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HUMAN RELATIONS
IN ORGANIZATIONS
APPLICATIONS AND SKILL BUILDING

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

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

Robert N. Lussier, Ph.D.

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

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ISBN 978-0-07-772056-8
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Library of Congress Cataloging-in-Publication Data

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

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

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

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

PA RT T WO GLOSSARY 450

INTERPERSONAL SKILLS: ENDNOTES 455

THE FOUNDATION OF INDEX 473

HUMAN RELATIONS 123

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

PA RT T H R E E

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

vi
 CONTENTS

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

Understanding Behavior, Human Relations,

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

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

Human Relations, and Performance 164

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

vii
viii Contents

PA RT T H R E E Negotiating 307

LEADERSHIP SKILLS: Do Networking and Negotiating Apply Globally? 314

INFLUENCING OTHERS 199 The Influencing Process 315

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

Leading and Trust 200 LEADERSHIP SKILLS: TEAM AND

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

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

Prejudice and Discrimination 407 Appendix A

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

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

NetGen Learning Preference How Human Relations in Organizations Engages NetGens

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

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

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

x
 Preface xi

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

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

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

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

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

• In the Personality section, it now states that

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

Chapter 3 Interruptions and procrastination are new topics

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

Chapter 6 • There is a new introduction to the section

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

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

• The subsection, Factors Influencing Cohesiveness Chapter 13

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

SUPPLEMENTS FOR INSTRUCTORS SmartBook®

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

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

xviii
 Acknowledgments xix

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

1 Understanding Behavior, Human Relations, and Performance

2 Personality, Stress, Learning, and Perception

3 Attitudes, Self-Concept, Values, and Ethics

4 Time and Career Management

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

Understanding Behavior,
Human Relations, and
Performance

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

After completing this chapter, you should be able to:

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

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

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

WHY HUMAN RELATIONS SKILLS ARE SO IMPORTANT

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

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

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

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

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

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

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

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

The Tot al Pe rso n A ppr o a ch

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

BEHAVIOR, HUMAN RELATIONS, AND

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

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

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

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

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

EXHIBIT 1.1 | Levels of Behavior

Board of Directors

President

Example
level 3:
Organizational
behavior

Vice President Vice President Vice President

Marketing Production Finance

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

Supervisors Example
level 2:
Group
behavior

Employees

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

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

APPLICATION SITUATIONS / / /

Understanding Important Terms AS1-1

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

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

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

EXHIBIT 1.2 | The

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

ion Org
anizat aniz
atio
Org n

Group Individual

Individual Group

Ineffective individuals Ineffective groups

APPLICATION SITUATIONS / / /

Focus of Study AS 1-2

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

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

HUMAN RELATIONS: PAST, PRESENT, AND FUTURE

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

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

EXHIBIT 1.3 | The

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

Behavior Human
relations

ce Per
for man forma
nce
Per

Human Behavior
relations
Behavior Human
relations

Ineffective behavior Ineffective human relations

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

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

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

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

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

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

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

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

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

NEMESIS.

Kun Julia tointuessaan avasi silmänsä, näki hän olevansa

yksinkertaisesti sisustetussa huoneessa. Sisäänkäytävässä seisoi
miekkaansa nojaten Antonius. Kuutamon hopeisessa loisteessa
erottautui hänen voimakas vartalonsa teräväpiirteisenä ympäristöstä.
Tuskin oli Antonius kuullut Julian liikahtavan, kun hän kiirehti hänen
luokseen.

"Enkö minä olekaan kuollut?" kysyi Julia heikolla äänellä.

"Uneksinko? Vai olenko toisessa maailmassa? Onko se sittenkin
ihanaa todellisuutta, että näen sinut edessäni, että sinun käsivartesi
kiertyvät hellästi uumilleni, että sinun silmäsi katsovat minuun
huolehtien, lempien?"

Antonius sulki hänen huulensa hellin suuteloin.

"Ei tämä ole unta, ei harhanäkyä, kallis ystävä: menneisyys on

ollut samallaista todellisuutta kuin nykyisyyskin. Muutama tunti on
kulunut vasta siitä, kun liekkien ympäröimänä odotit kuolemaa."

Juliaa värisytti.
 "Minä muistan. Minkä suunnattoman kiitollisuuden velan sinä
keräät kannettavakseni! Kuinka koskaan voin osottautua sinun
arvoiseksesi?"

"Ei niin, Julia. Minä pidän itseäni onnellisena ja ylistän

Jumalaamme, saadessani sanoa sinua omakseni."

"Miten paljon minä sinua rakastan!"

Sellaisessa asennossa viipyi hän kauvan, vaipuneena onneensa,

joka oli sitä suurempi, kun se merkitsi pitkän kärsimysten sarjan
loppua.

Vuosia oli kulunut siitä päivästä, jolloin Julia oli ojentanut

ruostuneen miekan pakanalliselle nuorukaiselle tämän lähtiessä
hänen turvistaan. Silloin ei hän aavistanut, kuinka syvälle
nuorukaisen sydämen sopukoihin oli rakkaus tunkeutunut. Silloin oli
hän ollut vielä melkein lapsi. Ajan veriset tapahtumat ja raskaat
koettelemukset olivat tehneet neitseellisestä lapsesta naisen, jonka
sielu oli kypsynyt ja samalla kirkastunut totuuden jalossa
tunnustuksessa. Miehessä oli myös tapahtunut muutos vaikein, mihin
ihmissydän on kykenevä — muutos vihasta rakkauteen. Rajusta
nuorukaisesta oli tullut totinen, voimakas mies, jonka rohkeus oli
muuttunut taipumattomaksi, uhrautuvaksi voimaksi, jonka suopi
sisäinen rauha ja onni.

Julia havahtui haaveistaan.

Kadulta kuului uhkaavia huutoja. Tuuli kantoi kaikua kaukaisesta

melusta yli kaupungin.

"Mitä tämä on?" kysyi levottomana Julia.

 Ennenkuin Antonius ehti vastata, kuului läheisyydestä vihaisia
huudahduksia.

"Missä on Nero?" karjui juopuneen ääni.

"Pakomatkalla", vastasi joku.

"Kautta Styxin — varokoon itseään, jos hänet tapaamme!"

"Hän on kavaltaja!"

"Kutsuu itseään caesariksi, vaikka onkin koira."

"Hänen äitinsä oli piika!"

"Ja isänsä narri!"

"Mutta hän itse villipeto!"

"Raukka hän on!"

"Alas Nero! Tappakaa hänet! Surma hänelle ja hänen

kannattajilleen!"

Rakastavaiset katsoivat toisiaan merkitsevästi.

"Dies irae", mumisi Antonius hampaittensa raosta.

"Missä me olemme?" kysyi Julia.

"Olemme paenneet pyhän vuoren taakse", vastasi Antonius.

"Täällä olemme täysin turvassa."

Hän otti soihdun seinältä ja sytytti sen.

 "Me olemme vapautetun orjan Phaonin talossa: hän on minun
ystäväni. Näetkös", hän osoitti avoimesta ikkunasta puutarhaan, "tuo
valkea talo tuolla on hänen huvilansa. Hän itse on palatsissa Neron
luona — kenenkään päähän ei voisi pälkähtää, että me piilottelemme
täällä. Ja vaikkapa niinkin olisi — sinä kuulet, loppu on lähellä.
Tänään on jokainen kansan turvissa, kellä vaan on Neron kanssa
laskuja suoritettavanaan."

Julia puristi rukoilevasti hänen käsivarttaan.

"Ajatteletko kostoa, Antonius?"

"Anna anteeksi, jos todella sellaiset ajatukset nousivat mieleeni.

Viha on kovin voimakas. Sydämeni ei vielä ole vapaa siitä."

"Jumala, Antonius, rankaisee. Ihmisellä ei siihen ole oikeutta."

"Niin on, Julia. Olkoon Jumala hänelle armollinen."

"Ja missä ovat kaikki toiset?" jatkoi Julia kuiskaten, "niitä oli
paljon, lukemattoman paljon, jotka kuletettiin minun kanssani Neron
puistoihin — missä ovat he?"

Antonius oli vaiti. Raivokkaita huutoja kuului kaukaa.

Kyynelet vierivät Julian poskille.

"Entäs Lucrezia, tuo lapsi? Näitkö häntä, Antonius? Sanovat, että

hän olisi murhannut Poppean — minä en voi sitä uskoa."

Antonius, joka oli kuullut Poppean kuolemasta, mutta ei siitä,

miten se oli tapahtunut, kysyi raa'asti:

"Kuka sen on sanonut?"

 "Caesar."

"Uusi uhri. Hänet on tietysti tapettu kuten toisetkin. Mutta hiljaa —

näen kahden naisen rientävän puiston läpi."

Todellakin kulki puiston kautta vievää tietä kaksi naista. Toinen oli
pitkäkasvuinen, solakka ja kantoi keisarillisen orjattaren loisteliasta
pukua. Toinen oli pienempi ja näytti vielä olevan sangen nuori. Hän
seurasi vaan vastahakoisesti kumppaniaan, joka silloin tällöin
pysähtyi puhumaan muutaman sanan hänelle.

Joukko asestettuja talonpoikia tuli heitä vastaan. Nyt poikkesi

vanhempi pois tieltä puitten varjoon, vetäen nuorempaa mukanaan.
Siten lähenivät he majaa, jossa Antonius ja Julia olivat.

"Hiljaa lapseni, ole hiljaa — Jupiterin nimessä, älä huuda", koetti

orjatar tyynnytellä seuralaistaan.

Mutta lapsen ääni leikkasi kimeänä hiljaisuutta:

"Laske minut — en tule enään kauvemmas! Sinä aiot tappaa minut

— niin, minä tapoin Poppean — minä sen tein — salaa — minä
kostin kristittyjen puolesta."

Antonius astui pakolaisten eteen.

"Minne matka?" kysyi hän. Tämän äänen kuullessaan hätkähtivät

molemmat naiset.

"Akte?" kysyi Antonius kummastuneena katsoen orjatarta silmiin.

Nainen oli todella Akte, Neron entinen lemmitty, nyttemmin orjatar,

jonka kohtalot kaartin upseeri hyvin tunsi.
 "Lucrezia!" huudahti majasta astuen Julia, samoin
kummastuneena.

Kuullessaan tuon äänen, näytti mielipuoli miettiväiseltä. Julia

tarttui hänen käteensä ja kysyi:

"Oletko Lucrezia, Livian tytär?"

Tyttö mietti.

"En tiedä", vastasi hän.

"Tunnetko minua?"

"En."

"Minä olen Julia, sinun ystäväsi. Muistatko?"

"Kyllä — minä luulen."

"Mutta miten tulet sinä tänne, Lucrezia?"

"Olen tappanut Poppean, keisarinnan."

"Hän houraapi", selitti Akte Julialle. "Hänet on — myrkytetty."

Kuin arka eläin, joka vihdoin on löytänyt turvapaikan, kätkeytyi

Lucrezia Julian vaatteen liepeisiin.

Antonius tahtoi viedä Akten majaan, mutta tämä kieltäytyi.

"Sinä pelastit hänet, Akte?" kysyi Antonius.

Hän myönsi.
 "Minä pidin häntä silmällä siitä asti kun sotilaat hänet toivat.
Caesar antoi hänet sulkea haaremiinsa. Tänä yönä, jolloin kaikki
siteet näyttävät irtautuneen, vapisin minä hänen puolestaan, ja sillä
aikaa kun caesar oli sulkeutuneena yksityiskabinettiinsa, pakenin
minä tyttöraukan kanssa tänne."

"Minä kiitän sinua", sanoi Antonius, "kiitän sinua lapsiraukan

puolesta. Mutta sinä Akte — etkö pelkää caesarin kostoa?"

Silloin suuntasi orjatar kyyneleiset silmänsä Antoniukseen.

"Minun ei tarvitse enään pelätä caesaria", vastasi hän, "vaan

suojella.
Hyvästi, eversti."

*****

Kun Nero pelästyneenä, kauhun lamauttamana gallialaisen tuoman

viestin johdosta palasi palatsiinsa, kummastutti häntä, ettei portailla
ollut ainoatakaan vartijaa. Kun hän katseli ympärilleen, huomasi hän
palatsissa vallitsevan käsittämättömän epäjärjestyksen. Verhoja virui
permannolla kallisarvoisten pukineitten joukossa.

Neron yksityishuoneitten eteinen oli tyhjä. Ei palvelijoita, ei

pretorianeja ollut kuuluvissa.

Kaupungilta kuului uhkaavaa melua. Kansa oli juuri saanut kuulla,

että
Ostiaan saapuneissa laivoissa viljan sijasta olikin hiekkaa.

"Tigellinus!" huusi keisari suutuksissaan.

Todellakin astui pretorianikenraali caesarin makuuhuoneeseen.

 "Mitä tämä on?" huusi caesar uskotulleen. "Missä ovat vartijat?"

"Poissa", vastasi lyhyesti Tigellinus.

"Minne he ovat menneet?"

"Caesaria vastaan?"

"Minä olen caesar!"

"Sinäkö?" Tigellinus nauroi. "Sinä et ole mikään."

Sitten astui hän Neron ohi vähääkään hänestä piittaamatta.

Neuvotonna, vavisten katsoi tämä seuralaisiaan, jotka äänettöminä

kuin kuvapatsaat seisoivat ovella.

"Käsitättekö te tätä?"

Toinen gallialaisista vastasi:

"Aivan hyvin. Poissa ollessasi ovat Galban ystävät lahjoneet joukot.

Leirissä ei pidetty vielä sinua menneenä miehenä. Mutta Tigellinus
asettui uuden caesarin puolelle. Hän komensi vartijat palatsista pois.
Tällä hetkellä tekee Icelus, yksi Galban uskotuista parhaansa,
kiihoittaakseen Rooman kansaa äärimmilleen sinua vastaan. Senaatti
kokoontuu sinua erottamaan."

"Mutta miten se on mahdollista?" huusi epätoivoissaan Rooman

valtijas.
"Siis Tigellinuskin! Hänkin! Ja kaarti!"

Hetken mietittyään kääntyi hän taas salakabinettiinsa.

 "Tulkaa tänne!" sanoi hän. Tuohon huoneeseen, jonka tunsivat
vaan hänen lähimpänsä, sulkeutui Nero molempien gallialaisten kera.

Tällävälin oli palatsin käytäviin kerääntynyt vapautettuja ja orjia;

kaikki, joiden kohtalo riippui caesarin kohtalosta, joilla ei ollut mitään
toivomista hänen perikadostaan.

Anicetus, joka nähtävästi vasta nyt oli saanut kuulla tapahtumista,

kiiruhti palatsin läpi.

"Missä on caesar?"

Vapautetut, jotka kaikessa kiireessä olivat asestautuneet, osottivat

hänet caesarin huoneeseen. Nero otti hänet vastaan rajattomalla
ilolla.

"Mitä tietoja sinä tuot, Anicetus?"

"Pahimpia", vastasi tämä silmäillen gallialaisia läpitunkevasti.

"Kansa vaatii sinun kuolemaasi. Senaatti on selittänyt sinut isänmaan
viholliseksi ja järjestänyt vangitsemisesi."

Nero, joka oli tuhon arvaamattomuuden vuoksi menettänyt

ryhtinsä, voitti nämä tiedot saatuaan jälleen ylpeytensä.

"Kuinka?" huusi hän, "senaattiko uskaltaa panna minut viralta?

Tämä valikoima pelkureita, matelijoita ja rikoksentekijöitä selittää
minut isänmaan viholliseksi? Senaatti käskee vangita minut, minut,
caesarin?"

Hän hypähti pystyyn ja kuten raivoava villipeto kierrellen huonetta

hän jatkoi:
 "Minä annan heille vastauksen, jommoisen he ansaitsevat. Minä
annan heidät seivästää, nuot kunnianarvoisat isät. Minä…"

Mutta muistaen asemansa hän keskeytti ja virkkoi Anicetukselle:

"Kirjoita!"

Tämä veti esiin vahataulun ja teki työtä käskettyä.

Nero saneli:

"Minä julistan senaatin virastaan erotetuksi. Minä julistan Galban

kavaltajaksi. Minä vaadin, että joukot Reiniltä ja Aasiasta viipymättä
kutsutaan takaisin. Minä lupaan pretorianeille kullekin tuhat
drachmaa, jos he viipymättä rientävät tänne caesarinsa suojaksi."

Hän pysähtyi ja mietti.

"Riennä pretorianien leiriin ja ilmoita määräykseni. Tarjoa

jokaiselle sotilaalle kaksituhatta, jokaiselle upseerille viisituhatta
drachmaa — mutta käske heidän paikalla siirtymään Roomaan ja
miehittämään kaupungin!"

Anicetus tervehti hymyillen ja poistui.

Ääneti seurasi häntä se gallialaisista, joka tähän asti ei ollut

puhunut mitään. Hän riensi tunkeilevien orjien välitse rappusia alas.
Atriumissa tavoitti hän Anicetuksen, joka kummastuneena kääntyi
ympäri.

"Minne sinä riennät, Anicetus?" kysyi gallialainen syvällä äänellä.

"Ilmoittamaan senaatille caesarin määräyksistä."

 "Sinä olet siis kavaltaja?"

"Sanoppa vaikka niinkin. Neron täytyy kukistua."

"Sinä osottaudut aina konnaksi, ketä hyvänsä palvelletkin,

Anicetus."

Anicetus, pelästyneenä gallialaisen kasvojen ilmeestä,

ajatuksissaan harkiten, missä hän oli tuon miehen nähnyt, kääntyi
mennäkseen.

"Päästä minut. Minulla ei ole aikaa hukata."

"Ei minullakaan, Anicetus."

Gallialainen oli tarttunut Anicetusta rinnasta.

"Mitä tämä on? Kuka sinä olet?" huusi tämä.

"Minä olen Silanus."

Tämä nimi riitti heittämään Anicetuksen polvilleen. Tietäen, ettei

hänellä ollut armoa odotettavissa, hän kuitenkin kohta ryhtyi
vastarintaan. Syntyi raju kamppailu, joka pian päättyi. Rasituksissa ja
taisteluissa karaistuneen soturin jättiläisvoimia ei roomalaisen
hovimiehen voimat kauvan riittäneet vastustamaan. Upseerin koura
kiertyi vastustajan kurkkuun. Tämä hervahti polvilleen uudestaan ja
pyysi kiemurrellen armoa.

Mutta valepukuisen ritarin tikari upposi ahnaasti vihollisen rintaan.

Elotonna retkahti Anicetus maahan. Rauhallisena kuin ei olisi

mitään tapahtunut, palasi gallialainen takaisin.
 Tuskin olivat Anicetus ja Silanus lähteneet keisarin huoneesta, kun
tuo toinen gallialainen ilmoitti:

"Hän tulee liian myöhään, caesar."

"Miksi?"

"Koska Galba on luvannut pretorianeille seitsemän ja puoli tuhatta

miestä kohti."

"Mutta eihän se ole mahdollista", änkytti Nero.

"On kuitenkin, Nero. Summa on suurempi kuin mitä sinun

käytettävänäsi on."

"Mutta mistä sinä sen tiedät? Onko sinulla sitten kaikki selvillä?"

Gallialainen kohautti vaieten hartioitaan.

Kansan melu oli noussut korkeimmilleen. Eräs vapautettu kolkutti

caesarin ovelle.

"Kansa aikoo rynnätä palatsiin!" huusi hän tuskallisesti. "Meitä on

liian vähän puolustamaan suurta rakennusta. Pelasta itsesi, caesar!"

Nero löi nyrkillä otsaansa.

"Mitä?" huusi hän, "ollaanko jo niin pitkällä? Mitä minä olen? Mitä
on keisarius? Eikö Jupiter ole antanut minulle purppuran? Enkö minä
ole jumalallinen Nero? Kuinka voi kansa minut kukistaa? Onko ääni,
jota eilen sadattuhannet tottelivat, muuttunut voimattomaksi
kaiuksi?"

Kukaan ei vastannut.
 Silloin löi Nero päätään seinään, heittäytyi lattialle pitkäkseen, puri
mattoja ja mylvi silmät verestävinä kuin villi peto. Sitten sieppasi hän
seinältä miekan ja hyökkäsi ovelle.

"He näkevät vielä minussa caesarin", karjui hän, "heidän täytyy

totella, kun minä kerran tahdon. Minä taistelen, miekkailen, minä —
yksin tuhatta vastaan — yksin — sataatuhatta — vastaan —" toisti
hän, antaen voimattoman käsivartensa laskeutua. — "Kautta Styxin
— onko tämä mahdollista? Yksikään sydän ei syki minulle —
yksikään käsi ei tartu miekkaan minun puolestani — loppuniko on
käsissä? Loppuniko?"

Ja heittäytyen polvilleen:

"Jupiter, ijankaikkinen, kaikkivaltias, voitko sallia, että minut

surmataan kuin orja? Etkö kykene minua suojelemaan? Oletko
suuttunut minulle? Lupaan sinulle tuhannen nautaa! Koko maailma
on leimuava uhritulena, jos minut pelastat!"

Ja kuullessaan kansan riehuvan jo puutarhassa hän jatkoi:

"Sinä et kykene, raukka? Sinä voiman varjokuva! Sinä tuhmuuden

jumala! Eikö rukoileminenkaan auta? Mitä — oletko sinä ehkä ainoa
jumala, sinä jota kristityt palvelevat? Auta sinä minua, todista
voimasi, osoita valtasi, ja minä vannon rupeavani kristityksi! — Kaikki
temppelit muutetaan kirkoiksi — minä kiellän sirkusnäytännöt, minä
annan kastaa itseni, minä teen mitä ikinä vaadit, kristittyjen
jumala…"

Phaon, eräs vapautetuista, huusi hätäisesti huoneeseen:

"Pelasta itsesi, caesar! Sotilaat etsivät sinua!"

 "Kuinka? Entäs Anicetus?"

"Makaa surmattuna atriumissa."

Silloin ryömi caesar polvillaan gallialaisten luo ja halaillen heidän

polviaan ähkyi hän:

"Pelastakaa minut — ketä lienettekin! En ole kysynyt vielä teidän

nimiännekään. Tietysti tulette Reinin legionien lähettäminä minua
pelastamaan: viekää minut sinne! Taikka auttakaa minua pääsemään
Aasiaan. Aasialaiset legionat ovat uskollisia. Minä marssin niiden
etunenässä Roomaa vastaan — auttakaa minua!"

Lihaskaan ei värähtänyt miesten kasvoilla.

"Seuraa meitä!" sanoi toinen heistä. He riensivät alas portaita

Neron seuratessa kintereillä kykenemättä mitään epäilemään. Yksi
seikka häntä ihmetytti: kuinka miehet tunsivat niin tarkoin palatsin,
että aina voivat empimättä valita tiet, joilla vähimmän tarvitsi pelätä
tapaavansa vihollisia. Mutta kiihtymyksessään hän ei joutanut asiaan
suurempaa huomiota kiinnittämään. Salakäytävien kautta johtivat
gallialaiset caesarin eräästä palatsin takaportista ulos. Siellä odotti
kolme hevosta. Jälleen ihmetteli Nero, mutta ei ehtinyt tälläkään
kertaa kummastustaan ilmaisemaan. Hänen seuralaisensa
heittäytyivät hevostensa selkään. Nero nousi kolmannelle, ja
vaiteliaan gallialaisen nelistäissä edellä, jättäytyi toinen Neron
jälkeen, niin että hän tuli ratsastamaan heidän keskellään kuin
vartioitu vanki. He ratsastivat täyttä laukkaa kaupungin läpi, ohi
parveilevien kansajoukkojen. Missä ratsastajat huomattiin, huudettiin
heille: "Seis!" taikka: "Minne matka?" mutta he eivät huolineet
ruveta vastailemaan, vaan kannustivat ratsujaan entistä tulisempaan
vauhtiin. Nero piteli vaistomaisesti togaansa kasvoillaan, jotta
kukaan ei häntä tuntisi.

Kun seurue karahutti Nomentanin portin läpi, tuli heitä vastaan

joukko sotilaita, sulkien tien.

"Minne matka?"

"Caesarin jälkeen."

"Onko hän paennut?"

"Niin sanotaan."

"Te olette siis Neron vihollisia?"

"Verivihollisia", vastasi etumainen gallialainen äänellä, joka

pelästytti Neroa, vaikka hän tiesikin, että vastaus oli annettu
sotilaiden pettämiseksi.

"Onnea matkalle sitten", huusivat sotilaat päästäen heidät

menemään.

Kun Nero ratsasti heidän ohitsensa, tempasi tuuli hänen punaisen

vaippansa syrjään. Soihtujensa valossa tunsivat sotilaat hänet. Mutta
ennenkuin he ehtivät ryhtyä mihinkään toimenpiteisiin huomionsa
johdosta, olivat ratsastajat jo ohi.

"Kautta Styxin", huusi kohortin johtaja, "keskimäinen oli Caesarin

näköinen."

"Minä tunsin hänet varmasti", vakuutti yksi pretorianeista. "Se oli

Nero!"
 "Heti perään!" komensi upseeri, ja juoksujalkaa seurasivat sotilaat
ratsastajien jälkiä.

Tällävälin nelistivät nämä alas Nomentanin tietä, kunnes heidän

eteensä ilmestyi Phaonin maatalo. Gallialaiset vaihtoivat silmäyksen
ja kääntyivät Patinariuksen tielle, kunnes he puiston läpi ajaen
saapuivat majalle, jossa Phaonin orjat tavallisesti asuivat. Nero, joka
ei tuntenut seutua, eikä taloa, kysyi peloissaan:

"Minne me menemme?"

"Phaonin taloon."

"Vapauttamani Phaoninko?"

"Niin."

"Hän on minun puolellani?"

"Me toivomme niin olevan."

"Mutta eihän tämä ole palatsi", jatkoi Nero viitaten majaan.

"Se on hänen orjiensa asunto."

"Sinnekö te minut viette?"

"Tietysti? Mikä sinä muu olet kuin orja?"

Tien vieressä seisoi Akte, joka juuri oli palaamassa kaupunkiin.

Hän oli tuntenut Neron. Tuuli kantoi hänen korviinsa sanat:

"Mikä sinä muu olet kuin orja?"

 Silloin huokasi Akte ja astui taas tielle. Mutta hän pysähtyi
hämmästyneenä, kun tietä myöten hengästyneenä saapui paikalle
juokseva sotilaskohortti.

"Näitkö Neron?" huusi päällikkö hänelle.

"Näin."

"Minne hän meni?"

"Tuonne,"

Hän viittasi Salarian tielle.

"Opasta meitä."

Akte mietti silmänräpäyksen. Sitten hän lähti sotilaiden edellä

kulkemaan pitkin Salarian tietä, päinvastaiseen suuntaan kuin
pakolaiset olivat menneet.

Nero oli laskeutunut hevosen selästä, samoin hänen seuraajansa.

Kun he lähenivät majaa, ilmaantui ovelle Antonius, katsellen

seuruetta epäröiden. Hän oli heti tuntenut Neron ja muistaen Julian
sanoja, että kosto kuului Jumalalle, hän astui tervehtien syrjään,
silmäillen ihmetellen ohitsensa astuvia, äänettömiä gallialaisia.

Nero oli tuskin huomannut Antoniuksen, kun hän jo riensi tämän

luo:

"Mitä — pretorianieversti? Kuinka olet sinä täällä? Aiotko sinä

vangita minut? Te olette minut pettänyt!" Ja miekkansa vetäen hän
asettui puolustusasentoon.
 Mutta Antonius ei liikahtanut.

"Olen pakolainen, caesar", vastasi hän, "ja tarjoan sinulle

vierasvaraisuuttani."

Epäluuloisena astui Nero kynnyksen yli.

"Pakolainenko? Ketä sinä pakenet?"

"Neroa."

Caesar hymyili.

"Neroa", hän toisti, "se olen minä. Kuka sinä olet?"

"Antonius, eräs kristityistä."

Nero hoippui taaksepäin.

"Olen hukassa."

"Et toki, Nero. Minun suojassani olet turvissa."

"Etkö aio kostaa kenenkään puolesta?"

"En kenenkään."

"Et tiedä siis mitään?"

"Kaikki."

"Etkä kosta tovereittesi puolesta?"

"En. Jumala kieltää minua tekemästä sitä."

 Tällä välin olivat gallialaiset keskustelleet hiljaa keskenään. Toinen
heistä astui nyt Antoniuksen luo ja alkoi jutella hänen kanssaan. Julia
ja Lucrezia olivat vetäytyneet majan sisäosiin.

Nero oli voipuneena nopeasta ratsastuksesta istuutunut

permannolle seinän viereen. Silloin läheni häntä vaitelias gallialainen:

"Etkö sinä tunne minua, Nero?" kysyi hän hillityin äänin, luoden
häneen kylmän katseen.

Nero ravisti päätään.

"En tunne", hän sanoi. "Tiedän vaan olevani sinulle kiitollisuuden

velassa. Kun taas olen caesar, olen palkitseva uskollisuutesi."

"Sinä et enään tule caesariksi", vastasi synkästi gallialainen.

"Miksi en? Voimani on suuri niinkauvan kuin elän."

"Sinä et elä kauvan."

Nämä sanat pelästyttivät caesaria.

"Ohoh — mitä sinä tarkoitat? Täytyykö meidän jatkaa matkaa?

Ovatko viholliseni kintereilläni?"

"Verivihollisesi seisoo edessäsi."

"Veri — viholliseni? Sinä olet —"

Gallialainen tempasi valetukan päästään.

"Silanus."
 Nero ponnahti parkaisten ylös. Puutarhasta kuului melua. Siellä
olivat jo sotilaat.

"Minut on petetty!" parkui Nero. Ja kääntyen Silanukseen päin:

"Armoa!
Armoa, Silanus! Pelasta minut! Antonius — apua!"

Mutta Antoniuksen kanssa, joka tahtoi tulla caesarin avuksi,

painiskeli toinen gallialainen, Markus, estäen kristityn pääsemästä
häiritsemään tilintekoa.

Ivallisesti nauraen tarkasteli Silanus vihollistaan.

"Oletko sinä tuntenut armoa, Nero", kuiskasi hän, painostaen

jokaista sanaansa. "Tunsitko sinä armoa riistäessäsi sylistäni
Oktavian, kahlehtiaksesi tuon jalon naisen elämääsi? Tunsitko sinä
armoa, koettaessasi tahrata puhtainta olentoa ja antaessasi pyövelin
surmata hänet jalkavaimollesi mieliksi. Oletko koskaan tuntenut
armoa elämässäsi, joka on ollut vaan loppumaton rikoksien,
konnantöiden sarja? Nyt kuole, pelkuri!"

Jo kiiruhtivat ensin päärakennukseen kääntyneet sotilaat majaa

kohti.

Nero, kuullessaan heidän askeleensa ja tietäen olevansa

auttamattomasti hukassa, oli vetänyt tikarin esiin ja asettanut sen
kurkulleen. Mutta ollen liian pelkuri toteuttamaan aikomuksensa hän
yritti nousta pakoa koettaakseen. Silloin tarttui Silanuksen voimakas
nyrkki tikarin kahvaan ja painoi sen caesarin kurkkuun. Tämä
hervahti takaisin verissään lattialle.
 "Armoa", hän ähisi; Silanus vastasi potkaisemalla, ja kääntyen
sisään tunkeutuvien sotilaitten puoleen hän kylmästi virkkoi:

"Täällä on Nero. Minulla oli vanha lasku tasattavana hänen

kanssaan."

Caesar koetti taas nousta. Hänen jähmettynyt katseensa lensi

miehestä mieheen pysähtyen Silanukseen. Sitten retkahti hän
elottomana maahan veren vuotaessa tummana virtana haavasta.

"Kuka sinä olet?" kysyi gallialaiselta sotilaitten komentaja, jota oli

järisyttänyt kamala näytelmä.

Tämä pudotti viitan hartioiltaan.

"Silanus, eversti caesar Galban palveluksessa."

Upseeri tervehti sotilaineen kunnioittavasti päällikköään, jonka

puku heti ilmaisi hänen arvonsa. Markus, joka niinikään oli heittänyt
valepukunsa ja kantoi kapteenin arvomerkkejä, astui myös joukkoon.
Sanaakaan enään virkkaamatta astuivat molemmat kunniaatekevien
sotilaitten välitse ulos ja hävisivät pian yöhön.

Antonius, joka oli ollut pakoitettu toimetonna katselemaan

näytelmää, astui nyt esiin ja kaartin upseerina komensi sotilaat
viemään senaatille ilmoituksen caesarin kuolemasta. Hän itse Julian
ja Lucrezian kanssa liittyi heihin palatakseen kaupunkiin, jossa
hänellä ei enään ollut mitään pelättävää.

Tämä tapahtui yöllä kesäkuun 9 päivää vasten vuonna 68, siis

keisarinna
Oktavian kuolinpäivänä.
 Maja, jossa caesar makasi verissään, jäi autioksi. Kun poistuvien
askeleet olivat lakanneet kuulumasta, hiipi Akte pimeään
huoneeseen. Turhaan koetettuaan johtaa harhaan sotilaita, oli hän
tullut kuulemaan caesarin viimeistä huutoa.

Hän verhosi verisen ruumiin vaipallaan, pesi hänen kasvonsa

kyynelillään, voiteli hänen tukkansa ja piti koko yön kuolinvartiota
ruumiin ääressä.

Seuraavana päivänä sai hän senaatilta luvan ruumiin

hautaamiseen.

Hän kuletti sen marmooriseen hautakappeliin, jonka Nero jo

nuoruutensa päivinä oli rakennuttanut. Samana päivänä julisti
senaatti Galban keisariksi.
XXVIII LUKU.

TAISTELU PURPPURASTA.

Lokakuun alussa vuonna 68 saapui uusi imperatori Roomaan

kansan, joka odotti parempaa aikaa, tervehtiessä häntä riemulla, ja
legionien ilomielin uskollisuuttaan osottaessa. Mutta mieliala muuttui
pian. Jo Rooman porteilla tapahtui kiusallinen näytelmä. Neron
merisotilaat odottivat siellä häntä pyytääkseen päästä uuden
caesarin palvelukseen. Galba viivytti vastausta, syntyi meteli, ja liian
kiihkeänä sotilaallisessa ankaruudessaan, antoi Galba espanjalaisten
legioonainsa hakata sotilaat kappaleiksi. Siten jätti hän verisen jäljen
tielleen jo Roomaan tullessaan, ja tämä tapahtuma, jota seurasi
joukko kovin ankaroita, osittain aiheettomiakin teloituksia, näytti
merkitsevän pahaa Rooman tulevaisuudelle.

Kansa kävi pian välinpitämättömäksi uutta hallitsijaa kohtaan.

Kaarti nurisi ja sen tyytymättömyys pian levisi muihinkin armeijan
osastoihin.

Sillä kannalla olivat asiat kun Antonius, vietyään Julian ja Lucrezian

campanialaiseen maataloon, palasi Roomaan ilmoittautuakseen
keisarillisen kaartin päällikölle, jona edelleenkin oli Tigellinus, ja
pyytäen häneltä eroa upseerinvirastaan. Samana päivänä kuin hän
saapui Roomaan, vietiin Locuste, Neron myrkynsekoittajatar,
mestauslavalle.

Tigellinus, joka niin halpamaisesti oli pettänyt Neroa, ei tuntenut

syitä, jotka saivat everstin luopumaan paikastaan, ja hän kuunteli
määrätyllä tyydytyksellä tämän kertomusta. Tyytymättömänä uuteen
herraansa, joka maksoi huonosti ja asetti korkeita sotilaallisia
vaatimuksia, toivoi keisarillisten joukkojen johtaja taas löytävänsä
Antoniuksesta sopivan apumiehen pannakseen toimeen uuden
kavalluksen.

"Minä esittelen sinut imperatorille", sanoi hän. "Tänä levottomana

aikana ei tarvita suuria anteeksipyyntöjä lipuilta lähtemisesi vuoksi.
Tunnettu tosiasia, että olit Neron vihollinen, riittää suosittelukseksesi.
Katso sitten kuinka tulet häneen olemaan tyytyväinen."

"Minä en tule muodostamaan minkäänlaista arvostelua enään

imperatorista", vastasi Antonius, "sillä en aijo enään jäädä paikalleni
keisariuden palvelukseen."

"Sinä aiot siis erota ainaiseksi?" kysyi kenraali ihmeissään.

Antonius myönsi.

"Oletko tyytymätön Galbaan?" urkki Tigellinus.

"En tunne häntä."

"Miksi sitten tahdot jättää kotkat, joita niin kauvan olet palvellut?"

"Koska en tahdo kauvemmin taistella väkivallan puolesta."

 Tigellinus, joka oli huomaavinaan tässä vastauksessa peitettyä
kapinanhenkeä, jatkoi urkkimistaan:

"Tahdot ryhtyä vastustamaan väkivaltaa?"

"En; minä voin sitä kärsiä, mutta en tukea."

"Mistä väkivallasta sinä puhut? Minusta tuntuu, ettemme enään

ymmärrä toisiamme."

"Väkivalta, jota tarkoitan, ei ole mikään henkilöllisyys. Jos sen

edustajaa nimitetään Galbaksi taikka Neroksi — mitä kuuluu se
asiaan? Se on Rooma. Se on se ajatus, joka syntyi Roomassa ja
Roomasta maailman pääkaupungin teki. Siitä luopumisen pidän
ensimäisenä velvollisuutenani."

"Mitä oppia sinä tunnustat, eversti?" arveli päätään pudistellen

Tigellinus, jonka tämä keskustelu saattoi yhä enemmän ymmälle.

"Kristinoppia, Tigellinus."

Nyt ymmärsi pretorianien päällikkö upseeriaan. Hän nauroi

pilkallisesti ja käänsi hänelle selkänsä.

"Olet vapaa palveluksestasi."

Antonius antoi pois miekkansa ja riisui yltään kallisarvoisen vaipan,

joka ilmaisi hänen ritarillista arvoaan. Siten oli hän ottanut
ratkaisevan askeleen, joka vei hänet ulos aikaisemman elämänsä
piiristä. Se oli sisältänyt loistoa, rikkautta, kunniaa ja mainetta,
mutta ei totuutta, jota tämä uuden uskon ritari ennen kaikkea etsi.
 Omaisuutensa hän jakeli köyhille, pitäen itse vaan sen verran, että
kykeni suojelemaan Juliaa ja sairasta Lucreziaa puutteesta. Sitten
jätti hän Rooman, lähteäkseen rakastamansa naisen ja suojattinsa
kanssa siihen kaupunkiin, joka yleni idässä toisena tulevaisuuden
kaupunkina Rooman rinnalla. Messiaan vaikutuspaikoille tahtoivat he
perustaa itselleen uuden kodin. — Jerusalem oli sen pienen
seurueen päämäärä, joka eräänä syysaamuna astui laivaan Ostiassa,
jättääkseen ainaiseksi Italian mantereen.

Antonius seisoi aluksen kannella sen enenevällä nopeudella

poistuessa rannasta. Yhä epäselvempänä häämötti manner, kunnes
se kapeana viivana uiskenteli taivaanrannalla, häviten viimein
kokonaan näkyvistä.

Julia viittasi kaukaisuuteen. Aurinko nousi juuri purppuran

punaisena, hehkuvana kiekkona merestä heittäen heijastelevia
säteitään aalloille.

"Valo voittaa", virkkoi Julia ihastuksissaan, tarkastellen komeaa

näytelmää.

Antonius syleili häntä ääneti. Lähellä istui sairas Lucrezia, höpisten

itsekseen maasta, johon he nyt matkustivat, jossa ei ollut murhia
eikä verta.

*****

Italiassa oli syttynyt kansalaissota. Asema Roomassa oli käynyt

yhä jännittyneemmäksi, joukkojen mieliala yhä uhkaavammaksi.
Varsinkin voimakas reiniläisarmeija oli kuohuksissaan, ja
suojellakseen itseään alapäällikköjensä juonilta lähetti Galba
uskottunsa Aulus Vitelliuksen Kölniin. Vitellius oli sotilaille tunnettu