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CURRENT ENGAGING SKILLS PRACTICE Angelo Kinicki
Kinicki
Mel Fugate
Kinicki/Fugate, Organizational Behavior: Fugate

Key Concepts, Skills and Best Practices 5e

www.mhhe.com/kinickiob5e

organizational behavior
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ABOUT THE AUTHORS
Angelo Kinicki, pictured on the right,
is a professor, author, and consultant.
He is a professor of management and
is the recipient of the Weatherup/
Overby Chair in Leadership. He also is
a Dean’s Council of 100 Distinguished
Scholar at the W P Carey School of
Business. He joined the faculty in 1982,
the year he received his doctorate
in business administration from Kent
State University. His primary research
interests include leadership, organiza-
tional culture, organizational change,
and multilevel issues associated with
predicting organizational effectiveness.
Angelo has published more than 90
articles in a variety of academic jour-
nals and is coauthor of seven textbooks
(25 including revisions) that are used
by hundreds of universities around the
world. Several of his books have been
translated into multiple languages.
Angelo is an award-winning
researcher and teacher. He has
vi
kin37209_fm_i-xxx.indd vi
received several awards, including a
best research paper award from the
Organizational Behavior (OB) divi-
sion of the Academy of Management,
the All Time Best Reviewer Award
(1996–99) and the Excellent Reviewer
Award (1997–98) from the Academy of
Management Journal, and six teaching
awards from Arizona State University
(Outstanding Teaching Award—MBA
and Master’s Program, John W Teets
Outstanding Graduate Teacher Award
(2x), Outstanding Undergraduate
Teaching Excellence Award, Outstand-
ing Graduate Teaching Excellence
Award, and Outstanding Executive
Development Teaching Excellence
Award). Angelo also has served on the
editorial review boards for the Acad-
emy of Management Journal, Personnel
Psychology, the Journal of Management,
and the Journal of Vocational Behavior.
Angelo has been an active member of
the Academy of Management, including
Rev.Confirming Pages
service as a representative at large for
the Organizational Behavior division,
member of the Best Paper Award com-
mittee for both the OB and Human
Resources (HR) divisions, chair of
the committee to select the best
publication in the Academy of Manage-
ment Journal, and program committee
reviewer for the OB and HR divisions.
Angelo also is a busy international
consultant and is a principal at Kinicki
and Associates Inc., a management
consulting firm that works with top
management teams to create organiza-
tional change aimed at increasing orga-
nizational effectiveness and profitability.
He has worked with many Fortune 500
firms as well as numerous entrepre-
neurial organizations in diverse indus-
tries. His expertise includes facilitating
strategic/operational planning sessions,
diagnosing the causes of organizational
and work-unit problems, conducting
organizational culture interventions,
implementing performance manage-
ment systems, designing and imple-
menting performance appraisal systems,
developing and administering surveys
to assess employee attitudes, and lead-
ing management/executive education
programs. He developed a 360-degree
leadership feedback instrument called
the Performance Management Lead-
ership Survey (PMLS) that is used by
companies throughout the United
States and Europe. The survey is used
to assess an individual’s leadership style
and to coach individuals interested in
developing their leadership skills.
Angelo and his wife, Joyce, have
enjoyed living in the beautiful Arizona
desert for 30 years and are natives of
Cleveland, Ohio. They enjoy traveling,
9/21/11 9:33 AM

golfing, hiking, spoiling Nala, their
golden retriever, and spending time in
the White Mountains.
Mel Fugate is a professor and con-
sultant. He is an associate professor
of Management and Organizations and
Dunlevy Fellow in the Cox School of
Business at Southern Methodist Uni-
versity. He teaches executive, MBA,
and undergraduate courses. Prior
to the Cox School he was a visiting
assistant professor of Organizational
Behavior at Tulane University’s A.B.
Freeman College of Business. He also
has international teaching experience
(e.g., International MBA) at EM Lyon
Graduate School of Management in
Lyon, France. Prior to earning his Ph.D.
in Business Administration and Man-
agement from Arizona State University,
Mel performed consulting services in
marketing and business development
and was a sales representative and
manager in the pharmaceutical indus-
try. He also has a BS in engineering and
business administration from Michigan
State University.
Mel’s primary research inter-
ests involve employee reactions to
kin37209_fm_i-xxx.indd vii
organizational change and transitions
at work. This includes but is not
limited to downsizings, mergers and
acquisitions, restructurings, and plant
closings. He investigates employees’
change-related cognitive appraisals,
emotions, coping efforts, and with-
drawal. Another research stream
involves the development of a disposi-
tional perspective of employability and
its implications for employee careers
and behavior. Current interests also
include the influence of leadership and
organizational culture on performance
and the influence of emotions on
behavior at work. He has published in
and reviewed for a number of premier
management and applied psychol-
ogy journals, such as the Academy
of Management Journal, Academy of
Management Review, Journal of Applied
Psychology, Journal of Occupational
and Organizational Psychology, Journal
of Vocational Behavior, and Personnel
Psychology. He also served on the
editorial boards of Personnel Psychol-
ogy and the Journal of Leadership and
Organizational Studies. Mel’s research
and comments have been featured
in numerous media outlets: The Wall
Confirming Pages
About the Authors vii
Street Journal, The New York Times, Finan-
cial Times, Dallas Morning News, CNN,
Fox, ABC, and NBC.
His consulting work aims to
enhance individual and organizational
performance by utilizing a variety of
practical, research-based tools related
to leadership and management devel-
opment, performance management,
motivation, strategic talent manage-
ment, organizational culture, compen-
sation, and exceptional client service.
Mel’s consulting and research covers
many industries (e.g., legal, energy,
healthcare, information technology,
and financial services). His research
and consulting often overlap in the
area of change management, where he
assists managers in developing, imple-
menting, and evaluating change initia-
tives designed to enhance employee
performance and organizational
competitiveness, including the integra-
tion and realignment of organizational
cultures.
Mel and his wife, Donna, are
both very active and enjoy fitness, trav-
eling, live music, and catering to their
sweet, savage Jack Russell “Terror,”
Scout Dog.
9/20/11 7:33 PM

preface The fifth edition was an important
transition in the life of this textbook.
It represented the end of Bob Kreit-
ner’s role as a coauthor. Bob is a great
friend and a tremendous coauthor
who played a major role in crafting
this book into its present form. We
thank Bob for this contribution. At the
same time, the fifth edition is the start
of Mel Fugate’s tenure as a coauthor.
Mel was chosen to work on this
book because he has a long track
record of excellent performance
across multiple professional roles. He
has published over 20 academic arti-
cles in journals and books, he received
three teaching awards from the Cox
School of Business at Southern Meth-
odist University, and he served on
the review boards for two academic
journals. Mel also brings a fresh new
perspective to the book and he teaches
organizational behavior to both under-
graduate and graduate students. His
enthusiasm and passion for teaching
and researching organizational behav-
ior will surely improve this text for
both students and professors.
In our many years of teaching
organizational behavior, management,
and leadership to undergraduate and
graduate students in various coun-
tries, we never had a student say, “I
want a longer, more expensive text-
book with more chapters.” We got the
viii
kin37209_fm_i-xxx.indd viii
message! Indeed, there is a desire for
shorter and less expensive textbooks
in today’s fast-paced world where
overload and tight budgets are a way
of life. Within the field of organiza-
tional behavior, so-called “essentials”
texts have attempted to satisfy this
need. Too often, however, brevity has
been achieved at the expense of up-
to-date examples, artful layout, and
learning enhancements. We believe
“brief ” does not have to mean short-
changed, outdated, and boring.
New Standard
Kinicki and Fugate’s Organizational
Behavior: Key Concepts, Skills &
Best Practices, fifth edition, repre-
sents a new standard in OB essentials
textbooks. The following guiding
philosophy inspired our quest for this
new standard: “Create a short, up-to-
date, practical, user-friendly, interest-
ing, and engaging introduction to the
field of organizational behavior.” You
therefore will find this book to be a
lean and efficient coverage of topics
recommended by the accreditation
organizations AACSB International
and ACBSP, all conveyed with peda-
gogical features found in full-length
OB textbooks. Among those pedagogi-
cal enhancements are current, real-life
chapter-opening cases, a rich array
Confirming Pages
of contemporary in-text examples, a
strong skills emphasis including Skills
& Best Practices boxes throughout the
text, at least one interactive exercise
integrated into each chapter, a new
back to the chapter-opening case fea-
ture that has students apply the text to
a chapter’s opening case, an appealing
four-color presentation, interesting
captioned photos, instructive chapter
summaries, and chapter-closing Legal/
Ethical Challenge exercises.
Efficient and
Flexible Structure
The 16 chapters in this text are read-
ily adaptable to traditional 15-week
semesters, 10-week terms, various
module formats, summer and inter-
sessions, management development
seminars, and distance learning
programs via the Internet. The book
begins with coverage of important
topics—such as ethics, international
OB, and managing diversity. The
topical flow of the text then moves
from micro (individuals) to macro
(groups, teams, and organizations).
Mixing and matching chapters (and
topics within each chapter) in various
combinations is not only possible but
strongly encouraged to create opti-
mum teaching/learning experiences.
9/20/11 7:33 PM

A Solid Base
of Fresh and
Relevant Source
Material
Wise grocery shoppers gauge the
freshness of essential purchases
such as bread and milk by checking
the “sell by” dates. OB textbooks
similarly need to be checked for
freshness to ensure the reader’s time
is well spent on up-to-date and rel-
evant theory, research, and practical
examples. The fifth edition is filled
with current and relevant examples
from both research and practice per-
spectives. You will find about 339
and 171 chapter endnotes dated 2010
and 2011, respectively, indicating a
thorough updating of this new edi-
tion. Our continuing commitment
to a timely and relevant textbook
is evidenced by the 14 (88%) new
chapter-opening cases. These cases
highlight male and female role
models and large and small public
and private organizations around the
world. Among the diverse array of
organizations featured are Google,
Chrysler, Tata Consultancy, the U.S.
Navy, Facebook, British Petroleum,
and HCL Technologies.
Every chapter contains a host of
recent practical examples that high-
light the application of OB theory
and research. More in-depth exam-
ples are featured in boxed material
labeled Skills & Best Practices. The
fifth edition contains 50 (81%) new
Skills & Best Practices boxes from
timely 2010 and 2011 material.
New and Improved
Coverage
Our readers and reviewers have kindly
told us how much they appreciate our
efforts to keep this textbook up-to-
date and relevant. Toward that end,
you will find the following important
new and significantly improved cov-
erage in the fifth edition:
kin37209_fm_i-xxx.indd ix
Chapter 1
New structure for the chapter. New
material and perspectives on building
social and human capital (Table 1-3).
An expanded and updated section on
on e-business and its implications for
OB and managing people. A new sec-
tion on corporate social responsibility
and ethics includes suggestions on how
to confront unethical behavior at work.
Figure 1-4 provides a new model for
OB and roadmap for the book. A new
chapter-opening case based on Google,
and a new legal/ethical challenge.
Chapter 2
Updated statistics regarding the four
functions of organizational culture at
Southwest Airlines. New organizational
examples to illustrate four types of
organizational culture. New Figure 2-4
that summarizes recent meta-analytic
results regarding the relationship
between organizational culture and
organizational effectiveness. New
examples to illustrate the 11 ways man-
agers can change organizational culture.
New examples to illustrate socialization
techniques and mentoring along with
updated research. New chapter opening
case and legal/ethical challenge.
Chapter 3
New material on global mind-sets.
Updated section on merging societal
and organizational cultures includes
current examples and a “how to”
guide for becoming an “ambicultural
manager.” Updated research related
to Hofstede and GLOBE studies.
Provides new research and recommen-
dations for successful foreign assign-
ments and repatriation. Two new key
terms—emotional and informational
support. Chapter-opening case based
on Tata Consultancy Services and the
legal/ethical challenge are new.
Chapter 4
New coverage of how the “negativ-
ity bias” influences perceptions and
the relationship between perception
Rev.Confirming Pages
Preface ix
and counterproductive work behavior.
Updated research on the impact of
stereotypes and diversity within teams.
New examples to illustrate the funda-
mental attribution bias, self-serving
bias, companies that effectively man-
age diversity, and companies that use
R. Roosevelt Thomas’s generic action
options for managing diversity. Updated
statistics regarding demographic char-
acteristics of the U.S. workforce and a
new Table 4-2 that summarizes genera-
tional differences among employees. A
new hands-on exercise that measures
students’ attitude toward diversity. New
and updated material regarding the
managerial implications of managing
diversity. New chapter-opening case
and legal/ethical challenge. New key
term: implicit cognition
Chapter 5
This chapter is now organized
along a continuum, based on the
degree to which individual differ-
ences are fixed versus flexible:
intelligence, ability, personality,
core self-evaluations, attitudes, and
emotions, respectively. This is illus-
trated in a new Figure 5-1. A new
section is devoted to the concept of
core self-evaluations (comprised of
self-esteem, self-efficacy, locus of
control, and emotional stability).
Updated research on proactive per-
sonality and the use of personality
tests. New research and examples
for attitudes. Research and recom-
mendations related to emotions and
emotional intelligence are revised.
Emotional contagion and emotional
labor material is updated. The new
chapter-opening case focuses on
Mark Zuckerberg of Facebook. A
new legal/ethical challenge.
Chapter 6
A new integrated model of motiva-
tion (Figure 6-1) provides a founda-
tion for understanding the theories
covered in Chapters 6 and 7. A new/
revised section on job design covers
the new approaches of job crafting
9/21/11 9:33 AM

x Preface
and idiosyncratic deals. Table 6-1
outlines approaches for job crafting.
A new major section on employee
engagement discusses the causes and
consequences of engagement and
includes a new hands-on exercise
measuring student engagement. New
section on dual career ladders. New
key terms: job crafting, idiosyncratic
deals, employee engagement, PE fit,
and dual career ladders.
Chapter 7
The latest research on equity theory is
discussed and new examples illustrate
its six key practical applications. The
latest research on expectancy theory is
reviewed and new examples are used
to demonstrate the theory’s applica-
tion. Goal setting research is updated
and new examples document its prac-
tical use. New chapter-opening case
and legal/ethical challenge.
Chapter 8
The most current research and
practical guidance on feedback is
provided, such as “How to Respond
to a Negative Performance Review”
and how to provide “upward feed-
back.” Organizational rewards were
updated to include the concept of
“total rewards.” New research and
guidance are provided for alternatives
to money and promotions. Research
is updated on pay-for-performance
programs. Section on reinforcement
is modified and presented differently.
Figure 8-4 is a new illustration of
reinforcement schedules. Both the
chapter-opening case on Sprint and
the legal/ethical challenge are new.
Chapter 9
Material related to group functions,
development, and roles is updated with
new examples. Latest research on trust
is discussed and includes new recom-
mendations for building it with others.
Section on teamwork competencies
and being a team player is revised
and updated. Team building cover-
age is refreshed with new research
kin37209_fm_i-xxx.indd x
and recommendations. New research
and examples for cross-functional
and virtual teams. A new section on
facilitators of team effectiveness. New
key terms: team adaptive capacity,
team charters, team composition, and
team performance strategies. The new
chapter-opening case uses Geisinger
Health System as an example. Legal/
ethical challenge is new.
Chapter 10
New discussion of the rational model
of decision making, including a new
Figure 10-1, and updated research on
decision making models. New exam-
ples illustrate decision making biases,
and new major section on evidence-
based decision making (EBDM).
The latest research on intuition is
reviewed and new examples demon-
strate its application. New section
regarding the practical application of
creativity. New section discussing a
road-map to ethical decision making,
including a decision tree for making
ethical decisions. Updated research
and examples regarding group deci-
sion-making. New chapter-opening
case and legal/ethical challenge. New
key terms: decision tree, evidence
based decision making (EBDM), and
opportunity.
Chapter 11
The discussion, research, and
examples related to functional v.
dysfunctional conflict are updated.
Research and advice for dealing
with/avoiding conflicts is reviewed.
Particular attention is given to
workplace incivility (e.g., bullying).
Recent research and recommenda-
tions for dealing with intergroup
conflict are provided. A new section
on work-family conflict includes
the most recent research and guid-
ance. Specific guidance is given for
implementing alternative dispute
resolution (ADR). Recent Added-
Value Negotiation (AVN) literature is
reviewed and practical implications
discussed. The new chapter-opening
Confirming Pages
case highlights the role of profes-
sional legal managers in companies.
New legal/ethical challenge. New
key terms: economic value, subjec-
tive value, and work-family conflict.
Chapter 12
A “how to” guide is provided for
communication in job interviews.
New research and examples for
interpersonal (verbal and non-verbal)
communications. A new section
related to gender and generational
communication differences and chal-
lenges includes research and recom-
mendations. A new section focuses
on information communication
technologies (ICT) and their implica-
tions for OB, productivity, managing
teleworkers, and the advantages and
disadvantages associated with social
media at work (e.g., using Facebook
in your professional life). The new
chapter-opening case involves Brian
Dunn, the CEO of Best Buy, and
his experiences and views on social
media. A new legal/ethical challenge
focuses on criticizing coworkers/
managers/employers in social media.
New key term: social media.
Chapter 13
Research and practice are updated
for nine influence tactics. Current
research, examples, and applications
for the five bases of power are dis-
cussed, especially coercive, expert,
and referent. Updated research and
examples on employee empower-
ment. The scope of the organizational
politics discussion is broadened to
more appropriately include both
negative and positive implications.
A new section is included for impres-
sion management with advice on
avoiding and managing bad impres-
sions. New chapter-opening case
involves Raj Gupta, former CEO of
specialty chemical company Rohm &
Hass. Legal/ethical challenge focuses
on the influence of an elite group of
bankers that control the derivatives
markets.
9/20/11 7:33 PM
 Confirming Pages

Preface xi

Chapter 14 Chapter 15 used to illustrate a systems model

New discussion of implicit leadership
theory and a new section discusses
traits possessed by bad leaders. New
summary Table 14-1 of positive traits
associated with leadership emergence
and new sections review the take-
aways of Fiedler’s and House’s mod-
els of leadership. Two new sections
cover the practical application of
situational-based theories. Research
on transformational leadership and
emerging theories was updated, and
new examples were used to illustrate
these theories’ practical applications.
Expanded discussion of the role of
followers, and new chapter-opening
case and legal/ethical challenge are
used. New key term: implicit leader-
ship theory.
New overview of organizational
design and new examples to illustrate
the various forms of design used
by organizations. New examples of
mechanistic and organic organiza-
tions. New examples used to illus-
trate the application of the various
generic effectiveness criteria within
organizations. New chapter-opening
case and legal/ethical challenge. New
key term: organizational design.
Chapter 16
New updated material and examples
of the external forces of change,
including a new section on the social
and political pressures for change.
All new material on the internal
forces of change. New examples
of change as well as Lewin and Kot-
ter’s models of change. Material on
organizational development (OD)
was revamped, including a new
section and Figure 16-2 to explain
how OD is put into practice. New
examples are used to highlight the
11 reasons people resist change. A
completely revised section with new
examples on strategies for overcom-
ing resistance to change was written.
Material on creating a learning orga-
nization is almost totally rewritten
and includes a new Table 16-3 that
outlines the reasons organizations
do not learn from failure, and a new
section on how to learn from suc-
cess. New chapter-opening case.
New key terms: change agent and
resilience to change.

Chapter Ethics Diversity International OB Internet/Social Media Teams/Teamwork

1 18–25, 28–29 5, 8–9, 13, 17 15–16 14–18, 28–29 4, 15–16
2 33–35, 40–44,55 50, 51 39 44, 46,52 33, 35–38, 43–51
3 64, 80 56–57, 59–66 56–68, 71–73, 76, 80 61
4 82, 83, 89, 94, 95, 99, 82, 83, 87, 89, 90, 82, 92 91, 106
109, 111–112 91, 96–110
5 122, 133–134, 143 116–117, 122, 131 120, 124 114–115,
6 149, 167, 170 146, 152–154, 157, 151 146–148, 152, 154, 158,
159 160, 161
7 172, 173, 178, 179, 194 178 177, 178, 178, 182, 189
8 205–206, 212, 217– 202 208 203, 204 203
218, 220–221
9 231, 248–249 226, 230, 231–232, 233, 234, 242 227, 242–244 224–225, 226–227, 231,
242–243, 246 234–238, 239–241,
242–243, 243–247
10 250–253, 261, 262, 265 269, 279, 280 250, 251, 263, 270,
270–273, 282 273–279
11 290, 300–302, 306 284–285, 286 291, 294–295, 300 286 286, 289, 292–294
12 332–333, 336 314–315, 318, 319, 316, 318, 321, 327, 308–309, 311, 325, 331–332
320–321, 324–326, 328, 331 327–334, 336
328
13 338–339, 344–345, 342–345 346–347, 350, 353, 356 350, 360
352–353, 354, 356, 360
14 362–363,366– 382,384 377,378,386 382 362–363, 369, 375, 380,
367,369,381–382,392 386–387, 389
15 416 399–400, 404, 406–407, 404–406 394–395, 402, 406
409–411, 413–414
16 423,444 418–420, 422–423, 421–422, 437 425, 431, 437, 440, 443
432, 434–435

kin37209_fm_i-xxx.indd xi 9/20/11 7:33 PM


xii Preface
Emphasis on Ethics
in the Fifth Edition
We have continued (and updated) two
features from the fourth edition—we
inserted the learning module on ethics into
Chapter 1 to provide upfront coverage of
this important contextual issue. We also
include 11 new legal/ethical challenge
cases (69%) at the end of every chapter—
to set a proper moral tone for managing
people at work. The 16 legal/ethical
challenge cases raise contemporary ethical
issues, ask tough questions, and have
corresponding interpretations on our
Web site at www.mhhe.com/kinickiob5e .
McGraw-Hill
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Greater Learning.
McGraw-Hill Connect Management
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kin37209_ch02_030-055.indd 55
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McGraw-Hill Connect Manage-
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McGraw-Hill Connect
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kin37209_fm_i-xxx.indd xii
Confirming Pages
legal/ethical challenge
Credit-Card Issuers Have Cultures That Focus on
Growth by Targeting Financially Strapped People55
FPO
The troubles sound familiar. Borrowers falling behind on
their payments. Defaults rising. Huge swaths of loans sour-
issuer bought by Bank of America in 2005, says her job
was to develop a rapport with credit-card customers and
ing. Investors getting burned. But forget the now-familiar advise them to use more of their available credit.
tales of mortgages gone bad. The next horror for beaten- Colleagues would often gather around her chair when she
down financial firms is the $950 billion worth of outstand- was on the phone with a customer and chant: “Sell, sell.”
ing credit-card debt—much of it toxic. . . . The consumer “It was like Boiler Room,” says Colombo, referring to the
debt bomb is already beginning to spray shrapnel through- 2000 movie about unscrupulous stock brokers. “I knew
out the financial markets, further weakening the U.S. econ- that they would probably be in debt for the rest of their
omy. “The next meltdown will be in credit cards,” says lives.” Unless, of course, they default.
Gregory Larkin, senior analyst at research firm Innovest Assume that you are member of Congress. What would
Strategic Value Advisors. . . . you do in light of the facts in this case?
But some banks and credit-card companies may be
exacerbating their problems. To boost profits and get ahead
1. Create legislation that does not allow credit-card issu-
ers to raise interest rates for those who cannot pay their
of coming regulation, they’re hiking interest rates. But
bills.
that’s making it harder for consumers to keep up. . . . Sure
C l il i h k i i f l lik
teaching. With Connect Manage-
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• View scored work immediately
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Online Interactives are engaging
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Connect Management keeps instruc-
• Access and review each response;
tors informed about how each stu-
dent, section, and class is performing, manually change grades or leave
allowing for more productive use comments for students to review.
of lecture and office hours. The • Reinforce classroom concepts
progress-tracking function enables with practice tests and instant
you to: quizzes.
9/20/11 7:33 PM

Simple assignment
management
With Connect Management creating
assignments is easier than ever, so you
can spend more time teaching and
less time managing. The assignment
management function enables you to:
• Create and deliver assignments eas-
ily with selectable end-of-chapter
questions and test bank items.
• Streamline lesson planning,
student progress reporting, and
assignment grading to make class-
room management more efficient
than ever.
• Go paperless with the eBook and
online submission and grading of
student assignments.
Instructor library
The Connect Management Instructor
Library is your repository for addi-
tional resources to improve student
engagement in and out of class. You
can select and use any asset that
enhances your lecture. The Con-
nect Management Instructor Library
includes:
• Instructor Manual
• PowerPoint files
• TestBank
• Management Asset Gallery
• eBook
Student study center
The Connect Management Student
Study Center is the place for students
to access additional resources. The
Student Study Center
• Offers students quick access
to lectures, practice materials,
eBooks, and more.
• Provides instant practice material
and study questions, easily acces-
sible on the go.
• Gives students access to the Per-
sonalized Learning Plan described
below.
kin37209_fm_i-xxx.indd xiii
Lecture capture via
Tegrity Campus
Increase the attention paid to
lecture discussion by decreasing
the attention paid to note taking.
For an additional charge Lecture
Capture offers new ways for students
to focus on the in-class discussion,
knowing they can revisit important
topics later. See below for further
information
McGraw-Hill
Connect Plus
Management
McGraw-Hill reinvents the textbook
learning experience for the modern
student with Connect Plus Manage-
ment. A seamless integration of an
eBook and Connect Management,
Connect Plus Management provides
all of the Connect Management fea-
tures plus the following:
• An integrated eBook, allowing for
anytime, anywhere access to the
textbook.
• Dynamic links between the prob-
lems or questions you assign to
your students and the location in
the eBook where that problem or
question is covered.
• A powerful search function to pin-
point and connect key concepts in
a snap.
In short, Connect Management
offers you and your students power-
ful tools and features that optimize
your time and energies, enabling you
to focus on course content, teach-
ing, and student learning. Connect
Management also offers a wealth of
content resources for both instructors
and students. This state-of-the-art,
thoroughly tested system supports
you in preparing students for the
world that awaits.
For more information about Con-
nect, go to www.mcgrawhillconnect.
com, or contact your local McGraw-
Hill sales representative.
Confirming Pages
Preface xiii
Tegrity Campus:
Lectures 24/7
Tegrity Campus is a service that
makes class time available 24/7
by automatically capturing every
lecture in a searchable format for
students to review when they study
and complete assignments. With
a simple one-click start-and-stop
process, you capture all computer
screens and corresponding audio.
Students can replay any part of any
class with easy-to-use browser-based
viewing on a PC or Mac.
Educators know that the more
students can see, hear, and experience
class resources, the better they learn.
In fact, studies prove it. With Tegrity
Campus, students quickly recall key
moments by using Tegrity Campus’s
unique search feature. This search
helps students efficiently find what
they need, when they need it, across
an entire semester of class record-
ings. Help turn all your students’
study time into learning moments
immediately supported by your
lecture.
Lecture Capture enables you to
• Record and distribute your lecture
with a click of button.
• Record and index PowerPoint®
presentations and anything shown
on your computer so it is easily
searchable, frame by frame.
• Offer access to lectures anytime
and anywhere by computer, iPod,
or mobile device.
• Increase intent listening and class
participation by easing students’
concerns about note taking. Lec-
ture Capture will make it more
likely you will see students’ faces,
not the tops of their heads.
To learn more about Tegrity
watch a 2-minute Flash demo at
http://tegritycampus.mhhe.com.
9/20/11 7:33 PM

xiv Preface
Assurance of
Learning Ready
Many educational institutions
today are focused on the notion of
assurance of learning, an important
element of some accreditation
standards. Organizational Behavior:
Key Concepts, Skills & Best Practices
is designed specifically to support
your assurance of learning initiatives
with a simple, yet powerful solution.
Each test bank question for Orga-
nizational Behavior: Key Concepts,
Skills & Best Practices maps to a
specific chapter learning outcome/
objective listed in the text. You can use
our test bank software, EZ Test and EZ
Test Online, or in Connect Manage-
ment to easily query for learning out-
comes/objectives that directly relate to
the learning objectives for your course.
You can then use the reporting features
of EZ Test to aggregate student results
in similar fashion, making the collec-
tion and presentation of assurance of
learning data simple and easy.
AACSB Statement
The McGraw-Hill Companies is a
proud corporate member of AACSB
International. Understanding the
importance and value of AACSB
accreditation, Organizational Behav-
ior: Key Concepts, Skills & Best
Practices, 5e recognizes the curricu-
lum guidelines detailed in the AACSB
standards for business accreditation
by connecting selected questions in
the text and/or the test bank to the six
general knowledge and skill guide-
lines in the AACSB standards.
The statements contained in Orga-
nizational Behavior: Key Concepts,
Skills & Best Practices, 5e are pro-
vided only as a guide for the users of
this textbook. The AACSB
kin37209_fm_i-xxx.indd xiv
leaves content coverage and
assessment within the purview of
individual schools, the mission of the
school, and the faculty. While Orga-
nizational Behavior: Key Concepts,
Skills & Best Practices, 5e and the
teaching package make no claim of
any specific AACSB qualification or
evaluation, we have within Organiza-
tional Behavior: Key Concepts, Skills
& Best Practices, 5e labeled selected
questions according to the six general
knowledge and skills areas.
McGraw-Hill
Customer
Care Contact
Information
At McGraw-Hill, we understand that
getting the most from new technology
can be challenging. That’s why our
services don’t stop after you purchase
our products. You can e-mail our
product specialists 24 hours a day to
get product training online. Or you
can search our knowledge bank of fre-
quently asked questions on our support
website. For customer support, call
800-331-5094, e-mail hmsupport@
mcgraw-hill.com, or visit www.mhhe
.com/support. One of our technical
support analysts will be able to assist
you in a timely fashion.
McGraw-Hill
Higher Education
and Blackboard
have teamed up.
What does this
mean for you?
1. Your life, simplified. Now
you and your students can access
Confirming Pages
McGraw-Hill’s Connect and
Create right from within your
Blackboard course—all with one
single sign-on. Say goodbye to
the days of logging in to multiple
applications.
2. Deep integration of content
and tools. Not only do you
get single sign-on with Connect
and Create, you also get deep
integration of McGraw-Hill con-
tent and content engines right
in Blackboard. Whether you’re
choosing a book for your course
or building Connect assignments,
all the tools you need are right
where you want them—inside of
Blackboard.
3. Seamless gradebooks. Are you
tired of keeping multiple grade-
books and manually synchroniz-
ing grades into Blackboard?
We thought so. When a student
completes an integrated Connect
assignment, the grade for that
assignment automatically (and
instantly) feeds your Blackboard
grade center.
4. A solution for everyone.
Whether your institution is already
using Blackboard or you just want
to try Blackboard on your own,
we have a solution for you.
McGraw-Hill and Blackboard
can now offer you easy access to
industry leading technology and
content, whether your campus
hosts it, or we do. Be sure to
ask your local McGraw-Hill
representative for details.
9/20/11 7:33 PM
 Confirming Pages

features
Active Learning
Key Concepts, Skills & Best Practices
We have a love and passion for teaching organizational behavior in the classroom and via textbooks
because it deals with the intriguing realities of working in modern organizations. Puzzling questions,
insight, and surprises hide around every corner. Seeking use-
ful insights about how and why people behave as they do in
“Students relate to this textbook…
the workplace is a provocative, interesting and oftentimes fun they thank me for choosing this
activity. After all, to know more about organizational behavior book; they say it’s a book they will
is to know more about ourselves and life in general. We have hold onto for future use!”
designed this text to facilitate active learning by relying on the —Kathleen M Foldvary, Harper College
following tools throughout every chapter of the text:

Engage Students with Current,

Relevant Cases “Excellent. These cases really
Brief real-world cases open every chapter with timely, rel- seem to set the tone with relevant
evant situations providing that needed hook to get students and interesting situations.”
engaged into the chapter materials. The text’s Instructor’s —Tom Myers, Champlain College
Manual also features interpretations for each case.

Skills and Practice

This text presents clear application of the theory presented throughout its carefully crafted narrative.
Additionally, the boxed feature “Skills & Best Practices” delivers additional readings and practical
application items that are designed
to sharpen users’ skills by either rec-
ommending how to apply a concept,
theory, or model, or by giving an
exemplary corporate application.
“Yes, it exceeds my expectations
in this regard. Excellent job of
linking concepts to practical
application (a clear distinguishing
factor of this text).”
—Karen S. Markel,
Ph.D. SPHR
Oakland University
SKILLS & BEST PRACTICES
S
SK
Really?! I Decide How Many Hours I Work?
This title suggests employees have a choice. But most employers around the world tell employees when
and how much they will work rather than ask. The Netherlands, however, provides an interesting alterna-
tive. Not only do 3 out of 4 Dutch women work part time, but many men work only four days a week. For
example, Remco Vermaire is 37 and is the youngest partner at his law firm. His clients expect him to be
available any minute of the day or night—but only the four days a week that he works. When he is “off the
clock” they do not expect him to be available.This is in part because many of his clients work similarly flex-
ible schedules. Moreover, 14 of the 33 attorneys at his firm work part time. This evidence suggests that the
Dutch have particular norms related to work schedules. And as you learned in Chapter 2 norms are mani-
festations of a culture’s underlying values.
The Dutch have managed to effectively blend traditional and modern values. While laws kept women
out of the workplace for much of the 1900s, legislation in 2000 allowed all employees (men and women) to
determine the number of hours they work. Employers can object if they have a compelling reason, but most
challenges are not granted. Today most female-dominated jobs (e.g., nursing and education) are staffed via
job sharing between two or more part-time employees. Of course, reduced schedules result in reduced
income. The Dutch do not provide full-time pay for part-time work. Nevertheless, many working age peo-
ple with and without kids would gladly trade money for more free time. A third of Dutch men either work
part-time or squeezes a full-time job into four days. More generally, 25% of workers in the Netherlands
have reduced hours compared to only ten percent across the rest of Europe and the U.S.
While flexible schedules typically have been used to accommodate female employees, both in the
Netherlands and elsewhere, Dutch companies now widely use flextime to attract and retain both male and

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 Confirming Pages

Personalize and Expand Key HANDS-ON EXERCISE

H

Concepts Have You Been Adequately Socialized?

INSTRUCTIONS: Complete the following survey items by considering either your current job or one
Sixteen hands-on self-assessment exercises you held in the past. If you have never worked, identify a friend who is working and ask that individual to
complete the questionnaire for his or her organization. Read each item and circle your response by using
the rating scale shown below. Compute your total score by adding up your responses and compare it to
encourage active and thoughtful interaction the scoring norms.

rather than passive reading, and personalize the Strongly

Disagree Disagree Neutral Agree
Strongly
Agree

study experience for students while they evalu- 1. I have been through a set of
training experiences that are
specifically designed to give
ate their own skills, abilities, and interests in a newcomers a thorough
knowledge of job-related skills. 1 2 3 4 5
2. This organization puts all
variety of areas. newcomers through the same set
of learning experiences. 1 2 3 4 5
3. I did not perform any of my
normal job responsibilities until I
was thoroughly familiar with
“Love these! They are one of the best departmental procedures and
work methods. 1 2 3 4 5
elements of the K&K text. Students 4. There is a clear pattern in the way
one role leads to another, or one
job assignment leads to another,
like them as well, and they like in this organization. 1 2 3 4 5
5. I can predict my future career
discussing their results.” path in this organization by
observing other people’s
experiences. 1 2 3 4 5
—Mary Ellen Segraves, National-Louis University 6. Almost all of my colleagues have
been supportive of me personally. 1 2 3 4 5
7. My colleagues have gone out of
their way to help me adjust to this
organization. 1 2 3 4 5
8 I i d h id f

Ways of Building Your Human and Social Capital TABLE 1–2

Types of Human Capital

1. Training
Examples and Purposes
Software certification to gain
Effective Illustrations
knowledge and skills to improve

2. Work-based development
opportunities
3. Learning activities outside of work
4. Career planning
performance in current job
Job rotation (Chapter 6), shadowing,
Over 90% of the 32 instructors who reviewed
and cross-functional project teams
(Chapter 9) to build your knowledge
and your relationships
this text rated the tables and graphs as above
Fluency gained in a second language
to increase opportunities within and
outside of current employment
average to excellent in terms of their effec-
Opportunities identified inside or
outside of your current place of
employment and assess your strengths
tiveness to convey key concepts.
kin37209_ch02_030-055.indd 49 7/8/11 1:31 PM

and weaknesses
Types of Social Capital Examples and Purposes
1. Internal Mentoring relationship to provide
guidance and opportunities (see
Chapter 2)
Membership in company softball team
to build relationships outside of your
“Excellent use of tables and graphs.
2. External
work area
Conference attendance to meet The graphs tend to be multi-dimensional
people at other companies and learn
of other job opportunities
Join local, industry specific
(shadowing) and not boring, but very
organizations to identify new
customer (business development) The Four Layers of Diversity FIGURE 4–3 clear in the conveyance of important
data. The cartoons were very funny
Functional level/
classification
and appropriate…”
Geographic —Tom Myers, Champlain College
location
Work
Management l dimension Income content/
status Marital erna s*
status Int field
Age

Race Gender Personal

Parental habits
status
Personality
Union Division/
Recreational department/
affiliation Appearance
Ethnicity
Sexual
orientation
habits unit/
group
“Wow! These are very well done;
Work Physical
ability Religion
make for excellent slides and
experience
kin37209_ch01_001-029.indd 11 7/8/11 1:25 PM overall chapter discussions.”
Educational
background
Work
location
Seniority —Kathleen M Foldvary, Harper College

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 Confirming Pages

Imaginative Writing Style for Better Readability

“Very readable. Upbeat tone. A somewhat ‘interactive

style’ (use of in-text questions to the reader).” “I think that the readability of
this book is excellent. Some of
—Mary Ellen Segraves, National-Louis University the examples are very rich,
which gives the theory more
grounding in reality.”
“Among the most readable texts on the market.” —Daniel Morrell,
—Joseph C. Rode, Miami (OH) University Middle Tennessee State University

Up-to-Date Real-World Examples

Nothing brings material to life better than rich in-text examples featuring real companies, people, and
situations. This text delivers the most current and pertinent examples of any text on the market today.

Contemporary Ethical Issues

Legal/Ethical Challenges at the end of every chapter raise contemporary issues, ask tough questions,
and have corresponding interpretations in the Instructor’s Manual.

“These were very good. Brief yet meaty.”

“Thoughtfully engaged students
in a more comprehensive —Daniel Morrell, Middle Tennessee State University
dialogue of the issues than my text
currently does surrounding
ethical dilemmas.”
“Loved all of the situations in the
—Karen S. Markel, chapters I reviewed.”
Ph.D. SPHR
Oakland University —Janice S. Gates, Western Illinois University

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 Confirming Pages

supplements
Instructor & Student
Organizational Behavior 5e gives you all the support material
you need for an enriched classroom experience.

Instructor’s Resource Guide

The Instructor’s Manual is a creative guide to understanding organizational behavior. It has
been completely updated in order to save instructors time and support them in delivering
the most effective course for their students. Each chapter includes a chapter summary, lec-
ture outline, solution to the opening case, video resources, and much more. Each element
will assist the instructor and students in maximizing the ideas, issues, concepts, and impor-
tant organizational behavior approaches included in each chapter. We’d like to thank Mindy
West of Arizona State University for helping us update our Instructor’s Guide.

Computerized Test Bank

We’ve aligned our test bank with new AACSB guidelines,
tagging each question according to its knowledge and
skills areas. Categories include Communication, Ethics,
Analytic, Technology, Diversity, and Reflective Thinking.
Previous designations aligning questions with learning
objectives, boxes, and features still exist as well, with over
1,200 questions from which to choose.

PowerPoint
A newly developed PowerPoint presentation created by Brad
Cox of Midlands Tech allows for new functionality and
variety in the classroom. With the inclusion of video usage
suggestions and links to additional information, instructors
have the availability to tailor their presentations to their class
needs.

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McGraw-Hill’s Expanded Management Asset Gallery

McGraw-Hill/Irwin Management is excited to now provide a one-stop shop for our wealth of
assets, making it quick and easy for instructors to locate specific materials to enhance their
courses.

All of the following can be accessed within the Management Asset Gallery:

Manager’s Hot Seat

This interactive, video-based application puts students in the
manager’s hot seat, builds critical thinking and decision-making
skills, and allows students to apply concepts to real manage-
rial challenges. Students watch as 15 real managers apply their
years of experience when confronting unscripted issues such as
bullying in the workplace, cyber loafing, globalization, inter-
generational work conflicts, workplace violence, and leadership
versus management.
Self-Assessment Gallery Unique among publisher-
provided self-assessments, our 23 self-assessments give stu-
dents background information to ensure that they understand
the purpose of the assessment. Students test their values,

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 Confirming Pages

beliefs, skills, and interests in a wide variety of areas, allowing them to personally apply
chapter content to their own lives and careers.
Every self-assessment is supported with PowerPoints and an instructor manual in the Man-
agement Asset Gallery, making it easy for the instructor to create an engaging classroom dis-
cussion surrounding the assessments.
Test Your Knowledge To help reinforce students’ understanding of key management
concepts, Test Your Knowledge activities give students a review of the conceptual materials
followed by application-based questions to work through. Students can choose practice mode,
which gives them detailed feedback after each question, or test mode, which provides feedback
after the entire test has been completed. Every Test Your Knowledge activity is supported by
instructor notes in the Management Asset Gallery to make it easy for the instructor to create
engaging classroom discussions surrounding the materials that students have completed.
Management History Timeline This Web application allows instructors to present and
students to learn the history of management in an engaging and interactive way. Management
history is presented along an intuitive timeline that can be traveled through sequentially or by
selected decade. With the click of a mouse, students learn the important dates, see the people
who influenced the field, and understand the general management theories that have molded
and shaped management as we know it today.
Video Library DVD McGraw-Hill/Irwin offers the most comprehensive video support for
the organizational behavior classroom through course library video DVDs. This discipline has
library volume DVDs tailored to integrate and visually reinforce chapter concepts. The library
volume DVD contains more than 40 clips! The rich video material, organized by topic, comes
from sources such as PBS, NBC, BBC, SHRM, and McGraw-Hill. Video cases and video
guides are provided for some clips.
Destination CEO Videos
Video clips featuring CEOs on a variety of topics. Accompanying each clip are multiple-choice
questions and discussion questions to use in the classroom or assign as a quiz.

Online Learning Center (OLC)

www.mhhe.com/kinickiob5e
Find a variety of online teaching and learning tools that are designed
to reinforce and build on the text content. Students will have direct
access to the learning tools while instructor materials are password
protected.

eBook Options
eBooks are an innovative way for students to save money
and to “go green.” McGraw-Hill’s eBooks are typically 40%
off the bookstore price. Students have the choice between an
online and a downloadable CourseSmart eBook.
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 Confirming Pages

Through CourseSmart, students have the flexibility to access an exact replica of their
textbook from any computer that has Internet service, without plug-ins or special software,
via the online version, or to create a library of books on their hard drive via the downloadable
version. Access to the CourseSmart eBooks lasts for one year.
Features CourseSmart eBooks allow students to highlight, take notes, organize notes, and
share the notes with other CourseSmart users. Students can also search for terms across all
eBooks in their purchased CourseSmart library. CourseSmart eBooks can be printed (five
pages at a time).
More info and purchase Please visit www.coursesmart.com for more information and to
purchase access to our eBooks. CourseSmart allows students to try one chapter of the eBook,
free of charge, before purchase.

Create
Craft your teaching resources to match the way you teach! With
McGraw-Hill Create, www.mcgrawhillcreate.com, you can easily rearrange chapters, combine
material from other content sources, and quickly upload content you have written, like your
course syllabus or teaching notes. Find the content you need in Create by searching through
thousands of leading McGraw-Hill textbooks. Arrange your book to fit your teaching style.
Create even allows you to personalize your book’s appearance by selecting the cover and adding
your name, school, and course information. Order a Create book and you’ll receive a compli-
mentary print review copy in three to five business days or a complimentary electronic review
copy (eComp) via e-mail in about one hour. Go to www.mcgrawhillcreate.com today and regis-
ter. Experience how McGraw-Hill Create empowers you to teach your students your way.

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 Rev.Confirming Pages

Grateful Emilio Bruna

University of Texas at El Paso
Lucy Ford
Rutgers University
Appreciation Mark Butler Thomas Gainey
San Diego State University State University of West Georgia
Our sincere thanks and gratitude go Holly Buttner Janice S. Gates
to our editor, Mike Ablassmier, and University of North Carolina– Western Illinois University
his first-rate team at McGraw-Hill/ Greensboro
Jacqueline Gilbert
Irwin who encouraged and facilitated John Byrne Middle Tennessee State University
our pursuit of “something better.” Key St. Ambrose University
contributors include Kelly Pekelder, Leonard Glick
Diane Caggiano
Developmental Editor; Anke Weekes, Northeastern University
Fitchburg State College
Marketing Manager; and Dana Pauley, Debi Griggs
Dave Carmichel
Senior Project Manager. We would Bellevue Community College
Oklahoma City University
also like to thank Mindy West of Ari- Barbara Hassell
zona State University for her work on Xiao-Ping Chen
University of Washington IUPUI–Indianapolis
the Instructor’s Guide, Brad Cox of
Jack Chirch Hoyt Hayes
Midlands Tech for developing the Pow-
Hampton University Columbia College–Columbia
erPoint presentation slides , and Floyd
Ormsbee of Clarkson University for his Bongsoon Cho Kim Hester
work on Connect. SUNY-Buffalo Arkansas State University
A special thank you also goes out Savannah Clay Chad Higgins
to those colleagues who gave their Central Piedmont Community College University of Washington
comments and suggestions over the Ray Coye Kristin Holmberg-Wright
years to help us create all five edi- DePaul University University of Wisconsin–Parkside
tions. They are: Denise Daniels Kristine Hoover
Seattle Pacific University Bowling Green State University
Abe Bakhsheshy
Timothy Dunne
University of Utah David Jalajas
University of Missouri
Jodi Barnes–Nelson Long Island University
Trudy F. Dunson
NC State-Raleigh Andrew Johnson
Gwinett Technical College
Joy Benson Bellevue Community College
W. Gibb Dyer, Jr.
University of Illinois–Springfield Brigham Young University C. Douglas Johnson
Stephen C. Betts Georgia Gwinett College
Dr. Jodie L. Ferise
William Paterson University University of Indianapolis School Raymond Jones
James Bishop of Business University of Pittsburgh
New Mexico State University Mark Fichman Dong Jung
Linda Boozer Carnegie Mellon University San Diego State University
Suny AG & Tech College–Morrisville Kathleen M. Foldvary Jordan Kaplan
Susan M. Bosco, Ph. D. Harper College Long Island University
Roger Williams University Gabelli David A. Foote John Keeling
School of Business Middle Tennessee State University Old Dominion University

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 Rev.Confirming Pages

Claire Killian Joy Oguntebi Kostas Voustsas

University of Wisconsin– Rochester Institute of Technology Dickinson State University
River Falls Regina Oneil Teresa A. Wagner
Howard J. Klein Suffolk University Miami University
The Ohio State University Joseph Petrick Andrew Ward
Bobbie Knoblauch Wright State University Emory University
Witchita State University Dave Phillips
John Washbush
Todd Korol Purdue University–Westville
University of Wisconsin
Associate Professor Monroe Christine Probett
John Watt
Community College San Diego State University
University of Central Arkansas
Arlene S. Kreinik, Ph. D Amy Randel
Western Connecticut State University Wake Forest University Judith U. Weisinger, Ph.D.
New Mexico State University
Frances Kubicek Clint Relyea
Kalamazoo Valley Community Arkansas State University Ken Weidner
College Patricia Rice St. Josephs University
Gerald Levy Finger Lakes Community College Scott Williams
Franklin Career Institute Joseph C. Rode Wright State University
Karen S. Markel Miami (OH) University Lynn Wilson
Oakland University Janet Romaine Saint Leo University
Tom McDermott St. Anselm College
Pittsburgh Technical Institute Mary Ellen Seagraves Finally, we would like to thank our
Dr. Lisa D. McNary National-Louis University wives, Joyce and Donna. Their
North Carolina State University Paula Silva love, support, and experience are
(College of Management) University of New Mexico instrumental to everything we do.
They lift our tired spirits when
Edward Miles Randi Sims
needed and encourage and coach us
Georgia State University Nova University
at every turn.
Leann Mischel Peggy Takahashi This project has been a fun
Susquehanna University University of San Francisco challenge from start to finish.
Linda Morable Jennie Carter Thomas Not only did we enjoy reading
Richland College Belmont University and learning more about the latest
Dan Morrell Susan C. Thompson developments within the field
Middle Tennessee Champlain College of organizational behavior, but
State University Tyra Townsend completion of this edition has
Tom Myers University of Pittsburgh deepened our friendship. We hope
Champlain College you enjoy this textbook. Best wishes
Brian Usilaner
for success and happiness!
Jay Nathan University of Maryland-University
St. John’s University College
Angelo & Mel
Arlene J. Nicholas, Ph. D. Matthew Valle
Salve Regina University Elon University

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 Rev.Confirming Pages

brief contents
Part One Chapter Six Chapter Twelve
Motivation I: Needs, Job Design, Communicating in the Digital
Managing People and Satisfaction 144 Age 308
Within the External Chapter Seven Chapter Thirteen
and Organizational Motivation II: Equity, Expectancy, Influence, Power, and Politics: An
and Goal Setting 172 Organizational Survival Kit 338
Context 1
Chapter One Chapter Eight
Needed: People-Centered Improving Performance with Part Four
Managers and Workplaces 2 Feedback, Rewards, and Positive
Reinforcement 196 Managing for
Chapter Two
Organizational
Organizational Culture,
Socialization, and Mentoring 30 Effectiveness 361
Part Three
Chapter Three Chapter Fourteen
Developing Global Managers 56
Managing Group Leadership 362
Level Factors Chapter Fifteen
and Social Designing Effective
Part Two Organizations 394
Processes 223
Managing Chapter Sixteen
Chapter Nine
Individual Level Effective Groups and Teams 224 Managing Change and
Organizational Learning 418
Factors 81 Chapter Ten
Chapter Four Making Decisions 250 Endnotes 446
Understanding Social Perception Photo Credits 472
Chapter Eleven
and Managing Diversity 82
Managing Conflict and Glossary/Subject Index 474
Chapter Five Negotiating 284 Name and Company Index 483
Appreciating Individual Differences:
Intelligence, Ability, Personality,
Core Self-Evaluations, Attitudes,
and Emotions 114

xxiv

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contents Part One Chapter Summary 27

Discussion Questions 28
Managing People Within the Legal/Ethical Challenge 28
External and Organizational Chapter Two
Context 1 Organizational Culture, Socialization, and
Mentoring 30
Chapter One
Organizational Culture: Definition and Context 32
Needed: People-Centered Managers and
Dynamics of Organizational Culture 33
Workplaces 2
Layers of Organizational Culture 33
The Field of Organizational Behavior: Past and Present 5 SKILLS & BEST PRACTICES: Williams-
The Human Relations Movement 5 Sonoma’s Espoused Values Focus on Employees,
The Contingency Approach to Management 7 Customers, Shareholders, Ethical Behavior, and the
New Directions in OB 8 Environment 34
The Age of Human and Social Capital 8 Four Functions of Organizational Culture 35
The Emerging Area of Positive Organizational Behavior 11 Types of Organizational Culture 37
SKILLS & BEST PRACTICES: Separating the Best from SKILLS & BEST PRACTICES: 3M Attempts to
the Rest 12 Reconcile Adhocracy and Hierarchy Cultures 40
E-Business and Implications for OB and Managing People 14 Outcomes Associated with Organizational Culture 41
SKILLS & BEST PRACTICES: Collaborating The Process of Culture Change 42
for a Cure 17 SKILLS & BEST PRACTICES: Zappos Works Hard to
The Ethics Challenge 18 Recruit and Select People Who Fit Its Culture 45
A Model of Global Corporate Social Responsibility and Ethics 19 The Organizational Socialization Process 45
An Erosion of Morality? 20 A Three-Phase Model of Organizational Socialization 45
General Moral Principles 22 Practical Application of Socialization Research 47
SKILLS & BEST PRACTICES: Confronting HANDS-ON EXERCISE: Have You Been Adequately
Questionable Conduct at Work 23 Socialized? 49
How to Improve the Organization’s Ethical Climate 23 Embedding Organizational Culture through Mentoring 50
A Personal Call to Action 24 Functions of Mentoring 51
Learning about OB: Research, Road Map, and Model 25 Developmental Networks Underlying Mentoring 51
Five Sources of OB Research Insights 25 Personal and Organizational Implications 52
A Road Map and Model for Understanding and Managing OB 26 SKILLS & BEST PRACTICES: Building an Effective
Key Terms 27 Mentoring Network 53

xxv

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xxvi Contents

Key Terms 53 Causal Attributions 92

Chapter Summary 54
Discussion Questions 54
Legal/Ethical Challenge 55
Chapter Three
Developing Global Managers 56
Developing a Global Mind-Set 59
A Model of Societal and Organizational Cultures 59
SKILLS & BEST PRACTICES: Really?! I Decide How
Many Hours I Work? 60
Ethnocentrism: Removing a Cultural Roadblock in the Global
Economy 62
Becoming a Global Manager 62
HANDS-ON EXERCISE: How Strong Is Your Potential
for Ethnocentrism? 63
Becoming Cross-Culturally Competent 63
SKILLS & BEST PRACTICES: The Ambicultural
Manager of the 21st Century 64
Cultural Paradoxes Require Cultural Intelligence 64
Nine Basic Cultural Dimensions from the GLOBE Project
GLOBE and the Hofstede Study 66
Individualism versus Collectivism: A Closer Look 68
High-Context and Low-Context Cultures 69
Cultural Perceptions of Time 70
Leadership Lessons from the GLOBE Project 71
Preparing for a Foreign Assignment 72
A Poor Track Record for Expatriates 73
Avoiding OB Trouble Spots in the Foreign Assignment Cycle 73
SKILLS & BEST PRACTICES: Key Cross-Cultural
Competencies 75
Key Terms 78
Chapter Summary 79
Discussion Questions 79
Legal/Ethical Challenge 80
Part Two
Managing Individual Level
Factors 81
Chapter Four
Understanding Social Perception and Managing
Diversity 82
A Social Information Processing Model of Perception 84
Stage 1: Selective Attention/Comprehension 85
Stage 2: Encoding and Simplification 86
SKILLS & BEST PRACTICES: Nutrisystem and
Unilever Use Everyday People Instead of Celebrities
in Their Ads 89
Stage 3: Storage and Retention 89
Stage 4: Retrieval and Response 90
Managerial Implications 90
Kelley’s Model of Attribution 92
Attributional Tendencies 94
SKILLS & BEST PRACTICES: Increase Personal Success
through Planning and Accurate Attributions 95
Defining and Managing Diversity 96
Layers of Diversity 96
HANDS-ON EXERCISE: What Is Your Attitude
Toward Diversity? 98
Affirmative Action and Managing Diversity 99
Increasing Diversity in the Workforce 100
SKILLS & BEST PRACTICES: Sodexo Ranked as Best
Company for Managing Diversity 101
SKILLS & BEST PRACTICES: CVS Caremark
Implements Programs to Retain and Transfer
Knowledge of Older Employees 103
Organizational Practices Used to Effectively Manage Diversity 106
Barriers and Challenges to Managing Diversity 106
R Roosevelt Thomas Jr’s Generic Action Options 108
SKILLS & BEST PRACTICES: UnitedHealthcare
65 Fosters Mutual Adaptation 109
Key Terms 110
Chapter Summary 110
Discussion Questions 111
Legal/Ethical Challenge 111
Chapter Five
Appreciating Individual Differences: Intelligence,
Ability, Personality, Core Self-Evaluations,
Attitudes, and Emotions 114
A Model for Studying Individual Differences 116
Intelligence and Cognitive Abilities 117
Key Mental Abilities 117
Practical Implications 118
Personality Dynamics 119
The Big Five Personality Dimensions 119
Proactive Personality 120
HANDS-ON EXERCISE: Your Own Big Five
Profile 121
Research and Managerial Implications 122
Core Self-Evaluations 123
Self-Esteem 124
Self-Efficacy (“I Can Do That.”) 125
SKILLS & BEST PRACTICES: Investments in Self-
Efficacy Training = Investments in Success 126
Locus of Control: Self or Environment? 128
SKILLS & BEST PRACTICES: Thomas Mathes Fights
the Financial Crisis with Service and Style 129
Emotional Stability 130
The Whole Is Greater Than the Sum of the Parts: CSEs, Its
Component Traits, and Outcomes 130
SKILLS & BEST PRACTICES: A Female Wall Street
Financial Chief Avoids the Pitfall That Stymied
Others 131

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Attitudes 132
The Nature of Attitudes 133
When Attitudes and Reality Collide: Cognitive
Dissonance 133
How Stable are Attitudes? 134
Attitudes Affect Behavior via Intentions 134
Determinants of Intention 135
Intentions and Behavior Research—Lessons and
Implications 136
OB Gets Emotional 137
Positive and Negative Emotions 137
Developing Emotional Intelligence 138
SKILLS & BEST PRACTICES: Developing Emotional
Intelligence 139
Practical Research Insights about Emotional Contagion and
Emotional Labor 140
Key Terms 141
Chapter Summary 142
Discussion Questions 142
Legal/Ethical Challenge 143
Chapter Six
Motivation I: Needs, Job Design, and
Satisfaction 144
The Fundamentals of Employee Motivation 146
An Integrated Model of Motivation 146
Need Theories of Motivation 147
SKILLS & BEST PRACTICES: High-Achievement
Needs Can Lead to Negative Outcomes 149
Motivating Employees through Job Design 150
Top-Down Approaches 150
Bottom-Up Approaches 154
Idiosyncratic Deals (I-Deals) 155
Cultivating Employee Engagement 156
SKILLS & BEST PRACTICES: RSM McGladrey
Encourages I-Deals 157
What Contributes to Employee Engagement?
HANDS-ON EXERCISE: Are You Engaged in Your
Studies? 158
What Are the Consequences of Employee Engagement?
SKILLS & BEST PRACTICES: UnitedHealth Group
Focuses on Improving Employee Engagement 160
Practical Takeaways 160
Job Satisfaction 161
The Causes of Job Satisfaction 161
Major Correlates and Consequences of Job Satisfaction
SKILLS & BEST PRACTICES: Steps for Implementing a
Dual Career Ladder 166
Counterproductive Work Behavior 167
Mistreatment of Others 167
Violence at Work 167
Causes and Prevention of CWBs 168
Key Terms 168
Chapter Summary 169
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Contents xxvii
Discussion Questions 169
Legal/Ethical Challenge 170
Chapter Seven
Motivation II: Equity, Expectancy, and Goal
Setting 172
Adams’s Equity Theory of Motivation 174
The Individual–Organization Exchange Relationship 174
Negative and Positive Inequity 175
Dynamics of Perceived Inequity 175
SKILLS & BEST PRACTICES: Feelings of Consumer
Inequity Can Go Viral 177
Expanding the Concept of Equity: Organizational Justice 177
Practical Lessons from Equity Theory 178
Expectancy Theory of Motivation 179
HANDS-ON EXERCISE: Measuring Perceived Fair
Interpersonal Treatment 180
Vroom’s Expectancy Theory 180
Research on Expectancy Theory and Managerial
Implications 182
SKILLS & BEST PRACTICES: GM’s Incentive System Is
Consistent with Expectancy Theory 184
Motivation through Goal Setting 185
Goals: Definition and Background 185
How Does Goal Setting Work? 185
Insights from Goal-Setting Research 186
SKILLS & BEST PRACTICES: Chris Liddell Executed
Detailed Plans to Complete GM’s IPO 187
Practical Application of Goal Setting 188
Putting Motivational Theories to Work 191
SKILLS & BEST PRACTICES: AIG Implements New
Motivation System 192
Key Terms 193
Chapter Summary 193
Discussion Questions 194
157 Legal/Ethical Challenge 194
Chapter Eight
159 Improving Performance with Feedback,
Rewards, and Positive Reinforcement 196
Providing Effective Feedback 198
Two Functions of Feedback 200
Three Sources of Feedback: Others, Task, and Self 200
HANDS-ON EXERCISE: Measuring Your Desire for
163 Performance Feedback 201
The Recipient’s Perception of Feedback 201
Behavioral Outcomes of Feedback 202
Upward and 360-Degree Feedback 202
SKILLS & BEST PRACTICES: Responding to a Bad
Performance Review 203
SKILLS & BEST PRACTICES: How Can I Know if You
Don’t Tell Me? 205
Feedback Do’s and Don’ts 206
9/28/11 10:34 AM

xxviii Contents
Organizational Reward Systems 206
Types of Rewards 207
Distribution Criteria 209
Desired Outcomes 209
SKILLS & BEST PRACTICES: Making Pay for
Performance Work 210
Pay for Performance 210
Why Rewards Often Fail to Motivate 211
SKILLS & BEST PRACTICES: Best Practices for
Recognition and Rewards 212
Principles of Reinforcement 212
Thorndike’s Law of Effect 213
Skinner’s Operant Conditioning Model 213
Contingent Consequences 213
Schedules of Reinforcement 215
Shaping Behavior with Positive Reinforcement
Key Terms 219
Chapter Summary 219
Discussion Questions 220
Legal/Ethical Challenge 220
Part Three
Managing Group Level Factors
and Social Processes 223
Chapter Nine
Effective Groups and Teams 224
Fundamentals of Group Behavior 226
Formal and Informal Groups 227
Functions of Formal Groups 227
The Group Development Process 228
SKILLS & BEST PRACTICES: Tragedy Halted
Development . . . Or Was It an Accelerator? 230
Group Member Roles 231
Norms 233
Teams, Trust, and Teamwork 234
A Team Is More Than Just a Group 235
SKILLS & BEST PRACTICES: Eight Characteristics of
Effective Team Players 236
Developing Teamwork Competencies and Being a Team Player 236
Team Building 236
Trust: A Key Ingredient of Teamwork 238
Self-Managed Teams 239
SKILLS & BEST PRACTICES: Reina’s Seven-Step
Model for Rebuilding Trust 240
HANDS-ON EXERCISE: How Autonomous Is Your
Work Group? 241
Virtual Teams 242
Threats and Facilitators of Group and Team Effectiveness 243
SKILLS & BEST PRACTICES: Tips for Effectively
Managing Virtual Teams and Meetings 244
Threats to Effectiveness 244
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SKILLS & BEST PRACTICES: How to Prevent
Groupthink 245
Facilitators of Effectiveness 246
Key Terms 247
Chapter Summary 247
Discussion Questions 248
Legal/Ethical Challenge 248
Chapter Ten
Making Decisions 250
Models of Decision Making 252
The Rational Model 252
SKILLS & BEST PRACTICES: Reed Hastings Seizes
Opportunities to Grow Netflix 254
Nonrational Models of Decision Making 255
218 Integrating Rational and Nonrational Models 256
Decision-Making Biases 257
SKILLS & BEST PRACTICES: Overconfidence Bias
Partly to Blame for Oil Rig Disaster 259
Evidence-Based Decision Making 260
A Model of Evidence-Based Decision Making (EBDM) 260
Seven Implementation Principles 261
SKILLS & BEST PRACTICES: A Retailer Experiments
with Discount Promotions 262
Why Is It Hard to be Evidence-Based? 263
Dynamics of Decision Making 263
General Decision-Making Styles 263
Intuition in Decision Making 265
HANDS-ON EXERCISE: What Is Your Decision-
Making Style? 266
Creativity 269
Road Map to Ethical Decision Making: A Decision Tree 270
SKILLS & BEST PRACTICES: Martha Beck’s “Kitchen
Sink” Technique Increases Creativity 271
Group Decision Making 273
Group Involvement in Decision Making 273
HANDS-ON EXERCISE: Assessing Participation in
Group Decision Making 274
Advantages and Disadvantages of Group Decision
Making 275
SKILLS & BEST PRACTICES: John Mackey, CEO of
Whole Foods Market, Believes in Consensual Decision
Making 276
Group Problem-Solving Techniques 277
Key Terms 280
Chapter Summary 280
Discussion Questions 282
Legal/Ethical Challenge 282
Chapter Eleven
Managing Conflict and Negotiating 284
A Modern View of Conflict 286
A Conflict Continuum 286
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 Rev.Confirming Pages

Contents xxix

Functional versus Dysfunctional Conflict 287 ICT and Productivity 327

Antecedents of Conflict 287 Managing Teleworkers 328
Why People Avoid Conflict 288 SKILLS & BEST PRACTICES: Optimize versus
SKILLS & BEST PRACTICES: Avoiding Conflict is Like Maximize Your Time 329
Ignoring Cancer—It Grows! 289 Social Media at Work—Pros and Cons 331
Desired Outcomes of Conflict 289 SKILLS & BEST PRACTICES: Using Facebook in Your
Major Forms of Conflict 290 Professional Life 334
Personality Conflicts 290 Key Terms 334
HANDS-ON EXERCISE: Workplace Incivility: Are You Chapter Summary 334
Part of the Problem? 291 Discussion Questions 335
Intergroup Conflict 292 Legal/Ethical Challenge 336
SKILLS & BEST PRACTICES: How to Deal with
Personality Conflicts 293
Chapter Thirteen
Cross-Cultural Conflict: Why it Happens and How to Influence, Power, and Politics: An
Overcome It 294 Organizational Survival Kit 338
SKILLS & BEST PRACTICES: How to Build Influencing and Persuading Others 340
Cross-Cultural Relationships 295 Nine Generic Influence Tactics 340
Work–Family Conflict 295 Three Influence Outcomes 341
Managing Conflict 296 Practical Research Insights 342
Programming Functional Conflict 296 How to Do a Better Job of Influencing and Persuading Others 342
Alternative Styles for Handling Dysfunctional Conflict 298 SKILLS & BEST PRACTICES: Increasing Your
Third-Party Interventions: Alternative Dispute Influence 343
Resolution 300
Social Power and Empowerment 344
SKILLS & BEST PRACTICES: Implementing ADR at Five Bases of Power 344
Your Company 301
HANDS-ON EXERCISE: How Much Power Do You
Negotiating 302 Have? 346
Two Basic Types of Negotiation 302 Practical Lessons from Research 346
Added-Value Negotiation 303
SKILLS & BEST PRACTICES: From Teammate to
Recent Research Findings and Implications 303 Manager: Taking Charge 347
SKILLS & BEST PRACTICES: Negotiating Your Employee Empowerment 347
Salary 304 Participative Management 348
Key Terms 305 Empowering Leadership 350
Chapter Summary 305 Making Empowerment Work 350
Discussion Questions 306 Organizational Politics and Impression Management 351
Legal/Ethical Dilemma 306 Definition and Domain of Organizational Politics 351
Impression Management 354
Chapter Twelve Keeping Organizational Politics in Check 357
Communicating in the Digital Age 308 SKILLS & BEST PRACTICES: Make Politics Work for
Basic Dimensions of the Communication Process 310 You 358
A Perceptual Process Model of Communication 310 Key Terms 358
Barriers to Effective Communication 312 Chapter Summary 359
SKILLS & BEST PRACTICES: Communication Counts Discussion Questions 359
in Landing a Job 313 Legal/Ethical Challenge 360
Interpersonal Communication 316
HANDS-ON EXERCISE: What Is Your Business
Etiquette? 317 Part Four
Assertiveness, Aggressiveness, and Nonassertiveness 319
Sources of Nonverbal Communication 320 Managing for Organizational
Active Listening 321 Effectiveness 361
SKILLS & BEST PRACTICES: Advice to Improve
Nonverbal Communication Skills 322 Chapter Fourteen
Gender, Generations, and Communication 324 Leadership 362
Information Communication Technology and OB 327 What Does Leadership Involve? 364

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xxx Contents

Trait and Behavioral Theories of Leadership 365 HANDS-ON EXERCISE: Mechanistic or Organic? 408
Trait Theory 365 Getting the Right Fit 409
Behavioral Styles Theory 368 Striving for Organizational Effectiveness 411
SKILLS & BEST PRACTICES: Peter Drucker’s Tips for Generic Effectiveness Criteria 411
Improving Leadership Effectiveness 369 Mixing Effectiveness Criteria: Practical Guidelines 414
Situational Theories 370 Key Terms 415
Fiedler’s Contingency Model 370 Chapter Summary 415
Path–Goal Theory 372 Discussion Questions 416
SKILLS & BEST PRACTICES: Cascade Engineering Legal/Ethical Challenge 416
Uses the Principles of Path-Goal Theory to Help People
Transition from Welfare to a Career 375 Chapter Sixteen
Applying Situational Theories 375 Managing Change and Organizational
Caveat When Applying Situational Theories 377 Learning 418
The Full-range Model of Leadership: From Laissez-faire to Forces of Change 420
Transformational Leadership 377
External Forces 420
How Does Transformational Leadership Transform
Followers? 379 SKILLS & BEST PRACTICES: Telepresence Enhances
Collaboration and Reduces Travel by Linking People
SKILLS & BEST PRACTICES: Barriers to an Ethical around the Globe 422
Work Environment 381
Internal Forces 423
Research and Managerial Implications 381
Models of Planned Change 424
Additional Perspectives on Leadership 383
Lewin’s Change Model 424
The Leader–Member Exchange Model of Leadership 383
SKILLS & BEST PRACTICES: Application of Lewin’s
Shared Leadership 384
Model: Creating Customer Focus within a Call
HANDS-ON EXERCISE: Assessing Your Center 425
Leader–Member Exchange 385 A Systems Model of Change 426
Servant-Leadership 386 Kotter’s Eight Steps for Leading Organizational Change 429
The Role of Followers in the Leadership Process 388 Creating Change through Organization Development 429
SKILLS & BEST PRACTICES: Nancy Lublin Believes Understanding and Managing Resistance to Change 433
That Her Followers Make Her Successful 389 Why People Resist Change in the Workplace 433
Key Terms 391 Alternative Strategies for Overcoming Resistance to
Chapter Summary 391 Change 435
Discussion Questions 392 HANDS-ON EXERCISE: Does Your Commitment to a
Legal/Ethical Dilemma 392 Change Initiative Predict Your Behavioral Support for
the Change? 436
Chapter Fifteen
SKILLS & BEST PRACTICES: Hospitals Work to
Designing Effective Organizations 394 Overcome Docs’ Resistance to Using PCs 437
Organizations: Definition and Dimensions 396 Creating a Learning Organization 439
What Is an Organization? 396 Learning from Success 439
Organization Charts 397 SKILLS & BEST PRACTICES: Admiral Thad Allen
An Open-System Perspective of Organizations 398 Changed Mental Models When Dealing with the
SKILLS & BEST PRACTICES: Managing a Wide Aftermath of Hurricane Katrina 440
Span 399 Learning from Failure 440
Organization Design in a Changing World 400 Leadership Is the Foundation of a Learning Organization 441
Traditional Designs 401 Key Terms 443
Focus on Collaboration: Horizontal Design 402 Chapter Summary 443
Designs That Open Boundaries between Organizations 403 Discussion Questions 444
SKILLS & BEST PRACTICES: Virtual Structures Are Legal/Ethical Challenge 444
Being Used by Entrepreneurs 405
The Contingency Approach to Designing Organizations 405 Endnotes 446
Mechanistic versus Organic Organizations 406 Photo Credits 472
SKILLS & BEST PRACTICES: Has Toyota Become Too Glossary/Subject Index 474
Mechanistic? 407 Name and Company Index 483

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 Confirming Pages

part 1
Managing People
Within the External and
Organizational Context
1 Needed: People-Centered Managers and Workplaces

2 Organizational Culture, Socialization,

and Mentoring
EXTERNAL CONTEXT
3 Developing Global Managers
ORGANIZATIONAL CONTEXT

EXTERNAL CONTEXT

ORGANIZATIONAL CONTEXT

Understanding
and managing
Individual Level
Factors

Y O U Understanding and
Performance at
Three Levels
Current Work-Related managing 1. Individual
Beliefs, Attitudes, and Group Level 2. Group
Experiences Factors 3. Organization

Understanding
and managing
Organization
Level Factors

kin37209_ch01_001-029.indd 1 02/09/11 1:07 PM

 Confirming Pages

chapter 1

Needed: People-Centered
Managers and Workplaces
After reading the material in this chapter, you should be able to:

LEARNING OBJECTIVES
LO1.1 Contrast McGregor’s Theory X and Theory Y assumptions about employees.
LO1.2 Contrast human and social capital and describe three ways you can develop
each.
LO1.3 Explain the impact of the positive psychology movement on the field of
organizational behavior (OB).
LO1.4 Define the term e-business, and explain its implications for organizational behavior
and managing people.
LO1.5 Describe the four levels of corporate social responsibility.
LO1.6 Explain at least three ways to improve an organization’s ethical climate.

Why are Employees Leaving Google?

What can Management do about It?
While many organizations recite a
common mantra—“Our employees
are our most valuable asset”—
relatively few align their policies
and practices with this statement.
Nevertheless, employees are indeed
the most valuable assets of many
knowledge-based companies, whose
value resides in the experience, skills,
and abilities of their employees.
Google, one of the hottest companies
and most admired employers on the
planet, is acutely aware of this fact.
Google’s talent (i.e., its employees) is
largely responsible for the company’s
tremendous success to date and will
largely determine the company’s future
success. It is no wonder then that
many other companies are competing
very intensely for Google’s talent to
drive their own growth and success.
“Google is fighting off Facebook
and other fast-growing Internet
companies that are approaching
its staff, a reversal for a company
that has long been one of Silicon
Valley’s hottest job destinations
. . . Competition for experienced
engineers . . . is especially strong as
Web startups ramp up their hiring and
poach from established companies
like Google. Facebook and other
startups have a recruiting tool that
Google can no longer claim: They
are private companies that haven’t
yet gone public, and they can

kin37209_ch01_001-029.indd 2 02/09/11 1:08 PM


lure workers with pre-IPO stock.
Recruiters say Facebook and others
also pay competitively, with average
annual salaries for engineers typically
starting at $120,000.
“‘There’s a huge shortage of
engineers,’ said Valerie Fredrickson,
a recruiter in Silicon Valley. She said
a recent client of hers who received
a masters in engineering this spring
from Stanford University got caught
in a bidding war between Google,
Facebook, and others. He got hired
with a $125,000 salary, and is now
being offered $175,000 by the
companies that lost out initially.
Facebook today (in late 2010) has
about 1700 employees, up from
1000 a year ago. Twitter now has
300 employees, up from 99 a
year ago. LinkedIn said it started
the year with 450 employees and
expects to end the year with 900.
‘It definitely is a little easier for us
right now, compared to a lot of
companies’ to recruit, said Colleen
McCreary, the chief people officer
of online gaming company Zynga
Game Network. The San Francisco
company said it began the year
with 500 employees and now has
1250, including hires from large firms
like Google and Microsoft.
“Much of the most recent hiring
battles have centered on Facebook
and Google. According to data from
LinkedIn, 137 Facebook employees
previously worked at Google. Among
Google’s recent departures to
Facebook: Lars Rasmussen, cofounder
kin37209_ch01_001-029.indd 3
of Google Maps. Google Chrome
architect Matthew Papakipos, Android
senior product manager Eric Tseng,
and top Google ad executive David
Fischer also decamped to Facebook
earlier this year.
“To help attract new recruits
and preempt defections, Google’s
then-Chief Executive Officer Eric
Schmidt wrote in an all hands e-mail,
‘We want to continue to attract the
best people to Google.’ To be sure,
Google is also on a hiring spree and
increased its work force by 19%,
or 3600 people, over the past year.
To acquire some high-profile talent,
Google has ramped up acquisitions
of startups such as social app maker
Slide Inc. And while Facebook is a
huge draw now, it too has become
too large for some employees who
have left to start other projects.
“Hiring wars aren’t uncommon
in Silicon Valley, with mature tech
companies long battling with
Confirming Pages
up-and-coming startups for workers.
A few years ago, Google was snaring
workers from Yahoo, Microsoft and
others. Now, as Google’s growth has
slowed it is finding the tables have
turned.‘Google isn’t a hot place to
work’ and has ‘become the safe place to
work,’ said Robert Green, who recruits
engineers for startups such as Facebook.
“Google and Facebook’s recruiting
battles come as the two companies
increasingly appear to be moving
onto each other’s turf. Among other
things, Mr. Schmidt has spoken about
adding social networking elements
to Google’s services. In recent days,
the companies have engaged in a
public war of words over data sharing
practices. Google has complained
that Facebook is engaging in ‘data
protectionism’ by not allowing its
users to export their friends’ e-mail
addresses to other websites, including
Google’s.”1
02/09/11 1:08 PM
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