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••
Contents VII
Creating an Ethical Cu lture 55

What Common Errors Are Comm itted in the Decision-
Creating a Learn ing Cu lture 55
Making Process? 97
Knowing: Getting Ready for Exams and Quizzes
Chapter Summary by Learning Outcome 56 • Discussion WHAT ARE THE 3 APPROACHES MANAGERS CAN
Questions 56 USE TO MAKE DECISIONS? 99
Applying: Getting Ready for the Workplace Rational Model 99
Management Skill Builder I Understanding Culture 57 • Expe-
Bounded Rationality 100
riential Exercise 58 • Case Application #1- Bad Ride. Bumpy
Classic Concepts in Today's Workplace 101
Ride. 59 • Case Application #2- Not Sold Out 60 • Case
Application #3 Extreme Openness 61 • Endnotes 62 Intuition and Managerial Decision Making 101
Managing Technology in Today's Workplace I Making Better
Chapter 3 Important Managerial Issues 64 Decisions With Technology 102
What Is Globalization and How Does It Affect
What Types of Decisions and Decision-Making Conditions
Organizations? 67
Do Managers Face? 103
What Does It Mean to Be "G lobal"? 68
How Do Problems Differ? 103
How Do Organ izations Go Global? 68
How Does a Manager Make Programmed
WHAT ARE THE DIFFERENTTYPES OF GLOBAL Decisions? 103
ORGANIZATIONS? 70 How Do Nonprogrammed Decisions Differ from
Programmed Decisions? 104
What Do Managers Need to Know about Managing in a How Are Problems, Types of Decisions, and Organizationa l
Global Organization? 71 Level Integrated? 105
Classic Concepts in Today's Workplace 72 What Decision-Making Conditions Do Managers Face? 106
What Does Society Expect from Organizations How Do Groups Make Decisions? 106
and Managers? 74 What Are the Advantages and Disadvantages
How Can Organizations Demonstrat e Socially Responsible of Group Decision Making? 107
Actions? 74 When Are Groups Most Effective? 107
Should Organizations Be Socially Involved? 75 Making Ethical Decisions in Today's Workplace 108
What Is Sustainability and Why Is It Important? 76 How Can You Improve Group Decision Making? 108
Making Ethical Decisions in Today's Workplace 77 What Contemporary Decision-Making Issues
What Factors Determine Ethical and Unethical Do Managers Face? 109
Behavior? 77 How Does National Culture Affect Managers' Decision
In What Ways Can Ethics Be Viewed? 78 Making? 109
How Can Managers Encourage Ethical Behavior? 78 Why Are Creativ ity and Design Thinking Important
Managing Technology in Today's Workplace I The Ethics in Decision Making? 110
of Data Analytics 79 How is big data changing the way managers make
Knowing: Getting Ready for Exams and Quizzes decisions? 112
Chapter Summary by Learning Outcome 82 • Discussion Knowing: Getting Ready for Exams and Quizzes
Questions 82 Chapter Summary by Learn ing Outcome 114 • Discussion
Applying: Getting Ready for the Workplace Questions 115
Management Skill Builder I Building High Ethical Standards 83 Applying: Getting Ready for the Workplace
• Experiential Exercise 84 • Case Application #1- Global I
Management Skill Builder Being A Creative Decision Maker 115
Control 85 • Case Application #2- Serious about • Experiential Exercise 116 • Case Application #1- Big
Sustainabil ity? 86 • Case Application #3 Flagrant Foul 87 Brown Numbers 117 • Case Application #2- The Business of
• Endnotes 88 Baseball 118 • Case Application #3--Slicing the Line 119
• Endnotes 120
Part 2 Planning
Quantitative Module: Quantitative Decision-
Chapter 4 Making Decisions 90 Making Tools 122
How do Managers Make Decisions? 93
Payoff Matrices 122
What Defines a Decision Problem? 93
Decision Trees 123
What is Relevant in the Decision-Making Process? 94
Break-Even Analysis 124
How Does the Decision Maker Weight the Criteria and
Analyze Alternatives? 94 Linear Programming 125
What Determines the Best Choice? 96 OueuingTheory 127
What Happens in Decision Implementation? 96 Economic Order Quantity Model 127
What is the Last Step in the Decision Process? 97 Endnotes 129
•••
VIII Contents
Chapter 5 Planning and Goal Setting 130 How Do Managers Manage Resistance
What Is Planning and Why Do Managers Need to to Change? 172
Plan? 133 Why Do People Resist Organ izational Change? 173
Why Should Managers Formally Plan? 133 What Are Some Techniques for Reducing Resistance to
What Are Some Criticisms of Formal Planning and How Organizational Change? 173
Shou ld Managers Respond? 134
WHAT REACTION DO EMPLOYEES HAVE
Does Forma l Planning Improve Organizational
TO ORGANIZATIONAL CHANGE? 174
Performance? 135
What Is Stress? 174
What Do Managers Need to Know about Strategic
Management? 135 What Causes Stress? 175
What Is Strategic Management? 136
How Can Managers Enco urage Innovation
Why Is Strategic Management Important? 136
in an Organization? 178
What Are the Steps in the Strategic Management Pro-
How Are Creativity and Innovation Related? 179
cess? 137
What's Involved in Innovation? 179
WHAT STRATEGIES DO MANAGERS USE? 139 Managing Technology in Today's Workplace I Helping
Innovation Flourish 180
Corporate Strategy 139
How Can a Manager Foster Innovation? 180
Competitive Strategy 140
How Does Design Thinking Influence Innovation? 182
Functional Strategy 140
What Is Disruptive Innovation and Why Is Managing it
What Strategic Weapons Do Managers Have? 141 So Important? 183
Making Ethical Decisions in Today's Workplace 143 Making Ethical Decisions in Today's Workplace 183
How Do Managers Set Goals and Develop Plans? 144 What Is Disruptive Innovation? 183
What Types of Goals Do Organizations Have and How Do Why Is Disruptive Innovation Important? 184
They Set Those Goals? 144 What Are the Implications of Disruptive Innovation? 184
Classic Concepts in Today's Workplace 146 Knowing: Getting Ready for Exams and Quizzes
What Types of Plans Do Managers Use and How Do They Chapter Summary by Learning Outcome 186 • Discussion
Develop Those Plans? 147 Questions 186
What Contemporary Planning Issues Do Managers Applying: Getting Ready for the Workplace 187
Face? 150 Experiential Exercise 188 • Case Application #7-
How Can Managers Plan Effectively in Dynamic Defeating the System 189 • Case Application #2- The
Environments and in Crisis Situations? 151 Next Big Thing 190 • Case Application #3 Time to
How Can Managers Use Environmental Scanning? 152 Change? 191 • Endnotes 192
Managing Technology in Today's Workplace I Using
Social Media for Environmental Scanning 152 Chapter 7 Managing Entrepreneurial
Knowing: Getting Ready for Exams and Quizzes Ventures 194
Chapter Summary by Learning Outcome 154 • Discussion What Is the Context of Entrepreneurship and
Questions 154
Why Is It Important 197
Applying: Getting Ready for the Workplace
What Is Entrepreneursh ip? 197
I
Management Skill Builder Being A Good Goal
Is Entrepreneurship Different from Self-Employment? 198
Setter 155 • Experiential Exercise 156 • Case
Application #7- Fast Fashion 157 • Case Application #2-
Mapping a New Direction 158 • Case Application #3- Who's Starting Entrepreneurial Ventures? 199
Using Tech to Sel l Pizza 159 • Endnotes 161 Why Is Entrepreneurship Important? 200
What Do Entrepreneurs Do? 201
Chapter 6 Managing Change and
Innovation 164 WHAT HAPPENS IN THE ENTREPRENEURIAL
PROCESS? 202
What Is Change and How Do Managers
Exploring the Entrepreneurial Context 202
Deal with It? 167
Identifying Opportunities and Possible Competitive
Why Do Organizations Need to Change? 168
Advantages 202
Who Initiates Organizational Change? 169
Starting the Venture 203
How Does Organizational Change Happen? 169
Managing the Venture HOW? 203
•
Contents IX
What Social Responsibi lity and Ethics Issues Face

Entrepreneurs? 204 5 How Do Centra lization and Decentralization
Differ? 239
What's Involved in Planning NewVentures? 205
6 What Is Forma lization? 239
What Initial Efforts Must Entrepreneurs Make? 205
How Should Entrepreneurs Research the Venture's
WHAT CONTINGENCY VARIABLES AFFECT
Feasibil ity? 206
STRUCTURAL CHOICE? 240
What Planning Do Entrepreneurs Need to Do? 209
Mechanistic or Organic 241
What Additional Planning Considerations Do Entrepreneurs
Need to Address? 210 Strategy ), Structure 241
What's Involved in Organizing an Entrepreneurial Size ), Structure 242
Venture? 212 Technology ), Structure 242
What Are the Legal Forms of Organization Environment ), Structure 242
for Entrepreneurial Ventures? 212
What Type of Organizationa l Structure Should Classic Concepts in Today's Workplace 243
Entrepreneurial Ventures Use? 212 What Are Some Common Organizational Designs? 244
What Human Resource Management Issues Do What Traditiona l Organizational Designs Can Managers
Entrepreneurs Face? 214 Use? 244
Managing Technology in Today's Workplace I Startup What Contemporary Organizationa l Designs Can Managers
Ideas: Cashing in on Technology 214 Use? 245
What's Involved in Leading an Entrepreneurial What Are Today's Organizational Design
Venture? 215 Challenges? 249
What Type of Personality Characteristics Do Entrepreneurs How Do You Keep Employees Connected? 249
Have? 2 15
How Do Globa l Differences Affect Organizational
How Can Entrepreneurs Motivate
Structu re? 249
Employees? 216
Making Ethical Decisions in Today's Workplace 249
How Can Entrepreneurs Be Leaders? 217
How Do You Build a Learning Organization? 250
How Can Managers Design Efficient and Effective Flexible
What's Involved in Controlling an Entrepreneurial Work Arrangements? 251
Venture? 218
Managing Technology in Today's Workplace I The
How Is Growth Managed? 218
Changing World of Work 253
How Are Downturns Managed? 218
What's Involved w ith Exiting the Venture? 219
Chapter Summary by Learn ing Outcome 255 • Discussion
Why Is It Important to Think about Managing Personal Questions 255
Challenges as an Entrepreneur? 219
Management Skill Builder I Increasing Your Power 256
Chapter Summary by Learning Outcome 221 • Discussion
• Experiential Exercise 257 • Case Application #7-
Questions 222
Turbu lence at United Ai r 258 • Case Application #2-
Applying: Getting Ready for the Workplace Lift Off 259 • Case Application #3- A New Kind of
Management Skill Builder I Developing Grit 222 • Experiential Structure 260 • Endnotes 261
Exercise 223 • Case Application #1 - A Restaurant That Does
More Than Just Feed Customers 224 • Case Application #2-
The X Factor 225 • Case Application #3-
Chapter 9 Managing Human Resources
Eyeing the Future 226 • Endnotes 227 and Diversity 264
What Is the Human Resource Management Process
and What Influences It? 267
Part 3 Organizing What Is the Lega l Environment of HRM? 268
Chapter 8 Organizational Structure Classic Concepts in Today's Workplace 270
and Design 228 How Do Managers Identify and Select Competent
What Are the Six Key Elements in Organizational Employees? 271
Design? 231 Making Ethical Decisions in Today's Workplace 271
1 What Is Work Specialization? 231 1 What Is Employment Plann ing? 271
2 What Is Departmenta lization? 232 2A How Do Organizations Recruit Employees? 273
3 What Are Authority and Responsibility? 234 28 How Does a Manager Handle Layoffs? 274
4 What Is Span of Control? 238 3 How Do Managers Select Job Applicants? 274
x Contents
How Are Employees Provided with Needed Skills and Chapter 10 Managing Work Groups and Work
Knowledge? 278 Teams 310
How Are New Hires Introduced to the Organization? 278 What Is a Group and What Stages of Development Do
Managing Technology in Today's Workplace I Social Groups Go Through? 313
and Digital HR 279 What Is a Group? 313
What Is Employee Train ing? 279 What Are the Stages of Group Development? 313
KEEPING GREAT PEOPLE: TWO WAYS
ORGANIZATIONS DO THIS 282
5 MAJOR CONCEPTS OF GROUP BEHAVIOR 316
Performance Management System 282
1 Roles 316
Compensating Employees: Pay and Benefits 284
2a Norms 316
What Contemporary HRM Issues Face Managers? 287 2b Conformity 317
How Can Managers Manage Downsizing? 287
3 Status Systems 317
What Is Sexual Harassment? 288 4 Group Size 318
How Are Organizations and Managers Adapting
5 Group Cohesiveness 318
to a Changing Workforce? 289
How Can Workforce Diversity and Inclusion
Be Managed? 291 How Are Groups Turned into Effective Teams? 321
What Is Workforce Diversity? 291 Are Work Groups andWorkTeams the Same? 321
What Types of Diversity Are Found in Workplaces? 292 What Are the Different Types of Work Teams? 322
How Does Workforce Diversity and Inclusion Affect What Makes a Team Effective? 323
HRM? 294 Managing Technology in Today's Workplace I Keeping
What about Inclusion? 295 Connected: IT And Teams 323
Knowing: Getting Ready for Exams and Quizzes How Can a Manager Shape Team Behavior? 327
Chapter Summary by Learning Outcome 296 • Discussion What Current Issues Do Managers Face
Questions 297 in ManagingTeams? 328
Applying: Getting Ready for the Workplace What's Involved w ith Managing Global Teams? 328
Management Skill Builder I Providing Good Feedback 297 When Are Teams Not the Answer? 330
• Experiential Exercise 298 • Case Application #1- Race Knowing: Getting Ready for Exams and Quizzes
Relations 299 • Case Application #2- Resume Chapter Summary by Learning Outcome 331 • Discussion
Regrets 300 • Case Application #3---Spotting Questions 331
Talent 301 • Endnotes 302
Management Skill Builder I Developing Your Coaching
Professionalism Module: Professionalism and Skills 332 • Experiential Exercise 333 • Case
Employability 305 Application #1- Rx: Teamwork 334 • Case Application #2-
Building Better Software Build Teams 335 • Case
What is Professionalism? 305 Application #3 Employees Managing Themselves- Good Idea or
How Can I Show My Professionalism? 306 Not? 336 • Endnotes 337
How Can I Have a Successful Career? 307

Assess Your Personal Strengths and Weaknesses 307
Identify Market Opportunities 307
Part 4 Leading
Take Responsibility for Managing Your Own Career 308 Chapter 11 Understanding Individual
Develop Your Interpersona l Skil ls 308 Behavior 340
Practice Makes Perfect 308 What Are the Focus and Goals of Organizational
Stay Up to Date 308 Behavior? 343
Network 308 What ls the Focus of OB? 343
Stay Visible 308 What Are the Goa ls of Organizational Behavior? 344
Seek a Mentor 308 What Role Do Attitudes Play in Job Performance? 345
Leverage Your Competitive Advantage 309 What Are the Three Components of an Attitude? 345
Don't Shun Risks 309 What Attitudes Might Employees Hold? 345
It's OK to Change Jobs 309 Do Individuals' Attitudes and Behaviors Need to Be
Opportun ities, Preparation, and Luck = Success 309 Consistent? 346
Endnotes 309 What Is Cognitive Dissonance Theory? 346
•
Contents XI
Making Ethical Decisions in Today's Workplace 347 How Does Job Design Influence Motivation? 385
How Can an Understanding of Attitudes Help Managers Be Classic Concepts in Today's Workplace 386
More Effective? 348 What Is Equity Theory? 388
What Do Managers Need to Know About Personality? 348 How Does Expectancy Theory Explain Motivation? 389
How Can We Best Describe Persona lity? 349 How Can We Integrate Contemporary Motivation
Managing Technology in Today's Workplace I Increased Theories? 390
Reliance on Emotional Intelligence 351 What Current Motivation Issues Do Managers
Can Personality Traits Predict Practical Work-Related Face? 392
Behaviors? 351 How Can Managers Motivate Employees When the
How Do We Match Personalities and Jobs? 353 Economy Stinks? 392
Do Personality Attributes Differ Across Cu ltures? 354 How Does Country Culture Affect Motivation Efforts? 392
How Can an Understanding of Persona lity Help Managers How Can Managers Motivate Unique Groups of
Be More Effective? 354 Workers? 393
What Is Perception and What Influences It? 355 Making Ethical Decisions on Today's Workplace 394
What Influences Perception? 355 How Can Managers Design Appropriate Rewards
How Do Managers Judge Employees? 356 Programs? 395
How Can an Understanding of Perception Help Managers Managing Technology in Today's Workplace I Individualized
Be More Effective? 358 Rewards 396
HOW DO LEARNING THEORIES EXPLAIN Chapter Summary by Learn ing Outcome 398 • Discussion
BEHAVIOR? 359 Questions 399
Operant conditioning 359 Applying : Getting Ready for the Workplace

Social learning theory 360 Management Skill Builder I Being a Good Motivator 399
• Experiential Exercise 400 • Case Application #1-0ne
Shaping Behavior 360
for the Money... 401 • Case Application #2- Unlimited
Classic Concepts in Today's Workplace 362 Vacation Time? Real ly? 402 • Case Application #3-
Passionate Pursuits 403 • Endnotes 404
What Contemporary OB Issues Face Managers? 362
How Do Generational Differences Affect Chapter 13 Leadership and Trust 408
the Workplace? 362
Who Are Leaders, and What Is Leadership? 411
How Do Managers Deal with Negative Behavior in the
Workplace? 364
WHAT DO EARLY LEADERSHIP THEORIES TELL
US ABOUT LEADERSHIP? 412
Questions 367
THE LEADER What Traits Do Leaders Have? 412
THE BEHAVIORS What Behaviors Do Leaders Exhibit? 414
Management Skill Builder I Understanding Employee
Emotions 367 • Experientia l Exercise 369 • Case University of Iowa 414
Application #7- Getting All Emotional at Google 369 • Case Ohio State 414
Application #2 - Putting Customers Second 370 • Case University of Michigan 414
Application #3-Adobe's Advantage 371 • Endnotes 372 Managerial Grid 414
Chapter 12 Motivating and Rewarding What Do the Contingency Theories of Leadership

Employees 376 Tell Us? 415
What Is Motivation? 379 What Was the First Comprehensive Contingency Model? 415
How Do Followers' Wil lingness and Ability Influence
4 EARLY THEORIES OF MOTIVATION (1950s & Leaders? 416
1960s) 380 How Participative Shou ld a Leader Be? 418
1 Maslow's Hierarchy of Needs Theory 380 How Do Leaders Help Followers? 419
2 McGregor's Theory X and Theory Y 381 What Is Leadership Like Today? 420
3 Herzberg's Two-Factor Theory 381 What Do the Four Contemporary Views of Leadership
4 McClelland's Three-Needs Theory 383 Tel l Us? 421
How Do the ContemporaryTheories Explain What Issues Do Today's Leaders Face? 424
Motivation? 384 Managing Technology in Today's Workplace I Virtual
What Is Goal-Setting Theory? 384 Leadership 425
••
XII Contents
Why ls Trust the Essence of Leadership? 427 Applying: Getting Ready for the Workplace
A Fina l Thought Regarding Leadership 429 Management Skill Builder I Being A Good Listener 463
Knowing: Getting Ready for Exams and Quizzes • Experiential Exercise 464 • Case Application #1-
#Ath letesusingTwitter 464 • Case Application #2- Banning
Questions 431 E-Mail. Banning Voice Mail. 465 • Case Application #3-
Anytime Feedback 466 • Endnotes 467
I
Management Skill Builder Being A Good Leader 431
• Experiential Exercise 432 • Case Application #1 -
Part 5 Controlling
" Success Theater" at General Electric 433 • Case Application
#2- Developing Gen Y Leaders 434 • Case Application
Chapter 15 Controlling Work and Organizational
#3 Investing in Leadership 435 • Endnotes 436
Processes 4 70
What Is Control and Why Is It Important? 473
What Is Control? 473
Chapter 14 Managing Organizational and Why Is Control Important? 473
Interpersonal Communication 440
WhatTakes Place as Managers Control? 475
How Do Managers Communicate Effectively? 443
1 What Is Measuring? 475
How Does the Communication Process Work? 443
Are Written Commun ications More Effective Than Verbal
Ones? 445
2 How Do Managers Compare Actual Performance
Is the Grapevine an Effective Way to Communicate? 445
to Planned Goals? 478
How Do Nonverbal Cues Affect Communication? 445
3What Manageria l Action Can Be Taken? 479
What Should Managers Control? 480
What Barriers Keep Commun ication from Being
When Does Control Take Place? 480
Effective? 446
How Can Managers Overcome Commun ication
Barriers? 449 KEEPING TRACK: WHAT GETS CONTROLLED? 482
Keeping Track of an Organization's Finances 482
TECHNOLOGY AND MANAGERIAL Keeping Track of Organization's Information 483
COMMUNICATION 451 Keeping Track of Employee Performance 484
Networked Communication 451 Keeping Track Using a Balanced Scorecard Approach 485
Mobile Communication 452
What Contemporary Control Issues Do Managers
Managing Technology in Today's Workplace I Office of Confront? 486
Tomorrow 454 Do Controls Need to Be Adjusted for Cultural
What Communication Issues Do Managers Face Differences? 486
Today? 455 Managing Technology in Today's Workplace I Monitoring
How Do We Manage Communication in an Internet Employees 487
World? 455 What Challenges Do Managers Face in Controll ing the
How Does Knowledge Management Affect Workplace? 487
Commun ication? 457 Knowing: Getting Ready for Exams and Quizzes
What Role Does Communication Play in Customer Chapter Summary by Learning Outcome 492 • Discussion
Service? 458 Questions 492
How Can We Get Employee Input and Why Should Applying: Getting Ready for the Workplace
We? 458 Management Skill Builder I Disciplin ing Difficu lt Employees 493
Making Ethical Decisions in Today's Workplace 459 • Experiential Exercise 494 • Case Application #1 -
How Do We Have Civil Conversations in the Hea lthyFast Food? 495 • Case Application #2- lf You Can't
Workplace? 459 Say Something Nice, Don't Say Anyth ing at All 496 • Case
Application #3-Goals and Controls 496 • Endnotes 498
How Does Workplace Design Affect
Commun ication? 460
Why Should Managers Be Concerned w ith
Operations Module: Managing Operations 500
Commun icating Ethical ly? 461
Knowing: Getting Ready for Exams and Quizzes What Do I Need to Know About Operations
Chapter Summary by Learning Outcome 462 • Discussion Management? 500
Questions 462 What Is Operations Management? 500
•••
Contents XI 11
1 How Do Service and Manufacturing Firms Differ? 501 What Are the Obstacles to Va lue Chain Manage-
2 How Do Businesses Improve Productivity? 501 ment? 508
3 What Role Does Operations Management Play in a What Contemporary Issues Do Managers Face in
Company's Strategy? 503 Managing Operations? 509
What Is Value Chain Management and Why Is It 1 What Role Does Technology Play in Operations
Important? 503 Management? 510
What Is Value Chain Management? 504 2 How Do Managers Control Quality? 510
What Are the Goa ls of Va lue Chain Management? 504 3 How Are Projects Managed? 513
How Does Va lue Chain Management Benefit Fina l Thoughts on Managing Operations 517
Businesses? 505 Endnotes 517
How Is Value Chain Management Done? 505
What Are the Requ irements for Successful Value Chain Glossary 519
Management? 505 Index 526
This Eleventh Edition of Fundamentals of Management with MyLab Management covers
the essentials of management in a way that provides a sound foundation for understanding
the practical issues facing managers and organizations. The focus on knowing and apply-
ing the theories of management remains, while now also highlighting opportunities to de-
velop employability skills. Fundamentals of Management with MyLab Management offers
an approachable, streamlined, realistic emphasis around what works for managers and what
doesn't with the ultimate goal to help students be successful.
To improve student results, we recommend pairing the text content with MyLab
Management, which is the teaching and learning platform that empowers you to reach
every student. By combining trusted author content with digital tools and a flexible learning
platform, MyLab personalizes the learning experience to help your students learn and retain
key course concepts while developing skills that future employers are seeking in potential
employees. From Mini Sims to Personal Inventory Assessments, MyLab Management helps
you teach your course your way. Learn more at www.pearson.com/mylab/management.
New to This Edition

• New chapter on entrepreneurship.
• All new Experiential Exercises. Each chapter's new Experiential Exercise is a hands-on
activity in which students typically collaborate with other students to complete a task,
such as writing a personal mission statement.
• Employability skills highlighted throughout book. Introduced in Chapter 1, these employ-
ability skills include critical thinking, communication, collaboration, knowledge applica-
tion and analysis, and social responsibility. Each chapter is loaded with opportunities for
students to use and work on the skills they'll need to be successful in the twenty-first-
century workplace.
• Material on early twentieth-century contributors: A diversity perspective. Because man-
agement history is the result of the contributions of many diverse individuals, we added a
section to the Management History Module highlighting some noteworthy contributors.
• Module on professionalism and employability. Expanded version of the module on
Careers now focuses on professionalism and employability.
• Diversity material added to managing human resources chapter.
• Managing operations material presented in a modular format.
• Several new examples throughout, including Facebook's public scrutiny over what it was
doing and not doing to protect its community of users, BMW's sustainability actions,
digital currency use in Sweden, European ''zombie'' companies, Hootsuite's culture, the
global cashew industry, Fox Sports World Cup advertising challenge, the organizational
redesign at The Wall Street Journal, and many others.
• New and updated content, including current issues in organizational culture, anti-
globalization, stumbling blocks to creativity, revision bias, crisis planning, digital tools as
strategic weapons, managing disruptive innovation, remote work, multicultural brokers,
inclusion, generational differences in the workplace, emotions and communication, alter-
nate reality, toxic bosses, having civil conversations in the workplace, and workplace design.
• Making Ethical Decisions in the Workplace. This element has been renamed, and content
is 60 percent new.
•
XIV
Preface xv
• Case Applications. 58 percent new.

• New Management in the News in Mywb Management. News articles are posted regularly,
along with discussion questions that help students to understand management issues in cur-
rent events.
• New Capstone Mini Sims in MyLab Management help students master overarching course
concepts like leadership, planning, motivation, and diversity. By combining key themes
from multiple chapters into unique scenarios, students are able to better understand how
management concepts are related to one another. Four new Capstone Mini Sims are in-
cluded with this edition.
SolvingTeaching and Learning Challenges

Many students who take a principles of management course have difficulty understanding
why they are taking the course in the frrst place. They presume that management is common
sense, unambiguous, and dependent on intuition. They also need practice applying the con-
cepts they are learning to real-world situations. Additionally, many students may not aim to
be managers upon graduation, so they may struggle to see the parallels between this course
and their career goals. We wrote Fundamentals of Management to address these challenges by
developing a ''management sense'' grounded in theory for students while showing them how
to apply concepts learned to real-world situations and enabling them to develop the necessary
skills to be successful in any career.
Developing a ''Management Sense''

Bust This Myth and Debunking Chapter Openers
Bust This Myth chapter openers include common myths that
students may have about management. This feature debunks
the common myths, helping students to better understand
and develop their own management sense. Each one is
accompanied by a Bust This Myth Video Exercise in MyLab
Management.
Globalization
is a trend that's
come and
gone!
Homework: Chapter 1: Bust This Myth : Only future managers snow,o,rc,1e~proorem
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XVI Preface
The Think Like a Manager video series

in My"Lab Management shows students
difficult business scenarios and asks
them to respond through multiple choice
question assignable activities.
Homework: Think Like A Manager: Group Dynamics and Dev Stlowcornp1e1ec
Score: 0 of 1 pl 1 or 5 (0 complete) ~ ~ HW Score: 0% 0 or 5 pls
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Apply Concepts to the Real World

The NEW Chapter 7, Managing Entrepreneurial Ventures, reflects the recent growth in entre-
preneurial ventures, helping students to understand trends happening in the real world.
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Preface XVII
CVS Health Corporation announced in early 2018 that it wou ld stop "materially"
altering the beauty images used in its marketing materials that appear in its stores
and on its websites and social media channels. 35 Although the change applies to
the marketing materials it creates, the drugstore cha in has also asked global brand
partners including Revlon, L'Oreal, and Johnson & Johnson to join its effort.
The company will use a watermark the "CVS Beauty Mark" on images that
have not been altered. What does that mean? You're seeing real, not digitally This text tackles tough issues such as
modified, persons. The person featured in those images did not have their size, globalization/anti-globalization, having civil
shape, skin or eye color, wrinkles, or other characteristics enhanced or changed. conversations, anti-bias, and ethical dilemmas-
The company's goal is for all images in the beauty sections of CVS's stores to giving students an accurate depiction of the busi-
reflect the "transparency" commitment by 2020. Not surprisingly, there are pros ness environment today.
and cons to this decision. And not surprisingly, there are ethical considerations
associated with the decision.
Discussion Questions:
5 Striving for more real istic beauty/body image ideals: Who are potential
stakeholders in this situation and what stake do they have in this decision?
6 From a generic viewpoint, how do ethical issues aff cLde_cision._makina? Lo this._
specific story, what potential ethical consideration
by CVS to stop altering beauty images and start usi1
..,. I ~ IO
® Mentoring Moment: Re-Familiarize Yourself with

the Three Motivation Theories
ReVle'tJ the cheor e:, .of goal set~lng. expectancy and equity. ~Vha{ ;,1 e their ~Irr llar ltle~ and
d frerences? Consider Sean's comrrent5 about-tie proolern~ of he sales team Ir the
Northeast Region \Vea..,ng unprofessional attire, lack of good customer service, lack of
understanding the commission system, high r.ate Ol absenteeism and turnover. \'lhich of
Mini Sims put students in profession- thc1se three theo11es 1vould oest address solving the~e problems wltJ che sales team!
al roles and give them the opportunity
to apply course concepts and develop
decision-making skills through real-world
business challenges. At the end of the
simulation, the student will receive imme-
diate feedback based on the answers they
gave. These simulations reinforce chapter
concepts and students' comprehension of
those concepts.
NEW! Capstone Mini Sims help students
master overarching course concepts like
leadership, planning, motivation, and di-
versity. By combining key themes from
multiple chapters into unique scenarios,
Click Next to continue,
students are able to better understand how
management concepts are related to one
another. ...
•
Prev ous NelCt
(Try It Mini Sim in MyLab Management for Chapter 12, Motivating

and Rewarding Employees)
•••
XVIII Pr eface
Three End-of-Chapter Application Cases

CASE APPLICATION # per chapter feature real companies.
These cases cover situations involving
Goals and Controls managers, management, and organiza-
Topic: Role of goals in controlling, control process, efficiency and effectiveness tions. To help students apply manage-
esla. Elon Musk. You've probably heard of both. Tesla could be "better, quicker, and more fun to drive than gasoline
ment concepts to the real world, the
was founded in 2003 by a group of engineers who cars."60 Musk was not part of that original group but led the cases ask students to assess a situation
wanted to prove that buyers didn't need to compromise company's Series A investment (the name typically given to a and answer questions about ''how''
looks and performance to drive electric-that electric cars company's first round of venture capital financing) and joined
Tesla's board of directors as chairman. He soon took an active are nothing new in the auton1otive industry, Tesla is fight- and ''why'' and ''what would you do?''
role in the company and oversaw the design of Tesla's first ing to make a name for itself and production mishaps like These Case Applications cover a variety
car, the Roadster, which was launched in 2008. Next came the this don't help that situation at all. One industry expert says
of companies, including Uber, Warby
Model S, introduced in 2012 as the world's first premium all- that although Tesla may be a "pioneer in technology and a
electric sedan. The next product line expansion was the Model trailblazer in the electric vehicle market," those strategic ca- Parker, N etflix, General Electric, Tesla,
X in 2015, a sport utility vehicle, which achieved a 5-star safety pabilities and core competencies don't necessarily translate and more.
rating from the National Highway Safety Administration. Toe to knowledge of the manufacturing process. 67 Scaling up
Model 3 was introduced in 2016 and production began in production bas its own unique set of challenges, as Tesla and (Case Application for Chapter 15.
2017. From the beginning, Musk has maintained that Tesla's Musk are discovering. In addition to the production challenges, Tesla)
Experiential Exercise
NEW! Experiential Exercises are all

Now, for a little fun! Organizations (work and educational) often use team-building exercises to help teams improve their performance. In
new. Each one is a hands-on activity in your assigned group, select two of the characteristics of effective teams listed in Exhibit 10-6 and develop a team-building exercise for each
characteristic. In developing your exercise, focus on helping a group improve that particular characteristic. Be creative! Write a group report
which students typically collaborate with describing your exercises, being sure to explain how your exercises will help a group improve or develop that characteristic. Be prepared to
other students to complete a task. share your ideas with your class! OR, be prepared to demonstrate the team -building exercise!
Then, once you've concluded the assigned group work, you are to personally evaluate your "group" experience in working on this task.
How did your group work together? What went "right?" What didn't go "right?" What could your group have done to improve its work perfor-
mance and satisfaction with the group effort?
Developing Employability Skills

For students to succeed in a rapidly changing job market, they should be aware of their career
options and how to go about developing a variety of skills. With MyLab Management and
Fundamentals of Management, we focus on developing these skills in the following ways:
A new Employability Skills Matrix at the end of Chapter 1 provides students with a visual guide
to features that support the development of skills employers are looking for in today's business
graduates, helping students to see from
the start of the semester the relevance of EMPLOYABILITY SKILLS MATRIX
the course to their career goals. Critical Thinking Communication Collaboration Knowledge Social
Application and Responsibility
Analysis
Classic Concepts in Today's
Workplace
./ ./ ./ ./
Making Ethica l Decisions in
Today's Workplace
./ ./ ./ ./ ./
Managing Technology in
Today's Workplace
./ ./ ./ ./ ./
Mylab: Write It, Watch It,
Try It
./ ./ ./
Management Skill Builder-
Practicing the Skill
./ ./ ./
Experiential
Exercise
./ ./ ./
Case
Application 1
./ ./ ./
Case ./ ./ ./
Application 2
[Employability Skills Matrix from Case

Application 3
./ ./
Chapter 1]
•
Preface XIX
Boxed Features Highlight Opportunities to Develop Key Employability Skills.
~~~Classic Concepts in Today's Workplace ~ ~ ~

value relationships and show sensitivity and concern for
Hofstede 's 5 Dimensions the welfare of others.
of National Culture • Uncertainty avoidance. This dimension assesses the
degree to which people in a country prefer structured
An illum inating study of the differences in cultural environ-
over unstructured situations and whether people are w ill-
ments was conducted by Geert Hofstede in the 1970s and
ing to take risks.
1980s. 11 He surveyed more than 116,000 IBM employees in
40 countries about their work-related values and found that • Long-term versus short-term orientation. People in
managers and employees vary on five dimensions of national cultures with long-term orientations look to the future and
culture: - - - - - - - - - - - - - - - value thrift and persistence. A short-
term orientation values the past and
• Power distance. The degree to Here's one w ay present and emphasizes respect for
which people in a country accept tradition and fulfil ling social obligations.
that power in institutions and orga- to UNDERSTAND The following table shows a few
nizations is distribut ed unequally.
It ranges from relatively equal (low
CULTURAL highlig
tural d Making Ethical Decisions in
power distance) to extremely un- DIFFERENCES! countr;
equal (h igh power distance). Today's Workplace
Walt Disney Company. Star Wars. Two powerful forces combined.

Classic Concepts in Today's Workplace But is that force for good or for not-so-good?30 It's not surprising
help students to understand a classic that the popularity of the Star Wars franchise has given Walt Disney
management concept. Hofstede's five Co. exceptional power over the nation's movie theaters. The theater
owners want the Star Wars releases, and there's only one way to get
dimensions of national culture, are still
them ...through Disney. With the latest release, movie theaters had to
beneficial to managers in today's work-
agree to "top-secret" terms that many theater owners said were the
places.
most oppressive and demanding they had ever seen. Not only were
they required to give Disney about 65 percent of ticket revenue, there
were also requirements about when, where, and how the movie
could be shown. You'd think that because Disney needs the theaters
to show their movies they might be better off viewing them as "part-
ners" rather than subordinates. What do you think?
Making Ethical Decisions in Today's Workplace presents
students with an ethical dilemma and encourages them Discussion Questions:
to practice their skills in ethical decision making and 5 Is there an ethical issue here? Why or why not? What stakeholders
might be affected and how might they be affected? How can identifying
critical decision making.
stakeholders help a manager decide the most responsible approach?
6 Working together in your "assigned" group, discuss Disney's actions.
Do you agree with those actions? Look at the pros and cons, includ-
ing how the various stakeholders are affected. Prepare a list of argu-
ments both pro and con. (To be a good problem solver and critical
thinker, you have to learn how to look at issues from all angles!)
Managing Technology in Today's Workplace
Technological advances have made the process of managing an Just how much control a company should have over the private
organization much easier.30 And technological advancements have lives of its employees also becomes an issue. Where should an
also provided employers a means of sophisticated employee moni- employer's rules and controls end? Does the boss have the right to
toring. Although most of this monitoring is designed to enhance dictate what you do on your free time and in your own home? Could
Managing Technology in
worker productivity, it could, and has been, a source of concern over your boss keep you from engaging in riding a motorcycle, skydiving, Today's Workplace describes
worker privacy. These advantages bring with them difficult ques- smoking, drinking alcohol, or eating junk food? Again, the answers how managers are using
tions regarding what managers have the right to know about em- may surprise you. Today many organizations, in their quest to control technology to monitor employee
ployees and how far they can go in controlling employee behavior, safety and health insurance costs, are delving into their employees' performance, looking at ways
both on and off the job. Consider the following: private lives.
to have a more efficient and
• The mayor of Colorado Springs, Colorado, reads the e-mail mes- Althoug h controlling employees' behaviors on and off the
job may appear unjust or unfair, nothing in our legal system
effective workplace.
sages that city council members send to each other from their
homes. He defended his actions by saying he was making sure prevents employers from engaging in these practices. Rather,
that e-mai ls to each other were not being used to circumvent the the law is based on the premise that if employees don't like the
state's "open meeting" law that requires most council business ru les, they have the option of quitting. Managers, too, typically
to be conducted publicly.
rlP.f P.nrl thP.ir ;ir.tions in tP.rms of P.ns1Jrina 011r1litv nrorlIJr.tivitv
xx Pre f ace
INTRODUCTION SURVEY RE;$ULTS
PAGES 1
Emotional Intelligence Score: 75 Your Resu lts

Personal Inventory Assessments is a
collection of online exercises designed
to promote self-reflection and engage-
ment in students, helping them better un- ----~--~--~~~.~~~!
LON '"'10tbi.a lntttll.- nc-4.' a.,!ow 51 ,,.
derstand management concepts. These •
En,ocional 1nteflfgence Is the ab111ty co <1iagno5e. un<lerstand,
assessments help develop professional- and managt- emottonal c~ Rest!Mehers have tdent1 led tour
ism and awareness of oneself and others, I Wy 111·e.u of thlS cnpM> lit:, en1ot1oncl 11 l:'ne,s. emotional
skills necessary for future career success. cuntrol, en1ot i.111ol d1~n11,.1..,. and moUona.l rMJionse. Each
.i cnn bed ~lop~<! and nhonce,a bot ft 1" es an
understanding of h.:it ttii>y M te1.onhanc.,. youro\"n

0
C4f b lily. Emot1 ,ol rr, ·ru-.o~\ rw ...~ t o nn.. ·~ kowtal of You
m,..r,~ of hm .,_.n, ion, ir.f1t,.. ,.....,. d--cisiom «1d hov1

.otiw~· <bc,s· ns ll!fect une's o ""1,omotiurn &not ional Print Resulis I
control spe,,."5 to ho,~ ...u indi Id~ 111e abll:? t o Appropriately
• Soo Your Answo~
End-of-Chapter Management Skill Builder helps students move from merely knowing
concepts to actually being able to use that knowledge.
The skill-building exercises included at the end of each chapter help you apply and use
management concepts. We chose these skills because of their relevance to developing man-
agement competence and their linkage
to one or more of the topic areas in this Management Skill Builder I UNDERSTANDING CULTURE
book.
An organization's culture is a system of shared meaning. When you understand your organization's culture, you know, for example,
whether it encourages teamwork, rewards innovation, or stifles initiative. When interviewing for a job, the more accurate you are at
assessing the culture, the more likely you are to find a good person-organization fit. And once inside an organization, w1derstand-
ing the culture allows you to know what behaviors are likely to be rewarded and which are likely to be punished.48
Expanded Module on Professionalism and Employability

In this newly expanded module, students are provided with very practical information in
terms of being professional and employable. It's good to remind students that there is a future
beyond getting their degree. But they must prepare themselves for it, with solid academic
learning and practical advice.
Chapter by Chapter Changes

In addition to all these major changes, here is a chapter-by-chapter list of the topic additions
and changes in the Eleventh Edition:
Chapter 1 History Module

• Rewrote box feature questions to focus on skills • Added new section on Other Early Twentieth-Century
• New Making Ethical Decisions box Contributors: A Diversity Perspective
• Added material on employability skills, including Employ-
ability Skills Matrix
• New Experiential Exercise
Chapter 2
• Two new cases (Walmart's management training, Intel 's • Rewrote box feature questions to focus on skills
''chip'' problem) • New Being Ethical box
• Updated one case (Zappo's holacracy) • Added new section on Current Issues in Organizational
• Added ''Topic'' to Case Apps Culture
• Highlighted different employability skill in each case • New Experiential Exercise
•
Preface XXI
• Two new cases (Uber, full pay transparency) Chapter 8

• Updated one case (movie theatre industry)
• Rewrote box feature questions to focus on skills
• Added ''Topic'' to Case Apps
• New Being Ethical box
• Highlighted different employability skill in each case
• Added new material on remote work
Chapter 3 • One new case (United Air)
• New opening Myth/Debunked • Updated two cases (NASA, PfizerWorks)
• Rewrote box feature questions to focus on skills • Added ''Topic'' to Case Apps
• New Being Ethical box • Highlighted different employability skills in each case
• Added new information about anti-globalization
• New Experiential Exercise Chapter 9
• Two new cases (Chinese battery companies, NCAA basket-
• New opening Myth/Debunked
ball scandal)
• New examples
• Updated one case (Keurig)
• Highlighted different employability skill in each case
• Added additional material on sexual harassment
• Moved diversity material to this chapter
Chapter 4 • Added discussion on inclusion
• Rewrote box feature questions to focus on skills • New Experiential Exercise
• Added ''revision bias'' to section on Common Errors • One new case (Starbucks and racial-bias training)
• New Being Ethical box • Updated two cases (resume discrepancies, attracting
• Added information on stumbling blocks to creativity tech talent)
• New Experiential Exercise • Added ''Topic'' to Case Apps
• One new case (Panera Bread Company) • Highlighted different employability skills in each case
• Updated two cases (UPS, Baseball Data Analytics)
• Added ''Topic'' to Case Apps Professionalism and Employability Module
• Highlighted different employability skills in each case
• New material on professionalism and employability
• Revised material on careers
Chapter 5
• Rewrote box feature questions to focus on skills Chapter 10
• Added new material on digital tools as strategic weapons
• Added new material on crisis planning
• Added material on multicultural brokers
• New Managing Technology in Today's Workplace box
(using social media for environmental scanning)
• Two new cases (Microsoft and W. L. Gore)
• Updated case (health-care industry)
• Updated one case (Zara)
• Two new cases (Ford Motor Company, Domino's Pizza)
Chapter 11
Chapter 6 • Rewrote box feature questions to focus on skills
• Rewrote box feature questions to focus on skills • Expanded discussion of generational differences in the
• Added new section on managing disruptive innovation workplace
• New Being Ethical box • New Experiential Exercise
• New Experiential Exercise • Two new cases (Virgin Group, Adobe Systems)
• Updated one case (UnderArmour) • Updated case (Google)
• Two new cases (Volkswagen, Swiss watch industry) • Added ''Topic'' to Case Apps
• Added ''Topic'' to Case Apps • Highlighted different employability skills in each case
Chapter 12
Chapter 7 • Rewrote box feature questions to focus on skills
New chapter: Managing Entrepreneurial Ventures • New Experiential Exercise
••
XXII Pre f ace
• One new case (unlimited vacation time) • New material on having civil conversations in the workplace
• Two updated cases (Gravity Payments, Patagonia) • New material on workplace design
• Added ''Topic'' to Case Apps • New Experiential Exercise
• Highlighted different employability skills in each case • One new case (anytime feedback)
• Two updated cases (athletes and Twitter and eliminating
Chapter 13 e-mail)
• New material on toxic bosses
• New Experiential Exercise Chapter 15
• Two new cases (General Electric, L' Oreal) • Rewrote box feature questions to focus on skills
• One updated case (developing Gen Y leaders) • New Being Ethical box
• Added ''Topic'' to Case Apps • New Experiential Exercise
• Highlighted different employability skills in each case • Two new cases (Chipotle, Tesla)
• One updated case (positive feedback)
Chapter 14 • Added ''Topic'' to Case Apps
• Rewrote box feature questions to focus on skills • Highlighted different employability skills in each case
• New material added to discussion of emotions and
communication Managing Operations Module
• Reworked visual spread
• New presentation of material as a module
• Added discussion of alternate reality (AR)
lnstructorTeaching Resources
This program comes with the following teaching resources.
Supplements available to instructors

at www.pearsonhighered.com Features of the Supplement
Instructor's Resource Manual • Chapter-by-chapter summaries
authored by Veronica Horton • Chapter Outlines with teaching tips
• Answers to Case Application discussion questions
• Solutions to all questions and exercises in the book
Test Bank Over 2,500 multiple-choice, true/false, and essay questions with answers and these annotations:
authored by Carol Heeter • Learning Objective
• AACSB learning standard (Written and Oral Communication; Ethical Understanding and Reasoning;
Analytical Thinking; Information Technology; Interpersonal Relations and Teamwork; Diverse and
Multicultural Work Environments; Reflective Thinking; Application of Knowledge)
• Difficulty level (Easy, Moderate, Challenging)
• Question Category (Critical Thinking, Concept, Application, Analytical, or Synthesis)
TestGen® Computerized Test Bank TestGen allows instructors to:
• Customize, save, and generate classroom tests
• Edit, add, or delete questions from the Test Bank
• Analyze test results
• Organize a database of tests and student results
PowerPoint Presentation Presents basic outlines and key points from each chapter. Slides meet accessibility standards for students
authored by Veronica Horton with disabilities. Features include, but not limited to:
• Keyboard and Screen Reader access
• Alternative text for images
• High-color contrast between background and foreground colors
•••
Preface XXIII
Acknowledgments
Writing and publishing a textbook requires the talents of a number of people whose names
never appear on the cover. We'd like to recognize and thank a phenomenal team of talented
people who provided their skills and abilities in making this book a reality. This team
includes Kris Ellis-Levy, our specialist portfolio manager; Claudia Fernandes, our senior
content producer; Carlie Marvel, our senior product marketer, Nicole Price, our field mar-
keting manager; Stephanie Wall, our director of portfolio management; Nancy Moudry, our
highly talented and gifted photo researcher; Lauren Cook, our talented digital media whiz
who co-created the ''Bust The Myth'' videos; and Kristin Jobe, associate managing editor,
Integra-Chicago.
We also want to thank our reviewers past and present for the insights they have
provided us:
David Adams, Manhattanville College Edward A . Johnson, University of North Florida

Lorraine P. Anderson, Marshall University Kayvan Miri Lavassani, North Carolina Central
Maria Aria, Camden Community College Kim Lukaszewski, SUNY New Paltz
Marcia Marie Bear, University of Tampa Brian Maruffi, Fordham University
Barbara Ann Boyington, Brookdale Community College Mantha Vlahos Mehallis, Florida Atlantic University
Reginald Bruce, University of Louisville Christine Miller, Tennessee Technological University
Jon Bryan, Bridgewater State University Diane Minger, Cedar Valley College
Elena Capella, University of San Francisco Kimberly K. Montney, Kellogg Community College
James Carlson, Manatee Community College James H. Moore, Arizona State University
Pam Carstens, Coe College Clara Munson, Albertus Magnus College
Casey Cegielski, Auburn University Jane Murtaugh, College of DuPage
Michael Cicero, Highline Community College Francine Newth, Providence College
Evelyn Delanee, Daytona Beach Community College Leroy Plumlee, Western Washington University
Kathleen DeNisco, Erie Community College, South Campus Pollis Robertson, Kellogg Community College
Jack Dilbeck, Ivy Tech State College Cynthia Ruszkowski, Illinois State University
Fred J. Dom, University of Mississippi Thomas J. Shaughnessy, Illinois Central College
Michael Drafke, College of DuPage Andrea Smith-Hunter, Siena College
Myra Ellen Edelstein, Salve Regina University Martha Spears, Winthrop University
Deborah Gilliard, Metropolitan State College, Denver Jeff Stauffer, Ventura College
Robert Girling, Sonoma State University Kenneth R. Tillery, Middle Tennessee State University
Patricia Green, Nassau Community College Robert Trumble, Virginia Commonwealth University
Gary Greene, Manatee Community College, Venice Campus Philip Varca, University of Wyoming
Kenneth Gross, The University of Oklahoma Margaret Viets, University of Vermont
Jamey Halleck, Marshall University Brad Ward, Kellogg Community College
Aaron Hines, SUNY New Paltz Lucia Worthington, University of Maryland University College
Robyn Hulsart, Austin Peavy State University Seokhwa Yun, Montclair State University
Todd E. Jamison, Chadron State College
Thank You!
Steve, Mary, and Dave would like to thank you for considering and choosing our book for your
management course. All of us have several years of teaching under our belt, and we know how
challenging yet rewarding it can be. Our goal is to provide you with the best resources avail-
able to help you excel in the classroom!
STEPHEN P. ROBBINS received his Ph.D. from the University of Arizona. He previously
worked for the Shell Oil Company and Reynolds Metals Company and has taught at the
University of Nebraska at Omaha, Concordia University in Montreal, the University
of Baltimore, Southern Illinois University at Edwardsville, and San Diego State
University. He is currently professor emeritus in management at San Diego State.
Dr. Robbins's research interests have focused on conflict, power, and politics in
organizations, behavioral decision making, and the development of effective inter-
personal skills. His articles on these and other topics have appeared in such journals
as Business Horizons, the California Management Review, Business and Economic
Perspectives, International Management, Management Review, Canadian Personnel
and Industrial Relations, and the Journal of Management Education.
Dr. Robbins is the world's best-selling textbook author in the areas of management
and organizational behavior. His books have sold more than 10 million copies and have been
translated into 20 languages. His books are currently used at more than 1,500 U.S. colleges and
universities, as well as hundreds of schools throughout Canada, Latin America, Australia, New
Zealand, Asia, and Europe.
For more details, see stephenprobbins.com.
MARY COULTER (Ph.D., University of Arkansas) held different jobs, including high
school teacher, legal assistant, and city government program planner, before completing
her graduate work. She has taught at Drury University, the University of Arkansas,
Trinity University, and Missouri State University. She is currently professor emeritus
of management at Missouri State University. In addition to Fundamentals of
Management, Dr. Coulter has published other books with Pearson including
Management (with Stephen P. Robbins), Strategic Management in Action, and
Entrepreneurship in Action.
When she's not busy writing, Dr. Coulter enjoys puttering around in her flower
gardens; trying new recipes; reading all different types of books; and enjoying many
different activities with husband Ron, daughters and sons-in-law Sarah and James and
Katie and Matt, and most especially with her two grandkids, Brooklynn and Blake, who
are the delights of her life!
•
XXIV
Another random document with
no related content on Scribd:
—Assez, nous sommes dans la maison de Dieu, mesdames, dit
Élisée en frappant un coup avec sa béquille. Comportez-vous avec
décence et respect les unes vis-à-vis des autres comme le
commande la très sainte doctrine.»
Ces paroles ramenèrent le recueillement et la tranquillité que la
véhémence de propos de quelques-unes avaient gravement
compromis, et les tristes heures continuèrent à couler, partie en
mendiant et gémissant, partie en priant et bâillant.
Maintenant il convient de dire que l’absence de la seña Benina et
de l’aveugle Almudena n’était pas tout à fait accidentelle ce jour, et
pour l’expliquer il est nécessaire de faire mention d’un fait dont il est
indispensable de donner l’explication dans cette véridique histoire.
Ils partirent tous deux à quelques minutes d’intervalle, comme
nous l’avons dit; mais comme l’ancienne s’attarda un petit instant à
la grille, pour parler à Pulido, l’aveugle marocain la rejoignit et ils
prirent ensemble le chemin des rues San-Sebastian et Atocha.
«Je me suis arrêtée à parler avec Pulido pour t’attendre, ami
Almudena. J’ai besoin de te parler.»
Et, le prenant sous le bras avec une sollicitude câline, elle le fit
passer d’un trottoir à l’autre. Ils gagnèrent rapidement la rue des
Urosas et, s’arrêtant aux coins pour éviter les passants et les
voitures, elle commença de lui parler ainsi:
«J’ai besoin de te causer, parce que toi seul peux me sortir d’un
grand embarras; toi seul, parce que toutes les autres connaissances
de la paroisse ne me servent à rien. Comprends-tu? Les uns sont
égoïstes, des cœurs de pierre: celui qui a quelque chose, parce qu’il
a quelque chose, et celui qui n’a rien, parce qu’il n’a rien. Au total,
les autres laisseront quelqu’un mourir de honte s’il ne mendie point,
et, si l’on arrive à tendre la main, ils se réjouiront de voir une pauvre
mendiante à bas.»
Almudena tourna son visage vers elle, et l’on pourrait dire qu’il la
regarda, si regarder c’est diriger les yeux sur un objet, les poser sur
lui, alors que non la vue, mais d’une certaine façon l’attention et
l’intention, aussi soutenues qu’inefficaces à voir, se posent seuls sur
quelqu’un.
Lui pressant la main, il lui dit:
«Amri, tu sais qu’Almudena te servira, lui, comme un chien; Amri,
dis-moi tes affaires.... Fais-moi part.
—Descendons, nous causerons en cheminant. Tu vas chez toi?
—Je vais où tu voudras.
—Il me semble que tu te fatigues. Nous marchons trop vite: veux-
tu que nous nous asseyions un moment sur la petite place du
Progrès pour que nous puissions causer tranquillement?»
Sans doute, l’aveugle répondit affirmativement, car cinq minutes
après on les voyait assis l’un à côté de l’autre sur le socle de la grille
qui entourait la statue de Mendizabal. Le visage d’Almudena était
d’une laideur expressive, brun citron, avec la barbe rare et noire
comme l’aile du corbeau; sa caractéristique était surtout la grandeur
démesurée de la bouche, qui, lorsqu’il souriait, affectait une courbe,
dont les extrémités, repoussant les poils flottants des joues,
semblaient se mettre à la recherche des oreilles. Les yeux étaient
comme deux plaies sèches et insensibles rongées par des plaques
sanglantes; la taille moyenne, les jambes torses; sa stature plutôt
élevée était diminuée par la démarche ordinaire des aveugles et par
l’habitude de rester de longues heures assis sur le sol avec les
jambes repliées sous lui comme font les Mauresques.
Il était vêtu avec une propreté relative, avec décence tout au
moins, car ses habits, quoique vieux et pleins de taches, ne
présentaient point de trous ou de déchirures qui n’aient été recousus
ou recouverts par un rapiéçage intelligent. Il était chaussé de
souliers noirs usés, mais parfaitement protégés par des coutures et
des pièces très habilement posées. Le chapeau en forme de
champignon dénotait les efforts de dilatation subis en passant sur
différentes têtes avant d’arriver à celle qu’il recouvrait, qui ne serait
peut-être pas la dernière, mais les bosses du feutre n’étaient point
telles qu’elles ne pussent protéger le crâne qu’elles avaient mission
de défendre. Le bâton était dur et lisse; la main avec laquelle il
l’empoignait était nerveuse, très colorée en noir à l’extérieur, tirant
sur l’éthiopien, la paume blanchâtre avec une couleur et des
délicatesses qui la faisaient ressembler à une peau de morue
fraîche, les ongles bien coupés; le col de la chemise le moins sale
que l’on pût imaginer dans la misérable condition et l’état de
vagabondage où vivait le misérable fils du Sud.
«Il faut pourtant que nous y arrivions, Almudena, dit la seña
Benina, en ôtant et remettant dans sa poche son mouchoir comme
une personne troublée et nerveuse qui veut s’éventer la tête. Je suis
dans un grand embarras, et toi, rien que toi, peux m’en tirer.
—Dis-moi ce que c’est....
—Que comptais-tu faire ce soir?
—Dans ma maison, moi beaucoup à faire: moi laver linge, moi
coudre beaucoup, rapetasser beaucoup.
—Tu es l’homme le mieux nippé qui existe au monde. Je ne
connais pas ton pareil. Aveugle et pauvre, tu arranges toi-même tes
petites affaires; tu enfiles une aiguille avec ta langue aussi
rapidement que je le peux faire moi-même avec mes doigts; tu
couds dans la perfection; tu es ton tailleur, ton cordonnier, ta
blanchisseuse.... Et après avoir mendié le matin à la paroisse,
l’après-midi dans la rue, tu trouves encore le temps d’aller un petit
instant au café..., content de ce que tu n’as pas, et s’il y avait au
monde une justice, et si les choses étaient disposées selon la
raison, on devrait te donner un prix..., brave garçon; pourtant, voilà
ce que c’est, je ne te laisse pas travailler ce soir, parce qu’il faut que
tu me rendes un service.... On garde ses amis pour les grandes
occasions.
—Que t’arrive-t-il?
—Une affaire épouvantable. Je n’en vis plus. Je suis si
malheureuse que, si tu ne me secours pas, je n’ai plus qu’à me jeter
du haut du viaduc... C’est comme je te le dis.
—Amri..., pas te jeter.
—C’est que j’ai un malheur si grand, si grand, qu’il paraît
impossible que j’en puisse sortir. Je vais te le dire d’un trait pour que
tu puisses en sentir de suite le poids: j’ai besoin d’un douro....
—Un douro! s’écria Almudena, exprimant par la subite gravité de
sa figure et l’énergie de l’accent l’épouvante que lui causait
l’importance de la somme.
—Oui, mon fils, oui..., un douro, et je ne puis rentrer à la maison
si je ne l’ai pas préalablement avec moi. Il est indispensable que j’aie
ce douro; parle, il faut le sortir de dessous les pierres, le trouver
n’importe comment.
—C’est beaucoup, beaucoup, murmurait l’aveugle, le visage
baissé vers la terre.
—Ce n’est pas tant, observa l’autre, cherchant à tromper sa
peine par des idées optimistes. Qui n’a pas un douro? Un douro, ami
Almudena, le premier venu l’a.... Donc, peux-tu me le procurer, oui
ou non?»
L’aveugle murmura dans son langage étrange quelque chose
que Benina traduisit par le mot «impossible», et lançant un profond
soupir, auquel Almudena répondit par un autre non moins profond et
non moins pitoyable, elle se plongea un instant dans une
douloureuse méditation, regardant alternativement la terre et le ciel,
et la statue de Mendizabal, ce seigneur de bronze foncé qu’elle ne
connaissait point, ne sachant point d’ailleurs pour quel motif on
l’avait mis là. De ce regard vague et distrait, qui est le propre des
moments de grande préoccupation, et comme un tour anxieux de
l’âme sur elle-même, elle voyait passer d’un côté ou de l’autre du
jardin des gens pressés ou nonchalants. Les uns devaient avoir un
douro, les autres allaient le chercher. Elle voyait passer des garçons
de recette de la Banque avec leur sacoche à l’épaule; des charrettes
avec des bouteilles de bière ou de limonade gazeuse. Dans les
boutiques entraient des gens pour acheter et ils ressortaient avec
des paquets. Des mendiants déguenillés importunaient les passants,
des chars funèbres portaient au cimetière des gens à qui rien
n’importait plus des douros. Avec une rapide vision, Benina passait
en revue les coffres-forts de toutes ces grandes boutiques, des
beaux appartements de toutes les maisons, des bourses de tous les
passants bien vêtus, et elle avait la certitude qu’à aucun de ces
heureux de la vie il ne manquait un douro.
Ensuite elle songea que ce serait une rude folie de se présenter
dans la maison voisine des Cespedes en les priant de lui faire la
faveur de lui donner un douro, même si elle le demandait à titre de
prêt. Sûrement ils se moqueraient d’une si absurde prétention et la
mettraient promptement à la porte.
Et nonobstant, il lui paraissait naturel et juste que quelque part où
un douro ne représentait qu’une valeur insignifiante on le lui donnât
à elle, pour qui cette somme représentait une valeur immense. Et si
cette monnaie si anxieusement désirée passait des mains qui en
possèdent beaucoup d’autres dans les siennes, on ne noterait pas
une altération sensible dans la répartition des richesses et tout
suivrait son cours, les riches toujours riches, elle toujours pauvre, et
toujours misérables tous les autres de sa condition. Puisqu’il en était
ainsi, pourquoi ce douro ne venait-il pas dans ses mains? Quelle
raison y avait-il pour que vingt personnes passant ne se privassent
d’un réal et que ces vingt réaux réunis ne tombassent pas par un
chemin naturel dans sa poche? Voyez comme les choses de ce
monde sont mal arrangées! La pauvre Benina se contenterait d’une
goutte d’eau, et devant le grand réservoir du Retiro elle ne pouvait
l’obtenir. Comptons bien, ciel et terre; l’aqueduc du Lozoya perdrait-il
quelque chose si on lui prenait une goutte d’eau?
IV
Tel était le cours de ses pensées, quand Almudena, sortant d’une

méditation sur les chiffres qui avait dû être triste, si l’on en jugeait
par l’expression de son visage, lui dit:
«N’as-tu rien à engager?
—Non, mon fils, tout est engagé déjà et jusqu’aux cornets qui ont
contenu de l’argent.
—Tu n’as personne qui pourrait te prêter?
—Il n’y a personne qui puisse me faire confiance. Je ne fais pas
un pas sans rencontrer une sale figure de créancier.
—Le seigneur Carlos t’a mandé pour demain.
—Demain est bien loin et j’ai besoin du douro aujourd’hui et
comptant, Almudena, comptant. Chaque minute qui passe est une
main qui serre la corde que j’ai autour du cou.
—Ne pleure pas, Amri, tu es bonne pour moi, je remédierai à
tout...; voyons maintenant.
—Quelle idée as-tu? dis-le-moi vite.
—J’engagerai des affaires.
—Le costume que tu as acheté au Rastro? Et combien crois-tu
qu’ils te donnent?
—Deux pesetas et demi.
—Il faudra en tirer trois. Et le surplus?
—Viens à la maison avec moi, dit Almudena, se levant avec
résolution.
—Vivement, mon fils, il n’y a pas de temps à perdre. Il est très
tard. Et il y a loin d’ici à l’auberge de Santa-Casilda!»
Ils prirent leur marche rapide par la rue de Meson-de-Paredes,
parlant peu. Benina, plus suffoquée par l’anxiété que par la rapidité
de la marche, jetait des flammes par son visage, et chaque fois
qu’elle entendait sonner une horloge elle faisait un geste de
désespoir. Le vent froid du nord les poussait vers la rue d’en bas,
soulevant leurs habits comme la voile d’une barque. Leurs mains à
tous les deux étaient gelées; leur nez coulait, leurs voix s’enrouaient,
hoquetant froidement et tristement.
Non loin du carrefour où Meson-de-Paredes débouche dans la
Ronda de Tolède, ils découvrirent les bâtiments de Santa-Casilda,
vaste ruche de logis à bon marché alignés en corridors superposés.
On y entre par une cour ou grand enclos, large et étroit, rempli
d’amas d’ordures, résidus, dépouilles et rebuts de toute
agglomération humaine. Le logis qu’habitait Almudena était le
dernier de l’étage bas, au ras du sol, et l’on n’avait à franchir qu’une
seule marche pour y pénétrer. Il se composait de deux pièces
séparées par une natte qui pendait du plafond; d’un côté la cuisine,
de l’autre la salle, qui était à la fois alcôve et cabinet, le plancher
était en terre bien battue, les murs blancs, moins sales que bien
d’autres de ce vaste casernement humain. Une chaise était le seul
meuble qu’on rencontrât, car le lit consistait en un amas de
couvertures grises entassées dans une encoignure. La petite cuisine
n’était pas dépourvue de pots, de casseroles ni même de vivres. Au
centre de l’habitation, Benina vit l’image confuse d’une masse noire,
comme un paquet de hardes, ou un grand sac abandonné.
A la faible lueur qui restait après que la porte fut fermée, on put
reconnaître que ce paquet était animé. Par le toucher, plus que par
la vue, Benina comprit que c’était une personne.
«Cette ivrognesse de Pedra est là.
—Ah! qu’est-ce que j’apprends! C’est elle qui t’aide à payer ton
logis..., l’ivrognesse, l’éhontée.... Mais ne perdons point de temps,
mon fils; donne moi le vêtement que je l’emporte... et, avec l’aide de
Dieu, je veux voir si je n’en obtiendrai pas trois pesetas. La sainte
Vierge te le rendra, et il faut que je la prie pour qu’elle te donne le
double à toi, car, bien sûr, elle ne fera rien pour moi.»
Se rendant compte de l’impatience de son amie, l’aveugle
dépendit d’un clou le vêtement qu’il appelait neuf, par un
euphémisme qui est très courant dans les combinaisons mercantiles
et le donna à son amie qui en quatre enjambées se trouva dans la
cour, puis dans la Ronda, courant rapidement vers le lieu appelé la
petite place de Manuela. Pendant ce temps-là, le mendiant en colère
prononçait des paroles difficiles à reproduire pour nous, car elles
étaient en arabe et secouait le paquet de loques de la femme ivre
morte, qui gisait à terre, comme un corps mort au milieu de la pièce.
Aux paroles irritées de l’aveugle, elle répondit seulement par un
grognement rauque, se retournant à moitié, en levant et étirant les
bras, pour retomber immédiatement dans un sommeil de brute
encore plus profond.
Almudena plongeait sa main dans les hardes noires, qui
formaient avec le manteau une masse inextricable de plis, et il
accompagnait cet acte de paroles furibondes, explorant de son
mieux le buste flasque, comme s’il pétrissait un paquet de chiffons.
L’homme était nerveux. Il fit sortir d’un peu partout des rosaires, des
scapulaires, un paquet de reconnaissances de prêts enveloppé dans
un morceau de journal, des bouts de fer ramassés dans la rue, des
dents d’animaux ou de personnes et autres babioles.
La recherche à peine terminée, Benina rentra ayant fait telle
diligence et opéré avec une si grande rapidité qu’on aurait pu croire
que les anges l’avaient portée sur leurs ailes.
La pauvre femme arrivait tout essoufflée de sa course rapide par
les rues; elle pouvait à peine respirer; son visage inondé de sueur
marquait pourtant l’allégresse.
«Ils m’en ont donné trois, dit-elle montrant les piécettes dont une
en sous. Je n’ai pas eu de chance que Valeriano se soit trouvé là, et,
sa maîtresse, la Reimunda, étant venue, j’ai été obligée de leur
donner deux fois plus de paroles pour les convaincre.»
Ajoutant au contentement, Almudena, avec une figure joyeuse et
triomphante, lui montra entre ses deux doigts une piécette:
«Je l’ai trouvée dans la poitrine de celle-ci, prends-la.
—Oh! quelle chance! Est-ce qu’elle n’en a pas d’autres? Cherche
bien, mon fils.
—Elle n’en a pas d’autres, j’ai tout fouillé.»
Benina secouait les affaires de la pocharde espérant faire sauter
une monnaie. Mais il n’en tomba que deux épingles à cheveux et
quelques petits morceaux de charbon.
«Elle n’a plus rien.»
L’aveugle continuant à bavarder et expliquant à Benina le
caractère et les habitudes de la grosse femme, il lui fit entendre que,
si elle avait été dans un état normal, elle aurait donné d’elle-même la
piécette si on la lui avait demandée. Avec une phrase synthétique,
Almudena caractérisa sa compagne de vie: «Elle est rosse, elle est
dépravée...; elle prend tout, mais elle donne tout.»
En soulevant le matelas et en le secouant par terre, il fit tomber
une vieille petite sacoche sale, et, passant les doigts dedans comme
lorsqu’on prend un cigare, il en retira un vieux morceau de papier
qui, déroulé, montra une monnaie neuve et toute reluisante de deux
réaux. Benina la prit; tandis qu’Almudena sortait de sa pochette, où il
avait aussi une foule de petits morceaux de fer, des ciseaux, un étui
avec des aiguilles, un couteau, il en tira un autre papier avec deux
grosses pièces de cuivre. Il y joignit ce qu’il avait reçu de don Carlos
et donna le tout à la pauvre ancienne, en lui disant:
«Amri, arrange-toi avec cela.
—Si, si..., j’ajouterai le mien d’aujourd’hui, et il manque si peu, je
ne veux pas te molester davantage. Merci, va avec Dieu! Il me
semble que j’ai tort. Ah! mon fils, que tu as été bon! Tu mériterais de
gagner à la loterie, et, si tu ne gagnes pas, c’est qu’il n’y a pas de
justice au ciel, pas plus que sur la terre. Adieu, mon fils, je ne peux
pas rester un moment de plus. Dieu te le rende! Je suis sur des
charbons ardents. Je vole à la maison. Calme-toi dans la tienne, et
cette pauvre femme, quand elle s’éveillera, ne la bats pas, mon fils,
la pauvrette! Chacun, pour moins souffrir, s’enivre avec ce qu’il peut,
celle-ci avec de l’eau-de-vie, cette autre avec autre chose. Moi
aussi, j’ai mes misères, pas les mêmes, et je ne les combats pas
ainsi, elles sont plus profondes; oui, je te conterai cela, je te le
conterai.»
Et elle sortit comme une flèche, les monnaies dans son sein avec
la crainte que quelqu’un ne les lui prît en route, ou qu’elles
s’envolassent entraînées par ses pensées tumultueuses.
Se retrouvant seul, Almudena s’en alla à la cuisine, où, entre
autres choses inutiles, il conservait un petit plat d’étain et une cruche
pleine d’eau. Il se lava les mains et les yeux; ensuite, après avoir
fouillé dans une petite caisse où il conservait de petits morceaux de
charbon dans des cendres éteintes, il entra chez un voisin, retourna
chez lui après les avoir allumés et il répandit dessus une pincée
d’une certaine substance qu’il conservait cachée dans sa couchette
et enveloppée dans un morceau de papier. Une odeur et une fumée
abondante, forte et pénétrante s’envolèrent alors de ce foyer.
C’était un parfum de benjoin, seul souvenir matériel de la terre
natale qu’Almudena se permît dans son exil vagabond.
Cet arome spécial des maisons maures était sa consolation, son
plaisir le plus vif, usage à la fois domestique et religieux, et alors,
enveloppé par ce parfum, il se mit à rêver des choses qu’aucun
chrétien n’eût comprises.
Le parfum répandu dans la pièce, la pauvre pocharde se reprit à
s’agiter, à grogner, à se crisper et à tousser, comme cherchant à
reprendre ses sens. L’aveugle ne faisait pas plus attention à elle
qu’à un chien, attentif seulement à son rêve et à ses prières en
langue que nous savons être arabique ou hébraïque, se frappant les
yeux avec les mains et les abaissant ensuite sur sa bouche pour les
baiser.
Il employa un certain temps à ses méditations, et, lorsqu’il les
termina, il sentit que sa compagne était assise devant lui; elle avait
les yeux hagards et pleurards, à cause du picotement produit par la
fumée du parfum répandu dans l’air, et elle le regardait.
Almudena, les mains étendues en avant, lui lança ces paroles:
«Vieille satyre, il n’y a qu’un dieu.... Ivrognesse, pocharde, il n’y a
qu’un dieu..., un dieu, un seul dieu, un seul.»
La femme éclata de rire et, portant la main à sa poitrine, elle se
mit à réparer le désordre que la main inquiète de son compagnon de
chambre avait produit dans cette intéressante partie de sa personne.
Elle sortait si engourdie de son rêve alcoolique qu’elle ne réussissait
pas à remettre chaque chose en place.
«Oui, il n’y a qu’un dieu, un dieu seul.
—A moi, que m’importe? Pour moi, qu’il y en ait deux ou
quarante, et qu’ils soient aussi nombreux que cela peut leur plaire....
Mais, dis-moi, libertin, tu m’as pris ma piécette, cela ne fait rien, elle
était pour toi.
—Un dieu seul!»
Et, le voyant prendre son bâton, la femme se mit sur la
défensive, en lui disant:
«Ne me bats pas, Jaï. Assez de parfum, et songeons à souper.
Combien d’argent as-tu? Que veux-tu que je te rapporte?
—Vieille pocharde! je n’ai pas d’argent... les démons l’ont
emporté pendant que tu dormais.
—Qu’est-ce que je vais te rapporter? murmura la femme d’un air
morne et chancelant et fermant les yeux. Attends un petit peu. J’ai
envie de dormir, Jaï.»
Elle tomba de nouveau dans un profond sommeil, et Almudena,
qui avait demandé son bâton pour s’en servir comme d’un remède
infaillible pour la dégriser, se prit de pitié, soupira fortement, en
marmottant quelque chose comme:
«Je te rosserai une autre fois.»
V
Ce n’est point employer un langage hyperbolique que de dire que

la seña Benina, sortant de Santa-Casilda, possédant le douro
incomplet qui calmait ses mortelles angoisses, allait par les places et
les rues comme une flèche.
Avec soixante années sur les épaules, elle conservait son agilité
et sa vivacité, unies à une persévérance inépuisable. Elle avait
passé le meilleur de sa vie dans une situation fatigante qui exigeait
autant d’activité que de promptitude de jugement, des efforts
insensés de la tête et des muscles, et à une pareille école, elle
s’était fortifié le corps et l’esprit; ainsi s’était formé ce tempérament
extraordinaire de femme qu’apprendront à connaître ceux qui liront
cette histoire véridique de sa vie.
Avec une promptitude exceptionnelle elle entra chez un
apothicaire de la rue de Tolède; elle prit des médicaments qu’elle
avait commandés le matin; ensuite elle entra chez le boucher et
chez le marchand de comestibles, faisant faire différents paquets de
ses achats, et enfin elle se rendit dans une maison de la rue
Impériale à proximité de l’angle où se trouvent les bureaux des poids
et mesures. Elle se glissa sous le portail étroit, obstrué et rendu
presque impraticable par les paquets d’un commerce de corde qui y
était installé; elle enfila l’escalier rapidement jusqu’au premier, avec
modération jusqu’au second, et arriva enfin haletante au troisième,
qui était le dernier et surmonté d’un acrotère. Elle tourna dans un
vaste espace couvert avec des vitres, au sol très inégal, à cause des
affaissements et différences de niveau de l’ancienne maison, et
enfin elle arriva à une porte de logement mal recouverte de peinture;
elle sonna...; c’était sa maison, la maison de sa maîtresse, laquelle
en personne, tâtonnant les murs, arriva au bruit de la cloche, ou du
moins à sa rumeur aphone et ouvrit, non sans avoir eu la précaution
d’interroger l’arrivante par un petit guichet carré et grillé par une
croix de fer.
«Grâce à Dieu, femme.... Je te le dis sur la porte. C’est du
propre, une heure! Je croyais que tu avais été écrasée par une
voiture ou qu’il t’était arrivé un coup d’apoplexie.»
Sans répondre, Benina suivit sa maîtresse jusqu’à un petit
cabinet voisin où elles s’assirent. La servante évita les explications
de son retard par la crainte d’avoir à les donner et se tint sur la
défensive, attendant pour voir d’où viendrait l’attaque de doña Paca,
et quelle position elle prendrait avec son esprit irascible. Le ton des
premières paroles avec lesquelles elle fut reçue la tranquillisa
quelque peu; elle s’attendait à une forte réprimande, à des paroles
déplaisantes. Pourtant, la maîtresse semblait être dans ses bons
moments, sans doute, son âpre caractère était dompté par l’intensité
de la souffrance. Benina se proposait, comme toujours, de
s’accommoder au ton que prendrait l’autre, et de rester peu avec
elle; les premières paroles échangées, elle se tranquillisa.
«Ah! madame, quel temps! Je n’y tenais plus à l’idée de rentrer
dans cette chère maison bénie.
—Je ne me l’explique pas, dit la maîtresse, dont l’accent andalou
persistait, quoique très atténué par quarante années de séjour à
Madrid.—J’étais seule, émotionnée. En entendant sonner midi, une
heure, deux heures, je me disais: «pourtant que fait la petite qu’elle
tarde tant?» Lorsque je me suis rappelé....
—Justement.
—Je me suis rappelé..., comme je sais par cœur tout mon
almanach, que c’est aujourd’hui la Saint-Romuald, confesseur et
évêque de Pharsale....
—Parfaitement.
—Et c’est la fête du seigneur curé, chez qui tu sers comme
auxiliaire.
—Oui, je pensais que vous y auriez songé, et cela m’a rassurée,
affirma la servante, qui, avec sa facilité extraordinaire de forger et de
conduire des mensonges, s’empressa de s’accrocher au solide
câble que sa maîtresse lui tendait, et que la besogne n’a pas été
facile!
—Il a dû donner un grand repas. Oui, je me le figure! Ils ne
doivent pas être à court d’estomac les curés de San-Sebastian,
compagnons et amis de ton don Romuald!
—Tout ce que vous en direz est peu.
—Raconte-moi, que leur as-tu servi? demanda avec
empressement la dame qui était fort curieuse de ce qui se mangeait
chez les autres; oui, raconte. Tu leur as sûrement servi une
mayonnaise?
—En premier un rôti que j’avais cuit à point. Ah! seigneur! qu’ils
l’ont trouvé bon! Ils ont dit que j’étais la première cuisinière de toute
l’Europe et que c’était par pur respect humain qu’ils ne s’en léchaient
pas les doigts....
—Et après?
—Un abatis de volaille que j’ai cuisiné, digne des anges du ciel.
Ensuite, des calamares dans leur jus... ensuite....
—Bien que je t’aie dit que je ne veux pas que tu m’apportes quoi
que ce soit d’aucune maison, car je préfère certainement la misère à
ronger les os qui proviennent d’autres tables, comme je te connais,
je ne doute pas que tu auras rapporté quelque chose. Où est ton
panier?»
Prise à l’improviste, Benina se troubla un instant; mais ce n’était
pas une femme à se démonter devant aucun danger, et sa maestria
à vaincre les difficultés lui suggéra cette habile échappatoire: «Eh!
madame, j’ai laissé le panier et tout ce qu’il contient chez Mme
Obdulia, qui en a plus besoin que nous.
—Et tu as bien fait. J’approuve fort l’idée, petite. Conte-moi
encore. Et tu ne leur as pas servi un bon petit dos de cochon?
—Allez! allez! deux kilos et demi, madame; Sotero Rico m’avait
fourni ce qu’il avait de meilleur.
—Et le dessert, les vins?
—Jusqu’au champagne de la Veuve. Les curés sont des diables
qui ne se privent de rien.... Mais rentrons, il est très tard et madame
sera sans doute très faible.
—Je l’étais, mais... je ne sais pas; il me semble que j’ai mangé
tout ce dont nous avons parlé...; pourtant donne-moi à dîner.
—Qu’avez-vous pris? Ce petit peu de nourriture que j’avais
préparé hier soir?
—Ma fille, je n’ai pas pu l’avaler. Je me suis soutenue avec une
demi-once de chocolat cru.
—Allons-y, allons-y. Le pis, c’est que j’ai à allumer le feu, mais je
vais me dépêcher.... Ah! j’oubliais, j’ai apporté les médicaments.
Voilà pour le premier.
—As-tu pris tout ce que je t’ai demandé? demanda la dame en
se dirigeant vers la cuisine. As-tu engagé mes deux jupons?
—Certainement. Avec les deux piécettes reçues et les autres que
m’a données don Romualdo à cause de sa fête, j’ai pu parer à tout.
—Est-ce que tu as payé l’huile d’hier?
—Cela, non!
—Et le tilleul et la tisane?
—Tout, j’ai tout payé, et, après mes achats, il me reste encore
quelque chose pour demain.
—Puisse Dieu nous apporter demain un bon jour, dit, avec une
profonde tristesse, la dame en s’asseyant dans la cuisine pendant
que la servante, avec une promptitude nerveuse, réunissait
étincelles et charbons.
—Ah! madame, tenez-le pour certain.
—Pourquoi tant d’assurance, enfant?
—Parce que je le sais, mon cœur me le dit. Demain sera un bon
jour, je dirais presque un grand jour.
—Quand nous l’aurons vu, je te dirai si tu avais raison... Je me
fie peu à tes grands élans de cœur. Tu es toujours à dire demain,
demain.
—Dieu est bon.
—Avec moi on ne s’en douterait vraiment pas. Il ne se lasse pas
de me porter des coups. Il me frappe sans me laisser respirer. Après
un jour mauvais, il en vient un pire. Les années se passent à
attendre le remède, et il n’y a pas d’illusion qui ne se convertisse en
désenchantement. Je suis lasse d’espérer, lasse de souffrir. Mes
espérances me trahissent, et, comme elles me trompent toujours, je
n’aime pas espérer des choses bonnes et je les souhaite mauvaises
pour qu’elles arrivent... à peu près ordinaires.
—Pourtant moi, à la place de madame,—dit Benina en soufflant
le feu—j’aurais confiance en Dieu, et je serais contente.... Vous
voyez que je suis confiante, moi? Vous ne me voyez pas? Je suis
convaincue que le coup du sort arrivera quand nous y penserons le
moins, et que nous serons très riches; il nous donne ces jours de
grande épreuve et il nous en récompensera avec la grande vie qu’il
nous donnera plus tard.
—Hélas! Nina, je n’aspire pas à la grande vie, mais seulement à
un peu de repos et de relâche.
—Qui pense à la mort? Cela, non. Je suis très à mon goût dans
ce monde de plaisirs, et pour cela je le tiens quitte des petites
misères que j’endure. Mais mourir, non pas.
—Tu t’accommodes de cette vie.
—Je m’y conforme, parce qu’il n’est pas en mon pouvoir de m’en
donner une autre. Que tout arrive, sauf la mort; tant qu’il ne manque
pas un morceau de pain, on peut le manger avec deux sauces
exquises qui sont: la faim et l’espérance.
—Et tu supportes encore la misère, la honte, l’humiliation, devoir
à tout le monde, ne payer personne, ne rencontrer personne qui soit
capable de te prêter deux réaux, vivre de mille artifices, pièges
tendus et mensonges, nous voir persécutées sans trêve par les
boutiquiers et les vendeurs de toute chose?
—Allez, cela se supporte!... Chacun dans cette vie se défend
comme il peut. Il ferait beau voir que nous dussions mourir de faim
pendant que les magasins sont remplis de tant de bonnes choses!
Cela, non, Dieu ne veut pas que l’on se rafraîchisse la bouche avec
l’air du ciel en guise de nourriture, et, quand il ne nous donne pas
d’argent, il nous donne la subtilité du jugement pour inventer les
moyens de nous procurer ce qui nous manque, sans voler...; cela,
non. Je promets de payer et je payerai certainement quand nous
aurons de quoi. Oui, on sait que nous sommes pauvres, qu’il y a de
bonnes intentions chez nous, mais qu’il n’y a pas autre chose. Il
serait curieux que nous nous affligeassions à l’idée que les
marchands ne sont pas payés des misères qu’ils nous vendent,
sachant, comme nous le savons, qu’ils sont riches!
—Est-ce que tu n’as point d’honneur, Nina, je veux dire de
décorum, je veux dire de dignité?
—Je ne sais pas si j’ai ce que vous dites; mais ce que je sais,
c’est que j’ai une bouche et un estomac naturels et que Dieu qui me
les a donnés m’a mise dans ce monde pour que je vive et non pas
pour que j’y meure de faim. Les moineaux, je suppose, ont-ils un
point d’honneur? Vraiment... ce qu’ils tiennent, c’est un bec... et,
regardant les choses comme elles doivent être regardées, je dis
que, si Dieu a créé le ciel et la terre, les boutiques des épiciers, la
Banque d’Espagne, les maisons où nous vivons, les champs, sont
aussi son œuvre... Tout vient de Dieu.

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