Discuss whether organisations should pursue diversity considering the challenges it may bring

“When it comes to corporate boards and diversity, the conventional wisdom is simple: Diversity is good. When directors are too alike, the thinking goes, they look at problems – and solutions – the same way. There’s no one to challenge prevailing ideas, or to speak out on issues important to certain groups of customers and employees.

By contrast, diversity leads to more innovation, more outside-the-box thinking and better governance.

Sounds great. And it is, in theory. Unfortunately, few boards that pursue diversity ever see the wished-for returns. Many report no significant change in their performance, while others bog down in conflict and gridlock.”

Discuss whether organisations should pursue diversity considering the challenges it may bring

Word Limit: 1,000 words (excluding Reference list)

Referencing: Harvard Referencing Style

Subject: Big Ideas in Business/ Business

Due Date:  Sunday 31 May 2020, 11:55 pm

 

Topic:

 

“When it comes to corporate boards and diversity, the conventional wisdom is simple: Diversity is good. When directors are too alike, the thinking goes, they look at problems – and solutions – the same way. There’s no one to challenge prevailing ideas, or to speak out on issues important to certain groups of customers and employees.

By contrast, diversity leads to more innovation, more outside-the-box thinking and better governance.

Sounds great. And it is, in theory. Unfortunately, few boards that pursue diversity ever see the wished-for returns. Many report no significant change in their performance, while others bog down in conflict and gridlock.”

 

Jean-Francois Manzoni, Paul Strebel and Jean-Louis Barsoux, (2010), “Why Diversity Can Backfire On Company Boards”, The Wall Street Journal, 25 January 2010.

 

 

 

Discuss whether organisations should pursue diversity considering the challenges it may bring

 

 

 

 

 

 

 

 

 

 

 

Rubric:

Exceeded Met Not met
Argument and context 4

•    There is one clear, wellfocused proposition or argument.

•    Main ideas are clear and are well-supported by detailed and accurate information, correctly cited.

2 1
•    There is one clear, wellfocused proposition or argument.

•    Main ideas are clear but are not well-supported by detailed information or are not correctly cited.

• The topic and/or main ideas are not clear.

 

Critical analysis 4 2 1
• The author demonstrates a detailed understanding of the topic and related sources and

the ability to critically appraise and evaluate competing argument and evidence.

• The author demonstrates some understanding of the topic and related sources but

limited ability to critically appraise and evaluate competing argument and evidence.

• The author does not demonstrate a clear understanding of the topic and related sources, nor the ability to critically appraise and evaluate competing argument and evidence.
Structure 4

•    The introduction is inviting, states the main proposition or argument and provides an overview of the paper. The conclusion is strong.

•    Information is relevant and presented in a logical order.

2 1
•    Uses basic essay structure with an introduction, middle and conclusion.

•    Ideas do not always flow logically.

•    Transition is sometimes ineffective.

•    There is no clear introduction, structure,

•    Ideas do not flow logically.

•    Weak transition between paragraphs

 

Language use 4 2 1
•    All sentences are wellconstructed and have varied structure and length.

•    There are no errors in grammar and/or spelling.

•    Vivid use of words and phrases.

•    The choice and placement of words seems accurate, natural, and not forced.

•    Most sentences are wellconstructed, but they have a similar structure and/or length.

•    There are several errors in grammar and/or spelling which do not interfere with understanding.

•    Words chosen communicate meaning clearly, but the writing lacks variety.

•    Sentences sound awkward,

are distractingly repetitive, or are difficult to understand.

•    There are numerous errors in grammar and/or spelling which interfere with understanding.

•    Limited range of vocabulary.

•    Jargon or clichés may be present and detract from the meaning.

Citations and referencing 4

•    All evidence/sources of information are correctly cited.

•    Include a variety of sources (academic journals, books, reports, etc.) that are relevant, reliable and reputable.

2 1
•    Most evidence/sources of information are correctly cited.

•    Sources chosen are not always relevant, reliable and reputable.

• Citations are missing, incorrect or incomplete.