(eBook PDF) CANADIAN

ORGANIZATIONAL BEHAVIOUR,10th
Canadian Edition
Go to download the full and correct content document:
https://ebooksecure.com/product/ebook-pdf-canadian-organizational-behaviour10th-c
anadian-edition/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...

(eBook PDF) Canadian Organizational Behaviour 9th by

Steven McShane

http://ebooksecure.com/product/ebook-pdf-canadian-organizational-
behaviour-9th-by-steven-mcshane/

(eBook PDF) Organizational Behaviour Concepts,

Controversies, Applications, 8th Canadian Edition

http://ebooksecure.com/product/ebook-pdf-organizational-
behaviour-concepts-controversies-applications-8th-canadian-
edition/

(eBook PDF) Organizational Behaviour, Canadian Edition

by Mitchell J. Neubert

http://ebooksecure.com/product/ebook-pdf-organizational-
behaviour-canadian-edition-by-mitchell-j-neubert/

(eBook PDF) Essentials of Organizational Behaviour,

Second 2nd Canadian Edition

http://ebooksecure.com/product/ebook-pdf-essentials-of-
organizational-behaviour-second-2nd-canadian-edition/
Canadian Organizational Behaviour 11th Edition Steven
Lattimore Mcshane - eBook PDF

https://ebooksecure.com/download/canadian-organizational-
behaviour-ebook-pdf/

(eBook PDF) Essentials of Organizational Behaviour,

First Canadian Edition by Stephen P. Robbins

http://ebooksecure.com/product/ebook-pdf-essentials-of-
organizational-behaviour-first-canadian-edition-by-stephen-p-
robbins/

(eBook PDF) Organizational Behaviour Understanding and

Managing Life at Work, 11th Canadian Edition

http://ebooksecure.com/product/ebook-pdf-organizational-
behaviour-understanding-and-managing-life-at-work-11th-canadian-
edition/

(eBook PDF) Organizational Behaviour: Improving

Performance and Commitment in the Workplace 3rd
Canadian Edition

http://ebooksecure.com/product/ebook-pdf-organizational-
behaviour-improving-performance-and-commitment-in-the-
workplace-3rd-canadian-edition/

(eBook PDF) CB Consumer Behaviour 2nd Canadian Edition

http://ebooksecure.com/product/ebook-pdf-cb-consumer-
behaviour-2nd-canadian-edition/
 Contents vii

Caveats about Cross-Cultural Knowledge 56 Emotions, Attitudes, and Behaviour 96

Cultural Diversity within Canada 57 How Emotions Influence Attitudes and Behaviour 98
Chapter Summary 58 Generating Positive Emotions at Work 99
Key Terms 59 Debating Point Is Having Fun at Work Really a Good Idea? 100
Critical Thinking Questions 59 Cognitive Dissonance 100
Case Study SNC-Lavalin Group Inc 60
Emotions and Personality 101
Case Study Ethics Dilemma Vignettes 61
Managing Emotions at Work 101
Class Exercise Personal Values Exercise 63
Emotional Display Norms across Cultures 101
Self-Assessments for Chapter 2 63
Global Connections 4.1: Learning to Express Positive
Emotions at Aeroflot 102
CHAPTER 3
Emotional Dissonance 103
Perceiving Ourselves and Others in Emotional Intelligence 103
Organizations 65 Emotional Intelligence Outcomes and
Development 104
LEARNING OBJECTIVES 65
Job Satisfaction 106
Self-Concept: How We Perceive Ourselves 66
Job Satisfaction and Work Behaviour 107
Self-Concept Complexity, Consistency, and Clarity 67
Job Satisfaction and Performance 108
Self-Enhancement 69
Job Satisfaction and Customer Satisfaction 108
Self-Verification 70
Self-Evaluation 71 Job Satisfaction and Business Ethics 110
The Social Self 72 Organizational Commitment 110
Self-Concept and Organizational Behaviour 73 Consequences of Affective and Continuance
Perceiving the World around Us 73 Commitment 110
Perceptual Organization and Interpretation 75 Building Organizational Commitment 111
Specific Perceptual Processes and Problems 76 Work-Related Stress and Its Management 112
Stereotyping in Organizations 76 General Adaptation Syndrome 112
Attribution Theory 79 Consequences of Distress 113
Self-Fulfilling Prophecy 80 Stressors: The Causes of Stress 114
Other Perceptual Effects 82 Global Connections 4.2: Chronic Work Overload in
Improving Perceptions 83 China 115
Awareness of Perceptual Biases 83 Individual Differences in Stress 116
Debating Point: Do We Need Diversity Training Programs? 83 Managing Work-Related Stress 116
Improving Self-Awareness 84 Chapter Summary 119
Meaningful Interaction 85 Key Terms 120
Global Mindset: Developing Perceptions across Borders 86 Critical Thinking Questions 120
Developing a Global Mindset 87 Case Study Diana’s Disappointment: The Promotion
Global Connections 3.1: Developing a Global Mindset Stumbling Block 121
through Immersion 88 Case Study Rough Seas on the LINK650 122
Chapter Summary 89 Team Exercise Ranking Jobs on Their Emotional Labour 124
Key Terms 90 Self-Assessments for Chapter 4 124
Critical Thinking Questions 90
Case Study Hy Dairies Ltd. 91
Web Exercise Diversity & Stereotyping on Display in
CHAPTER 5
Corporate Websites 92 Foundations of Employee Motivation 126
Self-Assessments for Chapter 3 92
LEARNING OBJECTIVES 126
CHAPTER 4 Employee Engagement 127
Workplace Emotions, Attitudes, and Stress 94 Global Connections 5.1: DHL Express Employees
Get Engaged 128
LEARNING OBJECTIVES 94 Employee Drives and Needs 129
Emotions in the Workplace 95 Individual Differences in Needs 130
Types of Emotions 96 Needs and Drives Theories 130
viii Contents

Maslow’s Needs Hierarchy Theory 130 Watch Out for Unintended Consequences 168
Intrinsic and Extrinsic Motivation 132 Job Design Practices 169
Learned Needs Theory 133 Job Design and Work Efficiency 169
Four-Drive Theory 134 Global Connections 6.3: Job Specialization at the
Expectancy Theory of Motivation 137 Arsenal of Venice 170
Expectancy Theory in Practice 138 Scientific Management 171
Organizational Behaviour Modification and Problems with Job Specialization 171
Social Cognitive Theory 139 Job Design and Work Motivation 171
Organizational Behaviour Modification 140 Job Characteristics Model 172
Global Connections 5.2: Airbaltic Motivates Employee Social and Information Processing Job Characteristics 174
Involvement and Learning with Gamification 141 Job Design Practices That Motivate 174
Social Cognitive Theory 142 Empowerment Practices 176
Goal Setting and Feedback 143 Supporting Empowerment 177
Characteristics of Effective Feedback 144 Global Connections 6.4: Svenska Handelsbanken’s
Sources of Feedback 146 Branch-Level Empowerment 177
Evaluating Goal Setting and Feedback 146 Self-Leadership Practices 178
Organizational Justice 147 Personal Goal Setting 179
Debating Point: Does Equity Motivate More Than Equality? 148 Constructive Thought Patterns 179
Equity Theory 148 Designing Natural Rewards 180
Global Connections 5.3: Pay Fairness Troubles at Foxconn 150 Self-Monitoring 180
Procedural Justice 151 Self-Reinforcement 180
Chapter Summary 152 Effectiveness of Self-Leadership 180
Key Terms 153 Personal and Situational Predictors of Self-Leadership 181
Critical Thinking Questions 153 Chapter Summary 181
Case Study Predicting Harry’s Work Effort 154 Key Terms 182
Case Study Barrie Super Subs 155 Critical Thinking Questions 182
Class Exercise Needs Priority Exercise 156 Case Study YakkaTech Ltd. 183
Self-Assessments for Chapter 5 157 Team Exercise Is Student Work Enriched? 184
Self-Assessments for Chapter 6 186
CHAPTER 6
Applied Performance Practices 158 PART THREE  Team Processes
LEARNING OBJECTIVES 158
The Meaning of Money in the Workplace 159
CHAPTER 7
Financial Reward Practices 160 Decision Making and Creativity 187
Membership- and Seniority-Based Rewards 160
LEARNING OBJECTIVES 187
Global Connections 6.1: Mega Reward for Tiens
Group Employees 161 Rational Choice Paradigm of Decision Making 188
Job Status-Based Rewards 162 Rational Choice Decision-Making Process 189
Competency-Based Rewards 162 Problems with the Rational Choice Paradigm 190
Performance-Based Rewards 163 Identifying Problems and Opportunities 190
Improving Reward Effectiveness 166 Problems with Problem Identification 190
Link Rewards to Performance 166 Global Connections 7.1: A Famous Missed Opportunity 191
Ensure that Rewards Are Relevant 166 Identifying Problems and Opportunities More Effectively 192
Debating Point: Is It Time to Ditch the Performance Searching for, Evaluating, and Choosing Alternatives 192
Review? 166 Problems with Goals 192
Use Team Rewards for Interdependent Jobs 167 Problems with Information Processing 192
Ensure that Rewards Are Valued 167 Problems with Maximization 194
Global Connections 6.2: When Rewards Go Wrong 168 Evaluating Opportunities 194
 Contents ix

The Role of Emotions and Intuition 195 Self-Directed Teams 235

Emotions and Making Choices 195 Success Factors for Self-Directed Teams 235
Intuition and Making Choices 196 Virtual Teams 235
Making Choices More Effectively 197 Debating Point: Are Virtual Teams More Trouble Than
Implementing Decisions 197 They’re Worth? 236
Evaluating Decision Outcomes 198 Success Factors for Virtual Teams 237
Escalation of Commitment 198 Team Decision Making 238
Evaluating Decision Outcomes More Effectively 199 Constraints on Team Decision Making 238
Creativity 199 Improving Creative Decision Making in Teams 239
The Creative Process 200 Chapter Summary 241
Characteristics of Creative People 201 Key Terms 242
Organizational Conditions Supporting Creativity 203 Critical Thinking Questions 242
Activities That Encourage Creativity 203 Case Study ArbreCorp Ltée 243
Employee Involvement in Decision Making 205 Team Exercise Team Tower Power 244
Debating Point: Should Organizations Practise Self-Assessments for Chapter 8 245
Democracy? 205
Benefits of Employee Involvement 206
Global Connections 7.2: Brasilata, the Ideas Company 207
CHAPTER 9
Contingencies of Employee Involvement 208 Communicating in Organizations 246
Chapter Summary 209
LEARNING OBJECTIVES 246
Key Terms 210
Critical Thinking Questions 210 The Importance of Communication 248
Case Study Employee Involvement Cases 211 A Model of Communication 249
Team Exercise Where in the World Are We? 213 Influences on Effective Encoding and Decoding 249
Self-Assessments for Chapter 7 214 Communication Channels 250
Internet-Based Communication 251
Problems with Email 251
CHAPTER 8
Workplace Communication through
Team Dynamics 215 Social Media 254
Nonverbal Communication 255
LEARNING OBJECTIVES 215
Choosing the Best Communication Channel 257
Teams and Informal Groups 216 Social Acceptance 257
Informal Groups 218 Media Richness 257
Advantages and Disadvantages of Teams 218 Communication Channels and Persuasion 259
The Challenges of Teams 219 Communication Barriers (Noise) 260
A Model of Team Effectiveness 220 Information Overload 260
Organizational and Team Environment 220 Cross-Cultural and Gender Communication 261
Team Design Elements 221 Nonverbal Differences across Cultures 262
Task Characteristics 221 Global Connections 9.1: Politely Waiting for Some
Team Size 223 Silence 262
Team Composition 223 Gender Differences in Communication 263
Team States 226 Improving Interpersonal Communication 264
Team Norms 226 Getting Your Message Across 264
Team Cohesion 227 Active Listening 264
Team Efficacy 229 Improving Communication throughout the Hierarchy 265
Team Trust 230 Workspace Design 266
Team Processes 231 Internet-Based Organizational Communication 266
Internal Team Processes 231 Direct Communication with Top Management 268
External Team Processes 232 Communicating through the Grapevine 269
Team Development 232 Grapevine Characteristics 269
x Contents

Debating Point: Should Management Use the Grapevine to Global Connections 11.1: High Cost of On-Board
Communicate to Employees? 269 Conflicts 307
Grapevine Benefits and Limitations 270 The Emerging View: Task and Relationship Conflict 309
Chapter Summary 271 Conflict Process Model 311
Key Terms 272 Structural Sources of Conflict in Organizations 312
Critical Thinking Questions 272 Incompatible Goals 313
Case Study Communicating with the Millennials 272 Differentiation 313
Team Exercise Practising Active Listening 274 Interdependence 314
Self-Assessment for Chapter 9 274
Scarce Resources 314
CHAPTER 10 Ambiguous Rules 314
Communication Problems 314
Power and Influence in the Workplace 275 Interpersonal Conflict Handling Styles 315
LEARNING OBJECTIVES 275 Choosing the Best Conflict Handling Style 316

The Meaning of Power 276 Cultural and Gender Differences in Conflict Handling
Styles 317
Sources of Power in Organizations 278
Structural Approaches to Conflict Management 318
Legitimate Power 279
Global Connections 10.1: Willingness to Obey Authority 280 Emphasizing Superordinate Goals 318
Reward Power 280 Reducing Differentiation 318
Coercive Power 280 Improving Communication and Mutual
Expert Power 281 Understanding 319
Referent Power 281 Reducing Interdependence 320
Contingencies of Power 283 Increasing Resources 320
Substitutability 283 Clarifying Rules and Procedures 321
Centrality 283 Third-Party Conflict Resolution 321
Visibility 283 Choosing the Best Third-Party Intervention Strategy 322
Debating Point How Much Power Do CEOs Really Possess? 284 Resolving Conflict through Negotiation 322
Discretion 285 Distributive versus Integrative Negotiations 323
The Power of Social Networks 285 Preparing to Negotiate 323
Social Capital and Sources of Power 286 Debating Point: Is Creating Value Such a Good Negotiation
Gaining Power through Social Networks 286 Strategy? 324
Consequences of Power 289 Distributive Strategies That Work 324
Influencing Others 290 Integrative Strategies That Work 326
Global Connections 10.2: The Art and Science of Expert versus Average Negotiators 327
Managing Your Boss 290
Chapter Summary 328
Types of Influence Tactics 292
Key Terms 329
Consequences and Contingencies of Influence Tactics 296 Critical Thinking Questions 329
Organizational Politics 297 Case Study Car Wars At Wolfsburg 330
Minimizing Organizational Politics 299 Class Exercise The Contingencies of Conflict Handling 331
Chapter Summary 299 Self-Assessment for Chapter 11 334
Key Terms 301
Critical Thinking Questions 301
Case Study Resonus Corporation 302
CHAPTER 12
Team Exercise Deciphering the (Social) Network 303 Leadership in Organizational Settings 335
Self-Assessments for Chapter 10 303
LEARNING OBJECTIVES 335
CHAPTER 11 What is Leadership? 336
Shared Leadership 337
Conflict and Negotiation in the Workplace 305
Transformational Leadership Perspective 338
LEARNING OBJECTIVES 305 Develop and Communicate a Strategic Vision 339
The Meaning and Consequences of Conflict 306 Model the Vision 340
Is Conflict Good or Bad? 306 Encourage Experimentation 340
 Contents xi

Build Commitment toward the Vision 341 Debating Point: Should Organizations Cut Back Middle
Transformational Leadership and Charisma 342 Management? 370
Evaluating the Transformational Leadership Centralization and Decentralization 371
Perspective 342 Formalization 371
Managerial Leadership Perspective 343 Mechanistic versus Organic Structures 372
Transformational and Managerial Leadership Forms of Departmentalization 373
Interdependence 343 Simple Structure 373
Task-Oriented and People-Oriented Leadership 344 Functional Structure 373
Servant Leadership 344 Divisional Structure 374
Path-Goal and Other Managerial Leadership Theories 346 Global Connections 13.2: Toyota’s Evolving Divisional
Path-Goal Leadership Theory 346 Structure 376
Global Connections 12.1: Applying the Best Leadership Team-Based Structure 377
Styles at Sitback Solutions 348 Matrix Structure 379
Other Managerial Leadership Theories 349 Global Connections 13.3: Matrix Structure Troubles at
Leadership Substitutes 350 Hana Financial Group 381
Implicit Leadership Perspective 350 Network Structure 382
Prototypes of Effective Leaders 350 Contingencies of Organizational Design 383
The Romance of Leadership 351 External Environment 383
Personal Attributes Perspective of Leadership 351 Organizational Size 384
Global Connections 12.2: Leadership Attributes Technology 384
Fuel easyJet’s Success 353 Organizational Strategy 385
Authentic Leadership 354 Chapter Summary 385
Debating Point: Should Leaders Really Be Authentic Key Terms 386
All the Time? 355 Critical Thinking Questions 387
Leadership Attributes Perspective Limitations and Case Study Merritt’s Bakery 387
Practical Implications 356
Team Exercise The Club Ed Exercise 388
Cross-Cultural and Gender Issues in Leadership 356
Self-Assessments for Chapter 13 389
Gender and Leadership 357
Chapter Summary 357
Key Terms 358 CHAPTER 14
Critical Thinking Questions 358
Organizational Culture 390
Case Study A Window on Life 359
Team Exercise Leadership Diagnostic Analysis 360 LEARNING OBJECTIVES 390
Self-Assessments for Chapter 12 361 Elements of Organizational Culture 391
Content of Organizational Culture 393
Organizational Subcultures 394
Organizational
PART FOUR   Deciphering Organizational Culture through Artifacts 395
Processes Organizational Stories and Legends 395
Organizational Language 396
Rituals and Ceremonies 397
CHAPTER 13
Physical Structures and Symbols 397
Designing Organizational Structures 362 Is Organizational Culture Important? 397
Global Connections 14.1: The Importance of
LEARNING OBJECTIVES 362
Organizational Culture at Alibaba 398
Division of Labour and Coordination 364 Meaning and Potential Benefits of a Strong Culture 399
Division of Labour 364 Contingencies of Organizational Culture and
Coordinating Work Activities 364 Effectiveness 400
Elements of Organizational Structure 367 Debating Point: Is Corporate Culture an Overused
Span of Control 367 Phrase? 401
Global Connections 13.1: BBC Further Flattens the Organizational Culture and Business Ethics 402
Hierarchy 369 Merging Organizational Cultures 403
xii Contents

Bicultural Audit 403 Global Connections 15.2: Trailblazing Viral Change at

Strategies for Merging Different Organizational Cultures 403 RSA Insurance 431
Changing and Strengthening Organizational Culture 405 Pilot Projects and Diffusion of Change 432
Model Desired Culture through Actions of Founders and Four Approaches to Organizational Change 433
Leaders 406 Action Research Approach 434
Align Artifacts with the Desired Culture 406 Debating Point: What’s the Best Speed for Organizational
Introduce Culturally Consistent Rewards and Change? 435
Recognition 407 Appreciative Inquiry Approach 436
Support Workforce Stability and Communication 407 Large Group Intervention Approach 438
Use Attraction, Selection, and Socialization for Parallel Learning Structure Approach 439
Cultural Fit 407 Cross-Cultural and Ethical Issues in Organizational
Organizational Socialization 409 Change 439
Learning and Adjustment Process 409 Organizational Behaviour: The Journey
Psychological Contracts 409 Continues 440
Stages of Organizational Socialization 411 Chapter Summary 441
Improving the Socialization Process 412 Key Terms 442
Global Connections 14.2: Connected Socialization at Critical Thinking Questions 442
trivago 412 Case Study TransAct Insurance Corporation 442
Chapter Summary 413 Team Exercise Strategic Change Incidents 444
Key Terms 414 Self-Assessments for Chapter 15 444
Critical Thinking Questions 415
Case Study Hillton’s Transformation 415 Additional Cases
Team Exercise Organizational Culture Case 1: A Mir Kiss? CA1
Metaphors 416 Case 2: Arctic Mining Consultants CA2
Self-Assessment for Chapter 14 418 Case 3: Bridging Two Worlds: The Organizational
Dilemma CA5
Case 4: Going to the X-Stream CA6
CHAPTER 15
Case 5: Keeping Suzanne Chalmers CA9
Organizational Change 419 Case 6: Northwest Canadian Forest Products Limited
(Revised) CA10
LEARNING OBJECTIVES 419
Case 7: The Regency Grand Hotel CA12
Lewin’s Force Field Analysis Model 421
Case 8: Simmons Laboratories CA14
Understanding Resistance to Change 422
Case 9: Tamarack Industries CA19
Why Employees Resist Change 423
Case 10: The Outstanding Faculty Award CA19
Unfreezing, Changing, and Refreezing 425
Case 11: Vêtements Ltée CA20
Creating an Urgency for Change 425
Global Connections 15.1: Panasonic Generates an Appendix
Urgency for Change by Revealing the Truth 426
Theory Building and Systematic Research Methods A1
Reducing the Restraining Forces 427
Refreezing the Desired Conditions 429 Glossary GL1
Leadership, Coalitions, and Pilot Projects 430
Endnotes EN1
Transformational Leadership and Change 430
Coalitions, Social Networks, and Change 431 Index IN1
Preface
Welcome to the exciting world of organizational behaviour! Knowledge is replacing infrastructure.
Social media and virtual teams are transforming the way employees work together. Values and self-
leadership are replacing command-and-control management. Companies are looking for employees
with emotional intelligence and effective teamwork skills, not just technical smarts.
Canadian Organizational Behaviour, Tenth Edition, is written in the context of these emerging
workplace realities. This edition explains how emotions produce employee motivation, attitudes, and
decisions; how social networks generate power and shape communication patterns; how self-concept
influences individual behaviour, team cohesion, and leadership; and how a global mindset has become an
important employee characteristic in this increasingly interconnected world. This book also presents the
reality that organizational behaviour is not just for managers; it is relevant and valuable to anyone who
works in and around organizations.

Canadian and Global Focus

Canadian Organizational Behaviour, Tenth Edition, is written by Canadians for Canadians. It includes
several Canadian cases, is anchored by Canadian and global scholarship, and is filled with Canadian
examples of organizational behaviour in practice.
xiv Preface

For example, you will read about how Lululemon routinely supports team bonding through fitness activ-
ities and team-based goal setting; how Shopify has become one of Canada’s most successful technology
companies by applying high-performance work practices, organizational learning, and other organizational
effectiveness strategies; how Scotiabank minimized employee conflict when it acquired the Canadian oper-
ations of ING Direct (now called Tangerine); how Earls Restaurants supports exceptional customer service
through positive employee emotions and attitudes; how Rogers Communications redesigned its Toronto
head office to encourage better communication and collaboration; and how Clio, the Burnaby-based soft-
ware startup firm, has maintained a strong organizational culture in spite of its rapid growth.
Along with its Canadian focus, Canadian Organizational Behaviour, Tenth Edition, recognizes that we
live in a world of increasing globalization. This emerging reality is discussed in the first chapter; several
global and cross-cultural issues are also covered throughout the book. Every chapter includes global exam-
ples that illustrate OB concepts. Many appear as Global Connections features; others are embedded in
the text. For example, you will read how DHL Express has strengthened employee engagement in Africa
and other regions where the courier firm does business; how South Korean giant Samsung Group has
adopted a new organizational structure to become more nimble, like a startup firm; how governments in
Germany and France support employee work–life balance through new legislation that bans most emails
outside work hours; how China’s e-commerce giant Alibaba Group has nurtured a strong organizational
culture; and how Brasilata in Sao Paulo, Brazil, succeeds through employee involvement and creativity.

Linking Theory with Reality

Every chapter of Canadian Organizational Behaviour, Tenth Edition, is filled with examples
to make OB knowledge more meaningful as well as to illuminate the relevance and excitement of
this field. These stories about real people and organizations translate academic theories into useful
Preface xv

knowledge and real-life applications. For example, we describe how “innovation studio” Axiom Zen
in Vancouver supports employee creativity; how Amazon.com encourages employees to “respectfully
challenge decisions” so ideas are fully debated; how Blueshore Financial relied on several organiza-
tional change strategies to transform itself from a generic credit union into a successful “financial spa”
business on Canada’s west coast; how Quebec-based Desjardins Group supports employee motivation
and development; and how trivago, the world’s largest hotel search company, puts considerable
resources into its employee socialization process.
These real-life stories appear in many forms. Every chapter of Canadian Organizational Behaviour,
Tenth Edition, is filled with captioned photos and in-text anecdotes about work life. Examples outside
North America are distinguished in a feature we call Global Connections, which “connect” OB con-
cepts with real organizational incidents and situations around the world. Case studies in each chapter as
well as video case studies associated with this book connect OB concepts to emerging workplace reali-
ties. These anecdotes and detailed descriptions discuss large and small organizations in a wide range of
industries across Canada and around the world.

Contemporary Theory Foundation

Vivid real-world examples and practices are valuable only if they are connected to good theory. Canadian
Organizational Behaviour has developed a reputation for its solid foundation of contemporary and
classic research and writing. This evidence-based foundation is apparent from the number and quality
of literature cited in each chapter, including dozens of ­articles, books, and other sources. The most
recent literature receives thorough coverage, resulting in what we believe is the most up-to-date orga-
nizational behaviour textbook available. These references also reveal that we reach out to marketing,
information management, human resource management, and other business disciplines for new ideas.
This book is rigorously focused on information that readers value, namely OB knowledge and practices.
Consequently, with a few classic exceptions, we avoid writing a “who’s-who” book; most scholars are
named in the references, not in the main text.
xvi Preface

One of the driving forces for writing Canadian Organizational Behaviour was to provide a more
responsive conduit for emerging OB knowledge to reach students, practitioners, and fellow scholars. To
its credit, Canadian Organizational Behaviour is apparently the first major OB book to discuss the full
self-concept model (not just core self-evaluation), workplace emotions, social identity theory, global
mindset, four-drive theory, predictors of moral intensity, specific elements of social networks, appre-
ciative inquiry, affective events theory (but without the jargon), somatic marker hypothesis (also with-
out the jargon), virtual teams, mindfulness in ethical behaviour, Schwartz’s values model, employee
engagement, learning orientation, social and information processing characteristics of job design, and
several other groundbreaking topics. This edition continues this leadership by introducing the ­latest
knowledge on stereotype threat, self-concept distinctiveness versus inclusion, and cultural differences
within Canada and between Canada and the United States.

Organizational Behaviour Knowledge for Everyone

Another distinctive feature of Canadian Organizational Behaviour, Tenth Edition is that it is written
for everyone in organizations, not just managers. The philosophy of this book is that everyone who
works in and around organizations needs to understand and make use of organizational behaviour
knowledge. People throughout the organization—systems analysts, production employees, accounting
professionals, and others—are taking on more responsibilities as companies remove layers of manage-
ment and give the rest of us more autonomy and accountability for our work outcomes. This book helps
everyone to make sense of organizational behaviour, and provides the conceptual tools to work more
effectively in the workplace.
Preface xvii

Active Learning and Critical Thinking Support

We teach organizational behaviour, so we understand how important it is to use a textbook that offers
deep support for active learning and critical thinking. Business school accreditation associations also
emphasize the importance of the learning experience, which further reinforces our attention on class-
room activities. Canadian Organizational Behaviour, Tenth Edition includes more than two dozen
case studies in various forms and levels of complexity. It offers four dozen self-assessments, most of
which have been empirically tested and validated. This book is also a rich resource for in-class activi-
ties, some of which are not available in other organizational behaviour books, such as the Personal Val-
ues Exercise, Deciphering the (Social) Network, Ethics Dilemma Vignettes, and the Club Ed exercise.
xviii Preface

Changes to the Tenth Edition

Canadian Organizational Behaviour, Tenth Edition incorporates numerous improvements, thanks to
reviews by dozens of organizational behaviour instructors across several countries, along with our
regular practice of scanning the diverse literature for new ideas that have gained sufficient evidential
support. Along with dozens of conceptual improvements, this edition has substantially revised the
examples. All chapter-opening case studies are new or revised. Most captioned photos and Global
Connections features are new or updated. We have also added dozens of new in-text examples. Several
OB by the Numbers features have been updated or changed. Here are the main conceptual improvements
in Canadian Organizational Behaviour, Tenth Edition:
• Chapter 1: Introduction to the Field of Organizational Behaviour—This chapter has been
substantially updated, revised, and reorganized from the previous edition. Most topics have
been rewritten, but particularly the text on the four contemporary developments, why study OB,
and several aspects of organizational effectiveness. Technological change has been added in
the section on contemporary developments facing organizations. The section on perspectives of
organizational effectiveness has been streamlined and moved to the latter part of the chapter.
• Chapter 2: Individual Behaviour, Personality, and Values—Several topics in this chapter have
been updated, particularly coverage of the five-factor model of personality and work performance,
values and individual behaviour, moral sensitivity, and cultural diversity within Canada and
between Canada and the United States.
• Chapter 3: Perceiving Ourselves and Others in Organizations—This book apparently pioneered
the full model of self-concept and its relevance to organizational behaviour. This edition further
develops this important topic and provides new information on the opposing motives for
distinctiveness and inclusion. The section on stereotyping also includes new information about
stereotype threat.
• Chapter 4: Workplace Emotions, Attitudes, and Stress—This edition significantly revises and
updates discussion on four key workplace stressors, with new writing about organizational
constraints and interpersonal conflict as stressors. Other parts of this chapter received minor
revision, such as discussion of attitude–behaviour contingencies.
• Chapter 5: Foundations of Employee Motivation—New to this edition is the topic of intrinsic
and extrinsic motivation, as well as the question of whether introducing extrinsic sources of
motivation reduces intrinsic motivation. We have also refined the writing on four-drive theory,
drives and needs, Maslow’s needs hierarchy, and feedback.
• Chapter 6: Applied Performance Practices—The previous edition was among the first OB
books to introduce recent knowledge about the social and information processing characteristics
of jobs. This edition further refines that emerging topic. It also has updated content on the
meaning of money, supporting empowerment, and self-leadership effectiveness.
• Chapter 7: Decision Making and Creativity—This edition has minor changes to a few decision
making topics, including the description of prospect theory and the role of emotions in decision
making and choice.
• Chapter 8: Team Dynamics—This edition carries over the substantial changes made in the previ-
ous edition, including a revised team effectiveness model and the topics of boundary spanning,
teamwork behaviour, and taskwork behaviour. This edition adds a new section on team roles
and introduces the information sharing problem to the factors determining team decisions.
• Chapter 9: Communicating in Organizations—This edition updates the topics of communicating
emotions, organizational practices designed to restrict employee communication practices,
gender differences in communication, and workplace designs that facilitate the smooth flow of
communication. Also, a new active listening exercise has been added.
• Chapter 10: Power and Influence in the Workplace—You will find several new developments
in this chapter. The chapter includes a revised discussion of the meaning of power, as well as
Preface xix

the importance of dependence in power relationships. On the topic of social networks, the chapter
now includes additional details on the dark side of social networks. This edition also revises
and updates writing on impression management and new research on organizational politics.
• Chapter 11: Conflict and Negotiation in the Workplace—The substantial changes made in the
previous edition, including an updated section on negotiation and the distinction between media-
tion and arbitration have been carried forward. This edition also includes the addition of process
conflict as a source of team tension and revised examples of the concept of differentiation.
• Chapter 12: Leadership in Organizational Settings—The previous edition substantially
revised and reorganized this chapter. Aside from new examples and references, this edition has
relatively minor changes, notably on the topics of communicating the vision, evaluating path–
goal theory, and the personal attributes of effective leaders.
• Chapter 13: Designing Organizational Structures—This chapter has minor revisions, notably
on span of control and on the structural contingency of diverse versus integrated environments.
• Chapter 14: Organizational Culture—Along with replacing most examples and updating references,
this chapter has a number of subtle changes, particularly on the topics of espoused versus
enacted values, content of organizational culture, types of organizational culture artifacts, the
integration strategy for merging cultures, and how founders and leaders shape and strengthen
culture.
• Chapter 15: Organizational Change—The main changes to this chapter are examples and
updated literature references.

Supporting the OB Learning Experience

The changes described above refer only to the text content. Canadian Organizational Behaviour, Tenth
Edition also has improved technology supplements, cases, Team Exercises, and Self-Assessments.
xx Preface

CHAPTER CASES AND ADDITIONAL CASES

Every chapter includes at least one short case that challenges students to diagnose issues and apply
ideas from that chapter. Eleven additional cases appear at the end of the book.

Additional Cases
A MIR KISS?
ARCTIC MINING CONSULTANTS
BRIDGING THE TWO WORLDS: THE ORGANIZATIONAL DILEMMA

KEEPING SUZANNE CHALMERS

THE REGENCY GRAND HOTEL

SIMMONS LABORATORIES
TAMARACK INDUSTRIES
THE OUTSTANDING FACULTY AWARD
VÊTEMENTS LTÉE
Preface xxi

EXPERIENTIAL EXERCISES AND SELF-ASSESSMENTS

Experiential exercises and self-assessments represent an important part of active learning. Canadian
Organizational Behaviour, Tenth Edition, facilitates this important learning process by offering a
team, web, or class exercise in every chapter. Self-assessments personalize the meaning of several
organizational behaviour concepts, and this edition features four dozen of them in Connect, with
automated scoring and detailed feedback. Small call-out icons in every chapter help students locate
text content most relevant to each of these excellent resources. In addition, the last page of each
chapter has a convenient table that briefly describes the self-assessments in Connect associated with
that chapter.
xxii Preface

KEY TERMS AND LEARNING OBJECTIVES

While minimizing unnecessary jargon, Canadian Organizational Behaviour assists the learning pro-
cess by spotlighting key terms and providing brief definitions for them. Also look for the learning
objectives presented at the beginning of each chapter and linked to chapter content by numbered icons.
An excellent study tool!

Leadership in Organizational
Settings
LEARNING OBJECTIVES
After reading this chapter, you should be able to:
Define leadership and shared leadership.
Describe the four elements of transformational leadership and explain why they are important for
organizational change.
Compare managerial leadership with transformational leadership, and describe the features of
task-oriented, people-oriented, and servant leadership.
Discuss the elements of path-goal theory, Fiedler’s contingency model, and leadership substitutes.
Describe the two components of the implicit leadership perspective.
Identify eight personal attributes associated with effective leaders and describe authentic leadership.
Discuss cultural and gender similarities and differences in leadership.
Preface xxiii

Teaching and Learning Tools

Market Leading Technology
Available with Canadian Organizational Behaviour, Tenth Edition, is a comprehensive package of supple-
mentary materials designed to enhance teaching and learning. The student content is authored by Claude
Dupuis, Athabasca University. The instructor content is authored by Sandra Steen, University of Regina.

Learn without Limits

McGraw-Hill Connect® is an award-winning digital teaching and learning platform that gives students
the means to better connect with their coursework, with their instructors, and with the important con-
cepts that they will need to know for success now and in the future. With Connect, instructors can
take advantage of McGraw-Hill’s trusted content to seamlessly deliver assignments, quizzes and tests
online. McGraw-Hill Connect is a learning platform that continually adapts to each student, delivering
precisely what they need, when they need it, so class time is more engaging and effective. Connect
makes teaching and learning personal, easy, and proven.

Connect Key Features

SmartBook® As the first and only adaptive reading experience, SmartBook is changing the way students
read and learn. SmartBook creates a personalized reading experience by highlighting the most important
concepts a student needs to learn at that moment in time. As a student engages with SmartBook, the read-
ing experience continuously adapts by highlighting content based on what each student knows and doesn’t
know. This ensures that he or she is focused on the content needed to close specific knowledge gaps, while
it simultaneously promotes long-term learning. Authored by Sandra Steen, University of Regina
Connect Insight® Connect Insight is Connect’s new one-of-a-kind visual analytics dashboard—now avail-
able for instructors—that provides at-a-glance information regarding student performance, which is immedi-
ately actionable. By presenting assignment, assessment, and topical performance results together with a time
metric that is easily visible for aggregate or individual results, Connect Insight gives instructors the ability
to take a just-in-time approach to teaching and learning, which was never before available. Connect Insight
presents data that helps instructors improve class performance in a way that is efficient and effective.
Simple Assignment Management With Connect, creating assignments is easier than ever, so
instructors can spend more time teaching and less time managing.
• Assign SmartBook learning modules.
• Instructors can edit existing questions and create their own questions.
• Draw from a variety of text-specific questions, resources, and test bank materials to assign online.
• Streamline lesson planning, student progress reporting, and assignment grading to make class-
room management more effective than ever.

Smart Grading When it comes to studying, time is precious. Connect helps students learn more effi-
ciently by providing feedback and practice material when they need it, where they need it.
• Automatically score assignments, giving students immediate feedback on their work and com-
parisons with correct answers.
• Access and review each response; manually change grades or leave comments for students to
review.
• Track individual student performance—by question, assignment or in relation to the class overall—
with detailed grade reports.
• Reinforce classroom concepts with practice tests and instant quizzes.
• Integrate grade reports easily with Learning Management Systems including Blackboard, D2L,
and Moodle.
xxiv Preface

Instructor Library The Connect Instructor Library is a repository for additional resources to improve
student engagement in and out of the class. It provides all the critical resources instructors need to
build their course.
• Access Instructor resources.
• View assignments and resources created for past sections.
• Post your own resources for students to use.

INSTRUCTOR RESOURCES
McShane Connect is a one-stop shop for instructor resources, including:
Instructor’s Manual: Written by the text authors, the Instructor’s Manual accurately represents the
text’s content and supports instructors’ needs. Each chapter includes the learning objectives, glossary of
Key Terms, a chapter synopsis, complete lecture outline with thumbnail images of corresponding Power-
Point® slides, and solutions to the end-of-chapter discussion questions. It also includes teaching notes for
the chapter case(s), Team Exercises, and Self-assessments. Many chapters include supplemental lecture
notes and suggested videos. The Instructor’s Manual also includes teaching notes for the end-of-text
cases.
Computerized Test Bank: Written by Sandra Wellman, from Seneca College, this flexible and easy
to use electronic testing program allows instructors to create tests from book-specific items. The Test
Bank contains a broad selection of multiple choice, true/false, and essay questions and instructors may
add their own questions as well. Multiple versions of the test can be created and printed.
PowerPoint® Presentations: Written by the text authors, these robust presentations offer high quality
visuals to bring key OB concepts to life.
Video Program: The accompanying video program is available to instructors through video streaming
in Connect or on DVD. Teaching notes can be found in the Instructor’s Resource section in Connect.
Management Asset Gallery–for Instructors and Students: Management Asset Gallery is a one-
stop-shop for a wealth of McGraw-Hill management assets, making it easier for instructors to locate
specific materials to enhance their courses, and for students (Student Asset Gallery) to supplement
their knowledge. The Instructor Asset Gallery includes non-text-specific management resources
(Self-Assessments, Test Your Knowledge exercises, videos*, Manager’s HotSeat, and additional group
and individual exercises) along with supporting PowerPoint® and Instructor Manual materials.
The Manager’s Hot Seat: A resource within the Management Asset Gallery, the Manager’s HotSeat
allows students to watch over 14 real managers apply their years of experience to confront daily issues
such as ethics, diversity, teamwork, and the virtual workplace. Students are prompted for their feedback
throughout each scenario and then submit a report critiquing the manager’s choices, while defending
their own. The Manager’s HotSeat is ideal for group or classroom discussions.
Another random document with
no related content on Scribd:
from one to the other, wondering at their tears, but
untouched by any sense of their sorrow. How vividly the
scene rose before him again! His mother's face, the well-
worn, shabby furniture, the very atmosphere of the old
home seemed about him for the moment.

Yet how long ago it was! If the little sister had lived, she
might now have been an anxious-looking mother herself,
with grown-up children. And Frank—baby Frank—what had
become of him? Dead, probably,—yes, surely he was dead,
and better dead. But Michael heaved a sigh as he thought of
his brother. He had not been so moved for years. Certainly
the visit of that little maiden had exercised a softening
influence upon him. How long it was since he had seen his
brother!

His life altogether seemed long, as he looked back on it.

Very, very old, the little girl had called him. She was wrong
there; he was not so very old. But he was getting old. He
could not deny that, and the thought caused him a throb of
pain. For the first time, he felt his life to be narrow and
contracted and unsatisfactory. He rose and walked up and
down the limited space in which it was possible to move
between the piled-up books. He drew aside the curtain
which hung over the little door, and looked up at the stars
shining brightly above the tall houses opposite. And he
sighed again. What was making him feel so unlike himself
to-night?

He half hoped that on the following day little Margery might

again make her appearance in his shop. Would she forget
her little debt to him? He hoped not. He did not care about
the fourpence so much; but he did want to see the pretty
little creature again. But throughout the day he looked for
her in vain. Nor did she appear on the next, nor the next.
He was conscious of disappointment. On the third day,
however, he had news which concerned her.

A well-known customer entered the shop. But though he

knew the man well as a customer, Michael knew very little
of him. He was not interested in the lives of his customers,
except where they touched his own. He knew this one to be
a minister of some kind, and from the alacrity with which he
dropped the theological books he desired, if their price were
at all high, the bookseller imagined that money was not
plentiful with him. The fact that this preacher often asked
for works by Mr. Spurgeon proved nothing, since Michael's
experience had taught him that the writings of that great
preacher have a fascination for every species of religious
teacher who tries to open his lips in public for the edification
of his brother man.

"Good day, sir," said Michael, as his customer entered the

shop. "What can I do for you to-day?"

"Good day, Mr. Betts. I really do not know that I want

anything in particular, only, as I was passing close by, I
could not resist the temptation to look in, just to see what
you have. Your wares are always tempting to me."

"I'm glad to hear it, sir. Look round, and welcome. Take
your time over it. There's a new lot of books here that I've
purchased lately. Maybe you'd fancy some of them."

"Thanks, thanks," said the other, turning eagerly towards

the books. He stood for some minutes examining them in
silence. Suddenly he said, "Ah! Here is a book, I see, by
Professor Lavers. It is very sad about him, is it not?"

"What about him, sir?" asked Michael, in surprise.

"What? You have not heard? How strange! And he, a
neighbour of yours!"

"He lives in Gower Street, certainly, if that makes him a

neighbour of mine," said Betts grimly; "but what is the
matter with him, sir?"

"He is very ill indeed; the doctors think he cannot recover.

It is a sad pity. A scientific man of such ability can ill be
spared."

Michael made no reply. He stood dismayed. A curious

sensation of pain smote him. He was not thinking of the
loss to science. He was thinking of a certain little fair-
haired, blue-eyed child, who would soon be fatherless, if
this news were true.

"He was taken ill very suddenly, I believe," said the

customer; "it is acute pneumonia. He has not been ill more
than three or four days. Still, I wonder you have not heard,
living so near."

"Such neighbourhood does not count for much in London,

sir," replied Michael, rousing himself from his abstraction.
"Persons may live next door to each other for years, and
never learn each other's names. I should know nothing of
Professor Lavers if he did not happen to be a customer of
mine."

"I suppose that is so," said the minister thoughtfully. "I

suppose nowhere can one attain such complete isolation as
in this London. Its life must tend to harden human hearts
into selfish indifference to the needs of others. Sad indeed
were the life of man, if he were left to the mercies of his
brother man. But it comforts me to think of the great love
of God enfolding the sinful, sorrowful city, and the heart of
God pitying the infinite struggles and woes of humanity. But
I must not linger now. Good day, Mr. Betts."

"Good day," said Michael. He had hardly followed what the

other was saying. It did not seem to him that the love of
God in any perceptible degree brightened the life of man.
But what could a man who was satisfied with himself, and
never done anything wrong in his life, know of the love of
God?

CHAPTER III
LITTLE MARGERY'S LOSS

"I WONDER if he is any better?" Michael Betts said to

himself as he rose the next morning.

It was something new for him to give a thought to any one,

save in the way of business. It was strange indeed that he
should actually feel anxious concerning the health of a
neighbour; but as he moved to and fro, coaxing his fire into
a blaze, and preparing his solitary meal, Michael was
exceedingly desirous of learning how the new day had found
Professor Lavers.

When the woman arrived who came every morning at nine

to clean up his place and do him such womanly services as
he required, he broke through the reserve he was wont to
maintain towards her, and asked her if she could tell him
how Professor Lavers was.
"How who is?" she asked, with an air of surprise.

"Professor Lavers."

"And who's 'e? I never 'eard of 'im," she said.

"Oh," Michael answered, with some embarrassment, "he

lives in Gower Street—No. 48. He's a very learned, noted
man. I thought you might know about him."

"I never 'eard of 'im," she said again. "Is 'e ill, then? What's
the matter with 'im?"

Michael answered her very curtly. Since she could not

satisfy his curiosity, he was not disposed to gratify hers. He
went back into the shop, and busied himself with his books.

About noon the bell over his door tinkled, and looking up he
saw with pleasure that little Margery was entering the shop,
accompanied by a servant maid, who carried several small
parcels.

"Good morning, Mr. Betts," she said, in her clear, high

tones. "I've come to pay you the fourpence I owe you."

"Thank you, missy," he said, looking with interest at the

sweet childish face and the blue eyes lifted so frankly to his.

"It's for the 'Pilgrim's Progress,' you know. I dare-say you

thought I had quite forgotten it, but I hadn't; only nurse
would not let me come before."

"It was no matter, miss. You need not have troubled about
it. And do you like the book as much as you thought you
would?"
"Oh yes; the pictures are lovely. But it is such a pity: we
can't have any nice plays now; we're in dreadful trouble at
home. My father is very ill, and Noel has been sent away to
Aunt Susie's because he would make a noise, and I'm all
alone, and I don't like it."

"Dear, dear! I'm very sorry to hear that," said Michael,

feeling more moved than he could have believed it possible
that he would have been by a matter which did not concern
himself in the least; "but I hope your father is a little better
this morning, my dear."

"I don't think so," said the little girl, with unshed tears in
her eyes as she lifted them to his, "for mother was crying
this morning, and she would not have cried if father had
been better. We're quite in the Slough of Despond at home,
aren't we, Jane?"

Jane smiled in response to the child's quaint words, but her

eyes had a troubled expression. She shook her head as she
met Michael's inquiring glance.

"He's no better," she said in a low tone, "and I'm sore afraid
he'll never be no better."

"It's horrid without Noel," said little Margery, as she sprang

lightly on to the top of a pile of big lexicons and then back
again to the floor. "I can't play alone, and Jane does not
know how to play properly. Besides, we must not make a
noise."

She stood for a moment with a troubled look on her pretty

pink and white face. Then, as she looked up at the old
bookseller, a new idea occurred to her.

"Had you ever a little brother or sister to play with you, Mr.
Betts?—when you were a little boy, I mean. Of course it's a
very long time ago."

"Well, yes, miss, I had a little brother once; but, as you say,
it's a long time ago."

"Then I suppose he is grown-up now. Where is he?"

"I don't know, miss."

"You don't know?" repeated the child in amazement. "You

don't know where your brother is?"

The face of old Betts flushed as he caught the surprise in

her tones.

"It's true, missy; I don't know where he is. Maybe he is

dead; but I can't say."

"Now, Miss Margery, it's time we were going," said Jane

quickly. "You know you promised me you would not stay a
minute if I let you come in."

"All right; I'm ready," responded Margery; but she turned

again to Michael ere she left the shop.

"Do you live here all by yourself, Mr. Betts? It's very lonely
for you, isn't it? But I suppose people don't mind that when
they get old."

He made no reply, except to bid her good day; and the next
minute the green cloak and long golden locks had floated on
the wind round the corner, and he was alone once more.

Was it very lonely for him? He had not thought so before;

but to-day, as he looked round on the dingy old shop, so
closely packed with books, and later, as he sat eating alone
with little appetite the ill-cooked, unsavoury meal which his
charwoman had prepared for him, he had a vague sense
that his life was empty, and dull, and unlovely, and that he
wanted something more for happiness than his trade could
give him, even though he was making a good thing of it.

Almost the first thing Michael Betts saw when he unfolded

his newspaper the next morning was the announcement of
the death of Professor Lavers. After he had read the brief
notice more than once, he read nothing more for some
time. He sat with his breakfast untasted before him, gazing
abstractedly at the row of bookshelves opposite. But he did
not see the titles printed on the dingy covers. He was
seeing a wee, winsome face, half hidden by drooping curls,
and hearing the music of a sweet, childish voice. When he
roused himself, it was to sigh heavily, and say half aloud,
"It's a sad pity. It's a sad pity for that sweet little maid."

CHAPTER IV
MICHAEL MAKES A GOOD BARGAIN

SOME weeks passed by, and Michael saw nothing more of

little Margery. He thought of her more than once, wondering
how it was with her and her little brother, now that their
father was no more. Sometimes when the sudden tinkling of
the bell over the shop door warned him of the approach of a
customer, he would look up, half hoping that he might see
the wee figure in the green cloak and close-fitting velvet
bonnet. But Margery did not come, and if she had, she
would not have worn the green cloak. That had been
exchanged for sombre black, which gave a new and pathetic
beauty to her sweet, round, pink and white face.

More than a month had passed since the professor's death,

when one evening the servant who had accompanied little
Margery when she came to pay the fourpence entered the
shop, and asked Michael if he could call at No. 48, Gower
Street, on the following morning, as her mistress wished to
see him. After a moment's reflection, Michael replied that
he would come, and added an inquiry as to the health of the
little lady who had accompanied her when she came before.

"Miss Margery is quite well, thank you," replied the maid,

"and as much of a chatterbox as ever. I never knew such a
child for asking you questions and saying queer things.
There's no knowing how to answer her."

"Did she grieve much for her father?" asked Michael.

"Well, yes, she cried a great deal. She was fond of her
father, was Miss Margery. And it upset her to see her
mother crying. But she got over it sooner than you would
think. Children quickly forget their troubles. If you could
have seen her and her little brother playing together on the
day their father was buried, you'd have been surprised. But,
there, it wasn't to be expected they could miss their father,
for they saw so little of him. He was always shut up in his
study with his books. A regular bookworm he was. You
couldn't call him nothing else."

Michael made no reply; but he wondered whether, if he had

been the father of a sweet little girl like Margery, he would
have been content to live shut up with his books all day.

"Then I may tell Mrs. Lavers that you will come to-morrow
morning at ten o'clock?" said the maid as she turned to go.
Michael assented. He was not surprised that Mrs. Lavers
should send for him. It frequently happened that his
attendance was requested at houses where there had been
a recent bereavement, necessitating considerable changes.
The professor's widow doubtless wished to dispose of some
or all of her husband's books.

Michael was not mistaken. On his arrival at the house he

was at once ushered into the late professor's library, and
whilst he waited there, he feasted his eyes on the contents
of the ample bookshelves, which were fully and richly
stocked. He had time to form a good estimate of the value
of the books ere Mrs. Lavers came into the room.

The professor's widow was a delicate, graceful woman of

about thirty-five years of age. Her face was pale, and it had
a very careworn, sorrowful expression; but it still bore the
traces of past beauty, and the fair, rippling hair which
showed beneath her widow's cap, and her soft blue eyes,
reminded Michael of little Margery. As she addressed him,
Michael knew instinctively that he had to deal with a true
lady in the highest sense of the term. And she, glancing at
him, was struck with his air of respectability, and believed
that she might trust in his integrity.

"I sent for you, Mr. Betts," she said, "because I am obliged
to part with my husband's books. I have to move into a
very small house, into which I cannot take them. And
indeed for other reasons I feel it my duty to sell them. I
have been advised to show them to you; I have been told
that I may trust you to give me a fair price for them."

"I can give you as good a price for them as any one in the
trade, madam," replied Michael promptly. "Though I say it
myself, it's true that I understand the second-hand book
market as well as any one can. Do I understand that you
wish to part with all the books in this room?"

"Yes, all of them," said the lady, with a sigh; "I have taken
away such as I want to retain."

"Then with your permission, madam, I will make a brief

inspection of the shelves, after which I shall be able to tell
you the sum I can offer."

The lady made a sign of assent, and sank wearily into a

large easy chair which stood by the hearth. She watched
him with a melancholy expression on her face as he slowly
directed his glance from shelf to shelf, occasionally pausing
to jot down certain titles in his notebook.

Michael had already made up his mind as to the probable

value of the books; but he was not going to commit himself
till he had made a thorough survey of the shelves. When at
last he had fully satisfied himself as to the number and
character of the books, he turned to the lady and named
the sum he was willing to give for them.
Mrs. Lavers' delicate cheek flushed as she heard it. She
looked at him with troubled eyes. "No more than that!" she
said. "It seems very little. Why, my husband spent pounds
and pounds every year upon books."

"' I've no doubt he did, madam; but buying and selling are
different things. I know what I may expect to make by
these books, and I assure you it would not pay me to give
more."

"No? Well, of course you know best." She looked

disappointed and anxious. "I must think more about it
before I decide."

"Certainly, madam. You may like to consult other dealers,

perhaps; but I do not think any one in the trade will offer
you more than I do."

With that he bade her good day, and went back to his shop.

Apparently his words proved true, and Mrs. Lavers found no

one willing to give a larger price for the professor's books,
for three days later she sent him an intimation that she was
willing to part with them for the sum he had named. She
requested that he would remove them as quickly as
possible, as she was about to quit the house.

Michael Betts lost no time in sealing the bargain, from

which he knew he should reap good profit. He promptly
waited on Mrs. Lavers and handed her the sum he had
agreed to give, and on the following evening he began to
remove the books, engaging for this purpose the help of a
man with a small hand-cart.

He did not see Mrs. Lavers ere he set about his task of
dismantling the bookshelves. Doubtless she felt it a cruel
necessity which forced her to dispose of her husband's
books. It was little wonder if she shrank from the pain of
seeing them carried out of the house, and therefore kept
out of the way.

Michael had removed the books from several shelves, when

he found lying on the top of a row of books, as if thrust
there by chance, the copy of the "Pilgrim's Progress" which
little Margery had purchased of him with such pleasure. He
took it up and looked at it in surprise. He could not be
mistaken in the book. He knew it by various tokens.
Moreover, a glance at the fly-leaf showed him that Margery
had written on it her own and her brother's name in a large,
round, childish hand.

"Margery and Noel Lavers—the book of them both," she had

written, that there might be no doubt as to the ownership of
the volume.

Surely it was by accident that the book lay there! It could

not be intended that he should carry it away with the
others. The children could hardly have tired so soon of the
book they had longed to possess. Persuaded that it was a
mistake, Michael laid the book carefully aside in a safe place
ere he went on with his task.

Presently he became aware of the sound of eager voices

and noisy little feet on the stairs, then suddenly the door of
the room in which he was working was flung back with a
jerk, and little Margery ran in, followed by a little boy with
dark, curly hair and dark eyes, who, however, started back
on seeing a stranger, and sped away as quickly as he had
come.

Margery looked astonished at finding the room occupied and

books lying about in piles on the floor. She stood still for
some moments, too surprised to utter a word. She wore a
black frock, and black shoes and stockings covered her
dainty feet and ankles; but a large white pinafore hid most
of the frock, and over it her golden curls fell in rich
profusion.

"Why, you're Mr. Betts, in whose shop I bought our

'Pilgrim's Progress,' she said at last. What are you doing
here in my father's library?"

"I'm looking over the books, my dear," replied Michael; after

a moment's hesitation. "Was that your little brother I saw
just now?"

"Yes, that's Noel; but he always runs away when he sees

anybody. It's riddiklus to be so shy. We were coming to look
for a sermon book, because we are going to play at church,
and I must have a book to read out of for the sermon—
something with plenty of long, hard words. It doesn't
matter if I don't say them properly, you know, for there's
only Noel there."

"I see. So you play at going to church. That's a strange

game."

"It's a very nice game," said Margery with eagerness. "I'm

the clergyman, and Noel's the congregation. Sometimes
Noel wants to preach; but he can't preach well. He means
to preach when he is a man, though. He says he shall drive
an omnibus all the week and preach on Sundays."

"Dear me!" said Michael, smiling, "that will be an unusual

kind of life. But look here, little missy, see what I've found!
Your 'Pilgrim's Progress!' You don't want to lose that, do
you?"

"Oh, where did you find it?" exclaimed the child. "Noel and I
have wanted it for days, and nurse said she did not know
where it was."

"It was here on this shelf," said Michael, as he gave it to

her.

"Oh, who could have put it there?" said little Margery,

taking the book and beginning to turn over its pages. "Do
you know, I like the pictures even better than I thought I
should. See, here is Giant Despair. Doesn't he look horrid!
But this is the picture I like best—'The Pilgrims Passing the
River.' Mother says that father has crossed the river and
gone to be with Jesus in the beautiful city. But I wish-oh, I
do wish that he could have stayed here with us!"

The child's voice had suddenly grown mournful, and tears

were dimming the blue eyes. A strange feeling came over
Michael Betts—a curious, choking sensation which he could
not understand. He longed to say something to comfort the
child; but what could he say?

"Mother says we must all cross the river some day,"

continued little Margery, after a moment's silence. "We
don't know when it will be. I should think you would cross
soon, Mr. Betts, for you are so very old. You are older than
my father was, aren't you?"

"I don't know, I am sure, miss," said Michael, turning

hastily to the shelves and beginning to lift down the books
without much heeding what he was doing.

"What are you going to do with those books, Mr. Betts?"

demanded the child.

"I am going to take them away, missy. You see, your poor
father won't want them any more, and they'd only be a
trouble to your mother, especially as she is leaving this
house, so I am going to take them to my shop."

Margery looked at him for a few moments in a troubled,

bewildered way. Then big tears gathered again in her eyes.

"Oh, I can't bear it!" she cried suddenly. "Father is gone,

and now his books are going, and everything will be
different. I cannot bear it."
And then, to Michael's consternation, she threw herself face
downwards on the rug and sobbed aloud with a child's
passionate vehemence. He was in utter dismay, not
knowing in the least what to say or do. It seemed to him
quite a long time that he stood there, helpless and
embarrassed; but in truth only a few minutes passed ere
the door opened and a woman wearing a white cap and
apron came quickly into the room.

"Come, come, Miss Margery, this won't do," she said, not
unkindly, though in a tone of remonstrance, as she bent
over the weeping child. "You mustn't give way like this.
Come, come now."

And taking the child in her arms, she carried her from the
room.

There were tears in Michael's eyes as he turned back to the

bookshelves. The hands which tried to lift the books shook
strangely. He hated his task now. He was thankful when he
had got through with it, and the last load was conveyed to
his shop.

He could not forget the child. He sat up late that night, still
busied with the books, for it was not easy to find room for
them all in the limited space which his premises afforded.
Margery's words kept ringing in his ears—"I should think
you would cross soon, Mr. Betts, for you are so very old.
You are older than my father was, aren't you?"

The child was right, though how she knew he could not
imagine. Michael had seen the professor's age recorded in
the newspaper—he was fifty-one, whereas Michael was fifty-
nine. But what of that?

No one but a child would think him old. Many men lived to
be eighty, and some even to ninety. And he was so well and
strong. No, he need not think yet of that dark, chill river of
death, the very thought of which made him shiver. But he
reflected, and the thought caused him to breathe more than
one heavy sigh, that when his time came to pass that river
there would be no one to go with him to the brink, no loving
voice to bid him farewell, no child to mourn for him as little
Margery mourned for her father. There had been no time in
his hard-working, self-centred, business absorbed life to
cultivate love; but Michael Betts was beginning to feel that
its absence made a sore and woeful lack in his life.

CHAPTER V
UNRIGHTEOUS GAIN

ON the following day, Michael was still busy with the late
professor's books. As he examined them more fully, he was
disposed to congratulate himself on the bargain he had
made. There were several valuable old books in the lot, and
others which, if less aged, were much in request. Michael
foresaw that he would make money by them. It was true his
returns would come in slowly; but nevertheless, he must in
time gain a handsome profit on the sum he had expended.

As he reflected on this, Michael's spirits rose. He forgot the

gloomy thoughts which had troubled him on the previous
evening. He ceased to think with pity of little Margery and
her mother. After all, theirs was the common lot. Men must
die, and women must weep. It was an ill wind which blew
nobody any good, and their wind of trouble had brought
him a good investment. Nothing pleased Michael more than
a prospect of making money. He loved to think that he was
accumulating capital.

He cherished the hope that he should die a rich man,

though he had no one to whom he could leave his savings
when death called him hence. He had never made a will. It
seemed so unnecessary to trouble about that yet. Some day
he would make one, of course. He had no intention of dying
intestate and letting the Crown seize his hardly earned
money. No, he thought he would leave his property to
charities. He had a vague idea that in this way he might
make amends for an uncharitable life. But it was rarely that
he gave the matter a serious thought. Why should he, when
death seemed so remote?

Michael began to realize money from the professor's books

sooner than he could have anticipated. Only a few days
later a gentleman came to the shop and asked for a copy of
an old but still valuable encyclopædia. Michael remembered
that there was one amongst his newly-acquired stock of
books. He looked for the work, and soon brought forward
the two strongly-bound, bulky volumes which formed it. He
was half afraid that his customer would be frightened at the
somewhat high price he felt obliged to ask for them. But the
gentleman made no demur. He seemed so pleased to obtain
them, indeed, that Michael half wished he had asked more.

"I'll take them with me, if you will just put a piece of paper
round them," the gentleman said. "But, stay what is this?"

He had been turning over the pages of one volume when he

came upon an envelope which seemed as if it had been
slipped between the leaves to mark a place.
"That, sir? Oh, I don't suppose it's anything of
consequence," said Michael, as he took it. As he turned it
over in his hand, he perceived, to his astonishment, what
appeared to be bank-notes within the envelope. With his
instinctive caution, however, he said nothing, but thrust the
envelope quickly out of sight. The gentleman concluded that
he had found its contents to be trivial, and said nothing
more about it; and as he waited whilst Michael did up the
parcel, he gave not another thought to the matter.

But as soon as his customer had quitted the shop, Michael

turned eagerly to the envelope. What was his amazement
when he drew from it five Bank of England notes for ten
pounds each! He could hardly believe his eyes. He looked at
them carefully, holding each note up to the light. There
could be no doubt that they were genuine. Fifty pounds!
What a treasure to light upon!

But how did the notes come to be within the old book? Who
had put them there? Had they belonged to Professor
Lavers?

In the first surprise of his discovery, Michael had not a

doubt as to the ownership of the money. His first impulse
was to return them to Mrs. Lavers forthwith. She certainly
had the first right to anything found within the books that
he had purchased of her. The thing to be done was clear
enough to Michael in the earliest moments which followed
his great surprise.

But later, as he looked at the notes and shook them in his

hand, and thought of all that might be done with them,
various doubts and possibilities presented themselves to his
mind. Who could say that the professor had put the notes
where he found them? The notes were not fresh and crisp;
they were soiled, and one was a little torn. They might have