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 Exploring
Management
Sixth Edition

JOHN R. SCHERMERHORN, JR.

Ohio University

DANIEL G. B ACHRACH
University of Alabama
VICE PRESIDENT & DIRECTOR George Hoffman
DIRECTOR Veronica Visentin
EXECUTIVE EDITOR Lisé Johnson
MARKET DEVELOPMENT MANAGER Christopher DeJohn
PROJECT MANAGER Jennifer Manias
PRODUCT DESIGNER Rebecca Costantini
DEVELOPMENT EDIITOR Wendy Ashenberg
EDITORIAL ASSISTANT Ethan Lipson
SENIOR CONTENT MANAGER Dorothy Sinclair
SENIOR PRODUCTION EDITOR Valerie Vargas
SENIOR DESIGNER Thomas Nery
SENIOR PHOTO EDITOR Mary Ann Price
COVER PHOTO SJ Travel Photo and Video

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10 9 8 7 6 5 4 3 2 1
 I once again dedicate this book
to the person who lovingly helps me explore
and appreciate life’s wonders:
My wife, Ann.

J.R.S.

For Julie, Sammy, Eliana, Jakey, Jessica, Caleb, and Lilah

—I love you!

D.G.B.
 About the Authors
University of Hong Kong, Kohei Miura Visiting Professor at
Chubu University in Japan, Visiting Fulbright Scholar at the
University of Botswana, member of the graduate faculty
at Bangkok University in Thailand, and advisor to the Lao-
American College in Vientiane, Laos. He was on-site coordi-
nator for two years at the Ohio University MBA and Execu-
tive MBA programs in Malaysia, and taught residencies for
four years at the Ohio University MBA program in Bangalore,
India. He teaches a graduate course in strategic leadership
and organizational behavior at Universita Politecnicà Delle
Marche in Italy, and an organization behavior Ph.D. seminar
at Bangkok University and the University of Pécs. He has
twice served as Director of the Center for Southeast Asian
Studies at Ohio University.
A past chairperson of the Management Education
and Development Division of the Academy of Management,
Courtesy of John Schermerhorn

Dr. Schermerhorn is known to educators and students as

senior author of Exploring Management 5e (Wiley, 2016) and
Management 13e (Wiley, 2015), and co-author of Organiza-
tional Behavior 13e (Wiley, 2014). His research has been pub-
lished in the Academy of Management Journal, Academy of
Management Review, Academy of Management Executive,
Organizational Dynamics, Asia-Pacific Journal of Management,
and the Journal of Management Education, among other schol-
arly outlets.
D R . J O H N R . S C H E R M E R H O R N , J R . is the Charles G.
Dr. Schermerhorn’s consultancies include assignments
O’Bleness Emeritus Professor of Management in the College of
with the Egyptian General Petroleum Corporation, Petróleos
Business at Ohio University. He earned a Ph.D. in organizational
de Venezuela, American Bankers Association, Corning Glass
behavior from Northwestern University, an MBA (with distinc-
Works, New England Hospital Assembly, and Vietnam Training
tion) in management and international business from New York
Center for Radio and Television.
University, a BS in business administration from the State Uni-
Ohio University named Dr. Schermerhorn a University
versity of New York at Buffalo, and received an honorary doc-
Professor, the university’s highest campus-wide honor for
torate from the University of Pécs in Hungary and is honorary
excellence in undergraduate teaching. He is a popular guest
professor at the National University of Ireland at Galway. He
speaker at colleges and universities and is available for work-
previously taught at Tulane University, the University of Vermont,
shops on high engagement instructional approaches, man-
and Southern Illinois University at Carbondale, where he also
agement curriculum innovations, and scholarly manuscript
served as Chair of the Department of Management and Associate
development and textbook writing. His latest projects include
Dean of the College of Business Administration.
video-enhanced e-textbook development for active learning
Dr. Schermerhorn’s international experience includes
classroom environments.
serving as visiting professor of management at the Chinese

iv

Courtesy of Daniel Bachrach
DR. DANIEL G. BACHRACH (Dan) is the Robert C. and Rosa P.
Morrow Faculty Excellence Fellow and Professor of Management
in the Culverhouse College of Commerce at the University of
Alabama, where he teaches graduate and undergraduate
courses in management.
Dr. Bachrach earned a PhD in organizational behavior and
human resource management—with a minor emphasis in stra-
tegic management—from Indiana University’s Kelley School of
About the Authors v
Business, an MS in industrial/organizational psychology from the
University of Wisconsin-Oshkosh, and a BA in psychology from
Bates College in Lewiston Me.
A member of the Academy of Management and the Soci-
ety for Industrial and Organizational Psychology, Dr. Bachrach
serves on the editorial boards of the Journal of Applied Psy-
chology and Organizational Behavior and Human Decision
Processes. He is co-editor of the Handbook of Behavioral
Operations Management: Social and Psychological Dynamics
in Production and Service Settings (Oxford University Press,
2014), co-author of Transformative Selling: Becoming a Resource
Manager and a Knowledge Broker (Axcess Capon, 2014),
Management 13e (Wiley, 2016), Exploring Management 5e
(Wiley, 2015), and senior co-author of Becoming More Than
a Showroom: How to Win Back Showrooming Customers
(Palgrave-Macmillan, 2015) and 10 Don’ts on Your Digital
Devices: The Non-Techie’s Survival Guide to Digital Security
and Privacy (Apress, 2014).
Dr. Bachrach is the winner of multiple research and teach-
ing awards, including the 2016 John S. Bickley C&BA Creativity
and Innovation Award and the 2017 National Alumni Association
Outstanding Commitment to Teaching Award the OCTA, which
is the University of Alabama’s highest honor for excellence in
teaching. Dan, who was also named the 2017 Innovation Scholar
in Residence for the College of Continuing Studies also has pub-
lished extensively in a number of academic journals including
Organization Science, Journal of Applied Psychology, Strategic
Management Journal, Organizational Behavior and Human Deci-
sion Processes, Personnel Psychology, Journal of Management,
Decision Sciences, Leadership Quarterly, Production and Opera-
tions Management, Journal of Operations Management, Journal
of Supply Chain Management, and the Journal of Personal Selling
and Sales Management.
Dear Colleague
If you are using the flipped classroom or are looking for ways to enrich your teaching,
this book is tailored from our experiences to make it easy to engage students in active
learning—both face-to-face and online.

Welcome to Exploring Management, Sixth Edition. You’ll quickly see that it is a bit
different from traditional textbooks, we hope in a positive way. It has all the content you
expect, but . . .
• The writing voice is “personal”—students are made part of the conversation and asked
to interact with the subject matter while reading.
• The presentation is “chunked”—short content sections that fit how students read are
followed by study guides that check their learning and prompt career thinking.
• The content is “live”—pages are full of timely examples, news items, situations,
and reflection questions that make management real and launch meaningful
discussions.
Exploring Management is a reflection of how much we have learned from our students
about what they value, where they hope to go, and how they like to study and learn. It’s
also a reflection of our desire to bring the real world into the management class, engage
students in interesting discussions of important topics, and offer a variety of assignments
and projects that promote critical thinking. And if you are using the flipped classroom or
looking for ways to enrich your teaching, this book is tailored from experiences to make it
easy to engage students in active learning—both face-to-face or online.
Instructors have had a lot of success using Exploring Management to bring high student
engagement to their classes. Chances are that you will, too. Take a moment to review the
book’s design and built-in pedagogy. Browse some pages to check the writing style, visual
presentation, reflection features, and study guides.
Does Exploring Management offer what you are looking for to build a great manage-
ment course? Could it help engage your students to the point where they actually read and
think about topics before coming to class?
As management educators we bear a lot of responsibility for helping students learn
how to better manage their lives and careers, and help organizations make real contribu-
tions to society. Exploring Management, Sixth Edition, is our attempt to make it easier for you
to fulfill this responsibility in your own way, with lots of instructional options, and backed by
solid text content. Thanks for considering it.

Sincerely,
John Schermerhorn
Dan Bachrach

vi

What Makes Exploring
Management Different?
Students tell us over and over again that they learn best when
their courses and assignments fit the context of their everyday
lives, career aspirations, and personal experiences. We have
written Exploring Management, Sixth Edition, to meet and engage
students in their personal spaces. It uses lots of examples, applica-
tions, visual highlights, and learning aids to convey the essentials
of management. It also asks students thought-provoking ques-
tions as they read. Our hope is that this special approach and
pedagogy will help management educators find unique and inno-
vative ways to enrich the learning experiences of their students.
Exploring Management Offers a Flexible,
Topic-Specific Presentation.
The first thing you’ll notice is that Exploring Management
presents “chunks” of material to be read and digested in short
time periods. This is a direct response to classroom experi-
ences where our students increasingly find typical book chapters
cumbersome to handle.
Students never read more than a few pages in Exploring
Management before hitting a “Study Guide” that allows them
to bring closure to what they have just read. This chunked ped-
agogy motivates students to read and study assigned material
before attending class. And, it helps them perform better on
tests and assignments.
Topics are easily assignable and sized for a class session.
Although presented in the traditional planning, organizing,
leading, and controlling framework, chapters can be used in
any order based on instructor preferences. Many options are
available for courses of different types, lengths, and meeting
schedules, including online and distance-learning formats. It
all depends on what fits best with course objectives, learning
approaches, and instructional preferences.
Exploring Management Uses an
Integrated Learning Design.
Every chapter opens with a catchy subtitle and clear visual
presentation that quickly draws students into the topic. The
opening Management Live vignette hits a timely topic relevant
to chapter material. Key learning objectives are listed in Your
Chapter Takeaways, while What’s Inside highlights four inter-
esting and useful chapter features—Choices, Ethics Check,
Facts to Consider, Hot Topic, and Quick Case.
Preface
Each chapter section begins with a visual overview that
poses a Takeaway Question followed by a list of Answers to
Come. These answers become the subheadings that orga-
nize section content. The section ends with a Study Guide.
This one-page checkpoint asks students to pause and check
learning before moving on to the next section. The Study
Guide elements include:
• Rapid Review—bullet-list summary of concepts and points
• Questions for Discussion—questions to stimulate inquiry
and prompt class discussions
• Be Sure You Can—checkpoint of major learning outcomes
for mastery
• Career Situation: What Would You Do?—asks students to
apply section topics to a problem-solving situation
• Terms to Define—glossary quiz for vocabulary development
Exploring Management Makes
Active Learning and “Flipping” the
Classroom Easy.
Active engagement and flipped classrooms shift the focus from
instructors lecturing and students listening, to instructors guid-
ing and students engaging. The first step is getting students
to read and study assigned materials before class. When they
come to class prepared, the instructor has many more options
for engagement. The chunked presentations and frequent Study
Guides in Exploring Management, along with its video-enhanced
flipped classroom learning package, help greatly in this regard.
Dan Bachrach has prepared an extensive Active Class-
room Guide that includes authors’ videos that students can
view before class to highlight core content for each section
of every chapter. It also provides easy-to-use lesson plans
for engaging students in active discussions and interesting
assignments based on chapter features. Our goal with Dan’s
Active Classroom Guide—packaged with the pedagogy of
Exploring Management and WileyPLUS—is to give instructors
a ready-to-go pathway to implement an active, engaged, and
flipped classroom.
Success in flipping the classroom requires a good
short quiz and testing program to ensure student learning.
Dan has nicely integrated Exploring Management with the
advanced WileyPLUS Learning Space online environment
to make this easy. Success in flipping the classroom also re-
quires a solid inventory of discussion activities, projects, and
quick-hitting experiences that turn class and online time into
engaged learning time.
Dan has also prepared instructor’s guides for each feature
in every chapter of Exploring Management so that they can be
viii PREFACE
easily used for flipped classroom activities and discussions,
and for individual and team assignments. Imagine the possi-
bilities for student engagement when using features like these:
• Choices—offers timely work scenarios for analysis and asks
students to think critically while answering the question
What’s Your Take?
Examples include “Want Vacation? Take as Much as You
Need,” “Want to Win? Know your Analytics,” “Employers Differ
on Hiring and Retention Strategies,” “To Pay or Not to Pay More
than the Minimum Wage.”
• Ethics Check—poses an ethical dilemma and challenges
students with Your Decision?
Examples include “Social Media Checks May Cause Dis-
crimination in Hiring,” “My Team Leader is a Workaholic,” “Life
and Death at an Outsourcing Factory,” and “Social Loafing May
Be Closer Than You Think.”
• Facts to Consider—summarizes survey data to stimulate crit-
ical inquiry and asks students What’s Your Take?
Examples include “The “Ask Gap”—What It Takes for
Women to Get Raises,” “Policies on Office Romances Vary
Widely,” “Disposable Workers are Indispensable to Business
Profits,” and “Ups and Downs for Minority Entrepreneurs.”
• Hot Topics—presents timely, even controversial, issues framed
for debate and discussion, and asks students How About It?
Examples include “The $50,000 Retail Worker,” “Keep Your
Career Plan Tight and Focused, or Loosen Up?” “Rewarding
Mediocrity Begins at an Early Age” and, “Can Disharmony Build
a Better Team?”
• Quick Case—gives students a short, real-life, scenario that puts
them in a challenging work situation and asks What Do You Do?
Examples include “New Dads Say it’s Time for Paternity
Leave,” “Removing the Headphones to Show Team Spirit,”
“16 Hours to J-Burg,” and “It’s Time to Ask for a Raise.”
Exploring Management Uses a
Conversational and Interactive
Writing Style.
The authors’ voice in Exploring Management speaks with stu-
dents the way you and we do in the classroom—conversationally,
interactively, and using lots of questions. Although it may seem
unusual to have authors speaking directly to their audience, our
goals are to be real people and approach readers in the spirit of
what Ellen Langer calls mindful learning.1 She describes this as
engaging students from a perspective of active inquiry rather
than as consumers of facts and prescriptions. We view it as a way
of moving textbook writing in the same direction we are moving
college teaching—being less didactic and more interactive, and
doing a better job of involving students in a dialog around mean-
ingful topics, questions, examples, and even dilemmas.
1
Ellen J. Langer, The Power of Mindful Learning (Reading, MA: Perseus, 1994).
Exploring Management Helps Students
Earn Good Grades and Build Useful
Career Skills.
Exploring Management is written and designed to help stu-
dents prepare for quizzes and tests, and build essential career
and life skills. In addition to chunked reading and Study Guides,
the end-of-chapter Test Prep asks students to answer multiple-
choice, short response, and integration and application ques-
tions as a starting point for testing success. They are next
directed to Steps to Career Learning guide to take advantage of
active learning and personal development activities in the end-
of-book Skill-Building Portfolio. It offers Self-Assessments,
Class Exercises, and Team Projects carefully chosen to match
chapter content with skills development opportunities. A further
selection of Cases for Critical Thinking engages students in
analysis of timely situations and events involving real people
and organizations.
WileyPLUS
WileyPLUS is an innovative, research-based, online environ-
ment for effective teaching and learning. It’s a place where
students can learn and prepare for class while identifying their
strengths and nurture core skills. WileyPLUS transforms course
content into an online learning community whose members ex-
perience learning activities, work through self-assessment, ask
questions and share insights. As they interact with the course
content, peers and their instructor, WileyPLUS creates a per-
sonalized study guide for each student.
When students collaborate with each other, they make
deeper connections to the content. When students work together,
they also feel part of a community so that they can grow in areas
beyond topics in the course. Students using WileyPLUS become
invested in their learning experience while using time efficiently
and developing skills like critical thinking and teamwork.
WileyPLUS is class tested and ready-to-go for instructors.
It offers a flexible platform for quickly organizing learning
activities, managing student collaboration, and customizing
courses—including choice of content as well as the amount of
interactivity between students. An instructor using WileyPLUS
is able to easily:
• Assign activities and add special materials
• Guide students through what’s important by easily assigning
specific content
• Set up and monitor group learning
• Assess student engagement
• Gain immediate insights to help inform teaching
Special visual reports in WileyPLUS help identify problem
areas in student learning and focus instructor attention and
resources on what’s most important. With the visual reports, an

instructor can see exactly where students are struggling and in
need of early intervention. Students can see exactly what they
don’t know to better prepare for exams, and gain insights into
how to study and succeed in a course.
Student and Instructor
Resources
Exploring Management is rich in special materials that support
instructional excellence and student learning. Our colleagues
at John Wiley & Sons have worked hard to design supporting
materials that support our learning and engagement.
• Companion Web Site The Companion Web site for Explor-
ing Management at www.wiley.com/college/schermerhorn
contains myriad tools and links to aid both teaching and
learning, including nearly all the resources described in
this section.
• Instructor’s Resource Guide The Instructor’s Resource
Guide includes a Conversion Guide, Chapter Outlines,
Chapter Objectives, Lecture Notes, Teaching Notes, and
Suggested Answers for all quiz, test, and case questions.
Acknowledgments
Exploring Management, Sixth Edition, began, grew, and found
life and form in its first five editions over many telephone
conversations, conference calls, e-mail exchanges, and face-to-
face meetings. It has since matured and been refined as a sixth
edition through the useful feedback provided by many satisfied
faculty and student users and reviewers.
There wouldn’t be an Exploring Management without the
support, commitment, creativity, and dedication of the following
members of the Wiley team. Our thanks go to: Lisé Johnson, Ex-
ecutive Editor; George Hoffman, Vice President and Director; Jen-
nifer Manias, Project Manager; Ethan Lipson, Editorial Assistant;
Chris DeJohn, Market Development Manager; Valerie Vargas,
Senior Production Editor; Tom Nery, Senior Designer; Mary Ann
Price, Photo Manager; and Jackie Henry, our Project Manager at
Aptara.
Focus Group Participants
Maria Aria, Camden County College; Ellen Benowitz, Mercer County
Community College; John Brogan, Monmouth University; Lawrence
J. Danks, Camden County College; Matthew DeLuca, Baruch
College; David Fearon, Central Connecticut State University; Stuart
Ferguson, Northwood University; Eugene Garaventa, College of Sta-
ten Island; Scott Geiger, University of South Florida, St. Petersburg;
Larry Grant, Bucks County Community College; Fran Green,
PREFACE ix
• Test Bank The Test Bank consists of nearly 80 true/false,
multiple-choice, and short-answer questions per chapter.
It was specifically designed so that the questions vary in
degree of difficulty, from straightforward recall to chal-
lenging, to offer instructors the most flexibility when design-
ing their exams. The Computerized Test Bank includes a
test-generating program that allows instructors to customize
their exams.
• PowerPoint Slides A set of interactive PowerPoint slides
includes lecture notes and talking points. An Image Gal-
lery, containing .jpg files for all of the figures in the text, is
also provided for instructor convenience.
• Management Weekly Updates These timely updates
keep you and your students updated and informed on
the very latest in business news stories. Each week
you will find links to five new articles, video clips, busi-
ness news stories, and so much more with discussion
questions to elaborate on the stories in the classroom.
http://wileymanagementupdates.com
• Darden Business Cases Through the Wiley Custom Select
Web site, you can choose from thousands of cases from Darden
Business Publishing to create a book with any combination of
cases, Wiley textbook chapters, and original material. Ask your
local Wiley Account Manager for more information.
Pennsylvania State University, Delaware County; F. E. Hamilton,
Eckerd College; Don Jenner, Borough of Manhattan Community
College; John Podoshen, Franklin and Marshall College; Neuman
Pollack, Florida Atlantic University; David Radosevich, Montclair
State University; Moira Tolan, Mount Saint Mary College.
Virtual Focus Group Participants
George Alexakis, Nova Southeastern University; Steven Bradley,
Austin Community College; Paula Brown, Northern Illinois Uni-
versity; Elnora Farmer, Clayton State University; Paul Gagnon,
Central Connecticut State University; Eugene Garaventa, College
of Staten Island; Larry Garner, Tarleton State University; Wayne
Grossman, Hofstra University; Dee Guillory, University of South
Carolina, Beaufort; Julie Hays, University of St. Thomas; Kathleen
Jones, University of North Dakota; Marvin Karlins, University of
South Florida; Al Laich, University of Northern Virginia; Vincent
Lutheran, University of North Carolina, Wilmington; Douglas
L. Micklich, Illinois State University; David Oliver, Edison College;
Jennifer Oyler, University of Central Arkansas; Kathleen Reddick,
College of Saint Elizabeth; Terry L. Riddle, Central Virginia Commu-
nity College; Roy L. Simerly, East Carolina University; Frank G. Titlow,
St. Petersburg College; David Turnipseed, Indiana University—
Purdue University, Fort Wayne; Michael Wakefield, Colorado State
University, Pueblo; George A. (Bud) Wynn, University of Tampa.
x PREFACE
Reviewers
M. David Albritton, Northern Arizona University; Mitchell Alegre,
Niagara University; Allen Amason, University of Georgia; Mihran
Aroian, University of Texas, Austin; Karen R. Bangs, California
State Polytechnic University; Heidi Barclay, Metropolitan State
University; Reuel Barksdale, Columbus State Community College;
Patrick Bell, Elon University; Michael Bento, Owens Community
College; William Berardi, Bristol Community College; Robert
Blanchard, Salem State University; Laquita Blockson, College
of Charleston; Peter Geoffrey Bowen, University of Denver;
Victoria Boyd, Claflin University; Ralph R. Braithwaite, Univer-
sity of Hartford; David Bright, Wright State University-Dayton;
Kenneth G. Brown, University of Iowa; Diana Bullen, Mesa Com-
munity College; Beverly Bugay, Tyler Junior College; Robert
Cass, Virginia Wesleyan College; Savannah Clay, Central Pied-
mont Community College; Paul Coakley, Community College of
Baltimore County; Suzanne Crampton, Grand Valley State Uni-
versity; Kathryn Dansky, Pennsylvania State University; Susan
Davis, Claflin University; Jeanette Davy, Wright State Univer-
sity; Matt DeLuca, Baruch College; Karen Edwards, Chemeketa
Community College; Valerie Evans, Lincoln Memorial University;
Paul Ewell, Bridgewater College; Gary J. Falcone, LaSalle University;
Elnora Farmer, Clayton State University; Gail E. Fraser, Kean Uni-
versity; Nancy Fredericks, San Diego State University; Tamara
Friedrich, Savannah State University; Larry Garner, Tarleton
State University; Cindy Geppert, Palm Beach State College; Richard
J. Gibson, Embry-Riddle University; Dee Guillory, University of
South Carolina, Beaufort; Linda Hefferin, Elgin Community Col-
lege; Aaron Hines, SUNY New Paltz; Merrily Hoffman, San Jacinto
College; Jeff Houghton, West Virginia University; Tammy Hunt,
University of North Carolina Wilmington; Debra Hunter, Troy Uni-
versity; Kimberly Hurnes, Washtenaw Community College; Gary
S. Insch, West Virginia University; Barcley Johnson, Western
Michigan University; Louis Jourdan, Clayton State University;
Brian Joy, Henderson Community College; Edward Kass, University
of San Francisco; Renee King, Eastern Illinois University; Judith
Kizzie, Howard Community College; Robert Klein, Philadelphia
University; John Knutsen, Everett Community College; Al Laich,
University of Northern Virginia; Susan Looney, Delaware Techni-
cal & Community College; Vincent Lutheran, University of North
Carolina, Wilmington; Jim Maddox, Friends University; John
Markert, Wells College; Marcia Marriott, Monroe Community Col-
lege; Brenda McAleer, Colby College; Randy McCamery, Tarleton
State University; Gerald McFry, Coosa Valley Technical College;
Diane Minger, Cedar Valley College; Michael Monahan, Frostburg
State University; Dave Nemi, Niagara County Community College;
Nanci Newstrom, Eastern Illinois University; Lam Nguyen, Palm
Beach State College; Joelle Nisolle, West Texas A&M University;
Penny Olivi, York College of Pennsylvania; Jennifer Oyler, University
of Central Arkansas; Barry Palatnik, Burlington County Commu-
nity College; Kathy Pederson, Hennepin Technical College; Sally
Proffitt, Tarrant County College; Nancy Ray-Mitchell, McLennan
Community College; Catherine J. Ruggieri, St. John’s University;
Joseph C. Santora, Essex County College; Charles Seifert, Siena
College; Sidney Siegel, Drexel University; Gerald F. Smith, Uni-
versity of Northern Iowa; Wendy Smith, University of Delaware;
Howard Stanger, Canisius College; Peter Stone, Spartanburg
Community College; Henry A. Summers, Stephen F. Austin State
University; Daryl J. Taylor, Pasadena City College; Ann Theis,
Adrian College; Jody Tolan, University of Southern California,
Marshall School of Business; David Turnipseed, Indiana Univer-
sity—Purdue University, Fort Wayne; Robert Turrill, University
of Southern California; Vickie Tusa, Embry-Riddle University;
Aurelio Valente, Philadelphia University; Michael Wakefield,
Colorado State University, Pueblo; Charles D. White, James
Madison University; Daniel Wubbena, Western Iowa Tech
Community College; Alan Wright, Henderson State University;
Ashley Wright, Spartanburg Community College.
Class Test Participants
Verl Anderson, Dixie State College; Corinne Asher, Henry Ford
Community College; Forrest Aven, University of Houston Down-
town; Richard Bartlett, Columbus State Community College;
John Bird, West Virginia State University; Dr. Sheri Carder, Flor-
ida Gateway College; Susie Cox, McNeese State University;
Robert Eliason, James Madison University; Trent Engbers, Indiana
University; Shelly Gardner, Augustana College; Ann Gilley, Ferris
State University; Janie Gregg, The University of West Alabama;
Jay Hochstetler, Anderson University; Tacy Holliday, Mont-
gomery College; David Hollomon, Victor Valley College; Cheryl
Hughes, Indiana University; David Jalajas, Long Island University;
Angelina Kiser, University of the Incarnate Word; Cindy Murphy,
Southeastern Community College; Chandran Mylvaganam, North-
wood University; Greg Petranek, Eastern Connecticut State Uni-
versity; Tracy Porter, Cleveland State University; Renee Rogers,
Forsyth Technical Community College; Richard Sharman, Lone
Star College–Montgomery; Catherine Slade, Augusta State Uni-
versity; Susan Steiner, The University of Tampa; Donald Stout,
Saint Martin’s University; Alec Zama, Grand View University;
Nancy Zimmerman, The Community College of Baltimore County.
 Brief Contents
Managers and Management Leading
1 Managers and the Management Process: 11 Leadership: A Leader Lives in Each
Everyone Becomes a Manager Someday. 1 of Us. 198

2 Management Learning: Great Things Grow 12 Individual Behavior: There’s Beauty in

from Strong Foundations. 22 Individual Differences. 219

3 Ethics and Social Responsibility: Character 13 Motivation: Respect Unlocks Human

Doesn’t Stay Home When We Go to Work. 42 Potential. 237

14 Teams and Teamwork: Two Heads Really

Planning and Controlling Can Be Better Than One. 258
4 Managers as Decision Makers: There Is No
Substitute for a Good Decision. 63 15 Communication: Listening Is the Key to
Understanding. 282
5 Plans and Planning Techniques: Get There
Faster with Objectives. 82
Environment
6 Controls and Control Systems: What Gets 16 Diversity and Global Cultures: There Are
Measured Happens. 101 New Faces in the Neighborhood. 301

7 Strategy and Strategic Management: Insight 17 Globalization and International

and Hard Work Deliver Results. 119
Organizing
8 Organization Structure and Design: It’s All
About Working Together. 136
9 Organizational Cultures, Innovation,
and Change: Adaptability and Values
Set the Tone. 157
10 Human Resource Management: Nurturing
Turns Potential into Performance. 177
Business: Going Global Isn’t Just for
Travelers. 318
18 Entrepreneurship and Small Business:
Taking Risks Can Make Dreams Come
True. 335
SKILL-BUILDING PORTFOLIO / CASES FOR
CRITICAL THINKING / CASE REFERENCES /
TEST PREP ANSWERS / GLOSSARY /
ENDNOTES / NAME INDEX /ORGANIZATION
INDEX / SUBJECT INDEX

xi
Contents
1 Managers and the Management
Process 1 Argyris Suggests That Workers Treated As Adults Will Be
1.1 What Does It Mean To Be a Manager? 2
Organizations Have Different Types and Levels
of Managers. 2
Accountability Is a Foundation of Managerial
Performance. 4
Effective Managers Help Others Achieve High
Performance and Satisfaction. 4
Managers Are Coaches, Coordinators, and
Supporters. 4
1.2 What Do Managers Do, and What Skills
Do They Use? 7
Managers Plan, Organize, Lead, and Control. 7
Managers Perform Informational, Interpersonal, and
Decisional Roles. 9
Managers Use Networking and Social Capital to
Pursue Action Agendas. 9
Managers Use Technical, Human, and Conceptual Skills. 10
Managers Should Learn from Experience. 12
1.3 What Are Some Important Career Issues? 14
Globalization and Job Migration Have Changed
the World of Work. 14
Failures of Ethics and Corporate Governance
are Troublesome. 15
Respecting Diversity and Eliminating Discrimination
Are Top Social Priorities. 16
Talent Is a “Must Have” in a Free-Agent and
On-Demand Economy. 16
Self-Management Skills are Essential for Career Success. 17
Personal Career Readiness Must Be Developed
and Maintained. 17
2 Management Learning 22
2.1 What Are the Lessons of the Classical Management
Approaches? 23
Taylor’s Scientific Management Sought Efficiency
in Job Performance. 23
Weber’s Bureaucratic Organization Is Supposed to Be
Efficient and Fair. 25
Fayol’s Administrative Principles Describe Managerial
Duties and Practices. 26
2.2 What Are the Contributions of the Behavioral
Management Approaches? 28
Follett Viewed Organizations As Communities of
Cooperative Action. 28
The Hawthorne Studies Focused Attention on the
Human Side of Organizations. 29
Maslow Described a Hierarchy of Human Needs with
Self-Actualization at the Top. 30
McGregor Believed Managerial Assumptions Create
Self-Fulfilling Prophecies. 31
More Productive. 31
2.3 What Are the Foundations of Modern Management
Thinking? 34
Managers Use Quantitative Analysis and Tools to Solve
Complex Problems. 34
Organizations Are Open Systems That Interact with
Their Environments. 35
Contingency Thinking Holds That There Is No One
Best Way to Manage. 36
Quality Management Focuses Attention on
Continuous Improvement. 37
Evidence-Based Management Seeks Hard Facts About
What Really Works. 38
3 Ethics and Social Responsibility 42
3.1 How Do Ethics and Ethical Behavior Play Out
in the Workplace? 43
Ethical Behavior Is Values Driven. 43
Views Differ on What Constitutes Moral Behavior. 44
What Is Considered Ethical Can Vary Across Cultures. 46
Ethical Dilemmas Are Tests of Personal Ethics
and Values. 47
People Have a Tendency to Rationalize Unethical
Behavior. 48
3.2 How Can We Maintain High Standards of Ethical
Conduct? 50
Personal Character and Moral Development Influence
Ethical Decision Making. 50
Managers as Positive Role Models Can Inspire Ethical
Conduct. 51
Training in Ethical Decision Making Can Improve Ethical
Conduct. 52
Protection of Whistleblowers Can Encourage Ethical
Conduct. 52
Formal Codes of Ethics Set Standards for Ethical
Conduct. 53
3.3 What Should We Know About the Social
Responsibilities of Organizations? 55
Social Responsibility is an Organization’s
Obligation to Best Serve Society. 55
Perspectives Differ on the Importance of
Corporate Social Responsibility. 56
Shared Value Integrates Corporate Social Responsibility
into Mission and Strategy. 56
Social Businesses and Social Entrepreneurs are
Driven by Social Responsibility. 57
Social Responsibility Audits Measure the Social
Performance of Organizations. 57
Sustainability Is an Important Social Responsibility
Goal. 58

4 Managers as Decision Makers
4.1 How Do Managers Use Information to Solve
Problems? 64
Managers Use Technological, Informational, and Analytical
Competencies to Solve Problems. 64
Managers Deal with Problems Posing Threats and
Offering Opportunities. 65
Managers Can Be Problem Avoiders, Problem Solvers,
or Problem Seekers. 65
Managers Make Programmed and Nonprogrammed
Decisions. 66
Managers Use Both Systematic and Intuitive
Thinking. 66
Managers Use Different Cognitive Styles to Process
Information for Decision Making. 67
Managers Make Decisions under Conditions of Certainty,
Risk, and Uncertainty. 67
4.2 What Are Five Steps in the Decision-Making
Process? 70
Step 1—Identify and Define the Problem. 70
Step 2—Generate and Evaluate Alternative
Courses of Action. 71
Step 3—Decide on a Preferred Course of Action. 71
Step 4—Take Action to Implement the Decision. 72
Step 5—Evaluate Results. 73
Ethical Reasoning Is Important at All Steps in Decision
Making. 73
4.3 What Are Current Issues in Managerial Decision
Making? 75
Creativity Drives Better Decision Making. 75
Group Decision Making Has Advantages
and Disadvantages. 76
Judgmental Heuristics and Other Biases May
Cause Decision-Making Errors. 76
Managers Must Prepare for Crisis Decision
Making. 78
5 Plans and Planning
Techniques 82
5.1 How and Why Do Managers Use the Planning
Process? 83
Planning Is One of the Four Functions of
Management. 83
Planning Sets Objectives and Identifies How to
Achieve Them. 84
Planning Improves Focus and Flexibility. 84
Planning Improves Action Orientation. 85
Planning Improves Coordination and Control. 85
Planning Improves Time Management. 86
5.2 What Types of Plans Do Managers Use? 89
Managers Use Short-Range and Long-Range Plans. 89
Managers Use Strategic and Operational Plans. 89
Organizational Policies and Procedures Are Plans. 90
Budgets Are Plans That Commit Resources to
Activities. 90
CONT ENT xiii
5.3 What Are Some Useful Planning
63
Tools and Techniques? 93
Forecasting Tries to Predict the Future. 93
Contingency Planning Creates Backup Plans for When
Things Go Wrong. 93
Scenario Planning Crafts Plans for Alternative
Future Conditions. 94
Benchmarking Identifies Best Practices Used by
Others. 94
Goal Setting Aligns Plans and Activities. 95
Goals Can Have Downsides and Must Be
Well Managed. 96
Participatory Planning Builds Implementation
Capacities. 97
6 Controls and Control Systems 101
6.1 How and Why Do Managers Use the Control
Process? 102
Controlling is One of the Four Functions of
Management. 102
Step 1—Control Begins with Objectives and
Standards. 103
Step 2—Control Measures Actual Performance. 103
Step 3—Control Compares Results with Objectives
and Standards. 104
Step 4—Control Takes Corrective Action as Needed. 104
6.2 What Types of Controls Are Used by
Managers? 106
Managers Use Feedforward, Concurrent,
and Feedback Controls. 106
Managers Use Both Internal and External Controls. 107
Managing by Objectives Helps Integrate Planning
and Controlling. 108
6.3 What Are Some Useful Control Tools
and Techniques? 111
Quality Control is a Foundation of Management. 111
Gantt Charts and CPM/PERT Improve Project
Management and Control. 112
Inventory Controls Help Save Costs. 113
Breakeven Analysis Shows where Revenues will Equal
Costs. 113
Financial Ratios Measure Key Areas of Financial
Performance. 114
Balanced Scorecards Keep the Focus on Strategic
Control. 115
7 Strategy and Strategic
Management 119
7.1 What Types of Strategies Are Used
by Organizations? 120
Strategy Is a Comprehensive Plan for Achieving
Competitive Advantage. 120
Organizations Use Corporate, Business,
and Functional Strategies. 121
Growth Strategies Focus on Expansion. 122
xiv CO N T E N TS
Restructuring and Divestiture Strategies
Focus on Consolidation. 123
Global Strategies Focus on International
Business Opportunities. 123
Cooperation Strategies Focus on Alliances and
Partnerships. 123
E-Business Strategies Use the Web
and Apps for Business Success. 124
7.2 How Do Managers Formulate
and Implement Strategies? 127
The Strategic Management Process Formulates
and Implements Strategies. 127
SWOT Analysis Identifies Strengths, Weaknesses,
Opportunities, and Threats. 128
Porter’s Five Forces Model Analyzes Industry
Attractiveness. 129
Porter’s Competitive Strategies Model Identifies
Business or Product Strategies. 129
Portfolio Planning Examines Strategies
Across Multiple Businesses or Products. 131
Strategic Leadership Ensures Strategy Implementation
and Control. 131
8 Organization Structure and
Design 136
8.1 What Is Organizing as a Managerial
Responsibility? 137
Organizing Is One of the Management
Functions. 137
Organization Charts Describe Formal Structures
of Organizations. 138
Organizations Also Have Informal Structures. 138
Informal Structures Have Good Points and Bad
Points. 139
8.2 What Are the Most Common Organization
Structures? 141
Functional Structures Group Together People Using
Similar Skills. 141
Divisional Structures Group Together People by Products,
Customers, or Locations. 142
Matrix Structures Combine the Functional and Divisional
Structures. 144
Team Structures Make Extensive Use of Permanent and
Temporary Teams. 145
Network Structures Make Extensive Use of Strategic
Alliances and Outsourcing. 145
8.3 What Are the Trends in Organizational
Design? 149
Organizations Are Becoming Flatter and Using Fewer
Levels of Management. 149
Organizations Are Increasing Decentralization. 149
Organizations Are Increasing Delegation
and Empowerment. 150
Organizations Are Becoming More Horizontal
and Adaptive. 151
Organizations Are Using More Alternative Work
Schedules. 152
9 Organizational Cultures,
Innovation, and Change 157
9.1 What Is the Nature of Organizational Culture? 158
Organizational Culture Is the Personality of the
Organization. 158
Organizational Culture Shapes Behavior and Influences
Performance. 159
Not All Organizational Cultures Are Alike. 159
The Observable Culture Is What You See and Hear As an
Employee or Customer. 160
The Core Culture Is Found in the Underlying Values of the
Organization. 161
Value-Based Management Supports a Strong
Organizational Culture. 162
9.2 How Do Organizations Support and Achieve
Innovation? 164
Organizations Pursue Process, Product, and Business
Model Innovations. 164
Green Innovations Advance the Goals of Sustainability. 164
Social Innovations Seek Solutions to Important Societal
Problems. 165
Commercializing Innovation Turns New Ideas into Salable
Products. 165
Disruptive Innovation Uses New Technologies to Displace
Existing Practices. 166
Innovative Organizations Share Many Common
Characteristics. 166
9.3 How Do Managers Lead the Processes of
Organizational Change? 168
Organizations and Teams Need Change Leaders. 168
Organizational Change Can Be Transformational or
Incremental. 168
Three Phases of Planned Change Are Unfreezing,
Changing, and Refreezing. 169
Times of Complexity Require Improvising in the Change
Process. 170
Managers Use Force-Coercion, Rational Persuasion, and
Shared Power Change Strategies. 171
Change Leaders Identify and Deal Positively with
Resistance to Change. 172
10 Human Resource Management 177
10.1 What Are the Purpose and Legal Context of Human
Resource Management? 178
Human Resource Management Attracts, Develops,
and Maintains a Talented Workforce. 178
Strategic Human Resource Management Aligns Human
Capital with Organizational Strategies. 179
Laws Protect Against Employment Discrimination. 179
Laws Can’t Guarantee That Employment Discrimination
Will Never Happen. 180
10.2 What Are the Essentials of Human Resource
Management? 183
Psychological Contracts Set the Exchange of Value
Between Individuals and Organizations. 183

Recruitment Attracts Qualified Job Applicants. 184
Selection Makes Decisions to Hire Qualified Job
Applicants. 185
Onboarding Introduces New Hires to the
Organization. 186
Training Develops Employee Skills and Capabilities. 186
Performance Reviews Assess Work
Accomplishments. 187
Career Development Provides for Retention and Career
Paths. 188
10.3 What Are Current Issues in Human Resource
Management? 190
Demands Are Increasing for Job Flexibility and Work–Life
Balance. 190
More People Are Working as Independent Contractors and
Contingency Workers. 190
Compensation Plans Influence Recruitment and
Retention. 191
Fringe Benefits Are an Important Part of
Compensation. 192
Labor Relations and Collective Bargaining Are Closely
Governed by Law. 193
11 Leadership 198
11.1 What Are the Foundations of Effective
Leadership? 199
Leadership is One of The Four Functions of
Management. 199
Leaders Use Power to Achieve Influence. 200
Leaders Bring Vision to Teams and Organizations 201
Leaders Display Different Traits in the Quest for
Effectiveness. 202
Leaders Display Different Styles in the Quest for
Effectiveness. 202
11.2 What Can We Learn from the Contingency
Leadership Theories? 205
Fiedler’s Contingency Model Matches Leadership Styles
with Situational Differences. 205
The Hersey-Blanchard Situational Model Matches
Leadership Styles with the Maturity of Followers. 206
House’s Path-Goal Theory Matches Leadership Styles
with Task and Follower Characteristics. 207
Leader–Member Exchange Theory Describes How Leaders
Treat In-Group and Out-Group Followers. 208
The Vroom-Jago Model Describes How Leaders Use
Alternative Decision-Making Methods. 208
11.3 What Are Current Issues and Directions in
Leadership Development? 211
Transformational Leadership Inspires Enthusiasm
and Great Performance. 211
Emotionally Intelligent Leadership Handles
Emotions and Relationships Well. 212
Interactive Leadership Emphasizes Communication,
Listening, and Participation. 213
Moral Leadership Builds Trust Through Personal
Integrity. 214
Servant Leadership Is Follower Centered and
Empowering. 215
CONT ENTS xv
12 Individual Behavior 219
12.1 How Do Perceptions Influence Individual
Behavior? 220
Perception Filters Information Received
From Our Environment. 220
Perceptual Distortions Can Hide
Individual Differences. 220
Perception Can Cause Attribution Errors. 221
Impression Management Influences
How Others Perceive Us. 222
12.2 How Do Personalities Influence Individual
Behavior? 225
The Big Five Personality Traits Describe
Important Individual Differences. 225
The Myers-Briggs Type Indicator Is a Popular Approach
to Personality Assessment. 226
Personalities Vary on Personal Conception
Traits. 226
People with Type A Personalities Tend
to Stress Themselves. 227
Stress Has Consequences for Performance and
Health. 228
12.3 How Do Attitudes, Emotions, and Moods Influence
Individual Behavior? 230
Attitudes Predispose People to Act
in Certain Ways. 230
Job Satisfaction Is a Positive Attitude Toward One’s Job
and Work Experiences. 231
Job Satisfaction Influences Work Behaviors. 231
Job Satisfaction Has a Complex Relationship
with Job Performance. 232
Emotions and Moods Are States of Mind
that Influence Behavior. 232
13 Motivation 237
13.1 How Do Human Needs Influence Motivation
to Work? 238
Maslow Describes a Hierarchy of Needs Topped
by Self-Actualization. 238
Alderfer’s ERG Theory Discusses Existence, Relatedness,
and Growth Needs. 239
McClelland Identifies Acquired Needs for Achievement,
Power, and Affiliation. 240
Herzberg’s Two-Factor Theory Focuses
on Higher-Order Need Satisfaction. 241
The Core Characteristics Model Integrates
Motivation and Job Design. 242
13.2 How Do Thoughts and Decisions Affect Motivation
to Work? 245
Equity Theory Explains How Social Comparisons Motivate
Individual Behavior. 245
Expectancy Theory Focuses on the Decision to Work
Hard, or Not. 246
Goal-Setting Theory Shows that the Right Goals
can be Motivating. 248
xvi CO N T E N TS
13.3 How Does Reinforcement Influence Motivation
to Work? 251
Operant Conditioning Influences Behavior
by Controlling its Consequences. 251
Operant Conditioning Uses Four
Reinforcement Strategies 252
Positive Reinforcement Connects Desirable
Behavior with Pleasant Consequences. 253
Punishment Connects Undesirable Behavior with
Unpleasant Consequences. 254
14 Teams and Teamwork 258
14.1 Why Is It Important to Understand Teams
and Teamwork? 259
Teams Offer Synergy and Other Benefits. 259
Teams Can Suffer from Performance Problems. 260
Organizations Are Networks of Formal Teams
and Informal Groups. 260
Organizations Use Committees, Task Forces,
and Cross-Functional Teams. 261
Virtual Teams Use Technology to Bridge
Distances. 262
Self-Managing Teams Are a Form of Job
Enrichment for Groups. 263
14.2 What Are the Building Blocks of Successful
Teamwork? 265
Teams Need the Right Members to Be Effective. 266
Teams Need the Right Setting and Size to be
Effective. 267
Teams Need the Right Processes to be Effective. 267
Teams Move Through Different Stages
of Development. 268
Team Performance Is Influenced By Norms. 270
Team Performance is Influenced by
Cohesiveness. 270
Team Performance is Influenced by Task
and Maintenance Activities. 271
Team Performance is Influenced
by Communication Networks. 272
14.3 How Can Managers Create and Lead
High-Performance Teams? 275
Team Building Can Improve Teamwork
and Performance. 275
Teams Benefit When They Use the Right
Decision Methods. 275
Teams Suffer When Groupthink Leads to Bad
Decisions. 276
Teams Benefit When Conflicts Are Well
Managed. 277
15 Communication 282
15.1 What Is Communication, and When Is It
Effective? 283
Communication Helps to Build Social Capital. 283
Communication Is a Process of Sending and Receiving
Messages With Meanings Attached. 283
Communication Is Effective When the Receiver
Understands the Sender’s Messages. 284
Communication Is Efficient When it Is Delivered
at Low Cost to the Sender. 285
Communication Is Persuasive When the Receiver
Acts as the Sender Intends. 285
15.2 What Are the Major Barriers to Effective
Communication? 288
Poor Use of Channels Makes It Difficult
to Communicate Effectively. 288
Poor Written or Oral Expression Makes It Difficult
to Communicate Effectively. 289
Failure to Spot Nonverbal Signals Makes It Difficult
to Communicate Effectively. 290
Information Filtering Makes It Difficult
to Communicate Effectively. 290
Overloads and Distractions Make It Difficult
to Communicate Effectively. 291
15.3 How Can We Improve Communication With
People at Work? 293
Active Listening Helps Others to Say What They
Really Mean. 293
Constructive Feedback Is Specific, Timely,
and Relevant. 294
Office Designs Can Encourage Interaction and
Communication. 295
Transparency and Openness Build Trust in
Communication. 295
Appropriate Online Behavior Is
a Communication Essential. 296
Sensitivity and Etiquette Improve
Cross-Cultural Communication. 296
16 Diversity and Global Cultures 301
16.1 What Should We Know About Diversity in the
Workplace? 302
Inclusion Drives the Business Case for Diversity. 302
Multicultural Organizations Value and Support
Diversity. 303
Diversity Bias Exists in Many Situations. 303
Organizational Subcultures Create Diversity
Challenges. 305
Managing Diversity Is a Leadership Priority. 306
16.2 What Should We Know About Diversity Among
Global Cultures? 308
Culture Shock Is Discomfort in Cross-Cultural
Situations. 308
Cultural Intelligence Is an Ability to Adapt
to Different Cultures. 308
The “Silent” Languages of Cultures Include
Context, Time, and Space. 309
Cultural Tightness and Looseness Varies Around the
World. 311
Hofstede’s Model Identifies Value Differences
Among National Cultures. 311
Intercultural Competencies Are Essential Career
Skills. 313

17 Globalization and International
Business 318
17.1 How Does Globalization Affect International
Business? 319
Globalization Increases Interdependence
of the World’s Economies. 320
Globalization Creates International Business
Opportunities. 321
Global Sourcing Is a Common International Business
Activity. 321
Export/Import, Licensing, and Franchising Are Market
Entry Forms of International Business. 322
Joint Ventures and Wholly Owned Subsidiaries Are Direct
Investment Forms of International Business. 323
International Business Is Complicated by Different Legal
and Political Systems. 323
International Businesses Deal with
Regional Economic Alliances. 324
17.2 What Are Global Corporations, and How
Do They Work? 327
Global Corporations Have Extensive Operations
in Many Countries. 327
The Actions of Global Corporations Can Be
Controversial. 327
Managers of Global Corporations Face Ethics
Challenges. 328
Planning and Controlling Are Complicated
in Global Corporations. 330
Organizing Can Be Difficult in Global Corporations. 330
Leading Is Challenging in Global Corporations. 331
CONT ENTS xvii
18 Entrepreneurship and Small
Business 335
18.1 What Is Entrepreneurship, and Who Are
Entrepreneurs? 336
Entrepreneurs Are Risk Takers Who Spot and Pursue
Opportunities. 336
Entrepreneurs Often Share Similar Characteristics and
Backgrounds. 338
Entrepreneurs Often Share Similar Personality Traits. 338
Women and Minority Entrepreneurs Are Growing in
Numbers. 339
Social Entrepreneurs Seek Novel Solutions
to Pressing Social Problems. 340
18.2 What Should We Know About Small Businesses
and How To Start One? 343
Small Businesses Are Mainstays of the Economy. 343
Small Businesses Must Master Three Life-Cycle Stages. 343
Family-Owned Businesses Face Unique Challenges. 344
Many Small Businesses Fail Within 5 Years. 345
Assistance Is Available to Help Small Businesses to Get
Started. 346
A Small Business Should Start With a Sound Business
Plan. 346
There Are Different Forms of Small Business Ownership. 347
There Are Different Ways of Financing a Small Business. 348
SKILL-BUILDING PORTFOLIO / CASES FOR CRITICAL
THINKING / CASE REFERENCES / TEST PREP ANSWERS /
GLOSSARY / ENDNOTES / NAME INDEX /ORGANIZATION
INDEX / SUBJECT INDEX
 CHAPTER 1
Managers and
the Management
Process
Everyone Becomes a
Manager Someday

Brad Swonetz/Redux Pictures

Zappos CEO Tony Hsieh is into happiness. He strives “to set up an
environment where the personalities, creativities, and individual-
ity of all different employees come out and shine.”

Management Live WHAT’S INSIDE

Choices
Gaming Skills Can Be Résumé Builders Want vacation? Take as much as you need.
Do managing large guilds and leading raids while playing World of War- Ethics Check
craft belong in your résumé and online recruiting profiles? Heather New- Social media cues may cause discrimination
man thinks so. In a “Leisure/Volunteer Activities” section she highlighted in hiring
how gaming enhanced her skills at organizing teams of volunteers and
communicating. That said, she landed a job as director of marketing and Facts to Consider
communications for a university. One hiring manager says putting gam- Tech industry no role model for employment
ing experience on a résumé can be a “conversation starter,” but another diversity
dismisses it as “all make-believe.”
Hot Topic
The $50,000 retail worker
Insight
Self-awareness and the Johari Window
Your Thoughts?
Quick Case
Can Newman’s strategy pay off for you? What “hidden”
experiences—not just gaming—might you describe as skill builders Team leader faces disruptive team member
on your résumé?
YOUR CHAPTER 1 TAKEAWAYS
1. Understand what it means to be a manager.
2. Know what managers do and what skills
they use.
3. Recognize timely and important career issues.
1
2 CHA PT E R 1 Managers and the Management Process

Takeaway 1.1 What Does It Mean To Be a Manager?

Answers to Come
• Organizations have different types and levels of managers.
• Accountability is a foundation of managerial performance.
• Effective managers help others achieve high performance and satisfaction.
• Managers are coaches, coordinators, and supporters.

In a book called The Shift: The Future of Work is Already Here, scholar Lynda Gratton describes
the very dynamic and interesting times in which we live and work. “Technology shrinks the
world but consumes all of our time,” she says, whereas “globalization means we can work any-
where, but must compete with people from everywhere; there are more of us, and we’re living
longer; traditional communities are being yanked apart as people cluster in cities; and there is
rising energy demand and fewer traditional resources.”1
What does all this mean in terms of planning for career entry and advancement? At a min-
imum, there are few guarantees of long-term employment. Jobs are increasingly earned and
re-earned every day through one’s performance accomplishments. Careers are being redefined
along the lines of “flexibility,” “free agency,” “skill portfolios,” and “entrepreneurship.” The fact
is: Career success today requires lots of initiative and self-awareness, as well as continuous
learning. The question is: Are you ready?

Organizations Have Different Types and Levels of Managers.

A manager is a person who
supports and is responsible for
the work of others.
You find them everywhere, in small and large businesses, voluntary associations, government
agencies, schools, hospitals, and wherever people work together for a common cause. Even
though the job titles vary from team leader to department head, project leader, president, ad-
ministrator, and more, the people in these jobs all share a common responsibility—helping
others to do their best work. We call them managers—people who directly supervise, support,
and activate work efforts to achieve the performance goals of individuals, teams, and
organizations. In this sense, I believe you’ll agree with the chapter subtitle: Everyone becomes
a manager someday.

First-Line Managers and Team Leaders Take a look at Figure 1.1. It describes an
organization as a series of layers, each of which represents different levels of work and mana-
gerial responsibilities.2

“One great person can easily do the business productivity

Hot Topic of three good people.”

The $50,000 Retail Worker
Looking for a job in retail?
Want to avoid minimum
wage employers? Head
for The Container Store.®
Its front-line, full-time
workers are paid about
$50,000 per year for start-
ers, with the potential to
Courtesy The Container Store earn more if they receive
positive annual perfor-
mance reviews. Chairman and CEO Kip Tindell says it’s central to
his business strategy—hire great people, extensively train them,
and empower them by paying 50–100% more than what other re-
tailers might pay them. He calls it the “One Equals Three” Founda-
tion Principle. “One great person can easily do the business pro-
ductivity of three good people,” he says. And he believes other
retailers should follow The Container Store’s lead. “Better pay,” he
argues, “leads to higher profitability.”
How About It?
Why would CEO Kip Tindell place so much emphasis on hiring and
retaining retail workers for his stores? Is the Container Store’s
wage policy sustainable in the ups and downs of competitive
business? If better pay leads to higher productivity, why do so
many employers—think fast-food industry—stick with the mini-
mum wage?
 Takeaway 1.1 What Does It Mean To Be a Manager? 3

TYPICAL BUSINESS TYPICAL NONPROFIT FIGURE 1.1 What Are

Board of directors Board of trustees the Typical Job Titles and
Levels of Management in
Chief executive officer Executive director
Top Organizations? The traditional
President President, administrator
managers Vice president organization is structured as
Vice president
a pyramid. The top manager,
Division manager Division manager typically a CEO, president, or
Regional manager Middle Regional manager
Plant manager managers Branch manager executive director, reports to a
board of directors in a business
Department head Department head or to a board of trustees in a
First-line Supervisor
Supervisor nonprofit organization. Middle
managers Team leader
Team leader
managers report to top managers,
Nonmanagerial and first-line managers or
workers team leaders report to middle
managers.

A first job in management typically involves serving as a team leader or supervisor in

charge of a small work group. Typical job titles for these first-line managers include depart- First-line managers are team
ment head, team leader, and unit manager. For example, the leader of an auditing team is a leaders and supervisors in
first-line manager, as is the head of an academic department at a university. charge of people who perform
nonmanagerial duties.
Even though most people enter the workforce as technical specialists such as auditors,
market researchers, or systems analysts, eventually they advance to positions of initial mana-
gerial responsibility. And they serve as essential building blocks for organizational perfor-
mance.3 Consider the words of Justin Fritz as he describes leading a 12-member team to launch
a new product at a medical products company: “I’ve just never worked on anything that so
visibly, so dramatically changes the quality of someone’s life.”4

Middle Managers Look again at Figure 1.1. This time, consider how Justin may advance
in his career. At the next level above team leader, we find middle managers—persons in charge Middle managers oversee the
of relatively large departments or divisions consisting of several smaller work units or teams. work of large departments or
Middle managers usually supervise several first-line managers. Examples include clinic di- divisions.
rectors in hospitals; deans in universities; and division managers, plant managers, and regional
sales managers in businesses. Because of their position “in the middle,” these managers must
be able to work well with people from all parts of the organization—higher, lower, and side-to-
side. As Justin moves up the career ladder to middle management, there will be more pressure
and new challenges, but also rewards and satisfaction.

Top Managers Some middle managers advance still higher in the organization, earning
job titles such as chief executive officer (CEO), chief operating officer (COO), chief financial offi-
cer (CFO), chief information officer (CIO), president, and vice president. These top managers, or Top managers guide the
C-suite executives, are part of a senior management team that is responsible for the performance performance of the organization
of an organization as a whole or for one of its larger parts. They must be alert to trends and devel- as a whole or of one of its major
parts.
opments in the external environment, recognize potential problems and opportunities, set strategy,
craft the internal culture, build a talent pool, and lead the organization to success.5 The best top
managers are future-oriented thinkers who make good decisions in the face of uncertainty, risk,
and tough competition.

Boards of Directors It would be great if all top managers were responsible and
successful—always making the right decisions and doing things in their organizations’ best in-
terests. But some don’t live up to expectations. They perform poorly and may even take per-
sonal advantage of their positions, perhaps to the point of ethics failures and illegal acts. Who
or what keeps CEOs and other senior managers ethical and high performing?
Members of a board of directors
Figure 1.1 shows that even the CEO or president of an organization reports to a are elected by stockholders
higher-level boss. In business corporations, this is a board of directors, whose members are to represent their ownership
elected by stockholders to represent their ownership interests. In nonprofit organizations, interests.
4 CHA PT E R 1 Managers and the Management Process
Governance is oversight of
top management by a board of
directors or board of trustees.
Accountability is the
requirement of one person to
answer to a higher authority
An effective manager
helps others to achieve high
performance and satisfaction
in their work.
Quality of work life is the overall
quality of human experiences in
the workplace.
The upside-down pyramid view
of organizations puts customers
at the top and being served by
nonmanagerial workers, who are
supported by team leaders and
higher-level managers.
such as a hospital or university, top managers report to a board of trustees. These board
members may be elected by local citizens, appointed by government bodies, or invited to
serve by existing members.
In both business and the public sector, board members are supposed to oversee the
affairs of the organization and the performance of its top management. In other words, they are
supposed to make sure that the organization is being run right. This is called governance, the
oversight of top management by an organization’s board of directors or board of trustees.6
Accountability Is a Foundation of Managerial Performance.
The term accountability describes the requirement of one person to answer to a higher au-
thority for performance achieved in his or her area of work responsibility. This is an important
aspect of managerial performance. In the traditional organizational pyramid, accountability
flows upward. Team members are accountable to a team leader, the team leader is accountable
to a middle manager, the middle manager is accountable to a top manager, and the top man-
ager is accountable to a board of directors.
Let’s not forget that accountability in managerial performance is always accompanied by
dependency. At the same time that any manager is held accountable by a higher level the
manager is dependent on others to do the required work. In fact, a large part of the study of
management is about learning how to best manage the dynamics of accountability and
dependency.
Effective Managers Help Others Achieve High
Performance and Satisfaction.
This discussion of performance accountability and related challenges may make you wonder:
What exactly is an effective manager? Most people, perhaps you, would reply that an effective
manager is someone who helps people and organizations perform. That’s a fine starting point,
but we should go a step further. Why not define an effective manager as someone who helps
others to achieve both high performance and satisfaction in their work?
Placing importance not just on work performance, but also on job satisfaction calls attention
to quality of work life (QWL) issues—the overall quality of human experiences in the workplace.
Have you experienced a “high QWL” environment? Most people would describe it as a place where
they are respected and valued by their employer. They would talk about fair pay, safe work condi-
tions, opportunities to learn and use new skills, room to grow and progress in a career, and protec-
tion of individual rights. They would say everyone takes pride in their work and the organization.
Are you willing to work anywhere other than in a high-QWL setting? Would you, as a manager,
be pleased with anything less than helping others to achieve not only high performance, but also job
satisfaction? Sadly, the real world doesn’t always live up to these expectations. Talk to parents, rel-
atives, and friends who go to work every day. You might be surprised. Too many people still labor in
difficult, sometimes even hostile and unhealthy, conditions—ones we would consider low QWL.7
Managers Are Coaches, Coordinators, and Supporters.
We live and work in a time when the best managers are known more for “helping” and
“supporting” than for “directing” and “order giving.” The terms “coordinator,” “coach,” and
“team leader” are heard as often as “supervisor” or “boss.” The fact is that most organizations
need more than managers who simply sit back and tell others what to do.
Figure 1.2 uses the notion of an upside-down pyramid to describe a new mind-set for
managers, one guided by the key words “serve” and “support.” All managers—from first-level
team leaders to top-level executives—should find that this mind-set offers a real expression of
what it means to act as a coach rather than an order giver.
Sitting prominent at the top of the upside-down pyramid are nonmanagerial workers. Per-
forming individually and in teams, they interact directly with customers and clients or produce
 Takeaway 1.1 What Does It Mean To Be a Manager? 5

Customers and clients FIGURE 1.2 How Do Mind-Sets

Change When the Organization
Ultimate beneficiaries of Is Viewed as an Upside-Down
the organization’s efforts Pyramid? If we turn the tradi-
tional organizational pyramid up-
Serve
side down, we get a valuable look
at how managerial work is viewed
Teams and operating workers
today. Managers are at the bottom
Do work directly affecting of the upside-down pyramid, and
customer/client satisfaction they are expected to support the
operating workers above them.
Support Their goal is to help these workers
to best serve the organization’s
Team leaders and managers customers at the top. The appro-
priate mind-set of this supportive
Help the operating workers to do their jobs
and solve problems manager is more “coaching” and
“helping” than “directing” and
Support “order giving.”

Top managers

Keep organization’s mission

and strategies clear

products and services for them. The key word driving their work is “serve.” Located just below
them are team leaders and managers. Their attention is focused on helping others to serve the
organization’s customers. The key word driving their work is “support.”
Top managers and executives are at the bottom of the upside-down pyramid. Their focus
is on clarifying the mission and crafting strategies that help team leaders and managers to take
care of their teams and workers. Once again, the key word driving their work is “support.”
Picture top managers going to work, looking up, and seeing an entire organization balanced on
their outstretched hands and depending on them for vital support. Wouldn’t you agree this is

“We want responsible people who are self-motivating and self-

Choices disciplined, and we reward them with freedom.”

Want Vacation? Take as Much as You Need.
How about a job with
“unlimited” vacation?
Sounds unreal, doesn’t
it? But don’t be too fast to
dismiss the idea. Some
fashion-forward employ-
ers are already doing it.
Netflix is one.
Netflix prizes what
Gareth Cattermole/Getty Images CEO Reed Hastings calls
its “freedom and respon-
sibility culture.” One of the things that brings this culture to life is
how vacation time is handled. Hastings says this about the Netflix
culture and vacation policy: “We want responsible people who
are self-motivating and self-disciplined, and we reward them with
freedom. The best example is our vacation policy. It’s simple and
understandable: We don’t have one. We focus on what people get
done, not on how many days they worked.”
Netflix used to follow what Hastings calls a “standard vacation
model,” but finally realized it was just “an industrial era habit.” He
wonders why employers should track vacation days when people
don’t keep track of the number of hours they work? And he sets the
example. “I make sure to take lots of vacation . . . ,” says Hastings,
“and I do some of my creative thinking on vacation.”
The Society for Human Resource Management reports that
only about 1% of employers offer unlimited vacation time. Many
of them are smaller organizations. Red Frog Events is an enter-
tainment organizer with 80 full-time employees who get to take
vacation when they want. The firm’s HR director hasn’t found any
major abuses. Dov Seidman, CEO of the 300-employee firm LRN,
also gives unlimited vacation time. He says: “People are a lot more
honest and responsible when they are trusted.”
What’s Your Take?
Is this approach to vacation time something that more employers
should be planning? Is it the next hot thing sought by new college
graduates? What are the risks and limits for employers, if any?
How about the “motivation” issues? Would this be a turn-on for
you, something that would keep you productive and loyal? If un-
limited vacation time is such a good idea, why aren’t more em-
ployers doing it?
6 CHA PT E R 1 Managers and the Management Process

quite a change of mind-set from that of traditional managers who view themselves standing
comfortably on top of the pyramid while those below take care of them?
The upside-down pyramid view leaves no doubt that the organization exists to serve its cus-
tomers. And it leaves no doubt that team leaders, managers, and executives are there to help and
support the people whose work makes that possible. As the Container Store’s CEO Kip Tindell says:
“If employees aren’t happy, customers aren’t happy and then shareholders won’t be happy.”8
Look again at Figure 1.2 and consider the power of the words “serve” and “support.” Isn’t
this a pretty strong endorsement for team leaders and managers at all levels to try flipping the
organizational pyramid upside-down?

Study Guide

Takeaway 1.1 What Does It Mean To Be a Manager?

Terms to Define
Accountability Governance Top managers
Board of directors Manager Upside-down pyramid
Effective manager Middle managers
First-line managers Quality of work life

Rapid Review
• Managers support and facilitate the work efforts of other people in organizations.

• Top managers scan the environment and pursue long-term goals; middle managers coordinate activ-
ities among large departments or divisions; and first-line managers, such as team leaders, supervise
and support nonmanagerial workers.

• Everyone in an organization is accountable to a higher-level manager for his or her performance accom-
plishments; at the highest level, top managers are held accountable by boards of directors or boards
of trustees.

• Effective managers help others to achieve both high performance and high levels of job satisfaction.

• New directions in managerial work emphasize “coaching” and “supporting,” rather than “directing”
and “order giving.”

• In the upside-down pyramid view of organizations, the role of managers is to support nonmanagerial
workers who serve the needs of customers at the top.

Questions for Discussion

1. Other than at work, in what situations do you expect to be a manager during your lifetime?
2. Why should a manager be concerned about the quality of work life in an organization?
3. In what ways does the upside-down pyramid view of organizations offer advantages over the tradi-
tional view of the top-down pyramid?

Be Sure You Can

• explain how managers contribute to organizations

• describe the activities of managers at different levels

• explain how accountability operates in organizations

• describe an effective manager

• list several ways the work of managers is changing from the past

• explain the role of managers in the upside-down pyramid

Career Situation: What Would You Do?

When people are promoted to managerial positions, they often end up supervising friends and colleagues.
Put yourself in this situation. As a new manager of a team full of friends, what can and should you do to
quickly earn the respect of others and build a smoothly functioning work team?
 Takeaway 1.2 What Do Managers Do, and What Skills Do They Use? 7

Takeaway 1.2 What Do Managers Do, and What Skills

Do They Use?

Answers to Come
• Managers plan, organize, lead, and control.
• Managers perform informational, interpersonal, and decisional roles.
• Managers use networking and social capital to pursue action agendas.
• Managers use technical, human, and conceptual skills.
• Managers should learn from experience.

The managers we have been discussing are indispensable to organizations. Their efforts bring
together resources, technology, and human talents to get things done. Some are fairly routine
tasks that are repeated day after day. Other tasks are challenging and novel, often appearing as
unexpected problems and opportunities. A manager’s workday can be intense, hectic, and fast
paced, with lots of emphasis on communication and interpersonal relationships.9 Today, we add
the constant demands of smartphones, e-mail and voice mail, instant messages, and social me-
dia alerts to the list of managerial preoccupations.10

Managers Plan, Organize, Lead, and Control.

If you are ready to perform as a manager or to get better as one, a good starting point is Figure
1.3. It shows the four functions in the management process—planning, organizing, leading, The management process is
and controlling. The belief is that all managers, regardless of title, level, and organizational planning, organizing, leading,
setting, are responsible for doing each of these functions well.11 and controlling the use of
resources to accomplish
performance goals.
Planning In management, planning is the process of setting performance objectives and
determining what actions should be taken to accomplish them. When managers plan, they set Planning is the process of setting
goals and objectives and select ways to achieve them. objectives and determining what
should be done to accomplish
There was a time, for example, when Ernst & Young’s top management grew concerned
them.
about the firm’s retention rates for women.12 Why? Turnover rates at the time were much higher
among women than among men, totaling some 22% per year and costing the firm about 150%
of each person’s annual salary to hire and train a replacement. At the time, the current Chair-
man and Chief Executive Officer Philip A. Laskawy responded to the situation by setting a plan-
ning objective to reduce turnover rates for women.

Planning FIGURE 1.3 What Four

Setting performance Functions Make Up the
objectives and deciding Management Process? The
how to achieve them management process consists
of four functions: planning,
organizing, leading, and
Controlling Organizing controlling. Planning sets
THE the direction as performance
Measuring performance MANAGEMENT Arranging tasks, people,
and taking action to and other resources objectives. Organizing arranges
PROCESS
ensure desired results to accomplish the work people and tasks to do the work.
Leading inspires others to work
hard. Controlling measures
Leading performance to make sure
that plans and objectives are
Inspiring people to
work hard to achieve accomplished.
high performance
8 CHA PT E R 1 Managers and the Management Process

“‘Culture fit’ comes to mean, subconsciously, ‘people like me,’

Facts to Consider where ‘me’ is usually a young male founder.”

Tech Industry No Role Model for you who might not be as qualified as the person who is not raising
their hand.” Here are a few recent facts:
Employment Diversity
• % female in workforce—Apple 30%, Facebook 31%, LinkedIn
Fortune magazine put it
39%, Pandora 49%.
this way: “White and Asian
men dominate. Everyone • % nonwhite in workforce—Apple 36%, Facebook 26%, Linke-
else—women, blacks and dIn 35%, Pandora 15%.
Hispanics—is severely lack- • African Americans hold fewer than 5% of jobs in large tech-
ing.” Lack of diversity in nology firms.
the technology industry is
• Female engineering graduates in computer and information
under fire. One early Face-
science are paid 77% of what their male counterparts get.
Monkey Business Images/Shutterstock book employee, Kate
Mosse, describes the phe-
nomenon this way: “‘Culture fit’ comes to mean, subconsciously, Your Thoughts?
‘people like me’, where ‘me’ is usually a young male founder. This is What do these tech industry findings mean for you more generally?
how the diversity data can become so skewed towards white tech- Is unconscious bias something that you might be facing now or
nical men without the companies realizing it.” Google is tackling expect to face in the future? What issues and contradictions in
the problem with training in “unconscious bias.” Megan Smith, employer commitment to diversity have you experienced or
Google X vice president, says: “As a manager you need to be heard about? What are the implications for job seekers, job holders,
conscious that a whole bunch of people are going to be running at and managers alike?

Organizing is the process of
assigning tasks, allocating
resources, and coordinating
work activities.
Organizing Even the best plans will fail without strong implementation. Success begins
with organizing, the process of assigning tasks, allocating resources, and coordinating the
activities of individuals and groups. When managers organize, they bring people and resources
together to put plans into action.
At Ernst & Young, Laskawy organized to meet his planning objective by convening and per-
sonally chairing a Diversity Task Force of partners. He also established a new Office of Retention
and hired Deborah K. Holmes, now Americas Director of Corporate Responsibility, to head it. As
retention problems were identified in various parts of the firm, Holmes created special task
forces to tackle them and recommend location-specific solutions.

Leading is the process of
arousing people’s enthusiasm
and inspiring their efforts to
achieve goals.
Leading The management function of leading is the process of arousing people’s enthu-
siasm to work hard and inspiring their efforts to fulfill plans and accomplish objectives. When
managers lead, they build commitments to plans and influence others to do their best work
in implementing them. This is one of the most talked about managerial responsibilities, and
it deserves a lot of personal thought. Not every manager is a good leader, but every great
manager is one for sure.
Holmes actively pursued her leadership responsibilities at Ernst & Young. She noticed that,
in addition to the intense work at the firm, women often faced more stress because their
spouses also worked. She became a champion of improved work–life balance and pursued it
relentlessly. She started “call-free holidays,” where professionals did not check voice mail or
e-mail on weekends and holidays. She also started a “travel sanity” program that limited
staffers’ travel to four days a week so they could get home for weekends. And she started a
Woman’s Access Program to provide mentoring and career development.

Controlling is the process of
measuring performance and
taking action to ensure desired
results.
Controlling Controlling is the process of measuring work performance, comparing
results to objectives, and taking corrective action as needed. As you have surely experi-
enced, things don’t always go as planned. When managers control, they stay in contact
with people as they work, gather and interpret information on performance results, and
use this information to make adjustments.
 Takeaway 1.2 What Do Managers Do, and What Skills Do They Use? 9

At Ernst & Young, Laskawy and Holmes regularly measured retention rates for women at
the firm and compared them to the rate that existed when their new programs were started.
By comparing results with plans and objectives, they were able to track changes in work–life
balance and retention rates and pinpoint where they needed to make further adjustments in
their programs. Turnover rates for women were, and continue to be, reduced at all levels in
the firm.13

Managers Perform Informational, Interpersonal, and

Decisional Roles.
When you consider the four manage-
INFORMATIONAL ROLES INTERPERSONAL ROLES DECISIONAL ROLES
ment functions, don’t be unrealistic.
The functions aren’t always per- How a manager exchanges How a manager interacts )PX
B
NBOBHFS
VTFT

formed one at a time or step by step. BOE
QSPDFTTFT
JOGPSNBUJPO with other people JOGPSNBUJPO
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t
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'JHVSFIFBE NBLJOH
The manager’s workday is often in- t
%JTTFNJOBUPS t
-FBEFS t
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tense, fast paced and stressful. The t
4QPLFTQFSTPO t
-JBJTPO t
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reality is that managers must plan, t
3FTPVSDF
BMMPDBUPS
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organize, lead, and control continu-
ously while dealing with numerous
events, situations, and problems.
To describe how managers actually get things done, scholar and consultant Henry Mintz-
berg identified three sets of roles that he believed all good managers enact successfully.14 As
shown in the small figure, a manager’s informational roles focus on the giving, receiving, and
analyzing of information. The interpersonal roles reflect interactions with people inside and
outside the work unit. The decisional roles involve using information to make decisions to solve
problems or address opportunities.15 It is through performing these roles that managers fulfill
their planning, organizing, leading, and controlling responsibilities.

Managers Use Networking and Social Capital to

Pursue Action Agendas.
SITUATION: An executive is heading to a staff meeting. She encounters a manager from a different
department in the hallway. After an exchange of “hellos,” she initiates a quick two-minute
conversation. She (a) asks two questions and receives helpful information, (b) compliments the
other manager for success on a recent project, and (c) gets the manager’s commitment to help on
another project.

Can you see the pattern here? In just two short minutes, this general manager accomplished a
lot. In fact, she demonstrates excellence with two activities that management consultant and
scholar John Kotter considers critical to succeeding with the management process—agenda
setting and networking.16

Agenda Setting Agendas are important in management, and it is through agenda Agenda setting involves
setting that managers identify clear action priorities. These agendas may be incomplete identifying clear action
priorities.
and loosely connected in the beginning. But over time, as the manager uses information
continually gleaned from many different sources, the agendas become more specific. Kotter
says the best managers always keep their agendas in mind so they can quickly recognize
and take advantage of opportunities to advance them. What might have happened in the
prior example if the manager had simply nodded “hello” to the staff member and continued
on to her meeting?

Networking and Social Capital Much of what managers need to get done is be-
yond their individual capabilities alone. The support and contributions of other people
Another random document with
no related content on Scribd:
Such townes and forts as might eyther helpe[634] or hurt,
I manned Mayon and Suzan’s, townes of strength,
Fort Barnard, Thanceaur, and S. Cales the curt,
With Lile sues Bolton, standing in the durt:
Eke Gwerland, Suze, Loupeland and Mountsure,
With Malycorne, these wan I and kept full sure.

30.

Besides all this I tooke nere forty holdes,

But those I razed euen with the ground:
And for these deedes, as scely sheepe in foldes
Doe shrinke for feare at euery litle sound,
So fled my foes before my face, full round
Was none so hardy that durst abide the fight,
So Mars and fortune furdered mee their knight.

31.

I tell no lye, so gastfull grewe my name,

That it alone discomfited an hoast:
The Scots and Frenchmen[635] well[636] confesse the
same,
Els will the towne which they like cowards lost:
For whan they sieged Beauron with great boast,
Being fourty thousand Britaynes, French, and Scots,
Fiue hundred men did vanquish them like sots.[637]

32.

For while the Frenchmen freshly assaulted[638] still,

Our Englishmen came boldly forth at night,
Crying: “Sainct George, Salisbury, kill, kill, [kill:”]
And offered freshly with their foes to fight,
And they as Frenchly tooke themselues to flight:
Supposing surely that I had bene there,
See how my name did put them all in feare.
 33.

Thus was the Dolphin’s power discomfited,

Four thousand slayne, theyr campe tane as it stood,
Whereby our towne and souldiers profited,
For there were vitayles plentifull and good:
This while was I in England, by the rood,
To appease a strife that was right foule befall,
Betweene duke Humfrey and the cardinall.

34.

The duke of Exeter shortly[639] after died,

Which of the king at home had gouernaunce,
Whose roume the earle of Warwicke then supplied,
And I tooke his and sped mee into Fraunce,
And hauing a zeale to[640] conquere Orliaunce,
With much a doe I gat the regent’s aide,
And marched thither,[641] and siege about it layde.

35.

But in the way I tooke the towne of Yayne,

Where murdered were for stoutnes many a man:
But Baugencey I tooke with litle payne,
For which to shewe them fauour I began:
This caused the townes of Mewne and Iargeman,
That stoode on Loyer, to profer mee the keyes,
Ere I came nere them, wel nigh by two dayes.

36.

See here how fortune froward[642] can allure,

What baytes shee layeth to bring men to their endes:
Who hauing hap like this, but hopeth sure,[643]
To bring to bale what euer hee entendes?
But soone is sower the sweete that fortune sendes:
 Whan hope and hap, when health and wealth is
highest,
Then woe and wracke, disease, and neede bee
nighest.

37.

For while I, suing this so good successe,

Layde siege to Orliaunce on the riuer side,
The bastard (cuckold Cawnie’s sonne I gesse,
Tho thought the duke’s) who had the towne in guide,
Came fiercely forth, when hee his time espyde,
To rayse the siege, but was bet backe agayne,
And hard pursued both to his losse and payne.

38.

For there wee wan the bulwarke on the bridge,

With a mighty tower standing fast thereby:
Ah, cursed tower, that didst my dayes abridge,
Would God thou hadst bene furder, eyther I:
For in this tower a chamber standes on hie,
From which a man may view through all the towne
By certayn windowes iron grated downe.

39.

Where on a day, now, Baldwine, note mine end,

I stoode in viewing where the towne was weake,
And as I busily talked with my frend,
Shot fro the towne, which all the grate did breake,
A pellet came, and droue a mighty fleake
Against my face and tare away my cheeke,
For payne whereof I died within a weeke.[644]

40.

See, Baldwine, see the vncertayne glory,[645]

How sodayne mischief dasheth all to dust,
And warne all princes by my broken story,
The happiest fortune chiefly to mistrust:
Was neuer man that alway had his lust:
Then such be[646] fooles, in fancy more then mad,
Which hope to haue that neuer any had.[647]
 [This straunge aduenture of the good earle draue vs all into a
dumpe, inwardly lamenting his woefull destiny, out of which wee
were awaked after this sort. “To what end,” sayde[648] one, “muse we
so much on the matter. This earle is neyther first nor last[649] whom
fortune hath foundred in the height of theyr prosperity. For all through
the raigne of this vnfortunate king Henry, we shall finde many which
haue beene likewise serued, whose chaunces sith they be martiall,
and therefore honourable, may the better be omitted. And therefore
wee will let goe the lordes Molines, and Poyninges, slayne both at
the siege of Orleaunce, shortly after the death of this earle. Also the
valiaunt earle of Arundel destroyed with a bowlet at the assault of
Gerborye,[650] whose stories neuerthelesse are worth the hearing.
And to quicken vp your spirites, I will take vpon mee a tragicall
person in deede, I meane king Iamy slayn by his seruauntes in his
priuy chamber: who although he be a Scot, yet seeing hee was
brought vp in England, where hee learned the language, his example
also so notable, it were not meete it should bee forgotten. And
therfore marke, Baldwine, what, I thinke, he may say.”]
 [Howe King Iames the first, for
breaking his othes and bondes, was
by God’s sufferaunce miserably
murdered of his owne subiectes,
Anno 1437.[651]
1.

If for example’s sake thou wrote[652] thy booke,

I charge thee, Baldwine, thou forget mee not,
Whom fortune alwayes frowardly forsooke,
Such was my lucke, my merite, or my lot:
I am that Iames, king Robert’s sonne, the Scot
That was in England prysoner all his youth,
Through mine vncle Walter’s trayterous vntruth.

2.

For when my father through disease and age,

Unwieldy was to gouerne well his land,
Because his brother Walter seemed sage,
Hee put the rule thereof into his hand:
Than had my father (you shall vnderstand)
Of lawfull barnes mee and one only other,
Nempt Dauy Rothsay, who was mine elder brother.

3.

This Dauy was prince of Scotland, and so take

Till his aduoutry caused men complayne:
Which that hee might by monishment forsake,
My father prayed mine uncle take the payne,
To threaten him his vices to refrayne:
But hee false traytor, bucherly, murdering wretch,
To get the crowne began to fetch a fetch.

4.

And finding now a proffer to his pray,

Deuised meanes my brother to deuour,
And for that cause conuayde him, day by day,
From place to place, from castle vnto towre,
To Faulkland fort, where like a tormentour
Hee starued him, and put to death a wife
Whom through a reede hee suckt to saue his life.

5.

O wretched death, fye cruell tyranny,

A prince in pryson lost for want of foode![653]
Was neuer enmy wrought such vilany,
A trusty brother destroy his brother’s bloode:[654]
Woe worth so friendly, fye on double hoode:
Ah, wretched father, see thy sonne is lost,
Starued by thy brother whome thou trustedst most.

6.

Of whom when some beganne to finde the fraud,

(And yet the traytor made himselfe so cleare,
That hee should seeme to haue deserued laud,
So woefull did hee for his prince[655] appeare)
My doubtfull father, louing mee full deare,
T’avoyde[656] all daunger that might after chaunce,
Sent mee away, but nine yeares olde, to Fraunce.

7.
But windes and weather were so contrary,
That wee were driuen to the English coast,
Which realme with Scotland at that time did vary,
So that they tooke mee as prysoner,[657] not as[658]
hoast:[659]
For which my father, fearing I was[660] lost,
Conceiued shortly such an inward thought,
As to the graue immediatly him brought.

8.

Then had mine uncle all the regiment

At home, and I in England prisoner lay:
For to himselfe hee thought it detriment
For my release any ransome for to pay,
For as hee thought hee had possest his pray:
And therefore wisht I might in duraunce dure
Till I had died, so should his raigne be sure.

9.

But good king Henry, seeing I was a childe,

And heyr by right vnto a realme and crowne,
Did bring mee vp, (not like my brother, wilde)
But vertuously, in feates of high renowne,
In liberall artes, in instrumentall sowne:
By meane whereof when I was after king,
I did my realme to ciuill order bring.[661]

10.

For ere I had beene prysoner eighteene yeere,

In which short space two noble princes dyed,
Whereof the first in prudence had no peere,
The other in warre most valiaunt throughly tryed,
Whose roume his sonne babe Henry, eke supplyed:
The peeres of England which did gouerne all,
 Did of theyr goodnes helpe mee out of thrall.

11.

They maryed mee to a cosin of theyr king,

The duke of Somerset’s daughter rich and fayre,[662]
Releast my ransome saue a trifling thing:
And after I had done homage to th’heyre,[663]
And sworne my frendship neuer should appayre,
They brought mee kingly furnisht to my land,
Which I receaued at mine vncle’s hand.

12.

Whereof my lords and commons were full glad,

So was mine vncle chiefly, as hee sayde,
Who in his mouth no other matter had,
Saue punish such as had my brother trayed:
The fault whereof apparauntly hee layed
To good duke Murdo, his elder brother’s sonne,
Whose father dyed long ere this was done.

13.

My cursed vncle, slyer than the snake,

Which would by craft vnto the crowne aspire,
Because hee sawe this Murdo[664] was a stake
That stayed vp the top of his desire,
(For his elder brother was duke Murdoe’s syre)[664]
Hee thought it best to haue him made away,
So was hee sure (I gone) to haue his pray.

14.

And by his craftes the traytour brought to passe,

That I destroyde duke Murdo and his kin,
Poore innocents, my louing friendes, alas:
O kinges, and princes, what plight stand wee in,
A trusted traytour shall you quickly win,
To put to death your kin and friendes most iust:
Take heede therefore, take heede whose reede yee
trust.

15.

And at the last to bring mee whole in hate

With God and man, at home and eke abrode,
Hee counsayl’d mee, for suraunce of my state
To help the Frenchmen, then nigh ouertrode
By Englishmen: and more to lay on lode,
With power and force all England to inuade,
Against the oth and homage that I made.

16.

And though at first my conscience did grudge,

To breake the boundes of friendship knit by oth,
Yet after proofe (see mischiefe) I did iudge
It madnes for a king to keepe his troth,
And semblably with all the world it goth:
Sinnes oft assayde are thought to bee no sinne,
So soyleth sinne the soule it sinketh in.

17.

But as diseases common cause of death,

Bring daunger most when least they pricke and smart,
Which is a signe they haue expulst the breath
Of liuely heate, which doth defend the heart:
Euen so such sinnes as felt are on no part
Haue conquered grace, and by theyr wicked vre
So kild the soule, that it can haue no cure.

18.

And grace agate, vice still succedeth vice,

And all to haste the vengeaunce for the furst,
I areade therefore all people to bee wise,
And stop the brake when it begins to burst:
Attast no poyson (vice is venim worst,
It mates the minde) beware eke of too much,
All kill through muchnes, some with onely touch.

19.

When I had learnde to set my oth at nought,

And through much vse the sence of sinne exiled,
Against king Henry what I could, I wrought,
My fayth, my oth, vniustly foule defiled:[665]
And while slye fortune at my doings smyled,
The wrath of God, which I had well deserued,
Fell on my necke, for thus loe was I serued.

20.

Ere I had raygned fully fifteene yeare,

While time I lay at Pertho, at my place,
With the queene my wife and children mee to chare,
My murdring uncle with the double face,
That longed for my kingdome and my mace,
To slay mee there suborned Robert Grame,
With whom his nephue, Robert Stuard, came.

21.

And when theyr time fit for theyr[666] purpose founde,

Into my priuy chamber they astart,
Where with theyr swordes they gaue mee many a wound,
And slue all such as stuck vnto my part:
There loe my wife did shew her louing heart,
Who, to defend mee, felled one or twayne,
And was sore wounded ere I coulde bee slayne.[667]
 22.

See Baldwine, Baldwine, the vnhappy endes

Of such as passe not for theyr lawfull oth:
Of those that causeles leaue theyr fayth and[668] frendes,
And murder kinsfolkes through their foes vntroth:
Warne, warne all princes, all like sinnes to loth,
And chiefly such as in my realme be borne,
For God hates highly all that[669] are forsworne.][670]
 [When[671] this was sayde, quoth[672] one of the company: “Let
passe these Scottish matters, and returne wee to our English storyes
which minister matter enough of tragedy, without seking or trauayling
to forayne countreyes. Therefore returne wee to the rest of the
tragicall troubles and broyles which happened in this realme during
the minority of king Henry the sixt, and the sondry falls and
ouerthrowes of great princes and other noble persons happening
thereby.” “Well sayd (qd maister Ferrers) as[673] it happeneth I haue
penned here two[674] notable tragedies, the one of Humfrey duke of
Glocester, the other of the duchess Elianor his wife, which (as mee
seemeth) be two of the most memorable matters fortuning in that[675]
time: but whether of them is to bee placed first in[676] the order of our
booke, I somwhat stand in doubt. For albeit the sayd duke’s death
happened before the deceasse of the duches, yet was her fall first,
which finally was cause of both.”[677] “Why should you doubt then
(quod the rest of the company) for seeing the cause doth alwayes
goe before th’effect and sequell of any thing, it is good reason you
should begin with her first. And therefore wee pray you let vs heare
first what shee hath to say: for all this while wee haue not heard the
complaynt of any lady or other woman.”]
How Dame Elianor Cobham Duchesse
of Glocester, for practising of
witchcraft and sorcery, suffred open
penaunce, and after was banished the
realme into the Ile of Man.
1.

If a poore lady damned in exile

Amongst princes may bee allowed place,
Then, gentle Baldwine, stay thy pen a while,
And of pure pitty ponder well my case,
How I a duches, destitute of grace,
Haue found by proofe, as many haue and shall,
The prouerbe true, that pride will haue a fall.

2.

A noble prince extract of royall bloud,

Humfrey, sometime protector of this land,
Of Glocester duke, for vertue calde, the good,
When I but base beneath his state did stande,
Vouchsafte with mee to ioyne in wedlocke’s band,
Hauing in court no name of high degree,
But Elinor Cobham, as parents left to mee.

3.

And though by birth[678] of noble race I was,

Of baron’s bloud, yet was I thought vnfitte
So high to match, yet so it came to passe,
Whether by grace, good fortune, or by witte,
Dame Venus’ lures so in mine eyes did sitte,
As this great prince without respect of state,
Did worthy mee to bee his wedded mate.

4.

His wife I was, and hee my true husband,

Though for a while hee had the company
Of lady Iaquet, [the] dutchesse of Holland,
Being an heyre of ample patrimony,
But that fell out to bee no matrimony:
For after warre, long sute in lawe, and strife,
Shee proued was the duke of Brabant’s wife.

5.

Thus of a damsell [a] duchesse I became,

My state and place aduaunced next the queene,
Whereby mee thought I felt no ground, but swam,
For in the court mine equall was not seene,
And so possest with pleasure of the spleene,
The sparkes of pride so kindled in my brest,
As I in court would shine aboue the rest.

6.

Such giftes of nature God in mee had graft

Of shape and stature,[679] with other graces moe,
That by the shot of Cupid’s fiery shaft,
Which to the harte of this great prince did goe,
This mighty duke with loue was kindled so,
As hee abasing the height of his degree,
Set his whole hart, to loue and honour mee.

7.

Grudge who so would, to him I was most deere,

Aboue all ladyes[680] aduaunced in degree,
(The queene except) no princesse was my peere,
But gaue mee place, and lordes with cap and knee
Did all honour and reuerence vnto mee:
Thus hoisted high vppon the rolling wheele,
I sate so sure, mee thought I could not reele.

8.

And weening least that fortune hath a turne,

I lookt aloft, and would not looke alowe,
The brondes of pride so in my brest did burne
As the hot sparkes, burst forth in open showe,
And more and more the fire began to glowe
Without quenching, and daily did encrease,
Till fortune’s blastes with shame did make it cease.

9.

For (as tis sayd) pride passeth on afore,

And shame followes, for iust rewarde and meede,
Would God ladyes, both now and euermore,
Of my hard hap, which shall the story reede,
Would beare in mind, and trust it as their creede,
That pryde of hart is a most hatefull vice,
And lowlines, a pearle of passing price.

10.

Namely in queenes, and ladyes of estate,

Within whose mindes all meekenes should abound,
Since high disdayne doth alwayes purchase hate,
Being a vice, that most part doth redound
To their reproach, in whome the same is found,
And seeldome gets good fauour or good fame,
But is at last knit vp with worldly shame.

11.
The proofe wherof I found most true in deede,
That pryde afore, hath shame to wayt behinde:
Let no man doubt, in whom this vice doth breede,
But shame for pride by iustice is assynde,
Which I well found, for truely in my minde
Was neuer none, whome pride did more enflame,
Nor neuer none receiued greater shame.

12.

For not content to bee a duchesse great,

I longed sore to beare the name of queene,
Aspiring still vnto an higher seat,
And with that hope my selfe did ouerweene
Since there was none, which that time was betweene
Henry the king, and my good duke his eame,
Heyre to the crowne and kingdome of this realme.

13.

So neare to bee, was cause of my vayne hope

And long awayte, when this faire hap would fall:
My studies all were tending to that scope,
Alas, the while to councell I did call
Such as would seeme, by skill coniecturall
Of art magique and wicked sorcery,
To deeme and dyuine[681] the prince’s destiny:

14.

Among which sort of those that bare most fame

There was a beldame called the witch of Ey,
Old mother Madge her neighbours did her name,[682]
Which wrought wonders in countryes by here say,
Both feendes and fayries her[683] charming would obay:
And dead corpsis[684] from graue shee could vp rere,
Such an inchauntresse [as] that time had no peere.
 15.

Two priests also, the one hight Bolenbroke,

The other Suthwell, [great] clerkes in coniuration,[685]
These two chapleins were they that vndertooke
To cast and calke the kinge’s constellation,[686]
And then to iudge by deepe[687] diuination
Of thinges to come, and who should next succede
To Englande’s crowne, all this was true in deede.

16.

And further sure they neuer did proceede,

Though I confesse that this attempt was ill,
But for my part, for any thing in deede,
Wrought, or else thought, by any kinde of skill,
God is my iudge I neuer had the will,
By any inchauntment, sorcery, or charme,
Or otherwise, to worke my prince’s harme.

17.

Yet nethelesse,[688] when this case came to light

By secrete spies to Cayphas, our cardinall,
Who long in hart had borne a priuy spight
To my good duke, his nephue naturall,
Glad of the chaunce so fitly forth to fall,
His long hid hate with justice to color,
Used this case with most extreame rigor.

18.

And caused mee with my complices all,

To bee cyted by processe peremptory,
Before judges, in place judiciall,
Whereas Cayphas, sitting in his glory,
Would not allow my aunswere dilatory,
 Ne doctor, or proctor, to alledge the lawes,
But forced mee to plead in mine owne cause.

19.

The kinge’s councell were called to the case,

(My husband than shut out for the season)
In whose absence I found but little grace,
For lawyers turned our offence to treason:
And so with rigor, without ruth or reason,
Sentence was gieuen that I for the same
Should doe penaunce, and suffer open shame.

20.

Nay the like shame had neuer wight I weene,

Duches, lady, ne damsel of degree,
As I that was a princesse, next the queene,
Wife to a prince, and none so great as hee,
A kinge’s vncle, protector of his countrey,
With taper burning, shrouded in a sheete,
Three dayes a row, to passe the open streete,

21.

Bareleg’d, and barefoote, to all the worlde’s wonder,

Yea, and as though such shame did not suffise,
With more despite then to part asunder
Mee and my duke, which traytors did deuise
By statute lawe, in most vnlawfull wise,
First sending mee with shame into exile,
Then murdring him by trechery and gyle.

22.

Yea, and besides this cruell banishment,[689]

Far from all friendes to comfort mee in care,
And husband’s death, there was by parliament
Ordayn’d for mee a messe of courser fare:
For they to bryng mee to begger’s state most bare,
By the same act from mee did then withdrawe
Such right of dower, as widowe’s haue by lawe.[690]

23.

Death (as tis sayd) doth set all things at rest,

Which fell not so in mine vnhappy case:
For since my death, mine enmies made a jest
In minstrel’s rymes, mine honour to deface:
And then to bring my name in more disgrace,
A song was made in manner of a laye,
Which olde wiues sing of mee vnto this day.[691]

24.

Yet with these spites theyr malice could not end,

For shortly after, my sorrowes to renue,
My loyall lord, which neuer did offend,
Was calde in haste, the cause hee litle knew,
To a parliament, without sommons due,
Whereas his death was cruelly contriued,
And I, his wife, of earthly ioyes depriued.

25.

For all the while my duke had life and breath,

So long I stoode in hope of my restore:
But when I heard of his most causles death,
Then the best salue for my recureless sore
Was to despayre of cure for euermore,
And as I could, my carefull heart to cure
With pacience, most paynfull to endure.

26.

O traytors fell, which in your heartes could find,