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Islam
Main Beliefs
o One God, Allah.
o God’s messenger is Muhammad, the prophet to whom the sacred teachings of
Allah—compiled in the Qur’an—were revealed to.
o The word “Islam” means, literally: “to be in peace.” Muslims more commonly
translate Islam as “peace through submission to God.”
Values/Teachings
o The seeking and imparting of knowledge.
o God is considered both the creator and lawgiver.
Text(s)
o The Qur’an
Muslim sacred text
Divided into 114 suras (chapters)
o The Hadith
A collection of scholarly writings that date to the time of Muhammad
that instruct Muslims on how to live a virtuous life. Considered a
complement to the Qur’an.
Holy Days
o Ramadan: a month of fasting that falls in the ninth month of the Islamic calendar.
o Id al-Fitr: a three-day festival that occurs at the end of Ramadan, celebrating the
end of the fasting month with a special community prayer.
o Mawlid an-Nabi: celebrates the birth of the prophet Muhammad.
Rituals/Practice
o The shahadah: the declaration to one’s devotion to Islam. Once the shahadah is
uttered in sincerity, he/she is considered a Muslim.
o Sawm: fasting ritual that takes place during Ramadan.
o The Hajj: The sacred pilgrimage that Muslims take once in their lives to Mecca, in
Saudi Arabia. The Hajj takes place during the 12th month of the Islamic calendar.
Important Symbols
o The Star and Crescent: symbolizing Allah’s presence in the world as constant and
never changing. This symbol is often found on flags and on the dome of mosques,
always pointing toward Mecca.
Name of place of worship: Mosque
Worldwide population: 1.3 billion
Branches
o Sunni (1 billion)
o Shi’i, also Shi’ah (180 million)
o Sufism (9 million)
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Hinduism
Main Beliefs
o Brahman: the absolute reality. It is thought that the concept of Brahman cannot
be described. The part of humans that is Brahman is the soul.
Brahman is manifested through various deities. Some of these Gods and
Goddesses include:
Brahma: The Creator
Vishnu: The Preserver
Shiva: The Destroyer
Ganesh: The Remover of Obstacles
o The concept of samsara: the continuous cycle of birth and rebirth that is dictated
by the law of karma.
Values/Teachings
o The ethics of Hinduism are based on Karma, the moral law of cause and effect,
and on Dharma, the concept of the correct moral path each person must follow.
Text(s)
o The Shrutis. These texts include:
The Vedas (meaning “knowledge”): books that describe rituals and
sacred knowledge. Possibly the oldest books in the world.
The Upanishads: Focus on the concept of Brahman; are meant to explain
the Vedas in simpler terms.
o The Smritis. Includes the following epics:
The Mahabharata: An epic poem about two rival families.
The Bhagavad-Gita: The sixth section of the Mahabharata but is read as a
separate text due to its popularity.
The Ramayana: The story of Rama and his wife Sita.
Holy Days/Festivals
o Diwali: Five-day “festival of lights.”
o Holi: Celebrates spring harvest and the coming New Year.
Rituals/Practices
o Puja (worship): offerings made inside a temple that include a series of rituals and
prayers.
o The five paths of yoga: Karma, Jnana, Bhakti, Mantra and
Raja.
Important Symbols
o The Aum (Om): A sacred syllable that is said at the beginning of prayers and
mantras.
o The Sacred Cow: a symbol of the bounty of the earth; it is prohibited to slaughter
cows or eat beef.
Name of place of worship: Mandir (Hindu Temple)
Worldwide population: 900 million
Branches
o Vaisnavites (500 million)
o Saivites (200 million)
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Buddhism
Main Beliefs
o Buddha is not a God, but rather a historical person by the name of Gautama
Siddhartha, who was born in 566 BC in present-day Nepal.
o The Buddha gained enlightenment by relinquishing worldly objects and
followed an ascetic path in search for life’s truths. The Buddha did this by
meditating and once enlightened, he began to spread his story to the outside
world.
o Enlightenment, or nirvana, is the goal of Buddhists. Nirvana is reached through
the concept of karma—the law that a person’s actions dictate the process of death
and rebirth (known as samsara) into the next life.
Values/Teachings
o The Four Noble Truths:
The fact of suffering/all life is suffering
The cause of suffering (desire)
The fact that there is a way out of suffering (suffering will end when we
are free from desire)
The way itself (The Noble Eightfold Path)
o The Noble Eightfold Path:
Right understanding: the Buddhist must understand the Four Noble
Truths
Right intention/right thought: individual must want to change
Right speech: revealing the truth through language
Right conduct: actions are without ego
Right livelihood/occupation: choosing an occupation that does not
involve harmful or violent activity
Right effort: self-knowledge and self-discipline
Right mindfulness: avoidance of vices
Right concentration: through meditation
Text(s)
o Pali Canon (used by Theravada branch of Buddhism): scriptures written by
monks over hundreds of years after the death of the Buddha
o Sutras (writings developed by followers of the Mahayana branch of Buddhism):
thought to be actual accounts of the teachings of Buddha himself.
Holy Days
o Holy days vary enormously between countries and branches of Buddhism.
Though the days vary, all celebrate the birth of the Buddha.
Rituals/Practices
o Meditation
One step within the Eightfold Path
Practiced regularly to free the self from suffering
Meditation types and styles vary between different branches of
Buddhism.
Important Symbols
o Images of the seated Buddha are common throughout the various branches of
Buddhism.
o The Footprint: symbolizes Buddha’s path toward enlightenment
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o The Wheel of Law: usually shown with 8 spokes, representing the Eightfold Path.
Name of place of worship: Temple; also widely practiced in monasteries
Worldwide population: 360 million
Branches
o Theravada Buddhism (100 million)
o Mahayana Buddhism (250 million)
o Pure Land Buddhism (20 million)
o Tibetan and Tantric Buddhism (6 million)
o Zen Buddhism (5 million)
Sikhism
Main Beliefs
o One God, known as Sat Guru “The True Teacher”
o Sikhs follow human Gurus (teachers)
Values/Teachings
others
Text(s)
o The Guru Granth Sahib or Adi Granth (meaning Primal Book)
Holy Days
o Many Sikh festivals and holidays coincide with Hindu traditions. For example,
o The Khanda: Symbol of Sikhism that is made of three parts: in the center is a two-
edged sword, representing freedom and justice; on each side of the sword are a
pair of curved swords, representing worldly concerns and religious concerns;
and finally the circle that surrounds the double-edged sword represents unity.
o The Five symbolic “Ks” are worn by Sikhs at all times:
Name of place of worship: Gurdwara
Worldwide population: 23 million
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Daoism
Main Beliefs
o Lao Zi is the founder of Daoism (or Taoism), who was a philosopher and author
of the Dao De Jing.
the possibility of joining the immortals in heaven.
o The overriding principle of the Daoism is “wu-wei,” the concept of non-
interference, or going with the flow.
Values/Teachings
o The way of the Dao, the religion of following nature’s path, of seeking
Holy Days/Festivals
o The jiao ceremony: held near the winter solstice and commemorates the
masculine (yang) force.
o New Year Festival: it is traditional at this time to clean house and to settle all old
debts.
o The Yin-Yang symbol: represents two opposite halves that make up the whole of
the universe. Yin represents the female elements and is associated with cold and
dark. Yang is the masculine force, associated with heat and light.
o The ox symbolizes the start of the year, hard work and Lao Zi’s peasant roots.
Name of place of worship: Temples
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[CHAPTER 12: UNDERSTANDING DIFFERENCE]
EXERCISE: ANALYSIS OF MINI DIVERSITY CASES
Purpose
The purpose of this exercise is to help students understand and manage different workplace
scenarios that deal with the six primary dimensions of diversity: gender, race and national origin,
age, religion and spirituality, disabilities, and LGBT issues.
Instructions prior to class
Prior to class, have the students (1) read the mini cases and (2) study the managerial and legal
aspects of managing diversity in the workplace by reviewing Chapter One and Chapter Two.
Instructions in class
1. Divide participants into groups of four or five. Assign each group one, a few, or all of the
mini diversity cases to examine.
2. Allow a few minutes for everyone to review the cases.
3. Have each group discuss and examine the situations articulated in the cases by
4. Have each team report their answers to the entire class.
5. To enhance learning, stimulate more dialogue, and make connections among cases, use
the white board to guide the discussion by listing different answers and general
comments.
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EXERCISE: UNDERSTANDING THE MULTIGENERATIONAL WORKFORCE
Purpose
The purpose of this exercise is to help students: (1) better understand the four generations that
exist in today’s workforce; (2) grapple with the advantages and challenges associated with a
multigenerational workforce; and (3) develop strategies on how to communicate with and
motivate different generational groups.
Instructions prior to class
Since many of your students may not be familiar with the four generations working in today’s
workforce, it is a good idea to have them do extra research before class on each: The WWII
Generation, The Boomer Generation, Generation X, and the Millennial Generation. They should
come to class with five to ten bullet points that describe each generation.
Instructions in class
Divide participants into groups of 4 or 5, with each group having access to a computer for
research purposes. Working in teams, have participants answer the following questions:
1. What are seminal occurrences that each generation experienced growing up? How do
2. What are four advantages and four disadvantages to having a multigenerational
workforce?
3. How would you approach motivating employees from each of the groups?
4. How would you change your communication style when speaking to members of
different generational groups?
5. What diversity initiatives can organizational leaders implement to manage effectively
their multigenerational workforce?
Helpful in-class notes
Four Main Workplace Generations & Historical/Seminal Events
WWII Generation (born 1945 and before)
Events: Hindenburg tragedy, Hitler invades Russia, Pearl Harbor, US enters WWII, Jackie
Robinson joins MLB, Korean War begins
The Boomer Generation (born 1946 to 1964)
Events: First transistor radio, John Glenn circles the earth, Martin Luther King leads March on
Washington, President Kennedy assassinated, US sends troops to Vietnam, US moon landing
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Generation X (born 1965 to 1980)
Events: Global energy crisis, Margaret Thatcher becomes first female British Prime Minister, John
Lennon killed, AIDS identified, Challenger disaster, Berlin Wall falls, Tiananmen Square
uprisings
Millennial Generation (born 1980 to 2000)
Events: Nelson Mandela released, Apartheid ends, Princess Diana dies, Columbine High School
shootings, World Trade Center attacks, Enron, War begins in Iraq, Hurricane Katrina
Why hire and/or develop a multigenerational work team?
The team can attract and retain talented people of all ages.
The team is more flexible.
The team can gain and maintain greater market share because its members reflect a
multigenerational market.
Decisions are stronger because the team is broad-based with multiple perspectives.
The team is more innovative and creative.
The team can meet the needs of a diverse public and can relate more effectively.
What challenges might you face as a manager leading a multigenerational workforce?
The main challenge is the differences among generational groups that a manager might face,
specifically in terms of outlook, work ethic, views of authority, leadership preference, relationships, and
perspective.
Outlook: WWII employees are practical, Boomers are optimistic, Xers are skeptical, and
Millennials are hopeful.
Work Ethic: WWII employees are dedicated, Boomers are driven, Xers are balanced, and
Millennials are ambitious.
Authority: WWII employees are respectful to authority, Boomers have a love/hate
Xers in reluctance to commit, and Millennials in loyalty.
Perspective: WWII employees are civic-minded, Boomers are team-oriented, Xers are self-
reliant, and Millennials are civic-minded.
Source: Susan A. Murphy and Clair Raines, “Leading a Multigenerational Workforce,” AARP.org:
2007.
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EXERCISE: ANALYZING BIAS IN INTERNAL BUSINESS COMMUNICATION
Purpose
The purpose of this exercise is for students to examine unintentional bias in corporate
communication and to understand the potential negative impact of bias language.
on an organizational culture?
Instructions in class
First divide students into groups of four or five. Second, allow ample time for group members to
read the case thoroughly. Third, have each group discuss the case and examine the language
used in the internal memorandum.
The “subject” line
Word “men” to mean all employees
Phrase “most holy of seasons”
“You and your spouse”
“Christmas party—A Child is Born: Christmas in the Mountains”
The mention of alcohol in the opening paragraph (open this to discussion)
“blessings”
“his car”
No elevator accessibility
“young lady”
“you and your wife or husband”
“Indian and Mexican children and senior citizens”
“Ladies from the secretarial staff”
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EXERCISE: WHAT CONSTITUTES SEXUAL HARASSMENT?
Purpose
The purpose of this exercise is to help your students understand what constitutes sexual
harassment.
Instructions prior to class
Because sexual harassment is a very complex issue, instruct your students to investigate the
meaning of sexual harassment (and the two types defined by law—quid pro quo and hostile work
environment) before coming to class. A helpful teaching tool that is particularly effective in light
of this topic is a guest speaker who is an expert in explaining the complexities of sexual
harassment. One possibility is to have an officer from your university’s Equal Employment Office
speak on sexual harassment in particular and the protected classes in general.
Instructions in class
Have the students discuss each scenario in teams and determine whether or not the scenario
constitutes sexual harassment.
Scenario One:
Mary and Bill work in the same department. Mary and Bill are friendly, but nothing romantic has
occurred between them. Mary asks Bill if he would like to go out after work.
