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 pr o du ce. i

do no t re
u se o nly,
al -04
Person 20 2 0 -0 9

Human Resource al u s e o nly, d o n

-04
ot re pr o du ce.

Management 4e
Person 20 2 0 -0 9

e.
Managing Employees ly, d o n o t rep r o d u c
s e o n
for Competitive Advantage P er s o nal u
20 2 0 - 0 9 - 04

r o du c e.
o no t rep
se o nly, d
e r s o nal u 0 -0 9- 04
P 202 Mary Gowan
James Madison University

David Lepak c e.
r o du
n ot
University of,Massachusetts
o rep Amherst
s e o n ly d
er s onal u 0 -0 9 -04
P 202

r o d u c e.
o n o t rep
s e o n ly, d
er s o nal u 0 - 0 9 - 04
P 202

pr o du ce.
do no t re
u se o nly,
al -04
Person 20 2 0 -0 9
viii Table of Contents
pr o du ce.
do no t re
u se o nly,
al -04
Person 9 Americans with Disabilities Act of 1990 (ADA) and ADA
20 2 0 -0
Amendments Act of 2008 (ADAA) 89
Title II of the Genetic Information Nondiscrimination Act of
2008 (GINA) 91
Use of Social Media and Employment
Discrimination 92
p r o du ce.
l y not rofe Multinational Employers
EEO Responsibilities
, dofor Discrimination Charges 93
92
e o n
r s ona l us
Filing Process
-0 9 -04
Pe 2 0
20 Orders and Affirmative Action 93
Executive
Executive Order 11246 (EO 11246) 94
Affirmative Action 94
Related Employment Legislation 95
Immigration Reform and Control
r o d u c e.
Act of 1986 (IRCA) 96
d o n o t rep
e o n , (FMLA) 97
ly2008
o na u
Family and Medical LeavelAct sof 1993,
9 - 04
P e r s
Vietnam Era Veteran’s 2 0 - 0
20 Assistance Act of 1974
Readjustment
(VEVRAA) 97
Uniformed Services Employment and Reemployment Rights
Act of 1994 (USERRA) 98
Fair Employment Practices 98
r o du c e.
o not repEmployment-at-Will and Wrongful Discharge 98
only, d
na l u se - 04
Regulatory Issues and Competitive Advantage 99
e r s o 0 -0 9
P 202
PART 2
Work Design and Workforce Planning 109
4 Job Design and Job Analysis
uce. 111
t r e pr od
The Importance
l y, d o noJob Design and Job Analysis
of 112
u s e o n
r s ona lJob Design -0 9
114-04
P e 202 0
Efficiency Approaches to Job Design 115
Motivational Approaches to Job Design 116
Which Approach to Use? Balancing Efficiency
and Motivational Approaches 123
Job Analysis 123
r o d u c e.
o n o t rep
Job Information 123
s e o n ly, d
s o
Job-Analysis Techniquesn u
al125 - 0 9 - 04
P e r 202 0
Job Descriptions and Job Specifications 127
Job Design in Practice: Organizational Demands 129
Strategy and Job Design 129
Company Characteristics and Job Design 131

pr o d u ce.and Job Design 132

Culture
o not re Employee Concerns and Job Design 133
on l y, d
a l u se -04
Person 0 9
- Job Design in Practice: Environmental Influences 134
20 2 0
Labor-Force Trends and Job Design 135
Technology and Job Design 136
 pr o du ce. Table of Contents ix

do n o t re
u se o nly,
al -04 and Job Design
Person 9
Globalization 138
2 0 -0
20 Ethics and Job Design 139
Job Design in Practice: Regulatory Issues 140
Importance of Identifying Essential and Nonessential
Job Duties 140
Job Design and Employee Safety 141
e prod uce.
o t r
o n l y, do n
Appendix ona l u se 9 -04
P ers 2 0 -0
20 Customized
Standardized and
Approaches to Job Analysis 146
Standardized Approaches to Job Analysis 146
Functional Job Analysis (FJA) 146
r o d u c e.
Position Analysis Questionnaire (PAQ) 147
d o n o t rep
Customized Approaches to Job Analysis 149se only,
er s o nal u 0 - 0 9 - 04
P
Critical-Incidents Approach 149 202
Task Inventory Approach 150
Job Element Approach 150

5 Workforce Planning
duce.
157
no t re pro
o nl y
The, o
dImportance of Workforce Planning 158
s o na l use Workforce
-0 9- 04 Planning 160
P e r 202 0
Forecasting Labor Supply and Labor Demand 161
Internal Factors 161
External Factors 165
Tactics Firms Use to Balance Their
Supply and Demand for Labor 167 r o du c e.
o n ot rep
Labor Shortage Tactics n
s e o ly, d
167
r s on
LaboreSurplus lu
aTactics 1700-09-04
P 202
Workforce Planning in Practice:
Organizational Demands 173
Strategy and Workforce Planning 173
Company Characteristics and Workforce Planning 174
Corporate Culture and Workforce Planning 175 r o d u c e.
o n o t rep
Employee Concerns and Workforce Planning 176
o n ly,d
nal u s e - 04
s o
Workforce Planning in Practice: Environmental
er 0 - 0 9
Influences 177
P 202
Labor-Force Trends and Workforce Planning 177
Technology and Workforce Planning 179
Globalization and Workforce Planning 180

pro ce.
duPlanning
Ethics and Workforce 182
o t re
o nl y do n Planning in Practice: Regulatory Issues 183
Workforce
,
o na l u se 9-04 For Mass Layoffs and Plant Closings 183
Requirements
Pers 2 0 -0
20 Determining Who is an Employee Versus an Independent
Contractor 183
x Table of Contents
pr o du ce.
do no t re
u se o nly,
al PART039-04
Person 20-
20Managing Employee Competencies 195
6 Recruitment 197
The Purpose of Recruitment 198
od uce.
ot repr 199
The Recruitment Process
do n
y,
se onlRecruitment
al uInternal -09-0 4 200
Person 2020Recruitment
External 203
Maximizing Recruitment Effectiveness 211
Preparing Recruitment Advertisements 211
Developing a Recruitment Value Proposition 211
Writing a Recruitment Message 213
r o d u c e.
Recruiters 214
o n ot rep
Realistic Job Previews 214 se onl y, d
s o n u
al215 - 0 9 - 04
P e r
Recruitment Follow-Up 20 2 0
Recruitment Effectiveness 215
Recruitment in Practice: Organizational Demands 215
Strategy and Recruitment 216
Company Characteristics and Recruitment 217
r o du c e.and Recruitment 218
o n o t rep Culture

se o n ly, d Employee Concerns and Recruitment 219

a l u 9-04
Person 2 0 2 0 -0 Recruitment in Practice: Environmental Influences 220
The Labor Force and Recruitment 220
Technology and Recruitment 222
Globalization and Recruitment 223
Ethics, Corporate Social Responsibility, and
Recruitment 224 eproduce
.
, d o n ot r
l u s e only in Practice:
Recruitment
4
Regulatory Issues 226
a Content of0-a0Recruitment
9-0
Person 2 02 Message 226
Recruiters’ Words and Actions 227
Recordkeeping 227

Appendix
o d u c e .
Metrics Used to Evaluate an not rep r
Organization’s Recruiting o n l y, do
o na l u se 9 - 04
P e
Effectivenessr s 233 202 0 - 0
Yield Ratios 233
Cost-per-Hire 234
Time-to-Fill Rate 234
pr o du
Managerce.Feedback 234
do no t re
u se o nly, Benchmarking Best Practices 235
al -04
Person 20 2 0 -0 9
 pr o du ce. Table of Contents xi

do no t re
u se o nly,
al 7 Selection -04
Person 20 2 0 -0 9 241
Selection Defined 242
How Employee Selection Processes Affect
the Performance of Firms 243
Person–Job Fit 244
pr o du ce.
not
Standards for an Effective Selection
o re
Process 245 use on l y, d
onal
Pers 245 20 -0 9 -04
Reliability 20
Validity 246
Unbiased 247
Selection Methods: Initial Screening 248
Applications and Résumés 249
r o d u c e.
Behavioral Assessments 250
d o n o t rep
Screening Interviews 250 s e o n ly,
er s o nal u 0 - 0 9 - 04
P
Selection Methods: Final Screening 251 20 2
Employment Tests 252
Interviews 255
Reference Checks, Background Checks, Credit Reports,
and Honesty Tests 257
r o du c e.
Assessment
o no t rep
Centers 260
o n d
ly,Biodata
a l u se 4
260
0 261
Person 0 2 0 -0 9-Tests
Drug
2
Medical Examinations 261
Choosing Among Selection Methods 261
Compensatory Approach 262
Multiple-Hurdle Approach 262
r o du c e.
not rep
Multiple-Cutoff Approach 264
o n
Choosing a Scoring Method l y, do
264
na l us e -04 Demands 264
er s o 0 -0 9
P
Selection in Practice: 202
Organizational
Strategy and Selection 264
Company Characteristics and Selection 266
Culture and Selection 267
Employee Concerns and Selection 269
o d u c e .
Selection in Practice: Environmental Influences 269
o t rep r
ly, d o n
Labor Market and Selection 269
s e o n
Technology and Selection 270 Person
al u 0 - 0 9 - 04
202
Globalization and Selection 272
Ethics and Employee Selection 274
Selection in Practice: Regulatory Issues 275
Procedures for Using Selection Measures 275
p r o du ce. 275
o not re
Definition of an Applicant
on l y, d
a l u se -04
Person 20 2 0 -0 9
xii Table of Contents
pr o du ce.
do no t re
u se o nly,
al -04 Appendix
Person 20 2 0 -0 9
Reliability and Validity 281
Reliability 281
Validity 281
Content Validity 281
pr o du ce.
d o
Criterion-Related n o t re 281
Validity
e o ,
nlyValidity
ona l u s
Construct
9 -0 4 282
Per s 2020 -0
8 Learning and Development 289
The Purpose of Learning and Development 290
Employee Orientation 291
r o d u c e.
t rep
Onboarding 291
d o n o
s e o n
Learning, Training, and Developmently,
Defined 292ersonal u 0 - 0 9 - 04
P 20 2
Designing an Effective Training Process 294
Part 1: Needs Assessment 295
Part 2: Design 297
Part 3: Implementation 300
o du c .
eEvaluation
t re pr Part 4: 309
l y, do no
se o n Career Development 311
e r s o nal u 0 -0 9- 04
P 202 Competency Analysis 312
Career Development Activities 313
Trends in Career Development 313
Learning and Development in Practice: Organizational
Demands 314
Strategy and Training 314roduce.
o n ot rep
Company
o n d
ly,Characteristics and Training 316
nal s e
uCulture and-0Training
-04 318
er s o 0 9
P 202
Employee Concerns and Training 319
Learning and Development in Practice: Environmental
Influences 320
Labor Market 320
Technology 322
r o d u c e.
o n o t rep
only, d 4
Globalization and Training 322

P ers nal use

Ethics and Training o324
2 0 - 0 9-0
2 0
Learning and Development in Practice: Regulatory
Issues 326
Accessibility of Training and Employee Development
Opportunities 326

r o du e.Training Needed 327

Typecof
not re p
on l y, do
a l u se -04
Person 20 2 0 -0 9
 pr o du ce. Table of Contents xiii

do no t re
u se o nly,
al -04
Person
PART 4 9
2 0 -0
Managing20Employee Attitudes and Behaviors 335
9 Performance Management 337
Why Performance Management Is So Important 338
pr o du c .
e
Purposes of Performance Management
d o n ot re 339
Step 1: Identifying
u s e o nly, Dimensions 340
Performance
P e r s onal 2 0 -0 9 -04
20
Step 2: Developing Performance Measures 341
Valid Measures 341
Performance Measurement Standards 342
Specificity 342
Step 3: Evaluating Employee Performance 343
r o d u c e.
Individual Comparisons 343
d o n o t rep
s e o n ly,
Absolute Approaches: Measuring Traits
e r s o nal u 0 - 0 9 - 04
and Behaviors 346 P 20 2
Results-Based Approaches 348
Sources of Performance Data 350
Weighting Performance Criteria 352
Performance Measurement Errors 353
du ce.
do t repro
Step 4: Providing
no Feedback 354
e o nl y,
When to Appraise Employees 354
o na l u s 9- 04 Meeting 354
P e r s 202 0 -0
The Feedback
Step 5: Developing Action Plans to Improve Employee
Performance 355
Understanding the Causes of Poor Performance 355
Taking Action 356
r o du c e.
Trends in Performance Management 357
o n ot rep
ly, d
Disciplining Employeeson359
s ona l use -0 9 -04
P er
Performance 202
Management 0
in Practice:
Organizational Demands 360
Strategy and Performance Management 360
Company Characteristics and Performance Management 362
Culture and Performance Management 363
r o d u c e.
Employee Concerns and Performance Management 364
o n o t rep
Performance Management in Practice:
s e o n ly, d
Environmental Influences 365 er s o nal u 0 - 0 9 - 04
P 202
Labor Force Trends and Performance Management 365
Technology and Performance Management 366
Globalization and Performance Management 368
Ethics and Performance Management 369

p r o d
Performance Managementu ce. in Practice:
do n o t reIssues 370
se ly, Regulatory
on Efforts to4 Reduce Discrimination in the Performance
a l u -0
Person 20 20 -0 9
Management Process 371
The Importance of Documenting Employee Performance 372
xiv Table of Contents
pr o du ce.
do no t re
u se o nly,
al 4
-010
Person 20 2 0 -0 9 Compensating Employees 381
The Purpose of Compensation 382
Total Compensation 383
Equity Theory 384
Internal Alignment 386
pr o du ce.
Job Rankingdo387 n ot re
u s e o nly,
r s ona l Job
-0 9 -0
Classification 4387
Pe 20
20Method
Point 388
Factor Comparison 389
External Competitiveness 390
Salary Surveys 390
Job Pricing 391
r o d u c e.
Company Pay Policy 392 o n ot rep
onl y, d
na
Pay Grades and Pay Ranges l u s e
392
- 04
er s o 2 0 - 0 9
BroadbandingP 393 20
Pay for Individual Employees 395
Alternative Compensation Approaches 395
Skill-Based Pay and Knowledge-Based Pay 396

r o du c e.
Competency-Based Pay 396
o not rep Market Pricing 397
only, d
na l u se - 04 Administering Compensation 397
e r s o 0 -0 9
P 202 Compensation in Practice: Organizational
Demands 399
Strategy and Compensation 399
Company Characteristics and Compensation 401
Culture and Compensation 402 ce.
t r e pr odu
, d o no
Employee Concerns and Compensation
403
l u s e only in Practice:
Compensation 4 Environmental
s ona 0 9 -0
Per 2020- 404
Influences
Labor Force and Compensation 404
Technology and Compensation 406
Globalization and Compensation 406
Ethics/Social Responsibility and Compensation 408
r o d u c e.
Compensation in Practice: Regulatory Issues
o n o t rep
410
Davis–Bacon Act 410 l use onl
y, d
er s o na 0 - 0 9 - 04
Walsh–HealeyPPublic Contracts Act 2
20(PCA) 410
Fair Labor Standards Act (FLSA) 411

11 Incentives and Rewards 421

WhyuAre
o d c e.Incentive Plans Important? 422
r
repHow
l y, do not Incentives Work 423
l u se on
Person
a
2 0 -0 9-04 Theories of Motivation 423
20
 pr o du ce. Table of Contents xv

do n o t re
u se o nly,
al 4
-0Incentive
Person
Types
0 9of Plans 424
2 0 -
20 Individual Incentive Plans 424
Group/Organizational Incentives 431
Executive Compensation: Pay and Incentives 434
What Makes an Incentive Plan Effective? 436
du ce.
Incentives and Rewards in Practice: Organizational
pr o
Demands 437 d o n ot re
e o ,
nly
al u s 437 9-04
P ersonIncentives
Strategy and
0
0-Incentives
202and
Company Characteristics 439
Culture and Incentives 439
Employee Concerns and Incentives 441
Incentives and Rewards in Practice:
Environmental Influences 442
r o d u c e.
Labor Force Trends and Incentive Plans 442
d o n o t rep
s e o n ly,
Technology and Incentives 443
er s o nal u 0 - 0 9 - 04
P 444
Globalization and Incentive Plans 20 2
Ethics, Social Responsibility, and Incentive Plans 445
Incentives and Rewards in Practice:
Regulatory Issues 446
Bias and Discriminatione.446
e pr o duc
Stock n
, ot r Backdating 447
Option
do
o nl y
s o na l use -0 9- 04
P e r 0
12202Employee Benefits
and Safety Programs 457
Employee Benefits and Safety Programs 458
Benefits and Safety Philosophy 459
r o du c e.
Mandatory Benefits 459
o n ot rep
Social Security 460 only, d
s on a l use (UI)-09461
-04
e r
Unemployment
P 202
Insurance 0
Workers’ Compensation Insurance 462
The Patient Protection and Affordable Care
Act (ACA) Employer Shared Responsibility
Provisions 463
Voluntary Benefits 464
r o d u c e.
o n o t rep
Health and Wellness Programs 464
s e o n ly, d
Life Management Benefits 473
er s o nal u 0 - 0 9 - 04
Retirement Benefits 475
P 202
Benefits Administration 478
Safety Programs 479
Programs Related to the Occupational Safety and Health Act
(OSH Act) 479duce.
o t re pro
o do n Violence Programs 480
Workplace
nly,Ergonomic Programs
al u se -04
Person 9 481
20 2 0 -0
xvi Table of Contents
pr o du ce.
do no t re
u se o nly,
al -04
Person 0 9 Employee Benefits and Safety Programs in Practice:
20 2 0 - Organizational Demands 482
Strategy, Benefits, and Safety Programs 482
Company Characteristics, Benefits, and Safety
Programs 484

uce.
Company Culture, Benefits, and Safety
Programs 485ot reprod
, do n
al se only Concerns
uEmployees’ -0 4 About Their Firm’s Benefits and Safety
Person 020-09 486
Programs
2
Employee Benefits and Safety in Practice: Environmental
Influences 487
The Labor Market and Benefits and Safety
Programs 488
Technology and Benefits and Safety Programs 488 r o d u c e.
d o n o t rep
s e o n y,
Globalization and Employee Benefits land Safety
Programs 489 onal u 9 - 04
er s 2 0 - 0
Ethics, SocialP 0
Responsibility, and2Benefits and Safety
Programs 491
Employee Benefits and Safety Programs in Practice:
Regulatory Issues 492

d u c e .
What Happens When Workers Change Jobs 492

o not reproProtection of Employee Information 493

only, d
na l u se - 04
e r s o 0 -0 9
P 202
PART 5
Special Topics 505
13 Labor Unions and Employee
Management 507oduce.
n ot r e pr
Labor o l y, doOverview 508
Relations
n
s ona l use History-0of9-Labor
04 Union
P er Brief
202 0
Movement in the United States 508
Government Regulation of Labor Unions 511
Railway Labor Act of 1926 511
Norris-Laguardia Act of 1932 511
r o d u c e.
Wagner Act (National Labor Relations Act of 1935) 511
o n o t rep
Taft-Hartley Act (Labor Management
s e o n ly, d Act of
Relations
1947) 514 sonal u - 0 9 - 04
P e r 0
202 Reporting
Landrum-Griffin Act (Labor-Management
and Disclosure Act of 1959) 516
Types of Unions 516
Local Unions 517

e prod uce.
International Unions 518
o t r
o nl y, do n The Union Organizing Process 518
o na l u se 9-04 Role of Employees, Employers, and Union Organizers 520
Pers 20 2 0 -0
Card Checks and Neutrality Agreements 520
 pr o du ce. Table of Contents xvii

do no t re
u se o nly,
al -04Bargaining 521
Person
Collective
0 9
2 0 -
20 Good Faith Bargaining 521
Bad Faith Bargaining 521
Negotiating the Agreement 521
The Grievance Process 523
The NLRB’s Role in Unfair Labor Practicesrod
p u
524ce.
d o n ot re
Decertification 524
u s e o nly,
Corporate onal
PersCampaigns 524
2 0 -0 9 -04
20
Public-Sector Labor Relations 525
Trends in Labor Relations 525
Changes in Union Activities 525
Social Media and Union Activity 526
r o d u c e.
New Forms of Worker Organizations 526
d o n o t rep
Global Trends 527
s e o n ly,
er s o nal u 0 - 0 9 - 04
P 20 2
14 Creating High-Performing HR
Systems 537
Principles of High-Performing HR Systems 539
External Fit: Aligning HR
o du c .
eActivities with HR Challenges 539
o t ep r
rAligning
, d o n
Internal Fit: HR Activities with One Another 540
l use onlyAligning4HR Systems with Employees’ Contributions 542
s o na -0 9-0
Per 0 20
2 Managing the Employment Portfolio 543
Strategic Value 544
Uniqueness 546
Mapping Your Employment Portfolio 546
Evaluating Your HR System: The HR Scorecarduce.
549
o d
t r e pr
l y, d o
Step 1: Identify Your Firm’s Strategic noPerformance
u s eo n
Drivers 550
r s on a l -0 9 -04
e
P2: Evaluate Your 2
Step Firm’s0
02 External Alignment 550
Step 3: Evaluate Your Firm’s Internal Alignment 552
Building Your Own High-Performing Organization 554
Customizing Your HR Scorecard 554
Being Consistent 554
r o d u c e.
Being Specific 555
o n o t rep
s e o n ly, d
e r s o nal u
Following Up on the Implementation of a Redesign 555
0 - 0 9 - 04
P 202
Glossary 565
Index 575

pr o du ce.
do no t re
u se o nly,
al -04
Person 20 2 0 -0 9
 pr o du ce.
do no t re
u se o nly,
al -04
Person 20 2 0 -0 9

Preface
pr o du ce.
d o n ot re
u s e o nly,
P ersonal 20 2 0 -0 9 -04
A Different Perspective on Human
Resource Management
Talent acquisition, development, motivation, and retention affect the success of every
type of organization—for profit, nonprofit, governmental, and nongovernmental
organizations. Making sure that these efforts are managed well is one of the greatest r o d u c e.
o n o rep boom-
tBaby
d
ly, Available workers
challenges all managers face, regardless of their role in the organization.
o n
al u
ers are retiring in record numbers, while organizations
n s eare growing. - 04
e r s o
P and abilities for 2jobs
often do not have the right mix of skills 2 0 - 0 9
0 that are available, leading
to labor shortages and requiring more expenditures for training and development.
New technologies require larger investments in hiring and training at the same time
that technology offers exciting possibilities for how to identify, secure, and manage
top talent. Employing a multicultural workforce is critical to organizational success
but calls on managers to develop
d u c e . and use new skill sets domestically and abroad. At
the end of the
no t re prino order to navigate the complexities of the 21st century work-
day,
o n l y,
place, o manager has to understand the importance of designing jobs that affect
devery
a l use the organizational
- 04
Person 0 2 0 -0 9 mission and goals, planning for the types and numbers of work-
2 ers needed to do those jobs, managing employee competencies through selection
and learning and development opportunities, and managing employee attitudes and
behaviors through the reward structure and policies of the organization.
This book is written for anyone interested in understanding how to manage employ-
ees well in a dynamic and rapidly changing business environment. The paragraphs that
follow describe some of the ways that the approach
r o d c e. resource management
touhuman
o n o t rep textbooks available.
(HRM) in this book differs from many
o n ly, d other HRM
nal u s e -04
er s o 0 -0 9
P 202
Major Themes of the Book
Faculty and organizational consultants have noted that the framework in this book is
right on target with what students need to learn, regardless of major, and what clients
need, regardless of organization. Based on feedback from students, the goal of provid-
ing a readable and engaging textbook has been met. This edition continues thero d u
focus c e.
n o t re p
o n d
lory, for
of earlier editions on providing a strategic framework for managers o that is applicable
across large and small organizations, regardlessaof
n l u s e
industry - 0 4
profit or nonprofit
Perthe
status. The overarching goal is to provide
o
s information2and020 0 9
- that any manager
context
needs to know to effectively identify and empower the right talent to move the organi-
zation forward. To do so, the focus of the book is built from the following three points:
• Managing Employees Rather than Managing the HR Function. Students often
have difficulty separating the concept of employees as human resources from a
discussion of the o d u
human .
ceresources (HR) department of an organization. Our
ot re pr
l y, d o
unique nframework, woven throughout the book, places equal emphasis on the
al use on principles
- 0 4of employee management practices and the application of those prac-
Person 9
-0 in different organizational and environmental contexts. These are contexts
2020tices
in which all managers must make daily decisions that affect firm performance,
xviii
 pr o du ce. Preface xix

do n o t re
u se o nly,
how l is structured,
onawork 0 9-04the terms and conditions of employment. The goal is
and
Persfor 2 0 -
20this book to understand both the theory behind effective employee
those using
management practices and the reality that managing employees under different
scenarios presents unique challenges and requires different responses. Our man-
agerial perspective, as opposed to an HR perspective, makes the book accessible
to all students interested in learning about managing employees, while still being
applicable for future HR professionals.
e puce.
rod
n o t r
• Managing Employees in Context. A second point
o n l y, dofo differentiation for this book
us e
is how we place management nofalemployees directly -0in4 the broader context of
r s o -0 9
e
organizations and theirPexternal 2020 We devote a significant amount
environments.
of coverage to the role of employee management in supporting business strat-
egy, company characteristics, organizational culture, and employee concerns.
We also address the external pressures that come from globalization, technology,
labor force trends, ethics, regulatory issues, and related topics. The importance
of context is highlighted in the overarching framework for the book and incorpor-
r o d u c e.
ated into every chapter. Each chapter discusses contextual pressures on the use of
o n ot rep
nl y, d
opressures
various tools for managing employees and focuses on how contextual
na l u s e - 04
P e r s
influence the effectiveness of these practices. Most current otextbooks 0
present
2 - 0 9
this
information primarily in the early chapters. 20
• Integrative Framework. A third point of differentiation is the book’s overarching
framework. Students learn better when they have a clear framework for understand-
ing how different practices are used independently and interdependently. In this

d u c e .
case, they will learn about issues related to individual employee management and the
larger work group, as well asohowt re ro this independence and interdependence
topaddress
l y, n
do and external contingencies. We highlight three primary
o n
relative to different internal
usfore managing
r s o n a l -0 9 - 04
e activities
2
P and workforce20planning,0 employees and show their interrelationships: work design
management of employee competencies, and management
of employee attitudes and behaviors. We approach these themes from the context of
understanding how employee management affects the ability of an organization to
achieve its objectives and attain a competitive advantage. We have developed a
matrix that outlines the topics covered for each employee management role rela-
tive to the organizational demands and environmental influencers tooaid
r d u c e. in
students
understanding the many interrelationships that existdin
ly, not repemployees.
o managing
s e o n
er s onal u 0 -0 9 -04
Approach
P 202
This book will help current and future managers understand what practices and
tools are available for managing employees, how to use them, and when to use
them in different situations. Knowing that a picture is worth a thousand words,
the work on this book began by developing an integrative framework for the stra-
r o d u c e.
tegic management of employees. This framework, which is woven throughout theo not rep
s e o nly, d
chapters, shows the relationships among organizational demands,uenvironmental
er s o n alnoted previously:
0 - 0 9 - 04
P
influences, regulatory issues, and the three primary HR activities 202
work design and workforce planning, management of employee competencies, and
management of employee attitudes and behaviors. These HR activities, when man-
aged in concert and within the context of the HR challenges, lead to the desired
employee contributions and create a competitive advantage for the organization.

pr o du ce.
Three Primary HRdo n o t re
Activities
u se o nly,
onal the strategic
PeInrsessence, 2 0 -0 9-04
20 management of employees requires managers to attend to
three primary HR activities. First, managers must design and manage the flow of
xx Preface
p r o du ce.
do n o t re
u se o nly,
al -0the4 design of specific jobs that employees perform to ensure that employ-
Person 9
work and
2 0 -0
20ees are in a position to add value to the company. Second, managers must identify,
acquire, build, and retain the critical competencies that employees need in order to
effectively perform their jobs. Third, managers must guide and motivate employees
to use their abilities to contribute to company goals. By describing the activities in
this manner, students understand the interrelationships that exist among them.

pr o d u
All managers need a solid understanding of the practicesce. available for managing
employees. Managers can use a wide n
d o o t re
array of practices for job design, workforce
e o nly, learning and development, performance evalua-
planning, recruitment,sselection,
u
rsonal and compensation
Peappraisal,
tion and
20 20 -0 9 4 other rewards. To effectively manage
-0and
employees, a manager has to know how and why the various practices work, as well
as when to use them.

HR Challenges: The Importance of Context

r o d u c e.
Employee management activities do not happen in a vacuum. Rather,
n o p
t remanagers
o n lythed o
, company’s strategy,
n s e
must keep in mind the context of the organization in terms of
al u must consider - 0the4 concerns of
P e r
characteristics, and culture. In addition, s o
managers
0 2 0 - 0 9
their workforce. Beyond organizational demands, the2 strategic management of HR
requires managers to anticipate and take steps to meet the environmental influences
associated with labor force trends, advances in technology, ethics, and globalization,
as well as to ensure that companies comply with legal requirements. Having a good
understanding of the various options for recruiting new employees is not very useful
r
if managers do not alsoo d u c
have ea. good understanding of when the options are likely to
o n o t rep when to use the different practices requires that you know the
ly, d of managing employees.
be effective.
oncontext
Knowing

s o na l use -0 9- 04
Per 2 0 20
Chapter Design
Each chapter in this book focuses on more HR activities than other HRM textbooks
and builds on the idea that context matters. Thus, each chapter has two parts.
The first part describes the principles of thero HRd u c e. The goal is to help
activity.
Principles o n ot ep activity. For example, when per-
reach
students acquire the tools appropriate
s e o n ly, d aspects of measuring employee performance,
for

Practice
formance management
e r s o n al u is discussed,
0 -0 9 -0 4
trade-offs 202
P with different performance evaluation approaches, and considerations of
the process for evaluating employee performance are emphasized.
The second part of each chapter is where the difference between the approach of
this text and other textbooks becomes clear. Emphasis is placed on the importance
of context and how the context—the organizational demands and environmental
factors—affects the choices made when applying the technical knowledge. Also em- .
e p r o d uce
phasized is how HR challenges—the various organizational demands and
o n r
otmanagement
numerous
environmental influences—affect decisions about which only , d
performance
approach to apply and how to use it. rsona l u s e - 04
e 02
P HR activity are2explored 0 - 0 9
The fundamental principles for each first, followed by a
perspective on how these practices can be used to meet contextual challenges. This
approach is used to help students put together the pieces better, rather than simply
discussing context at the beginning of the semester and then focusing on each of the
major functional activities, with only minor discussion of context. In many ways, a deci-
sion-making approach isdtaken,
p r o u ce.asking, “What if A? What if B?” Included are examples
o
and Company n o re
t Spotlights to highlight this information, followed by discussion ques-
l y, d
al use ontions,-0exercises,
- 0 4 and short cases that give students a chance to apply chapter concepts.
Person 9
2020This book also provides an edge for students interested in a career in HRM. These
students will complete the course well grounded in the bigger organizational picture
 p r o du ce. Preface xxi

do n o t re
u s e o nly,
andobe l able to make
abetter
rs nwill -0 9 -04 about the HR tools to apply in different contexts.
decisions
PeThey 0 20
better2understand the possible consequences of designing and implementing
practices that support or conflict with organizational goals.

New to this Edition

o du .
ce HR
This edition incorporates the latest research and practice thinking
o e pr
on
t rvalue, managing
to achieve a competitive advantage. Topics such as l y, d
the o n
impact, and challenges
e o n
us chapters.-0Legal,
of technology are woven throughout
r s on a l the 9 -0 4political, and economic
e
information and data werePcurrent at the time 020
2the book went to press. This extensive
revision includes many new Company Spotlights and examples, as well as a number
of new key terms. Here is a chapter-by-chapter overview of many of the key revisions.
Additionally, the instructor will find numerous new or updated end-of-the-chapter
questions, exercises, and cases.

r o d u c e.
d o n o t rep
Chapter 1: Managing Employees for Competitive
s e o n ly,
Advantage er s o nal u 0 - 0 9 - 04
P 20 2
Workforce planning, labor force trends, globalization, and regulatory issues are
among the updated discussions with new examples and data. New Company Spot-
lights feature Costco Wholesale, Wegmans, Facebook, and Impahla Clothing.

r o du c e.
Chapter 2: Organizationalo n o t rep Demands
se o nly, d
e
and
r s o nal u
Environmental
0 -0 9- 0Influences
4
P 202
Updated coverage includes work/life balance, the aging workforce, demographic di-
versity, technology, globalization, and ethics and social responsibility with new ex-
amples and current data. New Company Spotlights feature Amazon, Michelin North
America, and Apple Inc.

r o du c e.
ep
Chapter 3: Regulatory Issues only, do not r
s on a l use -0 9 -04 impact are given;
P
New company examples er
for 202
discrimination 0
and disparate
equal pay, racial, religious, and discrimination coverage is enhanced, and new
Company Spotlights feature Texas Roadhouse, Stemilt Growers, Mission Hospi-
tal, and Wells Fargo.

Chapter 4: Job Design and Job Analysis r o d u c e.

o n o t rep
s e o n ly, d
This chapter introduces new topics, such as job crafting, and updates
e r s o nalonujob design,
the discussion
0 - 0 9 - 04
P
of job analysis, job descriptions, job specification, current research 202 for-
malization of jobs, breadth and depth of tasks, job design decisions for the aging labor
force, telecommuting, virtual teams, ethics and job design, and physical conditions
of job design. New Company Spotlights feature Lockheed Martin, Uber, and Unilever.

Chapter 5: Workforce rPlanning pr o du ce.

do n o t e
u s e
A new exhibit o nly,contingent and alternative work arrangement percentages and
covers
rsonalof workers,
Penumbers 20 2 0 -0
and 9
the
4 on employee versus independent contractor has
-0exhibit
been revised. Updated topics in this chapter include importance of workforce planning,
xxii Preface
p r o du ce.
do n o t re
u se o nly,
al -04 turnover, succession planning, transition matrix, employee productiv-
Person
internal9factors,
2 0 -0
20ity, external factors, economic conditions, outsourcing and contingent labor, employee
retention, layoffs, early retirement, where the workers are, and which workforce
planning tactics to use. A new Company Spotlight features REI.

Chapter 6: Recruitment ce.

pr o du
Among the topics updated for ,thisd o n ot reare advertising, career fairs, recruit-
chapter
u s e o nly gig workers, employer branding, labor force
al
ment process outsourcing (RPO), -04
Person technology
and recruitment, 20 2 0
and-0 9
recruitment. New Company Spotlights feature
Staples, LinkedIn, and Cisco.

Chapter 7: Selection
r o d
Updated topics include applications and résumés, new key terms, reference checks, u c e.
o t rep labor
background checks, credit reports and honesty checks, methodsoofnselection,
d
s e o n ly, Spotlights feature the
onal u
market at home, and the labor market abroad. New Company
National Science Foundation (NSF)PandersAutomattic. 2 0 - 0 9 -04
20
Chapter 8: Learning and Development
This chapter includes updated and new discussions of the following: onboarding,
designing an effective training
du c e. process, on-the-job training (OJT), training methods,
no
tips to increaset re pro rates, compliance training, benchmarks for effective diver-
e-learning
o n l
sityy, do behavioral training, the future of career development (a new section),
training,
a l use work/life - 04
Person 0 2 0 -0 9 balance. New Company Spotlights feature L’Oréal, UPS, Pal’s Sudden Ser-
2 vice, and Marriott International.

Chapter 9: Performance Management

Topics covered and updated include why performance management is so important,
r o du c e.measurement standards,
o n o ep
the purposes of performance management,rperformance
t
s e o ly, d behaviorally anchored rating scales (BARS),
specificity, individual comparisons,
n
e r s onal u data, trends
sources of performance
0 -0 9 -
in 4
0performance management, the performance
evaluation 202
P method used, technology and performance management, and globaliza-
tion. New Company Spotlights feature Deloitte, Patagonia, and MRA Systems.

Chapter 10: Compensating Employees

Topics updated in this chapter include total compensation, salary surveys, broad- r o d u c e.
o n o t ep
rcompensa-
o n d
ly,wage,
banding, market pricing, internal value of jobs, employee concerns and
n l u s
tion, the level of a firm’s compensation, pay arates, e
a living - 0 4
minimum wage
rs o
Peemployees. 0 9
0- a new exhibit on ag-
issues, and exempt versus nonexempt There20is2also
ing salary survey data. New Company Spotlights feature Fairfield City Employees,
Siemans AG, and Costco.

Chapter 11: Incentives and Rewards

pr o d u ce.
Theories
do n
of o t re
motivation, individualized incentive plans, merit pay and bonus eligibil-
e l y,
onity by band,4 group/organizational incentives, executive compensation, technology
a l u s -0 globalization, and incentive plans are among the topics revised and
Person 20 2
and0 -0 9
incentives,
made current. New Company Spotlights feature Nike and WinCo Foods.
 pr o du ce. Preface xxiii

do no t re
u se o nly,
rsonal 12:
PeChapter 20
Employee
2 0 -0 9-04 Benefits and Safety Programs
Improved coverage in this chapter includes health and wellness programs, health
care plans, managed care, availability of benefits and safety programs, and global-
ization. New Company Spotlights feature Hasbro and Milliken & Company.

Chapter 13: Labor Unions and Employee pr o du

Managementce.
d o n ot re
u s e o nly,
r s o a l
Union membership, right-to-worknstates, -
union-organizing
-0 9 0 4process, decertification,
Pe
new forms of worker organizations, 020 are among the updated discus-
global2trends
sions. New Company Spotlights feature Amazon and Communities Organized for
Public Service (COPS) of San Antonio.

Chapter 14: Creating High-Performance HR Systems c e.

r o d u
Among the topics updated are strategic value, strategic performance drivers,y,HR d o n ot rep
s e l
onalterna-
s o na l u
practices, and HR deliverables. There is also a new table on contingent and
- 0 9 - 04
tive employment arrangements. P e r 20 2 0

Audience
The approach of this book has worked well with students, especially those who
are taking an introductory HRM course
r o d u c e. it is required for their business
because
or another degree, and dhas o n o t repequally well for undergraduate and graduate
worked
s e o nly, students are focused on careers in marketing, accounting,
s o n u
students. l Often, these
apsychology, -0 9 - 04
P e r
finance, 202 0or information systems and would rather be taking courses in
those areas. They do not plan to work in HR and quickly are turned off by an HR
textbook because of its emphasis early on in describing HR careers and focusing
on what HR departments do. Many of the current texts acknowledge the general
manager’s role in HR management. However, those textbooks often focus more on
the functional or technical aspects of HR management, with little integration .within
e pr o duce
and among chapters of organizational and environmental demands.
d o n t r in HR welcome a
ocareer
Also, we have found that even our studentsnplanning
e o ly, a
o n l u s
ato be addressed 9 - 4
0activities.
focus on the contingencies thatshave
P e r 2 0 2 0 - 0
in HR They know that
a broader organizational perspective—understanding some of the critical decision
factors—will give them an edge in their future careers. This approach is supported
by professional organizations, such as the Society for Human Resource Management
(SHRM), that recognize the need for HR leaders to take a more strategic approach to
their areas of responsibility.
r o d u c e.
o n o t rep
Prerequisites
s e o n ly, d
e r s o nal u 0 - 0 9 - 04
P
Each university makes its own choice about how to sequence 2 has
20book
courses. This
been written so that a course using it would not have to have prerequisite courses
at either the graduate or undergraduate level. Many students may have little or no
knowledge of the subject matter before taking a course that uses this text. We have
written it to provide full coverage of the major principles associated with HR.

pr o du ce.
How to Use nthis n o
Book:
o e
t rTips for Success
o l y, d
o na l u se 9-04
rs textbook 2has
PeThis 0 2 0 -0
been designed to be learning-centered. The chapters have
been specifically designed to help students bridge the gap between theory and
xxiv Preface
pr o du ce.
do no t re
u se o nly,
al 4 chapter contains a set of learning tools—learning objectives,
-0Each
Person 9
practice.
2 0 -0
20chapter summaries, key terms, discussion questions, learning exercises, and case
studies. All of these are intended to help students master the material covered in
the chapters.
Learning Objectives. Each chapter begins with a set of learning objectives. Read
these before you read the chapter, then revisit them after you read the chapter.
Can you discuss or explain all of the concepts p r o du
coveredcein. the learning objectives?
d o n o t reof the chapter and ask your professor
u s e o nly,about which you are still uncertain.
If not, make sure that you review that part

erso al
after class tonclarify anything
0-0 9-04
P 2 02
Chapter Summary. The chapter summary provides a broad overview of what was
covered in the chapter. There will be many concepts and much more detail that
you will need to know to be successful in your class, but the summary provides a
way to bring together the concepts covered in the text.
Key Terms. Because the field of HRM includes many terms and concepts that .
are new to most students, key terms are defined in the margins of teach r e p r oduce
chapter
l y, d o no the chapters
n
and listed at the end of each chapter. Students are advised
use othe key
to read
before they are discussed in class andso
r n a
then lreview - 0 9 - 04and concepts
terms
P e
after class to ensure understanding. 202 0
Review Questions. The review questions are designed for you to explore how
well you have learned the major points and themes covered in each chapter.
Completing the review questions requires students to reflect on the material in
the chapters and demonstrate a clear understanding of the major theories, issues,
o du c . HRM.
ewith
p r
and challengeseassociated
ot r
, d o n
l u se onlyLearning4Exercises and Case Studies. In addition to the key terms and review
a 9-0 each chapter contains several learning exercises and case studies. The
Person 2 0 20 - 0
questions,
learning exercises are designed to encourage students to think about how the
principles of HRM might inform the use of HR practices in different situations.
The case studies provide specific situations and ask you to reflect on HRM-related
problems and devise solutions to those problems. Responding to the learning
exercises and case studies will give you a greater understanding of the application
of the concepts you have studied in the class. roduce.
o n ot rep
Company Spotlights. Each o n d contains several Company Spotlights that
ly,chapter
n u s e
al importance - 4 in the chapter, provide examples of
0topics
r s
demonstrate
e o the
0 -
of0 9
the
P 202
how actual companies have been involved with HR issues, and bridges the gap
between principles and practice of HRM.

Instructor Supplements
tood uce .
The comprehensive Instructor’s Manual includes chapter outlines, answers
ot r e p r the
ly, d
in-text questions, guidance for each case, and a sample syllabus. o n
l u s e oneach
e r s n a
The Test Bank provides a wide range ofoquestions for
0 - 9 - 04 and includes
chapter
0
a mix of descriptive and applicationPquestions. 202
A PowerPoint deck is available for easy downloading and provides a recap of the
highlights in each chapter.
Visit www.chicagobusinesspress.com to request access to the instructor
supplements.

pr o du ce.
n
CourseBank
do o t re
u se o nly,
al -0is4available with CourseBank, a system that allows instructors to easily
Person 20 2 0
This-0 9
book
assign and automatically grade activities. CourseBank provides a comprehensive
 pr o du ce. Preface xxv

do n o t re
u s e o nly,
nal bank of
andoflexible
rs results
Pethat 2 0 -0 9
media, 4
-0assignments, and quizzes. Use it to assign homework
20 coming to class better prepared, or use it as a turnkey solu-
in students
tion for your online section, sparing the time and effort of creating an online course
from scratch.
CourseBank works with Blackboard, Canvas, D2L, or any other popular learning
management system for single sign-on and gradebook integration.

pr o du ce.
d o n ot re
Acknowledgments
u s e o nly,
P er s onal 2 0 -0 9 -04
20 Business Press for his continued
A special thanks goes to Paul Ducham of Chicago
belief that this book is important, and an especially big thank you goes to Jane Du-
cham, coach, copy editor, and composition coordinator extraordinaire, who spent
an incredible amount of time making sure that edits and more were accurately in-
corporated throughout the text.
Janet Marler provided invaluable contributions to Chapters 1, 2, and 4, getting us
r o d u c e.
off to a strong start with this edition.
not rep
u s e nly, do
We also owe deep gratitude to several instructors for their input on thisorevision:
a l 4
Suzanne Crampton, Grand Valley State University Perso n
202 0-09-0
Kim Hester, Arkansas State University
Kathleen Jones, University of North Dakota
Kurt Loess, East Tennessee State University
du ce.
o n otepro
Kimberly Lukaszewski, Wright rState University
ly, d
onUniversity
na l u se
Erin Makarius,
- of Akron
04
e r s o 02 0
P Maura Mills,2University-0 9
of Alabama
Kelly Mollica, University of Memphis
Tracey Porter, Cleveland State University
Susan Stewart, Western Illinois
r o du c e.
Sheng Wang University of Nevada Las Vegas
o n ot rep
s e o n ly, d
e r s onal u
Brian Webster, Ball State University
0 -0 9 -04
P 202
Special Thanks to . . .
Brian Chupp of Purdue University for his contributions to the online course content.
Susan Jackson of Old Dominion University for her careful, line-by-line review.
r o d u c e.
o n o t rep
A Note from the Publisher s e o n ly, d
er s o nal u 0 - 0 9 - 04
Pcommunity a great
We at Chicago Business Press share with the academic 2 of
20sense
loss and sadness at the passing of our good friend David Lepak. Dave was an excep-
tional academic, professional, and author. We are honored to have worked with him
on the previous two editions of this textbook. He is greatly missed and will always
be remembered.

p r o du ce. Mary Gowan, who has worked

Dave would be extremely proud of his coauthor,
o t re Mary has honored her colleague and friend
tirelessly to bring about thisnrevision.
do
s
and his family
u e nly, diligently on every line of every page of every chapter.
byoworking
l be remembered
onawill 0 9 4 so many ways. Together with Mary, we honor him
-0in
PersDave 20 2 0 -
in the best way we know, by publishing the very best fourth edition of this textbook.
Another random document with
no related content on Scribd:
 SECTION OF A MINING DISTRICT.

Here the metalliferous vein, we may suppose, has cropped out on

the surface of the ground, or, as the miners say, has “come above
grass.” Let us now suppose that the position of this vein of ore,
copper, lead, or tin, has been ascertained—that is, how it runs,
whether from north to south, or from east to west—and also that the
“captains” of the mining district around have given their opinion as
to the extent and thickness of this underground vein. The next thing
is to obtain this mineral wealth. For this purpose shafts (a a a a)
must be sunk, which must reach the vein at a certain depth; then will
probably follow cross-cuts (c c c), called adit levels (technically an
“additt”), driven, as may be seen, at the lowest convenient point
above the level of the highest water of the valley; and these, in
connexion with the shaft, will serve the purpose of draining the mine
and carrying the ore above ground. It will also be seen, by reference
to the diagram, that the shafts of a mine do not always correspond;
sometimes they are sunk vertically to meet the vein, sometimes they
are commenced in the very outcrop itself. On this matter the best
geological lesson is a visit to Cornwall, where the student will see that
everything depends on the locality of a mine, the nature of the slope
of the hill, or the character of the rock in which the vein appears, and
so on. “The act of sinking a perpendicular shaft downwards to a
depth where it is calculated the lode should be cut, may seem to
require little further skill than is necessary to determine correctly the
spot on the surface where the work is to commence. But the process
in this way is exceedingly tedious; and in a mine at work, where
many galleries already existing are to be traversed, much greater
rapidity is desirable. In such a case the shaft is sunk in several pieces
(see diagram below), or, in other words, the sinking is commenced at
the same time in different levels; and no small skill is required to lay
out the work, so that the different portions of the shaft thus formed
may exactly fit when they are joined together. An exceedingly small
error of measurement, in any one of these various and dark
subterranean passages, would, in fact, be sufficient to throw the
whole into confusion; but such an accident rarely happens, although
works of the kind are common in the Cornish mines.”[21] As an
illustration of the immense quantity of water in the mines, we may
add—and this is almost as startling as any romantic fiction—that the
various branches of the principal level in Cornwall, called “the Great
Adit, which receives the waters of the numerous mines in Gwennap,
and near Redruth, measure on the whole about 26,000 fathoms, or
nearly thirty miles in length; one branch only, at Cardrew mine,
extends for nearly five miles and a half, and penetrates ground
seventy fathoms beneath the surface. The water flows into a valley
communicating with a small inlet of the sea, and is discharged about
forty feet above high-water mark.”[22] In this method about forty
millions of tons of water are raised by steam-power out of the mines
in Cornwall.
 EAST WHEAL CROFLY COPPER MINE, CORNWALL.

Here, then, we have seen two of the economic uses of geology in

connexion with granite alone; and as we think of these mineral
treasures, requiring only the labour and skill of man to bring them
out for his service and for the civilization of the world, our boast is in
our native land, which, though insular and small, combines within
itself everything needful to develop its three sources of national
wealth—mining, manufactures, and agriculture—to their highest
point. Our boast is not the warrior’s boast, which Shakspeare puts
into the mouth of one of his heroes—that this our isle is
“That pale, that white-faced shore,
Whose foot spurns back the ocean’s roaring tides,
And coops from other lands her islanders”—

but rather that, without impropriety or irreverence, the words of

Holy Writ may as legitimately be applied to Great Britain as to
Palestine. It is a land wherein “thou shalt eat bread without
scarceness, thou shalt not lack anything in it; a land whose stones are
iron, and out of whose hills thou mayest dig brass.[23] When thou hast
eaten and art full, then thou shalt bless the Lord thy God for the good
land which He hath given thee.” (Deut. viii. 9, 10.)
But before we bring this chapter on granite and its kindred rocks
to a close, we must glance at one more purpose served by this
Plutonic rock. Here is a teacup, and here is a piece of granite: the one
comes from Cornwall, the other is made in Staffordshire or
Worcestershire. What relation have they to each other? If it were not
thought infra dig., we should say the granite is the parent of the
teacup. In Cornwall, especially in the neighbourhood of St. Austel,
the writer has lately visited what are called the China clay works.
“The granite is here in a state of partial decomposition. In some
localities, this growan” (Cornish for disintegrated granite) “is
tolerably firm, when it resembles the Chinese Kaolin, and, quarried
under the name of China stone, is extensively employed in the
potteries. This is ready for the market when cut into blocks of a size
convenient for transport; but the softer material, which is dug out of
pits, and called China clay, or porcelain earth, requires a more
elaborate preparation for the purpose of separating the quartz,
schorl, or mica from the finer particles of the decomposed feldspar.
This clay is dug up in stopes or layers, which resemble a flight of
irregular stairs. A heap of it is then placed upon an inclined platform,
under a small fall of water, and repeatedly stirred with a piggle and
shovel, by which means the whole is gradually carried down by the
water in a state of suspension. The heavy and useless parts collect in
a trench below the platform; while the China clay, carried forward
through a series of catch-pits or tanks, in which the grosser particles
are deposited, is ultimately accumulated in larger pits, called ponds,
from which the clear supernatant water is from time to time
withdrawn. As soon as these ponds are filled with clay, they are
drained, and the porcelain earth is removed to pans, in which it
remains undisturbed until sufficiently consolidated to be cut into
oblong masses. These are carried to a roofed building, through which
the air can freely pass, and dried completely for the market. When
dry they are scraped perfectly clean, packed in casks, and carried to
one of the adjacent ports, to be shipped for the potteries.”[24] As
furnishing some idea of the extent to which this business is carried
on, it may be added that 37,000 tons of this China clay are annually
shipped from the south-west of England to the potteries, the value of
which is upwards of £50,000, while the number of working men and
women thus employed is beyond calculation. This is one of the
practical results of geology. This is one of the things which geology,
once a neglected and unpopular science, has done for our comfort
and welfare. “A hundred years ago, it does not seem that any part of
this China clay was made use of, or that this important produce was
then of any value whatever.”[25]
We bring this chapter to a close. Granite and its kindred rocks
should stand associated with an actual history and poetry, not
inferior to the history and poetry of man’s own handiwork; and we
believe geology, so often regarded with dread by the uninitiated, will
soon be considered worthy a patient and painstaking investigation.
Remembering that geology is still an incomplete science, and that we
have much yet to learn concerning the laws of organic and inorganic
matter, we should be modest in the maintenance of any theory, while
thankful for the acquisition of any fact. “We have yet to learn
whether man’s past duration upon the earth—whether even that
which is still destined to him—is such, as to allow him to
philosophise with success on such matters; whether man, placed for
a few centuries on the earth as in a schoolroom, has time to strip the
wall of its coating and count its stones, before his Parent removes
him to some other destination.”[26]
 CHAPTER IV.
THE PALÆOZOIC PERIOD.

“In His hand are the deep places of the earth.”—David.

Trench, in his charming little book on the “Study of Words,” says

of words that they are “fossil poetry.” He adds, “Just as in some
fossil, curious and beautiful shapes of vegetable or animal life, the
graceful fern or finely vertebrated lizard, such as now it may be, have
been extinct for many thousands of years, are permanently bound up
in the stone, and rescued from that perishing which would otherwise
have been theirs; so in words are beautiful thoughts and images, the
imagination and the feeling of past ages, of men long since in their
graves, of men whose very names have perished—these, which would
so easily have perished too, are preserved and made safe for ever.”
Geology is the fossil poetry of the earth; such a poetry as those can
never dream of who in a pebble see a pebble and nothing more. But
to those who walk through this great and beautiful world intent upon
finding material for thought and reflection, there is no “picking up a
pebble by the wayside without finding all nature in connexion with
it;” and the most retired student, in search not simply of the
picturesque or of the beautiful, but of anything and everything that
can minister to his profounder worship of Him to whom belongeth
both “the deep places of the earth and the strength of the hills,” may
say of his solitary rambles:—
“There rolls the deep where grew the tree;—
O earth, what changes hast thou seen!
There where the long street roars, hath been
The stillness of the central sea.”[27]
 We now enter upon the ancient life, or Palæozoic period of the
earth’s history, and proceed to examine the oldest forms of life, or
the most ancient organic remains found in the crust of the earth. As
we do not aim to teach geology in this small work, but simply to
place the chief geological facts in such a light as to impart a taste for
the science, the reader will not expect any minute details, which are
more likely to perplex than to assist the beginner. Let the reader
dismiss from his mind all that he has tried to remember about Upper
and Lower Silurian rocks, and the Upper and Lower Ludlow rocks,
the Caradoc sandstone and the Llandilo flags, and so on; let us
simply say that one part of the crust of the earth, supposed to be
between 50,000 and 60,000 feet in thickness,[28] is called the
Silurian system, and constitutes a large and interesting part of the
Palæozoic period. The term Silurian was given to this part of the
earth’s crust in consequence of these rocks being found chiefly in
Wales, Devon, and Cornwall—parts of England once inhabited by the
Silures, who under Caractacus made so noble a stand against the
Romans.
In coming for the first time into contact with the organic remains
of pre-Adamite creations, it may be well to entreat the student to
mark, as he goes on, the very different and characteristic fossils of
the several formations through which we propose to travel. There
will be little or no difficulty in doing this, and its mastery will be of
invaluable service in our after researches. There is and there can be
no royal road to any kind of learning; all, therefore, that we propose
to do is to take a few of the big stones, boulders, &c., that have
needlessly been allowed to make the road rougher than necessary,
out of the way, that thus our companion traveller on this geologic
route may feel that every step of ground walked over is a real and
solid acquisition. In marking the characteristic fossils of each
formation, let us suggest, in passing, the vast amount of pleasure
there is in going to a friend’s house, and looking at the minerals or
organic remains that may be in the cabinet or on the mantel-shelf,
and being able to take them up one by one, and to say this is from the
Silurian; that is from the Carboniferous; this is from the Cretaceous,
and that from the Wealden formations, and so on. Why, it gives a
magical feeling of delightful interest to every object we see, and will
always make a person a welcome visitor with friends with whom,
instead of talking scandal, he can talk geology. Not long since the
writer had a very pleasing illustration of this. He had been lecturing
on geology in a small agricultural village; there was a good sprinkling
of smock-frocks among the hearers, and he said at the close of one of
the lectures, “Now, very likely most of you have got some stones, as
you call them, at home on the chimneypiece; perhaps you don’t know
their names, or what they were before they became stones; well,
bring them next week, and we will do our best to name them for
you!” Next week, after the lecture, up came one, and then another,
and then a third, and so on; and diving their hands down into the old
orthodox agricultural pocket, brought out a variety of specimens,
some of them very good indeed, which had been “picked up” by them
in the course of their labour, and which, supposed to be “rather
kūrŭss,” had been carefully conveyed home. When these matters
were given a “local habitation and a name,” the delight of many was
most gratifying.
Now, all this is only just the application of M. Cousin’s words in
relation to physical geography: “Give me the map of a country, its
configuration, its climate, its waters, its winds, and all its physical
geography; give me its natural productions, its flora and fauna, and I
pledge myself to tell you à priori what the inhabitants of that country
will be, and what place that country will take in history, not
accidentally, but necessarily; not at a particular epoch, but at all
periods of time; in a word, the thought that country is formed to
represent.”
These remarks furnish us with a clue. Each formation has its own
peculiar and characteristic fossils, and these fossils are arranged with
as much care, and preserved as uninjured, as if they had been
arranged for a first-class museum. But before proceeding on this
fossiliferous tour, we may anticipate a question that may possibly be
asked on the threshold of our inquiries, and into which we propose
going fully in the sequel of this volume. It may be asked, “Were not
these fossils placed in the rocks by the Deluge?” To this, at present,
we answer, that so partial and limited was the character of the
Deluge, being confined to just so much of the earth as was inhabited
by man, and so brief was its duration, compared with the vast
geological epochs we shall have to consider, that we do not believe
we have one single fossil that can be referred to the Noachian deluge;
and before we close, we trust it will have been made evident to every
careful reader that fossils, as records of Noah’s flood, are an
impossibility; and that the vast antiquity of the globe, taken into
connexion with the prevalence of death on a most extensive scale,
ages and ages previous to the creation of man, can alone account for
our innumerable treasures of the “deep places of the earth.”
The characteristic fossils of the
Silurian system are entirely
unique. The trilobite may fairly
be regarded as the prominent
one; besides which there are
orthoceratites, and graptolites,
some members of the crinoidean
family, with different kinds of
corallines, and some other names
to be rendered familiar only by
future further study. We shall
confine ourselves to those that
our own recent researches have
made us familiar with. First, here
is the trilobite. We need not
perplex our readers by any of the
numerous subdivisions of this
remarkable animal’s
1 nomenclature; that would defeat
the purpose of this book. Any
work on geology will do this.[29]
Here are three trilobites: one (1) by itself; another, (2) imperfect in
its bed or matrix, and a third (3) rolled up.
 This most remarkable crustacean possessed the power of rolling
itself up like the wood-louse or the hedgehog; and, reasoning by
analogy, we suppose this to have been its defence against its
numerous enemies. It is a very abundant fossil, found all over
Europe, in some parts of America, at the Cape of Good Hope, but
never in more recent strata than the Silurian. The hinder part of the
body is covered with a crescent-like shield, composed of segments
like the joints of a lobster’s tail; and two furrows divide it into three
lobes, whence its name.[30] Most remarkable are the eyes of this
animal, and it is the only specimen in the vestiges of ancient
creations in which the eye, that most delicate organization, is
preserved; and if, as we believe, this little creature was living and
swimming about, now and then fighting with some greater
Cephalopodous mollusk, millions and millions of years ago, then in
this fact we have the real fossil poetry of science, the romance of an
ancient world which geology reveals to our delighted and astonished
minds. From Buckland’s Bridgewater Treatise we give a drawing of
the eyes of the trilobite; and in Buckland’s words we add: “This point
deserves peculiar consideration, as it affords the most ancient, and
almost the only example yet found in the fossil world, of the
preservation of parts so delicate as the visual organs of animals that
ceased to live many thousands, and perhaps millions of years ago.
We must regard these organs with feelings of no ordinary kind, when
we recollect we have before us the identical instruments of vision
through which the light of heaven was admitted to the sensorium of
some of the first created inhabitants of our planet.”[31]
 But these are not the only fossils, or organic remains, to be found
in the clay, slates, &c., of the Silurian system. Passing by those we
have briefly indicated above, there are others of a highly interesting
character, concerning some of which we proceed to give a brief
history. Being in Cornwall a short time since, we made a visit to
Polperro, a romantic but out-of-the-way town on the south-west
coast, for the purpose of procuring some remains of fossil fish
considered characteristic of the Silurian system of Murchison, and
which have been recently discovered by Mr. Couch, an eminent local
naturalist, in the cliffs east and west of that town. We did not see Mr.
Couch, but found our way to a coast-guardsman, also a naturalist,
whom we found to be a most skilful bird and fish stuffer, and a
ranger for objects of natural history among the surrounding clay-
slates and other rocks. William Loughrin’s collection of Cornish
curiosities will well repay any traveller going out of the way twenty or
thirty miles, and they will find in him a fine specimen of an
intelligent and noble class of men. Below we give some specimens
from the Polperro slate. No. 1 might be taken for impressions of sea-
weed, so remarkably does it resemble the sea-weed thrown up on our
beaches; but it is generally conceded that this is merely a
crystallization of oxydized matter, such as may often be found in
connexion with manganese.
 No. 1.

No. 2 is the Bellerophon,[32] a shell which we shall afterwards find

in the mountain limestone, but which is rare in connexion with the
Silurian rocks.
 No. 2. Bellerophon, a shell which seems
to have been abundant.

No. 3. Remains of Vegetable Texture.

No. 3 we know not how to describe. We are not certain what

organic remains these are; so far as we have been able to examine
them, they appear to us the remains of succulent vegetables, (?)
probably the thick, soft stems of sea-weed, that may once have
reposed in quiescence on the mud of which these slates are
composed, and afterwards have been crushed by the superposition of
mud and shale, until in the course of ages, by upheaval and
depression, they have become a second time visitants of our
atmosphere, and now expose themselves to our study and
speculations.
 No. 3. (Portion magnified two natural sizes.)

No. 4. Coralline. (Natural size.)

Here is one more form of life of this ancient period; it is evidently a

coralline, which we also procured at Polperro.
Let us suppose our readers to have made themselves familiar with
these organic remains, simply as characteristic and illustrative of this
formation; they will easily find their way into other traces and
remnants of ancient life in the Silurian epoch. How absurd must
seem the development hypothesis to those who rightly ponder these
old, old vestiges! It seems to us a very idle idea to suppose that a
trilobite could develop itself into a bird, or a monkey, or by any series
of happy accidents, could become a man;[33] yet such has been the
theory of those who overlook what some writer on geology, whose
name we forget, has expressed strongly in these words: “There is no
fact which has been demonstrated more completely to the
satisfaction of every man of real science, than that there is no known
power in nature capable of creating a new species of animal, or of
transmuting one species into another.”
We close this chapter on the Silurian system in the eloquent words
of Professor Sedgwick: “The elevation of the faunas of successive
periods was not made by transmutation, but by creative additions,
and it is by watching these additions that we get some insight into
nature’s true historical progress. Judging by our evidence—and what
else have we to judge by?—there was a time when Cephalopods were
the highest type of animal life. They were then the Primates of this
world, and, corresponding to their office and position, some of them
were of noble structure and gigantic size. But these creatures were
degraded from their rank at the head of Nature, and Fishes next took
the lead; and they did not rise up in nature in some degenerate form,
as if they were only the transmuted progeny of the Cephalopods, but
they started into life in the very highest ichthyic type ever reached.
“Following our history chronologically, Reptiles next took the lead,
and, with some evanescent exceptions, they flourished during the
countless ages of the secondary period as the lords and despots of the
world: and they had an organic perfection corresponding to their
exalted rank in Nature’s kingdom; for their highest orders were not
merely great in strength and stature, but were anatomically raised far
above any forms of the Reptile class now living in the earth. This
class, however, was in its turn to lose its rank. Mammals were added
next (near the commencement of the tertiary period), and seem to
have been added suddenly. Some of the early extinct forms of this
class, which we now know only by ransacking the ancient catacombs
of Nature, were powerful and gigantic, and we believe well fitted for
the place they filled. But they in turn were to be degraded from their
place in Nature, and she became what she now is by the addition of
man. By this last addition she became more exalted than before. Man
stands by himself, the despotic lord of the living world; not so great
in organic strength as many of the despots that went before him in
Nature’s chronicle, but raised far above them all by a higher
development of brain, by a framework that fits him for the
operations of mechanical skill, by superadded reason, by a social
instinct of combinations, by a prescience that leads him to act
prospectively, by a conscience that makes him amenable to law, by
conceptions that transcend the narrow limits of his vision, by hopes
that have no full fruition here, by an inborn capacity of rising from
individual facts to the apprehension of general laws, by a conception
of a cause for all the phenomena of sense, and lastly, by a consequent
belief in the God of nature:—such is the history of nature.”[34]

LANDS END, CORNWALL.

 CHAPTER V.
THE OLD RED SANDSTONE.

“The fishes of the sea shall declare unto thee.”—Job.

Lord Bacon remarks, “Some men think that the gratification of

curiosity is the end of knowledge, some the love of fame, some the
pleasure of dispute, and some the necessity of supporting themselves
by knowledge; but the real use of all knowledge is this, that we
should dedicate that reason which was given us by God to the use
and advantage of man.” The historian of the old red sandstone, Hugh
Miller, to whose researches not only we, but such men as Murchison,
Lyell, Ansted, Agassiz and others, are so exclusively indebted, is a
philosopher in this last category. He does not hesitate to tell us, how,
as a Cromarty quarryman “twenty years ago,” he commenced a “life
of labour and restraint,” a “slim, loose-jointed boy, fond of the pretty
intangibilities of romance, and of dreaming when broad awake;”[35]
and how, as a quarryman, he ever kept his eyes open, to observe the
results of every blow of the hammer, stroke of the pick, or blast of the
powder; and finding himself in the midst of new and undreamt-of
relics of an old creation, preserved in “tables of stone,” he adds his
testimony to that of the great father of inductive philosophy, “that it
cannot be too extensively known, that nature is vast and knowledge
limited, and that no individual, however humble in place or
acquirement, need despair of adding to the general fund.”[36]
We here enter upon a marvellous field of discovery. Hitherto the
forms of life we have met with have all been invertebrate. The
trilobite, something between a crab and a beetle, once revelling, in
untold myriads, probably on the land as well as in the water, and of
which two hundred and fifty species have been brought to light, is
the highest type of life with which our researches have made us
familiar. We are now to begin the study of fossil fish, and to their
discovery, strange forms, and characters, this chapter will be
specially devoted. It was once a generally received opinion among
even the most learned geologists, that the “old red sandstone,” or the
“Devonian system,” was particularly barren of fossils, but the labours
(literally such, “mente, manu, malleoque”[37]) of Hugh Miller have
proved the contrary. “The fossils,” he says, “are remarkably
numerous, and in a state of high preservation. I have a hundred solid
proofs by which to establish the proof of my assertion, within less
than a yard of me. Half my closet walls are covered with the peculiar
fossils of the lower old red sandstone; and certainty a stranger
assemblage of forms have rarely been grouped together; creatures
whose very type is lost, fantastic and uncouth, and which puzzle the
naturalist to assign them even their class; boat-like animals,
furnished with oars and a rudder; fish plated over like the tortoise,
above and below, with a strong armour of bone, and furnished with
but one solitary rudder-like fin; other fish less equivocal in their
form, but with the membranes of their fins thickly covered with
scales; creatures bristling over with thorns, others glistening in an
enamelled coat, as if beautifully japanned, the tail in every instance
among the less equivocal shapes, formed not equally as in existing
fish, on each side the central vertebral column, but chiefly on the
lower side, the column sending out its diminished vertebræ to the
extreme termination of the fin. All the forms testify of a remote
antiquity—of a period whose fashions have passed away.”[38]
The old red sandstone formation prevails in the north of Scotland,
Herefordshire, north of Devonshire, part of Cornwall, and in
Worcestershire and Shropshire. Our attention will be principally
confined to Cromarty, whose romantic bay and high hills have long
arrested the admiring gaze of the traveller. This was the scene of
Hugh Miller’s labours and discoveries; this the great library in which
he read the history of pre-Adamite ichthyolites[39] exposed not only
to the light of day, but for the first time to the inspection of human
eyes, by the sweat-of-brow toil of one of Scotland’s noble sons.
Before we get into the hard names that must be connected with this
chapter, let us hear Mr. Miller describe this library of God’s books
that was so long his wonder and his study in Cromartyshire. “The
quarry in which I wrought lay on the southern shore of a noble
inland bay, or frith rather, with a little clear stream on the one side,
and a thick fir-wood on the other. Not the united labours of a
thousand men for a thousand years could have furnished a better
section of the geology of this district than this range of cliffs; it may
be regarded as a sort of chance dissection on the earth’s crust. We see
in one place the primary rock, with its veins of granite and quartz, its
dizzy precipices of gneiss, its huge masses of horneblend; we find the
secondary rock in another, with its beds of sandstone and shale, its
spars, its clays, and its nodular limestones. We discover the still little
known, but very interesting fossils of the old red sandstone in one
deposition; we find the beautifully preserved shell and lignites of the
lias in another. There are the remains of two several creations at
once before us. The shore, too, is heaped with rolled fragments of
almost every variety of rock,—basalts, ironstones, hyperstenes,
porphyries, bituminous shales, and micaceous schists. In short, the
young geologist, had he all Europe before him, could hardly choose
for himself a better field. I had, however, no one to tell me so at the
time, for geology had not yet travelled so far north; and so, without
guide or vocabulary, I had to grope my way as best I might, and find
out all its wonders for myself. But so slow was the process, and so
much was I a seeker in the dark, that the facts contained in these few
sentiments were the patient gatherings of years.”[40]
Now with regard to the hard names to which we have just made
allusion—names that, apart from their etymology, which is nothing
more than “sending vagrant words back to their parish,” are enough
to startle any one; names such as heterocercal, homocercal,
cephalaspis, pterichthys, coccosteus, osteolepis, &c. &c.—why, they
will all presently become plain, and, we hope, familiar to our readers.
“They are,” says Hugh Miller, “like all names in science, unfamiliar in
their aspect to mere English readers, just because they are names not
for England alone, but for England and the world. I am assured,
however, that they are all composed of very good Greek, and
picturesquely descriptive of some peculiarity in the fossils they
designate.”[41]
The rest of this chapter will be occupied with an account of the
four most remarkable and characteristic fishes of this formation, to
understand which a few preliminary remarks are necessary. Cuvier
divided all fish into two groups, the bony and the cartilaginous; and
these two groups he subdivided into two divisions, characterised by
differences in their fins, or organs of locomotion, one of which he
called Acanthopterygian,[42] (thorny-finned,) and the other,
Malacopterygian,[43] (or soft-finned.) This concise arrangement did
not, however, meet all the wants of the fish-students, and it was often
practically difficult to know under which class to arrange particular
specimens. More recently M. Agassiz has arranged fish, not
according to their fins, but according to their scales; and simple as
this classification may seem, it is one of the greatest triumphs of
genius in modern times, inasmuch as all fishes extinct and existing,
that have inhabited or are inhabiting the “waters under the earth,”
may be grouped easily under the following four divisions:—
One more preliminary remark,
and we will proceed to look at the
four fishes already alluded to.
Neither the teacher nor the
student of any science can skip
definitions, axioms, postulates,
and so on; they must just be
mastered, and their mastery is a
real pleasure. In addition to a
marked difference in the fins, a
difference was observed also in
the tails of fossil (extinct) and
living pieces of fish. This
difference between the tails of
1. Ganoid Scale; as bony pike. fish has been happily described
[44]
in two words, heterocercal and
homocercal, of which the figures
below will give a better idea than
a lengthened description.