“ Teaching the Mosaic: Organizational Behavior, Diversity and Race” Audrey L. Mathews California State University, San

1. “Teaching the Mosaic: Organizational Behavior, Diversity and Race” Audrey L. MathewsCalifornia State University, San Bernardino Presented:2010 NASPAA Conference Transitions in Public Service Rio Hotel and Convention Center October 1, 2010

2. racism “ has many definitions • The term “racism “ has many definitions and interpretations such as the one cited from Merriam-Webster Online Dictionary which is ‘the belief that the genetic factors which constitute race are a primary determinant of human traits and capacities and that racial differences produce an inherent superiority of a particular race.

3. human races have distinctive characteristics • In addition human races have distinctive characteristics which determine their respective cultures, usually involving the idea that one's own race is superior and has the right to rule or dominate others. Racism's effects are called "racial discrimination." In the case of institutional racism, certain racial groups may be denied rights or benefits, or receive preferential treatment.”

4. focusing on the management and interaction of diversity • This course incorporates and compiles the works of experts in the fields’ organizational behavior and diversity management. The subject is introduced to the students and its impact on organizations’ behavior, frameworks, and development integrating theory with practice in public organizations.

5. focusing on values (organizational and individual) • The course then moves into the art of communications focusing on values (organizational and individual) and their impact on organizational culture and processes. Other areas covered are group behavior and individual differences’ influence and impact on the organizations’ environments. These encompass students discussing and participating in activities that emulate theoretical and practical models and applications of leadership and its relationship with power before diversity can be adopted within the organization (Mathews 1999, iv)

6. Other conclusions • Other conclusions were the only way to overcome resistance and fear of diversity, gain an understanding of how diversity interacts with other organizations and quality programs and processes, communicate with someone different, be a leader/change agent, and manage teams while increasing, productivity with fewer resources is through long-term diversity management education and training Mathew 1999, iii).

7. Reinvention • What started as a capstone course for undergraduates has matriculated into an elective MPA course. It has subsequently reinvented itself into a combined upper undergraduate and MPA course, thus keeping instep with the ever-changing public work environment, constituents, clients, programs, goods, and services.

8. no majority ethnic group • The university's student population is one of the most diverse in California, with a student enrollment so diverse that there is no majority ethnic group on campus. However, the student population is not necessarily reflective of the communities that comprise the Inland Empire. Therefore it is important that the students who will become the leaders and management have a cultural understanding of how to operate in these cultural and economical diverse communities. To that end the course is designed to be an exploration of the diversity challenges facing public, business, and non-profit organizations as they pursue their public policy and eco­nomic missions

9. Organizations are loaded with people afraid of diversity • The manner in which cultural diversity management is introduced and its magnitude can create tremendous workplace anxiety. Organizations are loaded with people afraid of diversity. Although it is top management’s responsibility to provide and set a leadership climate, and to design a planning policy that allays employee fears, often this does not happen. Organizational structure, behavior, and cultures are integrated along with multicultural and diversity processes and power

10. frameworks and lenses • We examine the frameworks and lenses that are creating tremendous change in organizations’ environments such as race, gender, ethnicity, religion, sexual preference and the hidden prejudices and biases of weight, hair, tattoos, disable challenges, age, etc. We then look at how organizations are undergoing dynamic changes in the way they handle and manage organizational communication, leadership, power, politics, negotiations, organizational development, diversity adoption, and individual and group behaviors resulting from the changes

11. create tremendous workplace anxiety • Students examine how personal issues regarding race, ethnicity, religion, sexual orientation, age, and gender can impact the work environment. Students are directed to studies of multiculturalism and gender issues within contemporary organizations along with cultural diversity in other nations. The manner in which cultural diversity management is introduced into organizations can create tremendous workplace anxiety.

12. people who are afraid of diversity • Organizations often have people who are afraid of diversity. Although it is top management’s responsibility to provide and set a leadership climate, and to design a planning policy that allays employee fears, often this does not happen. The students who elect to take this course, discuss, and analyze how organizational structure, behavior, and cultures are integrated. The movies and readings introduce us to racial and ethnic diversity management concepts associated with differences in racial and ethnic norms and behaviors, glass ceiling and graying dilemmas, education, and productivity issues

13. tremendous change in organizations’ environments • The course also examines organizations from the perspective of how personal prejudices, stereotyping, and racism impact their work environments and the bottom-line. We examine the frameworks and lenses that are creating tremendous change in organizations’ environments such as race, gender, ethnicity, religion, sexual preference and the hidden prejudices and biases of weight, hair, tattoos, disable challenges, age, etc. • Students gain a good understanding of the concepts and methodologies used in developing: inter and intra personal experiences and skill building, reflective observations about the impact of cross cultural experiences, and the integration of cultural competencies into organization’s structure, behavior, culture, and multiculturalism environments .

14. first day of class in module 1 • Race and racism are introduced during the first day of class in module 1. We first attempted to introduce the concepts of “race and racism” using Jane Elliott’s Brown Eyes, Blue Eyes Exercise. The students reaction was mixed and those who were hurt and felt the pain the exercise can invoke a ten week course was not enough time to undo the harm that was done

15. To jump start the discussion of race • To jump start the discussion of race and racism on the first day, short movies that discuss the promise of America through the eyes of immigrants who came to this country and are treated in a discriminatory way are shown to reflect how discriminatory America treated all immigrants, Italians, Polish, Jews, Russians. Chinese, Japanese, African Americans, American Indians, and others behaved in the past. Questions and discussion follows immediately

16. Leadership dilemmas created by issues of race • The next week Crash is shown and the Hardwick questions along with questions developed by me are issued while the movie is showing and the discussion takes place immediately following. Leadership dilemmas created by issues of race demonstrate challenges and opportunities that leaders might encounter and the movies we adopt and the questions that must be analyzed and discussed change the way the students view and discuss the case studies. Questions the encompassed all of the “isms” with the addition of one of core cultural competencies were created and a movie is assigned to each student to examine, analyze, and discuss as a research assignment. The research assignment is presented as an exercise and the students presenting must discuss the isms in relationship to the core competencies.

17. international cultures • Although, the course begins with an exploration of personal values and assumptions in order to begin to understand the automatic approaches and assumptions with which we view the world. An awareness of these assumptions is instrumental in suspending judgment of differences and considering multiple approaches to responding to situations. From here the course proceeds to present differences across international cultures in relation to values, communication styles, and approaches to life, with the focus on how these affect work, motivation, and relationships.

18. create meaningful approaches to work issues • the course then proceeds to focus on intra-national differences in relation to race, gender, sexual orientation, and disability with the focus on how these traits affect people’s lives and how, in turn, that affects their functioning at work. The last course session aims to bring the insights, knowledge, and experiences from the course together to create meaningful approaches to work issues at the individual, team, and organizational levels.