Workload distribution
The course consists of ten face-to-face, three-hour sessions. These sessions include professor lectures, team activities and discussion. Guest speakers will be invited to share their experiences with you.
The course has 4 ECTS, equivalent to 100 hours. Of those, 30 are face-to-face in the classroom, (11.00 a.m. to 2.00 p.m.). Work outside class (included in the 100 hours corresponding to the 4 ECTS) is required for individual reading, thinking, writing, and individual and / or teamwork preparation.
Over the course participants are expected to reflect on several questions, and upload these reflections to the Moodle.
COURSE CONTRIBUTION TO PROGRAM
Has diversity become an issue in our societies and in our organizations? Does diversity mean the same for all of us? What is our understanding of this term?
Over the last two decades multinationals and large companies have adhered to the "business case of diversity? discourse. However, are their policies really contributing to making our society more equal and diverse? What do they mean by that? Are organizations providing equal opportunities to all employees? Should they? What are small companies doing regarding diversity in our societies? Does it matter to them?
This course addresses these and other related questions. Students will be required to analyse data on different dimensions of diversity in contemporary societies and organizations and organizational policies and their proposed practices. Using critical analysis, we will identify the gap between existing policies and those required to achieve equality and full participation of employees in organizational life. Students will propose policies and specific actions to effectively address this gap between rhetoric and reality.
This course is an opportunity for individual development and teamwork. It should be noted that teamwork does not mean cutting and pasting individual tasks. It involves collective thinking, building on the ideas and knowledge of the different members of the team and including them in the common project.
Links between diversity and innovation will be discussed. It is often assumed that diversity in teams leads to innovation. Is that the case? Students have an opportunity to analyse themselves and their behaviour in teams. While respecting the privacy of what individuals decide to share about their own personality and personal views and opinions, teamwork offers an opportunity for learning about oneself and others.
Course Learning Objectives
At the end of the course, participants will:
- Understand and properly use the concepts of identity, diversity and inclusion in our societies and organizations.
- Be able to critically analyse the reasons why diversity has to be managed: legal compliance, business case, Corporate Social Responsibility.
- Be able to identify the different dimensions of diversity (ethnic origin, disability, sexual orientation, age, religion or beliefs and gender) and distinguish these dimensions from others used in the organizational context such as professional background, attitude and behaviour in the workplace, etc.
- Be able to identify which of the dimensions of diversity are critical for a specific organization, in a specific market and society and develop awareness about the voices that are heard and those that are silenced in organizations.
- Be able to identify different views regarding the relationship between diversity and innovation.
- Understand the change process involved in managing diversity and become aware of the opportunities and challenges involved in managing diversity.
- Competences to be developed:
As well as providing theoretical reflection and practical knowledge, the course provides opportunities for participants to develop key competences such as analytical skills, communication skills and critical thinking.
CONTENT
1. Managing diversity
1. Diversity in our societies. Diversity in our organizations. Diversity in teams.
2. The dimensions of diversity. Diversity and identities.
3. Equality and diversity. Exclusion and inclusion.
4. Diversity and innovation.
5. Organizational tools. Organizational change.
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Methodology
Teams will be created in the first session of the course.
Specific aspects of teamwork:
- Teamwork mainly takes place in class, face-to-face, and attendance is therefore required.
- The team project should apply and include concepts presented and discussed on the course in lectures and articles suggested to the students.
- Students are expected to play an active role in searching, proposing and developing ideas in teams. The professor's role is to facilitate and provide guidance.
- Although guidelines are proposed, creativity, initiative and imagination are expected from students. Students are about to enter the organizational world, where such guidelines are not usually provided!
- Students are expected to use all the tools that they have acquired on previous courses in different management fields. Therefore, while some guidance will be provided, they are expected to use their knowledge from different management fields.
- Alternative forms of sharing and presenting ideas should be explored by participants, including video recordings.
Bibliography
Babcock, L., Laschever, S., Gelfand, M., & Small, D. (2003). Nice girls don't ask. Harvard Business Review, 81(10), 14-16.
Bowen, Frances, and Kate Blackmon. "Spirals of Silence: The Dynamic Effects of Diversity on Organizational Voice*." Journal of management Studies 40.6 (2003): 1393-1417.
Etchell, L; Yelding D.; ?Inclusive design: products for all consumer'; Consumer Policy Review, Nov. Dec 2004, vol. 14, number 6.
Evered, Roger D. "Organizational activism and its relation to "reality" and mental imagery." Human Relations 30.4 (1977): 311-334.
Folguera, C. (2014). Women with disabilities: Inclusion, forgetting and vindication in an organizational setting. Equality, Diversity and Inclusion: An International Journal, 33(8), 776-788.
Hewlett, Sylvia Ann and Sumberg, Karen. For LGBT Workers, Being "Out? Brings Advantages. https://hbr.org/2011/07/for-lgbt-workers-being-out-brings-advantages
Ibarra, Herminia, Nancy M. Carter, and Christine Silva. "Why men still get more promotions than women." Harvard Business Review 88.9 (2010): 80-85.
Kaipa, Prasad and Shenoy, Meera. Workers with Disabilities Solved This Company's Talent Crisis. Harvard Business Review https://hbr.org/2012/09/workers-with-disabilities-solv
Konrad, A. M., & Pringle, J. (Eds.). Handbook of workplace diversity. Sage. 2006.
Kotter, John; ?Leading Change', Harvard Business Review, March-April 1995.
Meyerson, E. Debra ?Who tempered radicals are and what they do'.
O'Leary, Brian; Weathington, Bart; ?Beyond the business case for diversity in organizations'; Employ respons right, 2006.
Page, Scott; ?Making the difference: applying a logic of diversity'; Academy of Management perspectives, November 2007.
Pless, N: Maak, T; ?Building an inclusive diversity culture: principles, processes and practice'; Journal of Business Ethics, 2004.
Robinson, G; Dechant Kathleen, ?Building a business case for diversity'; Academy of Management Executive, 1997, vol. 11, number 3.
Thomas, David A. "Diversity as strategy." Harvard business review 82.9 (2004): 98-98.
Zanoni, Patrizia, et al. "Unpacking diversity, grasping inequality: Rethinking difference through critical perspectives." (2010). Organization 17(1)
Case studies
Although other case studies and experiences will be part of the course, the following (ESADE Case Collection) provide an indication of the type of material that students can expect to analyse on the course:
Xamfra. Cultures at scene.
Novartis. Managing diversity as a corporate approach.
Diversity Management at Danone.
Auditori Apropa, Cultura Apropa. Inclusion and participation in developing audiences.
Specialisterne. On abilities.
Gender in Managing diversity (Novartis, MRW, Dermik, Dones en Xarxa) Institut Català de les Dones. Catalan Insitute for Women, 2011
