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Chapter 11 Managing Human Resources

True / False Questions 1. (p. 322) Managing the quantity and quality of employees is not an important managerial function. FALSE

AACSB: Reflective Thinking Bloom's Taxonom : !no"le#ge $iffic%lt : &as 'ea(ning )*+ective: ,

2. (p. 323) Work by management theorists such as Herzberg has helped managers to better understand human relations. TRUE

AACSB: Reflective Thinking Bloom's Taxonom : !no"le#ge $iffic%lt : &as 'ea(ning )*+ective: ,

3. (p. 323) The planning function of human resources management includes determining the status of current personnel hen planning human resource needs for the future. TRUE

AACSB: Reflective Thinking Bloom's Taxonom : Comp(ehension $iffic%lt : -e#i%m 'ea(ning )*+ective: ,

!. (p. 323) " #ob description is a ritten description of the qualifications necessary for a specific #ob. FALSE

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$. (p. 323) %ob analysis is a systematic procedure to determine the relati&e orth of &arious #obs. FALSE

AACSB: Reflective Thinking Bloom's Taxonom : !no"le#ge $iffic%lt : &as 'ea(ning )*+ective: ,

Multiple Choice Questions '. (p. 323) (n some companies) the department that handles the human resources management function is still called by this name* ". finance. +. marketing. ,. budgeting. D personnel. -. sales.

AACSB: Reflective Thinking Bloom's Taxonom : !no"le#ge $iffic%lt : -e#i%m 'ea(ning )*+ective: ,

.. (p. 323) "ll of the follo ing are acti&ities performed by human resources managers except ". planning. +. recruiting. C selling. /. training. -. compensating.

AACSB: Reflective Thinking Bloom's Taxonom : !no"le#ge $iffic%lt : -e#i%m 'ea(ning )*+ective: ,

0. (p. 323) " human resources manager deciding ho many positions an organization ill need is engaging in hich of the follo ing acti&ities1

". 2ecruiting ! 3lanning ,. Training /. 4elling -. ,ompensating

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5. (p. 323) The planning of human resources includes all of the follo ing except ". determining ho many employees and hat skills the organization needs. +. forecasting ho many employees the organization needs to hire and hat qualifications they must ha&e. ,. forecasting the supply of people in the ork force ho ill ha&e the necessary qualifications to meet the firm6s needs. /. considering the status of current personnel. E appraising performance.

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17. (p. 323) /etermining) through obser&ation and study) the specific tasks that comprise a #ob and the kno ledge) skills) and abilities necessary to perform it is called ". #ob description. +. #ob specification. ,. #ob design. D #ob analysis. -. #ob designation.

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11. (p. 323) The document that contains an o&er&ie of a #ob6s title) tasks) relationships ith other #obs) physical and mental skills required) duties and responsibilities is referred to as a #ob ". e&aluation. +. analysis.

C description. /. policy. -. procedure.

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12. (p. 323) The qualifications required for a #ob are spelled out in a #ob ". e&aluation. ! specification. ,. analysis. /. description. -. assessment.

AACSB: Reflective Thinking Bloom's Taxonom : !no"le#ge $iffic%lt : &as 'ea(ning )*+ective: ,

Essa" Questions

13. (p. 323) What is human resources management1

Human resources management is the process of determining an organization6s human resource needs and acquiring) de&eloping) and compensating people to fill them.

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True / False Questions 1!. (p. 32.) (nternal sources of applicants are found outside the firm. FALSE

AACSB: Reflective Thinking Bloom's Taxonom : !no"le#ge $iffic%lt : &as 'ea(ning )*+ective: 2

1$. (p. 32/) Testing is used to eliminate those ho do not meet the #ob specifications. TRUE

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1'. (p. 32/) "pplicants can ask questions about a #ob) its compensation) orking conditions) and more) during an inter&ie . TRUE

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1.. (p. 3201322) (t is not necessary to &erify an applicant6s references because most applicants tell the truth on applications or resumes. FALSE

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10. (p. 322) 8egal regulations are not much of a concern in the recruitment and selection process. FALSE

AACSB: Reflective Thinking Bloom's Taxonom : !no"le#ge $iffic%lt : &as 'ea(ning )*+ective: 2

Multiple Choice Questions 15. (p. 32.) (nternal recruiting has ad&antages o&er e9ternal sources) such as A impro&ed morale. +. higher costs. ,. a longer period of ad#ustment to the ne #ob. /. more effort to find the right candidate. -. all of the abo&e.

AACSB: Reflective Thinking Bloom's Taxonom : !no"le#ge $iffic%lt : &as 'ea(ning )*+ective: 2

27. (p. 32.) "ll of the follo ing ould be e9ternal sources for recruiting except ". ne spaper ad&ertisements. +. go&ernment placement ser&ices. ,. college campuses. /. professional #ournals. E company bulletin boards.

AACSB: Reflective Thinking Bloom's Taxonom : Comp(ehension $iffic%lt : &as 'ea(ning )*+ective: 2

21. (p. 324) 2ecruiting for entry:le&el managerial and professional positions is often carried on ". internally. +. by headhunters. C on college and uni&ersity campuses. /. ithout regard for affirmati&e action. -. in high schools.

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22. (p. 324) 3rofessionals ho specialize in luring qualified people a ay from other companies are kno n as ". tacticians.

+. strategists. C headhunters. /. counselors. -. career planners.

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23. (p. 324) 4election is a process that A consists of a series of steps to choose the best applicant. +. includes orientation. ,. includes riting #ob descriptions. /. includes forecasting future needs. -. in&ol&es assessing performance.

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2!. (p. 324) "ll of the follo ing ould likely be requested on an employment application form except ". name. +. address. C religion. /. phone number. -. education.

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2$. (p. 32/) ;ollo ing the inter&ie ) the ne9t stage of the employee selection process usually in&ol&es ". orientation. ! testing. ,. filling out insurance forms. /. reference checking. -. &ie ing company &ideos.

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2'. (p. 320) Which of the follo ing is restricted to specific go&ernment #obs and those in&ol&ing security or access to drugs1 ". ,holesterol tests +. 3hysical condition tests ,. ,ancer tests /. +lood pressure tests E 3olygraph tests

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2.. (p. 32/) "n inter&ie is ". the best ay to gather &erifiable data about a candidate. ! a chance to e9change information ith the candidate. ,. al ays a source of true information from the potential candidate. /. hen the inter&ie er should talk a lot. -. all of the abo&e.

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20. (p. 322) Managers in&ol&ed in checking an applicant6s references should be a are that an applicant6s former employer ill likely confirm only that the indi&idual did indeed ork there) but not pro&ide any information about the applicant6s ". ending date of employment. +. position title. ,. name of company department. D quality of ork. -. beginning date of employment.

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Essa" Questions

25. (p. 32.1324) What are some e9ternal sources for firms to fill #obs1

-9ternal sources include ne spaper ad&ertisements) professional #ournals) employment agencies) colleges) &ocational schools) recommendations from current employees) unsolicited applications) and online sources.

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True / False Questions 37. (p. 325) <rientation introduces a ne employee to the ethics and culture of the ne company. TRUE

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31. (p. 336) Training in&ol&es teaching managers and professionals ho to perform their #obs. FALSE

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32. (p. 336) Training is a &ital function of operations management. FALSE

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33. (p. 336) 3erformance appraisal is one of a manager6s most difficult tasks. TRUE

AACSB: Reflective Thinking Bloom's Taxonom : !no"le#ge $iffic%lt : &as 'ea(ning )*+ective: 3

3!. (p. 336) <b#ecti&e assessments must consider the ork en&ironment. TRUE

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Multiple Choice Questions 3$. (p. 325) <rientation is the human resources function that A includes tours) introductions) and socialization. +. pro&ides on:the:#ob training. ,. is okay to omit. /. de&elops equal pay information. -. occurs after the employee is on the #ob for se&eral months.

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3'. (p. 325) "n orientation ould likely include all of the follo ing except A inter&ie of finalists. +. tour of the building. ,. introductions to super&isors.

/. introductions to co: orkers. -. &ideotapes of company facts.

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3.. (p. 336) %oseph) a 3h./.) has orked in the =nion ,arbide research lab as a chemist for se&eral years. He is currently participating in a series of management seminars at company e9pense. This is an e9ample of A de&elopment. +. orientation. ,. training. /. an assessment center. -. performance appraisal.

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30. (p. 336) (f >reta recei&ed her training by atching &ideotapes and discussing case studies) then she most likely recei&ed the follo ing type of training* A classroom. +. apprenticeship. ,. on:the:#ob. /. &estibule. -. e9perimentation.

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35. (p. 336) "ll of the follo ing are ob#ecti&es of performance appraisal except to ". pro&ide employees ith feedback on performance. +. pro&ide the organization ith information on its de&elopment programs. ,. pro&ide a basis for re ard distribution. D train employees on ho to impro&e their performance. -. pro&ide employees ith information on hat they need to do to impro&e their performance.

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!7. (p. 336) The performance appraisal pro&ides information about ". employees6 personal li&es. +. the informal organization. ,. hat is on the grape&ine. D the quality of selection programs. -. product quality.

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!1. (p. 336) 4ub#ecti&e e&aluation tools include A ranking systems. +. number of defecti&e products turned out. ,. number of houses sold. /. sales &olume in dollars. -. number of customer referrals.

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!2. (p. 336) "ll of the follo ing ould be e9amples of ob#ecti&e assessments of an employee6s performance appraisal except ". a factory orker6s le&el of output. +. number of units sold for a salesperson. C a ranking system for an office orker. /. batting a&erage for a baseball player. -. shooting percentage for a basketball player.

AACSB: Reflective Thinking Bloom's Taxonom : !no"le#ge $iffic%lt : 3a(# 'ea(ning )*+ective: 3

Essa" Questions !3. (p. 336133,) What is a performance appraisal1

" performance appraisal identifies an employee6s strengths and eaknesses on the #ob. (t is one of the more difficult tasks of managers) yet it is &ery important.

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True / False Questions !!. (p. 332) " transfer is ad&ancement to a higher:le&el position ith increased authority) responsibility) and pay. FALSE

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!$. (p. 332) Transfers allo TRUE

orkers to obtain ne skills.

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!'. (p. 332) " separation is a horizontal mo&e from one #ob to another ithin a company. FALSE

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!.. (p. 333) Managers must take care to arn employees hen their performance is unacceptable. TRUE

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!0. (p. 332) Human resources managers ant to minimize losses due to separations and transfers because recruiting and training ne employees is e9pensi&e. TRUE

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Multiple Choice Questions

!5. (p. 332) When 4andy 4mith mo&ed to a ne #ob that in&ol&ed more responsibility and an increase in compensation) she recei&ed a ". transfer. +. demotion. ,. lateral mo&e. /. horizontal mo&e. E promotion.

AACSB: Reflective Thinking Bloom's Taxonom : Comp(ehension $iffic%lt : &as 'ea(ning )*+ective: .

$7. (p. 332) %im 4mith as recently mo&ed to a ne position in his company that in&ol&ed learning ne skills and ork assignments e&en though %im recei&ed no pay increase. This ould best be called a ". promotion. ! transfer. ,. separation. /. layoff.

-. mo&ement.

AACSB: Reflective Thinking Bloom's Taxonom : Comp(ehension $iffic%lt : &as 'ea(ning )*+ective: .

$1. (p. 332) " separation is A an employee6s departure from an organization. +. initiated by the employer. ,. initiated by the employee. /. a suspension of employment due to slo business conditions. -. a horizontal mo&e from one #ob to another ithin the same company.

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$2. (p. 332) -smerelda as terminated from her #ob by her employer because she as repeatedly late to ork? she ". resigned. ! as fired. ,. as laid off. /. as transferred. -. as do nsized.

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$3. (p. 333) To a&oid legal problems) before firing an employee) companies should ensure that ". they ha&e gi&en the person '7 days notice. +. they ha&e been unfair. ,. the employee is a member of a minority. D they ha&e documented all problems and arnings in the employee6s ork records. -. the employee did good ork.

AACSB: Reflective Thinking Bloom's Taxonom : !no"le#ge

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$!. (p. 333) /o nsizing is most likely the result of ". &iolations of company rules. +. e9cessi&e absenteeism. ,. frequent tardiness. D efforts to increase producti&ity and competiti&eness. -. e9cellent ork.

AACSB: Reflective Thinking Bloom's Taxonom : !no"le#ge $iffic%lt : &as 'ea(ning )*+ective: .

$$. (p. 33.) Human resources departments stri&e to ". minimize promotions and transfers. +. ma9imize losses due to separations and transfers. C minimize losses due to separations and transfers. /. ma9imize separations and transfers. -. none of the abo&e.

AACSB: Reflective Thinking Bloom's Taxonom : !no"le#ge $iffic%lt : 3a(# 'ea(ning )*+ective: .

Essa" Questions $'. (p. 3321333) >i&e some of the reasons for separation from an organization.

4eparations occur for se&eral reasons including each of the follo ing situations* terminations for poor performance) layoffs due to difficult business conditions) employee resignations) and retirements.

AACSB: Reflective Thinking Bloom's Taxonom : !no"le#ge $iffic%lt : -e#i%m 'ea(ning )*+ective: .

True / False Questions $.. (p. 33.) /esigning a fair compensation plan for employees is important because ages and salaries represent a substantial portion of an organization6s e9penses. TRUE

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$0. (p. 334) Wages are based on the number of hours an employee orks or the output achie&ed. TRUE

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$5. (p. 330) +enefits are an addition to regular compensation for e9ceptional performance. FALSE

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'7. (p. 33/) 3iece ages are based on the le&el of output achie&ed. TRUE

AACSB: Reflective Thinking Bloom's Taxonom : !no"le#ge $iffic%lt : &as 'ea(ning )*+ective: 4

'1. (p. 335) -mployee assistance programs may help employees stop smoking or abusing drugs. TRUE

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Multiple Choice Questions

'2. (p. 334) ;inancial compensation falls into t o general categories* ". time ages and piece ages. ! ages and salaries. ,. ages and commission. /. commission and bonus. -. salaries and bonuses.

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'3. (p. 33.1334) ,ompanies often determine the compensation for a specific #ob by ". conducting a #ob e&aluation. ! conducting a age@salary sur&ey. ,. thro ing darts at a board. /. asking the employee ho much he or she ants. -. all of the abo&e.

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'!. (p. 334) %une orks at Mc/onald6s t enty hours per eek as a grill operator. 4he ill probably be paid ith hich of the follo ing compensation methods1 ". ,ommission. ! Time ages. ,. 3iece ages. /. " bonus. -. " salary.

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'$. (p. 33/) To moti&ate employees such as car salespersons to sell as much as they can) they are paid A commissions. +. time ages. ,. piece ages. /. by units. -. the minimum.

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''. (p. 33/) The manager at a Amart store is probably paid ". a commission. +. time ages. ,. piece ages. /. by units. E a salary.

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'.. (p. 33/1330) (f a go&ernment agency paid its orkers additional compensation at the end of the year as a thank:you for good ork) this ould most likely be called ". ages. +. commission. ,. a salary. /. profit sharing. E a bonus.

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'0. (p. 330) "n employee stock o nership plan is ". a age. +. a bonus. C profit sharing. /. a salary. -. a commission.

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'5. (p. 330) Which of the follo ing is not a benefit1 ". Bacation pay +. Health insurance ,. 3ension plans D 4alary -. ,hild care

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.7. (p. 335) Which of the follo ing ould not typically be pro&ided by an employee assistance program1 ". 4top:smoking program +. ;itness center ,. ;inancial counseling /. /rug: or alcohol:abuse treatment E %ob security

AACSB: Reflective Thinking Bloom's Taxonom : !no"le#ge $iffic%lt : -e#i%m 'ea(ning )*+ective: 4

Essa" Questions

.1. (p. 33413.6) What are some of the ays a orker may be compensated1

" orker may be compensated ith ages) commission) bonuses) profit sharing) and benefits packages) including employee stock o nership plans) pension plans) health and life insurance) sick lea&e pay) &acation pay) credit unions) employee assistance programs) and childcare.

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True / False Questions .2. (p. 3.6) -mployees ho are dissatisfied ith their orking conditions or compensation ha&e to negotiate ith a labor union to bring about change. FALSE

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.3. (p. 3.,) >i&ebacks are concessions made by management to keep orkers orking. FALSE

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.!. (p. 3.2) 3icketing is a public protest against management practices. TRUE

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.$. (p. 3.2) " lockout is a court order that keeps employees from striking. FALSE

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.'. (p. 3.3) ,ompulsory arbitration may occur hen an outside party such as the federal go&ernment requests it to stop a prolonged strike that threatens to disrupt the economy. TRUE

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Multiple Choice Questions ... (p. 3.6) Workers seeking to impro&e pay and orking conditions may #oin together to form a labor ". group. +. cooperati&e. ,. committee. D union. -. force.

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.0. (p. 3.6) The ma#or reason for forming a labor union is that A a group has more clout ith management than an indi&idual. +. management al ays listens to groups. ,. unions are good social groups. /. unions are socialistic. -. unions force employers to hire too many people.

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.5. (p. 3.6) Workers ho #oin together in unions try to achie&e all of the follo ing ob#ecti&es except ". better pay. +. #ob security. ,. safer orking conditions. /. fe er hours. E more hours.

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07. (p. 3.2) To achie&e its ob#ecti&es) management may use ". boycotts. +. strikes. C lockouts. /. picketing. -. all of the abo&e.

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01. (p. 3.2) +ecause a strike has partly shut do n a company6s operations) management closes do n the rest of the plant so that none of the employees can go to ork? this is ". an in#unction. +. strikebreaking. ,. a boycott. D a lockout. -. picketing.

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02. (p. 3.,13.2) To achie&e its ob#ecti&es) labor may use all of the follo ing except ". picketing. +. strikes. ,. boycotts. D lockouts.

-. collecti&e bargaining.

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03. (p. 3.2) Which of the follo ing makes carrying out normal business operations difficult) if not impossible1 A " strike +. 3icketing ,. " boycott /. The blue flu -. "n in#unction

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0!. (p. 3.213.3) 3eople hired by management to replace striking employees are called ". arbitrators. ! strikebreakers. ,. conciliators. /. mediators. -. boycotters.

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0$. (p. 3.3) (f the negotiations bet een union and management representati&es come to a standstill and a third party is brought in to make suggestions or propose solutions to help resol&e the impasse) then the third party ould likely be aCnD ". arbitrator. ! conciliator. ,. mediator. /. strikebreaker. -. scab.

AACSB: Reflective Thinking Bloom's Taxonom : !no"le#ge $iffic%lt : -e#i%m 'ea(ning )*+ective: /

Essa" Questions 0'. (p. 3.,13.3) /iscuss tactics labor and management may use to gain their ob#ecti&es.

<ne of the more effecti&e eapons against management is the strike. (n addition) picketing can alert the public about the union6s concerns regarding a company) hile boycotts try to hurt management by asking people not to purchase the company6s products. <n the other hand) management may lockout orkers) hire strikebreakers to replace striking employees) or bring in outside assistance in the form of conciliation) mediation) or arbitration.

AACSB: Reflective Thinking Bloom's Taxonom : Comp(ehension $iffic%lt : -e#i%m 'ea(ning )*+ective: /

True / False Questions 0.. (p. 3.3) The participation of different ages) genders) races) ethnicities) nationalities) and abilities in the orkplace is kno n as di&ersity. TRUE

AACSB: Reflective Thinking Bloom's Taxonom : !no"le#ge $iffic%lt : &as 'ea(ning )*+ective: 0

00. (p. 3.3) characteristics of di&ersity are inborn and cannot be changed. FALSE

AACSB: Reflective Thinking Bloom's Taxonom : !no"le#ge $iffic%lt : &as 'ea(ning )*+ective: 0

05. (p. 3./) <ne of the benefits of di&ersity in the orkforce is the ability to better ser&e the needs of a

culturally di&erse customer base. TRUE

AACSB: Reflective Thinking Bloom's Taxonom : !no"le#ge $iffic%lt : &as 'ea(ning )*+ective: 0

57. (p. 3./) (ncreased di&ersity among an organization6s employees tends to increase employee commitment but reduce producti&ity. FALSE

AACSB: Reflective Thinking Bloom's Taxonom : !no"le#ge $iffic%lt : &as 'ea(ning )*+ective: 0

51. (p. 3./) " discriminatory atmosphere can harm producti&ity) increase turno&er) and sub#ect a firm to costly la suits. TRUE

AACSB: Reflective Thinking Bloom's Taxonom : !no"le#ge $iffic%lt : &as 'ea(ning )*+ective: 0

Multiple Choice Questions 52. (p. 3.3) The concept of di&ersity typically refers to differences in all of the follo ing except A income. +. age. ,. race. /. gender. -. nationality.

AACSB: Reflective Thinking Bloom's Taxonom : !no"le#ge $iffic%lt : &as 'ea(ning )*+ective: 0

53. (p. 3.3) "ge) gender) and race are EEEEE characteristics of di&ersity. ". secondary ! primary ,. unimportant /. cultural -. complementary

AACSB: Reflective Thinking Bloom's Taxonom : !no"le#ge $iffic%lt : &as 'ea(ning )*+ective: 0

5!. (p. 3./) Ha&ing a di&erse ork force has many benefits. <ne benefit is ". faster decision making. +. increased conflict among orkers of different cultural groups. ,. decreased employee commitment. D a greater ability to ser&e the needs of a di&erse customer base. -. decreased costs associated ith reaching di&erse target markets.

AACSB: Reflective Thinking Bloom's Taxonom : !no"le#ge $iffic%lt : 3a(# 'ea(ning )*+ective: 0

5$. (p. 3./) "ll of the follo ing are organizational benefits of fostering and &aluing ork:force di&ersity except ". increased orker producti&ity. +. reduced employee conflict. C reduced orker efficiency. /. increased inno&ation from employees. -. increased employee commitment.

AACSB: Reflective Thinking Bloom's Taxonom : !no"le#ge $iffic%lt : &as 'ea(ning )*+ective: 0

5'. (p. 3.3) 4econdary characteristics of di&ersity ". cannot be discarded. +. cannot be acquired. ,. are inborn. /. cannot be changed.

E can be changed.

AACSB: Reflective Thinking Bloom's Taxonom : !no"le#ge $iffic%lt : -e#i%m 'ea(ning )*+ective: 0

Essa" Questions

5.. (p. 3./13.0) What are some of the benefits associated ith ha&ing a culturally di&erse ork force1

,reating and maintaining a culturally di&erse ork force has many benefits* more producti&e use of human resources) reduced conflict among employees) more producti&e orking relationships) increased employee commitment) inno&ation) creati&ity) and an increased ability to ser&e the needs of a di&erse customer base.

AACSB: Reflective Thinking Bloom's Taxonom : !no"le#ge $iffic%lt : -e#i%m 'ea(ning )*+ective: 0

50. (p. 34,) What did Medallion6s H2M department do right in dealing ith the employees ho ere laid off1

Medallion6s H2M department implemented an employee assistance program for laid:off employees. This employee assistance program included free classes on #ob search tactics and rFsumF riting. These classes helped smooth the transition and orked to reduce any animosity the laid:off employees might ha&e felt to ard the organization.

AACSB: Reflective Thinking Bloom's Taxonom : !no"le#ge $iffic%lt : -e#i%m 'ea(ning )*+ective: 2

55. (p. 34,) What are some of the potential problems that must be dealt ith after an organization e9periences a ma#or trauma such as massi&e layoffs1

"fter a ma#or layoff) employee morale is likely to be &ery lo . (t is not uncommon for the remaining employees to 1D feel a sense of loss Cthey miss the people ho ere laid offD) 2D feel guilty for being kept) 3D feel uncertain about their o n professional future) and !D e9perience role ambiguity related to the ne and leaner structure.

AACSB: Reflective Thinking Bloom's Taxonom : Comp(ehension $iffic%lt : -e#i%m 'ea(ning )*+ective: 2

177. (p. 34,) What can Medallion do to make the team approach ork more smoothly1 What role do you think di&ersity training should play1

Medallion can smooth the transition to the team approach by ensuring employees are clear as to their roles and responsibilities. To ard that end) Medallion should pro&ide its employees ith ne #ob descriptions that include e9planation of ho the team is to function) and implement a di&ersity training program. ;inally) Medallion should ensure that its task force Cthat handles employee concernsD maintains employee confidentiality so employees do not fear retribution for &oicing concerns. /i&ersity training should play a key role in the transition because it ill help to reduce conflict Cand impro&e producti&ityD among employees of different ethnicities) races) religions) and se9ual orientations.

AACSB: Reflective Thinking Bloom's Taxonom : Comp(ehension $iffic%lt : -e#i%m 'ea(ning )*+ective: 2

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