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Kinicki, Fugate, & Digby OB: Key Concepts, Skills, and Best Practices 5th Canadian Edition Page 6-1
Instructor’s Manual Copyright © 2016 McGraw-Hill Ryerson
Unit 3
Chapter 6
Fundamental Concepts of Groups Behaviour
Learning Objectives
After reading this chapter, the student should be able to:
• LO 1 List and define the five stages of Tuckman’s theory of group development.
• LO 2 Contrast roles and norms, emphasizing reasons why norms are enforced in
organizations.
• LO 3 Examine the process of how a work group becomes a team, emphasizing various
teamwork competencies.
• LO 4 Explain why trust is a key ingredient to building an effective team, referring to both
self-managed and virtual teams.
• LO 5 Summarize two threats to group and team effectiveness.
Chapter Overview
This chapter begins unit three which essentially becomes a shift in focus away from individual
behaviour towards group behaviour. It’s important to recognize that we don’t study OB in a
vacuum; it is the study of the organization and its members in a social environment. Any
student that has had to work with others on a school project will know the challenges that
working with others can bring. Not everyone can appreciate the value of teamwork or
understand the value in what it can bring to improving the final product. So, this chapter will
help students see the value in teamwork, how it’s being applied throughout the work world and
how it can assist the organization overall. Our discussions will first look at the fundamental
building blocks behind formal and informal groups, then we’ll move on to how groups develop,
followed by the various roles and norms that exist within groups. Since some people believe
that groups and teams are the same, we’ll spend time explaining the differences, specifically
discussing self-managed teams and the more contemporary virtual teams. To wrap things up,
we’ll explain what factor(s) nurture teamwork; as well as those that can threaten team
effectiveness.
I. Begin Lesson by Capturing the Attention of Students
Ia. 3 Reflection Questions for Class:
1. How do groups develop?
2. How do work groups become a team?

3. What factors help teams run effectively and what factors threaten team
effectiveness?
-
Ib. OB in the News:
• Find current stories and information in the media that relates directly to OB
concepts being taught in the course – items that relate to group behaviour,
team effectiveness, poor work teams vs. good work teams, team-building
experiences, tactics to help make people work in a team-like manner, etc..
Ic. OB Question of The Day:
• How important is trust when developing a productive group mindset and how
can it be developed between colleagues who are members of the same group?
II. Ice Breaker: Facing an OB Challenge
This OB Challenge is about an individual who is having a difficult time working with others and is
trying to justify why there is no need to live up to the expectation of doing so. They are seeking
validation in their point of view. Here’s the situation:
I have been told that working with others is a skill that must be learned and appreciated by
employees; but I don’t like working with others. Don’t get me wrong, it’s not that I can’t do it,
it’s just that I don’t enjoy it and would prefer not to because no one has the same expectations
as me. Whenever I have worked with others in the past, they always burn me and I actually do
worse than if I just worked on my own. I’ve talked to my friends about this – one is in accounting
and the other is an IT specialist and they agree with me totally. In some fields there is just no
need for teams because working alone is actually just as productive. Am I right?
– Not a Team Player
Ask the class the following questions:
Q: Why is it so difficult working with others on tasks? If there is one thing that students can
relate to, it’s the various problems of working with others – surely most students will be able to
share experiences of their own where a group activity fell apart and ended up a disaster.
Q: Is the individual in this OB Challenge correct in their point-of-view? This is an opinion
question and will allow the students to share personal experiences they have that are very
similar to ‘Not A Team Player’.
III. Individual Student Engagement Activities
• Self-Assessment Exercises: To encourage student engagement with materials and topic,
invite the students to complete the self-assessment found within the chapter:
1. 6.1 assesses how autonomous is their work group.

• CONNECT/LearnSmart: Call the attention of the students towards the CONNECT Library
of Student Learning Resources for Chapter 6. For example, the Tegrity video for chapter
6 can be extremely helpful for online courses where lecture capture isn’t available or
possible. Further, the LearnSmart lesson for Chapter 6 is a helpful tool to reinforce the
theoretical concepts. Depending on the cognitive ability of the students as well as the
level of the learning outcomes expected, consider this reminder to adjust the
LearnSmart settings accordingly, the professor can determine the amount of time and
level of depth of knowledge for each lesson.
IV. Multi-Media Exercise(s)
• When it comes to being an effective team, trusting others is very important, so
how do organizations develop trust among their people? Some send employee
teams to Tough Mudder events – some call it a place where Ironman meets
Burning Man. Go to any ‘Tough Mudder’ site on the Internet for various
samples of the rigorous course maps designed or watch one of the many event
videos posted highlighting past successes.
Another team example worth showing is the teambuilding event Canadian
Outback (an event management company) organized for their own office staff
back in 2008 when they went to Alberta. You may want to Google search
Canadian Outback Adventures and see the many exciting events, trips and
training they offer.
• Catching colleagues in your arms Exercise – try inviting students up to the front
of the class to demonstrate this activity (be sure to use much caution and care)
while playing a video clip from YouTube ‘PruAction Team Building Trust’ (that
provide financial services in Wealth Creation, Wealth Protection, Wealth
Accumulation and Wealth Distribution – founded in Malaysia)
Note: Be sure to have plenty of people catching and no obstacles
in the way to break the fall backwards.
• Selflessness when engaged in a competitive moment against others. There are
several Youtube videos about those that have sacrificed their own
accomplishments for the betterment of others. Try going to ‘Seattle Special
Olympics Boy Falls’ or ‘Ohio Runner Helps Fallen Opponent Across Finish Line At
Track Meet Video ABC News’ or “Cross Country Runner Carries Injured
Competitor Across Finish Line”. These words will take you to a few true story
events. The first relates to the boy that fell during a race and what the other
competing athletes did when they noticed it is remarkable. The second and
third video clips show the story of two high school students one who falls and
the other student stops to pick her up and help her. The message from these
two videos is clear – on the greater team of humanity, we’re here to help
others. But, if a student can understand this concept here, then it should be

easier getting them to see how that is the kind of spirit needed during an actual
team event. . . even in the corporate world.
V. OB in the Movies
You can begin this chapter by showing a series of inspirational sports clips; here are some
movies you may want to consider:
• Remember The Titans (2000) Buena Vista Pictures – show the part of the movie where
the coach (Denzel Washington) of the high school team take them all on a long run to a
graveyard to listen to the voice from history talk about coming together for the greater
good.
• Rudy (1993) TriStar Pictures – the true story about the high school player that wanted to
play university (Notre Dame) football but he wasn’t a strong candidate academically, nor
physically, nor did he come from an affluent family. . . but he eventually makes the team
as the team supports him. Great human spirit movie.
• The Blind Side (2009) Warner Brothers – this movie talks about the true story of an NFL
player who was faced with many challenges growing up; but how he was able to
overcome difficulties with the help of others.
• Hoosiers (1986) Orion Pictures – Boys high school basketball team overcomes adversity
with the help of a determined coach (Gene Hackman).
• Miracle (2004) Buena Vista Pictures – True story about the US Men’s Hockey team
winning Gold over the Soviet team at the 1980 Olympic Games.
• Brian’s Song (1970) Columbia Pictures – True story about NFL football player Brian
Piccolo who was supported by his team members during his treatment of cancer.
Warning – a real tearful story, bring Kleenex!
VI. Chapter Discussion, Summary Points & Collaborative Learning
PART #1
Teacher Directed:
The chapter opens with a self-assessment and a discussion around the four sociological criteria
of a group (Fig. 6-1); it then proceeds to make distinctions around the various types of groups
that evolve. What the students should observe immediately is that forming a team has a
purpose, it is a means to an end; the type of team there is can be traced back to the very reason
it was formed in the first place. And this is why it’s not successful to go into a workplace that
has never had teams and suddenly overnight claim that ‘it is now a team work environment’ –
the employees will naturally ask “why?” Clearly, there must be a reason to introduce team
orientation into the workplace and the entire organization must buy into the model for it to
work. If you can illustrate this point early in your lecture, then students will have a good start to
appreciating a fundamental factor of the group process.
Figure 6-2 illustrates Tuckman’s model of the various stages of group development; this is a
classic model that must be referred to and then compared against Figure 6.3 Punctuated
Equilibrium Model. By going through the characteristics of each stage, the students will see the

organizational challenges, employee benefits and management implications that go hand in
hand with each. Comparing these two figures will show students a theoretical model versus a
more realistic model of group performance.
Group member roles (Table. 6-1) and group norms (Table 6-2) are segments worth addressing
because every student has experienced both. By pointing out the kind of roles that exist in
groups, students will begin to see themselves and their own behaviours in the descriptions you
offer. The collaborative learning exercise below is a fun way of getting the students familiar
with group member roles. When it comes to roles, some professors have referred to the
Iditarod, the famous Alaska dog race, to demonstrate the different roles that the dogs play in
the sled team. The role of Malamute vs. Samoyed vs. Siberian Huskies on a team … which is
known for speed? Brains? Strength? Go to the home page of the race ( www.iditarod.com ) to
show a short video clip. For comparison in types of breeds, you may want to do a search on
Alaskan Malamute differences from Siberian Huskies. . . mention role differences in racing and
then relate it to role differences on work teams.
Collaborative Learning:
• Pair & Share - Break the class into five small groups or have them work with the person
next to them on the following exercise:
1. Have the class turn to the back of their chapter and refer to the Experiential
Exercise titled “Combining Tuckman’s Model With A Team Contract Exercise”
2. Assign each student group one term of the contract (there are a total of 6
subheads but the first example has been provided for the students).
3. Ask the students to follow the instructions to the exercise and review the
expectations for the outcome. (5 minutes)
4. Once the time has expired, call the class back into session and share responses
from the class for each section of the contract. Write comments on the board
making enhancement comments along the way. 10 minutes
5. Summarize the exercise for the class – an opportunity to understand Tuckman’s
theory from a practical perspective.
PART #2
Teacher Directed:
The chapter now moves into the transition from group to teams, teamwork and trust. This is
where the discussion of how a team is more than a group can be tabled – the International OB
feature box about Formula One racing teams might get the class attention quickly. The benefits
of self-managed work teams and their effectiveness would be appropriate. Any comments
around cross-functionalism would be welcomed too at this point.
The chapter then moves into the discussion around teambuilding. You may want to go back to
the Iditarod dog race example and explain how the trainers get the dogs to work as a team. The
roles of the different dogs may vary, and the dog’s abilities may vary . . .but the musher gets
them working as a team. . .how? You may want to do a search “Scholastic News – Iditarod Race
Across Alaska” This article is an interview with a 17 year old girl who comes from a family of

mushers who race – the interview is interesting and informative about how they select the dogs,
the gender, how they train the dogs and what they look for, etc. (www.scholastic.com )
As a transition into the discussion around trust, ask the class if any have been part of a virtual
team – ask them how they liked it, what the benefits were and some of the challenges, etc.
Now define trust and review the six guidelines of building trust (see chapter) . . .now ask the
class how a manager can build trust on a virtual team with people that don’t know each other
personally or have never met face to face – how is that done? Is it possible? Refer to the
research insights provided in the chapter on this topic – it will be helpful. If you have a chance
to refer to the Law & Ethics At Work feature box, this is a terrific discussion relevant to teams at
work . . . ‘social deviance in virtual teamwork’.
• Pair & Share - Break the class into five small sections. Have the class turn to the back of
the chapter and refer to the OB in Action Case Study “The Cool Box: A Journey From An
Informal Group to Formal Design Team” Read the case as a class – may take 3-4
minutes out loud. Have them work with the person sitting next to them or around them
on the next exercise:
1. Students sitting in #1 section – Answer question #1
2. Students sitting in #2 section – Answer question #2
3. Continue doing the same for questions 3, 4 & 5.
• Allow the class to have at least 3-5 minutes to talk between themselves.
• Section #1 - Pick one or two students to come to the front of the class and lead the
discussion around their topic – writing key points on the board.
• After 2 minutes thank the students and have two students from the next section come
to the front of the class.
• Repeat this activity until all sections have had a chance to discuss their topic(s).
Summarize this part of the discussion around the role of trust in team activities. The answer key
for the five discussion questions can be found in the following pages under Section XI.OB in
Action Case Study.
PART #3
Teacher Directed:
Teams can be threatened and effectiveness diminished – that’s just the way things can occur.
So, what sort of common mistakes are made, what are some of the ways around them? In the
last part of this chapter we discuss these very issues: Groupthink and social loafing. What are
they and how do they occur? Why do they occur? Review these fundamental points with the
class including the Skills & Best Practice feature box. This part of the class discussion will be
short to accommodate the time needed to complete the collaborative learning exercise.
1. Pair & Share – Break the class into two groups and have each investigate
an example of groupthink. Here are the options to focus on:

o The US Space Shuttle “Challenger: The Untold Story Part 7 of
10” (1987) Disaster Group Think.
o Jonestown Groupthink (1978 Guyana – South America)
“Drinking The Koolaid”
2. Show the entire class the two Youtube video clips (approx. 9 & 4
minutes respectively)
3. Ask each of the groups to relate the 8 classic symptoms of groupthink
and have them apply to their specific case (see the chapter for the list).
4. If time allows, have the groups share their responses with the class.
VII. Solutions to End-of-Chapter Questions
1. Describe the kind of values, skills and behaviours you would look for in members of a
virtual team. Explain. Do the same for a self-managed team. Explain. Compare and
contrast your answers. Virtual team members should value autonomy and
contemporary forms of communication. They should be able to self-manage, have a
high internal locus of control and be good communicators via email, social networking
sites or whatever the organization uses for such purposes. They must also be flexible
and understand their role in the process of completing a task. In comparison, the
member of a self-managed team should value active participation in decision making.
This kind of team can make decisions without management intervention, such as:
quality, hiring, firing, discipline, purchasing, goal setting and attainment. . . . the kind of
decisions normally assigned to management. According to the textbook, there is a
growing trend towards more self-managed teams because of a strong cultural bias in
favour of direct participation. There is more push-back from management to endorse
self-managed teams because it suggests shifting management duties to non-managerial
individuals, which can be very threatening. The virtual team concerns revolve around
accountability. Are members working when not in an office setting? This is not the case
with self-managed teams.
2. What is your opinion about managers being friends with people they supervise (in
other words, overlapping formal and informal groups)? (You may want to quickly refer
to the Ethical OB Dilemma in the back of the chapter as a case in point.) It is possible for
managers and/or team leaders to become friends of those they manage – whether in a
team situation or otherwise. Caution should be taken, however, not to make this the
key objective of becoming involved with a team. That is neither the purpose nor role of
the manager. Friendships can evolve over time as trust is developed between those on
the team and those that manage them, but not at the initial point of forming or
norming. Professional behaviour and clear alliances that serve the employer cannot be
blurred or substituted with personal interests that can pop up through friendships.
3. In your personal relationships, how do you come to trust someone? How fragile is that
trust? Explain. Though this is an opinion question, I’ll offer some of my own thoughts
there. Trust occurs in personal relationships over time as situations present themselves

to individuals to prove their behaviour is genuine, not directed to satisfying self-
interests, feelings must appear authentic. As these small tests come to us over time, we
begin to trust others when we see such behaviours demonstrated over and over again
to the point that we can predict future outcomes with confidence. Confidence in
predicting such behaviour leads to greater trust.
4. Why is it important to identify clear goals first to make team-building activities
successful? There has to be some sort of inspiring direction for the members to
visualize within their own minds – a sense of purpose of what they are trying to do.
Otherwise, how will the team know when they have succeeded? Working towards the
same outcome and having that articulated at the outset will allow for behaviours to
align as one; to act as a compass for all behaviour.
5. Have you ever witnessed groupthink or social loafing firsthand? Explain the
circumstances and how things played out. This is an opinion question based on person
experience of the class. If this doesn’t generate the kind of discussion desired, then
introduce the students to the Stanford Prison Experiment (See Google Search #1) it will
show the influence of external influences on personal behaviour.
VIII. Integration of OB Concepts: Discussion Question
1. See Chapter 2 -What role does social perception play in all of the stages of group
development? Consider the perceptual process and possible bias that can occur.
When reviewing Tuckman’s Five-stage theory (Figure 6.2) we can see how the issues
raised at the individual (“Who am I and how do I fit in?), and group levels (“Why are we
here as a group and why are we fighting over who is in charge?”) all relate back to the
social perception model. At each stage, Figure 6.2 has examples of the kind of
perception questions that would apply. Where bias can occur is at the outset – when
the group is being formed; however, of further reflection it becomes more evident that
bias can occur at every stage. For example, at the storming stage, bias can occur over
which agenda items will be addressed. At the norming stage, bias can occur as to which
norms make it to the short list and which are omitted. At the performing stage, bias can
occur as to whether people are indeed performing accordingly . . . or are they slacking?
At the adjourning stage, bias can occur when the decision to disband the group is
decided upon: “Did we reach our goal? Is it over or should the group continue on
longer?”
2. See Chapter 3 -Explain how teamwork may be more difficult for people who have a
certain kind of personality and/or self-concept. Individuals who score low on
extraversion and low on agreeableness (The Big Five Personality) will find it difficult
working in groups because it goes against their natural behaviour preferences. Further,
people with low self-esteem will find it difficult to take criticism from colleagues. There
must be a sense of high self-efficacy that their contributions will make a difference on a
team. People who have a low self-concept will find team activities not very satisfying.

3. See Chapters 4 & 5 -Describe how personal values can affect individual motivation,
especially when it comes to being assigned to work with others in a team-like
atmosphere. If an individual values autonomy and working alone, then placing them
into a team situation will only frustrate them and the team. People cannot be hired
under one condition (working alone) and then placed beside a group of others to work
closely on the job. . . if an individual does not value group behaviour and/or team
membership, then this is not something that can be retrofitted after they’ve been hired.
It is critical to recruit and select potential candidates to work for a company with this
value in mind. There are behavioural event situations that can be created for an
interview that would allow true values to be identified.
IX. Google Searches
These four exercises are wonderful just-in-time learning exercises that are useful in laptop
classrooms. It’s a way of focusing student attention on the topic under discussion. Whenever
possible, encourage the students to complete a Google search while taking notes from class
discussions/lecture. This keeps them on task and discourages them from multi-tasking off topic
onto MSN and other tempting sites. Although Google is the search engine mentioned, any of the
other web browsers such as Bing or Foxfire are certainly good tools to use as well.
Search #1 – The Stanford Prison Experiment is a classic Introduction to a Sociology course case
study that discusses many different factors including how individual behaviour becomes
affected by external influences (the power of context). Which then begs the discussion around
the question: “Are we as individuals solely responsible for our behaviour; or are we influenced
by those people and situations around us?”
Search #2 – “Summer Olympics 2016” or “Winter Olympic 2014_2018” Look for the team sports
only and the Canadian gold winners of these games. What were some of the challenges these
teams faced when preparing for their race? Identify behaviours, values, or skills that made
these athletes a high performing team.
Search #3 – “Canadian Outback Adventures & Events” or “The Great Canadian Adventure
Company” or “Canadian Mudder”. Search the various sites and record five of your favourite
team building retreat/activities. Share your responses with the class.
Search #4 – “Sherif, Asch & Milgram Conformity Studies”. Students find these studies
interesting as it discusses how individual behaviours differ once placed in a social environment.
It’s important that students see the degree of difference in behaviour once an individual is
placed into a situation involving other people. This becomes an even more interesting search as
students are asked to reflect on those situations in their own life that prompted them to
conform during a socialization process . . .and more importantly why they did.

X. Experiential Exercise
This exercise was incorporated in an earlier section as a collaborative classroom exercise during
Part #1. If you haven’t completed this activity with the students yet, then this would be an
interesting time to do so.
XI. OB In Action Case Study
The Cool Box: A Journey From An Informal Group To Formal Design Team
This case is about a couple of young Canadian adults who invented a product and then went
about trying to bring it to market. The journey begins with them as post-secondary students
wanting to develop a new product; the case follows them after graduating during their struggles
for several years and then concludes on the positive reflections the men make about their
design team. This case study was incorporated in an earlier section as a collaborative classroom
exercise during Part #2. If you haven’t completed this activity with the students yet, then this
would be an interesting time to do so.
Here are responses to the discussion questions:
1. Review Fig 6.1 to determine at what point this informal group of friends from Canada
transitioned into a cohesive design team? Explain your reasoning This informal group
of friends were freely interacting at first but evolved into a formal group that shared
common interests, goals and a common identity once they decided upon a common set
of norms to build the prototype toolbox (See Figure 6.1 elements); the point (it could be
argued) where they became a formal group would have to be in 2014, that was the start
of having a common direction/goals.
2. Why do you think Engelo had to ‘arm-twist’ some industry experts to join the group? Is
that what builds an effective team? There is no denying the amount of work involved
when designing a new product - being creative and innovative is motivating and
intriguing but it doesn’t pay the bills. So, for experts to spend their energy towards
something that is only an idea, takes a leap of faith. Because the only real fact guiding
the formation of this team is the reputation and the relationship of those involved . . .
everything else is just an idea on paper. Engolo was probably more convincing than the
new product they were designing . . .the team was likely first formed more around
character, reputation and the charisma of Engolo with the buy in of the product coming
in second place. While ‘arm-twist’ maneuvers are not the best way to start a team, it
did work here; arm-twisting anyone towards any decision can be perceived as coercive,
manipulating and pressure-driven . . . it would be much better to have everyone on the
team feeling the same intrinsic motivation that Engolo is feeling.
3. Review Fig 6.2 and the language of the three co-founders. Identify evidence of a
collective mind-set among the founders A review of the language in the case sheds
light on the collective mind-set they have. For example, “We put thousands of hours .. . .
before we launched the campaign . . .not knowing if we would ever make a dime.” They
were prepared to take the risk together and they shared the same expectations going
into the process.

4. Identify the role D’Agostini is assuming in the last paragraph of the case – reviewing
Table 6.1 may help your response. D’Agostini is assuming functional roles only. He is
taking on the role of initiator (by suggesting what the group should have to succeed. . .
he’s planting the idea of what is needed); also coordinator (pulling ideas together) and
orienter (keeping the group on track towards achieving their goals). The last
statements are reflective in nature, so it could be said that he is also assuming the role of
evaluator (he’s logical and practical in his thinking). None of the behaviours D’Agostini
exhibits are maintenance in nature.
5. Currently, is there evidence of trust among team members? Explain your answer Living
together in the same house and working together suggests personal trust as the lines are
blurred between their personal lives and their work lives. The fact that they are looking
similar, (beards) suggests a trusting movement towards building a common identity . . .
people wouldn’t mimic one another if they didn’t trust one another. The fact that
they’ve been through difficult times but have stuck it out shows they are committed to
one another and they trust/believe in each other . . .that they will collectively succeed.
Note that there is little mention of financial remuneration at this point of the venture. . .
there is some feeling after reading the case that they are still pooling their funds and
placing all pre-order revenue back into the company. . . this would represent a large level
of mutual trust between the design team. Trust that the collective are making solid
financial decisions that also have an impact on personal careers and future success.
XII. Ethical OB Dilemma
My Boss Wants to “Friend” Me Online
This is a very contemporary case for students to reflect upon. If your boss wants to add you as a
friend to their social network site, what do you do? It can be a very awkward situation and one
that invites a lot of concern. So, after reading this actual case study, there are a few options
presented in terms of what an employer should do if they are experiencing a high degree of
absenteeism on the job. Discuss these with the class and see what the consensus is on this
situation. Note: be sure to read the survey statistic at the end of the case “1,070 were surveyed
– 30% considered their boss a friend”
XIII. Embedded Video(s)
Included within each chapter you will find at least one video embedded directly into the body of
the copy. Here is a summary of the Canadian HR Reporter video along with several discussion
questions w/answers for consideration:
1. “Identifying Toxic Teams In the Workplace” (Canadian HR Reporter) 5:29 min.
Liane Davey, vice-president of team solutions for Knightsbridge, is an expert in
group dynamics and toxic teams. She sat down with Canadian HR Reporter TV to
explain why some toxic teams aren’t that easy to spot.

1. How is a toxic team even more dysfunctional than the average
team?
Answer: According to Liane Davey, toxic teams go beyond being
dysfunctional, just as the term ‘toxic’ implies . . .some experiences
on teams can be negative that they can slowly weigh people down,
and over time affect the productivity of those on the team.
2. What are some of the less obvious ways that teams can become
toxic?
Answer: Davey talks about the ‘bobble-head’ team that appears to
be functioning well, but in fact there is such a lack of diversity of
thought that it’s actually a problem waiting to happen, (i.e little to
no innovation, little risk mitigation). Davey also discusses the
‘spectator’ team which is just a collection of meetings with the boss
– but the danger in this team is found in the lack of unique
perspectives that are being brought to bear on issues and decisions.
(i.e. a lack of collaboration or co-creation as members just do their
own thing and come back to report to the boss what they’ve done).
3. What is the ‘bleeding back’ syndrome according to Davey?
Answer: Basically Davey is referring to the metaphor of stabbing
people in the back – and this behaviour she believes is one of the
most common problems with teams in Canada. Such behaviour is
passive-aggressive in nature, it means we can experience some
decisions being delayed for months or years . . .all the while others
within the organizational team are being subversive and
undermining the efforts of the executives. So, to avoid being
slowed down by inaction due to the gossips/complainers and back-
stabbers, many teams have a tendency to avoid controversial issues
and procrastinating on final decisions.
XIV. Chapter Handout
In order to get the students actively engaged in the materials, sometimes it’s good to assign
them something to do while the class is taking place. On the next page you can find a handout
that can be photocopied, distributed and completed by each student and handed in at the end
of class. You may not want to do this each week, but it’s a good spot quiz type of exercise that
can be used for bonus or participation marks for one particular class.

Student Name & Number: _________________________________________
Chapter #6 Handout
Key Term Definitions & Application of OB to the World of Work
Key Term Definition (check off)
Term Was
Referred To
During Class
Group
cohesiveness
Self-Managed
Team
Virtual Team
Trust
Team Building
------------------------------------------------------------------------------------------------------------
Applying OB Concepts to the World of Work:
Write a ____ word reflection on how the concepts discussed in this chapter relate to:
• improving our understanding of others in the workplace
• increasing employee productivity

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was as profound as ever. To his friend Mr. Keen, he
wrote:—
“Philadelphia, October 21, 1763.
“The bearer of this is a young, sober gentleman,
intended for the temple, and will be glad to see and hear
Mr. Romaine, and other gospel ministers. I hope all are
flaming for God. Some young bright witnesses are rising up
in the Church here. I have already conversed with about
forty new-creature ministers, of various denominations. I
am informed that sixteen hopeful students were converted
at New Jersey College last year. What an open door, if I had
strength! But, Father, Thy will be done! Blessed be His
name, I can preach now and then. Last Tuesday, we had a
remarkable season among the Lutherans. Children and
grown people were much impressed. If possible, I intend
returning with Mr. Habersham (now here) to Georgia.”
Poor Whitefield was not able to fulfil his
intentions. Instead of visiting his Orphan House, he
was, for more than a year, obliged to content himself
with writing to its managers. The following is an
extract from the first of these letters:—
“Philadelphia, November 8, 1763.
“My very dear Friends,—Man appoints; and God, for wise
reasons, disappoints. All was ready for my coming, by land,
to you at Bethesda, with Mr. Habersham; but several things
concurred to prevent me; and the physicians all agree, that
the only chance I have for growing better, is to stay and
see what the cold weather will do for me. At present, I
make a shift to preach twice a week; but, alas! my strength

is perfect weakness. What a mercy that Jesus is all in all!
You will let me hear from you very particularly. I want to
know the present state of all your affairs in every respect.”
There was, however, another reason, besides his
state of health, why he deferred his visit to
Bethesda. True, after the long “Seven Years’ War,”
peace had been proclaimed between France and
England; but, during the war, the opponents had
cruelly employed the Indians in carrying out their
purposes; and now it was far from easy to keep the
Indians quiet. Hence the following, addressed to
Mr. Robert Keen:—
“Philadelphia, November 14, 1763.
“I am about to make my first excursion, to the New
Jersey College. Twice a week preaching, is my present
allowance. Many, of various ranks, seem to be brought
under real concern. Physicians are absolutely against my
going to Georgia, till I get more strength. Besides, it is
doubtful whether the southern Indians will not break out;
and, therefore, a little stay in these parts may, on that
account, be most prudent.”
Towards the end of November, Whitefield and
Habersham started from Philadelphia; but, instead of
getting to Georgia, Whitefield was obliged to halt at
New York, where he remained about two months.
Extracts from his letters written here will be useful.

“New York, December 1, 1763.
“Some good impressions have been made in
Philadelphia, and we had four sweet seasons at New Jersey
College, and two at Elizabeth Town, on my way hither.
Some said they resembled old times. My spirits grow better;
but thrice a week is as often as I can preach. To-day, I
begin here, and have thoughts of returning with
Mr. Habersham to Georgia, but am fearful of relapsing by
such a fatiguing journey.”
Again, Whitefield was unable to proceed to
Georgia. Hence the following, written to the
managers of his Orphan House:—
“My dear Friends,—What a mortification it is to me not to
accompany my dear Mr. Habersham to Bethesda. Assure
yourselves, I shall come as soon as possible. Meanwhile, I
have desired Mr. Habersham to assist in supervising and
settling the accounts, and to give his advice respecting the
house, plantation, etc. I beg you will be so good as to let
me have an inventory of every individual thing, the names
and number of the negroes, and what you think is
necessary to be done every way. I would only observe in
general, that I would have the family lessened as much as
may be, and all things contracted into as small a compass
as possible. Once more, adieu, though, I trust, but for a
short season. My heart is too full to enlarge. I purpose
going to New England; but it will be better to go to heaven.
Come, Lord Jesus, come quickly.”

“Jesus continues to own the feeble labours of an almost
worn-out pilgrim. Every day, the thirst for hearing the word
increases, and the better sort come home to hear more of
it. I must go soon to New England. Cold weather and a
warm heart suit my tottering tabernacle best.”
“I am in better health than when I wrote last. Preaching
thrice a week agrees pretty well with me this cold season of
the year. I am apt to believe my disorder will be periodical.
New Jersey College is a blessed nursery, one of the purest,
perhaps, in the universe. The worthy president and three
tutors are all bent upon making the students both saints
and scholars. I was lately there for a week. The Redeemer
vouchsafed to own the word preached. Prejudices in New
York have most strangely subsided. The better sort flock as
eagerly as the common people, and are fond of coming for
private gospel conversation.”
The year 1763 will be suitably closed by a warm-
hearted letter to Charles Wesley.
“My dear old Friend,—Once more I write to you from this
dying world. Through infinite, unmerited mercy, I am
helped to preach twice or thrice a week, and never saw
people of all ranks more eager in Philadelphia and in this
place, than now. Lasting impressions, I trust, are made. At
New Jersey College, we had sweet seasons among the sons
of the prophets, and I have had the pleasure of conversing
with new-creature ministers of various denominations. Ere
long, we shall join the elders about the throne. Then shall
we all greatly marvel, and try who can shout loudest, ‘He

hath done all things well.’ Neither you, nor your brother, nor
the highest archangel in heaven, shall, if possible, outdo
even me, though less than the least of all. Continue to pray
for me, as such. I hope your brother lives and prospers.
Remember me to your dear yoke-fellow, and all enquiring
friends; and assure yourselves of not being forgotten in the
poor addresses of, my dear friend,
“Yours in Jesus,
“George Whitefield.”509
In more than one of these extracts, Whitefield
makes grateful mention of his conversing with what
he calls “new-creature ministers.” This is a notable
fact. Compared with his first visits to America, the
difference, in this respect, was great. It ought always
to be remembered, that the revival, in the days of
Whitefield and the Wesleys, was remarkable, not
only for the quickening of churches and the saving of
sinners, but also for the raising up of a host of
converted ministers, in England, Wales, Scotland,
Ireland, and America. This was not the least of its
glorious results.
Whitefield longed to be at Bethesda, but the hope
of being benefited by the colder atmosphere of the
northern colonies still detained him. The following is
taken from another letter addressed to the managers
of his Orphan House:—

“New York, January 12, 1764. The cold braces me up a
little. I am enabled to preach twice or thrice a week.
Congregations continue very large, and, I trust, saving
impressions are made upon many. O for a blessed gale of
Divine influences when we meet at Bethesda! From thence,
or from Charlestown, I purpose to embark for England. But
future things belong to Him, who, whatever may be our
thoughts, always orders all things well.”
The following extract from the Boston Gazette
confirms the foregoing statements, respecting
Whitefield’s congregations in New York:—
“New York, January 23, 1764. The Rev. Mr. George
Whitefield has spent seven weeks with us, preaching twice
a week, with more general acceptance than ever. He has
been treated with great respect by many of the gentlemen
and merchants of this place. During his stay, he preached
two charity sermons: one on the occasion of the annual
collection for the poor, when double the sum was collected
that ever was upon the like occasion; the other for the
benefit of Mr. Wheelock’s Indian School, at Lebanon, in New
England, for which he collected (notwithstanding the
prejudices of many people against the Indians) the sum of
£120. In his last sermon, he took a very affectionate leave
of the people of this city, who expressed great concern at
his departure. May God restore this great and good man (in
whom the gentleman, the Christian, and the accomplished
orator shine forth with such lustre) to a perfect state of
health, and continue him long a blessing to the world, and
the Church of Christ!”
Immediately after this, Whitefield set out for New
England, and, on his way, preached in Long Island,

Shelter Island, and other places. On arriving at
Boston, about February 13, he received a hearty
welcome, not only from his old acquaintance, but
from the people in general. His enormous collections,
in 1761, for the distressed Protestants in Germany,
and for the sufferers by the great fire at Boston,
have been already mentioned. Now, as was fitting,
the Boston people thanked him for his assistance.
Hence the following:—
“Boston, February 20. Monday last, at a very general
meeting of the freeholders and other inhabitants of this
town, it was voted unanimously that the thanks of the town
be given to the Rev. Mr. George Whitefield, for his
charitable care and pains in collecting a considerable sum
of money in Great Britain, for the benefit of the distressed
sufferers by the great fire in Boston, 1760. And a
respectable committee was appointed to wait on
Mr. Whitefield, to inform him of the vote, and present him
with a copy thereof; which committee waited upon him
accordingly, and received the following answer:—
“Gentlemen,—This vote of thanks for so small an instance
of my goodwill to Boston, as it was entirely unexpected,
quite surprises me. Often have I been much concerned that
I could do no more upon such a distressing occasion. That
the Redeemer may ever preserve the town from such-like
melancholy events, and sanctify the present afflictive
circumstances to the spiritual welfare of all its inhabitants,
is the hearty prayer of,
“Gentlemen, your ready servant in our common Lord,

A few days after this, Whitefield wrote to his
friend, Mr. Robert Keen, as follows:—
“Boston, March 3, 1764. I have received letters from my
wife and Mr. C――, dated in October and November. I have
been received at Boston with the usual warmth of affection.
Twice have we seen the Redeemer’s stately steps in the
great congregation. But, as the small-pox is likely to spread
through the town, I purpose making my country tour, and
then to return to Boston in my way to the south. Invitations
come so thick and fast from every quarter, that I know not
what to do. I cannot boast of acquiring much additional
bodily strength. The cool season of the year helps to keep
me up. Twice a week is as often as I can, with comfort,
ascend my throne. Till I hear from you, and see what is
determined concerning Bethesda, I cannot think of
undertaking a long voyage. Sometimes I fear my weakness
will never allow me to go on shipboard any more. But I will
wait.”
Whitefield lived to be a blessing to his fellow-
creatures. He had just been thanked, by the
inhabitants of Boston, for the assistance he had
rendered them in 1761. Now, his heart was set on
helping others.
A hundred and thirty-four years ago, the Puritans
of New England had advanced £400 towards the
erection of a college at Newton, which, on the
founding of the college there, had its name changed

to Cambridge. In 1638, the Rev. John Harvard,
minister of Charlestown, near Boston, died, and
bequeathed to the college one half of his estate and
all his library. In honour of its benefactor, the college
henceforth was called “Harvard College.” There
cannot be a doubt that this venerable school of
learning exerted a powerful influence in forming the
character of the people of New England. Magistrates
and men of wealth were profuse in their donations to
its funds; and once, at least, every family in the
colony gave to the Harvard College twelvepence, or a
peck of corn, or its value in unadulterated
wampumpeag.511
Now, in 1764, a great calamity had
befallen this, the oldest college in America. Its library
was burnt. Whitefield heard of this, and wished to
render some assistance.
Further. In 1754, the Rev. Eleazer Wheelock, D.D.,
first president of Dartmouth College, founded a
charity school, at Lebanon, for the education of
Indian youths, with a view of preparing them for
labouring as missionaries, interpreters, or
schoolmasters, among the Indian tribes. He now had
more than twenty of these young men under his care
and management, his school being supported partly
by private subscriptions, and partly by assistance
rendered by the Legislatures of Connecticut and
Massachusetts, and by the Commissioners in Boston

of the Scotch Society for Propagating Christian
Knowledge. The idea was a noble one, though its
ultimate success was not so great as some expected.
Four years ago, Whitefield had rendered valuable
assistance to Dr. Wheelock.512
In a letter, dated
“London, 1760,” he wrote:—
“Upon mentioning and a little enforcing your Indian
affair, the Lord put it into the heart of the Marquis of
Lothian to hand me £50. You will not fail to send his
lordship a letter of thanks and some account of the school.
Now the great God has given us Canada, what will become
of us, if we do not improve it to His glory and the
conversion of the poor heathen? Satan is doing what he
can here to bring the work into contempt, by blasphemy
and ridicule at both the theatres. But you know how the
bush burned and was not consumed; and why? Jesus was,
and is in it. Hallelujah! My hearty love to the Indian
lambs.”513
This letter was written in the midst of the terrible
persecution arising out of the performance of Foote’s
infamous farce, “The Minor.” Whitefield’s interest in
the temporal and eternal welfare of the heathen
Indians was as profound as ever; and, hence, he
now made a fresh application to his friends, not only
on behalf of Harvard College, but of Wheelock’s
school. Hence the following, addressed to a friend in
London:—

“Concord, twenty miles from Boston, March 10, 1764. In
New York, we saw blessed days of the Son of man; and, in
my way to these parts, a Divine influence has attended the
word preached, in various places. How would you have
been delighted to have seen Mr. Wheelock’s Indians! Such a
promising nursery of future missionaries, I believe, was
never seen in New England before. Pray encourage it with
all your might. I also wish you could give some useful
Puritanical books to Harvard College Library, lately burnt.
Few, perhaps, will give such; and yet a collection of that
kind is absolutely necessary for future students, and to poor
neighbouring ministers, to whom, I find, the books
belonging to the library are freely lent from time to time.
You will not be angry with me for these hints. I know your
ambitious, greedy soul: you want to grow richer and richer
towards God. O that there may be in me such a mind! But
my wings are clipped. I can only preach twice or thrice a
week with comfort. And yet a wider door than ever is
opened all along the continent.”
Notwithstanding his ill-health, Whitefield
continued preaching, and, as usual, with great
success. To Mr. Charles Hardy, one of the managers
of his London chapels, he wrote:—
“Portsmouth, March 23, 1764. How was my heart eased
by receiving yesterday your kind letter, dated October 22. If
you and dear Mr. Keen will continue to manage when I am
present, as well as when I am absent, it may give another
turn to my mind. At present, my way is clear to go on
preaching till I can journey southward. The enclosed will
inform you of what has been done by one sermon at
Providence, formerly a most ungodly place. At Newbury,

which I left yesterday, there is a stir indeed. On Lord’s-day,
I shall begin here. O for daily fresh gales!”
A month after this, Whitefield had returned to
Boston, and wrote as follows to Mr. Dixon, the
superintendent of his Orphan House:—
“Boston, April 20, 1764. I have been at my ne plus ultra
northward, and am now more free, and capable of settling
my affairs southward. When that is done, how cheerfully
could I sing, ‘Lord, now lettest Thou Thy servant depart in
peace!’ I hope you are not offended at my giving a power
of attorney to Mr. Habersham. It was not owing to a
distrust of any of you, but only, in case of my death, that
he might testify to the world the integrity of your actions,
and the veracity of your accounts. I am persuaded, he will
not desire to interfere, but will act and consult jointly with
yourselves, as occasion offers; and you will go on in your
old way. I wish I was assured of your stay at Bethesda. I
am satisfied, you will not distress me by leaving the place
destitute of proper help. My tottering tabernacle will not
bear grief, especially from those whom I so dearly love, and
who have served the institution so faithfully and
disinterestedly for so many years. What I have in view for
Bethesda, may be better spoken of when we meet, than by
letter. By my late excursions, I am brought low; but rest
and care may brace me up again for some little further
service for our glorious Emmanuel. A most blessed
influence has attended the word in various places, and
many have been made to cry out, ‘What shall we do to be
saved?’”
Whitefield now entertained the thought of an
escape to the southern colonies; but “the Boston

people sent a hue and cry after” him, and brought
him back.514
He resumed his ministry among them
on April 24, and, as far as he was able, continued to
preach to them for about the next eight weeks. They
begged “for a six o’clock morning lecture,” and he
was willing to accede to their request, saying, “I
would fain die preaching.”515
To Mr. Charles Hardy, he
wrote:—
“Boston, June 1, 1764. You see where this leaves me.
Friends have constrained me to stay here, for fear of
running into the summer’s heat. Hitherto, I find the benefit
of it. I am much better in health, than I was this time
twelvemonth, and can now preach thrice a week to large
auditories without hurt. Every day I hear of some brought
under concern. This is all of grace. In about a fortnight, I
purpose to set forward on my southern journey. It will be
hard parting; but heaven will make amends for all.”
Whitefield left Boston, as he intended, and
travelled to New York, where he continued for about
three months. In reference to his New England visit,
he wrote to Mr. Keen, as follows:—
“New York, June 25, 1764. The New England winter
campaign is over, and I am thus far on my way to Georgia.
Mr. Smith, my faithful host, at Boston, writes thus: ‘Your
departure never before so deeply wounded us, and the
most of this people. They propose sending a book full of
names to call you back. Your enemies are very few, and
even they seem to be almost at peace with you.’ To crown
the expedition, after preaching at Newhaven College, and

when I was going off in the chaise, the president came to
me, and said, the students were so deeply impressed by
the sermon, that they were gone into the chapel, and
earnestly entreated me to give them one more quarter of
an hour’s exhortation. Not unto me, O Lord, not unto me,
but unto Thy free and unmerited grace be all the glory!”
Whitefield’s health continued better; and, besides
preaching in the chapels of New York, he, at the
beginning of August, mentions his having preached
twice in the open air.516
His popularity was
enormous. Hence the following to Mr. Keen:—
“New York, August 25, 1764. Still I am kept, as it were,
a prisoner in these parts, by the heat of the weather. All
dissuade me from proceeding southward till the latter end
of September. My late excursions upon Long Island have
been blessed. It would surprise you to see above a hundred
carriages at every sermon in this new world. I am, through
infinite mercy, still kept up. I wrote to Mr. Hardy and my
dear wife very lately by a friend; and I have sent many
letters, for a letter-day, to the care of Mrs. E――s, in
Bristol.”
Towards the end of September, Whitefield
removed to Philadelphia, whence he again wrote to
Mr. Keen:—
“Philadelphia, September 21, 1764. After a most solemn
and heart-breaking parting at New York, I am come thus far
in my way to Georgia. There I hope to be about Christmas;
and in spring to embark for England. However, let what will
become of the substance, I herewith send you my shadow.

The painter, who gave it me, having now the ague and
fever, and living a hundred miles off, I must get you to have
the drapery finished; and then, if judged proper, let it be
put up in the Tabernacle parlour. I have only preached
twice here, but the influence was deep. I am better in
health than I have been these three years. I received the
hymn-books.”517
Immediately after his arrival, Whitefield, by
request, preached at the commencement of a new
term of the College of Philadelphia,—an
establishment which he pronounced to be “one of
the best regulated institutions in the world.”518
The
provost of the college was the Rev. William Smith,
D.D., a native of Scotland, and educated at the
University of Aberdeen,—an episcopally ordained
clergyman, and a gentleman whose learning and
popular talents contributed greatly to raise the
character of the college over which he presided.
“Dr. Smith,” says Whitefield, “read prayers for me; both
the present and the late governor, with the head gentlemen
of the city, were present; and cordial thanks were sent to
me from all the trustees, for speaking for the children, and
countenancing the institution. This is all of God. To me
nothing belongs but shame and confusion of face. O for a
truly guileless heart!”519
While at Philadelphia, Whitefield wrote the
following characteristic letter to his old friend Wesley:
—

“Philadelphia, September 25, 1764.
“Rev. and dear Sir,—Your kind letter, dated in January
last, did not reach me till a few days ago. It found me here,
just returned from my northern circuit; and waiting only for
cooler weather to set forwards for Georgia. Perhaps that
may be my ne plus ultra. But the gospel range is of such
large extent, that I have, as it were, scarce begun to begin.
Surely nothing but a very loud call of Providence could
make me so much as think of returning to England as yet. I
have been mercifully carried through the summer’s heat;
and, had strength permitted, I might have preached to
thousands and thousands thrice every day. Zealous
ministers are not so rare in this new world as in other parts.
Here is room for a hundred itinerants. Lord Jesus, send by
whom Thou wilt send! Fain would I end my life in rambling
after those who have rambled away from Jesus Christ.
‘For this let men despise my name;
I’d shun no cross; I’d fear no shame;
All hail reproach!’
“I am persuaded you are like-minded. I wish you and all
your dear fellow-labourers great prosperity. O to be kept
from turning to the right hand or the left! Methinks, for
many years, we have heard a voice behind us, saying, ‘This
is the way; walk ye in it.’ I do not repent being a poor,
despised, cast-out, and now almost worn-out itinerant. I
would do it again, if I had my choice. Having loved His
own, the altogether lovely Jesus loves them to the end.
Even the last glimmerings of an expiring taper, He blesses
to guide some wandering souls to Himself. In New England,
New York, and Pennsylvania, the word has run and been
glorified. Scarce one dry meeting since my arrival. All this is

of grace. In various places, there has been a great stirring
among the dry bones.
“If you and all yours would join in praying over a poor
worthless, but willing pilgrim, it would be a very great act
of charity, he being, though less than the least of all,
“Rev. and very dear sir,
“Ever yours in Jesus,
Whitefield continued a month at Philadelphia;
and, on leaving it, about October 21, exclaimed, “O
what blessings have we received in this place! Join in
crying, Hallelujah!”521
On his departure from Philadelphia, Whitefield
proceeded to Virginia, and to North and South
Carolina. He met with the “new lights” at almost
every stage: a nickname given to evangelical
preachers and their converts, and analogous to that
of “Methodists” in England. The present was a
marvellous contrast when compared with the state of
things, at the time of Whitefield’s first visit to Virginia
a quarter of a century before; and no wonder that he
wrote, “It makes me almost determine to come back
early in the spring. Surely the Londoners, who are
fed to the full, will not envy the poor souls in these

parts, who scarce know their right hand from the
left.”
On December 3, he left Charleston for Georgia,
and, about a week afterwards, reached Savannah,—
more than a year and a half from the time of his
embarkation for America. His detention, in the
northern colonies, had been long; but no time was
wasted after his arrival. Within a week, he had the
boldness to ask the governor of Georgia, and the two
Houses of Assembly, for a grant of two thousand
acres of land, to enable him to convert his Orphan
House into a college. The story will be best told by
the insertion of Whitefield’s “Memorial,” and the
answers it evoked:—
“To His Excellency James Wright, Esq., Captain-General and
Governor-in-Chief of His Majesty’s Province of Georgia,
and to the Members of His Majesty’s Council in the said
Province.
“The Memorial of George Whitefield, Clerk,
“Sheweth,—That about twenty-five years ago, your
memorialist, assisted by the voluntary contributions of
charitable and well-disposed persons, at a very great
expense, and under many disadvantages, did erect a
commodious house, with necessary out-buildings, suitable
for the reception of orphans, and other poor and deserted
children; and that with the repair of the buildings, purchase
of negroes, and supporting a large orphan family for so
many years, he hath expended upwards of £12,000

sterling, as appears by the accounts, which from time to
time have been audited by the magistrates of Savannah.
“That your memorialist, since the commencement of this
institution, hath had the satisfaction of finding, that, by the
money expended thereon, not only many poor families
were assisted, and thereby kept from leaving the Colony in
its infant state, but also that a considerable number of poor
helpless children have been trained up; who have been,
and now are, useful settlers in this and the neighbouring
Provinces.
“That in order to render the institution aforesaid more
extensively useful, your memorialist, as he perceived the
colony gradually increasing, hath for some years past
designed within himself, to improve the original plan, by
making further provision for the education of persons of
superior rank; who thereby might be qualified to serve their
king, their country, or their God, either in Church or State.
That he doth with inexpressible pleasure see the present
very flourishing state of the Province; but with concern
perceives that several gentlemen have been obliged to send
their sons to the northern Provinces; who would much
rather have had them educated nearer home, and thereby
prevent their affections being alienated from their native
country, and also considerable sums of money from being
carried out of this into other Provinces.
“Your memorialist further observes, that there is no
seminary for academical studies as yet founded southward
of Virginia; and consequently if a College could be
established here (especially as the late addition of the two
Floridas renders Georgia more centrical for the southern
district) it would not only be highly serviceable to the rising
generation of the Colony, but would occasion many youths
to be sent from the British West India Islands and other

parts. The many advantages accruing thereby to this
Province must be very considerable.
“From these considerations, your memorialist is induced
to believe, that the time is now approaching, when his
long-projected design for further serving this his beloved
Colony, shall be carried into execution.
“That a considerable sum of money is intended speedily
to be laid out in purchasing a large number of negroes, for
the further cultivation of the present Orphan House and
other additional lands, and for the future support of a
worthy, able president, and for professors, and tutors, and
other good purposes intended.
“Your memorialist therefore prays your Excellency and
Honours to grant to him in trust, for the purposes
aforesaid, two thousand acres of land, on the north fork of
the Turtle River, called the Lesser Swamp, if vacant, or
where lands may be found vacant, south of the River
Altamaha.
“George Whitefield.
“Savannah, in Georgia, December 18, 1764.”
Whitefield’s case was a strong one. There cannot
be a doubt that Georgia had had no benefactor
superior to himself; and it must also be admitted
further, that his proposed academy, or college, was
greatly needed. In addition to this, there was
another fact favourable to the success of his
application. His old friend, James Habersham, the
first Superintendent of his Orphanage, was now

raised to the dignity of being the “president of the
Upper House of Assembly.” Under such
circumstances, it is not surprising, that, only two
days after the date of Whitefield’s Memorial, the
following “Address” was presented to the Governor of
Georgia:—
“The Address of both Houses of Assembly, Georgia.
“To His Excellency James Wright, Esq., Captain-General and
Governor-in-Chief of His Majesty’s Province of Georgia.
“May it please your Excellency,—We, his Majesty’s most
dutiful and loyal subjects, the Council and Commons House
of Assembly of Georgia in General Assembly met, beg leave
to acquaint your Excellency that with the highest
satisfaction, we learn that the Rev. Mr. George Whitefield
has applied for lands, in order to the endowment of a
College in this Province. The many and singular obligations
Georgia has been continually laid under to that reverend
gentleman, from its very infant state, would in gratitude
induce us, by every means in our power, to promote any
measure he might recommend; but, in the present
instance, where the interest of the Province, the
advancement of religion, and the pleasing prospect of
obtaining proper education for our youth, so clearly
coincide with his views, we cannot in justice but request
your Excellency to use your utmost endeavours to promote
so desirable an event, and to transmit home our sincere
and very fervent wishes, for the accomplishment of so
useful, so beneficent, and so laudable an undertaking.
“By order of the Upper House,

“James Habersham, President.
“December 20, 1764.
“By Order of the Commons House,
“Alex. Wylly, Speaker.”
The reply of the governor of Georgia was as
courteous and generous as the address of the
Houses of Assembly:—
“Gentlemen,—I am so perfectly sensible of the very great
advantage which will result to the Province in general, from
the establishment of a seminary for learning here, that it
gives me the greatest pleasure to find so laudable an
undertaking proposed by the Rev. Mr. Whitefield. The
friendly and zealous disposition of that gentleman, to
promote the prosperity of this Province, has been often
experienced; and you may rest assured, that I shall
transmit your address home, with my best endeavours for
the success of the great point in view.
“James Wright.
“December 20, 1764.”
These documents greatly redound to Whitefield’s
honour, and are too important to be omitted in the
memoirs of the poor, persecuted preacher. Another of
the same class must also be inserted. On three
previous occasions, Whitefield’s Orphan House
accounts had been subjected to an official audit. On

April 16, 1746, it was ascertained that, up to that
date, Whitefield had expended £5,511 17s. 9¼d.;
and had received, £4,982 12s. 8d.; leaving him out
of pocket, £529 5s. 1¼d. From that date to
February 25, 1752, he expended £2,026 13s. 7½d.,
and received £1,386 8s. 7½d., leaving another
deficiency of £640 5s. From February 25, 1752, to
February 19, 1755, he spent £1,966 18s. 2d.,
towards which he received £1,289 2s. 3d., leaving a
third deficiency amounting to £677 15s. 11d. On the
9th of February, 1765, the fourth audit of the
accounts took place, from which it appeared that,
during the last ten years, Whitefield had expended
the sum of £3,349 15s. 10d., and had received
£3,132 16s. ¼d., he being a fourth time out of
pocket to the amount of £216 19s. 9¾d. These four
deficiencies put together make £2,064 5s. 10d., the
amount of Whitefield’s own private contributions to
his Orphanage in Georgia. Remembering that the
value of money then was four times greater than its
value now, this was an enormous sum for the
unbeneficed Methodist clergyman to give. Whitefield
was born and bred in a public-house; the expense of
his collegiate education had been met partly by
private benefactions, and partly by his submitting to
perform the drudgeries of a college servitor; the only
church living that he had ever had was Savannah,

and even that only for a few short months; fixed
income he had none; all his life, he had contentedly
and joyously relied on Providence for the supply of
his daily needs. Providence had never failed him. He
had had enough, and to spare. To say nothing of his
other gifts, in London and elsewhere, it was now
officially and publicly declared that, out of his own
private purse, he had given more than £2,000 to his
Orphan House in Georgia. The two attestations,
declaring this, were as follows:—
“Georgia.
“Before me, the Honourable Noble Jones, Esq., senior,
one of the Assistant Justices for the Province aforesaid,
personally appeared the Rev. Mr. George Whitefield, and
Thomas Dixon of the Province aforesaid, who, being duly
sworn, declare that the accounts relating to the Orphan
House, from folio 82 to folio 98 in this book, amounting on
the debit side to £3,349 15s. 10d. sterling, and on the
credit side to £3,132 16s. ¼d., contain, to the best of their
knowledge, a just and true account of all the monies
collected by, or given to them, or any other, for the use or
benefit of the said house, and that the disbursements,
amounting to the sum aforesaid, have been faithfully
applied to, and for the use of the same.
“Signed,
George Whitefield,
Thomas Dixon.
“February 9, 1765.

“Sworn this 9th day of February, 1765, before me, in
justification whereof I have caused the seal of the General
Court to be affixed.
“Signed, N. Jones. Sealed.”
“Georgia.
“Before me, the Honourable Noble Jones, Esq., senior,
personally appeared James Edward Powell and Grey Elliot,
Esqrs., members of His Majesty’s Honourable Council for
the Province aforesaid, who, being duly sworn, declare that
they have carefully examined the accounts containing the
receipts and disbursements, for the use of the Orphan
House of the said Province, and that, comparing them with
the several vouchers, they find the same not only just and
true in every respect, but kept in such a clear and regular
manner, as does honour to the managers of that house;
and that, on a careful examination of the several former
audits, it appears that the sum of £2,064 5s. 10d. has, at
several times, been given by the Rev. Mr. George Whitefield
for the use of the said house; and that, in the whole, the
sum of £12,855 5s. 4¾d. has been laid out for the same
house since the 7th of January, 1739, to this day. Also, that
it doth not appear that any charge has ever been made by
the said Rev. Mr. Whitefield, either for travelling charges or
any other expenses whatever; and that no charge of salary
has been made for any person whatever, employed or
concerned in the management of the said house.
“Signed,
James Edward Powell,
Grey Elliot.
“February 9, 1765.
“Sworn this 9th day of February, 1765, before me, in
justification whereof I have caused the seal of the General

Court to be affixed.
“Signed, N. Jones. Sealed.”
These are lengthy documents to insert, but the
honour of Whitefield’s memory requires them; and
they, also, without the need of further evidence,
triumphantly acquit the great itinerant from the
numerous mercenary charges, which, from time to
time, were brought against him. No wonder that
poor afflicted Whitefield was full of gratitude. The
following extracts from his letters will be welcome:—
“Bethesda, January 14, 1765. I have been in Georgia
above five weeks. All things, in respect to Bethesda, have
gone on successfully. God has given me great favour in the
sight of the Governor, Council, and Assembly. A memorial
was presented for an additional grant of lands, consisting of
two thousand acres. It was immediately complied with.
Both houses addressed the Governor in behalf of the
intended College. As warm an answer was given; and I am
now putting all in repair, and getting everything ready for
that purpose. Every heart seems to leap for joy, at the
prospect of its future utility to this and the neighbouring
colonies. The only question now is, whether I should
embark directly for England, or take one tour more to the
northward. He, who holdeth the stars in His right hand, will
direct in due time. I am here in delightful winter quarters.
Peace and plenty reign at Bethesda. His Excellency dined
with me yesterday, and expressed his satisfaction in the
warmest terms. Who knows how many youths may be
raised up for the ever-loving and altogether lovely Jesus?
Thus far, however, we may set up our Ebenezer. Hitherto,

the bush has been burning, but not consumed. Lord, I
believe; help Thou my unbelief!”
“Bethesda, February 3, 1765. We have just been
wishing some of our London friends were here. We have
lovefeasts every day. Nothing but peace and plenty reign in
Bethesda, this house of mercy. God be praised for making
the chapel, in London, such a Bethel. I believe it will yet be
the gate of heaven to many souls. Whether we live or die,
we shall see greater things. Remember, my dear friend, to
ask something worthy of a God to give. Be content with
nothing short of Himself. His presence alone can fill and
satisfy the renewed soul.”
“Bethesda, February 13, 1765. A few days more, and
then farewell Bethesda, perhaps for ever. The within audit,
I sent to the Governor. Next day, came Lord J. A. G――n, to
pay his Excellency a visit. Yesterday morning, they, with
several other gentlemen, favoured me with their company
to breakfast. But how was my Lord surprised and delighted!
After expressing himself in the strongest terms, he took me
aside, and informed me that the Governor had shown him
the accounts, by which he found what a great benefactor I
had been;—that the intended College would be of the
utmost utility to this and the neighbouring Provinces;—that
the plan was beautiful, rational, and practicable;—and that
he was persuaded his Majesty would highly approve of it,
and also favour it with some peculiar marks of his royal
bounty. At their desire, I went to town, and dined with him
and the Governor at Savannah. On Tuesday next, God
willing, I move towards Charleston, leaving all arrears paid
off, and some cash in hand, besides the last year’s whole
crop of rice, some lumber, the house repaired, painted,
furnished with plenty of clothing, and provision till the next
crop comes in, and perhaps some for sale. Only a few boys
will be left, two of whom are intended for the foundation;

so that, this year, they will be getting rather than
expending. Near ten boys and girls have been put out. The
small-pox has gone through the house, with the loss of
about six negroes and four orphans. Before this, I think not
above four children have been taken off these twenty-four
years. As an acknowledgment of Mr. and Mrs. Dixon’s
faithfulness and care, I have made them a present of a bill
of exchange drawn upon you. And now, farewell, my
beloved Bethesda! surely the most delightfully situated
place in all the southern parts of America.”
On Thursday, February 21, Whitefield arrived at
Charleston,522
where he wrote to Mr. and Mrs. Dixon,
and other friends, as follows:—
“Charleston, March 5, 1765. My very dear, dear friends.
Often have we thought and talked of Bethesda. No place
like that for peace, and plenty of every kind. This leaves
me, aiming, in my poor way, to do a little for Him, who has
done and suffered so much for me. People of all ranks fly to
the gospel, like doves to the windows. The word begins to
fall with great weight, and all are importunate for my longer
stay; but next week I expect to move. The negroes’ shirts,
etc., are in hand. O that these Ethiopians may be made to
stretch out their hands unto God! I feel a great compassion
for them.”
“Charleston, March 15, 1765. I have had a most
pleasant winter. Words cannot well express what a scene of
action I leave behind. My American work seems as yet
scarce begun. My health is better; and every day the word
of God runs and is glorified more and more. In two days,
my wilderness range commences afresh. In about six
weeks, I hope to see Philadelphia. From thence, they say, I

am to set sail for my native country. But heaven, a blessed,
long-wished for heaven, is my home.”
“Wilmington, Cape Fear, March 29, 1765. Thus far hath
the Lord brought me in my way to Philadelphia. We had a
most cutting parting from Charleston. I preached thrice in
my way to this place. At the desire of the mayor and other
gentlemen, I shall stay till next Sunday. This pilgrimage
kind of life is the very joy of my heart. Ceiled houses and
crowded tables I leave to others. A morsel of bread, and a
little bit of cold meat, in a wood, is a most luxurious repast.
Jesus’ presence is all in all, whether in the city or the
wilderness.”
Whitefield seems to have spent about a month in
the journey between Charleston and Philadelphia,
but has left no detailed account of his labours.
Possibly, he made another tour through Virginia and
Maryland. Indeed, this seems to be hinted in the
letter about to be quoted. He was now on his way to
England, but he wished to be permanently exempt
from the responsibility of supplying the pulpits and
managing the affairs of his London chapels. Hence
the following addressed to Mr. Keen:—
“Newcastle, 30 miles from Philadelphia, May 4, 1765. I
am just come here, in my way to embark from Philadelphia.
But how shall I do it? All along, from Charleston to this
place, the cry is, ‘For Christ’s sake, stay and preach to us.’ O
for a thousand lives to spend for Jesus! He is good, He is
good! His mercy endureth for ever. Help, help, my dear
English friends, to bless and praise Him! Thanks be to God!
all outward things are settled on this side the water. The

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