Lesson Plan-Diversity at Workdata.cteunt.org/content/files/business/business...types of media; evaluate changes in formality and tone across various media for different audiences and

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Copyright © Texas Education Agency, 2011. All rights reserved.

Lesson Plan-Diversity at Work Course Title: Business Information Management II

Session Title: Diversity at Work

Performance Objective:

Upon completion of this lesson, students will understand diversity in the workplace.

Specific Objectives:

Students will learn to accommodate cultural diversity of customers.

Students will learn strategies for handling conflicts in a culturally diverse workplace.

Students will learn how to be tolerant of different kinds of diversity.

Preparation

TEKS:

130.115.c.1.C&D – monitor a business project; minimize a business project‟s errors

130.115.c.2.B-D demonstrate use of content, technical concepts, and vocabulary when analyzing information and following directions; record information needed to present a report on a given topic or problem; write internal and external business correspondence that conveys information effectively using correct grammar, spelling, punctuation, and capitalization

130.115.c.3.B – organize information to use in written and oral communication

130.115.c.4.A – Use informational texts, Internet websites, and technical materials to review and apply information sources for occupational tasks

130.115.c.5.A-C – prepare oral presentations to provide information for specific purposes and audiences; identify support materials that will enhance an oral presentation; prepare support materials that will enhance an oral presentation

130.115.c.7.B&E – employ verbal skills when obtaining and conveying information; use academic skills to facilitate effective written and oral communication

130.115.c.9.A&B – apply factors and strategies for communicating with a diverse workforce; demonstrate the ability to communicate and resolve conflicts within a diverse workforce

English: 110.33.b.1.A&C – determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek or other linguistic roots and affixes; infer word meanings through the identification and analysis of analogies and other word relationships. 110.33.b.12.B-D – evaluate the interactions of different techniques (e.g., layout, pictures, typeface in print media, images, text, sound in electronic journalism) used in multi-layered media; evaluate the objectivity of coverage of the same event in various types of media; evaluate changes in formality and tone across various media for different audiences and purposes. 110.31.b.15.B – organized and accurately conveyed information, and reader-friendly formatting techniques.

Accommodations for Learning Differences: It is important that lessons accommodate the needs of every learner. These lessons may be modified to accommodate your students with learning differences by referring to

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the files found on the Special Populations page of this website.

Teacher Preparation:

References: 1. www.hodu.com/cultural-bus.shtml 2. www.toyota.com/about/diversity/21stCenturyDivStrategy.pdf 3. http://mindtools.com/CommSkll/ActiveListening.htm 4. www.people-communicating.com/listening~exercises.html 5. http://highered.mcgraw-hill.com/sites/dl/free/0070876940/91744/Active_Listening.pdf 6. http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&To

picRelationID=1812&ContentID=92853&Content=93808 7. http://www.thetimes100.co.uk/case-study--supply-chain-from-manufacturing-to-shelf-

-6-370-2.php 8. http://pubs.cas.psu.edu/freepubs/pdfs/ui335.pdf

Instructional Aids: 1. “Diversity at Work” PowerPoint presentation 2. “Corporate Diversity Strategy” Assignment #1 3. “Corporate Diversity Strategy” Rubric 4. “Active Listening” Assignment #2 5. “Active Listening” Rubric 6. “Logistics” Assignment #3 7. “Logistics” Rubric

Materials Needed: 1. Construction paper to cut into strips 2. Glue 3. Markers

Equipment Needed: 1. Computers for students to complete assignments. 2. Projector for PowerPoint.

Learner Preparation: 1. Ask students if they know what the term diversity means. Discuss the definition. 2. On the board or document camera write down “School” and “Work” as column

headings. 3. Have students provide suggestions of types of diversity found at school and at work.

There will be some similar responses as well as different types of diversity for both school and work.

Lesson Plan

Introduction (LSI Quadrant I) 1. Create a handout of business product scenarios from the Hodu.com web site.

Assign students in pairs or groups, depending upon the size of the class, to one of the scenarios. Have them provide a paragraph response discussing the scenario, whether it was a culture or a language barrier, the negative consequences to the company, and what could have been done differently. Student groups can then present their summaries to the class.

2. Using the Active Listening Exercises from the people-communicating.com web site, divide students into pairs to complete at least 2 of the exercises. Then have them prepare a two-column table explaining what was easy and what was difficult about

http://cte.unt.edu/home/special.html

http://www.hodu.com/cultural-bus.shtml

http://www.toyota.com/about/diversity/21stCenturyDivStrategy.pdf

http://mindtools.com/CommSkll/ActiveListening.htm

http://www.people-communicating.com/listening~exercises.html

http://highered.mcgraw-hill.com/sites/dl/free/0070876940/91744/Active_Listening.pdf

http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=1812&ContentID=92853&Content=93808

http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=1812&ContentID=92853&Content=93808

http://www.thetimes100.co.uk/case-study--supply-chain-from-manufacturing-to-shelf--6-370-2.php

http://www.thetimes100.co.uk/case-study--supply-chain-from-manufacturing-to-shelf--6-370-2.php

http://pubs.cas.psu.edu/freepubs/pdfs/ui335.pdf

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completing the exercises.

Important Terms for this Lesson:

Tolerance – sympathy or indulgence for beliefs or practices differing from or conflicting with one's own

Culture – an integrated pattern of human knowledge, belief, and behavior that depends upon the capacity for symbolic thought and social learning, the set of shared attitudes, values, goals, and practices that characterizes an institution, organization or group

Diversity - the inclusion of different types of people (as people of different races or cultures) in a group or organization

Logistics – moving products from one place to another in the most efficient way possible

Supply chain - a set of three or more companies directly linked by one or more of the upstream and downstream flows of products, services, finances and information from a source to a customer

Outline

Outline (LSI Quadrant II)

Instructors can use the PowerPoint presentation, slides, handouts, and the internet in conjunction with the following outline.

MI Outline Notes to Instructor

I. Types of Diversity A. Cultural-different ethnic backgrounds B. Age-„baby boomers‟ and „gen x‟ in the same workplace C. Gender-males and females in traditional and non-traditional Occupations II. Communication Barriers A. Language B. Cultural Differences C. Poverty D. Trust, Fear

The workplace today is much different than in the past due to globalization. Ask students how many of them have a job. On the board tally how many of them would say that there are two or more generations in their workplace. Also tally how many races may be represented by the employees or supervisors they work with. Also, record how many have females as supervisors. Because there is so much diversity at work today, many employees may not have as much in common with fellow employees as in the past. Ask students what the benefits may be in being

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III. Diversity Strategies A. Know your own culture 1. understand your own behaviors that may be related to your culture 2. understand your own similarities and differences to other people from other cultures B. Develop listening skills 1. listen to understand 2. provide feedback after you listen C. Utilize non-verbal communications 1. facial expressions (a smile goes a long way) 2. gestures IV. Tips for Effective Listening A. Pay attention by making eye contact B. Show that you are listening with your posture C. Provide feedback to clarify statements D. Postpone judgment by not interrupting E. Respond appropriately by showing respect to the speaker

surrounded by these differences and how they can help overcome these barriers. Discuss with students things that are similar and different among people. Cut strips of paper in different colors and distribute six to each student (number can be changed depending on number of students). Have students write a similarity to others in the room on one end and a difference from others in the room on the other end. These can be hair color, eye color, birth order, … Do this for all six strips. Then have them visit with others in the room and choose two of their strips and glue them end-to-end with other student‟s strips that match with their strips. Soon they will see a chain emerge of their similarities and differences. The teacher can have students play the Gossip game by giving a student a sentence perhaps relating to a skill they are working on in class or a business-related sentence. The student whispers it to the next student and so on until the last student says it out loud to the class.

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V. Conflict Resolution Strategies A. Stick to the facts B. Sensitivity training C. Keep discussions professional D. Recognize miscommunications E. Personal comments not on work time F. Encourage the value of diversity

The class can see how the sentence changed and write on the board suggestions for making the listening more effective. Provide students with a conflict situation and have them discuss, in pairs, how to resolve the situation. They can present their situation and their resolutions to the class.

Copy and Paste Multiple Intelligences Graphic in appropriate place in left column.

Application

Guided Practice (LSI Quadrant III):

Using the PowerPoint presentation, the teacher will explain the importance of understanding cultural diversity in the workplace.

Divide the students into groups and have them select one of the nine principles of Toyota‟s Diversity Strategy (use the above web site reference). They can create a PowerPoint to include the following points: explanation of the principle, summary of the main points, and benefits of the principle to Toyota, its employees, and customers.

Go to the McGraw web site to the Active Listening Exercises. Divide the students into either pairs or groups of three (since there are three questions to answer for the scenario). Have the groups respond to Vignette #1 using the three types of responses mentioned. Students can present their summaries to the class.

Discuss with students the concept of logistics and supply-chain management, i.e., how a product gets from point A to point B using the Kellogg‟s example from the times100.co.uk web site. Provide students, in pairs, with a strip of paper that has a product name on it and have the student prepare a document (a bulleted list, table, or outline) that identifies the same steps: Primary sector, Secondary sector, Tertiary sector, and consumers. Also discuss with students how cultural diversity applies to logistics and supply-chain management as it relates to their

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products, i.e., how many products are multi-national, that is, their components are sometimes from foreign countries and are transported to other countries as well.

Independent Practice (LSI Quadrant III):

Corporate Diversity Strategy Assignment #1 Each student can select a corporation and create a PowerPoint utilizing all nine of Toyota‟s Diversity Strategies and applying them to that corporation. They should use the company name as a slide master and create effects and timings as well.

Active Listening Assignment #2 Students can be in pairs for this assignment but each will complete the assignment on his or her own. Using the McGraw-Hill Active Listening Exercises, students will prepare a table summarizing each of the remaining three vignettes (the first was done in Guided Practice). The table should by clearly labeled with column headings and thoroughly answer all three questions for each vignette.

Logistics Assignment #3 Students will select a product and prepare a SmartArt diagram outlining the steps involved in supply chain management as it pertains to that product. Then they will each prepare a short report detailing each of the steps. Use the Kellogg‟s example as a guide. The report should also address how the cultural diversity related to the product‟s manufacturing or distribution is addressed, for example, whether or not their components are from foreign countries or how the products are shipped worldwide. Also, create an advertisement for the product that is translated into another language using Word‟s translation feature or using another source to translate.

Summary

Review (LSI Quadrants I and IV): Q: Why is the workplace so much more diverse than in the past? A: Due to advances in technology, the world seems to have become “smaller” due to globalization. Many businesses have employees and customers internationally. Q: Why is understanding diversity important to a business? A: If employees understand the different types of diversity within their business, they are happier and more productive as employees. This increased morale expands to creating satisfied customers. Understanding the diversity of customers also helps companies know what products and services they will like as well. Q: What kinds of diversity exist in a business? A: Ethnic, language, gender, and age are the main types, but there are many other differences including religion. Q: What are three ways to handle conflicts at work which may result from diversity issues? A: Employees should practice sensitivity training, discussions should revolve around facts more than emotions, and benefits of diversity should be stressed.

Evaluation

Informal Assessment (LSI Quadrant III): 1. Instructor will observe students during Independent Practice. 2. Instructor will assist students as needed.

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Formal Assessment (LSI Quadrants III and IV): Use the assigned rubrics to evaluate the four Independent Practice Assignments.

Extension/Enrichment (LSI Quadrant IV): 1. Invite a speaker from a local business to discuss their diversity initiatives or

strategies with students as well as how that business has benefitted from having a diversified workforce. The class can create a poster together with each student including one of the comments from the speaker.

2. Invite a speaker from LULAC, NAACP, or SBA to speak to students about business opportunities for various types of diversities whether they be ethnic, age, or gender-related. Have students each write a summary of the speaker‟s presentation.

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Business Information Management II – Diversity at Work Independent Practice Assignments

Corporate Diversity Strategy Assignment #1 Each student can select a corporation and create a PowerPoint utilizing all nine of Toyota‟s Diversity Strategies and applying them to that corporation. They should use the company name as a slide master and create effects and timings as well.

Active Listening Assignment #2 Students can be in pairs for this assignment, but each will complete the assignment on his or her own. Using the McGraw-Hill Active Listening Exercises, students will prepare a table summarizing each of the remaining three vignettes (the first was done in Guided Practice). The table should by clearly labeled with column headings and questions thoroughly answered for each vignette. Appearance should be professional and pleasing.

Logistics Assignment #3 Students will select a product and prepare a SmartArt diagram outlining the steps involved in supply chain management as it pertains to that product. Then they will each prepare a short report detailing each of the steps. Use the Kellogg‟s example as a guide. The report should also address how the cultural diversity related to the product‟s manufacturing or distribution is addressed, for example, whether or not their components are from foreign countries or how the products are shipped worldwide. Also, create an advertisement for the product that is translated into another language using Word‟s translation feature or using another source to translate. .

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Business Information Management II – Verbal Communication in Business

Corporate Diversity Strategy Rubric

Assignment #1

Student Name: __________________________________

CATEGORY 20 15 10 5 or less

Required Elements Presentation

includes all nine

strategies, slide

master and

timings.

Presentation

missing slide

master or

timings.

Presentation

missing 1-2 of

the strategies,

slide master,

and timings.

Presentation

missing 3 or

more strategies,

slide master,

and timings.

Appearance Exceptional use

of design

principles-balance

of white space,

text, and graphics

Adequate use of

design

principles

Presentation

appears

ordinary and

lacks several

design

principles

Presentation

appears

unprofessional

and utilizes no

principles of

design

Mechanics No grammar or

punctuation errors

1-2 grammar or

punctuation

errors

3-4 grammar or

punctuation

errors

More than 4

grammar or

punctuation

errors

Comprehension of

Material

Excellent grasp of

each strategy as

applied to the

corporation

selected

1-2 of the

strategies were

not applied

successfully

3-4 of the

strategies

missed the mark

Examples used

were not

original, shows

no

understanding

of material

Slide Transitions Slide transitions

and effects were

appropriate and

enhanced the

presentation

Transitions and

effects were

appropriate but

did not add to

the quality of the

presentation

Some

transitions

and/or effects

were missing

from the

presentation

Transitions and

effects either

not present or

totally

inappropriate

and

unprofessional

Total Score ________

Maximum 100 Points

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Active Listening Assignment Rubric

Assignment #2

Student Name: __________________________________


Required Elements Table contains

column headings

and cells contain

thorough

information for all

three vignettes

Table missing

column

headings and

information is

adequate for

three vignettes

Table contains

little information

Information not

presented in

table form and

information

incomplete

Appearance Appearance is

professional and

formatting is

pleasing to the

eye

Appearance is

neat, formatting

is adequate

Appearance is

slightly

unprofessional

with only

occasional

formatting

Appearance is

unprofessional

and unattractive


punctuation errors

1-2 grammar or

punctuation

errors

3-4 grammar or

punctuation

errors

More than 4

grammar or

punctuation

errors

Sufficiency of

Information

Excellent amount

of information

provided in

answers to all of

the vignettes

Adequate

amount of

information

provided to

answer

questions

Little information

provided in each

answer

Answers are

sketchy at best

Examples related

to topic

All answers show

excellent

understanding of

topic

Answers show

adequate

comprehension

of topic

1-2 answers

show little

understanding

of topic

More than 2

answers show

little to no

understanding

of topic


Maximum 100 Points

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Logistics Rubric

Assignment #3

Student Name: __________________________________


Required Elements Both SmartArt,

report, and

advertisement

are complete

Both SmartArt,

report, and

advertisement

are present but

adequate

SmartArt,

report, or

advertisement

are missing,

information

presented in

another format

SmartArt,

report, and

advertisement

are missing

entirely

SmartArt

Appearance

SmartArt is

creative and

professional in

appearance

SmartArt is neat

but ordinary in

appearance

SmartArt

contains too

little information

SmartArt not

present

Report

Appearance

Report appears

neat and

professional with

all sections

organized

Report is neat

but slightly

disorganized

Report not

formatted

properly

Report not

present


punctuation errors

in either

document

1-2 grammar or

punctuation

errors total in

both documents

3-4 grammar or

punctuation

errors in both

documents

More than 4

grammar or

punctuation

errors

Examples related

to topic

All examples

match the

appropriate step

in the supply

chain,

multicultural

issues addressed

Supply chain

and multicultural

issues

addressed but

not thoroughly

Either supply

chain steps or

multicultural

implications not

discussed or

mentioned

Assignment

shows little to

no

understanding

of topic


Maximum 100 Points

Documents

Lesson Plan-Diversity at Workdata.cteunt.org/content/files/business/business...types of media; evaluate changes in formality and tone across various media for different audiences and