978-0132953511 Part 4 | Course Paper

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Accent Errors (e.g., missing or wrong articles, wrong prepositions, incorrect use of

idioms) commonly characterize the writing of non-native speakers. Accent errors—which

are nearly impossible for non-native speakers to correct in the short term—will often be

ignored by readers. Accent errors rarely interfere with communication and usually do

not damage the writer’s credibility.

Academic writing: In terms of errors, all are applicable to academic writing.

Source: Adapted from Robyn Walker, Strategic Business Communication: An Integrated, Ethical

Approach (Thomson South-Western, 2006).

Checklist/Feedback Sheet for Evaluating Messages

Area of Focus – √ + Comments

WRITING TASK

Provides a clear purpose

Meets assignment criteria/purposes

AUDIENCE

Is audience-centered

Answers audience’s needs/questions/

Objections

ORGANIZATION

Introduces the topic

Provides a logical structure

Provides coherent flow

Links with transitions

Forecasts

Provides a conclusion

CONTENT

Focuses toward goal

Provides relevant supportive information

Provides sufficient information

VERBAL EXPRESSION

Uses an appropriate tone

Chooses an appropriate style

VISUAL IMPRESSION

Considers overall appearance

Uses design features, i.e. headings/lists

Uses space/graphics

MECHANICS/ERROR INTERFERENCE

Uses correct grammar

Uses correct spelling

Uses correct sentence structure

Achieves clarity and credibility

Strengths/Areas of Development

OUTLINES FOR OPENING ESSAYS

[OUTLINES FOR OPENING ESSAYS IN PART I]

Chapter One Essay: Outline

“Diversity in the Workplace: A Theoretical and Pedagogical Perspective”

I. Introduction

a. Diversity training has become a multibillion-dollar industry.

b. There is a movement in corporate America to embrace diversity.

c. There is no clear discussion of the challenges associated with managing diversity

and how this complex process can be handled effectively.

d. Diversity only becomes an exciting business opportunity when it is managed

effectively at all levels of an organization and understood in light of both its

advantages and disadvantages.

e. Three phases will help to illuminate the complexities of diversity management.

These phases are to:

i. Articulate a variety of definitions of diversity and consider alternative

frameworks for defining and understanding diversity.

ii. Examine different approaches for how organizational leaders can

manage diversity.

iii. Describe the business case for diversity, which argues that diversity

contributes to the bottom line; and discuss the challenges, counter-

arguments, and paradoxes associated with the business case philosophy.

f. Definition of diversity management: an organizational commitment and systemic

approach that moves beyond compliance with legal requirements and statements

that simply express that the organizations claim to value diversity.

g. Effective diversity management is systemic because its dimensions are

incorporated throughout the inner workings of a business and linked to strategic

business goals. A required component of an effective diversity management

policy is a steadfast commitment from organizational leadership.

h. Although there are both opportunities and challenges of teaching diversity

management, the three-phase pedagogical framework will help diversity

educators navigate diversity’s complexities and create a more accurate and

therefore more useful conversation about diversity and diversity management.

II. Phase One: Defining Diversity

a. Society for Human Resource Management (SHRM)

i. Diversity refers to differences based on ethnicity, gender, age, religion,

disability, national origin, and sexual orientation, as well as unique

characteristics and experiences such as the way one communicates, one’s

height and weight, and one’s speed of learning and comprehension.

b. Taylor H. Cox, Jr.

i. Diversity is the variation of social and cultural identities among people

existing together in a defined employment or market setting.

c. Marilyn Loden

i. Diversity is reflective of important human characteristics that impact

individuals’ values, opportunities, and perceptions of self and others at

work.

ii. There are two dimensions of diversity: primary dimensions (i.e. age,

ethnicity, gender, mental/physical abilities, race, and sexual orientation)

and secondary dimensions (i.e. work style, geographic origin, income,

work experience, military experience, family status, religion, native

language, communication style, organizational role and level, and

education).

d. Anita Rowe and Lee Gardenswartz

i. Primary and secondary dimensions are articulated and two more

dimensions are added:

1. In the center they add personality.

2. On the periphery they add organizational membership (i.e.

union affiliation, management status, work content/field,

seniority, division/department, work location).

e. R. Roosevelt Thomas, Jr.

i. Diversity is any mixture of items characterized by differences and

similarities.

f. Myrtle P. Bell

i. For Bell, the areas of diversity include only race, ethnicity, sex, religion,

age, physical and mental ability, sexual orientation, work and family

status, and weight and appearance; she focuses on these identity groups

in the context of power relations and historical inequities.

g. David A. Thomas and Robin J. Ely

i. Diversity directly impacts work – these authors define diversity as “the

varied perspectives and approaches to work that members of different

identity groups bring.”

h. Michàlle E. More Barak

i. Barak extends the discussion of diversity across national and cultural

boundaries.

i. Four Principles for an Improved Definition of Diversity (authors’ contribution)

i. Diversity is expansive but not without boundaries

1. Diversity cannot be too narrowly defined (as, for example, the

color of one’s skin) or too broadly defined (if diversity were to

become inclusive of every characteristic of every unique

individual in any workplace, it would end up void of both

clarity and usefulness).

ii. Diversity is fluid

1. Although diversity affiliations are often portrayed as absolute

and clearly distinct, they are fluid, continuous, and indefinite.

2. People move in and out of diversity categories.

iii. Diversity is based on both similarities and differences

1. Individuals will view themselves as having qualities in common

rather than narrowly defining themselves in terms of how they

differ.

iv. Diversity is rooted in non-essentialist thought

1. Essentialism is damaging because it “encourages individuals to

2. A non-essentialist framework transcends such generalizations

while encouraging us to see the complexities of each individual.

v. Diversity is directly related to how one experiences work

1. Diversity is often incorporated superficially in an organization

when it should be considered in terms of its direct relationship

with how employees perceive and perform their work and

interact with both their colleagues and those outside their

organizations.

III. Phase Two: Understanding Leadership-based Organizational Paradigms for

Managing Diversity

a. The Resistance Paradigm

i. This paradigm is based on the rejection and evasion of diversity and

diversity initiatives.

ii. Example: Cracker Barrel Restaurants and Dan Evins

b. The Discrimination-and-Fairness Paradigm

i. This paradigm is based on accommodating the legal responsibilities of

diversity, specifically in terms of federal mandates.

ii. Example: EEOC Regulations and Affirmative Action (University of

Michigan)

c. The Access-and-Legitimacy Paradigm

i. This paradigm is based on bottom-line reasons for incorporating

diversity; hiring specific diverse employees to market to their specific

markets is a competitive business advantage.

ii. Example: Avon and Andrea Jung

d. The Integration-and-Learning Paradigm

i. This paradigm reflects characteristics of both the discrimination-and–

fairness paradigm and the access-and-legitimacy paradigm but goes

beyond them by embracing the business case for diversity and

incorporating employees’ perspectives into the main work of the

organization.

ii. Example: IBM and Louis Gerstner

IV. Phase Three: Understanding and Assessing the Business Case for Diversity

a. Cost Savings: Argument—By embracing the value of diversity and diversity

management, an organization will reduce costs and create a competitive

advantage.

i. Specifically, the organization will experience less turnover, absenteeism,

and fewer discrimination lawsuits.

b. Winning the Competition for Talent: Argument—An organization with a strong

reputation for managing its diverse workforce will be more likely to attract and

recruit the most talented workers.

c. Driving Business Growth: Argument—By embracing the value of diversity and

diversity management, an organization will experience more overall business

growth.

i. Specifically, the organization will grow in terms of marketplace,

creativity and problem solving, and flexibility and global relations.

d. While the business case arguments are a necessary first step in understanding the

complexities of diversity management, the authors probe the following

assumptions of the business case:

i. Assumption: A diverse workforce will increase overall productivity.

ii. Assumption: The results of diversity efforts are easy to measure.

iii. Assumption: Diverse employees embrace diversity initiatives.

iv. Assumption: Diversity training adds value to an organization.

v. Assumption: Diverse employees are more likely to capitalize on diverse

markets.

vi. Assumption: The relationship between white men and diversity is

clearly articulated.

V. Conclusion

a. There are no easy answers about how to manage a diverse workforce effectively.

b. Managers should recognize the complexity of this task and embrace it as a

learning opportunity for themselves and their organizations.

Chapter Two Essay: Outline

“Diversity in the Workplace: A Legal Perspective”

I. Introduction

a. Title VII of the Civil Rights Act of 1964

i. The most sweeping and important civil rights legislation ever enacted in

this country.

ii. Title VII outlaws discrimination in hiring, promoting, and the general

treatment of employees.

b. Administration of The Law

i. Title VII is administered by the Equal Employment Opportunity

Commission (EEOC).

c. Amendments to Title VII

i. Title VII was expanded in 1967 with the Age Discrimination in

Employment Act (ADEA); in 1974 with the Vietnam Veterans

Readjustment Assistance Act; in 1978 with the Pregnancy Discrimination

Act; and in 1990 with the Americans with Disabilities Act.

II. The Protected Classes

a. Race