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Brief Contents
Part 1 Introduction 2
Chapter 1 Managers and Management 2
History
Module A Brief History of Management’s Roots 27
Chapter 2 The Management Environment 34
Chapter 3 Integrative Managerial Issues 54

Part 2 Planning 80
Chapter 4 Foundations of Decision Making 80
Quantitative
Module Quantitative Decision-Making Aids 109
Chapter 5 Foundations of Planning 120

Part 3 Organizing 148

Chapter 6 Organizational Structure and Design 148
Chapter 7 Managing Human Resources 180
Career
Module Building Your Career 216
Chapter 8 Managing Change and Innovation 220

Part 4 Leading 246

Chapter 9 Foundations of Individual Behavior 246
Chapter 10 Understanding Groups and Managing Work Teams 278
Chapter 11 Motivating and Rewarding Employees 306
Chapter 12 Leadership and Trust 334
Chapter 13 Managing Communication and Information 362

Part 5 Controlling 388

Chapter 14 Foundations of Control 388
Chapter 15 Operations Management 418
Entrepreneurship
Module Managing Entrepreneurial Ventures 449

Glossary 458
Index 464

vii
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Contents
Content highlighted in blue indicates that it is presented via a visual spread.

Preface xvii
History Module: A Brief History of
Instructor Supplements xix
Management's Roots 27
Student Supplements xx
Early Management 27
About the Authors xxii
Classical Approaches 28
Behavioral Approach 29
Part 1 Introduction 2 Quantitative Approach 30
Contemporary Approaches 31
Chapter 1 Managers and Management 2 Endnotes 33
Who Are Managers and Where Do They Work? 5
What Three Characteristics Do All Organizations Share? 6
How Are Managers Different from Nonmanagerial Chapter 2 The Management Environment 34
Employees? 6
What Is the External Environment and Why Is It
What Titles Do Managers Have? 6
Important? 37
From the Past to the Present 1588–1705–1911–Today 7 How Has the Economy Changed? 38
What Is Management? 8 From the Past to the Present 1981–1987–1991–Today 39
What Role Do Demographics Play? 39
3 Ways to Look at What Managers Do 9
How Does the External Environment Affect Managers? 40
4 Functions Approach 9
Technology and the Manager’s Job | Can Technology
Management Roles Approach 10
Improve the Way Managers Manage? 41
Skills and Competencies 11
A Question of Ethics 43
Is the Manager’s Job Universal? 11
What Is Organizational Culture? 44
And the Survey Says . . . 13
How Can Culture Be Described? 45
Why Study Management? 14
Where Does Culture Come From? 45
A Question of Ethics 14
What Factors Are Reshaping and Redefining How Does Organizational Culture Affect Managers? 46
Management? 15 How Does Culture Affect What Employees Do? 46
Why Are Customers Important to the Manager’s Job? 15 How Does Culture Affect What Managers Do? 46
Technology and the Manager’s Job | Is It Still Managing And the Survey Says . . . 47
When What You’re Managing Are Robots? 16 Review
Why Is Innovation Important to the Manager’s Job? 17 Chapter Summary 48 • Discussion Questions 48 •
Importance of Social Media to the Manager’s Job 17 Management Skill Builder | Understanding Culture 49 •
Importance of Sustainability to the Manager’s Job 18 Experiential Exercise 50 • Case Application 1—Going to
Wrapping It Up . . .   18 Extremes 51 • Case Application 2—Not Sold Out 52 •
Case Application 3—Wild Ride 53 • Endnotes 53
Review
Chapter Summary 19 • Discussion Questions 19 • Chapter 3 Integrative Managerial Issues 54
Management Skill Builder | Political Skill 20 • Experiential
Exercise 22 • Case Application 1—Happier Employees →
What Is Globalization and How Does It Affect
Happier Customers = More Profit? 23 • Case Application Organizations? 57
2—Building a Better Boss 23 • Case Application 3—Saving What Does It Mean to Be “Global”? 58
the World 25 • Endnotes 26 How Do Organizations Go Global? 58

ix
x Contents

What Types of Decisions and Decision-Making Conditions

What Are the Different Types of Global
Do Managers Face? 92
Organizations? 59
How Do Problems Differ? 92
What Do Managers Need to Know About Managing in a How Does a Manager Make Programmed
Global Organization? 60 Decisions? 93
From the Past to the Present 1970s–1980s–Today 61 How Do Nonprogrammed Decisions Differ from
What Does Society Expect from Organizations and Programmed Decisions? 94
Managers? 63 And the Survey Says . . . 94
How Can Organizations Demonstrate Socially Responsible How Are Problems, Types of Decisions, and Organizational
Actions? 63 Level Integrated? 94
Should Organizations Be Socially Involved? 64 What Decision-Making Conditions Do Managers Face? 95
What Is Sustainability and Why Is It Important? 65 How Do Groups Make Decisions? 95
And the Survey Says . . . 66 What Are the Advantages and Disadvantages of Group
What Factors Determine Ethical and Unethical Decision Making? 95
Behavior? 66 When Are Groups Most Effective? 96
In What Ways Can Ethics Be Viewed? 67 How Can You Improve Group Decision Making? 97
How Can Managers Encourage Ethical Behavior? 67 A Question of Ethics 97
What Is Today’s Workforce Like and How Does It Affect What Contemporary Decision-Making Issues Do
the Way Organizations Are Managed? 69 Managers Face? 98
What Is Workplace Diversity? 69 How Does National Culture Affect Managers’ Decision
What Types of Diversity Are Found in Workplaces? 70 Making? 98
Why Are Creativity and Design Thinking Important in
A Question of Ethics 72
Decision Making? 99
How Are Organizations and Managers Adapting to a
Review
Changing Workforce? 72
Chapter Summary 102 • Discussion Questions 102 •
Review
Management Skill Builder | Being a Creative Decision
Chapter Summary 74 • Discussion Questions 74 •
Maker 103 • Experiential Exercise 105 •
Management Skill Builder | You→Being Ethical 75 •
Case Application 1—The Business of Baseball 105 •
Experiential Exercise 77 • Case Application 1—Dirty Little
Case Application 2—Tasting Success 106 •
Secret 77 • Case Application 2—Spy Games 77 •
Case Application 3—Lift Off 107 • Endnotes 108
Case Application 3—From Top to Bottom 78 • Endnotes 79

Part 2 Planning 80 Quantitative Module: Quantitative Decision-

Making Aids 109
Chapter 4 Foundations of Decision Making 80 Payoff Matrices 109
How Do Managers Make Decisions? 83 Decision Trees 110
What Defines a Decision Problem? 83 Break-Even Analysis 111
What Is Relevant in the Decision-Making Process? 84 Ratio Analysis 112
How Does the Decision Maker Weight the Criteria and Linear Programming 114
Analyze Alternatives? 84
Queuing Theory 116
What Determines the Best Choice? 86
Economic Order Quantity Model 116
What Happens in Decision Implementation? 86
Endnotes 119
What Is the Last Step in the Decision Process? 86
What Common Errors Are Committed in the Decision-
Making Process? 87 Chapter 5 Foundations of Planning 120
What Are the 3 Approaches Managers What Is Planning and Why Do Managers Need to
Can Use to Make Decisions? 88 Plan? 123
Why Should Managers Formally Plan? 123
Rational Model 88
What Are Some Criticisms of Formal Planning and How
Bounded Rationality 89
Should Managers Respond? 124
From the Past to the Present 1945–1978–Today 90
Does Formal Planning Improve Organizational
Intuition and Managerial Decision Making 90
Performance? 125
Technology and the Manager’s Job | Making Better
What Do Managers Need to Know About Strategic
Decisions with Technology 91
Management? 125
 Cont ent s xi

What Is Strategic Management? 126 From the Past to the Present 1965–1967–1984–Present 163
Why Is Strategic Management Important? 126 What Are Some Common Organizational Designs? 164
What Are the Steps in the Strategic Management What Traditional Organizational Designs Can Managers
Process? 127 Use? 164
What Strategic Weapons Do Managers Have? 128 What Contemporary Organizational Designs Can Managers
Technology and the Manager’s Job | IT and Strategy 129 Use? 165
And the Survey Says . . . 167
What Strategies Do Managers Use? 130 What Are Today’s Organizational Design Challenges? 168
Corporate Strategy 130 How Do You Keep Employees Connected? 168
Competitive Strategy 131 How Do Global Differences Affect Organizational
Functional Strategy 131 Structure? 168
Technology and the Manager’s Job | The Changing
A Question of Ethics 133
World of Work 169
How Do Managers Set Goals and Develop Plans? 133
How Do You Build a Learning Organization? 169
What Types of Goals Do Organizations Have and How Do
How Can Managers Design Efficient and Effective Flexible
They Set Those Goals? 133
Work Arrangements? 170
From the Past to the Present 1954–1960s and 1970s–Present 135
Review
What Types of Plans Do Managers Use and How Do They
Chapter Summary 173 • Discussion Questions 173 •
Develop Those Plans? 136
Management Skill Builder | Increasing Your Power 174 •
And the Survey Says . . . 138 Experiential Exercise 176 • Case Application 1—A New
What Contemporary Planning Issues Do Managers Kind of Structure 176 • Case Application 2—Volunteers
Face? 139 Work 177 • Case Application 3—You Work Where? 178 •
How Can Managers Plan Effectively in Dynamic Endnotes 179
Environments? 139
How Can Managers Use Environmental Scanning? 140 Chapter 7 Managing Human Resources 180
Review What Is the Human Resource Management Process and
Chapter Summary 141 • Discussion Questions 141 • What Influences It? 183
Management Skill Builder | Being a Good Goal Setter 142 • What Is the Legal Environment of HRM? 184
Experiential Exercise 144 • Case Application 1—Flip
From the Past to the Present 1913–Present 186
Flop 144 • Case Application 2—Fast Fashion 145 •
A Question of Ethics 187
Case Application 3—Shifting Direction 146 • Endnotes 147
How Do Managers Identify and Select Competent
Employees? 187
Part 3 Organizing 148 1 What Is Employment Planning? 187
2A How Do Organizations Recruit Employees? 189
Chapter 6 Organizational Structure and 2B How Does a Manager Handle Layoffs? 190
Design 148 3 How Do Managers Select Job Applicants? 190
What Are the Six Key Elements in Organizational How Are Employees Provided with Needed Skills and
Design? 151 Knowledge? 194
(1) What Is Work Specialization? 152 How Are New Hires Introduced to the
(2) What Is Departmentalization? 152 Organization? 194
(3) What Are Authority and Responsibility? 154 Technology and the Manager’s Job | Social and
Digital HR 195
(4) What Is Span of Control? 158
What Is Employee Training? 195
(5) How Do Centralization and Decentralization Differ? 159
A Question of Ethics 159 Keeping Great People: 2 Ways
(6) What Is Formalization? 159 Organizations Do This 198
Performance Management System 198
What Contingency Variables Affect
Structural Choice? 160 Should people be compared to one another or against a set of
standards? 198 • Traditional manager-employee perfor-
Mechanistic OR Organic 161 mance evaluation systems may be outdated 200 • When
Strategy → Structure 161 employee’s performance is not up to par 200
Size → Structure 162 Compensating Employees: Pay and Benefits 200
Technology → Structure 162 Compensation—Pay for doing a job 200 • Compensation—
Environment → Structure 162 Employees benefits 202
xii Contents

What Contemporary Hrm Issues Face Managers? 202 How Can Managers Encourage Innovation in an
How Can Managers Manage Downsizing? 202 Organization? 234
And the Survey Says . . . 203 How Are Creativity and Innovation Related? 235
How Can Workforce Diversity Be Managed? 203 What’s Involved in Innovation? 235
What Is Sexual Harassment? 204 How Can a Manager Foster Innovation? 236
What Is Workplace Spirituality? 205 How Does Design Thinking Influence Innovation? 238
How and Why Are Organizations Controlling HR Costs? 207 Review
Review Chapter Summary 239 • Discussion Questions 239 •
Chapter Summary 209 • Discussion Questions 209 • Management Skill Builder | Controlling Workplace Stress 240 •
Management Skill Builder | Being An Effective Interviewer 210 • Experiential Exercise 242 • Case Application 1—The Next Big
Experiential Exercise 212 • Case Application 1— Thing 242 • Case Application 2—GM’s Latest Model 243 •
Stopping Traffic 212 • Case Application 2—Résumé Case Application 3—Stress Kills 244 • Endnotes 245
Regrets 213 • Case Application 3—Thinking Outside the
Box 214 • Endnotes 215
Part 4 Leading 246
Career Module: Building Your Career 216
Chapter 9 Foundations of Individual
What Was Career Development Like, Historically? 216 Behavior 246
What Is Career Development Like, Now? 216 What are the Focus and Goals of Organizational
How Can I Have a Successful Career? 217 Behavior? 249
Assess Your Personal Strengths and Weaknesses 217 What Is the Focus of OB? 250
Identify Market Opportunities 217 What Are the Goals of Organizational Behavior? 250
Take Responsibility for Managing Your Own Career 217 What Role Do Attitudes Play in Job Performance? 251
Develop Your Interpersonal Skills 217 What Are the Three Components of an Attitude? 251
Practice Makes Perfect 217 What Attitudes Might Employees Hold? 251
Stay Up to Date 218 Do Individuals’ Attitudes and Behaviors Need to Be
Network 218 Consistent? 252
Stay Visible 218 What Is Cognitive Dissonance Theory? 252
Seek a Mentor 218 And the Survey Says . . . 253
Leverage Your Competitive Advantage 218 How Can an Understanding of Attitudes Help Managers Be
Don’t Shun Risks 218 More Effective? 253
It’s OK to Change Jobs 219 What Do Managers Need to Know About
Opportunities, Preparation, and Luck = Success 219 Personality? 254
How Can We Best Describe Personality? 254
Can Personality Traits Predict Practical Work-Related
Chapter 8 Managing Change and Innovation 220 Behaviors? 256
What Is Change and How Do Managers Deal with It? 223 A Question of Ethics 257
Why Do Organizations Need to Change? 224 How Do We Match Personalities and Jobs? 258
Who Initiates Organizational Change? 225 Do Personality Attributes Differ Across Cultures? 259
How Does Organizational Change Happen? 225 How Can an Understanding of Personality Help Managers
From the Past to the Present 1943–1944–1947–Present 226 Be More Effective? 259
How Do Managers Manage Resistance to Change? 228 What Is Perception and What Influences It? 260
Why Do People Resist Organizational Change? 229 What Influences Perception? 260
And the Survey Says . . . 229 How Do Managers Judge Employees? 261
What Are Some Techniques for Reducing Resistance to How Can an Understanding of Perception Help Managers
Organizational Change? 229 Be More Effective? 263
From the Past to the Present 1927–1971–Present 263
What Reaction Do Employees Have to
Organizational Change? 230 How Do Learning Theories Explain
What Is Stress? 230 Behavior? 263
What are the symptoms of stress? 231 Operant Conditioning 264
What Causes Stress? 231 Social Learning Theory 265
Job-related factors 231 • Personal factors 232 Shaping Behavior 265
A Question of Ethics 232 How Can an Understanding of Learning Help Managers Be More
How Can Stress Be Reduced? 233 Effective? 266
 Cont ent s xiii

What Contemporary OB Issues Face

4 Early Theories of Motivation  310
Managers? 267
How Do Generational Differences Affect the Maslow’s Hierarchy of Needs Theory 310
Workplace? 267 McGregor's Theory X and Theory Y  311
How Do Managers Deal with Negative Behavior in the Herzberg’s Two-Factor Theory 311
Workplace? 268 McClelland’s Three-Needs Theory 313
Review
How Do the Contemporary Theories Explain
Chapter Summary 269 • Discussion Questions 270 •
Motivation? 314
Management Skill Builder | Understanding Employee
Emotions 270 • Management Skill Builder | Understanding What Is Goal-Setting Theory? 314
Employee Personality 271 • Experiential Exercise 274 • From the Past to the Present → 1959–1977–Today 315
Case Application 1—Great Place to Work 275 • How Does Job Design Influence Motivation? 316
Case Application 2—Odd Couples 275 • Case Application What Is Equity Theory? 317
3—Employees First 276 • Endnotes 277 A Question of Ethics 318
How Does Expectancy Theory Explain Motivation? 319
Chapter 10 Understanding Groups and Managing How Can We Integrate Contemporary Motivation
Work Teams 278 Theories? 320
What Is a Group and What Stages of Development Do What Current Motivation Issues do Managers
Groups Go Through? 281 Face? 321
What Is a Group? 281 How Can Managers Motivate Employees When the
What Are the Stages of Group Development? 282 Economy Stinks? 322
And the Survey Says . . . 282 How Does Country Culture Affect Motivation
A Question of Ethics 283 Efforts? 322
How Can Managers Motivate Unique Groups of
5 Major Concepts of Group Behavior 284 Workers? 323
Roles 284 How Can Managers Design Appropriate Rewards
Programs? 324
Norms 284
Review
Conformity 285
Chapter Summary 327 • Discussion Questions 327 •
Status Systems 285
Management Skill Builder | Being a Good
Group Size 286 Motivator 328 • Experiential Exercise 331 •
Group Cohesiveness 286 Case Application 1—Passionate Pursuits 331 • Case
Application 2—Best Practices at Best Buy 332 • Case
From the Past to the Present 1951–Today 288 Application 3—Searching For? 333 • Endnotes 333
How are Groups Turned into Effective Teams? 288
Are Work Groups and Work Teams the Same? 289
What Are the Different Types of Work Teams? 289 Chapter 12 Leadership and Trust 334
Technology and the Manager’s Job | IT and Teams 291 Who Are Leaders, and What Is Leadership? 337
What Makes a Team Effective? 291 From the Past to the Present 1951–1960–Today 337
How Can a Manager Shape Team Behavior? 294
What Current Issues Do Managers Face in Managing What Do Early Leadership Theories Tell Us
Teams? 295 About Leadership? 338
What’s Involved with Managing Global Teams? 295 The Leader: What Traits Do Leaders Have? 338
When Are Teams Not the Answer? 297 The Behaviors: What Behaviors Do Leaders Exhibit? 340
Review University of Iowa studies 340
Chapter Summary 298 • Discussion Questions 298 • Ohio State studies 340
Management Skill Builder | Understanding How Teams University of Michigan studies 340
Work 299 • Management Skill Builder | Understanding Managerial Grid 340
Conflict Resolution 301 • Experiential Exercise 303 •
Case Application 1—Teaming Up for Take Off 303 • Case What Do The Contingency Theories of Leadership
Application 2—Toyota’s Teams 304 • Case Application 3— Tell Us? 341
Intel Inside . . . and Far Away 304 • Endnotes 305 What Was the First Comprehensive Contingency Model? 341
How Do Followers’ Willingness and Ability Influence
Chapter 11 Motivating and Rewarding Leaders? 342
Employees 306 And the Survey Says . . . 344
What Is Motivation? 309 How Participative Should a Leader Be? 344
And the Survey Says . . . 309 How Do Leaders Help Followers? 345
xiv Contents

What Is Leadership Like Today? 346 Review

What Do the Four Contemporary Views of Leadership Chapter Summary 381 • Discussion Questions 381 •
Tell Us? 346 Management Skill Builder | Being a Good Listener 382 •
A Question of Ethics 349 Experiential Exercise 384 • Case Application 1—Social
Benefit or Social Disaster? 384 • Case Application 2—
What Issues Do Today’s Leaders Face? 349
Banning E-Mail 385 • Case Application 3—Pizza, Politics,
Technology and the Manager’s Job | Virtual
and Papa 386 • Endnotes 387
Leadership 350
Why Is Trust the Essence of Leadership? 353
A Final Thought Regarding Leadership 354
Part 5 Controlling 388
Review
Chapter Summary 355 • Discussion Questions 356 • Chapter 14 Foundations of Control 388
Management Skill Builder | Being a Good Leader 356 • What Is Control and Why Is It Important? 391
Experiential Exercise 358 • Case Application 1— What Is Control? 391
Growing Leaders 358 • Case Application 2—Serving Why Is Control Important? 391
Up Leaders 359 • Case Application 3—Leadership
A Question of Ethics 391
Legacy 360 • Endnotes 361
What Takes Place as Managers Control? 393
1 What Is Measuring? 393
Chapter 13 Managing Communication and From the Past to the Present 1911–1913–1979–Today 395
Information 362 2 How Do Managers Compare Actual Performance to
How Do Managers Communicate Effectively? 365 Planned Goals? 396
How Does the Communication Process Work? 365 3 What Managerial Action Can Be Taken? 397
Are Written Communications More Effective Than Verbal And the Survey Says . . . 397
Ones? 367
What Should Managers Control? 397
Is the Grapevine an Effective Way to Communicate? 367
When Does Control Take Place? 398
How Do Nonverbal Cues Affect Communication? 367
From the Past to the Present → 1953–2009–Today 368 Keeping Track: What Gets Controlled? 399
What Barriers Keep Communication from Being Keeping Track of Organization’s Finances 399
Effective? 369
How Can Managers Overcome Communication Keeping Track of Organization’s Information 400
Barriers? 371 Keeping Track of Employee Performance 401
A Question of Ethics 372
Keeping Track Using a Balanced Scorecard Approach 402
Technology and Managerial What Contemporary Control Issues Do Managers
Communication 373
Confront? 403
Networked Communication 373 Do Controls Need to Be Adjusted for Cultural
Networked communication applications 374 Differences? 403
Wireless Communication 375 Technology and the Manager’s Job | Monitoring
Wireless communication applications 375 Employees 404
What Challenges Do Managers Face in Controlling the
Technology and the Manager’s Job | FYEO: Decoding
Workplace? 405
Communication Jargon 376
Review
What Communication Issues Do Managers Face
Chapter Summary 409 • Discussion Questions 409 •
Today? 376
Management Skill Builder | Being a Good Disciplinarian 410 •
How Do We Manage Communication in an Internet Management Skill Builder | Providing Good Feedback 412 •
World? 376 Experiential Exercise 413 • Case Application 1—
And the Survey Says . . . 377 Top Secret 414 • Case Application 2—Deepwater in Deep
How Does Knowledge Management Affect Trouble 415 • Case Application 3—Baggage Blunders and
Communication? 377 Wonders 416 • Endnotes 417
What’s Involved with Managing the Organization’s
Knowledge Resources? 378 Chapter 15 Operations Management 418
What Role Does Communication Play in Customer Why Is Operations Management Important to
Service? 378 Organizations? 421
How Can We Get Employee Input and Why Should We? 379 What Is Operations Management? 421
Why Should Managers Be Concerned with Communicating 1 How Do Service and Manufacturing
Ethically? 380 Firms Differ? 422
 Cont ent s xv

2 How Do Businesses Improve Productivity? 422

From the Past to the Present → 1950–1981/1982–Today 424 Entrepreneurship Module: Managing
3 What Role Does Operations Management Play in a Entrepreneurial Ventures 449
Company’s Strategy? 424
What Is Entrepreneurship? 449
What Is Value Chain Management and Why Who’s Starting Entrepreneurial Ventures? 449
Is It Important? 425 What Do Entrepreneurs Do? 450
What Is Value Chain Management? 425 What Planning Do Entrepreneurs Need to Do? 450
Who has power in the value chain? 426 What’s in a Full Business Plan? 451
Goals of value chain management 427 What Issues Are Involved in Organizing an Entrepreneurial
How Does Value Chain Management Benefit Businesses? 427 Venture? 452
What Are the Legal Forms of Organization for Entrepreneurial
How Is Value Chain Management Done? 428 Ventures? 452
What Are the Requirements for Successful Value Chain What Type of Organizational Structure Should Entrepreneurial
Management? 428 Ventures Use? 452
And the Survey Says . . . 429 What Human Resource Management (HRM) Issues Do
What Are the Obstacles to Value Chain Entrepreneurs Face? 453
Management? 431 What Issues Do Entrepreneurs Face in Leading an
A Question of Ethics 432 Entrepreneurial Venture? 453
What Contemporary Issues Do Managers Face in What Type of Personality Do Entrepreneurs Have? 454
Managing Operations? 432 How Can Entrepreneurs Motivate Employees? 454
1 What Role Does Technology Play in Operations How Can Entrepreneurs Be Leaders? 455
Management? 433
What Controlling Issues Do Entrepreneurs Face? 455
Technology and the Manager’s Job | Welcome to the
How Is Growth Managed? 456
Factory of the Future! 433
How Are Downturns Managed? 456
2 How Do Managers Control Quality? 434
What’s Involved with Exiting the Venture? 456
How Are Projects Managed? 436
Why Is It Important to Think About Managing Personal Challenges
Review
as an Entrepreneur? 456
Chapter Summary 442 • Discussion Questions 442 •
Endnotes 457
Management Skill Builder | Being a Good Project
Manager 443 • Experiential Exercise 444 •
Case Application 1—Tragedy in Fashion 445 •
Case Application 2—Dreamliner Nightmare 446 • Glossary 458
Case Application 3—Stirring Things Up 447 • Index 464
Endnotes 448
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 Preface
Welcome to the Ninth Edition of Fundamentals of Management! Although much has changed
in the world since FOM was first published in 1994, we haven’t changed our commitment to
providing you with the most engaging and up-to-date introduction to management paperback
on the market. And how do we do this? By covering the essential concepts of management;
providing a sound foundation for understanding the key issues; offering a strong, practical
focus, including the latest research on what works for managers and what doesn’t; and doing
these with a writing style that you and your students will find interesting and straightforward.
This edition introduces a new and exciting design. We love the way it looks and the way
management concepts are presented! And we hope you do, too! It’s a self-contained learning
package. In addition to the end-of-chapter summaries and review questions, you can choose
from the chapter self-assessments, skills modules, hands-on manager’s inbox exercises, and
case applications. In addition, the text is supported by the most comprehensive Web site and
supplement package, although your students will find the essential elements they need to
understand and apply management concepts within the text itself. You have the choice about
how best to use the materials: text only, online only, or text and online. It’s your decision!

What Key Changes Have We Made in the Ninth Edition?

You might think that there wouldn’t be much new information to put in a book . . . especially
a Ninth Edition! But that’s the great thing about a book that discusses managers and manage-
ment! It’s always easy to find new material just by paying attention to what’s happening in
the news! New issues and ideas are always confronting managers and we’ve made sure to
cover hot topics such as social media, big data, and design thinking, to name a few.
Our biggest change in this edition is our brand new, exciting, and innovative chapter
openers—a common Management Myth and how this myth is just that . . . a myth! Students
often think that they already know a lot about management . . . after all, it’s just common sense,
right? But management isn’t just common sense! When it comes to managing, much of what
passes for common sense is just plain wrong. So our new chapter openers grab students’ atten-
tion by introducing common Management Myths and then debunking them. We think you’ll
like the student discussion these “myths” and “debunking” will generate!
Another key change affects our end-of-chapter material. After listening to what you were
telling us, we decided to provide you with three (yes, you read that right, THREE!) Case Applica-
tions and we’ve moved them back to the end of the chapter. These Case Applications are a great
way to tell a current story about managers, management, and organizations and to involve students
in assessing a situation and answering questions about “how” and “why” and “what would you
do.” These Case Applications cover the gamut from Google and Yahoo! to Zara and Starbucks.
Also, based on feedback you gave us, we retained our complete, self-contained section on
developing management skills but moved the skills material to the relevant chapters. It’s one
thing to know something. It’s another to be able to use that knowledge. The skill-building ex-
ercises included at the end of each chapter help you apply and use management concepts. We
chose these 18 skills (some chapters have more than one) because of their relevance to devel-
oping management competence and their linkage to one or more of the topic areas in this book.
Finally, we’ve taken one section in each chapter and given it a completely new contem-
porary and visually appealing look. The design of this selected material will reinforce key

xvii
xviii Pr e fa c e

topics and ideas and make it easy for students to read and to know what’s important from that
particular chapter section. We hope you like these! They were a lot of fun for us to develop and
design! Also, because today’s students are accustomed to visually rich environments, we’ve
included additional visual presentations of material throughout the chapters to help engage
students with the material.
In addition to all these major changes, here is a chapter-by-chapter list of the topic addi-
tions and changes in the Ninth Edition:

Chapter 1—Managers and Management • Special features highlighting important chapter material and
providing visual interest
• New chapter opener—Management Myth/Debunked • 3 Case Applications —2 new
• Streamlined material in From the Past to the Present box to
better focus on key concepts
• New presentation of material in section on What Managers Do Chapter 5—Foundations of Planning
• New A Question of Ethics box
• New section on Importance of Social Media to the Manager’s • New chapter opener—Management Myth/Debunked
Job • New presentation of material in section on What Are Some
• Special features highlighting important chapter material and Criticisms of Formal Planning and How Should Managers
providing visual interest Respond?
• 3 Case Applications—2 are new • New material on social media as a strategic weapon
• New material on big data as a strategic weapon
• Streamlined material in From the Past to the Present box
Chapter 2—The Management Environment • Special features highlighting important chapter material and
providing visual interest
• New chapter opener—Management Myth/Debunked • 3 Case Applications —2 new
• New presentation of material in the From the Past to the
Present box feature
• Updated information on economic component of external Chapter 6—Organizational Structure
environment and Design
• Revised Technology and the Manager’s Job box
• New A Question of Ethics box • New chapter opener—Management Myth/Debunked
• New presentation of material in section on What Is • Clarified presentation of material on six key elements of
Organizational Culture? organizational design
• Special features highlighting important chapter material and • New A Question of Ethics box
providing visual interest • New presentation of material on What Contingency Variables
• 3 Case Applications—2 are new Affect Structural Choice?
• Streamlined material in From the Past to the Present box
• Special features highlighting important chapter material and
Chapter 3—Integrative Managerial Issues providing visual interest
• 3 Case Applications—2 new
• New chapter opener—Management Myth/Debunked
• New presentation of material in section on What Are the
Different Types of Global Organizations? Chapter 7—Managing Human Resources
• New A Question of Ethics box
• Special features highlighting important chapter material and • New chapter opener—Management Myth/Debunked
providing visual interest • Streamlined discussion of global HRM laws
• 3 Case Applications—all new • New material on use of social media in HR
• Special features highlighting important chapter material and
providing visual interest
Chapter 4—Foundations of Decision Making • 3 Case Applications—2 new

• New chapter opener—Management Myth/Debunked

• New presentation of material in section on What Are the 3 Chapter 8—Managing Change and Innovation
Approaches Managers Use to Make Decisions?
• New A Question of Ethics box • New chapter opener—Management Myth/Debunked
• New material on design thinking • New presentation of material in From the Past to the
• New material on big data Present box
 Pr eface xix

• New presentation of material on What Reactions Do Chapter 12—Leadership and Trust

Employees Have to Organizational Change?
• Added “Think About” questions to boxes • New chapter opener—Management Myth/Debunked
• New material on design thinking and innovation • New presentation of material on What Do Early Leadership
• Special features highlighting important chapter material and Theories Tell Us About Leadership?
providing visual interest • Special features highlighting important chapter material and
• 3 Case Applications—2 new providing visual interest
• 3 Case Applications—all new

Chapter 9—Foundations of Individual

Behavior Chapter 13—Managing Communication
and Information
• New chapter opener—Management Myth/Debunked
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Acknowledgments
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 Pr eface xxi

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Thank You!
Steve, Dave, and I would like to thank you for considering and choosing our book for your
management course. All of us have several years of teaching under our belt, and we know
how challenging yet rewarding it can be. Our goal is to provide you with the best resources
available to help you excel in the classroom!
 About the Authors
Stephen P. Robbins received his Ph.D. from the University of
Arizona. He previously worked for the Shell Oil Company and
Reynolds Metals Company and has taught at the University
of Nebraska at Omaha, Concordia University in Montreal,
the University of Baltimore, Southern Illinois University
at E­ dwardsville, and San Diego State University. He is
currently professor emeritus in management at San Diego
State.
Dr. Robbins’s research interests have focused on con-
flict, power, and politics in organizations, ­behavioral deci-
sion making, and the development of effective interpersonal
skills. His articles on these and other topics have appeared
in such journals as Business Horizons, the California Manage-
ment ­Review, Business and Economic Perspectives, International
Management, Management Review, Canadian Personnel and Industrial
Relations, and The Journal of Management Education.
Dr. Robbins is the world’s best-selling textbook author in the areas of management and organi-
zational behavior. His books have sold more than 6 million copies and have been translated into 20
languages. His books are currently used at more than 1,500 U.S. colleges and universities, as well as
hundreds of schools throughout Canada, Latin America, Australia, New Zealand, Asia, and Europe.
Dr. Robbins also participates in masters track competition. Since turning 50 in 1993, he’s won 23
national championships and 14 world titles. He was inducted into the U.S. Masters Track & Field Hall of
Fame in 2005 and is currently the world record holder at 100 m and 200 m for men 65 and over.

David A. DeCenzo (Ph.D., West Virginia University) is

president of Coastal Carolina University in Conway, South
Carolina. In his capacity as president, Dr. DeCenzo is
responsible for the overall vision and leadership of the
university. He has been at Coastal since 2002 when he
took over leadership of the E. Craig Wall Sr. College of
Business. As president, Dr. DeCenzo has implemented a
comprehensive strategic planning process, ensured fiscal
accountability through policy and practice, and promoted
assessment and transparency throughout the University.
Since becoming president in 2007, the University’s enroll-
ment has grown nearly 19 percent, the academic program has
expanded from 39 to 65 undergraduate degree programs and has
added six new master’s degree programs. Before joining the Coastal
faculty in 2002, he served as director of partnership development in the College of Business and
Economics at Towson University in Maryland. He is an experienced industry consultant, corporate
trainer, and public speaker. Dr. DeCenzo is the author of numerous textbooks that are used widely at
colleges and universities throughout the United States and the world.
Dr. DeCenzo and his wife, Terri, have four children and reside in Pawleys Island, South Carolina.

xxii
 A bout t he Aut hor s xxiii

Mary Coulter (Ph.D., University of Arkansas) held different

jobs including high school teacher, legal assistant, and city govern-
ment program planner before completing her graduate work. She
has taught at Drury University, the University of ­Arkansas,
Trinity University, and Missouri State University. She is cur-
rently professor emeritus of management at Missouri State
University. In addition to Fundamentals of Management, Dr.
Coulter has published other books with Pearson including
Management (with Stephen P. Robbins), Strategic Manage-
ment in Action, and Entrepreneurship in Action.
When she’s not busy writing, Dr. Coulter enjoys putter-
ing around in her flower gardens, trying new recipes, read-
ing all different types of books, and enjoying many different
activities with husband Ron, daughters and sons-in-law Sarah and
James, and Katie and Matt, and most especially with her two grand-
kids, Brooklynn and Blake, who are the delights of her life!
1 Managers and
Management

ent
gem

Only those who

ana
th
M

My th
My

want to be managers
need to take a
course in management.
© Rido/Fotolia
Another random document with
no related content on Scribd:
 As this letter is to be historical, I may as well claim what little
belongs to me in the matter, and that is the figure of Pickwick.
Seymour’s first sketch was of a long, thin man. The present
immortal one he made from my description of a friend of mine at
Richmond—a fat old beau who would wear, in spite of the ladies’
protests, drab tights and black gaiters. His name was John
1
Foster.

1
Is there not a blend of Mr. Tracy Tupman
here?

Seymour drew the figure from Mr. Chapman’s description:

Dickens put life into it—yet more life—and made it a “nurseling of
immortality.” That, believe me, is how it happens; just so, and in no
other way: and the operative power is called Genius. Remind
yourselves of this when learned men, discussing Shakespeare,
assure you they have fished the particular murex up which dyed
Hamlet’s inky cloak. Themselves are the cuttle, and only theirs is the
ink.

II
But we talk of Dickens: and the trouble with Dickens is that he—
whose brain in creating personage I suppose to be the most fecund
that ever employed itself on fiction—to the end of his days kept a
curious distrust of himself and a propensity for this childish expedient
of “drawing from the life.” It is miserable, to me, to think of this giant
who could turn off a Pickwick, a Sam Weller, a Dick Swiveller, a Mark
Tapley, a Sarah Gamp, Captain Cuttle, Mr. Dick, Mr. Toots, Mr.
Crummles, Mr. Mantalini, Dodson and Fogg, Codlin and Short,
Spenlow and Jorkins, Mrs. Jellaby, Mrs. Billickin, Mrs. Gargery, Mrs.
Wilfer, Mr. Twemlow, Mr. and Mrs. Micawber, Mr. Sapsea, Silas
Wegg, and indeed anyone you take into your own experience of life
—from Mr. Chadband to the Dolls’ Dressmaker, with hundreds of
lesser characters no less distinct—it is miserable to me, I say, that a
Genius with all this largess to mint and scatter should have taxed his
acquaintance to stamp their effigies upon poorer coin.

III
But let us discriminate. In “drawing from life” much will depend,
as Aristotle might say, on (a) the extent, (b) the manner, (c) your
intention: as likewise upon (d) the person drawn. I exclude all such
portraits as are likely to provoke an action at law; for these come to
be assessed under separate rules of criticism: and in general we
may say of them that they should be avoided from the instinct of self-
preservation rather than on grounds of disinterested aesthetic.
Confining ourselves, then, to portraits which are not actionable,
we may take, as an extreme instance, Samuel Butler’s The Way of
All Flesh. For in this book the persons portrayed are the author’s
own parents, and he portrays them in a manner and with intention to
make them odious, and to any extent: which seems to involve the
nice moral question whether a person the best able to do a thing
should not sometimes be the person who least ought to do it. And
should the injunction against laying hands on your father
Parmenides cover Parmenides if he happen to be your maiden aunt?
—and maybe, too, she can retort, because you come of a literary
family, you know! This power of retort, again, complicates a question
which, you perceive, begins to be delicate. Ought you to catch
anyone and hit him where he cannot hit back? Parmenides is no
longer a relative but (say) a publisher, and you have—or think you
have—reason to believe that he has cheated you. (And before you
answer that this is incredible, let me say that I am dealing with an
actual case, in which, however, I was not a party.) Are you justified in
writing a work of fiction which holds him up to public opprobrium
under a thin disguise? In my opinion you are not: because it means
your attacking the fellow from a plane on which he can get no
footing, to retaliate.
But it may be urged against him that Dickens by consent, and
pretty well on his own admission, drew portraits of his mother in Mrs.
Nickleby, and of his father in Mr. Micawber, and again in old Mr.
Dorrit of the Marshalsea—this last, I am sure, the nearest to life.
Well, I pass the question of provocation or moral excuse, observing
only that Dickens tholed a childhood of culpable, even of damnable,
neglect, whereas the parents of Samuel Butler did at least wing, with
a Shrewsbury and Cambridge education, the barbs he was to shoot
into their dead breasts. Dickens’ parents turned him down, at ten, to
a blacking-factory, and, as we saw in our last lecture, when the
moment came to release him from the blacking-warehouse his
mother tried to insist on his returning.

“I do not,” he records to Forster, “write resentfully or angrily,

for I know how all these things have worked together to make
me what I am; but I never afterwards forgot, I never shall forget, I
never can forget, that my mother was warm for my being sent
back.”

IV
So there was provocation in plenty, humiliation inflicted on a
young and infinitely sensitive mind. But, when we have granted that
Dickens borrowed from his mother for Mrs. Nickleby, from his father
for Mr. Micawber and the Elder Dorrit, mark you how genius diverges
from the mere hint—how far Micawber differs from Dorrit, while both
are elemental. Mark you further how and while both are sublimated
and Mrs. Nickleby too—how much charity has to do with the
chemical process. Who thinks of Mrs. Nickleby but as an amiable
noodle? Who of Mr. Micawber, but to enjoy his company? Who of Mr.
Dorrit but with a sad ironical pity? Where in any portrait of the three
can you trace a stroke of that vindictiveness you find bitten upon
page after page of The Way of All Flesh?
Moreover, choosing Old Dorrit, the least sympathetically but the
most subtly drawn of the three, I would ask you, studying that
character for yourselves, to note how Dickens conveys that, while
much of its infirmity is native, much also comes of the punishment of
the Marshalsea against which the poor creature’s pomposities are at
once a narcotic, and a protest, however futile, of the dignity of a
human soul, however abject. Mark especially, at the close of Chapter
XXXV, how delicately he draws the shade of the Marshalsea over
Little Dorrit herself. He would fain keep her, born and bred in that
unwholesome den, its one uncontaminated “prison-flower”—but with
all his charity he is (as I tried to show you in a previous lecture) a
magisterial artist and the truth compels him. Mark then the workings
of this child’s mind on hearing the glad news of her father’s release.
Here is the passage:

Little Dorrit had been thinking too. After softly putting his [her
father’s] hair aside, and touching his forehead with her lips, she
looked towards Arthur, who came nearer to her, and pursued in
a low whisper the subject of her thoughts.
“Mr. Clennam, will he pay all his debts before he leaves
here?”
“No doubt. All.”
“All the debts for which he has been imprisoned here, all my
life and longer?”
“No doubt.”
There was something of uncertainty and remonstrance in
her look; something that was not all satisfaction. He wondered to
detect it, and said:
“You are glad that he should do so?”
“Are you?” asked Little Dorrit wistfully.
“Am I? Most heartily glad!”
 “Then I know I ought to be.”
“And are you not?”
“It seems to me hard,” said Little Dorrit, “that he should have
lost so many years and suffered so much, and at last pay all the
debts as well. It seems to me hard that he should pay in life and
money both.”
“My dear child——” Clennam was beginning.
“Yes, I know I am wrong,” she pleaded timidly. “Don’t think
any worse of me; it has all grown up with me here.”
The prison, which could spoil so many things, had tainted
Little Dorrit’s mind no more than this. Engendered as the
confusion was, in compassion for the poor prisoner, her father, it
was the first speck Clennam had ever seen, it was the last speck
Clennam ever saw, of the prison atmosphere upon her.

Now I call that, Gentlemen, the true novelist’s stroke; rightly

divined, so suddenly noted that we, who had not expected it, consent
at once with a “Yes, yes—of course it happened so.”

V
But what I wish you to grasp is—in a man who could play strokes
like that by the score and conjure up out of his vasty deeps anything
from Dick Swiveller to Uncle Pumblechook, from the Marchioness to
Mrs. Joe Gargery—the silliness of diffidence which drove him again
and again to mere copying “from the life.” The superstition was idle,
even when it did no harm. Having, in Oliver Twist, to describe a
harsh and insolent Magistrate, Dickens (who could invent a Mr.
Nupkins at will) took pains to be introduced to the Hatton Garden
Police Court over which a certain Mr. Laing presided. He took these
pains scrupulously, through an official channel (as they say), with the
double result that we get Mr. Fang in the novel and that the Home
Secretary very soon found it convenient to remove Mr. Laing from
the Bench—and this, maybe, was all for the good—but you see how
our author has already mixed up his conception of Charles Dickens
as an author with that of Charles Dickens as a popular institution.
We will suppose that this Mr. Laing got his deserts. None the
less Dickens was hitting him on a pitch where he had no standing
and could not hit back. And I would warn you of this, Gentlemen—
that if, trained here, you go forth to do battle with wrongdoing, one of
two methods is equally fair, and no other. Either you must persuade
men generally that such and such a principle should govern their
actions, or, if you have to take a particular wrongdoer by the throat,
you should in the first place be absolutely sure of your facts, and, in
the second, take him preferably on his own ground: so that his
defeat will be righteous and plain to all, and he can excuse nothing
on your advantage of position.
I have diverged into advising you as artists in public life: but the
advice is not irrelevant, for it echoes that which, repeatedly given to
Dickens by his best friends, he repeatedly ignored, yet never without
detriment to his art and not seldom with irritating personal
consequences. You all know how he came to grief over his
caricatures of Landor and Leigh Hunt in Bleak House. Laurence
Boythorne was merely a cheap superficial, not ill-natured, portrait.
Landor, who never condescended to notice it, might well have
shrugged his tall shoulders and said, “Is this the friend who visited
Fiesole for my sake, and sent me home the only gift I demanded—
an ivy-leaf from my old Villa there ... and is this what he knows of
me, or even what I seemed to him?” (The ivy-leaf was found
wrapped away among Landor’s papers, twenty years later.) But
nothing—least of all its verisimilitude—can excuse the outrage
perpetrated upon Leigh Hunt in the mask of Harold Skimpole: for, as
Forster observes, to this character in the plot itself of Bleak House is
assigned a part which no fascinating foibles or gaieties of speech
could redeem from contempt. Hunt, who (with all his faults) never
lacked generosity, had been among the first to hail and help Dickens,
was (as often happens) the last to recognise himself for the intended
victim: but when some kind friend drew his attention to the calculated
wound, it went deep. Dickens apologised in a letter which did its
best, but could, in the nature of things, amount to no more than
kindly evasiveness. He was guilty, and he knew it. Hunt had been
wounded in the house of his friend. It was all very well, or ill, for
Dickens to plead (as he did) that in Micawber and Mrs. Nickleby he
had played a like trick on his own father and mother. The first and
most obvious answer to that is, “Well, if you did, you ought to have
known better”—the second, “And, anyhow, why should that make it
any the more agreeable to me?” But Mrs. Nickleby and Mr. Micawber
(as we saw) are kindly, even lovable characters. Harold Skimpole is
at once abject and mischievous: and as Forster very justly remarks:

The kindly or unkindly impression makes all the difference

where liberties are taken with a friend; and even this entirely
favourable condition will not excuse the practice to many, where
near relatives are concerned.

But Landor and Leigh Hunt, you may say, were literary men of
their hands, well able to defend themselves. Well, then, take down
your David Copperfield and compare the Miss Mowcher of Chapter
XXII with the Miss Mowcher of Chapter XXXII. You will see at once
that something very queer has happened; that the Miss Mowcher of
the earlier chapter, obviously meant to be an odious little go-between
in the Steerforth plot, has changed into a decent little creature at
once pathetic and purposeless. Why? The answer is that the
deformed original, recognising her portrait, had in the interim
addressed to Dickens a poignant letter of remonstrance. Dickens,
writing the story in monthly numbers, apologised and hastily
readjusted his plot.
These things work out to this—that in dealing with Dickens we
have to lay our account—as in dealing with Shakespeare we have to
lay our account—with a genius capable of vast surprises but at any
point liable to bolt out of self-control. I have no theories at all of what
a genius should be, or of how it ought to behave. Let us take what
the gods give and be thankful: and with Dickens as with
Shakespeare—both of whom write execrably at times and at times
above admiration—we have to accept this inequality as a condition
of our arriving at the very best. Even if we allow that a stricter
schooling would have spoilt both, and is indeed the bane of
originality: still let us keep our heads and tell ourselves that a great
part of Oliver Twist is execrable stuff and no less, as the talk of
Speed in The Two Gentlemen of Verona or of Lucio in Measure for
Measure is execrable stuff and no less. By all means let us keep in
mind that these flagrancies are human and, if you will, a necessary
part of any Shakespeare, of any Dickens. But let us be quite clear in
judging them as counterweights, and tell ourselves that a Virgil or a
Dante—yes, or a Cervantes—would never need to ask such
forgiveness from us.

VI
Corruptio optimi pessima is one of those orotund sayings which
impress for the moment but are liable to have their wisdom very
considerably spokeshaved (so to speak) as soon as we apply the
Socratic knife. Is Tarzan of the Apes, after all, a corruption of the
best? And, if so, from what incalculable height did Lucifer plunge,
and how many days did he take before he broke the roof of the
railway station and scattered himself over the bookstalls? We may
derive solace, if we will, by telling ourselves that those horrible days
in the Chandos Street blacking-warehouse were a part of the
education of Dickens’ genius, taught it to observe, and so on. But I
say to you, as he said of Little Dorrit, that such a shadow of cruelty,
induced upon a sensitive boy, must inevitably leave its stain: and I do
most earnestly ask you, some of whom may find yourselves trustees
for the education of poor children, if you are sure that Dickens
himself was the better for a starved childhood? For my part I can
give that starvation little credit for his achievement, reading its effect
rather into his many faults of taste and judgment.
 VII
It is usual to class among the first of these faults a defective
sense of English prose: and the commonest arraignment lies against
his use of blank verse in moments of pathos or of deep emotion.
Well, but let us clear our minds of cant about English prose, and
abstain from talking about it as if the Almighty had invented its final
pattern somewhere in the eighteenth century. Prose—and Poetry
too, for that matter—is a way of putting things worth record into
memorable speech. English writers of the late seventeenth and the
eighteenth century found, with some measure of consent, an
admirable fashion of doing this, and have left a tradition: and it is a
tradition to which I, personally, would cling if I could, admiring it as I
do, and admiring so much less many pages of Dickens and a
thousand of pages of Carlyle. After all, so long as the thing gets itself
said, and effectively, and memorably, who are we to prescribe rules
or parse sentences? What, for example, could that mysterious body,
the College of Preceptors, do to improve the grammar of Antony and
Cleopatra, even if they persuaded one another “Well, apparently
they have come to stay, and perhaps we had better call upon them,
my dear”?

VIII
Having, then, no preconceived notions about prose, and few
prejudices save against certain locutions of which I confess I dislike
them mainly because I dislike the sort of person who employs them
—I assert that Dickens, aiming straight at his purpose, wrote
countless pages of quite splendid prose. I defy you, for example, to
suggest how a sense of the eeriness of the Woolwich marshes with
an apprehension of horror behind the fog could be better conveyed
in words than Dickens conveys them in the opening chapters of
Great Expectations; as I ask you how the earliest impressions of a
sensitive child can be better conveyed in language than they are in
the early chapters of David Copperfield.

IX
But even this apologia—sufficient as I think it—does not cover
the whole defence. We have picked up a habit of consenting with
critics who tell us that Dickens’ prose is careless and therefore not
worth studying. Believe me, you are mistaken if you believe these
critics. Dickens sometimes wrote execrably: far oftener he penned at
a stretch page upon page of comment and conversation that
brilliantly effect their purpose and are, therefore, good writing. You
will allow, I dare say, his expertness in glorifying the loquacity that
comes of a well-meaning heart and a rambling head. Recall, for
example—casually chosen out of hundreds—Mrs. Chivery on her
son John, nursing his love-lornness amid the washing in the back-
yard: and remark the idiom of it:

“It’s the only change he takes,” said Mrs. Chivery, shaking

her head afresh. “He won’t go out, even to the back-yard, when
there’s no linen: but when there’s linen to keep the neighbours’
eyes off, he’ll sit there, hours. Hours he will. Says he feels as if it
was groves.... Our John has everyone’s good word and
everyone’s good wish. He played with her as a child when in that
yard she played. He has known her ever since. He went out
upon the Sunday afternoon when in this very parlour he had
dined, and met her, with appointment or without appointment
which I do not pretend to say. He made his offer to her. Her
brother and sister is high in their views and against Our John.
‘No, John, I cannot have you, I cannot have any husband, it is
not my intentions ever to become a wife, it is my intentions to be
always a sacrifice, farewell. Find another worthy of you and
forget me!’ This is the way in which she is doomed to be a
constant slave, to them that are not worthy that a constant slave
 unto them she should be. This is the way in which Our John has
come to find no pleasure but in taking cold among the linen....”

Is that not prose? Of course it is prose for its purpose: and,

strictly for her purpose—strictly, mind you for their purpose—Mrs.
Chivery’s parallelisms of speech will match those of the prophet
Jeremiah at his literary best. “Ah,” say you, “but Dickens is dealing
out humorous reported speech. Can he write prose of his own?”
Well, yes, and yes most certainly. If you will search and study his
passages of deliberate writing you will scarcely miss to see how he
derives in turn of phrase as in intonation from the great eighteenth-
century novelists and translators whose works, if you remember,
were the small child’s library in the beautiful fourth chapter of David
Copperfield:

My father had left a small collection of books in a little room

upstairs ... which nobody else in our house ever troubled. From
that blessed little room, Roderick Random, Peregrine Pickle,
Humphrey Clinker, Tom Jones, the Vicar of Wakefield, Don
Quixote, Gil Blas, and Robinson Crusoe came out, a glorious
host, to keep me company....

The whole passage, if you will turn to it, you will recognise as
delicate English prose. But it is also a faithful, if translated, record.
From this line of English writers, the more you study him, the more
clearly you will recognise Dickens as standing in the direct descent
of a pupil. He brings something of his own, of course, to infuse it, as
genius will: and that something is usually a hint of pathos which the
eighteenth-century man avoided. But (this touch of pathos excepted)
you will find little, say, to distinguish Fielding’s sketch of Squire
Allworthy on his morning stroll from this sketch, which I take casually
from The Old Curiosity Shop, of an aged woman punctually visiting
the grave of her husband who had died in his prime of twenty-three:

“Yes, I was his wife. Death doesn’t change no more than life,
my dear.”... And now that five-and-fifty years were gone, she
 spoke of the dead man as if he had been her son or grandson,
with a kind of pity for his youth growing out of her own old age,
and an exalting of his strength and manly beauty, as compared
with her own weakness and decay; and yet she spoke of him as
her husband too, and thinking of herself in connection with him,
as she used to be and not as she was now, talked of their
meeting in another world, as if he were dead but yesterday, and
she, separated from her former self, were thinking of the
happiness of that comely girl who seemed to have died with him.

X
No, we can none of us afford to despise Dickens’ prose. This
passage comes from one of his earliest books: if you would learn
how he (ever a learner) learned to consolidate his style, study that
neglected work of his, The Uncommercial Traveller—study such
essays as that on “Wapping Workhouse” or that on “The City
Churchyards”—study them with Thackeray’s Roundabout Papers—
and tell me if these two great Victorian novelists, after shaking the
dust of an Esmond or a David Copperfield off their palms, cannot, as
a parergon, match your Augustans—your Steele or your Addison—
on their own ground. Few recognise it, this pair being otherwise so
great: but it is so.
And because you will probably disbelieve me at first going-off, I
shall add the testimony of one you will be apter to trust—that of
George Gissing. I have spoken of one chapter in David Copperfield,
to commend it.
But, says Gissing:

In the story of David Copperfield’s journey on the Dover road

we have as good a piece of narrative prose as can be found in
English. Equally good, in another way, are those passages of
rapid retrospect in which David tells us of his later boyhood, a
concentration of memory perfumed with the sweetest humour. It
 is not an easy thing to relate, with perfect proportion of detail,
with interest that never for a moment drops, the course of a year
or two of wholly uneventful marriage: but read the chapter
entitled Our Domestic Life and try to award adequate praise to
the great artist who composed it. One can readily suggest how
the chapter could have been spoiled; ever so little undue satire,
ever so little excess of sentiment; but who can point to a line in
which it might be bettered? It is perfect writing: one can say no
more and no less.

XI
I am glad, Gentlemen, on the verge of concluding these talks
about Dickens, to quote this from Gissing—a genuine genius,
himself an author of what Dr. Johnson would have described as
“inspissated gloom.” There is, I daresay, some heaven of recognition
in which all true artists meet; and at any rate it pleases one to think
that the author of The New Grub Street should, in this sublunary
sphere, have been comforted on his way (it would even seem,
entranced) by such children of joy as Sam Weller and Mr. Toots. And
I, at any rate, who admired Gissing in life, like to think of him who
found this world so hard, now, by virtue of his love for Dickens,
reconciled to look down on it from that other sphere, with tolerant
laughter—upon this queer individual England, at least. For
Providence has made and kept this nation a comfortable nation,
even to this day: and if you take its raciest literature from Chaucer
down, you may assure yourselves that much of its glorious merit
rests on the “triple pillar” of common-sense, religious morality and
hearty laughter. I for my part hold that we shall help a great deal to
restore our commonwealth by seeking back to that last “Godlike
function” and re-learning it. To promote that laughter, with good
sense and good morality, was ever Dickens’ way, as to kill wherever
he could what he once called “this custom of putting the natural
demand for amusement out of sight, as some untidy housekeepers
put dust, and pretending that it was swept away.” And I think of
Dickens as a great Englishman not least in this, that he was a man
of his hands, with a great laugh scattering humbug to make place for
mirth and goodwill; “a clean hearth and [to adapt Mrs. Battle] the
spirit of the game.”

XII
I conclude these lectures on Dickens with a word or two casually
uttered in conversation by a great man—possibly the greatest—of
the generation that succeeded Dickens; himself a superb novelist,
and a ruthless thinker for the good of his kind; a Russian, moreover,
to whom the language alone of Sam Weller or of Mrs. Gamp must
have presented difficulties well-nigh inconceivable by us. Some
nineteen years ago a friend of mine visited Tolstoy at his home and,
the talk falling upon Dickens, this is what Tolstoy said:

All his characters are my personal friends. I am constantly

comparing them with living persons, and living persons with
them. And what a spirit there was in all he wrote!

This having been reported to Swinburne, here is a part of

Swinburne’s answer:

What a superb and crushing reply to the vulgar insults of

such malignant boobies and poetasters as G. H. Lewes and Co.
(too numerous a Co.!) is the witness of ... such a man among
men!... After all, like will to like—genius will find out genius, and
goodness will recognise goodness.

Tolstoy to Dickens.... That is how the tall ships, the grandees of

literature, dip their flags and salute as they pass. Gentlemen, let us
leave it at that!
 THACKERAY (I)

I
AMONG many wise sayings left behind him by the late Sir Walter
Raleigh—our Sir Walter and Oxford’s of whom his pupils there would
say, “But Raleigh is a prince”—there haunts me as I begin to speak
of Thackeray, a slow remark dropped as from an afterthought upon
those combatants who are for ever extorting details of
Shakespeare’s private life out of the Plays and the Sonnets, and
those others (Browning, for example, and Matthew Arnold) who in
revulsion have preached Shakespeare up for the grand impersonal
artist who never unlocked his heart, who smiles down upon all
questioning and is still
Out-topping knowledge.
Such a counter-claim may be plausible—is at any rate excusable if
only as an oath upon the swarm of pedlars who infest Shakespeare
and traffic in obscure hints of scandal. Yet, it will not work. “It would
never be entertained,” says Raleigh, “by an artist, and would have
had short shrift from any of the company that assembled at the
Mermaid Tavern. No man can walk abroad save on his own shadow.
No dramatist can create live characters save by bequeathing the
best of himself to the children of his art, scattering among them a
largess of his own qualities, giving, it may be, to one his wit, to
another his philosophic doubt, to another his love of action, to
another the simplicity and constancy that he finds deep in his own
nature. There is no thrill of feeling communicated from the printed
page but has first been alive in the mind of the author: there was
nothing alive in his mind that was not intensely and sincerely felt.
Plays like Shakespeare’s cannot be written in cold blood; they call
forth the man’s whole energies, and take toll of the last farthing of his
wealth of sympathy and experience.”

II
No man can walk abroad save on his own shadow. That is the
sentence, of truly Johnsonian common-sense, which bears most
intimately on our subject this morning. The story runs that
Thackeray, one day tapping impatiently upon the cover of some
adulatory memoir of somebody, warm from the press, enjoined upon
his family, “None of this nonsense about me, after my death”: and
the injunction was construed by his daughter, Lady Ritchie, most
piously beyond a doubt, perhaps too strictly, for certain not with the
happiest results. For this denial of any authoritative biography—of a
writer and a clean-living English gentleman who might, if any human
being can or could, have walked up to the Recording Angel and
claimed his dossier without a blush—has not only let in a flood of
spurious reminiscences, anecdotes, sayings he most likely never
uttered or at least never uttered with meaning or accent to give pain
that, as reported, they convey. It has led to a number of editions with
gossipy prefaces and filial chat (I fear I must say it) none the more
helpful for being tinctured by affection and qualified by reserve.
This happens to be the more unfortunate of Thackeray since, as
I suppose, no writer of the Victorian age walked abroad more sturdily
on his own tall shadow, or trusted more on it. It was a shadow, too:
dark enough for any man’s footstep. I do not wish—nor is it
necessary—to break in upon any reticence. But you probably know
the main outline of the story—of a Cambridge youth, of Trinity, who
living moderately beyond his means (as undergraduates will) lost his
affluence, lost the remains of it when, bolting to London, he dared to
run a newspaper—two newspapers. The National Standard had
soon (in his own phrase) to be hauled down, and The Constitutional
belied its title by a rapid decline and decease. Thus he lost a
moderate patrimony, and we find him next as a roving journalist in
Paris, divided between pen and pencil, with an almost empty pocket.
There, in August, 1836, at the British Embassy, he made a most
imprudent but happy marriage—most happy, that is for a while.
Years afterwards he wrote to a young friend:

I married at your age with £400 paid by a newspaper which

failed six months afterwards, and always love to hear of a young
man testing his fortune in that way. Though my marriage was a
wreck, as you know, I would do it over again, for behold Love is
the crown and completion of all earthly good.... The very best
and pleasantest house I ever knew in my life had but £300 to
keep it.

Here, then, comes in the tragedy of Thackeray’s life. Daughters

were born to him amid those pleasures and anxieties which only they
can taste fully who earn their daily bread in mutual love on the
future’s chance. As he beautifully wrote, long after, in Philip:

I hope, friend, you and I are not too proud to ask for our daily
bread, and to be grateful for getting it? Mr. Philip had to work for
his, in care and trouble, like other children of men:—to work for
it, and I hope to pray for it too. It is a thought to me awful and
beautiful, that of the daily prayer, and of the myriads of fellow-
men uttering it, in care and in sickness, in doubt and in poverty,
in health and in wealth. Panem nostrum da nobis hodie. Philip
whispers it by the bedside where wife and child lie sleeping, and
goes to his early labour with a stouter heart: as he creeps to his
rest when the day’s labour is over, and the quotidian bread is
earned, and breathes his hushed thanks to the bountiful Giver of
the meal. All over this world what an endless chorus is singing of
love, and thanks, and prayer. Day tells to day the wondrous
story, and night recounts it unto night. How do I come to think of
a sunrise which I saw near twenty years ago on the Nile when
the river and sky flushed with the dawning light and, as the
luminary appeared, the boatmen knelt on the rosey deck and
adored Allah? So, as thy sun rises, friend, over the humble
 housetops round about your home, shall you wake many and
many a day to duty and labour. May the task have been honestly
done when the night comes; and the steward deal kindly with the
labourer.

Always this refrain in Thackeray—the text which Dr. Johnson

once had inscribed on his watch, ΝΥΞ ΓΑΡ ΕΡΧΕΤΑΙ, “For the night
cometh.”
With the birth of her third child, however, Mrs. Thackeray fell
under a mental disease not violent at first, but deepening until it
imperatively required removal and restraint.

III
I have been as short over this as could be: but the simple fact
must be taken into account if we would understand Thackeray at all.
Without knowledge of it, for instance, how can we interpret the ache
behind his jolly Ballad of Bouillabaisse?

This Bouillabaisse a noble dish is—

A sort of soup, or broth, or brew,
Or hotchpotch, of all sorts of fishes,
That Greenwich never could outdo;
Green herbs, red peppers, mussels, saffern,
Soles, onions, garlic, roach, and dace;
All these you eat at Terré’s tavern,
In that one dish of Bouillabaisse...
 Ah me! how quick the days are flitting!
I mind me of a day that’s gone,
When here I’d sit, as now I’m sitting,
In this same place—but not alone.
A fair young form was nestled near me,
A dear, dear face looked fondly up,
And sweetly spoke and smiled to cheer me
—There’s no one now to share my cup.

If you wish, taking him at his best, to envisage Thackeray in the

days of his assured triumph, you must understand him as a
desolated man; as a man who, having built a fine house for himself
in Kensington Palace Gardens, could never fit it for a real home. If
he built himself a house, he could not sit and write in it; scarcely a
page of The Newcomes was written but on Club paper or at a hotel.
It would seem as if the very anguish of the hearth drove this soul, so
domestic by instinct, into the waste of Club-land, Pall Mall, the
Reform Club, where his portrait now so pathetically hangs. For
above all (let The Rose and the Ring with its delightful and delicate
occasion attest) Thackeray was born to be beloved of a nursery—the
sort of great fellow to whom on entrance every child, as every dog,
takes by instinct. In the nursery, quite at home, he rattles off the
gayest unforgettable verses:

Did you ever hear of Miss Symons?

She lives at a two-penny pieman’s:
But when she goes out
To a ball or a rout
Her stomacher’s all covered with di’monds.

Or, for elder taste,

In the romantic little town of Highbury,

My father kept a Succulating Libary.
 He followed in his youth the Man immortal who
Conquered the Frenchman on the plains of Waterloo

—with similar fooling. Some men at Cambridge had the gift of this
fooling—in Tennyson’s day, too—and not the least of them was
Edward Lear, incomparable melodist of nonsense—nursery Mozart
of the Magic Flute—to whom, on his Travels in Greece, Tennyson
dedicated those very lovely stanzas beginning:

Illyrian woodlands, echoing falls

Of water, sheets of summer glass,
The long divine Peneian pass,
The vast Acroceraunian walls....

He must be an unsympathetic critic (I think) and therefore an

incomplete critic, if indeed a critic at all, who feels any real
incongruity as in his mind he lets those lines fade off into

Far and few, far and few,

Are the lands where the Jumblies live, etc.;

for as Shelley once assured us, more or less:

Many a green isle needs must be

In the deep wide sea of—Philistie,

and to anyone who remembers the imaginary horizons of his nursery

I dare say the Blessed Isles of Nonsense and the land where the
Bong tree grows lie not far from Calypso’s grot, or the house of Circe

In gardens near the pale of Proserpine,