Opportunities and challenges of workplace diversity: theory, cases, and exercises PDF
Preview Opportunities and challenges of workplace diversity: theory, cases, and exercises
Second Edition Opportunities and Challenges of Workplace Diversity T , C , E HEORY ASES AND XERCISES Kathryn A. Cañas University of Utah Harris Sondak University of Utah Prentice Hall Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo For Luke, Rhea, and Neah Editorial Director:Sally Yagan Cover Designer:Axell Designs Editor in Chief:Eric Svendsen Manager, Visual Research:Beth Brenzel Acquisitions Editor:Jennifer M. Collins Manager, Rights and Permissions:Zina Arabia Editorial Project Manager:Susie Abraham Manager, Cover Visual Research & Permissions: Editorial Assistant:Meg O’Rourke Karen Sanatar Director of Marketing:Patrice Lumumba Jones Cover Art: Getty Images, Inc. Marketing Manager:Nikki Jones Full-Service Project Management:Shiji Shashi/ Marketing Assistant:Ian Gold Integra, Inc. Senior Managing Editor:Judy Leale Composition:Integra Software Services Pvt. Ltd. Project Manager:Debbie Ryan Printer/Binder:Bind-Rite Operations Specialist:Clara Bartunek Cover Printer:Bind-Rite Creative Art Director:Jayne Conte Text Font: 10/12, Times Credits and acknowledgments borrowed from other sources and reproduced, withpermission, in this textbook appear onappropriate page within text. Copyright ©2011, 2008 by Pearson Education, Inc., publishing as Prentice Hall, One Lake Street, Upper Saddle River,New Jersey 07458.All rights reserved. Manufactured in the United States of America. This publication is protected byCopyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, One Lake Street, Upper Saddle River, New Jersey 07458. Many of the designations by manufacturers and seller to distinguish their products are claimed as trademarks. Wherethose designations appear in this book, and the publisher was aware of a trademark claim, the designations havebeen printed in initial caps or all caps. Cataloging-in-Publication Data for this title can be obtained from the Library of Congress. 10 9 8 7 6 5 4 3 2 1 ISBN 10: 0-13-612517-4 ISBN 13: 978-0-13-612517-4 CONTENTS Preface viii Part I Uncovering the Complexities of Workplace Diversity 1 Chapter 1 Diversity in the Workplace: A Theoretical and Pedagogical Perspective 3 Kathryn A. Cañas and Harris Sondak Diversity Management 4 Opportunities of Teaching Diversity Management 4 Challenges of Teaching Diversity Management 6 Defining Diversity 7 Society for Human Resource Management 7 Marilyn Loden 8 Anita Rowe and Lee Gardenswartz 9 R. Roosevelt Thomas, Jr. 10 Myrtle P. Bell 10 David A. Thomas and Robin J. Ely 10 Michàlle E. Mor Barak 11 Four Principles for an Improved Definition of Diversity 11 Understanding Leadership-Based Organizational Paradigms for Managing Diversity 14 Resistance Paradigm 14 Discrimination-and-Fairness Paradigm 15 Access-and-Legitimacy Paradigm 16 Integration-and-Learning Paradigm 16 Understanding the Business Case for Diversity 18 The Business Case for Diversity 18 Assessing the Business Case for Diversity 19 Chapter 2 Diversity in the Workplace: A Legal Perspective 26 P. Corper James Administration of the Law 27 Amendments to Title VII 28 The Protected Classes 28 Race 28 iii iv Contents National Origin 29 Color of Skin 30 Religion 30 Age 31 Veterans 31 Disability 32 Sex/Gender 34 Sexual Orientation 37 Advice for Managers 38 Have a Title VII Policy and Procedure 38 Be Clear about the “Legitimate Business Purpose” Concept 38 Develop Objective Job Criteria 39 Do Not Retaliate 39 Advice for Employees 39 Follow Policies and Procedures 39 Behave Reasonably 39 A Word about Affirmative Action 40 The Future of Title VII 40 Chapter 3 Diversity Management as Systemic 44 A Systemic Approach to Managing Diversity 48 Kathryn A. Cañas Leadership Commitment 50 Communication 51 Recruitment and Retention 52 Incorporation of Diversity into the Main Work ofOrganization 55 Linkage of Diversity Initiatives to Organizational Outcomes 56 External Relationships 57 (cid:2) CASE STUDY:Diversity as Strategy 58 David A. Thomas Part II Managing and Mismanaging: Case Studies on American Businesses 71 Chapter 4 Gender 73 (cid:3) Obama Signs Equal-Pay Legislation 74 Sheryl Gay Stolberg Essay:Off-Ramps and On-Ramps:Keeping Talented Women on the Road to Success 75 Sylvia Ann Hewlett and Carolyn Buck Luce Contents v (cid:2) CASE STUDY:Augusta National Golf Club:Membership for Women orStaying the Course? 87 Ray B. Swart, Ashish K. Singh, and Andrew Nelson under the supervision of James S. O’Rourke (cid:2) CASE STUDY:Mothers Work Inc.:Brand Image and Accusations ofEmployment Discrimination 95 Carolyn E. Billick and Lusiena H. C. Wong under the supervision of James S. O’Rourke Chapter 5 Race and National Origin 101 (cid:3) NFL Looking to Expand Rooney Rule 102 Associated Press Essay:The Truth about Mentoring Minorities:Race Matters 103 David A. Thomas (cid:2) CASE STUDY:The Classic Look of Discrimination:Abercrombie & Fitch’s Struggle to Manage Diversity 109 Kathryn A. Cañas and Jacob K. Sorensen (cid:2) CASE STUDY:Texaco,Inc.:Racial Discrimination Suit (A) 118 Tanya Goria, DeWayne Reed, and Dan Skendzel under the supervision of James S. O’Rourke (cid:2) CASE STUDY:Texaco,Inc.:Racial Discrimination Suit (B) 121 Tanya Goria, DeWayne Reed, and Dan Skendzel under the supervision of James S. O’Rourke (cid:2) CASE STUDY:Denny’s Restaurants:Creating a Diverse Corporate Culture (A) 133 M. Jennifer Abes, W. Brent Chism, and Thomas F. Sheeran under the supervision of James S. O’Rourke (cid:2) CASE STUDY:Denny’s Restaurants:Creating a Diverse Corporate Culture (B) 138 M. Jennifer Abes, W. Brent Chism, and Thomas F. Sheeran under the supervision of James S. O’Rourke Chapter 6 Age 141 (cid:3) Many Workers Ages 50+ Downshift in New Jobs—And Love the Work 142 AARP Press Center Essay:It’s Time to Retire Retirement 143 Ken Dychtwald, Tamara Erickson, and Bob Morison (cid:2) CASE STUDY:Asleep at the Wheel:Ford Motor Company’s Exclusion of the Older Worker 152 Kathryn A. Cañas and Harris Sondak Chapter 7 Religion and Spirituality 161 (cid:3) Religion in the Workplace Is Diversity Issue for U.S.Companies:ManyFirms Seek Guidance in Accommodating Employees’ Religious Practices 162 Louise Fenner vi Contents Essay:Taking Religion to Work 163 C. Stone Brown (cid:2) CASE STUDY:Purity of Spirit:Tom’s of Maine 172 Adapted by Kathryn A. Cañas and Harris Sondak from a case written byEdmund R. Gray Chapter 8 Sexual Orientation and Identity 183 (cid:3) LGBT Equality at the Fortune 500 184 Human Rights Campaign Essay:Selections from Straight Talk About Gays in the Workplace: Creating an Inclusive,Productive Environment for Everyone in Your Organization 185 Liz Winfeld (cid:2) CASE STUDY:The Cracker Barrel Restaurants 193 John Howard (cid:2) CASE STUDY:When Steve Becomes Stephanie 198 Loren Gary and Brian Elliot Chapter 9 Disabilities 207 (cid:3) Finding the Right Way to Disclose a Disability 208 Suzanne Robitaille Essay:Counting on Workers with Disabilities 209 Susan J. Wells Essay:Selections from the Inclusive Corporation:A Disability Handbook for Business Professionals 216 Griff Hogan (cid:2) CASE STUDY:In the Eye of the Perfect Storm:Creating Accessibility— IBM,GM,and CISCO 221 Kathryn A. Cañas and Harris Sondak Part III Exercises: Developing Three Essential Skills 233 Chapter 10 Analyzing Self 235 Your Pie Chart 235 Taylor Cox and Ruby L. Beale Diversity Questionnaire 236 William Sonnenschein First Thoughts 237 Jonamay Lambert and Selma Myers Masculine and Feminine Speaking Styles 238 Kathryn A. Cañas and Harris Sondak Religion and the Workplace: A Brainstorming Activity 240 Kathryn A. Cañas Contents vii Chapter 11 Understanding Difference 242 Analysis ofMini Diversity Management Cases 242 Carlos Eduardo de Sousa What Constitutes Sexual Harassment? 247 Kathryn A. Cañas, P. Corper James, and Harris Sondak Religion and Spirituality: What Could be Happening Here? 248 Kathryn A. Cañas and Harris Sondak Discrimination Based on Sexual Orientation: Counting the Costs 249 Amy J. Zuckerman and George F. Simons The Ten Commandments of Interacting with People with Disabilities 251 Kathryn A. Cañas and Harris Sondak Cultural Diversity 253 Jonamay Lambert and Selma Myers Chapter 12 Assessing Organizations 255 Examining Exemplary Leaders in Managing Diversity 255 Kathryn A. Cañas and Harris Sondak Analysis of Diversity Consulting Companies 257 Kathryn A. Cañas and Harris Sondak Analyzing Diversity Commitment on Company Web sites 258 Kathryn A. Cañas Diversity and Sports: An Examination of the NFL, NASCAR, NHL, PGA, and NBA 259 Kathryn A. Cañas and Ruslan Chaplygin The Diversity Consulting Team 261 Kathryn A. Cañas and Harris Sondak Nine Symptoms that May Indicate a Need for Diversity Training 265 Lee Gardenswartz and Anita Rowe Managing Diversity Questionnaire 265 Lee Gardenswartz and Anita Rowe Asking Good Questions 267 Lee Gardenswartz and Anita Rowe Index 270 PREFACE DIVERSITY AND THE WORKPLACE:CREATING A DIALOGUE OF OPPORTUNITY Teaching diversity management—whether to students or managers—is both challenging and rewarding. The topic of diversity management is engaging and dynamic as significant develop- ments emerge daily from well-known organizations such as Abercrombie & Fitch, Coca Cola, the National Football League, and Verizon. While diversity management is a thought-provoking subject, it also poses some challenges for instructors because it is a complex and sometimes para- doxical organizational topic that involves conversations about emotionally charged issues such as racism, sexism, and ageism. Teaching diversity management is rewarding as the classroom has the potential to become a place in which knowledge is constructed through dialogue—through active student engagement, respectful debate, and continuous conversations about both historical and current diversity management business issues and cases. Essential to our purpose is the notion of dialogue as it represents the overarching pedagogical philosophy that frames our motivation for writing this textbook. New to This Edition • In Part I, we have updated both of the opening essays and we have added Chapter 3, “Diversity Management as Systemic,” in which we describe top-ranked organizations for managing diversity, explicate a best practices integrated model of systemic diversity management, and include a comprehensive essay that highlights how IBM implements diversity management initiatives effectively on a comprehensive, systemic organizational level. • In Part II, we have incorporated new, timely newspaper articles that begin each of the chapters. • We are included two new case studies on the topics of race/national origin and the workplace, specifically Abercrombie and Fitch and Denny’s Restaurants; one new case study on the GLBT issues and the workplace, “When Steve Becomes Stephanie”; and a new essay on people with disabilities in the workforce, “Counting on Workers with Disabilities.” • We updated the case on age and the workplace (Ford Motor Co.), as well as disabilities and the workplace (IBM, GM, and Cisco). • In Part III, we have added a new section comprised of mini diversity cases that provide students the opportunity to work in teams and grapple with common yet involved diversity management workplace situations. • We have enhanced exercises from our first edition and have added new exercises, specifically “Religion and the Workplace: A Brainstorming Activity,” “Analyzing Diversity Commitment on Company Web Sites,” and “Diversity and Sports: An Examination of the NFL, NASCAR, NHL, PGA, and NBA.” By writing this textbook, we hope to invite and create a dialogue of opportunity about the topic of workplace diversity with scholars, managers, consultants, and students. We, along with anumber of diversity practitioners and academics who have contributed to this textbook, engage in dialogue about the intersection of diversity and the workplace. We believe that themost effective method for teaching diversity management is to bring together multiple perspectives, narratives, and voices that unite to cocreate a comprehensive source about the opportunities and challenges of managing diversity. Having a diverse workplace is indeed abusiness opportunity, but only when its complex- ities are managed successfully, which requires that they are both acknowledged and understood. Without understanding diversity as a complex phenomenon, it is difficult to gain a comprehensive understanding of what it means to manage a diverse workforce effectively. In essence, we hope to viii Preface ix contribute a significant and unique perspective to today’s conversation about diversity in the work- place by encouraging and engaging in open dialogue. As we discuss diversity as an opportunity, we hope to help our readers become more effective and responsible organizational members. The underlying argument supported throughout our discus- sion is that organizations that manage their diverse workforce effectively will have a competitive advantage over organizations that do not. That is, we believe that managing diversity well will lead to increased organizational performance. A diverse workforce is more likely to gain a competitive advantage when diversity is implemented systemically; diversity must be understood and valued as an essential component of every aspect of the organization rather than incorporated sporadically within it. Organizations that are able to accomplish this will have more opportunity to excel in all areas. Three-Tiered Structure for Understanding Our discussion unfolds in three stages: First, we offer a theoretical and pedagogical as well as legal understanding of diversity; second, we provide detailed case studies of U.S. businesses that have both managed and mismanaged diversity; third, we incorporate multiple exercises that help students examine diversity on both personal and organizational levels. In Part I, “Uncovering the Complexities of Workplace Diversity,” our goal is to help explain the complexities of workplace diversity from both managerial and legal perspectives. Managers in today’s dynamic workplace need to understand how these two perspectives interact—specifically, how one informs the other in the context of a complex workplace. In the first of the two opening chapters in this part, we examine diversity from a managerial and pedagogical point of view and discuss the following important considerations for understanding diversity in American business: multiple alternative definitions of diversity and important principles to acknowledge when defining diversity; four paradigms or approaches for diversity management; and the strengths and weakness- es of the business case for diversity. In the second chapter, P. Corper James outlines the legal aspects of managing diversity in his explication of the classes of people protected by law, the legal definition of sexual harassment, the Americans with Disabilities Act (ADA), and the Age Discrimination in Employment Act (ADEA). In addition, he offers general legal advice for both managers and employ- ers on the topic of diversity management. In Part II, “Managing and Mismanaging: Case Studies on American Businesses,” we illustrate organizational successes and mistakes of American businesses. This section reflects our belief that understanding diversity is facilitated through detailed examination of real case studies. Our collection of comprehensive case studies focuses on how familiar organizations have grappled with diversity management. Our examples of organizations include Augusta National, Mothers Work, Abercrombie and Fitch, Texaco, Denny’s, Ford Motor Company, Tom’s of Maine, Cracker Barrel Restaurants, IBM, General Motors, and Cisco; we discuss how these organizations have managed diversity issues related to gender, race and national origin, age, religion and spirituality, sexual identity, and disabilities in the workplace. In Part III, “Developing Three Essential Skills,” our goal is to encourage our readers to examine their own relationship with diversity, assess how organizations manage diversity, and better understand the intersection of diversity and work. These exercises invite students to engage in energized, intelli- gent dialogue on the many intricacies of diversity in the workplace. Terms and Concepts that Frame Our Discussion DIVERSITY A primary objective of our text is to illuminate the complexities of workforce diversity. We understand workplace diversity as a constellation of dynamic and interrelated identity group memberships that operate on both primaryand secondary dimensions1as they continuously interact and unite to represent a person in his or her entirety at a particular time in his or her life. These iden- tity group memberships reflect personal characteristics—both visible (e.g., race and gender) and less visible (e.g., religion and marital status)—that differ from whatever is considered the societal norm or
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