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HUMAN RELATIONS
IN ORGANIZATIONS
APPLICATIONS AND SKILL BUILDING

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

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

Robert N. Lussier, Ph.D.

Springfield College
HUMAN RELATIONS IN ORGANIZATIONS: APPLICATIONS AND SKILL BUILDING,
TENTH EDITION
Published by McGraw-Hill Education, 2 Penn Plaza, New York, NY 10121. Copyright © 2017 by
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Library of Congress Cataloging-in-Publication Data

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

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

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

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

PA RT T WO GLOSSARY 450

INTERPERSONAL SKILLS: ENDNOTES 455

THE FOUNDATION OF INDEX 473

HUMAN RELATIONS 123

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

PA RT T H R E E

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

vi
 CONTENTS

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

Understanding Behavior, Human Relations,

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

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

Human Relations, and Performance 164

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

vii
viii Contents

PA RT T H R E E Negotiating 307

LEADERSHIP SKILLS: Do Networking and Negotiating Apply Globally? 314

INFLUENCING OTHERS 199 The Influencing Process 315

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

Leading and Trust 200 LEADERSHIP SKILLS: TEAM AND

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

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

Prejudice and Discrimination 407 Appendix A

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

Peter Blunt, New Hampshire College suggestion for improvement, your name and college will
Christianne Erwin, Truckee Meadows Community College be listed in the acknowledgment section of the next
Robert Neal Chase, New Hampshire College edition. I sincerely hope that you will develop your
Cheryl Guiff, Taylor University Online human relations skills through this book.
Robert N. Lussier,
Professor of Management
CONTACT ME WITH FEEDBACK Management Department
I wrote this book for you. Let me know what you think Springfield College
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Copyright © 2017 by McGraw-Hill Education. All rights reserved.
Another random document with
no related content on Scribd:
accompanied Mr. Cavendish on his late expedition through
Somaliland to Lake Rudolph. He was a tall, sinewy, well-set-up man
with clean-cut, regular features, extremely intelligent, thoroughly
trustworthy, honourable, polite, and hospitable—a man whom it was
really a pleasure to meet. He was about thirty years of age.
Ismail Robli was a short stout man with a shifty eye, and decidedly
prognathous jaws, very plausible, and, when he had an object in
view, very hospitable; but he hid a craven spirit under a show of
bluster and bullying. Noor Adam was a little slim man, with narrow
eyes and ferret-like features. He was reported to have shot some of
his porters on his journey across West Kenia, for attempted
desertion. He somehow provoked an instinctive feeling of dislike,
and we never got on with him. His two partners, Bhotan and
Abdallah Arahalli, were much of the same kidney. All three were
Ogaden Somalis, a tribe who have not the best of reputations. There
were sundry other lesser lights who are not of sufficient importance
to deserve notice.
When they came into camp we received them with due ceremony,
and asking them to be seated, interchanged greetings in the
Mohammedan manner. For a moment the air resounded with such
remarks as “Sabal Kheir” (God bless you), “Salaam Aliekoum”
(Peace be on you), and “Aliekoum Salaam” (And on you peace),
mingled with the Swahili “Uhali ghani? Habari ghani?” (How are you?
What news?), till etiquette was satisfied. We then got to business,
and discussed the Embe affair in all its bearings. El Hakim cross-
questioned Noor Adam and some of his men very severely, but could
find no discrepancy in their various accounts. We discussed the
matter very fully, and finally, for the good and sufficient reasons I
have already enumerated, we determined to punish the Wa’Embe in
co-operation with the Somalis. We instructed them to provide thirty-
five men carrying Snider rifles, while we undertook to supply twenty-
five men similarly armed, which, with ourselves, made up a strong
force of sixty-three men, a number we considered amply sufficient
for the purpose in hand. We despatched a nephew of N’Dominuki’s
to Embe as a spy, to find out a good road and the position of the
villages, etc., and he started the same evening.
 On the following day we held another “shaurie” with the Somalis to
discuss the modus operandi of our projected expedition.
N’Dominuki’s nephew had been instructed to return from Embe
within two days, and we decided to start on the afternoon of the next
day—by which time, bar accidents, he would have returned—and
march immediately on receiving his report. We intended to start just
before dusk, pass through M’thara in the darkness, and be over the
Embe border unperceived at midnight. A short rest and a dash on
the Wa’Embe at dawn would complete the operation. It was a good
plan, and would have answered admirably but for one of those little
accidents that make “the best-laid schemes o’ mice and men gang
aft agley.” As will be seen, it suited the enemy admirably.
Embe on this side (the west) consists of a range of steep
mountains, where it rains nearly all the year round. It has, therefore,
a very moist climate and fertile soil, and its steep slopes and deep
valleys are covered with dense jungle interspersed with banana
plantations, making it a very nasty country to fight in, especially
against natives who know every inch of the ground and every turn of
the paths. We did not tell N’Dominuki of our plans—a very grave
oversight that nearly cost us our lives and those of the whole
expedition.
On the following morning, as we really could not stand the wind
any longer, we shifted our camp to the inside of the forest, and while
we were about it we fortified it as well as we were able by felling
thorn trees, etc. We were much more sheltered in this new position,
though, to be sure, it was rather damp. This wind had a nasty cold
nip with it night and morning, which was the reverse of agreeable.
When we had our camp satisfactorily settled, we made our simple
preparations for the expedition to Embe. We took one tent with us in
case we were away more than a day or two. A loaf of bread and a
hind quarter of boiled mutton were also included; and, of course, a
plentiful supply of ammunition. The men had thirty rounds of Snider
cartridges each, which was all we could spare. The Somalis’ men
had fifty rounds each, and they, in addition, had a reserve chest of
six hundred rounds for emergencies.
 At 5 p.m. we started. The natives in our immediate vicinity had,
with their usual unerring instinct in such matters, smelt a row, and
about fifty of them turned up armed with spears and shields. We did
not want them, but could not very well turn them away, and at the
last moment it occurred to us that they might prove useful as scouts,
and we therefore allowed them to remain. When our force had
assembled, it made quite an imposing array with the sixty men with
rifles and the fifty others with spears. Altogether, we commanded
upwards of a hundred men, and had no doubt but that we should
teach the Wa’Embe a severe lesson.
N’Dominuki’s nephew had not returned, and we concluded that he
had been discovered and killed, and were consequently rather
nonplussed for the lack of a guide. At the last moment a Masai
warrior came forward and volunteered to guide us. On the Somalis
saying that he was known to them, we accepted his services. Soon
after we started, N’Dominuki’s nephew unexpectedly returned and
joined us, and he and the Masai took the head of the column.
Darkness had fallen as we marched through M’thara, the road
continually ascending. The path at last grew extremely difficult, and
on several occasions El Hakim expressed doubt as to whether we
were going right. However, we were now committed to whatever the
Fates had in store for us; it was impossible to withdraw.
Onward we stumbled in the darkness, now up steep hillsides, and
anon down deep and gloomy valleys clothed in thick jungle where
the deep booming note of a mountain torrent growled hoarsely from
somewhere out of the pitchy blackness below. Soon the path
became so narrow that we could advance only in Indian file, which
weakened us considerably, as our fighting line was thereby stretched
out for some two hundred yards, being consequently out of our
immediate control, while the jungle, meeting overhead, blotted out
what little light the stars provided. It was impossible, on account of
the denseness of the vegetation, to place men out on our flanks, and
in addition we were counting on taking the Wa’Embe by surprise,
and so did not wish to make too much noise. At 10 p.m. we were
well within the Embe border, and we then looked for a place to rest
awhile and prepare for our rush at dawn. We could not find a suitable
spot, however, and eventually decided to halt on the path. A drizzling
rain came on, which did not improve matters. One of our men found
a place a little distance from and below the path, that did not slope at
such an acute angle as the rest of the landscape, and we as
noiselessly as possible pitched the tent. El Hakim, George, and I
partook of a frugal meal, but we were without water, and naturally we
felt ever so much thirstier than we would otherwise have done. We
placed sentries, Jamah Mahomet doing the same where he had
halted on the path. We three Wasungu then dropped off to sleep.
Somewhere about midnight we awoke with a start, reaching for
our rifles as the sound of a shot floated down to us from where
Jamah Mahomet’s sentries were posted. It was followed by a
second, and then a third. Then all was silent again, except for the
subdued hum of suddenly wakened men. On sending for
explanations, we found that some Wa’Embe, coming down the path,
had stumbled right on to the sentries, and were instantly fired upon.
All hope of a surprise was thus abolished, but on consultation we
decided that if we started an hour or so earlier, possibly 3 a.m., we
might take the enemy at a disadvantage. Accordingly, at that time we
once more set out.
It was dark as Erebus. As we noiselessly formed up on the path, a
sort of half sense of impending disaster seemed to have fallen on the
men. We did our best to dissipate it, and apparently succeeded. The
Masai guide and N’Dominuki’s nephew led the way; next came four
of the Somalis as advance-guard; then Jamah Mahomet, who was
wearing a waterproof coat over his khaki costume; finally George, El
Hakim, and myself. A few yards farther on we found a spear in the
path, probably dropped by one of the Wa’Embe in their flight, when
fired at by the sentries. If possible, the path grew worse as we
advanced, and presently we reached a deep ravine with a swift
torrent roaring and tumbling at the bottom. It was spanned by a
single tree-trunk, which served as a bridge. Beyond the ravine the
path sloped upwards with many twists and turns. On each side the
jungle prevented anything being seen more than a yard or two away.
We advanced slowly and cautiously in the order described, when a
shot rang out almost under our feet; another followed; and then a
volley from the advance-guard showed that something serious was
toward. A terrific howl and the long repeated U-u-u-i (the A’kikuyu
war-cry) showed us that we were very skilfully ambushed, and the
realization was not pleasant. The firing at once became general all
along the line. It was a very fierce fusillade while it lasted; the reports
of the rifles and the cheers of our men, mingled with the war-cries of
the enemy, sounding weird and ghastly in the dense blackness of the
early morning (it was then 4 a.m.).
For a few moments pandemonium reigned supreme. Neither El
Hakim nor I could see a single native. George, though only a yard or
so away, was hidden from us, both by the darkness and by a turn in
the path. El Hakim clutched my arm and dragged me into a sitting
position on the ground as the whirring, hissing rush and plaintive
whine of bullets in unpleasant proximity to our ears warned us that
we were in considerable danger of being shot by our own men.
Owing to the serpentine winding of the path, they were firing towards
every point of the compass, and we were therefore much safer on
the ground. In a few moments the war-cries of the enemy died away
as suddenly as they came, and the spiteful crackle of the rifles
lessened a little. As soon as we were able to make ourselves heard,
we gave the order “Cease fire,” and endeavoured to find out what
damage had been done. I called to George, and, to my great relief,
he answered me.
El Hakim and I then advanced, and turned the corner. We could
then dimly discern George amid the gloom. He came towards us
saying that Jamah Mahomet was wounded, and was lying on the
path a yard or so away. Hastening to the spot, we saw Jamah
stretched upon the ground, moaning pitifully. He had a great spear
driven right through him. A native had concealed himself in a pit dug
on the side of the path and lain in wait, letting both the guides and
the advance-guard go past him in the hope of bagging one of the
Wasungu. In the darkness he mistook Jamah Mahomet’s tall form,
clad in European clothes, for George, and as Jamah passed he
thrust upwards with all his strength. Jamah instantly fell. George,
who was only a yard behind, saw the thrust, and, raising his rifle, he
shot the native through the stomach, but did not drop him. This was
the shot which gave us the first alarm.
El Hakim made a hasty examination of the stricken man, and
pronounced the wound fatal. The broad spear-blade, over two feet in
length, had entered the right side just below the ribs, and, passing
through the body, emerged just under the left arm, protruding several
inches. Jamah was semi-conscious, and apparently in great pain.
Grouped round him, on the alert, were the four Somalis who formed
the advance-guard. As El Hakim concluded his examination, Ismail
Robli, Noor Adam, and others of the Somalis, came up. When they
learnt what had happened to Jamah, such a wail of grief and dismay
went up as I hope never to hear again. Ismail behaved like one
demented. He wept and cried upon “Allah” in the most frenzied
accents.
As we were crowded together in the path over the dying Jamah,
N’Dominuki’s nephew crept out of the bush, and, with shaking limbs
and horror-stricken countenance, approached El Hakim, attempting
to say something which his trembling lips refused to utter. The other
guide had disappeared. El Hakim seized him, and was trying to
understand what he was saying, when Ismail Robli caught sight of
the palsied wretch. His face changed instantly from an appearance
of pious supplication to one of demoniacal fury, and, crying “This
man is a false guide; he has caused Jamah’s death,” placed his rifle,
a ·577 express, against the other’s side, and, before I could raise a
hand to interfere, pulled both triggers, literally blowing the poor
wretch to pieces.
It was a hideous and revolting exhibition of savage ferocity. Ismail
did not even put the rifle to his shoulder—we were too crowded for
that—he simply pushed the barrels past me and fired from his hip.
The murdered man collapsed in a writhing, moaning heap on the
ground. Ismail turned away and reloaded his rifle.
It was no time for recrimination, as at the report of Ismail’s rifle, a
fresh burst of firing broke from our men in the rear, which we
instantly quelled. It was a dastardly act on Ismail’s part, even though
at the time he was almost frenzied with grief at Jamah’s injury, as we
had no reason to believe that the unfortunate guide had played us
false. As we found out afterwards, the real culprit was the Masai
volunteer, who, it appeared, was a native of Embe, who had been
sent for the purpose of betraying us. At the same time, N’Dominuki’s
nephew had neglected to warn us, or point out that we were going by
a bad road. A great deal remained to be explained, but his untimely
end put further explanation out of his power for ever.
However, there we were in the dark, stuck on a path eighteen
inches wide, with a wounded man and no guides. The question now
was how to get out without further loss. We called a council of war,
first posting the Somali advance-guide a few yards up the path. We
decided to wait till daylight, as we could not move while Jamah was
living, and he was too far gone to be carried. It was a ghastly wait.
After the firing and shouting, the silence could almost be felt; it
seemed absolutely deathlike. We strained our ears to the utmost at
the slightest rustle of a leaf, as, for all we knew, the bush might be
swarming with natives waiting their opportunity for a rush.
A curious sight we should have presented to a spectator. The
Somalis, led by Ismail, were grouped, praying, round the dying
Jamah, who was sinking fast and moaning softly at intervals. El
Hakim, revolver in hand, stood bolt upright, and intensely on the
alert, his face showing faintly white through the gloom. Beside him
stood George, drumming with his fingers on his rifle—a habit of his—
softly humming an air from “Cavalleria Rusticana.” Crouched down
on the path were the men, motionless as bronze statues, conversing
in low whispers now and then, while they strained their eyes in the
endeavour to pierce the surrounding bush. A yard or so away lay the
dead body of N’Dominuki’s nephew; his dirty cotton waist-cloth
smouldering where it had caught fire from the explosion of Ismail’s
rifle, nearly choking us with the smell of singed flesh and the pungent
odour of burning cloth. We tried several times to put out the cloth,
but we had no water, and it was in vain we attempted to smother it;
so it smouldered all night, and uncommonly unpleasant we found it.
We were parched with thirst, having had no water since the
previous afternoon. Once in a while the flash of a sentry’s rifle would
momentarily light up the surrounding jungle, and the sharp report
stabbed the silence. I laid down on the path and slept—fighting
sometimes affects me that way—and woke up at dawn, just as
Jamah died. We were exceedingly sorry, as he was one of the best
of his race we ever had to do with. At the first glimmer of daylight we
dug a grave on the side of the path, and he was buried with all the
ordinances proclaimed by Mohammedan law that were possible
under the circumstances. Prayers and lamentations in Arabic
resounded on all sides from the deceased’s assembled compatriots.
There being now no signs of the enemy, El Hakim, George, and I
were for continuing the advance and pulling the fat out of the fire
somehow, but Ismail and the other Somalis would not hear of it.
They said that the enemy were now fully prepared for us, and
instanced the numerous freshly dug pits that had been found on
each side of the path when digging Jamah’s grave. Another
argument they employed was that our respective camps were almost
entirely unprotected, and it was more than likely that the Wa’M’thara
or the Wa’Chanjai would attack and loot them in our absence, more
especially as they (the Somalis) had a large number of cattle, which
are particularly tempting to a native. In addition, we were now
entirely without guides, while the path ahead seemed worse than
ever.
We saw the force of this reasoning, and common prudence
directed that, for the present at any rate, we must abandon the
attack; which decision, though gall and wormwood to we
Englishmen, we were reluctantly compelled to admit was the wisest
possible under the circumstances. We made up our minds, however,
that we would return under more favourable auspices, and wipe out
the disgrace of our defeat, for defeat it was, and so with that
understanding we acquiesced in the retreat, and gave the necessary
orders to retire.
It was with very mixed feelings that we travelled back over the
difficult path we had trodden a few hours before with such
confidence. We found out afterwards that our sudden retreat
disconcerted the Wa’Embe, who were massed in force further along
the path at a place where they had dug a large number of pits, in
which they had kindly placed sharpened spikes for our reception.
 At eight o’clock we were met on the road by an M’thara man
named Koromo, who handed us a jar of honey as a present. When
we got within a mile or two of our camp large numbers of fully armed
natives slunk past us, going towards Chanjai. They were coming
from the direction of our camp. Hurrying on with sinking hearts, we
soon arrived at the camp, and to our great relief found all safe,
though Jumbi was full of some report or other about armed natives
who had been round the camp during the night. We said he could tell
us about it afterwards, as at present we wished to eat. It was then
one o’clock in the afternoon, so we set to and made a hearty meal,
and afterwards retired to our blankets and slept the sleep of the just
until dinner-time.

FOOTNOTES:
[3] “Through Jungle and Desert,” by William Astor Chanler,
A.M. (Harv.), F.R.G.S., pp. 168-177.
[4] “Elephant Hunting in East Equatorial Africa,” by Arthur H.
Neumann, pp. 42, 43.
 CHAPTER VI.
OUR MOVEMENTS IN M’THARA AND MUNITHU.

Attempt of the Wa’M’thara to loot our camp—“Shauri” with Ismail—

The Somalis accuse N’Dominuki of treachery—He vindicates
himself—That wicked little boy!—Explanation of the Embe
reverse—Somalis lose heart—Attacked by ants—El Hakim’s visit
to Munithu—Robbery of his goods by the Wa’Gnainu—I join him
—We endeavour to recover the stolen property from the
Wa’Gnainu—The result.
Ismail’s apprehensions for the safety of our respective camps
seemed to have been well founded. Jumbi, whom we had left in
charge of our boma, reported that on the evening of our departure
for Embe he had noticed that large numbers of armed natives were
concealed in the surrounding bush. He unostentatiously put the
camp in as good a state of defence as possible, and kept his few
men moving about inside the boma to give an appearance of
numbers. He then noticed that the long grass in the clearing was
also crowded with concealed warriors, to the number of several
hundred. Presently some of them showed themselves. He shouted
to them, asking what they wanted. They answered by inquiring if the
“Wasungu” were in camp. He, with ready wit, shouted back that one
of the Wasungu had gone away somewhere, but the other two were
in camp. Did they wish to see them? They apparently did not, and he
saw no more of them, though they still remained within easy
distance; and consequently he passed a very anxious night. Our
unexpected return next morning disconcerted the warriors, who
hastily retreated. They were the fighting men we had passed on our
way back. Jumbi said they were Wa’M’thara, which, if true, was a
very serious matter.
The men in charge of the Somalis’ camp made a similar report.
Without doubt the natives’ plan was to wait till news arrived of our
defeat and massacre in Embe, and then to rush and loot the camps,
after spearing the few defenders. These preparations seemed to
indicate a deep-laid plan on the part of some one, and some one,
also, who was sure of success.
Ismail Robli, with several of the other Somalis, came into our camp
in the afternoon showing every sign of terror, which they
endeavoured, unsuccessfully, to conceal. They asked for a “shaurie,”
and when we granted their request, they came out with a ridiculous
story of treachery on the part of N’Dominuki. They declared he was a
traitor, ignoring the fact, which we pointed out to them, that
N’Dominuki had been kept in ignorance of our plans. They further
stated that he was even now preparing to attack us at the head of
the Wa’M’thara, reinforced by a strong body of Wa’Embe. We
refused point-blank to believe a word of it. On questioning them as to
their source of information, they said that a man from Chanjei, who
had come into their camp to sell food, had told them. We were
disgusted with their credulity, and said as much. El Hakim told them
that he had known N’Dominuki for years as the most trustworthy of
natives, and so had other Englishmen before him, and he would not
believe that he had turned traitor, on the more than doubtful word of
a casual native, whom nobody knew, and who was of no
consequence or position.
Ismail was obstinate. He persisted in his assertion that N’Dominuki
was a traitor, and instanced the armed Wa’M’thara who had
concealed themselves round about our camps the night before, as
proof of his words. We were a little troubled, as, though we would not
for a moment believe N’Dominuki to be the traitor, we did not know
what his people might do without his knowledge, or in spite of him. At
all events, the presence of armed men round our camp needed
explanation. As we did not quite understand matters, we sent for
N’Dominuki, asking him to come to our camp, as we wished
particularly to see him. Our messenger returned in the course of the
day with a message to the effect that N’Dominuki was suffering from
fever, and was unable to come. We sent up again, with some
medicine, asking him to come if possible. He again returned an
answer that he was ill, but would come to-morrow.
 His non-appearance seemed proof positive to Ismail and his
following that N’Dominuki was actively hostile. They were, in
consequence, in a perfectly frantic state. Of course, had N’Dominuki
turned traitor we should have been in a very bad fix, though it was
only what could have been expected after the double reverse in
Embe. However, we were very loth to believe it of him in the absence
of direct and conclusive evidence.
Ismail returned to his own camp, but visited us an hour or so later
with a fresh budget of news to the effect that N’Dominuki had
received the Embe chief in his house, and had killed a sheep in his
honour. Once more we sent to N’Dominuki, this time detailing the
charges alleged against him, and saying that, although we did not
believe them, we should be obliged if he would visit us as soon as
possible. He sent back to say that he would come to-morrow without
fail.
All these conflicting accounts caused us considerable anxiety. As
for the Somalis, they were in a most pitiable state; that is, it would
have been pitiable had it not been so thoroughly contemptible. They
appeared panic-stricken, and worked with feverish energy in
strengthening their boma, felling huge trees and cutting thorn bush
till long after sundown. We ourselves did not neglect obvious
precautions, and strengthened our boma a little, more especially for
the purpose of reassuring our men, amongst whom the Somalis’
stories had created something like alarm. We then sent a
peremptory message to the Somali camp, warning them that if their
frightened sentries, through a false alarm or any such cause, fired in
the direction of our camp, we should not hesitate to return the fire
with interest. This message had the effect of calming their nerves a
little.
Next morning they again came over to our camp, still with the
same old tale of N’Dominuki’s treachery. These repeated allegations
against N’Dominuki caused us to suspect some ulterior motive. Still
another urgent message was sent to N’Dominuki, and this time he
sent back word that he was coming with his people, bringing food.
He arrived an hour or so after the message, and sending for Ismail
and the other Somalis, we held a big “shaurie.”
 First we asked N’Dominuki why he had not appeared in answer to
our frequent messages the day before. He replied that he and his
people had fled to the hills with all their cattle and goods, under the
impression that we were going to attack them!
We inquired who gave him that idea, and he said that a boy from
the Somali camp had told him so.
Then we began to see daylight. We inquired where the boy was.
N’Dominuki replied that as far as he knew he was still in the Somali
camp, so we ordered Ismail to produce him. In a few minutes he was
delivered, bound, at our feet. A cross-examination of the Somalis
elicited the fact that the boy had deserted from their camp, taking
with him one of their sheep. On being again questioned, N’Dominuki
stated that the boy had come to him for shelter. He had told the boy
that he would not allow him to stop there, but would send him back
to his masters, but the artful little boy said, “I have done it for your
sake, N’Dominuki. I wished to warn you that the Wasungu and the
Wa’Somali are about to attack you.” N’Dominuki believed him, and
fled forthwith.
In a little while the boy, not liking the life with the natives, and
yearning for the flesh-pots of the camp, returned to the Somalis, after
having concocted a satisfactory explanation of his absence. He
made out to the Somalis that he had gone as a spy on N’Dominuki,
who was an “el moruo torono” (a wicked old man), as he had heard
that he was hostile to his dear masters, and that at great risk and
personal inconvenience he had carried out his plan successfully. He
then solemnly warned them that N’Dominuki was preparing to attack
them. He counted on the gravity of his announcement averting any
unpleasant inquiries about the stolen sheep—a ruse which was
completely successful.
Now we had got hold of the truth. Small boys will be small boys all
the world over, whether white or black, and this little untutored
specimen of his genus had kept a hundred and fifty armed men, in
two camps, in a state of intense anxiety for two days, and had driven
a tribe with all its cattle and goods in mortal terror into the hills for the
same period, in order to cover his impish escapade. He was treated
in the same way as from time immemorial other small boys have
been—for equally reprehensible escapades, and forthwith received
the thrashing he so richly deserved.
We gently chided N’Dominuki for believing “that little vulgar boy,”
and asked him why he had not come into camp and found out the
truth for himself. He was afraid, he said, that we should bind him and
kill him at our leisure! El Hakim represented that it was very unkind
to think that of him, who was such an old and proved friend.
N’Dominuki’s only reply was “The boy told me so!” That is a savage
all over! They believe the first story that comes to hand, even against
their better judgment. In N’Dominuki’s case, although his experience
of white men had always been of the best and pleasantest, he had
met them late in life, and had never quite lost the savage’s innate
distrust of strangers.
We dismissed the crestfallen Somalis, and advised them to give
less credence to casual reports in future. They seemed very sulky,
and were, we were beginning to believe, rather sorry that
N’Dominuki had successfully vindicated himself.
From that old savage we afterwards gathered a great deal of
information, which threw considerable light on the recent events in
Embe. It was now shown beyond the shadow of a doubt that the
Masai volunteer guide was an Embe native who, while spying round,
had seized the opportunity offered him of serving us to our
disadvantage. The Somalis were greatly to blame for saying that
they knew him. So they did, but in the hurry of the moment they had
neglected to tell us that they had merely seen him knocking about
their camp for a day or two.
When we passed through M’thara in the darkness we were
observed by some of the Wa’M’thara, who were friendly to the
Wa’Embe, and who immediately sent off a runner with the news of
our advance, thus giving the enemy time to skilfully prepare the nice
little trap into which we all walked. Our escape throughout was due
more to good luck than good management, as the party who
ambushed us and killed Jamah Mahomet were only an advanced
post of the Wa’Embe, the main body being posted a mile further on,
where they had dug numbers of pits in the path, in which they, with
great forethought, had placed sharp-pointed stakes. It was their
intention to attack us when we were floundering about in these pits.
We had sadly underrated the skill and courage of the enemy, and
altogether had had a very narrow escape from irretrievable disaster.
If we had underestimated their capabilities, however, they had also
paid us the same compliment. The terrific fire which instantly greeted
their first onslaught must have surprised them greatly. It certainly
daunted them, and probably considerably disarranged their plans,
preventing them from bringing their main body up and surrounding
us. Before they had formed any fresh plan we had made good our
retreat, which, in the light of subsequent knowledge, proved to be a
wise, if somewhat humiliating step.
N’Dominuki said we should have told him of our plans. He only
heard of our intention to attack Embe after we had passed his
village, and it was then too late to warn us. He offered, if we wished
to renew the attack, to personally guide us into Embe by a much
better path, with open country on either side; the road we had
followed being the very worst one we could have chosen. His
proffered assistance was gladly accepted, and we communicated
with the Somalis, expecting they would jump at this opportunity of
avenging the death of their leader. To our intense surprise, they did
nothing of the kind, but replied that they only wished to buy food
peaceably, and go their way northward. We were simply astounded,
and could not at first believe that Somalis, above all people, could be
so craven-spirited; besides, a successful punitive expedition had
now become a vital necessity if we were to preserve the lives of our
party, and render the country safe for those travellers who might
come after us.
Already there were ominous mutterings among the surrounding
tribes, begotten of our reverse in Embe, but we could not get Ismail
to see the matter in the same light, argue as we would. Jamah’s
death seemed to have thoroughly discouraged him. We reasoned,
we begged, but to no purpose. George and I went over to his camp
in the evening in order to make a final effort to rouse a little spirit in
him. George has a wonderful knowledge of Arabic, and he used it
then with vigour and fluency. I also possess a rudimentary
knowledge of vituperation in that language, and employed it to the
utmost; but in vain. We argued, threatened, cajoled, and insulted, but
could get no response, beyond the statement from Ismail that he
was a man of peace, and wished to go his way and trade. I pointed
out to him with some emphasis that it was not because he was a
“man of peace” that he did not fall in with our views, as I had had
ocular demonstration of the fact that he was the very reverse when
he felt inclined. The reason, I told him, that he did not wish to avenge
the blood of Jamah, which was crying aloud for vengeance, was a
cowardly fear of a few naked savages, who were not even
Mohammedans. I called Allah to witness that he was a traitor to his
blood and his religion, and that Jamah, from among the “houris” in
Paradise would look down and curse him for “an unclean dog without
religion.”[5] He smiled a sickly smile, and repeated that he was a
peaceful trader, not a man of war. I then spat upon the ground to
show my utter contempt for him, and left him.
The following day we bought a large quantity of food from
N’Dominuki’s people, and packed it in loads in preparation for our
march to the Waso Nyiro. In the afternoon Koromo, the man who met
us with the honey when we were returning from Embe, came into
camp with N’Dominuki and requested the honour of blood-
brotherhood with El Hakim, and that interesting though disgusting
ceremony was accordingly performed. That night George and I had a
very disagreeable experience. We and the puppy had gone to our
tent for a good night’s sleep after the worry and trouble of the last
three days. The pup was very restless, and ran whining about the
tent in a most annoying manner. At first we thought it was only his
“cussedness,” and scolded him well; but he got worse instead of
better, and finally rolled frantically on the ground, yelping most
dismally. Suddenly George said “D——n!” in a loud voice, and
sprang up from his bed, which was on the ground, and after a little
searching pulled a black insect from some part of his anatomy. He at
once examined his blankets, and found that they were literally
covered with tiny black ants, which, in spite of their small size, bit
most ferociously. I also turned out and found the ground under my
bed was a seething black mass of ants, which instantly attacked the
unprotected portions of my person with an earnestness and attention
to business which, under other circumstances, would have
commanded my highest admiration. Mine was a camp-bed standing
a foot off the ground, and consequently there were comparatively
few on my blankets. We turned our attention to the agonized puppy,
and found that the poor little brute was black underneath with the tiny
pests, who had bitten into his flesh and held on like limpets. We
brushed him free and put him out of harm’s way, swept out the floor
of the tent, getting innumerable bites on our naked feet and legs in
the process, and sent for some ashes, with which we liberally
sprinkled the ground, and also spread them in a circle round the tent,
which to some extent mitigated the nuisance. I did not suffer so
much, as my bed, as already explained, was some inches above the
ground, and consequently George, who slept on a heap of rushes,
bore the brunt of the attack. I was aroused several times during the
night by a muttered exclamation from the darkness on his side of the
tent, followed by the slap which signalled the hurried exit of another
of our tiny enemies from this world of woe. We found in the morning
that we had not been the only sufferers. Round all the men’s tents a
broad band of ashes testified to the defensive measures they had
been compelled to adopt. The cry of “siafu” (ants) in camp is at all
times a signal for instant action. Red-hot ashes are hastily gathered
and sprinkled in the path of the advancing horde, and the greatest
excitement prevails till the foe is finally vanquished. I was compelled
to shift our tent during the day to another spot some distance away.
By first beating down the earth into a hard concrete-like floor and
then strewing it with ashes, we hoped to prevent a recurrence of the
attack of the previous night, an arrangement we found to answer
admirably.
ELDERS OF M’THARA.
 DIRITO AND VISELI (on the right) AND TWO FOLLOWERS. (See
page 132.)

The same day the Somalis left M’thara for Chanjai, where they
desired to purchase food. They promised that on their return in four
days’ time they would accompany us on another expedition into
Embe—a result I should have attributed to my eloquence of the night
before had we not been perfectly aware of the unreliability of their
promises. El Hakim, however, decided to wait on the off-chance of
their returning, and resolved to fill in a day or two by a journey back
to Munithu to collect food, and also to try to get news as to how far
our Embe reverse had affected native feeling towards us in those
districts. He took eight men with rifles with him. I amused myself all
the morning trying to make toffee from native honey and butter. The
resulting compound, though palatable enough, could not be induced
to harden, so we were compelled to devour it with a spoon. George
gave in at midday to a nasty touch of fever. I administered a couple
of phenacetin tabloids, and sweated him well, which towards evening
reduced his temperature. Next morning he was decidedly better, and
together we made a tour of inspection round the camp. We saw a
peculiar striped rat in the boma, which we nicknamed the zebra rat. It
was mouse-coloured with black stripes, but as we had not a trap we
could not secure a specimen. At midday George was down again
with the fever, and I dosed him once more. At 12.30 two men came
back from El Hakim with a note for me. He asked for some fresh
bread and a bottle of milk, also for six more men with rifles. It
seemed that the Wa’G’nainu, the people of a district west of Munithu,
on hearing of our Embe reverse, had come down and looted some of
the trade goods which El Hakim had left in Bei-Munithu’s charge,
and that he intended to try to recover them. He also asked for my
company if I could leave camp. As George was so queer I did not
feel justified in leaving him, but on his assurance that he was quite
able to look after himself while I was away, I decided to go.
I took no baggage or blankets, and with six men and four donkeys,
which were required to bring back the balance of El Hakim’s goods
still remaining with Bei-Munithu, started at one o’clock, intending to
try to reach Munithu the same evening, though it had taken the safari
two days to reach M’thara from Munithu on the outward journey. At
sundown, after a toilsome and seemingly interminable march, my
party and I arrived at El Hakim’s camp outside Bei-Munithu’s village,
where El Hakim, pleased at our rapid journey, forthwith ministered to
my material wants in the way of towels, soap, and supper. After our
meal he summoned Bei-Munithu, and bade him recapitulate for my
benefit the story of the pillaged goods. Briefly it amounted to this: A
large party of the Wa’G’nainu had come on a friendly visit to Bei-
Munithu. During their sojourn with him a report came to hand that the
Wasungu had been driven out of Embe with great loss, and one of
them had been killed. The news caused some excitement, and, as
was only natural, the assembled natives discussed in what way the
Wasungu’s supposed misfortunes could be turned to profitable
account. It was already well known that Bei-Munithu had one of his
huts filled from floor to roof with the trade goods and equipment of
the chief Wasungu, and it did not require much persuasion to induce