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HUMAN RELATIONS
IN ORGANIZATIONS
APPLICATIONS AND SKILL BUILDING

T E N T H E D I T I O N
HUMAN RELATIONS
IN ORGANIZATIONS
APPLICATIONS AND SKILL BUILDING

T E N T H E D I T I O N

Robert N. Lussier, Ph.D.

Springfield College
HUMAN RELATIONS IN ORGANIZATIONS: APPLICATIONS AND SKILL BUILDING,
TENTH EDITION
Published by McGraw-Hill Education, 2 Penn Plaza, New York, NY 10121. Copyright © 2017 by
McGraw-Hill Education. All rights reserved. Printed in the United States of America. Previous editions
© 2013, 2010, and 2008. No part of this publication may be reproduced or distributed in any form or by
any means, or stored in a database or retrieval system, without the prior written consent of McGraw-Hill
Education, including, but not limited to, in any network or other electronic storage or transmission, or
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Some ancillaries, including electronic and print components, may not be available to customers outside the
United States.

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ISBN 978-0-07-772056-8
MHID 0-07-772056-3

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Library of Congress Cataloging-in-Publication Data

Lussier, Robert N., author.
Human relations in organizations : applications and skill building / Robert N. Lussier.
Tenth edition. | New York, NY : McGraw-Hill Education, [2017]
LCCN 2015035136 | ISBN 9780077720568 (alk. paper)
LCSH: Organizational behavior. | Interpersonal relations.
LCC HD58.7 .L86 2017 | DDC 658.3–dc23
LC record available at http://lccn.loc.gov/2015035136

The Internet addresses listed in the text were accurate at the time of publication. The inclusion of a
website does not indicate an endorsement by the authors or McGraw-Hill Education, and McGraw-Hill
Education does not guarantee the accuracy of the information presented at these sites.

mheducation.com/highered
 I would like to dedicate this book to my wife, Marie, and our children, Jesse,
Justin, Danielle, Nicole, Brian, and Renee, for their loving support.
Copyright © 2017 by The McGraw-Hill Companies. All rights reserved.
CONTENTS IN BRIEF

PA RT O N E PA RT F O U R
INTRAPERSONAL SKILLS: LEADERSHIP SKILLS: TEAM AND
BEHAVIOR, HUMAN RELATIONS, ORGANIZATIONAL BEHAVIOR, HUMAN
AND PERFORMANCE BEGIN RELATIONS, AND PERFORMANCE 329
WITH YOU 1 11 Team Dynamics, Creativity and Problem Solving,
1 Understanding Behavior, Human Relations, and Decision Making 330
and Performance 2 12 Organizational Change and Culture 374
2 Personality, Stress, Learning, and Perception 29 13 Valuing Diversity Globally 406
3 Attitudes, Self-Concept, Values, and Ethics 59
4 Time and Career Management 90 Appendix A
Applying Human Relations Skills 440

PA RT T WO GLOSSARY 450

INTERPERSONAL SKILLS: ENDNOTES 455

THE FOUNDATION OF INDEX 473

HUMAN RELATIONS 123

5 Communications, Emotions, and Criticism 124
6 Dealing with Conflict 163

PA RT T H R E E

LEADERSHIP SKILLS:
INFLUENCING OTHERS 199
7 Leading and Trust 200
8 Motivating Performance 234
9 Ethical Power, Politics, and Etiquette 265
10 Networking and Negotiating 298

vi
 CONTENTS

PA RT O N E C H A P T E R 4
INTRAPERSONAL SKILLS: BEHAVIOR, Time and Career Management 90
HUMAN RELATIONS, AND How Time Management and Career Skills Affect Behavior,
PERFORMANCE BEGIN WITH YOU 1 Human Relations, and Performance 91
Time Management 91
C H AP TE R 1 Career Management 103

Understanding Behavior, Human Relations,

and Performance 2 PA RT T WO
Why Human Relations Skills Are So Important 3 INTERPERSONAL SKILLS:
Behavior, Human Relations, and THE FOUNDATION OF HUMAN
Organizational Performance 4
RELATIONS 123
Human Relations: Past, Present, and Future 7
Developing Human Relations Skills 11
C H A P T E R 5
What’s in the Book 15
Assessing Your Human Relations Abilities and Skills 18 Communications, Emotions,
and Criticism 124
C H AP TE R 2 How Communications, Emotions,
and Criticism Affect Behavior, Human Relations,
Personality, Stress, Learning, and Performance 125
and Perception 29 Organizational Structure and Communication 125
How Personality, Stress, Intelligence and Learning, The Communication Process, Barriers,
Perception, and First Impressions Affect Behavior, Human and Differences 129
Relations, and Performance 30 Sending Messages 134
Personality 30 Receiving Messages 136
Stress 36 Responding to Messages 139
Intelligence, Emotional Intelligence, and Learning 41 Situational Communication 142
Perception 45 Dealing with Emotions and Criticism 143
Developing Positive First Impressions 47

C H A P T E R 6
C H AP TE R 3
Dealing with Conflict 163
Attitudes, Self-Concept, Values,
How Interpersonal Dynamics Affect Behavior,
and Ethics 59
Copyright © 2017 by McGraw-Hill Education. All rights reserved.

Human Relations, and Performance 164

How Attitudes, Job Satisfaction, Self-Concept, Transactional Analysis 164
Values, and Ethics Affect Behavior, Human Relations,
Assertiveness 168
and Performance 60
Anger and Violence in the Workplace 172
Attitudes 60
Conflict Management Styles 174
Job Satisfaction 65
Resolving Conflicts with the Collaborating
Self-Concept 67
Conflict Style 180
Values 71
Putting It All Together 183
Ethics 73

vii
viii Contents

PA RT T H R E E Negotiating 307

LEADERSHIP SKILLS: Do Networking and Negotiating Apply Globally? 314

INFLUENCING OTHERS 199 The Influencing Process 315

C H A P T E R 7 PA RT F O U R

Leading and Trust 200 LEADERSHIP SKILLS: TEAM AND

How Leadership Affects Behavior,
ORGANIZATIONAL BEHAVIOR, HUMAN
Human Relations, and Performance 201 RELATIONS, AND PERFORMANCE 329
Leadership Trait Theory 202
Behavioral Leadership Theories 203 C H A P T E R 1 1
Contingency Leadership Theories 207 Team Dynamics, Creativity and Problem
Situational Supervision 211 Solving, and Decision Making 330
Putting the Leadership Theories Together 217 How Teams, Creativity and Problem Solving, and Decision
Diversity and Global Leadership 217 Making Affect Behavior, Human Relations, and
Trust 219 Performance 331
Teams 331
Team Dynamics 334
C H A P T E R 8
Team Development Stages and Leadership 338
Motivating Performance 234 Leadership Skills in Meetings 344
The Importance of Motivation 235 Problem Solving and Decision Making 348
Content Motivation Theories 236 Creativity and Group Problem Solving and Decision
Process Motivation Theories 242 Making 352
Reinforcement Theory 244 Does Teamwork and Decision Making
Apply Globally? 355
Motivation Techniques 246
Putting It All Together 357
Do Motivation Theories Apply Globally? 253

C H A P T E R 1 2
C H A P T E R 9
Organizational Change
Ethical Power, Politics, and Etiquette 265 and Culture 374
How Power, Politics, Etiquette, and Ethics Affect Behavior,
How Change Affects Behavior,
Human Relations, and Performance 266
Human Relations, and Performance 375
Power 267
Managing Change 375
Organizational Politics 274
Resistance to Change and How to Overcome It 378
Vertical Politics 276
Organizational Culture 383
Horizontal Politics 278
Organizational Climate 384
Business Etiquette 280
Organizational Development 385
Customer Satisfaction and Etiquette 284
Global Differences 390
Do Power, Politics, and Etiquette Apply Globally? 286
The Relationship Between Organizational Culture, Climate,
and Development 391
C H A P T E R 1 0
C H A P T E R 1 3
Networking and Negotiating 298
How Networking and Negotiating Affect Behavior, Human Valuing Diversity Globally 406
Relations, and Performance 299 How Diversity Affects Behavior, Human Relations,
Networking 299 and Performance 407
 Contents ix

Prejudice and Discrimination 407 Appendix A

Equal Employment Opportunity For All 409 Applying Human Relations Skills 440
The Legally Protected and Sexual Harassment 412 GLOSSARY 450
Sexism, Racism, and Work and Family Balance 415
ENDNOTES 455
Managing Diversity 422
INDEX 473
Global Diversity 423
Handling Complaints 426
Copyright © 2017 by McGraw-Hill Education. All rights reserved.
PREFACE

I
n his book Power Tools, John Nirenberg asks: “Why ENGAGING NetGen STUDENTS
are so many well-intended students learning so much
and yet able to apply so little in their personal and Today’s traditional students are being called the Digital
professional lives?” Is it surprising that students can nei- Millennial or NetGen learners. Being brought up on the
ther apply what they read nor develop skills when most Internet, they have different preferred learning styles
textbooks continue to focus on reading about concepts than students in prior generations. NetGens prefer
and examples, rather than taking the next step and teach- active, collaborative, and team-based learning. Human
ing them how to apply what they read and develop the Relations in Organizations, Tenth Edition, is designed to
skills required for using the concepts? I wrote this book to be flexible enough to be used with the traditional lecture
give students the opportunity to apply the concepts and de- method, while offering a wide range of engaging
velop skills used in their personal and professional lives. activities to select from that best meet students’ and
I wrote the first edition back in 1988, prior to professors’ educational goals and preferred teaching/
AACSB calls for skill development and outcomes learning styles. Below is a list of learning preferences of
assessment, to help professors develop their students’ NetGens and how this text can be used to engage them
ability to apply the concepts and develop organizational both in and out of the classroom.
behavior/human relations skills. Unlike competitors,
I don’t just tell you about the concepts. With network- INTEGRATION WITH FLEXIBILITY
ing, for instance—the way most people get jobs and
promotions today—I tell you step-by-step how to net- This book continues to have a balanced three-pronged
work and provide you with self-assessment exercises, approach:
application exercises, skill development exercises, and • A clear, concise understanding of human relations/
often, videos. So rather than simply knowing the con- organizational behavior (HR/OB) concepts (second
cepts, you can actually develop skills. to none);
But is the skills approach any good? John Bigelow • The application of HR/OB concepts for critical
compared skills texts in his article, “Managerial Skills thinking in the business world (there are nine types
Texts: How Do They Stack Up?” in the Journal of Man- of applications, including videos and the Test
agement Education, and he gave Human Relations in Bank and Instructor’s Manual);
Organizations a top rating for a general OB course.
• The development of HR/OB skills (there are eight
Reviewers continue to say it is the best “how to work with
types of skills-activities, including videos and the
people” textbook on the market. Although competing
Test Bank and Instructor’s Manual).
texts now include exercises, reviewers continue to say
that no competitor offers the quality and quantity of In addition to this text and its supporting ancillary
application and skill-building material. package to support these distinct but integrated

NetGen Learning Preference How Human Relations in Organizations Engages NetGens

Reading: Students prefer active learning to reading. Students find the text easy to read and understand.

Attention and variety through applications and skill- The text is broken into “chunks,” with concepts, followed by
building exercises: Breaking reading and class time into interactive applications and skill-building exercises (see below).
“chunks” helps keep their attention and improve learning. Each section consists of a major heading with concepts and
application material. Unlike many books with exercises that are
simply discussion-based, Human Relations develops actual skills
that can be used immediately.
Directions: Students benefit from checklists, formulas, Human Relations is the most “how to” textbook available,
and recipes for learning and for life. including behavioral model steps for handling common human
relations issues, such as conflict, and exercises to develop skills.
Internet: NetGens are comfortable with online An Online Learning Center (www.mhhe.com/lussier9e) provides
environments. chapter review material as well as interactive exercises and videos.

Source: Erika Matulich, Raymond Papp, and Diana Haytko, “Continuous Improvement Through Teaching Innovations: A Requirement for Today’s Learners,”
Marketing Education Review 18(1) 2008: 1–7.

x
 Preface xi

parts, includes tests to assess student performance in chapter in italic so they are easy to find. (3) Exhib-
all three areas. I wrote almost every application and its, some of which contain multiple concepts or
skill exercise in this text and the Instructor’s Manual theories. See Exhibits 7.7, 8.7, and 11.7, for
to ensure complete integration and a seamless course example. (4) Review. The unique feature of the
experience. Review is that it is active in two ways. Students first
The concepts, applications, and skill-building answer true/false questions. Then they must fill in
material are clearly identified and delineated in this the blanks with the appropriate key terms in one
preface, text, and IM/test bank. Our package offers of three ways: from memory, from a list of key
more quality and quantity of application and skill- terms at the end of the review, or from the key
building material to allow professors to create their terms at the beginning of the chapter.
unique courses using only the features that will achieve • Test Bank Assessment of Concepts. The test bank
their objectives in the classroom or online. Thus, it is the includes true/false and multiple-choice questions
most flexible package on the market. Next is an for the concepts, including the key terms, presented
explanation of features to choose from for concepts, in each chapter. The test bank also includes the
applications, and skill building. learning outcomes from each chapter, which can
be used as short-answer questions to test concept
CONCEPTS understanding. A summary of the learning
• Research-based and current. The book is based on outcomes appears in the Review, the Instructor’s
research, not opinion. The tenth edition has been Manual, and the test bank.
completely updated. There are more than 950 new
references (94 percent), for an average of 75 new ref-
erences per chapter. This is from 30 to 50 percent APPLICATIONS
more references per chapter than major competi- 1. Opening Case. Each chapter opens with a case.
tors. Earlier references are primarily classics, Throughout the chapter, the ways the text concepts
such as the motivation (Maslow) and leadership apply to the case are presented so that students can
(Fiedler) theories. understand the application of the concepts to
• Comprehensive coverage. The text includes more actual people in organizations.
topics than most competing texts. 2. Work Applications. Throughout each chapter
• Systems orientation. The text is organized in two there are approximately 11 questions (more than
ways. First, the parts of the book are based on 140 total) that require the students to apply the
the competency model of managerial education, concepts to their own work experience. Work
building from intrapersonal skills, to interper- experience can be present or past and may include
sonal skills, to leadership skills. Second, it also part-time, summer, or full-time employment.
follows the levels of behavior approach, going Work applications require the students to think
from individual, to group, to organizational levels critically and bridge the gap between the concepts
of behavior. The systems effect is discussed and their world.
throughout the book. Cases from Chapters 2 3. Application Situations. Each chapter contains two
through 13 have questions based on previous to six boxes, each with 5 to 10 questions (325 total)
chapters to integrate the concepts of multiple that require students to apply the concept
chapters. illustrated in a specific, short example. The
• Recurring themes. Chapters 2 through 13 begin questions develop critical thinking skills through
with a discussion of how the chapter concepts the application process.
Copyright © 2017 by McGraw-Hill Education. All rights reserved.

affect behavior, human relations, and performance. 4. Cases—with Internet video and cumulative
Most chapters include a discussion of how the questions; plus role-play exercises. Each chapter
concepts differ globally. has a case study from a real-world organization. At
• Pedagogy. Each chapter contains the following: the end of the case, the organization’s Web site is
(1) Learning outcomes at the beginning and in the given so that students can visit the Web to get up-
body of the chapter where the objective can be dated information on the case. Some of the cases
met. A summary of each learning outcome is given also include Web sites to view case manager inter-
in the Review section at the end of the chapter. views/talks. Chapters 2 through 13 include
(2) Key terms at the beginning of each chapter and cumulative questions. Cumulative questions
again at the end of the Review. The key terms include concepts from previous chapters. For
appear in boldface and are defined within the example, the case for Chapter 13 has four questions
xii Preface

related to Chapter 11, followed by four questions groups and role-playing is required. Again, all 13
relating to concepts from Chapters 2, 3, 6, 11, and cases include a role-play exercise.
12. Thus, students continually review and integrate 4. Models, Behavior Model Videos, and Skill-Building
concepts from earlier chapters. Following each case Exercises. Throughout the book are more than
is a role-play exercise to develop skills based on the 25 models with step-by-step instructions for
concepts illustrated in the case. handling day-to-day human relations situations.
5. Objective Cases. At the end of each chapter there is a How to use several of the models is illustrated in
short objective case. The unique feature is the “objec- the behavior-modeling videos. For example,
tive” part, with 10 multiple-choice questions, fol- students read the model in the book and watch
lowed by one or more open-ended questions. These people send messages, give praise, resolve conflicts,
cases require students to apply the concepts to people handle complaints, and coach an employee,
and organizations. following the steps in the model. After viewing the
6. Internet Exercises. Online at mhhe.com/lussier10e, video, students role-play how they would handle
(which also has self testing and other features). these human relations situations. Students may
also give each other feedback on the effectiveness
7. Communication Skills Questions. There are
of their role-plays. Videos can also be used as
more than 125 communication skills questions,
stand-alone activities. The lecture may stop and
an average of approximately nine per chapter,
skill-building begin in class to break up the lecture.
which can be used for class discussion and/or
written assignments. 5. Behavior Model Videos. There are one or more
behavior model videos (20 total) for most chap-
8. Test Bank Assessment of Applications and
ters. Behavior model videos 2 through 20 show
Instructor’s Manual. The test bank includes
people successfully handling day-to-day human
the work applications from the text as well as
relations situations. Videos can be followed by
multiple-choice questions, similar to the
class discussion. Also, many videos are used in
Application Situations and case questions, to
conjunction with skill-building exercises.
evaluate critical thinking skills. The Instructor’s
Manual includes the recommended answers for 6. Test Bank Assessment of Skill-Building and
all the application features above, except the Instructor’s Manual. The test bank includes skill-
opening case, which is illustrated throughout the building questions to assess skill building. The
chapter text. Instructor’s Manual gives detailed instructions on
using all skill-building exercises and answers to
skill-building exercises. It also states how students
can be tested on the exercises and provides
SKILL BUILDING instructions to give to students.
1. Self-Assessment Exercises. Each chapter has 7. Skill-Building Objectives and AACSB Competen-
between one and five (more than 45 total, an aver- cies. Each skill-building exercise begins by listing
age of three per chapter) self-assessment exercises its objective. The objective is followed by listing the
to enable students to gain personal knowledge. Association to Advance Collegiate Schools of
Some of the exercises are tied to skill-building ex- Business (AACSB) competencies developed
ercises to enhance the impact of the self-assess- through the exercise.
ment. All information for completing and scoring, ***
and self-assessment, is contained within each exer-
cise. A unique new feature includes determining a 8. Individual and Group Skill-Building Exercises.
personality profile (in Chapter 3); in all other Around 60 percent of the skill-building exercises
chapters, students find out how their personality focus primarily on individual skill building, most
relates to their use of the chapter concepts. of which is done outside class as preparation for
the exercise. However, in-class work in groups
2. Group Skill-Building Exercises. Around 30 percent using the concepts and sharing answers can
of the skill-building exercises focus primarily on enhance skill building. Thus, the instructor has the
small group (2 to 6 members) activities. Thus, flexibility to (1) simply have students complete the
breaking into small groups is required. preparations outside class and during class, and
3. Role-Play Skill-Building Exercises. Around then go over the answers, giving concluding
10 percent of the skill-building exercises focus remarks and/or leading a class discussion without
primarily on developing skills through behavior using any small-group time, or (2) spend group
modeling, as discussed next. Thus, breaking into class time as directed in the exercise.
 Preface xiii

SUMMARY OF INNOVATIONS • There is less of a management focus so that

everyone can clearly understand how to improve
• The three-pronged approach to the text: concepts, human relations regardless of their position in the
applications, skills. organization.
• The three-pronged test bank: concepts, • The coverage of digital human relations has been
applications, skills. expanded.
• Eight types of applications, clearly marked in the • Some of the chapter sections have been rewritten,
text, for developing critical thinking skills. as described below.
• Eight types of skill-building exercises, clearly
marked in the text, that truly develop skills that can
be used in one’s personal and professional lives. CHANGES BY CHAPTER
• Flexibility—use all or only some of the features; Chapter 1
select the ones that work for you. • The entire chapter has been updated with 56
(89 percent) new references for this edition;
keeping only the 7 classic historic references.
OVERALL REVISIONS
• The section, What’s in It for Me? has been updated
• The book is completely updated with around 975 with all new references.
new references; over 93 percent of the references are • The section, Myth 1: Technical Skills Are More
new to this edition. References include a balance of Important Than Human Relations Skills, has been
scholarly journals (including the Academy of Man- rewritten with all new references.
agement Journal, Academy of Management Review,
Academy of Management Perspectives, and • The section title, Objectives and Organization
Academy of Management Learning & Education) to of the Book, has been changed to What’s
provide research support for the text concepts and in the Book. Plus, the objectives section
business publications (including BusinessWeek, introduction has been rewritten with all new
Forbes, Fortune, and The Wall Street Journal) to references.
provide advice and examples of how the concepts • The Case has been updated with a Web address to
are use in all types of organizations. watch a video of CEO Terri Kelly discussing man-
• Some minor changes were made to the writing style to agement at W.L. Gore & Associates. There is also a
make the chapters even more personal. For example, new question related to the video.
the use of the word “we” has been changed in many
places to “you” for a more personal writing style. Chapter 2
• Some text was cut to shorten each chapter of • The entire chapter has been updated with 83
the book. (97 percent) new references for this edition. The
chapter has 33 more references than the previous
• One hundred percent of the Applying the Concept
edition to support the use of evidence-based
box applications have been changed.
management.
• When the text refers back to the opening case to
• There are only minor changes throughout the
illustrate the application of the text to the case, it is
chapter to improve the content and provide new
now identified by ///, making them easier to find.
references to support the continuing use of prior
• Five (40 percent) of the end-of-chapter cases are topics.
new to this edition, and the other cases have been
Copyright © 2017 by McGraw-Hill Education. All rights reserved.

• In the Personality section, it now states that

updated.
employers are visiting social media sites to get a
• Most of the new cases, and some of the updated feel for job candidates’ personalities.
cases, now have suggested video links and new
• In the Perception section, projection has been
questions related to the case (60 percent of the
eliminated as a bias.
cases now have video links).
• In the Developing Positive First Impressions
• AACSB standards have been updated using the
section, it now states that employers are visiting
2013 AACSB Business Accreditation Standards,
social media sites to get a first impression of job
General Skills Areas. The listing of AACSB
candidates and emphasizes the importance of a
skills developed in each of the Skill Building
professional presence online.
Exercises throughout the book has also been
updated. • The case information has been updated.
xiv Preface

Chapter 3 Interruptions and procrastination are new topics

• The entire chapter has been updated with 82 (97 with these headings.
percent) new references for this edition. • There is more discussion of using electronic
• There are only minor changes throughout the devices in time management. The time
chapter to improve the content and provide new management exhibits are now online so that
references to support the continuing use of prior students can fill out electronic time logs and
topics. to-do lists, plan their week and schedule it, and
keep a daily schedule.
• In the Changing Attitudes section, point 4 has
been changed. It now states not to have a negative • The section Analyzing Time Use has been changed
attitude toward people because they look or act to Analyzing Time Use with a Time Log to
differently than you do. emphasize the need to use a time log to analyze
time use.
• The details of the discussion of Determinants of
Job Satisfaction have been shortened and the • The introduction to the Priority Determination
section on job security has been rewritten. section has been rewritten with all new references.
• The key term attribution has been redefined to • The section on writing a Resume no longer has
make it easier to understand, and the section has details of writing each section on the resume, but
been rewritten. the example resume is still Exhibit 4.8. It now
refers students to their college career center or
• The Building a Positive Self-Concept section now
online for more details.
includes a discussion of why so many people don’t
keep their New Year’s resolutions. • The section on Getting Raises and Promotions
now has less detail on preparation for getting a
• The General Guidelines to Building a Positive Self-
raise or promotion and deletes details about asking
Concept number 3 now includes the use of self-
for it and includes details about changing
talk to improve self-concept.
organizations.
• The subsection Guidelines for Leading from a
• The case has been updated and now includes a new
Spiritual Perspective still includes the five guide-
case question with a source of a video to watch
lines, but with less detail.
and discuss three parts of Jay-Z’s career.
• The section Does Ethical Behavior Pay? has been
rewritten and expanded with all new references.
Chapter 5
• For easier understanding, the list of the seven • The entire chapter has been updated with 78
types of justifications for unethical behavior has (96 percent) new references for this edition.
been taken out and, instead, examples of each type
• The section on Digital Information Technology
are included.
has been shortened while maintaining the same
• The Global Ethics section now includes a brief content while adding to new information and ref-
mention of the Foreign Corrupt Practices Act, erences. Exhibit 5.3 E-Commerce has been deleted.
including the Web site where students can get more
• The section on Digital Information Technology
information.
has two new topic heading “Confidentiality and
• The short discussion of corporate social responsi- Security” and “The Downside of Information
bility and Figure 3.5 have been cut because this is Technology.”
not the same topic as ethics.
• The section on The Communication Process
• The North Face case is new. It also includes two explains the steps in less detail, and while maintain-
role-play exercises, and Question 7 includes ing the 13 listening tips, the discussion is shorter.
watching North Face CEO Eric Wiseman
• The discussion of Getting Criticism has been
delivering a speech to college graduates.
placed in Exhibit 5.9 to make it easier to under-
stand what and what not to do when being
Chapter 4 criticized.
• The entire chapter has been updated with 60 • The Pixar case is new and includes a video link
(94 percent) new references for this edition. to watch and hear President Ed Catmull’s ideas
• The Time Management section has been reorgan- on communication. You can watch short videos
ized and topics have been added. Multitasking has on the roles that different creative employees
been moved to the last subsection with the title play in making their famous movies on the Pixar
Multitasking, Interruptions, and Procrastination. Web site.
 Preface xv

Chapter 6 • There is a new introduction to the section

• The entire chapter has been updated with 53 Self-Motivation.
(98 percent) new references for this edition. • There is a new introduction to the section Do
• The opening section has been shortened a bit and Motivation Theories Apply Globally?
has all new references to support the value of the • The case has been updated including providing a
chapter topics. Web address to watch Kevin Plank give a
• The section on Anger and Violence in the 20-minute talk about entrepreneurship. Also, a
Workplace has been shortened. new question, related to the video, has been added.
• The Resolving Conflicts with the Collaborating
Conflict Style has been shortened. Chapter 9
• There is a new end-of-chapter case about conflict • The entire chapter has been updated with 75
at HP. (94 percent) new references for this edition.
• Throughout the chapter, minor changes have been
made to shorten the text.
Chapter 7
• The entire chapter has been updated with 60 • The introduction to the Power section has been
(88 percent) new references for this edition. Only rewritten will all new references.
the references to the classic leadership theories • The introduction to the Business Etiquette section
have been retained to provide the original source has been shortened, while adding new content and
of the theories for further information. references.
• Throughout the chapter, minor changes have been • The case is the same, but the title and names have
made to shorten the text. been changed.
• The major section Substitutes for Leadership has
been deleted, resulting in Learning Outcome 7-6, Chapter 10
Work Application 7-11, and Communications • The entire chapter has been updated with 75 (94
skills 6 being deleted. percent) new references for this edition.
• The opening section, How Leadership Affects • The introduction section How Networking and
Behavior, Human Relations, and Performance, has Negotiating Affect Behavior, Human Relations,
been rewritten with all new references supporting and Performance has been rewritten with all new
the importance of leadership. references.
• The introduction to the Trust section has been • The first half of the Digital Networking section
rewritten with all new references. has been rewritten with all new references.
• The case, Tony Hsieh and Zappos.com, is new. • The introduction to the Negotiating section has
been rewritten with all new references to better
Chapter 8 help students realize that we all negotiate to help
• The entire chapter has been updated with 79 us meet our objectives with the help of others.
(86 percent) new references for this edition. Only • The section Negotiating Strategies has been
the references to the classic motivation theories deleted, as this material is less relevant, thereby
have been retained to provide the original source placing more focus on the more important negotia-
for further information. tion process. This also results in the elimination of
• The subsection Why Knowing How to Motivate Em- two key terms: distributive and integrative
Copyright © 2017 by McGraw-Hill Education. All rights reserved.

ployees Is Important has been deleted and the reasons bargaining strategies, Work Application 10-7, and
now appear in the section How Motivation Affects Be- Communication Skills question 6.
havior, Human Relations, and Performance. Also, this • The case, Negotiating Women, has been updated
section has been rewritten with all new references to and states that the work of Kolb and Frohlinger is
support the need for motivation. A new term employee supported by Sheryl Sandberg (Facebook) in her
engagement has also been added to this section. book, Lean In.
• A new section, Your Motivation, has been added
to help students relate motivation to themselves. Chapter 11
• A couple of company examples were added to • The entire chapter has been updated with 111
illustrate incentive programs. (97 percent) new references for this edition.
• SMART goals were added to the Objectives section. • The opening section has all new references.
xvi Preface

• The subsection, Factors Influencing Cohesiveness Chapter 13

has been deleted because it is less relevant. Also, • The entire chapter has been updated, with much of
Work Application 11-4 no longer includes the six it rewritten and with 133 new reference citations.
factors. As a result, there are 134 citations; 99 percent are
• The Conducting Meetings section now tells read- new for this edition.
ers they can follow Robert’s Rules of Order and • Learning Outcomes 5 and 8 are no longer listed at
gives the URLs to find them on the Internet. the beginning of the chapter, within the chapter, or
• The introduction to the Creativity and Group in the summary.
Problem Solving and Decision Making has been • The opening section with world population infor-
changed with new references and shortened. mation and statistics has been updated with all
• Consensus mapping is now just discussed as con- new references.
sensus. • The section Valuing-Diversity Training is now
• The chapter case has been updated, and the last Valuing-Diversity/Inclusion Training, and it now
question has been changed. states that the term diversity is commonly called
inclusion today. Likewise, the heading From
Affirmative Action to Valuing Diversity and been
Chapter 12 changed to From Affirmative Action to Valuing
• The entire chapter has been updated with 40 Diversity to Inclusion.
(93 percent) new references for this edition. • The section discussing minority groups has been
• Learning Outcomes 12-7 and 12-8 have been shortened.
deleted, and coverage of Training and • The section Sexual Orientation has been com-
Development and Performance Appraisals has pletely rewritten with new references.
been decreased, as these topics are less relevant
• The six areas of sexual harassment have been
to organizational change. Application Situation
deleted in this edition to keep the focus on the
12-4, The Training Cycle has also been
three areas of the EEOC, which includes eliminat-
eliminated.
ing Learning Outcome 13-5, which required listing
• Learning Outcome (coaching model) 12-9 is now the six areas.
12-7, but the dialog of the coaching session has
• The subsection How Women are Progressing in
been deleted, as students can watch Behavior
Management and the Glass Ceiling has been re-
Model video 12-1 to view a coaching session, and
written with new references and it is now shorter.
they can conduct Skill Building Exercise 12-1 to
experience coaching. • The subsection How Minorities are Progressing in
• The opening section How Change Affects Management has been rewritten and expanded
Behavior, Human Relations, and Performance with new references.
has been rewritten with all new references • There is a new subsection providing Ways to Over-
and is shorter. come Sexism and Racism at Work.
• The introduction to the Managing Change section • The subsection How Family Sex Roles are
has been rewritten with two new references. Changing has been changed to How Families and
• A new subsection, Forms of Change, has been Sex Roles are Changing. The opening paragraph
added to the Managing Change section, adding a now includes updated statistics describing the
discussion of incremental and discontinuous changing American family.
change. • The subsection Fathers’ Roles are Changing has
• The introduction to the Organizational Culture been rewritten with all new references and is
section has been updated with new references and shorter.
has been shortened. • Self-Assessment 13-4 has four new examples
• The OD technique Survey Feedback section has (33 percent).
been shortened. • A few of the Cross-Cultural Relations have been
• The Xerox case has a new video link of CEO shortened.
Burns discussing her career with a new first • The end-of-chapter case has been replaced with a
question. The case has also been updated and case about Google’s Lack of Diversity, and there
shortened by cutting the paragraph listing all of are two related videos that can be viewed as part
Xerox’s awards. of the case discussion.
 Preface xvii

SUPPLEMENTS FOR INSTRUCTORS SmartBook®

AND STUDENTS SmartBook—an extension of LearnSmart—is an adap-
tive eBook that helps students focus their study time
McGraw-Hill Connect® more effectively. As students read, SmartBook assesses
Continually evolving, McGraw-Hill Connect®— comprehension and dynamically highlights where they
connect.mheducation.com—has been redesigned to need to study more.
provide the only true adaptive learning experience
delivered within a simple and easy-to-navigate
environment, placing students at the very center. Instructor Library
The Connect Management Instructor Library is your
• Performance Analytics—Now available for both repository for additional resources to improve student
instructors and students, easy-to-decipher data illu- engagement in and out of class. You can select and use
minate course performance. Students always know any asset that enhances your lecture. The Connect
how they’re doing in class, while instructors can Instructor Library includes:
view student and section performance at a glance.
• Instructor Manual
• Mobile—Available on tablets, students can now
access assignments, quizzes, and results on the go, • PowerPoint files
while instructors can assess student and section • Test Bank
performance anytime, anywhere.
• Personalized Learning—Squeezing the most out Manager’s Hot Seat Video
of study time, the adaptive engine within Connect Now instructors can put students in the hot seat with
creates a highly personalized learning path for access to an interactive program. Students watch real
each student by identifying areas of weakness and managers apply their years of experience when con-
providing learning resources to assist at the fronting unscripted issues. As the scenario unfolds,
moment of need. questions about how the manager is handling the situa-
This seamless integration of reading, practice, and tion pop up, forcing the student to make decisions along
assessment ensures that the focus is on the most impor- with the manager. At the end of the scenario, students
tant content for each individual. watch an interview with the manager and view how
their responses matched up to the manager’s decisions.
The Manager’s Hot Seat videos are now available as as-
LearnSmart® signments in Connect.
LearnSmart, the most widely used adaptive learning
resource, is proven to improve grades. By focusing
each student on the most important information they Organizational Behavior Video DVD
need to learn, LearnSmart personalizes the learning This collection of videos features interesting and timely
experience so that students can study as efficiently as issues, companies, and people related to organizational
possible. behavior and interpersonal skills.
Copyright © 2017 by McGraw-Hill Education. All rights reserved.
ACKNOWLEDGMENTS

I
want to thank Dr. Herbert Sherman, Professor of Marion Weldon, Edmonds Community College
Management—Long Island University (Brooklyn Lee Higgins, Southeast Community College—Beatrice
Campus), for writing seven new cases and updating Campus
three others. Janet Weber, McCook Community College
Special thanks to the reviewers of the tenth edition William Weisgerber, Saddleback College
of my manuscript for their excellent recommendations: Andy C. Saucedo, Dona Ana Community College
Lydia Anderson, Fresno City College Charleen Jaeb, Cuyahoga Community College
Bonnie Andrys, Northland Community & Technical John J. Heinsius, Modesto Junior College
College Roger E. Besst, Muskingum Area Technical College
Pamela K. Ball, Clark State Community College Rebecca S. Ross, Shenango Valley School of Business
Wayne Gawlik, Joliet Junior College Thomas E. Schillar, University of Puget Sound
Melanie Hilburn, Lone Star College-North Harris Rosemary Birkel Wilson, Washtenaw Community
Samira B. Hussein, Johnson County Community College College
Norma Johansen, Scottsdale Community College Edward J. LeMay, Massasoit Community College
Joseph Randall, Bainbridge State College Julie Campbell, Adams State College
Randall Wade, Rogue Community College John Gubbay, Moraine Valley Community College
Thanks also to reviewers of past editions: Ruth Dixon, Diablo Valley College
John J. Harrington, New Hampshire College
Teresa R. Campbell, Clark State Community College Robert Wall Edge, Commonwealth College
Shannon Durham, Middle Georgia Technical College Abbas Nadim, University of New Haven
Jennifer Susan Malarski, Minneapolis Community and Steve Kober, Pierce College
Technical College
Dee Dunn, Commonwealth College
Keith D. Matthews, Northeast Community College
Marlene Frederick, New Mexico State University at
Connie Smejkal, Centralia Community College Carlsbad
Mary Hedberg, Johnson County Community College Linda Saarela, Pierce College
Jane Bowerman, University of Oklahoma David Backstrom, Allan Hancock College
Margaret Ryan, Highline Community College Rob Taylor, Indiana Vocational Technical College
Mofidul Islam, Columbia Southern University Warren Sargent, College of the Sequoias
Marilyn J. Carlson, Clark State Community College Jane Binns, Washtenaw Community College
John Thiele, Cañada College Charles W. Beem, Bucks County Community College
Rachel Erickson, National College of Business and Robert Nixon, Prairie State College
Technology
Leo Kiesewetter, Illinois Central College
Daniel Bialas, Muskegon Community College
Stephen C. Branz, Triton College
Cindy Brown, South Plains College
William T. Price, Jr., Virginia Polytechnic Institute and
Robert Losik, Southern New Hampshire University State University
Daniel Lybrook, Purdue University Jerry F. Gooddard, Aims Community College
Thomas McDermott, Pittsburgh Technical Institute Rex L. Bishop, Charles Community College
Therese Palacios, Palo Alto College Bill Anton, DeVard Community College
Margaret V. Ryan, Highline Community College Stew Rosencrans, University of Central Florida
Thomas J. Shaughnessy, Illinois Central College John Magnuson, Spokane Community College
Mary Alice Smith, Tarrant County College Doug Richardson, Eastfield College
Joseph Wright, Portland Community College
Boyd Dallos, Lake Superior College Thanks to the following students for suggesting
Sally Martin Egge, Cardinal Stritch University improvements:
Brian E. Perryman, University of Phoenix Doug Nguyen, Truckee Meadows Community College
Glenna Vanderhoof, Southwest Missouri State of Nevada
University Richard Gardner, New Hampshire College

xviii
 Acknowledgments xix

Peter Blunt, New Hampshire College suggestion for improvement, your name and college will
Christianne Erwin, Truckee Meadows Community College be listed in the acknowledgment section of the next
Robert Neal Chase, New Hampshire College edition. I sincerely hope that you will develop your
Cheryl Guiff, Taylor University Online human relations skills through this book.
Robert N. Lussier,
Professor of Management
CONTACT ME WITH FEEDBACK Management Department
I wrote this book for you. Let me know what you think Springfield College
of it. Write to me and tell me what you did and/or didn’t Springfield, MA 01109
like about it. More specifically, how could it be improved? 413-748-3202
I will be responsive to your feedback. If I use your [email protected]
Copyright © 2017 by McGraw-Hill Education. All rights reserved.
 PA R T 1
Intrapersonal Skills: Behavior,
Human Relations, and
Performance Begin with You

1 Understanding Behavior, Human Relations, and Performance

2 Personality, Stress, Learning, and Perception

3 Attitudes, Self-Concept, Values, and Ethics

4 Time and Career Management

The McGraw-Hill
2010 by McGraw-Hill
Copyright © 2017 Companies.
Education. All rights
All rights reserved.
reserved.
C H A P T E R 1

Understanding Behavior,
Human Relations, and
Performance

L E A R N I N G O U T C O M E S

After completing this chapter, you should be able to:

LO 1-1 Explain why human relations skills are important. LO 1-8 Identify five personal human relations goals for
the course.
LO 1-2 Discuss the goal of human relations.
LO 1-9 Define the following 17 key terms (in order of
LO 1-3 Describe the relationship between individual and
appearance in the chapter):
group behavior and organizational performance.
human relations (HR) performance
LO 1-4 Briefly describe the history of the study of human goal of human relations systems effect
relations. win–win situation Elton Mayo
total person approach Hawthorne effect
LO 1-5 State some of the trends and challenges in the field
behavior Theory Z
of human relations.
levels of behavior intrapersonal skills
LO 1-6 List 10 guidelines for effective human relations. group behavior interpersonal skill
organization leadership skill
LO 1-7 Identify your personal low and high human organizational
relations ability and skill levels. behavior (OB)

/ / / When Olin Ready graduated from college, he accepted Will he be open to my suggestions and leadership? Will
his first full-time job with IBM. As he drove to work on his Olin work hard and be a high performer?
first day, he thought: How will I fit in? Will my peers and What would you do to ensure success if you were
new boss Nancy Westwood like me? Will I be challenged Olin? What would you do to ensure Olin’s success if
by my job? Will I be able to get raises and promotions? you were Nancy? Meeting employees’ needs while
At about the same time, Nancy was also driving to achieving the organization’s objectives is the goal of
work thinking about Olin: Will Olin fit in with his peers? positive human relations in any organization. / / /

2
 Chapter 1 Understanding Behavior, Human Relations, and Performance 3

WHY HUMAN RELATIONS SKILLS ARE SO IMPORTANT

Learning Outcome 1-1 We begin by discussing what’s in this book for you, followed by a look at some of the
Explain why human major myths about human relations and the realities of why human relations skills are
relations skills are so important. We then discuss the goal of human relations and the total person ap-
important. proach to human relations.

Wha t’s in I t fo r M e?
It’s natural to be thinking, What can I get from this book, or What’s in it for me?1 This
is a common question in all human relations, although it is seldom directly asked and
answered.2 Here is the short, bottom-line answer: The better you can work with
people—and that is what the course is all about—the more successful you will be in
your personal and professional lives.3 Life is about relationships4; it’s all people, people,
people. This may be one of the few courses you take in which you can actually use what
you learn during the course in your personal life. You don’t need to wait until you
graduate to apply what you learn, and you can develop your human relations skills.5
Now let’s expand on what’s in it for you by exploring some of the myths and realities
surrounding human relations.

Myth s a n d Re a l i ty a b o u t H u ma n Re l a ti o n s
Three myths about human relations are: (1) Technical skills are more important than
human relations skills; (2) it’s just common sense; and (3) leaders are born, not made.

Myth 1: Technical Skills Are More Important Than Human Relations Skills Some people believe that
a human relations or organizational behavior (OB) course is less important than more
technical courses, such as computer science and accounting. However, the reality is that
people develop and use technology, and people are really every company’s most valuable
asset.6 The importance of people to business success is undisputed.7 People, human capital,
provide sustained competitive advantage.8 /// in the opening case, by studying human
relations, you will learn soft skills that will help you in situations like Nancy’s and Olin’s. ///

Myth 2: Human Relations Is Just Common SenseSome people believe that human relations
is simple and just common sense. Do all the people in organizations get along and
work well together? If human relations is just common sense, then why are people is-
sues some of the most prominent concerns of business owners and managers? It’s be-
cause high-quality relationships are so important to success.9 Think about the jobs
you’ve had. Did everyone get along and work well together? How did human relations
affect your personal and job satisfaction?
CS
Myth 3: Leaders Are Born, Not Made Leadership is an important topic,10 because leaders
Communication Skills 11
Refer to CS Question 1. influence employee performance. The question “Are leaders born or made?” has been
researched over the years. Leadership experts generally agree that leadership skills can
be developed. Regardless of your natural ability to get along and work well with peo-
Copyright © 2017 by McGraw-Hill Education. All rights reserved.

ple, using the material in this book, you can develop your human relations skills.
WORK APPLICATION 1-1
In your own words, explain
why human relations skills Throughout this book we use many important, or key, terms. To ensure that you have
are important to you. How a clear understanding of these terms, when a key term first appears, we present it in
will they help you in your bold letters with its definition italicized.
career?

Goal o f H uma n Re l a ti o n s
Learning Outcome 1-2 The term human relations means interactions among people. It’s the manager’s job
Discuss the goal to understand people and to motivate them to work together.12 /// In the opening
of human relations. case, when Olin Ready arrives at IBM on his first day of work, he will interact
4 Part One Intrapersonal Skills: Behavior, Human Relations, and Performance Begin with You

with his new boss, Nancy. /// Next, a variety of people will help orient and train
Olin. Later, as he performs his daily tasks, Olin will interact with Nancy and his
coworkers, as well as with people from other departments and with customers.
Olin’s success at IBM will be based on human relations, and his job satisfaction
will affect his personal life.
The goal of human relations is to create a win–win situation by satisfying employee
needs while achieving organizational objectives. A win–win situation occurs when the
organization and the employees both get what they want. When an employee wonders,
WORK APPLICATION 1-2 What’s in it for me?, that employee is expressing his or her needs. When employees’
Give an example, personal and organizational goals align, performance tends to follow.13
if possible, of a situation in Creating a win–win situation applies to human relations at all levels. Conflicts
which the goal of human usually arise because of a lack of a win–win situation.14 In Chapter 6, you will learn
relations was met. Explain
how to create win–win situations when facing conflicts.
how the individual’s needs
were met and how the This book discusses the goal of human relations as it applies to various topics.
organizational objectives One goal of this book is to develop your ability to create win–win situations in a
were achieved. variety of settings, including your professional and personal lives.

The Tot al Pe rso n A ppr o a ch

WORK APPLICATION 1-3 The total person approach realizes that an organization employs the whole person, not
just his or her job skills. So it is important to understand the whole person. People play
Give a specific example,
personal if possible, that many roles throughout their lives, indeed, throughout each day. 15 /// In the
supports the total person opening case, Olin, therefore, is more than just an employee; he is also a father, a
approach. Explain how an member of the PTA, a scout leader, a jogger, a student, and a fisherman. /// At work,
individual’s job performance Olin will not completely discard all his other roles to be a worker only. His off-the-job
was affected by off-the-job
life will affect his job performance at IBM. Thus, if Olin has a bad day at work, it may
problems.
not be related to his job, but to another of his life’s roles. Also, a bad day at work can
affect personal life satisfaction.

BEHAVIOR, HUMAN RELATIONS, AND

ORGANIZATIONAL PERFORMANCE
Le vels of Be h a vi o r
The study of human relations looks closely at the way people behave, why people behave
the way they do, or what makes them and the people around them tick.16 Behavior is what
people do and say. Human relations fuel behavior. The three levels of behavior are
individual, group, and organizational. Human relations take place at the group and
organizational levels.17

Individual- and Group-Level Behavior As Olin types a letter on the computer or fills
out requisition forms, he is engaged in individual behavior. Group behavior con-
sists of the things two or more people do and say as they interact. Individual behav-
ior influences group behavior.18 For example, as Olin and Mary work on a project
together or attend department meetings, their actions are considered group behav-
ior. Studying the chapters in this book, particularly Chapters 1 through 4, should
help you understand and predict your own behavior, and that of others, in an
organizational setting. In addition, Chapter 11 will help you gain a better under-
standing of how your behavior affects others, and how their behavior affects you
in teams.

Organizational-Level Behavior An organization is a group of people working to achieve

one or more objectives. This book focuses on human relations in both profit and
nonprofit organizations in which people work to make a living. Organizations are cre-
ated to produce goods and services for the larger society. If you have ever worked, you
have been a part of an organization. You also come into contact with organizations
 Chapter 1 Understanding Behavior, Human Relations, and Performance 5

on a regular basis, such as when you go into a store, school, church, post office, or
health club.
As individuals and groups interact, their collective behavior constitutes the or-
ganization’s behavior.19 Thus, organizational behavior (OB) is the collective behavior of
an organization’s individuals and groups. /// In the opening case, IBM is an organiza-
tion, and its collective behavior is based on Olin’s behavior, the behavior of Nancy’s
department, and the behavior of all other departments combined. ///
This book explores all three levels of behavior. Chapters 2 through 4 focus pri-
marily on individual behavior, Chapters 5 through 10 examine the skills influencing all
three levels of behavior, and Chapters 11 through 13 focus on group and organiza-
tional behavior.
Exhibit 1.1 illustrates the three levels of behavior. The focus of level three is on
the organization as a whole. At this level, the responsibility of the board of directors
and the president is to focus on the entire organization. The focus of level two is on
the behavior and human relations within and between groups such as the marketing,
production, and finance departments. The focus of level one is on the behavior of any
one person in the organization.20

EXHIBIT 1.1 | Levels of Behavior

Board of Directors

President

Example
level 3:
Organizational
behavior

Vice President Vice President Vice President

Marketing Production Finance

Example
level 1:
Individual
behavior
Managers
Copyright © 2017 by McGraw-Hill Education. All rights reserved.

Supervisors Example
level 2:
Group
behavior

Employees

Each manager would have one or more supervisors reporting to him or her, and each supervisor would have several
employees reporting to him or her.
6 Part One Intrapersonal Skills: Behavior, Human Relations, and Performance Begin with You

WORK APPLICATION 1-4 Exhibit 1.1 is a formal organization structure showing authority and reporting
relationships. However, it does not show the multiple possible human relations that
Give two specific examples
of your involvement in exist outside the formal structure. For example, the president could interact with any
human relations—one employee, an employee could interact with a manager, and a supervisor could interact
positive and one negative. with a vice president’s administrative assistant.
Also identify the level of
behavior for each example.
The Rela tio n sh ip b e tw e e n I n d i v i d u a l a n d Gr o u p B e h a v i o r
an d Orga n iza tio n a l Pe r fo r ma n ce
Throughout this course you will learn how human relations affects individual and
group behavior, and the resulting effects on organizational performance. Performance
Learning Outcome 1-3 is the extent to which expectations or objectives have been met. Performance is a relative
Describe the relationship term. Performance levels are more meaningful when compared to past performance or
between individual and the performance of others within and/or outside the organization. Since relationships
group behavior and are the lifeblood of organizations, poor relations impede individual, group, and
organizational performance. organizational performance.21

APPLICATION SITUATIONS / / /

Understanding Important Terms AS1-1

Identify each statement by its key term.
A. Behavior C. Human relations E. Performance
B. Goal of human relations D. Organization F. Total person approach

1. It’s near quitting time and Karl boxed up the last package to be sent out today.
2. “I’ve been working hard to do a good job. I got a raise; now I can buy that new iPhone I’ve been
saving for.”
3. Jack and Jill are discussing how to complete a project they are working on together.
4. Julio is quietly working alone on a report.
5. All the people listed above are members of a(n).

The Systems Effect A system is a set of two or more interactive elements. The systems
WORK APPLICATION 1-5 approach, developed by Russell Ackoff, focuses on the whole system with an emphasis
on the relationships between its parts. For our purposes, under the systems effect all
Give two specific examples
of how human relations
people in the organization are affected by at least one other person, and each person affects
affected your performance— the whole group or organization. The organization’s performance is based on the com-
one positive and the other bined performance of each individual and group. To have high levels of performance,
negative. Be specific in the organization must have high-performing individuals and groups. Groups are the
explaining the effects of
building blocks of the organization. As a result of the systems effect, the destructive
human relations in both
cases. behavior of one individual hurts that group and other departments as well.22 In addi-
tion, the destructive behavior of one department affects other departments and the
organization’s performance.
The challenge to management is to develop high-performing individuals and
groups. In a sense, individuals and groups are the foundation of an organization. If
either is ineffective, the organization cannot stand. See Exhibit 1.2 for a graphic
illustration.
Just as people are the foundation of the organization, behavior and human rela-
tions are the foundation supporting performance. If either is ineffective, performance
will fall.23 Exhibit 1.3 gives a graphic illustration.
 Chapter 1 Understanding Behavior, Human Relations, and Performance 7

EXHIBIT 1.2 | The

Relationship between
Organization
Individual and Group
Behavior and Organiza-
tional Performance Individual Group

ion Org
anizat aniz
atio
Org n

Group Individual

Individual Group

Ineffective individuals Ineffective groups

APPLICATION SITUATIONS / / /

Focus of Study AS 1-2

Identify the focus of study in each statement below by selecting two answers. First select the level of behavior:
A. Individual B. Group C. Organizational
Then select the scope of study:
A. Behavior B. Human relations C. Performance

6. Apple has just completed its income statement for the year.
7. The sales department exceeded its sales quota for the year.
8. Juan and Peg are working on a project together.
9. The organization chart shows the management hierarchy from the president down to the
functional departments to the employee level.
10. Latoya is writing a letter to a customer regarding a complaint.

HUMAN RELATIONS: PAST, PRESENT, AND FUTURE

Copyright © 2017 by McGraw-Hill Education. All rights reserved.

H uma n Re la ti o n s I s a M u l ti d i s ci pl i n e d Sc i e n ce
Learning Outcome 1-4 Popularly called organizational behavior and rooted in the behavioral sciences, the
Briefly describe the history science of human relations was developed in the late 1940s. It is based primarily on
of the study of human psychology (which attempts to determine why individuals behave the way they do) and
relations. sociology (which attempts to determine how group dynamics affect organizational
performance); social psychology, economics, and political science have also contrib-
uted to organizational behavior.
During the 1950s, research in human behavior was conducted in large organiza-
tions. By the late 1970s, organizational behavior was recognized as a discipline in its
own right, with teachers, researchers, and practitioners being trained in organiza-
tional behavior itself. Organizational behavior is a social science that has built its
8 Part One Intrapersonal Skills: Behavior, Human Relations, and Performance Begin with You

EXHIBIT 1.3 | The

Relationship between
Behavior, Human Rela-
tions, and Performance Performance

Behavior Human
relations

ce Per
for man forma
nce
Per

Human Behavior
relations
Behavior Human
relations

Ineffective behavior Ineffective human relations

knowledge base on a sound foundation of scientific theory and research. Human rela-
tions takes a practical, applied approach. It attempts to anticipate and prevent prob-
lems before they occur and to solve existing problems of interpersonal relations in
organizations.

The E arly Ye a rs: F r e d e r i ck Ta y l o r a n d Ro b e r t O w e n

In early America, most people worked on farms or were self-employed tailors, carpen-
ters, shoemakers, or blacksmiths. Then, during the Industrial Revolution people left
the farms to work in factories that were all privately owned. These businesses were
concerned with profits, not employees, and managers viewed people only as a source
of production. Most of the early owner-managers gave little thought to the working
conditions, health, or safety of their employees. Working conditions were very poor—
people worked from dawn until dusk under intolerable conditions of disease, filth,
danger, and scarcity of resources. They had to work this way just to survive; there was
no welfare system—you worked or you starved.

Frederick Taylor Frederick Taylor, an engineer known as the “father of scientific man-
agement,” focused on analyzing and redesigning jobs more efficiently in the late 1800s
and early 1900s, which led to the idea of mass production. Scientific managers focused
on production, not people.24 They assumed that workers always acted rationally and
were motivated simply by money. Also, Taylor failed to recognize the social needs of
employees, and placed them in isolated jobs.

Robert Owen In 1800, Robert Owen was considered the first manager-entrepreneur to
understand the need to improve the work environment and the employee’s overall
situation. In 1920, Owen was called “the real father” of personnel administration.25
He believed that profit would be increased if employees worked shorter hours, were
paid adequately, and were provided with sufficient food and housing. He refused to
employ children under the age of 11. (In the early 1800s, children went to work full-
time at the age of 9.) Owen taught his employees cleanliness and temperance and
improved their working conditions. Other entrepreneurs of that time did not follow
his ideas.
 Chapter 1 Understanding Behavior, Human Relations, and Performance 9

Elt o n Ma yo a n d th e H a w th o r n e Stu d i e s
From the mid-1920s to the early 1930s, Elton Mayo and his associates from Harvard
University conducted research at the Western Electric Hawthorne Plant near Chicago.
The research conducted through the Hawthorne Studies has become a landmark in
the human relations field. In fact, Elton Mayo is called the “father of human relations.”
As a consequence of these studies, the Hawthorne effect was discovered.26
WORK APPLICATION 1-6 The Hawthorne effect refers to an increase in performance caused by the special
attention given to employees, rather than tangible changes in the work. During the
Give a specific example,
personal if possible, of the research, Mayo changed the lighting and ventilation. To his surprise, performance
Hawthorne effect. It could went up regardless of the working conditions. Through interviews, Mayo realized
be when a teacher, coach, that the control group during the research felt important because of all the attention
or boss gave you special it got; therefore performance increased because of the special attention given to
attention that resulted in
employees. With the knowledge of the results of the Hawthorne Studies, some man-
your increased performance.
agers used human relations as a means of manipulating employees, while others
took the attitude that a happy worker is a productive worker. Studies have shown
that happy workers are usually, but not always, more productive than unhappy
workers.

The 1930s to th e 19 9 0 s
During the depression of the 1930s, unions gained strength and in many cases lit-
erally forced management to look more closely at the human side of the organiza-
tion and meet employees’ needs for better working conditions, higher pay, and
shorter hours.
During the 1940s and 1950s, other major research projects were conducted in
a number of organizations. Some of the research was conducted by the University
of Michigan, which conducted studies in leadership and motivation; Ohio State
University, which also studied leadership and motivation; the Tavistock Institute
of Human Relations in London, which studied various subjects; and the National
Training Laboratories in Bethel, Maine, which studied group dynamics. Peter
Drucker’s management by objectives was popular in the 1950s and is still used
today.
During the 1960s, Douglas McGregor published Theory X and Theory Y.27 A dis-
cussion of his theories, which contrast the way managers view employees, appears in
Chapter 3. In the same time period, Eric Berne introduced transactional analysis (TA).
(See Chapter 6 for a detailed discussion of TA.) Sensitivity training was popular in the
1960s.
During the 1970s, interest in human relations probably peaked. Quality circles
were popular. By the late 1970s, the term human relations was primarily replaced with
the more commonly used term organizational behavior.
In the 1980s, the U.S. rate of productivity was much lower than that of Japan.
William Ouchi discovered that a few particularly successful firms did not follow the typ-
ical U.S. model. After years of research and investigation, Ouchi developed Theory Z.28
Theory Z integrates common business practices in the United States and Japan into one
Copyright © 2017 by McGraw-Hill Education. All rights reserved.

middle-ground framework appropriate for use in the United States.

In their book In Search of Excellence, Thomas Peters and Robert Waterman con-
ducted research to determine the characteristics of successful organizations.29 During
the 1980s, their work was criticized as companies identified as excellent began to have
problems. Total quality management was popular in the 1980s.
In the 1990s, the trend toward increased participation of employees as a means of
CS improving human relations and organizational performance continued. This trend
Communication Skills included greater levels of participation at the lowest level of the organization. As a
Refer to CS Question 2. result, employees have more input into management decisions and how they perform
their jobs. The use of groups and teams also became popular in the 1990s and contin-
ues to be today.
10 Part One Intrapersonal Skills: Behavior, Human Relations, and Performance Begin with You

APPLICATION SITUATIONS / / /

Human Relations History AS 1-3

Identify the following people with their contribution to human relations:
A. Eric Berne C. William Ouchi E. Tom Peters
B. Elton Mayo D. Robert Owen F. Frederick Taylor

11. Transactional analysis.

12. The father of personnel administration.
13. The Hawthorne Studies.
14. Excellence in American corporations.
15. Theory Z.

Curren t a n d Futu r e C h a l l e n g e s i n th e 2 1s t C e n tu r y
Learning Outcome 1-5 We’ve discussed the history of human relations; now let’s briefly discuss its current
State some of the trends and future trends and challenges. In Chapters 2 through 13, we will discuss these top-
and challenges in the field ics in detail.
of human relations.
• Globalization, change, innovation, and speed. Chief executive officers (CEOs) rate
globalization as a challenge to business leadership in the 21st century. The trend
toward globalization has clearly changed the speed at which and the way we do
business today.30
• Technology. Technology has enabled the innovation and speed we have now in
the global economy; the rate of technology change will not slow down. Because
technology is created by people, they have to use it effectively to compete, and
people are using more social media to communicate.
• Diversity. Due to globalization, diversity becomes more important. You need to
CS understand how to work with people around the world.31
Communication Skills
• Learning and knowledge. The key to success today is using knowledge effectively
Refer to CS Question 3. to continually innovate in order to compete in the new global economy.32
• Ethics. Media coverage of Enron, WorldCom, and other business scandals has
WORK APPLICATION 1-7
heightened awareness of the need for ethical business practices and decisions.33
Explain how one of the
above trends or challenges • Crisis. In the wake of September 11, 2001, organizations have developed plans to
could personally affect your prevent and/or deal with crises that may occur. Safety and security issues have
human relations. led to new human relations behaviors.
As stated, we will talk more about all of these challenges in later chapters.

APPLICATION SITUATIONS / / /

Trends and Challenges of Human Relations AS1-4

Identify the factor in each statement as:
A. Global, Change, Innovation, and Speed B. Technology C. Diversity
D. Learning and Knowledge E. Ethics F. Crises
 Chapter 1 Understanding Behavior, Human Relations, and Performance 11

16. Most of the recently hired people are minorities.

17. Our company has a code to help guide us to make the right decisions.
18. We just got a new software program a few months ago. Do I really have to use the new one?
19. I liked the old days when we could get through the line and on the plane a lot faster.
20. I’m not comfortable texting, so can you just call or e-mail me?

DEVELOPING HUMAN RELATIONS SKILLS

Scholars are asking for a bridge between theory and practice, for a bridge between re-
search and teaching, and for practical techniques that are evidence-based to improve
success34; that is what we do in this book. Through gaining a better understanding of
your behavior and that of others in organizations, you will be more skilled at interacting
with people and better prepared to anticipate and eliminate human relations problems
before they occur.35 But people are complex and different, and the approach you use to
solve a human relations problem with one person may not work with a different person.
WORK APPLICATION 1-8 This book gives you suggestions, guidelines, and models to follow to improve your
people skills. Although these guidelines do not guarantee success, they will increase
Do you believe that you can
and will develop your hu- your probability of successful human relations in organizations.
man relations abilities and Knowing is not enough; we must apply what we learn.36 Human relations is one
skills through this course? of the few courses you can use immediately. Most of the material you will learn can
Explain your answer. and should be used in your daily personal life with your family, friends, and other
people with whom you interact. If you work, use this material on the job to develop
your human relations skills.

H uma n Re la ti o n s Gu i d e l i n e s
Learning Outcome 1-6 Being likable is important to personal happiness and career success, and it is helpful
List 10 guidelines for but not necessary for managers to be liked. Are you the kind of person others enjoy
effective human relations. being around? Find out by completing Self-Assessment Exercise 1-1. Then read on.

/ / / Self-Assessment Exercise 1–1 / / /

Likability
Select the number from 1 to 5 that best describes your use of the following behavior, and write it on the line before each
statement.
Copyright © 2017 by McGraw-Hill Education. All rights reserved.

(5) Usually (4) Frequently (3) Occasionally (2) Seldom (1) Rarely

1. I’m an optimist. I look for the good in people and situations, rather than the negative.
2. I avoid complaining about people, things, and situations.
3. I show a genuine interest in other people. I compliment them on their success.
4. I smile.
5. I have a sense of humor. I can laugh at myself.
6. I make an effort to learn people’s names and address them by name during conversations.
7. I truly listen to others.
(continued )
12 Part One Intrapersonal Skills: Behavior, Human Relations, and Performance Begin with You

/ / / Self-Assessment Exercise 1–1 / / / (continued )

8. I help other people cheerfully.

9. I think before I act and avoid hurting others with my behavior.
10. If I were to ask all the people I work/worked with to answer these nine questions for me, they would select
the same responses that I did.
To determine your likability, add the 10 numbers you selected as your answers. The total will range from 10 to 50. Place
it here and on the continuum below.
Unlikable 10 -------- 20 -------- 30 -------- 40 -------- 50 Likable

If you want to get ahead in an organization, it is important to do a good job. But

it is also important that people like you. If people like you, they will forgive just about
anything you do wrong. If they don’t like you, you can do everything right and it will
not matter. Many hardworking, talented people have been bypassed for promotion and
fired simply because their bosses or some other high-level managers didn’t like them.
No one can tell you exactly how to be likable. People who try too hard are usually
not well liked. However, in this section you will learn guidelines for being likable through
successful human relations. The guidelines are based on the behavior of successful, lik-
able people who possess human relations skills. Although general in nature, these guide-
lines apply to most situations. Throughout the book, you will learn specific skills for
dealing with a wide variety of people issues listed in Exhibit 1–4 and discussed below.
The 10 human relations guidelines are as follows:

Be Optimistic Former football coach Lou Holtz has said that you choose to be opti-
mistic (happy) or pessimistic (sad). Happiness is nothing more than a poor memory
for the bad things that happen to you. We usually find what we’re looking for. If you
look for, and emphasize, the positive, you will find it. Most successful people are opti-
mistic. Do you like being with pessimistic people? Are you optimistic or pessimistic?

Be Positive Praise and encourage people. People generally don’t like to listen to others
complain. People often avoid complainers, and you should too. Associating with com-
plainers will only depress you. Don’t go around criticizing (putting people down),
condemning, or spreading rumors. Do you like negative people who criticize you? Are
you positive or negative?

Be Genuinely Interested in Other People Think about your favorite boss and friends. One
of the reasons you like them is that they show a genuine interest in you. One of the
reasons people fail is the it’s all about me syndrome. People who feel as though you
don’t care about them will not come through for you. Do you care about people?37 Do
you like self-centered people?

Smile and Develop a Sense of Humor A smile shows interest and caring. It takes fewer
muscles to smile than it does to frown. You have probably noticed that frowners are
usually unhappy and pessimistic.
Develop a sense of humor.38 Relax, laugh, and enjoy yourself. Be willing to laugh at
yourself. Likable people do not take their jobs or themselves too seriously. Do you like
people who always frown and never laugh? Do you smile and have a sense of humor?
SB

Skill-Building Exercise 1-1

Call People by Name Calling people by the name they prefer shows an interest in them
develops this skill. and makes them feel important. If you’re not good at remembering names, work at it.
Like any skill, it takes a conscious effort and some practice to develop. One simple
technique you can use to help you remember people’s names when you are introduced
 Chapter 1 Understanding Behavior, Human Relations, and Performance 13

is to call them by name two or three times while talking to them. Then call them by
name the next time you greet them. If you forget a person’s name, whenever possible,
ask someone else what it is before contacting the person. Remember that in some cul-
tures, however, it is not polite to call a person by his or her first name. In such a cul-
ture, use last names, titles, or positions, as expected. Do you like people who don’t call
you by your name? Do you make an effort to learn peoples names?

Listen to People The ability to listen is an important skill.39 We learn more by listening
than we do by talking. Show respect for the other person’s opinions. Don’t say “You’re
wrong” even when the other person is wrong. Such statements only make people
defensive and cause arguments, which you should avoid. Saying you disagree has less
of an emotional connotation to it. However, when you are wrong, admit it quickly.40
Admitting you’re wrong is not a sign of weakness and is often interpreted as a
strength. However, not admitting you are wrong is often interpreted as a weakness.
Encourage others to talk about themselves. Ask them questions about themselves,
rather than telling them about yourself.41 This gives you the opportunity to listen and
learn while making people feel important. Listening also shows your interest in peo-
ple. Do you like people who don’t listen to you? Are you a good listener?

Help Others If you want to help yourself, you can do so by helping others. It’s a basic
law of success. People who use people may be somewhat successful in the short run,
but those being used usually catch on. Open and honest relationships in which people
help each other meet their needs are usually the best ones.42 Help others, but don’t pry
when help is not welcomed. Do you like people who don’t help you when you need
help? Do you help others?

Think Before You Act Feel your emotions, but control your behavior. Try not to do and
say things you will regret later. Watch your language; don’t offend people. It is not
always what you say but how you say it that can have a negative impact on human rela-
tions. Before you say and do things, think about the possible consequences. Follow a
10-second rule—take 10 seconds before reacting.43 Being right is not good enough if it
hurts human relations. Conduct your human relations in a positive way. Do you like
impulsive people who hurt others? Do you think before you act to avoid hurting others?

Apologize We all sometimes do or say things (behavior) that offends or hurts others in
some way. To truly repair relationships, the best starting point is to admit mistakes
and give a “sincere” apology.44 Even if you don’t believe you did anything wrong, you
can apologize for offending or hurting the other person. For example, you can say in a
sincere voice, “I’m sorry I upset you with my (state the specific behavior, i.e., com-
ment); I will try not to do it again.” It takes only a minute to express regret,45 and
apologizing can help develop, maintain, and repair human relations. Think about it: If
someone offends or hurts you, are you more willing to forgive and forget and maintain
an effective relationship if the person sincerely apologizes? Do you apologize to others
when you offend them?
Copyright © 2017 by McGraw-Hill Education. All rights reserved.

CS Create Win–Win Situations Human relations is about how we behave and treat others.46
The goal of human relations is to create win–win situations. The best way to get what
Communication Skills
Refer to CS Question 4.
you want is to help other people get what they want and vice versa. Throughout the
book you will be given specific examples of how to create win–win situations. Do you
like people who win at your expense? Do you help others succeed?
WORK APPLICATION 1-9
/// In the opening case, if Olin follows these 10 human relations guidelines at
Which 2 of the 10 human IBM, he will increase his chances of success. /// If you follow these general guidelines,
relations guidelines need
the most effort on your
you too will increase your chances of success in all walks of life. These guidelines are
part? Which two need the just the starting point of what you will learn in this course. For a review of the
least? Explain your answers. 10 guidelines to effective human relations, see Exhibit 1.4.
14 Part One Intrapersonal Skills: Behavior, Human Relations, and Performance Begin with You

EXHIBIT 1.4 | Ten Guidelines to Effective Human Relations

Be optimistic
Be genuinely
Be positive
interested in others

Smile and develop Call people

a sense of humor by name

Effective human relations

Listen to Help
people others

Think before Create a win–win

Apologize
you act situation

Remember that what you think about affects how you feel, and how you feel
affects your behavior, human relations, and performance. So think about and actually
use these guidelines to improve your human relations.

H an dling H uma n Re l a ti o n s P r o b l e ms
Even though you follow the human relations guidelines, in any organization there are
bound to be times when you disagree with other employees. And you will more than
likely have to interact with people who do not follow the guidelines.
Human relations problems often occur when the psychological contract is not
met.47 The psychological contract is the shared expectations between people. At work
you have expectations of the things your boss and coworkers should and should not
do, and they in turn have expectations of you. As long as expectations are met, things
go well. However, if expectations are not met, human relations problems occur. Thus,
when people share information and negotiate expectations, have clear roles, and are
committed to meeting others’ expectations, things go well. We’ll focus on sharing in-
formation and negotiating expectations throughout this book.
When you encounter a human relations problem, you have to decide whether to
avoid the problem or to solve it. In most cases, it is advisable to solve human relations
problems rather than ignore them. Problems usually get worse rather than solve them-
selves. When you decide to resolve a human relations problem, you have at least three
alternatives:

1. Change the Other Person Whenever there is a human relations problem, it is easy to
blame the other party and expect her or him to make the necessary changes in behavior
to meet your expectations. In reality, few human relations problems can be blamed
 Chapter 1 Understanding Behavior, Human Relations, and Performance 15

entirely on one party. Both parties usually contribute to the human relations problem.
Blaming the other party without taking some responsibility usually results in
resentment and defensive behavior. Also, many self-centered people view themselves
as nearly perfect and in no need of personal change. The more you force people to
change to meet your expectations, the more difficult it is to maintain effective human
relations. “Consider how hard it is to change yourself and you’ll realize what little
chance you have in trying to change others” (Jacob M. Braude).

2. Change the Situation If you have a problem getting along with the person or people
you work with, you can try to change the situation by working with another person or
other people. You may tell your boss you cannot work with so-and-so because of a
personality conflict, and ask for a change in jobs. There are cases where this is the only
solution; however, when you complain to the boss, the boss often figures that you, not
the other party, are the problem. Blaming the other party and trying to change the
situation enables you to ignore your own behavior, which may be the actual cause of
the problem. “You can’t change what’s going on around you until you start changing
what’s going on within you” (Zig Ziglar).

3. Change Yourself Throughout this book, particularly in Part 1, you will be examining
CS your own behavior. Knowing yourself is important in good human relations through self-
Communication Skills
assessment.48 In many situations, your own behavior is the only thing you can control.49
Refer to CS Question 5. In most human relations problems, the best alternative is to examine others’ behavior
and try to understand why they are doing and saying the things they are; then examine
your own behavior to determine why you are behaving the way you are.50 In most cases,
the logical choice is to change your own behavior.51 That does not mean doing whatever
other people request. In fact, you should be assertive. You will learn how to be assertive
in Chapter 6. You are not being forced to change; rather, you are changing your behav-
WORK APPLICATION 1-10 ior because you elect to do so.52 When you change your behavior, others may also
Give a specific example of a change. In fact, you can also resolve differences through both of you agreeing to change
human relations problem in your behavior, and you will learn how to resolve conflicts in Chapter 6.
which you elected to
In each chapter, there are two or more self-assessment instruments to help you
change yourself rather than
the other person or situa- better understand your behavior and that of others. It is helpful to examine behavior
tion. Be sure to identify and to change it, when appropriate, not only throughout this course but throughout
your changed behavior. life. Are you willing to change yourself to improve your human relations?

WHAT’S IN THE BOOK

Let’s discuss what we are trying to do throughout this book (objectives) and how we
are going to do it (organization).

Obje ctive s o f th e B o o k
Managers and academics agree that students need to learn relevant people skills,53 but
that students tend to lack the ability to apply what they learn.54 Therefore, there is a
Copyright © 2017 by McGraw-Hill Education. All rights reserved.

need to focus on applying what you learn.55 This is the overarching objective of the
book. Unlike most other courses that teach you concepts, this course takes you to the
next level, as you apply the concepts and develop your human relations skills.
As indicated in the title of the book, it has a three-pronged approach to the
objectives:
• To teach you the concepts and theories of human relations.
• To develop your ability to apply the human relations concepts through critical
thinking.
• To develop your human relations skills in your personal and professional lives.
16 Part One Intrapersonal Skills: Behavior, Human Relations, and Performance Begin with You

EXHIBIT 1.5 | The Three-Pronged Approach: Features of the Book

Model to Improve: Learn the Concepts 1 Apply the Concepts 1 Develop Skills 5 Effective Human Relations

Research-based Opening cases Self-assessment

and current exercises
Comprehensive Work applications Skill-building objectives
coverage and AACSB
Systems-oriented Application situations Skill-building exercises
(three types)
Role-playing exercises
Learning outcomes Cases Behavior models
Key terms Objective cases Behavior model
videos
Exhibits
Chapter review and Manager’s hot seat
glossary videos

This book offers some unique features related to each of the three objectives;
these features are listed in Exhibit 1.5. To get the most from this book, turn back to
the preface and read the descriptions of these features.

FlexibilityThere are so many features that your professor will most likely not use
every feature with every chapter. Students have different learning style preferences.
There is no one right way of doing things. You have the flexibility to use your own
approach. You may also use features that your professor does not include in the course
requirements.

AACSB Le a rn in g Sta n d a r d s
It is important to develop human relations competencies. So how do you know what
specific competencies will be important to your career success? For the answer, we
have turned to the Association to Advance Collegiate Schools of Business (AACSB),
which gives accreditation to business schools, that states that “students engage in
experiential and active learning designed to improve skills and the application of
knowledge in practice is expected.” Below is the list of “General Skills Areas”
students are expected to develop taken from the 2013 AACSB Accreditation
Standards, Standard 9.56
• Written and oral communication (able to communicate effectively orally and in
writing). Chapter 5 covers communications.
• Ethical understanding and reasoning (able to identify ethical issues and address
the issues in a socially responsible manner). Chapter 2 cover ethics, and it is
discussed in other chapters.
• Analytical thinking (able to analyze and frame problems). This general skill is
developed throughout the book through multiple applications and skill develop-
ment exercises.
• Information technology (able to use current technologies in business and manage-
ment contexts). This is not normally a topic of a “soft skill” human relations course.
• Interpersonal relations and teamwork (able to work effectively with others and in
team environments). Chapter 11 focuses on team skills.
• Diverse and multicultural work environments (able to work effectively in diverse
environments). Chapter 13 covers these topics.
 Chapter 1 Understanding Behavior, Human Relations, and Performance 17

• Reflective thinking (able to understand oneself in the context of society). This

general skill is developed throughout the book through multiple applications
and skill-development exercises, especially the self-assessment exercises.
• Application of knowledge (able to translate knowledge of business and manage-
ment into practice). This general skill is developed throughout the book through
every application and skill-development exercise.
Each of the skill-building exercises indicates the AACSB learning standard skill(s) to
which the exercise relates.

Orga n iza tio n o f th e B o o k

The book is organized in two ways. The first is by the levels of behavior. The parts, as
well as the chapters within each part, progress from the individual, to the group, to the
organizational levels of behavior.
Second, the parts of the book are based on the domain model of managerial educa-
tion. In this model the concept of skills has evolved into the concept of competencies.
Competencies are performance capabilities that distinguish effective from ineffective
behavior, human relations, and performance: they are the underlying characteristics
of a person that lead to or cause effective and outstanding performance. Every current
competency model can be organized in terms of four competency domains: intraper-
sonal skills, interpersonal skills, leadership skills, and business skills.57 The first three
are human relations skills, and the last is a technical skill.
The three human relations domains, which are discussed below, as well as the lev-
els of behavior, are reflected in the table of contents and the profile form on pp. 00–00.
This form lists the parts and the chapters within each part.

Intra
Part 1. Intrapersonal Skills: Behavior, Human Relations, and Performance Begin with You
means “within”; thus, intrapersonal skills are within the individual and include charac-
teristics such as personality, attitudes, self-concept, and integrity. Intrapersonal skills
are the foundation on which careers are built. You will learn about, apply, and develop
intrapersonal skills in Chapters 2 to 4. We end the book by coming back to intraper-
sonal skills in Appendix A, by developing a plan for applying human relations skills.

Part 2. Interpersonal Skills: The Foundation of Human Relations Inter means “between”;
thus, interpersonal skills are between people, as are human relations. Interpersonal
skill is the ability to work well with a diversity of people. People with interpersonal, or
human relations, skills have the ability to initiate, build, and maintain relationships.
They have good communication and conflict resolution skills. Clearly, interpersonal
skills are based on, and overlap to some extent, intrapersonal skills. You will learn
about, apply, and develop interpersonal skills in Chapters 5 and 6.

Part 3. Leadership Skills: Influencing Others and Part 4. Leadership Skills: Team and Organiza-
tional Behavior, Human Relations, and Performance Leadership skill is the ability to
Copyright © 2017 by McGraw-Hill Education. All rights reserved.

influence others and work well in teams. You can be a leader without being a manager.
Leadership skill includes persistency and the ability to motivate others. You will learn
about, apply, and develop leadership skills in Chapters 7 through 13. Leadership skills
are based on intrapersonal and interpersonal skills. Thus, the sequence of parts in the
book, as well as the chapters within each part, constitutes a logical set of building
blocks for your competency and skill development.
It’s time to assess your intrapersonal skills, interpersonal skills, and leadership
skills. Together, these skills are called human relations skills. The following section
CS focuses on self-assessment, an important intrapersonal skill. People with good intrap-
Communication Skills
ersonal skills use self-assessment as the basis for improving their human relations
Refer to CS Question 6. skills, which we will be doing throughout the book.
18 Part One Intrapersonal Skills: Behavior, Human Relations, and Performance Begin with You

ASSESSING YOUR HUMAN RELATIONS ABILITIES

AND SKILLS
For each of the 43 statements below, record in the blank the number from 1 to 7 that
best describes your level of ability or skill. You are not expected to have all high num-
bers. This assessment will give you an overview of what you will learn in this course.
Appendix A contains the same assessment to enable you to compare your skills at the
beginning and end of the course.

Low ability/skill High ability/skill

1 2 3 4 5 6 7

1. I understand how personality and perception affect people’s behavior, human relations, and performance.
2. I can describe several ways to handle stress effectively.
3. I know my preferred learning style (accommodator, diverger, converger, assimilator) and how it affects my
behavior, human relations, and performance.
4. I understand how people acquire attitudes and how attitudes affect behavior, human relations, and performance.
5. I can describe self-concept and self-efficacy and how they affect behavior, human relations, and performance.
6. I can list several areas of personal values and state how values affect behavior, human relations, and performance.
7. I understand how to use a time management system.
8. I understand how to use time management techniques to get more done in less time with better results.
9. I know how to develop a career plan and manage my career successfully.
10. I can describe the communication process.
11. I can list several transmission media and when to use each.
12. I can identify and use various message response styles.
13. I understand organizational communications and networks.
14. I can list barriers to communications and how to overcome them.
15. I know my preferred communication style and how to use other communication styles to meet the needs of the situation.
16. I can describe transactional analysis.
17. I can identify the differences between aggressive, passive, and assertive behavior. I am assertive.
18. I can identify different conflict resolution styles. I understand how to resolve conflicts in a way that does not hurt
relationships.
19. I can identify behavioral leadership theories.
20. I can identify contingency leadership theories.
21. I know my preferred leadership style and how to change it to meet the needs of the situation.
22. I understand the process people go through to meet their needs.
23. I know several content and process motivation theories and can use them to motivate people.
24. I can list and use motivation techniques.
25. I can identify bases and sources of power.
26. I know how to gain power in an organization.
27. I can list political techniques to increase success.
28. I have 100 people I can call on for career help.
29. I know how to open a conversation to get people to give me career assistance.
30. I know two critical things to do during a negotiation to get what I want.
31. I understand how to plan and conduct effective meetings.
32. I can identify components of group dynamics and how they affect behavior, human relations, and performance.
33. I know the stages groups go through as they develop.
34. I understand the roles and various types of groups in organizations.
 Chapter 1 Understanding Behavior, Human Relations, and Performance 19

35. I can help groups make better decisions through consensus.

36. I know when, and when not, to use employee participation in decision making.
37. I understand why people resist change and know how to overcome that resistance.
38. I can identify and use organizational development techniques.
39. I understand how to develop a positive organizational culture and climate.
40. I understand equal employment opportunity (EEO) and the rights of legally protected groups such as ethnic and ra-
cial minorities, people with disabilities, people who are addicted to drugs or alcohol, and people living with AIDS.
41. I can define sexism and sexual harassment in organizations.
42. I can handle a complaint using the complaint model.
43. I understand how to plan for improved human relations.

To use the profile form below, place an X in the box whose number corresponds to the
score you gave each statement above.
Review your profile form. Your lower score numbers indicate areas where behavior
Learning Outcome 1-7 changes are most warranted. Select the top five areas, abilities or skills, you want to develop
Identify your personal low through this course. Write them out below. In Chapter 8, we will discuss how to set objec-
and high human relations tives. At that time you may want to return to write what you wish to learn as objectives.
ability and skill levels.

1.
SB

Skill-Building Exercise 1-2

develops this skill. 2.

3.

Learning Outcome 1-8 4.

Identify five personal
human relations goals for
the course. 5.

To improve your human relations skills, be sure to take an active role in your skill
development.58 To do so, learn the concepts in each chapter, then practice applying
Profile Form

Your Score Parts and Chapters in Which the Information Will Be Covered in
the Book
1 2 3 4 5 6 7
Copyright © 2017 by McGraw-Hill Education. All rights reserved.

Part 1. Intrapersonal Skills: Behavior, Human Relations,

and Performance Begin with You

1. 2. Personality, Stress, Learning, and Perception

2.
3.
4. 3. Attitudes, Self-Concept, Values, and Ethics
5.
6.
7. 4. Time and Career Management
8.
9.
20 Part One Intrapersonal Skills: Behavior, Human Relations, and Performance Begin with You

Profile Form (continued )

Your Score Parts and Chapters in Which the Information Will Be Covered in
the Book
1 2 3 4 5 6 7

Part 2. Interpersonal Skills: The Foundation of Human Relations

10. 5. Communications, Emotions, and Criticism
11.
12.
13.
14.
15.
16. 6. Dealing with Conflict
17.
18.

Part 3. Leadership Skills: Influencing Others

19. 7. Leading and Trust

20.

21.
22. 8. Motivating Performance
23.

24.

25. 9. Ethical Power and Politics, and Etiquette

26.

27.

28. 10. Networking and Negotiating

29.

30.
Part 4. Leadership Skills: Team and Organizational Behavior, Human
Relations, and Performance
31. 11. Team Dynamics, Creativity and Problem Solving, and Decision Making

32.

33.

34.

35.

36.

37. 12. Organizational Change and Culture

38.

39.

40. 13. Valuing Diversity Globally

41.

42.

43. Appendix A. Applying Human Relations Skills

 Chapter 1 Understanding Behavior, Human Relations, and Performance 21

them every day.59 As the course progresses, be sure to review your course goals and
work toward attaining them.
Don’t be too concerned if your scores were not as high as you would like them
SB to be. If you work at it, you will develop your human relations skills through
Skill-Building Exercise 1-3 this book.
develops this skill. In this chapter we have discussed how your behavior affects your human relations
and performance; why human relations skills are so important; that what you learn in
this course can be used immediately in your personal and professional lives; a brief
history of human relations; the importance of changing your behavior; and 10 guide-
lines to follow in developing effective human relations. Next is a chapter review with a
glossary and more application and skill-building material to develop your human rela-
tions skills based on Chapter 1 concepts.

/ / / R E V I E W / / /

The chapter review is organized to help you master the LO 1-4 Briefly describe the history of the study of
nine learning outcomes for Chapter 1. First provide human relations.
your own response to each learning outcome, and then In the 1800s Frederick Taylor developed scien-
check the summary provided to see how well you under- tific management, which focused on redesigning
stand the material. Next, identify the final statement in jobs. Also in the 1800s Robert Owen was the first
each section as either true or false (T/F). Correct each manager-owner to understand the need to
false statement. Answers are given at the end of the improve the work environment and the employ-
chapter. ee’s overall situation. Elton Mayo is called the
“father of human relations.” In the mid-1920s to
LO 1-1 Explain why human relations skills are
the early 1930s he conducted the Hawthorne
important.
Studies and thereby identified the Hawthorne
People are an organization’s most valuable
effect, an increase in performance due to the spe-
resource. It is the people who cause the success or
cial attention given to employees, rather than
failure of an organization. Faulty human relations
tangible changes in the work. Through the 1930s
skill is the most common cause of management
to the 1980s much attention was paid to the hu-
failure.
man side of the organization. Teamwork and
The myths of human relations (HR) are:
increased employee participation became popu-
(1) Technical skills are more important than HR
lar during the 1990s.
skills; (2) HR is just common sense; (3) global di-
Thomas Peters and Robert Waterman devel-
versity is overemphasized; and (4) leaders are born,
oped Theory Z. T F
not made. T F
LO 1-2 Discuss the goal of human relations. LO 1-5 State some of the trends and challenges in the
Organizations that can create a win–win situa- field of human relations.
tion for all have a greater chance of succeeding. Trends and challenges in the field of human rela-
If the organization offers everyone what they tions include: (1) globalization, change, innovation,
need, all benefit. Satisfying needs is not easy; and speed; (2) technology; (3) diversity; (4) learning
rather, it is a goal to strive for, which may never and knowledge; (5) ethics; and (6) crisis.
be met. The rate of change and technology is slowing
Copyright © 2017 by McGraw-Hill Education. All rights reserved.

Organizations expect that employees will not down. T F

let their personal lives affect their work. T F LO 1-6 List 10 guidelines for effective human relations.
LO 1-3 Describe the relationship between individual and Guidelines for effective human relations include:
group behavior and organizational performance. (1) be optimistic; (2) be positive; (3) be genuinely
Through the systems effect, we learn that individu- interested in other people; (4) smile and develop
als affect each other’s performance and that of the a sense of humor; (5) call people by name; (6) lis-
group and organization. The organization is made ten to people; (7) help others; (8) think before
up of individuals and groups. Its performance is you act; (9) apologize; and (10) create win–win
based on individual and group performance. situations.
Human relations takes place only at the group The goal of human relations is within guideline
and organizational levels. T F 7: help others. T F
22 Part One Intrapersonal Skills: Behavior, Human Relations, and Performance Begin with You

LO 1-7 Identify your personal low and high human LO 1-9 Define the following 17 key terms.
relations ability and skill levels. Select one or more methods: (1) fill in the missing
Answers will vary from student to student. key terms for each definition given below from
Most people will have the same score on most memory; (2) match the key terms from the end of
abilities and skills. T F the review with their definitions below; and/or
LO 1-8 Identify five personal human relations goals for (3) copy the key terms in order from the key terms
the course. at the beginning of the chapter.
Answers will vary from student to student.
The goals you select for this course are neither
right nor wrong. T F

are interactions among people, while the

is to create a win–win situation by satisfying employee
needs while achieving organizational objectives.
A(n) occurs when the organization and employees get what they want.
The realizes that an organization employs the whole person, not just his or her job skills.
is what people do and say.
The are individual, group, and organizational.
is the things two or more people do and say as they interact (human relations).
A(n) is a group of people working to achieve one or more objectives.
is the collective behavior of its individuals and groups.
is the extent to which expectations or objectives have been met.
Under the , all people in the organization are affected by at least one other person,
and each person affects the whole group or organization.
is called the “father of human relations” and conducted the Hawthorne Studies in
the mid-1920s to the early 1930s, considered the first true human relations research.
The refers to an increase in performance due to the special attention given to
employees, rather than tangible changes in the work.
integrates common business practices in the United States and Japan into one
middle-ground framework.
are within the individual and include characteristics such as personality, attitudes,
self-concept, and integrity.
is the ability to work well with a diversity of people.
is the ability to influence others and work well in teams.

/ / / K E Y T E R M S / / /

behavior 4 Hawthorne effect 9 levels of behavior 4 systems effect 6

Elton Mayo 9 human relations 4 organization 5 Theory Z 9
goal of human interpersonal skill 17 organizational total person approach 4
relations 4 intrapersonal skills 17 behavior 5 win–win situation 4
group behavior 4 leadership skill 17 performance 6
 Chapter 1 Understanding Behavior, Human Relations, and Performance 23

/ / / C O M M U N I C A T I O N S K I L L S / / /

The following critical thinking questions can be used 3. Which one of the trends or challenges do you
for class discussion and/or as written assignments to de- believe is the most relevant to the field of human
velop communication skills. Be sure to give complete relations?
explanations for all answers. 4. Which one of the 10 guidelines for effective human
1. In your opinion, which myth about human rela- relations do you think is the most important?
tions holds back the development of human rela- 5. Of the three ways to handle human relations
tions skills more than any of the others? problems, which ones are the easiest and hardest
2. Which person’s contribution to the history of for you?
human relations do you find to be the most 6. Of the intrapersonal, interpersonal, and leadership
impressive? skills, which one is your strongest? Your weakest?

CASE / / / W. L. Gore & Associates: How Employees Relate to One Another

Sets Gore Apart.
Founded in 1958, W. L. Gore & Associates, Inc. has employees relate to one another set Gore apart. There
become a modern-day success story as a uniquely man- are no titles, no bosses, and no formal hierarchy. Com-
aged, privately owned family business that truly under- pensation and promotion decisions are determined by
stands the connection between behavior, human peer rankings of each other’s performance. To avoid
relations, and performance. Founders Bill and Vieve dampening employee creativity, the company has an or-
Gore set out to create a business where innovation was ganizational structure and culture that goes against
a way of life and not a by-product. Today, Gore is best conventional wisdom. Bill Gore (the founder) referred
known for its GORE-TEX range of high-performance to the company’s structure as a “lattice organization.”
fabrics and Elixir Strings for guitars. Gore is the leading Gore’s lattice structure includes the following features:61
manufacturer of thousands of advanced technology
products for the medical, electronics, industrial, and • Direct lines of communication—person to person—
fabrics markets. With annual revenues of $3 billion. with no intermediary
Gore has more than 10,000 employees, called associ- • No fixed or assigned authority
ates, with manufacturing facilities in the United States, • Sponsors, not bosses
Germany, United Kingdom, Japan, and China, and
• Natural leadership as evidenced by the willingness
sales offices around the world.60
of others to follow
Terri Kelly replaced Chuck Carroll as the president
and CEO of W. L. Gore & Associates in April 2005. • Objectives set by those who must “make them happen”
Gore has repeatedly been named among the “100 Best • Tasks and functions organized through commitments
Companies to Work For” in the United States by For- • Complete avoidance of the hierarchical command
tune magazine. In a recent interview, Kelly was asked and control structure
what would be the most distinctive elements of the
Gore management model to an outsider. She listed four The lattice structure as described by the people at
factors: “We don’t operate in a hierarchy; we try to Gore encourages hands-on innovation and discourages
resist titles; our associates, who are all owners in the bureaucratic red tape by involving those closest to a pro-
Copyright © 2017 by McGraw-Hill Education. All rights reserved.

company, self-commit to what they want to do; and our ject in decision making. Instead of a pyramid of bosses
leaders have positions of authority because they have and managers, Gore has a flat organizational structure.
followers.” According to Kelly, these four attributes There are no chains of command, no predetermined
enable Gore to maximize individual potential while cul- channels of communication. It sounds very much like a
tivating an environment that fosters creativity and also self-managed team at a much broader scale.
to operate with high integrity. She is quick to remind Why has Gore achieved such remarkable success?
everyone that all of Gore’s practices and ways of doing W. L. Gore & Associates prefers to think of the various
business reflect the innovative and entrepreneurial spirit people who play key roles in the organization as being
of its founders. leaders, not managers. While Bill Gore did not believe
Kelly attributes Gore’s success to its unique culture. in smothering the company in thick layers of formal
As she put it, how work is conducted at Gore and how management, he also knew that as the company grew,
24 Part One Intrapersonal Skills: Behavior, Human Relations, and Performance Begin with You

he had to find ways to assist new people and to follow Over the years, W. L. Gore & Associates has faced a
their progress. Thus, W. L. Gore & Associates came up number of unionization drives. The company neither
with its “sponsor” program—a human relations part- tries to dissuade associates from attending organiza-
nership between an incumbent, experienced employee tional meetings nor retaliates against associates who
and a newly hired, inexperienced employee. Before a pass out union flyers. However, Bill Gore believes there
candidate is hired, an associate has to agree to be his or is no need for third-party representation under the lattice
her sponsor, or what others refer to as a mentor. The structure. He asks, “Why would associates join a union
sponsor’s role is to take a personal interest in the new when they own the company? It seems rather absurd.”
associate’s contributions, problems, and goals, acting as Commitment is seen as a two-way street at
both a coach and an advocate. The sponsor tracks the W. L. Gore & Associates—while associates are expected
new associate’s progress, offers help and encourage- to commit to making a contribution to the company’s
ment, points out weaknesses and suggests ways to cor- success, the company is committed to providing a chal-
rect them, and concentrates on how the associate might lenging, opportunity-rich work environment, and rea-
better exploit his or her strengths. It’s about improving sonable job security. The company tries to avoid laying
the intrapersonal skills of the new hire. off associates. If a workforce reduction becomes neces-
Sponsoring is not a short-term commitment. All sary, the company uses a system of temporary transfers
associates have sponsors, and many have more than within a plant or cluster of plants, and requests volun-
one. When individuals are hired, at first they are likely tary layoffs. According to CEO Kelly, Gore’s structure,
to have a sponsor in their immediate work area. As as- systems, and culture have continued to yield impressive
sociates’ commitments change or grow, it’s normal for results for the company. In the more than 50 years that
them to acquire additional sponsors. For instance, if Gore has been in business, it has always made a profit.62
they move to a new job in another area of the company, Go to the Internet: To learn more about W. L. Gore &
they typically gain a sponsor there. Sponsors help asso- Associates, visit its Web site (www.gore.com).
ciates chart a course in the organization that will offer Support your answers to the following questions
personal fulfillment while maximizing their contribu- with specific information from the case and text or with
tion to the enterprise. Leaders emerge naturally by dem- other information you get from the Web or other sources.
onstrating special knowledge, skill, or experience that
1. What evidence is there that W. L. Gore & Associ-
advances a business objective.
ates aspires to meet the goal of human relations?
An internal memo describes the three kinds of
2. How does Gore & Associates depict an organiza-
sponsorship and how they might work:
tion that fully appreciates the “systems effect”?
• Starting sponsor—a sponsor who helps a new asso- 3. One can argue that W. L. Gore’s lattice structure
ciate get started on his or her first job at Gore, or encompasses some of the unexpected discoveries
helps a present associate get started on a new job. brought out by Elton Mayo and the Hawthorne
• Advocate sponsor—a sponsor who sees to it that the Studies. Identify some features of the lattice struc-
associate being sponsored gets credit and recogni- ture that align with some of the unexpected dis-
tion for contributions and accomplishments. coveries of the Hawthorne Studies.
• Compensation sponsor—a sponsor who sees to it 4. How does Gore’s “sponsorship” program contrib-
that the associate being sponsored is fairly paid for ute toward meeting some of the 10 human rela-
contributions to the success of the enterprise. tions guidelines outlined in the chapter?
5. Watch the video (http://www.managementexchange
An associate can perform any one or all three kinds
.com/video/terri-kelly-wl-gores-original-manage-
of sponsorship. Quite frequently, a sponsoring associate
ment-model-0) of CEO, Terri Kelly, and describe
is a good friend, and it’s not uncommon for two associ-
what she believes people would find surprising
ates to sponsor each other as advocates.
about management and how they work with their
Being an associate is a natural commitment to four
people at W. L. Gore.
basic human relations principles articulated by Bill Gore
and still a key belief of the company: fairness to each Case Exercise and Role-Play
other and everyone we come in contact with; freedom to Preparation: You are a manager in an organization that
encourage, help, and allow other associates to grow in wants to communicate in practical terms the meaning
knowledge, skill, and scope of responsibility; the ability and importance of the the systems effect and the total
to make one’s own commitments and keep them; and person approach to new employees during the orienta-
consultation with other associates before undertaking tion process. The manager is supposed to use examples
actions that could affect the reputation of the company. to make his or her points. Based on your understanding
These principles underscore the importance of develop- of these two concepts, create a five-minute oral
ing high interpersonal skills for Gore employees. presentation on the meaning and importance of:
Another Random Scribd Document
with Unrelated Content
Gore and Walker were brought before the nearest Bench of
Magistrates and committed for trial at the next ensuing Assize Court.
There was not sufficient evidence, though a strong presumption,
that the other runaways were implicated in the cold-blooded murder.
It appeared to have been chiefly arranged by Gore and Walker—the
former in order to be revenged on Driscoll, and the latter to get rid
of Woods, who had threatened to give evidence against him for
robbery and other misdeeds. No doubt their intention was to murder
both men, destroying all evidence by burning their bodies. Driscoll
had the good fortune to escape, and was thus enabled to give the
necessary evidence at their trial. But though not directly implicated
in the graver crime, the remaining three bushrangers—for such they
were—lay under the charge of being associated with Gore in
committing depredations which had alarmed the neighbourhood for
the last six or seven weeks. They had not wandered far from the
scene of their freebooting, and after eluding the police on several
occasions, remained to be delivered up to justice by a party of
civilians—headed, it is true, by an experienced and determined
personage, exceptionally well mounted from one of the most famous
studs in New South Wales. In that day the bushranger, desperate
and ruthless though he may have been, was at a disadvantage
compared to his modern imitator. He was mostly on foot. Horses
were scarce and valuable. There were few stopping-places, except
the stations of the squatters, where an armed, suspicious-looking
stranger was either questioned or arrested. 'Shanties' had hardly
commenced to plant centres of contagion in the 'lone Chorasmian
waste.' The 'Shadow of Death Hotel' was in the future—fortunately
for all sorts and conditions of men.
It is a curious coincidence, showing at once the just view taken of
the circumstances of the locality and the means proper to lead to
the extinction of 'gang robbery' (as the East India Company's
servants termed the industry), that Mr. Thursby had just forwarded
to the Legislative Council an estimate of the cost of a proposed
Court of Petty Sessions at Wassalis. He also 'most respectfully
begged to submit for the consideration of His Excellency the
Governor a suggestion that a mounted police force would be
advantageously stationed there, as well for the protection of the
district as for the purpose of connecting the detachments of police at
Murphy's Plains and Curban.'
'Many a year is in its grave' since the incidents here recorded
affrighted the dwellers in the lonely bush.
It is satisfactory to note that Wassalis was promoted to be a place
where a Court of Petty Sessions is holden.
Walker and Gore, being found guilty, were sentenced to death,
doubtless by Sir Francis Forbes, the Chief Justice of the day—indeed
the first Chief Justice of Australia. They confessed their guilt in gaol,
and were duly hanged—let us hope repenting of their crimes. The
brother of the magistrate whose courage and energy led to their
arrest, frequently visited them in gaol, where they confessed
everything. The constable, on recommendation, was promoted. The
police station at Wassalis is now organised and equipped with good
horses, smart men, revolver at belt and carbine on thigh. Telegraphs
in every direction are available for giving or receiving information;
but it is doubtful whether armed and desperate felons, red-handed
with the blood of their fellow-men, were ever more closely followed
up, more quickly brought to justice, than the murderers of Woods.
 THE HORSE YOU DON'T SEE NOW

Many years ago I was summoned to attend the couch of a dear

relative believed to be in extremis. The messenger arrived at my
club with a buggy, drawn by a dark bay horse. The distance to be
driven to Toorak was under four miles—the road good. I have a
dislike to being driven. Those who have handled the reins much in
their time will understand the feeling. Taking them mechanically
from the man, I drew the whip across the bay horse. The light touch
sent him down Collins Street East, over Prince's Bridge, and through
the toll-bar gate at an exceptionally rapid pace. This I did not remark
at the time, being absorbed in sorrowful anticipation.
During the anxious week which followed I drove about the turn-out
—a hired one—daily; now for this or that doctor, anon for nurse or
attendant. Then the beloved sufferer commenced to amend, to
recover; so that, without impropriety, my thoughts became
imperceptibly disengaged from her, to concentrate themselves upon
the dark bay horse. For that he was no ordinary livery-stable hack
was evident to a judge. Imprimis, very fast. Had I not passed
everything on the road, except a professional trotter, that had not,
indeed, so much the best of it? Quiet, too. He would stand
unwatched, though naturally impatient. He never tripped, never
seemed to 'give' on the hard, blue metal; was staunch up-hill and
steady down. Needed no whip, yet took it kindly, neither switching
his tail angrily nor making as if ready to smash all and sundry, like
ill-mannered horses. Utterly faultless did he seem. But experience in
matters equine leads to distrust. Hired out per day from a livery-
stable keeper, I could hardly believe that to be the case.
All the same I felt strongly moved to buy him on the chance of his
belonging to the select tribe of exceptional performers, not to be
passed over by so dear a lover of horseflesh as myself. Moreover, I
possessed, curious to relate, a 'dead match' for him—another bay
horse of equally lavish action, high courage, and recent accidental
introduction. The temptation was great.
'I will buy him,' said I to myself, 'if he is for sale, and also if——' here
I pulled up, got down in the road, and carefully looked him over
from head to tail. He stepped quietly. I can see him now, moving his
impatient head gently back and forward like a horse 'weaving'—a
trick he had under all circumstances. Years afterwards he performed
similarly to the astonishment of a bushranger in Riverina, whose
revolver was pointed at the writer's head the while, less anxious
indeed for his personal safety than that old Steamer—such was his
appropriate name—should march on, and, having a nervous running
mate, smash the buggy.
To return, however. This was the result of my inspection. Item, one
broken knee; item, seven years old—within mark decidedly; legs
sound and clean, but just beginning to 'knuckle' above the pasterns.
There was a conflict of opinions. Says Prudence, 'What! buy a
screw? Brilliant, of course, but sure to crack soon. Been had that
way before. I'm ashamed of you.'
Said Hope, 'I don't know so much about that. Knee probably an
accident: dark night—heap of stones—anything. Goes like a bird.
Grand shoulder. Can't fall. Legs come right with rest. Barely seven—
quite a babe. Cheap at anything under fifty. Chance him.'
'I'll buy him—d—dashed if I don't.' I got in again, and drove
thoughtfully to the stables of Mr. Washington, a large-sized
gentleman of colour, hailing from the States.
'He's de favouritest animile in my stable, boss,' he made answer to
me as I guardedly introduced the subject of purchase. 'All de young
women's dead sot on him—donow's I cud do athout him, noways.'
Every word of this was true, as it turned out; but how was I to
know? The world of currycombs and dandy-brushes is full of
insincerities. Caveat emptor! I continued airily, 'You won't charge
extra for this broken knee? What's the figure?' Here I touched the
too yielding ankle-joint with my boot.
That may have decided him—much hung in the balance. Many a
year of splendid service—a child's life saved—a grand night-exploit in
a flooded river, with distressed damsels nearly overborne by a raging
torrent,—all these lay in the future.
'You gimme thirty pound, boss,' he gulped out. 'You'll never be sorry
for it.'
'Lend me a saddle,' quoth I. 'I'll write the cheque now. Take him out;
I can ride him away.'
I did so. Never did I—never did another man—make a better
bargain.
I had partly purchased and wholly christened him to match another
bay celebrity named Railway, of whom I had become possessed after
this fashion. Wanting a harness horse at short notice a few months
before, I betook myself to the coach depôt of Cobb and Co. situated
in Lonsdale Street. Mr. Beck was then the manager, and to him I
addressed myself. He ordered out several likely animals—from his
point of view—for my inspection. But I was not satisfied with any of
them. At length, 'Bring out the Railway horse,' said the man in
authority. And out came, as I thought, rather a 'peacocky' bay, with
head and tail up. A great shoulder certainly, but rather light-waisted
—hem—possessed of four capital legs. Very fine in the skin—yes;
still I mistrusted him as a 'Sunday horse.' Never was there a greater
mistake.
'Like to see him go?' I nodded assent. In a minute and a half we
were spinning up Lonsdale Street in an Abbot buggy, across William
and down Collins Street, then pretty crowded, at the rate of fourteen
miles an hour; Mr. Beck holding a broad red rein in either hand, and
threading the ranks of vehicles with graceful ease.
'He can go,' I observed.
'He's a tarnation fine traveller, I tell you,' was the answer—a
statement which I found, by after-experience, to be strictly in
accordance with fact.
The price required was forty pounds. The which promptly paying
(this was in 1860), I drove my new purchase out to Heidelberg that
night. One of those horses that required of one nothing but to sit
still and hold him; fast, game, wiry and enduring.
When I became possessed of Steamer, I had such a pair as few
people were privileged to sit behind. For four years I enjoyed as
much happiness as can be absorbed by mortal horse-owner in
connection with an unsurpassable pair of harness horses. They were
simply perfect as to style, speed, and action. I never was passed,
never even challenged, on the road by any other pair. Railway, the
slower horse of the two, had done, by measurement, eight miles in
half an hour. So at their best, both horses at speed, it may be
guessed how they made a buggy spin behind them. Then they were
a true match; one a little darker than the other, but so much alike in
form, colour, and courage, that strangers never knew them apart.
They became attached readily, and would leave other horses and
feed about together, when turned into a paddock or the bush.
A check, however, was given to exultation during the first days of my
proprietorship. Both horses when bought were low in flesh—in hard
condition, certainly, but showing a good deal of bone. A month's
stabling and gentle exercise caused them to look very different. The
new buggy came home—the new harness. They were put together
for the first time. Full of joyful anticipation I mounted the driving
seat, and told the groom to let go their heads. Horror of horrors!
'The divil a stir,' as he remarked, could be got out of them. Collar-
proud from ease and good living, they declined to tighten the traces.
An indiscreet touch or two with the whip caused one horse to
plunge, the other to hold back. In half-and-half condition I had seen
both draw like working bullocks. Now 'they wouldn't pull the hat off
your head,' my Australian Mickey Free affirmed.
By patience and persuasion I prevailed upon them at length to move
off. Then it was a luxury of a very high order to sit behind them.
How they caused the strong but light-running trap to whirl and spin!
—an express train with the steam omitted. Mile after mile might one
sit when roads were good, careful only to keep the pace at twelve
miles an hour; by no means to alter the pull on the reins lest they
should translate it into an order for full speed. With heads held high
at the same angle, with legs rising from the ground at the same
second of time, alike their extravagant action, their eager courage.
As mile after mile was cast behind, the exclamation of 'Perfection,
absolute perfection!' rose involuntarily to one's lips.
In this 'Wale,' where deceitful dealers and plausible horses abound,
how rare to experience so full-flavoured a satisfaction! None of us,
however, are perfect all round. Flawless might be their action, but
both Steamer and his friend Railway had 'a little temper,' the
differing expressions of which took me years to circumvent.
Curiously, neither exhibited the least forwardness in single harness.
Railway was by temperament dignified, undemonstrative, proud. If
touched sharply with the whip he turned his head and gazed at you.
He did not offer to kick or stop; such vulgar tricks were beneath him.
But he calmly gave you to understand that he would not accelerate
his movements, or start when unwilling, if you flogged him to death.
No whip did he need, I trow. The most constant horse in the world,
he kept going through the longest day with the tireless regularity of
an engine.
They never became quite free from certain peculiarities at starting,
after a spell or when in high condition. Years passed in experiments
before I wrote myself conqueror. I tried the whip more than once—I
record it contritely—with signal ill-success. It was truly wonderful
why they declined to start on the first day of a journey. Once off
they would pull staunchly wherever horses could stand. Never was
the day too long, the pace too fast, the road too deep. What, then,
was the hidden cause, the premier pas, which cost so much trouble
to achieve?
Nervous excitability seemed to be the drawback. The fact of being
attached to a trap in double harness appeared to overexcite their
sensitive, highly-strung organisations. Was it not worth while, then,
to take thought and care for a pair which could travel fifty or sixty
miles a day—in front of a family vehicle filled with children and
luggage—for a week together, that didn't cost a shilling a year for
whip-cord, and that had never been passed by a pair on the road
since I had possessed them? Were they not worth a little extra
trouble?
Many trials and experiments demonstrated that there was but one
solution. Success meant patience, with a dash of forethought. A little
saddle-exercise for a day or two before the start. Then to begin early
on the morning of the eventful day; to have everything packed—
passengers and all—in the buggy—coach fashion—before any hint of
putting to. Both horses to be fed and watered at least an hour
before. Then at the last moment to bring them out of the stable,
heedfully and respectfully, avoiding 'rude speech or jesting rough.'
Railway especially resented being 'lugged' awkwardly by the rein. If
all things were done decently and in order, this would be the usual
programme.
Steamer, more excitable but more amiable, would be entrusted to a
groom. Silently and quickly they would be poled up, the reins
buckled, and Railway's traces attached. All concerned had been
drilled, down to the youngest child, to be discreetly silent. It was
forbidden, on pain of death, to offer suggestion, much less to 't-c-h-
i-c-k.' The reins were taken in one hand by paterfamilias, who with
the other drew back Steamer's traces, oppressed with an awful
sense of responsibility, as of one igniting a fuse or connecting a
torpedo wire, and as the outer trace was attached, stepped lightly
on to the front seat. The groom and helper stole backward like
shadows. Steamer made a plunging snatch at his collar; Railway
followed up with a steady rush; and we were off—off for good and
all—for one hundred, two hundred, five hundred miles. Distance
made no difference to them. The last stage was even as the first.
They only wanted holding. Not that they pulled disagreeably, or
unreasonably either. I lost my whip once, and drove without one for
six months. It was only on the first day of a journey that the
theatrical performance was produced.
But this chronicle would be incomplete without reference to the sad
alternative when the start did not come off at first intention. On
these inauspicious occasions, possibly from an east wind or oats
below sample, everything went wrong. Steamer sidled and pulled
prematurely before the traces were 'hitched,' while Railway's
reserved expression deepened—a sure sign that he wasn't going to
pull at all. The other varied his vexatious plungings by backing on to
the whippletree, or bending outwards, by way of testing the
elasticity of the pole.
Nothing could now be done. Persuasion, intimidation, deception, had
all been tried previously in vain. The recipe of paterfamilias, as to
horse management, was to sit perfectly still with the reins firmly
held but moveless, buttoning his gloves with an elaborate pretence
of never minding. All known expedients have come to nought long
ago. Pushing the wheels, even down hill, is regarded with contempt;
leading (except by a lady) scornfully refused. The whip is out of the
question. 'Patience is a virtue'—indeed the virtue, the only one which
will serve our turn. Meanwhile, when people are fairly on the
warpath, this dead refusal to budge an inch is a little, just a little,
exasperating. Paterfamilias computes, however, that ten minutes'
delay can be made up with such steppers. He smiles benignantly as
he pulls out a newspaper and asks his wife if she has brought her
book. Two minutes, four, five, or is it half an hour? The time seems
long. 'Trois cent milles diables!' the natural man feels inclined to
ejaculate. He knows that he is sinking fast in the estimation of
newly-arrived station hands and chance spectators. Eight minutes—
Railway makes no sign; years might roll on before he would start
with an unwilling mate. Nine minutes—Steamer, whose impatient
soul abhors inaction, begins to paw. The student is absorbed in his
leading article. Ten minutes!—Steamer opens his mouth and carries
the whole equipage off with one rush. Railway is up and away; half a
second later the proprietor folds up his journal and takes them firmly
in hand. The children begin to laugh and chatter; the lady to
converse; and the journey, long or short, wet or dry, may be
considered, as far as horseflesh is concerned, to be un fait accompli.
At the end of four years of unclouded happiness (as novelists write
of wedded life), this state of literal conjugal bliss was doomed to
end. An epidemic of lung disease, such as at intervals sweeps over
the land, occurred in Victoria. Railway fell a victim, being found dead
in his paddock. Up to this time he had never been 'sick or sorry,'
lame, tired, or unfit to go. His iron legs, with feet to match, showed
no sign of work. In single harness he was miraculous, going mile
after mile with the regularity of a steam-engine, apparently
incapable of fatigue. I was lucky enough to have a fast, clever
grandson of Cornborough to put in his place. He lasted ten years. A
half-brother three years more. The old horse was using up his fourth
running mate, and entering upon his twentieth year in my service,
when King Death put on the brake.
Not the least noticeable among Steamer's many good qualities was
his kindly, generous temper. His was the Arab's docile gentleness
with children. The large mild eye, 'on which you could hang your
hat,' as the stable idiom goes, was a true indication of character. I
was a bachelor when I first became his master. As time passed on,
Mrs. Boldrewood and the elder girls used to drive him to the country
town in New South Wales, near which we afterwards dwelt. The
boys rode him as soon as they could straddle a horse. They hung by
his tail, walked between his legs, and did all kinds of confidential
circus performances for the benefit of their young friends. He was
never known to bite, kick, or in any way offer harm; and, speedy to
the last, with age he never lost pace or courage. 'All spirit and no
vice' was a compendium of his character. By flood and field, in
summer's heat or winter's cold, he failed us never; was credited,
besides, with having saved the lives of two of the children by his
docility and intelligence. He was twice loose with the buggy at his
heels at night—once without winkers, which he had rubbed off. On
the last occasion, after walking down to the gate of the paddock,
and finding it shut—nearly a mile—he turned round without locking
the wheels, and came galloping up to the door of the house (it was
a ball night, and he had got tired of waiting). When I ran out, pale
with apprehension, I discovered the headstall hanging below his
chest. His extreme docility with children I attribute to his being for
many years strictly a family horse, exclusively fed, harnessed, and
driven by ourselves. It is needless to say he was petted a good deal:
indeed he thought nothing of walking through the kitchen, a brick-
floored edifice, when he thought corn should be forthcoming. Horses
are generally peaceable with children but not invariably, as I have
known of limbs broken and more than one lamentable death
occasioned by kicks, when the poor things went too near unwittingly.
But the old horse couldn't kick. 'I reckon he didn't know how.' And
when he died, gloom and grief fell upon the whole family, who
mourned as for the death of a dear friend.
 HOW I BEGAN TO WRITE

For publication I mean. Having the pen of a ready writer by

inheritance, I had dashed off occasional onslaughts in the journals of
the day, chiefly in defence of the divine rights of kings (pastoral
ones). I had assailed incoherent democrats, who perversely denied
that Australia was created chiefly for the sustenance of sheep and
cattle and the aggrandisement of those heroic individuals who first
explored and then exploited the 'Waste Lands of the Crown.' The
school of political belief to which I then belonged derided
agriculture, and was subsequently committed to a scheme for the
formation of the Riverina into a separate pastoral kingdom or colony.
A petition embodying a statement to this effect, wholly unfitted as it
was for the sustenance of a population dependent upon agriculture,
was forwarded to the Secretary for the Colonies, who very properly
disregarded it. The petitioners could not then foresee the stacking of
20,000 bags of wheat, holding four bushels each, awaiting railway
transport at one of the farming centres of this barren region in the
year 1897. Allied facts caused me to reconsider my very pronounced
opinions, and, perhaps, led others to question the accuracy of theirs.
My deliverances in the journals of the period occurred in the forties
and fifties of the century, and gradually subsided.
I was battling with the season of 1865 on a station on the
Murrumbidgee River, at no great distance from the flourishing town
of Narandera, then consisting of two hotels, a small store, and a
large graveyard, when an uncertain-tempered young horse kicked
me just above the ankle with such force and accuracy that I thought
the bone was broken. I was to have ridden at daylight to count a
flock of sheep, and could scarcely crawl back to the huts from the
stock-yard without assistance, so great was the agony. I sat down on
the frosted ground and pulled off my boot, knowing that the leg
would swell. Cold as it was, the thirst of the wounded soldier
immediately attacked me. My room in the slab hut, preceding the
brick cottage, then in course of erection, was, to use Mr. Swiveller's
description, 'an airy and well-ventilated apartment.' It contained, in
addition to joint stools, a solid table, upon which my simple meals of
chops, damper, and tea were displayed three times a day by a
shepherd's wife, an elderly personage of varied and sensational
experiences.
I may mention that the great Riverina region was as yet in its
unfenced, more or less Arcadian stage, the flocks being 'shepherded'
(expressive Australian verb, since enlarged as to meaning) and duly
folded or camped at night. Something of Mrs. Regan's advanced
tone of thought may be gathered from the following dialogue, which
I overheard:—
Shady township individual—'Your man shot my dorg t'other night.
What d'yer do that fer?'
Mrs. Regan—''Cause we caught him among the sheep; and we'd 'a
shot you, if you'd bin in the same place.'
Township individual—'You seem rather hot coffee, missus! I've 'arf a
mind to pull your boss next Court day for the valley of the dorg.'
Mrs. Regan—'You'd better clear out and do it, then. The P.M.'s a-
comin' from Wagga on Friday, and he'll give yer three months'
"hard," like as not. Ask the pleece for yer character.'
Township individual—'D—n you and the pleece too! A pore man gets
no show between the traps and squatters in this bloomin' country.
Wish I'd never seen it!'
This was by the way of interlude, serving to relieve the monotony of
the situation. I could eat, drink, smoke, and sleep, but the injured
leg—worse than broken—I could not put to the ground. Nor had I
company of any kind, save that of old Jack and Mrs. Regan, for a
whole month. So, casting about for occupation, I bethought myself
that I might write something for an English magazine. The subject
pitched upon was a kangaroo drive or battue, then common in
Western Victoria, which I had lately quitted. The kangaroo had
become so numerous that they were eating the squatters out of
house and home. Something had to be done; so they were driven
into yards in great numbers and killed. This severe mode of dealing
with the too prolific marsupial, in whole battalions, I judged
correctly, would be among the 'things not generally known' to the
British public.
I sat down and wrote a twelve-page article, describing a grand
muster for the purpose at a station about twenty miles from Port
Fairy, and seven miles from my own place, Squattlesea Mere.
The first time I went to Melbourne I posted it, with the aid of my
good friend, the late Mr. Mullen, to the editor of the Cornhill
Magazine, and thought no more about the matter. A few days after
the adventure, my neighbour, Adam M'Neill, of North Yanko, hearing
of my invalid state, rode over and carried me off to his hospitable
home. I had to be lifted on my horse, but after a month's rest and
recreation was well enough to return to pastoral duties. I was lame,
however, for quite a year afterwards, and narrowly escaped injuring
the other ankle, which began to show signs of over-work. About the
time of my full recovery, I received a new Cornhill Magazine, and a
note from Messrs. Smith and Elder, forwarding a draft, which, added
to the honour and glory of seeing my article flourishing in a first-
class London magazine, afforded me much joy and satisfaction. The
English review notices were also cheering. I thereupon dashed off a
second sketch, entitled 'Shearing in Riverina,' which I despatched to
the same address. The striking presentment of seventy shearers, all
going their hardest, was a novelty also to the British public.
The constant clash that the shear-blades make
When the fastest shearers are making play

(as Mr. 'Banjo' Paterson has it, in 'The Two Devines,' more than
twenty years later), could not but challenge attention. This also was
accepted. I received a cheque in due course, which came at a time
when such remittances commenced to have more interest for me
than had been the case for some years past.
The station was sold in the adverse pastoral period of '68-'69,
through drought, debt, financial 'dismalness of sorts'; but 'that is
another story.' Christmas time found me in Sydney, where it
straightway began to rain with unreasonable persistency (as I
thought), now it could do me no good; never left off (more or less)
for five years. The which, in plenteousness of pasture and high
prices for wool and stock, were the most fortunate seasons for
squatters since the 'fifties,' with their accompanying goldfields
prosperity.
The last station having been sold, there was no chance of repairing
hard fortune by pastoral investment. 'Finis Poloniæ.' During my
temporary sojourn in Sydney I fell across a friend to whom in other
days I had rendered a service. He suggested that I might turn to
profitable use a facile pen and some gift of observation. My friend,
who had filled various parts in the drama of life, some of them not
undistinguished, was now a professional journalist. He introduced
me to his chief, the late Mr. Samuel Bennett, proprietor of the
Sydney Town and Country Journal. That gentleman, whom I
remember gratefully for his kind and sensible advice, gave me a
commission for certain sketches of bush life—a series of which
appeared from time to time. For him I wrote my first tale, The
Fencing of Wanderoona, succeeding which, The Squatter's Dream,
and others, since published in England, appeared in the weekly
paper referred to.
Thus launched upon the 'wide, the fresh, the ever free' ocean of
fiction, I continued to make voyages and excursions thereon—mostly
profitable, as it turned out. A varied colonial experience, the area of
which became enlarged when I was appointed a police magistrate
and goldfields commissioner in 1871, supplied types and incidents.
This position I held for nearly twenty-five years.
Although I had, particularly in the early days of my goldfields duties,
a sufficiency of hard and anxious work, entailing serious
responsibility, I never relinquished the habit of daily writing and
story-weaving. That I did not on that account neglect my duties I
can fearlessly aver. The constant official journeying, riding and
driving, over a wide district, agreed with my open-air habitudes. The
method of composition which I employed, though regular, was not
fatiguing, and suited a somewhat desultory turn of mind. I arranged
for a serial tale by sending the first two or three chapters to the
editor, and mentioning that it would last a twelvemonth, more or
less. If accepted, the matter was settled. I had but to post the
weekly packet, and my mind was at ease. I was rarely more than
one or two chapters ahead of the printer; yet in twenty years I was
only once late with my instalment, which had to go by sea from
another colony. Every author has his own way of writing; this was
mine. I never but once completed a story before it was published;
and on that occasion it was—sad to say—declined by the editor. Not
in New South Wales, however; and as it has since appeared in
England, it did not greatly signify.
In this fashion Robbery Under Arms was written for the Sydney Mail
after having been refused by other editors. It has been successful
beyond expectation; and, though I say it, there is no country where
the English language is spoken in which it has not been read.
I was satisfied with the honorarium which my stories yielded. It
made a distinct addition to my income, every shilling of which, as a
paterfamilias, was needed. I looked forward, however, to making a
hit some day, and with the publication of Robbery Under Arms, in
England, that day arrived. Other books followed, which have had a
gratifying measure of acceptance by the English-speaking public, at
home and abroad.
As a prophet I have not been 'without honour in mine own country.'
My Australian countrymen have supported me nobly, which I take as
an especial compliment, and an expression of confidence, to the
effect that, as to colonial matters, I knew what I was writing about.
In my relations with editors, I am free to confess that I have always
been treated honourably. I have had few discouragements to
complain of, or disappointments, though not without occasional rubs
and remonstrances from reviewers for carelessness, to which, to a
certain extent, I plead guilty. In extenuation, I may state that I have
rarely had the opportunity of correcting proofs. As to the attainment
of literary success, as to which I often receive inquiries, as also how
to secure a publisher, I have always given one answer: Try the
Australian weekly papers, if you have any gift of expression, till one
of them takes you up. After that the path is more easy. Perseverance
and practice will ordinarily discover the method which leads to
success.
A natural turn for writing is necessary, perhaps indispensable.
Practice does much, but the novelist, like the poet, is chiefly 'born,
not made.' Even in the case of hunters and steeplechasers, the
expression 'a natural jumper' is common among trainers. A habit of
noting, almost unconsciously, manner, bearing, dialect, tricks of
expression, among all sorts and conditions of men, provides
'situations.' Experience, too, of varied scenes and societies is a great
aid. Imagination does much to enlarge and embellish the lay figure,
to deepen the shades and heighten the colours of the picture; but it
will not do everything. There should be some experience of that
most ancient conflict between the powers of Good and Evil, before
the battle of life can be pictorially described. I am proud to note
among my Australian brothers and sisters, of a newer generation,
many promising, even brilliant, performances in prose and verse.
They have my sincerest sympathy, and I feel no doubt as to their
gaining in the future a large measure of acknowledged success.
As to my time method, it was tolerably regular. As early as five or six
o'clock in the morning in the summer, and as soon as I could see in
winter, I was at my desk, proper or provisional, until the hour arrived
for bath and breakfast. If at a friend's house, I wrote in my bedroom
and corrected in the afternoon, when my official duties were over. At
home or on the road, as I had much travelling to do, I wrote after
dinner till bedtime, making up generally five or six hours a day. Many
a good evening's work have I done in the clean, quiet, if
unpretending roadside inns, common enough in New South Wales.
In winter, with a log fire and the inn parlour all to myself, or with a
sensible companion, I could write until bedtime with ease and
comfort. My day's ride or drive might be long, cold enough in winter
or hot in summer, but carrying paper, pens, and ink I rarely missed
the night's work. I never felt too tired to set to after a wholesome if
simple meal. Fatigue has rarely assailed me, I am thankful to say,
and in my twenty-five years of official service I was never a day
absent from duty on account of illness, with one notable exception,
when I was knocked over by fever, which necessitated sick-leave. It
has been my experience that in early morning the brain is clearer,
the hand steadier, the general mental tone more satisfactory, than at
any other time of day.
 A MOUNTAIN FOREST

Excepting perhaps the ocean, nothing in Nature is more deceitful

than a mountain forest. Last time we crossed through snow,
enveloped in mist and drenched with pitiless rain. Now, no one could
think evil hap could chance to the wayfarer here—so dry the forest
paths, so blue the sky, so bright the scene, so soft the whispering
breeze. The shadows of the great trees fall on the emerald sward,
tempering the ardent sun-rays. Flickers of light dance in the thickets,
and laugh at the stern solemnity of the endless groves. Bird-calls are
frequent and joyous. We might be roaming in the Forest of Arden,
and meet a 'stag of ten' in the glade, for any hint to the contrary.
Forest memories come into our heads as we stride merrily along the
winding track. Robin Hood and his merry men, Friar Tuck and Little
John! Oh, fountain of chivalry! How indissolubly a forest life in the
glad summer days seems bound up with deeds of high emprise; how
linked with the season of love and joy, hope and pride, with a
sparkle of the cup of that divinest life-essence, youthful pleasure.
'Here shall he fear no enemy,
But winter and rough weather.'

As we thus carol somewhat loudly, we are aware of a man standing

motionless, regarding us, not far from a gate, humorously supposed
to restrain the stock in these somewhat careless-ordered enclosures.
Ha! what if he be a robber? We have been 'stuck up' ere now, and
mislike the operation. He has something in his hand too. May it be a
'shooting-iron,' as the American idiom runs?
We continue to sing, however,
 'Viator vacuus coram latronem.'

Our treasury consists of half-a-sovereign and an old watch, a new

hat and a clean shirt—what matter if he levy on these? He has a
dog, however,—that is a good sign. Bushrangers rarely travel with
dogs. And the weapon is a stick. Ha! it is well. Only an official
connected with the railway line, awaiting the mailman. We
interchange courtesies, and are invited to the camp with proffer of
hospitality. We feel compelled to decline. We may not halt by any
wayside arbour.
We reach St. Bago Hospice at Laurel Hill before lunch time. Sixteen
miles over a road not too smooth. Really, we have performed the
stage with ridiculous ease. We are half tempted to go on to Tumut;
but twenty-eight miles seems a longish step. Let us not be
imprudently enthusiastic. We decide to remain. The hospice has put
on a summer garb, and is wholly devoid of snowballs or other wintry
emblems. The great laurel, the noble elm, the hawthorn, are in full
leaf and flower. The orchard trees are greenly budding. At the spring
well in the creek five crimson lories are drinking. They stand on a
tray, so to speak, of softest emerald moss, walking delicately; all
things tell of summer.
During the afternoon, so fresh did we feel that we took a stroll of
five miles, and visited the nearest farmer. As we stepped along the
red-soiled path, amid the immense timber, we realised the
surroundings of the earlier American settlers. Hawk-eye might have
issued from the ti-tree thicket by the creek and chuckled in his
noiseless manner, while he rested la longue carabine on a fallen log.
Uncas and Chingachgook would, of course, have turned up shortly
afterwards.
The tiny creek speeds swiftly onward over ancient gold-washings
and abandoned sluice channels. Tracks of that queer animal the
wombat (Phascolomys) near his burrows and galleries are frequent.
His habitat is often near the sea, but here is proof that he can
accommodate himself to circumstances. Easily-excavated soil like
this red loam is necessary for his comfort apparently. Ferns are not
objected to. Our host at Bago informed us that one dull winter's
evening he observed two animals coming towards him through the
bush. He took them to be pigs, until, shooting with both right and
left barrels, they turned out to be wombats. He had happened to be
near their burrow, to which they always make if disturbed. In
confirmation of this statement he presented me with a skin—dark
brown in colour—with long coarse hair, something between that of a
dog and a kangaroo. The thick hide covers the body in loose folds.
The dogs become aware by experience that, on account of its
thickness and slippery looseness, it is vain to attempt capture of a
wombat. Retreating to his burrow, he scratches earth briskly into his
opponent's mouth and eyes until he desists. One peculiarity of this
underground animal is, that the eyes are apparently protected by a
movable eyebrow, which, in the form of a small flap of skin, shuts
over the indispensable organ.
We are politely received at the selector's house. A few cattle are
kept; pigs and poultry abound. The father and son 'work in the
creek' for gold, when the water is low, and thus supplement the
family earnings. Clearing is too expensive as yet to be entered into
on a large scale. Want of roads must militate for a while against
farming profits in rough and elevated country. A flower-garden and
orchard bear testimony to the richness of the soil. But looking
forward to the value of the timber, the certainty of annual crops, the
gradual covering of the pasture with clover and exotic grasses, the
day is not distant in our opinion when the agriculture of this region
will stand upon a safe and solvent basis. It is hard to overestimate
the value of a moist, temperate climate, and this the inhabitants of
the vicinity possess beyond all dispute.
The sun is showing above the tall tree-tops as we sit at breakfast
next morning. The air is keen. We need the fire which glows in the
cavernous chimney. In ten minutes we are off—ready to do or die—
to accomplish the voluntary march or perish by the wayside.
How pleasant is it as we swing along in the fresh morning air. If we
had had a mate—one who read the same books, thought the same
thoughts, had the same tastes, and in a general way was congenial
and sympathetic—our happiness would be complete. But in this
desperately busy, workaday land, properly-graduated companionship
is difficult to procure.
Still, to those who do not let their minds remain entirely fallow, there
is choice companionship in these wooded highlands—that of the
nobles and monarchs of literature is always at hand; ceases not the
murmuring talk of half-forgotten friends, acquaintances, lovers, what
not, of the spirit-world of letters; 'songs without words,' wit and
laughter, tears and sighs, pæans of praise, sadly humorous
subtleties, recall and repeat themselves. So we are not entirely
alone, even were there not the whispering leaves, the frowning tree-
trunks, the tremulous ferns and delicate grasses, the smiling
flowerets, each with its own legend to keep us company. The sun
mounts higher in the heavens; still it is not too hot. The green gloom
of the great woodland lies between us, a shade against the fiercest
sun-rays. So we fare on joyously. Three hours' fair walking brings us
to the end of the forest proper. We take one look, as we stand on a
clear hill-top—while on either side great glens are hollowed out like
demoniac punch-bowls (the Australian native idiom)—at the
mountains, at the oceans of frondage.
We are on the 'down grade.' At our feet lies the Middle Adelong, with
deserted gold-workings, sluices, and all the debris of water-mining;
a roomy homestead, with orchard pertaining, once an inn doubtless;
now no longer, as I can testify.
It is high noon and hot withal. The sun, no longer fended off by
o'erarching boughs, becomes aggressive. We have gained the valley
and lost the cooling breeze. We request a glass of water, which is
handed to us by the good-wife. We drink, and, seating ourselves
upon a log on the hillside, commence upon a crust of bread—
unwonted foresight this—with considerable relish. As we happen to
have Carl Vosmaer's Amazon in our hand (every step of the way did
we carry her), we tackle an æsthetic chapter with enthusiasm.
In twenty minutes we breast the hill, a trifle stiffer for the rest, and,
it may be fancy, our left boot-sole has developed an inequality not
previously sensitive. We swing along, however, in all the pride of
'second wind,' and fix our thoughts upon the next stage, eight miles
farther on. We have come about sixteen.
We pass another hill, a plateau, and then a long declivitous grade.
By and by we enter upon the fertile valley which leads to Tumut. The
green valley of river-encircled sward on either side is one mat of
clover and rye-grass. We display an increasing preference for the
turf as distinguished from the roadway. The sun is becoming hotter.
The clouds have retired. There is a hint of storm. The heavy air is
charged with electricity. We put on the pace a little. One may as well
have this sort of thing over in a condensed form.
Here we stop to look at a man ploughing for maize. Our brow is wet
with 'honest——,' whatsy name? We must weigh pounds less than
this morning. How far to the Gilmore Inn? 'Four miles!' Thermometer
over a hundred in the shade. We set our teeth and march on. We
are acquiring the regular slouching swing of the 'sundowner,' it
appears to us. There is nothing like similar experience for producing
sympathy. We can almost fancy ourselves accosting the overseer
with the customary, 'Got any work, sir, for a man to do?' and
subsiding to the traveller's hut, with the regulation junk of meat and
pannikin of flour. Can partly gauge the feelings of the honest son of
toil, weary, athirst, somewhat sore-footed (surely there must be a
nail?), when said overseer, being in bad temper, tells him to go to
the deuce, that he knows he won't take work if it's offered, and that
he has no rations to spare for useless loafers.
It is more than an hour later—we think it more than an hour hotter
—as we sight the Gilmore Inn, near rushing stream, hidden by
enormous willows. We have abstained from drinking of the trickling
rill, hot and dusty as we are. Thoughts of 'that poor creature, small
beer,' obtrude, if the local optionists have not abolished him.
In the parlour of this snug roadside inn we put down our 'swag,' and
order a large glass of home-brewed and a crust of bread. We
certainly agree with Mr. Swiveller, 'Beer can't be tasted in a sip,'
especially after a twenty-mile trudge. When we put down the 'long-
sleever' there is but a modicum left.
We give ourselves about half an hour here, by which time we are
cooled and refreshed, as is apparently the day. Sol is lower and more
reasonable. We sling on, by no means done—rather improving pace
than otherwise—till overtaken by a friend and his family in a buggy.
He kindly proffers to drive us in; but we have made it a point of
honour to walk every yard, so we decline. He will leave the valise at
our hotel—which kindness we accept. The rest is easy going. We
lounge into the 'Commercial' as if we had just dismounted, and order
a warm bath and dinner, with the mens conscia recti in a high state
of preservation.
THE FREE SELECTOR
A Comedietta
 ACT I
Enter The Honourable Rufus Polyblock, Member of Upper House,
and immensely rich squatter—his Overseer, Mr. Gayters
(imperfectly educated).
The Hon. Rufus. Well, Gayters, how's everything gettin' on? I mean
the sheep, of course. Splendid season, ain't it? Grand lambing,
tremendous heavy clip, eh? Why, you look dubersome?
Gayters. Marked 92 per cent of lambs all round. The clip'll be heavier
than it was last year—that means money off a hundred and fifty
thousand sheep, but——
Hon. Rufus. Sheep right; lambs too; shearing all to the good; why,
what can be wrong? (Walks up and down.) Must be them infernal,
underminding free selectors. Rot 'em! if they ain't worse than
blackfellows or dingoes—and you can't shoot 'em or poison 'em
legally; not yet, that is—not yet!
Gayters. You've about hit it, sir. I'd hardly the face to tell you, one of
'em's taken up the main camp, opposite the big water-hole—a half-
section, too! [320 acres.]
Hon. Rufus. What! Our main camp! Good Gad! Why, the country's
goin' to destruction! The best water-hole on the creek, too. Why, I
thought that had been secured. Wasn't Sam Appinson to take it up
last Thursday?
Gayters. Yes, sir; cert'nly, sir; but his mother went and died the day
afore, and he had to go down the country. Didn't think it would
matter for a week; when this young chap pops in, all on a sudden
like, and collars it. It's turned out quite contrairy, ain't it, sir?
Hon. Rufus. Contrairy! It's ruination, that's what it is! It'll play h—l
and Tommy with the sheep in the Ban Ban Paddock. What's to keep
'em off his pre-lease? And he can pound 'em any day he likes. He'll
do me thousands of pounds' worth of harm with his beggarly half-
section. Have to buy him out and give him two prices—the old story.
Gayters. I hardly think he'll agree to that, sir! I heard him yesterday
say, says he, 'I'm a-going to settle down for good, and make a home
in this wilderness; this here land is so fertile,' says he——
Hon. Rufus. Wilderness indeed! On a flat like that! Fert'le, fert'le—
what's that? Good corn land? D—n his impudence; what's it to him,
I'd like to know? Is he going to cultivate for a living in a dry country?
Bah! I've seen them kind of coves afore. I give him two years to lose
everything, to his shirt! What sort of a chap is he, Gayters?
Gayters. Well, a civil-spoken young man enough, sir. Talks very nice,
and seems to know himself. I should take him to be a gentleman.
Hon. Rufus. A gentleman! Bosh! How the devil can he be a
gentleman and a free selector, eh? A feller that robs people of their
land. He's next door to a cattle duffer. He'd turn bushranger, only he
ain't got pluck enough.
Gayters. Very true, sir; cert'nly, sir; but he says it's not agin the law.
Hon. Rufus. The law! Hang the law! What's that got to do with it? A
parcel of fellers that never owned a run or a foot of ground get into
this Lower 'Ouse and makes laws to bind people that could buy 'em
out over and over again. D'ye call that honest? I call it daylight
robbery; and I'm not a-goin' to keep laws made that way if I can
find a way to drive through 'em; yes, through 'em, with a coach and
four!
Gayters. Yes, sir; but what are we to do? He'll have his nine hundred
and sixty acres of pre-lease, and our sheep can't be kept off it
nohow.
Hon. Rufus. Put a man on to free select right agin his frontage, take
up two flocks, and shepherd all round him. I'll feed him out; I'll
make him keep to his blasted half-section. Curse him! I'll ruin him!
Damme! I'll have him in gaol afore I've done with him. I'll——
 Enter Miss Dulcie Polyblock in her riding-habit, also
Miss Alice Merton (a friend).

Miss Dulcie. Why, dad, what's all this about? Who's to be hanged,
drawn, and quartered, whatever that means? We used to have it in
our history lesson. Oh, I want to tell you something! Whom do you
think we met?
Hon. Rufus. Don't know, I'm sure. Was it Lord Arthur Howard or
young Goldsmith? I know they came up to Deem Deem the other
day.
Miss Dulcie. Well, he was such a handsome young man, father; and
so polite and gentlemanlike. Alice's horse shied at a hawker's cart,
and Sultan, like an old goose, began to rear. Alice dropped her whip,
so he picked it up and gave it to her with such a bow! He said he
was coming to be a neighbour of ours, so perhaps it was Lord
Arthur. Oh, I nearly forgot! He gave me a card, and said he hoped
he might be permitted to call. Here it is.
Hon. Rufus. H'm, ha! Likely it was his lordship, or one of them swells
that I heard were coming up to learn experience at Deem Deem. Old
Maclaren's a regular brick for hospitality! Well, I'll ask him over,
Dulcie. He won't see a prettier girl anywheres, nor a better one, tho'
I say it. We must have him over to dinner on Sunday. What did you
say his name was?
Miss Dulcie (reads from card). Mr. Cecil Egremont. Isn't it a pretty
one?
Hon. Rufus. Eggermont, Eggermont, eh? Hand me over that paper
there; it's a copy of a Application. Why, confound and smother all
land-stealin' villains, if that ain't the very man that's took up my
main camp! He a gentleman! He's an impostor, a swindler. He's tryin'
to rob your poor old father. He's a free selector!
Both Girls (horrified). A free selector! Oh!! (Scream loudly and run
out of room.)
END OF FIRST ACT
 ACT II
Enter Mr. Cecil Egremont, dressed in blue Crimean shirt,
moleskin trousers, knee-boots, straw hat.

Egremont. And so I'm farming in Australia. A thing I've longed for all
my days. Such a free, independent, pleasant life. No one to bother
you; no one to interfere with you. Such a splendid large piece of
land I've secured too—three hundred and twenty acres, with three
times as much for grazing. Grazing right, that's the expression—a
pre-lease, ha! (Looks in book.) I believe my fortune's made. Who's
this? Some neighbour probably. Good-day, sir; very glad to see you.
Gayters. It's more'n I am to see you here. D'ye know where you are?
Egremont. On the Crown Lands of Her Majesty the Queen of England
in the first place, and on the farm conditionally purchased (refers to
Land Regulations) by Cecil Egremont, gentleman farmer, late of
Bideford, Devon.
Gayters. What's the good of all this rubbish? You're on our main
camp.
Egremont. Camp? camp?—I see no traces of an encampment. In
what historical period, may I ask?
Gayters. Can't yer see this? (Kicks bone aside.) It's our cattle camp. I
don't mean a soldier's camp or any of that rot. It's been our—the
Hon'ble Rufus Polyblock's—Bundabah Run, this twenty year and
more.
Egremont. Has this land been sold before? Then that land agent has
deceived me! And yet he looked respectable. I paid him eighty
pounds deposit. Have his receipt.
Gayters. I don't mean sold exactly—not but that Mr. Polyblock would
have bought it fast enough if Government had let him. But we had a
lease of it and always had stock running on it.
Egremont. Oh, a lease!—for a special object I presume, or perhaps a
pastoral lease? (Consults book.) Perhaps it was a Run—Run—oh, I
have it here!—page 38. But surely that gives you no legal right to
hold it against the bona-fide conditional purchaser?
Gayters. Well, I expect we've no legal claim if it comes to that. But
no gentleman in this country goes to select on another gentleman's
run. It ain't the thing, you know.
Egremont. Oh, 'it ain't the thing'? Something like poaching or
shooting without a license; but how was I to know? The law says, 25
Vict. No. 1, Section 13 (opens copy of Crown Lands Alienation Act),
'On and from the first day of January 1862——'
Gayters. Oh, hang the law! The Act's all very well for them as knows
no better, or as wants to take advantage-like of a squatter, but it
ain't the square deal if you mean to act honest—what I call between
man and man. Good-morning, sir.
[Exit Gayters.
Egremont (soliloquising). What an extraordinary country! When I
quarrelled with my uncle, who wanted me to go into the Church, and
came out to Australia to carve out a fortune in a new world where
land was plentiful and caste unknown, I never expected to meet
with class distinctions. Instead of being able to live my own life in
peace, I am met with obstacles at every turn. I might as well have
remained in North Devon, for all I can see. Well! courage—I'll go and
finish my work, and cut this splendid log into lengths for fencing
slabs. (Begins to chop log.) Why, here comes the young lady whose
horse was frightened yesterday. How handsome she is, and such a
figure too! What a soft voice she had. I had no idea the girls out
here were anything like this! (Goes on chopping; his dogs rush out.)
Down, Ponto! Down, Clumber! Come to heel! (Throws down axe and
calls off dogs.) Pray don't be frightened—a—I haven't the pleasure
of knowing your name—I hope you have quite recovered yesterday's
accident.
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