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MANAGEMENT SECON D EDITION

NECK • HOUGHTON • MURRAY • LATTIMER

think.decide.act.
Management
Second Edition

CHRISTOP HER P. NECK, PH.D.

Arizona State University

JEFFERY D. HO UGHTON, PH.D.

West Virginia University

EMMA L. MURRAY
BA, H. Dip, DBS IT

CHARLES L. LATTIMER
Cooperative Leadership Institute
VICE PRESIDENT & DIRECTOR George Hoffman
EDITORIAL DIRECTOR Veronica Visentin
EXECUTIVE EDITOR Lisé Johnson
SPONSORING EDITOR Jennifer Manias
PRODUCT DESIGN ASSOCIATE Rebecca Costantini
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 About the Authors
Christopher P. Neck, Ph.D.
Dr. Christopher P. Neck is currently an Associate Professor of
Management at Arizona State University, where he held the
title “University Master Teacher.” From 1994 to 2009, he was
part of the Pamplin College of Business faculty at Virginia
Tech. He received his Ph.D. in Management from Arizona State
University and his M.B.A. from Louisiana State University.
Neck is author of the books Self-Leadership: The Definitive
Guide to Personal Excellence (Sage, 2016); Fit To Lead: The
Proven 8-week Solution for Shaping Up Your Body, Your Mind,
and Your Career (St. Martin’s Press, 2004; Carpenter’s Sons
Publishing, 2012); Mastering Self-Leadership: Empowering
Yourself for Personal Excellence, 6th edition (Pearson, 2013);
The Wisdom of Solomon at Work (Berrett-Koehler, 2001); For
Team Members Only: Making Your Workplace Team Produc-
tive and Hassle-Free (Amacom Books, 1997); and Medicine for
the Mind: Healing Words to Help You Soar, 4th Edition (Wiley,
2012). Neck is also the coauthor of the principles of manage-
ment textbook, Management: A Balanced Approach to the 21st
Century (Wiley 2013, 2017); the upcoming introductory to
entrepreneurship textbook, Entrepreneurship, (Sage, 2017);
and the introductory to organizational behavior textbook,
Organizational Behavior (Sage, 2017).
Dr. Neck’s research specialties include employee/executive
fitness, self-leadership, leadership, group decision-making pro-
cesses, and self-managing teams. He has over 100 publications
in the form of books, chapters, and articles in various journals.
Some of the outlets in which Neck’s work has appeared in-
clude Organizational Behavior and Human Decision Processes,
The Journal of Organizational Behavior, The Academy of Man-
agement Executive, Journal of Applied Behavioral Science, The
Journal of Managerial Psychology, Executive Excellence, Human
Relations, Human Resource Development Quarterly, Journal of
Leadership Studies, Educational Leadership, and The Commer-
cial Law Journal.
Due to Neck’s expertise in management, he has been cited
in numerous national publications including The Washington
Post, The Wall Street Journal, The Los Angeles Times, The Houston
Chronicle, and the Chicago Tribune. Additionally, each semester
Neck teaches an introductory management course to a single
class of anywhere from 500 to 1,000 students.
Dr. Neck was the recipient of the 2007 Business Week Fa-
vorite Professor Award.” He is featured on www.businessweek.
com as one of the approximately twenty professors from across
the world receiving this award.
Neck currently teaches a mega section of Management
Principles to approximately 500 students at Arizona State Uni-
versity. Neck recently received the Order of Omega Outstanding
Teaching Award for 2012. This award is awarded to one pro-
fessor at Arizona State by the Alpha Lamda Chapter of this lea-
dership fraternity. His class sizes at Virginia Tech filled rooms up
to 1000 students. He received numerous teaching awards during
his tenure at Virginia Tech, including the 2002 Wine Award for
Teaching Excellence. Also, Neck was the ten-time winner (1996,
1998, 2000, 2002, 2004, 2005, 2006, 2007, 2008, and 2009) of the
“Students’ Choice Teacher of The Year Award” (voted by the stu-
dents for the best teacher of the year within the entire univer-
sity). Also, some of the organizations who have participated in
Neck’s management development training include GE/Toshiba,
Busch Gardens, Clark Construction, the United States Army,
Crestar, American Family Insurance, Sales and Marketing Execu-
tives International, American Airlines, American Electric Power,
W. L. Gore & Associates, Dillard’s Department Stores, and Pru-
dential Life Insurance. Neck is also an avid runner. He has com-
pleted 12 marathons, including the Boston Marathon, New York
City Marathon, and the San Diego Marathon. In fact, his personal
record for a single long distance run—is a 40 mile run.
Jeffery D. Houghton, Ph. D.
Dr. Jeffery D. Houghton completed his Ph.D. in Management
at Virginia Polytechnic Institute and State University (Virginia
Tech) and is currently an Associate Professor of Management at
West Virginia University. Dr. Houghton has taught college-level
business courses at Virginia Tech, Abilene Christian University
(TX), Lipscomb University (TN), The International University
(Vienna, Austria), and for the U.S. Justice Department-Federal
Bureau of Prisons. Prior to pursuing a full-time career in aca-
demics, he worked in the banking industry as a loan officer and
branch manager.
A member of the Honor Society of Phi Kappa Phi, Dr. Hought-
on’s research specialties include human behavior, motivation,
personality, leadership and self-leadership. Dr. Houghton has
published more than 40 peer-reviewed journal articles and
book chapters, and his work has been cited over 1600 times in
academic journals. He currently teaches undergraduate, mas-
ters and doctoral level courses in management, OB, and lead-
ership. Dr. Houghton was named the 2013 Beta Gamma Sigma
Professor of the Year for the WVU College of Business and Eco-
nomics, awarded annually to one faculty member within the
college as selected by a vote of the student members of Beta
Gamma Sigma and he received the 2008 Outstanding Teaching
Award for the WVU College of Business and Economics, awarded
annually to one faculty member for outstanding teaching.
In addition to his research and teaching activities,
Dr. Houghton has done consulting and conducted training
seminars for companies including the Federal Bureau of Inves-
tigations, Pfizer Pharmaceuticals, and the Bruce Hardwood
Floors Company. In his spare time, Dr. Houghton enjoys trave-
ling, classic mystery novels, racquetball, and snow skiing. Finally,
Dr. Houghton has trained for and completed two marathons,
the Marine Corps Marathon in Washington, D.C., and the Dallas
White Rock Marathon in Dallas, TX.
ix
x ABOUT THE AUTHORS
Emma L. Murray BA, H. Dip, DBS IT
Emma Murray completed a Bachelor of Arts Degree (BA) in
English and Spanish at University College Dublin (UCD) in
Co. Dublin, Ireland. This was followed by a Higher Diploma
(H.dip) in Business Studies and Information Technology at the
Michael Smurfit Graduate School of Business in Co. Dublin,
Ireland. Following her studies, Emma spent almost a decade
in investment banking before becoming a full-time writer and
author.
As a writer, Emma has worked on numerous texts, in-
cluding business and economics, self-help, and psychology.
Within the field of higher education, Emma worked with Dr.
Christopher P. Neck and Dr. Jeffery D. Houghton on Manage-
ment (Wiley, 2014) before becoming a co-author of this text
Management 2e. Emma is also the co-author of Organizational
Behavior (Sage, 2017); and the co-author of Entrepreneurship
(Sage, 2017).
In addition, Emma is the author of The Unauthorized
Guide to Doing Business the Alan Sugar Way (Wiley-Capstone,
2010); and co-author of How to Succeed as a Freelancer in
Publishing, (How To Books, 2010). Emma lives in London,
United Kingdom.
Charles Lattimer
Charles is the CEO and founder of the Cooperative Leadership
Institute, a private leadership and management development
company founded at Virginia Tech. As a keynote speaker, ex-
ecutive coach, leadership guide, and technology entrepreneur,
Charles has directed and designed international and enter-
prise-level organizational development and training programs
for the past 15 years. He has over a decade of experience in
designing, developing, and delivering programs and strategic
planning solutions for thousands of executives to ensure sus-
tainable results through a balanced approach to management.
Charles regularly speaks about all areas of leadership
capacity development, entrepreneurship, courage in business,
innovation, creativity, learning organizations, and systems
thinking. He has designed development programs for man-
agers and executives from Akridge, Alpha Pharmaceuticals,
B. F. Saul Company, Club Corporation of America (ClubCorp),
e5 Systems, General Electric, LPGA’s Duramed Tour, LTD Man-
agement, Marriott, U. S. Foreign Service Institute, Virginia Tech,
Wal-Mart, Whole Child Learning Company, local governments,
schools systems, and many others. Charles has lifetime mem-
berships in Phi Beta Kappa and Phi Kappa Phi and is President
Emeritus of Virginia Tech’s Phi Beta Kappa chapter.

What Makes Management
Different?
Welcome to Management, Second Edition.
Management, Second Edition represents our continued
effort to enrich the student learning experience. As educa-
tors, we rely on valuable feedback from students, who ad-
vise us that they learn best when they can personally relate
to the material in their courses and assignments. With this
in mind, we have added more meaningful media “trending-
topics”, more visual highlights, new features, and learning
exercises to engage students on the essentials of manage-
ment. The text also contains a larger focus on critical think-
ing and career preparation in order to put students on the
right path towards career goals. Our hope is that with this
fresh approach and pedagogy our text will help educators
to inspire in their students life-long learning of management
that stretches far beyond the duration of the management
course.
Management 2E Places More Focus
on Critical Thinking
Critical Thinking remains a cornerstone of this text. As re-
search shows, employers want and value employees who can
think critically.Organizations need managers who think inde-
pendently without judgement and bias, predict patterns of
behavior and processes; and ask the right questions:”How?”
and “Why?” versus just the “What?”in order to make effective
and thoughtful decisions.
As you will quickly see in this new edition we have
stayed committed to our philosophy to promote more ac-
tive learning and engagement through critical thinking to
connect students with the realities of management. We
have added new features, meaningful cases, fun and engag-
ing end-of-chapter exercises, and carefully edited Manage-
ment Stories; all of which are designed to enhance critical
thinking skills.
We have revamped one of our earlier chapters (Chapter 3:
Critical Thinking for Managers) to further emphasize the impor-
tance of critical thinking for today’s managers. New topics in
this chapter include: the significance of critical thinking in job
interviews; the consequences of critical thinking breakdowns;
and the relationship between critical thinking and systems
thinking (Senge). New critical thinking questions follow each
systems archetype mini-case to encourage students to engage
with the mini-cases and to practice their own critical thinking
skills.
Preface
Management 2E Presents a New Career
Readiness Feature
Each chapter of Management now includes a unique “Career
Readiness” feature. These applications cover a diverse range
of topics designed to better prepare students for the work-
place by linking management concepts to practical workplace
applications.
Through WileyPLUS Learning Space, students and instruc-
tors can access a video from a career/life coach expert which
supports each career application. Furthermore, each Career
Readiness feature is accompanied by a “Skill Development
Activity” which encourages students to develop their skills in
a particular area; and a “Career Readiness Application” which
provides career guidance and advice to students to prepare
them for the realities of employment.
A few of the applications include: Understanding Cogni-
tive Biases, Introspection and Analysis of your Strengths and
Weaknesses, Ethics and Responsibility, Writing a Good Resume,
Time Management, Crafting Presentations, and Writing for the
Workplace.
Management 2E Includes New Features
and Enhances Content
Management Stories
We have edited and condensed the Management Stories to en-
hance the reading and learning experience for educators and
students. These management stories provide opportunities for
students to practice critical thinking skills in ways that mimic
actual workplace dynamics.
“Voices of Management”
These features use interviews with real managers and leaders
to augment the learning and storytelling style of each chapter.
Each chapter now contains a Voices of Management feature
to further connect students with real-life managerial perspec-
tives. Managers featured include: Tom Hatton, founder and
CEO, Mountainside Fitness; Blaine Light, Operations leader,
Uber; and Robert Donat, founder and CEO, GPS Insight.
“Research @ Work”
We balance key research in the field of management with cur-
rent topics of interest to practicing managers by synthesizing
leading academic journal research. In Management, each
“Research @ Work” box has been updated where relevant, and
is accompanied by a “Critical Thinking in the Classroom” exercise
to further promote active engagement.
xi
xii PREFACE
“Career Readiness” Application
As we explained above, a new “career readiness” feature has
been added to each chapter, highlighting themes including: criti-
cal thinking skills, presentations, resumes, interviews, and other
practical elements to prepare the student for the workplace.
Case Studies
We have added several timely new case studies which we be-
lieve will be relatable to students, such as Amazon, Spartan
Race, and Uber. Each case is followed by a series of critical think-
ing questions to provoke discussion and inspire engagement.
Chapter Exercises
We have added new exercises including: “Class Creativity Exer-
cises”, “Developing Competency-based behavioral interviews”,
and “Individual versus Group Decision making: The Moon
2025”. These exercises activate management principles for col-
lege students to build valuable experience and increase skills
through decision-oriented challenges that relate specifically to
the business environment and student organizations.
Key Terms
Throughout the chapter, key terms are defined within the nar-
rative and highlighted where they first appear. The definitions
of each key term are further repeated in an online Glossary
within WileyPLUS Learning Space.
In Review and Self-Tests
For each chapter, we include traditional chapter-review mate-
rials: a review of the chapter content, organized by learning ob-
jective, and several new self-tests, including: “Career Orienta-
tions Assessment”, “How Strong are your Ethical Values?”, and
“How S.M.A.R.T is your Goal?” Interactive versions of each as-
sessment can be completed within WileyPLUS Learning Space.
Management 2E Uses a Conversational
Writing Style
In Management 2e, we have stayed true to our easy-to-understand
interactive, personal writing style, designed to enhance students’
understanding of management issues, and involve them in a
dialog around significant topics, features, cases, and dilem-
mas. We have also condensed some of the longer passages and
merged some of the learning objectives into more manageable
“chunks” in order to enrich the reading experience. Our goal is
to veer away from the purely theory-based style of traditional
management texts in favour of a more succinct, interactive ap-
proach designed to prepare students for the real-life demands
of a continuously evolving business environment.
Management 2E Promotes Learning and
Prepares Students for Future Careers
Management 2e is designed to promote active learning and en-
gagement to help students to prepare for their future careers as
managers. The new “career readiness” features, enhanced critical
thinking elements, self-assessments, end-of-chapter exercises,
management stories, and new and revised cases, help develop
the professional and personal skills essential for the workplace.
Content & Organization
While the content has been enhanced by adding new media
examples and additional material, the general organization of
Management 2e remains the same as the first edition.
Part One: Introduction
Two chapters introduce management, beginning with the
challenges facing today’s managers, followed by the origins
of management – Management in the 21st Century, and The
Evolution of Management.
Part Two: Sustaining: A Balanced Approach
to Management
Four chapters discuss the environment within which managers
work within the context of critical thinking and sustainability –
Critical Thinking for Managers, Organizations and Change Man-
agement, Diversity in a Global Economy, and Ethics and Social
Responsibility.
Part Three: Planning
Three chapters cover decision-making, goal-setting, and
strategy design all within a framework of one comprehensive
management story – Making Better Decisions, Setting Goals,
and Designing Strategies.
Part Four: Organizing
Three chapters explore how managers organize structures, in-
dividuals, and teams, through a fresh, new management story –
Organizational Structures, The Human Side of Management,
and Building and Managing Teams.
Part Five: Leading
Three chapters illustrate leadership within an original manage-
ment story – Managers as Leaders, Understanding Behavior,
and Communicating and Motivating Others.
Part Six: Controlling
Two chapters discuss how managers exercise controls within
a business environment, as portrayed by another innovative
management story – Information and Operations, and Perfor-
mance Development.
Part Seven: The Future of Management
The final chapter combines many elements of the previous
chapters and follows the journey of a group of entrepreneurs
and the challenges they face along the way – Innovation and
Entrepreneurship.

Teaching and Learning
Resources
WileyPLUS Learning Space will transform any course into a
vibrant, collaborative learning community.
WileyPLUS Learning Space also includes ORION Adaptive-
Practice. Based on cognitive science, ORION is a personalized
learning experience that helps students build proficiency on-
topics while using their study time most effectively.
With WileyPLUS Learning Space, you can:
• Identify Early: Educators assess the real-time proficiency of
each student to inform teaching decisions. Students always
know what they need to work on.
• Facilitate Engagement: Educators can quickly organize learn-
ing activities, manage student collaboration, and customize
their course.
• Measure Outcomes: With visual reports, it’s easy for both
students and educators to gauge problem areas and act on
what’s most important.
Book Companion Site This comprehensive site, found at
www.wiley.com/college/neck includes myriad tools and re-
sources for instructors and students alike.
Instructor’s Manual The Instructor’s Manual, written by Jeffery
Houghton, offers helpful teaching ideas. It has advice on course
development, sample assignments, and recommended activities.
It also offers chapter-by-chapter text highlights, learning objec-
tives, lecture outlines, class exercises, lecture notes, and tips on
using cases. Because the Instructor’s Manual was written by one of
the textbook’s authors, it matches perfectly with the book.
Test Bank This comprehensive Test Bank includes true/false,
multiple-choice, and short-essay questions that vary in degree
of difficulty. All the questions are tagged to learning objectives
and difficulty. The Respondus Test Bank allows instructors to
modify and add questions to the master bank and to customize
their exams. Because the Test Bank was written by one of the
textbook’s authors, professors can be assured that it is consist-
ent with the structure and style of the book.
Practice Quizzes Quizzes with questions of varying levels of
difficulty help students evaluate their progress through each
chapter. It is available on the student portion of the Manage-
ment companion site.
Acknowledgments
Management 2e was borne out of useful and thoughtful feed-
back from colleagues, students, and reviewers. We believe that
this edition is all the better for their creative input and practical
suggestions.
PREFACE xiii
PowerPoint Presentation Slides This robust set of Microsoft
PowerPoint slides can be accessed on the instructor portion of
the Management companion site.
Management in Action Videos One video per chapter pre-
sents the major themes of each chapter, both with the authors
of the textbook and with industry insiders.
Career Prep Videos Available in WileyPLUS Learning Space,
these short video clips were developed by Drew Lichtenberger,
a mentor and personal career coach. One for each chapter,
these clips introduce career applications and create a tangi-
ble link for students. Topics include professionalism, writing a
good resume, time management, and crafting presentations,
to name a few.
Building an ePortfolio Created by Stuart Mease, Executive
Director for Student Advancement and Career Services at
Virginia Tech University’s Pamplin School of Business, this in-
teractive manual encourages students to create an ePortfolio
of their college efforts using commonly available tools.
InsideTrack An online career-coaching program, InsideTrack
offers free resources to students as they select their careers.
Students get an initial counseling session at no cost and can
pay for additional sessions on their own.
CareerShift A leading online job search tool, CareerShift en-
ables students to conduct their own job search using the power
of search and the power of organization. They can conduct
campaigns for jobs and keep all their resources and communi-
cation in one spot.
Reef Polling A new mobile-optimized engagement system,
Reef Polling by iClicker increases engagement with students by
allowing instructors to poll students during class. After a quick
registration with Reef, students can use their own devices as a
clicker. Instructors can take attendance, check for comprehen-
sion, or turn in-class activities - individual or group - into com-
petitive games through polling.
Management Weekly Updates Wiley’s Weekly Updates
news site sparks classroom debate around current events
that apply to your business course topics. We save you time
by emailing you – every Monday – the most relevant news ar-
ticles and videos tagged to your textbook and complemented
by discussion questions. http://wileymanagementupdates.
com/
Firstly, we’d like to thank our respective deans, Amy Hillman
at Arizona State (W.P. Carey School of Business) and Javier Reyes
at West Virginia University’s College of Business & Economics,
for their support for this project. We’d also like to thank our
xiv PREFACE
department heads (Trevis Certo, Arizona State, and Abhishek
Srivastava, West Virginia University) for their encouragement.
In addition, we want to thank the following people for their
assistance with certain aspects of the text, including Jeanna
Bini (Career Readiness Features), Drew Lichtenberger (Career
Readiness Features), Rae Randleman (end of chapter cases),
Kyle Helmle (research assistance), Nishant Mahajan (research
assistance), Gaurang Rameshchandra Bhavsar (research assis-
tance), Katelyn Phillips (research assistance), and Varun Par-
mar (research assistance).
Management 2e only exists because of the endless sup-
port, commitment, and dedication we have received from the
Wiley team during the writing of this edition. Our thanks go
to: LiseJohnson, Executive Editor; George Hoffman, Vice Pres-
ident and Director; Jennifer Manias, Sponsoring Editor; Emma
Townsend-Merino, Assistant Developmental Editor, Rebecca
Costantini, Product Design Associate, and the countless others
who work behind the scenes.
We would also like to thank the following colleagues, who
gave invaluable feedback at various stages of this book:
Manuscript Reviewers
Michael Alleruzzo, St. Joseph’s University; Larry Able, Johnson
County Community College; Allen Amason, University of Georgia;
Lydia Anderson, Fresno City College; Verl Anderson, Dixie State
College; Lindy Archambeau, University of Florida; Ryan Atkins,
University of Georgia; Randall Andre, Winona State University;
Bonnie Bachman, Missouri University of Science and Technology;
Reuel Barksdale, Columbus State Community College; Patricia
Beckenholdt, University of Maryland, University College; William
Becker, Texas Christian University; George Bernard, Seminole
State College; Ellen Benowitz, Mercer County Community College;
Paula Buchanan, Jacksonville State University; Tony Bledsoe,
Meredith College; Queen Esther Booker, Minnesota State Univer-
sity; Paula Buchanan, Jacksonville State University; Harry Can-
dler, Valencia College; Diana Carmel, Golden West College; Glen
Chapuis, St. Charles Community College; Frank Christopian, Bre-
vard Community College; Gary Corona, Florida State College; Brad
Cox, Midlands Technical College; Suzanne Crampton, Grand Val-
ley State University; Tom Craven, York College of Pennsylvania;
Joseph DeFilippe, Suffolk County Community College; Gregory
Dickens, Sam Houston State University; Michael Drafke, College
of DuPage; Margaret Dunfee, Northern Arizona University; Char-
lene Dykman, University of St. Thomas; Stewart Edwards, North-
ern Virginia Community College, Annandale; Bob Eliason, James
Madison University; Cassandra Elrod, Missouri University of Sci-
enceand Technology; Rodney Erakovich, Texas Wesleyan Univer-
sity; David Feller, Brevard Community College; Mark Fenton,
University of Wisconsin; Diane Flannery, California State Univer-
sity, Northridge; Janice Gates, Western Illinois University; Terry
Girdon, Pennsylvania College of Technology; Michael Gordon,
Rutgers State University; Susan Greer, Horry-Georgetown Tech-
nical College; Karl Giulian, Atlantic Cape Community College;
Laurie Hamm,California State University, Fresno; Kenneth Har-
ris, Indiana University Southeast; Karen H. Hawkins, Miami
Dade College; Linda Hefferin, Elgin Community College; Sherman
Herbert, Long Island University; Nathan Himmelstein, Essex
County College; Robert Hoell, Georgia Southern University;
Peter Holland, Napa Valley College; Phil Holleran, Mitchell Commu-
nity College; Jenni Hunt, Southern Illinois University; Chip Izard,
Richland College; Jacquelyn Jacobs, University of Tennessee;
David Jalajas, Long Island University; Nancy Johnson, Mt. San
Jacinto College; Janice Karlen, CUNY, LaGuardia Community
College; David Kalicharan, Nova Southeastern University;
George Kelley, Eerie Community College; Angela Kiser, Uni-
versity of the Incarnate Word; Susan Kowalewski, D’Youville
College; John Leblanc, Cedarville University; Beverly Little,
Horry-Georgetown Technical College; Emilio Lopez, Eastfield
College; Denise Lorenz, Wake Technical Community College;
Richards Lynn, Johnson County Community College; Ralph
Marra, Stony Brook University; Daniel Marrone, Farmingda-
le State College; William Martello, St. Edwards University; David
Matthews, SUNY Adirondack Community College; Jeanne Mc-
Nett, Assumption College; Catherine Michael, St. Edwards Uni-
versity; Amy Mickel, California State University; Elouise Mintz,
St. Louis University; Harini Mittal, Bronx Community College;
Susan Monaco, Molloy College; Daniel Morrell, Middle Tennes-
see State University; Joseph Motz, Bucks County Community
College; John Myers, Jefferson College; Anthony Narsing,
Middle Georgia State College; Steven Nichols, Metropolitan
Community College; Lisa Nieman, Indiana Wesleyan Univer-
sity; Lizzie Ngwenya-Scoburgh, University of Cincinnati; John
Okpara, Bloomsburg University; Nathan Oliver, University
of Alabama; Dianna Parker, Ozarks Technical Community
College; Nicholas Peppes, St. Louis Community College; Alan
Platt, Florida Gulf Coast University; Patrizia Porrini, Long Island
University; Tracy Porter, Clevel and State University; Jessica Reyes,
Temple College; David Ruderman, University of Colorado;
Cyndy Ruszkowski, Illinois State University; Paul Salada, Fay-
etteville Technical Community College; Trent Salvaggio, Col-
lege of Charleston; Kelly Schultz, University of Wisconsin; Mi-
chael Shaner, St. Louis University; Sarah Shepler, Ivy Tech Terre
Haute; Sarah Shike, Western Illinois University; Marc Siegall, Cal-
ifornia State University; Lisa Slevitch, Oklahoma State Univer-
sity; Wayne Smith, California State University, Northridge; An-
drea Smith-Hunter, Siena College; Ann Snell, Tulane University;
Rieann Spence-Gale, Northern Virginia Community College;
Jeremy Stafford, University of North Alabama; Alice Stewart,
North Carolina A & T State University; Charlotte Sutton, Auburn
University; James Swenson, Minnesota State University; Mar-
guerite Teubner, Nassau Community College; Ronald Thomas,
Oakton Community College; Itoe Valentine, Albany Technical
College; Maria Vitale, Brandman University; Anita Vorreyer,
Georgia Gwinnett College; Valerie Wallingford, Bemidji State
University; Robert Waris, University of Missouri; Pamela Wel-
don, Lehigh Carbon Community College; David Wilhelm, San
Diego Miramar College; Dennis Williams, Pennsylvania College
of Technology; Tiffany Woodward, East Carolina University;
Dilek Yunlu, Northern Illinois University; Mary Zellmer-Bruhn,
University of Minnesota; Xia Zhao, California State University,
Dominguez Hills.
 Brief Contents
PREFACE ix

1 Management in the 21st Century 1

2 The Evolution of Management 25

3 Critical Thinking for Managers 47

4 Organizations and Change Management 72

5 Diversity in a Global Economy 99

6 Ethics and Social Responsibility 121

7 Making Better Decisions 143

8 Setting Goals 164

9 Designing Strategies 185

10 Structuring Organizations 207

11 The Human Side of Management 223

12 Managing Team Performance 247

13 Managers as Leaders 266

14 Understanding Individual Behavior 289

15 Communicating and Motivating Others 309

16 Information and Operations 333

17 Performance Development 349

18 Entrepreneurship and Innovation 369

CASE STUDIES 389

GLOSSARY / ENDNOTES / COMPANY INDEX /
SUBJECT INDEX

xv
 Contents
The Foundation of Analysis: Where “Knowing”
1 Management in the 21st Comes From 35
Century 1 Voices of Management: Shane Lewis, Athletic Director,
Phoenix Country Day School (PCDS) 36
1 What Is Management? 3 4 The Humanistic Approach 37
Voices of Management: Mark Price, CEO, Firewire Hawthorne Studies 37
Surfboards 3 Conflict: Mary Parker Follett 38
What Do Managers Do? 4 Motivation: Douglas McGregor 40
How Is Management Both an Art Research @ Work: Theory Y in Practice 40
and a Science? 4 5 The Balanced Approach 41
How Do Managers Make a Difference? 5 Cooperation: Chester I. Barnard 41
2 Management Functions and Roles 6 Systems: Jay W. Forrester 42
Planning 7 Case Snapshot 42
Organizing 8 Key Terms 42
Leading 8 In Review 43
Controlling 9 Self-Test 44
Management Roles 9 Chapter Exercise 45
3 Sustaining: A Balanced Approach Self-Assessment 45
to Management 10 Self-Test Answer Key 46
Critical Thinking Skill: Understanding Cognitive Biases 11
4 Managers at Work 12
Types of Organizations 12 3 Critical Thinking for Managers 47
Types of Managers 13
5 Values, Mission, and Vision 14 1 How Managers Apply Critical Thinking to Make a
6 Successful Management 16 Difference 47
Skills 16 Voices of Management Michael Woodhead, Vice President
Strengths 18 of Business Development, EscapeWire 48
Case Snapshot 19 2 Critical Thinking During the Interview
Key Terms 19 Process 49
In Review 20 The Diagnostic Process, Part I: Evidence Diagnosticity 51
Self-Test 20 3 Critical Thinking Breakdowns 51
Chapter Exercises 21 Are You a Critical Thinker? 52
Self-Test Answer Key 23 Critical Thinking and Ethics 53
How to Practice Your Critical Thinking Skills 53
4 The Systems Approach to Critical Thinking 55
2 The Evolution of Management 25 5 Senge’s Archetypes 57
1. Limits to Growth 58
1 The Historical Foundations of Management 25 2. Shifting the Burden 59
Wealth of a Nation 26 3. Eroding Goals 60
The Corporation 26 4. Escalation 61
2 Discovering and Teaching Management Theory 26 5. Success to the Successful 63
Bureaucratic Management: Max Weber 27 6. Tragedy of the Commons 64
Administrative Management: Henri Fayol 27 7. Fixes That Fail 66
3 The Quantitative Approach 28 8. Growth and Underinvestment 66
Scientific Management: Frederick W. Taylor 30 Key Terms 68
Motion Studies: Frank B. Gilbreth 31 In Review 68
Scientific Management and the Mind: Self-Test 69
Lillian M. Gilbreth 33 Chapter Exercise 70
Visualizing Management: Henry Gantt 33 Self-Assessment 70
Quality Movement 34 Self-Test Answer Key 71
xvii
xviii CONTENTS

3 Legal Basics for Managing Diversity 106

4 Organizations and Change Voices of Management: Ursula Burns, CEO, Xerox
Management 72 Corporation 108
Research @ Work: Trust 109
1 Internal and External Environments 72 4 Talent in a Diverse Workforce 111
Internal Environment 74 Changing Workforce Demographics 111
External Environment 76 Outsourcing and Offshoring Talent 113
Preparing for Employment: Introspection and the Analysis 5 Managing Diversity as an Advantage 113
of Your Strengths and Weaknesses 77 “One Recipe, Many Ingredients” 113
2 Specific Environment 77 Diversity as a Strategy 114
Customers 77 How Diversity Affects Creativity, Innovation,
Talent 78 and Performance 115
Advocacy 79 Applying Critical Thinking: Fixes That Fail 116
Suppliers 79 Fostering Diversity 117
Regulation 80 Case Snapshot 117
Competitors 81 Key Terms 117
3 General Environment 82 In Review 118
Voices of Management: Jean-Francois Zobrist, Self-Test 119
CEO, FAVI 83 Chapter Exercise 119
Politics and Laws 83 Self-Assessment 120
Resources 85 Self-Test Answer Key 120
Technology 87
Sociocultural Forces 87
Economy 87
4 How Do Managers Change Organizations? 91 6 Ethics and Social Responsibility 121
Resistance to Change 91
The Art of Persuasion 92 1 What Are Ethics? 121
Driving and Restraining Forces 92 Individuals 122
Stages of Change 93 Organizations 123
Leading Change 93 Stakeholders 125
Research @ Work: Implementing Applying Critical Thinking: Escalation 126
Change 94 Governments 126
Case Snapshot 95 The Globe 127
Key Terms 95 2 Making Ethical Decisions 127
In Review 95 Principles of Ethics 129
Self-Test 96 Codes of Conduct 129
Chapter Exercise 96 Voices of Management: Lonnie J. Williams, Owner,
Self-Assessment 97 LJ Building Maintenance, LLC 131
Self-Test Answer Key 97 3 Social Responsibility 131
Corporate Social Responsibility 132
Research@Work: Internal Transparency 133
5 Diversity in a Global Economy 99 4 Managing Responsibly Today 133
Ethics and Responsibility 134
1 Managing in a Global Economy 99 Internalizing Externalities 134
Global Organizations, Trade Rules, and Building an Ethical Culture 134
Agreements 100 Ethics Training 135
Strategic Partnerships 100 In the Interests of Self or Others? 137
Applying Critical Thinking: Success to the Case Snapshot 138
Successful 101 Key Terms 139
Critical Thinking Skill: Professionalism 102 In Review 139
2 Cultural Differences 103 Self-Test 140
Cultural Values and Dynamics 103 Chapter Exercise 141
Dimensions of Culture 103 Self-Assessment 141
Approaches to Cultural Differences 104 Self-Test Answer Key 142
 CONTENTS xix

7 Making Better Decisions 143 9 Designing Strategies 185

1 Decisions That Make a Difference 143 1 How Managers Plan to Make a Difference 185
Manager Profile: David J. Makarsky, Senior 2 Different Levels of Strategy 187
Vice President of Operations, B.F. Saul Hospitality 3 Industry and Competitive Analysis 188
Group 144 Voices of Management: Akhil Jain, President, Landmark
Types of Decision Making 144 Hotel Group 189
2 Identifying and Understanding the Problem 146 Five Forces Model 189
Symptomatic Effects 147 4 Organizational Position and Capacity 193
Underlying Causes 147 Company Position 194
Voices of Management: Bob Adler, Senior Vice President, Capabilities and Resources 197
Terrapin Management Corporation 148 5 Divisional and Functional Strategies 198
Research @ Work: Effective Intuition 152 Analysis of Competing Hypotheses (ACH) 199
3 Generating Alternatives 152 Research @ Work: Seeing the Balanced
The Diagnostic Process, Part II: Information Gaps and Scorecard 200
Anomalies 154 6 Strategies for Performance 201
4 Evaluating Alternatives 155 Case Snapshot 203
5 Path Selection 156 Key Terms 203
Case Snapshot 158 In Review 204
Key Terms 159 Self-Test 204
In Review 159 Chapter Exercises 205
Self-Test 160 Self-Assessment 205
Chapter Exercise 161 Self-Test Answer Key 206
Self-Assessment 162
Self-Test Answer Key 163
10 Structuring Organizations 207

1 The Basics 207

8 Setting Goals 164 Designing Performance Cultures 208
2 Vertical Approach 210
1 Setting Goals That Make a Difference 164 Vertical Model at Work 212
Applying Critical Thinking: S.M.A.R.T. Goals 167 Changing Organizational Structure 213
Research @ Work: Increasing Productivity 168 Confidence, Demeanor, and Communication 214
When Goals Go Wrong 169 3 Horizontal Approach 214
2 Goal Plans 169 Researching Organizational Structures 215
Principles of Goal Setting 169 4 Adaptive Approach 217
Voices of Management: Jordan R. Jensen, Founder and Voices of Management: Ken Lancaster, Owner, Lancaster
CEO, Freedom Focused 171 Advertising 218
Goal Plan Types and Components 172 Case Snapshot 219
3 Effective Goals 174 Key Terms 219
Types of Goals 174 In Review 220
Writing a Good Résumé 175 Self-Test 220
4 Team Commitment 176 Chapter Exercises 221
Management by Objectives (MBO) 178 Self-Assessment 221
Action Plans 178 Self-Test Answer Key 222
5 How Managers Track Progress 179
Performance Dashboards 179
Case Snapshot 181 11 The Human Side of
Key Terms 181 Management 223
In Review 181
Self-Test 182 1 Human Resource Management 223
Chapter Exercise 183 Voices of Management: Tom Hatten, Founder and
Self-Assessment 183 President, Mountainside Fitness (MSF) 224
Self-Test Answer Key 184 Making the Human Side of Management Strategic 225
xx CONTENTS

2 Identifying Talent 227

Defining and Planning Human Resource Needs 227
13 Managers as Leaders 266

Internal and External Recruiting 229

1 Managers as Leaders 266
Interviewing Potential Candidates 230
Voices of Management: Kelly Flatley, Founder of Bear
Selecting Candidates 233
Naked 267
3 Training Talent 235 Leadership in a Global Economy 268
Onboarding Programs 235
Positional Power 269
Writing a Cover Letter 236
Personal Power 269
Types of Training Strategies 236
2 Types of Leaders 269
4 Retaining Qualified Talent 238 Applying the Leadership Typology 270
Research @ Work: Engaging Employees 238
Crafting Presentations: What Information Is Relevant to
Planned and Unplanned Turnover 239
Whom and Why 272
Pay and Benefits 239
3 The Evolution of Leadership 273
Employee Engagement 239
The Trait Perspective 273
5 Performance Development 240 The Behavioral Perspective 274
Designing Appraisals 240
The Contingency Perspective 276
Assessing Behaviors and Results 240 4 Beyond Traditional Leadership 281
Case Snapshot 241 Research @ Work: Combat Training for Business
Key Terms 241 Leaders 284
In Review 242 Case Snapshot 285
Self-Test 242 Key Terms 285
Chapter Exercise 243 In Review 285
Self-Assessment 244 Self-Test 286
Self-Test Answer Key 246 Chapter Exercise 287
Self-Assessment 288
12 Managing Team Performance 247
Self-Test Answer Key 288

1 How Teams Make a Difference 247 14 Understanding Individual

The Power of Teams 248 Behavior 289
Voices of Management: Blaine Light, Operations Lead,
Desert Region, Uber 249 1 How Individuals Make a Difference 289
2 Team Characteristics 249 The Power of Perception and a Positive Approach 292
Different Types 249 PowerPoint Presentations 293
Size and Roles 252 2 Personalities and Strengths 294
3 Team Dynamics 253 “Big Five” Personality Traits 295
Forming—Storming—Norming—Performing 254 Research @ Work: The Big Five Personality Traits and Job
Research @ Work: Too Much of a Good Thing? Team Performance 296
Cohesion and Groupthink 255 Focusing on Strengths 297
4 Managing Conflict 256 Co-aligning with Organizational Values 298
Addressing Unhealthy Conflict 257 3 Stress, Deviance, and Dysfunctional Behavior 300
Encouraging Productive Conflict 257 Managing Stress 301
Time Management 259 Preventing Destructive Behavior 301
5 Strategies to Increase Performance 260 Voices of Management: Jon Basha, Operations Manager,
Effective Meetings 260 Nextiva 302
Performance Development 261 4 Positive Deviance and Performance 303
Recognizing Excellence 261 Purposeful Thinking and Change Management 303
Case Snapshot 262 Case Snapshot 304
Key Terms 262 Key Terms 304
In Review 263 In Review 305
Self-Test 263 Self-Test 306
Chapter Exercise 264 Chapter Exercise 306
Self-Assessment 264 Self-Assessment 307
Self-Test Answer Key 265 Self-Test Answer Key 307
 CONTENTS xxi

5 Managing Operational Performance with Controls 342

15 Communicating and Motivating
Others 309
1 How Managers Achieve Great Results with
Others 310
Maslow’s Hierarchy of Needs 310
ERG Theory of Motivation 311
Two-Factor Theory of Motivation 311
Voices of Management: Stuart Mease, Executive Director
for Student Advancement and Career Services, Virginia
Tech 312
2 Communicating with Others 313
Process of Communication 313
Communication Networks 317
Increasing Efficiency and Effectiveness
Writing for the Workplace 319
3 Power of Challenging Work 320
Shifting the Burden 321
Expectancy Theory 321
Goal-Setting Theory 322
4 Reinforcing Positive Behaviors 323
Behavior Modification 324
Empowering Others 324
5 Rewarding Performance 325
Executive Compensation 325
Research @ Work: Equity Theory, Status, and Employee
Theft 325
Equity, Gainsharing, and Cooperatives 326
Case Snapshot 327
Key Terms 328
In Review 328
Self-Test 329
Chapter Exercise 330
Self-Assessment 331
Self-Test Answer Key 332
16 Information and Operations
1 How Controls Make a Difference 333
Voices of Management: Don Hardenbrook, Founder, Leap
Innovation LLC 334
Types of Controls 334
2 Information, Technology, and Systems
Types of Information 336
Organizing Information Using Technology and
Systems 336
3 Management Information Systems 337
4 Information and Controls for Operations 339
Types of Controls 339
Research @ Work: Hotspotting 340
Flexibility and Adaptability 341
Influencing Behavior Using Information and
Controls 341
Case Snapshot 345
Key Terms 345
In Review 345
Self-Test 346
Chapter Exercise 347
Self-Assessment 347
Self-Test Answer Key 348
17 Performance Development 349
1 How Performance Development Makes a
Difference 349
Connecting Space, Process, and People 350
318 Voices of Management: Rob Donat, Founder and CEO,
GPS Insight 352
2 Physical Space and Facilities Management 352
Facilities Layout 353
Research @ Work: The Apple Store Effect 353
Technologies and Automation 354
Managing a Facility 354
3 Processes for Making Quality Products and
Services 355
Lean Manufacturing 355
Purchasing and Inventory Management 355
Supply Chain Management 356
Proactivity 358
4 Achieving Results Through Talent Management 358
Dynamic Steering 359
Continuously Evolving Facilities and Processes 359
5 Managing for Excellence 363
Total Quality Management (TQM) 363
Six Sigma 364
Malcolm Baldrige Award 364
Case Snapshot 364
Key Terms 365
333 In Review 365
Self-Test 366
Chapter Exercise 367
Self-Assessment 367
Self-Test Answer Key 368
335
18 Entrepreneurship and
Innovation 369
1 How Entrepreneurship Makes a Difference 369
Voices of Management: Nesha Sanghavi Owner, University
Girls Apparel 371
People, Processes, and the Ecosystem 372
2 Opportunities and Challenges That
Entrepreneurs Face 373
Growth Accelerants 373
xxii CONTENTS

Challenges to Growth 374 Case Studies 389

Opportunities and Risks for New Ventures 376 Chapter 1 Facebook 389
3 Managing and Leading New Chapter 2 Wegmans 390
Ventures 378 Chapter 3 Airbnb 391
Chapter 4 Spartan Race 392
Different Strategies for New Ventures 378
Chapter 5 Zumba 392
Fostering Your Own Creativity and Chapter 6 Illumina, Inc. 393
Innovation 379 Chapter 7 Ticketmaster 394
4 Managing the Creative Process 380 Chapter 8 Spirit Airlines 395
The Discipline of Creativity 380 Chapter 9 Big Bottom Market 396
Research @ Work: Q-Levels and Teams 383 Chapter 10 Uber 397
Chapter 11 Mondragon Corporation 398
5 Global Entrepreneurship and Innovation 383 Chapter 12 W.L. Gore & Associates 399
The Great 21st-Century Opportunity 384 Chapter 13 Kazuhiro Tsuga, President of Panasonic
Case Snapshot 385 Corporation 399
Key Terms 385 Chapter 14 Millennials in the Workplace 400
In Review 386 Chapter 15 Korean Air 401
Chapter 16 Zipcar 403
Self-Test 386
Chapter 17 Accenture Plc 403
Chapter Exercise 387 Chapter 18 Square 404
Self-Assessment 388
Self-Test Answer Key 388 GLOSSARY / ENDNOTES / COMPANY INDEX / SUBJECT INDEX
 CHAPTER 1
Management in the 21st Century
CHAPTER OUTLINE LEARNING OBJECTIVES
By the end of the chapter, you will be able to:

Introduction 1.1 Define management.

1.1 What Is Management?
• Voices of Management: Mark Price
What Do Managers Do?
How Is Management Both an Art and a Science?
How Do Managers Make a Difference?

1.2 Management Functions and Roles 1.2 Describe a manager’s four major tasks—planning, organizing, leading, and
Planning controlling—and management roles.
Organizing
Leading
Controlling
Management Roles

1.3 Sustaining: A Balanced Approach to 1.3 Describe sustaining as a balanced approach to management.
Management
• Critical Thinking Skill: Understanding Cognitive
Biases
1.4 Managers at Work 1.4 Compare and contrast different types of organizations, managers, and the
Types of Organizations decisions they make.
Types of Managers
1.5 Values, Mission, and Vision 1.5 Explain the purpose of organizational values, mission, and vision.
1.6 Successful Management 1.6 Demonstrate how focusing on skills and strengths leads to success as a
Skills manager.
Strengths

Introduction
“Management is, above all, a practice where art, science, and craft meet.”
—Henry Mintzberg, author

The world is changing, and along with those changes come a lot more choice. Don’t feel like pay-
ing for a hotel? Just do what 17 million other people did in the summer of 2015 and book cheaper
and more unique accommodation (in some cases tree houses, castles, and even a private island)
rented out by homeowners through peer-to-peer lodging site Airbnb. Or how about getting a
cheaper taxi ride within minutes through a simple app on your smartphone? Easy. Just contact
Uber. Not in the mood to go to the grocery store? Book your shopping online through FreshDi-
rect. These are just a few examples that illustrate how the world is changing at a rapid pace and
how managers are getting busier as a result. The workplace has evolved into an environment
1
Another random document with
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Inventors of gas apparatus should note that the municipal authorities
of Brussels have decided upon holding a competition, with a view to
ascertain the best means of using gas for heating and cooking
purposes. A large sum is to be offered in prizes to the successful
competitors. Apparatus for trial must be forwarded not later than
September next, and all particulars regarding the matter may be
obtained from the chief engineer, M. Wybauw, Rue de l’Etuve,
Brussels.
In the island of Skye, large deposits of the very useful mineral called
diatomite have recently been found. Under the German name of
kieselguhr, this absorbent earth has been extensively used in the
manufacture of dynamite, which consists of nitro-glycerine rendered
more safe for handling by admixture with this porous body. It is also
used as a non-conducting compound for coating the exterior of
steam-pipes and boilers, as a siliceous glaze for pottery, for the
manufacture of silicate paints, and for many minor purposes. In this
particular deposit the varieties of diatoms are singularly few, only
sixteen species of these wonderful microscopic organisms being
represented. The deposit is estimated to yield a total of between one
and two hundred tons.
At a recent meeting of the Royal Society of Edinburgh, Dr A. B.
Griffiths read a most instructive paper on ‘The Effect of Ferrous
Sulphate in destroying the Spores of Parasitic Fungi.’ The value of
this salt—the common ‘green vitriol’ of commerce—as a plant-food
has long ago been established; but Dr Griffiths points out the
important antiseptic property it possesses in destroying certain low
forms of plant-life. As a preventive of potato disease, it is most
effectual, although the spores of that fungus possess such vitality
that they may be kept as dry dust for eight months without losing
their power for mischief. Dr Griffiths also notes that in damp warm
weather, the potato disease is actually encouraged by the use of
potash manures. He advocates the treatment of manure with a weak
solution of the iron salt before its application to the land. Wheat when
treated with the sulphate is rendered proof against mildew.
A clever method of damascening metals by electrolysis is described
in a French technical journal. The process consists of two distinct
operations, and is based on the well-known fact, that when two
copper plates are hung in a bath of sulphate of copper and
connected with the opposite poles of a battery, a transfer of metal
from one to the other will take place. In the case before us, a copper
plate is covered with a thin layer of insulating material, as in the
etching process, and this is drawn upon with an etching needle so as
to lay bare the metal beneath. This is now submitted to the action of
the electric current, so that the metal is eaten away to a certain
depth in the exposed parts. The plate is next washed with acid, to
remove all traces of oxide of copper in the bitten-in lines, and is then
transferred to another bath by which metallic silver or nickel is
deposited in the etched parts, with the result that the sunk lines are
ultimately completely filled with the new metal. When the plate is
relieved of its waxy coating and is polished, it is impossible to say
whether or not the beautiful inlaid appearance has been produced by
a mechanical process or by skilled handiwork.
Two remarkable finds of old coins have lately occurred—one at
Milverton, a suburb of Leamington; and the other at Aberdeen. In the
first case, some labourers were digging foundations, when they
found a Roman amphora, which they immediately smashed to
ascertain its contents. It contained nearly three hundred coins in
silver and copper. These were of very early date, and in a state of
excellent preservation. The Aberdeen treasure trove came to light in
excavating Ross’s Court, one of the oldest parts of the city. Here the
labourers found a bronze urn filled with a large number of silver
coins. These coins also are well preserved. They are all English, and
are mostly of the reigns of Edward I. and Edward II. Some of these
coins are of extreme rarity, and the discovery has great antiquarian
interest.
The largest installation of the electric light, worked from a central
point, which this country has yet seen has been recently completed
at the Paddington terminus of the Great Western Railway. The lights,
which are equivalent to thirty thousand ordinary gas jets, are
distributed between the Paddington passenger and goods stations,
the ‘Royal Oak,’ and Westbourne Park Stations, the terminus hotel,
and all the various offices, yards, and approaches to the railway
Company’s premises. The district covers no fewer than sixty-seven
acres of ground, and is one mile and a half long. The two Gordon
dynamos which are used to generate the current weigh forty-five
tons each, and give sufficient power to serve four thousand one
hundred and fifteen Swan glow lamps, each of twenty-five candle-
power; ninety-eight arc lamps, each of three thousand five hundred
candle-power; and two of twelve thousand candle-power each. The
current is kept on day and night, except for a few hours on Sunday
morning, and each individual lamp is under separate control by a
switch, so that it can be turned off and on just like a gas jet. Every
detail has been well thought out, and the vast scheme is a success
in every way. We understand that the contractors, the Telegraph
Maintenance and Construction Company, have undertaken to supply
the light at the same price as would have been charged for gas
lamps giving the same light-value.
From a paper read by Mr C. Harding before the Royal Meteorological
Society on ‘The Severe Weather of the Past Winter,’ we learn that
the cold lately experienced has been of the most exceptional
character. The persistency with which frost continued for long
periods was quite remarkable. In south-west England, there was not
a single week from October to the end of March in which the
temperature did not fall below the freezing-point; and in one town in
Hertfordshire, frost occurred on the grass on seventy-three
consecutive nights. Since the formation of the London Skating Club,
nearly sixty years ago, the past season has been the only one in
which skating has been possible in each of the four months
December to March. We therefore must note that we have just
passed through an unusually severe season.
Fresh fruit from the antipodes, of which two large consignments have
recently reached London, is now being daily sold to eager
purchasers in the Australian fruit-market at the Indian and Colonial
Exhibition. Grapes, apples, pears, and other fruits, in splendid
condition, and with their flavour unaltered by their long separation
from their parent stems, can now be conveyed by the shipload,
packed in cool chambers, in the same way that meat is imported
from the same distant lands. The success of the enterprise opens up
a wide field of promise to those in temperate lands who have been
dazzled by the reports of travellers as to the luscious nature of
foreign fruits, which hitherto have been quite out of reach of stay-at-
home Britons. We seem to be fast coming to the time when fairy
tales will be considered tame and uninteresting, from being so far
eclipsed by current events.
A correspondent of the Times notes a most important means of
escape from suffocation by smoke, a fatality by which many lives are
lost annually. He points out that if a handkerchief be placed beneath
the pillow on retiring to rest so as to be within easy reach of the
hand, it can, in case of an alarm of fire, be readily dipped in water
and tied over the mouth and nostrils. As an amateur fireman, he has
gone through the densest smoke protected in that manner, and he
alleges that such a respirator will enable its wearer to breathe freely
in an otherwise irrespirable atmosphere.
Professor Dewar lately exhibited at the Royal Institution, London, the
apparatus he employs for the production of solid oxygen. If we refer
to the physical text-books of only three or four years back, we find
oxygen, hydrogen, and nitrogen described as permanent gases, for
no one had ever produced either in any other form. At length all three
had to give way before scientific research, and they were by special
appliances reduced to the liquid state. Professor Dewar is the first
experimenter who has taken the further step of producing one of
these gases in a solid form. His method consists in allowing liquid
oxygen to expand into a partial vacuum, when the great absorption
of heat which accompanies the operation causes the liquid to
assume a solid state. It is said to resemble snow in appearance, with
a temperature greatly below the freezing-point of water. It is believed
that a means of producing such a degree of cold will be of great
service to experimental chemistry.
Mr W. Thomson, F.R.S.E., has devised a new process for
determining the calorific power of fuel by direct combustion in
oxygen, which promises to supersede, by reason of its greater
accuracy, the methods hitherto in use. The process consists in
placing a gramme of the coal or fuel to be tested in a platinum
crucible covered with an inverted glass vessel. The whole
arrangement is placed under water in a suitable receptacle; and the
fuel, burnt in oxygen, burns away in a very few minutes, giving off
much heated gas, which escapes through the water. The
temperature of the water, compared with its temperature before the
operation, gives the data upon which the heating power of the coal
can be calculated. The question of heat-value in fuel is of course one
of first importance to railway Companies and other large consumers
of coal. It is, too, in a minor way of importance to householders, who
often find, by painful experience, the little heat-value of the fuel
which has been shot into their cellars. If coal-merchants were to
furnish some guarantee based on a scientific test as above
described, they would find it to their own profit, as well as to the
advantage of their customers.
We do not hear very much in these days of mummy wheat and
barley, but many people firmly believe that the seeds of both plants
found with Egyptian mummies, and supposed to be three or four
thousand years old, will sprout if put in the ground. A few years ago,
such wheat was commonly sold as a curiosity; and we believe that
many purchasers succeeded in raising a small crop from it.
Professor Bentley, who has recently commenced a series of lectures
on the Physiology of Plants, asserts most emphatically that no grains
which with certainty have been identified as contemporaneous with
the deposit of the mummified corpse, have ever come to life. In
cases where the so-called mummy wheat has germinated, it has
been introduced into the coffin shortly before, or at the time of
discovery of the body. Professor Bentley does not name a limit to the
time during which seeds retain their vitality, but he says that very few
will germinate after being three years old.
Dr Kosmann of Breslau has designed a safety cartridge for use in
fiery mines, but it has not yet passed the ordeal of practical
employment. It depends for its efficiency upon the sudden evolution
of a large volume of hydrogen gas, which is brought about by the
action of dilute acid upon finely divided zinc. The ‘cartridge’ consists
of a glass cylinder pinched into a narrow tube at the centre, so that
interiorly it is divided into two compartments. One of these contains
the powdered zinc, and the other the dilute acid, the passage
between them being closed by a rubber cork. The borehole into
which it is inserted is first of all made gas-tight by a lining of clay;
then the cartridge is put in position, with an iron rod in connection
with it so placed that, when struck with a hammer from the outside of
the hole, it will drive in the rubber cork, and so bring the acid into
contact with the zinc. We shall be interested to hear how the method
answers in practice.
 JACK, THE BUSHRANGER.
AN AUSTRALIAN REMINISCENCE.
Reading in your Journal (writes a correspondent) an article headed,
‘A Bushranger Interviewed,’ recalls to my memory a strange incident
which occurred some years ago to my own brother, when on his way
from Sydney to the gold-fields, and for the accuracy of which I can
vouch.
At the time of his arrival in Australia, the country was in a state of
panic: a reign of terror existed, caused by the daring outrages
committed on parties on the journey to and from the diggings.
Robbery with violence, escorts shot down, and large consignments
of gold carried off, were of daily occurrence. The bush was infested
by a gang of desperate bushrangers, whose leader, under the
cognomen of ‘Jack,’ seemed to bear a charmed life. For years he
had evaded all the efforts made to capture him, though the military
scoured the bush. No sooner was an outrage perpetrated, than all
trace of the perpetrators was lost, as if the ground had swallowed
them. He had a perfect knowledge of the most secret movements of
the parties he attacked. He seemed ubiquitous, outrages occurring in
such rapid succession and far apart. Such an air of mystery hung
about him, that a superstitious feeling mingled with the moral terror
he inspired. He was represented by some persons who had seen
him, as a fine powerful-looking man, with nothing forbidding in his
appearance.
Even the mad thirst for gold could not induce the bravest persons to
undertake the journey alone. The gold-seekers travelled in large
cavalcades, well armed, and determined to fight for their lives and
property; one of these parties my brother joined. He was a fine
handsome young fellow, all fun and love of adventure, and he soon
became a general favourite. The ‘track’—for there were no roads at
that time—ran for the greater distance through the bush, some parts
of which were so dense as scarcely to admit daylight. Every man
was well armed. My brother had brought with him a first-class
revolver, purchased in London. This he kept with other valuables
carefully hidden on his person, his other belongings being stowed
away in one of the wagons. When they bivouacked for the night,
care was taken that it should be in an open space, where a good
look-out could be kept, to make sure against a sudden surprise. The
wagons were placed in the middle, sentries posted, and scouts
placed so that the flight of a bird or the fall of a leaf could not pass
unnoticed. All were on the qui vive. For some days all went well,
nothing unusual or alarming occurring. They were then well into the
bush, and consequently, if possible more vigilant, believing that even
a mouse could not intrude itself amongst them.
One morning it was found that, during the night, they had been, spite
of all their vigilance, mysteriously and unaccountably joined by a
stranger, who stood in their midst as if one of themselves. No one
could imagine how or whence he came, and utter astonishment
prevailed. He was a fine portly man, from thirty-five to forty years of
age, with an open, prepossessing countenance and good address—
one who, under other circumstances, would have been looked upon
as an acquisition to the party. Not in the least taken aback or
abashed by the scant welcome he received or the undisguised
surprise his presence created, he came forward boldly, and told a
most plausible story, to the effect that he was a stranger making his
way to the gold-fields, that, notwithstanding the stories he had heard
in Sydney of ‘Jack’ and his comrades, he had ventured so far alone;
but as he got farther into the bush he lost heart, and determined to
join the first party he met.
It looked strange that he had no luggage of any kind, not even
provisions, or anything to indicate that he was bound for a long
journey. He made no attempt to account for his mysterious
appearance, entered into the arrangements of the cavalcade, and
made himself quite at home. Every man amongst them, with the
exception of my brother, believed that no one but ‘Jack’ himself could
have so taken them by surprise, the general belief being, that it could
only be from personal experience the terrible bushranger derived the
perfect knowledge he displayed when making his raids.
The party agreed that the wisest course would be to await the
progress of events, watch his every movement, and let him see that
they were prepared to sell their lives dearly, if driven to do so.
The stranger seemed to have an unlimited supply of money, and to
be generous about it, paying his way freely. He took at once to my
brother, and the liking was mutual; in diggers’ parlance, they became
mates, chummed, walked, and smoked together. My brother found
him a well-informed, agreeable companion, a vast improvement on
their rough associates; and he seemed thoroughly to enjoy the
society of the jovial young Irish gentleman. A sincere friendship
sprung up between them, notwithstanding the disparity in years.
The other members of the party became very anxious, fearing the
man would take advantage of my brother’s unsuspicious, trusting
nature to obtain information that would be useful to him when
forming his plans for the attack which was hourly expected, in fact
looked upon as imminent. Nor were their fears allayed when, after a
little, he would leave the beaten track and walk into the bush,
remaining away for hours, and returning at the most unexpected
times and places; showing a thorough knowledge of the bush and all
its intricacies and short-cuts, quite inconsistent with the story he had
told on joining.
One thing struck my brother as strange, but without exciting any
suspicion on his part. When walking together, he would suddenly
stand, become quite excited, and say: ‘Oh, it was here such an
outrage occurred.’ ‘It was on the spot on which we are standing that
the escort was shot down and a large consignment of gold carried
off. They did fight like demons.’ He seemed to take the greatest
pleasure in giving minute details of the different outrages as they had
occurred, and always spoke as if he had been an eye-witness. But
so thorough was my brother’s belief in his new friend, that even this
did not shake his faith.
When within a few days of the journey’s end, the stranger suddenly
and quite unexpectedly declared his intention of parting company.
He offered no explanation as to his reason for doing so, though all
through he had seemed anxious to impress it on them that he
intended to go the entire way to the diggings with them. No
questions were asked.
After a general and hearty leave-taking, which, however, did not
inspire much confidence, as they were still within range of a possible
attack, he asked my brother to take a last walk with him, and led the
way into the bush farther than he had ever brought him before, and a
long distance from the beaten track. The first words the stranger said
were: ‘Mate, don’t you carry a revolver?’
The answer was: ‘Yes, and a first-class one. Not such as is got out
here. I brought it from home.’
‘Show it to me,’ said the stranger; ‘I love a real good weapon;’ and
without the slightest hesitation, my brother handed him the revolver,
which he examined carefully, and saw that the chambers were
loaded. He remarked that it was the ‘prettiest weapon’ he had
handled for a long time.
He walked a few steps in advance, and turning round suddenly, he
presented the revolver at my brother’s head, calling out in a
commanding tone, ‘Stand!’ his countenance so changed as scarcely
to be recognised.
At last my brother felt that he stood face to face with the terrible
bushranger, but did not lose his presence of mind.
For a moment there was a profound silence, first broken by the
stranger saying: ‘Is there anything on earth to prevent my blowing
out your brains with your own weapon, placed in my hands of your
own free-will? The wild bush round us, I know its every twist and
turn. The man is not living who could track my footsteps through its
depths, where I alone am lord and master. Speak, man! What is
there to prevent me?’
With a throbbing heart and a quickened pulse my brother answered:
‘Nothing but your sense of honour.’
The man’s face brightened, and his voice resumed its friendly tone,
and handing back the revolver, he said; ‘We stand now on equal
footing. You hold my life in your hands, as I held yours a moment
ago. Yes, boy; and your own fortune too. But I trust you, as you
trusted me. I would not hurt a hair of your head, and I have spared
others for your sake. How, you will never know; but they owe you a
deep debt of gratitude. You are a noble-hearted fellow; and through
the rest of my stormy life, I will look back with pleasure on the time
we have passed together. But, mate, you are the greatest fool I ever
met. I brought you here to-day to give you a lesson, which I hope
you will bear in mind. You are going amongst a rough, lawless crew;
never, as long as you live, trust any man as you have trusted me to-
day. Where you are bound for, your revolver will be your only true
friend; never let it out of your own keeping, to friend or foe. You are
far too trusting. There was not a man but yourself amongst those
from whom I have just parted who did not believe from the moment I
joined that I was Jack the bushranger. Well, mate, I am not going to
tell you who or what I am, or how or why I came amongst you; but of
this rest assured, that you have no truer friend. You will never know
what I have done for your sake.—Now, mate, good-bye for ever. We
will never meet again in this world, and it is best for you it should be
so.’ Then leading him back to the track by which he could rejoin his
party, he wrung my brother’s hand, turned and walked quickly into
the bush, leaving no doubt upon my brother’s mind that the friend he
had so loved and trusted was indeed the dreaded bushranger.
They never did meet again. My brother came home to die; and
unless my memory deceives me, Jack was shot dead in a skirmish
with the military.
THE BIRDS AT SOUTH KENSINGTON.
South Kensington has of late years been so inseparably identified
with Art, that it will seem natural to the readers of this article for Art to
form its subject; but it will probably surprise the frequenters of these
buildings to be asked to bend their steps towards the Natural History
Department—which one naturally supposes devoted to scientific
objects—to examine works of art quite equal in their way to any to be
found in the building devoted ostensibly to that purpose.
Many must have been struck by the artistic and natural grouping of
the birds, with their nests and young, in imitation of the surroundings
they frequent while living. How much more one is impressed with the
beauty of the creatures, when one sees them arranged in the
positions they assume in a state of nature, than when placed in the
old-fashioned style, mounted on boards or badly imitated stumps of
trees! Justly, this admirable grouping calls forth exclamations of
delight from the beholder; yet there is a fact connected with this
artistic grouping that is as well worthy of the admiration of the visitor
as the scientific facts here intended to be represented.
The surrounding of each of these nests is a work of art in itself,
constructed, with the most painstaking regard to accuracy of detail,
by a lady, whose name, though not appearing in this connection, is
not unknown to fame. The sods—if the bird be a ground-builder—are
dug up with the nest and surroundings as they are found, and are
submitted at once for the modeller to copy the various weeds and
flowers exactly as they grow. The sods are then dried and cleaned,
and the modeller fixes into them the flowers and weeds she has
constructed, and paints up the grass, to restore it to its original
colour. They are then deposited in the places they are destined to
occupy in the Museum.
The material employed for making these artificial flowers and weeds
has been called by the inventor, who is also the modeller, the ‘New
Kensington Art Material.’ Boughs of trees, the minutest flowers and
weeds, even the hair-like filaments that many flower-stems possess
as a protection against the ravages of insects, are copied with such
scrupulous accuracy as to defy detection by ordinary means; and the
union between the real wood and its artificial representation is
concealed with the same regard to reality. The secret of the
manufacture of the material is strictly preserved.
At the International Exhibition of 1851, Mrs Mogridge—then Miss
Mintorn—in conjunction with others of her family, took the first prize
for models of wax-flowers; notably a model of ‘Victoria Regia’ lilies,
taken from the first to bloom in England, by permission of Her Grace
the Duchess of Northumberland. Of late years, Mrs Mogridge has
used the new Art Material in place of wax, on account of its superior
strength, and indestructibility, it being unaffected by heat, the great
enemy to all work in wax. Moreover, it admits of more perfect
colouring; no shade being unattainable in this composition, and
permitting of the most brilliant effects of pigmentation.
It is adaptable to all artistic decorations on account of its greater
strength; and flowers made in it can be mixed with living foliage so
as to be a perfect deception, when the real flowers are unattainable.
It may be interesting to notice that naturalists will find a ready means
of enhancing the value of their collections, not only of birds, as
before noticed, but of insects. Lord Walsingham, we are told, has a
large collection of butterflies and moths which are mounted in this
way, surrounded by the smallest weeds and plants on which they
feed.
Botanical specimens for all purposes, particularly in schools, &c.,
where botany is taught, may be made of this material with
advantage, as the natural specimens are so easily destroyed with
handling. Its value for designs for china-painting, where the choice
flowers, such as orchids, &c., cannot be procured in their natural
state, will be easily appreciated; and models made of it are, in fact,
already used by the artists at the Royal Porcelain Works at
Worcester for this purpose, as all the detail is faithfully carried out,
from the flower of the common nettle to the large oak-bough.
 THE LINDSAY’S BRIDAL.
[The first marriage of Colin, Earl of Lindsay and Balcarres,
to Maurizia de Nassau, took place in extreme youth, at the
court of James II., under the circumstances and with the
result narrated.]

In blithe London Town

Ne’er such bridal was known
As this of Earl Colin the Lindsay so gay:
O’er the Border, in sooth,
Never came bonnier youth,
And the king’s self shall give the fair lady away.

The bridemaids and bride

Are here in their pride,
But why ere the rite this long pause and delay?
’Tis for Colin they wait—
The ‘Light Lindsay’ is late:
The bridegroom forgetteth his own marriage-day!

The envoy was meet,

And the bridegroom is fleet,
He stands at the altar in bridal array:
But what lacks he now?
Why this cloud on his brow?—
The ring that should make her his countess for aye!

Oh, a ring’s easy found

’Mid the guests standing round!
And a borrowed ring served on that strange marriage-day:
But when spoke was the oath
That united them both,
She looked on the ring, and she fainted away.
 ’Twas a ring with a tomb
And a legend of gloom,
And she wist that to death she was wedded that day.
They cheered her amain;
But, alas, ’twas in vain!
And she drooped and she died ere a year was away.

Jetty Vogel.

The Conductor of Chambers’s Journal begs to direct the attention

of Contributors to the following notice:
1st. All communications should be addressed to the ‘Editor, 339 High
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2d. For its return in case of ineligibility, postage-stamps should
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If the above rules are complied with, the Editor will do his best to
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Printed and Published by W. & R. Chambers, 47 Paternoster Row,

London, and 339 High Street, Edinburgh.
All Rights Reserved.
*** END OF THE PROJECT GUTENBERG EBOOK CHAMBERS'S
JOURNAL OF POPULAR LITERATURE, SCIENCE, AND ART,
FIFTH SERIES, NO. 130, VOL. III, JUNE 26, 1886 ***

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