WA-13. Give at least two organizational examples of unethical behavior and the process of justification.
SA- Moral justification—I lied to get competitor information only to help the company. Advantageous comparison
D. Human Relations Guides to Ethical Decisions.
1. A simple stakeholder’s guide: “Am I proud to tell relevant stakeholders my decision?” If you are proud to tell
relevant stakeholders your decision, it is probably ethical. If you are not proud to tell others your decision, or you
keep rationalizing it, the decision may not be ethical.
2. Golden Rule. “Do unto others as you want them to do unto you.” Or “Don’t do anything to anyone that you
would not want them to do to you.”
3. When in doubt consult an ethical person who may not tell you what you want to hear.
4. Four-Way Test. Rotary International developed the four-way test of the things we think and do to guide business
transactions. The four questions are (1) Is it the truth? (2) Is it fair to all concerned? (3) Will it build good will and
better friendship? (4) Will it be beneficial to all concerned? When making your decision, if you can answer yes to
these four questions it is probably ethical.
E. Global Ethics
Ethical standards do vary across cultures, but people globally do tend to use the same justifications for their
unethical behavior.
Self-Assessment Exercise 3-5 Your Personality Profile and Ethics
LEARNING OUTCOMES 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.
After Completing This Chapter You Should Be Able To:
LO 1. Define attitudes and explain how they affect behavior, human relations, and performance.
Attitudes are strong beliefs or feelings toward people, things, and situations. If we have a positive attitude towards a
The supervisor’s attitude and expectations of employees and how they treat them largely determines their
LO 2. Describe how to change your attitudes.
The first thing we must do is be aware of our attitudes, and make a conscious effort to change negative attitudes into
LO 3. List seven job satisfaction determinants.
1. Satisfaction with the work itself, 2. pay and benefits, 3. growth and upward mobility, 4. supervision, 5. coworkers,
LO 4. Determine whether you have a positive self-concept and how it affects your behavior, human relations, and
performance.
Answers will vary from positive to negative self-concepts. Generally, people with positive self-concepts are more
LO 5. Understand how your manager’s and your own expectations affect your performance.
When supervisors and employees believe and act like the employee will be successful, employees usually are high
LO 6. Demonstrate how to develop a more positive self-concept.
General guidelines include: 1. view mistakes as a learning experience, 2. accept failure and bounce back, 3. control
An action planning steps include: 1. identify your strengths and areas that need improvement, 2. set goals and
LO 7. Identify your personal values.
Answer will vary among: professional, financial, family, social, community, spiritual, physical, and intellectual.
LO 8. Compare the three levels of moral development.
At the lowest level or moral development, preconventional, behavior is motivated by self-interest seeking rewards
and avoiding punishment. At the second level, conventional, behavior is motivated by meeting the group’s
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. What is your attitude toward life? Do you agree with the statement, “Life sucks, then you die?”
2. Do more managers have Theory X or Theory Y attitudes today? Be sure to give examples to back up your
3. Do you really believe that you can get better results with people using the Pygmalion effect—being positive and
encouraging, rather than negative and threatening? Be sure to give examples to back up your statements.
4. Do you believe that most organizations really try to provide employees with job satisfaction? Give examples of
what firms do to increase job satisfaction.
5. Is having a positive self-concept really all that important?
6. What is your view of spirituality in the workplace?
7. Do most people behave ethically at work, or do they lie, cheat, and steal?
8. Which method of justifying unethical behavior do you think is the most commonly used justification?
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- Describe your attitude about college in general, and the specific college you are attending.
SA- I have a positive attitude toward a college education because I’ve heard it’s an investment in your future. Men
with a college education make some $250,000 more income in a lifetime than those who don’t go to college.
WA 2- Give two examples of when your attitudes affected your performance. One should be a positive, and the other
a negative affect. Be sure to fully explain how the attitude affected performance.
SA- When I took History with Mr. Smith I couldn’t stand him. Because of my negative attitude I cut class more than
WA 3- Give an example of when you lived up to or down to someone else’s expectations of your performance- the
Pygmalion effect. It could be a parent, teacher, coach, or boss’s expectations. Be specific.
SA- I remember being on the little league baseball team. I got into a slump. I struck out three times in a row. Before
my fourth time at bat my coach called me over. He said something like “Ted, I can feel a hit coming. You’re a strong
WA 4- From Self-Assessment Exercise 3.2 Job Attitudes, what will you do to improve your job attitude? Be specific.
SA- I have problems with numbers 4 and 8, I don’t accept criticism gracefully I tend to make excuses and blame
WA 5- Has job or school satisfaction affected your absenteeism? Explain.
WA 6- Recall a specific job you have or had. Measure yours job satisfaction for the job by rating each of the 6
determinants of job satisfaction using the Minnesota Satisfaction Questionnaire scale from 1-5; then add up the total
points and divide by 6, to get your average, or overall job satisfaction level. Be sure to write down the six
determinants and your rating from 1-5.
SA- Satisfaction with the work itself- 3. Pay- 2. Growth and upward mobility- 2. Supervision- 3. Coworkers- 3.
WA 7- Has job or school satisfaction affected your performance? Explain your answer. For example, do you work as
hard and produce as much for classes or jobs that you are satisfied with, as you do for ones you are dissatisfied with?
WA 8- Describe your self-concept.
SA- When I was young my parents split up. Through grade school I had a negative self-concept and got into trouble.
I didn’t care much for myself and didn’t do well in high school academically. However, I was on the track team and
WA 9- Give an example of when you lived up to or down to your own expectations (self-efficacy leading to
self-fulfilling prophecy).
SA- I’m on the women gymnastics team. Before I perform I can tell how well I will do, and the scores I will receive.
WA 10- Which of the four general guidelines to building a positive self-concept need the least and most work?
Explain your answer.
SA- The easiest for me is to bounce back from failure. I’m not to hung up on being successful. The one that needs
WA 11- What is your attitude toward your personal values total in the eight areas of Self-Assessment Exercise 3-3?
Do you plan to work at changing any of your values? Why or why not?
SA- Overall, I’m happy with it; but I was low in the area of community. When I get out of college I will spend more
WA-12. Give an organizational example of behavior at each of the three levels of moral development.
SA- Level 1, preconventional, lying to look good. Level 2, conventional, taking your time on the job like the rest of
WA-13. Give at least two organizational examples of unethical behavior and the process of justification.
SA- Moral justification—I lied to get competitor information only to help the company. Advantageous comparison
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.
Application Situations
Theory X, Theory Y, AS-3-1
1. A. Theory X. The supervisor is assuming that the employee doesn’t like the job, is this correct?
2. A. Theory X. This is a negative attitude characteristic of Theory X assumptions.
4. B. Theory Y. The supervisor is using lose supervision to get the job done, s/he must have a positive assumptions
5. A. Theory X. The supervisor is using close supervision to get the job done, s/he must have a negative assumptions
Job Attitudes, AS-3.2
6. B. Negative. The person is making excuses by blaming others.
7. A. Positive. The person is encouraging him or herself.
Job Satisfaction, AS-3.3
11. A. Work itself. The person sounds satisfied with the work itself.
12. C. Mobility. A promotion is upward mobility, and the person sounds satisfied with his chance for advancement.
Self-Concept, AS-3.4
16. A. Positive. This is a positive self-efficacy statement.
17. B. Negative. It seems as though the person is not bouncing back after a disappointment.
CASE ANSWERS
Eric Wiseman, Chairman and CEO of North Face
1. What seems to be Mr. Wiseman’s attitude toward North Face’s local communities, its
brands, and its people?
Mr. Wiseman is dedicated to building all of the famous name brands that VFC has
acquired. He is also dedicated to helping his customers to be prepared for the natural
2. Using Theory X and Theory Y, describe Mr. Wiseman’s management attitude.
Mr. Wiseman tends to be Theory X – at least more than we might have expected. VF and
North Face are committed to a safe work environment for their employees. However,
3. What determinants of job satisfaction are addressed by Mr. Wiseman in his description of
the firm?
The seven determinants of job satisfaction are satisfaction with the work itself, pay and
benefits, growth and upward mobility, supervision, coworkers, job security, and attitude
4. Does North Face help develop employees’ self-concept?
North Face does support the employees by tapping into their spirituality of being an
5. How are values illustrated in this case?
Although North Face values being an outdoor enthusiast, they still have some values that
6. North Face is a multinational corporation (MNC). Which level of moral development
and global corporate social responsibility (GCSR) does North Face and VFC seem to be
operating on?
VFC and North Face would currently be at the second level (conventional) by fitting in
and copying the other clothing companies that produce their apparel in sweatshop
7. Watch the following video (https://www.youtube.com/watch?v=gUTCAF1HRU8) of Eric
Wiseman delivering a speech to college graduates. How does Eric use delegation to fix
problems at North Face?
Eric is very selective in what problems he tackles. He doesn’t want to fix the most
Cumulative Questions
8. How does North Face’s vision statement and manifest for growth deal with the issues of
human relations (Chapter 1)?
We believe that North Face focuses on growing their brands. We also believe the
9. Is North Face a learning organization (Chapter 2)?
North Face has continually learned how to acquire and grow brand names. However, we
Case Exercise and Role-Play 1
Preparation: North Face’s success is based on its brand and its people. Assume you are the
CEO. As an individual or group, prepare a 2-to-3 minutes motivational speech reminding
employees of the importance of their attitude and how North Face helps create job satisfaction.
Encourage employees to continue to grow VFC brand sales. Be sure to use the text information
and answers to the case questions when developing your speech.
Role-Play: Individuals (or at least one representative of a group) present their motivational
talk to the class, followed by a question and answer period.
CASE EXERCISE AND ROLE-PLAY 2
Preparation: VFC (North Face) Reported First Quarter 2014 Results;
Revenues up 6.5 percent to $2.8 billion
Outdoor & Action Sports revenues up 14 percent; double-digit growth in every region
Direct-to-consumer revenues up 16 percent; double-digit growth in every region
International revenues up 11 percent; double-digit growth in Europe and Asia Pacific
Gross margin up 130 basis points to 49.4 percent
Earnings per share up 12 percent to $0.67.
2014 revenues now expected to increase to high end of 7 to 8 percent range
2014 earnings per share now expected to grow 13 percent to $3.06 It’s one of those
only-in-America stories that went from two employees to more than 2,700 today.
In-Class Groups: According to the discussion on Giving Praise in the text, giving recognition to
employees motivates them. Divide the class into groups of 4 or 5 students. Each group should
select a leader to play the role of Mr. Wiseman and the rest of the group members employees.
Given how far the company has come, Mr. Wiseman wants to give a rousing motivational speech
to his employees. He has a vision for the company to become number one in its industry in five
years; its 60th anniversary.
Role-Play: Using the different motivational theories presented in the chapter, each group should
craft a 3 minutes speech that will be presented to the class by the group’s leader. As Mr.
Wiseman might put it, “tell a great story.” The instructor or the class as a whole will decide who
made the most compelling speech.
OBJECTIVE CASE 3 ANSWERS
Job Satisfaction
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. Theory X. Jack has assumed that Kathy cannot do the job and will quit. 2. A. Positive. Kathy was excited to get
3. A. Is. It appears that as Kathy’s job satisfaction decreased so did her attendance.
4. D. Supervision. Kathy enjoys the job when Jack leaves her alone, which isn’t very often.
5. B. Is not. Jack is the major cause of her performance level. If he would encourage her, and leave her alone she
6. B. Deterioration. His negative attitude and constant criticism have a deteriorating affect on Kathy’s self-efficacy.
9. B. Job satisfaction. Her attitudes may have changed; most likely her values did not. In any case, job satisfaction,
10. C. Pygmalion effect. Jack’s attitudes and expectations helped to keep her performance level below her potential.
11. Jean should not have placed Kathy under Jack’s supervision the way she did; she set her up to fail. Jean should
have placed Kathy with a supervisor who was supportive of Kathy and willing to help her. If Jack were the only
12. This is a personal opinion. There may be better approaches, but there are no wrong answers. This question could
Role Play. You may have students’ role play the continued discussion between Jean and Kathy. Should Jean try to
talk Kathy into staying on the job? What help can Jean offer Kathy?
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 3.1
Self-Learning
Total time (5-30 minutes)
Select a time and cover as many of the exercises as time permits. Options: A. Set a time (5-10 minutes) and let the
groups select the exercise(s) they wish to discuss during the set time.
B. Same as A. above, but add a sharing (5-10 minutes), conclusion, or application.
C. For 30 minutes do all three Self-Assessment Exercises one at a time with 5 minutes for discussion and 5 minutes
for sharing and conclusion.
ETC.
Skills Assessment of SB 3-1 (No Questions in Test Bank)
There are no question is the test bank because there are no “correct” answers or good measures of self-learning.
However, in the concept section of the test bank, you can test students on their understanding of attitudes and values.
SKILL BUILDING EXERCISE, SB-3.2
Building A More Positive Self-Concept
Total time (0-30 minutes)
You may assign this exercise as homework and spend no class time discussing the plans. Tell students if they will be
expected to share their answers in class, it may affect the plan they present.
It is difficult to predict the time it will take each group to share their plans. Some groups take much longer than
others, but fast groups usually don’t mind talking about non-course subjects while they wait. As with all exercises,
set a time for the total exercise and each part you intend to use. Give the class a set time, say 15 minutes, for
procedure 2 and check to see who is done. If they all finish before the time limit finish the exercise as planned
conclusion and/or application. If they need more time try to give it to them and adjust your planned conclusion,
and/or have them do the application after class.
Conclusion as a conclusion you may want to restate some of the text, or your own, reasons why a positive
self-concept will help students/employees.
Skills Assessment of SB 3-2 (Questions and Answers also in Test Bank)
You can test students on having a plan for improving self-concept. However, it is difficult to assess the quality of the
goals and plan objectively.
Based on SB 3-2, Building a More Positive Self-Concept, for step 1. identify one thing about yourself or behavior
that could be improved to help build a more positive self-concept. For step 2, write a goal for the area of
improvement in step 1. For step 3, write a plan for how you will improve your self-concept through meeting your
goal.
Answer – There is no one correct answer. However, the goal should be written as a positive affirmation.
SKILL BUILDING EXERCISE, SB-3-3
Giving and Accepting Complements
Total Time (10-20 Minutes)
Times need do vary. You can give them a set time for Procedure 1 and 2 and give any conclusions you will too.
Answers to questions: There is no one correct answer to any of the five questions. Overall-
Students should realize that it feels good to receive and give complements, and to watch the temptation to
minimize them. People generally have better human relations with complements than criticizes. They should also
realize that giving complements improves self-concept, and thus, make an effort to give complements to themselves
and others.
Skills Assessment of SB 3-3 (No Questions in Test Bank)
There are no question is the test bank because there are no “correct” answers or good measures of giving
complements. The objective of the exercise is to experience hearing positive things about oneself in order to develop
a more positive self-concept.
SKILL BUILDING EXERCISE, SB-3-4
Ethics and Whistleblowing
Total time (30-50 minutes). Times will vary with the size of your class, the amount of discussion, and if you use
group reports to the entire class.
The expected discussion and time for the exercise will also vary with the experience of the class. Typical
traditional undergraduate students may not spend much time thinking about other unethical behavior they observed
and their answers to the six discussion questions, taking time closer to the lower end of the time range.
You may limit the number of questions you want students to answer.
You may want to focus your discussion on whether or not students/employees should blow the whistle. Are
some unethical behaviors sever enough to warrant whistle blowing and others not? If so, which ones should you
blow the whistle about and which shouldn’t you?
You may want to remind students that they do not have to reveal their ethics score.