CH-4 Supervising a Diverse Workforce – Supervision: Concepts and Practices of Management : Book Guide

Chapter 4 Supervising a Diverse Workforce Learning Objectives 1. Define the concept of workforce diversity and identify the major categories of legally protected employees and general guidelines for supervising a diverse workforce. The diverse nature of the U.S. workforce requires supervisors to be prepared to manage a wide variety of people in the workforce who help achieve the firm’s organizational goals, overall advantage, and bottom-line results. Diversity management can impact virtually all aspects of a firm’s operations and should be viewed by supervisors as both a challenge and an opportunity. The major classifications of protected-group employees are by racial or ethnic origin, sex, age, physical and mental impairment, religion, and military service. Specific legal protections are afforded to protected-group employees. Supervisors must be knowledgeable about these protections and understand that complying with legislation is part of the responsibility of supervising a diverse workforce. All employees should be supervised in a consistent, fair, and objective manner that focuses on their talents, abilities, and potential contributions. 2. Explain the issues involved in the supervising racial or ethnic minority employees. When supervising racial or ethnic minority employees, supervisors should try to reduce the impact of past discrimination. Awareness of cultural factors and recognition of language differences are important aspects of a supervisor’s sensitivities to minority employees. Being scrupulously fair in all aspects of supervision and striving to prevent any type of discriminatory treatment toward minorities are essential. 3. Discuss factors that are particularly important when supervising female employees. Supervisors must try to ensure that women are provided fair opportunities as they move into a greater variety of career fields and positions. Avoidance of sexual harassment and stereotyping is mandatory. Human resources policies should stress training and development opportunities for women, non-discriminatory treatment during pregnancy, flexibility in resolving family-care conflicts and problems, and equity in compensation 4. Identify and discuss the legal and other considerations of supervising employees with physical and mental disabilities. The Americans with Disabilities Act (ADA) prohibits employment discrimination against individuals with physical and mental disabilities. The ADA prohibits certain pre-employment inquiries and physical examinations of job applicants. It also requires employers to reasonably accommodate otherwise qualified disabled individuals who can perform the essential components of a job. People with disabilities who are placed in jobs that are consistent with their capabilities and who are given fair opportunities to perform by their supervisors typically become excellent employees. 5. Discuss the considerations of supervising older workers. The Age Discrimination in Employment Act prohibits discrimination against most employees older than 40 years. When making decisions concerning older employees, supervisors should appraise their qualifications and performance objectively. Supervisors should try to adjust to the reduced abilities of some older workers, if possible and, when appropriate, provide opportunities for older workers to learn new skills, particularly technology skills. Also, supervisors should help employees who are nearing retirement to prepare for it. 6. Provide examples of religious accommodation. The principle of reasonable accommodation also should apply when supervising employees of different religious beliefs. Reasonable adjustments in work scheduling should be afforded individuals with certain religious requirements. 7. Describe the unique challenges of supervising globally dispersed employees. The growing number of multinational corporations presents unique management challenges. Differences in language, work methods, cultural identities, power, and legal systems and standards must be addressed, both in the employee’s home country and corporate headquarters. Supervisors should engage employees in building shared understanding of these differences, help employees appreciate the differences, and involve them in establishing a shared identity within the company community. Having a clear understanding of how EEOC laws apply outside the United States is crucial to effective supervision multinational companies. 8. Recognize several pressures faced by supervisors who are members of protected groups. The supervisor who is a member of a protected group may encounter pressures from both protected-group and non-protected-group employees. These pressures typically involve questions about qualifications and fair treatment. The supervisor should act so that all employees are provided uniform and consistent or equal treatment and performance expectations. 9. Explain the issue of reverse discrimination. Supervisors should be sensitive to the feelings of some employees—most often white males—about the issue of reverse discrimination. Employees may accuse the company of reverse discrimination if a protected-group person is hired or promoted over a more experienced or more qualified member of a nonprotected group. 10. Understand how to best supervise a diverse workforce. No matter how future legislation and court decisions affect the issues related to protected groups, the best way to manage will always be to apply the principles of good supervision to all employees. In particular, supervisors should develop, model, and encourage cultural competency and inclusion practices in order for the organization and the workforce to benefit from all workers’ skills and perspectives. PowerPoint Presentation Slide 4-2 & 4-3, Learning Objectives Lecture Outline NOTE: Instructor can begin this chapter with a discussion of the opening You Make the Call. No doubt, instructors will have several students that will be able to identify situations similar to that which experienced, in particular, where their personal values and beliefs were threatened. Unfortunately, at a young age, many will have to make delicate choices between career, acceptance by others, and their personal values. PowerPoint Presentation Slide 4-4, Figure 4.1 I. Managing Diversity Is the Bottom-Line Concern The increasingly diverse characteristics of people in the workplace will continue to be among the major challenges facing managers at all levels. At the same time, a diverse workforce, effectively managed and empowered, can become an organization’s greatest asset. Diversity management now encompasses many considerations, including legal, demographic, economic, and political. Initiatives and efforts to better manage a diverse workforce are growing significantly, not just because of legal requirements or social considerations but also because there is a recognition that this has become an area of vital importance to a firm’s long-term success and bottom-line results. A. Protected-Group Employees and Supervising Diversity The term protected-group employees have been used to identify classes of employees who have been afforded certain legal protections in their employment situations. The underlying legal philosophy is that many individuals within these classifications have been unfairly or illegally discriminated against or illegally discriminated against or should be afforded special consideration to enhance their opportunities for fair treatment in employment. Supervisors normally should refer compliance questions that are of a legal nature to higher management or to an appropriate human resources staff person. The human resources department usually will have the expertise to answer the supervisor’s questions and to give appropriate advice. B. Classifications of Protected-Group Employees The protected-group employees are classified according to: •Racial or ethnic origin •Gender (women) •Physical or mental disability •Age (over 40) •Religion •Military service (such as Iraq war or other veterans) Issues of gender orientation, such as discrimination against homosexuals are not directly addressed in this chapter. To date, homosexuality has not been given legally protected status by federal legislation. However, steps should be taken in worker education and company policy reviews to make the workplace open to gay, lesbian, bisexual and transgender (GLBT) employees. Regardless of personal views, supervisors must be sensitive of possible illegal discriminatory actions and adjust their supervisory practices accordingly. Effective supervision of a diversified workforce can be viewed as an opportunity to draw on and use the differences of people in a positive, productive, and enriching manner. What You Have Learned? Questions 1 and 2 PowerPoint Presentation Slide 4-5, Managing Diversity is the Bottom-Line Concern PowerPoint Presentation Slide 4-6 Figure 4.2 C. The OUCH Test in Supervising Employees The OUCH test servers as a guideline for selecting employees and also applies to day-to-day supervision. The supervisor’s actions should be objective, uniform in application, consistent in effect, and have job relatedness. Laws and regulations do not prevent a supervisor from taking disciplinary action against protected-group employees. However, they do require that such employees be treated the same as other employees whenever disciplinary actions are taken. Personal Skill Builder 4-1: The Supervisor and Protected Groups PowerPoint Presentation Slide 4-7, Figure 4.3 II. Supervising Racial and Ethnic Minorities The most frequently identified racial and ethnic minority populations in the United States are African Americans, Hispanics, Asian Americans, and Native Americans. With the passage of major civil rights legislation, most employers have developed nondiscrimination or affirmative action policies or programs for employing people from racial and ethnic minority groups. The philosophy underlying affirmative-action plans is to overcome the impact of past discriminatory practices and to provide greater opportunities for underrepresented groups to participate more fully throughout the workforce. The long-term goal is to have a fully diversified workforce in which all employees are hired and supervised solely on the basis of their capabilities and performance. PowerPoint Presentation Slide 4-8, Supervising Racial and Ethnic Minorities A. Understanding Discrimination’s Effects Minority employees who have experienced prejudicial treatment may resent supervisors of different racial or ethnic backgrounds. Because the responsibility for initiating discipline and discharge actions usually rests with supervisors, such decisions play a significant role in discrimination charges. By demonstrating that minority employees will be supervised in the same manner as other employees, a supervisor can reduce the negative effects of past discrimination. B. Appreciating Cultural Differences Differences in ethnic or cultural backgrounds can contribute to prejudicial attitudes and treatment of minority employees. Regardless of what cultural differences exist, it is the supervisor’s job to exert special efforts to reduce the effects of these differences. By so doing, the supervisor can help the minority person learn to accept the requirements of the work environment and to meet the standards expected of all employees in the department. C. Overcoming Language Difficulties In an effort to familiarize non-English-speaking employees with the dominant language of the United States, an increasing number of employers sponsor English improvement and business English courses for minority employees. These programs focus on the writing and speaking skills needed for job improvement and advancement. In many parts of the United States, the English language is the minority language, and a bilingual person is a valuable asset. PowerPoint Presentation Slide 4-9, Supervising Racial and Ethnic Minorities (cont.) III. Supervising Women While there is consensus that opportunities for women will increase during the first decade of the twenty-first century, barriers remain. These barriers include the lack of females at the executive board level, male-dominated corporate cultures, stereotypes or preconceptions about women, exclusion from informal networks, and lack of mentoring opportunities. Both male and female supervisors should be aware of a number of important concerns regarding the supervision of women. A. Entry of Women into Many Career Fields The combined effects of antidiscrimination laws, affirmative-action programs, and the increasing number of women in the workforce have led women into many jobs that were traditionally dominated by men. In greater numbers than ever before, women are financiers, scientists, engineers, utility repair specialists, sales and technical representatives, accountants, and managers. The entry of women into jobs requiring hard physical labor and craft skills has been comparatively limited, but when women do assume craft or other physically demanding jobs, changes may occur. A number of firms have found that some equipment can be modified without excessive cost outlays. For example, changes have been made to the shape of some wrenches and other tools to accommodate women’s smaller hands. While women have surmounted many of the barriers that previously limited their entry into male-dominated positions, problems still arise, especially at the departmental level. One common supervisory consideration when a woman takes a job traditionally held by a man is the reaction of male co-workers. Some men may resent and even openly criticize her. B. Balancing Work-Life Issues Many large organizations and some smaller ones have developed a family-friendly culture that incorporates benefits, such as flex time and timeoff pools, in order to facilitate work–life balance. PowerPoint Presentation Slide 4-10, Supervising Women PowerPoint Presentation Slide 4-11, Figure 4.4 C. Sexual-Harassment and Sexual-Stereotyping Issues A female supervisor or a female employee can be charged with the sexual harassment of a male employee and that harassment can also occur when both parties are of the same sex. Sexual harassment of women by men has been the focus of most cases heard by federal agencies and courts. Guidelines issued by the EEOC, which enforces the federal Civil Rights Act, define sexual harassment can be defined as sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature when: •Submission to such conduct is explicitly or implicitly made a condition of an individual’s employment •Submission to or rejection of such conduct by an individual is used as the basis for employment decisions affecting that person •Such conduct has the purpose or effect of unreasonably interfering with an individual’s work performance or creating an intimidating, hostile, or offensive working environment Courts decisions have generally held that an employer is liable if the sexual harassment of employees is condoned or overlooked or fails to lead to corrective actions by management. Reprimand and discipline of offending employees and supervisors are recommended courses of action. Supervisors should avoid and strongly discourage sexual language, innuendos, and behavior that is inappropriate in the work environment. Gender stereotyping involves the use of demeaning language, judgments, or behavior based on a person’s gender. Along with perpetuating inaccuracies, gender stereotyping can reduce employee motivation, perpetuate discrimination, and lead to perceived harassment. What You Have Learned? Question 4 PowerPoint Presentation Slide 4-12, Supervising Women (cont.) D. Training and Development Opportunities Women employees should be offered equal access to training and development activities, and those employees with potential should be encouraged to develop their skills. This is especially important with regard to upgrading women to supervisory and other managerial positions. In order to empower women, many firms find that well-conceived and well implemented mentoring programs are essential. Mentoring efforts usually involve having both male and female senior-level managers serve as mentors or advisers for women and minority supervisors who have been identified as having the potential to hold higher management positions. E. Pregnancy and Family Care The Pregnancy Discrimination Act (PDA) requires that pregnancy be treated no differently from illness or health disabilities if an employer has for medical benefits or a disability plans. The Family and Medical Leave Act (FMLA) requires that an eligible employee ( male or female) must be granted up to a total of 12 workweeks of unpaid leave during any 12-month period for the birth and care of the newborn child or placement with the employee of a child for adoption or foster care; to care for an immediate family member (spouse, child, or parent) with a serious health condition; or to take medical leave when the employee is unable to work because of a serious health condition. Many women head single-parent households in which they are the primary provider. Because of concerns like these, many employers have adopted flexible policies concerning work schedules, leaves, and other arrangements to help employees, especially women, meet their obligations. What Have You Learned? Question 5 PowerPoint Presentation Slide 4-13, Supervising Women (cont.) F. Equitable Compensation Equal Pay Act of 1963 requires that men and women performing equal work must receive equal pay. Despite the laws, disparities still exist. Comparable worth is a concept that jobs should be paid at the same level when they require similar skills or abilities. PowerPoint Presentation Slide 4-14, Supervising Women (cont.) IV. Supervising Employees with Disabilities In 1990, the Americans with Disabilities Act (ADA) was passed. It is the most significant legislation dealing with legal protection for a group since the Civil Rights Act of 1964. The ADA applies to employers with 15 or more employees and identifies coverage for people with disabilities. See Figure 4.6 for one company’s ADA policy on page 135. What Have You Learned? Question 6 A. Who is a Qualified Disabled Individual? A qualified disabled individual is defined by the Americans with Disabilities Act (ADA) as someone with a disability who can perform the essential components of a job with or without reasonable accommodation. This means that a person with a disability must have the skills and other qualifications needed for the job to receive employment protection under the ADA. The concept of reasonably accommodating individuals with disabilities was established by the Rehabilitation Act of 1973. Reasonable accommodation means altering the usual ways of doing things so that an otherwise qualified disabled person can perform the essential job duties, but without creating an undue hardship for the employer. What Have You Learned? Question 3 B. Complying with the ADA To comply with ADA provisions, many employers conduct training programs for supervisors who carry significant responsibility in making the necessary adjustments. Many employers also have revised their job descriptions to include the essential functions of each job. Reasonable accommodation may take many forms. It typically means making buildings accessible by building ramps, removing such barriers as steps or curbs and altering restroom facilities. The courts have generally held that an interactive process between the employer and employee is the hallmark of reasonable accommodation. PowerPoint Presentation Slide 4-15, Supervising Employees with Disabilities PowerPoint Presentation Slide 4-16, Supervising Employees with Disabilities C. Supervisor and Employee Attitudes The ADA is aimed at changing perceptions as well as actions in the workplace. The law encourages supervisors and employees to recognize the abilities, rather than disabilities, of co-workers. It is important that supervisors and employees recognize that the ADA is the law and that they believe it is proper to follow it. Training programs are aimed at allowing open discussion about different disabilities and opportunities to air questions and feelings of discomfort. What Have You Learned? Question 6 V. Supervising Older Workers There are a number of protected-group categories in addition to racial and ethnic minorities, women, and people with disabilities. A. Older Employees The Age Discrimination in Employment Act (ADEA), as amended, which applies to employers with 20 or more employees, prohibits discrimination in employment for most individuals over age 40. Consequently, mandatory retirement ages, such as age 70, are illegal for most employees. Many workers retire at age 65 or younger, in part because of improved retirement programs and pension plans, including plans that allow early retirement. The supervisor must impartially and objectively appraise the performance of all employees before making decisions that adversely affect older workers. Supervisors should not disregard years of dedicated and faithful service. Moreover, it may be possible, within certain limits, for supervisors to make special accommodations for some older employees. Supervisors should be supportive and understanding as older employees near retirement. These employees should be encouraged to take advantage of preretirement planning activities that may be available in the company or through outside agencies. PowerPoint Presentation Slide 4-17, Supervising Older Workers VI. Accommodating Different Religious Beliefs Although EEOC and court decisions have not always clearly defined religious discrimination, two principles have evolved, which are the following: •Employers must make reasonable accommodations for employees with different religious beliefs. •An employee may not create a hostile environment for others by harassing them about what they do or do not believe. Employers generally may not discriminate in employment practices because of an individual’s religious beliefs, and employers are obligated to prevent practices or actions that might constitute a hostile environment for someone based on religion. Supervisors may confront situations in which it is difficult to accommodate all employees’ religious preferences and still schedule the work. What Have You Learned? Question 7 Team Skill Builder 4-1: You Make the Call! PowerPoint Presentation Slide 4-18 Accommodating Different Religious Beliefs VII. Managing Employees around the World A multinational Corporation establishes locations, manages production, and delivers services in more than one home country and most often directs management policies and practices from one home country. The multiplicity of people who interact in these organizations, and the diversity among them, increase the physical and interpersonal boundaries that supervisors must manage. A. Building Shared Understanding and Identity This is an emerging trend with classic international trade, in which employees at each location remained relatively separate, with occasional contact among foreign counterparts during site visits by the corporate boss. In the growing global workplace, differences such as language, work methods and philosophies, cultural identities and practices, and biases about home-country power can pose challenges to supervisors charged with productively integrating their workforce. B. Employee Protections in Multinational Contexts Supervisors’ understanding of the intricacies of employment and discrimination laws as they relate to U.S. and foreign employees of multinational companies is equally important as establishing a positive global climate. In some cases, workers in foreign countries are protected from discrimination by U.S. EEOC laws, whereas in others, workers are subject to the employment laws and practices of the local countries involved. Foreign laws can significantly influence employment and supervision practices. Supervisors should be aware of their company’s obligations under EEOC laws, based on the structure of its operations, so that they can make appropriate decisions and effectively guide employee behavior. What Have You Learned? Question 8 PowerPoint Presentation Slide 4-19 Managing Employees around the World VIII. Protected-Group Supervisors Protected-group supervisors, like all other supervisors, must have performance expectations, policies, and decisions that are applied consistently and uniformly to all employees regardless of race, gender, age, and other such considerations.. What Have You Learned? Question 2 PowerPoint Presentation Slide 4-20, Protected-Group Supervisors IX. Understanding Reverse Discrimination Reverse discrimination may be charged when a more senior or qualified person is denied a job opportunity or promotion because preference has been given to a protected-group individual who may be less qualified or who has less seniority. Therefore, communication between the supervisor and all groups of employees is essential, and the supervisor should try to correct misperceptions about any employee’s abilities and qualifications as they occur. Whether reverse discrimination exists is not really important. Supervisors should respond to the feelings of all groups and individuals in an understanding, fair, and objective manner. PowerPoint Presentation Slide 4-21, Understanding Reverse Discrimination X. Supervising Well: The Overriding Consideration Additional legislation and court decisions will specify and clarify other considerations for currently protected groups and, perhaps, for other groups to be identified in the future. A. Being Fair in all Supervisory Actions and Decisions The supervisor must be diligent in his or her fairness. Supervising protected classes of employees requires understanding, sensitivity, and even extra fairness when the supervisor is not a member of that group. Cultural competency means that the supervisor is scrupulously fair, yet can adapt to a variety of cultural communities. Organizations are encouraged to focus on inclusion, defined as providing opportunities for every worker to fully participate and valuing every worker’s skills, experiences and perspectives. See Supervisory Tips Box Suggestions for Managing Diversity on page 144 Personal Skill Builder 4-2: Test Your Knowledge and Practice Your Skills Team Skill Builder 4-2: Working with People Who Make Your Life Difficult: “Bean the Bigot” PowerPoint Presentation Slide 4-22, Supervising Well: The Overriding Consideration PowerPoint Presentation Slide 4-23, Key Terms Answers to What have you Learned? 1. Why has management of a diverse workforce become both a reality and a business necessity for many firms? Some people view diversity management primarily as being politically correct. Do you agree or disagree with this type of assessment? Why? Students’ answers will vary. The diverse nature of the U.S. workforce requires supervisors to be prepared to manage a wide variety of people in the workforce who help achieve the firm’s organizational goals, overall advantage and bottom-line results. Diversity management can impact virtually all aspects of a firm’s operations and should be viewed by supervisors as both a challenge and an opportunity. The major classifications of protected-group employees are by racial or ethnic origin, sex, age, physical and mental impairment, religion, and military service. Specific legal protections are afforded to protected-group employees. Supervisors must be knowledgeable about these protections and understand that complying with legislation is part of the responsibility of supervising a diverse workforce. All employees should be supervised in a consistent, fair, and objective manner that focuses on their talents, abilities, and potential contributions. 2. Who are classified as protected-group employees? Discuss whether protected group means the same as a special group of employees, especially in view of affirmative-action requirements that may be present in a firm? The bases for classifying an employee as a member of a legally protected group include: •Race/ethnic origin •Gender (women) •Physical or mental disability •Age (over 40) •Religion •Military service (such as Iraq war or veterans). The protected group employee is a concept derived from laws and governmental regulations. In a sense, all protected-group members are “special” employees, but a supervisor must not view protected group employees as requiring special treatment beyond what is reasonably expected for other employees. The OUCH test described in the text applies to the supervision of all employees regardless of any individual's protected-group status. 3. A recent survey indicates that nearly half of the 76 million U.S. baby boomers are experiencing some degree of hearing loss. During a recent performance appraisal meeting, an employee in the call center explained that the reason for his less than satisfactory performance rating was due to his hearing loss. Is that a legitimate excuse? Why or why not? What accommodations might be needed? As a baby boomer with hearing loss, some students may consider the call center worker a protected-group employee due to his age (over 40 years) and physical disability. As such, some might argue that he’s covered under the Americans with Disabilities Act of 1990. The ADA defines a qualified disabled individual as someone with a disability who can perform the essential functions of a job with or without reasonable accommodation. Students’ answers will vary. Some students will argue that generally, the courts have held that the ADA does not protect people with such physical limitations as poor eyesight and high blood pressure who can function normally when they wear glasses or take medications. There may be a question regarding the employee’s degree of hearing loss and whether or not medical intervention will help. This employee should seek out medical advice to determine whether or not hearing aid devices can help him perform the “essential components” of his call center job. The employer should seek out special phone systems and/or headsets that may make calls louder and clearer for the employee—again in an effort to help him perform the essential components of his job. Consistent, two-way communication in this situation is of utmost importance and will help foster an atmosphere for trust for both the employer and employee. 4. Give examples of harassment that you have experienced, observed, or heard about, and describe what should have been done to address such issues. Reports of harassment situations will vary widely in form and severity. When addressing issues of harassment, supervisors should refer questions of a legal or a compliance nature to higher management or to a human resources staff person. The HR staff usually has the expertise to give appropriate advice. Sometimes, the HR staff will need to seek the advice of legal counsel. In general, all employees should be supervised in a fair and objective manner that focuses on their talents, abilities, and potential contributions. 5. Discuss how women are affected by pregnancy and family-care situations and employer policies. What legal requirements are imposed, and not imposed, for employers in these areas. The Pregnancy Discrimination Act requires that pregnancy be treated no differently than other illness or disability for medical benefits and disability plans. The Family and Medical Leave Act requires affected employers to allow women time off with job protection for birth and care of newborns, and other related family care needs. Due to changing family compositions (i.e. single-parent households, etc.), many employers are adopting flexible policies for work schedules, leaves, and other arrangements to meet family responsibilities. 6. How has the ADA expanded legal protections for individuals with disabilities? Discuss: a. The ADA’s definition of a disabled person; b. What is meant by “reasonable accommodation” for someone with a disability to perform the essential functions of a job? c. Why will these areas be difficult for supervisors to comply with in certain job situations? The Americans with Disabilities Act (ADA) is far more comprehensive in scope and application than the Rehabilitation Act of 1973. ADA applies to most employers with fifteen or more employees (as of 1994). Because laws and court decisions continually change, one must keep current on the regulations. Visit the Society of Human Resource Web site to get an overview of the changes that ADAAA mandated on January 1, 2009. Ask students to review more recent court rulings on the ADA. Some students might feel that other coverage should include the following: obesity (overweight), bisexuality, pyromania, kleptomania, and other disorders that result from excessive alcohol use or illegal drug use. The text provides a brief definition of a disabled person under ADA; it is estimated that about one out of every six persons in America is “disabled” by the act’s definition. The ADA requires employers to provide access and make necessary building alterations to accommodate the disabled. It further requires employers not to discriminate against qualified disabled persons who can perform the essential functions of a job with (or without) reasonable accommodation that would not create an “undue hardship” for the employer. The vagueness of the law’s provisions has led to widespread variations in employer compliance and attitudes about ADA. What is required of employers is likely to be defined further by litigation and court decisions. Among the most troublesome areas of contention are what is meant by the “essential functions” of a job position, and how far an employer must go to accommodate a qualified disabled person without incurring an “undue hardship.” 7. How does the concept of reasonable accommodation apply to older workers and to employees of different religious persuasions? Are there limits to reasonable accommodation? Discuss. The Age Discrimination in Employment Act now prohibits discrimination in employment for most individuals beyond forty years of age. Decisions involving layoff and/or retirement of older workers must avoid age considerations and should be based on job performance or other nondiscriminatory criteria. Reasonable accommodation for employees with different religious persuasions usually means making adjustments in work scheduling to accommodate preferences of individuals of certain religious faiths. Of course, there are limits to reasonable accommodation, based upon cost factors, working conditions, business demands, and the like. Both for legal, as well as human considerations, supervisors must be willing to “go the extra mile” in an attempt to reasonably accommodate such protected-group employees. Companies should have a no-harassment policy, cover the issue(s) in training sessions, provide employees opportunities to ask questions and clarify misunderstandings. As a human resource manager related to one of the authors said, “If there is any doubt whether it is right or wrong, don’t do it!” Remind students that the supervisor’s job is to enable all employees to be the best they can be! 8. Imagine that a project director position becomes available in the company in which you are currently working as a project manager. The position is in India, and you currently work in Atlanta. You are very well qualified for the position, and it seems like a great opportunity for you to see the world. What questions about the company, its structure, its global workforce, and your new role should you ask before you take up the job? If a project director position became available in another country, it would be important to understand the culture, the language, and the expectations before you would take the job. There are numerous young expiates who successfully navigate a global environment; however, there are those who would be challenged by this opportunity and position. Questions that would be appropriate should center on the management and leadership in the foreign country, the diversity of the global workforce, and the specific job description. One advantage of any foreign placement is the opportunity to travel and see the world. Is that viewed as one of the advantages of this placement? Are the project work assignments for this position the same in India as in Atlanta? Work schedules? Pay and benefits? Trips back to Atlanta? A project manager position in India, even within the same company, could be significantly different than in the U.S. An immersion in Indian culture would be extremely helpful for anyone entertaining this global placement. NOTE: Supervisors should be aware of their company’s obligations under EEOC laws, based on the structure of its operations, so that they can make appropriate decisions and effectively guide employee behavior. In some cases, workers in foreign countries are protected from discrimination by U.S. EEOC laws, whereas in others, workers are subject to the employment laws and practices of the local countries involved. Foreign laws can significantly influence employment and supervision practices. Answers to Personal Skill Building Personal Skill Builder 4-1: The Supervisor and Protected Groups 1. Look around and what do you see? Is anyone different from you? How so? Often students think of diversity based on color, origin, ability, etc., rather than the uniqueness of each person as an individual. Diversity surrounds people each and they should appreciate each other for their differences. 2. From the information in this chapter, develop a list of the requirements and considerations that you believe are essential for effective supervision of protected-group employees. Regardless of personal views, supervisors must be sensitive to possible illegal discriminatory actions or questions and adjust their supervisory practices accordingly. More important, however, is that supervisors recognize the strengths and potential contributions of all employees and supervise in ways that do not limit employees’ development for inappropriate reasons (see Figure 4.2). Stated another way, effective supervision of a diversified workforce can be viewed as an opportunity to draw on and use the differences of people in a positive, productive, and enriching manner. Questions 3 and 4 will provide students with a relevant, hands-on experience with this issue of protected-group employees. 3. Identify two practicing supervisors who would be willing to be interviewed. One should be a person who is non-protected (such as a white male under 40 years of age); and the other one should be a member of a protected class (such as a person described in this chapter as a protected class (Such as a as a person described in this chapter as a protected-class member). Ask each supervisor to identify what they believe to be the five most important requirements (or tips) for good supervision of protected-group employees within their departments. Students’ answers will vary. For this exercise, you need to interview two supervisors, one non-protected (such as a white male under 40) and one from a protected class (such as a person from a minority group, someone over 40, or a woman, depending on how protected classes are defined in your context). These interviews will give you insight into the supervisors' perspectives on the essential requirements for supervising protected-group employees. Here’s an approach to guide the interviews: 1. Interview the Non-Protected Supervisor You might ask: • What are the five most important requirements or tips for supervising protected-group employees in your department? • How do you ensure that the needs of protected employees are met while maintaining fairness and consistency across the board? • Can you share any experiences where you had to accommodate or support a protected employee? 2. Interview the Protected-Class Supervisor Similarly, you might ask: • What are the five key requirements or tips for supervising protected-group employees, especially from your perspective as a protected-class member? • How do you foster an inclusive environment while supervising diverse employees? • Can you share experiences where your background helped or challenged you in supervising protected-group employees? Hypothetical Responses (Based on Common Insights from Supervisors) Non-Protected Supervisor: 1. Clear Communication: Ensuring expectations are clearly communicated to all employees regardless of their background. 2. Consistency: Applying policies and procedures consistently to avoid any appearance of favoritism. 3. Awareness of Legal Obligations: Understanding and complying with equal employment opportunity laws. 4. Open-mindedness: Being open to diverse perspectives and experiences to foster inclusion. 5. Training: Providing continuous learning opportunities for both supervisors and employees on diversity and inclusion. Protected-Class Supervisor: 1. Empathy: Being able to understand the challenges that protected-group employees may face. 2. Mentorship: Offering mentorship and support to employees who may feel underrepresented. 3. Flexibility: Being flexible in accommodating specific needs (e.g., family, religious practices, or disability). 4. Creating a Safe Space: Ensuring that employees feel comfortable expressing their concerns without fear of retaliation. 5. Promoting Inclusivity: Actively promoting an inclusive work environment where every employee feels valued. Once you have conducted your interviews, you can compare the responses to identify common themes and unique insights based on the supervisors' perspectives. 4. Compare the supervisors’ lists with your list. To what degree were the practicing supervisors’ lists similar or different? If there are differences, what do you feel would be the most likely explanation? Students’ answers to 3 and 4 will vary but they should demonstrate effort and an understanding of supervising people in protected groups. To compare the supervisors' lists with your own list, follow these steps: 1. Identify Key Points in the Supervisors’ Lists Based on your interviews, list out the five most important requirements or tips from each supervisor. You should already have responses from both the non-protected and protected-class supervisors. 2. Create Your Own List Now, write down your own list of what you believe are the five most important requirements for supervising protected-group employees. These might include ideas such as: • Fair treatment: Ensuring that all employees are treated equitably. • Understanding diversity: Being aware of the unique challenges and contributions of protected-group employees. • Providing opportunities for growth: Ensuring that protected-group employees have equal access to career development. • Effective communication: Maintaining open and respectful dialogue with all employees. • Cultural competence: Recognizing and adapting to the cultural backgrounds of different employees. 3. Compare the Lists Now, compare the supervisors’ lists with your own in terms of similarities and differences: Similarities: • Fairness and Consistency: All parties might mention the importance of treating everyone fairly and applying policies consistently. • Communication: It’s likely that both you and the supervisors emphasized effective communication as a critical aspect of supervision. • Awareness of Diversity: Both you and the supervisors might stress the importance of understanding and accommodating diversity in the workplace. Differences: • Emphasis on Empathy or Flexibility: If your list did not include empathy or flexibility, but one or both supervisors highlighted them, the difference could stem from their real-world experiences with employees facing unique challenges. • Legal Considerations: If the supervisors focused more on legal compliance (EEO laws, anti-discrimination policies), this might indicate that their practical experience has involved navigating legal frameworks to avoid workplace disputes. • Mentorship and Support: A supervisor from a protected class may have stressed mentorship or creating a safe space due to personal experiences of underrepresentation or challenges in the workplace, while your list may not include this perspective if you haven’t encountered such situations. 4. Explanation of Differences If there are differences, the most likely explanations could include: • Practical Experience: Practicing supervisors may have dealt with real-life scenarios that shaped their understanding of supervision, leading them to emphasize aspects like legal obligations or flexibility. • Personal Backgrounds: The protected-class supervisor, in particular, may have experienced challenges related to their own protected status, influencing their focus on empathy, mentorship, or inclusivity. • Theoretical vs. Practical Views: Your list might reflect a more theoretical or ideal approach to supervision, whereas the supervisors’ lists reflect the practical realities they face on a day-to-day basis. • Workplace Environment: The supervisors’ workplace cultures may emphasize certain policies or behaviors (e.g., legal compliance) more than your own perspective, depending on the specific organizational context they operate in. By reflecting on these similarities and differences, you can deepen your understanding of effective supervision practices and how they are shaped by both theory and real-world experience. Personal Skill Builder 4-2: Test Your Knowledge and Practice Your Skills For guidance, visit (http://www.eeoc.gov) and refer to the various equal employment and nondiscrimination laws as relevant to each situation in this skills application. Situation 1: Simonette does not qualify for leave under FMLA because the right to take time off for the care of family members does not extend to a cousin. That said, and since she has PTO time earned, it would be strongly encouraged to consider her request and do whatever possible to accommodate her request for time off. Unless there is a compelling reason why Simonette cannot be accommodated (due to business necessity, etc.), the accommodation of an employee to take care for an extended family member facing a serious illness is just the right thing to do. How would one feel if they had to face such a situation? Situation 2: It is doubtful that Emily would be covered under ADA as per her request for a specific shift only. Because of her impairment she may be a protected-class but what difference does it make whether she works first, second or third shift? Again, there may be other extenuating circumstances behind her request to remain on first shift. The Manager should explore Emily’s concerns and make sure that he or she touches base with the human resource department to be sure of the responsibilities. Situation 3: Review the basic provisions of the FMLA. Jackie meets the employment requirement for his request. But does he meet the other requirements? Is his companion or partner considered a member of his immediate family? This is a tough one and the answer in part depends on which state one lives in. In some states and locales, same-sex partners are legally considered members of the immediate family. Lincoln Financial Corporation provides medical insurance coverage for same-sex partners of employees under the family coverage provision of their employee benefits program—years before it must have been politically correct to do so. Board members and stakeholders might be upset while approving this type of policies. Because of the complexity and in the absence of specific company policy, the supervisor needs to cover all bases and that means not only involving the HR department but getting the hospital’s legal counsel to render an opinion. NOTE: Instructors need to be aware of changes to the FMLA that come about through various court decisions. Regardless of the action taken, it must be legally defensible and be uniform and consistently applied throughout the organization. Personal Skill Builder 4-3: Can She Turn it Around? In Chapter 9, the “HP Way” was introduced to students. Go to the Hewlett-Packard Web site and look at the company history. This personal skill builder should incite a lively debate among the class member. Perhaps a classmate worked for HP during Carly Fiorina’s tenure; if so, they will have definite opinions about her leadership style and how she happened to become the CEO. This PSB will allow students to evaluate if they have a bias against women in leadership positions. A polarization among the class members may occur based on their view of women in the workforce and their leadership capabilities. Based on student research, it would be good for students to compare the 90s to 2011. Are there more women in positions of power? If so, who are they and how did they ascend to the title of CEO? Did Meg Whitman “right the ship” at HP? Why or why not? Personal Skill Builder 4-4: Technology Tools—Do an Assessment of Assistive/Adaptive Technology Students should follow the guidelines accordingly to explore different technological accommodations for individuals with disabilities. Answers to Team Skill Building Team Skill Builder 4-1: You Make the Call! This Team Skill Builder covers an interesting dynamic of discrimination of individuals with disabilities seen at the workplace. It may be a good skill builder to present to the class for discussion as a group. Students will speculate different reasons as to what lead Ralph Adams reject Minardi’s application. The situation at hand doesn’t provide information about the qualifications or the recruiting criteria adopted in selecting Antionette Hoczyk over Minardi. For a better judgement on selection of candidates the interview process should be refined or made such that it helps evaluate the applicant’s—individual with disabilities—qualities or traits required for that particular job. The person in-charge of recruiting candidates should have a larger perspective of things. Assumptions based on Minardi’s physicals state would’ve influenced Adams’ decision. Having a clear idea of the rules set in place by the ADA will help the managers while taking fair decisions when they come across candidates with disabilities. Also there won’t be any legal issues if the guidelines set by ADA are met during the process of recruitment. Student answers may vary. However, students should address the points mentioned above. Team Skill Builder 4-2: Working with People Who Make Your Life difficult: “Bean the Bigot” NOTE: See Appendix to the Chapter 6 Instructors Manual for the IM Table 1: “Guide Sheet for Dealing with People who Make Life Difficult.” This table can be distributed to students so they can develop their own portfolio of strategies for dealing with difficult people. This skills application introduces students to the personal dilemma encountered by a part-time employee who feels that another employee’s behavior is inappropriate. Barbara Jones’s statement, “I’d complain to management, but I don’t think it would make a difference” is a tragic indictment of her perception of the organizational culture at Sanders Supermarkets Store 17. Factors favoring a continued silence on Barbara Jones’s part are: First, she is a part-time employee and she perceives that management favors full-time employees. Second, if Bean’s behavior is as obvious as Jones contends, then why hasn’t a member of the management or supervisory group stepped up and dealt with his behavior? Finally, often the complainer or whistleblower is looked upon with disfavor. Students can be asked if their job would be at risk if they blew the whistle on inappropriate behavior. Many of them are not secure enough in their positions to put their job or reputation on the line. In addition to the suggestions listed in Figure 4.5 of the text, a student list of strategies for dealing with Bean should include: •Check the company’s handbook. Is there a no-harassment policy? If so, what are the procedures for handling a complaint? •Do not become defensive or strike back. They may be itching for a fight. •Exhibit a calm demeanor and be prepared to listen attentively. •Take out a notebook and transcript: what was said, who said it, when was it said, and who was present when it was said. •Tell them in no uncertain terms that their behavior is inappropriate and may be against the law. •Try to understand what causes them to behave the way they do. If it is to get attention, that is one thing. If it is because the person has a strong dislike or hatred for certain groups of people, that is another. Regardless, the person needs to be confronted. •Make an appointment with the store manager or the company’s human resource manager and state the facts. Unfortunately, racism, prejudice, and incivility still reigns in the United States. Most companies are actively trying to eliminate “bad behavior” in the workplace. Having a no-harassment policy is not enough. Sanders Supermarkets Store 17 needs to make sure that employees clearly understand its provisions. An employee’s legitimate concerns about employment discrimination are protected by law. Barbara Jones needs to feel that she has a place to voice her concerns. Answers to Supervision in Action Questions Video clip: Jet Blue—Diversity 1. What steps has Jet Blue taken to manage a diverse workforce? How does it help in managing the workforce? Students’ answers will vary. JetBlue has included unconscious bias training that addresses the issue of people being biased toward the individuals who are like them. It also includes diversity programs that aim at making people aware of the bias so that they can create an inclusion for people who are not like them. The company has also included a crew called “JetPride” which is the crew member resource group for the gay, lesbian, bisexual, and transgender (GLBT) crew members and their allies. Bias for war veterans is also taken care of by the “VetConnect” program where the company takes the new hires and pairs them up with senior crew members that are vets. This helps in the transition of the veteran’s military lifestyle to a civilian lifestyle. Another inclusion for the veteran is the “Vets in blue” program which is a veteran’s resource group. JetBlue also has a special program for people with disabilities called the “blue horizon” which targets the autism community by simulating the flight experience. 2. What are the different definitions of diversity and diversity inclusion as seen in the video? Students’ answers will vary. Diversity inclusion is not always related to racial undertones but it might just be what an individual is naturally inclined to do—unconscious bias. Taking the population that largely is invisible and putting a face on them can also be considered as diversity—GLBT. Diversity is opening the doors that have been shut by people’s assumption or set ideas about what an individual has done—war veterans. Diversity is about having different thoughts and views. It allows one to bring to the table the people with different backgrounds and make a case for ideas and thoughts that one might have never thought of as they wouldn’t have been a part of that particular community. 3. List the different protected groups that are targeted by JetBlue. Students’ answers will vary. Different protected groups targeted by JetBlue include: •Physical or mental ability (autism) •Military service (war veterans) •Gender (GLBT) 4. One might agree that diversity plays an important role at a workplace. However, by including different diversity programs, is JetBlue paying the right amount of attention toward the issue or are they going overboard? Students’ answers may vary. This question can be used for discussion. JetBlue, being an airlines company has taken the issue of diversity very seriously. It might seem that it’s going a little further when it comes to addressing the issue, but as one tries to look at the bigger picture it becomes clear that these measures are necessary. The increasingly diverse characteristics of people in the workplace will continue to be among the major challenges facing managers at all levels. By including different programs that aim at having a diverse workforce one can reduce the burden of managers. These programs can be viewed as an opportunity to draw on and use the differences of people in a positive, productive, and enriching manner. It also broadens one’s perspective to things as they are exposed to new ideas and thoughts coming from people of a diverse background. 5. In your opinion, should all companies have diversity policies like those of JetBlue? Students’ answers will vary. Every company should respect a person as an individual. Everyone is different and that is what makes them special. Companies that incorporate such policies send out a message that they respect the unique qualities of an individual. These policies help judge an individual’s potential based on their job accomplishments rather than their orientation. Video clip: Black Diamond Equipment—Managing in a Global Environment 1. Why is Peter Metcalf focusing on a global scale? What steps did Black Diamond incorporate to manage things on a global scale? Students’ answers will vary. According to Peter Metcalf the sports of climbing, mountaineering, and skiing were relatively small and have grown dramatically. However, if one aggregates the global demand for a product related to these sports than one can have a fairly meaningful business. Hence focusing on a global scale would give a better business for the company. Black diamond found global markets for such products. This was done by finding people who shared the passion for the sport and who could develop a business as a distributor for Black Diamond. 2. In your opinion what would be the challenges faced by Black Diamond when supervising globally dispersed employees? What measures should it take in order to face these challenges? Students’ answers will vary. Managing employees on a global scale presents many challenges. Differences in language, work methods, cultural identities, power, and legal systems and standards must be addressed both in the employee’s home country and corporate headquarters. Supervisors at Black Diamond should engage their employees in building shared understanding of these differences, help them appreciate the differences, and involve them in establishing a shared identity within the company community. Having a clear understanding of how EEOC laws apply outside the United States is crucial to effective supervision of the company. 3. In your opinion what are the pros and cons of having a company on a global scale? Students’ answers will vary. A company with global operation brings with it incredible opportunities for growth, unique insights, and innovation. At the same time it also is taxing, time consuming, diverse, and it demands constant questioning of one’s perspective on things. 4. What strategies do you think should Black Diamond use to stand out from its competitors on a global scale? Students’ answers will vary. Black Diamond should pay equal attention to its suppliers (Original equipment manufacturers), production sites, markets, and competitors. The company should assess every product from both the domestic and the international standards’ perspective. It should expand the company's understanding of the diverse cultural differences faced when managing the company on a global scale. Managing the diverse workforce effectively and paying careful attention toward different ethical or cultural values would help Black Diamond stand out from its competitors. An example that could be drawn from the video would be Black Diamond’s parallel factory in Bangladesh where the employees get three meals a day, healthcare, English language , money for additional education, well ventilated, well lit, and its clean and safe. 5. How does a diverse workforce benefit Black Diamond? Students’ answers will vary. Many companies aim at having a diverse workforce to enjoy the benefits that come with it. Employing workers with different cultural and language skills can lead to a better reach for the business when targeting the markets on a global scale. It increases employee’s morale and makes them work effectively and efficiently thus increasing productivity. It also increases creativity as one is exposed to different views and thoughts that come from the cultural backgrounds of a diverse workforce. Solution Manual for Supervision: Concepts and Practices of Management Edwin C. Leonard , Kelly A. Trusty 9781285866376, 9781111969790