(Ebook pdf) (eBook PDF) Human Resource Management 9th edition all chapter

(eBook PDF) Human Resource
Management 9th edition

Go to download the full and correct content document:
https://ebooksecure.com/product/ebook-pdf-human-resource-management-9th-editio
n/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...
(eBook PDF) Human Resource Management 9th Edition by

Raymond
http://ebooksecure.com/product/ebook-pdf-human-resource-
management-9th-edition-by-raymond/
(eBook PDF) Human Resource Management 9th Edition by

Stone
management-9th-edition-by-stone/
(eBook PDF) Strategic Compensation A Human Resource

Management Approach 9th
http://ebooksecure.com/product/ebook-pdf-strategic-compensation-
a-human-resource-management-approach-9th/
(Original PDF) Human Resource Management 9th Australia

by Alan Nankervis
http://ebooksecure.com/product/original-pdf-human-resource-
management-9th-australia-by-alan-nankervis/
(eBook PDF) CP1179 - Human Resource Management
http://ebooksecure.com/product/ebook-pdf-cp1179-human-resource-
management/
(eBook PDF) Human Resource Management 13th Edition
management-13th-edition/
(eBook PDF) Human Resource Management 15th Edition
management-15th-edition/
(eBook PDF) Strategic Human Resource Management:

Perspectives
http://ebooksecure.com/product/ebook-pdf-strategic-human-
resource-management-perspectives/
(Original PDF) International Human Resource Management

7th
http://ebooksecure.com/product/original-pdf-international-human-
resource-management-7th/
If you only buy one HR textbook, make it Torrington’s.
HUMAN RESOURCE
He is clear, precise and highly readable, as a generation of students will happily attest.
Ninth ‘The ultimate HR bookshelf ’, People Management Magazine, 26 May 2013
EDition
MANAGEMENT Ninth EDition
Derek Torrington • Laura Hall HUMAN
RESOURCE
Stephen Taylor • Carol Atkinson
MANAGEMENT
HUMAN RESOURCE
For three decades, this text has been the leading introduction to HRM for students at all levels,
MANAGEMENT
including those on CIPD-accredited courses. Comprehensively covering all major areas of the field, it
is renowned for its readable and engaging style. This thoroughly updated ninth edition is specifically
designed to be relevant to the issues and debates facing HRM today. Its key features include:
●● ‘Theory into Practice’ case studies that contextualise theory through discussions of HR issues
in such organisations as Rolls Royce, McDonald’s and the BBC World Service.
●● A new, consolidated structure and design that ensure the book is as direct and relevant as Derek Torrington • Laura Hall
possible.
●● Activity and discussion boxes integrated into the text to help encourage deeper thinking and
Stephen Taylor • Carol Atkinson
understanding of each chapter.
●● Skills content to help you develop the specific employability characteristics that will set you Ninth EDition
apart as an HR practitioner.
Derek Torrington is Emeritus Professor of Management, University of Manchester.

Laura Hall has been a senior lecturer at Manchester Metropolitan University and a national
examiner for the CIPD. She is now a freelance academic carrying out work for a range of bodies
including the CIPD.
Stephen Taylor is a senior lecturer in HRM at the University of Exeter Business School, and a Chief
Examiner for the CIPD.
Carol Atkinson is Professor of HRM, and Director of the Centre for People and Performance, at
Torrington • Hall
Manchester Metropolitan University Business School, and a member of the CIPD Manchester
Taylor • Atkinson
Branch Committee.
www.pearson-books.com
Cover: (front and back) © Michael Blann, Stone,

(spine) ©Trevor Clifford, Pearson Education Ltd.
CVR_TORR6634_09_SE_CVR.indd 1 21/01/2014 11:30

Contents
Guided tour xiv Theoretical perspectives of strategic HRM 50

Preface xvii Summary propositions 60
Publisher’s acknowledgements xix General discussion topics 61
Theory into practice 61
Part 1 Human resource Further reading 62
management in changing times 2
Web link 62
1 The nature of human resource References 62
management 4
4 Workforce planning and metrics 65
Defining HRM 6
The contribution and feasibility of
The evolution of modern HRM 10
workforce planning 66
HRM and the achievement of
organisational effectiveness 15 The scope of workforce planning 68
Summary propositions 19 Analysing the environment 70
General discussion topics 20 Forecasting future HR needs 72

Theory into practice 20 Analysing the current situation and
Further reading 21 projecting forward 74
References 22 Reconciliation, decisions and plans 76

Workforce metrics 80
2 The global context for human
Summary propositions 82
resource management 24
General discussion topics 83
Globalisation 25
The causes of globalisation 28
Further reading 84
The impact of globalisation 29
Conclusions 38 Web links 85
Summary propositions 39 References 85

Part 2 Resourcing: getting
people in the right places to
Further reading 41
do the right things 88
References 41
5 Organisation design and flexibility 90
3 Strategic human resource
management 43 Organisation design 91
Strategic HRM 44 Organisation structures 94
The relationship between business strategy Organisational flexibility 97

and HR strategy 46 Employer flexibility 98
vii
A01_TORR6634_09_SE_FM.indd 7 1/15/14 9:41 AM

Contents
Employee flexibility (or work–life balance) 103 The impact of staff turnover 159
Summary propositions 106 Analysing staff turnover 160
General discussion topics 107 Engagement and retention strategies 163
Theory into practice 107 Summary propositions 168
Further reading 108 General discussion topics 168
References 108 Theory into practice 169
Further reading 170
6 Recruitment 111
References 171
Determining requirements 112
Rational versus processual approaches to 9 Ending the contract 173
recruitment 116 Unfair dismissal 174
Internal recruitment 118 Constructive dismissal 184
External recruitment 119 Compensation for dismissal 185
Recruitment advertising 121
Wrongful dismissal 187
E-recruitment 123
Notice 187
Evaluation of recruitment activity 126
Further reading 190
Further reading 130
References 190
References 130
Legal cases 191
7 Selection methods and decisions 132
Rational versus processual approaches to Part 3 Performance: success
selection 133 through individual and
Selection criteria 134 collective achievement 192
Shortlisting 135 10 Employee performance
Selection methods 136 management 194
Advanced methods of selection 140 Performance management or performance
Final selection decision making 147 appraisal? 195
Validation of selection procedures 148 Theoretical bases of performance

management 198
Performance management across national
contexts 198
Stages in a performance management
Further reading 150
system 199
References 151
Performance management: does it improve
8 Engaging and retaining people 153 performance? 207
Defining engagement 154 Summary propositions 209
The benefits of employee General discussion topics 210

engagement 157 Theory into practice 210
viii

Contents
Further reading 211 Reconceptualising change 263

References 212 Organisational development as a specific
approach to change 265
11 Leadership 214
The evolution and future of OD 267
Leadership and management 216
Summary of the HR role in change 269
What are the traits of (effective) leaders? 216
What is the ‘best way to lead’? Leadership
styles and behaviours 218
Do leaders need different styles for
different situations? 219 Further reading 271
Transformational leadership: do we References 271

really need heroes? 221
14 The context of employee
Followership 226 learning and development 274
Summary propositions 227 The UK national picture and strategy 275
General discussion topics 228 UK skills policy and framework 278
Theory into practice 228 Behavioural competencies 284
Further reading 229 The nature of learning: theories 287
References 230 The nature of learning: learning
from experience 289
12 Managing attendance and
absence 232 Summary propositions 290
The national context 233 General discussion topics 290
The organisational context 235 Theory into practice 291
Process and causes of absence 235 Further reading 292
Managing for attendance 237 References 292
Ongoing contact during absence 243 15 Learning and development 294

Summary propositions 248 Identifying learning and development
General discussion topics 248 needs 295
Theory into practice 249 Methods of learning and development 297
Further reading 249 Evaluation of training and development 309
References 250 Summary propositions 311
Part 4 Development 252 Theory into practice 311
13 Organisational change and Further reading 312

development 254 References 313
The nature of change and the role of
16 Talent and career development 315
planned change 255
What is talent? 316
How can organisations be responsive
to change? 257 Identification of talent 318
Addressing the employee experience Strategic talent and career development 319
of change 259 Developing talent and careers 323
ix

Contents
How organisations evaluate talent Implications for organisations 383

management 325 Summary propositions 385
Summary propositions 327 General discussion topics 385
General discussion topics 328 Theory into practice 386
Theory into practice 328 Further reading 387
Further reading 329
Web links 387
References 330
References 387
Part 5 Employee relations 332 20 Grievance and discipline 390

The Milgram experiments with
17 Employee voice 334
obedience 391
Terminology 335
What do we mean by discipline? 394
Information sharing 337
What do we mean by grievance? 396
Consultation 341
The framework of organisational justice 397
Co-determination 343
Grievance procedure 401
Disciplinary procedure 403
Are grievance and discipline processes
equitable? 404
Further reading 347
References 348
18 The legal framework of work 350 Theory into practice 406
A regulatory revolution 351 Further reading 408
The contract of employment 352 References 408
Discrimination law 354
Equal pay law 359 Part 6 Reward: the contract
Health and safety law 360 for payment 410
Family-friendly employment law 363 21 Setting pay 412
The National Minimum Wage 364 Introducing reward management 413
Is employment law a benefit or The elements of payment 414
a burden for businesses? 365
Setting base pay 416
The importance of equity 422
International diversity in reward
management 423
Further reading 371
Total reward 425
References 371
Legal cases 371
19 Equal opportunities and diversity 372 Theory into practice 429
How ‘equal’ is the workforce? 373 Further reading 430
Different approaches to equality 376 References 431

Contents
22 Incentives 432 25 Managing the human resource

Basic choices 433 function 490
The extent to which incentives are paid 436 Purpose and roles of the HR function 491
PBR schemes 437 Structure of the HR function 493
PRP 438 HR strategic contribution 495

Self-service HR 497
Skills-based pay 443
HR shared services 498
Profit sharing 444
Outsourcing HR 500
The role of line managers in HR 503
Critique of changes in the management
Theory into practice 448 of the HR function 504
Further reading 449 Summary propositions 506
References 450 General discussion topics 507
23 Pensions and benefits 452 Theory into practice 507

Further reading 508
Pensions 454
References 508
Occupational pensions and HRM 460
Sick pay 462 26 Health and well-being 511
Company cars 464 The nature of health and well-being 512
Flexible benefits 465 Health and well-being initiatives 514
Summary propositions 467 Job design 516
General discussion topics 467 The impact of health and well-being
Theory into practice 468 initiatives on individuals and organisations 520
Further reading 468 Criticisms of health and well-being
References 469 initiatives 522
Part 7 Contemporary issues 470 General discussion topics 525
24 Ethics and corporate social
Further reading 526
responsibility 472
Web links 527
The ethical dimension 473
References 527
Early management concern with ethics 475
Renewed interest in business ethics 476 27 The international dimension 529
Ethics and HRM 479 Cultural variations 531
Ethics across national boundaries 480 Institutional variations 534
Some current and developing ethical HRM in international organisations 536
dilemmas 481 Managing expatriates 541
Summary propositions 487 Summary propositions 546
General discussion topics 487 General discussion topics 546
Theory into practice 488 Theory into practice 547
Further reading 488 Further reading 548
References 489 References 548
xi

Contents
Part 8 Selected human General discussion topics 602

resource skills 550 Theory into practice 602
Further reading 603
28 Skills set 1: Face-to-face and other
References 603
communication skills 552
VIII Report writing 603
I Being good with people 553
Further reading 607
Further reading 559
Reference 607
II The selection interview 559
IX Presentation at tribunal 608
Further reading 612
References 612
Further reading 570
X Dealing with bullying and harassment
Web links 570
at work 612
References 571
III The appraisal interview 571
Further reading 618
References 619
Further reading 580
References 580 29 Skills set 2: Skills for analysis and
IV Coaching 581 decision making 620
Summary propositions 585 XI Using and interpreting statistics 621

General discussion topic 585 XII Job analysis 628
Theory into practice 585 XIII Designing procedures 631
Further reading 586 Summary propositions 634
References 586 Further reading 634
V Presentation 586 XIV Designing questionnaires 635
Summary propositions 590 Further reading 638
General discussion topics 590 XV Using consultants 639
Theory into practice 590 Summary propositions 641
Further reading 591 General discussion topics 641
Reference 591 Theory into practice 642
VI Mediation 591 Further reading 644
Summary propositions 593 Web links 644
General discussion topics 593 Reference 644
Further reading 593
VII The disciplinary or grievance interview 594 Glossary 645
Summary propositions 601 Index 653
xii

Guided tour Chapter
7
Learning Objectives work in conjunction with the SELECTION METHODS
chapter-ending Summary Propositions to quickly show AND DECISIONS
you what you will learn about in the chapter and help you THE OBJECTIVES OF THIS CHAPTER ARE TO:
compare how well you have understood the learning you 1 Explain the importance of viewing selection as a two-way process
2 Examine the development and use of selection criteria
undertake. 3 Evaluate the range of selection methods that are available (interviewing
will be dealt with in detail later (see Part 8 on selected HR skills)) and
consider the criteria for choosing different methods
4 Review approaches to selection decision making
5 Explain how selection procedures can be validated
Window on practice boxes provide you with examples of

real organisational practice, survey results, anecdotes and
quotations and court cases, helping you to build up your
knowledge of real-World practice and prepare you for life
after study.
Chapter 7 Selection methods and decisions

Activity boxes encourage you to regularly review and
WINDOW ON PRACTICE more traditional selection methods such as interviews,
role plays and report writing. Group exercises have,
critically apply your learning, either as an individual or
within a group. These have been developed for both
however, been removed from the process as KPMG
‘Hi-tech’ assessment centres believes that they do not accurately represent how
KPMG has launched what it describes as a ‘hi-tech’ candidates really behave. The interactive technological
experience is designed to generate greater insight into
students with little or no business experience, as well as
assessment centre for graduate recruitment. It contains
a one-hour ‘virtual office’ exercise which is designed to candidate behaviour and reduce the number of
simulate closely the working environment in which candidates who are rejected at a late stage in the
candidates complete an assigned task while dealing selection process.
with emails and telephone calls. This is combined with Source: Summarised from Brockett (2011).
though with more practical knowledge.
ACTIVITY 7.4
Design an assessment centre for the anti-rape detective job as described in Case 7.1 on the
Companion Website www.pearsoned.co.uk/torrington.
Web icons indicate where more information and
EB
support is available on the complementary website

EB
W (www.pearsoned.co.uk/torrington).
Final selection decision making
The selection decision involves measuring the candidates individually against the selec-
tion criteria defined, often in the person or competency specification, and not against
each other. A useful tool to achieve this is the matrix in Table 7.3. This is a good method
of ensuring that every candidate is assessed against each selection criterion and in each
box in the matrix the key details can be completed. The box can be used whether a single
Part 3 Performance: success through individual and collective achievement
selection method was used or multiple methods. If multiple methods were used and
contradictory information is found against any criterion, this can be noted in the deci-
sion-making process. Performance management systems
When more than one selector is involved there is some debate about how to gather and
While many appraisal systems are still in existence and continue to be updated, per-
use the information and about the judgement of each selector. One way is for each selec-
formance management systems are increasingly seen as the way to manage employee
tor to assess the information collected separately, and then for all selectors to meet to
performance. An appraisal/review process is incorporated into this but is distinct from a
discuss assessments. When this approach is used, there may be some very different
traditional appraisal system. We consider the performance appraisal interview later in
Table 7.3 the context of either an appraisal or a performance management system (see Part 8).
Selection criteria Candidate 1 Candidate 2 Candidate 3 Candidate 4 Aguinis and Pierce (2008: 139) provide a useful definition of performance manage-
Criterion a
ment, stating that its essence is:
Criterion b
a continuous process of identifying, measuring, and developing the performance of individuals and teams and
Criterion c
aligning performance with the strategic goals of the organisation.
Criterion d
Criterion e
A strategic approach is thus adopted in which there is an attempt to ensure that employee efforts
General comments
are directed to the achievement of organisational goals. Attention is paid to both task and
contextual performance. Contextual performance is often addressed via the use of com-
147 petencies (Fletcher 2001) so that how something is achieved is as important as the results
themselves. In this way, organisations seek to ensure long-term sustainable performance rather
than quick wins which may damage ongoing business relationships. Employee development
also becomes recognised as a key element of performance management and the emphasis
is on an ongoing cycle of performance development. The system is line manager driven.
Many organisations now claim to operate performance management systems. CIPD (2005)
reports that 87% of the organisations it surveyed operated a formal process to measure
and manage performance. Of these 37% were new systems, demonstrating the increasing
focus on the issue of performance. Originally a private-sector phenomenon, performance
management has now spread to the public sector in many countries (Tuytens and Devos
2012; Decramer et al. 2012) in support of neo-liberal agendas which seek to operate sectors
such as health and education using business principles. It is also a global phenomenon.
Aguinis and Pierce (2008), for example, suggest that over 90% of the multinational com-
panies surveyed across fifteen countries implemented a performance management system
and that this figure also reflects practice in Australian companies. Emerging economies, such
as India (Gupta and Kumar 2013), are also recognising its importance. Almost all research
into performance management emanates, however, from a western context (Briscoe and
Claus 2008) and there is limited understanding of how effective these systems might be
in other national contexts. We consider the implications of this throughout the chapter.
Regular quotes throughout help to enliven and sources (360-degree feedback) and to emphasise a
WINDOW ON PRACTICE developmental focus. Feedback was also provided on
contextualise the subject. Merrill Lynch moved away from its traditional performance
the contribution that employee performance made to
the achievement of organisational goals. Managers
appraisal system to implement a performance were trained in how to set objectives, coach and carry
management system. Rather than a once-a-year out appraisals. They are also supported by an intranet
conversation about performance, an ongoing dialogue that provides information on the performance
between manager and employee was developed which management system. The aim is to ensure that all
was based around managers coaching their subordinates. employees knows what is expected of them, what
Employees received regular feedback on progress against development they will receive and how their
goals and personal development plans were established performance will be judged and rewarded.
to support improved performance. The end-of-year review
was changed to include feedback from a number of Source: Adapted from Aguinis and Pierce (2008).
196

Guided tour
Chapter 15 Learning and development
Summary Propositions provide a useful revision tool Summary propoSitionS
enabling you to recap and check your understanding of the 15.1 The emphasis has moved from training to learning, with individuals taking ownership of
identifying and addressing their own learning needs, or at least contributing to this. To be
chapter. In conjunction with the chapter-opening Learning effective learners we need to understand the nature of learning and our own strengths and
weaknesses.
15.2 The emphasis on formal development programmes is declining in favour of greater interest
Objectives, you can quickly determine whether you are in approaches to on-the-job development, such as coaching, mentoring, peer relationships
and self-development.
prepared enough to move on, or need further study. 15.3 The interest in e-learning continues; however, the extent to which employees take advantage
of such opportunities will be affected by the context and the support available. E-learning is
increasingly being blended with other forms of learning.
15.4 Evaluation of development is critical but difficult. It is most effective when built into the
design of the development activity rather than tagged on at the end.
General Discussion Topics are useful both as a basis for

group discussion within tutorials or study groups, as well as General diScuSSion topicS
1 If learning is an individual process, why is so much training done in groups? What are the
activities to help develop your better understanding of the implications of moving towards more individualised learning?
2 Discuss the view that the role of the trainer/facilitator is critically important in the effective-
topics covered within the chapter. ness of a training programme.
theory into practice
Theory into Practice case studies or learning activities that Micropower
enable you to put your learning into practice within a realistic Micropower is a rapidly growing computer software firm, specialising in tailor-made solutions
for business. Increasingly, training for other businesses in its own and other software packages
has occupied the time of the consultants. Micropower sees this as a profitable route for the
scenario. Improve your employability by answering the future and such training is now actively sold to clients. Consultants both sell and carry out the
training. As an interim measure, to cope with increasing demand, the firm is now recruiting
some specialist trainers, but the selling of the training is considered to be an integral part of
associated questions and developing a better understanding the consultant’s role.
311
of business practice.
Part 2 Resourcing: getting people in the right places to do the right things
Questions
1 This research is based in Australia. To what extent can its findings be applied to other
countries where substantial numbers of prospective employees, often migrant or poorly
educated workers, do not have the language in which selection tests are constructed as
a first language? What are the implications of this?
2 How applicable are these selection techniques across a wide range of jobs?
3 What difficulties might you face in using these selection techniques?
Adapted from: Pearson, C. and Daff, S. (2011) ‘Extending boundaries of human resource concepts and practices: An innovative
recruitment method for Indigenous Australians in remote regions’, Asia Pacific Journal of Human Resources, Vol. 49, No. 3, pp. 325–43.
Further Reading sections provide guided access to

Further reading
some key readings in the area, help you to further
Human Resource Management Review, Vol. 19, No. 3, September 2009, ‘Employee selection at the
beginning of the 21st century’, Special Issue. develop your skills and learning.
This is a special edition on selection and presents an up-to-date review of research on important
selection topics, such as the legal environment in which employee selection occurs, how selection
issues should be considered in the context of international and cultural issues, and how the central
focus during the selection process may be on other factors than job relatedness.
Stone, D., Lukaszewski, K., Stone-Romero, E. and Johnson, T. (2012) ‘Factors affecting the effec-
tiveness and acceptance of electronic selection systems’, Human Resource Management Review,
Vol. 23, pp. 50 –70.
The authors argue that e-selection systems are now in widespread use and investigate the factors
that influence their effectiveness and acceptance by candidates. Six stages of the selection process
are considered: job analysis, job applications, pre-employment testing, interviews, selection deci-
sion making and validation of selection decisions. The authors also discuss potential adverse
impacts in respect of applicant privacy and make recommendations in respect of system design
and implementation.
Murphy, N. (2006) ‘Voyages of discovery: Carrying out checks on job applicants’, IRS Employment
Review, No. 850, 7 July, pp. 42–8.
This article reports the results of a survey into employer practices to check the background details
of applicants, and is much broader than seeking references from previous employers. It covers the
type of information that is checked on, together with the mechanisms used.
Noon, M. (2012) ‘Simply the best? The case for using threshold selection in hiring decisions’,
Human Resource Management Journal, Vol. 22, pp. 76–88.
This article argues for the use of ‘threshold selection’, a progressive approach to diversity and
inclusion incorporating positive discrimination, in the selection process. It is interesting for this
reason but it is also a very useful article as, in arguing for threshold selection, it presents an insight-
ful critique of selection processes and the influence of expediency, politics and professionalisation
on these.
150
xv

Guided tour
Chapter 26 Health and well-being

Some chapters list relevant Web Links that can help expand
Web links your understanding of the topics covered within the chapter.
www.ibm.com/ibm/responsibility/employee_well_being_management.shtml (IBM website, section
on corporate social responsibility, accessed 24 March 2013).
www.ibm.com/ibm/responsibility/employees_global_wellness.shtml (IBM website, section on
international wellness initiatives, accessed 24 March 2013).
www.investorsinpeople.co.uk (website of Investors in People, accessed 24 March 2013).
www.well-being.ac.uk (website of well-being funded by the HEFCE and the Scottish Funding
Council to investigate and promote well-being in higher education, accessed 24 March 2013).
www.workandwell-being.com (website of Work and Well-being Ltd, a consultancy, accessed
24 March 2013).
www.dwp.gov.uk/health-work-and-well-being/about-us/ (accessed 24 March 2013).
Detailed References provide quick and easy access to the

RefeRences
research behind the chapter and additional sources of
Alfes, K., Shantz, A. and Truss, C. (2012) ‘The link between perceived HRM practices, performance
and well-being: The moderating effect of trust in the employer’, Human Resource Management
Journal, Vol. 22, pp. 409 –27.
information to support your learning.
Atkinson, C. and Hall, L. (2011) ‘Flexible working and happiness in the NHS’, Employee
Relations, Vol. 33, pp. 88–105.
CIPD (2007) What’s Happening with Wellbeing at Work? London: CIPD.
CIPD (2008) Smart Working: The impact of work organisation and job design. London: CIPD.
CIPD (2012) Building a Culture of Organisational Well-being. London: CIPD.
CIPD (2013) Health and Well-being at Work: Factsheet. London: CIPD.
Cooney, R. (2004) ‘Empowered self-management and the design of work teams’, Personnel Review,
Vol. 33, pp. 677–92.
Crush, P. (2009) ‘Health and well-being: The science of employee well-being’, Human Resources,
1 July.
De Voorde, K., Paauwe, J. and van Veldhoven, M. (2012) ‘Employee well-being and the HRM–
organisational performance relationship: A review of quantitative studies’, International
Journal of Management Reviews, Vol. 14, pp. 391– 407.
DH (2004) Choosing Health: Making healthy choices easier, Cm 6374. London: The Stationery
Office.
Greasley, K., Edwards, P., Baker-McClearn, D. and Dale, J. (2012) ‘Why do organisations engage
in HR initiatives? A test case of a health and well-being intervention’, Employee Relations,
Vol. 34, pp. 443– 62.
Hall, L. and Atkinson, C. (2006) ‘Improving working lives: Flexible working and the role of
employee control’, Employee Relations, Vol. 28, pp. 374–86.
Holman, D. (2002) ‘Employee well-being in call centres’, Human Resource Management Journal,
Vol. 12, pp. 35–50.
HSE (2004) Management Standards for Work-related Stress. London: Health and Safety Executive.
HSE (2009) How to Tackle Work-related Stress: A guide for employers on making the Management
Standards work. London: Health and Safety Executive.
Krasman, J. (2013) ‘Putting feedback-seeking into “context”: Job characteristics and feedback-
seeking behaviour’, Personnel Review, Vol. 42, pp. 50–66.
Marsden, D. and Moriconi, S. (2009) ‘The value of rude health: Employees’ well being, absence
and workplace performance’, CEP Discussion Paper No. 919. London: Centre for Economic
Performance.
527
A detailed Glossary is included at the end of the book, for

Glossary
quick reference to key terms and definitions within each
chapter.
The terms in this glossary have been taken selectively from the text. Rather than repeating definitions we have
already given, we have chosen terms which are neologisms that may not appear in a dictionary, or are invented
words, like presenteeism, which do not yet appear in a dictionary. We also include terms, like bureaucracy, which
can benefit from more interpretation than we have provided in the text.
Absence/attendance. Until quite staff were missing. The drawing half of those pursuing an
recently attendance at work was office manager explained that the apprenticeship were over 25.
universally accepted as a duty and absentees were ‘getting in their sick
absence had to be justified by leave’ before the end of the leave Benchmarking. Originally a
external verification, such as by a year. A management attempt to benchmark was a mark on a work
medical note or a call to undertake make allowance for understandable bench that could be used to measure
jury service. Without such sickness absence had been off a standard size. This idea of
independent evidence, some sort mismanaged in allowing it to comparative measurement is used
of punishment was usual. As social become gradually accepted as an in HRM to describe the process
attitudes have changed and rights additional leave entitlement. In a of checking some aspect of work
to time off have increased, so the different, current situation a school in one’s own business against an
managerial emphasis has changed, teacher has recently shown such external standard, like the average
requiring managers to manage unwillingness to implement new number of days lost through
attendance, by paying attention to professional requirements that there absence across the working
reasons for avoidable absence. This is a risk of the school implementing population as a whole, or in
has a degree of altruistic concern capability procedure with the a particular industry, by age,
for employee well-being, where response, ‘if they do that I will occupation, gender and so forth. It
some aspect of the work required simply go off with stress’. is slightly different from ‘yardstick’,
from employees is a contributory which is literally a measuring stick a
cause of, for instance, an inability Apprenticeship. The typical idea of yard long. This is sometimes used as
to return to work. There is also an apprentice is of a male who left a rough-and-ready measure for some
an emphasis on trying to minimise school as soon as possible and then aspect of management effectiveness,
disruption to working patterns trained on the job in a manual but it lacks the dimension of
and persuading people not to be trade like plumbing or as an external comparison.
unreasonable. Stress has become a electrician, possibly continuing
major absence factor since it has education part time at a local Best fit/fit. In many fields of human
become more socially acceptable. college. Since a university degree endeavour there is an aim to find
Usually it is a perfectly valid feature has gradually become the must- and implement the one best way,
of a person’s working or personal have qualification for many fields or the right way, of doing things.
life and can perhaps be alleviated of employment, the number An alternative is to work out the
by managerial initiatives. In some of apprentices has dwindled: best way of doing things in this or
other situations it is manipulated certainly not a prelude to a ‘nice that situation. There is no single
by people who place their job’. Currently they are seeing a approach or method that is always
own interpretation on a right renaissance, as skills shortages are right.
to sick leave. A recent visit to an seen as an impediment to economic
engineering drawing office in March growth, but not necessarily for Bottom line. A term derived from
was surprising as more than half the young males. In 2013 more than accountancy, where it is the final
645
xvi

Preface
This book has been evolving through many changes since the very first edition of its predecessor
Personnel Management in 1979. Our objective has always been to track the development of the personnel/
human resource (HR) function and its activities. Our preface to the eighth edition in 2011 opened by
saying: ‘Since the last edition the world has undergone a major recession, triggered by a banking crisis
unprecedented in modern times. This has created great uncertainty about how human resource man-
agement (HRM) will be changed.’ Then, many people still assumed that it would be like other reces-
sions, followed by a steady recovery, renewed growth and we would all feel more secure. Three years
on we can be more certain of some changes that will continue for the foreseeable future:
1 Rather than becoming more secure, for most people their experience of employment will be less
secure. ‘Jobs for life’ had always been rare, but security of employment in terms of an open-ended
contract that would be maintained in most cases for as long as the employee wished has slowly
become less. Some businesses that experience sharp variations in demand for their products, like
some in electronics, are employing certain categories of staff on fixed-term contracts via a con
sultancy in order to avoid the costs of making people redundant. This is just one example of sub-
contracting instead of directly employing people. Alongside this is the great change in pension
provision. Outside the public sector, final salary schemes have dwindled to a handful and the
contemporary substitutes are more likely to be owned by the employee, with a reduced level of
dependence on the individual employer. Some companies rise and fall with breathtaking speed. In
April 2012 Google bought a British IT company for $1 billion. The company had a single product,
had been in existence for little over a year and employed only thirteen people. How can a company
of that size be worth $1 billion? At the same time we see sudden failures, like HMV, Sea France,
Comet and Hungarian Airlines.
2 The shift towards the ‘disaggregation’ of employment in businesses has increased. In 1984 John
Atkinson published a short paper with a clever illustrative figure that identified a move towards
businesses having a core workforce of vital people who were well paid and built into the busi-
nesses, surrounded by a peripheral workforce, with jobs requiring skills that were not specific to the
business and might be directly employed or employed via an agency or as a sole trader. This
attracted great interest and hundreds of HR lecturers reckoned that they could run at least three
teaching sessions on the paper! Atkinson had described a process that had been going for some
time and gave it a nudge. Subcontracting of staff in catering, office cleaning and security became
commonplace and retail distribution is now normally subcontracted. The development of using
the Internet for marketing has seen a great increase in the number of sole traders or very small
businesses providing specialist services. In the UK in 2012, 74% of private-sector businesses were
sole traders without employees and 3.8 million people were working from home. The general
assumption that a business is a close-knit community of people who spend most of their time in
one location with an organisational culture that generates morale and meets employees’ needs to
belong is no longer quite as universal as organisational studies have suggested.
3 Levels of public-sector employment will remain depressed. Together with most western economies, it
has been an objective of the UK government to reduce the number of people in permanent
employment in the public sector as part of an overall objective to rebalance the economy in favour
xvii

Preface
of the private sector. This has only partly succeeded, as much of the cost saving has been in reduc-
ing payments to arm’s length organisations and charities providing services, rather than reducing
the number on permanent contracts. Nonetheless growth of public-sector core employment
seems unlikely after sustained growth over the last 60–70 years.
This is not to suggest that there has been a fundamental and complete change in employment
practice; rather there is a change in the mix of factors to which HRM has to adapt and this will be a
continuing feature in our approach to the subject in this edition. In preparing this edition we have
analysed trends, reviewed the changes, examined all the novelties before discussing these among our-
selves and taken account of the comments that many people using the book have suggested. This is to
ensure that the book continues to reflect the reality of working life as it is evolving rather than how we
would like it to be. We also have to ensure that the book makes sense to readers in different parts of
the world, although the book remains the work of four Britons, whose work and understanding are
inevitably informed by experience, research and scholarship mainly in the western world.
Apart from general updating, the main changes since the last edition are that we include a new
pedagogical feature called ‘Theory into practice’ at the end of most chapters. These features are case
studies or some other learning aid, as suggested by our publisher; we have removed the cases that
previously closed each of the eight parts of the book. There are three fewer chapters overall through
consolidation in some areas. Skills now include a section on job analysis, which had been unforgivably
not featured in the last edition, despite its fundamental importance in so many aspects of HR practice.
As before, there is a range of assessment material and illustrations, as well as several design features
to assist readers further in using and learning from the text, as follows:
(a) Integrated Window on practice boxes provide a range of illustrative material throughout the text,
including examples of real company practice, survey results, anecdotes and quotations, and court
cases.
(b) Integrated Activity boxes encourage readers to review and critically apply their understanding at
regular intervals throughout the text, either by responding to a question or by undertaking a small
practical assignment, individually or as part of a group. In recognising that this text is used on both
professional and academic courses, most of the exercises reflect the fact that many students will
have little or no business experience. Other exercises may appear to exclude students who are not
in employment by asking readers to consider an aspect in their own organisation; however, the
organisation could be a college or university, the students’ union, a political body or sports team.
(c) Discussion topics: at the end of each chapter there are two or three short questions intended for
general discussion in a tutorial or study group.
(d) Theory into practice features appear at the end of chapters to enable readers to review, link and
apply their understanding of the previous chapters to a business scenario.
(e) Web links are given as appropriate at various points in the text. These are either to the text’s
Companion Website, where there is a great deal of further material, or to other websites containing
useful information relating to the topics covered.
(f) Further reading sections for each chapter suggest further relevant readings, with guidance on their value.
(g) Each part of the text includes a brief introduction to its scope and purpose.
(h) Chapter objectives open and Summary propositions conclude each chapter to set up the readers’
expectations and review their understanding progressively.
(i) References are given in full at the end of each chapter to aid further exploration of the chapter
material, as required.
(j) The Companion Website, www.pearsoned.co.uk/torrington, has more material, including further
EB
W
case studies or exercises for each chapter and support for both tutor and student.
(k) Glossary: the book closes with a short glossary of terms taken selectively from the text.
xviii

Publisher’s
acknowledgements
Figures
Figure 3.2 from Strategic human resource management (Fombrun, C., Tichy, N.M. and Devanna, M.A. 1984)
p. 41, John Wiley, New York, Reproduced with permission of John Wiley & Sons Inc.; Figure 3.3 from
‘Front-line managers as agents in the HRM performance causal chain: theory, analysis and evidence’,
Human Resource Management Journal, Vol. 17, No. 1, pp. 3–20 (Purcell, J. and Hutchinson, S. 2007),
p. 7, Figure 1, reproduced with permission of Wiley-Blackwell, Reproduced with permission of Wiley-
Blackwell; Figure 3.4 adapted from Purcell, J., Kinnie, N., Hutchinson, S., Rayton, B. and Swart, J. (2003)
Understanding the People Performance Link: Unlocking the black box. Research Report. London: CIPD,
Model developed by Bath University for the CIPD. Reproduced with the permission of the publisher,
the Chartered Institute of Personnel and Development, London (www.cipd.co.uk); Figure 3.5 from
‘Human resources and sustained competitive advantage: a resource-based perspective’, International
Journal of Human Resource Management, Vol. 5, No. 2, p. 318 (Wright, P.M., McMaham, G.C., and
A. McWilliams), reprinted with the permission of Taylor and Francis Ltd, www.tandf.co.uk/journals;
Figure 4.5 adapted from ‘The balanced scorecard: measures that drive performance’, Harvard Business
Review, January/February, pp. 71–9 (Kaplan, R. and Norton, D. 1992); Figure 5.1 from Smart Working:
The impact of work organisation and job design, CIPD (2008), p. 11, Figure 2. With permission of the
publisher, Chartered Institute of Personnel and Development, London (www.cipd.co.uk), Reproduced
with the permission of the publisher, the Chartered Institute of Personnel and Development, London
(www.cipd.co.uk); Figure 5.2 from ‘Manpower strategies for flexible organisation’, Personnel Management,
August, 28–9 (Atkinson, J. 1984); Figure 13.1 from Binney, G. and Williams, C. (2005) ‘The myth of manag-
ing change’, in G. Salaman, J. Storey and J. Billsberry (eds), Strategic Human Resource Management: Theory
and practice. A reader. London: Sage, Reprinted by permission of SAGE Publications www.sagepub.
co.uk; Figure 17.1 from Marchington, M. and Cox, A. (2007) ‘Employee involvement and participation’,
in: Storey, J. (ed.) Human Resource Management: A Critical Text. 3rd edn. London: Thomson Learning,
Figure 10.1, p. 179, Copyright (2007) Thomson Learning. Reproduced by permission of Cengage
Learning EMEA Ltd; Figure 26.1 from Chartered Institute of Personnel and Development (2008) Smart
working: the impact of work organisation and job design, London: CIPD.
Tables
Table 3.1 from ‘Linking competitive strategies with human resource management practices’, No. 3, August
(Schuler, R.S. and Jackson, S.E. 1987), reproduced with permission of the Academy of Management;
Table 5.1 from ‘Organisational learning and organisational design’, The Learning Organisation, Vol. 13,
No. 1, pp. 25–48 (Curado, C. 2006), The Learning Organisation, p. 38, © Emerald Group Publishing
Limited all rights reserved; Table 6.1 from ‘What is (or should be) the difference between competency
modelling and traditional job analysis?’ Human Resource Management Review, Vol. 19, No. 1, pp. 53–63
(Sanchez, J. and Levine, E. 2009); Table 6.2 from Table compiled from data in CIPD (2012) Resourcing
xix

Publisher’s acknowledgements
and Talent Planning: Annual Survey Report 2012. London: CIPD, Reproduced with the permission of the
publisher, the Chartered Institute of Personnel and Development, London (www.cipd.co.uk); Table 7.1
from Chartered Institute of Personnel and Development (2011) Resourcing and Talent Planning: Annual
Survey Report 2011, Table 13. With permission of the publisher, the Chartered Institute of Personnel
and Development, London (www.cipd.co.uk); Table 11.1 from The Managerial Grid. Houston, Texas: Gulf
Publishing (Blake, R.R. and Mouton, J.S. 1964); Table 11.3 from ‘Leadership that gets results’, Harvard
Business Review, March–April, pp. 80 & 82–3 (Goleman, D. 2000), reprinted by permission of by the
Harvard Business School Publishing Corporation. All rights reserved; Table 15.1 after Major learning
trends and indicators for 2013 and beyond within the Asia Pacific Region, Singapore: Cegos (Blain, J. 2013)
Figure 18, p. 27; Table 15.2 adapted from ‘Planned and emergent learning: a framework and a method’,
Executive Development, Vol. 7, No. 6, pp. 29–32 (Megginson, D. 1994), © Emerald Group Publishing
Limited all rights reserved; Table 15.3 after Major learning trends and indicators for 2013 and beyond
within the Asia Pacific Region, Singapore: Cegos (Blain, J. 2013) Figure 22, p. 32; Table 26.1 from From
What’s Happening with Wellbeing at Work? (CIPD, 2007), Table 2. With permission of the publisher,
the Chartered Institute of Personnel and Development, London (www.cipd.co.uk), Reproduced
with the permission of the publisher, the Chartered Institute of Personnel and Development, London
(www.cipd.co.uk); Table 27.1 from Culture’s Consequences: International Differences in Work-Related
Values, 2nd, California: Sage Publications (Hofstede, G. 2001), Reproduced by permission of Geert
Hofstede.
Text
Case Study on page 46 adapted from Build a better brand, People Management, Vol. 14, No. 15,
pp. 24–5 (Chubb, L.), Reproduced with the permission of the publisher, the Chartered Institute of
Personnel and Development, London (www.cipd.co.uk); Case Study on page 54 adapted from ‘Human
resource management strategies under uncertainty’, Cross Cultural Management: An International
Journal, Vol. 13, No. 2, pp. 171–86 (Fields, D., Chan, A., Aktar, S. and Blum, T. 2006), © Emerald Group
Publishing Limited all rights reserved; Case Study on page 68 adapted from ‘Who does workforce
planning well?: Workforce Rapid Review Team Summary’, International Journal of Health Care Quality
Assurance Vol. 23, No. 1, pp. 110–19 (Curson, J., Dell, M., Wilson, R., Bosworth, D. and Baldauf, B. 2010),
© Emerald Group Publishing Limited all rights reserved; Case Study on pages 81–82 after ‘Human
capital measurement: an approach that works’, Strategic HR Review, Vol. 8, No. 6, pp. 5–11 (Robinson,
D. 2009), © Emerald Group Publishing Limited all rights reserved; Case Study on pages 128–129 after
‘Globalisation of HR at function level: 4 UK-based case studies of the international recruitment and
selection process’ International Journal of Human Resource Management Vol. 8, No. 5, pp. 845–867
(Sparrow, P. 2007), reprinted by permission of the publisher (Taylor & Francis Ltd, http://www.tandf.
co.uk/journals); Case Study on page 223 after The Lizard Kings, People Management, Vol. 12(2),
pp. 32–34 (Goffee, R. and Jones, G. 2006), Reproduced with the permission of the publisher, the
Chartered Institute of Personnel and Development, London (www.cipd.co.uk); Case Study on page 226
adapted from Ford, J. and Harding, N. (2009) ‘Telling an untold story: on being a follower rather than a
leader’. Presented at the 25th EGOS Colloquium in Barcelona, Spain, July 2–4, 2009, By permission of
Professor Jackie Ford and Professor Nancy Harding; Case Study on page 320 after ‘Bright and Early’,
People Management, Vol. 14, No. 7, pp. 30–2 (Allen, A.), Reproduced with the permission of the
publisher, the Chartered Institute of Personnel and Development, London (www.cipd.co.uk); Case
Study on page 322 adapted from ‘Hidden dragons’ People Management, Vol. 14, No. 16, pp. 18–23
(Wilson, B.), Reproduced with the permission of the publisher, the Chartered Institute of Personnel and
Development, London (www.cipd.co.uk); Extract on page 328 from ‘On my agenda’ People Management,
August, pp. 28–31 (Smedley, T. 2012); Quote on page 329 from www.ernstandyoung.com; Box on page 346
xx

Publisher’s acknowledgements
adapted from Keeping the Commitment Model in the Air during Turbulent Times: Employee
Involvement at Delta Air Lines Industrial Relations, Industrial Relations, 52, pp. 343–77 (Kaufman, B.
2013), © 2012 Regents of the University of California; Article on page 429 from Pandora’s Pay Packet,
FT.com, 14/05/2001 (Kellaway, L.), © The Financial Times Limited. All Rights Reserved; General Displayed
Text on page 468 after Reward Management: Annual Survey Report 2009, London: Chartered Institute
of Personnel and Development (CIPD 2009), Reproduced with the permission of the publisher, the
Chartered Institute of Personnel and Development, London (www.cipd.co.uk); Extract on pages 474–
475 from ‘Four scenarios’, Journal of Medical Ethics, Vol. 29(5), p. 267 (Gillon, R. 2003), Copyright 2003,
with permission from BMJ Publishing Group Ltd; Case Study on page 520 adapted from ‘Role redesign
in the National Health Service: the effects on midwives’ work and professional boundaries’, Work,
Employment and Society, Vol. 22, No. 4, pp. 695–712 (Prowse, J. and Prowse, P. 2008), copyright © 2008.
Reprinted by Permission of SAGE; Box on page 614 adapted from CIPD (2012) Factsheet: Harassment
and bullying at work., Reproduced with the permission of the publisher, the Chartered Institute of
Personnel and Development, London (www.cipd.co.uk).
In some instances we have been unable to trace the owners of copyright material, and we would
appreciate any information that would enable us to do so.
xxi

Part 1
HumAn reSource
mAnAGement in Changing Times
cHAnGinG timeS
CHAPTERS
ES
M
Human Resource
TI
G
IN
Management
G
1 The nature of human resource management

N
A
Strategy
CH
2 The global context for human resource management Planning

International
3 Strategic human resource management Skills
4 Workforce planning and metrics
M01_TORR6634_09_SE_C01.indd 2 1/14/14 4:54 PM

H
uman resource management (HRM) as a distinct as everyone knows, the world is changing at a disconcerting
function of the business has grown in stature and pace. Third, we introduce two of the methods which HR
influence in recent years, particularly at the strategic uses and needs to understand in all of its dealings within
level. For those entering the profession this book aims to the business of which it is a part. Strategy is not only setting
demonstrate the interconnectedness of the discipline to which the course of the business in the future, but also ensuring
we are introducing you. We choose the metaphor of the that the strategy is the right one from a mix of alternatives
honeycomb, a tight structure of contiguous cells of activity and then knowing when and how the strategy should be
with a shared purpose, all connected both laterally and altered. Planning is the process of starting to implement the
vertically. Training and development are not distinct activities strategy by making the right things happen. Readers will
separate from employee relations and performance manage remember the disastrous earthquake in Haiti at the begin
ment; reward is not to be considered separately from selec ning of 2010. For the first week afterwards there was intense
tion, retention, diversity and health and well-being. Strategy, interest and worldwide concern. Public donations poured
policy, procedure and personal skill are not distinct specialisms in, rescue teams and equipment were mustered and there
but essential elements of every HR person’s skill set. was a universal will to help, but there was no viable plan
Part 1 puts in place the totality of HRM in four ways. First ning on the ground. Growing resources, personnel and
comes the nature of HRM itself, a specialism which is every motivation were mired in chaos. Only as a form of planning
where and in everything. Second, we review the global and coherent organisation was gradually developed did
context within which it operates, as what you do in your things begin to improve. HR people need to understand the
small corner has to make sense in the global context of your differing nature of planning processes that are needed to
business in your country and in all parts of the world and, make the right things happen.
M01_TORR6634_09_SE_C01.indd 3 1/14/14 4:54 PM

Chapter
1
tHe nAture oF HumAn
reSource mAnAGement
THE OBJECTIVES OF THIS CHAPTER ARE TO:
1 Define the term ‘human resource management’

2 Explain the different ways in which the term ‘human resource management’ is used
3 Set out the main objectives of the human resource function
4 Review the historical evolution of the modern human resource function
5 Discuss links between human resource management activity and business
performance
M01_TORR6634_09_SE_C01.indd 4 1/14/14 4:54 PM

Another random document with
no related content on Scribd:
INTRODUCTORY ESSAY.
BY J. ARTHUR THOMSON.
BREHM’S PLACE AMONG NATURALIST-TRAVELLERS.

Though Brehm’s lectures might well be left, as his son has said, to
speak for themselves, it seems useful to introduce them in their
English dress with some notes on the evolution of the naturalist-
traveller and on Brehm’s place in the honourable list; for an
adequate appreciation of a book like this depends in part on a
recognition of the position it occupies among analogous works, and
on having some picture of the illustrious author himself.
In sketching the history of the naturalist-traveller it is not necessary
to go very far back; for though it is interesting to recall how men of
old followed their migrating herds, as the Lapp or Ostiak does his
reindeer, and were led by them to fresh fields and new conquests, or
how others followed the salmon down the rivers and became the
toilers of the sea, this ancient lore is full of uncertainty, and is,
besides, of more moment to the sociologist than to the naturalist.
What we attempt here is merely to indicate the various types of
naturalist-traveller who have in the course of time succeeded one
another in the quest for the new.
I.
The foundations of zoology were laid by Aristotle some three
hundred years before Christ, but they remained unbuilt on for nearly
eighteen centuries. Here and there some enthusiast strove unaided,
but only a fragmentary superstructure was reared. In fact, men were
pre-occupied with tasks of civilization more serious than the
prosecution of zoology, though that is not trivial. Gradually, however,
great social movements, such as the Crusades and the collapse of
Feudalism; great intellectual and emotional movements, such as
those of the Renaissance; great inventions, such as that of printing,
gave new life to Europe, and zoology shared in the re-awakening.
Yet the natural history of the Middle Ages was in great part mystical;
fancy and superstition ran riot along paths where science afterwards
established order, and, for all practical purposes, the history of
zoology, apart from the efforts of a few pioneers, may be said to date
from the sixteenth century.
Now, one indubitable factor in the scientific renaissance of the
sixteenth century was the enthusiasm of the early travellers, and this
stimulus, periodically recurrent, has never failed to have a similar
effect—of giving new life to science. But while science, and zoology
as a branch of it, has been evolving during the last three centuries,
the traveller, too, has shared in the evolution. It is this which we wish
to trace.
I. The Romantic Type. Many of the old travellers, from Herodotus
onwards, were observant and enthusiastic; most were credulous and
garrulous. In days when the critical spirit was young, and verification
hardly possible, there could not but be a strong temptation to tell
extraordinary “travellers’ tales”. And they did. Nor need we scoff at
them loudly, for the type dies hard; every year such tales are told.
Oderico de Pordenone and other mediæval travellers who give some
substance to the mythical Sir John de Maundeville were travellers of
this genial type. Oderico describes an interesting connecting link
between the animal and vegetable kingdom, a literal “zoophyte”, the
“vegetable lamb”, which seems to have been a woolly Scythian fern,
with its counterpart in the large fungus which colonials sometimes
speak of as the “vegetable sheep”. As for the pretended Sir John, he
had in his power of swallowing marvels a gape hardly less than that
of the great snakes which he describes. But even now do we not see
his snakes in at least the picture-books on which innocent youth is
nurtured? The basilisk (one of the most harmless of lizards) “sleyeth
men beholding it”; the “cocodrilles also sley men”—they do indeed
—“and eate them weeping, and they have no tongue”. “The griffin of
Bactria hath a body greater than eight lyons and stall worthier than a
hundred egles, for certainly he will beare to his nest flying, a horse
and a man upon his back.” He was not readily daunted, Sir John, for
when they told him of the lamb-tree which bears lambs in its pods,
his British pluck did not desert him, and he gave answer that he
“held it for no marvayle, for in his country are trees which bear fruit
which become birds flying, and they are good to eate, and that that
falleth on the water, liveth, and that that falleth on earth, dyeth; and
they marvailed much thereat”. The tale of the barnacle-tree was a
trump card in those days!
Another example of this type, but rising distinctly above it in
trustworthiness, was the Venetian Marco Polo, who in the thirteenth
century explored Asia from the Black Sea to Pekin, from the Altai to
Sumatra, and doubtless saw much, though not quite so much as he
describes. He will correct the fables of his predecessors, he tells us,
demonstrating gravely that the unicorn or rhinoceros does not allow
himself to be captured by a gentle maiden, but he proceeds to
describe tailed men, yea, headless men, without, so far as can be
seen, any touch of sarcasm. Of how many marvels, from porcupines
throwing off their spines and snakes with clawed fore-feet, to the
great Rukh, which could bear not merely a poor Sinbad but an
elephant through the air, is it not written in the books of Ser Marco
Polo of Venezia?
II. The Encyclopædist Type.—This unwieldy title, suggestive of an
omnivorous hunger for knowledge, is conveniently, as well as
technically, descriptive of a type of naturalist characteristic of the
early years of the scientific renaissance. Edward Wotton (d. 1555),
the Swiss Gesner (d. 1565), the Italian Aldrovandi (d. 1605), the
Scotsman Johnson (d. 1675), are good examples. These
encyclopædists were at least impressed with the necessity of getting
close to the facts of nature, of observing for themselves, and we
cannot blame them much if their critical faculties were dulled by the
strength of their enthusiasm. They could not all at once forget the
mediæval dreams, nor did they make any strenuous effort to
rationalize the materials which they so industriously gathered. They
harvested but did not thrash. Ostrich-like, their appetite was greater
than their power of digesting. A hasty judgment might call them mere
compilers, for they gathered all possible information from all sources,
but, on closer acquaintance, the encyclopædists grow upon one.
Their industry was astounding, their ambition lofty; and they
prepared the way for men like Ray and Linnæus, in whom was the
genius of order.
Associated with this period there were many naturalist-travellers,
most of whom are hardly now remembered, save perhaps when we
repeat the name of some plant or animal which commemorates its
discoverer. José d’Acosta (d. 1600), a missionary in Peru, described
some of the gigantic fossils of South America; Francesco Hernanded
published about 1615 a book on the natural history of Mexico with
1200 illustrations; Marcgrav and Piso explored Brazil; Jacob Bontius,
the East Indies; Prosper Alpinus, Egypt; Belon, the Mediterranean
region; and there were many others. But it is useless to multiply what
must here remain mere citations of names. The point is simply this,
that, associated with the marvellous accumulative industry of the
encyclopædists and with the renaissance of zoology in the sixteenth
and seventeenth centuries, there were numerous naturalist-travellers
who described what they saw, and not what they fancied might be
seen.
III. The General Naturalist Type.—As Ray (d. 1705) and Linnæus
(d. 1778) began to reduce to order the accumulations of the
encyclopædists, and as the anatomists and physiologists began the
precise study of structure and function, the naturalist-travellers
became more definite in their aims and more accurate in their
observations. Linnæus himself sent several of his pupils on precisely
scientific journeys. Moreover, in the eighteenth century there were
not a few expeditions of geographical and physical purpose which
occasionally condescended to take a zoologist on board. Thus
Captain Cook was accompanied on his first voyage (1768-1781) by
Banks and Solander, and on his second voyage by the Forsters,
father and son. On his third voyage he expressly forbade the
intrusion of any naturalist, but from all that we can gather it would
have been better for himself if he had not done so. In these
combined voyages there was nascent the idea of co-operative
expeditions, of which the greatest has been that of the Challenger.
In illustration of travellers who were not specialists, but in varying
degrees widely interested naturalists, it will be sufficient to cite three
names—Thomas Pennant, Peter Pallas, and, greatest of all,
Alexander von Humboldt.
Of Thomas Pennant (1726-1798) we may note that he was one of
the early travellers in Scotland, which was then, as he says, almost
as unknown as Kamchatka, and that he extorted from Dr. Johnson
the admission, “He’s a Whig, sir, a sad dog; but he’s the best
traveller I ever read; he observes more things than any one else
does”. He knew Buffon and corresponded with Linnæus, and was
the author of several works on British and North American zoology.
His so-called Arctic Zoology is mainly a sketch of the fauna in the
northern regions of North America, begun “when the empire of Great
Britain was entire, and possessed the northern part of the New
World with envied splendour”. His perspective is excellent! the
botanist, the fossilist, the historian, the geographer must, he says,
accompany him on his zoological tours, “to trace the gradual
increase of the animal world from the scanty pittance given to the
rocks of Spitzbergen to the swarms of beings which enliven the
vegetating plains of Senegal; to point out the causes of the local
niggardness of certain places, and the prodigious plenty in others”. It
was about the same time (1777) that E. A. W. Zimmermann,
Professor of Mathematics at Brunswick, published a quarto in Latin,
entitled Specimen Zoologiæ Geographicæ Quadrupedum, “with a
most curious map”, says Pennant, “in which is given the name of
every animal in its proper climate, so that a view of the whole
quadruped creation is placed before one’s eyes, in a manner
perfectly new and instructive”. It was wonderful then, but the map in
question looks commonplace enough nowadays.
Peter Simon Pallas (1741-1811) was a student of medicine and
natural science, and did good work as a systematic and anatomical
zoologist. He was the first, we believe, to express the relationships of
animals in a genealogical tree, but his interest for us here lies in his
zoological exploration of Russia and Siberia, the results of which are
embodied in a series of bulky volumes, admirable in their careful
thoroughness. We rank him rather as one of the forerunners of
Humboldt than as a zoologist, for his services to ethnology and
geology were of great importance. He pondered over the results of
his explorations, and many of his questionings in regard to
geographical distribution, the influence of climate, the variation of
animals, and similar problems, were prophetic of the light which was
soon to dawn on biological science.
Alexander von Humboldt (1769-1859) was undoubtedly one of the
greatest naturalists of the century which his life well nigh covered.
Geologist, botanist, zoologist, and more, he was almost the last of
the all-round naturalists. In this indeed lay his weakness as well as
his strength, for great breadth of view is apt to imply a lack of
precision as to details. In boyhood, “when life”, as he says, “appears
an unlimited horizon”, he had strong desires after travel, which were
in part gratified by excursions with George Forster and by Swiss
explorations with the sagacious old geographer Leopold von Buch.
These, however, only whetted his enthusiasm for journeys with a
larger radius. At length, after many discouragements, he sailed in
1799 from Corunna, with Aimé Bonpland as companion, and spent
five years in exploring the equinoctial regions of the New World. The
full record of his voyage one cannot be expected to read, for there
are about thirty volumes of it in the complete edition, but what we
should all know is Humboldt’s Personal Narrative, in which the chief
results of his explorations are charmingly set forth. Later in life
(1829) he went with Ehrenberg and Rose to North Asia, and his
crowning work was the publication of Cosmos (1845-58), which
originated in a series of lectures delivered in the University of Berlin.
In front of that building his statue now stands, along with that of his
not less famous brother Wilhelm.
We think of Humboldt not so much as an early explorer of tropical
America, nor because he described the habits of the condor and
made observations on electric eels, nor because he furnished Cuvier
and Latreille with many new specimens, but rather as a magnificent
type of the naturalist-traveller, observant, widely interested, and
thoughtful, who pointed forward to Darwin in the success with which
he realized the complexity of inter-relations in nature. Many a
traveller, even among his contemporaries, discovered more new
plants and animals than the author of Cosmos, but none approached
him as an all-round naturalist, able to look out on all orders of facts
with keenly intelligent eyes, a man, moreover, in whom devotion to
science never dulled poetic feeling. His work is of real importance in
the history of geographical distribution, for he endeavoured to
interpret the peculiarities of the various faunas in connection with the
peculiar environment of the different regions—a consideration which
is at least an element in the solution of some of the problems of
distribution. It is especially important in regard to plants, and one
may perhaps say that Humboldt, by his vivid pictures of the
vegetable “physiognomy” of different regions, and by his
observations on the relations between climate and flora, laid the
foundations of the scientific study of the geographical distribution of
plants. We find in some of his Charakterbilder, for example in his
Views of Nature, the prototype of those synthetic pictures which give
Brehm’s popular lectures their peculiar interest and value.
IV. The Specialist Type.—It would say little for scientific discipline if
it were true that a man learned, let us say, in zoology, could spend
years in a new country without having something fresh to tell us
about matters outside of his specialism—the rocks, the plants, and
the people. But it is not true. There have been few great travellers
who have been narrow specialists, and one might find more than one
case of a naturalist starting on his travels as a zoologist and
returning an anthropologist as well. Yet it is evident enough that few
men can be master of more than one craft. There have been few
travellers like Humboldt, few records like Darwin’s Voyage of the
Beagle (1831-6). Hence we recognize more and more as we
approach our own day that naturalist-travellers have been successful
either as specialists, or, on the other hand, in so far as they have
furnished material for generalization (Type V.). The specialism may
of course take various forms: a journey may be undertaken by one
who is purely an ornithologist, or it may be undertaken with one
particular problem in view, or it may be organized, like the
Challenger expedition, with the co-operation of a number of
specialists.
The French took the lead in organizing zoological expeditions. As
early as 1800 they sent out the Géographe, Naturaliste, and
Casuarina, zoologically conducted by Bury de St. Vincent, Péron,
and Lesueur. Further expeditions followed with Quoy and Gaimard,
Lesson, Eydoux, Souleyet, Dupetit-Thouars, and others as
zoological guides. The English whaling industry gave early
opportunity to not a few naturalists; and it is now a long time since
Hooker went with Sir James Ross on the South Polar expedition and
Huxley went on the Rattlesnake to the Australian Barrier Reef. The
Russians were also active, one of the more famous travellers being
Kotzebue, who was accompanied on one of his two voyages (1823-
6) round the world by Chamisso and Eschscholtz. In the early part of
this century the Americans were also enterprising, the work of Dana
being perhaps the most noteworthy. It would require several pages
to mention even the names of the naturalists who have had their
years of wandering, and have added their pages and sketches to the
book of the world’s fauna and flora, but such an enumeration would
serve no useful purpose here.
There is, however, one form of zoological exploration which
deserves a chapter to itself, that is the exploration of the Deep Sea.
Several generations of marine zoologists had been at work before a
zoology of the deep sea was dreamed of even as a possibility. It is
true that in 1818 Sir John Ross had found a star-fish (Astrophyton) at
a depth of 800-1000 fathoms, but this was forgotten; and in 1841
Edward Forbes dredged to no purpose in fairly deep water in the
Ægean Sea. Indeed those who thought about the great depths at all
deemed it unlikely that there could be life there, and if it had not
been for the practical affair of laying the ocean cables, we might
possibly have been still in ignorance of the abyssal fauna.
But the cables had to be laid—no easy task—and it became
important to know at least the topography of the depths. Cables
broke, too, and had to be fished up again, and when that which ran
between Sardinia and Algiers was lifted, in 1860, from a depth of 60-
1000 fathoms, no less than 15 different species of animals were
found on it. This was a discovery to fire enthusiasm, and Britain led
the way in following it up. In 1868 Wyville Thomson began his
explorations on the Lightning, and proved that most of the types of
backboneless animals were represented at depths of at least 600
fathoms. Soon followed the similar cruise of the Porcupine, famous
inter alia for the discovery of Bathybius, which many sceptics regard
as a mare’s nest. From various quarters the quest after the deep-sea
fauna began to be prosecuted.
It is now more than a score of years since the world-famous
Challenger sailed from Portsmouth with Wyville Thomson, Moseley,
John Murray, and Willemoes-Suhm as naturalists. During three and
a half years the explorers cruised over 68,900 nautical miles,
crossed the Atlantic no less than five times, reached with the long
arm of the dredge to depths equal to reversed Himalayas, raised
treasures of life from over 500 stations, and brought home spoils
over which the savants of Europe have hardly ceased to be busy,
and the records of which, now completed under Dr. Murray’s
editorship, form a library of about forty huge volumes.
The Challenger expedition was important not only in itself, but in the
wave of scientific enthusiasm which it raised. From Germany went
forth the Gazelle; Norway sent the Vöringen to Spitzbergen; America
has despatched the Tuscarora, the Blake, and the Albatross; from
Sweden the Vega and the Sophia sailed to Arctic seas: Count
Liechtenstein’s yacht Hertha explored Adria; the Prince of Monaco’s
Hirondelle darted hither and thither; the French sent forth the
Travailleur and Talisman; the Italians the Vettor Pisani and
Washington; Austria and Hungary organized the Poli for work in the
Mediterranean; the Germans again have recently specialized in
investigating the Plankton, or surface-life of the ocean; and so, with a
range even wider than we have indicated, the wave of enthusiasm
has spread, one of the latest barques which it has borne being the
Prince of Monaco’s, which was specially built for marine exploration.
Specialism in travelling has, of course, gone much further. Thus to
cite only three examples, we have Semper’s zoological work on the
Philippines, the researches of the Sarasins in Ceylon, and the first
results of Semon’s recent visit to Australasia, all of them passing far
beyond records of zoological exploration into monographs on the
structure and development of characteristic members of the fauna of
these countries. And it is no exaggeration to say that private
enterprise, Royal Society subsidies, British Association grants, and
the like have sent scores of naturalists from Britain half round the
world in order to solve special problems, as to the larva of a worm,
for instance, or as to the bird-fauna of some little island.
V. The Biological Type. In some ways the most important scientific
journey ever made was Darwin’s voyage on the Beagle. It was the
Columbus-voyage of zoology. There is a great deal to be said for the
Wanderjahre of the old students, for to have time to think is one of
the conditions of intellectual progress. Not that the Beagle voyage
was one of idleness, but it gave Darwin, at the age of twenty-two, a
wealth of impressions and some measure of enforced leisure
wherein to gloat intellectually over what he saw. He has said, indeed,
that various sets of facts observed on his voyage, such as the aspect
of the Galapagos Islands, started him on paths of pondering which
eventually led to his theory of the origin of species.
We take Darwin as the type of the biological, or, we may almost say,
evolutionist travellers; but he must share this position with his
magnanimous colleague, Alfred Russel Wallace, whose journeyings
were more prolonged and not less fruitful. Before Darwin the
naturalist-travellers had been, for the most part, describers,
systematists, and analysts, and it goes without saying that such work
is indispensable, and must continue; but in the light of the conception
of evolution all things had become new; the present world of life was
henceforth seen as a stage in a process, as a passing act in a
drama, not merely as a phantasmagoria to be admired and pictured,
but as a growth to be understood.
It is within this group of biological travellers, which includes such
men as Bates and Belt, that we must also place Brehm. For although
he perhaps had not the firmness of grasp or the fineness of touch
necessary for the successful handling of the more intricate biological
problems, especially those which centre around the factors of
evolution, he had unusual power as an observer of the habits of
animals. His contributions, which must be judged, of course, from his
great Tierleben,[A] as well as from his popular lectures, were rather
to the old natural history than to biology in the stricter sense. His
works show that he was as much interested in men as in beasts, that
he was specially an ornithologist, that he was beneath the naturalist
a sportsman; but so scores of other travellers have been. His
particular excellence is his power of observing and picturing animal
life as it is lived in nature, without taking account of which biology is
a mockery and any theory of evolution a one-sided dogma.
[A] This well-known treasure-house of Natural History appeared
originally in 1863-69 in six big volumes, which have since
increased to ten. Even the first edition took a foremost place
among similar works on the Natural History of Animals. With a
wealth of personal observation on the habits of animals in their
native haunts, it combined the further charm of very beautiful
pictorial illustration.
Let us now bring together briefly the outstanding facts of this
historical outline.
In early days men followed their wandering herds or pursued their
prey from region to region, or were driven by force of competition or
of hunger to new lands. Many of the most eventful journeys have
been among those which had to be taken.
I. Gradually, intellectual curiosity rather than practical need became
the prompter, and men travelled with all manner of mixed aims
seeking what was new. When they returned they told travellers’
tales, mostly in as good faith as their hunting ancestors had done in
the caves of a winter night, or as the modern traveller does after
dinner still. We pass insensibly from Herodotus to Marco Polo, from
“Sir John Maundeville” to Mr. X. Y. Z., whose book was published
last spring. This is the type romantic.
II. But when science shared in the renaissance there ensued the
extraordinary industry of the encyclopædist school, with which many
naturalist-travellers were associated. Some of these were great men
—perhaps Gesner was greatest of all—but all had the defects of
their qualities. They gathered into stackyards both wheat and tares,
and seldom found time to thrash. The type survives afield in the
mere collector, and its degenerate sedentary representatives are
called compilers.
III. Just as Buffon represents the climax of the encyclopædists, and
is yet something more, for he thrashed his wheat, so Humboldt,
while as ambitious as any encyclopædist traveller, transcended them
all by vitalizing the wealth of impressions which he gathered. He was
the general naturalist-traveller, who took all nature for his province,
and does not seem to have been embarrassed. Of successful
representatives of this type there are few, since Darwin perhaps
none.
IV. Meanwhile Linnæus had brought order, Cuvier had founded his
school of anatomists, Haller had re-organized physiology, the
microscope had deepened analysis, and zoology came of age as a
specialism. Henceforth travellers’ tales were at a discount; even a
Humboldt might be contradicted, and platitudinarian narratives of a
voyage round the world ceased to find the publisher sympathetic or
the public appetized. The naturalist-traveller was now a zoologist, or
a botanist, or an ornithologist, or an entomologist; at any rate, a
specialist. But it was sometimes found profitable to work in
companies, as in the case of the Challenger expedition.
V. Lastly, we find that on the travellers, too, “evolution” cast its spell,
and we have Darwin and Wallace as the types of the biological
travellers, whose results go directly towards the working out of a
cosmology. From Bates and Belt and Brehm there is a long list down
to Dr. Hickson, The Naturalist in Celebes, and Mr. Hudson, The
Naturalist in La Plata. Not, of course, that most are not specialists,
but the particular interest of their work is biological or bionomical.
I have added to this essay a list of some of the most important works
of the more recent naturalist-travellers with which I am directly
acquainted, being convinced that it is with these that the general,
and perhaps also the professional student of natural history should
begin, as it is with them that his studies must also end. For, not only
do they introduce us, in a manner usually full of interest, to the
nature of animal life, but they lead us to face one of the ultimate
problems of biology—the evolution of faunas.
II.
Alfred Edmund Brehm (1829-1884) was born at Unter-Renthendorf
in Sachsen-Weimar, where his father—an accomplished ornithologist
—was pastor. Brought up among birds, learning to watch from his
earliest boyhood, accompanying his father in rambles through the
Thuringian forest, questioning and being questioned about all the
sights and sounds of the woods, listening to the experts who came to
see the famous collection in the Pfarr-haus, and to argue over
questions of species with the kindly pastor, young Brehm was almost
bound to become a naturalist. And while the father stuffed his birds
in the evenings the mother read aloud from Goethe and Schiller, and
her poetic feeling was echoed in her son. Yet, so crooked are life’s
ways, the youth became an architect’s apprentice, and acted as
such for four years!
But an opportunity presented itself which called him, doubtless most
willing, from the desk and workshop. Baron John Wilhelm von Müller,
a keen sportsman and lover of birds, sought an assistant to
accompany him on an ornithological expedition to Africa, and with
him the youth, not yet out of his teens, set forth in 1847. It was a
great opportunity, but the price paid for it was heavy, for Brehm did
not see his home again for full five years, and was forced to bear
strains, to incur responsibilities, and to suffer privations, which left
their mark on him for life. Only those who know the story of his
African journeys, and what African travel may be with repeated
fevers and inconsiderately crippled resources, can adequately
appreciate the restraint which Brehm displays in those popular
lectures, here translated, where there is so much of everything but
himself.
After he returned, in 1852, rich in spoils and experience, if otherwise
poor, he spent several sessions at the universities of Jena and
Vienna. Though earnestly busy in equipping himself for further work,
he was not too old to enjoy the pleasures of a student life. When he
took his doctor’s degree he published an account of his travels
(Reiseskizzen aus Nordostafrica. Jena, 1855, 3 vols.).
After a zoological holiday in Spain with his like-minded brother
Reinhold—a physician in Madrid—he settled for a time in Leipzig,
writing for the famous “Gartenlaube”, co-operating with Rossmässler
in bringing out Die Tiere des Waldes, expressing his very self in his
Bird-Life (1861), and teaching in the schools. It was during this
period that he visited Lapland, of whose bird-bergs the first lecture
gives such a vivid description. In 1861 he married Matthilde Reiz,
who proved herself the best possible helpmeet.
In 1862, Brehm went as scientific guide on an excursion to Abyssinia
undertaken by the Duke of Coburg-Gotha, and subsequently
published a characteristic account of his observations Ergebnisse
einer Reise nach Habesch: Results of a Journey to Abyssinia
(Hamburg, 1863). On his return he began his world-famous
Tierleben (Animal Life), which has been a treasure-house to so
many naturalists. With the collaboration of Professors Taschenberg
and Oscar Schmidt, he completed the first edition of this great work,
in six volumes, in 1869.
Meanwhile he had gone to Hamburg as Director of the Zoological
Gardens there, but the organizing work seems to have suited him ill,
and he soon resigned. With a freer hand, he then undertook the
establishment of the famous Berlin Aquarium, in which he partly
realized his dream of a microcosmic living museum of nature. But,
apart from his actual work, the business-relations were ever irksome,
and in 1874 he was forced by ill-health and social friction to abandon
his position.
After recovery from serious illness he took up his rôle as popular
lecturer and writer, and as such he had many years of happy
success. A book on Cage Birds (1872-1876), and a second edition of
the Tierleben date from this period, which was also interrupted by his
Siberian journeys (1876) and by numerous ornithological
expeditions, for instance to Hungary and Spain, along with the
Crown Prince Rudolph of Austria. But hard work, family sorrows, and
finally, perhaps, the strain of a long lecturing tour in America aged
Brehm before his time, and he died in 1884.
For these notes I am indebted to a delightful appreciation of Brehm
which Ernest Krause has written in introduction to the third edition of
the Tierleben, edited by Pechuel-Loesche, and as regards the
naturalist’s character I can only refer to that essay. As to his
published work, however, every naturalist knows at least the
Tierleben, and on that a judgment may be safely based. It is a
monumental work on the habits of animals, founded in great part on
personal observation, which was always keen and yet sympathetic. It
is a classic on the natural history of animals, and readers of Darwin
will remember how the master honoured it.
Doubtless Brehm had the defects of his qualities. He was, it is said,
too generous to animals, and sometimes read the man into the beast
unwarrantably. But that is an anthropomorphism which easily besets
the sympathetic naturalist. He was sometimes extravagant and
occasionally credulous. He did not exactly grip some of the subjects
he tackled, such as, if I must specify, what he calls “the monkey-
question”.
It is frankly allowed that he was no modern biologist, erudite as
regards evolution-factors, nor did he profess to attempt what is
called zoological analysis, and what is often mere necrology, but his
merit is that he had seen more than most of us, and had seen, above
all, the naturalist’s supreme vision—the vibrating web of life. And he
would have us see it also.
III.
The success of the pictures which Brehm has given us—of bird-
bergs and tundra, of steppes and desert, of river fauna and tropical
forest—raises the wish that they had been complete enough to
embrace the whole world. As this ideal, so desirable both from an
educational and an artistic standpoint, has not been realized by any
one volume, we have ventured to insert here a list of some more or
less analogous English works by naturalist-travellers, sportsmen,
and others—
Adams, A. Leith. Notes of a Naturalist in the Nile Valley
and Malta (Edinburgh, 1870).
Agassiz, A. Three Cruises of the “Blake” (Boston and New
York, 1888).
Baker, S. W. Wild Beasts and their Ways: Reminiscences
of Europe, Asia, Africa, and America (London, 1890).
Bates, H. W. Naturalist on the Amazons (6th Ed. London,
1893).
Belt, T. Naturalist in Nicaragua (2nd Ed. London, 1888).
Bickmore, A. S. Travels in the East Indian Archipelago
(1868).
Blanford, W. T. Observations on the Geology and Zoology
of Abyssinia (London, 1870).
Bryden, H. A. Gun and Camera in Southern Africa
(London, 1893). Kloof and Karroo (1889).
Burnaby, F. A Ride to Khiva (8th Ed. London, 1877).
Buxton, E. N. Short Stalks, or Hunting Camps, North,
South, East, and West (London, 1893).
Chapman, A. and C. M. Buck. Wild Spain (London, 1892).
Cunningham, R. O. Notes on the Natural History of the
Straits of Magellan (Edinburgh, 1871).
Darwin, C. Voyage of the “Beagle” (1844, New Ed.
London, 1890).
Distant, W. L. A Naturalist in the Transvaal (London,
1892).
Drummond, H. Tropical Africa (London, 1888).
Du Chaillu, P. B. Explorations and Adventures in
Equatorial Africa (London, 1861). Ashango Land (1867).
Eha. A Naturalist on the Prowl, or in the Jungle (London,
1894).
Forbes, H. O. A Naturalist’s Wanderings in the Eastern
Archipelago (London, 1885).
Guillemard. Cruise of the “Marchesa” (London, 1886).
Heilprin, A. The Bermuda Islands (Philadelphia, 1889).
Hickson, S. J. A Naturalist in North Celebes (London,
1889).
Holub, Emil. Seven Years in South Africa (1881).
Hudson, W. H. The Naturalist in La Plata (London, 1892).
Idle Days in Patagonia (London, 1893).
Humboldt, A. von. Personal Narrative of Travels to the
Equinoctial Regions of America. Views of Nature (Trans.
1849). Cosmos (Trans. 1849-58).
Johnston, H. H. Kilima Ndjaro Expedition (1885).
Kingsley, C. At last! A Christmas in the West Indies
(1889).
Lumholtz. Among Cannibals (London, 1889).
Moseley, H. N. Notes by a Naturalist on the “Challenger”
(London, 1879. New Ed. 1892).
Nordenskiöld, A. E. Voyage of the “Vega” (London, 1881).
Oates, F., Ed. by C. G. Oates. Matabele Land, the Victoria
Falls, a Naturalist’s Wanderings in the Interior of South
Africa (1881).
Phillipps-Wolley. Big-Game Shooting (Badminton Libr.
London, 1893).
Rodway, J. In the Guiana Forest (London, 1894). British
Guiana (London, 1893).
Roosevelt, Th., and G. B. Grinell. American Big-Game
Hunting (Edinburgh, 1893).
Schweinfurth, G. The Heart of Africa (1878).
Seebohm, H. Siberia in Europe (London, 1880), Siberia in
Asia (London, 1882).
Selous, F. C. A Hunter’s Wanderings (1881). Travel and
Adventure in South-East Africa (London, 1893).
Sibree, Rev. J. The Great African Island (1879).
Solymos, B. (B. E. Falkenberg). Desert Life (London,
1880).
Stanley, H. M. How I Found Livingstone (1872, New Ed.
1885). The Congo (1885). Through the Dark Continent
(1890). In Darkest Africa (1890).
Swayne, H. G. C. Seventeen Trips through Somaliland
(London, 1895).
Tennent, J. E. Natural History of Ceylon (London, 1861).
Thomson, Wyville. The Depths of the Sea (London, 1873).
Narrative of the Voyage of the “Challenger” (1885). And, in
this connection, see S. J. Hickson. Fauna of the Deep Sea
(London, 1894).
Tristram, H. B. The Land of Israel (1876). The Land of
Moab (1873). The Great Sahara (1860).
Wallace, A. R. Malay Archipelago (London 1869). Tropical
Nature (1878). Island Life (1880). Travels on the Amazon
and Rio Negro (1889).
Waterton, Ch. Wanderings in South America (Ed. by J. G.
Wood, 1878).
Woodford, C. M. Naturalist among the Head-hunters
(London, 1890).
FROM
NORTH POLE TO EQUATOR.

THE BIRD-BERGS OF LAPLAND.
“When the Creator of the worlds had made the earth, best loved of
all, and was rejoicing in His perfect work, the devil was seized with a
desire to bring it all to nought. Not yet banished from heaven, he
lived among the archangels in the abodes of the blessed. Up to the
seventh heaven he flew, and, seizing a great stone, hurled it with
might down on the earth exulting in the beauty of its youth. But the
Creator saw the ruthless deed, and sent one of His archangels to
avert the evil. The angel flew even more swiftly than the stone to the
earth beneath, and succeeded in saving the land. The huge stone
plunged thundering into the sea, and hissing waves flooded all the
shores for many a mile. The fall shattered the crust of the stone, and
thousands of splinters sank on either side, some disappearing into
the depths, and some rising above the surface, bare and bleak like
the rock itself. Then God took pity, and in His infinite goodness
resolved to clothe even this naked rock with life. But the fruitful soil
was all but exhausted in His hand; there remained scarce enough to
lay a little here and there upon the stone.”
So runs an ancient legend still current among the Lapps. The stone
which the devil threw is Scandinavia; the splinters which fell into the
sea on either side are the skerries which form a richly varied wreath
around the peninsula. The rents and cracks in the rock are the fjords
and the valleys; the sprinkling of life-giving soil which fell from the
gracious Creator’s hand forms the few fertile tracts which
Scandinavia possesses. To appreciate the full depth and meaning of
the childish story one must one’s self have visited Scandinavia, and
especially Norway, have steered a boat among the skerries, and
have sailed round the country from the extreme south to the farthest
north. Marvellous, indeed, is the country; marvellous are its fjords;
still more marvellous is the encircling wreath of islands and reefs.
Scandinavia is an alpine country like Switzerland and the Tyrol, yet it
differs in a hundred ways from both of these. Like our Alps it has

(Ebook pdf) (eBook PDF) Human Resource Management 9th edition all chapter

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

(Ebook pdf) (eBook PDF) Human Resource Management 9th edition all chapter

Uploaded by

Copyright:

Available Formats

(eBook PDF) Human Resource

Management 9th edition

(eBook PDF) Human Resource Management 9th Edition by

(eBook PDF) Human Resource Management 9th Edition by

(eBook PDF) Strategic Compensation A Human Resource

(Original PDF) Human Resource Management 9th Australia

(eBook PDF) Human Resource Management 13th Edition

(eBook PDF) Human Resource Management 15th Edition

(eBook PDF) Strategic Human Resource Management:

(Original PDF) International Human Resource Management

Derek Torrington is Emeritus Professor of Management, University of Manchester.

Cover: (front and back) © Michael Blann, Stone,

CVR_TORR6634_09_SE_CVR.indd 1 21/01/2014 11:30

Guided tour xiv Theoretical perspectives of strategic HRM 50

Summary propositions 19 Analysing the environment 70

General discussion topics 20 Forecasting future HR needs 72

References 22 Reconciliation, decisions and plans 76

Summary propositions 39 References 85

General discussion topics 39

Strategic HRM 44 Organisation structures 94

The relationship between business strategy Organisational flexibility 97

A01_TORR6634_09_SE_FM.indd 7 1/15/14 9:41 AM

Validation of selection procedures 148 Theoretical bases of performance

Defining engagement 154 Summary propositions 209

The benefits of employee General discussion topics 210

A01_TORR6634_09_SE_FM.indd 8 1/15/14 9:41 AM

Further reading 211 Reconceptualising change 263

Transformational leadership: do we References 271

The national context 233 General discussion topics 290

The organisational context 235 Theory into practice 291

Process and causes of absence 235 Further reading 292

Managing for attendance 237 References 292

Ongoing contact during absence 243 15 Learning and development 294

13 Organisational change and Further reading 312

A01_TORR6634_09_SE_FM.indd 9 1/15/14 9:41 AM

How organisations evaluate talent Implications for organisations 383

Part 5 Employee relations 332 20 Grievance and discipline 390

A01_TORR6634_09_SE_FM.indd 10 1/15/14 9:41 AM

22 Incentives 432 25 Managing the human resource

PBR schemes 437 Structure of the HR function 493

PRP 438 HR strategic contribution 495

23 Pensions and benefits 452 Theory into practice 507

A01_TORR6634_09_SE_FM.indd 11 1/15/14 9:41 AM

Part 8 Selected human General discussion topics 602

Summary propositions 585 XI Using and interpreting statistics 621

A01_TORR6634_09_SE_FM.indd 12 1/15/14 9:41 AM

Window on practice boxes provide you with examples of

Chapter 7 Selection methods and decisions

support is available on the complementary website

A01_TORR6634_09_SE_FM.indd 14 1/15/14 9:41 AM

Chapter 15 Learning and development

Summary Propositions provide a useful revision tool Summary propoSitionS

General Discussion Topics are useful both as a basis for

topics covered within the chapter. ness of a training programme.

theory into practice

Theory into Practice case studies or learning activities that Micropower

associated questions and developing a better understanding the consultant’s role.

Further Reading sections provide guided access to

A01_TORR6634_09_SE_FM.indd 15 1/15/14 9:41 AM

Chapter 26 Health and well-being

Detailed References provide quick and easy access to the

A detailed Glossary is included at the end of the book, for

A01_TORR6634_09_SE_FM.indd 16 1/15/14 9:41 AM

A01_TORR6634_09_SE_FM.indd 17 1/15/14 9:41 AM