CH-11 Managing the Diverse Workforce – Management: Leading and Collaborating in a Competitive World : Chapter Notes

Chapter 11 Managing the Diverse Workforce LEARNING OBJECTIVES 1 Describe how changes in the U.S. workforce make diversity a critical organizational and managerial issue. 2 Distinguish between affirmative action and managing diversity. 3 Explain how diversity, if well managed, can give organizations a competitive edge. 4 Identify challenges associated with managing a diverse workforce. 5 Define monolithic, pluralistic, and multicultural organizations. 6 List steps managers and their organizations can take to cultivate diversity. CHAPTER OUTLINE Diversity: A Brief History Diversity Today The Changing Workforce The Age of the Workforce Managing Diversity versus Affirmative Action Competitive Advantage through Diversity and Inclusion Challenges of Diversity and Inclusion Multicultural Organizations Cultivating a Diverse Workforce Top Management’s Leadership and Commitment Organizational Assessment Attracting Employees Training Employees Retaining Employees CHAPTER RESOURCES Experiential Exercises 1. Being Different 2. Gender Stereotypes 3. He Works, She Works Cases Niche Hotel Group Part III Supporting Case Zappos Social Enterprise Managing Diversity at Change.org Lecturettes 1. Sexual Harassment 2. Women in Management KEY STUDENT QUESTIONS Students are very much interested in diversity, but they have little patience with the standard “diversity is a good thing” lecture. Minority students are trying to come to grips with how they can succeed in an environment that may be hostile to them, and non-minorities often feel left out of diversity efforts. These feelings are reflected in the student questions below: 1. “Do I have an equal chance to get a job in the U.S. if my English isn’t as good as a native speaker’s?” 2. “How can a woman succeed in a male-dominated industry?” 3. “People say that everyone is equal in the United States and anyone can be anything. It is true because there are laws of discrimination against minorities. But if there were no laws against discrimination would the companies treat all the employees the same regardless of their culture or skin color?” 4. “Do the materials we are learning in this class apply to another culture or country?” Answers to Student Questions 1. While there are no laws that prohibit discrimination based on whether or not a person speaks English, many court decisions have ruled that language discrimination is the same as discrimination based on race or national origin (for example, Hernandez v. New York.) Generally, “speak English only” policies are illegal under the Civil Rights Act unless justified by business necessity. While each case is evaluated separately, courts typically find that “speak English only” policies are illegal when they are applied to employees who can speak no English, or if they create a hostile work environment for employees of different national origins. The law aside, whether or not you can succeed without speaking English depends on your customer base. If all of your customers speak English, and you do not, it will be difficult to create a successful business. On the other hand, the popularity of Chinese and Spanish telephone directories and television stations in the United States attests to the fact that many businesses get ahead by seeking out and servicing niche markets. Customers in these markets may not speak English at all, and being able to work with them in their native tongue is a huge advantage. 2. Women succeed in male-dominated industries by attending to their business. A glance at Forbes “100 Most Powerful Women” shows that women at the top do the same things that men at the top do. For example, Meg Whitman, CEO of eBay has “swiftly fixed any problems, has faithfully tried to week out the fakes on her site and has posted a consistent flow of profits.” 3. This is a difficult question to answer, simply because we don’t have a “control group” to use in comparing our current, legislated, practices to an unlegislated environment. While affirmative action has its advocates as well as its detractors, the simple fact of the matter is that whenever affirmative action practices have been removed (such as by the passage of Proposition 209 in California), other actions are put in place to maintain diversity in organizations and education. The research described in the text — that applicants with “black names” are less likely to be selected for interviews than students with “white names” suggests that discrimination occurs despite any laws banning it, and is likely to continue to occur in the absence of those laws. 4. Many of the theories and practices taught in this management class apply in other countries and cultures — for example, behavior that is rewarded is more likely to reoccur, regardless of the culture. However, other practices do not transfer as readily. For example, the textbook discusses assertive communication as a preferred method for conducting business. In many Asian countries, “assertive communication” will be seen as rude, and can actually impede business transactions. In a recent article in the International Journal of Manpower, Barbara Myloni and her colleagues found that the most successful multinational corporations adopted the business practices of their host countries. CLASS ROADMAP POWERPOINTS Slide 1 Managing the Diverse Workforce Slide 2 Chapter Introduction Quote Slide 3 Learning Objectives Slide 4 Managing Diversity MANAGEMENT IN ACTION Diversity and Inclusion at Apple Silicon Valley has a problem. Data show that for all their progress in creating successful new products that forever change the way we live and work, tech companies lag far behind many other industries in creating even a minimally diverse workforce. Apple is among the tech companies trying to increase the diversity of its workforce, aiming to make itself “a reflection of the world around us.” The company has undertaken a conscious effort to increase the number of women and “underrepresented minorities” among its new hires in several ways over the last few years, and the numbers are ticking slowly upward. CEO Tim Cook takes the definition of diversity farther than most. “One of the reasons Apple products work really great,” he says, “is that the people working on them are not only engineers and computer scientists, but artists and musicians. It’s this intersection of the liberal arts and humanities with technology that makes products that are magical.” I. DIVERSITY: A BRIEF HISTORY POWERPOINTS Slide 5 Diversity: A Brief History (1 of 3) Slide 6 Diversity: A Brief History (2 of 3) Slide 7 Diversity: A Brief History (3 of 3) Managing diversity involves such things as recruiting, training, promoting, and utilizing to full advantage individuals with different backgrounds, beliefs, capabilities, and cultures. From the 1800s to early 1900s, groups immigrated to the U.S. Members were considered outsiders because they did not speak English and had different customs and work styles. In the 1800s it was considered poor business practice for white-Protestant-dominated insurance companies to hire Irish, Italians, Catholics, or Jews. By 1960s, the struggle for acceptance by various white ethnic and religious groups had succeeded. Women and non-white minorities faced particularly difficult challenges, which lasted throughout the 1960s. Today more than half of the U.S. workforce consists of people other than white, U.S. born males. Two-thirds of all global migration is into the U.S. Today’s immigrants are willing to be part of an integrated team, but they no longer are willing to sacrifice cultural identities to get ahead. II. DIVERSITY TODAY POWERPOINTS Slide 8 Diversity Today Slide 9 Exhibit 11.1 Components of a Diversified Workforce Slide 10 Exhibit 11.2 Examples of Diversity Programs in S&P 100 Companies Slide 11 Gender Issues Slide 12 Glass Ceiling Slide 13 Most Powerful Women Executives Slide 14 Sexual Harassment Slide 15 Basic Components of an Effective Sexual Harassment Policy Slide 16 Minorities and Immigrants Slide 17 Some Top Executives of Color Slide 18 Mentally and Physically Disabled People Slide 19 The Age of the Workforce LO 1: Describe how changes in the U.S. workforce make diversity a critical organizational and managerial issue. Components of a Diversified Workforce (Exhibit 11.1) Managing diversity means being aware of characteristics common to a group of employees while also viewing these employees as individuals. The expansion of diversity programs in U.S. companies (Exhibit 11.2) Example 11.1 – Diversity today: Diversity isn’t just a U.S. issue. Deloitte Canada recognizes the value of a diverse workforce. People of Aboriginal background represent Canada’s fastest growing demographic group. In Deloitte’s third annual Dialogue on Diversity, the company sought to understand ways to increase opportunities for Aboriginal people in Canada’s workforce. The Changing Workforce – about 80% of U.S. workers are white, and more than half of them are male, but this group’s share of the labor force is declining. Today approximately one in three U.S. residents is a racial or ethnic minority, a trend that will impact the future workforce. Gender issues Women make up 47 percent of the workforce The glass ceiling is an invisible barrier that makes it difficult for certain groups, such as minorities and women, to move beyond a certain level in the organizational hierarchy. Multiple Generations at Work Flexibility and Work-Life Balance In addition to offering family—friendly benefits, many companies provide flexible working arrangements to recruit and retain Millennial employees. A recent survey suggests that these early career employees value work flexibility and work-life balance more than compensation growth or skill development. Other factors that are driving the trend toward flexible work arrangements include technology and Millennial employees’ affinity for using it. Mobile technology, cloud computing services, and high-speed Internet are enabling employees to collaborate in teams and with clients from non-office locations. As the first generation to come of age as “digital natives,” Millennials are comfortable working in this virtual, flexible environment. Sexual harassment is conduct of a sexual nature that has negative consequences for employment. “quid pro quo” occurs when submission to or rejection of sexual conduct is used as a basis for employment decisions “hostile environment” occurs when unwelcome sexual conduct has the purpose or effect of unreasonably interfering with job performance or creating an intimidating, hostile, or offensive working environment. Basic components of an effective sexual harassment policy (Exhibit 11.5) Minorities and immigrants Organizations that do not take full advantage of minority and immigrant workers will find themselves at a comparative disadvantage. In a recent year, half of patent applications in the United States identified an immigrant as the inventor or a co-inventor. The United States Census Bureau projects that by 2044 these onetime minority groups will collectively represent a majority of the US population. Mentally and physically disabled Are the largest unemployed minority population. According to U.S. government statistics, about 17 percent of people with disabilities are employed compared to 65 percent of people without. One-third are employed on a part-time basis. People with a disability are more likely to have jobs if they have higher education levels, and more likely than workers without disabilities to have a part-time job because they can’t find full-time work. 4. Education Levels a. In today’s service and technology economy, more positions require a college education. The Age of the Workforce 70% of workers between the ages of 45-74 plan to work in retirement. Approximately 10,000 boomers are retiring each day A recent study found 87 percent of employers view their older workers as valuable resources for training, mentoring, and sharing institutional knowledge. CONNECT Case Analysis: Does This Organization Age Like Fine Wine? SUMMARY Like a fine wine, individuals can get better with age. With that in mind, many organizations have identified this demographic group as a valuable resource and labor pool. Retirees often return to the workforce at the behest of their employers, who can’t afford to lose the knowledge accumulated by longtime employees, their willingness to work non-traditional shifts, and their reliable work habits, which have a positive effect on the entire workgroup. However, a number of organizations are still not valuing and fully utilizing older employees. The brief case presents the efforts of Saving Dollars to keep labor costs low. Saving Dollars is a large-scale retail organization with a cost-cutting strategy. In alignment with their strategy, they are very conscientious of their labor costs. Saving Dollars hires primarily early career employees. Because Saving Dollars knows how much turnover can cost, they require employees to work full time and provide a generous benefits package. Their training and development department has implemented a training program for all new employees aimed at decreasing the learning curve for taking inventory using the store’s proprietary software. Managers are trained by their mentors to manage each employee in exactly the same way by applying the “Saving Dollars Management Principles.” ACTIVITY After reading the case, students are presented with six questions exploring elements of the company system. CLASS DISCUSSION IDEAS A class discussion could explore how to better incorporate older employees into Saving Dollars’ HRM approach. Are there features of the system that may discourage older workers or present unnecessary costs? III. MANAGING DIVERSITY AND AFFIRMATIVE ACTION POWERPOINTS Slide 20 A Note on Affirmative Action Slide 21 Competitive Advantage through Diversity and Inclusion Slide 22 Challenges of Diversity and Inclusion Slide 23 Beyond Affirmative Action: LO 2: Distinguish between affirmative action and managing diversity. 1. Affirmative action a. Special efforts to recruit and hire qualified members of groups that have been discriminated against in the past b. Legislation has not completely solved the problem of discrimination — women and minorities still face challenges in upward mobility. 2. Diversity a. Complements affirmative action b. Involves embracing a proactive business philosophy that sees differences as a positive value. c. Treats people as individually — equally, but not necessarily the same. Example 11.2 Diversity On her way up the management ranks at Jordan Marsh, Liz Harris, a black woman, was often disheartened by the dearth of people of color in management. As she says, “I was usually the only black person in the room or at the seminar.” But as the general manager of a Sears store in Florida, Harris found a whole different world. Harris encountered “a sea of color and gender in management meetings at Sears headquarters outside Chicago,” finding that Sears was a truly diverse company, all the way up to its top management ranks. LO 3: Explain how diversity, if well managed, can give organizations a competitive edge. A. Advantage through Diversity and Inclusion Ability to attract and retain motivated employees. Better perspective of a differentiated market. Ability to leverage creativity and innovation in problem-solving. Enhancement of organizational flexibility. Example 11.3 – Competitive advantage of diversity: In-house lawyers at 70 firms like Sara Lee and TIAA-CREF recently signed an agreement to only use law firms that can show that they hire diverse lawyers, and use those lawyers on major cases. This has changed hiring practices at major New York law firms. For example, over a three-year period, Weil Gotshal & Manges, a firm with 1200 lawyers, increased the number of women lawyers by 11%, women partners by 19%, and minority lawyers by 14%. LO 4: Identify challenges associated with managing a diverse workforce. Challenges of Diversity and Inclusion Unexamined assumptions Lower cohesiveness Communication problems Mistrust and tension Stereotyping 6. The challenge ahead a. Managers need to confront the biases, stereotypes, lack of experience, and tension that make communication, teamwork, and leadership in a diverse workforce challenging and capitalize on employee differences (Exhibit 11.8) Management in Action Progress Report Apple’s Drive toward Diversity While Apple has improved, some of the diversity statistics it releases in its annual diversity and inclusion report, indicate it has done so by a small amount. Change, while slow, is taking place. Apple says it takes a “holistic view” of diversity, “a view that includes the varied perspectives of our employees as well as app developers, suppliers, and anyone who aspires to a future in tech. Because we know new ideas come from diverse ways of seeing things.” The company’s efforts to be more diverse extend to pay equity as well as racial, ethnic, and gender diversity. • Do you agree that the achievement of diversity in the tech workforce will take a long time? Why or why not? Student answers will vary; however, they may mention competitive and legal forces facilitating the change while embedded cultures slowing a drive for more diversity. • What challenges to achieving diversity has Apple overcome? Which could it work harder to resolve? A disproportional pool of qualified candidates may cause any correction to be slow. The unconscious bias of hiring officials may present an additional hindrance. IV. MULTICULTURAL ORGANIZATIONS POWERPOINTS Slide 24 Multicultural Organizations Slide 25 Diversity Assumptions and Implications for Management Part 1 Slide 26 Diversity Assumptions and Implications for Management Part 2 of 2 LO 5: Define monolithic, pluralistic, and multicultural organizations. Examining assumptions about people and culture can help managers capitalize on the benefits and minimize the costs of diversity. (Exhibit 11.9) There are three basic types of organizations with regard to diversity: Monolithic organization is an organization that has a low degree of structural integration – employing few women, minorities, or other groups that differ from the majority – and thus has a highly homogeneous employee population. Plural organization is an organization that has a relatively diverse employee population and makes an effort to involve employees from different gender, racial, or cultural backgrounds. Multicultural organization is an organization that values cultural diversity and seeks to utilize and encourage it. Example 11.4 Multicultural organizations One size does not fit all, says Anita Zanchettin, Director of Diversity at Aperian Global. It’s a very different reality in every country, the business environment, the languages, the needs of the marketplace and consumers. Companies must adapt more quickly than ever before to foreign cultures and regions. For example, Weyerhaeuser, a large timber company, with operations in 18 countries hires and works with people in Canada, Uruguay, and New Zealand. Faced with lawsuits from various Canadian “First Nations” peoples, the company hired aboriginal people at its wood products plant, signed on aboriginal suppliers, and went on joint logging ventures with tribesmen. The goal, in the long run, is to improve relationships to the extent that the two parties can work together in harmony. CONNECT Click and Drag: Valuing Diversity and the Obstacles of Assumptions (Keyboard navigable alternate version available.) SUMMARY To capitalize on the benefits and minimize the costs of a diverse workforce, perhaps one of the first things managers need to do is examine their organization's prevailing assumptions about people and cultures. A range of common and misleading assumptions can inhibit an organization’s ability to capitalize on diversity, and thus being able to identify these assumptions is an important skill for managers. ACTIVITY The exercise presents the perspectives of four employees to their approach to diversity. CLASS DISCUSSION IDEAS How have students witnessed or personally experienced the diversity assumptions applied? CONNECT Multigenerational Office SUMMARY The baby-boom generation (those born between 1946 and 1964) is aging. Today, nearly four out of ten workers are age 45 or older, and the median age of America’s workforce is rising as the number of older workers swells, while the number of young workers grows only slightly. Today’s companies are learning the value of both young and older workers—and finding new ways to encourage them to collaborate. In this activity, students are introduced to an organization that is effectively leveraging older workers and pairing them with Gen-Y’ers. ACTIVITY Students watch a three-minute video and answer questions centered on diversity. CLASS DISCUSSION IDEAS The instructor may wish to expand the discussion on the value of diversity by asking what the benefits of a diverse workforce are. A compliance theme may be introduced by asking if a company were to hire an older worker rather than an equally qualified generation Y member, are any laws potentially being violated? V. HOW TO CULTIVATE A DIVERSE WORKFORCE POWERPOINTS Slide 27 Social Enterprise Managing Diversity at Change.org Slide 28 Social Enterprise Questions Slide 29 How Organizations Can Cultivate a Diverse Workforce Slide 30 Attracting Employees Slide 31 Guidelines for Diversity Training Slide 32 Retaining Employees Slide 33 Management in Action Slide 34 Management in Action Questions Slide 35 In Review LO 6: List steps managers and their organizations can take to cultivate diversity. A. Top management’s leadership and commitment Incorporate the organization’s attitude toward diversity into the corporate mission statement and into strategic plans and objectives. Allocate adequate funding to ensure the success of diversity efforts. Set an example for organization members by participating in diversity programs and making participation mandatory for all managers. B. Organizational assessment 1. Improves diversity by evaluating workforce, culture, policies, and practices in areas such as recruitment, promotions, benefits, and compensation. C. Attracting employees Companies can attract a diverse workforce through: Recruitment Accommodating work and family needs Alternative work arrangements Example 11.5 – Mentoring and Diversity Reverse mentoring is a growing trend that can be used to help employees appreciate generational diversity in the workforce. In this form of mentoring, older and younger generations are paired together, with both employees benefitting from the relationship. For example. some of the benefits of reverse mentoring relationships are that it a) closes the knowledge gap such that younger employees learn business terms and industry practices while older workers learn social media knowledge, b) empowers both emerging and established leaders, and c) brings different employee generations closer together. D. Training employees Awareness building is designed to increase awareness of the meaning and importance of valuing diversity. Skill building is designed to allow all employees and managers to develop the skills they need to deal effectively with one another and with customers in a diverse environment. Guidelines for diversity training (Exhibit 11.10) Position training in your broad diversity strategy. Do thorough needs analysis. Distinguish between education and training. Use a participative design process. Test the training thoroughly before rollout. Incorporate diversity programs into the core-training curriculum. E. Retaining employees Establish support groups Create formal mentoring programs Mentors are higher-level managers who help ensure that high-potential people are introduced to top management and socialized into the norms and values of the organization. Make sure that deserving minority employees have a chance at career development and promotions Provide accommodations within the system for different types of diversity Hold managers accountable for workforce development. Management in Action Onward Apple Still Has a Long Way to Go A 2016 Equal Employment Opportunity Commission (EEOC) report concluded that Silicon Valley still employs fewer women and minorities than any other private-sector industry. The gap is particularly wide at the management and executive level. Apple stands by its efforts to promote inclusion. It has demonstrated its support of diversity by becoming a corporate advocate of the LGBTQ community and of the country’s immigration population, and its many internal diversity initiatives, such as the Diversity Network Associations for employees, increased support for employees with disabilities, pay equity for women, and improved recruitment and hiring practices, appear to be slowly yielding results. However, for now, the company remains 68% male and 56% white. • Suppose you were charged with increasing the diversity of Apple’s workforce by reducing turnover among the company’s existing female and minority employees. What specific recommendations would you make? Students may focus on more promoting more opportunities for advancement, mentoring programs and improving work/family balance. • What factors do you think might be slowing the company’s progress toward a more diverse workforce? What can Apple do to overcome these? Students may suggest that Apple do a better job cultivating future employees and recruiting from more diverse sources. Training to overcome bias in hiring officials and management may also be suggested. CONNECT Manager’s Hot Seat: Diversity in Hiring: Candidate Conundrum SUMMARY The goa of this activity is to show the impact of stereotypes on the hiring process. It is very important to attract the right people to fill the needs of the organization. In order to avoid exposure to legal liabilities, human resource managers need to be aware of the laws and regulations protecting employees. The video depicts a conversation regarding whom to hire for a sales position. Two similarly qualified candidates are being debated. Candidate race, marital status, personality, and perhaps attractiveness may be influencing the managers’ preferences. ACTIVITY Students watch the seven-minute Hot Seat video and answer three multiple-choice questions applying diversity and legal terms. CLASS DISCUSSION IDEAS The instructor may wish to ask what if any laws may be relevant to the case. Does the case suggest bias in one or both managers? If you were hired as a consultant to improve the selection methodology, what might you suggest? How easy is it to make “blind” decisions? CONNECT Manager’s Hot Seat: Diversity: Mediating Morality SUMMARY This activity may show how complicated it can be to foster understanding and acceptance among employees with differing sexual orientations. The video presents a conversation in which work is being redirected due to an employee not wanting to work with another employee of different sexual orientation. ACTIVITY Students watch a seven-minute video and then answer three multiple-choice questions. CLASS DISCUSSION IDEAS The instructor may wish to revisit the manager’s statement that there is nothing that can be done when an employee brings their biases into the workplace. What can a company due to promote a more diverse and welcoming workplace? Does the class believe any federal laws are applicable to the case? CONNECT Self-Assessment: Do You Appreciate and Value Diversity? SUMMARY In order to effectively manage diversity, managers must understand their own assumptions, attitudes, and behaviors that either facilitate or inhibit their ability to value and appreciate diversity. ACTIVITY Students answer 10 multiple-choice questions which are then scored to produce an assessment of one’s perceived value of diversity. CLASS DISCUSSION IDEAS The instructor may wish to introduce the concept of “social desirability” in the exercise debrief. Do people ever provide the answer they think is expected rather than provide the opinion they actually hold? How might this impact be minimized? BOTTOM LINE What are some new or diverse markets that Toys “R” Us can serve best with a diverse workforce? Answers will vary. This question references the text statement that Toys “R” Us is among companies that are committed to diversity because companies’ customer bases are changing along with the composition of the workforce. Students may see opportunities in expanding into different racial, ethnic, or economic groups in the United States or into foreign countries, especially where a new middle class is developing. They may see opportunities in reaching out to nontraditional family structures that include people who would shop for toys—for example, same-sex couples, single-parent families, or grandparents raising children. They may see different opportunities and challenges arising with each new generation of children. For example, more and more of today’s parents will be individuals who group up in the Internet age. The point of the question is to think broadly to see the opportunities that come from noticing everyone who might be a customer, not just traditional stereotypes of who would be a customer. What kinds of innovation are a strength in your generation? In a generation older than yours? Answers will vary. Again, the point is to practice thinking positively about diversity in the workforce. Presumably, workers of any age have some set of strengths, including their knowledge, skills, experiences, passions, integrity, and energy level. Some students may also wish to point out that generalizations about an age group do not apply to any member of that age group. However, the generalizations could serve as a starting point for identifying what people contribute. Why might a customer who wants something new get a faster response from a company that tolerates different styles? The assumption of this Bottom Line idea for achieving speed is that a company that values diversity tolerates different styles, and a company that tolerates different styles is more flexible. In such a company, individuals or teams can approach a new opportunity as creatively as they are able. So if a customer wants something new, this kind of company has the kinds of people in place who can hear the idea, welcome new ways of thinking (in this case, from the customer), and respond by adapting and providing what the customer wants. In contrast, at an organization that values standardization and “one best way,” people would not immediately expect to change when they hear a request for something new. They would need time to be persuaded, and they would need more time to set up new systems and processes. What makes you feel that your employer values who you are and what you contribute? Answers will vary. Because employees are diverse, so will be their attitudes toward attempts at motivation. But in general, people want to feel valued and appreciated. Students likely will mention some combination of praise, interesting assignments, fair compensation, opportunities for growth, comfortable working relationships, and positive reactions to their personal qualities (or at least an absence of negative reactions or fear). These are conditions that employers hope to create with the various measures described in this section. SOCIAL ENTERPRISE Managing Diversity at Change.org Change.org’s mission is to “empower people everywhere to create the change they want to see.” The company is currently helping 150 million global users, and 100,000 organizations launch tens of thousands of online petitions per day. In addition to bringing about thousands of success stories in which positive change occurred, the company is broadening its mission and revising its revenue model. It recently began a shift toward crowdsourcing that will let U.S. users not only sign a petition but donate to the cause it represents; Change.org will collect a 5% fee from all donations. Dulski and other leaders have realigned the company’s internal culture and employee composition to match those of its customers. The leaders are "embracing openness," which means working toward gender equality while also embracing employees with different perspectives—international workers, older employees, and individuals with different career experiences. What internal and external forces drove Jen Dulski and other managers at Change.org to reexamine their commitment to diversity? First, the organization’s internal culture should reflect the market it is meant to serve. For example, there used to be only one female employee in the engineering department. When you are serving 150 million users and launch tens of thousands online petitions a day, you should mimic this surely diverse environment. There are also international perspectives that should be taken into consideration. Overall, Dulski has listed effective steps to both embrace employee diversity and take international perspectives into consideration. Why was it important for the company to hire more female and international employees? As mentioned in question 1, Change.org’s employees should better reflect it targets market, which includes a good number of female and international customers. This way the workforce can better understand the needs of its customers and work to satisfy them. If the company’s employees do not identify with the customers they serve, the level of service may drop, and creativity may also suffer. LECTURETTES LECTURETTE 11.1: Sexual Harassment WHAT IS SEXUAL HARASSMENT? 1. Sexual harassment is to some people like pornography—they can’t define it, but they know it when they see it. 2. To a great extent, sexual harassment is when job discrimination was in the 1960s—a vague concept that is slow to illuminate the American consciousness. 3. The Equal Employment Opportunity Commission (EEOC) has issued the following guidelines for the purpose of describing sexual harassment: Unwelcome advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature constitute sexual harassment when: Submission to such conduct is made explicitly or implicitly a term or condition of an individual's employment. Submission to or rejection of such conduct by an individual is used as the basis for employment decisions affecting such individuals. Such conduct has the purpose or effect of unreasonably interfering with an individual's work performance or creating an intimidating, hostile, or offensive working environment. SEXUAL HARASSMENT AND LEGAL LIABILITY 1. U.S. courts have imposed liability on employers and coworkers for participating in or allowing sexual harassment at work under two distinct theories that are similar to the EEOC guidelines. Those two theories are (1) quid pro quo liability and (2) hostile environment liability. A. Quid Pro Quo Liability Quid pro quo liability results from a sexual act that is the prerequisite condition of employment, promotion, or other benefit of employment. Conversely, quid pro quo liability results when the refusal to engage in a sexual act causes one to be fired, denied promotion or having a job or benefit withheld. B. Hostile Environment Liability Hostile environment liability is established when an individual must work in an atmosphere made abusive or hostile by the unequal treatment of the sexes. 2. Under EEOC guidelines, employer liability in sexual harassment cases is established as follows: When a member of management engages in quid pro quo sexual harassment, demanding sex in exchange for some sort of job benefit. When management personnel engage in sexual harassment that creates a hostile environment. When the sexually hostile environment is created by co-workers, and management knew about it or reasonably should have known about it and taken corrective action. ASSESSING SEXUAL HARASSMENT COMPLAINTS When determining the extent to which sexual harassment exists, management should consider the following: The severity of the sexual harassment behavior. The number and frequency of the harassment behaviors. The perceived intent of the sexual harasser. The past relationships between the parties Any perceived provocation on the part of the victim. The response of the victim. The effects of the harassment on the victim. The working environment and its possible influence on the situation. HARASSMENT PREVENTION The following managerial actions can effectively reduce or prevent sexual harassment: Within the organizational context, determine the nature and extent of sexual harassment. Establish a policy declaring opposition to the very nature of sexual harassment. Make employees responsible for carrying out the policy and for reporting any evidence of sexual harassment. Make managerial personnel accountable for any sexual harassment that might occur within their area of responsibility. Establish an appeal procedure for handling all sexual harassment complaints. Provide a sexual harassment awareness and prevention training program for all employees. LECTURETTE 11.2: Women in Management WOMEN WORKERS – THE UNDERUTILIZED WORKFORCE Not more than a decade ago, women in the United States constituted an underutilized resource; now that situation is improving rapidly. Not only are more women working, but also they are holding more meaningful positions. Moreover, more and more women are going to college to prepare themselves for productive careers. Today, there are slightly more women in college than men. Nowhere is this trend more evident than in the once male-dominated business schools, where male and female students are equally represented. However, despite these gains for women in the workplace, too few women are achieving professional and managerial positions in business. WOMEN MANAGERS – ARE THEY DIFFERENT? In field studies, no differences have been found between men and women concerning task-oriented and people-oriented management styles. In field studies, women are found to be more likely to: Lack management skills and, as a result, were promoted less often and rated less-favorably. However, on the positive side, they were also found to be more likely to: Encourage participation on the part of subordinates in making meaningful work-related decisions. Share information that is needed to be effective on the job. Share power that is inherent in organizational roles and positions. Enhance the self-worth feelings of others, making subordinates feel more important. Energize others and stimulate self-starting behavior on the part of subordinates. Have a high need for self-actualization and fulfillment. These studies have also shown that women: Receive fewer overseas assignments (because attitudes toward expatriate women concluded that they are ineffective in, unqualified for, and less interested in such opportunities. Perceive less value in overseas assignments. By contrast, men are found to be more apt to: Be viewed as effective managers. Have uniquely different responses to poor performance. Use a wider range of influence strategies. THE MOMMY TRACK When an employer creates a Mommy Track, it divides its female employees into two groups: Career Primary women are those who have placed their management career ahead of family. Career and Family women are those who want both to have a management career and to raise a family. 2. Career Primary women are treated the same as male executives, meaning there are severe demands made of their time and energies. 3. Career and Family women are treated with flexibility during critical child-rearing years. Career and Family flexibility includes maternity leave, job sharing, and so on. This “Mommy Track” option is usually limited to only top performers. Instructor Manual for Management: Leading and Collaborating in a Competitive World Thomas S. Bateman, Scott A. Snell, Robert Konopaske 9781259927645, 9781259546945