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Business and Professional Communication, 3rd edition
Kelly M. Quintanilla, Shawn T. Wahl
Chapter 5: Getting to Know Your Diverse Workplace
Chapter Ac$vi$es
Ac$vi$es to Illustrate Key Concepts
activity 1: Group solution Project
description: This is a class activity to explore cultural diversity in a college or university
workplace seng and propose possible solutions for any cultural diversity employment
practice. It is designed as a discussion learning opportunity.
direction:
1. Have students bring laptops, tablet devices, or smart phones that can access the
Internet to complete this class group solutions project.
2. The assignment is to find the diversity employment demographics for the college or
university the students are a ending. You can divide the class up into small groups or
have the class work as a whole.
3. Write the information on the whiteboard so everyone can see the information the class
has discovered.
4. Question one: What does this diversity demographic say about the past and current
hiring practices of the college or university? What reasons or practices resulted in this
reality? Was this action purposeful or unintentional?
activity 2: Organiza$onal Culture Discovery Project
description: This is a class activity to explore organizational culture. It is designed as a
discussion learning opportunity.
direction:
1. Have the students be familiar with the Assimilating College Students section of chapter 5
prior to the class meeting.
2. There are six ways chapter 6 mentions that students can learn about the organizational
culture on their college or university campus. Divide the class into six di5erent groups.
5. Each group is then given until the next class period to use that method to learn about
the organizational culture and bring a wri en report of their findings to the next class
period.
6. The groups will then report the findings, making notes on the whiteboard of a summary
activity 3: Individual Re/ec$on Wri$ng
description: This is an individual reflection writing assignment that should be connected to
the individual’s personal cultural diversity experiences. The teacher can assign participation
points for completion of the activity. As this is a subjective journaling activity, the only rubric
would be the completion of the activity as assigned.
direction:
1. The following assignment should be given one class period and then collected the
following class period.
2. Based on the information in chapter 5 on cultural diversity, have students compose a
journaling re8ection writing assignment.
3. Instruct the students to write a one page journal style re8ection paper about how they
have grown or not grown in their understanding of cultural diversity in the past 5 years.
The students should give specific examples. The writing should reffect an understanding
of cultural diversity based on chapter 5.
