LEARNING OBJECTIVE ANSWERS
NOTE: Below are recommended answers to the learning objectives. The learning objectives with answers also
appear in the test bank so that you can test students on them as short answer/essay questions.
You may also want to limit the number of learning objectives that you expect students to know for the exams.
For example, you could select 2-5 from each chapter that you believe are the most important things that students
should know. Assume you have a total of 10 for an exam. You could tell students to know the answers to all 10
and that you will select 3 of them for the exam.
LO 1. Define prejudice and discrimination, and state common areas of employment discrimination in
organizations.
Prejudice is a pre-judgment of a person or situation based on attitudes. Discrimination is behavior for or against a
Common areas of employment discrimination include: recruitment, selection, compensation, upward mobility,
LO 2. State the major laws protecting minorities and women.
Some of the laws passed to protect people include The Civil Rights Act, EEO, AA, The Equal Pay Act, The Age
LO 3. Identify what employers can and cannot ask job applicants.
To avoid breaking the law, follow two major rules of thumb. 1. Do not ask any question that are not job related.
LO 4. List the groups that are legally protected by the EEOC.
Hispanics, Asians, African Americans, Native Americans, and Alaskan natives. Also protected are women,
LO 5. Explain sexism in organizations and ways to overcome it.
Sexism is discrimination based on sex. To help overcome sexism we should not use sexist language and behavior.
LO 6. List seven areas of global diversity.
Diversity in customs, attitudes toward time, work ethics, pay, laws and politics, ethics, and participative
COMMUNICATION SKILLS
The following critical thinking questions can be used for class discussion and/or as written assignments to
develop communication skills. The questions can also be used for exams.
Note: The questions are based on opinions and personal experiences, so there are no correct answers.
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
more 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?
4. Some companies and jobs have a mandatory retirement age. Should the government pass a law stating a
mandatory retirement age?
5. Do you feel comfortable being around people with disabilities? Should organizations make special efforts to
hire the disabled? Are organizations that hire the disabled just being socially responsible, or are the disabled
productive workers?
6. Do you agree that people who work together can date? How does dating lead to sexual harassment? 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 of one male and female. Do you think this would work? Any
other ideas on how to break the glass ceiling?
8. Some people make this 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, 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. Some people make this statement, with the global economy, people around the world are becoming more and
more alike, so why be concerned about diversity? Do you agree? Should organizations conduct diversity
training?
WORK APPLICATION SAMPLE ANSWERS
You may give these student answers below as part of your lecture before, after, or in place
of getting student answers. You may have students write out their answers and pass them in
to be graded. Another option is to use them on the exams.
All the work application questions appear in the test bank so that you can assess students’
ability to apply the concepts to their work world. However, because student answers will
vary, there are no answers in the test bank.
You may also want to limit the number of work applications that you expect students to pass in for grading
and/or to know for the exams. For example testing, you could select 2-5 from each chapter that you believe are
the most important things that students should be able to apply to their jobs. Assume you have a total of 10 for an
exam. You could tell students to have prepared answers to all 10 and that you will select 3 of them for the exam.
WA 1- Give a situation in which you were discriminated against for any reason.
SA- When I went for an interview for a summer job, the personnel director greeted me with friendly words, but
WA 2- Cite an example of employment discrimination in recruitment, selection, compensation, upward mobility,
or evaluation. Preferably from an organization you work/worked for.
SA- My mother faces upward mobility discrimination at the bank where she works. She could do the job of
branch manager, but they will not promote her. In fact she has had to train four newly hired younger people with
WA 3- Have you, or anyone you know, gone through diversity training? If yes, describe the program.
SA- I did not go through a true diversity training, but my boss talked about the diversity within the department
WA 4- Have you, or was anyone you know of, asked illegal discriminatory questions during the hiring process?
If yes, identify the questions(s).
WA 5- Describe the affirmative action program at an organization. Preferably one you work/worked for.
NOTE: With the present laws, many organizations no longer have affirmative action programs; many have been
replaced with diversity programs.
SA- I don’t know the whole program, but in the city where I live they hired some police officers that were black
WA 6- Have you ever seen any employees under the influence of alcohol or drugs at work? How did substances
affect their ability to work?
SA- When I worked for a manufacture last summer we had this guy who would come back from lunch drunk
WA 7- How do you feel about drug testing by employers? Why do you feel this way?
SA- I think its fine. I don’t do drugs and have nothing to hide. Though it may be inconvenient to take the test it
SA- Organizations should not be allowed to test for drugs unless a person is on the job and is suspected of being
WA 8- How would you feel about working with a person with AIDS? Why?
SA- I’d be afraid to catch it and would seriously consider changing jobs rather than take a chance of catching it.
WA 9- Have you or anyone you know been sexually harassed? If yes describe the situations in acceptable
language to everyone.
SA- Yes, my girlfriend is a secretary and her boss kept asking her out and suggested having sex. One day he
WA 10. How do you feel about groups being legally protected against discrimination?
SA- I think it is a good idea to protect these groups, otherwise they will get be given a fair chance to get ahead.
WA 11- What are your views on dating coworkers? Have you, or will you, date coworkers in the future?
SA- I don’t think dating someone you have to work directly with is a good idea. If they are in another
WA 12- How do you feel about having a women boss? Why?
WA 13- Have you experienced any cultural differences in human relations with minorities? If yes explain?
SA- Where I went to high school there were only a few blacks, and I didn’t know them personally. At college I
play on the basketball team and we have black players. I find that they talk and act different than I do. I have
WA 14- Identify a complaint you brought to a supervisor. If you never filed a complaint, interview someone who
has. Describe the complaint and identify the steps the supervisor did and/or did not follow in the complaint
model.
SA- I was being scheduled unfair working hours, so I complained to my boss. Step 1. he did listen to my
APPLICATION SITUATION ANSWERS
NOTE: There are multiple choice test questions in the test bank that are similar to the AS
in the text to assess application ability.
Prejudice or Discrimination, AS-13.1
1. B. Discrimination. One person was selected.
2. A. Prejudice. This is a sexist prejudiced statement.
Legal Questions? AS-13.2
6. A. Legal. You may ask this question, but proof should not be required until after the person is hired.
7. B. Illegal. It violates language and national origin regulations.
Sexual Harassment, AS-13.3
11. B. Not sexual harassment. This behavior is not violating any of the three conditions of the EEOC. However, if a person
14. A. Sexual harassment. This is a violation of EEOC guideline three, this kind of repeated talk is considered intimidating,
15. B. Not sexual harassment. Touching someone’s shoulder is not a violation of EEOC guidelines. However, if a person
Women, AS-13.4
16. B. myth. Men and women are equally capable at managing. Men have simply had more opportunity.
17. A. Fact. As stated in the text, women work out of necessity.
CASE ANSWERS
Google’s Lack of Diversity
1. Did Google establish structures and systems to ensure that it leverages its diversity as part of the
business strategy?
No. Although Google has implemented many great strategies, they did not use a quality diversity
Another part of the problem is that fact that high tech jobs tend to attract white males. Therefore,
2. How does Google propose to overcome possible prejudices and discrimination within the rm?
Google promises to be more conscious about their previously unconscious behavior toward valuing
3. What actions would you recommend that Google take relative to the negative publicity and
statements about reported by PBS News Hour and NPR?
Google should par cipate in the shows to help spread the word they do plan on inves ng in diversity
4. Do you believe Google intentionally was biased and discriminated against women and minorities?
Answers will vary, but again, part of the problem is that fact that high tech jobs tend to attract well
Cumulative Questions
1. How do perception, a+tudes, values, and ethics (Chapter 3) help us to understand the
dynamics within the case?
People perceive Google as one of the key new technology companies in the world. As such they
2. Should Google use a team approach (Chapter 11) for solving their problem with diversity?
Yes. True improvement in the area of valuing diversity will come from various areas of the company:
3. How might Google’s organizational culture (Chapter 12) have led to their problem with
diversity?
As a company, Google has experienced tremendous growth. The organiza onal structure would
OBJECTIVE CASE 13 ANSWERS
Lilly’s Promotion
NOTE: There are no cases in the test bank. However, there are multiple choice test
questions in the test bank that are similar to case questions 1-10 to assess application
ability.
1. A. True. The managers were “for” Lilly because she is a black woman.
5. A. True. Lilly was selected because she was both black and female.
8. B. False. Blacks are a minority, but they are traditional Americans in the sense that, for the most part, they lost their
9. A. True. It conducts the largest part of its business outside the USA
10. A. AA. She was selected primarily because she is a qualified black woman.
11. and 12. There are no correct answers to these questions. They are very opinionated, and can get students
Role Play. Assume Lilly takes the job and has a staff meeting with her new employees. During the meeting one of the
employees say’s “we heard you got the promotion because you are a black woman, is this true?” As Lilly, have students role
play what they would do and say? Would the response help or hurt human relations within the department?
VIDEOS
Hot Seat Videos and Behavior Model Videos are available to be used with this chapter. See separate Instructor
Resources Guide for each type of video.
SKILL BUILDING EXERCISE, SB-13.1
Sexism
Total time (10-30 minutes)
Select a time limit and option with a specific time for each part of the exercise you plan to include.
Skills Assessment of SB 13-1 (No questions in the Test Bank)
The objective of this exercise is to raise the level of consciousness of sexism, rather than develop a specific skill. Thus,
there are no skills questions in the test bank. However, there are questions in the concept section that test understanding
of sexism.
SKILL BUILDING EXERCISE, SB-13.2
Male and Female Small Group Behavior
NOTE: Some of the class members will need to bring recorders (many cell phones will do so) to class to record their
small group discussion. The class will need one recorder for each group of 5 to 6 students.
Total time (45-60 minutes)
Recommended approximate time for a 50 minute period
8:00 Procedure 1 20 minutes*
8:20 ” 2 2
8:22 ” 3 3
8:25 ” 4 22
8:47 Conclusion 3
8:50
If class time remains, have students do the application section in class, if not have them do it after class.
*To keep this exercise to 50 minutes try to keep the set up time to less than 5 minutes. Try to have a full 15 minutes of tape
recorded discussion. If you have longer than 50 minutes you may want to try to have a longer discussion time. Susan Morse
uses “Values and Group Decision Making: The City Council” exercise which takes about 30 minutes. (Sorry she didn’t state
the source)
Conclusion. During Susan Morse’s classes, other research supports her finding, she has consistently had students say that
speaking time, influence, and interruptions are equal between males and females. However, after analyzing the tape
recorded discussion, in reality the males speak more than females, have more influence, and interrupt the females more. If
you have time, or during the next class, you may want to discuss why there is a perceived equality that does not exist. Why
do the males dominate? Why don’t the females realize they are being dominated? Why aren’t the females more assertive?
Skills Assessment of SB 13-2 (No questions in the Test Bank)
The objective of this exercise is to raise the level of consciousness of the differences in gender behavior, rather than
develop a specific skill. Thus, there are no skills questions in the test bank.
SKILL BUILDING EXERCISE, SB-13.3
Handling Complaints
Total time (30-50 minutes)
To keep this exercise to 30 minutes use groups of two rather that three. The complainer can also be the observer.
Recommended approximate time for a 50-minute period.
8:00 Procedure 1 3 minutes
8:03 ” 2 13 “
8:16 ” 3 13 “
8:29 ” 4 13 “
8:42 Application 3
8:45 Conclusion and/or sharing 5
8:50
My classes usually finish in about 40 minutes. This gives me time to show the video with a brief discussion (total 10
minutes) before doing the exercise.
Skills Assessment of SB 13-3 (Questions and Answers also in Test Bank)
It is difficult to have student’s role play all 4 steps of the model on a paper and pencil test. However, they can be given
a complaint and asked to list the 4 steps and what they would say for Steps 1-3. Steps 4 may be based on the
complainers recommended solution, and take place at a separate meeting. So, the test complaint is based on the first
meeting only. With the approach you can grade if they listed all four steps correctly and how well they responded in
each of the first three steps.
You need to make it very clear exactly what students are to do for the exam. Reading the exam instructions following
the situation is very helpful. I’d tell students that on the exam they will be given a complaint. Use an example from
the class to illustrate what they should expect on the exam. Students should write Step 1 of the model (listen to the
complaint and paraphrase it), then write their paraphrase of the complaint. Students should not write out the
employee’s response and theirs to the employee for any step because you don’t know what the employee will say.
Write Step 2 (have the complainer recommend a solution), then write their statement to get the recommendation.
Write Step 3 (schedule time to get all the facts and/or make a decision), then write their statement of the follow-up
meeting. Write Step 4 (develop and implement a plan and follow up), but write nothing after the step because the
discussion would take place at a later meeting. See example test questions below to better understand the testing
procedure.
1. Complaint. You are a manager in a supermarket frozen foods department. Every two weeks the frozen foods cases
must be cleaned. This requires taking all the food out and washing the cases. You have three employees. However,
since Chris does the best job, you usually select Chris to clean the cases. Chris has come to you and said, “Why do I
get stuck doing the dirty work of cleaning the cases almost every two weeks. It’s not fair for me to have to clean the
cases more often then the other two employees. This is not an equitable situation, so I’m complaining of unfair
treatment.”
Instructions: Write Step 1 of the complaint model, followed by what you would say to Chris during Step 1 of
handling the complaint model. Do not write Chris’s response and yours to Chris for any step. Write Step 2 of the
model, followed by what you would say to Chris during Step 2. Write Step 3 of the model, followed by what you
would say to Chris during Step 3. Write Step 4 of the model; do not write anything because the discussion would take
place at a later meeting.
Answer –
1. Listen to the complaint and paraphrase it.
2. Have the complainer recommend a solution.
3. Schedule time to get all the facts and/or make a decision.
4. Develop and implement a plan and follow up.
2. Complaint. You are a manager in a retail store. The company policy is that employees should not work for longer
than three hours without a 10-minute break or a 30-minute meal period. Employees are not to take breaks until told to
do so by you as their boss. Lately it’s been very busy and you have not been giving employees their breaks. Chris has
come to you and said, “Why do I get stuck working for such long hours without a break? It’s not fair. Yesterday I
worked for five hours without a break. This is not an equitable situation, so I’m complaining of unfair treatment.”
Instructions: Write Step 1 of the complaint model, followed by what you would say to Chris during Step 1 of
handling the complaint model. Do not write Chris’s response and yours to Chris for any step. Write Step 2 of the
model, followed by what you would say to Chris during Step 2. Write Step 3 of the model, followed by what you
would say to Chris during Step 3. Write Step 4 of the model; do not write anything because the discussion would take
place at a later meeting.
Answer –
1. Listen to the complaint and paraphrase it.
2. Have the complainer recommend a solution.
3. Schedule time to get all the facts and/or make a decision.
4. Develop and implement a plan and follow up.
3. Complaint. You are a clergy person, manager, for a religious organization. You have four part-time employees who
answer the door and phone and who does odd jobs in-between for many of the hours every day. Employees are paid
minimum wage. The minimum wage has increased. The increase cost is not in the budget, so you decided that you
would cut back the number of hours employees work. You will actually save a little money this way. Chris has come
to you and said, “Why do I get stuck losing more hours than the other three workers? I’m as good or better than any
of the other workers, so why did I lose the most hours? It’s not fair. This is not an equitable situation, so I’m
complaining of unfair treatment.”
Instructions: Write Step 1 of the complaint model, followed by what you would say to Chris during Step 1 of
handling the complaint model. Do not write Chris’s response and yours to Chris for any step. Write Step 2 of the
model, followed by what you would say to Chris during Step 2. Write Step 3 of the model, followed by what you
would say to Chris during Step 3. Write Step 4 of the model; do not write anything because the discussion would take
place at a later meeting.
Answer –
1. Listen to the complaint and paraphrase it.
2. Have the complainer recommend a solution.
3. Schedule time to get all the facts and/or make a decision.
4. Develop and implement a plan and follow up.
Grading: You can assign any number of points to a complaint model question. I break the points in half for writing the
Do feel free to make up your own complaint examples and/or to get ideas from present classes to use for future
classes.
SKILL BUILDING EXERCISE, SB-13.4
Periodical Articles
Total time (0-50 minutes)
Times will vary with option and class size. You may just have students read an article and do the preparation or have
students make class presentations.
NOTE: If you don’t plan to cover the Appendix, you may want to complete Skill Builder A-2 Course Learning, to get
students to reflect on the most important things they learned, or skills developed, through the course.