Full Art of Leadership 5Th Edition Manning Solutions Manual Online PDF All Chapter

Art of Leadership 5th Edition Manning
Solutions Manual
Visit to download the full and correct content document: https://testbankdeal.com/dow
nload/art-of-leadership-5th-edition-manning-solutions-manual/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...
Art of Leadership 5th Edition Manning Test Bank
https://testbankdeal.com/product/art-of-leadership-5th-edition-
manning-test-bank/
Art and Science of Leadership 7th Edition Afsaneh

Nahavandi Test Bank
https://testbankdeal.com/product/art-and-science-of-
leadership-7th-edition-afsaneh-nahavandi-test-bank/
History of Western Art 5th Edition Adams Test Bank
https://testbankdeal.com/product/history-of-western-art-5th-
edition-adams-test-bank/
Effective Leadership International Edition 5th Edition

Achua Solutions Manual
https://testbankdeal.com/product/effective-leadership-
international-edition-5th-edition-achua-solutions-manual/
Power of Art 3rd Edition Lewis Solutions Manual
https://testbankdeal.com/product/power-of-art-3rd-edition-lewis-
solutions-manual/
Leadership Theory Application and Skill Development 5th

Edition Lussier Solutions Manual
https://testbankdeal.com/product/leadership-theory-application-
and-skill-development-5th-edition-lussier-solutions-manual/
Principles of Leadership International Edition 7th

Edition DuBrin Solutions Manual
https://testbankdeal.com/product/principles-of-leadership-
international-edition-7th-edition-dubrin-solutions-manual/
Art of Public Speaking 12th Edition Stephen Lucas

Solutions Manual
https://testbankdeal.com/product/art-of-public-speaking-12th-
edition-stephen-lucas-solutions-manual/
Effective Leadership 5th Edition Lussier Test Bank
https://testbankdeal.com/product/effective-leadership-5th-
edition-lussier-test-bank/
Part 05 - Leadership Principles
PART FIVE—Leadership Principles
Major Purposes of Part Five
Part Five focuses on four important subjects—leadership

principles, work morale, human relations, and the team concept.
Part Five Objectives
After completing Part Five, your students should be able to

better understand:
• Universal principles of effective leadership;
• The importance of work morale;
• Human relations in the work setting;
• Characteristics of a high performance group;
• Positive versus negative group member roles; and
• Team building skills and strategies.
5-1
© 2015 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or
distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in
whole or part.
NOTES AND ANECDOTES
The Importance of Morale
The evidence of the importance of morale is powerful. High morale and outstanding performance
go together. Which causes which is unclear, but an evaluation of the high morale—100 Best
Companies to Work for in America against the Russell 3000, an index of large and small
companies that mirrors the 100 Best, shows the following most recent year results: average
annual financial returns of 27.5% for the 100 Best Companies vs. 17.5% for the Russell 3000.
Ten year results tell the same story: 23.4% for the 100 Best vs. 14.8% for the Russell 3000. To
illustrate this huge difference, consider: $1000 invested in the 100 Best would grow to $8188 in a
decade, while $1000 invested in the Russell 3000 would become $3976.
NOTES AND ANECDOTES
We have seen dramatic changes in the meaning of work in Western culture from Greek scorn for
labor, to Hebraic atonement for sin, to early Christian disregard and disdain, to later Christian
calling to work, to socialist doctrines of work for joy, to the present day, when work represents
for many a search for meaning and self-expression.
THE CHANGING MEANING OF WORK

Negative Positive
— +
Greek and Early Christianity Later Socialist Modern

Hebrew Christianity Doctrine View
“curse and "means of “duty and "work for “growth

punishment” charity” "calling” joy” and self-
expression”
The value the individual attaches to the work experience is an important factor in the morale
equation. It makes an enormous difference whether work is viewed as punishment or as an
opportunity for fulfillment. Primarily because of the influence of culture, work has a positive
value for large numbers of people in American society, who seek personal meaning and a sense
of self-worth in the work experience. Consider the alcoholic who endures all loss until he loses
his job, or the employee whose loss of her status at work results in the afflictions of self-doubt
and depression.
5-2
whole or part.
NOTES AND ANECDOTES
Pessimism and Optimism
Table 5.1 illustrates how attitudes about people range from pessimism at one extreme to optimism
at the other.
TABLE 5.1: ATTITUDES ABOUT PEOPLE
The Pessimistic Pole (—) The Optimistic Pole ( + )
People are: People:
• selfish and uncooperative  value goodness over evil

• power-hungry and materialistic  are inclined toward reason and
• aggressive and sex-driven mutual support
• possessive and warlike  have a natural tendency toward
cooperation
 seek affection and are naturally
capable of development
The Pessimistic Pole—Four Views of Human Nature. We begin by examining the attitude that
people are inherently selfish and uncooperative. An early giant in the history of Western thought,
Niccolό Machiavelli, in The Prince (1515), urged that, because of man's selfish and
uncooperative nature, people must be strictly and ruthlessly controlled by anyone who seeks to
gain or maintain a position of power. A ruler must put aside any question of morality and achieve
control at any price and by whatever means available, including fear and force. Machiavelli
wrote:
It is much safer to be feared than loved. For it may be said of men in general that
they are ungrateful, voluble dissemblers, anxious to avoid dangers, and covetous
of gain.
5-3
whole or part.
The political philosopher Thomas Hobbes wrote in The Leviathan (1651) that human beings
covet power and material goods, and will attempt to attain these even at the expense of others.
They live in perpetual competition with their neighbors. He states, "If any two individuals desire
the same thing, which nevertheless they cannot both enjoy, they must become enemies. Law must
therefore define what is moral. But, in order for law to be effective, an authority must exist to
enforce it." Hobbes believed that people recognize the need for laws and law enforcement out of
fear of loss of life and property. As a consequence, they enter into a social contract, giving up the
individual rights possessed in nature to a central authority. In this way, people bring about the
creation of a commonwealth ruled by a sovereign.
According to Sigmund Freud, the father of psychoanalysis, we are motivated by innate

instincts and drives that we must constantly struggle to pacify. These instincts and drives have
been identified with aggression and sex. Freud observed, in Civilization and Its Discontents
(1930), that society itself is threatened by the underlying hostilities that exist between human
beings. To the extent that society curbs these animal forces, we become civilized and our energies
can be turned toward socially acceptable goals. But, said Freud pessimistically:
Psychoanalysis has concluded that the primitive, savage, and evil impulses of
mankind have not vanished in any individual, but continue their existence,
although in repressed state; and they wait for opportunities to display their
activity.
A predisposition of human beings to be possessive and warlike was noted by the philosopher
Henri Bergson, who wrote:
The origin of war is ownership, individual or collective, and since humanity is

predestined to ownership by its structure, war is natural. So strong, indeed, is the
war instinct, that it is the first to appear when we scratch below the surface of
civilization in search of nature. We all know how little boys love fighting. They
get their heads punched. But they have the satisfaction of having punched the
other fellow's head.
The Optimistic Pole—Four Views of Human Nature. Now let us turn to a more positive view
that emphasizes the human tendency to be helpful and cooperative. In On the Commonwealth (51
B.C.), the Roman philosopher Cicero argued that people by nature believe in goodness and abhor
savagery and baseness. On the assumption of mutual advantage, they come together by social
instinct. When enough individuals are gathered, they form a democratic association or
commonwealth for the benefit of all. Out of this group emerges a leader who governs voluntary
subjects through a moral claim to their allegiance rather than through regulation based on force.1
The philosopher John Locke argued that the human being's fundamental inclination is to use
reason, and that reason itself establishes cooperation as the basis for human relationships. In The
Second Treatise of Government, Locke wrote that people of reason are inherently disposed
toward mutual support and cooperation:
Nature has a law to govern it, which obliges everyone; and reason, which is that
law, teaches all mankind that, being all equal and independent, no one ought to
harm another in his life, health, liberty, or possessions.
5-4
whole or part.
In Cooperation Among Animals, social biologist W.C. Allee reported research evidence
showing that cooperative relationships increase the probability of survival for any single
individual, as well as for a species as a whole. One of his experiments showed that it takes
proportionately less toxic colloidal silver to kill a single goldfish in an aquarium than if the
aquarium holds a number of goldfish. He suggested that the ability of a group of goldfish to
neutralize a poison increases faster than that of a single goldfish. As Allee explored further
evidences of cooperation in higher animals, he came to the following conclusion:
All through the animal kingdom—from amoeba, to insects, to man—animals

show automatic unconscious proto-cooperation and even true cooperation. There
is much evidence that the inclination toward natural cooperation is stronger than
the opposing tendency toward competition.
The psychologist Karen Horney believed that all individuals in their natural
development seek affection and approval from others. Where interpersonal relationships
are not supportive, anxiety develops and this interferes with the growth of a healthy
personality. In such cases, people tend to respond in three basic ways: 1) "moving toward
people"—feeling inadequate, they become attached and dependent; 2) "moving against
people"—rejected, they become rebellious and aggressive; and 3) "moving away from
people"—they seek comfort for rejection in symbolic substitutes and fantasy."
Horney did not believe people are doomed by predetermined instincts, or that patterns of
behavior are eternally established by early life experience. Her concept of human existence is
hopeful and optimistic. She believed a person is born neither a devil nor a saint, but that from the
time of birth the course of a person's development reflects the nature of relationships with
significant people in the person's environment. Also, she viewed the human being as a proactive
pilot, not as a reactive robot. What is needed is not a method of controlling innately selfish or
even predatory drives toward competition and conflict with other people, but a means of tapping
the human potential for joining in productive relationships with others.
In general, the leader who has a positive attitude about people will generate the affection and
support of followers. The leader who has a pessimistic view will generate distrust and self-
protective behavior.
5-5
whole or part.
NOTES AND ANECDOTES

Dealing with Different Personalities
No two people are exactly alike; yet the leader must gain the support of all group members.
Table 5.2 shows how people are like animals, each with its own nature and potential to
contribute. Consider the rabbits, lions, and turtles of your work group or team, and capitalize on
the different needs and interests of each group member. Take action to channel his or her efforts
to help the group succeed.
TABLE 5.2: THE COMMUNITY ZOO
➢ ELEPHANT—Elephants always remember the bad things, so utilize this talent by asking,
"What could we have done differently?"
➢ ROOSTER—Tell roosters to be quiet until the timing is right. Roosters need attention, so
give it to them by letting them make announcements.
➢ PARROT—The parrot is like the rooster, but with lots of color, so put them in PR.
➢ RABBIT—Rabbits are full of energy, so give them something to do. Also, have meetings
with an agenda or they will jump from topic to topic.
➢ HOUND DOG—Hound dogs are loyal and they lie by the fire, so remind them of the group's
purpose, give them a scent, and say, "Let's go."
➢ ALLIGATOR—Alligators usually won't bother you unless provoked; then they snap your leg
off. If possible, work around the sensitivities and sore spots of alligators.
➢ SNAKE—The only agreement is that snakes are wiggly and can be dangerous, so, beware of
snakes.
5-6
whole or part.
➢ OSTRICH—The ostrich avoids, avoids, avoids. . . sticking its head in the sand to deny
reality. The ostrich won't pay attention until touched personally, so touch them personally.
Then they will move fast.
➢ LEMMING—Lemmings don't think for themselves. Conformity is their nature, so be sure

they are hanging out with the right crowd and going in the right direction.
➢ LION—The lion wants to be king. Recognition and the chance to influence events are
especially important to the lion, so give him importance.
➢ TURTLE—Turtles don't go anywhere until they stick their necks out, so ask for ideas and
reward risk-taking behavior. Appreciate their talent for persistence and survival.
➢ MONKEY—Monkeys are very smart, but what they like to do is play, so make work play.
Capitalize on their natural tendencies to be creative and solve problems by turning work into
a challenge and a chance to have a good time.
➢ BUZZARD—Buzzards won't initiate work, but they pick on everyone else's bones, so
channel buzzards to handle important details that can't be overlooked.
➢ SHARK—Sharks kill things. The secret is to get them to attack the right things, so get your
sharks lined up and committed to the right objectives.
5-7
whole or part.
5-8
whole or part.
5-9
whole or part.
5-10
whole or part.
NOTES AND ANECDOTES
Management author John Schermerhorn, Jr. identifies ten responsibilities of team leaders
and supervisors:
Ten Responsibilities of Team Leaders and Supervisors
1. Plan meetings and work schedules.

2. Clarify goals and tasks.
3. Gather ideas to improve performance.
4. Appraise performance and counsel team members.
5. Recommend pay increases and new assignments.
6. Recruit, train, and develop team members to meet performance standards.
7. Encourage high performance and teamwork.
8. Inform team members about organizational goals and expectations.
9. Inform senior leaders of team needs and accomplishments.
10. Coordinate with other teams and support their work efforts.
NOTES AND ANECDOTES
When the leader is effective, what are the results? What is the profile of a high performance
team? 2
PROFILE OF A DREAM TEAM
1. Works toward a common goal 11. Stays on task
2. Develops members' skills 12. Uses resources wisely
3. Uses time and talents effectively 13. Communicates openly
4. Embraces the diversity of members 14. Teaches and learns from one another
5. Is committed to continuous improvement 15. Resolves conflicts effectively
5-11
whole or part.
6. Builds morale internally 16.Welcomes challenges
7. Performs effectively and produces results 17. Keeps a can-do spirit
8. Accepts praise and criticism 18. Never gives up
9. Cooperates rather than competes 19. Shares pride in accomplishments
10. Maintains a positive mental attitude 20. Celebrates successes!
NOTES AND ANECDOTES
Deciding When to Use a Team Approach
A team approach usually works best when:
• Group acceptance is necessary for effective implementation.
• Knowledge and skill from more than one person is needed to make the best decision
or product.
• Group members possess specific information, problem-solving expertise, and group

process skills.
• There is sufficient time to meet as a group, discuss alternatives, and agree on a course
of action.
• The highest quality or most effective solution is desired.
An individual approach usually works best when:
• A decision involves a routine or simple task.
• Group members are already in agreement.
• Consensus or buy-in is not important.
• Immediate action is required; there is no time for discussion.
5-12
whole or part.
NOTES AND ANECDOTES
THE MIRACLE OF DIALOGUE—TRUST AND RESPECT
Trust and respect are the key elements of good human relations. Trust is
expressed by openness in sharing ideas and feelings. Respect is demonstrated by
willingness to listen to the ideas and feelings of others. Without trust and respect, human
relations break down. The need for trust is emphasized in the following story.
Trust in Me
Three turtles went for a walk, and one said to the others, “Let’s go
have a cup of coffee.”
They entered a restaurant, and soon thereafter it began to rain.
The oldest turtle said to the youngest, “Son, would you mind running
home for my umbrella?”
Whereupon, the young turtle replied skeptically, “I’ll go get your
umbrella if you promise not to drink my coffee.”
The old turtle promised, and the young turtle left to perform his
mission.
Two years passed, when the old turtle said: “You know, I don’t think
Harry is coming back. We might as well drink his coffee.”
Just then, a tiny voice was heard from behind the door: “If you do, I
won’t go get your umbrella.”
The following exercise shows the level of trust and respect you have
with other people. You will discover whether you are a turtle, an owl, a
bull-in-a-china-shop, or a picture window in your style of human relations.
This exercise can be completed individually or with another person. It is
useful in all areas of human relations, including management
development, team building, and family counseling.
5-13
whole or part.
EXERCISE 5.1: STYLES OF HUMAN RELATIONS—TURTLE, OWL, BULL-IN-A-

CHINA SHOP, AND PICTURE WINDOW
Directions
Below is a 5-point scale to be used in evaluating yourself and another person on the use
of 24 behaviors important for good human relations. Read each behavior and determine how
much it is like the person you are rating. Select a value from the scale and enter the number in
the appropriate space at the right.
Scale Value Meaning

5 Extremely characteristic; always does this
4 Quite characteristic; usually does this
3 Somewhat characteristic; seldom does this
2 Quite uncharacteristic; seldom does this
1 Extremely uncharacteristic; never does this
Human Relation Behaviors
Self Partner
(T) 1. Says what he or she believes.
(R) 2. Listens to criticism without being defensive.
(T) 3. Admits to confusion or lack of knowledge.
(R) 4. Body posture, facial expressions, and eyes show
interest in what others have to say.
(T) 5. Expresses self openly.
(R) 6. Gives support to others who are struggling to express
themselves.
(T) 7. Admits to being wrong rather than attempting to cover
up or place blame.
(R) 8. Keeps private conversations private.
(T) 9. Tells others things they need to know, even if
unpleasant.
(R) 10. Invites ideas; does not dominate discussions.
(T) 11. Is honest in relationships.
(R) 12. Respects the feelings of others.
(T) 13. Shares concerns, hopes, and goals with others.
(R) 14. Does not make others feel they are wasting his or her
time.
(T) 15. Shares thoughts, no matter how “far out” they may
seem.
(R) 16. Does not fake attention or merely pretend to listen.
(T) 17. Calls things as seen, refusing to lie.
(R) 18. Does not act hurt, angry, or mistreated when others
disagree.
(T) 19. Portrays self honestly; does not pretend.
(R) 20. Accepts help from others.
5-14
whole or part.
(T) 21. Uses language and terms others can understand.

(R) 22. Tries to prevent interruptions, such as telephone calls
and people walking in during important discussions.
(T) 23. Tells others when they are wrong or need to change.
(R) 24. Encourages others to express themselves.
Source: Joseph Luft and Harrington Ingram, “The Johari Window: A Graphic Model of Interpersonal
Awareness,” Proceedings of the Western Training Laboratory in Group Development (University of
California, Los Angeles: Extension Office, 1953); Joseph Luft, Group Processes: An Introduction to Group
Dynamics, 2d ed. (Palo Alto, CA: National Press, 1970); Jay Hall, Team Effectiveness Survey (Conroe,
TX: Telometrics International, 1968); Naomi Miller, Northern Kentucky University, 1982.
SCORING
Step One
Total the scores you gave yourself for the odd-numbered questions—all questions with T
in front of them. This total represents your evaluation of your willingness to express
yourself. Record the score on the TRUST axis in Figure 5.1. Next, total the scores you
gave yourself for the even-numbered questions –all questions with R in front of them.
This is your willingness to listen to others. Record this score on the RESPECT axis. Then
find the point where the two scores intersect and shade in the enclosed area.
Step Two
You are now ready to analyze the scores you gave your partner. Total the scores you gave
your partner for all odd-numbered questions—questions with (T) in front of them.
Record this score on the TRUST axis in Figure 5.2. Next, total the scores you gave you
partner for all even numbered questions—all questions with (R) in front of them. Record
this score on the RESPECT axis in Figure 5.2. Then find the point where these two
scores intersect and shade in the enclosed area.
5-15
whole or part.
Step Three
Exchange evaluations with your partner.
Step Four
Compare your self-evaluation and your partner’s evaluation with the four human relation styles in
Figure 5.3. Which style do you think you are most like? Which does your partner think you are
most like? Does your partner see you as you see yourself?
5-16
whole or part.
Step Five
Go back to the questionnaire and ask your partner what specific things you could do to raise your
low scores. Also give recommendations to your partner to raise low scores.
Step Six
Discuss the importance of self-expression (showing trust) and listening (showing respect) as these
relate to your partnership. Are these two traints important in relations with others on the job and
in the home?
5-17
whole or part.
INTERPRETATION
The following paragraphs describe each style of human relations.
Turtle
The turtle is reluctant to express ideas or feelings to others; nor does the turtle
listen to others. The turtle is in a shell. Whether meaning to or not, the turtle
communicates low trust in the motives of others and low respect for others’ opinions.
The result is a large “region of the unknown”. Misunderstanding, frustration, untapped
creativity, and unresolved problems live in the region. People who have turtle
relationships find them to be cold, impersonal, and unsatisfying.
5-18
whole or part.
Just as partners may experience turtle styles of human relations, so may whole
groups. Turtle relationships may exist between working groups, between management
and employees, and between an organization and its public. Such relationships are
characterized by low morale and poor performance.
Turtle relationships can be improved if people listen to the ideas and feelings of
others and openly express their own ideas and feelings. This process can be started by
one, but it takes two to improve a turtle relationship. Someone must take the initiative,
and someone must respond favorably.
Owl
The owl style of human relations is better than the turtle, because it shows a good
deal of respect toward others. The owl gives time and attention, thus showing concern for
the ideas and feelings of others. However, when someone listens, listens, listens, but
does not share ideas and feelings in return, a “façade” develops, with tow corresponding
drawbacks: 1) an impression of role playing and insincerity and 2) suppression of
conflict, with a resulting decrease in creativity and potential for problem solving.
Avoidance of self-expression and an overreliance on listening is present in the
owl style. Ultimately, this will not be satisfying for either partner, because it represents a
one-sided relationship. The solution is to demonstrate trust in others by becoming more
self-expressive. A woman who listens to her family and friends, but who continually
censors her own behavior because she fears disapproval, has an owl style of human
relations. By more openly expressing herself, she can lower the façade and raise the
quality of her relationships.
It takes two to improve an owl relationship: 1) The owl gradually must become
more open, which takes time because the idea that they must change is difficult for many
people to accept. Also dealing with confrontation and being honest in self-expression can
be threatening. 2) The owl’s partner must show respect by listening as ideas, hopes,
goals, and feelings are shared.
Bull-in-a-China Shop
The bull-in-a-china-shop style of human relations is like the owl in that it is half-
good and half-bad. The good part is that the bull is open and honest with feelings and
ideas. Whether they are right or wrong, popular or not, you always know where bulls
stand. By open self-expression, the bull says, “I trust you and I believe you will not use
what I say to hurt me.” This is the good part. The bad part is the enormous “blind spot”
the bull has created by not listening to others. Perhaps unintentionally, the bull is
demonstrating that other people’s feelings and ideas are unimportant.
Whether the bull-in-a-china-shop style develops as a result of ego striving, natural
aggressiveness, or actual superiority, it is often destructive in human relationships. The
blind spot typically contains negative data—the frustration, resentment, and anger of
others – which may one day erupt. Eruption could take the form of revolution, such as
sabotage or escape. Eruption could also be turned inward and result in inferiority
feelings and low self-esteem for the bull’s partner and friends.
The solution is for the bull-in-a-china-shop to listen more to others. The bull
must realize that others need to express themselves too and should show respect for them
by listening. People who rarely ask for others’ opinions or listen to their problems, have
5-19
whole or part.
a bull-in-a-china-shop style of human relations, and they have a big blind spot. By
listening, they can reduce this blind spot and improve the quality of their relationships on
the job and in the home.
Picture Window
The best style of human relations results in dialogue between people, and it is
symbolized by the picture window. With this style, mutual respect is shown as each
person listens to the ideas and feelings of others. Interpersonal trust is also demonstrated
as ideas and feelings are shared openly and honestly.
It is important to note that the arena is the dominant feature of picture window
relationships, and what goes on in the arena is candid and free flowing discussion about
issues, events, and experiences. By no means is this dialogue tame. Indeed, opposing
points of view and diverse values sometimes clash in this arena. Conflict is viewed
positively, however, as all parties recognize that they are not identical twins, that
disagreement is natural, and that out of diversity can come increased creativity and
intense satisfaction.
DISCUSSION
How do people achieve picture windows? How can fear be replaced by trust in a
relationship? First, look at some climates in which interaction takes place. Normally,
people are unwilling to engage in self-disclosure if they feel what they say or do will be
used against them. Consider the case of oppressed people, such as ghetto Jews during
World War II. Self-survival dictated distrust. Or consider the consumer who wants to
purchase a used car from an unscrupulous seller. Sometimes a buyer-beware climate may
require distrust.
5-20
whole or part.
FIGURE 5.4: Summary of Human Relations Styles
Turtle Owl Bull-In-A- Picture

China Shop Window
Features of the The “region of the The “façade” The “blind spot” The “arena”
Relationship unknown” dominates dominates dominates
dominates
Skills Used: Minimal Often used Rarely used Often used
Listening Minimal Rarely Used Often used Often used
Expressing
Effects on the Distrust; over Self-censure; Need to assert Trust and
Individual concern with self- relationships ego; unaware of respect for
protection; important but impact on others others
detachment guarded; lack of and their
spontaneity responses
Effects on the Misunderstanding; Suspicion; Resentment; Consensus out

Relationship aversion to risk avoidance of reduced quality; of confrontation;
taking; untapped conflict; reduced lack of creative problem
creativity; problem solving cooperation solving;
impersonal emotional
relationships; low support;
satisfaction stimulating and
satisfying
relationships
5-21
whole or part.
Φ CASE
The Coffee Break
You are the personnel director of a large company. While there has been no written policy
regarding coffee breaks, they are a long-established tradition, and all employees avail themselves
of the privilege each morning and afternoon of the workday. In fact, company management has
allowed a vending machine company to place their machines in several locations throughout the
building in which the company is located. As a result, employees take coffee breaks, usually 10
minutes long, at any time of the day they desire.
In general, this approach has not caused too much difficulty in work accomplishment, but in
one department, in the opinion of its supervisor, the work has suffered. There was socializing
around desks while the coffee was consumed; telephones went unanswered, and work came to a
halt. In some instances, the employees in that department took breaks longer than 10 minutes,
and this too upset work patterns.
Because of this, the supervisor, Mr. Kobe, issued a memorandum to all employees under his
jurisdiction. In it he reaffirmed the tradition of the coffee break, but he restricted it to 10:15 to
10:25 in the morning and 3:15 to 3:25 in the afternoon. He also requested all employees to be
back at their desks at the end of each break.
When the memo was received, many of the employees reacted negatively. Indignation ran
high, and two employees were designated as spokesmen to come to you with their grievance
without first going to their supervisor, Mr. Kobe.
Discussion Questions
1. If you were a supervisor, how would you handle questions about employee breaks?
2. If you had a complaint about your manager, what would you do to solve the problem?
3. How would you handle the coffee break issue? What would you do or say with the
employees? What would you do or say with Mr. Kobe?
5-22
whole or part.
EXERCISE 5.2: EFFECTIVE MEASURES FOR RAISING MORALE
Directions
Consider the policies of your organization in the nine areas listed. Rate each
factor on a scale of 1 to 5 (1 is low; 5 is high).
Pay and reward. A group bonus system is used.

1 2 3 4 5
Job autonomy and discretion. Employees determine their own work methods.
1 2 3 4 5
Support services. Technical expertise is available when needed.

1 2 3 4 5
Training. Training is provided for new employees, experienced employees, and

managers.
1 2 3 4 5
Organizational structure. The presence of few hierarchical levels allows freedom to

operate.
1 2 3 4 5
Technical and physical aspects. Small work units are the norm.
1 2 3 4 5
Task assignments. Whole tasks are assigned, rather than monotonous repetition of one or
a few steps.
1 2 3 4 5
Information and feedback. Direct feedback on the quality of work is provided on a

timely basis.
1 2 3 4 5
5-23
whole or part.
Interpersonal and group processes. Employee involvement in group activities is

encouraged.
1 2 3 4 5
INTERPRETATION
How does your organization rate on the Effective Measures for Raising Morale test? Add
up your scores, and look up the total in the following chart.
If Scores Conditions Are:

Total:
36-45 Very good; morale can be expected to be high.
27-35 Good; morale can be expected to be

favorable.
18-26 Unsatisfactory; morale problems can be

expected.
9-17 Poor; morale can be expected to be low.
In summary, when an employee has an attitude problem that is work related, management
should study the situation and try to help. It may be discovered that management is part of the
problem. Sometimes, the problem will be caused by other employees. Often, the problem is self-
caused by the individual employee. In any case, management’s potential to help is enormous.
If you are a manager and have an employee attitude problem, you should be concerned
for the sake of the individual and the good of the organization. If the problem is work related, it
has its origin in one or a combination of the following areas—problems with the job; problems
with the work group; problems with management; problems with economic rewards—and you
can help to solve it if you try.
5-24
whole or part.
Exercise 5.3
5-25
whole or part.
5-26
whole or part.
5-27
whole or part.
5-28
whole or part.
5-29
whole or part.
5-30
whole or part.
5-31
whole or part.
5-32
whole or part.
5-33
whole or part.
5-34
whole or part.
5-35
whole or part.
5-36
whole or part.
5-37
whole or part.
5-38
whole or part.
5-39
whole or part.
5-40
whole or part.
5-41
whole or part.
5-42
whole or part.
5-43
whole or part.
5-44
whole or part.
5-45
whole or part.
5-46
whole or part.
5-47
whole or part.
5-48
whole or part.
5-49
whole or part.
5-50
whole or part.
5-51
whole or part.
5-52
whole or part.
5-53
whole or part.
5-54
whole or part.
5-55
whole or part.
5-56
whole or part.
5-57
whole or part.
5-58
whole or part.
5-59
whole or part.
5-60
whole or part.
5-61
whole or part.
5-62
whole or part.
5-63
whole or part.
5-64
whole or part.
5-65
whole or part.
5-66
whole or part.
5-67
whole or part.
5-68
whole or part.
EXERCISE 5.4: GROUP MEMBER ROLES: HOW DO YOU RATE?
To personalize the subject of positive versus negative group member roles, evaluate yourself on a
ten-point scale. Consider your own behavior at this point in time in the life of a particular group.
I rarely do this I often do this
Encourager 1 2 3 4 5 6 7 8 9 10
Clarifier 1 2 3 4 5 6 7 8 9 10
Harmonizer 1 2 3 4 5 6 7 8 9 10
Idea Generator 1 2 3 4 5 6 7 8 9 10
Ignition Key 1 2 3 4 5 6 7 8 9 10
Standard Setter 1 2 3 4 5 6 7 8 9 10
Detail Specialist 1 2 3 4 5 6 7 8 9 10
I rarely do this I often do this
Ego Tripper 1 2 3 4 5 6 7 8 9 10
Negative Artist 1 2 3 4 5 6 7 8 9 10
Above It All 1 2 3 4 5 6 7 8 9 10
Aggressor 1 2 3 4 5 6 7 8 9 10
Jokester 1 2 3 4 5 6 7 8 9 10
Avoider 1 2 3 4 5 6 7 8 9 10
Sniper 1 2 3 4 5 6 7 8 9 10
5-69
whole or part.
Interpreting Your Score
126-140 Excellent You are a major factor in the group’s success.
98-125 Very Good You are a constructive force for team effectiveness.
57-97 Average You do some things right but need to improve on other areas.
29-56 Poor Your behavior requires major change in order to help the group
become more productive.
14-28 Failing Much work is needed.
It is important to maximize strengths and improve in areas of concern. Circle the group member
role that is most like your behavior when you are at your personal best. Circle the role that is
most like you when you are at your worst. Consider concrete actions you can take to capitalize
on strengths, correct low points, and help your group succeed.
5-70
whole or part.
EXERCISE: 5.5 LEADER EVALUATION
Using the following forms, group members can rate themselves, the leader, and the group as a
whole and discuss ways to maintain or improve effectiveness.
Group: Date: ___________________
Leader: Evaluator: _______________
Circle the number on the poor-to-excellent scale that represents your evaluation of the leader.
Give reasons or examples to support your rating.
1. Helps the group agree on purpose and direction
1 2 3 4 5
Poor Fair Adequate Good Excellent
Reasons or examples:
a.
b.
2. Maintains high moral standards
1 2 3 4 5
a.
b.
3. Keeps job knowledge current
1 2 3 4 5
a.
b.
5-71
whole or part.
EXERCISE 5.5: LEADER EVALUATION (continued)
4. Encourages teamwork
1 2 3 4 5
a.
b.
5. Considers group member needs
1 2 3 4 5
a.
b.
6. Helps group members make contributions
1 2 3 4 5
a.
b.
5-72
whole or part.
7. Assigns responsibilities for follow-through
1 2 3 4 5
a.
b.
8. Is willing to listen to others
1 2 3 4 5
a.
b.
9. Is open in expressing ideas
1 2 3 4 5
a.
b.
10. Keeps group members informed
1 2 3 4 5
a.
b.
5-73
whole or part.
11. Is effective in conducting meetings
1 2 3 4 5
a.
b.
12. Creates a group-centered atmosphere
1 2 3 4 5
a.
b.
13. Finds areas of agreement among different people and ideas
1 2 3 4 5
a.
b.
14. Generates enthusiasm among group members
1 2 3 4 5
a.
b.
5-74
whole or part.
15. Develops group pride
1 2 3 4 5
a.
b.
16. Supports group with external agencies-other departments, higher management, etc.
1 2 3 4 5
a.
b.
17. Remembers details that help the group succeed
1 2 3 4 5
a.
b.
18. Follows through on commitments
1 2 3 4 5
a.
b.
5-75
whole or part.
19. Sees projects through to completion
1 2 3 4 5
a.
b.
20. Overall effectiveness of the leader
1 2 3 4 5
a.
b.
Additional Comments:
Scoring
Assign five points for each "excellent," four for each "good," three for each "adequate," two for
each "fair," and one for each "poor" rating circled on the Leader Evaluation form.
Total all points:
Interpretation
Find the total on the following chart.
Total Score Leader Evaluation
80-100 Good to Excellent

60-79 Adequate to Good
40-59 Fair to Adequate
20-39 Poor to Fair
5-76
whole or part.
EXERCISE 5.6: MEMBER EVALUATION
Group: Date:
Evaluator:
Names of Group Members:
A. D. G.
B. E. H.
C. F. I.
Directions
Evaluate each group member based on technical skills and group participation. Rate each item
according to the following scale:
5 Excellent
4 Good
3 Adequate
2 Fair
1 Poor
5-77
whole or part.
EXERCISE 5.6: MEMBER EVALUATION (continued)
Group Members
EVALUATION ITEMS A B C D E F G H I
I. Technical Skills
1. Is knowledgeable about the work of the

group
2. Is thorough and accurate in performing tasks

3. Understands basic issues and the
relationship
among parts or phases of the work
4. Makes decisions based on sound evidence
5. Considers consequences of decisions and

actions
6. Is objective
7. Is creative
II. Group Participation
1. Shows consideration for others
2. Shows interest in free exchange of ideas
3. Listens respectfully
4. Communicates clearly
5. Brings together opposite points of view
6. Actively participates in trying to solve

problems
7. Helps the group succeed
TOTAL POINTS
5-78
whole or part.
EXERCISE 5.6: MEMBER EVALUATION (continued)
Scoring
Total the ratings for each person on the Member Evaluation form.
Interpretation
Find each member's total score on the following chart
Total Score Member Evaluation
56-70 Good to Excellent

42-55 Adequate to Good
28-41 Fair to Adequate
14-27 Poor to Fair
5-79
whole or part.
EXERCISE 5.7: GROUP EVALUATION
Group: Date:
Evaluator:
To evaluate group effectiveness, circle the number that represents your response to the following
questions.
1. Communication: Do group members communicate freely?
1 2 3 4 5 6 7 8 9 10 11
Inhibited; never felt free to talk Open; always felt free to talk
2. Respect: Did group members respect each other?
1 2 3 4 5 6 7 8 9 10 11
Disrespect or disregard was common Respect and consideration were

common
3. Support: Did group members support each other?
1 2 3 4 5 6 7 8 9 10 11
The group was critical and unsupportive The group was receptive and
supportive
4. Atmosphere: What was the atmosphere in the group?
1 2 3 4 5 6 7 8 9 10 11
Unpleasant; quarrelsome; unfriendly Pleasant; cooperative; friendly
5. Creativity: How open to new ideas was the group?
1 2 3 4 5 6 7 8 9 10 11
Custom-bound; low creativity Spontaneous; high creativity
6. Involvement: Was participation broadly shared?
1 2 3 4 5 6 7 8 9 10 11
Group was dependent on just one or two people Participation was broadly shared
5-80
whole or part.
7. Results: How effective was the group in achieving results?
1 2 3 4 5 6 7 8 9 10 11
Ineffective; low results Very effective; high results
8. Satisfaction: How satisfied are you with your experience in the group?
1 2 3 4 5 6 7 8 9 10 11
Dissatisfied Satisfied
9. Overall Rating; How would you rate the group as a whole?
1 2 3 4 5 6 7 8 9 10 11
Poor; waste of time Excellent; time well spent
Scoring
Add the total ratings on the Group Evaluation form: _______________
Interpretation
Scores Evaluation Description
90-99 Excellent A superior group experience

63-89 Good Positive group experience
45-62 Fair Neither all good nor all bad; team building suggested
18-44 Needs improvement Attention to team building needed
9-17 Poor Failure as a group experience; team building
required, or disband the group.
5-81
whole or part.
EXERCISE 5.8: BROKEN SQUARES
Step One. Five people should sit in a circle, close enough so that each can reach the
space in front of the others in the group. A sixth person may be an observer.
Step Two. Using one set of broken squares, the observer should randomly distribute two
to four pieces to each participant. All of the pieces should be distributed.
Step Three. The group’s task is to assemble five squares of equal size. Note the
following guidelines:
▪ No person may speak;

▪ No one may reach over and get anyone else’s pieces;
▪ All of the pieces will be needed to accomplish the task;
▪ It is possible to make an incorrect square that would prevent the completion of the
other four squares;
▪ A person may give away some or all of his or her pieces;
▪ Fifteen minutes should be ample time to complete the task; sixth graders can do it
in six.
5-82
whole or part.
5-83
whole or part.
Exercise 5.9: EXPERIENCE IS A TEACHER: BROKEN SQUARES
Communication is a major problem faced by most organizations. It is important to have

open, free-flowing, and constant communication about work-related issues, such as products,
policies, and procedures. Another problem is lack of teamwork. Individuals and departments
may be so busy protecting their own interests that they fail to cooperate with others.
The price for failure to communicate and lack of teamwork include poor quality of work
and reduced quality of work life. This can happen in any work group or organization, and the
consequences can be great. Imagine the effects of poor communication and cooperation in a
hospital setting, or in almost any emergency situation.
The following exercise demonstrates the need for communication and teamwork. The
purpose of the exercise is to make participants aware of their own behavior in group problem-
solving situations. The time required to complete and discuss the exercise is 30-45 minutes.
Directions
Carry out the following five steps to complete the exercise:
Step One. Five people should sit in a circle. Sit close enough so that each can reach the space in
front of the others in the group. A sixth person may be an observer.
Step Two. Each participant should take one of the figures shown on the following five pages, cut
out the three parts of each figure, and place them on the table. Each should use a different page.
The instructor may want to cut the pieces and laminate them in advance for permanent use.
Step Three. All the pieces from all five pages should be placed in a single pile in the middle of
the table. One participant or the observer should randomly distribute two to four pieces to each
participant. All of the pieces should be used.
Step Four. The task facing the group is to assemble five squares of equal size. Note the
following guidelines.
▪ No participant may speak;

▪ No one may reach over and get anyone else's pieces;
▪ All of the pieces of the puzzle will be needed to accomplish the task;
▪ It is possible to make an incorrect square that would prevent the completion of the other
four squares;
▪ A participant may give away some or all of the pieces, even if a square has already been
formed;
▪ Fifteen minutes should be ample time to complete the task; sixth graders can do it in 6.
Step Five. Begin.
*Source: Alex Bavelas, “Communication Patterns in Task-Oriented Groups,” Journal of the acoustical Society of
America 22 ((1950): 225-30; and J. William Pfeiffer and John E. Jones, eds., A Handbook of Structured Experiences
for Human relations Training—Vol. 1 (LaJolla, CA: University Associates, Inc., 1974), 25-30.
5-84
whole or part.
5-85
whole or part.
5-86
whole or part.
5-87
whole or part.
5-88
whole or part.
5-89
whole or part.
Exercise 5.9: EXPERIENCE IS A TEACHER: BROKEN SQUARES (continued)
DISCUSSION
After the group has completed the five squares (or after 15 minutes have passed), discuss
the following questions:
• Was it frustrating not to talk? Are there times on the job when traditions, conflicts, or
other barriers result in failure to communicate?
• Was there sensitivity to others? Did someone make a square and then sit back as if to
say, "Well, I've got mine—where's yours?" Does this ever happen in the work setting?
• Did cooperation exist? Was anyone left without any pieces? How did it feel having a
task to do without the means to do it? Does this ever happen on the job?
• Did someone try to get other people's pieces? Have you ever seen an asset—such as the
desire to do a good job—become a liability when a well-intentioned person intrudes on
the work or feelings of others?
• Did nonverbal behavior play a role in the exercise? Was it constructive or harmful?
What are the nonverbal actions that obtain positive results on the job? What nonverbal
actions obtain negative results?
• Did cheating occur? Is this what happens on the job when there is a failure to
communicate or lack of teamwork? Do people cheat to accomplish tasks?
• Are there problems and bottlenecks in your organization or team setting that could be
solved through better communication and teamwork? Would this improve the quality of
work and the quality of work life?
Notes:
5-90
whole or part.
APPLICATION
Checklist for Effective Meetings
A. Before the meeting

√ Think about the purpose of the meeting. What do you want to accomplish? Make an
agenda reflecting these goals. Limit topics of discussion to a number that can reasonably be
handled in one session.
Agenda
1. ____________________________
2. ____________________________
3. ____________________________
√ Invite participants. Schedule the meeting far enough in advance to allow time to plan
and prepare. Schedule a private and comfortable meeting place that will be free from
interruptions.
Date: _______ Time: _______ Location: ___________________
√ Control the meeting size. Invite only those who can directly involve themselves with the
problem. Greek mythology states that the optimum number of participants is between 4 and 8
(more than the 3 graces, fewer than the 9 muses). There is, however, much precedent for a group
size between 9 and 12 (9 Justices of the Supreme Court, 11 players on a football team, and 12
members on a jury).
Participants
1. __________ 4. _________ 7. _________ 10. ____________
2. __________ 5. __________ 8. _________ 11. ____________
3. __________ 6. __________ 9. __________ 12. ____________
√ Inform participants of the nature of the meeting and their expected roles. Examples:
Participant 1: Provide expert testimony.

Participant 2: Lead discussion if leader falters or is absent.
Participant 3: Share ideas and participate in discussion.
Participant 4: Record and distribute minutes.
√ Prepare equipment and materials. Are power points needed? What about a screen and
projector? Do you need a flip chart and markers? Should you provide pencils and note pads?
5-91
whole or part.
Supplies Needed
1. ______________ 5. ______________
2. ______________ 6. ______________
3. ______________ 7. ______________
4. ______________ 8. ______________
√ Plan the seating arrangement and prepare name cards. This shows the meeting is important
to you. The attitude will be contagious, causing participants to give their best efforts. Name
cards can also help in human engineering. You may want quiet members of the group to sit next
to people who will encourage them to talk. Overly vocal participants should sit on your blind
side, so that you can ignore them if necessary without hurting their feelings. People who do not
get along should not sit face to face. People who are friends and like to talk should sit apart.
Strong supporters, good problem solvers, and natural leaders should occupy the corners. See
Figure 5.5.
√ Consider refreshments. Coffee, tea, and soft drinks create a relaxed atmosphere. Avoid
mixing alcohol with meetings.
Refreshments: ___________ When served: __________________
B. During the Meeting

√ Allow participants time to get acquainted and comfortable.
√ Start the meeting as close as possible to the scheduled time; never end the meeting after
the scheduled time if at all possible.
√ Starting time: __________ Ending time: _________
√ Put the group at ease. Give a proper greeting, and tell an appropriate
story, anecdote, or joke. As soon as possible, state the purpose of the meeting. Give necessary
background information, list objectives to be achieved, outline the method or procedure of the
meeting, and begin.
5-92
whole or part.
√ Follow the agenda; keep the discussion on the topic. Encourage group participants by
exchanging ideas, asking questions, and preventing monopolization. Keep the meeting moving.
√ Be factual, specific, and clear when you speak, but never dogmatic. Use available data to
support your statements.
√Supporting data for the problem: _______________________________________
_______________________________________
_______________________________________
√ Neither dominate the discussion nor remain passive. Your goal should be to gain as much
involvement as possible from all participants. Every member of the group should make at least
one contribution at every meeting.
√ Understand why different people do what they do. Use this knowledge to avoid personal
rivalries. When you must deny a request, reject the idea, not the person. Be tolerant of divergent
views, but remain in control.
√ Follow principles of effective delegation. By delegating appropriately, you can remove

some of the burden from your own shoulders as well as keep everyone interested and involved.
Ask others to serve as recorder, arrange a meeting, or gather data, according to their interests and
the needs of the situation.
√ Before ending the meeting, summarize important points and actions members should take.
Communicate an action plan.
5-93
whole or part.
Points Made:
Who Does What by When?
Participant 1: _____________________________________________________
Participant 2: _____________________________________________________
Participant 3: _____________________________________________________
Participant 4: _____________________________________________________
Etc.: _____________________________________________________
C. After the Meeting

√ Review minutes of the meeting, and send a copy to all participants.
Minutes of Meeting
Group: ___________________________ Date: _____________________
Members present: _______________________ ______________________

_______________________ ______________________
_______________________ ______________________
_______________________ ______________________
_______________________ ______________________
_______________________ ______________________
Members absent: _______________________ ______________________
Visitors: _______________________ ______________________
Activities (including points made):
5-94
whole or part.
Application: Checklist for Effective Meetings (continued)
Action plan (including who does what by when):
_____________________________
Recorder
5-95
whole or part.
DISCUSSION QUESTIONS AND ACTIVITIES
To personalize the subject of human relations, ask your students to consider questions such as
these:
1. What are your beliefs about human nature? Do you have an optimistic or pessimistic
view? On what information and experiences do you base your views?
2. What is your style of human relations—turtle, owl, bull-in-a-china shop, or picture

window? How did you get this way? What roles have family, friends, and colleagues
played?
3. In dealing with people, have you ever experienced a turtle relationship? Have you ever
experienced a picture-window relationship? Describe the difference and its impact on
you.
4. Consider human relations in your workplace. Describe present conditions. How does
this influence morale and performance? What can you do to develop mutual trust and
interpersonal respect?
5. Give an example of your worst listening habit. What steps can you take to improve?
6. Discuss the role of civility in the workplace. Consider true-life efforts to create a
psychologically healthy work environment.
7. A sense of belonging and acceptance can transcend space and time. Write a letter to
someone who needs to hear from you. Show trust by sharing thoughts and feelings.
Show respect by asking for ideas and suggestions. Mail your letter.
8. Critique competing organizations such as two hospitals, restaurants, service stations, or

hotels, using the Characteristics of an Effective Group questionnaire. Which
organization does the better job? Where would you want to work?
9. Compare a negative group experience you have had with a positive group experience by
using the principles of group effectiveness. What was done to tap the constructive power
of the group? By the leader? By group members?
10. What is your problem-solving style—Einstein, Darwin, Socrates, or Ford? How does
your style apply in your work or educational experiences?
11. Divide into discussion groups. Cite true-life examples of team building efforts. What
were the dymanics? What were the results?
12. Use the leader, member, and team evaluation forms to rate conditions in a true-life
school, social, or work group.
5-96
whole or part.
Another random document with
no related content on Scribd:
W o o d M a s o n , over het geluid van schorpioenen, 530.
W o o r d a f l e i d i n g , ontstaan der —, 177.
W o r m e n , Onder-Rijk der —, 528.
„W o u d m e n s c h e n ”, 159, 221.
W r i j f p l a a t der Sphingidae, 608.
W u n d t , over het onderscheid tusschen menschen en dieren, 220.
W u r t e m b e r g , verhouding der geboorten in —, 504;

verhouding der seksen bij wettige en onwettige geboorten in —, 505.
W i j c k , Prof. Jhr. B. H. G. K., over den oorsprong der beschaving, 263.
W i j t i n g , het voorkomen van hermaphrodiete voorwerpen bij de —, 309.
IJ.
I J s v o g e l s , zie Halcyonidae en Alcedinidae.
I J s z e e , Noordelijke, allerwege ondiep, 432.
Y u c a t a n , verschillende kleur der seksen op de bouwvallen van —, II 377.
I J z e r t i j d , de overgang tot de historische tijden, 44.
Z.
Z a k p i j p e n , 316.
Z a k w o r m e n , 316.
Z a n g der Cicaden, 571.
Z a n g e r s , II 95, 174.
Z a n d h o e n , II 174.
Z a n g s p i e r e n , II 95.
Z a n g t o e s t e l der vogels, II 95.

Z a n g v o g e l s , Amerikaansche —, II 95;
— der oude wereld, II 95;
eigenlijke —, zie Oscines.
Z e d e l i j k e v e r a n t w o o r d e l i j k h e i d van sommige dieren, 216.
Z e d e l i j k g e v o e l , een kenmerk van den mensch, 218.
Z e d e l i j k z e l f b e d w a n g , een geneesmiddel voor de kwalen waaraan de

maatschappij lijdt, 396.
Z e e b a a r z e n der Middellandsche Zee, 309.
Z e e h a g e d i s s e n , 35.
Z e e h o n d , 42.
Z e e l a n d , overmaat der mannelijke geboorten in —, 508;

getalsverhouding der seksen in —, 506;
der mannelijke en vrouwelijke geboorten in —, 508;
der levend en levenloos aangegevenen in —, 508;
der wettig en onwettig geboren jongens en meisjes in —, 509.
Z e n u w e n der apen homoloog met die van den mensch, 40.
Zeus faber, II 35.
Z i b e t h k a t , zie Viverra zibetha.
Z i e l e n van afgestorvenen, godsdienstig vereerd, 163.
Z o e l o e s , familietaal bij de —, 175.
Z o g k l i e r e n , overtallige —, 104.
Z o o g d i e r e n , 313, 317;
de longen der — homoloog met de zwemblaas van een visch, 33;
de longen der — analoog met de kieuwen van een visch, 33;
ontbreken van — op de Oceanische eilanden, 42;
voorouders der —, 317;
verdeeling der — door Prof. Owen, 289;
muskusgeur van vele —, 609;
grooter worden hunner hersenen in den loop der paleontologische ontwikkeling,
110;
beschermende kleuren der kleinere — in de woestijn, II 174.
Z u i d - A m e r i k a n e n , woningen der —, 151.
Z u i d - H o l l a n d , getalsverhouding der seksen in —, 506;

der mannelijke en vrouwelijke geboorten in [533]—, 508;
der levend en levenloos aangegevenen in —, 508;
der wettig en onwettig geboren jongens en meisjes in —, 509;
overmaat der mannelijke geboorten in —, 508.
Z u i d - O o s t - S l a v e n , 382.
Z u i d p o o l , bezat oudtijds een geheel eigenaardige planten- en dierenwereld,

419.
Z u i d p u n t e n der vastelanden door de laagste rassen bewoond, 410;

elders verdwenen dierentypen aan de —, 419.
Z u i d - S l a v e n , 382.
Z u i g b l a a s van den doodshoofdvlinder, 607.
Z w a a r d v o r m i g uitsteeksel van het borstbeen, II 346.
Z w a l u w , verbetering opgemerkt in het nest van de —, 151.
Z w a l u w e n , zie Hirundinidae.
Z w a m p e n , van Suriname, II 34.
Z w a n g e r s c h a p , duur der —, 313;

voorbehoedmiddelen tot voorkoming der —, II 396.
Z w e d e n , verhouding der geboorten in —, 504;

verhouding der seksen bij wettige en onwettige geboorten in —, 505.
Z w e m b l a a s van een visch homoloog met de longen van een zoogdier, 33.
Z w e r m d r a d e n der bloemlooze planten, 501.
Z w e r m e n der bijen, wegens overbevolking, 216.

Z w e r m s p o r e n der wieren, 501.
Z w i t s e r l a n d , jaarlijksche toeneming der Joden in —, 502.

[Inhoud]
Verbeteringen
Deel I.
Blz. 29, regel 29, staat: ataart, lees: staart.

37, 18, mastodou, lees: mastodon.
,, ,, ,,
37, 20, is Californië, lees: in Californië.
,, ,, ,,
252, 40, Farr, lees: Farrer.
,, ,, ,,
332, 22, Aboe Simbel, lees: Abou Simbel.
,, ,, ,,
381, staat: Tataren, lees: Tartaren.
,,
512, regel 3, staat: Porpita, lees: Porpitae.
,,
516, 22,
Vermes, Vermes (of Annuloza).
,, ,, ,, ,,
519, 4, Calianassa, lees: Callionossa.
,, ,, ,,
Deel II.
Blz. 81, regel 21, staat: Pelacanus, lees: Pelecanus,
[Inhoud]
Colofon
Beschikbaarheid
Dit eBoek is voor kosteloos gebruik door iedereen overal, met vrijwel
geen beperkingen van welke soort dan ook. U mag het kopiëren,
weggeven of hergebruiken onder de voorwaarden van de Project
Gutenberg Licentie in dit eBoek of on-line op www.gutenberg.org ↗️.
Dit eBoek is geproduceerd door het on-line gedistribueerd

correctieteam op www.pgdp.net ↗️.
Dit is deel II van een tweedelig werk. Deel I is beschikbaar als eboek
nummer 69013 📘.
Vertaling van The Descent of Man, and Selection in Relation to Sex,

eveneens beschikbaar bij Project Gutenberg als ebook 2300 📘.
De kaftafbeelding is samengesteld uit een afbeelding van de kaft van

het gebruikte exemplaar, met daarop geplaatst de titel zoals deze
vermeld is op de titelpagina.
Metadata
Titel: De Afstamming
van den mensch
en de seksueele
teeltkeus (Deel 2
van 2)
Auteur: Charles Darwin Info
(1809–1882) https://viaf.org/viaf/27063124/
Vertaler: Hermanus Info
Hartogh Heijs https://viaf.org/viaf/31961178/
van Zouteveen
(1841–1891)
Aanmaakdatum 2024-03-23
bestand: 20:00:31 UTC
Taal: Nederlands
(Spelling De
Vries-Te Winkel)
Oorspronkelijke 1890
uitgiftedatum:
Codering
Dit boek is weergegeven in oorspronkelijke schrijfwijze. Afgebroken

woorden aan het einde van de regel zijn stilzwijgend hersteld.
Aanhalingstekens zijn genormaliseerd tot „…”. De bron gebruikte

naast deze ook »…« of een vermenging van beide vormen.
De Nederlandse vertaling is in enkele gevallen gecorrigeerd aan de

hand van de oorspronkelijke Engelse uitgave. Dit is alleen gedaan
waar het om storende vertaalfouten gaat. Verder zijn kennelijke
zetfouten gecorrigeerd. Waar de vertaler soms nu ongebruikelijke
termen gebruikt (zoals bijvoorbeeld voorwerp voor specimen in het
orgineel) is dat zo gelaten.
Omdat deze digitale editie is gemaakt van een goedkope herdruk uit
1890, laat de kwaliteit van de illustraties iets te wensen over. De
horizontale strepen zijn als in het origineel.
Figuur 23 is identiek aan 45 en 51, 25 aan 39, 38 aan 48, 61 aan 69,
en 65 aan 68.
Documentgeschiedenis
2024-02-25 Begonnen.
Verbeteringen
De volgende 744 verbeteringen zijn aangebracht in de tekst:

Bladzijde Bron Verbetering Bewerkingsafstand
Passim. [Niet in bron] , 1
Passim. [Niet in bron] . 1
III Oorzaaken Oorzaken 1
2, 465 Roja Raja 1
2 tandeborstel tandenborstel 1
2 bou stoffen bouwstoffen 1
3 Juny 29 Juni 4
3 Fishinge Fishing 1
Passim. [Niet in bron] ” 1
4 1.25 1,25 1
9 Centraal Amerika Centraal-Amerika 1
9 Callionymns Callionymus 1
10, 122 3.75 3,75 1
Passim. . , 1
14 verslouden verslonden 1
15 samengest lde samengestelde 1
16 dat dan 1
20, 48,
104, 147,
365 ” [Verwijderd] 1
21 water-salamander watersalamander 1
26 Zuid Afrika Zuid-Afrika 1
27 : ”, 2
27 vadzig vadsig 1
29, 57,
135, 446 , . 1
29, 342,
436 Zuid Amerika Zuid-Amerika 1
30 luch lucht 1
31 hier dier 1
35 Jubelini jubelini 1
36, 82, [Niet in bron] „ 1
152, 194,
209, 251,
282, 334,
351, 365,
396
40 Kononel Kolonel 1
41 Mac·Gillivray Macgillivray 2
42 : . 1
45 kievitten kieviten 1
47 causi causa 1
49 Philisoph. Philosoph. 1
50 Harrisson Harrison 1
50, 489 mantjes mannetjes 2
50 124.40 124,40 1
50 Naturel Natural 1
50 opgegeteekend opgeteekend 2
51 Zoölogist Zoologist 1/0
52 cormoran cormorant 1
58, 106,
119, 123,
142, 154,
163, 201,
484 moeielijk moeilijk 1
59 hinnekende hinnikende 1
60 bezittten bezitten 1
63 [Niet in bron] .” 2
65 liefde vertooningen liefdevertooningen 1
65, 181,
256, 271,
334, 336 „ [Verwijderd] 1
65 India Australia 7
68 41.5 41,5 1
68, 206 [Niet in bron] aan 4
68 M. Montciro Monteiro 4
71 des der 1
79 onder geslachten ondergeslachten 1
80 weduw vogel weduwvogel 1
81, 240 ) [Verwijderd] 1
84 spiertje sprietje 2
87 vlengel vleugel 1
90 keeft heeft 1
93, 103 [Niet in bron] : 1
98 1867, blz. 19, 78.
Richardson, „Fauna
[Niet in bron] Bor. Americana: 54
98, 106 prieel priëel 1/0
102 ) , 1
102 , ) 1
109 5nd 2nd 1
111 wijffe wijfje 1
111, 402,
406, 468 Agelaeus Agelaius 1
112 lag dag 1
112 gehonden gehouden 1
119 zij zijn 1
121, 122 Faroër Faröer 2/0
123 Xenorhynchns Xenorhynchus 1
124 een een een 4
125 indivudueele individueele 1
126 geklenrd gekleurd 1
127 nau lijks nauwelijks 2
131 staartdekveren staartdekvederen 2
139 ( , 2
139 bal en-holte bal-en-holte 1
140 nauwlijks nauwelijks 1
142 Argus fazant Argus-fazant 1
144, 405,
431, 480 Benjamini benjamini 1
145 Agryll Argyll 2
149, 175, — 1
266
151, 151,
151, 151,
159, 173,
173, 425,
503, 525 Soemmering’s Soemmerring’s 2
151, 462 Soemmeringii Soemmerringii 1
154 voordurende voortdurende 1
158 bebben hebben 1
159 42.5 42,5 1
159 92.5 92,5 1
162 gevangnis gevangenis 1
166 [Niet in bron] ( 1
166 verseheidene verscheidene 1
174, 174 hennip hennep 1
174 een één 2/0
174 Noord Afrika Noord-Afrika 1
180, 370 2.5 2,5 1
180 6.25 6,25 1
181 zefde zelfde 1
184 teelkeus teeltkeus 1
190 Hoenderrachtige Hoenderachtige 1
196 klassen klasse 1
197 anologie analogie 1
202 harkelijn-eend harlekijn-eend 2
202 sier vederen siervederen 1
203 Bird Birds 1
210 zes en-twintig zes-en-twintig 1
213 Govla Gavia 2
215 ’ ” 1
221, 368 seksueele natuurlijke 9
222 Zoologische Zoölogische 1/0
227, 259 1.8 1,8 1
227 1.35 1,35 1
227, 259 2.7 2,7 1
228 4 3 1
230 Catologue Catalogue 1
230 afgebroken trapsgewijze 9
244 1.65 1,65 1
244 reuzen-eland reuzeneland 1
244 2.4 2,44 2
245 Manuel Manual 1
245, 246,
246, 252 Mc Neill McNeill 1
245, 480 . [Verwijderd] 1
245 Deer Stalking Deer-Stalking 1
250 Rutimeijer Rütimeyer 3/2
257 2.1 2,1 1
257 3.9 3,9 1
257 1.5 1,5 1
257 2.25 2,25 1
259 0.9 0,9 1
259 1.2 1,2 1
260 der den 1
263, 402,
424, 427,
522 : ; 1
267 Mc Meill McNeill 2
268 Zoloogie Zoology 4
269, 413,
438, 454,
458, 462,
466, 475,
478, 510,
511, 512 , [Verwijderd] 1
269 17.5 17,5 1
278 Fetis Felis 1
280 [Niet in bron] ontmande 9
280 Zoc. Soc. 1
281 eetplekken eeltplekken 1
284 boven vermelde bovenvermelde 1
285 bij by 2
285 misvormigen misvormingen 1
286 indivudu’s individu’s 2
286 N.-America N. America 1
289 pyrarga pygarga 1
290 Kuda Kudu 1
290, 360 South-Africa South Africa 1
291 Pyrarga Pygarga 1
291 hoodstuk hoofdstuk 1
292 1699 1869 2
292 afstammingen afstammelingen 2
293 Falconers’s Falconer’s 2
294 Hartman Hartmann 1
302 vreemdzaam vreedzaam 1
303 54 5,4 1
303 Nn Nu 1
304 Tubingen Tübingen 1/0
304 Weisman Weismann 1
305 Uber Über 1/0
306 moeielijker moeilijker 1
316 Iutroduct. Introduct. 1
317 Fidji-archipel Fidsji-archipel 1
318 Rütimeijer Rütimeyer 2
320 antropomorphe anthropomorphe 1
321 intuitie intuïtie 1/0
321 Heriditary Hereditary 1
325 do or door 1
326, 347 luiheid luidheid 1
329 Saügethiere Säugethiere 2/0
330, 410 Blackklock Blacklock 1
332 tatoeeeren tatoeëeren 1/0
338 beesten geesten 1
339 Anthropology Anthropologie 2
339 Cochin China Cochin-China 1
339 3.22 3,22 1
340 aanbalingen aanhalingen 1
341 7.20 7,20 1
344, 363 Variëeren Varieeren 1/0
344 fur für 1/0
345 èpaules épaules 1/0
347 14,465 14.465 1
347 geschreew geschreeuw 1
347 spin gibbon 5
348 getatoëeerd getatoeëerd 2/0
348 lang laag 1
348 tatoëeering tatoeëering 2/0
349 kermerk kenmerk 1
352 promiscuiteit promiscuïteit 1/0
353 zoo zou 1
357 ot of 1
357 weinigje weinige 1
358 Mac Culloch MacCulloch 1
358 vereenigingen gemeenschappen 8
363 Rubbens Rubens 1
363 Havdn Haydn 1
366 Mc. Lennan McKennan 3
366 Kair-Character Kafir Character 2
366, 442 Fitz Roy Fitzroy 2
366 S.-Africa S. Africa 1
372 Brown Séquard’s Brown-Séquard’s 2
372 staart vederen staartvederen 1
372 Momotus Motmots 2
376 Israelietische Israëlietische 1/0
380 flucteerende fluctueerende 1
383 Over de „Grenzen
der Natuurlijke „On the Limits of
Teeltkeus Natural Selection” 30
384 derde vierde 2
388 afscheidene afscheidende 1
391 Priëel-vogels Priëelvogels 1
396 het de 2
396 0.30 0,30 1
401 Abbot Abbott 1
402 zoologische zoölogische 1/0
402 seksusueele seksueele 2
404, 474,
488, 502 ; , 1
404 Sing-Sing sing-sing 2
404 Caama caama 1
404 Gorgon gorgon 1
406, 487 parasietisch parasitisch 1
406, 406 ii. II 3
406 Kanadaschen Canadaschen 1
407, 408,
415, 426,
447 , ; 1
408 Bastaaardnachtegaal Bastaardnachtegaal 1
408 zang vogels zangvogels 1
410 Bisschoff Bischoff 1
410 Sandwicheilanden Sandwich-eilanden 1
411 seken seksen 1
411 Boardmann Boardman 1
411 er der 1
413 supra-
supracondyloïdeum condyloïdeum 1
413 den den den 4
413 Brown Séquard Brown-Séquard 1
413 Faröer eilanden Faröer-eilanden 1
414 ,— —, 2
416 griseo-viridis griseoviridis 1
417, 423,
433, 438,
439, 470,
473, 475,
484 moeielijkheid moeilijkheid 1
417 Cloephaga Chloephaga 1
417 ruidimentaire rudimentaire 1
418 Coelenlerata Coelenterata 1
418 Collingswood Collingwood 1
418 Sandwichs-eilanden Sandwich-eilanden 1
418 Crenicabrus Crenilabrus 1
419 Heliopates Heliopathes 1
419 parasietische parasitische 1
419 sekseeele seksueele 1
419 Dacela Dacelo 1
421 chynodon cynodon 1
422 veranring verandering 2
422 —,— —, 1
422, 484 [Niet in bron] — 2
423 seksusueel seksueel 2
424 Englehaert Engleheart 2
424 Ephippigea Ephippiger 1
424, 432 [Niet in bron] ; 1
425 perigrinus peregrinus 1
427 regenboog vliezen regenboogvliezen 1
428 evereenkomst overeenkomst 1
428 113, 54 54 ↗️, 113 ↗️ 6
428 Ichteropterygia Ichthyopterygia 2
428 Arthroboa Arthrozoa 1
430 getalsverhouning getalsverhouding 1
431, 465 Faroër-eilanden Faröer-eilanden 2/0
432 Lapponisa Lapponica 1
432 sikkel vederen sikkelvederen 1
433 ; . 1
434 Heliotrix Heliothrix 1
434 geboorharen gehoorharen 1
437 Megalitische Megalithische 1
437 Sanatali’s Santali’s 2
438 polydactytisme polydactylisme 1
439, 439 [Niet in bron] — 2
440 kalijfazant kalij-fazant 1
440 Trapoganfazant Tragopan-fazant 3
441 Kamelons Kameleons 1
442 huwelijlijken huwelijken 3
445 Lamark Lamarck 1
445 phorphyrurus porphyrurus 1
447 . ; 1
447 zwembaas zwemblaas 1
448 werkluigen werktuigen 1
449 palmaris Palmaris 1
450 Makololo Makalolo 1
450 Mantchoerysch Mantchoerijsch 2
451 Mc. Neill McNeill 2
453 Montciro Monteiro 1
453 abbyssinicus abyssinicus 1
454 crysomelas chrysomelas 1
454 ring- — ring— 2
457 Omoloplia Omaloplia 1
458 dismorphisme dimorphisme 1
458 Ornythorhynchus Ornithorhynchus 1
464 Polpylectron Polyplectron 2
464 affennis affinis 2
464 Portanus pubus Portunus puber 3

Full Art of Leadership 5Th Edition Manning Solutions Manual Online PDF All Chapter

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Full Art of Leadership 5Th Edition Manning Solutions Manual Online PDF All Chapter

Uploaded by

Copyright:

Available Formats

Art of Leadership 5th Edition Manning

Art of Leadership 5th Edition Manning Test Bank

Art and Science of Leadership 7th Edition Afsaneh

History of Western Art 5th Edition Adams Test Bank

Effective Leadership International Edition 5th Edition

Leadership Theory Application and Skill Development 5th

Principles of Leadership International Edition 7th

Art of Public Speaking 12th Edition Stephen Lucas

Effective Leadership 5th Edition Lussier Test Bank

PART FIVE—Leadership Principles

Major Purposes of Part Five

Part Five focuses on four important subjects—leadership

Part Five Objectives

After completing Part Five, your students should be able to

• Universal principles of effective leadership;

• The importance of work morale;

• Human relations in the work setting;

• Characteristics of a high performance group;

• Positive versus negative group member roles; and

• Team building skills and strategies.

NOTES AND ANECDOTES

The Importance of Morale

NOTES AND ANECDOTES

THE CHANGING MEANING OF WORK

Greek and Early Christianity Later Socialist Modern

“curse and "means of “duty and "work for “growth

NOTES AND ANECDOTES

Pessimism and Optimism

TABLE 5.1: ATTITUDES ABOUT PEOPLE

The Pessimistic Pole (—) The Optimistic Pole ( + )

People are: People:

• selfish and uncooperative  value goodness over evil

According to Sigmund Freud, the father of psychoanalysis, we are motivated by innate

The origin of war is ownership, individual or collective, and since humanity is

All through the animal kingdom—from amoeba, to insects, to man—animals

NOTES AND ANECDOTES

TABLE 5.2: THE COMMUNITY ZOO

➢ LEMMING—Lemmings don't think for themselves. Conformity is their nature, so be sure

NOTES AND ANECDOTES

Ten Responsibilities of Team Leaders and Supervisors

1. Plan meetings and work schedules.

NOTES AND ANECDOTES

PROFILE OF A DREAM TEAM

1. Works toward a common goal 11. Stays on task

2. Develops members' skills 12. Uses resources wisely

3. Uses time and talents effectively 13. Communicates openly

5. Is committed to continuous improvement 15. Resolves conflicts effectively

6. Builds morale internally 16.Welcomes challenges

7. Performs effectively and produces results 17. Keeps a can-do spirit

8. Accepts praise and criticism 18. Never gives up

9. Cooperates rather than competes 19. Shares pride in accomplishments

10. Maintains a positive mental attitude 20. Celebrates successes!

NOTES AND ANECDOTES

Deciding When to Use a Team Approach

A team approach usually works best when:

• Group acceptance is necessary for effective implementation.

• Group members possess specific information, problem-solving expertise, and group

• The highest quality or most effective solution is desired.

An individual approach usually works best when:

• A decision involves a routine or simple task.

• Group members are already in agreement.

• Consensus or buy-in is not important.

• Immediate action is required; there is no time for discussion.