When the Boss Is a Woman

From APEC HRDWG Wiki

APEC recognizes that a successful society can result only from the full participation of women in the economy, and has strived to promote gender equality through such organizations as the Women Leaders Network (WLN) and the Gender Focal Point Network (GFPN). These and other bodies are charged with studying policy and promoting best practices regarding gender equality and making recommendations to APEC Ministers regarding how best to enable full participation of women in the economic and civic life of their societies. As traditional economies and industries adopt more inclusive practices, it is important to reflect on the fundamental shifts necessary to achieve the successful implementation of gender equality. In this regard, we must consider the cultural traditions, norms, and practices of the economies in which we conduct business, and the unique capabilities that women bring to the workplace.

Many women around the world are moving into senior management positions within large transnational corporations. For some APEC economies, this change in gender among the upper level staff might cause a bit of discomfort. This teaching tip will allow students to debate gender issues arising in the current business environment.

1 Content Objectives
2 Language Objectives
3 Activity
4 Materials
5 Category
6 Learning Theme
7 Resources
8 Author

Content Objectives

To debate gender discrimination in business
To apply the three rules of conduct for a debate

Language Objectives

To apply the language of agreement and disagreement in a respectful manner
To use the acronym A-R-E-T to plan, present, and justify one's position

Activity

1. Explain three rules for student behavior (Snider, 1999).

a. I will respect the rights of others to freedom of speech.
b. I will respect my partners, opponents, and judges.
c. I will be a generous winner and a gracious loser.

2. Explain the acronym A-R-E-T to plan, present, and justify one's position (Baker, 2009):

A: Argument. Example: A woman should receive the same salary as a man for the same job.
R: Reason(s). Example: A woman does the same quality and quantity of work as a man.
E: Evidence. Example: A business manager, executive, or administrator does the same job.
T: Therefore. Example: Therefore, a woman ought to receive equal pay for equal work.

3. Explain the four speaking roles for each team:

1st Speaker (Captain) - Outlines the main arguments the team will make.
2nd Speaker - Presents the team’s arguments for or against the topic.
3rd Speaker - Presents the team’s arguments for or against the topic.
4th Speaker - Summarizes the team’s arguments and closes the debate.

4. Explain the rules for turn-taking and timing:

a. The team in favor of the topic, pro, speaks first.
b. The team against the topic, con, speaks second.
c. Speakers alternate speaking turns until everyone has spoken.
d. All speakers speak for 3 minutes each.

5. The teacher describes and clarifies the chosen debate topic (see list of topics under Materials) and makes teams.

6. Ask which students would like to be pro (in agreement) and con (against).

7. Select four students to speak on each team.

8. Allow the students sufficient time to prepare their arguments together. (Students can use their notes but should not read their presentations word-for-word).

9. The two teams sit in front of the class to debate.

10. When they finish, the class members in the audience can question people on either team.

11. After the question and answer period, the audience votes on which team was most convincing.

Materials

List of debate topics to choose from:

A woman should receive the same salary as a man for doing the same job.
Mothers who work outside the home neglect their children.
A woman should not receive a position that makes her the boss if the culture makes it difficult for a man to accept being subordinate to a woman.
If the number of female executives in a company is low, a woman should be promoted, even if the best applicant is a man.
Hiring a woman is a nightmare because of maternity leave and fears of discrimination action. Equality laws, therefore, actually hold women in business back from economic opportunity.

Learning Theme

Learning to do; problem solving

Resources

Baker, T. (2009). Debating in the EFL classroom. International House Journal of Education and Development, 27. Retrieved from ihjournal.com/debating-in-the-efl-classroom

Snider, A. (2008). The code of the debater: Introduction to policy debating. New York: International Debate Education Association.