【正文】 distribute codes of ethics to guide employees through ethical dilemmas. They offer seminars, workshops, and similar training programs to try to improve ethical behaviors and provide inhouse advisors, who can be contacted, in many cases anonymously, for assistance in dealing with ethical issues. They create protection mechanisms for employees who reveal internal unethical practices. Today’s managers need to create an ethically healthful climate in which their employees can do their work productively and confront a minimal degree of ambiguity regarding what constitutes right and wrong behaviors.EXERCISESA. Have students introduce themselves by giving their name, and any other information you deem appropriate, and by offering one short one to threeminute story about an experience they had with an organization. Give students several minutes to think about their story, keep time, and stop students who go too long. Use the stories to introduce the importance of OB to them. B. Divide the class into groups of three to five students each. Have each group identify a current news story from the popular press such as newscasts, newspapers, journals, and so on, which involve management and/or organizational behavior. These stories/situations can be local, domestic, or international. Give the groups several minutes to discuss the story details, and have each group evaluate how the current managers handled the situation. Then have each group orally provide a brief (three to four minute) critique of the current managers’ response. Suggested topics might be a current business merger, the implementation of the euro, a local plant closing or relocation, an article or story about a diversity issue or work/family balance.C. Divide the class into groups of three, and have them discuss their experiences with managers. They may discuss items such as their last performance appraisal, a job interview, or a customer service issue. Use this as a starting point to discuss the importance of people in an organizational context.D. If you have older adult students, have them share their experiences regarding how the workplace used to look. Examine such issues as the demographic makeup of the organization, and the attitudes of workers towards management. Emphasize how new the field of OB is, based upon these anecdotes.Analyzing Your Organization (additional exercise not in the textbook) The end of each chapter will have a handson activity in which students will apply the material to the organization in which they work. If they don’t currently work, they could pick an organization to use as a model, such as their local grocer. You also could adapt this assignment to an organization that they research in the library or on the web, although it will lose its “real world” feel. The point is to take the theories and concepts and apply them to real organizations. There are a number of ways you can use this in your class. For example, it could serve as homework to be turned in each week, or a project to be built upon each week and turned in at the end of the class as a term paper/project. You could also use the exercise as a class discussion item, selecting students to do short discussion starter presentations several times per term. Still another use is to have them summarize their findings in small groups, and have each group report a summary to the class. Most of these activities will involve interviewing someone who has knowledge of the topic. For example, when covering the human resource issues in chapter 15, they will most likely want to discuss the assignment with someone in HR. Use the questions provided as a guideline, but be sure to adapt them to the student’s needs. I would also suggest that the student’s get approval from their manager or supervisor early on in the semester. Because we are dealing with “people issues” all semester they should detail the project to the relevant parties early on. For the first assignment, have them take this course syllabus and a description of the project to their supervisor. This will allow the supervisor to see the scope of topics discussed, and possibly spark some ideas for conversation points in the future. In week 2 of the course, have the student’s briefly describe their chosen organization, discussing what goods or services they produce, how many employees it has, what the structure looks like, and a general overview of how the organization is managed.CHAPTER 2 FOUNDATIONS OF INDIVIDUAL BEHAVIORCHAPTER OBJECTIVESAfter reading this chapter, students should be able to:1. List the dominant values in today39。s workforce.2. Describe the relationship between satisfaction and productivity.3. Explain the theory of cognitive dissonance.4. Summarize the relationship between attitudes and behavior.5. Explain how two people can see the same thing and interpret it differently.6. Summarize attribution theory.7. Outline the learning process.LECTURE OUTLINEI. VALUESA. Introduction (ppt 4)B. Values represent basic convictions that a specific mode of conduct or endstate of existence is personally or socially preferable to an opposite or converse mode of conduct or endstate of existence (ppt 5).1. Value systems contain a moral flavor in that they carry an individual39。s ideas as to what is right, good, or desirable. C. Value systems represent a prioritizing of individual values (ppt 6). 1. Values are identified by the relative importance an individual assigns to them, such as freedom, pleasure, selfrespect, honesty, obedience, and equality.D. Types of Values1. Rokeach Value Survey (ppt 7)a) Milton Rokeach created the Rokeach Value Survey. b) The RVS consists of two sets of values, with each set containing eighteen individual value items. c) One set, terminal values, refers to desirable endstates of existence. These are the goals that a person would like to ac