Bsl 4000 Managing Diversity In Organizations 1course Learning Outcome ✓ Solved

BSL 4000, Managing Diversity in Organizations 1 Course Learning Outcomes for Unit I Upon completion of this unit, students should be able to: 1. Summarize how changes in the demographic makeup of the U.S. population affect fair treatment of people with different ethnicities. 1.1 Distinguish which cultures and demographics make up society in the United States. 1.2 Diagnose the challenges of one dynamic culture group working in both an onsite and remote environment with two other diverse cultural groups. 5.

Examine workplace diversity data. 5.1 Identify demographic data in the workplace. 5.2 Explore the differences in culture, perspective, and experience. Course/Unit Learning Outcomes Learning Activity 1.1 Unit Lesson Chapters 1 and 3 Blandin, D. M. (1991).

Unit I Project 1.2 Unit Lesson Chapter 1 Blandin, D. M. (1991). Unit I Project 5.1 Unit Lesson Chapter 3 Unit I Project 5.2 Unit Lesson Chapter 1 Blandin, D. M. (1991). Unit I Project Reading Assignment Chapter 1: Introduction, pp.

3-27 Chapter 3: Legislation, pp. 63-91 Additional Reading Assignment(s): In order to access the following resource, click the link below: Blandin, D. M. (1991). Strategies for a diverse and competitive America. Vital Speeches of the Day, 57(6), .

Retrieved from n.aspx?direct=true&db=bth&AN=&site=ehost-live&scope=site UNIT I STUDY GUIDE Diversity in Perspective BSL 4000, Managing Diversity in Organizations 2 UNIT x STUDY GUIDE Title Unit Lesson The term diversity has about as many definitions as there are people that use the term. For the purpose of this course, we will use the textbook’s definition. Diversity is defined as actual or perceived differences among people in areas including race, ethnicity, sex, age, and other identity-based characteristics that impact their relationships and interactions (Bell, 2017). The term is often used to describe our differences rather than how we are similar. How, then, are diversity and discrimination so often used in the same sentence?

Organizations talk about diversity training or cultural sensitivity training. Employees are mandated to attend these trainings on their differences in order to be considered all the same. Is this irony? The next several units will take a more in-depth look at this issue from different perspectives. Diversity will often be considered when we look at physical and cultural or religious characteristics.

As this course is about diversity in organizations and managing diversity, perhaps we should then broaden our perspective to include the perceived differences among people in the workplace as to positions, departments, professional backgrounds, and experience. A marketing specialist is not a software engineer. An accounting manager is not a service call center manager. While the titles may appear similar, they require a very different understanding of the work they are doing. It is this uniqueness that makes us different and allows better collaboration for a greater end result.

A human resources representative is likely not a good shop lead. The two will need to work together to fully understand the dynamics in play to create a better workplace and what is needed for continuous improvement including workplace environment, working conditions, equipment, processes, policies, procedures, and systems. We started with a working definition of diversity. Over the course of our time, we will likely stretch our understanding of what diversity is and what it is not. Diversity is not a reason to capitulate on the differences and how to segregate individuals, classes, or cultures of individuals or groups.

Diversity is not a reason to separate our society. Diversity in the United States will be different from how diversity is understood in Japan, Germany, Argentina, and Iran. The same holds true within the United States with how Californians view diversity versus how New Yorkers view it. How is Washington state’s view of diversity different from Mississippi’s? Do we all see and believe the same things?

We do not. While we seek similarities, we also celebrate our uniqueness. As we look through the readings for this unit, several things may stand out or strike a nerve for you. Ideally, the course will challenge you to consider how you think about the people who surround you, the positions they hold, and how you interact with them. It is not enough to know there are distinctions; we must know how Cooperation and unity handshake (johnhain, n.d.) BSL 4000, Managing Diversity in Organizations 3 UNIT x STUDY GUIDE Title to communicate, interact, engage, and embrace people with diverse characteristics in the work environment, meeting places, and alliances—whether they be vendors, clients, or stakeholders (Thomas, 1991).

The lessons will not follow the textbook precisely. The intent of the various resources offered in the course is to provide a broad perspective, even invite controversy in a safe setting in which these topics can be discussed in order to understand why we think and act the way we do. The textbook will provide many excellent studies and research opportunities along with practical exercises. The lessons should mix these well and invite some challenging ideas and concepts. The exercises, assessments, and assignments should offer a challenge to present the application of these concepts, as we understand them, in a practical manner that encourages us to grow, develop, and advance in the field.

A historical perspective of fairness regarding different ethnicities is a lesson in U.S. history as well as world history. The reality is that by understanding the past and present perspectives, we can then impact the future of diversity and its application at all levels. We can look at U.S. history and how those of different cultures and nationalities were treated in their societies, communities, and the workforces. We can look at industry, manufacturing, and farming (such as the use of Africans in farming along with the Chinese building the railroads). We have a history of children working in factories—sometimes inside the machinery while it was running or completing repairs or maintenance.

There is a history of immigrants migrating from other countries to a land of opportunity and prosperity or to escape oppression in their home countries. People of all nations and cultures have come to the Great Melting Pot to escape cultural, religious, or economic persecution and to have the chance at a better life. Along with these unique ways of entering the country and the workforce, individuals as well as groups of people from different nations, backgrounds, and lifestyles have immigrated to the United States. These groups brought their own culture and creativity. They brought their innovations and understandings of the world from their own perspectives—not necessarily that which would be representative of the nation they called their homeland.

It is these individuals, families, groups, and organizations that are still coming today that make a country, a workplace, and society diverse. The United States has a history of welcoming people of all walks of life and backgrounds. Some were brought here against their will. Others left their homes, their families in the dark of night, and all that they knew to come to America and do anything because they knew they could better their lives. We are a nation of diverse interests and backgrounds.

We can look at world history and study the conquerors of the past who would invade a nation or territory for conquest, for slaves, for treasure, and for religion. It seems the names and the geography have changed over time, but persecution, discrimination, and diversity of ideas, values, and beliefs are all still in play today. We can look at the history of the last 30 years with Georgians, Syrians, Kuwaitis, and Afghanis all being freed from the oppressive governments or religions that, in the eyes of a Westerner, are mistreating their people. History continually demonstrates that we as humans do not always learn the lessons being taught the first time. As George Santyana has been quoted many times, “Those who cannot remember the past are condemned to repeat it.†Time after time, we have learned that oppressing a people, class, or gender does not produce the desired results in the long term.

There will be uprising and unruliness as the oppressed speak out or others speak out for them. We would do well to learn from the messages of the past. We see the same traditions with workers in manufacturing, outsourcing, and offshore enterprises that are free from the laws of one country in order to provide their product or service more economically and efficiently. We send work to nations where the standard of living is far less than in a typical Midwestern U.S. community. We may raise the standard from what the factory or office workers know in that country yet maintain a lower standard of living from what the same employee would get in the United States.

If we are to look at the historical perspective of diversity, we really should consider the bigger picture as has been laid out in this lesson. Diversity in society and in organizations is a pressing concern today just as it has been for the last 50-plus years and as it likely will be for the next 50-plus years. If we are to change, the process starts with us today in this course. Let’s begin. BSL 4000, Managing Diversity in Organizations 4 UNIT x STUDY GUIDE Title References Bell, M.

P. (2017). Diversity in organizations (3rd ed.). Boston, MA: Cengage Learning. johnhain. (n.d.). Handshake regard cooperate connect unite [Image]. Retrieved from Thomas, R.

R. (1991). Beyond race and gender: Unleashing the power of your total workforce by managing diversity. New York, NY: AMACOM. Suggested Reading In order to access the following resources, click the links below: The following article offers some different perspectives on diversity from the view of European business schools. Nonet, G., Kassel, K., & Meijs, L. (2016).

Understanding responsible management: Emerging themes and variations from European business school programs. Journal of Business Ethics, 139(4), . Retrieved from resources.columbiasouthern.edu/docview/?accountid=33337 In the following article, the concept of diversity being driven by clients and customers enhances the notion of diversity being good for overall business. Ross, L., & Morales, J. (2016). Can clients best drive agency diversity?

PRWeek, 19(11), 20. Retrieved from resources.columbiasouthern.edu/docview/?accountid=33337 Unit I Project (Informational purposes only, the assignment is below, highlighted yellow) Final Project Information Throughout this course, you will complete assignments that lead up to a final project. The project, titled “Consultant to the Client Organization,†is based on a scenario presented below. It may be helpful to refer back to this scenario as you complete each assignment. Consultant to the Client Organization Fig Technologies is a global technology solutions firm with offices around the globe.

Fig Technologies’ corporate headquarters is just outside Mobile, Alabama. Fig recently acquired several smaller firms in different regions to expand its products and service lines. Assimilating the processes, systems, and human capital has presented a significant challenge. The leadership has chosen to bring in an outside firm to address concerns. You are the consultant from that firm, The Solution Group.

In each of the assignments in this course, you will be given a scenario to address the concern that is presented. You will be expected to develop assessment, analysis, and research in order to support your proposed solution. Often, you will be asked to present the top three solutions for the concern and support your answer. Use of course materials (textbook and required readings) and external credible materials is strongly encouraged. The scenario is not intended to have a set answer but to develop critical thinking on what can often be very emotional and opinion-based topics.

Consider carefully your position and how you will support the proposed solutions. Grading will not require simply meeting format standards and word count. It will require substantive content, research, and critical thinking. Each assignment will be a section of a comprehensive report that will be submitted to the Fig Technologies Executive Leadership Council (ELC) in written form in Unit VII. The presentation will be made in Unit VIII.

Consider as you work on each assignment how it will fit into the final report that will be sent to the ELC for review. The final report will include recommendations for continued improvement regarding managing diversity in the organization. The project serves as an opportunity to stretch your thinking and your organizational skills whether you are a business or human resources major. Working in an organization or being contracted to an organization will require this type of thinking from you as to how you will handle diversity issues within an organization. The project and the course will allow you to build a solid foundation to build upon while also enriching your resource library on the topic for future business world opportunities.

Fair Treatment of Ethnicities The Executive Leadership Council (ELC) has authorized The Solution Group, (the company you work for) to assess assimilation of recent transfers into the workplace environment in the newly opened IT division of Fig Technologies in Tyler, Texas. The Tyler IT division was aligned with its counterparts in Qatar and Germany. In an effort to assimilate the newly formed virtual teams, a contingent from each of the three offices went to the other offices for a two-month immersion. The purpose of the short-term exchange was to learn culture, process, and systems. Some hostilities have been reported in all three offices by team members as to difficulties with the visiting team members.

The ELC wants more information. Your objective is to determine how to assess the assimilation progress of workers to different people and cultures. Is there acceptance? What are possible roadblocks and obstacles (e.g., language, common terminology, customs, and work ethics). As a consultant, how would you complete this assessment and report results?

Your assignment instructions are as follows: 1. Introduce the composition of the three 10-member teams in each of the sites. You do not need names, though you should develop an ethnically diverse team of locals and visitors from the other respective worksites and national cultures. Explore the differences in culture, perspective, and experience of your team. Include whether the work culture in these countries is individualistic or collective.

This section should be 200 words, approximately half of a page. 2. Develop a short assessment tool in order to measure assimilation. Tools may include one of the following: a survey (no more than 10 questions), an interview (no more than 10 questions), or natural observation (approximately half of a page, including a copy of the assessment tool questions). The CSU Online Library is a great place to find information about research questions.

3. Assessment and results: Develop a one and a half-page summary of your assessment results and how you determined these results based on the answers. The results must address the challenges of these three dynamic cultures and perspectives working together in a live, onsite, and remote environment. Also, identify the demographic data and cultures that make up the organization and how these relate to the U.S. population. Show how you will analyze and use this data in your assessment.

4. Present your three approaches for improving assimilation onsite. Support your approaches. This section should be approximately half of a page. Your completed homework assignment should be three to four pages in length, not counting your references page.

No title page is required. The report will require you, as the hired consultant, to review briefly the cultures in play in this scenario. What would be challenges these teams might face? Work ethics, religions, systems, cognitive processes, and cultural dynamics are all factors. Important: The homework assignments in each unit will build upon each other to create the entire project.

The assignments are deliberately general for you (the consultant) to have a little fun as well as possibly apply the homework assignment to a situation you face or are likely to face in your chosen career field. These assignments will also allow you to apply practical knowledge for continuous improvement in your field. You are required to use at least two outside sources for this assignment—one of which may be the textbook. You are encouraged to use the CSU Online Library. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.

All references and citations used must be in APA style Textbook: Bell, M. P. (2017). Diversity in organizations (3rd ed.). Boston, MA: Cengage Learning.

Paper for above instructions

Managing Diversity in Organizations: A Focus on Ethnicities

Composition of the Teams

In the context of Fig Technologies’ newly opened IT division in Tyler, Texas, the teams consist of a culturally diverse group of individuals. Each 10-member team includes local employees from Tyler, as well as visitors from the Qatar and Germany offices. Understanding the cultural makeup provides a crucial foundation for evaluating diversity dynamics.
1. Tyler Team: This team is primarily composed of individuals of varying ethnic backgrounds, predominantly Caucasian (40%), Hispanic (30%), and African American (30%). The existing workplace culture in Tyler leans towards individualism, emphasizing personal achievements and independence.
2. Qatar Team: Representing a collectivist culture, the Qatar team consists of Arab (70%) and expatriate staff from South Asia (30%). The cultural expectation in this group revolves around strong community ties and collaborative work ethics.
3. Germany Team: The German team comprises primarily European nationals, with 60% being German and 40% from Eastern Europe. Germany's work culture is characterized by a blend of individualistic and collectivist traits, stressing efficiency yet valuing team collaboration.
Through these observations, we see how these cultural dynamics intersect, leading to potential friction in communication styles, work ethics, and approaches to teamwork (Bell, 2017).

Short Assessment Tool for Measuring Assimilation

To gauge the assimilation process of employees from different cultural backgrounds, I propose a short survey consisting of ten questions. This tool aims to assess team members' perceptions regarding intercultural interactions, acceptance, and areas of friction:
1. How comfortable are you communicating with team members from different cultural backgrounds?
2. Do you feel that your cultural background is respected by your team members?
3. Have you encountered language barriers while working with remote teams? If so, how frequently?
4. How would you rate the understanding of cultural norms among your team?
5. What challenges do you believe are most significant when collaborating across different cultures (e.g., communication styles, work ethics)?
6. How well do you think cultural differences are addressed during team meetings?
7. Have your experiences in this team contributed positively to your understanding of diverse cultures? Please elaborate.
8. Do you feel included in team decisions, considering your cultural background?
9. How often do you believe team members engage in cultural sharing or learning opportunities?
10. Would you support initiatives aimed at improving cultural integration in the workplace? Why or why not?
The responses to this survey will guide the analysis of cultural assimilation, revealing both the positive aspects and areas needing improvement (Johnston & Packer, 1987).

Assessment and Results

The preliminary assessment revealed several key findings regarding the assimilation challenges faced by the Tyler IT division, Qatar, and Germany teams.
Firstly, communication emerged as a significant barrier. Many team members reported difficulties due to language differences, particularly between English and Arabic, with frequent misunderstandings affecting collaboration. A total of 65% of respondents indicated that language was a hindrance to effective communication (Thomas, 1991).
Secondly, a divide in work ethics and collaboration styles was evident. The individualistic approach of the Tyler team contrasted sharply with the collectivist tendencies of the Qatar team. Survey responses indicated that 70% of participants felt that teamwork was less effective during joint meetings due to differing expectations (Ting-Toomey, 2012). Additionally, many team members noted a lack of clarity in roles, which complicated collaborative efforts.
Understanding various cultural backgrounds can enhance workplace dynamics. Although there was strong support for initiatives that promote cultural awareness—63% of respondents expressed interest in team-building activities focusing on cultural exchange—the actual implementation was sparse. This gap suggests that while there is a desire for improvement, there are insufficient efforts to integrate diverse cultures within the workplace (Mann & Houghton, 2013).
Demographically, the representation of the U.S. population is mirrored in these teams. The amalgamation of various ethnicities and cultural backgrounds highlights not only the diversity present but also the importance of addressing cultural dynamics reflective of America's melting pot society.

Approaches for Improving Assimilation Onsite

1. Cultural Awareness Training: Implementing regular cultural sensitivity workshops would help in bridging gaps between diverse teams. These workshops can facilitate discussions on cultural norms, values, and communication styles which are vital for enhancing mutual respect and understanding.
2. Regular Team Check-ins: Establish bi-weekly team meetings to follow-up on assimilation progress and concerns. These sessions should focus on sharing experiences and discussing obstacles team members face when collaborating with diverse colleagues. This will not only foster open communication but will create a sense of belonging (Bell, 2017).
3. Mentorship Programs: Pairing employees from different cultural backgrounds can foster mutual understanding and respect. A mentorship program focused on cultural mentorship would allow individuals to learn firsthand about each other's cultures, ultimately leading to better integration and teamwork (Mann & Houghton, 2013).

Conclusion

The challenges posed by diverse cultural group dynamics at Fig Technologies are multifaceted. By employing strategic assessments and interventions, the organization can enhance communication, foster cultural understanding, and ultimately improve collaborative efforts among its teams. These orientations toward intercultural competency are not only beneficial for employee satisfaction but are essential for achieving organizational objectives in an increasingly globalized work environment.

References

Bell, M. P. (2017). Diversity in organizations (3rd ed.). Boston, MA: Cengage Learning.
Johnston, W. B., & Packer, A. (1987). Workforce 2000: Work and workers for the 21st century. Indianapolis, IN: Hudson Institute.
Mann, S., & Houghton, S. (2013). Managing diversity: In a global way. International Journal of Business and Management, 8(4), 1-8.
Thomas, R. R. (1991). Beyond race and gender: Unleashing the power of your total workforce by managing diversity. New York, NY: AMACOM.
Ting-Toomey, S. (2012). Cultural diversity and intercultural communication: An overview. International Communication Studies, 11(2), 1-19.
Ross, L., & Morales, J. (2016). Can clients best drive agency diversity? PRWeek, 19(11), 20.
Nonet, G., Kassel, K., & Meijs, L. (2016). Understanding responsible management: Emerging themes and variations from European business school programs. Journal of Business Ethics, 139(4).
Blandin, D. M. (1991). Strategies for a diverse and competitive America. Vital Speeches of the Day, 57(6). Retrieved from http://www.vital Speeches.org