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© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or
duplicated, or posted to a publicly accessible website, in whole or in part.
PERFORMANCE MANAGEMENT AND
THE EMPLOYEE APPRAISAL PROCESS
A properly planned and effectively utilized performance appraisal program should contribute
to improved employee performance. In this chapter there is an extensive discussion of the
development of an appraisal program, including various sources of appraisal information. In
addition, several performance appraisal methods are described within the categories of trait,
behavior, and results approaches. A summary of the major strengths and weaknesses of
various appraisal techniques is shown in Figure 8.8. The section on feedback of appraisal has
been expanded with some practical suggestions for appraisal interviews. A section on improving
performance, which includes an examination of sources of ineffective performance, concludes the
chapter. We have found that performance appraisal is one of the functions that most concerns
managers and about which they often have many questions. In this chapter we attempt to bring
out the issues about which questions are frequently raised.
It is important for students to realize that training employees will not eliminate many of the
differences found among employees at the time they are hired. For this reason, performance
appraisal should be viewed as one of the important HR functions that can contribute to the
continuing development of the individual employee. The need for standards of satisfactory job
performance should be emphasized, particularly in this era of downsizing and restructuring.
From their own job experiences, students may be asked to list such criteria for various jobs. This
listing can give you an opportunity to point out those worker qualities that can be objectively
determined versus those that are subjectively determined. For example, the quantity of production
can be objectively determined, whereas employee cooperativeness is largely a matter of
subjective interpretation.
CHAPTER LEARNING OUTCOMES
8
8
c
c h
h a
a p
p t
t e
e r
r
Explain what performance management is and how the establishment
of goals, ongoing performance feedback, and the appraisal process
are part of it.
LEARNING OUTCOME 1

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or
duplicated, or posted to a publicly accessible website, in whole or in part.
LECTURE OUTLINE
I. PERFORMANCE MANAGEMENT SYSTEMS
• Performance appraisal is a process, typically delivered annually by a supervisor to a
subordinate, that is designed to help employees understand their roles, objectives, and
expectations when it comes to contributing to the firm’s success. In addition, new
employees are often put on probationary status for a period of time and evaluated 30,
60, or 90 days after being hired, with their continued employment contingent upon
their performing satisfactorily.
• Performance management is the process of creating a work environment in which
employees can perform to the best of their abilities.
• Performance appraisal programs and merit rating systems are not new or unique to
organizations. From their early use in the federal government, performance
appraisals have become a major activity of HRM.
• Mention that most successful organizations use performance appraisals as a basis for
HR activity. Mention that recent interest in teamwork, continuous improvement,
learning, and the like has caused many organizations to rethink their approach to
performance appraisals.
II. ONGOING PERFORMANCE FEEDBACK
Because feedback is most useful when it is immediate and specific to a particular situation,
it should be a regularly occurring activity. For example, if you are a sales manager, should
Explain the purposes of performance appraisals and the reasons they
sometimes fail.
Describe the different sources of appraisal information.
Explain the various methods used to evaluate the performance of
employees.
Outline the characteristics of an effective performance appraisal
interview.
LEARNING OUTCOME 5
LEARNING OUTCOME 3
LEARNING OUTCOME 2
LEARNING OUTCOME 4

98 Part 3: Developing Effectiveness in Human Resources
you wait to appraise your employees once or twice a year? Probably not. Most likely you
would want to monitor their sales on a weekly and monthly basis. Has a particular
salesperson met his or her customer-contact numbers this week? Why or why not? Is the
salesperson closing deals with the people he or she does contact? If at the six-month mark,
the salesperson isn’t making his or her goals, how can you help the person if you haven’t
provided the individual with ongoing feedback? The lack of sales will be hard to make up
at this point.
III. PERFORMANCE APPRAISAL PROGRAMS
A. The Purposes of Performance Appraisal
Performance appraisal programs benefit both the employee and the organization.
1. Administrative Purposes—For the organization, performance appraisals
provide inputs for many other HR functions. The concept of “pay-for-performance”
has gained wide acceptance among employers. Emphasize the importance of
correctly administered performance appraisals as a key to the proper
compensation of employees.
2. Developmental Purposes
• For the employee, performance appraisals provide feedback about daily
performance while also stressing employee training, development, and growth
plans.
• Refer to Figure 8.2 in the textbook to illustrate the more common uses of
performance appraisals. Have students, in groups or individually, brainstorm
different objectives of an appraisal program. Discuss how they contribute to
organizational growth and employee job satisfaction. List the objectives on
the board and see if any of the objectives might conflict with one another. If
they do, ask the class what problems this might cause for supervisors.
B. Why Appraisal Programs Sometimes Fail
• Have students, in groups or individually, brainstorm why performance appraisal
programs fail. List their reasons on the board and compare them to those given in
the textbook.
• Stress that in order to be motivated, employees must perceive that their appraisals
are fair and accurate. Also, when employees are involved in the procedure rather
than play a passive role, they are more likely to believe their appraisals are fair.
Providing employees with feedback on a continual basis not only improves their
performance but helps them know where they stand, thereby lessening the anxiety
they feel during their formal appraisals.
• Ask students what influence “politics” may play in the performance appraisal
process.
IV. DEVELOPING AN EFFECTIVE APPRAISAL PROGRAM
• Developing an appraisal system is normally the joint responsibility of the HR
department and line and staff managers. The HR department is responsible for over-

Chapter 8: Performance Management and the Employee Appraisal Process 99
seeing and coordinating the appraisal program while other managers assist in
establishing objectives for the program.
• Studies have shown that employees have greater trust and respect for appraisal systems
when they participate in the development of the rating instrument.
A. What Are the Performance Standards?
Before managers can appraise the performance of employees, appropriate
performance standards must be established and communicated to employees. These
standards, or criteria, must be job-related requirements. Discuss the basic
considerations for establishing performance standards. Use Figure 8.4 in the textbook
for this discussion.
1. Strategic Relevance—This refers to how the appraisal standards relate to the
strategic objectives of the organization. A strategy-driven performance appraisal
process results in the documentation HR managers need to justify various training
expenses in order to close any gaps between, employees’ current skills and those
they will need in the future to execute the firm’s strategy.
2. Criterion Deficiency
• Performance standards must capture the full range of a person’s job. When
standards focus on only one element of the job (e.g., sales), they are likely
leave out important evaluation criteria.
• You may choose relate the concept of criterion deficiency to content validity
discussed in Chapter 6.
3. Criterion Contamination—Performance standards should not be influenced
by factors outside the employee’s control. For example, if bad materials or poor
equipment affects an employee’s performance, his or her performance standards
may be contaminated.
4. Reliability
• This refers to the stability or consistency of a standard, or the extent to which
individuals tend to maintain a certain level of performance over time.
• Stress that performance standards should be written and that they should be
defined in quantifiable and measurable terms.
• A new process some companies are using to make sure managers are rating
employees consistently is called calibration. During calibration meetings, a
group of supervisors, led by their managers and facilitated by an HR
professional, discuss the performance of individual employees to ensure all
managers apply similar standards to all of the firm’s employees. Calibration
meetings can be particularly helpful after a merger or acquisition, especially
one that’s global.
• Have students develop quantifiable and measurable performance standards
for the jobs of (1) college recruiter, (2) college teacher, (3) sales clerk,
(4) computer operator, and/or (5) bus driver.

• Obtain some sample performance appraisal forms from organizations. Have
students critique (1) the characteristics on which individuals are evaluated in
terms of how relevant they are to the job, and (2) the evaluator’s probable
opportunity to observe the behaviors described on the forms.
B. Are You Complying with the Law?
Based on recent court rulings, HR managers recommend that performance
appraisals meet these legal guidelines:
1. Performance ratings must be job-related (based on job analysis).
2. Employees should have a copy of their job standards.
3. Employee performance should be observable.
4. Performance problems should be documented and referred to in employee
appraisals.
5. Supervisors should be properly trained in the appraisal process.
6. Managers should openly discuss performance with employees and offer help
where needed.
7. An appeals procedure should be developed whereby employees can voice
disagreement with the appraisal received.
C. Who Should Appraise an Employee’s Performance?
• Just as there are multiple standards by which to evaluate performance, there are
a multitude of persons with valuable information about a person’s work
effectiveness.
• Use Figure 8.5 in the textbook as a basis for discussion about multiple sources
of appraisal.
1. Manager/Supervisor Appraisal—Because managers and supervisors work
directly with their employees, they are the logical choice to appraise the
performance of their employees. Managers and supervisors can use daily work
records and the direct observation of employees to complete the appraisal review.
2. Self-Appraisal—Self-appraisals are used when managers seek to increase
employees’ involvement in the appraisal process. One problem with this method is
that appraisers may evaluate their performance higher than the supervisor would.
It can also lead employees to wrongly believe they have more influence over the
process than they really do.
3. Subordinate Appraisal—Appraisal by subordinates has been used when
supervisors seek feedback on how subordinates view them. Employees are in a
good position to evaluate the leadership, communications, planning, and
delegation of authority of their managers. Discuss with students why managers
may not favor this appraisal method.
4. Peer Appraisal—Have students discuss when peer appraisals can be most
effectively used. What are several advantages and disadvantages of this appraisal
method? Have students discuss why this appraisal approach is not widely used.

5. Team Appraisal—This is an extension of the peer appraisal. In a team setting,
it might be impossible to separate out an individual’s contribution. In such cases,
doing individual appraisals might detract from the critical mission of the team.
Team appraisals are designed to evaluate the performance of the team as a whole.
6. Customer Appraisal—Driven by TQM concerns, internal and external
customers are increasingly used as sources of performance appraisal information.
The opinions of vendors and suppliers are also sometimes utilized in the appraisal
process. Internal customers can include anyone within the organization who
depends on the employee’s work output.
D. Putting It All Together: 360-Degree Appraisal
• Over 25 percent of all U.S. companies and over 90 percent of Fortune 1000
companies use some form of 360-degree appraisal. The system is intended to
give employees the most accurate view of their performance because it solicits
input from multiple sources—their supervisors, peers, subordinates, customers,
and so forth.
• Use Figure 8.6: Pros and Cons of 360-Degree Appraisal to discuss the plusses
and minuses of 360-degree appraisal.
E. Training Appraisers
Although performance appraisal is widely practiced by organizations, many
managers must perform the process without the benefit of training. This point is
highlighted by the quote by the following quote in the textbook: “What’s important is
not the (appraisal) form or (measuring) scale. What’s important is that managers can
objectively observe people’s performance and give them objective feedback on that
performance.” To accomplish this goal, performance appraisal training programs
should focus on the following:
1. Establishing an Appraisal Plan—This systematic process covers (1) the
objectives of the performance appraisal system, and (2) the mechanics of the rating
system (including the method, frequency, and strengths and weaknesses of the
system).
2. Eliminating Rater Error
• Research has shown that appraisers are prone to make several different types
of rating errors.
• Distributional errors (e.g., central tendency, leniency, and strictness errors)
involve the arrangement of a group of ratings across several employees.
Forced distribution and peer rankings are techniques that some organizations
use to eliminate these types of errors. However, not all corporate cultures are
conducive to forced rankings systems. Firms that place a high-priority on
teamwork would probably find forced ranking to be counterproductive. In
addition, these ranking systems can sometimes adversely affect employee
morale and lead to lawsuits. Behavioral anchors may be a more effective
approach to minimizing distributional errors. (See section III for more about
behavioral anchors.)

• Temporal errors (e.g., recency) are the result of how a person evaluates
information over time.
• Contrast error occurs when an employee’s evaluation is biased either
favorably or unfavorably because of a previous employee’s performance
evaluation.
• Similar-to-me error occurs when an appraiser inflates the evaluation of a
person with whom they have something in common.
• Discuss how various stereotypes held toward minorities and women may
affect their performance review.
3. Feedback Training
• Feedback not only provides employees with knowledge of results, but it also
allows the manager and employee to discuss current problems and set future
goals. Managers need to realize that employees want feedback. That is, they
want know how they are doing and how they can improve. They are less eager
to be appraised or judged.
• Refer to Highlights in HRM 1: Supervisor’s Checklist for the Performance
Appraisal in the textbook. This piece provides excellent points for
scheduling, preparing for the review, and conducting the performance review
with the employee.
V. PERFORMANCE APPRAISAL METHODS
This section discusses the major contemporary methods of performance appraisal. Other,
less frequently used systems are also reviewed. Performance appraisal systems can be
broadly classified as trait methods, behavioral methods, or results-oriented methods.
A. Trait Methods
1. Graphic Rating Scales—In the graphic rating-scale method, traits or
characteristics are rated on a line or scale. Highlights in HRM 2 in the textbook
shows an example. Rating scale forms may differ between organizations based on
the dimensions to be appraised, the degree to which the performance dimensions
are defined, and the degree to which the points on the scale are defined.
2. Mixed-Standard Scales
• These scales are extensions of the basic rating scale. In the mixed-standard
scales method, the manager evaluates the trait under consideration (e.g.,
initiative) against three specific behavioral descriptions relevant to each trait to
be rated. An example is provided in Highlights in HRM 3 in the textbook.
• Each descriptor for the trait should reflect different levels of performance—
superior, average, or below average, for example. Managers appraise their
employees by indicating that the employees are better than, equal to, or worse
than the standard for each behavioral descriptor.
3. Forced-Choice Method—In the forced-choice method, the manager is
required to choose from a pair of statements that appear equally favorable or

unfavorable, selecting the one statement that best describes the employee’s
behavior. The manager selects the statement without knowing which statement
correctly describes successful job performance.
4. Essay Method
• The essay method of performance appraisal requires the supervisor to write
a statement that describes the employee’s behavior. Normally both strengths
and weaknesses are described, along with a plan for future employee
development.
• Have students discuss what they see as the advantages and weaknesses of
this appraisal method.
B. Behavioral Methods
1. Critical Incident Method—The critical incident method appraises employees
based on favorable or unfavorable critical incidents related to the job. Managers
keep a log on employees and note the critical incidents in the log as they occur.
Ask students to keep a list of favorable and unfavorable critical incidents of
students’ behavior in their various classes (without names). Discuss their entries in
class.
2. Behavioral Checklist Method—Checklists consist of groups of statements that
pertain to a given job. The rater checks those statements that apply to the ratee.
3. Behaviorally Anchored Rating Scale (BARS)
• A behaviorally anchored rating scale (BARS) is often mentioned as one
way to improve rating scales. It does this by providing a description of
behavior along the scale, or continuum. A BARS is based on critical incidents
of job performance. Normally, a BARS consists of a series of five to ten
vertical scales, one for each important dimension of job performance. High-
lights in HRM 4 in the textbook provides an example of a behaviorally
anchored rating scale for firefighters.
• While BARS instruments have been widely publicized as a more effective
way to appraise performance, at present there is no strong evidence that a
BARS reduces all of the rating errors mentioned earlier.
4. Behavior Observation Scales (BOS)—A behavior observation scale (BOS) is
similar to BARS but asks raters to evaluate how frequently each behavior has
been observed. In contrast to BARS, this approach allows the appraiser to play
more the role of observer than judge. Highlights in HRM 4 in the text-book show
an example of BOS for a sales representative.
C. Results Methods
1. Productivity Measures
• A number of measures can be used to assess results achieved. Salespeople,
for example, are evaluated based on sales volume. Production workers can be
evaluated based on output produced, scrap rate, defects, and the like.

• There are a number of potential problems with output measures. Recall the
earlier discussion of criteria contamination and criteria deficiency.
2. Management by Objectives
• Developed by Peter Drucker in 1954, management by objectives (MBO) is a
philosophy of management as well as a goal-setting and performance
appraisal system. At periodic time intervals, employees set goals with their
supervisors and are evaluated against those goals on specified review dates.
Figure 8.7 in the textbook illustrates how performance appraisal functions under
an MBO program.
• Ask the class if anyone has worked or is currently working under an MBO
system. Have students explain the MBO process at their organizations.
a. Requirements for a Successful MBO Program
• To be successful, MBO programs must meet several characteristics.
Established goals should be quantifiable and set for both the long run and
the short run. Goals must be realistically set and under the employee’s
control. Managers and employees must establish specific times when goals
are to be reviewed and evaluated. Accompanying the goals should be a
detailed description of how the goals will be achieved.
• Advantages of MBO include the following: (1) employees can measure
their own performance; (2) quantifiable goals are set; (3) goal setting is a
joint effort between the employee and the manager; and (4) employees
have the satisfaction of achieving mutually established objectives.
b. Criticisms of MBO. The disadvantages of MBO include (1) some studies
show that MBO programs have achieved only mediocre success; (2) goals
may be unrealistically set; (3) employees and managers may not be fully
committed to the MBO process; and (4) some goals may be hard to quantify
but, nevertheless, are important to employee job success.
3. The Balanced Scorecard
• Developed by Harvard professors Robert Kaplan and David Norton, the
Balanced Scorecard (BSC), discussed initially in Chapter 2, is a measurement
framework that helps managers translate strategic goals into operational
objectives. The logic of the BSC is that learning and people management help
organizations improve their internal processes.
• Discuss with students the importance of not only measuring performance in
terms of bottom-line, but in long-term measures that may not provide
immediate benefits to the organization.
• Similar in some ways to MBO, the BSC enables managers to translate broad
corporate goals into divisional, departmental and team goals. Highlights in
HRM 5 shows an example of a personal scorecard used for this process.

D. Which Performance Appraisal Method to Use?
• The choice of which appraisal method to use largely depends on the intended
purpose of the appraisal program. To discuss the major strengths and weaknesses
of the different appraisal methods refer to Figure 8.8 in the textbook. In addition,
HR managers can periodically administer a survey to the firm’s employees and
managers to get a sense of whether or not they think the organization’s performance
appraisal process is improving.
• It is common for a supervisor’s appraisal of an employee to be reviewed by higher
levels of management. This is often done by the supervisor’s superior. Review of
an evaluator’s appraisal helps to ensure objectivity and fairness. This method also
can serve to train new supervisors in the proper application of performance
appraisal. Additionally, performance appraisals shouldn’t be done for middle
managers and rank-and-file employees only but for top managers as well—
particularly if the organization’s goals are to cascade downward through the
company.
VI. APPRAISAL INTERVIEWS
Appraisal interviews are a very important part of the entire appraisal process. Unfortunately,
many supervisors do not devote the time or attention needed to conduct the interview
properly. Appraisers should remember that employees want and deserve an honest
appraisal of their performance. This only comes through a well-planned and well-
conducted appraisal interview. The form of the interview will depend mostly on the purpose
of the interview. Generally, feedback sessions will have a different approach from growth
and development interviews. Employees should have adequate time in the interview to
ask questions and provide additional input, if needed.
A. Three Types of Appraisal Interviews
Norman Maier, an authority on the appraisal interview, notes that there are three basic
appraisal interview types.
1. Tell-and-Sell Interview—This method requires that the supervisor use
persuasion to change an employee in a desired manner. This can be accomplished
by having the employee see how the changed behavior will benefit him or her.
2. Tell-and-Listen Interview—When using this method, the supervisor discusses
the employee’s strong and weak points during the first half of the interview.
During the second half of the interview, the employee’s feelings about the
interview are thoroughly explored. At this time the supervisor attempts to deal
with the objections of the employee through nondefensive behavior. It is
assumed that the opportunity to release frustrated feelings through catharsis will
help to reduce or remove unpleasant feelings.
3. Problem-Solving Interview—The supervisor who uses the problem-solving
method employs nondirective interviewing procedures, but in addition, the
supervisor seeks to develop a growth and development approach to the interview.
Maier recommends this method since the appraisal process should exist to help
employees grow and develop.

B. Conducting the Appraisal Interview
• The textbook provides several considerations for conducting the appraisal
interview. A guiding rule to follow is not to discuss too much information at one
time. Dividing the appraisal interview into two sessions, one for the performance
review and the other for future development plans, can reduce time constraints.
• By dividing the appraisal interview into two sessions, the supervisor can serve
as evaluator at one period and counselor at the other period. This relieves the
burden of performing both tasks during one session.
• Some specific guidelines about conducting an appraisal interview may
increase employees’ acceptance of feedback, their satisfaction with the interview,
as well as their intention to improve in the future. Many of the principles of
good selection interviewing (see Chapter 6) apply to appraisal interviews.
1. Ask for a Self-Assessment—Self-assessment gets employees thinking about
their performance and assures that they know the standards against which they
will be evaluated.
2. Invite Participation—Participation helps bring out some of the root causes of
performance problems and may increase an employee’s satisfaction with the
process.
3. Express Appreciation—Praise is a powerful motivator. However, avoid the
“sandwich technique.” With this method, positive statements are given first,
followed by negative statements, which are followed by more positive remarks.
For many years HR professionals recommended that managers use the sandwich
technique when giving appraisal information to employees. Currently, this
technique is not recommended for these reasons: (1) giving praise first signals to
the employee that bad news is on the way; (2) the final positive comments
indicate to the employee that no more negative comments will follow; and
(3) employees may simply see this approach as a way to ease through the appraisal
interview without any real communication between those involved.
4. Minimize Criticism—Criticism leads to defensiveness, and this may hurt the
chances of solving the problem. It’s hard to change a person’s behavior with a
single conversation, so “laying it on the line” isn’t probably a good idea.
5. Change the Behavior, Not the Person—Instead of focusing on traits that are
personal characteristics (and difficult to change) focus on behaviors that can be
corrected or improved.
6. Focus on Solving Problems—Rather than blaming, focus on remedying the
situation.
7. Be Supportive—Some of the best leaders are those who focus on finding ways to
help employees eliminate obstacles to successful performance.
8. Establish Goals—Try to focus the employee on the future rather than the past.
9. Follow Up Day to Day—Feedback is more powerful when it occurs
frequently. Informal talks reinforce the goals and objectives laid out in the
formal appraisal interview.

C. Improving Performance
Employees cannot improve their performance unless they know exactly what is
expected of them. Supervisors have the responsibility to inform employees of their
job standards at the start of the review period. By doing this, employees can adjust
their behavior to conform to performance criteria, and surprises can be avoided at the
appraisal interview.
1. Identifying Sources of Ineffective Performance
• Use Figure 8.9: Factors That Influence Performance and Figure 8.10:
Performance Diagnosis to talk about the major causes of ineffective job
performance, broken into three categories: (1) ability, (2) motivation, and
(3) environment. These ideas were first brought up in Chapter 1 under
discussions about productivity enhancement.
• It is recommended that ineffective employee job performance be diagnosed
according to three interactive factors: the employee’s skill, the employee’s
effort levels, and the external conditions surrounding the job.
2. Performance Diagnosis
• Although performance appraisal systems can often tell us who is not
performing well, they typically cannot reveal why. So, if someone is not
achieving desired results, it can be difficult to decide if it is due to ability,
motivation, or external constraints.
• It is thus important to compare various measures of performance to ensure
improvement. For example, if someone is demonstrating all the desired
behaviors but is not achieving the desired results, logic suggests that it may be
due to factors beyond his or her control.
3. Managing Ineffective Performance—A three-step process is recommended to
correct poor employee performance. First, identify the source of poor
performance. Second, develop a course of action to improve performance.
Third, motivate the employee to correct undesirable job behavior.
Performance Diagnosis
1. Noting that Carl works very hard on the gopher problem, this may offer a clue
that his problem is not motivation or external issues, but that he lacks the skills
to address the situation. A potential solution would be to offer training courses
on how to deal with the problem.
2. Clark may be having external problems at home (e.g., his wife’s sister-in-law
and their family have decided to visit and stay at the house for a whole month—
putting extra financial and emotional strain on Clark). Obviously, we cannot be
sure of the problems Clark is facing, but finding out why he feels so dejected
about the bonus may offer clues to his poor performance. If the problems are
HRM
EXPERIENCE

external, maybe offering some time off will help Clark work out his problems at
home so he can better accomplish his assignment at work.
3. There could be several explanations including lack of sales training or perhaps
his college degree is in a different field that is of greater interest to him.
Students will have various explanations.
ANSWERS TO END-OF-CHAPTER DISCUSSION QUESTIONS
1. The performance appraisal an employee receives is directly linked with other HR functions.
A poor appraisal review can limit promotional or transfer opportunities. A poor appraisal
may necessitate additional training to bring the employee up to acceptable performance
standards. Depending on the appraisal received, increases in salary may or may not be
recommended.
2. The courts have emphasized the importance of having carefully defined and measurable
criteria as a basis for appraising employee performance. They have insisted on employers
having some type of record of performance based on identifiable objective criteria rather than
vague descriptions such as attitude, cooperation, or initiative.
3. Some criteria that can be used to appraise performance in the following jobs are:
a. Sales representative: Volume of sales made, number of sales contacts made, and
customer complaints.
b. TV repairer: Number of repairs made in a specified period of time, and amount of
work that must be redone because of faulty workmanship.
c. Director of nursing in a hospital: Success in establishing standards of performance
and the cost-effective utilization of members of the nursing staff.
d. HR manager: Effectiveness of HR programs in relation to cost, employee effectiveness
and morale, and quality of response to special problems within the organization.
e. Air-traffic controller: skill in managing traffic, completion of required operational
procedures (updating weather reports, keeping records), coordination and communication
with pilots, and use of emergency equipment and procedures.
4. a. The tell-and-sell method requires the ability to persuade an individual to change in the
prescribed manner. The tell-and-listen method requires the ability to communicate the strong
and weak points of a subordinate’s performance and to explore the subordinate’s feelings
about the appraisal. The problem-solving method requires the ability to stimulate growth
and development through discussion.
b. The skills for the problem-solving type of interview can be developed by first adopting
the attitude that through discussion, new ideas and mutual interests can be developed. Training
and practice in listening and reflecting feelings, reflecting ideas, using exploratory questions,
and summarizing are essential.
c. Probably most students will agree that the tell-and-sell method is the least desirable
because it leads to suppressed defensive behavior and feelings of hostility.

5. Poor performance should be detected during the daily observation of employees. The major
factors that influence performance are listed in Figure 8.8 in the textbook.
ANSWERS TO USING THE INTERNET ACTIVITIES
Internet Exercise #1, page 358
U.S. Office of Personnel Management
http://www.opm.gov/
Question:
Visit the website of the U.S. Office of Personnel Management and conduct a search of “360-
degree assessment” for the organization’s training assistance program. Review the
organization’s 360-degree feedback procedures and list the sources of feedback. What questions
are considered for each feedback source?
Answer:
The feedback sources included in OPM’s 360-feedback process include the following:
• Superiors
• Self-assessment
• Peers
• Subordinates
• Customers
For each feedback source, the following two questions are covered:
• “What does this rating source contribute?”
• “What cautions should be addressed?”
Source:
http://www.opm.gov/perform/wppdf/360asess.pdf
Internet Exercise #2, page 368
U.S. Army Research Institute
http://www.hqda.army.mil/ari/
Question:
Visit the U.S. Army Research Institute and conduct a search of “behaviorally anchored rating
scales” (BARS). Provide a summary of how the U.S. Army has used BARS to assess tactical
thinking.

Answer:
An ongoing need exists in the Army to enhance combat leaders’ tactical thinking skills. A
Tactical Thinking Behaviorally Anchored Rating Scale (T-BARS) was generated and inter-rater
reliability was established. Eight themes of tactical thinking identified in the “Think Like A
Commander” program of research and training formed the basis of the scales. These included:
• Know and Use All Assets Available
• Focus on the Mission and Higher’s Intent
• Model a Thinking Enemy
• Consider Effects of Terrain
• Consider Timing
• See the Big Picture
• Consider Contingencies and Remain Flexible
• Visualize the Battlefield
Interviews were conducted with Army officers with a range of operational experience to elicit
patterns of thinking and behaviors within a set of tactical exercises. Interview data were utilized
to generate behavioral indicators to populate the five levels of cognitive performance within the
T-BARS.
Source:
http://www.hqda.army.mil/ari/pdf/RR1854.pdf

VIDEO CASE DISCUSSION GUIDE
Students will offer a number of answers to this question, so they should be encouraged to fully
explain their rationale for their ideas. Some possibilities might include increasing job
satisfaction by encouraging employees to take on additional tasks or increasing productivity
through training.
A good place to begin this discussion is by comparing and contrasting the meaning of traits
(characteristics), behaviors, and results. Encourage students to imagine what traits,
behaviors, and results are most likely to be exhibited in a bakery. From there, students will
probably reach a general consensus about which of these they think would be most important
and therefore most likely to be used at Metropolitan.
The video suggests that the two owners do most of the performance reviews. Guide students in
discussing who else might be able to offer accurate, reliable performance evaluations. Then
guide students in discussing the merits and feasibility of having other stakeholders, such as
peers, participate in performance evaluations. Ask students to share their opinions about
whether the employees should be given an opportunity to evaluate themselves.
It might be useful to spend some time discussing how so much of the work done at a bakery is
routine work, and how important it is to be consistent on a daily basis. These factors might
lead students to determine how best to evaluate performance at Metropolitan. As for
differences between supervisors and nonsupervisors, one of the specific circumstances
mentioned in the video is a high turnover rate, and the managers even point out that an
annual or semi-annual review is not always appropriate because many of their employees
don’t stay with them that long. Guide students in discussing what might be a more
appropriate and effective timeframe for giving performance feedback at Metropolitan,
especially for entry-level employees.
NOTES FOR END-OF-CHAPTER CASE STUDIES
Case Study 1: Performance Management System Helps Freeport McMoran
Switch Strategic Gears
1. The firm needed a means o coordinating and focusing its workforce around the world on
carrying out its strategy. Performance appraisal measurements provide one way to do that.
Also, it the firm needs to change its strategy, an adjustment in performance appraisal
measurements can help expedite that change.
2. In posting that question to the class, it will be interesting to see if anyone thinks that paper and
pencil would be better. Some might argue that if those who are going to do the appraisals are
not familiar with computers, paper and pencil might be better but if the firm wishes to maintain
a global data base, someone would need to input the information from the paper and thus it
might be better to train raters to the extent needed to complete performance appraisals.

Case Study 2: Appraising Employees at the San Diego Zoo
1. The performance appraisal an employee receives is directly linked with other HR functions.
A poor appraisal review can limit promotional or transfer opportunities. A poor appraisal
may necessitate additional training to bring the employee up to acceptable performance
standards. Depending on the appraisal received, increases in salary may or may not be
recommended.
2. The courts have emphasized the importance of having carefully defined and measurable
criteria as a basis for appraising employee performance. They have insisted on employers
having some type of record of performance based on identifiable objective criteria rather than
vague descriptions such as attitude, cooperation, or initiative.
3. Some criteria that can be used to appraise performance in the following jobs are:
a. Sales representative: Volume of sales made, number of sales contacts made, and
customer complaints.
b. TV repairer: Number of repairs made in a specified period of time, and amount of
work that must be redone because of faulty workmanship.
c. Director of nursing in a hospital: Success in establishing standards of performance
and the cost-effective utilization of members of the nursing staff.
d. HR manager: Effectiveness of HR programs in relation to cost, employee effectiveness
and morale, and quality of response to special problems within the organization.
e. Air-traffic controller: skill in managing traffic, completion of required operational
procedures (updating weather reports, keeping records), coordination and communication
with pilots, and use of emergency equipment and procedures.
4. a. The tell-and-sell method requires the ability to persuade an individual to change in the
prescribed manner. The tell-and-listen method requires the ability to communicate the strong
and weak points of a subordinate’s performance and to explore the subordinate’s feelings
about the appraisal. The problem-solving method requires the ability to stimulate growth
and development through discussion.
b. The skills for the problem-solving type of interview can be developed by first adopting
the attitude that through discussion, new ideas and mutual interests can be developed. Training
and practice in listening and reflecting feelings, reflecting ideas, using exploratory questions,
and summarizing are essential.
c. Probably most students will agree that the tell-and-sell method is the least desirable
because it leads to suppressed defensive behavior and feelings of hostility.
5. Poor performance should be detected during the daily observation of employees. The major
factors that influence performance are listed in Figure 8.8 in the textbook.

Exploring the Variety of Random
Documents with Different Content

of retreat open. She began to wonder if she must pass all her life an
“outcast an’ a orfin,” as Aunty had tersely described it.
Judith, who had a shrewd idea of what was passing in the girl’s
mind, was content to let matters take their course. Often she longed
to take Sue in her arms and comfort her, but dared not. Judith Eliot
was only a young girl herself, loving and tender hearted, but she was
rarely sagacious in her understanding of human nature and believed
that Sue’s divorce would tend to benefit all her charges, and finally
strengthen her own position. One gains experience not only
personally, but from the experiences of others, and it was noticeable
that both Becky and Don had been unusually meek and circumspect
since Sue’s rebellion.
Becky, indeed, did a queer thing. Going to the Little Mother
privately she said in her earnest way:
“I’d like to get halter-broke, Cousin Judith, and I wish you’d help
me. Whenever I buck the rules of propriety and cease to be a lady,
you just step on my corns an’ yell ‘time.’ I know I’m awful slangy
sometimes, but by jooks I’ll cure myself of the habit if I bu’st a
surcingle!”
Judith smiled and kissed her.
“I wonder where you pick up such expressions,” she said. “But I
assure you, Becky dear, it won’t be at all difficult to cultivate a
choicer language, if you make the attempt. Pay attention to the
conversation of Phœbe and Marion, and listen to your Little Mother’s
mode of speech. I assure you there is nothing either winning or
clever in the use of slang phrases. A street gamin is able to employ
them as readily as you do, yet may never aspire to refined speech.
To cast your lot with the ignorant and uncultured, rather than with
those of your own class, is to abandon the advantages of birth and
refined associations.”

“I used to think it was smart,” admitted Becky, gloomily; “but now
I see I was off my base and shinning up the wrong tree. But I’ll be
careful, after this, Cousin Judith; see if I’m not. And I hope you’ll call
me down if I forget I’m a lady and talk like a female she.”
It was well-nigh impossible to cure herself of vulgar expressions
all at once; but Becky sincerely tried to improve, and met with a
measure of success. Judith never reproached her if at times she
lapsed unwittingly into slang, for Becky was quick to realize her fault
and a sudden flush of shame would often suffuse her face before the
unseemly words were well out of her mouth.
Don and Allerton had now become fast friends, being together
much of the time. Don, as well as Becky, had softened perceptibly
since the advent of Cousin Judith, and having acquired a hearty
respect for Allerton, who had proved no “mollycoddle,” the boys
became congenial associates.
The coming boat race had by this time begun to excite the good
people of Riverdale and was a general topic of conversation among
the villagers. Nearly every town on the river bank had a boat crew,
and a sharp rivalry had for some years been maintained between
Bayport, nine miles away, and Riverdale. For many seasons Bayport
had won the prize, being practically invincible, but for the last two
years fortune had deserted them and their crew lost to Riverdale.
Bayport was naturally eager to regain its lost prestige, and its
adversary was equally anxious to retain the honors so hardily won.
Therefore, an exciting race was in prospect.

Managing Human Resources 16th Edition Snell Solutions Manual

CHAPTER XVI
THE BOAT RACE
Phil had pulled an oar with the winning crew the year before, and
was to be stroke oar this year, a position requiring nice judgment as
well as consummate skill. Although he had now been working at the
bank for more than three weeks, the young fellow was in prime
physical condition, and the week’s practice with the crew renewed
the hopes of the ardent admirers of the Riverdale boys.
Eric came down nearly every evening to see them pull the scull
over the smooth stretch of water above the bridge, and he told Phil
several times that he had “laid some pretty stiff wagers” on his crew.
Young Daring did not approve of this, and frankly said so.
“We’ve three new men in our eight,” he said, “and the Bayport
crew is almost entirely new blood. No one can judge our respective
merits till we get together, and while I hope we shall win I would not
risk a dollar on such a doubtful chance.”
Eric was unconvinced, and merely laughed at him; yet Phil felt
that he had done his duty and said all that was required. Thereafter
he held his peace.
The race was held at Bayport this year, which was in that crew’s
favor, although Phil and most of his eight were nearly as familiar
with the Bayport course as with their own. When Saturday arrived
there was a general exodus from Riverdale to the scene of the race.

Judith had engaged a three-seated wagon to convey the Darings
and herself. With all the talk about the race not a word had been
said to Sue about her going to Bayport with them. Silently the
“outcast” listened to the plans for the excursion, believing she was
destined to remain at home. She had a great longing to go, for such
diversions were few in their quiet lives, but by her own act she had
withdrawn from the inner circle and with stolid resolve she
determined none should guess her disappointment or remorse.
There was an early dinner this Saturday noon, and when the
wagon drew up at the door and the Darings were hurrying to get
their hats and wraps, Cousin Judith said to Sue, who sat soberly in a
corner:
“Won’t you go with us, dear? There is plenty of room.”
Sue gave a gasp of amazement.
“But, I—I’m out of it, you know, Cousin Judith. I—I’m not one of
your children,” she stammered.
“Come as my guest, then. Do you suppose I have ceased to love
you, Sue? I’m not your Little Mother any more—more’s the pity—but
I shall always remain your affectionate Cousin Judith. It would
please me to have you come with us to-day, and enjoy yourself.”
Sue’s eyes were sparkling. Without a word, except a murmured
“thank you, Cousin Judith!” she rushed for her hat and joined the
others in the wagon.
It was a great day for the Darings and proved a delightful outing,
although alas, the Riverdale crew went down to defeat.
An accident caused it, of course; otherwise, the race was surely
Riverdale’s.

Phil led his crew over the course with masterful generalship,
starting with slow, steady strokes, without regard for the lead of
Bayport, and then gradually increasing the count until near the end
Riverdale overtook their opponents and shot irresistibly into the lead.
They were two boat lengths ahead and still gaining when one of the
new men “caught a crab” and threw the entire crew into confusion.
The scull swung half around and before headway could be recovered
Bayport passed them and won the race.
Riverdale people had been lustily cheering when they saw their
boat surely forging to the front and a certain winner, as they
thought; but now a groan of dismay went up that was drowned by
the cheers of the exultant Bayporters.
Phœbe was nearly ready to cry, while Becky and Don were savage
with grief.
“Never mind, my dears,” said Cousin Judith, cheerfully. “There is
no dishonor in such a defeat and Phil certainly did his part
splendidly.”
That was the general verdict, and Riverdale spectators crowded
around Phil and congratulated him on the fine showing he had
made.
In a shiny top-buggy Eric Spaythe had sat beside Marion
Randolph, at a point overlooking the entire river. He had proved very
agreeable company up to the finish of the race, laughing and joking
in his cheery way and assuring Marion time and again that Riverdale
was sure to win. At the final catastrophe he seemed overcome by
horror. His eyes bulged; his lips trembled; he fell silent and moody.
“Come; let’s get home!” he suddenly exclaimed, and without
awaiting reply he whipped up the nag and dashed away at a break-
neck speed that made everyone who saw him wonder what was the
matter. Marion, greatly annoyed by this churlish proceeding on the
part of her escort, refused to make any comment. Eric scarcely

spoke a pleasant word to her all the way back to Riverdale. However,
as they drove up the street to her house he suddenly seemed to
remember that he had acted like a boor and said apologetically:
“Don’t think me rude, please. My whole heart was set on Riverdale
winning that race, and I guess my disappointment made me forget
myself. You won’t bear any grudge against me, will you?” he
continued, a little anxiously.
“Most certainly not,” answered Marion coldly. “I thank you for the
courtesy shown me—before you forgot yourself.”
Then she hurried into the house, leaving Eric staring agape and
wondering if he had made a fool of himself and lost more than his
bets on the race.
Cousin Judith did not hurry her brood home, for it was still early.
She carried the Darings to a cool little restaurant where they feasted
on ice cream and cakes to their hearts’ content and soon forgot the
humiliation of their brother’s defeat.
Judith placed little Sue by her side and saw she was as liberally
served as the others. The girl was unusually silent, however, and
once Miss Eliot noticed that her dark eyes were flooded with tears.
On her way home Sue laid her head on the Little Mother’s lap and
began to sob, gently at first but with increasing bitterness, while her
brothers and sisters regarded her with unfeigned amazement.
Judith stroked the soft hair and let the burst of grief exhaust itself.
“You—you’ve been so kind to me,” whispered Sue, raising her
tear-stained face to look appealingly into the gentle countenance
above her, “that I—I—I’m drea’fully ’shamed of myself! Don’t you
s’pose you—could—adopt me again?”
“I think so,” said the Little Mother gravely.

The clouds cleared then and Sue was presently smiling again. As
soon as they reached home she marched directly over to the
Randolph mansion and found Doris. When she returned she said
shyly, in the presence of the entire family:
“I’ve ’pologized to Doris an’ told her she isn’t a hypocrite; and I’m
sorry—drea’fully sorry—I disobeyed Cousin Judith and acted so
naughty.”
“Good for you, Puss!” cried Phil, who had just come in. “Why, this
consoles me for the loss of the race!”
Sue beamed with pleasure and Judith gathered the girl in her
arms and kissed her.
“I call you all to witness,” she said, “that this is the child of my
adoption. We won’t need to sign papers this time, because you will
all know that Sue and I belong to each other hereafter and can
never be divorced. Is it not so, my dear?”
“Yes, indeed, Little Mother!” replied Sue, smiling happily.

CHAPTER XVII
IN THE TOILS
When Eric and Phil met at their desks on Monday morning the
banker’s son was “savage as a meat-ax.” He scowled and muttered
over his work and slammed the big books here and there as if he
owed them a grudge.
Phil paid no attention to this exhibition of temper, which he
believed due to the failure of Riverdale to win the boat race. He
knew that Eric had been betting heavily with his cronies and the
Bayport people, and since the young man was already deeply in debt
these added losses might affect him, seriously. So Phil devoted
himself quietly to work and let Eric rave.
Gradually the young fellow quieted down. He was in no mood for
work that day, and paid little attention to the books. But he smoked
so many cigarettes, one after another, that the air was blue, and Mr.
Boothe left his coop long enough to request Eric to desist from
choking him with the offensive fumes.
“I am not well,” added the cashier; “so I ask you to be
considerate.”
Eric tossed his cigarette away and Mr. Boothe returned to his
coop.
“Phil,” said Eric, abruptly, “do you know where I can borrow some
money?”

“Perhaps your father will let you have it,” was the reply.
“The gov’nor! Never. He’d haul me over the coals if he knew I was
hard up on my princely salary of eighteen a week.”
Phil made no comment. Said Eric, after a period of thought:
“I’m told the loan-sharks in St. Louis will advance a fellow money
on his prospects. I wonder if they’d help me out of this hole. I’m the
only son of a well-to-do banker, and will inherit a respectable lump
of money, some day. Do you suppose they’d help me, Phil?”
“I don’t know, Eric. Such money lenders would be sure to demand
a heavy interest.”
“That’s all right. It’s worth something to get my fist on the money
when I want it.”
“What is it for?” asked Daring. “Why do you need this money?”
“To pay some of those infernal debts.”
“How much better off will you be afterward, Eric? Wouldn’t you
contract more debts right away?”
“That’s my business,” growled the other. “Don’t you begin
preaching to me, Phil Daring, for I won’t stand for it,” he added,
glaring angrily at his fellow clerk.
Phil said no more, but he was sad and ill at ease. Eric was no
longer the genial, winning fellow of former days. Since he had begun
to spend money so recklessly and to run into debt, his character and
disposition seemed to have altered for the worse. The thing Phil
dreaded more than anything else was another raid on the bank
money, with more of those audacious false records to cover up the
defalcations. He was helpless to interfere, but none the less was he

sincerely sorry for both Eric and his father, knowing that exposure
was bound to follow sooner or later.
Singularly enough, Mr. Spaythe seemed blind to his son’s reckless
extravagance. A thoughtful man, intent upon the intricate details of
his banking business and absorbed in loans, notes and discounts,
interests and important matters of a like character, the banker
seemed not to notice Eric’s elaborate costumes or the fact that he
passed much of his spare time in association with the fast set of the
village, whose rendezvous was the hotel bar. On the contrary, Mr.
Spaythe seemed contented with the thought that his son and heir
was connected with his business and apparently doing his work
faithfully and well.
On Wednesday Mr. Boothe was suffering from a bad headache
when he came to work. It soon became so much worse that Phil had
to assist him to reach his home—a little cottage not far away—where
the cashier lived with a maiden sister.
When Phil came back he went into the private office and reported
the matter to Mr. Spaythe. The banker at once telephoned Dr.
Jenkins to attend Mr. Boothe, and then in person took his cashier’s
place in the teller’s “cage.”
Next day Mr. Boothe was still too ill to appear at the bank. Dr.
Jenkins said it would be lucky if he managed to break up the fever,
but in any event his patient could not resume his duties before the
following Monday morning.
While his father was taking the cashier’s place Eric was silent and
attentive to his work. But, Mr. Spaythe could ill afford to devote his
entire time to the counting room, so he often called his son to assist
in cashing checks and receiving deposits. Eric attended to these
details so intelligently that on Friday Mr. Spaythe gave him complete
charge of that important department, thus gaining for himself the

liberty of devoting his attention to other pressing matters that had
accumulated on his own desk.
That same afternoon, when the banker stepped into the counting
room to secure a memorandum, Eric said to him:
“Wouldn’t it be a good idea, sir, to give Phil the combination of the
safe? We’re behind with the books, and he’ll have to come down
nights and catch up with the work—at least until Boothe gets back
into harness.”
“Yes,” said Mr. Spaythe; “you may give Daring the combination.
Here is an extra key to the side door, also.” Then, he turned to his
youthful clerk and nodded kindly. “I’m sorry to force this extra work
upon you, Phil, but Mr. Boothe’s illness leaves us very short-handed,
and you may expect compensation for your extra hours.”
Phil was not only annoyed at this, but positively frightened. He
had surprised a curious look upon Eric’s face when he asked his
father to give Phil the secret combination of the safe. In a small
establishment like Spaythe’s Bank both the books and the supply of
currency were kept in the one big safe. At this juncture, when many
uncomfortable suspicions were rife in his brain, Phil much preferred
not to have such responsibility thrust upon him.
“I’d rather not know the combination, sir,” he ventured to say,
knowing he appeared confused and embarrassed.
Mr. Spaythe was plainly surprised and gave him a hard look.
“Why not!” he asked.
“It is a—a—great responsibility, sir,” the young man explained.
“Nonsense, Daring. I trust you, fully. As fully as I do Eric or Mr.
Boothe.”

“Can’t I make up the work on the books some other way—during
the noon hour?”
“You’re silly, Phil,” declared Eric, sharply. “Better come down here
quietly after supper and do the work in an easy and proper way. It
isn’t likely to last but a night or two.”
“I think Mr. Boothe will be able to resume his duties by Monday
morning,” added Mr. Spaythe; and then, as if the matter was settled,
he walked into his room.
Phil resumed his work with an uneasy sense of impending
misfortune. After banking hours Eric made up the teller’s account of
receipts and disbursements and gave Phil a copy that he might enter
the items on the books in detail. Then he counted the cash and put
it away in the safe, explaining to his unwilling colleague the way to
work the combination. After this Eric departed, leaving Phil alone in
the bank, where he worked steadily until time for supper.
When he went home he confided to Phœbe this new complication
that had arisen.
“I’m almost certain that Eric has some desperate scheme in his
head,” said he. “He needs money badly to pay his gambling debts,
and I’m afraid he will try to get it in such a way as to implicate me
and divert suspicion from himself.”
“Why do you imagine that?” inquired his twin.
“Because he was so anxious that I should know the combination
and have a key to the bank. What ought I to do, dear?”
“Your simple duty,” said Phœbe positively. “Why, Phil, no harm can
possibly come to an honest fellow who does his duty! Don’t worry
about Eric and his deeds. He could not injure you if he tried, and
really, I don’t believe he will try. Eric has a kindly heart, and his main
fault is that he has become a bit wild and reckless.”

“He’s changed a good deal lately, Phœbe,” was the quiet answer.
Phil promptly returned to the bank, let himself in by the side door,
opened the safe and took out the books. For two hours he worked
under the glare of the electric light, before his task was finished. No
one came near to interrupt him. As he slid the big books into the
compartment of the safe reserved for them he glanced at the neat
piles of bills and bags of gold and an involuntary shiver of fear swept
over him.
Saturday morning the bank was very busy. Eric sat in Mr. Boothe’s
cage and waited upon the customers in a very business-like manner.
He was so quick and accurate in handling the money, with a
pleasant word for each one who approached his wicket, that when
Mr. Spaythe came in now and then to see that everything was
progressing properly the boy won his father’s gratified praise.
At one o’clock they closed the doors, as was usual on Saturdays,
and it did not take Eric long to arrange his cash, pile it away in the
safe and turn his statement of the day’s transactions over to Phil.
“What, through already?” asked his father, coming in at that
moment.
“Yes, sir. Here’s the balance sheet you asked for, all made out
correctly. I’m in a bit of a hurry, as I’ve arranged to go to St. Louis
for over Sunday.”
Mr. Spaythe frowned.
“I did not know of this plan,” he said curtly. “Why are you making
the trip, Eric?”
“To visit Ned Thurber. He has invited me to stay with him, so it will
only cost me railroad fares. I’ll be back in time for work on Monday,
sir,” he added carelessly.

Mr. Spaythe stood regarding his son silently for a moment. He
reflected that the boy had behaved admirably these past few days,
filling Mr. Boothe’s place quite effectively. The banker was also
engaged with other matters that required his immediate attention.
So he said:
“Very well. Go, if you wish to.”
Eric accompanied his father into the private office, merely
bestowing upon Phil a nod of farewell. It was rather mean of him to
take a vacation and throw all the work of bookkeeping upon young
Daring, but Eric was not noted for his consideration to others.
Pausing before his father’s desk he said in a hesitating way:
“I suppose it’s all right to leave Phil in charge of the cash?”
Mr. Spaythe turned upon him, sharply.
“Why not?” he said. “The Darings are honest enough. I would
have trusted his father with every penny I owned, at any time.”
“Oh, I suppose Phil’s safe,” returned Eric, carelessly. “But he’s a
new clerk, and there’s a lot of currency on hand to carry over
Sunday. So the thought struck me—”
He paused, for his father was paying no attention to what he said.
Instead, his practiced eye was shrewdly scanning the balance sheet.
It told the amount of cash on hand in bills, gold and silver, and
recorded all checks, drafts and notes deposited during the day.
Finding the tally correct Mr. Spaythe laid down the paper and turned
again to his son.
“I’ll trust Phil,” he said.
Eric went away, smiling to himself. “Just what I wanted,” he
muttered. “The gov’nor will remember this conversation afterward.”

Passing down the street he told every acquaintance he met that
he was off for St. Louis by the four o’clock train. At the station he
made his journey known to the group of loungers and shouted a
rather boisterous good-by when the train drew in and he boarded it.
He even waved his hat from the back platform until he had passed
out of sight. Among those who thus watched Eric’s departure was
Donald Daring, who announced the fact at supper that Eric Spaythe
had gone to St. Louis by the four o’clock train.
“Must you work at those dreadful books to-night, Phil?” asked
Phœbe.
“Only for an hour or so, dear. I put in such steady work this
afternoon that a little more will get things in shape.”
“I’ll go down with you, then, and keep you company,” she
announced.
As they walked along the street together in the cool of early
evening Phil was very thoughtful. Finally, he said to the girl:
“I don’t believe Eric has gone to St. Louis, Phœbe.”
“Why, he must have gone!” she exclaimed. “Don saw him on
board the train.”
“I know; but in spite of that I’ve a queer feeling—a sort of
suspicion—that he’s playing us a trick.”
“Have you, Phil? But why?”
“I can’t explain it. You see, since Boothe has been away Eric has
been free to do as he pleased. He’s in desperate need of money, just
now; but, although I’ve been on the watch, not a single crooked
transaction have I been able to discover—except one.”
“What was that?”

“I found on his desk yesterday a scrap of paper with my name
scribbled over it in many styles of handwriting. Anyone seeing it
would have thought I had been trying to create a lot of different
signatures. I tore the paper in two, crumpled it up, and tossed it in
the waste basket. But, afterward, I decided the thing ought to be
burnt, and searched for the scraps. They weren’t among the other
papers, for I went through the entire contents of the basket. Some
one had taken them, and it could be no one but Eric.”
Phœbe looked grave at this.
“What does it mean, Phil?”
“I’ve tried to think. I know of two or three forged deposit slips,
aside from that one of Mr. Martin’s. Then there was the forged check
of Mrs. Randolph—I’m positive it was forged. These things are sure
to be discovered some day, and then the charge of forgery and
embezzlement will lie between Eric and me.”
“Oh, Phil!”
“As Eric is Mr. Spaythe’s own son it will be easy for him to accuse
me. If I tell Mr. Spaythe what I know he will ask why I didn’t report
it at the time. I’m in a net, Phœbe, and Eric knows it. If he can save
himself at my expense, he won’t hesitate.”
“I see!” she cried, clasping her hands tightly. “Isn’t it dreadful,
Phil?”
“That is why I now suspect that Eric is up to mischief. It surprised
me that he told his father so bluntly he was going to St. Louis. It
would be better policy for him to keep quiet about the trip; but he
risked Mr. Spaythe’s anger with unusual boldness. And he took pains
to advertise his going to the whole town—even to let people see him
ride away in the train.”
“What could be his object?” inquired Phœbe, much perplexed.

“To be able to prove an alibi, I imagine.”
The twins walked on in silence for a time and were just passing
the railway station when Phil had an idea.
“Come in with me,” he whispered, and followed by Phœbe he
walked calmly up to the agent’s window. The man was not busy, as
no trains were due at this time.
“Hello, Wakefield,” called Phil, genially.
“Hello, Phil. Good evening, Miss Daring,” responded the agent,
recognizing them.
“I came in to pay for Eric’s ticket to St. Louis. He happened to be
short of currency, but said you’d let him have the ticket, and I could
drop in and settle for it to-night.”
Wakefield seemed surprised.
“Mr. Spaythe didn’t buy a through ticket,” he explained. “He only
took one to Canton. Said he’d buy his ticket and sleeper from there
on. I remember thinking that was a queer way to do. If he was short
of money, Eric knew I’d help him out.”
Phœbe trembled as she pressed Phil’s arm.
“Why, it’s all right, then, Wakefield,” said Daring, calmly. “Probably
he changed his mind, and in that case I don’t owe you anything.”
“Not a cent. Good night, Phil. Good night, Miss Daring.”
“Good night,” they answered and walked away.
“You see, I was right,” said the boy, when they were on the street
again. “Canton is only ten miles away, and Eric plans to leave the
train there and come back.”

“When?”
“Some time to-night. He means to rob the safe and get away with
the money. That will implicate me, you see, as I’m the only one
except Mr. Spaythe and Boothe that knows the combination—and
the cashier is sick in bed.”
“Oh, Phil! I’m sure your suspicion is too horrible to be true.”
“Why, it’s so simple that it must be true. Under the circumstances
it is the natural thing for Eric to do. He isn’t so very clever, although
perhaps he thinks he has laid a deep plot to ruin me. The queer
thing about it is that it’s liable to succeed.”
They had reached the bank now. Phil opened the side door and
ushered Phœbe into the large back room where he did his work. He
turned on the electric lights, pulled down the shades to all the
windows and then opened the safe and got out the books. Phœbe,
perched upon Eric’s vacant stool, watched him thoughtfully. Her face
was pale as wax and she had nervous, trembling fits that she could
not control.
“I’m glad I am with you,” said she, presently. “If you are accused,
I can swear you did not touch the money.”
Phil bent over and kissed her, but made no reply. Putting all his
mind upon the books he methodically pursued his work for an hour
or so, until all the entries had been made and his task finished. Then
he closed the ledgers with a sigh of relief, put them away, and
locked the safe.
“Who knows,” he said, turning to Phœbe with a wan smile, “but
that this is the last bit of work I shall do for Spaythe’s Bank? If my
suspicions are correct, on Monday morning the safe will be found to
have been robbed, and then I must face accusations and probable
disgrace.”

By this time the girl had recovered most of her composure. She
was still pale, but had been busily thinking during that tedious hour,
trying to find some way to save her twin brother.
“Do you know exactly how much cash is in that safe now?” she
asked.
“Of course, Phœbe. It is all entered upon the books, in black and
white, and Mr. Spaythe has a copy of the amounts, besides.”
She looked carefully around the room. At the very back of the
building, facing the safe, was one window which opened upon an
unused yard at the rear. The window was just then covered with a
thick shade. Phœbe took the desk shears, walked deliberately to this
window, and punched two small holes in the shade.
“What on earth are you doing?” asked her brother, in amazement.
“Phil, we’re going to play we’re detectives, you and I. Go outside,
and around to this window, and find out if you can see the safe
through the holes I have made. If not, I must make them larger.”
Phil obeyed, still puzzled as to her meaning. When he returned to
her, he reported that the holes were about on a level with his eyes,
when he stood in the back yard, and that the safe was plainly visible
through the tiny openings if one stood with an eye close to the
windowpane.
“Very well,” said she, nodding with satisfaction. “What time is it
now?”
“Nearly ten.”
“We shall have a long wait, but we mustn’t mind that. Let us go,
now.”

Managing Human Resources 16th Edition Snell Solutions Manual

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