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Overview for Week of 7/19

As we approach the midpoint of the course, it’s a good time to take stock of where you’re at–any missing assignments you need to catch up on, any discussion posts or replies you didn’t complete, how your research work is coming along. If you have any questions, please reach out to me by email–we can chat that way or set up a time to talk by phone/Zoom to make sure you’re clear on where you stand.

This week, you’ll be continuing your work toward the research portfolio; locating, reading, and taking notes on sources; and firming up your research plan. Read on for an overview of this week’s work.

Reading

  • “Changing organizational culture: from embedded bias to equity and inclusion” by Cori Wong (on Blackboard)
  • Chapters 8 and 9 of They Say/I Say (“As a result” and “You mean I can just say it that way?”)–note that chapter 9’s title was incorrect on the schedule of assignments. Sorry about that.
  • possible sources for your research portfolio as you locate them

Writing/discussion

  • Preliminary notes exercise (submit through Bb dropbox by Wednesday, 7/21)–the goal here is to catalog the sources you’re finding and begin sketching out the different perspectives they have to offer
  • Research plan–review page 3 of the unit 2 assignment sheet (submit on blog by Sunday, 7/25). Categorize this as “Research Portfolio,” and tag it with “plan,” “weekof7/19,” and [your name].
  • Discussion work on blog (here are the prompts)

Making use of this week’s readings

This week’s discussion prompts focus on your research work and ask you to share how your research process has been taking shape. This week’s assigned readings are kind of a backdrop–not front-and-center as they have been in our blog discussion–so I want to take a few minutes to suggest how we might synthesize and make use of that material as we forge ahead.

“Can company culture survive Zoom?” is a brief piece that I included because I think the impact of these last 17 months is inevitably on our mind as we look ahead to what work and school environments will be in the days ahead. As many of you have noted in your recent posts, your experience of the Covid-19 pandemic has influenced the way you’re thinking about your research topic (and in many cases even the topic itself–you’re interested in things that might not have been on your radar previously). Given that the pandemic continues to be part of the context in which we research and write, I think it’s useful to hear from others grappling with similar questions.

In particular, I find this passage from Sabri Ben-Achour’s article provocative:

“Why do they choose to work for one organization versus another is often based on their perception of how they fit,” Bell said. “I also think company culture is really important for signaling what companies value.”

Are we an innovation company? Are we a traditional company? What is the point of this company? How is disagreement handled here? Is seniority more important than innovation? Are rules to be bent, broken, or followed with precision? How are ideas challenged? None of this is handled or transmitted through the employee handbook, Bell pointed out. It’s transmitted through relationships.”

In placing the focus on relationships rather than handbooks or mission statements, I think Ben-Achour and his interview subjects add something valuable to the discussion.

The other texts I asked you to read this week also offer some valuable perspectives. I urge you to think about the guidance in the TSIS chapters at hand (5 and 6), which nudge us to engage a range of perspectives in our research (including those we don’t necessarily agree with) AND to be sure to explain ourselves to our readers (to get really direct about explaining why they ought to care about what we have to say). That last point is really important. Be thinking about that as you proceed.

(I can’t help but read the title of chapter 6 in Joy Behar’s voice–I’m not sure if it’s intentional on the part of the writers, but that’s how it echoes in my head. Not sure what I mean? Here’s Behar discussing it, and there’s a mountain of gifs of Fred Armisen’s impression of Behar, which she seems to find pretty entertaining.)

Gifs aside, the point echoes–we can’t presume that people will appreciate why we think something is important if we don’t tell them. So, tell them!

Finally, Chapter 2 of Rewriting (“Forwarding”) gives us another analogy that we’ll be making use of throughout the coming weeks. Anytime we work with source material, we are moving it from one context (that of the original author) to another context (our own), and it’s useful to have some terminology that explains what we’re doing and why. “Forwarding” gives us that–ways to talk about the different uses to which we can put source materials.

We’ll be making use of all this a lot more in the weeks ahead, so please make sure to read these chapters, and ask any questions that you might have.

Expanding the Canon

Neurodiversity Studies: A New Critical Paradigm written by Hanna Bertilsdotter an associate professor in sociology ,Nick Chown a book indexer who researches and documents his findings on Autism , and Anna Stenning a welcome trust research fellow in humanities and social sciences provides a new and very important outlook on the topic of Neurodiveristy. The writers effectively use their backgrounds in research to explore the world of Neurodiverse people and the challenges they face in the workplace. Through their extensive research the authors have been able to maintain their stance of supporting the “Neurodiverse movement”. They reiterate throughout their writing that neurodiverse people, no matter how qualified they may be, face many obstacles when searching for employment.

There has been evidence from the Participatory Austism Research Collective, an organization which collects research on autistic people ,that has shown that even when a person with autism holds a doctorate, they are rarely able progress to further research and lecturing contracts. The writers attribute this to the invalidation of “impaired bodies” making neurodiverse people constantly struggle to establish credibility due to the ableist viewpoint prevalent in society today. It was also mentioned that when a study was conducted, many neurodiverse employees have admitted that they have been in situations in the workplace where in order for them to fit in they felt that it was necessary that they mask any characteristics that might indicate to others that there were different. The writers contend that in order for this to be rectified, there must be an emphasis on inclusion in these spaces so these employees can feel safe and work their best.

This article was written with the intention of educating readers about neurological differences and how they don’t limit people from functioning and completing the same tasks as everyone else. Since people cannot seem to look over neurodiversity and appreciate what these people are able to contribute, oftentimes they are treated as if they are beneath everyone else and are not able to showcase their capabilities. It was mentioned in the Austin and Pissano article that since many neurodiverse people do not exhibit the standard “good employee” behavior through characteristics such as “solid communication skills, being a team player, …” they are unfairly screened out and excluded from job opportunities. This article has educated me on methods of including neurodiverse people rather than excluding them. Many people with autism especially have trouble adjusting their vocal tone and pace to match the conversations they partaking in so we can learn to realize the differences in our communication skills so that we don’t misinterpret vocal/motor traits as aggression. We can also make changes in the workplace environment to make neurodiverse people more comfortable in their space such as holding shorter meetings or regulating noise levels. Small changes over time can have everlasting impacts so it is important to take action now and implement more inclusive environments.

In this TED-talk, Tashi Baiguerra a 21 who has been diagnosed with autism said something that stood out to me a lot. Tashi said “Most autistic people don’t actually suffer from our autism. We suffer from the way the world sees and treats our autism. To the world my brain is broken…But my brain is not broken.”. Neurodiversity should be recognized as another thing that makes people different but does not make them any less capable than others. It Is hard for many people to accept all the things that make us different however until we learn, we won’t be able to progress and become the society we have the potential to become.

Expanding the Canon Draft

Algorithm-Driven Hiring Tools: Innovative Recruitment or Expedited Disability Discrimination?  by Lydia X. Z. Brown, Ridhi Shetty and Michelle Richardson, presents us with a compelling report on the consequences AI based assessments have on employment of the disabled. Many of us revel in all the latest advancements in technology. We think the more tech, the better. Brown, et al., however, immediately set about clearing up any misperceptions we may have had about the neutrality and fairness of artificial intelligence-based hiring tests. We are treated to an informative and eye-opening breakdown of all the different types of tools and tests currently being used for hiring. Although it is not expressly noted by Brown, who is autistic and an expert on disability rights and algorithmic fairness, it is clear neurodivergent employment candidates have a high potential for being discriminated against via these tests. The authors also make certain to share with us that many employers do not realize how biased these tests can be. Hence, Brown, et al., spend a great deal of time pointing out the numerous ways an employer could be held liable for discrimination under the Americans with Disabilities Act (ADA)1. As such, this report proves to be a valuable resource for self-advocates and employers alike. Although, it is important to note that it was prepared by the Center for Democracy, an advocacy group who focuses on equity in civic technology and digital privacy/data among other things.

More than anything else, this paper is an exercise in both empowerment and how to be an anti-ableist in the hiring process. It educates us on the use of personality tests, face and voice recognition and resume screening for patterns. The authors remind us that algorithms are created by people and people have bias, hence there are biased algorithms. We are provided with shocking statistics such as,

“76% of companies with more than 100 employees use personality tests.”

“An estimated 33% of businesses use some form of artificial intelligence in hiring and other HR practices.”

“The employment rate for people with disabilities is about 37%, compared to 79% for people without disabilities.”

Screen capture from info.recruitics.com

We learn that candidates are ultimately chosen, not by a human, but by a machine. Machines ignore nuances and context and lack empathy. Just as the articles we read in class helped enlighten us on what unconscious bias and inclusion are, Brown, et al., are resolute in persuading us that the abilities many of us take for granted, like good eye contact, could make us blind to how disabled people (autistic in this case) are forced to maneuver the employment landscape.

The authors offer us insight into how the intersection of people’s disability, race and socioeconomic status leads to hiring discrimination. This is something our class might want to further explore. As mentioned earlier, Brown, an autistic person who also possesses intersecting identities, is a champion for equity in hiring. They appeared in HBO Max’s documentary2 “Persona: The Dark Truth Behind Personality Tests”  where they elaborated on the devastating effects of digital hiring assessments on neurodivergent people and other marginalized groups. Not only will disabled readers see that Brown, is like them and advocating for them, but the authors hope to appeal to our ability to empathize with people unlike ourselves. Brown, et al., also “walk the walk” by providing a plain english version of their report and offering solutions (like using disabled software developers) based on Civil Rights Principles for Hiring Assessment Technologies3

Some may say the report itself is biased. But is it bias if you’re telling the truth?

Footnotes

Source:

https://cdt.org/wp-content/uploads/2020/12/Full-Text-Algorithm-driven-Hiring-Tools-Innovative-Recruitment-or-Expedited-Disability-Discrimination.pdf

  1. 42 U.S.C. § 12112(b)(6) (2018); 29C.F.R. § 1630.10(a) (2019). Three other ADA provisions similarly prohibit disparate impact of people with disabilities. These prohibit (1) limiting, segregating, and classifying an applicant or employee in a way that adversely affects their opportunities or status because of their disability; (2) contractual or other relationships that have the effect of disability discrimination (a simple agency theory of liability); and (3) utilizing standards, criteria, or methods of administration that have the effect of disability discrimination. 42 U.S.C. § 12112(b)(1)-(3) (2018), 29 C.F.R. § 1630.5-.7(2019).
  2. HBO Max, Persona the Dark Truth Behind Personality Tests  Persona | Official Trailer | HBO Max – YouTube   
  3. See Leadership Conference on Civil & Human Rights, Civil Rights Principles for Hiring Assessment Technologies (Jul. 2020), https://civilrights.org/resource/civil-rights-principles-for-hiring-assessment-technologies/.

Overview for Week of 6/14

Now that we’ve gotten to know each other a bit and have gotten our feet wet, so to speak, in what organizational culture and diversity & inclusion efforts are all about, we’re going to spend this week deepening our knowledge of those topics AND beginning to think about some writerly concerns.

In this post, I’ll lay out a little more info about the week’s assignments and point you toward some additional resources that will help you to complete those tasks.  Please read on for more.

Reading assignments

  • “The impact of organizational diversity policies on minority employees’ leadership self-perceptions and goals” by Gundemir et al (you will use SUMMON on the library website to locate and download this article)
  • “Neurodiversity as a competitive advantage” by Austin & Pisano (on Blackboard)
  • chapter 1 “They Say” of They Say/I Say

Writing/discussion assignments

  • 100-200 word summary of Gundemir et al (working with the guidance from the handout on summary, on Bb and in the blog post linked below) [due Weds., 6/16 through Bb]
  • 200-300 word comparison of Gundemir and Austin & Pisano article, focusing on how the pieces differ in author, audience, purpose, and approach [due Sunday, 6/20 through Bb]
  • discussion posts in response to this week’s prompts [due Saturday, 6/19]. See this post for details

Check out these additional resources

  • read through this blog post (and check out the embedded links) for some more background on genre and summary
  • read over the Close Reading handout linked below and also available on Blackboard (click on the Handouts tab there)
WRT-205-close-reading-handoutDownload

Introduction

Hello, my name is Julia Fein-Ashley and I am a rising junior majoring in Finance and Accounting, along with a minor in Geography. I am taking this course in an attempt to lessen my workload for next year, as well as to stay busy.

One of the things I am extremely passionate about is travelling, and I plan on doing a lot of that this summer. I am currently in Costa Rica, heading to Florida after this, and hope to go to Alaska by the end of the summer. Besides that, I currently live in Colorado and look forward to hiking some more 14ers this summer.

Last semester, I studied remotely so I am used to working online. The greatest piece of advice I could offer is to create a calendar (I use excel) to plan out your weeks assignments in advance. Being an asynchronous class, it is really helpful to set aside a chunk of time to work. I am really excited to take this course and working with everyone this semester, it should be fun.

How we’ll use Expressions in this course

Most of our interaction this summer–discussions and studio-style collaborations of the sort we would do in a classroom in a face-to-face course–will take place here using the SU Expressions platform, which is basically a WordPress-hosted blog site.

In this post, I’ll provide some explanation of

  • what kind of work we’ll do here vs. what we’ll do through Blackboard
  • when to create a post vs. replying to an existing post
  • how to use tags and categories to keep things organized

First off, please don’t be intimidated by the platform. If you’ve used any kind of blog before, you’ll find that this one is pretty similar, and if you haven’t, you’ll find a tutorial on how to build a post on Blackboard in the Helpful Links tab.

We’ll do some practice this week to get familiar with the tool, and I suspect you’ll get pretty comfortable with it pretty quickly. If you have practical questions at any point, please let me know. If I can’t answer them, I’ll refer you to the Help Desk for further support.

So, let’s talk through the items in the list above.

Expressions vs. Blackboard

Generally speaking, we’ll use Expressions for interaction/engagement and Blackboard as a repository and a depository. Here’s what I mean:

Expressions will be for discussion and interactive work (weekly assigned prompts that relate to the reading and writing work of the course, studio collaboration on works-in-progress, and weekly overview and instructional posts from me).

Blackboard will be the place where you can find all course materials–assigned readings, assignment sheets, and handouts. I will often link these to the blog, as well, but will always have things backed up on Bb where you can locate them quickly–it’s a repository for those materials. Then, you will submit formal assignments (i.e. the major unit products of the course) through Blackboard dropboxes–so it’s also a depository.

This is a studio course–an approach to teaching and learning that presumes that learning is shared and collaborative, not simply a one-directional pushing out of content. So that means we’ll spend most of our time interacting here on the blog, and will just pop over to Blackboard as needed.

Posting vs. replying

In my weekly overview post, I’ll provide specific instructions for how to present your ideas and your responses. Here are the general guidelines:

To keep everything organized, I’ll ask you to create a post each week in which you respond to the selected prompts. Most weeks you’ll answer 2 questions. You can place your replies to both questions in the same post. You will categorize and tag this post as indicated in the week’s instructions (see below for more). This will help me to easily locate your work, so that I can be certain to credit you for it.

In most weeks, you will also engage with your classmates through the blog. Since we aren’t meeting face-to-face for conversations, we’ll have those here–you will reply to your classmates’ posts with your own comments. Again, I’ll provide detailed instructions in each week’s overview post. You don’t have all the same formatting and tagging options in replies, so we’ll use these just for times when you are “conversing” with your classmates.

In short, then, the general guideline is that you’ll present your ideas in an individual post that you build and can label as needed, and then you’ll respond/ give feedback to other people’s ideas by replying to their posts.

Using categories and tags

Categories and tags are organizational tools on a blog like this, and will help us to manage what will ultimately be hundreds of posts that we generate between us. As you can see on the blog’s home page, we have a navigation menu. That menu sorts material into usable chunks by Categories, and items are further searchable by tags. When you build a post, you will build in these elements.

We will use 4 categories–a general catch-all for informal work and then a category for each of our 3 units, as shown below.

  • Discussions/Homework
  • Expanding the Canon
  • Research Portfolio
  • Taking It Public

We will also use a few types of tags consistently: labeling work by the week it’s due, by the assignment, and by the user (your name). Doing so will make our posts searchable, so that, for instance, I can use your username tag to quickly see all of your work; or you could use the “prompts” tag to quickly locate all of my weekly overview posts.

I’ll provide you with the Category and Tag information for each week’s work, and you can build these in as you create your post. You can always edit your post to add these elements in if you overlooked something.

While interacting in a digital environment is obviously different from a face-to-face course, we can accomplish many of the same objectives–learning from one another, being mindful of the audience and purpose(s) of our communication, and pushing ourselves to think critically about what we are reading and writing. Those are all essential to the work that we do in WRT 205.

Welcome to WRT 205 online!

Welcome to WRT 205 online for Summer 2021. I hope this finds you well and ready to get started with our critical research and writing course. We’ll be looking at issues relating to organizational culture, specifically at diversity and inclusion.

My name is Karen Oakes, and I’ll be your instructor the course. I’m looking forward to working with all of you this summer. A few thoughts as we gear up:

Let’s acknowledge that we’re all coming into this course from a really challenging academic year. University life has been more than a bit bumpy over the last few semesters, and I recognize that that experience may have affected your perception of online courses. I hope to show you that online teaching and learning can be really productive, especially when a class is designed that way from the start, as this one was. 

Secondly, let’s acknowledge that there is still uncertainty swirling around us at the moment. That might be something you’re feeling in your own life. And we’re all feeling degrees of it in our communities and institutions. All of those concerns will invariably shape our work this summer, likely in both theoretical and practical ways.

That’s the context we’re working in, and we’re going to roll with it. This course will give us opportunity to meaningfully explore and reflect upon the issues around us, as we’ll be researching organizational cultures and can really delve into how those cultures work in moments of crisis and how we proceed when we have the opportunity to reflect and to remake those cultures. Furthermore, as a studio course (albeit a virtual studio space), we’ll work to build a supportive learning community in which you can share and test ideas, give and receive feedback, and make connections.

Maurizio Marcato, Ferrari Operational Headquarters

And, finally, as to the practical stuff, part of the value of a fully online course like this is the inherent flexibility. We’ll generally have 2 sets of deadlines each week, but within those parameters, you can decide when you complete your work. We’re fully asynchronous, so there are no scheduled meetings–you can fit this course in around your other commitments. I’d like you translate any deadlines to your local date/timezone. And if your individual circumstances change, and that interferes with your ability to meet those deadlines, just let me know, and we’ll adjust as needed.

Let’s get started.