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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.
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.

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.

2. An organization is productive if it achieves its goals by transforming inputs
into outputs at the lowest cost. Thus requires both effectiveness and
efficiency.
3. A hospital is effective when it successfully meets the needs of its clientele.
a. It is efficient when it can do so at a low cost.
b. If a hospital manages to achieve higher output from its present staff by
reducing the average number of days a patient is confined to bed or
increasing the number of staff–patient contacts per day, we say the
hospital has gained productive efficiency.
4. A business firm is effective when it attains its sales or market share goals, but
its productivity also depends on achieving those goals efficiently.
5. Popular measures of organizational efficiency include return on investment,
profit per dollar of sales, and output per hour of labor.
6. Service organizations must include customer needs and requirements in
assessing their effectiveness.
a. Because a clear chain of cause and effect runs from employee attitudes
and behavior to customer attitudes and behavior to a service
organization’s productivity.
1) Sears has carefully documented this chain
2) The company’s management found that a 5 percent
improvement in employee attitudes leads to a 1.3 percent
increase in customer satisfaction, which in turn translates into a
0.5 percent improvement in revenue growth.
3) By training employees to improve the employee–customer
interaction, Sears was able to improve customer satisfaction by
4 percent over a 12-month period, generating an estimated
$200 million in additional revenues.
L. Survival
1. 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.
2. The survival of an organization depends not just on how productive the
organization is, but also on how well it fits with its environment.
3. A company that is very productively making goods and services of little value
to the market is unlikely to survive for long, so survival factors in things like
perceiving the market successfully, making good decisions about how and
when to pursue opportunities, and engaging in successful change management
to adapt to new business conditions.
M. 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.

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.
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.

Myth or Science?
“Most Acts of Workplace Bullying Are Men Attacking
Women”
This exercise contributes to Learning Objective: Identify challenges and opportunities for managers in application
of OB; Learning Outcomes: Apply the study of perception and attribution to the workplace, Discuss the influence of
culture on organizational behavior, Explain the effects of power and political behavior on organizations; AASCB
Learning Goal: Ethical understanding and reasoning abilities, Reflective thinking skills
This statement is true in the broad sense that most research indicates men are more likely
to engage in workplace bullying, and women are more likely to be targets of bullying behavior.
However, the full picture of gender and workplace bullying is more complicated than that.
First, the gender differences are narrowing. A recent study of workplace bullying by the
Workplace Bullying Institute (WBI) suggested that 60% of workplace bullies are men and 40%
are women. That is still a significant gender difference. But it is not as large as was once the
case. Some of the narrowing in the gender of bullies is due to the ascension of women up their
organizations’ ladders. Evidence indicates that the vast majority of incidents of workplace
bullying are “top-down”; the supervisor is intimidating the subordinate. As more women are
becoming supervisors, this is changing, to some degree, the gender balance of workplace bullies.
A second complication is that when women bully others at work, other women are
overwhelmingly their targets. The same WBI study of workplace bullying revealed that 58% of
victims of bullying are women. However, almost all of this gender difference in victims is due to
whom women bullies target; in 80% of the cases, it was other women. Male bullies are actually
more likely to target their own sex, though to a less dramatic degree than female bullies do.
Finally, it does appear that women are more adversely affected by bullying. A recent
study of 183 victims of bullying found that the prevalence of trauma was higher for women
(49%) than men (35%). The complexity of these relationships shows us that gaining a true
understanding of organizational behavior phenomena often means understanding that the causes
and consequences of work behavior are complex.
Back to bullying, experts suggest some ways to cope with workplace bullies regardless of
your sex.
1. Talk to your bully. “Perhaps your boss is one of those people who aren’t aware of how they
come across,” says Stanford’s Robert Sutton, author of several books on bullying in the
workplace.
2. Get help. Keep a diary of the behavior. Be specific and focus more on actions than feelings.
At some point, it might be necessary to involve others, such as human resources.
3. Ignore it. This is often easier said than done, but sometimes the only thing you can do is to
try to ignore the bully. “Try not to let it touch your soul,” says Sutton.
4. Polish your résumé. Bullies sometimes go away, and sometimes they listen. But if they aren’t
going to change and aren’t going away, you may want to plan your exit strategy. Take your
time and don’t panic. But not every workplace is filled with bullies, and you’ll likely be
happier if you’re in one of those.

L. Petrecca, “Bullying in Workplace Is Common, Hard to Fix,” USA Today (December 28, 2010), pp. 1B-2B; R. I. Sutton, Good
Boss, Bad Boss: How to Be the Best...and Learn from the Worst (New York: Business Plus, 2010); A. Rodríguez-Muñoz, B.
Moreno-Jiménez, A. Vergel, and E. G. Hernández, “Post-Traumatic Symptoms Among Victims of Workplace Bullying:
Exploring Gender Differences and Shattered Assumptions,” Journal of Applied Social Psychology 40, no. 10 (2010), pp. 2616-
2635.
CLASS EXERCISE
1. Divide the class into groups of 5 to 6 students each. Try to ensure a mixture of male and
females in each group.
2. Have students in each group describe experiences with bullying (try to ensure at least one
female and one male per group offers an incident. If no one has an incident, then open the
opportunity for anyone in the class to offer their experiences.
3. Discuss each of the four suggested response to bullies to determine the students beliefs about
the possible success or potential failure of each suggestion.
4. Ask each group to prepare a Plan of Action in response to bullying.
Teaching Notes
This exercise is applicable to face-2-face classes or synchronous online classes such as
BlackBoard 9.1, WIMBA, and Second Life Virtual Classrooms. See
http://www.baclass.panam.edu/imob/SecondLife for more information.
An Ethical Choice
Can You Learn from Failure?
This exercise contributes to Learning Objective: Describe the manager’s functions, roles and skills; Learning
Outcomes: Describe the factors that influence the formation of individual attitudes and values, Discuss the factors
influencing individual decision making in organizations, Discuss the influence of culture on organizational
behavior; and, AASCB Learning Goal: Ethical understanding and reasoning abilities.
Mistakes happen in business all the time, but most people have a powerful motivation to try
to cover up their errors as much as possible. However, not recognizing and learning from failures
might be the most dangerous failure of all because it means the problem is likely to occur again.
This means that, even though it might be hard to admit it, doing the right thing often means
admitting when you’ve done the wrong thing. Most people would say that we have an ethical
obligation to learn from mistakes, but how can we do that? In a recent special issue in Harvard
Business Review on failures, experts argued that learning from mistakes relies on several
strategies, which include:
1. Heed pressure. High pressure often provokes faulty thinking. BP faced enormous
pressure from cost overruns—roughly $1 million a day—in its deepwater oil
explorations. This led its managers to miss warning signs that led to the catastrophic

explosion in the Gulf of Mexico in 2010. Similar time and cost pressures precipitated the
ill-fated Challenger and Columbia space shuttle launches. In high-pressure situations, ask
yourself, “If I had more time and resources, would I make the same decision?”
2. Recognize that failure is not always bad. Most of us would agree that we have learned
more in life from our mistakes than from our successes. So, we need to realize that while
we don’t want to fail, it does have a hidden gift if we’re willing to receive—a chance to
learn something important. Eli Lilly holds “failure parties” to honor drug trials and
experiments that fail to achieve the desired results. The rational for these parties is to
recognize that when little is ventured, little is lost, but little is gained too. Procter &
Gamble CEO A.G. Lafley argues that very high success rates show incremental
innovation—but what he wants are game changers. He has celebrated P&G’s 11 most
expensive product failures, focusing on what the company learned from each. So don’t be
afraid to admit mistakes—and ask “What can I learn” from each.
3. Understand and address the root cause. When Apple introduced the iPhone 4 in 2010,
many customers complained about dropped calls. Apple first responded by suggesting the
problem lay in the way customers held the phones, suggested they “avoid gripping [the
phone] in the lower left corner.” Steve Jobs called the problem a “non-issue.” Only later
did Apple address the root cause of the problem—and fix it. When you make an error, try
to understand what caused it.
4. Reward owning up. If you make a mistake, be willing to speak up and admit it. Too often
we dig ourselves deeper into a hole by being defensive about mistakes. That also keeps us
from learning from our failures. If we all make mistakes, what are we being so defensive
about?
Given the complexity of human behavior, we’ll never avoid making mistakes entirely. Indeed, a
healthy appreciation for how mistake-prone we are is one of the points of this chapter (and of
Chapter 6: Perception and Decision-Making). But we can do a better job of admitting our
mistakes and learning from them when they occur.
A. C. Edmondson, “Strategies For Learning From Failure,” Harvard Business Review 89, No. 4 (2011), pp. 48-55; R. G.
McGrath, “Failing By Design,” Harvard Business Review 89, No. 4 (2011), pp. 76-83; C. H. Tinsley, R. L. Dillon, and P. M.
Madsen, “How to Avoid Catastrophe,” Harvard Business Review 89, no. 4 (2011), pp. 90-97.
Class Exercise
1. Form groups of 5 from the class membership.
2. Have each group do an Internet search for “Mistakes and learning”
3. Each group should access at least five resources
4. Ask students to discuss the similarities and differences among the resources they
accessed
5. Ask one representative from each group to present to the class the consensus of the
discussion’ outcomes
Teaching Notes

GlOBalization
Does National Culture Affect Organizational Performance?
This exercise contributes to Learning Objective: Identify the challenges and opportunities managers have in
applying OB concepts; Learning Outcomes: Describe the factors that influence the formation of individual attitudes
and values, Apply the study of perception and attribution to the workplace, Discuss the influence of culture on
organizational behavior, Describe best practices for creating and sustaining organizational cultures; AASCB
Learning Goal: Dynamics of the global economy and Multicultural and diversity understanding.
Companies that operate in more than one country face a challenging dilemma: how much should
they tailor organizational practices like leadership style, rewards, and communication to each
country’s culture? To some extent, it is necessary to change the way a company does business
because of differences in regulations, institutions, and labor force characteristics. For example, a
U.S. company that operates in Germany will have to contend with laws requiring greater worker
participation in decision making, and an Australian company operating in China will have to
match the knowledge and skills found in the Chinese workforce. Despite certain limitations
imposed by law and situational factors, managers still need to make many decisions about
adjusting their organizational culture to match the culture of the countries in which they operate.
There are no simple responses to this dilemma. Some researchers propose that managers
need to make a concerted effort to adapt their organizational culture to match the culture of the
countries in which they operate. These authors note that within any country, there is a great deal
of similarity in management practices that is likely the result of culture or values. If a country’s
basic outlook is highly individualistic, then organizational culture should also emphasize
individual contributions and efforts. Conversely, if national culture values collectivism, then
organizational culture should emphasize group contributions and cohesiveness. From this
perspective, successful international management is all about tailoring management practices and
values to fit with the cultural values of each country in which the company operates.
On the other hand, some propose that national culture should not, and does not, make
much difference in shaping organizational culture. These researchers note that even within a
single country, there can be a great deal of variation in values and norms. The development of
practices to match a culture is fraught with problems of stereotyping and over-generalizing about
the degree to which everyone in a given country shares the same values. These authors also note
that in tailoring practices to each country, a firm loses the potential value of having a unifying
organizational culture. From this perspective, companies should try as much as possible to create
a strong culture that operates across borders to create a unified global workforce.
Source: Based on B. Gerhart, “How Much Does National Culture Constrain Organizational Culture,” Management and
Organization Review 5, no. 2 (2009), pp. 241–259; A. S. Tsui, S. S. Nifadkar, & A. Y. Ou, “Cross-national, Cross-cultural

Organizational Behavior Research: Advances, Gaps, and Recommendations,” Journal of Management 33, no. 3 (2007), pp. 426-
478; and G. Johns, “The Essential Impact of Context on Organizational Behavior,” Academy of Management Review 31, no. 2
(2006), pp. 386-408.
Class Exercise:
• Have students form groups of five.
• Have students go to the Academic Google search site for Culture and Organizational
Performance at
http://scholar.google.com/scholar?q=culture+and+organizational+performance&hl=en&a
s_sdt=0&as_vis=1&oi=scholart
• Have each group read three of the references (full articles, not just abstracts).
• Have them discuss the finding and arrive at a consensus about the effects of culture on
organizational performance.
• Have a member from each group present to the class the results of the discussion.
Teaching Notes
Point CounterPoint
Lost in Translation?
This exercise contributes to Learning Objective: Describe the manager’s functions, roles and skills and Identify the
challenges and opportunities managers have in applying OB concepts; Learning Outcomes: Define organizational
behavior and identify the variables associated with its study and Explain the relationship between personality traits
and individual behavior; AACSB Learning Goals: Analytic skills and Analytic skills.
Point
Walk into your nearest major bookstore. You’ll undoubtedly find a large section of books
devoted to management and managing human behavior. A close look at the titles will reveal that
there is certainly no shortage of popular books on topics related to organizational behavior.
Consider the following popular book titles that are currently available on the topic of leadership:
• Tough Cookies: What 100 Years of the Girl Scouts Can Teach You (Wiley, 2011)
• From Wags to Riches: How Dogs Teach Us to Succeed in Business & Life (BenBella
Books, 2011)
• All I Know About Management I Learned from My Dog: The Real Story of Angel, a

Rescued Golden Retriever, Who Inspired the New Four Golden Rules of Management
(Skyhorse Publishing, 2011)
• Mother Teresa, CEO: Unexpected Principles for Practical Leadership (Berrett-Koehler
Publishers, 2011)
• Polar Bear Pirates and Their Quest to Engage the Sleepwalkers: Motivate Everyday
People to Deliver Extraordinary Results (Capstone, 2011)
• Winnie-the-Pooh on Management: In Which a Very Important Bear and His Friends Are
Introduced to a Very Important Subject (Penguin, 2011)
• Chicken Lips, Wheeler-Dealer, and the Beady-Eyed M.B.A: An Entrepreneurs Wild
Adventures on the New Silk Road (Wiley, 2011)
• Bodybuilders in Tutus: and 35 Other Obscure Business-Boosting Observations
(Robinwood Press, 2011)
• I'll Make You an Offer You Can't Refuse: Insider Business Tips from a Former Mob Boss
(Thomas Nelson, 2011)
• The Art of War from SmarterComics: How to Be Successful in Any Competition (Writers
Of The Round Table Press, 2011)
Popular books on organizational behavior often have cute titles and are fun to read, but they
make the job of managing people seem much simpler than it is. Most are based on the author’s
opinions rather than substantive research, and it is doubtful that one person’s experience
translates into effective management practice for everyone. Why do we waste our time on “fluff”
when, with a little effort, we can access knowledge produced from thousands of scientific studies
on human behavior in organizations?
Organizational behavior is a complex subject. Few, if any, simple statements about human
behavior are generalizable to all people in all situations. Should you really try to apply leadership
insights you got from a book about Geronimo or Tony Soprano to managing software engineers
in the twenty-first century?
CounterPoint
Organizations are always looking for leaders, and managers and manager-wannabes are
continually looking for ways to hone their leadership skills. Publishers respond to this demand
by offering hundreds of titles that promise insights into managing people. Books like these can
provide people with the secrets to management that others know about. Moreover, isn’t it better
to learn about management from people in the trenches, as opposed to the latest esoteric musings
from the “Ivory Tower”? Many of the most important insights we gain from life aren’t
necessarily the product of careful empirical research studies.
It is true there are some bad books out there. But do they outnumber the esoteric research
studies published every year? For example, a couple of recent management and organizational
behavior studies were published in 2011 with the following titles:
• Training for Fostering Knowledge Co-Construction from Collaborative Inference-
Drawing
• The Factor Structure and Cross-Test Convergence of the Mayer–Salovey–Caruso Model
of Emotional Intelligence
• Refining Value-Based Differentiation in Business Relationships: A Study of the Higher
Order Relationship Building Blocks That Influence Behavioural Intentions

• A Dialogical Approach to the Creation of New Knowledge in Organizations
We don’t mean to poke fun at these studies. Rather, our point is that you can’t judge a book
by its cover any more than you can a research study by its title.
There is not one right way to learn the science and art of managing people in organizations.
The most enlightened managers are those who gather insights from multiple sources: their own
experience, research findings, observations of others, and, yes, business press books too. If great
management were produced by carefully gleaning results from research studies, academicians
would make the best managers. How often do we see that?
Research and academics have an important role to play in understanding effective
management. But it isn’t fair to condemn all business books by citing the worst (or, at least, the
worse-sounding ones).
Class Exercise:
Choose two teams of three to five students, the remainder of the class can act as the jury. Select
one or two of the titles listed in the exercise. Have one team defend the “lessons” taken from the
selected reading; the other team will prepare an argument as to why the lessons from the readings
may not be appropriate from an OB perspective. Give each team adequate time to present their
case to the remainder of the class. After each team has presented their arguments, the remainder
of the class should ask probing questions based on their understanding of the OB concepts
covered in this first chapter. The class acting as jury can then vote on which team provided the
most compelling arguments.
Teaching Notes
Questions For Review
1. What is the importance of interpersonal skills?
Answer: Understanding human behavior is critical for managerial effectiveness today.
To attract and retain high-performing employees, managers must possess interpersonal
skills in order to relate to the employees and create a positive and supportive work
environment where people want to work. People skills in addition to technical skills are
imperative for managers to succeed in the modern demanding workplace. (Learning
Objective: Demonstrate the importance of interpersonal skills in the workplace; Learning Outcomes:
Understanding OB Helps Determine Manager Effectiveness, Technical and quantitative skills are
important early in careers, Leadership and communication skills are critical as person progresses in
career and Apply the study of perception and attribution to the workplace; AACSB: Learning Goal
Communication abilities)

2. What do managers do in terms of functions, roles, and skills?
Answer: One common thread runs through the functions, roles, and skills of managers:
the need to develop people skills if they are going to be effective and successful.
Managers get things done through other people. Managers do their work in an
organization.
Management functions involve managing the organization, planning and controlling and
managing people within the organization, organizing and leading.
Management roles (see Exhibit 1–1) are the “parts” managers play within an organization
and involve their interaction with people. Management skills, as identified by Robert
Katz, boil down to three essential management skills: technical, human, and conceptual.
These use OB to manage processes and people and to problem solve. (Learning Objectives:
Describe the manager’s functions, roles and skill; Learning Outcomes: Define organizational behavior
and identify the variables associated with its study; AACSB: Learning Goal: Analytic skills and Reflective
thinking skills)
3. What is organizational behavior (OB)?
Answer: Organizational behavior (abbreviated 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. As managers accomplish their work through others, OB provides the tools
for guiding the productivity of others, predicting human behavior at work, and the
perspectives needed to manage individuals from diverse backgrounds. (Learning Objectives:
Define organizational behavior (OB); Learning Outcome: Define organizational behavior and identify the
variables associated with its study; AACSB: Learning Goal: Analytic skills and Reflective thinking skills)
4. Why is it important to complement intuition with systematic study?
Answer: Behavior according to systematic study is not random. There are fundamental
consistencies underlying the behavior of all individuals that can be identified as well as
individual differences. The consistencies allow predictability and reasonably accurate
predictions regarding behavior and relationships. Systematic study basing conclusions on
scientific evidence is complemented by the Evidence-based management (EBM)
approach that involves basing managerial decisions on the best available scientific
evidence. Intuition, in contrast is based on one’s “gut feel”. Although unscientific and
unsystematic, it is not necessarily incorrect. The use of all three often results in better
decisions, but according to Jack Welch, “the trick is to know when to go with your gut.”
(Learning Objective: Show the value to OB of systematic study; Learning Outcomes: Define
organizational behavior and identify the variables associated with its study; AACSB Learning Goals:
Analytic skills and Reflective thinking skills)
5. What are the major behavioral science disciplines that contribute to OB?
Answer: OB is a field of study that investigates the impact that individuals, groups, and
structure have on behavior within organizations. Both psychology and sociology are
concerned with behavior. Psychology is the science of behavior that studies individual
behavior whereas sociology studies people in relation to their fellow human beings.
Psychological study in the field of OB has contributed knowledge on a number of topics

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89
“Oh, Louis, but I love you very much, only not just like
that.”
“Yes, I know. I’ve always known it and I’ve always
known that there was some one else whom you did love
—just like that. What I’ve been waiting for is to see it
making you happy. And it doesn’t make you happy. It
never has. And, lately, there’s been something fresh—
something that has hurt. You’ve been very unhappy. As
soon as you came here I knew. What is it? Can’t you tell
me?”
Elizabeth sat down again, but she did not turn her eyes
away.
“No, Louis, I don’t think I can,” she said.
Louis’s chin lifted.
“Does Agneta know?” he asked with a quick flash of
jealousy.
“No, she doesn’t,” said Elizabeth, reprovingly. “And she
has never asked.”
Louis laughed.
“That’s for my conscience, I suppose,” he said, “but I
don’t mind. I can bear it a lot better if you haven’t told
Agneta. And look here, Lizabeth, even if you never tell
me a single word, I shall always know things about you
—things that matter. I’ve always known when things
went wrong with you, and I always shall.”
It was obviously quite as an afterthought that he added:
“Do you mind?”

90
“No,” said Elizabeth, slowly, “I don’t think I mind. But
don’t look too close, Louis dear—not just now. It’s
kinder not to.”
“All right,” said Louis.
Then he came over and stood beside her. “Lizabeth, if
there’s anything I can do—any sort or kind of thing—
you’re to let me know. You will, won’t you? You’re the
best thing in my world, and anything that I can do for
you would be the best day’s work I ever did. If you’ll
just clamp on to that we shall be all right.”
Elizabeth looked up, but before she could speak, he
bent down, kissed her hastily on the cheek, and went
out of the room.
Elizabeth put her face in her hands and cried.
“I suppose Louis has been proposing to you again,” was
Agneta’s rather cross comment. “Lizabeth, what on
earth are you crying for?”
“Oh, Neta, do you hate me?” said Elizabeth in a very
tired voice.
Agneta knelt down beside her, and began to pinch her
arm.
“I would if I could, but I can’t,” she observed viciously.
“I’ve tried, of course, but I can’t do it by myself, and it’s
not the sort of thing you can expect religion to be any
help in. As if you didn’t know that Louis and I simply
love your littlest finger-nail, and that we’d do anything
for you, and that we think it an honour to be your
friends, and—oh, Lizabeth, if you don’t stop crying this

91
very instant, I shall pour all the water out of that big
flower-vase down the back of your neck!”

CHAPTER VIII
EDWARD SINGS
“What ails you, Andrew, my man’s son,
That you should look so white,
That you should neither eat by day,
Nor take your rest by night?”
“I have no rest when I would sleep,
No peace when I would rise,
Because of Janet’s yellow hair,
Because of Janet’s eyes.”
When Elizabeth Chantrey returned to Market Harford,
she did so with quite a clear understanding of the
difficulties that lay before her. Edward had spoken to
her of his uncle’s wishes, and begged her to fulfil them
by remaining on in the old house as his and Mary’s
guest. Apparently it never occurred to him that the
situation presented any difficulty, or that few women
would find it agreeable to be guest where they had
been mistress. Elizabeth was under no illusions. She
knew that she was putting herself in an almost
impossible position, but she had made up her mind to
occupy that position for a year. She had given David
Blake so much already, that a little more did not seem
to matter. Another year, a little more pain, were all in

92
93
the day’s work. She had given many years and had
suffered much pain. Through the years, through the
pain, there had been at the back of her mind the
thought, “If he needed me, and I were not here.”
Elizabeth had always known that some day he would
need her—not love her—but need her. And for that she
waited.
Elizabeth returned to Market Harford on a fine
November afternoon. The sun was shining, after two
days’ rain, and Elizabeth walked up from the station,
leaving her luggage to the carrier. It was quite a short
walk, but she met so many acquaintances that she was
some time reaching home. First, it was old Dr. Bull with
his square face and fringe of stiff grey beard who waved
his knobbly stick at her, and waddled across the road.
He was a great friend of Elizabeth’s, and he greeted her
warmly.
“Now, now, Miss Elizabeth, so you’ve not quite deserted
us, hey? Glad to be back, hey?”
“Yes, very glad,” said Elizabeth, smiling.
“And every one will be glad to see you, all your friends.
Hey? I’m glad, Edward and Mary’ll be glad, and David—
hey? David’s a friend of yours, isn’t he? Used to be, I
know, in the old days. Prodigious allies you were.
Always in each other’s pockets. Same books—same
walks—same measles—” he laughed heartily, and then
broke off. “David wants his friends,” he said, “for the
matter of that, every one wants friends, hey? But you
get David to come and see you, my dear. He won’t want
much persuading, hey? Well, well, I won’t keep you. I
mustn’t waste your time. Now that I’m idle, I forget that
other people have business, hey? And I see Miss Dobell

94
coming over to speak to you. Now, I wouldn’t waste her
time for the world. Not for the world, my dear Miss
Elizabeth. Good-day, good-day, good-day.”
His eyes twinkled as he raised his hat, and he went off
at an astonishing rate, as Miss Dobell picked her way
across the road.
“Such a fine man, Dr. Bull, I always think,” she remarked
in her precise little way. Every word she uttered had the
effect of being enclosed in a separate little water-tight
compartment. “I really miss him, if I may say so. Oh,
yes; and I am not the only one of his old patients who
feels it a deprivation to have lost his services. Oh, no.
Young men are so unreliable. They begin well, but they
are unreliable. Oh, yes, sadly unreliable,” repeated Miss
Dobell with emphasis.
She and Elizabeth were crossing the bridge as she
spoke. Away to the left, above the water, Elizabeth
could see the sunlight reflected from the long line of
windows which faced the river. The trees before them
were almost leafless, and it was easy to distinguish one
house from another. David Blake lived in the seventh
house, and Miss Dobell was gazing very pointedly in
that direction, and nodding her head.
“I dislike gossip,” she said. “I set my face against
gossip, my dear Elizabeth, I do not approve of it. I do
not talk scandal nor permit it to be talked in my
presence. But I am not blind, or deaf. Oh, no. We
should be thankful when we have all our faculties, and
mine are unimpaired, oh, yes, quite unimpaired,
although I am not quite as young as you are.”
“Yes?” said Elizabeth.

95
Miss Dobell became rather flustered. “I have a little
errand,” she said hurriedly. “A little errand, my dear
Elizabeth. I will not keep you, oh, no, I must not keep
you now. I shall see you later, I shall come and see you,
but I will not detain you now. Oh, no, Mary will be
waiting for you.”
“So you have really come,” said Mary a little later.
After kissing her sister warmly, she had allowed a slight
air of offence to appear. “I had begun to think you had
missed your train. I am afraid the tea will be rather
strong, I had it made punctually, you see. I was
beginning to think that you hadn’t been able to tear
yourself away from Agneta after all.”
“Now, Molly—” said Elizabeth, protestingly.
But Mary was not to be turned aside. “Of course you
would much rather have stayed, I know that. Will you
have bread and butter or tea-cake? When Mr. Mottisfont
died, I said to myself, ‘Now she’ll go and live with
Agneta, and she might just as well be dead.’ That’s why
I was quite pleased when Edward came and told me
that Mr. Mottisfont had said you were to stay on here for
a year. Of course, as I said to Edward, he had no right
to make any such condition, and if it had been any one
but you, I shouldn’t have liked it at all. That’s what I
said to Edward—‘It really isn’t fair, but Elizabeth isn’t like
other people. She won’t try and run the house over my
head, and she won’t want to be always with us.’ You
see, married people do like to have their evenings, but
as I said to Edward, ‘Elizabeth would much rather be in
her own little room, with a book, than sitting with us.’
And you would, wouldn’t you?”

96
97
“Oh, yes,” said Elizabeth laughing.
The spectacle of Mary being tactful always made her
laugh.
“Of course when any one comes in in the evening—
that’s different. Of course you’ll join us then. But you’d
rather be here as a rule, wouldn’t you?”
“Oh, you know I love my little room. It was nice of you
to have tea here, Molly,” said Elizabeth.
“Yes, I thought you’d like it. And then I wanted the rest
of the house to be a surprise to you. When we’ve had
tea I want to show you everything. Of course your
rooms haven’t been touched, you said you’d rather they
weren’t; but everything else has been done up, and I
really think it’s very nice. I’ve been quite excited over it.”
“Give me a little more tea, Molly,” said Elizabeth.
As she leaned forward with her cup in her hand, she
asked casually: “Have you seen much of David lately?”
“Oh, yes,” said Mary, “he’s here very often.” She pursed
her lips a little. “I think David is a very curious person,
Liz. I don’t understand him at all. I think he is very
difficult to understand.”
“Is he, Molly?”
Elizabeth looked at her sister with something between
anxiety and amusement.
“Yes, very. He’s quite changed, it seems to me. I could
understand his being upset just after Mr. Mottisfont’s
death. We were all upset then. I am sure I never felt so

98
dreadful in my life. It made me quite ill. But afterwards,”
Mary’s voice dropped to a lower tone, “afterwards when
the letter had come, and everything was cleared up—
well, you’d have thought he would have been all right
again, wouldn’t you? And instead, he has just gone on
getting more and more unlike himself. You know, he
was so odd when Edward went to see him that,
really,”—Mary hesitated—“Edward thought—well, he
wondered whether David had been drinking.”
“Nonsense, Molly!”
“Oh, it’s not only Edward—everybody has noticed how
changed he is. Have you got anything to eat, Liz? Have
some of the iced cake; it’s from a recipe of Miss Dobell’s
and it’s quite nice. What was I saying? Oh, about David
—well, it’s true, Liz—Mrs. Havergill told Markham; now,
Liz, what’s the sense of your looking at me like that? Of
course I shouldn’t dream of talking to an ordinary
servant, but considering Markham has known us since
we were about two—Markham takes an interest, a real
interest, and when Mrs. Havergill told her that she was
afraid David was taking a great deal more than was
good for him, and she wished his friends could stop it,
why, Markham naturally told me. She felt it her duty. I
expect she thought I might have an influence—as I
hope I have. That’s why I encourage David to come
here. I think it’s so good for him. I think it makes such a
difference to young men if they have a nice home to
come to, and it’s very good for them to see married
people fond of each other, and happy together, like
Edward and I are. Don’t you think so?”
“I don’t know, Molly,” said Elizabeth. “Are people talking
about David?”

99
100
“Yes, they are. Of course I haven’t said a word, but
people are noticing how different he is. I don’t see how
they can help it, and yesterday when I was having tea
with Mrs. Codrington, Miss Dobell began to hint all sorts
of things, and there was quite a scene. You know how
devoted Mrs. Codrington is! She really quite frightened
poor little Miss Hester. I can tell you, I was glad that I
hadn’t said anything. Mrs. Codrington always frightens
me. She looks so large, and she speaks so loud. I was
quite glad to get away.”
“I like Mrs. Codrington,” said Elizabeth.
“Oh, well, so do I. But I like her better when she’s not
angry. Oh, by the way, Liz, talking of David, do you
know that I met Katie Ellerton yesterday, and—how long
is it since Dr. Ellerton died?”
“More than two years.”
“Well, she has gone quite out of mourning. You know
how she went on at first—she was going to wear weeds
always, and never change anything, and as to ever
going into colours again, she couldn’t imagine how any
one could do it! And I met her out yesterday in quite a
bright blue coat and skirt. What do you think of that?”
“Oh, Molly, you’ve been going out to too many tea-
parties! Why shouldn’t poor Katie go out of mourning? I
think it’s very sensible of her. I have always been so
sorry for her.”
Mary assumed an air of lofty virtue. “I used to be. But
now, I don’t approve of her at all. She’s just doing her
very best to catch David Blake. Every one can see it. If
that wretched little Ronnie has so much as a thorn in his
finger, she sends for David. She’s making herself the

101
laughing-stock of the place. I think it’s simply horrid. I
don’t approve of second marriages at all. I never do see
how any really nice-minded woman can marry again.
And it’s not only the marrying, but to run after a man,
like that—it’s quite dreadful! I am sure David would be
most unhappy if he married her. It would be a dreadfully
bad thing for him.”
Elizabeth leaned back in her chair.
“How sweet the hour that sets us free
To sip our scandal, and our tea,”
she observed.
Mary coloured.
“I never talk scandal,” she said in an offended voice,
and Elizabeth refrained from telling her that Miss Dobell
had made the same remark.
All the time that Mary was showing her over the house,
Elizabeth was wondering whether it would be such a
dreadfully bad thing for David to marry Katie Ellerton.
Ronnie was a dear little boy, and David loved children,
and Katie—Katie was one of those gentle, clinging
creatures whom men adore and spoil. If she cared for
him, and he grew to care for her—Elizabeth turned the
possibilities over and over in her mind, wondering——
She wondered still more that evening, when David Blake
came in after dinner. He had changed. Elizabeth looked
at him and saw things in his face which she only half
understood. He looked ill and tired, but both illness and
weariness appeared to her to be incidental. Behind
them there was something else, something much

102
103
stronger and yet more subtle, some deflection of the
man’s whole nature.
Edward and Mary did not disturb themselves at David’s
coming. They were at the piano, and Edward nodded
casually, whilst Mary merely waved her hand and
smiled.
David said “How do you do?” to Elizabeth, and sat down
by the fire. He was in evening dress, but somehow he
looked out of place in Mary’s new white drawing-room.
Edward had put in electric light all over the house, and
here it shone through rosy shades. The room was all
rose and white—roses on the chintz, a frieze of roses
upon the walls, and a rose-coloured carpet on the floor.
Only the two lamps over the piano were lighted. They
shone on Mary. She was playing softly impassioned
chords in support of Edward, who exercised a pleasant
tenor voice upon the lays of Lord Henry Somerset. Mary
played accompaniments with much sentiment.
Occasionally, when the music was easy, she shot an
adoring glance at Edward, a glance to which he duly
responded, when not preoccupied with a note beyond
his compass.
Elizabeth was tolerant of lovers, and Mary’s little
sentimentalities, like Mary’s airs of virtuous matronhood,
were often quite amusing to watch; but to-night, with
David Blake as a fourth person in the room, Elizabeth
found amusement merging into irritation and irritation
into pain. Except for that lighted circle about the piano,
the room lay all in shadow. There was a soft dusk upon
it, broken every now and then by gleams of firelight.
David Blake sat back in his chair, and the dimness of the
room hid his face, except when the fire blazed up and
showed Elizabeth how changed it was. She had been

104
away only a month, and he looked like a stranger. His
attitude was that of a very weary man. His head rested
on his hand, and he looked all the time at Mary in the
rosy glow which bathed her. When she looked up at
Edward, he saw the look, saw the light shine down into
her dark eyes and sparkle there. Not a look, not a smile
was lost, and whilst he watched Mary, Elizabeth
watched him. Elizabeth was very glad of the dimness
that shielded her. It was a relief to drop the mask of a
friendly indifference, to be able to watch David with no
thought except for him. Her heart yearned to him as
never before. She divined in him a great hunger—a
great pain. And this hunger, this pain, was hers. The
longing to give, to assuage, to comfort, welled up in her
with a suddenness and strength that were almost
startling. Elizabeth took her thought in a strong hand,
forcing it along accustomed channels from the plane
where love may be thwarted, to that other plane, where
love walks unashamed and undeterred, and gives her
gifts, no man forbidding her. Elizabeth sat still, with
folded hands. Her love went out to David, like one ripple
in a boundless, golden sea, from which they drew their
being, and in which they lived and moved. A sense of
light and peace came down upon her.
Edward’s voice was filling the room. It was quite a
pleasant voice, and if it never varied into expression, at
least it never went out of tune, and every word was
distinct.
“Ah, well, I know the sadness
That tears and rends your heart,
How that from all life’s gladness
You stand far, far apart—”
sang Edward, in tones of the most complete unconcern.

It was Mary who supplied all the sentiment that could
be wished for. She dwelt on the chords with an almost
superfluous degree of feeling, and her eyes were quite
moist.

105
106
At any other time this combination of Edward and Lord
Henry Somerset would have entertained Elizabeth not a
little, but just now there was no room in her thoughts
for any one but David. The light that was upon her gave
her vision. She looked upon David with eyes that had
grown very clear, and as she looked she understood.
That he had changed, deteriorated, she had seen at the
first glance. Now she discerned in him the cause of such
an alteration—something wrenched and twisted. The
scene in her little brown room rose vividly before her.
When David had allowed Mary to sway him, he had
parted with something, which he could not now recall.
He had broken violently through his own code, and the
broken thing was failing him at every turn. Mary’s eyes,
Mary’s voice, Mary’s touch—these things had waked in
him something beyond the old passion. The emotional
strain of that scene had carried him beyond his self-
control. A feverish craving was upon him, and his whole
nature burned in the flame of it.
Edward had passed to another song.
“One more kiss from my darling one,” he sang in a
slightly perfunctory manner. His voice was getting tired,
and he seemed a little absent-minded for a lover who
was about to plunge into Eternity. The manner in which
he requested death to come speedily was a trifle
unconvincing. As he began the next verse David made a
sudden movement. A log of wood upon the fire had
fallen sharply, and there was a quick upward rush of
flame. David looked round, facing the glow, and as he
did so his eyes met Elizabeth’s. Just for one infinitesimal
moment something seemed to pass from her to him. It
was one of those strange moments which are not
moments of time at all, and are therefore not subject to

107
time’s laws. Elizabeth Chantrey’s eyes were full of
peace. Full, too, of a passionate gentleness. It was a
gentleness which for an instant touched the sore places
in David’s soul with healing, and for that one instant
David had a glimpse of something very strong, very
tender, that was his, and yet incomprehensibly withheld
from his understanding. It was one of those
instantaneous flashes of thought—one of those gleams
of recognition which break upon the dulness of material
sense. Before and after—darkness, the void, the
unstarred night, a chaos of things forgotten. But for one
dazzled instant, the lightning stab of Truth, unrealised.
Elizabeth did not look away, or change colour. The
peace was upon her still. She smiled a little, and as the
moment passed, and the dark closed in again upon
David’s mind, she saw a spark of rather savage humour
come into his eyes.
“Then come Eternity——”
“No, that’s enough, Mary, I’m absolutely hoarse,”
remarked Edward, all in the same breath, and with very
much the same expression.
Mary got up, and began to shut the piano. The light
shone on her white, uncovered neck.

108
CHAPTER IX
MARY IS SHOCKED
Through fire and frost and snow
I see you go,
I see your feet that bleed,
My heart bleeds too.
I, who would give my very soul for you,
What can I do?
I cannot help your need.
That first evening was one of many others, all on very
much the same pattern. David Blake would come in,
after tea, or after dinner, sit for an hour in almost total
silence, and then go away again. Every time that he
came, Elizabeth’s heart sank a little lower. This change,
this obscuring of the man she loved, was an unreality,
but how some unrealities have power to hurt us.
December brought extra work to the Market Harford
doctors. There was an epidemic of measles amongst the
children, combined with one of influenza amongst their
elders. David Blake stood the extra strain but ill. He was
slipping steadily down the hill. His day’s work followed
only too often upon a broken or sleepless night, and to
get through what had to be done, or to secure some
measure of sleep, he had recourse more and more

109
frequently to stimulant. If no patient of his ever saw him
the worse for drink, he was none the less constantly
under its influence. If it did not intoxicate him, he came
to rely upon its stimulus, and to distrust his unaided
strength. He could no longer count upon his nerve, and
the fear of all that nerve failure may involve haunted
him continually and drove him down.
“Look here, Blake, you want a change. Why don’t you
go away?” said Tom Skeffington. It was a late January
evening, and he had dropped in for a smoke and a chat.
“The press of work is over now, and I could very well
manage the lot for a fortnight or three weeks. Will you
go?”
“No, I won’t,” said David shortly.
Young Skeffington paused. It was not much after six in
the evening, and David’s face was flushed, his hand
unsteady.
“Look here, Blake,” he said, and then stopped, because
David was staring at him out of eyes that had suddenly
grown suspicious.
“Well?” said David, still staring.
“Well, I should go away if I were you—go to
Switzerland, do some winter sports. Get a thorough
change. Come back yourself again.”
There was ever so slight an emphasis on the last few
words, and David flashed into sudden anger.
“Mind your own business, and be damned to you,
Skeffington,” he cried.

110
Tom Skeffington shrugged his shoulders.
“Oh, certainly,” he said, and made haste to be gone.
Blake in this mood was quite impracticable. He had no
mind for a scene.
David sat on, with a tumbler at his elbow. So they
wanted him out of the way. That was the third person
who had told him he needed a change—the third in one
week. Edward was one, and old Dr. Bull, and now
Skeffington. Yes, of course, Skeffington would like him
out of the way, so as to get all the practice into his own
hands. Edward too. Was it this morning, or yesterday
morning, that Edward had asked him when he was
going to take a holiday? Now he came to think of it, it
was yesterday morning. And he supposed that Edward
wanted him out of the way too. Perhaps he went too
often to Edward’s house. David began to get angry.
Edward was an ungrateful hound. “Damned ungrateful,”
said David’s muddled brain. The idea of going to see
Mary began to present itself to him. If Edward did not
like it, Edward could lump it. He had been told to come
whenever he liked. Very well, he liked now. Why
shouldn’t he?
He got up and went out into the cold. Then, when he
was half-way up the High Street he remembered that
Edward had gone away for a couple of days. It occurred
to him as a very agreeable circumstance. Mary would be
alone, and they would have a pleasant, friendly time
together. Mary would sit in the rosy light and play to
him, not to Edward, and sing in that small sweet voice
of hers—not to Edward, but to him.

111
It was a cold, crisp night, and the frosty air heightened
the effect of the stimulant which he had taken. He had
left his own house flushed, irritable, and warm, but he
arrived at the Mottisfonts’ as unmistakably drunk as a
man may be who is still upon his legs.
He brushed past Markham in the hall before she had
time to do more than notice that his manner was rather
odd, and she called after him that Mrs. Mottisfont was in
the drawing-room.
David went up the stairs walking quite steadily, but his
brain, under the influence of one idea, appeared to
work in a manner entirely divorced from any volition of
his.
Mary was sitting before the fire, in the rosy glow of his
imagining. She wore a dim purple gown, with a border
of soft dark fur. A book lay upon her lap, but she was
not reading. Her head, with its dark curls, rested against
the rose-patterned chintz of the chair. Her skin was as
white as a white rose leaf. Her lips as softly red as real
red roses. A little amethyst heart hung low upon her
bosom and caught the light. There was a bunch of
violets at her waist. The room was sweet with them.
Mary looked up half startled as David Blake came in. He
shut the door behind him, with a push, and she was
startled outright when she saw his face. He looked at
her with glazed eyes, and smiled a meaningless and
foolish smile.
“Edward is out,” said Mary, “he is away.” And then she
wished that she had said anything else. She looked at
the bell, and wondered where Elizabeth was. Elizabeth

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

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