Successful Project Management 7Th Edition by Guido Full Chapter PDF

Chapter 05 – Managing Diversity
Successful Project Management 7th

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Chapter 05
Managing Diversity
I. Chapter Overview
Diversity refers to the characteristics of individuals that shape their identities and the experiences they
have in society. Racial, cultural, ethnic, age, gender, and other kinds of diversity are welcomed and
considered to be a strength in business organizations today.
The number of women and minorities in the workforce is increasing. The workforce is aging as well,
and new technologies are bringing the disabled into the workforce with valuable skills and insights.
Technical workers from abroad are bringing their expertise to many U.S. firms. All these changes
offer supervisors both a challenge to their management skills and an opportunity to build a strong and
flexible team of workers.
Prejudice is a preconceived judgment about an individual or a group of people. Discrimination is

unfair or inequitable treatment based on prejudice. Stereotypes are generalized, fixed images we hold
of others.
Sexism and ageism discriminate against others on basis of sex or age. Supervisors should be aware
that sexism can be either subtle, as in sexist language, or blatant, as in sexual harassment, defined as
unwanted sexual attentions including language, behavior, or the display of images. Sexual harassment
is illegal. Ageism can cost the organization the benefit of experience, perspective, and judgment that
older workers bring. Discrimination based on age is illegal except in the case of a bona fide
occupational qualification (BFOQ).
A supervisor’s attitude about disability permeates to employees, and it is important that all persons are
treated with equal respect, regardless of their disability status. The Americans with Disabilities Act,
written in 1990, was designed to protect the 43 million Americans that have one or more physical or
mental disabilities. Supervisors must comply with the ADA to avoid charges of discrimination against
persons with disabilities.
Supervisors can communicate more effectively by being aware that verbal and nonverbal
communication varies in meaning across cultures. Avoiding slang and idioms, explaining technical
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jargon, and checking for meaning will help improve communication.
Diversity training is intended to raise employee awareness of multiculturalism and help reduce such
barriers to success as prejudice and stereotypes. Other goals include improved communications,
interpersonal, and technical skills.
Title VII of the 1964 Civil Rights Act, amended in 1972, created the Equal Employment Opportunity
Commission, which investigates and acts on complaints of discrimination.
II. Teaching the Concepts by Learning Objectives
Learning Objective 5.1: Define diversity.
1. Key Term:
Diversity: Characteristics of individuals that shape their identities and the experiences they have
in society
2. Teaching Notes:
Ensuring diversity within an organization offers supervisors the opportunity to make the best fit
between the employee and the job, allowing varied points of view to be aired and improving
decision making.
Diversity is generally broken into two groups: primary diversity and secondary. Primary
diversity includes the more commonly thought of differences between people: age,
ethnicity, gender, physical abilities, race, and sexual orientation. The components of
secondary diversity are the things that are perhaps not as often considered but that are
integral to an individual’s make up. They include education, employment history, family
background, income, geographic location, marital status, military experience, and
religion.
Businesses and governments are striving to acknowledge diversity in their communications and
interactions with citizens, employees, and customers.
3. Teaching example on defining diversity:
Take a survey of the class to see what different aspects of diversity are present, i.e., people
representing different race, culture, and ethnicity, people of different ages, and male/female ratio
in the class. Emphasize how diversity enriches a discussion and overall learning if students from
diverse backgrounds share their experiences with one another.
4. Exercise on defining diversity:

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whole or part.
Have students talk to someone else in the class, i.e., someone from either another culture/ethnic
background, or someone older or younger in age, or of the opposite sex. Have them exchange
information on how they see their counterpart. What are their basic perceptions? How would they
describe these people? What do they like and dislike about these people/culture?
Learning Objective 5.2: Discuss how the U.S. workforce is changing and its impact on the
supervisor.
1. Teaching Notes:
As recently as 1980, white men accounted for half of U.S. workers. Today, the participation of
women in the workforce has risen to above 50 percent, and one survey found that women held
half of all management, professional, and related occupations. The workforce also is expected to
continue to age, as some older workers postpone retirement to continue working and the first
wave of the large generation commonly called baby boomers (those born between 1946 and
1964) reaches their 50s and 60s. The proportions of African Americans, Asian Americans, and
Hispanics in the U.S. population and workforce are rising gradually and expected to continue to
do so. Supervisors will deal with older workers, telecommuters, flextime scheduling, ethnic
holidays, and many other reflections of diversity that affect day-to-day operations in the
workplace.
Other kinds of changes are occurring, although on a smaller scale. Advances in technology are
enabling employees to customize their use of computers and telecommunications so that they can
perform a variety of jobs. Diversity also is influenced by local and international changes.
2. Teaching example on how the U.S. workforce is changing and its impact on the supervisor:
A fascinating six-month study commissioned by WORKFORCE to determine the direction of HR

profession and the workplace over the coming decade provides 60 top predictions. Article is
published in Dushkin’s Annual Editions: Human Resources, 99/00, “HR 2008” by Floyd
Kemske.
3. Exercise on how the U.S. workforce is changing and its impact on the supervisor:
Ask the students, working in teams of 4-5, to interview a manager of a local business to gain an
understanding of their perspective of diversity. Also, see how they incorporate the diversity
issues in their organizations. Have students prepare a short report and share it with the rest of the
class.
Learning Objective 5.3: Differentiate among prejudice, discrimination, and stereotypes in the
workplace.
1. Key Terms:
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whole or part.
Corporate Culture: Beliefs and norms that govern organizational behavior in a firm
Prejudice: A preconceived judgment about an individual or group of people
Discrimination: Unfair or inequitable treatment based on prejudice
Stereotypes: Generalized, fixed images of others
2. Teaching Notes:
Supervisors today need new skills to communicate and collaborate effectively with a broader
range of people. The awareness of differences of all kinds is creating changes in the way firms
select, train, and motivate employees. It also can have a profound impact on the corporate culture
or the beliefs and norms that govern organizational behavior in a firm.
Efforts to appreciate diversity are significant because negative attitudes and behaviors toward
some groups continue to be a problem. One survey found that many employees hear
inappropriate sexual remarks at work. Almost 3 out of 10 hear ethnic and racial slurs. Supervisors
need to discourage these behaviors because they create a negative work environment for
everyone.
Often, slurs are signs of prejudice. Prejudice can be a subtle force. When prejudices motivate
decisions related to hiring, appraisal, and promotion, they can be construed as discrimination.
Discrimination is prohibited by law. Specifically, Title VII of the Civil Rights Act of 1964 makes
it illegal for an employer to discriminate on the basis of race, color, gender, religion, or national
origin in making decisions regarding hiring, firing, training, discipline, compensation, benefits,
classifications, or other terms or conditions of employment.
A workplace tainted by prejudice and discrimination discourages and divides employees. If a

supervisor treats employees unfairly for any reason, the outcome is never positive. The unfair
treatment becomes widely known among employees, lowers morale and trust, and can eventually
hurt productivity. Sometimes talented employees become so frustrated that they quit.
Supervisors have a responsibility to help guard against discrimination. An important first step for
any supervisor is to know and acknowledge his or her own prejudices. Once recognized,
prejudices can be countered or even eliminated.
Supervisors need to be aware of the many distinctions between U.S. culture and behavior and the
norms of other countries. What matters in dealing with racial and cultural differences is avoiding
stereotypes. Supervisors must always guard against generalizing what they believe or observe
about a culture and using that to classify its members unfairly.
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whole or part.
3. Teaching example on differentiating among prejudice, discrimination, and stereotypes in the

workplace:
Have students read the text article on Supervision and Diversity: “Avoiding Religious
Discrimination at Work.”
4. Exercise on differentiating among prejudice, discrimination, and stereotypes in the workplace:
Have the students complete the Class Skills Exercise. Discuss their responses to the questions
and examine diversity issues like prejudice or bias in judgment.
Learning Objective 5.4: Explain how sexism and ageism are barriers to diversity and how
supervisors can be more aware of them.
1. Key Terms:
Sexism: Discrimination based on gender stereotypes
Sexual Harassment: Unwanted sexual attentions, including language, behavior, or the display of
images
Ageism: Discrimination based on age
Bona Fide Occupational Qualification (BFOQ): An objective characteristic required for an

individual to perform a job properly
2. Teaching Notes:
Sexism is a barrier to diversity that many employers have taken steps to combat and prevent.
Whether it takes the form of sexist language, sexual harassment, or discrimination against gays or
lesbians, sexism challenges the supervisor’s efforts to ensure a fair and harmonious work
environment.
Subtle use of language, such as the word chairman applied to a woman or stewardess instead of
the gender-neutral flight attendant, is a form of sexism that conscientious supervisors can most
readily overcome. More obvious sexism, such as passing over a woman for a physically
demanding job, asking a pregnant job applicant about child care arrangements, or denying a
promotion to a qualified woman, raises legal and ethical questions that a supervisor would have
difficulty answering. Such actions are rarely, if ever, justified, although the difficulty women and
minorities have experienced in rising through the corporate ranks is well-enough documented to
be given a name. The “glass ceiling” refers to a certain level of responsibility to which many
qualified applicants find themselves rising, and then no higher, despite their ability and
willingness to contribute further to the goals of the firm.
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whole or part.
The most blatant form of sexism is sexual harassment. In most cases of sexual harassment,
women have been the victims and men the aggressors, but that need not be the case. No matter
who is involved, sexual harassment is illegal, and experts advise supervisors to adopt a policy of
“zero tolerance,” take any complaints seriously, and investigate them at once. Some states require
companies to train their supervisors in how to prevent sexual harassment. Even when not
required by law, supervisors and their companies may request training to help them meet their
ethical obligations and demonstrate that the supervisor and organization take the problem
seriously. Also, supervisors must be extremely cautious about entering into romantic
relationships with individuals who work at the same company. These relationships often create
awkward situations that may be considered unethical or even amount to a hostile environment for
other employees.
The number of people aged 65 years and older in the U.S. labor force is growing for at least two
reasons:
 The share of the population that is 65 years and older is growing.
 More people in that age bracket have decided to continue working at least part-time.
Although older workers offer significant experience, they sometimes encounter discrimination.
Discrimination based on age is called ageism. Often, prejudices are at the root of ageism. Some
people expect older workers to perform less effectively, but evidence shows such negative
expectations are often unfounded. One concern—that older workers cost more—is true, but
unlike the stereotypes, older workers are not absent more than young workers, are not necessarily
harder to train, and are not just biding their time until retirement. Figure 5.4 summarizes 10
reasons for hiring older workers.
As the baby-boomer generation ages, and as improvements in health care and nutrition allow for
longer and healthier lives, older workers are sure to become a more common sight. The Age
Discrimination in Employment Act (1967) makes it illegal to fail to hire, or fire, on the basis of
age. When inexperienced younger workers are given preference over equally or better-qualified
elders or when downsizing lets disproportionately older workers go, ageism costs the
organization the benefit of experience, perspective, and judgment that senior workers can bring.
In a few rare cases, age represents what is called a bona fide occupational qualification (BFOQ).
In all other cases, experts suggest that supervisors should beware of making decisions based on
assumptions about age. Tests that measure proven job qualifications can ensure that age is not
being used as a discriminator and that valuable workers are not being overlooked or lost.
3. Teaching example on how stereotypes can be barriers to diversity and how supervisors can be
more aware of them:
The opening case “You’re Probably Wrong About Millennials?” illustrates how younger
employees are stereotyped by supervisors. Have the students read the case and discuss
unintended consequences leading to age-related biases.
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whole or part.
4. Exercise on how sexism and ageism are barriers to diversity and how supervisors can be more
aware of them:
Have students complete the Assessing Yourself quiz at the end of the chapter to understand
whether they carry an age bias. They can further write a self-reflective statement to explore why
they may have such a bias.
Learning Objective 5.5: Discuss how and why employers must accommodate employees’
disabilities.
1. Key Terms:
Disability: A physical or mental impairment that substantially limits a major life activity, a
record of such an impairment, or being regarded as having such an impairment
Qualified Individual with a Disability: Person with a disability who, with or without reasonable
accommodation, can perform the essential functions of a particular job
2. Teaching Notes:
The Americans with Disabilities Act (ADA), written in 1990, was designed to protect the 43
million Americans that have one or more physical or mental disabilities. If a job applicant with a
disability is able to perform the necessary tasks to complete a prospective job, it is inappropriate
not to hire them simply because they have a disability. Employers must provide reasonable
accommodations to disabled persons, including making existing facilities readily accessible,
modifying work schedules, and providing qualified readers or interpreters.
The ADA mandates the elimination of discrimination against individuals with disabilities.
Employers are not allowed to deny an employment opportunity to a disabled job applicant who is
an otherwise qualified individual. It is extremely important for supervisors to comply with the
ADA and to convey to employees that it is inappropriate to discriminate against persons with
disabilities. A supervisor’s attitude about this topic permeates to employees, and it is important
that all persons are treated with equal respect, regardless of their disability status. Upholding the
ADA is an important step toward reducing bias and discrimination in the workplace.
3. Teaching example on how and why employers must accommodate employees’ disabilities:
Under the Americans with Disabilities Act (ADA), the determination of whether any particular
condition is considered a disability is made on a case by case basis. Certain specific conditions,
such as current substance abuse and visual impairment are not considered to be disabilities.
(http://en.wikipedia.org/wiki/Americans_with_Disabilities_Act_of_1990)
4. Exercise on how and why employers must accommodate employees’ disabilities:
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whole or part.
Use the Internet to search for the latest articles on the ADA. Discuss the issues covered and
assess the viewpoints expressed.
Learning Objective 5.6: Describe some ways to communicate more effectively in the diverse
workplace.
1. Teaching Notes:
Figure 5.6 illustrates some possible sources of diversity in a work group.
Overcoming the challenges to supervising a diverse workforce can require consistent effort and a
willingness to learn from mistakes. But there are rewards, among them the confidence that such
behavior is both ethical and fair. Other advantages for the individual include:
 The opportunity to learn from the varied perspectives of those unlike ourselves
 A better motivated and more loyal team of employees
 Enhanced communication skills
 Improved management ability
 Enhanced opportunities for career advancement
The firm as a whole can also benefit from a supervisor’s successful efforts. Some advantages of
diversity for the business organization are:
 Greater ability to attract and retain the best employees for the job
 Increased productivity
 Higher morale and motivation throughout the company
 A more resilient workforce
 Greater innovation
 Reduced turnover
 Enhanced performance leading to greater market share
Even the best and most necessary efforts to manage diversity must be handled with care. Among
the many challenges supervisors face in the newly diverse workplace is:
 The task of adjusting job schedules and workloads to religious and ethnic holidays
 Family needs
 Unique arrangements such as job sharing and telecommuting
Special equipment and training are sometimes needed to ease the stress of a disability in a
capable employee or to tailor a workstation to an employee’s physical needs. Bilingual employee
manuals and the creation of benefit programs that offer medical coverage to life partners of either
sex are other examples. Adjustments like these, while beneficial to the firm, can occasionally
create dissatisfaction among other employees. Supervisors need to be aware that these problems
also can occur and be prepared to deal with them.
Communication in the workplace is one area in which supervisors can serve as particularly good
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whole or part.
role models of managing diversity constructively. Nonverbal communication is just as powerful

in many contexts as the actual words we say, and body language differs from one culture to
another (and even between genders) as much as spoken language does. It is important to try not
to rely too much on generalizations about culture, because even within cultures, there are
variations in behavior among individuals.
Nonverbal communication or body language seldom occurs without some accompanying words.
Verbal communication, both written and spoken, offers many opportunities for bridging the gaps
between cultures. One of the many ways in which supervisors can improve their communication
with others in the diverse workplace of the future is to choose words with extra care, particularly
when giving directions.
Many English words have more than one meaning, and the English language is full of slang,
idioms, and borrowed expressions. These have the potential to mislead, confuse, and frustrate
nonnative speakers of English and should be used with care, if at all.
Supervisors should also be aware that every industry has its own particular jargon and that
specialized terms can pose particular problems. Since even native speakers of English will find
jargon unfamiliar at first, explanations of terms should be a standard part of orientation and
training. When employees have a native language different from English, careful communication
is even more important. Differences among employees also may affect the communication
channels they select. Choices of communication media differ notably among age groups.
It is most important not to make assumptions in communications with others, particularly

regarding the way one’s own words and actions are interpreted. Thinking before communicating,
in order to understand the potential reaction to our words and gestures, is a good habit to foster.
Checking for understanding is a simple but very effective way to ensure that we are conveying
the meaning we intend.
2. Teaching example on describing some ways to communicate more effectively in the diverse
workplace:
Have students read the box article in the text, “Supervisory Skills: Communicating—Getting the
Message across the Generation Gap.”
3. Exercise on describing some ways to communicate more effectively in the diverse workplace:
Split the class into teams of 4-5 members. Have the students identify the differences between the
members of their teams (They could use the illustration in Figure 5.6 to identify sources of
diversity). Discuss the common language that helps in eliminating the differences and aids
cooperation among them.
Learning Objective 5.7: Describe the goals of diversity training.
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whole or part.
1. Teaching Notes:
To reap the full benefits of having a diverse workforce, supervisors first need to ensure that
cultural differences are perceived by everyone as a positive force within the firm. Sometimes
formal diversity training is needed to raise employee awareness of multiculturalism and help
reduce such barriers to success as prejudice and stereotypes. These programs are often credited
with attracting minority recruits and raising sensitivity to differences among people. Improved
communications skills are also a common goal of diversity training, along with improving
interpersonal and technical skills, increasing English proficiency, and facilitating mentoring.
Some firms, however, have experienced a backlash against diversity training; problems include
the reinforcement of group stereotypes and even lawsuits based on offensive statements made
during “awareness raising” sessions.
Despite the risks of stereotypes and awkward comments, diversity training is especially important
for supervisors, because they interact directly with employees.
When diversity is embraced by top management and built into policies and procedures that are
fairly enforced, and when the goals of diversity training are continually reinforced within the
corporate culture, it has the greatest chance of contributing to the company’s goals. If such ideal
support is lacking, supervisors can still support diversity by consistently setting a good example
in their dealings with others.
2. Teaching example on describing the goals of diversity training:
Supervisors managing diverse teams could use some of the following approaches:
 Recognize that diversity will bring a greater skills base when managed properly
 Improve the overall climate on diverse project teams in order to improve satisfaction,
reduce conflicts, and improve team member retention
 Encourage creativity, flexibility, and innovation among team members which will allow
the growth of new ideas and challenge the normal organizational mindsets
(http://en.wikipedia.org/wiki/Diversity_training)
3. Exercise on describing the goals of diversity training:
Conduct a brainstorming session on what should be included in a diversity training program.

What should ideally be covered and what should be the dos and don’ts of such a program? The
net result of this exercise should be a list of topics that students, as a group, feel must be a part of
diversity training program as well as goals that should include improved communication and
understanding, multiculturalism, understanding of one’s biases and stereotypes, enhanced
interpersonal interaction, etc.
Learning Objective 5.8: List the most important recent legislation affecting diversity and its
provisions.
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whole or part.
1. Teaching Notes:
Table 5.1 summarizes some major legislation that governs the areas of workplace diversity and
that supervisors should know. These rules govern hiring, pay, promotion, and evaluation, all
within the scope of the supervisor’s responsibilities.
The Equal Employment Opportunity Commission (EEOC) was instituted by Title VII of the 1964
Civil Rights Act as amended in 1972. The EEOC consists of five members appointed by the
president to serve a five-year term. This agency acts as the federal government’s major means of
enforcing equal employment opportunity laws and has the power to investigate complaints, use
conciliation to eliminate discrimination when found, and file discrimination charges on behalf of
an individual if needed. Individual states have also passed their own laws to fill perceived gaps in
federal law.
2. Teaching example on the most important recent legislation affecting diversity and its provisions:
The Americans with Disabilities Act prohibits the discrimination of disabled employees in the
private sector and encourages reasonable accommodation for them. Ask students to read the
article in Dushkin’s Annual Editions: Human Resources 99/00 is “Preemployment Questions
Under the Americans with Disabilities Act: An Overview of the October 1995 EEOC
Guidelines.”
3. Exercise on the most important recent legislation affecting diversity and its provisions:
Divide the class into eight groups and give each group one legislation from Table 5.1. Ask
students to conduct an Internet/library search on the legislation and find recent court cases.
Students should prepare a short report to be discussed with the rest of the class about their
findings.
III. Answers to Review and Discussion Questions
1. What is diversity? How has its meaning changed?
Diversity is defined as the characteristics of individuals that shape their identities and the
experiences they have in society. People’s understanding of diversity has matured in recent
decades. The old “melting pot” model, in which immigrants were expected to assimilate their
language and culture into the mainstream, has long been left behind. The view today is that
diversity is a strength.
2. Rasheen supervises the mail room for a large financial services firm. He has been told he will be
attending a diversity training program next week. Rasheen believes that since he has recently
hired three women from his native country he does not need to know any more about diversity.
As his supervisor, what would you say to Rasheen to prepare him for the training program?
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whole or part.
Rasheen needs to understand that diversity training is intended to bring about team work and
coordination which in turn will reduce barriers to success such as favoritism. As a supervisor, it is
important to stress that promoting diversity is important and should be encouraged within the
company as well as stated in the policies and procedures of the company.
3. Some research suggests that the increasing racial and cultural diversity in the United States is
limited to the larger cities. How would you account for this trend? Does it suggest that only
supervisors in these cities need to be concerned about diversity?
Given the potential for meeting other individuals of the same culture or race, the possibility of
greater job or business opportunities, racial or cultural diversity is greater in larger cities.
However, this does not mean supervisors in smaller cities should not be concerned about
diversity. One’s customers, suppliers, distributors can come from any city and the business
should prepare for this in a proactive fashion rather than a reactive mode.
4. Distinguish between prejudice and discrimination. How do stereotypes contribute to each?
Prejudice is a preconceived judgment about an individual or group of people. Discrimination is

unfair or inequitable treatment based on prejudice. Stereotypes are generalized, fixed images that
people hold of others. Stereotypes lead to prejudiced judgments which, when acted out, amounts
to discrimination.
5. Aaron, clerical supervisor for a health maintenance organization, wants to hire the best person for
the receptionist job. Ramona, his manager, is doubtful that the candidate Aaron has selected will
be capable because she uses a wheel-chair. Ramona is concerned that other workers will have to
spend a lot of time helping the receptionist get in and out of the office for lunch, breaks, and so
on. How can Aaron ensure that his candidate will be an asset to the firm?
Aaron’s focus should be on the qualification and the capabilities of the candidate, not the
disability. If with reasonable accommodation, the candidate is capable of doing the job, the
person is an asset.
6. List as many English expressions as you can think of that might be confusing to a nonnative
speaker of the language. Next to each, write a brief expression that conveys the same meaning
with greater clarity.
Students’ answers will vary. This can be used in conjunction with Learning Objective 5.6.
7. Mariah’s boss calls her “honey,” although he refers to her co-workers as Jason, Rick, and
Harrison. How can Mariah ask her boss to correct this situation?
Mariah can let her boss know of her discomfort and request politely to be called by her name just
as her co-workers.
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whole or part.
8. Several members of your team are out ill, and you are falling behind your production schedule
for the week. A new employee comes to you and asks for a half day off for a religious holiday
you have never heard of. What should you do?
Just because one has not heard of a religious holiday does not mean that it does not exist. If the
employee must have the day off for religious reasons, it can be considered, however, there should
be a system of advance notice that the employee should be reminded of for future reference.
9. What is the EEOC, and what are its responsibilities and powers?
EEOC or The Equal Employment Opportunity Commission was instituted by Title VII of the
1964 Civil Rights Act as amended in 1972. This agency acts as the federal government’s major
means of enforcing equal employment opportunity laws and has the power to investigate
complaints, use conciliation to eliminate discrimination when found, and file discrimination
charges on behalf of an individual if needed.
IV. Skill-Building
Meeting the Challenge
1. Reflecting back on p. 120, consider the issue of diversity at PepsiCo. Begin by acknowledging that
the members of your group may have diverse opinions on this subject. List the ways in which
members of your group are diverse. Does it include several ethnic or racial groups and both sexes?
Different age groups? How else are you “diverse”? As you continue the discussion, consider
whether group members’ different life experiences will help them see the situation in different
ways, and try to listen carefully, especially to perspectives that are different from your own. Ideally,
this process will help you understand the situations within companies more fully.
Students’ answers may vary.
2. Discuss how Generation Y/Millenial workers’ desire for engagement and meaningful work affects
a supervisor’s job. (You might also consider whether the statements about young workers are valid,
and why or why not.) What might be harder about supervising such employees? What might be
easier? When an employee demonstrates challenging behavior, what is the underlying cause and
motivation? Does accommodating differences in age-related values make business sense? Ethical
sense? Prepare a list of recommendations your group can agree on for supervising young workers.
Then identify any suggested recommendations your group could not agree on.
Students’ answers may vary. The need for constant feedback for the younger generation could
create an operational issue for the management. The practice could also lead to older employees
feeling left out of the loop. As discussed throughout the chapter value additions in the form of
technical knowledge out of experience, alternate views, and better relations within team members
are benefits of accommodating age-related business sense and also reflects good ethics.
Recommendations may vary.
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whole or part.
Problem Solving Case: Cultural Diversity in a Cookie Factory
Suggested Answers to Case
1. In what ways would prejudice and stereotypes make it more difficult for the supervisors in this
cookie business to improve relations with employees? How do the language differences
contribute to the challenge?
Students’ answers will vary. Prejudice is a preconceived judgment about an individual or group
of people. A stereotype is a generalized, fixed image of others. Thankfully, in this case, the
supervisor has a positive prejudice and stereotype associated with Hispanic workers. But if the
prejudices and stereotypes would have been negative, the supervisors in this cookie business may
not have hired any new Hispanic workers and also not bothered about the existing Hispanic
workers. The supervisors would not have tried to understand the problems such workers were
facing and thus, the relationship between the two would never have improved. Language
differences contribute to the challenge because it makes it difficult for the supervisors and the
Hispanic workers to understand each other. This in turn makes it difficult for the relations to
improve.
2. The manager in this factory brought in a cultural expert to improve understanding of the Hispanic
employees and enhance communication. Do you think this effort was more likely to improve
communication or just reinforce prejudices? Why?
Students’ answers will vary. Majority of the students may say that this effort was more likely to
improve communication. In this case, the manager has a positive prejudice for the Hispanic
employees. So, he need not have bothered to find out what do such employees actually feel. But,
bringing in a cultural expert shows that he was genuinely concerned about such employees.
3. What else might supervisors in this factory do to improve the way the company manages
diversity?
Students’ answers will vary. The manager must diligently follow the suggestions given by Lori
Madden. The suggestions in themselves can go a long way in improving the current situation.
The manager may hold one-to-one sessions with the employees at regular intervals in order to see
whether things are changing for the better or not.
Assessing Yourself: Avoiding Age Bias
Students are asked to respond to a set of statements to determine the level of their bias against age.
Scoring is given in the quiz. The responses to the “Pause and Reflect” questions will vary.
Class Skills Exercise: Managing Diversity
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whole or part.
This exercise is based on five different topics and two questions have been asked for each topic.
Students are asked to respond with a brief response and then compare or discuss their response as a
class or engage in a “culture hunt.”
Building Supervision Skills: Providing Employee Orientation
Groups of students are asked to brainstorm strategies for bringing the new person onto the team in
such a way that the existing team members are accepting and welcoming.
The focus of the discussion should remain on qualifications and capabilities. Incorporating the new
individual should take place using effective socialization process with all team members having
participated in the decision collectively.
Supervisor’s Hot Seat Video Case Answers:
“Working in Teams: Cross-Functional Dysfunction”
1. Page 82 speaks of the importance of rewards in motivating and determining the success of a Commented [RM1]: Page no. may need to be revised
team. What kinds of rewards could Joe have offered to each of the members of the team
considering what he knows of them?
Rosa—Knowing that Rosa says she does not have a lot of time and will need help, Joe could
have given Rosa more specifics on the assignment she was given—knowledge of the exact
nature of an assignment cuts down preparation and project time, rewarding Rosa with more
time to get personal things done.
Simon—Joe could have given Simon more ownership/responsibility with the project in regards
to overseeing completion—Simon’s reward would be personal satisfaction and leadership.
Cheng—Because Cheng is leaving the department soon, Joe should have been quick to use this
to motivate him. Joe could have made it clear that getting his part of the project done would
look better for him within the company, partial completion or handing it off to someone else
would not be acceptable.
2. Table 3.1 lists management activities related to quality assessment. Pick two characteristics and Commented [RM2]: Table no. may need to be revised
show how Joe succeeded in effectively using them to better the group in the meeting.
Alternatively, pick two other characteristics that Joe did not use to facilitate the best outcome
from his group. What were the effects all the characteristics had on the significance of team
dynamic?
Openness and honesty—Joe lets everyone voice their opinions; no one is left out.
Leadership that does not dominate—Joe tries to balance hearing everyone’s concerns with
getting the job done; there is no authoritative feeling in the group.
Decisions made by consensus—Joe eventually has to make the project-assignment decisions
for the team since they are not, initially, happy about taking anything new on; this seems fine
with the team as someone needs to make the decision.
5-15
whole or part.
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no related content on Scribd:
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du Cœur des ténèbres
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Title: Jeunesse, suivi du Cœur des ténèbres
Author: Joseph Conrad
Translator: G. Jean-Aubry
André Ruyters
Release date: November 28, 2023 [eBook #72252]
Language: French
Original publication: Paris: Nouvelle revue française, 1925
Credits: www.ebooksgratuits.com and Laurent Vogel (This file was

produced from images generously made available by the
Bibliothèque nationale de France (BnF/Gallica))
*** START OF THE PROJECT GUTENBERG EBOOK JEUNESSE,

SUIVI DU CŒUR DES TÉNÈBRES ***
JEUNESSE
SUIVI DU
CŒUR DES TÉNÈBRES

ŒUVRES COMPLÈTES DE JOSEPH CONRAD
traduites sous la direction
d’ANDRÉ GIDE et G. JEAN-AUBRY
par
G. JEAN-AUBRY, ANDRÉ GIDE, G. D’HARCOURT, H. HOPPENOT,

ROBERT D’HUMIÈRES, ANDRÉE JOUVE, PHILIPPE NEEL
ISABELLE RIVIÈRE, ANDRÉ RUYTERS, GENEVIÈVE
SÉLIGMANN-LUI
PRÉCÉDEMMENT PARUS :
Le Typhon, traduction d’André Gide.

La Folie Almayer, traduction de Geneviève Séligmann-Lui.
Long Jim, traduction de Philippe Neel.
En Marge des Marées, traduction de G. Jean-Aubry.
Sous les Yeux d’Occident, traduction de Philippe Neel.
Une Victoire, traduct. d’Isabelle Rivière et Philippe Neel.
Le Nègre du Narcisse, traduction de Robert d’Humières.
Des Souvenirs, traduction de G. Jean-Aubry.
JOSEPH CONRAD
JEUNESSE
SUIVI DU
CŒUR DES TÉNÈBRES
Traduit de l’anglais par
G. JEAN-AUBRY ET ANDRÉ RUYTERS
Mais le Nain répondit : « Non, quelque-chose

d’humain m’est plus cher que tous les trésors du
monde. »
(Contes de Grimm).
troisième édition
PARIS
Librairie Gallimard
ÉDITIONS DE LA NOUVELLE REVUE FRANÇAISE
3, rue de Grenelle, (VIme)
IL A ÉTÉ TIRÉ DE CET OUVRAGE, APRÈS
IMPOSITIONS SPÉCIALES, CENT NEUF
EXEMPLAIRES IN-QUARTO TELLIÈRE SUR PAPIER
VERGÉ LAFUMA-NAVARRE AU FILIGRANE DE LA
NOUVELLE REVUE FRANÇAISE, DONT NEUF
EXEMPLAIRES HORS COMMERCE MARQUÉS DE A
A I, CENT EXEMPLAIRES RÉSERVÉS AUX
BIBLIOPHILES DE LA NOUVELLE REVUE FRANÇAISE,
NUMÉROTÉS DE I A C, ET NEUF CENT QUARANTE-
TROIS EXEMPLAIRES RÉSERVÉS AUX AMIS DE
L’ÉDITION ORIGINALE SUR PAPIER VÉLIN PUR FIL
LAFUMA-NAVARRE, DONT TREIZE EXEMPLAIRES
HORS COMMERCE MARQUÉS DE a A m, NEUF
CENTS EXEMPLAIRES NUMÉROTÉS DE 1 A 900,
TRENTE EXEMPLAIRES D’AUTEUR HORS
COMMERCE NUMÉROTÉS DE 901 A 930, CE TIRAGE
CONSTITUANT PROPREMENT ET
AUTHENTIQUEMENT L’ÉDITION ORIGINALE.
NOTE BIBLIOGRAPHIQUE
Le volume dont nous donnons aujourd’hui la traduction parut en

1902 sous le titre : Youth : a narrative and two other stories (William
Blackwood & Sons, Edinburgh-London). Ainsi que l’indique ce titre,
ce volume comprend trois contes ; Youth, Heart of Darkness, The
End of the Tether. Pour des raisons de librairie, on ne trouvera sous
la couverture de cette édition française que les deux premiers de ces
contes, le troisième devant former, par la suite, un volume à part.
Joseph Conrad écrivit Youth au cours du mois de mai et le
termina le 3 juin 1898 : ce récit parut d’abord en septembre de cette
même année dans le Blackwood’s Magazine.
Heart of Darkness, composé à la fin de 1898, fut publié pour la
première fois, dans les numéros de mars et avril 1899 de cette
même revue.
Youth (Jeunesse), ainsi que le montre le manuscrit, porta d’abord
le titre de : A Voyage (Un Voyage). Ce n’est rien d’autre, en effet, —
mais magnifié par la puissante vision et la profonde humanité de son
auteur, — que le récit exact d’un voyage qu’en qualité de lieutenant
Joseph Conrad fit à bord du trois-mâts barque Palestine qui dut être
abandonné en mer le 14 mars 1883, dans les circonstances mêmes
que le grand écrivain a relatées dans son récit.
Heart of Darkness (Le Cœur des Ténèbres) est né, lui aussi, du
souvenir d’expériences personnelles, celles que Joseph Conrad
connut au Congo Belge de juin à décembre 1890.
En 1917, l’écrivain ajouta, lors d’une nouvelle édition de ce
volume (J.-M. Dent & Sons, London) une Note de l’Auteur dont nous
donnons également ici la traduction, à l’exception toutefois de son
dernier paragraphe, qui a trait au conte intitulé : The End of the
Tether.
L’édition française que nous publions aujourd’hui n’est pas, à
proprement parler le fruit d’une collaboration : la traduction du Cœur
des Ténèbres est de M. André Ruyters : celle de Jeunesse est nôtre.
G. J.-A.
NOTE DE L’AUTEUR
Les contes qui composent ce volume ne sauraient prétendre à

une unité d’intention artistique. Le seul lien qui existe entre eux est
celui de l’époque où ils furent écrits. Ils appartiennent à la période
qui suivit immédiatement la publication du Nègre du Narcisse et qui
précéda la première conception de Nostromo, deux livres qui, me
semble-t-il, tiennent une place à part dans l’ensemble de mon
œuvre. C’est aussi l’époque où je collaborai au Blackwood’s
Magazine, cette époque que domine Lord Jim et qui est associée
dans mon souvenir reconnaissant avec l’encourageante et serviable
bienveillance de feu M. William Blackwood.
Jeunesse ne fut pas ma première contribution au Blackwood’s
Magazine ; ce fut la seconde ; mais ce conte marque la première
apparition dans le monde de cet homme appelé Marlow avec qui
mon intimité ne fit que croître au cours des années. Les origines de
ce gentleman (personne autant que je sache n’a jamais donné à
entendre qu’il put être rien de moins que cela), ses origines, dis-je,
ont fait l’objet de discussions littéraires : discussions des plus
amicales, je me plais à le reconnaître.
On pourrait croire que je suis mieux que personne à même de
jeter quelque lumière sur cette question : mais à la vérité cela ne me
semble pas très facile. Il m’est agréable de penser que personne ne
l’a accusé d’intentions frauduleuses ni ne l’a traité de charlatan :
mais, à part cela, on a fait à son endroit toutes sortes de
suppositions : on y a vu un habile paravent, un simple expédient, un
prête-nom, un esprit familier, un daemon chuchotant. On m’a même
soupçonné d’avoir longuement préparé un plan pour m’emparer de
lui.
Il n’en est rien. Je n’ai fait aucun plan. Marlow et moi nous nous
sommes rencontrés, ainsi que se font ces relations de ville d’eaux
qui parfois se transforment en amitiés véritables. Celle-ci a eu
précisément cette fortune. En dépit du ton assuré de ses opinions
Marlow n’a rien d’un importun. Il hante mes heures de solitude,
lorsque nous partageons en silence notre bien-être et notre entente ;
mais lorsque nous nous séparons à la fin d’un conte, je ne suis
jamais sûr que ce ne soit pas pour la dernière fois. Et pourtant je ne
crois pas que l’un de nous se soucierait fort de survivre à l’autre. Lui,
en tout cas, y perdrait son occupation et je crois qu’il ne serait pas
sans en souffrir, car je le soupçonne de quelque vanité. Je ne prends
pas le mot vanité au sens salomonesque. De toutes mes créatures il
est bien assurément le seul qui n’ait jamais été un tracas pour mon
esprit. Le plus discret et le plus compréhensif des hommes…
Avant même de paraître en volume, Jeunesse reçut un excellent
accueil. Il me faut bien reconnaître enfin, — et c’est d’ailleurs un
endroit qui convient parfaitement à cet aveu, — que j’ai été toute ma
vie, toutes mes deux vies, l’enfant gâté, — quoique adopté, de la
Grande-Bretagne, et même de l’Empire britannique : puisque c’est
l’Australie qui m’a donné mon premier commandement. Je fais cette
déclaration, non pas par un secret penchant à la mégalomanie, mais
tout au contraire, comme un homme qui n’a pas grande illusion sur
soi-même. J’obéis en cela à ces instincts de gloriole et d’humilité
naturelles, qui sont inhérents à l’humanité tout entière. Car l’on ne
saurait nier que les hommes s’enorgueillissent non pas de leurs
propres mérites, mais bien plutôt de leur prodigieux bonheur : de ce
qui, au cours de leurs vies, doit leur faire offrir actions de grâce et
sacrifices sur les autels des divinités impénétrables.
Le Cœur des Ténèbres attira également l’attention dès le début
et l’on peut dire ceci, en ce qui concerne ses origines : nul n’ignore
que la curiosité des hommes les pousse à aller fourrer leur nez dans
toutes sortes d’endroits (où ils n’ont que faire) et à en revenir avec
toutes sortes de dépouilles. Ce conte-ci, et un autre qui ne figure pas
dans ce volume [1] , sont tout le butin que je rapportai du centre de
l’Afrique, où, à la vérité, je n’avais que faire. Plus ambitieux dans son
dessein et d’un plus long développement, le Cœur des Ténèbres
n’en est pas moins aussi fondamentalement authentique que
Jeunesse. Il est visiblement écrit dans un tout autre esprit. Sans
vouloir en caractériser précisément la nature, il n’est personne qui
ne puisse voir que ce n’est assurément pas l’accent du regret ni
celui du souvenir attendri.
[1] « Un Avant-Poste du Progrès » dans le volume
intitulé « Histoires inquiètes ». [Note des Traducteurs.]
Une remarque encore. Jeunesse est un produit de la mémoire.

C’est le fruit de l’expérience même : mais cette expérience, dans ses
faits, dans sa qualité intérieure et sa couleur extérieure, commence
et s’achève en moi-même. Le Cœur des Ténèbres est également le
résultat d’une expérience, mais c’est l’expérience légèrement
poussée (très légèrement seulement) au delà des faits eux-mêmes,
dans l’intention parfaitement légitime, me semble-t-il, de la rendre
plus sensible à l’esprit et au cœur des lecteurs. Il ne s’agissait plus
là d’une sincérité de couleur. C’était comme un art entièrement
différent. Il fallait donner à ce sombre thème une résonance sinistre,
une tonalité particulière, une vibration continue qui, je l’espérais du
moins, persisterait dans l’air et demeurerait encore dans l’oreille,
après que seraient frappés les derniers accords.
1917.
J. C.
JEUNESSE
A PAUL VALÉRY
A l’auteur du « Cimetière marin »,

cette traduction,
en souvenir des heures de Londres
et de Bishopsbourne,
et de la très affectueuse admiration
de son ami.
G. J.-A.
JEUNESSE
Cela n’aurait pu arriver qu’en Angleterre, où les hommes et la

mer se pénètrent, pour ainsi dire, — la mer entrant dans la vie de la
plupart des hommes, et les hommes connaissant la mer, peu ou
prou, par divertissement, par goût des voyages ou comme gagne-
pain.
Nous étions accoudés autour d’une table d’acajou qui
réfléchissait la bouteille, les verres et nos visages. Il y avait là un
administrateur de sociétés, un comptable, un avocat d’affaires,
Marlow et moi. L’administrateur avait passé par Conway, le
comptable avait servi quatre ans à la mer, l’homme de loi, —
conservateur endurci, fidèle de la Haute-Église, la crème des
hommes et l’honneur incarné, — avait été second à bord de navires
de la Compagnie Péninsulaire et Orientale au bon vieux temps où
les courriers avaient encore le gréement carré sur deux mâts au
moins et descendaient la mer de Chine devant une mousson fraîche
avec des bonnettes hautes et basses. Nous avions tous débuté dans
la vie par la marine marchande. Le lien puissant de la mer nous
unissait tous les cinq et aussi cette camaraderie du métier, qu’aucun
enthousiasme, si vif qu’il puisse être pour le yachting, les croisières
ou autres choses de ce genre, ne peut faire naître, car tout cela ce
n’est que le divertissement de la vie, tandis que l’autre, c’est la vie
même.
Marlow (je crois du moins que c’est ainsi que s’écrivait son nom)
nous faisait le récit, ou plutôt la chronique, d’un de ses voyages.
— Oui, j’ai bourlingué pas mal dans les mers d’Extrême-Orient :
mais le souvenir le plus clair que j’en ai conservé, c’est celui de mon
premier voyage. Il y a de ces voyages, vous le savez vous autres,
qu’on dirait faits pour illustrer la vie même, et qui peuvent servir de
symbole à l’existence. On se démène, on trime, on sue sang et eau,
on se tue presque, on se tue même vraiment parfois à essayer
d’accomplir quelque chose, — et on n’y parvient pas. Ce n’est pas
de votre faute. On ne peut tout simplement rien faire, rien de grand
ni de petit, — rien au monde, — pas même épouser une vieille fille,
ni conduire à son port de destination une malheureuse cargaison de
six cents tonnes de charbon.
« Ce fut à vrai dire une affaire mémorable. C’était mon premier
voyage en Extrême-Orient, et mon premier voyage comme
lieutenant : c’était aussi le premier commandement de mon
capitaine. Vous avouerez qu’il était temps. Il avait bel et bien
soixante ans : c’était un petit homme au dos large, un peu courbé,
avec des épaules rondes et une jambe plus arquée que l’autre, il
avait cet aspect quelque peu tordu qu’on voit fréquemment aux
hommes qui travaillent aux champs. Sa figure en casse-noisettes, —
menton et nez essayant de se rejoindre devant une bouche rentrée,
— s’encadrait de flocons de poils gris de fer qui vous avaient
vraiment l’air d’une mentonnière d’ouate, saupoudrée de charbon. Et
l’on voyait dans ce vieux visage deux yeux bleus étrangement
semblables à ceux d’un jeune garçon, avec cette expression candide
que certains hommes très ordinaires conservent jusqu’à la fin de
leurs jours, à la faveur intime et rare d’un cœur simple et d’une âme
droite. Ce qui put l’engager à me prendre comme lieutenant reste
pour moi un mystère. J’avais débarqué d’un de ces fameux clippers
qui faisaient les voyages d’Australie et à bord duquel j’étais troisième
officier, et il semblait avoir des préventions contre cette classe de
voiliers, comme trop aristocratiques et distingués.
— « Vous savez, me dit-il, sur ce navire vous aurez du travail.
« Je lui répondis que j’en avais eu sur tous les navires à bord
desquels j’avais été.
— « Oui, mais celui-ci est différent, et vous autres messieurs qui
venez de ces grands navires !… Enfin ! je crois que vous ferez
l’affaire. Embarquez demain.
« J’embarquai le lendemain. Il y a de cela vingt-deux ans : et
j’avais tout juste vingt ans. Comme le temps passe ! Ce fut l’un des
jours les plus heureux de ma vie. Imaginez-vous ! Lieutenant pour la
première fois ! Officier réellement responsable ! Je n’aurais pas
donné mon nouveau poste pour tout l’or du monde. Le second
m’examina attentivement. Il était vieux, lui aussi, mais d’une autre
allure. Il avait un nez romain, une longue barbe d’une blancheur de
neige, et se nommait Mahon, mais il tenait à ce qu’on prononçât
Mann. Il était de bonne famille : mais il n’avait pas eu de chance, et il
n’avait jamais pu avancer.
« Pour ce qui est du capitaine, il avait servi des années à bord de
caboteurs, puis dans la Méditerranée, et enfin sur la ligne des
Antilles. Il n’avait jamais doublé les caps. C’est tout juste s’il savait
écrire et il n’y tenait guère. Bien entendu, très bons marins l’un et
l’autre, et entre ces deux vieux-là je me faisais l’effet d’un petit
garçon entre ses deux grands-pères.
« Le navire aussi était vieux. Il s’appelait Judée. Drôle de nom,
hein ? Il appartenait à un certain Wilmer, Wilcox, — quelque chose
dans ce genre-là : mais voilà vingt ans que l’homme a fait faillite et
est mort, et son nom importe peu. La Judée était restée désarmée
dans le bassin Shadwel pendant je ne sais combien de temps. Vous
pouvez vous imaginer dans quel état elle était. Ce n’était que rouille,
poussière, crasse, — suie dans la mâture et saleté sur le pont. Pour
moi, c’était comme si je sortais d’un palais pour entrer dans une
chaumière en ruines. Elle jaugeait à peu près quatre cents tonnes,
avait un guindeau primitif, des loquets de bois aux portes, pas le
moindre morceau de cuivre, et son arrière était large et carré. On
pouvait distinguer, au-dessous de son nom écrit en grandes lettres,
un tas de fioritures dédorées et une espèce d’écusson qui
surmontait la devise : « Marche ou meurs ». Je me rappelle que cela
me plut énormément. Il y avait là quelque chose de romanesque qui
me fit tout de suite aimer cette vieille baille, — quelque chose qui
séduisit ma jeunesse.
« Nous quittâmes Londres sur lest, — lest de sable, — pour aller
prendre du charbon dans un port du nord, à destination de Bangkok.
Bangkok ! J’en tressaillais d’aise ! Il y avait six ans que j’étais à la
mer, mais je n’avais vu que Melbourne et Sydney, des endroits très
bien, des endroits charmants dans leur genre, — mais Bangkok !
« Nous mîmes à la voile pour sortir de la Tamise avec un pilote
de la mer du Nord à bord. Il se nommait Jermyn et il traînait toute la
journée aux abords de la cuisine pour faire sécher son mouchoir
devant le fourneau. Apparemment il ne fermait jamais l’œil. C’était
un homme triste, qui ne cessait d’avoir la goutte au nez, et qui avait
eu des ennuis, ou en avait, ou allait en avoir : il ne pouvait être
heureux à moins que quelque chose n’allât mal. Il se défiait de ma
jeunesse, de mon jugement et de mon sens de la manœuvre, et il se
fit un devoir de me le témoigner de cent façons. J’avoue qu’il avait
raison. Il me semble que je n’en savais pas lourd alors, je n’en sais
pas beaucoup plus aujourd’hui : mais je n’ai cessé jusqu’à ce jour de
détester ce Jermyn.
« Il nous fallut une semaine pour gagner la rade de Yarmouth, et
là nous attrapâmes un coup de tabac, — la fameuse tempête
d’octobre d’il y a vingt-deux ans. — Vent, éclairs, neige fondue,
neige et mer démontée, tout y était. Nous naviguions à lège et vous
pourrez imaginer à quel point c’était vilain quand je vous aurai dit
que nous avions nos pavois démolis et notre pont inondé. Le second
soir le lest ripa dans la joue avant et à ce moment nous avions été
dépalés dans les parages de Dogger Bank. Il n’y avait rien d’autre à
faire que de descendre avec des pelles et d’essayer de redresser le
navire, et nous voilà dans cette vaste cale, sinistre comme une
caverne, des chandelles tremblotantes collées aux barrots, tandis
que la tempête hurlait là-haut, et que le navire dansait comme un fou
avec de la bande. Nous étions tous, là, Jermyn, le capitaine, tous,
pouvant à peine nous tenir sur nos jambes, occupés à cette besogne
de fossoyeurs, et essayant de refouler au vent des pelletées de ce
sable mouillé. A chaque plongeon du navire, on voyait vaguement
dans la pénombre dégringoler des hommes qui brandissaient des
pelles. Un de nos mousses (nous en avions deux), impressionné par
l’étrangeté de la scène, pleurait comme si son cœur allait se rompre.
On l’entendait renifler quelque part dans l’ombre.
« Le troisième jour la tempête cessa, et un remorqueur du nord
qui se trouvait par là nous ramassa au passage. Il nous avait fallu
seize jours en tout pour aller de Londres à la Tyne. Quand nous
fûmes au dock, nous avions perdu notre tour de chargement et on
nous déhâla jusqu’à un rang où nous restâmes un mois. Mrs Beard
(le capitaine s’appelait Beard) vint de Colchester pour voir son mari.
Elle s’installa à bord. L’équipage temporaire avait débarqué, et il ne
restait que les officiers, un mousse et le steward, un mulâtre qui
répondait au nom d’Abraham. Mrs Beard était une vieille femme à la
figure toute ridée et hâlée comme une pomme d’hiver, et qui avait
une tournure de jeune fille. Elle me surprit un jour en train de
recoudre un bouton et insista pour réparer toutes mes chemises. Ce
n’était guère le genre des femmes de capitaines que j’avais connues
à bord des clippers. Quand je lui eus apporté les chemises, elle me
dit : « Eh bien, et les chaussettes ? Elles ont besoin d’un
raccommodage, j’en suis sûre ; les effets de John, — le capitaine
Beard, — sont tous en état maintenant. J’aimerais avoir quelque
chose à faire. » Brave vieille ! Elle passa en revue mes effets, et
pendant ce temps-là je lus pour la première fois Sartor Resartus et la
Chevauchée vers Khiva de Burnaby. Je ne compris guère alors le
premier de ces livres, mais je me rappelle qu’à cette époque-là, je
préférai le soldat au philosophe : préférence que la vie n’a fait que
confirmer. L’un était un homme, et l’autre était davantage, — ou
moins. L’un et l’autre sont morts, et Mrs Beard est morte, et la
jeunesse, la force, le génie, les pensées, les exploits, les cœurs
simples, — tout meurt… Enfin !
« On finit par nous charger. Nous embarquâmes un équipage.
Huit matelots et deux mousses. Un soir nous nous déhâlames sur
les bouées près du sas, prêts à sortir, et avec bon espoir
d’appareiller le lendemain. Mrs Beard devait repartir chez elle par le
dernier train. Une fois le navire amarré, nous descendîmes prendre

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Chapter 05 – Managing Diversity

Successful Project Management 7th

Prejudice is a preconceived judgment about an individual or a group of people. Discrimination is

jargon, and checking for meaning will help improve communication.

II. Teaching the Concepts by Learning Objectives

Learning Objective 5.1: Define diversity.

3. Teaching example on defining diversity:

4. Exercise on defining diversity:

A fascinating six-month study commissioned by WORKFORCE to determine the direction of HR

Prejudice: A preconceived judgment about an individual or group of people

Discrimination: Unfair or inequitable treatment based on prejudice

Stereotypes: Generalized, fixed images of others

A workplace tainted by prejudice and discrimination discourages and divides employees. If a

3. Teaching example on differentiating among prejudice, discrimination, and stereotypes in the

4. Exercise on differentiating among prejudice, discrimination, and stereotypes in the workplace:

Sexism: Discrimination based on gender stereotypes

Ageism: Discrimination based on age

Bona Fide Occupational Qualification (BFOQ): An objective characteristic required for an

4. Exercise on how and why employers must accommodate employees’ disabilities:

Figure 5.6 illustrates some possible sources of diversity in a work group.

role models of managing diversity constructively. Nonverbal communication is just as powerful

It is most important not to make assumptions in communications with others, particularly

Learning Objective 5.7: Describe the goals of diversity training.

2. Teaching example on describing the goals of diversity training:

3. Exercise on describing the goals of diversity training:

Conduct a brainstorming session on what should be included in a diversity training program.

III. Answers to Review and Discussion Questions

1. What is diversity? How has its meaning changed?

4. Distinguish between prejudice and discrimination. How do stereotypes contribute to each?

Prejudice is a preconceived judgment about an individual or group of people. Discrimination is

Meeting the Challenge

Students’ answers may vary.

Problem Solving Case: Cultural Diversity in a Cookie Factory

Suggested Answers to Case

Assessing Yourself: Avoiding Age Bias

Class Skills Exercise: Managing Diversity

Building Supervision Skills: Providing Employee Orientation

Supervisor’s Hot Seat Video Case Answers:

“Working in Teams: Cross-Functional Dysfunction”

Title: Jeunesse, suivi du Cœur des ténèbres

Author: Joseph Conrad

Release date: November 28, 2023 [eBook #72252]

Original publication: Paris: Nouvelle revue française, 1925

Credits: www.ebooksgratuits.com and Laurent Vogel (This file was

*** START OF THE PROJECT GUTENBERG EBOOK JEUNESSE,

CŒUR DES TÉNÈBRES

G. JEAN-AUBRY, ANDRÉ GIDE, G. D’HARCOURT, H. HOPPENOT,

Le Typhon, traduction d’André Gide.

Mais le Nain répondit : « Non, quelque-chose

Le volume dont nous donnons aujourd’hui la traduction parut en

Les contes qui composent ce volume ne sauraient prétendre à

Une remarque encore. Jeunesse est un produit de la mémoire.

A l’auteur du « Cimetière marin »,

Cela n’aurait pu arriver qu’en Angleterre, où les hommes et la

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