Test Bank for Management People

Performance Change 1st Edition by

Gomez-Mejia
Go to download the full and correct content document:
http://testbankbell.com/product/test-bank-for-management-people-performance-chan
ge-1st-edition-by-gomez-mejia/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...

Managing Human Resources 8th Edition Gomez-Mejia Test

Bank

https://testbankbell.com/product/managing-human-resources-8th-
edition-gomez-mejia-test-bank/

Managing Human Resources Gomez-Mejia 7th Edition Test

Bank

https://testbankbell.com/product/managing-human-resources-gomez-
mejia-7th-edition-test-bank/

Managing Human Resources 8th Edition Gomez-Mejia

Solutions Manual

https://testbankbell.com/product/managing-human-resources-8th-
edition-gomez-mejia-solutions-manual/

Solution Manual for Managing Human Resources, 9th

Edition, Luis R. Gomez-Mejia, David B. Balkin, Kenneth
P. Carson

https://testbankbell.com/product/solution-manual-for-managing-
human-resources-9th-edition-luis-r-gomez-mejia-david-b-balkin-
kenneth-p-carson-519/
Solution Manual for Managing Human Resources, 9th
Edition, Luis R. Gomez-Mejia David B. Balkin Kenneth P.
Carson

https://testbankbell.com/product/solution-manual-for-managing-
human-resources-9th-edition-luis-r-gomez-mejia-david-b-balkin-
kenneth-p-carson/

Administrative Management Setting People Up for Success

1st Edition Cassidy Solutions Manual

https://testbankbell.com/product/administrative-management-
setting-people-up-for-success-1st-edition-cassidy-solutions-
manual/

Test Bank for Performance Management, 3rd Edition:

Herman Aguinis

https://testbankbell.com/product/test-bank-for-performance-
management-3rd-edition-herman-aguinis/

Solution Manual for Cost Management Measuring

Monitoring and Motivating Performance 2nd Edition by
Eldenburg

https://testbankbell.com/product/solution-manual-for-cost-
management-measuring-monitoring-and-motivating-performance-2nd-
edition-by-eldenburg/

Test Bank for Managerial Accounting Making Decisions

and Motivating Performance 1st Edition Datar

https://testbankbell.com/product/test-bank-for-managerial-
accounting-making-decisions-and-motivating-performance-1st-
edition-datar/
Test Bank for Management People
Performance Change 1st Edition by Gomez-
Mejia

Full download chapter at: https://testbankbell.com/product/test-bank-for-

management-people-performance-change-1st-edition-by-gomez-mejia/

Management (Gomez-Mejia/Balkin)
Chapter 1 Management and Its Evolution

1) Which of the following is not an example of organizational inefficiency?

A) Hiring the wrong people
B) Failing to reach goals that sustain the company's competitive advantage
C) Losing a key contributor
D) Making poor investment decisions.
Answer: B
Diff: 2 Page Ref: 4
Objective: LO1

2) Which of the following is true concerning organizational effectiveness and efficiency?

A) A firm is effective when it uses its resources in the best possible way.
B) A firm with excellent goals cannot fail.
C) A firm is ineffective when it hires the wrong people.
D) A firm is efficient when it does things right and effective when it does the right thing.
Answer: D
Diff: 2 Page Ref: 4
Objective: LO1

3) Which of the following is not considered one of the key issues influencing business today?
A) An emphasis on customer service
B) Management of change
C) A strong economy
D) The need for higher business ethics
Answer: C
Diff: 1 Page Ref: 4
Objective: LO1

4) Which level of management is responsible for implementing the directives of senior

executives?
A) Tactical managers
1
Copyright © 2012 Pearson Education, Inc.
B) Strategic managers
C) Day-to-day supervisors
D) Operational managers
Answer: A
Diff: 1 Page Ref: 5
Objective: LO1

2
Copyright © 2012 Pearson Education, Inc.
5) Operational managers are responsible for
A) overall responsibility of the firm.
B) day-to-day supervision.
C) producing the firm's product.
D) implementing the directives of strategic managers.
Answer: B
Diff: 1 Page Ref: 5
Objective: LO1

6) With today's more decentralized organizations, which of the following is likely to occur?
A) Employees are less likely to be asked to manage themselves.
B) Employees have less autonomy to set their own objectives.
C) Employees are not encouraged to use their own expertise.
D) Employees are less dependent on supervisors to tell them what to do
Answer: D
Diff: 3 Page Ref: 5-7
Objective: LO1
AACSB: Reflective thinking skills

7) Which type of team is comprised of members with diverse backgrounds?

A) Cross-functional team
B) Cross-disciplinary team
C) Managerial team
D) Quality team
Answer: B
Diff: 2 Page Ref: 8
Objective: LO1

8) Which of the following should organizations avoid when trying to reinforce the team concept?
A) Give autonomy to teams to make their own decisions.
B) Reward the contributions of individual employees.
C) Select team members who are different yet complement each other.
D) Support teams whose task is to think outside the box.
Answer: B
Diff: 2 Page Ref: 8
Objective: LO1
AACSB: Reflective thinking skills

9) Which of the following is not considered one of the four management functions?
A) Planning
B) Leading
C) Organizing
D) Informing
Answer: D
Diff: 1 Page Ref: 9
Objective: LO2

3
Copyright © 2012 Pearson Education, Inc.
10) When managers are measuring performance, comparing it to objectives, implementing
necessary changes, and monitoring progress, which function of management are they
performing?
A) Planning
B) Controlling
C) Organizing
D) Leading
Answer: B
Diff: 2 Page Ref: 10
Objective: LO2
AACSB: Reflective thinking skills

11) Which activity would reflect a manager engaging in the organizing function?
A) Setting future objectives
B) Communicating organizational goals
C) Collecting quality feedback
D) Delegating tasks
Answer: D
Diff: 3 Page Ref: 10
Objective: LO2
AACSB: Reflective thinking skills

12) The three categories of Mintzberg's managerial roles are

A) interpersonal, informational, and decisional.
B) planning, organizing, and leading.
C) entrepreneur, disturbance handler, and negotiator.
D) monitor, disseminator, and spokesperson.
Answer: A
Diff: 1 Page Ref: 11
Objective: LO2

13) Which of the following is not true concerning KPIs?

A) KPI refers to key performance indicators.
B) KPIs are long-term.
C) KPIs need not be quantifiable.
D) The goals for a KPI may change.
Answer: C
Diff: 3 Page Ref: 11
Objective: LO2
AACSB: Reflective thinking skills

4
Copyright © 2012 Pearson Education, Inc.
14) Mintzberg's interpersonal roles include which of the following?
A) Entrepreneur, disturbance handler, and resource allocator
B) Monitor, disseminator, and spokesperson
C) Negotiator, leaders, and spokesperson
D) Figurehead, leader, and liaison
Answer: D
Diff: 2 Page Ref: 11
Objective: LO2

15) Niccolo Machiavelli described leadership and presented a cynical view of human nature in
what classic book?
A) The Art of War
B) The Prince
C) The Wealth of Nations
D) The Principles of Scientific Management
Answer: B
Diff: 1 Page Ref: 13
Objective: LO3

16) Who first observed that the division of labor was responsible for revolutionary gains in
factory output?
A) Frederick Taylor
B) Sun Tsu
C) Adam Smith
D) Niccolo Machiavelli
Answer: C
Diff: 1 Page Ref: 13-14
Objective: LO3

17) Scientific management

A) ensures workers are empowered to decide how best to do the job.
B) emphasizes cross training of employees.
C) avoids standardized productivity quotas.
D) encourages management to share productivity gains.
Answer: D
Diff: 2 Page Ref: 14
Objective: LO3

18) In scientific management, the role of management is to

A) execute the work using scientific principles.
B) plan work methods using scientific principles.
C) solicit employee input to determine how the work should be performed.
D) empower workers.
Answer: B
Diff: 2 Page Ref: 14
Objective: LO3

5
Copyright © 2012 Pearson Education, Inc.
19) When workers avoid doing their best work, it is referred to as
A) soldiering.
B) empowering.
C) synergy.
D) equifinality.
Answer: A
Diff: 1 Page Ref: 14
Objective: LO3

20) Time and motion studies using the stopwatch and motion picture camera to improve
workplace efficiencies were introduced by
A) Henry Ford.
B) Frederick Taylor.
C) Henry Gantt.
D) Frank and Lillian Gilbreth.
Answer: D
Diff: 2 Page Ref: 15
Objective: LO3

21) Which of the following is not considered a shortcoming of scientific management?

A) It did not appreciate the social context of work.
B) It paid too much attention to the needs of workers beyond pay.
C) It often led to dehumanizing working conditions.
D) It prohibited employee initiative.
Answer: B
Diff: 3 Page Ref: 15
Objective: LO3

22) The percentage of unionized workers

A) has increased in the manufacturing sector.
B) has declined to less than 10% in 2012.
C) has focused very successfully on white collar workers.
D) continues to remain about the same since the 1940s.
Answer: B
Diff: 2 Page Ref: 15
Objective: LO3

23) With a focus on statistical tools and techniques to improve efficiency, the scientific
management perspective became known as
A) MRP.
B) EOQ.
C) the operational perspective.
D) the quantitative management school.
Answer: D
Diff: 2 Page Ref: 15
Objective: LO3

6
Copyright © 2012 Pearson Education, Inc.
24) Quantitative methods used in the quantitative management school include
A) quality management, bureaucratic management, and MRP.
B) EOQ, soldiering, and division of labor.
C) break-even analysis, EOQ, and MRP.
D) MRP, quality management, and time and motion studies.
Answer: C
Diff: 3 Page Ref: 15
Objective: LO3
AACSB: Reflective thinking skills

25) At the break-even point

A) the total costs of inventory are minimized.
B) there is neither a profit nor a loss.
C) demand for complementary items is balanced.
D) reorder points equal total holding costs.
Answer: B
Diff: 2 Page Ref: 16
Objective: LO3

26) MRP is a useful tool to

A) recover fixed and variable costs.
B) minimize total inventory costs.
C) improve product quality.
D) reduce inventory costs.
Answer: D
Diff: 2 Page Ref: 16
Objective: LO3
AACSB: Reflective thinking skills

27) Which of the following quality experts advanced the use of statistics for constant quality
improvement and assisted Japanese business leaders after World War II?
A) W. Edward Deming
B) Joseph M. Juran
C) Phillip Crosby
D) Arnand V. Feigenbaum
Answer: A
Diff: 1 Page Ref: 16
Objective: LO3

28) Which of the following statements about TQM is true?

A) In TQM, quality is the role of quality control specialists.
B) In TQM, satisfying the customer is primarily the responsibility of marketing.
C) The TQM perspective views quality as the central purpose of the organization whereas the
operational perspective focuses on efficiency.
D) Most major firms have not yet adopted TQM.
Answer: C
Diff: 3 Page Ref: 17
Objective: LO3
7
Copyright © 2012 Pearson Education, Inc.
29) Which of the following is not a key element of the TQM approach?
A) Focus on the customer
B) Continuous improvement
C) Employee involvement
D) Scientifically study each part of a task and develop the best method of performing the task
Answer: D
Diff: 2 Page Ref: 17
Objective: LO3

30) Building quality into the product rather than relying on quality inspections after the product
has already been made reflects a principle of
A) scientific management.
B) TQM.
C) MRP.
D) cross-functional teams.
Answer: B
Diff: 2 Page Ref: 17
Objective: LO3

31) A traditional perspective of management that examines the entire organization as a rational
entity is
A) total quality management.
B) scientific management.
C) administrative management.
D) bureaucratic management.
Answer: D
Diff: 1 Page Ref: 18
Objective: LO4

32) Which of the following would be least likely to be a characteristic of an ideal bureaucracy as
defined by Weber?
A) Career advancement based on merit
B) Well defined hierarchy
C) Few rules and procedures
D) Specialization of labor
Answer: C
Diff: 2 Page Ref: 18
Objective: LO4
AACSB: Reflective thinking skills

8
Copyright © 2012 Pearson Education, Inc.
33) The employee handbook today is an example of the use of impersonal rules and procedures
to provide a fair and consistent way of dealing with employees. This is a positive contribution
made by which approach to management?
A) Scientific management
B) Bureaucratic management
C) Total quality management
D) Administrative management
Answer: B
Diff: 2 Page Ref: 18
Objective: LO4
AACSB: Reflective thinking skills

34) Weber's principle of specialization builds on the earlier work of

A) Adam Smith.
B) Frederick Taylor.
C) Sun Tsu.
D) Niccolo Machiavelli.
Answer: A
Diff: 2 Page Ref: 18
Objective: LO4

35) When reliability and efficiency are most important to a business, which approach to
management is likely to be the best?
A) Bureaucratic approach
B) Administrative approach
C) Scientific management
D) Total quality management
Answer: A
Diff: 3 Page Ref: 19
Objective: LO4
AACSB: Reflective thinking skills

36) Which approach views management as a profession that can be learned by understanding
basic principles?
A) Bureaucratic approach
B) Administrative approach
C) Scientific management
D) Total quality management
Answer: B
Diff: 2 Page Ref: 19
Objective: LO4

9
Copyright © 2012 Pearson Education, Inc.
37) Which of the following is not a principle of the administrative approach to management?
A) Unity of leadership
B) Unity of command
C) Unity of direction
D) Equity
Answer: A
Diff: 2 Page Ref: 19
Objective: LO4

38) Unity of command suggests that

A) employees' efforts should be focused on achieving organizational objectives.
B) each employee should be assigned to only one supervisor.
C) the chain of command should follow a top-down direction.
D) workers must minimize deviations from standard procedures.
Answer: B
Diff: 2 Page Ref: 19
Objective: LO4

39) In which type of organization are Fayol's administrative principles most likely to still be
applicable?
A) Apple
B) Microsoft
C) Toys R Us
D) The US Army
Answer: D
Diff: 3 Page Ref: 20
Objective: LO4
AACSB: Reflective thinking skills

40) Which approach to management argues that human factors alone may affect workplace
efficiency?
A) The administrative perspective
B) The bureaucratic perspective
C) The behavioral perspective
D) The quality perspective
Answer: C
Diff: 1 Page Ref: 20
Objective: LO5

41) The work of Mary Parker Follett and the Hawthorne studies were important in which
approach to management?
A) The administrative perspective
B) The bureaucratic perspective
C) The behavioral perspective
D) The quality perspective
Answer: C
Diff: 2 Page Ref: 20
Objective: LO5
10
Copyright © 2012 Pearson Education, Inc.
42) Which approach to management would suggest that if Marcus has more knowledge of the
work process than his manager, then the manager should act more in the role of coach than
monitor or supervisor?
A) The administrative perspective
B) The bureaucratic perspective
C) The behavioral perspective
D) The quality perspective
Answer: C
Diff: 2 Page Ref: 20
Objective: LO5
AACSB: Reflective thinking skills

43) What phenomenon suggests that when a manager shows concern for employees, their
motivation and productivity levels are likely to improve?
A) The halo effect
B) The Hawthorne effect
C) The horn effect
D) The Mayo effect
Answer: B
Diff: 2 Page Ref: 20
Objective: LO5

44) Which of the following studies suggested that the influence of the work group may be as
significant as the influence of the supervisor?
A) McGregor's Theory X
B) Deming's TQM
C) Taylor's Midvale Steel studies
D) The Hawthorne studies
Answer: D
Diff: 2 Page Ref: 20
Objective: LO5

45) Jason's manager believes that he can best motivate Jason by providing an environment where
Jason can satisfy his most pressing needs. Which of the following theories reflects the thinking
of Jason's manager?
A) McGregor's Theory X
B) Abraham Maslow's hierarchy of needs
C) Deming's TQM
D) Taylor's scientific management
Answer: B
Diff: 3 Page Ref: 21
Objective: LO5
AACSB: Reflective thinking skills

11
Copyright © 2012 Pearson Education, Inc.
46) Which of the following is not an assumption of McGregor's Theory Y?
A) Work is as natural as play or rest.
B) The average person learns, under the right conditions, not only to accept, but to seek
responsibility.
C) The average person prefers to be directed.
D) The intellectual potential of most people is only partially utilized in most organizations.
Answer: C
Diff: 1 Page Ref: 22
Objective: LO5

47) Which approach to management believes that the whole is greater than the sum of the parts?
A) The operational approach
B) The systems approach
C) The administrative approach
D) The behavioral approach
Answer: B
Diff: 2 Page Ref: 22
Objective: LO5

48) Microsoft's compatibility of business applications software with the Windows operating
system drives software sales. This is an example of
A) synergy.
B) equifinality.
C) a subsystem.
D) an open system.
Answer: A
Diff: 3 Page Ref: 23
Objective: LO6
AACSB: Reflective thinking skills

49) When an organization recognizes that they can reach the same goals through a number of
different routes, they are demonstrating
A) synergy.
B) a closed system.
C) a subsystem.
D) equifinality.
Answer: D
Diff: 2 Page Ref: 23
Objective: LO6

12
Copyright © 2012 Pearson Education, Inc.
50) Which of the following statements is true concerning contingency theory?
A) Contingency theory reinforces scientific management's approach of the "one best way."
B) Contingency theory suggests that managers must use the best management practice in all
situations.
C) Contingency theory suggests that no strategy is good or bad in and of itself, but instead
depends on the situation.
D) Contingency theory suggests that organizations that can learn faster than their competitors
have an advantage in the marketplace.
Answer: C
Diff: 3 Page Ref: 24
Objective: LO6

51) The disaggregated corporation is known as the

A) modular organization.
B) intangible organization.
C) functional organization.
D) learning organization.
Answer: A
Diff: 1 Page Ref: 25
Objective: LO6

52) An example of the shift of resource investment in today's organizations emphasizing

innovation is
A) from product design to plant and equipment.
B) from plant and equipment to know-how.
C) from machines to plant and equipment.
D) from virtual teams to outsourced partners.
Answer: B
Diff: 3 Page Ref: 25
Objective: LO6

53) The trend to using machines for routine tasks in factories to free up workers to use more of
their abilities is reflected in which of the following organizations?
A) The modular organization
B) The functional organization
C) The learning organization
D) The intangible organization
Answer: D
Diff: 2 Page Ref: 25
Objective: LO6

13
Copyright © 2012 Pearson Education, Inc.
54) Which of the following is not identified as one of the most common career tracks in
management?
A) Human resource manager
B) Accounting or finance manager
C) Sports team manager
D) Entrepreneur
Answer: C
Diff: 2 Page Ref: 26-27
Objective: LO6

55) As managers move higher up their career ladders, their jobs are likely to focus more on
A) sales.
B) specialized knowledge.
C) communication.
D) operations.
Answer: A
Diff: 2 Page Ref: 27
Objective: LO6

56) To be successful, a company must first be efficient before addressing how to be effective.
Answer: FALSE
Diff: 2 Page Ref: 4
Objective: LO1

57) John, the marketing manager overseeing the launch of his company's new product, is
considered a strategic manager.
Answer: FALSE
Diff: 2 Page Ref: 5
Objective: LO1
AACSB: Reflective thinking skills

58) To be successful as a manager requires that you learn how to be flexible and adaptable.
Answer: TRUE
Diff: 1 Page Ref: 7
Objective: LO1

59) An organizational team comprised of representatives from marketing, accounting,

operations, engineering, and human resources would be considered a cross-functional team.
Answer: TRUE
Diff: 2 Page Ref: 8
Objective: LO1

60) When the accounting manager reviews this month's sales, compares them to the sales budget
then takes corrective action, she is performing the controlling function of management.
Answer: TRUE
Diff: 2 Page Ref: 10
Objective: LO2
AACSB: Reflective thinking skills
14
Copyright © 2012 Pearson Education, Inc.
61) Frederick Taylor's managerial roles were grouped into three categories: interpersonal,
information, and decisional.
Answer: FALSE
Diff: 1 Page Ref: 11
Objective: LO3

62) Classical management insights from such thinkers as Sun Tsu, Niccolo Machiavelli, and
Adam Smith are no longer valuable to organizations today.
Answer: FALSE
Diff: 1 Page Ref: 12
Objective: LO3

63) The operational perspective on management attempted to discover the one best way of doing
a job.
Answer: TRUE
Diff: 1 Page Ref: 14
Objective: LO4

64) A key element of TQM is the focus on the customer.

Answer: TRUE
Diff: 2 Page Ref: 17
Objective: LO4

65) A matrix organization which requires employees to report to both a functional and a project
manager violates Fayol's unity of direction.
Answer: FALSE
Diff: 3 Page Ref: 19
Objective: LO4
AACSB: Reflective thinking skills

66) What are the three issues strongly influencing business in the twenty-first century?
Answer: The three issues strongly influencing business in the twenty-first century are the
management of change, an emphasis on customer service, and the need for higher business
ethics. Organizations must cope with and adapt to change on a daily basis. In addition,
companies must satisfy the needs of customers to develop long-term loyalty. With highly
publicized examples of unethical business conduct, organizations have recognized the need for
higher ethical standards.
Diff: 2 Page Ref: 4
Objective: LO1

67) What is the difference between efficiency and effectiveness?

Answer: A firm is effective when its goals are met. A firm is efficient when it makes the best
possible use of its resources. Doing things right is efficient and doing the right things is effective.
Diff: 2 Page Ref: 4
Objective: LO1

15
Copyright © 2012 Pearson Education, Inc.
68) What are the three levels of management? What are they each responsible for?
Answer: The three levels of management are strategic managers, tactical managers, and
operational managers. Strategic managers are the senior executives with the overall
responsibility for the firm. Tactical managers are responsible for implementing the directives of
strategic managers. And operational managers are responsible for day-to-day supervision.
Diff: 2 Page Ref: 5
Objective: LO1

69) Discuss the four functions of management. Provide an example of each.

Answer: The four functions of management are planning/strategizing, organizing, leading, and
controlling. When managers are seeing future objectives, they are engaged in planning. When
managers are defining the roles for employees or delegating tasks to them, they are engaged in
the organizing function. When managers are inspiring and motivating their employees, they are
leading. And when managers collect feedback, identify problems, and then take corrective
action, they are engaged in controlling.
Diff: 3 Page Ref: 9-10
Objective: LO2
AACSB: Reflective thinking skills

70) List Mintzberg's managerial roles.

Answer: Mintzberg's managerial roles are grouped into three categories: interpersonal,
information, and decisional. The interpersonal roles are figurehead, leader, and liaison. The
information roles are monitor, disseminator, and spokesperson. The decisional roles are
entrepreneur, disturbance handler, resource allocator, and negotiator.
Diff: 1 Page Ref: 11-12
Objective: LO2

71) Discuss Adam Smith's contribution to early management thought.

Answer: Adam Smith was the first to recognize the principle of division of labor in the
manufacturing environment. His work with the division of labor for pin workers was responsible
for significant gains in the output of factories. This work laid the foundation of scientific
management.
Diff: 2 Page Ref: 14
Objective: LO3

72) Discuss Taylor's four principles of scientific management.

Answer: Taylor's four principles of scientific management are:
1. Scientifically study each part of a task and develop the best method of performing the task.
2. Carefully select workers and train them to perform the tasks by using the scientifically
developed method.
3. Cooperate fully with workers to ensure that they use the proper method.
4. Divide work and responsibility so that management is responsible for planning work methods
using scientific principles and workers are responsible for executing the work accordingly.
Diff: 1 Page Ref: 14
Objective: LO3

16
Copyright © 2012 Pearson Education, Inc.
73) What are the key characteristics of Weber's ideal bureaucracy?
Answer: The key characteristics of Weber's ideal bureaucracy are specialization of labor, formal
rules and procedures, impersonality, well-defined hierarchy, and career advancement based on
merit.
Diff: 1 Page Ref: 18
Objective: LO4

74) Contrast the behavioral and operational perspectives on management.

Answer: The behavioral perspective incorporates psychological and social processes of human
behavior to improve productivity and work satisfaction. Operational theorists view management
as a mechanical process in which employees would fit into any job or organization designed for
optimum efficiency if given monetary incentives to do so. The behavioral perspective argues that
human factors alone may affect workplace efficiency. The behavioral perspective stresses the
need for managers to understand the dynamics of the work group so as to positively influence
employee motivation and satisfaction.
Diff: 3 Page Ref: 20
Objective: LO4 and LO5
AACSB: Reflective thinking skills

75) What is the Hawthorne effect?

Answer: The Hawthorne effect was discovered during the Hawthorne studies at the Western
Electric plant when Mayo and Roethlisberger were studying the effects of physical working
conditions on employee productivity. They concluded that the special attention paid to
employees motivates them to put greater effort into their jobs. When a manager shows concern
for employees, their motivation and productivity levels are likely to improve.
Diff: 1 Page Ref: 20
Objective: LO5

76) What are two key aspects of the human relations movement?
Answer: The two key aspects of the human relations movement are focused on employee
motivation and leadership style. Abraham Maslow's hierarchy of needs theory addressed
motivation and Douglas McGregor's Theory X and Y addressed leadership style.
Diff: 2 Page Ref: 21
Objective: LO5

77) What is the systems approach to management and how does it differ from the operational,
bureaucratic, administrative, and behavioral approaches to management?
Answer: The operational, bureaucratic, administrative, and behavioral approaches studied
management by dividing it into elements or components. While taking things apart is useful for
analytical purposes, in reality all relevant parts of organizational activity interact with each other.
Reductionism in management thought may lead to simplistic prescriptions and may not help us
understand why some firms perform at higher levels than others. System theorists believe that
the whole is greater than the sum of the parts.
Diff: 3 Page Ref: 21-22
Objective: LO6
AACSB: Reflective thinking skills

17
Copyright © 2012 Pearson Education, Inc.
78) What is synergy? Provide an example.
Answer: Synergy exists when the whole is greater than the sum of parts. It can be explained as 2
+ 2 = 5. Microsoft is a good example. The company sells more business applications software
because all its applications software products are compatible with the Windows operating
system. The Windows operating system provides synergy for its business applications unit
because the compatibility creates value for the customer.
Diff: 2 Page Ref: 23
Objective: LO6
AACSB: Reflective thinking skills

79) What is contingency theory?

Answer: Contingency theory suggests that what works for one organization may not work for
another since situational characteristics (known as contingencies) exist. As a result, managers
must be flexible in order to apply practices and techniques that are most appropriate to specific
situations. For example, leaders whose style does not "match" the situation, will find themselves
ineffective.
Diff: 1 Page Ref: 24
Objective: LO6

80) Discuss the modular organization and the role of outsourcing.

Answer: The modular organization is also called the disaggregated corporation. Every function
not regarded as crucial is outsourced to an independent organization. Internal organizational
forms are simplified as managers contract with outsourcing partners rather than supervise long-
term company employees.
Diff: 2 Page Ref: 25
Objective: LO6
AACSB: Reflective thinking skills

18
Copyright © 2012 Pearson Education, Inc.
Another random document with
no related content on Scribd:
[Contents]

64. Settling the Father’s Debt. [Story]

For similar “enigmatic phrase” stories compare Basset 2: 147–148;

Rivière, 160–162; Renel 2: 82–84; 89–90; 164–165. The version,
however, resembles the drolls from the Wye valley recorded in FL
16:178, 352.

[Contents]

65. Mr. Lenaman’s Corn-field. [Story]

Parkes gave me the only version I got of this good story in Jamaica;
he heard it in the parish of St. Ann. Barker, 181–184, tells the same
for “Farmer Mybrow,” but only to the harvesting. In Cronise and
Ward, 152–159, a man tries to harvest rice in Devil’s Town. The Devil
does all the work, but eventually the pot of rice runs back to the
Devil. [263]

[Contents]

66. Simon Tootoos. 4 [Story]

I heard this story more than once in Jamaica.

Compare Renel 2: 167–168; 283–286; Bundy, JAFL 32: 420;
Parsons, Andros Island, 62–65 and 62, note 1, for references.

In a manuscript story shown me by Mrs. W. E. Wilson (Wona) which

she took down from her old nurse, the same song is adapted to
another story of a disobedient boy. In this tale, the boy insists upon
going out late at night. He is at last captured by an ogre named
“Time-an’-tootoos” who carries him off to devour. Father, mother and
sister refuse his cry for help, but the brother finally hears him and
comes just in time to his rescue. The song runs:

Me muma, oh, me muma, oh,

Time-an’-tootoo, oh, lennan boy!
Me muma, oh, me muma, oh,
Time-an’-tootoo, oh, lennan boy!
Carry him go ’long, carry him go long,
Hard ears baby, oh, lennan boy!

For the story, compare Parson’s Andros Island, “Disobedient Boy,”

155–156, and see Jacobs’s tale of Mr. Miacca, English Fairy Tales,
third edition, revised, 171; Grimm, 42, The Godfather, Bolte u.
Polívka 1: 375–377. This is the only case in which I found the same
song adapted to the dialogue of two different stories.

[Contents]

67. The Tree-wife. [Story]

Compare Torrend, 40–44. For the answering spittle, compare

Tremearne, 210; answering tufts of hair, Theal, 131; see note to
number 15 and Bolte u. Polívka 1: 499; 2: 526–527. For beliefs
about tracing something lost by means of spittle, see JAFL 2: 51, 52.

[Contents]

68. Sammy the Comferee. [Story]

This curious story seems to be a cross between the Potiphar’s wife

episode with which the ballad of “Young Seidal” opens, and the
African tale of the lard girl who melts if exposed to the sun.

Compare Dayrell, 1–2; Tremearne, 192; Parsons, Andros Island, 125

and note 2 for references.

[Contents]

69. Grandy Do-an’-do. [Story]

In a Jamaica version by P. Smith, the story takes the form of the

transformed mistress (numbers 84, 87). Toad betrays the witch to
her suitor and teaches him the name by pronouncing which he
discovers her true nature. In another Jamaica story (P. Smith, 38–
40), the monster does not harm the woman who knows his name.
[264]

The story belongs to the group of fatal-name stories so popular in

Jamaica. See numbers 14, 17, 23, 31, 44, 75, 87, 88, 89, 92, 93. All
turn upon name customs and superstitions such as are touched
upon in Tremearne, 178–182; Renel, 2: 39–40; Theal 2: 214; and
discussed in Clodd’s Magic in Names, New York, 1921; Frazer’s
Golden Bough (1911) 3: 318–418. See also Bolte u. Polívka 1: 490–
498, on Grimm 55.

Compare Junod, 309–313; Tremearne, 274–278; 349–350; Dayrell,

79–80; Parsons, Andros Island, 114–115; Sea Islands, 22–23.

In this story, (1) a servant, refused food unless she tells the name of
her mistress, learns the secret from a friendly animal; (2) the
mistress discovers the traitor and avenges herself upon him or is
herself vanquished.

(1) In some African versions, girls come to wed a desirable suitor,

who kills them if they cannot tell his name. One girl is polite to an old
woman, who tells her the secret.

(2) In some African versions, as in number 93, the name is fatal. In

Jamaica, its possession wins a reward, and the interest is likely to
turn upon an explanatory ending. For the incident of singing the
name, see Musgrave, FLR 3: 1: 53–54. For the bull-fight, see
number 88, and compare Cronise and Ward, 55–65.

[Contents]

70. Jack and Harry. [Story]

This fragmentary story belongs, with the Man-crow story of number

90, to a much longer African story which relates the adventures of a
child-hero whose father, dying, leaves instructions that the child’s will
shall never be crossed. Incidents succeed one another of inhuman
ingratitude and of intrepid heroism, based on the possession of
magical powers, until the boy finally kills a bird-monster and
performs other remarkable exploits.

Compare Tremearne, How Auta killed Dodo, 408–412; Zeltner,

Histoire de Kama, 47–62.

“Harry” in this story is the counterpart of the older sister who acts as
Kama’s mentor in Zeltner’s version, and of “Barra” in Tremearne.
The four episodes are common to this and the Kama story,—the
stolen breakfast, the insult to the sheltering old woman, and the two
episodes of the breaking of the rescuing eagle’s wing, followed
immediately by the abuse of the friendly tortoise. In Zeltner, the
tortoise has restored the children to life. The common-place
incidents of the Jamaica version are in curious contrast with the rich
and varied phantasmagoria of the Senegambian tale. [265]

The flight which brings disaster to the kindly shelterers occurs in the
story of Tiger’s pursuit by the “Nyams,” told by Pamela Smith, 59–65.
Compare Tremearne, 344–346.

In Europe, the story of the Bear’s son in folk-tale and of Robert the
Devil in romance have points in common with this story. See Grimm
90; Bolte u. Polívka 2: 285–297; as also Grimm’s Thumbling stories,
numbers 37 and 45, and note (3) to number 30.

[Contents]

71. Pea-fowl as Messenger. [Story]

Jekyll, 84–85, connects the animal competitors with the story of
making the dumb girl speak, as in numbers 95, 96. In Milne-Home,
73–77, the animals compete to sing at the king’s dance. In African
parallels, some peril is involved of which a bird is to bear warning.
But in all my versions and in those given by Mrs. Parsons from
Andros Island, 112–113, the birds summon the father of a new-born
child. The song of one of my versions from Maroon-town runs,

Mr. Canoe-lo, Mr. Canoe-lo,

I want de key of de hall door,
Mistress Canoe hard labour.

Mrs. Parsons says that the negroes of Andros Island agreed that this
was the most popular story on the island.

Compare Torrend, 87–88; Junod, 140–141; Dennett, 103–104;

Jacottet, 108; Theal, 63–66; Renel 1: 32–34; 279–281, 282–287;
Parsons, Andros Island, 112–113; Sea Islands, 106.

Peafowl’s reward gives an explanatory turn to the end of the story. In

Hendricks version from Mandeville, Peafowl sings,

Mister Conna Levrin, Mister Conna Levrin,

When she’s going to die, ah-h!

The husband reaches home in haste. The lady gives Pea-fowl the
promised reward, and “he took the bag of gold and the silver, and in
his joy he threw it right over his head, over his entire body, never
remembered his two feet. That’s the reason why Pea-fowl’s so
handsome all over—has such beautiful feathers and such ugly feet.”
[Contents]

72. The Barking Puppy. [Story]

On the whole, the bird is a friendly spirit, the dog an unfriendly in

African story. Here, as in number 28, the dog takes the place of the
warning bird. The idea seems to be here that the dog, by calling his
master’s name, invokes his spirit. [266]

Compare Junod, 93; Parsons, Andros Island, 165; and “The

Hobyahs” in Jacobs, More English Fairy Tales, 127.

In Junod, Dove warns Hippopotamus against Rabbit; Rabbit kills

Dove. The feathers give warning; Rabbit burns all the feathers but
one and mixes them with dirt; then the one feather gives warning.

In Chatelain, 129, a dog warns of a murder. See note to number 73.

In Callaway, 52, a witch’s flesh is ground to powder and thrown into

the water in order that it may not come back to life.

[Contents]

73. The Singing Bird. [Story]

In Jekyll, 14–16, the incident of the warning bird is employed in the

story of the two sisters, number 74. Version b is a poor rendering of
Jekyll, 96–97.

In Theal, 217–220, the younger of two brothers secures a magic gift

of cattle. The elder lets him down into a water-hole to drink and,
leaving him there, goes home with the cattle. A warning bird leads
rescuers to the place. See, for the same story, Jacottet, 60–62 and
note; Folk-Lore Jour. of. So. Af. 1: 139–147.

For the incident of the warning bird compare Torrend, 17; note 24–
26; 166–167; Theal, 219; Renel 1: 30–31; Dayrell, 110–114; FLJ
(SA) 1: 75–79. The motive is common in ballads; e.g. JAFL 20: 253.
In the Cinderella story, it is a bird who gives warning of the false
bride; e.g. Callaway, 130–135. Not all birds, only certain species, are
looked upon as “prophet birds.” See Cronise and Ward, 175;
Dennett, 8. That these birds may be regarded in some cases as the
actual soul of the murdered person is evident from Renel’s story.

In Parsons, Andros Island, 129–132, a tree sings of a murder. See

Grimm 47, The Juniper Tree, and Bolte u. Polívka 1: 412–423 on
Grimm 28, The Singing Bones.

[Contents]

74. Two Sisters. [Story]

Jamaica versions of this popular story appear in Milne-Home, 70–72;

Jekyll, 14–16; Trowbridge, JAFL 9: 283–284. Parsons Andros Island,
150–152, has equivalent versions.

The False Bride motive is very common in African story. Compare

Callaway, 105–130; 303–316; Theal, 56–66; 144–147; 151–154;
Jacottet, 90–99; Torrend, 66–68; Dayrell, 126.

In number 101, the true bride comes at night and sings and is
detected through the words of her song. In this story, she comes at
night to suckle her child; see the Child ballad version noted [267]by
Parsons, and Bolte u. Polívka 1: 76–96, on Grimm 11, Brother and
Sister. In Theal, 55–66, the drowned woman comes at night to
suckle her child, is watched, and a net set to catch her. In Theal,
144–147, the snare and the milk are set for the false instead of for
the true bride as a test of her witch nature because no witch’s tail
can escape the attraction of milk. This is like the old fable of the cat
who became a lady, but betrayed her origin when a mouse ran
across the floor.

[Contents]

75. Assonah. [Story]

This story has some elements in common with number 90. It falls
into two parts. (1) A huge beast comes daily to the house and is
finally shot. (2) A boy who must discover the name of the beast
learns it by chance from an old woman and wins the reward.

(1) Compare Backus, JAFL 13: 27, where the animal is a bear.

(2) The connection between the first and the last part of this story,
which seems to belong to the fatal name series, is lost. For the old
woman as informant, compare references to number 69. For the
audience, the point of the story evidently lay in the comic way in
which Brown held up the imaginary monster’s skin between thumb
and fore-finger and said, “No (is it not?) Assonah ’kin?” Assonah is
generally supposed to be an elephant.
[Contents]

76. The Greedy Child. [Story]

The idea of a water spirit who allows no one to cross a river without
an offering of food, seems to be common in West Africa; e.g. Dayrell,
107–114. Jekyll, 100–101, Dry River, has a Jamaica version of this
story. Compare also Tremearne, 209–210, 307–314.

[Contents]

77. Alimoty and Aliminty. [Story]

For the exchange of colors see Bolte u. Polívka 1: 124–126. For

place-changing and killing of the wrong victim see the same, 499–
501. Compare Parsons, Sea Islands, 128.

The incident is common in African story, e.g. Tremearne, 430;

Dennett, 47; Torrend, 33; Junod, 163. The setting of the story is often
similar to number 23 where a parent calls upon outside aid to get rid
of a troublesome child.

[Contents]

78. The Fish Lover. [Story]

This story is very common in Jamaica. See Milne-Home, 91–93, and
compare Renel 1: 203–204; 206–208 (origin of water-beings); Renel
2: 268–269; Parsons, Andros Island, 61, and note for references;
Sea Islands, 137. [268]

In Smith, 573–584, a young man changes into a fish in order to

escape the attentions of the ladies. He comes out when his mother
calls him. He is finally lured out and caught in the meshes of his
lover’s hair.

In Grimm 8, Bolte u. Polívka 1: 69–70, a little girl is forced by her

brothers to go out and cut peat with a dull knife. Her elf-lover
stretches out a sharp knife to her from the hill where he lives and
tells her to call him by striking on the stone. The brothers wonder
how she can cut the peat, and spy upon her. They strike the stone,
take the knife and cut off the elf’s hand, who thereafter disappears.

[Contents]

79. Juggin Straw Blue. [Story]

The story is confused in the telling. It has three parts. (1) A water-
being helps a girl who is abused by her aunt and sent to fetch water
with too heavy a jug. (2) The water-being pursues and carries off the
girl, though she is locked in an iron chest. (3) The girl’s lover comes
to her rescue and defeats the monster. See the next number and
perhaps 99.
[Contents]

80. The Witch and the Grain of Peas. [Story]

There are two parts to this story. (1) The witch step-mother discovers
that the girl has eaten food in her house and threatens to drown her.
(2) The lover comes to rescue her and fights the step-mother.

(1) Compare Jacottet, 166–175, and Lewis, 253–255.

(2) For the fight, compare numbers 69, 79, 88, 89, 90. For the fight
with eggs see number 79 and compare Fortier, 11–13. Eggs are
used as propitiatory offerings to a water monster, as in Dayrell, 130,
and are among the most useful objects employed for conjuring. In
Zeltner, 1–6, eggs are used for magical purposes in the fight with a
witch, but arrows serve as the actual weapons.

[Contents]

81. The Witch at Bosen Corner. [Story]

This nursery tale was commonly recited to me by women, and a

great many versions differed only in trifling respects from the pattern
employed in the oldest Jamaica version on record, Lewis, 255–259.

Here the girl breaks a jug and is sent to get a new one. Three old
women appear to her one after another, the last of them headless, to
test her courtesy. The cat appears, the rice is cooking. The eggs to
be selected are the “silent” ones out of a number of fine large ones
that cry “take me.” Out of the first egg comes the jug after which she
has been sent; the other two make her fortune. [269]

P. Smith’s version, 31–34, has more direct Frau Holle incidents. The
good girl fulfils as she advances the requests of the grass, ping-wing
and bramble, the fruit-tree and the cow. When the old woman sends
her to draw water with a basket, Turtle tells her to put a plantain-leaf
inside. She selects a little ugly calabash. When she is pursued by
“axe-men” (as in number 82), the things she has been kind to
befriend her, as in Wona’s version of Brother Dead.

In a manuscript version in the collection of Mrs. W. E. Wilson

(Wona), Yuckie and Jubba are the two daughters. Yuckie has a
present of a string of amber beads. She puts them about her neck
and says “bad dey behind you, good dey before you,” but this only in
dream. She loses the beads in the river and is turned out of the
house. On her way, she sees and greets kindly a foot and a hand,
and scratches the back of an ugly old woman, without complaining of
the insects which sting her. The pot of rice, the cat, and the eggs are
as above. The fine eggs say “Tek me no,” the dirty ones, “No tek
me.” Compare FLJ (SA) 1; 111–116, where the girls pretend to throw
their beads into the water and thus deceive one girl into doing so,
who has then to go down to the home of the water monster to get
them back.

The variants from Andros Island, Parsons, 17–26, show no such

uniformity. They are sometimes confused with the pumpkin story of
Parsons, 26–27, and Milne-Home, 84–88, in which the choice of
pumpkins is like that of the eggs in this story.

The theme is very common in African collections. Compare

MacDonald 1:298–301; Junod, 191–192; 237–242; Torrend, 75–80;
Tremearne, 307–314; 401–407; Barker, 89–94; Nassau, 213; Renel
1:50–64; Bundy, JAFL 32:406; and Parsons, Andros Island, note 1,
page 17 for further references. See Grimm 24, Frau Holle; Bolte u.
Polívka 2:207–227.

[Contents]

82. The Witch and the Three Dogs. [Story]

This is one of the longest stories I heard in Jamaica. The leading

Maroon story-teller recited it to me in full audience, and I heard it
repeated by another Maroon in much less detail. Numbers 83, 84
and 89 have points of likeness to it.

It has five parts. (1) Two brothers are out penning cattle and one,
going for fire, surprises a witch in the act of feeding her family, which
she carries about in her own body. (2) The witch, bent on revenge,
follows them home and proposes, as a test for a husband, knocking
a calabash from her head with a missile; the boy throws a frail
missile and succeeds. (3) At night, the witch [270]sharpens her razor
to kill him, but each time she approaches, one of his dogs warns
him. (4) The boy departs with his bride, leaving his dogs chained, but
he places a pot in the middle of the floor and warns his mother when
the liquid in the pot begins to boil to loosen the dogs to his rescue.
(5) He climbs a tree to escape the witch. She produces axes and
axe-men by tapping her body and proceeds to chop the tree, which
he restores magically until his dogs rush in and tear up the witch.

Compare Barker, 123–128; Callaway, 51–54; Chatelain, 103–110;

Jacottet, 58; Renel 1:86–93; Theal, 46; Tremearne, 432–441;
Zeltner, 61; FLJ (SA) 1:13–17; 21–25; Lenz, 15–17; Edwards, 72;
Harris, Friends, 91–100; Parsons, Andros Island, 66–70; Sea
Islands, 80–88; JAFL 30:189–190; JAFL 25:259; 32:399–400.

(1) “Possessing the fire” is a sign of magic power, according to

Junod, 157, note. In Edwards, “De big worrum” has fire. A father
sends two sons in turn to fetch it, but as they reach after the fire the
worm swallows them. The father goes with a lance that glistens, is
swallowed, cuts open the worm and rescues all the people the worm
has swallowed. In Renel, 88, the pursuing monster swallows people
alive. Compare Tremearne, and Parsons, Andros Island, 67, 68.

In Tremearne, a hunter sees a witch knocking herself and feeding

monsters all over her body. In Jacottet, an axe chops out of the body
of the witch the cows which are the cause of the two brothers’
quarrel.

(2) In Barker, the episode of the calabash is attached to the story of

the hunter, told in number 84. The elephant whose tail he has cut off
turns into a lady and goes to find her mutilator. She proposes a test
similar to the test in this story. In Tremearne, the witch proposes the
test, as in this story, because the hunter has seen more than he
should.

(3) For this episode see note to number 83 and references. In

Tremearne, the boy’s father insists upon the son’s taking a horse, a
sword, and gourds. When the witch sharpens her teeth to eat the
boy, the horse wakens him. In Parsons, Andros Island, 68, the boy
escapes the witch’s razor by turning into a bucket of water.

(4) It is not clear how this episode of the life token got attached to the
story. I do not find it in African versions. That it is fairly constant is
shown in Parsons, 66, 67, 69. In the more common form of the story
of the Two Brothers, with which this story has some elements in
common, the life-token often takes the form of [271]a knife stuck in a
tree; see number 104. In Tremearne, 298, the treed husband has
carried his flute, with which he warns his wife to loosen his dogs very
much in the manner of Roland at Roncevalle. In Jekyll, 35, the water
in a white saucer set in the sun turns to blood, but this is a Blue-
beard story.

(5) Climbing a tree to escape an enemy is one of the commonest

episodes in African flight stories. See number 89. Here it occurs
combined with the axe-chopping contest and the rescue by dogs,
who rush in at the end and tear the pursuer to pieces. In Tremearne,
the woman transforms herself in various ways before the dogs
succeed in killing her. They then devour every drop of her blood. In
number 104, the dogs are restrained from taking part in the fight with
the witch by being chained by the witch’s hair. This episode is also of
frequent occurrence in American Indian lore. See Parsons,
Zeitschrift für Ethnologie 54:1–29 (1922).

In some cases, e.g. in Theal, Zeltner, Harris, 85–90, and in FLJ (SA),
the tree-cutting episode occurs independently of the rescuing dogs.

[Contents]

83. Andrew and his Sisters. [Story]

The story appears in Milne-Home, 114–120.

Compare Chatelain, 145–151; 103–111; Renel 1:77–81; 2:261–265;

265–267; Ferrand, 119–122; Torrend, 159–163; Tremearne, 432–
441; Callaway, 53; Theal, 124–126; Cronise and Ward, 178–186;
Dennett, 52; Barker, 97–101; Junod, 144–148; Edwards, 92–93;
Parsons, Andros Island, 44.
See numbers 82 and 86. It is the imitative “Sharpen me razor” song
which makes the story successful with an audience.

[Contents]

84. The Hunter. [Story]

The story is popular in Jamaica and is told interchangeably of man or

woman wooer.

Compare Barker, 123–128; Cronise and Ward, 261–262; Tremearne,

292–293; FL 22:457–458; Harris, Friends, 91–100; Parsons, Andros
Island, 65 and reference note 3.

The point of the story is voiced in Nassau, 15; “If you find a friend, it
is not well to tell him all the thoughts of your heart. If you tell him two
or three, leave the rest.” In Cronise and Ward, the man reveals all his
resources for transformation but the last, which is “dat t’ing wey turn
fas’ fas’ pon top de wattah.” In Tremearne, FL 22, he starts to say
the word for “ring” (zoba) gets as far as “zop” and is interrupted. In
Barker there is a further Delilah turn to the story. He escapes twice
by transformation; [272]finally the witch gets his god, while he sleeps
with his head in her lap, and burns it. Before it is quite consumed, it
turns him into a hawk and he flies away.

In Harris, the version follows the story of the witch and the three
dogs as in number 82.
[Contents]

85. Man-Snake as Bridegroom. [Story]

Besides the last number, three other types of monster marriage

stories are common in Jamaica, all of which, though versions overlap
or vary, follow a fairly fixed pattern. They may be distinguished as the
Snake husband, the Devil husband, and the Bull husband.

The Snake husband story is very common. Besides the half dozen
here set down of the many versions offered me, seven Jamaica
stories already collected follow the general pattern with more or less
exactness. See Lewis, 291–296, Sarah Wintun; Milne Home, 54–55,
The Sneake; 46–50, De Sneake an’ de King’s Darter; Bates, JAFL
9:121, The Yalla Snake; Jekyll, 26, The Three Sisters; 102–104,
Yellow Snake; 65, Tacoma and the old Witch Girl.

The story has three parts. (1) A difficult young lady refuses all
suitors, but falls in love with a Snake dressed as a handsome man.
(2) He has borrowed his fine parts and on the journey home drops
them one by one, becomes a Snake, and takes her to his home. (3)
Her brothers hear her song of distress and rescue her just as the
Snake is about to swallow her. These elements are fairly constant in
modern Jamaica versions.

(1) “The pick and choose” idea occurs in Bates’s, all Jekyll’s and all
my versions, although the idea that fine clothes do not make the man
is also emphasized.

For the “pick and choose” motive, compare Zeltner, 85, where the
girl refuses to marry anyone but “un homme n’avant aucune
ouverture;” Nassau, 68, where she will have no man with “even a
little bit of a blotch on his skin;” Tremearne, FL 22:346, where he
must have “not one blemish;” and Christensen, 10, where the girl
refuses to marry anyone with a scratch on his back. In none of these
cases does the husband take the form of a Snake. Compare also
Jacottet, 126–159, where are recorded five snake-husband stories,
four of which are enchanted beast stories (two of the “Beauty and
the Beast” type and two of the “Yonec” type), and the fifth is a good
and bad-mannered girl story, none of which use the “pick and
choose” motive.

(2) The borrowed clothes appear in both Milne-Home’s versions, in

Bates’s, in two of Jekyll’s and in two of mine. In Milne-Home, [273]the
story ends with the dropping of the clothes; in Jekyll and in two of
mine, the monster carries her to his den or “stone-hole.”

The clothes-borrowing idea occurs in Cronise and Ward, 178–186,

where “half-man” borrows his other half; in Dayrell, 39; Fortier, 71;
Hollis, Masai, 201–202; Parsons, Andros Island, 48 iv, 49 v, 50 i, 53
iv, and in Sea Islands, 46.

(3) In Jekyll, 102, and all my versions, the girl’s song for help and the
answering swallowing song furnish the main interest of the story; and
the rescue by the brothers follows in Jekyll and in my two versions.
In my third version, the Snake swallows the girl while her parents are
sleeping. In Lewis’s much earlier story, a jealous sorceress gives her
step-daughter over to a great black dog named Tiger, who takes her
away to his den. She sings until her hunter brothers hear her song,
rush in and rescue her.

In Renel 1:275–277, a girl weds a beast in disguise, because of his

handsome clothes, is carried away to his hole, and finally attracts her
mother’s ears by her song of lamentation. In other African stories of
monster marriages, the song is entrusted to a bird messenger.
For the rescue, see Jekyll’s Bluebeard story, 35–37; Bleek, 61–64;
Christensen, 10–14; and numbers 83 and 86.

Evidently the story has become fixed in Jamaica out of a number of

different elements and does not depend upon a common source.
The lesson to the over-fastidious girl, ridicule of her fear of the ordeal
of marriage, and the old setting of the rescue by hunter-brothers, are
drawn together into a coherent story. It is the song that makes the
story popular.

[Contents]

86. The Girls who married the Devil. [Story]

The flight from a Devil husband has also taken on a fixed form in
Jamaica in contrast to the number of variants related on Andros
Island and the much more complex versions known in Africa. It is
possible that this is true only for the localities visited.

The story has three parts. (1) A girl marries a handsome man
against her little brother’s warning. (2) The man, who is usually the
devil, carries her home, accompanied in secret by the brother, locks
her up, and sets a cock to watch her. (3) An old woman befriends
her, they feed the cock with various grains and finally escape over
the river in the Devil’s magic boat, pursued by the Devil.

Jekyll, 148–151, The Devil and the Princess, has a version of this
story.

Compare Zeltner, 85–90; Nassau, 68–76; Fortier, 68–75; [274]Jones,

82–88; Chatelain, 99–101; Barker, 97–101; Jacottet, 160–166;