1

Chapter 05 – Managing Diverse Employees in a Multi-cultural Environment

Contemporary Management 9th Edition

Jones ISBN 0077718372
9780077718374
Download solution manual at:
https://testbankpack.com/p/solution-manual-for-
contemporary-management-9th-edition-jones-isbn-
0077718372-9780077718374/

Download full test bank at :

https://testbankpack.com/p/test-bank-for-contemporary-
management-9th-edition-jones-isbn-0077718372-
9780077718374/

Chapter 5

Managing Diverse Employees in a Multi-cultural

Environment

CHAPTER CONTENTS

Learning Objectives 5-2

Key Definitions/Terms 5-2
Chapter Overview 5-3

© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
 2
Chapter 05 – Managing Diverse Employees in a Multi-cultural Environment

Lecture Outline 5-4

Lecture Enhancers 5-29
Management in Action 5-32
Building Management Skills 5-35
Managing Ethically 5-32
Small Group Breakout Exercise 5-37
Exploring the World Wide Web 5-38
Be the Manager 5-39
Bloomberg Case in the News 5-39
Supplemental Features 5-41
Manager’s Hot Seat 5-43
Instructor PowerPoint Slides 5-44

LEARNING OBJECTIVES

LO5-1. Discuss the increasing diversity of the workforce and the organizational environment.

LO5-2. Explain the central role that managers play in the effective management of diversity.

LO5-3. Explain why the effective management of diversity is both an ethical and a business
imperative.

LO5-4. Discuss how perception and the use of schemas can result in unfair treatment.

LO5-5. List the steps managers can take to effectively manage diversity.

LO5-6. Identify the two major forms of sexual harassment and how they can be eliminated.

KEY DEFINITIONS/TERMS

Bias: The systematic tendency to use information about others in ways that result in inaccurate

© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
 3
Chapter 05 – Managing Diverse Employees in a Multi-cultural Environment

perceptions.
Distributive justice: A moral principle calling for fair distribution of pay, promotions, and other
organizational resources to be based on meaningful contributions that individuals have made and
not personal characteristics over which they have no control.
Diversity: Dissimilarities—differences—among people due to age, gender, race, ethnicity,
religion, sexual orientation, socioeconomic background, education, experience, physical
experiences, capabilities/disabilities, and any other characteristic that is used to distinguish
between people.
Gender schemas: Preconceived beliefs or ideas about the nature of men and women, their traits,
attitudes, behaviors, and preferences.
Glass ceiling: A metaphor alluding to the invisible barriers that prevent minorities and women
from being promoted to top corporate positions.
Hostile work environment sexual harassment: Telling lewd jokes, displaying pornography,
making sexually oriented remarks about someone’s personal appearance, and other sex-related
actions that make the work environment unpleasant.
Mentoring: A process by which an experienced member of an organization (the mentor)
provides advice and guidance to a less experienced member (the protégé) and helps the less
experienced member learn how to advance in the organization and in his or her career.
Overt discrimination: Knowingly and willingly denying diverse individuals access to
opportunities and outcomes in an organization.
Perception: The process through which people select, organize, and interpret what they see,
hear, touch, smell, and taste to give meaning and order to the world around them.
Procedural justice: A moral principle calling for the use of fair procedures to determine how to
distribute outcomes to organizational members.
Quid pro quo sexual harassment: Asking for or forcing an employee to perform sexual favors
in exchange for receiving some reward or avoiding negative consequences.
Schema: An abstract knowledge structure that is stored in memory and makes possible the
interpretation and organization of information about a person, event, or situation.
Stereotype: Simplistic and often inaccurate beliefs about the typical characteristics of particular
groups of people.

CHAPTER OVERVIEW

The effective management of diversity means much more than hiring employees from diverse
backgrounds. It also includes learning to appreciate and respond appropriately to the needs,
attitudes, beliefs, and values that diverse people bring to an organization. Correcting
misconceptions about why and how various employee groups differ and finding the most
effective way to utilize the skills and talents of diverse employees are also part of the manager’s
responsibility.

© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
 4
Chapter 05 – Managing Diverse Employees in a Multi-cultural Environment

This chapter explores the increasing diversity in today’s environment and how it can be
proactively managed within the organization. It also explores why sometimes well-intentioned
managers inadvertently treat one group of employees differently from another and the actions
managers can take to ensure that diversity within the organization is respected.

LECTURE OUTLINE

NOTE ABOUT INSTRUCTOR

POWERPOINT SLIDES

The Instructor PowerPoint Slides include

most Student PowerPoint slides, along with
additional material that can be used to
expand the lecture. Images of the Instructor
PowerPoint slides can be found at the end of BASIC POWERPOINT SLIDE 1
this chapter on page 5-44. (INSTRUCTOR’S POWERPOINT SLIDE
1)
Managing Diverse Employees in a
Multicultural Environment

A Manager’s Challenge (Pages 127-129 of text)

PricewaterhouseCoopers Effectively Manages Diversity in Multiple Ways

© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
 5
Chapter 05 – Managing Diverse Employees in a Multi-cultural Environment

Effectively managing diversity is more than just ensuring that diverse members of organizations
are treated fairly. When diversity is effectively managed, organizations can benefit from the
diverse perspectives, points of view, experiences, and knowledge bases of their diverse members
to produce better goods and services and be responsive to their increasingly diverse customer
bases. Both organizationwide initiatives and the steps that each individual manager takes to
effectively manage diversity have the potential for substantial payoffs in terms of both improved
organizational effectiveness and maintaining a satisfied, committed, and motivated workforce.

Consider the steps that PricewaterhouseCoopers (PwC), one of the largest private companies in
the United States, has taken to effectively manage diversity. At PwC, multiple dimensions of
diversity are valued and effectively managed including ethnicity, gender, race, sexual
orientation, religion, physical ability, and generation. A key focus of PwC’s diversity initiatives
is providing and maintaining an inclusive environment whereby diverse individuals not only feel
welcome and supported but also have the opportunity to succeed and thrive. Thus initiatives
focus on ensuring that PwC has a good pipeline for hiring diverse employees and that these
employees can make valuable contributions and achieve early success in their careers with PwC.
Providing ongoing opportunities for development and advancement is also key, along with
having a diverse leadership base.
Recognizing that many employees, at some point in their careers and lives, need or want
flexibility to balance professional demands with their personal lives, PwC has a variety of
flexible work arrangements that employees can take advantage of. PwC also helps employees
determine which type of flexible work arrangement might best meet their professional and
personal needs. This is just a sampling of the many diversity-related endeavors PwC has
undertaken and continues to pursue. These examples effectively highlight why PwC was voted
#2 in DiversityInc.’s rankings. PwC continues to strive to effectively manage diversity in
multiple ways for the good of its employees, its clients, the firm itself, and other stakeholders.

I. THE INCREASING DIVERSITY OF THE LO5-1: Discuss the increasing diversity

WORKFORCE AND THE ENVIRONMENT of the workforce and the organizational
environment.
• Diversity refers to the dissimilarities—differences—
among people due to age, gender, race, ethnicity,
religion, sexual orientation, socioeconomic
background, education, experience, physical
appearance, capabilities/disabilities, and any other
characteristic that is used to distinguish between people
(Figure 5.1).
• Diversity raises important ethical issues and social
responsibility issues. It is a critical issue for

© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
 6
Chapter 05 – Managing Diverse Employees in a Multi-cultural Environment

organizations because of the following reasons:

o There is a strong ethical imperative in many STUDENT POWERPOINT SLIDE 3
societies that diverse people must receive equal (INSTRUCTOR’S POWERPOINT
opportunities and be treated fairly and justly. SLIDE 3)
Unfair treatment is also illegal. Diversity
o Effectively managing diversity can improve
organizational effectiveness.
o There is substantial evidence that diverse
individuals continue to experience unfair treatment
in the workplace as a result of biases, stereotypes,
and overt discrimination.
• The term glass ceiling is a metaphor that alludes to the
invisible barriers that prevent minorities and women
from being promoted to top corporate positions.
o The federal Glass Ceiling Commission Report STUDENT POWERPOINT SLIDE 4
indicated that African Americans have the hardest (INSTRUCTOR’S POWERPOINT
time being promoted and climbing the corporate SLIDE 4)
ladder, that Asians are often stereotyped into Sources of Diversity in the Workplace:
technical jobs, and that Hispanics are assumed to Figure 5.1
be less educated than other minority groups.

A. Age

• According to data from the U.S. Census Bureau

and the CIA’s World Fact Book, the median age of
a person in the United States is the highest it has
ever been, 36.9 years.
o By 2030 it is projected that close to 20% of the
population will be 65 or over.
• The Age Discrimination in Employment Act of
1967 prohibits age discrimination.
• Table 5.1 summarizes the major equal employment
opportunity legislation that prohibits discrimination
among diverse groups.
• The aging of the population suggests managers
need to be vigilant to ensure that employees are not STUDENT POWERPOINT SLIDE 6
discriminated against because of age. (INSTRUCTOR’S POWERPOINT
o Moreover, managers need to ensure that the SLIDE 7)
policies and procedures they have in place Major EEO Laws: Table 5.1

© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
 7
Chapter 05 – Managing Diverse Employees in a Multi-cultural Environment

treat all workers fairly, regardless of their

ages.

B. Gender

• Women and men are almost equally represented in

the U.S. workforce, yet women’s median weekly
earnings are estimated to be $706, as compared to
$860 for men.
o Thus the gender pay gap appears to be as alive
and well as the glass ceiling.
• According to the nonprofit organization Catalyst,
which studies women in business, while women
compose about 51.5% of the employees in
managerial and professional positions, only around
14.6% of executive officers in the 500 largest U.S.
companies are women, and only 8.1% of the top
earner executive officers are women.
• Research conducted by consulting firms suggests
that female executives outperform their male
colleagues in skills such as motivating others,
promoting good communication, turning out high-
quality work, and being a good listener.

C. Race and Ethnicity

• The U.S. Census Bureau distinguished between the

following races in the 2010 Census: American
Indian or Alaska Native, Asian Indian, Black,
African American, or Negro, Chinese, Filipino,
Japanese, Korean, Vietnamese, Other Asian,
Native Hawaiian, Guamanian or Chamorro,
Samoan, Other Pacific Islander, White, and other
races.
• Although ethnicity refers to grouping of people
based on a shared characteristic such as national (INSTRUCTOR’S POWERPOINT
origin, language, or culture, the U.S. Census SLIDE 9)
Bureau treats ethnicity in terms of whether a Race and Ethnicity
person is Hispanic, Latino, or of Spanish origin or

© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
 8
Chapter 05 – Managing Diverse Employees in a Multi-cultural Environment

not.
• The racial and ethnic diversity of the U.S.
population is increasing at an exponential rate, as is
the composition of the workforce.
o According to the U.S. Census Bureau,
approximately one of every three U.S.
residents belongs to a minority group.
o According to projections released by the U.S.
Census Bureau, in 2050, the U.S. population is
projected to be 54% minority.
• The increasing racial and ethnic diversity of the
workforce and the population as a whole
underscores the importance of effectively
managing diversity.
• At a general level, managers and organizations are
increasingly being reminded that stakeholders in
the environment are diverse and expect
organizational decisions and actions to reflect this
diversity.

D. Religion

• Title VII of the Civil Rights Act prohibits

discrimination based on religion (as well as based
on race/ethnicity, country of origin, and sex; Table
5.1).
• In 1997, the federal government issued “The White
House Guidelines on Religious Exercise and
Expression in the Federal Workplace.”
o These guidelines, while technically applicable
only in federal offices, also are frequently
relied on by large corporations.
o The guidelines require that employers make
reasonable accommodations for religious
practices, such as observances of holidays, as
long as doing so does not entail major costs or
hardships.
• A key issue for managers when it comes to
religious diversity is recognizing and being aware

© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
 9
Chapter 05 – Managing Diverse Employees in a Multi-cultural Environment

of different religions and their beliefs, with

particular attention being paid to when religious
holidays fall.
o For example, critical meetings should not be
scheduled during a holy day for members of a
certain faith, and managers should be flexible
in allowing people to have time off for
religious observances.

E. Capabilities/Disabilities

• The Americans with Disabilities Act (ADA) of

1990 prohibits discrimination against persons with
disabilities and also requires that employers make
reasonable accommodations to enable these people
to effectively perform their jobs.
• A key challenge for managers is to promote an
environment in which employees needing
accommodations feel comfortable disclosing their
need and, at the same time, to ensure that the
accommodations not only enable those with
disabilities to effectively perform their jobs but
also are perceived to be fair by those not disabled.
• In addressing this challenge, often managers must
educate both themselves and their employees about
the disabilities, as well as the real capabilities, of
those who are disabled.
• The ADA also protects employees with acquired
immune deficiency syndrome (AIDS) from being
discriminated against in the workplace.
o AIDS awareness training can help people
overcome their fears and also give managers a
tool to prevent illegal discrimination against
HIV-infected employees.
o Managers have an obligation to educate
employees about HIV and AIDS, dispel myths
and the stigma of AIDS, and ensure that HIV-
related discrimination is not occurring in the
workplace.

© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
 10
Chapter 05 – Managing Diverse Employees in a Multi-cultural Environment

F. Socioeconomic Background

• The term socioeconomic background typically

refers to a combination of social class and income-
related factors.
• From a management perspective, socioeconomic
diversity (and in particular diversity in income
levels) requires that managers be sensitive and
responsive to the needs and concerns of individuals
who might not be as well off as others.
• U.S. welfare reform in the middle to late 1990s
emphasized the need for single mothers and others
receiving public assistance to join or return to the
workforce.
o In conjunction with a strong economy, this led
to record declines in the number of families,
households, and children living below the
poverty level, according to the 2000 U.S.
census.
o However, the economic downturns in the early
and late 2000s suggest that some past gains,
which lifted families out of poverty, have been
reversed.
• According to statistics released by the US Census
Bureau, the official poverty rate in the United
States increased to 15% or 46.5 million people in
2012; in 2009, the poverty rate was 14.3% or 43.6
million people.
• The Census Bureau relies on predetermined
threshold income figures, based on family size and
composition, adjusted annually for inflation, to
determine the poverty level.
o Families whose income falls below the
threshold level are considered poor.
• Socioeconomic diversity suggests that managers
need to be sensitive and responsive to the needs TEXT REFERENCE
and concerns of workers who may be less fortunate FOCUS ON DIVERSITY
than themselves in terms of income and financial Preventing Discrimination Based on
Sexual Orientation

© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
 11
Chapter 05 – Managing Diverse Employees in a Multi-cultural Environment

resources, child care and elder care options, While gays and lesbians have made great
housing opportunities, and existence of sources of strides in terms of attaining fair treatment
social and family support. in the workplace, much more needs to be
o Moreover—and equally important—managers done. In a recent study, over 40% of
should try to give such individuals gay/lesbian employees indicated that they
opportunities to learn, advance, and make had been unfairly treated, denied a
meaningful contributions to their organizations promotion, or pushed to quit their jobs
while improving their economic well-being. because of sexual orientation. Many gay
and lesbian employees fear disclosing
G. Sexual Orientation their sexual orientation in the workplace
and thus live lives of secrecy.
• According to research conducted by Gary Gates of In some companies, managers provide
the Williams Institute at the UCLA School of Law, training for their employees to overturn
approximately 3.5% of adults in the United States stereotypes about this diverse group.
or 9 million U.S. residents self-identify as lesbian, Other companies provide to support to
gay, bisexual, or transgender (LGBT). this group through gay and lesbian
• Although no federal law prohibits discrimination support groups. On an individual level,
based on sexual orientation, 21 states and the members of this group have sought the
District of Columbia have such laws, and a 1998 right to receive the same kind of
executive order prohibits sexual orientation treatment as their heterosexual coworkers
discrimination in civilian federal offices. through the legal system.(Box in text on
• An increasing number of organizations recognize pages 135-136)
the minority status of LGBT employees, affirm
their rights to fair and equal treatment, and provide
benefits to the same-sex partners of gay and lesbian
employees.

H. Other Kinds of Diversity

• Other kinds of diversity are important in

organizations, are critical for managers to deal with
effectively, and also are potential sources of unfair
treatment.
o For example, organizations and teams need
members with diverse backgrounds and
experiences.
o This is illustrated by the prevalence of cross-
functional teams in organizations whose
members might come from various

© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
 12
Chapter 05 – Managing Diverse Employees in a Multi-cultural Environment

departments such as marketing, production,

finance, and sales.
• Other types of diversity can affect how employees
are treated in the workplace
o For example, employees differ from each other
in how attractive they are (based on the
standards of the cultures in which an
organization operates) and in body weight.
o Whether individuals are attractive or
unattractive, thin or overweight, in most cases
has no bearing on their job performance unless
they have jobs in which physical appearance LO5-2. Explain the central role that
plays a role, such as modeling. managers play in the effective
management of diversity.
II. MANAGERS AND THE EFFECTIVE
MANAGEMENT OF DIVERSITY

• The increasing diversity of the environment—which, in

turn, increases the diversity of an organization’s
workforce—increases the challenges managers face in
effectively managing diversity.
• Managers can take many steps to become sensitive to
the ongoing effects of diversity in their organizations,
take advantage of all the contributions diverse
employees can make, and prevent diverse employees
from being unfairly treated.

A. Critical Managerial Roles

• In each of their managerial roles, managers can

either promote the effective management of
diversity or derail such efforts; thus they are
critical to this process.
• Table 5.2 summarizes some of the ways in which STUDENT POWERPOINT SLIDE 9
managers can ensure that diversity is effectively (INSTRUCTOR’S POWERPOINT
managed as they perform their different roles. SLIDE 16)
• Given the formal authority that managers have in Critical Managerial Roles
organizations, they typically have more influence
than rank-and-file employees.

© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
 13
Chapter 05 – Managing Diverse Employees in a Multi-cultural Environment

o When managers commit to supporting

diversity, their authority and positions of
power and status influence other members of
an organization to make a similar
commitment.
• When managers commit to diversity, their
commitment legitimizes the diversity management
efforts of others.
o Seeing managers express confidence in the
abilities and talents of diverse employees (INSTRUCTOR’S POWERPOINT
causes other organizational members to be SLIDE 17)
similarly confident and helps reduce any Critical Managerial Roles: Table 5.2
misconceived misgivings they may have as a
result of ignorance or stereotypes.
• Two other important factors emphasize why
managers are so central to the effective
management of diversity.
o The first factor is that women, African
Americans, Hispanics, and other minorities
often start out at a slight disadvantage due to
how they are perceived by others in
organizations, particularly in work settings
where they are a numerical minority.
o The second factor is that research suggests that
slight differences in treatment can accumulate
and result in major disparities over time.
• Therefore, managers have the obligation, from both
an ethical and a business perspective, to prevent
any disparities in treatment and outcomes due to
irrelevant distinctions such as race or ethnicity. LO5-3. Explain why the effective
management of diversity is both an
B. The Ethical Imperative to Manage Diversity ethical and a business imperative.
Effectively

• Effectively managing diversity not only makes

good business sense but also is an ethical TEXT REFERENCE
imperative in U.S. society. FOCUS ON DIVERSITY
• Two moral principles guide managers in their Effectively Managing Diversity at
efforts to meet this imperative: distributive justice Sodexo and Principal Financial
GroupManagers at Sodexo, Inc. take

© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
 14
Chapter 05 – Managing Diverse Employees in a Multi-cultural Environment

and procedural justice. many steps to ensure that diversity is

effectively managed. Sodexo encourages
Distributive Justice managers to interact with diverse groups
to gain a better appreciation and
understanding of their experiences.
• The principle of distributive justice dictates Sodexo’s effective management of
fair distribution of pay, promotions, job diversity has not gone unnoticed in the
titles, interesting job assignments, office business community, and the company
space, and other organizational resources and its diverse employees have received
among members of an organization. These numerous awards and recognition for
outcomes should be distributed according to their diversity initiatives.
Principal Financial Group is another
the meaningful contributions that individuals company that has been recognized for its
have made to the organization and not effective management of diversity. To
irrelevant personal characteristics over ensure that opportunities are open for
which individuals have no control. diverse employees, Principal offers
• Fifty years ago, overt discrimination against flexible work schedules, and seeks to hire
women and minorities was common; today diverse employees and then gives them
the resources and opportunities to help
organizations are inching closer toward the
them reach their potential while helping
ideal of distributive justice. Principal achieve its goals. These
o Statistics comparing the treatment of resources and opportunities include, but
women and minorities with the are not limited to, mentoring programs,
treatment of other employees suggest multicultural celebrations, on-site child
that most managers need to take a care, development programs, and
proactive approach to achieve domestic partner benefits.
Sodexo and Principal Financial Group
distributive justice in their are among the growing numbers of
organizations. companies that are reaping the benefits of
an increasingly diverse workforce.
Procedural Justice (Box in text on pages 138-139)

• The principle of procedural justice requires

that managers use fair procedures to
determine how to distribute outcomes to
organizational members.
• Procedural justice exists, for example, when
managers:
o Carefully appraise a subordinate’s
performance
o Take into account any environmental
obstacles to high performance beyond
the subordinate’s control

© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
 15
Chapter 05 – Managing Diverse Employees in a Multi-cultural Environment

o Ignore irrelevant personal characteristics

• Procedural justice is not only necessary to
ensure ethical conduct but also to avoid
costly lawsuits.

C. Effectively Managing Diversity Makes Good

Business Sense

• Diverse organizational members can be a source of

competitive advantage, helping an organization
provide customers with better goods and services.
• The variety of points of view and approaches to
problems and opportunities that diverse employees
provide can improve managerial decision making.
• Diverse members of an organization are likely to
be attuned to what goods and services diverse
segments of the market want and do not want.
• Effective management of diversity can improve
profitability by increasing retention of valued
employees, which decreases the costs of hiring
replacements for those who quit as well as ensures
that all employees are highly motivated.
• If diversity is not effectively managed and turnover
rates are higher for members of groups who are not
treated fairly, profitability will suffer on several
counts.
o Not only are the future contributions of diverse
employees lost when they quit, but the
organization also has to bear the costs of hiring (INSTRUCTOR’S POWERPOINT
replacement workers. SLIDE 21)
• More and more, managers and organizations Procedural Justice
concerned about diversity are insisting that their
suppliers also support diversity.
• From both business and ethical perspectives,
effective management of diversity is necessary to
avoid costly lawsuits.
• Effectively managing diversity is a necessity on
both ethical and business grounds.

© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
 16
Chapter 05 – Managing Diverse Employees in a Multi-cultural Environment

III. PERCEPTION

• Perception is the process through which people select,

organize, and interpret sensory input—what they see,
hear, touch, smell, and taste—to give meaning and
order to the world around them.
• When these perceptions are relatively accurate—close
to the true nature of what is actually being perceived—
good decisions are likely to be made and appropriate
actions taken.
• When managers’ perceptions are relatively inaccurate,
managers are likely to make bad decisions and take
inappropriate actions, which hurt organizational
effectiveness. Bad decisions concerning diversity for
reasons of age, ethnicity, or sexual orientation include:
o Not hiring qualified people
o Failing to promote top-performing subordinates,
who subsequently may take their skills to
competing organizations
o Promoting poorly performing managers because
they have the same “diversity profile” as the
manager or managers making the decision

A. Factors that Influence Managerial Perception

• Several managers’ perceptions of the same person,

event, or situation are likely to differ because
managers differ in personality, values, attitudes,
and moods.
• Managers’ and all organizational members’
perceptions of one another also are affected by LO5-4. Discuss how perception and the
their past experiences with and acquired use of schemas can result in unfair
knowledge about people, events, and situations— treatment.
information that is organized into preexisting
schemas.
• Schemas are abstract knowledge structures stored
in memory that allow people to organize and
interpret information about a person, an event, or a
situation.

© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
 17
Chapter 05 – Managing Diverse Employees in a Multi-cultural Environment

o Once a person develops a schema for a kind of

person or event, any newly encountered person
or situation that is related to the schema
activates it, and information is processed in
ways consistent with the information stored in
the schema.
o People tend to pay attention to information
that is consistent with their schemas and to
ignore or discount inconsistent information.
o Thus schemas tend to be reinforced and STUDENT POWERPOINT SLIDE 11
strengthened over time because the (INSTRUCTOR’S POWERPOINT
information attended to is seen as confirming SLIDE 23)
the schemas. Perception: definition
o This also results in schemas being resistant to
change.
o Schemas that accurately depict the true nature
of a person or situation are functional because
they help people make sense of the world
around them.
o Schemas are dysfunctional when they are
inaccurate because they cause managers and
all members of an organization to perceive
people and situations inaccurately and assume
certain things that are not necessarily true.
• Psychologist Virginia Valian refers to inaccurate
preconceived notions of men and women as gender
schemas.
• Gender schemas are a person’s preconceived
notions about the nature of men and women and
their traits, attitudes, behaviors and preferences.
o Any schemas such as these—which assume a
single visible characteristic such as gender
causes a person to possess specific traits and STUDENT POWERPOINT SLIDE 12
tendencies—are bound to be inaccurate. (INSTRUCTOR’S POWERPOINT
o Gender schemas can be learned in childhood SLIDE 24)
and are reinforced in a number of ways in Schema & Gender Schema
society.

B. Perception as a Determinant of Unfair Treatment

© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
 18
Chapter 05 – Managing Diverse Employees in a Multi-cultural Environment

• Gender schemas are a kind of stereotype, which is

composed of simplistic and often inaccurate beliefs
about the typical characteristics of particular
groups of people.
o Stereotypes are usually based on a visible
characteristic such as person’s age, gender, or
race.
o Stereotypes lead people to make erroneous
assumptions.
• Inaccurate perceptions leading to unfair treatment
of diverse members of an organization also can be
due to biases.
• Biases are systematic tendencies to use information
about others in ways that result in inaccurate
perceptions. There are several types of biases:
o The similar-to-me effect is the tendency to
perceive others who are similar to ourselves
more positively than we perceive people who
are different.
▪ Being aware of this bias as well as using
objective information about employees’
capabilities and performance as much as
possible in decision making about job
assignments, pay raises, promotions, and
other outcomes can help managers avoid
the similar-to-me effect.
o The social status effect is the tendency to
perceive individuals with high social status TEXT REFERENCE
more positively than we perceive those with ETHICS IN ACTION
low social status. Disabled Employees Make Valuable
o The salience effect focuses extra attention on a Contributions
person who stands out from the group mold. Walgreen’s recently opened an
▪ The salient effect is the tendency to focus automated distribution center in South
attention on individuals who are Carolina where more than 40% of its
conspicuously different from us. employees are disabled. Randy Lewis,
▪ Individuals who are salient are often Sr. VP of distribution and logistics said
perceived to be primarily responsible for “What surprised us is the environment
outcomes and operations and are that it’s created. It’s a building where
evaluated more extremely in either a everybody helps each other out.”
positive or a negative direction.

© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
 19
Chapter 05 – Managing Diverse Employees in a Multi-cultural Environment

Habitat International, a manufacturer and

C. Overt discrimination contractor of indoor-outdoor carpet and
artificial grass, has an enviable track
• Inaccurate schemas and perceptual biases can lead record of success. Profits have steadily
well-meaning managers and organizational increased over the years and the factory’s
members to unintentionally discriminate against defect rate is less than one half percent.
others. Its owners attribute the company’s
• On the other hand, overt discrimination or success to its employees, 75% of whom
knowingly and willingly denying diverse have either a physical or mental
individuals access to opportunities and outcomes in disability. Habitat pays its employees
an organization, is intentional and deliberate. regionally competitive wages. Turnover
o Overt discrimination is both unethical and and absenteeism is very low, and
illegal. motivation, job satisfaction and
o Overt discrimination is a clear violation of the commitment among workers are high.
principles of distributive and procedural A few years ago, David Morris, Habitat’s
justice. CEO, overheard representatives of a
• When managers are charged with overt distribution company make derogatory
discrimination, costly lawsuits can ensue. comments about his employees. Morris
• Despite all the advances that have been made, dropped the account with no regrets,
allegations of overt discrimination based on although it took the company two years
gender, race, age, and other forms of diversity to regain the revenues lost because of this
continue to occur in the United States. decision. (Box in text on pages 144-145)
• Overt discrimination continues to be a problem in
other countries as well.
• According to the United Nations Development
Program’s gender empowerment measure, which
assesses the participation of women in a country’s
politics and economy, Japan is the most unequal of
the world’s wealthy nations when it comes to
women.
• Overt discrimination can be a potential problem
when it comes to layoff decisions.

© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
 20
Chapter 05 – Managing Diverse Employees in a Multi-cultural Environment

IV. HOW TO MANAGE DIVERSITY EFFECTIVELY

• Various kinds of barriers arise to managing diversity (INSTRUCTOR’S POWERPOINT

effectively in organizations. SLIDE 27)
• Some barriers originate in the person doing the Overt Discrimination
perceiving; others are based on the information and
schemas that have built up over time concerning the
person being perceived.
• To overcome these barriers and effectively manage
diversity, managers (and other organizational members)
must possess or develop certain attitudes and values
and the skills needed to change other people’s attitudes
and values.

A. Steps in Managing Diversity Effectively

• Managers can take a number of steps to change

attitudes and values and promote the effective
management of diversity. Table 5.4 refers to some
of them.

Secure top management commitment

• Top management’s commitment to diversity

is crucial for the success of any diversity
related initiatives.
• Top managers need to develop the correct LO5-5. List the steps managers can take
ethical values and performance or business- to effectively manage diversity.
oriented attitudes that allow them to make

© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
 21
Chapter 05 – Managing Diverse Employees in a Multi-cultural Environment

appropriate use of their human resources.

Strive to Increase the Accuracy of Perceptions

• One aspect of developing the appropriate

values and attitudes is to take steps to
increase the accuracy of perceptions.
• Managers should consciously attempt to be
open to other points of view and
perspectives, seek them out, and encourage
their subordinates to do the same.
• Managers should not be afraid to change
their views about a person, issue, or event; STUDENT POWERPOINT SLIDE 14
moreover, they should encourage their (INSTRUCTOR’S POWERPOINT
subordinates to be open to changing their SLIDE 30)
views in the light of disconfirming evidence. Diversity Awareness Programs

Increase Diversity Awareness

• The ability to appreciate diversity requires

that people become aware of other
perspectives and the various attitudes and
experiences of others.
• Many diversity awareness programs in
organizations strive to increase managers’
and workers’ awareness of:
o Their own attitudes, biases, and
stereotypes and
o The differing perspectives of diverse
managers, subordinates, coworkers, and
customers
• Diversity awareness programs often have
these goals:
o Providing organizational members with
accurate information about diversity
o Uncovering personal biases and
stereotypes
o Assessing personal beliefs, attitudes,
and values and learning about other

© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
 22
Chapter 05 – Managing Diverse Employees in a Multi-cultural Environment

points of view
o Overturning inaccurate stereotypes and
beliefs about different groups
o Developing an atmosphere in which
people feel free to share their differing
perspectives and points of view
o Improving understanding of others who
are different from oneself
• Sometimes simply taking the time to interact TEXT REFERENCE
with someone who is different in some way MANAGEMENT INSIGHT
can increase awareness. Top Execs Improve Their
• In large organizations, top managers are Understanding of the Front Line
often far removed from entry-level Increasingly companies are requiring top
employees—they may lack a real executives to spend time performing the
understanding and appreciation for what jobs of frontline employees in order to
these employees do day in and out, the better understand the nature of the work
challenges and obstacles they face, and the employees are performing. Carolyn
steps that can be taken to improve Kibbler at DaVita, a provider of kidney
effectiveness. dialysis services, spent time as a dialysis
o Recognizing this fact, some managers technician. Despite her training as a
have taken concrete steps to improve nurse, Kibbler was surprised at how
their understanding of the experiences, physically and emotionally demanding
attitudes, and perspectives of frontline the job is. This experience has helped her
employees. be more understanding when paperwork
is late because a patient needed
Increase Diversity Skills additional attention or when staff is
shorthanded. She is also more aware of
• Efforts to increase diversity skills focus on how her initiatives and requests impact
improving how managers and their the quality of patient care. Similarly, Jim
subordinates interact with each other and Tisch, CEO of Loews (an upscale hotel
improving their ability to work with different chain) performed the jobs of pool
kinds of people. attendant, housekeeper, and bellman at
• Diverse organizational members may have one of his hotels. As a result of his
different communication styles, may differ experience uniforms and housekeeping
in their language fluency, may use words carts were modified to improve both
differently, may differ in the nonverbal comfort and employee effectiveness.
signals they send through facial expressions When top managers learn what it is their
and body language, and may differ in how employees actually have to do, they are
they perceive and interpret information. in a much better position to manage them
more effectively. (Box in text on pages

© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
 23
Chapter 05 – Managing Diverse Employees in a Multi-cultural Environment

• Managers and their subordinates must learn 149-150)

to communicate effectively with one another
if an organization is to take advantage of the
skills and abilities of its diverse workforce.
• Educating organizational members about
differences in ways of communicating is
often a good starting point.
• Diversity education can help managers and
subordinates gain a better understanding of
how people may interpret certain kinds of
comments.
• Diversity education also can help employees
learn how to resolve misunderstandings.

Encourage Flexibility

• Managers and their subordinates must learn

how to be open to different approaches and
ways of doing things.
• They must be open to, and not feel
threatened by, different approaches and
perspectives and must have the patience and
flexibility needed to understand and
appreciate diverse perspectives.
• Flexible work hours, the option to work from
home, and cafeteria-style benefit plans, are
just a few of the many ways in which
managers can respond to the differing needs
of diverse employees while enabling those
employees to be effective contributors to an
organization.

Pay Close Attention to How Employees are

Evaluated
• Whenever feasible, it is desirable to rely on
objective performance indicators because
they are less subject to bias.
• When objective indicators are not available
or are inappropriate, managers should ensure

© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
 24
Chapter 05 – Managing Diverse Employees in a Multi-cultural Environment

that adequate time and attention are focused

on the evaluation of employees’
performance and that evaluators are held
accountable for their evaluations.

Consider the Numbers

• Looking at the numbers of members of

different minority groups and women in
various positions, at various levels in the
hierarchy, in locations that differ in their
desirability, and in any other relevant
categorizations in an organization can tell
managers important information about
potential problems and ways to rectify them.

Empower Employees to Challenge

Discriminatory Behaviors, Actions, and
Remarks

• When managers or employees witness

another organizational member being
unfairly treated, they should be encouraged
to speak up and rectify the situation.
• Top managers can make this happen by
creating an organizational culture that has
zero tolerance for discrimination.

Reward Employees for Effectively Managing

Diversity

• If effective management of diversity is a

valued organizational objective, then
employees should be rewarded for their
contributions to this objective.

Provide Training Utilizing a Multi-Pronged,

Ongoing Approach

© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
 25
Chapter 05 – Managing Diverse Employees in a Multi-cultural Environment

• Many managers use a multipronged

approach to increase diversity awareness and
skills in their organizations; they use films
and printed materials supplemented by
experiential exercises to uncover hidden
biases and stereotypes.
• Sometimes simply providing a forum for
people to learn about and discuss their
differing attitudes, values, and experiences
can be a powerful means of increasing
awareness.
• Also useful are role-plays that enact
problems resulting from lack of awareness
and show the increased understanding that
comes from appreciating others’ viewpoints.
• Accurate information and training
experiences can debunk stereotypes.
• Group exercises, role-plays, and diversity-
related experiences can help organizational
members develop the skills they need to
work effectively with a variety of people.
• Many organizations hire outside consultants
to provide diversity training.

Encourage Mentoring of Diverse Employees

• Mentoring is a process by which an

experienced member of an organization (the
mentor) provides advice and guidance to a
less experienced member (the protégé) and
helps the less experienced member learn
how to advance in the organization and in
his or her career.
• Emotional bonds between a mentor and a
protégé can enable a protégé, for example, to
express fears and concerns, and sometimes
even reluctance to follow a mentor’s advice.
• The mentor can help the protégé build his or
her confidence and feel comfortable

© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
 26
Chapter 05 – Managing Diverse Employees in a Multi-cultural Environment

engaging in unfamiliar work behaviors.

V. SEXUAL HARASSMENT

• Sexual harassment seriously damages both the people

who are harassed and the reputation of the organization
in which it occurs.
• It also can cost organizations large amounts of money.
• Sexual harassment victims can be women or men, and
their harassers do not necessarily have to be of the
opposite sex.
o However, women are the most frequent victims of
sexual harassment, particularly those in male-
dominated occupations or those who occupy
positions stereotypically associated with certain
gender relationships.
• Sexual harassment is not only unethical; it is also
illegal.
• Managers have an ethical obligation to ensure that they,
their coworkers, and their subordinates never engage in
sexual harassment, even unintentionally.

A. Forms of Sexual Harassment

• There are two basic forms of sexual harassment:

quid pro quo sexual harassment and hostile work
environment sexual harassment.
• Quid pro quo sexual harassment occurs when a
harasser asks or forces an employee to perform
sexual favors to keep a job, receive a promotion,
receive a raise, obtain some other work-related
opportunity, or avoid receiving negative
consequences such as demotion or dismissal.
• Hostile work environment sexual harassment
occurs when organizational members face an
LO5-6. Identify the two major forms of
intimidating, hostile, or offensive work
sexual harassment and how they can be
environment because of their sex.
eliminated.
o Lewd jokes, sexually oriented comments or
innuendos, vulgar language, displays of

© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
 27
Chapter 05 – Managing Diverse Employees in a Multi-cultural Environment

pornography, displays or distribution of

sexually oriented objects, and sexually
oriented remarks about one’s physical
appearance are examples of hostile work
environment sexual harassment.
o A hostile work environment interferes with
organizational members’ ability to perform
their jobs effectively and has been deemed
illegal by the courts.
o Managers who engage in hostile work STUDENT POWERPOINT SLIDE 15
environment harassment or allow others to do (INSTRUCTOR’S POWERPOINT
so risk costly lawsuits for their organizations. SLIDE 32)
Quid pro quo
B. Steps Managers Can Take to Eradicate Sexual
Harassment

• Develop and clearly communicate a sexual

harassment policy endorsed by top management.
• Use a fair complaint procedure to investigate
charges of sexual harassment.
• When it has been determined that sexual
harassment has taken place, take corrective actions
as soon as possible.
• Provide sexual harassment education and training
to all organizational members, including managers. (INSTRUCTOR’S POWERPOINT
• Barry S. Roberts and Richard A. Mann, experts on SLIDE 33)
business law and authors of several books on the Hostile work environment
topic, suggest a number of additional factors that
mangers and all members of an organization need
to keep in mind about sexual harassment:
o Every sexual harassment charge should be
taken seriously.
o Employees who go along with unwanted
sexual attention in the workplace can be sexual
harassment victims.
o Employees sometimes wait before they file
complaints of sexual harassment.
o An organization’s sexual harassment policy (INSTRUCTOR’S POWERPOINT
should be communicated to each new SLIDE 34)

© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
 28
Chapter 05 – Managing Diverse Employees in a Multi-cultural Environment

employee and reviewed with current Steps to Eradicate Sexual Harassment

employees periodically.
o Suppliers and customers need to be familiar
with an organization’s sexual harassment
policy.
o Managers should give employees alternative
ways to report incidents of sexual harassment.
o Employees who report sexual harassment must
have their rights protected; this includes being
protected from any potential retaliation.
o Allegations of sexual harassment should be
kept confidential; those accused of harassment (INSTRUCTOR’S POWERPOINT
should have their rights protected. SLIDE 35)
o Investigations of harassment charges and any Steps to Eradicate Sexual Harassment
resultant disciplinary actions need to proceed continued.
in a timely manner.
o Managers must protect employees from sexual
harassment from third parties they may
interact with while performing their jobs, such
as suppliers or customers.

(INSTRUCTOR’S POWERPOINT
SLIDE 36)
Every sexual harassment charge

(INSTRUCTOR’S POWERPOINT

© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
 29
Chapter 05 – Managing Diverse Employees in a Multi-cultural Environment

SLIDE 37)
A firm’s sexual harassment policy

(INSTRUCTOR’S POWERPOINT
SLIDE 38)
Managers should give employees
alternative

© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
 30
Chapter 05 – Managing Diverse Employees in a Multi-cultural Environment
LECTURE ENHANCERS

Lecture Enhancer 5.1

A FONDESS FOR GRAY HAIR

Age and wisdom may finally be gaining the advantage over youth and beauty in the workplace.
Despite the toughest job market in a decade, Americans aged 55 and over are holding more jobs
and are now becoming targets for corporate recruiters. Employment among those over 55 jumped
nearly three million in the last three years, with more than two million of that gain in full-time
jobs. Meanwhile, employment of Americans aged 25 to 54 fell by 1.1 million in the same period,
and the number of working full time has dropped by nearly twice that. “It’s remarkable,” says
Joseph Quinn, a Boston College economist who has studied the work habits of older Americans
for decades. “A one-hundred year old trend towards earlier retirement is over.”

At first glance this paints a rosy picture for older Americans. However, age discrimination
remains rampant. Workers over 40 are filing federal job bias claims at near record levels, and on
average, it takes an unemployed 60 year old eight weeks longer to find a new job than it does a
30 year old.

What are the underlying causes of this newfound fondness for gray hair in the workplace?
Changing demographics and attitudes have increased the supply of older workers. Increasingly,
some older workers are finding that they need or want extra income. Almost half of those over
50 surveyed by AARP wanted to keep working into their 70s to stay active and productive.
Others find that they must keep working, in the face of pension cutbacks, elimination of retiree
health insurance, and battered 401(k) plans.

Older workers offer businesses a cheaper, more reliable, and more flexible source of labor. Jobs
accepted by older workers often pay less than those offered to younger workers. Studies show
that workers in their mid-60s earn at least ten percent less than those in their mid-50s with
similar qualifications and work hours. And earnings drop by more than 25 percent for workers
between 60 and 70.

Taken from A Fondness for Gray Hair by Kim Clark, published in U.S. News and World Report,
March 8, 2004, p. 56.

Lecture Enhancer 5.2

CATALYST KEEPS TRACK OF FEMALE PROGRESS IN CORPORATE AMERICA

Catalyst is an independent, not-for-profit organization research and advisory organization that

works with businesses and the professions to build inclusive work environments and expand

© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
 31
Chapter 05 – Managing Diverse Employees in a Multi-cultural Environment

opportunities for women at work. It also conducts research on all aspects of women’s career
advancement. Some of its research findings concerning women in workplace are summarized
below.

Female Executives Aspire to the CEO Job: Women and men report equal aspirations to reach the
corner office, and women who have children living with them are just as likely to aspire for the
CEO job as those who do not. Catalyst found that women and men employ very similar
advancement strategies, which include consistently exceeding performance expectations,
successfully managing others, seeking high-visibility assignments, and demonstrating expertise.
They have also experienced similar barriers to their rise to the top, which include lack of
significant general management or line experience, lack of awareness or organizational politics,
and displaying a behavior style that is different than the organization’s norm. However, women
report enduring a set of cultural barriers to their advancement not experienced by men, such as
gender based stereotypes, exclusion from informal networks, lack of role models, and an
inhospitable corporate culture. Catalyst’s report also uncovered similar experiences between men
and women regarding the difficulty in achieving work/life balance. However, the two genders
used very different strategies to find such a balance, and as they advanced to senior levels,
women had to make more trade-offs than men.

African American Women: African American women are not advancing as far in corporate
America as their white, Asian, and Latina counterparts. The biggest barriers they face are
negative, race-based stereotypes, more frequent questioning of their credibility and authority, and
a lack of institutional support. Even though African American women represent an important and
growing source of talent, they currently represent only 1.1% of corporate officers in Fortune 500
companies. Experiencing a double outsider status—unlike white women or African American
men—African American women report exclusion from informal networks and conflicted
relationships with white women among the challenges they face. Keys to success for this group
have included exceeding performance expectations, communicating effectively, connecting with
mentors and building positive relationships with managers and colleagues.

Asian Women: Catalyst’s research regarding Asian women in the workplace uncovered two
distinct groups; the more acculturated and the less acculturated. The more acculturated group is
defined as those born in the U.S. or who immigrated as children and spoke only English at home.
They are less likely to have elder care responsibilities, are more satisfied and successful in their
careers, and are more likely to be paid what they feel they are worth. The less acculturated group
are less likely to feel it is appropriate to challenge the way things are done in their workplace and
less likely to report that diversity efforts have created a supportive environment. These women
told Catalyst that Asian cultural values are frequently at odds with their ability to successfully
navigate the corporate landscape. Specifically, the discomfort some Asian women have with self-
promotion makes advancement problematic, and their strong work ethic appears to limit

© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
 32
Chapter 05 – Managing Diverse Employees in a Multi-cultural Environment

networking opportunities. Also, they report difficulty in finding mentors and few report having
positive relationships with their superiors.

Excerpts from press releases found on www.catalystwomen.org.

MANAGEMENT IN ACTION

Notes for Topics for Discussion and Action

DISCUSSION
1. Discuss why violations of the principles of distributive and procedural justice continue to
occur in modern organizations. What can managers do to uphold these principles in their
organizations?

Behavior that is considered to be unethical still occurs because managers put their own self-
interest above the interests of other organizational stakeholders or choose to ignore the harm that
they are inflicting on others. Sometimes they see the harm done to one group of stakeholders as
indirect or insignificant compared to the benefits received by the decision maker and their
organization. Unethical behavior might also occur as a result of pressure from superiors to
perform and help their organization succeed. Finally, violations of these principles may occur
because managers do not think through the implications of a decision or action.

First, managers need to develop a code of ethics that is easily accessible to all stakeholders. The
next step is to provide a visible means of support for ethical behavior such as an ethics officer or
ethics ombudsperson to monitor ethical practices and procedures. This person should ensure that
the code of ethics is strictly adhered to and provide a place for an employee to go to if they
witness unethical behavior in the organization. If there is any violation of the ethical code it
needs to be handled seriously and immediately.

2. Why are workers who test positive for HIV sometimes discriminated against?

People may be prejudiced, afraid or lack knowledge about HIV status. The first problem can be
homophobia; that is fear of gays and lesbians. HIV and AIDS were originally labeled in our
society as a ‘gay’ only disease. Many people, who don’t know that it is an equal opportunity
disease, assume that a person with the disease is gay or lesbian and, therefore, discriminate on
the sexual orientation grounds. The second issue is how one contracts HIV. Many people fear it
without understanding that there are only a few ways to contract the disease such as sexual
intercourse with an infected partner without protection of a condom, blood transfusions, and the

© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
 33
Chapter 05 – Managing Diverse Employees in a Multi-cultural Environment

exchange of sexual fluids. People without knowledge fear they can contract it through drinking
fountains, a handshake, or some other means not listed above. They cannot, but often hold on to
their fears rather than educating themselves.

3. Why would some employees resent accommodations made for employees with disabilities that
are dictated by the Americans with Disabilities Act?

Some employees see disabled people as getting an unfair ‘break.’ Some feel that disabled people
cannot carry their own load. Some people do not like to be around disabled people. These
attitudes have no place in the work place. Another issue is that people tend to focus upon the
disability rather than the abilities of an employee. For example, the fact that a person is blind
does not necessarily stop them from doing their job well, sometimes even better than many
sighted people.

4. Discuss the ways in which schemas can be functional and dysfunctional.

Schemas that accurately depict the true nature of a person or situation are functional because
they help people make sense of the world around them. Schemas are dysfunctional when cause
managers and other members of an organization to perceive people and situations inaccurately
and make assumptions that are not necessarily true.

5. Discuss an occasion when you may have been treated unfairly because of stereotypical
thinking. What stereotypes were applied to you? How did they result in your being treated
unfairly?

(Note to the instructor: Individual answers may vary.)

Some inaccurate stereotypes might include instances where people of different gender, age, race,
religion or ethnicity are thought of as less smart, motivated or capable of performing certain
duties and responsibilities. They could result in the inaccurately stereotyped individuals being
treated differently from their coworkers. This could present itself in selection, job assignments,
promotions and raises.

For example a female employee might not be promoted because management might assume that
since she is married she will have children and either quit or not be able to spend the time needed
to fulfill her responsibilities. Many of us are aware of the inaccuracy of this assumption. Females
with children should not be considered any differently than males with children.

Students often experience unfair treatment because of their young age. Many may report being
followed around in more upscale stores because of the fear they will shoplift or of being unable
to get service. Students of different ethnicities or races may report discriminatory treatment from

© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
 34
Chapter 05 – Managing Diverse Employees in a Multi-cultural Environment

classmates or other based on the stereotypes of their race.

6. How does the similar-to-me effect influence your own behavior and decisions?

(Note to the instructor: Individual answers may vary.)

People are often most comfortable with others who are similar to them and often fear differences
in others, even without knowledge or a sound basis for such a judgment. Students may find that,
on reflection, most of their friends share similar characteristics to themselves in the areas of race,
gender, and preferences in hobbies or interests (such as music, skateboarding, photography etc.).

7. Why is mentoring particularly important for minorities?

Mentoring is a process by which an experienced member of the organization provides advice and
guidance to a less experienced member, thereby helping the less experienced member to advance
his or her career. Mentoring allows the protégé to develop a close and supportive relationship
with a seasoned executive with whom the “real deal” regarding organizational culture and
politics can be discussed, and also fears and concerns can be openly expressed. The mentoring
relationship is particularly important to diverse members of the organization because it often
provides exposure to top management and access to networking opportunities with key
executives otherwise unavailable. Research shows that mentoring has played a critical role in
the careers of minorities who have attained high levels in their organization.

8. Why is it important to consider the numbers of different groups of employees at various levels
in an organization’s hierarchy?

Looking at the numbers of members of different minority groups and women in various
positions, at various levels in the hierarchy, in locations that differ in their desirability, and in
any other relevant categorizations in an organization can tell managers important information
about potential problems and ways to rectify them. If members of certain groups are
underrepresented in particular kinds of jobs or units, managers need to understand why this is the
case and resolve any problems they might uncover.

9. Think about a situation in which you would have benefited from mentoring but a mentor was
not available. What could you have done to try to get the help of a mentor in this situation?

(Note to the instructor: Individual answers will vary.)

Tactics to get a mentor when one does not naturally appear or is not assigned include, asking
someone to be a mentor, typically someone whose career is similar to the career the student
would like to have. Students can also observe the behaviors and values of the superiors they
would like to emulate. Students can also make appointments with superiors to talk about issues

© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
 35
Chapter 05 – Managing Diverse Employees in a Multi-cultural Environment

or concerns or to ask questions. Getting to know senior management is a way to identify

potential mentors. Consider getting more than one mentor, perhaps a mentor outside the
company who can help with work-ethic or political issues and a mentor inside the company who
can help with culture issues.

ACTION
10. Choose a Fortune 500 company not mentioned in the chapter. Conduct research to determine
what steps this organization has taken to effectively manage diversity and eliminate sexual
harassment.

(Note to Instructors: Obtaining the information to answer this question is more difficult than it
appears. You might consider eliminating the Fortune 500 requirement or have students identify
an exemplary company in the area of diversity/multiculturalism. Companies are less likely to
disclose anything to do with sexual harassment. Information on reported incidences of sexual
harassment is easier to find. A slightly altered version of this question is answered.)

In response to allegations of discrimination and other inequitable practices, Texaco has devised
the following plans to create a more diverse environment for their company. These plans include:
• Plans to increase its hiring and promotion of women and other minorities.
• Implementing a scholarship and internship program to expand college recruiting.
• Revising its employee evaluation procedures.
• Increase purchasing from women- and minority-owned businesses.
• Plans to encourage women and minorities to become wholesalers and retailers with
targeted financing programs.

AACSB standards: Ethics, Analytic, Diversity, Reflective Thinking

BUILDING MANAGEMENT SKILLS

Solving Diversity-Related Problems

1. Why do you think that the decision maker acted unfairly in this situation?

The manager may have possessed inaccurate perceptions or schemas. Because of his or her
limited experiences with diverse persons and/or groups, stereotypes may have developed that led
to inaccurate assumptions about others.

2. In what ways, if any, were biases, stereotypes, or overt discrimination involved in this
situation?

© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
 36
Chapter 05 – Managing Diverse Employees in a Multi-cultural Environment

(Note to the instructor: Responses to this question will vary.)

However, biases mentioned may include the similar-to-me effect, the social status effect, or
salience. Overt discrimination occurs if the unjust treatment was intentional and deliberate.

3. Was the decision maker aware that he or she was acting unfairly?

(Note to the instructor: Responses to this question will vary.)

Because most persons are unaware of their own biases and faulty perceptions, they generally do
not see themselves as acting unfairly.

4. What could you or the person who was treated unfairly have done to improve matters and
rectify the injustice on the spot?

(Note to the instructor: Responses to this question will vary.)

Open and honest communication in a non-confrontational manner with the decision maker is
usually the best solution. However, employees may feel that they are putting their job in
jeopardy by doing so.

5. Was any sexual harassment involved in this situation? If so, what kind was it?

(Note to the instructor: Responses to this question will vary.)

There are two forms of sexual harassment: quid pro quo and hostile work environment.
Quid pro quo sexual harassment occurs when a harasser asks or forces an employee to perform
sexual favors to keep a job, receive a promotion, receive a raise, obtain some other work-related
opportunity or avoid receiving negative consequences such as demotion or dismissal. This form
of sexual harassment is not generally visible to others than those directly involved because
generally the harasser knows that what they are doing is wrong and they will tend to be secretive.
Hostile work environment sexual harassment occurs when employees are faced with an
intimidating, hostile, or offensive work environment because of their sex. Examples include lewd
jokes, vulgar language, displays of pornography, etc. This type of harassment is typically
embedded within the organization’s culture and therefore visible to everyone in the workplace.
While everyone in the workplace may not interpret it as hostile or offensive, they are well aware
that it occurs on a consistent basis.

6. If you had authority over the decision maker (that is, if you were his or her manager or
supervisor), what steps would you take to ensure that the decision maker stops treating people
unfairly?

(Note to the instructor: Responses to this question will vary.)

© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
 37
Chapter 05 – Managing Diverse Employees in a Multi-cultural Environment

Steps that could be taken include making sure that he or she understood the individual and
corporate consequences of failing to treat all employees equally, fairly and with respect,
mandating additional diversity training, and perhaps relinquishing the decision making of
supervisory responsibilities. However, none of these actions can guarantee that it will not happen
again.

AACSB standards: Ethics, Diversity, Reflective Thinking

MANAGING ETHICALLY

Questions:
1. Either individually or in a group, think about the ethical implications of requiring long hours
and extensive amounts of travel for some jobs.

Student answers will vary but should consider that the question really doesn’t have to do with
whether or not individuals have families but rather the bigger picture of how many hours a week
a manager should ethically expect employees to work. Challenge the students to consider the
question from the different ethical perspectives as they think things through. One implication of
this question is how much money is enough (salary and benefits) to reasonably expect employees
to be available 24/7?

2. What obligations do you think managers and companies have to enable employees to have
balanced lives and meet non-work needs and demands?

It depends on whether or not students feel that a manager’s obligation is to make employees as
productive as possible—and then how the students feel that should happen. Some may feel that
everyone must “pay their dues” at work and that a manager’s job is to squeeze as much out of
employees as possible. With this perspective, employee non-work issues are not a concern to
managers. But, students should recognize that employees will be more productive when they are
not distracted by other non-work needs, and thus it is in a company’s best interest to make
employee lives as simple as possible. Ethically, it’s the humane thing to do, and economically, it
makes sense in the long run.

SMALL GROUP BREAKOUT EXERCISE

Determining if a Problem Exists

1. Discuss why the patterns of communication that you observed might be occurring in your

© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
 38
Chapter 05 – Managing Diverse Employees in a Multi-cultural Environment

restaurants.

People tend to feel more comfortable with those who are more like them. The situation is natural
and may cause no problems unless the groups are treated differently or are bunched in one level
while others are treated better according to some other criteria than productivity and good work.
It is also important to observe whether or not these groupings are affecting organizational
performance and if so, how and why.

2. Discuss whether your observation reflects an underlying problem. If so, why? If not, why not?

It may or may not reflect an underlying problem. If you wish to find out, you could directly talk
to the employees, or wait to see if there are any problems.

3. Discuss whether you should address this issue with your staff and in your restaurants. If so,
how, and why? If not, why not?

You may not want to raise the issue because you might create problems rather than solving them.
One way to increase interaction among employees, however, might be to host some fun activities
that would help employees get to know one another better.

AACSB standards: Communication, Reflective Thinking

EXPLORING THE WORLD WIDE WEB

Tips for Managers to Effectively Manage Diversity and Avoid Costly Law Suits

• Consider ways in which your perceptions of subordinates might be unintentionally biased

or inaccurate.
• Make sure your subordinates receive training to increase their diversity awareness and
skills.
• Find creative ways to flexibly address the needs of diverse employees.
• Communicate the importance of zero tolerance for discrimination and sexual harassment.
Empower your subordinates to actively promote this policy.
• Make sure that all of your subordinates are being effectively mentored.

Regarding sexual harassment:

• Take every sexual harassment charge seriously. Keep allegations confidential and make
sure the rights of accused as well as the alleged victim are protected.

© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
 39
Chapter 05 – Managing Diverse Employees in a Multi-cultural Environment

• Develop and clearly communicate a sexual harassment policy endorsed by top

management. It should contain examples of unacceptable behaviors, a procedure for
reporting instances of harassment, discussion of disciplinary actions that will be taken, and
a commitment to educate and train employees about this problem.
• Use a fair complaint procedure to investigate charges of sexual harassment. Such a
procedure should be managed by a neutral third party, ensure that complaints are dealt with
promptly and thoroughly, protect and fairly treat victims, and ensure that alleged harassers
are fairly treated.
• When it has been determined that sexual harassment has occurred, take corrective action
immediately.
• Make sure suppliers and customers are aware of your organization’s policies, since it is
management’s responsibility to protect employees from sexual harassment by any third-
party persons with whom employees must interact during the course of performing their
job.

AACSB standards: Ethics, Diversity, Reflective Thinking

BE THE MANAGER

You might have lunch with Susan Epstein to try to find out what kinds of problems she has been
having. To act without more information might create problems where none exists. If there is a
problem, you should contact the Human Resources Department for their advice and/or
participate in managing the issue(s), especially if it involves an actionable offense such as sexual
harassment. Another step would be to practice Management by Walking Around to observe how
people interact. Do not make a big deal of your visits, just make them frequent so that you can
interact with people, and see what is going on a formal work level as well as an informal social
level. If you do this daily, they will start being themselves and more easy with you, and you
might be able to see what is happening. In general, with or without Susan’s comments, you need
to know your employees and let them know you. You should encourage them to let you know
about any problems they are having.

AACSB standards: Diversity, Reflective Thinking

CASE IN THE NEWS

Case Synopsis: Do You Know Your Hidden Biases?

© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
 40
Chapter 05 – Managing Diverse Employees in a Multi-cultural Environment

As they struggle to diversify their workforces, big businesses are teaching staffers to recognize
that “unconscious bias”—or an implicit preference for certain groups—often influences
important workplace decisions. As many as 20 percent of large U.S. employers with diversity
programs now provide unconscious bias training, up from two percent five years ago.

Everyone unwittingly favors certain types of people based on their upbringing, experience, and
values, because human beings need bias to survive, diversity experts say. Left unchecked on the
job, though, unconscious bias can affect hiring, assignments, promotions, evaluations, and
dismissals.

Diversity specialists say that companies that pair training with such tactics as joint interviews of
applicants and requirements that candidate slates include diverse prospects tend to see faster
improvement in hidden work biases.

Questions:

1. What potential roles do unconscious biases play in the workplace?

(Note to the instructor: Student answers may vary.)

Unconscious biases may influence important workplace decisions such as hiring, promotions,
assignments, evaluations and dismissals which ultimately creates a more homogenous and less
inclusive workplace. Potentially, unconscious bias hinders the workplace functioning. It creates
environments that can be unfair and subjective rather than fair and objective.

2. Why is understanding unconscious biases important for the effective management of diversity?
(Note to the instructor: Student answers may vary.)
Understanding unconscious biases is important for the effective management of diversity
because of the impact that unconscious bias can have on workplace decisions. Everyone
unwittingly favor certain types of people, and certain types of people may have different needs
and sensitivities. Recognizing these biases and balancing these two factors can help ensure fair
treatment for all employees. Fundamentally, without understanding unconscious biases, a
manager doesn’t have complete awareness of all factors that play into making fair and objective
decisions.

3. What are the potential advantages of providing managers with diversity training related to
unconscious biases?

(Note to the instructor: Student answers may vary.)

© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
 41
Chapter 05 – Managing Diverse Employees in a Multi-cultural Environment

By providing managers with diversity training related to unconscious biases, managers can learn
to recognize their biases, and to recognize the needs of others. Awareness of these needs and
biases can help people to stop and question their actions before automatically reacting. This type
of training can help increase awareness of the bias and the potential impact on others. Having
this awareness can help initiate and handle change.

4. Should nonmanagerial employees receive training related to unconscious biases? Why or why
not?

(Note to the instructor: Student answers may vary.)

Yes, all employees can benefit from training related to unconscious biases. Recognizing these
tendencies can improve all interpersonal relationships, not just manager-employee relationships.
Understanding unconscious biases, and then controlling bias can help employees be better
coworkers. It can help them make better decisions through gaining additional insight and
understanding from the diverse views of others. It can help them understand potential causes of
conflict to better manage relationships.

AACSB Standards: Diversity, Reflective Thinking

Source: J.S. Lublin, “Do You Know Your Hidden Work Biases?” The Wall Street Journal, January 10,
2014, B1, B4.

SUPPLEMENTAL FEATURES

The following material is available as Interactives through Connect.

MANAGER’S HOT SEAT (MHS)

• Diversity: Mediating Morality

INSTRUCTOR’S POWERPOINT SLIDES

These Instructor’s PowerPoint slides can be used to supplement the lecture material.

© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
 42
Chapter 05 – Managing Diverse Employees in a Multi-cultural Environment

INSTRUCTOR’S INSTRUCTOR’S INSTRUCTOR’S

POWERPOINT SLIDE 1 POWERPOINT SLIDE 2 POWERPOINT SLIDE 3
Chapter Title Learning Objectives Diversity

INSTRUCTOR’S INSTRUCTOR’S INSTRUCTOR’S

POWERPOINT SLIDE 4 POWERPOINT SLIDE 5 POWERPOINT SLIDE 6
Sources of Diversity in the Glass Ceiling Workforce Diversity: Age
Workplace: Figure 5.1

INSTRUCTOR’S INSTRUCTOR’S INSTRUCTOR’S

POWERPOINT SLIDE 7 POWERPOINT SLIDE 8 POWERPOINT SLIDE 9
Major EEO Laws: Table 5.1 Workforce Diversity: Gender Race and Ethnicity

© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
 43
Chapter 05 – Managing Diverse Employees in a Multi-cultural Environment

INSTRUCTOR’S INSTRUCTOR’S INSTRUCTOR’S

POWERPOINT SLIDE 10 POWERPOINT SLIDE 11 POWERPOINT SLIDE 12
Race and Ethnicity continued Workforce Diversity: Religion Disability Issues

INSTRUCTOR’S INSTRUCTOR’S INSTRUCTOR’S

POWERPOINT SLIDE 13 POWERPOINT SLIDE 14 POWERPOINT SLIDE 15
Socioeconomic Background Sexual Orientation Issues Other Kinds of Diversity

INSTRUCTOR’S INSTRUCTOR’S INSTRUCTOR’S

POWERPOINT SLIDE 16 POWERPOINT SLIDE 17 POWERPOINT SLIDE 18
Critical Managerial Roles Critical Managerial Roles: Example: Sodexo
Table 5.2

© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
 44
Chapter 05 – Managing Diverse Employees in a Multi-cultural Environment

INSTRUCTOR’S INSTRUCTOR’S INSTRUCTOR’S

POWERPOINT SLIDE 19 POWERPOINT SLIDE 20 POWERPOINT SLIDE 21
Distributive Justice Procedural Justice: definition Procedural Justice continued

INSTRUCTOR’S INSTRUCTOR’S INSTRUCTOR’S

POWERPOINT SLIDE 22 POWERPOINT SLIDE 23 POWERPOINT SLIDE 24
Managing Diversity Perception: definition Schema & Gender Schema
Effectively Makes Good
Business Sense

© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
 45
Chapter 05 – Managing Diverse Employees in a Multi-cultural Environment

INSTRUCTOR’S INSTRUCTOR’S INSTRUCTOR’S

POWERPOINT SLIDE 25 POWERPOINT SLIDE 26 POWERPOINT SLIDE 27
Stereotype & Bias Bias Overt Discrimination

INSTRUCTOR’S INSTRUCTOR’S INSTRUCTOR’S

POWERPOINT SLIDE 28 POWERPOINT SLIDE 29 POWERPOINT SLIDE 30
Steps in Managing Diversity Steps in Managing Diversity Diversity Awareness Programs
Effectively Effectively continued

© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
 46
Chapter 05 – Managing Diverse Employees in a Multi-cultural Environment

INSTRUCTOR’S INSTRUCTOR’S INSTRUCTOR’S

POWERPOINT SLIDE 31 POWERPOINT SLIDE 32 POWERPOINT SLIDE 33
Mentoring Quid pro quo Hostile work environment

INSTRUCTOR’S INSTRUCTOR’S INSTRUCTOR’S

POWERPOINT SLIDE 34 POWERPOINT SLIDE 35 POWERPOINT SLIDE 36
Steps to Eradicate Sexual Steps to Eradicate Sexual Factors to Keep in Mind About
Harassment Harassment continued Sexual Harassment

© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.
 47
Chapter 05 – Managing Diverse Employees in a Multi-cultural Environment

INSTRUCTOR’S INSTRUCTOR’S INSTRUCTOR’S

POWERPOINT SLIDE 37 POWERPOINT SLIDE 38 POWERPOINT SLIDE 39
Factors to Keep in Mind Factors to Keep in Mind Factors to Keep in Mind About
About Sexual Harassment About Sexual Harassment Sexual Harassment

INSTRUCTOR’S
POWERPOINT SLIDE 40
Video Case: Redbox

© 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized
for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded,
distributed, or posted on a website, in whole or part.