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Scenario Three:
At a company party, employees are called up individually to receive year-end bonuses. Susan
was shocked to discover that while the men in her department received cash, she and her female
co-workers received flowers.
Answer:
Adam and a co-worker are looking at a sexually explicit Web site. Someone walks in and sees the
Web site. That person is offended and reports the incident to Adam’s supervisor, who never tells
Adam about the complaint. The person walks into Adam’s office three more times in the next
several months and again sees sexually explicit material on Adam’s screen. The person never tells
Adam that he is offended.
Answer:
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EXERCISE: ANALYZING NIKE’S BRANDING & OUTREACH TO THE LGBT COMMUNITY
Purpose
The purpose of this exercise is twofold: (1) to examine Nike’s branding efforts in light of their
relationship with the LGBT community; (2) to study other organizations that market to and
support the LGBT community. This simple exercise is extremely impactful and memorable.
Instructions prior to class
Before I do this exercise, I attempt to get the class interested in companies that truly stand behind
diversity, specifically the LGBT community. I explain that in 1995 Nike created a television
commercial about long-distance runner, Ric Muñoz, who has HIV. Further, I explain that this
commercial is unique because it is one of the only commercials to use HIV/AIDS thematically.
I ask the students to research the perception of HIV/AIDS in 1995 and compare it to today’s
perception of HIV/AIDS. Since many of my students were very young in 1995, they need to take
the time to understand how HIV/AIDS was viewed in the past to get the full impact of the Nike
commercial. In addition, I ask them (1) to research what Nike is doing today to support diversity
Then, in small groups of about four or five, discuss the following questions: (1) What was
Nike’s diversity message in 1995? (2) What risks did Nike take by running this
commercial? (3) What was Nike’s goal with this commercial? (4) What is Nike’s current
stance on diversity? (5) Has Nike maintained their strong support of the LGBT
community and other diversity groups?
American Express, Subaru, and Procter & Gamble market to the LGBT community. In
addition to these companies, find five more companies that actively market to the LGBT
community.
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EXERCISE: RELIGION & SPIRITUALITY: WHAT COULD BE HAPPENING HERE?
Purpose
The purpose of this exercise is to help your students better understand the intersection of religion
and the workplace.
Do you have personal knowledge about certain religions? If so, share this knowledge
with your group.
Scenario One:
Sonia, who was just recently hired, has started to wear loose-fitting clothes and a headscarf to
work. Behind her back, some co-workers responded with comments such as: “Sonia is going to
scare off potential clients with her crazy outfits” and “I wonder if Sonia is a part of a radical
religious group.” Sensing negative sentiments from her co-workers, Sonia becomes more self-
conscious and less communicative.
Comment:
Scenario Two:
Harte Consulting, LLC was thrilled to hire Jonathan onto their team. Jonathan’s résumé was of
the highest quality—he graduated from a top business school with honors and had prior
experience relevant to his new position. His co-workers are confused, however, when Jonathan
seems resistant to working on Saturdays. He claims to have prior engagements and
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responsibilities that keep him from joining the group’s meetings. His co-workers begin to
question his dedication to his team in particular and the company in general.
Comment:
One response to this situation is that Jonathan is Jewish. In Judaism, Saturday is observed as the
Scenario Three:
Maya, who has just declared—“I’m really hungry”—is at a business lunch in which she is served
chicken, beans, and creamy garlic potatoes. She eats the beans, seems uninterested in the rest of
her food, and then orders dessert. Her co-workers look at her strangely and, after lunch, they
discuss her odd behavior.
Comment:
One response to this situation is that Maya may be upholding principles of the Hindu religion. In
the Hindu religion, believers do not eat meat from animals; they also avoid foods that may have
caused pain to animals during the manufacturing process. Much of their belief system is based on
the power of “karma” which represents the cycle of cause and effect and all that an individual
has done and will do—thereby making one responsible for one’s own life and the pain in others,
including animals. A Hindu believes that if he or she consumes animal flesh, they may
accumulate the negative karma of that act; they would then need to balance the negative actions
with good actions in this life or the next.
Maya could also be a practicing member of the Buddhist religion. Similar to the Hindu concept of
Jain belief in non-violence to the west. Fasting is commonly practiced by Jain’s, both for holy days
and throughout the year for penance and purification of the body and mind. Jain’s believe that all
living things possess a soul and refrain from eating food that must suffer violence or death,
including meat and many plants, such as potatoes and other root vegetables.
Scenario Four:
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was an all-star softball pitcher in high school and college, has just been transferred into the
department, and her new co-workers are thrilled that their team just became more competitive.
Jenny, however, declines to be part of the team. Jenny is now tagged as “not a team player”
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EXERCISE: THE TEN COMMANDMENTS OF INTERACTING WITH PEOPLE WITH
DISABILITIES
Purpose
1. When talking with a person with a disability, speak directly to that person rather than
through a companion or sign language interpreter who may be present.
2. When introduced to a person with a disability, it is appropriate to offer to shake hands.
3. When meeting a person with a visual impairment, always identify yourself and others who
4. If you offer assistance, wait until the offer is accepted. Then listen to or ask for instructions.
5. Treat adults as adults. Address people who have disabilities by their first names only when
6. Leaning or hanging on a person’s wheelchair is similar to leaning or hanging on a person’s
7. Listen attentively when you’re talking with a person who has difficulty speaking. Be patient
and wait for the person to finish, rather than correcting or speaking for the person. If
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8. When speaking with a person in a wheelchair or a person who uses crutches, place yourself
at eye level in front of the person to facilitate the conversation.
9. To get the attention of a person who is hearing-impaired, tap the person on the shoulder or
wave your hand. Look directly at the person and speak clearly, slowly, and expressively to
10. Relax. Don’t be embarrassed if you happen to use accepted, common expressions that seem
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[CHAPTER 12: ASSESSING ORGANIZATIONS]
EXERCISE: EXAMINING EXEMPLARY LEADERS IN MANAGING DIVERSITY
Purpose
The purpose of this exercise is to have your students locate and examine organizational leaders
Background. What is the professional background of this leader? Is there any personal
information or experience that led to his or her passion for managing diversity?
Philosophy. What is the leader’s philosophy on diversity management?
Changes in the Organization. What role did diversity play before the leader became a part
of the organization?
particular and overall success in general?
Instructions in class
In small groups, have them pool all of their information. As groups, have the students
report their findings to the class.
Names of leaders from which the students may choose (encourage others as well):
J. W. “Bill” Marriott, Jr., Marriott International
Indra Nooyi, PepsiCo
Dick Parsons, Time Warner
Antonio Perez, Eastman Kodak
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David M. Ratcliffe, Southern Company
Steve Reinemund, Pepsico
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EXERCISE: TEN QUESTION ASSESSMENT: DOES YOUR ORGANIZATION REPRESENT
AN EQUAL WORKPLACE FOR LGBT EMPLOYEES?
Purpose
The purpose of this exercise is to help students understand what constitutes best practices in the
creation of workplace equality for LGBT employees.
Instructions prior to class
In class we discuss how diversity training often does not include LGBT workplace issues.
Because some trainers may view the topics of sexual identity and gender expression difficult to
talk about openly, such topics are often omitted from the diversity discussion entirely. A recent
study argued that LGBT employees who are “out” in the workplace are more productive. I ask
my students: “What happens when employees are afraid to be their authentic selves at work?”
“Could this negatively affect the employee’s overall productivity and/or the organization’s
overall productivity?
Instructions in class
I ask the students to reflect on a company that they worked for in the past or that they currently
work (or the university that they are attending) for when answering the following questions:
Does your organization . . . .
1. Include sexual orientation and gender expression in their non-discrimination policies?
2. Recognize same-sex couples and their families with equal access to all company benefits?
3. Make their support of LGBT employees clear both internally and externally?
4. Support the development of an LGBT Employee Resource Group?
5. Measure/track the successes and/or challenges experienced by LGBT employees who are
“out” in the workplace?
6. Provide diversity training that includes LGBT issues in the workplace?
7. Support external relationships that are working for LGBT equality?
8. Include LGBT-owned businesses in their supplier diversity program?
9. Incorporate LGBT images in advertising and brand-identity materials?
10. Support public policy that creates and protects LGBT workplace equality?