Effective Management 7th Edition Ebook PDF Version

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7-2 Consistency or Adaptation? 208 8-7 Interorganizational Processes 259
7-3 Forms for Global Business 209 8-7a Modular Organizations 259
7-3a Exporting 210 8-7b Virtual Organizations 260
7-3b Cooperative Contracts 210
Management Team Decision 262
7-3c Strategic Alliances 211
Practice Being a Manager 262
7-3d Wholly Owned Affiliates (Build or Buy) 212
Self-Assessment 263
7-3e Global New Ventures 212
Management Workplace 265
7-4 Finding the Best Business Climate 213
7-4a Growing Markets 213
9 Managing Teams 268
7-4b Choosing an Office/Manufacturing
Location 214 What Would You Do? 268
7-4c Minimizing Political Risk 215 9-1 The Good and Bad of Using Teams 269
7-5 Becoming Aware of Cultural Differences 216 9-1a The Advantages of Teams 270
7-6 Preparing for an International Assignment 218 9-1b The Disadvantages of Teams 271
7-6a Language and Cross-Cultural Training 218 9-1c When to Use Teams 273
7-6b Spouse, Family, and Dual-Career Issues 219 9-2 Kinds of Teams 275
9-2a Autonomy, the Key Dimension 275
Management Team Decision 222 9-2b Special Kinds of Teams 277
Practice Being a Manager 222 9-3 Work Team Characteristics 279
Self-Assessment 223 9-3a Team Norms 279
Management Workplace 228 9-3b Team Cohesiveness 280
9-3c Team Size 281
8 Designing Adaptive Organizations 232 9-3d Team Conflict 282
What Would You Do? 232 9-3e Stages of Team Development 283
8-1 Designing Organizational Structures 233 9-4 Enhancing Work Team Effectiveness 286
8-2 Departmentalization 236 9-4a Setting Team Goals and Priorities 286
8-2a Functional Departmentalization 237 9-4b Selecting People for Teamwork 287
8-2b Product Departmentalization 238 9-4c Team Training 289
8-2c Customer Departmentalization 239 9-4d Team Compensation and Recognition 290
8-2d Geographic Departmentalization 239 Management Team Decision 292
8-2e Matrix Departmentalization 241 Practice Being a Manager 292
8-3 Organizational Authority 244 Self-Assessment 293
8-3a Chain of Command 244 Management Workplace 296
8-3b Line Versus Staff Authority 244
8-3c Delegation of Authority 245
8-3d Degree of Centralization 246 10 Managing Human Resources 300
8-4 Job Design 247 What Would You Do? 300
8-4a Job Specialization 248 10-1 Employment Legislation 301
8-4b Job Rotation, Enlargement, 10-1a Federal Employment Laws 302
and Enrichment 248 10-1b Adverse Impact and Employment
8-4c Job Characteristics Model 249 Discrimination 304
8-5 Designing Organizational Processes 253 10-1c Sexual Harassment 305
8-6 Intraorganizational Processes 254 10-2 Recruiting 306
8-6a Reengineering 254 10-2a Job Analysis and Recruiting 307
8-6b Empowerment 256 10-2b Internal Recruiting and External
8-6c Behavioral Informality 257 Recruiting 309
vi Effective Management
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
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10-3 Selection 310 11-5 Goal-Setting Theory 365
10-3a Application Forms and Résumés 311 11-5a Components of Goal-Setting Theory 365
10-3b References and Background Checks 312 11-5b Motivating with Goal-Setting Theory 366
10-3c Selection Tests 313 11-6 Motivating with the Integrated Model 368
10-3d Interviews 314
10-4 Training 318
10-4a Training Methods 318
Self-Assessment 371
10-4b Evaluating Training 320
10-5 Performance Appraisal 321
10-5a Accurately Measuring Job Performance 322
12 Leadership 378
10-5b Sharing Performance Feedback 324
10-6 Compensation 325 What Would You Do? 378
10-6a Compensation Decisions 326 12-1 Leadership 379
10-6b Employment Benefits 328 12-1a Leaders Versus Managers 380
10-7 Employee Separations 329 12-2 Who Leaders Are and What Leaders Do 381
10-7a Terminating Employees 329 12-2a Leadership Traits 382
10-7b Downsizing 330 12-2b Leadership Behaviors 383
10-7c Employee Turnover 331 12-3 Putting Leaders in the Right Situation: Fiedler’s
Contingency Theory 387
Management Team Decision 332 12-3a Leadership Style: Least Preferred
Practice Being a Manager 333 Coworker 388
Self-Assessment 335 12-3b Situational Favorableness 389
Management Workplace 338 12-3c Matching Leadership Styles to
Situations 390
11 Motivation 342 12-4 Adapting Leader Behavior:
What Would You Do? 342 Path–Goal Theory 391
11-1 Basics of Motivation 343 12-4a Leadership Styles 392
11-1a Effort and Performance 344 12-4b Subordinate and Environmental
11-1b Need Satisfaction 345 Contingencies 393
11-1c Extrinsic and Intrinsic Rewards 347 12-4c Outcomes 394
11-1d Motivating with the Basics 349 12-5 Adapting Leader Behavior: Hersey and
11-2 Equity Theory 350 Blanchard’s Situational Leadership® Theory 395
11-2a Components of Equity Theory 351 12-5a Worker Readiness 396
11-2b How People React to Perceived 12-5b Leadership Styles 396
Inequity 352 12-6 Adapting Leader Behavior: Normative
11-2c Motivating with Equity Theory 354 Decision Theory 397
11-3 Expectancy Theory 355 12-6a Decision Styles 398
11-3a Components of Expectancy Theory 355 12-6b Decision Quality and Acceptance 399
11-3b Motivating with Expectancy Theory 356 12-7 Strategic Leadership and Visionary
11-4 Reinforcement Theory 358 Leadership 402
11-4a Components of Reinforcement 12-7a Charismatic Leadership 403
Theory 359 12-7b Transformational Leadership 405
11-4b Schedules for Delivering Management Team Decision 408
Reinforcement 361 Practice Being a Manager 408
11-4c Motivating with Reinforcement Self-Assessment 409
Theory 362 Management Workplace 411
Contents vii
13 Communication 414 14-2c Normative Control 454
What Would You Do? 414 14-2d Concertive Control 455
13-1 Communication and Perception 415 14-2e Self-Control 455
13-1a Basic Perception Process 416 14-3 What to Control? 457
13-1b Perception Problems 417 14-3a The Balanced Scorecard 458
13-1c Perception of Others 418 14-3b The Financial Perspective: Controlling
13-1d Self-Perception 419 Budgets, Cash Flows, and Economic
13-2 Kinds of Communication 420 Value Added 459
13-2a The Communication Process 420 14-3c The Customer Perspective: Controlling
13-2b Communication Channels 423 Customer Defections 460
13-2c Coaching and Counseling: One-on-One 14-3d The Internal Perspective: Controlling
Communication 425 Quality 462
13-2d Nonverbal Communication 425 14-3e The Innovation and Learning Perspective:
13-3 Managing One-on-One Communication 427 Controlling Waste and Pollution 462
13-3a Choosing the Right Communication Management Team Decision 466
Medium 427 Practice Being a Manager 466
13-3b Listening 428 Self Assessment 468
13-3c Giving Feedback 430 Management Workplace 471
13-3d Improving Cross-Cultural
Communication 431 15 Managing Information 474
13-4 Managing Organization-Wide What Would You Do? 474
Communication 434 15-1 Strategic Importance of Information 475
13-4a Improving Transmission: Getting the 15-1a First-Mover Advantage 477
Message Out 435 15-1b Sustaining Competitive Advantage 477
13-4b Improving Reception: Hearing 15-2 Capturing, Processing, and Protecting
What Others Feel and Think 436 Information 479
Management Team Decision 438 15-2a Capturing Information 480
Practice Being a Manager 439 15-2b Processing Information 481
Self-Assessment 440 15-2c Protecting Information 483
Management Workplace 442 15-3 Accessing and Sharing Information and
Knowledge 486
15-3a Internal Access and Sharing 486
14 Control 446
15-3b External Access and Sharing 487
What Would You Do? 446 15-3c Sharing Knowledge and Expertise 489
14-1 The Control Process 447
14-1a Standards 448 Management Team Decision 490
14-1b Comparison to Standards 449 Practice Being a Manager 491
14-1c Corrective Action 449 Self-Assessment 491
14-1d Dynamic, Cybernetic Process 449 Management Workplace 493
14-1e Feedback, Concurrent, and Feedforward
Control 450 16 Managing Service and Manufacturing
14-1f Control Isn’t Always Worthwhile Operations 496
or Possible 450 What Would You Do? 496
14-2 Control Methods 452 16-1 Productivity 497
14-2a Bureaucratic Control 452 16-1a Why Productivity Matters 498
14-2b Objective Control 453 16-1b Kinds of Productivity 499
viii Effective Management
16-2 Quality 501 16-4c Measuring Inventory 512
16-2a Quality-Related Characteristics for Products 16-4d Costs of Maintaining an Inventory 513
and Services 501 16-4e Managing Inventory 514
16-2b ISO 9000 and 14000 503
16-2c Baldrige National Quality Award 504
16-2d Total Quality Management 505
Self-Assessment 518
16-3 Service Operations 506
16-3a The Service–Profit Chain 507
16-3b Service Recovery and Empowerment 508
Glossary 524
16-4 Manufacturing Operations 509
Name Index 538
16-4a Amount of Processing in Manufacturing
Subject Index 544
Operations 509
16-4b Types of Inventory 510
Contents ix
Preface
Different Minds Learn in Different Ways
Everyone approaches learning differently. Some learn best by
listening to lectures, whereas others learn best by reading and
summarizing course material on their own. Others struggle unless
concepts and ideas are visually illustrated in charts, models, or graphs,
whereas others need firsthand experience to gain understanding. Of
course, many of us learn best when we combine these approaches.
In most introductory courses with most introductory textbooks, how-
ever, student learning boils down to one approach: (1) read the textbook, (2) take
class notes during the lecture, (3) participate in a bit of class discussion, (4) do a
few assignments, and then (5) “cram” the night before each exam. Because nearly all
introductory courses and nearly all introductory textbooks use this approach, stu-
dents who adapt to this approach to learning tend to do well in all of their introduc-
tory courses. Yet, a surprisingly large percentage of college students struggle when
using this “standard” approach. Consequently, many students work very hard in
their introductory courses, but do not do very well. (Ask around. You’ll be surprised
by the number of students who have much higher grades in upper-level courses.)
If the seventh edition of Effective Management is viewed as just another “introduc-
tory textbook,” with just one approach to learning, think again. Instead of asking
students to adapt their learning styles to one way of learning, Effective Manage-
ment provides a variety of different learning tools to let students create and combine
learning methods uniquely suited to the way in which they learn—and not the other
way around. By integrating a unique organizing system in each chapter (see the
following Chapter Outline, Learning Objectives and Numbering System, and Sec-
tion Reviews sections) with an extensive multimedia learning package, we have put
together a complete teaching and learning system designed to educate students with
all kinds of learning needs in all types of classroom situations. The system is flexible
enough to be used in traditional classes, in completely online classes, in combina-
tions of those two, or in independent study. In short, the seventh edition of Effective
Management taps into multiple technologies to teach management to students with
all kinds of learning styles.
Using Your Book

With today’s busy schedules, very few students have the opportunity to read a chapter
from beginning to end in one sitting. Because of their schedules and cognitive styles,
today’s students take anywhere from two to five study sessions to read a chapter com-
pletely. Accordingly, a chapter outline and numbering system, learning objectives, and
section reviews are used to break chapters into small, self-contained sections that can
be studied separately over multiple study sessions.
x Effective Management
Chapter Outline
OUTLINE
Each chapter begins with a detailed chapter outline that breaks the chap-
What Would You Do?
ter into numbered sections and subsections. For example, the outline for
the first part of Chapter 4, Planning and Decision Making, looks like this: 4-1 Benefits and Pitfalls
of Planning
Learning Objectives and Numbering System 4-1a Benefits of Planning
4-1b Pitfalls of Planning
The numbered information contained in the chapter outline is then
4-2 How to Make a Plan That
repeated in the chapter as learning objectives (at the beginning of ma-
Works
jor parts of the chapter) and as numbered headings and subheadings
4-2a Setting Goals
(throughout the chapter) to help
4-2b Developing
4-2 How to Ma ke a Pla n Tha t Wo rks students remember precisely Commitment to Goals
in-
ing brings about tremendous
Planning is a double-edg
ed sword. If done right, plann
organizational performanc
e. If plann ing is done wrong, however,
mance.
where they are in terms of the 4-2c Developing Effective
creases in individual and dual and organizational perfor
it can have just the oppos
ite effect and harm indivi
should be able to:
chapter outline. Action Plans
n, you
After reading this sectio
a plan that works.
4-2 Describe how to make 4-2d Tracking Progress
involved in making a plan
that works. Section Reviews 4-2e Maintaining Flexibility
There are several elements setting goals, 4-2b devel
op-
planning consists of 4-2a
As depicted in Exhibit 4.1, ive action plans, 4-2d track
ing
ing commitment to the
d goal
goals
achie
, 4-2c devel oping
vement, and 4-2e
effect
main tainin g flexibility in planning. Finally, instead of a big sum- 4-3 Planning from Top
progr ess towar
Sett ing Goa ls

mary at the end of the chapter, to Bottom
4-2a
The first step in planning
is to set goals. To direct
12 exam ple,
behavior and increase effort
decid ing to
, goals
“increase sales this year” students will find a detailed re- 4-3a Starting at the Top
nging. For
need to be specific and challe ing to “increase North Amer
ican
won’t direct and energize
workers as much as decid
next six mont hs. ” Likew ise, deciding to “drop a
few pounds” view at the end of each section. 4-3b Bending in the Middle
sales by 4 percent in the s.” Specific, challenging goals
as deciding to “lose 15 pound
won’t motivate you as much
provide a target for which to aim and a stand ard against which to measu
job, or your company is
re success.
to use Together, the chapter outline, 4-3c Finishing at the
ive goals for yourself, your
numbering
One way of writing effect
the SMAR T guide system,
lines. SMAR T goals are learning
specific, measurable, objectives,
announced plan to lead
attainable, realistic,
the world in section headings (which mark the Bottom
look at Honda’s recently to the
and timely. Let’s take a to see how it measures up
13
beginning
fuel efficie ncy in of
every a
vehicl esection),
class within three years and section reviews (which mark the end of a sec-
Kimberly-Clark spent two years redesigning its Depends products, making them
look more like gender-specific underwear than adult diapers. Mark Cammarota, who
SMART guidelines for goals. not state that the company
will pro-
tion) First,allow students
is the goal specific
duce fuel-e fficien t cars but that every carto
? Yes, Honda’s plan does
break
it make s will lead theits class chapter
by-class comp
in gas mileage. Is into small, self-contained
arison of fuel
sections
manages the Depends brand, says, “Past generations were more accepting that they had
a condition, and this was the product that they have to wear. The boomers don’t have
the answer is yes, as a class-
that can be read
the goal measurable? Again
efficiency with competitor
s will show inwheththeir er Hond a
entirety innov
has achiev
Honda is able to develop
over
ed its goal. Whether
ative multiple
25
that attitude. They demand and expect more.”
not depends on whether ility is a new engine de-
the goal is attainable or
study engines thatsessions.
are more efficient than This format
its competitors’. One possib
n and increase fuel efficie
ncy. The not
goal is r only
ealistic, given makes it
Review 4-2 How to Make a Plan That Works
sign that will minimize frictio existing engine technologie
s rather
easierthat Hond for busy
a is using
than inventing brand-new
students
Finally, the goalto
and significantly improving
ones. effectively
is timely because Honda annou spread
nced
their There are five steps to making a plan that works: (1) Set SMART goals, or goals
14
goal in three years. that are specific, measurable, attainable, realistic, and timely. (2) Develop com-
studying across multiple
that it plans to achieve its
to Goa
days
ls
and times, but it mitment to the goals from the people who contribute to goal achievement.
Developing Com mitm ent Managers can increase workers’ goal commitment by encouraging worker par-
also4-2b adapts textbook learning
sets a goal doesn’t mean
that peopleto will tryevolving
to accomplish it. student-
harder or
ticipation in goal setting, making goals public, and getting top management to
Just because a company won’t encou rage them to work
show support for workers’ goals. (3) Develop action plans for goal accomplish-
learningIf workers don’t styles
smarter. Thus, the secon
and
care about a goal, that goal
d step in plannpreferences. 15
ing is to develop commitmen
t to goals.
e a goal. Commitment to
achieve ment. (4) Track progress toward goal achievement by setting both proximal
the determination to achiev to
Finally, all student resources
rs must choose to and instructor re-
Goal comm itmen t is comm it thems elves and distal goals and by providing workers with regular performance feedback.
Managers and worke land
a goal is not automatic. tus of mana geme nt at the University of Mary (5) Maintain flexibility. Keeping options open through options-based planning
sor emeri tells a story about an
SMART goals a goal. Edwin Locke, profes
sources
goals that are specific, measurable
attainable, realistic, and timely
,
and the forem are organized by section and subsection
ost exper t on how, why, and when goals work, and seeking continuous improvement through learning-based planning help
organizations maintain flexibility as they plan.
102 so that students and instructors always know
Effective Management
where they are and what they are reviewing. 4-3 Planning from Top to Bottom
Planning works best when the goals and action plans at the bottom and middle of the
organization support the goals and action plans at the top of the organization. In other
words, planning works best when everybody pulls in the same direction.
Text Features After reading this section, you should be able to:
4-3 Discuss how companies can use plans at all management levels,
Engaging Style from top to bottom.
Chuck’s compelling writing style conveys his passion for both management and
Exhibit 4.3 illustrates this teach-
planning continuity, beginning at the top with a clear defini-
tion of the company purpose and ending at the bottom with the execution of opera-
ing. The combination of theories and current stories helps students
tional plans.actually relate to
how text topics play out in business settings. Let’s see how 4-3a top managers create the organization’s purpose statement and
strategic objectives, 4-3b middle managers develop tactical plans and use manage-
ment by objectives to motivate employee efforts toward the overall purpose and
strategic objective, and 4-3c first-level managers use operational, single-use, and
What Would You Do? standing plans to implement the tactical plans.
4-3a Starting at the Top

Chapter-opening What Would You Do? cases create an opportunity for students
to confront the real issues that managers face before deciding As shown in Exhibit 4.4, top management is responsible for developing long-term
strategic plans that makeof
on a course action,
clear how the company will serve customers and position it-
self against competitors in the next two to five years. (The strategic planning and man-
learning-based planning
agement process is examined in its entirety in Chapter 5.) Strategic planning begins
learning better ways of achieving goals
by continually testing, changing, and with the creation of an organizational purpose. Although its U.S.-based Chrysler divi-
improving plans and strategies sion has been earning strong profits, Fiat’s European sales are down 16.7 percent from
106 Effective Management

Preface xi
handling a particular problem, or changing the direction of a company. Students
are called upon to put themselves in the situation of the managers at companies like
NetFlix, Caterpillar, Disney, American Express, Waste Management, and SAS.
What Really Works?

Some studies show that two drinks a day increase life expectancy by decreasing the
chances of having a heart attack. Other studies show that two drinks a day decrease life
expectancy. The results of both sets of studies are presented in very definitive terms, so
the conflicting information confuses and frustrates ordinary people who just want to
“eat right” and “live right.” Managers also have trouble figuring out what works, based
on the scientific research published in scholarly business journals. But thankfully, a
research tool called meta-analysis, which is a study of studies, is helping management
scholars understand how well their research supports management theories. The What
Really Works features in Effective Management, seventh edition, present the results of
various meta-analyses using an easy-to-understand statistic called the “probability of
success.” Concrete study results presented in an accessible format give students the best
estimate of what really works in the business world.
Doing the Right Thing

Because managers set the standard for others in the workplace, unethical behavior and
practices quickly spread when they do not do the right thing. This seventh edition con-
tains practical, useful advice to help students become more ethical managers or business-
persons by Doing the Right Thing. A range of topics is explored throughout the book.
Management Facts and Trends

Management is happening every day in every company. One way to prepare for a ca-
reer as a manager is by being aware of management trends today. To help students look
forward to what might be happening in management tomorrow, there are short boxes
titled Management Fact and Management Trend that give students a short, memo-
rable insight into the direction in which management is headed.
Management Team Decision

From sports to school to work to civic involvement, working in teams is increasingly
part of our experience. Management Team Decision exercises have been designed to
give students the opportunity to work as management teams to solve various workplace
dilemmas.
Practice Being a Manager

These experiential exercises give students the opportunity to role-play management
scenarios, discuss management dilemmas, and resolve management problems. Most
are designed to be started and completed during the class session.
Self-Assessments
Self-assessments give students insights into their attitudes, beliefs, and tendencies that
relate to management issues. Each PowerPoint chapter contains a special slide with
an embedded spreadsheet to facilitate use of the assessments in the classroom using a
simple show of hands. The slide automatically generates a distribution, which students
enjoy seeing.
xii Effective Management
MindTap
Students who purchase the MindTap product for Effective Management, seventh edi-
tion, will enjoy a number of innovative features designed to enhance their learning
experience. The e-book has been enriched with interactive figures and animated videos
that increase comprehension of the most challenging topics. At the beginning of each
chapter, students will be asked to take a self-assessment questionnaire that introduces
an important topic and shows how it relates to students’ current experience. Students
will also have ready access to the assignments chosen by the instructor, which may in-
clude test-prep quizzes, homework questions, Write Experience essay-writing practice,
and experiential exercises (role-play activities and group project activities).
New to this edition, the role-play activities give students opportunities to practice
their managerial and communication skills in an online, real-time environment, while
the group project activities encourage them to take a modern approach to applying
key concepts using a digital collaborative workspace. By giving them opportunities to
collaborate online, apply course concepts, and create solutions to realistic management
problems, all of these learning activities are designed to enable students to ENGAGE,
CONNECT, PERFORM, and LEAD. Students are empowered to THINK and ACT like
managers, with demonstrable skills in critical thinking, analysis, and much more.
Augmenting the entire MindTap experience, robust diagnostic tools powered by
Knewton provide students with feedback and personalized study plans based on actual as-
signed coursework rather than a separate set of quizzes. Using recommendations provided
by Knewton, students can focus their efforts on the most important concepts they need to
learn at that moment in time, as well as more effectively prepare for exams. Furthermore,
Knewton gives instructors the ability to focus class time on the most relevant material and
effectively assist struggling students. Using the MindTap Progress App, instructors can
track student proficiency, which will allow them to quickly react to where students are in
their learning and make the best use of class time. This creates even more opportunities
to train students to “Think and Act Like Managers.” In short, the student-tested, faculty-
approved resources included in the MindTap product will help every student make the
most of Effective Management, seventh edition—no matter his or her learning style!
Instructor Resources
Instructor Companion Website
Key instructor ancillaries (Instructor Manual, Test Bank, and PowerPoint) are provided
online. The Instructor Manual is organized in such a way as to allow instructors to get
going quickly and to minimize the time needed to prepare a superior course. Suggested
plans for covering the chapter using lecture, group work, and video are included, along
with a brief chapter outline, and teaching tips and solutions for all chapter assignments.
And to aid with lectures, a comprehensive set of PowerPoint slides has been created for
each chapter. All of these resources are available on the Instructor Companion Website
accessible at www.cengage.com.
Video
The “On the Job” videos are available within MindTap and on DVD and include highly
engaging studies of real organizations applying the principles covered in the text. Com-
panies profiled include Honest Tea, Stew Leonard’s, and many more.
Preface xiii
Cengage Learning Testing, powered by Cognero
The test bank for Effective Management, seventh edition, consists of true/false, mul-
tiple-choice, scenario, short-answer, and essay questions that have been reviewed by
management faculty. The test bank contains over 1,400 questions delivered within the
Cognero platform and tagged using AACSB categories to help collect and manage the
data required for accreditation.
Cengage Learning Testing Powered by Cognero is a flexible, online system that al-
lows you to author, edit, and manage test bank content from multiple Cengage Learn-
ing solutions, create multiple test versions in an instant, and deliver tests from your
LMS, your classroom, or wherever you want. The Cognero testing platform is acces-
sible to registered instructors at www.cengage.com.
xiv Effective Management
Acknowledgments
Let’s face it: writing a textbook is a long and lonely process. It’s surely
the most difficult (and rewarding) project I’ve ever tackled. And, as
I sat in front of my computer with a rough outline on the left side of
my desk, a two-foot stack of journal articles on the floor, and a blank
screen in front of me, it was easy at times to feel isolated. But, as I found
out, a book like this doesn’t get done without the help of many other talented
people. First, I’d like to thank the world-class team at Cengage for the outstand-
ing support (and patience) they provided while I wrote this book, especially Scott
Person, senior product manager at Cengage, who was calm, collected, and continu-
ously positive through the major ups and downs of this project. Authors are prone to com-
plain about their publishers, but that hasn’t been my experience at all. Pure and simple,
everyone at Cengage has been great to work with throughout the entire project. However,
special thanks goes to Jamie Gleich Bryant and her team at B-books, Ltd., who maintained
the high-quality standards that were set when I began writing. Their enthusiasm, profes-
sionalism, commitment, and attention to detail made me a better writer, made this a better
book, and made me appreciate my good fortune to work with such an outstanding talent.
Thanks, B-books, and here’s to many more editions. I’d also like to thank the outstanding
set of reviewers whose diligent and thoughtful comments helped shape previous editions
and whose rigorous feedback improved the seventh edition.
Ali Abu-Rahma Charlie Nagelschmidt

United States International University Champlain College
William Acar Patrick J. Nedry
Kent State University Monroe County Community College
David C. Adams Stephanie Newport
Manhattanville College Austin Peay State University
Bruce R. Barringer Don A. Okhomina
University of Central Florida Alcorn State University
Gayle Baugh James S. O’Rourke IV
University of West Florida University of Notre Dame
James Bell Rhonda S. Palladi
University of Texas, Austin Georgia State University
Greg Blundel Lynne Patten
Kent State University, Stark Clark Atlanta University
Katharine A. Bohley Jane Pettinger
University of Indianapolis Minnesota State University, Moorhead
Santanu Borah Clifton Petty
University of North Alabama Drury University
Angela Boston John Poirier
University of Texas, Arlington Bryant University
Michael Boyd David M. Porter Jr.
Owensboro Community College UCLA
Jon L. Bryan Michael Provitera
Bridgewater State College Barry University
Victoria Mullennex Abe Qastin
Davis & Elkins College Lakeland College
John J. Nader Robert Raspberry
Grand Valley State University Southern Methodist University
Acknowledgments xv
Kim Rocha John Striebich
Barton College Monroe Community College
Linda Ross Joseph Tagliaferre
Cleveland Community College Pennsylvania State University
Carol Rowey Jennie Carter Thomas
Community College of Rhode Island Belmont University
Amit Shah Neal Thomson
Frostburg State University Columbus State University
Thomas Shaughnessy James Thornton
Illinois Central College Champlain College
Penni F. Sikkila Mary Jo Vaughan
Baker College Mercer University
Michelle Slagle Michael Wakefield
University of South Alabama Colorado State University, Pueblo
James Smas James Whelan
Kent State University Manhattan College
James O. Smith Joann White
East Carolina University Jackson State University
Charlotte Nix Speegle Xiang Yi
Cisco Junior College Western Illinois University
Gregory K. Stephens
Texas Christian University
Finally, my family deserves the greatest thanks of all for their love, patience, and sup-
port. Writing a textbook is an enormous project with incredible stresses and pressures
on authors as well as their loved ones. However, throughout this project, my wife, Jenny,
was unwavering in her support of my writing. She listened patiently, encouraged me
when I was discouraged, read and commented on most of what I wrote, gave me the
time to write, and took wonderful care of me and our children during this long process.
My children, Benjamin, Rebecca, and Zack, also deserve special thanks for their pa-
tience and for understanding why Dad was locked away at the computer for all of this
time. While writing this book has been the most rewarding professional experience of
my career, it pleases me to no end that my family is as excited as I am that it’s done. So,
to Jenny, Benjamin, Rebecca, and Zack: The book is done. Let’s play.
About the Author

Chuck Williams is dean of the College of Business at Butler University. He received
his BA in psychology from Valparaiso University, and specialized in the areas of
organizational behavior, human resources, and strategic management while earning
his MBA and PhD in business administration from Michigan State University. Pre-
viously, he taught at Michigan State University and was on the faculty of Oklahoma
State University and Texas Christian University, where he also served as associate
dean of the Neeley School of Business and chair of the Management Department. He
was also dean of the Eberhardt School of Business at the University of the Pacific.
His research interests include employee recruitment and turnover, performance ap-
praisal, and employee training and goal-setting. Chuck has published research in the
Journal of Applied Psychology, the Academy of Management Journal, Human Resource
xvi Effective Management
Management Review, Personnel Psychology, and the Organizational Research Meth-
ods Journal. He was a member of the Journal of Management’s editorial board, and
serves as a reviewer for numerous other academic journals. He was also the webmaster
for the Research Methods Division of the Academy of Management. Chuck is also a
corecipient of the Society for Human Resource Management’s Yoder-Heneman Re-
search Award. Chuck has consulted for a number of organizations: General Motors,
IBM, JCPenney, Tandy Corporation, Trism Trucking, Central Bank and Trust, Stuart-
Bacon, the city of Fort Worth, the American Cancer Society, and others. He has taught
in executive development programs at Oklahoma State University, the University of
Oklahoma, Texas Christian University, and the University of the Pacific. Chuck teaches
a number of different courses, but has been privileged to teach his favorite course,
Introduction to Management, for nearly 25 years. His teaching philosophy is based
on four principles: (1) courses should be engaging and interesting; (2) there is noth-
ing as practical as a good theory; (3) students learn by doing; and (4) students learn
when they are challenged. Chuck has won teaching awards at several universities at the
department, business school, and university levels.
Acknowledgments xvii
EFFECTIVE
MANAGEMENT
CHAPTER
1 Management
Outline
What Would You Do?
What Would You Do?
1-1 Management Is . . .
1-2 Management Functions
1-2a Planning
1-2b Organizing
1-2c Leading
1-2d Controlling
1-3 Kinds of Managers
Jin Lee/Bloomberg/Getty Images

1-3a Top Managers
1-3b Middle Managers
1-3c First-Line Managers
1-3d Team Leaders
1-4 Managerial Roles
1-4a Interpersonal Roles
1-4b Informational Roles Netflix Headquarters, Los Gatos, California1
1-4c Decisional Roles CEO Reed Hastings started Netflix in 1997 after be-
1-5 What Companies Look for in coming angry about paying Blockbuster Video $40
Managers for a late return of Apollo 13. Hastings and Netflix
1-6 Mistakes Managers Make struck back with flat monthly fees for unlimited DVD
1-7 The Transition to Management: rentals, easy home delivery and returns via prepaid
The First Year postage envelopes, and no late fees, which let cus-
1-8 Competitive Advantage tomers keep DVDs as long as they wanted. Block-
through People buster, which earned up to $800 million annually
from late returns, was slow to respond and lost cus-
Management Team Decision
tomers in droves.
Practice Being a Manager When Blockbuster, Amazon, and Walmart started
Self-Assessment their own mail-delivery video rentals, Hastings rec-
ognized that Netflix was in competition with “the
Management Workplace biggest rental company, the biggest e-commerce
company, and the biggest company, period.” But
with an average subscriber cost of just $4 a month
compared to an average subscriber fee of $15, Net-
flix, unlike its competitors, made money from each
customer. Three years later, Walmart abandoned the
business, asking Netflix to handle DVD rentals on
Walmart.com. Amazon entered the DVD rental busi-
ness in Great Britain, expecting that experience to
prepare it to beat Netflix in the United States. But,
like Walmart, Amazon quit after four years of growth. Hastings experienced the same prob-
losses. Finally, 13 years after Netflix’s founding, lem in his first company, Pure Software, where
Blockbuster declared bankruptcy. With DVDs he admitted, “Management was my biggest
mailed to 17 million monthly subscribers from challenge; every year there were twice as many
50 distribution centers nationwide, Netflix is people and it was trial by fire. I was underpre-
now the industry leader in DVD rentals. pared for the complexities and personalities.”
However, its expertise in shipping and dis- With blazing growth on one hand and the stra-
tributing DVDs won’t provide a competitive ad- tegic challenge of obtaining studio content on
vantage when streaming files over the Internet. the other, how much time should he and his ex-
Indeed, Netflix’s streaming video service is in ecutive team devote directly to hiring? Deciding
competition with Amazon’s Video on Demand, where decisions will be made is a key part of the
Apple’s iTunes, Hulu Plus, and others. Moreover, management function of organizing. So, should
unlike DVDs, which can be rented without studio he and his executive team be directly involved,
approval, U.S. copyright laws require streaming or is this something that he should delegate?
rights to be purchased from TV and movie stu- Finally, what can Netflix, which is located near
dios before downloading content into people’s Silicon Valley, home to some of the most attrac-
homes. And that creates two new issues. First, tive employers in the world, provide in the way
does Netflix have deep enough pockets to out- of pay, perks, and company culture that will at-
bid its rivals for broad access to the studios’ TV tract, inspire, and motivate top talent to achieve
and movie content? Second, can it convince the organizational goals?
studios that it is not a direct competitor so they
will agree to license their content?
Netflix must also address the significant orga-
If you were in charge of Netflix,
nizational challenges accompanying accelerated what would you do?
1-1 Management Is . . .
The management issues facing Netflix are fundamental to any organization: What’s our
plan? What are top management’s key responsibilities? How can we best position the
company against key competitors? How can we get things done and put in place con-
trols to make sure plans are followed and goals are met? Good management is basic to
starting a business, growing a business, and maintaining a business once it has achieved
some measure of success.
We begin this chapter by defining management and discussing the functions of
management. Next, we look at what managers do by examining the four kinds of
managers and reviewing the various roles that managers play. Then we investigate
what it takes to be a manager by reviewing management skills, what companies look
for in their managers, the most serious mistakes managers make, and what it is like
to make the tough transition from being a worker to being a manager. We finish
this chapter by examining the competitive advantage that companies gain from good
management. In other words, we learn how to establish a competitive advantage
through people.
To understand how important good management is, think about mistakes man-
agers make. After Motrin failed quality-control tests, managers at McNeil Labora-
tories, a division of Johnson & Johnson, hired people to buy out all the bottles of
Motrin they could find.2 Is it any wonder that companies pay management consul-
tants nearly $250 billion a year for advice on basic management issues such as how
to lead people effectively, organize the company efficiently, and manage large-scale
projects and processes?3 This textbook will help you understand some of the basic
issues that management consultants help companies resolve. (And it won’t cost you
billions of dollars.)
After reading this section, you should be able to:

1-1 describe what management is.
Many of today’s managers got their start welding on the factory floor, clearing dishes
off tables, or wiping up a spill in aisle 3. Similarly, lots of you will start at the bottom
and work your way up. There’s no better way to get to know your competition, your
customers, and your business. But whether you begin your career at the entry level
or as a supervisor, your job as a manager is not to do the work, but to help others do
theirs. Management is getting work done through others. Vineet Nayar, chief executive
officer (CEO) of information technology (IT) services company HCL Technologies,
doesn’t see himself as the guy who has to do everything. Instead, he sees himself as “the
guy who is obsessed with enabling employees to create value.” Rather than coming up
with solutions himself, Nayar creates opportunities for collaboration, peer review, and
employee feedback on ideas and work processes. Says Nayar, “My job is to make sure
everybody is enabled to do what they do well.”4
Nayar’s description of managerial responsibilities suggests that managers also have
to be concerned with efficiency and effectiveness in the work process. Efficiency is
getting work done with a minimum of effort, expense, or waste. UPS saves time (and
money) by finding faster, more efficient ways to deliver packages, such as having its
drivers walk at a quick 2.5 strides per second Recently, it installed keyless systems in
its trucks that allow drivers to start the engine and open the cargo hold with the quick
touch of a button, saving about 6.5 minutes per day. David Abney, UPS’s chief operating
officer, concedes, “We’re obsessive about efficiency.”5
management Efficiency alone, however, is not enough to ensure success. Managers must also strive
getting work done through others for effectiveness, which is accomplishing tasks that help fulfill organizational objec-
efficiency tives such as customer service and satisfaction. Home Depot improves its effectiveness
getting work done with a minimum of by reducing checkout lane waiting time. All employees have “First phone” communica-
effort, expense, or waste tion devices that function as price scanners, credit card readers, and receipt printers,
effectiveness and allow employees to check out customers anywhere in the store. Also, outfitted with
accomplishing tasks that help fulfill new equipment and software, Home Depot’s self-checkout lanes are 30 percent faster
organizational objectives than before.6
Review 1-1 Management Is . . .

Good management is working through others to accomplish tasks that help
fulfill organizational objectives as efficiently as possible.
1-2 Management Functions
1-2 explain the four functions of management.
Henri Fayol, who was a managing director (CEO) of a large steel company in the early
1900s, was one of the founders of the field of management. Based on his 20 years of
experience as a CEO, Fayol argued that “the success of an enterprise generally depends
much more on the administrative ability of its leaders than on their technical ability.”7 A
two-year study at Google, code-named Project Oxygen, found that the most important
trait for a manager to have was “a clear vision and a strategy for the team.” In short,
Google found that what Fayol observed, administrative ability, or management, is key
to an organization’s success.
According to Fayol, managers need to perform five managerial functions to be success-
ful: planning, organizing, coordinating, commanding, and controlling.8 Most management
textbooks today have updated this list by dropping the coordinating function and referring
to Fayol’s commanding function as “leading.” Fayol’s management functions are thus known planning
today in an updated form as planning, organizing, leading, and controlling. Studies indicate determining organizational goals and a
that managers who perform these management functions well are more successful, gain- means for achieving them
ing promotions for themselves and profits for their companies. For
example, the more time CEOs spend planning, the more profitable
their companies are.9 A 25-year study at AT&T found that employees
with better planning and decision-making skills were more likely to Exhibit 1.1
be promoted into management jobs, to be successful as managers, Management Functions and Organization
and to be promoted into upper levels of management.10 of the Textbook
The evidence is clear. Managers serve their companies well
when they plan, organize, lead, and control. So we’ve organized Chapter 1: Management
this textbook based on these functions of management, as shown Chapter 2: Organizational Environments
and Cultures
in Exhibit 1.1. The major sections within each chapter of this text-
Chapter 3: Ethics and Social Responsibility
book correspond to learning outcomes and are numbered using a
Chapter 4: Planning and Decision Making
single digit: 1, 2, 3, and so on. The subsections are also consecu- Chapter 5: Organizational Strategy
tively numbered, beginning with the major section number. For Chapter 6: Innovation and Change
example, “1-1” indicates the first learning outcome in Chapter 1, Chapter 7: Global Management
and 1-1a is the first major section for that learning outcome. This Chapter 8: Designing Adaptive
numbering system should help you easily see the relationships Organizations
among topics and follow the topic sequence. It will also help your Chapter 9: Managing Teams
instructor refer to specific topics during class discussion. Chapter 10: Managing Human Resource
Now let’s take a closer look at each of the management func- Systems
tions: 1-2a planning, 1-2b organizing, 1-2c leading, and 1-2d Chapter 11: Motivation
controlling. Chapter 12: Leadership
Chapter 13: Managing Communication
© 2016 Cengage Learning®.
Chapter 14: Control

1-2a Planning Chapter 15: Managing Information
Chapter 16: Managing Service and
Planning involves determining organizational goals and Manufacturing Operations
a means for achieving them. As you’ll learn in Chapter 4,
Chapter 1 Management 5
planning is one of the best ways to improve performance. It encourages people to
work harder, work hard for extended periods, engage in behaviors directly related
to goal accomplishment, and think of better ways to do their jobs. But most impor-
tant, companies that plan have larger profits and faster growth than companies that
don’t plan.
For example, the question “What business are we in?” is at the heart of strategic
planning. You’ll learn about this in Chapter 5. If you can answer the question “What
business are you in?” in two sentences or less, chances are you have a very clear plan for
your business. But getting a clear plan is not so easy. This happened, for example, when
Cisco Systems, which makes network routers and switches, spent $34 billion to enter
into the consumer products market with the Flip camera, Kiss Technology–networked
DVD players, and the Umi video conferencing system. Longtime CEO John Chambers
admitted that these moves were misguided, led Cisco away from its core business, and
meta-analysis
produced huge losses.11
a study of studies, a statistical approach
that provides one of the best scientific You’ll learn more about planning in Chapter 4 on planning and decision mak-
estimates of how well management ing, Chapter 5 on organizational strategy, Chapter 6 on innovation and change, and
theories and practices work Chapter 7 on global management.
what really works

Meta-Analysis
Some studies show that having two drinks a
day increases life expectancy by decreasing the
chances of having a heart attack. Yet other studies
show that having two drinks a day shortens life ex-
pectancy. For years, we’ve “buttered” our morning toast
with margarine instead of butter because margarine was
supposed to be better for our health. Now, however, new studies
show that the trans-fatty acids in margarine may be just as bad for our arteries
as butter. Confusing scientific results like these frustrate ordinary people who want
to eat right and live right. They also make many people question just how useful most
scientific research really is.
Managers also find themselves questioning the conflicting scientific research published in
journals like the Academy of Management Journal, the Academy of Management Review, the Stra-
tegic Management Journal, the Journal of Applied Psychology, and Administrative Science Quarterly.
The Wall Street Journal may quote a management research article from one of these journals that
says that total quality management is the best thing since sliced bread (without butter or mar-
garine). Then, just six months later, the Wall Street Journal will quote a different article from the
same journal that says that total quality management doesn’t work. If management professors
and researchers have trouble deciding what works and what doesn’t, how can practicing manag-
ers know?
Thankfully, a research tool called meta-analysis is helping management scholars understand
how well their research supports management theories. It is also useful for practicing managers
because it shows what works and the conditions under which management techniques may work
better or worse in the real world. Meta-analysis involves studying the scientific studies themselves. It
is based on this simple idea: If one study shows that a management technique doesn’t work and an-
other study shows that it does, an average of those results is probably the best estimate of how well
that management practice works (or doesn’t work). For example, medical researchers Richard Peto
and Rory Collins averaged all of the different results from several hundred studies investigating the
relationship between aspirin and heart attacks. Their analysis, based on more than 120,000 patients
from numerous studies, showed that aspirin lowered the incidence of heart attacks by an average of
4 percent. Prior to this study, doctors prescribed aspirin as a preventive measure for only 38 percent
of heart-attack victims. Today, because of the meta-analysis results, doctors prescribe aspirin for
72 percent of heart-attack victims.
Fortunately, you don’t need a PhD to understand the statistics reported in a meta-analysis. In
fact, one primary advantage of meta-analysis over traditional significance tests is that you can
convert meta-analysis statistics into intuitive numbers that anyone can easily understand. Each
meta-analysis reported in the What Really Works sections of this textbook is accompanied by an
easy-to-understand statistic called the “probability of success.” As its name suggests, the probability
of success shows how often a management technique will work.
For example, meta-analyses suggest that the best predictor of a job applicant’s on-the-job
performance is a test of general mental ability. In other words, smarter people tend to be better
workers. The average correlation (one of those often misunderstood statistics) between scores on
general mental-ability tests and job performance is 0.60. However, very few people understand
what a correlation of 0.60 means. What most managers want to know is how often they will hire
the right person if they choose job ap-
plicants based on general mental-ability
test scores. Likewise, they want to know GENERAL MENTAL ABILITY
how much difference a cognitive-ability probability of success: 76%
test makes when hiring new workers. The
probability of success may be high, but if
the difference isn’t really that large, is it 10 20 30 40 50 60 70 80 90 100
76
worth a manager’s time to have job ap-
plicants take a general mental-ability test?
Well, our user-friendly statistics indicate that it’s wise to have job applicants take a general
mental-ability test. In fact, the probability of success, shown in graphical form here, is 76 percent.
This means that an employee hired on the basis of a good score on a general mental-ability test
stands a 76 percent chance of being a better performer than someone picked at random from the
pool of all job applicants. So chances are you’re going to be right much more often than wrong if you
use a general mental-ability test to make hiring decisions.12
In summary, each What Really Works section in this textbook is based on meta-analysis research,
which provides the best scientific evidence that management professors and researchers have
about what works and what doesn’t work in management. We will use the easy-to-understand index
known as the “probability of success” to indicate how well a management idea or strategy is likely to
work in the workplace. Of course, no idea or technique works every time and in every circumstance.
Nevertheless, the management ideas and strategies discussed in the What Really Works sections can
usually make a meaningful difference where you work. In today’s competitive, fast-changing, global
marketplace, few managers can afford to overlook proven management strategies like the ones
discussed in What Really Works.
1-2b Organizing
Organizing is deciding where decisions will be made, who will do what jobs and tasks,
and who will work for whom in the company. Lori Gobillot, vice president of inte-
gration, was charged with organizing the merger of Continental Airlines and United
Airlines, which had totally different computer systems, dealt with different labor
unions, and even had different ways of washing planes. The goal of her work was to de-
cide how each of these processes would be merged, changed, or overhauled to produce
a coherent and efficient company.13
You’ll learn more about organizing in Chapter 8 on designing organizations, Chapter 9
on managing teams, and Chapter 10 on managing human resources.
organizing 1-2c Leading
deciding where decisions will be made,
who will do what jobs and tasks, and Our third management function, leading, involves inspiring and motivating workers
who will work for whom to work hard to achieve organizational goals. For Alan Mulally, CEO of Ford Motor
Company, a critical part of keeping his employees motivated is to “Communicate, commu-
leading
inspiring and motivating workers to nicate, communicate. Everyone has to know the plan, its status, and areas that need special
work hard to achieve organizational attention.” Accordingly, Mulally distributed a set of cards with Ford’s mission on one side
goals and the company’s four most important goals on the other. Mulally’s leadership brought
controlling Ford back from the brink of bankruptcy. In a series of timely maneuvers and shrewd busi-
monitoring progress toward goal ness deals, Mulally kept Ford sufficiently capitalized as the world economy slowed, enabling
achievement and taking corrective the company to avoid bankruptcy or government bailouts and post healthy profits in 2009
action when needed and 2010, well ahead of Mulally’s promise to make Ford profitable by 2011.14
You’ll learn more about leading in Chapter 11 on motivation, Chapter 12 on leader-
ship, and Chapter 13 on managing communication.
1-2d Controlling
Doing the Right Thing
The last function of management,
Making a Great Workplace
controlling, is monitoring progress
Yvon Chouinard, founder of outdoor cloth- toward goal achievement and tak-
ing company Patagonia, says that the key to ing corrective action when progress
her company’s success is making sure that isn’t being made. The basic control
employees feel physically and emotionally process involves setting standards
secure at work, and that they are given the to achieve goals, comparing actual
freedom to be creative and solve problems. performance to those standards,
Patagonia has an extensive benefits policy and then making changes to return
that includes child care and flexible schedul- performance to those standards. For
ing, so that employees don’t have to worry Michael Corbat, CEO of Citigroup,
about how personal issues might conflict managerial and company success are
with work. Although some might worry that contingent on setting goals, measur-
these expenses hurt the company’s bottom ing performance, and making adjust-
line, Chouinard views them as necessary ments and corrections as needed. To
costs for building a family atmosphere. So, as determine how well his executives
a manager, do the right thing and make sure were performing against their plans,
to take care of the people you manage.15 Corbat created a scorecard to mea-
sure the company’s 50 top executives
in four categories: capital, clients, culture, and controls. Scores ranging from 100 (the
highest) to −40 (the lowest) will show how well each executive is performing.16
You’ll learn more about the control function in Chapter 14 on control, Chapter 15
on managing information, and Chapter 16 on managing service and manufacturing
operations.
Management Functions Review 1-2

Henri Fayol’s classic management functions are known today as planning,
organizing, leading, and controlling. Planning is determining organizational
goals and a means for achieving them. Organizing is deciding where deci-
sions will be made, who will do what jobs and tasks, and who will work
for whom. Leading is inspiring and motivating workers to work hard to
achieve organizational goals. Controlling is monitoring progress toward
goal achievement and taking corrective action when needed. Studies show
that performing these management functions well leads to better manage-
rial performance.
1-3 Kinds of Managers

Not all managerial jobs are the same. The demands and requirements placed on the
CEO of Sony are significantly different from those placed on the manager of your local
Wendy’s restaurant.

1-3 describe different kinds of managers.
Just as not all managerial jobs are the same, not all managers are the same.
As shown in Exhibit 1.2, there are four kinds of managers, each with different jobs
and responsibilities: 1-3a top managers, 1-3b middle managers, 1-3c first-line man-
agers, and 1-3d team leaders.
1-3a Top Managers
Top managers hold positions like chief executive officer (CEO), chief operating
officer (COO), chief financial officer (CFO), and chief information officer (CIO), and
are responsible for the overall direction of the organization. Top managers have the
following responsibilities:17 First, they are responsible for creating a context for change.
In fact, Andrew Mason, the CEO of Groupon, was fired because he could not reverse a
77 percent decline in the company’s stock price.18
Thirty-five percent of all CEOs are eventually fired because of their inability to suc-
cessfully change their companies.19 Creating a context for change includes forming a
long-range vision or mission for the company. As one CEO said, “The CEO has to think
about the future more than anyone.”20
The second responsibility of top managers is to develop employees’ commitment top managers
to and ownership of the company’s performance. Once that vision or mission is set, executives responsible for the overall
the second responsibility of top managers is to develop employees’ commitment to direction of the organization
Exhibit 1.2
Jobs and Responsibilities of Four Kinds of Managers
Top
Managers
CEO
RE
e
ng ent
SP
COO a
O
ch itm
NS
CFO m
IB
m t
CIO co
IL
re en
IT
ltu nm
IE
Vice Presiden c u
t ro
S
vi
AN
Corporate He
ad en
D
DU
s
ce
TI
ur s e n
ES
Middle Man s o e nc tio
agers re ctiv tion ma ta
General Manag
er je a for en on
si
BS
Plant Manager ob rdin per lem r vi

JO
o it m p e
Regional Man
ager co un i up
u b
g y e rs
Divisional Man s te k
ager
ra or
st l w g
ria nin
a ge trai
an nd
Office Man First-Line nm g a
ager Managers o
n hin ng ps
Shift Super
visor a c li
u s hi
te ed n s
Depar tmen
t Manager c h o n tio hip
s t i l a n s
ta re o
c ili al lati
Team Lead Team Leader fa ern l re
© 2016 Cengage Learning®.

er s
Team Conta t a
ct ex rn
Group Faci te
litator in
and ownership of the company’s performance. That is, top managers are responsible
for creating employee buy-in.
Third, top managers must create a positive organizational culture through language
and action. Top managers impart company values, strategies, and lessons through
what they do and say to others both inside and outside the company. Kimberly Till,
CEO of Harris Interactive, a New York–based market research company, empha-
sizes the importance of frequent communication, saying, “I keep all the employees in
the loop through weekly e-mails, town hall meetings and forums, video clips of big
decisions, and visits to the offices.”21
Finally, top managers are responsible for monitoring their business environments.
This means that top managers must closely monitor customer needs, competitors’
moves, and long-term business, economic, and social trends.
1-3b Middle Managers
Middle managers hold positions like plant manager,
regional manager, or divisional manager. They are
responsible for setting objectives consistent with top
management’s goals and for planning and implement-
ing subunit strategies for achieving those objectives.22 One
specific middle-management responsibility is to plan and
©iStock.com/Robert Churchill
allocate resources to meet objectives.
A second major responsibility is to coordinate and link
groups, departments, and divisions within a company. The
merger between United and Continental Airlines was
executed by 33 integration teams, headed by middle man-
agers like Sherri Kawell. Kawell’s team found that the two
airlines had very different policies for minors traveling alone. United identified the mi-
nors by pinning a button on their shirts, whereas Continental used plastic wristbands.
Kawell’s team coordinated this part of the merger by deciding on wristbands because
they are harder for children to remove. Said Kawell, “There’s no right answer. We’re not
taking everything from one airline.”23
A third responsibility of middle management is to monitor and manage the performance
of the subunits and individual managers who report to them. After Johnson & Johnson’s
(J&J) McNeil Consumer Healthcare division experienced repeated manufacturing prob-
lems that led to a recall of children’s Tylenol, Motrin, and Benadryl, J&J’s Ajit Shetty, who
runs the company’s oversight group, was given the responsibility for maintaining quality
standards in the company’s consumer, medical device, and pharmaceutical segments. By
having all of the middle managers from each business group and manufacturing facility
report to Shetty, J&J sought to maintain its high standards in a uniform way.24
Finally, middle managers are also responsible for implementing the changes or strat-
egies generated by top managers.
1-3c First-Line Managers

First-line managers hold positions like office manager, shift supervisor, or department
manager. The primary responsibility of first-line managers is to manage the perfor-
mance of entry-level employees who are directly responsible for producing a company’s
goods and services. Thus, first-line managers are the only managers who don’t super-
vise other managers. The responsibilities of first-line managers include monitoring,
teaching, and short-term planning. middle managers
First-line managers encourage, monitor, and reward the performance of their work- managers responsible for setting
ers. When Intuit bought Paycycle, Jennifer Lepird stayed up all night determining objectives consistent with top
how the salary structure for Paycycle’s employees should be integrated with Intuit’s. management’s goals and for planning
and implementing subunit strategies for
When her acquisition team manager, a first-line manager, thanked her, Jennifer was
achieving these objectives
thrilled; “The fact that somebody took the time to recognize the effort made the long
hours just melt away.”25 first-line managers
managers who train and supervise
First-line managers also teach entry-level employees how to do their jobs. Damian
the performance of nonmanagerial
Mogavero’s company, Avero LLC, helps restaurants analyze sales data for each member employees who are directly responsible
of a restaurant’s wait staff. Restaurant managers who use these data, says Mogavero, will for producing the company’s products
often take their top-selling server to lunch each week as a reward. The best managers, or services
however, will also take their poorest-selling servers out to lunch to talk about what they
can do to improve their performance.26
First-line managers also make detailed schedules and operating plans based on mid-
dle management’s intermediate-range plans. By contrast to the long-term plans of top
managers (3 to 5 years out) and the intermediate plans of middle managers (6 to 18
months out), first-line managers engage in plans and actions that typically produce
results within 2 weeks.27
1-3d Team Leaders
The fourth kind of manager is a team leader. This relatively new kind of management
job developed as companies shifted to self-managing teams, which, by definition, have
no formal supervisor. In traditional management hierarchies, first-line managers are
responsible for the performance of nonmanagerial employees and have the authority to
hire and fire workers, make job assignments, and control resources. In this new struc-
ture, the teams themselves perform nearly all of the functions performed by first-line
managers under traditional hierarchies.28
Team leaders have a different set of responsibilities than traditional first-line manag-
ers.29 Team leaders are primarily responsible for facilitating team activities toward ac-
complishing a goal. This doesn’t mean team leaders are responsible for team performance.
They aren’t; the team is. Team leaders help their team members plan and schedule work,
learn to solve problems, and work effectively with each other, but the team members own
the outcome. The leader is there to bring intellectual, emotional, and spiritual resources
to the team. Through his or her actions, the leader should be able to show the others how
to think about the work that they’re doing in the context of their lives.
Team leaders are responsible for fostering good relationships and addressing prob-
lematic ones within their teams. Relationships among team members are crucial to
good team performance, and must be well managed. GitHub, a San Francisco–based
software company, uses team structures and team leaders to decide the projects on
which its 170 employees will work. After only a few months at the company, Tim Clem,
who had not previously led a team, convinced his GitHub colleagues to work on a new
product he had designed for Microsoft Windows. Without their approval, he would not
have gotten the go-ahead and the resources to hire people to do the project.30
Team leaders are also responsible for managing external relationships. Team leaders act
as the bridge or liaison between their teams and other teams, departments, and divisions
in a company. For example, if a member of Team A complains about the quality of Team
B’s work, Team A’s leader is responsible for solving the problem by initiating a meeting
with Team B’s leader. Together, these team leaders are responsible for getting members of
team leaders
managers responsible for facilitating both teams to work together to solve the problem. If it’s done right, the problem is solved
team activities toward goal without involving company management or blaming members of the other team.31
accomplishment You will learn more about teams in Chapter 9.
Review 1-3 Kinds of Managers

There are four different kinds of managers. Top managers are responsible for
creating a context for change, developing attitudes of commitment and own-
ership, creating a positive organizational culture through words and actions,
and monitoring their company’s business environments. Middle managers are
responsible for planning and allocating resources, coordinating and linking
groups and departments, monitoring and managing the performance of sub-
units and managers, and implementing the changes or strategies generated
by top managers. First-line managers are responsible for managing the perfor-
mance of nonmanagerial employees, teaching entry-level employees how to
do their jobs, and making detailed schedules and operating plans based on
middle management’s intermediate-range plans. Team leaders are responsible
for facilitating team performance, managing external relationships, and facili-
tating internal team relationships.
1-4 Managerial Roles

1-4 explain the major roles and subroles that managers perform in their jobs.
figurehead role
Although all four types of managers engage in planning, organizing, leading, and con- the interpersonal role managers play
trolling, if you were to follow them around during a typical day on the job, you would when they perform ceremonial duties
probably not use these terms to describe what they actually do. Rather, what you’d see
are the various roles managers play.
Professor Henry Mintzberg followed five American CEOs,
shadowing each for a week and analyzing their mail, their con-
versations, and their actions. He concluded that managers fulfill Exhibit 1.3
three major roles while performing their jobs—interpersonal
Mintzberg’s Managerial Roles and Subroles
roles, informational roles, and decisional roles.32
In other words, managers talk to people, gather and give infor- Interpersonal Roles
mation, and make decisions. Furthermore, as shown in Exhibit 1.3, Figurehead
these three major roles can be subdivided into 10 subroles. Leader
Let’s examine each major role—1-4a interpersonal, 1-4b infor- Liaison
mational, and 1-4c decisional roles—and their 10 subroles.
1-4a Interpersonal Roles
Informational Roles
More than anything else, management jobs are people intensive.
Monitor
Estimates vary with the level of management, but most manag- Disseminator
ers spend between two-thirds and four-fifths of their time in Spokesperson
face-to-face communication with others.33 If you’re a loner, or
if you consider dealing with people a pain, then you may not
be cut out for management work. In fulfilling the interpersonal
role of management, managers perform three subroles: figure- Decisional Roles
head, leader, and liaison. Entrepreneur
In the figurehead role, managers perform ceremonial duties Disturbance Handler
Resource Allocator
like greeting company visitors, speaking at the opening of a new
Negotiator
facility, or representing the company at a community luncheon
to support local charities. When NetJets, a private jet company, Source: Based on “The Manager’s Job: Folklore and
broke ground on a new headquarters in Ohio, its CEO Jordan Fact,” By Mintzberg, H. Harvard Business Review,
July–August 1975.
Hassell presided over the ceremony.34
In the leader role, managers motivate and encourage workers to accomplish organi-
zational objectives. In the liaison role, managers deal with people outside their units.
Studies consistently indicate that managers spend as much time with outsiders as they
do with their own subordinates and their own bosses. For example, CEOs often sit on
the boards of other companies. Stephen Zarrilli, the CEO of Safeguard Scientifics, says
“When you sit on another company’s board you gain perspective—not only about the
company and its industry—but, more importantly, about other operating methodolo-
gies, governance, and viewpoints that can be very beneficial when you bring them back
to your company.”35
1-4b Informational Roles
Not only do managers spend most of their time in face-to-face contact with others, but
they spend much of it obtaining and sharing information. Indeed, Mintzberg found
that the managers in his study spent 40 percent of their time giving and getting infor-
mation from others. In this regard, management can be viewed as processing infor-
mation, gathering information by scanning the business environment and listening to
others in face-to-face conversations, processing that information, and then sharing it
with people both inside and outside the company. Mintzberg identified three informa-
tional subroles: monitor, disseminator, and spokesperson.
In the monitor role, managers scan their environment for information, actively
contact others for information, and, because of their personal contacts, receive a
great deal of unsolicited information. Besides receiving firsthand information, man-
agers monitor their environment by reading local newspapers, the Wall Street Journal,
and other relevant publications to keep track of customers, competitors, and tech-
nological changes that may affect their businesses. Now, managers can also take
advantage of electronic monitoring and distribution services that track the news
leader role
the interpersonal role managers play
wires (Associated Press, Reuters, etc.) for stories related to their businesses. These
when they motivate and encourage services deliver customized electronic newspapers that include only stories on topics
workers to accomplish organizational the managers specify.
objectives Because of their numerous personal contacts and their access to subordinates, man-
liaison role agers are often hubs for the distribution of critical information. In the disseminator
the interpersonal role managers play role, managers share the information they have collected with their subordinates and
when they deal with people outside others in the company. At Qualtrics, a software company that makes online survey
their units tools, CEO Ryan Smith makes sure that everyone in the company is clear on company
monitor role goals and plans. Every Monday, employees are asked via email to respond to two ques-
the informational role managers play tions: “What are you going to get done this week? And what did you get done last
when they scan their environment for week that you said you were going to do?” The responses are then rolled up into one
information
email that is sent throughout the entire organization, providing an accessible forum for
disseminator role sharing information.36 In contrast to the disseminator role, in which managers distrib-
the informational role managers ute information to employees inside the company, managers in the spokesperson role
play when they share information
share information with people outside their departments and companies.
with others in their departments or
companies
spokesperson role 1-4c Decisional Roles

the informational role managers play
when they share information with Mintzberg found that obtaining and sharing information is not an end in itself.
people outside their departments or Obtaining and sharing information with people inside and outside the company is use-
companies ful to managers because it helps them make good decisions. According to Mintzberg,
managers engage in four decisional subroles: entrepreneur, disturbance han-
dler, resource allocator, and negotiator.
In the entrepreneur role, managers adapt themselves, their subordinates,
and their units to change. When Peter Löscher took over as CEO of Siemens,
the company had been fined $2.5 billion for bribing government officials
to win contracts. Löscher knew a massive change was needed, so he sold
Siemens’s best-performing units, mobile phones and information technology,
and used the proceeds to invest in sustainable projects like solar energy, wind
energy, and high-efficiency electricity grids, from which Siemens now derives
$38 billion in sales annually.37
In the disturbance handler role, managers respond to pressures and prob-
lems so severe that they demand immediate attention and action. In early
2011, Sony’s PlayStation Network, an online gaming platform, and Qriocity,
AP Images/Wei ni bj
a music-streaming service, were hacked, leading to the theft of personal in-
formation from more than 77 million users and the complete shutdown of
both services for 23 days. Howard Stringer, then Sony’s CEO and president,
apologized for the “inconvenience and concern caused by this attack,” and Robert Downey Jr. poses during
promised to prevent anything similar from recurring. He also announced a the premiere of Iron Man 3 in
$1 million insurance policy that would cover users who might be affected by Beijing, China.
identity theft because of the data breach. And, he announced that users would
be given one free month of service to make up for the service outage.38
In the resource allocator role, managers decide who will get what resources and how
many resources they will get. For years, Adobe’s Flash software allowed Web publish- entrepreneur role
ers to include animation, video, and other interactive elements in their websites. But the decisional role managers play
while Flash was great on computers, it did not work well on mobile devices. And with when they adapt themselves, their
subordinates, and their units to change
the development of HTML5, which provides built-in Web coding for those functions,
and Apple’s announcement that neither the iPhone nor the iPad would support Flash, disturbance handler role
Adobe’s leadership decided not to invest further resources in developing Flash for mo- the decisional role managers play when
they respond to severe problems that
bile devices. Instead, Adobe will now devote more time and money to developing ani- demand immediate action
mation, video, and interactive tools for HTML5, which works well on all platforms.39
In the negotiator role, managers negotiate schedules, projects, goals, outcomes, re- resource allocator role
the decisional role managers play when
sources, and employee raises When DMG was negotiating the film rights for Iron Man 3 they decide who gets what resources
in China, it faced a major obstacle: only 31 foreign films are imported to China each
year, and studios are limited to just 25 percent of the revenues. However, DMG made negotiator role
the decisional role managers play when
Iron Man 3 a U.S.–China coproduction by shooting part of the movie in China. Do- they negotiate schedules, projects,
ing so increased the Chinese box office take from 25 percent to 38 percent, which will goals, outcomes, resources, and
means tens of millions of dollars more for Disney and Marvel Studios.40 employee raises
Managerial Roles Review 1-4

Managers perform interpersonal, informational, and decisional roles in their
jobs. In fulfilling the interpersonal role, managers act as figureheads by per-
forming ceremonial duties, as leaders by motivating and encouraging work-
ers, and as liaisons by dealing with people outside their units. When managers
perform their informational role, they act as monitors by scanning their envi-
ronment for information, as disseminators by sharing information with oth-
ers in the company, and as spokespeople by sharing information with people
outside their departments or companies. In decisional roles, managers act as
Another random document with
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DANCE ON STILTS AT THE GIRLS’ UNYAGO, NIUCHI
Newala, too, suffers from the distance of its water-supply—at least

the Newala of to-day does; there was once another Newala in a lovely
valley at the foot of the plateau. I visited it and found scarcely a trace
of houses, only a Christian cemetery, with the graves of several
missionaries and their converts, remaining as a monument of its
former glories. But the surroundings are wonderfully beautiful. A
thick grove of splendid mango-trees closes in the weather-worn
crosses and headstones; behind them, combining the useful and the
agreeable, is a whole plantation of lemon-trees covered with ripe
fruit; not the small African kind, but a much larger and also juicier
imported variety, which drops into the hands of the passing traveller,
without calling for any exertion on his part. Old Newala is now under
the jurisdiction of the native pastor, Daudi, at Chingulungulu, who,
as I am on very friendly terms with him, allows me, as a matter of
course, the use of this lemon-grove during my stay at Newala.
FEET MUTILATED BY THE RAVAGES OF THE “JIGGER”
(Sarcopsylla penetrans)
The water-supply of New Newala is in the bottom of the valley,

some 1,600 feet lower down. The way is not only long and fatiguing,
but the water, when we get it, is thoroughly bad. We are suffering not
only from this, but from the fact that the arrangements at Newala are
nothing short of luxurious. We have a separate kitchen—a hut built
against the boma palisade on the right of the baraza, the interior of
which is not visible from our usual position. Our two cooks were not
long in finding this out, and they consequently do—or rather neglect
to do—what they please. In any case they do not seem to be very
particular about the boiling of our drinking-water—at least I can
attribute to no other cause certain attacks of a dysenteric nature,
from which both Knudsen and I have suffered for some time. If a
man like Omari has to be left unwatched for a moment, he is capable
of anything. Besides this complaint, we are inconvenienced by the
state of our nails, which have become as hard as glass, and crack on
the slightest provocation, and I have the additional infliction of
pimples all over me. As if all this were not enough, we have also, for
the last week been waging war against the jigger, who has found his
Eldorado in the hot sand of the Makonde plateau. Our men are seen
all day long—whenever their chronic colds and the dysentery likewise
raging among them permit—occupied in removing this scourge of
Africa from their feet and trying to prevent the disastrous
consequences of its presence. It is quite common to see natives of
this place with one or two toes missing; many have lost all their toes,
or even the whole front part of the foot, so that a well-formed leg
ends in a shapeless stump. These ravages are caused by the female of
Sarcopsylla penetrans, which bores its way under the skin and there
develops an egg-sac the size of a pea. In all books on the subject, it is
stated that one’s attention is called to the presence of this parasite by
an intolerable itching. This agrees very well with my experience, so
far as the softer parts of the sole, the spaces between and under the
toes, and the side of the foot are concerned, but if the creature
penetrates through the harder parts of the heel or ball of the foot, it
may escape even the most careful search till it has reached maturity.
Then there is no time to be lost, if the horrible ulceration, of which
we see cases by the dozen every day, is to be prevented. It is much
easier, by the way, to discover the insect on the white skin of a
European than on that of a native, on which the dark speck scarcely
shows. The four or five jiggers which, in spite of the fact that I
constantly wore high laced boots, chose my feet to settle in, were
taken out for me by the all-accomplished Knudsen, after which I
thought it advisable to wash out the cavities with corrosive
sublimate. The natives have a different sort of disinfectant—they fill
the hole with scraped roots. In a tiny Makua village on the slope of
the plateau south of Newala, we saw an old woman who had filled all
the spaces under her toe-nails with powdered roots by way of
prophylactic treatment. What will be the result, if any, who can say?
The rest of the many trifling ills which trouble our existence are
really more comic than serious. In the absence of anything else to
smoke, Knudsen and I at last opened a box of cigars procured from
the Indian store-keeper at Lindi, and tried them, with the most
distressing results. Whether they contain opium or some other
narcotic, neither of us can say, but after the tenth puff we were both
“off,” three-quarters stupefied and unspeakably wretched. Slowly we
recovered—and what happened next? Half-an-hour later we were
once more smoking these poisonous concoctions—so insatiable is the
craving for tobacco in the tropics.
Even my present attacks of fever scarcely deserve to be taken
seriously. I have had no less than three here at Newala, all of which
have run their course in an incredibly short time. In the early
afternoon, I am busy with my old natives, asking questions and
making notes. The strong midday coffee has stimulated my spirits to
an extraordinary degree, the brain is active and vigorous, and work
progresses rapidly, while a pleasant warmth pervades the whole
body. Suddenly this gives place to a violent chill, forcing me to put on
my overcoat, though it is only half-past three and the afternoon sun
is at its hottest. Now the brain no longer works with such acuteness
and logical precision; more especially does it fail me in trying to
establish the syntax of the difficult Makua language on which I have
ventured, as if I had not enough to do without it. Under the
circumstances it seems advisable to take my temperature, and I do
so, to save trouble, without leaving my seat, and while going on with
my work. On examination, I find it to be 101·48°. My tutors are
abruptly dismissed and my bed set up in the baraza; a few minutes
later I am in it and treating myself internally with hot water and
lemon-juice.
Three hours later, the thermometer marks nearly 104°, and I make
them carry me back into the tent, bed and all, as I am now perspiring
heavily, and exposure to the cold wind just beginning to blow might
mean a fatal chill. I lie still for a little while, and then find, to my
great relief, that the temperature is not rising, but rather falling. This
is about 7.30 p.m. At 8 p.m. I find, to my unbounded astonishment,
that it has fallen below 98·6°, and I feel perfectly well. I read for an
hour or two, and could very well enjoy a smoke, if I had the
wherewithal—Indian cigars being out of the question.
Having no medical training, I am at a loss to account for this state
of things. It is impossible that these transitory attacks of high fever
should be malarial; it seems more probable that they are due to a
kind of sunstroke. On consulting my note-book, I become more and
more inclined to think this is the case, for these attacks regularly
follow extreme fatigue and long exposure to strong sunshine. They at
least have the advantage of being only short interruptions to my
work, as on the following morning I am always quite fresh and fit.
My treasure of a cook is suffering from an enormous hydrocele which
makes it difficult for him to get up, and Moritz is obliged to keep in
the dark on account of his inflamed eyes. Knudsen’s cook, a raw boy
from somewhere in the bush, knows still less of cooking than Omari;
consequently Nils Knudsen himself has been promoted to the vacant
post. Finding that we had come to the end of our supplies, he began
by sending to Chingulungulu for the four sucking-pigs which we had
bought from Matola and temporarily left in his charge; and when
they came up, neatly packed in a large crate, he callously slaughtered
the biggest of them. The first joint we were thoughtless enough to
entrust for roasting to Knudsen’s mshenzi cook, and it was
consequently uneatable; but we made the rest of the animal into a
jelly which we ate with great relish after weeks of underfeeding,
consuming incredible helpings of it at both midday and evening
meals. The only drawback is a certain want of variety in the tinned
vegetables. Dr. Jäger, to whom the Geographical Commission
entrusted the provisioning of the expeditions—mine as well as his
own—because he had more time on his hands than the rest of us,
seems to have laid in a huge stock of Teltow turnips,[46] an article of
food which is all very well for occasional use, but which quickly palls
when set before one every day; and we seem to have no other tins
left. There is no help for it—we must put up with the turnips; but I
am certain that, once I am home again, I shall not touch them for ten
years to come.
Amid all these minor evils, which, after all, go to make up the
genuine flavour of Africa, there is at least one cheering touch:
Knudsen has, with the dexterity of a skilled mechanic, repaired my 9
× 12 cm. camera, at least so far that I can use it with a little care.
How, in the absence of finger-nails, he was able to accomplish such a
ticklish piece of work, having no tool but a clumsy screw-driver for
taking to pieces and putting together again the complicated
mechanism of the instantaneous shutter, is still a mystery to me; but
he did it successfully. The loss of his finger-nails shows him in a light
contrasting curiously enough with the intelligence evinced by the
above operation; though, after all, it is scarcely surprising after his
ten years’ residence in the bush. One day, at Lindi, he had occasion
to wash a dog, which must have been in need of very thorough
cleansing, for the bottle handed to our friend for the purpose had an
extremely strong smell. Having performed his task in the most
conscientious manner, he perceived with some surprise that the dog
did not appear much the better for it, and was further surprised by
finding his own nails ulcerating away in the course of the next few
days. “How was I to know that carbolic acid has to be diluted?” he
mutters indignantly, from time to time, with a troubled gaze at his
mutilated finger-tips.
Since we came to Newala we have been making excursions in all
directions through the surrounding country, in accordance with old
habit, and also because the akida Sefu did not get together the tribal
elders from whom I wanted information so speedily as he had
promised. There is, however, no harm done, as, even if seen only
from the outside, the country and people are interesting enough.
The Makonde plateau is like a large rectangular table rounded off
at the corners. Measured from the Indian Ocean to Newala, it is
about seventy-five miles long, and between the Rovuma and the
Lukuledi it averages fifty miles in breadth, so that its superficial area
is about two-thirds of that of the kingdom of Saxony. The surface,
however, is not level, but uniformly inclined from its south-western
edge to the ocean. From the upper edge, on which Newala lies, the
eye ranges for many miles east and north-east, without encountering
any obstacle, over the Makonde bush. It is a green sea, from which
here and there thick clouds of smoke rise, to show that it, too, is
inhabited by men who carry on their tillage like so many other
primitive peoples, by cutting down and burning the bush, and
manuring with the ashes. Even in the radiant light of a tropical day
such a fire is a grand sight.
Much less effective is the impression produced just now by the
great western plain as seen from the edge of the plateau. As often as
time permits, I stroll along this edge, sometimes in one direction,
sometimes in another, in the hope of finding the air clear enough to
let me enjoy the view; but I have always been disappointed.
Wherever one looks, clouds of smoke rise from the burning bush,
and the air is full of smoke and vapour. It is a pity, for under more
favourable circumstances the panorama of the whole country up to
the distant Majeje hills must be truly magnificent. It is of little use
taking photographs now, and an outline sketch gives a very poor idea
of the scenery. In one of these excursions I went out of my way to
make a personal attempt on the Makonde bush. The present edge of
the plateau is the result of a far-reaching process of destruction
through erosion and denudation. The Makonde strata are
everywhere cut into by ravines, which, though short, are hundreds of
yards in depth. In consequence of the loose stratification of these
beds, not only are the walls of these ravines nearly vertical, but their
upper end is closed by an equally steep escarpment, so that the
western edge of the Makonde plateau is hemmed in by a series of
deep, basin-like valleys. In order to get from one side of such a ravine
to the other, I cut my way through the bush with a dozen of my men.
It was a very open part, with more grass than scrub, but even so the
short stretch of less than two hundred yards was very hard work; at
the end of it the men’s calicoes were in rags and they themselves
bleeding from hundreds of scratches, while even our strong khaki
suits had not escaped scatheless.
NATIVE PATH THROUGH THE MAKONDE BUSH, NEAR

MAHUTA
I see increasing reason to believe that the view formed some time
back as to the origin of the Makonde bush is the correct one. I have
no doubt that it is not a natural product, but the result of human
occupation. Those parts of the high country where man—as a very
slight amount of practice enables the eye to perceive at once—has not
yet penetrated with axe and hoe, are still occupied by a splendid
timber forest quite able to sustain a comparison with our mixed
forests in Germany. But wherever man has once built his hut or tilled
his field, this horrible bush springs up. Every phase of this process
may be seen in the course of a couple of hours’ walk along the main
road. From the bush to right or left, one hears the sound of the axe—
not from one spot only, but from several directions at once. A few
steps further on, we can see what is taking place. The brush has been
cut down and piled up in heaps to the height of a yard or more,
between which the trunks of the large trees stand up like the last
pillars of a magnificent ruined building. These, too, present a
melancholy spectacle: the destructive Makonde have ringed them—
cut a broad strip of bark all round to ensure their dying off—and also
piled up pyramids of brush round them. Father and son, mother and
son-in-law, are chopping away perseveringly in the background—too
busy, almost, to look round at the white stranger, who usually excites
so much interest. If you pass by the same place a week later, the piles
of brushwood have disappeared and a thick layer of ashes has taken
the place of the green forest. The large trees stretch their
smouldering trunks and branches in dumb accusation to heaven—if
they have not already fallen and been more or less reduced to ashes,
perhaps only showing as a white stripe on the dark ground.
This work of destruction is carried out by the Makonde alike on the
virgin forest and on the bush which has sprung up on sites already
cultivated and deserted. In the second case they are saved the trouble
of burning the large trees, these being entirely absent in the
secondary bush.
After burning this piece of forest ground and loosening it with the
hoe, the native sows his corn and plants his vegetables. All over the
country, he goes in for bed-culture, which requires, and, in fact,
receives, the most careful attention. Weeds are nowhere tolerated in
the south of German East Africa. The crops may fail on the plains,
where droughts are frequent, but never on the plateau with its
abundant rains and heavy dews. Its fortunate inhabitants even have
the satisfaction of seeing the proud Wayao and Wamakua working
for them as labourers, driven by hunger to serve where they were
accustomed to rule.
But the light, sandy soil is soon exhausted, and would yield no
harvest the second year if cultivated twice running. This fact has
been familiar to the native for ages; consequently he provides in
time, and, while his crop is growing, prepares the next plot with axe
and firebrand. Next year he plants this with his various crops and
lets the first piece lie fallow. For a short time it remains waste and
desolate; then nature steps in to repair the destruction wrought by
man; a thousand new growths spring out of the exhausted soil, and
even the old stumps put forth fresh shoots. Next year the new growth
is up to one’s knees, and in a few years more it is that terrible,
impenetrable bush, which maintains its position till the black
occupier of the land has made the round of all the available sites and
come back to his starting point.
The Makonde are, body and soul, so to speak, one with this bush.
According to my Yao informants, indeed, their name means nothing
else but “bush people.” Their own tradition says that they have been
settled up here for a very long time, but to my surprise they laid great
stress on an original immigration. Their old homes were in the
south-east, near Mikindani and the mouth of the Rovuma, whence
their peaceful forefathers were driven by the continual raids of the
Sakalavas from Madagascar and the warlike Shirazis[47] of the coast,
to take refuge on the almost inaccessible plateau. I have studied
African ethnology for twenty years, but the fact that changes of
population in this apparently quiet and peaceable corner of the earth
could have been occasioned by outside enterprises taking place on
the high seas, was completely new to me. It is, no doubt, however,
correct.
The charming tribal legend of the Makonde—besides informing us
of other interesting matters—explains why they have to live in the
thickest of the bush and a long way from the edge of the plateau,
instead of making their permanent homes beside the purling brooks
and springs of the low country.
“The place where the tribe originated is Mahuta, on the southern
side of the plateau towards the Rovuma, where of old time there was
nothing but thick bush. Out of this bush came a man who never
washed himself or shaved his head, and who ate and drank but little.
He went out and made a human figure from the wood of a tree
growing in the open country, which he took home to his abode in the
bush and there set it upright. In the night this image came to life and
was a woman. The man and woman went down together to the
Rovuma to wash themselves. Here the woman gave birth to a still-
born child. They left that place and passed over the high land into the
valley of the Mbemkuru, where the woman had another child, which
was also born dead. Then they returned to the high bush country of
Mahuta, where the third child was born, which lived and grew up. In
course of time, the couple had many more children, and called
themselves Wamatanda. These were the ancestral stock of the
Makonde, also called Wamakonde,[48] i.e., aborigines. Their
forefather, the man from the bush, gave his children the command to
bury their dead upright, in memory of the mother of their race who
was cut out of wood and awoke to life when standing upright. He also
warned them against settling in the valleys and near large streams,
for sickness and death dwelt there. They were to make it a rule to
have their huts at least an hour’s walk from the nearest watering-
place; then their children would thrive and escape illness.”
The explanation of the name Makonde given by my informants is
somewhat different from that contained in the above legend, which I
extract from a little book (small, but packed with information), by
Pater Adams, entitled Lindi und sein Hinterland. Otherwise, my
results agree exactly with the statements of the legend. Washing?
Hapana—there is no such thing. Why should they do so? As it is, the
supply of water scarcely suffices for cooking and drinking; other
people do not wash, so why should the Makonde distinguish himself
by such needless eccentricity? As for shaving the head, the short,
woolly crop scarcely needs it,[49] so the second ancestral precept is
likewise easy enough to follow. Beyond this, however, there is
nothing ridiculous in the ancestor’s advice. I have obtained from
various local artists a fairly large number of figures carved in wood,
ranging from fifteen to twenty-three inches in height, and
representing women belonging to the great group of the Mavia,
Makonde, and Matambwe tribes. The carving is remarkably well
done and renders the female type with great accuracy, especially the
keloid ornamentation, to be described later on. As to the object and
meaning of their works the sculptors either could or (more probably)
would tell me nothing, and I was forced to content myself with the
scanty information vouchsafed by one man, who said that the figures
were merely intended to represent the nembo—the artificial
deformations of pelele, ear-discs, and keloids. The legend recorded
by Pater Adams places these figures in a new light. They must surely
be more than mere dolls; and we may even venture to assume that
they are—though the majority of present-day Makonde are probably
unaware of the fact—representations of the tribal ancestress.
The references in the legend to the descent from Mahuta to the
Rovuma, and to a journey across the highlands into the Mbekuru
valley, undoubtedly indicate the previous history of the tribe, the
travels of the ancestral pair typifying the migrations of their
descendants. The descent to the neighbouring Rovuma valley, with
its extraordinary fertility and great abundance of game, is intelligible
at a glance—but the crossing of the Lukuledi depression, the ascent
to the Rondo Plateau and the descent to the Mbemkuru, also lie
within the bounds of probability, for all these districts have exactly
the same character as the extreme south. Now, however, comes a
point of especial interest for our bacteriological age. The primitive
Makonde did not enjoy their lives in the marshy river-valleys.
Disease raged among them, and many died. It was only after they
had returned to their original home near Mahuta, that the health
conditions of these people improved. We are very apt to think of the
African as a stupid person whose ignorance of nature is only equalled
by his fear of it, and who looks on all mishaps as caused by evil
spirits and malignant natural powers. It is much more correct to
assume in this case that the people very early learnt to distinguish
districts infested with malaria from those where it is absent.
This knowledge is crystallized in the
ancestral warning against settling in the
valleys and near the great waters, the
dwelling-places of disease and death. At the
same time, for security against the hostile
Mavia south of the Rovuma, it was enacted
that every settlement must be not less than a
certain distance from the southern edge of the
plateau. Such in fact is their mode of life at the
present day. It is not such a bad one, and
certainly they are both safer and more
comfortable than the Makua, the recent
intruders from the south, who have made USUAL METHOD OF
good their footing on the western edge of the CLOSING HUT-DOOR
plateau, extending over a fairly wide belt of
country. Neither Makua nor Makonde show in their dwellings
anything of the size and comeliness of the Yao houses in the plain,
especially at Masasi, Chingulungulu and Zuza’s. Jumbe Chauro, a
Makonde hamlet not far from Newala, on the road to Mahuta, is the
most important settlement of the tribe I have yet seen, and has fairly
spacious huts. But how slovenly is their construction compared with
the palatial residences of the elephant-hunters living in the plain.
The roofs are still more untidy than in the general run of huts during
the dry season, the walls show here and there the scanty beginnings
or the lamentable remains of the mud plastering, and the interior is a
veritable dog-kennel; dirt, dust and disorder everywhere. A few huts
only show any attempt at division into rooms, and this consists
merely of very roughly-made bamboo partitions. In one point alone
have I noticed any indication of progress—in the method of fastening
the door. Houses all over the south are secured in a simple but
ingenious manner. The door consists of a set of stout pieces of wood
or bamboo, tied with bark-string to two cross-pieces, and moving in
two grooves round one of the door-posts, so as to open inwards. If
the owner wishes to leave home, he takes two logs as thick as a man’s
upper arm and about a yard long. One of these is placed obliquely
against the middle of the door from the inside, so as to form an angle
of from 60° to 75° with the ground. He then places the second piece
horizontally across the first, pressing it downward with all his might.
It is kept in place by two strong posts planted in the ground a few
inches inside the door. This fastening is absolutely safe, but of course
cannot be applied to both doors at once, otherwise how could the
owner leave or enter his house? I have not yet succeeded in finding
out how the back door is fastened.
MAKONDE LOCK AND KEY AT JUMBE CHAURO

This is the general way of closing a house. The Makonde at Jumbe
Chauro, however, have a much more complicated, solid and original
one. Here, too, the door is as already described, except that there is
only one post on the inside, standing by itself about six inches from
one side of the doorway. Opposite this post is a hole in the wall just
large enough to admit a man’s arm. The door is closed inside by a
large wooden bolt passing through a hole in this post and pressing
with its free end against the door. The other end has three holes into
which fit three pegs running in vertical grooves inside the post. The
door is opened with a wooden key about a foot long, somewhat
curved and sloped off at the butt; the other end has three pegs
corresponding to the holes, in the bolt, so that, when it is thrust
through the hole in the wall and inserted into the rectangular
opening in the post, the pegs can be lifted and the bolt drawn out.[50]
MODE OF INSERTING THE KEY
With no small pride first one householder and then a second

showed me on the spot the action of this greatest invention of the
Makonde Highlands. To both with an admiring exclamation of
“Vizuri sana!” (“Very fine!”). I expressed the wish to take back these
marvels with me to Ulaya, to show the Wazungu what clever fellows
the Makonde are. Scarcely five minutes after my return to camp at
Newala, the two men came up sweating under the weight of two
heavy logs which they laid down at my feet, handing over at the same
time the keys of the fallen fortress. Arguing, logically enough, that if
the key was wanted, the lock would be wanted with it, they had taken
their axes and chopped down the posts—as it never occurred to them
to dig them out of the ground and so bring them intact. Thus I have
two badly damaged specimens, and the owners, instead of praise,
come in for a blowing-up.
The Makua huts in the environs of Newala are especially
miserable; their more than slovenly construction reminds one of the
temporary erections of the Makua at Hatia’s, though the people here
have not been concerned in a war. It must therefore be due to
congenital idleness, or else to the absence of a powerful chief. Even
the baraza at Mlipa’s, a short hour’s walk south-east of Newala,
shares in this general neglect. While public buildings in this country
are usually looked after more or less carefully, this is in evident
danger of being blown over by the first strong easterly gale. The only
attractive object in this whole district is the grave of the late chief
Mlipa. I visited it in the morning, while the sun was still trying with
partial success to break through the rolling mists, and the circular
grove of tall euphorbias, which, with a broken pot, is all that marks
the old king’s resting-place, impressed one with a touch of pathos.
Even my very materially-minded carriers seemed to feel something
of the sort, for instead of their usual ribald songs, they chanted
solemnly, as we marched on through the dense green of the Makonde
bush:—
“We shall arrive with the great master; we stand in a row and have
no fear about getting our food and our money from the Serkali (the
Government). We are not afraid; we are going along with the great
master, the lion; we are going down to the coast and back.”
With regard to the characteristic features of the various tribes here
on the western edge of the plateau, I can arrive at no other
conclusion than the one already come to in the plain, viz., that it is
impossible for anyone but a trained anthropologist to assign any
given individual at once to his proper tribe. In fact, I think that even
an anthropological specialist, after the most careful examination,
might find it a difficult task to decide. The whole congeries of peoples
collected in the region bounded on the west by the great Central
African rift, Tanganyika and Nyasa, and on the east by the Indian
Ocean, are closely related to each other—some of their languages are
only distinguished from one another as dialects of the same speech,
and no doubt all the tribes present the same shape of skull and
structure of skeleton. Thus, surely, there can be no very striking
differences in outward appearance.
Even did such exist, I should have no time
to concern myself with them, for day after day,
I have to see or hear, as the case may be—in
any case to grasp and record—an
extraordinary number of ethnographic
phenomena. I am almost disposed to think it
fortunate that some departments of inquiry, at
least, are barred by external circumstances.
Chief among these is the subject of iron-
working. We are apt to think of Africa as a
country where iron ore is everywhere, so to
speak, to be picked up by the roadside, and
where it would be quite surprising if the
inhabitants had not learnt to smelt the
material ready to their hand. In fact, the
knowledge of this art ranges all over the
continent, from the Kabyles in the north to the
Kafirs in the south. Here between the Rovuma
and the Lukuledi the conditions are not so
favourable. According to the statements of the
Makonde, neither ironstone nor any other
form of iron ore is known to them. They have
not therefore advanced to the art of smelting
the metal, but have hitherto bought all their
THE ANCESTRESS OF
THE MAKONDE
iron implements from neighbouring tribes.
Even in the plain the inhabitants are not much
better off. Only one man now living is said to
understand the art of smelting iron. This old fundi lives close to
Huwe, that isolated, steep-sided block of granite which rises out of
the green solitude between Masasi and Chingulungulu, and whose
jagged and splintered top meets the traveller’s eye everywhere. While
still at Masasi I wished to see this man at work, but was told that,
frightened by the rising, he had retired across the Rovuma, though
he would soon return. All subsequent inquiries as to whether the
fundi had come back met with the genuine African answer, “Bado”
(“Not yet”).
BRAZIER
Some consolation was afforded me by a brassfounder, whom I

came across in the bush near Akundonde’s. This man is the favourite
of women, and therefore no doubt of the gods; he welds the glittering
brass rods purchased at the coast into those massive, heavy rings
which, on the wrists and ankles of the local fair ones, continually give
me fresh food for admiration. Like every decent master-craftsman he
had all his tools with him, consisting of a pair of bellows, three
crucibles and a hammer—nothing more, apparently. He was quite
willing to show his skill, and in a twinkling had fixed his bellows on
the ground. They are simply two goat-skins, taken off whole, the four
legs being closed by knots, while the upper opening, intended to
admit the air, is kept stretched by two pieces of wood. At the lower
end of the skin a smaller opening is left into which a wooden tube is
stuck. The fundi has quickly borrowed a heap of wood-embers from
the nearest hut; he then fixes the free ends of the two tubes into an
earthen pipe, and clamps them to the ground by means of a bent
piece of wood. Now he fills one of his small clay crucibles, the dross
on which shows that they have been long in use, with the yellow
material, places it in the midst of the embers, which, at present are
only faintly glimmering, and begins his work. In quick alternation
the smith’s two hands move up and down with the open ends of the
bellows; as he raises his hand he holds the slit wide open, so as to let
the air enter the skin bag unhindered. In pressing it down he closes
the bag, and the air puffs through the bamboo tube and clay pipe into
the fire, which quickly burns up. The smith, however, does not keep
on with this work, but beckons to another man, who relieves him at
the bellows, while he takes some more tools out of a large skin pouch
carried on his back. I look on in wonder as, with a smooth round
stick about the thickness of a finger, he bores a few vertical holes into
the clean sand of the soil. This should not be difficult, yet the man
seems to be taking great pains over it. Then he fastens down to the
ground, with a couple of wooden clamps, a neat little trough made by
splitting a joint of bamboo in half, so that the ends are closed by the
two knots. At last the yellow metal has attained the right consistency,
and the fundi lifts the crucible from the fire by means of two sticks
split at the end to serve as tongs. A short swift turn to the left—a
tilting of the crucible—and the molten brass, hissing and giving forth
clouds of smoke, flows first into the bamboo mould and then into the
holes in the ground.
The technique of this backwoods craftsman may not be very far
advanced, but it cannot be denied that he knows how to obtain an
adequate result by the simplest means. The ladies of highest rank in
this country—that is to say, those who can afford it, wear two kinds
of these massive brass rings, one cylindrical, the other semicircular
in section. The latter are cast in the most ingenious way in the
bamboo mould, the former in the circular hole in the sand. It is quite
a simple matter for the fundi to fit these bars to the limbs of his fair
customers; with a few light strokes of his hammer he bends the
pliable brass round arm or ankle without further inconvenience to
the wearer.
SHAPING THE POT
SMOOTHING WITH MAIZE-COB
CUTTING THE EDGE

FINISHING THE BOTTOM
LAST SMOOTHING BEFORE

BURNING
FIRING THE BRUSH-PILE

LIGHTING THE FARTHER SIDE OF
THE PILE
TURNING THE RED-HOT VESSEL
NYASA WOMAN MAKING POTS AT MASASI

Pottery is an art which must always and everywhere excite the
interest of the student, just because it is so intimately connected with
the development of human culture, and because its relics are one of
the principal factors in the reconstruction of our own condition in
prehistoric times. I shall always remember with pleasure the two or
three afternoons at Masasi when Salim Matola’s mother, a slightly-
built, graceful, pleasant-looking woman, explained to me with
touching patience, by means of concrete illustrations, the ceramic art
of her people. The only implements for this primitive process were a
lump of clay in her left hand, and in the right a calabash containing
the following valuables: the fragment of a maize-cob stripped of all
its grains, a smooth, oval pebble, about the size of a pigeon’s egg, a
few chips of gourd-shell, a bamboo splinter about the length of one’s
hand, a small shell, and a bunch of some herb resembling spinach.
Nothing more. The woman scraped with the
shell a round, shallow hole in the soft, fine
sand of the soil, and, when an active young
girl had filled the calabash with water for her,
she began to knead the clay. As if by magic it
gradually assumed the shape of a rough but
already well-shaped vessel, which only wanted
a little touching up with the instruments
before mentioned. I looked out with the
MAKUA WOMAN closest attention for any indication of the use
MAKING A POT. of the potter’s wheel, in however rudimentary
SHOWS THE a form, but no—hapana (there is none). The
BEGINNINGS OF THE embryo pot stood firmly in its little
POTTER’S WHEEL
depression, and the woman walked round it in
a stooping posture, whether she was removing
small stones or similar foreign bodies with the maize-cob, smoothing
the inner or outer surface with the splinter of bamboo, or later, after
letting it dry for a day, pricking in the ornamentation with a pointed
bit of gourd-shell, or working out the bottom, or cutting the edge
with a sharp bamboo knife, or giving the last touches to the finished
vessel. This occupation of the women is infinitely toilsome, but it is
without doubt an accurate reproduction of the process in use among
our ancestors of the Neolithic and Bronze ages.
There is no doubt that the invention of pottery, an item in human
progress whose importance cannot be over-estimated, is due to
women. Rough, coarse and unfeeling, the men of the horde range
over the countryside. When the united cunning of the hunters has
succeeded in killing the game; not one of them thinks of carrying
home the spoil. A bright fire, kindled by a vigorous wielding of the
drill, is crackling beside them; the animal has been cleaned and cut
up secundum artem, and, after a slight singeing, will soon disappear
under their sharp teeth; no one all this time giving a single thought
to wife or child.
To what shifts, on the other hand, the primitive wife, and still more
the primitive mother, was put! Not even prehistoric stomachs could
endure an unvarying diet of raw food. Something or other suggested
the beneficial effect of hot water on the majority of approved but
indigestible dishes. Perhaps a neighbour had tried holding the hard
roots or tubers over the fire in a calabash filled with water—or maybe
an ostrich-egg-shell, or a hastily improvised vessel of bark. They
became much softer and more palatable than they had previously
been; but, unfortunately, the vessel could not stand the fire and got
charred on the outside. That can be remedied, thought our
ancestress, and plastered a layer of wet clay round a similar vessel.
This is an improvement; the cooking utensil remains uninjured, but
the heat of the fire has shrunk it, so that it is loose in its shell. The
next step is to detach it, so, with a firm grip and a jerk, shell and
kernel are separated, and pottery is invented. Perhaps, however, the
discovery which led to an intelligent use of the burnt-clay shell, was
made in a slightly different way. Ostrich-eggs and calabashes are not
to be found in every part of the world, but everywhere mankind has
arrived at the art of making baskets out of pliant materials, such as
bark, bast, strips of palm-leaf, supple twigs, etc. Our inventor has no
water-tight vessel provided by nature. “Never mind, let us line the
basket with clay.” This answers the purpose, but alas! the basket gets
burnt over the blazing fire, the woman watches the process of
cooking with increasing uneasiness, fearing a leak, but no leak
appears. The food, done to a turn, is eaten with peculiar relish; and
the cooking-vessel is examined, half in curiosity, half in satisfaction
at the result. The plastic clay is now hard as stone, and at the same
time looks exceedingly well, for the neat plaiting of the burnt basket
is traced all over it in a pretty pattern. Thus, simultaneously with
pottery, its ornamentation was invented.
Primitive woman has another claim to respect. It was the man,
roving abroad, who invented the art of producing fire at will, but the
woman, unable to imitate him in this, has been a Vestal from the
earliest times. Nothing gives so much trouble as the keeping alight of
the smouldering brand, and, above all, when all the men are absent
from the camp. Heavy rain-clouds gather, already the first large
drops are falling, the first gusts of the storm rage over the plain. The
little flame, a greater anxiety to the woman than her own children,
flickers unsteadily in the blast. What is to be done? A sudden thought
occurs to her, and in an instant she has constructed a primitive hut
out of strips of bark, to protect the flame against rain and wind.
This, or something very like it, was the way in which the principle
of the house was discovered; and even the most hardened misogynist
cannot fairly refuse a woman the credit of it. The protection of the
hearth-fire from the weather is the germ from which the human
dwelling was evolved. Men had little, if any share, in this forward
step, and that only at a late stage. Even at the present day, the
plastering of the housewall with clay and the manufacture of pottery
are exclusively the women’s business. These are two very significant
survivals. Our European kitchen-garden, too, is originally a woman’s
invention, and the hoe, the primitive instrument of agriculture, is,
characteristically enough, still used in this department. But the
noblest achievement which we owe to the other sex is unquestionably
the art of cookery. Roasting alone—the oldest process—is one for
which men took the hint (a very obvious one) from nature. It must
have been suggested by the scorched carcase of some animal
overtaken by the destructive forest-fires. But boiling—the process of
improving organic substances by the help of water heated to boiling-
point—is a much later discovery. It is so recent that it has not even
yet penetrated to all parts of the world. The Polynesians understand
how to steam food, that is, to cook it, neatly wrapped in leaves, in a
hole in the earth between hot stones, the air being excluded, and
(sometimes) a few drops of water sprinkled on the stones; but they
do not understand boiling.
To come back from this digression, we find that the slender Nyasa
woman has, after once more carefully examining the finished pot,
put it aside in the shade to dry. On the following day she sends me
word by her son, Salim Matola, who is always on hand, that she is
going to do the burning, and, on coming out of my house, I find her
already hard at work. She has spread on the ground a layer of very
dry sticks, about as thick as one’s thumb, has laid the pot (now of a
yellowish-grey colour) on them, and is piling brushwood round it.
My faithful Pesa mbili, the mnyampara, who has been standing by,
most obligingly, with a lighted stick, now hands it to her. Both of
them, blowing steadily, light the pile on the lee side, and, when the
flame begins to catch, on the weather side also. Soon the whole is in a
blaze, but the dry fuel is quickly consumed and the fire dies down, so
that we see the red-hot vessel rising from the ashes. The woman
turns it continually with a long stick, sometimes one way and
sometimes another, so that it may be evenly heated all over. In
twenty minutes she rolls it out of the ash-heap, takes up the bundle
of spinach, which has been lying for two days in a jar of water, and
sprinkles the red-hot clay with it. The places where the drops fall are
marked by black spots on the uniform reddish-brown surface. With a
sigh of relief, and with visible satisfaction, the woman rises to an
erect position; she is standing just in a line between me and the fire,
from which a cloud of smoke is just rising: I press the ball of my
camera, the shutter clicks—the apotheosis is achieved! Like a
priestess, representative of her inventive sex, the graceful woman
stands: at her feet the hearth-fire she has given us beside her the
invention she has devised for us, in the background the home she has
built for us.
At Newala, also, I have had the manufacture of pottery carried on
in my presence. Technically the process is better than that already
described, for here we find the beginnings of the potter’s wheel,
which does not seem to exist in the plains; at least I have seen
nothing of the sort. The artist, a frightfully stupid Makua woman, did
not make a depression in the ground to receive the pot she was about
to shape, but used instead a large potsherd. Otherwise, she went to
work in much the same way as Salim’s mother, except that she saved
herself the trouble of walking round and round her work by squatting
at her ease and letting the pot and potsherd rotate round her; this is
surely the first step towards a machine. But it does not follow that
the pot was improved by the process. It is true that it was beautifully
rounded and presented a very creditable appearance when finished,
but the numerous large and small vessels which I have seen, and, in
part, collected, in the “less advanced” districts, are no less so. We
moderns imagine that instruments of precision are necessary to
produce excellent results. Go to the prehistoric collections of our
museums and look at the pots, urns and bowls of our ancestors in the
dim ages of the past, and you will at once perceive your error.
MAKING LONGITUDINAL CUT IN
BARK
DRAWING THE BARK OFF THE LOG
REMOVING THE OUTER BARK

BEATING THE BARK
WORKING THE BARK-CLOTH AFTER BEATING, TO MAKE IT

SOFT
MANUFACTURE OF BARK-CLOTH AT NEWALA

To-day, nearly the whole population of German East Africa is
clothed in imported calico. This was not always the case; even now in
some parts of the north dressed skins are still the prevailing wear,
and in the north-western districts—east and north of Lake
Tanganyika—lies a zone where bark-cloth has not yet been
superseded. Probably not many generations have passed since such
bark fabrics and kilts of skins were the only clothing even in the
south. Even to-day, large quantities of this bright-red or drab
material are still to be found; but if we wish to see it, we must look in
the granaries and on the drying stages inside the native huts, where
it serves less ambitious uses as wrappings for those seeds and fruits
which require to be packed with special care. The salt produced at
Masasi, too, is packed for transport to a distance in large sheets of
bark-cloth. Wherever I found it in any degree possible, I studied the
process of making this cloth. The native requisitioned for the
purpose arrived, carrying a log between two and three yards long and
as thick as his thigh, and nothing else except a curiously-shaped
mallet and the usual long, sharp and pointed knife which all men and
boys wear in a belt at their backs without a sheath—horribile dictu!
[51]
Silently he squats down before me, and with two rapid cuts has
drawn a couple of circles round the log some two yards apart, and
slits the bark lengthwise between them with the point of his knife.
With evident care, he then scrapes off the outer rind all round the
log, so that in a quarter of an hour the inner red layer of the bark
shows up brightly-coloured between the two untouched ends. With
some trouble and much caution, he now loosens the bark at one end,
and opens the cylinder. He then stands up, takes hold of the free
edge with both hands, and turning it inside out, slowly but steadily
pulls it off in one piece. Now comes the troublesome work of
scraping all superfluous particles of outer bark from the outside of
the long, narrow piece of material, while the inner side is carefully
scrutinised for defective spots. At last it is ready for beating. Having
signalled to a friend, who immediately places a bowl of water beside
him, the artificer damps his sheet of bark all over, seizes his mallet,
lays one end of the stuff on the smoothest spot of the log, and
hammers away slowly but continuously. “Very simple!” I think to
myself. “Why, I could do that, too!”—but I am forced to change my
opinions a little later on; for the beating is quite an art, if the fabric is
not to be beaten to pieces. To prevent the breaking of the fibres, the
stuff is several times folded across, so as to interpose several
thicknesses between the mallet and the block. At last the required
state is reached, and the fundi seizes the sheet, still folded, by both
ends, and wrings it out, or calls an assistant to take one end while he
holds the other. The cloth produced in this way is not nearly so fine
and uniform in texture as the famous Uganda bark-cloth, but it is
quite soft, and, above all, cheap.
Now, too, I examine the mallet. My craftsman has been using the
simpler but better form of this implement, a conical block of some
hard wood, its base—the striking surface—being scored across and
across with more or less deeply-cut grooves, and the handle stuck
into a hole in the middle. The other and earlier form of mallet is
shaped in the same way, but the head is fastened by an ingenious
network of bark strips into the split bamboo serving as a handle. The
observation so often made, that ancient customs persist longest in
connection with religious ceremonies and in the life of children, here
finds confirmation. As we shall soon see, bark-cloth is still worn
during the unyago,[52] having been prepared with special solemn
ceremonies; and many a mother, if she has no other garment handy,
will still put her little one into a kilt of bark-cloth, which, after all,
looks better, besides being more in keeping with its African
surroundings, than the ridiculous bit of print from Ulaya.
MAKUA WOMEN

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viii Effective Management

Using Your Book

Sett ing Goa ls

4-3a Starting at the Top

106 Effective Management

What Really Works?

Doing the Right Thing

Management Facts and Trends

Management Team Decision

Practice Being a Manager

xiv Effective Management

Ali Abu-Rahma Charlie Nagelschmidt

About the Author

xvi Effective Management

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After reading this section, you should be able to:

Review 1-1 Management Is . . .

Chapter 14: Control

what really works

Management Functions Review 1-2

1-3 Kinds of Managers

After reading this section, you should be able to:

Plant Manager ob rdin per lem r vi

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1-3c First-Line Managers

Review 1-3 Kinds of Managers

1-4 Managerial Roles

spokesperson role 1-4c Decisional Roles

Managerial Roles Review 1-4

Newala, too, suffers from the distance of its water-supply—at least

The water-supply of New Newala is in the bottom of the valley,

NATIVE PATH THROUGH THE MAKONDE BUSH, NEAR

MAKONDE LOCK AND KEY AT JUMBE CHAURO

MODE OF INSERTING THE KEY

With no small pride first one householder and then a second

Some consolation was afforded me by a brassfounder, whom I

SMOOTHING WITH MAIZE-COB

CUTTING THE EDGE

LAST SMOOTHING BEFORE

FIRING THE BRUSH-PILE

TURNING THE RED-HOT VESSEL

NYASA WOMAN MAKING POTS AT MASASI

DRAWING THE BARK OFF THE LOG

REMOVING THE OUTER BARK

WORKING THE BARK-CLOTH AFTER BEATING, TO MAKE IT

MANUFACTURE OF BARK-CLOTH AT NEWALA

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