MGMT-545-81: Diversity & Creating a Culture Of Inclusion
January 26, 2021 2021-01-26 10:46MGMT-545-81: Diversity & Creating a Culture Of Inclusion
MGMT 545: Diversity and Creating a Culture of Inclusion
Course Description and Prerequisites
Diversity is different from inclusion and organizations often miss the real opportunity to successfully move to a culture of inclusion. Students will look at theories of organization development and different change models to address diversity as organizational change, thus leading to inclusive policies, practices, and procedures in all dimensions of an organization. They will explore diversity as it relates to race/color/sex and will also include diversity as it relates to other facts such as appearance, generational beliefs, economic status, and gender identity.
show/course/number/MGMT_545 (Links to an external site.)
Student Centered Learning Outcomes
| Integrate development and change theories to create an approach to improve the culture of inclusion in an organization. |
| Research and interpret the effect of a strong culture of inclusion on organizations, including a willingness to have frank conversations. |
| Explore beyond issues of race/color/sex to include appearance, ability, generational beliefs, gender identity, etc. |
| Develop an approach to make the shift to inclusion at organizational, managerial and workgroup levels. |
| Assess legal vs. ethical diversity practices. |
Textbook(s)
Required Texts
The following free eBooks, available through the Champlain College Library, are used in this course.
The Inclusion Imperative: How Real Inclusion Creates Better Business and Builds Better Societies (Links to an external site.), Stephen Frost. Publisher: Kogan Page © 2014
Diversity at Work: The Practice of Inclusion (Links to an external site.)by Bernardo M. Ferdman and Barbara R. Deane (eds), Jossey-Bass © 2014 Citation
Topic Outline
- Review literature of Diversity vs. Inclusion
- Explore the effect of a strong culture of inclusion on organizations
- Investigate Organization Development and Change Theories
- Integrate development and change theories to create an approach to improve the culture of inclusion in an organization.
- Explore beyond issues of race/color/sex to include appearance, ability, generational beliefs, gender identity, etc.
- Assess legal vs. ethical diversity practices
- Explore ways to make the shift to inclusion at organizational, managerial and workgroup levels.
Methods of Assessment
Assessment will be guided on all levels by the program competencies, which will serve as the unifying reflection points. During this course students will participate primarily in these major forms of assessment:
- Contribute to the discussion regarding the role of diversity and inclusion with respect to hiring, training, developing, and supporting employees from both underrepresented and majority groups and how to create an inclusive learning community.
- Using organizational development and change theories, create an approach to improve the culture of inclusion in an organization with which the student is familiar. Include your hopes for this approach at the organizational, managerial and workgroup levels.
Your final grade will be determined based on:
| Graded Elements | Percentage |
|---|---|
| Discussions | 35 % |
| Weekly Assignments | 30 % |
| Final Project Summary | 4 % |
| Final Project | 31 % |
| Total | 100% |
| Extra Credit IDEA Survey | 1% |
Discussions
Weekly discussions are an integral part of learning at Champlain College and represent a significant portion of a student’s overall grade. In order to be successful, students should:
- Post a thorough, well-crafted initial response that fully addresses and develops all aspects of the prompt by the due date.
- Engage substantively throughout the discussion period by responding to others with questions or comments that demonstrate interest, build upon the ideas of others, and encourage elaboration.
- Apply and integrate concepts from this course as well as from quality resources including journals, websites, readings from another class, relevant work or life experience, etc.
- Demonstrate attention to style, structure, grammar, etiquette, and proper citation of references to maintain academic integrity.
Discussion grades are determined using the rubric below. The descriptions show what exemplary work looks like for each aspect of an overall discussion.
| Criteria | Description | Max Points |
|---|---|---|
| Application | Explicitly and thoroughly explains, applies, and integrates a) concepts from this or other courses, b) outside resources or research, c) life experiences, and/or d) processes used to solve problems. | 30 pts |
| Critical Thinking | Clearly articulates a desire to a) reflect, b) explore possibility, c) recognize ambiguity, d) question assumptions, and/or e) search for logical relationships among ideas. Selects, analyzes, and synthesizes relevant information to demonstrate original thinking. | 30 pts |
| Collaboration | Fosters collaborative learning while a) problem-solving, b) respectfully challenging others, and/or c) expanding thinking through responses and reflection with other learners throughout the week. Builds on classmate and instructor contributions to deepen the conversation. | 30 pts |
| Presentation | Demonstrates attention to APA/MLA style and structure, adheres to rules of grammar and etiquette, and properly cites references to literature and course materials. | 10 pts |
| Total Points: 100 | ||
Assignments
Assignments will be graded using the following rubric:
| MGMT HR Assignment Rubrics | |||||
|---|---|---|---|---|---|
| Criteria | Ratings | Pts | |||
| Quality of writing | Paper is well written from start to finish with no spelling, grammar, or style errors; AND paper is well organized, clear, and presents ideas coherently.
15.0 pts |
Paper is well written with 1-2 spelling, grammar, or style errors; OR, paper has minor organization issues; OR writing could be more articulate.
12.0 pts |
Spelling, grammar, and/or style errors detract from the reading; OR paper is not organized well; or thoughts and ideas are not articulated well.
9.0 pts |
Fails to answer directive being asked. OR No response.
0.0 pts |
15.0pts |
| Format/Layout | Correctly uses headers, footers, fonts, margins, heading, subheadings, and file-naming convention.
5.0 pts |
Meets most of the requirements related to format and layout.
3.0 pts |
Poorly meets requirements related to format and layout.
0.0 pts |
5.0 pts | |
| Use of References | All of the references used are important, and are of good/scholarly œality; AND all references are used effectively, cited correctly, and listed correctly in the reference list according to APA formatting requirements.
5.0 pts |
Most of the references used are important, and are of good/scholarly quality; AND most of the references are used effectively, cited correctly, and listed correctly in the reference list according to APA formatting requirements.
3.0 pts |
Most of the references used are not important, and/or are not of good/scholarly quality; OR references are not used effectively; OR citations or reference list are not provided; OR references are not listed in the reference list according to APA formatting requirements.
2.0 pts |
Provides no supporting citations and/or references.
0.0 pts |
5 pts |
| Quality of Expression of Ideas | Paper is objective and addresses all of the required issues with some level of depth; AND thoughts are logical and most ideas are supported with relevant examples.
20.0 pts |
Paper is objective and addresses all of the required issues with some level of depth; AND thoughts are logical and most ideas are supported with relevant examples.
16.0 pts |
Assignment is objective but minimally addresses the issues referred in the proposed topic; OR most information is relevant but analysis lacks breadth and depth.
12.0 pts |
Assignment is not objective and addresses poorly the issues referred in the proposed topic; OR few or not examples are included that express ideas.
0.0 pts |
20 pts |
| Integration of Course Resources and Readings | Information provided is necessary and significant to discuss these topics; and course material is throughly integrated and accurately portrayed; AND concepts explained in own words and applied to personal examples; AND concepts connected across frameworks.
20.0 pts |
Information is sufficient to discuss these issues; AND course material is integrated and portrayed, but lacks some degree of explanation and/or application to personal examples; AND concepts connected across frameworks.
16.0 pts |
Minimal information is presented to discuss these issues; or some concepts are not throughly integrated and/or addressed; OR relationships among concepts and frameworks are identified, but not thoroughly explained or addressed.
12.0 pts |
Concepts are missed, not addressed, or inaccurately presented; OR information is not necessary or examples are not helpful to support discussion; OR relationships among concepts and frameworks not identified.
0.0 pts |
20 pts |
| Quality of Critical Thinking | Throughly describes underlying assumptions that guide personal actions; AND builds new theories to guide interactions; AND evaluates and throughly describes information generated from new actions.
20.0 pts |
Describes underlying assumptions that guide personal actions; AND builds new theories to guide interactions; AND identifies actions made through slight modifications to thinking.
16.0 pts |
Identifies underlying assumptions that guide personal actions, but provides little or relevant descriptions; AND identifies actions made through slight modifications to thinking.
12.0 pts |
Fail to or inconsistently engage in critical reflection on underlying thinking and action.
0.0 pts |
20 pts |
| Quality Reflection-on-Action | Challenges others’ views using thorough analysis, reflection, and inquiry; AND offers substantive alternative views, when appropriate; AND explanations are through, relevant, and meaningful in supporting conclusions.
10.0 pts |
Challenges others’ views using analysis, reflection, and inquiry; AND offers alternative views, when appropriate; AND provides good explanation in supporting conclusions.
8.0 pts |
Provides evidence of analysis, reflection, and inquiry with shallow interpretations, alternative views, or questions; OR provides minimal explanations in supporting conclusions.
6.0 pts |
Accepts or reiterates others’ views with no interpretation, alternative views, or questions; OR provides short and hollow explanations.
0.0 pts |
10 pts |
| Risk Taking | Clearly demonstrates taking risks in trying out new ways of thinking, acting, and presenting views.
5.0 pts |
Demonstrates taking some risks in trying out new ways of thinking, acting, and presenting views.
3.0 pts |
Continues to operate within old theory of action with little insight into the consequences of this; AND creativity is not a feature of the paper’s presentation.
0.0 pts |
5 pts | |
Student Resources & Policies
Academic Honesty Policy
Champlain College students are expected to be familiar with and adhere to the College’s policy for Academic Honesty. (Links to an external site.) Academic honesty entails creating original assignments, using your own words, and when using the words and ideas of others, documenting those sources using the method specified in this course. Please consult with your instructor if you are in doubt. Violations of the policy could result in a grade of F on the assignment or in the course as well as dismissal from the College.
Course summary:
| Date |
Details |
|
|---|---|---|
| Wed, 13 May 2020 | Assignment Week 1: Discussion – Diversity is Being Asked to the Party; Inclusion is Being Asked to Dance | due by 23:59 |
| Sun, 17 May 2020 | Assignment Week 1: Assignment – Being a Minority | due by 23:59 |
| Wed, 20 May 2020 | Assignment Week 2: Discussion – The Inclusion Imperative | due by 23:59 |
| Sun, 24 May 2020 | Assignment Week 2 Assignment – Dear White Boss | due by 23:59 |
| Wed, 27 May 2020 | Assignment Week 3: Discussion – Best Practices for Recruiting for an Inclusive Workplace | due by 23:59 |
| Sun, 31 May 2020 | Assignment Week 3: Assignment – Identifying Bias | due by 23:59 |
| Wed, 3 Jun 2020 | Assignment Week 4: Discussion – A Peacock in the Land of Penguins | due by 23:59 |
| Sun, 7 Jun 2020 | Assignment Midpoint Course Feedback Survey | due by 23:59 |
| Assignment Week 4: Assignment – Assessing a Workplace for Inclusion | due by 23:59 | |
| Wed, 10 Jun 2020 | Assignment Week 5: Discussion – Evaluate the Progress | due by 23:59 |
| Sun, 14 Jun 2020 | Assignment Week 5: Assignment – Assessing Progress Toward Inclusion | due by 23:59 |
| Wed, 17 Jun 2020 | Assignment Week 6: Discussion – Articulating Inclusion as Satisfaction | due by 23:59 |
| Sun, 21 Jun 2020 | Assignment Week 6: Assignment – Final Project Summary | due by 23:59 |
| Wed, 24 Jun 2020 | Assignment Week 7: Discussion – Present your Findings thus far | due by 23:59 |
| Sun, 28 Jun 2020 | Assignment Week 7: Assignment – Consulting/Organizational Intervention Summary Presentation | due by 23:59 |
| Mon, 29 Jun 2020 | Assignment Week 8: Discussion – Consulting/Organizational Intervention Presentation | due by 23:59 |
| Fri, 3 Jul 2020 | Assignment Extra Credit: IDEA Survey Quiz | due by 23:59 |
| Assignment Week 8: Assignment – Final Project – Consulting/Organizational Intervention Plan | due by 23:59 | |
