978-0470639948 Chapter 7 Solution Manual Part 3

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HARASSMENT

oHarassment is defined as an “unwelcome conduct that is based on race, color, religion,

sex (including pregnancy), national origin, age (40 or older), disability or genetic

information” from a supervisor, co-worker, or non-employee, such as a customer or

supplier.

oExamples of offensive conduct include offensive jokes, slurs, name calling, physical

assaults or threats, intimidation, ridicule, insults, offensive objects, pictures, and

interference with work performance.

oHarassment becomes unlawful when the conduct is severe or pervasive enough to create

a work environment that a reasonable person would consider intimidating, hostile, or

abusive.

oA one-time minor isolated incident does not qualify as harassment. Nonetheless, minor

incidents should be brought to an employer’s attention for further investigation to

determine if a pattern is being established.

DATING, SEXUAL HARASSMENT, AND HOSTILE WORK ENVIRONMENT

oOffice romances and dating co-workers are increasingly common with more women in

the workforce and the considerable amount of time employees spend at work.

oDiscourage employees who are dating each other from exhibiting public signs of

affection at work because it damages morale and suggests signs of favoritism.

o Dating is based on mutual consent, sexual harassment is not.

oResearchers report that 26 percent of the respondents had been sexually harassed at work.

oSexual harassment occurs when:

(1) an unwelcomed sexual favor is a quid-pro-quo condition of employment,

promotion, pay increase, continued employment, or desired assignment, or

(2) offensive comments about a person’s gender or physical harassment of a

sexual nature results in a hostile work environment.

oSexual harassment includes unwelcomed sexual comments, jokes, leering, pictures, or

physical touching.

oWhen quid-pro-quo sexual harassment or a hostile environment occurs, the employer

must immediately notify the accused person to stop the offensive behavior.

oThe most common target of sexual harassment is a woman employee in a

male-dominated occupation.

oProvocatively dressed women are particularly prone to being sexually harassed

oMales are also subjected to sexual harassment, which accounts for 16 percent of the

EEOC filings in 2009.

oMost of these cases reflect two types of scenarios.

oOne situation involves males harassed by females in female-dominated

occupations, such as nursing.

oThe other situation involves males harassed as being too feminine by males in

male-dominated occupations, such as construction.

RETALIATION FOR DISCRIMINATION CLAIM

oAll EEO laws carry a stipulation that it is illegal to take retaliatory adverse action against

someone who complains to an employer, manager, or law official about a discrimination

issue.

oTypical forms of retaliation include termination, demotion, promotional denial, increased

surveillance, unjustified negative performance evaluations, and harassment.

oEmployees who speak up for, or testify on behalf of, the alleged victim, or cooperate with

an investigation, are also protected against adverse retaliatory action.

oEven if an employer is found innocent of the original discrimination charge, an employer

can be found guilty if retaliatory action was taken against an employee associated with

the initial claim or subsequent investigation.

DISCUSSION ACTIVITY

The EEOC differentiates between two types of sexual harassment—quid-pro-quo and hostile

environment. In small groups, discuss whether each of the following four scenarios constitutes

sexual harassment. Do they create a “hostile environment” at work? Are there differences of

opinions among, or between, the responses of male and female participants? Other scenarios can

be developed by employees who have been sexually harassed, or have been accused of sexual

harassment.

Scenario One: Mary is Tom’s administrative assistant. Every morning Tom makes flattering

comments about Mary’s appearance.

Scenario Two: Mary is Tom’s administrative assistant. Tom invites Mary out for drinks to a

singles bar after work. Mary claims not to be available. One week later Tom invites Mary out for

drinks after work again.

Scenario Three: Mary is Tom’s administrative assistant. Tom is an affectionate person and gently

touches the arms of both male and female workers while engaged in conversation. Tom gently

touches Mary’s arms two or three times a day during conversations.

Scenario Four: Mary is Tom’s administrative assistant. Tom receives several unsolicited junk

e-mails a day, including those about improving sexual performance. Tom believes one of these

unsolicited sexual performance e-mails is quite humorous, and he forwards the e-mail to Mary.

CHAPTER QUESTION 4: DISCUSS FIVE COMPETITIVE ADVANTAGES OF

DIVERSITY MANAGEMENT.

The United States population continues to diversify, as does the employee and customer base of

organizations. For more than two centuries, Caucasian males dominated the American

workforce. This is no longer the case. In 2008, Caucasian males made up only 39 percent of the

entire civilian labor force. Caucasian females composed 34 percent of the workforce, followed

by all Hispanics (13 percent), African-Americans (10 percent), and Asians (4 percent).

The avoidance of lawsuits and increased government regulation are fear-based incentives

for managing diversity.

Five positive bottom-line reasons why respecting diversity creates a competitive

advantage for organizations are:

1. To attract and retain diverse customers. Customers tend to feel more comfortable

doing business with people who respect them. Customers from diverse social groups

who feel unwelcomed by insensitive salespeople from a different social group will

take their business elsewhere.

2. To attract and retain diverse employees. As an organization’s reputation for

appropriately managing diversity issues increases, so does the diversity of the

organization’s job applicant pool.

3. To achieve cost reductions. Cost reductions associated with diversity management

include fewer employee grievances, absences, turnover, and litigation. Responding to

claims that an employee is being discriminated against requires time and resources to

resolve.

4. To enhance decision-making, problem solving and creativity. Due to different life

experiences, different cultural groups perceive the world in different ways, enhancing

organizational decision-making, problem solving, and creativity. A multicultural

workforce is likely to make more informed decisions regarding their own cultural

groups, and examine an issue from multiple perspectives.

5. To increase stakeholder goodwill. Organizations that are diversity leaders earn

goodwill from the media, government, socially conscious consumers, and job

candidates wanting to contribute to a broad social mission. This translates into free

advertising from the media and consumers, and high-profile government and industry

task forces.

Review BEST PRACTICE IN USE about the Well Fargo Diversity Imperative. Wells

Fargo is one of the nation’s largest financial services corporations. In 2010, its

278,000 employees included 60 percent women and 34 percent minorities. Among

officers and managers, 49 percent were women and 23 percent minorities.

DISCUSSION ACTIVITY

Have students visit the Working Mother website at

http://www.workingmother.com/john-chambers/2009/10/ceo-diversity-leadership-a

ward. Read about and discuss the CEO Diversity Award Leadership winners. What are the

common themes?

CHAPTER QUESTION 5: WHAT ARE SOME OF THE BEST OPERATIONAL

PRACTICES FOR MANAGING DIVERSITY?

In 1998, the EEOC Task Force published examples of the “best” diversity policies, programs,

and practices in the private sector. Integrating these best practices in diversity management

throughout organizational operations can ensure long-term continuous success.

Personnel policies. Provide flexible personnel policies reflecting the needs of diverse

populations. Areas for flexibility include the use of personal days, cafeteria-style

benefits plans, and work schedules.

Performance appraisals. Link bonuses to achieving diversity goals. Include a

performance appraisal scale measuring behaviors that demonstrate respect for diverse

co-workers and customers.

DISCUSSION ACTIVITY

Have students visit the Human Rights Campaign Corporate Equality Index website at

http://www.hrc.org/cei2011/index.html. Also explore the best places to work for lesbians,

gays, bisexual, and transgender people links. What are the common themes?

CHAPTER QUESTION 6: WHAT ARE THE RECOMMENDED TEN-STEPS FOR

IMPLEMENTING A DIVERSITY INITIATIVE?

Creating an organizational culture that respects diversity requires planning and effort. The

following 10-step process describes how to successfully implement diversity initiatives based on

a traditional organizational change model.

1. Present a business case for the diversity initiative. Determine which of the five

competitive advantages of diversity discussed earlier is most important for achieving

2. Create a shared vision statement. Employees implementing the diversity initiative

must be committed to achieving the desired results. Achieve commitment by

3. Respectfully build from the past. A diversity initiative is one step along the continuous

4. Create a sense of urgency. Emphasize the importance of undertaking the change right

5. Empower a change agent. All organizational changes require a point person

6. Gather political support. Success depends on all work units supporting the diversity

initiative. Educate all formal and informal leaders about the importance of the change

initiative. Establish a diversity committee composed of key supporting people to

oversee the initiative.

7. Craft an implementation plan. Gather input from those directly affected by the

changes. Anticipate, and overcome, obstacles by inviting representatives from the

8. Develop enabling processes. Train key participants to manage the change process.

Establish multiple communication channels for input and feedback on the quality and

9. Evaluate the progress. Gather relevant historical data to benchmark and measure

progress toward achieving the stated goals and objectives. Recognize all positive

10. Reinforce the change. Link the accomplishment of diversity objectives to

DISCUSSION ACTIVITY

Have students independently use the 10-steps for implementing a diversity initiative to create a

diversity initiative plan for the School of Business or college. Share the plans in small groups

and reach consensus on a plan that could be given to the Dean or College Diversity Committee

for their feedback.

ADDITIONAL QUESTION 1: WHAT IS THE DIFFERENCE BETWEEN BEING A

MEMBER OF A DOMINANT GROUP AND A SUBORDINATE GROUP?

DOMINANT GROUP AND SUBORDINATE GROUP

Helping employees overcome their biases against diverse people requires training. Review

EXHIBIT 7.3 “Diversity Training Problems and Solutions,” which highlights 7 common

diversity training problems that can arise from within, or between, dominant and subordinate

workplace groups, along with recommended solutions.

DISCUSSION ACTIVITY

Have students review Exhibit 7.5 “Dominant/Subordinate Group Dynamics” and categorize

themselves as belonging to the dominant group or the subordinate group in terms of gender, race,

ethnicity, religion, or some other diversity dimension. Use the exercise topics to examine how

membership in this group impacts interactions with people at school, work, or in the community.

Which topics, if any, are most problematic? How can these problems be rectified?

DISCUSSION ACTIVITY

Have students experience Peggy McIntosh’s “White Privilege” exercise which emphasizes many

subtle aspects of dominant group privilege in American society. The exercise is available at

http://husky1.stmarys.ca/~evanderveen/wvdv/Race_relations/white_privilege.htm.

Have participants line up with their backs to a wall and then slowly read each descriptive

statement. After each statement, participants who answer affirmatively take one step forward.

After all the statements are read, have participants turn to face each other and express their

thoughts and feelings about the results of the exercise. Be sensitive when facilitating the

post-exercise discussion because dominant group members can become defensive or subordinate

group members antagonized when the gap is exposed.

DIVERSITY DISCUSSION GUIDELINES

Initial employee tension and resistance can be defused by a warm-up activity where

participants agree on discussion guidelines.

Discussion guidelines typically include:

oone person speaking at a time without interruption

obeing open and honest

oparticipating fully at one’s own comfort level

Maintaining discussion confidentiality is particularly important.

DISCUSSION ACTIVITY

If none exist, have students independently and jointly create a “Discussion Guidelines” statement

for class discussions. Develop a list of behaviors and rules that lead to constructive class

discussions.

CHAPTER QUESTION 7: DESCRIBE SEVERAL DIVERSITY TRAINING

WORKSHOPS. HOW WOULD YOU ADDRESS THE TYPICAL PROBLEMS

ASSOCIATED WITH DIVERSITY TRAINING?

WORKSHOP OPTIONS

This book section contains several diversity training exercises.

The following diversity training activities have been presented earlier in the teaching

manual as “Discussion Activity” suggestions:

COMMUNICATION STYLE

Communication style is an often overlooked aspect of employee diversity.

Some people tend to get right to the point and typically assume that the people they

communicate with want to get right to the point. If the other person does not, then that

other person is judged to be distracted or wasting time.

different color. Individuals can exhibit all four styles to some extent, but most likely one

or two styles dominate.

Review EXHIBIT 7.8 “Communication Styles” and the four communication styles.

DISCUSSION ACTIVITY

Have students review the four communication styles in Exhibit 7.8 “Communication Styles.”

Step 1: Determine with of the four communication styles represents (a) your own, (b) your

boss/teacher, (c) a peer, and (d) someone you struggle with a lot?

Step 2: Take a poll on each person’s communication style color (how many browns?), and the

communication style color people struggle with the most (how many struggle with brown?).

Step 3: Have all those of the same color (all browns) stand on one side of the room, and all those

who struggle with that color stand on the other side.

Step 4: Have those who struggle with the (brown) color explain what they like about that color’s

communication style and what frustrates them about that style.

Step 5: Have those of that color (browns) explain why the other person’s frustration may be a

misunderstanding and explain the best way to address someone like that color.

Step 6: Repeat same previous two steps for the remaining three colors.

INDIVIDUAL UNIQUENESS AND COMMONALITIES

People want to be treated as individuals, rather than as representatives of a social group.

End this chapter by not only showing how every person is different, but also how

everyone shares some commonalities.

Review EXHIBIT 7.7 “Individual Uniqueness and Commonalities” to help students

understand how each of them is unique, and also how each of them shares some common

traits with members of other diverse groups.

DISCUSSION ACTIVITY

Have students do Exhibit 7.7 “Individual Uniqueness and Commonalities” exercise.

Step 1: Write down 5 experiences, activities, accomplishments, or attributes that make you

unique from others.

Step 2: Share your items with other participants and circle those that are still unique.

Step 3: Have an informal discussion with other participants and find 5 things you have in

common with them.

DIVERSITY TRAINING PROBLEMS

Common problems include:

oTrainer credibility: use co-leaders, one from dominant and subordinate groups

oProblems portrayed too negatively: Praise previous diversity efforts

oDominant group members portrayed too negatively: Recognize good examples

oTraining limited to dominant group: Include everyone

oTraining exercises not relevant: Address real-world situations

oTraining over-emphasizes differences: Highlight commonalities among people

oTraining emphasizes knowledge, not behaviors: Address behavioral issues

Begin the diversity training workshop by discussing the five competitive advantages of

diversity presented earlier. The purpose of diversity training is to improve organizational

performance and profitability.

Provide some national and industry examples of diversity problems and their associated

costs.

Educate employees about the best operational practices, presented earlier in this chapter,

so they can see what leading-edge organizations are doing to manage diversity.

Praise previous diversity efforts the organization and particular managers have

undertaken, and acknowledge the need for continuous improvement.

Design workshops that foster greater personal awareness of diversity issues, and develop

action plans to improve diversity management.