978-0470639948 Chapter 7 Solution Manual Part 1

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Chapter 7:

RESPECTING EMPLOYEE DIVERSITY

CHAPTER 7 CHAPTER AND ADDITIONAL QUESTIONS

In studying this chapter, students should consider the questions below.

“CQ1” refers to “Chapter Question 1.” This question appears at the end of the textbook

chapter.

“AQ1” refers to an “Additional Question 1.” This is an “additional” question related to

the chapter. It is not listed at the end of the textbook chapter as a “Chapter Question”.

These items are numbered within the two categories based on the order in which the

answer appears in the chapter.

CQ1: What are the four diversity dimensions?

CQ2: What is the evolution of ethnic and religious diversity in the United States beginning with

Christopher Columbus?

CQ3: Describe several workplace discrimination issues. What laws govern these issues?

CQ4: Discuss five competitive advantages of diversity management.

CQ5: What are some of the best operational practices for managing diversity?

CQ6: What are the recommended ten-steps for implementing a diversity initiative?

AQ1: What is the difference between being a member of a dominant group and a subordinate

group?

CQ7: Describe several diversity training workshops. How would you address the typical

problems associated with diversity training?

CHAPTER 7 LEARNING OBJECTIVES

After completing this chapter, students should be able to:

Describe competitive advantages of diversity

Explain the most common types of workplace discrimination

Adopt best operational practices for managing diversity

Successfully implement a diversity initiative

Facilitate a variety of diversity workshops

CHAPTER 7 OVERVIEW

This chapter provides a brief history of population diversity in the United States. Harmful

discriminatory employment practices and behaviors led to the need for Title VII of the Civil

Rights Act of 1964 and the Equal Employment Opportunity Commission (EEOC). Title VII

defines, and the EEOC monitors, illegal types of workplace discrimination.

There are many competitive advantages of appropriately managing diversity. The chapter

examines the most common types of workplace discrimination and the best operational practices

for enhancing and managing diversity, including a 10-step process for implementing a diversity

initiative. Diversity training problems and solutions are examined, and instructions offered for

conducting a series of diversity training workshops that increase social group self-awareness,

explore specific issues, and help employees manage different communication styles.

CHAPTER 7 LECTURE OUTLINE

Teaching Objective: To increase awareness of diversity issues and offer a range of diversity

training workshops.

Suggested Time: Two to three hours of class time is recommended to present this chapter.

I. Chapter Question 1: What are the four diversity dimensions?

Permanent dimension

Evolving dimension

II. Chapter Question 2: What is the evolution of ethnic and religious diversity in the

United States beginning with Christopher Columbus?

Columbus to 1790

1800s to 2010

Discriminatory employment practices

III. Chapter Question 3: Describe several workplace discrimination issues. What laws

govern these issues?

Self-categorization theory

Workplace discrimination

Gender discrimination

Pay inequality

Pregnancy

IV. Chapter Question 4: Discuss five competitive advantages of diversity management.

V. Chapter Question 5: What are some of the best operational practices for managing

diversity?

VI. Chapter Question 6: What are the recommended ten-steps for implementing a

diversity initiative?

VII. Additional Question 1: What is the difference between being a member of a

dominant group and a subordinate group?

VIII. Chapter Question 7: Describe several diversity training workshops. How would you

address the typical problems associated with diversity training?

Workshop options

Communication style

CHAPTER 7 SUPPORTING MATERIALS

Textbook Inserts

Ethical Dilemma Analysis

What would you do?

Let’s Build a Building

In the Real World: Enron

Exhibits

Exhibit 7.1: Diversity Dimensions

Exhibit 7.2: Tattoo Discrimination

Exhibit 7.3: Diversity Training Problems and Solutions

Exhibit 7.4: Who Are You Exercise

Exhibit 7.5: Dominant/Subordinate Group Dynamics

Exhibit 7.6: Experiences Being Prejudged Exercise

Exhibit 7.7: Individual Uniqueness and Commonalities Exercise

Exhibit 7.8: Communication Styles

Thematic Boxes

Tips and Techniques

Best Practice in Use

CHAPTER QUESTION 1: WHAT ARE THE FOUR DIVERSITY DIMENSIONS?

Diversity is a complex concept. Respecting the diverse aspects of people goes beyond the factors

that fall under the purview of the EEOC.

PERMANENT DIMENSION

EVOLVING DIMENSION

PERSONALITY DIMENSION

As discussed in Chapter 3, personality theorists and researchers have reached a general

The Myers-Briggs Type Indicator (MBTI) is probably the most popular personality

assessment tool used by employers is based on four paired items.

ORGANIZATIONAL DIMENSION

DISCUSSION ACTIVITY

Have students experience the “Who Are You?” exercise in Exhibit 7.4. Examine how the

diversity dimensions impact who they are, and discuss the results in small groups.

1. Describe your permanent dimensions (i.e., race, ethnicity, gender, sexual orientation, and birth

generation).

2. Describe your evolving dimensions (i.e., age, height, weight, religion, education, physical

ability, marital status, income level, and geographic location).

3. Describe your personality dimensions (i.e., Big Five Personality Model or Myers-Briggs Type

Indicators).

4. Describe your organizational dimensions (i.e., hierarchical status, work content, department,

and seniority).

5. Which of these dimensions most strongly define who you are? Why?

CHAPTER QUESTION 2: WHAT IS THE EVOLUTION OF ETHNIC AND RELIGIOUS

DIVERSITY IN THE UNITED STATES BEGINNING WITH CHRISTOPHER

COLUMBUS?

When Christopher Columbus arrived on the shores of the Dominican Republic in 1492 the land

mass eventually named the United States served as home to an estimated 10 million indigenous

people.

COLUMBUS TO 1790

Columbus’ arrival led to a confrontation between social groups. Indigenous people did

not welcome Christopher Columbus with open arms, or vice versa. Differences in race,

ethnicity, religion, and language contributed to mistrust. Trading goods between the two

groups was soon followed by European conquest and enslavement of the indigenous

inhabitants with the aid of more powerful military technology.

1800s TO 2010

Beginning 1830, the federal government welcomed more British, Germans, and French

immigrants to help settle the expanding nation.

They were joined by three-quarters of a million poor Irish fleeing the potato famine

(1845-1849) and looking for employment and better land. Irish immigrants were

discriminated against not only because of their nationality, language, and economic

status, but also their religion: Roman Catholic.

The religious mix became more salient with the arrival of more than two million Jews

fleeing religious persecution in Russia and Europe, followed by Muslim Lebanese and

Syrians.

The annexation of Texas, New Mexico, and Arizona added many Mexicans to the

American ethnic mosaic.

DISCRIMINATORY EMPLOYMENT PRACTICES

For nearly two centuries, from 1776 until 1964, Caucasian males primarily employed and

serviced people from their own national heritage and religious group, a pattern followed

by other racial and ethnic groups.

EMPLOYMENT-AT-WILL DOCTRINE

Businesses operated under the “employment-at-will doctrine” which allowed employers

and employees to end an employment relationship for any reason, or “at will,” so long as

it did not violate contractual agreements or federal, state, and municipal laws.

oThis doctrine was widely accepted during the industrial revolution and legally

codified in an 1884 Tennessee Supreme Court ruling clarifying that an employer

can “discharge or retain employees at will for good cause, for no cause, or even

for cause morally wrong, without being thereby guilty of legal wrong.”

oAs a result, during layoffs, employee dismissals were also often predicated on an

employee’s gender, race, ethnicity, or religious heritage.

Title VII of the Civil Rights Act of 1964 made many of these discriminatory hiring,

promotion, and firing practices illegal.

UNITED STATES RACE/GENDER PRESIDENTIAL LEADERSHIP 2008

The United States has evolved to the point where Barack Obama, an African-American

born to a Caucasian mother and Kenyan father, won the presidency in 2008, a diversity

accomplishment many believed impossible to achieve just a few decades earlier during

the late 1960s race riots.

Obama’s most notable contender for the Democratic Party nomination was a woman,

Hilary Clinton, as was the Republican Party’s Vice President nominee, Sarah Palin, then

the governor of Alaska.

ILLEGAL (UNDOCUMENTED) IMMIGRANTS

A contentious aspect of local, state, and national law is the treatment of undocumented, or

illegal, immigrants.

For the working poor and politically oppressed born in other nations, the United States

has always represented a land of opportunity and freedom.

But when the number of laborers exceeded job availability, anti-immigration sentiments

rose due to the decline in wages.

In 1921, the Emergency Quota Act placed limits on the number of immigrants admitted

into the United States, which often fluctuates due to labor needs.

Ever since then, immigrants have entered the nation illegally to seek employment or unite

with their legally immigrated family members.

In 2008, an estimated 12 million illegal, sometimes referred to as undocumented,

immigrants lived in the United States. Approximately 76 percent of illegal immigrants are

Hispanic, mostly from Mexico and Central America.

Illegal immigrants account for 5.4 percent of the national labor force. They typically

perform low-skilled and low-paid jobs. California, Arizona, and Nevada have the highest

percent of undocumented laborers, whose children and families have overwhelmed some

schools and state and local social services.

Federal law requires aliens who are 14 years old or older and in the United States for

more than 30 days to register with the federal government and maintain registration

documents in their possession at all times.

In 2010, the Arizona legislature passed a more restrictive state law requiring police who

stop aliens for a traffic violation or some other crime to ask for a driver’s license or some

other state ID. Those without proof of legal status on them may be detained and

eventually deported if no legal proof exists.

DISCUSSION ACTIVITY

In 1964 African-Americans had to sit at the back of a bus, could not stay in “white only” hotels,

could not drink from “white only” water fountains, or eat at “white only” restaurants. In the late

1960s, race riots destroyed large sections of major U.S. cities. During these race riots an

African-American boy named Barack Obama was being raised in Hawaii and Indonesia, and

would be elected President in 2008.

Why do you think that within 44 years, the United States went from blacks not being able to

drink from the same water fountain as whites to electing an African-American president? What

changes in organizations and attitudes took place over those years that enabled this dramatic

change to occur? How did this happen?