1 mgt 18 managing diverse teams table of con

1
MGT 18: MANAGING DIVERSE TEAMS
Table of Contents for Assigned Readings
PROFESSOR: Mary A. McKay
SUMMER I AND II 2016
All bolded items are in the reader. Others can be found via links
embedded here and via TED (see
Content folders by WEEK).
CLASS 1: THE BUSINESS CASE FOR DIVERSITY
1. Page, Scott E., “Making the Difference: Applying a Logic of
Diversity.” Academy of Management
Perspectives (2007, November).
2. Banaji, M. R., Bazerman, M. H., & Chugh, D. (2003,
December). “How (Un) Ethical Are You?” Harvard
Business Publishing Product #R0312D-PDF-ENG (skim for
CLASS 1 but read thoroughly before CLASS 2)

3. Goldsmith, M. (2010, June 16). “Learn to Embrace the
Tension of Diversity.”
http://blogs.hbr.org/goldsmith/2010/06/learn_to_embrace_the_te
nsion_o.html
CLASS 2: SOCIAL IDENTITY THEORY: UNDERSTANDING
INDIVIDUAL BEHAVIOR IN GROUPS AND TEAMS
4. Davidson, M. N. (2002, August). “Primer on Social Identity:
Understanding Group Membership.”
Harvard Business Publishing Product #: UV0644-PDF-ENG
5. Sucher, S. J. (2007, November). “Differences at Work: The
Individual Experience.” Harvard Business
Publishing Product # 608068-PDF-ENG
6. Sucher, S. J. (2007, November). “Social Identity Profile.”
Harvard Business Publishing Product # 608091-
PDF-ENG
7. Ely, R. J., Vargas, I. (2004, December). “Managing a Public
Image: Kevin Knight.” Harvard Business
Publishing Product # 405053-PDF-ENG
8. Polzer, J. T., Elfenbein, H. A. (2003, February). “Identity
Issues in Teams.” Harvard Business School
Product # 403095-PDF-ENG

CLASS 3: AN INTRODUCTION TO GROUPS AND TEAMS
9. Katzenbach, Jon R., Smith, Douglas K. (2005, July). “The
Discipline of Teams.” Harvard Business
Publishing Product # R0507P-PDF-ENG
10. Hackman, J. (2011, June 7). “Six Common Misperceptions
About Team Work.”
http://blogs.hbr.org/cs/2011/06/six_common_misperceptions_ab
ou.html
11. Coutu, D., & Beschloss, M. (2009, May). “Why Teams Don't
Work.” Harvard Business Publishing Product
# R0905H-PDF-ENG
12. Huckman, R. S. and Staats, B. R. (2013, December). “The
Hidden Benefits of Keeping Teams Intact.”
Harvard Business Publishing Product # F1312A-PDF-ENG
CLASS 4: UNDERSTAND BEFORE YOU ARE
UNDERSTOOD: ESSENTIAL SKILLS FOR TEAM
MEMBERSHIP
13. Edmondson, A. C. & Roloff, K. S. (2009, September).
“Leveraging Diversity Through Psychological
Safety.” Harvard Business Publishing Product # ROT093-PDF-
ENG.
14. Davidson, M. N. (2001). “Listening.” Darden Business

Publishing Product # UVA-OB-0736.
15. Rosh, L. and Offermann, L. (2013, October). “Be Yourself,
But Carefully.” Harvard Business Publishing
Product # R1310J-PDF-ENG
16. Connor, Jeffrey C. “It Wasn’t About Race. Or Was It?”
Harvard Business Publishing # R00502-PDF-ENG.
CLASS 5: INTELLIGENCES: EMOTIONAL, SOCIAL AND
CULTURAL
17. Goleman, Daniel (2004, January). “What Makes a Leader?”
Harvard Business Publishing Product #
R0401H-PDF-ENG
18. Ross, Judith A. (2004, December). “Make Your Good Team
Great.” Harvard Business Publishing Product
# U0812B-PDF-ENG
19. Goleman, D. & Boyatzis, R. (2008, September). “Social
Intelligence and the Biology of Leadership.”
Harvard Business Publishing Product # R0809E-PDF-ENG
20. Earley, P. C. & Mosakowski, E. (2004, October). “Cultural
Intelligence.” Harvard Business Publishing
Product # R0410J-PDF-ENG
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123
Administrator
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CLASS 6: MIDTERM AND VIRTUAL/REMOTE TEAMS
21. Siebdrat, F., Hoegl, M., Ernst, H. (2009, July). “How to
Manage Virtual Teams.” Harvard Business
Publishing Product # SMR322-PDF-ENG (CLASS 6 reading is
covered on the final exam, not the midterm.)
CLASS 7: LEADING 21ST CENTURY TEAMS
22. Cardona, P. & Miller, Paddy. (2004, July). “Leadership in
Work Teams.” Harvard Business Publishing
Product # IES087-PDF-ENG
23. Sitkin, S. B. & Hackman, J.R. “Developing Team
Leadership: An Interview With Coach Mike Krzyzewski.”
Academy of Management Learning & Education, 2011, Vol. 10,

No. 3, 494–501.
24. Useem, Michael. (2001, October). “Leadership Lessons of
Mount Everest.” Harvard Business Publishing
Product # R0109B-PDF-ENG
25. Gallo, A. (2010, June 9). “Get Your Team to Stop Fighting
and Start Working.”
http://blogs.hbr.org/hmu/2010/06/get-your-team-to-stop-
fighting.html
26. Ellington-Booth, B. & Cates, K. L., “Growing Managers:
Moving From Team Member to Team Leader.”
Harvard Business Publishing Product # KEL629-PDF-ENG.
CLASS 8: CULTURAL COMPETENCE
27. Corkindale, G. (2007, June 14). “Navigating Cultures.”
http://blogs.hbr.org/corkindale/2007/06/navigating_cultures.htm
l
28. Brett, J. Behfar, K., Kern, M.C. (2006, November).
“Managing Multicultural Teams.” Harvard Business
Publishing Product # R0611-PDF-ENG
29. Meyer, Erin (2014, May). “Navigating the Cultural
Minefield.” Harvard Business Publishing Product #
R1405K-PDF-ENG

30. Meyer, Erin (2014, February). “How to Say This is Crap in
Different Cultures.”
https://hbr.org/2014/02/how-to-say-this-is-crap-in-different-
cultures/
31. Meyer, Erin. (2014, July). “Multicultural Teamwork:
Accommodate Multiple Perspectives.”
http://knowledge.insead.edu/blog/insead-blog/multicultural-
teamwork-accommodate-multiple-
perspectives-3489
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193
Administrator
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CLASS 9: THE FUTURE OF TEAMS
32. Pentland, A. (2012, April). “The New Science of Building
Great Teams.” Harvard Business School Product
# R1204C-PDF-ENG
33. Edmondson, A. (2012, April). “Teamwork on the Fly.”

Harvard Business Publishing Product # R1204D-
PDF-ENG
34. Duhigg, C. “What Google Learned From Its Quest to Build
the Perfect Team” (February 25, 2016).
http://www.nytimes.com/2016/02/28/magazine/what-google-
learned-from-its-quest-to-build-the-
perfect-team.html?_r=0
CLASS 10: BECOMING A GLOBAL TEAM LEADER
35. Groysberg, B. and Connolly, K. (September 2013). “Great
Leaders Who Make the Mix Work.” Harvard
Business Publishing Product # R1309D-PDF-ENG
36. Klau, M. “Twenty-first Century Leadership: It’s All About
Values” (May 27, 2010).
http://blogs.hbr.org/imagining-the-future-of-
leadership/2010/05/whose-values-the-gandhihitler.html

*Permission to reprint all selections granted to University
Readers by the publishers for this individual course reader.
Please don’t photocopy – to do so would be a violation of
copyright law.
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E X C H A N G E
Making the Difference: Applying a Logic of

Diversity
by Scott E. Page
Executive Overview
Each year, corporations spend billions of dollars on diversity
training, education, and outreach. In this
article, I explain why these efforts make good business sense
and why organizations with diverse employees
often perform best. I do this by describing a logic of diversity
that relies on simple frameworks. Within these
frameworks, I demonstrate how collections of individuals with
diverse tools can outperform collections of
high “ability” individuals at problem solving and predictive
tasks. In problem solving, these benefits come
not through portfolio effects but from superadditivity:
Combinations of tools can be more powerful than the
tools themselves. In predictive tasks, diversity in predictive
models reduces collective error. It’s a mathe-
matical fact that diversity matters just as much as highly
accurate models when making collective
predictions. This logic of diversity provides a foundation on
which to construct practices that leverage
differences to improve performance.
A
long the moving sidewalks inside Paris’
Charles de Gaulle airport, you cannot help
but notice a sequence of HSBC advertise-
ments meant to show diverse perspectives. One
shows two identical pictures of a half-full glass of
water. Across one glass, the caption reads moitié
vide, under the other moitié plein. A second adver-
tisement shows two identical pictures of an apple
with a bite taken out. Défendu scrolls across one
apple and recommandé across the other. These ads

encourage us to think of HSBC as a firm that sees
a problem from more than one perspective—and
they also provide a welcome diversion from the
inefficiencies of the airport. This multiple per-
spective taking allows HSBC to add value, or so
we are intended to believe.
The HSBC ads reflect a broader trend. Each
year, corporations spend billions related to pro-
moting positive messages about diversity both in-
ternally and externally. Why profit-seeking busi-
nesses commit so many resources to constructing
diverse workforces and creating welcoming orga-
nizational cultures stems from two trends. First,
businesses have become more global and hence
more ethnically diverse. Firms sell to diverse con-
sumers and hire from a diverse pool of candidates.
The world, as has been said, is now flat, and
consequently, organizations must cope with diver-
sity. Second, the practice of work has become
more team focused. The fixed hierarchy has given
way to the evolving matrix (Mannix & Neale,
2006). In the past, welders positioned two stations
apart on an assembly line need not get along.
They need not validate one another’s worldview.
The same cannot be said of a team of scriptwriters
or oncologists, who must learn to understand the
language and actions of one another.
This article is adapted from Scott E. Page’s book The
Difference: How
the Power of Diversity Creates Better Groups, Firms, Schools,
and Societies,
published in 2007 by Princeton University Press.

Scott E. Page ([email protected]) is Professor of Complex
Systems, Political Science, and Economics at the University of
Michigan-Ann
Arbor. He is also an external faculty member of the Santa Fe
Institute.
6 NovemberAcademy of Management Perspectives
Copyright by the Academy of Management; all rights reserved.
Contents may not be copied, e-mailed, posted to a listserv, or
otherwise transmitted without the copyright holder’s express
written
permission. Users may print, download, or e-mail articles for
individual use only.
1
This course pack is for use in Professor McKay’s MGT 18
Summer 2016 course. Further reproduction is prohibited.
This coincident emergence of diverse work-
forces and team-based work makes leveraging di-
versity a central concern of most organizations. A
first question to ask is whether it’s a good thing
from a business perspective. Does it hurt or help
the bottom line? A substantial empirical literature
addresses the question of whether diversity im-
proves team performance (Williams & O’Reilly,
1998). A brief summary of that literature reveals
that the answer depends on several factors. Par-
ticularly important is what people believe (Ely &
Thomas, 2001). If people do not believe in the
value of diversity, then when part of a diverse
team they’re not as likely to produce good out-
comes. That expectations shape behavior and that

behavior shapes outcomes should not come as a
big surprise. How though to change expectations?
How does an organization get its employees to
believe that diversity leads to better outcomes?
Taking out advertisements or printing up human
resources documents with elaborate graphics and
catchy tag lines won’t make it so. Managers and
employees need, to quote Springsteen, “a reason
to believe.”
Simple, clean logic can provide that reason. In
this brief article, I derive links between cognitive
differences among team members and better col-
lective outcomes at specific tasks: problem solving
and prediction. I build those links using conceptual
frameworks that borrow from psychology, com-
puter science, and economics. These links not
only provide a foundation for understanding
when, how, and if diversity produces benefits—
the reason to believe—they also point toward
specific policies and practices that can leverage
the power of diversity.
The bottom line: Diversity can improve the
bottom line. It may even matter as much as abil-
ity.
Diverse Perspectives and Heuristics
I
begin by formalizing the loose notion of a per-
spective. No end of brochures and advertisements
sing the praises of diverse perspectives, but what
are they? Here, I define a perspective to be a

representation of the set of the possible: the set of
the semiconductor designs, welfare policies, or fall
leather coats. Two people possess diverse perspec-
tives if they mentally represent the “set of the
possible” differently. For example, one person
might organize a collection of books by their au-
thors’ last names; another person might organize
those same books by color and size. One professor
might arrange students’ names by class rank; an-
other professor might order those same students
alphabetically.
How a person represents the set of the possible
determines “what is next to what.” For example,
The Catcher in the Rye may seem rather discon-
nected from Mao’s Little Red Book, but they are
adjacent in a perspective that organizes books by
color and size. Perspectives matter because “what
is next to what” determines how a person locates
new solutions. The linkage between perspectives
and locating solutions can be clarified with an
example. Suppose you are making butternut
squash soup. You’ve pureed the sautéed onion and
added the cream and baked squash, but the result
tastes bland. Arrayed before you is an enormous
spice rack. You’re thinking that perhaps you’ll add
cumin. You sniff the cumin. It smells fine, but
next to it, you see curry. So you smell the curry
and decide it will be wonderful. You only try the
curry because it sits adjacent to the cumin. Had
the spices been arranged differently, say by color,
you might have added cinnamon instead. What is
next to what—in this case curry is next to
cumin— determines where you look.

This same logic extends to almost any problem-
solving situation: Two people with different perspec-
tives test different potential improvements and increase
the probability of an innovation.
Diverse perspectives may be the cause of most
breakthroughs, but this does not mean that all
diverse perspectives prove helpful. Someone who
sees a problem from a different perspective will
notice different candidate solutions. But those can-
didate solutions need not improve the status quo.
Diverse perspectives prove most valuable if they
embed information relevant to the problem being
solved. For example, in trying to increase fuel
efficiency, a perspective that focuses on the
weight of parts will likely yield good ideas. A
perspective that considers their color probably
won’t. Therefore, while organizations should en-
courage bringing diverse perspectives to a prob-
2007 7Page
2
lem, they must also have some method for iden-
tifying useful perspectives.
Perspectives describe how people see a prob-
lem, but they do not fully capture the act of
problem solving. When solving problems, people
also use heuristics. Heuristics are methods or tools
to find solutions. In my description of searching

for a spice to add to the soup, I’ve assumed that
you looked at adjacent jars. This is an example of
a heuristic. Heuristics take many forms and vary in
their sophistication from simple rules of thumb to
complicated algorithms. To give a flavor for how
heuristics operate, I describe here a famous simple
heuristic known as do the opposite. In a classic
episode of the television show Seinfeld, Jerry’s
bumbling friend George Costanza comes to the
realization that every decision he has made in his
life has been the wrong one. This realization re-
sults in an epiphany: He should do the opposite. He
should do the reverse of whatever he thinks is
best. If the rules in his head tell him to be kind, he
should be rude. If they tell him to arrive early, he
should show up late. If they tell him to dress
casually, he should dress formally. The irony, of
course, is that doing the opposite of what he
thinks is right is the only “right” thing George has
ever done, and by the end of the show he achieves
personal and professional success. Diverse heuris-
tics, like diverse perspectives, improve problem
solving, but they do so in a different way.
Whereas perspectives change “what is next to
what,” heuristics change how a person searches for
solutions. Imagine two engineers working for a
manufacturing company trying to improve the
speed of an assembly line. The first engineer’s
heuristic might be to try to break down individual
tasks into smaller tasks. The second engineer’s
heuristic may be to switch the order of the tasks.
The two heuristics differ, and because they differ,
they identify different candidate solutions, in-
creasing the probability of a breakthrough.

This brief description of diverse perspectives
and heuristics and how they operate reveals only
part of the power of diversity. What I’ve shown is
that by seeing problems differently (diverse per-
spectives) and by looking for solutions in different
ways (diverse heuristics), teams, groups, and orga-
nizations can locate more potential innovations. I
now show that these individual improvements can
be combined, creating superadditivity. Superaddi-
tivity exists when the total exceeds the sum of the
parts, when 1�1 � 3.
The idea that 1�1 � 3 may seem counterin-
tuitive. Yet, when we add heuristics, either the
two heuristics are the same (i.e., each points to
the same solution, and therefore 1�1 � 1) or the
two heuristics differ (in which case 1�1 � 3).
Why three? Let’s do the math. Let’s go back to our
assembly line problem. The first heuristic might
advocate dividing a task that consists of six spot
welds into two tasks. The second heuristic might
advocate gluing on a piece of trim prior to the
welding. The third heuristic comes from doing
both— dividing the task and switching the order.
Thus, any time you have two heuristics, you can
create a third by combining the two heuristics. A
similar logic shows that 1�1�1 � 7. Far from
being a meaningless buzzword, superadditivity can
be real, but only if people bring diverse perspec-
tives and solutions to a problem.
The logic that diversity creates superadditive
benefits differs from the standard portfolio analogy
for diversity. According to the portfolio analogy, a
firm wants diversity so as to be able to respond to

diverse situations just as a stock investor wants a
diverse portfolio of stocks. Just as a diverse port-
folio guarantees a good payoff regardless of the
state of the world, a diverse set of employees
ensures that someone exists within the firm to
handle any situation that arises. The portfolio
analogy, though accurate in some cases, breaks
down when applied to team-based problem solv-
ing. There’s no give and take between stocks in
a portfolio. One stock doesn’t say to another
stock, “I never thought of the problem that
way.” Nor can stocks build on solutions thought
of by existing stocks. That just doesn’t make any
sense.
I do not mean to imply that diversity does not
provide insurance as suggested by the portfolio
analogy. It does. However, the value of insurance
against risk should not obscure the potentially
larger superadditive benefits that accrue from hav-
ing employees with diverse perspectives and heu-
ristics.
Before moving on to more theoretical results, I
3
want to inject a brief comment about identity
diversity. In the framework that I have described,
diverse perspectives and heuristics underpin diver-

sity’s benefits. These more cognitively based no-
tions of differences are distinct from identity-
based distinctions such as race, gender, age,
ethnicity, and so on. Though conceptually dis-
tinct, cognitive and identity diversity often corre-
late empirically. This correlation arises because
perspectives and heuristics that people apply to
problems do not come from thin air. They are the
product of training, practice, and life experiences.
How we see the world is informed and influenced
by our values, our identities, and our cultures.
People often reason by analogy. Each person’s
unique set of life experiences provides the engine
for these analogies. Diverse identities, therefore,
often translate into diverse perspectives and heu-
ristics.
Problem Solving: Diversity Trumps Ability
I
have just outlined the basic logic for how di-
verse perspectives and heuristics can improve
problem solving. I now want to push this logic a
little further and touch on some formal results.
First, I want to describe some experiments that I
ran while an assistant professor at Caltech. For
fun, I constructed a computer model of diverse
problem solvers confronting a difficult problem. In
my model, I represented diversity as differences in
the ways problem solvers encoded the problem
and searched for solutions, i.e., diverse perspectives
and heuristics. I then stumbled upon a counterin-
tuitive finding: Diverse groups of problem solv-
ers— groups of people with diverse perspectives

and heuristics— consistently outperformed groups
composed of the best individual performers. So,
if I formed two groups— one random (and
therefore diverse) and one consisting of the best
individual performers—the first group almost
always did better. In other words, diversity
trumped ability.
This counterintuitive finding led me to try to
identify sufficient conditions for this to be true.
What assumptions did I have to make for diverse
groups, on average, to outperform groups of the
best individuals? That turned out to be a rather
difficult task. So, following the logic of my own
model, I enlisted the help of someone else, Lu
Hong, a person with a different set of perspectives
and heuristics than my own, to help me identify
those conditions. Together, we found a set of
conditions that, if they hold, imply that diversity
trumps ability.
To show what these conditions are and why
they matter, I will describe a simple model. Sup-
pose that I begin with an initial pool of problem
solvers from which I draw a random (e.g., diverse)
team and a team of the best individual problem
solvers. Each of these teams will have some mod-
erate number of people, whereas the initial pool of
people could be quite large. It could consist of
everyone who works for a firm or every faculty
member at a university. I then compare the col-
lective performance of the team of the best prob-
lem solvers against the collective performance of
the randomly selected problem solvers.

Before I go too far, I want to remind you of the
goal. Keep in mind that the diversity-trumps-abil-
ity result won’t always hold. It holds given certain
conditions. If, for example, the teams have only a
single member, the team of the best problem solv-
ers will consist of the best individual, and the
team of random problem solvers will consist of a
random person. Therefore, the first team will out-
perform the second. Of course, in this case ability
doesn’t trump diversity because the second team
isn’t diverse. It has only one person. Thus, having
the teams have more than one person will be a
condition for the result to hold.
The question Lu and I asked was, what other
conditions are needed? If those conditions are
unrealistic, then we should not expect diversity to
trump ability in practice. If those conditions seem
mild, then perhaps we should. That’s one reason
that we “do the math,” so that we can see when
logic holds and when it doesn’t. Doing the math
has other benefits as well, not the least of which is
that we better understand how diversity produces
benefits, which better enables us to leverage it in
practice.
The first condition we identified relates to the
difficulty of the problem. Easy problems don’t
require diverse approaches.
2007 9Page
4

Condition 1: The Problem Is Difficult: No individual
problem solver always locates the best solution.1
Without this condition, diversity cannot trump
ability. If any individual problem solver always
finds the best solution, then the collection of the
best problem solvers (which by definition con-
tains the best problem solver) always locates the
best solution. For example, if we need to find the
answer to a standard engineering problem, we can
just ask an engineer who can give us the correct
answer. We have no need to put together an
interdisciplinary team. For harder problems, like
designing an aircraft engine, we need a team. And
that team needs diverse thinkers.
Condition 2: The Calculus Condition: The local
optima of every problem solver can be written down in a
list. In other words, all problem solvers are smart.
The second condition concerns the ability of the
problem solvers. All of the possible problem solv-
ers must have some ability to solve the problem.
We cannot set loose a bunch of anthropologists
and economists in the physics lab and hope they
produce cold fusion. To formalize the idea that the
problem solvers must have relevant cognitive
tools, Lu and I assumed that the problem solvers
got stuck in only a reasonable number of places. In
the language of mathematics, such points are
called local optima. We decided to call this restric-
tion the Calculus Condition. We did this because
people who know calculus can take derivatives,
and therefore have a reasonable number of local

optima. Here’s why. Think of a problem as creat-
ing a mathematical function in which high values
are good solutions. The derivative equals the slope
of that function, which like the slope of a moun-
tain is either positive (uphill), negative (down-
hill), or zero (on a peak or a plateau). On a peak
the derivative equals zero; the slope goes neither
up nor down. Calculus enables a person to find
points with derivatives equal to zero. Therefore,
people who know calculus can find peaks. Econ-
omists don’t know calculus when it comes to phys-
ics, but they probably do know calculus when
asked about tax policy.
Condition 3: The Diversity Condition: Any solution
other than the global optimum is not a local optimum for
some non-zero percentage of problem solvers.
The third condition requires that for any proposed
solution other than the global optimum, some
problem solver can find an improvement on that
solution. In formal terms, this means that the
intersection of the problem solvers’ local optima
contains only the global optimum. We call this
the Diversity Condition, as it assumes diversity
among the problem solvers. This condition does
not say that given any solution some problem
solver can immediately jump to the global opti-
mum. That assumption would be much stronger
and would rarely be the case. The assumption says,
instead, that some problem exists who can find an
improvement. That improvement need not be
large. It need only be an improvement.
Condition 4: Reasonably Sized Teams Drawn from

Lots of Potential Problem Solvers: The initial
population of problem solvers must be large, and the
teams of problem solvers working together must consist
of more than a handful of problem solvers.
The final condition requires that the initial pool
of problem solvers must be reasonably large and
that the set of problem solvers who form the teams
must not be too small. The logic behind this
condition becomes clear in extreme cases. If the
initial set consists of only 15 problem solvers, then
the best ten should outperform a random ten.
With so few problem solvers, the best ten cannot
help but be diverse and therefore have different
local optima. At the same time, the teams that
work together must be large enough that the ran-
dom collection can be sufficiently diverse. Think
of it this way: We need to be selecting people from
a big pool, and we need to be constructing teams
that are big enough for diversity to come into play.
These four conditions—(a) the problem has to
be hard, (b) the people have to be smart, (c) the
people have to be diverse, and (d) the teams have
to be reasonably big and chosen from a large
pool—prove sufficient for diversity to trump abil-
1 If the best problem solver finds the optimal solution 99.9% of
the
time, the collection of randomly selected problem solvers will
not outper-
form the group of the best.
5

This …
Rosie DiManno and Shree Paradkar write about their immigrant
experience in Canada. What similarities or differences can be
found in the messages to readers provided by the authors?
Instructions:
- Write a multi-paragraph essay (approximately 800 words in
length); include a detailed outline including a thesis statement
with at least three main points of comparison/contrast, and a
strong conclusion.
- Use either BLOCK or ALTERNATING pattern in your essay
structure.
- DOUBLE-SPACE your essay
- proofread carefully for grammar, spelling and mechanics. You
will lose marks for poor language skills.
- Use specific support from the two articles
- If you use a quotation, make sure you analyze it (DO NOT
simply insert a quotation and move on).
- Remember to include in-text citations for all of the evidence
you use, and a Reference page at the end of your assignment
using APA format. External references are not allowed.
Your essay is an analysis of the articles provided, not an
opinion piece about the subject matter.
No personal opinions, generalizations, or anecdotes are
required.
Canada needs more of the world
DiManno, Rosie . Toronto Star ; Toronto, Ont. [Toronto, Ont]01
July 2017: A.2.

ProQuest 文档链接
At a certain point in life birthdays are to be endured rather than
enjoyed - until they become enjoyable again, nearer
the end of days and a whole bunch of things don't much matter
anymore.
Probably it's not the same for nations. As life cycles go, Canada
hasn't even reached puberty yet. Though it cracks
me up when chauvinists say the world needs more Canada. In
truth, Canada needs more of the world. More
entrepreneurs, more dreamers, more builders, more artists, more
labourers. And more immigrants who will help pay
off that astronomical debt we're bestowing on our descendants.
Ordinarily, I would not waste breath promoting that Trudeau
The First ideal of multiculturalism and diversity
because it's hardly unique to this country. I, as the daughter of
immigrants, am more the melting pot sort.
If there's one singular characteristic that differentiates Canada
at 150 - but most especially Toronto of 2017 from
the city in which I grew up - it's the craving for distinct and
eternal ethnic identities.

On the street where I lived, younger generations yearned to be
part of the wider assimilated culture, unhyphenated
and anglicized. It was an embarrassment to have parents who
couldn't speak English or spoke it in broken
vernacular. Our houses smelled different, mostly because of the
food we cooked. Now, of course, ethnic cuisine is
a staple of pricey restaurants so that even pig slop like polenta
can be ordered àla carte.
In my house we butchered pigs, hung the porker upside down in
the basement so the blood would run out to be
mixed with flour and turned into flapjacks. Is that the same as
blood pudding, that old English peasant vittle? (Not
sure vittle can be properly used in the singular; English is my
second language.)
Anyway, chop up the pig meat, put it through a sausage grinder
and drape the links in front of the fire. Salt the
prosciutto flanks, hang those in the wine cellar for next year.
And speaking of wine, in early autumn the California
grapes would be delivered, stacked on the front lawn. Thus
would begin the arduous labour-intensive process of
running the grapes through a hand-cranked crusher, transferring
the mush to a wood-slatted bladder, swishing the
strained juice between carboys and finally into oak barrels.
The whole neighbourhood reeked of fermentation.

Mortifying to me, all of it.
And now, sadly, lost knowledge, like slaughtering and
preserving and fixing your own broken stuff.
We didn't look or act remotely like the families I saw on TV
sitcoms. It took a long time to realize those Hollywood
families were chimeras, not even the four-square American
families on which the fable was based were real. Took
a while, too, before my childhood self realized that we weren't
living in America, engrossed as I was in
programming broadcast by the U.S. networks out of Buffalo.
I wanted to be English and rejected everything that had a hint,
or odour, of Italianness, of foreignness: the food, the
traditions, the ethos of outsider. I wanted a father who worked
in an office and would wear a suit instead of a
construction belt. I wanted a mother who shaved her legs. Now,
I just want my father back. To say: You were so
much smarter than I appreciated.
Browsing through the immigrant exhibit at the Market Gallery
the other day, I see men and women and children
who look bewildered and shy upon their arrival in Toronto, part
of the mass universal convulsion that followed both
world wars, millions on the move. I wish there were
photographs of my mother, who came to Canada with her

sister in 1954, disembarking in Halifax and travelling by train
to Union Station.
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The only picture I have from that era was taken in Rome when
she obtained a passport and visa. How anxious and
lost they must have felt, hailing from a tiny mountain village
outside Naples.
A couple of years ago, a Muslim woman from Pakistan won a
court battle to keep her face covered with a niqab at
her citizenship ceremony. I think my mother would have
whipped off her dress and danced the tarantella for the
privilege of citizenship. She had no concept of entitlement, no
one who washed up on Canada's shores back then
did, and certainly no human rights industry to ease her way.
I'm not saying it was better then because it most emphatically
was not. But it did have its virtues, those days.
My dad arrived a year later. He'd been a shepherd and sold his
flock to book passage.
Within a year they'd married and bought their first house, on
Grace St. That little home bulged at the seams as

other newcomers from their village passed through, staying with
us temporarily, mostly men who'd left their wives
and children behind. At one point I distinctly remember 13
"lodgers." It's just what you did - extended a hand.
The pattern would be repeated in subsequent decades, with
different ethnic groups, right through to the present.
The English looked down on the Irish, the Irish looked down on
the Italians, the Italians would look down later on
the Portuguese and the Koreans. And everybody looked down on
Blacks, some of whom had been in Canada for
generations. Shameful.
Oh how I pined to be indistinct and homogenized and the same.
Died a thousand deaths when my mother came to
school on parents' night or struggled to communicate with a
saleswoman at Eaton's - but only on the very special
occasions when a trip to Eaton's was deemed absolutely
necessary, like buying me my first typewriter.
All these years later, I hear teenage girls who were born here,
first-generation Canadians, speaking their parents'
tongue on the streets and I wonder: How could you? Why would
you?
My respect for the contribution of immigrants and refugees is
boundless. But diversity, the on and on clinging to it,
doesn't make us stronger or particularly admirable. It makes us

fragmented, ghettoized in thought and attitude.
I love our beautiful flag. I love the national anthem just as it is.
I love the gorgeousness of this country from sea to
sea.
On Canada Day, as every day, this is a fine country to call
home. But don't let us look down on the world, down on
America - even with that fool man in the White House. Look
outward Canada.
There's a whole lot of wondrous world out there too.
Rosie DiManno usually appears Monday, Wednesday, Friday
and Saturday.
CAPTION: As we celebrate its birthday, we're reminded that
Canada has a proud history of welcoming
newcomers.KEITH BEATY/Toronto Star
CREDIT: Rosie DiManno
: Citizenship; Passports &visas
: California United States--US Canada
: Canada needs more of the world
: DiManno, Rosie

: Toronto Star; Toronto, Ont.
: A.2
: 2017
Check for online availability
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: Jul 1, 2017
: News
: Torstar Syndication Services, a Division of Toronto Star
Newspapers Limited
: Toronto, Ont.
/: Canada, Toronto, Ont.
: General Interest Periodicals--Canada
ISSN: 03190781
: Newspapers
: English
: News

ProQuest ID: 1929131773
URL:
st.com/docview/1
929131773?accountid=28610
: Copyright 2017. Toronto Star Newspapers Limited. All Rights
Reserved.
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http://www.proquest.com/go/pqissupportcontactCanada needs
more of the world
Unpeeling the layers hidden beneath Canada's
calm
Paradkar, Shree . Toronto Star ; Toronto, Ont. [Toronto, Ont]01

July 2017: A.10.
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They were innovators, scientists and mathematicians.
They held a monopoly over knowledge, land ownership,
intellectual professions, social institutions and political
authority.
They dominated society by setting the rules for the default
standards of language, of behaviour, of customs and
traditions.
Sound familiar?
They are my ancestors, from where I come as a middle-class,
upper-caste Indian, the creators of a system so
resilient it survived centuries after centuries of invasions and
colonization by the Greeks, the Mughals, the
Europeans, the British.
Born in post-colonial India, I grew up with strong female role
models - Hindu goddesses, warrior queens, feisty
politicians, professional aunts and a mother determined not to
allow my sister and me to be treated differently

from our brother.
Like many women seeking to shape a modern India that was
equitable, I grew up challenging traditions about our
place in society, questioning norms about viewing marriage as
an achievement or the deep value placed on
chastity.
When I supported our domestic worker against her drunken
husband, when I lectured women from nearby villages
about HIV/AIDS or exhorted them to have fewer children, I
based my efforts on the premise that all people needed
was a little leg up to get on a level-playing field.
You could say I was a well-meaning white feminist.
Invisible to me were the barriers and mental prisons formed by
the matrices of caste, skin colour, and centuries of
dependency piled on top of the misogyny the women
experienced.
Sometimes you notice the rug only when it is pulled from under
your feet.
I moved to beautiful Canada.
Moving here had the effect of literally flying to the top of the
Earth and looking at the world from a new vantage
point. It gave me perspective.

Canada felt like my calm partner, and India a tempestuous ex.
Life there was vibrant, full-throated, no holds barred.
You shouted, you cried, you laughed out loud. Here, for a new
immigrant with a job, life appeared tranquil, pleasant
and for the most part predictable.
I had never not belonged where I lived, and here, too, I felt
included in inclusive Canada. I didn't see the difference
between the mostly white Canadians around me and myself - I
thought I was essentially like them, with darker skin
and a few religious rituals.
The first strike against that notion, or at least one that
registered, came at a car dealership where the salesman
shut me down saying he did not negotiate with Indians when I
asked if that was the best price he could offer. I
didn't recognize it then but it was when my racialization began.
Over the years, came other instances of individual racism. The
shoe salesman who told my visiting father every
single shoe he wanted was not in stock, the woman who invited
me over but whose husband didn't show up in his

own house because he didn't like immigrants, the people who
didn't take me seriously because I sound different.
I believe everybody, no matter of what background, has
experienced being put down for something in that
background, some with more far-reaching repercussions than
others. My exposure to colourism/shadeism in India
and the systemic racism I saw here quickly made it obvious that
what I faced was nothing compared to what even
darker-skinned people experienced or what Black people faced.
This society is centred around whiteness -
proximity to whiteness brings privilege, and anti-Black racism
is not a historical shame. It is a vile and vicious
present-day malaise.
Then came the discovery that blindsided me. The unpeeling of
layers hidden underneath Canada's calm revealed
the anguish of the Indigenous peoples of this land. I knew an
ancient civilization existed here, but I had thought
Canada was a benign rearranging of the cultures; adventurers
came, treaties were signed and hello, 150 years.
I had thought of Indigenous people as a scattered group of what
are called "tribals" in India or the orang asli in
Malaysia - people of a bygone era, living on their own remote
lands, untouched by modernity.
What I have learned is they have more in common with us, the

millions from colonized lands who have known and
felt the tragedies that the colonizers wrought on our people,
reading stories and hearing them from the mouths of
our parents and grandparents.
This revelation of contemporary colonialism feels like the pages
from my history books have come alive,
challenging me to participate now, giving me a chance to take
sides this time, connecting me to the people who
were once mistaken for my forefathers. This brought about a
seismic shift in my understanding of where I, now a
"non-white," was situated in the social and racial landscape; if I
was once white, by attitude, I was once native, too,
in fact.
The pain of Indigenous and Black people doesn't exist for my
learning or betterment; only mine does. I cannot
burden others to educate me. So I try to listen with an open
heart and do my job, to make uncomfortable those
liberal-minded Canadians whom I know to otherwise nurture a
deep sense of fairness and civic duty, but whose
privilege shields them from facing this morally unsustainable
treatment of people.
When I celebrate Canada 150 it will be not for what has been
accomplished but for the promise of its potential to

lead the world to equity.
Here I am then, once again, poking holes in deeply rooted ideas,
questioning traditions about people's place in
society, this time in Canada.
I have found my feet.
I am home.
Shree Paradkar tackles issues of race and gender. You can
follow her @shreeparadkar
CAPTION: After moving to Canada from India, Shree Paradkar
started noticing instances of racism.
CREDIT: Shree Paradkar
: Native peoples; Traditions; Racism; Colonialism; Society
: Canada India
: Unpeeling the layers hidden beneath Canada's calm
: Paradkar, Shree
: Toronto Star; Toronto, Ont.
: A.10

Check for online availability
条款与条件联系ProQuest
: 2017
: Jul 1, 2017
: News
: Torstar Syndication Services, a Division of Toronto Star
Newspapers Limited
: Toronto, Ont.
/: Canada, Toronto, Ont.
: General Interest Periodicals--Canada
ISSN: 03190781
: Newspapers
: English
: News
ProQuest ID: 1915011157
URL:
st.com/docview/1

915011157?accountid=28610
: Copyright 2017. Toronto Star Newspapers Limited. All Rights
Reserved.
: 2017-11-24
: Canadian Business &Current Affairs Database; Canadian
Major Dailies
http://senecacollege-
primo.hosted.exlibrisgroup.com/openurl/01SENC/01SENC_SP?
?url_ver=Z39.88-
2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&genre=article&
sid=ProQ:ProQ:canadiannewsmajor&atitle=Unpeeling%20the%2
0layers%20hidden%20beneath%20Canada's%20calm&title=Toro
nto%20Star&issn=03190781&date=2017-07-
01&volume=&issue=&spage=A.10&au=Paradkar,%20Shree&isb
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fo:doi/
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layers hidden beneath Canada's calm
7/1/2019 What's Your Cultural Profile?
https://hbr.org/web/assessment/2014/08/whats-your-cultural-
profile 1/3
ASSESSMENT
-
Results
by Erin Meyer

You selected China as your nationality. Observe where you fall
on each of the eight scales:
Communicating. This scale measures the degree to which a
culture prefers low- or high-
context communication, a metric developed by anthropologist
Edward Hall. In low-context
cultures (such as the U.S., Germany, and the Netherlands), good
communication is precise,
simple, and explicit. Messages are expressed and understood at
face value. Repetition and
-
context cultures (such as
China, India, and France), communication is sophisticated,
nuanced, and layered. Reading
between the lines is expected. Less is put in writing, and more
is left to interpretation.
LOW-CONTEXT HIGH-CONTEXT
HOW YOU SCORED NORM FOR YOUR CULTURE
Evaluating. Often confused with the Communicating scale,
Evaluating measures something
distinct: the relative preference for direct versus indirect
criticism. The French, for example,
are high-context communicators relative to Americans yet are
much more direct with
negative feedback. Spaniards and Mexicans are equally high-
context communicators, but
the Spanish are much more direct than Mexicans when it comes
to giving negative feedback.
DIRECT
NEGATIVE

FEEDBACK
INDIRECT
NEGATIVE
FEEDBACK
Persuading. This scale measures preference for principles-
versus applications-
arguments (sometimes described as deductive versus inductive
reasoning). People from
persuasive to lay out generally
accepted principles before presenting an opinion or making a
statement; American and
British managers typically lead with opinions or factual
observations adding concepts later
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http://en.wikipedia.org/wiki/Edward_T._Hall
profile 2/3
British managers typically lead with opinions or factual
observations, adding concepts later
to explain as necessary.
PRINCIPLES-

FIRST
APPLICATIONS-
FIRST
The norm for your culture is not plotted here, because it is
neither principles-
applications-
Leading. This scale gauges the degree of respect and deference
on a spectrum between the egalitarian and the hierarchical. The
former camp includes
Scandinavia and Israel, whereas China, Russia, Nigeria, and
Japan are more hierarchical. The
by Geert Hofstede, who
conducted 100,000 management surveys at IBM in the 1970s,
and later researched by
Robert House and Mansour Javidan in their GLOBE Study of 62
Societies.
EGALITARIAN HIERARCHICAL
Deciding. We often assume that the most egalitarian cultures in
the world are also the most
consensual, and that the most hierarchical ones are those where
the boss makes top-down
decisions. That’s not always the case. The Japanese are strongly
hierarchical but have one of
the most consensual cultures in the world. Germans are more
hierarchical than Americans

but also more likely to make decisions through group consensus.
This scale explores
one person (usually the boss)
to make decisions.
CONSENSUAL TOP-DOWN
Trusting. This scale balances task-based trust (from the head)
with relationship-based trust
(from the heart). In a task-based culture, such as the United
States, the UK, or Germany,
trust is built through work: We collaborate well, we like each
other’s work, and we are fond
of each other so I tr st o In a relationship based societ s ch as
Bra il China or India
http://geert-hofstede.com/
http://www.inspireimagineinnovate.com/PDF/GLOBEsummary-
by-Michael-H-Hoppe.pdf
profile 3/3
of each other—so I trust you. In a relationship-based society,
such as Brazil, China, or India,
have laughed together, have
shared time relaxing together, and have come to know each
other at a deep, personal level
—so I trust you. Many scholars, such as Roy Chua and Michael

Morris, have researched this
topic.
TASK-BASED RELATIONSHIP-
BASED
Disagreeing. Everyone knows that a little confrontation is
healthy, right? The recent U.S.
ideas about how productive it is. People in Indonesia, Japan,
and Thailand view the public
airing of disagreement very dimly, whereas those in Germany,
France, and the Netherlands
are quite comfortable with it. This scale measures how you view
confrontation—whether you
feel it is likely to improve group dynamics or to harm
relationships within a team.
CONFRONTATIONAL AVOIDS
CONFRONTATION
h d li ll b i f ll i bl b i di il d l l
http://portal.idc.ac.il/en/schools/business/conference-managing-
change/documents/michael-morris.pdf
Essay #2/ MGT 18/ Michael J. McKay

ESSAY #2 – CULTURAL COMPETENCE AND GLOBAL
TEAMS
CONTEXT / What expectations might you have for working
with colleagues from different cultures? This essay asks
you to compare and contrast your own cultural biases to that of
real or imagined other colleagues who come from
a culture different from your own. Begin by using the link
provided in the Content folder on TritonEd to complete
Meyer’s Cultural Profile and gain insight into your own
culturally-based tendencies and preferences.
After completing the cultural profile tool, create a hypothetical
three-person team using your specific results plus
two additional team members with different cultural profiles
from yours and from each other (e.g., if you are
Chinese you might consider a team with one American and one
Italian). The tool allows you to repeat use in order
to find results for other cultures. We will discuss this in class.
You will give practical and specific examples of what you
understand might be your working interactions within
your small team, and how team members may need to adapt or
change in order to work together productively.
The readings from Cultural Competence and Global Teams (see
course reader TOC) provide the background for this
prompt. It is expected that your essay will include reference to
these required readings as evidence of your
understanding. Note: No pre-submission reading of essays is
possible, but we would be happy to discuss your ideas
in OHs if you bring your completed worksheet with you.
ESSAY PROMPT / How would you expect your small team of
three to interact across Meyer’s behavioral scales
and how would you expect team members might adjust
behaviors to build rapport and to make progress toward

the team goal? What do you expect would be shared preferences
that would facilitate your good working
relationships? What do you expect would be possible areas of
misunderstanding or conflict? How do you
imagine solutions to help the team overcome possible tension
and achieve success?
Begin with a brief introduction of your hypothetical team and
its mission or goal. In order to use realistic
situations for your analysis, be sure you understand the goal
(e.g., don’t imagine a software development team
if you don’t know how one would function). Be sure to cover at
least 3 scales for full credit (e.g., pick three from
the following: communicating, evaluating, persuading, leading,
deciding, trusting, disagreeing, and scheduling).
REQUIREMENTS (refer to Prep Worksheet for details)
CHECK LIST
Response to the prompt: requires discussion of at least 3 scales
(1,200 to 1,500
words total)
§ Strength of introduction (with thesis sentence) and conclusion
paragraphs

2 points
§ Discussion of 3 scales and team interactions (refer to prep
worksheet) 6 points
§ Critical thinking and depth of analysis using thoughtful
reference and
discussion of MEYER and EARLEY & MOSAKOWSKI
required readings
6 points
College-level writing and editing 3 points
Required Format (find template in ESSAYS folder on TritonEd)
1 point
In-text citations with page numbers for all direct quotes 1 point
Works Cited page 1 point
20 points possible
Essay #2/ MGT 18/ Michael J. McKay
SUBMISSION
• This is a TURNITIN submission with a firm due date and
time. Find the submission link in the
“ESSAYS” Content folder on TritonEd. LATE PAPERS WILL
NOT BE GRADED.

• You have submitted accurately when you have a Submission
ID# for your paper (hold onto the
number). This ID# shows on the success screen, once you have
uploaded AND submitted your
essay (two-step process). Also, a Turnitin digital receipt (email)
will be sent to you once your
submission is complete. If you don’t have a Submission ID#,
your paper has not been
accurately submitted. The Submission ID# is the only form of
verification accepted and the
only way for us to find your work if your paper were somehow
lost by the system.
• If you are submitting in the last 20 minutes before the
deadline, send your essay via email to
the class email found on the Syllabus BEFORE submitting via
Turnitin. This will give you a
backup in case Turnitin is slow. This backup system must be
used before the deadline for
submission. Once you have emailed your paper to us, also
submit using the Turnitin link on
TritonEd (see above).
MGT 18: Essay #2 Cultural Competence and Global Teams /
McKay
ESSAY #2 CULTURAL COMPETENCE AND GLOBAL

TEAMS
PREP WORKSHEET
Read the entire essay prompt carefully. You are ready to write
when you can respond to the following
questions. Please bring this completed worksheet with you if
you come into OHs to discuss your ideas.
1. Describe your hypothetical team: name the three cultures
represented by teammates and the team’s
mission or goal. This is your introduction and requires a thesis
statement.
Team member #1 (this is you):
_____________________________________________________
___
Team member #2:
_____________________________________________________
_____________
Team member #3:
_____________________________________________________
_____________
Team Mission:
_____________________________________________________
________________

2. Which of Meyer’s 8 behavioral scales will you discuss? For
each of the 3 scales you choose, identify shared
preferences, areas of conflict and specific multicultural
behavioral solutions you will discuss. Please include
opportunities or challenges associated with a team that has no
areas of conflict or a team that has no
shared preferences on a particular scale (if this i s the case).
Avoid naming yourself the team leader and
being tempted to decide for the team. Also avoid majority rule.
This is a chance for you to think through
multicultural solutions to multicultural problems.
Scale #1:
_____________________________________________________
_____________________
Shared Preferences:
_____________________________________________________
____________
Areas of Conflict:
_____________________________________________________
______________
Behavioral
Solution
s:
_____________________________________________________
___________

What if there are no shared Preferences or no areas of Conflict?
What is gained or lost? __________
Scale #2:
_____________________________________________________
_____________________
Shared Preferences:
_____________________________________________________
____________
Areas of Conflict:
_____________________________________________________
______________
Behavioral

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