Performance Management 3rd Edition Aguinis Solutions Manual

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Chapter 6—Gathering Performance Information
Learning Objectives
6.1 Understand why each of several basic components is included in the appraisal form.
6.2 Design effective appraisal forms.
6.3 Compute an overall employee performance score based on information found on the
appraisal form.
6.4 Select an appropriate time period to document performance as part of a performance
review.
6.5 Determine how many formal meetings are needed between the subordinate and the
supervisor to discuss performance issues.
6.6 Understand advantages and disadvantages of using supervisors, peers, subordinates, self,
and customers as sources of performance information.
6.7 Know how to deal with potential disagreements involved with different sources
evaluating the performance of the same employee.
6.8 Understand the psychological mechanisms leading to the inflation and deflation of
performance ratings.
6.9 Understand that the implementation of training programs can address intentional and
unintentional rating distortion.

Chapter Outline
Gathering Performance Information
Overview
1. Appraisal Forms
2. Characteristics of Appraisal Forms
3. Determining Overall Rating
4. Appraisal Period and Number of Meetings
5. Who Should Provide Performance Information
6. A Model of Rater Motivation
7. Preventing Rating Distortion Through Rater Training Programs
1. Appraisal Forms
• Major Components of Appraisal Forms (1)
o Basic employee information
o Accountabilities, objectives, and standards
o Competencies and indicators
o Major achievements and contributions
o Stakeholder input
o Employee comments
o Signatures
• Major Components of Appraisal Forms (2)
(These could be included in a separate form)
o Developmental achievements
o Developmental
• Needs
• Plans
• Goals
 Why do some companies such as Sun Microsystems separate these components into two
separate forms?
 Consider the forms in Figures 6.1 and 6.2. How complete are they? What components
might be missing?
2. Characteristics of Appraisal Forms
• Desirable Features of All Appraisal Forms
o Simplicity
o Relevancy

o Descriptiveness
o Adaptability
o Comprehensiveness
o Definitional clarity
o Communication
o Time orientation
 Consider the forms in Figures 6.1 and 6.2. How do they measure up?
3. Determining Overall Rating
• Judgmental strategy
o Consider every aspect of performance
o Arrive at defensible summary
• Mechanical strategy
o Consider scores assigned to each section
o Add weighted scores to obtain overall score
 Consider the form in Figure 6.3. Which kind of rating strategy would an employee prefer?
Why? Which would the supervisor prefer? Why?
• Comments section
o Challenges
• Difficult to systematically categorize and analyze
• Quality, length, and content vary
o Tools to overcome challenges
• Computer-aided text analysis (CATA) software
• Establish goals of the information provided
• Training in systematic and standardized rating skills
4. Appraisal Period and Number of Meetings
• Appraisal period
o Meetings
▪ Annual
• May not provide sufficient opportunity for supervisor/employee discussion
▪ Semi-annual
 What is the benefit to Hamilton Standard Commercial Aircraft in performing semi-annual
reviews?
▪ Quarterly
 Why does Synygy, Inc. perform quarterly reviews?
• Review to be completed
o Anniversary date

▪ The supervisor does not have to fill out forms at the same time
▪ Cannot tie rewards to fiscal year
o Fiscal year
▪ Rewards tied to fiscal year
▪ Goals tied to corporate goals
▪ May be a burden to the supervisor, depending on the implementation
• Six Types of Formal Meetings (can be combined)
o System inauguration
o Self-appraisal
o Classical performance review
o Merit/salary review
o Development plan
o Objective setting
 How does Johnsonville Foods handle these meetings?
 How might a Web-based system such as the one at Central Florida Healthcare Federal
Credit Union be used to enhance the usefulness of these meetings?
5. Who Should Provide Performance Information?
Employees should be involved in selecting
• Which sources evaluate
• Which performance dimensions
When employees are actively involved
• Higher acceptance of results
• Perception that the system is fair
Firsthand knowledge of employee performance
• Supervisors
• Peers
• Subordinates
• Self
• Customers
o Supervisors
• Advantages
▪ Best position to evaluate performance vs. strategic goals
▪ Make decisions about rewards
▪ Able to differentiate among performance dimensions
▪ Viewed as the exclusive source in some cultural contexts

• Disadvantages
▪ Supervisor may not be able to directly observe performance
▪ Evaluations may be biased
o Peers
• Advantages
▪ Assess teamwork
• Disadvantages
▪ Possible friendship bias
▪ May be less discriminating
▪ Context effects
o Subordinates
• Advantages
▪ Accurate when used for developmental purposes
▪ Good position to assess some competencies
• Disadvantages
▪ Inflated when used for administrative purposes
▪ May fear retaliation (confidentiality is key)
 How is “Tell Dell” used to improve the computer giant?
o Self
• Advantages
▪ Increased acceptance of decisions
▪ Decreased defensiveness during an appraisal interview
▪ Good position to track activities during review period
• Disadvantages
▪ May be more lenient and biased
• Suggestions to improve the quality of self-appraisals
▪ Use comparative as opposed to absolute measurement systems
▪ Allow employees to practice their self-rating skills
▪ Assure confidentiality
o Emphasize the futureCustomers (external and internal)
• Advantages
▪ Employees become more focused on meeting customer expectations
• Disadvantages
▪ Time
▪ Money
 What advantages could override the disadvantages of using customer evaluations?

Disagreement Across Sources
• Expect disagreements
• Ensure employee receives feedback by the sources
• Assign differential weights to scores by source, depending on importance
• Ensure that employees take active roles in selecting which sources will rate which
dimensions
6. A Model of Rater Motivation (see the textbook for model)
• Types of Rating Errors
o Intentional errors
• Rating inflation
• Rating deflation
o Unintentional errors
• Due to complexity of tasks
• Motivations for Rating Inflation
o Maximize merit raise/rewards
o Encourage employees
o Avoid creating written records
o Avoid confrontation with employees
o Promote undesired employees out of the unit
o Make the manager look good to his/her supervisor
• Motivations for Rating Deflation
o Shock employees
o Teach a rebellious employee a lesson
o Send a message to employee that he/she should consider leaving
o Build a strongly documented and written record of poor performance
• Recommendations for reducing intentional rating distortion
o Have raters justify their ratings
o Have raters justify their ratings in a face-to-face meeting
7. Preventing Rating Distortion Through Rater Training Programs
Rater training programs should cover:
• Information—how the system works
o Reasons for implementing the performance management system
o Information on the appraisal form and system mechanics
• Motivation—what’s in it for me?
o Benefits of providing accurate ratings
o Tools for providing accurate ratings

• Identifying, observing, recording, and evaluating performance
o How to identify and rank job activities
o How to observe, record, and measure performance
o How to minimize rating errors
• How to interact with employees when they receive performance information
o How to conduct an appraisal interview
o How to train, counsel, and coach
What aspects of a good rater training program are covered in the City of Aurora, CO training
program? How could the program be improved?
Gathering Performance Information: Summary
• Appraisal Forms
• Characteristics of Appraisal Forms
• Determining Overall Rating
• Appraisal Period and Number of Meetings
• Who Should Provide Performance Information?
• A Model of Rater Motivation
• Preventing Rating Distortion Through Rater Training Programs
Review Learning Objectives
Worked Solutions for End-of-Chapter Cases
Case Study 6.1: Evaluating an Appraisal Form Used in Higher Education
Major Components of Appraisal
Forms Comments
X
Basic Employee Information
No changes are needed because more than a
sufficient amount of information is included.
Accountabilities, Objectives,
and Standards
These need to be linked to the department and
organizational mission. If they do not do this, the
employees may not realize how their contribution
fits into the organization as a whole. To
accomplish this linkage, the form should at least
provide a brief outline of the goals of the
organization or department.
X
Competencies and Indicators
No changes are needed. There are ten essential
core competencies (each includes specific
descriptions) and room for additional essential
competencies are provided for rating. Further, set
indicators are provided along with clear guidelines
that guide the evaluator in making evaluations that
are uniform across employees.

Major Components of Appraisal
Forms Comments
Major Achievements and
Contributions
Employees like to be recognized for their hard
work, so having a section that reminds the
manager to focus on the positives would be
helpful. This is included in the evaluation form to
the extent that the employee is evaluated on
whether or not last period’s goals were met. It
would be beneficial to also include an area where
the evaluator could include other major
achievements or contributions other than met
goals.
Developmental Achievements
This section is not present. In the absence of this
section, the negative consequence is that the rated
employees may feel that their efforts to improve
their skills are going unnoticed. This may lead to
reduced motivation.
X
Developmental Needs, Plans,
and Goals Presen`
X
Stakeholder Input
A section for supervisor’s comments is attached.
However, nothing comparable exists in the form
for other stakeholders (e.g., peers, customers).
X
Employee Comments
There is no are available for the employee.
Without this the employee does not have the
opportunity to participate in the evaluation
process, which may cause the employee to
perceive that the evaluation system is not fair,
X Approvals Present and no changes are needed.
(Suggested points: 5, [6.1])
Case Study 6.2: Judgmental and Mechanical Methods of Assigning Overall Performance
Score at The Daily Planet
There are several ways to compute the overall score using the judgmental method based on the
relative importance that raters give to each of the performance dimensions rated. But, assuming a
rater gives the same weight to each of the dimensions, the overall score would be: (2 + 4 + 5 +
2)/4 = 4.25.
Using the assigned weights, the overall performance score is 2(.25) + 4(.40) + 5(.15) + 2(.20) =
3.25. Therefore, using a mechanical method resulted in a score that is 1 point higher than using a
judgmental method. This is a very large difference considering that scores can range from 0 to 5.
As shown by the difference in scores, there is a large difference in the two ratings. This could
have implications for how bonuses are allocated, promotions are rewarded, and goals are set.
Using the judgmental method, the overall score was much lower; this means that the
organization possibly had to pay less bonuses. However, the impact on the individual could be

detrimental to his/her career if that person is being passed over for promotions or is setting goals
that are too easy to achieve. This could affect the supervisor who might begin to set
inappropriate goals for the employee.
Case Study 6.3: Minimizing Intentional and Unintentional Rating Errors
Note: “IE” and “UE” stand for intentional errors and unintentional errors, respectively.
IE UE Content Area Comments
X
Reasons for implementing the
performance management
system. This includes an
overview of the entire system,
its purpose, and benefits for all
employees.
This type of information will help raters realize
that their ratings are taken seriously so that they
should take them seriously. This includes
explaining what the ratings can be used for and
the importance of the accuracy of the ratings.
Thus, it should enhance raters’ motivation to
provide accurate ratings. However, this type of
information would not necessarily diminish
unintentional errors.
X
How to identify and rank job
activities. This includes
information on how to conduct
a job analysis and understand
the most important
accountabilities and
competencies.
This mainly helps prevent unintentional errors.
Raters gain a better understanding of the
important job activities and are therefore more
likely to evaluate behaviors and results
correctly.
X
How to observe, record, and
measure performance. This
may include observational
skills such as how to observe
the behaviors that really matter
and not be distracted by
behaviors unrelated to the
performance dimensions being
measured. It also includes
skills needed to fill out the
appraisal form.
This will help avoid unintentional errors
because it teaches one to record performance—
a habit that can decrease many of the cognitive
processing errors often present.
X X
Information on the appraisal
form and system mechanics.
This includes a detailed
description of the content of
the appraisal form and what
each section is intended to
measure. It also includes
information on a number of
This type of information is likely to decrease
both types of errors. First, intentional errors are
likely to be decreased because the manager will
become more comfortable with the process.
Second, it can also help decrease unintentional
errors because managers will gain a better
understanding of the different levels of
performance.

IE UE Content Area Comments
meetings and the expectations
regarding each participant.
X
How to minimize rating errors.
This includes steps that can be
taken to minimize
unintentional errors due to the
cognitive demands associated
with the observation and
evaluation of performance.
This targets unintentional errors and should
help minimize them.
X X
How to conduct an appraisal
interview. This includes
listening skills, communication
skills, and how to provide
feedback during the appraisal
interview. It also includes
skills on how to help the
employee create a
developmental plan.
This addresses both types of errors. First, it
addresses intentional errors because the
manager has good skills regarding how to
manage the process. Second, it helps managers
verbalize the reasons for the rating they
provided, thereby helping ratings be more
accurate, because it is difficult to justify
inaccurate ratings.
X
How to train, counsel, and
coach. This includes skills that
the supervisor needs to help
employees improve their
performance on an ongoing
basis.
This mainly addresses intentional errors
because it gives managers skills on how to
manage the process well and can decrease the
motivation to introduce politics into the
process.
Case Study 6.4: Minimizing Biases in Performance Evaluation at Expert Engineering, Inc.
1. It is possible that Demetri may intentionally inflate the ratings he gives to his fellow alumni
because he doesn’t want to confront them about areas where performance improvement is
necessary. He may worry that giving an accurate rating could jeopardize his relationship with
the “gang” whom he likes and wishes to continue to be part of. At the same time, he may
unintentionally distort the ratings that he gives to various employees, because he, as a
principal, is responsible for supervision of many engineers. It is very difficult to remember
all of the behavior and results of one’s own performance, let alone such information about
many different people. Observing information about performance, storing this information in
memory, and then recalling it when it’s time to fill out the appraisal form is a complex
cognitive task that could lead to unintentional distortions of ratings.

2. Different kinds of training could assist Demetri in providing more objective appraisals,
although none of the programs can guarantee perfect results. Appraisals are inherently
subjective. The training program should provide basic information on the appraisal form and
how the system works. In addition, the benefits of accurate appraisals (“what’s in it for me?”)
and tools for providing such ratings should be provided. Demetri will need training in the
following areas:
o How to identify and rank job activities
o How to observe, record, and measure performance
o How to minimize rating errors
Finally, he will need assistance in how to interact with the engineers he supervises,
particularly when they receive performance information. Demetri needs to learn how to
conduct an appraisal interview and how to train, counsel, and coach. Training should help him
provide the supervision and performance appraisal that all of his employees need, including
the members of his alma mater.
Additional Cases and Worked Solutions
Case Study: CRB, Inc.
The following performance appraisal form was adopted by CRB, Inc., a small car restoration
business. It was filled out by Al Brown, the owner of CRB, Inc., because he has been told he
should give all of his employees an appraisal of their performance. This particular form was
given to the foreman, Robert (Bob) Jared, to complete the employee comments; Al then filled in
the supervisor comments sections.
As you review the performance appraisal form, please respond to the following questions:
1. Provide a detailed evaluation of the form. What components are necessary? What is
missing and what should be added? Is anything optional? Provide a brief explanation of
your responses.
(Suggested points: 10, .7[6.1], .3[6.2])
2. Assess the advantages and disadvantages of having the supervisor and the subordinate
complete this form.
3. Based on the information provided, what is an appropriate overall success rating for this
employee? Why?
4. How often should this form be completed and why?

Performance Appraisal Form1
Employee Name: Position/Title: Department: Date:
Robert Jared Foreman Paint and Auto body 6/30/12
Performance Attribute
Supervisor
Comments
Score Employee
Comments
Score
Knowledge/Know-how:
Demonstrated knowledge or
technical skills required by
position. These may include
command of professional body of
knowledge; knowledge of
organizational structure, mission,
or goals.
Strong knowledge and
technical skill.
Instinctive knowledge
of how the company can
move forward in the
industry.
3
I’ve got 25 years
experience in paint
and body shop work.
I held this company
together over the past
year.
4
Communication Skills:
Demonstrated written, listening,
and interpersonal skills. These
may include diplomacy, conflict
resolution, or presentation skills.
Good verbal skills most
of the time. Occasional
difficulty in controlling
anger has exacerbated
existing problems.
Doesn’t always do
paperwork needed in
job.
1
Good enough for this
job. Frustrations
aren’t my fault. I do
my best.
2
Work Results:
Work is thorough, accurate,
completed on time and as
planned, and is considered a
quality job.
Excellent
4
Of course.
4
Work Style:
Demonstrated good work habits.
These may include being
dependable, consistent,
independent and self-starting, and
exhibiting flexible work behavior. Excellent
4
I’m always here
before my boss and
open to whatever he
suggests. I work
weekends and do
work for free. This
entire place is a lot
cleaner and more
organized since I got
here.
4
Service Orientation:
Demonstrated courteous,
responsive, respectful behavior
toward customers, staff, and
In general, Bob does a
good job managing
relationships with
customers and staff. As
1.5 I do the best I can in
difficult
circumstances.
3
1
Adapted from an appraisal form developed by Boston College, found at
http://www.bc.edu/bc_org/hvp/c/apprais.html Accessed May 4, 2005.

Employee Name: Position/Title: Department: Date:
Robert Jared Foreman Paint and Auto body 6/30/12
Performance Attribute
Supervisor
Comments
Score Employee
Comments
Score
others. noted above, he needs
help managing anger
issues.
Additional Performance
Attributes:
Supervision
Contribution to overall
motivation and
performance of staff is
very good.
3
I’ve trained Dave and
brought the mechanic
and engine repair
shop into being on
my own time.
4
Overall Success Rating
Very good
2.5
Top notch
5
This performance appraisal is meant to summarize and evaluate an individual’s overall
performance for the year. Five generic performance attributes and definitions are provided for all
employees. These attributes address an individual’s knowledge, competence, and skills as
applied to one’s work. Performance attributes may be added as needed in order to customize the
form to the individual’s position. Both the supervisor and the employee should provide an
overall performance success rating using the scale below.
4—Performance far exceeds position requirements and indicates job mastery
3—Performance consistently exceeds position requirements
2—Performance meets position requirements
1—Performance does not meet position requirements
Did the employee have a work plan? Yes N
No
o
Did this employee show progress on a work plan? Yes No
Did the employee have a developmental plan? Yes N
No
o
Did this employee show progress on a developmental plan? Yes No
Supervisor Comments: (Describe the employee’s total performance for the year and substantiate
the overall success rating.)
Bob has really helped the shop get into a competitive stance. Both his own performance and his supervision have
helped us get cars out on schedule and keep good employees. He works hard while he’s here and he encourages
the rest of the staff to put in a good day’s work for a good day’s pay. He volunteers his own time and ideas to
enhance the shop. He suggested working with a radio station to refinish a car that they could give away in
exchange for providing advertising for the shop. His enthusiasm led the employees to volunteer their time on the

project. Everything is more organized since he got here. On the other hand, he really does need to learn how
to manage his anger. It doesn’t happen very often (maybe four times all year), but it’s frightening to watch
him lose his temper. So far there has been no violence (which would be a firing offense), but I can understand
why one customer brought in a police officer when he came back to pay his bill after Bob got angry when the
customer called him a liar. Bob’s loud angry verbal response was totally inappropriate for a business setting.
Paperwork is another area of weakness: Bob does as little as he can get away with, which leads to poor
documentation in the customer files and problems with employee pay sheets. He complained to one owner about how
the other owner didn’t purchase parts on time. That owner asked in writing for a list of parts needed to monitor
their purchase and the list still has not appeared.
Supervisor’s Signature: Alfred E. Brown Date:June 28, 2012
Employee Comments: (Describe your total performance and the two-way communication with
your supervisor throughout the year.)
I never had a work plan and don’t know what a developmental plan is. Al hired me to get this
shop back on its feet and I’ve done that. For the first time, he’s taking money home and he
has me to thank for that. Sure, I get frustrated—who wouldn’t with customers who want us to
work for free and whine that the former owner promised them this and that. Of course, he
never did anything and now we’re stuck with his broken promises and no paperwork. I do my
best with the paperwork but I get busy on the jobs. You’ve got to decide whether you want paper
or cars to go out. Al and I talk every day—I give him notes about the parts I need. Then Mary
says she wants a list … tell her to ask Al! I don’t have time to please a boss who’s never in the
shop. I’ve got too much going on with doing free and redo work and helping our employees be
great employees. It’s nice to work here most of the time. I’ve always liked working on old cars
and we do great work. The money is starting to be ok and we’re getting better equipment. We
ought to get this place really turned around this next year.
Employee’s Signature: Bob Jared Date: June 28, 2012
Answers:
1. Most forms include a combination of the following: (a) basic employee information, (b)
accountabilities, objectives, and standards, (c) competencies and indicators, (d) major
achievements and contributions, (e) developmental achievements, (f) developmental
needs, plans, and goals, (g) stakeholder input, (h) employee comments, and (i) signatures.
Note, however, that one size does not fit all, and different components are appropriate
based on the purposes of the appraisal.
This appraisal is described in the case study as perhaps the first formal appraisal that Al
Brown has done with his employees. It may be a fiscal year end appraisal or a six month

appraisal. Although the employee’s name, position, and department are provided, there is
no further basic employee information. Some performance attributes appear to relate to
competencies (knowledge, communication skills); some appear to be performance
standards (results, style, service orientation). The supervisor and employee comments
highlight several major achievements and contributions. The supervisor notes some
developmental needs (anger management; more consistent paperwork completion) but
there is no plan or goal to deal with these needs. There is no stakeholder input. There are
employee comments and signatures.
2. The supervisor is usually in the best position to evaluate performance in light of the
organizational goals. As the owner, Al is certainly responsible for making decisions about
any rewards associated with performance evaluation. A disadvantage is that evaluations
can be biased; some supervisors may not be able to directly observe performance.
When the employee completes the form, advantages can include increased acceptance of
decisions and decreased defensiveness during the appraisal interview. The employee is in
a very good position to track his own activities during the review period. Disadvantages
may include rating distortions such as leniency with regard to his own behaviors as well
as other intentional and unintentional biases.
3. Al and Bob agree that Bob provides strong value to the company, although Al is aware
that Bob has, on occasion, jeopardized the company with his inability to control his
anger. Bob believes that he consistently exceeds the position requirements and some of
the descriptions of his performance indicate that he has been a very valuable asset to the
company. Al notes some weaknesses that indicate “consistency” is missing; in fact,
occasional performance does not meet minimum requirements. Al’s overall rating of 2.5
may be the most objective rating.
4. At a minimum, a formal appraisal should be conducted annually. However, it would be
better to conduct formal appraisals at least semi-annually, and quarterly would be the
best. This is a busy shop, and both Al and Bob are working as supervisors with many
other duties besides supervision. They cannot count on providing equally complete and
balanced feedback to each employee on an ongoing basis. Therefore, regular formal
meetings conducted with advance thought and preparation have a much better chance of
helping each employee do his best to help the company meet its goals.
Case Study: Our Civil Service
At the State Employment Service, a number of employment counselors were hired together
during a special recruiting effort 12 years ago in 2000. They formed a cohort, went through
training together, and received graduate hours in vocational counseling together.
About a year ago, Jane Midland, the first member of the cohort to get promoted, tested into a
supervisory position at one of the Job Service Centers. Two of the eleven employees who report
to her are members of the 2000 cohort. Barb Rick and George Malloy deeply respect her abilities
and have a strong affection for her. In fact, Barb Rick has spent time at Jane’s home watching

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INDEX OF THE PROJECT
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CONTENTS
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ESSAY ON MAN
## THE ODYSSEY OF HOMER
## THE ILIAD OF HOMER
AN ESSAY ON CRITICISM
## POETICAL WORKS OF ALEXANDER POPE, Vol. I
## POETICAL WORKS OF ALEXANDER POPE, Vol. II
## RAPE OF LOCK AND OTHER POEMS
## THE WORKS OF ALEXANDER POPE, Vol. 1
## THE WORKS OF ALEXANDER POPE, Vol. 2
## THE LETTERS OF ABELARD AND HELOISE

THREE HOURS AFTER MARRIAGE
TABLES OF CONTENTS OF
VOLUMES
THE ODYSSEY OF HOMER

Translated by Alexander Pope
CONTENTS
INTRODUCTION
THE ODYSSEY OF HOMER
BOOK I MINERVA'S DESCENT TO ITHACA.
BOOK II. THE COUNCIL OF ITHACA.
BOOK III THE INTERVIEW OF TELEMACHUS AND NESTOR.
BOOK IV. THE CONFERENCE WITH MENELAUS.
BOOK V. THE DEPARTURE OF ULYSSES FROM CALYPSO
BOOK VI.
BOOK VII.
BOOK VIII.
BOOK IX.
THE ADVENTURES OF THE CICONS, LOTOPHAGI AND
CYCLOPS
BOOK X.
ADVENTURES WITH AEOLUS, THE LAESTRYGONS,
AND CIRCE.
BOOK XI. THE DESCENT INTO HELL.
BOOK XII THE SIRENE, SCYLLA, AND CHARYBDIS.
BOOK XIII THE ARRIVAL OF ULYSSES IN ITHACA.
BOOK XIV. THE CONVERSATION WITH EUMAEUS.
BOOK XV. THE RETURN OF TELEMACHUS.
BOOK XVI. THE DISCOVERY OF ULYSSES TO TELEMACHUS.

BOOK
XVII.
BOOK
XVIII.
THE FIGHT OF ULYSSES AND IRUS.
BOOK XIX. THE DISCOVERY OF ULYSSES TO EURYCLEA.
BOOK XX.
BOOK XXI. THE BENDING OF ULYSSES' BOW.
BOOK
XXII.
THE DEATH OF THE SUITORS.
BOOK
XXIII.
BOOK
XXIV.
THE ILIAD OF HOMER

Translated by Alexander Pope
With notes by Theodore Alois Buckley
CONTENTS
INTRODUCTION.
POPE'S PREFACE TO THE ILIAD OF HOMER
BOOK I.
THE CONTENTION OF ACHILLES AND
AGAMEMNON.
BOOK II.
THE TRIAL OF THE ARMY, AND CATALOGUE OF
THE FORCES.
BOOK III. THE DUEL OF MENELAUS AND PARIS.
BOOK IV.
THE BREACH OF THE TRUCE, AND THE FIRST
BATTLE.
BOOK V. THE ACTS OF DIOMED.
BOOK VI.
THE EPISODES OF GLAUCUS AND DIOMED, AND
OF HECTOR AND ANDROMACHE.
BOOK VII. THE SINGLE COMBAT OF HECTOR AND AJAX.
BOOK VIII.
THE SECOND BATTLE, AND THE DISTRESS OF
THE GREEKS.
BOOK IX. THE EMBASSY TO ACHILLES.
BOOK X.
THE NIGHT-ADVENTURE OF DIOMED AND
ULYSSES.
BOOK XI.
THE THIRD BATTLE, AND THE ACTS OF
AGAMEMNON.
BOOK XII. THE BATTLE AT THE GRECIAN WALL.
BOOK XIII. THE FOURTH BATTLE CONTINUED, IN WHICH
NEPTUNE ASSISTS THE GREEKS: THE ACTS OF

IDOMENEUS.
BOOK XIV.
JUNO DECEIVES JUPITER BY THE GIRDLE OF
VENUS.
BOOK XV.
THE FIFTH BATTLE AT THE SHIPS; AND THE
ACTS OF AJAX.
BOOK XVI.
THE SIXTH BATTLE, THE ACTS AND DEATH OF
PATROCLUS
BOOK XVII.
THE SEVENTH BATTLE, FOR THE BODY OF
PATROCLUS.-THE ACTS OF MENELAUS.
BOOK XVIII.
THE GRIEF OF ACHILLES, AND NEW ARMOUR
MADE HIM BY VULCAN.
BOOK XIX.
THE RECONCILIATION OF ACHILLES AND
AGAMEMNON.
BOOK XX.
THE BATTLE OF THE GODS, AND THE ACTS OF
ACHILLES.
BOOK XXI. THE BATTLE IN THE RIVER SCAMANDER.
BOOK XXII. THE DEATH OF HECTOR.
BOOK XXIII. FUNERAL GAMES IN HONOUR OF PATROCLUS.
BOOK XXIV. THE REDEMPTION OF THE BODY OF HECTOR.
CONCLUDING
NOTE.
ILLUSTRATIONS
HOMER INVOKING THE MUSE.
MARS.
MINERVA REPRESSING THE FURY OF ACHILLES.
THE DEPARTURE OF BRISEIS FROM THE TENT OF ACHILLES.
THETIS CALLING BRIAREUS TO THE ASSISTANCE OF JUPITER.
THETIS ENTREATING JUPITER TO HONOUR ACHILLES.
VULCAN.

JUPITER.
THE APOTHEOSIS OF HOMER.
JUPITER SENDING THE EVIL DREAM TO AGAMEMNON.
NEPTUNE.
VENUS, DISGUISED, INVITING HELEN TO THE CHAMBER OF
PARIS.
VENUS PRESENTING HELEN TO PARIS.
VENUS.
Map, titled "Graeciae Antiquae".
THE COUNCIL OF THE GODS.
Map of the Plain of Troy.
VENUS, WOUNDED IN THE HAND, CONDUCTED BY IRIS TO MARS.
OTUS AND EPHIALTES HOLDING MARS CAPTIVE.
DIOMED CASTING HIS SPEAR AT MARS.
JUNO.
HECTOR CHIDING PARIS.
THE MEETING OF HECTOR AND ANDROMACHE.
BOWS AND BOW CASE.
IRIS.
HECTOR AND AJAX SEPARATED BY THE HERALDS.
GREEK AMPHORAâ?"WINE VESSELS.
JUNO AND MINERVA GOING TO ASSIST THE GREEKS.
THE HOURS TAKING THE HORSES FROM JUNO'S CAR.
THE SHIELD OF ACHILLES.
PLUTO.
THE EMBASSY TO ACHILLES.
GREEK GALLEY.
PROSERPINE.
ACHILLES.
DIOMED AND ULYSSES RETURNING WITH THE SPOILS OF
RHESUS.

THE DESCENT OF DISCORD.
HERCULES.
POLYDAMAS ADVISING HECTOR.
GREEK ALTAR.
NEPTUNE RISING FROM THE SEA.
GREEK EARRINGS.
SLEEP ESCAPING FROM THE WRATH OF JUPITER.
GREEK SHIELD.
BACCHUS.
AJAX DEFENDING THE GREEK SHIPS.
CASTOR AND POLLUX.
Buckles.
DIANA.
SLEEP AND DEATH CONVEYING THE BODY OF SARPEDON TO
LYCIA.
Ã?SCULAPIUS.
FIGHT FOR THE BODY OF PATROCLUS.
VULCAN FROM AN ANTIQUE GEM.
THETIS ORDERING THE NEREIDS TO DESCEND INTO THE SEA.
JUNO COMMANDING THE SUN TO SET.
TRIPOD.
THETIS AND EURYNOME RECEIVING THE INFANT VULCAN.
VULCAN AND CHARIS RECEIVING THETIS.
THETIS BRINGING THE ARMOUR TO ACHILLES.
HERCULES.
THE GODS DESCENDING TO BATTLE.
CENTAUR.
ACHILLES CONTENDING WITH THE RIVERS.
THE BATH.
ANDROMACHE FAINTING ON THE WALL.
THE FUNERAL PILE OF PATROCLUS.

CERES.
HECTOR'S BODY AT THE CAR OF ACHILLES.
THE JUDGMENT OF PARIS.
IRIS ADVISES PRIAM TO OBTAIN THE BODY OF HECTOR.
FUNERAL OF HECTOR.
THE POETICAL WORKS OF
ALEXANDER POPE
VOL. I.
With Memoir, Critical Dissertation, and
Explanatory Notes

By George Gilfillan
M.DCCC.LVI.
CONTENTS
LIFE OF ALEXANDER POPE
POPE'S POETICAL WORKS.
PREFACE.[2]
VARIATIONS IN THE AUTHOR'S MANUSCRIPT PREFACE.
PASTORALS,
SPRING — THE FIRST PASTORAL, OR DAMON.
VARIATIONS
SUMMER — THE SECOND PASTORAL, OR ALEXIS.
VARIATIONS.
AUTUMN. — THE THIRD PASTORAL, Or HYLAS AND ÆGON.
VARIATIONS.
WINTER. — THE FOURTH PASTORAL, OR DAPHNE.
VARIATIONS.
MESSIAH. — A SACRED ECLOGUE, IN IMITATION OF VIRGIL'S
'POLLIO.'
AN ESSAY ON CRITICISM.
Introduction.—That 'tis as great a fault to judge ill, as to write ill,
THE RAPE OF THE LOCK:
CANTO I.

CANTO II.
VARIATION.
CANTO III.
VARIATIONS.
CANTO IV.
VARIATION.
CANTO V.
VARIATIONS.
ODE ON ST CECILIA'S DAY,
TWO CHORUSES TO THE TRAGEDY OF BRUTUS.
TO THE AUTHOR OF A POEM ENTITLED SUCCESSIO.[55]
ODE ON SOLITUDE.[56]
THE DYING CHRISTIAN TO HIS SOUL.[57]
ELEGY TO THE MEMORY OF AN UNFORTUNATE LADY[58]
PROLOGUE TO MR ADDISON'S TRAGEDY OF CATO.
IMITATIONS OF ENGLISH POETS.[60]
I. CHAUCER.
II. SPENSER.
III. WALLER.
ON A FAN OF THE AUTHOR'S DESIGN,
IV. COWLEY.
WEEPING.
V. EARL OF ROCHESTER.
VI. EARL OF DORSET.
VII. DR SWIFT.
THE TEMPLE OF FAME.
ELOISA TO ABELARD.
EPISTLE TO ROBERT EARL OF OXFORD AND EARL MORTIMER.[68]
EPISTLE TO JAMES CRAGGS, ESQ., SECRETARY OF STATE.[69]
EPISTLE TO MR JERVAS, WITH MR DRYDEN'S TRANSLATION OF
FRESNOY'S 'ART OF PAINTING.'

EPISTLE TO MISS BLOUNT, WITH THE WORKS OF VOITURE.[72]
EPISTLE TO MRS TERESA BLOUNT. ON HER LEAVING THE TOWN
AFTER THE CORONATION.[74]
TO MRS M. B.[75] ON HER BIRTHDAY.
TO MR THOMAS SOUTHERN,[76] ON HIS BIRTHDAY, 1742.
VARIATION.
TO MR JOHN MOORE, AUTHOR OF THE CELEBRATED WORM-
POWDER.
TO MR C.,[80] ST JAMES'S PLACE.
EPITAPHS.
AN ESSAY ON MAN: IN FOUR EPISTLES TO HENRY ST JOHN, LORD
BOLINGBROKE.
EPISTLE I. — OF THE NATURE AND STATE OF MAN WITH
RESPECT TO THE UNIVERSE.
EPISTLE II. — OF THE NATURE AND STATE OF MAN WITH
RESPECT TO HIMSELF AS AN INDIVIDUAL.
EPISTLE III. — OF THE NATURE AND STATE OF MAN WITH
RESPECT TO SOCIETY.
EPISTLE IV. — OF THE NATURE AND STATE OF MAN WITH
RESPECT TO HAPPINESS.
EPISTLE TO DR ARBUTHNOT; OR, PROLOGUE TO THE SATIRES.
SATIRES AND EPISTLES OF HORACE IMITATED.
THE FIRST EPISTLE OF THE SECOND BOOK OF HORACE.
TO AUGUSTUS.[142]
THE SECOND EPISTLE OF THE SECOND BOOK OF HORACE.
BOOK I. EPISTLE VII. — IMITATED IN THE MANNER OF DR SWIFT.
BOOK II. SATIRE VI. THE FIRST PART IMITATED IN THE YEAR
1714, BY DR SWIFT; THE LATTER PART ADDED AFTERWARDS.
BOOK IV. ODE I. TO VENUS.
THE SATIRES OF DR JOHN DONNE, DEAN OF ST PAUL'S,[171]
VERSIFIED.

EPILOGUE[177] TO THE SATIRES. IN TWO DIALOGUES. (WRITTEN
IN MDCCXXXVIII.)
FOOTNOTES:
THE POETICAL WORKS OF
ALEXANDER POPE
With Memoir, Critical Dissertation, and
Explanatory Notes,

By George Gilfillan
VOL. II.
M.DCCC.LVI.
CONTENTS
THE GENIUS AND POETRY OF POPE.
MORAL ESSAYS.
EPISTLE I.—TO SIR RICHARD TEMPLE, LORD COBHAM. OF THE
KNOWLEDGE AND CHARACTERS OF MEN.
EPISTLE III.[20]—TO ALLEN LORD BATHURST. OF THE USE OF
RICHES.
EPISTLE IV.—TO RICHARD BOYLE, EARL OF BURLINGTON. OF THE
USE OF RICHES.
EPISTLE V. TO MR ADDISON. OCCASIONED BY HIS DIALOGUES
ON MEDALS.[54]
TRANSLATIONS AND IMITATIONS. SAPPHO TO PHAON. FROM THE
FIFTEENTH OF OVID'S EPISTLES.
THE FABLE OF DRYOPE.[56] FROM THE NINTH BOOK OF OVID'S
METAMORPHOSES.
VERTUMNUS AND POMONA, FROM THE FOURTEENTH BOOK OF
OVID'S METAMORPHOSES.
THE FIRST BOOK OF STATIUS'S THEBAIS. TRANSLATED IN THE
YEAR 1703.

JANUARY AND MAY. FROM CHAUCER.[58]
THE WIFE OF BATH, HER PROLOGUE. FROM CHAUCER.
PROLOGUE AND EPILOGUES
A PROLOGUE TO A PLAY FOR MR DENNIS'S BENEFIT, IN 1733,
WHEN HE WAS OLD, BLIND, AND IN GREAT DISTRESS, A LITTLE
BEFORE HIS DEATH.
PROLOGUE TO MR ADDISON'S 'CATO.'
PROLOGUE TO THOMSON'S 'SOPHONISBA.'[59]
PROLOGUE, DESIGNED FOR MR D'URFEY'S LAST PLAY.
PROLOGUE TO 'THE THREE HOURS AFTER MARRIAGE'
EPILOGUE TO MR ROWE'S 'JANE SHORE.' DESIGNED FOR MRS
OLDFIELD.
MISCELLANIES
THE BASSET-TABLE.[62] AN ECLOGUE.
LINES ON RECEIVING FROM THE EIGHT HON. THE LADY FRANCES
SHIRLEY[63] A STANDISH AND TWO PENS.
VERBATIM FROM BOILEAU. UN JOUR DIT UN AUTEUR, ETC.
ANSWER TO THE FOLLOWING QUESTION OF MRS HOWE.
OCCASIONED BY SOME VERSES OF HIS GRACE THE DUKE OF
BUCKINGHAM.
MACER: A CHARACTER.
SONG, BY A PERSON OF QUALITY, WRITTEN IN THE YEAR 1733.
ON A CERTAIN LADY AT COURT.
ON HIS GROTTO AT TWICKENHAM, COMPOSED OF MARBLES,
SPARS, GEMS, ORES, AND MINERALS.
ROXANA, OR THE DRAWING-ROOM. AN ECLOGUE.
TO LADY MARY WORTLEY MONTAGUE.
EXTEMPORANEOUS LINES ON A PORTRAIT OF LADY MARY
WORTLEY MONTAGUE, PAINTED BY KNELLER.
LINES SUNG BY DURASTANTI, WHEN SHE TOOK LEAVE OF THE
ENGLISH STAGE.
UPON THE DUKE OF MARLBOROUGH'S HOUSE AT WOODSTOCK.

VERSES LEFT BY MR POPE. ON HIS LYING IN THE SAME BED
WHICH WILMOT, THE CELEBRATED EARL OF ROCHESTER, SLEPT
IN AT ADDERBURY, THEN BELONGING TO THE DUKE OF ARGYLL,
JULY 9, 1739.
THE CHALLENGE, A COURT BALLAD. TO THE TUNE OF 'TO ALL
YOU LADIES NOW AT LAND.'
THE THREE GENTLE SHEPHERDS.
EPIGRAM, ENGRAVED ON THE COLLAR OF A DOG WHICH I GAVE
TO HIS ROYAL HIGHNESS.
THE TRANSLATOR.
THE LOOKING-GLASS. ON MRS PULTENEY.[81]
A FAREWELL TO LONDON IN THE YEAR 1715.
SANDYS' GHOST;[82] OR, A PROPER NEW BALLAD ON THE NEW
OVID'S METAMORPHOSES: AS IT WAS INTENDED TO BE
TRANSLATED BY PERSONS OF QUALITY.
UMBRA.[85]
SYLVIA, A FRAGMENT.
IMPROMPTU TO LADY WINCHELSEA. OCCASIONED BY FOUR
SATIRICAL VERSES ON WOMEN WITS, IN 'THE RAPE OF THE
LOCK.'
EPIGRAM.
EPIGRAM ON THE FEUDS ABOUT HANDEL AND BONONCINI.
ON MRS TOFTS, A CELEBRATED OPERA SINGER.
THE BALANCE OF EUROPE.
EPITAPH ON LORD CONINGSBY.
EPIGRAM.
EPIGRAM FROM THE FRENCH.
EPITAPH ON GAY.
EPIGRAM ON THE TOASTS OF THE KIT-CAT CLUB, ANNO 1716.
TO A LADY, WITH THE 'TEMPLE OF FAME.'
ON THE COUNTESS OF BURLINGTON CUTTING PAPER.

ON DRAWINGS OF THE STATUES OF APOLLO, VENUS, AND
HERCULES, MADE FOR POPE BY SIR GODFREY KNELLER.
ON BENTLEY'S 'MILTON.'
LINES WRITTEN IN WINDSOR FOREST.
TO ERINNA.
A DIALOGUE.
ODE TO QUINBUS FLESTRIN, THE MAN MOUNTAIN,[87] BY TITTY
TIT, POET-LAUREATE TO HIS MAJESTY OF LILLIPUT. TRANSLATED
INTO ENGLISH.
THE LAMENTATION OF GLUMDALCLITCH FOR THE LOSS OF
GRILDRIG. A PASTORAL.
TO MR LEMUEL GULLIVER, THE GRATEFUL ADDRESS OF THE
UNHAPPY HOUYHNHNMS, NOW IN SLAVERY AND BONDAGE IN
ENGLAND.
MARY GULLIVER TO CAPTAIN LEMUEL GULLIVER. AN EPISTLE.
1740. A FRAGMENT OF A POEM.
THE FOURTH EPISTLE OF THE FIRST BOOK OF HORACE.[128]
EPIGRAM ON ONE WHO MADE LONG EPITAPHS.[129]
ON AN OLD GATE. ERECTED IN CHISWICK GARDENS.
A FRAGMENT.
TO MR GAY, WHO HAD CONGRATULATED POPE ON FINISHING HIS
HOUSE AND GARDENS.
ARGUS.
PRAYER OF BRUTUS. FROM GEOFFREY OF MONMOUTH.
LINES ON A GROTTO, AT CRUX-EASTON, HANTS.
THE UNIVERSAL PRAYER, DEO OPT. MAX.
THE DUNCIAD. IN FOUR BOOKS.
A LETTER TO THE PUBLISHER, OCCASIONED BY THE FIRST
CORRECT EDITION OF THE DUNCIAD.
MARTINUS SCRIBLERUS HIS PROLEGOMENA AND ILLUSTRATIONS
TO THE DUNCIAD: WITH THE HYPERCRITICS OF ARISTARCHUS.

TESTIMONIES OF AUTHORS CONCERNING OUR POET AND HIS
WORKS.
THE DUNCIAD:[234] BOOK THE FIRST. TO DR JONATHAN SWIFT.
BOOK THE SECOND.
BOOK THE THIRD.
BOOK THE FOURTH.
BY THE AUTHOR. A DECLARATION.
APPENDIX TO THE DUNCIAD.
INDEX OF PERSONS CELEBRATED IN THIS POEM.
FOOTNOTES:
THE RAPE OF THE LOCK AND
OTHER POEMS

Edited with introduction and notes
by Thomas Marc Parrott
CONTENTS
Preface
Introduction
Chief Dates in Pope's Life
The Rape of the Lock
An Essay on Criticism
Contents (tabulated)
An Essay on Man, Epistle I
The Design
Argument of Epistle I (tabulated)
Epistle I
An Epistle to Dr. Arbuthnot
Advertisement to the First Publication
Epistle to Dr Arbuthnot
Ode on Solitude
The Descent of Dullness (from The Dunciad, Book IV)
Epitaph on Gay
NOTES ON:
The Rape of the Lock
An Essay on Man, Epistle I
An Epistle to Dr. Arbuthnot

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