Understanding Managing Diversity 6th Edition Harvey Allard – Test Bank

Understanding Managing Diversity 6th Edition Harvey Allard – Test Bank

TEST BANK FOR UNDERSTANDING & MANAGING DIVERSITY 6TH EDITION

Carol P. Harvey

Note: Correct answers are indicated by * in the test bank. These questions pertain to the major readings, not to the cases or the exercises.

Choose the correct answer. 

Introductory Reading & Section I – Understanding Individual Perspectives of Diversity 

1. Diversity can become a competitive advantage to organizations because it has the potential to 

a. decrease creative solutions to problems.

b. deter white men from applying for jobs that they know will go to women and minorities. 

c. be an advantage in a global marketplace.*

d.  All of the above 

2. Today, strategic organizational diversity is primarily about

a. obeying the Equal Opportunity laws.

b. striving for inclusion for all types of differences.*

c. race and gender differences.

d. appealing only to diverse consumers by hiring a diverse workforce.

3.   Which of the following is not an example of primary diversity?

a. Religion*

b. Age

c. Ethnicity

d. Sexual orientation

4.  Which of the following best defines the term, the “business case for diversity”?

a. Providing proof that having a diverse workforce can lower costs and increase profits.*

b. People are defined by their primary and secondary social identities.

c. Having a more diverse workforce means your organization will always be more profitable.

d. Diverse employees tend to work for less money.

5. The error of essentialism means that

a. most of us have unearned privileges that we are unaware of having.

b. diversity is essential to organizational success in the 21^st century.

c. essentially we are all alike under the skin.

d. we explain a person’s behavior according to only one  social identity group       

    membership, such as ethnicity.*

6. Sherry is interviewing candidates for a high level position. She believes that all male managers have

   poor people skills. Her belief, which could influence her hiring decision, is an example of __________. 

a. a privilege

b. the truth

c. a stereotype* 

d. good judgment 

7. According to the Body Ritual Among the Nacirema reading, which of the following is false?

a. All cultures are different.

b. Our own culture becomes the standard against which we judge other cultures.

c. The Naciremans have very different values and practices than North Americans.

.*

d. We seldom recognize how strange our own cultural practices may appear to outsiders.

8. McIntosh’s White Privilege article  

a. only pertains to understanding racial differences.

b. points out that it is difficult for us to see our own unearned advantages.*

c. is sexist.

d. no longer is valid because today everyone has equal opportunities.

9. Which of the following statements is/are true according to Parker’s article, The Emotional Connection

    of Distinguishing Differences and Conflict?

a. People’s differences present opportunities for organizations to be more creative.

b. Differences always lead to negative conflicts no matter how hard we try to avoid them.

c. Emotional intelligence is needed to make conflicts have positive outcomes. 

d. a & c*

10. Conflict can best be defined as

a. two or more parties wanting the same thing but their wants are incompatible in some way.*

Test Bank for Understanding and Managing Diversity, 6th Edition by Harvey and Allard

The “Test Bank for Understanding and Managing Diversity, 6th Edition” by Carol Harvey and M. June Allard is an essential educational resource designed to support educators and students in mastering the principles and practices of diversity management. This comprehensive test bank complements the textbook by providing a wide range of questions that assess and reinforce understanding of key concepts in diversity, inclusion, and cultural competence. Below is a detailed overview of the components and benefits of this test bank:

Overview of Test Bank Content

1. Chapter-by-Chapter Organization
   • The test bank is meticulously organized to align with each chapter of the textbook, ensuring comprehensive coverage of all critical topics. This structure facilitates easy integration into the curriculum and enables targeted assessments.
2. Types of Questions
   • Multiple-Choice Questions (MCQs): Assess a broad spectrum of knowledge, from basic recall to complex application and critical thinking. Each question includes well-crafted distractors to challenge students’ understanding.
   • True/False Questions: Evaluate students’ ability to differentiate between correct and incorrect statements, reinforcing factual knowledge and addressing common misconceptions.
   • Fill-in-the-Blank Questions: Focus on recalling specific details such as key terms, processes, and important concepts, testing students’ memory and understanding.
   • Short Answer Questions: Require detailed yet concise responses, evaluating students’ ability to explain diversity and inclusion concepts clearly and accurately.
   • Essay Questions: Assess students’ ability to synthesize and articulate complex ideas, demonstrating a deep understanding of diversity management principles and their applications.
   • Case Studies and Scenarios: Real-world scenarios and case studies help students apply theoretical knowledge to practical situations, enhancing their critical thinking and problem-solving skills.
3. Difficulty Levels
   • Questions are categorized by difficulty to provide a range of challenges and assess students’ proficiency at different levels, including:
     • Basic: Testing foundational knowledge and comprehension.
     • Intermediate: Requiring application of knowledge to practical diversity management scenarios.
     • Advanced: Involving critical thinking, analysis, and synthesis of complex diversity and inclusion concepts.
4. Core Focus Areas
   • Introduction to Diversity: Questions covering the basic principles and scope of diversity, including definitions and the importance of diversity in various contexts.
   • Theoretical Foundations of Diversity: Detailed coverage of theories and models that explain diversity, inclusion, and cultural competence.
   • Legal and Ethical Issues in Diversity: Assessing knowledge of laws, regulations, and ethical considerations related to diversity and discrimination.
   • Cultural Competence: Questions on understanding and developing cultural competence, including strategies for effective cross-cultural communication.
   • Managing Diversity in the Workplace: Evaluating understanding of diversity management practices, policies, and their impact on organizational culture and performance.
   • Gender and Diversity: Focus on gender issues, gender identity, and the impact of gender diversity in various settings.
   • Race and Ethnicity: Questions on racial and ethnic diversity, including historical context, current issues, and strategies for promoting racial equity.
   • Disability and Accessibility: Coverage of disability inclusion, legal requirements, and best practices for creating accessible environments.
   • LGBTQ+ Inclusion: Assessing knowledge of issues facing LGBTQ+ individuals and strategies for fostering an inclusive environment for all sexual orientations and gender identities.
   • Age Diversity: Questions on age-related diversity, generational differences, and the benefits of age diversity in various contexts.
   • Socioeconomic Diversity: Evaluating understanding of socioeconomic status and its impact on diversity and inclusion.
   • Global Perspectives on Diversity: Coverage of diversity issues in a global context, including international diversity management practices and cultural differences.
   • Diversity Training and Education: Questions on designing and implementing effective diversity training programs.
5. Alignment with Learning Objectives
   • Each question in the test bank is aligned with the learning objectives outlined in the textbook, ensuring that assessments are relevant and targeted towards achieving the intended educational outcomes. This alignment helps in accurately measuring students’ progress and comprehension.
6. Educational Support and Utility
   • For educators, the test bank provides a comprehensive resource for creating quizzes, exams, and other assessments. It simplifies the process of test creation and ensures consistency and alignment with the curriculum.
   • For students, the test bank serves as a valuable tool for self-assessment and study, helping them identify areas of strength and weakness and focus their efforts on areas needing improvement.

Benefits of Using the Test Bank

1. Enhanced Learning and Retention
   • The diverse range of question types and difficulty levels helps reinforce learning through varied and repeated exposure to key concepts, enhancing retention and understanding.
2. Preparation for Real-World Applications
   • By focusing on real-world scenarios and practical applications, the test bank prepares students for the practical aspects of diversity management, ensuring they are ready to apply their knowledge in professional settings.
3. Comprehensive Assessment
   • The test bank allows for thorough and multi-faceted evaluation of students’ knowledge and skills, from basic understanding to advanced application, ensuring a well-rounded educational experience.
4. Efficient Teaching Resource
   • For educators, the test bank simplifies the process of creating assessments, providing a consistent and reliable tool for evaluating students’ progress and readiness for advanced studies in diversity management.

Conclusion

The “Test Bank for Understanding and Managing Diversity, 6th Edition” by Carol Harvey and M. June Allard is an essential resource for diversity education. It provides structured, comprehensive, and versatile tools for assessing and enhancing students’ knowledge and skills in managing diversity. By aligning closely with the textbook and emphasizing real-world application, the test bank supports the development of competent, confident professionals ready to excel in their understanding and application of diversity principles in various settings.