ORGB, 5th Edition Solution Manual

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1Chapter 1: Organizational Behavior and OpportunityChapter1Organizational Behavior and OpportunityIn This Chapter, You’ll Find:ChapterOverviewLearning OutcomesKeyTermsPowerPointGuideReviewQuestionsand AnswersDiscussion and Communication Questions and Suggested AnswersEthicalDilemmaSelf-Assessments—What about You?Issues inDiversityExperientialExercisesAdditionalExamplesCaseStudyand Suggested Responses:Facebook: Opportunities, Problems, and AmbitionsVideo:Profile on Holden Outerwear Managing in a Global EnvironmentStudent handouts:Ethical DilemmaWhat About You?: Analyze Your Perceptions of ChangeIssues in Diversity: Women Triumph in Times of Recession—Really?Experiential Exercise: What’s Changing at WorkExperiential Exercise: My Absolute Worst JobCase Study: Facebook: Opportunities, Problems, and AmbitionsChapter OverviewThis chapter provides an introduction to the subject of organizational behavior.It begins byproviding an overview of human behavior in organizationsandthe interdisciplinaryinfluenceson that behavior.Next, it describesbehavior in changing times. Third, it discussestheorganizational context in which behavior occursand theopen systems view of organizations.This is followed by a discussion onformal and informalorganizations.Next, it describesthediversity of organizations and the opportunities that arise in times of change. The chapter closeswith a discussion of the different ways that people learnabout organizational behavior.Learning Outcomes

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2Chapter 1: Organizational Behavior and OpportunityAfter reading this chapter,studentsshould be able to do the following:1Define organizational behavior.People can define organizational behavioras the study ofindividual behavior and groupdynamics in organizations.The study of organizational behavior is primarily concerned with thepsychosocial, interpersonal, and behavioral dynamics in organizations. However,organizationalvariables that affect human behavior at work are also relevant to the study of organizationalbehavior.Organizational behavioris a blended discipline that has grown out of contributionsfrom numerous earlier fields of study. The sciences ofpsychology, sociology, engineering,anthropology, management, and medicinehave all contributed to our understanding of humanbehavior in organizations.2Identify four action steps for responding positively in times of change.Early research of individuals and organizations in the midst of environmental change found thatpeople often experience change as a threat and respond by relying on well-learned and dominantforms of behavior. That is, people often become rigid and reactive in the midst of change, ratherthan open and responsive. This behavior works well in the face of gradual, incremental change.However, rigid and well-learned behavior may be a counterproductive response to significantchange, such as outsourcing.Eric Brown, CEO of Johnson Products Company, Inc.,recommendslooking for the positive opportunities in change and viewing challenge as a good rather than badexperience.His action steps for adapting to change areas follows:•Havea positive attitude•Askquestions•Listen to the answers•Becommitted tosuccess3Identify the important system components of an organization.Organizations are open systemsof interacting components, includingpeople,tasks, technology,andstructure.These internal components also interact with components in the organization’stask environment.In addition to these major internal components, the organization as a systemhas an external task environment composed of different constituents such as suppliers,customers, and federal regulators. The organization systemworks by takinginputs, convertingthem into throughputs, and deliveringoutputs to its task environment.

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3Chapter 1: Organizational Behavior and Opportunity4Describe the formal and informal elements of an organization.The open systems view of organizations suggests that they are designed like clockwork, with aneat, precise, interrelated functioning.The formal organization is the official, legitimate, andmost visible partof the organization, and this is the partthat enables people to think oforganizations in logical and rational ways. Thesnake pit metaphor originates from the study oftheinformal organization, whichis unofficial and less visible. The informal elements of theorganization are often points of diagnostic and intervention activities in organizationaldevelopment, though the formal elements must always be considered because they provide thecontext for the informal.5Identify factors that contribute to the diversity of organizations in the economy.Most attempts to explain or predict organizational behavior rely heavily on factors within theorganization and give less weight to external environmental considerations. Yet organizationalbehavior always occurs in the context of a specific organizational setting, so students can benefitfrom being sensitive to that industrial context and from developing an appreciation for thediversity of various organizations.Large and small organizations operate in each sector of theeconomy:the private,manufacturing, service, government, and nonprofitsectors.6Describethe opportunities that change creates for organizational behavior.Global competition, which is a leading force driving change at work, has increased significantlyduring the past few decades, especially in industries such as banking, finance, and airtransportation. Corporate competitioncreatesperformance and cost pressures, changesthathavearipple effectonpeopleand theirbehavior atwork.Furthermore, although competition may leadto downsizing and restructuring,it also provides the opportunity for revitalization.Too muchchange, however, leads to chaos, and too little change leads to stagnation.Global competitionhas challenged organizations to become more customer focused, to meet changing product andservice demands, and to exceed customers’ expectations of high quality. Quality has the potentialto give organizations in viable industries a competitive edge against international competition.Quality has become a rubric for products and services of high status. Quality improvementenhances the probability of organizational success in increasingly competitive industries.Organizations that do not respond to customer needs find their customers choosing alternativeproduct and service suppliers who are willing to exceed customer expectations.Over and abovethe challenge of quality improvement to meet international competition, managing organizationalbehavior during changing times is challenging for at leastthreeother reasons:•The increasing globalization of organizations’ operating territory•The increasing diversity of organizational workforces

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4Chapter 1: Organizational Behavior and Opportunity•The continuing demand for higher levels of moral and ethical behavior at work7Demonstrate the value of objective knowledge and skill development in the study oforganizational behavior.The study of organizational behavior is based on scientific knowledge and applied practice.Itinvolves abstract ideas, such as valence and expectancy in motivation, as well as concretematters, such as observable behaviors and medical symptoms of distress at work. Therefore,learning about organizational behavior includes at least three activitiesthat are as follows:•The science of organizational behavior requires the mastery of a certain body of objectiveknowledge. Objective knowledgeresults from research, experimentation, andscientificobservation.•The practice of organizational behavior requires skill development based on knowledgeand an understanding of oneself in order to master the abilities essential to success.•Both objective knowledge and skill development must be applied in real-world settings.Although organizational behavior is an applied discipline, students are not “trained” inorganizational behavior. Rather, they are “educated” in organizational behavior and arecoproducers in learning.Key TermsOpportunities (p.3)Change (p. 3)Challenge(p.3)Organizational behavior(p.3)Psychology(p.4)Sociology(p.4)Engineering(p.4)Anthropology(p.4)Management(p.4)Medicine(p.4)Task(p.6)People(p.6)Technology(p.6)Structure(p.6)Formal organization(p.7)Informal organization(p.7)Hawthorne studies(p.7)Objective knowledge(p.12)

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5Chapter 1: Organizational Behavior and OpportunitySkill development(p.12)PowerPoint GuideSlide2–3—Learning OutcomesLO1: Defineorganizational behavior.Slide3—LO–1.1Slide4—Organizational BehaviorSlide5—Models of Human Behavior:Externaland Internal PerspectiveSlide6—Interdisciplinary Influences on Organizational BehaviorLO2: Identify four action steps for responding positively in times of change.Slide7—LO–1.2Slide8—Steps for Adaptingto ChangeLO3: Identify the important system components of an organization.Slide9—LO–1.3Slide 10—Figure 1.1:AnOpen Systems View of OrganizationLO4: Describe the formal and informal elements of an organization.Slide 11—LO–1.4Slide 12—FormalandInformal OrganizationSlide 13—FormalandInformal Elements of OrganizationsLO5: Identify factors that contribute to the diversity of organizations in the economy.Slide 14—LO–1.5Slide15—Sectors of the U.S. EconomyLO6: Describe the opportunities that change creates for organizational behavior.Slide 16—LO–1.6Slide17—Impact ofGlobal CompetitiononBusinessSlide18—Key Questions in Evaluating Quality-Improvement IdeasSlide19—Six SigmaSlide 20—Table 1.1:ContrastingSix SigmaandTotal Quality ManagementSlide 21—Seven Categories in Malcom Baldridge National Quality Award ExaminationSlide22—Challenges to Managing Organizational BehaviorLO7: Demonstrate the value of objective knowledge and skill development in the studyof organizational behavior.

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6Chapter 1: Organizational Behavior and OpportunitySlide23—LO–1.7Slide24—Figure 1.3:Learningabout Organizational BehaviorSlide25—Learning about Organizational BehaviorSlide26—Learning from Structured ActivitySlide27—Holden OuterwearKey TermsSlide 28—Key TermsSummarySlides29-30—SummaryReview Questions and Answers1.Define organizational behavior. What is its focus?Organizational behavior is the study of individual behavior and group dynamics inorganizations.The study of organizational behavior is primarily concerned with thepsychosocial, interpersonal, and behavioral dynamics in organizations. However,organizational variables that affect human behavior at work are also relevant to the study oforganizational behavior. These organizational variables include jobs, the design of work,communication, performance appraisal, organizational design, and organizational structure.2.Identify the four action steps for responding positively to change.The four action steps for responding positively to change areas follows:•Have a positive attitude•Ask questions•Listen to the answers•Becommitted to success3.What is an organization?What are its four system components?Give an example of each.An organization is an opensystem ofinteracting components.The four components thatmake up the systems framework arepeople (e.g., employees), tasks (e.g., mission,purpose,etc.), technology (e.g., tools and knowledge), and structure (e.g., work design, organizationaldesign).4.Briefly describe the elements of the formal and informal organization.Give examples ofeach.

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7Chapter 1: Organizational Behavior and OpportunityThe formal organizationisthe official, legitimate, and most visible part of the organization,and this is the part that enables people to think of organizations in logical and rational ways.The formal elements of an organization are goals and objectives, policies and procedures,job descriptions, financial resources, authority structures,communication channels, andproducts and services.The informalorganizationis theunofficial andless visiblepart of thesystem.The informal elements arebeliefs and assumptions,perceptions and attitudes,values,feelings, group norms,and informal leaders.5.Describe how competition and total quality are affecting organizational behavior.Why ismanaging organizational behaviorin changing times challenging?Global competition, whichis a leading force driving change at work, has increasedsignificantly during the past few decades, especially in banking, finance, and airtransportation.Corporate competitioncreates performance and cost pressures, changes thathave a ripple effect on people and their behavior at work.Furthermore, althoughcompetitionmay lead to downsizing and restructuring,it also provides the opportunity for revitalization.Product and service quality are the major ways that companies can win in a competitiveenvironment.Too much change, however, leads to chaos, and too little change leads tostagnation.Global competition has challenged organizations to become more customer focused, to meetchanging product and service demands, and to exceed customers’ expectations of highquality. Quality has the potential to give organizations in viable industries a competitiveedge against international competition.Quality has become a rubric for products andservices of high status.Quality improvement enhances the probability of organizationalsuccess in increasingly competitive industries.Managing organizational behavior during changing times is challenging for at leastthreeother reasons:•The increasing globalization of organizations’ operating territory•The increasing diversity of organizational workforces•The continuing demand for higher levels of moral and ethical behavior at workDiscussionandCommunication QuestionsandSuggestedAnswers1.How do the formal aspects of your work environment affect you?What informal aspectsof your work environment are important?Students’ answerswillvary.Students without work experience may prefer to examine their

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8Chapter 1: Organizational Behavior and Opportunityuniversity’sformal and informalenvironmentalfactors.The formal aspects of theuniversity’senvironment could include the university bulletin, specific requirements forgraduation, and enrollment procedures.Informal aspects of the university’senvironmentcould include the power that the student association has on campus, dressnorms, andtherelationship between students and faculty.2.What is the biggest competitive challenge or change facing the businesses in yourindustry today?Will that be different in the next five years?Students’ answerswillvary.Students without work experience may wish to consider theuniversity setting to consider competitive challenges.This list may have items like tuition,work versus advanced education, job opportunities, or the status of similar universities.Students with work experience may cite the need to change careers as a reason for returningto complete their undergraduate degrees.This exemplifies the competitiveness of allenvironments and shows how rapidly individuals must change to remain competitive.Manystudents returning to school may have considerable experience in“downsizing.”All businesses face issues regarding increased competition, locally, nationally, andinternationally.Most organizations are dealing with potential ramifications of NAFTAagreements as well as changes in the concepts of loyalty and long-term commitments.As the changecontinues to solidify,from a manufacturing society to an information society,the next five years will see the workforce continue to vary, with greater variety in jobs andcareers than in any previous generation.3.Describe the next chief executive of your company and what she or he must do tosucceed.Students’ answers may vary.Students may prefer to discuss the university president or deanof the college if they do not have work experience.One of the discussions that could follow might correlate with current terminologiesthathavebecome popular, such as visionary leaders, empowered workforces, and teamwork.Successful leaders will also need to recognize and understand the impacts of globalcompetition and economic changes, the need to focus on quality, the importance of a diverseworkforce, and the challenge of managing change.4.Discuss two ways people learn about organizational behavior.

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9Chapter 1: Organizational Behavior and OpportunityLearning about organizational behavior requires mastery of objective knowledge, whichresults from research,experimentation, and scientific observation.Objective knowledge canbe learned through training.In addition, it requires skill development, which isthe masteryof abilities that are essential to successful functioningin organizations.Skill development isbest accomplished through experiential learning.It may be important to point out that taking one approach exclusively is only half a solutiontosolving a problem.5.Have students prepare a memo about an organizational change occurring wheretheywork or inthecollege or university, using Figure 1.1 toidentify howthe changeisaffecting the people, structure, task, and/or technology of the organization.Students’ answerswillvary.This is a good opportunity for students to practice writing in aconcise, to the point style.Be sure that students consider different aspects of people,such asstructure, task, and technology as they develop the memo.6.Develop an oral presentation about the changes and challenges facing your college oruniversity based on an interview with a faculty member or administrator.Be prepared todescribe the changes and challenges.Are these good or bad changes?Why?Students’ answers may vary.Use this as an opportunity to work on oral presentation skills aswell as to learn more about changes and challenges facing organizations.Encourage studentsto give each other feedback on the presentation as well as the content of the presentation.Students may compare and contrast the views of faculty and administrators.They may alsodiscuss why similarities and differences exist in each group’s view of changes andchallenges.7.Have students researcha service or manufacturing company, entrepreneurial venture, ornonprofit organization oftheirchoiceand then prepare a briefdescriptionof it.Students’ answers may vary.Students may discuss in class the similarities and differencestheyfound between different service, manufacturing, entrepreneurial, or nonprofitorganizations.Ethical DilemmaThe purpose of the Ethical Dilemmas is to encourage students to develop their awareness ofethical issues in the workplace and the managerial challenges they present. The dilemmas are setup to present situations in which there is no clear ethical choice. The goalof theinstructorsis to

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10Chapter 1: Organizational Behavior and Opportunityguidetheirstudents through the process of analyzing the situation and examining possiblealternative solutions. There are no “right” answers to the questions at the end of each scenariobutonly opportunities to explore alternatives,andthese answers cangenerate discussionsamongstudents and instructorsonthe appropriateness of each alternative.The student portion of theactivity isprovided attheend of this chapter guide.In order to address the Ethical Dilemmas, a brief discussion of the referenced ethical theories isnecessary.These theories are discussed in more detail in Chapter 2 of the textbook.ConsequentialTheories of EthicsConsequential theories of ethics emphasize the consequences or results of behavior. John StuartMill’sutilitarianism, a well-known consequential theory, suggests that the consequences of anaction determine whether it is right or wrong.Good is the ultimate moral value, and good effectsshould be maximized for the greatest number of people.However, right actions do not alwaysproduce good consequences, and good consequences do not always follow right actions.And,using the greatest-number criterion may mean that minorities (less than 50 percent) are excludedin evaluating the morality of actions. An issue that matters to a minority but not to the majoritymight be ignored. These are twoof thedilemmas raised by utilitarianism.Consequentialists look beyond self-interest to consider impartially the interests of all personsaffected by an action.Consequentialists recognize that trade-offs exist in decision making.Consequential theory is concerned with making decisions that maximize net benefits andminimize overall harms for all stakeholders.Rule-BasedTheories of EthicsRule-based theories of ethics emphasize the character of the act itself, not its effects, in arrivingat universal moral rights and wrongs. Moral rights, the basis for legal rights, are associated withsuch theories.Immanuel Kant worked toward the ultimate moral principle in formulating hiscategorical imperative, a universal standard of behavior. Kant argued that individuals should betreated with respect and dignity and that they should not be used as a means to an end. He arguedthatoneshould puthimself or herselfin the other person’s position and ask whetherhe or shewould make the same decision ifhe or shewere in that person’s situation.An example of a moral rule might be the widely-known admonishment to “Do unto others as youwould have them do unto you.”Rules bind one to duty and observing the rule is paramount evenif it leads to negative consequences for those affected by the decision.CharacterTheories of Ethics

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11Chapter 1: Organizational Behavior and OpportunityVirtue ethics, of which charactertheories of ethicsare a type,offer an alternative tounderstanding behavior in terms of self-interest or rules.Character theories of ethics emphasizethe character of the individual and the intent of the actor instead of the character of the act itselfor its consequences.Thesevirtue-ethics theories are based on Aristotle’s view of ethics, whichfocused on an individual’s inner character and virtuousness rather than on outward behavior.Thus, the good person who acted out of virtuous and right intentions was one with integrity andultimately good ethical standards.Robert Solomon is the best known advocate of thisAristotelian approach to business ethics. He advocates a business ethics theory centered on theindividual within the corporation, emphasizing personal virtues as well as corporate roles.Judgment is exercised not through a set of rules, but as a result of possessing the character traits,or virtues that enable choices to be made about what is good and holding in check desires forsomething other than what will help to achieve this goal.The focus is on actingdue torightintentions; that is, because one is deeply and thoroughly disposed to act from a desirablecharacter trait rather than on the acts themselves (rules-based) or the outcomes of the actions(consequential theory).1.Using consequential, rule-based, and character theories, evaluate Melissa and Brian’soptions.ConsequentialTheoryGoing ahead with their strategic plan will allow Melissa and Brian to establish apresence in the Chinese market and make their online and technology services availableto the Chinese public as well, thus providing a good outcome to a very largeconstituency.Withholding their services would deprive that constituency of an importantgood.The idea that“if they don’t offer the services someone else will”is irrelevant tothe extent that the ethical decision to be made involves the outcomes of their actions, notthe actions of someone else.In other words, if they fail to provide the services, thusdepriving the Chinese people of an important benefit, they will have acted unethicallyregardless of whether someone else offers the services at a later time.Rule-BasedTheoryRule-based ethics focuses on the rightness of the act itself rather than its consequences orthe intentions of the actor.In this case, the decision may differ depending on the ruleMelissa and Brian choose to observe.If the rule is to advance the welfare of society,going ahead with their strategic plan would help the Chinese people achieve greatertechnological parity with other advanced nations.If the rule is to protect the people from

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12Chapter 1: Organizational Behavior and Opportunitygovernment censorship, staying true to their stated values would prevent theirtechnology from being used to filter the people’s access to the Internet.CharacterTheoryAccording to the character theory,Melissa and Brian should remain true to their statedvaluesby focusing on the intentions of the actors.These values are deeply held, as theyenvisioned professional values of corporate social responsibility when the company wasfirst conceived.The possibility of contributing to government censorship of the Internetwould not be viewed as socially responsible and would preclude them from going aheadwith their strategic plan.2.What should Melissa and Brian do?Why?The answer to this question depends on the ethical theory to which one subscribes.Onepoint of view is that if Melissa and Brian don’t remain true to their stated values, inparticular, their mission statement concerning the freedom to obtain knowledge, theywill have violated the essence of their company as being socially responsible.Givenwhat they have learned from Henry about Internet regulation in China, they shouldforego the Chinese market and focus on expanding in less heavily regulated markets.Self-Assessments—Whatabout You?1.1AnalyzeYourPerceptionsofChangePeople perceive change differently.Students should think of change situations they are currentlyexperiencing.These changes can be any business, school-related, or personal experiences thatrequire a significant change in attitude or behavior.Studentsshouldthen rate their feelings aboutthe changes using the scale provided in the exercise.Once the ratings are completed, studentscan be put in small groups to discuss the differences and similarities in their experiences.Smallgroup discussions can be followed by a discussion among the entire class about how students’perceptions of change will affect them, given the rapidly changing nature of the businessenvironment they will enter after graduation.The student portion of the activity isprovidedon ahandout at the end of thischapter guide.1.2Learning Style InventoryThis exercise is designed to help students understand their individual learning styles better byidentifying the extent to which they prefer visual, auditory, and tactile learning activities.Thereare two immediate and practical benefitsofthis exercise.First, students can identify the ways in

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13Chapter 1: Organizational Behavior and Opportunitywhich they prefer to learn, giving them greater insight into which learning activities will requiregreater focus and which ones will be more inherently enjoyable for them.Second, theinformation provided by this exercise can be of great help to instructors in structuring courseactivities so that they better match students’ learning preferences and so that all students’preferences can be addressed using a variety of teaching methods.A general discussion of howthe variety of methods used to stimulate learning of course material (e.g., lectures, videopresentations, case analyses, role-plays, and other experiential exercises) may facilitate learningfor individuals with different learning styles might be a useful introduction to this exercise.Thestudent portion of the activity is on the review card in the student edition ofORGB.Issuesin DiversityWomen Triumph in Times of Recession—Really?American women are finally in a position to surpass men in the workforce, but it took aneconomic recession for them to do it.The layoffs and plant closures experienced in themanufacturing and construction industries have hit working men terribly hard.Some estimatethat 82 percent of the job losses during the recessionhaveoccurred for men.Why the difference?Women tend to hold jobs in “safer” recession-proof industries like healthcare and education.Women’s increased representation in the workforce should beacause for celebration.However,several issues loom beneath the surface that stand to dampen the festivities.And while theproportion of women in the workforce may have surpassed that of men, their salaries have not.1.Do you believe an extended recession could completely change gender roles in the UnitedStates?Explain.While an extended recession would likely increase the proportion of women in theworkforce to a greater extent, at least temporarily, a large percentage of the men whohave been affected by the recession will begin to find their way back into the workforceover time.Moreover, though social mores were somewhat less tolerant at the time of theGreat Depression and World Wars I and II,thefact that a large number of men wereabsent from the workforce did not permanently change gender roles in any significantway.The changes taking place during the current recession may be more a result ofsocial changes over the past 40 or so years than a direct outcome of the currentrecession.While it may be true that men have disproportionately lost jobs because of therecession, women have been steadily moving into jobs traditionally held by men as wellas moving into higher-level management positions for several decades.Additionally,there is no indication that the number of men who are taking on the role of primarycaregiver for children and primary homemaker has significantly increased in conjunctionwith the present recession.

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14Chapter 1: Organizational Behavior and Opportunity2.Do companies have a responsibility to raise women’s salaries to accommodate their roles asprimary breadwinners?Why or why not?Companies have no responsibility to raise women’s salaries to accommodate any changein role that may have occurred.However, companies do have a legal requirement to paywomen salaries that are equal to men’s salaries in similar positions.The Equal Pay Actof 1963 initially established this legal requirement, and the Lilly Ledbetter Fair PayRestoration Act of 2009 strengthened the requirement by removing the requirement forwomen to file a pay discrimination claim within 180 days of their first unfair paycheck.Experiential Exercises1.1What’s ChangingatWork?This exercise enlightens students about the changes occurring in organizations.Instructorsshould encourage teams to question each other about the legitimacy of the changes identified.Adebate could be set up to generate discussion about whether specific changes are good or bad.Students should consider both the good and the bad impacts of a particular change.The studentportion of the activity isprovidedon ahandout at the end of thischapter guide.1.2My Absolute Worst JobPurpose: To become acquainted with fellow classmates.Group size: Any number of groups of two.The student portion of the activity isprovidedonahandout at the end of thischapter guide.Occasionally a student will reveal proprietary information about a company.It might be wise topreface the discussion by suggesting that students describe the type of job rather than mentioningthe name of the company.There are many humorous and bonding examples that have come from this exercise.Instructorsmight want to tell theirstudents that there have been a variety of answers.Two of the moreextreme wereas follows:•Digging cemetery plots in August in St. Louis.(No explanation was needed why this wasnot a“good”job.)•On the committee for a state’s inaugural ball, where the governor did not show up until2:00 a.m.

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15Chapter 1: Organizational Behavior and OpportunityThese are good examples to illustrate that stress is related to behavior and organizational factors,not just the type of job that an individualfulfills.Students may also benefit from a discussion of elitism during the de-briefing of this exercise.Students need to be reminded that although they personally may not want to work at McDonald’sas a career, there are people who plan on making that organization their career. We need tounderstand why other people may find whatonemaythink of asthe“worst job”to betheir idealjob.Students may see some positions as“inherently worst jobs.”Instructors should be sure to clarifythat some individuals may take positions to fulfill financial obligations, and find their personalfulfillment through other means.The fact that they do not wish to“self-actualize”at work doesnot necessarily mean that they are not productive, valuable organizational members.Not all students will have work experience.Alarge number of international studentsmayhavelittle work experience because they go directly from secondary schools to college.Someallowancesmay need to be madefor these students so they do not feel like they are“in thewrong class because they are inexperienced.”They could contribute by mentioning a job theywould least likelydo and why they would not want to have this position.1.3CreatingaQuality Learning EnvironmentThe exercise will givestudentsthe opportunity to discuss the elements of a quality learningenvironment.The basic questiontheirgroup will need to answer first is whether good educationprovides a service or produces a product.Oncetheyhave made that decision,theywill be able toaddress the questions in Step 2 of the exercise.Step 1.Instructors should divide studentsinto groups of approximately six memberseach.Eachgroupshouldelect a spokesperson and answer the following question: Does education provide aservice or produce a product?The spokesperson should be prepared to explain the group’sanswer to this basic question during the cross-team exchange.Step 2.Each groupshouldgenerate answers to the following questions.Agroup should spendapproximately five minutes on each question and make sure that each person has made acontribution to the group’s response.The spokesperson for each group should be ready to sharethe group’s collective responses to the three questions.a.What are the important characteristics of a high-quality learning environment?

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