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 .
l
 Alternative Approaches to O rganization 204
Summary 214
Part 3 Case Study: From startup to scaleup: Tala 218

PART 4: SUSTAINING ORGANIZATIONAL EFFECTIVENESS 220

10. LEARNING AND DEVELOPMENT 222
Introduction 222
Individual Learn ing 224
Training and Development 231
Organizationa l Learning 238
Summary 244
11 . WE LL-BEING AND ENGAGEMENT 248
Introduction 248
From Compliance to Care 250
Physical Health 252
Mental Health and Well - being 255
Engagement 261
Summary 266
12. FUTURE-PROOF WORKPLACES 270
Introduction 270
Data and the Organization of the Future 272
Research as a Guide for the Future 276
Organizationa l Sustainability 282
Summary 289
Part 4 Case Study: The end of the circus? 293

Glossary 296
Index 304

.
IX

I
LIST OF FIGURES AND
TABLES

Figures
...
I Structure of the book X111

1.1 Map of the H RM territory 10

1.2 Strategic tensions within HRM 11
2.1 The three economic sectors 36
3.1 Workforce planning flowchart 47
3.2 Types of recruitment strategy 51
3.3 Example BARS 56
3.4 The Big Five personality traits 58
4.1 Trade union membership in selected countries 81
4.2 Communication as a three-stage process 86
5.1 The high performance cycle 100
5.2 Hackman and Oldman's job characteristics model 102
7.1 The three phases of transition 159
7.2 Lewi n's three-stage model of change 163
7.3 A systems model of change 165
8.1 The experience curve 176
8.2 Strategy hierarchy 180
8.3 The link between SH RM and strategic management tasks 182
9.1 Advantages and disadvantages of bureaucracies 198
9.2 Three ways of 'getting things done' 205
9.3 Example matrix structure 210
9.4 Factors contributing to virtual team success 212
10.1 Categories of learning styles 227
10.2 Performance on cognitive tasks (immediate recall) in different background music conditions 228
10.3 The Cl PD's stages of continuing professional development 230
10.4 Needs analysis levels 231
10.5 Guidelines fore-learning 235
10.6 Modes of knowledge conversion 239
11.1 The well-being continuum 250
11.2 The job demands-resources model 265
12.1 Basic analytical methods and the skills needed to engage effectively with them 274
12.2 The three As of utilizing research 276
12.3 The relationship between H RM, engagement and organizational citizenship behaviour 281

x
 12.4 Sources of information for evidence-based practice 282
12.5 The triple bottom line 285
12.6 Green H RM issues 288

Tables
3.1 Types of reliability 60
3.2 Types of validity 61
5.1 Graded pay 105
5.2 Failures due to performance measurement 110
6.1 The tasks of management and leadership 123
6.2 Leadership traits 124
6.3 Leadership behaviours 125
6.4 Examples of path - goal theory 127
6.5 Transactional and transformational leadership compared 131
7.1 Management strategies 162
7.2 Expanding the model 164
8.1 Schools and categories of strategy formulation 174
8.2 Fitting H RM strategy to Porter's competitive strategies 185
10.1 Traditional training methods 233
10.2 Training effectiveness for different skills 237
11.1 Actions to improve well-being 260
11.2 Engagement and burnout compared 262

.
XI
ABOUT THE AUTHOR

Anna Sutton is a Senior Lecturer at the University of

Waikato, specializing in the application of psychology to
understanding and improving work and workplaces. She
was previously a Senior Lecturer in the Business School
at Manchester Metropolitan University, leading modules
in Organizational Behaviour and Human Resource
Management for undergraduate and postgraduate students.
Prior to this, she lectured in occupational psychology
at Leeds Metropolitan University on the BSc (Hons)
Psychology programmes.
With experience working in HR, Anna is also a Chartered
Psychologist, Associate Fellow of the British Psychological
Society and Fellow of the Higher Education Academy. Her
consultancy work involves using personality psychology to
encourage individuals and teams to develop self-awareness,
improve communication and enhance their teamworking.
Anna's research and publications centre on the role of
personality at work and particularly how the development
of self-awareness can impact on our work lives and well-
being. In addition, she has engaged in research projects Vl
c
....:::.t.
that explore teaching-related issues, such as students' o_
I...
<lJ

understanding of plagiarism and the research - teaching link c

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at universities. She is also the author of Work Psychology in :J

---,
Action (Palgrave, 2015) .

..
XII
ABOUT THIS BOO

Human Resource Management CH RM) and
Organizational Behaviour (OB) are closely allied
topics, both co ncerned with how people behave at
work and the best ways to manage for individual
and organizational success. Yet, they are often
studied entirely independently, meaning that,
at best, we may find ourselves repeating topics
from slightly different angles or, at worst, we
simply miss out on all the ways the two subjects
can inform one another. Instead, I believe that
we can truly benefit from seeing how the insights
and applications from both subjects can be
combined, which is what this book does. It takes
an integrative approach, drawing on H RM and
OB to provide you, as future managers or HR
practitioners, with a solid, detailed understanding
of how to apply your knowledge to managing
people at work. In addition, I've endeavoured to
put the 'human' at the centre of Human Resource
Management and consider organizations as groups
of people providing a humane and balanced view of
the business world.
ORGANIZATION
OF THE BOOK
This book is organized in such a way that if you read
from beginning to end you will be guided through
the concepts and issues in a logical pattern: from
past to future and from individual to organizational
level, as illustrated in Figu re I. It is always helpful
when learning a new topic to be able to see how it
is immediately relevant or useful to us. So, we start
with issues that are directly relevant to each of us
as employees, such as selection procedures and our
relationships with our managers or subordinates,
and then move on to consider the wider issues of
organizational effectiveness and sustainability.

••
••
- ~~~~~~~~~~~--.
• Chapter 10: Learning and
•• Part 4: Sustaining development
• Chapter 11: Well-being and
•• Organizational Effectiveness engagement
•• • Chapter 12: Future-proof
•• workplaces

••
•
•
Part 3: Creating • Chapter 7: Culture and change
• Chapter 8: Strategy: creating purpose
Organizational Effectiveness
•••• • Chapter 9: Structure: fit for purpose

••••
••
.• --~~~~~~~~~~-- • Chapter 4: The individual and the organization

•••• Part 2: The Management • Chapter 5: Encouraging and managing

performance
•••• Relationship • Chapter 6: Leadership: managing leaders and

•••• leading management

••• ••
•••••••• •••
~~~~~~~~~~~--.

Part 1: Foundations of OB • Chapter 1: Integrating OB and HRM

• Chapter 2: What is work all about?
and HRM • Chapter 3: Recruitment and selection

Figure I Structure of the book

...
XI I I
The book is divided into four parts, each of which has
an introduction to the main themes of the chapters
it contains and is concluded by a case study to
ii lustrate and explore the key issues.
Part 1: Foundations of
OB and HRM
Chapter 1 begins with a discussion of the history and
background of OB and H RM to provide the context
for current theories and applications covered later in
the book. We move on to consider the wider issue of
what work is all about in Chapter 2 . It is important to
clarify these basic concepts early on: for example, if
we do not have a clear grasp of what 'work' actually
is and why people might want to do it, how can we
evaluate different motivational theories for ways to
encourage employees to work harder? Chapter 3
introduces the essential elements of recruitment
and selection - the basic tasks an organization has to
complete in order to bring employees in.
Case study: Care workers
Part 2: The management
relationship
Once employees are in place within the organization,
the next important consideration is the central role of
the management relationship. In Chapter 4 , we start
by looking at the role of contracts, communication
and trust in building that relationship and then , in
Chapter 5 , move on to consider how performance at
work can be encouraged and managed. Part 2 ends
with a detailed discussion of leadership in Chapter 6 ,
which provides a bridge to considering wider
organizational issues, such as strategy and structure,
in Part 3.
Case study: Social CEOs
Part 3: Creating organizational
effectiveness
The discussions of ways of managing individual
effectiveness in Parts 1 and 2 lead us guite naturally
XIV
into co iderations of organizational-1:J issues that
can deter · e success and failur ~ We start with
Chapter 7 on cu t ·t:1re ange, looking at how
culture can be a source of opportunity and challenge
for the organization. Chapter 8 considers the critical
role of strategy, engaging with discussions over how
HR and organizational strategies can be aligned.
Finally, Chapter 9 brings Part 3 together with an
evaluation of the role of structure in helping to make
the organization fit for its purpose.
Case study: From startup to scaleup: Tala
Part 4: Sustaining
organizational effectiveness
In Part 4, we turn to the future, looking at ways we
can ensure the organization survives. Chapter 10
considers the essential role of individual and
organizational learning and development. Chapter 11
makes the case for employee engagement and well-
being as being an essential component of long-term
sustained success. Chapter 12 draws the book to a
close by considering the wider issue of how we define
organizational success and the role of research in
helping us to create future-proof workplaces.
Case study: The end of the circus?
Alongside this structured organization, throughout
the book you will also find links between the
chapters: this is important to help you understand
the subject as an integrated whole rather than as
isolated topics. For example, the role of pay or
financial reward at work is considered in Chapter 2
(the meaning of work), Chapter 5 (motivation) and
Chapter 6 (CEO pay and leadership).
Finally, at the end of the book you will find the
Glossary, which provides brief, clear definitions
of the technical terms and main theories used
throughout the book.
CHAPTER FEATU ES AND ACTIV I ES

There are many different features and activities in
this book, which are designed to help you learn the
material and see its relevance to your practice as a
manager or HR professional. The activities focus
on application and developing transferrable skills,
all within an international context that reflects our
current working environment.
INTERNATIONAL
PERSPECTIVE
In our increasingly globalized business world, it
is important to be aware of cultural and national
differences. Careful consideration of these
differences is an important element in determining
the success or failure of management initiatives or
HR programmes. We can also gain new perspectives
on our work and organizations by seeing how things
are done in other countries. In this book, there are
many international examples embedded in the
text and there are also specific activities, extended
discussions or case studies that are based in different
•
countries.
APPLICATION AS
AN ESSENTIAL
The application of subject-specific knowledge to the
real world of work is often the most useful element
of university study and, simultaneously, the most
challenging. So, in this book, I have developed a range
of features to help you apply and use the theories we
cover. From short case studies to activities exploring
the range of resources on the web, to discussions
of HRM and OB topics in the news, each chapter
makes the link from theory to practice that bit easier.

Applications Weighing the Web Explorer In the News

Evidence
1. W hy study O B? A re happy wo rkers Professional HRM prin ciples
1 2 . Humans or resou rces? productive? bodies and and nationa l
Integrating OB 3. Ana lytical H RM reflective practice gove rnment s
and HRM 4. Meas uring performance

2 1. W hat is wo rk?
2 . Mo re pay, less wo rk?
We a ll j ust wan t a n
easy li fe
A tt racting
vo lun t eers
Uncond it ional basic
.
income
What is work all 3. The ce ntra lity of wo rk
about? 4. Emot ional labo ur

3 1. P EST ana lysis for wo rkfo rce

pla nn ing
Rac ial a nd sex
d iffere nces in
Migrant o r ex pat? Ageist selection?

Recruitment and 2 . W ri ting a compete ncy-based job inte ll ect ua l abi lity
selection desc ri pt ion
3. Personality at wo rk

4 1. The psyc ho logical contract

2 . Trust at wo rk
High commitment
HR practices
Wo rkers vs
ma nagemen t
Uber and the gig
economy
The individual 3. Communicating difficult
and the messages
• •
organ1zat1on 4. Info rmal netwo rks and rumou r

5 1. H iring mot ivat ed people

2 . Job c raftin g
Does performance
ma nageme nt de live r?
Total rewa rds Insta nt pe rfo rma nce
feedback
Encouraging 3. Flex ible a nd vo lun ta ry be nefit s
and managing
performance

xv
 Applications Weighing the Web Explorer In the News
Evidence

6 1. Sho ul d all ma nagers be leade rs?

2 . Leading in a new co ntext
Leadership is
in herently mo ral
How to be a good
leader
Volkswagen c heats
em1ss1ons tests
Leadership: 3. Ma naging leaders
managing leaders
and leading
management
1. Future c hanges
7 2. Comm uni cat ing change
Can we pla n cha nge? Espoused va lu es O rganizationa l
c ul tu re clash
Culture and 3. Act ion research in act ion
change

8 1. Th in king differe ntly

2. SWOT a nalys is
Strat egy as practice How un igue a re
HR st rategies?
SHRM fa il ure?

Strategy: 3. Developin g HR strategy

creating purpose

9 1. HR profess io nals
2. Strategic des ign?
Bureauc rat ic or
bu reaupathic?
Organizat iona l
cha rts
Self - managed
. .
o rgan1zat 1ons
Structure: fit for 3. Developin g pa rtic ipa t ion in
purpose NG Os
1. Using rewards to c hange
10 be haviou r
Are learning
organizations rea l?
E-lea rning Project ECHO

Learning and 2 . Does persona lity affect how we

development lea rn?
3. Ma naging your own CPD
1. Preven t ing wo rkp lace violence
11 2 . Int ernatio nal H &S
Well- being is good for
business
EAPs Techno logy and
worka holism
Well-being and 3. Work f ri e nds
engagement
1. HR info rmation syst ems
12 2. Resea rch implicatio ns
A sha re holder view in
t he pub lic sec to r?
Insp irationa l
management talks
Paid pa ren tal leave

Future-proof 3. G reeni ng H RM
workplaces

DEVELOPING employees to stay up to date with c urrent practice

TRANSFERRABLE SKILLS
Transferrable ski lls are increasingly essential in
managing our own careers. It is no longer enough
when seeking employment to be able to demonstrate
university-level expert subject knowledge. Instead,
employers are looking for people who can hit the
ground running and have a range of practica l skil ls.
In add ition , orga nizations expect their managers and
and emerging trends. This book is designed to he lp
yo u to do just this: in each chapter, there is a detailed
activity for developing a specific transferrable ski ll.
You deve lop the skil l within t he context of that
cha pter's topic but are given guidance on how to
practise it and use it in new situations. You may
find it hel pful to co llect your work and reflections
on these activit ies into a portfolio, which you can
draw o n when prepari ng for selection or promotion
event s. The list of these skills is given below.

XVI
 Chapter Transferrable skill
1. Integrating OB and HRM Ide ntifying unde rlyi ng assumptions
2. What is work all about? Critical t hinking
3. Recruitment and selection Interview skills
4. The individual and the organization Negotiation
5. Encouraging and managing performance Holding a performance conversation
6. Leadership: managing leaders and leading management Lead ing a gro up
7. Culture and change Dealing with change
8. Strategy: creating purpose Scenario planning
9. Structure: fit for purpose Analysing o rganizational function
10. Learni ng and development Designing a training programme
11. Well-being and engagement Enhanci ng engagement
12. Future-proof workplaces Reading original research

INSIGHTS FROM PRACTICE
One of the exciting features of this textbook is
Practice Insights: a range of video interviews with
practitioners, managers, consultants and others,
each associated with a specific chapter. In the videos,
the interviewees talk about their experience with the
topic of that chapter, as well as give some insight
into their career paths to help ii lust rate the variety
of careers that are available to students in this area.

Chapter Interviewee job title Topic of video Country

1. Jennifer Dootson: Part-time H RM student and HR Business Studying H RM and OB UK
Part ner
2. Ca rrie McKenzie: Vol un tary Services Manager at a large Managing vo lunt eers UK
hospita l
3. Kirsten Hende rson: Recruitment Consultant Internationa l recruitment New Zea land
4. Mark Harcourt: Professor of Strategy and H RM Employment re lationship New Zealand
5. Roger Longden : Perfo rmance Management Consultant Adva nces in performance UK
management
6. C laudia Na rio : Leadership Development Consultant Leaders hip deve lopment Spa in
7. Rebecca Le ncho: HR Manager Managing culture and change USA
8. Kris Delano: Corporate HR Director Organizational and HR strategy USA
9. Darren Cook: Director of a fi lm company Networks and informal UK
organizational structures
10. Pau l Walsh: Learning and Development Specialist Learning and training at work UK
11 . Ginger Chen: Senior HR Manager Employee engagement Taiwan
12. Lara Montefiori: Head of Psychology at a game - based Gamification and using research UK
assessment company

ONLINE RESOURCES video introductions to each chapter and multiple choice

guestions to test your understanding, as well as the
There are further resources and activities to support your Practice Insights videos related to each chapter. See
learning available on the companion website, including Online resources on p.xx for further details.

..
XVII
TOUR OF THE BOOK

Every chapter has a range of interactive activities and the majority are designed in such a way that
you can work through them alone or in a study group.

FOUNDATIONS OF OB AND HRM

PART AND CHAPTER
MIND MAPS
11'1 Pan 1, we-are~ the fourdatlortS of our srudyof OrgarlilatiOnal SehaWOUr <OBJ and foundation of the employment relaUOOshlp ,11,d the decisions that need to be made about how
Hum.in R<;!swrcc ~Nlgcment (HRt,1). In O\iitpt~r 1, we $Wt by rcvi11Wing t~ histo,y QI th(! Qtgani;;:,tic,n will ,mr.i«. r«f\111 ,1nd sel(i(t it.s worke,s, Thie P,ut 1 c.l1'e stv<ly provides "'"
OB aoo HRM, d,awing out tbei, (O(l'IMOn tJiemes lll'ld ch11He1~s and seeing hew ttley (a.\ imight into tJi,e wo,k th111 ca,e wo,kers do and draM out ~ral ot d,e interesting themes
wmpltll"l'nt cocci! ~ · '" t f f ~ to 111\Ck•n~ d olld m,~ae pc,oplC' ~t w~k. In C"4ptoer 2 ( " ~ ,n 1litte ml thttt clioptcr,., inclt,1&rlg nc,,... •e ~luc dtffctcnt type$ <if w;:,rk, the
we mow on tooonside, wh111 wo, k ~ .,.11 ;,boot, h$ n*.:ining in 01.• live-\ and the kinds of work lntcrn:il mo1ivi,.tion$~ h:iV<'for wed:ing 11nd the imp11ctof 11:cruilmenl de,c;bions onthc-qu11li1y
there are. Wewlll also ~re$$ some of the il'lequalitie:s In wofl(.<onslderirlg, fot ellample, why
'emotiol'l;'II' worlc is often paid Jess well th.ln other ~PtS of WQrk. In ~PW 3, wt' review the
ol 1'{()(k Ol'ld l'I.UV!'e oft~ wo,k(orc~.
A diagrammatic overview of the
Organizational
T)'P,!$ of w topics covered and how they all
beha.VIOUt

The meanin ot wod1

link together. These can also be a
Comblmng OB & HRM ,,___.--
useful revision aid.
Re$0WCing Slfat~
Selection methods
Human resou rce Attraehng candidate
man men,

e Video overview

Application'" What is work?

APPLICATIONS Wri te a list of eve rythi ng you did yesterday. Now
go through each ite m and mark it as 'work' or 'not
Case studies, work work'.
scenarios and guestions Compare your list to a colleague's or frie nd's.
What kinds of thi ngs do each of you view as work?
t o he lp you apply what Consider issues such as whether the activity has
to be paid and whether studying or household
you have le arnt to real -
tasks like grocery shopping and cleaning count as
life situations. work. Where yo u have similarities or differences
in your definitions of work, explore your reasons.
What does this tell you a bout your underlying Go online to www.macmillanihe.com/sutton-people
beliefs of what work is? to access a video of Anna Sutton int roducing t he
chapter's main t hemes.

@ Web Explorer: Workers vs management

It is common for workplace disputes to be couched • Pro

VIDEO OVERVIEW
in terms of workers versus management and for and An introduction to the main
trade unions to be thought of as fighti ng for workers
against management. But what of the actual
Read 1 c hapte r topics a nd th e mes from
these<
managers? They are employees of the organization Anna Sutton, the author.
just as much as non- managerial workers and they • Wh
too may fi nd that t heir interests do not coincide go'
perfectly with those of the organization. Are they
• Ho, • • •
able tojoin a union to have collective representation? A re happy work
me,
In fact, several unions do include managers in their It is a commonly held belief that we work better
.IS
membership alongside other professionals, a nd • Wh when we are happier in ourjobs. Much of the current goe
emphasis on well-being at work or promoting job secI
satisfaction rests on an unspoken assumption that if per
we can help people feel more positive at work, they us v
WEIGHING THE will be more productive. But how true is this? It is
a question that has long interested both H RM and
vice

WEB EXPLORER EVIDENCE OB resea rchers and there are hundreds of studies resE
investigating the link between job satisfaction and th al
Suggest ways to e xplo re performance. up I
Focus on a key de bate re late d A significa nt review of th is published research atti·
online co nte nt related t o the has given us a fairly definitive answer: there is a Inc
to the topic of the chapter and correlation of about 0.3 between job satisfaction out
c hapter and e ncourage wider and performance (Judge et al., 2001). While not was
examin e different viewpoints very large, this is a significant association and effE
disc ussion and application of
and rese arch findings, t he relationship is stronger for more complex rev1
jobs tha n it is for simpler jobs. However, one of it d
c hapter concepts. .
providing an up-to - date the difficulties in understanding this relationshi p imp

evide nce - based conclusion.

I!
 -
--- In the News: Unconditional basic income
IN THE NEWS At first glance, unconditional basic income (UBI)
sounds like a utopian and unrealistic idea: pay
with having a variety of<
2016). It is gaining po
Reflect on OB and HRM issues that everyone enough to meet their basic costs of living, particularly Silicon Vall
regardless of their other income, employment suggesting it is a way to
have hit the news around the world, status or any other factor. It is an idea that dates increasingly automated
back centuries but has recently been making the With estimates suggesti
which help to illustrate the content of news all over again. Switzerland held a referendum and a third of all jobs in
on introducing UBI in J une 2016 and the majority be automated within 2(
the chapter and stimulate discussion. (77%) rejected it. But Finland and some Dutch suggested that U Bl is t~
cities are starting to experiment with it by stopping future.
the means-testing of benefits payments, essentially
giving claimants a basic amount of money each For discussion

Transferrable Skills: Holding a performance conversation

As we've seen, conversations about performance addressing poor perform TRANSFERRABLE SKILLS
at work are among the most important tasks a impact on the organiza
manager can have, yet are also often avoided. In lower the morale of oth, Offer a guided activity to help you
this activity, you will practise your skills at doing develop a key pract ical skil l that will
2. Prepare: This involves gc
this. It is inspired by advice given by ACAS (the
you need and planning h,
Advisory, Conciliation and Arbitration Service),
problem. Start by esta~ enhance your employabi lity as wel l
an organization focused on improving workplace
evidence is there of t
relations and with many yea rs' experience
What were the emplo:
as help you in your wider university
in dealing with difficult conversations. More
they made aware of t stud ies.
details can be found at www.acas.org.uk/index.
what you know abou
aspx?articleid=3799.
t here extenuating fact<
There are three practical steps you can take to
problem? Finally, che
mr1le,=. ~ iflir 1,It rnnv~r~r1tinn~ ;\ littljl:) ~r1~it:1r·

e Practice Insights: Rebecca

Lencho PRACTICE
END OF CHAPTER SUMMARIES Rebecca Lencho is a Human Resources

Recap key ideas and topics discussed in the

Manager at Rockline Industries, an American
manufacturing company with five sites in the
INSIGHTS
USA as well as locations in the UK and China.
Video interviews
chapter. She is based at the Springdale, Arkansas site.
In the video she talks about the range of tasks
she undertakes as a general HR manager as well with practitioners,
as sharing insights into managing culture and
change within her organization .
I managers, consultants

SUMMARY
• and academics,
shedding light on the
application of OB
We started this chapter by looking at organizational
and H RM in the real
culture as the context in which change happens
world.
and a subject of change management itself. We Go online to www.macm,llanihe.com/sutton-people
to access the interview with Rebecca.
then moved on to consider the current trends that

FURTHER READING
• The psychological contract is a rich area of
research and this paper provides a good basis FURTHER READING
REVIEW QUESTIONS for understanding its basic tenets; Rousseau, D.
M. (2001) 'Schema, promise and mutuality: the Curated selection of three to
1. What is the psychological contract and why is building blocks of the psychological contract',
it an important element in understanding the Journal of Occupational and Orgonizotionol
Psychology, 74(4), pp. 511- 41.
four key additional texts or
employment relationship?
• To find out more about the relationship between papers to take your studies a
2. Why might an organization wish to increase trust and performance, see Brown, S. Gray, D.,
employee feedback and how could it go about McHa rdy, J. and Taylor, K. (2014) 'Employee step further beyond the content
trust and workplace performance', Journal of
doing t his? Economic Behavior and Orgonization, 116(8284),
pp. 361-78. of the chapter.
3. Evaluate the role of collective re presentation
• This website provides lots of data on trade union
in the modern wo rkplace: to what exte nt does membership that you can use to find out about
H RM promote an individ ually based ra t her t han different countries. It allows you to construct
collective employment relationship? you r own graphs: https:lfstats.oecd.org/lndex.
aspx?DataSetCode=UN_DEN.

REVIEW QUESTIONS ONLINE RESOURCES

Test your knowledge and Access to video interviews
ONLINE RESOURCES
understanding of the and introductions, plus a Go online to www.macmillanihe.com/sutton-people
to access a MCQ 9uiz for this chapter and for
chapter and can be used as range of additional resources further resources to support your learning.
• • •
practice essay guest1ons 1n to support teaching and
• •
rev1s1on. learning.
ONLINE RESOURCES

To complement the print book there are a number of supporting and additional materials provided online,
through the companion website www.macmillanihe.com/sutton-people.

Ot her Business titles > Lecturer Logout >

> HOME
Are people in organisations treated as human beings or

> TEA.CHING RESOURCES

as resources to be controlled ?

This brand new textbook puts the "humann at the centre of human
••
PEOPLE,
> LEARNINGRESOURCES resource management and considers organisations as groups of
people. Taking an innovative approach, this book integrates and MANAGEMENT &
> ABOUT THlS BOOK synthesizes topics from the related disciplines of organizational ORGANIZATI O NS
behaviour and human resource management, to provide a nch
ANNA SUTTON
learning experience and a deep insight into the interconnectedness of
these dynamic areas.

Resources to accon1pany the book ~viii be upfoaded to this website

••
soon.

LEARNING MATERIALS
For students, these include:
• Self-test multiple choice guestion guiz to check your understanding of each chapter.
• Author video chapter introductions outlining the key issues discussed in each chapter
• Practice Insights videos, featuring the following interviewees:

n
11
11
II
II
u
II
II
II

Jennifer Dootson Carrie McKenzie

Part-time H RM student and HR Business Voluntary Services Manager, Sheffield
Partner at d-Wise, UK Teaching Hospital, UK

xx
Kirsten Henderson Mark Harcourt
Recruitment Consultant, Jo Fisher Executive, Professor of Strategy and H RM, University of
New Zealand Waikato, New Zealand

Roger Longden Claudia Nario

Performance Management Consultant, There Leadership Development Consultant, Center
be Giants, UK for Creative Leadership, Spain

Kris Delano
Rebecca Lencho Corporate HR Director, Rockline Industries,
HR Manager, Rockline Industries, USA USA
 •

Darren Cook Paul Walsh

Director, Scruffy Bear Pictures, UK Leaming and Development Specialist, Manchester
Metropolitan University, UK

Ginger Chen Lara Montefiori

Senior HR Manager, Cigna, Taiwan Head of Psychology, Arctic Shores, UK

TEACHING MATERIALS
For lecturers, the following resources are available to support course delivery and assessment:

• An Instructor's manual containing:

- Suggested timetables and pathways through the book for different student groups

- Lecture and seminar content suggestions

- Guidance for in-text exercises

• Lecture slides to form the basis of lecture presentations; editable for your own needs

• A Testbank of multiple choice guestions and answers that can be used in assessments.

• •
XXII
Thank you for adopting this textbook for your
course. I hope that you will find it useful as a basis for
your lecturing, enabling students to see how OB and
H RM complement each other in the study of how
work and people are organized and managed. Rather
than keep OB and H RM separate throughout the
book, viewing everything independently from two
angles, I have worked to combine them so that each
topic is addressed in a unified way, providing students
with understanding and applications that would not
be otherwise available.
ORGANIZATION
OF THE BOOK
Integrating two distinct fields of study such as
H RM and OB can be very rewarding in the way
it provides unigue insights for learners but also
presents distinct challenges in how to cover the
material. In developing this concise textbook, I
have necessarily had to make choices about what to
include and what to leave out. My guiding principle
has been to maintain a focus on current utility and
application, rather than try and give a detailed review
of historical theories and models. I have aimed to
provide students with a sophisticated theoretical
understanding of the subject that leads naturally into
evidence-based application. So, I do not claim that
this book will cover everything of interest and value
in OB and H RM (and my apologies if your favourite
topic is missing), but, rather, that it provides a unified
discussion of the essentials of the two fields in a way
that will help students to understand the underlying
principles and apply them to their own work lives.
ALTERNATIVE PATHWAYS
THROUGH THE BOOK
H RM and OB are wide-ranging topics with many
different applications at work, so it may be that a
different pathway through this book will suit your
course or students better than simply working through
from Chapter 1 to 12. Here are some suggested
alternative pathways to suit different needs, using
different 'blocks' of chapters that you can mix and
match to create your course. For example:
Pathway 1
1. Macro to micro path
2. Focus on employees
3. Understanding the context
Pathway 2
1. Understanding the context
2. Employee life-cycle
3. A focus on leadership

Macro to micro

Al t ho ugh the book is structured so t hat we st art with t he ind ivid ua l and move up to t he o rgan izatio nal level, a n a lte rn at ive
a pproach is t o start wit h t he bigger picture iss ues such as strategy and how to manage change and then move down to t he
in divid ual -level t opics of perfo rma nce manageme nt, rec ruitment and so o n. This ap proach may be more suit ab le fo r students
studying higher level management (i ncludi ng M BA) who wish t o look mo re c losely at how HRM in t egrates wit h o rganizat ion -
level strategies a nd direct io ns, emphasiz ing the role of leaders in doing t hi s:

• Chapter 8: Strategy: creating purpose

• Chapter 9: Structure: fit for purpose
• Chapter 7 : Culture and change
• Chapter 6 : Leadership: managing leaders and leading management
• Chapter 5: Encouraging and managing performance
• Chapter 4: The individual and the organization

.. .
XX/ I I
 Employee life-cycle
If t he focus of your cou rse is mo re on t he tasks HR carri es out on a day -to - day bas is and how t he funct io n interacts wit h
employees at diffe ren t stages of t heir ca ree r, t his pat hway may be more ap prop ri ate. It moves t hro ugh a basic employee life -
cycle, from attraction a nd selection th rough t o performance, deve lopment an d longer t erm e ngageme nt:
• Cha pter 3 : Recruitment and selection
• Cha pter 4: The individual and the organization
• Cha pter 5: Encouraging and managing performance
• Cha pter 10 : Learning and development
• Cha pter 11: Well-being and engagement
A focus on change
One of the most cha ll engin g issues ma nagers have to deal
with in t he modern wo rkp lace is c hange. Th is pathway
focuses on t he c hapters t hat a re most relevant to cha nge
management. It covers models of change a nd t he ro le of
culture, how to embed learning and development within t he
orga nizat ion, recognizi ng fu t ure trends, and how best to lead
peo ple and organizat ions:
• Cha pter 7 : Culture and change
• Cha pter 10 : Learning and development
• Cha pter 12 : Future-proof workplaces
• Cha pter 6 : Leadership: managing leaders and leading
management
A focus on employees
This bloc k focuses on t he key issues of selecting, developing
and engaging employees to create flex ible, susta inab le
orga nizat ions t hat wi ll survive into t he future:
• Cha pter 3 : Recruitment and selection
• Cha pter 10 : Learning and development
• Cha pter 11: Well-being and engagement
• Cha pter 12 : Future-proof workplaces
TEACHING MATERIALS
Because I believe the best way to learn an applied
subject is to work through the implications and
applications, there are a variety of pedagogical
features in this book designed to help students do
just that. I have developed them so that they are
integral parts of the text, not just attractive 'add-
ons', and have constructed them in a way that should
make them easy to adapt for seminar or tutorial work
with students. You may find the Instructor's manual,
available on the companion website, helpful here for
suggestions on how you can use different activities in
XXI V
Understanding the context
Th is block em phasizes the impo rtance of understa nding
t he cont ext within wh ic h HR and ma nageme nt activit ies ta ke
place in orde r to deve lop a c ritical unde rstanding of
key t heo ries. It would wo rk well as an introduction to t he rest
of the cou rse or as a conclu ding section t hat a ll ows stude nt s
t o use these key context ua l fa ctors to re - evaluate and
ex pand their understa nding of t he preceding issues:
• Chapter 1: Integrating OB and HRM
• Chapter 2 : What is work all about?
• Chapt er 12: Future-proof workplaces
A focus on leadership
The role of leaders as c reato rs of o rgan izatio nal di rectio n
and purpose can be ex plore d in t his block, whi ch sta rts
wit h t he leade rship c hapter and t he c e ntra l impo rta nce of
st rategy a nd t he n moves on t o consider t he broade r issues of
organizat ional st ructu re, culture and change:
• Chapt er 6 : Leadership: managing leaders and leading
management
• Chapt er 8 : Strategy: creating purpose
• Chapter 7 : Culture and change
Chapt er 9 : Structure: fit for purpose
the book with your students. The manual is designed
to help with the delivery of a course based around
this textbook and includes:
• Suggested timetables and pathways through the
book for different student groups
• Lecture and seminar content suggestions.
In addition, on the companion website you will be
able to gain access to lecture slides for every chapter
to support your teaching and a Testbank of multiple
choice guestions. See Online resources on p. xx for
further details.
A NOTE ABOUT
EMPLOYABILITY
One of the recurri ng themes in t his book, and an
issue of increasing im portance in university study,
is the development of transferrab le skills and I have
included an extended activity in each chapter that
will help students to develop their own skills. Not only
do these activities help to illustrate the applicability
of the chapter content to students' own work lives,
but t hey will also enable students to see concrete
ways they can evidence their own ski ll development.
If emp loyability is a key e lement of yo ur own course,
you could encourage students to use these activities
to develop a portfol io of their ski ll development.
I wish you all the best in your teach ing and would
welcome any suggestions or feedback you have
about the book that would help to improve the next
edition. Please contact me via the ema il address on
the companion website.
xxv
ACKNOWLEDGEMENTS

I am very grateful to all the people who contributed their time on the video interviews to help bring the subject
alive and share their own career experiences:

Jennifer Dootson Paul Walsh

Carrie McKenzie Kris Delano
Kirsten Henderson Darren Cook
Mark Harcourt Ginger Chen
Roger Longden Rebecca Lencho
Claudia Nario Lara Montefiori

My sincere thanks also to the anonymous reviewers who provided detailed and considered feedback at various
stages of this project. Your input was invaluable in strengthening and improving the book.
Thanks to my family: as usual, you have been incredibly supportive and enthusiastic about my work on this
book. Thanks to Kate for insisting on celebrating each milestone with me, to Mum and Dad for the practical
help and contagious parental sense of pride in what I do, and to Julian for the unflagging support and continuous
stream of small treats to keep me going.
Finally, I am deeply grateful to the team at Palgrave: Ursula Gavin and Niki Jayatunga, who have supported
and inspired me in the writing of this book; the design team for producing such an attractive and creative
layout; and all those working behind the scenes to bring this book to fruition. Thanks also to Maggie Lythgoe
for the patient copy-editing and corrections of my sometimes idiosyncratic grammar.

XXVI
Another random document with
no related content on Scribd:
 —Wai selle d’r beginne met seve-en-twintig pond
raspers van.… [131]

—Neelis Skorpioen.… las „notaris” haperig af van z’n

lijstje.

—Van Skorpioen.… uit Slangetje.… wie sait dur ’n

gulde! daa’s vier sint ’t pond!.…

Inmiddels had ’n tuinder, ’n zwaren zak doppers

losgesjord uit kistenrommel, zich door lijfgedrang
heengewurmd, z’n waar, àchter koppen, vaten-stapels
en manden-torens, met krampigen arm, hijgend op
veilbank vóór Bode neergesmakt. Dadelijk grabbelde
die, met één hand tusschen de groene vruchtjes, liet
ze speelsch rond z’n vingers glijen en riep weer
opjagend:

—Prechtig jong goed!.… ruikt puur aa’s.… oo-de-

kolonnie!.… wie sait dur.…

—Tachtig, krijschte ’n stem uit het menschkluw op de

koelkast.—

—Tachtig, vaif en tachtig, draafde Bode door.…

—Naigtig! zenuwachtig scherp, piepte ’n vrouwestem

onder de pijp uit.

—Naigtig, zang-dreunde, hard-klaar Bode’s geluid nà,

tusschen bries-stoei en koelen kabbelgolfjesruisch
in.… Naigtig.. vaif en naigtig.… da goan.…
eenmoal.… veur de derde moàl.… Rietvink!
 Pachtertje Rietvink had ’t laatst geboden, kreeg
erwtenzak over koppendrom naar zich toegesleept en
warm wroetten en graaiden z’n armen, tusschen ’t
heete gedrang en getast van lijven. Dwars achter de
pijp, waar ’n groep kerels zich spitste op ’t veilgoed, en
uit alle hoekjes gretige kijk rondging, klonk dof
gestommel en geschuur van voeten op stalen plaat en
kijverige stemmenroes, warrelend en schreeuwerig als
gesmoorde ruzie.

—Halt doar Kempees, krijschte de Bode naar de pijp,

t’met d’r al heet! nog gain hallef ses … je hep dur puur
nog ’n vaiftien uur om malkoar an rieme te snaie
hee?.… kaik hier!.. is dur twintig pond mooie
kapcainders.… wie set.…

—Tachtig! schreeuwde daad’lijk ’n venter, stemschor,

rauw.

—Tachtig, van fier kant gelaik!

Vrouw Banke, met’r zwartig-rood kapertje over ’t

hoofd, ’r korte, spek-vette, trillige armen, boven ’r
tonnigen romp-buik, [132]grabbelde in den
kapucijnerzak dien Bode op de veilbank sleepen liet.

Lacherig schalkte ie, hoog boven de venters

uitkijkend:

—’t Benne gain kuite.… vrouw Banke.… je ken dur

sain nie knaipe!

Gegier stortte in, en heeterig aangevlamd in

hartstocht, tapten wat kerels schunnige moppen, die
 vrouw Banke met minachtend lipgepuf afweerde.

Bode had toegeslagen, en telkens weer ’n andere

venter kwam op àfroep van zangnummer, van achter,
bijzij, uit kajuit, door den opgeknelden
menschenkronkel heenduiken, met zware zakken of
bakken boven hoofd en onder arm, alles
neersmakkend in vloek-heeten sjouw-zucht op
veilbank voor den Bode.

—Nou he’k vaiftig pond piek-faine groentjes!

—’n Gulde:.…

—Een-tien.… een-tien.. mi je drieë.… een vaiftien!..

een twintig.… mi-je viere.… een vaif.… een dertig!.…

Overal keek z’n rood-frissche kop rond, lachte z’n

lichtpaarsige wipneus, drinkebroer-komisch, kleurden
z’n wangen alsof vrieswind ’n blosgloed op z’n kaken
geschminkt had. En hagelwit lachten z’n tanden,
tusschen z’n hel-rooie lippen, bij elk opbod. Hoog
pagaaiden z’n arm-gebaren door de lucht, hitste z’n
stem de venters op. Achter en om koelscherm bleef
roezemoes gonzen van kakelwijven en schorrige
kerels, rond ’t zwarte stoompijp-gevaarte.—

—Nou he’k nog twintig pond prêchtige loage woaltjes

hee? eerste prime-kwoaletait!.. hai jai doàr!.… kalf-mi-
je-natte neus!.… hoeke motte ’t weuse?.…

Op plaatdek van machinekamer, dat gloeide van

stoom en zon, trampelden de kerels ’n deuntje, brak
weer herrie en gestrij los, tot de Bode er met z’n
staalharde stem weer tusschen invloekte. ’n Knappe
donkre vrouw, was uit ’t gedrang opgesjokt, met ’n
zwaren zak voor d’r buik, dien ze met knieduwetjes
opsjorde, en in blaas-zucht smakken liet op veilbank.
Haar kop droop van roodzweet en gloeiing.—

—Dominie hiet! paa’s d’r op en bran je bekkie niet,

schaterde [133]de Bode.… seg vrouw Reep.… soo is
dur puur gain vatte àn.… hee doàr!.. help jullie ’t goeie
mins ’n handje sjorre.… hooger òp.… soo!.… soo is ’t
broaf!

Plots gulpte de zwartmastige pijp rook uit, verwaaiend

in roetgolvende mistkransen over de tuinderskoppen,
hun rompen wegdonkerend in roetbruinen damp. Ze
kuchten en vloekten de werkers, achter den brons-
zwarten mist, en stil éven bleef Bodestem weg. Maar
daadlijk uit wegroeting van rook kwam ’t afgeroepen
nummer opzetten, naast de donker-vette vrouw,
opdringend met blauw beschilderde manden.—

—’n Uijtvinding, lachte de Bode, blauwkokke in ’n

beskilderde skulpmand.… hi-hi!.… nou minse.… wa
segge jullie veur veertig pond blauwkokke!.. prechtige
kapcainders!.…

Snel en stemme-knetterend joeg opbod-jacht tegen

elkaar in.

—Ke jài die nie hebbe Dirk, jai hep tug gain
blauwkokke teelt!

—Es kaike hoeke se goan.

—Sestig.… tachtig!.… tachtig.. allegoar!.. Bi-jai-t-Hain!

—Naigtig! viel Dirk kalm uit.—Hij kon sullie d’r bestig

bruike.… bai s’n aige doppers.… had ie vroag veur bai
s’n klante!.…

Meer en meer doppers werden opgesjord naar

veilbank, en haastiger wisselden de venters hun waar
uit. Zak op zak bonkte neer voor den Bode, en
woester grabbelden z’n vingers in ’t groen.—Vóór de
veilbank gedrongen uit achterste rij, stond ’n oue,
beverige pachter, knorrige kop met ingegroeid zwarte
vlekken op z’n neus en mottig voorhoofd. Aan z’n
bepukkelde kleine oortjes, glimmerden koperig-
gouden ringetjes, waar ie telkens met beverige
handen naar greep, aan trok en kneep, dat z’n lelletjes
bloed-rood gloeiden bòven z’n bontvervigen halsdoek,
die morsig om z’n vest kreukelde.

—Veur ’n f’randring.… vaif bosse duifeke! wie set dur

in!

Laag, armen uitgestrekt, hield Bode de bossen

wortelen in z’n hand, wortelen, breed-puntig als
priktollen.

—Die mo’k main hiete! [134]

—Aràit!.… moàr se sitte vast an twee mandjes

postelain.. wie sait dur wá’—Harder, staliger klonk z’n
stem, uitdagend, verwaaiend in brieskoelte.—

Onder koelscherm uit, kwam roetige negerkop van

stokersmaatje koekeloeren. Langzaam groeide zijn lijf
 hooger òp uit de, hittesfeer rondschroeiende
machinekamer, waar ’t heet stootte en bonkte in
treinrhytmus.… De stikwarmte uit hamerend boot-hart
vloeide rond de groenten en vruchten, stookte en
gistte ’r zwijmel van stankdampen. Tusschen de
tuinders drong stokersmaatje zich heen, naar ’t dwars-
vat met water, gretig loerend naar ’t kraantje en wit-
steenen kom. Z’n roetige handen graaiden haastig
door opening tusschen wat venters, naar drank.
Gretiger nog omknelde hij ’t kraantje, met z’n beenen
en romp weggedrukt achter de woelige jagende
veilers, die in vuur van koop ’m niet doorlieten. Stil
werkten z’n allééne handen en armstompjes in
woeligen grabbel, als afgehouen levend, tusschen wat
kleine ruimte-spleetjes, lieten ze ’t waterstroompje de
kom inkletteren. Zacht-voorzichtig werkten de roet-
handen zich weer achteruit tusschen de lijven door, de
zwarte vingers krampig strak in greep om den wit-
steenen rand gekneld. Gejaagd slurpte stokersmaatje,
ingebukt àchter de ventersruggen in klokkende lafenis,
z’n heete keel vol koude vloeiing begietend. Weer
woelden z’n handen en armstompjes naar voren,
tusschen dijen en koppen van laag zittenden, en weer
slorpte ie bak na bak lauw vat-water in.—

—Gaif main d’r ook us ’n koppie, kost tug niks hee?

lolde Klaas Grint.

Maar roetgezicht van maatje, waarin de oogen

nikkerig met ’t vreemd-wild wit hadden òpgelicht, was
al weer verdwenen achter de kerels, in de stoom-
heete, blakerende machine-kamer.
 Weer acht bossen tolronde wortelen bracht Bode in
veiling. Drie tegelijk dongen gretig, heet.

—Ksj.… ksj!.… katjes! joag d’r malkoar moàr op.…

schaterde de Bode.… dertig sint!.… veertig.… mooi
soo.. ksj!.. kaik!.. da’ hai je Antje Meele.… kom Teun!..
gaif toe!.… gaif toe.… ’t is tug ’n maissie.… [135]

Teun lachte, was blij dat ie van ’t bod af was, begreep

den vrindenwenk.

—Vaiftig.. veur de derde moal.. Antje Meele.. hai je-

en-hoord netoàris?.. nou doar dan.… anpakke maid!
g’luk d’r mee.… aa’s sullie dur nie veur aige bik
benne!.…

Over de koppen zeilde Bode de bossen naar Ant

Meele heen, ’n rood behaarde, slank mooie meid die
opgedrongen stond, tusschen de rumoerige kerels. In
vaart nog greep ze de peenen tegen ’r borst op.

—Nou he’k drie bakke mooie sloà.… nie te sien.… mo

je-en-gloofe.… op éere-wachtwoord.… stoan … onder
kiste-stoapel.… bai àn wal te kraige, drie fersche
bakke!.…

—Sestig, plots zonder voorbod schreeuwde ’n mottige

venter op ’n kist, weggeduwd achter twee vrouw-
ruggen, èven in wippertje uitrekkend z’n hals, dat
Bode net nog z’n pukkel-neus zien kon, voor hij weer
snel in die diepte verzonk.—

—Sestig.… seventig.… vaif en seventig riep Bode, z’n

hoofd draaiend naar allen kant, om te kijken of ’r
 opbod gewenkt werd in verre hoekjes.

—Tachtig schreeuwde nerveus, de laagzittend

weggeduwde weer, even opwippend, nù met z’n heele
mottige kop boven de vrouwruggen uit.

—Naigtig, van andere zij klonk ’t sarrend.

—Roggemegoggel! f’rek jai!.… die flop is main de

heule uchend t’met in de wiele.…. ikke ken d’r niks
praise.… of hai is d’r bai.… nou ikke dankkie.… ikke
mo nie meur.… wa jou Dirk?.…

—Mo jai waite, binne d’r main soake nie!

—Nou seg.… dá’ binne d’r drie bakke.… die je nie

sien kenne.… drie bakke.… kroppies!.… kenne wel
floddermusse weuse.… die sloà, hee?.… heuldegoar
slap!.… ikke mo nie.… wa? wà?.… nog hooger.…
hoeveul sait ie doàr?

—Eén vaif schreeuwde Dirk, éen vaif.… je mag je wel

hoaste laileke brompot!

—Roggemegoggel! ikke mó’ nie’.… kenne wel puur

floddermusse weuse hee?.… mijmerde ie voor zich
uit, tegen de [136]donkere wollig-besjaalde wijfruggen
op, met z’n weggezakten kop in de diepte.

Van allen kant gonsde snater en rauwe klankenwarrel

van stemmen. Zon gloeide fel, barnend, stoofde de
stanken, de broeilijven, en al pafferend zweetten de
kerels, in lollige rumoering van veilhartstocht.
—Nou stoàn ’k tog puur van drie uur.… f’rdomd aa’s je
hier sitte kenne, klaagde ’n tuindersvrouw, met
morrend, moe-nijdig gezicht, ’n zwart breikous-
stompje telkens van d’r borst, onder d’r kippige oogjes
trekkend. Snel, in naaldflitsend beweeg breide ze
mopperend voort, van ’r vingers-dansend
draadgeweb, aldoor òpstarend naar Bode en
groenten.—Geen gaatje plaats was er meer op de
boot. Al de tuinders, lomp en hebzuchtig, hadden zich
neergesmakt op manden of kisten of stònden op
koelscherm. Dikke dijbrokken en achterwerk van
ventsters, spanden ingekneld tusschen broeibeenen
van kerels. Tegen de donkere pijp in ’t luchtbrandende
blauw, leunde ’n troep beweeglijke werkers, lachend
en krijschend, grimassend achter stillen rug van
kapitein. Ze lolden met de breiende vrouw, die kippig
en doodmoe van ingekneld-staan en hitte, niet veel
zag van de waar, knorrig gromde, dat ze nog den
heelen dag te sjokken, te venten had in de stad, in die
pesthitte, en nòu d’r beenen al voelde als verlamd …
En aa’s se d’r nou moar ’n kop leut kon naime.… ze
had d’r dorst en honger veur drie.…

Nerveuzer breidde ze door, tegen ’t hoofd van een

kerel, vóór haar buik en beenen neergehurkt, d’r
stuipig stompje kous boven z’n pof-pet komiekerig
verkronkelend, onder de snelvingerige webberijtjes
van ’r naalden en draad. Telkens flitste zon
bliksemend licht op de naalden, die even hel-
elektrisch gloeiden en schichtige flikkerpijltjes puntig
àfslingerden, tusschen de sjofele kerels en hun
morsige stankplunje.—
 Bode had uit de kajuit ’n borrel gekregen, gelijk met
„notaris,” die in vadsige houding bleef luieren in
zonnegloei, tegen de pijp aangeleund, den borrel in
één achterwaartschen smak van z’n hoofd, z’n keel
ingoot.— [137]

—Netoaris hep ’m glat laid s’n happie!.. lolde ’n

groenboer met afgunst, hunkerend naar eigen zuip.—

Rooie kop van Bode lachte, mond-wijd.—Z’n tong

klapte klakjes van genot tegen z’n gehemelte òp en
prachtig z’n tanden glinsterden blank tusschen z’n
vuurrooie lippen uit. Lustig hadden de venters den
zoet-inglijenden borreldronk beloerd, want allen
snakten naar ’t brandvocht, zalige lafenis in de
venthitte.—

—Nog een borrel veur aige bik, veur de Bode,

ironizeerde Klaas Grint.… enne een veur de
„neerstige netoaris”.… daa’s veur sain drooge keel
van ’t skràive … hei smoàkkert?

Dirk veegde z’n mond af, watertandde, voelde flauw

speeksel op z’n lippen klefferen, en van allen kant, de
zwoegers rumoerden heete grappen rond, nou er zoo
vroeg al door de „heeren” geheschen werd.

—Strakk-en-an jullie beurt hee?.… beet de Bode

terug.. En nou!.. manne broeders!.. luistert!.. tien
bosse rebarber.. segge tien.… wie seit dur?.…

Van alle kanten tegelijk, krakeelde bod tegen elkaar

òp. Een vurigste, schreeuwde hoogsten prijs, bleef
winner.
 —Veur Vink.… ses bos.—Nou he’k nog vaiftien.. wie
sait dur? Weer daverden stemmen in golfstoot tegen
elkaar in. Geraas kraterde los. Ze scholden, keven,
nijdigden, nu de làter-geveilde rhabarbers veel
goedkooper gingen dan de eerste.

—Da’ binne dur gemoedereerde liefhebbers, grinnikte

de Bode.… nog ses bosse.—In woesten slinger zeilde
ie de verkochte stelen naar den groenteboer die ze
gekregen had.

—Gooi jai hullie moar in ’t bakkes hee, jai kailt moar

roak t’met!

—Nog vaiftien bosse vàn.… „netoaris?.…” vroeg

Bode, doend of ie niet merkte dat ie ’n kerel pal tegen
z’n pijnlijken neus gemept had.

—Houweke!, schreeuwde achter de pijp notaris uit,

met even oprekking van z’n hoofd uit luien armenleun.
—

Dirk bood ’t hoogst, kreeg ook, in joligen zwier, de

heele vracht van Bode toegesmakt, pal in z’n armen.
Maar nergens kon ie zich roeren, wist ie z’n bossen te
bergen. Schuin [138]achter ’m hing al ’n rij manden, los,
tusschen vaten en kisten.—Met de vracht z’n armen
ingekneld, paf van zweet en hitte, bleef ie staan,
tusschen de zittenden, hurkenden en woelenden;
probeerde ie zich langzaam los te werken, met z’n
zakken erwten en manden, uit het wasemende,
broeiende menschenkluw.
 —Nou nog sestig pond witte kapcainders.… wá’
segge jullie nou.… de loatste ressies.… Veur d’n dag
manne.… dappere vrouwe of te wel kenàu-Ha?.…
neenet.… kenau.. boè seloars!.…

Zwaar sjorde ’n zak uit ’n bres geboorden hoek, op

veilbank. Half afgezakt van den zinken rand sleepte ’n
pachter z’n waar bij ’n touw, blaas-hijgend van hitte.
Maar niemand bood meer, dat woedend de kerel z’n
vracht van den veilbank terug rukte, opbonkerde tegen
beenen en hoofden, met ’n vloek achteruitstoof, rood
van gift. Z’n waar schoot de bres door, die achter ’m
weer sloot, knellend, walmend-benauwd.

Tusschen den muur van koppen en ruggen, gromde ie

nijdig nog:

—Wâ suinige Job.… die laileke takkebos kaikt je an of

je ’t d’r stole hep!

—Nou wa’ dan.… pluk jai vaire van ’n kikker hee? aa’s
d’r gain sinte binne, moedereerde ’n oudje, z’n neus
hard snuitend met ’n vuil rood zakdoek, dat ie als
geronnen bloedlap tusschen z’n beverig gelige vuist
kreukelde.—

—Nou he’k nog vaif bosse wortele, schoof ie weer

nijdig af bij ’n ander.

—Dank hee?.… ken jou wortele nie hebbe.… binne

main veuls te groot.

—Loop jai rond, duufelstoejoager.… sain f’rassereerd-

goed.
 —Disketeere komp hier nie van paa’s foàder!.. lachte
de Bode.… wá’ há’ je nog meer?.… komt dur dan mee
veur ’t licht hee?.… O? wà? niks meer? niks?.… dus
je bin dur uit! Mooi!.… dan he’k hier nog ’n prechtig
kisje ongetelde tuinboone.… Wie sait dur veertig sint..
veur die heule sak.… soo wait aa’s de broek van
vrouw Zeune! [139]

—Vaiftig dofte ’n stem!

—Sestig, er boven uit gilde één heeter, trillender.

—Naigtig, ikke mose hebbe snauwde een ander

driftig.

Weer zag de kerel op de lage kist, weggezonken

achter de stom-breede vrouwe-ruggen ’n koop
afgetroefd door z’n veiling-vijand.—

Even had ie weer ’n wipper van z’n bak genomen, den

mottigen kop uitgerekt en gezien, met woede, dat ’t z’n
ouë tegenstander was. Nijdig trampelde ie met
ingeknelde zenuwbeving z’n beenen naar alle kant,
dat de makkers voor en achter ’m vloekten en
duwden, om de bemorsing van hun plunje.—

—Ben jai daas snurkert! hak je beene d’raf, aa’s je

hullie d’r nie stil houe ken.

Weggezakt weer achter ruggenmuur, z’n pukkelkop

gebukt, kookte ’t weer in ’m van drift, probeerde ie
zichzelf wijs te maken, dat ’t toch veel te duur ging, hij
zelf blij moest zijn dat ie ’r zoo goed afgekommen was.
 —Haa’k strak-en an meskien die floddermusse had..
en nou.… potdoorie.… die haireboone!.… ongeteld!.…
sitte d’r vast gain duusend in.… magge veur main
bestig hebbe.… haha, wat ’n dolle smak.… Nou.…
ikke mo nie!.. wa?.… wà?.. hoeveul sait ie?.… kaik.…
prechtig! prechtig, joàge hullie sain d’rais ook op!.…..
kaik! nog hooger.. hoor main-dàt-t’rais an!.… kaik.…
goan die nog hooger! hoor! daa’s d’r puur doas.… Wá’
brenge die op?… vast gain duusend in.… ongeteld!
Gain duut!

—Een vaif en twintig, staalhard, hortend klonk

Bodestem.. mi je tweeë.. één dertig.… mi je drieë.…
éen vaif en dertig.. één vaif en dertig.… een vaif en
dertig.… éen moàl.… andermoal.… veur de derde
moal.… Ritsema!

Stomp keek ie, de hals rekkende venter, stomp op

donkre vrouwruggen. Zacht, in zenuwnijd trampelden
z’n beenen tusschen engte van lijven, schijnheilig
overgaand in ’n deuntje op ’t doffe hout, en brommerig
raspte z’n ventersstem, dat ie d’r niks van hebbe most,
van floddermusse en ongetelde boone.—

—Nou nog veertig pond peule, bestige, malsige,

soetige, [140]schreeuwde de Bode, nog de loàtste
ressies en dan is ’t puur daan!

Weer stortte ’n veiler rhabarber neer op de heet-

zonnige zinken veilbank, die dampte van geuren als ’n
wierookaltaar. Weer sjorden zakken doppers òp, en
voort joeg onder proestlach en juichender krijsch,
gedol en nijd, de roezemoezende koop; kwam er
begeeren naar eerste schoft in de schorre, droge,
 heete keelen. Drukkender hitte gloeide en zwamde
néér op menschenprop en koppen. Warmer stanken in
zonnevuur, ontbroeiden op hun morsig vel, en de
kajuit ademde wee-zoete luchten uit, van bakmuilen
en grijnzende mond-manden, walmzwaar en duf-
bezwangerd, naar ’t dek. Aardbeien, wee-zwoel
geurden rond in ’n damp van benauwde zoetigheid, en
telkens, in verschuif en versjouw van groenten,
brandden de kisten hun rood uit, in zengenden blaker;
kogelende vruchtjes vuur tusschen helgroen en zacht
bleek, donker droef groen.—Groen, rauw als
plankenkoloriet van Zaandamsche hutjes, omzond in
heete murmeling van zomervreugd; tusschen pastel-
teer bleek-groen.—En alles daar, zoefte voort in ’t
landelijk kanaal, ’t hel-rood, ’t groen, ’t donkere en
licht-felle, ’t brandende wortelenoranje, de zee-groene
lichtverwiegende kroppen, de pastel-fijne erwten, de
boonen en bakken, stoofgloeiend onder ’t blauwe vuur
van de eindlooze lucht, hemeldom van brandend
lichtblauw; hitte die wit vergloeide in daverenden
zonnebrand op wei en bouwgrond, eindloos in ’t rond.

Als schroeiend brok zomer, levend brok aarde, in

schipvorm saamgestampt, zoog de boot door het
schitter-fel, licht-beketst water; als kleur-drijvende
aarde-ark van groen en rood, tusschen goud-koperen
gloeiing van roer-brokken en randstukken in
glimmigen zwier van verglijende glansen. En rond de
groente-ark, de hevige wemel, ’t brandende trillende
koloriet van alkleurig kistenschmink. Vóór „Tuinders
Geluk” zwierde kleurenbrand van andere booten,
tusschen de heete zonneoevers van eindloos
poldergroen. Vaag rumoer van stemmen klonk daar
 òp, achter de pijpen. Van ver brandde ’t aardbeirood
uit kistenmuur, feller, hevig-heerlijk tegen hemeldom
van [141]brandend blauw. En windeke van
zomermorgen, briesde en stoeide, koel-streelend en
wuft om de vruchten, de zweetkoppen. In ’t water
ruischte ’t golfjesschuim, stoeide de zon met z’n
sprankelend vuur van zilverend-goud. Droom’rig
murmureerde rhytmische kabbeling van zonne-golfjes,
om boeg en steven heet vervloeiend.

Dirk stond van geuren en bries bekoeld, polderland te

overstaren. Van den luchthelm naast ’m sprong plots
’n rooie kerel àf met ’n zwaren zak lage waalen.—
Rook wolkte over hen uit. Donkere gulping en bronzen
veeg van stoom verroette, en pijp-zang baste in
beev’rige galmen ’t vuur-stoeiende watervlak over.
Bronzerig in wolksmook, verlicht in dagbrand, bleef
áánroetten de rook, dat de kerels vloekten achter de
pijp. De rooie venter, kuchend en keelschrapend,
sleepte z’n zak op veilbank, van boven nauw
dichtgesnoerd met ’n dikken vuil-witten band.—

—Wa binne ’t veur snoake?.… vroeg ongeduldig van

z’n bank, de Bode droog-komisch op den rooie
neerkijkend.

—Sestig pond loage woale.… de leste!

—Sestig pond.… prèchtige loage woale, schreeuwde

Bode dadelijk, zonder te sien.… fersche, malsche
woale.… wie sait dur honderd gulde.…

—Eerst kaike hee?.… se kenne d’r puur te dik weuse,

norschte ’n vrouw.
 —Sièn je woàr, duwde Klaas Grint er tusschen door.

Gejaagder morrelde de Rooie aan den zak, driftig

rukkend, aan ’t wit stuk band dat er niet afkronkelen
wou. Bode ophitsender, bonkte al met z’n handen op
schouders van den venter, grimassig doend of ie ’m
hielp trekken. Ongeduldiger geprikkeld, verhit, dolden
en schaterden de kerels op ’m ààn.

—Die boel ken d’r nie los, vast nie.… da’ binne d’r
gain woàle.… da seg ikke jullie!.. smak die gaip op s’n
almenak.. da s’n ribbe kroake!

—Aas je main! je ben d’r nie lekker op.… aa’s ’n kikker

op ’n kluitje hee?.… verontwaardigd snauwde knorrig
en sputterend van vermoeienis de rooie groenboer
terug, z’n zak [142]even loslatend, van verlamd
moeheidsgevoel in z’n armen.

—Furt d’r mee, los die rommel, joeg de Bode weer op,
dien ’t nou begon te vervelen.… furt! of ikke sèl ’t
doen.… f’rdomme, ’t kroakt hier op de bank of
Sinterkloas er reeë heb!

Van z’n stoel, beenen uitgekromd, rukte ie aan de zak,

nijdig met driftige handmeppen, maar de knoop bleef
in kronkel gesnoerd. Giftiger rukte de Rooie, dat ’t
vette glimzweet van z’n blanken kop waterde. Niets
hielp. Allen in voorsten rij beukten en rukten den zak,
die als ’n levende romp, gepijnigd op folterbank, in z’n
grauwbrons en plooi’rige vadsigheid méékronkelde en
stuipte onder de driftige meppen der kerels. Lol
hadden ze ’r van, gierende lol om de zweetende,
vloekende onmacht van den rooien groenteboer.—
 —Da’ goan nie, dolde Klaas Grint, hai hep sain d’r
vàstbakt.…

—Nou, ikke seg daa’s ’t kouseband van sain tante!.…

—An-main-hupla!.. van sain skoonmoeder t’met.… die

hep dur koabels om d’r kuite!

—Niks gedoan! ’t kouseband van sain maid! kaik d’r

stoan ’n merrekie op!

Woedender voelde de kerel hitte-drift in zich òpfuriën

onder ’t heete geschater en de stekelige lolletjes van
de groenboeren rondom.—Maar ’t dolst maakten ’m
de nijdige grapjes boven z’n hoofd van den Bode, dien
ie niet zàg, maar hòòrde grimassen. Eindelijk viel ie
nijdig op den zwikkenden en krampenden zak áán,
beet er z’n tanden woedend op in, rukte den knoop
heen en weer met z’n drift-gloeienden mond, als ’n
hond ’n been-kluif,—knaagde, scheurde en knarste.
Even kwam er ’n stompje loswarrelen. In grabbel trok
ie z’n mes, sneed plots den band door, dat de zak,
gerammeid, gehurkt en vernederd, van boven
lossprong uit z’n worgenden klem als met ’n snikzucht
naar lucht.—

Weer nieuw goed werd aangesjouwd, nù losse

slabakken.

—Mo’ je nog twai bakke, soo uit ’t knuisje van Knelis

Tijsse?

—Hee, hai je d’r veur main ook nog twai? [143]

 —Ikke hep per nog één veur je, krijschte ’n ander er
dwars door heen, veur de hàlft van sain prais.

—Daa’s liederlik, jai natte kip! hou je bek, jai ben d’r
nie in vailing.

Met ’n grooten bak sla wou de dwarsdrijverige

onderduiker zich door het kluw venters heen werken,
maar van allen kant, bonkten ze’m terug, moest ie,
strompelend en struikelend maken dat ie weg kwam, ’t
stillere boot-achterend op.—

—La’ da’ varke nie deur.… eerst de bakke van

Tientjes wèg.… hee Tientjes! wa hai je dur nog
meer?.… rebarber he’k had, peene, sloà, postelain
ook.… boonekruid … loate „spanneezie”.…

—Ben d’r uit! schreeuwde Tientjes opgeruimd terug!

—D’ruit! mooi, dan he’k nog tien bosse faine

peene!.…

’n Sjofele, monsterleelijke tuindersvrouw, rimpelig

begijntje, met dik-apige lippen en naarvoren gestomd
kakement, had zich, in ’r hard-geel manteltje, vooruit
gedrongen, bij kleine stootjes en duwetjes. Nou alles
op ’t end liep, ’r verslapping kwam, en wrevelige hang
naar schaft, drong zij vooròp, listigjes spekuleerend op
vermoeiing der andere groenboeren.—

Met schuchter-zwakke stem zette ze’n bodje in, en

plots dromde woeste snauw van alle kanten tegelijk op
’r af.

—Saa’k laife! da’ hai je ’t kallef mi-de-natte neus.—

 —Loà de boere moar dorsse! ken hoàr ’t skele,
minachtte ’n andere vrouw met venijnigen, puntig-
bitsen kop, bejeukend d’r scherpen neus, die
uitpriemde als ’n boor onder ’r gore steekmuts. De
eeuwig-breiende ventster, moe, met ’r knorrige
moppertronie, snauwde mee, schril. Niemand gunde ’t
rimpel-begijntje ’r sjofele koopjes.—

—Roggemegoggel! de gele medam hep ’t puur op d’r

heupies.—

—Se hep o-de-keloonie van d’r gelant op d’r jakkie,

hoonschaterde vrouw Zeune, en de brei-vrouw rolde
weer ’n vloek naar d’r verschrikt snuit.

—Veertig.… sint.… veertig, hakte de Bode door

stemmen-gesnauw en gekef heen.… veertig
eenmoal!.… [144]

—Vaif- en veertig, nijdigde ’n andere vrouw, alleen

maar om òp te bieden, wrevelig-wetend dat ze de
waar toch niet noodig had, volgepropt als de mannen
en wijven al zaten, bij den laatsten rondgang.

—Vaif en vaiftig! dolde ’n kerel ’r tegen in, die de gele

madam niet luchten kon, met genot ’r uitgehuilde
kaken zag verangstigen.

Zweet-rood glom de gele madam, stotterend in

verlegen angst, bekrabbend ’r apigen gelen mond en
kin. Benauwd glunderden haar oogjes, vol glinsterig,
sluw-bang licht, òp naar den Bode. Want op ’t eind van
elke veiling was zij taai, zij, dat wist de kerel.