Managing Organizational Change A Multiple Perspectives Approach 3rd Edition Palmer Test Bank
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- 5. 2-2 Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. C. Power-coercive D. Normative-educative
- 6. 2-3 Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 4. strategies assume that changes occur when people abandon their traditional, normative orientations and commit to new ways of thinking. A. Empirical-rational B. Normative-re-educative C. Power-coercive D. Normative-educative 5. strategies rely on achieving the intended outcomes through the compliant behavior of those who have less power. A. Empirical-rational B. Normative-re-educative C. Power-coercive D. Normative-educative 6. In change outcomes, it is assumed that some, but not all, change intentions are achievable. A. intended B. partially intended C. unintended D. partially completed 7. In change outcomes, the dominant assumption is that intended change outcomes can be achieved as planned. A. intended B. partially intended C. unintended D. partially unintended
- 7. 2-4 Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 8. Which of the following images of change outcomes recognizes that managers often have great difficulty in achieving the change outcomes that were intended? A. Intended change outcomes B. Partially intended change outcomes C. Unintended change outcomes D. Partially unintended change outcomes 9. Which of the following is NOT one of the images of change outcomes discussed in the text? A. Intended change outcomes B. Partially intended change outcomes C. Unintended change outcomes D. Partially completed change outcomes 10. The internal forces that can push change in unplanned directions include all of the following EXCEPT: A. interdepartmental politics. B. long-established working practices that are difficult to dislodge. C. deep-seated perceptions and values that are inconsistent with desired change. D. industry-wide trends affecting an entire sector. 11. The external forces that can push change in unplanned directions include all of the following EXCEPT: A. long-established working practices that are difficult to dislodge. B. confrontational industrial relations. C. legislative requirements. D. industry-wide trends affecting an entire sector.
- 8. 2-5 Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 12. Which of the following images is most likely to view management as controlling and change outcomes as being achievable as planned? A. The director image B. The navigator image C. The caretaker image D. The coach image 13. In the image, control is at the heart of management action, although a variety of external factors mean that, although change managers may achieve some intended change outcomes, they may have little control over other results. A. director B. navigator C. caretaker D. coach 14. In the image, the management role is still one of control, although the ability to exercise that control is severely constrained by a range of internal and external forces that propel change relatively independent of management intentions. A. nurturer B. caretaker C. coach D. interpreter
- 9. 2-6 Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 15. In the image, the assumption is that change managers can intentionally shape an organization's capabilities in particular ways. A. navigator B. caretaker C. coach D. director 16. A change manager as has the task of creating meaning for others, helping them to make sense of events and developments that, in themselves, constitute a changed organization. A. navigator B. caretaker C. director D. interpreter 17. The image of change manager as assumes that even small changes can have a large impact on organizations, and that managers may be unable to control the outcomes of these changes. A. nurturer B. navigator C. director D. caretaker 18. Which of the following argues that organizational change is nonlinear, is fundamental rather than incremental, and does not necessarily entail growth? A. Confucian theory B. Chaos theory C. Taoist theory D. Institutional theory
- 10. 2-7 Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 19. In , change is regarded as cyclical, processional, journey-oriented, based on maintaining equilibrium, observed and followed by those who are involved, and normal rather than exceptional. A. Confucian/Taoist theory B. chaos theory C. population ecology theory D. institutional theory 20. Which of the following images is most likely associated with the image of a manager being able to shape change? A. The director image B. The navigator image C. The caretaker image D. The coach image 21. Which of the following images is most likely associated with the image of a manager being able to control change? A. The director image B. The coach image C. The interpreter image D. The nurturer image 22. argue that organizational changes unfold over time in a messy and iterative manner, and thus rely on the image of change manager as navigator. A. Processual theories B. Contingency theories C. Taoist and Confucian theories D. Institutional theories
- 11. 2-8 Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 23. Which of the following theories does NOT reinforce the caretaker image of managers of change? A. Life-cycle theory B. Population ecology theory C. Chaos theory D. Institutional theory 24. views organizations passing through well-defined stages from birth to growth, maturity, and then decline or death. A. Life-cycle theory B. Population ecology theory C. Chaos theory D. Institutional theory 25. According to life-cycle theory, the second stage of the natural developmental cycle of an organization is _. A. birth B. growth C. maturity D. death 26. focuses on how the environment selects organizations for survival or extinction, drawing on biology and neo-Darwinism. A. Life-cycle theory B. Population ecology theory C. Chaos theory D. Institutional theory
- 12. 2-9 Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 27. argues that change managers take broadly similar decisions and actions across whole populations of organizations. A. Life-cycle theory B. Population ecology theory C. Chaos theory D. Institutional theory 28. According to DiMaggio and Powell, which of the following is NOT one of the pressures associated with the similarities in the actions of organizations that result from the interconnectedness of organizations that operate in the same sector or environment? A. Coercive pressure B. Mimetic pressure C. Normative pressure D. Ethical pressure 29. According to DiMaggio and Powell, government-mandated changes are an example of pressure. A. coercive B. mimetic C. normative D. initiated 30. According to DiMaggio and Powell, when organizations imitate the structures and practices of other organizations in their field, they succumb to pressure. A. coercive B. mimetic C. normative D. replicated
- 13. 2-10 Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 31. occurs when there is professionalization of work such that managers in different organizations adopt similar values and working methods that are similar to each other. A. Coercive pressure B. Mimetic pressure C. Normative pressure D. Replicated pressure 32. By stressing the importance of values such as humanism, democracy, and individual development, the organization development (OD) theory reinforces the image of a change manager as _. A. coach B. interpreter C. nurturer D. caretaker True / False Questions 33. The image of management as a controlling function has deep historical roots. True False 34. The image of management as a shaping function, enhancing both individual and organizational capabilities, has deep roots. True False
- 14. 2-11 Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 35. Power-coercive strategies rely on achieving the intended outcomes through the compliant behavior of those who have less power. True False 36. Power-coercive strategies of change assume that changes occur when people abandon their old orientations and commit to new ones. True False 37. Both intended and unintended consequences may emerge from the actions of change managers. True False 38. There has been less attention paid to the images of intended change outcomes in commentary on change management than to unintended change outcomes. True False 39. Maturity is the final stage of the natural development cycle of an organization according to life- cycle theory. True False 40. Population ecology theory draws on biology and neo-Darwinism. True False 41. According to population ecology theory, organizational variation occurs as the result of random chance. True False
- 15. 2-12 Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 42. In general, the implication of population ecology theory is that managers have little sway over change where whole populations of organizations are affected by external forces. True False 43. The caretaker and nurturer images are more frequently discussed in relation to change management and are more widely accepted in domains of organization theory where there is more practice orientation. True False
- 16. 2-13 Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Chapter 02 Images of Change Management Answer Key Multiple Choice Questions 1. According to John Kotter, which of the following statements is true of change in organizations? A. Small-scale transformations are more valuable than large-scale transformations. B. Organizations need more change leadership. C. Change management and change leadership are indistinguishable. D. Change leadership refers to the basic tools and structures with which smaller-scale changes are controlled. Accessibility: Keyboard Navigation Difficulty: 2 Medium Learning Objective: 02-01 Evaluate the use that different authors make of the terms change agent, change manager, and change leader. 2. Which of the following images is most likely to help managers be aware of potential component breakdowns and see their role in terms of maintenance and repair? A. A machine image B. A microculture image C. A political image D. A macroculture image Accessibility: Keyboard Navigation Difficulty: 2 Medium Learning Objective: 02-02 Understand the importance of organizational images and mental models.
- 17. 2-14 Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 3. strategies assume that people pursue their own self-interest. A. Empirical-rational B. Normative-re-educative C. Power-coercive D. Normative-educative Accessibility: Keyboard Navigation Difficulty: 1 Easy Learning Objective: 02-03 Compare and contrast six different images of managing change and change managers. 4. strategies assume that changes occur when people abandon their traditional, normative orientations and commit to new ways of thinking. A. Empirical-rational B. Normative-re-educative C. Power-coercive D. Normative-educative Accessibility: Keyboard Navigation Difficulty: 1 Easy Learning Objective: 02-03 Compare and contrast six different images of managing change and change managers. 5. strategies rely on achieving the intended outcomes through the compliant behavior of those who have less power. A. Empirical-rational B. Normative-re-educative C. Power-coercive D. Normative-educative Accessibility: Keyboard Navigation Difficulty: 1 Easy Learning Objective: 02-03 Compare and contrast six different images of managing change and change managers.
- 18. 2-15 Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 6. In change outcomes, it is assumed that some, but not all, change intentions are achievable. A. intended B. partially intended C. unintended D. partially completed Accessibility: Keyboard Navigation Difficulty: 1 Easy Learning Objective: 02-03 Compare and contrast six different images of managing change and change managers. 7. In change outcomes, the dominant assumption is that intended change outcomes can be achieved as planned. A. intended B. partially intended C. unintended D. partially unintended Accessibility: Keyboard Navigation Difficulty: 1 Easy Learning Objective: 02-03 Compare and contrast six different images of managing change and change managers. 8. Which of the following images of change outcomes recognizes that managers often have great difficulty in achieving the change outcomes that were intended? A. Intended change outcomes B. Partially intended change outcomes C. Unintended change outcomes D. Partially unintended change outcomes Accessibility: Keyboard Navigation Difficulty: 1 Easy Learning Objective: 02-03 Compare and contrast six different images of managing change and change managers.
- 19. 2-16 Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 9. Which of the following is NOT one of the images of change outcomes discussed in the text? A. Intended change outcomes B. Partially intended change outcomes C. Unintended change outcomes D. Partially completed change outcomes Accessibility: Keyboard Navigation Difficulty: 1 Easy Learning Objective: 02-03 Compare and contrast six different images of managing change and change managers. 10. The internal forces that can push change in unplanned directions include all of the following EXCEPT: A. interdepartmental politics. B. long-established working practices that are difficult to dislodge. C. deep-seated perceptions and values that are inconsistent with desired change. D. industry-wide trends affecting an entire sector. Accessibility: Keyboard Navigation Difficulty: 3 Hard Learning Objective: 02-03 Compare and contrast six different images of managing change and change managers. 11. The external forces that can push change in unplanned directions include all of the following EXCEPT: A. long-established working practices that are difficult to dislodge. B. confrontational industrial relations. C. legislative requirements. D. industry-wide trends affecting an entire sector. Accessibility: Keyboard Navigation Difficulty: 3 Hard Learning Objective: 02-03 Compare and contrast six different images of managing change and change managers.
- 20. 2-17 Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 12. Which of the following images is most likely to view management as controlling and change outcomes as being achievable as planned? A. The director image B. The navigator image C. The caretaker image D. The coach image Accessibility: Keyboard Navigation Difficulty: 1 Easy Learning Objective: 02-03 Compare and contrast six different images of managing change and change managers. Learning Objective: 02-04 Explain the theoretical underpinning of different change management images. 13. In the image, control is at the heart of management action, although a variety of external factors mean that, although change managers may achieve some intended change outcomes, they may have little control over other results. A. director B. navigator C. caretaker D. coach Accessibility: Keyboard Navigation Difficulty: 1 Easy Learning Objective: 02-03 Compare and contrast six different images of managing change and change managers. Learning Objective: 02-04 Explain the theoretical underpinning of different change management images.
- 21. 2-18 Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 14. In the image, the management role is still one of control, although the ability to exercise that control is severely constrained by a range of internal and external forces that propel change relatively independent of management intentions. A. nurturer B. caretaker C. coach D. interpreter Accessibility: Keyboard Navigation Difficulty: 1 Easy Learning Objective: 02-03 Compare and contrast six different images of managing change and change managers. Learning Objective: 02-04 Explain the theoretical underpinning of different change management images. 15. In the image, the assumption is that change managers can intentionally shape an organization's capabilities in particular ways. A. navigator B. caretaker C. coach D. director Accessibility: Keyboard Navigation Difficulty: 1 Easy Learning Objective: 02-03 Compare and contrast six different images of managing change and change managers. Learning Objective: 02-04 Explain the theoretical underpinning of different change management images.
- 22. 2-19 Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 16. A change manager as has the task of creating meaning for others, helping them to make sense of events and developments that, in themselves, constitute a changed organization. A. navigator B. caretaker C. director D. interpreter Accessibility: Keyboard Navigation Difficulty: 1 Easy Learning Objective: 02-03 Compare and contrast six different images of managing change and change managers. Learning Objective: 02-04 Explain the theoretical underpinning of different change management images. 17. The image of change manager as assumes that even small changes can have a large impact on organizations, and that managers may be unable to control the outcomes of these changes. A. nurturer B. navigator C. director D. caretaker Accessibility: Keyboard Navigation Difficulty: 1 Easy Learning Objective: 02-03 Compare and contrast six different images of managing change and change managers. Learning Objective: 02-04 Explain the theoretical underpinning of different change management images.
- 23. 2-20 Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 18. Which of the following argues that organizational change is nonlinear, is fundamental rather than incremental, and does not necessarily entail growth? A. Confucian theory B. Chaos theory C. Taoist theory D. Institutional theory Accessibility: Keyboard Navigation Difficulty: 1 Easy Learning Objective: 02-03 Compare and contrast six different images of managing change and change managers. Learning Objective: 02-04 Explain the theoretical underpinning of different change management images. 19. In , change is regarded as cyclical, processional, journey-oriented, based on maintaining equilibrium, observed and followed by those who are involved, and normal rather than exceptional. A. Confucian/Taoist theory B. chaos theory C. population ecology theory D. institutional theory Accessibility: Keyboard Navigation Difficulty: 1 Easy Learning Objective: 02-03 Compare and contrast six different images of managing change and change managers. Learning Objective: 02-04 Explain the theoretical underpinning of different change management images. 20. Which of the following images is most likely associated with the image of a manager being able to shape change? A. The director image B. The navigator image C. The caretaker image D. The coach image Accessibility: Keyboard Navigation
- 24. 2-21 Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Difficulty: 1 Easy Learning Objective: 02-03 Compare and contrast six different images of managing change and change managers. Learning Objective: 02-04 Explain the theoretical underpinning of different change management images. 21. Which of the following images is most likely associated with the image of a manager being able to control change? A. The director image B. The coach image C. The interpreter image D. The nurturer image Accessibility: Keyboard Navigation Difficulty: 1 Easy Learning Objective: 02-03 Compare and contrast six different images of managing change and change managers. Learning Objective: 02-04 Explain the theoretical underpinning of different change management images. 22. argue that organizational changes unfold over time in a messy and iterative manner, and thus rely on the image of change manager as navigator. A. Processual theories B. Contingency theories C. Taoist and Confucian theories D. Institutional theories Accessibility: Keyboard Navigation Difficulty: 1 Easy Learning Objective: 02-03 Compare and contrast six different images of managing change and change managers. Learning Objective: 02-04 Explain the theoretical underpinning of different change management images.
- 25. 2-22 Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 23. Which of the following theories does NOT reinforce the caretaker image of managers of change? A. Life-cycle theory B. Population ecology theory C. Chaos theory D. Institutional theory Accessibility: Keyboard Navigation Difficulty: 1 Easy Learning Objective: 02-03 Compare and contrast six different images of managing change and change managers. Learning Objective: 02-04 Explain the theoretical underpinning of different change management images. 24. views organizations passing through well-defined stages from birth to growth, maturity, and then decline or death. A. Life-cycle theory B. Population ecology theory C. Chaos theory D. Institutional theory Accessibility: Keyboard Navigation Difficulty: 1 Easy Learning Objective: 02-03 Compare and contrast six different images of managing change and change managers. Learning Objective: 02-04 Explain the theoretical underpinning of different change management images. 25. According to life-cycle theory, the second stage of the natural developmental cycle of an organization is _. A. birth B. growth C. maturity D. death Accessibility: Keyboard Navigation Difficulty: 1 Easy
- 26. 2-23 Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Learning Objective: 02-03 Compare and contrast six different images of managing change and change managers. Learning Objective: 02-04 Explain the theoretical underpinning of different change management images. 26. focuses on how the environment selects organizations for survival or extinction, drawing on biology and neo-Darwinism. A. Life-cycle theory B. Population ecology theory C. Chaos theory D. Institutional theory Accessibility: Keyboard Navigation Difficulty: 1 Easy Learning Objective: 02-03 Compare and contrast six different images of managing change and change managers. Learning Objective: 02-04 Explain the theoretical underpinning of different change management images. 27. argues that change managers take broadly similar decisions and actions across whole populations of organizations. A. Life-cycle theory B. Population ecology theory C. Chaos theory D. Institutional theory Accessibility: Keyboard Navigation Difficulty: 1 Easy Learning Objective: 02-03 Compare and contrast six different images of managing change and change managers. Learning Objective: 02-04 Explain the theoretical underpinning of different change management images.
- 27. 2-24 Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 28. According to DiMaggio and Powell, which of the following is NOT one of the pressures associated with the similarities in the actions of organizations that result from the interconnectedness of organizations that operate in the same sector or environment? A. Coercive pressure B. Mimetic pressure C. Normative pressure D. Ethical pressure Accessibility: Keyboard Navigation Difficulty: 1 Easy Learning Objective: 02-03 Compare and contrast six different images of managing change and change managers. Learning Objective: 02-04 Explain the theoretical underpinning of different change management images. 29. According to DiMaggio and Powell, government-mandated changes are an example of pressure. A. coercive B. mimetic C. normative D. initiated Accessibility: Keyboard Navigation Difficulty: 1 Easy Learning Objective: 02-03 Compare and contrast six different images of managing change and change managers. Learning Objective: 02-04 Explain the theoretical underpinning of different change management images. 30. According to DiMaggio and Powell, when organizations imitate the structures and practices of other organizations in their field, they succumb to pressure. A. coercive B. mimetic C. normative D. replicated Accessibility: Keyboard Navigation
- 28. 2-25 Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Difficulty: 1 Easy Learning Objective: 02-03 Compare and contrast six different images of managing change and change managers. Learning Objective: 02-04 Explain the theoretical underpinning of different change management images. 31. occurs when there is professionalization of work such that managers in different organizations adopt similar values and working methods that are similar to each other. A. Coercive pressure B. Mimetic pressure C. Normative pressure D. Replicated pressure Accessibility: Keyboard Navigation Difficulty: 1 Easy Learning Objective: 02-03 Compare and contrast six different images of managing change and change managers. Learning Objective: 02-04 Explain the theoretical underpinning of different change management images. 32. By stressing the importance of values such as humanism, democracy, and individual development, the organization development (OD) theory reinforces the image of a change manager as _. A. coach B. interpreter C. nurturer D. caretaker Accessibility: Keyboard Navigation Difficulty: 1 Easy Learning Objective: 02-03 Compare and contrast six different images of managing change and change managers. Learning Objective: 02-04 Explain the theoretical underpinning of different change management images. True / False Questions
- 29. 2-26 Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 33. The image of management as a controlling function has deep historical roots. TRUE Accessibility: Keyboard Navigation Difficulty: 1 Easy Learning Objective: 02-03 Compare and contrast six different images of managing change and change managers. 34. The image of management as a shaping function, enhancing both individual and organizational capabilities, has deep roots. TRUE Accessibility: Keyboard Navigation Difficulty: 1 Easy Learning Objective: 02-03 Compare and contrast six different images of managing change and change managers. 35. Power-coercive strategies rely on achieving the intended outcomes through the compliant behavior of those who have less power. TRUE Accessibility: Keyboard Navigation Difficulty: 1 Easy Learning Objective: 02-03 Compare and contrast six different images of managing change and change managers. 36. Power-coercive strategies of change assume that changes occur when people abandon their old orientations and commit to new ones. FALSE Accessibility: Keyboard Navigation Difficulty: 2 Medium Learning Objective: 02-03 Compare and contrast six different images of managing change and change managers.
- 30. 2-27 Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 37. Both intended and unintended consequences may emerge from the actions of change managers. TRUE Accessibility: Keyboard Navigation Difficulty: 1 Easy Learning Objective: 02-03 Compare and contrast six different images of managing change and change managers. 38. There has been less attention paid to the images of intended change outcomes in commentary on change management than to unintended change outcomes. FALSE Accessibility: Keyboard Navigation Difficulty: 2 Medium Learning Objective: 02-03 Compare and contrast six different images of managing change and change managers. 39. Maturity is the final stage of the natural development cycle of an organization according to life- cycle theory. FALSE Accessibility: Keyboard Navigation Difficulty: 1 Easy Learning Objective: 02-03 Compare and contrast six different images of managing change and change managers. Learning Objective: 02-04 Explain the theoretical underpinning of different change management images. 40. Population ecology theory draws on biology and neo-Darwinism. TRUE Accessibility: Keyboard Navigation Difficulty: 1 Easy Learning Objective: 02-03 Compare and contrast six different images of managing change and change managers. Learning Objective: 02-04 Explain the theoretical underpinning of different change management images.
- 31. 2-28 Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 41. According to population ecology theory, organizational variation occurs as the result of random chance. TRUE Accessibility: Keyboard Navigation Difficulty: 2 Medium Learning Objective: 02-03 Compare and contrast six different images of managing change and change managers. Learning Objective: 02-04 Explain the theoretical underpinning of different change management images. 42. In general, the implication of population ecology theory is that managers have little sway over change where whole populations of organizations are affected by external forces. TRUE Accessibility: Keyboard Navigation Difficulty: 2 Medium Learning Objective: 02-03 Compare and contrast six different images of managing change and change managers. Learning Objective: 02-04 Explain the theoretical underpinning of different change management images. 43. The caretaker and nurturer images are more frequently discussed in relation to change management and are more widely accepted in domains of organization theory where there is more practice orientation. FALSE Accessibility: Keyboard Navigation Difficulty: 2 Medium Learning Objective: 02-05 Apply these six images of managing change to your personal preferences and approach, and to different organizational contexts.
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- 33. And if I went somewhere with permission to stay an hour! Then the hour stretched invitingly before me, a vista lined with crowding possibilities. “How long can you stay?” we always promptly asked our guests, for there was a feeling that the quality of the game to be entered on depended on the time at our disposal. But when they asked me, it never was conceivable that anything so real as a game should be dependent on anything so hazy as time. “Oh, a whole hour!” I would say royally. “Let’s play City.” With this attitude Delia Dart, who lived across the street, had no patience. Delia was definite. Her evenly braided hair, her square finger tips, her blunt questions, her sense of what was due to Delia —all these were definite. “City!” she would burst out. “You can’t play City unless you’ve got all afternoon.” And Margaret Amelia and Betty Rodman, who were pretty definite too, would back Delia up; but since they usually had permission to stay all afternoon, they would acquiesce when I urged: “Oh, well, let’s start in anyhow.” Then about the time the outside wall had been laid up in the sand-pile and we had selected our building sites, the town clock would strike my hour, which would be brought home to me only by Delia saying:— “Don’t you go. Will she care if you’re late?” On such occasions we never used the substantive, but merely “she.” It is worth being a child to have a sense of values so simple and unassailable as that. “I’m going to do just this much. I can run all the way home,” I would answer; and I would begin on my house walls. But when these were done, and the rooms defined by moist sand partitions,
- 34. there was all the fascination of its garden, with walks to be outlined with a shingle and sprays of Old Man and cedar to be stuck in for trees, and single stems of Fever-few and Sweet Alyssum or Flowering-currant and Bleeding-heart for the beds, and Catnip for the borders, and a chick from Old-Hen-and-Chickens for a tropical plant. We would be just begun on the stones for the fountain when some alien consciousness, some plucking at me, would recall the moment. And it would be half an hour past my hour. “You were to come home at four o’clock,” Mother would say, when I reached there panting. “Why did I have to come home at four o’clock?” I would finally give way to the sense of great and arbitrary wrong. She always told me. I think that never in my life was I bidden to do a thing, or not to do it, “because I tell you to.” But never once did a time-reason seem sufficient. What were company, a nap-because- I-was-to-sit-up-late, or having-to-go-somewhere-else beside the reality of that house which I would never occupy, that garden where I would never walk? “You can make it the next time you go to Delia’s,” Mother would say. But I knew that this was impossible. I might build another house, adventure in another garden; this one was forever lost to me. “... only,” Mother would add, “you can not go to Delia’s for ...” she would name a period that yawned to me as black as the abyss. “... because you did not come home to-day when you were told.” And still time seemed to me indefinite. For now it appeared that I should never go to Delia’s again. I thought about it more and more. What was this time that was laid on us so heavy? Why did I have to get up because it was seven o’clock, go to school because it was nine, come home from Delia’s because the clock struck something else ... above all, why did I have to go to bed because it was eight o’clock?
- 35. I laid it before my little council. “Why do we have to go to bed because it’s bed-time?” I asked them. “Which started first—bed-time or us?” None of us could tell. Margaret Amelia Rodman, however, was of opinion that bed-time started first. “Nearly everything was here before we were,” she said gloomily. “We haven’t got anything in the house but the piano and the rabbits that wasn’t first before us. Mother told father this morning that we’d had our stair-carpet fifteen years.” We faced that. Fifteen years. Nearly twice as long as we had lived. If a stair-carpet had lasted like that, what was the use of thinking that we could find anything to control on the ground of our having been here first? Delia Dart, however, was a free soul. “I think we begun before bed-time did,” she said decidedly. “Because when we were babies, we didn’t have any bed-time. Look at babies now. They don’t have bed-times. They sleep all the while.” It was true. Bed-time must have started after we did. Besides, we remembered that it was movable. Once it had been half past seven. Now it was eight. Delia often sat up, according to her own accounts, much later even than this. “Grown-ups don’t have any bed-time either,” Betty took it up. “They’re like babies.” This was a new thought. How strange that Grown-ups and babies should share this immunity, and only we be bound. “Who made bed-time?” I inquired irritably. “S-h-h!” said Delia. “God did.”
- 36. “I don’t believe it,” I announced flatly. “Well,” said Delia, “anyway, he makes us sleepy.” This I also challenged. “Then why am I sleepier when I go to church evenings than when I play Hide-and-go-seek in the Brice’s barn evenings?” I submitted. This was getting into theology, and Delia used the ancient method. “We aren’t supposed to know all those things,” she said with superiority, and the council broke up. That night I brought my revolt into the open. At eight o’clock I was disposing the articles in my play-house so that they all touched, in order that they might be able to talk during the night. It was well- known to me that inanimate objects must touch if they would carry on conversation. The little red chair and the table, the blue paper- weight with a little trembling figure inside, the silver vase, the mug with “Remember me” in blue letters, the china goat, all must be safely settled so that they might while away the long night in talk. The blue-glass paper weight with the horse and rider within, however, was uncertain what he wanted to companion. I tried him with the china horse and with the treeful of birds and with the duck in a boat, but somehow he would not group. While he was still hesitating, it came:— “Bed-time, dear,” they said. I faced them at last. I had often objected, but I had never reasoned it out. “I’m not sleepy,” I announced serenely. “But it’s bed-time,” they pressed it mildly.
- 37. “Bed-time is when you’re sleepy,” I explained. “I’m not sleepy. So it can’t be bed-time.” “Bed-time is eight o’clock,” they said with a hint of firmness, and picked me up strongly and carried me off; and to my expostulation that the horse and his rider in the blue paper-weight would have nobody to talk to all night, they said that he wouldn’t care about that; and when I wept, they said I was cross, and that proved it was Bed-time. There seemed no escape. But once—once I came near to understanding. Once the door into Unknown-about Things nearly opened for me, and just for a moment I caught a glimpse. I had been told to tidy my top bureau drawer. I have always loathed tidying my top bureau drawer. It is so unlike a real task. It is made up of odds and ends of tasks that ought to have been despatched long ago and gradually, by process of throwing away, folding, putting in boxes, hanging up, and other utterly uninteresting operations. I can create a thing, I can destroy a thing, I can keep a thing as it was; but to face a top bureau drawer is none of these things. It is a motley task, unclassified, without honour, a very tag- end and bobtail of a task, fit for nobody. I was thinking things that meant this, and hanging out the window. It was a gentle day, like a perfectly natural human being who wants to make friends and will not pretend one iota in order to be your friend. I remember that it was a still day, that I loved, not as I loved Uncle Linas and Aunt Frances, who always played with me and gave me things, but as I loved Mother and father when they took me somewhere with them, on Sunday afternoons.... I had a row of daffodils coming up in the garden. I began pretending that they were marching down the border, down the border, down the border to the big rock by the cooking-apple tree—why of course! I had never thought of it, but that rock was where they got their gold....
- 38. A house-wren came out of a niche in the porch and flew down to the platform in the boxalder, where father was accustomed to feed the birds. The platform was spread with muffin crumbs. The little wren ate, and flew to the clothes-line and poured forth his thankful exquisite song. I had always felt regret that we had no clothes reel that would whirl like a witch in the wind, but instead merely a system of clothes-lines, duly put up on Mondays; but the little wren evidently did not know the difference. “Abracadabra, make me sing like that....” I told him. But I hadn’t said the right thing, and he flew away and left me not singing. I began thinking what if he had made me sing, and what if I had put back my head and gone downstairs singing like a wren, and gone to arithmetic class singing like a wren, and nobody could have stopped me, and nobody would have wanted to stop me.... ... I leaned over the sill, holding both arms down and feeling the blood flow down and weight my fingers like a pulse. What if I should fall out the window and instead of striking the ground hard, as folk do when they fall out of windows, I should go softly through the earth, and feel it pressing back from my head and closing together behind my heels, and pretty soon I should come out, plump ... before the Root of Everything and sit there for a long time and watch it grow.... ... I looked up at the blue, glad that I was so near to it, and thought how much pleasanter it would be to fly right away through the blue and see what colour it was lined with. Pink, maybe—rose- pink, which showed through at sunset when the sun leaped at last through the blue and it closed behind him. Rose-pink, like my best sash and hair-ribbons.... That brought me back. My best sash and hair-ribbons were in my top drawer. Moreover, there were foot-steps on the stairs and at the very door.
- 39. “Have you finished?” Mother asked. I had not even opened the drawer. “You have been up here one hour,” Mother said, and came and stood beside me. “What have you been doing?” I began to tell her. I do not envy her her quandary. She knew that I was not to be too heavily chided and yet—the top drawers of this world must be tidied. “Think!” she said. “That Hour has gone out the window without its work being done. And now this Hour, that was meant for play, has got to work. But not you! You’ve lost your turn. Now it’s Mother’s turn.” She made me sit by the window while she tidied the drawer. I was not to touch it—I had lost my turn. While she worked, she talked to me about the things she knew I liked to talk about. But I could not listen. It is the only time in my life that I have ever really frantically wanted to tidy a top bureau drawer of anybody’s. “Now,” she said when she had done, “this last Hour will meet the Hour-before-the-last, and each of them will look the way the other ought to have looked, and they will be all mixed up. And all day I think they will keep trying to come back to you to straighten them out. But you can’t do it. And they’ll have to be each other forever and ever and ever.” She went away again, and I was left face to face with the very heart of this whole perplexing Time business: those two Hours that would always be somewhere trying to be each other, forever and ever, and always trying to come back for me to straighten them out. Were there Hours out in the world that were sick hours, sick because we had treated them badly, and always trying to come back for folk to make them well?
- 40. And were there Hours that were busy and happy somewhere because they had been well used and they didn’t have to try to come back for us to patch them up? Were Hours like that? Was Time like that? When I told Delia of the incident, she at once characteristically settled it. “Why, if they wasn’t any time,” she said, “we’d all just wait and wait and wait. They couldn’t have that. So they set something going to get us going to keep things going.” Sometimes, in later life, when I have seen folk lunch because it is one o’clock, worship because it is the seventh day, go to Europe because it is Summer, and marry because it is high time, I wonder whether Delia was not right. Often and often I have been convinced that what Mother told me about the Hours trying to come back to get one to straighten them out is true with truth undying. And I wish, that morning by the window, and at those grim, inevitable Bed-times, that I, as I am now, might have told that Little Me this story about how, just possibly, they first noticed time and about what, just possibly, it is.
- 42. II IN NO TIME Before months, weeks, days, hours, minutes, and seconds were counted and named, consider how peculiar it all must have seemed. For example, when the Unknown-about Folk of those prehistoric times wished to know when a thing would happen, of course they can have had no word when, and no answer. If a little Prehistoric Girl gave a party, she cannot have known when to tell her guests to come, so she must have had to wait until the supper was ready and then invite them; and if they were not perfectly-bred little guests, they may have been offended because they hadn’t been invited before—only they would not have known how to say or to think “before,” so they cannot have been quite sure what they were offended at; but they may have been offended anyway, as happens now with that same kind of guest. And if a little Prehistoric Boy asked his father to bring him a new eagle or a new leopard for a pet, and his father came home night after night and didn’t bring it, the Prehistoric Boy could not say, “When will you bring it, sir?” because there was no when, so he may have asked a great many other questions, and been told to sit in the back of the cave until he could do better. Nobody can have known how long to boil eggs or to bake bread, and people must have had to come to breakfast and just sit and wait and wait until things were done. Worst of all, nobody can have known that time is a thing to use and not to waste. Since they could not measure it, they could not of course tell how fast it was slipping away, and they must have thought that time was theirs to do with what they pleased, instead of turning it all into different things—this piece into sleep, this piece into play, this piece into tasks and exercise and fun. Just as, in those days, they probably thought that food is to be eaten because it tastes good and not because it
- 43. makes the body grow, so they thought that time was a thing to be thrown away and not to be used, every bit—which is, of course, a prehistoric way to think. And nobody can have known about birthdays, and no story can have started “Once upon a time,” and everything must have been quite different. About then,—only of course they didn’t know it was then—a Prehistoric Mother said one morning to her Prehistoric Little Daughter:— “Now, Vertebrata, get your practising done and then you may go to play.” (It wasn’t a piano and it wasn’t an organ, but it was a lovely, reedy, blow-on-it thing, like a pastoral pipe, and little girls always sat about on rocks in the landscape, as soon as they had had their breakfasts, and practised.) So Vertebrata took her reed pipes and sat on a rock in the landscape and practised—all of what we now know (but she did not know) would be five minutes. Then she came in the cave, and tossed the pipes on her bed of skins, and then remembered and hung them in their place above the fireplace, and turned toward the doorway. But her mother, who was roasting flesh at the fire, called her back. “Vertebrata,” she said, “did I not tell you to practise?” “I did practise,” said Vertebrata. “Then practise and practise,” said her mother, not knowing how else to tell her to do her whole hour. Her mother didn’t know hours, but she knew by the feel of her feelings when Vertebrata had done enough. So Vertebrata sat on a rock and did five minutes more, and came and threw her pipes on her bed of skins, and remembered and hung them up, and then turned toward the door of the cave. But her mother looked up from the flesh-pot and called her back again.
- 44. “Vertebrata,” she said, “do you want mother to have to speak to you again?” “No, indeed, muvver,” said her little daughter. “Then practise and practise and practise,” said her mother. “If you can’t play when you grow up, what will people think?” So Vertebrata went back to her landscape rock, and this thing was repeated until Vertebrata had practised what we now know (but she did not know) to have been a whole hour. And you can easily see that in order to bring this about, what her mother must have said to her the last time of all was this:— “I want you to practise and practise and practise and practise and practise and practise and practise and practise and practise and practise and practise and practise—” or something almost as long. Now of course it was very hard for her mother to say all this besides roasting the flesh and tidying the cave, so she made up her mind that when her Prehistoric Husband came home, he must be told about it. And when the sun was at the top of the sky and cast no shadow, and the flesh was roasted brown and fragrant, she dressed it with pungent herbs, and raked the vegetables out of the ashes and hid the dessert in the cool wall of the cave—that was a surprise—and spread the flat rock at the door of the cave and put vine-leaves in her hair and, with Vertebrata, set herself to wait. There went by what we now know to have been noon, and another hour, and more hours, and all afternoon, and all early twilight, and still her Prehistoric Husband did not come home to dinner. Vertebrata was crying with hunger, and the flesh and the vegetables were ice-cold, and the Prehistoric Wife and Mother sat looking straight before her without smiling. And then, just as the moon was rising red over the soft breast of the distant wood, the Prehistoric Father appeared, not looking as if he had done anything.
- 45. “Is dinner ready?” he asked pleasantly. Now this was the last straw, and the Prehistoric Wife and Mother said so, standing at the door of the cave, with Vertebrata crying in the offing. “Troglodyte,” she said sadly (that was what she called him), “dinner has been ready and ready and ready and ready and ready and ready and ready ...” and she showed him the ice-cold roasted flesh and vegetables. “I’m so sorry, dearest. I never knew,” said the Troglodyte, contritely, and did everything in the world that he could do to show her how sorry he was. He made haste to open his game-bag, and he drew out what food he had killed, and showed her a soft, cock-of- the-rock skin for a cap for her and a white ptarmigan breast to trim it with, and at last she said—because nobody can stay offended when the offender is sorry:— “Well, dear, say no more about it. We’ll slice up the meat and it will do very well cold, and I’ll warm up the potatoes with some brown butter (or the like). But hurry and bathe or I’ll be ready first again.” So he hurried and bathed in the brook, and the cave smelled savoury of the hot brown butter, and Vertebrata had a Grogan tail stuck in her hair, and presently they sat down to supper. And it was nearly eight o’clock, but they didn’t know anything about that. When the serious part of supper was done, and the dessert that was a surprise had been brought and had surprised and gone, Vertebrata’s mother sat up very straight and looked before her without smiling. And she said:— “Now, something must be done.” “About what, Leaf Butterfly?” her husband asked.
- 46. “Vertebrata doesn’t practise enough and you don’t come home to dinner enough,” she answered, “and something must be done.” “I did practise—wunst,” said Vertebrata. “But you should practise once and once and once and once and once and once, and so on, and not have to be told each once,” said her mother. “I did come home to dinner,” said the Prehistoric Husband, waving his hand at his empty platter. “But you should come first and first and first and first and first, and so on, and not let the dinner get ice-cold,” said his wife. “Hear a thing,” said she. She sprinkled some salt all thick on the table and took the stick on which the flesh had been roasted, and in the salt she drew a circle. “This,” she said, “is the sky. And this place, at the top, is the top of the sky. And when the sun is at the top of the sky and there is no shadow, I will have ready the dinner, hot and sweet in the pot, and dessert—for a surprise. And when the sun is at the top of the sky and there is no shadow, do you come to eat it, always. That will be dinner.” “That is well,” said the Troglodyte, like a true knight—for in those first days even true knights were willing that women should cook and cave-tidy for them all day long and do little else. But that was long ago and we must forgive it. Then she made a mark in the salt at the edge of the circle a little way around from the first mark. “When the sun is at the edge of the sky and all red, and the shadows are long, and the dark is coming, I will have ready berries and nuts and green stuffs and sweet syrups and other things that I
- 47. shall think of—for you. And when the sun is at the edge of the sky and all red, and the shadows are long, and the dark is coming, do you hurry to us, always. That will be supper.” “That is well,” said the Troglodyte, like a true knight. Then she drew the stick a long way round. “This is sleep,” she said. “This place here is waking, and breakfast. And then next the sun will be at the top of the sky again. And we will have dinner in the same fashion. And this is right for you. But what to do with the child I don’t know, unless I keep her practising from the time the sun is at the top of the sky until it is at the bottom. For if she can’t play when she grows up, what will people think?” Now, while she said this, the Prehistoric Woman had been sitting with the stick on which the flesh had been roasted held straight up in her fingers, resting in the middle of the ring which she had made in the salt. And by now the moon was high and white in the sky. And the Man saw that the moon-shadow of the stick fell on the circle from its centre to beyond its edge. And presently he stretched out his hand and took the stick from her, and held it so and sat very still, thinking, thinking, thinking.... “Faddie,” said Vertebrata—she called him that for loving—“Faddie, will you make me a little bow and arrow and scrape ’em white?” But her father did not hear her, and instead of answering he sprang up and began drawing on the soft earth before the cave a deep, deep circle, and he ran for the long stick that had carried his game-bag over his shoulder, and in the middle of the earth circle he set the stick. “Watch a thing!” he cried.
- 48. Vertebrata and her mother, understanding little but trusting much, sat by his side. And together in the hot, white night the three watched the shadow of the stick travel on the dial that they had made. Of course there was no such thing as bed-time then, and Vertebrata usually sat up until she fell over asleep, when her mother carried her off to her little bed of skins; but this night she was so excited that she didn’t fall over. For the stick-shadow moved like a finger; like, indeed, a living thing that had been in the world all the time without their knowing. And they watched it while it went a long way round the circle. Then her mother said, “Nonsense, Vertebrata, you must be sleepy now whether you know it or not,” and she put her to bed, Vertebrata saying all the way that she was wide awake, just like in the daytime. And when her mother went back outside the cave, the Man looked up at her wonderfully. “Trachystomata,” said he (which is to say “siren”), “if the sun- shadow will do the same thing as the moon-shadow, we have found a way to make Vertebrata practise enough.” In the morning when Vertebrata came out of the cave—she woke alone and dressed alone, just like being grown-up—she found her mother and her father down on their hands and knees, studying the circle in the soft earth and the long sun-shadow of the stick. And her mother called her and she went running to her. And her mother said: — “Now we will have breakfast, dear, and then you get your pipes and come here and practise. And when you begin, we will lay a piece of bone where the shadow stands, and when I feel the feeling of enough, I will tell you, and you will stop practising, and we will lay another piece of bone on that shadow. And after this you will always practise from one bone to another, forever.” Vertebrata could hardly wait to have breakfast before she tried it, and then she ran and brought her pipes and sat down beside the circle. And her father did not go to his hunting, or her mother to her
- 49. cooking and cave-tidying, but they both sat there with Vertebrata, hearing her pipe and watching the shadow finger move, and waiting till her mother should feel the feeling of enough. Now! Since the world began, the Hours, Minutes, and Seconds had been hanging over it, waiting patiently until people should understand about them. But nobody before had ever, ever thought about them, and Vertebrata and her mother and her father were the very first ones who had even begun to understand. So it chanced that in the second that Vertebrata began to pipe and the bone was laid on the circle, that Second (deep in the air and yet as near as time is to us) knew that it was being marked off at last on the soft circle of the earth, and so did the next Second, and the next, and the next, and the next, until sixty of them knew—and there was the first Minute, measured in the circle before the cave. And other Minutes knew what was happening, and they all came hurrying likewise, and they filled the air with exquisite, invisible presences—all to the soft sound of little Vertebrata’s piping. And she piped, and piped, on the lovely, reedy, blow-on-it instrument, and she made sweet music. And for the first time in her little life, her practising became to her not merely practising, but music-making— there, while she watched the strange Time-shadow move. “J—o—y!” cried the Seconds, talking among themselves. “People are beginning to know about us. It is time that they should.” “Ah!” they cried again. “We can go faster than anything.” “Think of all of our poor brothers and sisters that have gone, without anybody knowing they were here,” they mourned. “Pipe, pipe, pipe,” went Vertebrata, and the little Seconds danced by almost as if she were making them with her piping. The Minutes, too, said things to one another—who knows if Time is so silent as we imagine? May not all sorts of delicate conversations
- 50. go on in the heart of time about which we never know anything— Second talking with Second, and Minute answering to Minute; and the grave Hours, listening to everything we say and seeing everything we do, confiding things to the Day about us and about Eternity from which they have come. I cannot tell you what they say about you—you will know that, if you try to think, and especially if you stand close to a great clock or hear it boom out in the night. And I cannot tell you what they say about Eternity. But I think that this may be one of the songs that they sing:— SONG OF THE MINUTES We are a garland for men, We are flung from the first gate of Time, From the touch that opened the minds of men Down to the breath of this rhyme. We are the measure of things, The rule of their sweep and stir, But whenever a little girl pipes and sings, We will keep time for her. We are a touching of hands From those in the murk of the earth, Through all who have garnered life in their hands And wrought it from death unto birth. We are the measure of things, The rule of their stir and sweep, And wherever a little child weeps or sings It is his soul we keep. At last, when sixty Minutes had danced and chorussed past, there was, of course, the first rosy Hour ever to have her coming and passing marked since earth began. And when the Hour was gone,
- 51. Vertebrata’s mother felt the feeling of enough, and she said to Vertebrata:— “That will do, dear. Now you may go and play.” That was the first exact hour’s practising that ever any little girl did by any sort of clock. “Ribbon-fish mine,” said the Prehistoric Man to his wife, when Vertebrata had finished, “I have been thinking additional thoughts. Why could we not use the circle in other ways?” “What ways, besides for your coming home and for Vertebrata’s practising?” asked the Prehistoric Woman; but we must forgive her for knowing about only those two things, for she was a very Prehistoric Woman indeed. “Little bones might be laid between the big bones,” said the Man— and by that of course he meant measuring off minutes. “By certain of them you could roast flesh and not kneel continually beside the fire. By certain of them you could boil eggs, make meet the cakes, and not be in peril of burning the beans. Also....” He was silent for a moment, looking away over the soft breast of the wood where the sun was shining its utmost, because it has so many reasons. “When I look at that moving finger on the circle thing,” he said slowly, “it feels as if whoever made the sun were saying things to me, but with no words. For his sun moves, and the finger on the circle thing moves with it—as if it were telling us how long to do this thing, and how long to do that thing—you and me and Vertebrata. And we must use every space between the bones—and whoever made the sun is telling us this, but with no words.” The Prehistoric Woman looked up at her husband wonderfully.
- 52. “You are a great man, Troglodyte!” she told him. At which he went away to hunt, feeling for the first time in his prehistoric life as if there were a big reason, somewhere out in the air, why he should get as much done as he could. And the Prehistoric Woman went at her baking and cave-tidying, but always she ran to the door of the cave to look at the circle thing, as if it bore a great message for her to make haste, a message with no words. As for Vertebrata, she had taken her pipes and danced away where, on rocks in the landscape, the other little Prehistorics sat about, getting their practising done. She tried to tell them all about the circle thing, waving her pipes and jumping up and down to make them understand, and drawing circles and trying to play to them about it on her pipes; and at last they understood a little, like understanding a new game, and they joined her and piped on their rocks all over the green, green place. And the Seconds and Minutes and Hours, being fairly started to be measured, all came trooping on, to the sound of the children’s piping. When the sun was at the top of the sky, Vertebrata remembered, and she stuck a stick in the ground and saw that there was almost no shadow. So she left the other children and ran very hard toward her own cave. And when she had nearly reached it, somebody overtook her, also running very hard.
- 53. Sat on a rock in the landscape and practised. “Faddie!” she called, as she called when she meant loving—and he swung her up on his shoulder and ran on with her. And they burst into the open space before the cave just as the shadow-stick pointed straight to the top of the circle thing. There, before the door of the cave, was the flat rock, all set with hot baked meat and toothsome piles of roast vegetables and beans that were not burned. And the Prehistoric Woman, with vine-leaves in her hair, was looking straight before her and smiling. And that was the first dinner of the world that was ever served on time, and since that day, to be late for dinner is one of the things which nobody may