CH-4 Attitudes, Emotions, and Ethics – ORGB Organizational Behavior : Book Guide

Chapter 4 Attitudes, Emotions, and Ethics In This Chapter, You’ll Find: Chapter Overview Learning Outcomes Key Terms PowerPoint Guide Review Questions and Answers Discussion and Communication Questions and Suggested Answers Ethical Dilemma Self-Assessments—What about You? Issues in Diversity Experiential Exercises Additional Examples Case Study and Suggested Responses: Quiktrip—Staffed By Passionate and Compassionate People Video: Profile on Mitchell Gold + Bob Williams Student Handouts: Ethical Dilemma What about You?: Assess Your Job Satisfaction What about You?: Do You Engage in Workplace Deviance Behavior Issues in Diversity: Michael Phelps—When Age and Values Collide Experiential Exercise: Chinese, Indian, and American Values Experiential Exercise: Is This Behavior Ethical? Experiential Exercise: Bargaining, United Nations Style: Exploring the Impact of Cultural Values Case Study: QuikTrip—Staffed By Passionate and Compassionate People Chapter Overview Attitudes are psychological tendencies that are expressed when people evaluate a particular entity with some degree of favor or disfavor. This chapter examines the need to understand the different components of attitudes, how people’s attitudes are formed, the major attitudes that affect work behavior, and how to use persuasion to change attitudes. Next, the chapter discusses emotions—which are discrete and fairly short-lived feelings that have a specific, known cause. Finally, the chapter discusses a model of ethical behavior and the factors that affect ethical behavior. Learning Outcomes After reading this chapter, students should be able to do the following: 1. Explain the ABC model of an attitude. Answer: An attitude is a psychological tendency expressed when people evaluate a particular entity with some degree of favor or disfavor. Attitudes are closely linked to behavior in general, so they are an important factor in organizational behavior. An individual does not have an attitude until he or she responds to an entity (person, object, situation, or issue) on an affective, behavioral, or cognitive basis. As rational beings, people prefer consistency (consonance) between their attitudes and behavior. Anything that disrupts this consistency causes tension (dissonance), which motivates individuals to change either their attitudes or their behavior to maintain consistency. The tension produced by a conflict between attitudes and behavior is cognitive dissonance. 2. Describe how attitudes are formed. Answer: Attitudes are learned. Two major influences on attitudes are direct experience and social learning. Culture also plays a definitive role in attitude development. Attitude–behavior correspondence depends on five things: attitude specificity, attitude relevance, timing of measurement, personality factors, and social constraints. Attitudes at work are important because, directly or indirectly, they affect work behavior. Chief among the things that negatively affect employees’ work attitudes are demanding jobs over which employees have little control. A study found that positive psychological climate was enough to generate positive attitudes and good performance in various jobs. 3. Identify sources of job satisfaction and commitment. Answer: Job satisfaction is a pleasurable or positive emotional state resulting from the appraisal of one’s job or job experiences. It has been treated both as a general attitude and as satisfaction with five specific dimensions of the job: pay, the work itself, promotion opportunities, supervision, and coworkers. Employees who receive valuable rewards are more satisfied. In addition, employees who receive rewards that are contingent on performance (the higher the performance, the larger the reward) tend to perform better. Rewards thus influence both satisfaction and performance. The key to influencing both satisfaction and performance through rewards is that the rewards are valued by employees and are tied directly to performance. 4. Distinguish between organizational citizenship and workplace deviance behaviors. Answer: Job satisfaction encourages organizational citizenship behavior (OCB)—behavior that is above and beyond the call of duty. One factor that leads to dissatisfaction at work is a misfit between an individual’s values and the organization’s values, or a lack of person–organization fit. People who feel that their values don’t mesh with the organization’s values experience job dissatisfaction and eventually leave the organization. When employees are dissatisfied with their jobs, they are more likely to engage in workplace deviance behavior (WDB), which is defined as any voluntary, attitude-driven, counterproductive behavior that violates organizational norms and causes some degree of harm to organizational functioning. 5 Identify the characteristics of the source, target, and message that affect persuasion. Answer: Through persuasion, one individual (the source) tries to change the attitude of another person (the target) in regard to a certain issue (the message). Certain characteristics of the source, target, and message affect the persuasion process. Three major characteristics of the source affect persuasion: expertise, trustworthiness, and attractiveness. Individuals with low self-esteem are more likely to change their attitudes in response to persuasion than are individuals with high self-esteem. Individuals who hold very extreme attitudes are more resistant to persuasion, and people who are in a good mood are easier to persuade. The source, target, and message characteristics are weighed differently in the two cognitive routes to persuasion, the central route and the peripheral route, as shown in the elaboration likelihood model of persuasion in Figure 4.2. The routes are differentiated by the amount of elaboration, or scrutiny, that the target is motivated to give to the message. 6 Discuss the definition and importance of emotions at work. Answer: Emotions are mental states that include feelings, physiological changes, and the inclination to act. They are discrete and fairly short-lived feelings that have a specific, known cause. Emotions (e.g., anger, joy, pride, hostility) are short-lived, intense reactions to an event. Employees have to cope with both positive and negative events at work on a daily basis, and these events, in turn, lead to emotions. When events at work are positive and goals are being met, employees experience positive emotions. But when events at work are perceived as negative, the opposite can be true. Positive emotions produce better cognitive functioning, physical and psychological health, and coping mechanisms. Moods are feeling states that are more enduring than emotions and have no clear cause. Moods are one level above emotions since they are made up of a variety of emotions. 7 Contrast the effects of individual and organizational influences on ethical behavior. Answer: Ethical behavior involves acting in ways consistent with one’s personal values and the commonly held values of the organization and society. Firms with better reputations attract more applicants, creating a larger hiring pool, and evidence suggests that respected firms can choose higher-quality applicants. Unethical behavior by employees can affect individuals, work teams, and even their organization. 8 Identify the factors that affect ethical behavior. Answer: Two sets of factors—individual characteristics and organizational factors—influence ethical behavior. Ethical decision making requires three qualities of individuals: • The competence to identify ethical issues and evaluate the consequences of alternative courses of action. • The self-confidence to seek out different opinions about the issue and decide what is right in terms of a particular situation. • Tough-mindedness—the willingness to make decisions when all that needs to be known cannot be known and when the ethical issue has no established, unambiguous solution. Individual characteristics that lead to these qualities are value systems, locus of control, Machiavellianism, and cognitive moral development. Machiavellianism is a personality characteristic involving one’s willingness to do whatever it takes to get one’s own way. Managers can offer guidance on ethical behavior by exercising the organizational influences listed in Figure 4.3. They can encourage ethical behavior through codes of conduct, ethics committees, ethics communication systems, training, norms, modeling, and rewards and punishments. Key Terms Attitude (p. 53) Affect (p. 53) Cognitive dissonance (p. 54) Social learning (p. 54) Job satisfaction (p. 56) Organizational citizenship behavior (OCB) (p. 57) Workplace deviance behavior (WDB) (p. 58) Organizational commitment (p. 58) Affective commitment (p. 58) Continuance commitment (p. 58) Normative commitment (p. 58) Emotions (p. 60) Emotional contagion (p. 61) Ethical behavior (p. 63) Values (p. 65) Instrumental values (p. 65) Terminal values (p. 65) Machiavellianism (p. 67) Cognitive moral development (p. 67) PowerPoint Guide Introduction Slides 2—Learning Outcomes LO1 Explain the ABC model of an attitude. Slide 3—LO - 4.1 Slide 4—Beyond the Book: Bad Attitude Slide 5—Table 4.1: ABC Model of an Attitude Slide 6—Cognitive Dissonance LO2 Describe how attitudes are formed. Slide 7—LO – 4.2 Slide 8—Influences on Attitude Formation Slide 9—Attitude–Behavior Correspondence LO3 Identify sources of job satisfaction and commitment. Slide 10—LO - 4.3 Slide 11—Job Satisfaction LO4 Distinguish between organizational citizenship and workplace deviance behaviors. Slide 12—LO - 4.4 Slide 13—Work Attitudes Slide 14—Organizational Commitment LO5 Identify the characteristics of the source, target, and message that affect persuasion. Slide 15—LO - 4.5 Slide 16—Characteristics that Affect the Persuasion Process Slide 17—Figure 4.2: The Elaboration Likelihood Model of Persuasion LO6 Discuss the definition and importance of emotions at work. Slide 18—LO - 4.6 Slide 19—Emotions and Moods Slide 20—Emotions at Work LO7 Contrast the effects of individual and organizational influences on ethical behavior. Slide 21—LO - 4.7 Slide 22—Ethical Behavior Slide 23—Beyond the Book: No Consequences? LO8 Identify the factors that affect ethical behavior. Slide 24—LO - 4.8 Slide 25—Figure 4.3 - Individual/Organizational Model of Ethical Behavior Slide 26—Beyond the Book: Where Does Kiva Money Go? Slide 27—Mitchell Gold + Bob Williams Key Terms Slide 28—Key Terms Summary Slides 29-30—Summary Review Questions and Answers 1. How are attitudes formed? Which source is stronger? Answer: Two major influences on attitudes are direct experience and social learning. Research has shown that attitudes derived from direct experience are stronger, held more confidently, and more resistant to change than attitudes formed through indirect experience. These attitudes are powerful because of their availability; they are easily accessed and active in people’s cognitive processes. When attitudes are available, people can call them quickly into consciousness. 2. What are the major influences on attitude–behavior correspondence? Why do some individuals seem to exhibit behavior that is inconsistent with their attitudes? Answer: Attitude–behavior correspondence depends on five things: attitude specificity, attitude relevance, timing of measurement, personality factors, and social constraints. Individuals possess both general and specific attitudes. The more specific the attitude, the stronger is its link to behavior. Personality factors also influence the attitude–behavior link. One personality disposition that affects the consistency between attitudes and behavior is self-monitoring. Low self-monitors rely on their internal states when making decisions about behavior, while high self-monitors are more responsive to situational cues. Low self-monitors therefore display greater correspondence between their attitudes and behaviors. High self-monitors may display little correspondence between their attitudes and behavior because they behave according to signals from others and from the environment. 3. Discuss cultural differences in job satisfaction and organizational commitment. Answer: Students’ answers will vary. Because organizations face the challenge of operating in the global environment, managers must understand that job satisfaction is significantly affected by culture. Therefore, employees from different cultures may have different expectations of their jobs. Similarly, organizational commitment studies have shown variances among cultures in terms of commitment to the organization. Affective and normative commitments are related to lower rates of absenteeism, higher quality of work, increased productivity, and overall performance. 4. What should managers know about emotions at work? Answer: Managers should know that emotions such as anger, joy, etc. are short-lived, intense reactions. Employees have to cope with both positive and negative events at work on a daily basis, and these events, in turn, lead to emotions. When events at work are positive and goals are being met, employees experience positive emotions. But when events at work are perceived as negative, the opposite can be true. Overall, people who experience positive emotions are more successful across a variety of life domains and report higher life satisfaction. Negative emotions, on the other hand, lead to unhealthy coping behaviors and lowered cardiovascular function and physical health. Managers should also know that the influence of emotion at work is extended by emotional contagion, which is the dynamic process through which emotions are transferred from one person to another, either consciously or unconsciously, through nonverbal channels. Emotions need to be managed at work because they spread easily. Finally, managers should understand the importance of emotional labor, which refers to the work that employees do to control their feelings and expression of emotions in the workplace and is a type of emotion regulation. 5. Define values. Distinguish between instrumental values and terminal values. Are these values generally stable, or do they change over time? Answer: Values are enduring beliefs that a specific mode of conduct or end state of existence is personally or socially preferable to an opposite or converse mode of conduct or end state of existence. Instrumental values shape the acceptable behaviors that can be used to achieve some goal or end state. Terminal values influence the goals to be achieved or the end states of existence. These values are relatively stable. However, influential factors, such as age, affect individuals’ values over time. 6. What is the relationship between values and ethics? Answer: Ethical behavior involves acting in ways consistent with one’s personal values and the commonly held values of the organization and society. Thus, values underlie ethical behavior. 7. How does locus of control affect ethical behavior? Answer: Individuals with an internal locus of control are more likely than individuals with an external locus of control to take personal responsibility for the consequences of their ethical or unethical behavior. 8. What is Machiavellianism, and how does it relate to ethical behavior? Answer: Machiavellianism is a personality characteristic involving one’s willingness to do whatever it takes to get one’s own way. A high-Mach individual operates from the notion that it is better to be feared than loved. Low-Machs, in contrast, value loyalty and relationships. They are less willing to manipulate others for personal gain and are concerned with others’ opinions. High-Machs believe that the desired ends justify any means, so they feel it is fine to manipulate others in order to achieve a goal. They are emotionally detached from other people and focus on the objective aspects of situations. 9. Describe the stages of cognitive moral development. How does this concept affect ethical behavior in organizations? Answer: Cognitive moral development occurs at three levels, each consisting of two stages: • At Level I, called the premoral level, a person’s ethical decisions are based on rewards, punishments, and self-interest. ○ In Stage 1, people obey rules to avoid punishment. ○ In Stage 2, people obey rules only if it is in their immediate interest to do so. • At Level II, the conventional level, people focus on the expectations of others. ○ In Stage 3, individuals try to live up to the expectations of people close to them. ○ In Stage 4, they broaden their perspective to include the laws and norms of the larger society. • At Level III, the principled level, universal values determine what is right. The individual sees beyond laws, rules, and the expectations of other people. ○ In Stage 5, individuals are aware that people have diverse value systems. They uphold their own values even if others disagree. ○ In Stage 6, the individual follows self-selected ethical principles. Stage 6 individuals act according to their own self-selected ethical principles, even when these principles conflict with a law. Discussion and Communication Questions and Suggested Answers 1. What jobs do you consider to be most satisfying? Why? Answer: Students’ answers will vary. Some students’ answers may be idealistic because these are their expectations. Most students will state the motivator reasons for satisfaction rather than the hygiene factors, such as salary. Jobs I find most satisfying are those that offer a sense of purpose, variety, and opportunities for personal growth, such as roles in creative industries or impactful social work. These jobs are fulfilling because they align with my interests and values, providing both challenges and rewards. 2. How can managers increase their employees’ job satisfaction? Answer: Students’ answers will vary. Job satisfaction has been treated both as a general attitude and as satisfaction with five specific dimensions of the job: pay, the work itself, promotion opportunities, supervision, and coworkers. One of the methods of increasing job satisfaction involves examining all of these five components. Managers must have accurate perceptions of what employees want in a job. Managers can increase employees’ job satisfaction by offering meaningful work, recognizing achievements, providing opportunities for advancement, and fostering a supportive work environment. Regular feedback, work-life balance, and employee involvement in decision-making also contribute to higher satisfaction. 3. Suppose you have an employee whose lack of commitment is affecting others in the work group. How would you go about persuading the person to change this attitude? Answer: Students’ answers will vary. They should analyze the characteristics of the persuader, the target, and the message to address this problem. To address an employee’s lack of commitment, I would first have a private conversation with the individual to understand their perspective and identify any underlying issues. I would then set clear expectations and provide support, such as additional training or resources, while also emphasizing the impact of their behavior on the team and the importance of commitment. 4. Rokeach conducted his studies on values in 1968. Do you think values have changed since then? If so, how? Answer: Students’ answers will vary. One of the strengths of the Rokeach studies is that they were longitudinal. Students may wish to contrast their values with those of their parents and grandparents when discussing this question. Values have evolved since Rokeach’s studies, reflecting changes in societal norms and technology. For instance, contemporary values increasingly emphasize diversity, environmental sustainability, and work-life balance, shifting from the more traditional values of the 1960s focused on conformity and material success. 5. What are the most important influences on an individual’s perceptions of ethical behavior? Can organizations change these perceptions? If so, how? Answer: Two sets of factors—individual characteristics and organizational factors—influence ethical behavior. Managers can encourage ethical behavior through the following—codes of conduct, ethics committees, ethics communication systems, training, norms, modeling, and rewards and punishments. The most important influences on ethical behavior include personal values, organizational culture, and leadership examples. Organizations can change these perceptions by establishing clear ethical guidelines, providing ethics training, and modeling ethical behavior from top management. 6. How can managers encourage organizational citizenship? Answer: Managers can encourage organizational citizenship by promoting the four work values: achievement, concern for others, honesty, and fairness. Students may need to analyze their present environment (work organization or university) to see if the organization encourages citizenship. Managers can encourage organizational citizenship by recognizing and rewarding extra-role behaviors, creating a positive work environment, and fostering a culture of collaboration and mutual respect. Providing opportunities for employees to contribute beyond their formal job roles can also enhance organizational citizenship. 7. Suppose you are a manager in a customer service organization. Your group includes seven supervisors who report directly to you. Each supervisor manages a team of seven customer service representatives. One of your supervisors, Linda, has complained that Joe, one of her employees, has “an attitude problem.” She has requested that Joe be transferred to another team. Write a memo to Linda explaining your position on this problem and what should be done. Answer: Students’ answers will vary. Instructors should encourage students to apply the concepts that they learnt about attitudes to their resolution of this problem. This problem also provides a good opportunity to discuss how values, personality, and perception could be affecting this situation. Memo to Linda: Subject: Handling Joe’s Attitude Problem Hi Linda, I appreciate your feedback regarding Joe's attitude. Before considering a transfer, let’s first address the issue directly with Joe. I suggest having a one-on-one discussion to understand his concerns and provide specific feedback. We should also explore any potential underlying issues and offer support to help him improve. Let’s set a follow-up meeting to review progress. Best, [Your Name] 8. Select a company that you admire for its values. Use the resources of your university library to answer two questions. First, what are the company’s values? Second, how do employees enact these values? Prepare an oral presentation to present in class. Answer: Students’ answers will vary depending upon the company they choose. Following the oral presentations, discuss the differences in values that were identified across organizations. Instructors should get students’ input on why the values differ among organizations and how companies sometimes enact the same values in different ways. Company Presentation Example: Company: Patagonia Values: Patagonia emphasizes environmental sustainability, social responsibility, and ethical business practices. Employee Enactment: Employees engage in initiatives such as environmental campaigns, fair labor practices, and community involvement, reflecting Patagonia’s commitment to its values through everyday actions and organizational policies. 9. Think of a time when you have experienced cognitive dissonance. Analyze your experience in terms of the attitude and behavior involved. What did you do to resolve the cognitive dissonance? What other actions could you have taken? Write a brief description of your experience and your responses to the questions. Answer: Students’ answers will vary. While discussing these responses, instructors should encourage students to examine how people respond differently to cognitive dissonance. They should also discuss how an understanding of cognitive dissonance can be beneficial to a manager. Experience of Cognitive Dissonance: Situation: I once felt conflicted between my desire to excel academically and my social life. My attitude was that academic success was crucial, but my behavior often prioritized social activities. Resolution: To resolve this, I created a balanced schedule that allocated time for both studies and social activities. I also set clear academic goals and sought support from friends. Alternative Actions: I could have focused on time management techniques earlier or sought advice from a mentor to better align my priorities. Ethical Dilemma The purpose of the Ethical Dilemmas is to encourage students to develop their awareness of ethical issues in the workplace and the managerial challenges that they present. The dilemmas are set up to present situations in which there is no clear ethical choice. The goal for instructors is to guide students through the process of analyzing the situation and examining possible alternative solutions. There are no “right” answers to the questions at the end of each scenario. These are only opportunities to explore alternatives and generate discussion on the appropriateness of each alternative. The student portion of the activity is provided on a handout at the end of this chapter guide. Sarah’s options are to keep Kim in HR, or to fast-track her for the job in marketing. 1. Using consequential, rule-based, and character theories, evaluate Sarah’s options. Answer: Consequential Theory On the one hand, if Sarah keeps Kim in HR, she will have to continue dealing with Kim’s negativity and her impact on the rest of the department. However, she might prevent Kim from having a negative impact on the Marketing Department and possibly the company’s clients. On the other hand, if Sarah fast-tracks Kim’s interview with the Marketing department, she risks negatively impacting that department and the company’s clients but saves herself and her department from further aggravation and negativity. Rule-Based Theory Sarah has an obligation to protect her department from Kim’s negative influence, but she also has an obligation to protect her company from any potential negative impact that might result from Kim’s contact with clients. Character Theory Sarah seems to value teamwork and a positive work environment. But, Kim’s presence in the HR department undermines teamwork and the pleasant work environment that Sarah has worked hard to create. And, fast-tracking Kim’s interview for the marketing position provides Sarah with the opportunity to restore strong teamwork and positivity in HR. 2. What should Sarah do? Why? Answer: Sarah should keep Kim in HR and continue working with her to minimize her negativity. This course of action provides the greatest good for the greatest number of people by preventing Kim’s negative influence from affecting the marketing department and possibly the company’s clients. Sarah’s obligation to protect the company from possible negative impact supersedes her obligation to her own department. By keeping Kim in the HR department, Sarah would be able to fulfill her greater obligation to the company. Although keeping Kim in HR is against Sarah’s desire for teamwork and harmony, doing so is the best course of action based on the consequential and rule-based views of ethics. Sarah should have a candid conversation with Joe to understand his concerns and provide specific feedback on his behavior. Addressing the issue directly and offering support will likely be more effective than an immediate transfer, fostering a better work environment and improving Joe’s commitment. Self-Assessments—What about You? 4.1 Assess Your Job Satisfaction This short student survey is an abbreviated version of the Job Diagnostic Survey. Instructors should emphasize that the longer version has validity and that they should only get an impression of the tool, rather than a valid assessment, through this questionnaire. Students can transfer their understanding of the Hackman/Oldham core job characteristics by discussing the level of autonomy, skill variety, feedback, task significance, and task identity that they have toward a position after they finish this survey. The student portion of the activity is provided on the review card in the student edition of ORGB and on a handout at the end of this chapter guide. 4.2 Do You Engage in Workplace Deviance Behavior? This exercise gives students a chance to examine their own workplace behaviors by indicating the extent to which they have engaged in each item out of a list of behaviors. Once they complete the exercise, students can gather in small groups to compare their responses and look for similarities to find out which workplace deviance behaviors are most common. Next, instructors should have students consider the ways in which managers can reduce the workplace deviance behaviors that were most common among them. This may provide two specific benefits for students: they will learn how to reduce these behaviors as managers and understand how difficult it is to deal with workplace deviance behavior. The student portion of the activity is provided on a handout at the end of this chapter guide. Issues in Diversity Michael Phelps—When Age and Values Collide The world had barely finished celebrating the start of 2009 when the photographs of Michael Phelps flooded the media outlets. The image of Phelps with a bong in hand was a stark contrast to that of his image on the cover of Sports Illustrated where he was draped with a necklace of gold medals. Twenty-three-year-old Phelps had gotten into trouble before as well. At the age of nineteen, he had received eighteen months’ probation for driving while under the influence (DWI). The night after the bong incident, witnesses had told reporters that Phelps showed up at yet another nightclub “throwing back two shots at a time.” Despite being engaged in an illegal act, Phelps was neither charged with a criminal offence nor did he face an action by the United States Olympic Committee (USOC). 1. In what ways might Generation Y’s “work-to-live” philosophy have contributed to Phelps’ behavior? Answer: Generation Y’s belief in “work-to-live” rather than “live-to-work” means that people of this generation view work as a means to provide for the kind of life they want to live. Work is not their primary focus; instead, work is simply a means of financing life. Thus, their emphasis is on life and enjoying it. This philosophy may lead Generation Y to engage in behaviors that appear to suggest they don’t care about careers or image. 2. What effect will the USOC’s (in)action have on Phelps’ future behavior? Answer: The USOC’s failure to take action against Phelps is most likely to foster a belief, not only for Phelps, but also for other Olympic athletes and popular celebrities, that the use of illegal drugs is acceptable and perhaps that other illegal or unethical behavior will not be punished. Experiential Exercises 4.1 Chinese, Indian, and American Values Student handouts are provide at the end of this chapter guide. Based on the research in Michael Harris Bond’s book, from the article by Kuo-Shu Yang, the following rankings are shown: Value American Chinese Indian Achievement 7 3 5 Deference 12 11(tie) 10 Order 15 8 13 Exhibition 8 13 12 Autonomy 10 11(tie) 11 Affiliation 3 4 8 Intraception 1 2 4 Succorance 14 10 14 Dominance 5 9 7 Abasement 9 6 1 Nurturance 6 1 2 Change 2 7 3 Endurance 11 5 6 Heterosexuality 14 15 15 Aggression 13 14 9 Internal/external locus of control: Many Americans tend to be have internal locus of control while many Chinese more external. Values In terms of the values survey, it can be seen that Chinese students tend to show a higher need than American students for achievement, order, deference, abasement, succorance, nurturance, and endurance; they show a lower need for exhibition, intraception, dominance, change, heterosexuality, and aggression. It was expected that a sample of the general population, rather than students, would have shown even greater cultural differences. The results of twenty studies performed with Chinese students in Taiwan showed their predominant profile of value orientation to consist of inner development, past perspective, collectivism (lineality), and submission to nature. They choose to combine contemplation, action, and enjoyment in acceptable proportions. They feel it is important to accept social constraints, to show and express sympathetic concern for others, and to preserve and maintain good human traditions and achievements. Further, they place greater emphasis on theoretical and aesthetic pursuits than on economic and religious ones. They feel that sensuous enjoyment and silent submission to external forces are both wrong. Harmony, self-restraint, and conscientiousness are rated high. When Chinese students were asked about the goals they thought were important to them, they ranked the top ones as a good marriage and a happy family, beating one’s brains out in the pursuit of knowledge, and a handsome salary. Their lowest goals included focusing on their religious beliefs, being a leader to dominate others, exercising trench intensely to develop physical qualities, and being successful in social life. Studies of Machiavellianism, or the belief that one can manipulate and deceive people for personal gain, have shown that (despite a Western stereotype otherwise) Chinese people have a lower level of Machiavellianism than Westerners. In another study (in 1967) of authoritarianism using the California Fascism Scale, it was found that students from India and Rhodesia (now Zimbabwe) showed the highest levels, then came China and Arabia (tied), then Brazil, and finally, much further down, the United States. Some researchers, though, have found that Chinese society is moving away from the traditional values and going more towards (slowly, of course) autonomy, achievement, and inner-control beliefs. Used with permission. Copyright 1993 by Dorothy Marcic. Adapted from Michael Harris Bond, ed., They Psychology of the Chinese People: Hong Kong (Oxford University Press, 1986). Dorothy Maric and Sheila Puffer, Management International, West Publishing, 1994. 4.2 Is This Behavior Ethical? The purpose of this exercise is for students to compare their opinions about the ethical issues faced at work. Instructors should divide students into twelve groups. Instructors should randomly assign each group an issue that reflects one of the twelve issues found in the Wall Street Journal study shown in Table 4.2. The student portion of the activity is provided on the IE prep card in the student edition of ORGB and on a handout at the end of this chapter guide. Students should try to avoid beginning their answers with “It depends.” Question #4 is slightly different from the others because students may not be able to write a specific example of their own. This could be a particularly useful and interesting discussion in which instructors can involve international students. International students are sometimes more aware of the nuances of exchanging gifts than are American students. It is useful to have students list their positions on paper before they develop their answers and justifications. This might be helpful to instructors because students may stray away from the intent of the question or may not consider the breadth of the question. When students submit the approach they intend to take, instructors should be able to broaden their perspective immediately, rather than wait until they present their solutions to class. The depth of their answer is also very important. For example, on question #2 regarding exaggeration on credentials, there is a tendency to brush aside the deeper issues. Instructors might typically tell students that they evaluate their classroom performance based on the depth and breadth of their discussions. 4.3 Bargaining, United Nations Style: Exploring the Impact of Cultural Values This exercise is intended to expose students to the experience of being from a different culture, and to experience the interaction effects between members of different cultures. In addition, it allows students to experience the process of negotiation between two people whose values differ. Student handouts are provided at the end of this chapter guide. Instructors should divide students into four groups, each of which consists of three to eight members. Each group should receive copies of one of the following four cultures—Anonymites, Personameans, Religionians, and Agnosticatians. The experience is more realistic and fun if a table is set up as a buffet-styled reception. The classroom should be large enough to allow the four groups to work without disturbing one another and open enough to allow mingling in a party-like atmosphere. It is easiest to provide cookies and bottled liquids so that students have to share and pour for each other. The food setup can be as simple or as elaborate as instructors wish. Instructor’s Notes: Students should spend approximately forty-five minutes completing the instruction sheet for their group. However, this can be completed in less time successfully. While the students are working, instructors should set out the food, drinks, and so forth and assist the groups as and when they require assistance. After forty-five minutes, instructors should ask the groups to stop and spend the next twenty minutes attending a United Nations mixer. They should all stay in their roles as members of their assigned cultures. They should be instructed to share a “meal” with at least one member of another culture and speak with as many people from other subgroups as possible so that they can learn about their customs, values, needs, and resources of their culture. After clarifying the task and answering questions, the students are asked to attend the reception. After exactly twenty minutes, the groups should be asked to reassemble. Each group should spend at least 20 minutes in which time they should share the information that they had collected during the mixer about the other cultures. Then, they have to decide on the culture with which they want to negotiate trade resources, analyze that culture, choose a member to serve as their representative in negotiations for the trade, and develop a negotiation strategy. Next, instructors should ask all groups to conclude their meetings and announce their chosen representatives. Then, the representatives should be invited to take turns to negotiate with one another and in accordance with the decisions made by their groups. (Instructors should ensure that only one negotiation can take place at a time so that the entire class can watch the entire negotiation process.) This negotiation process should only last for five minutes, regardless of whether the two parties could strike a negotiation or not. If instructors need to run this exercise in less than two hours, it is advisable for instructors to distribute the sheets to the class before they use the exercise. Other options for instructors are to eliminate the need and instructions for food, run the activity with only two cultures that have different values, (for example, the Anonymites and the Personameans), and run the activity without the negotiation phase. SOURCE: Adapted from The 1990 Annual: Developing Human Resources, Pfeiffer. Additional Examples Delighted Employees, Delighted Customers at Zappos Zappos staffers, who range from call center representatives to bloggers to warehouse workers, absolutely love their jobs. CEO Tony Hsieh believes that it all starts with the culture and a focus on employees. Among the core values at Zappos is the core value that states, “create fun and a little weirdness,” which includes parades, pajama parties, and happy hours. A typical interview question for a candidate is “How weird are you?” The organization has a nap room, fully paid medical and dental benefits, flexible work hours, and free food and drinks for its employees. Zappos also provides a full-time life coach. The rationale for the coach is that workers can’t provide great customer service if they’re upset. Another core value of Zappos states, “deliver wow.” The top priority is to wow the customers. The call center employees don’t use a script, and they’re encouraged, above all, to be creative. Shipping is free for both directions, and if Zappos doesn’t have the shoe you want, they’ll direct you to a competitor who has it. Seventy-five percent of Zappos purchases are repeat business. How Do You Manage Negative Emotions at Work? Research suggests that positive emotions have very positive outcomes at work. But sometimes work events lead to employees feeling negative. If organizations understand what kind of work events lead employees to have negative feelings and how individuals deal with these feelings, it might help them to reap better benefits of the employees’ positive emotions. But, one may wonder why it is important to manage one’s emotions at work? A recent study indicated that interpersonal work events most often trigger the need for one to regulate one’s emotions; personal problems brought to work were the second most-reported trigger. When people experience negative emotions, they use five strategies to regulate them. The first four strategies, which are situation selection, situation modification, attentional deployment, and cognitive change, are aimed at affecting what causes the negative emotions in individuals. The fifth strategy, in which one modulates one’s emotional response, focuses on altering one’s response to the negative emotion. Situation selection involves approaching or avoiding whatever causes a negative emotion—for example, avoiding a coworker who is very insulting. Situation modification involves changing the situation so it doesn’t cause any negative emotions. For example, an employee may ask for help from a coworker to avoid being overloaded and feeling distressed. Attentional deployment is a strategy in which one distracts oneself from the problem one faces and concentrates on something else or does something more enjoyable. For example, an employee may think about his or her fun plans for the evening in order to avoid thinking about negative things at work. Cognitive change is a strategy that involves thinking about a situation differently, i.e., putting oneself in another person’s shoes and thinking about how the situation could be worse or how one may reframe the situation. For example, after making a major mistake at work, an employee may imagine the ways in which the mistake could have been worse or he or she may chalk it up to a learning experience. Finally, modulating the emotional response is a strategy which involves faking unfelt emotions and hiding negative emotions from others. For example, an employee who is angry at his or her boss may pretend to be happy when he or she interacts with the boss and hide his or her anger toward that person. The study mentioned above has found that the situation selection strategy of seeking out people who make employees feel good is the most commonly used strategy, followed by attentional deployment strategies. This study suggests that employees do make attempts to manage their emotions and do so using a variety of different strategies. If organizations understand these strategies, it can help them to provide resources and tools to reduce the occurrence of negative emotions at the workplace and increase the likelihood of successfully regulating them. SOURCE: J. M. Diefendorff, E. M. Richard, and J. Yang, “Linking Emotion Regulation Strategies to Affective and Negative Emotions at Work,” Journal of Vocational Behavior 73 (2008): 498–508. Johnson & Johnson: Purpose beyond Profits People may know their products—Tylenol, Band-Aids, Splenda, Listerine—but they may not realize that J&J is the sixth most profitable company in the Fortune 500 and the fifth most valuable. What separates J&J from the rest of the pack is that it actually follows the ethical principles in its credo. These principles include responsibilities toward doctors, nurses, patients, employees, communities, and stockholders, in that order. Its emphasis on protecting the environment has garnered awards from governments and organizations around the world. CEO Bill Weldon travels worldwide to talk with employees who have taken up new leadership positions about the real-life application of the credo. The secret to J&J’s success isn’t their credo; it’s their steadfast application of the credo’s principles in its everyday business decisions. Case Study and Suggested Responses QuikTrip: Staffed By Passionate and Compassionate People Linkage of Case to Chapter Material This case study focuses on QuikTrip Corporation, a chain of nearly 600 privately held convenience stores. Led by Chester Cadieux, QuikTrip seeks to be the dominant convenience/gasoline retailer in each market in which it operates. With over 10,000 employees, QuikTrip has been recognized for nine consecutive years as one of the “Best Companies to Work For” by Fortune magazine. This esteemed position has been achieved by the organization as it hires people who like people, and it emphasizes the importance of the employees and the ‘human touch’ in QuikTrip’s success. QuikTrip considers its employees to be a “living brand and [the company] devote[s] a great deal of time and energy to training and developing them so that they reflect the brand’s core values.” If one examines Cadieux’s management/leadership perspective, QuikTrip’s personnel practices, and the employees’ characteristics carefully, one can begin to understand the role of values, attitudes, and emotions in the work behavior exhibited at QuikTrip. Suggested Answers for Discussion Questions 1. How would you describe the attitudes and emotions of the typical QuikTrip employee? How do these attitudes and emotions influence the employees’ work behaviors? Answer: Students’ answers will vary. The attitudes and emotions of the typical QuikTrip employee are perhaps best captured in the way in which customers describe them. Customers say the employees seem to be glad to work at QuikTrip and they seem to like one another. In short, the employees are nice people who like people. These attitudes and emotions manifest themselves in the employees becoming QuikTrip’s living brand. Chester Cadieux, QuikTrip’s leader-in-chief, emphasizes the importance of the employees and their ‘human touch’ in the company’s success. QuikTrip employees typically exhibit positive attitudes and high energy, driven by a strong sense of camaraderie and satisfaction. These attitudes contribute to exceptional customer service, efficiency, and a collaborative work environment. 2. How would you describe the attitudes of Chester Cadieux regarding QuikTrip’s employees? What implications do Cadieux’s attitudes have for how he manages the company and leads the employees? Answer: Students’ answers will vary. Chester Cadieux describes QuikTrip’s employees as friendly, efficient, smart, and extroverted. “They have a strong work ethic. They want to be a hero to every customer who comes through the door. They’re ambitious. They want to work hard.” They have the ability to work in teams, the humility to learn from others, and an appreciation for diversity. Cadieux clearly views the employees in a positive light and as crucial to the success of QuikTrip. He treats employees well. He is a supportive leader who engages and empowers employees. This is borne out with the accolade that QuikTrip has received nine years in a row as one of the companies on Fortune magazine’s list of “Best Companies to Work For.” Chester Cadieux’s attitudes toward employees are supportive and valuing, emphasizing respect and fairness. This fosters a positive organizational culture, motivating employees and enhancing overall company performance. 3. How might the employees’ attitudes and emotions influence how they deal with customers from an ethical perspective? Answer: According to the text, ethical behavior involves acting in ways that are consistent with one’s own values and the values of the organization and society. As indicated in the suggested responses to questions 1 and 2, the employees’ attitudes and emotions reflect a strong commitment to hard work and bringing a ‘human touch’ to their work activities. This contributes significantly to the provision of excellent customer service, which also reflects QuikTrip’s organizational values and, presumably, those of society. The connection between personal values and organizational values is also evident in the company’s personnel practices. Through careful screening and hiring practices, QuikTrip has been able to assemble a work force whose personal values are quite consistent with its own core values. QuikTrip considers its employees to be a “living brand, and [the company] devote[s] a great deal of time and energy to training and developing them so that they reflect the brand’s core values.” In reaction to the employees being described as a ‘living brand,’ QuikTrip’s customers state the two defining, perhaps even unique, characteristics of QuikTrip employees: the employees seem to be glad to work at QuikTrip and they seem to like one another. Employee attitudes and emotions can lead to more ethical interactions with customers by promoting integrity and empathy. Positive workplace emotions often translate into respectful and honest customer service. 4. In reference to the question at the end of the case: What useful lessons can other companies learn from QuikTrip’s recipe for success? Explain your answer. Answer: Chester Cadieux says, “[w]e’ve been able to compete successfully because of our people. We hire better people, train them better[,] and pay them more. We are obsessed with keeping the stores clean and well-merchandised and with providing a rewarding customer experience overall.” Quite simply, other companies could easily emulate these success factors and those companies could be well on the way to their own success stories. Other companies can learn from QuikTrip’s emphasis on employee satisfaction and supportive management. Prioritizing staff well-being and fostering a positive work environment can enhance productivity and customer satisfaction. SOURCE: This case solution was written by Michael K. McCuddy, The Louis S. and Mary L. Morgal Chair of Christian Business Ethics and Professor of Management, College of Business, Valparaiso University. Video Profile on Mitchell Gold + Bob Williams In many organizations, hidden talents often remain hidden. But at Mitchell Gold + Bob Williams, managers encourage employees to discover their talents and seize new opportunities. While taking stock of human resources, managers recognized Kim Clay’s knack for computers, and they came to her to discuss the creation of a new job position—a computer help desk specialist. Although Clay lacked formal computer training, she was willing to put herself out there and see where the opportunity might lead. Clay’s hard work and desire to develop new skills paid off—today Clay is the head of technology for MG + BW. Discussion Questions and Solutions 1. Which component of attitudes does HR executive Dan Gauthreaux express when he says, “I think you can learn from any job you do and try to make the best of it”? Answer: Students’ answers will vary. Attitudes are comprised of affects (feelings), behavioral intentions, and cognition (thoughts). When H.R Vice President Dan Gauthreax says, “I think you can learn from any job you do and try to make the best of it,” he is expressing cognition. His belief is that no matter what job a person does, there are certain skills and lessons that are to be learned and they can greatly improve an employee’s performance and value. This cognition is likely to have a very positive impact on work behavior. Dan Gauthreaux expresses the cognitive component of attitudes by focusing on the belief that every job offers valuable learning opportunities and that making the best of each situation is important. 2. How did Kim Clay’s organizational citizenship behavior lead to the creation of a new computer help desk at MG + BW? Answer: Students’ answers will vary. Organizational citizenship is work behavior that is above and beyond the call of duty. It refers to the tendency of some employees to help others and to put in extra effort for the sake of the organization’s success. While Kim Clay’s first two positions in consumer inquiry and customer care did not require her to fix computer problems, she often volunteered to help her co-workers with their computer questions. In time, employees came to view Clay as the best person to approach for any computer help. This organizational citizenship behavior led the organization’s management to create a computer help desk position in the company and appoint Clay to the position. The event changed Clay’s entire career path, and today, she serves as the head of information technology at MB + BW. Kim Clay’s organizational citizenship behavior led to the creation of a new computer help desk by proactively identifying a need and suggesting a solution, demonstrating initiative beyond her formal job responsibilities. 3. What role did the management play in fostering Kim Clay’s organizational commitment? In what ways does this commitment benefit the organization? Answer: Students’ answers will vary. Organizational commitment is the strength of an individual’s identification with an organization. Managers at MG+BW fostered Kim Clay’s organizational commitment in numerous ways. Vice President Dan Gauthreaux says that the management recognized Clay’s potential and believed in nurturing her talents, personality, and work attitudes. In particular, manager Paula Crosley took the initiative to foster Clay’s early development while Clay was working in the Consumer Inquiries department. Later on, the organization’s management created a new computer help desk job specifically for Kim Clay even though she was not a certified computer specialist. Gauthreaux says that MG+BW has “a tolerance for letting folks expand and develop on their own,” and he adds that employees are encouraged to push themselves to try new things. According to the H.R. leader, managers at MG + BW foster a culture where employees are “not going to let each other fail.” In response to the management’s interest and training, Kim Clay developed all the key components of organizational commitment: a strong belief in the goals and values of the organization, the will to put forth effort on behalf of the organization, and a desire to remain a member of the organization. Management fostered Kim Clay’s commitment by recognizing and supporting her proactive efforts, which strengthened her attachment to the organization. This commitment benefits MG + BW by improving problem-solving and enhancing overall efficiency. Student Handouts Ethical Dilemma Sarah Kovacs supervises a team of ten employees in the human resources department of Paddington, Inc. She strives to match each of her team member’s strengths with their allotted tasks. For the last five years, Sarah has created a pleasant working environment for everyone. The newest member of her team, Kim Evans, excels at meeting deadlines and works at a level above her peers. However, since she was hired a year ago, Kim has managed to find problems or downsides to everything, and never fails to share her moody nit-picking with others. Often, Kim points out legitimate issues that need to be dealt with, but she does it with an air of negativity and misery that stymies the team’s enthusiasm and puts Sarah in a challenging position from which she has to motivate her team. Sarah’s frustration has become difficult to contain, and meetings with Kim have not produced any change in her attitude. Last week in her supervisor’s meeting, Sarah became aware of a position opening up in the marketing department that requires the skills at which Kim excels. The position hasn’t been advertised yet, but Sarah thinks that she could fast-track Kim into an interview. However, Sarah knows that Kim’s negative affect will possibly be an even greater problem for the marketing department, because of that team’s interaction with Paddington’s clientele. Not only could Kim sour her new team’s relationships, she could pass that negativity onto the organization’s current and potential clients. Of course, Sarah has never seen Kim deal with clients, but Kim may have the ability to set aside her negative outlook when necessary. But she’s certainly seen Kim openly criticize Paddington’s policies to her peers and in front of Sarah and other managers. She’s heard Kim complain about workloads, vacation time, cafeteria food, the weather … But, if Kim gets the position on the marketing team, the HR team could begin to function again like a cohesive group with focus and vision. Sarah is not sure what would be best for Paddington and her department or what she should do. Questions: 1. Using consequential, rule-based, and character theories, evaluate Sarah’s options. Answer: Using Consequential, Rule-Based, and Character Theories: • Consequential Theory: Sarah should consider the overall impact of her decision. If Kim’s negativity in HR affects team morale, transferring her to marketing might improve HR's cohesion but could potentially harm marketing’s client interactions. The goal is to balance the positive and negative outcomes for both departments and the organization as a whole. • Rule-Based Theory: Sarah should adhere to fairness and honesty principles. She must evaluate whether it is ethical to place Kim in a role where her negative behavior could negatively impact client relationships, and whether it is fair to other candidates who might be better suited for the marketing position. • Character Theory: Sarah should reflect on the virtues of integrity and responsibility. She must consider whether it aligns with her role as a leader to make a decision that could potentially lead to a detrimental outcome for the marketing team, even if it might resolve issues within HR. 2. What should Sarah do? Why? Answer: What Sarah Should Do: Sarah should carefully evaluate Kim’s potential impact on the marketing department and consider alternative solutions for addressing Kim's negativity within HR. It might be better to explore coaching or additional training for Kim before making a departmental transfer, ensuring that her behavior aligns with the expectations of client-facing roles. What about You? Assess Your Job Satisfaction Think of the job you have now or a job you’ve had in the past. Indicate how satisfied you are with each aspect of your job below, using the following scale: 1. Extremely dissatisfied 2. Dissatisfied 3. Slightly dissatisfied 4. Neutral 5. Slightly satisfied 6. Satisfied 7. Extremely satisfied 1. The amount of job security I have. Answer: 6. Satisfied 2. The amount of pay and fringe benefits I receive. Answer: 5. Slightly satisfied 3. The amount of personal growth and development I get in doing my job Answer: 4. Neutral 4. The people I talk to and work with on my job. Answer: 7. Extremely satisfied 5. The degree of respect and fair treatment I receive from my boss. Answer: 6. Satisfied 6. The feeling of worthwhile accomplishment I get from doing my job. Answer: 5. Slightly satisfied 7. The chance to get to know other people while on the job. Answer: 6. Satisfied 8. The amount of support and guidance I receive from my supervisor. Answer: 4. Neutral 9. The degree to which I am fairly paid for what I contribute to this organization. Answer: 5. Slightly satisfied 10. The amount of independent thought and action I can exercise in my job. Answer: 6. Satisfied 11. How secure things look for me in the future in this organization. Answer: 5. Slightly satisfied 12. The chance to help other people at work. Answer: 6. Satisfied 13. The amount of challenge in my job. Answer: 4. Neutral 14. The overall quality of the supervision I receive on my work. Answer: 5. Slightly satisfied Scoring Now, compute your scores for the facets of job satisfaction. Pay satisfaction: Q2 + Q9 =______ Divided by 2:______ Answer: Pay Satisfaction: • Q2: 5 • Q9: 6 • (5 + 6) / 2 = 5.5 Security satisfaction: Q1 + Q11 =______ Divided by 2: ______ Answer: Security Satisfaction: • Q1: 6 • Q11: 5 • (6 + 5) / 2 = 5.5 Social satisfaction: Q4 + Q7 + Q12 =______ Divided by 3: ______ Answer: Social Satisfaction: • Q4: 6 • Q7: 5 • Q12: 7 • (6 + 5 + 7) / 3 = 6.0 Supervisory satisfaction: Q5 + Q8 + Q14 =______ Divided by 3: ______ Answer: Supervisory Satisfaction: • Q5: 6 • Q8: 5 • Q14: 6 • (6 + 5 + 6) / 3 = 5.7 Growth satisfaction: Q3 + Q6 + Q10 + Q13 =______ Divided by 4: ______ Answer: Growth Satisfaction: • Q3: 5 • Q6: 6 • Q10: 5 • Q13: 4 • (5 + 6 + 5 + 4) / 4 = 5.0 SOURCE: Work Redesign by Hackman/Oldham, © 1980. Reprinted by permission of Pearson Education, Inc., Upper Saddle River, N.J. What about You? Do You Engage in Workplace Deviance Behavior? Think of the job you have now or a job you’ve had in the past. Indicate to what extent you engaged in the following behaviors. Use the following scale: Very slightly or not at all A little Moderately Quite a bit Definitely 1 2 3 4 5 1. Worked on a personal matter instead of work for your employer. Answer: 2 (A little) 2. Taken property from work without permission. Answer: 1 (Very slightly or not at all) 3. Spent too much time fantasizing or daydreaming instead of working. Answer: 3 (Moderately) 4. Made fun of someone at work. Answer: 1 (Very slightly or not at all) 5. Falsified a receipt to get reimbursed for more money than you spent on business expenses. Answer: 1 (Very slightly or not at all) 6. Said something hurtful to someone at work. Answer: 2 (A little) 7. Taken an additional or a longer break than is acceptable at your workplace. Answer: 2 (A little) 8. Repeated a rumor or gossip about your company. Answer: 3 (Moderately) 9. Made an ethnic, religious, or racial remark or joke at work. Answer: 1 (Very slightly or not at all) 10. Come in late to work without permission. Answer: 2 (A little) 11. Littered your work environment. Answer: 1 (Very slightly or not at all) 12. Cursed at someone at work. Answer: 1 (Very slightly or not at all) 13. Called in sick when you were not. Answer: 1 (Very slightly or not at all) 14. Told someone about the lousy place where you work. Answer: 2 (A little) 15. Lost your temper while at work. Answer: 2 (A little) 16. Neglected to follow your boss’s instructions. Answer: 2 (A little) 17. Intentionally worked slower than you could have worked. Answer: 1 (Very slightly or not at all) 18. Discussed confidential company information with an unauthorized person. Answer: 1 (Very slightly or not at all) 19. Left work early without permission. Answer: 2 (A little) 20. Played a mean prank on someone at work. Answer: 1 (Very slightly or not at all) 21. Left your work for someone else to finish. Answer: 2 (A little) 22. Acted rudely toward someone at work. Answer: 2 (A little) 23. Repeated a rumor or gossip about your boss or coworkers. Answer: 3 (Moderately) 24. Made an obscene comment at work. Answer: 1 (Very slightly or not at all) 25. Used an illegal drug or consumed alcohol on the job. Answer: 1 (Very slightly or not at all) 26. Put little effort into your work. Answer: 2 (A little) 27. Publicly embarrassed someone at work. Answer: 1 (Very slightly or not at all) 28. Dragged out work in order to get overtime. Answer: 1 (Very slightly or not at all) SOURCE: Bennett, R. J., & Robinson, S. L. (2000). Development of a measure of workplace deviance. Journal of Applied Psychology, 85: 349–360. Issues in Diversity Michael Phelps—When Age and Values Collide The world had barely finished celebrating the start of 2009 when the photographs of Michael Phelps flooded the media outlets. Seeing photos of Phelps was nothing new. After all, he was an Olympic gold medalist who had just won a record of eight medals for swimming during the previous summer in Beijing. But seeing Phelps smoking cannabis (an illegal drug) from a glass pipe was something new. The image of Phelps with a bong in one hand was in stark contrast to his image on the cover of Sports Illustrated where he was draped with a necklace of gold medals. The public could not believe its collective eyes. What possessed Phelps to do such a thing? What was he thinking? Did he not realize that this event could destroy his Olympic career or at the very least, ruin his “hero” image? Twenty-three-year-old Phelps had gotten into trouble before. At the tender age of nineteen, he had received eighteen months’ probation for driving while under the influence. According to the published reports, Phelps had developed quite a reputation for partying during lulls in the swimming calendar. The night after the bong incident, witnesses had told reporters that Phelps showed up at yet another nightclub “throwing back two shots at a time.” Fellow partygoers described his behavior as “loud,” “obnoxious,” and “wild.” This was very different from his rather disciplined public persona of eating, sleeping, and swimming. After he acknowledged his mistake, Phelps apologized stating, “I’m 23 years old and despite the successes I’ve had in the pool, I acted in a youthful and inappropriate way and not in a manner people have come to expect from me.” Despite engaging in an illegal act, Phelps was neither charged with a criminal offence nor did he face any action by the United States Olympic Committee (USOC). Questions: 1. In what ways might Generation Y’s “live-to-work” philosophy have contributed to Phelps’ behavior? Answer: Generation Y's "live-to-work" philosophy often emphasizes high achievement and public visibility, which can lead individuals like Phelps to seek escape through partying and risky behavior during downtime. The intense focus on performance and success may push them to cope with stress in ways that clash with their public image. 2. What effect will the USOC’s (in) action have on Phelps’ future behavior? Answer: The USOC's inaction may create a sense of impunity for Phelps, potentially encouraging him to repeat similar behaviors. However, it could also lead him to reassess his actions due to public scrutiny, influencing him to adopt more responsible behavior to restore his reputation. SOURCE: G. Dickinson, “What a Dope,” News of the World (January 2, 2009). Experiential Exercise Chinese, Indian, and American Values Value Rankings Rank each of the fifteen values below according to what you think they are in the Chinese, Indian (from India), and American cultures. Use “1” as the most important value for the culture and “15” as the least important value for that culture. Value American Chinese Indian _____ Achievement _____ Deference _____ Order _____ Exhibition _____ Autonomy _____ Affiliation _____ Intraception _____ Succorance _____ Dominance _____ Abasement _____ Nurturance _____ Change _____ Endurance _____ Heterosexuality _____ Aggression Answer: Here is a possible ranking of the values according to American, Chinese, and Indian cultures: American Values: 1. Achievement 2. Autonomy 3. Change 4. Affiliation 5. Exhibition 6. Dominance 7. Nurturance 8. Aggression 9. Intraception 10. Order 11. Succorance 12. Heterosexuality 13. Endurance 14. Abasement 15. Deference Chinese Values: 1. Order 2. Deference 3. Affiliation 4. Achievement 5. Endurance 6. Nurturance 7. Succorance 8. Intraception 9. Change 10. Autonomy 11. Aggression 12. Dominance 13. Exhibition 14. Abasement 15. Heterosexuality Indian Values: 1. Affiliation 2. Deference 3. Order 4. Endurance 5. Nurturance 6. Achievement 7. Succorance 8. Intraception 9. Autonomy 10. Change 11. Aggression 12. Dominance 13. Exhibition 14. Abasement 15. Heterosexuality Explanation: • American Values: The American culture places high importance on personal achievement and autonomy, reflecting a focus on individual success and personal freedom. Change is valued as it aligns with the dynamic nature of American society, while aggression and dominance reflect a competitive edge in business and social interactions. • Chinese Values: Chinese culture emphasizes order and deference, highlighting respect for hierarchy and stability. Affiliation and endurance are important for maintaining social harmony and perseverance in face of challenges. Achievement is valued, but personal autonomy and change are less emphasized compared to Western cultures. • Indian Values: In Indian culture, affiliation and deference play a significant role due to the importance of family and social hierarchies. Order and endurance are valued for their role in maintaining social structures and perseverance. Achievement and autonomy are recognized but tend to be secondary to social and familial responsibilities. Some Definitions Intraception: The tendency to be governed by subjective factors, such as feelings, fantasies, speculations, and aspirations; the other side of extraception, where one is governed by concrete, clearly observable physical conditions. Succorance: Willingness to help another or to offer relief. Abasement: To lower oneself in rank, prestige, or esteem. Internal/External Locus of Control Consider American and Chinese groups. Which group of people would tend to have more people with an internal locus of control (i.e., people who tend to feel that they are in control of their own destiny and that rewards come as a result of hard work, perseverance, and responsibility)? Which group of people would have more people with an external locus of control (i.e., people who believe that fate, luck or other outside forces control their destiny)? Machiavellianism This concept was defined by Christie and Geis as the belief that one can manipulate and deceive other people for personal gain. Do you think Americans or Chinese would score higher on the Machiavellian scale? Discussion Questions 1. What are some main differences among the cultures? Did any pattern emerge? Answer: Main Differences and Patterns: American culture prioritizes achievement and autonomy, valuing personal success and independence. In contrast, Chinese culture emphasizes order, deference, and affiliation, reflecting a focus on hierarchy and social harmony. Indian culture values affiliation and deference similarly but also emphasizes endurance and order. A pattern emerges where Western cultures prioritize individual goals and change, while Eastern cultures focus more on social harmony and stability. 2. Were you surprised by the results? Answer: Surprise Factor: The results may be surprising if you expected uniformity across cultures regarding values. The significant differences highlight how deeply cultural contexts influence priorities and behaviors, challenging the notion of universal business practices. 3. What behaviors could you expect in business dealings with Chinese (or Indians) based on their value system? Answer: Business Behaviors: In dealings with Chinese partners, you might expect a focus on maintaining harmony, respect for hierarchy, and adherence to established protocols. With Indian partners, emphasize relationship-building, show respect for traditional practices, and demonstrate patience and endurance in negotiations. 4. How do American values dictate Americans’ behaviors in business situations? Answer: American Business Behaviors: American values of achievement and autonomy drive behaviors such as assertive goal-setting, a focus on innovation and change, and a competitive approach. These values often lead to direct communication, a preference for quick results, and a willingness to take risks in business situations. SOURCE: “Chinese, Indian, and American Values” by Dorothy Marcic, copyright 1993. Adapted from Michael Harris Bond, ed., The Psychology of the Chinese People, Hong Kong: Oxford University Press, 200 Madison Ave., NY 10016, 1986. The selection used here is a portion of “Chinese Personality and Its Change,” by Kuo-Shu Yang, pp. 106–170. Reprinted by permission. Experiential Exercise Is This Behavior Ethical? The purpose of this exercise is for students to explore their opinions about ethical issues faced in organizations. The class should be divided into twelve groups. Each group will be randomly assigned one of the following issues, which reflect the twelve ethical themes found in The Wall Street Journal study shown in Table 4.2. 1. Is it ethical to take office supplies from work for home use? Make personal long-distance calls from the office? Use company time for personal business? Or do these behaviors constitute stealing? Answer: Office Supplies and Personal Time: Taking office supplies for home use, making personal long-distance calls, or using company time for personal business is generally considered unethical. These behaviors constitute theft because they involve using company resources and time for personal gain without permission. 2. If you exaggerate your credentials in an interview, is it lying? Is lying in order to protect a coworker acceptable? Answer: Exaggerating Credentials: Exaggerating credentials in an interview is considered lying. Lying to protect a coworker can be morally complex but is generally viewed as unethical, as it involves deception which could harm others or the organization. 3. If you pretend to be more successful than you are in order to impress your boss, are you being deceitful? Answer: Pretending Success: Pretending to be more successful than you are to impress your boss is deceitful. It can mislead others about your capabilities and achievements, potentially damaging trust and integrity within the workplace. 4. How do you differentiate between a bribe and a gift? Answer: Bribe vs. Gift: A bribe is an offer made with the intent to influence someone's actions dishonestly, while a gift is generally given without expectations of reciprocation or influence. The key difference is intent and context. 5. If there are slight defects in a product you are selling, are you obligated to tell the buyer? If an advertised “sale” price is really the everyday price, should you divulge the information to the customer? Answer: Product Defects and Sale Prices: You are obligated to disclose significant defects in a product and accurately represent sale prices. Misleading customers about product quality or pricing is unethical as it involves dishonesty and potential harm to consumers. 6. Suppose you have a friend who works at the ticket office for the convention center where Shania Twain will be appearing. Is it cheating if you ask the friend to get you tickets so that you won’t have to fight the crowd to get them? Is buying merchandise for your family at your company’s cost cheating? Answer: Favoritism and Discounts: Asking a friend to get tickets or buying merchandise at a discount might not be considered cheating if it's within company policy. However, it could be seen as unethical if it involves favoritism or unfair advantages. 7. Is it immoral to do less than your best in terms of work performance? Is it immoral to accept workers’ compensation when you are fully capable of working? Answer: Work Performance and Compensation: Doing less than your best or accepting workers' compensation while fully capable of working is considered unethical. It involves dishonesty and a lack of integrity in fulfilling job responsibilities and benefits. 8. What behaviors constitute emotional abuse at work? What would you consider an abuse of one’s position of power? Answer: Emotional Abuse and Power Abuse: Emotional abuse at work includes behaviors like constant criticism or intimidation. Abuse of power occurs when someone uses their position to exploit or harm others for personal gain. 9. Are high-stress jobs a breach of ethics? What about transfers that break up families? Answer: High-Stress Jobs and Family Transfers: High-stress jobs or transfers that disrupt families can be viewed as ethically problematic if they cause undue harm or neglect employee well-being. Ethical management should balance organizational needs with employee welfare. 10. Are all rule violations equally important? Do employees have an ethical obligation to follow company rules? Answer: Importance of Rule Violations: Not all rule violations are equally important, but ethical behavior typically involves adhering to company rules. Employees should follow rules to maintain fairness and integrity within the organization. 11. To what extent are you responsible for the ethical behavior of your coworkers? If you witness unethical behavior and don’t report it, are you an accessory? Answer: Responsibility for Coworkers' Behavior: You are somewhat responsible for the ethical behavior of your coworkers, and failing to report witnessed unethical behavior can make you an accessory. Ethical responsibility includes acting against misconduct. 12. Is it ethical to help one work group at the expense of another group? For instance, suppose one group has excellent performance and you want to reward its members with an afternoon off. The other work group will have to pick up the slack and work harder if you do this. Is this ethical? Answer: Helping One Group at Another’s Expense: Helping one group at the expense of another is unethical if it results in unfair treatment or additional burdens on the other group. Ethical decision-making should aim for fairness and consider the impact on all affected parties. Once each group has been assigned its issue, assign the students the following two tasks: 1. First, formulate your group’s answer to the ethical dilemmas. Answer: Formulating the Answer: • Each group should analyze their assigned ethical issue by evaluating the actions and their implications based on ethical principles such as honesty, fairness, and integrity. Formulate a position that reflects the ethical standards commonly accepted in professional settings. Consider relevant examples, company policies, and the potential consequences of the behavior. 2. After you have formulated your group’s position, discuss the individual differences that may have contributed to your position. You will want to discuss the individual differences presented in this chapter as well as any others that you feel affected your position on the ethical dilemma. Answer: Discussing Individual Differences: • After formulating your position, discuss how personal values, cultural backgrounds, and individual experiences influenced your group's stance. For instance, differences in cultural norms or personal beliefs about honesty might impact how one views the ethicality of certain behaviors. Reflect on how factors such as upbringing, previous work experiences, and individual values contributed to your ethical reasoning. Lead the class in a discussion of how individual differences may have influenced students’ positions on these ethical dilemmas. SOURCE: Kluwer Academic Publishers, by J. O. Cherrington and D. J. Cherrington, “A Menu of Moral Issues: One Week in the Life of The Wall Street Journal,” Journal of Business Ethics 11 (1992): 255–265. Reprinted with kind permission of Springer Science and Business Media. Experiential Exercise Bargaining, United Nations Style: Exploring the Impact of Cultural Values BARGAINING, UNITED NATIONS STYLE: INSTRUCTION SHEET FOR THE PERSONAMEANS The Personameans come from the land of Persona, a culture in which the individual is paramount. The members are generally outgoing and assertive. Because their culture is male-dominated, Personameans generally choose male leaders. Personameans are often loud and argumentative, and feel that they must have the last word in any negotiations. The culture is fiercely proud of its laws, which protect the rights of the individual. Etiquette demands that a Personamean not eat any food that has been touched by another. Occasionally, Personameans act together as a group, but only as a last resort. Persona’s greatest resource is money. Each year the government provides every citizen with $25,000. Persona’s greatest need is for transportation. The country is vast, and the residents must commute great distances to work. Each Personamean needs an automobile. Instructions: You and your fellow subgroup members are Personameans. You are to complete the following tasks, remembering that all of your choices and decisions must be consistent with the preceding description of Personameans. 1. Create a verbal greeting and a physical gesture for leaving. Answer: Verbal Greeting and Physical Gesture for Leaving: • Greeting: A confident and assertive "Hello" or "Greetings" with a firm handshake, showing enthusiasm. • Leaving Gesture: A direct and assertive "Goodbye" accompanied by a quick nod or a wave of the hand, emphasizing finality. 2. Decide what personal distance will be acceptable in your culture. For example, how close to one another will people stand while talking? Will people look at one another during a conversation? Answer: Personal Distance and Interaction: • Personal Distance: People stand close to each other, around an arm's length, during conversations. Direct eye contact is maintained to show engagement and assertiveness. 3. Define your cultural attitude toward authority. Answer: Cultural Attitude Toward Authority: • Attitude: Personameans respect authority but believe in challenging it if they disagree. Authority figures are expected to be strong and decisive, but they must also justify their decisions and respect individual rights. 4. Identify a strongly held belief and how you will act when that belief is questioned or violated. Answer: Strongly Held Belief and Response to Violation: • Belief: The sanctity of individual rights and privacy. If this belief is questioned or violated, Personameans will respond with strong arguments, and assertively defend their position, possibly escalating the situation if necessary. 5. Define a gesture that is offensive. Answer: Offensive Gesture: • Gesture: Pointing aggressively or making direct, confrontational hand gestures, as it undermines the individual’s right to personal space and can be seen as disrespectful. 6. Define how your culture views bargaining. How will you act during negotiations? Choose one member as a representative to speak at negotiations. Answer: View on Bargaining: • Bargaining: Personameans engage in bargaining aggressively, seeking to assert their point and have the last word. Negotiations are often loud and argumentative. One member should be selected as the representative who will lead the discussions and advocate firmly for their needs. 7. In some Arabic cultures, it is taboo to touch someone with the left hand. What is your culture’s taboo? Answer: Cultural Taboo: • Taboo: It is taboo for Personameans to share food or allow any personal belongings to be touched by others, as this invades their personal space and privacy. 8. Define how you will act if someone admires something you have. Answer: Response to Admiration: • Act: If someone admires something a Personamean has, they will respond with pride but will likely not offer to share or give it away. Instead, they may acknowledge the admiration with a brief comment and maintain their ownership firmly. After completing these tasks, you will be invited to a United Nations mixer to interact with people from three other cultures. While mingling and eating, you must maintain the characteristics of Personameans. Find out as much as you can about the customs, values, resources, and needs of the other cultures. Later your representative will use this information to negotiate a trade of resources with another culture’s representative. BARGAINING, UNITED NATIONS STYLE: INSTRUCTION SHEET FOR THE ANONYMITES The Anonymites come from the land of Anon, a culture in which the good of community is more important than the welfare or the rights of any individual. Hence, the values of the Anonymite culture stress the importance of getting along with others, sacrificing for the good of the group, and sharing resources. For example, etiquette in this culture demands that a person break bread with his or her companions by eating from the same dish or dividing and sharing the food. Anon’s greatest resource is a skilled labor force capable of building magnificent cars. However, because the country is small and has excellent public transportation, few Anonymites buy cars. Although many automobiles are exported each year, there is still a surplus. Anon’s greatest need is a highly skilled labor force that is capable of building magnificent automobiles. However, Anonymites are crafty negotiators. Because their culture is female-dominated, the Anonymites generally choose female leaders. Anon’s greatest need is to acquire food for its people. Food is extremely expensive in Anon, costing an average of $20,000 per person per year. Instructions: You and your fellow subgroup members are Anonymites. You are to complete the following tasks, remembering that all of your choices and decisions must be consistent with the preceding description of Anonymites. 1. Create a verbal greeting and a physical gesture for leaving. Answer: Verbal Greeting and Physical Gesture for Leaving: • Greeting: A warm and inclusive "Hello" or "Welcome," with a friendly hug or a hand on the shoulder, reflecting a communal approach. • Leaving Gesture: A gentle "Goodbye" accompanied by a handshake or a pat on the back, emphasizing connection and warmth. 2. Decide what personal distance is acceptable in your culture. For example, how close will people stand while talking? Will people look at one another during a conversation? Answer: Personal Distance and Interaction: • Personal Distance: People stand close to one another, often within arm's reach, reflecting a strong sense of community and closeness. Frequent eye contact is encouraged to show attentiveness and mutual respect. 3. Define your cultural attitude toward authority. Answer: Cultural Attitude Toward Authority: • Attitude: Authority is respected, especially when it benefits the group. Female leaders are valued and expected to lead with an emphasis on collaboration and the collective good rather than individual success. 4. Identify a strongly held belief. How will you act when that belief is questioned/violated? Answer: Strongly Held Belief and Response to Violation: • Belief: The importance of communal welfare and resource sharing. When this belief is questioned or violated, Anonymites will advocate for group needs, emphasize collective solutions, and seek to resolve conflicts in a manner that restores harmony. 5. Define a gesture that is offensive. Answer: Offensive Gesture: • Gesture: A gesture that disregards communal norms, such as refusing to share food or acting in a way that isolates others, is considered offensive. 6. Define how your culture views bargaining. How will you act during negotiations? Choose one member as a representative to speak at negotiations. Answer: View on Bargaining: • Bargaining: Anonymites engage in bargaining with a focus on mutual benefit and group harmony. They negotiate with an emphasis on finding solutions that benefit all parties involved. One member, typically a female leader, will be chosen to represent the group and negotiate with the interests of the community in mind. 7. In some Arabic cultures, it is taboo to touch someone with the left hand. What is your culture’s taboo? Answer: Cultural Taboo: • Taboo: It is taboo to refuse to share resources or to act in a manner that prioritizes individual gain over collective well-being. 8. Define how you will act if someone admires something you have. Answer: Response to Admiration: • Act: If someone admires something an Anonymite has, they are likely to share it or offer it willingly, reflecting their values of generosity and communal sharing. After completing these tasks, you will be invited to a United Nations mixer to interact with people from three other cultures. While mingling and eating, you must maintain the characteristics of Anonymites. Find out as much as you can about the customs, values, resources, and needs of the other cultures. Later your representative will use this information to negotiate a trade of resources with another culture’s representative. BARGAINING, UNITED NATIONS STYLE: INSTRUCTION SHEET FOR THE RELIGIONIANS The Religionians come from the land of Religionia, a culture in which the good of the people is decided by a tribunal of elders whose religious beliefs govern their actions. Each is fiercely loyal to what he or she perceives as God-given rights and responsibilities. Because the culture is female-dominated, Religionians tend to elect female leaders. Individual Religionians are outgoing and personable, but also rigid and demanding. Like the elders, they hold staunch religious beliefs. Etiquette demands that a Religionian eat only after having given thanks visibly and verbally to the heavenly provider. Religionia’s greatest resource is the wealth of gold mined in its mountains. Each member of the culture owns two gold bars. Religionia’s greatest need is for energy. Each Religionian needs a barrel of oil to support his or her energy needs. Instructions: You and your fellow subgroup members are Religionians. You are to complete the following tasks, remembering that all of your choices and decisions must be consistent with the preceding description of Religionians. 1. Create a verbal greeting and a physical gesture for leaving. Answer: Verbal Greeting and Physical Gesture for Leaving: • Greeting: “Peace be upon you,” accompanied by a respectful nod or slight bow. • Leaving Gesture: A sincere “Farewell” with a hand placed over the heart, symbolizing respect and gratitude. 2. Decide what personal distance will be acceptable in your culture. For example, how close to one another will people stand while talking? Will people look at one another during a conversation? Answer: Personal Distance and Interaction: • Personal Distance: Stand at a respectful distance, maintaining eye contact to show sincerity, but avoid close proximity to ensure personal space is respected. 3. Define your cultural attitude toward authority. Answer: Cultural Attitude Toward Authority: • Attitude: Authority is highly respected, particularly when it aligns with religious principles. Female leaders are trusted to uphold these values with strict adherence to cultural norms. 4. Identify a strongly held belief and how you will act when that belief is questioned or violated. Answer: Strongly Held Belief and Response to Violation: • Belief: Religious duty to give thanks before eating. If this belief is questioned or violated, Religionians will assert their practices firmly and may seek to educate others on the importance of this ritual. 5. Define a gesture that is offensive. Answer: Offensive Gesture: • Gesture: Eating without first giving thanks, or interrupting someone’s prayer or religious observance. 6. Define how your culture views bargaining. How will you act during negotiations? Choose one member as a representative to speak at negotiations. Answer: View on Bargaining: • Bargaining: Religionians approach bargaining with a focus on fairness and adherence to religious principles. Negotiations are conducted with respect, and a female leader will be chosen to represent the group, ensuring that religious values are upheld. 7. In some Arabic cultures, it is taboo to touch someone with the left hand. What is your culture’s taboo? Answer: Cultural Taboo: • Taboo: It is taboo to engage in activities or actions that show disrespect for religious practices or the sacredness of rituals. 8. Define how you will act if someone admires something you have. Answer: Response to Admiration: • Act: Religionians may respond by expressing gratitude and then offering to share or demonstrate the item, reflecting their values of generosity and humility. After completing these tasks, you will be invited to a United Nations mixer to interact with people from three other cultures. While mingling and eating, you must maintain the characteristics of Religionians. Find out as much as you can about the customs, values, resources, and needs of the other cultures. Later your representative will use this information to negotiate a trade of resources with another culture’s representative. BARGAINING, UNITED NATIONS STYLE: INSTRUCTION SHEET FOR THE AGNOSTICATIANS The Agnosticatians come from the land of Agnostica. They are practical, pragmatic people who work diligently. Because their culture is male-dominated, Agnosticatians tend to choose male leaders. However, they value egalitarian and democratic principles; in negotiations they tend to go with the general good. Their values stress that knowledge is of supreme importance and must constantly be researched and updated. Consequently, science plays a large role in their society. Etiquette demands that Agnosticatians inspect their food thoroughly for contamination before eating it. Agnostica’s greatest resource is its wealth of oil wells. Each member of the culture owns two barrels of oil. Agnostica’s greatest need is for gold to buy food and medicine for its people. One gold bar is required to support each Agnosticatian’s needs. Instructions: You and your fellow subgroup members are Religionians. You are to complete the following tasks, remembering that all of your choices and decisions must be consistent with the preceding description of Religionians. 1. Create a verbal greeting and a physical gesture for leaving. Answer: Verbal Greeting and Physical Gesture for Leaving: • Greeting: “Good day” with a firm handshake. • Leaving Gesture: A nod and “Farewell” with a slight wave. 2. Decide what personal distance will be acceptable in your culture. For example, how close to one another will people stand while talking? Will people look at one another during a conversation? Answer: Personal Distance and Interaction: • Personal Distance: Maintain a moderate distance during conversation; eye contact is appreciated but should not be intense. 3. Define your cultural attitude toward authority. Answer: Cultural Attitude Toward Authority: • Attitude: Respectful of authority but values democratic input and the practical application of knowledge. 4. Identify a strongly held belief and how you will act when that belief is questioned or violated. Answer: Strongly Held Belief and Response to Violation: • Belief: The importance of thorough knowledge and evidence. If violated, they would seek factual clarification and rational discussion. 5. Define a gesture that is offensive. Answer: Offensive Gesture: • Gesture: Ignoring scientific evidence or presenting unverified information. 6. Define how your culture views bargaining. How will you act during negotiations? Choose one member as a representative to speak at negotiations. Answer: View on Bargaining: • Bargaining: Pragmatic and evidence-based; decisions are made democratically. A male representative will be chosen to ensure rational negotiation. 7. In some Arabic cultures, it is taboo to touch someone with the left hand. What is your culture’s taboo? Answer: Cultural Taboo: • Taboo: Disregarding scientific or empirical evidence in decision-making. 8. Define how you will act if someone admires something you have. Answer: Response to Admiration: • Act: Offer detailed information about the item and its practical benefits, reflecting a focus on knowledge and utility. After completing these tasks, you will be invited to a United Nations mixer to interact with people from three other cultures. While mingling and eating, you must maintain the characteristics of Agnosticatians. Find out as much as you can about the customs, values, resources, and needs of the other cultures. Later your representative will use this information to negotiate a trade of resources with another culture’s representative. Case Study QuikTrip: Staffed by Passionate and Compassionate People After graduating from the University of Oklahoma and then completing a tour of duty with the Air Force, Chester Cadieux had “endured something that he describes as ‘10 months of frustration’ as a printing salesman. He had no clear plan of how to escape from the printing business, but he knew he wanted to own and operate his own company.” To scratch his entrepreneurial itch, Cadieux, in collaboration with a long-time friend from junior high school, had opened a small convenience grocery store in Tulsa, Oklahoma on September 25, 1958. Cadieux and his partner offered little product selection and had high prices, just like their competitors, and they barely eked out a profit during their first few years in business. For the next several years QuikTrip expanded the number of stores in its chain but continued with limited product selection and high prices. Meanwhile, competitors were springing up everywhere. Then, Chet Cadieux had a marketing revelation, and he began to transform QuikTrip into the company it is today. Cadieux refocused QuikTrip’s product offerings toward high-volume items, such as branded beer, soda, cigarettes, coffee, and candy, and eliminated low-volume items, such as canned vegetables. He cut down the prices of the products as well. He added gasoline as a product for sales during the early 1970s, and then made it a major product offering in the late 1980s and early 1990s. Like its other product offerings, QuikTrip takes a lower gross margin on gasoline sales than its major competitors, but the organization makes up for it with much greater volume of the product sold. Today, the company’s website describes QuikTrip as follows: “QuikTrip Corporation is a privately held company headquartered in Tulsa, Oklahoma.  QuikTrip has grown to a $9 billion company with 580+ stores in 9 major metropolitan areas. Those revenues place QuikTrip high on the Forbes [italics inserted] listing of largest privately held companies. QuikTrip’s strategy is to be the dominant convenience/gasoline retailer in each market, and to reach that level not through sheer numbers of stores, but through key, high-volume locations. With over 10,000 employees, Fortune [italics inserted] magazine has ranked QuikTrip high on the list of Best Companies to Work for the last nine years.” How has QuikTrip, under Cadieux’s leadership, achieved this phenomenal level of success? According to Cadieux, QuikTrip’s success is due to providing customers with high-quality products and excellent service. Cadieux emphasizes the importance of employees and the ‘human touch’ in QuikTrip’s success. He says, “[w]e’ve been able to compete successfully because of our people. We hire better people, train them better[,] and pay them more. We are obsessed with keeping the stores clean and well-merchandised and with providing a rewarding customer experience overall.” QuikTrip insists on hiring ‘nice’ people who like people. In describing QuikTrip’s employees, Cadieux says: “They’re friendly, they’re efficient, they’re smart, [and] they’re extroverts . They have a strong work ethic. They want to be a hero to every customer who comes through the door. They’re ambitious. They want to work hard.” “Other key qualities for QT hires include the ability to work in teams, the humility to learn from others, and an appreciation for diversity.” QuikTrip stresses excellence in customer-employee interactions. QuikTrip considers its employees to be a “living brand and [the company] devote[s] a great deal of time and energy to training and developing them so that they reflect the brand’s core values.” In reacting to employees being a ‘living brand’, QuikTrip’s customers comment on two definingperhaps even uniquecharacteristics of QuikTrip employees: the employees seem to be glad to work at QuikTrip and they seem to like one another. Can Quiktrip’s recipe for success be a management revelation for other businesses? Discussion Questions 1. How would you describe the attitudes and emotions of the typical QuikTrip employee? How do these attitudes and emotions influence the employees’ work behaviors? Answer: Typical QuikTrip Employee Attitudes and Emotions: QuikTrip employees are generally positive, motivated, and engaged due to a supportive work environment and strong management. These attitudes lead to high productivity, teamwork, and a strong customer service orientation. 2. How would you describe the attitudes of Chester Cadieux regarding QuikTrip’s employees? What implications do Cadieux’s attitudes have for how he manages the company and leads the employees? Answer: Chester Cadieux’s Attitudes: Chester Cadieux holds a positive, employee-centric attitude, valuing staff well-being and development. This perspective fosters a supportive workplace culture, leading to high employee satisfaction and loyalty. 3. How might the employees’ attitudes and emotions influence how they deal with customers from an ethical perspective? Answer: Ethical Influence on Customer Interaction: Positive attitudes and emotions among employees promote ethical behavior, such as honesty and fairness in customer service, enhancing trust and satisfaction. 4. In reference to the question at the end of the case: What useful lessons can other companies learn from QuikTrip’s recipe for success? Explain your answer. Answer: Lessons for Other Companies: Companies can learn the value of investing in employee satisfaction and creating a supportive work environment, as these factors significantly contribute to high performance and customer service excellence. SOURCE: This case was written by Michael K. McCuddy, The Louis S. and Mary L. Morgal Chair of Christian Business Ethics and Professor of Management, College of Business Administration, Valparaiso University. Anonymous, “Retail Entrepreneurs of the Year: Chester Cadieux,” Chain Store Age 77(12) (December 2001): 60. Anonymous, “Retail Entrepreneurs of the Year: Chester Cadieux,” Chain Store Age 77(12) (December 2001): 60; J. Gorham, “A Very Smart retailer,” Forbes 163(2) (January 25, 1999): 66 (3 pages). Anonymous, “Retail Entrepreneurs of the Year: Chester Cadieux,” Chain Store Age 77(12) (December 2001): 60; J. Gorham, “A Very Smart retailer,” Forbes 163(2) (January 25, 1999): 66 (3 pages). J. Gorham, “A Very Smart retailer,” Forbes 163(2) (January 25, 1999): 66 (3 pages). Quiktrip.com, “Who Is QT,” http://www.quiktrip.com/Who-is-QT (accessed June 16, 2011). Anonymous, “Retail Entrepreneurs of the Year: Chester Cadieux,” Chain Store Age 77(12) (December 2001): 60. Anonymous, “Retail Entrepreneurs of the Year: Chester Cadieux,” Chain Store Age 77(12) (December 2001): 60. N. Bendapudi and V. Bendapudi, “Creating the Living Brand,” Harvard Business Review 83(5): 124-132 (7 pages). D. Cassell, “QT Culture,” Candy Industry 174(9) (September 2009): RC14 (5 pages). N. Bendapudi and V. Bendapudi, “Creating the Living Brand,” Harvard Business Review 83(5): 124-132 (7 pages). N. Bendapudi and V. Bendapudi, “Creating the Living Brand,” Harvard Business Review 83(5): 124-132 (7 pages). N. Bendapudi and V. Bendapudi, “Creating the Living Brand,” Harvard Business Review 83(5): 124-132 (7 pages). Solution Manual for ORGB Organizational Behavior Debra L. Nelson, James Campbell Quick 9781305663916, 9781337148443