Organizational Behavior, 16/E Stephen P. Robbins, Timothy A. Judge, solutions manual and test bank

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ISBN-10: 0133507734 • ISBN-13: 9780133507737

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Chapter 2

Diversity in Organizations

Learning Objectives

After studying this chapter, students should be able to:

1. Describe the two major forms of workforce diversity.

2. Recognize stereotypes and understand how they function in organizational settings.

3. Identify the key biographical characteristics and describe how they are relevant to OB.

4. Define intellectual ability and demonstrate its relevance to OB.

5. Contrast intellectual and physical ability.

6. Describe how organizations manage diversity effectively.

Instructor Resources

Instructors may wish to use the following resources when presenting this chapter.

Learning Catalytics Questions: Instructor Directions and Follow-Up

Organizational Behavior Concept	LC Question	Instructor Directions and Follow-Up
Attitudes about diversity and cross-cultural experiences	How comfortable would you be working in another country where you do not know the customs or the language? 1= very comfortable and 5 = not very comfortable	Start the class by introducing this question. Connect students’ orientation to diversity and cross-cultural experiences with a discussion on the changing demographic characteristics on the U.S. workforce. Explore further by asking your class if they think there is a connection with their generation and with their orientation to diversity. Why and why not?
Forms of discrimination	Which form of discrimination have you witnessed as most prevalent in your workplace? Why do you think this is so?	Introduce this topic when you discuss Exhibit 2-1, “Forms of Discrimination.” Explain to students that you would like to mention a few short answers in class to promote reflection on the prevalence of workplace discrimination. You can explain which of these types of discrimination is legal and illegal and which is likely to be covered in a company’s policy.

Text Exercises

· An Ethical Choice: Affirmative Action for Unemployed Veterans

· Myth or Science?: “Bald is Better”

· glOBalization!: Worldwide Talent Search for Women

· Point/Counterpoint: Affirmative Action Should Be Abolished

· Questions for Review

· Experiential Exercise: Feeling Excluded

· Ethical Dilemma: Board Quotas

Text Cases

· Case Incident 1: Levitating IQs

· Case Incident 2: The Treasure Trove of the Aging Workforce

Instructor’s Choice

This section presents an exercise that is NOT found in the student's textbook. Instructor's Choice reinforces the text's emphasis through various activities. Some Instructor's Choice activities are centered on debates, group exercises, Internet research, and student experiences. Some can be used in class in their entirety, while others require some additional work on the student's part. The course instructor may choose to use these at any time throughout the class—some may be more effective as icebreakers, while some may be used to pull together various concepts covered in the chapter.

Web Exercises

At the end of each chapter of this Instructor’s Manual, you will find suggested exercises and ideas for researching OB topics on the Internet. The exercises “Exploring OB Topics on the Web” are set up so that you can simply photocopy the pages, distribute them to your class, and make assignments accordingly. You may want to assign the exercises as an out-of-class activity or as lab activities with your class.

Summary and Implications for Managers

A. This chapter looks at diversity from many perspectives, paying particular attention to three variables—biographical characteristics, ability, and diversity programs.

B. Diversity management must be an ongoing commitment that crosses all levels of the organization.

C. Policies to improve the climate for diversity can be effective, so long as they are designed to acknowledge all employees’ perspectives.

This chapter opens with a vignette describing the case of Ellen Pao and Alphonse ‘Buddy” Fletcher. Both individuals have achieved high levels of academic and professional success and both have engaged in high-profile lawsuits claiming sexual and racial discrimination. If they win, they will set an important precedence against discrimination at the top levels of organizations. If they lose, they risk public embarrassment and financial loss.

Brief Chapter Outline

I. Introduction

A. In this chapter, we look at how organizations work to maximize the potential contributions of a diverse workforce.

B. The chapter also looks at how ethnicity and individual differences in the form of ability affect employee performance and satisfaction.

II. Diversity

A. We are not all the same!

1. Effective diversity management increases an organization’s access to the widest pool of skills, abilities, and ideas.

2. Differences lead to miscommunication, misunderstanding, and conflict.

B. Demographic Characteristics of the U.S. Workforce

1. Predicted change to the U.S. workforce has happened.

2. This permanent shift toward a diverse workforce means organizations need to make diversity management a central component of their policies and practices.

C. Levels of Diversity

1. Demographics mostly reflect surface-level diversity.

2. Secondary diversity factor is deep-level diversity.

D. Discrimination

1. Discrimination is to note a difference between things.

2. Unfair discrimination is assuming stereotypes about groups and refusing to recognize differences.

3. Exhibit 2-1 lists definitions and examples of different types of discrimination.

III. Biographical Characteristics

A. Introduction

1. Biographical characteristics such as age, gender, race, disability, and length of service are some of the most obvious ways employees differ.

2. Start with factors that are readily available in an employee’s personnel file. There is a sizable amount of research on these factors.

B. Age

1. The relationship between age and job performance is likely to be an issue of increasing importance during the next decade for several reasons.

2. Employers hold mixed feelings about older workers.

a. They see a number of positive qualities older workers bring to their jobs, such as experience, judgment, a strong work ethic, and commitment to quality.

b. But older workers are also perceived as lacking flexibility and resisting new technology.

3. What effect does age actually have on turnover, absenteeism, productivity, and satisfaction?

a. The older you get, the less likely you are to quit your job.

4. It’s tempting to assume that age is also inversely related to absenteeism.

a. Most studies do show an inverse relationship, but close examination finds it is partially a function of whether the absence is avoidable or unavoidable.

5. Many believe productivity declines with age.

a. It is often assumed that skills like speed, agility, strength, and coordination decay over time and that prolonged job boredom and lack of intellectual stimulation contribute to reduced productivity.

6. A final concern is the relationship between age and job satisfaction, where the evidence is mixed.

a. A review of more than 800 studies found that older workers tend to be more satisfied with their work, report better relationships with co-workers, and are more committed to their employing organizations.

b. Other studies, however, have found a U-shaped relationship.

7. What are the effects of discrimination against individuals on the basis of age?

a. One large-scale study of over 8,000 employees in 128 companies found that organizational climate favoring age discrimination was associated with lower levels of commitment to the company.

b. This lower commitment was, in turn, related to lower levels of organizational performance.

C. Sex

1. Few issues initiate more debates, misconceptions, and unsupported opinions than whether women perform as well on jobs as men do.

a. The best place to begin to consider this is with the recognition that few, if any, important differences between men and women affect job performance.

b. A recent mega-analysis of job performance studies found that women scored slightly higher than men on performance measures.

2. Sex roles still affect our perceptions.

a. Women who succeed in traditionally male domains are perceived as less likable, more hostile, and less desirable as supervisors

3. Women still earn less money than men for the same positions, even in traditionally female roles.

a. Working mothers also face “maternal wall bias” by employers, which limits their professional opportunities, and both men and women face discrimination for their family caregiving roles.

4. Again, it is worth asking what the implications of sex discrimination are for individuals.

a. Research has shown that workers who experience sexual harassment have higher levels of psychological stress, and these feelings in turn are related to lower levels of organizational commitment and job satisfaction, and higher intentions to turn over.

b. As with age discrimination, the evidence suggests that combating sex discrimination may be associated with better performance for the organization as a whole.

D. Race and Ethnicity

1. Controversial Issue.

2. Seven Categories:

a. American Indian and Alaska Native

b. Asian

c. Black or African American

d. Native Hawaiian and Other Pacific Islander

e. White

f. Some Other Race

g. Two or more races

3. Additional characterizations

a. English Speaker

b. Hispanic

4. Research into effects of race and ethnic diversity

a. Employees tend to favor colleagues of their own race in performance evaluations, promotion decisions, pay raises.

b. African Americans and Hispanics perceive discrimination to be more prevalent in the workplace.

c. African-Americans generally do worse than whites in employment decisions.

d. No statistical difference between Whites and African-Americans in observed absence rates, applied social skills at work, or accident rates.

E. Disability

1. With the Americans with Disabilities Act (ADA) in 1990, individuals with disabilities became an increasing number in the U.S. workforce.

2. A person is disabled who has any physical or mental impairment that substantially limits one or more major life activities.

3. The “reasonable accommodation” is problematic for employers.

4. Strong biases exist against those with mental impairment.

5. Research on workers with disabilities have found:

a. They receive higher performance evaluations.

b. Based on lower performance expectations.

c. They are less likely to be hired.

F. Other Biographical Characteristics: Tenure, Religion, Sexual Orientation and Gender Identity, and Cultural Identity

1. Tenure

a. The issue of the impact of job seniority on job performance has been subject to misconceptions and speculations.

b. Tenure, expressed as work experience, appears to be a good predictor of employee productivity.

2. Religion

a. Although employees are protected by U.S. federal law regarding their religion, it is still an issue in the workplace.

b. Religious discrimination claims have been a growing source of discrimination claims in the United States.

3. Sexual Orientation and Gender Identity

a. Federal law does not protect employees against discrimination based on sexual orientation.

b. Recent developments suggest that we may be on the cusp of change.

c. Many organizations have implemented policies and procedures protecting employees on the basis of sexual orientation.

d. Companies are increasingly putting in place policies to govern how their organizations treat transgender employees.

4. Cultural Identity

a. People choose their cultural identity, and they also choose how closely they observe the norms of that culture.

b. Cultural norms influence the workplace, sometimes resulting in clashes.

c. A company seeking to be sensitive to the cultural identities of its employees should look beyond accommodating its majority groups and instead create as much of an individualized approach to practices and norms as possible.

IV. Ability

A. Ability is an individual’s current capacity to perform various tasks in a job.

B. Intellectual Abilities

1. Intellectual abilities are abilities needed to perform mental activities—thinking, reasoning, and problem solving.

2. Most societies place a high value on intelligence, and for good reason.

3. The seven most frequently cited dimensions making up intellectual abilities are number aptitude, verbal comprehension, perceptual speed, inductive reasoning, deductive reasoning, spatial visualization, and memory. (Exhibit 2-2)

a. If you score high on verbal comprehension, you’re more likely to also score high on spatial visualization.

4. Researchers recognize a general factor of intelligence, general mental ability (GMA).

5. Evidence strongly supports the idea that the structures and measures of intellectual abilities generalize across cultures.

6. Jobs differ in the demands they place on intellectual abilities.

a. The more complex a job in terms of information-processing demands, the more general intelligence and verbal abilities will be necessary to perform successfully.

b. Where employee behavior is highly routine and there are few or no opportunities to exercise discretion, a high IQ is not as important to performing well.

7. Although intelligence is a big help in performing a job well, it doesn’t make people happier or more satisfied with their jobs.

C. Physical Abilities

1. Introduction

a. Though the changing nature of work suggests intellectual abilities are increasingly important for many jobs, physical abilities have been and will remain valuable.

b. Nine basic abilities involved in the performance of physical tasks. (Exhibit 2–3)

2. The Role of Disabilities

a. Importance of ability at work increases difficulty in formulating workplace policies that recognize disabilities.

b. Recognizing that individuals have different abilities that can be taken into account when making hiring decisions is not problematic.

c. It is also possible to make accommodations for disabilities.

V. Implementing Diversity Management Strategies

A. Introduction

1. Having discussed a variety of ways in which people differ, we now look at how a manager can and should manage these differences.

2. Diversity management makes everyone more aware of and sensitive to the needs and differences of others.

B. Attracting, Selecting, Developing, and Retaining Diverse Employees

1. One method of enhancing workforce diversity is to target recruiting messages to specific demographic groups underrepresented in the workforce.

2. The selection process is one of the most important places to apply diversity efforts.

a. Managers who hire need to value fairness and objectivity in selecting employees and focus on the productive potential of new recruits.

3. Similarity in personality appears to affect career advancement.

a. Those whose personality traits are similar to those of their co-workers are more likely to be promoted than those whose personalities are different.

4. Individuals who are demographically different from their co-workers may be more likely to feel low commitment and to turn over, but a positive diversity climate can help.

a. All workers appear to prefer an organization that values diversity.

C. Diversity in Groups

1. Groups are an essential part of organizational settings.

a. If employees feel no cohesion or sense of membership, group attributes are likely to be less.

b. Does diversity help or hurt group performance?

(1) Whether diverse or homogeneous teams are more effective depends on the characteristic of interest.

(2) On the other hand, teams of individuals who are highly intelligent, conscientious, and interested in working in team settings are more effective.

c. In other cases, differences can be a strength.

(1) Groups of individuals with different types of expertise and education are more effective than homogeneous groups.

2. Evidence also shows transformational leaders (who emphasize higher-order goals and values in their leadership style) are more effective in managing diverse teams.

D. Effective Diversity Programs

1. Effective diversity programs have three components:

a. They teach managers about the legal framework for equal employment opportunity and encourage fair treatment of all people regardless of their demographic characteristics.

b. They teach managers how a diverse workforce will be better able to serve a diverse market of customers and clients.

c. They foster personal development practices that bring out the skills and abilities of all workers, acknowledging how differences in perspective can be a valuable way to improve performance for everyone.

2. Much concern about diversity has to do with fair treatment.

3. A major study of the consequences of diversity programs came to what might seem a surprising conclusion.

a. Organizations that provided diversity training were not consistently more likely to have women and minorities in upper management positions than organizations that did not.

b. Experts have long known that one-shot training sessions without strategies to encourage effective diversity management back on the job are not likely to be very effective.

4. Researchers also suggest that diversity experiences are more likely to lead to positive adaptation for all parties if (1) the diversity experience undermines stereotypical attitudes, (2) the perceiver is motivated and able to consider a new perspective on others, (3) the perceiver engages in stereotype suppression and generative thought in response to the diversity experience, and (4) the positive experience of stereotype undermining is repeated frequently.

5. Organizational leaders should examine their workforce to determine whether target groups have been underutilized.

6. If groups of employees are not proportionally represented in top management, managers should look for any hidden barriers to advancement.

7. Communications should focus as much as possible on qualifications and job performance; emphasizing certain groups as needing more assistance could well backfire.

VI. Summary and Implications for Managers

A. This chapter looked at diversity from many perspectives, paying particular attention to three variables—biographical characteristics, ability, and diversity programs.

B. Diversity management must be an ongoing commitment that crosses all levels of the organization.

1. Understand your organization's anti-discrimination policies thoroughly and share them with your employees.

2. Assess and challenge your stereotype beliefs to increase your objectivity.

3. Look beyond readily observable biographical characteristics and consider the individual’s capabilities before making management decisions.

4. Fully evaluate what accommodations a person with disabilities will need and then fine-tune a job to that person’s abilities.

5. Seek to understand and respect the unique biographical characteristics of your employees; a fair but individualistic approach yields the best performance.

Expanded Chapter Outline

I. Introduction

A. In this chapter, we look at how organizations work to maximize the potential contributions of a diverse workforce.

B. We also show how demographic characteristics such as ethnicity and individual differences in the form of ability affect employee performance and satisfaction.

C. The chapter begins with a Self-Assessment quiz that students can access to determine their current attitude toward older people. Note: there are no “ right” answers to the questions and statements in the Self-Assessment. It creates an index number that compares to norms to suggest an attitudinal position of the respondent.

II. Diversity

A. We are not all the same!

1. Effective diversity management increases an organization’s access to the widest pool of skills, abilities, and ideas.

2. Differences lead to miscommunication, misunderstanding, and conflict.

B. Demographic Characteristics of the U.S. Workforce

1. Predicted change to the U.S. workforce has happened.

2. Ethnic groups comprise a larger component of the workforce.

3. Earnings gaps between groups, including gender, have narrowed.

4. Aging workforce is an important concern for U.S. corporations.

C. Levels of Diversity

1. Demographics mostly reflect surface-level diversity.

2. Secondary diversity factor is deep-level diversity.

D. Discrimination

1. Discrimination is to note a difference between things.

2. Unfair discrimination is assuming stereotypes about groups and refusing to recognize differences.

3. Exhibit 2-1 lists definitions and examples of different types of discrimination.

4. Under increasing legal scrutiny and social disapproval, most overt forms have faded, but this may have resulted in an increase in covert forms such as incivility or exclusion.

5. Some forms are difficult to root out because they are unobservable.

6. Whether intentional or not, serious negative consequences may arise for employers.

7. Diversity is a broad term, and workplace diversity can describe any characteristic that makes one person different from another.

III. Biographical Characteristics

A. Introduction

1. Biographical characteristics such as age, race, gender, disability, and length of service are some of the most obvious ways employees differ.

2. Start with factors that are readily available in an employee’s personnel file. There is a sizable amount of research on these factors.

B. Age

1. The relationship between age and job performance is likely to be an issue of increasing importance during the next decade for many reasons.

a. First, the workforce is aging.

b. Another reason is U.S. legislation that, for all intents and purposes, outlaws mandatory retirement.

(1) Most U.S. workers today no longer have to retire at age 70.

2. Employers hold mixed feelings about older workers.

a. They see a number of positive qualities older workers bring to their jobs, such as experience, judgment, a strong work ethic, and commitment to quality.

b. But older workers are also perceived as lacking flexibility and resisting new technology.

c. And when organizations are actively seeking individuals who are adaptable and open to change, the negatives associated with age clearly hinder the initial hiring of older workers and increase the likelihood they will be let go during cutbacks.

3. What effect does age actually have on turnover, absenteeism, productivity, and satisfaction?

a. The older you get, the less likely you are to quit your job.

b. As workers get older, they have fewer alternative job opportunities as their skills have become more specialized to certain types of work.

c. Their long tenure also tends to provide them with higher wage rates, longer paid vacations, and more attractive pension benefits.

4. It’s tempting to assume that age is also inversely related to absenteeism.

a. Most studies do show an inverse relationship, but close examination finds it is partially a function of whether the absence is avoidable or unavoidable.

b. In general, older employees have lower rates of avoidable absence than do younger employees.

c. However, they have equal rates of unavoidable absence, such as sickness absences.

5. Many believe productivity declines with age.

(1) The evidence however, contradicts those assumptions.

(2) Reviews of the research find that age and job task performance are unrelated and that older workers are more likely to engage in citizenship behavior.

6. A final concern is the relationship between age and job satisfaction, where the evidence is mixed.

b. Other studies, however, have found a U-shaped relationship.

(1) Several explanations could clear up these results, the most plausible being that these studies are intermixing professional and nonprofessional employees.

(2) When we separate the two types, satisfaction tends to continually increase among professionals as they age, whereas it falls among nonprofessionals during middle age and then rises again in the later years.

7. What are the effects of discrimination against individuals on the basis of age?

a. One large-scale study of over 8,000 employees in 128 companies found that organizational climate favoring age discrimination was associated with lower levels of commitment to the company.

b. This lower commitment was, in turn, related to lower levels of organizational performance.

c. Such results suggest that combating age discrimination may be associated with higher levels of organizational performance.

C. Sex

1. Few issues initiate more debates, misconceptions, and unsupported opinions than whether women perform as well on jobs as men do.

a. The best place to begin to consider this is with the recognition that few, if any, important differences between men and women affect job performance.

b. A recent meta-analysis of job performance studies found that women scored slightly higher than men on performance measures.

2. Sex roles still affect our perceptions.

a. Women who succeed in traditionally male domains are perceived as less likable, more hostile, and less desirable as supervisors.

b. Research also suggests that women believe sex-based discrimination is more prevalent than do male employees.

c. These beliefs are especially pronounced among women who work with a large proportion of men.

3. Women still earn less money than men for the same positions, even in traditionally female roles.

a. Working mothers also face “maternal wall bias” by employers, which limits their professional opportunities, and both men and women face discrimination for their family caregiving roles.

b. Research has shown that workers who experience the worst form of overt sexual discrimination, sexual harassment, have higher levels of psychological stress, and these feelings in turn are related to lower levels of organizational commitment and job satisfaction, and higher intentions to leave.

c. Research continues to underline that although the reasons for employee turnover are complex, it is detrimental to organizational performance, particularly for intellectual positions, for managerial employees, in the United States, and in medium-sized firms.

D. Race and Ethnicity

1. Race is a controversial issue.

2. Seven broad racial categories:

a. American Indian and Alaska Native

b. Asian

c. Black or African American

d. Native Hawaiian and Other Pacific Islander

e. Some Other Race

f. White

g. Two or More Races

3. Additional characterizations:

a. English speaker

b. Hispanic

4. Research into effects of race and ethnic diversity

a. Employees tend to favor colleagues for their own race in performance evaluations, promotion decisions, pay raises.

b. African-Americans and Hispanics perceive discrimination to be more prevalent in the workplace.

c. African-Americans generally do worse than whites in employment decisions.

d. No statistical difference between whites and African-Americans in observed absence rates, applied social skills at work, or accident rates.

e. Most research shows that members of racial and ethnic minorities report higher levels of discrimination in the workplace.

f. Discrimination leads to increased turnover, which is detrimental to organizational performance.

g. Some research suggests that having a positive climate for diversity overall can lead to increased sales.

E. Disability

1. With the Americans with Disabilities Act (ADA) in 1990, individuals with disabilities became an increasing number in U.S. workforce.

2. It requires reasonable accommodation for disabilities.

3. A person is disabled who has any physical or mental impairment that substantial limits one or more major life activities.

4. So broad in definition that generality to work is very difficult to make.

5. The “reasonable accommodation” is problematic for employers.

6. Strong biases exist against those with mental impairment.

7. Research on workers with disabilities have found:

a. They receive higher performance evaluations.

b. Based on lower performance expectations.

c. They are less likely to be hired.

d. Contrast these selection-oriented results with studies showing that the accomplishments of those with disabilities are often rated as more impressive than the same accomplishments in people without disabilities.

F. Other Biographical Characteristics: Tenure, Religion, Sexual Orientation and Gender Identity, and Cultural Identity

1. Tenure

a. The issue of the impact of job seniority on job performance has been subject to misconceptions and speculations.

(1) Extensive reviews of the seniority-productivity relationship have been conducted.

(2) Tenure is also a potent variable in explaining turnover.

(3) Tenure has consistently been found to be negatively related to turnover and has been suggested as one of the single best predictors of turnover.

(4) The evidence indicates that tenure and satisfaction are positively related.

2. Religion

a. Although employees are protected by U.S. federal law regarding their religion, it is still an issue in the workplace.

(1) Perhaps the greatest religious diversity issue in the United States today revolves around Islam.

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Organizational Behavior, 16e (Robbins/Judge)

Chapter 2 Diversity in Organizations

1) Kimberly Ortiz strongly believes in working for a company which promotes diversity. She believes that such organizations are respectful of differences and allow employees more exposure. She recently attended an interview where she was told that the company follows policies which focus on organizational diversity. However, when she finally joined the company, she had a strong feeling that the company's claim was not true. Which of the following, if true, weakens Kimberly's belief that the company does not encourage diversity?

A) Eighty-five percent of the top management positions in the company are held by men.

B) She is the only African-American member in the entire workforce.

C) The workforce is not dominated by any specific ethnic or racial group.

D) The previous company she worked for made a conscious effort to employ an equal number of men and women.

E) Her team members believe that they are treated equally in spite of differences in performance.

Answer: C

Explanation: C) The fact that the workforce is not dominated by any one ethnic or racial group indicates that the workplace has a mix of all ethnicities and races and does not discriminate. The fact that 85 percent of the top management positions of the company are held by men works against the argument because it shows that the company is biased toward men. In addition, if Kimberly is the only African-American member in the entire workforce, it shows that the company is biased toward other racial groups. Kimberly's previously working for a company which believes in gender equality is irrelevant to this argument. Her team members being treated equally in spite of differences in performance represents unfair discrimination. It works against the argument.

LO: 1

AACSB: Reflective Thinking

Difficulty: Hard

Quest. Category: Critical Thinking

Learning Outcome: Define diversity and describe the effects of diversity in the workforce

2) ________ diversity refers to diversity in observable attributes such as race, ethnicity, sex, and age.

A) Psychographic

B) Additive

C) Surface-level

D) Disjunctive

E) Conjunctive

Answer: C

Explanation: C) Surface-level diversity refers to differences in easily perceived characteristics, such as gender, race, ethnicity, age, and disability, that do not necessarily reflect the ways people think or feel but that may activate certain stereotypes.

LO: 1

AACSB: Multicultural and Diversity

Difficulty: Easy

Quest. Category: Concept

Learning Outcome: Define diversity and describe the effects of diversity in the workforce

3) Which of the following is true with respect to surface-level diversity?

A) It refers to psychographic characteristics of the members of a group.

B) People with surface-level diversity will also share deep-level diversity.

C) It indicates differences of values, emotions and personality traits between people.

D) It refers to differences in easily perceived characteristics, such as gender and race.

E) It represents a person's or group's thought processes and feelings.

Answer: D

Explanation: D) Surface-level diversity refers to differences in easily perceived characteristics, such as gender, race, ethnicity, age, and disability, that do not necessarily reflect the ways people think or feel but that may activate certain stereotypes.

LO: 1

AACSB: Multicultural and Diversity

Difficulty: Easy

Quest. Category: Concept

Learning Outcome: Define diversity and describe the effects of diversity in the workforce

4) Differences in ________ indicate surface-level diversity.

A) personality

B) values

C) style of work

D) ethnicity

E) attitudes

Answer: D

Explanation: D) Surface-level diversity refers to differences in easily perceived characteristics, such as gender, race, ethnicity, age, and disability, that do not necessarily reflect the ways people think or feel but that may activate certain stereotypes.

LO: 1

AACSB: Multicultural and Diversity

Difficulty: Easy

Quest. Category: Concept

Learning Outcome: Define diversity and describe the effects of diversity in the workforce

5) Which of the following most likely indicates surface-level similarity?

A) Tim and Jake are colleagues who take risks and are quick decision makers.

B) The employees at GenSys prefer teamwork over individual assignments.

C) Nina and Chuck are colleagues who share similar views on corporate social responsibility.

D) Jane and Sara grew up in the same town and went to school together.

E) Hannah and Nate are both introspective and tend to be slow to reach decisions.

Answer: D

Explanation: D) Surface-level diversity refers to differences in easily perceived characteristics, such as gender, race, ethnicity, age, and disability, that do not necessarily reflect the ways people think or feel but that may activate certain stereotypes.

LO: 1

AACSB: Multicultural and Diversity

Difficulty: Moderate

Quest. Category: Application

Learning Outcome: Define diversity and describe the effects of diversity in the workforce

6) ________ diversity refers to diversity with respect to attributes that are less easy to observe initially but that can be inferred after more direct experience.

A) Surface-level

B) Additive

C) Demographic

D) Deep-level

E) Conjunctive

Answer: D

Explanation: D) As people get to know one another, they become less concerned about demographic differences if they see themselves as sharing more important characteristics, such as personality and values, that represent deep-level diversity.

LO: 1

AACSB: Multicultural and Diversity

Difficulty: Moderate

Quest. Category: Concept

Learning Outcome: Define diversity and describe the effects of diversity in the workforce

7) Which of the following best represents deep-level similarity?

A) colleagues who both hail from the same neighborhood in Alabama

B) employees who are college graduates with a degree in business management

C) employees who speak Spanish and share similar religious values

D) employees who seek challenges in assignments and like to work collaboratively

E) employees in their mid-thirties with 10 years' work experience in the publishing industry

Answer: D

Explanation: D) Demographics mostly reflect surface-level diversity, not thoughts and feelings, and can lead employees to perceive one another through stereotypes and assumptions. However, evidence has shown that as people get to know one another, they become less concerned about demographic differences if they see themselves as sharing more important characteristics, such as personality and values, that represent deep-level diversity.

LO: 1

AACSB: Multicultural and Diversity

Difficulty: Easy

Quest. Category: Concept

Learning Outcome: Define diversity and describe the effects of diversity in the workforce

8) Malcolm Industries recently hired a large number of workers for the company's new construction factory in Colorado. During the hiring process, the management made a clear effort to recruit physically strong individuals because the work at the factory involves manual labor. The jobs need to be performed by individuals who have the energy and physical stamina to work for long hours. Which of the following surface-level characteristics did the company most likely concentrate on when selecting the new workers?

A) age

B) values

C) beliefs

D) religion

E) personality

Answer: A

Explanation: A) Surface-level diversity refers to differences in easily perceived characteristics, such as gender, race, ethnicity, age, and disability, that do not necessarily reflect the ways people think or feel but that may activate certain stereotypes.

LO: 1, 2

AACSB: Analytic Skills

Difficulty: Moderate

Quest. Category: Application

Learning Outcome: Define diversity and describe the effects of diversity in the workforce

9) A difference in ________ would indicate deep-level diversity.

A) gender

B) age

C) ethnicity

D) disability

E) values

Answer: E

Explanation: E) Deep-level diversity comprises differences in values, personality, and work preferences that become progressively more important for determining similarity as people get to know one another better.

LO: 1

AACSB: Multicultural and Diversity

Difficulty: Easy

Quest. Category: Concept

Learning Outcome: Define diversity and describe the effects of diversity in the workforce

10) ________ differences between people represent deep-level diversity.

A) Race

B) Age

C) Ethnicity

D) Gender

E) Personality

Answer: E

Explanation: E) Deep-level diversity comprises differences in values, personality, and work preferences that become progressively more important for determining similarity as people get to know one another better.

LO: 1

AACSB: Multicultural and Diversity

Difficulty: Easy

Quest. Category: Concept

Learning Outcome: Define diversity and describe the effects of diversity in the workforce

11) The management at Climate Action Development needs to recruit campaign managers for its Renewable Energy Project. They are looking for candidates who are assertive, extroverted, and who can tackle challenges head-on. Which of the following deep-level characteristics should they focus on to best help them recruit the right candidate for the job?

A) race

B) age

C) ethnicity

D) values

E) personality

Answer: E

Explanation: E) Deep-level diversity comprises differences in values, personality, and work preferences that become progressively more important for determining similarity as people get to know one another better.

LO: 1

AACSB: Analytic Skills

Difficulty: Moderate

Quest. Category: Application

Learning Outcome: Define diversity and describe the effects of diversity in the workforce

12) The human resources department of Orbit Bank believes in being unbiased toward all employees and treating them fairly. They believe it is crucial that the company treat all their employees equally. However Susan Daniels, an employee at the bank, recently filed a lawsuit against the company, claiming that she was discriminated against. Which of the following, if true, best justifies Susan's action?

A) The company did not give her preferential treatment even though she was from the host country.

B) She was asked whether she was over eighteen during the first round in the interview process.

C) Her colleagues expressed their dissatisfaction over their pay and severance packages.

D) She had faced a similar situation of discrimination in her previous company.

E) She was given the same incentives as her colleagues in spite of performing better than them.

Answer: E

Explanation: E) Orbit Bank discriminated against Susan by giving her the same incentives as her colleagues even though she performed better than them. If the company gave her preferential treatment because she was from the host country, the company would then be discriminating against the other employees. Asking whether she is over eighteen years of age is a question that interviewers are allowed to ask during the interview process to ensure the candidate is legally allowed to gain employment. Whether Susan faced a similar situation in the previous company is irrelevant to the argument. Susan's colleagues stating their unhappiness about their pay and severance package is not related to Susan filing a lawsuit against the company for discriminating against her.

LO: 2

AACSB: Reflective Thinking

Difficulty: Hard

Quest. Category: Critical Thinking

Learning Outcome: Define diversity and describe the effects of diversity in the workforce

13) In a workplace, ________ involves overt threats or bullying directed at members of specific groups of employees.

A) intimidation

B) risk aversion

C) inequity aversion

D) optimism bias

E) ambiguity aversion

Answer: A

Explanation: A) In a workplace, intimidation involves overt threats or bullying directed at members of specific groups of employees.

LO: 2

AACSB: Ethical Understanding and Reasoning Abilities

Difficulty: Easy

Quest. Category: Concept

Learning Outcome: Define diversity and describe the effects of diversity in the workforce

14) April's colleague Nathan has consistently pestered her to go out on a date with him. Though she has refused his offer several times, he keeps persisting. She found an envelope on her desk from Nathan with inappropriate pictures and cartoons, which left her infuriated. She now intends to go discuss the matter with the human resource department of her company. Which of the following forms of discrimination is April most likely to cite?

A) sexual harassment

B) cyberstalking

C) mobbing

D) exclusion

E) electronic harassment

Answer: A

Explanation: A) Sexual harassment refers to unwanted sexual advances and other verbal or physical conduct of a sexual nature that create a hostile or offensive work environment.

LO: 2

AACSB: Analytic Skills

Difficulty: Moderate

Quest. Category: Application

Learning Outcome: Define diversity and describe the effects of diversity in the workforce

15) Which of the following refers to a kind of discrimination which refers to overt threats or bullying directed at members of specific groups of employees?

A) intimidation

B) impact bias

C) inequity aversion

D) framing effect

E) benefaction

Answer: A

Explanation: A) Intimidation is a kind of discrimination which refers to overt threats or bullying directed at members of specific groups of employees.

LO: 2

AACSB: Ethical Understanding and Reasoning Abilities

Difficulty: Easy

Quest. Category: Concept

Learning Outcome: Define diversity and describe the effects of diversity in the workforce

16) Which of the following is the best example of the use of intimidation?

A) Anya's boss, Kira, sets difficult targets and hints that Anya may lose her job if she doesn't meet them.

B) Jill's manager, Steve, rarely considers her business ideas, but he consistently praises the contributions of Jill's colleague, Emily.

C) Natasha's colleagues often make jokes using cultural or ethnic stereotypes.

D) Although Kathleen had spent a longer time in the organization, her colleague Gary was promoted to a management position.

E) Jane's colleagues recently forgot to invite her to a team lunch, a fact that caused her great distress.

Answer: A

Explanation: A) Intimidation is a kind of discrimination which refers to overt threats or bullying directed at members of specific groups of employees.

LO: 2

AACSB: Analytic Skills

Difficulty: Moderate

Quest. Category: Application

Learning Outcome: Define diversity and describe the effects of diversity in the workforce

17) Hazel Samuels has been working at her company for the past two years and consistently gets yelled at by her manager even when she is not at fault. He often makes derogatory references to her ethnicity. In addition, during team meetings, she is his target for practical jokes and nasty pranks. She is extremely upset and decides not to be subjected to such treatment any longer. Which of the following kinds of discrimination is she most likely to report to the human resource department in such a situation?

A) intimidation

B) sexual harassment

C) hazing

D) mobbing

E) whistle-blowing

Answer: A

Explanation: A) Intimidation is a kind of discrimination which refers to overt threats or bullying directed at members of specific groups of employees.

LO: 2

AACSB: Analytic Skills

Difficulty: Moderate

Quest. Category: Application

Learning Outcome: Define diversity and describe the effects of diversity in the workforce

18) Which of the following is the best example of mockery as a tool of discriminatory treatment in organizations?

A) Rifka's supervisor often stereotypes Rifka because of her ethnic heritage and makes jokes about her ethnicity.

B) Because she is considerably older than the rest of her team, Hannah's colleagues often do not invite her to team lunches or informal team get-togethers.

C) Joan's boss sets impossible targets and reprimands her in front of her colleagues if she fails to complete them on time.

D) Sheena is the only African-American employee in her department and often feels left out of office jokes and gossip.

E) Most of Leanne's co-workers are male and share inappropriate jokes at the office.

Answer: A

Explanation: A) Mockery often refers to jokes or jokes about negative stereotypes.

LO: 2

AACSB: Analytic Skills

Difficulty: Moderate

Quest. Category: Application

Learning Outcome: Define diversity and describe the effects of diversity in the workforce

19) A person who is made fun of because he is an Arab-American is being subjected to ________, a kind of discrimination in work environments.

A) mockery

B) vandalism

C) cyberstalking

D) gaslighting

E) monomania

Answer: A

Explanation: A) Mockery often refers to jokes or jokes about negative stereotypes. For instance, Arab-Americans have been asked at work whether they were carrying bombs or were members of terrorist organizations. This is an example of mockery.

LO: 2

AACSB: Ethical Understanding and Reasoning Abilities

Difficulty: Easy

Quest. Category: Concept

Learning Outcome: Define diversity and describe the effects of diversity in the workforce

20) Stacy Hanes is an African-American woman who has recently taken her first job and does not seem to like the work environment at all. Her colleagues put down her ideas at team meetings and refer to them as "stupid." In addition, they make fun of her race and often ask her if she is educated enough to work for the company. Which of the following kinds of discrimination is Hanes most likely subject to?

A) mockery

B) sexual harassment

C) stalking

D) deception

E) subterfuge

Answer: A

Explanation: A) Jokes or negative stereotypes, which are sometimes the result of jokes taken too far, refer to mockery and insults.

LO: 2

AACSB: Analytic Skills

Difficulty: Moderate

Quest. Category: Application

Learning Outcome: Define diversity and describe the effects of diversity in the workforce

21) ________, which may occur intentionally or unintentionally, refers to keeping certain people in a work place away from job opportunities, social events, discussions, or informal mentoring.

A) Exclusion

B) Mockery

C) Stalking

D) Ragging

E) Bullying

Answer: A

Explanation: A) Exclusion of certain people from job opportunities, social events, discussions, or informal mentoring may occur unintentionally. For instance, many women in finance claim they are assigned to marginal job roles or are given light workloads that do not lead to promotion.

LO: 2

AACSB: Ethical Understanding and Reasoning Abilities

Difficulty: Easy

Quest. Category: Concept

Learning Outcome: Define diversity and describe the effects of diversity in the workforce

22) Jill Ivey has been working as a sales executive at Orbit Bank for the last two years. However, she has noticed that she is often not given an opportunity to attend training programs that her team members attend every quarter. She also is disappointed about the fact that she never gets to handle corporate clients, which provides better chances of a promotion. Which of the following kinds of discrimination is she most likely to have been subjected to?

A) exclusion

B) mockery

C) gaslighting

D) destabilization

E) mobbing

Answer: A

Explanation: A) Exclusion of certain people from job opportunities, social events, discussions, or informal mentoring may occur unintentionally. For instance, many women in finance claim they are assigned to marginal job roles or are given light workloads that do not lead to promotion.

LO: 2

AACSB: Analytic Skills

Difficulty: Moderate

Quest. Category: Application

Learning Outcome: Define diversity and describe the effects of diversity in the workforce

23) Women being assigned marginal job roles that do not lead to promotion is an example of the ________ form of discrimination.

A) hazing

B) gaslighting

C) coercion

D) exclusion

E) battery

Answer: D

Explanation: D) The exclusion of certain people from job opportunities, social events, discussions, or informal mentoring may occur unintentionally. For instance, many women in finance claim they are assigned to marginal job roles or are given light workloads that do not lead to promotion.

LO: 2

AACSB: Ethical Understanding and Reasoning Abilities

Difficulty: Easy

Quest. Category: Concept

Learning Outcome: Define diversity and describe the effects of diversity in the workforce

24) Which of the following is true with respect to workplace discrimination?

A) Discrimination occurs more at lower levels in the organization than higher levels.

B) It may lead to reduced productivity and citizenship behavior.

C) Only intentional discrimination is addressed by diversity management efforts.

D) Forms of discrimination like exclusion are easy to root out.

E) The discriminators are invariably aware of their action toward the victim.

Answer: B

Explanation: B) Discrimination can occur in many ways, and its effects can be just as varied depending on the organizational context and the personal biases of its members. Discrimination can lead to serious negative consequences for employers, including reduced productivity and citizenship behavior, negative conflicts, and increased turnover.

LO: 2

AACSB: Ethical Understanding and Reasoning Abilities

Difficulty: Easy

Quest. Category: Concept

Learning Outcome: Define diversity and describe the effects of diversity in the workforce

25) Which of the following is a biographical characteristic of an employee?

A) length of tenure

B) work preferences

C) personality

D) values

E) beliefs

Answer: A

Explanation: A) Biographical characteristics refer to personal characteristics such as age, gender, race, and length of tenure that are objective and easily obtained from personnel records. These characteristics are representative of surface-level diversity.

LO: 3

Difficulty: Easy

Quest. Category: Concept

Learning Outcome: Define diversity and describe the effects of diversity in the workforce

26) Which of the following is true with respect to biographical characteristics?

A) They are non-objective in nature and cannot be observed.

B) They represent characteristics such as personality and work ethics.

C) They cannot be obtained from personnel records.

D) They are representative of surface-level diversity.

E) They comprise features such as motivation and commitment.

Answer: D

Explanation: D) Biographical characteristics refer to personal characteristics such as age, gender, race, and length of tenure that are objective and easily obtained from personnel records. These characteristics are representative of surface-level diversity.

LO: 3

AACSB: Multicultural and Diversity

Difficulty: Easy

Quest. Category: Concept

Learning Outcome: Define diversity and describe the effects of diversity in the workforce

TestGen® Computerized Test Bank for Organizational Behavior, 16/E

Robbins & Judge

ISBN-10: 0133507742 • ISBN-13: 9780133507744

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Organizational Behavior, 16/E: Stephen P. Robbins, San Diego State University; Timothy A. Judge, University of Notre Dame; ISBN-10: 0133507645 • ISBN-13: 9780133507645; ©2015 • Prentice Hall • Cloth, 744 pp; Published 01/06/2014

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9/12/14

Organizational Behavior, 16/E Stephen P. Robbins, Timothy A. Judge, solutions manual and test bank

Organizational Behavior, 16/E Stephen P. Robbins, Timothy A. Judge, solutions manual and test bank

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