SHE Level 3
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M3N225219
Module Leader Margaret Masson
School Glasgow School for Business and Society
Subject Management
  • A (September start)
  • B (January start)
  • C (May start)
  • A (September start)-B (January start)
  • B (January start)-C (May start)
  • C (May start)-A (September start)
  • S-C (May start)-A (September start)

Summary of Content

This module addresses key issues surrounding the management of diverse individuals and groups at work and is structured around firstly the recognition and understanding of difference and diversity and subsequently the effective management of diversity within a workplace context. The module reflects the view that diversity management is not just about managing particular cultural groups but should regard the diverse needs of individuals (Kandola, et al. 1995). Students will consider the characteristics of effective people management, recognising the importance of individual and cultural difference within this process. They will consider managing diversity as an approach to fair and effective people management. Students will then examine key aspects of the practice of people management, with specific respect to diversity issues. These key aspects include the psychological contract, employee motivation, effective team working, effective leadership, communication and conflict management. Finally, student will consider the prerequisites of effective diversity management at an organisational level and will consider the creation of an organisational framework for managing a diverse workforce. This module therefore contributes to the development of attributes highlighted by PRME as integral to responsible leadership; diversity, social justice and awareness of the wider business environment. This module prepares students to effectively participate in and contribute to diverse workplaces as employees, line managers and/or HR practitioners.


The syllabus of the module will cover the following issues: Understanding diversity & difference: Effective management of people: management & leadership defined; characteristics of effective people management; challenges of managing diverse workforces within an international arena Ourselves and others: individual differences; personality; perception & stereotypes Workforce diversification & discrimination Managing diverse workforces: Managing diversity approach; benefits & challenges of MD; aspects of managing diversity including gender balance, heritage diversity, and inter-generational integration Managing cultural diversity within organisations Managing diversity in practice Addressing individual needs; psychological contract; values; motivation and engagement Working effectively in diverse groups and team Managing and leading diverse teams and groups Communication with and within diverse workforces Conflict & power in diverse workforces Organisational framework for effective management of diverse workforces: policy & practice

Learning Outcomes

On successful completion of this module, the student should be able to:1. Evaluate factors in the effective management of a diverse workforce2. Critically appreciate characteristics and concepts within diversity at work, such as individual differences, perceptions and stereotypes3. Critically evaluate the significance of culture on the effective management of people at work4. Critically discuss approaches to managing diversity in diverse and international organisations5. Critically analyse key practices and challenges in the management & responsible leadership of people within diverse workplaces such as team working; leadership; communication; conflict management

Teaching / Learning Strategy

This work based module adopts a blended approach to learning which combines face to face contact and online learning via GCU's virtual learning environment, GCU Learn. The teaching and learning strategy encourages an active and self-directed approach to learning. In the context of a work based ethos, teaching and learning methods use real world and real work scenarios to promote action learning, inquiry based learning, problem based learning and peer learning. To this end learning will involve formal and informal strategies which place an emphasis on the integration of learning and work. Students will be expected to take a critical stance as they draw on academic theories and techniques in order to frame, analyse and solve actual work-based problems. The module utilises an interactive lecture programme where students are encouraged to participate and contribute. Students are required to undertake a programme of specified reading for independent learning, and reflect upon managerial practices within the workplace. The teaching and skills development programme will be supported via GCU Learn, which will also enhance the students' ability to utilise e-communication. Learners will be supported during the module by the module team which includes module tutors, work based mentors and Academic Development Tutors. Module tutors act as facilitators and also determine the level and accuracy of knowledge acquisition at key points in the delivery. Additionally, input, when necessary, either directly or with the support of external experts will add to the authenticity, credibility and application of education and learning to the workplace. Work based mentors provide a full spectrum of workplace support; helping apprentices to identify relevant work activity that can operate as a source for work-integrated learning, advise on the development of work-based projects, provide feedback on the development of professional competence, and formatively comment on progress in achieving negotiated work-integrated learning objectives. Academic Development Tutors will provide support to help maximise potential in relation to academic writing, referencing and the development of effective study techniques. Both formative and summative assessment strategies will be adopted during the module. Formative assessment will be used not only to encourage knowledge of the subject, but also to help develop transferable skills. Summative assessments will provide evidence of the learning achieved throughout the module. Summative assessments are compulsory. A mark of 35% must be achieved for each summative assessment and an overall mark of 40% must be achieved in the module. Students will have access to ongoing academic support as they work through the module assessment activities, and staff will assist students to reflect on and evaluate achievement of the learning outcomes. The percentage of Work Based Learning for this module, as represented by the Independent Learning 'Activity Type' is 72%. Work Based Assessment will account for 20% with the remainder of 8% accounted for by Lectures and Seminars.

Indicative Reading

The recommended text for the module is: SYED, J., & OZBILGIN, M., 2015. Managing Diversity & Inclusion; an international perspective. London: Sage Publications Ltd. Essential reading gives a selection of core texts in both the areas of people and processes. Reading will be recommended by lecturers from the texts listed below, as well as from journal articles and web sites. Students are expected to undertake their own literature search relating to their assessments. Additional reading (and supplementary material) will be identified as part of the lecture input and week by week on GCULearn. The CIPD website and the library subject guide also have a good range of relevant material (see websites below) Books ARMSTRONG, M., 2017. A handbook of human resource management practice. 14 th ed. London: Kogan Page, UK BACH, S. & EDWARDS, M., R., 2013. Managing human resources: people management in transition. 5 th ed. Oxford: Wiley. BRATTON, J., 2015. Work and organisational behaviour: understanding the workplace, 3 rd ed. Palgrave MacMillan, UK BREWSTER, C. SPARROW, P. & VERNON, G., 2016. International human resource management, 4th ed. London: CIPD BUCHER, R. D., 2014. Diversity Consciousness; opening our minds to people, cultures & opportunities. 4th ed. New Jersey: Pearson CANAS, K. & SONDAK, H., 2011. Opportunities and challenges of workplace diversity theory, cases and exercises. 3 rd ed. New Jersey: Pearson DOWLING, P. FESTING, M. & ENGLE., A., D., 2017. International human resource management: managing people in a multi-national context. 7 th ed. London: South-Western/Cengage Learning FOOT, M. & HOOK, C., 2016. Introducing human resource management. 7 th ed. London: Pearson Education HEALY, G. KIRTON, G. & NOON, M., 2010. Equality, inequalities and diversity. Basingstoke: Palgrave Macmillan. HUCZYNSKI, A. J. & BUCHANAN, D., 2016. Organisational behaviour. 9 th ed. London: FT/Prentice Hall KIRTON, G. & GREENE, A. M., 2015. The dynamics of managing diversity. 4 th ed. London: Butterworth Heinemann. KUMRA, S. & MANFREDI, S., 2012. Managing equality and diversity: theory and practice. Oxford: Oxford University Press. TAYLOR, S., 2014. People Resourcing & Talent Management, 6 th ed. London: CIPD TORRINGTON, D. HALL, L. & TAYLOR, S., 2017. Human Resource Management, 10 th Edition, London: FT Prentice Hall. Journals/ publications Employee Relations Human Resource Management Journal I.D.S. Briefs IRS Employment International Journal of Human Resource Management People Management Personnel Review Personnel Today Indicative research sources Chartered Institute of Personnel and Development <> The Work Foundation <> ACAS <> Equality and Diversity Forum <> Equality and Human Rights Commission <> Office for National Statistics <> XpertHR <> Stonewall UK <>

Transferrable Skills

-Self-management: self-motivation, time management and critical self-reflection and evaluation of personal performance. -Interpersonal Skills: an ability to work collaboratively and constructively with others in seminars and outside of class in allocated groups. -Oral and written communication skills, negotiation skills and presentation skills -Group work when participating in the group work in seminars and outside of class in allocated groups. -Information technology skills will be developed through Internet searches and online communication. -Analytical, evaluative and creative problem solving will be developed throughout the module experience but especially through case studies, seminar debates. -Using Turnitin software to improve writing style.

Module Structure

Activity Total Hours
Independent Learning (FT) 145.00
Lectures (FT) 3.00
Assessment (FT) 40.00
Seminars (FT) 12.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 0.25 30.00 35% Individual presentation -15 mins
Course Work 02 n/a 70.00 35% Negotiated individual work based assignment: critical analysis of aspect of diversity management- essay 4000 words