BUSN2044 Managing Diversity Semester 1, 2015 Topic Coordinator
BUSN2044 Managing Diversity Semester 1, 2015 Topic Coordinator: Valerie Caines Room 3.46 Law and Commerce Building Email: [email protected] Ph: 0477 857 042 This topic guide should be read in conjunction with the Flinders Business School Undergraduate Student Handbook 1. TEACHING STAFF Topic Coordinator 2. Valerie Caines Rm 3.46 LWCM Ph: 0477 857 042 [email protected] TOPIC AIMS This topic aims to introduce students to the theoretical concepts and practical issues related to managing diversity in organisations operating in Australia and the Asia Pacific Region. This topic addresses the theory and practice of managing a diverse workforce in the social, business and legal context of organisations operating in Australia and the Asia Pacific region. Topics addressed include the theoretical and policy context of equity and diversity, workforce diversity in Australia, forms of diversity and inclusion, approaches to diversity, promoting diversity in the workforce, and HRM issues related to equity and diversity including work and family policies, women, indigenous Australians, sexual and gender identity at work, ageing workforce, young workers, disability, cultural diversity. 3. LEARNING OUTCOMES and GRADUATE QUALITIES On successful completion of this topic students should be able to: 1. Identify and describe concepts of diversity and inclusion applied to the workplace in Australia. 2. Evaluate the legal, ethical, and professional issues associated with diversity management in the contemporary workplace. 3. Identify and describe the strategic, management, compliance and human resource management issues associated with developing and implementing diversity and inclusion initiatives in the workplace. 4. Describe and apply the legal framework regulating the management of workplace diversity and inclusion issues. 5. Analyse practical case studies of equity, inclusion, diversity and discrimination in the workplace. Graduate Qualities Bachelor degree programs at Flinders aim to develop, along with more program-specific professional competencies, the core qualities listed here. These expected graduate qualities shape the more detailed educational aims and learning outcomes which are specified for each course and topic. Flinders University’s Bachelor degree programs aim to produce graduates: who are knowledgeable who can apply their knowledge who communicate effectively who can work independently who are collaborative 4. who value ethical behaviour who connect across boundaries. who are knowledgeable: the effective management of workforce and customer diversity depends significantly on the understanding of core diversity management concepts and on the accuracy of the manager's information regarding the dimensions of diversity who can apply their knowledge: managers must be able to apply their knowledge to the analysis of workplace and market situations in order to determine the most appropriate strategies and implementation plans. who communicate effectively; managers of diverse workforces and those responsible for the delivery of goods and services to a diverse market must be able to adjust and adopt communication strategies that take audience diversity into account. who can work independently: while effective diversity management is a team effort, it also requires managers to independently assess and respond to the effects of diversity on their individual areas of responsibility who are collaborative: diversity management aims to create workplaces which are fair, harmonious, inclusive and productive, all of which require the collaborative efforts of individuals who are able to work together respectfully, as equals. who value ethical behaviour; managers must be fully cognisant of the parameters of ethical business and personal behaviour and be able to determine and anticipate the potential influences of diversity on employees' understanding and practices of ethical behaviour who connect across boundaries; in a multicultural domestic and international business context, effective diversity management requires the ability to communicate across interpersonal, professional, organisational and international boundaries and to negotiate mutually beneficial practices and processes. LECTURES Lecture (1) 04 Mar Wednesday 09:00 - Social Sciences - 08 10:00 Sth, 007 Lecture Apr Room 29 Apr Wednesday 09:00 - Social Sciences - 10 Jun 10:00 Sth, 007 Lecture Room Lectures will be digitally audio-recorded, with the recording of the lecture available from the Flinders Learning Online (FLO) site for the topic. Please note that lecture recording is to supplement face to face lectures (i.e. to allow you to catch up on a missed lecture or for revision), they do not replace face to face lectures. 2 While every attempt is made to ensure lectures are recorded, technological failures do occur so students should not rely on these recordings. 5. LECTURE OUTLINE AND READING GUIDE Details of the lecture program and required readings for each week for the topic should be provided. It is recommended that the following statement be included: Lectures are compulsory. Recordings available on FLO are provided a backup and support only, and should not be used in place of attendance. All readings and questions indicated below are from Strachan, G., French, E., & Burgess, J. (2010). Managing diversity in Australia: theory and practice. Australia: McGraw-Hill. NOTE: All exercises marked with an asterisk (*) will be provided in the tutorial (no pre-work required). Exercises in BOLD type are expected to be completed prior to the tutorial. Chapter questions are provided on FLO. Week Date 1 4/3 2 11/3 Lecture Topic/ Tutorial activities Introduction: Topic Outline & SAM, Introduction to Diversity Management. Reading: Chapters 1,2 & 3 No tutorial Equity & Diversity in organisations - Chapter 4 Discuss assessment Exercise - Work team formation* Exercise – Defining Diversity* Exercise: Group identity in the self-concept* 3 18/3 Auditing and mapping equity and diversity - Chapter 5 Chapter 4 questions Exercise – Managing Diversity as a Business Strategy* Exercise – Understanding differences* Exercise – Cultural diversity quiz* 4 25/3 Work and family policies and practices Reading: Chapter 6 a) Exercise: Review of EEO complaint summaries* b) Chapter 5 questions c) Exercise: Advice gone awry* 5 31/3 Women in male-dominated industries & women in management Reading: Chapter 7 & 10 a) Exercise - Review of EOWA handouts* b) Chapter 6 questions c) Exercise – Cognition, Perception , and group identity* NOTE: No tutorial on Friday (Good Friday) 3 6 7/4 Employing Indigenous Australians Reading: Chapter 9 a) Exercise – Case study* b) Chapter 7 &10 questions 7 29/4 Lecture: Managing Cultural Diversity Reading: Chapter 11Exercise – Stereotyping* a) Chapter 9 questions b) Exercise – Stereotyping and teamwork* c) Exercise – Intelligence testing 8 6/5 Lecture: The diversity and complexity of disability Reading: Chapter 13 a) b) 9 Review of EEO complaint summary Exercise: Cultural item from home (see tutorial questions) 13/5 Lecture: Managing young workers a) Group Poster Consultations b) Chapter 13 case study (on FLO) 10 20/5 Lecture: Sexual and gender identity at work Read Chapter 14 a) Chapter 14 questions b) Exercise: Gay & Lesbian trivia 11 27/5 Lecture: Managing the ageing workforce Read Chapter 15 a) Exercise – Intergroup conflict at XYZ Corporation Chapter 15 questions 12 6. 3/6 Lecture: Topic Review and examination preparation Reading: Chapter 17 GROUP POSTER PRESENTATIONS TUTORIALS Tutorial (1) 11 Mar Wednesday 15:00 - Social Sciences - 08 17:00 Sth, 112 Lecture Apr Room 29 Apr Wednesday 15:00 - Social Sciences - 10 Jun 17:00 Sth, 112 Lecture Room (2) 13 Mar Friday - 10 Apr 12:00 - Social Sciences 14:00 Nth, 223 Lecture Room 01 May Friday - 12 Jun 12:00 - Social Sciences 14:00 Nth, 223 Lecture Room 4 Tutorial lists will be posted. ‘On the topic FLO site and on the notice board on Level 1 of the Law and Commerce courtyard, adjacent to the Computer Laboratories. Arrangements for changes in allocated tutorial; e.g. ‘After 14 March 2014 changes to allocated times can be made only by the Topic Coordinator’. 7. WORKSHOPS/LABS (not applicable) 8. STUDENT WORKLOAD Flinders uses units to provide guidance to students on their study plans. It is normally expected that each unit point is equivalent to approximately two hours of study time per week (including both formal contact time in lectures, tutorials etc) and individual study time during the teaching period, including mid-semester breaks. The expected workload for each 4.5 unit topic is therefore approximately 9 hours per week. Note this is indicative only of the estimated minimum time commitment necessary to achieve an average grade in the topic. 9. STUDENT CONSULTATION Consultation Hours: Thursday 10.00 –12.00pm, LCM Room 3.46 or by email/telephone anytime. If your tutor is not in their office for some reason during their notified consultation times please see the Business School office staff in room 3.07. Problems should be directed in the first instance to your tutor for the topic, either during class, in their consultation times, or at a mutually agreed appointment. Apart from arrangements with your tutor, you will only have access to other staff during their stated consultation times. 5 10. BEING INFORMED For the purposes of this topic you will be deemed to be aware of: 1. The contents of this Topic Guide. 2. Any announcements made or handouts distributed during lectures and/or placed on the Flinders Business School noticeboard (outside the Computer Labs 1.13 and 1.14 on Level 1 of the Law and Commerce Building). Copies of all handouts will also be available for download from the topic FLO site 3. Any important announcements made during lectures will also be sent to your FLO email address [or posted on the FLO noticeboard for the topic]. It is therefore important that you check your FLO email account [or the FLO noticeboard] on a regular basis. Any announcements made or handouts distributed during your tutorial. 11. ASSUMED KNOWLEDGE There is no assumed knowledge. 12. TEXTBOOKS Strachan, G., French, E., & Burgess, J. (2010). Managing diversity in Australia: theory and practice. Australia: McGraw-Hill. 13. REFERENCE BOOKS n/a 14. COMPUTER LAB ACCESS You may wish to include a statement similar to the following regarding student access to computer facilities: Every student enrolled in a Social and Behavioural Sciences topic (including BUSN2044 has their own individual account on the S&BS network. Your Flinders Authentication Name (FAN) (this is the same for lab access, your central email account and FLO access) (i.e. the first four letters of your surname followed by four digits) was sent to you when you first enrolled at Flinders. Your initial password will be the last four digits of your student ID number followed by the first four digits of your birth date (e.g. if your student ID number is 9912345 and you were born on 12 February 1981, your initial password would be 23451202). It is best to change your password as soon as possible. 6 If you experience any difficulties with computer network access contact the Computer Support Helpdesk area in Social Sciences North (telephone access is available in the computer labs). Students at Victoria Square classes should contact the Computer Support Helpdesk on 8201 3500 for network issues, or the office staff located on the ground floor regarding paper supplies for printers. 15. TOPIC FLO SITE AND OTHER USEFUL INTERNET SITES BUSN2044 Diversity Management The Topic Name FLO site is accessible through the iFlinders Student Portal accessible from i.flinders.edu.au. Students are required to login on a regular basis to check topic announcements, mail and discussions. What is FLO for? Flinders Learning Online (FLO) provides additional support for students enrolled in this topic via access to materials through the Internet. All handouts distributed in lectures will be available via the FLO site, as well as all topic information, staff details, assessment details and announcements. The site allows you to communicate with teaching staff and with other students. Staff may use the site to make announcements, provide feedback and answer frequently asked questions. FLO Features: Topic information (e.g. aims and learning outcomes, staff, assessment, deadlines, study schedule, etc). Downloadable copies of all handouts. Audio of lectures in mp3 format. Calendar of critical dates (eCalendar). Details of policies (e.g. supplementary exams, plagiarism, etc). Links to useful web sites (including professional bodies, other business/accounting related sites, Library, Flinders Business School). Internal FLO email. This email facility will be used on a regular basis to communicate with students. You should therefore ensure that you check you FLO email regularly. Announcements will be posted on the announcements board, and may also be emailed to your FLO email account. Help with FLO: You are encouraged to enrol in a FLO workshop in the library (if you have not already attended one in a prior year). Technical problems should also be referred to library staff. Staff in the Flinders Business School can only provide help with the topic and cannot provide technical support. Privacy Information: Students should be aware that the topic coordinator is able to access information about students’ use of the FLO site. For example, a record of which pages were visited, when, for 7 how long and what has been downloaded are maintained for every student enrolled in the topic. Other Useful Sites Links to other useful websites are provided on the topic FLO site. You can also access these sites directly at the following URLs: Public Service and Merit Protection Commission (www.apsc.gov.au) Information about workplace diversity policies for Commonwealth Government agencies staffed under the Public Service Act 1999. Department of Workplace Relations and Small Business Information about family-friendly work practices. (www.dewrsb.gov.au/workplaceRelations/workAndFamily/default.asp) Information about Indigenous employment in the Australian Public Service (www.jobsearch.gov.au/indigenous/) Human Resources and Equal Opportunity Commission (www.hreoc.gov.au) Information on Commonwealth anti-discrimination provisions, and links to state EEO Commission sites. Equal Opportunity for Women in the Workplace Agency (www.eeo.gov.au) Information on equal opportunity as it relates to women and practical examples of strategies that have made a difference to women in the workplace. Australian Bureau of Statistics (www.abs.gov.au) Information on statistics about the diversity of the Australian community. US Equal Employment Commission (www.eeoc.gov) The mission of the EEOC is to promote equal opportunity in employment through administrative and judicial enforcement of federal civil rights laws and through education and technical assistance. The Canadian Employment Equity Positive Measures Program (www.psccfp.gc.ca/eepmp-pmpee/internet_home.htm) EEPMP is a Treasury Board employment equity program that provides additional support including tools, service and funding to assist departments and agencies in meeting their employment equity goals and objectives. Paths to Equal Opportunity (Government of Ontario) (www.equalopportunity.on.ca) This is a website featuring discussion and resources on workplace equal opportunity. It is a component of the Government of Ontario's equal opportunity plan. What Works' (The UK Cabinet Office) (www.cabinetoffice.gov.uk/civilservice/1999/what_works/) This site is a tool for sharing best practice for the civil and wider public service. It includes details of current work in many Government departments and agencies. The Australian Human Resources Institute (www.ahri.com.au) This site has a range of articles about HR issues including diversity. 8 The Council for Equal Opportunity in Employment Limited (www.dca.org.au) This is an Australian diversity organisation that focuses on creating workplaces where differences are respected and valued and there is no discrimination or harassment. Equal Employment Opportunities Trust (www.eeotrust.org.nz) The EEO Trust aims to help New Zealand employers adapt to and embrace the diversity of the workforce through the use of EEO principles and best practice. The trust provides information and a number of services to employers. Diversity Inc (www.DiversityInc.com) This is a US commercial site that specialises in diversity news and also has a diversity resource guide. 16. TOPIC/YEAR LEVEL PRIZE n/a 17. ASSESSMENT Format of each form of assessable work Proportion of Deadline for Penalties to be total marks submission* applied if deadline is not met 25% 2/5/15 1. Individual assignment 30% 4/6/15 2.Group diversity poster & presentation 30% 3.Final exam 15% 4.Participation n/a 20% of the allocated mark per day or part thereof overdue, up to 72 20% of the hours after the per allocated mark deadline day or part thereof overdue, up to 72 Zero hours after the deadline Date work is expected to be returned to students 20/5/15 Week 14 9 tutorials must be attended or a zero mark will be given Examinations Examinations are held in June, and supplementary examinations held in July. Details on Supp on Supp exam schedules for BUSN topics will be advised to eligible students. See details under ‘Current Students’ on the Flinders website. Very important – students need to be aware that no BUSN topic semester one or semester two supplementary exam can be sat overseas. It is students’ responsibility to ensure that they know the times, dates and venues of all supplementary exams. Students who book holidays, return to their home country, or cannot attend for other non-essential reasons when supplementary exams are scheduled will not be provided with an alternative supplementary exam date. 9 Any supplementary assessment in this topic will take the form of an examination. Students who have been granted a supplementary examination on but who are unable to sit the supplementary examination as a result of ongoing medical or compassionate circumstances certified by a professional practitioner may be offered alternative assessment (which may be an examination) by the topic co-ordinator, or a WN (Withdraw, Not Fail). The medical/compassionate supplementary exam must be concluded by the end of the midsemester break of semester 2 for 1st semester topics, and by the first day of semester 1 for 2nd semester topics. Where students have been unable to complete supplementary assessment by these dates, a grade of WN will be entered. In line with the University's assessment policies and procedures in relation to grading for topics, the following notations will be used. Final grade descriptors are taken from the University’s Student Related Policies and Procedures, under Assessment Policies and Procedures (6.1 Final Grades), which indicate the standards necessary to achieve each of the final grades. Grade Percentage (Notation) Range Pass Level 50-64 (P) Final Grade Descriptor The grade will be awarded where there is evidence that a student has undertaken the required core work for the topic and has demonstrated at least an adequate level of knowledge/understanding/competencies/ skills required for meeting topic objectives and satisfactorily completing essential assessment exercises. The student would normally have attained an adequate knowledge of matter contained in set texts or reading materials, and demonstrated familiarity with major academic debates, approaches, methodologies and conceptual tools. Credit (CR) 65-74 Pass is the highest grade which can be achieved in a supplementary assessment granted on academic grounds. The grade will be awarded where there is evidence that a student has undertaken all of the required core work for the topic and additional work in wider areas relevant to the topic, and has demonstrated a sound level of knowledge/understanding/competencies/skills required for meeting topic objectives and completing assessment exercises at a proficient standard. The student would normally have attained a sound knowledge of matter contained in set texts or reading materials and have done wider reading, and demonstrated familiarity with and the ability to apply a range of major academic debates, approaches, methodologies and conceptual tools. Students should have a reasonable opportunity of reaching this grade provided they have completed all course requirements, 10 Distinction (DN) 75-84 demonstrated proficiency in the full range of course objectives and shown considerable evidence of a sound capacity to work with the range of relevant subject matter. The grade will be awarded where there is evidence that a student has undertaken all of the required core work for the topic at a high level and considerable additional work in wider areas relevant to the topic, has demonstrated advanced knowledge/understanding/competencies/skills required for meeting topic objectives and completing assessment exercises at a high standard. The student would normally have attained an advanced knowledge of matter beyond that contained in set texts or reading materials and have done considerable wider reading, and have demonstrated a broad familiarity with and facility at applying a range of major academic debates, approaches, methodologies and conceptual tools. High Distinction (HD) 85-100 The grade should reflect very high quality work which shows the student generally works at a level which is beyond the requirements of the assessment exercise and is developing a capacity for original and creative thinking. The grade will be awarded where there is evidence that a student has undertaken the required core work for the topic at a high level and considerable additional work in wider areas relevant to the topic, has demonstrated the acquisition of an advanced level of knowledge/understanding/competencies/skills required for meeting topic objectives and passing the range of topic elements at the highest level. The student would normally have attained an in-depth knowledge of matter contained in set texts or reading materials and undertaken extensive wider reading beyond that which is required or expected. The student would have consistently demonstrated a high level of proficiency at applying a range of major academic debates, approaches, methodologies and conceptual tools and combining knowledge of the subject matter of the topic with original and creative thinking. Fail (F) 0-49 The grade will be awarded in recognition of the highest level of academic achievement expected of a student at a given topic level. The grade will be awarded if a student is unable to demonstrate satisfactory academic performance in the topic or has failed to complete essential topic elements or required assessment tasks at an acceptable level, in accordance with topic objectives. You are also advised to carefully read the Statement of Assessment Methods form attached to this Topic Guide. In addition to reiterating information outlined above, it includes other important information of which all students enrolled in this topic should be aware. 11 18. EXTENSIONS AND LATE SUBMISSION OF ASSIGNMENTS Extensions for assignments may be granted in exceptional circumstances only, and will only be granted on medical or compassionate grounds. A student must approach the Topic Coordinator prior to the submission deadline to seek such an extension. Documentary evidence supporting the requested extension (e.g. a medical certificate covering a sufficient relevant period prior to the due date) will be required. Where no extension has been granted late submissions will be dealt with as follows: 19. A penalty of 20% of the allocated mark per day or part thereof overdue, up to 72 hours after the deadline. Assignments submitted more than 72 hours after the deadline will not be marked. STUDENT SUPPORT Flinders Business School provides support for all its students in English language, writing, numerical skills and plus additional support is available for specific first year topics. Information about the Flinders Business School Steps to Success Programme (STS) will be provided in lectures, on noticeboards and via the Steps to Success web site at: www.flinders.edu.au/sabs/business/current_students/sts/ 20. ACADEMIC INTEGRITY POLICY All students and staff have an obligation to understand and respect the rules and practice of academic integrity. It is therefore expected that students and staff will adhere to high standards of academic integrity. The full policy can be found in the Student Related Policies and Procedures Manual or on the University Web site: http://www.flinders.edu.au/ppmanual/student/SecC_b.htm 2 Academic Integrity 2.1 Academic integrity means that all work which is presented is produced by the student alone, with all sources and collaboration fully acknowledged. 2.2 Any failure to meet the requirements of academic integrity in any form of academic work will be regarded as a breach of the requirements of academic integrity and, depending on the circumstances and the nature of the breach, consequences including penalties may be expected to follow. Breaches of academic integrity may include plagiarism, collusion, fabrication, falsification, double submission of work and misconduct in examinations. 2.2.1 Plagiarism Plagiarism is the use of another person's words or ideas as if they were one's own. It may occur as a result of lack of understanding and/or inexperience about the correct way to 12 acknowledge and reference sources. It may result from poor academic practice, which may include poor note taking, careless downloading of material or failure to take sufficient care in meeting the required standards. It may also occur as a deliberate misuse of the work of others with the intent to deceive. It may include, but is not restricted to: presenting extracts, without quotation marks and/or without appropriate referencing, from books, articles, theses, other published or unpublished works, films, music, choreography, working papers, seminar or conference papers, internal reports, computer software codes, lecture notes or tapes, numerical calculations, data or work from another student. In such cases, it is not adequate merely to acknowledge the source. This applies to material accessed in hard copy, electronically or in any other medium; close paraphrasing of sentences or whole paragraphs with or without acknowledgement by referencing of the original work; adopting ideas or structures from a source without acknowledgment; using source codes and data from other's work without acknowledgement; arranging for someone else to undertake all or part of a piece of work and presenting that work as one's own; submitting another student's work whether or not it has been previously submitted by that student. 2.2.2 Collusion Collusion occurs when a student submits work as if it has been done individually when it has been done jointly with one or more other person unless the topic coordinator has indicated that this is acceptable for the specific piece of work in question. 2.2.3 Other breaches of the requirements of academic integrity Other breaches of the requirements of academic integrity may include: submission of the same piece of work for more than one topic unless the topic coordinator(s) have indicated that this procedure is acceptable for the specific piece of work in question; providing another student with the means of copying an essay or assignment. 21. DISCUSSION OF RESULTS Students may not discuss with staff the content of examinations, their performance therein, or topic results, until final grades have been officially released by the University. 22. TUTORIAL PARTICIPATION Your 15% voluntary tutorial will be assessed on Attendance, Preparation, appropriate contribution to discussion/tutorial activities, and willingness to answer and/or ask questions. Failure to attend at least 10 tutorials will result in zero marks (out to the maximum possible 15 marks) being awarded for this component of the assessment. In 13 addition, failure to satisfy the minimum attendance requirement is deemed to constitute failure to meet the assessment requirements for the purposes of eligibility for supplementary assessment on academic grounds. (See also the Statement of Assessment Methods form.) If you are unable to attend in a particular week due to illness a medical certificate or other appropriate documentary evidence covering the day of the tutorial must be sighted by your tutor. In cases of genuine inability to meet the attendance requirement the 15 marks for tutorial participation may be reallocated to the final examination (i.e. in such cases the final examination would be weighted 50% of the total assessment). Students who anticipate that they will be unable to meet the minimum attendance requirement, and can provide documentary evidence of their inability to do so, should discuss their situation with the Topic Coordinator before the end of the second week of the semester (i.e. by Friday, 13 March). Arrangements in relation to this matter will not be negotiated after this date. 23. ASSIGNMENT EXPECTATIONS Any general requirements regarding assignment completion and presentation should be documented either in the Topic Guide or in a separate handout. A clear statement regarding the unacceptable nature of plagiarism should be included. An example would be: You should note the following requirements relating to the assignments in this topic: Presentation will be taken into account in determining your final grade for the assignments. Assignments should preferably be typed/word-processed. If this is not possible they should be written legibly in ink. Referencing – students are expected to use the Harvard referencing system. A guide can be downloaded from http://www.flinders.edu.au/current-students/slc/study-guides/study-and-writingguides.cfm 24. You must keep a copy of the final version of all assignments you submit. Failure to submit any or all of the assignments for this topic is deemed to constitute failure to meet the assessment requirements for the purposes of eligibility for supplementary assessment on academic grounds. (See also Section 9 of the attached Statement of Assessment Methods form.) Plagiarism and other forms of academic dishonesty are treated as serious offences by the University and are subject to harsh penalties, which may include expulsion from the University. Ensure that you have read and understood the University’s policy on academic dishonesty, as contained in the Student related Policies and Procedures Manual. WITHDRAWAL DEADLINES The following should be included at a minimum – some staff may wish to provide more detail. Certain deadlines apply to students regarding enrolment and withdrawal. Details of withdrawal deadlines for the current semester may be viewed at: www.flinders.edu.au/studentinfo/important_dates.htm 14 BUSN2044 HR Diversity Management Assessment 2 – Group Poster, Diversity & Inclusion Business Case Group Presentation 10% - In the tutorial Week 12 Group Poster 20% Due: At the tutorial The task 1. This assignment is conducted in groups of 3-4 students. Groups will prepare a 10 minute presentation and a poster displaying research the group has done to explore the relationship between diversity and one of the employee lifecycle stages chosen from the list below. One mark will be given for all members of the group for the presentation and poster. Below is a diagram of a typical employee lifecycle used by HR to map how an employee moves through an organisation. Choose one stage in the cycle and develop a poster which demonstrates how diversity management is relevant to that employee lifecycle stage. Further information regarding the stages of the employee lifecycle is available on FLO. 15 2. At least 5 primary refereed academic sources should be used. Full referencing is expected. Examples of journals include 1. Asia Pacific Journal of Human Resources 2. Human Resource Management ( USA) 3. International Journal of Human Resources 4. Journal of World Business 5. Journal of Management and Organization 6. Academy of Management Journal 7. Asia Pacific Journal of Management 8. Research and Practice in Human Resource Management 3. The poster should be a minimum of A2 (420 x 594 mm) in size. It can made on coloured card (available from stationary shops/newsagents) or completely created on a computer. Examples and further advice will be given in lectures. Be creative! The poster should include the following sections: a) Title – clear and catchy (1-2 lines) b) Introduction (approx. 200 words) c) Main body (approx.400 words) plus pictures, tables or graphs. d) Conclusion (approx. 200 words) 4. The poster must be handed up to the tutor after the presentation to the tutorial group. 5. Groups will be given time in the tutorials in Week 9 to consult with the tutor, discuss issues, approach etc. 16 BUSN2044 Diversity Management Group Poster Presentation- Marking Criteria Student Name/Number _/ Criteria Marks 1. The presentation deals directly the question. 2. The presentation is well structured 3. The argument presented is coherent and consistent, has sufficient scope and depth of content, demonstrates evidence of critical thinking, and is supported by relevant theory. 4. The presentation style engages the audience (clear, audible, confident appropriately paced) 5. Presentation resources (PowerPoint, Handouts etc) are of good quality and effectively used 6. The presenter coordinates activities undertaken (e.g. case, group discussion etc.) and/or responses to questions in a competent manner. TOTAL (10 Marks) 17 Marking Criteria - Poster BUSN2044 Diversity Management Length: 800 words. Value: 20%. Due: Tutorial Week 12 Student Names: Student Number: Criteria Critical approach and argument to the topic (12 marks) 1. The introduction clearly outlines the issue/question Marks 2. The main body demonstrates knowledge of relevant theory and practice in Diversity Management in Australia. 3. There is a balance between descriptive and analytical content, with a strong emphasis of critical analysis. 4. The topic is discussed using relevant and appropriate theoretical frames, and these are supported by the use of at least five primary sources (e.g. refereed journal articles) 5. The conclusion and recommendations draws together the main points of the report and demonstrates a plausible, insightful, and rationally persuasive point at which to end the argument. Use of academic literature/overall poster presentation (8 marks) 1. Judicious and appropriate use of at least five academic journal articles or research book chapters. 2. Makes limited use of textbook (or other text books), relying on primary sources to support their argument. 3. Sources are referenced consistently and comprehensively using the Harvard referencing system. # 4. Use of language appropriate to an academic report; Presentation is professional (e.g. spell and grammar checked, judicious use of headings, etc).## 5. Makes good use of pictures, tables, graphs etc. to present ideas and capture the reader’s interest. TOTAL (20 Marks) Notes:#Failure to adequately reference is plagiarism. Plagiarism will be dealt with in line with university policy. ##Up to 20% of overall marks may be subtracted for poorly presented reports. 18 BUSN2044 Managing Diversity Assessment 1 – Individual, Diversity & Inclusion Business Case Report 25% Due: 5.00pm 2 May 2015 The task 1. This assignment is conducted individually. 2. Students need to produce a 1500 word essay. 3. At least 5 primary refereed academic sources should be used that are dated no earlier than 2010. Students should not only rely on websites for their referencing. Full referencing is expected. The report should be approximately 1500 words in length (+/- 10%). The report is due at 2nd May 2015. Choose from one of the contemporary WORKPLACE diversity issues (collated from Diversity Council of Australia media releases) below and research your issue to answer the following questions in an essay format: 1. 2. 3. 4. What are the critical aspects of your issue? How is this diversity issue impacting on Australian workplaces? What are the potential consequences if this issue is not addressed? What needs to be done by organisations, the government and individuals to address this issue? ISSUES A: B: C: D: E: F: G: H: Australia’s leadership ranks still lack cultural and gender diversity. Mental health issues are prevalent in the workplace and that stigma is still a major issue. “Motherhood Penalty” is a major factor in Australia’s gender pay gap. Undervalues and underemployed mature-aged women in the workplace. How does achieving gender equity help men? Is telework a win-win for business and employees? How can Australian businesses capitalise on Australia’s Asian talent Tackling ‘boys clubs’, girl’s clubs’ in the Australian Boardroom Structure of the Report Structure Your report should be structured as follows: Introduction 1. This states the purpose and structure of the paper, and identifies the main theme or 19 proposition(s) that you are trying to prove. It tells the reader what to expect. Body 1. In the body of the paper you are trying to build a logical argument that supports the main theme or proposition. The body needs to be consistent with what you have said you are going to do in the introduction. 2. Each paragraph should have a topic sentence, and the points you are making should reflect that topic sentence. 3. You need to refer to theory to analyse the topic you are discussing. 4. Use theory and examples to explain your argument. 5. Remember that you are trying to present a logical, cohesive and clear analysis of the key issues that you have identified, and to use these to support your proposition or theme in a systematic way. 6. You only have 1500 words therefore you will need to be succinct and persuasive in presenting your argument. Conclusion and recommendations 1. A conclusion is not just a list of the key points you have made. You need to draw together your key points to demonstrate that you have supported your theme or proven your proposition(s). 2. The conclusion needs to be consistent with both the introduction and the body of the report. 20 STATEMENT OF ASSESSMENT METHODS - 2015 Students' attention is drawn to the Student Related Policies and Procedures (available at: http://www.flinders.edu.au/ppmanual/student/student_home.cfm), which outlines the University’s Assessment Policy Topic number and title: BUSN 2044, Diversity Management Units:4.5 Date on which this statement was provided to students: 5/2/15 Duration of topic: 1 semester School(s) responsible for topic: Flinders Business School Topic Coordinator: Valerie Caines Telephone number of Topic Coordinator: 8201 5797 Expected student workload* (http://www.flinders.edu.au/ppmanual/student/SecC_expected.html ): number of hours per week or in total (specify). * Indicative only of the estimated minimum time commitment necessary to achieve an average grade in the topic. Expected student workload should be based on the standard student workload of approximately 30 hours of student time commitment per unit. Details of assessable work in the topic. (Optional forms of assessment, where permitted, are also detailed): Format of each form of assessable work Proportion of Deadline for Penalties to be total marks submission* applied if deadline is not met 25% 2/5/15 1. Individual assignment 30% 4/6/15 2.Group diversity poster & presentation 30% 3.Final exam 15% 4.Participation n/a 20% of the allocated mark per day or part thereof overdue, up to 72 20% of the hours after the per allocated mark deadline day or part thereof overdue, up to 72 Zero hours after the deadline Date work is expected to be returned to students 20/5/15 Week 14 9 tutorials must be attended or a zero mark will be given * Extensions may be granted by a topic coordinator where the following criteria apply: • the student has made a written request for an extension prior to the due date for the assessment item; • the student has justified the request on the basis of unforeseen individual circumstances that are reasonably likely to prevent completion of the assessment by the specified due date. The criteria for successful completion of the topic (including, where appropriate, the achievement of a certain minimum level of competence in both the theoretical and practical components of the topic and details of special requirements concerning particular elements or aspects of the topic such as attendance/participation requirements, group activity) are as follows: 21 STATEMENT OF ASSESSMENT METHODS – 2015 Alignment of Assessment with Expected Topic Learning Outcomes On completion of this topic, students will be expected to be Assessment items relating to each able to: Learning Outcome LO1: Identify and describe concepts of diversity and inclusion applied to the workplace in Australia. 1,2, 3,4 LO2 Evaluate the legal, ethical, and professional issues associated with diversity management in the contemporary workplace. 1,2,4 LO3: Identify and describe the strategic, management, compliance and human resource management issues associated with developing and implementing diversity and inclusion initiatives in the workplace. 1,3,4 LO4: Describe and apply the legal framework regulating the management of workplace diversity and inclusion issues. 3,4 LO5: Analyse practical case studies of equity, inclusion, diversity and discrimination in the workplace. 3 Alignment of Assessment with Graduate Qualities (only include for topics offered in undergraduate courses) Flinders University’s Bachelor degree programs aim to produce Assessment items relating to each graduates who: Graduate Quality GQ1. Are knowledgeable 1,2,3,4 GQ2. Can apply their knowledge 1,2,3,4 GQ3. Communicate effectively 2,4 GQ4. Can work independently 1,3, GQ5. Are collaborative 2,3 GQ6. Value ethical behaviour 1,2,3,4 GQ7. Connect across boundaries. 2,4 Detection of Breaches of Academic Integrity Staff may use a range of methods (including electronic means) to assist in the detection of breaches of academic integrity. In addition, the University makes available for staff and student use the electronic text matching software application – Turnitin. Will the electronic text matching software application Turnitin be used? No If Yes, students will receive a written statement describing how the software will be used and be advised about the Flinders Learning Online Academic Integrity site. 22 Will scaling procedures be used in determining marks for each piece of work or for determining the final topic grade? No Details of scaling procedures: May assessment exercises be resubmitted after revision for re-marking? No The circumstances under which assessment exercises may be resubmitted, the form this may take and the maximum mark obtainable are as follows: Students who believe that their ability to satisfy the assessment requirements for this topic has been or will be affected by medical, compassionate or other special circumstances and who want these circumstances to be taken into consideration in determining the mark for an assessment exercise may apply to the Topic Coordinator of the topic for special consideration. The preferred method of application is: specify Supplementary assessment for this topic may be approved on the following grounds: • Medical/Compassionate – a student who is unable to sit or remain for the duration of the original examination due to medical or compassionate reasons may apply for supplementary assessment. If illness or special circumstance prevents the student from sitting or remaining for the duration of the scheduled supplementary examination, or from submitting by the agreed deadline a supplementary assessment exercise, the student will be either: awarded a result in the topic of Withdraw, Not Fail (WN); or be offered the opportunity to demonstrate competence through an alternative mechanism. If illness or special circumstance is demonstrated to persist up to the commencement of the next academic year, then the student will be awarded a result in the topic of WN. • Academic – a student will be granted supplementary assessment if he/she: achieves an overall result in the topic of between 45 and 49%, (or between 40 and 49% where a student obtains a fail grade in the last 12 units required for completion of a course) or the equivalent where percentage marks are not awarded; has completed all required work for the topic; has met all attendance requirements; and obtains at least a pass level grade in any specific component of assessment (other than an examination) for the topic where this is explicitly stated to be a formal requirement for the successful completion of the course or topic. If illness or special circumstance prevents the student from sitting or remaining for the duration of the scheduled supplementary assessment, the student will be either: awarded a result in the topic of Withdraw, Not Fail (WN); or be offered the opportunity to demonstrate competence through an alternative mechanism. If illness or special circumstance is demonstrated to persist up to the commencement of the next academic year, then the student will be awarded a result in the topic of WN. A student with a disability, impairment, or medical condition who seeks reasonable adjustments in the teaching or assessment methods of a topic on the basis of his/her disability may make a request to the Topic Coordinator or the Disability Advisor as soon as practicable after enrolment in the topic. Any such reasonable adjustments must be agreed in writing between the student and the Topic Coordinator and must be in accordance with related University policy. A student who is dissatisfied with the response from the Topic Coordinator or with provisions made for reasonable adjustments to teaching or assessment methods may appeal in writing to the Faculty Board. ..................................................... Signature of Topic Coordinator ..................................................... Signature of Course Coordinator 20/2/15 ...................... Date ...................... Date[Faculty of Health Science Only DVCA: 27.11.12 23
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