Human relations in organizations

applications and skill building 10th

Edition Lussier - eBook PDF
Go to download the full and correct content document:
https://ebooksecure.com/download/human-relations-in-organizations-applications-and
-skill-building-ebook-pdf/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...

Human Relations in Organizations: Applications and

Skill Building, 12th Edition Robert N. Lussier - eBook
PDF

https://ebooksecure.com/download/human-relations-in-
organizations-applications-and-skill-building-12th-edition-ebook-
pdf/

(eBook PDF) Human Relations in Organizations:

Applications and Skill Building 11th Edition

http://ebooksecure.com/product/ebook-pdf-human-relations-in-
organizations-applications-and-skill-building-11th-edition/

(eBook PDF) Supervision: Concepts and Skill-Building

10th Edition

http://ebooksecure.com/product/ebook-pdf-supervision-concepts-
and-skill-building-10th-edition/

(eBook PDF) Human Resource Management: Functions,

Applications, and Skill Development 2rd Edition

http://ebooksecure.com/product/ebook-pdf-human-resource-
management-functions-applications-and-skill-development-2rd-
edition/
(eBook PDF) Effective Human Relations Interpersonal And
Organizational Applications 13th

http://ebooksecure.com/product/ebook-pdf-effective-human-
relations-interpersonal-and-organizational-applications-13th/

(eBook PDF) Fundamentals of Human Resource Management:

Functions, Applications, Skill Development

http://ebooksecure.com/product/ebook-pdf-fundamentals-of-human-
resource-management-functions-applications-skill-development/

(eBook PDF) Organizational Behavior: A Skill-Building

Approach 2nd Edition

http://ebooksecure.com/product/ebook-pdf-organizational-behavior-
a-skill-building-approach-2nd-edition/

(eBook PDF) Managing Human Behavior in Public and

Nonprofit Organizations Fifth Edition

http://ebooksecure.com/product/ebook-pdf-managing-human-behavior-
in-public-and-nonprofit-organizations-fifth-edition/

Management Fundamentals: Concepts, Applications, and

Skill Development 8th Edition (eBook PDF)

http://ebooksecure.com/product/management-fundamentals-concepts-
applications-and-skill-development-8th-edition-ebook-pdf/
HUMAN RELATIONS
IN ORGANIZATIONS
APPLICATIONS AND SKILL BUILDING

T E N T H E D I T I O N
HUMAN RELATIONS
IN ORGANIZATIONS
APPLICATIONS AND SKILL BUILDING

T E N T H E D I T I O N

Robert N. Lussier, Ph.D.

Springfield College
HUMAN RELATIONS IN ORGANIZATIONS: APPLICATIONS AND SKILL BUILDING,
TENTH EDITION
Published by McGraw-Hill Education, 2 Penn Plaza, New York, NY 10121. Copyright © 2017 by
McGraw-Hill Education. All rights reserved. Printed in the United States of America. Previous editions
© 2013, 2010, and 2008. No part of this publication may be reproduced or distributed in any form or by
any means, or stored in a database or retrieval system, without the prior written consent of McGraw-Hill
Education, including, but not limited to, in any network or other electronic storage or transmission, or
broadcast for distance learning.

Some ancillaries, including electronic and print components, may not be available to customers outside the
United States.

This book is printed on acid-free paper.

1 2 3 4 5 6 7 8 9 0 RMN/RMN 1 0 9 8 7 6

ISBN 978-0-07-772056-8
MHID 0-07-772056-3

Senior Vice President, Products & Markets: Kurt L. Strand

Vice President, General Manager, Products & Markets: Michael Ryan
Vice President, Content Design & Delivery: Kimberly Meriwether David
Managing Director: Susan Gouijnstook
Director: Michael Ablassmeir
Director, Product Development: Meghan Campbell
Brand Manager/Product Developer: Laura Spell
Marketing Manager: Elizabeth Trepkowski
Director, Content Design & Delivery: Terri Schiesl
Program Manager: Faye M. Herrig
Content Project Managers: Heather Ervolino; Keri Johnson; Karen Jozefowicz
Buyer: Sandy Ludovissy
Content Licensing Specialists: DeAnna Dausener (text)
Cover Image: Tim Robbins/Mint Images/Getty Images
Compositor: MPS Limited
Printer: R.R. Donnelley

Chapter opener photo credits: Chapter 1, © Inti St Clair LLC; Chapter 2, Glow Images; Chapter 3,
© LWA/Dann Tardif/Blend Images LLC; Chapter 4, © Ronnie Kaufman/Blend Images LLC; Chapter 5,
Frizzantine/Getty Images; Chapter 6, Getty Images; Chapter 7, BJI/Blue Jean Images/Getty Images;
Chapter 8, BananaStock/PictureQuest; Chapter 9, © Blend Images/Alamy; Chapter 10, Design Pics/
Don Hammond; Chapter 11, © Tom Grill/Corbis; Chapter 12, © Fredrick Kippe/Alamy; Chapter 13,
© Andersen Ross/Blend Images LLC

All credits appearing on page or at the end of the book are considered to be an extension of the
copyright page.

Library of Congress Cataloging-in-Publication Data

Lussier, Robert N., author.
Human relations in organizations : applications and skill building / Robert N. Lussier.
Tenth edition. | New York, NY : McGraw-Hill Education, [2017]
LCCN 2015035136 | ISBN 9780077720568 (alk. paper)
LCSH: Organizational behavior. | Interpersonal relations.
LCC HD58.7 .L86 2017 | DDC 658.3–dc23
LC record available at http://lccn.loc.gov/2015035136

The Internet addresses listed in the text were accurate at the time of publication. The inclusion of a
website does not indicate an endorsement by the authors or McGraw-Hill Education, and McGraw-Hill
Education does not guarantee the accuracy of the information presented at these sites.

mheducation.com/highered
 I would like to dedicate this book to my wife, Marie, and our children, Jesse,
Justin, Danielle, Nicole, Brian, and Renee, for their loving support.
Copyright © 2017 by The McGraw-Hill Companies. All rights reserved.
CONTENTS IN BRIEF

PA RT O N E PA RT F O U R
INTRAPERSONAL SKILLS: LEADERSHIP SKILLS: TEAM AND
BEHAVIOR, HUMAN RELATIONS, ORGANIZATIONAL BEHAVIOR, HUMAN
AND PERFORMANCE BEGIN RELATIONS, AND PERFORMANCE 329
WITH YOU 1 11 Team Dynamics, Creativity and Problem Solving,
1 Understanding Behavior, Human Relations, and Decision Making 330
and Performance 2 12 Organizational Change and Culture 374
2 Personality, Stress, Learning, and Perception 29 13 Valuing Diversity Globally 406
3 Attitudes, Self-Concept, Values, and Ethics 59
4 Time and Career Management 90 Appendix A
Applying Human Relations Skills 440

PA RT T WO GLOSSARY 450

INTERPERSONAL SKILLS: ENDNOTES 455

THE FOUNDATION OF INDEX 473

HUMAN RELATIONS 123

5 Communications, Emotions, and Criticism 124
6 Dealing with Conflict 163

PA RT T H R E E

LEADERSHIP SKILLS:
INFLUENCING OTHERS 199
7 Leading and Trust 200
8 Motivating Performance 234
9 Ethical Power, Politics, and Etiquette 265
10 Networking and Negotiating 298

vi
 CONTENTS

PA RT O N E C H A P T E R 4
INTRAPERSONAL SKILLS: BEHAVIOR, Time and Career Management 90
HUMAN RELATIONS, AND How Time Management and Career Skills Affect Behavior,
PERFORMANCE BEGIN WITH YOU 1 Human Relations, and Performance 91
Time Management 91
C H AP TE R 1 Career Management 103

Understanding Behavior, Human Relations,

and Performance 2 PA RT T WO
Why Human Relations Skills Are So Important 3 INTERPERSONAL SKILLS:
Behavior, Human Relations, and THE FOUNDATION OF HUMAN
Organizational Performance 4
RELATIONS 123
Human Relations: Past, Present, and Future 7
Developing Human Relations Skills 11
C H A P T E R 5
What’s in the Book 15
Assessing Your Human Relations Abilities and Skills 18 Communications, Emotions,
and Criticism 124
C H AP TE R 2 How Communications, Emotions,
and Criticism Affect Behavior, Human Relations,
Personality, Stress, Learning, and Performance 125
and Perception 29 Organizational Structure and Communication 125
How Personality, Stress, Intelligence and Learning, The Communication Process, Barriers,
Perception, and First Impressions Affect Behavior, Human and Differences 129
Relations, and Performance 30 Sending Messages 134
Personality 30 Receiving Messages 136
Stress 36 Responding to Messages 139
Intelligence, Emotional Intelligence, and Learning 41 Situational Communication 142
Perception 45 Dealing with Emotions and Criticism 143
Developing Positive First Impressions 47

C H A P T E R 6
C H AP TE R 3
Dealing with Conflict 163
Attitudes, Self-Concept, Values,
How Interpersonal Dynamics Affect Behavior,
and Ethics 59
Copyright © 2017 by McGraw-Hill Education. All rights reserved.

Human Relations, and Performance 164

How Attitudes, Job Satisfaction, Self-Concept, Transactional Analysis 164
Values, and Ethics Affect Behavior, Human Relations,
Assertiveness 168
and Performance 60
Anger and Violence in the Workplace 172
Attitudes 60
Conflict Management Styles 174
Job Satisfaction 65
Resolving Conflicts with the Collaborating
Self-Concept 67
Conflict Style 180
Values 71
Putting It All Together 183
Ethics 73

vii
viii Contents

PA RT T H R E E Negotiating 307

LEADERSHIP SKILLS: Do Networking and Negotiating Apply Globally? 314

INFLUENCING OTHERS 199 The Influencing Process 315

C H A P T E R 7 PA RT F O U R

Leading and Trust 200 LEADERSHIP SKILLS: TEAM AND

How Leadership Affects Behavior,
ORGANIZATIONAL BEHAVIOR, HUMAN
Human Relations, and Performance 201 RELATIONS, AND PERFORMANCE 329
Leadership Trait Theory 202
Behavioral Leadership Theories 203 C H A P T E R 1 1
Contingency Leadership Theories 207 Team Dynamics, Creativity and Problem
Situational Supervision 211 Solving, and Decision Making 330
Putting the Leadership Theories Together 217 How Teams, Creativity and Problem Solving, and Decision
Diversity and Global Leadership 217 Making Affect Behavior, Human Relations, and
Trust 219 Performance 331
Teams 331
Team Dynamics 334
C H A P T E R 8
Team Development Stages and Leadership 338
Motivating Performance 234 Leadership Skills in Meetings 344
The Importance of Motivation 235 Problem Solving and Decision Making 348
Content Motivation Theories 236 Creativity and Group Problem Solving and Decision
Process Motivation Theories 242 Making 352
Reinforcement Theory 244 Does Teamwork and Decision Making
Apply Globally? 355
Motivation Techniques 246
Putting It All Together 357
Do Motivation Theories Apply Globally? 253

C H A P T E R 1 2
C H A P T E R 9
Organizational Change
Ethical Power, Politics, and Etiquette 265 and Culture 374
How Power, Politics, Etiquette, and Ethics Affect Behavior,
How Change Affects Behavior,
Human Relations, and Performance 266
Human Relations, and Performance 375
Power 267
Managing Change 375
Organizational Politics 274
Resistance to Change and How to Overcome It 378
Vertical Politics 276
Organizational Culture 383
Horizontal Politics 278
Organizational Climate 384
Business Etiquette 280
Organizational Development 385
Customer Satisfaction and Etiquette 284
Global Differences 390
Do Power, Politics, and Etiquette Apply Globally? 286
The Relationship Between Organizational Culture, Climate,
and Development 391
C H A P T E R 1 0
C H A P T E R 1 3
Networking and Negotiating 298
How Networking and Negotiating Affect Behavior, Human Valuing Diversity Globally 406
Relations, and Performance 299 How Diversity Affects Behavior, Human Relations,
Networking 299 and Performance 407
 Contents ix

Prejudice and Discrimination 407 Appendix A

Equal Employment Opportunity For All 409 Applying Human Relations Skills 440
The Legally Protected and Sexual Harassment 412 GLOSSARY 450
Sexism, Racism, and Work and Family Balance 415
ENDNOTES 455
Managing Diversity 422
INDEX 473
Global Diversity 423
Handling Complaints 426
Copyright © 2017 by McGraw-Hill Education. All rights reserved.
PREFACE
I
n his book Power Tools, John Nirenberg asks: “Why
are so many well-intended students learning so much
and yet able to apply so little in their personal and
professional lives?” Is it surprising that students can nei-
ther apply what they read nor develop skills when most
textbooks continue to focus on reading about concepts
and examples, rather than taking the next step and teach-
ing them how to apply what they read and develop the
skills required for using the concepts? I wrote this book to
give students the opportunity to apply the concepts and de-
velop skills used in their personal and professional lives.
I wrote the first edition back in 1988, prior to
AACSB calls for skill development and outcomes
assessment, to help professors develop their students’
ability to apply the concepts and develop organizational
behavior/human relations skills. Unlike competitors,
I don’t just tell you about the concepts. With network-
ing, for instance—the way most people get jobs and
promotions today—I tell you step-by-step how to net-
work and provide you with self-assessment exercises,
application exercises, skill development exercises, and
often, videos. So rather than simply knowing the con-
cepts, you can actually develop skills.
But is the skills approach any good? John Bigelow
compared skills texts in his article, “Managerial Skills
Texts: How Do They Stack Up?” in the Journal of Man-
agement Education, and he gave Human Relations in
Organizations a top rating for a general OB course.
Reviewers continue to say it is the best “how to work with
people” textbook on the market. Although competing
texts now include exercises, reviewers continue to say
that no competitor offers the quality and quantity of
application and skill-building material.
NetGen Learning Preference
Reading: Students prefer active learning to reading.
Attention and variety through applications and skill-
building exercises: Breaking reading and class time into
“chunks” helps keep their attention and improve learning.
Directions: Students benefit from checklists, formulas,
and recipes for learning and for life.
Internet: NetGens are comfortable with online
environments.
Source: Erika Matulich, Raymond Papp, and Diana Haytko, “Continuous Improvement Through Teaching Innovations: A Requirement for Today’s Learners,”
Marketing Education Review 18(1) 2008: 1–7.
x
ENGAGING NetGen STUDENTS
Today’s traditional students are being called the Digital
Millennial or NetGen learners. Being brought up on the
Internet, they have different preferred learning styles
than students in prior generations. NetGens prefer
active, collaborative, and team-based learning. Human
Relations in Organizations, Tenth Edition, is designed to
be flexible enough to be used with the traditional lecture
method, while offering a wide range of engaging
activities to select from that best meet students’ and
professors’ educational goals and preferred teaching/
learning styles. Below is a list of learning preferences of
NetGens and how this text can be used to engage them
both in and out of the classroom.
INTEGRATION WITH FLEXIBILITY
This book continues to have a balanced three-pronged
approach:
• A clear, concise understanding of human relations/
organizational behavior (HR/OB) concepts (second
to none);
• The application of HR/OB concepts for critical
thinking in the business world (there are nine types
of applications, including videos and the Test
Bank and Instructor’s Manual);
• The development of HR/OB skills (there are eight
types of skills-activities, including videos and the
Test Bank and Instructor’s Manual).
In addition to this text and its supporting ancillary
package to support these distinct but integrated
How Human Relations in Organizations Engages NetGens
Students find the text easy to read and understand.
The text is broken into “chunks,” with concepts, followed by
interactive applications and skill-building exercises (see below).
Each section consists of a major heading with concepts and
application material. Unlike many books with exercises that are
simply discussion-based, Human Relations develops actual skills
that can be used immediately.
Human Relations is the most “how to” textbook available,
including behavioral model steps for handling common human
relations issues, such as conflict, and exercises to develop skills.
An Online Learning Center (www.mhhe.com/lussier9e) provides
chapter review material as well as interactive exercises and videos.

parts, includes tests to assess student performance in
all three areas. I wrote almost every application and
skill exercise in this text and the Instructor’s Manual
to ensure complete integration and a seamless course
experience.
The concepts, applications, and skill-building
material are clearly identified and delineated in this
preface, text, and IM/test bank. Our package offers
more quality and quantity of application and skill-
building material to allow professors to create their
unique courses using only the features that will achieve
their objectives in the classroom or online. Thus, it is the
most flexible package on the market. Next is an
explanation of features to choose from for concepts,
applications, and skill building.
CONCEPTS
• Research-based and current. The book is based on
research, not opinion. The tenth edition has been
completely updated. There are more than 950 new
references (94 percent), for an average of 75 new ref-
erences per chapter. This is from 30 to 50 percent
more references per chapter than major competi-
tors. Earlier references are primarily classics,
such as the motivation (Maslow) and leadership
(Fiedler) theories.
• Comprehensive coverage. The text includes more
topics than most competing texts.
• Systems orientation. The text is organized in two
ways. First, the parts of the book are based on
the competency model of managerial education,
building from intrapersonal skills, to interper-
sonal skills, to leadership skills. Second, it also
follows the levels of behavior approach, going
from individual, to group, to organizational levels
of behavior. The systems effect is discussed
throughout the book. Cases from Chapters 2
through 13 have questions based on previous
chapters to integrate the concepts of multiple
chapters.
• Recurring themes. Chapters 2 through 13 begin
with a discussion of how the chapter concepts
Copyright © 2017 by McGraw-Hill Education. All rights reserved.
affect behavior, human relations, and performance.
Most chapters include a discussion of how the
concepts differ globally.
• Pedagogy. Each chapter contains the following:
(1) Learning outcomes at the beginning and in the
body of the chapter where the objective can be
met. A summary of each learning outcome is given
in the Review section at the end of the chapter.
(2) Key terms at the beginning of each chapter and
again at the end of the Review. The key terms
appear in boldface and are defined within the
Preface xi
chapter in italic so they are easy to find. (3) Exhib-
its, some of which contain multiple concepts or
theories. See Exhibits 7.7, 8.7, and 11.7, for
example. (4) Review. The unique feature of the
Review is that it is active in two ways. Students first
answer true/false questions. Then they must fill in
the blanks with the appropriate key terms in one
of three ways: from memory, from a list of key
terms at the end of the review, or from the key
terms at the beginning of the chapter.
• Test Bank Assessment of Concepts. The test bank
includes true/false and multiple-choice questions
for the concepts, including the key terms, presented
in each chapter. The test bank also includes the
learning outcomes from each chapter, which can
be used as short-answer questions to test concept
understanding. A summary of the learning
outcomes appears in the Review, the Instructor’s
Manual, and the test bank.
APPLICATIONS
1. Opening Case. Each chapter opens with a case.
Throughout the chapter, the ways the text concepts
apply to the case are presented so that students can
understand the application of the concepts to
actual people in organizations.
2. Work Applications. Throughout each chapter
there are approximately 11 questions (more than
140 total) that require the students to apply the
concepts to their own work experience. Work
experience can be present or past and may include
part-time, summer, or full-time employment.
Work applications require the students to think
critically and bridge the gap between the concepts
and their world.
3. Application Situations. Each chapter contains two
to six boxes, each with 5 to 10 questions (325 total)
that require students to apply the concept
illustrated in a specific, short example. The
questions develop critical thinking skills through
the application process.
4. Cases—with Internet video and cumulative
questions; plus role-play exercises. Each chapter
has a case study from a real-world organization. At
the end of the case, the organization’s Web site is
given so that students can visit the Web to get up-
dated information on the case. Some of the cases
also include Web sites to view case manager inter-
views/talks. Chapters 2 through 13 include
cumulative questions. Cumulative questions
include concepts from previous chapters. For
example, the case for Chapter 13 has four questions
xii Preface
related to Chapter 11, followed by four questions
relating to concepts from Chapters 2, 3, 6, 11, and
12. Thus, students continually review and integrate
concepts from earlier chapters. Following each case
is a role-play exercise to develop skills based on the
concepts illustrated in the case.
5. Objective Cases. At the end of each chapter there is a
short objective case. The unique feature is the “objec-
tive” part, with 10 multiple-choice questions, fol-
lowed by one or more open-ended questions. These
cases require students to apply the concepts to people
and organizations.
6. Internet Exercises. Online at mhhe.com/lussier10e,
(which also has self testing and other features).
7. Communication Skills Questions. There are
more than 125 communication skills questions,
an average of approximately nine per chapter,
which can be used for class discussion and/or
written assignments.
8. Test Bank Assessment of Applications and
Instructor’s Manual. The test bank includes
the work applications from the text as well as
multiple-choice questions, similar to the
Application Situations and case questions, to
evaluate critical thinking skills. The Instructor’s
Manual includes the recommended answers for
all the application features above, except the
opening case, which is illustrated throughout the
chapter text.
SKILL BUILDING
1. Self-Assessment Exercises. Each chapter has
between one and five (more than 45 total, an aver-
age of three per chapter) self-assessment exercises
to enable students to gain personal knowledge.
Some of the exercises are tied to skill-building ex-
ercises to enhance the impact of the self-assess-
ment. All information for completing and scoring,
and self-assessment, is contained within each exer-
cise. A unique new feature includes determining a
personality profile (in Chapter 3); in all other
chapters, students find out how their personality
relates to their use of the chapter concepts.
2. Group Skill-Building Exercises. Around 30 percent
of the skill-building exercises focus primarily on
small group (2 to 6 members) activities. Thus,
breaking into small groups is required.
3. Role-Play Skill-Building Exercises. Around
10 percent of the skill-building exercises focus
primarily on developing skills through behavior
modeling, as discussed next. Thus, breaking into
groups and role-playing is required. Again, all 13
cases include a role-play exercise.
4. Models, Behavior Model Videos, and Skill-Building
Exercises. Throughout the book are more than
25 models with step-by-step instructions for
handling day-to-day human relations situations.
How to use several of the models is illustrated in
the behavior-modeling videos. For example,
students read the model in the book and watch
people send messages, give praise, resolve conflicts,
handle complaints, and coach an employee,
following the steps in the model. After viewing the
video, students role-play how they would handle
these human relations situations. Students may
also give each other feedback on the effectiveness
of their role-plays. Videos can also be used as
stand-alone activities. The lecture may stop and
skill-building begin in class to break up the lecture.
5. Behavior Model Videos. There are one or more
behavior model videos (20 total) for most chap-
ters. Behavior model videos 2 through 20 show
people successfully handling day-to-day human
relations situations. Videos can be followed by
class discussion. Also, many videos are used in
conjunction with skill-building exercises.
6. Test Bank Assessment of Skill-Building and
Instructor’s Manual. The test bank includes skill-
building questions to assess skill building. The
Instructor’s Manual gives detailed instructions on
using all skill-building exercises and answers to
skill-building exercises. It also states how students
can be tested on the exercises and provides
instructions to give to students.
7. Skill-Building Objectives and AACSB Competen-
cies. Each skill-building exercise begins by listing
its objective. The objective is followed by listing the
Association to Advance Collegiate Schools of
Business (AACSB) competencies developed
through the exercise.
***
8. Individual and Group Skill-Building Exercises.
Around 60 percent of the skill-building exercises
focus primarily on individual skill building, most
of which is done outside class as preparation for
the exercise. However, in-class work in groups
using the concepts and sharing answers can
enhance skill building. Thus, the instructor has the
flexibility to (1) simply have students complete the
preparations outside class and during class, and
then go over the answers, giving concluding
remarks and/or leading a class discussion without
using any small-group time, or (2) spend group
class time as directed in the exercise.

SUMMARY OF INNOVATIONS
• The three-pronged approach to the text: concepts,
applications, skills.
• The three-pronged test bank: concepts,
applications, skills.
• Eight types of applications, clearly marked in the
text, for developing critical thinking skills.
• Eight types of skill-building exercises, clearly
marked in the text, that truly develop skills that can
be used in one’s personal and professional lives.
• Flexibility—use all or only some of the features;
select the ones that work for you.
OVERALL REVISIONS
• The book is completely updated with around 975
new references; over 93 percent of the references are
new to this edition. References include a balance of
scholarly journals (including the Academy of Man-
agement Journal, Academy of Management Review,
Academy of Management Perspectives, and
Academy of Management Learning & Education) to
provide research support for the text concepts and
business publications (including BusinessWeek,
Forbes, Fortune, and The Wall Street Journal) to
provide advice and examples of how the concepts
are use in all types of organizations.
• Some minor changes were made to the writing style to
make the chapters even more personal. For example,
the use of the word “we” has been changed in many
places to “you” for a more personal writing style.
• Some text was cut to shorten each chapter of
the book.
• One hundred percent of the Applying the Concept
box applications have been changed.
• When the text refers back to the opening case to
illustrate the application of the text to the case, it is
now identified by ///, making them easier to find.
• Five (40 percent) of the end-of-chapter cases are
new to this edition, and the other cases have been
Copyright © 2017 by McGraw-Hill Education. All rights reserved.
updated.
• Most of the new cases, and some of the updated
cases, now have suggested video links and new
questions related to the case (60 percent of the
cases now have video links).
• AACSB standards have been updated using the
2013 AACSB Business Accreditation Standards,
General Skills Areas. The listing of AACSB
skills developed in each of the Skill Building
Exercises throughout the book has also been
updated.
Preface xiii
• There is less of a management focus so that
everyone can clearly understand how to improve
human relations regardless of their position in the
organization.
• The coverage of digital human relations has been
expanded.
• Some of the chapter sections have been rewritten,
as described below.
CHANGES BY CHAPTER
Chapter 1
• The entire chapter has been updated with 56
(89 percent) new references for this edition;
keeping only the 7 classic historic references.
• The section, What’s in It for Me? has been updated
with all new references.
• The section, Myth 1: Technical Skills Are More
Important Than Human Relations Skills, has been
rewritten with all new references.
• The section title, Objectives and Organization
of the Book, has been changed to What’s
in the Book. Plus, the objectives section
introduction has been rewritten with all new
references.
• The Case has been updated with a Web address to
watch a video of CEO Terri Kelly discussing man-
agement at W.L. Gore & Associates. There is also a
new question related to the video.
Chapter 2
• The entire chapter has been updated with 83
(97 percent) new references for this edition. The
chapter has 33 more references than the previous
edition to support the use of evidence-based
management.
• There are only minor changes throughout the
chapter to improve the content and provide new
references to support the continuing use of prior
topics.
• In the Personality section, it now states that
employers are visiting social media sites to get a
feel for job candidates’ personalities.
• In the Perception section, projection has been
eliminated as a bias.
• In the Developing Positive First Impressions
section, it now states that employers are visiting
social media sites to get a first impression of job
candidates and emphasizes the importance of a
professional presence online.
• The case information has been updated.
xiv Preface
Chapter 3
• The entire chapter has been updated with 82 (97
percent) new references for this edition.
• There are only minor changes throughout the
chapter to improve the content and provide new
references to support the continuing use of prior
topics.
• In the Changing Attitudes section, point 4 has
been changed. It now states not to have a negative
attitude toward people because they look or act
differently than you do.
• The details of the discussion of Determinants of
Job Satisfaction have been shortened and the
section on job security has been rewritten.
• The key term attribution has been redefined to
make it easier to understand, and the section has
been rewritten.
• The Building a Positive Self-Concept section now
includes a discussion of why so many people don’t
keep their New Year’s resolutions.
• The General Guidelines to Building a Positive Self-
Concept number 3 now includes the use of self-
talk to improve self-concept.
• The subsection Guidelines for Leading from a
Spiritual Perspective still includes the five guide-
lines, but with less detail.
• The section Does Ethical Behavior Pay? has been
rewritten and expanded with all new references.
• For easier understanding, the list of the seven
types of justifications for unethical behavior has
been taken out and, instead, examples of each type
are included.
• The Global Ethics section now includes a brief
mention of the Foreign Corrupt Practices Act,
including the Web site where students can get more
information.
• The short discussion of corporate social responsi-
bility and Figure 3.5 have been cut because this is
not the same topic as ethics.
• The North Face case is new. It also includes two
role-play exercises, and Question 7 includes
watching North Face CEO Eric Wiseman
delivering a speech to college graduates.
Chapter 4
• The entire chapter has been updated with 60
(94 percent) new references for this edition.
• The Time Management section has been reorgan-
ized and topics have been added. Multitasking has
been moved to the last subsection with the title
Multitasking, Interruptions, and Procrastination.
Interruptions and procrastination are new topics
with these headings.
• There is more discussion of using electronic
devices in time management. The time
management exhibits are now online so that
students can fill out electronic time logs and
to-do lists, plan their week and schedule it, and
keep a daily schedule.
• The section Analyzing Time Use has been changed
to Analyzing Time Use with a Time Log to
emphasize the need to use a time log to analyze
time use.
• The introduction to the Priority Determination
section has been rewritten with all new references.
• The section on writing a Resume no longer has
details of writing each section on the resume, but
the example resume is still Exhibit 4.8. It now
refers students to their college career center or
online for more details.
• The section on Getting Raises and Promotions
now has less detail on preparation for getting a
raise or promotion and deletes details about asking
for it and includes details about changing
organizations.
• The case has been updated and now includes a new
case question with a source of a video to watch
and discuss three parts of Jay-Z’s career.
Chapter 5
• The entire chapter has been updated with 78
(96 percent) new references for this edition.
• The section on Digital Information Technology
has been shortened while maintaining the same
content while adding to new information and ref-
erences. Exhibit 5.3 E-Commerce has been deleted.
• The section on Digital Information Technology
has two new topic heading “Confidentiality and
Security” and “The Downside of Information
Technology.”
• The section on The Communication Process
explains the steps in less detail, and while maintain-
ing the 13 listening tips, the discussion is shorter.
• The discussion of Getting Criticism has been
placed in Exhibit 5.9 to make it easier to under-
stand what and what not to do when being
criticized.
• The Pixar case is new and includes a video link
to watch and hear President Ed Catmull’s ideas
on communication. You can watch short videos
on the roles that different creative employees
play in making their famous movies on the Pixar
Web site.

Chapter 6
• The entire chapter has been updated with 53
(98 percent) new references for this edition.
• The opening section has been shortened a bit and
has all new references to support the value of the
chapter topics.
• The section on Anger and Violence in the
Workplace has been shortened.
• The Resolving Conflicts with the Collaborating
Conflict Style has been shortened.
• There is a new end-of-chapter case about conflict
at HP.
Chapter 7
• The entire chapter has been updated with 60
(88 percent) new references for this edition. Only
the references to the classic leadership theories
have been retained to provide the original source
of the theories for further information.
• Throughout the chapter, minor changes have been
made to shorten the text.
• The major section Substitutes for Leadership has
been deleted, resulting in Learning Outcome 7-6,
Work Application 7-11, and Communications
skills 6 being deleted.
• The opening section, How Leadership Affects
Behavior, Human Relations, and Performance, has
been rewritten with all new references supporting
the importance of leadership.
• The introduction to the Trust section has been
rewritten with all new references.
• The case, Tony Hsieh and Zappos.com, is new.
Chapter 8
• The entire chapter has been updated with 79
(86 percent) new references for this edition. Only
the references to the classic motivation theories
have been retained to provide the original source
for further information.
• The subsection Why Knowing How to Motivate Em-
Copyright © 2017 by McGraw-Hill Education. All rights reserved.
ployees Is Important has been deleted and the reasons
now appear in the section How Motivation Affects Be-
havior, Human Relations, and Performance. Also, this
section has been rewritten with all new references to
support the need for motivation. A new term employee
engagement has also been added to this section.
• A new section, Your Motivation, has been added
to help students relate motivation to themselves.
• A couple of company examples were added to
illustrate incentive programs.
• SMART goals were added to the Objectives section.
Preface xv
• There is a new introduction to the section
Self-Motivation.
• There is a new introduction to the section Do
Motivation Theories Apply Globally?
• The case has been updated including providing a
Web address to watch Kevin Plank give a
20-minute talk about entrepreneurship. Also, a
new question, related to the video, has been added.
Chapter 9
• The entire chapter has been updated with 75
(94 percent) new references for this edition.
• Throughout the chapter, minor changes have been
made to shorten the text.
• The introduction to the Power section has been
rewritten will all new references.
• The introduction to the Business Etiquette section
has been shortened, while adding new content and
references.
• The case is the same, but the title and names have
been changed.
Chapter 10
• The entire chapter has been updated with 75 (94
percent) new references for this edition.
• The introduction section How Networking and
Negotiating Affect Behavior, Human Relations,
and Performance has been rewritten with all new
references.
• The first half of the Digital Networking section
has been rewritten with all new references.
• The introduction to the Negotiating section has
been rewritten with all new references to better
help students realize that we all negotiate to help
us meet our objectives with the help of others.
• The section Negotiating Strategies has been
deleted, as this material is less relevant, thereby
placing more focus on the more important negotia-
tion process. This also results in the elimination of
two key terms: distributive and integrative
bargaining strategies, Work Application 10-7, and
Communication Skills question 6.
• The case, Negotiating Women, has been updated
and states that the work of Kolb and Frohlinger is
supported by Sheryl Sandberg (Facebook) in her
book, Lean In.
Chapter 11
• The entire chapter has been updated with 111
(97 percent) new references for this edition.
• The opening section has all new references.
xvi Preface
• The subsection, Factors Influencing Cohesiveness
has been deleted because it is less relevant. Also,
Work Application 11-4 no longer includes the six
factors.
• The Conducting Meetings section now tells read-
ers they can follow Robert’s Rules of Order and
gives the URLs to find them on the Internet.
• The introduction to the Creativity and Group
Problem Solving and Decision Making has been
changed with new references and shortened.
• Consensus mapping is now just discussed as con-
sensus.
• The chapter case has been updated, and the last
question has been changed.
Chapter 12
• The entire chapter has been updated with 40
(93 percent) new references for this edition.
• Learning Outcomes 12-7 and 12-8 have been
deleted, and coverage of Training and
Development and Performance Appraisals has
been decreased, as these topics are less relevant
to organizational change. Application Situation
12-4, The Training Cycle has also been
eliminated.
• Learning Outcome (coaching model) 12-9 is now
12-7, but the dialog of the coaching session has
been deleted, as students can watch Behavior
Model video 12-1 to view a coaching session, and
they can conduct Skill Building Exercise 12-1 to
experience coaching.
• The opening section How Change Affects
Behavior, Human Relations, and Performance
has been rewritten with all new references
and is shorter.
• The introduction to the Managing Change section
has been rewritten with two new references.
• A new subsection, Forms of Change, has been
added to the Managing Change section, adding a
discussion of incremental and discontinuous
change.
• The introduction to the Organizational Culture
section has been updated with new references and
has been shortened.
• The OD technique Survey Feedback section has
been shortened.
• The Xerox case has a new video link of CEO
Burns discussing her career with a new first
question. The case has also been updated and
shortened by cutting the paragraph listing all of
Xerox’s awards.
Chapter 13
• The entire chapter has been updated, with much of
it rewritten and with 133 new reference citations.
As a result, there are 134 citations; 99 percent are
new for this edition.
• Learning Outcomes 5 and 8 are no longer listed at
the beginning of the chapter, within the chapter, or
in the summary.
• The opening section with world population infor-
mation and statistics has been updated with all
new references.
• The section Valuing-Diversity Training is now
Valuing-Diversity/Inclusion Training, and it now
states that the term diversity is commonly called
inclusion today. Likewise, the heading From
Affirmative Action to Valuing Diversity and been
changed to From Affirmative Action to Valuing
Diversity to Inclusion.
• The section discussing minority groups has been
shortened.
• The section Sexual Orientation has been com-
pletely rewritten with new references.
• The six areas of sexual harassment have been
deleted in this edition to keep the focus on the
three areas of the EEOC, which includes eliminat-
ing Learning Outcome 13-5, which required listing
the six areas.
• The subsection How Women are Progressing in
Management and the Glass Ceiling has been re-
written with new references and it is now shorter.
• The subsection How Minorities are Progressing in
Management has been rewritten and expanded
with new references.
• There is a new subsection providing Ways to Over-
come Sexism and Racism at Work.
• The subsection How Family Sex Roles are
Changing has been changed to How Families and
Sex Roles are Changing. The opening paragraph
now includes updated statistics describing the
changing American family.
• The subsection Fathers’ Roles are Changing has
been rewritten with all new references and is
shorter.
• Self-Assessment 13-4 has four new examples
(33 percent).
• A few of the Cross-Cultural Relations have been
shortened.
• The end-of-chapter case has been replaced with a
case about Google’s Lack of Diversity, and there
are two related videos that can be viewed as part
of the case discussion.

SUPPLEMENTS FOR INSTRUCTORS
AND STUDENTS
McGraw-Hill Connect®
Continually evolving, McGraw-Hill Connect®—
connect.mheducation.com—has been redesigned to
provide the only true adaptive learning experience
delivered within a simple and easy-to-navigate
environment, placing students at the very center.
• Performance Analytics—Now available for both
instructors and students, easy-to-decipher data illu-
minate course performance. Students always know
how they’re doing in class, while instructors can
view student and section performance at a glance.
• Mobile—Available on tablets, students can now
access assignments, quizzes, and results on the go,
while instructors can assess student and section
performance anytime, anywhere.
• Personalized Learning—Squeezing the most out
of study time, the adaptive engine within Connect
creates a highly personalized learning path for
each student by identifying areas of weakness and
providing learning resources to assist at the
moment of need.
This seamless integration of reading, practice, and
assessment ensures that the focus is on the most impor-
tant content for each individual.
LearnSmart®
LearnSmart, the most widely used adaptive learning
resource, is proven to improve grades. By focusing
each student on the most important information they
need to learn, LearnSmart personalizes the learning
experience so that students can study as efficiently as
possible.
Copyright © 2017 by McGraw-Hill Education. All rights reserved.
Preface xvii
SmartBook®
SmartBook—an extension of LearnSmart—is an adap-
tive eBook that helps students focus their study time
more effectively. As students read, SmartBook assesses
comprehension and dynamically highlights where they
need to study more.
Instructor Library
The Connect Management Instructor Library is your
repository for additional resources to improve student
engagement in and out of class. You can select and use
any asset that enhances your lecture. The Connect
Instructor Library includes:
• Instructor Manual
• PowerPoint files
• Test Bank
Manager’s Hot Seat Video
Now instructors can put students in the hot seat with
access to an interactive program. Students watch real
managers apply their years of experience when con-
fronting unscripted issues. As the scenario unfolds,
questions about how the manager is handling the situa-
tion pop up, forcing the student to make decisions along
with the manager. At the end of the scenario, students
watch an interview with the manager and view how
their responses matched up to the manager’s decisions.
The Manager’s Hot Seat videos are now available as as-
signments in Connect.
Organizational Behavior Video DVD
This collection of videos features interesting and timely
issues, companies, and people related to organizational
behavior and interpersonal skills.
ACKNOWLEDGMENTS
I
want to thank Dr. Herbert Sherman, Professor of
Management—Long Island University (Brooklyn
Campus), for writing seven new cases and updating
three others.
Special thanks to the reviewers of the tenth edition
of my manuscript for their excellent recommendations:
Lydia Anderson, Fresno City College
Bonnie Andrys, Northland Community & Technical
College
Pamela K. Ball, Clark State Community College
Wayne Gawlik, Joliet Junior College
Melanie Hilburn, Lone Star College-North Harris
Samira B. Hussein, Johnson County Community College
Norma Johansen, Scottsdale Community College
Joseph Randall, Bainbridge State College
Randall Wade, Rogue Community College
Thanks also to reviewers of past editions:
Teresa R. Campbell, Clark State Community College
Shannon Durham, Middle Georgia Technical College
Jennifer Susan Malarski, Minneapolis Community and
Technical College
Keith D. Matthews, Northeast Community College
Connie Smejkal, Centralia Community College
Mary Hedberg, Johnson County Community College
Jane Bowerman, University of Oklahoma
Margaret Ryan, Highline Community College
Mofidul Islam, Columbia Southern University
Marilyn J. Carlson, Clark State Community College
John Thiele, Cañada College
Rachel Erickson, National College of Business and
Technology
Daniel Bialas, Muskegon Community College
Cindy Brown, South Plains College
Robert Losik, Southern New Hampshire University
Daniel Lybrook, Purdue University
Thomas McDermott, Pittsburgh Technical Institute
Therese Palacios, Palo Alto College
Margaret V. Ryan, Highline Community College
Thomas J. Shaughnessy, Illinois Central College
Mary Alice Smith, Tarrant County College
Joseph Wright, Portland Community College
Boyd Dallos, Lake Superior College
Sally Martin Egge, Cardinal Stritch University
Brian E. Perryman, University of Phoenix
Glenna Vanderhoof, Southwest Missouri State
University
xviii
Marion Weldon, Edmonds Community College
Lee Higgins, Southeast Community College—Beatrice
Campus
Janet Weber, McCook Community College
William Weisgerber, Saddleback College
Andy C. Saucedo, Dona Ana Community College
Charleen Jaeb, Cuyahoga Community College
John J. Heinsius, Modesto Junior College
Roger E. Besst, Muskingum Area Technical College
Rebecca S. Ross, Shenango Valley School of Business
Thomas E. Schillar, University of Puget Sound
Rosemary Birkel Wilson, Washtenaw Community
College
Edward J. LeMay, Massasoit Community College
Julie Campbell, Adams State College
John Gubbay, Moraine Valley Community College
Ruth Dixon, Diablo Valley College
John J. Harrington, New Hampshire College
Robert Wall Edge, Commonwealth College
Abbas Nadim, University of New Haven
Steve Kober, Pierce College
Dee Dunn, Commonwealth College
Marlene Frederick, New Mexico State University at
Carlsbad
Linda Saarela, Pierce College
David Backstrom, Allan Hancock College
Rob Taylor, Indiana Vocational Technical College
Warren Sargent, College of the Sequoias
Jane Binns, Washtenaw Community College
Charles W. Beem, Bucks County Community College
Robert Nixon, Prairie State College
Leo Kiesewetter, Illinois Central College
Stephen C. Branz, Triton College
William T. Price, Jr., Virginia Polytechnic Institute and
State University
Jerry F. Gooddard, Aims Community College
Rex L. Bishop, Charles Community College
Bill Anton, DeVard Community College
Stew Rosencrans, University of Central Florida
John Magnuson, Spokane Community College
Doug Richardson, Eastfield College
Thanks to the following students for suggesting
improvements:
Doug Nguyen, Truckee Meadows Community College
of Nevada
Richard Gardner, New Hampshire College
 Acknowledgments xix

Peter Blunt, New Hampshire College suggestion for improvement, your name and college will
Christianne Erwin, Truckee Meadows Community College be listed in the acknowledgment section of the next
Robert Neal Chase, New Hampshire College edition. I sincerely hope that you will develop your
Cheryl Guiff, Taylor University Online human relations skills through this book.
Robert N. Lussier,
Professor of Management
CONTACT ME WITH FEEDBACK Management Department
I wrote this book for you. Let me know what you think Springfield College
of it. Write to me and tell me what you did and/or didn’t Springfield, MA 01109
like about it. More specifically, how could it be improved? 413-748-3202
I will be responsive to your feedback. If I use your rlussier@springfieldcollege.edu
Copyright © 2017 by McGraw-Hill Education. All rights reserved.
 PA R T 1
Intrapersonal Skills: Behavior,
Human Relations, and
Performance Begin with You

1 Understanding Behavior, Human Relations, and Performance

2 Personality, Stress, Learning, and Perception

3 Attitudes, Self-Concept, Values, and Ethics

4 Time and Career Management

The McGraw-Hill
2010 by McGraw-Hill
Copyright © 2017 Companies.
Education. All rights
All rights reserved.
reserved.
C H A P T E R 1

Understanding Behavior,
Human Relations, and
Performance

L E A R N I N G O U T C O M E S

After completing this chapter, you should be able to:

LO 1-1 Explain why human relations skills are important. LO 1-8 Identify five personal human relations goals for
the course.
LO 1-2 Discuss the goal of human relations.
LO 1-9 Define the following 17 key terms (in order of
LO 1-3 Describe the relationship between individual and
appearance in the chapter):
group behavior and organizational performance.
human relations (HR) performance
LO 1-4 Briefly describe the history of the study of human goal of human relations systems effect
relations. win–win situation Elton Mayo
total person approach Hawthorne effect
LO 1-5 State some of the trends and challenges in the field
behavior Theory Z
of human relations.
levels of behavior intrapersonal skills
LO 1-6 List 10 guidelines for effective human relations. group behavior interpersonal skill
organization leadership skill
LO 1-7 Identify your personal low and high human organizational
relations ability and skill levels. behavior (OB)

/ / / When Olin Ready graduated from college, he accepted
his first full-time job with IBM. As he drove to work on his
first day, he thought: How will I fit in? Will my peers and
new boss Nancy Westwood like me? Will I be challenged
by my job? Will I be able to get raises and promotions?
At about the same time, Nancy was also driving to
work thinking about Olin: Will Olin fit in with his peers?
Will he be open to my suggestions and leadership? Will
Olin work hard and be a high performer?
What would you do to ensure success if you were
Olin? What would you do to ensure Olin’s success if
you were Nancy? Meeting employees’ needs while
achieving the organization’s objectives is the goal of
positive human relations in any organization. / / /

2
 Chapter 1 Understanding Behavior, Human Relations, and Performance 3

WHY HUMAN RELATIONS SKILLS ARE SO IMPORTANT

Learning Outcome 1-1 We begin by discussing what’s in this book for you, followed by a look at some of the
Explain why human major myths about human relations and the realities of why human relations skills are
relations skills are so important. We then discuss the goal of human relations and the total person ap-
important. proach to human relations.

Wha t’s in I t fo r M e?
It’s natural to be thinking, What can I get from this book, or What’s in it for me?1 This
is a common question in all human relations, although it is seldom directly asked and
answered.2 Here is the short, bottom-line answer: The better you can work with
people—and that is what the course is all about—the more successful you will be in
your personal and professional lives.3 Life is about relationships4; it’s all people, people,
people. This may be one of the few courses you take in which you can actually use what
you learn during the course in your personal life. You don’t need to wait until you
graduate to apply what you learn, and you can develop your human relations skills.5
Now let’s expand on what’s in it for you by exploring some of the myths and realities
surrounding human relations.

Myth s a n d Re a l i ty a b o u t H u ma n Re l a ti o n s
Three myths about human relations are: (1) Technical skills are more important than
human relations skills; (2) it’s just common sense; and (3) leaders are born, not made.

Myth 1: Technical Skills Are More Important Than Human Relations Skills Some people believe that
a human relations or organizational behavior (OB) course is less important than more
technical courses, such as computer science and accounting. However, the reality is that
people develop and use technology, and people are really every company’s most valuable
asset.6 The importance of people to business success is undisputed.7 People, human capital,
provide sustained competitive advantage.8 /// in the opening case, by studying human
relations, you will learn soft skills that will help you in situations like Nancy’s and Olin’s. ///

Myth 2: Human Relations Is Just Common SenseSome people believe that human relations
is simple and just common sense. Do all the people in organizations get along and
work well together? If human relations is just common sense, then why are people is-
sues some of the most prominent concerns of business owners and managers? It’s be-
cause high-quality relationships are so important to success.9 Think about the jobs
you’ve had. Did everyone get along and work well together? How did human relations
affect your personal and job satisfaction?
CS
Myth 3: Leaders Are Born, Not Made Leadership is an important topic,10 because leaders
Communication Skills 11
Refer to CS Question 1. influence employee performance. The question “Are leaders born or made?” has been
researched over the years. Leadership experts generally agree that leadership skills can
be developed. Regardless of your natural ability to get along and work well with peo-
Copyright © 2017 by McGraw-Hill Education. All rights reserved.

ple, using the material in this book, you can develop your human relations skills.
WORK APPLICATION 1-1
In your own words, explain
why human relations skills Throughout this book we use many important, or key, terms. To ensure that you have
are important to you. How a clear understanding of these terms, when a key term first appears, we present it in
will they help you in your bold letters with its definition italicized.
career?

Goal o f H uma n Re l a ti o n s
Learning Outcome 1-2 The term human relations means interactions among people. It’s the manager’s job
Discuss the goal to understand people and to motivate them to work together.12 /// In the opening
of human relations. case, when Olin Ready arrives at IBM on his first day of work, he will interact
4 Part One Intrapersonal Skills: Behavior, Human Relations, and Performance Begin with You
WORK APPLICATION 1-2
Give an example, personal
if possible, of a situation in
which the goal of human
relations was met. Explain
how the individual’s needs
were met and how the
organizational objectives
were achieved.
WORK APPLICATION 1-3
Give a specific example,
personal if possible, that
supports the total person
approach. Explain how an
individual’s job performance
was affected by off-the-job
problems.
with his new boss, Nancy. /// Next, a variety of people will help orient and train
Olin. Later, as he performs his daily tasks, Olin will interact with Nancy and his
coworkers, as well as with people from other departments and with customers.
Olin’s success at IBM will be based on human relations, and his job satisfaction
will affect his personal life.
The goal of human relations is to create a win–win situation by satisfying employee
needs while achieving organizational objectives. A win–win situation occurs when the
organization and the employees both get what they want. When an employee wonders,
What’s in it for me?, that employee is expressing his or her needs. When employees’
and organizational goals align, performance tends to follow.13
Creating a win–win situation applies to human relations at all levels. Conflicts
usually arise because of a lack of a win–win situation.14 In Chapter 6, you will learn
how to create win–win situations when facing conflicts.
This book discusses the goal of human relations as it applies to various topics.
One goal of this book is to develop your ability to create win–win situations in a
variety of settings, including your professional and personal lives.
The Tot al Pe rso n A ppr o a ch
The total person approach realizes that an organization employs the whole person, not
just his or her job skills. So it is important to understand the whole person. People play
many roles throughout their lives, indeed, throughout each day. 15 /// In the
opening case, Olin, therefore, is more than just an employee; he is also a father, a
member of the PTA, a scout leader, a jogger, a student, and a fisherman. /// At work,
Olin will not completely discard all his other roles to be a worker only. His off-the-job
life will affect his job performance at IBM. Thus, if Olin has a bad day at work, it may
not be related to his job, but to another of his life’s roles. Also, a bad day at work can
affect personal life satisfaction.
BEHAVIOR, HUMAN RELATIONS, AND
ORGANIZATIONAL PERFORMANCE
Le vels of Be h a vi o r
The study of human relations looks closely at the way people behave, why people behave
the way they do, or what makes them and the people around them tick.16 Behavior is what
people do and say. Human relations fuel behavior. The three levels of behavior are
individual, group, and organizational. Human relations take place at the group and
organizational levels.17
Individual- and Group-Level Behavior As Olin types a letter on the computer or fills
out requisition forms, he is engaged in individual behavior. Group behavior con-
sists of the things two or more people do and say as they interact. Individual behav-
ior influences group behavior.18 For example, as Olin and Mary work on a project
together or attend department meetings, their actions are considered group behav-
ior. Studying the chapters in this book, particularly Chapters 1 through 4, should
help you understand and predict your own behavior, and that of others, in an
organizational setting. In addition, Chapter 11 will help you gain a better under-
standing of how your behavior affects others, and how their behavior affects you
in teams.
Organizational-Level Behavior An organization is a group of people working to achieve
one or more objectives. This book focuses on human relations in both profit and
nonprofit organizations in which people work to make a living. Organizations are cre-
ated to produce goods and services for the larger society. If you have ever worked, you
have been a part of an organization. You also come into contact with organizations
 Chapter 1 Understanding Behavior, Human Relations, and Performance 5

on a regular basis, such as when you go into a store, school, church, post office, or
health club.
As individuals and groups interact, their collective behavior constitutes the or-
ganization’s behavior.19 Thus, organizational behavior (OB) is the collective behavior of
an organization’s individuals and groups. /// In the opening case, IBM is an organiza-
tion, and its collective behavior is based on Olin’s behavior, the behavior of Nancy’s
department, and the behavior of all other departments combined. ///
This book explores all three levels of behavior. Chapters 2 through 4 focus pri-
marily on individual behavior, Chapters 5 through 10 examine the skills influencing all
three levels of behavior, and Chapters 11 through 13 focus on group and organiza-
tional behavior.
Exhibit 1.1 illustrates the three levels of behavior. The focus of level three is on
the organization as a whole. At this level, the responsibility of the board of directors
and the president is to focus on the entire organization. The focus of level two is on
the behavior and human relations within and between groups such as the marketing,
production, and finance departments. The focus of level one is on the behavior of any
one person in the organization.20

EXHIBIT 1.1 | Levels of Behavior

Board of Directors

President

Example
level 3:
Organizational
behavior

Vice President Vice President Vice President

Marketing Production Finance

Example
level 1:
Individual
behavior
Managers
Copyright © 2017 by McGraw-Hill Education. All rights reserved.

Supervisors Example
level 2:
Group
behavior

Employees

Each manager would have one or more supervisors reporting to him or her, and each supervisor would have several
employees reporting to him or her.
6 Part One Intrapersonal Skills: Behavior, Human Relations, and Performance Begin with You

WORK APPLICATION 1-4
Give two specific examples
of your involvement in
human relations—one
positive and one negative.
Also identify the level of
behavior for each example.
Learning Outcome 1-3
Describe the relationship
between individual and
group behavior and
organizational performance.
Exhibit 1.1 is a formal organization structure showing authority and reporting
relationships. However, it does not show the multiple possible human relations that
exist outside the formal structure. For example, the president could interact with any
employee, an employee could interact with a manager, and a supervisor could interact
with a vice president’s administrative assistant.
The Rela tio n sh ip b e tw e e n I n d i v i d u a l a n d Gr o u p B e h a v i o r
an d Orga n iza tio n a l Pe r fo r ma n ce
Throughout this course you will learn how human relations affects individual and
group behavior, and the resulting effects on organizational performance. Performance
is the extent to which expectations or objectives have been met. Performance is a relative
term. Performance levels are more meaningful when compared to past performance or
the performance of others within and/or outside the organization. Since relationships
are the lifeblood of organizations, poor relations impede individual, group, and
organizational performance.21

APPLICATION SITUATIONS / / /

Understanding Important Terms AS1-1

Identify each statement by its key term.
A. Behavior C. Human relations E. Performance
B. Goal of human relations D. Organization F. Total person approach

1. It’s near quitting time and Karl boxed up the last package to be sent out today.
2. “I’ve been working hard to do a good job. I got a raise; now I can buy that new iPhone I’ve been
saving for.”
3. Jack and Jill are discussing how to complete a project they are working on together.
4. Julio is quietly working alone on a report.
5. All the people listed above are members of a(n).

WORK APPLICATION 1-5
Give two specific examples
of how human relations
affected your performance—
one positive and the other
negative. Be specific in
explaining the effects of
human relations in both
cases.
The Systems Effect A system is a set of two or more interactive elements. The systems
approach, developed by Russell Ackoff, focuses on the whole system with an emphasis
on the relationships between its parts. For our purposes, under the systems effect all
people in the organization are affected by at least one other person, and each person affects
the whole group or organization. The organization’s performance is based on the com-
bined performance of each individual and group. To have high levels of performance,
the organization must have high-performing individuals and groups. Groups are the
building blocks of the organization. As a result of the systems effect, the destructive
behavior of one individual hurts that group and other departments as well.22 In addi-
tion, the destructive behavior of one department affects other departments and the
organization’s performance.
The challenge to management is to develop high-performing individuals and
groups. In a sense, individuals and groups are the foundation of an organization. If
either is ineffective, the organization cannot stand. See Exhibit 1.2 for a graphic
illustration.
Just as people are the foundation of the organization, behavior and human rela-
tions are the foundation supporting performance. If either is ineffective, performance
will fall.23 Exhibit 1.3 gives a graphic illustration.
 Chapter 1 Understanding Behavior, Human Relations, and Performance 7

EXHIBIT 1.2 | The

Relationship between
Organization
Individual and Group
Behavior and Organiza-
tional Performance Individual Group

ion Org
anizat aniz
atio
Org n

Group Individual

Individual Group

Ineffective individuals Ineffective groups

APPLICATION SITUATIONS / / /

Focus of Study AS 1-2

Identify the focus of study in each statement below by selecting two answers. First select the level of behavior:
A. Individual B. Group C. Organizational
Then select the scope of study:
A. Behavior B. Human relations C. Performance

6. Apple has just completed its income statement for the year.
7. The sales department exceeded its sales quota for the year.
8. Juan and Peg are working on a project together.
9. The organization chart shows the management hierarchy from the president down to the
functional departments to the employee level.
10. Latoya is writing a letter to a customer regarding a complaint.

HUMAN RELATIONS: PAST, PRESENT, AND FUTURE

Copyright © 2017 by McGraw-Hill Education. All rights reserved.

Learning Outcome 1-4
Briefly describe the history
of the study of human
relations.
H uma n Re la ti o n s I s a M u l ti d i s ci pl i n e d Sc i e n ce
Popularly called organizational behavior and rooted in the behavioral sciences, the
science of human relations was developed in the late 1940s. It is based primarily on
psychology (which attempts to determine why individuals behave the way they do) and
sociology (which attempts to determine how group dynamics affect organizational
performance); social psychology, economics, and political science have also contrib-
uted to organizational behavior.
During the 1950s, research in human behavior was conducted in large organiza-
tions. By the late 1970s, organizational behavior was recognized as a discipline in its
own right, with teachers, researchers, and practitioners being trained in organiza-
tional behavior itself. Organizational behavior is a social science that has built its
8 Part One Intrapersonal Skills: Behavior, Human Relations, and Performance Begin with You

EXHIBIT 1.3 | The

Relationship between
Behavior, Human Rela-
tions, and Performance Performance

Behavior Human
relations

ce Per
for man forma
nce
Per

Human Behavior
relations
Behavior Human
relations

Ineffective behavior Ineffective human relations

knowledge base on a sound foundation of scientific theory and research. Human rela-
tions takes a practical, applied approach. It attempts to anticipate and prevent prob-
lems before they occur and to solve existing problems of interpersonal relations in
organizations.

The E arly Ye a rs: F r e d e r i ck Ta y l o r a n d Ro b e r t O w e n

In early America, most people worked on farms or were self-employed tailors, carpen-
ters, shoemakers, or blacksmiths. Then, during the Industrial Revolution people left
the farms to work in factories that were all privately owned. These businesses were
concerned with profits, not employees, and managers viewed people only as a source
of production. Most of the early owner-managers gave little thought to the working
conditions, health, or safety of their employees. Working conditions were very poor—
people worked from dawn until dusk under intolerable conditions of disease, filth,
danger, and scarcity of resources. They had to work this way just to survive; there was
no welfare system—you worked or you starved.

Frederick Taylor Frederick Taylor, an engineer known as the “father of scientific man-
agement,” focused on analyzing and redesigning jobs more efficiently in the late 1800s
and early 1900s, which led to the idea of mass production. Scientific managers focused
on production, not people.24 They assumed that workers always acted rationally and
were motivated simply by money. Also, Taylor failed to recognize the social needs of
employees, and placed them in isolated jobs.

Robert Owen In 1800, Robert Owen was considered the first manager-entrepreneur to
understand the need to improve the work environment and the employee’s overall
situation. In 1920, Owen was called “the real father” of personnel administration.25
He believed that profit would be increased if employees worked shorter hours, were
paid adequately, and were provided with sufficient food and housing. He refused to
employ children under the age of 11. (In the early 1800s, children went to work full-
time at the age of 9.) Owen taught his employees cleanliness and temperance and
improved their working conditions. Other entrepreneurs of that time did not follow
his ideas.

WORK APPLICATION 1-6
Give a specific example,
personal if possible, of the
Hawthorne effect. It could
be when a teacher, coach,
or boss gave you special
attention that resulted in
your increased performance.
Copyright © 2017 by McGraw-Hill Education. All rights reserved.
CS
Communication Skills
Refer to CS Question 2.
Chapter 1 Understanding Behavior, Human Relations, and Performance 9
Elt o n Ma yo a n d th e H a w th o r n e Stu d i e s
From the mid-1920s to the early 1930s, Elton Mayo and his associates from Harvard
University conducted research at the Western Electric Hawthorne Plant near Chicago.
The research conducted through the Hawthorne Studies has become a landmark in
the human relations field. In fact, Elton Mayo is called the “father of human relations.”
As a consequence of these studies, the Hawthorne effect was discovered.26
The Hawthorne effect refers to an increase in performance caused by the special
attention given to employees, rather than tangible changes in the work. During the
research, Mayo changed the lighting and ventilation. To his surprise, performance
went up regardless of the working conditions. Through interviews, Mayo realized
that the control group during the research felt important because of all the attention
it got; therefore performance increased because of the special attention given to
employees. With the knowledge of the results of the Hawthorne Studies, some man-
agers used human relations as a means of manipulating employees, while others
took the attitude that a happy worker is a productive worker. Studies have shown
that happy workers are usually, but not always, more productive than unhappy
workers.
The 1930s to th e 19 9 0 s
During the depression of the 1930s, unions gained strength and in many cases lit-
erally forced management to look more closely at the human side of the organiza-
tion and meet employees’ needs for better working conditions, higher pay, and
shorter hours.
During the 1940s and 1950s, other major research projects were conducted in
a number of organizations. Some of the research was conducted by the University
of Michigan, which conducted studies in leadership and motivation; Ohio State
University, which also studied leadership and motivation; the Tavistock Institute
of Human Relations in London, which studied various subjects; and the National
Training Laboratories in Bethel, Maine, which studied group dynamics. Peter
Drucker’s management by objectives was popular in the 1950s and is still used
today.
During the 1960s, Douglas McGregor published Theory X and Theory Y.27 A dis-
cussion of his theories, which contrast the way managers view employees, appears in
Chapter 3. In the same time period, Eric Berne introduced transactional analysis (TA).
(See Chapter 6 for a detailed discussion of TA.) Sensitivity training was popular in the
1960s.
During the 1970s, interest in human relations probably peaked. Quality circles
were popular. By the late 1970s, the term human relations was primarily replaced with
the more commonly used term organizational behavior.
In the 1980s, the U.S. rate of productivity was much lower than that of Japan.
William Ouchi discovered that a few particularly successful firms did not follow the typ-
ical U.S. model. After years of research and investigation, Ouchi developed Theory Z.28
Theory Z integrates common business practices in the United States and Japan into one
middle-ground framework appropriate for use in the United States.
In their book In Search of Excellence, Thomas Peters and Robert Waterman con-
ducted research to determine the characteristics of successful organizations.29 During
the 1980s, their work was criticized as companies identified as excellent began to have
problems. Total quality management was popular in the 1980s.
In the 1990s, the trend toward increased participation of employees as a means of
improving human relations and organizational performance continued. This trend
included greater levels of participation at the lowest level of the organization. As a
result, employees have more input into management decisions and how they perform
their jobs. The use of groups and teams also became popular in the 1990s and contin-
ues to be today.
10 Part One Intrapersonal Skills: Behavior, Human Relations, and Performance Begin with You

APPLICATION SITUATIONS / / /

Human Relations History AS 1-3

Identify the following people with their contribution to human relations:
A. Eric Berne C. William Ouchi E. Tom Peters
B. Elton Mayo D. Robert Owen F. Frederick Taylor

11. Transactional analysis.

12. The father of personnel administration.
13. The Hawthorne Studies.
14. Excellence in American corporations.
15. Theory Z.

Learning Outcome 1-5
State some of the trends
and challenges in the field
of human relations.
CS
Communication Skills
Refer to CS Question 3.
WORK APPLICATION 1-7
Explain how one of the
above trends or challenges
could personally affect your
human relations.
Curren t a n d Futu r e C h a l l e n g e s i n th e 2 1s t C e n tu r y
We’ve discussed the history of human relations; now let’s briefly discuss its current
and future trends and challenges. In Chapters 2 through 13, we will discuss these top-
ics in detail.
• Globalization, change, innovation, and speed. Chief executive officers (CEOs) rate
globalization as a challenge to business leadership in the 21st century. The trend
toward globalization has clearly changed the speed at which and the way we do
business today.30
• Technology. Technology has enabled the innovation and speed we have now in
the global economy; the rate of technology change will not slow down. Because
technology is created by people, they have to use it effectively to compete, and
people are using more social media to communicate.
• Diversity. Due to globalization, diversity becomes more important. You need to
understand how to work with people around the world.31
• Learning and knowledge. The key to success today is using knowledge effectively
to continually innovate in order to compete in the new global economy.32
• Ethics. Media coverage of Enron, WorldCom, and other business scandals has
heightened awareness of the need for ethical business practices and decisions.33
• Crisis. In the wake of September 11, 2001, organizations have developed plans to
prevent and/or deal with crises that may occur. Safety and security issues have
led to new human relations behaviors.
As stated, we will talk more about all of these challenges in later chapters.

APPLICATION SITUATIONS / / /

Trends and Challenges of Human Relations AS1-4

Identify the factor in each statement as:
A. Global, Change, Innovation, and Speed B. Technology C. Diversity
D. Learning and Knowledge E. Ethics F. Crises
 Chapter 1 Understanding Behavior, Human Relations, and Performance 11

16. Most of the recently hired people are minorities.

17. Our company has a code to help guide us to make the right decisions.
18. We just got a new software program a few months ago. Do I really have to use the new one?
19. I liked the old days when we could get through the line and on the plane a lot faster.
20. I’m not comfortable texting, so can you just call or e-mail me?

DEVELOPING HUMAN RELATIONS SKILLS

WORK APPLICATION 1-8
Do you believe that you can
and will develop your hu-
man relations abilities and
skills through this course?
Explain your answer.
Scholars are asking for a bridge between theory and practice, for a bridge between re-
search and teaching, and for practical techniques that are evidence-based to improve
success34; that is what we do in this book. Through gaining a better understanding of
your behavior and that of others in organizations, you will be more skilled at interacting
with people and better prepared to anticipate and eliminate human relations problems
before they occur.35 But people are complex and different, and the approach you use to
solve a human relations problem with one person may not work with a different person.
This book gives you suggestions, guidelines, and models to follow to improve your
people skills. Although these guidelines do not guarantee success, they will increase
your probability of successful human relations in organizations.
Knowing is not enough; we must apply what we learn.36 Human relations is one
of the few courses you can use immediately. Most of the material you will learn can
and should be used in your daily personal life with your family, friends, and other
people with whom you interact. If you work, use this material on the job to develop
your human relations skills.

H uma n Re la ti o n s Gu i d e l i n e s
Learning Outcome 1-6 Being likable is important to personal happiness and career success, and it is helpful
List 10 guidelines for but not necessary for managers to be liked. Are you the kind of person others enjoy
effective human relations. being around? Find out by completing Self-Assessment Exercise 1-1. Then read on.

/ / / Self-Assessment Exercise 1–1 / / /

Likability
Select the number from 1 to 5 that best describes your use of the following behavior, and write it on the line before each
statement.
Copyright © 2017 by McGraw-Hill Education. All rights reserved.

(5) Usually (4) Frequently (3) Occasionally (2) Seldom (1) Rarely

1. I’m an optimist. I look for the good in people and situations, rather than the negative.
2. I avoid complaining about people, things, and situations.
3. I show a genuine interest in other people. I compliment them on their success.
4. I smile.
5. I have a sense of humor. I can laugh at myself.
6. I make an effort to learn people’s names and address them by name during conversations.
7. I truly listen to others.
(continued )
12 Part One Intrapersonal Skills: Behavior, Human Relations, and Performance Begin with You

/ / / Self-Assessment Exercise 1–1 / / / (continued )

8. I help other people cheerfully.

9. I think before I act and avoid hurting others with my behavior.
10. If I were to ask all the people I work/worked with to answer these nine questions for me, they would select
the same responses that I did.
To determine your likability, add the 10 numbers you selected as your answers. The total will range from 10 to 50. Place
it here and on the continuum below.
Unlikable 10 -------- 20 -------- 30 -------- 40 -------- 50 Likable

If you want to get ahead in an organization, it is important to do a good job. But

it is also important that people like you. If people like you, they will forgive just about
anything you do wrong. If they don’t like you, you can do everything right and it will
not matter. Many hardworking, talented people have been bypassed for promotion and
fired simply because their bosses or some other high-level managers didn’t like them.
No one can tell you exactly how to be likable. People who try too hard are usually
not well liked. However, in this section you will learn guidelines for being likable through
successful human relations. The guidelines are based on the behavior of successful, lik-
able people who possess human relations skills. Although general in nature, these guide-
lines apply to most situations. Throughout the book, you will learn specific skills for
dealing with a wide variety of people issues listed in Exhibit 1–4 and discussed below.
The 10 human relations guidelines are as follows:

Be Optimistic Former football coach Lou Holtz has said that you choose to be opti-
mistic (happy) or pessimistic (sad). Happiness is nothing more than a poor memory
for the bad things that happen to you. We usually find what we’re looking for. If you
look for, and emphasize, the positive, you will find it. Most successful people are opti-
mistic. Do you like being with pessimistic people? Are you optimistic or pessimistic?

Be Positive Praise and encourage people. People generally don’t like to listen to others
complain. People often avoid complainers, and you should too. Associating with com-
plainers will only depress you. Don’t go around criticizing (putting people down),
condemning, or spreading rumors. Do you like negative people who criticize you? Are
you positive or negative?

Be Genuinely Interested in Other People Think about your favorite boss and friends. One
of the reasons you like them is that they show a genuine interest in you. One of the
reasons people fail is the it’s all about me syndrome. People who feel as though you
don’t care about them will not come through for you. Do you care about people?37 Do
you like self-centered people?

Smile and Develop a Sense of Humor A smile shows interest and caring. It takes fewer
muscles to smile than it does to frown. You have probably noticed that frowners are
usually unhappy and pessimistic.
Develop a sense of humor.38 Relax, laugh, and enjoy yourself. Be willing to laugh at
yourself. Likable people do not take their jobs or themselves too seriously. Do you like
people who always frown and never laugh? Do you smile and have a sense of humor?
SB

Skill-Building Exercise 1-1

Call People by Name Calling people by the name they prefer shows an interest in them
develops this skill. and makes them feel important. If you’re not good at remembering names, work at it.
Like any skill, it takes a conscious effort and some practice to develop. One simple
technique you can use to help you remember people’s names when you are introduced

Copyright © 2017 by McGraw-Hill Education. All rights reserved.
CS
Communication Skills
Refer to CS Question 4.
WORK APPLICATION 1-9
Which 2 of the 10 human
relations guidelines need
the most effort on your
part? Which two need the
least? Explain your answers.
Chapter 1 Understanding Behavior, Human Relations, and Performance 13
is to call them by name two or three times while talking to them. Then call them by
name the next time you greet them. If you forget a person’s name, whenever possible,
ask someone else what it is before contacting the person. Remember that in some cul-
tures, however, it is not polite to call a person by his or her first name. In such a cul-
ture, use last names, titles, or positions, as expected. Do you like people who don’t call
you by your name? Do you make an effort to learn peoples names?
Listen to People The ability to listen is an important skill.39 We learn more by listening
than we do by talking. Show respect for the other person’s opinions. Don’t say “You’re
wrong” even when the other person is wrong. Such statements only make people
defensive and cause arguments, which you should avoid. Saying you disagree has less
of an emotional connotation to it. However, when you are wrong, admit it quickly.40
Admitting you’re wrong is not a sign of weakness and is often interpreted as a
strength. However, not admitting you are wrong is often interpreted as a weakness.
Encourage others to talk about themselves. Ask them questions about themselves,
rather than telling them about yourself.41 This gives you the opportunity to listen and
learn while making people feel important. Listening also shows your interest in peo-
ple. Do you like people who don’t listen to you? Are you a good listener?
Help Others If you want to help yourself, you can do so by helping others. It’s a basic
law of success. People who use people may be somewhat successful in the short run,
but those being used usually catch on. Open and honest relationships in which people
help each other meet their needs are usually the best ones.42 Help others, but don’t pry
when help is not welcomed. Do you like people who don’t help you when you need
help? Do you help others?
Think Before You Act Feel your emotions, but control your behavior. Try not to do and
say things you will regret later. Watch your language; don’t offend people. It is not
always what you say but how you say it that can have a negative impact on human rela-
tions. Before you say and do things, think about the possible consequences. Follow a
10-second rule—take 10 seconds before reacting.43 Being right is not good enough if it
hurts human relations. Conduct your human relations in a positive way. Do you like
impulsive people who hurt others? Do you think before you act to avoid hurting others?
Apologize We all sometimes do or say things (behavior) that offends or hurts others in
some way. To truly repair relationships, the best starting point is to admit mistakes
and give a “sincere” apology.44 Even if you don’t believe you did anything wrong, you
can apologize for offending or hurting the other person. For example, you can say in a
sincere voice, “I’m sorry I upset you with my (state the specific behavior, i.e., com-
ment); I will try not to do it again.” It takes only a minute to express regret,45 and
apologizing can help develop, maintain, and repair human relations. Think about it: If
someone offends or hurts you, are you more willing to forgive and forget and maintain
an effective relationship if the person sincerely apologizes? Do you apologize to others
when you offend them?
Create Win–Win Situations Human relations is about how we behave and treat others.46
The goal of human relations is to create win–win situations. The best way to get what
you want is to help other people get what they want and vice versa. Throughout the
book you will be given specific examples of how to create win–win situations. Do you
like people who win at your expense? Do you help others succeed?
/// In the opening case, if Olin follows these 10 human relations guidelines at
IBM, he will increase his chances of success. /// If you follow these general guidelines,
you too will increase your chances of success in all walks of life. These guidelines are
just the starting point of what you will learn in this course. For a review of the
10 guidelines to effective human relations, see Exhibit 1.4.
14 Part One Intrapersonal Skills: Behavior, Human Relations, and Performance Begin with You

EXHIBIT 1.4 | Ten Guidelines to Effective Human Relations

Be optimistic
Be genuinely
Be positive
interested in others

Smile and develop Call people

a sense of humor by name

Effective human relations

Listen to Help
people others

Think before Create a win–win

Apologize
you act situation

Remember that what you think about affects how you feel, and how you feel
affects your behavior, human relations, and performance. So think about and actually
use these guidelines to improve your human relations.

H an dling H uma n Re l a ti o n s P r o b l e ms
Even though you follow the human relations guidelines, in any organization there are
bound to be times when you disagree with other employees. And you will more than
likely have to interact with people who do not follow the guidelines.
Human relations problems often occur when the psychological contract is not
met.47 The psychological contract is the shared expectations between people. At work
you have expectations of the things your boss and coworkers should and should not
do, and they in turn have expectations of you. As long as expectations are met, things
go well. However, if expectations are not met, human relations problems occur. Thus,
when people share information and negotiate expectations, have clear roles, and are
committed to meeting others’ expectations, things go well. We’ll focus on sharing in-
formation and negotiating expectations throughout this book.
When you encounter a human relations problem, you have to decide whether to
avoid the problem or to solve it. In most cases, it is advisable to solve human relations
problems rather than ignore them. Problems usually get worse rather than solve them-
selves. When you decide to resolve a human relations problem, you have at least three
alternatives:

1. Change the Other Person Whenever there is a human relations problem, it is easy to
blame the other party and expect her or him to make the necessary changes in behavior
to meet your expectations. In reality, few human relations problems can be blamed

CS
Communication Skills
Refer to CS Question 5.
WORK APPLICATION 1-10
Give a specific example of a
human relations problem in
which you elected to
change yourself rather than
the other person or situa-
tion. Be sure to identify
your changed behavior.
Copyright © 2017 by McGraw-Hill Education. All rights reserved.
Chapter 1 Understanding Behavior, Human Relations, and Performance 15
entirely on one party. Both parties usually contribute to the human relations problem.
Blaming the other party without taking some responsibility usually results in
resentment and defensive behavior. Also, many self-centered people view themselves
as nearly perfect and in no need of personal change. The more you force people to
change to meet your expectations, the more difficult it is to maintain effective human
relations. “Consider how hard it is to change yourself and you’ll realize what little
chance you have in trying to change others” (Jacob M. Braude).
2. Change the Situation If you have a problem getting along with the person or people
you work with, you can try to change the situation by working with another person or
other people. You may tell your boss you cannot work with so-and-so because of a
personality conflict, and ask for a change in jobs. There are cases where this is the only
solution; however, when you complain to the boss, the boss often figures that you, not
the other party, are the problem. Blaming the other party and trying to change the
situation enables you to ignore your own behavior, which may be the actual cause of
the problem. “You can’t change what’s going on around you until you start changing
what’s going on within you” (Zig Ziglar).
3. Change Yourself Throughout this book, particularly in Part 1, you will be examining
your own behavior. Knowing yourself is important in good human relations through self-
assessment.48 In many situations, your own behavior is the only thing you can control.49
In most human relations problems, the best alternative is to examine others’ behavior
and try to understand why they are doing and saying the things they are; then examine
your own behavior to determine why you are behaving the way you are.50 In most cases,
the logical choice is to change your own behavior.51 That does not mean doing whatever
other people request. In fact, you should be assertive. You will learn how to be assertive
in Chapter 6. You are not being forced to change; rather, you are changing your behav-
ior because you elect to do so.52 When you change your behavior, others may also
change. In fact, you can also resolve differences through both of you agreeing to change
your behavior, and you will learn how to resolve conflicts in Chapter 6.
In each chapter, there are two or more self-assessment instruments to help you
better understand your behavior and that of others. It is helpful to examine behavior
and to change it, when appropriate, not only throughout this course but throughout
life. Are you willing to change yourself to improve your human relations?
WHAT’S IN THE BOOK
Let’s discuss what we are trying to do throughout this book (objectives) and how we
are going to do it (organization).
Obje ctive s o f th e B o o k
Managers and academics agree that students need to learn relevant people skills,53 but
that students tend to lack the ability to apply what they learn.54 Therefore, there is a
need to focus on applying what you learn.55 This is the overarching objective of the
book. Unlike most other courses that teach you concepts, this course takes you to the
next level, as you apply the concepts and develop your human relations skills.
As indicated in the title of the book, it has a three-pronged approach to the
objectives:
• To teach you the concepts and theories of human relations.
• To develop your ability to apply the human relations concepts through critical
thinking.
• To develop your human relations skills in your personal and professional lives.
16 Part One Intrapersonal Skills: Behavior, Human Relations, and Performance Begin with You

EXHIBIT 1.5 | The Three-Pronged Approach: Features of the Book

Model to Improve: Learn the Concepts 1 Apply the Concepts 1 Develop Skills 5 Effective Human Relations

Research-based Opening cases Self-assessment

and current exercises
Comprehensive Work applications Skill-building objectives
coverage and AACSB
Systems-oriented Application situations Skill-building exercises
(three types)
Role-playing exercises
Learning outcomes Cases Behavior models
Key terms Objective cases Behavior model
videos
Exhibits
Chapter review and Manager’s hot seat
glossary videos

This book offers some unique features related to each of the three objectives;
these features are listed in Exhibit 1.5. To get the most from this book, turn back to
the preface and read the descriptions of these features.

FlexibilityThere are so many features that your professor will most likely not use
every feature with every chapter. Students have different learning style preferences.
There is no one right way of doing things. You have the flexibility to use your own
approach. You may also use features that your professor does not include in the course
requirements.

AACSB Le a rn in g Sta n d a r d s
It is important to develop human relations competencies. So how do you know what
specific competencies will be important to your career success? For the answer, we
have turned to the Association to Advance Collegiate Schools of Business (AACSB),
which gives accreditation to business schools, that states that “students engage in
experiential and active learning designed to improve skills and the application of
knowledge in practice is expected.” Below is the list of “General Skills Areas”
students are expected to develop taken from the 2013 AACSB Accreditation
Standards, Standard 9.56
• Written and oral communication (able to communicate effectively orally and in
writing). Chapter 5 covers communications.
• Ethical understanding and reasoning (able to identify ethical issues and address
the issues in a socially responsible manner). Chapter 2 cover ethics, and it is
discussed in other chapters.
• Analytical thinking (able to analyze and frame problems). This general skill is
developed throughout the book through multiple applications and skill develop-
ment exercises.
• Information technology (able to use current technologies in business and manage-
ment contexts). This is not normally a topic of a “soft skill” human relations course.
• Interpersonal relations and teamwork (able to work effectively with others and in
team environments). Chapter 11 focuses on team skills.
• Diverse and multicultural work environments (able to work effectively in diverse
environments). Chapter 13 covers these topics.
 Chapter 1 Understanding Behavior, Human Relations, and Performance 17

• Reflective thinking (able to understand oneself in the context of society). This

general skill is developed throughout the book through multiple applications
and skill-development exercises, especially the self-assessment exercises.
• Application of knowledge (able to translate knowledge of business and manage-
ment into practice). This general skill is developed throughout the book through
every application and skill-development exercise.
Each of the skill-building exercises indicates the AACSB learning standard skill(s) to
which the exercise relates.

Orga n iza tio n o f th e B o o k

The book is organized in two ways. The first is by the levels of behavior. The parts, as
well as the chapters within each part, progress from the individual, to the group, to the
organizational levels of behavior.
Second, the parts of the book are based on the domain model of managerial educa-
tion. In this model the concept of skills has evolved into the concept of competencies.
Competencies are performance capabilities that distinguish effective from ineffective
behavior, human relations, and performance: they are the underlying characteristics
of a person that lead to or cause effective and outstanding performance. Every current
competency model can be organized in terms of four competency domains: intraper-
sonal skills, interpersonal skills, leadership skills, and business skills.57 The first three
are human relations skills, and the last is a technical skill.
The three human relations domains, which are discussed below, as well as the lev-
els of behavior, are reflected in the table of contents and the profile form on pp. 00–00.
This form lists the parts and the chapters within each part.

Intra
Part 1. Intrapersonal Skills: Behavior, Human Relations, and Performance Begin with You
means “within”; thus, intrapersonal skills are within the individual and include charac-
teristics such as personality, attitudes, self-concept, and integrity. Intrapersonal skills
are the foundation on which careers are built. You will learn about, apply, and develop
intrapersonal skills in Chapters 2 to 4. We end the book by coming back to intraper-
sonal skills in Appendix A, by developing a plan for applying human relations skills.

Part 2. Interpersonal Skills: The Foundation of Human Relations Inter means “between”;
thus, interpersonal skills are between people, as are human relations. Interpersonal
skill is the ability to work well with a diversity of people. People with interpersonal, or
human relations, skills have the ability to initiate, build, and maintain relationships.
They have good communication and conflict resolution skills. Clearly, interpersonal
skills are based on, and overlap to some extent, intrapersonal skills. You will learn
about, apply, and develop interpersonal skills in Chapters 5 and 6.

Part 3. Leadership Skills: Influencing Others and Part 4. Leadership Skills: Team and Organiza-
tional Behavior, Human Relations, and Performance Leadership skill is the ability to
Copyright © 2017 by McGraw-Hill Education. All rights reserved.

influence others and work well in teams. You can be a leader without being a manager.
Leadership skill includes persistency and the ability to motivate others. You will learn
about, apply, and develop leadership skills in Chapters 7 through 13. Leadership skills
are based on intrapersonal and interpersonal skills. Thus, the sequence of parts in the
book, as well as the chapters within each part, constitutes a logical set of building
blocks for your competency and skill development.
It’s time to assess your intrapersonal skills, interpersonal skills, and leadership
skills. Together, these skills are called human relations skills. The following section
CS focuses on self-assessment, an important intrapersonal skill. People with good intrap-
Communication Skills
ersonal skills use self-assessment as the basis for improving their human relations
Refer to CS Question 6. skills, which we will be doing throughout the book.
18 Part One Intrapersonal Skills: Behavior, Human Relations, and Performance Begin with You

ASSESSING YOUR HUMAN RELATIONS ABILITIES

AND SKILLS
For each of the 43 statements below, record in the blank the number from 1 to 7 that
best describes your level of ability or skill. You are not expected to have all high num-
bers. This assessment will give you an overview of what you will learn in this course.
Appendix A contains the same assessment to enable you to compare your skills at the
beginning and end of the course.

Low ability/skill High ability/skill

1 2 3 4 5 6 7

1. I understand how personality and perception affect people’s behavior, human relations, and performance.
2. I can describe several ways to handle stress effectively.
3. I know my preferred learning style (accommodator, diverger, converger, assimilator) and how it affects my
behavior, human relations, and performance.
4. I understand how people acquire attitudes and how attitudes affect behavior, human relations, and performance.
5. I can describe self-concept and self-efficacy and how they affect behavior, human relations, and performance.
6. I can list several areas of personal values and state how values affect behavior, human relations, and performance.
7. I understand how to use a time management system.
8. I understand how to use time management techniques to get more done in less time with better results.
9. I know how to develop a career plan and manage my career successfully.
10. I can describe the communication process.
11. I can list several transmission media and when to use each.
12. I can identify and use various message response styles.
13. I understand organizational communications and networks.
14. I can list barriers to communications and how to overcome them.
15. I know my preferred communication style and how to use other communication styles to meet the needs of the situation.
16. I can describe transactional analysis.
17. I can identify the differences between aggressive, passive, and assertive behavior. I am assertive.
18. I can identify different conflict resolution styles. I understand how to resolve conflicts in a way that does not hurt
relationships.
19. I can identify behavioral leadership theories.
20. I can identify contingency leadership theories.
21. I know my preferred leadership style and how to change it to meet the needs of the situation.
22. I understand the process people go through to meet their needs.
23. I know several content and process motivation theories and can use them to motivate people.
24. I can list and use motivation techniques.
25. I can identify bases and sources of power.
26. I know how to gain power in an organization.
27. I can list political techniques to increase success.
28. I have 100 people I can call on for career help.
29. I know how to open a conversation to get people to give me career assistance.
30. I know two critical things to do during a negotiation to get what I want.
31. I understand how to plan and conduct effective meetings.
32. I can identify components of group dynamics and how they affect behavior, human relations, and performance.
33. I know the stages groups go through as they develop.
34. I understand the roles and various types of groups in organizations.
 Chapter 1 Understanding Behavior, Human Relations, and Performance 19

35. I can help groups make better decisions through consensus.

36. I know when, and when not, to use employee participation in decision making.
37. I understand why people resist change and know how to overcome that resistance.
38. I can identify and use organizational development techniques.
39. I understand how to develop a positive organizational culture and climate.
40. I understand equal employment opportunity (EEO) and the rights of legally protected groups such as ethnic and ra-
cial minorities, people with disabilities, people who are addicted to drugs or alcohol, and people living with AIDS.
41. I can define sexism and sexual harassment in organizations.
42. I can handle a complaint using the complaint model.
43. I understand how to plan for improved human relations.

Learning Outcome 1-7
Identify your personal low
and high human relations
ability and skill levels.
To use the profile form below, place an X in the box whose number corresponds to the
score you gave each statement above.
Review your profile form. Your lower score numbers indicate areas where behavior
changes are most warranted. Select the top five areas, abilities or skills, you want to develop
through this course. Write them out below. In Chapter 8, we will discuss how to set objec-
tives. At that time you may want to return to write what you wish to learn as objectives.

1.
SB

Skill-Building Exercise 1-2

develops this skill. 2.

3.

Learning Outcome 1-8 4.

Identify five personal
human relations goals for
the course. 5.

To improve your human relations skills, be sure to take an active role in your skill
development.58 To do so, learn the concepts in each chapter, then practice applying
Profile Form

Your Score Parts and Chapters in Which the Information Will Be Covered in
the Book
1 2 3 4 5 6 7
Copyright © 2017 by McGraw-Hill Education. All rights reserved.

Part 1. Intrapersonal Skills: Behavior, Human Relations,

and Performance Begin with You

1. 2. Personality, Stress, Learning, and Perception

2.
3.
4. 3. Attitudes, Self-Concept, Values, and Ethics
5.
6.
7. 4. Time and Career Management
8.
9.
20 Part One Intrapersonal Skills: Behavior, Human Relations, and Performance Begin with You

Profile Form (continued )

Your Score Parts and Chapters in Which the Information Will Be Covered in
the Book
1 2 3 4 5 6 7

Part 2. Interpersonal Skills: The Foundation of Human Relations

10. 5. Communications, Emotions, and Criticism
11.
12.
13.
14.
15.
16. 6. Dealing with Conflict
17.
18.

Part 3. Leadership Skills: Influencing Others

19. 7. Leading and Trust

20.

21.
22. 8. Motivating Performance
23.

24.

25. 9. Ethical Power and Politics, and Etiquette

26.

27.

28. 10. Networking and Negotiating

29.

30.
Part 4. Leadership Skills: Team and Organizational Behavior, Human
Relations, and Performance
31. 11. Team Dynamics, Creativity and Problem Solving, and Decision Making

32.

33.

34.

35.

36.

37. 12. Organizational Change and Culture

38.

39.

40. 13. Valuing Diversity Globally

41.

42.

43. Appendix A. Applying Human Relations Skills

 Chapter 1 Understanding Behavior, Human Relations, and Performance 21

SB
Skill-Building Exercise 1-3
develops this skill.
them every day.59 As the course progresses, be sure to review your course goals and
work toward attaining them.
Don’t be too concerned if your scores were not as high as you would like them
to be. If you work at it, you will develop your human relations skills through
this book.
In this chapter we have discussed how your behavior affects your human relations
and performance; why human relations skills are so important; that what you learn in
this course can be used immediately in your personal and professional lives; a brief
history of human relations; the importance of changing your behavior; and 10 guide-
lines to follow in developing effective human relations. Next is a chapter review with a
glossary and more application and skill-building material to develop your human rela-
tions skills based on Chapter 1 concepts.

/ / / R E V I E W / / /

The chapter review is organized to help you master the
nine learning outcomes for Chapter 1. First provide
your own response to each learning outcome, and then
check the summary provided to see how well you under-
stand the material. Next, identify the final statement in
each section as either true or false (T/F). Correct each
false statement. Answers are given at the end of the
chapter.
LO 1-1 Explain why human relations skills are
important.
People are an organization’s most valuable
resource. It is the people who cause the success or
failure of an organization. Faulty human relations
skill is the most common cause of management
failure.
The myths of human relations (HR) are:
(1) Technical skills are more important than HR
skills; (2) HR is just common sense; (3) global di-
versity is overemphasized; and (4) leaders are born,
not made. T F
LO 1-2 Discuss the goal of human relations.
Organizations that can create a win–win situa-
tion for all have a greater chance of succeeding.
If the organization offers everyone what they
need, all benefit. Satisfying needs is not easy;
rather, it is a goal to strive for, which may never
be met.
Copyright © 2017 by McGraw-Hill Education. All rights reserved.
LO 1-4 Briefly describe the history of the study of
human relations.
In the 1800s Frederick Taylor developed scien-
tific management, which focused on redesigning
jobs. Also in the 1800s Robert Owen was the first
manager-owner to understand the need to
improve the work environment and the employ-
ee’s overall situation. Elton Mayo is called the
“father of human relations.” In the mid-1920s to
the early 1930s he conducted the Hawthorne
Studies and thereby identified the Hawthorne
effect, an increase in performance due to the spe-
cial attention given to employees, rather than
tangible changes in the work. Through the 1930s
to the 1980s much attention was paid to the hu-
man side of the organization. Teamwork and
increased employee participation became popu-
lar during the 1990s.
Thomas Peters and Robert Waterman devel-
oped Theory Z. T F
LO 1-5 State some of the trends and challenges in the
field of human relations.
Trends and challenges in the field of human rela-
tions include: (1) globalization, change, innovation,
and speed; (2) technology; (3) diversity; (4) learning
and knowledge; (5) ethics; and (6) crisis.
The rate of change and technology is slowing

Organizations expect that employees will not down. T F

let their personal lives affect their work. T F
LO 1-3 Describe the relationship between individual and
group behavior and organizational performance.
Through the systems effect, we learn that individu-
als affect each other’s performance and that of the
group and organization. The organization is made
up of individuals and groups. Its performance is
based on individual and group performance.
Human relations takes place only at the group
and organizational levels. T F
LO 1-6 List 10 guidelines for effective human relations.
Guidelines for effective human relations include:
(1) be optimistic; (2) be positive; (3) be genuinely
interested in other people; (4) smile and develop
a sense of humor; (5) call people by name; (6) lis-
ten to people; (7) help others; (8) think before
you act; (9) apologize; and (10) create win–win
situations.
The goal of human relations is within guideline
7: help others. T F
22 Part One Intrapersonal Skills: Behavior, Human Relations, and Performance Begin with You

LO 1-7 Identify your personal low and high human
relations ability and skill levels.
Answers will vary from student to student.
Most people will have the same score on most
abilities and skills. T F
LO 1-8 Identify five personal human relations goals for
the course.
Answers will vary from student to student.
The goals you select for this course are neither
right nor wrong. T F
LO 1-9 Define the following 17 key terms.
Select one or more methods: (1) fill in the missing
key terms for each definition given below from
memory; (2) match the key terms from the end of
the review with their definitions below; and/or
(3) copy the key terms in order from the key terms
at the beginning of the chapter.

are interactions among people, while the

is to create a win–win situation by satisfying employee
needs while achieving organizational objectives.
A(n) occurs when the organization and employees get what they want.
The realizes that an organization employs the whole person, not just his or her job skills.
is what people do and say.
The are individual, group, and organizational.
is the things two or more people do and say as they interact (human relations).
A(n) is a group of people working to achieve one or more objectives.
is the collective behavior of its individuals and groups.
is the extent to which expectations or objectives have been met.
Under the , all people in the organization are affected by at least one other person,
and each person affects the whole group or organization.
is called the “father of human relations” and conducted the Hawthorne Studies in
the mid-1920s to the early 1930s, considered the first true human relations research.
The refers to an increase in performance due to the special attention given to
employees, rather than tangible changes in the work.
integrates common business practices in the United States and Japan into one
middle-ground framework.
are within the individual and include characteristics such as personality, attitudes,
self-concept, and integrity.
is the ability to work well with a diversity of people.
is the ability to influence others and work well in teams.

/ / / K E Y T E R M S / / /

behavior 4 Hawthorne effect 9 levels of behavior 4 systems effect 6

Elton Mayo 9 human relations 4 organization 5 Theory Z 9
goal of human interpersonal skill 17 organizational total person approach 4
relations 4 intrapersonal skills 17 behavior 5 win–win situation 4
group behavior 4 leadership skill 17 performance 6
 Chapter 1
/ / / C O M M U N I C A T I O N
The following critical thinking questions can be used
for class discussion and/or as written assignments to de-
velop communication skills. Be sure to give complete
explanations for all answers.
1. In your opinion, which myth about human rela-
tions holds back the development of human rela-
tions skills more than any of the others?
2. Which person’s contribution to the history of
human relations do you find to be the most
impressive?
CASE / / / W. L. Gore & Associates: How Employees Relate to One Another
Sets Gore Apart.
Founded in 1958, W. L. Gore & Associates, Inc. has
become a modern-day success story as a uniquely man-
aged, privately owned family business that truly under-
stands the connection between behavior, human
relations, and performance. Founders Bill and Vieve
Gore set out to create a business where innovation was
a way of life and not a by-product. Today, Gore is best
known for its GORE-TEX range of high-performance
fabrics and Elixir Strings for guitars. Gore is the leading
manufacturer of thousands of advanced technology
products for the medical, electronics, industrial, and
fabrics markets. With annual revenues of $3 billion.
Gore has more than 10,000 employees, called associ-
ates, with manufacturing facilities in the United States,
Germany, United Kingdom, Japan, and China, and
sales offices around the world.60
Terri Kelly replaced Chuck Carroll as the president
and CEO of W. L. Gore & Associates in April 2005.
Gore has repeatedly been named among the “100 Best
Companies to Work For” in the United States by For-
tune magazine. In a recent interview, Kelly was asked
what would be the most distinctive elements of the
Gore management model to an outsider. She listed four
factors: “We don’t operate in a hierarchy; we try to
resist titles; our associates, who are all owners in the
Copyright © 2017 by McGraw-Hill Education. All rights reserved.
company, self-commit to what they want to do; and our
leaders have positions of authority because they have
followers.” According to Kelly, these four attributes
enable Gore to maximize individual potential while cul-
tivating an environment that fosters creativity and also
to operate with high integrity. She is quick to remind
everyone that all of Gore’s practices and ways of doing
business reflect the innovative and entrepreneurial spirit
of its founders.
Kelly attributes Gore’s success to its unique culture.
As she put it, how work is conducted at Gore and how
Understanding Behavior, Human Relations, and Performance 23
S K I L L S / / /
3. Which one of the trends or challenges do you
believe is the most relevant to the field of human
relations?
4. Which one of the 10 guidelines for effective human
relations do you think is the most important?
5. Of the three ways to handle human relations
problems, which ones are the easiest and hardest
for you?
6. Of the intrapersonal, interpersonal, and leadership
skills, which one is your strongest? Your weakest?
employees relate to one another set Gore apart. There
are no titles, no bosses, and no formal hierarchy. Com-
pensation and promotion decisions are determined by
peer rankings of each other’s performance. To avoid
dampening employee creativity, the company has an or-
ganizational structure and culture that goes against
conventional wisdom. Bill Gore (the founder) referred
to the company’s structure as a “lattice organization.”
Gore’s lattice structure includes the following features:61
• Direct lines of communication—person to person—
with no intermediary
• No fixed or assigned authority
• Sponsors, not bosses
• Natural leadership as evidenced by the willingness
of others to follow
• Objectives set by those who must “make them happen”
• Tasks and functions organized through commitments
• Complete avoidance of the hierarchical command
and control structure
The lattice structure as described by the people at
Gore encourages hands-on innovation and discourages
bureaucratic red tape by involving those closest to a pro-
ject in decision making. Instead of a pyramid of bosses
and managers, Gore has a flat organizational structure.
There are no chains of command, no predetermined
channels of communication. It sounds very much like a
self-managed team at a much broader scale.
Why has Gore achieved such remarkable success?
W. L. Gore & Associates prefers to think of the various
people who play key roles in the organization as being
leaders, not managers. While Bill Gore did not believe
in smothering the company in thick layers of formal
management, he also knew that as the company grew,
24 Part One Intrapersonal Skills: Behavior, Human Relations, and Performance Begin with You
he had to find ways to assist new people and to follow
their progress. Thus, W. L. Gore & Associates came up
with its “sponsor” program—a human relations part-
nership between an incumbent, experienced employee
and a newly hired, inexperienced employee. Before a
candidate is hired, an associate has to agree to be his or
her sponsor, or what others refer to as a mentor. The
sponsor’s role is to take a personal interest in the new
associate’s contributions, problems, and goals, acting as
both a coach and an advocate. The sponsor tracks the
new associate’s progress, offers help and encourage-
ment, points out weaknesses and suggests ways to cor-
rect them, and concentrates on how the associate might
better exploit his or her strengths. It’s about improving
the intrapersonal skills of the new hire.
Sponsoring is not a short-term commitment. All
associates have sponsors, and many have more than
one. When individuals are hired, at first they are likely
to have a sponsor in their immediate work area. As as-
sociates’ commitments change or grow, it’s normal for
them to acquire additional sponsors. For instance, if
they move to a new job in another area of the company,
they typically gain a sponsor there. Sponsors help asso-
ciates chart a course in the organization that will offer
personal fulfillment while maximizing their contribu-
tion to the enterprise. Leaders emerge naturally by dem-
onstrating special knowledge, skill, or experience that
advances a business objective.
An internal memo describes the three kinds of
sponsorship and how they might work:
• Starting sponsor—a sponsor who helps a new asso-
ciate get started on his or her first job at Gore, or
helps a present associate get started on a new job.
• Advocate sponsor—a sponsor who sees to it that the
associate being sponsored gets credit and recogni-
tion for contributions and accomplishments.
• Compensation sponsor—a sponsor who sees to it
that the associate being sponsored is fairly paid for
contributions to the success of the enterprise.
An associate can perform any one or all three kinds
of sponsorship. Quite frequently, a sponsoring associate
is a good friend, and it’s not uncommon for two associ-
ates to sponsor each other as advocates.
Being an associate is a natural commitment to four
basic human relations principles articulated by Bill Gore
and still a key belief of the company: fairness to each
other and everyone we come in contact with; freedom to
encourage, help, and allow other associates to grow in
knowledge, skill, and scope of responsibility; the ability
to make one’s own commitments and keep them; and
consultation with other associates before undertaking
actions that could affect the reputation of the company.
These principles underscore the importance of develop-
ing high interpersonal skills for Gore employees.
Over the years, W. L. Gore & Associates has faced a
number of unionization drives. The company neither
tries to dissuade associates from attending organiza-
tional meetings nor retaliates against associates who
pass out union flyers. However, Bill Gore believes there
is no need for third-party representation under the lattice
structure. He asks, “Why would associates join a union
when they own the company? It seems rather absurd.”
Commitment is seen as a two-way street at
W. L. Gore & Associates—while associates are expected
to commit to making a contribution to the company’s
success, the company is committed to providing a chal-
lenging, opportunity-rich work environment, and rea-
sonable job security. The company tries to avoid laying
off associates. If a workforce reduction becomes neces-
sary, the company uses a system of temporary transfers
within a plant or cluster of plants, and requests volun-
tary layoffs. According to CEO Kelly, Gore’s structure,
systems, and culture have continued to yield impressive
results for the company. In the more than 50 years that
Gore has been in business, it has always made a profit.62
Go to the Internet: To learn more about W. L. Gore &
Associates, visit its Web site (www.gore.com).
Support your answers to the following questions
with specific information from the case and text or with
other information you get from the Web or other sources.
1. What evidence is there that W. L. Gore & Associ-
ates aspires to meet the goal of human relations?
2. How does Gore & Associates depict an organiza-
tion that fully appreciates the “systems effect”?
3. One can argue that W. L. Gore’s lattice structure
encompasses some of the unexpected discoveries
brought out by Elton Mayo and the Hawthorne
Studies. Identify some features of the lattice struc-
ture that align with some of the unexpected dis-
coveries of the Hawthorne Studies.
4. How does Gore’s “sponsorship” program contrib-
ute toward meeting some of the 10 human rela-
tions guidelines outlined in the chapter?
5. Watch the video (http://www.managementexchange
.com/video/terri-kelly-wl-gores-original-manage-
ment-model-0) of CEO, Terri Kelly, and describe
what she believes people would find surprising
about management and how they work with their
people at W. L. Gore.
Case Exercise and Role-Play
Preparation: You are a manager in an organization that
wants to communicate in practical terms the meaning
and importance of the the systems effect and the total
person approach to new employees during the orienta-
tion process. The manager is supposed to use examples
to make his or her points. Based on your understanding
of these two concepts, create a five-minute oral
presentation on the meaning and importance of:
Another random document with
no related content on Scribd:
kahdella pienellä aasilla. Outoja näkyjä vilisi päivisin pikku pojan
silmien edessä, joka ei muistanut mitään muuta kuin alastoman,
lontoolaisen ullakkokotinsa ja Lontoon lokaiset kujat, joilla hän oli
liikkunut ainoastaan öisin.

He samosivat kauniiden, puistomaisten niittyjen ja synkkien,

peloittavien metsien halki, silloin tällöin sivuuttaen vähäisiä kyliä,
joissa oli olkikattoisia majoja. Joskus he näkivät maantiellä
aseistettuja ritareja joko yksin tai pieninä seurueina, mutta lapsen
kumppanin onnistui aina pujahtaa suojaan tiepuoleen siksi aikaa,
kunnes tuimat ratsastajat olivat menneet ohitse.

Kun he kerran olivat piilossa tiheässä metsässä pienen aukeaman

laidassa, jonka halki maantie koukerteli, näki poika kahden ritarin
saapuvan aukeamalle, toisen toiselta, toisen toiselta taholta.
Hetkiseksi he seisauttivat ratsunsa ja silmäilivät toisiaan
äänettöminä; ja sitten toinen, kookas, mustaan rauta-asuun puettu,
mustalla oriilla ratsastava ritari huusi toiselle jotakin, mitä poika ei
erottanut. Toinen ritari ei vastannut mitään, nojasi vain keihäänsä
reittänsä vasten ja ratsasti kärki alhaalla mustaa vastustajaansa
kohti. Kymmenkunta askelta heidän isot sotaorhinsa ravasivat
verkkaisesti toisiaan kohti, mutta äkkiä ritarit kannustivat ne täyteen
laukkaan, ja kun nämä kaksi rautapukuista miestä, joiden ratsuillakin
oli rautaiset suojukset, ennättivät aukeaman keskelle, törmäsivät he
vinhaa vauhtia ratsastaen vastakkain hirvittävän rajusti.

Mustan ritarin keihäs tärähti suoraan vihollisen niinipuiseen

kilpeen, valtavan, mustan oriin järkyttävä paino syöksähti harmaata
ratsua vastaan, joka kellahti ratsastajineen maantien tomuun.
Kaksintaistelusta oli ilmeisesti tullut hirveä loppu jo ensi
rynnistyksessä. Mustan vauhti kiidätti sitä viisikymmentä askelta
kaatuneen ratsastajan ohitse, ennenkuin voittaja sai sen
pysäytetyksi; sitten musta ritari kääntyi tarkastamaan, millaista tuhoa
hän oli tehnyt. Harmaa hevonen parhaillaan kompuroi pökertyneenä
pystyyn, mutta sen rauta-asuinen ratsastaja virui hiljaa ja liikkumatta
paikallaan.

Kypärinsilmikko avattuna musta ritari ratsasti takaisin voitetun

vihamiehensä kupeelle. Hänen huulillaan väikkyi julma hymy, kun
hän kumartui pitkänään viruvan hahmon puoleen. Hän puheli
ilkkuvasti, mutta vastausta ei kuulunut; sitten hän survaisi kaatunutta
keihäänsä kärjellä. Sekään ei saanut toista liikahtamaan.
Kohautettuaan rautasuojuksisia olkapäitään musta ritari pyörsi
ympäri ja lähti ratsastamaan maantietä pitkin, kadoten näkyvistä
ympäröivän metsän synkkiin varjoihin.

Pikku poika oli lumouksen vallassa. Mitään sellaista hän ei ollut

eläissään nähnyt eikä sellaisesta uneksinut.

»Kerran lähdet sinäkin liikkeelle ja teet samalla tavoin», sanoi

pieni, vanha nainen.

»Onko minunkin ylläni rauta-asu ja ratsastanko isolla, mustalla

oriilla?» tiedusti poika.

»Kyllä, ja sinä ratsastat Englannin teillä, käytellen tukevaa

keihästäsi ja valtavaa miekkaasi ja jälkeesi tielle jätät verta ja
kuolemaa, sillä joka mies on sinun vihollisesi. Mutta lähdetään!
Meidän täytyy ehättää taipaleelle.»

He ratsastivat edelleen jättäen kuolleen ritarin virumaan siihen,

mihin hän oli kaatunut, mutta lapsen muistissa säilyi aina se, mitä
hän oli nähnyt, ja hän ikävöi sitä aikaa, jolloin hän olisi yhtä kookas
ja väkevä kuin hirvittävä musta ritari.

Heidän eräänä toisena päivänä ollessaan piilossa autiossa

hökkelissä välttääkseen tavaroineen ylämaahan päin matkaavan
kauppakaravanin huomiota he näkivät joukon rosvoja syöksyvän
esiin suojaisten pensaiden takaa maantien vastaiselta laidalta ja
karkaavan yllätettyjen, puolustuskyvyttömien kauppamiesten
kimppuun.

He olivat ryysyisiä, parrakkaita, eriskummaisen näköisiä roikaleita;

useimmilla heistä oli aseina nuijia ja tikareja; joillakuilla oli
kaaripyssy. Säälimättä he ahdistivat sekä vanhoja että nuoria, iskien
heidät kylmäverisesti kuoliaiksi, vaikka he eivät olisi
vastustaneetkaan. Ne karavanin jäsenet, jotka pääsivät pakoon,
pakenivat; muut jäivät kuolleina tai kuolevina maantielle rosvojen
rientäessä tiehensä saaliineen.

Aluksi lapsi oli kauhun tyrmistämä, mutta kun hän kääntyi pienen,
vanhan naisen puoleen, toivoen myötätuntoa, näki hän vanhuksen
huulilla tuiman hymyn. Viimemainittu huomasi lapsen kauhuisen
ilmeen.

»Ei se ole mitään, poikani. Vain englantilaisia koiria hätyyttämässä

englantilaisia sikoja. Kerran sinä hätyytät niitä molempia — ne
soveltuvat ainoastaan tapettaviksi.»

Poika ei vastannut mitään; mutta hän ajatteli aika paljon

näkemänsä johdosta. Ritarit olivat julmia toisilleen — köyhät olivat
julmia rikkaille — ja heidän vaelluksensa jokainen päivä oli
teroittanut hänen lapsenmieleensä, että jokaisen täytyy olla hyvin
julma ja kova köyhille. Hän oli nähnyt heitä heidän kaikissa
murheissaan, surkeudessaan ja puutteissaan — pitkänä,
hajanaisena jonona, joka ulottui koko matkan Lontoon kaupungista
saakka. Heidän köyristyneet selkänsä, heidän surkeat, laihat
vartalonsa ja heidän toivottomat, surulliset kasvonsa todistivat,
kuinka väsyttävän kurja heidän olemassaolonsa oli.

»Eikö koko maailmassa ole ainoatakaan onnellista ihmistä?»

pamautti hän kerran vanhalle naiselle.

»Vain se mies, joka heiluttaa valtavinta miekkaa», vastasi vanha

nainen. »Olet nähnyt, poikani, että kaikki englantilaiset ovat petoja.
He karkaavat toistensa kimppuun ja surmaavat toisiaan mitättömistä
aiheista ja ihan aiheettomastikin. Vanhemmaksi tultuasi lähdet
liikkeelle ja surmaat heitä kaikkia, sillä jollet sinä tapa heitä, tappavat
he sinut.»

Oltuaan päiväkausia väsyttävällä matkalla he vihdoin saapuivat

vähäiseen, kukkuloiden välissä sijaitsevaan kylään. Siellä myytiin
aasit ja ostettiin roteva hevonen, jolla he molemmat ratsastivat
epätasaiseen, peloittavaan seutuun, kauas valtateiltä, kunnes he
eräänä iltana lähestyivät rappeutunutta linnaa.

Uhkaavat muurit kohosivat korkeina kuutamoista taivasta vasten,

ja siinä kohdassa, jossa osa kattoa oli sortunut, teki kylmä, kapeiden,
lasittomien ikkunoiden lävitse paistava kuu valtavan rakennuksen
sen näköiseksi kuin se olisi ollut suunnaton, monisilmäinen, aution
maailman pinnalla kyyröttävä hirviö, sillä missään muualla ei näkynyt
muita asutuksen merkkejä.

Tämän synkän rykelmän edustalla matkalaisemme laskeutuivat

ratsailta. Pikku poikaa kammotti, ja hänen lapsellinen
mielikuvituksensa temmelsi hurjasti heidän jalkaisin lähestyessään
rapistuvaa varustusta, taluttaen hevosta jäljessään. Ulkomuurin
pimeästä varjosta he siirtyivät kuutamoiselle sisäpihalle. Sen toisesta
päästä vanha nainen löysi entiset tallit, ja sinne hän salpasi hevosen
yöksi lahonneilla lankuilla, kaataen sille mitan kauroja lattialle sen
selässä roikkuneesta säkistä.

Sitten hän meni edellä linnan synkkään pimentoon, valaisten tietä

lepattavalla männynoksakimpulla. Kauan käyttämättä olleet, vanhat
lattiapalkit kitisivät ja narisivat heidän askelistaan. Äkkiä kuului
kynnekkäiden käpälien juoksuääntä heidän etupuoleltaan, ja heidän
ohitseen sujahti punainen kettu, pyrkien vimmaisen pelokkaana
öisen ulko-ilman vapauteen.

Pian he saapuivat suureen saliin. Vanha nainen työnsi auki

vankan, kirskuvilla saranoilla kääntyvän oven ja valaisi himmeästi
valtavaa, avaraa huonetta kehnon soihtunsa heikoilla säteillä.
Heidän varovasti astuessaan sisälle nousi hienoa tomua pieninä
tuprahduksina kauan mädäntyneistä, heidän jalkojensa alla
murenevista pehuista. Tavattoman iso lepakko kaarteli huimasti
ilmassa siipiensä äänekkäästi lepattaessa, ilmeisesti paheksuen tätä
karkeata tunkeutumista. Outoja yöeläviä juosta piipersi tai kiemurteli
seinillä ja lattialla.

Mutta lapsi ei pelännyt. Pelko ei ollut kuulunut vanhan naisen

oppisuunnitelmaan. Poika ei tuntenut sen sanan merkitystä, eikä hän
myöhemminkään koko elämänsä aikana kertaakaan kokenut sitä
tunnetta. Lapsellisen innokkaasti hän seurasi kumppaniaan tämän
tarkastaessa huoneen sisustaa. Se teki vieläkin valtavan
vaikutuksen. Poika taputti käsiään riemusta katsellessaan kauniisti
kaiverrettuja ja laudoitettuja seiniä ja tammilankkuista laipiota; sen
olivat savustaneet melkein mustaksi soihdut ja öljylamput, jotka
olivat valaisseet salia menneinä päivinä, ja niitä olivat epäilemättä
auttaneet ne halkoroihut, jotka olivat palaneet salin kahdessa
suunnattomassa takassa pitkän pöydän ääressä usein
aamutunneille asti istuneiden ylimyskemuilijain hilpeän joukon
hauskuudeksi.

Tänne he majoittuivat. Mutta kumaraharteinen, vanha nainen ei

enää ollut vanha nainen — hän oli muuttunut suoraryhtiseksi,
jänteväksi, vilkasliikkeiseksi vanhaksi mieheksi.

Pikku pojan kasvatus jatkui — ranskankieltä, miekkailua ja

englantilaisvihaa — samaa vuodesta vuoteen ja lisäksi
ratsastustaitoa hänen täytettyään kymmenen vuotta. Tähän aikaan
alkoi vanhus opettaa häntä puhumaan englanninkieltä, mutta
tahallisesti ja hyvin selvästi ranskanvoittoisesti. Koko elämänsä
aikana ei poika nyt muistanut puhelleensa kenenkään muun kuin
holhoojansa kanssa, jota hänet oli neuvottu nimittämään isäksi. Eikä
pojalla ollut minkäänlaista nimeä — hän oli vain »poikani».

Hänen elämänsä Derbyn vuoristossa täyttivät niin tarkoin hänen

kasvatuksensa ankarat, rasittavat velvollisuudet, ettei hänellä ollut
paljoakaan aikaa ajatella olemassaolonsa outoa yksinäisyyttä; eikä
hän todennäköisesti kaivannut omien ikäkumppaniensa seuraa, josta
hänellä ei ollut kokemuksia ja jota hänen senvuoksi tuskin voi
otaksua kaihonneen tai ikävöineen.

Viisitoistavuotiaana nuorukainen oli suurenmoinen miekkailija ja

ratsastaja ja halveksi perinpohjaisesti kipua ja vaaroja — mikä oli
pienen vanhuksen häntä harjoittaessaan omaksumien sankarillisten
menettelytapojen tulos. Usein he harjoittelivat partaveitsenterävillä
miekoilla ilman varuksia ja minkäänlaisia suojalaitteita.
 »Vain siten», oli vanhuksen tapana sanoa, »voi sinusta tulla säiläsi
ehdoton ohjaaja. Sinun täytyy oppia käsittelemään asettasi niin
hienosti, että osaat hipaista vastustajaasi mielesi mukaan ja niin
kevyesti, jos niin haluat, että säiläsi kärki, joka on täydelleen
mestarinkäden määräysvallassa, saattaa pysähtyä ennen kuin se
raapaisee naarmuakaan.»

Mutta harjoituksissa sattui useita tapaturmia, ja sitten heistä toinen

tai molemmat aina hoitelivat haavojaan muutamia päiviä. Siten verta
kyllä usein vuoti kummaltakin, mutta harjoitus kehitti pojasta
pelottoman miekkailijan, joka hallitsi säiläänsä niin hyvin, että hän
kykeni keskeyttämään piston sentimetrin murto-osan päässä
tavoittamastaan kohdasta.

Viisitoistavuotiaana hän oli hyvin väkevä, suoraryhtinen ja komea

nuorukainen, ulkoilmaelämän ahavoittama ja karkaisema,
harvasanainen, sillä hänellä ei ollut muita puhekumppaneita kuin
vaitelias vanhus; hän vihasi englantilaisia, sillä se viha oli hänelle
opetettu yhtä perinpohjaisesti kuin miekkailutaito, puhui ranskaa
sujuvasti ja englantia kehnosti — ja odotti maltittomasti sitä päivää,
jona vanhus lähettäisi hänet maailmalle varustettuna kalahtelevalla
sotisovalla, keihäällä ja kilvellä taistelemaan Englannin ritarien
kanssa.

Näihin aikoihin sattui hänen yksitoikkoisessa elämässään

ensimmäinen tärkeä keskeytys. Kaukana alhaalla sillä kivikkopolulla,
joka toi laaksosta Derbyn kunnaiden välitse raunioituneeseen
linnaan, hoputti kolme aseistettua ritaria myöhään eräänä koleana,
syksyisenä iltapäivänä väsyneitä ratsujaan eteenpäin. Syrjässä
valtatieltä ja etäällä kaikista asumuksista he olivat havainneet linnan
tornit kunnaiden välisen aukeaman lävitse ja kannustivat nyt
hevosiaan sitä kohti saadakseen ruokaa ja suojaa.

Mutkitteleva tie toi heitä yhä ylemmäksi kunnaille, ja äkkiä he

ilmestyivät linnan muurien juurella avautuvalle ylängölle. Siellä
kohtasi heidän katseitaan näky, joka sai heidät seisauttamaan
ratsunsa ja katselemaan ihailevina. Ylängöllä heidän edessään
kamppaili poika syöksähtelevän, pystyyn kavahtelevan, hornamaisen
rajun, mustan hevosen kanssa. Vimmaisen raivokkaasti potkien ja
purren se yhäti koetti pudistaa itsestään irti tai vahingoittaa joustavaa
hahmoa, joka oli takertunut sen lapoihin tiukasti kuin iilimato.

Poika oli maassa. Hänen vasen kätensä puristi tuuheata harjaa;

oikea käsivarsi oli painettu eläimen sään kohdalle, ja oikea käsi veti
yhä tiukemmalle nuoraa, jonka hän oli kiinnittänyt surmansilmukalla
hevosen turvan ympärille. Nyt musta ratsu kavahti takajaloilleen ja
pyörähti, pieksäen etukavioillaan ja tavoittaen purra, suoraan
nuorukaiseen päin, mutta vikkelä hahmo pyörähti sen mukana —
aina parhaiksi jättiläiskokoisen lavan takana — ja tiukkasi kaarevaa
kaulaa yhä kauemmaksi oikealle.

Syöksähdellessään voimakkailla ponnahduksilla sinne tänne eläin

raahasi poikaa muassaan, mutta sen kaikki valtavat ponnistukset
eivät jaksaneet irroittaa pojan otetta harjasta ja säästä. Äkkiä se
kavahti pystysuoraan ilmaan, temmaten nuorukaisen mukaansa, ja
jalat kiukkuisesti harallaan heittäytyi sitten selälleen maahan.

»Se kuoli!» kiljaisi muuan ritareista. »Se surmaa vielä pojankin,

Beauchamp.»

»Ei!» huudahti puhuteltu. »Katsohan! Se on taaskin pystyssä, ja

poika on edelleenkin takertunut siihen yhtä tiukasti kuin sen oma
musta talja.»

»Se on totta», myönsi toinen, »mutta hän on menettänyt koko

voittonsa, nuora on jälleen höllällä — hänen täytyy suorittaa koko
kamppailu uudelleen alusta alkaen».

Ja niin jatkui kamppailu taaskin samalla tavoin kuin aikaisemmin;

poika kiskoi jälleen jäntevää kaulaa hitaasti oikealle, eläin rimpuili ja
hirnui ikäänkuin olisi ollut tuhannen paholaisen riivaama. Hevosen
pään taivuttua yhä kauemmaksi poikaa kohti hän kymmenkunta
kertaa hellitti otteensa harjasta ja kumartui vikkelästi tavoittamaan
vasemman jalan vuohista. Kymmenkunta kertaa hevonen ravisti irti
uuden otteen, mutta vihdoin poikaa onnisti, polvi taipui, ja kavio
kiskottiin kyynärtaipeeseen.

Nyt oli musta taistellessaan epäedullisessa asemassa, sillä se

seisoi vain kolmella jalalla, ja sen kaula oli kiskottu vaikeaan ja
luonnottomaan asentoon. Sen ponnistukset kävivät yhä
heikommiksi. Poika puheli sille taukoamatta rauhallisesti, ja hänen
huulillaan väreili hymyn häive. Nyt hän nojasi raskaasti mustan
säkään, vetäen hevosta itseensä päin. Hitaasti eläin vaipui
taivutetulle polvelleen — vetäytyen taaksepäin, niin että sen oikea
etujalka ojentui suoraan eteenpäin. Viimeisellä nykäisyllä
nuorukainen sitten kiskaisi sen kyljelleen ja sen kaatuessa solahti
itse pitkäkseen sen viereen. Hänen toinen jäntevä kätensä sujahti
kiinni nuoraan ihan mustan leuan alta, toinen tarttui kapeaan,
suippoon korvaan.

Muutamia minuutteja hevonen rimpuili ja potki vapautuakseen,

mutta pää maahan painettuna se oli yhtä voimaton pojan käsissä
kuin pikku lapsi olisi ollut. Sitten se äänettömän alistumisen merkiksi
vaipui maahan huohottavana ja lopen uupuneena.
 »Hyvin tehty!» kehaisi muuan ritareista. »Ei itse Simon de
Montfortkaan ole koskaan taltuttanut hevosta säännönmukaisemmin,
poika. Kuka olet?»

Silmänräpäyksessä oli poika pystyssä, etsien katseellaan puhujaa.

Vapaaksi päästyään hevonenkin ponnahti pystyyn, ja molemmat —
kaunis poika ja komea musta — seisoivat paikallaan, katsellen
hämmästyneinä kuin villit eläimet vastassaan olevaa vierasta
tunkeutujaa.

»Tule, sir Mortimer!» huudahti poika, kääntyi ympäri ja lähti

taluttamaan teiskaroivaa, mutta masennettua hevosta linnaa kohti,
kadoten rappeutuneesta portista pihalle.

»Hoi, poika!» luikkasi Paul of Merely. »Me emme tee sinulle pahaa
— — — kuulehan, tiedustamme vain tietä de Stutevillin linnaan.»

Ritarit kuuntelivat, mutta vastausta ei tullut.

»Lähdetään, hyvät herrat», ehdotti Paul of Merely, »ratsastetaan

sisälle ottamaan selkoa, millaisia tolvanoita tässä vanhassa
harakanpesässä asuu».

Heidän tullessaan laajalle linnanpihalle, joka oli suurenmoinen

jopa rappeutuneessa komeudessaankin, oli heitä vastassa pieni,
tuikea vanhus, jonka sävy ei ollut suinkaan ystävällinen hänen
kysyessään, mitä vieraat heiltä halusivat.

»Eksyimme tieltämme näillä pirullisilla Derbyn kunnailla, vanhus»,

vastasi Paul of Merely. »Etsimme sir John de Stutevillin linnaa.»

»Ratsasta suoraan tuonne jokitielle, kääntyen ensimmäistä polkua

myöten oikealle, ja sinne ehdittyäsi käänny uudelleen oikealle ja
ratsasta pohjoiseen pitkin joenvartta — et voi eksyä tieltä — se on
yhtä selvä kuin nenä kasvojesi edessä.» Ja sen sanottuaan vanhus
kääntyi mennäkseen sisälle linnaan.

»Odotahan, vanhus!» huusi ritarien puhemies. »Aurinko on nyt

ihan laskemaisillaan, eikä meitä haluta maata ulkosalla enää tätä
yötä, kuten viime yön makasimme. Viivymme senvuoksi luonasi
huomisaamuun saakka voidaksemme sitten lähteä virkistyneinä
jatkamaan matkaamme levänneillä ratsuilla.»

Vanhus nurisi ja vei perin vastahakoisesti heidät sisälle

antaakseen heille ruokaa ja yösijan. Mutta muuta mahdollisuutta ei
ollut, sillä vieraat olisivat nauttineet hänen vieraanvaraisuuttaan
väkisin, jollei hän olisi sitä vapaaehtoisesti luvannut.

Vierailtaan vanhus ja poika saivat jonkun verran tietoja Derbyn

kunnaiden ulkopuolella vallitsevista oloista. Vanhus ilmaisi
vähemmän mielenkiintoa kuin tunsi, mutta vaikka pojan kuulemat
nimet olivat hänestä ihan merkityksettömiä, tuntuivat hänestä
kertomukset kreivien ja paroonien, piispojen ja kuninkaan
ihmeellisistä puuhista merkilliseltä tarulta.

»Jollei kuningas paranna tapojaan», virkkoi eräs ritareista,

ajamme koko hänen kirotun laumansa ulkomaalaisia verenimijöitä
mereen.

»De Montfort on sanonut sen hänelle kymmenkunta kertaa, ja kun

me kaikki, sekä normannilaiset että saksilaiset ylimykset, olemme
nyt olleet koolla ja tehneet keskinäisen suojelusopimuksen, täytyy
kuninkaan totisesti oivaltaa, että verukkeiden aika on mennyt ja että,
jollei hän tahdo kansalaissotaa, hänen täytyy pitää ne lupaukset,
joita hän niin liukkaasti antaa, rikkomatta niitä heti, kun de Montfort
kääntää hänelle selkänsä.»

»Hän pelkää lankoaan», keskeytti toinen ritari, »vieläkin

pahemmin kuin piru pelkää vihkivettä. Olin hänen majesteettinsa
saattueessa, kun hän joitakuita viikkoja sitten liikkui Thamesilla
kuninkaallisessa huvipurressa. Meidät yllätti niin raju ukkosilma kuin
olen ikänäni nähnyt, ja kuningas oli sen tähden niin lopen
peloissaan, että käski laskea maihin Durhamin piispan palatsin
rantaan, jonka kohdalla silloin olimme. De Montfort, joka majaili
siellä, tuli Henrikiä vastaan, osoittaen kaikkea asianmukaista
kunnioitusta, ja huomautti: 'Mitä pelkäätte enää, sire, kun myrsky on
mennyt ohitse?' Ja mitä arvelet sen vanhan 'vahasydämen'
vastanneen? Niin, yhäti vapisten hän sanoi: ’todellakin pelkään
jyrinää ja salamaa pahasti, mutta kautta Jumalan käden, sinä saat
minut pahemmin vapisemaan kuin kaiken taivaan ukkonen!'»

»Otaksuttavasti», pisti tuikea vanhus väliin, »on de Montfort

jollakin tavoin saanut kuninkaan valtaansa. Näyttääkö hän
mielestänne yhtä korkealta kuin itse hallitsijakin?»

»Ei suinkaan», kivahti vanhin ritari. »Simon de Montfort

työskentelee ainoastaan Englannin hyväksi — ja luulen, ei, tiedän,
että hän olisi ensimmäisenä valmis tarttumaan aseisiin
pelastaakseen valtaistuimen Henrikille. Hän vain taistelee kuninkaan
kehnoja ja ahnaita neuvonantajia vastaan, ja jos hänen täytyykin
näennäisesti uhitella kuningastakin, tekee hän sen ainoastaan
pelastaakseen Henrikin horjuvan valtaistuimen lopullisesti
romahtamasta. Mutta tulimmainen, kuinka kuningas häntä vihaa!
Yhteen aikaan näytti siltä kuin saattaisi syntyä pysyvä sovinto, kun
de Montfort vuosikausia pienen prinssi Rikhardin katoamisen jälkeen
uhrasi paljon aikaansa ja omia varojaan, etsiessään kaikkialta
maailmasta pikku miekkosta, josta hän piti ylettömästi. Tämä hänen
osoittamansa uhrautuva harrastus sai useiksi vuosiksi kuninkaan ja
kuningattaren hänelle suopeiksi, mutta viime aikoina hänen
hellittämätön vastustuksensa, kun he jatkuvasti ja ylettömästi
tuhlaavat kansallisomaisuutta, on taaskin kovettanut heidät häntä
kohtaan.»

Vanhus kävi levottomaksi, kun keskustelu uhkasi kääntyä

sellaiselle tolalle, lähetti nuorukaisen jollakin tekosyyllä pois
huoneesta ja poistui itsekin valmistamaan illallista.

Heidän istuessaan ilta-aterialla silmäili muuan ylimyksistä poikaa

tarkkaavasti, sillä viimemainittu oli tosiaankin hauskan näköinen;
hänellä oli valoisat, kauniit kasvot, kirkkaat, älykkäät, harmaat silmät,
neliskulmainen, voimakas leuka, ja kaikkea sitä reunusti tuuhea,
ruskea, aaltoileva tukka, joka oli otsalta leikattu tasaiseksi ja valui
korville, joiden luota lähtien se taaskin oli sen ajan tavan mukaan
leikattu tasaiseksi pitkin pään sivuja ja niskaa.

Hänen yläruumiinsa oli verhottu karkeaan, villaiseen, punaiseksi

värjättyyn ihokkaaseen, jonka päällä oli lyhyt, nahkainen nuttu, ja
myöskin hänen takkinsa oli nahkainen, pehmeä, hienon ruskea,
parkitsemattomasta hirvennahasta valmistettu. Hänen pitkät
housunsa, jotka sopivat hänen kaunismuotoisiin jalkoihinsa yhtä
tiukasti kuin toinen ihokerros, olivat samaa, punaista villakangasta
kuin ihokaskin, ja hänen vahvat, nahkaiset jalkineensa olivat
kiinnitetyt kapeilla, ristikkäin käyvillä, säärien puoliväliin saakka
käärityillä nahkasuikaleilla.

Hänen uumenillaan oleva nahkavyö kannatti miekkaa ja tikaria, ja

pyöreä, samasta aineesta tehty patalakki, johon oli kiinnitetty haukan
siipi, teki hänen runollisen, hyvin sopivan asunsa täydelliseksi.

»Poikanneko?» tiedusti ylimys, kääntyen vanhuksen puoleen.

»Niin», kuului murahdus vastaukseksi.

»Hän muistuttaa sinua sangen vähän, vanhus, paitsi kirotussa

ranskalaisvoittoisessa ääntämistavassaan.»

»Kautta Kristuksen veren, Beauchamp», jatkoi hän, kääntyen

toisen kumppaninsa puoleen, »jos hänet vietäisiin hoviin, niin
uskaltaisinpa lyödä vetoa, että armollisen kuningattaremme olisi
vaikea erottaa häntä nuoresta prinssi Edwardista. Oletko milloinkaan
nähnyt niin omituisen yhdennäköisiä henkilöitä?»

»Kun siitä mainitsitte, mylord, näen sen nyt selvästi. Se on

tosiaankin ihmeellistä», vahvisti Beauchamp.

Jos he olisivat tämän keskustelun aikana katsahtaneet

vanhukseen, olisivat he nähneet kalvenneet, sisäisen pelon ja raivon
vääristämät kasvot.

Pian ritarikolmikon vanhin jäsen puhkesi puhumaan vakavasti ja

tyynesti.

»Entä kuinkahan vanha olet, poika?» kysyi hän nuorukaiselta.

»En tiedä.»

»Entä nimesi?»

»En ymmärrä tarkoitustanne. Minulla ei ole nimeä. Isä nimittää

minua pojakseen, eikä minua koskaan ole kukaan muu puhutellut.»
 Tällöin vanhus nousi pöydästä ja poistui huoneesta, selittäen
menevänsä noutamaan lisää ruokaa keittiöstä, mutta oven takana
hän heti kääntyi ja jäi sen ulkopuolelle kuuntelemaan.

»Poika näyttää noin viisitoistavuotiaalta», huomautti Paul of

Merely, hiljentäen äänensä kuiskaukseksi, »ja sen ikäinen on
myöskin pienenä kadonnut prinssi Rikhard, jos hän elää. Tämä
nuorukainen ei tiedä nimeään eikä ikäänsä, mutta hän on kylliksi
prinssi Edwardin näköinen ollakseen hänen kaksoisveljensä.»

»Kuulehan, poika», jatkoi hän ääneen, »avaa ihokkaasi ja näytä

meille rintasi vasenta puolta! Siitä näemme oikean vastauksen.»

»Oletteko englantilaisia?» tiedusti poika hievahtamatta

noudattamaan kehoitusta.

»Kyllä olemme, hyvä poika», myönsi Beauchamp.

»Sitten mieluummin kuolen kuin tottelen teitä, sillä kaikki

englantilaiset ovat sikoja, ja minä inhoan heitä, kuten ranskalaisen
herrasmiehen tulee. Minä en paljasta ruumistani sikojen
katseltavaksi.»

Aluksi tämä odottamaton purkaus tyrmistytti ritareja, mutta vihdoin

he purskahtivat raikuvaan nauruun.

»Ne sanat», huudahti Paul of Merely, »olivat totisesti kuin

kuninkaan ulkomaalaisten suosikkien suusta lähteneet, jos he
koskaan puhuvat vilpittömän rehellisesti. Mutta kuulehan, poika, me
emme tee sinulle pahaa — tee, kuten käsken!»

»Ei ainoakaan ihminen saa tehdä minulle pahaa, niin kauan kuin
kupeellani riippuu miekka», vastasi poika, »ja mitä tulee käskynne
noudattamiseen, en tottele kenenkään muun määräyksiä kuin isäni».

Beauchamp ja Greystoke nauroivat ääneen Paul of Merelyn

hämmingille, mutta viimemainitun kasvot kovettuivat
suuttumuksesta, ja virkkamatta enää mitään hän astui käsi ojossa
eteenpäin kiskaistakseen auki pojan nahkanutun, mutta häntä
vastassa oli miekan välkkyvä kärki, ja samassa kajahti pojan huulilta
nopean terävästi: »En garde!»

Paul of Merelyn ei auttanut muu kuin vetäistä miekkansa

puolustaakseen itseään, sillä pojan miekan terävä kärki sujahti
hänen suojaamatonta rintaansa kohti, hipaisten tuskallisia pikku
naarmuja, ja pojan kieli syyti jupisten matalaäänisiä herjauksia ja
loukkauksia, kehoittaen häntä paljastamaan aseensa ja
puolustautumaan, jollei hän mielinyt kuolla pistettynä »kuin
englantilainen sika ainakin».

Paul of Merely oli uljas mies, ja hänestä oli vastenmielistä vetää

miekkaansa tätä nuorukaista vastaan, mutta hän arveli voivansa
nopeasti sivaltaa aseen pois ahdistajansa kädestä vahingoittamatta
poikaa eikä hän totisesti halunnut saada osakseen enempää
nöyryytystä kumppaniensa näkyvissä.

Mutta kun hän oli vetäissyt miekkansa ja käynyt nuorekkaan

vastustajansa kimppuun, huomasi hän, ettei hän suinkaan pystyisi
tekemään toista aseettomaksi, vaan että hän sai lemmon lailla
ponnistella säilyttääkseen henkensä.

Kaikkina niinä vuosina, joina hän oli miekkaillut, ei hän ollut

kohdannut niin nopeata ja taitavaa vastustajaa, ja heidän
siirtyessään sinne tänne avarassa salissa kihosi Paul of Merelyn
otsalle isoja hikikarpaloita, sillä hän oivalsi taistelevansa henkensä
edestä etevämpää miekkailijaa vastaan.

Beauchampin ja Greystoken äänekäs nauru hyytyi pian tuimaksi

hymyksi, ja pian he katselivat kasvoillaan hämmästyksen ilme, josta
selvästi kuvastui pelkoa ja pahoja aavistuksia.

Poika miekkaili samoin kuin kissa leikkii hiirellä. Hänessä ei

näkynyt ponnistelun merkkiäkään, ja hänen ylpeä, itsevarma
hymynsä kertoi selvemmin kuin sanat, ettei hän suinkaan pinnistänyt
koko taitoaan.

He kiersivät useita kertoja huoneen ympäri pojan aina hyökätessä

ja Paul of Merelyn aina perääntyessä. Heidän miekkojensa kalahtelu
ja vanhemman miehen raskas huohotus olivat ainoat äänet paitsi
silloin, kun he hipaisivat penkkiä tai pöytää.

Paul of Merely oli rohkea mies, mutta häntä puistatti ajatus kuolla
hyödyttömästi pelkän pojan kaatamana. Hän ei tahtonut kutsua
ystäviään avuksi, mutta äkkiä Beuachamp hänen huojennuksekseen
juoksi miekka kädessä heidän väliinsä, huutaen: »Riittää, hyvät
herra, jo riittää! Teillä ei ole mitään riidan syytä. Pistäkää miekkanne
tuppeen!»

Mutta pojan ainoa vastaus oli: »En garde, cochon!» ja Beauchamp

huomasi ystävänsä sijasta itse joutuneensa näyttämön keskukseen.
Eikä poika jättänyt rauhaan myöskään Paul of Merelyä, vaan ahdisti
heitä molempia, miekkaillen niin, että Greystoken silmät pullistuivat
kuopistaan.

Hänen heiluva miekkansa liikkui niin vinhasti, että se puolet ajasta

näytti välkkyvältä valolevyltä, nyt hän tähtäsi pistonsa oikein
todenteolla, ja hänen huuliensa hymy oli jäykistynyt tuimaksi ja
kovaksi.

Paul of Merely ja Beauchamp olivat saaneet kymmenkunta

haavaa, kun Greystoke syöksähti heidän avukseen. Ja samassa
ponnahti keittiön ovesta joustavasti pieni, jäntevä, harmaapäinen
mies, sijoittuen miekka kädessä pojan vierelle. Nyt oli kaksi kolmea
vastaan, ja nämä kolme lienevät arvanneet, vaikka eivät
tietäneetkään, joutuneensa vastakkain maailman kahden parhaan
miekkailijan kanssa.

»Kuoliaaksi», kiljaisi pieni, harmaa mies, »à mort, mon fils!»

Tuskin olivat ne sanat kirvonneet hänen huuliltaan, ennenkuin pojan
miekka, ikäänkuin se olisi vain odottanut lupaa, sujahti Paul of
Merelyn sydämeen, ja taaskin yksi saksilainen herrasmies pääsi
isäinsä luokse.

Vanhus ahdisti nyt Greystokea, ja poika kiinnitti jakamattoman

huomionsa Beauchampiin. Molempia näitä miehiä pidettiin
erinomaisina miekankäyttäjinä, mutta kun Beauchamp taaskin kuuli
pienen harmaapään sanat: »À mort, mon fils!» puistatti häntä, hänen
niskakarvansa nousivat pystyyn, ja hänen selkäänsä värisytti, sillä
hän tiesi kuulleensa kuolemantuomionsa; sellaista kuolevaista ei
ollut vielä elänyt, joka olisi pystynyt voittamaan hänen vastassaan
olevan miekkailijan.

Beauchampin tupertuessa eteenpäin penkille pakotti pieni vanhus

Greystoken odottavan pojan luokse.

»He ovat sinun vihollisiasi, poikani, ja sinun tulee saada

kostamisen nautinto; à mort, mon fils!»
 Greystoke oli päättänyt myydä henkensä kalliista hinnasta ja
karkasi pojan kimppuun, kuten iso härkä syöksyy ärhentelevän
koiran päälle, mutta poika ei perääntynyt hiukkaakaan, ja kun
Greystoke seisahtui, ulkoni hänen selästään neljännesmetrin
pituinen kappale kylmää terästä.

Yhdessä he hautasivat ritarit kuivuneen vallihaudan pohjalle

raunioituneen linnan takapuolelle. Ensin he olivat riisuneet vainajat,
ja tarkastaessaan taistelusaalista he huomasivat saaneensa kolme
täydessä asussa olevaa hevosta, paljon kulta- ja hopeakolikoita,
koruja ja jalokiviä sekä äskeisten vieraittensa keihäät, miekat ja
rengaskudoksiset rauta-asut.

Mutta suurin voitto, tuumi vanhus itsekseen, oli se, että hän oli
saanut tiedon suojattinsa ja Englannin Edward-prinssin merkillisestä
yhdennäköisyydestä siksi ajoissa, että hän saattoi torjua
elämäntyönsä tuhoutumisen.

Vaikka poika olikin nuori, oli hän kookas ja harteva, eikä

vanhuksen niin ollen ollut kovinkaan vaikea sovittaa yksi saaliiksi
saatu rauta-asu hänen yllensä poistettuaan siitä vaakunamerkit, ettei
kukaan arvaisi, kenen se oli ollut. Sen hän teki, eikä poika
senjälkeen milloinkaan lähtenyt ratsastamaan muutoin kuin rauta-
asussa, ja kun hän kohtasi maantiellä vastaantulijoita, oli hänen
kypärinsilmikkonsa aina suljettu, jotta kukaan ei näkisi hänen
kasvojaan.

Kolmen ritarin kohtauksen jälkeisenä päivänä vanhus kutsui pojan

luoksensa ja lausui:

»Sinun on aika, poikani, oppia vastaukset sellaisiin kysymyksiin

kuin ne olivat, jotka Henrikin siat sinulle esittivät eilen illalla. Olet
viisitoistavuotias, nimesi on Norman, ja koska tämä on vanha Tornin
linna, sopii sinun vastata niille, joiden haluat sen tietävät, olevasi
Norman of Torn, ranskalainen aatelismies, jonka isä osti Tornin ja toi
sinut tänne Ranskasta äitisi kuoltua sinun ollessasi kuusivuotias.

»Mutta muista, Norman of Torn, että paras vastaus englantilaiselle

on miekka; mikään muu ei tehoa hänen hitaaseen järkeensä!»

Ja siten syntyi se Norman of Torn, jonka nimi muutamien lyhyiden

vuosien aikana herätti kauhua englantilaisten sydämessä ja jonka
valta Tornin ympäristössä oli suurempi kuin kuninkaan ja hänen
ylimystönsä.