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Daft Solutions Manual

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Managing Human Resources and Diversity • 209
CHAPTER 9
MANAGING HUMAN RESOURCES AND DIVERSITY
CHAPTER OUTLINE
Are You Ready to Be a Manager?
I. The Strategic Role of HRM is to Drive Organizational Performance
A. The Strategic Approach
B. Building Human Capital to Drive Performance
II. The Impact of Federal Legislation on HRM
III. The Changing Nature of Careers

A. The Changing Social Contract
B. Innovations in HRM
IV. Finding the Right People

A. Human Resource Planning
B. Recruiting
C. Selecting
V. Managing Talent
A. Training and Development
B. Performance Appraisal
VI. Maintaining an Effective Workforce

A. Compensation
B. Benefits
C. Rightsizing the Organization
D. Termination
VII. The Changing Workplace

A. Diversity in the United States
B. Diversity on a Global Scale
VIII. Managing Diversity

A. What is Diversity?
B. Dividends of Workplace Diversity
IX. Factors Shaping Personal Bias

A. Prejudice, Discrimination, and Stereotypes
B. Ethnocentrism
X. Factors Affecting Women’s Careers

A. The Glass Ceiling
© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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B. The Opt-Out Trend

C. The Female Advantage
XI. Cultural Competence
XII. Diversity Initiatives and Programs

A. Changing Structures and Policies
B. Expanding Recruitment Efforts
C. Establishing Mentor Relationships
D. Accommodating Special Needs
E. Providing Diversity Skills Training
F. Increasing Awareness of Sexual Harassment
XIII. New Diversity Initiatives

A. Multicultural Teams
B. Employee Network Groups
ANNOTATED LEARNING OBJECTIVES

After studying this chapter, students should be able to:
1. Explain the strategic role of human resource management.
The term human resource management (HRM) refers to activities undertaken to attract an
effective workforce, develop the workforce to its potential, and maintain the workforce over the
long term. These goals take place within the larger organizational environment including
competitive strategy, federal legislation, and societal trends. The organization’s competitive
strategy may include mergers and acquisitions, downsizing to increase efficiency, international
operations, or the acquisition of automated production technology. These strategic decisions
determine the demand for skills and employees. The human resource strategy, in turn, must
include the correct employee makeup to implement the organization’s strategy.
2. Explain what the changing social contract between organizations and employees means for
workers and human resource managers.
Not since the advent of mass production and modern organizations has a redefinition of work
and career been so profound. Under the emerging social contract, each person must take care of
herself or himself. Particularly in learning organizations, everyone is expected to be a self-
motivated worker who has excellent interpersonal relationships and is continuously acquiring
new skills. Employees take more responsibility and control in their jobs, becoming partners in
business improvement rather than cogs in a machine. Organizations provide challenging work
assignments as well as information and resources to enable workers to continuously learn new
skills. HRM departments can help organizations develop a mix of training, career development
opportunities, compensation packages, and rewards and incentives. They can provide career
information and assessment, combined with career coaching to help employees determine new
career directions.
3. Show how organizations determine their future staffing needs through human resource
planning.
Human resource planning is the forecasting of human resource needs and the projected matching
of individuals with expected vacancies. Human resource planning begins with several questions:
What new technologies are emerging, and how will these affect the work system? What is the
volume of the business likely to be in the next five to ten years? What is the turnover rate, and
how much, if any, is avoidable? By anticipating future HRM needs, the organization can prepare
itself to meet competitive challenges more effectively than organizations that react to problems
only as they arise.
4. Describe how organizations develop an effective workforce through training and

performance appraisal.
Training and development represent a planned effort by an organization to facilitate employees’

learning of job-related behaviors. Some authors use the term “training” to refer to teaching
lower-level or technical employees how to do their present jobs, while development refers to
teaching managers the skills needed for both present and future jobs. For simplicity, we will
refer to both as training. Performance appraisal is another technique for developing an effective
workforce. Performance appraisal comprises the steps of observing and assessing employee
performance, recording the assessment, and providing feedback to the employee. Managers use
performance appraisal to describe and evaluate the employees’ performance.
5. Understand the pervasive demographic changes occurring in the domestic and global
marketplace and how corporations are responding.
The importance of cultural diversity and employee attitudes that welcome cultural differences
will result from the inevitable changes taking place in the workplace, in our society, and in the
economic environment. These changes include globalization and the changing workforce. In the
past, the United States was a place where people of different national origins, ethnicities, races,
and religions came together and blended to resemble one another. Opportunities for
advancement were limited to those workers who fit easily into the mainstream of the larger
culture. Now organizations recognize that everyone is not the same and that the differences
people bring to the workplace are valuable. Companies are learning that these differences enable
them to compete globally and to acquire rich sources of new talent. Most organizations must
undertake conscious efforts to shift from a monoculture perspective to one of pluralism.
Management activities required for a culturally diverse workforce starts with top managers who
can help shape organizational values and employee mindsets about cultural differences. In
addition training programs can promote knowledge and acceptance of diverse cultures and
educate managers on valuing the differences.
6. Recognize the complex attitudes, opinions, and issues that employees bring to the workplace,
including prejudice, discrimination, stereotypes, and ethnocentrism.
Prejudice is the tendency to view people who are different as being deficient. Discrimination
occurs when people act out their prejudicial attitudes toward other people who are targets of their
prejudice. Although blatant discrimination is not as widespread as in the past, bias in the
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workplace often shows up in subtle ways. A stereotype is a rigid, exaggerated, irrational belief
associated with a particular group of people. To be successful managing diversity, managers
need to eliminate harmful stereotypes from their thinking, shedding any biases that negatively
affect the workplace.
Stereotype threat describes the psychological experience of a person who, usually engaged in a
task, is aware of a stereotype about his or her identity group suggesting that he or she will not
perform well on that task. People most affected by stereotype threat are those we consider as
disadvantaged in the workplace due to negative stereotypes–racial and ethnic minorities,
members of lower socioeconomic classes, women, older people, gay and bisexual men, and
people with disabilities.
Ethnocentrism is the belief that one’s own group and subculture are inherently superior to other
groups and cultures, thus making it difficult to value diversity. The business world tends to
reflect values, behaviors, and assumptions based on the experiences of a homogeneous, white,
middle-class, male workforce. Most management theories presume workers share similar values,
beliefs, motivations, and attitudes about work and life in general.
7. Recognize the factors that affect women’s opportunities, including the glass ceiling, the opt-
out trend, and the female advantage.
The glass ceiling is an invisible barrier that separates women and minorities from top
management positions. They can look up through the ceiling and see top management, but
prevailing attitudes and stereotypes are invisible obstacles to their own advancement. Women
and minorities are often excluded from informal manager networks and don’t get access to the
type of general and line management experience required for moving to the top. Glass walls
serve as invisible barriers to important lateral movement within the organization.
Many women choose to get off the fast track long before they hit the glass ceiling. In this opt-
out trend, highly-educated, professional women are deciding that corporate success isn’t worth
the price in terms of reduced family and personal time. Some are opting out to be stay-at-home
moms, while others want to continue working, but just not in the kind of fast-paced, competitive,
aggressive environment that exists in most corporations. Critics argue that this is just another
way to blame women themselves for the dearth of female managers at higher levels.
Some people think women might actually be better managers, partly because of a more
collaborative, less hierarchical, relationship-oriented approach that is in tune with today’s global
and multicultural environment. As attitudes and values change with changing generations, the
qualities women seem to possess may lead to a gradual role reversal in organizations. Women of
all races and ethnic groups are outpacing men in earning bachelor’s and master’s degrees. Over
all, women’s participation in both the labor force and civic affairs has steadily increased since
the mid-1950s, while men’s participation has slowly but steadily declined.
8. Explain the five steps in developing cultural competence in the workplace.
A successful diversity plan leads to a workforce that demonstrates cultural competence in the
long run. Cultural competence is the ability to interact effectively with people of different
cultures. There are five steps to implementing a diversity plan.
• Uncover diversity problems in the organization. Organizations can’t assess their progress
toward cultural competence without first investigating where the culture is right now. A
cultural audit is a tool that identifies problems or areas needing improvement in a
corporation’s culture.
• Strengthen top management commitment. The most important component of a successful

diversity strategy is management commitment, leadership, and support.
• Choose solutions to fit a balanced strategy. To be most effective, solutions should be

presented in a balanced strategy and address three factors: education, enforcement, and
exposure.
• Demand results and revisit the goals. Diversity performance should be measured by
numerical goals to ensure solutions are being implemented successfully.
• Maintain momentum to change the culture. Use success in the previous four steps as fuel
to move forward and leverage for more progress.
LECTURE OUTLINE
Are You Ready to Be a Manager?
This questionnaire helps students determine their understanding of human resources practices
and attitudes toward diversity.
INTRODUCTION
The term human resource management (HRM) refers to the design and application of formal
systems in an organization to ensure the effective and efficient use of human talent to accomplish
organizational goals. Over the past decade, human resource management has shed its old
“personnel” image and gained recognition as a vital player in corporate strategy. Increasingly,
large corporations are outsourcing routine HR administrative activities, freeing HRM staff from
time consuming paperwork and enabling them to take on more strategic responsibilities. Human
resources tops Gartner Inc.’s list of the most commonly outsourced business activities. All
managers need to be skilled in the basics of human resource management. Flatter organizations
often require that managers throughout the organization play an active role in recruiting and
selecting the right employees, developing effective training programs, or creating appropriate
performance appraisal systems. HRM professionals act to guide and assist line managers in
managing human resources to achieve the organization’s strategic goals.
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I. THE STRATEGIC ROLE OF HRM IS TO DRIVE ORGANIZATIONAL

PERFORMANCE
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Exhibit 9.1: Strategic Human Resource Management
A. The Strategic Approach
1. All managers are human resource managers.
2. Employees are viewed as assets. In today’s brutally competitive business

environment, how a company manages its workforce may be the single most
important factor in sustained competitive success.
3. HRM is a matching process, integrating the organization’s strategy and goals with the
correct approach to managing the firm’s human resources.
4. Current strategic issues of concern to managers include:
a. The right people to become more competitive on a global basis.
b. The right people to improve quality, innovation, and customer service.
c. The right people to retain during mergers and acquisitions.
d. The right people to apply new information technology for e-business.
New Manager Self-Test: Getting the Right People on the Bus
As new managers, students must learn to get the right people into their organizations. Most new
managers are shocked at the large amount of time, effort, and skill required to recruit, place, and
retain the right people. The right people can make an organization great; the wrong people can
be catastrophic. This exercise helps students better understand their ability to get the right
people in their organizations.
5. The three broad activities of HRM are as follows:
a. Find the right people.
b. Manage talent so people achieve their potential.
c. Maintain the workforce over the long term.
B. Building Human Capital to Drive Performance
1. Human capital refers to the economic value of the combined knowledge, experience,
skills, and capabilities of employees. To build human capital, HRM develops
strategies for finding the best talent, enhancing their skills and knowledge with
training programs and opportunities for personal and professional development, and
providing compensation and benefits that support the sharing of knowledge and
appropriately reward people for their contributions to the organization.
Exhibit 9.2: The Role and Value of Human-Capital Investments
II. THE IMPACT OF FEDERAL LEGISLATION ON HRM
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Several federal laws have been passed to insure equal employment opportunity (EEO). The
purpose of these laws is to stop discriminatory practices that are unfair to specific groups and
define enforcement agencies for these laws. EEO legislation attempts to balance the pay given to
men and women and provide employment opportunities without regard to race, religion, national
origin, sex, age, or disability. The Civil Rights Act of 1964 created the Equal Employment
Opportunity Commission (EEOC), the major agency involved with employment discrimination.
Discrimination occurs when some applicants are hired or promoted based on criteria that are not
job relevant. When discrimination is found, remedies include back pay and affirmative action.
Affirmative action requires an employer to take positive steps to guarantee equal employment
opportunities for people within protected groups. Failure to comply with equal employment
opportunity legislation can result in substantial fines and penalties for employers.
One issue of concern is sexual harassment, which is a violation of Title VII of the Civil Rights
Act. The EEOC guidelines specify that behavior such as unwelcome advances, requests for
sexual favors, and other verbal and physical conduct of a sexual nature becomes sexual
harassment when submission to the conduct is tied to continued employment or advancement, or
when the behavior creates an intimidating, hostile, or offensive work environment.
Exhibit 9.3: Major Federal Laws Related to Human Resource Management
III. THE CHANGING NATURE OF CAREERS
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A. The Changing Social Contract
1. In the old social contract, the employee contributed ability, education, loyalty, and
commitment in return for the company providing wages and benefits, work,
advancement, and training.
a. Volatile changes in the environment have disrupted this contract.
b. Organizations have downsized and careers no longer necessarily progress up a

vertical hierarchy.
Spotlight on Skills: What Is Your HR Work Orientation?
The HR department typically is responsible for monitoring compliance with federal laws, and it
provides detailed and specific employee procedures and records for an organization. Every new
manager is involved in HR activities for his or her direct reports. This exercise helps students
understand their orientations concerning day-to-day work issues.
Exhibit 9.4: The Changing Social Contract
2. The new social contract is based on the concept of employability rather than lifetime
employment.
a. Individuals manage their own careers; the organization no longer takes care of
them or guarantees them employment.
b. Employees take more responsibility and control in their jobs, becoming partners
in business improvement rather than cogs in a machine.
3. Many employees are not prepared for new levels of cooperation or responsibility on
the job.
a. Employment insecurity is stressful, and it is harder to gain employee

commitment.
b. To be compatible with the new social contract, HRM is revising performance

evaluation, training and career development opportunities, and compensation and
reward practices.
Business Blooper: Walmart
Imagine getting a minimum-wage job at Walmart, and a temporary one at that. It is the day after
Thanksgiving, often the heaviest retail day of the year. You are standing, ready to greet all the
enthusiastic customers. Instead, you get trampled to death. This happened to Jdimytai Damour
at a Walmart on Long Island in 2008. Walmart spent $2 million fighting OSHA’s $7,000 fine,
causing federal employees to spend more than 4,700 hours in legal work. In March 2011, Judge
Covette Rooney upheld the fine. Why did Walmart fight the fine? They said that OSHA wanted
to define “crowd trampling” as an occupational hazard retailers are responsible to prevent.
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B. Innovations in HRM
1. Becoming an Employer of Choice
a. An employer of choice is a company that is highly attractive to employees

because HR practices focus on tangible benefits such as pay and profit sharing.
b. HR practices also focus on intangibles (e.g., work/life balance, a trust-based work

climate, a healthy corporate culture).
2. Using Temporary and Part-Time Employees
a. Contingent workers are becoming a larger part of the workforce both in the
United States and Europe. Contingent workers are people who work for an
organization, but not on a permanent or full-time basis. They do everything from
data entry to becoming the interim CEO.
b. The temporary staffing industry doubled between 2002 and 2007 and is projected
to grow into a $200 billion industry by 2010. Many companies depend on part-
time or temporary employees to maintain flexibility.
3. Promoting Work–Life Balance
a. Telecommuting is one way organizations are helping employees lead more

balanced lives. Telecommuting means using computers and telecommunications
equipment to do work without going to an office.
b. Flexible scheduling for regular employees is also important in today’s workplace,

and 55 percent of HRM professionals say they are willing to negotiate flexible
work arrangements with interviewees and new employees.
c. Work-life initiatives have become a critical retention strategy with benefits such
as on-site gym facilities, arranging child- and eldercare, and paid leaves.
IV. FINDING THE RIGHT PEOPLE
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Exhibit 9.5: Attracting an Effective Workforce
The first goal of HRM is to attract individuals who show signs of becoming valued, productive,
and satisfied employees. The first step in attracting a workforce is planning, predicting the need
for new employees based on the types of vacancies that exist. The second step is to
communicate with potential applicants. The third step is to select those with the best potential.
Finally, the new employee is welcomed to the organization.
In the matching model, the organization and the individual attempt to match the needs, interests,
and values they offer each other. The idea is that people can fulfill deep-seated needs and
interests on the job, which will induce them to stay with the organization.
A. Human Resource Planning
1. Human resource planning is the forecasting of human resource needs and the
projected matching of individuals with expected job vacancies. Human resource
planning begins with several questions.
a. What new technologies are emerging, and how will these affect the work system?
b. What is the volume of business likely to be in the next 5 to 10 years?
c. What is the turnover rate, and how much, if any, is avoidable?
2. The responses to these questions are used to formulate specific HR questions

pertaining to HR activities such as the following.
a. What types of engineers will we need, and how many?
b. How many administrative personnel will we need to support the additional

engineers?
c. Can we use temporary, part-time, or virtual workers to handle some tasks?
B. Recruiting
1. Recruiting, sometimes referred to as talent acquisition, is defined as activities or

practices that define the characteristics of applicants to whom selection procedures
are applied. Internal recruiting is less costly, generates higher employee commitment,
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and offers career advancement. External recruiting gains newcomers from

advertising, state employment services, online recruiting services, private
employment agencies, job fairs, and employee referrals.
2. Assessing Jobs
a. Job analysis is a systematic process of gathering and interpreting information

about the essential duties, tasks, responsibilities, and context of a job.
b. A job description is a clear and concise summary of the specific tasks, duties,
and responsibilities of a job.
c. A job specification outlines the knowledge, skills, education, physical abilities,

and other characteristics needed to adequately perform the job.
Exhibit 9.6: Sara Lee’s Required Skills for Finance Executives
3. Realistic Job Previews
a. A realistic job preview (RJP) gives applicants all pertinent and realistic
information, positive and negative, about the job and the organization.
4. Legal Considerations
a. EEO laws require that recruiting and hiring decisions cannot discriminate on the
basis of race, national origin, religion, and gender.
b. The Americans with Disabilities Act underscored the need for job descriptions
and specifications that reflect the job’s mental and physical specifications to
prevent discrimination against people with disabilities.
c. Affirmative action refers to the use of goals, timetables, or other methods in

recruiting to promote the hiring, development, and retention of protected groups.
Exhibit 9.7: PAIRE’s Recruitment and Hiring Policy
5. E-cruiting
a. Recruiting job applicants online dramatically extends the organization’s reach,

offering access to a wider pool of applicants and saving time and money.
6. Innovations in Recruiting
a. Managers sometimes have to find innovative approaches to recruit the right

people. One highly effective method is getting referrals from current employees,
which is one of the cheapest and most reliable methods of external recruiting.
Other options include hiring former prison inmates, Asian, African, and Eastern
European immigrants fleeing persecution, former welfare recipients, and older
workers.
C. Selecting
1. In the selection process, employers assess applicants’ characteristics to determine the

“fit” between the job and applicant characteristics.
2. The application form collects information about the applicant’s education, previous
job experience, and other background characteristics.
3. The interview serves as a two-way communication channel that allows both the
organization and the applicant to collect information that would otherwise be difficult
to obtain. Employers cannot ask questions that violate EEO guidelines. The
interview is not generally a good predictor of job performance.
Exhibit 9.8: Employment Applications and Interviews: What Can You Ask?
Spotlight on Skills: Top Interview Blunders; Hint: Don’t Bring a Date
Understanding common blunders that tick off interviewers can make you more successful as
both a job candidate and an interviewer. According to CareerBuilder.com, most interview
blunders fall into five key categories:
Communication skills. Managers often cite poor communication skills, such as inappropriate
body language, talking too much or too little, not making eye contact, or using profanity or
street slang.
Performance. Professionalism during the interview plays an important part in the hiring decision
for most managers.
Attitude. People who show arrogance and disrespect toward the interviewer are a huge turn-off.
Appearance. In most cases, people should wear traditional, professional attire for an interview.
Proper grooming, cleanliness, and good manners are also essential.
Honesty. Candidates who lie or give the impression that they are dishonest don’t get a callback.
4. An employment test is a written or computer-based test designed to measure

particular attributes such as intelligence, aptitude, ability, or personality.
5. Assessment centers present simulated managerial situations to groups of applicants

over two- or three-days and have proven to be valid predictors of managerial success.
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6. Online checks. One of the newest ways of gauging whether a candidate is right for
the company is by seeing what the person has to say about him- or herself on social
networking sites such as Facebook and MySpace. Recruiters say that if an applicant’s
online presentation raises red flags, then the person isn’t likely to even get an
interview.
Exhibit 9.9: Try Your Hand at Some Interview Brain Teasers
V. MANAGING TALENT
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A. Training and Development
1. Training and development represents a planned effort by an organization to help

employees learn job-related skills and behaviors.
2. In on-the-job training (OJT), an experienced employee “adopts” a new employee

and teaches job duties. Cross-training places an employee in a new position for as
little as a few hours or as much as a year to develop new skills and give the
organization flexibility.
3. A corporate university is an in-house training and education facility that offers

broad-based learning opportunities.
4. Promotion from within helps companies retain valuable employees.
5. Mentoring and Coaching. Mentoring involves experienced employees guiding and

supporting newcomers or less experienced employees. Coaching is a method of
directing, instructing, and training a person with the goal to develop specific
management skills.
B. Performance Appraisal
1. Performance appraisal comprises the steps of observing and assessing employee

performance, recording the assessment, and providing feedback to the employee.
a. Performance appraisal can reward high performers with merit pay, recognition,
and other rewards. Recent thinking is that linking performance appraisal to
rewards has unintended consequences, and that it should be ongoing rather than
once a year.
b. HRM professionals concentrate on the accurate assessment of performance and on

training managers to the use the performance appraisal interview effectively.
2. Assessing Performance Accurately
a. The appraisal system should require the rater to assess each relevant performance
dimension.
b. The 360-degree feedback is a process that uses multiple raters, including self-
rating, as a way to increase self-awareness of strengths and weaknesses and guide
employee development.
c. Performance review ranking is a method in which managers evaluate direct

reports relative to one another and categorizes each on a scale.
Exhibit 9.10: Example of a Behaviorally Anchored Rating Scale
3. Performance Evaluation Errors
a. Stereotyping occurs when a rater places an employee into a class or category

based on one or a few traits or characteristics.
b. Halo effect refers to giving an employee the same rating on all dimensions of the
job even if performance is good on some dimensions and not good on others.
c. The behaviorally anchored rating scale (BARS) is a rating technique that

relates an employee’s performance to specific job-related incidents.
VI. MAINTAINING AN EFFECTIVE WORKFORCE
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A. Compensation
1. Compensation refers to all monetary payments and all goods or commodities used in
lieu of money to reward employees. An effective compensation system is for human
resource management because it helps attract and retain talented workers and affects
strategic performance.
2. Wage and Salary Systems
a. Job-based pay links compensation to the specific tasks that an employee

performs.
b. Skill-based pay systems encourage employees to develop skills and competencies,

making them more valuable to the organization and more employable if they
leave.
Discussion Question #5: As a manager, how would you draw up a telecommuting contract with
a new employee? Include considerations such as job description, compensation and benefits,
performance measures, training, and grounds for dismissal.
3. Compensation Equity
a. Job evaluation determines the worth of jobs in the organization through an

examination of job content with the intent to pay employees fairly.
b. Wage and salary surveys show what other organizations pay in jobs that match a
sample of “key” jobs selected by the organization.
4. Pay for performance
a. Pay-for-performance, also called incentive pay, ties part of the compensation to

employee effort and performance through merit-based pay, bonuses, team
incentives, gainsharing or profit sharing.
b. Incentives are aligned with the behaviors that help the organization achieve its
strategic goals.
B. Benefits
1. Benefits make up 40 percent of labor costs in the U.S. because of rising health care
costs. Some benefits are required by law such as Social Security, unemployment
compensation, and worker’s compensation. Some firms offer cafeteria-plan benefit
packages that allow employees to select the benefits of greatest value to them.
C. Rightsizing the Organization
1. Rightsizing refers to intentionally reducing the company’s workforce to the point

where the number of employees is deemed to be right for the company’s current
situation.
2. The goal is to make the company stronger and more competitive by aligning the size
of the workforce with the company’s current needs.
3. Unless HRM departments carefully manage downsizing, layoffs can lead to decreased
morale and performance.
D. Termination
1. Terminations are valuable in maintaining an effective workforce in two ways.
a. Employees who are poor performers can be dismissed. Productive employees

often resent disruptive, low-performing employees who are allowed to stay with
the company and receive pay comparable to theirs.
b. Managers can use exit interviews, conducted with departing employees, to learn
about dissatisfaction in the organization.
2. Enlightened companies try to find a smooth transition for departing employees.
3. By showing concern in helping laid-off employees, a company communicates the

value of human resources and helps maintain a positive corporate culture.
Discussion Question #6: What purpose do exit interviews serve for maintaining an effective
workforce?
VII. THE CHANGING WORKPLACE
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A. Managers are learning that the differences people bring to the workplace enable their
companies to compete globally and tap into rich sources of new talent. Moreover, vast
changes are occurring in today’s workplace and consumer base. The average worker is
older now, and many more women, people of color, and immigrants are seeking job and
advancement opportunities.
Spotlight on Skills: CNN en Español
Trying to entice more Hispanic viewers in the United States, CNN’s Spanish-language branch is
adding new programs, new sets, a spiffy new studio in Miami, and a new logo. Though CNN en
Español boasts that it broadcasts from “Alaska to Patagonia,” the new focus will help North
American operations. Some estimates show the Latin population doubling again by mid-century.
New programs include a personal investment show called “CNN Dinero,” a light-night
“Conclusiones” with a news wrap-up, and three hours of news in the morning.
1. Three-generation workforce. Today’s workforce is in a state of flux as a blend of

three generations (Baby Boom, Gen-X, and Gen-Y) present new management
challenges.
2. Aging workers. In 1986, the median age of the U.S. labor force was 35.4 years. It
increased to 40.8 years in 2006 and will increase to 42.1 years in 2016.
3. Growth in Hispanic and Asian workers. The number of Hispanics in the workforce
will increase by 7.3 million between 2008 and 2018, with Hispanics making up 17.6
percent of the workforce by 2018.
4. Women outnumbering men. As of 2010, women outnumbered men in the workplace.

Yet, fewer than 16 percent of top corporate officers are females.
5. Growth in foreign-born population. Almost one in eight people currently living in

the United States was born in another country, the highest percentage since the 1920s.
Exhibit 9.11: Milestones in the History of Corporate Diversity
B. Diversity on a Global Scale
1. For organizations operating globally, social and cultural differences may create more
difficulties and conflicts than any other sources. Foreign firms doing business in the
United States also face challenges understanding and dealing with diversity issues.
National cultures are intangible, pervasive, and difficult to comprehend. Many
companies have taken this challenge seriously and have experienced growth in the
global marketplace.
VIII. MANAGING DIVERSITY
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A. What is Diversity?
1. Diversity is defined as all the ways in which employees differ. Many companies
once defined diversity in terms of race, age, gender, lifestyle, and disability. Today,
companies are embracing a more inclusive definition of diversity that recognizes a
spectrum of differences that influence how employees approach work, interact with
each other, derive satisfaction from their work, and define who they are as people in
the workplace.
2. Managing diversity, a key management skill in today’s global economy, means

creating a climate in which the potential advantages of diversity for organizational or
group performance are maximized while the potential disadvantages are minimized.
Exhibit 9.12: Traditional Versus Inclusive Models of Diversity
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B. Dividends of Workplace Diversity
1. Corporations that build strong, diverse organizations reap numerous dividends,

including:
a. Better use of employee talent. Companies with the best talent are the ones with
the best competitive advantage.
b. Increased understanding of the marketplace. A diverse workforce is better able

to anticipate and respond to changing consumer needs.
c. Enhanced breadth of understanding in leadership positions. Diverse top

management teams tend to be less myopic in their perspectives.
d. Increased quality of team problem solving. Teams with diverse backgrounds

bring different perspectives to a discussion that result in more creative ideas and
solutions.
e. Reduced costs associated with high turnover, absenteeism, and lawsuits.

Companies that foster a diverse workforce reduce turnover, absenteeism, and the
risk of lawsuits.
IX. FACTORS SHAPING PERSONAL BIAS
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A. Prejudice, Discrimination, and Stereotypes
1. Prejudice is the tendency to view people who are different as being deficient.
Discrimination occurs when people act out their prejudicial attitudes toward other
people who are targets of their prejudice. Although blatant discrimination is not as
widespread as in the past, bias in the workplace often shows up in subtle ways.
Stereotyping is associating a rigid, exaggerated, irrational belief with a particular
group of people. To be successful managing diversity, managers need to eliminate
harmful stereotypes from their thinking, shedding any biases that negatively affect the
workplace.
2. Stereotype threat describes the psychological experience of a person who, usually

engaged in a task, is aware of a stereotype about his or her identity group suggesting
that he or she will not perform well on that task. People most affected by stereotype
threat are those we consider as disadvantaged in the workplace due to negative
stereotypes–racial and ethnic minorities, members of lower socioeconomic classes,
women, older people, gay and bisexual men, and people with disabilities.
Exhibit 9.13: Difference between Stereotyping and Valuing Cultural Differences
B. Ethnocentrism
1. Ethnocentrism is the belief that one’s own group and subculture are inherently
superior to other groups and cultures, thus making it difficult to value diversity. The
business world tends to reflect values, behaviors, and assumptions based on the
experiences of a homogeneous, white, middle-class, male workforce. Most
management theories presume workers share similar values, beliefs, motivations,
and attitudes about work and life in general.
Benchmarking: Google
Employees in Google’s corporate headquarters come from all corners of the world, but the feel a
little closer to home when they see familiar foods from their homelands on the cafeteria menu.
With a goal of satisfying a diverse, ethnically varied palate, Google’s first food guru and chef
designed menus that reflected his eclectic tastes yet also met the needs of an increasingly diverse
workforce. He got some of his best ideas from foreign-born employees. For example, a Filipino
accountant offered a recipe for chicken adobo, a popular dish from her native country. Google
believes food can be a tool for supporting an inclusive workplace. Google knows that when
people need a little comfort and familiarity, nothing takes the edge off of working in a foreign
country like eating food that reminds you of home.
X. FACTORS AFFECTING WOMEN’S CAREERS
A. Glass Ceiling
1. The glass ceiling is an invisible barrier that separates women and minorities from top
management positions. They can look up through the ceiling and see top
management, but prevailing attitudes and stereotypes are invisible obstacles to their
230 • Chapter 9
own advancement. Women and minorities are often excluded from informal manager
networks and don’t get access to the type of general and line management experience
required for moving to the top. Glass walls serve as invisible barriers to important
lateral movement within the organization.
2. Homosexuality is another related issue. Many gay and lesbian workers believe they
will not be accepted as they are and risk losing their jobs or chances for advancement.
Gay employees of color may face a double dose of discrimination. Gays and lesbians
often fabricate heterosexual identities to keep their jobs or avoid running into the
glass ceiling they see other employees encounter.
Discussion Question #10: What is the glass ceiling, and why do you think it has proven to be
such a barrier to women and minorities?
Exhibit 9.14: The Wage Gap
3. Establishing Mentor Relationships. The successful advancement of diverse group

members means that organizations must find ways to eliminate the glass ceiling. One
of the most successful structures to accomplish this goal is the mentoring relationship.
A mentor is a higher-ranking organizational member who is committed to providing
upward mobility and support to a protégé’s professional career. Mentoring provides
minorities and women with direct training and inside information on the norms and
expectations of the organization.
B. Opt-Out Trend
1. Many women choose to get off the fast track long before they hit the glass ceiling. In
this opt-out trend, highly-educated, professional women are deciding that corporate
success isn’t worth the price in terms of reduced family and personal time. Some are
opting out to be stay-at-home moms, while others want to continue working, but just
not in the kind of fast-paced, competitive, aggressive environment that exists in most
corporations. Critics argue that this is just another way to blame women themselves
for the dearth of female managers at higher levels.
C. The Female Advantage
1. Some people think women might actually be better managers, partly because of a
more collaborative, less hierarchical, relationship-oriented approach that is in tune
with today’s global and multicultural environment. As attitudes and values change
with changing generations, the qualities women seem to possess may lead to a
gradual role reversal in organizations. Women of all races and ethnic groups are
outpacing men in earning bachelor’s and master’s degrees. Over all, women’s
participation in both the labor force and civic affairs has steadily increased since the
mid-1950s, while men’s participation has slowly but steadily declined.
New Manager Self-Test: Are You Tuned into Gender Differences?
This exercise helps students determine how much they know about gender differences in
behavior.
XI. CULTURAL COMPETENCE
A. A successful diversity plan leads to a workforce that demonstrates cultural competence in

the long run. Cultural competence is the ability to interact effectively with people of
different cultures. There are five steps to implementing a diversity plan.
1. Uncover diversity problems in the organization. Organizations can’t assess their

progress toward cultural competence without first investigating where the culture is
right now. A cultural audit is a tool that identifies problems or areas needing
improvement in a corporation’s culture.
2. Strengthen top management commitment. The most important component of a

successful diversity strategy is management commitment, leadership, and support.
3. Choose solutions to fit a balanced strategy. To be most effective, solutions should be

presented in a balanced strategy and address three factors: education, enforcement,
and exposure.
4. Demand results and revisit the goals. Diversity performance should be measured by
numerical goals to ensure solutions are being implemented successfully.
5. Maintain momentum to change the culture. Use success in the previous four steps as
fuel to move forward and leverage for more progress.
Exhibit 9.15: Five Steps to Develop Diversity
XII. DIVERSITY INITIATIVES AND PROGRAMS
A. Changing Structures and Policies
1. Many leading companies are changing structures and policies to facilitate and
support a diverse workforce. A survey found that 85 percent of companies surveyed
have formal policies against racism and sexism, and 76 percent have structured
grievance and complaint processes.
B. Expanding Recruitment Efforts
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1. A new approach to recruitment means making better use of recruiting strategies,

offering internship programs to give people opportunities, and developing creative
ways to draw on previously unused labor markets.
Exhibit 9.16: The Most Common Diversity Initiatives: Percentage of Fortune 1000
Respondents
C. Establishing Mentor Relationships
1. One of the most successful structures for eliminating the glass ceiling is the
mentoring relationship. A mentor is a higher-ranking organizational member who is
committed to providing upward mobility and support to a protégé’s professional
career. Mentoring provides minorities and women with direct training and inside
information on the norms and expectations of the organization.
D. Accommodating Special Needs
1. Many top managers are often unaware of the special needs of employees who are
single parents, are non-English-speaking, or have elderly parents. Alternative work
scheduling may be important for these groups of workers. Another issue is that
racial/ethnic minorities and immigrants have had fewer educational opportunities
than other groups. Some companies work with high schools to provide fundamental
skills in literacy and math, or the provide programs within the company to upgrade
employees to appropriate educational levels.
E. Providing Diversity Skills Training
1. Most of today’s organizations provide special training, called diversity training, to

help people identify their own cultural boundaries, prejudices, and stereotypes and
develop the skills for managing and working in a diverse workplace. Working or
living within a multicultural context requires a person to use interaction skills that
transcend the skills typically effective when dealing with others from one’s own in-
group. The first step is typically diversity awareness training to make employees
aware of the assumptions they make and to increase people’s sensitivity and
openness to those who are different from them. The next step is diversity skills
training to help people learn how to communicate and work effectively in a diverse
environment.
F. Increasing Awareness of Sexual Harassment
1. Sexual harassment creates an unhealthy and unproductive work environment and is

illegal. As a form of sexual discrimination, sexual harassment in the workplace is a
violation of the 1964 Civil Rights Act. Sexual harassment in the classroom is a
violation of the Education Amendment of 1972. The following categories describe
various forms of sexual harassment.
a. Generalized. This form involves sexual remarks and actions not intended to lead
to sexual activity.
b. Inappropriate/offensive. Though not sexually threatening, it causes discomfort

in a coworker and limits the offended person’s freedom and ability to function at
work.
c. Solicitation with promise of reward. This action treads a fine line as an attempt
to “purchase” sex, with the potential for criminal prosecution.
d. Coercion with threat of punishment. The harasser coerces a coworker into

sexual activity by using the threat of power to jeopardize the victim’s career.
e. Sexual crimes and misdemeanors. These acts, if reported, would be considered

felony crimes and misdemeanors.
2. The Supreme Court has held that same-sex harassment as well as harassment of men
by female co-workers is just as illegal as harassment of women by men. Companies
have been swift to fire employees for circulating pornographic images, surfing
pornographic Web sites, or sending offensive e-mails.
XIII. NEW DIVERSITY INITIATIVES
A. Multicultural Teams
1. Multicultural teams are made up of members from diverse national, racial, ethnic,
and cultural backgrounds. These teams provide even greater potential for enhanced
creativity, innovation, and value in today’s global marketplace. Diverse teams tend
to generate more and better alternatives to problems and produce more creative
solutions than do homogeneous teams.
2. Multicultural teams are more difficult to manage because of the increased potential
for miscommunication and misunderstanding. Multicultural teams typically have
more difficulty learning to communicate and work well together, but with effective
cross-cultural training and good management, the problems seem to dissipate over
time.
B. Employee Network Groups
1. Employee network groups are based on social identity, such as gender or race, and
are organized by employees to focus on concerns of employees from that group.
The idea behind network groups is that minority employees can join together for
mutual support and to extend member influence in the organization. Network
groups pursue a variety of activities, such as meetings to educate top managers,
mentoring programs, networking events, training sessions and skills seminars,
minority intern programs, and community volunteer activities.
234 • Chapter 9
2. Employees, not the organization, form network groups, and membership is

voluntary; however, successful organizations support and encourage network
groups. Although network groups seem to be in direct opposition to the trend
toward multicultural teams, the two mechanisms actually work quite well together.
Answers to Discussion Questions

1. Assume it is the year 2020. In your company, central planning has given way to front-line
decision making, and bureaucracy has given way to teamwork. Shop floor workers use
handheld devices and robots. A labor shortage currently affects many job openings, and the
few applicants you do attract lack skills to work in teams, make their own production
decisions, or use sophisticated technology. As vice president of human resource
management since 2008, what should you have done to prepare for this situation?
This question should get the point across that the field of human resources is always changing.
One of the things that should have been done is human resource planning. You should have kept
in touch with changes that were occurring and projected the human resource needs in advance.
This way you have the right skills and the right mixture of people in your workforce. This would
have to be accomplished through effective recruiting and selection techniques. Another vital
thing you should have done is provided training and development for your people so that they
had the skills to work in teams, make decisions, and use sophisticated technology. Having made
this investment in people, you would also want to have provided the compensation, including
benefits, needed to maintain this effective workforce.
2. Which selection criteria (personal interview, employment test, assessment center) do you
think would be most valuable for predicting effective job performance for a college
professor? For an assembly-line worker in a manufacturing plant? Discuss.
Because college professors must present vast quantities of complex material to students within a
limited time, communication skills are very important. The personal interview is a good
indicator for measuring such skill and for ascertaining the professor’s vision for the class and for
the profession. The pencil-and-paper test would be a weak predictor of effectiveness because
college professors have high intelligence levels, expertise in their particular areas of study, and
an understanding of what is expected as the proper response to personality inventories. In a
modified version of the assessment center, professors may be observed in the classroom situation
and assessed according to their communication and interpersonal skills, both in lecture
presentation and in response to student questions and problems.
The information obtained through personal interview for an assembly-line worker in a

manufacturing plant is practical in the exchange of information regarding the applicant’s
background and expectations and the job requirements. Beyond that point, the personal
interview may fail to accurately assess the potential of the worker as a result of flaws in the
system, such as prejudice on the part of the interviewer, or the individual’s skill in providing
answers the interviewer wants to hear. A performance test in which the skills needed on the
assembly line are simulated would be the best predictor of actual job performance for an
assembly-line worker. For management personnel, paper-and-pencil tests measuring
intelligence, aptitude, and ability are good indicators of potential within a manufacturing plant,
because answers provide important information on skills and intelligence in crucial areas, such as
mathematical skill in calibrating machinery. Aptitude tests and personality inventories are also
excellent sources of information in putting together strong teams. The assessment center is
probably the most valuable tool in predicting effective job performance. Simulation of line
problems and development of communications and negotiating skills are just an example of the
valuable information that can be acquired through assessment centers.
3. How do you think the growing use of telecommuters, temporary and part-time workers, and
virtual teams affects human resource management? How can managers improve recruiting
and retention of these employees?
Telecommuters perform their jobs in part at the company, as well as in other locations. Human
resource managers must ensure that productivity and quality of work will be preserved in this
type of work arrangement. Temporary and part-time workers are people who work for an
organization, but not on a permanent or full-time basis. This category of workers also includes
contracted professionals and leased employees. One important effect is that companies are not
obligated to pay these employees fringe benefits or other costs associated with permanent
employees. Virtual teams affect human resources management because they are geographically
dispersed throughout the globe. There are advantages and disadvantages to the creation of
virtual teams. Human resources management may indeed perform a balancing of tradeoffs of
increasing costs for recruiting and selection versus the concept of a virtual team and the benefits
derived by members’ contribution.
Managers can improve recruiting and retention of these different types of employees through a
sound and equitable wage structure. Job satisfaction, achieved through redesign of jobs,
stimulating employee behavior, and the creation of work environment that promotes job
satisfaction, all effect human resources management.
4. One human resource manager recently got a thank-you note on her iPhone that said “Thx 4
the Iview! Wud ♥ to wrk 4 u☺.” The manager had like the candidate’s interview, but after
getting the note, she put him in the reject pile. Do you think it was fair for the manager to
automatically reject the candidate? Should “textspeak” be considered acceptable workplace
communication? Discuss.
The answer to this question may depend to some extent on the culture of the company in
question. It is much more likely for this type of communication to be accepted in companies
with younger management, especially the newer Internet companies and personal technology
companies. Companies with older management, or those in more traditional fields or with a
more traditionally professional culture will be less accepting of “textspeak”.
5. As a manager, how would you draw up a telecommuting contract with an employee? Include
considerations such as job description, compensation and benefits, performance measures,
training, and grounds for dismissal.
236 • Chapter 9
The job description for a telecommuter should, in addition to the details of what work is to be
done, include specific language regarding the frequency and amount of time to be spent on site
over a given period, as well as any meetings or other routine activities the employee must attend.
Compensation and benefits should be directly tied to productivity because there is no way to
effectively monitor the amount of time a telecommuter spends on work activities. Performance
measures, like compensation, must be directly tied to productivity. Training requirements should
be explicitly detailed, including the types of training required and the location and dates for the
training, and the potential for future training requirements must be left open. Again, any grounds
for dismissal in addition to standard company policies on the matter should be explicitly stated
and directly tied to productivity.
6. Is it wise for managers to consider a candidate’s postings on social networking sites such as
Facebook as grounds for rejection before even interviewing a promising candidate? Is it
fair? Discuss.
Social networking sites such as Facebook can provide managers with important information
regarding a candidate’s activities. A candidate’s open admission of excessive drinking, drug use,
or sexual exploits raises serious questions about that person’s maturity and judgment. The
overall presentation of Facebook postings gives managers helpful clues about a candidate’s
personality and values, and can help them assess the extent to which a candidate might fit the
organization’s culture. It is certainly fair for managers to consider online information that is in
the public domain; i.e. that is available to anyone who logs on to the website. If managers are
using questionable means to access information that is not available to the general public, then it
may not be fair for them to use that information in assessing a candidate’s fit with the
organization.
7. Explain how a manager’s personal biases and stereotypes may affect an organization’s
success in creating a workplace that is culturally competent.
Prejudice is the tendency to view people who are different as being deficient. Discrimination
occurs when people act out their prejudicial attitudes toward other people who are targets of their
prejudice. A stereotype is a rigid, exaggerated, irrational belief associated with a particular
group of people.
Cultural competence is the ability to interact effectively with people of different cultures.
Managers whose personal biases affect their behavior and decision making will be less adept at
interacting effectively with people of different cultures. To be successful managing diversity,
managers need to eliminate harmful stereotypes from their thinking, shedding any biases that
negatively affect the workplace.
8. Shelley Willingham-Hinton, president of the National Organization for Diversity in Sales and
Marketing, was quoted in the chapters as saying, “Our country’s consumer base is so varied.
I can’t think of how a company can succeed without having that kind of diversity with their
employees.” Why should corporations have workforces that mirror the country’s diverse
consumer base?
Vast changes are occurring in today’s workplace and consumer base. The average worker is
older now, and many more women, people of color, and immigrants are seeking job and
advancement opportunities. The differences people bring to the workplace enable their
companies to compete globally and to tap into rich sources of new talent. Corporations that truly
value diversity will recognize pay inequality and discrimination in the workplace and make
progress toward eliminating them.
9. Evaluate your own experiences so far with people from other backgrounds. How well do you
think those experiences prepared you to understand the unique needs and dilemmas of a
diverse workforce?
In addressing the question, students should clearly demonstrate their understanding of the unique
needs and dilemmas of a diverse workforce. Answers should include both the needs and
dilemmas of a diverse workforce for which their experience did prepare them and the needs and
dilemmas for which it did not.
10. What is the glass ceiling, and why do you think it has proven to be such a barrier to women
and minorities?
The glass ceiling is an invisible barrier that prevents women and minorities from advancing to
top management positions. As corporations grew, a monoculture developed within the top levels
of management whereby white male managers hired and promoted employees who mirrored
their own looks, actions, thoughts, beliefs, and backgrounds, and with whom they felt
comfortable. The experiences of women and minorities were considered different, incompatible,
and in the eyes of some, inferior. There developed a concern or a firm belief within these
monocultures that these groups would not “fit in” with the dominant culture. As a result, women
and minorities moved to a certain level within the company, but further progress was blocked.
The women’s movement, the Civil Rights movement, and actions by the courts are slowly
forcing cracks in the glass ceiling. Many companies are taking the lead in opening new
opportunities for women and minorities; however, some companies have alternative barriers in
place, simply replacing the glass ceiling with “glass walls,” which bar important lateral
movement necessary for top management preparation.
11. Why do you think a large number of women are opting out of the corporate world? Discuss
whether this trend is likely to continue over the next ten years.
Women are opting out of the corporate world because they see that they must sacrifice their
personal lives with their families, their health, and face a high stress level. They want time with
their children. Women are generally less interested in attaining power and status than men and
find climbing the corporate ladder less appealing. Some women still want to work but prefer
jobs that are less fast-paced and competitive. Another view is that because women are not
getting promoted into top management positions, they simply quit. It is likely that this trend will
continue over the next 10 years, although it may slow down as more single women from a
generation that is waiting longer to marry begin to rise to higher-level positions.
12. How can organizations strike a balance between respecting and meeting the needs of a
diverse workforce and shaping a high-performance corporate culture where shared values
contribute to the accomplishment of strategic goals?
One good way to strike such a balance is by creating multicultural teams in the organization.
238 • Chapter 9
Multicultural teams are made up of members from diverse national, racial, ethnic, and cultural
backgrounds. These teams provide even greater potential for enhanced creativity, innovation,
and value in today’s global marketplace than traditional cross-functional teams. Multicultural
teams also help to create fairness and equity in the work environment. Multicultural teams
generate more and better alternatives to problems and produce more innovative solutions than
homogeneous teams. A team made up of people with different perspectives, backgrounds, and
cultural values creates a healthy mix of ideas, which sometimes encourages people who have
previously been reluctant to contribute to speak out. This type of diversity can stimulate a
healthy level of conflict that leads to greater creativity and better decisions.
A disadvantage of a multicultural team is that they are more difficult to manage because of the
increased potential for miscommunication and misunderstanding. Multicultural teams typically
have more difficulty learning to communicate and work well together, but with effective cross-
cultural training and good management, the problem seems to dissipate over time.
TEACHING NOTES FOR LEARNING EXERCISES

Self Learning: How Tolerant Are You?
Student survey answers will vary.
Total Score
0–14: If you score 14 or below, you are a very tolerant person and dealing with diversity
comes easily to you.
15–28: You are basically a tolerant person, and others think of you as tolerant. In general,
diversity presents few problems for you; you may be broad-minded in some areas and
have less tolerant ideas in other areas of life, such as attitudes toward older people or
male-female social roles.
29–42: You are less tolerant than most people and should work on developing greater tolerance
of people different from you. Your low tolerance level could affect your business or
personal relationships.
43–56: You have a very low tolerance for diversity. The only people you are likely to respect
are those with beliefs similar to your own. You reflect a level of intolerance that could
cause difficulties in today’s multicultural business environment.
Group Learning: An Ancient Tale
Students read the Introduction and Case Study presented in the exercise, then form groups to
discuss their answers to six questions asked in the exercise.
Additional Material
The case study or tale has implications regarding the impact of the organization on the
individual, the ability to protect him- or herself in the organization, and how to manage the
organization to accomplish objectives which are in the best interest of the organization as well as
the participants.
Role-Play Option
If you want to bring life to the case, you could ask students to perform role-plays; to act out, for
example, a scene between the Lord and the Princess, between the Princess and the Godfather, or
the Princess and the Knight. I have used this with much success in class.
Group Discussion Format

One suggestion is to use a group discussion format for the case as follows:
1. Prior to class, assign members to read the case and answer the questions at the end of
the case.
2. Divide class members into groups of four to eight members.
3. Assign each group to discuss the five questions and to arrive at a consensus decision.
This should take about 10-20 minutes.
4. With the entire class, have each group report their responses to the questions, noting
especially the criteria for making their decisions.
5. After each group has made a presentation, follow the Class Discussion guidelines
which follow to highlight the implications of the case for individuals within
organizations.
Simulated Court Trial

Another way (optional) of stimulating discussion on “An Ancient Tale” is through the use of a
court trial.
1. Prior to the class in which the story will be discussed, assign individuals to play the role
of each of the seven characters and “defense attorneys” for each character (Princess,
Lord/Husband, Dragon, Vagabond, Sorcerer, Godfather, White Knight).
2. Instruct each role player to be prepared to explain in the next session why he/she (or
his/her client) is not responsible for the death of the Princess (who will be brought back
from the dead to defend herself).
3. Select an articulate student (or have the instructor) perform the role of prosecuting
attorney (have this individual prepare arguments as to why each person should be held
responsible for the death of the Princess).
4. On the day of the trial, a jury is selected (volunteers) along with a jury foreman, and the
classroom is arranged in the following manner:
Defending Attorneys
Class
Prosecuting Attorney
The trial proceeds in the following manner:

1. The defendant and “defense attorneys” for each character proclaim the defendant’s
innocence (two minutes per character).
2. After each character proclaims his/her innocence, the prosecutor presents the case for
their guilt. The prosecutor will present the case for guilt after each character’s defense
(two minutes per character).
240 • Chapter 9
3. After all the characters have been tried, the jury retires (maximum period – 10 minutes)
and passes a verdict on each separate defendant. The jury foreman announces the
verdict on each character with a brief explanation.
After the trial, discussion follows.
Class Discussion
After the trial or after each group has made their presentation, the following questions can be
raised with the entire class.
1. What are the criteria by which we find people responsible for their actions in
organizations? Many would argue that the Princess is guilty because individuals must
assume personal responsibility for their actions. Others would argue that individuals have
responsibilities to perform (the Husband, the White Knight, the Godfather) and that when
they fail to perform those responsibilities, they are guilty for failures in the organization.
2. How likely are individuals in organizations to pass responsibility off onto someone else?
The Princess will probably argue her innocence because others in the case (the
organization) failed to perform their roles. It is very common in organizations to “pass the
buck.”
3. If individuals fail to accept responsibility for others (such as the Knight, the Godfather, the
Vagabond failing to accept responsibility for the Princess’ welfare), what will be the
consequences for the individual? For the organization?
4. What are the value issues underlying the jury’s decision on guilt? Some will decide that the
individual (Princess) is responsible; others will decide that the organizations are
responsible. These decisions come from the values held by the jury members.
5. When relating the case to organizational processes, one class made the following analogy:
“The Princess is a manager who is not being paid attention to by her manager (the Lord).
The Vagabond (an executive headhunter) calls upon the manager and she leaves the
organization in hopes of a more profitable job. The headhunter takes her money (the fee)
and leaves her without a job. She turns to some friends in other organizations (the
Godfather and White Knight), but they give her no help in finding work. Finally, in
desperation, she turns to the government (the Sorcerer) agency to help her find work. The
government agency places her on welfare (the Dragon) and she loses her desire to work.”
Ask students to comment on the analogy.
Another frequent occurrence is students blaming the Princess, but when it comes to
recommendations for change, they say the Lord has to do things differently. It is important
for them to understand that the person who needs to change his behavior is likely the one
responsible – since he could have prevented it most.
Another issue here is how responsible the Chief Executive Officer (Husband/Lord) is for
what goes on in the lower levels of the organization. Delegation, responsibility, and
accountability are important to discuss with this.
Action Learning: Interview Questions
Students meet with four of five people who have recently gone through job interviews, asking
them what questions they were asked and looking for similarities among the questions, and
which questions they found uncomfortable or invasive. They then discuss the results in groups
in class and present their findings to the entire class.
TEACHING NOTE FOR ETHICAL DILEMMA

Sunset Prayers
1. Continue the current policy that leaves it up to the Muslim workers as to when they leave the
assembly line to perform their sunset rituals.
This is not a good course of action. With an increasingly higher percentage of assembly-line
workers leaving the line to perform sunset rituals, production will likely be negatively impacted.
2. Try to hire the fewest possible Muslim workers so the work line will be efficient on second
shift.
This is also not a good course of action. First, it would probably qualify as discrimination based
on religion. Second, the Muslim Somali temporary workers are saving Frank a substantial
amount of money in wages and benefits, which may be largely what keeps him in a competitive
position.
3. Ask the Muslim workers to delay their sunset prayers until a regularly scheduled break
occurs, pointing out that North Woods is primarily a place of business, not a house of
worship.
This may be the best of the three alternatives. Having a large number of workers leaving the
assembly line at the same time could be considered an unreasonable accommodation. Frank
might be able to convince them to have a smaller number go at sunset each day while the others
wait for a scheduled break, and rotate who goes at sunset and who waits so that everyone gets to
go at sunset at least once or twice a week. Frank may also be able to adjust the scheduled break
so that it is closer to the actual sunset time, thus accommodating the request as closely as
possible.
CASE FOR CRITICAL ANALYSIS

Commonwealth Worldwide Chauffeured Transportation
1. What kinds of employees would you suggest Dawson Rutter hire next? Why?
Since there are plenty of people needing jobs, some of them are likely to be well-educated people
with experience in service industries where customer service was the highest priority. These are
the people Rutter should hire next so that he can begin to build a team of drivers who can
converse intelligently with his clients and who will carry out his vision for exceptional customer
service. To do so, Rutter will need to offer an attractive compensation package – one that is
likely to be considerably better than what the typical limo driver gets.
2. Which of the three broad HRM activities (finding people, managing talent, or maintaining
the workforce) would you invest in most heavily in order to begin building the human capital
Commonwealth needs? Discuss.
242 • Chapter 9
The heaviest investment at this point should be in finding people. Commonwealth needs to
identify and attract a team of drivers who can enact Rutter’s vision for exceptional customer
service. Managing talent should be a close second in terms of investment, because
Commonwealth will need to work hard to ensure that the right level of customer service is
achieved and maintained, in order to grow the company to what Rutter wants it to be.
3. Suggest at least one idea for training, one for performance evaluation, and one for
compensation that might be used to develop and maintain a committed corps of limo drivers?
Commonwealth’s drivers should receive extensive training in the most likely local topics of
discussion for their respective locations, such as sports teams, arts and entertainment
opportunities, restaurants, educational institutions, political figures and activities, and other
information about which their clients might want to know.
Performance evaluation for drivers should be primarily designed to assess drivers’ excellence in
customer service – perhaps by addressing specific behaviors considered to be essential for
customer satisfaction. If specific drivers are assigned to each client company, then performance
evaluations could include an assessment of those drivers by the client as well as by
Commonwealth.
Compensation should include both skills-based and pay-for-performance plans. The skills-based
pay might be used to encourage drivers to branch out into marketing and client management
activities, and the pay-for-performance part of the plan could be used to encourage excellence in
customer service by providing the highest rewards to those drivers who provide the best
customer service.
ON THE JOB VIDEO CASE

Barcelona Restaurant Group: Managing Human Resources
1. List the three main activities of human resource management (HRM) and identify which
activity is examined at length in the video.
The three activities and goals of human resource management are (1) finding the right people, (2)
managing talent, and (3) maintaining an effective workforce over the long term. The video on
Barcelona Restaurant Group deals primarily with finding the right people. In particular, the
video focuses on the process of recruiting and selecting candidates. It is clear in the interviews
that Lawton believes finding the right people is the human resource activity most critical to
Barcelona’s success—a perspective no doubt related to the industry’s high turnover.
2. Of the various steps in Barcelona’s employee selection process, the job interview is the most
brief. Do you agree with the company’s approach to interviewing? Why or why not?
For most firms, the selection process involves multiple tools for assessing the “fit” between the
job candidate and the organization. While Barcelona makes use of recruiters, interviews, and
various employment tests, the company places little significance on the interview, allowing no
more than 20 minutes per candidate. According to COO Scott Lawton, interviews provide little
dependable information about the fitness of the applicant. Lawton says he doesn’t get anything
out of the actual conversation with candidates, and he notes that many impressive interviewees
over the years “ended up being a dud.” As a result, only 10 percent of Barcelona’s job applicants
are refused during the interview stage of selection.
Instead of trying to judge the candidate’s personality and work attitudes during an interview,
Barcelona uses interviews to provide applicants with company information and to set up a series
of assessments that ultimately reveal the proper match between the company’s needs and the
employee’s expertise.
3. Identify Barcelona’s three-stage process for matching job applicants with its organizational
objectives, and explain how each stage reveals the fit between job applicants and the needs of
the restaurant.
The video highlights Barcelona’s three-stage selection process:
(1) The interview – managers at Barcelona use interviews to give candidates information about
the company and to set up a series of employment test and assessment exercises. COO Scott
Lawton says that interviews do not reveal much useful information about job fit. As a result, only
10 percent of candidates are refused at this stage.
(2) The “shop” – this employee assessment activity requires that candidates dine at a Barcelona
restaurant, observe their experience, and write an essay that grades the presentation of food and
performance of the wait staff. According to Lawton, sending applicants on a shop provides
significant insight into candidates’ thought processes, perception, attitudes, education, skills, and
work ethic. The activity also reveals if the potential hire is paying attention to the kinds of details
that are important at all the Barcelona restaurants. This selection activity eliminates
approximately 60 percent of applicants.
(3) The “trail” – this assessment asks candidates to pretend that they have been with the company
for six months, and it asks applicants to take command of the floor, talk to the staff, engage
customers, and demonstrate their abilities. Top managers observe the candidate and make a
decision whether to hire the person. This assessment reveals the personal, technical, and people
skills of the applicant. Only one in four candidates who performs a “trail” can expect to be hired
at Barcelona.
BIZFLIX VIDEO CASE
Played
Video Case Synopsis
Ray Burns (Mick Rossi) does prison time for a crime he did not commit. After his release, he
focuses on getting even with his enemies. This fast-moving film peers deeply into London’s
criminal world which includes some crooked London police, especially Detective Brice (Vinnie
Jones). The film’s unusual ending reviews all major parts of the plot.
244 • Chapter 9
These scenes begin with a close-up of a photograph of an ape that Riley (Patrick Bergin)
carefully examines. They follow Detective Brice’s order to Riley to kill the person who will not
give them money. He shoots him in a pub. The scenes end after Ray Burns accepts Riley’s offer.
He walks away while saying, “All right. Let’s rock and roll, man. All right. Thanks, Riley”.
Riley says, “Thank you, Ray.” The film cuts to Terry (Trevor Nugent) talking to Nikki (Meridith
Ostrom) before Ray’s arrival.
Video Case Discussion Questions and Suggested Answers
1. This chapter emphasized a strategic approach to human resource management. Detective

Brice outlines a strategy in the opening of these scenes for the job he describes to Riley.
What are the key parts of that strategy? What are the human resource implications of the
strategy?
The goal is to get the heroin shipment at Docklands customs that is coming from Holland.
They must do it before Wednesday when Detective Brice and his men will raid customs.
Brice describes the strategy as “mess it about a bit” so it does not look like an inside job.
Riley must now recruit a team who can carry out this strategy.
2. Riley’s next step is to recruit Ray Burns. Which recruitment guidelines and activities does he
follow? Give examples from that portion of the film scenes.
Riley describes the scope and schedule of the activity to access the heroin shipment. He
leaves the recruitment details to Ray Burns, a person with whom he has worked before. Riley
trusts Burns’ judgment. Burns describes who he will recruit: Terry and Nathan (Sean Power),
a new person with whom he has not worked.
3. Does Riley give Ray a “realistic job preview”? Use examples from the film scenes to support
your answer.
Riley gives Ray scant information about the assignment. He does not comment on the nature
of security at the facility or possible difficulties in accessing the shipment. The incomplete
information could lead to faulty planning for this mission. See the Played scene in Chapter 7
for the results of this recruiting effort.
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Scarcely had he uttered these words, when, seizing a palette, he
seated himself at the easel, and was soon totally absorbed in his
occupation. Hour after hour passed unheeded by Sebastian, who
was too much engrossed by the beautiful creation of his pencil,
which seemed bursting into life, to mark the flight of time. “Another
touch,” he exclaimed, “a soft shade here—now the mouth. Yes!
there! it opens—those eyes—they pierce me through!—what a
forehead!—what delicacy! Oh my beautiful—” and Sebastian forgot
the hour, forgot he was a slave, forgot his dreaded punishment—all,
all was obliterated from the soul of the youthful artist, who thought of
nothing, saw nothing, but his beautiful picture.
But who can describe the horror and consternation of the
unhappy slave, when, on suddenly turning round, he beheld all the
pupils, with the master at their head, standing beside him.
Sebastian never once dreamt of justifying himself, and with his
palette in one hand, and his brushes in the other, he hung down his
head, awaiting in silence the punishment he believed he justly
merited. For some moments a dead silence prevailed; for if
Sebastian was confounded at being caught in the commission of
such a flagrant crime, Murillo and his pupils were not less astonished
at the discovery they had made.
Murillo, having, with a gesture of the hand, imposed silence on his
pupils, who could hardly restrain themselves from giving way to their
admiration, approached Sebastian, and concealing his emotion,
said, in a cold and severe tone, while he looked alternately from the
beautiful head of the virgin to the terrified slave, who stood like a
statue before him,
“Who is your master, Sebastian?”
“You,” replied the boy, in a voice scarcely audible.
“I mean your drawing-master,” said Murillo.
“You, Senor,” again replied the trembling slave.
“It cannot be; I never gave you lessons,” said the astonished
painter.
“But you gave them to others, and I listened to them,” rejoined the
boy, emboldened by the kindness of his master.
“And you have done better than listen—you have profited by
them,” exclaimed Murillo, unable longer to conceal his admiration.
“Gentlemen, does this boy merit punishment, or reward?”
At the word punishment, Sebastian’s heart beat quick; the word
reward gave him a little courage; but, fearing that his ears deceived
him, he looked with timid and imploring eyes towards his master.
“A reward, Senor!” cried the pupils, in a breath.
“That is well; but what shall it be?”
Sebastian began to breathe.
“Ten ducats, at least,” said Mendez.
“Fifteen,” cried Ferdinand.
“No,” said Gonzalo; “a beautiful new dress for the next holiday.”
“Speak, Sebastian,” said Murillo, looking at his slave, whom none
of these rewards seemed to move; “are these things not to your
taste? Tell me what you wish for. I am so much pleased with your
beautiful composition, that I will grant any request you may make.
Speak, then; do not be afraid.”
“Oh, master, if I dared—” and Sebastian, clasping his hands, fell
at the feet of his master. It was easy to read in the half-opened lips of
the boy and his sparkling eyes some devouring thoughts within,
which timidity prevented him from uttering.
With the view of encouraging him, each of the pupils suggested
some favor for him to demand.
“Ask gold, Sebastian.”
“Ask rich dresses, Sebastian.”
“Ask to be received as a pupil, Sebastian.”
A faint smile passed over the countenance of the slave at the last
words, but he hung down his head and remained silent.
“Ask for the best place in the studio,” said Gonzalo, who, from
being the last pupil, had the worst light for his easel.
“Come, take courage,” said Murillo gaily.
“The master is so kind to-day,” said Ferdinand, “that I would risk
something. Ask your freedom, Sebastian.”
At these words Sebastian uttered a cry of anguish, and raising his
eyes to his master, he exclaimed, in a voice choked with sobs, “The
freedom of my father! the freedom of my father!”
“And thine, also,” said Murillo, who, no longer able to conceal his
emotion, threw his arms around Sebastian, and pressed him to his
breast.
“Your pencil,” he continued, “shows that you have talent; your
request proves that you have a heart; the artist is complete. From
this day, consider yourself not only as my pupil, but my son. Happy
Murillo! I have done more than paint—I have made a painter!”
Murillo kept his word, and Sebastian Gomez, known better under
the name of the mulatto of Murillo, became one of the most
celebrated painters in Spain. There may yet be seen in the churches
of Seville the celebrated picture which he had been found painting by
his master; also a St. Anne, admirably done; a holy Joseph, which is
extremely beautiful; and others of the highest merit.
At a crowded lecture the other evening, a young lady standing at

the door of the church was addressed by an honest Hibernian, who
was in attendance on the occasion, with, “Indade, Miss, I should be
glad to give you a sate, but the empty ones are all full.”
Sketches of the Manners, Customs, and History
of the Indians of America.
CHAPTER V.
Peru discovered by Francisco Pizarro.—He invites the Inca to visit
him.—Description of the Inca.—Rejects the Bible.—
Treacherously seized by Pizarro.—The Inca proposes to
ransom himself.—The ransom brought.—Pizarro seizes the
gold, then murders the Inca.—Conquers Peru.
When the Spaniards first discovered the Pacific, Peru was a

mighty empire. It extended from north to south more than 2000
miles. Cuzco, the capital city, was filled with great buildings, palaces,
and temples, which last were ornamented, or covered, rather, with
pure gold. The improvements of civilized life were far advanced;
agriculture was the employment of the quiet villagers; in the cities
manufactures flourished; and science and literature were in a course
of improvement which would, doubtless, have resulted in the
discovery of letters.
Their government was a regular hereditary monarchy; but the
despotism of the emperor was restricted by known codes of law.
They had splendid public roads. That from Cuzco to Quito extended
a distance of 1500 miles or more. It passed over mountains, through
marshes, across deserts. Along this route, at intervals, were large
stone buildings, like the caravanseras of the East, large enough to
contain thousands of people. In some instances these caravanseras
were furnished with the means of repairing the equipments and arms
of the troops or travellers.
Such was the ancient empire of Peru, when Francisco Pizarro, an
obscure Spanish adventurer, with an army of only sixty-two
horsemen and a hundred or two foot-soldiers, determined to invade
it. He, like all the other Spaniards who went out to South America,
was thirsting to obtain gold. These men, miscalled Christians, gave
up their hearts and souls to the worship of mammon, and they
committed every horrible crime to obtain riches. But the Christian
who now cheats his neighbor in a quiet way-of-trade manner, to
obtain wealth—is he better than those Spaniards? I fear not. Had he
the temptation and the opportunity, he would do as they did.
At the time Pizarro invaded Peru, there was a civil war raging
between Atahualpa, the reigning monarch, or Inca, as he was called,
and his brother Huascar. These brothers were so engaged in their
strife, that Pizarro had marched into the country without being
opposed, and entered the city of Caxamala on the 15th of
November, 1532. Here the army of the Inca met the Spaniards.
Pizarro was sensible he could not contend with such a multitude, all
well armed and disciplined, so he determined by craft to get
possession of the person of the Inca.
He sent to invite the Inca to sup with him in the city of Caxamala,
and promised then to give an account of his reasons for coming to
Peru. The simple-hearted Inca believed the Spaniards were children
of the sun. Now the Inca worshiped the sun, and thought he himself
had descended from that bright luminary. He was very anxious,
therefore, to see the Spaniards, and could not believe they meant to
injure him; so he consented to visit Pizarro.
Atahualpa took with him twenty thousand warriors, and these
were attended by a multitude of women as bearers of the luggage,
when he set out to visit the Spaniards. The person of the sovereign
was one blaze of jewels. He was borne on a litter plated with gold,
overshadowed with plumes, and carried on the shoulders of his chief
nobles. On his forehead he had the sacred tuft of scarlet, which he
wore as the descendant of the sun. The whole moved to the sound
of music, with the solemnity of a religious procession.
The Inca putting the Bible to his ear.
When the Inca entered the fatal gates from which he was never to
return, his curiosity was his chief emotion. Forgetting the habitual
Oriental gravity of the throne, he started up, and continued standing
as he passed along, gazing with eagerness at every surrounding
object. A friar, named Valverde, now approached, bearing a cross
and a Bible. The friar commenced his harangue by declaring that the
pope had given the Indies to Spain; that the Inca was bound to obey;
that the book he carried contained the only true mode of worshiping
Heaven.
“Where am I to find your religion?” said the Inca.
“In this book,” replied the friar.
The Inca declared that whatever might be the peaceful intentions
of the Spaniards, “he well knew how they had acted on the road,
how they had treated his caciques, and burned his cottages.” He
then took the Bible, and turning over some of the leaves, put it
eagerly to his ear.
“This book,” said he, “has no tongue; it tells me nothing.” With
these words he flung it contemptuously on the ground.
The friar exclaimed at the impiety, and called on his countrymen
for revenge. The Inca spoke a few words to his people, which were
answered by murmurs of indignation. At this moment Pizarro gave
the signal to his troops: a general discharge of cannon, musketry,
and crossbows followed, and smote down the unfortunate Peruvians.
The cavalry were let loose, and they broke through the Inca’s guard
at the first shock. Pizarro rushed forward at the head of a chosen
company of shield-bearers, to seize the Inca.
Pizarro seizing the Inca.

That sovereign was surrounded by a circle of his high officers and
devoted servants. They never moved except to throw themselves
upon the Spanish swords. They saw that their prince was doomed,
and they gave themselves up to his fate. The circle rapidly thinned,
and the Inca would soon have been slain, had not Pizarro called to
his soldiers to forbear. He wished to take the Inca alive, that he might
extort gold from him for his ransom.
Pizarro, therefore, rushed forward, and, seizing the Inca by the
mantle, dragged him to the ground. The Peruvians, seeing his fall in
the midst of the Spanish lances, thought he was slain, and instantly
gave up the battle. In the force of their despair they burst through
one of the walls and fled over the open country. More than two
thousand were left dead within the gates, while not a single Spaniard
had been killed. It was a murder rather than a battle.
The Spaniards proceeded to plunder the camp of the Inca, and
he, seeing their passion for gold, offered to purchase his ransom. He
offered to cover the floor of the chamber where he was confined with
wedges of gold and silver. The Spaniards laughed at this, as they
conceived, impossible proposal. The Inca thought they despised the
small sum he had offered, and starting to his feet, he haughtily
stretched his arm as high as he could reach, and told them he would
give them that chamber full to the mark he then touched with his
hand. The chamber was twenty-two feet long, sixteen wide, and the
point he touched on the wall was nine feet high.
Pizarro accepted the proposal, and sent messengers to Cuzco to
obtain the ransom. These brought back twenty-six horse loads of
gold, and a thousand pounds’ weight of silver. The generals of the
Inca also brought additional treasures of gold and silver vessels, and
the room was filled. Pizarro grasped the treasure, and divided it
among his troops, after deducting one fifth for the king, and taking a
large share for himself.
Pizarro had promised to set the Inca at liberty; but it is probable
he never intended it. After he had, in the name of the Inca, drawn all
the gold he could from the country, he barbarously murdered the
poor Indian chief!
There is a tradition that the fate of the Inca was hastened by the
following circumstance. One of the soldiers on guard over him, wrote
the name of God on the thumb nail of the Inca, explaining to him at
the same time the meaning of the word. The Inca showed it to the
first Spaniard who entered. The man read it. The Inca was delighted;
and Pizarro appearing at the moment, the important nail was
presented to him. But Pizarro could not read! the conqueror of Peru
could not write his name; and the Inca manifested such contempt
towards him for this ignorance, that Pizarro resolved he should not
live.
After the Inca’s death, another long and bloody war, or, rather,
ravage, commenced. The Spaniards finally took Cuzco, the royal
city, plundered the temples, and desolated the land, till the
Peruvians, in despair, submitted to their chains, and became the
slaves of the Spaniards.
Since that time the Spanish power has always governed Peru, till
the revolution in 1823, when the colonists threw off the yoke of the
mother country. But, in justice to the kings of Spain, it should be
remembered that they have frequently made laws to protect their
Indian subjects in South America. Still the poor natives were often,
indeed always, cruelly oppressed by the colonists. But now the spirit
of liberality and improvement is ameliorating the condition of all the
laboring classes in the independent Republic of Peru, and the
Indians are entitled to the privileges of free citizens.
CHAPTER VI.
Indian tradition.—Manco Capac.—His reign.—Religion.—Property.—
Agriculture.—Buildings.—Public roads.—Manufactures.—
Domestic animals.—Results of the conquest of the country by
the Spaniards.
The Peruvians have a tradition that the city of Cuzco was founded
in this manner. The early inhabitants of the country were ignorant,
and brutal as the wild beasts of the forest, till a man and woman of
majestic form, and clothed in decent garments, appeared among
them. They declared themselves to be children of the sun, sent to
instruct and to reclaim the human race. They persuaded the savages
to conform to the laws they proposed, united them, the Indians,
together in a society, and taught them to build the city.
Manco Capac was the name of this wonderful man; the woman
was called Marna Ocollo. Though they were the children of the sun,
it seems they had been brought up very industriously; for Manco
Capac taught the Indians agriculture, and other useful arts; and
Marna Ocollo taught the women to spin and weave, and make
feather garments.
After the people had been taught to work, and had built houses
and cultivated fields, and so on, Manco Capac introduced such laws
and usages as were calculated to perpetuate the good habits of the
people. And thus, according to the Indian tradition, was founded the
empire of the Incas.
The territory was, at first, small; but it was gradually enlarged by
conquering the neighboring tribes,—merely, however, to do good by
extending the blessings of their laws and arts to the barbarians,—till
the dominions of the Inca Atahualpa, the twelfth in succession,
extended from north to south along the Pacific Ocean above 2000
miles; its breadth from east to west was from the ocean to the
Andes. The empire had continued four hundred years.
The most singular and striking circumstance in the Peruvian
government, was the influence of religion upon its genius and its
laws. The whole civil policy was founded on religion. The Inca
appeared not only as a legislator, but as the messenger of heaven.
His precepts were received as the mandates of the Deity. Any
violation of his laws was punished with death; but the people were so
impressed with the power and sacred character of their ruler that
they seldom ventured to disobey.
Manco Capac taught the Peruvians to worship the sun, as the
great source of light, of joy, and fertility. The moon and stars were
entitled to secondary honors. They offered to the sun a part of those
productions which his genial warmth had called forth from the bosom
of the earth, and his beams had ripened. They sacrificed some of the
animals which were indebted to his influence for nourishment. They
presented to him choice specimens of those works of ingenuity
which his light had guided the hand of man in forming. But the Incas
never stained the altar of the sun with human blood.
Thus the Peruvians were formed, by the spirit of the religion which
they had adopted, till they possessed a national character more
gentle than that of any other people in America.
The state of property in Peru was no less singular than that of
religion, and contributed, likewise, towards giving a mild turn of
character to the people. All the lands capable of cultivation, were
divided into three shares. One was consecrated to the sun, and the
product of it was applied to the erection of the temples, and
furnishing what was requisite towards celebrating the public rites of
religion.
The second share belonged to the Inca, or was set apart as the
provision made by the community for the support of government.
The third and largest share was reserved for the maintenance of the
people, among whom it was parcelled out. All such lands were
cultivated by the joint industry of the community.
A state thus constituted may be considered like one great family,
in which the union of the members was so complete, and the
exchange of good offices so perceptible, as to create stronger
attachment between man and man than subsisted under any other
form of society in the new world. The Peruvians were advanced far
beyond any of the nations in America, both in the necessary arts of
life, and in such as have some title to be called elegant.
Agriculture was carried on by the Peruvians with a good deal of
skill. They had artificial canals to water their fields; and to this day
the Spaniards have preserved and use some of the canals made in
the days of the Incas. They had no plough, but turned up the earth
with a kind of mattock of hard wood. The men labored in the fields
with the women, thus showing the advance of civilization over the
rude tribes which imposed all the drudgery upon females.
The superior ingenuity of the Peruvians was also obvious in their
houses and public buildings. In the extensive plains along the Pacific
Ocean, where the sky is always serene and the climate mild, the
houses were, of course, very slight fabrics. But in the higher regions,
where rain falls and the rigor of the changing seasons is felt, houses
were constructed with great solidity. They were generally of a square
form, the walls about eight feet high, built of bricks hardened in the
sun, without any windows, and the door strait and low. Many of these
houses are still to be seen in Peru.
But it was in the temples consecrated to the sun, and in the
buildings intended for the residence of their monarchs, that the
Peruvians displayed the utmost extent of their art. The temple of
Pachacmac, together with a palace of the Inca and a fortress, were
so connected together as to form one great structure, nearly two
miles in circuit.
Still this wide structure was not a very lofty affair. The Indians,
being unacquainted with the use of the pulley and other mechanical
powers, could not elevate the large stones and bricks which they
employed in building; and the walls of this, their grandest edifice, did
not rise above twelve feet from the ground. There was not a single
window in any part of the building. The light was only admitted by the
doors; and the largest apartments must have been illuminated by
some other means.
The noblest and most useful works of the Incas, were their public
roads. They had two, from Cuzco to Quito, extending,
uninterruptedly, above fifteen hundred miles. These roads were not,
to be sure, equal to our modern turnpikes; but at the time Peru was
discovered there were no public roads in any kingdom of Europe that
could be compared to the great roads of the Incas.
The Peruvians had, likewise, made considerable advances in
manufactures and the arts which may be called elegant. They made
cloth, and they could refine silver and gold. They manufactured
earthen ware; and they had some curious instruments formed of
copper, which had been made so hard as to answer the purposes of
iron. This metal they had not discovered. If they had only understood
the working of iron and steel as well as they did that of gold and
silver, they would have been a much richer and more civilized
people.
The Peruvians had tamed the duck and the llama, and rendered
them domestic animals. The llama is somewhat larger than the
sheep, and in appearance resembles a camel. The Indians
manufactured its wool into cloth; its flesh they used for food;
moreover, the animal was employed as a beast of burden, and would
carry a moderate load with much patience and docility. The aid of
domestic animals is essential to the improvement and civilization of
human society.
In short, the Peruvians, when contrasted with the naked, indolent,
and ignorant inhabitants of the West Indian Islands, seem to have
been a comfortable, ingenious, and respectable nation. The
conquest of their country destroyed their system of government.
They were made not merely to pay tribute to their new rulers, but, far
worse, they were reduced to the condition of slaves. They were
compelled to leave the pleasant fields they used to cultivate, and
driven in crowds to the mountains in search of gold. They were
forced to labor hard, and allowed only a scanty subsistence; till,
heart-broken and despairing of any change for the better, they sunk
under their calamities and died!
An Indian girl feeding a duck. Llama carrying a burden on its back.

In a few years after Pizarro entered Cuzco, a great part of the
ancient population of Peru had been swept away, destroyed by the
avarice and cruelty of their conquerors.
The Alligator.
I am not about to recommend this creature to you on account of

his beauty or amiable qualities. He has, in fact, too large a mouth,
and too long a tail, to be handsome, and his reputation is not of the
pleasantest kind. However, it is interesting to hear about all the
works of nature, and as this is one of the most wonderful, I shall
proceed to describe it.
Alligators live in warm climates, and spend the greater part of
their time in the water. There are four or five kinds in America, but
the most dangerous are found along the banks of the river
Mississippi. These creatures are sometimes fifteen or even twenty
feet in length; their mouths are two or three feet long and fourteen or
fifteen inches wide. Their teeth are strong and sharp, and their claws
are also very strong.
During the middle of the day the alligators are generally at rest—
lying lazily upon the shore, or in the water. Toward evening, however,
they begin to move about in search of prey, and then the roar of the
larger ones is terrific. It is louder and deeper than the lowing of the
bull, and it has all the savage wildness of the bittern’s cry. It would
seem that this bellowing could not be agreeable to anything, for as
soon as the birds and beasts hear it, they fly as if smitten with terror;
but still, when an alligator wishes to speak something loving into the
ear of another, he goes to bellowing with all his might, and this
sound, so awful to other creatures, seems very pleasant and musical
to the alligator which is thus addressed. This shows that there is a
great difference in tastes.
THE CROCODILE.
The male alligators sometimes engage in ferocious battles. These
usually take place in shallow water, where their feet can touch the
ground. At first they only cudgel each other with their tails; but the
blows given are tremendous, and soon rouse the anger of the
parties. They then go at it with teeth and claws. The snapping,
scratching, rending and thumping, are now tremendous; the water
boils around with the struggle; streams of blood mingle with the
waves; and at last one of the combatants is actually torn in pieces by
his adversary.
The appetite of the alligator is voracious; I never heard of one that
had the dyspepsia. Nothing of the animal kind comes amiss;
mountain cat, monkey, vulture, parrot, snake-lizard, and even the
electric eel, rattlesnake, and venomous bush-master, are alike
swallowed down! Nor does it matter whether the creature be alive or
dead, save only that it seems most admired when in a putrid state. It
frequently happens that the creature will deposit an animal he has
killed in the water till partly decayed, and when most offensive to us,
it seems most delicious to the alligator.
In some of the rivers of North and South America, within the
tropics, these creatures are very numerous. They also infest the
lakes and lagoons all around the Gulf of Mexico; and it is here that
the alligator’s paradise is found. When the spring rains come these
creatures have a perfect carnival. Many fishes, birds, and animals,
are killed during the freshets, and are borne along in the floods; upon
their remains these creatures feast; and as the vulture is provided by
providence to devour and remove offal from the land, which would
otherwise infect the air and produce pestilence; so the alligators are
the scavengers of the waters, and clear away putrescence that
would otherwise render them poisonous and unapproachable to
man. So, after all, the alligator has his part to play in the great
economy of nature, and is actually very useful.
The alligator is nearly the same as the crocodile of the eastern
continent. The females lay eggs, and one of them is said to produce
a hundred in a season. They are of the size of geese eggs, and are
often eaten, being esteemed tolerable food. The eggs, being
deposited in the sand and covered up, are hatched by the heat.
Braham’s Parrot.—Parrots, like cuckoos, form their notes deep

in the throat, and show great aptitude in imitating the human voice. A
lady who admired the musical talents of Braham, the celebrated
singer, gave him a parrot, which she had taught with much care. A
person who saw it at Braham’s house, thus describes it:—“After
dinner, during a pause in the conversation, I was startled by a voice
from one corner of the room, calling out in a strong, hearty manner,
‘Come, Braham, give us a song!’ Nothing could exceed the surprise
and admiration of the company. The request being repeated and not
ananswered, the parrot struck up the first verse of God save the
King, in a clear, warbling tone, aiming at the style of Braham, and
sung it through. The ease with which the bird was taught was equally
surprising with his performance. The same lady prepared him to
accost Catalani, when dining with Mr. Braham, which so alarmed
Madame that she nearly fell from her chair. Upon his commencing
Rule Brittania, in a loud and intrepid tone, the chantress fell upon her
knees before the bird, expressing, in terms of delight, her admiration
of its talents.”
This parrot has only been exceeded by Lord Kelly’s, who, upon
being asked to sing, replied, “I never sing on a Sunday.” “Never mind
that, Poll; come, give us a song.” “No, excuse me. I’ve got a cold—
don’t you hear how hoarse I am?” This extraordinary creature
performed the three verses entire of God save the King, words and
music, without hesitation, from beginning to end.
Mungo Park and the Frogs.
The tales of travellers often appear to us incredible, merely

because they relate things different from our own observation and
experience. You know that there are some countries so hot that they
never have ice or snow there. Now it chanced that a man from some
northern portion of the world, happening to be in one of those hot
places, told the people, that, where he lived, the water sometimes
became solid, in consequence of the cold, and almost as hard as a
stone.
Now this was so different from the experience of the people, that
they would not credit the traveller’s story. This shows us that a thing
may be a reality, which is, at the same time, very different from our
own observation and experience.
Mungo Park was a famous traveller in Africa. He went into
countries where no white man had been before, and he saw places
which no white man had seen. He tells us many curious things, but
perhaps nothing is more amusing than what he says about the frogs.
At a certain place that he visited, he went to a brook to let his horse
drink; but what was his surprise to find it almost covered with frogs,
who kept bobbing up and down, so that his horse was afraid to put
his nose into the water. At last Mr. Park was obliged to take a bush
and give the frogs a flogging, before he could make them get out of
the way so as to let his poor beast quench his thirst.
A Child lost in the Woods.
The Bangor Whig of the 11th of June contains an affecting

account of a search made at Linnæus, in the Aroostook country, for a
little girl of nine years, the daughter of Mr. David W. Barbar, who, on
the 4th, was sent through the woods to a neighbor’s, half a mile
distant, to borrow a little flour for breakfast. Not returning that day,
the next morning about forty of the neighbors set out to hunt for her,
but spent the day without success. The next day sixty searched the
woods, with no better fortune. The following morning between two
and three hundred of the settlers assembled early, anxious and
fearful for the safety of the lost child.
“The company set out,” says the Whig, “for a thorough and a last
search. The child had been in the woods three days and nights, and
many hearts were sunk in despondency at the utter hopelessness of
finding it alive. But to learn its fate or restore it was the determined
purpose of each. Half the day had been expended in advancing into
the forest. It was time for returning; but who could think of doing so
while an innocent child might be wandering but a few rods in
advance? On the company pushed, still deeper into the dense wilds.
The sun had reached the meridian, and was dipping down toward
the west. It seemed vain to look farther, and slowly and heavily those
stout-hearted men brushed a tear from their cheeks, gave up all as
lost, and, as their hearts seemed to die within them, commenced
their return. The line was stretched to include a survey of the
greatest possible ground; not a bush or tree, where it was possible
for a child to be concealed, within the limits of the line, was passed
without diligent search. Those at the extremities of the lines tasked
themselves to the utmost in examining the woods beyond the lines.
They had travelled for some time, when, at the farthest point of
vision, the man on one flank thought he saw a bush bend. He ran

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Understanding Management 8th Edition

Daft Solutions Manual

MANAGING HUMAN RESOURCES AND DIVERSITY

II. The Impact of Federal Legislation on HRM

III. The Changing Nature of Careers

IV. Finding the Right People

VI. Maintaining an Effective Workforce

VII. The Changing Workplace

VIII. Managing Diversity

IX. Factors Shaping Personal Bias

X. Factors Affecting Women’s Careers

B. The Opt-Out Trend

XI. Cultural Competence

XII. Diversity Initiatives and Programs

XIII. New Diversity Initiatives

ANNOTATED LEARNING OBJECTIVES

1. Explain the strategic role of human resource management.

4. Describe how organizations develop an effective workforce through training and

Training and development represent a planned effort by an organization to facilitate employees’

8. Explain the five steps in developing cultural competence in the workplace.

• Strengthen top management commitment. The most important component of a successful

• Choose solutions to fit a balanced strategy. To be most effective, solutions should be

Are You Ready to Be a Manager?

I. THE STRATEGIC ROLE OF HRM IS TO DRIVE ORGANIZATIONAL

Exhibit 9.1: Strategic Human Resource Management

A. The Strategic Approach

1. All managers are human resource managers.

2. Employees are viewed as assets. In today’s brutally competitive business

4. Current strategic issues of concern to managers include:

a. The right people to become more competitive on a global basis.

b. The right people to improve quality, innovation, and customer service.

c. The right people to retain during mergers and acquisitions.

d. The right people to apply new information technology for e-business.

New Manager Self-Test: Getting the Right People on the Bus

5. The three broad activities of HRM are as follows:

a. Find the right people.

b. Manage talent so people achieve their potential.

c. Maintain the workforce over the long term.

B. Building Human Capital to Drive Performance

Exhibit 9.2: The Role and Value of Human-Capital Investments

II. THE IMPACT OF FEDERAL LEGISLATION ON HRM

Exhibit 9.3: Major Federal Laws Related to Human Resource Management

III. THE CHANGING NATURE OF CAREERS

A. The Changing Social Contract

a. Volatile changes in the environment have disrupted this contract.

b. Organizations have downsized and careers no longer necessarily progress up a

Spotlight on Skills: What Is Your HR Work Orientation?

Exhibit 9.4: The Changing Social Contract

a. Employment insecurity is stressful, and it is harder to gain employee

b. To be compatible with the new social contract, HRM is revising performance

Business Blooper: Walmart

1. Becoming an Employer of Choice

a. An employer of choice is a company that is highly attractive to employees

b. HR practices also focus on intangibles (e.g., work/life balance, a trust-based work

2. Using Temporary and Part-Time Employees

3. Promoting Work–Life Balance

a. Telecommuting is one way organizations are helping employees lead more

b. Flexible scheduling for regular employees is also important in today’s workplace,

IV. FINDING THE RIGHT PEOPLE

Exhibit 9.5: Attracting an Effective Workforce

A. Human Resource Planning

b. What is the volume of business likely to be in the next 5 to 10 years?

c. What is the turnover rate, and how much, if any, is avoidable?