Supervision Concepts and Skill Building 8Th Edition Certo Solutions Manual Full Chapter PDF

Chapter 05 - Managing Diversity
Supervision Concepts and Skill-Building 8th Edition

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Chapter 05
Managing Diversity
I. CHAPTER OVERVIEW
Diversity refers to the characteristics of individuals that shape their identities and the experiences they
have in society. Racial, cultural, ethnic, age, gender, and other kinds of diversity are welcomed and
considered to be a strength in business organizations today.
The number of women and minorities in the workforce is increasing. The workforce is aging as well,
and new technologies are brining the disabled into the workforce with valuable skills and insights.
Technical workers from abroad are bringing their expertise to many U.S. firms. All these changes
offer supervisors both a challenge to their management skills and an opportunity to build a strong and
flexible team of workers.
Prejudice is a preconceived judgment about an individual or group of people. Discrimination is unfair

or inequitable treatment based on prejudice. Stereotypes are generalized, fixed images we hold of
others.
Sexism and ageism discriminate against others on basis of sex or age. Supervisors should be aware
that sexism can be either subtle, as in sexist language, or blatant, as in sexual harassment, defined as
unwanted sexual attentions including language, behavior, or the display of images. Sexual harassment
is illegal. Ageism can cost the organization the benefit of experience, perspective, and judgment that
older workers bring. Discrimination based on age is illegal except in the case of a bona fide
occupational qualification (BFOQ).
A supervisor’s attitude about disability permeates to employees, and it is important that all persons are
treated with equal respect, regardless of their disability status. The Americans with Disabilities Act,
written in 1990, was designed to protect the 43 million Americans that have one or more physical or
mental disabilities. Supervisors must comply with the ADA to avoid charges of discrimination against
persons with disabilities.
Supervisors can communicate more effectively by being aware that verbal and nonverbal
communication varies in meaning across cultures. Avoiding slang and idioms, explaining technical
jargon, and checking for meaning will help improve communication.
Diversity training is intended to raise employee awareness of multiculturalism and help reduce such
barriers to success as prejudice and stereotypes. Other goals include improved communications,
interpersonal, and technical skills.
Title VII of the 1964 Civil Rights Act, amended in 1972, created the Equal Employment Opportunity
Commission, which investigates and acts on complaints of discrimination.
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II. TEACHING THE CONCEPTS BY LEARNING OBJECTIVES
Learning Objective 5.1: Define diversity
1. Key Term:
Diversity: Characteristics of individuals that shape their identities and the experiences they have
in society.
2. Teaching Notes:
Ensuring diversity within an organization offers supervisors the opportunity to make the best fit
between the employee and the job, allowing varied points of view to be aired and improving
decision making. Businesses and governments also are striving to acknowledge diversity in their
communications and interactions with citizens, employees, and customers.
3. Teaching example on defining diversity:
Take a survey of your class to see what different aspects of diversity are present, i.e., people
representing different race, culture, and ethnicity, people of different ages, and male/female ratio
in the class. Emphasize how diversity enriches a discussion and overall learning if students from
diverse backgrounds share their experiences with one another.
4. Exercise on defining diversity:
Have students talk to someone else in the class, i.e., someone from either another culture/ethnic
background, or someone older or younger in age, or of the opposite sex. Have them exchange
information on how they see their counterpart. What are their basic perceptions? How would they
describe these people? What do they like and dislike about these people/culture?
Learning Objective 5.2: Discuss how the U.S. workforce is changing and its impact on the
supervisor
1. Teaching Notes:
As recently as 1980, white men accounted for half of U.S. workers. Today, the participation of
women in the workforce has risen to above 50 percent, and a recent survey found that women held
half of all management, professional, and related occupations. The workforce also is expected to
continue to age, as some older workers postpone retirement to continue working and the first wave
of the large generation commonly called baby boomers reaches their 50s and 60s. The proportions
of African Americans, Asian Americans, and Hispanics in the U.S. population and workforce are
rising gradually and expected to continue to do so. Supervisors will deal with older workers,
telecommuters, flextime scheduling, ethnic holidays, and many other reflections of diversity that
affect day-to-day operations in the workplace.
Other kinds of changes are occurring, although on a smaller scale. Advances in technology are
enabling employees to customize their use of computers and telecommunications so that they can
perform a variety of jobs. Diversity also is influenced by local and international changes.
2. Teaching example on how the U.S. workforce is changing and its impact on the supervisor:
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A fascinating six-month study commissioned by WORKFORCE to determine the direction of HR

profession and the workplace over the coming decade provides 60 top predictions. Article is
published in Dushkin’s Annual Editions: Human Resources, 99/00, “HR 2008” by Floyd Kemske.
3. Exercise on how the U.S. workforce is changing and its impact on the supervisor:
Ask the students, working in teams of 4-5, to interview a manager of a local business to gain an
understanding of their perspective of diversity. Also, see how they incorporate the diversity issues
in their organizations. Have students prepare a short report and share it with the rest of the class.
Learning Objective 5.3: Differentiate among prejudice, discrimination, and stereotypes in

the workplace
1. Key Terms:
Corporate Culture: Beliefs and norms that govern organizational behavior in a firm
Prejudice: A preconceived judgment about an individual or group of people
Discrimination: Unfair or inequitable treatment based on prejudice
Stereotypes: Generalized, fixed images of others
2. Teaching Notes:
Supervisors today need new skills to communicate and collaborate effectively with a broader
range of people. The awareness of differences of all kinds is creating changes in the way firms
select, train, and motivate employees. It also can have a profound impact on the corporate culture.
Efforts to appreciate diversity are significant because negative attitudes and behaviors toward
some groups continue to be a problem. A recent survey found that many employees hear
inappropriate sexual remarks at work. Almost 3 out of 10 hear ethnic and racial slurs. Supervisors
need to discourage these behaviors because they create a negative work environment for everyone.
Often, slurs are signs of prejudice. Prejudice can be a subtle force. When prejudices motivate
decisions related to hiring, appraisal, and promotion, they can be construed as discrimination.
Discrimination is prohibited by law. Specifically, Title VII of the Civil Rights Act of 1964 makes
it illegal for an employer to discriminate on the basis of race, color, gender, religion, or national
origin in making decisions regarding hiring, firing, training, discipline, compensation, benefits,
classifications, or other terms or conditions of employment.
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A workplace tainted by prejudice and discrimination discourages and divides employees. If a

supervisor treats employees unfairly for any reason, the outcome is never positive. The unfair
treatment becomes widely known among employees, lowers morale and trust, and can eventually
hurt productivity. Sometimes talented employees become so frustrated that they quit.
Supervisors have a responsibility to help guard against discrimination. An important first step for
any supervisor is to know and acknowledge his or her own prejudices. Once recognized,
prejudices can be countered or even eliminated.
Supervisors need to be aware of the many distinctions between U.S. culture and behavior and the
norms of other countries. What matters in dealing with racial and cultural differences is avoiding
stereotypes. Supervisors must always guard against generalizing what they believe or observe
about a culture and using that to classify its members unfairly.
3. Teaching example on differentiating among prejudice, discrimination, and stereotypes in the

workplace:
Have students read the text article on Supervision and Diversity: “Avoiding Religious
Discrimination at Work.”
4. Exercise on differentiating among prejudice, discrimination, and stereotypes in the workplace:
Have the students complete the Class Skills Exercise. Discuss their responses to the questions and
examine diversity issues like prejudice or bias in judgment.
Learning Objective 5.4: Explain how sexism and ageism are barriers to diversity and how
supervisors can be more aware of them
1. Key Terms:
Sexism: Discrimination based on gender stereotypes.
Sexual Harassment: Unwanted sexual attentions, including language, behavior, or the display of
images
Ageism: Discrimination based on age
Bona Fide Occupational Qualification (BFOQ): An objective characteristic required for an

individual to perform a job properly
2. Teaching Notes:
Sexism is a barrier to diversity that many employers have taken steps to combat and prevent.
Whether it takes the form of sexist language, sexual harassment, or discrimination against gays or
lesbians, sexism challenges the supervisor’s efforts to ensure a fair and harmonious work
environment.
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Subtle use of language, such as the word chairman applied to a woman or stewardess instead of
the gender-neutral flight attendant, is a form of sexism that conscientious supervisors can most
readily overcome. More obvious sexism, such as passing over a woman for a physically
demanding job, asking a pregnant job applicant about child care arrangements, or denying a
promotion to a qualified woman, raises legal and ethical questions that a supervisor would have
difficulty answering. Such actions are rarely, if ever, justified, although the difficulty women and
minorities have experienced in rising through the corporate ranks is well-enough documented to
be given a name. The “glass ceiling” refers to a certain level of responsibility to which many
qualified applicants find themselves rising, and then no higher, despite their ability and
willingness to contribute further to the goals of the firm.
The most blatant form of sexism is sexual harassment. In most cases of sexual harassment, women
have been the victims and men the aggressors, but that need not be the case. No matter who is
involved, sexual harassment is illegal, and experts advise supervisors to adopt a policy of “zero
tolerance,” take any complaints seriously, and investigate them at once. Some states require
companies to train their supervisors in how to prevent sexual harassment. Even when not required
by law, supervisors and their companies may request training to help them meet their ethical
obligations and demonstrate that the supervisor and organization take the problem seriously. Also,
supervisors must be extremely cautious about entering into romantic relationships with individuals
who work at the same company. These relationships often create awkward situations that may be
considered unethical or even amount to a hostile environment for other employees.
The number of people aged 65 years and older in the U.S. labor force is growing for at least two
reasons:
 The share of the population that is 65 years and older is growing.
 More people in that age bracket have decided to continue working at least part-time.
Although older workers offer significant experience, they sometimes encounter discrimination.
Discrimination based on age is called ageism. Often, prejudices are at the root of ageism. Some
people expect older workers to perform less effectively, but evidence shows such negative
expectations are often unfounded. One concern—that older workers cost more—is true, but unlike
the stereotypes, older workers are not absent more than young workers, are not necessarily harder
to train, and are not just biding their time until retirement. Figure 5.3 summarizes 10 reasons for
hiring older workers.
As the baby-boomer generation ages, and as improvements in health care and nutrition allow for
longer and healthier lives, older workers are sure to become a more common sight. The Age
Discrimination in Employment Act (1967) makes it illegal to fail to hire, or fire, on the basis of
age. When inexperienced younger workers are given preference over equally or better-qualified
elders or when downsizing lets disproportionately more older workers go, ageism costs the
organization the benefit of experience, perspective, and judgment that senior workers can bring.
In a few rare cases, age represents what is called a bona fide occupational qualification (BFOQ).
In all other cases, experts suggest that supervisors should beware of making decisions based on
assumptions about age. Tests that measure proven job qualifications can ensure that age is not
being used as a discriminator and that valuable workers are not being overlooked or lost.
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3. Teaching example on how sexism and ageism are barriers to diversity and how supervisors can be
more aware of them:
The opening case “Do the Young Want Too Much at Ernst & Young?” illustrates the difference in
perception toward feedback among the younger and older workforce at E&Y. Have the students
read the case and discuss unintended consequences leading to age-related biases.
4. Exercise on how sexism and ageism are barriers to diversity and how supervisors can be more
aware of them:
Have students complete the Assessing Yourself quiz at the end of the chapter to understand
whether they carry an age bias. They can further write a self-reflective statement to explore why
they may have such a bias.
Learning Objective 5.5: Discuss how and why employers must accommodate employees’
disabilities
1. Key Terms:
Disability: A physical or mental impairment that substantially limits a major life activity, a record
of such an impairment, or being regarded as having such an impairment
Qualified individual with a disability: Person with a disability who, with or without reasonable
accommodation, can perform the essential functions of a particular job
2. Teaching Notes:
The Americans with Disabilities Act (ADA), written in 1990, was designed to protect the 43
million Americans that have one or more physical or mental disabilities. If a job applicant with a
disability is able to perform the necessary tasks to complete a prospective job, it is inappropriate
not to hire them simply because they have a disability. Employers must provide reasonable
accommodations to disabled persons, including making existing facilities readily accessible,
modifying work schedules, and providing qualified readers or interpreters.
The ADA mandates the elimination of discrimination against individuals with disabilities.
Employers are not allowed to deny an employment opportunity to a disabled job applicant who is
an otherwise qualified individual. It is extremely important for supervisors to comply with the
ADA and to convey to employees that it is inappropriate to discriminate against persons with
disabilities. A supervisor’s attitude about this topic permeates to employees, and it is important
that all persons are treated with equal respect, regardless of their disability status. Upholding the
ADA is an important step toward reducing bias and discrimination in the workplace.
3. Teaching example on how and why employers must accommodate employees’ disabilities:
Under the Americans with Disabilities Act (ADA), the determination of whether any particular
condition is considered a disability is made on a case by case basis. Certain specific conditions,
such as current substance abuse and visual impairment are not considered to be disabilities.
(http://en.wikipedia.org/wiki/Americans_with_Disabilities_Act_of_1990)
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4. Exercise on how and why employers must accommodate employees’ disabilities:
Use the Internet to search for the latest articles on the ADA. Discuss the issues covered and assess
the viewpoints expressed.
Learning Objective 5.6: Describe some ways to communicate more effectively in the diverse
workplace
1. Teaching Notes:
Figure 5.5 illustrates some possible sources of diversity in a work group.
Overcoming the challenges to supervising a diverse workforce can require consistent effort and a
willingness to learn from mistakes. But there are rewards, among them the confidence that such
behavior is both ethical and fair. Other advantages for the individual include:
 The opportunity to learn from the varied perspectives of those unlike ourselves
 A better motivated and more loyal team of employees
 Enhanced communication skills
 Improved management ability
 Enhanced opportunities for career advancement
The firm as a whole can also benefit from a supervisor’s successful efforts. Some advantages of
diversity for the business organization are:
 Greater ability to attract and retain the best employees for the job
 Increased productivity
 Higher morale and motivation throughout the company
 A more resilient workforce
 Greater innovation
 Reduced turnover
 Enhanced performance leading to greater market share
Even the best and most necessary efforts to manage diversity must be handled with care. Among
the many challenges supervisors face in the newly diverse workplace is:
 The task of adjusting job schedules and workloads to religious and ethnic holidays
 Family needs
 Unique arrangements such as job sharing and telecommuting
Special equipment and training are sometimes needed to ease the stress of a disability in a capable
employee or to tailor a workstation to an employee’s physical needs. Bilingual employee manuals
and the creation of benefit programs that offer medical coverage to life partners of either sex are
other examples. Adjustments like these, while beneficial to the firm, can occasionally create
dissatisfaction among other employees. Supervisors need to be aware that these problems also can
occur and be prepared to deal with them.
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Communication in the workplace is one area in which supervisors can serve as particularly good
role models of managing diversity constructively. Nonverbal communication is just as powerful in
many contexts as the actual words we say, and body language differs from one culture to another
(and even between genders) as much as spoken language does. It is important to try not to rely too
much on generalizations about culture, because even within cultures, there are variations in
behavior among individuals.
Nonverbal communication or body language seldom occurs without some accompanying words.
Verbal communication, both written and spoken, offers many opportunities for bridging the gaps
between cultures. One of the many ways in which supervisors can improve their communication
with others in the diverse workplace of the future is to choose words with extra care, particularly
when giving directions.
Many English words have more than one meaning, and the English language is full of slang,
idioms, and borrowed expressions. These have the potential to mislead, confuse, and frustrate
nonnative speakers of English and should be used with care, if at all.
Supervisors should also be aware that every industry has its own particular jargon and that
specialized terms can pose particular problems. Since even native speakers of English will find
jargon unfamiliar at first, explanations of terms should be a standard part of orientation and
training. When employees have a native language different from English, careful communication
is even more important. Differences among employees also may affect the communication
channels they select. Choices of communication media differ notably among age groups.
It is most important not to make assumptions in communications with others, particularly

regarding the way one’s own words and actions are interpreted. Thinking before communicating,
in order to understand the potential reaction to our words and gestures, is a good habit to foster.
Checking for understanding is a simple but very effective way to ensure that we are conveying the
meaning we intend.
2. Teaching example on describing some ways to communicate more effectively in the diverse
workplace:
Have students read the box article in the text, “Supervisory Skills: Supervising Workers Who
Don’t Speak the Same Language.”
3. Exercise on describing some ways to communicate more effectively in the diverse workplace:
Split the class into teams of 4-5 members. Have the students identify the differences between the
members of their teams (They could use the illustration in Figure 5.5 to identify sources of
diversity). Discuss the common language that helps in eliminating the differences and aids
cooperation among them.
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Learning Objective 5.7: Describe the goals of diversity training
1. Teaching Notes:
To reap the full benefits of having a diverse workforce, supervisors first need to ensure that
cultural differences are perceived by everyone as a positive force within the firm. Sometimes
formal diversity training is needed to raise employee awareness of multiculturalism and help
reduce such barriers to success as prejudice and stereotypes. These programs are often credited
with attracting minority recruits and raising sensitivity to differences among people. Improved
communications skills are also a common goal of diversity training, along with improving
interpersonal and technical skills, increasing English proficiency, and facilitating mentoring. Some
firms, however, have experienced a backlash against diversity training; problems include the
reinforcement of group stereotypes and even lawsuits based on offensive statements made during
“awareness raising” sessions.
Despite the risks of stereotypes and awkward comments, diversity training is especially important
for supervisors, because they interact directly with employees.
When diversity is embraced by top management and built into policies and procedures that are
fairly enforced, and when the goals of diversity training are continually reinforced within the
corporate culture, it has the greatest chance of contributing to the company’s goals. If such ideal
support is lacking, supervisors can still support diversity by consistently setting a good example in
their dealings with others.
2. Teaching example on describing the goals of diversity training:
Supervisors managing diverse teams could use some of the following approaches:
 Recognize that diversity will bring a greater skills base when managed properly
 Improve the overall climate on diverse project teams in order to improve satisfaction,
reduce conflicts, and improve team member retention
 Encourage creativity, flexibility, and innovation among team members which will allow
the growth of new ideas and challenge the normal organizational mindsets
(http://en.wikipedia.org/wiki/Diversity_training)
3. Exercise on describing the goals of diversity training:
Conduct a brainstorming session on what should be included in a diversity training program. What
ideally should be covered and what should be the dos and don’ts of such a program. The net result
of this exercise should be a list of topics that students, as a group, feel must be a part of diversity
training program as well as goals that should include improved communication and understanding,
multiculturalism, understanding of one’s biases and stereotypes, enhanced interpersonal
interaction, etc.
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Learning Objective 5.8: List the most important recent legislation affecting diversity and its
provisions
1. Teaching Notes:
Table 5.1 summarizes some major legislation that governs the areas of workplace diversity and
that supervisors should know. These rules govern hiring, pay, promotion, and evaluation, all
within the scope of the supervisor’s responsibilities.
The Equal Employment Opportunity Commission (EEOC) was instituted by Title VII of the 1964
Civil Rights Act as amended in 1972. The EEOC consists of five members appointed by the
president to serve a five-year term. This agency acts as the federal government’s major means of
enforcing equal employment opportunity laws and has the power to investigate complaints, use
conciliation to eliminate discrimination when found, and file discrimination charges on behalf of
an individual if needed. Individual states have also passed their own laws to fill perceived gaps in
federal law.
2. Teaching example on the most important recent legislation affecting diversity and its provisions:
The Americans with Disabilities Act prohibits the discrimination of disabled employees in the
private sector and encourages reasonable accommodation for them. Ask students to read the article
in Dushkin’s Annual Editions: Human Resources 99/00 is “Preemployment Questions Under the
Americans with Disabilities Act: An Overview of the October 1995 EEOC Guidelines.”
3. Exercise on the most important recent legislation affecting diversity and its provisions:
Divide the class in eight groups and give each group one legislation from Table 5.1. Ask students
to conduct an Internet/library search on the legislation and find recent court cases. Students should
prepare a short report to be discussed with the rest of the class about their findings.
III. ANSWERS TO REVIEW AND DISCUSSION QUESTIONS
1. What is diversity? How has its meaning changed?
Diversity is defined as the characteristics of individuals that shape their identities and the
experiences they have in society. People’s understanding of diversity has matured in recent
decades. The old “melting pot” model, in which immigrants were expected to assimilate their
language and culture into the mainstream, has long been left behind. The view today is that our
diversity is our strength.
2. Rasheen supervises the mail room for a large financial services firm. He has been told he will be
attending a diversity training program next week. Rasheen believes that since he has recently hired
three women from his native country he does not need to know any more about diversity. As his
supervisor, what would you say to Rasheen to prepare him for the training program?
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Rasheen needs to understand that diversity training is intended to bring about team work and
coordination which in turn will reduce barriers to success such as favoritism. As a supervisor, it is
important to stress that promoting diversity is important and encouraged within the company as
well as stated in the policies and procedures of the company.
3. Some research suggests that the increasing racial and cultural diversity in the United States is
limited to the larger cities. How would you account for this trend? Does it suggest that only
supervisors in these cities need be concerned about diversity?
Given the potential for meeting other individuals of the same culture or race, possibility of greater
job or business opportunities, racial or cultural diversity is greater in larger cities. However, this
does not mean supervisors in smaller cities should not be concerned about diversity. Your
customers, suppliers, distributors can come from any city and the business should prepare for this
in a proactive fashion rather than a reactive mode.
4. Distinguish between prejudice and discrimination. How do stereotypes contribute to each?
Prejudice is a preconceived judgment about an individual or group of people. Discrimination is

unfair or inequitable treatment based on prejudice. Stereotypes are generalized, fixed images we
hold of others. Stereotypes lead to prejudiced judgments which, when acted out, amounts to
discrimination.
5. Aaron, clerical supervisor for a health maintenance organization, wants to hire the best person for
the receptionist job. Ramona, his manager, is doubtful that the candidate Aaron has selected will
be capable because she uses a wheel-chair. Ramona is concerned that other workers will have to
spend a lot of time helping the receptionist get in and out of the office for lunch, breaks, and so on.
How can Aaron ensure that his candidate will be an asset to the firm?
Aaron’s focus should be on the qualification and the capabilities of the candidate, not the
disability. If with reasonable accommodation, the candidate is capable of doing the job, the person
is an asset.
6. List as many English expressions as you can think of that might be confusing to a nonnative
speaker of the language. Next to each, write a brief expression that conveys and same meaning
with greater clarity.
Student answers will vary. This can be used in conjunction with Learning Objective 5.6.
7. Mariah’s boss calls her “honey” although he refers to her co-workers as Jason, Rick, and Harrison.
How can Mariah ask her boss to correct this situation?
Mariah can let her boss know of her discomfort and request politely to be called by her name just
as her co-workers.
8. Several members of your team are out ill and you are falling behind your production schedule for
the week. A new employee comes to you and asks for a half day off for a religious holiday you
have never heard of. What should you do?
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Just because you have not heard of does not mean it does not exist. If the employee must have the
day for the religious reasons, it can be considered, however, there should be a system of advance
notice that the employee should be reminded of for future reference.
9. What is the EEOC, and what are its responsibilities and powers?
EEOC or The Equal Employment Opportunity Commission was instituted by Title VII of the 1964
Civil Rights Act as amended in 1972. This agency acts as the federal government’s major means
of enforcing equal employment opportunity laws and has the power to investigate complaints, use
conciliation to eliminate discrimination when found, and file discrimination charges on behalf of
an individual if needed.
IV. SKILL-BUILDING
You Solve The Problem
1. Reflecting back on page 117, consider the issue of diversity at Ernst & Young. Begin by
acknowledging that the members of your group may have diverse opinions on this subject. List the
ways in which members of your group are diverse. Do you include several ethnic or racial groups
and both sexes? Different ages? Different kinds of work experience? How else are you “diverse”?
Student answers may vary.
2. Discuss how Gen Y workers’ desire for frequent, even daily feedback affects a supervisor’s job.
(You might also consider whether the statements about young workers are valid, and why or why
not.) What might be harder about supervising such employees? What might be easier? How might
daily feedback affect the work group’s performance? Does accommodating differences in age-
related values make business sense? Ethical sense? Prepare a list of recommendations your group
can agree on for supervising young workers. Then identify any suggested recommendations your
group could not agree on.
Student answers may vary. The need for constant feedback for the younger generation could create
an operational issue for the management. The practice could also lead to older employees feeling
left out of the loop. As discussed throughout the chapter value additions in the form of technical
knowledge out of experience, alternate views, and better relations within team members are
benefits of accommodating age-related business sense and also reflects good ethics.
Recommendations may vary.
Case: Cultural Diversity in a Cookie Factory
Suggested Answers to Case
1. In what ways would prejudice and stereotypes make it more difficult for the supervisors in this
cookie business to improve relations with employees? How do the language differences contribute
to the challenge?
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Student answers will vary. Prejudice is a preconceived judgment about an individual or group of
people. Stereotype is a generalized, fixed image of others. Thankfully, in this case, the supervisor
has a positive prejudice and stereotype associated with Hispanic workers. But if the prejudices and
stereotypes would have been negative, the supervisors in this cookie business may not have hired
any new Hispanic workers and also not bothered about the existing Hispanic workers. The
supervisors would not have tried to understand the problems such workers were facing and thus,
the relationship between the two would never have improved. Language differences contribute to
the challenge because it makes it difficult for the supervisors and the Hispanic workers to
understand each other. This in turn makes it difficult for the relations to improve.
2. The manager in this factory brought in a cultural expert to improve understanding of the Hispanic
employees and enhance communication. Do you think this effort was more likely to improve
communication or just reinforce prejudices? Why?
Student answers will vary. Majority of the students may say that this effort was more likely to
improve communication. In this case, the manager has a positive prejudice for the Hispanic
employees. So, he need not have bothered to find out what do such employees actually feel. But,
bringing in a cultural expert shows that he was genuinely concerned about such employees.
3. What else might supervisors in this factory do to improve the way the company manages
diversity?
Student answers will vary. The manager must diligently follow the suggestions given by Lori
Madden. The suggestions in themselves can go a long way in improving the current situation. The
manager may hold one-to-one sessions with the employees at regular intervals in order to see
whether things are changing for the better or not.
Assessing Yourself: Avoiding Age Bias
Students are asked to respond to a set of statements to determine the level of their bias against age.
Scoring is given in the quiz. The responses to the “Pause and Reflect” questions will vary.
Class Skills Exercise: Managing Diversity
On five different topics and two questions for each topic, students are asked to respond with a brief
response and then compare or discuss their response as a class or engage in a “culture hunt.”
Building Supervision Skills: Providing Employee Orientation
Groups of students are asked to brainstorm strategies for bringing the new person onto the team in
such a way that the existing team members are accepting and welcoming.
The focus of the discussion should remain on qualifications and capabilities. Incorporating the new
individual should take place using effective socialization process with all team members having
participated in the decision collectively.
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Supervisor’s Hot Seat Video Case Answers:
“Working in Teams: Cross-Functional Dysfunction”
1. Page 82 speaks of the importance of rewards in motivating and determining the success of a
team. What kinds of rewards could Joe have offered to each of the members of the team
considering what he knows of them?
Rosa—Knowing that Rosa says she does not have a lot of time and will need help, Joe could
have given Rosa more specifics on the assignment she was given—knowledge of the exact
nature of an assignment cuts down preparation and project time, rewarding Rosa with more
time to get personal things done.
Simon—Joe could have given Simon more ownership/responsibility with the project in
regards to overseeing completion—Simon’s reward would be personal satisfaction and
leadership.
Cheng—Because Cheng is leaving the department soon, Joe should have been quick to use
this to motivate him. Joe could have made it clear that getting his part of the project done
would look better for him within the company, partial completion or handing it off to someone
else would not be acceptable.
1. Table 3.1 lists management activities related to quality assessment. Pick two characteristics
and show how Joe succeeded in effectively using them to better the group in the meeting.
Alternatively, pick two other characteristics that Joe did not use to facilitate the best outcome
from his group. What were the effects all the characteristics had on the significance of team
dynamic?
Openness and honesty—Joe lets everyone voice their opinions; no one is left out.
Leadership that does not dominate—Joe tries to balance hearing everyone’s concerns with
getting the job done; there is no authoritative feeling in the group.
Decisions made by consensus—Joe eventually has to make the project-assignment decisions
for the team since they are not, initially, happy about taking anything new on; this seems fine
with the team as someone needs to make the decision.
Acceptance of assignments—While Cheng and Rosa are willing to do the jobs assigned,
Simon leaves early and is not given a job before he leaves; Simon’s leaving makes things tense
and rushed, and there is a sense of incompletion.
Goals that are understood and accepted—Joe and the group understands that the project
needs to be done; everyone is on the same page in this respect.
Assessment of programs and results—n/a before project completion
Comfortable atmosphere—The atmosphere is strained with Joe being the leader, especially
since Simon has been with the company the longest. Also, initially, everyone seems to have
something else to do that prevents them from being apart of the task; this makes it harder for
Joe to run the meeting smoothly.
Involvement and participation—Joe wants everyone to have a task to accomplish so that the
project can get done as soon as possible; while everyone will have a job, Simon’s leaving
early makes things incomplete.
Debate and discussion—While Joe lets everyone talk, he also wastes time listening to the
personal/business issues that do not apply to the situation (Rosa’s mother-in-law, Cheng’s
moving departments); this drags the meeting on longer than needed and may be responsible
for Simon’s leaving for another appointment.
Atmosphere of listening—Joe listens while everyone shares his/her opinions; the team
dynamic is good in this respect, but Joe should be more careful not to let others get off-track.
5-14
Access to information—Joe writes a memo for the team so that everyone is on the same page
before/during the meeting; while this is good, Joe does not tell everyone to bring the memo
with them to the meeting, and Rosa and Simon do not, making Joe repeat points that should
not have to be gone over again.
Win-win approach to conflict—Joe stresses that the job needs to be done and also tries to
accommodate everyone in the process; this helps the team to know that they should all be
working to get the project done in a reasonable amount of time.
Relatively low turnover—Although we do not know how the project turns out, we know that
Simon leaves without being assigned a part; this creates tension in the group.
2. Simon has been with the company the longest amount of time. Knowing what you do about
Simon’s place in the company, how would you have tried to incorporate his input to have a
successful meeting and accomplish the team’s goals?
Personal student opinion
“Diversity: Mediating Morality”
1. Syl begins the meeting by setting forth the specific goals of (a) completing the project and (b)
how to get that work done. By focusing on these things, is she ultimately ignoring the problem
between the two men? How does this help or hurt the situation?
While it is good for Syl to want to get the project done, she is prolonging the issue between her
two employees. The problem is not that the two of them do not want to do the project, but that
one of them does not want to do it with the other involved. Syl needs to address both the
project and the prejudice. While she cannot change either man’s view of the other, she can
make it more clearly known that she recognizes the deeper issue and will take necessary
actions if things become more complicated.
2. Chapter 5 talks about the implications for the supervisor in managing diversity, one of which
is good communication and particularly nonverbal communication. What does Syl
communicate by her body language? Does this work? Could she have done something
differently to be successful and/or ease tensions during the meeting?
Syl comes as a proactive manager who is going to be there for her team whenever the team
needs her. She is reserved and business-like in her talking to both of the men. For this
meeting, Syl’s body language does work: she is able to project her willingness to solve the
problem but in an authoritative way. Syl could have possibly had the two men sit farther apart
or change the setting of the meeting altogether to change the tense dynamic.
3. At the end of the meeting, Syl asks Daniel to come up with an alternative plan to what Bob
has suggested be done. What would you have done to get Daniel more involved in the
situation to feel more empowered?
Personal student opinion
5-15
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— Eiköhän vaan lienyt Akim?… vitkallisesti kysyi Efrem.
— Mistä sinä sen tiedät? Akim. Tuli yöllä, hiiliä ruukussa, ja pihalle
hiipi ja tulen sytytti… kaikki minun palvelijani ovat todistajia. —
Tahdotko nähdä? Meidän olisi hänet oikeastaan pian jo kuljetettava.
— Kuomaseni, Naum Ivanitsh, — puhutteli häntä nyt vakavasti

Efrem, — laskekaa hänet irti, älkää tuhotko ukkoa kokonaan. Älkää
ottako sitä syntiä sielullenne, Naum Ivanitsh. Ajatelkaahan
tarkemmin — ihminen on epätoivoissaan, harhaantui, kuten näette…
— Mitä turhia, — keskeytti hänet Naum. — Kuinka minä voisin

hänet irtilaskea! Hän tulisi huomenna ja sytyttäisi uudelleen…
— Ei sytytä, Naum Ivanitsh, uskokaa se; Uskokaa, että teille

itsellenne siten tulee rauhallisempi — Oikeusjutun johdostahan
syntyy kaikenlaisia uteluita, kuten itse tiedätte.
— Entäs sitten? Ei minun tarvitse oikeutta pelätä.
— Kuomaseni, Naum Ivanitsh, miks'ei oikeutta pitäisi pelätä…
— Jo riittää; sinä näköjään olet jo aamusta, alkaen tänään ollut

juovuksissa vaikka tänään vielä on pyhä.
Efrem, yhtäkkiä, ihan odottamatta purskahti itkuun.
— Minä olen ehkä juovuksissa, mutta silti totta puhun, — nyyhkytti

hän.
— Vaan te, näin Kristuksen pyhän tähden, hänet armahtakaa.
— No, mennään nyt katsomaan.
Ja Naum meni portaille…

— Audotja Arefjevnan tähden antakaa hänelle anteeksi, — lisäsi
Efrem, seuraten häntä.
Naum meni kellarin ovelle ja aukasi sen selkosen selälleen. Efrem

arkana kurotti kaulaansa Naumin olan takaa ja töin tuskin erotti
matalan kellarin nurkassa Akimin. Entinen rikas talollinen, kaikkien
naapurien kunnioittama mies, istui oljilla, ikäänkuin pahantekijä,
kädet selän taakse sidottuina… Kuultuaan kolinaa, hän kohotti
päätään… Näytti, että hän oli kauheasti huonontunut viimeisen
kahden päivän ja varsinkin viime yön kuluessa — syvälle kuoppiin
painuneet silmät tuskin näkyivät korkean, kellertävän, vahanvärisen
otsan alta, kuivuneet huulet olivat siniset… Koko kasvot olivat
muuttuneet ja näyttivät nyt pelästyneiltä ja toivottomuuden
vääristämiltä.
— Nouse, ja tule ulos, käski Naum.
Akim nousi ja harppasi kynnyksen ylitse.
— Akim Semenitsh, — valitti Efrem, — hävitit sinä itsesi,

kyyhkyläiseni!
Akim katsahti äänettömänä häneen.
— Olisinpa tietänyt, mitä varten sinä viinaa pyysit, niin en olisi

antanut; toden totta, en olisi antanut, mahdollisesti itse olisin sen
kaiken juonut! Ah, Naum Ivanitsh, lisäsi Efrem, temmaten häntä
kädestä, — armahtakaa hänet ja päästäkää!
— Sinäpä olet leikkisä, — naurahtaen virkkoi Naum. — No tulehan

ulos, lisäsi hän, kääntyen Akimiin… Mitä odotat?
— Naum Ivanitsh… — alotti Akim.

— Mitä?
— Naum Ivanitsh, — toisti Akim, — kuule: minä olen syyllinen; itse

tahdoin sinulta hankkia oikeutta; mutta meidän välimme on jumalan
tuomittava. Sinä minulta kaikki otit, itse tiedät, kaikki, ihan viimeiseen
asti. — Nyt sinä minut itsenikin voit tuhota, mutta sen minä vaan
sinulle sanon; jos sinä minut nyt päästät — niin! olkoon menneeksi!
nauti kaikki! Minä suostun ja toivotan sinulle kaikkea hyvää. Minä,
jumalan edessä, vakuutan: lasket — katua ei sinun tarvitse. Jumala
kanssasi!
Akim sulki silmänsä ja vaikeni.
— Kuinka, kuinka, — uteli Naum: — voiko sinua uskoa!
— Kautta Jumalan, voipi, — tarttui puheeseen Efrem: — toden

totta, voipi. Minä hänen puolestaan, Akim Semenitshin nimittäin, olen
pääni valmis panttiin panemaan, ihan totta!
— Joutavia! — huudahti Naum. — Lähdemme!
Akim katsahti häneen.
— Niinkuin parhaaksi näet, Naum Ivanitsh. Sinun on valta. Paljon

sinä vaan tunnollesi otat. Mitäs, kun sinä et kerran voi itseäsi hillitä,
niin — lähdemme.
Naum vuorostaan katsahti miettivänä Akimiin. »Eiköhän itse

asiassa», ajatteli hän itsekseen, »pitäisi häntä päästää hitolle!
Muuten minut tämän jutun tähden kalvavat pahanpäiväisesti.
Audotjastakin olen ihan pääsemättömissä…» Kun Naum näin ajatteli
itsekseen — ei kukaan lausunut sanaakaan. Palvelija rattailla, jonne
avonaisten porttien kautta kaikki näkyi, vain nyökytteli päätään ja
sätkytteli ohjastenperillä. Toiset kaksi palvelijaa seisoivat rapuilla ja
myös vaikenivat:
— No, kuule, ukko, — alotti Naum; — kun minä sinut lasken irti —
ja kiellän nämä työläisenikin asiasta kellekään puhumasta (hän
samalla nyökäytti päällään työmiehiinsä), niin olemmeko sitten
toisistamme kuitit — ymmärrätkö minua — kuitit… vai mitä?
— Sanoinhan sinulle, nauti kaikki.
— Ethän enää tule minua velallisenasi pitämään?
— Et sinä minulle tule velkaa olemaan enkä minä sinulle.
Naum taas vaikeni.
— Vannotko sen Jumalan nimeen?
— Niinkuin Jumala on pyhä, — vastasi Akim.
— Kyllähän minä tiedän edeltäkäsin, että tulen tätä katumaan —

virkkoi
Naum, — niin se on; mutta käyköön kuinka tahansa! Anna tänne
kädet.
Akim käänsi selkänsä häneen päin; Naum rupesi päästämään

siteitä.
— Katsokin, ukkoseni, — lisäsi hän, päästellen nuoraa, — ja

muista, minä sinut armahdin, näetkö!
— Kyyhkyläiseni, Naum Ivanitsh, — virkkoi nyt liikutettu Efrem: —

Herra teitä kyllä palkitsee!
Akim puserteli turvonneita ja jäykistyneitä käsiään ja lähti
kulkemaan porttia kohti.
Naumille yhtäkkiä, nähtävästi, tuli katumus senjohdosta, että oli

vapauttanut Akimin. Sentähden hän kiljasi ilkeällä äänellä hänelle
perään:
— Katso vaan nyt hyvin eteesi ja muista, että sinä vannoit!
Akim kääntyi ja, luoden surullisen katseensa taloon, lausui

murheellisesti: — nauti hyväksesi iät kaiket… hyvästi.
Ja hän verkalleen poistui tielle Efremin saattamana. Naum viittasi

kädellään, käski riisua hevosen ja kääntyi tupaan.
— Mihin sinä nyt menet, Akim Semenitsh, etkö tulekaan meille? —

huudahti Efrem, havaitessaan, että Akim kääntyi vastakkaiselle
suunnalle.
— En, Efrem-hyvä, kiitos, — vastasi Akim… Menen katsomaan

mitä vaimo hommailee.
— Kerkiäthän myöhemmin… Nyt sensijaan pitäisi ilosta hieman

ryypätä…
— Ei, kiitoksia, Efrem… Riittää jo näinkin. Hyvästi. — Ja Akim

kulki edelleen taakseen katsahtamatta.
— Katsohan vain mimmoinen! Riittää jo näinkin! — virkkoi

loukkaantunut Efrem: — ja minä kun vielä hänen puolestaan
vannoin! Kas, tätäpä en olisi odottanut, — lisäsi hän harmissaan —
sen jälkeen mitä hänen puolestaan tein. Hyi!
Hän muisti, että oli unohtanut ottaa veitsen ja ruukun ja palasi
sentähden takaisin majataloon… Naum käski palvelijansa antamaan
hänelle nuo tavarat, mutta muuten ei ajatellutkaan häntä kestitellä.
Nyt harmistui Efrem vielä enemmän ja sellaisena, mutta myöskin
täysin selvänä, meni hän kotiinsa.
— No, mitä, — kysyi hänen vaimonsa: — löysitkö?
— Tietysti löysin, — vastasi Efrem, — kas tuossa, astiasi.
— Entä Akim? — erikoisella painolla kysäsi vaimo.
Efrem heilautti vihaisesti päätään.
— Akim. No mikähän hanhi hän tässä on! Minä hänen puolestaan

vannoinkin, ilman minua olisi hän joutunut vankilassa kitumaan,
mutta ei edes ryyppyä tarjonnut. Uljana Feodorovna, suo sinä edes
minulle yksi lasillinen.
Mutta Uljana Feodorovna ei suonut hänelle sitä, vaan päin vastoin

ajoi hänet tiehensä.
Samaan aikaan Akim vaelsi hitain askelin tietä pitkin Lisaveta

Prohorovnan kartanoa kohti. Hän ei vielä ollut oikein täydessä
tajussaan; koko hänen sisällinen olemuksensa värisi, niinkuin
ihmisellä, joka juuri on välttänyt silmin-nähtävän kuoleman. Hän
tuskin uskoi vapauteensa; tylsästi ihmetellen katseli hän vainioita,
taivasta ja leivosia, joita lenteli lämpimässä ilmassa. Eilis-iltana,
Efremin luona, eikä hän koko iltapäivänä nukkunut, muuten vaan
makasi liikkumattomana uunilla; ensin hän aikoi uudelleen viinalla
turruttaa ahdistavan tuskan tunteen, katkeran kaipauksen ja
voimattoman raivon… mutta viina ei voinut sitä lopullisesti
haihduttaa; hänen sydämessään riehui ja hän rupesi ajattelemaan,
kuinka voisi kostaa sortajalleen, Naumille… Hän keskitti ajatuksensa
häneen. Lisaveta Prohorovna ei juolahtanut hänen mieleensä ja
Audotjasta hän taas tahallaan repäsi ajatuksensa irti. Iltaan
mennessä kostonjano hänessä kasvoi voittamattomaksi, ja hän,
hyvä luontoinen ja heikko ihminen, kuumeisen kärsimättömänä
odotteli yötä, jolloin hän, niinkuin susi saaliinsa päälle, kekäle
kädessä hyökkäsi hävittämään entistä taloaan… Mutta sitten hänet
otettiin kiinni ja suljettiin… Kului yö. Mitä kaikkea hän ajattelikaan
sinä katkerana yönä! Vaikea on sanoin kuvata kaikkea sitä, mikä
liikkuu ihmisessä visseinä onnettomuuden hetkinä, kaikkea sitä
ahdistusta, jota hän kärsii; se on sitäkin vaikeampaa, kun kaikki tuo
tapahtuu ihan äänettömästi, ahdistus ei muodostu sanoiksi, vaan on
mykkä… Aamun valjetessa, Efremin tulon edellä, Akimille tuli
ikäänkuin helpompi olo… Kaikki on mennyt! ajatteli hän… Kaikki on
tuuleen hajonnut!… Jos hänellä olisi ollut huono luonto, jos hänen
sisällinen ihmisensä olisi ollut paha, niin sillä hetkellä hän olisi voinut
muuttua konnaksi, mutta pahuus ei kuulunut oleellisesti Akimin
luonteeseen. Odottamattoman ja ansaitsemattoman onnettomuuden
iskiessä ja hänen käsityksensä himmentäessä, ryhtyi hän pahaan
työhön; se riepotti hänet aivan riekaleiksi, mutta ei hengettömäksi, ja
jätti jälelle ainoastaan syvän väsymyksen… Tuntien oman
syyllisyytensä, repeytyi ihan irti kaikesta maallisesta ja rupesi
sydämellisesti rukoilemaan. Ensin rukoili kuiskaten, vihdoin hän,
ehkä huomaamatta, kovalla äänellä lausui: Jumalani! — ja kyyneleet
tulvivat hänen silmistään… Kauvan hän itki ja vihdoin rauhottui…
Ajatukset ehkä olisivat muuttuneet, jos hänen olisi pitänyt kärsiä
eilisen tekonsa johdosta… mutta hän, yhtäkkiä, sai vapautensa… Ja
tässä hän meni tapaamaan vaimoaan puolielävänä, murtuneena,
mutta rauhallisena.
Lisaveta Prohorovnan kartano sijaitsi noin puolitoista virstaa
kylästä, vasemmalle siitä tiestä, jota myöten Akim kulki.
Tienhaarassa, mistä kääntyi tie herrattaren asuntoon, hän pysähtyi
hetkeksi… ja sitten kulki ohitse. Hän päättikin, ensin mennä vanhaan
asuntoonsa, setävanhansa luoksi.
Pienenläntä ja jo hyvin lyhistynyt Akimin tupa oli ihan kylän

laidassa. Akim käveli kylän halki, kohtaamatta ristinsielua. Kaikki
ihmiset olivat kirkossa. Ainoastaan eräs sairas muori kohotti
akkunaa, katsoakseen häntä, ja tyttönen, kulkien tyhjää ämpäriä
kantaen kaivolle, saavutti hänet ja seurasi häntä katseellaan.
Ensimmäinen vastaantulija olikin juuri tuo setä, jota hän etsi. Ukko oli
aina aamusta asti istunut akkunan alla, multapenkereellä, nuuskaten
tupakkaa ja lämmitellen auringon paisteessa, hän ei ensinkään ollut
terve, siitä syystä hän ei kirkkoonkaan mennyt; hän oli juuri menossa
tervehtimään toista, myöskin vaivasta, naapurin ukkoa, kun yhtäkkiä
huomasi Akimin… Hän pysähtyi, antoi hänen tulla ihan lähelleen, ja,
katsahdettuaan häntä kasvoihin, virkkoi:
— Terve Akimiseni!
— Terve, — vastasi Akim ja, sivuuttaen ukon, meni pihamaalle.

Siellä olivat hänen hevosensa, lehmänsä, rattaansa; siellä myös
kävelivät hänen kanansa… Ääneti hän astahti tupaan. Ukko seurasi
häntä, Akim istuutui penkille pää käsien varaan. Ukko katsoi häneen
säälien, seisattuen oven pieleen.
— Missäs on emäntä? — kysyi Akim.
— Herrastalossa, — vikkelästi vastasi ukko.

— Hän on siellä. Tänne sinun elukkasi sijoitti, mutta arkut, joita oli,
hän otti sinne. Menenkö häntä kutsumaan?
Akim vaikeni hetken.
— Käyhän sitten, — virkkoi hän viimein.
— Ah, setä, setä, — huokasi hän tuskallisesti, samalla kun ukko

otti naulasta hattuaan: — muistatko sinä, mitä sinä minulle häitten
aattona sanoit?
— Kaikessa on Jumalan tahto, Akimiseni.
— Muistatko, sinä minulle sanoit, etten minä teidän talonpoikien

enään ollut vertainen, mutta nyt, katsohan, millaiset ajat tulivat… Itse
olen köyhä kuin haukka.
— Huonoilta ihmisiltä et pääse piiloon, — vastasi ukko: — hän ei

edes häpeä, kumpa olisi edes herran hallinto, niin kyllähän sitte,
mutta nyt mitä hänen pelätä? Susi kun on niin tietää suden tavatkin.
— Ja ukko pani hatun päähänsä ja meni.
Audotja oli juuri palannut kirkosta kotiin, kun hänelle ilmoitettiin,

että hänen miehensä setä häntä kyselee. Siihen asti hän oli häntä
harvoin tavannut. Hän ei majataloon juuri koskaan poikennut ja
muutoinkin eleli yksinäisyydessä, ainoastaan tupakkaa rakasti ja
hiljaisuutta.
Audotja meni hänen luokseen.
— Mitä sinulle, Petrovitsh? Vai onko jotain tapahtunut?

— Ei ole mitään tapahtunut, Audotja Arefjevna, miehesi vain sinua
kyselee.
— Onko hän siis palannut?
— On.
— Missä hän on?
— Kylässä, tuvassaan istut.
Audotja kävi levottomaksi.
— Mitä, Petrovitsh, — uteli hän, katsoen häntä suoraan silmiin: —

vihoitteleeko hän?
Ei siltä näytä, että vihottelisi.
Audotja loi maahan katseensa.
— No, mennään, — virkkoi hän, sitoi päähänsä suuren huivin ja

molemmat läksivät. Ääneti he kulkivat aina kylään asti. Kun he
saapuivat lähelle tupaa, valtasi Audotjan niin hirmuinen pelko, että
hänen polvensa vapisivat.
— Setäseni, Petrovitsh, — hätäili hän: — mene sinä ensiksi…

Ilmoita hänelle, että minä, näetkö, tulin.
Petrovitsh teki työtä käskettyä ja löysi Akimin istumassa syviin

mietteisiin vaipuneena ihan samalla paikalla, mihin oli hänet jättänyt.
— Mitä, — virkkoi Akim, — no, eikö hän tullut?
— Tuli, — vastasi ukko. — Portilla seisoo…

— No, lähetä hänet tänne.
Ukko meni ulos, viittasi Audotjalle kädellään, käskien hänen

mennä sisälle, mutta itse jäi multapenkille istumaan. Audotja
pelokkaana avasi oven, astui kynnyksen yli ja seisattui…
Akim katsahti häneen.
— No, Arefjevna, — alotti hän: — mitä me nyt rupeamme

tekemään?
— Olen syyllinen, — nyyhkytti hän.
— Mitä siitä, Arefjevna, kaikkihan me olemme syntisiä ihmisiä.

Mitä siitä turhia puhuu!
— Se oli hän, konna, joka meidät molemmat tuhosi, — puheli

Audotja valittavalla äänellä ja kyyneleet virtasivat hänen silmistään.
— Sinä, Akim Semenitsh, älä sitä sillen jätä, vaan vaadi häneltä pois
rahat. Älä minua säästä. Minä olen valmis tuomioistuimen edessä
tunnustamaan, että itse hänelle rahat annoin. Lisaveta Prohorovnan
piti talo myydä, mutta mitäs varten Naum meitä ryövää… Vaadi
häneltä rahat.
— Ei, minä en häneltä tule perimään rahoja, — ynseästi vastasi

Akim. —
Me olemme hänen kanssaan jo tehneet selvän.
Audotja ihmetteli. — Kuinka niin?
— Niinpä vaan. Tiedätkö sinä, — jatkoi Akim ja hänen silmänsä

paloivat: — tiedätkö sinä, missä minä vietin yöni? Et tiedä? Naumin
kellarissa, kädet ja jalat sidottuina, niinkuin lammas, niin, kas siellä
minä vietin yöni. Minä häneltä talon tahdoin polttaa, mutta hän minut
sai kiinni, Naum nimittäin; sukkela hän on kovin! Tänään minut olisi
kaupunkiin vienyt, mutta sitten armahti; siispä ei minun sovi häneltä
rahoja odottaa. Ja mitenkä minä saisinkaan häneltä rahat? Hän
kysyisi minulta varsin yksinkertaisesti: milloin olen sinulta rahoja
saanut? — Pitäisikö minun silloin sanoa: vaimo ne minulta varasti ja
sinulle antoi? Valehtelee, sanoi hän, sinun vaimosi. Vai eikö sinulla,
Arefjevna, vielä tarpeeksi ole häpeää? Vaikene kernaammin, sanon
sinulle, vaikene.
— Olen syyllinen, Semenitsh, olen syyllinen, — huudahti

uudelleen säikähtynyt Audotja.
— Ei siltä ole kysymys, — jatkoi Akim, vaiettuaan hetkisen: —

mutta siitä, mitä me rupeamme sinun kanssasi nyt tekemään? Taloa
meillä ei ole… rahoja ei myöskään…
— Jotenkin tulemme toimeen, Akim Semenitsh; Lisaveta

Prohorovnalta pyydämme, hän meitä auttaa; minulle Kirilovna niin
sanoi.
— Ei, Arefjevna, sinä saat Kirilovnasi kanssa häneltä pyytää;

tehän olettekin saman pellon marjat. Minä sinulle sensijaan sanon:
Jää sinä tänne Jumalan nimeen; minä tänne en jää. Onpa siunattu
asia, ettei meillä ole lapsia. Minä en joudu hukkaan. Yksin ei ole
hädässä.
— Mitä sinä, Semenitsh, uudelleenko kauppamatkalle lähdet?
Akim katkerasti naurahti.

— Hyvä minä olisinkin kauppamieheksi, ei voi muuta sanoa! Kas,
löysitpä nuorukaisen! Ei, Arefjevna, se ei ole yhtä helppoa kuin,
yhdeksi esimerkiksi, naimisiin meno; siihen ei vanha mies kelpaa.
Mutta minä en tännekään tahdo jäädä, siinä kaikki; en tahdo, että
minua sormin osotettaisiin… ymmärrätkö? Minä lähden syntejäni
anteeksi rukoilemaan, Arefjevna, kas, sinne minä menen.
— Mitä syntejä sinulla on, Semenitsh, — kysäsi arasti Audotja.
— No, ne minä tietysti itse tunnen, vaimoseni.
— Mutta kenenkä keralla sinä minut elämään jätät, Semenitsh?

Mitenkä minä ilman miestä elämään rupean?
— Kenen kerallako jätän? Ah, Arefjevna, mitenkä sinä todellakin

puhut! Ethän sinä tällaista miestä tarvitse, et ainakaan suuresti, kuin
minä olen, näin vanha ja vielä murtunut. Mitenkä! Tulithan toimeen
ennenkin, niinpä tulet vastakin. Mutta tavarat kaikki mitä meillä vielä
on, ota itsellesi kaikki!…
— Niin kuin tahdot, Semenitsh, — murheellisesti vastasi Audotja,

— sinähän sen paremmin tiedät!
— Aivan niin. Älä sinä vaan luule, että minä kantaisin vihaa sinua
kohtaan, Arefjevna. En, mitäpä vihotella, kun kerran niin on…
Aikaisemmin olisi pitänyt katsoa. Itse minä olen syyllinen — ja
tuomittu (Akim huokasi). — Jos tahdot mäkeä laskea, niin vedä
myös kelkkaasi. Olen jo vanha, aika on jo sieluaan ajatella. Minua
itse Jumala huomautti. Katsos, minä, vanha hupsu, nuoren vaimon
keralla tahdoin omaksi tyydytyksekseni elellä… Ei, veli-vanhus, sinä
nöyrry ja otsasi maahan iske ja kärsi sekä paastoa… Mutta nyt,
mene vaimoseni. Väsyin minä kovin, nukahdan vähän.
Akim oikaisi, ähkien, penkille.
Audotja yritti jotain sanoa, seisoi hetken, katsoi, mutta sitte

käännähti ympäri ja poistui…
— Mitä, eikö lyönyt? — kysyi häneltä Petrovitsh, istuen kokonaan

kyyryssä multapenkillä, kun Audotja tuli hänen kohdalleen. Audotja
ei vastannut sanaakaan. — Nähtävästi ei lyönyt, — virkkoi ukko
itsekseen, hymähti, siveli partaansa ja nuuskasi.
Akim toteutti aikomuksensa. Hän järjesti kiiruusti asiansa ja

muutaman päivän kuluttua edelläkerrotusta keskustelusta meni hän,
puettuna matkatamineisiin, jättämään vaimolleen jäähyväisiä. Hänen
vaimonsa oli asettunut herrastalon kylkirakennukseen. Heidän
jäähyväisensä olivat lyhyet… Siihen sattui tulemaan myös Kirilovna,
joka esitti, että Akim nyt poikkeaisi herratartakin tervehtimään. Siihen
Akim suostui. Lisaveta Prohorovna otti hänet vastaan hieman
levottomana, mutta ystävällisenä; kysyi matkan määrää. Akim
vastasi menevänsä ensiksi Kijeviin, mutta sieltä, mihin Jumala sallii
Herratar siunaili häntä ja päästi menemään. Siitä lähtien hän
aniharvoin näyttäytyi paikkakunnalla. Mutta aina silloin kun hän
saapui, toi hän herrattarelle siunatun ehtoollisleivän
tervehdyksineen… Sensijaan kaikkialla, mihin vaan
jumalaapalvelevaiset venäläiset ihmiset liikkuivatkin, saattoi kohdata
hänet heikontuneena, mutta aina yhtä arvokkaan näköisenä.
Maanääreltä toisaalle heittelehti hän hiljaisin mutta

pysähtymättömin askelin — sanovat, että hän oli ollut itse
Jerusalemissakin… Hän näytti kaikinpuolin rauhalliselta ja
onnelliselta, ja paljon puhuivat hänen hyväsydämisyydestään ja
ystävällisyydestään ne ihmiset, joitten onnistui päästä hänen
seuraansa.
Mutta Naumin talous samaan aikaan meni mahdollisimman hyvin.
Elävästi ja pontevasti tarttui hän asiaan ja, niin kuin sanotaan,
yhtäkyytiä meni mäen päälle. Kaikki naapurit tiesivät, millä keinoilla
hän sai majatalon, tiesivätpä, että Audotja oli hänelle antanut
miehensä rahat; eikä kukaan pitänyt Naumista hänen kylmän ja
raa'an esiintymisensä tähden… Katkerasti puhuivat hänestä, että
hän kerran, kun Akim itse matkan varrella poikkesi majatalon
akkunan alle pyytämään apua, olisi vastannut, että kyllä Jumala
antaa, mutta itse ei ollut mitään antanut. Kalkkien oli kuitenkin
myönnettävä, ettei häntä onnellisempaa ihmistä ollut olemassa; vilja
hänelle kasvoi parempi kuin naapureille, mehiläiset antoivat mettä ja
yksin kanatkin munivat enemmän; elukat eivät milloinkaan
sairastelleet, eivätkä hevoset ontuneet… Audotja pitkiin aikoihin ei
voinut kuulla hänen nimeänsäkään mainittavan (hän otti vastaan
Lisaveta Prohorovnan tarjouksen ja rupesi uudelleen hänen
palvelukseensa ylimmäisenä neulojattarena); mutta viimein hänen
kammonsa jonkunverran heikkeni; sanotaan, että puute ajoi hänet
Naumin puheille, joka antoi hänelle satasen ruplaa… Emme rupea
liian ankarasti Audotjaa tuomitsemaan: köyhyys vaikka kenen
nöyryyttää; mutta yhtäkkinen elämänmuutos hänet pian vanhenti ja
vakaannutti: ihan on vaikea uskoa, kuinka pian hän tyhmistyi;
menetti kauneutensa ja muutenkin masentui…
— Mitenkä kaikki loppui? — kysyy lukija.
Kas näin: Naum menestyksellä isännöityään noin viisitoista vuotta,

möi talonsa edullisella hinnalla toiselle… Hän ei koskaan olisi
eronnut talostaan, ellei olisi sattunut seuraavaa, näennäisesti varsin
mitätöntä seikkaa: Kahtena aamuna peräkkäin hänen koiransa
akkunan alla kauheasti ja valittavasti ulvoi; hän meni toisella kerralla
ulos, katsoi tarkasti ulvovaan koiraan, nyökäytti päätään, matkusti
kaupunkiin ja samana päivänä vielä sopi hinnasta ostajan kanssa,
joka jo ennemmin oli hänen taloansa katsellut… Viikon kuluttua hän
matkusti jonnekin kauvas — pois koko läänistä. Uusi isäntä asettui
hänen tilalleen, ja mitä olla? Ihan samana iltana talo paloi
perustuksiaan myöten, ei mitään pelastunut, ja Naumin seuraaja
joutui kerjäläiseksi. Lukija kyllä ymmärtää, mimmoiset jutut
naapuristossa tämän johdosta nousivat… Nähtävästi, hän oman
»onnensa» mukanaan vei, sanoivat kaikki… Hänestä kertoo huhu,
että hän on ryhtynyt viljakauppaan, jolla on kovin rikastunut.
Kuinkahan kauvaksi? Ei ainoastaan tuollaiset patsaat ole kaatuneet,
ja huonolle työlle ennemmin tahi myöhemmin tulee huono loppu.
Lisaveta Prohorovnasta ei ole paljon sanottavaa: vielä elää, kuten
usein on senkaltaisten ihmisten laita, samanlaisena, ei edes ole
paljoa vanhentunut, hieman vaan on kuivemmaksi käynyt; itaruus
hänessä on iän kanssa kovin lisääntynyt, vaikka on vaikea tietää,
ketä varten hän oikein kokoo, sillä hänellä ei ole lapsia, eikä hän ole
muutenkaan kehenkään sidottu. Keskustelussa hän usein muistelee
Akimia ja sanoo, että siitä asti kun tuli tuntemaan hänen todellisen
kohtalonsa ja luonteensa, hän venäläistä talonpoikaa kovin
kunnioittaa. — Kirilovna häneltä melkoisella summalla osti itsensä
vapaaksi ja meni naimisiin, rakkaudesta, sanovat, erään nuoren
valkotukkaisen asioitsijan kanssa, joka häntä nyt varsin julmasti
kohtelee. Audotja elelee vanhoillaan Lisaveta Prohorovnan naisten
tuvassa, mutta hän on arvossa laskeutunut entisestään muutamia
rappusia alemmaksi, pukeutuu köyhästi, melkein likasesti, siististä
kamaripalvelijattaresta hänessä ei enää näy jälkeäkään… Häntä ei
kukaan huomaa, ja hän itse on iloinen kun häntä ei huomata. Ukko
Petrovitsh kuoli. Mutta Akim yhä vaan vaeltelee ja Jumala yksin
tietää miten paljon hänen on vielä vaellettava! —
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Chapter 05 - Managing Diversity

Supervision Concepts and Skill-Building 8th Edition

Prejudice is a preconceived judgment about an individual or group of people. Discrimination is unfair

II. TEACHING THE CONCEPTS BY LEARNING OBJECTIVES

Learning Objective 5.1: Define diversity

3. Teaching example on defining diversity:

4. Exercise on defining diversity:

A fascinating six-month study commissioned by WORKFORCE to determine the direction of HR

Learning Objective 5.3: Differentiate among prejudice, discrimination, and stereotypes in

Prejudice: A preconceived judgment about an individual or group of people

Discrimination: Unfair or inequitable treatment based on prejudice

Stereotypes: Generalized, fixed images of others

A workplace tainted by prejudice and discrimination discourages and divides employees. If a

3. Teaching example on differentiating among prejudice, discrimination, and stereotypes in the

4. Exercise on differentiating among prejudice, discrimination, and stereotypes in the workplace:

Sexism: Discrimination based on gender stereotypes.

Ageism: Discrimination based on age

Bona Fide Occupational Qualification (BFOQ): An objective characteristic required for an

4. Exercise on how and why employers must accommodate employees’ disabilities:

Figure 5.5 illustrates some possible sources of diversity in a work group.

It is most important not to make assumptions in communications with others, particularly

Learning Objective 5.7: Describe the goals of diversity training

2. Teaching example on describing the goals of diversity training:

3. Exercise on describing the goals of diversity training:

III. ANSWERS TO REVIEW AND DISCUSSION QUESTIONS

1. What is diversity? How has its meaning changed?

4. Distinguish between prejudice and discrimination. How do stereotypes contribute to each?

Prejudice is a preconceived judgment about an individual or group of people. Discrimination is

You Solve The Problem

Student answers may vary.

Case: Cultural Diversity in a Cookie Factory

Suggested Answers to Case

Assessing Yourself: Avoiding Age Bias

Class Skills Exercise: Managing Diversity

Building Supervision Skills: Providing Employee Orientation

Supervisor’s Hot Seat Video Case Answers:

“Working in Teams: Cross-Functional Dysfunction”

Personal student opinion

“Diversity: Mediating Morality”

Personal student opinion

— Kuomaseni, Naum Ivanitsh, — puhutteli häntä nyt vakavasti

— Mitä turhia, — keskeytti hänet Naum. — Kuinka minä voisin

— Ei sytytä, Naum Ivanitsh, uskokaa se; Uskokaa, että teille

— Entäs sitten? Ei minun tarvitse oikeutta pelätä.

— Kuomaseni, Naum Ivanitsh, miks'ei oikeutta pitäisi pelätä…

— Jo riittää; sinä näköjään olet jo aamusta, alkaen tänään ollut

Efrem, yhtäkkiä, ihan odottamatta purskahti itkuun.

— Minä olen ehkä juovuksissa, mutta silti totta puhun, — nyyhkytti

— No, mennään nyt katsomaan.

Ja Naum meni portaille…

Naum meni kellarin ovelle ja aukasi sen selkosen selälleen. Efrem

— Nouse, ja tule ulos, käski Naum.

Akim nousi ja harppasi kynnyksen ylitse.

— Akim Semenitsh, — valitti Efrem, — hävitit sinä itsesi,

Akim katsahti äänettömänä häneen.

— Olisinpa tietänyt, mitä varten sinä viinaa pyysit, niin en olisi

— Sinäpä olet leikkisä, — naurahtaen virkkoi Naum. — No tulehan

— Naum Ivanitsh… — alotti Akim.

— Naum Ivanitsh, — toisti Akim, — kuule: minä olen syyllinen; itse

Akim sulki silmänsä ja vaikeni.

— Kuinka, kuinka, — uteli Naum: — voiko sinua uskoa!

— Kautta Jumalan, voipi, — tarttui puheeseen Efrem: — toden