Main Content
Syllabus
MGMT 445 Managing Differences in Organizations (3)
Course Description
In the current business environment, managers must understand and appreciate diversity. This course focuses on developing knowledge and skills for dealing with demographic, functional, occupational, and identity-based differences within and among organizations. How culture and diversity affect personal and organizational effectiveness will be discussed, as well as how to move toward a more inclusive organization. The skills developed here will assist in the growth of cultural competency and in improving students' abilities to work more effectively in diverse organizations to leverage diversity.
Prerequisites: BA 304 or MGMT 301; MGMT 341
Learning Objectives
The objectives of this course are as follows:
- Develop participants' appreciation of diversity as an asset.
- Define key terms and theories regarding diversity.
- Examine perceptions and behaviors regarding people who are different than others.
- Identify specific behaviors and actions that students can take to personally support and create a more inclusive environment.
- Increase participants' skills in working productively with people who are different from themselves.
- Understand the issues faced by managers and how to leverage diversity.
Method of Instruction
If this is the first online course you have taken, you will find it very different than the traditional face-to-face classroom environment. The anxiety that you may feel at the beginning is normal. It will be less stressful once you are comfortable with the technology and the rhythm of the course. Be aware you will need to spend from four to eight hours per week in completing the tasks for this course.
The key to successful completion of this online course is organization. This syllabus and schedule outlines my expectations of students, including grading policies, assignments, and projects, as well as a schedule of due dates.
This is not a self-paced course. Deadlines exist because of the short amount of time in which you must complete each and every task. You may work ahead on the reading and regular assignments, but not in the discussion assignments.
This class also incorporates several group-based assignments. Peer feedback will be used to ensure everyone does their share of the work. Depending on the feedback, individual grades may be adjusted to reflect low participation.
The final presentation is a very important project and your team will be presenting in Collaborate. You will have an opportunity earlier in the course to become familiar in this presentation environment during a special orientation session.
See the Course Schedule for a summary of the lessons, reading assignments, discussion assignments, activities, and assessments.
Ground Rules
This course is especially challenging because you will be exposed to many different perspectives and may feel very strongly about some issues. Ground rules help to establish expected behavior. The following ground rules will be used for this class:
- No idea is stupid
- Respect each other's opinion
- Stay focused
- Confidentiality—keep what is said in discussion or otherwise private
- No personal attacks
- Make "I" statements (I believe..., I feel...) when you have a perspective to share
- Be open and honest
- Be willing to have what you say challenged
- Ask questions
- Value and respect each other's contributions
- Have fun
Personal Behaviors
- Be open minded
- Be self-challenging
- Be present
- Try to understand different perspectives
- Take risks
Using "I" Statements
One of the ground rules in the class has to do with the use of "I" statements. "I" statements are used when communicating about a difference in perspective (or a problem) to another person without placing them on the defensive. It is more respectful and less threatening than "you" statements. For example, if I say, "You are always late to meetings!" This statement places the receiver on the defensive and the response may escalate the conflict.
Converting this statement to an "I message" involves telling the other person how you feel and acknowledges your viewpoint and not necessarily a fact in the situation. An "I" message would be, "I get extremely frustrated when everyone is not at the meeting on time. I'm concerned we won't get the work done and that it will affect the quality of our work." The other person is more likely to respond in a conciliatory manner. "I" statements improve communication and help people to connect and build trust. Make use of "I" statement in class discussions and interactions with others.
Course Structure
The course will be structured along the following lessons.
- Heritage Assessment
- Introduction to Diversity
- History and Legislation
- Business Case for Diversity
- Differences and Conflict
- Social Identity Groups
- Stereotypes, Prejudices, Discrimination, and ISMs
- Privilege
- Application: Movie Analysis—Stand and Deliver
- Cultural Diversity
- Ethics and Diversity
- Application Movie Analysis—American History X
- Changing Work Force Issues
- The Future
- Final Presentation
Required Course Materials
Most World Campus courses require that students purchase materials (e.g., textbooks, specific software, etc.). To learn about how to order materials, please see the Course Materials page. You should check LionPATH approximately 3–4 weeks before the course begins for a list of required materials.Movies Needed for Class
As a class you will be analyzing two movies individually.
You will also choose a movie to analyze for your final team project.
Library Resources
Many of the University Libraries resources can be utilized from a distance. Through the Libraries website, you can
- access magazine, journal, and newspaper articles online using library databases;
- borrow materials and have them delivered to your doorstep—or even your desktop;
- get research help via email, chat, or phone using the Ask a Librarian service; and
- much more.
You must have an active Penn State Access Account to take full advantage of the Libraries' resources and service. The Off-Campus Users page has additional information about these free services.
Technical Specifications
| Operating System | Canvas, Penn State's Learning Management System (LMS), supports most recent versions of Microsoft Windows and Apple Mac operating systems. To determine if your operating system is supported, please review Canvas' computer specifications. |
|---|---|
| Browser | Canvas supports the last two versions of every major browser release. It is highly recommended that you update to the newest version of whatever browser you are using. Note: Cookies must be enabled, and pop-up blockers should be configured to permit new windows from Penn State websites. |
| Additional Canvas Requirements | For a list of software, hardware, and computer settings specifically required by the Canvas LMS, please review Canvas' computer specifications. |
| Additional Software | All Penn State students have access to Microsoft Office 365, including Microsoft Office applications such as Word, Excel, and PowerPoint. |
| Hardware | Monitor: Monitor capable of at least 1024 x 768 resolution |
| Mobile Device (optional) | The Canvas mobile app is available for versions of iOS and Android. To determine if your device is capable of using the Canvas Mobile App, please review the Canvas Mobile App Requirements. |
Student Education Experience Questionnaire (SEEQ)
During the semester you will receive information for completing the Student Education Experience Questionnaire (SEEQ). Your participation is an opportunity to provide anonymous feedback on your learning experience. Your feedback is important because it allows us to understand your experience in this course and make changes to improve the learning experiences of future students. Please monitor email and course communications for links and availability dates.
If you need technical assistance at any point during the course, please contact the Service Desk.
For registration, advising, disability services, help with materials, exams, general problem solving, visit World Campus Student Services!
Course Schedule
Note: All due dates reflect North American eastern time (ET).
The schedule below outlines the topics we will be covering in this course, along with the associated time frames and assignments. Note that assignments are due based on the North American Eastern Time (ET). This ensures that all students have the same deadlines regardless of where they live.
Note: Each assignment is identified as individual (I), team (T), and graded (G)
All assignments are due by 11:55 PM North American Eastern Time (ET) on Sunday of the week assigned unless otherwise stated.
Each assignment is identified as individual (I), team (T), graded (G), or ungraded (U).
Lesson 1: Heritage Assessment
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Assignments: |
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Lesson 2: Introduction to Diversity; History and Legislation
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Readings: |
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Assignments: |
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Lesson 3: History and Legislation
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Readings: |
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Assignments: |
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Lesson 4: Business Case for Diversity
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Readings: |
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Assignments: |
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Lesson 5: Differences and Conflict
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Readings: |
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Assignments: |
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Lesson 6: Social Identity Groups
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Readings: |
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Assignments: |
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Lesson 7: Stereotypes, Prejudices, Discrimination and Isms
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Readings: |
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Assignments: |
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Lesson 8: Privilege
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Readings: |
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Assignments: |
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Lesson 9: Application: Movie Analysis – Stand and Deliver
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Readings: |
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Assignments: |
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Lesson 10: Cultural Diversity
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Readings: |
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Assignments: |
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Lesson 11: Ethics and Diversity
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Readings: |
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Assignments: |
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Lesson 12: Application: Movie Analysis – American History X
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Assignments: |
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Lesson 13: Changing Work Force Issues
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Readings: |
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Assignments: |
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Lesson 14: The Future
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Readings: |
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Assignments: |
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Lesson 15: Final Presentations
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Readings: |
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Assignments: |
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Note: If you are planning to graduate this semester, please communicate your intent to graduate to your instructor. This will alert your instructor to the need to submit your final grade in time to meet the published graduation deadlines. For more information about graduation policies and deadlines, please go to the Graduation Information on the My Penn State Online Student Portal.
Formal instruction will end on the last day of class. Provided that you have an active Penn State Access Account user ID and password, you will continue to be able to access the course materials for one year, starting from the end date of the academic semester in which the course was offered (with the exception of library reserves and other external resources that may have a shorter archival period). After one year, you might be able to access the course based on the policies of the program or department offering the course material, up to a maximum of three years from the end date of the academic semester in which the course was offered. For more information, please review the University Course Archival Policy.
Grades
| Area | # of Points |
|---|---|
| 3 Quizzes | 300 |
| Class Discussions (8 at 20 pts each) | 160 |
| Case Analysis | 50 |
| Other Assignments | 195 |
| Movie Analysis Paper | 170 |
| Final Presentation | 75 |
| Reaction Paper | 50 |
| TOTAL | 1000 |
| Numerical Value | Letter Grade |
|---|---|
| 93 and above | A |
| 90-92 | A- |
| 87-89 | B+ |
| 83-86 | B |
| 80-82 | B- |
| 75-79 | C+ |
| 70-74 | C |
| 60-69 | D |
| Below 60 | F |
Please refer to the University Grading Policy for Undergraduate Courses for additional information about University grading policies.
If, for reasons beyond the student's control, a student is prevented from completing a course within the prescribed time, the grade in that course may be deferred with the concurrence of the instructor. The symbol DF appears on the student's transcript until the course has been completed. Non-emergency permission for filing a deferred grade must be requested by the student before the beginning of the final examination period. In an emergency situation, an instructor can approve a deferred grade after the final exam period has started. Under emergency conditions during which the instructor is unavailable, authorization is required from one of the following: the dean of the college in which the candidate is enrolled; the executive director of the Division of Undergraduate Studies if the student is enrolled in that division or is a provisional student; or the campus chancellor of the student's associated Penn State campus.
For additional information please refer to the Deferring a Grade page.
Late Policy
Students who cannot submit assignments on time because of emergency, unexpected events, or extreme illness should contact the instructor BEFORE THE DUE DATE or as soon as circumstances allow and ask for consideration. Unless arrangements are made with the instructor, assignments WILL NOT be accepted. If a late assignment is accepted up to a 10% per day grade deduction may be taken, depending on the circumstances.
Projects
The following provides a breakdown of the projects and areas on which grades will be based:
| Projects | Description |
|---|---|
|
30%—3 quizzes | There will be three (3) quizzes based on the lessons for a given time period. Each quiz is worth 100 points. The quizzes may contain multiple choice, true/false, and/or short answer questions. Although you can take the quiz more than once, only the first attempt counts for your grade. Note that these assessments are CLOSED BOOK. The amount of time given to complete the test is based on a closed book exam. You must be prepared to take the exam prior to starting it! |
| 18%—8 Class Discussions 20 points each for a total of 160 points | You will participate in eight (8) online discussions throughout the course. |
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5%—Case Analysis | There will be one (1) written group case assignment. |
| 19.5%—Other Assignments 195 points |
The assignments are allotted the following point values:
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| 17%—Movie Analysis Paper 170 points |
The team to which you are assigned will choose a movie and write a paper that applies concepts from the class to the situations in the movie. |
| 7.5%—Final Presentation 75 points | Your final group presentation will be based on the movie analysis paper. |
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5%—Reaction Paper 50 points | This reaction paper is a typed paper, 2–4 pages in length that describes your feelings and analysis of how your perspective has changed based on activities or discussion in this course. It is important to relate concepts and terminology from class to the analysis. Grammar and spelling will also be taken into consideration of your grade. What have you learned about yourself? Any surprises? What changes will you make to attempt to be more inclusive? |
Projects and Rubrics
A rubric is a scoring tool that lists criteria on which grades will be based. Rubrics are provided so you are aware of how you will be evaluated. The next section describes in more detail the projects and rubrics that will be used in this course.
Online Discussions (160 Points)
| 8 Online Discussions Participation Total Score Possible for each Discussion = 20 points Total possible for the class = 160 points |
- Thoughtful application of assigned reading (past and present) to the current discussion.
- Contribute to moving the discussion and analysis forward.
- Collaboration: Build upon the comments of your classmates (demonstrating your understanding of these comments as well as your own analytical skills).
- Include some evidence or logic.
- Tie relevant current events or personal experience to the discussion.
There will be nine discussions in the course worth 20 points each. Pay attention to the open and closed dates for discussion. You may not post (for a grade) once a discussion is closed (at the end of that lesson).
Active participation is required and will include posting answers to questions posed by the instructor and replying to other participants’ postings. The first post is your analysis of the question. This initial posting should occur by Wednesday of the week the discussion is assigned. You must respond to at least two other posts by Sunday of the week assigned. Keep in mind that there are times where there will be two discussions occurring concurrently. It is your responsibility to keep track of your own participation in these discussions. If I notice low activity or poor quality posts I will notify you. These discussions are worth 18 percent of your grade. The good thing is that you are in direct control of this aspect of your grade! Remember to post your initial response early in the lesson and to respond to at least two other posts.
Responses must demonstrate thought and insight of the assigned topic. Discussion postings should be made in a timely manner. Posting after the date the discussion is graded will result in no points awarded for that discussion.
You will be assessed on both quality and quantity of postings. When posting to the discussion area, type in your comments directly into the discussion forum. Do not type your comments into a document and then attach it to the discussion, unless specifically advised to do so.
Please be courteous. Don't flame (i.e., post insults, or other personally disrespectful comments) or post flamebait (i.e., deliberately provocative or manipulative material intended or likely to elicit flames). Also be careful in the use of sarcasm and irony. Online communication lacks the subtle nonverbal cues that help us interpret such rhetorical flourishes in face-to-face settings, so that it is easy to miss the point or misunderstand. More importantly, it is easy to give or take offense where none is intended. Accordingly, give people the benefit of the doubt, and if you are misunderstood, don't get defensive (remember to use "I" statements). You might also consider using such rhetorical devices somewhat less in this medium than you would in ordinary conversation, as they are generally less effective here.
The following rubric will be used to grade your participation in discussions.
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CATEGORY |
0-1 |
2 |
3 |
4 |
5 |
|---|---|---|---|---|---|
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Delivery of initial post 5 pts |
0 points - Does not post response to question(s) or does so after the due date. 1 point - Post on Sunday. |
Initial response to discussion question(s) is posted Friday or Saturday. |
Initital response to discussion question(s) is posted Friday. |
Initial response to discussion question(s) is posted Thursday. |
Initial response to discussion question(s) is posted by Wednesday. |
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Quality of Initial Post 5 pts |
Posts are “hasty.” Utilizes poor spelling and grammar. |
Needs improvement. Very little analysis. Errors in spelling and grammar. |
Provides satisfactory analysis. Few grammatical or spelling errors are noted in posts. |
Very good. Provides very good examination of discussion question. Consistently uses grammatically correct posts with rare misspellings. |
High quality. Applies concepts from text and/or other sources. Provides thorough examination of discussion question. Posts are grammatically correct with no misspellings. |
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Expression Within the Response to Other Posts 5 pts |
Posts responses which do not relate to the discussion content; makes short or irrelevant remarks, i.e., "I agree" or "Good job." Does not express opinions or ideas clearly; no connection to topic. |
Posts off topic; most posts are short in length and offer no further insight into the topic. Unclear connection to topic evidenced in minimal expression of opinions or ideas. |
Posts responses that are related to discussion content; prompts further discussion of topic. Opinions and ideas are stated clearly, with occasional lack of connection to topic. |
Posts responses that are related to discussion content; prompts further discussion of topic. Opinions and ideas are stated clearly, with occasional lack of connection to topic. |
Posts responses related to discussion topic. Expresses opinions and ideas in a clear and concise manner with obvious connection to topic. |
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Contribution to the Learning Community 5 pts |
Does not make effort to participate in learning community as it develops; seems indifferent. |
Occasionally makes meaningful reflection on group's efforts; marginal effort to become involved with group discussion. |
Satisfactory attempt to direct the discussion and to present relevant viewpoints for consideration by group. |
Attempts to direct the discussion and to present relevant viewpoints for consideration by group. |
Aware of needs of community; attempts to motivate the group discussion; presents creative approaches to topic. |
Case Analysis (50 Points)
There will be one (1) written group case analysis worth 50 points. The following rubric will be used to grade the case. Most of your writing should be spent on applying course concepts and terms to the case analysis.
| EVALUATION CRITERIA: Case Analysis | Needs Improvement | Adequate | Very Good | Excellent |
|---|---|---|---|---|
| Introduction to Case |
0-1
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2-3
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4
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5
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| Application of Concepts between Case and Course Content |
0-27
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28-31
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32-35
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36-40
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| Spelling and Grammar |
0-1
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2-3
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4
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5
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Movie Analysis Paper (170 Points)
The team to which you have been assigned will choose a movie from the list provided and analyze the movie in the context of diversity concepts discussed in this course.
Your movie choice should be approved by me before you begin.
Guidelines
Participation: One of the most difficult aspects of working within teams is the "free-rider" effect. This is when a member of a team doesn't complete their share of the work, assuming the other team members will cover for him or her. To prevent this, please report problems with team members early so the instructor can help the team address issues. In addition, a peer feedback sheet will be available for all group projects. This feedback will help the instructor to allocate individual grades and lower the grade for people who are not productive members of the team.
Avoid Plagiarism: Plagiarism is using someone else's words and not giving them credit. Every quotation and all other borrowed information must be documented, even if paraphrased.
To help you avoid plagiarism and to provide feedback, the instructor may use plagiarism detection software.
Proper Order: Your paper should have a title page, table of contents (optional), text of the paper, and a reference list (works cited). The paper should have page numbers printed at the bottom of the page with the exception of the title page.
The title page should have the title of the paper, your team names, course title, instructor's name, and date of submission. The title page does not contain a typed number, but is counted in the overall length. The page after the title page, therefore, begins with "2".
Format: Papers should be typed, double-spaced, grammatically correct, and include a works cited list in APA style (or another formal style). They should be typed in a 12-point font with one-inch margins.
Length: A guideline for this term paper is between 10 -15 pages long. The maximum is 15 pages, so if you find yourself over this amount, consider altering the scope of the paper.
Additional Research: For this paper I would like you to search for outside material (besides the primary text) to aid in your analysis. Do not use information off websites (such as Wikipedia) without my approval. Library databases are fine to use and do not require my approval. I highly recommend the following two databases:
- ProQuest Direct (check the peer review option for academic papers)
- LexisNexis
Note: The readings text has an excellent source of articles from which to cite.
Hints: This isn't the type of paper that you can complete in one weekend. Start early by viewing the movie. Start the paper; as concepts get discussed your team can work them into the paper. It is recommended that you view the movie a second time closer to the completion of your paper to fill in any missing areas.
The following rubric will be used to grade your Movie Analysis Paper.
| EVALUATION CRITERIA: Movie Analysis Paper | Needs Improvement | Adequate | Very Good | Excellent |
|---|---|---|---|---|
| Introduction |
0–1
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2–3
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4
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5
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| Summary of the movie |
0–13
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14–15
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16–17
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18–20
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| Application of diversity concepts/terms to movie - Please Bold concept/terms. |
0–62
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63-71
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72-80
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81-90
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| Additional research |
0–13
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14–15
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16–17
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18–20
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| Conclusion |
0–1
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2–3
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4
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5
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| Written in correct APA style/citations |
0–5
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6–7
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8
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9–10
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| Organization |
0–1
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2–3
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4
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5
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| Typing, spelling, grammar |
0–1
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2–3
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4
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5
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| Quality of the work put into the paper |
0–1
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2–3
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4
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5
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| Appearance of document |
0–1
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2–3
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4
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5
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Other Assignments (195 Points)
There will be a series of other assignments related to the lesson reading material. These assignments are worth 20 percent of your grade, so put some effort into them.
The assignments are allotted the following point values:
1. Heritage Assessment: 15 points (Lesson 1)
2. Diversity on the Web: 15 points (Lesson 2)
3. Team Discussion Activity Handout: 20 points (Lesson 3)
4. Differences and Conflict: 20 points (Lesson 5)
5. Stand and Deliver: 40 points (Lesson 9)
6. Cultural Diversity: 20 points (Lesson 10)
7. Ethics and Diversity: 25 points (Lesson 11)
8. American History X: 40 points (Lesson 12)
The following rubric will be used to grade the reaction paper.
| EVALUATION CRITERIA: Reaction Paper | Needs Improvement | Adequate | Very Good | Excellent |
|---|---|---|---|---|
| Introduction |
0–2
|
3
|
4
|
5
|
| Analysis/reaction and application of terms used in class |
0–24
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25–27
|
28–31
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32–35
|
| Typing, spelling, grammar |
0–2
|
3
|
4
|
5
|
| Conclusion | 0–2 | 3 | 4 | 5 |
Final Presentation (75 Points)
The final presentation will be given via Collaborate. The following rubric will be used to grade the final presentation.
| EVALUATION CRITERIA: Presentation | Needs Improvement | Adequate | Very Good | Excellent |
|---|---|---|---|---|
| Opening: Attention getting, led into topic |
0–2
|
3
|
4
|
5
|
| Body: Key content questions covered, logical flow, relation to course |
0–24
|
25–27
|
28–31
|
32–35
|
| Conclusion: Effectiveness |
0–2
|
3
|
4
|
5
|
| PowerPoint: Followed guidelines |
0–5
|
6–7
|
8–9
|
10
|
| Overall Delivery: energy level, voice |
0–5
|
6–7
|
8–9
|
10
|
| Kept within time allotted (12–15 minutes) |
0–5
|
6–7
|
8–9
|
10
|
Academic Integrity
According to Penn State policy G-9: Academic Integrity , an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.
Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity ). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.
How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and
personal integrity; respect other students' dignity, rights, and
property; and help create and maintain an environment in which all
can succeed through the fruits of their own efforts. An environment
of academic integrity is requisite to respect for oneself and
others, as well as a civil community.
In cases where academic integrity is questioned, the Policy on Academic Integrity indicates that procedure requires an instructor to inform the student of the allegation. Procedures allow a student to accept or contest a charge. If a student chooses to contest a charge, the case will then be managed by the respective college or campus Academic Integrity Committee. If that committee recommends an administrative sanction (Formal Warning, Conduct Probation, Suspension, Expulsion), the claim will be referred to the Office of Student Accountability and Conflict Response.
All Penn State colleges abide by this Penn State policy, but review procedures may vary by college when academic dishonesty is suspected. Information about Penn State's academic integrity policy and college review procedures is included in the information that students receive upon enrolling in a course. To obtain that information in advance of enrolling in a course, please contact us by going to the Contacts & Help page .
Accommodating Disabilities
Penn State welcomes students with disabilities into the University's educational programs. Every Penn State campus has resources for students with disabilities. The Student Disability Resources (SDR) website provides contacts for disability services at every Penn State campus. For further information, please visit the SDR website.
In order to apply for reasonable accommodations, you must contact the appropriate disability resources office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation based on the documentation guidelines. If the documentation supports your request for reasonable accommodations, your campus's disability resources office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.
Additional Policies
For information about additional policies regarding Penn State Access Accounts; credit by examination; course tuition, fees, and refund schedules; and drops and withdrawals, please see the World Campus Student Center website.
Veterans and currently serving military personnel and/or dependents with unique circumstances (e.g., upcoming deployments, drill/duty requirements, VA appointments, etc.) are welcome and encouraged to communicate these, in advance if possible, to the instructor in the case that special arrangements need to be made.
Disclaimer: Please note that the specifics of this Course Syllabus are subject to change, and you will be responsible for abiding by any such changes. Your instructor will notify you of any changes.