Organizational Behavior Science The Real World and You 8th Edition

Organizational Behavior: Science, The
Real World, and You 8th Edition

Visit to download the full and correct content document:
https://ebookmass.com/product/organizational-behavior-science-the-real-world-and-y
ou-8th-edition/
Chapter 2 Challenges for Managers 36
Thinking Ahead: FORD 37
Management Challenges in a New Time 38
The Global Village 39
Changes in the Global Marketplace 39
Understanding Cultural Differences 40
You 2.1 Planning for a Global Career 43
Developing Cross-Cultural Sensitivity 44
The Real World 2.1 A Golden Opportunity? 46
The Diverse Workforce 47
Cultural Diversity 47
Gender Diversity 48
Age Diversity 49
Ability Diversity 51
Differences Are Assets 51
Diversity’s Benefits and Problems 53
Ethics, Character, and Personal Integrity 54
Employee Rights 55
Sexual Harassment 56
You 2.2 How Much Do You Know about Sexual Harassment? 57
Romantic Involvements 58
Organizational Justice 58
The Real World 2.2 Sex Plus 59
Whistle-Blowing 59
Science From Inaction to External Whistle-blowing 60
Social Responsibility 60
Codes of Ethics 61
Managerial Implications: Beating the Challenges 63
Diversity Dialogue The U.S. Supreme Court: Another
Good Ol’ Boy Ivy League Network? 63
Looking Back: FORD 64
Chapter Summary 65
Key Terms 65
Review Questions 65
Discussion and Communication Questions 65
Ethical Dilemma 66
Experiential Exercises 66
References 69
BizFlix Lost in Translation 72
Workplace Video Theo Chocolate 72
Case Netflix: Push and Pushback in Streaming Video 74
Cohesion Case: Part 1 DonorsChoose.org: An Online
Charity Helps Public Education in America (A) 76
Part 2 Individual Processes and Behavior 79

Chapter 3 Personality, Perception, and Attribution 80
Thinking Ahead: ORACLE 81
Individual Differences and Organizational Behavior 82
vi con ten ts
Copyright 2012 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).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Skills and Abilities 83
Science Get Smarty Pants? 84
Personality 84
Personality Theories 84
Big Five Personality Model 85
Personality Characteristics in Organizations 86
You 3.1 What’s Your Locus of Control? 87
You 3.2 Are You a High or Low Self-Monitor? 90
Measuring Personality 91
The Real World 3.1 Better Call Centers Through Personality Matching 92
Application of Personality Theory in Organizations:
The MBTI® Instrument 93
The Preferences 93
The Sixteen Types 96
Social Perception 97
Characteristics of the Perceiver 99
Characteristics of the Target 99
Characteristics of the Situation 100
Barriers to Social Perception 100
The Real World 3.2 Gender Stereotyping at Walmart 101
Impression Management 103
Attribution in Organizations 104
Internal and External Attributions 104
Attributional Biases 105
Managerial Implications: Using Personality,
Perception, and Attribution at Work 106
Diversity Dialogue Say it Loud—I’m Fat and I’m Proud! 106
Looking Back: ORACLE 107
Chapter Summary 108
Key Terms 108
Review Questions 108
Ethical Dilemma 109
References 112
BizFlix Because I Said So 116
Workplace Video Theo Chocolate 116
Case Understanding the People Who Work at and Patronize
Build-A-Bear Workshop 118
Chapter 4 Attitudes, Emotions, and Ethics 120

Thinking Ahead: GROUPON 121
Attitudes 122
The ABC Model 122
Attitude Formation 123
Attitudes and Behavior 124
Work Attitudes 125
You 4.1 Assess Your Job Satisfaction 126
The Real World 4.1 How Dreamworks Keeps Employees Satisfied 129
You 4.2 Do You Engage in Workplace Deviance Behavior? 131
Persuasion and Attitude Change 132
c o n t en t s vi i
Emotions and Moods at Work 134
Science Is Faking Emotion Harmful to Your Health? 137
Ethical Behavior 137
The Real World 4.2 The Container Store’s Foundation
Principles 138
Values 140
Instrumental and Terminal Values 141
Work Values 142
Cultural Differences in Values 142
Locus of Control 143
Machiavellianism 144
Cognitive Moral Development 144
Managerial Implications: Attitudes, Values,
and Ethics at Work 146
Diversity Dialogue Michael Phelps: When Age and
Values Collide 146
Looking Back: GROUPON 147
Chapter Summary 148
Key Terms 148
Ethical Dilemma 149
References 152
BizFlix The Emperor’s Club 156
Workplace Video Mitchell Gold + Bob Williams 156
Case QuikTrip: Staffed by Passionate and Compassionate People 158
Chapter 5 Motivation at Work 160

Thinking Ahead: DYSON 161
Motivation and Work Behavior 162
Internal Needs 162
You 5.1 Protestant Ethic 163
The Real World 5.1 A Model Manager Motivational Style 164
External Incentives 164
Employee Recognition and Ownership 165
Maslow’s Need Hierarchy 165
The Hierarchy of Needs 165
Theory X and Theory Y 166
ERG Theory 167
McClelland’s Need Theory 168
Need for Achievement 168
Need for Power 169
Need for Affiliation 169
Science Academic Motivation and Interpersonal Attachment 170
Herzberg’s Two-Factor Theory 171
Motivation Factors 171
Hygiene Factors 172
You 5.2 What’s Important to Employees? 173
Critique of the Two-Factor Theory 173
viii con ten ts
Two New Ideas in Motivation 174
Eustress, Strength, and Hope 174
Positive Energy and Full Engagement 174
The Real World 5.2 Engaging Your “Pole Vaulters” 175
Social Exchange and Equity Theory 175
Demands and Contributions 176
Adams’s Theory of Inequity 177
The Resolution of Inequity 178
New Perspectives on Equity Theory 178
Expectancy Theory of Motivation 179
Motivational Problems 181
Motivation and Moral Maturity 181
Diversity Dialogue Using Cash to Bridge the Achievement Gap 182
Cultural Differences in Motivation 182
Managerial Implications: Many Ways to
Motivate People 183
Looking Back: Dyson 184
Chapter Summary 185
Key Terms 185
Ethical Dilemma 186
References 188
BizFlix Friday Night Lights (I) 190
Workplace Video LivingSocial Escapes 190
Case Compensation Controversies at AIG 192
Chapter 6 Learning and Performance Management 196

Thinking Ahead: QUIKTRIP 197
Learning in Organizations 198
Classical Conditioning 198
Operant Conditioning 199
The Strategies of Reinforcement, Punishment,
and Extinction 199
Bandura’s Social Learning Theory 202
Learning and Personality Differences 203
Goal Setting at Work 204
Characteristics of Effective Goals 204
The Real World 6.1 The Goal is 100 Percent Recyclable 205
Increasing Work Motivation and Task Performance 206
You 6.1 Task-Goal Attribute Questionnaire 207
Reducing Role Stress, Conflict, and Ambiguity 208
Improving Performance Evaluation 208
Performance: A Key Construct 209
Performance Management 209
Defining Performance 210
Measuring Performance 211
Performance Feedback: A Communication Challenge 213
Science The Effects of Positive and Negative Performance Feedback 213
c o n t en t s ix
360-Degree Feedback 214
Developing People and Enhancing Careers 214
Key Characteristics of an Effective Appraisal System 215
Rewarding Performance 215
A Key Organizational Decision Process 215
Individual versus Team Reward Systems 216
The Power of Earning 216
The Real World 6.2 Google’s Pay for Performance 217
Correcting Poor Performance 217
You 6.2 Correcting Poor Performance 218
Performance and Kelley’s Attribution Theory 219
Coaching, Counseling, and Mentoring 221
Managerial Implications: Performance
Management is a Key Task 221
Diversity Dialogue Race and Rewards at the Harlem
Patrol Borough 222
Looking Back: QUIKTRIP 223
Chapter Summary 224
Key Terms 224
Ethical Dilemma 225
References 227
BizFlix Take the Lead 230
Workplace Video Barcelona Restaurant Group 230
Case Sir James Dyson: Learning to Achieve Success 232
Chapter 7 Stress and Well-Being at Work 234

Thinking Ahead: GROUPON 235
What is Stress? 236
You 7.1 The Frazzle Factor 237
Four Approaches to Stress 237
The Stress Response 239
Sources of Work Stress 239
Work Demands 240
The Real World 7.1 Overstressed in the Pharmaceutical Industry 241
Nonwork Demands 243
The Consequences of Stress 244
Performance and Health Benefits 244
Individual Distress 245
Organizational Distress 247
Science Effects of Agreeableness and Social Support
on Affective Distress 248
Individual Differences in the Stress-Strain Relationship 248
Gender Effects 249
Type A Behavior Pattern 249
Personality Hardiness 250
Self-Reliance 250
Preventive Stress Management 251
You 7.2 Are You Self-Reliant? 252
x con ten ts
Organizational Stress Prevention 252
Individual Prevention 256
The Real World 7.2 JM Family Enterprises IT
Employees Get Physical 258
Comprehensive Health Promotion 259
Managerial Implications: Stress Without Distress 259
Diversity Dialogue “To Thine Own Self Be True” 260
Chapter Summary 262
Key Terms 262
Ethical Dilemma 263
References 264
BizFlix The Upside of Anger 268
Workplace Video Modern Shed 268
Case The Impact of the Great Recession on Workplace Stress 270
Cohesion Case Part 2 DonorsChoose.org: Why Give?
Why Be Involved? (B) 272
Part 3 Interpersonal Processes and Behavior 275

Chapter 8 Communication 276
Thinking Ahead: ORACLE CORPORATION 277
Interpersonal Communication 278
An Interpersonal Communication Model 279
The Real World 8.1 Blogging at Kodak 280
Reflective Listening 281
Five Keys to Effective Supervisory Communication 283
Expressive Speakers 284
Empathetic Listeners 284
Persuasive Leaders (and Some Exceptions) 284
You 8.1 Are You an Active Listener? 285
Sensitivity to Feelings 285
Informative Managers 285
Barriers and Gateways to Communication 286
Physical Separation 286
Status Differences 286
Gender Differences 287
Cultural Diversity 287
Language 288
Civility and Incivility 288
Consequences of Incivility 288
You 8.2 Test Your Verbal Incivilities 289
Blessings of Civility 290
Defensive and Nondefensive Communication 290
Defensive Communication at Work 290
Defensive Tactics 291
Nondefensive Communication 292
c o n t en t s xi
Nonverbal Communication 292
Proxemics 293
Kinesics 294
Facial and Eye Behavior 295
The Real World 8.2 Customer Service Calls at Aflac 296
Paralanguage 296
How Accurately Do We Decode Nonverbal Cues? 296
Positive, Healthy Communication 298
New Communication Technologies and Social Media 298
Written Communication 299
Communication Technologies 299
Science The Finer Points of Lying Online 300
How Do Communication Technologies Affect Behavior? 300
Managerial Implications: Communicate
with Strength and Clarity 302
Diversity Dialogue Contemporary Media
Coverage—Spinning out of Control? 303
Looking Back: ORACLE CORPORATION 304
Chapter Summary 305
Key Terms 305
Ethical Dilemma 306
References 308
BizFlix Friday Night Lights (II) 310
Workplace Video Plant Fantasies 310
Case Smart Phones: Promoting Communication Connectedness
or Disconnectedness? 312
Chapter 9 Work Teams and Groups 314

Thinking Ahead: Ford motor company 315
Group Behavior 317
Norms of Behavior 317
Group Cohesion 318
Social Loafing 318
Loss of Individuality 318
Group Formation and Development 319
Group Formation 319
Stages of Group Development 320
Science The Power of “We” 321
Characteristics of a Mature Group 322
You 9.1 How Cohesive Is Your Group? 324
The Real World 9.1 Too Many Stars, Not Enough Team 325
Task and Maintenance Functions 326
Work Teams in Organizations 327
Why Work Teams? 327
Work Team Structure and Work Team Process 329
Quality Teams and Circles 329
Social Benefits 330
xii con ten ts
Diversity and Creativity in Teams 331
Dissimilarity 331
Creativity 331
Teamwork and Self-Managed Teams 332
Teamwork 332
You 9.2 How Much Diversity Is on Your Team? 333
Self-Managed Teams 334
Upper Echelons: Teams at the Top 334
Diversity at the Top 336
The Real World 9.2 Unfamiliar Roles Challenge
Executives but Prevent Stagnation 336
Multicultural Top Teams 337
Managerial Implications: Teamwork for Productivity and Quality 337
Diversity Dialogue Appoint More Women or
Else: Achieving Gender Balance in Top Teams 339
Looking Back: ford motor company 339
Chapter Summary 340
Key Terms 341
Ethical Dilemma 342
References 343
BizFlix Friends with Money 346
Workplace Video Holden Outerwear 346
Case Achieving Success in Virtual Teams 348
Chapter 10 Decision Making by Individuals and Groups 350

Thinking Ahead: NETFLIX 351
The Decision-Making Process 352
Models of Decision Making 353
Rational Model 353
Bounded Rationality Model 354
Garbage Can Model 355
Decision Making and Risk 355
Risk and the Manager 356
Escalation of Commitment 356
Jung’s Cognitive Styles 357
You 10.1 Which Side of Your Brain Do You Favor? 359
Other Individual Influences on Decision Making 359
The Role of Intuition 361
Creativity at Work 361
The Real World 10.1 Creative Design at Herman Miller 362
You 10.2 Creative or Logical Problem Solving:
What Is Your Preference? 365
Participation in Decision Making 366
The Effects of Participation 366
The Real World 10.2 Walmart’s “My Sustainability Plan” 367
Foundations for Participation in Decision Making 367
What Level of Participation? 368
c o n t en t s xi i i
The Group Decision-Making Process 368
When Should Groups Be Used? 368
Advantages and Disadvantages of Group Decision Making 369
Groupthink 369
Science Have a Different Opinion? Speak Up 371
Group Polarization 372
Techniques for Group Decision Making 372
Brainstorming 372
Nominal Group Technique 373
Delphi Technique 373
Devil’s Advocacy 373
Dialectical Inquiry 374
Quality Circles and Quality Teams 374
Self-Managed Teams 374
Diversity and Culture in Decision Making 375
Decision Making in the Virtual Workplace 376
Ethical Issues in Decision Making 378
Managerial Implications: Decision Making Is a Critical Activity 378
Diversity Dialogue And the Grammy Goes to... 379
Looking Back: Netflix 379
Chapter Summary 380
Key Terms 380
Ethical Dilemma 381
References 384
BizFlix Failure to Launch 388
Workplace Video Plant Fantasies 388
Case Groupon: Decisions! Decisions! Decisions! 390
Chapter 11 Power and Political Behavior 394

Thinking Ahead: dyson 395
The Concept of Power 396
Forms and Sources of Power in Organizations 396
Interpersonal Forms of Power 397
Using Power Ethically 398
Two Faces of Power: One Positive, One Negative 400
The Real World 11.1 Indra Nooyi of PepsiCo:
The Power of the Positive 401
Functional Sources of Power 402
Symbols of Power 403
Kanter’s Symbols of Power 403
Kanter’s Symbols of Powerlessness 403
Korda’s Symbols of Power 404
Political Behavior in Organizations 404
Influence Tactics 405
Science Are You Willing and Able? 406
Political Skill 408
Managing Political Behavior in Organizations 409
You 11.1 410
xiv con ten ts
Managing up: Managing the Boss 411
Sharing Power: Empowerment 412
The Real World 11.2 Empowerment from a Maestro 413
You 11.2 Are You Self-Empowered? 414
Managerial Implications: Using Power Effectively 417
Diversity Dialogue Barack Obama: A Different Kind of Power 418
Looking Back: DYSON 419
Chapter Summary 420
Key Terms 420
Ethical Dilemma 421
References 423
BizFlix Flash of Genius 426
Case Oracle’s Larry Ellison: A Profile of Power,
Influence, and Dominance 428
Chapter 12 Leadership and Followership 430

Thinking Ahead: QUIKTRIP 431
Leadership and Management 432
Early Trait Theories 433
Behavioral Theories 434
Lewin Studies 434
Ohio State Studies 434
Michigan Studies 434
The Leadership Grid: A Contemporary Extension 435
You 12.1 How Does Your Supervisor Lead? 436
Contingency Theories 438
Fiedler’s Contingency Theory 438
Path–Goal Theory 440
Vroom–Yetton–Jago Normative Decision Model 441
The Situational Leadership Model 441
Leader–Member Exchange 443
Substitutes for Leadership 444
The Emergence of Inspirational Leadership Theories 444
Transformational Leadership 445
The Real World 12.1 Passion and People: Starbucks’ Vision 445
Science Is It the Person or the Behavior? 446
Charismatic Leadership 446
Authentic Leadership 447
Emerging Issues in Leadership 448
Emotional Intelligence 448
Trust 448
Gender and Leadership 449
Servant Leadership 449
The Real World 12.2 Want to Be a CEO? Irene Rosenfeld, Kraft Foods 450
Abusive Supervision 450
c o n t en t s xv
Followership 451
Types of Followers 451
The Dynamic Follower 452
Cultural Differences in Leadership 452
Guidelines for Leadership 453
You 12.2 What Is Your Leadership Potential? 454
Diversity Dialogue Has De-emphasizing Diversity
Become a New Trend among U.S. Leaders? 455
Looking Back: Quiktrip 456
Chapter Summary 456
Key Terms 457
Ethical Dilemma 458
References 461
BizFlix Doomsday 464
Workplace Video Camp Bow Wow 464
Case Ingvar Kamprad: Wealthy Man, Frugal Man,
Entrepreneur Extraordinaire 466
Chapter 13 Conflict and Negotiation 470

Thinking Ahead: oracle 471
The Nature of Conflicts in Organizations 472
Importance of Conflict Management Skills for the Manager 472
Functional versus Dysfunctional Conflict 472
Causes of Conflict in Organizations 474
Structural Factors 474
Personal Factors 475
Globalization and Conflict 477
Forms of Conflict in Organizations 478
Interorganizational Conflict 478
Intergroup Conflict 478
Intragroup Conflict 479
Interpersonal Conflict 479
Intrapersonal Conflict 479
You 13.1 Assess Your Team’s Conflict 480
Intrapersonal Conflict 482
Interpersonal Conflict 482
Power Networks 482
The Real World 13.1 Ambassador No Longer 483
Defense Mechanisms 484
Conflict Management Strategies and Techniques 486
The Real World 13.2 A Win-Win Merger for
United Continental? 487
Ineffective Techniques 488
Effective Techniques 488
Science Make That Apology Count 491
Conflict Management Styles 491
Avoiding 491
Accommodating 492
xvi con ten ts
Competing 492
Compromising 494
Collaborating 494
You 13.2 What Is Your Conflict-Handling Style? 495
Managerial Implications: Creating a
Conflict-Positive Organization 496
Diversity Dialogue “Swimming” in Conflict 497
Looking Back: ORACLE 498
Chapter Summary 498
Key Terms 499
Ethical Dilemma 499
References 502
BizFlix Welcome Home Roscoe Jenkins 506
Case Customer Service at Nordstrom:
A Way to Mitigate Potential Conflict? 508
Cohesion Case Part 3 DonorsChoose.org: Inspiring and Empowering
Staffers, Teachers, and Donors (C) 510
Part 4 Organizational Processes

and Structure 513
Chapter 14 Jobs and the Design of Work 514
Thinking Ahead: F
ord MOTOR COMPANY 515
Work in Organizations 516
The Meaning of Work 517
Jobs in Organizations 518
Traditional Approaches to Job Design 519

Scientific Management 519
The Real World 14.1 Scientific Efficiency at Eli Lilly 520
Job Enlargement and Job Rotation 520
Job Enrichment 521
Job Characteristics Theory 522
You 14.1 Diagnosing Your Job 524
Engagement 526
Science Job Engagement and Job Performance 527
Alternative Approaches to Job Design 527
Social Information Processing 528
Ergonomics and Interdisciplinary Framework 528
International Perspectives on the Design of Work 530
Work Design and Well-Being 532
You 14.2 Is Your Work Environment a Healthy One? 533
Contemporary Issues in the Design of Work 534
Telecommuting 534
Alternative Work Patterns 535
Technology at Work 535
c o n t en t s xvi i
The Real World 14.2 Letting Your QB Bring the Office to You 536
Task Revision 537
Skill Development 538
Managerial Implications: The Changing Nature of Work 538
Diversity Dialogue Making a Way for the Disabled Worker 539
Looking Back: FORD 539
Chapter Summary 540
Key Terms 541
Ethical Dilemma 541
References 544
BizFlix Tyler Perry’s Daddy’s Little Girls 546
Case Alternative Work Arrangements: What Does the Future Hold? 548
Chapter 15 Organizational Design and Structure 550

Thinking Ahead: Groupon 551
Key Organizational Design Processes 552
Differentiation 553
Integration 556
Basic Design Dimensions 557
Science Integrating Distributed Work 558
Five Structural Configurations 559
You 15.1 How Decentralized Is Your Company? 560
Simple Structure 560
The Real World 15.1 Complicated but Increasingly Common 561
Machine Bureaucracy 561
Professional Bureaucracy 562
Divisionalized Form 562
Adhocracy 563
Contextual Variables 563
Size 563
Technology 565
Environment 567
The Real World 15.2 Acer Faces Off with Apple 568
Strategy and Goals 569
Forces Reshaping Organizations 572
Life Cycles in Organizations 573
Globalization 573
Changes in Information Processing Technologies 574
Demands on Organizational Processes 574
Emerging Organizational Structures 575
You 15.2 Managers of Today and the Future 576
Cautionary Notes about Structure 577
Managerial Implications: Fitting
People and Structures Together 577
Diversity Dialogue Restructuring for the New Reality: Male Beauty 578
xviii con ten ts
Chapter Summary 579
Key Terms 580
Ethical Dilemma 580
References 584
BizFlix Rendition 586
Workplace Video Modern Shed 586
Case Alan Mulally’s Restructuring of Ford Motor Company 588
Chapter 16 Organizational Culture 590

Thinking Ahead: quiktrip 591
The Key Role of Organizational Culture 592
Culture and Its Levels 592
Artifacts 593
Values 596
The Real World 16.1 Zappos: A Happiness Culture 597
Assumptions 597
You 16.1 Analyzing the Three Levels of Culture 598
Functions and Effects of Organizational Culture 598
The Strong Culture Perspective 599
The Fit Perspective 599
The Adaptation Perspective 600
Science What Type of Culture Would You Want to Work For? 601
The Leader’s Role in Shaping and Reinforcing Culture601
What Leaders Pay Attention To 602
How Leaders React to Crises 602
How Leaders Behave 602
How Leaders Allocate Rewards 603
How Leaders Hire and Fire Individuals 603
Organizational Socialization 604
The Stages of the Socialization Process 604
Outcomes of Socialization 606
Socialization as Cultural Communication 606
Assessing Organizational Culture 607
Organizational Culture Inventory 607
Kilmann-Saxton Culture-Gap Survey 607
Triangulation 607
Changing Organizational Culture 608
The Real World 16.2 Joie de Vivre CEO Uses
Maslow’s Pyramid to Change Culture 609
Developing a Global Organizational Culture 610
Developing an Ethical Organizational Culture 611
Developing a Culture of Empowerment and Quality 612
You 16.2 Organizational Culture and Ethics 613
Managerial Implications: The
Organizational Culture Challenge 614
Diversity Dialogue The “Browning” of Reading, PA 614
c o n t en t s xi x
Looking Back: QuikTrip 615
Chapter Summary 615
Key Terms 616
Ethical Dilemma 616
References 618
BizFlix Charlie Wilson’s War 620
Case The Mayo Clinic: An Enduring Organizational Culture 622
Chapter 17 Career Management 624

Thinking Ahead: Dyson 625
Careers as Joint Responsibilities 626
The New Career 626
Becoming Your Own Career Coach 628
Emotional Intelligence and Career Success 629
You 17.1 Check Your Emotional Intelligence 630
Preparing for the World of Work 631
Occupational Choice 631
The Real World 17.1 Teach for America: On a Mission 632
Organizational Choice and Entry 632
Realistic Job Previews 633
The Career Stage Model 634
The Establishment Stage 635
Psychological Contracts 636
The Stress of Socialization 637
Easing the Transition from Outsider to Insider 637
The Advancement Stage 639
Career Paths and Career Ladders 639
Finding a Mentor 640
The Real World 17.2 Richard Branson: Mentoring on a Global
Scale 641
Science How to Be Extraordinary 642
Dual-Career Partnerships 644
Work-Home Conflicts 644
The Maintenance Stage 646
Sustaining Performance 647
Becoming a Mentor 647
The Withdrawal Stage 648
Planning for Change 648
Retirement 648
Career Anchors 649
Managerial Implications: Managing Your Career 650
You 17.2 Assess Your Flexibility Skills 652
Diversity Dialogue Combat Experience Required 653
Looking Back: Dyson 654
Chapter Summary 655
Key Terms 655
xx con ten ts
Ethical Dilemma 656
References 658
BizFlix Baby Mama 662
Workplace Video LivingSocial Escapes 662
Case Career Customization for Everyone: Deloitte’s Career/Life Program 664
Chapter 18 Managing Change 666

Thinking Ahead: NETFLIX 667
Forces for Change in Organizations 668
External Forces 668
The Real World 18.1 Coca-Cola’s Green Changes 669
Internal Forces 671
Change is Inevitable 672
The Scope of Change 672
The Change Agent’s Role 673
The Process of Change in Organizations 674
Resistance to Change 674
You 18.1 Tolerance for Ambiguity 676
Managing Resistance to Change 677
Science Neuroscience and Change 678
Behavioral Reactions to Change 679
Lewin’s Change Model 681
You 18.2 Applying Force Field Analysis 682
Organization Development Interventions 683
Diagnosis and Needs Analysis 684
Organization-Focused and Group-Focused Techniques 685
The Real World 18.2 M5 Networks’ Rock Stars 687
Individual-Focused Techniques 688
Ethical Considerations in Organization Development 691
Are Organization Development Efforts Effective? 692
Managerial Implications: Managing Change 692
Diversity Dialogue Changing Racial Attitudes
One Dorm Room at a Time 693
Looking Back: Netflix 693
Chapter Summary 694
Key Terms 694
Ethical Dilemma 695
References 697
BizFlix Field of Dreams 700
Workplace Video Holden Outerwear 700
Case CarMax, the Used Car Superstore: Learning
for Performance Improvement 702
Cohesion Case Part 4 DonorsChoose.org: Building Toward the
Future (D) 704
c o n t en t s xxi
Appendix A A Brief Historical Perspective 707
Appendix B How Do We Know What We Know about
Organizational Behavior? 712
Glossary 731
Company Index 742
Name Index 745
Subject Index 748
xxii con ten ts
Preface
T
he Eighth Edition of Organizational Behavior: Science, the Real World, and
You emerged from the opportunities and optimism that form the heart of
organizational behavior. We chose to build on opportunities and optimism
within the author-editorial team in forging this eighth edition of the book. Opportu-
nity is “a favorable time” or “a chance for progress and advancement.” In every crisis
are danger and opportunity: we choose to seek the opportunity, without ignoring
possible dangers, and we hope our students and colleagues can do the same. More
than responding to change, we encourage students of organizational behavior and
leaders in organizations to be the agents of positive change. We encourage our stu-
dents and colleagues to look to the future and seek out those opportunities where
they can make a positive difference and have a positive impact at home, at work,
and in the world at large. Using the knowledge and insights offered in the study
of organizational behavior, we can take responsible actions to create the kinds of
organizations in which we thrive, grow strong, and experience fulfillment in the
spirit of the happy/productive worker. No one can predict the future but every-
one can help create the future. From adversity can come renewal and advancement;
from failure can come success if one is willing to study, learn, and make an effort.
These are favorable times in which to advance the science and practice the art of
organizational behavior in a manner that is beneficial to all concerned. This includes
workers and leaders, men and women, those of all ethnic groups and occupations,
and all those of diverse faith traditions.
The distinctiveness of Organizational Behavior is reflected in its subtitle,
Science, the Real World, and You. “Science” refers to the broad and deep research
roots of our discipline. Our book is anchored in research tradition and contains
classic research and leading-edge scholarship in the field. This research and theory
form the foundations of our knowledge base. “The Real World” reflects what is
going on in organizations of all types: public and private, large and small, product
and service oriented. In our text, these realities take shape as examples from all
types of organizations. Some of the examples show success, whereas others show
failure, in cases where managers apply organizational behavior knowledge in the
real world. “You” features are the opportunities we have to grow and develop as
individuals and as organizations. In the book, they take the form of individual and
group activities for proactive learning.
Organizational behavior is the study of individual behavior and group dynamics
in organizational settings. It focuses on timeless topics like motivation, leadership,
teamwork, and communication. Such issues have captured our attention for decades.
Organizational behavior also encompasses contemporary issues in organizations.
How do we encourage employees to act ethically, to engage in organizational citi-
zenship behaviors, and to go above and beyond the call of duty to exhibit excep-
tional performance? How do we restructure organizations in the face of increasing
competition? What is the new psychological contract between employees and orga-
nizations? How have careers changed, and what can we expect in the future? How
do you manage employee behavior in virtual organizations or teams? What happens
when organizations with strong cultures and a need for constancy face the pressure
to become current, competitive, and agile? Organizational Behavior, thus, engages
both classic and emerging issues.
xxi i i
Our overarching theme of change continues to drive the book. We have retained
the three subthemes of globalization, diversity, and ethics. These subthemes continue
to reflect the challenges that managers face. The sequence in which we address these
subthemes and the ways in which we elaborate upon them have changed, however,
as they should. The global marketplace continues to bring with it a world with no
boundaries and with no constraints on time and distance. Diversity can be a tremen-
dous asset, with its wealth of skills and knowledge, if managers can build organi-
zational cultures that view differences as assets. Managing ethical behavior means
doing the right thing in an age of increased white-collar crime and public scrutiny
of organizations.
Organizations expect all employees to learn continually. Our book rests on the
assumption that learning involves acquiring knowledge and developing skills. The
rich theory and research in organizational behavior must be translated into applica-
tion. Thus, the text presents the opportunity to know concepts, ideas, and theories,
and to practice skills, abilities, and behaviors to enhance the management of human
behavior at work. Both knowledge and skills are essential for our future managers.
We hope the knowledge and skills presented here empower them to succeed in the
changing world of work.
Special Features
Several special features of the book extend the subtitle Science, the Real World, and
You to specific applications. These features are designed to enhance the application
of theory and research in practice, to stimulate student interest and discussion, and
to facilitate cognitive as well as skill-based learning. You will learn in Chapter 1,
Figure 1.4, that basic knowledge is concerned with Science, that skill application is
concerned with the Real World, and that knowledge and skill development concern
“You” directly. The pedagogical features included in each chapter are titled Science
(Foundations), The Real World (Realities), and You (Challenges).
Science
Each chapter includes a Science feature that summarizes a leading-edge research
study related to the chapter’s topic. This feature exposes students to the way knowl-
edge is advanced in organizational behavior and the scientific nature of the disci-
kentoh/Shutterstock.com
pline. For example, the Science feature in Chapter 3 (“Get Smarty Pants”) focuses
on whether high general mental ability (GMA) is always a good thing. Chapter 6
(“The Effects of Positive and Negative Feedback”) focuses on the importance of the
type of goal when using positive or negative feedback to improve performance.
Extensive Text References

The book is based on extensive classic and contemporary research literature. At the
end of the book is a lengthy chapter-by-chapter reference list that students can refer
to for in-depth treatments of the chapter topics. In this edition, over 200 new re-
search studies, theory articles, and scholarly books have been reviewed and cited. In
addition to this freshening of the content base for the text, chapters have new con-
tent and key terms that reflect positive changes. For example, Chapter 4 now has
extensive coverage of emotions at work. Other research on emotions is integrated
throughout the eighth edition. Chapter 8 brings attention to building civilized work
environments and surviving those that are not. Chapter 12 reflects enhanced cover-
age of the inspirational leadership theories (transformational, charismatic, authen-
tic) along with emotional intelligence.
xxiv P r eface
Thinking Ahead and Looking Back
The opening and closing features for the eighth edition, as in previous editions,
frame the chapter with a vignette from one of six focus organizations. The orga-
nizations in the eighth edition are all new: QuikTrip, Oracle, Groupon, Netflix,
Dyson, and Ford. As in the past, these companies represent manufacturing and ser-
vice, profit and nonprofit, and large and small organizations. By featuring these six
key organizations throughout the book, students can familiarize themselves with
the companies in greater depth than a single appearance would allow. The Look-
ing Back feature is a continuation of the Thinking Ahead feature on that particular
organization and brings closure to the example.
The Real World

The purpose of including two new The Real World features in each chapter is to
spotlight contemporary organizational life. The realities reflect the themes of glo-
balization, diversity, and ethics. They include not only examples of successes, but ilolab/Shutterstock.com
also examples of failures, which are opportunities for learning. In Chapter 10, a
Real World feature highlights Herman Miller, one of the world’s most innovative
companies. The feature tells the story of the award-winning Embody chair that was
designed by a network of creative people. The Real World 14.1 explores how Eli
Lilly’s CEO John Lechleiter, a former bench scientist with a Ph.D. in organic chem-
istry from Harvard, is applying scientific efficiency to the process of creating new
compounds.
You
These self-assessment exercises provide the student with feedback on an important
aspect of the topic. Examples are You 4.1, in which students can assess their own
job satisfaction, and You 13.2, in which students can discover their conflict-handling
styles. The new You 8.2 gets you to test your verbal incivilities. Each You feature is
designed to enhance self-knowledge or to promote skill development in the subject Vadym Drobot/Shutterstock.com
matter. The student can use the results of the You feature for self-discovery and be-
havioral change.
Diversity Dialogues
Faye Cocchiara has crafted a full set of Diversity Dialogues for the eighth edition.
These real-life stories are drawn from news headlines that are presented in a way
designed to stimulate frank dialogue and discussion. The aim is to present content
sabri deniz kizil/Shutterstock.com
that can be used to create a psychologically safe environment in which to discuss
these often emotionally loaded and sensitive issues. Two examples are “The U. S.
Court—Another Good Ole Boy Ivy League Network?” in Chapter 2 and “Combat
Experience Required” in Chapter 17.
Discussion and Communication Questions

All students need help in developing their oral and written communication skills.
Discussion and communication questions are included at the end of each chapter to
give students practice in applying chapter material using some form of communica-
tion. The questions challenge students to write memos and brief reports, prepare
oral presentations for class, interview experts in the field, and conduct research to
gather information on important management topics for discussion in class.
P r eface xxv
Ethical Dilemmas
Joanne Gavin conceived an entire new set of Ethical Dilemmas for the seventh edi-
tion and they were very well received. We have retained her set of Ethical Dilemmas
in the eight edition. Learning to develop moral reasoning and the capacity to resolve
ethical dilemmas is hard work. Simple answers to complex questions just do not
exist. Therefore, an Ethical Dilemma has been crafted for each chapter that offers
students an opportunity to engage in ethical debate and moral reasoning concerning
tough decisions and situations. Each chapter’s feature poses a scenario and then a
series of questions for use in probing the ethical dilemma.
Experiential Exercises
Two group-oriented experiential exercises are included at the end of each chapter.
They are designed for students to work in teams to learn more about an important
aspect of the chapter’s topic. The exercises give students opportunities to develop
interpersonal skills and to process their thinking within a teamwork setting. In Expe-
riential Exercise 4.2, for example, students are presented with 12 ethical issues faced
in organizations, and they meet in groups to discuss all sides of the issue and a pro-
posed resolution. Experiential Exercise 10.1 places students in the role of a manager
who must make a layoff decision. Students are given summaries of their “employ-
ees’” résumés and asked to propose a decision in terms of who should be laid off.
Cases (New and Revised)

A case is included at the end of each chapter. Half of these chapter cases are com-
pletely new, and the other half have been updated. Each case is based on a real-
world situation that has been modified slightly for learning purposes. Students have
an opportunity to discuss and reflect on the content of the case, drawing on and
applying the content material of the chapter within the framework of the case. All
of the Cohesion Cases that appear at the end of the four parts of the book are new
and feature an ongoing scenario of the nonprofit organization DonorsChoose.org.
The Workplace video cases are all new as well.
Some Distinctive Features Students Like

Organizational Behavior offers a number of distinctive, time-tested, and interesting
features for students, as well as new and innovative features. Each chapter begins
with a clear statement of learning objectives to provide students with expectations
about what is to come. The chapter summaries are designed to bring closure to
these learning objectives. Graphics and tables enhance students’ ease in grasping the
topical material and involve them actively in the learning process. Photos through-
out each chapter reinforce and, in many cases, supplement the text.
Engaging and relevant end-of-chapter features including the list of key terms,
review questions, discussion questions, and cases reflect practical and applied
aspects of organizational behavior.
Examples from diverse organizations (multinational, regional, nonprofit, pub-
lic) and industries (manufacturing, service, defense) are included. These examples
are integrated throughout the text. A unique feature of the book is its focus on
the six organizations mentioned earlier. These represent many different types of
organizations—large and small, profit and nonprofit, and product and service ori-
ented. The purpose of this approach is to provide a sense of continuity and depth
not achieved in single examples.
xxvi P r eface
Study Aids
To help you learn, understand, and apply the material in Organizational Behavior,
the eighth edition provides many unique and comprehensive study tools.
MANAGEMENT CourseMate Engaging, trackable, and affordable, the new

MANAGEMENT CourseMate Web site offers a dynamic way to bring course con-
cepts to life with interactive learning, study, and exam preparation tools that sup-
port this printed edition of the text. Your comprehension will soar with all-new flash
cards and engaging games, audio summaries, self assessments, streaming videos, and
more in this textbook-specific Web site. A complete e-book provides you with the
choice of an entire online learning experience. MANAGEMENT CourseMate goes
beyond the book to deliver what you need!
Some Distinctive Features

Instructors Like
Professors have demanding jobs. They should expect textbook authors and publish-
ers to provide them with the support they need to do an excellent job for students.
Among their expectations should be a well-integrated, complete ancillary package.
Organizational Behavior has this package.
Ancillary Package
A comprehensive set of ancillaries supports the basic text: an Instructor’s Man-
ual with Video Guide, a Test Bank, ExamView (computerized testing software),
PowerPoint® presentation files, a product support Web site, and a video program.
The videos include clips about real companies with which your students may al-
ready be familiar as well as a variety of short vignettes from real Hollywood films.
Using video in the classroom will enhance the text presentation and reinforce its
themes, adding continuity and integration to the overall understanding of organiza-
tional behavior.
Instructor’s Manual with Video Guide The Instructor’s Manual with Video
Guide for Organizational Behavior was prepared by David A. Foote (Middle Ten-
nessee State University), Joseph E. Champoux (University of New Mexico), and B. J.
Parker. For this edition, the Instructor’s Manual is available only on the Instructor’s
Resource CD-ROM and on the product support Web site. Each chapter contains the
following information:
• Chapter scan—a brief overview of the chapter.
• Learning objectives that are presented in the textbook.
• Key terms—a list of key terms from the chapter.
• The chapter summarized—an extended outline with narratives under each major
point to flesh out the discussion and offer alternative examples and issues to
bring forward. The extended outlines are several pages long and incorporate
many teaching suggestions.
• Answer guidelines for end-of-chapter materials—detailed responses to the review
questions, discussion and communication questions, and ethical dilemmas, with
suggestions for keeping discussion on track in the classroom.
P r eface xxvi i
• Suggested answers for the You features.
• Experiential exercises—a brief description of each exercise as well as a de-
tailed summary of anticipated results. Also included are alternative experiential
exercises not found in the text. Discussion questions are provided with selected
experiential exercises. Finally, a list of sources for more exercises may be found
under “Extra Experiential Exercises.”
• Cases—suggested answers for case discussion questions are provided in a
detailed form.
• Integration of Myers–Briggs Type Indicator® material (optional)—including full
descriptions and exercises in communication, leadership, motivation, decision
making, conflict resolution, power, stress and time management, and managing
change. For instructors unfamiliar with Myers–Briggs, a general introduction to
this instrument is provided at the end of Chapter 3 of the Instructor’s Manual.
The introduction includes several good references for additional information
about testing.
• Video cases—suggested answers to the Biz Flix and Workplace video cases are
included for all chapters.
Test Bank The Test Bank, prepared by Jon G. Kalinowski (Minnesota State
niversity, Mankato), has been thoroughly revised for this edition. The Test Bank
U
contains more than 1,200 multiple-choice, true/false, matching, and essay ques-
tions. For this edition, a number of application-based questions have been added to
the bank. Each question has been coded according to Bloom’s taxonomy, a widely
known testing and measurement device used to classify questions according to level
(easy, medium, or hard) and type (application, recall, or comprehension). Each ques-
tion has also been associated to AACSB learning standards. For this edition, the Test
Bank is available only on the Instructor’s Resource CD-ROM and on the product
support Web site.
ExamView This supplement contains all of the questions in the Test Bank. The
program is easy-to-use test creation software compatible with Microsoft Windows
and Macintosh. Instructors can add or edit questions, instructions, and answers and
select questions (randomly or numerically) by previewing them on the screen. In-
structors can also create and administer quizzes online, whether over the Internet, a
local area network (LAN), or a wide area network (WAN). ExamView is available
on the Instructor’s Resource CD-ROM.
PowerPoint Presentation Files Susan Carson has developed more than

300 PowerPoint slides for this text. These slides feature figures from the text, lec-
ture outlines, and innovative adaptations to enhance classroom presentation.
PowerPoint® presentation files are available on the Instructor’s Resource CD-ROM
and on the product support Web site.
Instructor’s Resource CD-ROM Key instructor ancillaries (Instructor’s

anual with Video Guide, Test Bank, ExamView, and PowerPoint® slides) are pro-
M
vided on CD-ROM, giving instructors the ultimate tool for customizing lectures and
presentations.
Text Companion Web Site Access important teaching resources on this

companion Web site. For your convenience, you can download electronic versions
xxviii P r eface
of the instructor supplements at the password-protected section of the site, includ-
ing the Instructor’s Manual, Test Bank, and PowerPoint® presentations.
To access these additional course materials and companion resources, please visit
www.cengagebrain.com. At the CengageBrain.com home page, search for the ISBN
of your title (from the back cover of your book) using the search box at the top of
the page. This will take you to the product page where free companion resources
can be found.
“Take 2” Video Program Available in DVD format, an updated video program

has been developed for use with Organizational Behavior. Video segments have been
selected to support the themes of the book and to deepen students’ understanding of
the organizational behavior concepts presented throughout the text. Biz Flix video
cases, developed by Joseph E. Champoux of the University of New Mexico, incorpo-
rate into the classroom clips from popular films including Lost in Translation, Friday
Night Lights, and Failure to Launch. Companies profiled in the Workplace video
series include Camp Bow Wow, Theo Chocolate, and Holden Outerwear, among oth-
ers. Information on using the videos can be found in the Instructor’s Manual.
MANAGEMENT CourseMate Engaging, trackable, and affordable, the new

MANAGEMENT CourseMate Web site offers a dynamic way to bring course
concepts to life with interactive learning, study, and exam preparation tools that
support this printed edition of the text. Watch student comprehension soar with
all-new flash cards and engaging games, audio summaries, self assessments, stream-
ing videos, and more in this textbook-specific Web site. A complete e-book pro-
vides you with the choice of an entire online learning experience. MANAGEMENT
CourseMate goes beyond the book to deliver what you need.
CengageNOW This robust, online course management system gives you more
control in less time and delivers better student outcomes — NOW. CengageNOW
for Organizational Behavior, Eighth Edition includes teaching and learning re-
sources organized around lecturing, creating assignments, grading, quizzing, and
tracking student progress and performance. Flexible assignments, automatic grad-
ing, and a gradebook option provide more control while saving you valuable time.
A Personalized Study diagnostic tool empowers students to master concepts, prepare
for exams, and become more involved in class.
WebTutorTM for Blackboard® or WebCT® Jumpstart your course with this

interactive, Web-based, teaching and learning resource that is designed specifically
for Nelson/Quick’s Organizational Behavior, Eighth Edition. Easily blend, add, edit,
reorganize, or delete content, including media assets, quizzing, Web links, discus-
sion topics, interactive games and exercises, and more. These tools supplement the
classroom experience and ensure that students leave with the resources they need to
succeed in management today.
Our Reviewers are Appreciated

We would like to thank our professional peers and colleagues who reviewed the text
to evaluate scholarly accuracy, writing style, and pedagogy. The many changes we
made are based on their suggestions. We gratefully acknowledge the help of the fol-
lowing individuals:
Jack D. Cichy, Davenport University
Susan Dustin, Southern Illinois University, Edwardsville
P r eface xxi x
Josephine Sosa Fey, Texas A&M-San Antonio
Joseph Flowers, Indiana Wesleyan University
Mary Sue Love, Southern Illinois University, Edwardsville
Mel Minarik, University of Nevada, Reno
Ray Read, Baylor University
For their assistance with recent editions, we would like to thank the following
individuals:
Robert F. Abbey, Jr., Troy State University
Stephen R. Ball, Cleary University
Deborah Bashaw, Harding University
Talya Bauer, Portland State University
Angela Boston, University of Texas at Arlington
Mark C. Butler, San Diego State University
Beth Chung-Herrera, San Diego State University
Suzanne Crampton, Grand Valley State University
Roger A. Dean, Washington and Lee University
Ceasar Douglas, Florida State University
Jacqueline A. Gilbert, Middle Tennessee State University
Lindsey Godwin, Morehead State University
Tracey Rockett Hanft, University of Texas, Dallas
Theodore T. Herbert, Rollins College
Carol K. Johansen, University of Southern Maine and Southern
Maine Community College
Don Jung, San Diego State University
Bryan Kennedy, Athens State University
Clifton Mayfield, University of Houston-Clear Lake
Brenda McAleer, University of Maine at Augusta
Jalane M. Meloun, Barry University
Melissa Najera-Gonzales, University of Houston-Clear Lake
Floyd S. Ormsbee, Clarkson University
Linda Beats Putchinski, University of Central Florida
Elizabeth C. Ravlin, University of South Carolina
Harriet L. Rojas, Indiana Wesleyan University
Chris John Sablynski, California State University, Sacramento
Marian C. Schultz, University of West Florida
Daniel R. Sierchio, Rutgers, the State University of New Jersey
M. Shane Spiller, Morehead State University
William H. Turnley, Kansas State University
Laura Wolfe, Louisiana State University
xxx P r eface
Acknowledgments
The eighth edition of Organizational Behavior, like its predecessors, is the product
of great teamwork, and we are indebted to all of our team members who made the
revision process a pleasure. Our editor Scott Person was a great creative resource
and sounding board, contributing terrific energy to the project. Erin Guendelsberger,
our developmental editor, was a constant source of positive energy and ideas, and
kept us going strong throughout the process.
Faye Cocchiara of Arkansas State University, a veteran colleague and collabo-
rator, has worked with us since the fifth edition. Her voice can easily be detected
throughout the book. Her voice and her research are most evident in the empha-
sis on diversity. Faye conceptualized, designed, authored, and executed the full set
of Diversity Dialogues featured in each of the chapters in the book, starting with
Chapter 1.
Laura Little, of the University of Georgia, joined us in the seventh edition and
continues to serve as a valued collaborator. Her interest in emotions at work has
shored up the coverage of emotions in this edition. Her teaching excellence trans-
lated into Science features that are interesting and timely, and to real-world exam-
ples that students can instantly relate to. Laura brings a contemporary flair to the
book and we are delighted that she is on the team.
Joanne H. Gavin, of the School of Management at Marist College, continues to
make her presence felt in her passion for moral and ethical action, which is a posi-
tive presence in the Ethical Dilemmas that she conceptualized and executed first in
the fifth edition. This edition features her latest conceptualization through Ethical
Dilemmas. Her character continues to be with us and her own students as she leads
them in national competition in the Ethics Bowl.
Speaking of ethics, John L. Goolsby won UT Arlington, College of Business’ 2011
Distinguished Professional Contribution Award for his article that emphasized the
good outcomes from positive ethics. Personal integrity has positive value. The Goolsby
Leadership Academy continues to be featured in the ethics section of Chapter 2, and
John continues to lead by example, with personal integrity and humility.
Joseph Champoux, of the University of New Mexico, was kind enough to create
a series of Biz Flix video cases, and B. J. Parker wrote our all-new Workplace video
cases.
Michael McCuddy, of Valparaiso University, did his customary outstanding job
on the cases that appear at the end of each chapter and the cohesion cases that
appear at the end of each part. He has a way of making organizational problems
fascinating to students. Jeff McGee was most helpful with small business and en-
trepreneurship advice and contacts as well as his support as chairman of the De-
partment of Management. Additionally, Carol Byrne and Ruthie Brock, business
librarians at the University of Texas at Arlington, provided much support in the
preparation of this textbook.
M. Blake Hargrove, of The University of Texas at Arlington, did a thorough
reading of the entire eighth edition to provide a comprehensive, eagle eye review
of the whole manuscript. His critical perspective and systematic approach was an
important check on all the work from the entire team in putting out the most up to
date edition. Thank you.
Preparation of the ancillary materials to enhance classroom efforts required a
host of people. David A. Foote, Middle Tennessee State University, Joseph E. Cham-
poux, the University of New Mexico, and B. J. Parker created a superb Instructor’s
Manual and Video Guide. Jon Kalinowski, of Minnesota State University, Mankato,
was great in preparing the Test Bank that accompanies the textbook. Many thanks
go to Susan Carson for developing the PowerPoint® presentation files.
P r eface xxxi
We are fortunate to have several colleagues who have made helpful contributions
and supported our development through all eight editions of the textbook: Mike
Hitt of Texas A&M University; Ken Eastman of Oklahoma State University; Lisa
Kennedy of Greater Houston Community Foundation; Jo Anne Wilson of AT&T;
Tammy Manning of Galligan & Manning; Jim Lavelle, Wendy Casper, Myrtle
Bell, Janice Baldwin, George Benson, Joe Ewen, Beverly George, Ann McFadyen,
Jeff McGee, Gary McMahan, David Mack, and David Gray, all of the University
of Texas at Arlington; Juliana Lilly of Sam Houston State University; and J. Lee
Whittington of University of Dallas. Marilyn Macik-Frey of Nicholls State Univer-
sity has added so much in our collaborations on healthy communications, occupa-
tional health, and a deeper appreciation of personality preferences.
Our families and friends have encouraged us throughout the development of the
book. They have provided us with emotional support and examples for the book
and have graciously allowed us the time to do the book justice. We are truly grateful
for their support.
This book has been a labor of love for both of us. It has made us better teachers
and also better learners. And that is our wish for you.
Debra L. Nelson
James Campbell Quick
xxxii P r eface
About the Authors
Debra L. Nelson
Dr. Debra L. Nelson is The Spears School of Business Associates’ Professor of Busi-
ness Administration and Professor of Management at Oklahoma State University.
She received her Ph.D. from the University of Texas at Arlington, where she was the
recipient of the R. D. Irwin Dissertation Fellowship Award. Dr. Nelson is the author
of over one hundred journal articles focusing on organizational stress management,
gender at work, and leadership. Her research has been published in the Academy of
Management Executive, Academy of Management Journal, Academy of Manage-
ment Review, MIS Quarterly, Organizational Dynamics, Journal of Organizational
Behavior, and other journals. In addition, she is coauthor/coeditor of several books:,
including Organizational Behavior: Science, the Real World, and You (8th ed.,
South-Western, Cengage Learning, 2012); Positive Organizational Behavior (Sage,
2007); Organizational Leadership (South-Western, Cengage Learning, 2004); Gen-
der, Work Stress, and Health (American Psychological Association, 2002); Advanc-
ing Women in Management (Blackwell, 2002); and Preventive Stress Management
in Organizations (American Psychological Association, 1997). Dr. Nelson has also
served as a consultant to several organizations including AT&T, American Fidelity
Assurance, Sonic, State Farm Insurance Companies, and Southwestern Bell. She has
presented leadership and preventive stress management seminars for a host of or-
ganizations, including Blue Cross/Blue Shield, Conoco/Phillips, Oklahoma Gas and
Electric, Oklahoma Natural Gas, and the Federal Aviation Administration. She has
been honored with the Faculty Outreach Excellence Award, the Greiner Graduate
Teaching Award, the Chandler-Frates and Reitz Graduate Teaching Award, the Re-
gents’ Distinguished Teaching Award, the Regents’ Distinguished Research Award,
and the Burlington Northern Faculty Achievement Award at OSU. Dr. Nelson also
serves on the editorial review boards of the Journal of Organizational Behavior,
Journal of Leadership and Organizational Studies, and Leadership. She is a partner
in NelsonQuick Group.
James Campbell Quick

Dr. James Campbell (Jim) Quick is John and Judy Goolsby-Jacqualyn A. Fouse Dis-
tinguished Chair in the Goolsby Leadership Academy, Distinguished Professor in
the Academy of Distinguished Teachers, and Professor of Organizational Behavior
in the Department of Management, College of Business at the University of Texas
at Arlington. He is Honorary Professor at the Lancaster University Management
School and School of Health & Medicine in the United Kingdom. He earned an
A.B. with Honors from Colgate University, where he was a George Cobb Fellow
and Harvard Business School Association intern. He earned an M.B.A. and a Ph.D.
at the University of Houston. He completed postgraduate courses in behavioral
medicine (Harvard Medical School) and combat stress (University of Texas Health
Science Center at San Antonio). Dr. Quick is a Fellow of the Society for Industrial
and Organizational Psychology, the American Psychological Association, the Ameri-
can Psychological Society, and the American Institute of Stress. He was awarded the
xxxiii
Another random document with
no related content on Scribd:
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

Organizational Behavior Science The Real World and You 8th Edition

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Organizational Behavior Science The Real World and You 8th Edition

Uploaded by

Copyright:

Available Formats

Organizational Behavior: Science, The

Real World, and You 8th Edition

Part 2 Individual Processes and Behavior 79

Chapter 4 Attitudes, Emotions, and Ethics 120

Chapter 5 Motivation at Work 160

viii con ten ts

Chapter 6 Learning and Performance Management 196

Chapter 7 Stress and Well-Being at Work 234

Part 3 Interpersonal Processes and Behavior 275

Chapter 9 Work Teams and Groups 314

xii con ten ts

Chapter 10 Decision Making by Individuals and Groups 350

Chapter 11 Power and Political Behavior 394

Chapter 12 Leadership and Followership 430

Chapter 13 Conflict and Negotiation 470

Part 4 Organizational Processes

Traditional Approaches to Job Design  519

Chapter 15 Organizational Design and Structure 550

xviii con ten ts

Chapter 16 Organizational Culture 590

Chapter 17 Career Management 624

Chapter 18 Managing Change 666

xxii con ten ts

Extensive Text References

The Real World

Discussion and Communication Questions

Cases (New and Revised)

Some Distinctive Features Students Like

MANAGEMENT CourseMate Engaging, trackable, and affordable, the new

Some Distinctive Features

PowerPoint Presentation Files Susan Carson has developed more than

Instructor’s Resource CD-ROM Key instructor ancillaries (Instructor’s

Text Companion Web Site Access important teaching resources on this

“Take 2” Video Program Available in DVD format, an updated video program

MANAGEMENT CourseMate Engaging, trackable, and affordable, the new

WebTutorTM for Blackboard® or WebCT® Jumpstart your course with this

Our Reviewers are Appreciated

James Campbell Quick

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

You might also like

Part 2 Individual Processes and Behavior 79

Chapter 4 Attitudes, Emotions, and Ethics 120

Chapter 5 Motivation at Work 160

Chapter 6 Learning and Performance Management 196

Chapter 7 Stress and Well-Being at Work 234

Part 3 Interpersonal Processes and Behavior 275

Chapter 9 Work Teams and Groups 314

Chapter 10 Decision Making by Individuals and Groups 350

Chapter 11 Power and Political Behavior 394

Chapter 12 Leadership and Followership 430

Chapter 13 Conflict and Negotiation 470

Traditional Approaches to Job Design 519

Chapter 15 Organizational Design and Structure 550

Chapter 16 Organizational Culture 590

Chapter 17 Career Management 624

Chapter 18 Managing Change 666