Select one or more methods: (1) fill in the missing key terms for each definition given below from memory; (2) match the key terms from the end of the review with their definitions below; and/or (3) copy the key terms in order from the key terms list at the beginning of the chapter.
is the prejudgment of a person or situation based on attitudes.
is behavior for or against a person or situation.
The EEOC list includes Hispanics, Asians, African Americans, Native Americans, and Alaska Natives.
A(n) allows discrimination on the basis of religion, sex, or national origin where it is reasonably necessary to normal operation of a particular enterprise.
are planned, special efforts to recruit, hire, and promote women and members of minority groups.
A(n) refers to a significant physical, mental, or emotional limitation.
is any unwelcomed behavior of a sexual nature.
is discrimination based on sex.
A(n) conducts a large part of its business outside the country of its headquarters.
are people who live and work in a country other than their native country.
The involves these steps: step (1) listen to the complaint and paraphrase it; step (2) have the complainer recommend a solution; step (3) schedule time to get all the facts and/or make a decision;
and step (4) develop and implement a plan, and follow up.
affirmative action (AA) programs 412 bona fide occupational
qualification (BFOQ) 415
complaint model 432 disability 417 discrimination 412 expatriates 430
minority 414
multinational company (MNC) 429
prejudice 412
sexism 421
sexual harassment 420
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The following critical thinking questions can be used for class discussion and/or as written assignments to de- velop communication skills. Be sure to give complete explanations for all questions.
1. Clearly, women and minorities were held back from employment opportunities in the past. So shouldn’t we give them special consideration today (like giving them jobs when they are qualified even
though there are better qualified white males)?
Should we be increasing or decreasing affirmative action programs?
2. Do we really need laws to get organizations to give equal opportunities to all? Should the current employment laws be changed? How?
3. Should religious people be given breaks and a special place to pray during their work time?
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4. Some companies and jobs have a mandatory retire- ment age. Should the government pass a law stat- ing a mandatory retirement age?
5. Do you feel comfortable being around people with disabilities? Should organizations make special efforts to hire individuals who are disabled? Are organizations that hire workers with disabilities just being socially responsible, or are the workers productive?
6. Do you agree that people who work together can date? How might dating lead to sexual harass- ment? Should organizations have policies about employee dating? If they have policies, what should the policies include?
7. Only a small percentage of Fortune 500 companies have female CEOs. One solution to increase the number of women CEOs would be to have co- CEOs, one male and one female. Do you think this
would work? Do you have any other ideas on how to break the glass ceiling?
8. Consider the statement, “Sexist and racist jokes are just meant to be funny and no one gets hurt anyway.” Do you agree?
9. The traditional family hasn’t been the norm for several years. Instead, it is being overtaken by dual- income earners and single parents. Are we better off today, or should we return to the traditional family?
10. The percentage of married people has declined over the years due to divorce and people living together. Also, male and female roles have changed. Do these trends help or hurt society?
11. Consider the statement, “With the global econ- omy, people around the world are becoming more and more alike, so why be concerned about diversity?” Do you agree? Should organizations conduct diversity training?
C A S E / / / Google’s Lack of Diversity
Led by founders Sergey Brin and Larry Page, Google has been one of the greatest technology companies in our time. Google Search and their Android software have revolutionized the way people research information and communicate. Unfortunately, their track record with diversity is not nearly as positive … and they admit it.126
Overall, technology companies have tried to hide their diversity numbers. But, Google has recently presented their data—even though it wasn’t positive.
Eighty-three percent of Google’s tech workers interna- tionally are male. For nontech jobs, the number is 52 percent. Its leadership is made of up 79 percent men.
In terms of racial diversity, the company overall is 61 percent white, 30 percent Asian, 3 percent Hispanic, and 2 percent black. For tech positions, the numbers are similar—60 percent white, 34 percent Asian, 2 percent Hispanic, and 1 percent black. In terms of management and leadership, the company tends to be even more white. Seventy-two percent of its leaders are white, 23 percent Asian, 2 percent black, and 1 percent Hispanic.127 These numbers do not come close to reflecting U.S. demographics.128
“We’re not where we want to be when it comes to diversity. And it is hard to address these kinds of chal- lenges if you’re not prepared to discuss them openly, and with the facts,” Google said in a report on its Web site. All of our efforts, including going public with these numbers, are designed to help us recruit and develop the world’s most talented and diverse people.”129
Many people feel that Google is being courageous in their openness about not meeting diversity goals. For
example, National Public Radio (NPR) feels that Google is being courageous and that their willingness to be open will allow other technology companies to also be forthright.130
The Reverend Jesse Jackson has asked for technology companies such as Hewlett-Packard, eBay, Facebook, and Google to improve diversity at their companies’
annual shareholders meetings.131 In Google’s case, they felt it was time to work with Jesse Jackson and publicly announce they were going to work on their unconscious diversity behavior. Google’s goal is to become more con- scious about diversity and to knowingly improve. Google announced at their annual conference that they will be working with Jackson’s Rainbow Coalition to increase the number of minorities in their company. As Reverend Jackson stated, “it’s time to harness Google’s moonshot thinking and innovation towards closing the gap when it comes to minorities and technology.”132
On a more positive note, with regard to promoting more women to leadership positions, Google ad execu- tive, Susan Wojcicki, was promoted to head YouTube, which is owned by Google. Wojcicki was previously in charge of Google’s AdWords, AdSense, Analytics, and DoubleClick. She is the mother of four and originally rented her garage to Mr. Brin and Mr. Page in the search engine’s early years.133 It will be interesting to watch Wojcicki’s career and the changes that should be taking place in Google’s diversity programs. If Google is nearly as successful as they were with their search engine, then we can expect the introduction of some creative and new diversity programs that can benefit
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employees at Google and throughout the technology industry.
Go to the Internet: You can watch a video and meet Susan-Wojcicki at http://www.makers.com/susan-wojcicki.
You can also listen to an NPR radio show that discusses Google’s new diversity program at http://www .npr.org/2014/06/02/318209074/google-courageous-for -admitting-diversity-problem-so-what-now.
Support your answers to the following questions with specific information from the case and text or with information you get from the Web or another source.
1. Did Google establish structures and systems to ensure that it leverages its diversity as part of the business strategy?
2. How does Google propose to overcome possible prejudices and discrimination within the firm?
3. What actions would you recommend that Google take relative to the negative publicity and statements re- ported by PBS News Hour and NPR?
4. Do you believe Google intentionally was biased and discriminated against women and minorities?
Cumulative Case Questions
5. How do perception (Chapter 2) attitudes, values, and Ethics (Chapter 3) help us to understand the dynamics within the case?
6. Should Google use a team approach (Chapter 11) for solving their problem with diversity?
7. How might Google’s organizational culture (Chapter 12) have led to their problem with diversity?
Case Exercise and Role-Play
Preparation: The instructor assigns students to be CEO Larry Page and the other to be a reporter from PBS New Hour. Assume that the two of you are meeting at a national shoe industry conference in Las Vegas. Prepare for the interview, during which you will be asking Larry about Google’s lack of diversity. Write down a list of the specific diversity issues in the case and ask Larry how they are being addressed.
Role-Play: Matched pairs of Larry Page and the reporter will role-play. The role-play may be done in small groups, or two people may role-play before the entire class.
After the interview, the group or class discusses and critiques diversity at Google. Also, you should identify questions and diversity issues that were not discussed that would have been useful to learn about.
Hint: Google can be presented as being too busy making money to value diversity by the reporter. However, Google can reply they are being honest in their assessment and plan on doing much better hiring a diverse workforce going forward.
O B J E C T I V E C A S E / / / Lilly’s Promotion
The Carlson Mining and Manufacturing Company needs a new vice president of human resources. Its headquarters are in Detroit, but the company has min- ing and manufacturing plants in three states and five different countries. Foreign plants account for about 70 percent of total operations.
The president, Ron Carlson, is meeting with some of the vice presidents and the board of directors to decide who will be promoted to vice president. The following are excerpts from their discussion:
ron: As you know, we are meeting today to promote
someone to vice president. Ted, tell us about the candidates.
ted: We have narrowed the list of candidates to two
people. You all know the two candidates. They are Rich Martin and Lilly Jefferson. Rich is 38 and has been with us for 15 years, and he has worked in human resources for 10 years. He has an MBA from a leading
business school. Lilly is 44 and has been with us for 10 years. She recently finished her BS in business going to school nights at the local state college.
jim: Lilly is an African American female with older children. She is perfect for the job, fitting into two AA classifications. We can meet our AA quotas without promoting Lilly, but it would help. Besides, there are a lot of African Americans here in Detroit; we could get some great publicity.
ed: Wait a minute. We cannot have any girls at the VP level. You know they are emotional and cannot take the pressure of the job.
ron: Their performance records are about the same, but Rich has been with us longer, and is better educated.
The discussion ended in a vote. Lilly won by a large margin. Off the record: It was because she is a qualified African American female. If she were a white male, Rich would have been promoted.
Answer the following questions. Then in the space between questions, state why you selected that answer.
1. Discrimination was used in the promotion process.
a. true b. false 2. The primary area discussed in this case is:
a. recruitment c. compensation e. evaluation b. selection d. upward mobility
3. Affirmative action affected the decision to promote Lilly.
a. true b. false
4. Rich may have a case for reverse discrimination.
a. true b. false 5. Sexism occurred in this case.
a. true b. false 6. Ed’s statement was:
a. factual b. myth 7. Ed used sexist language.
a. true b. false
8. With Lilly being a minority member, she will most likely encounter cross-cultural relations problems.
a. true b. false 9. Carlson is a multinational company.
a. true b. false
10. The most help Lilly got in getting to the vice president position was from:
a. AAP c. flexible work schedule e. role models and mentors b. training d. child care f. wellness programs
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11. Whom would you have voted for? Why?
12. How would you feel in Lilly’s position, knowing that you are qualified for the job but that you have been selected because you are a minority? Lilly’s response can be role-played.
Objective: To better understand sexist language and behavior and how it affects human relations.
AACSB: The AACSB learning standard skills developed through this exercise are reflexive thinking, diversity, and application of knowledge.
Experience: You will discuss sexism.
Procedure 1 (7–15 minutes)
Option A: Students give sample words and behaviors found in the workplace that are sexist (for example, words foreman and behaviors [a woman being required to get the coffee]). The instructor or a class member writes the headings “words” and “behaviors” on the board and records the class members’ examples. Discuss how these sexist words and behaviors affect people’s behavior in organizations.
Option B: Break into teams of five or six, making the number of males and females as even as possible. As in option A, develop a list of sexist words and behaviors and discuss how they affect people’s behavior in organizations.
Procedure 2 (7–15 minutes)
Option A: As a class, select a few sexist words and behaviors. Discuss how to overcome this sexism.
Option B: As a group, select a few sexist words and behaviors. Discuss how to overcome this sexism.
Conclusion: The instructor may lead a class discussion and/or make concluding remarks.
Application (2–4 minutes): What did I learn from this exercise? How will I use this knowledge in the future?
Sharing: Volunteers give their answers to the application section.
Sexism
In-Class Exercise (Individual and Group)
Male and Female Small-Group Behavior In-Class Exercise (Group)
For this exercise, some of the class members will need to bring tape recorders to class to record small-group discus- sions. Small tape recorders are suggested. Your instructor may assign specific people to bring them. If not, bring a tape recorder if you have one.
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Objective: To see if there are any differences in male and female behavior in small groups.
AACSB: The AACSB learning standard skills developed through this exercise are analytic skills, reflexive think- ing, diversity, and application of knowledge.
Preparation: Some of the class members need to bring tape or digital recorders to class to record the small-group discussion.
Procedure 1 (15–20 minutes)
Experience: In a small group, you will make a decision that will be recorded, and then you will analyze the re- cording to determine if there are differences in male and female behavior.
Break into teams of five or six. Make the number of males and females as even as possible in each group. Be sure each group has a recorder. As a group, you will select a candidate for a job opening. As an individual, read the information below and think about whom you would hire in this situation. When all group members are ready, begin your discussion of whom to hire. Be sure to record the conversation. Discuss each candidate’s qualifications fully, coming to a group consensus on whom to hire. Do not vote, unless the time is almost up. You must make a decision by the deadline stated by your instructor. Try not to finish very early, but if you do, wait for the rest of the class to finish before going on to the next procedure.
You are a member of the local school board. The board is making the decision on which candidate to hire for the open position of girls’ high school tennis coach. The following is information on each candidate.
Kishana Jones: Kishana has been a history teacher at a nearby high school for 10 years. She was the tennis coach for one year. It has been five years since she coached the team. Kishana says she stopped coaching because it was too time-consuming with her young daughter, but she misses it and wants to return. Kishana’s performance was rated as 3 on a scale of 1 to 5. She never played competitive tennis, but she says she plays regularly. You guess Kishana is about 35 years old.
Soren Hansen: Soren works as a supervisor on the 11 p.m. to 7 a.m. shift for a local business. He has never coached before. However, Soren was a star player in high school and college. He still plays in local tournaments, and you see his name in the paper now and then. You guess Soren is about 25 years old.
Chelsea Clark: Chelsea has been a basketball coach and a teacher of physical education classes for a nearby high school for the past five years. She has a bachelor’s degree in physical education. Chelsea has never coached tennis, but she did play on the high school team. She says she plays tennis about once a week. You guess Chelsea is about 40 years old.
Lisa Williams: Lisa has been an English teacher at your school for the past two years. She has never coached, but she did take a course in college on how to coach tennis. She is popular with her students. Lisa plays tennis regularly, and you have heard she is a pretty good player. She is an African American. You guess Lisa is about 24 years old.
Hank Chung: Hank has been teaching math at your school for seven years. He was a star player in high school in Japan, and he played tennis for a successful U.S. college team. He still plays for fun regularly. He has never coached or had any type of coaching courses. He applied for the job the last time it was open four years ago but was not selected. You guess Hank is about 30 years of age.
Sally Carson: Sally has taught physical education classes at your school for the past four years. She never played competitive tennis but has a master’s degree in physical education and has had courses regarding how to coach tennis. Sally taught and coached field hockey at a high school for 15 years before moving to your city. You guess she is about 48 years old.
Procedure 2 (1–2 minutes)
As an individual, answer the following questions. Circle the letter of your response.
1. Who spoke more?
a. males b. females c. equal time
2. The one individual with the most influence in the group was:
a. male b. female
3. The one individual with the least influence in the group was:
a. male b. female
4. Overall, who had the most influence on the group?
a. males b. females c. equal influence
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5. Interruptions came more frequently from:
a. males interrupting females b. females interrupting males c. equal interruption from both
6. Of the total discussion time, I spoke for about minutes.
Procedure 3 (2–4 minutes)
Total the group’s answers to the six questions in procedure 2. All members should write the totals next to the ques- tions above.
Procedure 4 (20–30 minutes)
Play back the recorded discussion. As it plays, write down who talks and for how long they talk. If one person in- terrupts another, note it as “male interrupts female,” or vice versa. When the tape finishes, add up the number of minutes each person spoke. Total the male and female times. As a team, answer the six questions in procedure 2 above. Were the answers the same before and after listening to the recorded discussion?
Conclusion: The instructor may lead a class discussion and/or make concluding remarks.
Application (2–4 minutes): What did I learn from this experience? How can I use this knowledge in the future?
Sharing: Volunteers give their answers to the application section.
Source: The idea to develop this exercise came from Susan Morse, University of Massachusetts at Amherst, in
“Gender Differences in Behavior in Small Groups: A Look at the OB Class,” paper presented at the 25th Annual Meeting of the Eastern Academy of Management, May 12, 1988.
Handling Complaints Preparation (Group)
During class you will be given the opportunity to role-play handling a complaint. Select a complaint. It may be one you brought to a supervisor, one that was brought to you, one you heard about, or one you made up. Fill in the information below for the person who will role-play bringing you a complaint to resolve.
Explain the situation and complaint.
List pertinent information about the other party that will help him or her play the role of the complainer (relation- ship with supervisor, knowledge, years of service, background, age, values, and so on).
Review Exhibit 13.4 (complaint model) and think about what you will say and do when you handle this complaint.
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