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Management
Fifth Canadian Edition
Management
Fifth Canadian Edition

JOHN R. SCHERMERHORN, JR.

Ohio University

DANIEL G. B ACHRACH
University of Alabama

BARRY WRIGHT
Brock University
Production Credits

VICE PRESIDENT AND DIRECTOR Michael McDonald

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 About the Authors

B A RRY WRI GH T is an associate professor and former interim honorary doctorate from the University of Pécs in Hungary. He
dean at the Goodman School of Business at Brock University in was a visiting professor of management at the Chinese Univer-
St. Catharines, Ontario, and is the former director of the Niag- sity of Hong Kong, on-site coordinator of the Ohio University MBA
ara Community Observatory. Presently, Dr. Wright is seconded and Executive MBA programs in Malaysia, and Kohei Miura vis-
to the role of CEO with the Niagara 2022 Canada Summer iting professor at Chubu University in Japan. He has served as
Games, hosting over 5,000 athletes and coaches participating adjunct professor at the National University of Ireland at Galway
in 18 different sports. and advisor to the Lao-American College in Vientiane, Laos. He
Dr. Wright has more than 30 years of experience in the currently teaches an MBA course at Università Politecnica Delle
classroom. Prior to joining the faculty at Brock, he worked as Marche in Ancona, Italy, and Ph.D. seminars in the Knowledge
a professor at St. Francis Xavier University and taught at the and Innovation Management doctoral program at Bangkok Uni-
International Study Centre in Herstmonceux, United Kingdom, versity, Thailand. At Ohio University he has twice been Director of
and at Queen’s University in Kingston, Ontario. He has also the Center for Southeast Asian Studies.
worked as an administrator with the city of Red Deer, Alberta. A member of the Academy of Management, Dr. Scher-
During his career as an educator, Dr. Wright has received sev- merhorn was chairperson of the Management Education and
eral excellence in teaching awards at both the undergraduate Development Division. Management educators and students
and graduate student levels. alike know him as author of Exploring Management 4e (Wiley,
At home in the classroom, Dr. Wright is also comfortable in 2014) and Management 12e (Wiley, 2013), and co-author of
the boardroom. He has served on several boards of directors, Organizational Behavior 4e (Wiley, 2014). Dr. Schermerhorn has
most recently as board chair of the Niagara Health System, and also published numerous articles, including ones in the Acad-
has also provided a variety of training and research consulta- emy of Management Journal, Academy of Management Review,
tions to numerous Canadian private and public organizations. Academy of Management Executive, Organizational Dynamics,
These services have included the development and implemen- Asia-Pacific Journal of Management, Journal of Management
tation of programs in leadership, teamwork, strategic planning, Development, and Journal of Management Education.
diversity management, and managing organizational change. Ohio University named Dr. Schermerhorn a University Profes-
Barry also provides one-on-one coaching sessions for senior sor, the university’s highest campus-wide honour for excellence in
executives who have expressed a desire for outside counsel. undergraduate teaching. He is a popular guest speaker at colleges
He received his MA (Sport Psychology) and Ph.D. (Manage- and universities. He is available for student lectures and class-
ment) degrees from Queen’s University. His academic research room visits, as well as for faculty workshops on scholarly manu-
focuses on understanding and solving leadership challenges, script development, textbook writing, high engagement teaching,
studying change and its influence on organizational members, and instructional and curriculum innovations.
and creating effective work environments.
Barry enjoys being married and being a father, coaching DR . DANIEL (DA N) G . BACHRAC H is the Robert C. and
sports, a trip to the art gallery, travelling, and a good laugh. Rosa P. Morrow Faculty Excellence Fellow and Professor of
Management in the Culverhouse College of Commerce and
Business Administration at the University of Alabama, where he
D R . J O H N R. SC H E RME RH O RN , J R ., is the Charles G. teaches graduate and undergraduate courses in management.
O’Bleness Professor of Management Emeritus in the College Dr. Bachrach earned a Ph.D. in organizational behaviour and
of Business at Ohio University, where he teaches graduate human resource management—with a minor emphasis in stra-
courses in management and organizational behaviour. Dr. tegic management—from Indiana University’s Kelley School of
Schermerhorn earned a Ph.D. in organizational behaviour from Business, an MS in industrial/organizational psychology from
Northwestern University, an MBA (with distinction) in manage- the University of Wisconsin-Oshkosh, and a BA in psychology
ment and international business from New York University, and from Bates College in Lewiston, Maine.
a BS in business administration from the State University of A member of the Academy of Management and the Society
New York at Buffalo. He previously taught at Tulane University, for Industrial and Organizational Psychology, Dr. Bachrach serves
the University of Vermont, and Southern Illinois University at on the editorial boards of the Journal of Applied Psychology and
Carbondale, where he also served as head of the Department Organizational Behavior and Human Decision Processes. He is
of Management and associate dean of the College of Business co-editor of the Handbook of Behavioral Operations Management:
Administration. Social and Psychological Dynamics in Production and Service Set-
International experience adds a unique global dimen- tings (Oxford University Press, 2014), co-author of Transformative
sion to Dr. Schermerhorn’s teaching and writing. He holds an Selling: Becoming a Resource Manager and a Knowledge Broker

v
vi About the Authors

(Axcess Capon, 2014), and senior co-author of 10 Don’ts on Your Journal, Organizational Behavior and Human Decision Processes,
Digital Devices: The Non-Techie’s Survival Guide to Digital Security Personnel Psychology, Journal of Management, Leadership
and Privacy (Apress, 2014). Dr. Bachrach also has published exten- Quarterly, Production and Operations Management, Journal of
sively in a number of academic journals, including Organization ­Operations Management, Journal of Supply Chain Management,
Science, Journal of Applied Psychology, Strategic Management and Journal of Personal Selling and Sales Management.
 Preface

As your career takes flight in today’s global workplace, it will Enriched classroom opportunities—The active and enriched
require careful personal aeronautical navigation. Sometimes classroom is also an embedded theme in Management 5e.
the air currents are gentle and it’s smooth flying. However, Look for these opportunities that make it easy to bring text
sometimes there are large updrafts and downdrafts that pro- content to life in discussions, activities, and individual and
duce course-plotting challenges that need to be managed. team assignments: Evaluate Career Situations, Reflect on the
No matter the conditions, a successful organization requires ­Self-Assessment, Contribute to the Class Exercise, Manage a Crit-
skilled leaders at the point and confident team members who ical Incident, Collaborate on the Team Activity, and Analyze the
know how to fly in formation. Case Study. These enriched instructional components are intro-
With ever-changing technology and market conditions, duced at the very beginning of each chapter as part of What to
facing pandemics and societal problems, yet also always open Look for Inside: Skills Make You Valuable.
to innovation and opportunities, today’s organizations must be
nimble. It requires strategy, planning, teamwork, communica-
tion, and preparation to be able to change course quickly. It is
no longer an option to remain on the ground staring at the sky;
organizations know that taking a calculated yet safe flight path
Management 5e Philosophy
is the route to success.
Today’s students are tomorrow’s leaders and managers. They
As you embark on your learning journey, this text will give
are our hope for the future during the social transformations
you a firm understanding of management theory and practices
of a global pandemic, #me-too and Black Lives Matter move-
that will prepare you to launch your career, no matter which
ments, indigenous reconciliation, labour force migration, and
way the winds blow. Whether you want to become a captain
concerns for the planet, all impacting and influencing work
or a valued team member, Management 5e presents the tools
environments. New values and management approaches are
to succeed.
appearing; organizations are changing forms and practices;
jobs are being redefined and relocated; the impact of the
information age is a major force in our lives; and the battles

New to Management 5e between globalization and protectionism are presenting major

organizational and economic challenges.

Management 5e has been revised and updated with a focus

on Canadian stories and timely real-world content, student
engagement through critical thinking about business and per- Management 5e is designed to help students discover
sonal career issues, and instructor opportunities for enriched their true potential and accept personal responsibility
classroom learning through activities and assignments. for developing their career skills.
Timely content—Every chapter has been updated. Exam-
ples of new and expanded coverage include: learning agility
(Chapter 1), moral muteness (Chapter 3), design thinking and Management 5e and its rich selection of timely examples
root cause analysis (Chapter 4), five Vs of big data ­management and thought-provoking features for analysis and reflection is
(Chapter 7), strategic control (Chapter 9), latent organizations designed for this new world of work. It is crafted to help stu-
(Chapter 11), nudge theory (Chapter 12), ­binational approaches dents understand that management is real and is an everyday
to HR practices (Chapter 13), character leadership and power part of their lives. By engaging with Management 5e, students
paradox (Chapter 14), willful blindness and progress princi- explore the essentials of management while also discovering
ple (Chapter 15), six thinking hats (Chapter 17), and right-ear their true potential for developing useful career skills. The con-
advantage and sense-­making (Chapter 18). tent, pedagogy, and features of this edition have been carefully
Student engagement features—Student engagement is an blended to support management educators who want their
embedded theme in Management 5e. Look for these features students to:
that bring life to disciplinary content: Analysis—Make Data Your
Friend, Choices—Think before You Act, Ethics—Know Right from • understand and apply the principles of management,
Wrong, Insight—Keep Learning about Yourself, and Wisdom— • gain confidence in critical thinking,
Learn from Role Models. Each feature is designed and visually • identify timely social and organizational issues,
presented to attract students’ attention and engage them in
• embrace lifelong learning for career success,
reflection and critical thinking. These features are introduced
at the beginning of each chapter as part of What to Look for • become attractive internship and job candidates, and
Inside: Management Is Real. • grow in career readiness.
vii
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viii Preface

Management 5e Pedagogy accreditation guidelines of the Association to Advance Colle-

giate Schools of Business (AACSB), while still allowing exten-
sive flexibility to fit various course designs, class sizes, and
The pedagogical foundations of Management 5e are based on delivery formats.
four constructive balances that are essential to higher educa- The timely content offers flexibility in meeting a wide vari-
tion for business and management. ety of course objectives and instructor preferences. The material
is organized into five logical parts—Management, Environment,
• The balance of research insights with formative education.
Planning and Controlling, Organizing, and Leading. These parts
As educators we must be willing to make choices when bring-
and the accompanying material can be used in any order and
ing the theories and concepts of our discipline to the atten-
combination. All content has been updated and enriched with
tion of the introductory student. We cannot do everything in
new features and examples from the latest current events.
one course. The goal should be to make good content choices
that set the best possible foundations for lifelong learning.
Learning Model
Our goal as educators should be to make good
content and pedagogical choices that set the best The Management 5e learning model makes it easy for students
possible foundations for lifelong learning. to read, study, reflect, and use critical thinking. Their attention is
focused on building management skills and competencies through
active learning and on discovering that management issues and
• The balance of management theory with management themes permeate current events that effect everyday living.
practice. As educators we must understand the compel-
ling needs of students to learn and appreciate the applica-
tions of the material they are reading and thinking about. The Management 5e learning model makes it easy for
We must continually bring to their attention interesting students to study, reflect, and use critical thinking as
and relevant examples. they read.
• The balance of present understandings with future pos-
sibilities. As educators we must continually search for the
Each chapter opens with a compelling photo and quote,
directions in which the real world of management is heading.
followed by a learning dashboard that provides a Chapter
We must select and present materials that can both point
Quick Start overview, list of Learning Objectives, and a What
students in the right directions and help them develop the
to Look for Inside directory in two parts: Management Is
confidence and self-respect needed to pursue their goals.
Real—with features on Choices, Insight, Analysis, Ethics, and
• The balance of what “can” be done with what is, purely Wisdom; and Skills Make You Valuable—with features to Eval-
and simply, the “right” thing to do. As educators we are uate, Reflect, Contribute, Manage, Collaborate, and Analyze.
role models; we set an example for our students. We must ­Figures provide visual support for student comprehension as
be willing to take stands on issues relating to managerial concepts, theories, and terms are introduced. Selected figures
ethics and social responsibility. We must be careful not to also appear as interactives in the course. The Management
let the concept of “contingency” betray the need for posi- ­Learning Review section at the end of each chapter helps stu-
tive action and accountability in managerial practice. dents prepare for quizzes and exams by ­completing a Learning
Objective Summary and Self-Test. Interactive self-­assessments
We are role models . . . we must be willing to take give students a chance to engage with some of the end-
stands on issues such as managerial ethics and of-chapter questions in an online environment.
social responsibility.

Self-Reflection, Active Learning, and

Our students have pressing needs for direction as well as sug-
gestion. They need application as well as information. They have
Critical Thinking
needs for integration as well as presentation. And they have the The What to Look for Inside guide in the learning dashboard
need for confidence that comes from solid understanding. Our points out the many features in Management 5e that provide
goal is to put into your hands and into those of your students a students with important opportunities for self-reflection, active
learning resource that can help meet these needs. learning, and critical thinking. Management Is Real features
current events, timely issues, and real people and situations to
build awareness and stimulate personal reflection.
Management 5e Highlights At the end of each chapter, Skills Make You Valuable fea-
tures provide a variety of opportunities to build management
Management 5e introduces the essentials of management as skills through individual and team learning activities.
they apply to organizations and careers in a complex global A sampling of the Management Is Real and Skills Make You
society. The subject matter is carefully chosen to meet the Valuable features follows:
 Preface ix

What to Look for Inside

Management Is Real Skills Make You Valuable

4.1 Analysis Make Data Your Friend • Evaluate Career Situations:
Social Attitudes Shift on Women at Work, but Concerns for What Would You Do?
Equality Persist • Reflect on the Self-Assessment:
4.2 Ethics Know Right from Wrong Tolerance for Ambiguity

Offshore E-Waste Graveyards Bury a Problem • Contribute to the Class Exercise:

The Future Workplace
4.3 Insight Keep Learning about Yourself
• Manage a Critical Incident:
Risk Taking Has Its Ups and Downs
It’s Also about Respect
4.4 Wisdom Learn from Role Models
• Collaborate on the Team Activity:
The Westons Take the Cake Organizational Commitment to Sustainability Scorecard
4.5 Choices Think before You Act • Analyze the Case Study:
Sustainability Ranks Low among Global Executive Challenges Patagonia: Leading a Green Revolution

Management 5e Exceptional • Video cases: Video cases accompanying each chap-

ter help to illustrate and expand on relevant topics and

Content in Any Media allow for further analysis and critical thinking.
The videos are accompanied by teaching notes that
provide starting points for lectures or for general class
Wiley online courseware is a teaching and learning platform discussion.
that integrates text with interactive and multimedia content, • Management Weekly Updates: These timely updates keep
online tools, and resources to provide a contemporary and you and your students updated and informed on the very
appealing learning experience. Offering Wiley online course- latest in business news stories. Each week you will find
ware along with a stand-alone eText and practical printed text links to five new articles, video clips, business news sto-
options allows the flexibility to suit any course format, whether ries, and so much more with discussion questions to elab-
it be face-to-face, a hybrid/blended learning environment, or orate on the stories in the classroom.
an online class. Features include:

• a complete version of the eText

• Author videos: These videos summarize key points and
provide examples and illustrations to enhance student
engagement and understanding.

Acknowledgements
Writing is always a big task and there are many people who have I would like to offer my particular thanks to Dr. Linda Bramble, who was
contributed greatly to this project. Special thanks go to Courtney both innovative and instrumental in completing this edition. She is a
Jordan, Acquisitions Editor, for her support and vision for the proj- talented writer and scholar and I am blessed to have had her partner
ect. I would also like to acknowledge Erica Appel, Elena Saccaro, with me on this project.
and Meaghan MacDonald of John Wiley & Sons Canada, Ltd. for
their vision and encouragement. The support each has provided I am also thankful for the expert sales team that Wiley Canada has in
to me is truly above and beyond—a heartfelt thank you to each. I place. Each and every one of them is a true delight to work with. I enjoy
would also like to thank Jenny Geiler, Marketing Manager, for her your visits, insights, and abilities to meet professors’ needs. To all, my
very helpful counsel on making the content faculty-focused and heartfelt thanks.
student-friendly. I would also like to extend my gratitude to Neha
Bhargava, Patrick Cash-Peterson, Imogen Brian, Emma Cole, and I am grateful to the following colleagues who offered their perceptive
Sukhwinder Singh for their excellent editorial contributions (and I and very useful feedback during development and contributed to the
truly mean excellent). related supplements.
x Preface

Ann Conquergood, Athabasca University In closing, I would especially like to thank my family—my lovely wife
David Delcord, University of Ottawa Mary, darling daughters Monica and Kit, happy son John Emmett,
Burchell Hanson, Humber College father Herb, and in-laws Mona and Bob—who all offered hugs and help
Judy Kovacs, Northern Alberta Institute of Technology along the way. To all who are striving to make the world a better place,
Richard Michalski, McMaster University I dedicate this book.
Horatio Morgan, Ryerson University
Gabriela H. Schneider, Northern Alberta Institute of Technology (retired)
BARRY WRIGHT
Sui Sui, Ryerson University
St. Catharines, Ontario
Wendy Tarrel, Nova Scotia Community College
August 2020
Gerhard Trippen, University of Toronto
 Brief Contents

Part One Management 12 Organization Culture and Change 220

1 Management Today 1 13 Strategic Human Resource
2 Management Learning Past to Present 23 Management 240

3 Ethics and Social Responsibility 40 Part Five Leading

14 Leading and Leadership Development 262
Part Two Environment
15 Individual Behaviour 282
4 Environment, Innovation, and
Sustainability 62 16 Motivation Theory and Practice 302

5 Global Management and Cultural 17 Teams and Teamwork 322

Diversity 79
18 Communication and Collaboration 344
6 Entrepreneurship and New Ventures 101
A P P E NDIX Operations and Services
Management 366
Part Three Planning and Controlling
CA S E ST U DIE S Management Cases for Critical
7 Data and Decision-Making 120
Thinking 379
8 Planning Processes and Techniques 143
SELF-TEST ANSWERS 403
9 Control Processes and Systems 161
E NDNOT E S 411
10 Strategy and Strategic Management 178
O RGA NIZAT IO N INDE X 443

NA M E INDE X 447
Part Four Organizing
11 Organization Structures 200 S U BJE CT INDE X 450

xi
Contents

Part One Management 3 Ethics and Social

Responsibility 40
1 Management Today 1
3.1 Ethics 41
1.1 Working Today 2 3.2 Ethics in the Workplace 44
1.2 Organizations 7 3.3 Maintaining High Ethical Standards 49
1.3 Managers 9 3.4 Social Responsibility 50
1.4 The Management Process 12 Management Learning Review:
1.5 Learning How to Manage 14 Get Prepared for Quizzes and Exams 56
Management Learning Review: Summary 56
Get Prepared for Quizzes and Exams 17 Chapter Glossary 57
Summary 17 Self-Test 3 58
Chapter Glossary 18 Management Skills & Competencies:
Self-Test 1 19 Make Yourself Valuable! 59
Management Skills & Competencies: Evaluate Career Situations 59
Make Yourself Valuable! 20 Reflect on the Self-Assessment 59
Evaluate Career Situations 20 Contribute to the Class Exercise 60
Reflect on the Self-Assessment 20 Manage a Critical Incident 60
Contribute to the Class Exercise 21 Collaborate on the Team Activity 61
Manage a Critical Incident 21 Analyze the Case Study 61
Collaborate on the Team Activity 21
Analyze the Case Study 22 Part Two Environment
2 Management Learning 4 Environment, Innovation,
Past to Present 23 and Sustainability 62

2.1 Classical Management Approaches 24 4.1 The External Environment 63

2.2 Behavioural Management Approaches 26 4.2 Environment and Value Creation 67
2.3 Modern Management Foundations 31 4.3 Environment and Innovation 69
Management Learning Review: 4.4 Environment and Sustainability 72
Get Prepared for Quizzes and Exams 35 Management Learning Review:
Summary 35 Get Prepared for Quizzes and Exams 74
Chapter Glossary 36 Summary 74
Self-Test 2 36 Chapter Glossary 75
Management Skills & Competencies: Self-Test 4 76
Make Yourself Valuable! 37 Management Skills & Competencies:
Evaluate Career Situations 37 Make Yourself Valuable! 77
Reflect on the Self-Assessment 38 Evaluate Career Situations 77
Contribute to the Class Exercise 38 Reflect on the Self-Assessment 77
Manage a Critical Incident 39 Contribute to the Class Exercise 78
Collaborate on the Team Activity 39 Manage a Critical Incident 78
Analyze the Case Study 39 Collaborate on the Team Activity 78
Analyze the Case Study 78

xii
 Contents xiii

5 Global Management and Cultural 7.4 Decision-Making Pitfalls, Creativity,

and Integrative Thinking 132
Diversity 79 Management Learning Review:
Get Prepared for Quizzes and Exams 137
5.1 Management and Globalization 81 Summary 137
5.2 Global Businesses 87 Chapter Glossary 138
5.3 Cultures and Global Diversity 90 Self-Test 7 139
5.4 Global Management Learning 94 Management Skills & Competencies:
Management Learning Review: Make Yourself Valuable! 140
Get Prepared for Quizzes and Exams 95 Evaluate Career Situations 140
Summary 95 Reflect on the Self-Assessment 140
Chapter Glossary 96 Contribute to the Class Exercise 141
Self-Test 5 97 Manage a Critical Incident 141
Management Skills & Competencies: Collaborate on the Team Activity 142
Make Yourself Valuable! 98 Analyze the Case Study 142
Evaluate Career Situations 98
Reflect on the Self-Assessment 98
Contribute to the Class Exercise 99
8 Planning Processes and
Manage a Critical Incident 99 Techniques 143
Collaborate on the Team Activity 100
8.1 Why and How Managers Plan 145
Analyze the Case Study 100
8.2 Types of Plans Used by Managers 147
8.3 Planning Tools and Techniques 150
6 Entrepreneurship and 8.4 Implementing Plans to Achieve Results 153
New Ventures 101 Management Learning Review:
Get Prepared for Quizzes and Exams 156
6.1 The Nature of Entrepreneurship 103 Summary 156
6.2 Entrepreneurship and Small Business 108 Chapter Glossary 157
6.3 New Venture Creation 110 Self-Test 8 157
Management Learning Review: Management Skills & Competencies:
Get Prepared for Quizzes and Exams 114 Make Yourself Valuable! 158
Summary 114 Evaluate Career Situations 158
Chapter Glossary 115 Reflect on the Self-Assessment 159
Self-Test 6 116 Contribute to the Class Exercise 159
Management Skills & Competencies: Manage a Critical Incident 159
Make Yourself Valuable! 117 Collaborate on the Team Activity 160
Evaluate Career Situations 117 Analyze the Case Study 160
Reflect on the Self-Assessment 117
Contribute to the Class Exercise 118
Manage a Critical Incident 118
9 Control Processes and
Collaborate on the Team Activity 119 Systems 161
Analyze the Case Study 119
9.1 Why and How Managers Control 162
9.2 The Control Process 167
9.3 Control Tools and Techniques 169
Part Three Planning and Management Learning Review:
Controlling Get Prepared for Quizzes and Exams 173
Summary 173
Chapter Glossary 173
7 Data and Decision-Making 120 Self-Test 9 174
Management Skills & Competencies:
7.1 Information, Technology, and Make Yourself Valuable! 175
Management 121 Evaluate Career Situations 175
7.2 Problem Solving and Managerial Decisions 124 Reflect on the Self-Assessment 175
7.3 The Decision-Making Process 128 Contribute to the Class Exercise 176
xiv Contents

Manage a Critical Incident 176

Collaborate on the Team Activity 177
12 Organization Culture
Analyze the Case Study 177 and Change 220

10 Strategy and Strategic 12.1 Organizational Cultures 221

12.2 Multicultural Organizations and Diversity 225
Management 178 12.3 Organizational Change 229
Management Learning Review:
10.1 Strategic Management 180 Get Prepared for Quizzes and Exams 235
10.2 Essentials of Strategic Analysis 182 Summary 235
10.3 Corporate-Level Strategy Formulation 186 Chapter Glossary 236
10.4 Business-Level Strategy Formulation 190 Self-Test 12 237
10.5 Strategy Implementation 192 Management Skills & Competencies:
Management Learning Review: Make Yourself Valuable! 238
Get Prepared for Quizzes and Exams 194 Evaluate Career Situations 238
Summary 194 Reflect on the Self-Assessment 238
Chapter Glossary 195 Contribute to the Class Exercise 238
Self-Test 10 196 Manage a Critical Incident 239
Management Skills & Competencies: Collaborate on the Team Activity 239
Make Yourself Valuable! 197 Analyze the Case Study 239
Evaluate Career Situations 197
Reflect on the Self-Assessment 197
Contribute to the Class Exercise 198
13 Strategic Human Resource
Manage a Critical Incident 199 Management 240
Collaborate on the Team Activity 199
Analyze the Case Study 199 13.1 Human Resource Management 242
13.2 Attracting a Quality Workforce 246
13.3 Developing a Quality Workforce 250
Part Four Organizing 13.4 Maintaining a Quality Workforce 253
Management Learning Review:
11 Organization Structures 200 Get Prepared for Quizzes and Exams 256
Summary 256
11.1 Organizing as a Management Function 201 Chapter Glossary 257
11.2 Traditional Organization Structures 203 Self-Test 13 258
11.3 Team and Network Organization Management Skills & Competencies:
Structures 208 Make Yourself Valuable! 259
11.4 Organizational Designs 211 Evaluate Career Situations 259
Management Learning Review: Reflect on the Self-Assessment 260
Get Prepared for Quizzes and Exams 215 Contribute to the Class Exercise 260
Summary 215 Manage a Critical Incident 261
Chapter Glossary 216 Collaborate on the Team Activity 261
Self-Test 11 216 Analyze the Case Study 261
Management Skills & Competencies:
Make Yourself Valuable! 217 Part Five Leading
Evaluate Career Situations 217
Reflect on the Self-Assessment 218
Contribute to the Class Exercise 218 14 Leading and Leadership
Manage a Critical Incident 218 Development 262
Collaborate on the Team Activity 219
Analyze the Case Study 219 14.1 The Nature of Leadership 264
14.2 Leadership Traits and Behaviours 267
14.3 Contingency Approaches to Leadership 269
 Contents xv

14.4 Personal Leadership Development 273

Management Learning Review:
17 Teams and Teamwork 322

Get Prepared for Quizzes and Exams 277 17.1 Teams in Organizations 324
Summary 277 17.2 Trends in the Use of Teams 327
Chapter Glossary 277 17.3 How Teams Work 329
Self-Test 14 278 17.4 Decision-Making in Teams 336
Management Skills & Competencies: Management Learning Review:
Make Yourself Valuable! 279 Get Prepared for Quizzes and Exams 338
Evaluate Career Situations 279 Summary 338
Reflect on the Self-Assessment 279 Chapter Glossary 339
Contribute to the Class Exercise 280 Self-Test 17 340
Manage a Critical Incident 280 Management Skills & Competencies:
Collaborate on the Team Activity 281 Make Yourself Valuable! 341
Analyze the Case Study 281 Evaluate Career Situations 341
Reflect on the Self-Assessment 341
15 Individual Behaviour 282 Contribute to the Class Exercise 342
Manage a Critical Incident 342
15.1 Perception 284
Collaborate on the Team Activity 343
15.2 Personality 287
Analyze the Case Study 343
15.3 Attitudes 290
15.4 Emotions, Moods, and Stress 294
Management Learning Review:
18 Communication and
Get Prepared for Quizzes and Exams 297 Collaboration 344
Summary 297
Chapter Glossary 297 18.1 The Communication Process 346
Self-Test 15 298 18.2 Improving Collaboration through
Management Skills & Competencies: Communication 350
Make Yourself Valuable! 299 18.3 Managing Conflict 353
Evaluate Career Situations 299 18.4 Managing Negotiation 357
Reflect on the Self-Assessment 300 Management Learning Review:
Contribute to the Class Exercise 300 Get Prepared for Quizzes and Exams 360
Manage a Critical Incident 301 Summary 360
Collaborate on the Team Activity 301 Chapter Glossary 361
Analyze the Case Study 301 Self-Test 18 361
Management Skills & Competencies:
16 Motivation Theory and Practice 302 Make Yourself Valuable! 363
Evaluate Career Situations 363
16.1 Individual Needs and Motivation 304 Reflect on the Self-Assessment 363
16.2 Process Theories of Motivation 307 Contribute to the Class Exercise 364
16.3 Reinforcement Theory 312 Manage a Critical Incident 364
16.4 Motivation and Job Design 314 Collaborate on the Team Activity 365
Management Learning Review: Analyze the Case Study 365
Get Prepared for Quizzes and Exams 317
A P P E NDIX OPERATIONS AND SERVICES
Summary 317
MANAGEMENT 366
Chapter Glossary 318
Self-Test 16 319 CA S E ST U DIE S MANAGEMENT CASES FOR CRITICAL
Management Skills & Competencies: THINKING 379
Make Yourself Valuable! 320 S E L F -T E ST A NS W E RS 403
Evaluate Career Situations 320
E NDNOT E S 411
Reflect on the Self-Assessment 320
Contribute to the Class Exercise 320 O RGA NIZAT IO N INDE X 443
Manage a Critical Incident 321 NA M E INDE X 447
Collaborate on the Team Activity 321
Analyze the Case Study 321 S U BJE CT INDE X 450
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 CHAPTER 1

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Management Today
Canada geese fly in formation to conserve energy and to political issues are regularly in the news. Today’s organizations
improve communication on their long journeys. Likewise, are rapidly changing, as is the nature of work itself. Talent and
good managers can help organizations reach their goals technology reign supreme in the most desired jobs. Learning,
through coordination, communication, and leadership. performance, and flexibility are essential individual attributes;
employers expect the best from us, and the best employers
We live and work in a very complex world. Unemployment
provide us with inspiring leadership and supportive work envi-
and job scarcity, ethical missteps by business and govern-
ronments that provide respect, involvement, teamwork, and
ment leaders, financial turmoil and uncertainty, environmen-
rewards.1
tal challenges, and complex global health, economic and

Chapter Quick Start

Management is part of our everyday lives. We manage ourselves, we manage relationships,
we manage families, and we manage teams and co-workers. Now is a good time to study the
fundamentals of management, learn more about your capabilities, and start building skills for
career and life success.

1
2 C HA PTER 1 Management Today

CHAPTER OUTLINE LEARNING OBJECTIVES

1.1 Working Today 1.1 Summarize the challenges of developing and

maintaining career readiness in the new economy.

1.2 Organizations 1.2 Describe what organizations are like as work settings.

1.3 Managers 1.3 Discuss what it means to be a manager.

1.4 The Management Process 1.4 Explain the functions, roles, and activities of managers.

1.5 Learning How to Manage 1.5 Summarize how we learn and use essential skills for
career success.

What to Look for Inside

Management Is Real Skills That Make You Valuable

1.1 Analysis Make Data Your Friend • Evaluate Career Situations:
Multiple Generations Meet and Greet in the New World of What Would You Do?
Work • Reflect on the Self-Assessment:
1.2 Ethics Know Right from Wrong Career Readiness “Big 20”

Social Media Searches Linked with Discrimination in Hiring • Contribute to the Class Exercise:
My Best Manager
1.3 Wisdom Learn from Role Models
Tonia Jahshan Turned Over a New Leaf • Manage a Critical Incident:
Team Leader Faces Test
1.4 Choices Think before You Act
• Collaborate on the Team Activity:
Want Vacation? Take as Much as You Want
The Amazing Great Job Race
1.5 Insight Keep Learning about Yourself
• Analyze the Case Study:
Self-Awareness and the Johari Window Vancity | Keeping Employees Happy and Healthy

1.1 Working Today of our time,” Gratton says. “Globalization means we can work any-
where, but must compete with people from everywhere.”2 What
does the changing nature of work mean as you plan for career
LEARNING OBJECTIVE 1.1 entry and advancement? You can’t expect a guarantee of long-
term employment in today’s workplace. More and more jobs have
Summarize the challenges of developing and maintaining to be continually earned and re-earned through everyday perfor-
career readiness in the new economy. mance and accomplishments. And in times of continuous change,
you have to accept that your career will be defined by “flexibility,”
“free agency,” “skill portfolios,” and “entrepreneurship.”
There is also no escaping the fact that your career success
Learn More About will require a lot of initiative, self-awareness, and continuous
learning. The question is: Are you ready? Whether your answer
Talent • Technology • Globalization • Ethics
is “Yes” or a tentative “Maybe,” this book and management
• Diversity • Careers and connections
course can help strengthen your career readiness.

In her book The Shift: The Future of Work Is Already Here, scholar Talent
Lynda Gratton describes why things are changing so quickly
today and how young people can navigate their careers through A study by management scholars Charles O’Reilly and Jeffrey
these changes. “Technology shrinks the world but consumes all Pfeffer found that high-performing companies are better than
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Title: Harry Muir

A story of Scottish life, vol. 3 (of 3)

Author: Mrs. Oliphant

Release date: March 2, 2024 [eBook #73086]

Language: English

Original publication: London: Hurst and Blackett, 1853

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*** START OF THE PROJECT GUTENBERG EBOOK HARRY

MUIR ***
 Transcriber’s note

Variable spelling and hyphenation have been retained. Minor punctuation

inconsistencies have been silently repaired. A list of the changes made can be
found at the end of the book.
HARRY MUIR, Vol. III
 HARRY MUIR.

A STORY OF SCOTTISH LIFE.

BY THE AUTHOR OF
“PASSAGES IN THE LIFE OF MRS. MARGARET MAITLAND,”
“MERKLAND,” “ADAM GRAEME,” &C.

“God pardon thee! yet let me wonder, Harry,

At thy affections....
The hope and expectation of thy time
Is ruined; and the soul of every man,
Prophetically, does forethink thy fall.”

KING HENRY IV.

IN THREE VOLUMES.
VOL. III.

LONDON:
HURST AND BLACKETT, PUBLISHERS,
SUCCESSORS TO HENRY COLBURN,
13, GREAT MARLBOROUGH STREET.

1853.
 LONDON:
Printed by Schulze and Co., 13, Poland Street.
HARRY MUIR.
 CHAPTER I.
The Count is neither sad nor sick, nor merry, nor well; but
civil, Count—civil as an orange, and something of that
jealous complexion.—much ado about nothing.
On the eve of the important party, Cuthbert Charteris arrived at
Allenders.
Half-frozen with his journey, and shaking from his coat large flakes
of the snow, which trembled in the air, they took him into the dining-
room, where a blazing fire, a late dinner, and the warm and smiling
welcome of Agnes greatly solaced the wayfarer. Harry had met him
in Stirling, and driven him out; but Harry’s carriage, though it could
be closed, was not so comfortable on a December night as in the
bright sunshine of a July day. Cuthbert made hurried inquiries after
Martha and Rose, in answer to which Agnes began a most animated
account of an unexpected call from “young Mr. Dunlop” to say that
his sister would be very happy to come with him to Agnes’s party.
Little Mrs. Muir Allenders, had only ventured at the last moment to
invite the baronet’s daughter; and then with but the faintest
expectation that Miss Dunlop would come. Agnes was greatly elated;
and Rose and Martha were with Mr. Dunlop in the drawing-room.
But on the peaceful countenance of Cuthbert Charteris there
passed a momentary savageness. At this moment it seemed to him,
in unconscious self-estimation, that he, as the newly-arrived guest
and tried friend, should be the principal person at Allenders—
whereas this young Mr. Dunlop, most probably a nobody, as
Cuthbert concluded with amiable liberality, defrauded him of his
welcome from the sisters, and drew away Harry from his side. It was
true that Harry returned in ten minutes, and that Martha and Agnes
changed places; but still Cuthbert involuntarily frowned. Might not
Rose, in common courtesy, have come to greet him? Alas, poor
Rose! for Cuthbert could not tell how she trembled at the bright
fireside of the drawing-room, nor how the astonished Agnes threw
shawls round her shoulders, and wondered what could make her so
cold.
Mr. Charteris lingered long over his dinner. Cuthbert, to tell the
truth, was rather sullen, and made by no means a brilliant
appearance to Martha and Harry, who sat with him while he
refreshed himself. He had a great inclination, indeed, to wrap himself
up again in his travelling dress, say a surly good-bye at the drawing-
room door, and betake himself home without delay; but Cuthbert
disconsolately comforted himself, that it was only for one day, and
sat with all his attention concentrated on the sounds from the
staircase, doggedly assuring himself that no one would come. And
no one did come; and Cuthbert was enraged at the fulfilment of his
own prophecy.
By and bye, he went up-stairs, attended by Harry, who did not quite
comprehend this singular mood, to his own room; and Rose heard
his voice on the stair, and trembled still more and more, though
young Mr. Dunlop sat by, and did all that in him lay to engage her
attention. But poor Rose felt a great inclination to steal away to her
own room and cry; for she in her turn, thought it strange, very
strange, that Cuthbert should linger so long, and show so little wish
to see her.
And when Cuthbert, his face still tingling from the cold blast without,
entered the warm and cheerful drawing-room, and saw young Mr.
Dunlop sitting beside the silent Rose, describing to her with
animation some storied continental towns from which he had lately
returned, the grave advocate felt himself yield to boyish pique and
jealous resentment—“Civil as an orange, and something of that
jealous complexion,” the tone of his constrained greeting dismayed
Rose, and when he had taken her hand in his own somewhat chill
one, and let it fall again with scarcely a pressure, he withdrew to the
other side of the room, and began to talk to Martha. Rose, who had
not been a very good listener before, became worse than ever now
—but Mr. Charteris, trying to look very indifferent, occupied himself
almost ostentatiously with Martha, and laughed at his own jokes, and
became quite exuberant and demonstrative, though he never spoke
to Rose.
But Rose would not tell her sister, when she unexpectedly brought
a light to their dark room that night, why she was crying; it was for
nothing at all, Rose protested—indeed nothing at all—but faster and
faster the tears ran down her cheek, and she had much to do to
keep back a rising sob. Martha put her hand over the wet eyes
tenderly, and did not ask again—for she could guess without
explanation, the cause of Rose’s tears.
Next day Mr. Charteris rode out with Harry to see the
improvements. He was much interested in them, he said, and so he
was—far more interested than he felt yesterday when he came.
Cuthbert had been having a consultation with himself during the
night—a consultation in which he looked at various circumstances
from a point of view exactly opposite to that of Rose. He saw “young
Mr. Dunlop,” son of the rich Sir John, a wealthier man than he could
ever be, devoting himself to her unequivocally, as Cuthbert thought
—and Cuthbert in his heart devoutly believed that Rose’s gentle
excellence needed only to be seen to win all love and honour. So he
gravely asked himself whether it would be right for him, even if it
were in his power, to stand in the way, and endeavour to secure for
himself, who must struggle for years in the uphill road to success,
one who would do honour to this higher rank which seemed about to
be laid at her feet. And Cuthbert, with the self-denial of a man who
magnanimously gives up, what he sees no hope of ever attaining,
said to himself: No—no—His affection, strong and powerful as it
was, should never stand in Rose’s way.
And this was no small trial to Cuthbert. He had come here prepared
to say certain things which would have made one heart in Allenders
leap. He had even gone so far as to confide his intention to his
mother, and it was somewhat hard now to give it up, and go steadily
back to his books and his struggles, relinquishing for ever the fairy
solace of these disappointed hopes. It was hard—was it right?
Cuthbert persuaded himself so, as he rode silently along those
wintry lanes, where the snow lay thick under the hedges, and
whitened every spray; but Cuthbert did not know how great a share
in it belonged to the pride which lay at the bottom of his heart.
When he returned to Allenders, Rose was busy with Agnes in
preparation for the party. He did not see her, and this brought
confirmation to his previous thoughts. Then came the party itself, an
ordinary collection of well-looking, well-dressed people, among
whom Cuthbert, with his pre-occupied thoughts, found very little to
interest him. Miss Dunlop, it is true, a well-bred, trained, mature
young lady, acquainted with the world, made herself very polite and
agreeable, and evidently regarded Cuthbert as one of the most
tolerable persons present; but then Mr. Dunlop was at Rose’s side
again, and Rose looked shy and pale, and embarrassed, shrinking
from the glance and touch of her new attendant as an indifferent
person never could do. Cuthbert turned away with a great sigh when
he perceived her face flush and grow pale, her hand tremble, her
eyes cast down. He thought it was the stranger beside her, whose
presence called forth these unwilling evidences of maidenly tremor
and confusion; and he turned away, feeling as if some burning hand
had clutched at his heart.
But Cuthbert could not see the wistful glances, which, when he
painfully averted his eyes, dwelt upon him with inquiring sadness;
and when he looked again, Rose was sitting, silent as before, with
sudden flushes on her face, and sudden tremors in her frame,
answering, it is true, with few words and a little melancholy smile,
when any one addressed her, but entirely failing to make the
impression which Harry had predicted for her pink silk gown. And
there was Mr. Dunlop paying his devoirs gallantly; those easy
assiduities of word and manner!—Cuthbert felt the strong love sicken
his own heart, as he said to himself that these had charmed the
trustful spirit of his Lady Rose.
And Mr. Dunlop, observing the changes of her face, at first with a
little amusement, very soon came to the same conclusion too, and
was embarrassed and annoyed, gratified and proud. For nothing was
further from the thoughts of the baronet’s son, for whom the
magnanimous Cuthbert was willing to sacrifice himself, than any
particular admiration of Rose, or the faintest intention of offering
himself to the sister of Harry Muir. But the young man was human,
and not insensible to ladies’ love. He thought, like Cuthbert, that his
attractions had overpowered Rose, and his tone insensibly grew
tender, and his attentions marked, till Rose, able to bear it no longer,
stole away.
“Poor Rose Allenders,” said Miss Dunlop to Cuthbert, as Rose left
the room. “She seems to think John is in love with her; she is a very
nice little girl, I think, but some young ladies are so ridiculous, taking
every little attention so seriously, and I really must speak to John.”
But Cuthbert, if she knew it, could have thrown John out of the
window with far greater pleasure than he handed John’s sister to the
new piano; and immediately after he sat down for a full hour to watch
the door, with so much tenderness and solicitude in his face, that
Rose, when she stole in again, brightened as with a sudden
sunshine. And Cuthbert’s heart lightened a little too; but still it was
full of distrust and doubt, and he never drew near her to speak the
words, or hear the response, which might have set this doubt at rest.
The night was over, and nothing but the most ordinary civilities had
passed between them; next morning he was to go away. He stood
on the threshold in his rough travelling coat and plaid, saying “Good
bye,” with a voice which slightly faltered. He had shaken hands with
Rose in the dining-room, where they breakfasted, and now he
thought he was taking farewell of Allenders. But as he looked back
between Martha and Agnes who had come with him to the door,
Cuthbert saw a shy lingering figure in the doorway of the room he
had left. His heart warmed; he stepped back to take Rose’s hand
again, and press it kindly in another farewell. They said nothing
except “Good bye;” but Cuthbert caught one timid upward glance,
and Rose saw the full steady look which conveyed to her so much of
what the heart meant to say. The cloud rose from her heart and
floated away; in another moment Cuthbert was gone, and she sat
down to her work in intense silence, eager to resume her dreams;
but Cuthbert rolled away on the frosty road, and looked back on
Allenders, with a sadness at his heart.
 He had hitherto unconsciously assumed to himself the right of
assistance and succour if any emergency should come. Now he felt
this gliding away from him—now he could no longer dream of
carrying this Rose in his arms to the safe place where rains of
adversity might beat upon its gentle heart no more. The future, of
which he had speculated so much, grew misty and uncertain to
Cuthbert. The little cloud of breath before him, hovering in the frosty
air, rose up like a white mist upon distant Benledi, and obscured him,
though he looked out from among the clouds; and so, over many a
great event and many a weighty hour, this little present mist rose dim
and disheartening, and Cuthbert could not look beyond it—could not
in his blended pride, and eagerness, and anxiety, distinguish the
simple truth under this momentary veil.
But Harry, by his side, spoke of his projects, and Cuthbert seemed
to listen, and gave answers not so far astray, though Cuthbert’s
thoughts were little employed about Harry’s improvements, and it
cost him an effort to keep up his attention. They parted very cordially,
however, and Harry urged upon his friend repeated invitations to
return, which Cuthbert was fain to evade. He remembered Rose’s
parting glance, and could not prevail upon himself to resign the
chance of going back; but again he thought of the previous day, the
previous night, and sighed to himself heavily as he turned his face
towards home. He thought he had looked his last upon Rose.
When Harry left Cuthbert, he went to his bankers and drew a very
considerable sum from his “capital;” but Harry felt he had been very
economical lately, and could afford a little indulgence now; so he
ordered some pretty bits of jewellery which he had fancied Agnes
wanted last night, and called on Gilbert Allenders and some other
choice spirits, and dined with them at the principal inn, and spent the
evening merrily; nor was it until John had made repeated
representations of the darkness of the night, and the necessity for
getting home, that Harry suffered himself to be persuaded, and bade
a reluctant good-night to his friends.
Charteris was bending over a mass of papers, schooling the heart
which still throbbed so loudly, and wearying himself out with
indifferent business, that his disappointment might not sit too near
the source of his strength, when Harry, wearied by quite a different
process, drove past the dark and silent houses at Maidlin Cross. The
labourers there were lying down to the untroubled slumber
purchased by a toilsome day; and the children were asleep in
Allenders, and Martha was standing by the window of her own room,
looking out into a darkness so profound, that it made her blind, and
feeling a darkness profounder still within the heart, which she
coerced into absolute silence; when, drowsy and wearied out,
dazzled with the lights, and annoyed by the quietness, Harry came
home.
 CHAPTER II.

He will hang upon him like a disease.

much ado about nothing.

“I’ve a great mind to practice out here, Harry,” said Gilbert
Allenders; “lots of scarlet-fever, and measles, and hooping-cough, to
start a man. And I want to be decent and respectable, and get out of
temptation. If you were in an interesting position, like me, I’d get you
a couple of rooms at Allender Mains, and invite you to dinner every
day, till you were set up. Interesting children of Maidlin, you don’t
know how much you want a doctor!”
“And would you actually come out here in winter, Gilbert?” said
Harry. “You don’t know how dull it is sometimes.”
Harry drew his hat over his eyes, and returned very gruffly the
passing salutation of Geordie Paxton. It was now a week since he
had visited his fields, and that was more than time to make Harry
sick—as he said—of the whole concern.
“The duties of my profession, Sir,” said Gilbert, solemnly: “a medical
man is always a martyr to the public and his duty—always. By the
way, Harry, what would you say to take a run up to town for a week
or two, just before settling down? I think it would do me good.”
And Mr. Gilbert laid his hand on his heart, and sighed, as if he were
the most interesting invalid in the world.
“To town? Do you mean to Stirling? I am there often enough
already,” said Harry.
“Stirling!” Mr. Gilbert put up his hand to arrange the great woollen
cravat he wore and laughed hoarsely. “You don’t fancy I call that little
hole of a place, town! How innocent you are, after all!”
 “Am I?” Harry felt himself grow very angry, and kicking away a
stone which happened to lie beside his foot, sent it spinning through
a group of Maidlin boys, dispersing themselves and their “bools” in
all directions. If it had only broken Gilbert Allenders’ shins instead, it
would have pleased Harry better; but even this was a satisfaction.
“Very well aimed,” said Gilbert, approvingly. “What I mean is,
London-town—there is but one ‘town’ in the world. Come up with me,
Harry, and I’ll help you to enjoy yourself. Come.”
“Help me to enjoy myself, will you?” said Harry, scornfully. Harry
was more impatient of his companion to-day, than he had been for a
long time.
“Come, come, we’re old companions now,” said Gilbert; “and I know
you wouldn’t dislike going to London: a man of your years and
station, who has never been in London, is something quite
unparallelled! The country should subscribe for a glass-case, and
show you in it as a real old country-gentleman, who has never been
in town all his life, and never means to go!”
“There is such a thing as going too far,” said Harry, haughtily.
“Who was it said that, the first night I saw you—” said the malicious
Gilbert; “don’t you remember? But I wont aggravate you, Harry; and
you needn’t look as if you could eat me. Come, will you go?”
“I don’t care for seeing London. What is it to me?” said Harry, with
dignity: “just half-a-dozen big towns compounded into one! What
should send everybody to London? At the same time, perhaps I may
go: it’s just as well going there, as staying at home here, doing
nothing. And there is really nothing to be done on the land just now,
in such a frost.”
“You have been quite a hero, Harry!” said Gilbert; “few men, I can
tell you, could have done what you have done. You ought to give
yourself a little rest. Such a thing as this, now,” said Gilbert, pointing
to a line of carts slowly proceeding, with much ringing of horses’
hoofs and carters’ clogs, along the frosty, whitened road, “just to
stand and let those odorous carts pass by might upset a man of your