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Approved by Faculty Senate October 6, 2003
UNIVERSITY
STUDIES COURSE PROPOSAL Department/Program: Education – Business Education Course Number: AIS/BUED 350 Semester Hours: 3 Frequency of Offering: Alternate years Course Title: Quality of Work Life Catalog Description: Focuses on a quality of work life approach to diversity in the workplace including gender, cultural, age, social, racial, and ethnic differences. Examines professional and interpersonal dynamics within organizational cultures, human resource values, and politics. Includes leadership styles and career enhancement strategies. An experiential approach to attitudinal and professional development. Offered alternate years. This is an existing Course previously approved by A2C2: Yes This is a new course proposal: No Department/Program Contact Person: Jeanette A. Karjala jkarjala@winona.edu University Studies approval is requested for: Unity and Diversity – Multicultural Perspectives Attachment: Although each faculty member is responsible for his or her course syllabus, an attached syllabus includes an outline of the course content and requirements. Items meeting the Unity and Diversity – Multicultural Perspectives requirements are identified by corresponding letters matching the listed outcomes—a, b, and c. Below each of the three outcomes selected under the “Unity and Diversity – Multicultural Perspectives” are listed the course requirements, content, learning, activities, and documentation relevant to the outcomes that promote students’ abilities to: a. demonstrate knowledge of diverse patterns and similarities of thought, values, and beliefs as manifest in different cultures. The Quality of Work Life course focuses on developing the ability to recognize and respond to diversity of all kinds in the work place—the workforce as well as the customer base. Diversity along various dimensions is considered--gender, race, ethnicity, nationality, religion, age, physical ability, sexual orientation, economic and educational background, learning and communication styles, and functional expertise, for example. The challenge is how people and organizations can address and adapt to diversity effectively, efficiently, and productively. In the course, diversity is framed as a learning opportunity. Although not every aspect of diversity is addressed in the course, the attempt through cases is to review the ways people encounter differences and how to learn to change “anti-learning” behaviors. The habits of critical thought and respectful openness practiced during the course will be useful for success in a work environment that is becoming more complex and diverse. Students demonstrate knowledge of the diversity issues through discussion of readings, writing reflective papers, preparing QCS (Question, Comment, Summary) cards, written examinations, oral presentations, and collaborative research projects. b. understand the extent to which cultural differences influence the interpretation and expression of events, ideas, and experiences. In addition to textbook reading, students review media (newspapers, journals, magazine, videos, music, movies) to provide a foundation leading toward personal assessment for recognizing, understanding, and developing the motivations and skills necessary to take a leadership position around issues of diversity—individually and organizationally. Students consider the risks and the rewards of such leadership positions and the set of competencies needed for effective action. Through the readings, discussions, cases, and reflections, students identify ways in which they have been affected by studying diversity issues and the effect on the quality of work life. Students think about their roles in organizations where they work and study to consider the kind of leadership they can take to increase opportunities, productivity, and earning. The “question-comment-summary” cards, reflective papers, cases, media reviews, and collaborative projects provide students with a varied view of the different challenges and opportunities inherent in a diversifying work place. They provide students with opportunities to practice critical thinking and decision-framing skills and examples of the level of personal commitment and leadership required of individuals around diversity issues. c. understand the extent to which cultural differences influence the interactions between individuals and/or groups. Gender, race, ethnicity, nationality, religion, age, physical ability, sexual orientation, economic and educational background, learning and communication styles, and functional expertise are used by individuals and groups for assigning “difference.” The greater the perceived differences, the more readily people are apt to create stereotypes, hierarchies, and categories as exclusionary tactics or means of oppression. The course allows for preparing a “tool kit” of perspectives and critical thinking skills toward developing abilities necessary to garner the beneficial aspects of diversity. Case studies allow for practicing the application of perspectives and skills that focus on the benefits of diversity. Students read textbooks and articles, discuss cases, prepare collaborative reports, and complete reflective summaries that focus on the “continuous learning” needed for survival in the changing workplace environment. The readings address diversity issues providing a foundation for analyzing and comparing through “questions-comment- summary” (QCS) cards, discussion, exams, reflective papers, and collaborative projects.
Course Syllabus
College
of Education
Winona State University Program: Business Education Revision Date: December 2000 Department: Education Course Number/Title: AIS 350 Quality of Work Life Credits: 3 Semester Hours Frequency of Offering: Alternate Years Prerequisites: None Grading: Grade Only A. COURSE DESCRIPTION 1. Catalog Description and Focus Focuses on a quality of work life approach to diversity in the workplace including gender, cultural, age, social, racial, and ethnic differences. Examines professional and interpersonal dynamics within organizational cultures, human resource values, and politics. Includes leadership styles and career enhancement strategies. An experiential approach to attitudinal and professional development. Offered alternate years. 2. Unity and Diversity – Multicultural Perspectives The AIS 350 Quality of Work Life course satisfies three semester hours of the Unity and Diversity—Multicultural Perspectives category in the University Studies Program. The course includes requirements and learning activities that promote students’ abilities to: a. demonstrate knowledge of diverse patterns and similarities of thought, values, and beliefs as manifest in different cultures. b. understand the extent to which cultural differences influence the interpretation and expression of events, ideas, and experiences. c. understand the extent to which cultural differences influence the interactions between individuals and/or groups. 3. Course Objectives. Each student a. Attains an awareness of the social,
psychological, and organizational structures
for women and
men in management. (Knowledge). Methodology:
Reading
textbook and
other assigned or chosen materials, discussion, written assignments, in-class exercises or
activities. (a,b,c,) b. Assesses personal attitudes and beliefs about work place diversity and employ-ment characteristics. (Knowledge). Methodology: Self-inventory and reflection, discussion, written assignments, in-class exercises or workshops. (a,b,c,) c. Indicates understanding of the nature and potential of androgynous management styles as related to improved work relationships. (Knowledge). Methodology: Written reviews, discussion, case studies, presentations, peer and instructor evaluations, exams, in-class exercises. (a, b, c) d. Examines different role models of successful management personnel and diverse, non-traditional career opportunities. (Skill). Methodology: Discussion, presentations, case studies, written assignments. (a, b, c) e. Gains insight into prevalent employment and personnel policies that may be discriminatory. (Knowledge). Methodology: Discussion, in-class exercises, self-directed research, written assignments. (a, b, c) f. Examines specific strategies for bringing qualified personnel into supervisory, administrative, and management positions. (Knowledge/ skill). Methodology: Final paper/project/case study, and self-evaluation. (a, b, c) 4. Course Outline a. Ways of Thinking (a, c) 01) Ways of Thinking About and Across Difference 02). Gender Differences in Managerial Behavior: The Ongoing Debate 03). Race and Ethnicity 04) National Culture and Management 05). Global Workforce: The New World Labor Market 06). Discrimination at Work: The Intolerance of Diversity 07). The Promotion of Equal Opportunities in Employment: Managing Diversity b. Individual
Choices—Managerial Effectiveness and Diversity (a, b, c) 01). Case: Anne Livingston and Power Max Systems 02). Case: Thurgood Marshall High School c. Performance Development (a, b, c) 01). Case: Jensen Shoes—Lyndon Twitchell’s Story 02). Case: Jensen Shoes—Jane Kravitz’s Story 03). Case: Karen Leary 04). Case: Steve Findley 05). Case: Laura Wollen and ARPCO, Inc. 06). Case: A Case of AIDS
d. Conflict (b, c) 01). Managing Conflict in a Diverse Workplace 02). Case: Tom Reese 03). Case: Star Distributors, Inc. 04). Case: Ann Hopkins e. Organizational
Choices--Managerial Effectiveness and Diversity (b,
c) 01). Case: Accountants and Business Advisors, Inc. City Office 02). Case: Kurt Landgraf and Du Pont Merck Pharmaceutical Company 03). Case: The Balanced Workforce at Xerox Corporation 04). Case: Black Caucus Groups at Xerox Corporation 05). Case: Sexual Harassment, Free Speech or . . . ? 06). Case: Product Development Team 07). Case: Lotus Development Corporation—Spousal Equivalents 08). Case: Quantum Semiconductor, Inc. 09). Case: The Miami Herald Publishing Company 10). Bay Bank Boston 11). G. Heileman Brewing Company—Power Failure at Power Master 12). The FCC and License Auctions for Emerging Technologies 13) Peak Electronics—Vendor Relationship with the Ford Motor Company f. Redefining Leadership (b) 01). Redefining Leadership through Diversity 02). Case: Monitor Company—Personal Leadership on Diversity B. APPLICATIONS AND ACTIVITIES 01. Course Requirements, Policies, and Procedures. In this course, you are expected to learn from every possible source—your readings, your peers, your life experiences, your professor, and resource people. a. Assigned readings from text and other student-selected or instructor-assigned sources. (a, b, c) b. Participation and Discussion. Your attendance and involvement in discussions and presentations constitute a crucial part of the learning process. What you bring to class allows a more meaningful learning experience for you and others. Participating in discussions is one of the best ways to learn; you are expected to contribute in class. The culture of the class will encourage self-expression, and everyone’s contributions will be treated with respect. Doing excellent written work is not enough to demonstrate adequate performance in this course. Accordingly, the professor will encourage (even call on) people to participate in the discussions. Preparation is obviously a key to participating in this course. Come to class ready to discuss the readings, offer your opinions, and share your experiences. Your ideas, commentary, related questions, suggestions, completed assignments, and presentations enhance everyone’s knowledge base. (a, b, c) c. Written reviews. You will prepare three reviews of articles, books, videos, or other media that coincide with the topic areas of the textbooks. Some will be assigned specifically for topics, and others will be chosen individually something of relevance or interest that relates to the subject matter of this course. Be prepared to share the most valuable, provocative reading, listening, and/or viewing as time permits. (a, b, c) d. Case studies will be achieved through work in group, pairs, or possibly individually and will involve reports and/or oral presentations. You will submit keyboarded reports. (a, b, c) e. Inventories and self-assessments, generally accomplished as in-class workshops. Some may be handwritten. (a, b, c) f. Periodic quizzes, exams, or evaluations by peers will be conducted at the discretion of the professor. For anything of a major nature, ample time will be allowed for preparation and study. (a, b, c) g. QCS (Question/Commentary/Suggestions) cards will be required at the beginning of each class session from each student, and can be based on previous reading, individual research and reading, or any other relevant ‘topic du jour’ or previous discussions. Attendance is a requirement of the course, as is active participation in the classroom. To help you organize your participation and preparation and to allow you to help set the agenda for discussion, you are required to submit a Q-Card at the beginning of the class time for a total of 24 by the end of the semester. Keep a neatly written record of key questions or comments about the readings. Be sure to give specific page references where applicable. You may ask questions of fact, context, clarification—anything that gives articulate form to your curiosity and engagement with the text(s). (a, b, c) The QCS-Cards
stimulate small-group or serve as a basis for large-group
discussions. You may be called on to
elaborate on the content of your card. Sample
QCS-Card Content: * I found the part about multiple identities
(Gentile, page 21) Interesting. Originally
I thought that I did not follow this way of
thinking, acting the
same
way no matter who I was with. However, after
thinking about this, I realized
that I do act and speak differently depending upon who I am with as far as gender and race. * Why has not one society developed a more
encompassing approach when rearing children to develop a
personality instead of enforcing stereotypical
gender roles? (Gentile, page 30). * Studying different cultures is very interesting
especially when dealing with differences in norms and interactions
with other people. Something
common in American life may be
considered inappropriate in another culture; such as, wearing sleeveless clothes
or shorts. h. A final project or case study will constitute a major portion of the final grade and time may be allowed during normal classroom hours as an off-site workshop, self- directed research, or a self-directed field trip. (a, b, c) i. Suggested Keyboarded Assignment Format. Use a memorandum format for all keyboarded reports. The body of the memo begins at this point. In the first paragraph, briefly summarize the main points of the item. Use the second paragraph to address points or issues in light of the readings and discussion in class. Offer your reactions, opinions, or suggestions concerning any of the key points within the article or media presentation. Within the last paragraph, address questions such as: Who is/are the author/s? Is the item from a reliable source? How valid are the points? j. Evaluation 01). Grading Scale: 92% = A; 86% = B; 75% = C; 70% = D. 02). Assignments Weight Media Reviews (20 pts.) 10% QCS Cards and Participation (60 pts.) 30% Group and/or Individual Presentation (60 pts.) 30% Final Project (60 pts.) 30%
03). The Seven Principles for Good Apply in
Undergraduate Education
a). Student-faculty contact. b). Cooperation among students. c). Active learning. d). Prompt feedback. e). Time on task. f). High expectations. g). Respect for diverse talents and ways of learning. C. TEXTBOOK AND ADDITIONAL RESOURCES 1. Cox, Taylo Jr.and Ruby L. Beale. Developing Competency to Manage Diversity: Readings, Cases, & Activities. Berrett-Koehler Publishers, 1997 2. Gentile, Mary C. Managerial Excellence Through Diversity. Prospect Heights, Illinois: Waveland Press, Inc., 1996. 3. Newell, Susan. The Healthy Organization. New York, New York: Routledge, 1995. 4. Okum, Barbara F., Jane Fried, and Marcia L. Okum. Understanding Diversity—A Learning-as-Practice Primer. Pacific Grove, CA: Brooks/Cole Publishing Company, 1999. 5. Orfield, Gary and Michal Kurlaender. Diversity Challenged: Evidence on the Impact of Affirmative Action. Cambridge, Massachusetts: Harvard Education Publishing Group, 2001. 6. Wilson, Trevor. Diversity at Work: The Business Case for Equity. UK: John
Wiley and Sons., 1999. Tentative Assignment Schedule/Agenda Readings are organized into FOUR main areas: 1. Ways of Thinking 2. Managerial Effectiveness and Diversity: Individual Choices 3. Managerial Effectiveness and Diversity: Organizational Choices 4. Redefining Leadership Week 1: Part I--Ways of Thinking – Introduction/Previews. Submit QCS “card” by e-mail. #1. Assignment: Introduction: Overview, pages 1-9. Ways of Thinking About & Across Difference, pp.12-30.Gender Differences in Managerial Behavior: The Ongoing Debate, pages 30-34. Race and Ethnicity, pages 35-61. (a, b, c) Week 2: Part I--Ways of Thinking. Discussion on previous reading, QCS cards. Assignment: National Culture and management, pages 61-73. Global Labor Market, read the exhibits only contained on pages 73-88, and find a current article, video, book, essay, column textbook entry, or other media with the topic of global labor and write a brief review (one page or slightly more (fewer than two), keyboarded. Media review. (a, b, c) Week 3: Part II--Individual Choices – Entry. Discussion on previous reading, QCS cards, reviews of written assignment. Assignment: Managerial Effectiveness and Diversity: Individual Choices, pages 91-102. ENTRY: Anne Livingston and Power Max Systems (A), pages 103-109. Watch discussion board for addressing the readings of (B-1): Initial Entry, pages 110-111. (C-1): Building Roles Credibility, pages 111-113. (D-1): Bldg. Powerplayer Software Team, pp. 113-116. (E-1): Livingston Takes Formal Authority, pp. 116-118. Thursgood Marshall High School, pages 119-126. (a, b, c) Week 4: Part II--Individual Choices – Entry. QCS cards, discussions, plus follow-up/review of introduction for case studies, Livingstone & Power Max: (B-1): Initial Entry, pages 110-111. (C-1): Building Roles Credibility, pages 111-113. (D-1): Bldg. Powerplayer Software Team, pp. 113-116. (E-1): Livingston Takes Formal Authority, pp. 116-118. Thursgood Marshall High School, pages 119-126. Jensen Shoes: Lydon Twitchell’s Story, pages 126-132.
Karen Learn (A), pages 139-146.
Store Findley, pages 146-149. Laura Wallen and Arpco, Inc., pages 150-156. March--A Case of Aids, pages 157-165. (a, b, c) Week 5: Part II--Individual Choices – Entry. Discussion on previous reading, QCS cards, video. Assignment: Managing Conflict in a Diverse Workplace, pages 166-184. (a, b, c) Week 6: Part II--Individual Choices Performance Development. Discussion on previous reading, QCS cards, in-class exercise/activity, form pairs for presentations. Assignment: Tom Reese, pages 185-186; Star Distributors, Inc. (A), pages 187-199; Ann Hopkins, pages 199-221. (a, b, c) Make adjustments as necessary for time management and content control. Preview remainder of the course, development of final project, research, and case study. Week 7: Part II--Individual Choices Conflict. Discussion on previous reading, QCS cards, presentations, quiz and/or peer evaluations, wrap-up of Parts I and II. Assignment: Plan assignments from The Healthy Organization. Media review due. (a, b, c) Week 8: Part III--Organizational Choices. Discussion on previous reading, prep for self-directed research, QCS cards.Assignment: Managerial Effectiveness and Diversity: Organizational Choices, pp.225-256. Preview/scan the cases on the next page for selection as group project and presentation, and for possible use as a model for your final project/case study. 01. Accountants and Business Advisors, Inc., City Office, pages 256-263. 02. Kurt Landgraf/DuPont Marck Pharmaceutical Company (A), pp. 263-281. 03. The Balanced Workforce at Xerox Corporation, pp. 281-299. 04. Black Caucus Groups at Xerox Corporation, pages 300-313. 05. Sexual Harassment, Free Speech or . . . ?, pages 314-319. 06. A Note on the Law of Sexual Harassment, pages 319-328. 07. Mod IV Product Development Team, pages 328-341. 08. Lotus Development Corp..: Spousal Equivalents (A), pp. 341-354. 09. Quantum Semiconductor, Inc., pages 355-380. 10. The Miami Herald Publishing Company, pages 380-407. 11. Bay Bank Boston, pages 408-428. 12. G. Heileman Brewing Company: Power Failure at Power Master, pp. 429-438. 13. The FCC and License Auctions for Emerging Technologies, pp. 439-452. 14. Peak Electronics: Vendor Relationship-Ford Motor Co., pp. 452-471. (a, b, c) Week 9: Part III--Organizational Choices. Self-directed research and/or self-directed field trip. Assignment: Work on presentation material selected from Week #8 list--#1-14. Review background reading, if needed. Find an article, from a source other than the textbook, that is pertinent to your selected topic for your case study or final project, and prepare a one-page review about it, keyboarded for submitting as an assignment. (a, b, c)
Week 10: Part III--Organizational Choices Discussion on previous reading and research, QCS cards, PowerPoint presentations of cases from list 1-14. Assignment: Redefining Leadership through Diversity, pp. 475-479 and working on final project/case study. (a, b, c) Week 11: Part IV--Redefining Leadership. Discussion on previous reading and research, QCS cards, presentations of cases from list 1-14. Assignment: Monitor Company: Personal Leadership on Diversity, pages 479-495. (a, b, c) Week 12: Part IV--Redefining Leadership. Discussion on previous reading, in-class workshop, QCS cards, video. Assignment: Read an article (textbook entry/chapter, brochure, book, video, program, pamphlet . . . et cetera) on leadership and prepare to submit the keyboarded copy. Media review due. (a, b, c) Week 13: Part IV--Redefining Leadership. Discussion on previous reading, QCS cards, presentations on leadership. Assignment: Complete any readings and incomplete assignments. (a, b, c) Week 14: Part IV--Redefining Leadership. Final project due: Individual PowerPoint presentations on final project. (a, b, c)
Week 15: Part IV--Redefining Leadership. Final PowerPoint presentations and “discussions” and final reflective paper. (a, b, c) |