Race and Race Relations in Group
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Consider your own race. In a 1-2 page essay, describe what you feel your race must acknowledge in order for race relations to improve.
Module 2 Learning Objectives
To understand why some people are treated differently in the workplace because of their group memberships.
To provide a theoretical framework for understanding the socialization process.
To understand that there is a range of saliency and variation among the members of any social identity group.
To understand the complexity of multiple group identities.
To understand why changes in the workplace have led to issues of inclusion for some employees and managers.Keywords & Concepts
Please familiarize yourself with the following keywords and concepts:
Social Identity
Primary Dimensions
Secondary Dimensions
Racial Prejudice
Institutional Racism
Racial ProfilingModule 2 Reading Assignments
Harvey and Allard:
o Section II – Understanding the Primary Dimensions of Diversity: Race and Ethnicity
o Section III – Understanding the Primary Dimensions of Diversity: Age, Gender, Sexual Orientation, and Physical and Mental Challenges Coyle: Skill #2 Share Vulnerability
Module 2: Additional Study Notes
Notes from the Harvey and Allard Text
Racial Diversity
Racial Identity Development: The degree to which a person feels at one with, or connected with, the experiences of a racial group. To explore multiculturalism in the classroom, see “Thriving in a Multicultural Classroom” (page 60).
Generational Diversity
Diverse generations are working together in today’s workplace. As many as five different generations are expected to communicate, collaborate, form cohesive teams that focus on creativity, innovation, and complex problem-solving. According to the article, “Generational Diversity in the Workplace” in our Harvey and Allard (2015), “Employers must be aware of the strengths and assets that each generation as a group brings to their organizations and become skilled in dealing with individuals from each generation as subordinates, supervisors, and customers” (p. 111) Without proactive leadership, adversarial environments are formed which have proven to be counterproductive and enmity producing.
Review the following articles included in our Harvey and Allard Text:
“Generational Diversity in the Workplace” (p.111)
“Exploring the Gender Gap: What are the Issues?” (p. 120)
Gender Diversity
Vertical Segregation: When both genders are working in the same industries, but men are perceived as being more capable, skillful, and qualified for better paying and more upwardly mobile line positions than women.
Glass Ceiling: A woman’s inability to advance into higher-level, executive positions.
Transactional Leadership: Goal-directed leadership
Transformational Leadership: Relationship-oriented leadership
Definition of Dominant Masculinity: The ability to excel at competition and risk, be self-assured, withhold emotions, possess physical strength, have control over the situations men inhabit, be the breadwinners of families, and not act feminine or be gay.
o Privileges of Dominant Masculinity are discussed beginning on page 135 of our Harvey and Allard text.
o Negative Consequences of Dominant Masculinity are discussed beginning on page 137 of our Harvey and Allard Text
LGBT Diversity
Notes from “Sorting through Lesbian, Gay, Bisexual, and Transgender Issues in the American Workplace” (p.142) in our Harvey and Allard Text
Lesbian and gay: Sexually attracted to people of the same sex
Bisexuals: Sexually attracted to both sexes, but may function primarily as homosexual or heterosexual
Transgenderism: Refers to a person who does not conform to traditional gender norms. Transgender issues are often grouped under the term “gender identity” and gender expression”
Points of Law: See page 146 of the Harvey and Allard text
Important Points from CoyleText- Skill #2 Share Vulnerability
“Building habits of group vulnerability is like building a muscle. It takes time, repetition, and the willingness to feel pain in order to achieve gains” (Coyle, 2018, p158).
“Workout” Ideas to Build Group Vulnerability
Make sure the Leader is Vulnerable First and Often: Group cooperation is created by small, frequent moments of vulnerability. Overcommunicate Expectations: Be persistent and explicit about sending clear signals that establish expectations, demonstrate cooperation, align language and roles.
Deliver the Negative Stuff in Person: Deliver even the smallest rejection in person in order to deal with tension in an honest way that avoids misunderstandings and created shared clarity and connection.
When Forming New Groups, Focus on Two Critical Moments: Groups cooperation norms can be traced to two critical moments, the first vulnerability and the: first disagreement.
Listen like a Trampoline: Good listening is about adding insight and creating moments of mutual discovery.
In Conversation, Resist the Temptation to Reflexively Add Value: Use a repertoire of gestures and phrases to keep the other person talking.
Use Candor-Generating Practices: Use the AAR structure of five questions as well as the Before-Active Review to boost openness and honesty (p. 164).
Aim for Candor; Avoid Brutal Honesty: Feedback candor is given in smaller chunks, more targeted, and less personal in order to maintain a sense of safety and belonging in the group.
Embrace the Discomfort: To reach a significant level of group vulnerability, the group must endure emotional pain and a sense of inefficiency. It is critical to understand that the pain is not the problem, but the path to building a stronger group.
Align Language and Action: Common language can be used to reinforce interdependence.
Build a Wall Between Performance Review and Professional Development: Keep these two conversations separate to build trust and not create confusion.
Use Flash Mentoring: Pick someone to learn from and spend a few hours together. These brief interactions help break down barriers inside a group, build relationships, and facilitates helpful behavior.
Make the Leader Occasionally Disappear: Leaders leave the group alone at key moments. This is an effective method to facilitate communication between the group members.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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