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CURRENT ENGAGING SKILLS PRACTICE Angelo Kinicki
Kinicki
Mel Fugate
Kinicki/Fugate, Organizational Behavior: Fugate

Key Concepts, Skills and Best Practices 5e

www.mhhe.com/kinickiob5e

organizational behavior
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ABOUT THE AUTHORS
Angelo Kinicki, pictured on the right,
is a professor, author, and consultant.
He is a professor of management and
is the recipient of the Weatherup/
Overby Chair in Leadership. He also is
a Dean’s Council of 100 Distinguished
Scholar at the W P Carey School of
Business. He joined the faculty in 1982,
the year he received his doctorate
in business administration from Kent
State University. His primary research
interests include leadership, organiza-
tional culture, organizational change,
and multilevel issues associated with
predicting organizational effectiveness.
Angelo has published more than 90
articles in a variety of academic jour-
nals and is coauthor of seven textbooks
(25 including revisions) that are used
by hundreds of universities around the
world. Several of his books have been
translated into multiple languages.
Angelo is an award-winning
researcher and teacher. He has
vi
kin37209_fm_i-xxx.indd vi
received several awards, including a
best research paper award from the
Organizational Behavior (OB) divi-
sion of the Academy of Management,
the All Time Best Reviewer Award
(1996–99) and the Excellent Reviewer
Award (1997–98) from the Academy of
Management Journal, and six teaching
awards from Arizona State University
(Outstanding Teaching Award—MBA
and Master’s Program, John W Teets
Outstanding Graduate Teacher Award
(2x), Outstanding Undergraduate
Teaching Excellence Award, Outstand-
ing Graduate Teaching Excellence
Award, and Outstanding Executive
Development Teaching Excellence
Award). Angelo also has served on the
editorial review boards for the Acad-
emy of Management Journal, Personnel
Psychology, the Journal of Management,
and the Journal of Vocational Behavior.
Angelo has been an active member of
the Academy of Management, including
Rev.Confirming Pages
service as a representative at large for
the Organizational Behavior division,
member of the Best Paper Award com-
mittee for both the OB and Human
Resources (HR) divisions, chair of
the committee to select the best
publication in the Academy of Manage-
ment Journal, and program committee
reviewer for the OB and HR divisions.
Angelo also is a busy international
consultant and is a principal at Kinicki
and Associates Inc., a management
consulting firm that works with top
management teams to create organiza-
tional change aimed at increasing orga-
nizational effectiveness and profitability.
He has worked with many Fortune 500
firms as well as numerous entrepre-
neurial organizations in diverse indus-
tries. His expertise includes facilitating
strategic/operational planning sessions,
diagnosing the causes of organizational
and work-unit problems, conducting
organizational culture interventions,
implementing performance manage-
ment systems, designing and imple-
menting performance appraisal systems,
developing and administering surveys
to assess employee attitudes, and lead-
ing management/executive education
programs. He developed a 360-degree
leadership feedback instrument called
the Performance Management Lead-
ership Survey (PMLS) that is used by
companies throughout the United
States and Europe. The survey is used
to assess an individual’s leadership style
and to coach individuals interested in
developing their leadership skills.
Angelo and his wife, Joyce, have
enjoyed living in the beautiful Arizona
desert for 30 years and are natives of
Cleveland, Ohio. They enjoy traveling,
9/21/11 9:33 AM

golfing, hiking, spoiling Nala, their
golden retriever, and spending time in
the White Mountains.
Mel Fugate is a professor and con-
sultant. He is an associate professor
of Management and Organizations and
Dunlevy Fellow in the Cox School of
Business at Southern Methodist Uni-
versity. He teaches executive, MBA,
and undergraduate courses. Prior
to the Cox School he was a visiting
assistant professor of Organizational
Behavior at Tulane University’s A.B.
Freeman College of Business. He also
has international teaching experience
(e.g., International MBA) at EM Lyon
Graduate School of Management in
Lyon, France. Prior to earning his Ph.D.
in Business Administration and Man-
agement from Arizona State University,
Mel performed consulting services in
marketing and business development
and was a sales representative and
manager in the pharmaceutical indus-
try. He also has a BS in engineering and
business administration from Michigan
State University.
Mel’s primary research inter-
ests involve employee reactions to
kin37209_fm_i-xxx.indd vii
organizational change and transitions
at work. This includes but is not
limited to downsizings, mergers and
acquisitions, restructurings, and plant
closings. He investigates employees’
change-related cognitive appraisals,
emotions, coping efforts, and with-
drawal. Another research stream
involves the development of a disposi-
tional perspective of employability and
its implications for employee careers
and behavior. Current interests also
include the influence of leadership and
organizational culture on performance
and the influence of emotions on
behavior at work. He has published in
and reviewed for a number of premier
management and applied psychol-
ogy journals, such as the Academy
of Management Journal, Academy of
Management Review, Journal of Applied
Psychology, Journal of Occupational
and Organizational Psychology, Journal
of Vocational Behavior, and Personnel
Psychology. He also served on the
editorial boards of Personnel Psychol-
ogy and the Journal of Leadership and
Organizational Studies. Mel’s research
and comments have been featured
in numerous media outlets: The Wall
Confirming Pages
About the Authors vii
Street Journal, The New York Times, Finan-
cial Times, Dallas Morning News, CNN,
Fox, ABC, and NBC.
His consulting work aims to
enhance individual and organizational
performance by utilizing a variety of
practical, research-based tools related
to leadership and management devel-
opment, performance management,
motivation, strategic talent manage-
ment, organizational culture, compen-
sation, and exceptional client service.
Mel’s consulting and research covers
many industries (e.g., legal, energy,
healthcare, information technology,
and financial services). His research
and consulting often overlap in the
area of change management, where he
assists managers in developing, imple-
menting, and evaluating change initia-
tives designed to enhance employee
performance and organizational
competitiveness, including the integra-
tion and realignment of organizational
cultures.
Mel and his wife, Donna, are
both very active and enjoy fitness, trav-
eling, live music, and catering to their
sweet, savage Jack Russell “Terror,”
Scout Dog.
9/20/11 7:33 PM

preface The fifth edition was an important
transition in the life of this textbook.
It represented the end of Bob Kreit-
ner’s role as a coauthor. Bob is a great
friend and a tremendous coauthor
who played a major role in crafting
this book into its present form. We
thank Bob for this contribution. At the
same time, the fifth edition is the start
of Mel Fugate’s tenure as a coauthor.
Mel was chosen to work on this
book because he has a long track
record of excellent performance
across multiple professional roles. He
has published over 20 academic arti-
cles in journals and books, he received
three teaching awards from the Cox
School of Business at Southern Meth-
odist University, and he served on
the review boards for two academic
journals. Mel also brings a fresh new
perspective to the book and he teaches
organizational behavior to both under-
graduate and graduate students. His
enthusiasm and passion for teaching
and researching organizational behav-
ior will surely improve this text for
both students and professors.
In our many years of teaching
organizational behavior, management,
and leadership to undergraduate and
graduate students in various coun-
tries, we never had a student say, “I
want a longer, more expensive text-
book with more chapters.” We got the
viii
kin37209_fm_i-xxx.indd viii
message! Indeed, there is a desire for
shorter and less expensive textbooks
in today’s fast-paced world where
overload and tight budgets are a way
of life. Within the field of organiza-
tional behavior, so-called “essentials”
texts have attempted to satisfy this
need. Too often, however, brevity has
been achieved at the expense of up-
to-date examples, artful layout, and
learning enhancements. We believe
“brief ” does not have to mean short-
changed, outdated, and boring.
New Standard
Kinicki and Fugate’s Organizational
Behavior: Key Concepts, Skills &
Best Practices, fifth edition, repre-
sents a new standard in OB essentials
textbooks. The following guiding
philosophy inspired our quest for this
new standard: “Create a short, up-to-
date, practical, user-friendly, interest-
ing, and engaging introduction to the
field of organizational behavior.” You
therefore will find this book to be a
lean and efficient coverage of topics
recommended by the accreditation
organizations AACSB International
and ACBSP, all conveyed with peda-
gogical features found in full-length
OB textbooks. Among those pedagogi-
cal enhancements are current, real-life
chapter-opening cases, a rich array
Confirming Pages
of contemporary in-text examples, a
strong skills emphasis including Skills
& Best Practices boxes throughout the
text, at least one interactive exercise
integrated into each chapter, a new
back to the chapter-opening case fea-
ture that has students apply the text to
a chapter’s opening case, an appealing
four-color presentation, interesting
captioned photos, instructive chapter
summaries, and chapter-closing Legal/
Ethical Challenge exercises.
Efficient and
Flexible Structure
The 16 chapters in this text are read-
ily adaptable to traditional 15-week
semesters, 10-week terms, various
module formats, summer and inter-
sessions, management development
seminars, and distance learning
programs via the Internet. The book
begins with coverage of important
topics—such as ethics, international
OB, and managing diversity. The
topical flow of the text then moves
from micro (individuals) to macro
(groups, teams, and organizations).
Mixing and matching chapters (and
topics within each chapter) in various
combinations is not only possible but
strongly encouraged to create opti-
mum teaching/learning experiences.
9/20/11 7:33 PM

A Solid Base
of Fresh and
Relevant Source
Material
Wise grocery shoppers gauge the
freshness of essential purchases
such as bread and milk by checking
the “sell by” dates. OB textbooks
similarly need to be checked for
freshness to ensure the reader’s time
is well spent on up-to-date and rel-
evant theory, research, and practical
examples. The fifth edition is filled
with current and relevant examples
from both research and practice per-
spectives. You will find about 339
and 171 chapter endnotes dated 2010
and 2011, respectively, indicating a
thorough updating of this new edi-
tion. Our continuing commitment
to a timely and relevant textbook
is evidenced by the 14 (88%) new
chapter-opening cases. These cases
highlight male and female role
models and large and small public
and private organizations around the
world. Among the diverse array of
organizations featured are Google,
Chrysler, Tata Consultancy, the U.S.
Navy, Facebook, British Petroleum,
and HCL Technologies.
Every chapter contains a host of
recent practical examples that high-
light the application of OB theory
and research. More in-depth exam-
ples are featured in boxed material
labeled Skills & Best Practices. The
fifth edition contains 50 (81%) new
Skills & Best Practices boxes from
timely 2010 and 2011 material.
New and Improved
Coverage
Our readers and reviewers have kindly
told us how much they appreciate our
efforts to keep this textbook up-to-
date and relevant. Toward that end,
you will find the following important
new and significantly improved cov-
erage in the fifth edition:
kin37209_fm_i-xxx.indd ix
Chapter 1
New structure for the chapter. New
material and perspectives on building
social and human capital (Table 1-3).
An expanded and updated section on
on e-business and its implications for
OB and managing people. A new sec-
tion on corporate social responsibility
and ethics includes suggestions on how
to confront unethical behavior at work.
Figure 1-4 provides a new model for
OB and roadmap for the book. A new
chapter-opening case based on Google,
and a new legal/ethical challenge.
Chapter 2
Updated statistics regarding the four
functions of organizational culture at
Southwest Airlines. New organizational
examples to illustrate four types of
organizational culture. New Figure 2-4
that summarizes recent meta-analytic
results regarding the relationship
between organizational culture and
organizational effectiveness. New
examples to illustrate the 11 ways man-
agers can change organizational culture.
New examples to illustrate socialization
techniques and mentoring along with
updated research. New chapter opening
case and legal/ethical challenge.
Chapter 3
New material on global mind-sets.
Updated section on merging societal
and organizational cultures includes
current examples and a “how to”
guide for becoming an “ambicultural
manager.” Updated research related
to Hofstede and GLOBE studies.
Provides new research and recommen-
dations for successful foreign assign-
ments and repatriation. Two new key
terms—emotional and informational
support. Chapter-opening case based
on Tata Consultancy Services and the
legal/ethical challenge are new.
Chapter 4
New coverage of how the “negativ-
ity bias” influences perceptions and
the relationship between perception
Rev.Confirming Pages
Preface ix
and counterproductive work behavior.
Updated research on the impact of
stereotypes and diversity within teams.
New examples to illustrate the funda-
mental attribution bias, self-serving
bias, companies that effectively man-
age diversity, and companies that use
R. Roosevelt Thomas’s generic action
options for managing diversity. Updated
statistics regarding demographic char-
acteristics of the U.S. workforce and a
new Table 4-2 that summarizes genera-
tional differences among employees. A
new hands-on exercise that measures
students’ attitude toward diversity. New
and updated material regarding the
managerial implications of managing
diversity. New chapter-opening case
and legal/ethical challenge. New key
term: implicit cognition
Chapter 5
This chapter is now organized
along a continuum, based on the
degree to which individual differ-
ences are fixed versus flexible:
intelligence, ability, personality,
core self-evaluations, attitudes, and
emotions, respectively. This is illus-
trated in a new Figure 5-1. A new
section is devoted to the concept of
core self-evaluations (comprised of
self-esteem, self-efficacy, locus of
control, and emotional stability).
Updated research on proactive per-
sonality and the use of personality
tests. New research and examples
for attitudes. Research and recom-
mendations related to emotions and
emotional intelligence are revised.
Emotional contagion and emotional
labor material is updated. The new
chapter-opening case focuses on
Mark Zuckerberg of Facebook. A
new legal/ethical challenge.
Chapter 6
A new integrated model of motiva-
tion (Figure 6-1) provides a founda-
tion for understanding the theories
covered in Chapters 6 and 7. A new/
revised section on job design covers
the new approaches of job crafting
9/21/11 9:33 AM

x Preface
and idiosyncratic deals. Table 6-1
outlines approaches for job crafting.
A new major section on employee
engagement discusses the causes and
consequences of engagement and
includes a new hands-on exercise
measuring student engagement. New
section on dual career ladders. New
key terms: job crafting, idiosyncratic
deals, employee engagement, PE fit,
and dual career ladders.
Chapter 7
The latest research on equity theory is
discussed and new examples illustrate
its six key practical applications. The
latest research on expectancy theory is
reviewed and new examples are used
to demonstrate the theory’s applica-
tion. Goal setting research is updated
and new examples document its prac-
tical use. New chapter-opening case
and legal/ethical challenge.
Chapter 8
The most current research and
practical guidance on feedback is
provided, such as “How to Respond
to a Negative Performance Review”
and how to provide “upward feed-
back.” Organizational rewards were
updated to include the concept of
“total rewards.” New research and
guidance are provided for alternatives
to money and promotions. Research
is updated on pay-for-performance
programs. Section on reinforcement
is modified and presented differently.
Figure 8-4 is a new illustration of
reinforcement schedules. Both the
chapter-opening case on Sprint and
the legal/ethical challenge are new.
Chapter 9
Material related to group functions,
development, and roles is updated with
new examples. Latest research on trust
is discussed and includes new recom-
mendations for building it with others.
Section on teamwork competencies
and being a team player is revised
and updated. Team building cover-
age is refreshed with new research
kin37209_fm_i-xxx.indd x
and recommendations. New research
and examples for cross-functional
and virtual teams. A new section on
facilitators of team effectiveness. New
key terms: team adaptive capacity,
team charters, team composition, and
team performance strategies. The new
chapter-opening case uses Geisinger
Health System as an example. Legal/
ethical challenge is new.
Chapter 10
New discussion of the rational model
of decision making, including a new
Figure 10-1, and updated research on
decision making models. New exam-
ples illustrate decision making biases,
and new major section on evidence-
based decision making (EBDM).
The latest research on intuition is
reviewed and new examples demon-
strate its application. New section
regarding the practical application of
creativity. New section discussing a
road-map to ethical decision making,
including a decision tree for making
ethical decisions. Updated research
and examples regarding group deci-
sion-making. New chapter-opening
case and legal/ethical challenge. New
key terms: decision tree, evidence
based decision making (EBDM), and
opportunity.
Chapter 11
The discussion, research, and
examples related to functional v.
dysfunctional conflict are updated.
Research and advice for dealing
with/avoiding conflicts is reviewed.
Particular attention is given to
workplace incivility (e.g., bullying).
Recent research and recommenda-
tions for dealing with intergroup
conflict are provided. A new section
on work-family conflict includes
the most recent research and guid-
ance. Specific guidance is given for
implementing alternative dispute
resolution (ADR). Recent Added-
Value Negotiation (AVN) literature is
reviewed and practical implications
discussed. The new chapter-opening
Confirming Pages
case highlights the role of profes-
sional legal managers in companies.
New legal/ethical challenge. New
key terms: economic value, subjec-
tive value, and work-family conflict.
Chapter 12
A “how to” guide is provided for
communication in job interviews.
New research and examples for
interpersonal (verbal and non-verbal)
communications. A new section
related to gender and generational
communication differences and chal-
lenges includes research and recom-
mendations. A new section focuses
on information communication
technologies (ICT) and their implica-
tions for OB, productivity, managing
teleworkers, and the advantages and
disadvantages associated with social
media at work (e.g., using Facebook
in your professional life). The new
chapter-opening case involves Brian
Dunn, the CEO of Best Buy, and
his experiences and views on social
media. A new legal/ethical challenge
focuses on criticizing coworkers/
managers/employers in social media.
New key term: social media.
Chapter 13
Research and practice are updated
for nine influence tactics. Current
research, examples, and applications
for the five bases of power are dis-
cussed, especially coercive, expert,
and referent. Updated research and
examples on employee empower-
ment. The scope of the organizational
politics discussion is broadened to
more appropriately include both
negative and positive implications.
A new section is included for impres-
sion management with advice on
avoiding and managing bad impres-
sions. New chapter-opening case
involves Raj Gupta, former CEO of
specialty chemical company Rohm &
Hass. Legal/ethical challenge focuses
on the influence of an elite group of
bankers that control the derivatives
markets.
9/20/11 7:33 PM
 Confirming Pages

Preface xi

Chapter 14 Chapter 15 used to illustrate a systems model

New discussion of implicit leadership
theory and a new section discusses
traits possessed by bad leaders. New
summary Table 14-1 of positive traits
associated with leadership emergence
and new sections review the take-
aways of Fiedler’s and House’s mod-
els of leadership. Two new sections
cover the practical application of
situational-based theories. Research
on transformational leadership and
emerging theories was updated, and
new examples were used to illustrate
these theories’ practical applications.
Expanded discussion of the role of
followers, and new chapter-opening
case and legal/ethical challenge are
used. New key term: implicit leader-
ship theory.
New overview of organizational
design and new examples to illustrate
the various forms of design used
by organizations. New examples of
mechanistic and organic organiza-
tions. New examples used to illus-
trate the application of the various
generic effectiveness criteria within
organizations. New chapter-opening
case and legal/ethical challenge. New
key term: organizational design.
Chapter 16
New updated material and examples
of the external forces of change,
including a new section on the social
and political pressures for change.
All new material on the internal
forces of change. New examples
of change as well as Lewin and Kot-
ter’s models of change. Material on
organizational development (OD)
was revamped, including a new
section and Figure 16-2 to explain
how OD is put into practice. New
examples are used to highlight the
11 reasons people resist change. A
completely revised section with new
examples on strategies for overcom-
ing resistance to change was written.
Material on creating a learning orga-
nization is almost totally rewritten
and includes a new Table 16-3 that
outlines the reasons organizations
do not learn from failure, and a new
section on how to learn from suc-
cess. New chapter-opening case.
New key terms: change agent and
resilience to change.

Chapter Ethics Diversity International OB Internet/Social Media Teams/Teamwork

1 18–25, 28–29 5, 8–9, 13, 17 15–16 14–18, 28–29 4, 15–16
2 33–35, 40–44,55 50, 51 39 44, 46,52 33, 35–38, 43–51
3 64, 80 56–57, 59–66 56–68, 71–73, 76, 80 61
4 82, 83, 89, 94, 95, 99, 82, 83, 87, 89, 90, 82, 92 91, 106
109, 111–112 91, 96–110
5 122, 133–134, 143 116–117, 122, 131 120, 124 114–115,
6 149, 167, 170 146, 152–154, 157, 151 146–148, 152, 154, 158,
159 160, 161
7 172, 173, 178, 179, 194 178 177, 178, 178, 182, 189
8 205–206, 212, 217– 202 208 203, 204 203
218, 220–221
9 231, 248–249 226, 230, 231–232, 233, 234, 242 227, 242–244 224–225, 226–227, 231,
242–243, 246 234–238, 239–241,
242–243, 243–247
10 250–253, 261, 262, 265 269, 279, 280 250, 251, 263, 270,
270–273, 282 273–279
11 290, 300–302, 306 284–285, 286 291, 294–295, 300 286 286, 289, 292–294
12 332–333, 336 314–315, 318, 319, 316, 318, 321, 327, 308–309, 311, 325, 331–332
320–321, 324–326, 328, 331 327–334, 336
328
13 338–339, 344–345, 342–345 346–347, 350, 353, 356 350, 360
352–353, 354, 356, 360
14 362–363,366– 382,384 377,378,386 382 362–363, 369, 375, 380,
367,369,381–382,392 386–387, 389
15 416 399–400, 404, 406–407, 404–406 394–395, 402, 406
409–411, 413–414
16 423,444 418–420, 422–423, 421–422, 437 425, 431, 437, 440, 443
432, 434–435

kin37209_fm_i-xxx.indd xi 9/20/11 7:33 PM


xii Preface
Emphasis on Ethics
in the Fifth Edition
We have continued (and updated) two
features from the fourth edition—we
inserted the learning module on ethics into
Chapter 1 to provide upfront coverage of
this important contextual issue. We also
include 11 new legal/ethical challenge
cases (69%) at the end of every chapter—
to set a proper moral tone for managing
people at work. The 16 legal/ethical
challenge cases raise contemporary ethical
issues, ask tough questions, and have
corresponding interpretations on our
Web site at www.mhhe.com/kinickiob5e .
McGraw-Hill
Connect
Management
TM
Less Managing.
More Teaching.
Greater Learning.
McGraw-Hill Connect Management
is an online assignment and assess-
kin37209_ch02_030-055.indd 55
ment solution that connects students
with the tools and resources they’ll
need to achieve success.
McGraw-Hill Connect Manage-
ment helps prepare students for their
future by enabling faster learning,
more efficient studying, and higher
retention of knowledge.
McGraw-Hill Connect
Management Features
Connect Management offers a num-
ber of powerful tools and features to
make managing assignments easier,
so faculty can spend more time
kin37209_fm_i-xxx.indd xii
Confirming Pages
legal/ethical challenge
Credit-Card Issuers Have Cultures That Focus on
Growth by Targeting Financially Strapped People55
FPO
The troubles sound familiar. Borrowers falling behind on
their payments. Defaults rising. Huge swaths of loans sour-
issuer bought by Bank of America in 2005, says her job
was to develop a rapport with credit-card customers and
ing. Investors getting burned. But forget the now-familiar advise them to use more of their available credit.
tales of mortgages gone bad. The next horror for beaten- Colleagues would often gather around her chair when she
down financial firms is the $950 billion worth of outstand- was on the phone with a customer and chant: “Sell, sell.”
ing credit-card debt—much of it toxic. . . . The consumer “It was like Boiler Room,” says Colombo, referring to the
debt bomb is already beginning to spray shrapnel through- 2000 movie about unscrupulous stock brokers. “I knew
out the financial markets, further weakening the U.S. econ- that they would probably be in debt for the rest of their
omy. “The next meltdown will be in credit cards,” says lives.” Unless, of course, they default.
Gregory Larkin, senior analyst at research firm Innovest Assume that you are member of Congress. What would
Strategic Value Advisors. . . . you do in light of the facts in this case?
But some banks and credit-card companies may be
exacerbating their problems. To boost profits and get ahead
1. Create legislation that does not allow credit-card issu-
ers to raise interest rates for those who cannot pay their
of coming regulation, they’re hiking interest rates. But
bills.
that’s making it harder for consumers to keep up. . . . Sure
C l il i h k i i f l lik
teaching. With Connect Manage-
ment students can engage with their
• View scored work immediately
and track individual or group
coursework anytime and anywhere, performance with assignment and
making the learning process more grade reports.
accessible and efficient. Connect • Access an instant view of student
Management offers you the features or class performance relative to
described below. learning objectives.
Online interactives • Collect data and generate reports
required by many accreditation
Online Interactives are engaging
organizations, such as AACSB.
tools that teach students to apply key
concepts in practice. These Interac-
tives provide them with immersive, Smart grading
experiential learning opportunities. When it comes to studying, time
Students will engage in a variety of is precious. Connect Management
interactive scenarios to deepen criti- helps students learn more effi-
cal knowledge on key course topics. ciently by providing feedback and
They receive immediate feedback at
practice material when they need it, 7/8/11 1:31 PM
intermediate steps throughout each where they need it. When it comes
exercise, as well as comprehensive to teaching, your time also is pre-
feedback at the end of the assign- cious. The grading function enables
ment. All Interactives are auto- you to:
matically scored and entered into the
instructor gradebook. • Have assignments scored automat-
ically, giving students immediate
Student progress feedback on their work and side-
tracking by-side comparisons with correct
answers.
Connect Management keeps instruc-
• Access and review each response;
tors informed about how each stu-
dent, section, and class is performing, manually change grades or leave
allowing for more productive use comments for students to review.
of lecture and office hours. The • Reinforce classroom concepts
progress-tracking function enables with practice tests and instant
you to: quizzes.
9/20/11 7:33 PM

Simple assignment
management
With Connect Management creating
assignments is easier than ever, so you
can spend more time teaching and
less time managing. The assignment
management function enables you to:
• Create and deliver assignments eas-
ily with selectable end-of-chapter
questions and test bank items.
• Streamline lesson planning,
student progress reporting, and
assignment grading to make class-
room management more efficient
than ever.
• Go paperless with the eBook and
online submission and grading of
student assignments.
Instructor library
The Connect Management Instructor
Library is your repository for addi-
tional resources to improve student
engagement in and out of class. You
can select and use any asset that
enhances your lecture. The Con-
nect Management Instructor Library
includes:
• Instructor Manual
• PowerPoint files
• TestBank
• Management Asset Gallery
• eBook
Student study center
The Connect Management Student
Study Center is the place for students
to access additional resources. The
Student Study Center
• Offers students quick access
to lectures, practice materials,
eBooks, and more.
• Provides instant practice material
and study questions, easily acces-
sible on the go.
• Gives students access to the Per-
sonalized Learning Plan described
below.
kin37209_fm_i-xxx.indd xiii
Lecture capture via
Tegrity Campus
Increase the attention paid to
lecture discussion by decreasing
the attention paid to note taking.
For an additional charge Lecture
Capture offers new ways for students
to focus on the in-class discussion,
knowing they can revisit important
topics later. See below for further
information
McGraw-Hill
Connect Plus
Management
McGraw-Hill reinvents the textbook
learning experience for the modern
student with Connect Plus Manage-
ment. A seamless integration of an
eBook and Connect Management,
Connect Plus Management provides
all of the Connect Management fea-
tures plus the following:
• An integrated eBook, allowing for
anytime, anywhere access to the
textbook.
• Dynamic links between the prob-
lems or questions you assign to
your students and the location in
the eBook where that problem or
question is covered.
• A powerful search function to pin-
point and connect key concepts in
a snap.
In short, Connect Management
offers you and your students power-
ful tools and features that optimize
your time and energies, enabling you
to focus on course content, teach-
ing, and student learning. Connect
Management also offers a wealth of
content resources for both instructors
and students. This state-of-the-art,
thoroughly tested system supports
you in preparing students for the
world that awaits.
For more information about Con-
nect, go to www.mcgrawhillconnect.
com, or contact your local McGraw-
Hill sales representative.
Confirming Pages
Preface xiii
Tegrity Campus:
Lectures 24/7
Tegrity Campus is a service that
makes class time available 24/7
by automatically capturing every
lecture in a searchable format for
students to review when they study
and complete assignments. With
a simple one-click start-and-stop
process, you capture all computer
screens and corresponding audio.
Students can replay any part of any
class with easy-to-use browser-based
viewing on a PC or Mac.
Educators know that the more
students can see, hear, and experience
class resources, the better they learn.
In fact, studies prove it. With Tegrity
Campus, students quickly recall key
moments by using Tegrity Campus’s
unique search feature. This search
helps students efficiently find what
they need, when they need it, across
an entire semester of class record-
ings. Help turn all your students’
study time into learning moments
immediately supported by your
lecture.
Lecture Capture enables you to
• Record and distribute your lecture
with a click of button.
• Record and index PowerPoint®
presentations and anything shown
on your computer so it is easily
searchable, frame by frame.
• Offer access to lectures anytime
and anywhere by computer, iPod,
or mobile device.
• Increase intent listening and class
participation by easing students’
concerns about note taking. Lec-
ture Capture will make it more
likely you will see students’ faces,
not the tops of their heads.
To learn more about Tegrity
watch a 2-minute Flash demo at
http://tegritycampus.mhhe.com.
9/20/11 7:33 PM

xiv Preface
Assurance of
Learning Ready
Many educational institutions
today are focused on the notion of
assurance of learning, an important
element of some accreditation
standards. Organizational Behavior:
Key Concepts, Skills & Best Practices
is designed specifically to support
your assurance of learning initiatives
with a simple, yet powerful solution.
Each test bank question for Orga-
nizational Behavior: Key Concepts,
Skills & Best Practices maps to a
specific chapter learning outcome/
objective listed in the text. You can use
our test bank software, EZ Test and EZ
Test Online, or in Connect Manage-
ment to easily query for learning out-
comes/objectives that directly relate to
the learning objectives for your course.
You can then use the reporting features
of EZ Test to aggregate student results
in similar fashion, making the collec-
tion and presentation of assurance of
learning data simple and easy.
AACSB Statement
The McGraw-Hill Companies is a
proud corporate member of AACSB
International. Understanding the
importance and value of AACSB
accreditation, Organizational Behav-
ior: Key Concepts, Skills & Best
Practices, 5e recognizes the curricu-
lum guidelines detailed in the AACSB
standards for business accreditation
by connecting selected questions in
the text and/or the test bank to the six
general knowledge and skill guide-
lines in the AACSB standards.
The statements contained in Orga-
nizational Behavior: Key Concepts,
Skills & Best Practices, 5e are pro-
vided only as a guide for the users of
this textbook. The AACSB
kin37209_fm_i-xxx.indd xiv
leaves content coverage and
assessment within the purview of
individual schools, the mission of the
school, and the faculty. While Orga-
nizational Behavior: Key Concepts,
Skills & Best Practices, 5e and the
teaching package make no claim of
any specific AACSB qualification or
evaluation, we have within Organiza-
tional Behavior: Key Concepts, Skills
& Best Practices, 5e labeled selected
questions according to the six general
knowledge and skills areas.
McGraw-Hill
Customer
Care Contact
Information
At McGraw-Hill, we understand that
getting the most from new technology
can be challenging. That’s why our
services don’t stop after you purchase
our products. You can e-mail our
product specialists 24 hours a day to
get product training online. Or you
can search our knowledge bank of fre-
quently asked questions on our support
website. For customer support, call
800-331-5094, e-mail hmsupport@
mcgraw-hill.com, or visit www.mhhe
.com/support. One of our technical
support analysts will be able to assist
you in a timely fashion.
McGraw-Hill
Higher Education
and Blackboard
have teamed up.
What does this
mean for you?
1. Your life, simplified. Now
you and your students can access
Confirming Pages
McGraw-Hill’s Connect and
Create right from within your
Blackboard course—all with one
single sign-on. Say goodbye to
the days of logging in to multiple
applications.
2. Deep integration of content
and tools. Not only do you
get single sign-on with Connect
and Create, you also get deep
integration of McGraw-Hill con-
tent and content engines right
in Blackboard. Whether you’re
choosing a book for your course
or building Connect assignments,
all the tools you need are right
where you want them—inside of
Blackboard.
3. Seamless gradebooks. Are you
tired of keeping multiple grade-
books and manually synchroniz-
ing grades into Blackboard?
We thought so. When a student
completes an integrated Connect
assignment, the grade for that
assignment automatically (and
instantly) feeds your Blackboard
grade center.
4. A solution for everyone.
Whether your institution is already
using Blackboard or you just want
to try Blackboard on your own,
we have a solution for you.
McGraw-Hill and Blackboard
can now offer you easy access to
industry leading technology and
content, whether your campus
hosts it, or we do. Be sure to
ask your local McGraw-Hill
representative for details.
9/20/11 7:33 PM
 Confirming Pages

features
Active Learning
Key Concepts, Skills & Best Practices
We have a love and passion for teaching organizational behavior in the classroom and via textbooks
because it deals with the intriguing realities of working in modern organizations. Puzzling questions,
insight, and surprises hide around every corner. Seeking use-
ful insights about how and why people behave as they do in
“Students relate to this textbook…
the workplace is a provocative, interesting and oftentimes fun they thank me for choosing this
activity. After all, to know more about organizational behavior book; they say it’s a book they will
is to know more about ourselves and life in general. We have hold onto for future use!”
designed this text to facilitate active learning by relying on the —Kathleen M Foldvary, Harper College
following tools throughout every chapter of the text:

Engage Students with Current,

Relevant Cases “Excellent. These cases really
Brief real-world cases open every chapter with timely, rel- seem to set the tone with relevant
evant situations providing that needed hook to get students and interesting situations.”
engaged into the chapter materials. The text’s Instructor’s —Tom Myers, Champlain College
Manual also features interpretations for each case.

Skills and Practice

This text presents clear application of the theory presented throughout its carefully crafted narrative.
Additionally, the boxed feature “Skills & Best Practices” delivers additional readings and practical
application items that are designed
to sharpen users’ skills by either rec-
ommending how to apply a concept,
theory, or model, or by giving an
exemplary corporate application.
“Yes, it exceeds my expectations
in this regard. Excellent job of
linking concepts to practical
application (a clear distinguishing
factor of this text).”
—Karen S. Markel,
Ph.D. SPHR
Oakland University
SKILLS & BEST PRACTICES
S
SK
Really?! I Decide How Many Hours I Work?
This title suggests employees have a choice. But most employers around the world tell employees when
and how much they will work rather than ask. The Netherlands, however, provides an interesting alterna-
tive. Not only do 3 out of 4 Dutch women work part time, but many men work only four days a week. For
example, Remco Vermaire is 37 and is the youngest partner at his law firm. His clients expect him to be
available any minute of the day or night—but only the four days a week that he works. When he is “off the
clock” they do not expect him to be available.This is in part because many of his clients work similarly flex-
ible schedules. Moreover, 14 of the 33 attorneys at his firm work part time. This evidence suggests that the
Dutch have particular norms related to work schedules. And as you learned in Chapter 2 norms are mani-
festations of a culture’s underlying values.
The Dutch have managed to effectively blend traditional and modern values. While laws kept women
out of the workplace for much of the 1900s, legislation in 2000 allowed all employees (men and women) to
determine the number of hours they work. Employers can object if they have a compelling reason, but most
challenges are not granted. Today most female-dominated jobs (e.g., nursing and education) are staffed via
job sharing between two or more part-time employees. Of course, reduced schedules result in reduced
income. The Dutch do not provide full-time pay for part-time work. Nevertheless, many working age peo-
ple with and without kids would gladly trade money for more free time. A third of Dutch men either work
part-time or squeezes a full-time job into four days. More generally, 25% of workers in the Netherlands
have reduced hours compared to only ten percent across the rest of Europe and the U.S.
While flexible schedules typically have been used to accommodate female employees, both in the
Netherlands and elsewhere, Dutch companies now widely use flextime to attract and retain both male and

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 Confirming Pages

Personalize and Expand Key HANDS-ON EXERCISE

H

Concepts Have You Been Adequately Socialized?

INSTRUCTIONS: Complete the following survey items by considering either your current job or one
Sixteen hands-on self-assessment exercises you held in the past. If you have never worked, identify a friend who is working and ask that individual to
complete the questionnaire for his or her organization. Read each item and circle your response by using
the rating scale shown below. Compute your total score by adding up your responses and compare it to
encourage active and thoughtful interaction the scoring norms.

rather than passive reading, and personalize the Strongly

Disagree Disagree Neutral Agree
Strongly
Agree

study experience for students while they evalu- 1. I have been through a set of
training experiences that are
specifically designed to give
ate their own skills, abilities, and interests in a newcomers a thorough
knowledge of job-related skills. 1 2 3 4 5
2. This organization puts all
variety of areas. newcomers through the same set
of learning experiences. 1 2 3 4 5
3. I did not perform any of my
normal job responsibilities until I
was thoroughly familiar with
“Love these! They are one of the best departmental procedures and
work methods. 1 2 3 4 5
elements of the K&K text. Students 4. There is a clear pattern in the way
one role leads to another, or one
job assignment leads to another,
like them as well, and they like in this organization. 1 2 3 4 5
5. I can predict my future career
discussing their results.” path in this organization by
observing other people’s
experiences. 1 2 3 4 5
—Mary Ellen Segraves, National-Louis University 6. Almost all of my colleagues have
been supportive of me personally. 1 2 3 4 5
7. My colleagues have gone out of
their way to help me adjust to this
organization. 1 2 3 4 5
8 I i d h id f

Ways of Building Your Human and Social Capital TABLE 1–2

Types of Human Capital

1. Training
Examples and Purposes
Software certification to gain
Effective Illustrations
knowledge and skills to improve

2. Work-based development
opportunities
3. Learning activities outside of work
4. Career planning
performance in current job
Job rotation (Chapter 6), shadowing,
Over 90% of the 32 instructors who reviewed
and cross-functional project teams
(Chapter 9) to build your knowledge
and your relationships
this text rated the tables and graphs as above
Fluency gained in a second language
to increase opportunities within and
outside of current employment
average to excellent in terms of their effec-
Opportunities identified inside or
outside of your current place of
employment and assess your strengths
tiveness to convey key concepts.
kin37209_ch02_030-055.indd 49 7/8/11 1:31 PM

and weaknesses
Types of Social Capital Examples and Purposes
1. Internal Mentoring relationship to provide
guidance and opportunities (see
Chapter 2)
Membership in company softball team
to build relationships outside of your
“Excellent use of tables and graphs.
2. External
work area
Conference attendance to meet The graphs tend to be multi-dimensional
people at other companies and learn
of other job opportunities
Join local, industry specific
(shadowing) and not boring, but very
organizations to identify new
customer (business development) The Four Layers of Diversity FIGURE 4–3 clear in the conveyance of important
data. The cartoons were very funny
Functional level/
classification
and appropriate…”
Geographic —Tom Myers, Champlain College
location
Work
Management l dimension Income content/
status Marital erna s*
status Int field
Age

Race Gender Personal

Parental habits
status
Personality
Union Division/
Recreational department/
affiliation Appearance
Ethnicity
Sexual
orientation
habits unit/
group
“Wow! These are very well done;
Work Physical
ability Religion
make for excellent slides and
experience
kin37209_ch01_001-029.indd 11 7/8/11 1:25 PM overall chapter discussions.”
Educational
background
Work
location
Seniority —Kathleen M Foldvary, Harper College

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 Confirming Pages

Imaginative Writing Style for Better Readability

“Very readable. Upbeat tone. A somewhat ‘interactive

style’ (use of in-text questions to the reader).” “I think that the readability of
this book is excellent. Some of
—Mary Ellen Segraves, National-Louis University the examples are very rich,
which gives the theory more
grounding in reality.”
“Among the most readable texts on the market.” —Daniel Morrell,
—Joseph C. Rode, Miami (OH) University Middle Tennessee State University

Up-to-Date Real-World Examples

Nothing brings material to life better than rich in-text examples featuring real companies, people, and
situations. This text delivers the most current and pertinent examples of any text on the market today.

Contemporary Ethical Issues

Legal/Ethical Challenges at the end of every chapter raise contemporary issues, ask tough questions,
and have corresponding interpretations in the Instructor’s Manual.

“These were very good. Brief yet meaty.”

“Thoughtfully engaged students
in a more comprehensive —Daniel Morrell, Middle Tennessee State University
dialogue of the issues than my text
currently does surrounding
ethical dilemmas.”
“Loved all of the situations in the
—Karen S. Markel, chapters I reviewed.”
Ph.D. SPHR
Oakland University —Janice S. Gates, Western Illinois University

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 Confirming Pages

supplements
Instructor & Student
Organizational Behavior 5e gives you all the support material
you need for an enriched classroom experience.

Instructor’s Resource Guide

The Instructor’s Manual is a creative guide to understanding organizational behavior. It has
been completely updated in order to save instructors time and support them in delivering
the most effective course for their students. Each chapter includes a chapter summary, lec-
ture outline, solution to the opening case, video resources, and much more. Each element
will assist the instructor and students in maximizing the ideas, issues, concepts, and impor-
tant organizational behavior approaches included in each chapter. We’d like to thank Mindy
West of Arizona State University for helping us update our Instructor’s Guide.

Computerized Test Bank

We’ve aligned our test bank with new AACSB guidelines,
tagging each question according to its knowledge and
skills areas. Categories include Communication, Ethics,
Analytic, Technology, Diversity, and Reflective Thinking.
Previous designations aligning questions with learning
objectives, boxes, and features still exist as well, with over
1,200 questions from which to choose.

PowerPoint
A newly developed PowerPoint presentation created by Brad
Cox of Midlands Tech allows for new functionality and
variety in the classroom. With the inclusion of video usage
suggestions and links to additional information, instructors
have the availability to tailor their presentations to their class
needs.

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McGraw-Hill’s Expanded Management Asset Gallery

McGraw-Hill/Irwin Management is excited to now provide a one-stop shop for our wealth of
assets, making it quick and easy for instructors to locate specific materials to enhance their
courses.

All of the following can be accessed within the Management Asset Gallery:

Manager’s Hot Seat

This interactive, video-based application puts students in the
manager’s hot seat, builds critical thinking and decision-making
skills, and allows students to apply concepts to real manage-
rial challenges. Students watch as 15 real managers apply their
years of experience when confronting unscripted issues such as
bullying in the workplace, cyber loafing, globalization, inter-
generational work conflicts, workplace violence, and leadership
versus management.
Self-Assessment Gallery Unique among publisher-
provided self-assessments, our 23 self-assessments give stu-
dents background information to ensure that they understand
the purpose of the assessment. Students test their values,

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 Confirming Pages

beliefs, skills, and interests in a wide variety of areas, allowing them to personally apply
chapter content to their own lives and careers.
Every self-assessment is supported with PowerPoints and an instructor manual in the Man-
agement Asset Gallery, making it easy for the instructor to create an engaging classroom dis-
cussion surrounding the assessments.
Test Your Knowledge To help reinforce students’ understanding of key management
concepts, Test Your Knowledge activities give students a review of the conceptual materials
followed by application-based questions to work through. Students can choose practice mode,
which gives them detailed feedback after each question, or test mode, which provides feedback
after the entire test has been completed. Every Test Your Knowledge activity is supported by
instructor notes in the Management Asset Gallery to make it easy for the instructor to create
engaging classroom discussions surrounding the materials that students have completed.
Management History Timeline This Web application allows instructors to present and
students to learn the history of management in an engaging and interactive way. Management
history is presented along an intuitive timeline that can be traveled through sequentially or by
selected decade. With the click of a mouse, students learn the important dates, see the people
who influenced the field, and understand the general management theories that have molded
and shaped management as we know it today.
Video Library DVD McGraw-Hill/Irwin offers the most comprehensive video support for
the organizational behavior classroom through course library video DVDs. This discipline has
library volume DVDs tailored to integrate and visually reinforce chapter concepts. The library
volume DVD contains more than 40 clips! The rich video material, organized by topic, comes
from sources such as PBS, NBC, BBC, SHRM, and McGraw-Hill. Video cases and video
guides are provided for some clips.
Destination CEO Videos
Video clips featuring CEOs on a variety of topics. Accompanying each clip are multiple-choice
questions and discussion questions to use in the classroom or assign as a quiz.

Online Learning Center (OLC)

www.mhhe.com/kinickiob5e
Find a variety of online teaching and learning tools that are designed
to reinforce and build on the text content. Students will have direct
access to the learning tools while instructor materials are password
protected.

eBook Options
eBooks are an innovative way for students to save money
and to “go green.” McGraw-Hill’s eBooks are typically 40%
off the bookstore price. Students have the choice between an
online and a downloadable CourseSmart eBook.
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 Confirming Pages

Through CourseSmart, students have the flexibility to access an exact replica of their
textbook from any computer that has Internet service, without plug-ins or special software,
via the online version, or to create a library of books on their hard drive via the downloadable
version. Access to the CourseSmart eBooks lasts for one year.
Features CourseSmart eBooks allow students to highlight, take notes, organize notes, and
share the notes with other CourseSmart users. Students can also search for terms across all
eBooks in their purchased CourseSmart library. CourseSmart eBooks can be printed (five
pages at a time).
More info and purchase Please visit www.coursesmart.com for more information and to
purchase access to our eBooks. CourseSmart allows students to try one chapter of the eBook,
free of charge, before purchase.

Create
Craft your teaching resources to match the way you teach! With
McGraw-Hill Create, www.mcgrawhillcreate.com, you can easily rearrange chapters, combine
material from other content sources, and quickly upload content you have written, like your
course syllabus or teaching notes. Find the content you need in Create by searching through
thousands of leading McGraw-Hill textbooks. Arrange your book to fit your teaching style.
Create even allows you to personalize your book’s appearance by selecting the cover and adding
your name, school, and course information. Order a Create book and you’ll receive a compli-
mentary print review copy in three to five business days or a complimentary electronic review
copy (eComp) via e-mail in about one hour. Go to www.mcgrawhillcreate.com today and regis-
ter. Experience how McGraw-Hill Create empowers you to teach your students your way.

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 Rev.Confirming Pages

Grateful Emilio Bruna

University of Texas at El Paso
Lucy Ford
Rutgers University
Appreciation Mark Butler Thomas Gainey
San Diego State University State University of West Georgia
Our sincere thanks and gratitude go Holly Buttner Janice S. Gates
to our editor, Mike Ablassmier, and University of North Carolina– Western Illinois University
his first-rate team at McGraw-Hill/ Greensboro
Jacqueline Gilbert
Irwin who encouraged and facilitated John Byrne Middle Tennessee State University
our pursuit of “something better.” Key St. Ambrose University
contributors include Kelly Pekelder, Leonard Glick
Diane Caggiano
Developmental Editor; Anke Weekes, Northeastern University
Fitchburg State College
Marketing Manager; and Dana Pauley, Debi Griggs
Dave Carmichel
Senior Project Manager. We would Bellevue Community College
Oklahoma City University
also like to thank Mindy West of Ari- Barbara Hassell
zona State University for her work on Xiao-Ping Chen
University of Washington IUPUI–Indianapolis
the Instructor’s Guide, Brad Cox of
Jack Chirch Hoyt Hayes
Midlands Tech for developing the Pow-
Hampton University Columbia College–Columbia
erPoint presentation slides , and Floyd
Ormsbee of Clarkson University for his Bongsoon Cho Kim Hester
work on Connect. SUNY-Buffalo Arkansas State University
A special thank you also goes out Savannah Clay Chad Higgins
to those colleagues who gave their Central Piedmont Community College University of Washington
comments and suggestions over the Ray Coye Kristin Holmberg-Wright
years to help us create all five edi- DePaul University University of Wisconsin–Parkside
tions. They are: Denise Daniels Kristine Hoover
Seattle Pacific University Bowling Green State University
Abe Bakhsheshy
Timothy Dunne
University of Utah David Jalajas
University of Missouri
Jodi Barnes–Nelson Long Island University
Trudy F. Dunson
NC State-Raleigh Andrew Johnson
Gwinett Technical College
Joy Benson Bellevue Community College
W. Gibb Dyer, Jr.
University of Illinois–Springfield Brigham Young University C. Douglas Johnson
Stephen C. Betts Georgia Gwinett College
Dr. Jodie L. Ferise
William Paterson University University of Indianapolis School Raymond Jones
James Bishop of Business University of Pittsburgh
New Mexico State University Mark Fichman Dong Jung
Linda Boozer Carnegie Mellon University San Diego State University
Suny AG & Tech College–Morrisville Kathleen M. Foldvary Jordan Kaplan
Susan M. Bosco, Ph. D. Harper College Long Island University
Roger Williams University Gabelli David A. Foote John Keeling
School of Business Middle Tennessee State University Old Dominion University

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 Rev.Confirming Pages

Claire Killian Joy Oguntebi Kostas Voustsas

University of Wisconsin– Rochester Institute of Technology Dickinson State University
River Falls Regina Oneil Teresa A. Wagner
Howard J. Klein Suffolk University Miami University
The Ohio State University Joseph Petrick Andrew Ward
Bobbie Knoblauch Wright State University Emory University
Witchita State University Dave Phillips
John Washbush
Todd Korol Purdue University–Westville
University of Wisconsin
Associate Professor Monroe Christine Probett
John Watt
Community College San Diego State University
University of Central Arkansas
Arlene S. Kreinik, Ph. D Amy Randel
Western Connecticut State University Wake Forest University Judith U. Weisinger, Ph.D.
New Mexico State University
Frances Kubicek Clint Relyea
Kalamazoo Valley Community Arkansas State University Ken Weidner
College Patricia Rice St. Josephs University
Gerald Levy Finger Lakes Community College Scott Williams
Franklin Career Institute Joseph C. Rode Wright State University
Karen S. Markel Miami (OH) University Lynn Wilson
Oakland University Janet Romaine Saint Leo University
Tom McDermott St. Anselm College
Pittsburgh Technical Institute Mary Ellen Seagraves Finally, we would like to thank our
Dr. Lisa D. McNary National-Louis University wives, Joyce and Donna. Their
North Carolina State University Paula Silva love, support, and experience are
(College of Management) University of New Mexico instrumental to everything we do.
They lift our tired spirits when
Edward Miles Randi Sims
needed and encourage and coach us
Georgia State University Nova University
at every turn.
Leann Mischel Peggy Takahashi This project has been a fun
Susquehanna University University of San Francisco challenge from start to finish.
Linda Morable Jennie Carter Thomas Not only did we enjoy reading
Richland College Belmont University and learning more about the latest
Dan Morrell Susan C. Thompson developments within the field
Middle Tennessee Champlain College of organizational behavior, but
State University Tyra Townsend completion of this edition has
Tom Myers University of Pittsburgh deepened our friendship. We hope
Champlain College you enjoy this textbook. Best wishes
Brian Usilaner
for success and happiness!
Jay Nathan University of Maryland-University
St. John’s University College
Angelo & Mel
Arlene J. Nicholas, Ph. D. Matthew Valle
Salve Regina University Elon University

xxiii

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 Rev.Confirming Pages

brief contents
Part One Chapter Six Chapter Twelve
Motivation I: Needs, Job Design, Communicating in the Digital
Managing People and Satisfaction 144 Age 308
Within the External Chapter Seven Chapter Thirteen
and Organizational Motivation II: Equity, Expectancy, Influence, Power, and Politics: An
and Goal Setting 172 Organizational Survival Kit 338
Context 1
Chapter One Chapter Eight
Needed: People-Centered Improving Performance with Part Four
Managers and Workplaces 2 Feedback, Rewards, and Positive
Reinforcement 196 Managing for
Chapter Two
Organizational
Organizational Culture,
Socialization, and Mentoring 30 Effectiveness 361
Part Three
Chapter Three Chapter Fourteen
Developing Global Managers 56
Managing Group Leadership 362
Level Factors Chapter Fifteen
and Social Designing Effective
Part Two Organizations 394
Processes 223
Managing Chapter Sixteen
Chapter Nine
Individual Level Effective Groups and Teams 224 Managing Change and
Organizational Learning 418
Factors 81 Chapter Ten
Chapter Four Making Decisions 250 Endnotes 446
Understanding Social Perception Photo Credits 472
Chapter Eleven
and Managing Diversity 82
Managing Conflict and Glossary/Subject Index 474
Chapter Five Negotiating 284 Name and Company Index 483
Appreciating Individual Differences:
Intelligence, Ability, Personality,
Core Self-Evaluations, Attitudes,
and Emotions 114

xxiv

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 Rev.Confirming Pages

contents Part One Chapter Summary 27

Discussion Questions 28
Managing People Within the Legal/Ethical Challenge 28
External and Organizational Chapter Two
Context 1 Organizational Culture, Socialization, and
Mentoring 30
Chapter One
Organizational Culture: Definition and Context 32
Needed: People-Centered Managers and
Dynamics of Organizational Culture 33
Workplaces 2
Layers of Organizational Culture 33
The Field of Organizational Behavior: Past and Present 5 SKILLS & BEST PRACTICES: Williams-
The Human Relations Movement 5 Sonoma’s Espoused Values Focus on Employees,
The Contingency Approach to Management 7 Customers, Shareholders, Ethical Behavior, and the
New Directions in OB 8 Environment 34
The Age of Human and Social Capital 8 Four Functions of Organizational Culture 35
The Emerging Area of Positive Organizational Behavior 11 Types of Organizational Culture 37
SKILLS & BEST PRACTICES: Separating the Best from SKILLS & BEST PRACTICES: 3M Attempts to
the Rest 12 Reconcile Adhocracy and Hierarchy Cultures 40
E-Business and Implications for OB and Managing People 14 Outcomes Associated with Organizational Culture 41
SKILLS & BEST PRACTICES: Collaborating The Process of Culture Change 42
for a Cure 17 SKILLS & BEST PRACTICES: Zappos Works Hard to
The Ethics Challenge 18 Recruit and Select People Who Fit Its Culture 45
A Model of Global Corporate Social Responsibility and Ethics 19 The Organizational Socialization Process 45
An Erosion of Morality? 20 A Three-Phase Model of Organizational Socialization 45
General Moral Principles 22 Practical Application of Socialization Research 47
SKILLS & BEST PRACTICES: Confronting HANDS-ON EXERCISE: Have You Been Adequately
Questionable Conduct at Work 23 Socialized? 49
How to Improve the Organization’s Ethical Climate 23 Embedding Organizational Culture through Mentoring 50
A Personal Call to Action 24 Functions of Mentoring 51
Learning about OB: Research, Road Map, and Model 25 Developmental Networks Underlying Mentoring 51
Five Sources of OB Research Insights 25 Personal and Organizational Implications 52
A Road Map and Model for Understanding and Managing OB 26 SKILLS & BEST PRACTICES: Building an Effective
Key Terms 27 Mentoring Network 53

xxv

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 Rev.Confirming Pages

xxvi Contents

Key Terms 53 Causal Attributions 92

Chapter Summary 54
Discussion Questions 54
Legal/Ethical Challenge 55
Chapter Three
Developing Global Managers 56
Developing a Global Mind-Set 59
A Model of Societal and Organizational Cultures 59
SKILLS & BEST PRACTICES: Really?! I Decide How
Many Hours I Work? 60
Ethnocentrism: Removing a Cultural Roadblock in the Global
Economy 62
Becoming a Global Manager 62
HANDS-ON EXERCISE: How Strong Is Your Potential
for Ethnocentrism? 63
Becoming Cross-Culturally Competent 63
SKILLS & BEST PRACTICES: The Ambicultural
Manager of the 21st Century 64
Cultural Paradoxes Require Cultural Intelligence 64
Nine Basic Cultural Dimensions from the GLOBE Project
GLOBE and the Hofstede Study 66
Individualism versus Collectivism: A Closer Look 68
High-Context and Low-Context Cultures 69
Cultural Perceptions of Time 70
Leadership Lessons from the GLOBE Project 71
Preparing for a Foreign Assignment 72
A Poor Track Record for Expatriates 73
Avoiding OB Trouble Spots in the Foreign Assignment Cycle 73
SKILLS & BEST PRACTICES: Key Cross-Cultural
Competencies 75
Key Terms 78
Chapter Summary 79
Discussion Questions 79
Legal/Ethical Challenge 80
Part Two
Managing Individual Level
Factors 81
Chapter Four
Understanding Social Perception and Managing
Diversity 82
A Social Information Processing Model of Perception 84
Stage 1: Selective Attention/Comprehension 85
Stage 2: Encoding and Simplification 86
SKILLS & BEST PRACTICES: Nutrisystem and
Unilever Use Everyday People Instead of Celebrities
in Their Ads 89
Stage 3: Storage and Retention 89
Stage 4: Retrieval and Response 90
Managerial Implications 90
Kelley’s Model of Attribution 92
Attributional Tendencies 94
SKILLS & BEST PRACTICES: Increase Personal Success
through Planning and Accurate Attributions 95
Defining and Managing Diversity 96
Layers of Diversity 96
HANDS-ON EXERCISE: What Is Your Attitude
Toward Diversity? 98
Affirmative Action and Managing Diversity 99
Increasing Diversity in the Workforce 100
SKILLS & BEST PRACTICES: Sodexo Ranked as Best
Company for Managing Diversity 101
SKILLS & BEST PRACTICES: CVS Caremark
Implements Programs to Retain and Transfer
Knowledge of Older Employees 103
Organizational Practices Used to Effectively Manage Diversity 106
Barriers and Challenges to Managing Diversity 106
R Roosevelt Thomas Jr’s Generic Action Options 108
SKILLS & BEST PRACTICES: UnitedHealthcare
65 Fosters Mutual Adaptation 109
Key Terms 110
Chapter Summary 110
Discussion Questions 111
Legal/Ethical Challenge 111
Chapter Five
Appreciating Individual Differences: Intelligence,
Ability, Personality, Core Self-Evaluations,
Attitudes, and Emotions 114
A Model for Studying Individual Differences 116
Intelligence and Cognitive Abilities 117
Key Mental Abilities 117
Practical Implications 118
Personality Dynamics 119
The Big Five Personality Dimensions 119
Proactive Personality 120
HANDS-ON EXERCISE: Your Own Big Five
Profile 121
Research and Managerial Implications 122
Core Self-Evaluations 123
Self-Esteem 124
Self-Efficacy (“I Can Do That.”) 125
SKILLS & BEST PRACTICES: Investments in Self-
Efficacy Training = Investments in Success 126
Locus of Control: Self or Environment? 128
SKILLS & BEST PRACTICES: Thomas Mathes Fights
the Financial Crisis with Service and Style 129
Emotional Stability 130
The Whole Is Greater Than the Sum of the Parts: CSEs, Its
Component Traits, and Outcomes 130
SKILLS & BEST PRACTICES: A Female Wall Street
Financial Chief Avoids the Pitfall That Stymied
Others 131

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Attitudes 132
The Nature of Attitudes 133
When Attitudes and Reality Collide: Cognitive
Dissonance 133
How Stable are Attitudes? 134
Attitudes Affect Behavior via Intentions 134
Determinants of Intention 135
Intentions and Behavior Research—Lessons and
Implications 136
OB Gets Emotional 137
Positive and Negative Emotions 137
Developing Emotional Intelligence 138
SKILLS & BEST PRACTICES: Developing Emotional
Intelligence 139
Practical Research Insights about Emotional Contagion and
Emotional Labor 140
Key Terms 141
Chapter Summary 142
Discussion Questions 142
Legal/Ethical Challenge 143
Chapter Six
Motivation I: Needs, Job Design, and
Satisfaction 144
The Fundamentals of Employee Motivation 146
An Integrated Model of Motivation 146
Need Theories of Motivation 147
SKILLS & BEST PRACTICES: High-Achievement
Needs Can Lead to Negative Outcomes 149
Motivating Employees through Job Design 150
Top-Down Approaches 150
Bottom-Up Approaches 154
Idiosyncratic Deals (I-Deals) 155
Cultivating Employee Engagement 156
SKILLS & BEST PRACTICES: RSM McGladrey
Encourages I-Deals 157
What Contributes to Employee Engagement?
HANDS-ON EXERCISE: Are You Engaged in Your
Studies? 158
What Are the Consequences of Employee Engagement?
SKILLS & BEST PRACTICES: UnitedHealth Group
Focuses on Improving Employee Engagement 160
Practical Takeaways 160
Job Satisfaction 161
The Causes of Job Satisfaction 161
Major Correlates and Consequences of Job Satisfaction
SKILLS & BEST PRACTICES: Steps for Implementing a
Dual Career Ladder 166
Counterproductive Work Behavior 167
Mistreatment of Others 167
Violence at Work 167
Causes and Prevention of CWBs 168
Key Terms 168
Chapter Summary 169
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Contents xxvii
Discussion Questions 169
Legal/Ethical Challenge 170
Chapter Seven
Motivation II: Equity, Expectancy, and Goal
Setting 172
Adams’s Equity Theory of Motivation 174
The Individual–Organization Exchange Relationship 174
Negative and Positive Inequity 175
Dynamics of Perceived Inequity 175
SKILLS & BEST PRACTICES: Feelings of Consumer
Inequity Can Go Viral 177
Expanding the Concept of Equity: Organizational Justice 177
Practical Lessons from Equity Theory 178
Expectancy Theory of Motivation 179
HANDS-ON EXERCISE: Measuring Perceived Fair
Interpersonal Treatment 180
Vroom’s Expectancy Theory 180
Research on Expectancy Theory and Managerial
Implications 182
SKILLS & BEST PRACTICES: GM’s Incentive System Is
Consistent with Expectancy Theory 184
Motivation through Goal Setting 185
Goals: Definition and Background 185
How Does Goal Setting Work? 185
Insights from Goal-Setting Research 186
SKILLS & BEST PRACTICES: Chris Liddell Executed
Detailed Plans to Complete GM’s IPO 187
Practical Application of Goal Setting 188
Putting Motivational Theories to Work 191
SKILLS & BEST PRACTICES: AIG Implements New
Motivation System 192
Key Terms 193
Chapter Summary 193
Discussion Questions 194
157 Legal/Ethical Challenge 194
Chapter Eight
159 Improving Performance with Feedback,
Rewards, and Positive Reinforcement 196
Providing Effective Feedback 198
Two Functions of Feedback 200
Three Sources of Feedback: Others, Task, and Self 200
HANDS-ON EXERCISE: Measuring Your Desire for
163 Performance Feedback 201
The Recipient’s Perception of Feedback 201
Behavioral Outcomes of Feedback 202
Upward and 360-Degree Feedback 202
SKILLS & BEST PRACTICES: Responding to a Bad
Performance Review 203
SKILLS & BEST PRACTICES: How Can I Know if You
Don’t Tell Me? 205
Feedback Do’s and Don’ts 206
9/28/11 10:34 AM

xxviii Contents
Organizational Reward Systems 206
Types of Rewards 207
Distribution Criteria 209
Desired Outcomes 209
SKILLS & BEST PRACTICES: Making Pay for
Performance Work 210
Pay for Performance 210
Why Rewards Often Fail to Motivate 211
SKILLS & BEST PRACTICES: Best Practices for
Recognition and Rewards 212
Principles of Reinforcement 212
Thorndike’s Law of Effect 213
Skinner’s Operant Conditioning Model 213
Contingent Consequences 213
Schedules of Reinforcement 215
Shaping Behavior with Positive Reinforcement
Key Terms 219
Chapter Summary 219
Discussion Questions 220
Legal/Ethical Challenge 220
Part Three
Managing Group Level Factors
and Social Processes 223
Chapter Nine
Effective Groups and Teams 224
Fundamentals of Group Behavior 226
Formal and Informal Groups 227
Functions of Formal Groups 227
The Group Development Process 228
SKILLS & BEST PRACTICES: Tragedy Halted
Development . . . Or Was It an Accelerator? 230
Group Member Roles 231
Norms 233
Teams, Trust, and Teamwork 234
A Team Is More Than Just a Group 235
SKILLS & BEST PRACTICES: Eight Characteristics of
Effective Team Players 236
Developing Teamwork Competencies and Being a Team Player 236
Team Building 236
Trust: A Key Ingredient of Teamwork 238
Self-Managed Teams 239
SKILLS & BEST PRACTICES: Reina’s Seven-Step
Model for Rebuilding Trust 240
HANDS-ON EXERCISE: How Autonomous Is Your
Work Group? 241
Virtual Teams 242
Threats and Facilitators of Group and Team Effectiveness 243
SKILLS & BEST PRACTICES: Tips for Effectively
Managing Virtual Teams and Meetings 244
Threats to Effectiveness 244
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Rev.Confirming Pages
SKILLS & BEST PRACTICES: How to Prevent
Groupthink 245
Facilitators of Effectiveness 246
Key Terms 247
Chapter Summary 247
Discussion Questions 248
Legal/Ethical Challenge 248
Chapter Ten
Making Decisions 250
Models of Decision Making 252
The Rational Model 252
SKILLS & BEST PRACTICES: Reed Hastings Seizes
Opportunities to Grow Netflix 254
Nonrational Models of Decision Making 255
218 Integrating Rational and Nonrational Models 256
Decision-Making Biases 257
SKILLS & BEST PRACTICES: Overconfidence Bias
Partly to Blame for Oil Rig Disaster 259
Evidence-Based Decision Making 260
A Model of Evidence-Based Decision Making (EBDM) 260
Seven Implementation Principles 261
SKILLS & BEST PRACTICES: A Retailer Experiments
with Discount Promotions 262
Why Is It Hard to be Evidence-Based? 263
Dynamics of Decision Making 263
General Decision-Making Styles 263
Intuition in Decision Making 265
HANDS-ON EXERCISE: What Is Your Decision-
Making Style? 266
Creativity 269
Road Map to Ethical Decision Making: A Decision Tree 270
SKILLS & BEST PRACTICES: Martha Beck’s “Kitchen
Sink” Technique Increases Creativity 271
Group Decision Making 273
Group Involvement in Decision Making 273
HANDS-ON EXERCISE: Assessing Participation in
Group Decision Making 274
Advantages and Disadvantages of Group Decision
Making 275
SKILLS & BEST PRACTICES: John Mackey, CEO of
Whole Foods Market, Believes in Consensual Decision
Making 276
Group Problem-Solving Techniques 277
Key Terms 280
Chapter Summary 280
Discussion Questions 282
Legal/Ethical Challenge 282
Chapter Eleven
Managing Conflict and Negotiating 284
A Modern View of Conflict 286
A Conflict Continuum 286
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 Rev.Confirming Pages

Contents xxix

Functional versus Dysfunctional Conflict 287 ICT and Productivity 327

Antecedents of Conflict 287 Managing Teleworkers 328
Why People Avoid Conflict 288 SKILLS & BEST PRACTICES: Optimize versus
SKILLS & BEST PRACTICES: Avoiding Conflict is Like Maximize Your Time 329
Ignoring Cancer—It Grows! 289 Social Media at Work—Pros and Cons 331
Desired Outcomes of Conflict 289 SKILLS & BEST PRACTICES: Using Facebook in Your
Major Forms of Conflict 290 Professional Life 334
Personality Conflicts 290 Key Terms 334
HANDS-ON EXERCISE: Workplace Incivility: Are You Chapter Summary 334
Part of the Problem? 291 Discussion Questions 335
Intergroup Conflict 292 Legal/Ethical Challenge 336
SKILLS & BEST PRACTICES: How to Deal with
Personality Conflicts 293
Chapter Thirteen
Cross-Cultural Conflict: Why it Happens and How to Influence, Power, and Politics: An
Overcome It 294 Organizational Survival Kit 338
SKILLS & BEST PRACTICES: How to Build Influencing and Persuading Others 340
Cross-Cultural Relationships 295 Nine Generic Influence Tactics 340
Work–Family Conflict 295 Three Influence Outcomes 341
Managing Conflict 296 Practical Research Insights 342
Programming Functional Conflict 296 How to Do a Better Job of Influencing and Persuading Others 342
Alternative Styles for Handling Dysfunctional Conflict 298 SKILLS & BEST PRACTICES: Increasing Your
Third-Party Interventions: Alternative Dispute Influence 343
Resolution 300
Social Power and Empowerment 344
SKILLS & BEST PRACTICES: Implementing ADR at Five Bases of Power 344
Your Company 301
HANDS-ON EXERCISE: How Much Power Do You
Negotiating 302 Have? 346
Two Basic Types of Negotiation 302 Practical Lessons from Research 346
Added-Value Negotiation 303
SKILLS & BEST PRACTICES: From Teammate to
Recent Research Findings and Implications 303 Manager: Taking Charge 347
SKILLS & BEST PRACTICES: Negotiating Your Employee Empowerment 347
Salary 304 Participative Management 348
Key Terms 305 Empowering Leadership 350
Chapter Summary 305 Making Empowerment Work 350
Discussion Questions 306 Organizational Politics and Impression Management 351
Legal/Ethical Dilemma 306 Definition and Domain of Organizational Politics 351
Impression Management 354
Chapter Twelve Keeping Organizational Politics in Check 357
Communicating in the Digital Age 308 SKILLS & BEST PRACTICES: Make Politics Work for
Basic Dimensions of the Communication Process 310 You 358
A Perceptual Process Model of Communication 310 Key Terms 358
Barriers to Effective Communication 312 Chapter Summary 359
SKILLS & BEST PRACTICES: Communication Counts Discussion Questions 359
in Landing a Job 313 Legal/Ethical Challenge 360
Interpersonal Communication 316
HANDS-ON EXERCISE: What Is Your Business
Etiquette? 317 Part Four
Assertiveness, Aggressiveness, and Nonassertiveness 319
Sources of Nonverbal Communication 320 Managing for Organizational
Active Listening 321 Effectiveness 361
SKILLS & BEST PRACTICES: Advice to Improve
Nonverbal Communication Skills 322 Chapter Fourteen
Gender, Generations, and Communication 324 Leadership 362
Information Communication Technology and OB 327 What Does Leadership Involve? 364

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xxx Contents

Trait and Behavioral Theories of Leadership 365 HANDS-ON EXERCISE: Mechanistic or Organic? 408
Trait Theory 365 Getting the Right Fit 409
Behavioral Styles Theory 368 Striving for Organizational Effectiveness 411
SKILLS & BEST PRACTICES: Peter Drucker’s Tips for Generic Effectiveness Criteria 411
Improving Leadership Effectiveness 369 Mixing Effectiveness Criteria: Practical Guidelines 414
Situational Theories 370 Key Terms 415
Fiedler’s Contingency Model 370 Chapter Summary 415
Path–Goal Theory 372 Discussion Questions 416
SKILLS & BEST PRACTICES: Cascade Engineering Legal/Ethical Challenge 416
Uses the Principles of Path-Goal Theory to Help People
Transition from Welfare to a Career 375 Chapter Sixteen
Applying Situational Theories 375 Managing Change and Organizational
Caveat When Applying Situational Theories 377 Learning 418
The Full-range Model of Leadership: From Laissez-faire to Forces of Change 420
Transformational Leadership 377
External Forces 420
How Does Transformational Leadership Transform
Followers? 379 SKILLS & BEST PRACTICES: Telepresence Enhances
Collaboration and Reduces Travel by Linking People
SKILLS & BEST PRACTICES: Barriers to an Ethical around the Globe 422
Work Environment 381
Internal Forces 423
Research and Managerial Implications 381
Models of Planned Change 424
Additional Perspectives on Leadership 383
Lewin’s Change Model 424
The Leader–Member Exchange Model of Leadership 383
SKILLS & BEST PRACTICES: Application of Lewin’s
Shared Leadership 384
Model: Creating Customer Focus within a Call
HANDS-ON EXERCISE: Assessing Your Center 425
Leader–Member Exchange 385 A Systems Model of Change 426
Servant-Leadership 386 Kotter’s Eight Steps for Leading Organizational Change 429
The Role of Followers in the Leadership Process 388 Creating Change through Organization Development 429
SKILLS & BEST PRACTICES: Nancy Lublin Believes Understanding and Managing Resistance to Change 433
That Her Followers Make Her Successful 389 Why People Resist Change in the Workplace 433
Key Terms 391 Alternative Strategies for Overcoming Resistance to
Chapter Summary 391 Change 435
Discussion Questions 392 HANDS-ON EXERCISE: Does Your Commitment to a
Legal/Ethical Dilemma 392 Change Initiative Predict Your Behavioral Support for
the Change? 436
Chapter Fifteen
SKILLS & BEST PRACTICES: Hospitals Work to
Designing Effective Organizations 394 Overcome Docs’ Resistance to Using PCs 437
Organizations: Definition and Dimensions 396 Creating a Learning Organization 439
What Is an Organization? 396 Learning from Success 439
Organization Charts 397 SKILLS & BEST PRACTICES: Admiral Thad Allen
An Open-System Perspective of Organizations 398 Changed Mental Models When Dealing with the
SKILLS & BEST PRACTICES: Managing a Wide Aftermath of Hurricane Katrina 440
Span 399 Learning from Failure 440
Organization Design in a Changing World 400 Leadership Is the Foundation of a Learning Organization 441
Traditional Designs 401 Key Terms 443
Focus on Collaboration: Horizontal Design 402 Chapter Summary 443
Designs That Open Boundaries between Organizations 403 Discussion Questions 444
SKILLS & BEST PRACTICES: Virtual Structures Are Legal/Ethical Challenge 444
Being Used by Entrepreneurs 405
The Contingency Approach to Designing Organizations 405 Endnotes 446
Mechanistic versus Organic Organizations 406 Photo Credits 472
SKILLS & BEST PRACTICES: Has Toyota Become Too Glossary/Subject Index 474
Mechanistic? 407 Name and Company Index 483

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 Confirming Pages

part 1
Managing People
Within the External and
Organizational Context
1 Needed: People-Centered Managers and Workplaces

2 Organizational Culture, Socialization,

and Mentoring
EXTERNAL CONTEXT
3 Developing Global Managers
ORGANIZATIONAL CONTEXT

EXTERNAL CONTEXT

ORGANIZATIONAL CONTEXT

Understanding
and managing
Individual Level
Factors

Y O U Understanding and
Performance at
Three Levels
Current Work-Related managing 1. Individual
Beliefs, Attitudes, and Group Level 2. Group
Experiences Factors 3. Organization

Understanding
and managing
Organization
Level Factors

kin37209_ch01_001-029.indd 1 02/09/11 1:07 PM

 Confirming Pages

chapter 1

Needed: People-Centered
Managers and Workplaces
After reading the material in this chapter, you should be able to:

LEARNING OBJECTIVES
LO1.1 Contrast McGregor’s Theory X and Theory Y assumptions about employees.
LO1.2 Contrast human and social capital and describe three ways you can develop
each.
LO1.3 Explain the impact of the positive psychology movement on the field of
organizational behavior (OB).
LO1.4 Define the term e-business, and explain its implications for organizational behavior
and managing people.
LO1.5 Describe the four levels of corporate social responsibility.
LO1.6 Explain at least three ways to improve an organization’s ethical climate.

Why are Employees Leaving Google?

What can Management do about It?
While many organizations recite a
common mantra—“Our employees
are our most valuable asset”—
relatively few align their policies
and practices with this statement.
Nevertheless, employees are indeed
the most valuable assets of many
knowledge-based companies, whose
value resides in the experience, skills,
and abilities of their employees.
Google, one of the hottest companies
and most admired employers on the
planet, is acutely aware of this fact.
Google’s talent (i.e., its employees) is
largely responsible for the company’s
tremendous success to date and will
largely determine the company’s future
success. It is no wonder then that
many other companies are competing
very intensely for Google’s talent to
drive their own growth and success.
“Google is fighting off Facebook
and other fast-growing Internet
companies that are approaching
its staff, a reversal for a company
that has long been one of Silicon
Valley’s hottest job destinations
. . . Competition for experienced
engineers . . . is especially strong as
Web startups ramp up their hiring and
poach from established companies
like Google. Facebook and other
startups have a recruiting tool that
Google can no longer claim: They
are private companies that haven’t
yet gone public, and they can

kin37209_ch01_001-029.indd 2 02/09/11 1:08 PM


lure workers with pre-IPO stock.
Recruiters say Facebook and others
also pay competitively, with average
annual salaries for engineers typically
starting at $120,000.
“‘There’s a huge shortage of
engineers,’ said Valerie Fredrickson,
a recruiter in Silicon Valley. She said
a recent client of hers who received
a masters in engineering this spring
from Stanford University got caught
in a bidding war between Google,
Facebook, and others. He got hired
with a $125,000 salary, and is now
being offered $175,000 by the
companies that lost out initially.
Facebook today (in late 2010) has
about 1700 employees, up from
1000 a year ago. Twitter now has
300 employees, up from 99 a
year ago. LinkedIn said it started
the year with 450 employees and
expects to end the year with 900.
‘It definitely is a little easier for us
right now, compared to a lot of
companies’ to recruit, said Colleen
McCreary, the chief people officer
of online gaming company Zynga
Game Network. The San Francisco
company said it began the year
with 500 employees and now has
1250, including hires from large firms
like Google and Microsoft.
“Much of the most recent hiring
battles have centered on Facebook
and Google. According to data from
LinkedIn, 137 Facebook employees
previously worked at Google. Among
Google’s recent departures to
Facebook: Lars Rasmussen, cofounder
kin37209_ch01_001-029.indd 3
of Google Maps. Google Chrome
architect Matthew Papakipos, Android
senior product manager Eric Tseng,
and top Google ad executive David
Fischer also decamped to Facebook
earlier this year.
“To help attract new recruits
and preempt defections, Google’s
then-Chief Executive Officer Eric
Schmidt wrote in an all hands e-mail,
‘We want to continue to attract the
best people to Google.’ To be sure,
Google is also on a hiring spree and
increased its work force by 19%,
or 3600 people, over the past year.
To acquire some high-profile talent,
Google has ramped up acquisitions
of startups such as social app maker
Slide Inc. And while Facebook is a
huge draw now, it too has become
too large for some employees who
have left to start other projects.
“Hiring wars aren’t uncommon
in Silicon Valley, with mature tech
companies long battling with
Confirming Pages
up-and-coming startups for workers.
A few years ago, Google was snaring
workers from Yahoo, Microsoft and
others. Now, as Google’s growth has
slowed it is finding the tables have
turned.‘Google isn’t a hot place to
work’ and has ‘become the safe place to
work,’ said Robert Green, who recruits
engineers for startups such as Facebook.
“Google and Facebook’s recruiting
battles come as the two companies
increasingly appear to be moving
onto each other’s turf. Among other
things, Mr. Schmidt has spoken about
adding social networking elements
to Google’s services. In recent days,
the companies have engaged in a
public war of words over data sharing
practices. Google has complained
that Facebook is engaging in ‘data
protectionism’ by not allowing its
users to export their friends’ e-mail
addresses to other websites, including
Google’s.”1
02/09/11 1:08 PM
Another random document with
no related content on Scribd:
 Paroni hymyili ja siveli viiksiään. »Mikä päähänpisto! Kuolet!
Rakas lapsi, sitä en usko! Sinä elät — sanan täydessä
merkityksessä. Et voi sille mitään. Elinvoima virtaa suonissasi. Sinä
olet niitä naisia, joita on ollut jokaisella vuosisadalla ja joka maassa,
niitä, jotka eivät tiedä mistään esteistä, vaan kulkevat riemukulussa
maailman läpi. Semmoiset naiset taivuttavat kaikki edessään. Ei
mikään masenna heidän tahtoaan eikä saa sitä heikontumaan…
Roma, jos — jos luonnoton laki ei sitoisi minua — jos olisin
vapaa…»

Paronin kirjuri keskeytti hänet avaamalla oven.

»Antaa heidän odottaa», sanoi paroni kärsimättömästi.

»Se on Nazzareno, teidän ylhäisyytenne», sanoi kirjuri.

»Ah, antaa hänen tulla», sanoi paroni. »Muistathan Nazzarenon,

Roma?
Hän on taloni hoitaja Albanossa.»

Vanhanpuoleinen mies, jolla oli ruskettuneet kasvot ja tuuheat

kulmakarvat, astui huoneeseen tuoden mukanaan ketojen ja
laitumien tuoksun.

»Astu sisään, Nazzareno! Ethän ole unohtanut Donna Romaa.

Muistatko, kun istutit ruusupensaan hänen ensimmäisenä
syntymäpäivänään Roomassa? Se on kai suuri puu nyt?»

»Niin on, teidän ylhäisyytenne», vastasi mies kumartaen ja

myhäillen.
»Ja se on melkein yhtä täydessä kukassa kuin neiti itsekin.»

»Ja mitä kuuluu Albanoon?»

 Mies kertoi pitkän jutun maanviljelysparannuksista — koivujen
istutuksesta mäenrinteille ja eucalyptuspuiden istuttamisesta
laaksoihin, aitauksesta, ojituksesta ja kylvöstä.

»Entä… entä paronitar?» kysyi paroni katsahtaen muutamiin

papereihin.

»Ah, hänen armonsa on huonompi», sanoi vanha mies. »Hoitaja ja

tohtori arvelivat, että on paras kertoa teille suoraan, ja siitä syystä
minä tulinkin tänne.»

»Niinkö?» Paperit kahisivat paronin kädessä, kun hän järjesteli

niitä.

Mies kertoi toisen pitkän jutun. Hänen armonsa oli heikompi ja

väliin
aivan raivoisa. Ja miten muuttunut! Eilen tuskin saattoi tuntea häntä.
Nyt oli vain kysymys päivistä, ja kaikki palvelijat lukivat rukouksia
Maria Magdalenalle.

»Syö päivällistä alakerrassa ennenkuin palaat, Nazzareno», sanoi

paroni. »Ja kun tapaat tohtorin tänä iltana, voit sanoa, että koetan
tulla siellä käymään tällä viikolla, jos voin. Hyvästi!»

Roman sääli paronia kohtaan oli hävinnyt. Tuo mies oli hänelle
äärettömän vastenmielinen. Hänen liikutuksensa oli ollut vain oman
itsensä sääliä, jota itsekkäimmätkin olennot voivat tuntea.
Vastenmielisyys kiihtyi inhoksi Romassa, kun paroni heti oven
sulkeuduttua rupesi puhumaan hänelle hellästi.

»Katsos tätä, armas. Se on hänen majesteetiltaan.»

 Roma ei katsonut kirjeeseen, jonka paroni työnsi hänen eteensä,
mutta paroni kertoi sen sisällyksen. Siinä hänelle tarjottiin
Annunziata-ritarimerkki, korkein italialainen kunniamerkki, joka antoi
hänelle kuninkaan serkun arvon.

Roma ei voinut hillitä itseään enää. »Kuulkaa, mitä minä nyt sanon
teille», sanoi hän, »jotta ymmärtäisitte, kuinka turhaa on puhua
minulle tuohon tapaan.»

Paroni katsoi häneen hymyillen myöntävästi.

»Minä olen naimisissa Davido Rossin kanssa», sanoi Roma.

»Se on mahdotonta. Siihen ei ollut aikaa.»

»Meidät vihittiin kirkollisesti seurakunnan kirkossa samana

aamuna, jona Rossi lähti Roomasta.»

Hymy muuttui ivalliseksi.

»Miksi hän siis jätti sinut tänne? Jos hän piti semmoista
avioliittona, miksi hän ei vienyt sinua mukanaan? Mutta ehkä hänellä
oli omat syynsä, ja ehkäpä tuon vankiraukan syytökset eivät
olleetkaan aivan kokonaan tuulesta temmattuja.»

»Se oli virallinen valhe, pelkurimainen valhe, jos tahdotte sen

tietää», sanoi Roma, ja hänen silmänsä säkenöivät vihaa.

»Oliko? Ehkä. Mutta minä olen juuri kuullut jotakin muuta Davido
Rossista, joka on epäilemättä totta. Olen kuullut Pariisin prefektiltä,
että hän valmistaa salaliittoa, jonka tarkoituksena on kuninkaan
surmaaminen.»
 Pelon ilme, jota ei voinut peittää, levisi Roman kasvoille.

»Olen kuullut vielä enemmän ja vielä kummallisemman seikan,

että nimittäin paavi tietää jotakin tuosta liitosta.»

Roma tunsi kauhua ja hän kysyi soinnuttomalla äänellä. »Kuinka?

Mitä paavi on kertonut teille?»

»Ainoastaan sen, että kapina on odotettavissa. Hän näkyy

saaneen tietonsa joltakin naiselta… Kukahan se lienee?»

Roma tiesi, että hänen kasvonsa osoittivat pelkoa. Kun hän ennätti
ovelle, ojensi paroni hymyillen hänelle kätensä.

»Etkö tahdo antaa kättäsi minulle, Roma?» kysyi hän.

»Mitä se hyödyttäisi?» vastasi Roma. »Kun ihmiset lyövät kättä,

merkitsee se sitä, että he toivovat hyvää toisilleen. Te ette toivo
hyvää minulle. Te koetatte houkutella minua pettämään mieheni…
Mutta ennemmin kuolen», huudahti Roma ja kääntyi pois, silmät
täynnä kyyneliä.

Kun Roma oli mennyt, kirjoitti paroni kirjeen paaville.

»Teidän pyhyytenne! — Onnellinen sattuma, josta

kamariherranne kai on kertonut, on tehnyt Hänen Majesteettinsa
hallitukselle mahdolliseksi itse saada selville, mistä lähteestä
Teidän Pyhyytenne ammensi ne tiedot, joitten alkuperän Teidän
Pyhyytenne hienotunteisesti tahtoi peittää. Samaan aikaan Hänen
Majesteettinsa hallitus on virallista tietä saanut selville,
minkälaatuinen tuo salaliitto on, josta Teidän Pyhyytenne niin
isänmaallisesti varoitti. Tuolla salaliitolla ei ole sen vähempi
tarkoitus kuin kuninkaan surmaaminen, mutta koska on hyvin
tärkeätä saada selville yksityiskohtaisesti nuo kurjat aikeet meidän
jaloa hallitsijaamme vastaan, pyytää Hänen Majesteettinsa hallitus,
että soisitte pääministerille kunnian tulla tapaamaan Teidän
Pyhyyttänne yleistä turvallisuutta koskevassa asiassa. Toivon
saavani kuulla, koska Teidän Pyhyydellenne soveltuu, ja luottaen
siihen, että Teidän Pyhyytenne ei tee tyhjäksi niiden toiveita, jotka
vieläkin uneksivat näkevänsä kirkon ja valtion sovussa keskenään,
pysyn aina syvimmällä kunnioituksella Teidän Pyhyytenne
uskollisena poikana ja palvelijana.

Bonelli.»
X.

Roma meni kotiinsa epävarmuuden vallassa. Hänen päänsä tuntui

raskaalta aivan kuin ilman ollessa täynnä sähköä, ennen
ukkosilmaa. Hän ei voinut epäillä paavia, mutta hän pelkäsi
olosuhteita, joita ei kukaan voi hallita. Ja kaiken tuon takana oli kuin
väijyvä synkkä, öinen varjo — hän pelkäsi salassa itseään!

Astuttuaan makuuhuoneeseen hän istui heti ikkunoiden välissä

olevan pöydän ääreen ja kirjoitti hermostuneella kädellä kirjeen
Rossille.

»Rakkaani, Kirjeesi saapui minulle eilisiltana, ja vaikka en voi nyt

kirjoittaa kunnollista vastausta siihen, täytyy minun kumminkin
lähettää muutamia rivejä puolipäivän postissa, sillä minulla on
sanottavana pari kolme tärkeätä asiaa.

Ensimmäinen on, että kirjoitin sinulle hyvin tärkeän kirjeen

Lontooseen kaksitoista päivää sitten ja huomaan, että sinä et ole
sitä vielä saanut Sen sisällys oli hyvin vakavaa ja salaista laatua, ja
minä kuolisin, jos kenenkään muun kuin sinun silmäsi sen
näkisivät. Älä siis viivyttele hetkeäkään, vaan pyydä, että tuo kirje
lähetetään sinulle Pariisiin. Kirjoita Lontooseen ensi postissa, ja
kun saat kirjeen, sähkötä minulle siitä. »Saanut» riittää, mutta jos
voit liittää myöskin jonkun pienen sanan, joka ilmaisee tunteesi
kirjeen luettuasi — »anteeksianto» esimerkiksi — silloin olisin
onnesta vallan mieletön.

Sitten minun täytyy puhua kirjeistäsi. Tiedät, että ne ovat minulle

kalliimmat kuin sydänvereni eikä niissä ole riviäkään, jonka vuoksi
en uhraisi kuninkaankin kruunua. Mutta ne ovat niin täynnä
omituisia lauseita ja viittauksia vaarallisiin hankkeisiin, että pelkään
sinun puolestasi. Sinä olet niin hyvä, kun kerrot minulle aikeistasi ja
toimistasi, ja minä olen niin ylpeä Euroopan tunnetuimman miehen
luottamuksesta ja rakkaudesta, että sydämeeni koskee, kun minun
täytyy pyytää, ettet enää kerro minulle valtiollisista aikeistasi. Mutta
minun täytyy se tehdä. Ajatteles miten kävisi, jos poliisi panisi
toimeen kotitarkastuksen täällä. Ja ajattelepas mikä kamala ase
olisi vihollistesi kädessä, jos he saisivat tietää, kuinka paljon minä
tiedän, ja koettaisivat kiusata minua keinoin, joita en jaksaisi
vastustaa! Tietysti se on mahdotonta! Ennemmin kuolen! Mutta
kumminkin…

Viimeinen asiani, rakkaani…»

Siinä hänen kynänsä seisahtui. Kuinka hän sanoisi tämän

sanottavansa? Davido Rossi oli todellakin vaarassa —
kaksinkertaisessa vaarassa. Häntä uhkasi sekä sisällinen että
ulkonainen vaara. Hänen viimeinen kirjeensä osoitti selvään, että
hän oli sekaantunut hankkeeseen, jota hänen vastustajansa
sanoisivat salaliitoksi. Ajatellessaan mitä Rossi oli kirjoittanut
kuninkaanmurhan puolustukseksi Roma näki salaliiton jättiläisvarjon
kiihoittuneen mielikuvituksensa silmillä. Hän muisti isäänsä, joka
tuomittiin elinkautiseen maanpakolaisuuteen ja yksinäiseen
kuolemaan, ja hän kysyi itseltään eikö aina käy niin, että parannusta
puuhaava puolue parantaa oman aikakautensa, mutta joutuu
samalla itse osittain tuon saman aikakauden talutettavaksi.

Jos hän vain saisi Rossin vedetyksi pois seuroista, jotka aina
tuoksuivat vallankumoukselta! Jos hän saisi Rossin takaisin
Roomaan ennenkuin hän oli liian paljon sekaantunut noiden
vehkeilijöiden toimiin! Mutta kuinka Roma voisi sen aikaansaada?
Olisi turhaa sanoa Rossille, että hän oli syöksymäisillään suinpäin
domicilio coattoa kohti. Hänen täytyi keksiä jotakin. Äkkiä valo välähti
hänen aivoissaan, hänen silmänsä kiilsivät, ja hän alkoi taas
kirjoittaa:

»Viimeinen asiani, rakas, on se, että alan käydä

mustasukkaiseksi! Se on aivan totta. En tiedä kenelle olen
mustasukkainen, mutta minä olen kumminkin, ja se tekee koko
elämäni raskaaksi. Tiedän, että rakastat minua, mutta siitä
huolimatta en voi unohtaa, että alituiseen tapaat naisia, jotka tietysti
ihailevat ja rakastavat sinua. Minä vapisen ajatellessani, että ehkä
olet onnellinen heidän parissaan. Toivon kyllä, että olet onnellinen,
mutta minusta tuntuu aivan kuin petokselta, jos olet onnellinen
ilman minua. Kuinka epäjohdonmukaista rakkaus on! Mutta siellä,
missä rakkaus on kuninkaana, siellä on aina mustasukkaisuus
pääministerinä. Etkö sinäkin voisi olla hiukan mustasukkainen?
Tiedän kyllä, että sielusi on liian suuri tunteakseen tuommoista.
Kumminkin se olisi minusta äärettömän suloista. Joka tapauksessa
sinun täytyy sääliä minua ja poistaaksesi mustasukkaisuuteni sinun
täytyy palata tänne heti…»

Kynä seisahtui taas. Tuo keino oli liian typerä, liian selvä, ja Rossi
huomaisi heti kaikki. Roma repi rikki sen lehden.
 »Viimeinen asiani, armas, on, että pelkään sinun kokonaan
unohtavan minut työssäsi. Ajatellessasi eurooppalaista
vallankumoustasi sinä unohdat sen vallankumouksen, jonka jo olet
aikaansaanut tässä pienessä sydänparassa. Tietysti rakastan
loistavaa mainettasi enemmän kuin itseäni, mutta kumminkin
pelkään, että se vie sinut pois minulta ja että loppujen lopuksi
joudut kokonaan ulkopuolelle minun näköpiiriäni. Miksi en antanut
sinulle valokuvaani pantavaksi kellonkuoreesi, kun läksit pois? Älä
anna tämän hulluuteni suututtaa sinua, armas. Nainen on sellainen
hupakko, eikö niin? Mutta jos tahdot säästää minulta paljon
kärsimyksiä, kiiruhda ajoissa takaisin…»

Roma heitti pois kynän ja puhkesi itkuun. Eikö hän ollut luvannut
Rossille, että kävipä kuinka tahansa, ei hänen rakkautensa koskaan
saisi olla miehen esteenä? Kesken kyyneliä outo tykytys hänen
rinnassaan muistutti hänelle muuta, ja hän tarttui taas kynään.

»Viimeinen asiani, rakas, on että olen sairas ja kaipaan sinua

äärettömästi. Terveyteni on huonontunut huonontumistaan siitä asti
kun läksit Roomasta. Ehkä siihen on osittain syynä kaikenlaiset
huolet, mutta olen varma, että pääsyynä on sinun poissaolosi ja
ettei mikään lääkäri voi määrätä minulle lääkettä, joka olisi yhtä
hyvää kuin sinun käsiesi puristus. Tule siis takaisin ja tuo minulle
terveys ja onni! Tule, sitä pyydän. Anna toisten tehdä työsi siellä
ulkomailla. Tule heti, ennenkuin asiat ovat kehittyneet liian pitkälle,
tule, tule, tule!»

Hän epäröi ja aikoi jatkaa: »Minä en ole hyvin sairas…» tai: »Älä
tule, jos se tuottaa vaaraa sinulle itsellesi…» tai: »En koskaan antaisi
anteeksi itselleni, jos…» Mutta hän tukahdutti huolensa, sulki
kirjekuoren ja lähetti garibaldilaisen viemään sitä postiin.
 Sitten hän kokosi kaikki Davido Rossin kirjeet, teki tulen uuniin ja
istuutui sen eteen polttamaan niitä. Oli välttämätöntä polttaa kaikki,
mitä saattoi käyttää todistuksena Rossia vastaan, jos täällä
toimitettaisiin kotitarkastus. Yksitellen hän heitti kirjeet uuniin ja luki
osia niistä. Muutamat lauseet tuntuivat hänestä kuin tulikirjaimilla
kirjoitetuilta. »Ystäväsi on varmaan tosi nainen… olit oikeassa
ollessasi hellä hänelle…» »Luen yhtä ja toista rivien välistä…»
»Koetatko teeskennellä onnea ylläpitääksesi minun rohkeuttani?…»
»Sinä olet taas hymyilevä ja tuleva onnelliseksi… Olen taas kuuleva
hopeanheleän naurusi, kuten tuona ihanana päivänä
Campagnalla…» »Se todistaa kuinka oikein arvostelin sielusi
siveellistä ylevyyttä ja kultaista sydäntäsi.»

Kirjeiden palaessa Romaa pyörrytti. Hänestä tuntui melkein kuin

hän olisi tehnyt itsemurhan.

Vanha Francesca tuli sisään kattamaan pöytää. Hän oli ollut

kuuntelemassa messua. »Olin Magdalenan kirkossa», sanoi hän.
»Menen aina sinne pääsiäismaanantaina kuulemaan tuota kaunista
kertomusta Mariasta ja Magdalenasta ja hyvästä voiteesta.
Tiedättekö miksi, signorina? Siksi, että olin mieletön kerran, ja
Magdalena pelasti minut.»

Vähän aikaa heidän avioliittonsa jälkeen hänen miehensä oli

mennyt sotaan. Oli syntynyt poika, iso, komea poika. Hän,
Francesca, oli yksin ja köyhä eikä ollut syönyt muuta kuin
granturcoa. Lapsi oli levoton, kun äidillä ei ollut tarpeeksi ravintoa
sille, sillä hän oli niin heikko.

»Eräänä päivänä kuulin niin kovaa huminaa päässäni, etten voinut

ollenkaan kuulla mitä minulle puhuttiin. Sitten poliisi tuli ja riisti pojan
pois rinnaltani sanoen, että tahdoin tappaa sen, vaikka rakastin sitä
enemmän kuin elämää. He veivät minut Santo Spiriton
hulluinhuoneeseen, mutta minä rukoilin Magdalenaa ja hän antoi
minulle takaisin poikani. Ah, Magdalena on hyvä naisille, joiden pää
ei ole selvä, siitä syystä että Hän» (osoittaen Kristuskuvaa) »oli hyvä
hänelle, kun hänessä oli seitsemän perkelettä. Pyhä Magdalena!
Santo Gesul» sanoi kuuro, vanha vaimo, ja mennen marmoripatsaan
luo hän polvistui sen eteen ja suuteli sitä.
XI.

Paavi oli alkanut päivänsä jakamalla sakramenttia maallikkojäsenille

ympäristössään, mutta kello kahdeksan hän oli kirjastossaan
aamuvastaanotossaan kamariherrojen, monsignorien ja lähettiläiden
ympäröimänä. Ensin tuli kardinaaliprefekti ilmoittamaan
seurakuntansa toimista. Sitten tuli Espanjan lähettiläs kertomaan,
kuinka uskonnollisia seuroja masennetaan. Vihdoin tuli majordomo
ilmoittamaan julkisten juhlamenojen ohjelmasta, jotka paavi oli
määrännyt pidettäviksi piinatorstaina.

Vaikka majordomo oli puettu kirkolliseen purppuraan, muistutti hän

aivan tanssimestaria. Hän luki yksitellen ohjelman numerot, ja paavi,
joka istui nojatuolissa pää painuneena, leikki hajamielisenä valkoisen
vyönsä kultatupsuilla ja lausui tuontuostakin »Bene» (oikein).

»Teidän pyhyytenne toivon mukaan», sanoi majordomo, »tulee

paavillisten juhlamenojen piinatorstaina olla julkisia».

»Bene!» sanoi paavi.

»Paavillinen jumalanpalvelus, joka tavallisesti on pidetty

Sistinessa ja Gregorius XVI:n aikana Kvirinaalissa, on tänä vuonna
pidettävä Pietarin kirkossa ja sen tulee olla avoinna kaikille tulijoille.»
 »Bene!»

»Teidän pyhyytenne lukee siunauksen messun loputtua joko sedia

gestatore'sta suuren alttarin edessä ja kansan keskellä, kuten
Gregorius paavilla oli tapana, tai loggiasta tuomiokirkon puolella.»

»Määrätään, että se tapahtuu edellisessä paikassa.»

»Lavanda toimitetaan kello neljä iltapäivällä Pietarin kirkossa, ja

kaikilla on vapaa pääsy sinne.»

»Bene!»

»Paavillinen hovi pitää vahtia 'haudan' ympärillä, ja kello yhdeksän

teidän pyhyytenne astuu huoneistostaan sinne ylimyskaartin ja
sveitsiläisen kaartin kantaessa tulisoihtuja.»

»Bene!»

»Sitten teidän pyhyytenne lepää tunnin verran sakaristossa,

kunnes tulee Tenebroe'n aika.»

»Pyhän Pietarinko sakaristossa?»

»Niin, teidän pyhyytenne.»

»Puoli kymmenen ja puoli yhdentoista välillä?»

»Aivan niin. Tenebroe alkaa kello kymmenen, kuten vanhoina

aikoina, ja jos teidän pyhyytenne tahtoo olla läsnä valtaistuimella, on
teidän pyhyytenne puettu punaiseen viittaan ja hiippaan, mutta jos
teidän pyhyytenne ei tahdo näyttäytyä julkisesti, vetäydytte
yksityislehterille.»
 »Bene!»

Pienen majordomon kasvot loistivat ilosta hänen jatkaessaan

lukuaan ja ajatellessaan tuota tulevaa komeutta, mutta paavi näytti
väsyneeltä, ja »Bene» kaikui hitaasti ja hiljaa.

Kello oli nyt kymmenen, ja Cortis, paavin kamaripalvelija, toi

tavallisen keittolautasen paaville. Sitten saapui iso, ylpeännäköinen,
tumma-ihoinen mies puettuna punareunaiseen purppuraviittaan ja
punaiseen hattuun. Se oli kardinaali-valtiosihteeri.

»Mitä uutisia, teidän kunnianarvoisuutenne?» kysyi paavi.

»Hallitus», sanoi kardinaalisihteeri, »on juuri julaissut tiedonannon,

jossa ilmoitetaan riemujuhlan vietosta kuninkaan
valtaistuimellenousun muistoksi. Se on alkava ensi maanantaina
suurin juhlin ja huvituksin.»

»Riemujuhla tällaiseen aikaan! Mitä kamalaa kansan kärsimysten

pilkkaamista! Kuinka monta nais- ja lapsiparkaa saa kärsiä nälkää,
ennenkuin tuo kuninkaallinen irstas juhla on maksettu! Jumala
olkoon kanssamme! Tuollainen vääryys ja hirmuvalta lempeyden ja
armon saatanallisessa valepuvussa melkein riittää selittämään
Rossin kaltaisten miesten opit… Onko muita uutisia?»

»On. Rossi on nyt Pariisissa läheisessä yhteydessä kaikenlaisten

huonojen seurojen kanssa.»

»Oletteko koskaan nähnyt tuota miestä, Rossia?»

»Teidän pyhyytenne käskystä olen kerran tavannut hänet

jesuiittakollegiossa.»
 »Oliko hän ulkomuodoltaan tyypillinen demagogi?»

»Ei. Minun täytyy se tunnustaa, teidän pyhyytenne. Ja hänen

puheessaan, vaikka se uhkuu nykyaikaista vapaamielisyyttä, ei ole
mitään Voltairen likaisuudesta.»

»Joku sanoi… kuka se nyt olikaan?… että hän on pyhän isän

näköinen.»

»Nyt, kun mainitsette sen, teidän pyhyytenne, myönnän, että hän

ehkä hiukan muistuttaa pyhää isää.»

»Ah! Kuka tietää mitä palveluksia sellainenkin mies olisi voinut

tehdä Jumalalle ja yhteiskunnalle, jos hänen aikaisin elämänsä olisi
saanut parempaa johtoa.»

»Sanotaan, että hän on orpo, teidän pyhyytenne.»

»Hän ei siis koskaan ole saanut kokea isän huolenpitoa ja johtoa!

Onneton poika! Onneton isä! Mutta oi laupias taivas, jos tuollaisen
pojan isä vielä olisi elossa ja saisi tietää, että hänen opetustensa
johdosta tai hänen huolimattomuutensa tähden hänen oma sikiönsä
on muuttunut kerettiläiseksi, kapinalliseksi ja turmeluksen johtajaksi
— mikä kurjuus, mikä katumus!»

»Monsignor Mario», ilmoitti kamariherran matala ääni, ja

seuraavassa silmänräpäyksessä pääministerin luona ollut paavin
lähettiläs polvistui keskelle lattiaa.

Hermostuneella äänellä ja katkonaisin lausein ja nostaen joskus

katseensa nähdäkseen, minkä vaikutuksen hänen sanansa
aikaansaivat, monsignor Mario kertoi tapahtumasta. Paavi kuunteli
tarkkaan, ja rypyt hänen otsallaan syvenivät ja synkistyivät, kunnes
hän vihdoin huudahti kärsimättömästi:

»Mutta, poikani, ethän sanone, että kerroitkin kaiken tuon?»

»Minut houkuteltiin sanomaan, minun täytyi puolustaa teidän

pyhyyttänne.»

»Sanoit siis pääministerille, että minä sain tietoni uskottuna

asiana?»

»Hän viittasi siihen, että teidän pyhyytenne ehkä rikkoi

rippisalaisuuden…»

»Ja sanoit, että kertoja ei ollut katolilainen?»

»Hän tarttui siihen kiinni, että teidän pyhyytenne aivan hyvin

saattoi pakottaa kertojan ilmaisemaan salahankkeet vallanpitäjiä
vastaan, ja siitä syystä…»

»Ja kerroit hänelle, että tuo ilmoittaja oli ollut täällä

lauantaiaamuna?»

»Hän viittasi siihen, että teidän pyhyytenne on liitossa

rikoksellisten kanssa, jos teidän pyhyytenne on tiennyt asiasta jo
kauan ilmoittamatta hallitukselle, ja…»

»Ja samalla hetkellä neiti astui sisään, niinkö?»

»Samalla hetkellä, teidän pyhyytenne, ja hän sanoi tavanneensa

minut lauantaiaamuna.»

»Mies, mitä sinä olet tehnyt?» huudahti paavi nousten ja astuen

kiivaasti huoneessa.
 Monsignor polvistui yhä vielä nöyryytettynä, kunnes paavi
malttaen mielensä asetti molemmat kätensä hänen olkapäilleen
sanoen:

»Anteeksi, poikani! Minä olen syyllisempi kuin sinä. Oli väärin, että
lähetin suusanallisen viestin kettujen luolaan. Pyhän isän ei pitäisi
olla missään tekemisissä sellaisten ihmisten kanssa. Mutta kaikki on
Jumalan kädessä. Jättäkäämme kaikki Pyhän Hengen valtaan.»

Samassa paavin majordomo palasi tuoden kirjeen. Se oli paronin

kirje paaville. Kun paavi oli lukenut sen, astui hän viereiseen
huoneeseen, jossa ei ollut muuta kuin lepotuoli ja nojatuoli. Siellä
hän makasi kauan aikaa kasvot kääntyneinä seinään päin.
XII.

Kello neljä iltapäivänä paavi ja isä Pifferi taas kävelivät puutarhassa.

Juudas-puut olivat kylväneet punaisia kukkiaan pitkin tietä, ilma oli
täynnä orvokkien tuoksua, ja pääskyt lentelivät auringonpaisteessa
kimakasti kirkuen ja siivet välähdellen.

»Ja mitä teidän pyhyytenne aikoo tehdä?» kysyi kapusiinilainen.

»Taivas johtakoon meitä», vastasi paavi huoahtaen.

»Mutta kai teidän pyhyytenne vastaa kieltävästi hallituksen

pyyntöön?»

»Kuinka voin sen tehdä antamatta aihetta väärinkäsitykseen?

Ajatelkaas, että kuningas surmataan. Hallitus on vakuutteleva
maailmalle, että paavi tiesi edeltäkäsin kaikki, mutta ei tehnyt
mitään.»

»Vakuutelkoon. Semmoista on ennenkin sattunut kirkon

historiassa. Ja maailma on kunnioittava teidän pyhyyttänne sitä
enemmän siksi, että lujasti varjelitte ihmissielun pyhää salaisuutta.»
 »Niin — jos nyt olisi kysymyksessä rippi. Maailma tietää, että rippi
on pyhä ja että sitä ei saa ilmaista. Mutta nyt ei ole kysymyksessä
rippisalaisuus.»

»Eikö teidän pyhyytenne sanonut, että piditte sitä sellaisena?»

»Niin pidinkin. Mutta entä yleisö? Sattumalta hallitus on saanut

selville, että tämä ei ole rippisalaisuus, ja sen se kertoo maailmalle.
Mikä on seurauksena? Jos kieltäydyn tekemästä mitään, selittävät
kirkon viholliset, että pyhä isä on osallisena kuninkaanmurhaan ja
valmis vehkeilemään kapinallisten kanssa voittaakseen takaisin
maallisen valtansa.»

»Teidän pyhyytenne ottaa siis vastaan pääministerin?»

»En! Tai jos sen teen, saa hän tulla ainoastaan herransa
seurassa.»

»Kuninkaanko?»

»Niin.»

Kapusiinilainen kosketti patalakkiaan levottomasti ja astui pari

askelta virkkamatta mitään.

»Luuletteko hänen tulevan?»

»Jos hän luulee, että minä tiedän salaisuuden, josta hänen

elämänsä riippuu, on hän tuleva.»

»Mutta te olette hallitsija yhtä hyvin kuin kuningas — voitteko

vastaanottaa hänet?»
 »Minä voin vastaanottaa hänet Sardinian kuninkaana, tahi
vaikkapa
Italiankin kuninkaana, mutta en Rooman kuninkaana.»

Kapusiinilainen otti kirjavan nenäliinansa hihastaan ja puristi sitä

käsissään, jotka olivat kuumat ja hikiset.

»Mutta, pyhä isä», sanoi hän, »mitä hyötyä siitä on?

Otaksukaamme, että kaikki etiketti-esteet ovat poistetut, että
tapaatte toisenne aivan kuin ihminen tapaa ihmisen, Davido Leone ja
Alberto Carlo — miksi kuningas tulee? Ainoastaan pyytääkseen teitä
koettamaan saada lisätietoja kertojaltanne.»

Paavi ojentautui suoraksi ja löi rintaansa. »Ei ikinä! Se olisi

loukkaus kirkkoa kohtaan», huudahti hän. »Toinen asia on pyytää
pyhää isää tekemään velvollisuutensa kristittynä vihollistaankin
kohtaan ja toinen asia on pyytää häntä pettämään yksityisen
henkilön luottamusta.»

Kapusiinilainen ei vastannut, ja molemmat vanhat miehet astuivat

ääneti. Kun valo alkoi pehmitä, kiihtyi pääskyjen melu, ja laululintuset
läheisissä puissa alkoivat lennellä sinne päin. Äkkiä kuului pelokas
ääni pensaikosta, ja kääntyen nopeasti ympäri paavi nosti ylös
kissan, joka tavallisuuden mukaan hiipi hänen kantapäillään.

»Voi sinua Mirri! Sainpa sinut kiinni nyt… Taas säikäytit pientä
lintuemoraukkaa. Missähän sen pesä lienee?»

He löysivät sen vanhan hautakiven luota, joka nyt oli melkein

kokonaan lehtien peitossa. Munat olivat nyt haudotut, ja silmättömät
poikaset kurottivat kaulaansa ja avasivat suunsa, kun paavi ojensi
kätensä koskettaakseen niitä.