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MANAGEMENT
Using Practice
and Theory to
Develop Skill
CONTENTS

Preface to the eighth edition xiii 2.8 Contingency management 51

Preface to the first edition xvii 2.9 Think clearly to connect practice, theory
Acknowledgements xix and skill 52
Publisher’s Acknowledgements xxi Develop a skill: self-awareness 54
Summary 54
Test your understanding 55
Read more 56
PART 1 Go online 56

AN INTRODUCTION
Part 1 Case: Apple Inc.
TO MANAGEMENT 57

PART 2
CHAPTER 1
MANAGING IN ORGANISATIONS 4
THE ENVIRONMENT
Case study: Ryanair 5
OF MANAGEMENT
1.1 Introduction 6
1.2 Meanings of management 7
1.3 Managing to add value 8 CHAPTER 3
1.4 Adding value by managing task, ORGANISATION CULTURES AND CONTEXTS 64
process and context 11
Case study: British Broadcasting
1.5 Influencing through the tasks of managing 13
Corporation (BBC) 65
1.6 Influencing through the process
3.1 Introduction 66
of managing 16
3.2 Cultures and their components 67
1.7 Influencing through shaping the context 19
3.3 Types of culture 71
1.8 Managing needs clear thinking 22
3.4 The competitive and general environment 74
1.9 Think clearly to connect practice,
3.5 Stakeholders and corporate governance 80
theory and skill 24
3.6 Think clearly to connect practice,
Develop a skill: networking 28
theory and skill 82
Summary 29
Develop a skill: present a reasoned case 83
Test your understanding 30
Summary 84
Read more 30
Test your understanding 85
Go online 31
Read more 85
Go online 85
CHAPTER 2
THEORIES OF MANAGEMENT 32 CHAPTER 4
Case study: innocent drinks 33 MANAGING INTERNATIONALLY 86

2.1 Introduction 34 Case study: Carlsberg 87

2.2 Theories illuminate tasks, processes 4.1 Introduction 88
and contexts 34 4.2 Ways to conduct business internationally 89
2.3 The competing values framework 37 4.3 The contexts of international
2.4 Rational goal models 39 business – PESTEL 92
2.5 Internal process models 41 4.4 Socio-cultural 98
2.6 Human relations models 44 4.5 Hofstede’s comparison of
2.7 Open systems models 48 national cultures 101
 viii CONTENTS

4.6 Factors stimulating globalisation 105 CHAPTER 7

4.7 Think clearly to connect practice, PLANNING 166
theory and skill 106
Case study: Crossrail builds the Elizabeth Line 167
Develop a skill: mindfulness 107
7.1 Introduction 168
Summary 107
7.2 Why people plan 170
Test your understanding 108
7.3 Types of plan 171
Read more 108
7.4 Information for planning 175
Go online 109
7.5 Setting goals 177
7.6 Organising 180
CHAPTER 5 7.7 Acting and leading – to implement
CORPORATE RESPONSIBILITY 110 and monitor 181
Case study: The Co-operative Group 111 7.8 Think clearly to connect practice,
5.1 Introduction 112 theory and skill 183
5.2 Corporate malpractice, philanthropy Develop a skill: planning to use your time
and responsibility 112 effectively 185
5.3 Perspectives on corporate responsibility 115 Summary 186
5.4 An ethical decision-making model 117 Test your understanding 187
5.5 Stakeholders and corporate responsibility 119 Read more 187
5.6 Corporate responsibility and strategy 121 Go online 188
5.7 Does responsible action affect performance? 125
5.8 Think clearly to connect practice, CHAPTER 8
theory and skill 127 MANAGING STRATEGY 190
Develop a skill: clarifying values 129 Case study: GKN 191
Summary 130 8.1 Introduction 192
Test your understanding 130 8.2 Strategy – process, content (task)
Read more 131 and context 193
Go online 131 8.3 Strategy processes – rational,
judgemental, negotiated, adaptive 195
Part 2 Case: BP 132 8.4 Strategy processes (2) – Strategy as practice? 199
8.5 Making sense – external analysis 201
8.6 Making sense – internal analysis 203
8.7 Making choices – strategy at business
PART 3 unit levels 206
PLANNING 8.8 Making things happen – delivering strategy 208
8.9 Making revisions – implementing and
evaluating 209
8.10 Think clearly to connect practice,
CHAPTER 6 theory and skill 210
MAKING DECISIONS 140 Develop a skill: setting clear goals 212

Case study: IKEA 141

Summary 212

6.1 Introduction 142

Test your understanding 213

6.2 Iterative elements in making a decision 143

Read more 213

6.3 Nature of a decision 148

Go online 214

6.4 The context of decisions 150

6.5 A generic theory of decision processes 153
CHAPTER 9
6.6 Biases in making decisions 156
MANAGING MARKETING 216

6.7 Think clearly to connect practice, Case study: Manchester United FC 217
theory and skill 159 9.1 Introduction 218
Develop a skill: setting success criteria 161 9.2 The internal context – a marketing
Summary 162 orientation? 219
Test your understanding 163 9.3 The external context of marketing 221
Read more 163 9.4 Marketing tasks – understanding
Go online 164 customers and markets 223
 CONTENTS ix

9.5 Choosing segments, targets, and 11.6 Recruitment and selection 286
the market offer 227 11.7 Reward management 290
9.6 Using the marketing mix 229 11.8 Equal opportunities and diversity 292
9.7 Think clearly to connect practice, 11.9 Think clearly to connect practice,
theory and skill 234 theory and skill 294
Develop a skill: identifying customer needs 235 Develop a skill: preparing for an interview 296
Summary 236 Summary 296
Test your understanding 237 Test your understanding 297
Read more 237 Read more 297
Go online 238 Go online 298

Part 3 Case: Virgin Group 239 CHAPTER 12

INFORMATION SYSTEMS AND
E-BUSINESS 300

PART 4 Case study: Google

12.1 Introduction
301
302
ORGANISING 12.2 The context of IS – digital disruption 303
12.3 The internet and e-business 307
12.4 Two applications – customers
and knowledge 310
CHAPTER 10 12.5 Adding value depends on
STRUCTURE 246 technology and organisation 315
Case study: GlaxoSmithKline (GSK) 247 12.6 Think clearly to connect practice,
10.1 Introduction 248 theory and skill 317
10.2 Structure, strategy and performance 249 Develop a skill: setting a project agenda 319
10.3 Tasks of structure – the tools 250 Summary 319
10.4 Dividing work internally – functions, divisions Test your understanding 320
and matrices 256 Read more 320
10.5 Dividing work externally – outsourcing Go online 320
and networks 260
10.6 Coordinating work 262 CHAPTER 13
10.7 Mechanistic and organic forms 266 ENTREPRENEURSHIP, CREATIVITY
10.8 Think clearly to connect practice, AND INNOVATION 322
theory and skill 268
Case study: Dyson 323
Develop a skill: coordinating work 270
13.1 Introduction 324
Summary 270
13.2 Entrepreneurship and why it matters 325
Test your understanding 271
13.3 Why do people become entrepreneurs? 326
Read more 272
13.4 Entrepreneurial tasks, processes and contexts 327
Go online 272
13.5 Creativity and innovation 330
13.6 Sources of innovation 336
CHAPTER 11 13.7 Think clearly to connect practice,
HUMAN RESOURCE MANAGEMENT 274 theory and skill 341
Case study: BMW 275 Develop a skill: practising everyday creativity 343
11.1 Introduction 276 Summary 343
11.2 HRM and performance – the empirical Test your understanding 344
evidence 277 Read more 344
11.3 What do HR managers do? 281 Go online 345
11.4 Human resource planning 283
11.5 Job analysis 284 Part 4 Case: Royal Bank of Scotland 346
 x CONTENTS

16.3 The communication process 405

16.4 Selecting communication channels 409
PART 5 16.5 Interpersonal skills for communicating 413

LEADING 16.6
16.7
Communicating in context
Think clearly to connect practice,
416

theory and skill 418

Develop a skill: present ideas to an audience 419

CHAPTER 14 Summary 420

INFLUENCING 354 Test your understanding 421

Read more 421
Case study: W.L. Gore and Associates
Go online 422
in Europe 355
14.1 Introduction 356
14.2 Managing and leading depend CHAPTER 17
on influencing 357
TEAMS 424

14.3 Traits models 360 Case study: Cisco Systems 425

14.4 Situational (or contingency) models 362 17.1 Introduction 426
14.5 Gaining and using power 365 17.2 Tasks and types of teams 427
14.6 Choosing tactics to influence others 368 17.3 Crowds, groups and teams 430
14.7 Influencing through networks 369 17.4 Stages of team development 435
14.8 Think clearly to connect practice, 17.5 Team processes 438
theory and skill 371 17.6 Outcomes of teams – for members
Develop a skill: setting ‘end-of-event’ goals 372 and organisations 440
Summary 373 17.7 Teams in context 442
Test your understanding 374 17.8 Think clearly to connect practice,
Read more 374 theory and skill 443
Go online 375 Develop a skill: observing team processes 445
Summary 446

CHAPTER 15 Test your understanding 446

MOTIVATING 376 Read more 447

Go online 447
Case study: The Eden Project 377
15.1 Introduction 378
15.2 Contexts of motivation 380
CHAPTER 18
15.3 The psychological contract 382
MANAGING CHANGE 448

15.4 Behaviour modification 385 Case study: Amazon 449

15.5 Content theories 386 18.1 Introduction 450
15.6 Process theories 388 18.2 Change and the social group – Kurt Lewin 452
15.7 Designing work to be motivating 391 18.3 The wider internal context 455
15.8 Think clearly to connect practice, 18.4 External contexts 458
theory and skill 395 18.5 Theories of change 459
Develop a skill: design a motivating job 396 18.6 Stakeholders and interest groups 464
Summary 397 18.7 Think clearly to connect practice,
Test your understanding 398 theory and skill 465
Read more 398 Develop a skill: identifying stakeholders
Go online 399 and their interests 466
Summary 467

CHAPTER 16 Test your understanding 468

COMMUNICATING 400 Read more 469

Go online 469
Case study: Facebook 401
16.1 Introduction 402
Part 5 Case: British Heart Foundation 470
16.2 Communicating to add value 403
 CONTENTS xi

CHAPTER 20
CONTROL AND PERFORMANCE
PART 6 MEASUREMENT 500

CONTROLLING Case study: Performance management

in the NHS 501
20.1 Introduction 502
20.2 The control process 502
CHAPTER 19 20.3 Strategies for control – mechanistic
MANAGING OPERATIONS AND QUALITY 478 or organic? 505
Case study: Zara 479 20.4 Tactics for control 507
19.1 Introduction 480 20.5 How to measure performance 510
19.2 The transformation process view of 20.6 Human considerations in control 515
operations 480 20.7 Think clearly to connect practice,
19.3 Operations management and theory and skill 516
competitiveness 484 Develop a skill: monitoring progress on a task 518
19.4 Operations processes 488 Summary 519
19.5 Main activities of operations 491 Test your understanding 520
19.6 Quality 493 Read more 520
19.7 Think clearly to connect practice, Go online 520
theory and skill 496
Develop a skill: assessing what customers Part 6 Case: Tesco 521
mean by quality 497
Summary 498 Glossary 526
Test your understanding 499 References 538
Read more 499 Index 554
Go online 499
PREFACE TO THE
EIGHTH EDITION

This eighth edition takes account of helpful comments Chapter 7 (Planning (previously 6)) – more on the
from staff and students who used the sixth edition, troubles at Crossrail, and some good research on
and the suggestions of reviewers (please see below). how people plan to use their time – which is the
The book retains the established structure of six parts, new ‘Develop a skill’ topic.
and twenty chapters – though Managing Change re- Chapter 8 (Managing strategy) – more on GKN,
places Finance and Budgetary Control (still available with evidence about poor performance of senior
on the Companion Website). Within that structure managers in the time before the Melrose bid (which
each chapter has been updated where necessary, with most media comment seemed to overlook). Also
many new and current examples both in the narrative a new research-based example of a local manager
and in the Management in Practice features. New em- successfully adapting an inadequate strategic plan.
pirical research maintains the academic quality.
Chapter 10 (Structure) – empirical research on
Responding to concerns about ‘textbook fatigue’,
formalisation and how it affects whether public
this edition is shorter than previous ones, though the
employees follow rules; also more on developments
same amount of material is available to students. Each
in the Chapter case – GSK.
chapter contains what the author sees as the ‘core’
theories and approaches which will be most useful Chapter 13 (Entrepreneurship, creativity and inno-
to students at an introductory level. Other material vation) – new (two-part) Management in Practice
which is probably less essential is now included on the feature following an entrepreneur’s early years in
Companion Website, with a clear link from the text to business.
the website where needed. Chapter 14 (Influencing) – new Chapter case –
Examples of updating and revisions in chapter con- W. L. Gore and Associates in Europe, which illus-
tents are: trates their unusual, but successful, approach to
managing.
Chapters Chapter 15 (Motivating) – much of the historical
Chapter 1 (Managing in organisations) – includes material is now on the Companion Website, with
the ‘triple bottom line’ as a way of assessing per- a table summarising the research outcomes. New
formance, and introduces the new ‘Think clearly empirical research on job characteristics theory.
to connect practice, theory and skill’ feature in Chapter 18 (Managing change) – a new chapter, with
Section 1.10. The idea that managers add value by Amazon as the Chapter case. Outlines and illustrates
performing tasks and processes within a context is
Lewin’s force-field theory, forms of change and
also introduced. alternative, and complementary, theories of change,
Chapter 3 (Organisation cultures and contexts) – as well as understanding stakeholders (‘Develop a
additional empirical material in the BBC case, and skill’ feature).
another study tracing the formation of a cultures
in a call-centre which appeared to encourage mis-
Academic content This has been extended and
selling over customer care.
updated where appropriate, with over 90 new refer-
Chapter 5 (Corporate responsibility) – new empiri- ences, mostly reporting empirical research to enable
cal work applying CR principles to employees’ wel- students develop the habit of seeking the empirical
fare, and a new overview of CR research. evidence behind management ideas. Examples include
Chapter 6 (Making decisions (previously 7)) – new new research on social entrepreneurship in Chapter 1,
material in the IKEA case as it starts to make major on culture and risk taking amongst entrepreneurs in
changes to its way of working, and a study of in- Chapter 3, on task and process conflict over strategy in
vestors using instinct as well as rationality in their Chapter 8, on bureaucratic intensity and performance,
decisions. and on the ‘big five’ personality traits, in Chapter 14.
 xiv PREFACE TO THE EIGHTH EDITION

Cases These have been revised and updated where Chapter 4 – Mindfulness
appropriate, and two are completely new – W. L. Chapter 5 – Clarifying values
Gore (Chapter 14) and Amazon (Chapter 18).
Chapter 6 – Setting success criteria
Features Many of the Management in Practice fea- Chapter 7 – Planning to use your time effectively
tures have been updated and renewed, as have some Chapter 8 – Setting clear goals
Key Ideas. There are over 90 new references and ad- Chapter 9 – Identifying customer needs
ditional suggestions for Further Reading. Several of
the Case Questions and Activities have been revised Chapter 10 – Coordinating work
to connect more closely with the theories being pre- Chapter 11 – Preparing for an interview
sented. The Learning Objectives are reflected in Sum- Chapter 12 – Setting a project agenda
mary section at the end of each chapter, and in the Chapter 13 – Practising everyday creativity
‘Test your understanding’ feature.
Chapter 14 – Setting ‘end-of-event’ goals when
Test your understanding As before, there is a set of influencing
questions at the end of each chapter to help students Chapter 15 – Design a motivating job
assess their progress towards the learning objectives. Chapter 16 – Present ideas to an audience
Think clearly to connect practice, theory and Chapter 17 – Observing team processes
skill Section 1.8 in Chapter 1 presents the components Chapter 18 – Identifying stakeholders and their in-
of clear (formerly ‘critical’) thinking – assumptions, con- terests
text, alternatives and limitations. Section 1.9 presents Chapter 19 – Assessing what customers mean by
the view that these thinking skills are equally useful as quality
students evaluate a management practice, a theory about
Chapter 20 – Monitoring progress on a task
management, and as they reflect on how they develop
their management skills. The last numbered section in I do not envisage that many will work on the skills
each chapter puts this idea into practice. The table pro- in every chapter – it is a resource to be used as teachers
vides a structure for them to consider systematically an think best. The Instructors Manual includes a sugges-
aspect of management practice from the Chapter case, tion on how it could complement the academic con-
and to use the same structure to plan how they would tent of a course.
organise their answer to a typical assessment question
Read more For students who want to read more
on the subject of the chapter. The ‘Develop a skill’ sec-
about the topic. The format varies, but usually in-
tion follows, with the suggestion that they can also think
cludes a mix of classic texts, one or two contemporary
clearly as they reflect on how they approached that.
ones, and a couple of academic papers which repre-
This arrangement reflects a belief that students and
sent good examples of the empirical research that un-
employers are seeking more connections between aca-
derlies study of the topic.
demic work and employment. I hope this new section
provides a coherent way to integrate practice, theory
Go online Each chapter concludes with a list of the
and skills throughout the text, as a firm foundation
websites of companies that have appeared in it, and a
for students’ careers. For teachers, the section offers
suggestion that students visit these sites (or others in
many opportunities to build assignments, projects and
which they have an interest) to find more information
tutorial work.
related to the chapter. This should add interest and
help retain topicality.
Develop a skill As before this feature is consistently
based on two theoretical structures: (1) a theoretical Part cases The Part cases are intended to help stu-
model in the chapter showing the underlying rationale dents engage with text material throughout the Part.
for developing this skill; and (2) an established model The common principle is to encourage students to de-
of skill development, which informs the structure of velop their ‘contextual awareness’ by seeing how or-
each ‘Develop a skill’ feature. The skills are listed here ganisations act and react in relation to, amongst other
by Chapter. things, their environment. The common structure
Chapter 1 – Networking therefore is:
Chapter 2 – Self-awareness ● The company – material on the company and ma-
Chapter 3 – Present a reasoned case jor recent developments
 PREFACE TO THE EIGHTH EDITION xv

● Managing to add value – some ways in which man- graph giving examples of the skills (such as informa-
agers appear to have added value tion gathering, analysis and presentation) they have
● The company’s context – identifying between three developed from this task, and how to build this into
and five contextual factors a learning record.
● Current management dilemmas – drawing on the The other skills are developed by successive tasks
previous sections to identify pressing issues which ask them to reflect on how they worked on the
● Part case questions – now in two groups – the first ‘Business awareness’ task – solving problems, thinking
looking back to the material in the text, the second critically and so on.
more focused on the company, and so perhaps of- I do not envisage that many will work through all
fering a link to ‘employability skills’ – see below. of the tasks in every Part – it is a resource to be used as
teachers and their students think best. I hope that teach-
As well as supporting individual learning, these ex-
ers and students find this new feature valuable, and
tended cases could be suitable for group assignments
look forward to feedback and comments in due course.
and other forms of assessment.

Employability skills (Now on the Companion Web- List of reviewers We would like to express thanks to
site) This section on ‘Employability skills – preparing the original reviewers and review panel members who
for the world of work’ is a response to the growing have been involved in the development of this book.
expectations that universities and colleges do more to We are extremely grateful for their insight and helpful
improve the employability of their students. The organ- recommendations.
ising principle is to provide a structured opportunity for
David Monciardini, Senior Lecturer in Manage-
the student to develop and record evidence about six
ment, University of Exeter Business School
commonly cited employability skills:
Dr Martin Rich, Course Director, BSc Business
● Business awareness Management, Cass Business School
● Solving problems Dr Maria Elisavet Balta, Kent Business School,
● Thinking critically University of Canterbury
● Team working Julian Campbell, MBA Director, Norwich Business
● Communicating School, University of East Anglia
● Self-management Mrs Judi Morgan, Senior Lecturer in Management
To help do this, students are asked to work through Development, University of Central Lancashire
tasks which link the themes covered in the Part to the Dr Evangelos Markopoulos, Associate Lecturer,
six skills (sometimes called capabilities and attributes) Queen Mary University London, School of Busi-
which many employers value. The layout should help ness Management
students to record their progress in developing these Jane Parker, De Montfort University
skills, and articulate them to employers during the se- Dr. Shahnaz Ibrahim, Senior Teaching Fellow in
lection processes. Strategy & Entrepreneurship, University of South-
The basis of these tasks is the large Part case. The ampton
Employability section builds on this by setting alter- Simon Bishop, University of Nottingham
native tasks relating to the Part case (to be chosen by Dr Vanessa Beck, University of Bristol
the student or the instructor as preferred). That task Dr Anne Smith, Senior Lecturer, Department of
in itself relates to the business awareness theme – and Business Management, Glasgow School for
concludes by asking the student to write a short para- Business and Society
PREFACE TO THE
FIRST EDITION

This book is intended for readers who are undertaking European experience and research in management.
their first systematic exposure to the study of manage- The case studies and other material build an aware-
ment. Most will be first-year undergraduates follow- ness of cultural diversity and the implications of this
ing courses leading to a qualification in management for working in organisations with different manage-
or business. Some will also be taking an introductory rial styles and backgrounds.
course in management as part of other qualifications
(these may be in engineering, accountancy, law, infor-
Integrated perspective
mation technology, science, nursing or social work)
and others will be following a course in management To help the reader see management as a coherent
as an element in their respective examination schemes. whole, the material is presented within an integrative
The book should also be useful to readers with a first model of management and demonstrates the relation-
degree or equivalent qualification in a non-manage- ships between the many academic perspectives. The
ment subject who are taking further studies leading to intention is to help the reader to see management as
Certificate, Diploma or MBA qualifications. an integrating activity relating to the organisation as a
The book has the following three main objectives: whole, rather than as something confined to any one
● to provide newcomers to the formal study of man- disciplinary or functional perspective.
agement with an introduction to the topic; While the text aims to introduce readers to the
● to show that ideas on management apply to most traditional mainstream perspectives on management
areas of human activity, not just to commercial en- which form the basis of each chapter, it also recog-
terprises; and nises that there is a newer body of ideas which looks
● to make the topic attractive to students from many at developments such as the weakening of national
backgrounds and with diverse career intentions. boundaries and the spread of information technol-
ogy. Since they will affect the organisations in which
Most research and reflection on management has readers will spend their working lives, these newer
focused on commercial organisations. However, there perspectives are introduced where appropriate. The
are now many people working in the public sector text also recognises the more critical perspectives that
and in not-for-profit organisations (charities, pressure some writers now take towards management and or-
groups, voluntary organisations and so on) who have ganisational activities. These are part of the intellec-
begun to adapt management ideas to their own areas tual world in which management takes place and have
of work. The text reflects this wider interest in the important practical implications for the way people
topic. It should be as useful to those who plan to enter interpret their role within organisations. The text in-
public or not-for-profit work as to those entering the troduces these perspectives at several points.
commercial sector.

Relating to personal experience

European perspective
The text assumes that many readers will have little if
The book presents the ideas from a European perspec- any experience of managing in conventional organisa-
tive. While many management concepts have devel- tions, and equally little prior knowledge of relevant
oped in the United States, the text encourages readers evidence and theory. However, all will have experi-
to consider how their particular context shapes man- ence of being managed and all will have managed
agement practice. There are significant cultural differ- activities in their domestic and social lives. Wherever
ences that influence this practice, and the text alerts possible the book encourages readers to use and share
the reader to these – not only as part of an increas- such experiences from everyday life in order to explore
ingly integrated Europe but as part of a wider interna- the ideas presented. In this way the book tries to show
tional management community. So the text recognises that management is not a remote activity performed
 xviii PREFACE TO THE FIRST EDITION

by others, but a process in which all are engaged in skills of gathering data, comparing evidence, reflect-
some way. ing and generally enhancing self-awareness. It not
Most readers’ careers are likely to be more frag- only transmits knowledge but also aims to support
mented and uncertain than was once the case and the development of transferable skills through indi-
many will be working for medium-sized and smaller vidual activities in the text and through linked tutorial
enterprises. They will probably be working close to work. The many cases and data collection activities
customers and in organisations that incorporate di- are designed to develop generic skills such as commu-
verse cultures, values and interests. The text therefore nication, teamwork, problem solving and organising –
provides many opportunities for readers to develop while at the same time acquiring relevant knowledge.
ACKNOWLEDGEMENTS

This book has benefited from the comments, criticisms author. In the fifth edition Dr Steve Paton contributed
and suggestions of many colleagues and reviewers of the new material to Chapters 13 and (now) 20. In the sixth
seventh edition. It also reflects the reactions and com- and subsequent edition both chapters were revised by
ments of students who have used the material and ear- the author. Dickon Copsey, Employability Officer in
lier versions of some of the cases. Their advice and the College of Social Sciences, University of Glasgow,
feedback have been of immense help. gave much valuable advice on the employability mate-
The author wrote all of this edition, though col- rial at the end of each Part.
leagues wrote some chapters in earlier editions. In preparing this edition I benefited from the help
Chapter 11 (Human Resource Management) was cre- provided by Phillip Hickman and his colleagues at
ated by Professor Phil Beaumont and then developed the University of Winchester Library, by staff at the
by Dr Judy Pate and Sandra Stewart: in the sixth University of Southampton Library, and by Dr David
and subsequent editions it was revised by the author. Cross of Southampton Business School: I am very
Chapter 18 (Managing operations and quality) was grateful for their support.
created by Professor Douglas Macbeth and then devel-
oped by Dr. Geoff Southern and Dr. Steve Paton: in David Boddy
the sixth and subsequent editions it was revised by the Alresford, 2019
PUBLISHER’S
ACKNOWLEDGEMENTS

Text credit(s): HarperCollins: Taylor, F.W. (1917) The Principles of

Scientific Management, HarperCollins, New York. 42
7 Taylor & Francis Group: Hales, C. (2001) Managing Simon & Schuster: Levy, S. (2011) In the Plex: How
Through Organization: The Management Process, Google Thinks, Works and Shapes our Lives, p. 159,
Forms of Organization and the Work of Managers, Simon and Schuster, New York. 42 SAGE Publica-
Routledge, London. 8 Simon & Schuster: Levy, S. tions: Adler, P.S. and Borys, B. (1996) ‘Two types of
(2011) In the Plex: How Google Thinks, Works and bureaucracy: Enabling and coercive’, Administrative
Shapes our Lives, Simon and Schuster, New York. Science Quarterly, vol. 41, no. 4, pp. 422–36. 45 Taylor
p. 159. 8 Pearson Education: Fayol, H. (1949) General & Francis Group: Mayo, E. (1949) The Social Prob-
and Industrial Management, Pitman, London. 9 The lems of an Industrial Civilisation, p. 64, Routledge and
Financial Times Limited: Jacobs, E. (2013) The art of Kegan Paul, London. 45 Pearson Education: Based on
managing artists’ egos, September 15. © The Financial data from Roethlisberger and Dickson (1939). From
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Another Random Scribd Document
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The Project Gutenberg eBook of The Story of
the Book of Mormon
This ebook is for the use of anyone anywhere in the United States
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Title: The Story of the Book of Mormon

Adapter: George Reynolds

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*** START OF THE PROJECT GUTENBERG EBOOK THE STORY OF

THE BOOK OF MORMON ***
THE GLORIOUS APPEARING OF JESUS TO THE NEPHITES.
Copy of painting by Wm. T. Armitage in the Logan Temple.
 THE STORY

OF THE

BOOK OF MORMON.

By ELDER GEORGE REYNOLDS.

Author of "The Myth of the Manuscript Found;" "Are we of Israel?"

Treatise on "The Book of Abraham;" "Dictionary of the Book
of Mormon;" "Concordance of the Book of Mormon."

"Truth shall spring out of the earth; and righteousness shall

look down from heaven."—Psalm, LXXXV, 11.

FOURTH EDITION.
 PRESS OF
HILLISON & ETTEN CO.
CHICAGO

Entered according to act of Congress, in the year 1888, by

GEORGE REYNOLDS
In the office of the Librarian of Congress at Washington.
 PREFACE
HE Book of Mormon is the record of God's dealings with the
T peoples of ancient America, from the age of the building of the
Tower of Babel to four hundred and twenty-one years after the
birth of Christ. It is the stick of Ephraim, spoken of by Ezekiel: the
Bible of the western continent. Not that it supersedes the Bible or in
any way interferes with it, any more than the history of Peru
interferes with or supersedes the history of Greece; but, on the
other hand, in many places it confirms Bible history, demonstrates
Bible truths, sustains Bible doctrines, and fulfills Bible prophecy.
For many years we have taken great pleasure in perusing its sacred
pages and studying its truths. The more we read it the more we
found it contained. Like other inspired records, every time it was
opened we discovered new and oft-times unexpected testimonies of
its divinity. From reading it we turned to writing of it; and much that
this volume contains has been penned at various intervals, from the
days we were in prison for conscience sake, where portions were
written, to the present. And now we present it to the reader with the
feeling that the work is but commenced; that what remains unsaid is
probably as important as what is given, but with the hope that what
we have done will not prove ineffectual in spreading the truth, in
increasing knowledge concerning God's dealings with mankind, and
aiding in the development of the purposes of Jehovah. If this be
accomplished we shall feel that great has been our reward.
This volume presents one unique feature, in that it is the first
attempt made to illustrate the Book of Mormon; and we have
pleasure in realizing that the leading illustrations are the work of
home artists. To break fresh ground in such a direction is no light
undertaking; the difficulties are numerous, none more so than the
absence of information in the Book of Mormon of the dress and
artificial surroundings of the peoples whose history it recounts. Each
artist has given his own ideas of the scenes depicted, and as so
much is left to the imagination, some readers will doubtless praise
where others will blame; and the same effort will be the subject of
the most conflicting criticism.
Not the least interesting feature of the book will, we believe, be
found in the reproductions of portions of certain ancient Aztec
historical charts. These have been the subjects of controversy for
centuries past; many efforts have been made at their translation;
but all such attempts have been ineffectual, and in many cases
ludicrous. It required the publication of the Book of Mormon to turn
on them the light of divine truth, when their intent at once became
apparent. Others, we trust, in time will be discovered which will be
added testimonies to its genuineness and divine authenticity, as well
as to the sacred mission of the instrument in God's hands in bringing
it forth—the youthful Prophet, Joseph Smith.
Geo. Reynolds
December, 1888.
 CONTENTS.

INTRODUCTION.

America the first inhabited of all Lands—Its Ancient

Peoples—The Garden of Eden—The Antediluvians—
The Jaredites—The Nephites and Lamanites 15

CHAPTER I.

Ancient Jerusalem—Lehi—His Vision—His Call to Preach

to the Jews—They Persecute Him—He is
Commanded of God to take his Family into the
Wilderness—Their Departure—The Return of his
Sons to Jerusalem to obtain the Records. They are
ill-treated by Laban—His Death—Zoram
Accompanies the Brothers into the Wilderness 18

CHAPTER II.

The Rejoicing Over the Records—Nephi and his

Brothers again Return to Jerusalem—They Conduct
Ishmael and his Family into the Wilderness—Lehi's
Dream—The Tree of Life—The Rod of Iron—The
Boturini Manuscript—Nephi's Vision 25

CHAPTER III.
Marriages in the Company—The Liahona—The Journey
Continued—Nephi Breaks his Bow—Death of
Ishmael—They Reach the Ocean—Nephi Builds a
Ship—They Cross the Great Waters and Reach the
Promised Land 35

CHAPTER IV.

The Promised Land—Chili—Its Natural Productions—

The Death of Lehi—His Blessing on his posterity—
Prophecies of his Ancestor Joseph 44

CHAPTER V.

The Nephites and Lamanites Separate—The Nephites

seek a New Home—Nephi Chosen King—He Builds a
Temple—Instructs his People in the Arts of Peace—
War with the Lamanites—The Sword of Laban—
Nephi's Death—Jacob, his Brother, Becomes the
Chief Priest—Jacob's Teachings on Marriage 47

CHAPTER VI.

The Condition of the Lamanites—Sherem, the First

Anti-Christ—His Recantation and Dreadful End 50

CHAPTER VII.

Enos, the Son of Jacob—The Nephites and Lamanites

of his Day—His Testimony and Prophecies 53

CHAPTER VIII.
Jarom—Omni—Amaron—Chemish—Abinadom—Amaleki
—Mosiah—Review of Nephite History for Four
Hundred Years 55

CHAPTER IX.

Causes that Led to the Migration from the Land of

Nephi—The People of Zarahemla—Mulek and his
Colony—The Fusion of the Two Nations—Mosiah
made King—His Happy Reign 59

CHAPTER X.

The Reign of King Benjamin—The Progress of his

People—His Last Great Speech—He Establishes the
Church of Christ—All the People Covenant with God
—Mosiah II. Anointed King 64

CHAPTER XI.

Zeniff Returns to the Land of Nephi—His Treaty with

the Lamanites—The Prosperity of the People of
Zeniff—The Treaty Broken—War—Peace and Wars
Again—The Death of Zeniff—Noah's Wicked Reign—
His Wars with the Lamanites—The Prophet Abinadi
—His Terrible Message of God's Wrath—He is
Martyred—Alma—He Pleads for Abinadi—Is Cast
Out—Flees to the Place of Mormon 69

CHAPTER XII.
The Waters of Mormon—Alma, Helam and Others
Baptised Therein—The Church Organized—The King
Warned—He Sends Troops—Alma and his People
Flee to the Land of Helam—They Build a City 77

CHAPTER XIII.

King Noah's Subjects Rebel—Gideon—The Lamanites

Invade Lehi-Nephi—The Nephites Retreat—A Part
Surrender—The New Terms of Peace—Noah is
Burned to Death—Limhi made King—Noah's Priests
Escape—They seize some Lamanite Maidens—
Another War—The Nephites Victorious—The King of
the Lamanites wounded—Mutual Explanations 80

CHAPTER XIV.

The Bondage of the People of Limhi—An Expedition

North—Finding of the Jaredite Records—The Arrival
of Ammon—The People of Limhi Escape—The
Pursuit—The Amulonites—The People of Alma—They
are Brought into Bondage—Their Deliverance 84

CHAPTER XV.

Mosiah's Good Reign—The Circumstances of his Advent

—He Assembles the People—The Baptism of Limhi—
Churches Organized Throughout the Land 89

CHAPTER XVI.
The Unbelief of the Youth of Zarahemla—The Younger
Alma and the Sons of Mosiah—They Encourage the
Persecutions Against the Church—They are Met by
an Angel—His Message—Alma's Awful Condition—
His Vision and Testimony—The Changed Life of the
Young Men 92

CHAPTER XVII.

The Growth of the People in Zarahemla—They Build

Many Cities—Mosiah's Sons Desire to Take a Mission
to the Lamanites—Mosiah Inquires of the Lord—The
Divine Answer 96

CHAPTER XVIII.

Mosiah's Sons Refuse the Kingdom—He Grants the

People a Constitution—The People to Elect their
Rulers—Alma, the Younger, First Chief Judge 98

CHAPTER XIX.

The Mission of the Sons of Mosiah to the Lamanites—

Their Journey in the Wilderness—Ammon Brought
before King Lamoni—The Conflict at the Waters of
Sebus—The Miraculous Conversion of Lamoni and
his Family—Abish the Waiting Woman 100

CHAPTER XX.
106
Ammon and Lamoni Start for the Land of Middoni—
They Meet the Old King—His Rage at Seeing
 Ammon—He Endeavors to Kill his Son—Aaron and
his Brethren Liberated—A Sketch of their Labors
and Sufferings—The Conversion of Lamoni's Father
and his Household

CHAPTER XXI.

The King Issues a Proclamation—The Results of the

Labors of the Sons of Mosiah—The People of Anti-
Nephi-Lehi—They Bury their Weapons of War—Are
Massacred by the Thousand—They Remove to the
Territory of the Nephites, who give them the Land
of Jershon 110

CHAPTER XXII.

Review of the Mission of the Sons of Mosiah—Its

Importance and Great Length—Its Results to Both
Races—The Dates of its Leading Occurrences 114

CHAPTER XXIII.

The Days of the Judges—Their Names and Reigns—The

Heresy of Nehor—He Slays Gideon and is Executed
—Amlici's Rebellion—The Battle of Amnihu—The
Conflict at the Crossing of the Sidon—A Third Battle 117

CHAPTER XXIV.
124
Alma Resigns the Chief Judgeship—Nephihah Chosen—
Alma Ministers in Zarahemla, Gideon, Melek and
Ammonihah—Condition of the Last Named City—It
Rejects the Message Alma Bears—An Angel Meets
 Him—Amulek—The Lawyer Zeezrom—The Great
Controversy—Zeezrom Converted and Cast Out—
The Martyrdom of the Believers—Alma and Amulek
in Prison—Their Deliverance

CHAPTER XXV.

Zeezrom Sick with Fever—His Miraculous Recovery—

The Destruction of Ammonihah—The Invasion of
the Land of Noah—Zoram, the Nephite Commander,
Seeks the Mind of the Lord—It is Given—Its Results
—The War Ended—Alma's Ministrations 131

CHAPTER XXVI.

Korihor, the Anti-Christ—His False Teachings and

Blasphemy—He is Taken before Alma—Is Struck
Dumb—His Miserable End—The Heresy Rooted Out 135

CHAPTER XXVII.

Zoram and the Zoramites—Their Peculiar Heresy—The

Land of Antionum—The Rameumptom—Alma's
Mission to these People—Those Who Receive His
Teachings Persecuted—They Flee to Jershon 139

CHAPTER XXVIII.

Another War—Moroni the Leader of the Nephites—The

Tactics of the Lamanites—Zerahemnah—The Battle
at Riplah—Defeat of the Lamanites 144
 CHAPTER XXIX.

Alma's Charge to His Sons—He Transfers the Records

to Helaman—He Leaves This World—Zeezrom's
Latter Days—Helaman's Ministrations 147

CHAPTER XXX.

Amalickiah—His Apostasy and Treason—Moroni's Title

of Liberty—The Nephites Respond to His Call—
Lehonti—He is Poisoned by Amalickiah—The King of
the Lamanites Treacherously Slain—Amalickiah
Marries the Queen and is Proclaimed King—A
Disastrous Lamanite Raid 149

CHAPTER XXXI.

A Few Years of Peace—Teancum—The Contention

Between Lehi and Morianton—Amalickiah's Terrible
Invasion—His Success—He is Stopped at Bountiful
by Teancum—Teancum Slays Amalickiah—Ammoron
Made King of the Lamanites 156

CHAPTER XXXII.

Jacob the Zoramite—His Characteristics—The Strategy

by Which Mulek Was Taken—The Fierce Battle
between Jacob and the Nephite Forces—Jacob's
Death 159

CHAPTER XXXIII.
The War in the South-west—Antipus—Helaman and His
Two Thousand Sons—Their Valor and Faith—The
Repulse of the Lamanites 162

CHAPTER XXXIV.

The Relief of Manti—The Overthrow of the Kingmen—

Pachus Slain—The Struggle at Moroni—Teancum
Slays Ammoron, but at the Cost of His Own Life—
Teancum's Noble Character 167

CHAPTER XXXV.

Peace Once More—The Results of the War—The Labors

of Helaman—Shiblon Receives the Records—
Hagoth, the Ship-builder—Another War—Moronihah
—Pahoran's Death—Contention Regarding the Chief
Judgeship—Paanchi's Rebellion—The Gadianton
Bands—Assassination of Pahoran II.—Another
Lamanite Invasion 171

CHAPTER XXXVI.

Pacumeni Slain—Helaman Chosen Chief Judge—The

Conspiracy to Slay Him—Kishkumen Killed—The
Prosperity of the Nephites under Helaman 175

CHAPTER XXXVII.
177
The Sons of Helaman—Nephi's Righteous Rule—The
Lamanites Again Invade Zarahemla—They Drive the
Nephites into the Northern Continent—The
 Ministrations of Nephi and Lehi—The Manifestations
of God's Power in the City of Nephi—Aminadab—
The Conversion of the Lamanites—Universal Peace

CHAPTER XXXVIII.

Growth of Evil amongst the Nephites—The Increase of

the Gadianton Robbers—Nephi's Announcement of
the Murder of the Chief Judge—The Discovery—
Nephi Arrested—He is Proven Innocent—God's
Covenant with Him—Increase of Iniquity—A Terrible
Famine—The Welcome Rain—The Trend to Death 184

CHAPTER XXXIX.

Samuel, the Lamanite—His Mission and Prophecies—

The Vain Attempt to Destroy Him—He Returns to
His Own Country 189

CHAPTER XL.

Nephi Translated—His Son Nephi—Time of the Savior's

Coming—The Conspiracy to Slay the Believers—The
Revelation to Nephi—The Promised Signs Appear—
Increase of the Gadianton Robbers—War—
Lachoneus Gathers all the People to One Land—The
End of the Struggle 193

CHAPTER XLI.
197
The Last Chief Judge Murdered and the Republic
Overthrown—The Signs of the Savior's Death
Appear—A Terrible Storm—The Universal Darkness
 —The Unparalleled Destruction—The Terror of those
Hours

CHAPTER XLII.

The Voice from Heaven—The Savior Testifies of Himself

—Silence Throughout the Land—How oft would
Christ have Gathered His People—The Darkness
Departs 202

CHAPTER XLIII.

Christ Appears in the Land Bountiful—The Testimony of

the Father—Jesus Calls Twelve Disciples—His
Teachings to Them and to the Multitude 205

CHAPTER XLIV.

The Fulfillment of the Mosaic Law—"Other Sheep Have

I"—The Ten Tribes—The Events of the Latter Days 208

CHAPTER XLV.

The Savior Heals the Sick—He Blesses the Children of

the Nephites—Angels Minister unto them 210

CHAPTER XLVI.

The Sacrament Administered—The Savior's Teachings

Regarding it—He Confers on His Disciples the Power
to Give the Holy Ghost—He Ascends into Heaven 213
 CHAPTER XLVII.

Jesus Returns and Renews His Teachings—He

Administers the Sacrament—He Explains the
Teachings of the Prophets—The Words of Malachi 216

CHAPTER XLVIII.

The Savior Continues His Ministrations—He Raises a

Man from the Dead—The Labors of the Twelve—The
Name of the Church—The Three who should
Remain 220

CHAPTER XLIX.

The Long Continued Era of Peace and Righteousness—

Death of Nephi—His Son Amos—Amos the Second 223

CHAPTER L.

The Commencement of the Apostasy—It Grows in

Intensity—The Persecution of the Disciples—
Lamanites Again—Re-appearance of the Gadianton
Bands—War—Ammaron Hides the Records 226

CHAPTER LI.

The Last Long Series of Wars—Mormon—The Final

Conflict at Cumorah—The Last of the Nephites 229

CHAPTER LII.
The Historians of the Nephites—The Plates of Nephi—
List of their Custodians—Their Lengthened Years 232

CHAPTER LIII.

The Women of the Book of Mormon—Their Condition

and Position—Abish—Isabel—Marriage—Amulek—
Moroni's Title of Liberty—The Mothers of the
Ammonites—Two Extremes 237

CHAPTER LIV.

Domestic Life Among the Nephites—Household Duties

—Dress—Ornaments—Homes—Food—Manufactures
—Transportation 241

CHAPTER LV.

Agriculture Among the Nephites—Grains—Stock Raising

—Irrigation 247

CHAPTER LVI.

Science and Literature Among the Nephites—Their

Astronomy and Geography—The Learning of Egypt 250

CHAPTER LVII.

The Art of War Among the Nephites—Their Weapons,

Armor and Fortifications—Moroni's Line of Defense 255
 CHAPTER LVIII.

The Laws of the Nephites—The Roman and Nephite

Civilizations—The Laws under the Kings—Position of
the Priesthood—Slavery—Criminal Offenses 262

CHAPTER LIX.

The Laws under the Judges—The Voice of the People—

Elections—Rights of the People—Church and State—
The Criminal Procedure 269

CHAPTER LX.

Laws of the Nephites, Continued—The Division into

Tribes—The Messianic Dispensation—The Final
Convulsion 277

CHAPTER LXI.

The Money of the Nephites—Their Coins—Barley the

Standard of Value 281

CHAPTER LXII.

Personal Appearance of the Nephites—Their Beauty—

Testimony of Remains Found—The Dark-Skinned
Lamanites 284

CHAPTER LXIII.
Language of the Nephites—The Influence of the
Egyptians—Nephite Words—Rameumptom—Liahona
—Rabbanah—The Lamanite Tongue—Word Building 287

CHAPTER LXIV.

Nephite Proper Names—Bible Names—Sariah—Nephi—

Sam—Melek—Jershon—Isabel—Aha, etc.—Prefixes
and Suffixes 294

CHAPTER LXV.

The Lands of the Nephites—Mulek and Lehi—

Zarahemla and Nephi—The Wilderness—The Land of
First Inheritance—The Journeys Northward—The
Waters of Mormon—Lehi—Nephi 300

CHAPTER LXVI.

Nephi in the Hands of the Lamanites—The Lands of

Shemlon, Shilom, Helam, Amulon, Ishmael,
Middoni, Jerusalem, etc. 310

CHAPTER LXVII.

The Lands of the Nephites, Continued—Zarahemla—

Jershon—Antionum—Manti—Gideon 314

CHAPTER LXVIII.
318
Lands of the Nephites, Continued—Minon—Melek—
Ammonihah—Noah—Sidom—Aaron—Lehi—Mulek—
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