1

Chapter 5: Planning and Decision Making

Solution Manual for MGMT 9th Edition Williams

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MGMT9
Chapter 5: Planning and Decision Making

Pedagogy Map
This chapter begins with the learning outcome summaries and terms covered in the chapter, followed
by a set of lesson plans for instructors to use to deliver the content in Chapter 5.

 Lesson Plan for Lecture (for large sections)

 Lesson Plan for Group Work (for smaller classes)
 Assignments with Teaching Tips and Solutions

 What Would You Do? Case Assignment––DuPont

 Self-Assessment––Self-Management
 Management Decision––What Should We Call It?
 Management Team Decision––To Pay or Not to Pay
 Practice Being a Manager––The Best Planning
 Develop Your Career Potential––What Do You Want to Be When You Grow Up?
 Management Workplace––Profile on Plant Fantasies
 Review Questions
 Group Activity
 Assignment
 Additional Resources

Highlighted Assignments Key Points

What Would You Do? Case After years of falling behind competitors, what kind of plans
Assignment and decisions does DuPont need to make to restore its
prestige, performance, and competiveness?

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Chapter 5: Planning and Decision Making

Self-Assessment Students assess their level of self-management (the extent to

which they are organized, goal oriented, etc.)

Management Decision Students are asked to consider whether a company should

label a limited warranty as “lifetime.”

Management Team Decision Students must decide whether to pay a government fine and
admit culpability for manufacturing defects or fight the fine
and risk a public backlash.

This exercise highlights some well-tested tools for

strengthening your planning and decision-making skills.
Develop Your Career Potential Students get the opportunity to experiment with planning
techniques in the context of career mapping.

Video Assignment: Management In landscaping, success often boils down to big decisions
Workplace over little details. While some decisions involve plant colors
and types, others involve complex negotiation with people,
such as when Plant Fantasies builds designs created by
outside landscape architects.

Supplemental Resources
4LTR Press supplements and online assets include PowerPoint Lectures, Test Banks, Executive
Profiles, What Would You Do Cases, Management Workplace Videos, Key Exhibits, and Self-
Assessment Activities. Within the exposition (narrative), students will experience interactive
problems that include matching and fill-in-the-blank problems. Also, they will encounter the second
half of the WWYD Case and the Self-Assessment content.

Learning Outcomes

5.1 Discuss the benefits and pitfalls of planning.

Planning is choosing a goal and developing a method or strategy to achieve that goal. On average,
companies with plans have larger profits and grow much faster than companies without plans. The
same holds true for individual managers and employees: There is no better way to improve the
performance of the people who work in a company than to have them set goals and develop strategies
for achieving those goals. Planning offers several important benefits: intensified effort, persistence,
direction, and creation of task strategies. Despite the significant benefits associated with planning, it is
not a cure-all. The first pitfall of planning is that it can impede change and prevent or slow needed
adaptation. The second pitfall is that planning can create a false sense of certainty. The third potential
pitfall of planning is the detachment of planners.

5.2 Describe how to make a plan that works.

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Chapter 5: Planning and Decision Making

There are five steps to making a plan that works: use S.M.A.R.T. guidelines. S.M.A.R.T. goals are
Specific, Measurable, Attainable, Realistic, and Timely; develop commitment to goals; top
management can show support for a plan or program by providing funds, speaking publicly about the
plan, or participating in the plan itself; developing effective action plans; tracking progress, and the
first is to set proximal goals and distal goals; and maintaining flexibility.

5.3 Discuss how companies can use plans at all management levels, from top to bottom.

Planning works best when the goals and action plans at the bottom and middle of the organization
support the goals and action plans at the top of the organization. Top management is responsible for
developing long-term strategic plans that make clear how the company will serve customers and
position itself against competitors in the next two to five years. Strategic planning begins with the
creation of an organizational purpose. The strategic objective which flows from the purpose, is a more
specific goal that unifies companywide efforts, stretches and challenges the organization, and
possesses a finish line and a time frame. Middle management is responsible for developing and
carrying out tactical plans to accomplish the organization’s strategic objective. Tactical plans and
objectives are used to direct behavior, efforts, and attention over the next six months to two years.
Lower-level managers are responsible for developing and carrying out operational plans, which are
the day-to-day plans for producing or delivering the organization’s products and services. There are
three kinds of operational plans: single-use plans, standing plans, and budgets.

5.4 Explain the steps and limits to rational decision making.

Rational decision is a systematic process in which managers define problems, evaluate alternatives,
and choose optimal solutions that provide maximum benefits to their organizations. The first step in
decision making is identifying and defining the problem. A problem exists when there is a gap
between a desired state and an existing state. Managers have to be aware of the gap. They have to
know there is a problem before they can begin solving it. The second step is that the decision criteria
are the standards used to guide judgments and decisions. In Step 3, after identifying decision criteria,
the next step is deciding which criteria are more or less important. Some use absolute comparisons, in
which each criterion is compared with a standard or ranked on its own merits. Step 4 is to generate
alternative courses of action. Step 5 is to systematically evaluate each alternative against each
criterion.

To make completely rational decisions, managers would have to operate in a perfect world with no
real-world constraints. Of course, it never actually works like that in the real world. Managers face
time and money constraints. They often don’t have time to make extensive lists of decision criteria.
And they often don’t have the resources to test all possible solutions against all possible criteria.

5.5 Explain how group decisions and group decision-making techniques can improve
decision making.

When done properly, group decision making can lead to much better decisions than those typically
made by individuals. Groups can do a much better job than individuals in two important steps of the
decision-making process: defining the problem and generating alternative solutions. Still, group
decision making is subject to some pitfalls that can quickly erase these gains.

©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Chapter 5: Planning and Decision Making

One possible pitfall is groupthink. Groupthink occurs in highly cohesive groups when group members
feel intense pressure to agree with each other so that the group can approve a proposed solution. A
second potential problem with group decision making is that it takes considerable time. A third
possible pitfall to group decision making is that sometimes one or two people, perhaps the boss or a
strong-willed, vocal group member, can dominate group discussions and limit the group’s
consideration of different problem definitions and alternative solutions.

C-type conflict, or “cognitive conflict,” focuses on problem- and issue-related differences of opinion.
By contrast, a-type conflict, meaning “affective conflict,” refers to the emotional reactions that can
occur when disagreements become personal rather than professional. The devil’s advocacy approach
can be used to create c-type conflict by assigning an individual or a subgroup the role of critic. The
nominal group technique improves group decision making by decreasing a-type conflict.

Key

Terms
Absolute comparisons Options-based planning
Action plan Planning
A-type conflict (affective conflict) Policies
Brainstorming Problem
Budgeting Procedures
C-type conflict (cognitive conflict) Production blocking
Decision criteria Proximal goals
Decision making Purpose statement
Delphi technique Rational decision making
Devil’s advocacy Relative comparisons
Dialectical inquiry Rules and regulations
Distal goals S.M.A.R.T. goals
Electronic brainstorming Satisficing
Evaluation apprehension Single-use plans
Goal commitment Slack resources
Groupthink Standing plans
Management by objectives Strategic objective
Maximize Strategic plans
Nominal group technique
Operational plans

Lesson Plan for Lecture (for large sections)

Pre-Class Prep for You: Pre-Class Prep for Your Students:

 Review the chapter and determine what  Bring the book.

points to cover.
 Bring the PPT slides.

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 5
Chapter 5: Planning and Decision Making

Warm Up Begin Chapter 5 by asking the students the following questions: “How many of you
think you’re good at planning?” and “What kind of things do you plan?”

Content Lecture slides: Make note of where an instructor stops so that he or she can pick up
Delivery at the next class meeting. Slides have teaching notes on them to help an instructor
during the lecture.

Topics PowerPoint Slides Activities

5.1 Benefits and Pitfalls 1: Planning and

of Planning Decision Making
5.1a Benefits of Planning 2: Learning Outcomes
5.1b Pitfalls of Planning 3: Benefits and Pitfalls
of Planning

5.2 How to Make a Plan 4: Exhibit 5.1: How to Consider using an example
That Works Make a Plan That that students can follow for
5.2a Setting Goals Works this section (like the steps to
5.2b Developing planning a campus fund-
Commitment to Goals raiser).
5.2c Developing
Effective Action Plans
5.2d Tracking Progress
5.2e Maintaining
Flexibility

5.3 Planning from Top 5: Planning from Top to

to Bottom Bottom
5.3a Starting at the Top 6: Planning from Top to
5.3b Bending in the Bottom
Middle 7: Planning from Top to
5.3c Finishing at the Bottom
Bottom

5.4 Steps and Limits to 8: Steps to Rational Ask students, “How many
Rational Decision Decision Making of you think you’re good
Making 9: Steps to Rational decision makers?” Then
5.4a Define the Problem Decision Making ask, “What process do you
5.4b Identify Decision 10: Steps to Rational go through to make a
Criteria Decision Making decision? Is it the same for
5.4c Weight the Criteria 11: Limits to Rational all levels of decisions?”
5.4d Generate Alternative Decision Making
Courses of Action
5.4e Evaluate Each “What do you personally
Alternative think is the biggest obstacle
5.4f Compute the Optimal to you making good
Decision decisions?”
5.4g Limits to Rational

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Chapter 5: Planning and Decision Making

Decision Making

5.5 Using Groups to Remind students of a group

Improve Decision decision they encounter
Making regularly: what to do on
5.5a Advantages and 12: Advantages and Friday/Saturday night.
Pitfalls of Group Pitfalls of Group
Decision Making Decision Making How do students decide
5.5b Structured Conflict 13: Using Groups to with their friends what to
5.5c Nominal Group Improve Decision do? Does their technique
Technique Making match (or come close to
5.5d Delphi Technique 14: Using Groups to matching) any of the
5.5e Electronic Improve Decision techniques discussed in the
Brainstorming Making chapter?
15: Using Groups to
Improve Decision
Making

Summary 16: Summary

Key Terms 17: Key Terms

18: Key Terms
19: Key Terms

Adjust the lecture to include the activities in the right column. Some activities
should be done before introducing the concept, some after.

Conclusion Assignments:
and  Complete the Management Decision on automobile warranties.
Preview  Assign students to review Chapter 5 and read the next chapter on the syllabus.
 Remind students about any upcoming events.

Lesson Plan for Group Work (for smaller sections)

Pre-Class Prep for You: Pre-Class Prep for Your Students:
 Review the material to cover and modify the  Bring the book.
lesson plan to meet your needs.
 Set up the classroom so that small groups of 4
to 5 students can sit together.

Warm Up Begin Chapter 5 by asking students the following set of questions:

 “How many of you think you’re good at planning?”
 “What kind of things do you plan?”
 “Do you think planning benefits you?”
 “What kind of disadvantages have you experienced with your planning?”

©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
 7
Chapter 5: Planning and Decision Making

Content Lecture on the Benefits and Pitfalls of Planning and How to Make a Plan That
Delivery Works (Sections 5.1 and 5.2).

Break for group activity:

“S.M.A.R.T. Objectives”

Divide the class into small groups (3–4 students). Give each group a list of
objectives developed by real-world companies. Have each group critique the
objectives and determine if they meet S.M.A.R.T. guidelines. For every objective
that does not meet the criteria, have students indicate why and rewrite the
objective.

Segue into a lecture on Planning from Top to Bottom (Section 5.3).

Ask students, “How do you go about making a decision? Does anyone have a
system for making tough (or even easy) decisions?”

Segue into a lecture on the Steps and Limits to Rational Decision Making (Section
5.4).

Break for the following activity:

“Campus Decisions”

Divide the class into groups of 3 to 4 students to work through deciding where to
live as a new college student. Each group should generate a list of decision
criteria, weight the criteria both in an absolute and relative fashion, and then
generate a list of alternatives (like apartment, house, dorm, Greek house, parents’
house). Depending on the amount of time available to the instructor, they may
want to assign students to work independently out of class to evaluate the options
and compute the final decision.

Segue into the next section by asking students the following question:
 “Do you think it is easier to make decisions as an individual or as part of a
group?”

Lecture on Using Groups to Improve Decision Making (Section 5.5).

Once the instructor goes through the various group decision-making techniques, let
students know that they will be using them throughout the semester in class to work
through group activities. Begin with the following quick activity:

“Quizzes, Tests, and Exams”

Divide students into small groups of 5 to 7 students and give them the following
problem: how to evaluate students during the semester. They will need to propose

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Chapter 5: Planning and Decision Making

solutions like weekly quizzing, tests for each chapter, one midterm and one final,
weekly quizzing with one comprehensive final, and so forth. Have each group use
the nominal group technique to come to a decision. That is, each student should
write a solution on a piece of paper and give it to the group moderator. Once all
possible answers are read, students then independently rank each item. The idea
with the highest average ranking wins. Depending on the size of the class, this
could be something everyone works through together. To do the computations,
however, instructors may wish to create a quick-and-dirty spreadsheet that you
can project to sort the rankings and compute the averages.

Conclusion Assignments:
and 1. As an assignment, have students do the Develop Your Career Potential
Preview activity, which guides students through a preliminary career-planning
exercise. Questions 2 and 3 in the exercise are probably the easiest to collect
as a check that the work was done.
2. If instructors have finished covering Chapter 5, assign students to review
Chapter 5 and read the next chapter on the syllabus.

Remind students about any upcoming events.

Assignments with Teaching Tips and Solutions

What Would You Do? Case Assignment

DuPont
Wilmington, Delaware

The DuPont Company got its start when Éleuthère Irénée du Pont de Nemours fled France’s
revolution to come to America, where, in 1802, he built a mill on the Brandywine River in
Wilmington, Delaware, to produce blasting powder used in guns and artillery. In 1902, E.I. du Pont’s
great-grandson, Pierre S. du Pont, along with two cousins, bought out other family members and
began transforming DuPont into the world’s leading chemical company. In its second century, DuPont
Corporation would go on to develop Freon for refrigerators and air conditioners; nylon, which is used
in everything from women’s hose to car tires; Lucite, a ubiquitous clear plastic used in baths,
furniture, car lights, and phone screens; Teflon, famous for its nonstick properties in cookware and
coatings; Dacron, a wash-and-wear, wrinkle-free polyester; Lycra, the stretchy, clingy fabric used in
active wear and swimwear; Nome, a fire-resistant fiber used by firefighters, race car drivers, and to
reduce heat in motors and electrical equipment; Corona, a high-end countertop used in homes and
offices; and Kevlar, the “bulletproof” material used in body armor worn by police and soldiers, in
helmets, and for vehicle protection.

You became DuPont’s CEO right as “the world fell apart” at the height of the world financial crisis.
Fortunately, you had early warning from sharply declining sales in DuPont’s titanium dioxide
division, which makes white pigment used in paints, sunscreen, and food coloring. Sales trends there
can be counted on to indicate what will happen next in the general economy, so you and your
leadership team began working with the heads of all of DuPont’s divisions to make contingency plans

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Chapter 5: Planning and Decision Making

in case sales dropped by 5 percent, 10 percent, 20 percent, or more. Many DuPont managers thought
you were crazy, until the downturn hit. It was difficult, but with plans to cut 6,500 employees at the
ready, you were prepared when sales dropped by 20 percent at the end of the year. But when that
wasn’t enough, salaried and professional employees were asked to voluntarily take unpaid time off
and an additional 2,000 jobs were eliminated. In all, these moves reduced expenses by a billion dollars
a year. But one place you refused to cut was DuPont’s research budget, which remained at $1.4 billion
per year.

One of the ways in which the Board of Directors measures company performance is by comparing
DuPont’s total stock returns to 19 peer companies. Over the last quarter century, DuPont has regularly
ended up in the bottom third of the list. This makes clear that you have one overriding goal: to restore
DuPont’s prestige, performance, and competitiveness. The question, of course, is how? Before
deciding, there are some big questions to consider. First, given sustained weak performance over the
last quarter century, do you need to step back and consider DuPont’s purpose, that is, the reason that
you’re in business? After transitioning from blasting powder to chemicals, DuPont’s slogan became,
“Better things for better living… through chemistry.” Is it time, again, to reconsider what DuPont is
all about? Or, instead of an intense focus on DuPont’s purpose, would it make more sense to make
lots of plans and lots of bets so that “a thousand flowers can bloom?” In other words, would it be
better to keep options open by making small, simultaneous investments in many alternative plans?
Then, when one or a few of these plans emerge as likely winners, you invest even more in these plans
while discontinuing or reducing investment in the others. Finally, planning is a double-edged sword.
If done right, it brings about tremendous increases in individual and organizational performance. But
if done wrong, it can have just the opposite effect and harm individual and organizational
performance. With that in mind, what kind of goals should you set for the company? Should you
focus on finances, product development, or people? And should you have an overriding goal, or
should you have separate goals for different parts of the company?

If you were the CEO at DuPont, what would you do?

Sources:

C. Loomis & D. Burke, “Can Ellen Kullman make DuPont Great Again?” Fortune, 3 May 2010, 156-163; M. Reisch,
“Leading DuPont: After a Difficult First Year as CEO, Ellen Kullman sets the Stage for Growth,” Chemical & Engineering
News, 12 April 2010, 10-13.

What Really Happened? Solution

In the case, students learn that the DuPont Corporation, founded in 1802, was a manufacturer of
blasting powder in its first 100 years. In its second 100 years, it became one of the world’s leading
chemical companies, producing products such as Teflon, Lucite, and Kevlar. DuPont’s last 25 years,
however, have not been as successful. While profitable, DuPont’s product and financial performance
ranks just 16th out of 19 comparison companies. During the recent world financial crisis, sales
dropped by 20 percent, 6,500 employees lost their jobs, and the company’s annual budget was cut by
$1 billion. Let’s find out what happened at DuPont and see what plans CEO Ellen Kullman made and
the steps she took to restore DuPont’s prestige, performance, and competitiveness.

First, given sustained weak performance over the last quarter century, do you need to step back and
consider DuPont’s purpose, that is, the reason that you’re in business. After transitioning from

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 10
Chapter 5: Planning and Decision Making

blasting powder to chemicals, DuPont’s slogan became, “Better things for better living … through
chemistry.” Is it time, again, to reconsider what DuPont is all about?

A purpose statement, which is often referred to as an organizational mission or vision, is a statement

of a company’s purpose or reason for existing. Purpose statements are typically brief—usually no
more than two sentences. They should also be enduring, inspirational, clear, and consistent with
widely shared company beliefs and values. DuPont’s long-time purpose statement was, “Better things
for better living … through chemistry.” However, over the last 25 years, DuPont has regularly
underperformed when compared to a set of 19 peer companies. After such an extended period of poor
performance, is it enough just to examine how DuPont does business, or should the company
reexamine its purpose, that is, its reason for existing?

DuPont CEO, Ellen Kullman, tells a story in which she shares that she is reading the biography of
Alfred du Pont, one of the sons of founder E.I. du Pont, who later bought and ran the company with
his cousins, Pierre and Coleman du Pont. Kullman says,

The company they bought in 1902 was still very much the explosives company that it had been
throughout the 19th century. But they didn't look back; they looked forward. In many ways they
invented the large industrial corporation of the 20th century--a business model they called simply, the
"Big Company."

And one of them—Pierre—lived to see DuPont invent nylon, which changed the company forever.

And that's my point:

In 1902, they couldn't have imagined a product like nylon—but they didn't have to. They saw that the
next half-century would be a time of discovery and innovation. They put in place scientific and
engineering capability. They built financial muscle to sustain it. They developed capable leaders.
When the big, unexpected opportunity came, the company was ready.

With this statement, Kullman is linking DuPont’s past with its present, but it’s a past in which the
company succeeded by changing the business that it was in from blasting powder and explosives to
chemicals.

Kullman’s predecessor, CEO Charles O. Holliday Jr., began the process of changing DuPont’s
purpose by selling Conoco Oil, pharmaceutical divisions, and nylon and textile divisions, the latter of
which were once thought to be the core of the company. In their absence, Holliday stated that DuPont
would “be the world’s most dynamic science company.” Kullman built on Holliday’s changes,
declaring that DuPont was in the “innovation and science” business.

Consistent with that purpose, Kullman decided to pay $6.3 billion to acquire Danisco, a Danish
biotechnology company that uses industrial enzymes to make ethanol, food, animal feed, and textiles.
From a market standpoint, acquiring Danisco makes DuPont the world’s largest manufacturer of food
additives and the second largest producer of the enzymes used to make biofuels.

But, from the standpoint of DuPont’s purpose, the purchase of Danisco, said Kullman, “advances
DuPont’s position as a clear leader in industrial biotechnology, with science-intensive innovations that
address global challenges in food production and reduced fossil fuel consumption.” In other words,

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Chapter 5: Planning and Decision Making

DuPont’s business is “science and innovation.” She goes on to say, “Also, with this acquisition we
would add two very attractive businesses to our portfolio that are in the sweet spot of our growth
strategy. Specifically, there is an industrial enzyme business that would enhance our applied
biosciences business and a specialty food ingredient business that is complementary to our nutrition
and health business.”

Was it time, again, to reconsider what DuPont was all about? Clearly, according to CEO Kullman it
was. For the second time in its 210 year history, DuPont changed why it exists.

Or, instead of an intense focus on DuPont’s purpose, would it make more sense to make lots of plans
and lots of bets so that “a thousand flowers can bloom?” In other words, would it be better to keep
options open by making small, simultaneous investments in many alternative plans? Then, when one
or a few of these plans emerge as likely winners, you invest even more in these plans while
discontinuing or reducing investment in the others.

Because action plans are sometimes poorly conceived and goals sometimes turn out not to be
achievable, the last step in developing an effective plan is to maintain flexibility. One method of
maintaining flexibility while planning is to adopt an options-based approach. The goal of options-
based planning is to keep options open by making small, simultaneous investments in many
alternative plans. Then, when one or a few of these plans emerge as likely winners, people invest even
more in these plans while discontinuing or reducing investment in the others. In part, options-based
planning is the opposite of traditional planning. Whereas the purpose of an action plan is to commit
people and resources to a particular course of action, the purpose of options-based planning is to leave
those commitments open by maintaining slack resources, that is, a cushion of resources, such as extra
time, people, money, or production capacity, that can be used to address and adapt to unanticipated
changes, problems, or opportunities. Holding options open gives individuals choices. And choices,
combined with slack resources, give them flexibility.

While CEO Ellen Kullman and her predecessor, Charles Holliday, Jr., changed DuPont’s purpose
from being a “chemical company” to being a “science company” to being an “innovation and science”
company, that change in purpose was also accompanied by options-based planning. More specifically,
while DuPont was now in the business of “innovation and science,” it would be in that business across
five “growth platforms,” agriculture and nutrition (Pioneer seeds), coatings and color technologies
(automobile finishes), electronic and communication technologies (solar panels), performance
materials (resins and laminated glass), and safety and protection (fibers and materials used in body
armor or firefighting).

The set of businesses in each growth platform was then charged with achieving specific growth goals.
DuPont supported the five growth platforms with something it called, “Knowledge Intensive
University.” According to Planning Director Robert Cooper, DuPont launched 2 programs, “for
‘knowledge intensive’ growth to drive value creation through a basic knowledge of our customers,
markets, and intellectual property.” Cooper explains, “One is for the top management of product
divisions and global businesses. This program helps our most senior people develop an understanding
of how to establish the best places to grow; the importance of creating a sense of urgency; and how to
allocate resources among the business teams that must execute the agenda. The second program is for
the business teams themselves. That program is intended to help our business teams identify, test, and
implement their best ‘growth engines.’” In other words, DuPont’s not only took an options-based
approach to planning by pursuing business across five growth platforms, it increased the odds of each

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 12
Chapter 5: Planning and Decision Making

option or growth platform achieving its goals by teaching its managers and employees how to pursue
and manage high growth businesses.

One of the keys to the combination of a new purpose—“innovation and science”—used across the
five growth platforms is to decrease the amount of time it takes to bring new products to market in
order to increase revenues from new products. Thomas Connelly, DuPont’s chief innovation officer,
says, “My rallying cry is launch hard and ramp fast.” Nine years ago, new products accounted for just
22 percent of revenues. Progress on new product development time has been impressive, however, as
roughly 40 percent of DuPont’s revenues now come from products introduced in the last five years.
That isn’t enough for CEO Kullman who says, “We are challenging our teams over the next few years
to move brand-new products into the 50 percent range.”

Finally, planning is a double-edged sword. If done right, it brings about tremendous increases in
individual and organizational performance. But if done wrong, it can have just the opposite effect and
harm individual and organizational performance. With that in mind, what kind of goals should you set
for the company? Should you focus on finances, product development, or people? And, should you
have an overriding goal, or should you have separate goals for different parts of the company?

Planning is one of the best ways to improve organizational and individual performance. It encourages
people to work harder (intensified effort), to work hard for extended periods (persistence), to engage
in behaviors directly related to goal accomplishment (directed behavior), and to think of better ways
to do their jobs (task strategies). However, planning also has three potential pitfalls. Companies that
are overly committed to their plans may be slow to adapt to changes in their environment. Planning is
based on assumptions about the future, and when those assumptions are wrong, the plans are likely to
fail. Finally, planning can fail when planners are detached from the implementation of plans.

With DuPont in business to be an “innovation and science” company pursuing growth across five
different “growth platforms,” what goal should CEO Ellen Kullman set for the company? And should
there be an overriding goal, or should there be separate goals for different parts of the company?

Kullman’s top goal is for DuPont to increase its earnings per share by 20 percent per year. In most
companies, this would be a super aggressive goal, but achieving this goal would return the company
to price-earnings ratios that it was earning five years ago. So while this is an aggressive annual goal,
it’s also modest in the sense that it is returning DuPont to a previously achieved level of earnings.
How doable is Kullman’s goal? In the last half century, four of the last nine DuPont CEOs were able
to achieve this level of earnings growth over a three-year period. None, however, were able to make
this growth last four consecutive years. So, what can Kullman do to increase the odds of achieving
this goal?

If one remembers from the case, the only place in the company that Kullman refused to cut costs was
in Research & Development (R&D). Said Kullman, “We felt we needed to emerge from the global
financial crisis in a position that would enable us to help our customers be more successful. And the
best way for us to do that was to innovate and develop new products that would enable our customers
to succeed in their markets.”

Although R&D budgets were not cut, discretionary travel was eliminated, and every R&D program
was expected to produce customer-valued products that could be profitable. Uma Chowdhry,
DuPont's chief science and technology officer, explained that “DuPont research managers need to

©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
 13
Chapter 5: Planning and Decision Making

show their projects can be expected to make a tidy profit to continue to receive funding.” Thomas M.
Connelly Jr., DuPont's chief innovation officer, makes the key point that, “We can’t leave our science
in the library.” The focus on research with market potential appears to be working. In 2009, DuPont
filed for 2,086 U.S. Patents, the highest in company history, and 8 percent higher than the year before.
Furthermore, DuPont brought 1,400 new products to market in 2009, more than in any previous year.

Finally, should DuPont have an overriding goal, or should it have separate goals for different parts of
the company? While CEO Kullman’s top goal is to increase earnings per share by 20 percent per year,
those goals will be translated into seven specific segments of the company: agriculture and nutrition;
electronics and communications; performance coatings; performance materials; safety and protection;
performance chemicals; and pharmaceuticals. Translating the overall goal into specific sections of the
company avoids the planning pitfall where planners are detached from the implementation of the plan.
For managers and employees, overall company goals, particularly in large companies like DuPont,
can seem distant and unobtainable. After all, how much of a difference can one make in their job to
the overall company goal? For most people, the answer is, “Not so much.” That changes, however,
when they’re responsible for specific goals related to their job in the area of the company. In other
words, plans and goals are much more likely to motivate if people feel they can influence the
achievement of the goal.

Self-Assessment

Self-Management

This assessment is meant to identify students’ self-management skills. To become a better manager, it
is necessary to develop strong self-management skills. This assessment will give students a
foundation for their later self-management goals (i.e., where the students are now to see what they
need to do to get where they want to be).

Self-Management

A key part of planning is setting goals and tracking progress toward their achievement. As a manager,
you will be involved in some type of planning in an organization. But the planning process is also
used in a personal context, where it is called self-management. Self-management involves setting
goals for yourself, developing a method or strategy to achieve them, and then carrying it out. For
some people, self-management comes naturally. Everyone seems to know someone who is highly
organized, self-motivated, and disciplined. That someone may even be you. If that someone is not
you, however, then you will need to develop your self-management skills as a means to becoming a
better manager.
A part of planning, and therefore management, is setting goals and tracking progress toward
goal achievement.81 Answer each of the questions using the following scale:

1. Strongly disagree
2. Disagree
3. Not sure
4. Agree
5. Strongly agree

1. I regularly set goals for myself.

1 2 3 4 5

©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
 14
Chapter 5: Planning and Decision Making

2. I keep track of how well I’ve been doing.

1 2 3 4 5

3. I generally keep the resolutions that I make.

1 2 3 4 5

4. I often seek feedback about my performance.

1 2 3 4 5

5. I am able to focus on positive aspects of my work.

1 2 3 4 5

6. I’ll sometimes deny myself something until I’ve set my goals.

1 2 3 4 5

7. I use a to-do list to plan my activities.

1 2 3 4 5

8. I have trouble working without supervision.

1 2 3 4 5

9. When I set my mind on some goal, I persevere until it’s accomplished.

1 2 3 4 5

10. I’m a self-starter.

1 2 3 4 5

11. I make lists of things I need to do.

1 2 3 4 5

12. I’m good at time management.

1 2 3 4 5

13. I’m usually confident that I can reach my goals.

1 2 3 4 5

14. I am careful about how I manage my time.

1 2 3 4 5

15. I always plan my day.

1 2 3 4 5

16. I often find I spend my time on trivial things and put off doing what’s really important.
1 2 3 4 5

17. Unless someone pushes me a bit, I have trouble getting motivated.

1 2 3 4 5

18. I reward myself when I meet my goals.

1 2 3 4 5

19. I tend to dwell on unpleasant aspects of the things I need to do.

1 2 3 4 5

20. I tend to deal with life as it comes rather than to try to plan things.

©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
 15
Chapter 5: Planning and Decision Making

1 2 3 4 5

21. I generally try to find a place to work where I’ll be free from interruptions.
1 2 3 4 5

22. I’m pretty disorganized.

1 2 3 4 5

23. The goals I set are quite specific.

1 2 3 4 5

24. Distractions often interfere with my performance.

1 2 3 4 5

25. I sometimes give myself a treat if I’ve done something well.

1 2 3 4 5

26. I am able to focus on positive aspects of my activities.

1 2 3 4 5

27. I use notes or other prompts to remind myself of schedules and deadlines.
1 2 3 4 5

28. I seem to waste a lot of time.

1 2 3 4 5

29. I use a day planner or other aids to keep track of schedules and deadlines.
1 2 3 4 5

30. I often think about how I can improve my performance.

1 2 3 4 5

31. I tend to lose track of the goals I’ve set for myself.
1 2 3 4 5

32. I tend to set difficult goals for myself.

1 2 3 4 5

33. I plan things for weeks in advance.

1 2 3 4 5

34. I try to make a visible commitment to my goals.

1 2 3 4 5

35. I set aside blocks of time for important activities.

1 2 3 4 5

Scoring

Determine your score by entering your response to each survey item below, as follows. In blanks that
say regular score, simply enter your response for that item. If your response was a 4, place a 4 in the
regular score blank. In blanks that say reverse score, subtract your response from 6 and enter the
result. So if your response was a 4, place a 2 (6 -4 = 2) in the reverse score blank. Add up your total
score.

©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Another random document with
no related content on Scribd:
Emperor’s frown, his, viii. 309.
empty praise or solid pudding, iii. 171.
empurpling all the ground, x. 187.
emulation, the native hue of, etc., xii. 201.
enameller of the moon, the, v. 300.
enchantments drear, x. 41.
encroachment, the figure of, iii. 75.
ends of verse and sayings of philosophers, i. 394; xi. 489.
endure to the end for liberty’s sake, ix. 162.
enemy had written a book, O that mine, vi. 205.
enemy of the human race, viii. 284; ix. 321.
enfeebles all internal strength of thought, vi. 71.
enforc’d to seek some covert nigh at hand, etc., xi. 503.
England had made Bonaparte, etc., iii. 99.
English nation, universal, vii. 167.
enlarge the conceptions or warm the heart of the spectator, to, vi.
134.
enriched, ix. 211.
Enter Sessami, vii. 86; xii. 120.
Entire affection scorneth nicer hands, viii. 455; ix. 22; xi. 524; xii.
238, 259.
envy, malice, etc., xii. 381.
Epicuri de grege porcus, iii. 42.
Epithalamia were thrown into his coffin, x. 214.
equal want of books and men, viii. 29.
equally great on a ribbon or a Raphael, ix. 352.
Erasmus aut Diabolus, Aut, ix. 34 n.
Ere the sun through heaven, etc., x. 271.
Eremites and friars, etc., xii. 337.
error of the time, the very, xi. 251.
escap’d from Pyrrho’s maze, etc., iii. 258.
essence of genius is concentration, x. 279.
Et ego in Arcadia vixi, vi. 172.
Eternal City, a part of the, ix. 232.
ethereal braid, sky-woven, xii. 203.
etherial braid, thought woven, iv. 216.
Ethiopian change his skin, Can the, etc., vii. 240, 370.
Et quum conabar scribere, versus erat, v. 79.
Et toi, guerrier infortuné, etc., xi. 282.
Et vous êtes Yorick! vii. 33.
eulogy to kill, Oh! for a, xii. 285.
European, when he has cut off his beard, If an, etc., vi. 157 n.
Even from the tomb, etc., vi. 120; xii. 159.
Even then (admire, John Bell! my simple ways), iv. 305 n.
even to o’erflowing, ix. 382.
even when he killed a calf, xii. 336.
ever charming, ever new, viii. 352.
ever lifted leg, viii. 11.
ever strong, upon the stronger side, etc., xii. 459.
every good work reprobate, to, vii. 135; x. 235.
Every moment brings, etc., iii. 207.
everything by starts, and nothing long, i. 104.
everything by turns and nothing long, xi. 515.
every variety of untried being, i. 23.
every time we called for bread, and, xii. 142.
evidence of things unseen, the, x. 86.
Evident to any one who takes a survey, it is, etc., xi. 101.
Ex uno omnes, vii. 51; viii. 366.
exact scale, according to an, viii. 93.
exaggerated evils, iii. 209.
Examines his own mind and finds nothing there, etc., vi. 124.
excellencies bear to be united, Some, etc., vi. 143.
Excellent Brutus, viii. 59.
Exchange the shepherd’s frock of native grey, etc., i. 113.
Excise, monster, iii. 465.
exhalation, Like an, etc., xii. 261, 292.
expatiates freely there, v. 102.
exploded author, that, xi. 287.
extravagant and erring spirit, vii. 16; x. 145.
Extremes meet, This is the only way of, etc., i. 97–8.
exuberant strength of my argument, iv. 21.
eye to look at, not to look with, ix. 34; xii. 354.
eye offend thee, If thine, etc., xii. 305.
eye, with lack-lustre, xii. 31, 59.
eye-judging sex, an, xii. 436.
eyelids many graces sat, Upon her, etc., x. 83, 348.
eye-pleasing flowers, v. 323.
eyes and see them, have, vi. 159.
eyes, in their arms, in their, etc., i. 45; xi. 273.
eyes of youth, x. 391.
eyes shall see me, All, ix. 69; viii. 148; x. 191.
eyes, with sparkling, etc., xii. 43.

F.
Fables for the Holy Alliance, iv. 360.
face to face, etc., xii. 43.
face was as a book, his, etc., xii. 271.
facilis descensus Averni, iii. 161.
fade by degrees into the light of common day, they, i. 250.
faded to the light of common day, ix. 62.
fænum in cornu, ix. 244.
Fain would I to be what our Dante was, etc., ix. 394; xi. 202.
faint shadow of uncertain light, Like a, vi. 113.
Fair, and of all beloved, I was not fearful, etc., v. 213.
fair clime, the lonely herdsman stretch’d, In that, etc., i. 114.
Fair moon, who with thy cold and silver shine, etc., v. 299.
Fair Semira, viii. 248.
Fair variety of things, the, ix. 332.
fairest of the fair, xii. 61.
fairest princess under sky, vi. 238; x. 242.
Fairfax and the starry Vere, vii. 232.
Fairy elves beyond the Indian Mount, etc., v. 274.
faithful remembrancers of his high endeavour, etc., vii. 430; xii.
116.
Fall blunted from the indurated breast, iv. 274.
fall degrades, But ’tis the, etc., iii. 46; vii. 368; xi. 475.
fall into misfortune, xi. 349.
fallacy, In terms a, etc., xii. 113.
Fall’n was Glenartny’s stately tree, etc., xii. 324.
false, sophistical, unfounded, etc., iii. 370.
famous for the keeping of it up, v. 131.
famous poet’s page, iv. 346; ix. 178; x. 243.
famous poet’s pen, ix. 178.
famous poet’s verse, x. 243.
famous poet’s wit, i. 23.
Fancy was a truant ever, Th’ enthusiast, vi. 72.
fancies and good-nights, xii. 224, 285.
fanciful chimeras, such, etc., iv. 282.
far darting eye, viii. 180.
far from the madding strife, vi. 100.
far from the sun and summer gale, iv. 266.
farce is over, now let us go to supper, The, vi. 150.
fared sumptuously every day, iv. 150.
farthest from them is best, iv. 261.
fashion of an hour mocks the wearer, The, etc., xi. 438.
fat and fair a bird, and how, etc., vii. 303.
fate and metaphysical aid, viii. 378.
Fate, I follow, etc., xii. 3.
father of lies, the, x. 327.
fault, it was ever the, etc., iii. 55.
faultless monsters which the world ne’er saw, Those, i. 434; ii. 129;
iv. 224; vi. 263; viii. 429; ix. 129; xii. 60.
Faunus, this Granuffo is a right wise good lord, etc., v. 226.
favours secret, sweet and precious, i. 372; viii. 14.
Fear God, and honour the King, iii. 282.
Fear God, my dear Abner, etc., ix. 116.
fear no discipline of human wit, iii. 63; xii. 378.
fear of being silent strikes us dumb, The, etc., vii. 32.
feast of reason, the, and the flow of soul, ii. 10; xii. 42, 153.
feathered, two-legged things, vii. 5.
fee-grief, due to the poet’s breast, some, vi. 174.
feel is to judge, to, xi. 85.
feel what others are and know myself a man, vii. 55.
felicity, the throne of, xii. 121.
felicity can fall to creature? What more, etc., vii. 181; xii. 2, 200.
fell of hair is likely to rouse, at which our, etc., viii. 127.
fell opposite the, viii. 356.
fell stillborn from the press, vi. 65.
fellow Burke were here now, he would kill me, If that, viii. 103.
felt a stain like a wound, v. 267; viii. 289.
Ferrara! in thy wide and grass-grown streets, xi. 424.
Few (of the University) pen plays well, etc., v. 282.
Fiat justitia, ruat cœlum, viii. 440.
Fideliter didicisse ingenuas artes, etc., vii. 235.
Fie, Sir! O fie! ’tis fulsome, xi. 419.
fields his study, nature was his book, the, vi. 181.
fierce with dark keeping, vii. 182, 278; xi. 27, 164.
fiery ordeal, x. 370.
Fiery soul that working out its way, viii. 344, 378; ix. 363; x. 393;
xi. 351.
fight, The, the fight’s the thing, etc., xii. 1.
figures nor no fantasies, They have no, xii. 5, 263, 299, 379.
finds an apple, A man, etc., vii. 176.
fine by degrees, and beautifully less, v. 359; ix. 42; xi. 386.
fine fretwork he makes of their double and single entries, iv. 364.
fine oleaginous touches of Claude, ix. 35.
fine summer evenings, when in the, they saw the frank, noble-
minded enthusiast, etc., v. 363.
fine word Legitimate, iii. 284, 293.
finical speech, a, iv. 281.
fire hot from Hell, xii. 281.
fire in the room, there was a, vi. 382.
First-born of Chaos who so fair did come, etc., viii. 58.
First come, first served, i. 53.
first garden of my innocence, that, vi. 257.
first it may be demanded, etc., But, viii. 26.
first of these is the extreme affection of two extremities, etc., The,
v. 331.
first sprightly runnings, The, i. 8; viii. 97.
first was Fancy, like a lovely boy, The, etc., v. 40.
fishing rod was a stick with a hook, a, etc., vii. 161.
fishy fume, ix. 214.
fitter for heaven, he is the, viii. 269.
Fix your eye here, etc., vii. 53.
flames in the forehead, etc., xii. 169.
flat as the palm of one’s hand, as, xi. 283.
flattery that soothes the dull cold ear, the, etc., vii. 206.
Flavia the least and slightest toy, etc., ix. 147.
fleecy fools, vi. 7.
flesh and fortune shall serve, as the, xii. 304.
flies of a summer, as the, iii. 284; vii. 234.
flocci-nauci-pili-nihili-fication, iii. 33, 231, 313; xii. 169.
Flushed with a purple grace, etc., iv. 276.
fluttering the proud Salopians, etc., xii. 259.
fly high, do we not, v. 240.
fly that sips treacle, The, is lost in the sweets, v. 129, 301; vi. 96; xii.
121.
followed in the chase, etc., xii. 272.
following things are all essential to it, the, etc., xi. 68.
Follows so the ever-running sun, etc., xii. 5.
fond deceit, And let us nurse the, etc., vi. 251.
food for the critics, viii. 223.
food whereon it lives, the very, xii. 374.
Foolish daughters of Pelias, etc., xi. 46.
fools aspiring to be knaves, iii. 67.
fools rush in where angels fear to tread, ii. 366; v. 346; ix. 480; xii.
70.
foot, an hand, an eye from Nature drawn, a, etc., v. 215.
foot of fire, with the, vi. 161.
foot mercurial, His, etc., xii. 277.
for a song, xi. 435.
For after I had from my first years, etc., v. 57.
For alas! long before I was born, etc., vi. 417.
For as much as nature hath done her part in making you a
handsome, likely man, etc., v. 284.
For her dear sake, That loves the rivers’ brinks, etc., v. 255.
For how should the soul of Socrates, etc., vii. 72.
For I am nothing if not critical, viii. 170.
For that other loss, etc., i. 118.
For this medicine, etc., v. 278.
For ’tis my outward soul, etc., viii. 52.
For true no-meaning puzzles more than wit, i. 139; viii. 552.
For wit is like a rest held up at tennis, etc., vii. 42.
For whom the merry bells had rung, v. 88.
For women, born to be controll’d, etc., vii. 203.
forehead, Her ivory, full of bounty brave, i. 69.
forerunner of the dawn, a, vi. 169.
forget the things that are behind, etc., vii. 167.
Forgive me, Now I turn to thee, thou shadow Of my contracted
lord, etc., v. 272.
form and motion so express, in, etc., xii. 248.
Fortune’s fools, vi. 460.
fortune swells him, His, etc., viii. 274.
fortune, Who shall go about to cozen, etc., xii. 297.
Forum wait for us, Let the, etc., viii. 456.
found him poor, etc., iii. 217.
fountain of blood, iii. 6.
foxes have holes, and the birds of the air, The, etc., vi. 120.
frailty, very name is, x. 397.
France, restored and shaking off her chain, iii. 51.
Franciscan think to pass, And in, etc., iii. 267.
fraught with potential infidelity, x. 127.
free born Roman maid, the, viii. 457.
Free from the Sirian star, etc., vi. 211.
French have a fault, If the, etc., vi. 307; ix. 113.
Frenchman’s darling, ix. 159.
friend in my retreat, a, etc., vi. 181.
friend in your retreat, A, etc., xii. 321.
friendly man will show himself friendly, A, etc., vii. 238.
friendship of the good, The, etc., iii. 110.
From discontent grows treason, And on the stalk of treason, death,
v. 208.
from grave to gay, from lively to severe, v. 32.
from her fair head for ever and for ever, v. 73.
From injuries to arms, and from arms to liberty, iii. 424.
From that abstraction I was roused, and how, etc., i. 117.
From that hour that Disciple took her to his own home, v. 184.
From the sublime to the ridiculous, there is but one step, viii. 23,
159.
From Windsor’s heights the expanse below, vii. 13.
From worldly care himself he did esloine, etc., xi. 333.
frozen winter and the pleasant spring, the, etc., xii. 124.
full eyes and fair cheeks of childhood, the, viii. 405.
full of matter, vi. 52.
full solemne man, a, iii. 311; xi. 413.
full to overflowing, x. 286.
full volly home, viii. 302.
fuller’s earth that takes out all stains, the true, xi. 547.
fumbling for their limbs, v. 359.
Fundamental principle of the modern philosophy is the opinion,
etc., xi. 100.
furnishing matter for innocent mirth, and, viii. 36.
fury in that Gut, there is some, viii. 304.

G.
gain but glory, iii. 259.
gain new vigour, etc., xii. 156.
Gallaspy was the tallest and strongest, etc., i. 55.
garlanded with flowers, ix. 145.
Garrit aniles ex re fabellas, iii. 419; iv. 237.
gather grapes of thorns nor figs of thistles, i. 249; vii. 200.
gaudy-days, xi. 360.
gauger of ale-firkins, a, v. 131.
Gay, sprightly land of mirth and social ease, etc., ix. 93.
gayest, happiest attitude, the, etc., viii. 41; ix. 426.
generation of actors binds another, no one, viii. 384.
generations, the, were prepared, the pangs, etc., v. 67, 235.
generous friendship no cold medium knows, A, etc., iv. 263; vi.
253.
Genius is naturally a truant, etc., vii. 59.
Genius was the child of the imitation of others, etc., vi. 127.
Genius, you must have no dependence on your own, xi. 213.
gentle craft, the, v. 302.
gentle husher, vanity by name, a, etc., vi. 289; ix. 196; x. 121; xi.
555.
gentleman and man of honour, iii. 178, 181.
Gentlemen, I can present, etc., viii. 275 n.
germain to the matter, more, xii. 239.
Gertrude’s eyes, Till now, in, etc., iv. 346.
ghost of one of the old kings of Ormus, v. 231.
Giace l’alta Cartago, etc., x. 71.
giant form roll before him in the dust, seeing his, etc., viii. 344.
giddy raptures, with all its, vii. 227.
Give a dog a bad name and hang him, iv. 1; ix. 245.
give a reason for the faith that was in me, v. 302; xii. 396.
Give me the thing and I will readily give up the name, xi. 65.
give his own little Senate laws, vii. 272.
give sorrow words, the grief that does not speak, etc., vi. 39.
give to any man without compulsion, to, xi. 419.
give up a kingdom for a mass, x. 363.
give us reason with his rhyme, vii. 371.
given in the furnace of our palace, v. 279.
gives a body to opinion, it, etc., vii. 266.
gives evidence of it, viii. 424.
gladdened life, and whose deaths eclipsed the gaiety of nations, i.
157; viii. 387, 526.
glades mild-opening, etc., xii. 202.
gladiatorship, in intellectual, viii. 84.
gladly would he learn, and gladly teach, etc., iv. 285.
glares round his soul, and mocks his closing eyelids, vii. 76; xii.
204.
glass darkly, as in a, vi. 9; xii. 152.
Glorious John, xi. 535.
glimmer, and now in gloom, now in, vii. 368; xi. 424.
glimpses that make him less forlorn, iii. 275.
Gli occhi di ch’io parlai, x. 65 n.
glittered green with sunny showers, vi. 186.
glittering bride, becomes his, etc., iii. 160; vii. 279.
glory hereafter to be revealed, the, vii. 261.
glory, the, the intuition, the amenity, vii. 120.
Glory to God, etc., iii. 266; xi. 413.
gnarled oak, the, xi. 508.
gnawed too much on the bridle, iv. 279.
gnawing the skull of his adversary, etc., ix. 401.
Go, go, you’re a censorious ill man, i. 392.
go seek some other play-fellows, v. 42.
Go thou and do likewise, vi. 164; xi. 410.
Go thy ways, old world, etc., vi. 328.
Go! you’re a censorious ill woman, viii. 78.
goes sounding on his way, iv. 214; xii. 265.
goes to church in a coranto, etc., xii. 57.
going into the wastes of time, ii. 350.
God Almighty’s gentlemen, vii. 219; viii. 85.
God knew Adam in the elements of his chaos, xi. 572.
God made the country, etc., iv. 226.
God save the King, viii. 298; ix. 93.
God the Father turns a school-divine, v. 63.
Gods have eyes but they see not, Your, etc., xii. 244.
Gods of his idolatry, the, xii. 72.
Gods partial, changeful, etc., xii. 245.
God’s image carved in ebony, xii. 392.
God’s viceregent upon earth, i. 130; x. 363.
Gog’s crosse, Gammer, etc., v. 287.
golden age, in the, v. 297.
golden mean, iv. 253.
Goldsmith of the stars, the, v. 300.
good, they did it for his, vii. 208.
good clever lad, etc., iii. 68.
good haters, i. 103, 374 n.; vii. 180; viii. 269; ix. 122.
good, he means, bad fortune, xi. 387.
good-humoured fellow, Now I think I am a, viii. 103.
good king, A, should be ... a mere cypher, etc., xii. 243.
Good lord, that there are no fairies, etc., vi. 167 n.
good-nature is a fool, mere, vii. 78.
good of the country, for the, vii. 375.
good old times, iv. 249; xi. 197.
good picture and a true, a, xi. 245.
goodly sight, It was a, to sally out from his castle, etc., i. 87.
goose pie, In form resembling a, ix. 71; xi. 200.
gorge the little fame, they get all raw, They, ix. 356.
gorge rises, our very, xii. 126.
gospel is preached to the poor, iv. 295.
gossamer that idles in the wanton summer air, the, x. 44.
Gothic cathedral ... like a petrified religion, a, vi. 369.
grace above, All is, etc., viii. 402.
graceful ornament to the civil order, etc., viii. 70.
graceful ornaments to the columns, the, etc., vii. 205.
Gracious and sweet was all he saw in her, vi. 346.
grand caterers and wet-nurses of the State, etc., ix. 24.
grandeur in it, there was a, vii. 303.
Grant I was tempted: Condemn you me, for that the Duke did love
me, etc., v. 241.
grant me judgement, you, xii. 360.
grapes of thorns, You cannot gather, etc., i. 249; vii. 200.
great book is a great evil, A, v. 114; xi. 244.
great discoverers obtain, How, shall our, i. 115.
Great Divan, the nation’s, xi. 336.
great grandmother without grey hairs, a, viii. 160.
Great is Diana of the Ephesians, xi. 603; xii. 244.
great lords and ladies do not like to have their mouths stopped,
Because, vi. 301.
great man’s memory may outlive him half a year, i. 146.
great princes have great playthings, etc., iii. 243.
Great Vulgar and the Small, i. 324; ii. 18; v. 56; vi. 157; viii. 463,
518; ix. 391, 428; xi. 437.
Great wits to madness nearly are allied, x. 231.
Greater love than this hath no man, etc., xii. 99.
greater the sinner, The, etc., xii. 330.
greatest happiness to the greatest numbers, the, vii. 180, 182, 184,
185, 193.
green-eyed, spring-nailed, etc., xi. 530.
See demure.
green upland swells that echo to the bleat of flocks, vi. 186.
Grieve not for me, etc., vi. 327.
grim-visaged comfortless despair, vii. 260.
grinding law of necessity, iv. 66, 295; vii. 193, 374.
grinding the faces of the poor, iv. 2.
grinned horrible a ghastly smile, etc., xii. 11.
grinning scorn a sacrifice, To, etc., xi. 525.
grotesque ornament to the civil order, i. 46 n.
ground, however unsafe, On this, etc., vi. 128.
grove, The, Grew dense with shadows, etc., x. 264.
Grove nods to prove each alley has a brother, etc., xi. 472.
grows with our growth, etc., vii. 60; x. 336.
guide, the anchor, the, etc., iii. 211.
guide, the stay, the, etc., iv. 205.
Guido from a daub, a, ix. 480.
Guido, from want of choice, etc., vi. 139.
Guido Reni from a prince-like affluence of fortune, etc., vi. 20.
guinea and the gallows, xi. 288, 472.
guns, drums, trumpets, viii. 403; xi. 532.

H.
habit; there is nothing so true as, vi. 33; viii. 124; x. 42; xii. 398.
Had I foreknown his death as you suggest, etc., v. 241.
Had I a heart for falsehood framed, viii. 165.
Had Petrarch gained his Laura for a wife, etc., vii. 112.
Had we but world enough and time, This coyness, Lady, were no
crime, etc., v. 314.
Hæ nugæ in seria ducunt, xi. 442.
Hæret lateri lethalis arundo, i. 135; viii. 22.
Hail, adamantine Steel! etc., xi. 505.
hail-fellow well met, v. 294.
hair-breadth ’scapes, xii. 17.
hair on end, at his own wonders, with his, etc., vi. 295.
Half thy malice youth could bear, viii. 166.
halfpenny head, having a, etc., vi. 431.
haloo an anthem, xii. 349.
hand, an ear, an eye, a, xi. 484.
hand had done, whatever the, etc., ix. 420.
hands that the rod of empire had swayed, etc., vi. 14.
handsome as you, I was never so, etc., viii. 114.
hand-writing on the wall, the, viii. 144; ix. 129.
Hang both your greedy ears upon my lips, etc., v. 208.
hang upon the beatings of my heart, vi. 257; ix. 107.
hanging locks, Like to those, etc., viii. 159; ix. 47.
Hanover rats, vi. 221 n.
happy alchemy of mind, i. 65; v. 107; viii. 408.
Happy insect, what can be, etc., viii. 59.
happy things in marriage are allowed, Two, etc., i. 68.
happy warrior, xi. 327.
hardest stone, the, etc., iii. 261.
See melancholy.
hard to say if greater want of skill, ’Tis, etc., viii. 401 n.
Hark! ’tis the twanging horn, etc., xii. 240.
Harlot old, that, etc., iii. 36, 177.
hart panteth for the waterbrooks, as the, vii. 226, 307.
hashed mutton, Amelia’s, xii. 141, 327.
has just come into this breathing world, xii. 162.
Has she not gone, trowest now thou, and lost her neele? etc., v.
287.
Hast oft been chased, etc., xi. 132, 186.
Hast thou seen the down in the air? etc., viii. 56.
hate, all we, ix. 340.
hate to fill a book with things, I, etc., vii. 399.
hated, not to be, viii. 332.
hated, needs but to be seen, which to be, etc., viii. 288.
hates conchology, he, etc., iv. 277.
hath a devil, ix. 59.
haut et puissant prince, agé d’un jour, un, viii. 176.
Have I not seen the household where love was not? xii. 88 n.
have proved a monument, i. 125.
have their hands full of truths, iv. 310.
Have ye not seen sometime a pale face, etc., v. 21.
Have you felt the wool of the beaver, etc., v. 322.
He could not read them in his old age, viii. 14.
He finds himself possessed of no other qualifications ... than what
mere common observation, etc., vi. 124.
He had received it from his grandmother, etc., viii. 228.
He hath a demon, v. 153.
He instanced it too in Lord Peterborough, vii. 209.
He is indeed a person, iii. 67.
he is one that cannot make a good leg, etc., vii. 25.
He is owner of all he surveys, vii. 68.
He is ten times handsomer, etc., viii. 442.
He looks up with awe to kings, xi. 515.
He might if he had pleased have married, i. 55.
he must rank, as a universal genius, above Dryden, etc., v. 123.
He never is—but always to be wise, iii. 139; vi. 148; ix. 249.
He openeth his hands, etc., vi. 392.
He prized black eyes, v. 189; vii. 207 n.
he saw nature in the elements of its chaos, etc., v. 341 n.
He sent a shaggy, tattered, staring slave, etc., v. 210 n.
He so teased me, viii. 323.
He takes most ease, and grows ambitious Thro’ his own wanton
fire and pride delicious, v. 254.
He that is but able to express, etc., vi. 207.
He that of such a height, hath built his mind, etc., v. 309.
he was a fine fellow once, xii. 145.
he was a fine old mouser, vi. 347.
He went up into the mountain to pray, Himself, alone, and, iii.
152.
he who knows of these delights to taste, etc., vi. 173.
he’s but his half brother, viii. 74.
head to the East, Nay, nay, lay my, iv. 248; viii. 146 n.
heaping coals of fire, etc., x. 360.
hear a sound so fine, there’s nothing lives ’twixt it and silence, etc.,
vii. 40.
hear the loud stag speak, xii. 269.
heard it, but he heeded not—his eyes, ix. 165 n.
hears it not, his thoughts are far away, He, etc., ix. 234.
hears the tumult, and is still, He, i. 338; v. 90; vi. 91.
heart of hearts, yea, into our, xii. 177.
heart of man is deceitful, the, etc., xii. 304.
hearts unkind, I’ve heard of, iii. 172; xi. 515.
heaven and all its host, he shall not perish, By, etc., viii. 307.
Heaven lies about us in our infancy, i. 250; x. 358.
Heaven, nigh-sphered in, v. 51; xii. 33.
Heaven of Invention, vi. 219.
heaven-born genius, x. 178.
Heav’n’s chancel-vault is blind with sleet, while, vi. 90.
heaves no sigh and sheds no tear, i. 135; v. 30.
he! jam satis est! iv. 305 n.
Hebrew roots, although they’re found, For, etc., viii. 64.
held on their way, etc., xii. 45.
hell of waters, A, xi. 424.
Hell was paved with infants’ skulls, vi. 76, 364; vii. 243.
hem was then heard, consequential and snapping, A, etc., i. 377.
Hence, all you vain delights, v. 295.
Her armes small, her back both straight and soft, i. 227.
Her eyes are fierce, etc., viii. 448.
Her finger was so small, the ring, etc., viii. 56.
Her full dark eyes are ever before me like a sea, like a precipice, i.
70.
Her heroes have no character at all, xii. 64.
Her voice, the music of the spheres, etc., viii. 63.
her whose foot was never off the stair, vii. 319.
Her’s is the afflicted, vi. 363.
herb that would cure him, The, xi. 328.
Here and hereafter, if the last may be? xii. 115.
Here are all that ever reigned, xi. 234.
Here be truths dashed and brewed with lies, vii. 140; x. 235.
Here be woods as green As any, air likewise as fresh and sweet,
etc., v. 254; vi. 183.