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[OPENING REMARKS]
We hope that you find our Instructor’s Manual helpful as you craft your course on diversity
management. Every instructor has his or her own pedagogical philosophy and approach in the
classroom, and, as reflected in our example syllabi and emphasis on student participation and
team work, our pedagogical philosophy is based on the co-creation of knowledge in the
classroom.
We believe that diversity is best understood when students grapple with the complexities of
diversity by engaging in classroom discussion, writing critical papers, examining case studies,
working in teams, and performing analyses of how local and national companies manage or
mismanage diversity. In this Instructor’s Manual, we offer the following:
Example syllabi
Examples of written assignments
Writing Workshop materials
Outlines of opening essays
Teaching notes for diversity case studies
Detailed instructions for exercises
For more information, please contact Dr. Cañas directly at kate.canas@business.utah.edu. Thank
you!
Warm regards,
Kathryn A. Cañas, PhD
Harris Sondak, PhD
The University of Utah
Department of Management
David Eccles School of Business
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SYLLABI, ASSIGNMENTS, WRITING MATERIALS, FEEDBACK SHEETS
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[EXAMPLE SYLLABI]
EXAMPLE SYLLABUS #1
(3.0 credit hours; meets two times per week)
GENERAL INFORMATION [insert your general information here]
Day and Time: Tuesday/Thursday 10:45am to 12:05pm
Room: BuC 212
Instructor: Kathryn A. Cañas, PhD
Office: BuC 425
Office Hours: Before and after class; please make an appointment
Office Phone: 801.581.4739
Email: kate.canas@business.utah.edu
Web site: www.business.utah.edu/~mgtkc
PURPOSE
The world is changing at an ever-increasing rate—the amount of information readily available,
the complexion of our work environment, and the number and diversity of people with whom
we interact. As people active in today’s world, as managers, and as members of the workforce,
this diversity poses both challenges and benefits. Greater emphasis on understanding cultural
differences and managing diversity as a competitive advantage has become a reality and an
opportunity in American business.
OBJECTIVES
To define diversity, the primary and secondary dimensions of diversity, and diversity
management;
To understand the demographic changes occurring in today’s workforce;
To understand the meaning and application of the four diversity management paradigms;
To grapple with the strengths and weaknesses of the business case for diversity;
To expand individual understanding and critical thinking regarding diversity;
To identify best practices for managing diversity in the workplace;
To act as diversity consultants by developing a strategic diversity management plan for a
local organization;
To examine business cases of companies that represent both effective and ineffective
diversity management practices; and
To enhance your facilitation, public speaking, interpersonal, and writing skills.
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We will explore issues both conceptually and experientially. Specific topics will include
understanding differences such as gender, race, national origin, age, religion and spirituality,
disabilities, and sexual orientation/identity.
REQUIRED TEXT
Analytical thinking and integration are important elements of the educational process. To
maximize your learning, you are expected to read and process materials on your own as well as
in class.
Cañas, Kathryn and Harris Sondak. 2014. Opportunities and Challenges of Workplace Diversity:
PEDAGOGICAL PHILOSOPHY [insert your pedagogical philosophy here]
My pedagogical philosophy is based on the significance of dialogue in the classroom. In other
words, through the conversations and discussions that we have in the classroom, knowledge is
created. Within this pedagogical framework, the creation of a safe space is critical; students
should feel comfortable articulating their opinions. If your opinion challenges or differs from that
of your instructor and/ classmates, please feel free to express it—without such freedom it is
impossible to create a learning community. In addition, I want to make you aware that some of
the topics that we discuss during the semester may make you feel uncomfortable; it is often at
these moments when learning occurs.
UNIVERSITY OF UTAH POLICIES [insert your school policies here]
Student Absences
Excused Absences: Students absent from class to participate in officially sanctioned University
activity (e.g., band, debate, student government, intercollegiate athletics) or religious obligation,
or with instructor’s approval, shall be permitted to make up both assignments and examinations.
The University expects its departments and programs that take students away from class
meetings to schedule such events in a way that will minimize hindrance of the student’s orderly
completion of course requirements. Such units must provide a written statement to the students
describing the activity and stating as precisely as possible the dates of the required absence. The
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involved students must deliver this documentation to their instructors, preferably before the
absence but in no event later than one week after the absence. (PPM 9-7 Sec 15)
The Americans with Disability Act
The David Eccles School of Business seeks to provide equal access to its programs, services, and
Scholastic Behavior
All students are expected to uphold standards of academic honesty. Failure to do so (plagiarism,
cheating, etc.) may result in: failure of the assignment, failure of or expulsion from the class, or
expulsion from the University.
According to the “Code of Student Rights and Responsibilities,” Section 1 General Provisions and
A - Excellent Performance/Superior Achievement
An A student is one who understands the content and learning objectives thoroughly, completely,
and accurately, and can demonstrate that understanding in a number of ways. Such a student
B - Good Performance/Substantial Achievement
A B student is one who has demonstrated a relatively high level of mastery of the content and
learning objectives of the course. A B student will have done very well on assignments, exams,
and class projects, and will have participated constructively in class discussion. A B student will
have demonstrated a positive attitude toward the learning process and made a positive
contribution to the learning environment of the class.
C - Standard Performance and Achievement
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D - Substandard Performance/Marginal Achievement
A D student will have demonstrated some level of mastery of the content and learning objectives
of the course, but less than that desired to serve as a basis for future endeavor. A D student will
not have completed all assignments in a satisfactory manner, nor demonstrated more than a
partial grasp of requisite knowledge on exams and class projects. A D student will have
demonstrated only some commitment to the learning process and made only a marginal
contribution to the learning environment of the class.
E - Unsatisfactory Performance and Achievement
An E student has failed to demonstrate any significant mastery of the content and learning
objectives of the course. An E student will not have completed all assignments in a satisfactory
manner, nor demonstrated any significant grasp of the requisite knowledge on exams and class
projects. An E student will have failed to demonstrate any significant level of commitment to the
learning process, nor made any positive contribution to the learning environment of the class.
Laptops and Cell Phones
There are no laptops or cell phones allowed in class unless you are instructed by your professor
to take them out, specifically to use them for an exercise. The laptop may be used only with an
electronic copy of the textbook.
REQUIREMENTS
Class Participation
o Diversity Current Events Report
o Drafts of Individual Papers
o Attendance and In-class Discussion 15%
Team Facilitation of Case Study 10%
Diversity Journal 10%
Individual Paper 1 10%
Individual Paper 2 20%
Final Team Presentation, “The Diversity Consulting Team” 15%
Final Team Paper, “The Diversity Consulting Team” 20%
________________
100%
COURSE CALENDAR
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H: ▪ Reading: Introduction/Preface (p. ix-xv)
▪ Exercises: Your Pie Chart (p. 275)
WEEK 2 THEORETICAL UNDERPINNINGS OF DIVERSITY
T: ▪ Reading: “Diversity in the Workplace: A Theoretical and Pedagogical
Pedagogical Perspective”
WEEK 3 LEGAL UNDERPINNINGS OF DIVERSITY
T: ▪ Guest Speaker: OEO Officer from the University of Utah
▪ Reading: “Diversity in the Workplace: A Legal Perspective” (p. 26-44)
▪ Work in Teams: Discussion Questions
H: ▪ Complete discussion of “Diversity in the Workplace: A Legal
Perspective”
▪ Exercise: What Constitutes Sexual Harassment? (p. 290)
WEEK 4 AN INTEGRATED APPROACH TO DIVERSITY MANAGEMENT
T: ▪ Reading: (1) “An Integrated Approach to Managing Diversity in
Organizations” (p. 45-64); (2) “Exemplary Diversity Leaders and
Organizations” and “Case Study: Diversity as Strategy: IBM and the
Leadership of Louis Gerstner” (p. 65-86)
▪ Work in Teams: Discussion Questions
H: ▪ Complete discussion of “Integrated Approach” and “Exemplary
Diversity”
Writing Workshop
▪ Bring in draft of Paper One for peer review
WEEK 5 PAPER DEADLINE & WORK ON FINAL TEAM PROJECT
T: ▪ Paper One is Due
▪ Work on Final Team Project
H: ▪ Exercise: Analysis of Mini Diversity Management Cases
▪ Work on Final Team Project
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WEEK 6 GENDER & THE WORKPLACE
T: ▪ Reading: (1) “Off-Ramps and On-Ramps” (p. 90-101); (2) Case Study:
“Augusta National Golf Club: Membership for Women or Staying the
Course?” (p. 102-109)
▪ Work in Teams: Discussion Questions
H: ▪ Case Facilitation Team #1: Augusta Case
▪ Exercise: Masculine and Feminine Speaking Styles
WEEK 7 RACE, NATIONAL ORIGIN, & THE WORKPLACE
T: ▪ Reading: (1) “The Truth about Mentoring Minorities” (p. 118-123); (2)
Case: “The Classic Look of Discrimination: Abercrombie & Fitch’s
Struggle to Manage Diversity” and the A&F Response (p. 123-131); (3)
“Case: Making the Cut or on the Ropes: A Play-by-Play Analysis of
Diversity and Sports in NFL, NASCAR, PGA, and NBA” (p. 131-141); (4)
“Case: Denny’s Restaurants: Creating a Diverse Corporate Culture A &
B” (p. 146-152)
▪ Work in Teams: Discussion Questions
▪ Case Facilitation Team #2: Abercrombie & Fitch
H: ▪ Case Facilitation Team #3: Diversity and Sports
▪ Case Facilitation Team #4: Denny’s Restaurants
{Note: The Texaco can be substituted for Denny’s}
WEEK 8 AGE & THE WORKPLACE
T: ▪ Reading: (1) “It’s Time to Retire Retirement” (p. 168-176); (2) “The
Changing Landscape of Work” (p. 177-186) (3) Case: “Asleep at the
Wheel: Ford Motor Company’s Exclusion of the Older Worker” (p. 189-
198)
▪ Work in Teams: Discussion Questions
H: ▪ Case Facilitation Team #4: Ford Motor Co. Case
▪ Exercise: Understanding the Multigenerational Workforce (p. 287)
▪ Work in Teams: Final Project
WEEK 9 RELIGION, SPIRITUALITY, & THE WORKPLACE
T: ▪ Reading: (1) “Taking Religion to Work” (p. 200-209); (2) “Spirituality in
the Workplace” (p. 209-212) (3) Case: “Purity of Spirit: Tom’s of Maine”
(p. 213-222)
▪ Work in Teams: Discussion Questions
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H: ▪ Case Facilitation Team #5: Tom’s of Maine
▪ Exercise: Religion and the Workplace—A Brainstorming Activity (p.
280)
▪ Exercise: Religion and Spirituality: What Could Be Happening Here? (p.
291)
WEEK 10 SPRING BREAK: NO CLASS
T/H: Spring Break
WEEK 11 SEXUAL IDENTITY & THE WORKPLACE
T: ▪ Reading: (1) Selections from Straight Talk about Gays in the Workplace
(p. 224-231); (2) Case: Nike and the LGBT Community (p. 231-233); (3)
Case: “The Cracker Barrel Restaurants” (p. 234-238); (3) Transgender
Case: When Steve Becomes Stephanie (p. 240-247)
▪ Guest Panel: Students from the LGBT Resource Center; business
executive from the LGBT community
H: ▪ Case Facilitation Team #6: The Cracker Barrel Restaurants
▪ Exercise: Short Case Study Analysis of “When Steve Becomes
Stephanie”
▪ Exercise: Analyzing Nike’s Branding and Outreach to the LGBT
Community (p. 291)
▪ Exercise: 10 Question Assessment: Does Your Organization Represent a
Workplace with Equal Opportunities for LGBT Employees? (p. 295-296)
WEEK 12 DISABILITIES & THE WORKPLACE
T: ▪ Reading: (1) “Counting on Workers with Disabilities” (p. 251-256);
(2) Case: “In the Eye of the Perfect Storm: Creating Accessibility—IBM,
GM, and CISCO” (p. 262-272)
▪ Guest Speaker: Expert on Disabilities and the Workplace
H: ▪ Case Facilitation Team #7: Disabilities/The Perfect Storm
▪ Exercise: The Ten Commandments of Interacting with People
with Disabilities (p. 292-293)
WEEK 13 WRITING WORKSHOP & WORK ON FINAL PROJECT
T: ▪ Writing Workshop
▪ Bring in draft of Paper Two for peer review
H: ▪ Paper Two is Due
▪ Work on Final Team Project
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WEEK 14 PAPER DEADLINE & WORK IN TEAMS
T: ▪ Work Day
H: ▪ Work on Final Team Projects
▪ Team Presentations: “The Diversity Consulting Team”
WEEK 15 DEADLINE FOR TEAM PRESENTATIONS & PAPERS
T: ▪ Team Presentations: “The Diversity Consulting Team”
H: ▪ Team Presentations: “The Diversity Consulting Team”
WEEK 16 DEADLINE FOR TEAM PRESENTATIONS & PAPERS
T: ▪ Team Presentations: “The Diversity Consulting Team”
▪ Final Diversity Consulting Team Papers are due
EXAMPLE SYLLABUS #2
(3.0 credit hours; meets one time per week)
GENERAL INFORMATION [insert your general information here]
Day and Time: Monday 6:00pm to 9:00pm
Room: BuC 106
Instructor: Kathryn A. Cañas, PhD
Office: KDGB 323
Office Hours: Before and after class; please make an appointment
Office Phone: 801.581.4739
Email: kate.canas@business.utah.edu
Web site: www.business.utah.edu/~mgtkc
PURPOSE
The world is changing at an ever-increasing rate—the amount of information readily available,
the complexion of our work environment, and the number and diversity of people with whom
we interact. As people active in today’s world, as managers, and as members of the workforce,
this diversity poses both challenges and benefits. Greater emphasis on understanding cultural
differences and managing diversity as a competitive advantage has become a reality and an
opportunity in American business.
