Does rudeness really matter in the workplace? Refer to the Academy of Management Journal (Oct. 2007) study on rudeness in the workplace, Exercise. Recall that 98 college students enrolled in a management course were randomly assigned to one of two experimental conditions: rudeness condition (where the students were berated by a facilitator for being irresponsible and unprofessional) and control group (no facilitator comments). Each student was asked to write down as many uses for a brick as possible in five minutes. The data, saved in the RUDE file, are reproduced below.
Control Group: |
1 24 5 16 21 7 20 1 9 20 19 10 23 16 0 4 9 13 17 13 0 2 12 11 7 1 19 9 12 18 5 21 30 15 4 2 12 11 10 13 11 3 6 10 13 16 12 28 19 12 20 3 11 |
Rudeness Condition: 4 11 18 11 9 6 5 11 9 12 7 5 7 3 11 1 9 11 10 7 8 9 10 7 11 4 13 5 4 7 8 3 8 15 9 16 10 0 7 15 13 9 2 13 10 |
a. Show that although the data for the rudeness condition are approximately normally distributed, the control group data are skewed.
b. Conduct the appropriate nonparametric test (at α = .01) to determine if the true median performance level for students in the rudeness condition is lower than the true median performance level for students in the control group.
c. Explain why the parametric two-sample test conducted in Does rudeness really matter in the workplace? Studies have established that rudeness in the workplace can lead to retaliatory and counterproductive behavior. However, there has been little research on how rude behaviors influence a victim’s task performance. Such a study was conducted and the results published in the Academy of Management Journal (Oct. 2007). College students enrolled in a management course were randomly assigned to one of two experimental conditions: rudeness condition (45 students) and control group (53 students). Each student was asked to write down as many uses for a brick as possible in five minutes; this value (total number of uses) was used as a performance measure for each student. For those students in the rudeness condition, the facilitator displayed rudeness by berating the students in general for being irresponsible and unprofessional (due to a late-arriving confederate). No comments were made about the late-arriving confederate for students in the control group. The number of different uses of a brick for each of the 98 students was recorded and the data saved in the RUDE file, shown in the next table. Conduct a statistical analysis (at α = .01 ) to determine if the true mean performance level for students in the rudeness condition is lower than the true mean performance level for students in the control group.
Use the is appropriate even though the data for both groups are not normally distributed. (Note that the nonparametric and parametric tests yield the same conclusions.)
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