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ORGB, 5th Edition Solution Manual

ORGB, 5th Edition Solution Manual helps you grasp fundamental concepts with detailed textbook-based explanations.

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    1 Chapter 1: Organizational Behavior and Opportunity Chapter 1 Organizational Behavior and Opportunity In This Chapter, You’ll Find : Chapter Overview Learning Outcomes Key T erms PowerPoint G uide Review Questions a nd Answers Discussion and Communication Questions and Suggested Answers Ethical D ilemma Self - Assessments — What about You? Issues in D iversity Experiential E xercises Additional E xamples Case Study and Suggested Responses : Facebook: Opportunities, Problems, and Ambitions Video : Profile on Holden Outerwear Managing in a Global Environment Student handouts : Ethical Dilemma What About You ? : Analyze Your Perceptions of Change Issues in Diversit y: Women Triumph in Times of Recession — Really? Experiential Exercise: What’s Changing at Work Experiential Exercise: My Absolute Worst Job Case Study: Facebook: Opportunities, Problems, and Ambitions Chapter Overview This chapter provides an introduction to the subject of organizational behavior. It begins by providing an overview of human behavior in organizations and the interdisciplinary influences on that behavior. Next, it describes behavior in changing times. Third, it discusses the organizational context in which behavior occurs and the open systems view of organizations . This is followed by a discussion on formal and informal organization s . Next, it describes the diversity of organizations and the opportunities that arise in times of change. The chapter closes with a discussion of the different ways that people learn about organizational behavior. Learning Outcomes

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    2 Chapter 1: Organizational Behavior and Opportunity After reading this chapter, students shou ld be able to do the following: 1 Define organizational behavior. People can define o rganizational behavior as the study of individual behavior and group dynamics in organizations. The study of organizational behavior is primarily concerned with the psychosocial, interpersonal, and behavioral dynamics in organizations . However, organizational variables that affect human behavior at work are also relevant to the study of organizational behavior. Organizational behavior is a blended discipline that has grown out of contributions from numerous earlier fields of study. The sciences of psychology, sociology, engineering, anthropology, management, and medicine have all contributed to our understanding of human behavior in organizations . 2 Identify four action steps for responding positively in times of change. Early research of individuals and organizations in the midst of environmental change found that people often experience change as a threat and respond by relying on well - learned and dominant forms of behavior. That is, p eople often become rigid and reactive in the midst of change, rather than 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 significant change , such as outsourcing . Eric Brown, CEO of Johnson Products Company, Inc. , recommends looking for the positive opportunities in change and viewing challenge as a good rather than bad experience. His action steps for adapting to change are as follows : • Have a positive attitude • Ask questions • Listen to the answers • Be committed to success 3 Identify the important system components of an organization. Organizations are open systems of interacting components, including people, tasks, technology, and structure. These internal components also interact with components in the organization’s task environment. In addition to these major internal components, t he organization as a system has an external task environment composed of different constituents such as suppliers, customers, and federal regulators. The organization system works by taking inputs, convert ing them into throughputs, and deliver ing outputs to its task environment.

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    3 Chapter 1: Organizational Behavior and Opportunity 4 Describe the formal and informal elements of an organization. The open systems view of organizations suggests that they are designed like clockwork, with a neat, precise, interrelated functioning. The formal organization is the 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 snake pit metaphor originates from the study of the informal organization , which is unofficial and less visible. The informal elements of the organization are often points of diagnostic and intervention activities in organization al development , though the formal elements must always be considered because they provide the context for the informal . 5 Identify factors that contribute to the diversity of organizations in the economy. Most attempts to explain or predict organizational behavior rely heavily on factors within the organization and give less weight to external environmental considerations. Yet organizational behavior always occurs in the context of a specific organizational setting , so students can benefit from being sensitive to that industrial context and from developing an appreciation for the diversity of various organizations . Large and small organizations operate in each sector of the economy : the private, manufacturing, service, government, and nonprofit sectors . 6 Describe the opportunities that change creates for organizational behavior. Global competition, which is a leading force driving change at work, has increased significantly during the past few decades , especially in industries such as banking, finance, and air transportation . Corporate competition creates performance and cost pressures , changes that have a ripple effect on people and their behavior at work. Furthermore, a lthough competition may lead to downsizing and restructuring , it also provides the opportunity for revitalization. Too much change, however, leads to chaos, and too little change leads to stagnation . Global competition has challenged organizations to become more customer focused, to meet changing product and service demands, and to exceed customers’ expectations of high quality. Quality has the potential to give organizations in viable industries a competitive edge against international competition. Quality has become a rubric for products and services of high status. Quality improvement enhances the probability of organizational success in increasingly competitive industries. Organizations that do not respond to customer needs find their customers choosing alternative product and service suppliers who are willing to exceed customer expectations . Over and above the challenge of quality improvement to meet international competition, managing organizational behavior during changing times is challenging for at least three other reasons: • The increasing globalization of organizations’ operating territory • The increasing diversity of organizational workforces

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    4 Chapter 1: Organizational Behavior and Opportunity • The continuing demand for higher levels of moral and ethical behavior at work 7 Demonstrate the value of objective knowledge and skill development in the study of organizational behavior. The study of organizational behavior is based on scientific knowledge and applied practice. It involves abstract ideas, such as valence and expectancy in motivation, as well as concrete matters, such as observable behaviors and medical symptoms of distress at work. Therefore, l earning about organizational behavior includes at least three activities that are as follows : • T he science of organizational behavior requires the mastery of a certain body of objective knowledge . Objective knowledge results from research, experimentation, and scientific observation . • T he practice of organizational behavior requires skill development based on knowledge and an understanding of oneself in order to master the abilities essential to success. • B oth objective knowledge and skill development must be applied in real - world settings. Although organizational behavior is an applied discipline, students are not “trained” in organizational behavior. Rather, they are “educated” in organizational behavior and are coproducers in learning. Key Terms Opportunities (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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    5 Chapter 1: Organizational Behavior and Opportunity Skill development (p. 12) Power P oint Guide Slide 2 – 3 — Learning Outcomes LO1: Define organizational behavior . Slide 3 — LO – 1.1 Slide 4 — Organizational Behavior Slide 5 — Models of Human Behavior: External and Internal Perspective Slide 6 — Interdisciplinary Influences on Organizational Behavior LO2: Identify four action steps for responding positively in times of change. Slide 7 — LO – 1. 2 Slide 8 — Steps for Adapting to Change LO3: Identify the important system components of an organization. Slide 9 — LO – 1. 3 Slide 1 0 — Figure 1.1 : An Open Systems View of Organization LO4: Describe the formal and informal elements of an organization. Slide 1 1 — LO – 1. 4 Slide 1 2 — Formal and Informal Organization Slide 1 3 — Formal and Informal Elements of Organizations LO5: Identify factors that contribute to the diversity of organizations in the economy. Slide 1 4 — LO – 1. 5 Slide 1 5 — Sectors of the U.S. Economy LO6: Describe the opportunities that change creates for organizational behavior. Slide 1 6 — LO – 1. 6 Slide 17 — Impact of Global Competition on Business Slide 18 — Key Questions in Evaluating Quality - Improvement Ideas Slide 19 — Six Sigma Slide 2 0 — Table 1.1 : Contrasting Six Sigma and Total Quality Management Slide 2 1 — Seven Categories in Malcom Baldridge National Quality Award Examination Slide 22 — Challenges to Managing Organizational Behavior LO7: Demonstrate the value of objective knowledge and skill development in the study of organizational behavior.

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    6 Chapter 1: Organizational Behavior and Opportunity Slide 2 3 — LO – 1. 7 Slide 2 4 — Figure 1.3 : Learning about Organizational Behavior Slide 25 — Learning about Organizational Behavior Slide 26 — Learning from Structured Activity Slide 2 7 — Holden Outerwear Key Terms Slide 2 8 — Key Terms Summary Slides 29 - 30 — Summary Review Questions and Answers 1. Define organizational behavior. What is its focus? Organizational behavior is the study of individual behavior and group dynamics in organizations. The study of organizational behavior is primarily concerned with the psychosocial, interpersonal, and behavioral dynamics in organizations. However, organizational variables that affect human behavior at work are also relevant to the study of organizational 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 are as follows : • Have a positive attitude • Ask questions • Listen to the answers • Be committed to success 3. What is an organization? What are its four system components? Give an example of each. An organization is a n open system of interacting components. The four components that make up the systems framework are people (e.g., employees), tasks (e.g., mission, purpose , etc. ), technology (e.g., tools and knowledge), and structure (e.g., work design, organizational design). 4. Briefly describe the elements of the formal and informal organization. Give examples of each.

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    7 Chapter 1: Organizational Behavior and Opportunity The f ormal organization is the 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 structure s , communication channels, and products and services. The i nformal organization is the unofficial and less visible part of the system . T he informal elements are beliefs and assumptions, perceptions and attitudes, values, feelings , group norms , and informal leaders. 5. Describe how competition and total quality are affecting organizational behavior. Why is managing organizational behavior in changing times challenging? Global competition , which is a leading force driving change at work , has increased significantly during the past few decades, especially in banking, finance, and air transportation . Corporate competition creates performance and cost pressures, changes that have a ripple effect on people and their behavior at work. Furthermore, although c ompetition may lead to downsizing and restructuring , i t also provides the opportunity for revitalization. Product and service quality are the major ways that companies can win in a competitive environment. Too much change, however, leads to chaos, and too little change leads to stagnation. Global competition has challenged organizations to become more customer focused, to meet changing product and service demands, and to exceed customers’ expectations of high quality. Quality has the potential to give organizations in viable industries a competitive edge against international competition. Quality has become a rubric for products and services of high status. Quality improvement enhances the probability of organizational success in increasingly competitive industries. Managing organizational behavior during changing times is challenging for at least three other 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 work Discussion and Communication Questions and Suggested Answers 1. How do the formal aspects of your work environment affect you? What informal aspects of your work environment are important? Students’ answers will vary. Students without work experience may prefer to examine the ir

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    8 Chapter 1: Organizational Behavior and Opportunity university ’s formal and informal e nvironment al factors. The formal aspects of the university ’s environment could include the university bulletin, specific requirements for graduation, and enrollment procedures. Informal aspects of the university ’s environment could include the power that the student association has on campus, dress norms , and the relationship between students and faculty. 2. What is the biggest competitive challenge or change facing the businesses in your industry today? Will that be different in the next five years? Students’ answers will vary. Students without work experience may wish to consider the university 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 returning to complete their undergraduate degrees. This exemplifies the competitiveness of all environments and shows how rapidly individuals must change to remain competitive. Many students returning to school may have considerable experience in “ downsizing. ” All businesses face issues regarding increased competition, locally, nationally, and internationally. Most organizations are dealing with potential ramifications of NAFTA agreements as well as changes in the concepts of loyalty and long - term commitments. As the change continues 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 and careers than in any previous generation. 3. Describe the next chief executive of your company and what she or he must do to succeed. Students’ answers may vary. Students may prefer to discuss the university president or dean of the college if they do not have work experience. One of the discussions that could follow might correlate with current terminolog ies that have become popular, such as visionary leaders, empowered workforces, and teamwork. Successful leaders will also need to recognize and understand the impacts of global competition and economic changes, the need to focus on quality, the importance of a diverse workforce, and the challenge of managing change. 4. Discuss two ways people learn about organizational behavior.

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    9 Chapter 1: Organizational Behavior and Opportunity Learning about organizational behavior requires mastery of objective knowledge, which results from research , experimentation, and scientific observation . Objective knowledge can be learned through training. In addition, it requires skill development , which is the mastery of abilities that are essential to successful function ing in organizations. Skill development is best accomplished through experiential learning. It may be important to point out that taking one approach exclusively is only half a solution to solving a problem . 5. Have students p repare a memo about an organizational change occurring where they work or in the college or university , using Figure 1.1 to identify how the change is affecting the people, structure, task, and/or technology of the organization. Students’ answers will vary. This is a good opportunity for students to practice writing in a concise, to the point style. Be sure that students consider different aspects of people, such as structure, task, and technology as they develop the memo. 6. Develop an oral presentation about the changes and challenges facing your college or university based on an interview with a faculty member or administrator. Be prepared to describe 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 as well as to learn more about changes and challenges facing organizations. Encourage students to give each other feedback on the presentation as well as the content of the presentation. Students may c ompare and contrast the views of faculty and administrators. They may also d iscuss why similarities and differences exist in each group’s view of changes and challenges. 7. Have students research a service or manufacturing company, entrepreneurial venture, or nonprofit organization of their choice and then prepare a brief description of it . Students’ answers may vary. Students may d iscuss in class the similarities and differences they found between different service, manufacturing, entrepreneurial, or nonprofit organizations. Ethical Dilemma The purpose of the Ethical Dilemmas is to encourage students to develop their awareness of ethical issues in the workplace and the managerial challenges they present. The dilemmas are set up to present situations in which there is no clear ethical choice. The goal of the instructor s is to

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    10 Chapter 1: Organizational Behavior and Opportunity guide their students through the process of analyzing the situation and examining possible alternative solutions. There are no “right” answers to the questions at the end of each scenario but only opportunities to explore alternative s , and these answers can generate discussion s among students and instructors on the appropriateness of each alternative. The student portion of the activity is provided at the end of this chapter guide . In order to address the Ethical Dilemmas, a brief discussion of the referenced ethical theories is necessary. These theories are discussed in more detail in Chapter 2 of the textbook. Consequential Theories of Ethics Consequential theories of ethics emphasize the consequences or results of behavior. John Stuart Mill’s utilitarianism , a well - known consequential theory, suggests that the consequences of an action determine whether it is right or wrong. Good is the ultimate moral value, and good effects should be maximized for the greatest number of people. However, right actions do not always produce good consequences, and good consequences do not always follow right actions. And, u sing the greatest - number criterion may mean that minorities (less than 50 percent) are excluded in evaluating the morality of actions. An issue that matters to a minority but not to the majority might be ignored. These are t wo of the dilemmas raised by utilitarianism . Consequentialists look beyond self - interest to consider impartially the interests of all persons affected by an action. Consequentialists recognize that trade - offs exist in decision making. Consequential theory is concerned with making decisions that maximize net benefits and minimize overall harms for all stakeholders. Rule - Based Theories of Ethics Rule - based theories of ethics emphasize the character of the act itself, not its effects, in arriving at universal moral rights and wrongs . Moral rights, the basis for legal rights, are associated with such theories. Immanuel Kant worked toward the ultimate moral principle in formulating his categorical imperative , a universal standard of behavior. Kant argued that individuals should be treated with respect and dignity and that they should not be used as a means to an end. He argued that one should put himself or herself in the other person’s position and ask whether he or she would make the same decision if he or she were in that person’s situation. An example of a moral rule might be the widely - known admonishment to “Do unto others as you would have them do unto you.” Rules bind one to duty and observing the rule is paramount even if it leads to negative consequences for those affected by the decision. Character Theories of Ethics

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    11 Chapter 1: Organizational Behavior and Opportunity Virtue ethics , of which c haracter theories of ethics are a type, offer an alternative to understanding behavior in terms of self - interest or rules . Character theories of ethics emphasize the character of the individual and the intent of the actor instead of the character of the act itself or its consequences. These virtue - ethics theories are based on Aristotle’s view of ethics , which focused 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 and ultimately good ethical standards. Robert Solomon is the best known advocate of this Aristotelian approach to business ethics. He advocates a business ethics theory centered on the individual 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 for something other than what will help to achieve this goal. The focus is on acting due to right intentions; that is, because one is deeply and thoroughly disposed to act from a desirable character trait rather than on the acts themselves (rules - based) or the outcomes of the actions (consequential theo ry). 1. Using consequential, rule - based, and character theories, evaluate Melissa and Brian’s o ptions. Consequential T heory G oing ahead with their strategic plan will allow Melissa and Brian to establish a presence in the Chinese market and make their online and technology services available to the Chinese public as well, thus providing a good outcome to a very large constituency. Withholding their services would deprive that constituency of an important good. The idea that “ if they don’t offer the services someone else will ” is irrelevant to the extent that the ethical decision to be made involves the outcomes of their actions, not the actions of someone else. In other words, if they fail to provide the services, thus depriving the Chinese people of an important benefit, they will have acted unethically regardless of whether someone else offers the services at a later time. Rule - B ased T heory R ule - based ethics focuses on the rightness of the act itself rather than its consequences or the intentions of the actor. In this case, the decision may differ depending on the rule Melissa 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 greater technological parity with other advanced nations. If the rule is to protect the people from

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    12 Chapter 1: Organizational Behavior and Opportunity government censorship, staying true to their stated values would prevent their technology from being used to filter the people’s access to the Internet. Character T heory According to the character theory, Melissa and Brian should remain true to their stated values by f ocusing on the intentions of the actors. These values are deeply held, as they envisioned professional values of corporate social responsibility when the company was first conceived. The possibility of contributing to government censorship of the Internet would not be viewed as socially responsible and would preclude them from going ahead with 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. One point of view is that if Melissa and Brian don’t remain true to their stated values, in particular, their mission statement concerning the freedom to obtain knowledge, they will have violated the essence of their company as being socially responsible. Given what they have learned from Henry about Internet regulation in China, they should forego the Chinese market and focus on expanding in less heavily regulated markets. Self - Assessments — What a bout You? 1.1 Analyze Y our Perceptions of Change People perceive change differently. Students should think of change situations they are currently experiencing. These changes can be any business, school - related, or personal experiences that require a significant change in attitude or behavior. Students should then rate their feelings about the changes using the scale provided in the exercise. Once the ratings are completed, students can be put in small groups to discuss the differences and similarities in their experiences. Small group 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 business environment they will enter after graduation. The student portion of the activity is provided on a handout at the end of this chapter guide . 1.2 Learning Style Inventory This exercise is designed to help students understand their individual learning styles better by identifying the extent to which they prefer visual, auditory, and tactile learning activities. There are two immediate and practical benefits of this exercise. First, students can identify the ways in

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    13 Chapter 1: Organizational Behavior and Opportunity which they prefer to learn, giving them greater insight into which learning activities will require greater focus and which ones will be more inherently enjoyable for them. Second, the information provided by this exercise can be of great help to instructors in structuring course activities 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 how the variety of methods used to stimulate learning of course material (e.g., lectures, video presentations, case analyses, role - plays, and other experiential exercises) may facilitate learning for individuals with different learning styles might be a useful introduction to this exercise. The student portion of the activity is on the review card in the student edition of ORGB . Issues i n Diversity Women Triumph in Times of Recession — R eally? American women are finally in a position to surpass men in the workforce, but it took an economic recession for them to do it. The layoffs and plant closures experienced in the manufacturing and construction industries have hit working men terribly hard. Some estimate that 82 percent of the job losses during the recession have occurred 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 be a cause for celebration. However, several issues loom beneath the surface that stand to dampen the festivities . A nd while the proportion 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 United States? Explain. While an extended recession would likely increase the proportion of women in the workforce to a greater extent, at least temporarily, a large percentage of the men who have been affected by the recession will begin to find their way back into the workforce over time. Moreover, though social mores were somewhat less tolerant at the time of the Great Depression and World Wars I and II, the fact that a large number of men were absent from the workforce did not permanently change gender roles in any significant way. The changes taking place during the current recession may be more a result of social changes over the past 40 or so years than a direct outcome of the current recession. While it may be true that men have disproportionately lost jobs because of the recession, women have been steadily moving into jobs traditionally held by men as well as 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 primary caregiver for children and primary homemaker has significantly increased in conjunction with the present recession.

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    14 Chapter 1: Organizational Behavior and Opportunity 2. Do companies have a responsibility to raise women’s salaries to accommodate their roles as primary breadwinners? Why or why not? Companies have no responsibility to raise women’s salaries to accommodate any change in role that may have occurred. However, companies do have a legal requirement to pay women salaries that are equal to men’s salaries in similar positions. The Equal Pay Act of 1963 initially established this legal requirement, and the Lilly Ledbetter Fair Pay Restoration Act of 2009 strengthened the requirement by removing the requirement for women to file a pay discrimination claim within 180 days of their first unfair paycheck. Experiential Exercises 1.1 What’s Changing at Work ? This exercise enlightens students about the changes occurring in organizations. Instructors should e ncourage teams to question each other about the legitimacy of the changes identified. A debate 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 student portion of the activity is provided on a handout at the end of this chapter guide . 1.2 My Absolute Worst Job Purpose : To become acquainted with fellow classmates. Group size : Any number of groups of two. The student portion of the activity is provided on a handout at the end of this chapter guide . Occasionally a student will reveal proprietary information about a company. It might be wise to preface the discussion by suggesting that students describe the type of job rather than mentioning the name of the company. There are many humorous and bonding examples that have come from this exercise. Instructors might want to tell the ir students that there have been a variety of answers. Two of the more extreme were as follows : • Digging cemetery plots in August in St. Louis. (No explanation was needed why this was not a “ good ” job.) • On the committee for a state ’ s inaugural ball, where the governor did not show up until 2:00 a.m.

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    15 Chapter 1: Organizational Behavior and Opportunity These are good examples to illustrate that stress is related to behavior and organizational factors, not just the type of job that an individual fulfills. 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 ’ s as a career, there are people who plan on making that organization their career. We need to understand why other people may find what on e may think of as the “ worst job ” to be their ideal job. Students may see some positions as “ inherently worst jobs. ” Instructors should b e sure to clarify that some individuals may take positions to fulfill financial obligations, and find their personal fulfillment through other means. The fact that they do not wish to “ self - actualize ” at work does not necessarily mean that they are not productive, valuable organizational members. N ot all students will have work experience. A large number of international students may have little work experience because they go directly from secondary schools to college. Some allowances may need to be made for these students so they do not feel like they are “ in the wrong class because they are inexperienced. ” They could contribute by mentioning a job they would least like ly do and why they would not want to have this position. 1.3 Creating a Quality Learning Environment The exercise will give students the opportunity to discuss the elements of a quality learning environment. The basic question their group will need to answer first is whether good education provides a service or produces a product. Once they have made that decision, they will be able to address the questions in Step 2 of the exercise. Step 1. Instructors should divide students into groups of approximately six members each . Each group should elect a spokesperson and answer the following question: Does education provide a service or produce a product? The spokesperson should be prepared to explain the group’s answer to this basic question during the cross - team exchange. Step 2. Each group should generate answers to the following questions. A group should spend approximately five minutes on each question and make sure that each person has made a contribution to the group’s response. The spokesperson for each group should be ready to share the group’s collective responses to the three questions. a. What are the important characteristics of a high - quality learning environment?

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