Solution Manual For Organizational Behavior Improving Performance and Commitment in The Workplace 7th Edition Jason Colquitt Jeffery Lepine Michael Wesson

Solution Manual for Organizational Behavior: Improving Performance and Commitment in the Wor
Solution Manual for Organizational Behavior:

Improving Performance and Commitment in the
Workplace, 7th Edition, Jason Colquitt Jeffery LePine
Michael Wesson
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Chapter 7
Chapter 7: Trust, Justice, and Ethics
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Copyright © 2021 McGraw-Hill. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill.
Chapter 7
NOTE FROM THE AUTHOR
My name is Jason Colquitt, and I’m the lead author on the Colquitt-LePine-Wesson
textbook, Organizational Behavior. I’m also the author of this Instructor’s Manual and I
want to encourage adopters to reach out to me if I can help in any way with the book.
I’m happy to point you to video clips that complement our OB on Screen feature or to
share the details of a research project on performance and commitment that I do with
my students. I also created PowerPoints for earlier editions of the textbook that have
extensive photos and vivid colors, along with narration notes from my own teaching. I’m
happy to share those PowerPoints with you, as the current PowerPoints are limited by
new restrictions on photos and colors. I also have those files in Keynote form if you are
a Mac user. In sum, I enjoy corresponding with adopters very much, so please do not
hesitate to reach out to me. My email address is jason.colquitt@gmail.com.
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CHAPTER OVERVIEW
This chapter covers the topics of trust, justice, and ethics. Trust, or the willingness to be
vulnerable to an authority based on positive expectations about the authority’s actions
and intentions, is discussed from the perspective of personality, cognition, and affect.
Four different types of justice, or the perceived fairness of actions, are discussed—
distributive justice, procedural justice, interpersonal justice, and informational justice.
Finally, ethical decision making is explained in terms of moral awareness, moral
judgment, and moral intent. The chapter concludes by showing how ethical
organizations emphasize corporate social responsibility to help their employees meet
the economic, legal, ethical, and citizenship expectations of society.
LEARNING GOALS
After reading this chapter, you should be able to answer the following questions:
7.1 What is trust, and how does it relate to justice and ethics?
7.2 In what three sources can trust be rooted?
7.3 What dimensions can be used to describe the trustworthiness of an authority?
7.4 What dimensions can be used to describe the fairness of an authority’s decision
making?
7.5 What is the four-component model of ethical decision making?
7.6 How does trust affect job performance and organizational commitment?
7.7 What steps can organizations take to become more trustworthy?
CONNECT APPLICATION EXERCISES
The Most Trustworthy Companies in the World Click and Drag*

Uber and Lyft Go on Strike Case Analysis
Justice in Promotion Decisions Click and Drag*
Justice Orientation Self-Assessment
Manager’s Hot Seat: Ethics Video Case
Manager’s Hot Seat: Whistleblowing Video Case
Ethical Decision Making Click and Drag*
Moral Intensity at Walmart Case Analysis
Moral Identity Self-Assessment
*Note: An alternate version of each Click and Drag exercise is available in Connect for
students with accessibility needs.
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CHAPTER OUTLINE
I. TRUST, JUSTICE, AND ETHICS
A. Reputation – the prominence of a brand in the minds of the public and the
perceived quality of its goods and services. It depends largely on trust.
B. Trust – the willingness to be vulnerable to an authority based on positive

expectations about the authority’s actions and intentions
1. Authorities can be either person-based or organization based.
2. Trust is often dependent on two related concepts:
a. Justice – the perceived fairness of an authority’s decision making
b. Ethics – the degree to which the behaviors of an authority are in

accordance with generally accepted moral norms
II. WHY ARE SOME AUTHORITIES MORE TRUSTED THAN OTHERS?
A. Trust
1. Three types of trust
a. Disposition-Based
1. Some people have personality traits that include a general propensity

to trust others
OB Assessments: Trust Propensity. This brief assessment helps

students to determine their inherent levels of trust. Use a show of
hands to see how many students fell above and below the average
level, and see if students will volunteer any extremely high or low
scores. When discussing the results of the assessment, ask students
to vote on which is more damaging: being too trusting or being too
suspicious. Ask students to describe the consequences of being too
trusting (most will note that you can be taken advantage of or you
could delegate to ineffective people). Also ask students to describe the
consequences of being too suspicious (many will note the strain that
would be brought on by monitoring, checking up, and not delegating, or
the harm to interpersonal relationships when someone fails to trust).
Please see the Instructor PowerPoints for Bonus Assessments on

Procedural Justice and Moral Attentiveness.
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Please see the Connect assignments for this chapter for

assessments on Justice Orientation and Moral Identity.
Please email me at colq@uga.edu if you have any questions about

using these assessments in your teaching.
2. Trust propensity is a product of both genetics and early childhood

experiences
3. Trust propensity is also influenced by experiences in later life and

national culture
Try This! Ask students if they have any experiences in countries from
Figure 7-2, Trust Propensities by Nation, that are especially high or low
on trust propensity. Do they have experiences that are consistent with
the rankings in the figure? Do they have experiences that are
inconsistent with those rankings? How would those trust propensity
levels manifest themselves in national norms, routines, practices, and
laws?
b. Cognition-based Trust
1. Cognition-based trust is based on what we know about an authority—

our understanding of that authority’s “track record.”
2. Track records are gauged on three dimensions:
1) Ability – the skills and abilities that enable an authority to be

successful in a given area
2) Benevolence – the belief that the authority wants to do good for the
trustor, apart from any selfish or profit-centered motives
3) Integrity – the perception that the authority adheres to a set of
values and principles that the trustor finds acceptable
OB at the Bookstore: Radical Candor. The author argues that

radical candor is the intersection of caring about people personally
and challenging them directly, thereby capturing high levels of
benevolence but also ability and integrity. Focus discussion on
whether students have experienced radical candor from their parents,
friends, bosses, or teachers. How did they take it at the time? Did the
caring aspect make up for the discomfort caused by the candor? Also
ask students how rare radical candor is, compared to “caring
nonconfrontation” or “uncaring candor.” Why is it so rare?
Connect Application Exercise: The Most Trustworthy Companies in the

World Click and Drag*. This exercise asks students to match facts about
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companies considered to be highly trustworthy to the three facets of

trustworthiness: ability, benevolence, and integrity.
*Note: An alternate version of each Click and Drag exercise is available in

Connect for students with accessibility needs.
Learning Goals
7.2 In what three sources can trust be rooted?
7.3 What dimensions can be used to describe the trustworthiness of an
authority?
Topic: Ability; Integrity; Trust
Difficulty Level: 3 = Hard
Blooms: Analyze
AACSB: Analytical Thinking
Follow-Up Activity: Assign students to go to the Occupational Information

Network (onetonline.org) and look for jobs that come up when they search
with the keyword “ethics.” A short list will be returned. Ask students to classify
the jobs according to what type of trustworthiness is most required. For
example, a diagnostic technician may need ability first. A counselor may need
benevolence. (Note: “ethics” is a better keyword than “trust” because the
latter results are mostly financial jobs.)
c. Affect-based Trust
1. Affect-based trust is emotional – It is based on the feelings we have for

people, not rational evaluations of their trustworthiness.
• May act as a supplement to other types of trust – is built up over

time
III. Bonus OB on Screen: A Star is Born. The clip referenced in the book
begins around the 21:35 mark of the film, continuing until about the 42:08
mark. For a shorter version, begin at the 32:51 mark. The clip depicts Ally as
she gets to know Jackson Maine—a country music star. Eventually Jackson
invites Ally on stage to sing his arrangement of a song she wrote. Poll the
class on whether they would have taken the leap to walk on stage. For those
who would have, why would they do it? Listen to the reasons and try to slot
them into the factors that influence trust levels. Please email me at
jason.colquitt@gmail.com if you have any questions about using OB on
Screen in your teaching.
IV.
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V. OB on Screen: The Founder. The clip referenced in the book begins around
the 1:16:04 mark of the film, continuing until about the 1:25:05 mark. The clip
depicts Ray Kroc as he figures out a way to wrest control of McDonald’s from
the company’s two founders, Dick and Mac McDonald. Focus discussion on
who seems to be more ethical: Ray or Dick and Mac. In what ways? In what
ways are Ray’s actions unethical, and in what ways are they ethical? From
the perspective of the four-component model, how do the men differ?
Bonus OB on Screen (from 5th edition): Whiplash. The clip referenced in

the book begins around the 22:48 mark of the film, continuing until about the
27:52 mark. The clip depicts Professor Terence Fletcher being abusive with
Andrew Neiman as he begins his tenure as the drummer for the top jazz band
at the Shaffer Conservatory. Focus discussion on how the students would
react in Andrew’s situation. Many would want to immediately quit the band. Of
those who would not, why would they not? Why might some “silently bear it”
and why might some take action with the Shaffer administration? From a
trustworthiness perspective, what is it that Fletcher most clearly lacks? From
an ethical perspective, what is Fletcher missing that allows him to act the way
he does?
Bonus OB on Screen (from 4th edition): Man of Steel. The clip referenced
in the book begins around the 1:08:55 mark of the film, continuing until about
the 1:14:00 mark. The clip depicts Clark Kent as he struggles with the
decision to turn himself into the U.S. government. They, in turn, will give him
to General Zod, a Kryptonian criminal who has arrived on Earth. Clark has
lived a life of secrecy for the past 33 years, concerned about what mankind
would do to him (and his adopted parents) if they knew an alien was living in
their midst. The clip depicts that concern, but also reveals the other side of
the trust equation. Mankind, for their part, is worried about the benevolence of
a superpowered being who cannot be handcuffed or controlled. Ask the
students how much of the mutual distrust is cognition-based and how much of
it is affect-based. Then ask them what would have to happen, on both sides,
for that distrust to change to trust. Obviously we know from other Superman
stories and movies that he is eventually trusted by the people of the world.
Why? What has changed?
VI.
Bonus OB on Screen (from 2nd and 3rd editions): Slumdog Millionaire.
The clip referenced in the book begins around the 1:27:29 mark of the film,
continuing until about the 1:35:16 mark. The clip depicts Jamal Malik’s
dilemma as the host of the game show apparently sneaks him the answer to
the next question. The clip provides a dramatic demonstration of the definition
of trust, as Jamal must decide whether to accept vulnerability to the host by
saying that answer, with a chance at a million dollars on the line. Poll the
class to see how many would have gone with the answer that the host
provided. Then ask them which trustworthiness dimension would have been
most relevant to their trust levels. They will probably draw most on integrity,
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given that the host himself has broken the rules of the show by sharing an
answer. However, they may also realize that the host lacks benevolence, as
he doesn’t want Jamal’s fame to surpass his own.
VII.
Bonus OB on Screen (from 1st edition): Pirates of the Caribbean: The
Curse of the Black Pearl. The clip referenced in the book begins around the
8:51 mark of the film, continuing until about the 16:05 mark. The clip depicts
Captain Jack Sparrow. Jack’s behavior during the clip reveals that he’s not
particularly trustworthy, which isn’t surprising for a pirate. The key issue for
class discussion is “why aren’t pirates trustworthy?” The answer lies in a
combination of poor integrity (pirates lie and steal a lot) and low benevolence
(pirates are motivated purely by profit-centered motives). In Jack’s case, he
demonstrates more benevolence than most pirates, as shown by his rescue
of Elizabeth—the drowning woman. Still, that benevolence isn’t quite enough
to offset all the lies Jack tells throughout the film.
A. Justice
1. Distributive Justice – perceptions of fairness related to whether or not

outcomes have been allocated in accordance with accepted norms
a. Most common norm in business settings is equity – more outcomes

should be given to people who contribute more inputs
2. Procedural Justice – perceptions of fairness related to whether or not the

rules of fair process have been followed
a. Rules of Fair Process
1. Voice – Do employees have a chance to express their opinions?

2. Correctability – Can employees request an appeal when a procedure
seems to have worked ineffectively?
3. Consistency – Are procedures consistent across people and time?
4. Bias suppression – Are procedures neutral and unbiased?
5. Representativeness – Do procedures consider the needs of all
groups?
6. Accuracy – Are procedures based on accurate information?
Try This! Take some decision-making procedure that a number of

students will be familiar with. It could be the procedure used to elect U.S.
presidents, the procedure used to crown a college football champion, the
procedure used to decide which students are eligible for tickets to
university sporting events—anything with which most students would be
familiar. Then ask the students to analyze the fairness of the procedure
using the procedural justice rules in Table 7-2, The Four Dimensions of
Justice. How is the process fair, or how is the process unfair?
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b. Research shows that procedural justice is a stronger driver of reactions to

authorities than distributive justice.
3. Interpersonal Justice – perceptions of fairness related to whether or not

authorities treat people with fairness when implementing rules
a. Rules for Fair Treatment
1. Respect rule – Are people treated in a dignified and sincere manner?

2. Propriety rule – Do authorities refrain from making improper or
offensive remarks?
b. Abusive Supervision – behaviors that are extremely unfair from an

interpersonal justice perspective, with sustained displays of hostile verbal
and nonverbal behavior (excluding physical contact)
4. Informational Justice – perceptions of fairness related to whether or not the

communications provided to employees during organizational decision
making are fair
a. Rules for Fair Communication
1. Justification rule – Have authorities explained the decision-making

procedures and outcomes in a comprehensive and reasonable
manner?
2. Truthfulness rule – Have authorities been honest and candid in their
communications?
b. Informational justice can have a large impact on an organization’s bottom

line. In one research study, a company offered two different explanations
for a pay cut at two different plants. In the plant with a short, impersonal
explanation for the pay cut, employee theft was five percent higher than it
was at the plant where employees were given a longer, more sincere
explanation for the pay cut.
5. Summary
a. When authorities adhere to the justice rules in Table 7.2, The Four
Dimensions of Justice, they are more likely to be seen as trustworthy.
Connect Application Exercise: Uber and Lyft Drivers Go on Strike. This

case study documents the strikes across the U.S. by Uber and Lyft drivers
who asked for more benefits as employees rather than to be treated as
independent contractors. Multiple choice questions following the case apply
procedural, interpersonal, and informational justice.
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Learning Goals
7.4 What dimensions can be used to describe the fairness of an authority’s
decision making?
Topic: Informational justice; Interpersonal justice; Procedural justice
Blooms: Apply
AACSB: Knowledge Application
Follow-Up Activity: Lawsuits are ongoing for Uber and Lyft, so students can
research to find out what has happened since the case events. In addition,
ask students to explore the number of part-time workers, whether by choice
or because they could not find full-time work (these are separated in most
sources). The numbers are drastically different, with part-time employment by
choice surging from 1960 to the present. In addition, the number of contract
workers and temporary workers is on the rise. Ask students what is fair for
these workers’ benefits?
Connect Application Exercise: Justice in Promotion Decisions Click and

Drag*. This exercise asks students to pretend that they are being considered
for a higher-level position at their retail organization. Students must match
descriptions of the interview process to high and low levels of three types of
justice: procedural, interpersonal, and informational.

Learning Goals
decision making?
Topic: Informational justice; Interpersonal justice; Procedural justice
Blooms: Analyze
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Follow-Up Activity: Selection and promotion are often situations where

organizational justice concerns emerge. Ask students if they have ever felt
unfairly treated in an employment interview or consideration for promotion?
Discuss whether the experience was a breach of one of the types of justice.
What could have been done instead?
Connect Application Exercise: Justice Orientation Self-Assessment.

This assessment gives students feedback on whether they have a weak
justice orientation or a strong justice orientation. Results suggest that a high
score may cause preoccupation with justice, and a low score can prevent a
person from noticing important cues about others’ trustworthiness.
Learning Goals
decision making?
Topic: Distributive Justice
Difficulty Level: 1 = Easy
Blooms: Apply
AACSB: Reflective Thinking
Follow-Up Activity: Students may feel negatively about having a weak

justice orientation, so discuss the results. Researchers found that everyone
benefits from more information and clearer procedures. Strong justice
orientation people are just more satisfied because it is a deeper concern for
them and can even become a preoccupation. Do results have implications for
what the type of job the student would prefer?
Connect Application Exercise: Manager’s Hot Seat: Ethics Video Case.

This video shows a discussion between an employee and supervisor. The
supervisor is hesitant to approve a contract because it hasn’t gone through
the proper approval process. Questions focus on facets of trustworthiness
and types of justice.
Learning Goals
authority?
decision making?
Topic: Ethics
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Difficulty Level: 2 = Medium
Blooms: Apply
Follow-Up Activity: Discuss whether rules should ever be broken. If it’s a

counterproductive or irrational rule, should the employee break it? Consider a
scenario that a delivery driver is supposed to always leave packages on the
porch for safety reasons – no exceptions. The driver knows the handicapped
person who lives at a certain address can’t get the package easily from the
porch. A coworker tells the driver, “Just do it. No one will know.”
B. Ethics
1. Research on ethics seeks to explain why people behave in a manner

consistent with generally accepted norms of morality, and why they
sometimes violate those norms.
2. Seventy-six percent of employees have observed illegal or unethical conduct

on the job within the past 12 months, and that figure may be higher in some
countries.
OB Internationally. This table shows that different countries have very

different baseline levels of unethical actions. If you have international
students, try to start a conversation with the class about specific behaviors
that might be considered ethical in one country and unethical in another.
What is it that makes a behavior ethical or unethical? Do students believe that
having a code of conduct, such as the one discussed in the box, will be
enough to significantly alter employee behaviors in other countries/cultures?
Why or why not?
3. Four Component Model of Ethical Decision Making
a. Moral Awareness – occurs when an authority recognizes that a moral

issue exists in a situation or that an ethical standard or principle is relevant
to the circumstance
1. Moral awareness depends on:
• Moral intensity, or the degree to which the issue has moral urgency
Moral intensity is driven by two general factors (see Table 7-4,

Ethical Dilemma Used to Asses Moral Development)
1) Potential for harm
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2) Social pressure
• Moral attentiveness, or the degree to which people chronically

perceive and consider issues of morality
b. Moral Judgment – occurs when an authority accurately identifies the

morally “right” course of action
1. Moral judgment depends on the stage of cognitive moral development.
• Preconventional – Right and wrong are based on consequences of

actions for the individual.
• Conventional – Right and wrong are based on the expectations of
family and society.
• Principled/postconventional – Right and wrong are referenced to a
set of defined, established moral principles (see Table 7-5, Moral
Principles Used in the Principled Stage). Some principles are
consequentialist, meaning the morality of the acts depends on their
goals, aims, or outcomes. Other principles are nonconsequentalist,
emphasizing instead formal codes or standards.
c. Moral Intent – reflects the authority’s degree of commitment to a moral

action
1. Driven by moral identity – the degree to which people see themselves

as a “moral person”
Try This! Describe a scenario for your students that could be used as
an example for the parts of the four-component model. For example:
Assume a student “heard through the grapevine” that other students
had obtained an advanced copy of the final exam in the class. Should
the student report this to the professor? Based on Table 7-4, how
morally intense is this issue, and why? Based on Table 7-5, which
course of action is most morally right, and why?
Connect Application Exercise: Manager’s Hot Seat: Whistleblowing

Video Case. In this video, a supervisor is trying to suppress one of her
employee’s findings that could reduce accidents by hospital employees.
Students answer questions about moral intensity, moral judgment,
trustworthiness, and informational justice.
Learning Goals
authority?
decision making?
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Chapter 7
Topic: Ethics
Blooms: Apply
Follow-Up Activity: Discuss strategies employees can use to avoid getting

into a situation where they feel pressured to do something unethical. These
might include inviting a person to meetings who has a different perspective or
taking notes to record information. What can organizations do? Some ideas
are standardized procedures, reporting requirements, and multiple approvals.
Connect Application Exercise: Ethical Decision Making Click and Drag*.

This exercise tests student knowledge about the four-component model of
ethical decision making. Students will match the stages of a supervisor’s
thought process and actions regarding a promotion decision to each of the
four steps in the model.

Learning Goals
Topic: Decision making; Ethics; Moral awareness; Moral judgment
Blooms: Analyze
Follow-Up Activity: Ethics statements can encourage employees to make

ethical decisions. Ask students to find an ethics statement from a society in
their field. How does the ethics statement guide their decision making? Some
societies are Beta Alpha Psi (accounting), American Marketing Association
(AMA), or Society for Human Resource Management (SHRM). Students may
be aware of others.
Connect Application Exercise: Moral Intensity at Walmart Case

Analysis. This case analysis covers the human resource troubles Walmart
has faced over the years and the company’s recent changes such as higher
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minimum wages and flexible scheduling. The case refers to individual

employee impact, but also to the cost as a company to make these types of
changes.
Learning Goals
Topic: Decision making; Ethics; Moral awareness; Moral intensity
Blooms: Apply
Follow-Up Activity: Ask students to look up Tom Coughlin (former Walmart

vice chairman convicted of fraud). Certainly, he is not representative of all of
the executives at Walmart, but it sparks a question: If top executives lack
moral sensitivity, what effect does this have on the behaviors of employees at
lower levels?
Connect Application Exercise: Moral Identity Self-Assessment. As a

result of this assessment, students are classified as having a high or low
moral identity. Moral identity is a person’s self-identification as a moral
person. A low moral identity is not equivalent to an immoral identity. A high
moral identity means that one’s sense of self more strongly centers on being
compassionate, honest, and hardworking. A low moral identity is a lower level
of this quality.
Learning Goals
Topic: Moral awareness
Difficulty Level: 1 = Easy
Blooms: Apply
AACSB: Reflective Thinking
Follow-Up Activity: Recent research questions whether moral identity is

culturally-biased. The moral identity questionnaire predicts moral behavior in
Western cultures, but not in non-Western ones. Show students a copy of the
questions again. Ask them what about the questions may be biased toward a
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Western interpretation. One of the reasons is that, in non-Western cultures,

self-identity is intertwined with group identity.
C. Summary: Why Are Some Authorities More Trusted Than Others? (Review
Figure 7-8, Effects of Trust on Performance and Commitment.)
VIII. HOW IMPORTANT IS TRUST?
A. Trust has a moderate positive effect on performance, because it influences an

employee’s ability to focus and because it fosters the development of a social
(rather than merely economic) exchange relationship.
B. Trust has a strong positive effect on commitment, because trust increases the
likelihood that an emotional bond will develop between employer and employee.
1. Driven by moral identity – the degree to which people see themselves as a

“moral person”
IX. APPLICATION: CORPORATE SOCIAL RESPONSIBILITY
A. The idea of corporate social responsibility acknowledges that organizations must

take the economic, legal, ethical, and citizenship expectations of society into
account when conducting their business
DISCUSSION QUESTIONS
7.1 Which would be more damaging in organizational life--being too trusting or not
being trusting enough? Why do you feel that way?
This discussion could parallel the discussion of the OB Assessment on trust

propensity. When one is too trusting, one risks being taken advantage of, or
entrusting important tasks to people who are not competent enough to do them.
That tendency could be damaging at times, certainly. However, not being trusting
enough could create more daily wear-and-tear on an employee. Being suspicious
requires monitoring and the creation of backup plans, both of which distract from
task effort. Moreover, trusting others is an empowering experience that can build
bonds between coworkers. Being suspicious too often could harm such
relationships.
7.2 Consider the three dimensions of trustworthiness (ability, benevolence, and

integrity). Which of those dimensions would be most important when deciding
whether to trust your boss? What about when deciding whether to trust a friend?
If your two answers differ, why do they?
Benevolence may be most important when deciding to trust a friend, whereas

ability and integrity may be most important when deciding whether or not to trust
a boss. Friendships develop over time and are more emotion-based, whereas a
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professional relationship with a boss depends on respect for the boss’s skills,
and the hope that the boss will keep his promises.
7.3 Putting yourself in the shoes of a manager, which of the four justice dimensions
(distributive, procedural, interpersonal, informational) would you find it most
difficult to maximize? Which would be the easiest to maximize?
Distributive justice is often the most difficult to maximize, just because managers
may not have the discretion to allocate rewards according to a strict equity
principle. Procedural justice can also be difficult to maximize as making decisions
in a consistent, accurate, and unbiased work requires conscientious effort on the
part of managers. In contrast, interpersonal and informational justice only require
a commitment to engage in respectful and candid communication.
7.4 Which component of ethical decision making do you believe best explains
student cheating: moral awareness, moral judgment, or moral intent? Why do
you feel that way?
Reactions to this question could vary. Most will probably view it as an issue of
moral intent, as students might understand that cheating is wrong but still do it
due to GPA pressures or a pressure to keep up with one’s classmates. However,
some practices, such as secretly collaborating on papers and sharing take-home
assignments could be becoming murkier in a moral judgment sense (given the
rise of collaborative, open-source resources such as Wikipedia).
7.5 Assume you were applying for a job at a company known for its corporate social
responsibility. How important would that be to you when deciding whether to
accept a job offer?
Students’ answers to this question will vary depending on their moral

attentiveness or their moral identity.
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CASE: SALESFORCE
Questions:
7.1 In what way do you think Salesforce’s 1-1-1 model makes the company appear more
trustworthy to prospective customers or employees? Does it appeal more to
perceptions of ability, benevolence, or integrity?
Although the model probably appeals to all three, it likely hits benevolence the
strongest. Salesforce’s actions create the sense—among potential clients,
recruits, and citizens—that it cares. That’s it’s about more than just returns to
shareholders.
7.2 What other questions could be used to judge whether a company fosters equality,
besides equal opportunity, fostering an inclusive culture, and caring about the gender
pay gap?
Certainly those are some of the most critical elements. The causes that
Salesforce gets involved in using its 1-1-1 model would be another element. In
addition, retention rates and tenure lengths across groups would be another
important indicator.
7.3 Salesforce’s data appeared to draw a connection between how well employees see
equality being fostered and how committed and empowered they are. What kind of
data could be gathered to draw that connection more rigorously?
The data described in the Salesforce study are all survey-based, and all collected
a single point in time. More rigorous data would use something other than just
surveys, and would gather independent variables before dependent variables.
For example, perceptions of equality and inclusivity gathered at one time period
could be used to predict turnover months or years later.
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BONUS CASE: SEAWORLD (from 6th edition)
What image comes to mind when you picture SeaWorld? Dolphins? Penguins?
Chances are it’s a powerful majestic killer whale—or orca—jumping out of the water or
splashing the audience with its tail. The company owns 89,000 animals in total, but it’s
the 29 orcas that have always gotten the lion’s share of attention. After years of
controversy, however, theatrical orca shows are being phased out at SeaWorld’s parks.
The controversy over SeaWorld’s orcas began in 2010 when a whale named Tilly killed
a trainer. That incident led to an investigation by the Occupational Safety and Health
Administration and—more famously—a scathing documentary called Blackfish. That
film debuted at the Sundance film festival in 2013 and tied Tilly to two additional deaths,
making the case that the whale became violent due to captivity. As Blackfish played
widely on CNN and Netflix, more and more people expressed criticism of SeaWorld on
social media. People for the Ethical Treatment of Animals (PETA) staged protests of
SeaWorld, both at its parks and at the homes of its executives. The criticisms triggered
by Blackfish cut to the core of SeaWorld as a company. Its mission was to care for and
train animals in captivity, with the film making the case that captivity itself was unethical.
Initially, the company responded in ways that only exacerbated the ethical issue. Aside
from launching a combative public relations campaign, it also sent staff members
“undercover” as animal rights activists to spy on PETA.
Joel Manby—SeaWorld’s new CEO—has helped to steady the ship. It was Manby who
made the decision to phase out the theatrical orca shows. He commissioned a nine-
month study that showed a majority of Americans thought that keeping large creatures
in small spaces was unethical. It was also Manby who devoted SeaWorld to a more
education- and conservation-focused mission. Such activities have always been in
SeaWorld’s DNA, as when it helped rescue hundreds of animals stranded on the
California Coast in 2015. “I really felt the company was getting a bad rap,” notes Manby.
“I wanted to help them get through this.” Manby’s new vision for the park is “experiences
that matter.” Visitors will increasingly be taken “behind the scenes” to see all the things
that SeaWorld does to care for the planet and its creatures.
As is often the case with large companies, SeaWorld’s responses to its ethical crises
have been shaped, in part, by negotiations with government representatives. Before
Manby was brought in, the company had been investigating a concept called
BlueWorld: 50 feet-deep orca tanks with simulated currents that would allow whales to
swim against moving water. The California Coastal Commission had approved the
BlueWorld plan, but under the following stipulation: SeaWorld could no longer breed
orcas. Once its 11 California orcas were no more, BlueWorld would have no occupants
for its tanks.
As the company moved on from BlueWorld, a former congressman (and former cochair
of the animal-welfare caucus) helped connect Manby with Wayne Pacelle—the CEO of
the Humane Society. Once the two men got past the initial awkwardness of their
exchanges, they began communicating regularly. Eventually, Manby brought Pacelle to
7-19
Chapter 7
SeaWorld—his first ever trip to the park. There Pacelle was impressed by the rescue
work that SeaWorld did. “People who work there love animals; appreciation of animals
is a bit part of their enterprise,” he noted. “If you sit down, look at the other person, and
see the complexity; you find you have more common ground than you might have
imagined when lobbing cannonballs.” Indeed, Manby and Pacelle announced an
initiative to fight shark finning—a practice that kills 75 million sharks a year.
Other negotiations involved John Reilly—the former president of SeaWorld San Diego
and now the company’s COO—and Richard Bloom—a California assemblyman. Bloom
was in the process of authoring a bill that would have outlawed captivity, which would
have dealt a fatal blow to SeaWorld. Reilly, Manby, and Bloom worked out a
compromise, resulting in the Orca Protection Act. Not only would orca breeding be
banned, but all theatrical shows using orcas would be phased out. They would be
replaced by so-called “encounters” with orcas in more natural-looking environments. Of
course, no one knows what the future may bring, in terms of either activist or
government pressure. After all, SeaWorld will continue to do theatrical dolphin and sea
lion shows and continues to keep animals in captivity. When a company “moves the
line” in an area of its business that is ethically murky, it can be difficult to decide where
that line should be repositioned.
Source: E. Fry, “Swimming Upstream: Can a Bible-Studying, Love-Peddling Showman

Save SeaWorld…from Itself?” Fortune, September 15, 2016.
Questions:
7.1 In terms of the four-component model, what effect did Blackfish seem to have on
the public, as it altered its views of SeaWorld’s theatrical orca shows?
Blackfish increased the moral awareness associated with having orcas in

captivity. It was previously something that the public didn’t seem to really think
about. Once that moral awareness was triggered, the moral judgment associated
with the orca shows seemed clear to many in the public.
7.2 If you consider the various moral principles described in Table 7-5, is there
support for ending theatrical orca shows but not ending theatrical dolphin or sea
lion shows?
The nonconsequentialist principles would not seem to argue for a distinction. If

theatrical orca shows are “wrong” from the perspective of liberty, consent, mercy,
and so forth, then the other kinds of theatrical shows are also. The difference
instead seems to be one of moral intensity, as there is simply less social
consensus about theatrical dolphin or sea lion shows.
7.3 Activist groups like PETA exist, in part, to force companies to become more
ethical in their practices. Looking back across decades, has that seemed to
happen? What role does (or should) government play in such evolutions?
7-20
Chapter 7
Responses to this will vary, but it does seem that many causes have had their
moral awareness (or their social pressure) increased over time. Often the role of
government is to be somewhat of a follower to such trends, formalizing them and
codifying them once they reach a critical mass socially.
7-21
Chapter 7
EXERCISE: UNETHICAL BEHAVIOR
Instructions:
Have students read the scenario in step 7.1. It’s important that they not skip ahead and
read 7.3, so impress upon them to just do step 7.1. Once they’ve read the scenario, put
the students in groups and have them come to consensus on three ideas for reducing
employee theft at The Grocery Cart. Have them write the behaviors on the board,
making sure to leave a bit of space for additional writing later.
Sample Ideas:
Here’s an example of the kinds of ideas students might come up with for reducing
employee theft.
• Install cameras in stockroom.

• Post warnings about the consequences of being caught stealing.
• Offer store-level incentives for theft reduction.
Next Steps:
Now have students read the continuation of the scenario in 7.3. In the context of Figure
7-6, this added information paints the situation at The Grocery Cart as a case of a “bad
barrel”, not just some “bad apples.” Theft seems to be a reaction to distributive and
interpersonal injustices, much like the study described in Figure 7-5. It also seems to be
fostered by a culture of poor ethics, with managers themselves committing or
sanctioning unethical actions. Some groups will have focused on Drew in their original
ideas. Those groups may or may not add any additional ideas to what they’ve written on
the board. Other groups won’t have focused on Drew, however, so they’ll add some
ideas to their original three. Those ideas could include:
• Fire Drew.
• Ensure that the pay levels for Grocery Cart employees are competitive.
Questions:
If you examine the ideas that the groups wrote on the board, you’ll typically see that the
ideas are geared toward moral intent. The employees at the grocery cart are not
sufficiently motivated to do the right thing. It’s not clear that theft will be punished, and
there’s no clear incentive to help keep other employees in line. In fact, the employees
actually seem to be incented to do the wrong thing, as they may be underpaid, they are
the victim of disrespectful communication, and they are able to model their boss doing
it. Given that, ideas that focus on increasing moral intent (cameras, warnings,
incentives, better treatment of employees) will be quite common. One way to structure
class discussion is to challenge students to come up with ideas that address the moral
awareness or moral judgment portions of Figure 7-6. For moral awareness, The
7-22
Chapter 7
Grocery Cart could hold a training session on the bottom-line costs of employee theft, to
make the issue have more moral intensity. They could also prioritize moral
attentiveness in their hiring process, either through interviews or personality testing (see
the discussion of integrity testing in Chapter 9). For moral judgment, The Grocery Cart
could gear a training session toward moral development, getting the employees to view
theft from a more sophisticated set of moral principles (e.g., ethics of duties, ethics of
rights, virtue ethics).
7-23
Solution Manual for Organizational Behavior: Improving Performance and Commitment in the Wor
Chapter 7
OMITTED TOPICS
The field of organizational behavior is extremely broad and different textbooks focus on
different aspects of the field. A brief outline of topics that are not covered in this text, but
which the professor might want to include in his or her lecture, is included below. In
cases where these topics are covered in other chapters in the book, we note those
chapters. In cases where they are omitted entirely, we provide some references for
further reading.
• Equity Theory – The dominant theory for explaining how individuals form
perceptions of distributive justice. The theory argues that individuals compare
their ratios of outcomes to inputs to those of a comparison other, feeling “equity
distress” whenever those ratios are imbalanced. This theory is covered in our
discussion of motivation in Chapter 6.
• Psychological Contract – An employee’s belief about what he or she owes the

company and what the company owes him or her. Differences in psychological
contracts are very similar to differences in exchange relationships (as in the
discussion of social vs. economic exchanges). Psychological contracts are
covered in our discussion of commitment trends in Chapter 3.
7-24
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Chapter 7: Trust, Justice, and Ethics

NOTE FROM THE AUTHOR

CONNECT APPLICATION EXERCISES

The Most Trustworthy Companies in the World Click and Drag*

I. TRUST, JUSTICE, AND ETHICS

B. Trust – the willingness to be vulnerable to an authority based on positive

1. Authorities can be either person-based or organization based.

2. Trust is often dependent on two related concepts:

a. Justice – the perceived fairness of an authority’s decision making

b. Ethics – the degree to which the behaviors of an authority are in

II. WHY ARE SOME AUTHORITIES MORE TRUSTED THAN OTHERS?

1. Three types of trust

1. Some people have personality traits that include a general propensity

OB Assessments: Trust Propensity. This brief assessment helps

Please see the Instructor PowerPoints for Bonus Assessments on

Please see the Connect assignments for this chapter for

Please email me at colq@uga.edu if you have any questions about

2. Trust propensity is a product of both genetics and early childhood

3. Trust propensity is also influenced by experiences in later life and

1. Cognition-based trust is based on what we know about an authority—

2. Track records are gauged on three dimensions:

1) Ability – the skills and abilities that enable an authority to be

OB at the Bookstore: Radical Candor. The author argues that

Connect Application Exercise: The Most Trustworthy Companies in the

companies considered to be highly trustworthy to the three facets of

*Note: An alternate version of each Click and Drag exercise is available in

Topic: Ability; Integrity; Trust

Difficulty Level: 3 = Hard

AACSB: Analytical Thinking

Follow-Up Activity: Assign students to go to the Occupational Information

1. Affect-based trust is emotional – It is based on the feelings we have for

• May act as a supplement to other types of trust – is built up over

Bonus OB on Screen (from 5th edition): Whiplash. The clip referenced in

1. Distributive Justice – perceptions of fairness related to whether or not

a. Most common norm in business settings is equity – more outcomes

2. Procedural Justice – perceptions of fairness related to whether or not the

a. Rules of Fair Process

1. Voice – Do employees have a chance to express their opinions?

Try This! Take some decision-making procedure that a number of

b. Research shows that procedural justice is a stronger driver of reactions to

3. Interpersonal Justice – perceptions of fairness related to whether or not

a. Rules for Fair Treatment

1. Respect rule – Are people treated in a dignified and sincere manner?

b. Abusive Supervision – behaviors that are extremely unfair from an

4. Informational Justice – perceptions of fairness related to whether or not the

a. Rules for Fair Communication

1. Justification rule – Have authorities explained the decision-making

b. Informational justice can have a large impact on an organization’s bottom

Connect Application Exercise: Uber and Lyft Drivers Go on Strike. This

*Note: An alternate version of each Click and Drag exercise is available in

Topic: Informational justice; Interpersonal justice; Procedural justice

Difficulty Level: 3 = Hard

AACSB: Knowledge Application

Connect Application Exercise: Justice in Promotion Decisions Click and