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 SNELL
BOHLANDER
PEACOCK
BELCOURT
STEWART
essentials of Managing Human Resources
SIXTH CANADIAN EDITION

CANADIAN
EDITION

SIXTH
essentials of
Managing
Human Resources
ISBN-13: 978-0-17-657028-6
ISBN-10: 0-17-657028-4

9 780176 570286
www.nelson.com

STEWART BELCOURT PEACOCK BOHLANDER SNELL

BK-NEL-STEWART_6CE-150330-Cover.indd All Pages 27/01/16 3:48 PM

vi CONTENTS

Summary62
Need to Know 63
Need to Understand 63
Key Terms 64
Review Questions 64
Critical Thinking Questions 64
Developing Your Skills 65
CASE STUDY 1 Accommodation Using Google? 65
CASE STUDY 2 Is Genetic Testing for Work Purposes Ethical? 66
Appendix67
Notes and References 68

3 Creating a Culture of Well-Being72

HRM Close-up 73
Introduction74
Organizational Culture and Its Importance 74
Employee Engagement 76
Creating a Healthy and Safe Work Environment 78
Building a Culture of Well-Being 95
Summary100
Need to Know 101
Need to Understand 101
Key Terms 101
Review Questions 102
Critical Thinking Questions 102
Developing Your Skills 102
CASE STUDY 1 Culture and Healthy Organizations 103
CASE STUDY 2 Safety Concerns at the Grand Hotel 104
Notes and References 104

PART 2: ATTRACTING AND SELECTING PEOPLE FOR THE ORGANIZATION 106

4 Defining, Analyzing, and

Designing the Work106
HRM Close-up 107
Introduction108
Defining Work 108
The Manager’s and the Employee’s Role in Defining Work 109
Uses of Information from Job Analysis 114
Designing the Job 118
Summary127
Need to Know 128
Need to Understand 128
Key Terms 128
Review Questions 128
Critical Thinking Questions 128

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 CONTENTS vii

Developing Your Skills 129

CASE STUDY 1 But My Job Has Changed 129
CASE STUDY 2 What Should a New Manager Do? 130
Notes and References 131

5 Planning for, Recruiting, and

Selecting the Workforce132
HRM Close-up 133
Introduction134
Human Resource Planning 134
Recruitment138
Selection147
Summary165
Need to Know 166
Need to Understand 166
Key Terms 166
Review Questions 166
Critical Thinking Questions 167
Developing Your Skills 167
CASE STUDY 1 Why Aren’t They Interested? 168
CASE STUDY 2 It Isn’t Rocket Science! 168
Notes and References 169

PART 3: DEVELOPING PEOPLE IN THE ORGANIZATION 172

6 Orienting, Training, and Developing

Employees172
HRM Close-up 173
Introduction174
Orientation174
Training and Development: A Systems Approach 177
The Training Landscape 191
Career Development—Individual and Organizational Needs 195
Summary199
Need to Know 200
Need to Understand 200
Key Terms 200
Review Questions 201
Critical Thinking Questions 201
Developing Your Skills 201
CASE STUDY 1 Welcome to the Jungle 202
CASE STUDY 2 Learning 2.0 at East Coast Tech Inc. 203
Notes and References 204

NEL
viii CONTENTS

7 Managing Employee Performance206

HRM Close-up 207
Introduction208
A Performance Management System 208
Management Practices 209
Steps in an Effective Performance Management System 213
Performance Reviews 217
Performance Review Methods 223
Performance Review Interviews 231
Summary234
Need to Know 235
Need to Understand 235
Key Terms 236
Review Questions 236
Critical Thinking Questions 236
Developing Your Skills 237
CASE STUDY 1 Results Count! 238
CASE STUDY 2 Will a New Performance System Work? 238
Notes and References 239

8 Rewarding and Recognizing Employees242

HRM Close-up 243
Introduction244
Rewards as Part of Company Strategy 244
Determining Compensation 249
The Compensation Structure 256
Incentive Plans 259
Employee Benefits 261
Benefits Required by Law 264
Voluntary Employee Benefits 265
Summary272
Need to Know 273
Need to Understand 273
Key Terms 273
Review Questions 273
Critical Thinking Questions 273
Developing Your Skills 274
Exercise274
CASE STUDY 1 But Do Legislated Wage Rates Work? 275
CASE STUDY 2 W  hat Are the Right Ingredients for a
Recognition and Rewards Program? 276
Notes and References 277

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 CONTENTS ix

PART 4: RELATING TO EMPLOYEES WITHIN DIVERSE ENVIRONMENTS 280

9 Dealing with Management Rights,

Employee Rights, and Discipline280
HRM Close-up 281
Introduction282
Management Rights and Responsibilities 282
Employee Rights 283
Disciplinary Policies and Procedures 295
Appealing Disciplinary Actions 308
Summary310
Need to Know 311
Need to Understand 311
Key Terms 311
Review Questions 311
Critical Thinking Questions 312
Developing Your Skills 312
CASE STUDY 1 What About My Privacy? 313
CASE STUDY 2 Can’t the Absence Be Ignored? 314
Notes and References 314

10 Understanding Labour Relations and

Collective Bargaining318
HRM Close-up 319
Introduction320
The Laws Governing Labour Relations 321
Why Employees Unionize 322
How Employees Organize 325
Certification Procedures 329
How Unions Operate 332
The Collective Bargaining Process 337
The Collective Agreement 346
Grievance Procedures 349
Summary355
Need to Know 356
Need to Understand 356
Key Terms 356
Review Questions 357
Critical Thinking Questions 357
Developing Your Skills 357
CASE STUDY 1 What Should the Union Do? 358
CASE STUDY 2 What’s Wrong with Tattoos? 359
Notes and References 360

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x CONTENTS

PART 5: WORLD PERSPECTIVE 362

11 Learning About International Human

Resources Management362
HRM Close-up 363
Introduction364
Managing Across Borders 364
HR Planning, Recruiting, and Selecting 371
Training and Development 377
Rewards and Recognition 382
Performance Management 385
The Labour Environment Worldwide 387
Summary390
Need to Know 391
Need to Understand 391
Key Terms 392
Review Questions 392
Critical Thinking Questions 392
Developing Your Skills 392
CASE STUDY 1 And the Show Goes On! 393
CASE STUDY 2 Is Global Competition Good? 394
Notes and References 394

Glossary 398
Name Index 403
Subject Index 405

NEL
 xi

Preface
The previous edition of Essentials of Managing Human Resources was published just as the global eco-
nomic scene appeared to be recovering from what has been called the “Great Recession.” However, we
seem to have: continuing global economic instability, skill shortages, mounting government debt, and
intense global competition. Because of this, and the different expectations and values of the newer
entrants to the workforce, organizations are very aware of the need to focus on their people: the
people who make or break company success. Attracting and engaging scarce talent is not easy, but it
must happen if the Canadian economy is to grow.
With this ongoing focus on the people in a company—the company’s “human resources”—it is
important to understand what types of people practices are needed to create the engaged workforce.
This book is written to help you understand HR “language”—the practices, processes, and systems
necessary for the success of the people in the organization, and therefore, the success of the organiza-
tion. For example, one of the more important systems in an organization is recruiting and selecting
capable and skilled people.
This textbook builds on concepts you have learned or been introduced to in either a general
management or a general organizational behaviour course. It is written for students who will become
(or are) employees, supervisors and line managers, and HR professionals. Since the text covers the
major human resources management processes and systems, it will provide a good overview if you are
thinking about moving into the HR profession.
The book has been authored by experienced instructors recognized by students for many years
for their excellence in teaching and facilitating learning. The authors are also active HR practitioners
who share business stories throughout the text to make the materials interesting for students.
Essentials of Managing Human Resources is a shorter and a more relevant book for general busi-
ness students with simpler language. It is important, however, to remember that the field of HR has its
own jargon, or specialized language. Therefore, one goal of this book is to help you learn the termi-
nology so that you can deal with HR issues in a more informed way.
Finally, this book is designed to cover all the materials you will need for a good general under-
standing of all the HR activities in a company, as well as your role—whether you are an employee or a
have the added responsibilities of a supervisor. It shows how theory applies to HR practices in the 21st
century. Further, the book has stories about all types of organizations: profit, nonprofit/voluntary, and
public-sector; unionized and non-unionized; and small and large.

WHAT’S NEW IN THE SIXTH EDITION

Building on the continued success of the fifth edition, and incorporating suggestions from users of the
text, the following changes have been made:
• Each chapter has content and questions that illustrate the integrated and strategic nature of
human resources management.
• The vast majority of references have been updated, with 95% since 2014.
• Figures, charts, and pictures in chapters have been updated.
• The chapter on health and safety has been redesigned to focus on building a culture of well-being
with sections on organizational culture and employee engagement.
• HRM Close-ups appear in each chapter.
• At Work with HRM, HRM and the Law, and Ethics in HRM boxes are in each chapter and have
been revised for students.
• There is updated content in all chapters to help students acquire the tools and skills to be suc-
cessful employees.
• The text reflects current Canadian research from professional journals/periodicals and aca-
demic journals.
• New cases that focus on Canadian companies are presented in each chapter.
• Review Questions, Critical Thinking Questions, including ones relating to the HRM Close-up,
and Developing Your Skills materials in each chapter have been updated.
• Additional websites are identified within each chapter.

NEL
xii PREFACE

FEATURES OF THE BOOK

Each chapter contains the following materials:
• Learning Outcomes are listed at the beginning of each chapter, with reference icons indicating
the objective within the chapter.
• An HRM Close-up that relates a story about a supervisor’s experience in human resources man-
agement opens each chapter.
• Toolkit boxes contain tools and resources for handling HR matters.
• At Work with HRM boxes feature real-world applications relating to a specific topic with critical
thinking questions at the end.
• HRM and the Law boxes help explain the legal implications of HR.
• Ethics in HRM boxes highlight sensitive issues employees and supervisors might face.
• An Emerging Trends box provides information about trends in relation to each chapter theme.
• Key Terms appear in boldface and are defined in margin notes. The key terms are also listed at
the end of the chapter and in the Glossary.
• Figures with graphs and research information appear throughout the chapters.
• Illustrations reinforce points and maintain reader interest.
• A Summary at the end of each chapter reinforces the learning objectives.
• A Need to Know/Need to Understand box at the end of each chapter helps to identify key topics.
• Review Questions and Critical Thinking Questions promote basic recall and stimulate critical
thinking questions for discussion.
• Developing Your Skills contain both text-based and Web-based experiential exercises.
• Two case studies in each chapter present current HRM issues in real-life settings that allow for
critical analysis.
• Notes and References are included for further research and information.
• Website addresses, indicated with an arrow symbol in the margin, are provided throughout
the text.

SUPPLEMENTARY MATERIALS

Instructor Resources
The Nelson Education Teaching Advantage (NETA) program delivers research-based instructor
resources that promote student engagement and higher-order thinking to enable the success of
Canadian students and educators. Visit Nelson Education’s Inspired Instruction website at www.
nelson.com/inspired to find out more about NETA.
The following instructor resources have been created for Essentials of Managing Human
Resources, Sixth Canadian Edition. Access these ultimate tools for customizing lectures and presenta-
tions at www.nelson.com/instructor.

NETA Test Bank

This resource was written by Barbara Lipton. It includes multiple-choice questions written according
to NETA guidelines for effective construction and development of higher-order questions. Also
included are context-specific questions, true/false, and essay questions.
The NETA Test Bank is available in a new, cloud-based platform. Nelson Testing Powered by
Cognero® is a secure online testing system that allows instructors to author, edit, and manage test
bank content from anywhere Internet access is available. No special installations or downloads are
needed, and the desktop-inspired interface, with its drop-down menus and familiar, intuitive tools,
allows instructors to create and manage tests with ease. Multiple test versions can be created in an
instant, and content can be imported or exported into other systems. Tests can be delivered from a
learning management system, the classroom, or wherever an instructor chooses. Testing Powered by
Cognero for Essentials of Managing Human Resources also be accessed through www.nelson.com/
instructor.

NEL
 PREFACE xiii

NETA PowerPoint
Microsoft® PowerPoint® lecture slides for every chapter have been created by Eileen Stewart, British
Columbia Institute of Technology. There is an average of 25 slides per chapter, many featuring key fig-
ures, tables, and photographs from Essentials of Managing Human Resources. NETA principles of clear
design and engaging content have been incorporated throughout, making it simple for instructors to
customize the deck for their courses.

Image Library
This resource consists of digital copies of figures, short tables, and photographs used in the
book. Instructors may use these JPEGs to customize the NETA PowerPoint or create their own
PowerPoint presentations.

Videos
Instructors can enhance the classroom experience with the exciting and relevant videos
provided directly to students through MindTap (see below). They are also available to instructors at
www.nelson.com/instructor. These videos have been selected to accompany Essentials of Managing
Human Resources.

NETA Instructor Guide

This resource was written by Eileen Stewart, British Columbia Institute of Technology. It is organized
according to the textbook chapters and addresses key educational concerns, such as typical stumbling
blocks student face and how to address them. Other features include lecture outlines, answers to end-
of-chapters material, critical thinking questions, and notes of the end-of-chapter case studies.

MindTap
Offering personalized paths of dynamic assignments and applications, MindTap is a digital learning
solution that turns cookie-cutter into cutting-edge, apathy into engagement, and memorizers into
higher-level thinkers. MindTap enables students to analyze and apply chapter concepts within rele-
vant assignments, and allows instructors to measure skills and promote better outcomes with ease. A
fully online learning solution, MindTap combines all student learning tools—readings, multimedia,
activities, and assessments—into a single Learning Path that guides the student through the curric-
ulum. Instructors personalize the experience by customizing the presentation of these learning tools
to their students, even seamlessly introducing their own content into the Learning Path.

STUDENT ANCILLARIES
MindTap
Stay organized and efficient with MindTap—a single destination with all the course material and
study aids you need to succeed. Built-in apps leverage social media and the latest learning technology.
For example:
• ReadSpeaker will read the text to you.
• Flashcards are pre-populated to provide you with a jump start for review—or you can create
your own.
• You can highlight text and make notes in your MindTap Reader. Your notes will flow into
Evernote, the electronic notebook app that you can access anywhere when it’s time to study for
the exam.
• Self-quizzing allows you to assess your understanding.
Visit www.nelson.com/student to start using MindTap. Enter the Online Access Code from the
card included with your text. If a code card is not provided, you can purchase instant access at the
Nelson Brain site, NelsonBrain.com.

NEL
xiv

ACKNOWLEDGMENTS
This edition could not have happened without the hard work of many people, particularly
the users of earlier editions. We are grateful to the supervisors and HR practitioners who
have shared their stories and helped influence the thinking, and to all the individuals who
shared their stories with us.
Many thanks to Simon Vaughan and to the featured individuals for their work on the
HRM Close-ups.
The efforts of the Nelson Education team were excellent. Thanks to Anne Williams,
Jackie Wood, and Toula Di Leo for their guidance, wisdom, and patience.
The authors and publisher also wish to thank those who reviewed this project during
its development and provided important insights and suggestions:
Sonya Hunt, College of New Caledonia
Grace O’Farrell, University of Winnipeg
Alexandra Panaccio, Concordia University
Carol Ann Samhaber, Algonquin College
Barbara Sharp, British Columbia Institute of Technology
Anne Zurowsky, Red River College
Our greatest thanks go to our families, particularly from those of the current co-
authors: (Stewart and Peacock). Eileen Stewart is grateful to her son, Jason Robertson,
daughter-in-law, Andrea McLean, and grandson, Caleb Robertson. They have provided
help, support, research, and encouragement that were most welcome for the project to suc-
ceed. Melanie Peacock is thrilled by the support that her husband, Cam, and children have
provided. And the previous authors’ spouses—Michael Belcourt, Ronnie Bohlander, and
Marybeth Snell—have also provided invaluable guidance and assistance. We are grateful to
all of them for their enthusiasm and guidance.
Eileen B. Stewart
British Columbia Institute of Technology
Monica Belcourt
York University
Melanie Peacock
Mount Royal University
George W. Bohlander
Arizona State University
Scott A. Snell
The Pennsylvania State University of Virginia

NEL
 xv

ABOUT THE AUTHORS

Eileen B. Stewart
Eileen Stewart continues to teach part-time at the British Columbia Institute of Technology
(BCIT), where she was program head, Human Resource Management Programs, for a number of
years. She is a senior human resources professional with extensive experience in all areas of human
resources management (HRM), including labour relations in both the public and private sectors.
As the HR executive, she has managed human resources units in several of British Columbia’s
large public-sector organizations. With a diverse background that includes mining, banking,
education, and municipal government, Ms. Stewart has a strong overall business orientation.
After receiving a B.A. in economics and commerce from Simon Fraser University, British
Columbia, she joined Teck Mining as its first personnel manager. She then moved to BCIT, where
she specialized in labour relations. She obtained her senior management experience at BCIT, as
director of personnel and labour relations; the University of British Columbia, as director of
human resources; and the City of Vancouver, as general manager of human resources.
While working full-time, Ms. Stewart completed her M.B.A. at Simon Fraser University.
She currently teaches HRM courses at BCIT and continues to provide consulting services to
private, public, and not-for-profit organizations.
Ms. Stewart is active in the HR community through her continued involvement with
the Human Resources Management Association (HRMA). She was recognized by HRMA
in 2012 with the Award of Excellence for the HR Professional of the Year and became an
Honorary Life Member in 2015. She has also served as president of the HRMA, as well as in
other executive roles, for several years. In addition to her professional involvement, she is
Vice-Chair, Board of Directors, B.C. Women’s Hospital and Health Centre Foundation, and
is on the Board of Directors, Community Living BC. Previously, she was chair of the Board
of Directors, YWCA of Vancouver, and sat on its Board for many years.

Melanie Peacock
Melanie Peacock is an Associate Professor at the Bissett School of Business at Mount Royal
University and has been extensively involved in professional HR initiatives as a senior man-
ager, independent HR Consultant, and educator. She obtained her Bachelor of Commerce
degree from the University of Alberta, her M.B.A. from the Richard Ivey School of Business
(University of Western Ontario), and her Ph.D. through the Faculty of Education at the
University of Calgary.
As a senior manager in a variety of corporate environments, Dr. Peacock has led HR
teams that create and implement numerous processes and systems that enable organiza-
tions to engage their employees and achieve strong results. As well, Dr. Peacock is an active
media contributor and commentator.
Dr. Peacock enthusiastically promotes the value of the CHRP designation to business
colleagues and has served on the Board of Directors for the Human Resources Institute of
Alberta. As testimony to her exceptional work within the HR profession, Dr. Peacock was
recognized with the HRIA’s Distinguished Career Award in 2014. As well, in recognition
of her instructional capabilities, Dr. Peacock was awarded the first Mount Royal Faculty
Association Teaching Excellence Award in 2014.

Monica Belcourt
Monica Belcourt is a retired professor of Human Resources Management at York University.
Her research is grounded in the experience she gained as director of personnel for CP
Rail, as director of employee development, National Film Board, and as a functional HR

NEL
xvi ABOUT THE AUTHORS

specialist for the federal government. Dr. Belcourt alternated working in Human Resources
Management with graduate school, obtaining an M.A. in Psychology, an M.Ed. in Adult
Education, and a Ph.D. in management. She also holds the designation Certified Human
Resource Professional. Dr. Belcourt has taught HRM at Concordia, UQAM, McGill, and
York, where she founded and manages the largest undergraduate program in HRM in
Canada. She created Canada’s first degrees in human resources management: B.HRM,
B.HRM (honours), and a Masters in HRM (www.atkinson.yorku.ca/mhrm).
As director of the International Alliance for HR Research, Dr. Belcourt manages these
programs: the Research Forum in the Human Resources Professional; the Applied Research
Stream at the annual conference; the HRM Research Quarterly; the best theses (M.A. and
Ph.D.) awards program; and a funding program for HR research (www.yorku.ca/hrresall).
Dr. Belcourt is series editor for the Nelson Education Series in HRM, which includes
nine texts to date: Managing Performance Through Training and Development, Occupational
Health and Safety, Recruitment and Selection in Canada, Strategic Compensation in Canada,
Strategic Human Resources Planning, Research, Measurement and Evaluation of Human
Resources, An Introduction to the Canadian Labour Market Industrial Relations in Canada,
and International Human Resources: A Canadian Perspective. Additionally, she is lead author
of the best-selling book Managing Human Resources, published by Nelson Education, from
which this text is adapted.
Active in many professional associations and not-for-profit organizations, Dr. Belcourt
was the president (2003–2004) of the Human Resources Professionals Association of
Ontario and serves on the national committee for HR certification. She is a past board
member of CIBC Insurance and the Toronto French School. She is also a frequent com-
mentator on HRM issues for CTV, Canada AM, CBC, The Globe and Mail, The Canadian
HR Reporter, and other media.

George W. Bohlander
George W. Bohlander is professor emeritus of Management at Arizona State University
(ASU). He teaches undergraduate, graduate, and executive development programs in the
field of human resources and labour relations. His areas of expertise include employ-
ment law, training and development, work teams, public policy, and labour relations. He
received his Ph.D. from the University of California at Los Angeles and his M.B.A. from the
University of Southern California.
Dr. Bohlander is the recipient of six outstanding teaching awards at ASU and has
received the Outstanding Undergraduate Teaching Excellence Award given by the College
of Business at ASU. In 1996, Dr. Bohlander received the prestigious ASU Parents Association
Professorship for his contributions to students and teaching.
Dr. Bohlander is an active researcher and author. He has published more than 40 arti-
cles and monographs covering various topics in the human resources area: these range from
labour–management co-operation to team training. His articles appear in such academic and
practitioner journals as Labor Studies Journal, Personnel Administrator, Labor Law Journal,
Journal of Collective Negotiations in the Public Sector, Public Personnel Management,
National Productivity Review, Personnel, and Employee Relations Law Journal.
Before beginning his teaching career, Dr. Bohlander served as personnel admin-
istrator for General Telephone Company of California. His duties included recruitment
and selection, training and development, equal employment opportunity, and labour rela-
tions. He was very active in resolving employee grievances and in arbitration preparation.
Dr. Bohlander has also worked with such organizations as the U.S. Postal Service, Kaiser
Cement, McDonnell Douglas, Arizona Public Service, American Productivity Center, Rural
Metro Corporation, and Del Webb. He is also an active labour arbitrator. He continues to be
a consultant to both public- and private-sector organizations.

NEL
 ABOUT THE AUTHORS xvii

Scott A. Snell
Scott A. Snell is professor of Business Administration at the Darden Graduate School of
Business at the University of Virginia. During his career, Dr. Snell has taught courses in
human resources management, principles of management, and strategic management to
undergraduates, graduates, and executives. He is actively involved in executive educa-
tion and serves as faculty director for Penn State’s Strategic Leadership Program as well
as faculty leader for programs in human resources, developing managerial effectiveness,
and managing the global enterprise. In addition to his teaching duties, Dr. Snell serves as
director of research for Penn State’s Institute for the Study of Organizational Effectiveness.
As an industry consultant, Professor Snell has worked with companies such as Arthur
Andersen, AT&T, GE, IBM, and Shell Chemical to redesign human resources systems to
cope with changes in the competitive environment. His specialization is the realignment of
staffing, training, and reward systems to complement technology, quality, and other stra-
tegic initiatives. Recently, his work has centred on the development of human capital as a
source of competitive advantage.
Dr. Snell’s research has been published in the Academy of Management Journal, Human
Resource Management Review, Industrial Relations, Journal of Business Research, Journal
of Management, Journal of Managerial Issues, Organizational Dynamics, Organizational
Studies, Personnel Administrator, Strategic Management Journal, and Working Woman.
He is also co-author of Management: The Competitive Edge, with Thomas S. Bateman.
In addition, Dr. Snell is on the editorial boards of Journal of Managerial Issues, Digest
of Management Research, Human Resource Management Review, and Academy of
Management Journal.
Dr. Snell holds a B.A. in psychology from Miami University, as well as M.B.A. and
Ph.D. degrees in business administration from Michigan State University. His professional
associations include the Strategic Management Society, the Academy of Management, and
the Society for Human Resource Management.

NEL
PART 1: HRM TODAY

1
Exploring Why HRM
Matters to All Employees

After studying this chapter, you should be able to

1 Define human resources management (HRM).
LEARNING
2 Identify the processes and practices of HRM.
OUTCOMES
3 Explain the importance of HRM to all employees.
4 Discuss the relationship between the line manager and the HR practitioner.
5 Describe current business topics and the impact on people in
organizations.
6 Outline the key demographic and employee concerns.
7 Illustrate the link between business strategy and HRM strategy.

Introduction Current Business Topics

What Is Human Resources and the Impact on People in
Management? Organizations
OUTLINE What Are the HRM Processes and Topic 1: Global Economy
Practices? Topic 2: Changes in Firms and Business
Why Study Human Resources Sectors
Management? Topic 3: Technology and Quality
The Partnership of Line Managers Topic 4: Sustainability
and HR Professionals Topic 5: Human Capital and Talent
Role of the Line Manager Management
Role of the HR Professional Topic 6: Demographic and Employee
The Ongoing Partnership Concerns
Business Strategy and HRM Strategy

NEL
HRM CLOSE-UP
"I need to help people you have are your people,” she says. “They
understand the strategy are earning business and keeping business.
Therefore all the human resources pro-
and important business cesses and programs we have in place are
issues before new ideas can critical to our success as a company.”
Training at Libro is flexible, and
be implemented, all the employees complete programs at their
time being positive and own pace. Embracing individual differ-
ences and developing people to their
supportive of their need and full potential is Goodine’s goal. “I believe
ability to contribute with people want to do a good job, and when
they’re not, there’s almost always a legit-
fresh thinking." imate reason. Sometimes, it’s simply a
training issue. It’s almost never that they’re
unwilling,” she explains.
Tania Goodine always felt she’d like to The newest employees sometimes
manage people and develop a team. At provide the greatest challenges for
university, she chose an undergrad degree Goodine. They come to the organiza-
in psychology, studied marketing, and then tion with fresh ideas and eagerness, and
completed her M.B.A. Although her first it can be a fine balance to harness an
job was as a marketing officer, Goodine employee’s energy without shutting the
soon headed up a team of her own and person down.
Courtesy of Tania Goodine
found herself doing two things she loves: “I need to help people understand the
marketing and people management. strategy and important business issues
At Libro Credit Union, with over 600 before new ideas can be implemented, all
employees throughout southwestern the time being positive and supportive of
Ontario, Goodine’s title is Executive Vice- their need and ability to contribute with
President, Engagement. She has over- fresh thinking. Exploring social media is Tania Goodine, vice-president, Brand, Libro
sight and responsibility for the brand one example of that, where we work to Financial Group.
of the credit union—its reputation in establish business objectives and guide-
the community, its strategy and inno- lines to manage risk, and then I get out of The most valuable advice Goodine
vation, human resources, marketing, the way of creative ideas!” received as a new manager was during
and communications. Libro has a prescribed performance a supervisory training session. A leader
In contrast to her early days at Libro, management process involving regular explained that everybody carries around a
Goodine must now get work done feedback with staff. As a result, there personal knapsack of issues they are dealing
through other people. Doing so means are no surprises when it comes to evalu- with. It is therefore important to recognize
spending much of her day developing ating how a person is doing in their job. individual differences and vary your style
and coaching people, and helping to “I also look for opportunities to have accordingly. Sometimes a manager needs
solve problems. people hold a mirror up to themselves,” to be more direct, and sometimes a softer
“It’s always worth it,” she says. “Investing Goodine explains. “When employees approach is needed. “Set the tone from day
time with people, no matter how chal- can see a behaviour themselves, it one,” says Goodine. “To get trust, you have to
lenging the conversation, is always worth makes learning and development so give it. Take the time to know people and try
the time and effort. In a service business, all much easier.” to connect in a genuine way.”
Source: Courtesy of Tania Goodine

NEL
4 PART 1 HRM TODAY

INTRODUCTION
This book will introduce you to the field of human resources management. Human resources
management is a business subject and it needs to be studied and understood within the
business setting. It is possible that you are taking this course along with other business
courses such as general management, economics, and organizational behaviour. All the
information you learn in those courses will be applicable to your fuller understanding of
human resources management.
Some of the important things to know and understand about business today are that we
live in a global world, that there is constant change, and that any of a number of factors can
impact the success of any business. The economy in Canada, and in the rest of the world as
well, continues to struggle. And in Canada, competing forces affect the economy: a drop in
the price of oil, a key export, sluggish consumer sales, and increases in housing and food.1
What happens in the economy has a direct impact on how many employees any organiza-
tion hires. Without a healthy and prosperous economy, businesses won’t thrive and there
will be fewer jobs available.
The managing of people in any organization remains key to the business agenda—
perhaps even more so now. New phrases, such as “human capital,” “intellectual assets,” and
“talent management,” have crept into business jargon to emphasize the value that the people in
the organization have.
As Tania Goodine says in the HRM Close-up, it is important to recognize the indi-
vidual differences of each employee and to adapt her style accordingly. But what is human
resources management (HRM) and why is it important?
Just for a moment, imagine an organization without people. No employees, no super-
visors, no managers, executives, or owners. It’s a pretty tough assignment. Without people,
organizations would not exist. And while this idea may not be much of a revelation, it
brings home the point that organizations are made up of people. Successful organizations
are particularly good at bringing together different kinds of people to achieve a common
purpose. This goal is the essence of human resources management. As students, you are
the future of any organization—whether you become employees, supervisors, managers,
or owners.

WHAT IS HUMAN RESOURCES MANAGEMENT?

Human resources management is more than hiring, paying, and training people. Human
LO1 resources management (HRM) is an integrated set of processes, practices, programs, and
systems in an organization that focuses on the effective deployment and development of
its employees. And it is important to remember that a change in one HRM practice has an
What is human resources impact on the other processes, practices, programs, and systems.
management (HRM)? The word “employee” is also intended to cover a contract worker, a person from another
Human resources organization who is working on a project, or anyone in another, similar working relation-
management (HRM) ship. This expansion of the term is indicative of the new workplace that is far more fluid and
An integrated set of processes, flexible than the workforce 10 to 20 years ago.
practices, programs, and systems Managers use a lot of words to describe the importance of people to their orga-
in an organization that focuses nizations. The term “human resources” implies that people are as important to the
on the effective deployment and success of any business as other resources, such as money, materials, machinery,
development of its employees
and information.

NEL
 CHAPTER 1 EXPLORING WHY HRM MATTERS TO ALL EMPLOYEES 5

WHAT ARE THE HRM PROCESSES

AND PRACTICES?
Before there can be a discussion about why to study HRM, let’s look at the various
individual systems and processes that fit together. While these will be examined LO2
individually, no process or practice is stand-alone, as there is overlap among all
the areas.
What are the HRM
1. Creating a culture of a safe and healthy work environment. Ensuring that the work envi- processes and practices?
ronment creates a sense of well-being. Goodine and others in the company need to
ensure their actions and behaviours create this.
2. Defining, analyzing, and designing work. Determining what tasks need to be done, in
what order, with what skills, and how individual tasks fit together in work units. For
example, in the HRM Close-up, Goodine has to ensure that the tasks are coordinated
in a way to get the work done by her team. Creating high-performance work groups or
teams is a form of defining and designing work.
3. Planning for, recruiting, and selecting the workforce. Ensuring that people in the orga-
nization are the right people with the right skills at the right time in the right place
which means sourcing, attracting, and hiring the people with the necessary skills and
background. In the HRM Close-up, Goodine has to plan when it is necessary to add
more staff and then find and hire the people who can best represent the company and
do the work as expected.
4. Orienting, training, and developing employees. Providing the resources to assist
employees in developing the necessary knowledge and skills to do their job today
and in the future. Goodine indicated that training is in a flexible format and that
she spends a good portion of each day coaching and helping staff develop to their
full potential. Organization development and learning is the total impact of indi-
vidual learning.
5. Managing employee performance. Ensuring that there are appropriate mechanisms in
place to provide feedback to employees regularly. To ensure that the business objectives
are being met, Goodine and Libro provide regular feedback so that there are no sur-
prises during review time.
6. Rewarding and recognizing employees. Developing and administering a variety of
rewards and recognition components, including pay and benefits, that will attract,
retain, and engage employees. Being in the financial services business, Libro will need
to ensure that its compensation program can attract and retain the calibre of staff
it desires.
7. Relating to employees within diverse environments. Ensuring that there are positive and
constructive relations between the employees and their supervisors or managers and/
or union representatives. Goodine notes that part of her job is to recognize individual
differences in staff and adjust her management style accordingly.
These processes and activities and their relationship to the organization and the
employees are shown in Figure 1.1. Throughout this text, you will also be provided with
information that links organizational performance with the various people practices,
thereby reinforcing the requirement to have HR processes that fit the organization. The
collective set of these processes and activities, and how well they are linked with each
other and the business, creates the setting for the business to be successful through
its employees.

NEL
6 PART 1 HRM TODAY

FIGURE 1.1 Overall Framework for HR

BUSINESS TOPICS
y
om ORGANIZATION
con
le
ba

o
Gl
Ch

an
ges
HRM PROCESSES AND PRACTICES

in
firms
Creating a safe and healthy work environment

lity
ology and qua
Defining, analyzing, and designing work

Planning for, recruiting, and selecting the workforce

Orienting, training, and developing employees

Techn

Managing employee performance

Rewarding and recognizing employees

Demo
Relating to employees within diverse environments

grap
al

hic
pit

s
ca
n

a
m
Hu

S u s t a i n a b i li t y

WHY STUDY HUMAN RESOURCES

MANAGEMENT?
To work with people in any organization, it is important to understand human behaviour and
LO3 to be knowledgeable about the various systems and practices available to effectively use and
build a skilled, knowledgeable, and motivated workforce. Managers must be aware of eco-
nomic, technological, social, and legal issues that either help or hinder their ability to achieve
Why is HRM important to organizational success. Employees need to understand what their work is, how they will be
all employees? rewarded, and on what basis their performance will be measured.
You are the managers, team leaders, and employees of tomorrow: studying HRM will
help you understand your roles and responsibilities in the organization and how your con-
tribution makes the organizational successful.
In the process of managing human resources, increasing attention is being given to the
individual needs of the employees. For example, Gen Y employees may be more motivated
by money than Gen Z (or Millennials) employees.2 Likewise, Gen Z employees are less likely
to have work as their sole focus, whereas Boomers make work the primary focus.3 Thus,
this book will not only emphasize the importance of the contributions HRM makes to the
organization but also show how, through good people management in an organization, the
individual and our overall society are improved. Consider how you feel and behave if your
work isn’t enjoyable and you don’t feel that you understand your role in the organization or
that your work doesn’t appear to be valued. You might respond in a variety of ways, including
being unconcerned about a customer complaint. By acting in this way, you are not contrib-
uting to the success of the organization, which includes your own success. If enough people
do this, our overall productive capacity as a society will decrease.

NEL
 CHAPTER 1 EXPLORING WHY HRM MATTERS TO ALL EMPLOYEES 7

THE PARTNERSHIP OF LINE MANAGERS

AND HR PROFESSIONALS
Role of the Line Manager
Managing people depends on effective leaders (supervisors and line managers). The leader
is the key link between the employee and the organization. Therefore, the leader must have
LO4
a thorough knowledge and understanding of contemporary HRM and how these practices
influence the output of any organization. Although HR professionals may have responsibility
for coordinating programs and policies pertaining to people-related issues, managers and What is the relationship
employees themselves are ultimately responsible for making the organization successful. All between the line manager
line managers are people managers—not the HR professional or HR unit. It is through the and HR practitioner?
effective leadership of the line manager or supervisor that the talent or “intellectual capital”
of the organization is enhanced. Remember that it is the line manager who directly interacts
with the employees and is responsible for their effective contribution to the organization. It is
the manager’s role to develop their employees and make work a great place.4 Therefore, when
an organization wishes to place an increased emphasis on the growth and development of its
people, it is the line manager who is front and centre in identifying the gaps in any skill sets.
It is only then that the HR practitioner can offer some ways and means of bridging the gap.
Readers of this book will become line managers, supervisors, and employees as well as HR
professionals. This text is oriented toward helping people manage people more effectively and
understanding the various HR processes, whether they become first-line supervisors, employees,
or HR professionals. Students now preparing for careers in organizations will find that the study
of HRM provides a background that will be valuable in any role. For example, an HR profes-
sional can assist the supervisor in developing steps to improve the performance of a particular
employee. The consequences for the supervisor of developing a poor approach could result in
the employee either not improving the performance or the employee feeling unsupported or
criticized by the supervisor’s approach. Likewise, it is important for the employee to know about
managing their own performance and improving when necessary. In either situation, the pri-
mary objective of improving performance would not be achieved.

Role of the HR Professional

It is important for line managers to understand the role or function HR professionals play,
whether these individuals are part of the organization or are external resources retained
by the organization. HR practitioners are becoming more and more professional and are
being trained with common bodies of knowledge and information. Besides knowing how
to recruit and pay people appropriately, HR professionals need sound business knowledge,
good problem-solving and influence skills, and personal credibility (trust and the ability to
build personal relationships). The HR practitioner’s primary role in today’s organizations is
to help equip the line manager with the best people practices so that the organization can be
successful. HR professionals can provide service activities, such as recruiting and training.
Further, they can be active in policy formulation and implementation in such areas as work-
place harassment, healthy work environments, and change management. Lastly, an HR pro-
fessional can be an employee advocate by listening to employee concerns and ensuring that
the organization is aware of and responding to those concerns.
HR professionals are expected to fulfill their role by actively involving others in the
organization, particularly the supervisors and managers, in the development and design of
HR programs. For example, a company may want the HR professional to develop an overall
recruitment approach to attract individuals with key skill sets. This approach would then
generate a pool of applicants with the required skills. However, it would be the line manager
who would actually select the best person from this pool.

NEL
Another Random Scribd Document
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Sunday Book
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Title: Pansy's Sunday Book

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*** START OF THE PROJECT GUTENBERG EBOOK PANSY'S SUNDAY

BOOK ***
 PANSY’S

SUNDAY BOOK
 BY
FAMOUS AMERICAN WRITERS

FULLY ILLUSTRATED

BOSTON
LOTHROP PUBLISHING COMPANY

Copyright, 1886, by D. Lothrop & Co.

Copyright, 1888, 1893, by D. Lothrop Company.
Copyright, 1895, by Lothrop Publishing Company.
—————
All rights reserved.

J. J. Arakelyan, Printer, Boston.

N LATE NOVEMBER.
—————————
A STORY TO REMEMBER, IN
NOVEMBER.
IF you’ll sit on my knee
As still as a stone,
And listen to me
While we’re all alone—
While the wind whistles cold,
And the snow falls so fast,
While the young and the old
Feel the chill of the blast—
I will tell you about
A poor little lad
Who now, without doubt,
Is smiling and glad.

(His picture.)
Brown and curly his head,
Bright blue was his eye,
His feet bare and red,
His look rather shy;
His face, somewhat soiled,
Unfamiliar with soap,
Was thin, while there curled
In his neck, like a rope,

Certain locks which had grown,

Unhindered by shears
That he never had known,
You would think, all his years;
His shirt was a sight,
You may think, to behold,
Through which shone the light
Unblushingly bold.

His trousers, in shreds,

His legs dangled round,
Long needing the threads
 Which they never had found;
While his cap—what was left
Of the original pattern—
Of all shape was bereft,
And looked like a slattern.

Such, such was the creature

Who stood in the door;
In dress, form and feature—
Nothing less, nothing more.
May you love this, my lad
From the slums of the city;
Not think him all bad,
But regard him with pity.

(The name.)
Though nameless he stood
Clad in rags in that door,
Whether evil or good,
He is nameless no more.
We’ll call him hereafter,
If you make no objection,
In tears—or in laughter,
On further reflection—
Thomas Tinker, all told,
But “Tommy” for short,
Until he grows old—
Perhaps then, when in sport.

But I’ll tell you I think, sir,

Before saying more,
This is not the “Tom Tinker”
You’ve heard of before,
But another, whose fame
Is as worthy of mention
As the first of his name
Who claimed your attention
 Who claimed your attention.

(The story.)
We will trace him as we may, on his way
From that doorstep, where at play on that day;
We will see just how he earned
That for which his young heart yearned,
How from good he firmly turned not astray.

Selling papers he began, little man,

Then on errands often ran, like a “van”;
Then his matches he would sell,
Blacking boots the while, as well;
And with cheerful voice would tell all his plan.

Tried his courage was, I’m told; nor condoled

By humanity, which rolled, with its gold,
On its laughing, rushing way,
Like a crowd of boys at play,
Or a flock of sheep astray from the fold.

But his heart was brave and true, and he knew

That to flinch would never do; so say you?
Thus he bravely bore his part
With a true and loyal heart,
Never doubting from the start; “tried and true.”

The days seemed often long; but his song

Rang brave and strong; just the song
Of the wares he had to sell;
Of the news they had to tell—
Good and bad alike as well, for the throng.

And he worked, and worked away, every day,

With his heart as light and gay, as the May;
And he did his level best, late and early;
Never grumbling, never sad, and never surly;
With a smile ’neath his golden head and curly as at play
With a smile neath his golden head and curly, as at play.

So he fought the fiends of hunger and of cold, true as gold;

Like a veteran tried and bold, I am told,
Was this soldier in life’s battle
’Mid the daily hum and rattle;
Driven forth like sheep or cattle, to be sold.

Many brave fall by the way, every day;

Some survive, their country’s stay; well they may;
But of all the rank and file
Grandly marching up the aisle
Of stern duty, all the while, who can say

Which the most deserve the name, writ in fame?

Those who fell ’mid shot and flame, on land or main,
Or those who in obscurer strife
Have given heart, and soul, and life
For husband ill, for child, or wife, in duty “tame”?

Well, Tommy stood, sturdy and grave—no slave—

His soul had what we well might crave; no knave
Was he; but faithful in the daily fight,
Cheerful, happy, eager, bright—
A nineteenth century valiant knight, youthful, brave.

Perhaps you’d like to know his foes, who arose

To strike him down with deadly blows. Who knows
But such as he? Who else can tell
The horrid shapes, the cruel spell
These demons from the pit of hell disclose?

“Hunger,” you say, “sickness and cold; no fold;

No home that such as he might hold, to mould
And make them good, and true, and wise?”
Ah, yes! and on the streets before his eyes
Were Satan’s minions in disguise; so bold!
These dens of ill, they grow, you know;
We find them everywhere as we go, ready to throw
Their snares with fiendish skill.
Almost ’twould seem, to suit their will,
They’d gorge earth’s prisons to their fill below.

God looked on Tommy in the fight for right,

Saw darkness struggling with the light, so bright—
That light which shone on Eastern plain
Where shepherds heard angelic strain
Such as will surely come again some night.

God knew about the thrall, the small,

Weak hands which yet might fall, the call
Which all too loud might prove to be
For one so young, so little helped as he,
So tempted oft, and yet withal so free to fall.

And so, one cold Thanksgiving Day, so gay

With jingling bells, and sleigh and play,
The father sent a messenger in love,
To take poor Tommy to his home above,
Where, clad in garments whiter than the dove, he’ll stay.

And now no more he’ll walk that street, where sleet

And slush so cruel hurt his feet; repeat
No more his song of paper vending,
Shiver no more while restless horse attending,
But join in song triumphant, never ending and sweet.

But on this day of this November, remember

Tommies there are, with feet as cold and tender, remember,
As his once were, who now on golden strand
Meet rich and poor, of this and every land.
These need your store, your love, your helping hand, remember!
R.
 ROBERT TRUESDALE’S LOGIC.
HEY were great friends, Robert Truesdale and Claire
Waterman. During the long, bright summer at the
seashore they spent as much time together as
possible, and discussed all sorts of questions. They
had opinions concerning everything under the sun,
and agreed so well, generally, that to find a subject upon which they
totally differed only added interest to the summer.
One of these subjects was found one morning when they sat
together on the beach. It began—that is, the discussion did—by
Robert’s making the astonishing statement that he never went to
circuses.
Claire stopped playing with the sand which she was letting run
idly through her fingers, and turned so that she could see his face.
“How very queer!” she said; “I thought all boys went to circuses. Did
you never go?”
“I went once,” said Robert, low-voiced, “when I was quite a little
fellow, and that was once too often. I never cared to try it again.”
“I cannot imagine why. I think circuses are splendid. We never go
in the city, of course. Why, they don’t have circuses in cities, do
they? But I go to my Auntie’s every summer for two months—I
always have until this summer—and Uncle West takes us children to
the circus just as regularly. That is the reason I like the country so
much better than the city, you can go to such queer out-of-door
things. And I think the little circus ponies are too cunning for
anything; I have always wanted one for my own. Mamma laughs,
and says she doesn’t know but I will be a circus rider when I grow
up—and then the clown is so funny. Why don’t you want to go,
Robert? What happened when you went once? Was there an
accident?”
“No,” said Robert slowly, “I suppose not; I am afraid it was an
every-day affair. It is a long story, Claire, and begins away back of
that day. I have been brought up differently from you, you know. My
father was a minister, and he and my mother did not approve of
shows of that kind, and I was never taken to them when I was a
small boy. I never heard nor thought much about them; we lived in a
large town, but not too large for the traveling circus; but I got the
idea, somehow, that only low people attended such places, and
never coaxed to go.”
Claire exclaimed over this, “Why, Robert, where my Auntie lives
everybody goes, only the minister and a few old dried-up people.”

“HOW VERY QUEER!”

“Yes, I know,” said Robert gravely; “some people in the country

have different views from those which my father and mother had;
but I did not know it when I was a little chap; I thought that all
respectable people thought alike. The first time I changed my ideas
any was when I had gone to spend the year with my Grandmother in
the country—that was the summer after mother died, and my father
had died the winter before. I found that a great many country
people went to circuses. All the boys and girls who went to school
with me in the little old schoolhouse were looking forward to going
as a matter of course; and I heard more talk about the circus that
summer than I had ever heard in my life before. I began to want to
go very much. The more I talked with the boys, the more I became
convinced that it was because my father was a minister that I had
been held away from such places. ‘Of course ministers ought not to
go,’ I told myself, ‘because’—and there I would have to stop; I knew
no reason why they should not go where other people did, and could
not reason about it any better than some grown people can
nowadays; still I called it a settled point, and began to coax my
grandmother to let me go to the circus. ‘Just this once,’ I said to her;
‘I want to see for myself.’
“I have never understood how she came to let me have my way,
unless it was because she was a very indulgent grandmother, and
pitied the orphan boy, and could not bear to say ‘No.’ Any way, I
received permission, and the necessary quarter of a dollar, and
started off in great glee.
“I ought to tell you,” he continued, after a slight hesitation—and
the flush on his brown cheek deepened a little—“that although I was
only a little fellow ten years old, I was a member of the church, and
was trying to live my religion. There was a ragged little boy not
much older than myself, very ignorant and neglected, but a leader in
all sorts of mischief, whom I had had ambitions to help. I had been
kind to him, instead of making sport of his rags, as the other boys
did, until I had a certain sort of influence over him, and he had
partly promised me to try to be a better boy.
“Well, I went to the circus, and saw the ponies, and heard the
jokes, and was delighted; but as I stood around outside afterwards,
open-mouthed and open-eyed, I saw two of the men whom I had
most admired in the ring, fighting. They had been drinking just
enough to make them quarrelsome, and such horrid oaths as they
were using I had never even imagined possible before. I stood still
with fright and horror and watched the blows, and listened to the
vile language, until somebody touched my elbow, and there was
little Pete, the ragged boy. He was grinning wickedly. ‘My eyes!’ he
said, ‘was you in there?’ nodding toward the tent. ‘I was struck all of
a heap when I see you come out. I didn’t think this kind was for
you. I thought you belonged to the “goody-goodies,” you know. Miss
Wheeler, she said when she was talking to us fellows about it, “O,
no! Robert Truesdale won’t go to the circus, I am sure; he is his
father’s own boy, and is walking the same road he did.” I guess you
got off the road this time, didn’t you?’
“I do not believe I shall ever forget the wicked leer in the little
fellow’s face as he said those words; and I am sure I shall never
forget the feeling of shame which I had as I looked at those two
dreadful men with the blood streaming down their faces, and the
vile words streaming from their mouths, and realized that I had
spent my afternoon in laughing at their speeches, and had been
found out of the road in which my father had walked—so far out that
this street boy had noticed it! I turned and ran away as fast and as
far as I could, and I do not think I shall ever attend another circus.”
“How very strange!” said Claire; “but then, after all, Robert, bad
men will swear and drink and fight. You did not make them any
worse by going to see them ride.”
“I can’t be sure of that, Claire. What if my twenty-five cents
helped to encourage them to live the life which kept them in the
midst of such temptations? That is what good men who have studied
and thought about these things say of the circus. Besides,” and here
the boy’s face took on a little touch of lofty scorn, “I want to grow
up to be such a character that the jokes and jumpings of evil men
cannot amuse me; I want to learn to be above them. Then you see
what the ragged little street boy thought?”
 “Yes,” said Claire gravely; “I never thought much about it; I just
went, of course, because the others did, but I shouldn’t like to be
counted on that side, exactly. Robert, maybe I won’t go any more. I
must think about it.”
Myra Spafford.
 HOW THE DEER KNEW.
Y neighbor’s little boy one evening saw his teacher
coming up the lane and called her in to take a look at
his pet fawn.
“Well, if he didn’t get half a foot taller since I saw
him last,” said the teacher; “if he keeps on like that, Tommy, he will
be a big deer the first thing you know.”
“Yes, he’s growing,” said Tommy; “but I wanted to see you about
something else. He seems to be sick, and we do not know what to
do about it.”
“Why, he looks all right now; what seemed to be the matter with
him?”
“He doesn’t eat,” said Tommy, “and he upset his water dish when
I tried to make him drink. I went up on the hill to get him the best
grass I could find, but it’s no use; he must be sick.”
“Let me see that grass,” said the teacher. “I thought so,” she
laughed, when Tommy took her to the fawn’s fodder corner; “you
got a lot of wormwood leaves mixed up with the grass, and one of
the leaves got in that water dish.”
Tommy stared. “Oh! maybe that’s the reason he upset his water,”
he burst out; “but I had no idea that would make any difference.
What makes him so very particular about a few leaves, I wonder?”
“You will know if you taste them,” said the teacher; “and maybe
your fawn wanted to get even with you for teaching him to jump
through a hoop.”
“Why, he seems to like that,” laughed Tommy.
 “That’s just what I mean,” said the teacher; “he felt so much
obliged to you and wanted to pay you back—by teaching you a good
lesson. An animal, you see, won’t touch any bad-tasting food if it is
in good health, and if you give it the wrong kind of drink it doesn’t
mind its thirst, but waits till it gets something better. And that’s an
answer to the question you asked me a few weeks ago, when you
wanted to know how people could help getting fond of drinks that
make them drunk and sick. They should let such stuff alone
altogether, if they find out it does not taste right at first. You found
out something about that yourself, didn’t you?”
“About what—the ugly taste of bad drinks, you mean?”
“Yes; don’t you remember what you told me about that hotel
where you got thirsty, and tried a glass of something you thought
was lemonade, and found it was beer?”
“O, yes! I remember,” laughed Tommy; “I never tasted anything
worse in my life. I don’t see how in the world people can get fond of
such stuff.”
“That’s just it,” said the teacher; “they should do as your little
deer did this afternoon, and never meddle with a drink that tastes
very bad the first time they try it, unless they should be sick and
need a bitter medicine for particular purposes. If a healthy person
should try to drink big glasses full of ugly medicine just for fun every
day he would soon be sick, and few medicines taste as bad as some
of the drinks so many people get drunk on.”
“Cod-liver oil doesn’t, nor herb tea,” said Tommy. “I tried them,
and know they are not half as ugly as beer. And they say beer isn’t
the worst yet,” he added; “there are drinks that taste like burning
fire, if you get a drop on your tongue. I don’t see how in the world
anybody can get fond of such stuff.”
“Let me tell you,” said the teacher. “The first time they try it they
cannot help disliking it, and they should take the hint to let it alone
altogether. But if they keep drinking it in spite of their horror, it will
lead to a very strange result. Their nature gradually gets changed,
till a time comes when they cannot do without a drink that made
them shudder when they tasted it first. It is that way with beer and
brandy, and even with a drink made of that very wormwood that
would have made your deer sick if it had eaten it. Just rub one of
those leaves between your fingers, and then put the tip of your
finger to your tongue. That is just exactly the taste of a stuff called
absinthe, and brandy and strong beer are almost as bad.”
“You say people get fond of it if they drink it again and again,”
mused Tommy, “but what makes them do that, I wonder? What
makes them try it at all?”
“They see other people do it,” said the teacher, “and so they try it
themselves, and keep on trying, because they think Mr. So-and-so
ought to know better than nature. Their own nature warns them
against it, but they do not mind that warning, and keep on till it is
too late to turn back. Now you might ask me to tell you who first
took it in his head to make himself sick with such a foolish habit.
That seems a puzzle, indeed, but it has been explained in this way.
Before people drank wine they drank the fresh juice of grapes
—‘must,’ as they call it—and probably tried to keep some of it in
bottles and jars. Now in warm weather sweet juices of that sort are
very apt to spoil—they ferment, as it is called, and their pleasant
taste becomes sharp and disagreeable. Some stingy housekeeper in
old times may have forced his servants to drink that spoiled stuff
rather than throw it away, and after a while they got fond of it, and
the foolish habit spread all over the country. Now wine is nothing but
fermented or spoiled must. Beer is fermented barley water. They let
barley get soaked in water, and then mix it and stir till it gets that
sharp taste that made you sick when you tried it by mistake in that
summer hotel last year.”
“Yes; and on that same trip I once got in the wrong railway car,”
said Tommy, “and that car was full of tobacco smoke enough to
make my little brother cry, and I thought it would choke me before
the train stopped and we got back in the right car. I know a boy who
got so sick he had to go to bed when he first tried to smoke; but I
am sure I shall never try it at all.”

SHE’S SUCH A DARLING!

“That’s right, Tommy; let such things alone altogether,” said the
teacher. “It’s very easy never to begin, but if you should get fond of
such bad habits you might find it hard to get rid of them.”
“I have a book about travels,” said Tommy, “and I read that the
American Indians first taught white men to smoke. One of my
cousins has been in Mexico, and when I asked him what made the
Indians so fond of tobacco smoke, he said they first used it to drive
mosquitoes out of their cabins. They burn tobacco leaves on a hot
pan, and the gnats all fly out of the window.”
“I should not wonder,” laughed the teacher; “and that would show
that mosquitoes have more sense than those Indians.”
Felix L. Oswald.
 SOMETHING FOR MAMMA.
GET the idea and most of the details from Harper’s
Bazar. The article from which they are taken says the
contrivance is for an invalid, but let me assure you
that mamma will like it very much, or, for the matter
of that, papa also, though they have not thought of
being invalids.
First, contrive to get a nice pine board about twenty-five inches
long and twenty-one wide (if you are making it for me I should like
the board a little narrower, but perhaps mamma might not); cover it
with felt of any color you please—perhaps it would be well to have in
mind the furniture in the room where it is chiefly to live, and secure
a color which will harmonize, or at least not “fight,” with the
prevailing color there.
Perhaps, however, you will be in the condition in which I have
sometimes found myself; namely, with a piece of felt of a certain
color which obstinately refuses to turn into another, no matter how
much I might desire it; in that case, if I were you I would go right
ahead with my present; I feel sure mamma will find it useful, even
though it is not just the shade which you and she like best. The
same remarks will apply to material. I have used cretonne, or even
calico, where I would have preferred felt if I could have got it. Well,
we will pretend to cover this pine board with felt; we will have the
felt so long and wide that it will reach say for six inches or so below
the board at both ends, and on the front side. Then make neat little
pockets for these ends and side, with a flap to button down over
them when desired. These are to hold letters, envelopes, bits of
poetry, scraps of prose, recipes, in fact anything which mamma
desires to have convenient when she sits down to write. If mamma
uses a fountain pen I think she will like exceedingly a little narrow
pocket, just wide enough for her pen to slip in easily, and just deep
enough for it to stand upright and put its head out for her to get
hold of. If she does not, a “traveler’s inkstand,” leather covered, may
be glued at the right end of the board; it has a “spring” cover, you
will remember, and takes faithful care of the ink when closed. A
stamp box of wood or paper may be glued at the other end.
What a delightful present that will be when you get it done! I am
sure “mamma” will appreciate and enjoy it. The Bazar says a row of
brass-headed nails should be driven all around the edges of the
board, I suppose to hold the felt firmly in place; but a little girl who
had no brass nails could very easily sew her felt or cretonne or calico
around the under side of the board, and make her pockets
separately, sewing them firmly to their places, if she wished.
In fact, there is room in this device for many changes and
improvements. I can imagine an ingenious girl or boy—or perhaps it
would be better to say girl and boy—putting their heads together,
and making many variations which would be a comfort to the
fortunate owner. Try it, and let me know the result.
Pansy.
SHE STRUGGLED WITH THE SLEEVES.
 NANNIE’S THANKSGIVING.
T was very early in the morning; earlier, in fact, than
Nannie was in the habit of being up; but on account
of Thanksgiving Day, and the fact that they were all
going, to Aunt Cornelia’s to dinner, Nannie thought
she ought to be on hand early. She was waiting for
mamma to give her her bath, and sat down to pet Rosamond
Catherine Lorinda in the meantime. The middle name, Catherine,
was in honor of Grandma Patterson, but Nannie did not like it very
well, and felt obliged to place it between two names which she
called “delicious,” in order to tolerate it. A bright thought occurred to
her; she might dress the child for the Thanksgiving dinner while she
waited. It was while she struggled with the sleeve which did not
want to go on that the thought came which caused all her trouble.
“This sleeve is too small,” she said; “I b’lieve my child’s arm must
have grown a great deal since she wore this dress before; she ought
to have had a new dress for Thanksgiving; she would look sweet in
a white embroidered one trimmed with lace.” Just then the baby in
the willow cradle at her side nestled in his sleep, and Nannie turned
and looked at him.
“If Rosamond Catherine Lorinda only had one dress like what
Teddy has so many of, I should be too perfectly happy,” she said.
“Just think, I b’lieve he has as many as ’leven or eight! Mamma
might borrow me one just for to-day; it would be too long, but I
could cut it off at the bottom; it would be just as easy to sew it on
again when Teddy needed it; and the sleeves I could loop up with
pink ribbons, and she would look too perfectly sweet!”
The more she thought about it, the more the longing grew; at last
it began to seem a positive injustice that Teddy should have so many
clothes and not be willing to lend any to Rosamond Catherine
Lorinda. “I know he would, if he understood,” said Nannie, looking
approvingly upon the sleeping baby; “he loves my Rosamond, and
kisses her just as cunning! And he has such a perfectly lovely lot of
dresses! I just mean to look in the bruro drawer and count them.”
Saying which, she tiptoed toward the bureau behind the cradle, and
opened the second drawer. To be sure she was barefooted, and
could not have made much noise; besides, if she was doing right
why should she care if her footsteps were heard? Nevertheless, she
instinctively tiptoed along, and opened the drawer as softly as she
could; and it was not for fear of waking Teddy, either.
There lay the dresses in a fluffy white heap; on the top was the
one which Nannie most coveted.
“Teddy hardly ever wears it,” she said reassuringly, as she drew it
out; “I guess mamma doesn’t like it very much or she would put it
on him oftener; and Rosamond Catherine will look too perfectly
sweet for anything in it. I am most sure mamma would not care. I
could cut it off right through all those little embroidery holes, then
Grandma could sew them together again just as easy.”
I grieve to tell you that she did exactly that dreadful thing. Not
immediately; she resolved to try the dress on first, and see if it
would do; and despite the fact that the waist was many times too
large, and the limp arms were altogether lost in the sleeves, the
waxen-haired beauty looked so enchanting to her mother’s eyes,
under those billows of white, that in a very short space of time the
shining shears were making a long, crooked line through the costly
embroidery with which Teddy’s best dress was trimmed.
O, me! the troubles which in this way were stored up for naughty,
foolish Nannie. They began almost immediately; for despite the fact
that Nannie had coaxed herself into the fancy that there was no
harm in what she did, she found she was not willing to have her
mother know about it, and crumpled the elegant dress into a small
bundle and thrust it under the great rug at her feet when she heard
her mother’s footsteps. All through the breakfast hour, and even at
family worship, she was engaged in planning how she should get
Rosamond Catherine Lorinda dressed and wrapped in her traveling
cloak without any one having seen her; for fond as she was of
exhibiting the beauty, she found that to-day she would rather her
charms were hidden from all eyes.
She was still planning ways and means when the discovery came.
She was not prepared for it, because when Teddy had so many
dresses, how could she suppose that when her mother opened the
drawer to select one she would exclaim, “Why, what has become of
his dress? I laid it on top so as to get it without disturbing the
others.”
A good deal of talk followed. Papa suggested that she had laid it
in some other drawer, and Aunt Laura said perhaps Grandma had
taken it to set a stitch in; and Grandma affirmed that she had not,
and asked what Nannie was longing to: “Why don’t you take one of
the others, daughter, and get the little fellow ready while he is good-
natured?”
“Well, but where can it be?” asked the puzzled mother, closing the
drawer. “I am sure I laid it here, on the top. I wanted Adelaide to
see him in that dress, because she sent me the embroidery for it,
you know, and it is more expensive than any I should have bought.”
Nannie caught her breath nervously over this; she had not
supposed the embroidery was so choice; she might just as well have
taken one of the other dresses if she had only known.
Just at that moment Susan, who was bustling about, packing
Teddy’s traveling bag, stooped down and pulled at something white
under the rug, as she said, “Shall I put in some playthings, Mrs.
Walters? Why, what’s this?”
What was it, sure enough, but the lost dress cut in two, in a
fearful zigzag manner, directly through the costly embroidery! Can
you imagine what followed? I am sure you will not be surprised to
learn that poor, naughty little Nannie had a whipping then and there.
Her mother did not even wait for Susan to leave the room, as she
generally did before punishing any of her children. It is true the
whipping was not very severe, for Mrs. Walters was never severe;
but the disgrace of it was terrible, for Nannie was very rarely
whipped.
However, this was by no means the worst of her troubles; behold,
mamma declared that she could not go to the Thanksgiving dinner,
but must stay at home with Susan and the cat. Now when you
reflect that they were to ride four miles in a beautiful sleigh drawn
by two prancing horses, and meet a baker’s dozen of little cousins,
some of whom Nannie had never seen, to say nothing of the
delights of the Thanksgiving dinner, and the little pies with their
names on, done in sugar plums, which were to be ready for each
cousin, I am sure you will feel with Nannie that her punishment was
greater than she could bear. In truth, the others thought so. Papa
said, “My dear, couldn’t you reconsider, somehow?” Aunt Laura said,
“Jennie, I think you are horrid!” And even Susan ventured to say, “I
don’t think she knew it was his best dress, ma’am; and she says
Grandma can sew it together, poor little heart.” But Mrs. Walters was
very firm. She did not deign to answer Laura or Susan, but said to
her husband, “Richard, I don’t know how I can change, now. I said
she couldn’t, and you know I ought to keep my word. Besides, the
child needs a serious lesson; it is quite as hard for me, I think, as for
her,” and the mother’s lip quivered a little. Then the father said
soothingly, that of course he knew she was doing it for Nannie’s best
good, and he could trust her judgment where he couldn’t his own.
But Aunt Laura remained indignant, and the whole household was in
trouble. “Our Thanksgiving is spoiled,” said Aunt Laura; “I’ve a good
mind not to go.”
Meantime, Grandma said not a word. It was nearly an hour
afterwards, and the preparations for starting, which had gone on
much more silently, were almost completed, when Grandma opened
the door of Mrs. Walters’ room, dressed in her best black silk, with
her beautiful white satin hair peeping out from under the soft laces
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