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WOOD | ZEFFANE | FROMHOLTZ | WIESNER | MORRISON | FACTOR | MCKEOWN

Organisational
Behaviour
CORE CONCEPTS AND APPLICATIONS | FIFTH AUSTRALASIAN EDITION
 CHAPTER 5 6.2 Purposes of groups in organisations 208
6.3 Managing groups for effectiveness 211
Job design, goal setting Task performance and group maintenance 211
and flexible work Group effectiveness 212
arrangements 163 Groups as open systems 213
6.4 Inputs into the group process 214
Introduction 164
Organisational setting 214
5.1 Intrinsic motivation 165
Nature of the group task 216
5.2 Job design 165
General membership characteristics 217
Job simplification 166
Group size 219
Job enlargement 167
6.5 Group processes and group dynamics 221
Job rotation 167
Stages of group development 221
Job enrichment 168
Required and emergent behaviours 223
5.3 The job characteristics model 170
Group norms and roles 223
Individual differences: moderators of the
Emotions in groups 224
job characteristics model 172
Group communication and decision making 225
Testing and the motivating potential score 172
6.6 Outputs of the group process — task
The research 172
performance and group maintenance 226
Socio-technical job design 175
Group task performance 226
Social information and job design 176
Group maintenance 227
Multiskilling 176
6.7 Intergroup dynamics 228
5.4 Goal-setting theory 177
Work flow interdependency and intergroup
Goal setting: follow-up research 177
relations 228
Goal setting and MBO 178
Other factors affecting intergroup relations 229
Key performance indicators 179
Dynamics of intergroup competition 229
5.5 Flexible work arrangements 180
Summary 231
Major drivers of changing work arrangements 180
Key terms 232
Types of flexible work arrangements 186
Review questions 233
Summary 192
Application questions 233
Key terms 193
Research questions 234
Review questions 194
Running project 235
Application questions 194
Individual activity 235
Research questions 195
Group activity 235
Running project 195
Endnotes 236
Individual activity 195
Acknowledgements 238
Group activity 196
Endnotes 196
CHAPTER 7
Acknowledgements 201
Teamwork and team
PART 3
building 239
Managing group dynamics and Introduction 240
team performance 202 7.1 What are teams? 241
Groups versus teams 242
CHAPTER 6 7.2 Teams and their effectiveness 243
Effective teams 243
Groups and group
7.3 Foundations of the team-building
dynamics 203 process 245
Introduction 204 Team-building goals 245
6.1 What is a group? 205 Effective team leadership 246
Types of groups in organisations 206

vi CONTENTS
 Effective team facilitators 248 Control 284
Teamwork activities and training 249 Coordination 287
Timing and location of teamwork activities 253 8.4 Vertical specialisation 290
7.4 Team performance and cohesiveness 254 Unity of command and span of control 291
Team norms 254 8.5 Horizontal specialisation 291
Team roles and role dynamics 255 Departmentalisation by function 293
Team cohesiveness 255 Departmentalisation by division, geography
7.5 Types of workplace teams 259 and customer 294
Employee involvement teams 259 Departmentalisation by matrix 296
Problem-solving teams 259 Mixed forms of departmentalisation 298
Self-managing teams (SMTs) 260 8.6 Emerging forms of organisational design and
Virtual teams 262 workforce implications 299
7.6 Future challenges for work teams 264 The simple design 301
Empowerment through new technology 264 The bureaucracy 301
Trust 265 Divisionalised organisations 303
Accountability 265 The conglomerate 303
Diversity 265 The core–ring organisation 305
Team leadership 266 The adhocracy 306
Summary 267 Other structural arrangements 307
Key terms 268 Summary 309
Review questions 269 Key terms 310
Application questions 269 Review questions 312
Research questions 269 Application questions 312
Running project 270 Research questions 312
Individual activity 270 Running project 313
Group activity 271 Individual activity 313
Endnotes 271 Group activity 314
Acknowledgements 273 Endnotes 315
Acknowledgements 318
PART 4
CHAPTER 9
Managing organisational
processes and Organisational culture 319
Introduction 320
performance 274 9.1 The concept of organisational culture 321
Understanding the connections between
CHAPTER 8 organisational and national cultures 321
Organisational structure and 9.2 Levels of cultural analysis 322
Subcultures and countercultures 324
design 275 Imported subcultures and cultural diversity 325
Introduction 277 9.3 Observable aspects of organisational
8.1 Organisational structure and design 277 culture 327
8.2 Factors influencing organisational design 279 Stories, rites, rituals and symbols 327
Scale 279 Cultural rules and roles 329
Technology 279 9.4 Values and organisational culture 331
Environment 280 Linking actions and values 331
Strategy 281 9.5 Common assumptions and organisational
8.3 Organisational goals, control and culture 332
coordination 282 Common assumptions and management
Organisational goals 282 philosophy 332

CONTENTS vii
9.6 What do organisational culture researchers Political action and subunit power 375
investigate? 333 Political action in the chief executive suite 376
9.7 Different perspectives on organisational The politics of empire building 378
culture 334 10.7 The consequences of power and politics 379
The integration perspective 335 The double-edged sword of organisational
The differentiation perspective 335 politics 379
Ambiguity/fragmentation perspective 335 The ethics of power and politics 380
The functions of organisational culture for Trust and managerial influence 381
its members 336 Summary 383
9.8 Managing organisational culture: building, Key terms 384
reinforcing and changing culture 338 Review questions 384
9.9 Ethics and organisational culture 340 Application questions 385
Climate versus culture 341 Research questions 385
Summary 343 Running project 385
Key terms 344 Individual activity 386
Review questions 345 Group activity 386
Application questions 345 Endnotes 388
Research questions 346 Acknowledgements 390
Running project 346
Individual activity 346 CHAPTER 11
Group activity 347
Endnotes 348
Leadership 391
Acknowledgements 350 Introduction 392
11.1 Leadership and management 393
CHAPTER 10
11.2 Traditional leadership approaches: trait and
behavioural theories 394
Power, politics and influence Trait theory 394
in organisations 351 Behavioural theories 394
Introduction 352 11.3 Situational contingency theories of
10.1 Power and influence 353 leadership 397
Position power 355 Fiedler’s leadership contingency theory 397
Personal power 358 House’s path–goal theory of leadership 399
10.2 Power, authority and obedience 360 Hersey and Blanchard’s Situational
The Milgram experiments 360 Leadership® model 402
Obedience and the acceptance of authority 361 Substitutes for leadership 402
Obedience and the zone of indifference 363 11.4 Inspirational leadership perspectives 404
10.3 Managing with power and influence 364 Charismatic approaches 404
Acquiring managerial power 365 Transactional and transformational leadership
Turning power into influence 366 approaches 405
Exercising upward influence 368 11.5 Emerging leadership perspectives 409
10.4 Empowerment 368 Integrative leadership 409
Power keys to empowerment 368 Crisis leadership 415
Empowering others 369 Moral leadership 419
The limits of empowering others 370 Sustainability leadership 421
10.5 Organisational politics 371 Questions and answers concerning the emerging
The two traditions of organisational politics 371 leadership perspectives 423
10.6 Organisational politics in action 373 11.6 Gender, age and cultural diversity — current
Office politics and the informal network 373 issues in leadership 426
Political action and the manager 373 Gender and leadership 426
Age and leadership 428

viii CONTENTS
 Leadership and culture 429 CHAPTER 13
Summary 431
Key terms 432 Communication, conflict
Review questions 433 and negotiation in
Application questions 433 organisations 482
Research questions 434
Introduction 484
Running project 435
13.1 Communication in organisations 484
Individual activity 435
Interpersonal communication 485
Group activity 436
Effective and efficient communication 487
Endnotes 438
Communication channels 487
Acknowledgements 443
How electronic transfer of information can enhance
efficiency of communication 488
CHAPTER 12
Barriers to interpersonal communication 491
Decision making 444 Social media and the workplace 492
Introduction 445 13.2 Conflict 493
12.1 Decision making in organisations 445 What is conflict? 493
Types of decisions made by managers 446 Substantive and emotional conflicts 494
Decision environments of managers 446 Levels of conflict 495
12.2 Steps in the decision-making process 447 Conflict and culture 497
12.3 Approaches to decision making 448 Constructive and destructive conflicts 497
Classical and behavioural decision models 448 Conflict situations faced by managers 498
Garbage can decision model 449 13.3 Conflict management approaches 501
12.4 The intuitive decision model 451 Conflict-resolution styles 501
The role of intuition 451 13.4 Negotiation 504
The use of judgement heuristics 452 Four types of negotiation situations 505
Creativity 453 Negotiation goals and outcomes 506
12.5 Making a choice and implementing Different approaches to negotiation 507
a decision 454 13.5 Managerial issues in negotiation 508
Selecting problems carefully 454 Gaining integrative agreements 508
Strategies for involvement — who decides? 455 Classic two-party negotiation 509
Managing participation in decision making 457 Summary 511
How groups make decisions 458 Key terms 512
The problem of escalating commitment 464 Review questions 513
12.6 Current issues in organisational Application questions 513
decision making 465 Research questions 514
Culture and decision making 465 Running project 514
Technology and decision making 466 Individual activity 515
Ethical decision making 466 Group activity 516
Summary 472 Endnotes 516
Key terms 473 Acknowledgements 518
Review questions 473
Application questions 474 CHAPTER 14
Research questions 474 Organisational change and
Running project 475
Individual activity 475 innovation 519
Group activity 476 Introduction 520
Endnotes 477 14.1 What is organisational change? 521
Acknowledgements 481 Planned and unplanned change 521
Leadership of change 522

CONTENTS ix
14.2 Forces of change 524 Stress and our health 537
Cultural change 525 Preventing or coping with stress 538
Technological change 525 14.6 Innovation in organisations 539
Organisational targets for change 526 The innovation process 541
Phases of planned change 527 Summary 545
Change levers and change cycles 529 Key terms 546
14.3 Planned change strategies 530 Review questions 546
Top-down approach to change 531 Application questions 547
Force-coercion and planned change 531 Research questions 547
Rational persuasion and planned change 532 Running project 548
Shared power and planned change 532 Individual activity 548
14.4 Resistance to change 533 Group activity 549
Why people resist change 533 Endnotes 550
How to deal with resistance to change 534 Acknowledgements 552
14.5 Change and stress 536
What is stress? 536 Index 553
Sources of stress 537

x CONTENTS
PREFACE
Organisational behaviour: Core concepts and applications, 5th Australasian edition, is the ideal text for
a one-semester Organisational Behaviour course. Fourteen concise, relevant and tightly focused chapters,
presented in a highly visual manner, are designed to engage rather than overwhelm you, the students.
Numerous case studies and real-world examples throughout the text examine how organisations in the
Australian, New Zealand and Asian region are responding to contemporary business issues such as:
r the increasing focus on sustainable business practices
r the gender pay gap
r employee stress and work–life balance
r workforce flexibility and casualisation
r generation Y and the ageing workforce
r skills shortages
r globalisation
r telecommuting
r outsourcing
r diversity in the workplace
r the ‘24/7’ nature of contemporary communication technology, including social media.
Complemented by the latest research in the field, this text provides a thorough analysis of contemporary
organisational behaviour.

PREFACE xi
KEY FEATURES
Print text
Organisational behaviour: Core concepts and applications, 5th Australasian edition, has been designed
with you, the student, in mind. We aim to provide you with a tool that best communicates the subject
matter and facilitates learning. The following elements have been developed to assist you.
Learning objectives
Learning objectives listed at the start of each chapter help you identify the essential elements of that
chapter. For ease of study, these learning objectives are revisited in the chapter summary.
What would you do?
Regularly throughout the text, you will be asked to put yourself in the shoes of a decision maker and to
propose a solution to an organisational issue.
Ethics and sustainability
Ethics and sustainability features highlight ethical situations and dilemmas that may affect investor, con-
sumer and staff attitudes, the long- and short-term economic viability of the organisation, and manage-
ment practices. They also explore sustainability issues of human and ecological wellbeing in the context
of organisational and management practices.
International spotlight
International spotlight features elaborate on the management practices of organisations around the world,
particularly focusing on those operating in the Asia–Pacific region.
The effective manager
Practical tips and checklists provide advice on how to achieve high performance in dynamic and demand-
ing work environments.
Study guide
Each chapter concludes with an integrated study guide. Designed for self-study, it includes:
r a list of key terms
r review, application and research questions
r a running project
r individual and group activities.

Interactive eBook
Students who purchase a new print copy of Organisational behaviour: Core concepts and applications,
5th Australasian edition, will have access to the interactive eBook version (a code is provided on the inside
of the front cover). The eBook integrates the following media and interactive elements into the narrative
content of each chapter.
r Current affairs videos provide you with insights into various aspects of organisational behaviour in the
real world.
r Interactive skills assessments allow you to test and determine various personal attributes that contribute
to the organisational dynamic.
r What would you do? exercises provide you with the opportunity to apply what you have learned to
organisational behaviour scenarios.
r Drag & drop activities test your understanding of the key concepts in the text and how these fit together.
r Revision sets at the end of each chapter help you to understand your strengths and weaknesses by
providing immediate feedback.

xii KEY FEATURES

ABOUT THE AUTHORS
Professor Jack Wood
Professor Jack Wood (PhD, Alberta, Canada) has held numerous senior management positions in
higher education, including Deputy Vice-Chancellor International and Corporate at Central Queensland
University; Professor of Management, Associate Dean International and Director of International
Programs within the Faculty of Business and Economics at Monash University; MBA Director at both
the University of Sydney and Monash University; and he was the Foundation Professor in Management
at Monash–Mt Eliza Business School. He has published over ninety articles on management education,
and is the author of and a contributor to a number of books in this field. His major research interests are
knowledge management, the virtual workplace, work time options and improvements to the performance
of Australian expatriate management, with special reference to Asia. He has been an Australian delegate
to Asia–Pacific Economic Cooperation (APEC) meetings in Osaka, Japan, and has also worked as a con-
sultant for the Organisation for Economic Co-operation and Development (OECD) in Paris and for the
New Ways to Work organisation in San Francisco. Jack Wood has served as an executive member of the
Australia and New Zealand Academy of Management (ANZAM) for a number of years.
Rachid Zeffane
Dr Rachid Zeffane is Professor of Management (Org Behaviour and HRM) in the College of Business
Administration at the University of Sharjah, United Arab Emirates. He received his Master’s Degree
and PhD from the Cardiff Business School, UK. Prior to joining the University of Sharjah, he held aca-
demic positions at Griffith University, the University of Newcastle and Deakin University (Australia) and
has served as head of the department of business administration for six years. He has published over
100 research articles which are highly cited and his Google Scholar citations index shows more than
2600 citations with high index. Rachid’s teaching and research interests are in the areas of management,
organisational behaviour and human resource management.
Michele Fromholtz
Michele Fromholtz was previously an Adjunct Lecturer in Management at Charles Sturt University,
New South Wales. She holds a BBA, a BA, a MPA and a GradCertUnivLearn&Teach. She has been
employed in public sector organisations and involved in several community organisations. She has also
served on boards of directors for a local Business Enterprise Centre, a Chamber of Commerce and
Industry, and a Writers Centre. Most of her consultancy and research work has been in the areas of human
behaviour in regional and community development. She also has a strong interest in organisational culture
and workplace folklore, and the decision-making behaviour of public policy implementers.
Retha Wiesner
Dr Retha Wiesner is Professor of Management in the School of Management and Enterprise at the
University of Southern Queensland. Retha’s research and scholarly focus is on how business leaders can
propel their businesses and maximise performance outcomes for their firms through entrepreneurial strat-
egies, high performance management and organisational behaviour strategies. She has led large research
and development projects of over $5 million in the last five years. She has published extensively in
Australia and overseas, and is actively involved as a research and capacity building consultant in
Australian organisations. She has co-authored ten books in the areas of organisational behaviour, man-
agement and human resource management.
Rachel Morrison
Dr Rachel Morrison was awarded her PhD in organisational psychology from Massey University
(NZ) after completing postgraduate and professional qualifications in applied psychology at Auckland

ABOUT THE AUTHORS xiii

University (NZ). She currently teaches undergraduate and postgraduate organisational behaviour within
the Faculty of Business, Economics and Law, AUT University (NZ). She has published articles in a
variety of academic management and psychology journals, and has co-edited two books: Friends and
Enemies in Organizations: A Work Psychology Perspective and Relationships in Organizations: A Work
Psychology Perspective, authoring several chapters within these volumes. Her research interests include
relationships in the workplace, gender and equity issues, political skill, work–life balance, and social
capital and liabilities.
Aharon Factor
Aharon Factor (BSc, MSc, PhD) began his academic career studying at Kings College, University of
London, and holds a PhD from the Aarhus Business School, University of Aarhus, in Denmark. He has
a diverse working background with experience as a sustainability consultant and subsequent engagement
with academic teaching and research. He has worked as a lecturer in business sustainability and man-
agement at several universities in Australia and currently works independently as an academic and con-
sultant. His field of research is focused toward the sustainability behaviours of Australian small- and
medium-sized businesses. He has worked in this area with the Australian Government in Canberra and
the Australian Academy of Sciences.
Tui McKeown
Tui McKeown (BA (Hons), MA, PhD) is an Associate Professor in the Department of Management,
Monash Business School, Monash University. She has been working in education for over 20 years. Her
research agenda is aimed at an active examination of the changing nature of work — with a specific
focus on the smallest of small business (Nano businesses in fact) as a way of working which offers a
practically grounded understanding of the nature, dimensions and relations of work. Tui’s work on nano-
business offers an applied crossing point between small business, self-employment and entrepreneurship.
She has published both domestically and internationally in academic and practitioner journals and books.
Tui is President of the Small Enterprise Association of Australia and NZ (SEAANZ, www.seaanz.org)
and Editor in Chief of the Journal of Management & Organization (www.cambridge.org/core/journals/
journal-of-management-and-organization) as well as a board member of the South Oakleigh Wildlife
Shelter (www.sows.org.au).

xiv ABOUT THE AUTHORS

PART 1

INTRODUCTION
1 What is organisational behaviour?
CHAPTER 1

What is organisational
behaviour?
LEARNING OBJECTIVES

After studying this chapter, you should be able to:

1.1 define organisational behaviour and explain why organisations exist
1.2 discuss the role of managers in organisations
1.3 discuss some of the key issues affecting organisations today
1.4 explain why managers, and organisational members generally, need a thorough understanding of
organisational behaviour principles.
 OPENING CASE

Complexity and today’s organisations

The twenty-first century is marked by significant
change in global politics, turbulent economic
conditions, scientific and technological dynamism,
as well as fundamental social change and global
population expansion. Together, these different
aspects form the macro-environment and impinge
dramatically upon the behaviour of modern
organisations. Organisational survival depends
fundamentally on the ability of organisational mem-
bers to recognise and understand the implications
that fluctuations, change and emerging influences
represent for the organisation. From an external
perspective, modern organisations are in increas-
ing need of constant monitoring and responsiveness to a whole host of stakeholders. The complex issues
presented by these stakeholders may represent economic, environmental and societal considerations for
an organisation. In his book Cannibals with forks: the triple bottom line of 21st century business,1 John
Elkington referred to these three organisational considerations, or ‘pillars’, as the ‘triple bottom line’. This
conception of the triple bottom line in the twenty-first century recognises the integral relationship between
the sustainability of the organisations and the sustainable development of humankind. Sustaining both the
enterprise, humankind and the planet is the focus of the Natural Step approach: people, profit and planet.
The way people function and behave in an organisation is, therefore, of importance both to organisations
and society at large.
Just as the relationship between the macro-environment and today’s organisations is complex, so too
are the internal environments of organisations. The role of people and complexity within organisations is
increasingly being recognised by twenty-first century businesses. Many organisations now feature policies
and programs that integrate the needs of a diverse range of employees. This diversity includes biograph-
ical characteristics such as age and gender, race and ethnicity, disability, religion, sexual orientation and
gender identity. Increasingly, organisations are recognising the importance of cognitive and emotional
stability and the need to promote positive attitudes and job satisfaction. In essence, the drive to under-
stand the individual in the organisation is of utmost importance to modern organisations. This has signif-
icant ramifications for managing the workforce in a complex and dynamic world. If organisations are to
survive in the twenty-first century, decision making, group and team dynamics must be aligned with the
complexities and ever-changing demands of the macro-environment.
Complexity in twenty-first century organisations is, therefore, a feature of both integrally related external
and internal forces. Understanding the dynamics of organisational behaviour in the twenty-first century
thus necessitates a holistic approach that identifies the systemic nature of the modern organisation. In
accordance with this broader remit, the triple bottom line approach has instigated a response by organi-
sations to manage not only their costs, but also to measure their environmental and social impacts. This
has resulted in companies, such as Tesco in the United Kingdom and Nike, scrutinising ethical practices in
their supply chain across the globe and has promoted the fair trade movement. Problems, though, abound
with aligning the values of people and planet and the attainment of money.2

Introduction
Many organisations have an emphasis on trust and supporting their employees. For some organisations,
depending upon the types of people and leaders they attract, this would not work. However, when it
does work, it reflects many of the fundamental ingredients of a successful organisation: its members are
engaged, ideas are shared, its workers are supported, the organisation is delivering a product that mostly
satisfies its customers and the customers make the company profitable.
Throughout this text you will learn about the complex field of organisational behaviour — what peo-
ple and groups do in organisations and why. We will place a particular emphasis on learning the skills

CHAPTER 1 What is organisational behaviour? 3

you will need to be an effective manager within the organisations of today and tomorrow. Organisations
of all kinds depend on managers to help ensure the work experiences of others are both productive and
satisfying. Managers must act and think in the right ways, and they must do so even as great changes take
place in the environment. Some significant influences on organisations today are globalisation, informa-
tion and communications technology, the emergence of a knowledge-based economy, an increasingly
diverse workforce and some significant changes in how employers and employees view each other.
Climate change too is increasingly becoming a prominent issue for business. Managers need to understand
the climate change debate and its consequences for their strategies and operations. These types of change
require the presence of input from both managers and other organisational members who are committed to
learning and practising effective organisational behaviour. We hope this text will help you along that path.

1.1 What is organisational behaviour?

LEARNING OBJECTIVE 1.1 Define organisational behaviour and explain why organisations exist.
Formally defined, organisational behaviour is the study of individuals and groups in organisations. It
emerged as an academic discipline during the late 1940s and has been prominent as an academic subject
in business schools since then.
Organisational behaviour has strong ties to the behavioural sciences such as psychology, sociology
and anthropology, as well as to allied social sciences such as economics and political science. It draws
on this variety of scholarly vantage points to build concepts, theories and understandings about human
behaviour in organisations. Organisational behaviour is unique in its focus on applying these diverse
insights to create better understanding and management of human behaviour in organisations.
Among the special characteristics of organisational behaviour are the following.
r Applied focus. The ultimate goals of the field are to help people and organisations achieve high
performance levels and to help ensure all organisation members achieve satisfaction from their task
contributions and work experiences.3
r Contingency orientation. Rather than assume that there is a universal way in which to manage people
and organisations, organisational behaviour scholars adopt a contingency approach.4 That is, they
recognise that behaviour may vary systematically depending on the circumstances and the people
involved. For example, organisational behaviour scholars recognise that ‘cultural differences’ among
people may affect the way theories and concepts of management apply in different countries.5 Manage-
ment practices cannot simply be transferred from one part of the world to another without considering
the cultural implications of the different settings in which they are to be applied.
r Emphasis on scientific inquiry. Organisational behaviour uses scientific methods to develop and empir-
ically test generalisations about behaviour in organisations.6 The three key characteristics of scientific
thinking that underpin organisational behaviour research and studies are the controlled and system-
atic process of data collection, the careful testing of proposed explanations and only acceptance of
explanations that can be scientifically verified.
Organisational behaviour is not a static discipline. Managers are constantly seeking new insights and
ideas to improve their effectiveness. Maybe you have already heard of some of these concepts: best
practice, benchmarking, the learning organisation, the virtual workplace and knowledge management,
to name a few. The study of organisational behaviour is improving our understanding of old and new
concepts alike of such issues as stress, emotional intelligence and instinctive drive — all of which you
will learn about as you progress through this text.
The field of organisational behaviour helps managers both deal with and learn from their workplace
experiences. Managers who understand organisational behaviour are better prepared to know what to look
for in work situations, to understand what they find and to take (or help others to take) the required action.
Effective managers need to understand the people that they rely on for the performance of their unit.
While each person, team/group and organisation is complex and unique, an individual’s, team’s/group’s

4 PART 1 Introduction
or organisation’s performance depends on their capacity to work, willingness to work and opportunity
to work. This concept can be summarised by the performance equation (figure 1.1). The performance
equation views performance as the result of the personal and/or group attributes, the work effort they
make and the organisational support they receive.

FIGURE 1.1 The performance equation

work organisational
Job performance = attributes × ×
effort support

This equation can be applied to the three different units of analysis that form the structure of this
text: individual, group/team and organisation. The multiplication signs indicate that all three factors must
be present for high performance to be achieved. This means that each factor should be maximised for
each unit of analysis (individual, group/team and organisation) in a work setting if the maximum level
of accomplishment is to be realised. Every manager must understand how these three factors, acting
either alone or in combination, can affect performance. We will use this equation as the theoretical guide
for much of the material presented in this text. Part 2 looks at individual behaviour and performance.
We will address individual attributes required to generate performance capacity; subsequent chapters
deal with motivation and volition to generate a willingness to perform; and in a later chapter we look at
how organisations can provide individuals with the best opportunity to perform. Part 3 of the text looks
at organisational performance from a group/team level and organisational level; and Part 4 combines
individual performance, group performance and organisational processes in the context of organisational
behaviour. Even though these concepts are presented in different parts and chapters of this text, they
are strongly related. Remember the multiplication sign in the performance equation indicates that all
three factors (attributes, work effort and organisational support) must be present to gain a high level of
performance.
For practitioners, the performance equation raises the question of whether performance is predictable.
It is suggested that cognitive ability, or intelligence (as measured by IQ), is a reasonable predictor of job
performance.7 However, many human resource managers would argue that additional testing is required
to ensure a good fit between capability and expected performance. Over recent decades the concept of
‘emotional intelligence’ (EI or EQ) has surfaced, sparking hopes for creating another way to predict
performance. Emotional intelligence is defined as a form of social intelligence that allows us to monitor
and shape our emotions and those of others.
Daniel Goleman suggests that emotional competence is a learned capability, based on emotional intel-
ligence, that results in outstanding work performance.8 In these domains, emotional intelligence is con-
sidered to be a competency for performance. For example, a person with a level of emotional intel-
ligence is competent in recognising their own strengths and weaknesses. Reuven Bar-On developed a
self-assessment instrument (emotional quotient inventory, or EQi)9 measuring traits and abilities related
to social knowledge. The EQi is a measure of psychological wellbeing and adaptation, and can be a
measure related to performance. Jack Meyer and Peter Salovey profess that emotional intelligence is
composed of mental abilities and skills.10 They see emotional intelligence as a form of intelligence that
processes and benefits from emotions. They believe that other measures of intelligence fail to take into
account individual differences in the ability to perceive, process and manage emotions. The chapter on
individual attributes and their effects on job performance expands on the notion of emotional intelligence
as one of the individual attributes as a predictor for the capacity to perform.

Why do organisations exist?

Simply stated, organisations exist because individuals are limited in their physical and mental capabilities.
Organisations are mechanisms through which many people combine their efforts and work together to
accomplish more than any one person could alone.

CHAPTER 1 What is organisational behaviour? 5

 The purpose of any organisation is to produce a product or service. Large and small businesses produce
a diverse array of consumer products and services such as motor vehicles, appliances, telecommunications
and accommodation. Not-for-profit organisations produce services with public benefits, such as health
care and rehabilitation, public education and park maintenance.
A clear statement of purpose, or ‘goal statement’, is important to guide the activities of an organisation
and its members. To illustrate, the following are goals of some prominent organisations.
r ‘To help people and businesses throughout the world to realise their full potential’ (Microsoft
Corporation)11
r ‘To be the world’s mobile communications leader — enriching customers’ lives, helping individuals,
businesses and communities be more connected in a mobile world’ (Vodafone Group)12
r ‘To be Asia Pacific’s best multimedia solutions group’ (SingTel)13
r ‘To maximise income and provide long-term sustainable returns to unit holders through the strategic
acquisition, professional management and ongoing development of office, retail and industrial assets’
(KIWI Income and Property Trust)14
r ‘To create long-term value through the discovery, development and conversion of natural resources,
and the provision of innovative customer and market-focused solutions’ (BHP Billiton)15
r ‘To make a difference to people’s lives by making the desirable affordable and supporting New
Zealand’s communities and the environment. By putting the customer first, we will succeed. Everything
we do flows from this principle’ (The Warehouse).16

WHAT WOULD YOU DO?

Fast-food specialisation
While fast food is becoming less popular around the world, Australian fast-food companies are profiting
and innovating to deliver even more fast food. This comes as recent data shows that 40 per cent of Aus-
tralian adults are obese and eat poorly. This is in stark contrast to the international image of Australia as
a life of beaches and fitness. Instead, Australia’s A$14 billion (US$10.33 billion) quick-service restaurant
sector has become rife for innovative new products. Furthermore, the Australian Government’s scientific
research body CSIRO has recently shown that Australians overshoot the recommended daily allowance
of fast food by three times. ‘What we’re finding is people are having larger portions of junk food, more
often’, says CSIRO Research Director Manny Noakes. ‘This type of food is no longer just an indulgence,
it’s becoming mainstream and Australians are eating it each and every day’. According to fast-food expert
Rohan Miller of Sydney University, Australia is a country where ‘opportunity costs are low, global com-
petitors don’t closely track the market, so you can camouflage what you’re doing’.17
This has allowed Australian-based companies such as Domino’s Pizza Enterprises Ltd, McDonald’s
Corp., KFC and Pizza Hut to innovatively coerce Australians into fast food. For example, after reporting
a 40 per cent rise in global profits, Don Meij, the CEO of Domino’s, stated: ‘We’ll continue to push
the boundaries of digital innovation this year, creating barriers to entry for our competitors’. This is
demonstrated by Domino’s recent introduction of a driver-tracking system that allows customers to
monitor their pizza delivery using their mobile technologies. Using this service guarantees 15-minute
service delivery and competes directly with drive-through fast-food outlets. Adding to this offering,
Domino’s now provides a crowdsourcing app, Pizza Mogul, that permits customers to create and market
pizzas through social media with recompense through a proportion of the sales. With 750 restaurants in
Australia, McDonald’s has also introduced technologies, such as touch screens, to personalise burgers
and has identified its ‘create your taste’ concept as the most important innovation since the inception of
McCafé. McDonald’s demonstrates how Australia’s fast-food sector is booming in contrast to overseas
markets, including the failing US market, with McDonald’s Australia posting strong annual growth as it
rolled out its DIY burger menu service, home delivery and café redesigns. Profits at KFC Australia have
also risen after launching a mobile-ordering app and social media marketing. The Australian food market
is expected to continue to expand through diversification away from traditional fast-food products and
services.18

6 PART 1 Introduction
 ........................................................................................................................................................................................................................................
QUESTIONS
1. Do you use mobile technologies to order fast food? How could these technologies help with developing
a healthy diet?
2. If you were the manager of a fast-food company, would increasing obesity rates in Australia provide
any opportunities for marketing innovative food alternatives? If so, what might these food alternatives
be?

To achieve its purpose, any organisation depends on human effort. The division of labour is the process
of breaking the work to be done into specialised tasks that individuals or groups can perform: it is a way
of organising the efforts of many people to their best advantage. A good division of labour helps an
organisation mobilise the work of many people to achieve its purpose.
A well-functioning organisation with a clear purpose and appropriate division of labour, like those of
fast-food restaurants, achieves synergy, which is the creation of a whole that is greater than the sum of its
parts. Synergy in organisations occurs when people work well together while using available resources
to pursue a common purpose. In psychology this is called a ‘gestalt’.19
Within an effective organisation, this ‘gestalt’ is created by the organisation’s division of labour, task
specialisation and hierarchy of authority, as well as by effective managerial behaviour. However, in recent
times, this approach — which focuses on rationality, speed and efficiency — has been criticised. Some
say that it has replaced the flair of creativity and design that were once essential elements in cooking
and diminished the importance of relationships in serving customers.20 According to George Ritzer, the
so-called ‘McDonaldization’, whereby the principles behind the management of fast-food franchises in
North America are dominating more and more segments of society globally, has led to a homogenisation
of commercial life that is increasingly making it impersonal and even dehumanising.
The ‘McDonaldization’ effect
Simon Crowe, the founder of the Australian hamburger chain Grill’d, focuses on ‘the friendliest staff’ and
effective management practice, not just efficient food production.21 A more holistic manner of managing
fast-food outlets is also evident in the Australian outlet Spudbar, which sells baked potatoes, salads and
soups. The Melbourne-based Spudbar was founded in 2000 and has expanded to 11 stores in Melbourne
alone. After strong expansion in Victoria, the company decided to open two new stores in Cannington and
Joondalup in Western Australia. Both of these stores closed between 2012 and 2014. However, Spudbar
is now collaborating with a franchise to bring Spudbar back to Perth. The company is also planning to
move into Canberra, Darwin, the Gold Coast, Brisbane and Sydney. Melbourne’s food chain growth is
continuing with both Noodle Box and Roll’d planning expansion across Australia.22

Organisations as open systems

Organisations ultimately depend their success on the activities and collective efforts of many people.
People are the essential human resources of an organisation — the individuals and groups whose per-
formance contributions enable the organisation to serve a particular purpose. However, organisations need
more than people if they are to survive and prosper. They also need material resources, which are the
technology, information, physical equipment and facilities, raw materials and money necessary for an
organisation to produce some useful product or service.
Many organisational behaviour scholars believe that organisations can be best understood as open
systems that transform human and material resource ‘inputs’ received from their environment into product
‘outputs’ in the form of finished goods and/or services. The outputs are then offered to the environment
for consumption. If everything works, measured via feedback, the environment accepts these outputs and
allows the organisation to obtain the resource inputs it needs to continue operating in the future (see
figure 1.2).

CHAPTER 1 What is organisational behaviour? 7

 FIGURE 1.2 How an organisation operates as an open system

Resource inputs Transformation process Product outputs

Organisation
Information es
Materials an r our
m

ce
Hu
Equipment Goods

s
Work
Facilities activity Services

Ph
Money

s
ce
si r
y
People cal
resou

Consumer feedback

Of course, things can go wrong; an organisation’s survival depends on satisfying environmental

demands. When the organisation’s goods and/or services are not well received by the environment, it
will sooner or later have difficulty obtaining the resource inputs it needs to operate.

WHAT WOULD YOU DO?

Aldi comes to Australia

With a total market value of A$89.5 billion at stake,
the country’s supermarket industry is one very
hard-fought battlefield.23 The German retail store
Aldi, for example, arrived in Australia 14 years
ago and has achieved major success in crossing
the socioeconomic divide and reaching out to all
Australians. According to a 2016 Nielsen report,
in 2006, 38 per cent of Aldi customers were from
low-income groups and only 26 per cent were
from high-income groups; however, in 2014, half
of Aldi’s sales were to high-income families.24
The emergence of Aldi presents a real challenge
to Australia’s leading supermarkets, Woolworths
and Coles. Aldi has 396 outlets across eastern Australia, accounting for 11 per cent of the Australian
supermarket sector. With plans to open up across South Australia, Aldi is pursuing aggressive market
penetration. Although this growth rate has seen Aldi overtake IGA, Aldi still lags behind Woolworths with
961 stores and Coles with 776 stores nationwide. Nevertheless, ‘if [Aldi] continues to grow at the rate we’re

8 PART 1 Introduction
 seeing now, it’s not out of the realms of possibility that it could get up to 20 per cent’, says Ian Chitterer
of Moody’s Investors Service.25
At the time, Chitterer described how further expansion with 20 new stores in each of Western Australia
and South Australia and 60 new stores overall would strengthen Aldi’s market share. A Senate investigation
into corporate tax avoidance and minimisation in the same period identified that between 2010 and 2013
Aldi increased sales from A$3.14 billion to A$5 billion and doubled pre-tax profits from A$121 million to
A$261 million. Furthermore, a recent report from the Union Bank of Switzerland has claimed that Aldi is
‘unstoppable’, with estimates that in the next five years the company will take annual sales of between
A$250 million and A$350 million from each of Woolworths, Coles and IGA. By the end of 2015, Aldi had
increased their market share to 12.1 per cent of the total supermarket market.26 Every month, 5.3 million
Australians will do their shopping at Aldi compared with 24.5 million at Woolworths, Coles and IGA.27
Certainly, the road to Chitterer’s forecast of Aldi taking 20 per cent of the Australian supermarket industry
is fast becoming a reality.

........................................................................................................................................................................................................................................
QUESTIONS
1. Will Australian consumers benefit from more competition in the supermarket sector? What drivers
would provide these benefits and what disadvantages might more competition bring?
2. Would you be drawn to shop in new-entrant supermarkets? What benefits would you look for?

1.2 Managers in organisations

LEARNING OBJECTIVE 1.2 Discuss the role of managers in organisations.
Now that we share a basic understanding of organisations, we can speak more precisely about what it
means to be a manager. A manager is a person in an organisation who is responsible for work that is
accomplished through the performance contributions of one or more other people.
Today, the focus of both management research and practice is not so much on the manager as on the
work team or unit. A work team or unit is a task-oriented group that includes a manager and his or
her direct reports. Such groups are found in organisations of all types, and they can be small or large.
Examples include departments in a retail store, divisions of a corporation, branches of a bank, wards in a
hospital and teams in a manufacturing plant. Even a university class can be considered a work team: the
lecturer is its manager and the students are team members. The study of such work teams has become a
key area of organisational behaviour research.

What is an effective manager?

It is not easy to define what makes a manager an effective manager within a business context. The list
of managerial competencies identified over the past few decades helps us understand more clearly the
competencies required for effective management. However, such research also illustrates the difficulties
in defining effective management because it is still hard to achieve expert consensus on what constitutes
a basic core of competencies. It is even more difficult to find agreement on prioritised rankings of such
competencies.28 Many of the best known writers in the management literature typically emphasise one
managerial competence at the expense of all others. Tom Peters, for example, stresses that good man-
agers are doers. (Wall Street says they ‘do deals’.) Michael Porter emphasises that they are thinkers.
Zalesnick and Bennis believe good managers are really leaders, whereas, historically, Fayol and Urwick
have portrayed good managers as controllers.29
Fundamentally, managers should seek two key results for a work unit or work team: task performance,
which is the quality and quantity of the work produced or the services provided by the work unit; and
human resource maintenance, which is the attraction and continuation of a capable workforce over
time. This latter notion, while too often neglected, is extremely important. It is not enough for a work

CHAPTER 1 What is organisational behaviour? 9

Another random document with
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kauppa kauppana ja rakkaus rakkautena.

SOHVI (vähän pisteliäästi). Eiköpähän sitä nyt monenkin kelpaisi

olla
Sipin vaimona.

SIIRI. Ha-ha-ha! Eiköpähän. Mutta Hilmallepa se vaan, se paikka,

on varattu.

HILMA. Elä nyt, Siiri… Eihän sitä tiedä.

SOHVI. Niin, mistä sen vielä tietää. — (Ottaa tarjoimen). Mutta

tässähän minulta ihan unehtui toinen kuppikin tarjoamatta.

SIIRI. Kiitoksia. En minä enää…

HILMA. Etkös sinä vielä yhtä kuppia…?

SOHVI. No? Jäikös se nyt niin vähään?

SIIRI. Jäi. Minä jo join tädinkin luona. Ja sitte minun täytyy jo

ruveta lähtemäänkin. (Nousee ylös).

SOHVI. Olisihan nyt voinut vähän kauemminkin istua.

HILMA. Isäkin olisi kohta tullut ja saanut sinut nähdä.

SIIRI. Mitä minussa sen kummempaa olisi nähtävää?! Sanokaa

nyt hyvin paljon terveisiä vaan! Minun täytyy, näette, kiirehtiä.
Ylihuomenna jo lähden pois. Ja sen tautta täytyy saada kaikki
kamsunsa reilaan.

HILMA. Vai jo ylihuomenna lähdet?

 SIIRI. Täytyy. Ensimmäisenä päivänä syyskuuta pitää olla
Hämeenlinnassa. Eilen sain johtajalta kirjeen, että kokoonnumme
sinne.
Sen tautta tulinkin nyt teille jäähyväisille.

SOHVI. No, se oli oikein.

HILMA. Kiitoksia nyt paljon, että kävit ja että kuitenkin muistit

meitäkin.

SIIRI. Elä joutavia kiitä! No, hyvästi nyt! Voikaa nyt hyvin taas —
ehkä tulevaksi kesäksi! (Hyvästelevät).

SOHVI. Vai Hämeenlinnaan sitte…?

SIIRI (pannen hansikkaansa nappeja kiinni). Sinne, niin. Siellä

näyttelemme kaksi viikkoa, sitte lähdemme Tampereelle ja sieltä
Poriin.

HILMA. Mahtaa se olla hauskaa kuulua teatteriin?

SIIRI. On se — armottoman hauskaa. Ja niin jo olen siihen

tottunutkin, että muuten kuolisin ikävään, näin maalla varsinkin.

HILMA. No, tietysti.

SOHVI. Arvaahan sen. Ja parempihan siellä on elääkin. Hyvä kai

on palkkakin? (Katselee merkitseväisesti Siirin pukua.)

SIIRI. No, niin että niukuin naukuin toimeen tulee.

SOHVI. He-he! Vai niukuin naukuin?!

 SIIRI. Ei, mutta hyvästi nyt. Kiitoksia! Ja terveisiä paljo! (Menee
perälle.)

SOHVI. Kiitoksia vaan itselleen paljo käymästä!

HILMA (saattaa Siiriä eteiseen). Olit sinä nyt oikein hyvä, Siiri, kun
kävit…

Kolmas kohtaus.

SOHVI ja HILMA.

SOHVI (katselee kotvan ovelta Siirin perään, palaa ja alkaa korjata

kuppeja).

HILMA (tulee vähän ajan perästä takaisin).

SOHVI. Onpas siitä Siiristä tullut oikein hieno ryökynä. — Vaan

tiedätkös: kateutta siinä sen puheessa oli äi'än sittenkin.

HILMA. Elkää nyt, äiti, joutavia…

SOHVI. Vai joutavia? Etkös sitte hoksannut, miten mielellään se

Sipin hyvistä tuloista haastoi? Ja varsinkin, mitenkä se siihen
vastasi, kun minä sanoin, että kelpaisipa sitä nyt vaikka kenen olla
Sipin vaimona? Sen minä vaan sanon, että katso, ett'ei se sitä sulta
vielä koppaakin. (Katsoo ikkunaan.) Ka, tuossahan tuo jo isä kujassa
kotiin ajaa. Vaan kukas siellä on jälessä?

HILMA (katsoo ikkunaan). Sipihän se on.

SOHVI. Sipikös se on? Kun en ollut tuntea. Sehän se on.

 HILMA (panee virkkuutyönsä kokoon). Panen tämän pois, ett'ei
hän saa nähdä — joululahjaansa ennen aikojaan.

SOHVI. Ja mene ja pistä toinen hame päällesi. Sinun tähtesi

varmaan tulee.

HILMA. Menenhän minä (Vie työnsä piirongin laatikkoon).

SOHVI (hykertäen käsiään). Mutta olipa se nyt oikein hyvä, ett'ei

hän aikaisemmin tullut ja että Siiri kerkesi lähteä pois.

HILMA (mennessään sivukammariin oikealle; hajamielisesti).

Mitäpä se nyt sitte olisi tehnyt?…

SOHVI. Kummallinen lapsi, todenperään! — Tuossapa nuo jo ovat

pihassa. Ka, uudethan sillä on kärryt, Sipillä, — oikein ylkämiehen
kiesit. — Mutta, voi minun päiviäni! Nyt kun ei ole uutta kahviakaan
keittää, ja missä minä tässä nyt kerkiän sitä paahtaa, minkä Antti on
tuonut (Menee perälle, jossa Sipi tulee hänelle eteisessä vastaan).

Neljäs kohtaus.

SOHVI ja SIPI, sitte ANTTI.

SOHVI ja SIPI (tervehtivät toisiaan eteisessä ja kyselevät

kuulumisia).

SOHVI (eteisessä). … on niin hyvä ja käy sisään.

SIPI (tulee sisään ja riisuu palttoonsa, jonka ripustaa naulaan,

oven pieleen).
 SOHVI (tulee Sipin jälessä sisään). Hilma tulee ihan paikalla. — —
Istuu! Tehkää niin hyvin!

SIPI (haastaa reippaasti ja vakuuttavasti). Kiitoksia vaan (Ottaa

paperossilaatikkonsa palttoon taskusta).

SOHVI. Taisihan niitä meilläkin olla sikarossia, vaan minne ne lie

ne panneet (Etsii ikkunalta ja piirongilta).

SIPI (sytyttää paperossin). Ei mitään. On mulla omiani.

SOHVI. Anttikohan se lie ne korjannut, kun en löydä.

SIPI. Antaa nyt olla vaan! (Istuutuu kiikkutuoliin). — No, täällähän

näkyi käyneen vieras?

SOHVI. Kävihän se. Vai jo tiedätte?

SIPI. Nähtiinhän me se Antin kanssa. Me justiin kujaan

käännyttiin, kun hän oikotietä tuolla niityn poikki mennä löyhötti.

SOHVI. Eikä teitä nähnyt?

SIPI. Jos lie nähnytkään, vaikk'ei ollut näkevinään.

SOHVI. Niin, kävihän se lopulta — jäähyväisillä muka.

Ylihuomenna sanoi lähtevänsä taas pois.

SIPI. M-h-h! (Puhaltaen savua). Vai ei sillä muuta ollut

haasteltavaa?

SOHVI. No — eipä sillä juuri mitään erityistä… Jaaritteli vaan.

ANTTI (tulee sisään). Panin sinne Pokulle vaan vähän heiniä…

 SIPI. Olisihan se tämän ajan seisonut ilmankin.

SOHVI (menee ulos perälle).

ANTTI. Tulihan niitä, Jumalan kiitos, edes vähän heiniä tänä

vuonna.

SIPI. No, ei siltä. — Mutta olihan se vähän kuivanlaista, ilma,

alkukesästä.

ANTTI. Olisihan tuota saanut kyllä enemmän sataa. (Istuutuu

tuolille).

SIPI. Niin, olisipa kyllä. Silloin olisi viljantulokin ollut parempi.

Vaan eihän se näillä seuduin näy kuitenkaan järin huono olevan.

ANTTI (kynsien korvallistaan). No. Miten millekin. Ei sitä minulle

ainakaan äi'ää lähde.

SIPI. Riittää kai kuitenkin kotitarpeeksi, vai?

ANTTI. Eipä mitä. Jos nyt justiin vaan ylettyy, että omillamme
tuonne joulun pyhien yli päästään. Siemenestä ei puhettakaan! Vaan
pitäisihän sitä ammoin viljantuloksi ollakseen sen verran liietä, että
saisi vähän rahaksikin muutetuksi.

SIPI. Sitäkö varten ne sitte olivatkin, ne jyvät tänään, otettu, vai?…

ANTTI. Niin, sitähän se oli niinkuin vähän aikomus.

SIPI. Ettäkö taas kohta myödä?

ANTTI (alakuloisesti). Niinhän tuota on pakko tehdä.

 SIPI. No, mutta kuka niitä nyt tähän aikaan…? Ja kuka niistä nyt
oikean hinnan antaa?

ANTTI. Eihän niistä mitä niin äi'ää saa. Mutta saanee kai kuitenkin
jotakin, jos kaupunkiin viepi.

SIPI. No, jos kaupungissakin niistä viisitoista markkaa lähtee, niin

on se paremmin kuin hyvä. Ilmaiseksi annan sen summan, jos
kukaan enemmän maksaa.

ANTTI. Hyvin saattaa olla mahdollista, en minä kiistä…

SIPI. No, minä sen takaan. Entä matka sitte sinne? Maksaa kai se
jotakin sekin, vaikka omallakin hevosella viepi? Ja aika sitte, joka
siihen menee, ja eväät ja muut?!

ANTTI. Kyllähän se on sitäkin, mutta kun on rahaa tarvis, niin ei

siinä auta haikaileminen.

SIPI. No, parempihan se on sitte ainakin koettaa saada ne täällä

myödyiksi, jos se sillä lailla on. Ja kun olisin minäkin tuon ennen
tietänyt, niin olisinhan minäkin sitte ehkä voinut auttaa…

ANTTI. Niinkö, että olisin suorastaan rahaakin saanut?…

SIPI. No, vaikkapa niinkin.

ANTTI. Kyllähän minä sitä vähän… Vaan enhän minä taas ilennyt
— pyytää.

SIPI. No! Kun se nyt (nousee kävelemään) kerran on se kauppa

tehty, niin minkäs sille enää… Mutta peruutetaan se toisella lailla:
myödään nyt sitte minulle ne jyvät takaisin, niin pääsee ainakin
kaupunkiin lähtemästä.

ANTTI. Mikäs siinä on?! Myödähän ne pitää kuitenkin. Ja

samahan se on, kenelle.

SIPI. Mutta se minun vaan täytyy sanoa, ett'en minä tietysti

ostaessa konsaan voi antaa ihan samaa hintaa, kuin mistä myön.

ANTTI. No, kah, tiettyhän se on! Ja sehän se on kauppiaan

elantokin.

SIPI. Niin. Ja sen viisitoista markkaa minä kyllä annan, vaikka

paikalla.

ANTTI. No, eipä sitä taida kukaan sitte enempääkään antaa.

SIPI. Sopiihan koettaa. Enhän minä mitä pakoita. Päinvastoin.

ANTTI. Tiedänhän minä sen. Vaan mitäpä niistä kulettelemaan

lähtee?! Olkoon sitte siihenkin hintaan. — Ja eläähän tuota pitää,
eikä häntä miten voi rahattakaan elää.

SIPI. No, tehdään sitte niin! (Ottaa povitaskustaan lompakon ja

siitä kolme viiden markan seteliä.) Tuossa on rahat paikalla käteen!

ANTTI. Olisinhan minä ne kerinnyt sittekin saada, kun säkit

takaisin tuon.

SIPI. Mitäs niistä rupee varta vasten edestakaisin ajelemaan.

Viskaa vaan säkit minun hevoselleni, niin vien ne mennessäni! He!
Ottaa pois vaan!

(Panee setelit pöydälle).

 ANTTI. No, suuret kiitokset! Hyvin paljon kiitoksia! (Ottaa rahat,
käärii ne kokoon ja pistää liivinsä taskuun).

SIPI. Tuota — näet — en minä nyt jokaiselta osta — siitä hinnasta

varsinkaan. Ja tämän minä nyt vaan tein — auttaakseni. Sen tautta
en nyt tahtoisi, että sen muut näkisivät ja saisivat tietää.

ANTTI. No — kyllä — ymmärränhän minä sen… Hyvin vaan paljon

kiitoksia!

SIPI. Ja siinähän ne säkit helposti menevät minun mukanani.

ANTTI. Sopiihan ne… Ja kyllä minä ne siirrän.

HILMA (tulee oikealta).

ANTTI (menee kohta sen perästä ulos).

Viides kohtaus.

SIPI ja HILMA.

SIPI. Päivää, Hilma! Luulin jo, että olit minua pakoon mennyt, kun
ei sinua näin pitkään aikaan näkynyt (Kättelee Hilmaa.)

HILMA. Elähän! Mitäpä minä sitä olisin?!… Ja miksi niin luulet?

SIPI. Mistäpä sen tietää, mitä tässä on voinut väliin tulla.

HILMA. Istuhan ja selitä!

(Istuvat pöydän ääreen.)

 SIPI. No, ei mitään. Muutoinhan minä vaan. — Kuule! Minä tulin
siitä tämänpäiväisestä iltamasta kysymään, aiotko sinä sinne mennä.

HILMA. En nyt tiedä. Entä sinä? Etkös sinä sitte menekään?

SIPI (epäröiden). Kyllähän minun pitäisi, vaan — … Mutta kuinka

sinä?… Miks'et sinä?…

HILMA. Muutoin vaan. En tiedä, miksi; mutta tänään ei minulla ole

yhtään halua.

SIPI. No? Arvasinhan minä. Joku syy sinulla sittekin mahtaa olla.

HILMA. Eikä ole — mitään.

SIPI. Vaan siltä näyttää. Sinä olet niinkuin vähän kummallinen.

Ehkä se taannoinen vieras…?

HILMA. Siirikö?

SIPI. Niin. Hänhän, näen mä, kävi täällä?

HILMA. Kävi, kävi. No?

SIPI. No, ei mitään. Luulin vaan, että jos hän sinulle olisi jotakin
sano… jollakin lailla pannut sinut pahoille mielin.

HILMA. Eihän hän juuri mitä… (ikäänkuin yht'äkkiä heräten).

Kuule!
Meneekös Siiri sitte sinne?

SIPI. Kuinka niin? Sanoikos hän?…

HILMA. Ei, vaan kun et sinä tahdo… Mutta hän on pyydetty?

 SIPI. En minä… Ehkä sinä tiedät paremmin.

HILMA. Nyt minä ymmärrän! — Katsos sitä, kun ei hiiskunut siitä

sanaakaan.

SIPI. Varmaan hän ei sinne iltamaan sitte aikonutkaan, konsa ei

siitä haastanut.

HILMA. Mutta sinä tiesit, että hän on pyydetty, vaikka…?

SIPI. Mistä minä…? Ja mitä minä tiesin? Kuulin vaan, että lukkarin
Arvi oli aikonut häntä pyytää.

HILMA. Lukkarinko Arvi? Tuskinhan hän tunteekaan Siiriä.

SIPI (nousee hermostuneena kävelemään). No, mistä minä sitte

tiedän?! Ja mitä siitä nyt sen enemmän saivartaa. Varmaan häntä ei
kukaan sinne sitte ollut pyytänyt, konsa hän ei sinne aikonut eikä
siitä edes haastanutkaan. Ja vaikka häntä olisi pyydettykin, niin ei
suinkaan hän olisi sinne tullut kumminkaan, kun jo ylihuomenna
kuuluu olevan poislähdössä.

HILMA (katseltuaan miettiväisesti Sipiä, nousee ylös ja menee

hänen luoksensa). Elä nyt, Sipi kulta, siitä suutu! Miksikä sinä
noin…?

SIPI. Enhän minä mitä…

HILMA. Kuule, keltä sinä kuulit, että hän jo ylihuomenna…?

SIPI. Keltä?! Äitisihän tuo siitä vast'ikään haastoi (Katsoo

ikkunaan ja sitte kelloaan). Ka, kun onkin jo paljo. Ei. Kyllä minun
täytyy lähteä.
 HILMA. Mitä sinä nyt niin kiirehdit — tällä kertaa?

SIPI. Kun ei tahdo tuo hevonenkaan tuolla oikein pysyä rauhassa.

Ja tavataanhan me vielä tänä iltana ja… saadaan tarpeeksi olla
yhdessä.

HILMA. Voi, kun en minä oikein tiedä, Sipi. Niin ei tee mieli tulla.

SIPI. Mitä sinä nyt taas joutavia?! Pitäähän sinun olla laulamassa.
Ja voinhan minä sen nyt sinulle sanoa: laulun perästä saadaan
pistää vähän polkaksikin.

HILMA. Kansakokoululla?

SIPI. Niin. Tällä kertaa on saatu lupa.

HILMA. Ja kukas soittaa?

SIPI. Seuran omat torvensoittajat — ensimmäisen kerran.

HILMA. Jokos ne sitten niin hyvin…?

SIPI. Soittaako osaavat?

HILMA. Niin. Vastahan ne viime talvena torvensa saivat.

SIPI. Jopahan nuo näkyvät sen verran osaavan törryyttää, että

ainakin tahdissa pysyvät. Ja mitäs varten niiden torvien
hankkimiseksi olisi seuranäytelmiä ja arpajaisia pidetty, ell'ei ne
soittamaan oppisi. — No? Tulethan siis? Tietysti?

HILMA (miettiväisenä ja alakuloisena). En tiedä, todenperään,

miten minusta tämä tuntuu niin omituiselta.
 SIPI. Mikä nyt… omituiselta?

HILMA. Tuo Siirin poislähtö — tanssi ja torvensoitto, jotka

yht'äkkiä on toimeen pantu — ja kutsut… kaikki tuo on ihan kuin
tehty varta vasten — hänen tähtensä.

SIPI. Sinun tähtesi se on kaikki, jos nyt oikein tietää tahdot.

HILMA. Ja sinä tulit vaan kuulemaan, että ehkä minä en sinne

mene ja meneekö Siiri…

SIPI. Mutta sinäpä nyt keksit, Hilma, ihan jonni joutavia. Oikein tuo
jo taas alkaa minua pistää vihaksi. (Ottaa lakkinsa.)

HILMA (malttaen mieltänsä ja lekotellen). No, elä nyt!… Anna

anteeksi!… Voi, että minä nyt sen tulin sanoneeksi.

SIPI. No, mitä sitä sitte semmoisia ajatteleekaan, johon ei ole

vähintäkään syytä?! Ja tiedäthän sinä ilmankin, mimmoinen meidän
välimme on, hänen ja minun…

Kuudes kohtaus.

Edelliset, SOHVI ja ANTTI.

SOHVI ja ANTTI (tulevat).

SOHVI. Ei ollut kahvia paahdettuna, niin tuli vähän viivähtäneeksi.

SIPI. Kiitoksia! En minä nyt tällä kertaa… Aikakin on vähän

täpärällä.

ANTTI. Onkos se nyt niin…?

 SOHVI. Jokos se nyt sitte, todenperään… Olisihan se ihan
paikalla joutunut.

SIPI. Kyllä, mutta… Toisen kerran sitte. Hyvästi nyt vaan.

(Kättelee.)

SOHVI. No, oli se nyt paha oikein….

SIPI. Eipä mitä.

ANTTI. Ne säkit minä muutin…

SIPI. Hyvä, hyvä! — No, hyvästi, Hilma! Tänä iltana siis tavataan?
(Pitäen Hilmaa kädestä.) Tulethan varmaan?

HILMA. No, tulenhan minä ehkä…

SOHVI. Ka, mitenkäs… Tuleehan se (Hilmalle puolikovaan.) Mitäs

sinä nyt noin?! (Sipille.) Sinnehän se on ollut menossa… Koko
päivän on haastellut.

SIPI. Tietysti. Sitähän minäkin. Ja mikäs lysti siellä muillakaan

ilman olisi… Lupaathan, hä?

HILMA. Hyvä. Tulenhan minä.

SIPI. No, niin. Jääkää hyvästi (Menee.)

ANTTI (seuraa).

(Ulkoa kuuluu vähän ajan perästä "tpruu, tpruu" ja rattaiden

kolinaa.)
 Seitsemäs kohtaus.

SOHVI ja HILMA, sitte ANTTI, LIISU ja AAKU.

SOHVI. Mikäs sinun on, tyttö, kun tuolla lailla o'ot?

HILMA. Ei mikään, äiti… (Seisoo alla päin ja miettien pöydän

luona.)

SOHVI. Noin tylysti käyttäydyit. Ei se passaa mitenkään.

HILMA. Enhän minä mitä…

SOHVI. Näinhän minä, kah! Onhan mulla silmät päässä. Ja mitä

sinä nytkin tuossa seista törrötät?… Ihme ja kumma oikein!

ANTTI (palaa.)

LIISU ja AAKU (tulevat hänen jälessään).

AAKU (suu täynnä "pompommia", joita, mielihyvillään kourassaan

näyttelee Sohville.) Katos, äit', kuinka paljon!

SOHVI. No, o'otkos nyt vihdoin viimein mankumatta?! — Mut

oletkos
Liisullekin antanut, hä?

AAKU (nyökäyttää myöntävästi päätään).

LIISU. Antoi se jo.

SOHVI. Näkyihän sinun reissusi lykästyneen, Antti?

ANTTI. Lykästyihin se.

 SOHVI. Vaan mitäs sinä nyt Sipille viimeksi säkeistä haastoit?

ANTTI. Me tehtiin kaupat takaisin. Minun ei nyt tarvitsekaan

kaupunkiin lähteä.

SOHVI. Mitkä kaupat? Millä lailla?

ANTTI (ottaa setelit liivinsä taskusta ja näyttää Sohville). Möin

hänelle 15 markasta ne jyvät, jotka ensin velaksi ostin.

HILMA (kuuntelee ja katselee tarkkaavasti koko ajan).

SOHVI. Elähän?! Mitä kummia?! Ja paljonkos niistä sitte kirjaan

pantiin?

ANTTI. Kahdeksantoista ja puoli markkaa.

SOHVI. M-h-h! Niin että hän siitä voitti kolme ja puoli markkaa, ja
sinä hukkasit saman verran.

ANTTI. Mitä hukkasin? Eihän niitä mistä rahoja ilmankaan saa.

SOHVI. Onhan se sitäkin. — Mutta sillä lailla vaan se Sipi, näen

mä, rikastuukin (Perältä kuuluu kahvipannun sähinää). Ai, nyt se
kahvi kiehuu yli. Ihan se multa unehtuikin. (Rientää perälle.)

AAKU (menee Sohvin jälestä).

ANTTI (kääri miettiväisesti setelinsä kokoon ja panee jälleen

liivinsä taskuun). Ei. Työhön tästä pitää lähteä — uutta aatraansa
koettamaan, ett'ei aika hukkaan mene. (Panee lakin päähänsä ja
menee ulos.)

HILMA (katselee hänen jälkeensä).

 LIISU (joka on kauan katsellut Hilmaa, menee hänen luoksensa).
Sisko, miks' sinä o'ot niin surullinen tänä päivänä? Sano!

HILMA (silittää Liisun päätä). Enhän minä mitään, Liisuseni. Mene

nyt vaan äidin luo, niin saat kahvia. Mene! (Hilma menee ikäänkuin
vaistomaisesti ja jotakin miettien piirongin luo, josta ottaa
virkkuutyönsä.)

LIISU (katselee häntä vielä kotvan ja poistuu sitte hitaasti).

HILMA (huo'ahtaa ja käy hajamielisesti ikkunan luo virkkaamaan).

Esirippu.

Toinen näytös.

Sama suoja, kuin edellisessä näytöksessä. Uuni lämpiää. Kukat

ovat ikkunalta siirretyt piirongille.

Ensimmäinen kohtaus.

ANTTI ja SIPI. (tulevat perältä).

ANTTI. Käydään tänne kammariin, niin saadaan rauhassa haastaa

kahden kesken.

SIPI. Ka, täällähän uunikin lämpiää.

ANTTI. Hilmaa vartenhan tämä suoja pidetään lämpimänä

talvellakin. Me, muu perhe, asutaan siellä tuvassa.
 SIPI. Eihän ne omat puut paljon mitä maksa. — Oh-hoh! Vaan
onpas se ikkuna aika lailla jäässä.

ANTTI (nostaa tuolin etemmä ikkunasta). Hatarathan ne on kovin

raamit ja olisihan sitä kyllä pitänyt uudetkin laittaa, vaan — eihän
niitä tänä vuonna rahoja mistä siihenkään liiennyt.

SIPI (istuutuu). Niin, tuota, enhän minäkään sitä entistä

puotivelkaa, josta Antti eilen kävi haastamassa, nyt niin kovasti
kiiruhtaisi — tiedänhän minä, että sitä on vaikea suorittaa…

ANTTI. Vaikeatahan se nyt on kovin…

SIPI. Niin, niin, tiedänhän minä sen omistakin asioistani, että nyt
on vaikea aika. Mutta olisihan se jollakin lailla saatava kirjoista pois,
varsinkin nyt taas uuteen vuoteen siirryttyä.

ANTTI. Pahahan sen siinä on olla jo kolmatta vuotta. Ja olenhan

minä sitä itsekin ajatellut, että jos minä saisin sen velkakirjaan
muutetuksi…

SIPI. No, mikä siinä on?! Voihan sen sitte sillä lailla. Ja teenhän
minä sen mielellänikin.

ANTTI. … niin eihän se sitte ainakaan seisoisi ilman rosentteja.

SIPI. Niistä nyt mitä niin suurta väliä!.

ANTTI. Eikä… enhän minä ilman… Muutenkin on jo näin kauan

ollut…

SIPI. No, ka, olkoon. Saahan ne sitte sinne panna nekin.

 ANTTI. Vaan kaksihan siinä velkakirjassa taitaa pitää takuumiestä
olla?

SIPI. Kaksihan niitä kyllä tavallisesti ruukataan, vaan…

ANTTI. Niistähän sitä taaskin takuumiehistä on vähän niinkuin

vastusta, mistä ne saapi. Vaikka yhdenhän minä kyllä ehkä jo
saisinkin.

SIPI. No, tuota, voidaanhan me, meidän kesken, sitte tehdä

sellainenkin velkakirja, että päästään takuumiehistä järkinään. Ja
mitä niistä meidän väliin ottaakaan.

ANTTI. No, hyvin paljon kiitoksia! On se jo melkein vähän liikaa.

SIPI. Sitähän minä tarkoitan, että tehdään vaan kulkeva velkakirja.

ANTTI. Niin kulkevako?

SIPI. Niin… johon ei tarvita, kuin kaksi vierasta miestä

allekirjoitusta todistamaan.

ANTTI. No, kauppiashan ne asiat parhaiten tietää. Ja jos se

täyden tekee, niin…

SIPI. Tekee, ihan. Eikä siihen nyt sen enempää tarvita, kuin kynä
ja mustetta. Todistajat saadaan kyllä perästä päinkin. Ja lanketti
minulla taitaa olla muassani. (Ottaa lompakostaan velkakirjakaavan).
Niin sattuu yksi olemaankin. Ja useampiahan ei tarvitakaan.

ANTTI. No, sittehän se… Ja pitäisihän täällä ne kirjoitusverstaat

olla. (Aukaisee pöytälaatikon.) Hilmahan se aina välistä mitä lie
kirjoittelee.
 SIPI. Siinähän se on kynä.

ANTTI (panee kynän pöydälle). Tässähän se on. (Kaivaa

peremmältä pöytälaatikossa.) Ja täällähän tuo on perällä
läkkipullokin.

SIPI (ottaa Antilta mustepullon ja katselee sen sisustaa). Siinähän

on mustetta pullossa ihan sen verran, kuin tarvitaankin. No, ja tässä
on planketissa jo osa valmiiksi painettukin. Ei tarvitse lisätä kuin
muutaman sanan.

ANTTI. Minunkos se on…? On se vähän huononlaista minun

kirjoitustaitoni.

SIPI. Ei se mitä, kunhan vaan vähän tolkkua saapi. (Nousee ylös.)

Käypi tähän! Minä näytän mihin mitäkin kirjoittaa pitää.

ANTTI (ottaa kynän, istuutuu ja tavailee itsekseen

velkakirjakaavaa).
"Kauppias Sipi Rahikaiselle maksaa allekirjoittanut…"

SIPI. Tuohon pannaan maksuaika ja tuohon summa. —

Tavallisestihan sitä kirjoitetaan kuudeksi kuukaudeksi, sitä kun on
maksuaikaa siinä kuitenkin todellisuudessa enemmänkin.

ANTTI. Niin no. Enköhän sitä minäkin siksi jo vähän selviä, että
tuossa loppukesästä voin… jos toivottavasti parempi vuosikin tulee.

SIPI. Tahikka jos pannaan kolme kuukautta irtisanonnan jälkeen,

niin voinhan minä sitte kyllä uottaakin aivan asianhaarain mukaan.
Minusta se on sama.