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Chapter 1 What Is Organizational Behavior? Page 2
Copyright © 2013 Pearson Education Inc. publishing as Prentice Hall
Myth or Science – “Most Acts of Workplace Bullying Are Men Attacking Women” (p. 12, IM p.
24)
An Ethical Choice – Can You Learn from Failure? (p. 24, IM p. 25)
GlOBalization – Does National Culture Affect Organizational Performance (p. 30, IM p. 27)
Point/CounterPoint – Lost in Translation (p. 31, IM p. 28)
Questions for Review (p. 32, IM p. 30)
Experiential Exercise – Workforce Diversity (p. 32, IM p. 33)
Ethical Dilemma – Jekyll and Hyde (p. 33, IM p. 35)
Text Cases
Case Incident 1 ”Lesson for ‘Undercover‘ Bosses” (p. 34, IM 37)
Case Incident 2 Era of the Disposable Worker (p. 35, IM p. 39)
INSTRUCTOR’S CHOICE - Companies Dealing with OB Issues (IM p. 41)
This section presents an exercise that is NOT found in the student's textbook. Instructor's Choice
reinforces the text's emphasis through various activities. Some Instructor's Choice activities are
centered around debates, group exercises, Internet research, and student experiences. Some can
be used in-class in their entirety, while others require some additional work on the student's part.
The course instructor may choose to use these at anytime throughout the class—some may be
more effective as icebreakers, while some may be used to pull together various concepts covered
in the chapter.
WEB EXERCISES (IM p. 42)
At the end of each chapter of this instructor’s manual, you will find suggested
exercises and ideas for researching the WWW on OB topics. The exercises
“Exploring OB Topics on the Web” are set up so that you can simply photocopy
the pages, distribute them to your class, and make assignments accordingly. You
may want to assign the exercises as an out-of-class activity or as lab activities with
your class.
SUMMARY AND IMPLICATIONS FOR MANAGERS
A. Managers need to develop their interpersonal, or people, skills to be effective in their
jobs.
B. Organizational behavior (OB) investigates the impact that individuals, groups, and
structure have on behavior within an organization, and it applies that knowledge to make
organizations work more effectively.

C. Specifically, OB focuses on how to improve productivity; reduce absenteeism, turnover,
and deviant workplace behavior; and increase organizational citizenship behavior and job
satisfaction. Specific implications for managers are below:
1. Some generalizations provide valid insights into human behavior, but many are
erroneous. Organizational behavior uses systematic study to improve predictions of
behavior over intuition alone.
2. Because people are different, we need to look at OB in a contingency framework,
using situational variables to explain cause-and-effect relationships.
3. Organizational behavior offers specific insights to improve a manager’s people skills.
4. It helps managers to see the value of workforce diversity and practices that may need
to be changed in different countries.
5. It can improve quality and employee productivity by showing managers how to
empower their people, design and implement change programs, improve customer
service, and help employees balance work–life conflicts.
6. It can help managers cope in a world of temporariness and learn how to stimulate
innovation.
7. Finally, OB can guide managers in creating an ethically healthy work climate.
This chaper begins with a vinette entitled, “The New Normal.” The details of this story might be disheartening to read,
but they accurately reflect some of the problems faced by the contemporary workforce. The story also highlights
several issues of interest to organizational behavior researchers, including motivation, emotions, personality, and
communication. Through the course of this book, you’ll learn how all these elements can be studied systematically.
You’ve probably made many observations about people’s behavior in your life. In a way, you are already proficient
at seeing some of the major themes in organizational behavior. At the same time, you probably have not had the
tools to make these observations systematically. This is where organizational behavior comes into play. And, as
we’ll learn, it is much more than common sense, intuition, and soothsaying.
BRIEF CHAPTER OUTLINE
I. The Importance of Interpersonal Skills (ppt 1-3)
A. Understanding OB helps determine manager effectiveness
B. Technical and quantitative skills are important early in careers
C. Leadership and communication skills are critical as person progresses in career
D. Lower turnover of quality employees
E. Higher quality applications for recruitment
F. Better financial performance
II. What Managers Do (ppt 1-4)
A. Definitions
1. Manager: Someone who gets things done through other people. They make decisions,
allocate resources, and direct the activities of others to attain goals.
2. Organization: A consciously coordinated social unit composed of two or more people
that functions on a relatively continuous basis to achieve a common goal or set of
goals.
B. Management Functions (ppt 1-4)
1. French industrialist Henri Fayol wrote that all managers perform five management
functions: plan, organize, command, coordinate, and control. Modern management

scholars have condensed these functions to four: planning, organizing, leading, and
controlling.
C. Management Roles (ppt 1-5)
1. Introduction
a. In the late 1960s, Henry Mintzberg studied five executives to determine what
managers did on their jobs. He concluded that managers perform ten different,
highly interrelated roles or sets of behaviors attributable to their jobs.
2. The ten roles can be grouped as being primarily concerned with interpersonal
relationships, the transfer of information, and decision making. (Exhibit 1-1)
a. Interpersonal Roles: Figurehead, Leader, Liaison
b. Informational Roles: Monitor, Disseminator—a conduit to transmit information to
organizational members, represent the organization to outsiders
c. Decisional Roles: Entrepreneur, Disturbance handlers, Resource allocator,
Negotiator role
D. Management Skills (ppt1-6)
1. Technical Skills--The ability to apply specialized knowledge or expertise. All jobs
require some specialized expertise, and many people develop their technical skills on
the job.
2. Human Skills--Ability to work with, understand, and motivate other people, both
individually and in groups, describes human skills.
3. Conceptual Skills--The mental ability to analyze and diagnose complex situations
E. Effective Versus Successful Managerial Activities
1. Luthans and his associates studied more than 450 managers. They found that all
managers engage in four managerial activities. (ppt 1-7 )
a. Traditional management.
b. Communication.
c. Human resource management.
d. Networking.
e. Successful managers are defined as those who were promoted the fastest (Exhibit
1–2) (ppt 1-8)
F. A Review of the Manager’s Job
1. One common thread runs through the functions, roles, skills, and activities
approaches to management: managers need to develop their people skills if they are
going to be effective and successful.
III. Enter Organizational Behavior (ppt 1-9)
A. Introduction
1. Organizational Behavior: OB is a field of study that investigates the impact that
individuals, groups, and structure have on behavior within organizations for the
purpose of applying such knowledge toward improving an organization’s
effectiveness.
2. OB studies three determinants of behavior in organizations: individuals, groups, and
structure.
IV. Complementing Intuition with Systematic Study (ppt 1-10)
A. Introduction

1. Each of us is a student of behavior
B. The systematic approach used in this book will uncover important facts and relationships
and will provide a base from which more accurate predictions of behavior can be made.
1. Systematic Study of Behavior
a. Behavior generally is predictable if we know how the person perceived the
situation and what is important to him or her.
C. Evidence-Based Management (EBM)
1. Complements systematic study
2. Argues for managers to make decisions on evidence
D. Intuition
1. Systematic study and EBM add to intuition, or those “gut feelings” about “why I do
what I do” and “what makes others tick.”
2. If we make all decisions with intuition or gut instinct, we’re likely working with
incomplete information.
E. Use a combination
V. Disciplines That Contribute to the OB Field (ppt 1-11)
A. Introduction
1. Organizational behavior is an applied behavioral science that is built upon
contributions from a number of behavioral disciplines.
2. The predominant areas are psychology, sociology, social psychology, anthropology,
and political science.
3. Exhibit 1–3 overviews the major contributions to the study of organizational
behavior. (ppt 1-12)
B. Psychology (ppt 1-13)
1. Psychology is the science that seeks to measure, explain, and sometimes change the
behavior of humans and other animals.
C. Social Psychology (ppt 1-13)
1. Social psychology blends the concepts of psychology and sociology.
D. Sociology (ppt 1-14)
1. Sociologists study the social system in which individuals fill their roles; that is,
sociology studies people in relation to their fellow human beings.
E. Anthropology (ppt 1-14)
1. Anthropology is the study of societies to learn about human beings and their
activities.
VI. There Are Few Absolutes in OB (ppt 1-15)
A. Introduction
1. There are few, if any, simple and universal principles that explain organizational
behavior.
2. Contingency variables—situational factors are variables that moderate the
relationship between the independent and dependent variables. (ppt 1-16)
VII.Challenges and Opportunities for OB (ppt 1-17)
A. Introduction
1. There are many challenges and opportunities today for managers to use OB concepts.

B. Responding to Economic Pressure (ppt 1-17)
1. In economic tough times, effective management is an asset.
2. In good times, understanding how to reward, satisfy, and retain employees is at a
premium. In bad times, issues like stress, decision making, and coping come to the
fore.
C. Responding to Globalization (ppt 1-18)
1. Increased Foreign Assignments
2. Working with People from Different Cultures
3. Overseeing Movement of Jobs to Countries with Low-cost Labor
D. Managing Workforce Diversity (ppt 1-19)
1. Workforce diversity acknowledges a workforce of women and men; many racial and
ethnic groups; individuals with a variety of physical or psychological abilities; and
people who differ in age and sexual orientation.
E. Improving Customer Service (ppt 1-20)
1. Today the majority of employees in developed countries work in service jobs.
2. Employee attitudes and behavior are associated with customer satisfaction.
F. Improving People Skills (ppt 1-21)
1. People skills are essential to managerial effectiveness.
G. Stimulating Innovation and Change (ppt 1-22)
1. Successful organizations must foster innovation and master the art of change.
2. Managers must stimulate employees’ creativity and tolerance for change.
H. Coping with “Temporariness” (ppt 1-23)
1. OB provides help in understanding a work world of continual change, how to
overcome resistance to change, and how to create an organizational culture that
thrives on change.
I. Working in Networked Organizations (ppt 1-24)
1. Networked organizations are becoming more pronounced.
2. Manager’s job is fundamentally different in networked organizations. Challenges of
motivating and leading “online” require different techniques.
J. Helping Employees Balance Work-Life Conflicts (ppt 1-25)
1. The creation of the global workforce means work no longer sleeps. Workers are on-
call 24-hours a day or working nontraditional shifts.
2. Balancing work and life demands now surpasses job security as an employee priority.
K. Creating a Positive Work Environment (ppt 1-26)
1. Organizations like General Electric have realized creating a positive work
environment can be a competitive advantage.
L. Improving Ethical Behavior (ppt 1-27)
1. Ethical dilemmas are situations in which an individual is required to define right and
wrong conduct.
VIII. Coming Attractions: Developing an OB Model (ppt 1-28)
D. An Overview
1. A model is an abstraction of reality, a simplified representation of some real-world
phenomenon. (Exhibit 1–4 The OB Model)
2. It proposes three types of variables (inputs, processes, and outcomes) at three levels
of analysis (individual, group, and organizational).

3. The model proceeds from left to right, with inputs leading to processes, and processes
leading to outcomes.
E. Inputs (ppt 1-29)
1. Inputs are the variables like personality, group structure, and organizational culture
that lead to processes.
2. Group structure, roles, and team responsibilities are typically assigned immediately
before or after a group is formed.
3. Finally, organizational structure and culture are usually the result of years of
development and change as the organization adapts to its environment and builds up
customs and norms.
F. Processes (ppt 1-30)
1. If inputs are like the nouns in organizational behavior, processes are like verbs.
2. Processes are actions that individuals, groups, and organizations engage in as a result
of inputs and that lead to certain outcomes.
3. At the individual level, processes include emotions and moods, motivation,
perception, and decision-making.
4. At the group level, they include communication, leadership, power and politics, and
conflict and negotiation.
5. Finally, at the organizational level, processes include human resource management
and change practices.
G. Outcomes (ppt 1-31)
1. Outcomes are the key variables that you want to explain or predict, and that are
affected by some other variables.
2. At the group level, cohesion and functioning are the dependent variables.
3. Finally, at the organizational level we look at overall profitability and survival.
4. Attitudes and stress (ppt 1-32)
a. Employee attitudes are the evaluations employees make, ranging from positive to
negative, about objects, people, or events.
b. Stress is an unpleasant psychological process that occurs in response to
environmental pressures.
c. The belief that satisfied employees are more productive than dissatisfied
employees has been a basic tenet among managers for years, though only now has
research begun to support it.
5. Task performance (ppt 1-32)
a. The combination of effectiveness and efficiency at doing your core job tasks is a
reflection of your level of task performance.
b. Obviously task performance is the most important human output contributing to
organizational effectiveness, so in every chapter we devote considerable time to
detailing how task performance is affected by the topic in question.
6. Citizenship behavior (ppt 1-33)
a. The discretionary behavior that is not part of an employee’s formal job
requirements, and that contributes to the psychological and social environment of
the workplace, is called citizenship behavior.
b. Successful organizations need employees who will do more than their usual job
duties—who will provide performance beyond expectations.

c. Evidence indicates organizations that have such employees outperform those that
don’t.
d. As a result, OB is concerned with citizenship behavior as an outcome variable.
7. Withdrawal behavior (ppt 1-33)
a. Withdrawal behavior is the set of actions that employees take to separate
themselves from the organization.
b. There are many forms of withdrawal, ranging from showing up late or failing to
attend meetings to absenteeism and turnover.
c. Employee withdrawal can have a very negative effect on an organization.
d. Absenteeism also costs organizations significant amounts of money and time
every year.
e. All organizations, of course, have some turnover.
f. So why do employees withdraw from work?
i. As we will show later in the book, reasons include negative job attitudes,
emotions and moods, and negative interactions with co-workers and
supervisors.
8. Group cohesion (ppt 1-34)
a. Group cohesion is the extent to which members of a group support and validate
one another at work.
b. When employees trust one another, seek common goals, and work together to
achieve these common ends, the group is cohesive; when employees are divided
among themselves in terms of what they want to achieve and have little loyalty to
one another, the group is not cohesive.
c. Companies attempt to increase cohesion in a variety of ways ranging from brief
icebreaker sessions to social events like picnics, parties, and outdoor adventure-
team retreats.
9. Group functioning (ppt 1-34)
a. In the same way that positive job attitudes can be associated with higher levels of
task performance, group cohesion should lead to positive group functioning.
b. Group functioning refers to the quantity and quality of a group’s work output.
c. In some organizations, an effective group is one that stays focused on a core task
and achieves its ends as specified.
d. Other organizations look for teams that are able to work together collaboratively
to provide excellent customer service.
e. Still others put more of a premium on group creativity and the flexibility to adapt
to changing situations. In each case, different types of activities will be required
to get the most from the team.
10. Productivity (ppt 1-35)
a. The highest level of analysis in organizational behavior is the organization as a
whole.
b. An organization is productive if it achieves its goals by transforming inputs into
outputs at the lowest cost. Thus requires both effectiveness and efficiency.
c. Popular measures of organizational efficiency include return on investment, profit
per dollar of sales, and output per hour of labor.
d. Service organizations must include customer needs and requirements in assessing
their effectiveness.

11. Survival (ppt 1-35)
a. The final outcome we will consider is organizational survival, which is simply
evidence that the organization is able to exist and grow over the long term.
H. Having reviewed the input, process, and outcome model, we’re going to change the
figure up a little bit by grouping topics together based on whether we study them at the
individual, group, or organizational level.
1. As you can seen in Exhibit 1-5, we will deal with inputs, processes, and outcomes at
all three levels of analysis, but we group the chapters as shown here to correspond
with the typical ways that research has been done in these areas. (ppt 1-36)
2. It is easier to understand one unified presentation about how personality leads to
motivation, which leads to performance, than to jump around levels of analysis.
3. Because each level builds on the one that precedes it, after going through them in
sequence you will have a good idea of how the human side of organizations
functions. (Exhibit 1-5)
IX. Summary and Implications for Managers
A. Managers need to develop their interpersonal, or people, skills to be effective in their
jobs.
B. Organizational behavior (OB) investigates the impact that individuals, groups, and
structure have on behavior within an organization, and it applies that knowledge to make
organizations work more effectively.
C. Specifically, OB focuses on how to improve productivity; reduce absenteeism, turnover,
and deviant workplace behavior; and increase organizational citizenship behavior and job
satisfaction. Specific implications for managers are below: (ppt 1-37)
1. Some generalizations provide valid insights into human behavior, but many are
erroneous. Organizational behavior uses systematic study to improve predictions of
behavior over intuition alone.
2. Because people are different, we need to look at OB in a contingency framework,
using situational variables to explain cause-and-effect relationships.
3. Organizational behavior offers specific insights to improve a manager’s people skills.
4. It helps managers to see the value of workforce diversity and practices that may need
to be changed in different countries. (ppt 1-38)
5. It can improve quality and employee productivity by showing managers how to
empower their people, design and implement change programs, improve customer
service, and help employees balance work–life conflicts.
6. It can help managers cope in a world of temporariness and learn how to stimulate
innovation.
7. Finally, OB can guide managers in creating an ethically healthy work climate.

EXPANDED CHAPTER OUTLINE
I. The Importance of Interpersonal Skills
A. Understanding OB helps determine manager effectiveness
B. Technical and quantitative skills are important early in careers
C. Leadership and communication skills are critical as person progresses in career
D. Lower turnover of quality employees
E. Higher quality applications for recruitment
F. Better financial performance
G. Companies with reputations as a good place to work—such as Starbucks, Adobe
Systems, Cisco, Whole Foods, Google, American Express, Amgen, Pfizer, and
Marriott—have a big advantage when attracting high performing employees.
H. A recent national study of the U.S. workforce found that:
1. Wages and fringe benefits are not the reason people like their jobs or stay with
an employer.
2. More important to workers is the job quality and the supportiveness of the
work environments.
3. Managers’ good interpersonal skills are likely to make the workplace more
pleasant, which in turn makes it easier to hire and retain high performing
employees. In fact, creating a more pleasant work environment makes good
economic sense.
I. Managers cannot succeed on technical skills alone, they must have people skills.
II. What Managers Do
A. Definitions
1. Manager: Someone who gets things done through other people. They make
decisions, allocate resources, and direct the activities of others to attain goals.
2. Organization: A consciously coordinated social unit composed of two or more
people that functions on a relatively continuous basis to achieve a common
goal or set of goals.
B. Management Functions
1. French industrialist Henri Fayol wrote that all managers perform five
management functions: plan, organize, command, coordinate, and control.
Modern management scholars have condensed to these functions to four:
planning, organizing, leading, and controlling.
2. Planning requires a manager to:
a. Define Goals (Organizational, Departmental, Worker Levels).
b. Establish an Overall Strategy for Achieving Those Goals.
c. Develop a Comprehensive Hierarchy of Plans to Integrate and
Coordinate Activities.
3. Organizing requires a manager to:
a. Determine what tasks are to be done.
b. Who is to be assigned the tasks.
c. How the tasks are to be grouped.
d. Determine who reports to whom.
e. Determine where decisions are to be made (centralized/ decentralized).

4. Leading requires a manager to:
a. Motivate employee.
b. Direct the activities of others.
c. Select the most effective communication channels.
d. Resolve conflicts among members.
5. Controlling requires a manager to:
a. Monitor the organization’s performance.
b. Compare actual performance with the previously set goals.
c. Correct significant deviations.
C. Management Roles (Exhibit 1-1)
1. Introduction
a. In the late 1960s, Henry Mintzberg studied five executives to
determine what managers did on their jobs. He concluded that
managers perform ten different, highly interrelated roles or sets of
behaviors attributable to their jobs.
b. The ten roles can be grouped as being primarily concerned with
interpersonal relationships, the transfer of information, and decision
making. (Exhibit 1-1)
2. Interpersonal Roles
a. Figurehead—duties that are ceremonial and symbolic in nature
b. Leader—hire, train, motivate, and discipline employees
c. Liaison—contact outsiders who provide the manager with information
These may be individuals or groups inside or outside the organization.
3. Informational Roles
a. Monitor—collect information from organizations and institutions
outside their own
b. Disseminator—a conduit to transmit information to organizational
members
c. Spokesperson—represent the organization to outsiders
4. Decisional Roles
a. Entrepreneur—managers initiate and oversee new projects that will
improve their organization’s performance.
b. Disturbance handlers—take corrective action in response to
unforeseen problems
c. Resource allocators—responsible for allocating human, physical, and
monetary resources
d. Negotiator role—discuss issues and bargain with other units to gain
advantages for their own unit
D. Management Skills
1. Introduction
a. Robert Katz has identified three essential management skills:
technical, human, and conceptual.
2. Technical Skills
a. The ability to apply specialized knowledge or expertise. All jobs
require some specialized expertise, and many people develop their
technical skills on the job.

3. Human Skills
a. Ability to work with, understand, and motivate other people, both
individually and in groups, describes human skills.
b. Many people are technically proficient but interpersonally
incompetent.
4. Conceptual Skills
a. The mental ability to analyze and diagnose complex situations.
b. Decision making, for example, requires managers to spot problems,
identify alternatives that can correct them, evaluate those alternatives,
and select the best one.
E. Effective Versus Successful Managerial Activities (Exhibit 1-2)
1. Fred Luthans and his associates asked: Do managers who move up most
quickly in an organization do the same activities and with the same emphasis
as managers who do the best job? Surprisingly, those managers who were the
most effective were not necessarily promoted the fastest.
a. Luthans and his associates studied more than 450 managers. They
found that all managers engage in four managerial activities.
1) Traditional management.
a.) Decision making, planning, and controlling.
b.) The average manager spent 32 percent of his or her
time performing this activity.
2) Communication.
a.) Exchanging routine information and processing
paperwork.
3) Human resource management.
a.) Motivating, disciplining, managing conflict, staffing,
and training.
4) Networking.
a.) Socializing, politicking, and interacting with outsiders.
2. Successful managers are defined as those who were promoted the fastest:
(Exhibit 1–2)
a. Networking made the largest relative contribution to success.
b. Human resource management activities made the least relative
contribution.
c. Effective managers—defined as quality and quantity of performance,
as well as commitment to employees:
1) Communication made the largest relative contribution.
2) Networking made the least relative contribution.

3) Successful managers do not give the same emphasis to each of
those activities as do effective managers—it is almost the
opposite of effective managers.
4) This finding challenges the historical assumption that
promotions are based on performance, vividly illustrating the
importance that social and political skills play in getting ahead
in organizations.
F. A Review of the Manager’s Job
1. One common thread runs through the functions, roles, skills, and activities
approaches to management: managers need to develop their people skills if
they are going to be effective and successful.
III. Enter Organizational Behavior
A. Introduction
1. Organizational Behavior: OB is a field of study that investigates the impact
that individuals, groups, and structure have on behavior within organizations
for the purpose of applying such knowledge toward improving an
organization’s effectiveness.
B. Organizational behavior is a field of study.
1. OB studies three determinants of behavior in organizations: individuals,
groups, and structure.
2. OB applies the knowledge gained about individuals, groups, and the effect of
structure on behavior in order to make organizations work more effectively.
3. OB is concerned with the study of what people do in an organization and how
that behavior affects the performance of the organization.
4. There is increasing agreement as to the components of OB, but there is still
considerable debate as to the relative importance of each: motivation, leader
behavior and power, interpersonal communication, group structure and
processes, learning, attitude development and perception, change processes,
conflict, work design, and work stress.
IV. Complementing Intuition with Systematic Study
A. Introduction
1. Each of us is a student of behavior:
2. A casual or commonsense approach to reading others can often lead to
erroneous predictions.
B. You can improve your predictive ability by replacing your intuitive opinions with a
more systematic approach.
C. The systematic approach used in this book will uncover important facts and
relationships and will provide a base from which more accurate predictions of
behavior can be made.
D. Systematic Study of Behavior
1. Behavior generally is predictable if we know how the person perceived the
situation and what is important to him or her.
2. Looks at relationships.
3. Attempts to attribute causes

4. Bases our conclusions on scientific evidence.
E. Evidence-Based Management (EBM)
1. Complements systematic study.
2. Argues for managers to make decisions on evidence.
3. But a vast majority of management decisions are made “on the fly.”
F. Intuition
1. Systematic study and EBM add to intuition, or those “gut feelings” about
“why I do what I do” and “what makes others tick.”
2. If we make all decisions with intuition or gut instinct, we’re likely working
with incomplete information.
3. Relying on intuition is made worse because we tend to overestimate the
accuracy of what we think we know.
4. We find a similar problem in chasing the business and popular media for
management wisdom. Information—like making an investment decision with
only half the data.
5. We’re not advising that you throw your intuition, or all the business press, out
the window.
6. What we are advising is to use evidence as much as possible to inform your
intuition and experience.
V. Disciplines That Contribute to the OB Field
A. Introduction (Exhibit 1-3)
1. Organizational behavior is an applied behavioral science that is built upon
contributions from a number of behavioral disciplines.
2. The predominant areas are psychology, sociology, social psychology,
anthropology, and political science.
3. Exhibit 1–3 overviews the major contributions to the study of organizational
behavior.
B. Psychology
1. Psychology is the science that seeks to measure, explain, and sometimes
change the behavior of humans and other animals.
2. Early industrial/organizational psychologists concerned themselves with
problems of fatigue, boredom, and other factors relevant to working
conditions that could impede efficient work performance.
3. More recently, their contributions have been expanded to include learning,
perception, personality, emotions, training, leadership effectiveness, needs and
motivational forces, job satisfaction, decision- making processes, performance
appraisals, attitude measurement, employee selection techniques, work design,
and job stress.
C. Social Psychology
1. Social psychology blends the concepts of psychology and sociology.
2. It focuses on the influence of people on one another.
3. Major area—how to implement it and how to reduce barriers to its acceptance.
D. Sociology
1. Sociologists study the social system in which individuals fill their roles; that
is, sociology studies people in relation to their fellow human beings.

2. Their greatest contribution to OB is through their study of groups in
organizations, particularly formal and complex organizations.
E. Anthropology
1. Anthropology is the study of societies to learn about human beings and their
activities.
2. Anthropologists work on cultures and environments; for instance, they have
helped us understand differences in fundamental values, attitudes, and
behavior among people in different countries and within different
organizations.
VI. There Are Few Absolutes in OB
A. Introduction
1. There are few, if any, simple and universal principles that explain
organizational behavior.
2. Human beings are complex. Because they are not alike, our ability to make
simple, accurate, and sweeping generalizations is limited.
3. That does not mean, of course, that we cannot offer reasonably accurate
explanations of human behavior or make valid predictions. It does mean,
however, that OB concepts must reflect situational, or contingency,
conditions.
B. Contingency variables—situational factors are variables that moderate the
relationship between the independent and dependent variables.
C. Using general concepts and then altering their application to the particular situation
developed the science of OB.
D. Organizational behavior theories mirror the subject matter with which they deal.
VII. Challenges and Opportunities for OB
A. Introduction
1. There are many challenges and opportunities today for managers to use OB
concepts.
B. Responding to Economic Pressure
1. Deep and prolonged recession in 2008 that spread world-wide.
2. In economic tough times, effective management is an asset.
3. During these times, the difference between good and bad management can be
the difference between profit or loss.
4. In good times, understanding how to reward, satisfy, and retain employees is
at a premium. In bad times, issues like stress, decision-making, and coping
come to the fore.
C. Responding to Globalization
1. Increased Foreign Assignments
a. Organizations are no longer constrained by national borders.
b. Once there, you’ll have to manage a workforce very different in needs,
aspirations, and attitudes from those you are used to back home.
c. Working with people from different cultures.

1) Even in your own country, you’ll find yourself working with
bosses, peers, and other employees born and raised in different
cultures.
d. Management practices need to be modified to reflect the values of the
different countries in which an organization operates.
2. Overseeing Movement of Jobs to Countries with Low-cost Labor
a. Managers are under pressure to keep costs down to maintain
competitiveness.
b. Moving jobs to low-labor cost places requires managers to deal with
difficulties in balancing the interests of their organization with
responsibilities to the communities in which they operate.
D. Managing Workforce Diversity
1. Workforce diversity is one of the most important and broad-based challenges
currently facing organizations.
2. While globalization focuses on differences between people from different
countries, workforce diversity addresses differences among people within
given countries.
3. Workforce diversity acknowledges a workforce of women and men; many
racial and ethnic groups; individuals with a variety of physical or
psychological abilities; and people who differ in age and sexual orientation.
4. Managing this diversity is a global concern.
5. The most significant change in the U.S. labor force during the last half of the
twentieth century was the rapid increase in the number of female workers.
E. Improving Customer Service
1. Today the majority of employees in developed countries work in service jobs.
a. Eighty percent of the U.S. labor force is in the service industry.
b. Examples include technical support reps, fast food counter workers,
waiters, nurses, financial planners, and flight attendants.
2. Employee attitudes and behavior are associated with customer satisfaction.
F. Improving People Skills
1. People skills are essential to managerial effectiveness.
2. OB provides the concepts and theories that allow managers to predict
employee behavior in given situations.
G. Stimulating Innovation and Change
1. Successful organizations must foster innovation and master the art of change.
2. Employees can be the impetus for innovation and change or a major stumbling
block.
3. Managers must stimulate employees’ creativity and tolerance for change.
H. Coping with “Temporariness”
1. Organizations must be flexible and fast in order to survive. Evidence of
temporariness includes:
a. Jobs must be continually redesigned.
b. Tasks being done by flexible work teams rather than individuals.
c. Company reliance on temporary workers.
d. Workers need to update knowledge and skills. Work groups are also in
a continuing state of flux.

e. Organizations are in a constant state of flux.
2. Managers and employees must learn to cope with temporariness.
3. Learning to live with flexibility, spontaneity, and unpredictability.
4. OB provides help in understanding a work world of continual change, how to
overcome resistance to change, and how to create an organizational culture
that thrives on change.
I. Working in Networked Organizations
1. Networked organizations are becoming more pronounced.
2. Manager’s job is fundamentally different in networked organizations.
Challenges of motivating and leading “online” require different techniques.
J. Helping Employees Balance Work-Life Conflicts
1. The creation of the global workforce means work no longer sleeps. Workers
are on-call 24-hours a day or working nontraditional shifts.
2. Communication technology has provided a vehicle for working at any time or
any place.
3. Employees are working longer hours per week—from 43 to 47 hours per week
since 1977.
4. The lifestyles of families have changed—creating conflict: more dual career
couples and single parents find it hard to fulfill commitments to home,
children, spouse, parents, and friends.
5. Balancing work and life demands now surpasses job security as an employee
priority.
K. Creating a Positive Work Environment
1. Organizations like General Electric have realized creating a positive work
environment can be a competitive advantage.
2. Positive organizational scholarship or behavior studies what is ‘good’ about
organizations.
3. This field of study focuses on employees’ strengths versus their limitations as
employees share situations in which they performed at their personal best.
L. Improving Ethical Behavior
1. Ethical dilemmas are situations in which an individual is required to define
right and wrong conduct.
2. Good ethical behavior is not so easily defined.
3. Organizations are distributing codes of ethics to guide employees through
ethical dilemmas.
4. Managers need to create an ethically healthy climate.
VIII. Coming Attractions: Developing an OB Model
A. An Overview
1. A model is an abstraction of reality, a simplified representation of some real-
world phenomenon. (Exhibit 1–4 The OB Model)
2. It proposes three types of variables (inputs, processes, and outcomes) at three
levels of analysis (individual, group, and organizational).
3. The model proceeds from left to right, with inputs leading to processes, and
processes leading to outcomes.

4. Notice that the model also shows that outcomes can influence inputs in the
future.
B. Inputs
1. Inputs are the variables like personality, group structure, and organizational
culture that lead to processes.
2. These variables set the stage for what will occur in an organization later.
3. Many are determined in advance of the employment relationship.
4. For example, individual diversity characteristics, personality, and values are
shaped by a combination of an individual’s genetic inheritance and childhood
environment.
5. Group structure, roles, and team responsibilities are typically assigned
immediately before or after a group is formed.
6. Finally, organizational structure and culture are usually the result of years of
development and change as the organization adapts to its environment and
builds up customs and norms.
C. Processes
1. If inputs are like the nouns in organizational behavior, processes are like
verbs.
2. Processes are actions that individuals, groups, and organizations engage in as
a result of inputs and that lead to certain outcomes.
3. At the individual level, processes include emotions and moods, motivation,
perception, and decision-making.
4. At the group level, they include communication, leadership, power and
politics, and conflict and negotiation.
5. Finally, at the organizational level, processes include human resource
management and change practices.
D. Outcomes
1. Outcomes are the key variables that you want to explain or predict, and that
are affected by some other variables.
2. Scholars have emphasized individual-level outcomes like attitudes and
satisfaction, task performance, citizenship behavior, and withdrawal behavior.
3. At the group level, cohesion and functioning are the dependent variables.
4. Finally, at the organizational level we look at overall profitability and
survival. Because these outcomes will be covered in all the chapters, we’ll
briefly discuss each here so you can understand what the “goal” of OB will
be.
E. Attitudes and stress
1. Employee attitudes are the evaluations employees make, ranging from
positive to negative, about objects, people, or events.
2. For example, the statement, “I really think my job is great,” is a positive job
attitude, and “My job is boring and tedious” is a negative job attitude.
3. Stress is an unpleasant psychological process that occurs in response to
environmental pressures.
4. Some people might think that influencing employee attitudes and stress is
purely soft stuff, and not the business of serious managers, but as we will

show, attitudes often have behavioral consequences that directly relate to
organizational effectiveness.
5. The belief that satisfied employees are more productive than dissatisfied
employees has been a basic tenet among managers for years, though only now
has research begun to support it.
6. Ample evidence shows that employees who are more satisfied and treated
fairly are more willing to engage in the above-and-beyond citizenship
behavior so vital in the contemporary business environment.
7. A study of more than 2,500 business units also found that those scoring in the
top 25 percent on the employee opinion survey were, on average, 4.6 percent
above their sales budget for the year, while those scoring in the bottom 25
percent were 0.8% below budget.
8. In real numbers, this was a difference of $104 million in sales per year
between the two groups.
F. Task performance
1. The combination of effectiveness and efficiency at doing your core job tasks
is a reflection of your level of task performance.
2. If we think about the job of a factory worker, task performance could be
measured by the number and quality of products produced in an hour.
3. The task performance of a teacher would be the level of education that
students obtain.
4. The task performance of a consultant might be measured by the timeliness and
quality of the presentations they offer to the client firm.
5. All these types of performance relate to the core duties and responsibilities of
a job and are often directly related to the functions listed on a formal job
description.
6. Obviously task performance is the most important human output contributing
to organizational effectiveness, so in every chapter we devote considerable
time to detailing how task performance is affected by the topic in question.
G. Citizenship behavior
1. The discretionary behavior that is not part of an employee’s formal job
requirements, and that contributes to the psychological and social environment
of the workplace, is called citizenship behavior.
2. Successful organizations need employees who will do more than their usual
job duties—who will provide performance beyond expectations.
3. In today’s dynamic workplace, where tasks are increasingly performed by
teams and flexibility is critical, employees who engage in “good citizenship”
behaviors help others on their team, volunteer for extra work, avoid
unnecessary conflicts, respect the spirit as well as the letter of rules and
regulations, and gracefully tolerate occasional work-related impositions and
nuisances.
4. Organizations want and need employees who will do things that aren’t in any
job description.
5. Evidence indicates organizations that have such employees outperform those
that don’t.
6. As a result, OB is concerned with citizenship behavior as an outcome variable.

H. Withdrawal behavior
1. We’ve already mentioned behavior that goes above and beyond task
requirements, but what about behavior that in some way is below task
requirements?
2. Withdrawal behavior is the set of actions that employees take to separate
themselves from the organization.
3. There are many forms of withdrawal, ranging from showing up late or failing
to attend meetings to absenteeism and turnover.
4. Employee withdrawal can have a very negative effect on an organization.
a. The cost of employee turnover alone has been estimated to run into the
thousands of dollars, even for entry-level positions.
5. Absenteeism also costs organizations significant amounts of money and time
every year.
a. For instance, a recent survey found the average direct cost to U.S.
employers of unscheduled absences is 8.7 percent of payroll.
b. In Sweden, an average of 10 percent of the country’s workforce is on
sick leave at any given time.
6. It’s obviously difficult for an organization to operate smoothly and attain its
objectives if employees fail to report to their jobs.
a. The work flow is disrupted, and important decisions may be delayed.
In organizations that rely heavily on assembly-line production,
absenteeism can be considerably more than a disruption; it can
drastically reduce the quality of output or even shut down the facility.
b. Levels of absenteeism beyond the normal range have a direct impact
on any organization’s effectiveness and efficiency.
c. A high rate of turnover can also disrupt the efficient running of an
organization when knowledgeable and experienced personnel leave
and replacements must be found to assume positions of responsibility.
7. All organizations, of course, have some turnover.
a. The U.S. national turnover rate averages about 3 percent per month,
about a 36 percent turnover per year.
b. This average varies a lot by occupation, of course; the monthly
turnover rate for government jobs is less than 1 percent, versus 5 to 7
percent in the construction industry.
c. If the “right” people are leaving the organization—the marginal and
submarginal employees—turnover can actually be positive.
d. It can create an opportunity to replace an underperforming individual
with someone who has higher skills or motivation, open up increased
opportunities for promotions, and bring new and fresh ideas to the
organization.
e. In today’s changing world of work, reasonable levels of employee-
initiated turnover improve organizational flexibility and employee
independence, and they can lessen the need for management-initiated
layoffs.
8. So why do employees withdraw from work?

a. As we will show later in the book, reasons include negative job
attitudes, emotions and moods, and negative interactions with co-
workers and supervisors.
I. Group cohesion
1. Although many outcomes in our model can be conceptualized as individual
level phenomena, some relate to how groups operate.
2. Group cohesion is the extent to which members of a group support and
validate one another at work.
a. In other words, a cohesive group is one that sticks together.
3. When employees trust one another, seek common goals, and work together to
achieve these common ends, the group is cohesive; when employees are
divided among themselves in terms of what they want to achieve and have
little loyalty to one another, the group is not cohesive.
4. There is ample evidence showing that cohesive groups are more effective.
a. These results are found both for groups that are studied in highly
controlled laboratory settings and also for work teams observed in
field settings.
b. This fits with our intuitive sense that people tend to work harder in
groups that have a common purpose.
5. Companies attempt to increase cohesion in a variety of ways ranging from
brief icebreaker sessions to social events like picnics, parties, and outdoor
adventure-team retreats.
6. Throughout the book we will try to assess whether these specific efforts are
likely to result in increases in-group cohesiveness.
7. We’ll also consider ways that picking the right people to be on the team in the
first place might be an effective way to enhance cohesion.
J. Group functioning
1. In the same way that positive job attitudes can be associated with higher levels
of task performance, group cohesion should lead to positive group
functioning.
2. Group functioning refers to the quantity and quality of a group’s work output.
3. In the same way that the performance of a sports team is more than the sum of
individual players’ performance, group functioning in work organizations is
more than the sum of individual task performances.
4. What does it mean to say that a group is functioning effectively?
a. In some organizations, an effective group is one that stays focused on
a core task and achieves its ends as specified.
b. Other organizations look for teams that are able to work together
collaboratively to provide excellent customer service.
c. Still others put more of a premium on group creativity and the
flexibility to adapt to changing situations. In each case, different types
of activities will be required to get the most from the team.
K. Productivity
1. The highest level of analysis in organizational behavior is the organization as
a whole.

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impelled to do so by a curious hope that he would thus gain a
chance to help himself along.
The depth was nearly as great as in the middle of the stream. He
tried to catch hold of the stony bottom, but it glided so swiftly from
his grasp that he felt the pain of the friction. The slight reaction sent
him upward again, and he struggled fiercely to reach shore. He had
about the same distance to travel as the stag, but the latter was a
rod further down stream.
The youth strove as only one can who is striving for his life, but he
was closer to the falls than he was to land, and he quickly saw that
nothing could save him from going over. To struggle longer could
only exhaust his strength without giving him any advantage. With
great coolness, he turned to the left, so as to face the falls, and
braced himself for the ordeal.
“I have never heard whether any one can go over them and live to
tell of it, but the question will be settled in the next two minutes.”
The river where it poured over the rocks was compressed into a
volume less than a hundred feet in width. The mass of water was
ten feet in depth, and the descent was three times as great. The
narrowing of the stream gave it great velocity, and the churning of
the enormous mass at the base sent up continual clouds of mist,
which, when penetrated by the sun’s rays, showed a beautiful
rainbow.
At the point where Jud put out in a boat, it was safe to paddle
across, but he had been so absorbed in his hunt for the stag, that he
forgot all about the falls until it was too late to extricate himself.
Curious thoughts often come to a person when in such extremity.
Jud saw the dugout bobbing up and down like the cork of a fishing
line, until it vanished from sight. He wondered how many times it
would turn over, and whether it was possible for it to keep upright,
and in case it was not capsized what would become of his fine rifle?
If that were saved, into whose hands would it fall? What did the stag
think of the situation, and did he appreciate what zanies he and Jud

had made of themselves in their eagerness to destroy each other?
How delicately beautiful was the faint rainbow spanning the mist!
Would his father and mother understand the means by which he had
lost his life? He was their only child, and the pang of sorrow which
pierced his heart was because he knew they would never recover
from their grief over his loss.
Other singular fancies were crowding upon him, but he was now
so close to the falls that they occupied all his thoughts. He saw that
the stag was struggling with that blind instinct which all animals
show in the extremity of peril. His savage efforts had carried him a
little closer to shore, but it availed nothing, and he swept toward the
falls broadside on. By some mischance that can hardly be
understood, the animal, on the very rim of the overflow, turned on
his back, after the manner of a horse when he lies down to roll. The
legs were seen for an instant sawing the air, and then hoofs, body,
and antlers, were mixed in one general swirl and over they went.
Jud Jarvis was thrilled, as he shot with arrowy swiftness toward
the battle of the waters. He uttered the same prayer that he had
uttered night and morning since his infancy, and compressing his
lips, and drawing a deep inspiration, bravely awaited the issue.
Just then it seemed to him that the vast bulk of water, in which he
hung suspended, had become motionless, and the rocky wall below
was fighting its way up current with a vicious fury that caused all the
turmoil; then the rushing Kanama, accepting the challenge, leaped
at the rocks to beat them back. But the lad was borne forward with
a dizzying sweep, as if hauled through mid-air, and then he shot
downward, into the smothering foam and shivering water, amid a
war like that of thousands of cannon.
Through it all Jud never lost consciousness, nor his presence of
mind. He held his breath until it seemed his lungs must burst. He
knew that the continual hammering of the waters at the base of the
falls had worn a cavity of great depth, to the bottom of which he
had been carried by the mountainous mass above. But this had to

hurry out to make room for that which was forever rushing after it,
and he went with it.
He felt faint and strange, and there was one moment when a
singular ringing in his ears and a strangling sensation warned him
that he was “on the line,” and that one step more meant
unconsciousness, to be quickly followed by death. By a mighty
effort, however, he rallied, and retained command of himself.
“A man can go over these falls and live to tell of it,” he thought;
“and that’s what I am going to do.”
The gasp which he gave brought the cool, life-giving air to his
lungs, and the staring eyes saw that though the water was still
agitated, the yeasty foam was so small a portion that he could
support himself. It was becoming clearer every minute, and the falls
were rapidly receding behind him.
After drifting several rods, Jud caught sight of the dugout, almost
within reach.
“And it is right side up!” he exclaimed, with delight; “can it be—I
shall soon know.”
A few strokes carried him to the hollowed out log, which was not
riding so high as when he saw it above the falls. Peeping over the
gunwales he observed that it was so nearly full of water that it was
floating because of the buoyancy of the log itself. A shout of delight
escaped him when he saw his rifle lying in the water at the bottom.
By a run of good fortune that could hardly happen again, it was
saved to him.
Holding the stern with one hand, Jud began working the boat
toward shore. The water rapidly became calmer, and the task was
not difficult.
“I wonder how the stag made out,” he said, as the nose of the
dugout struck land; “he went over in a style of his own, and I am
afraid—Well, if that doesn’t beat everything!”

At that very moment the body of the stag heaved up from the
water, and he walked out not more than twenty feet away. As soon
as he was clear of the river he stopped, lowered his head, and a sort
of earthquake shook his whole system, the drops of water flying in a
shower from every part of his body. Having flirted off most of the
moisture, he slowly turned halfway round, and surveyed the dripping
biped, as if seeking to find out whether he was the young man who
was responsible for this wholesale overturning of things.
Meanwhile, Jud was doing his utmost to get his rifle in shape for
service. He gave as much attention to the stag as to his weapon, in
case the brute charged before the youth was ready, he meant to
take to the stream again, for he had already proven that he was safe
there.
The cartridges had kept dry in their waterproof chamber, and the
slight disarrangement was quickly made right. The barrel was freed
from most of the moisture, and the weapon was again ready for
service. Jud had missed his two previous shots, but he was confident
it could not happen again. The game was now his own.
Possibly the stag could not satisfy himself as to the identity of the
youth, for after a prolonged stare he swung back his head and
slouched off toward the woods. Jud raised his breech-loader and
took careful aim at the head held so proudly aloft. The finger was
pressing the trigger, when the rifle was lowered again.
“We’ll call it square; you’ve saved your life; you may go; good-by!”

Solution Manual for Organizational Behavior, 15th Edition Stephen P. Robbins Timothy A. Judge

A STRANGE CRAFT.
BY GEOFFREY RANDOLPH.
Y young friends Jim and Joe Allison are emphatic in declaring
that they will never, never forget their adventure in Florida
last summer. When you come to learn the particulars, I am
sure you will take the same view of it that they do.
Jim and Joe are brothers, the first sixteen and the second fourteen
years old. Last autumn they came to the north to attend school, and
perhaps some of the readers of boys’ papers have made their
acquaintance. If so, you will agree with me that they are bright,
manly fellows, who, if their lives are spared, will become useful and
popular citizens.
The father of the Allison boys was an officer of the Confederacy.
With the wreck of a once handsome fortune, he went back to his old
home in Florida, after the close of the war. He was still a young man,
and had been fortunate enough to go through the whole
“unpleasantness” without a scratch. He married an estimable lady
from the north, who, in addition to her many fine qualities, had the
not objectionable one of considerable wealth. So it came about that
Colonel Allison bought a fine orange plantation in the land of
flowers, and it was there that his daughter and two sons were born.
Like the boys of the south and west, Jim and Joe were
accustomed to horses, guns and roughing it from earliest boyhood,
though rather curiously neither of them could swim a stroke. They

spent many an hour in the pulseless pine forests, in the oozy
swamps and the dry barrens, finding enjoyment and sport where
you and I would see nothing but wretchedness.
Only a few weeks before they went to the north they engaged in
the memorable hunt of which I am going to tell you. Suspecting that
it would be the last one they would be able to have together for a
long time (for they were busy with their preparations for leaving
home), they agreed to make it a thorough one so far as it was in
their power to do so.
They told their parents not to be anxious if they saw nothing of
them for two or three days, for they meant to go a long distance up
the St. John’s and had resolved not to come back until they had
obtained some experience worth the telling.
An hour later the boys had entered their dugout, in which they put
up a sail, and with a mild but favoring breeze they moved at a fair
rate up the river, which is probably the most widely known of any in
Florida. They were provided with a substantial lunch, for though
professional sportsmen might have scorned to make a provision that
implied their own lack of skill, the brothers had no compunctions in
the matter.
There was nothing in the woods that could take the place of
Dinah’s corn cake, nor was there any game which the boys could
prepare by the camp fire to be compared to the cold roast chicken
which the same skillful cook took such pains to make ready for
them. So, in going this long hunt, the boys did not mean to place
any dependence on their guns for food.
It was quite early in the morning when they started. The St.
John’s, with its shores sometimes wooded, and often low and
marshy, wound in and out through the forest, but the current was
sluggish, and it was not a difficult task to paddle the light dugout.
Now and than the youths took a shot at some of the game of
which they caught a glimpse along the shore. It was not yet noon
when they met a steamer, whose sputtering wheel at the stern

churned the water into muddy foam, and whose deck was filled with
excursionists. Many of these waved their handkerchiefs at the boys,
who returned the salute.
By and by Jim remarked that if they meant to have a genuine old-
fashioned hunt, they would have to leave the main river, where they
met too many people. So they turned up the next tributary they saw.
Jim used the paddle until tired, and then Joe did the same. By this
time it was high noon, and observing a small island ahead they
agreed to make a landing there and take lunch. They could have
done this just as well in the boat, but they had been in their
cramped posture so long that they wanted to “stretch their legs.”
The island on which they landed was a small one, being no more
than a hundred feet in length, and its widest portion was less than
half of that. The middle was perhaps three or four feet above the
level of the water, so that the patch of land resembled one of those
patent door mats, which, being raised in the center, shed all the
water that falls upon them.
There was not a particle of vegetation on the island—not so much
even as a spear of grass. There were a few twigs and bits of limbs
that had floated down and lodged against the upper point, but
altogether there was not an armful.
It was of no concern to the boys that they found this strip of sand
so uninviting, for they did not mean to stay there more than an hour
or two at the most. The sun was hot, and they would have enjoyed
the luxury of stretching beneath some shady tree; but since that was
out of the question they did not bemoan it. The umbrella which they
had brought answered very well as a substitute. Its long handle was
jammed into the sand near the middle of the island, and its shade
almost sheltered their bodies.
Protected in this fashion, they brought forth their big lunch basket,
and fell to with an appetite such as I trust all of you possess.
In making their way to the camping site, as it may be called, Jim
Allison carried the umbrella and lunch basket. More from habit than

anything else Joe brought the rifles with him. He did not dream that
any necessity would arise for their use, but had some idea that he
might lie under the shade of his umbrella, and pick off something in
the river or along shore.
The division of the stream, produced originally by the sandy bar or
island, caused the curving water to wear away the main shores on
either side, until the river at that portion took upon itself the
character of a lake or lagoon. From the island to either bank was a
distance of fully two hundred yards, so that it would have taken
good marksmanship on the part of the boys to bring down anything
on the main land.
One peculiarity had been noted by both. The region seemed to be
a favorite one with alligators. They could be seen basking in the sun
along the banks, with here and there a snout moving lazily over the
water in quest of prey. They were not liable to disturb the boys so
long as they remained in the dugout, but if by some chance they
should be capsized among a school of them, it might have gone ill
with our young friends.
“I think,” remarked Jim, speaking as well as he could with his
mouth full of corn cake, “that after ascending a few miles further
we’ll land and take to the woods.”
“Not a bad idea,” spluttered Joe, from behind the cold chicken that
threatened to suffocate him; “we can build a fire and sleep in the
woods to-night; then we’ll have all day to-morrow for the hunt, and
can go home the next day.”
“Yes; there isn’t much in this sort of business; we must have a
time that we can tell the boys about when we go up north.”
Just then the speaker happened to look down stream, and noticed
a boat that appeared to be approaching.
“Who can that be?” he asked in astonishment.
“My gracious!” gasped Joe, leaping to his feet, “it is our dugout!”

Such was the fact. They had left it drawn up so slightly on the
shingle, that it had swung loose, and was already a hundred feet
below the island.
The astounded lads looked in each other’s face, speechless for a
full minute. Well might they ask themselves what should be done,
for you will bear in mind that neither of them knew how to swim,
that they were in a lonely region where they could not be certain of
any person passing for days or weeks, and that there was nothing
on the island from which anything in the nature of a raft or float
could be constructed.
The boys were plucky, and had either one of them known how to
swim, he could have helped the other to the main land, and they
would have considered the adventure of a nature that need cause
little misgiving. They concluded that the only thing to be done was
to fire their guns and shout, in the faint hope of attracting the
attention of some one within call.
Accordingly, they discharged their rifles, and yelled and whistled
until the sun sank in the west, but without the slightest evidence of
success.
As the day advanced, the alligators showed more signs of life.
They swam back and forth in the river, and at one or two points a
number engaged in a fierce fight, causing no little splashing and
turmoil in the water. Occasionally one of them would run his hideous
snout against the island, but they did nothing more than stare at the
youngsters, when they whirled about and swam into deep water
again.
While the brothers had no special fear of these huge reptiles, they
were not without misgiving, for they well knew that they
occasionally attacked persons. They kept close watch, therefore, and
it was well that they did.
Just as the sun was sinking, and while the river glowed with the
yellow, horizontal rays, they were startled by the approach of the
largest alligator on which they had ever looked. They did not see

him until he was close to the island, and indeed in the act of leaving
the water and coming toward them. He was fully eighteen feet long,
and there could be no doubt that he meant to attack the boys. His
size, age, and appetite, would not permit him to stop at trifles.
“I’ll take the right eye,” said Jim.
“And I the left,” said Joe in an undertone.
The boys had cast aside their umbrella, and kneeling on one knee
they took careful aim at the monster. Like the patriots at Bunker Hill,
they waited until they saw the whites of the enemy’s eyes, and then
they fired together.
The distance was short, and the aim so true, that either bullet
would have proved fatal. As it was, the alligator, with a horrible
whiffing snort, swung spasmodically about, clawed the sand into
showers, and then died, as any creature must whose brain has been
bored through by two leaden pellets.
That was a dismal night to Jim and Joe. They feared that the
other reptiles would come upon the island to attack the slain
monarch, in which case they were likely to give some unpleasant
attention to the boys. But fortunately the saurians did not do so, and
when the sun rose in the morning, matters may be said to have
been in statu quo.
The main suffering of the boys was for water. They had brought a
bottle with them, but that was exhausted on the first day, and they
waited until they were extremely thirsty before drinking from the
muddy current that swept sluggishly by.
By noon, they began to feel serious alarm. They had used up
nearly all their ammunition, and had shouted and yelled till their
heads ached and their voices were husky. There were no more signs
of any one else being in the solitude than there would have been in
the middle of Sahara.
Disconsolate Joe was leaning on his elbow under the shade of the
umbrella, wondering how many days it would be before their parents

would miss them, how many weeks before the party of search would
set out, and how many months before their remains would be found
bleaching upon the sandy island—that is, provided the alligators did
not make a feast upon them.
He happened to be looking at the huge carcass of the reptile,
when he noticed that beneath the flaming heat it was distended to
double its natural size. It was a frightful looking sight indeed.
“Jim,” said he, turning to his brother, “that carcass is swollen
enough to float like a cork.”
“Let’s try it then,” said he, brightening up; “the other alligators are
asleep, and it’s the best hour out of the twenty-four.”
Inspired by the new thought, they ran to the bloated mass and
made the attempt to get it into the water. It was an exhausting task,
and they could not have moved it far, but by great labor they
succeeded in swinging it into the current. It proved to be
wonderfully buoyant, and when the boys perched themselves upon
the back their combined weight did not sink it more than half under
water.
Their hearts throbbed fast when they found themselves at last
floating with the current. They were not without dread that the scent
of the carcass would bring others to the spot, but the voyage of the
singular boat was so quiet that the siesta of the other alligators was
not disturbed. They floated down stream until, at a bend in the river,
they swung so close to land that they saw the water was shallow;
and springing off they waded ashore.
Jim and Joe discovered nothing of their dugout, and were obliged
to make their way down to the St. John’s, where they were fortunate
enough to hail a passing steamer, which landed them near their
home.

Transcriber’s Notes:
Missing or obscured punctuation was corrected.
Unbalanced quotation marks were left as the
author intended.
Typographical errors were silently corrected.
Inconsistent spelling and hyphenation were
made consistent only when a predominant
form was found in this book.

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