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vi Contents
Chapter 2 Learning about Video Application 107

Becoming Self-Aware at Mitchell Gold +
Yourself 74 Bob Williams 107
Case Incidents 107
Manager Challenge 75 The Marshall Plan 107
Video Incident: Never Good Enough 75 “Giving Back” 108
Initial Thoughts 75
Personal Skills Log 111
Discover Yourself 76
Questionnaire 1 76 References 112
Questionnaire 2 77
Questionnaire 3 79 Chapter 3 Managing Yourself
Questionnaire 4 79 to Get Things Done 116
Questionnaire 5 82
Discover Knowledge 83 Manager Challenge 117
Know Yourself 83 Video Incident: Wasted Time? 117
What’s Your Problem? 84 Initial Thoughts 117
The Importance of Self-Awareness 84 Discover Yourself 118
How to Expand Your Self-Awareness 85 Questionnaire 1 118
Using the Johari Window to Enhance Questionnaire 2 119
Self-Awareness 86 Questionnaire 3 120
Key Individual Differences 87
Understanding Personality 88 Discover Knowledge 122
Thinking Styles and the Herrmann Whole Higher-Order Thinking 122
Brain Model 90 Why Can’t We Follow Our Good
7 Steps to…Making Your Natural Intentions? 122
Personality Work for You 90 Bring Your Brain into Balance 123
Jungian Types for Interacting A Bottom-up Approach to Getting Things under
with the World 92 Control 124
Underlying Values 94 Basic Principles for Self-Management 124
Instrumental and End Values 95 A Step-by-Step Guide to
Values-Based Management 97 Self-Management 125
Leading Words 97 Some Tried-and-True Time Management
Using Self-Awareness to Build Management Techniques 126
Skills 98 What’s Your Problem? 127
Need to Know 99 What About Procrastination? 128
Why Do We Procrastinate? 128
Action Learning 101 Task Urgency Influences
Deliberate Practice Exercises 101 Procrastination 129
Values in Action 101 How to Overcome Your Procrastination 130
Personality Type 102 Visualize Your Intention 131
In-Class Team Exercises 103 Verbalize Your Intention 131
Self-Awareness and Feedback 103 Leading Words 132
Managerial Values 104 Other Techniques for Overcoming
Field Team Exercise 104 Procrastination 132
Job Advertisements—Brain Managing Stress 133
Dominance 104 Challenge Stress versus Threat Stress 134
7 Steps to…Dealing with an Office
Test Your Mettle 106
Bully 134
Role Play Simulations 106 Type A and Type B Behavior 135
Never Good Enough 106 Developing Your Stress Management
Painful Rumors 106 Competencies 136
Need to Know 138
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Contents vii
Action Learning 139 Personal Approaches to Creative Problem

Deliberate Practice Exercises 139 Solving 168
How Do I Allocate My Time—Urgent or Your Creative Problem-Solving Style 168
Important? 139 Common Mistakes in Problem Solving 169
Mindful Stress Reduction 139 Getting Trapped
Reducing Stress and Procrastination 140 in the Status Quo 169
In-Class Team Exercise 141 7 Steps to…Squash Your Creativity 170
Time Bandits 141 Justifying Previous Solutions 170
Field Team Exercise 142 Being Overconfident 171
Who’s “Stressed Out” the Most? 142 Need to Know 172
Test Your Mettle 143 Action Learning 173

Role Play Simulations 143 Deliberate Practice Exercises 173
Wasted Time? 143 The 5 Percent Challenge 173
The Need to Focus 143 Use Your Intuition 174
Video Application 144 In-Class Team Exercise 175
Lost in Translation 144 Boyberik: Team Problem Solving 175
Case Incidents 144 Field Team Exercise 175
Jekyll & Hyde 144 What Does the Future Hold? A Visioning
The Power of Positive . . . Whatever 146 Exercise 175
Personal Skills Log 148 Test Your Mettle 177

Role Play Simulations 177
References 149 Go Figure! 177
The Mess Up 178
Chapter 4 Creative Problem Video Application 178
Solving 152 Solving Problems at Plant Fantasies 178
Case Incidents 178
Manager Challenge 153 Team Players 178
Medici Mediterranean Restaurant 180
Video Incident: Go Figure! 153
Initial Thoughts 153 Personal Skills Log 182
Answers to Questions in Exhibit 4.1 183
Answers to Questions in Exhibit 4.5 184
Questionnaire 1 154
Questionnaire 3 155
Questionnaire 4 155
Chapter 5 How Managers
Discover Knowledge 157
Communicate 188
The Problems Managers Face 157
Problem-Solving Basics 159 Manager Challenge 189
Stage 1: Define the Problem 159
Video Incident: Get On Board! 189
Stage 2: Select a Response 161
Initial Thoughts 189
Stage 3: Execute a Solution 163
Maximize Your Problem-Solving Effectiveness 163 Discover Yourself 190
Leading Words 164 Questionnaire 1 190
Stage 1: Techniques for Improving Problem Questionnaire 2 190
Definition 164 Questionnaire 3 191
Stage 2: Techniques for Developing and Questionnaire 4 192
Selecting Alternatives 165 Questionnaire 5 192
Stage 3: Techniques for Executing a Discover Knowledge 194
Solution 167
Your Success as a Manager Depends on Good
What’s Your Problem? 167
Communication 194
viii Contents
What Is Manager Communication? 194 Chapter 6 Becoming an

A Model of Communication 195
The Manager’s Biggest Job 196
Ethical Manager 224
Managers Are Sensegivers 196
The Manager as Communication Manager Challenge 225
Champion 197 Video Incident: Is It a Secret
Leading Effective Conversations 198 or Is It Espionage? 225
Creating an Open Communication Initial Thoughts 225
Climate 198 Discover Yourself 226
Asking Questions 199 Questionnaire 1 226
Active Listening 199 Questionnaire 2 226
7 Steps to…Supportive Listening 200 Questionnaire 3 227
Communicating to Persuade 201 Questionnaire 4 228
The Art of Persuasion 201
Communicating with Candor 201
What’s Your Problem? 202 What Managers Do to Make Things Go Wrong 229
Using the Correct Channel 203 What Does an Ethical Manager Do? 230
The Continuum of Channel What Is Your Level of Moral Development? 231
Richness 203 The Moral Development Scale 232
Using Electronic Channels 204 Where Are You on the Moral Development
Leading Words 205 Scale? 233
Nonverbal Communication 206 What Makes Ethical Decisions So Difficult? 235
Making Presentations 207 Ethical Dilemmas 235
Prepare 207 Varying Ethical Intensity 236
Practice—and Then Practice Again 208 How to Make Ethical Choices 237
Personalize 208 7 Steps to…Ethical Difficulty 237
Pace 208 Use Rotary International’s Four-Way Test 238
Polish 209 What’s Your Problem? 238
Need to Know 209 Other Approaches to Guide Ethical
Decision Making 239
Action Learning 210 Courage Drives Ethics 239
Deliberate Practice Exercises 210 What Is Courage? 239
Asking Questions 210 Leading Words 241
Channel Richness 210 The Need for Personal Moral
In-Class Team Exercise 211 Courage 241
Listening (or Not) Skills 211 Develop Your Backbone 241
Field Team Exercise 213 Believe in a Higher Purpose 242
Presentation Skills 213 Draw Strength from Others 242
Harness Frustration and Anger 242
Test Your Mettle 215 Start Small 243
Need to Know 243
Get on Board! 215
What’s Going On? 216 Action Learning 244
Video Application 216 Deliberate Practice Exercises 244
Communication Choices at Plant The Courage to Ask “Dumb”
Fantasies 216 Questions 244
Case Incidents 216 Practice Humility 245
Toy-Gate 216 My Own Four-Way Test 245
Loose Cannon 218 In-Class Team Exercise 246
Social Values 246
Field Team Exercise 247
References 221 Ethical Working Conditions 247
Contents ix
Test Your Mettle 249 Case Incidents 250

Role Play Simulations 249 The Way It’s Done 250
Is It a Secret or Is It Espionage? 249 Worth It? 252
What’s the Big Deal? 250 Personal Skills Log 254
Video Application 250
Social Responsibility at Theo References 255
Chocolate 250
Part 2 Managing Relationships 259
© clover/a.collectionRF/
amana images inc./Alamy
Chapter 7 Motivating for Use Rewards to Reinforce Desirable
Behavior 276
Performance 260 Help People Perform to Achieve
Rewards 277
Manager Challenge 261 Treat People Fairly: The Concept of
Video Incident: Equality or Not? 261 Equity 278
Initial Thoughts 261 Motivate by Empowering People 279
Discover Yourself 262 Give Meaning to Work through Engagement 280
Questionnaire 1 262 Need to Know 281
Questionnaire 2 262
Questionnaire 3 263
Action Learning 283
Questionnaire 4 264 Deliberate Practice Exercises 283
Questionnaire 5 265 Positive Reinforcement 283
Job Characteristics 284
Discover Knowledge 266 In-Class Team Exercises 285
Establish Goals for High Performance 266 Work vs. Play 285
Leading Words 266 The Impact of Positive and Negative
Applying Goal Setting Theory 267 Reinforcement 286
The Impact of Goal Setting 267 Field Team Exercise 286
The Foundations of Motivation: Recognizing Human Another Day at the Office 286
Needs 268
The Link between Individual Needs and Test Your Mettle 287
Motivation 269 Role Play Simulations 287
What’s Your Problem? 269 Equality or Not? 287
The Hierarchy of Needs 271 Who Wants to Be Empowered? 288
Motivate by Meeting Higher-Level Video Application 288
Needs 272 LivingSocial Escapes 288
Shaping Behavior toward High Performance: Design Case Incidents 288
Motivating Jobs 273 Balancing Act 288
7 Steps to…Using Rewards Sun Spots 290
Effectively 274
Shaping Behavior toward High Performance: Use
Rewards Appropriately 276 References 293
x Contents
Chapter 8 Getting Things Done Test Your Mettle 322

through Networks, Relationships, Cliques 322
and Soft Power 296 Soft Power 323
Manager Challenge 297 The Personal Touch at Camp Bow
Video Incident: Cliques 297 Wow 323
Initial Thoughts 297 Case Incidents 323
Sweating the “Suarez Effect” 323
Outside the Loop 325
Questionnaire 1 298
Questionnaire 2 298 Personal Skills Log 327
Questionnaire 3 299

Relationships 101 302
Chapter 9 Developing People
Networking 303 with Coaching, Delegation, and
Types of Personal Networks 303 Deliberate Practice 332
Roles in a Network 305
Learn to Network 307 Manager Challenge 333
Just Get Started 307 Video Incident: Rough at the Edges 333
Dig the Well Before You Are Thirsty 307 Initial Thoughts 333
Take Names 308
Never Eat Alone 308 Discover Yourself 334
Have Something to Give 308 Questionnaire 1 334
Find a Kingpin 308 Questionnaire 2 334
New Media Networks 309 Questionnaire 3 335
Make It Personal 309 Questionnaire 4 335
Keep It Appropriate 310 Questionnaire 5 336
7 Steps to…Using Online Networks Discover Knowledge 337
Professionally 310 Leading Words 337
How Managers Use Networks for Soft Power and What Is Managerial Coaching? 338
Political Influence 311 A Crucial Skill for Manager
What’s Your Problem? 311 Performance 338
What Is Soft Power? 312 What People Want 338
Build Your Soft Power for Social and The Coaching-Friendly Mindset 339
Political Influence 312 Coaching versus Traditional
Leading Words 313 Managing 340
Techniques for Applying Soft Power and Directive versus Consultative
Political Influence 314 Coaching 340
Need to Know 317 The Coaching Model 341
Action Learning 318 Step 1: Prepare Mentally 342
Deliberate Practice Exercises 318 Step 2: Reach a Coaching Agreement 342
Soft Power Influence 318 Step 3: Set Broad Goals 342
Learn to Network Better 319 Step 4: Gather Information 343
My Networks 319 Step 5: Collect and Provide Helpful
Circles of Influence 319 Feedback 343
Step 6: Define Together What Needs to
In-Class Team Exercise 319
Change 345
Power Dynamics 319
7 Steps to…Valuable Feedback 346
Field Team Exercise 320 Step 7: Together Set Action Steps for Change 348
Developing Trust and Relationships 320 Step 8: Follow Up 348
Contents xi
Learn to Develop People with Delegation 349 The First Rule for Any Difficult
Learn to Use the Power of Deliberate Practice 350 Conversation 378
Need to Know 352 Use the ILETS Model 378
Additional Tools for Difficult
Action Learning 353 Conversations 379
Deliberate Practice Exercises 353 What’s Your Problem? 380
Coaching Practice 353 How to Deliver Bad News 380
My Best Coach Ever 354 What Is Your Conflict Handling Style? 381
Directing versus Coaching 355 Types of Conflict 381
How Do You Delegate? 355 Styles to Handle Conflict 381
In-Class Team Exercise 355 Negotiation Strategies for Reaching
Non-Directive Listening versus Agreements 383
Advising 355 Planning the Negotiation 383
Field Team Exercise 356 Conducting the Negotiation 384
Analyzing and Practicing Feedback 356 7 Steps to… More Skill in Negotiations 385
Need to Know 387
Role Play Simulations 358 Action Learning 388
Rough at the Edges 358 Deliberate Practice Exercises 388
Delegation Dilemma 358 The ILETS Model: Easy
Video Application 358 Conversations 388
Welcome Home, Roscoe Jenkins 358 The ILETS Model: A Difficult
Case Incidents 359 Conversation 388
Rookie 359 Observe Your Communication
“This Isn’t the Wild West, Son” 361 Behavior 389
Conflict Styles 389
Personal Skills Log 363 In-Class Team Exercise 389
References 364 Dialogue Circle 389
Chapter 10 Handling Difficult How Are Public Conflicts Resolved? 390
Conversations, Conflict, and Test Your Mettle 392

Negotiation 366 Appraisal Inflation 392
Negotiating a Business Opportunity 392
Manager Challenge 367
Video Incident: Appraisal Inflation 367 Conflict During In Good Company 392
Case Incidents 393
Discover Yourself 368 “What I Like to Hear” 393
Questionnaire 1 368 Decision Time 394
Questionnaire 2 368
Questionnaire 3 369
Leading Words 372
Use Robust Dialogue for Team Issues 373
Chapter 11 Managing Your
Is Team Dialogue Really Needed? 373 Boss 400
How Does Robust Dialogue Work? 373
The Foundation of Dialogue 375 Manager Challenge 401
Handling Difficult Conversations 375 Video Incident: Pushback? 401
A Guide for Conducting Difficult Conversations 377 Initial Thoughts 401
Prepare Your Mind: Learning versus
Combat 377
xii Contents
Discover Yourself 402 Finding Power and Courage for Managing Up 418
Questionnaire 1 402 Personal Sources 419
Questionnaire 2 402 Position Sources 419
Questionnaire 3 403 Need to Know 419
Questionnaire 4 404
Action Learning 421
Discover Knowledge 406 Deliberate Practice Exercises 421
The Art of Managing Up 406 Help the Boss 421
Leading Words 407 What Kind of Boss Am I? 422
Why Do You Tense Up Around the Boss? 407 Looking Up 422
Unhelpful Attitudes toward the Boss 408 In-Class Team Exercise 423
Helpful Attitudes toward the Boss 409 Boss Dilemmas 423
What Your Boss Wants from You 409 Field Team Exercise 424
Boss Management Rule #1: Understand Your Getting Along with the Boss 424
Boss 410 Test Your Mettle 426
7 Steps to…Infuriating the Boss 411
Observe and Analyze the Boss’s Work Style 411
Pushback? 426
Understand the Types of Bosses 412
The Hovering Boss 427
Boss Management Rule #2: Employ Specific
Tactics 414
Barcelona Restaurant Group 427
Help Your Boss Be a Good Boss 414
Be a Resource for the Boss 415 Case Incidents 427
Build a Relationship with Your Boss 415 Waiting for Lift-off 427
What’s Your Problem? 415 Finding What’s Still Salvageable 428
See the Boss Realistically 416 Personal Skills Log 431
Boss Management Rule #3: Understand Yourself 416
References 432
Part 3 Managing Your Team 435
Chapter 12 Managing fancy alamy

What Does a High-Performing Team Look Like? 444
It Takes Time to Develop a High-Performing
Teams 436 Team 445
Forming 446
Manager Challenge 437 Storming 446
Video Incident: Rewarding What? 437 Norming 447
Initial Thoughts 437 Performing 447
Discover Yourself 438 Adjourning 447
Questionnaire 1 438 The Personal Dilemma of Teamwork 447
Questionnaire 2 438 What’s Your Problem? 448
Questionnaire 3 439 Frustrations within Teams 449
Questionnaire 4 440 Reduced Effort 449
Loss of Diverse Thinking 449
Discover Knowledge 442 Wrong Rewards 450
The Value of Teams 442
Contents xiii
What Makes a Valuable Team Member? 450 Discover Yourself 476

What Team Members Must Questionnaire 1 476
Contribute 450 Questionnaire 2 477
Team Member Roles 451 Questionnaire 3 478
What Makes a Good Team Leader? 452 Questionnaire 4 479
Recognize the Importance of a Compelling Discover Knowledge 480
Purpose 452
Two Paths to High Performance 480
Learn to Truly Share Power 452
Meet Task Needs 480
Leading Words 453
Meet People Needs 481
Shape Norms of Conduct and
Do You Have a Task or a People
Performance 454
Orientation? 481
Running a Team Meeting 454
The Role of Hard Power and Formal Authority 483
Have a Clear Purpose 454
Legitimate Power of Position 484
Invite the Right People 454
Resources: Rewards and Punishments 484
Be Prepared 455
Use the Right Processes 455 Accountability-Based Management 485
7 Steps to…Running a Great Meeting 456 The Need for Accountability 485
Follow-Up 456 An Accountability Cycle 485
A Special Note on Virtual Meetings 456 Leading Words 488
Need to Know 457 Get the Right People on the Bus 489
Clearly Define the Position 490
Action Learning 458 Get the Word Out 490
Deliberate Practice Exercises 458 Select the Best Person 490
Birth Order and Team Roles 458 Take Your Time 491
Group Skills 459 A Manager’s Toughest Job: Getting Rid of
In-Class Team Exercises 460 Poor Performers 491
Wilderness Survival 460 How to Evaluate People 492
Running a Meeting 463 Conducting a Performance Appraisal 492
Field Team Exercise 463 7 Steps to…Turning a Performance Review
Cooking Your Team 463 into a Fight 493
A Controversial Appraisal System 494
Test Your Mettle 465 What’s Your Problem? 494
Role Play Simulations 465 Need to Know 495
Rewarding What? 465
Creating a High-Performance Team 466 Action Learning 496
Video Application 466 Deliberate Practice Exercises 496
Striving for More Teamwork at Holden Holding Yourself Accountable 496
Outerwear 466 Tasks versus Relationships 497
Case Incidents 466 In-Class Team Exercises 498
“We Are the Dream Team” 466 Performance Evaluation Plan 498
Class Project 468 The De-Luxe Boat Shipyard: Group
Construction and Accountability 499
References 471 Getting the Right People on the Bus 499
Chapter 13 Achieving
Desired Outcomes: Getting the The Scorecard 501
Right People and Managing The CEO’s Decision 502
Performance 474 The Right People at Barcelona Restaurant
Group 502
Case Incidents 503
Video Incident: The Scorecard 475 “What’s Wrong with the Team?” 503
Initial Thoughts 475 Five Stars—Really?? 504
xiv Contents
Personal Skills Log 507 Test Your Mettle 538

References 508 Role Play Simulations 538
Getting Respect 538
The Management Consultant from Appazit 538
Chapter 14 Managing Video Application 539
Cross-Culturally 510 Mitchell Gold + Bob Williams 539
Case Incidents 539
Manager Challenge 511 True to Myself 539
Video Incident: Getting Respect 511 Diversity Nightmare 541
Initial Thoughts 511 Personal Skills Log 543
Discover Yourself 512 References 544
Questionnaire 1 512
Questionnaire 2
Questionnaire 3
513
514
Chapter 15 Positive
Questionnaire 4 515 Leadership 548
Questionnaire 5 516
Video Incident: Just Say NO! 549
Leading Words 518
Managing Globally: The Culture Difference
Trap 518 Discover Yourself 550
Personal Qualities for Being a Successful Global Questionnaire 1 550
Manager 521 Questionnaire 2 550
The Curse of Ethnocentrism 521 Questionnaire 3 551
Developing Cultural Intelligence 522 Questionnaire 4 552
What People Across Cultures Expect from Discover Knowledge 554
Managers 523 Leadership with a Positive Preference 554
Communication 523 Face Your Negativity Problem 554
Decision Making 525 Develop Positive Leadership Qualities 555
Motivation 525
Positive Personal Qualities and Relationships 557
Negotiation 525
7 Steps to… A Toxic Workplace 557
What about Diverse Cultures in a Single Practice Mindfulness 558
Country? 526 Demonstrate Humility and Will 558
Valuing Diversity 526 Lead with Love, not Fear 559
Management Challenges 527
Create Positive Vision and Meaning 560
7 Steps to… Not Being Taken Seriously 528
Link Vision with Action 561
Provide a Noble Purpose 562
Ways Women Lead 530
Foster a High Positivity Ratio in Communications 563
Women As Managers 531
Is Management Style Gender Driven? 531
Build a Positive Team Culture and Values 564
Your Challenge as a Manager 531
Culture Strength 564
Need to Know 532 The High-Performance Culture 565
Action Learning 533 How to Shape Culture 565
Leading Words 566
Deliberate Practice Exercises 533
Understanding Cultural Differences 533 Design Positive Work 567
The Ups and the Downs 533 Focus on Strengths 567
Help People Find Flow 567
Gender Differences in Need to Know 569
Communication 535 Action Learning 570
Field Team Exercise 536 Deliberate Practice Exercises 570
Becoming a Minority 536 Check Your Ego 570
Caring Relationships 571
Contents xv
In-Class Team Exercise 572 Appreciative Inquiry 595

Car Wash 572 Leading Everyday Change with
Field Team Exercise 572 Appreciative Inquiry 596
Anthropological Hunt 572 A Checklist for Planned Organizational
Change 597
Test Your Mettle 574 What’s Your Problem? 598
Role Play Simulations 574 Effective Techniques Used by Change
Just Say NO! 574 Managers 598
The Ho-Hum Job 574 Always Have a Sponsor 598
Video Application 575 Leverage Both the Hard and Soft Sides of
Positive Leadership at Camp Bow Wow 575 Change 599
Case Incidents 575 Don’t Be Deceived by Despair 600
One Size Fits All? 575 Strive to Create a Learning Organization 601
Culture Clash 576 7 Steps to… Stacking the Odds against
Change 602
Team-Based Structure 603
References 580 Empowered Employees 603
Personal Networks 603
Adaptive Culture 603
Chapter 16 Managing Personal Need to Know 604
and Organizational Change 584 Action Learning 605
Deliberate Practice Exercises 605
Manager Challenge 585 Do What You Love 605
Video Incident: Light the Fire 585 You Can Change! 606
Discover Yourself 586 An Ancient Tale 607
Questionnaire 1 586 Field Team Exercise 608
Questionnaire 2 586 Appreciative Inquiry 608
Questionnaire 3 587
Questionnaire 4 588 Test Your Mettle 610
Discover Knowledge 590 Light the Fire 610
Face the Facts: People Have a Hard Time “An Ancient Tale” Role Play 611
Changing 590 Video Application 611
Change Typically Involves a Personal Theo Chocolate 611
Ending and Loss 590
Case Incidents 611
Leading Words 591
Agents of Change 611
A New Beginning 592
“From This Point On . . .” 612
Learn the Keys to Helping Individuals Change 593
Recognize the Stages of Personal Change 593 Personal Skills Log 614
Changing the Team or Organization 595 References 615
Glossary 618
Name Index 625
Subject Index 630
a b o u t t h e a u t h o rs
Richard L. Daft, Ph.D., is the Brownlee O. Currey, Jr., Professor of Management in

the Owen Graduate School of Management at Vanderbilt University. Professor Daft
specializes in the study of organization theory and leadership. A Fellow of the Academy
of Management, Dr. Daft has served on the editorial boards of Academy of Manage-
ment Journal, Administrative Science Quarterly, and Journal of Management Educa-
tion. He was the associate editor-in-chief of Organization Science and served for three
years as associate editor of Administrative Science Quarterly.
Professor Daft has authored or co-authored 13 books, including The Executive
and the Elephant: A Leader’s Guide to Building Inner Excellence (Jossey-Bass, 2010),
Organization Theory and Design (South-Western, 2013), The Leadership Experience
(South-Western, 2011), and What to Study: Generating and Developing Research Ques-
tions (Sage, 1982). He published Fusion Leadership: Unlocking the Subtle Forces That
Change People and Organizations (Berrett-Koehler, 2000) with Robert Lengel. He has
also authored dozens of scholarly articles, papers, and chapters. His work has been pub-
lished in Administrative Science Quarterly, Academy of Management Journal, Academy
of Management Review, Strategic Management Journal, Journal of Management, Ac-
counting Organizations and Society, Management Science, MIS Quarterly, California
Management Review, and Organizational Behavior Teaching Review. Professor Daft is
also an active teacher and consultant. He has taught management, leadership, organi-
zational change, organizational theory, and organizational behavior.
Professor Daft has served as associate dean, produced for-profit theatrical produc-
tions, and helped manage a start-up enterprise. He has been involved in management
development and consulting for many companies and government organizations, in-
cluding the American Bankers Association, Bridgestone, Bell Canada, the Transporta-
tion Research Board, Nortel, TVA, Pratt & Whitney, State Farm Insurance, Tenneco,
the U.S. Air Force, the U.S. Army, J.C. Bradford & Co., Central Parking System, En-
tergy, Bristol-Myers Squibb, First American National Bank, and the Vanderbilt Univer-
sity Medical Center.
Dorothy Marcic, Ed.D., MPH, is a professor at Columbia University and former fac-
ulty member at Vanderbilt University. Dr. Marcic is also a former Fulbright Scholar
at the University of Economics in Prague and the Czech Management Center, where
she taught courses and did research in leadership, organizational behavior, and cross-
cultural management. She has taught courses at the Monterrey Institute of International
Studies and has taught courses or given presentations at the Helsinki School of Eco-
nomics, Slovenia Management Center, College of Trade in Bulgaria, City University
of Slovakia, Landegg Institute in Switzerland, the Swedish Management Association,
Technion University in Israel, and the London School of Economics. Other interna-
tional work includes projects at the Autonomous University in Guadalajara, Mexico, and
xvi
About the Authors xvii
a training program for the World Health Organization in Guatemala. She has served on
the boards of the Organizational Teaching Society, the Health Administration Section of
the American Public Health Association, and the Journal of Applied Business Research.
Dr. Marcic has authored 12 books, including Organizational Behavior: Experiences
and Cases (South-Western Publishing, 6th edition, 2001), Management International
(West Publishing, 1984), Women and Men in Organizations (George Washington
University, 1984), and Managing with the Wisdom of Love: Uncovering Virtue in People
and Organizations (Jossey-Bass, 1997), which was rated one of the top ten business
books of 1997 by Management General. Her most recent book is Love Lift Me Higher
(George Ronald). In addition, she has had dozens of articles printed in publications
such as Journal of Management Development, International Quarterly of Community
Health Education, Psychological Reports, and Executive Development. She has re-
cently been exploring how to use the arts in the teaching of leadership and has a book,
RESPECT: Women and Popular Music (Texere, 2002), which serves as the basis for the
musical theater production Respect: A Musical Journey of Women. Her newest artistic
endeavor is SISTAS: The Musical, which has played for over a year Off-Broadway and
was nominated as the Best New Musical. She has appeared on television networks
C-Span, CMT, and BRAVO.
Professor Marcic has conducted hundreds of seminars on various business topics
and consulted for executives at AT&T Bell Labs, the governor and cabinet of North
Dakota, the U.S. Air Force, Slovak Management Association, Eurotel, Czech Ministry
of Finance, the Cattaraugus Center, USAA Insurance, State Farm Insurance, and the
Salt River–Pima Indian Tribe in Arizona.
Preface
A Zen master poured tea into a cup until it overflowed, spilling tea onto the saucer
and tray. The master asked a student, “What is the lesson here?” The student shook his
head, not knowing. The master gave him the lesson: “You can’t pour new tea into the
cup until you empty out what is already there.”
The master’s teacup lesson is a metaphor for educating students. Students arrive in
our classrooms full of concepts, beliefs, habits, distractions, life experiences, worries,
skepticism, mental criticalness, and defensiveness—all blocks to learning and change.
A mind already full doesn’t have much room for the new knowledge, skills, and tech-
niques of management. One solution is to allow students to empty out their own ideas
and thinking before introducing them to a new concept. The effectiveness of this sim-
ple technique for teaching adults has been established in social science research and
is the premise for this book.1 Indeed, emptying oneself first is often a precursor to any
significant personal change.2
Our vision for this book is to provide management instructors with a new set of tools
and techniques from which to teach students the difficult and challenging application
of managerial theories and concepts. The application of good management principles
is a lot harder than it looks, as are most endeavors that require new skills. We discovered
in our classrooms that student engagement and learning increase when students first
empty out their ideas with an introductory problem or challenge. Each chapter of this
book gives instructors a menu of teaching resources for student challenges, feedback,
applications, and learning. Moreover, students will learn a great deal about themselves
as potential managers.
There are many ways to teach management skills. The prevalent model is to (1) in-
troduce students to conceptual models and principles, followed by (2) student attempts
to apply concepts to an exercise, case, or video, and concluding with (3) an exam that
provides feedback on test performance. A questionnaire to provide feedback about a
student’s style is often included as a pre-assessment or during the learning process.
This traditional approach has been successful for decades, but it does not reflect
the most up-to-date developments or technology for student learning. Much research
on pedagogy and learning has generated new insights. This book is organized around a
new learning philosophy, new technology, and a coherent learning package for students
to acquire management skills. This integrated textbook package may appear novel to
some users because it is based on the latest research findings about how people learn.
The approach and materials have also been tested in our own classrooms. The basis of
the new approach is action, as in “first do, then learn.” Adding to this basic principle of
learning are the following ideas: less is more, tight integration, and the power of new
techniques such as the manager challenge and the student’s personal learning log.
Instructors may adopt all or part of this new approach, or use this text’s rich array of
teaching materials within their own approach for teaching management skills.
1
John D. Bransford, Ann L. Brown, and Rodney R. Cocking, eds., How People Learn: Brain, Mind, Experience, and School (Washington DC: National Academy
Press, 2000).
2
Carl Rogers, On Becoming a Person: A Therapist’s View of Psychotherapy (Boston: Mariner Books, 1995).
xviii
Preface xix
What Is Action-First?
Action-first means for the learner to take action early and often. This text is loaded with
opportunities for students to learn via the principle of “first do, then learn.” The impor-
tance of real world action-first and “doing” is visible in the rise of teaching innovations
such as service learning projects and student-based consulting projects. A significant
development in teaching new skills in the field of higher education is problem-based
learning (PBL).3 Problem-based learning started in medical schools and has since been
adopted in schools of engineering, architecture, social work, law, and nursing.4 The
essence is simple—start with a problem upon which a student takes action rather than
with a theory. In recent years, medical and nursing schools have found that putting
students into a clinical setting very early is more effective than waiting until after heavy
in-class work, memorization, and testing.
Traditional academic learning is based on the principle “first learn, then do.” Through
lectures and reading assignments, students digest and memorize conceptual material
that they hope to apply to a case problem, a final exam, or on the job. Problem-based
learning reverses this sequence into “first do, then learn.” Students start with a realistic
problem scenario upon which they take action before learning a concept or skill. Action
on the problem reveals to students their learning gap—how little they know—which
opens the students’ minds to knowledge and synthesis, completing a learning cycle.
Conceptual material is used in support of solving the problem and synthesizing lessons
for future applications. Concepts are not expected to be an end in themselves.
A PBL application can be as simple as having students analyze and problem-solve
a brief written case using their own thoughts and opinions, followed by the instructor
explaining a theory or model that shows how to resolve the problem. In other applica-
tions of action-first learning, instructors might assign students individual deliberate prac-
tice exercises or team exercises either inside or outside the classroom. Completing these
exercises will often lead to better retention and skill building than a traditional lecture.
PBL or action-first learning works as follows:
1. Learners are given an exciting and realistic problem at the start of the class
session about which to brainstorm and discuss practical solutions.5
2. Learners’ prior knowledge is surfaced and used, to which new knowledge is then
added. Learners are more in charge of their own learning, including self-direction
for handling problems in their own lives.
3. Trying to respond correctly to a video challenge or case “problem” immediately
answers the question implicit in the student’s mind: “Why do I need to know this
material?”6
4. PBL engages students in active rather than passive learning, trying things to
learn what works, improving their skills through mental repetition and physical
practice. Learning with action is consistent with the action nature of managerial
work.
3
Barbara J. Duch, Susan E. Groh, and Deborah E. Allen, eds., The Power of Problem-Based Learning (Sterling, VA: Stylus Publishing, 2001).
4
Gerald F. Smith, “Problem-Based Learning: Can It Improve Managerial Thinking?” Journal of Management Education 29, no. 2 (April 2005): 357–378.
5
Roland K. Yeo, “Leading Through Problems: Recognizing the Potential of Getting Their Hands Dirty,” Industrial and Commercial Training 42, no. 3 (2010):
128–134.
6
Gerald F. Smith, op. cit.
xx Preface
The teaching materials within this text provide instructors with an opportunity to
empty each student’s cup before trying to fill it. Each chapter begins with an engaging
manager video challenge that lets students empty their cups of personal beliefs and
opinions about the right way to handle a manager incident. By taking action on the
problem, a student learns what he or she does not know. Then the lesson is given by the
instructor, or can be provided by the follow-up video, by discussion with other students,
or by the text. First do, then learn, a simple reversal in the typical learning sequence, is a
powerful tool enabling students to experience personal transformation in their manage-
ment skills in a short time.
Research into adult learning supports the high payoff from starting with a prob-
lem to solve rather than with lectures and readings. For example, recent research in
psychology revealed that trying and failing a test before being exposed to readings and
lectures increased student learning.7 There are real benefits to taking action without
preparation and getting it wrong. The mind suddenly opens to new knowledge. More-
over, evidence from the science of learning suggests the importance of helping people
become involved in the control of their own learning. Effective instruction builds on
what learners bring to the setting, including previous experiences, cultural practices,
and knowledge of academic content. Problem-based learning helps students make con-
nections between previous knowledge and current assignments. Solving a problem also
activates a student’s independent thinking that will apply concepts to new problems
beyond the classroom. Learning experiences premised on action create a stimulating
and effective learning environment.8
Less Is More
This skills text is highly focused. There are 16 chapters rather than the traditional 10,
and the mass of research material has been distilled and refined into shorter chapters
that capture the essence and critical points for each topic. Each chapter is accompa-
nied by a robust menu of exercises and activities to engage students. The opening video
challenge relates directly to chapter competencies and is followed by a menu of brief
questionnaires from which students discover their personal styles and characteristics.
Likewise, the cases and exercises are original and written to focus on issues directly
relevant to each chapter’s content.
Academic authors often feel the need to be comprehensive by mentioning every
relevant research concept and citation in a subject matter area. Concept may be
piled on concept to include “everything” in a single textbook chapter, which can
make a chapter seem pointless as well as endless for students. The same is true of
questionnaires and other text features. Is it necessary to use 40 questions when 10
will make the point for the student? Why use a complete article from a business
magazine as a case for analysis when a shorter, more pointed incident or dilemma
would make for a better class discussion? Students have shorter attention spans than
ever and want to get to the point quickly. The goal of this book is to provide greater
focus and more options.
7
Henry L. Roediger III and Bridgid Finn, “The Pluses of Getting It Wrong,” Scientific American Mind (March–April 2010): 39–41.
8
Bransford, et al., How People Learn.
Preface xxi
Tight Integration
The seven elements of the learning cycle used in this book for building management
skills are summarized in Exhibit 6 on page 14 (in the Introduction). These seven pieces
comprise a tightly integrated learning system. Each chapter begins with an opening
Manager Challenge that can be presented as a video. After students watch the video
challenge, they respond with Initial Thoughts to solve the problem. This action step
also provides a benchmark for the student’s later realization of how much has been
learned. The next piece is made up of Discover Yourself questionnaire assessments that
are specifically tailored to the content of each chapter. The feedback and interpreta-
tion of each questionnaire’s score is located in the relevant section of the chapter so
students will link their scores to chapter content. Next comes the Discover Knowledge
section—the chapter text, providing research-based concepts, theories, and lively ex-
amples. This is followed by Action Learning—individual deliberate practice exercises
and team exercises through which students can apply and test their new knowledge
and skills.9 The next section, Test Your Mettle, enables students to apply their acquired
competencies to new problems, role plays, and cases. Students again learn based on
their own actions rather than from text memorization. The last piece in each chapter is
the Personal Skills Log that encourages students to record what they have learned. This
step crystallizes the learning experience and brings it to a close.
Suggestions for Students

Whether you are a student or a practicing manager in business, education, engineer-
ing, nursing, or some other field, the management concepts and skills in this book are
relevant to your development. Here are some suggestions for getting the most from the
material in this book.
• Manager Challenge and Initial Thoughts. Make it a point to write down a spe-
cific answer in response to the opening Manager Challenge. Also write down your
response to exercises and case incidents assigned by your instructor. Clarifying your
responses by writing them down will improve your learning and make subsequent
discussion and feedback more valuable.
• Discover Yourself. Complete each questionnaire in the Discover Yourself section
carefully and thoughtfully. Be as honest as you can. Your scores on these question-
naires will improve your self-awareness and identify areas you may want to change
or improve. The interpretation for your answers appears within the chapter text in
the section pertaining to that specific concept and skill.
• Deliberate Practice. The Deliberate Practice exercises are something you can
use to build management skills and self-insights. New behavior requires stretching
yourself, followed by repetitions that allow the new behavior to become part of your
management skills repertoire. Deliberate practice is an essential element of skill
development in all professions and sports.10
9
Geoff Colvin, Talent Is Overrated: What Really Separates World-Class Performers from Everybody Else (New York: Penguin, 2010).
10
K. Anders Ericsson, Ralf T. Krampe, and Clemens Tesch-Römer, “The Role of Deliberate Practice in the Acquisition of Expert Performance,” Psychological
Review 11, no. 3 (July 1993): 363–406.
xxii Preface
• Personal Skills Log. We cannot overstate the value of the Personal Skills Log near
the end of each chapter. Taking a few moments to write down your new learning
and insights from each activity in the chapter will pay large dividends in your de-
velopment. Taking the time to focus your mind on your specific learning takeaways
from chapter material and exercises will increase your retention and enable you to
use that insight in the future.
• Don’t Hold Back. This book is designed for a course in which students are en-
gaged in the practice of management skills. Don’t hold back from fear of embar-
rassment or failure. The exercises provide you an opportunity to take action, receive
feedback, and improve your skills in a safe environment. The more freely you can
experience these activities, the more learning outcomes you can receive from the
course.
Suggestions for Instructors

Each chapter provides a menu of small items that can be packaged to suit your teach-
ing style. You can choose various elements from the menu for each chapter to reflect
your interest or to provide variety in the classroom. The array of items also provides
various ways to use the problem-based, action-first approach that has worked so well in
our classrooms. Our personal shift from starting classes with concepts to starting with
a problem happened gradually. For example, we originally used videos primarily to il-
lustrate theoretical concepts to students. One day we decided to write down the video
scenario as a two-paragraph case incident on which students could take action before
watching the video. They became fully engaged as they offered up their ideas and solu-
tions. Then we showed the video, and student interest was higher than ever because
they could compare their own thinking and solutions to what actually happened. That
was the initial step in our journey toward the teaching power of “first do, then learn”
that eventually became this book.
Here are some suggestions based on how we use the features in each chapter:
• Manager Challenge Video Incident. The video incident is a fun way to open
a class session and challenge students with a problem. You can also ask students
to complete the Initial Thoughts questions that follow the written version of the
manager challenge at the beginning of each chapter. The cases, role plays, and
other exercises within each chapter provide other options with which to challenge
students.
• Discover Yourself Questionnaires. Students receive value from completing ques-
tionnaires on their own and comparing their scores to benchmark data. You can get
even more impact by periodically inviting students to compare key scores in class
and discuss what scores mean among themselves, and then briefly recording scores
on the whiteboard so students can see where they stand. This might take only ten
minutes of class time.
• Discover Knowledge Text Material. The text chapters contain quite a bit of new
content compared to other texts, including topics that capture student interest, such
as networking, difficult conversations, robust dialogue, manager strengths and weak-
nesses, soft power, accountability, right people on the bus, counterdependence,
Preface xxiii
personal change, courage, and self-management. We personally have moved away

from heavy reliance on lectures, but students still want to know our take on chapter
ideas and models, especially when we can share our own experience about how to
use them in practice. While comprehensive lectures about text material typically
are not needed, students do want to hear what you think is important.
• Deliberate Practice Exercises. These action learning exercises can be espe-
cially important for helping individuals stretch beyond their comfort zone and
practice some repetitions to form a new skill. Moreover, some deliberate prac-
tice exercises involve serious reflection, which will balance out students’ action
experiences.11
• In-Class Team Exercises. These exercises are always fun, but they do use a lot of
class time. We have tried to design exercises that will take less than an hour so there
will be time for discussion and another class activity.
• Field Team Exercises. Most of these outside-of-class exercises involve a lot of time,
and you might assign only one or two of them in a semester or quarter. You can
choose a field exercise based on the chapter content and type of group activity you
think more important.
• Case Incidents. The case incidents are all new and written to reflect the material
in the chapter. These cases are short and to the point and are based on real and
challenging manager problems to be solved.
• Role-Play Simulations. We have found that instructors differ widely regarding their
preference for role plays. We sometimes use a role play by asking two or three stu-
dents to role play in front of the class, which heightens the excitement for everyone.
Other times we divide students into small groups so everyone can have the role-play
experience. If role plays are part of your teaching portfolio, you will have lots of op-
tions to choose from.
• Personal Skills Log. This log asks students to crystallize and write down their learn-
ing “takeaway” for each activity completed. This technique provided unexpectedly
high value for our students. Student insights disappear into the ether if not written
down. Crystallizing what they learned in order to write it down increases retention.
At the end of the course, we typically ask students to write a short paper analyz-
ing the patterns and themes within each vertical column (e.g., takeaway, strength,
weakness, application) across all the logs. This activity captures and summarizes
each student’s major learning from throughout the term.
The Instructor’s Manual provides more details about how you might use each item
in the learning model. It also provides detailed ideas on how to use the specific videos,
cases, deliberate practice exercises, role-play simulations, and group exercises in each
chapter. We have provided as much support material as possible to help you use the
text effectively.
The book and support materials will support diverse teaching styles. We invite you
to try starting a class with the video challenge. Let students rely on their own ideas and
experiences until they are empty of ideas. See how that works for you and them. Then
you could present key concepts and how they may apply to the situation.
11
Christian Berggren and Jonas Soderlund, “Management Education for Practicing Managers: Combining Academic Rigor with Personal Change and Organi-
zational Action,” Journal of Management Education 35, no. 3 (2011): 377–405.
xxiv Preface
Final Note
Many instructors in the field of management and organization behavior have expressed
a yearning for a next-generation skills text, with shorter chapters and a better menu of
exercises. This book is designed to meet that need. We have worked extensively to de-
velop materials based on our own classroom experiences after we underwent a change
in teaching paradigm toward an action-first approach. Many parts of the book were
developed and tested in our classes. Cengage has developed the requisite technology
to support each instructor in using the many techniques and activities in the text and
Instructor’s Manual to guide students’ skills learning.
There is a great truth in the Chinese proverb, “When I hear, I forget. When I see,
I remember. When I do, I understand.” Well-focused problem-based educational in-
struction can noticeably improve a person’s management skills. In this approach, stu-
dents have frequent opportunities to “do” rather than sit passively. Programs that have
used a focused action-first approach have demonstrated educational and practical sig-
nificance for participants. In one study, participants experienced a 48 percent increase
in communication skills, 37 percent increase in personal effectiveness, and 33 percent
increase in self-esteem.12 Various other studies have also shown the superiority of prob-
lem- and experience-based learning of management skills compared to traditional
lecture-discussion approaches.13 We request your feedback on your experience with
this text as we work to continuously improve it.
Dick Daft
Dorothy Marcic
Supplementary Materials
Instructor’s CD-ROM. Key instructor ancillaries (Instructor’s Manual, Test Bank,
ExamView, and PowerPoint® slides) are provided on CD-ROM, giving instructors the
ultimate tool for customizing lectures and presentations.
Instructor’s Manual. Designed to provide support for instructors new to the course,
as well as innovative materials for experienced professors, the Instructor’s Manual
includes chapter outlines, annotated learning objectives, lecture notes, and sample
lecture outlines. Additionally, the Instructor’s Manual includes answers and teaching
notes to end-of-chapter materials, including the exercises and cases. This resource is
available on the Instructor’s Resource CD-ROM or on the companion Web site.
Test Bank. Scrutinized for accuracy, the Test Bank includes hundreds of multiple-
choice, true/false, short-answer, and essay questions. Each question is tagged based on
learning outcomes, national guidelines, and Bloom’s Taxonomy. This resource is avail-
able on the Instructor’s Resource CD-ROM or on the companion Web site.
12
Rowena Crosbie, “Learning the Skills of Leadership,” Industrial and Commercial Training, 37, no. 1 (2005): 45–51.
13
Richard E. Boyatzis, Scott S. Cowan, and David A. Kolb, Innovation in Professional Education: Steps on a Journey from Teaching to Learning (San Francisco:
Jossey-Bass, 1995); G. R. Norman and H. G. Schmidt, “The Psychological Bases of Problem-Based Learning: A Review of the Evidence,” Academic Medicine,
66 (1992): 557–565.
Preface xxv
ExamView. Available on the Instructor’s Resource CD-ROM, ExamView contains all

of the questions in the printed Test Bank. This program is easy-to-use test creation
software. Instructors can add or edit questions, instructions, and answers, and select
questions (randomly or numerically) by previewing them on screen.
PowerPoint Lecture Presentation. Available on the Instructor’s Resource CD-ROM

and the companion Web site, the PowerPoint Lecture Presentation enables instructors
to customize their own multimedia classroom presentation. Each slide deck includes
key points as well as exhibits from the text. Material is organized by chapter and can be
modified or expanded for individual classroom use.
Video DVD. Put management in action with this set of video clips created exclusively
for use with this text. Students gain an insider’s perspective on issues that managers face
and the skills they need to be effective leaders.
Instructor’s Companion Web Site. Instructors can access important teaching resources
on this companion Web site. For your convenience, you can download electronic versions
of the instructor supplements at the password-protected section of the site, including the
Instructor’s Manual, Test Bank, and PowerPoint presentations. Additionally, many more
self-assessments, role-play exercises, and other activities are included on this Web site.
Instructors can access these additional course materials and companion resources by
visiting www.cengagebrain.com. At the CengageBrain.com home page, search for the ISBN
of your title (from the back cover of your book) by using the search box at the top of the page.
This will take you to the product page where free companion resources can be found.
Student’s Companion Web Site. Students will find useful study aids, such as learning
objectives, on this Web site, as well as additional self-assessments, role-play exercises,
and other activities that the instructor may choose to assign.
Students can access these additional course materials at www.cengagebrain.com.
At the CengageBrain.com home page, search for the ISBN of your title (from the back
cover of your book) using the search box at the top of the page. This will take you to the
product page where free companion resources can be found.
MANAGEMENT CourseMate. Engaging, trackable, and affordable, the new

MANAGEMENT CourseMate Web site offers a dynamic way to bring course concepts
to life with interactive learning, study, and exam-preparation tools that support this
printed edition of the text. Watch student comprehension soar with all-new flash cards
and engaging games, audio summaries, self-assessments, streaming videos, and more
in this textbook-specific Web site. A complete e-book provides you with the choice of
an entire online learning experience. MANAGEMENT CourseMate goes beyond the
book to deliver what you need!
CengageNOW. This robust, online course management system gives you more control
in less time and delivers better student outcomes—NOW. CengageNOW for Build-
ing Management Skills, First Edition includes teaching and learning resources orga-
nized around lecturing, creating assignments, grading, quizzing, and tracking student
progress and performance. Flexible assignments, automatic grading, and a gradebook
option provide more control while saving you valuable time. A Personalized Study
diagnostic tool empowers students to master concepts, prepare for exams, and become
more involved in class.
xxvi Preface
Acknowledgments
Textbook writing is a team enterprise. This book has integrated ideas and support from
many people whom we want to acknowledge. First, we want to recognize Pat Lane,
without whom we could not have completed this book. Pat seemed to do everything,
including skillful drafting of chapter materials, finding sources, incorporating last min-
ute changes, and handling the copyedited manuscript, art, and page proofs. We also
give a special thanks to DeeGee Lester, who used her creative writing talent to draft
the exceptional cases for the chapters. Thank you also to Jeanne Lawson who helped
us with drafts of key materials when we were in a crunch.
R.L.D. Here at Vanderbilt I want to extend special appreciation to my assistant,

Barbara Haselton. Barbara provided excellent support and assistance on a variety
of projects, which gave me time to write. I also want to acknowledge an intellec-
tual debt to my colleagues, Bruce Barry, Rich Oliver, David Owens, Tae-Youn Park,
Ranga Ramanujam, Bart Victor, and Tim Vogus. Thanks also to Melinda Allen in the
Leadership Development Program for her partnership and to Deans Jim Bradford
and Ray Friedman who have supported my writing projects and maintained a positive
scholarly atmosphere in the school.
D.M. There have been numerous people who have given time and support on this proj-
ect, including my assistant, Allison Greer. On this project, I must thank Don Downie,
director and film-maker extraordinaire, who brought to life the scripts for CAFFEINE
AND CRULLERS and made them better with his filming and editing skills. Many
thanks also to Ryan Lash, who took such good photos of the video shoot that the pro-
duction staff decided to use them in the text, rather than only in marketing materials.
Friends and colleagues who gave invaluable support include Janice Maffei, Adri-
enne Corn, Peter Neamann, Victoria Marsick, Patricia McGraw Romano, Bill Fran-
zblau, Hinton Battle, Kaylie Jones, Matt Klamm, Franky Grebacher, Georgia Sauer,
Jane Faily, Lynn Lobban, Gail Phanuf, Bob and Debby Rosenfeld, Nick Ritchie, Karen
Streets-Anderson, Andi Seals, Mark and Maxine Rossman, Adrienne Ewing-Roush,
Hillary Chapman, Mehr Mansuri, and Shidan Majidi. How can one do such a proj-
ect without family love and support? My sister, Janet Mittelsteadt, is a true friend; my
cousin Shannon Stordock, who is almost my doppelgänger—and her sweet mother
Jennylle, Aunt Maxine Shroeder, cousin Marilyn Nowak (a bright light), Michael
Shoemaker (the genealogist who has helped me find my own roots), and Katherine
Runde (who is so precious); and my Aunt Babe, who is forever a link to the past. There
is no way to imagine my life without my three beautiful daughters—Roxanne, Solange,
and Elizabeth—who have taught me more than all my degrees combined.
We both want to express our deep appreciation to the team of dedicated profession-
als at South-Western who were committed to the vision of producing the best manage-
ment skills text ever. We are grateful to Scott Person, executive editor, whose interest,
creative ideas, and assistance kept this book’s spirit alive. Erin Guendelsberger and
Jennifer King, developmental editors, provided encouragement, superb project coor-
dination, and excellent ideas that helped the team meet a demanding and sometimes
arduous schedule. Jon Monahan, Market Development Manager, provided valuable
ideas throughout the project. Emily Nesheim and Cliff Kallemeyn, content project
managers, expertly managed the production phase and ensured that everyone working
Preface xxvii
on the production process adhered to high standards of quality. Tippy McIntosh and
Stacy Shirley, art directors, contributed their graphic arts skills to create a visually dy-
namic design. Thanks also to media editor Rob Ellington, print buyer Ron Montgom-
ery, and rights specialist Amber Hosea.
Another group of people who made a major contribution to this textbook are the
management experts who provided advice, reviews, answers to questions, and sugges-
tions for changes, insertions, and clarifications. We want to thank each of these col-
leagues for their valuable feedback and suggestions on this first edition:
Joe S. Anderson Joanne Hix

Franke College of Business, Dallas Baptist University
Northern Arizona University Diane Holtzman
Kathryn Archard Richard Stockton College of New Jersey
University of Massachusetts Boston Jonathan Jelen
Don Ashbaugh Parsons The New School for Design
Fort Hays State University Jim Jolly
John H. Barr Idaho State University
Keuka College Antoinette S. Knechtges
Gregory O. Bruce Eastern Michigan University
La Salle University Jerry Luckett
Jonathan Bundy Dakota Wesleyan University
University of Georgia Erin Makarius
Denise Daniels Canisius College
Seattle Pacific University Karen S. Markel
Christine R. Day Oakland University
Eastern Michigan University Cheryl Meheden
Joseph V. DePalma University of Lethbridge
Fairleigh Dickinson University Morgan R. Milner, Ph.D.
Ivan Filby Eastern Michigan University
Greenville College David M. Nemi
David Glew Niagara County Community College
University of North Carolina Wilmington Joseph Seltzer
Kimberly Goudy La Salle University
Central Ohio Technical College Elaine M. Tweedy
George Griffin, Ed.D. The University of Scranton
Spring Arbor University Maria Vitale
Melissa L. Gruys Chaffey College
Wright State University Paula Weber
Pamela Buckle Henning St. Cloud State University
Adelphi University
In t r o d u ctio n
A New Approach to
Management Skills
Lisa Drakeman was happy teaching religion courses at Princeton when her husband
asked her to help out at Medarex, a new biotechnology company he founded to de-
velop antibody-based medicines for cancer and infectious diseases. Drakeman began
performing various tasks part-time, and soon found herself appointed as CEO of a
spinoff company, Genmab AS of Denmark.
Drakeman had to quickly learn about management. One key to her survival was to
ask “dumb” questions, such as “What is a clean room?” and not worry about appear-
ing stupid. She also observed and borrowed management techniques from established
pharmaceutical companies, such as how to flexibly reassemble employees for new proj-
ects. One of her toughest challenges was learning not to do everything herself the way
she did as a teacher. In the beginning, Drakeman attended every meeting, interviewed
every job candidate, and read every draft of clinical trial designs. She soon realized that
she couldn’t master every detail, and that trying to do so was clogging the company’s
growth. Although it was hard to step back, Drakeman made the transition to perform-
ing as a manager. Instead of trying to keep track of every stage of product development,
she established procedures and delegated the details of new products and clinical trials
to others. Rather than interviewing job candidates herself, she set up human resources
systems to enable others to interview, hire, and train employees. By changing from
individual performer to manager, Drakeman helped Genmab grow from 25 employees
to around 200 within a few years.1
Lisa Drakeman learned the skills to become a successful manager. She learned how
to hire the right people, delegate authority, and ask questions to learn about the pharma-
ceuticals business. The transition from individual performer to manager or executive is
a challenge for most people. The purpose of this introduction is to explain the nature of
management and explore the dynamics associated with successful and not-so-successful
managers. By the end of this introduction you will recognize some of the skills managers
use to keep organizations on track and begin to understand how managers can achieve
astonishing results through people. The chapters of this textbook will focus on specific
management insights and skills to help you develop competence as a manager.
Managers Perform the

Executive Function
Management as we know it today probably arrived fairly recently on the calendar of
social evolution. An early manager in a tribal society might have been a respected
elder who helped resolve disputes among members. Early industry was made up
2 Introduction
mostly of individual craftspeople doing their own work in a feudal or tribal society.
Early warfare may have looked like William Wallace’s efforts in thirteenth-century
Scotland to overthrow English rule, as depicted in the movie Braveheart. Warfare was
mostly a large horde of medieval clansman, each fighting an individual battle with an
enemy combatant. The leader served as a warrior in the battle rather than directing
strategy from the rear.
The executive function includes direction, organization, and coordination for
an entire system.2 The need for a management function, sometimes called the or-
ganization’s executive function, was born when organizations grew into large armies,
large industrial firms, and large governments. The executive function is responsible
for the organization itself. Some people learned to master the executive function,
which became a specialized role. As Lisa Drakeman discovered, managers are re-
sponsible for the organization as a whole. Rather than focus on the accomplishment
of a single task, a manager’s responsibility is to organize and make the most of all the
people and tasks in combination. The executive function is intangible and multi-
dimensional, yet vital to an organization’s success. For example, in a manufacturing
company, employees perform activities such as operations, marketing, finance, and
human resources (HR). The executive function is to provide the overall vision and
strategic direction, set goals, and implement plans of action to achieve the com-
pany’s desired outcomes from all these work units. The executive function is forward-
looking, provides a strategic beacon for other departments, builds teams, engages
employees, shapes the culture, mediates conflicts, and coordinates the various activi-
ties of an organization.
To understand the executive function, consider the coach of a sports team. Pat
Summitt, head coach emeritus of the University of Tennessee Lady Vols basketball
team, is recognized for winning more games than any other NCAA basketball coach
in history, but she didn’t do it by scoring three-point shots, stealing balls, snagging
rebounds, or making expert defensive moves on the court. Summitt couldn’t go in
and make a free throw for a player, steal the ball, or guard against a competing team
member. Instead, her role was to shape the team culture, motivate people, provide
overall coordination and direction, and guide the players to perform well. When she
was head coach of the Lady Vols, Pat Summitt fulfilled the executive function that
brings disparate parts together to achieve goals. That is the manager’s role in any
organization.
There is a huge difference between performing the executive function and
performing a regular task. Consider Alina, who loves making cupcakes. People tell
Alina her cupcakes are delicious, so she decides to bake and sell cupcakes for a living.
As sales increase, she hires people and assigns them to duties in the kitchen and the
front counter. As the business grows and adds new bakery products, Alina becomes
stressed out. She is now overwhelmed with operational problems, people issues, and
customer concerns. Alina started the business because she loves making cupcakes, and
now she is overloaded with management responsibilities that she does not enjoy at all.
There is little time to create recipes and do the baking—tasks she enjoys. Alina, unlike
Lisa Drakeman and Pat Summitt, cannot embrace the executive function so long as
her mind thinks of baking cupcakes as her primary job and feels resistance to all the
management issues.
Just as a basketball coach’s job is not to make three-pointers or play defense, as
a manager, Alina’s job is not to make cupcakes. Rather, the role of the executive
function is to design and manage the organization to make cupcakes.3 As much as
Alina loves to make and sell cupcakes, her focus of responsibility as CEO has to
Introduction 3
be bigger, and without a mental shift, her new business is likely to fail. The ideal
manager performing the executive function loves designing and managing an orga-
nization in the same way Alina loves designing recipes and making cupcakes. The
manager has to have a sense of how basic tasks fit together to achieve the organiza-
tion’s purpose. The manager is concerned with hiring and training people so the
business has the right people to provide efficient operations and market cupcakes
to customers. To make the transition in mental focus, Alina must learn to think of
the “organization” as the real product of her efforts, as an entity separate from her-
self, as a human system that she designs to make cupcakes, hamburgers, software,
or whatever.
For any organization to succeed, the organization as a whole and each of its
major divisions or departments must have someone paying attention to the executive
function. Exhibit 1 illustrates the role of the executive function. Even though today’s
more participative organizations strive to harness the intellectual capital of all employ-
ees, the executive function itself cannot be abandoned or delegated away. Managers who
become entangled mostly in non-management tasks and decisions are not performing
the executive function. If managers do not perform a vital executive function distinct
from other work activities, they are not doing their job.
Exhibit 1 Managers Provide an Executive Function for Each Part of the Organization
The
Executive
Function
© Cengage Learning 2014
4 Introduction
Skilled Managers Are Essential

Good managers make an enormous contribution to society by engaging people and re-
sources to produce valued outcomes. Managers are custodians of society’s most power-
ful institutions, and thus must act responsibly and hold themselves to a higher standard
of skill and performance. Managers venture into uncharted territory and must appreci-
ate the larger importance of their organization, profession, community, and society.4
Consider the following examples:
• Knowledge Is Power Program (KIPP) Schools The KIPP Schools were started in
1994 when two teachers, Mike Fienberg and Dave Levin, launched a new school
program in inner-city Houston, Texas. There are now 82 KIPP schools in the United
States serving 20,000 students. KIPP schools serve the most disadvantaged students
and produce seemingly miraculous transformations. Managers have created an or-
ganization in which low-income students regularly outperform their public school
counterparts in math and reading tests. Fewer than one in five low-income students
attend college nationally, yet KIPP’s college matriculation is above 80 percent for
students who complete the eighth grade. Nearly 95 percent of KIPP students who
complete the eighth grade go on to college-prep high schools. Waiting lists are
commonplace because parents want their children exposed to the marvel of effec-
tive management at KIPP schools.5
• New York City Police System Another revolution brought about by highly compe-
tent managers has transformed community policing. In the 1990s, then-New York
Police Commissioner William Bratton devised a proactive system of p olice work
designed to reduce crime. Bratton delegated to his precinct commanders the re-
sponsibility for everything that went wrong in their geographical area. He also
installed a computer system called Compstat that tracked crime trends to help
precinct personnel spot problems and brainstorm sophisticated solutions. Active
police work made New York City one of the safest cities in North America. Crime
plummeted. Over an 11-year period, murders in New York declined an astonish-
ing 76.2 percent, and robberies dropped 74.2 percent. Municipal police managers
around the country adopted these management techniques, contributing to the
steadily declining crime rate in the United States.6
• Best Companies The companies on Fortune magazine’s annual list of 100 best
companies to work for are also the best managed companies. One study of these
companies revealed that investing each year in the best companies to work for
would have produced a return nearly twice the market average.7 One company that
quickly zoomed to the upper ranks of Fortune’s list of best companies to work for is
Zappos.com. Fed up with working in a poor corporate culture, Tony Hsieh started
a new company to sell shoes and decided that Zappos.com would be devoted to
making employees and customers happy. The managers at Zappos made a happy
culture their number one priority. Employees were engaged in defining core values
and encouraged to come up with ideas for building “their” culture. Building on the
success of its efforts, Zappos now offers seminars to managers from other companies
to show them how to improve their business cultures.8
As another example of the role of good management, when CEO Alan R. Mulally
joined Ford Motor Company as an outsider, his management competence resolved
many problems, including the infighting among Ford divisions. Mulally pulled together
Introduction 5
diverse global managers into a single team, had the foresight to borrow $24 billion to
avoid the bankruptcy that plagued rivals General Motors and Chrysler, reduced facto-
ries and jobs to better align production with demand for autos, and championed a line
of smaller, lighter, and environmentally friendly passenger cars.9
At the other extreme, bad managers can create catastrophes for their organizations
and for the larger society. Consider the finance manager who was promoted to finan-
cial controller of the company after proving himself as a top contributor in his depart-
ment. Unfortunately, this manager held tightly to the reins of decision making, not
trusting others to make good judgments. He insisted that all information go through
him and that everyone check with him before taking action. Consequently, field op-
erators couldn’t get the information they needed, decision making slowed to a crawl,
performance slipped precipitously, and business was lost.10
On a societal level, bad management caused the Wall Street meltdown that con-
tributed to a worldwide financial crisis. Managers at home loan originators aggressively
pushed subprime and no-documentation loans to borrowers who could not afford them.
Managers at investment companies such as Bear Stearns, Lehman Brothers, and Merrill
Lynch got into serious trouble by buying subprime assets and repackaging them into
bond-like securities sold to investors as rated very safe. Managers at investment rating com-
panies contributed to the calamity by praising the investments, the companies, and their
leaders. Executives paid themselves huge salaries and bonuses even as losses mounted
into the billions. The whole episode reflects a failure of responsible management. As
Harvard’s Bill George said: “The . . . crisis was not caused by subprime mortgages, credit
default swaps, or failed economic policies. The root cause is failed leadership.”11
What Does It Take to

Be a Skilled Manager?
One management theorist may describe the essence of management as people—
leading and developing people. Another may focus on the need for control, and yet an-
other on the importance of strategy. Another theorist may focus on the “action” aspect
of management and study the amount of hard work. Yet another may focus on decision-
making. As Henry Mintzberg describes in his book, Managing, all of these views are
correct. An effective manager does all of these things blended together.12 Many studies
of managerial work have successfully identified specific activities and roles that a suc-
cessful manager performs. What are the required competencies that are common to all
managers? Exhibit 2 shows a summary of some key manager competencies.
One striking aspect of the activities shown in Exhibit 2 is the variety. A manager is
called upon to do many different things. One early researcher struggling to make sense
of managerial work commented that executive behavior is “so varied and so hard to
grasp” that “it is more practical art than applied science.”13 Every manager has to face
a broad diversity of demands and master many varied skills.
Managing Yourself
These are personal competencies that include self-awareness, reflective thinking, and
knowing one’s own strengths and weaknesses. Time management and self-organization
bring the manager’s thought processes to life in the form of a calendar or schedule that
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DANCE ON STILTS AT THE GIRLS’ UNYAGO, NIUCHI
Newala, too, suffers from the distance of its water-supply—at least

the Newala of to-day does; there was once another Newala in a lovely
valley at the foot of the plateau. I visited it and found scarcely a trace
of houses, only a Christian cemetery, with the graves of several
missionaries and their converts, remaining as a monument of its
former glories. But the surroundings are wonderfully beautiful. A
thick grove of splendid mango-trees closes in the weather-worn
crosses and headstones; behind them, combining the useful and the
agreeable, is a whole plantation of lemon-trees covered with ripe
fruit; not the small African kind, but a much larger and also juicier
imported variety, which drops into the hands of the passing traveller,
without calling for any exertion on his part. Old Newala is now under
the jurisdiction of the native pastor, Daudi, at Chingulungulu, who,
as I am on very friendly terms with him, allows me, as a matter of
course, the use of this lemon-grove during my stay at Newala.
FEET MUTILATED BY THE RAVAGES OF THE “JIGGER”
(Sarcopsylla penetrans)
The water-supply of New Newala is in the bottom of the valley,

some 1,600 feet lower down. The way is not only long and fatiguing,
but the water, when we get it, is thoroughly bad. We are suffering not
only from this, but from the fact that the arrangements at Newala are
nothing short of luxurious. We have a separate kitchen—a hut built
against the boma palisade on the right of the baraza, the interior of
which is not visible from our usual position. Our two cooks were not
long in finding this out, and they consequently do—or rather neglect
to do—what they please. In any case they do not seem to be very
particular about the boiling of our drinking-water—at least I can
attribute to no other cause certain attacks of a dysenteric nature,
from which both Knudsen and I have suffered for some time. If a
man like Omari has to be left unwatched for a moment, he is capable
of anything. Besides this complaint, we are inconvenienced by the
state of our nails, which have become as hard as glass, and crack on
the slightest provocation, and I have the additional infliction of
pimples all over me. As if all this were not enough, we have also, for
the last week been waging war against the jigger, who has found his
Eldorado in the hot sand of the Makonde plateau. Our men are seen
all day long—whenever their chronic colds and the dysentery likewise
raging among them permit—occupied in removing this scourge of
Africa from their feet and trying to prevent the disastrous
consequences of its presence. It is quite common to see natives of
this place with one or two toes missing; many have lost all their toes,
or even the whole front part of the foot, so that a well-formed leg
ends in a shapeless stump. These ravages are caused by the female of
Sarcopsylla penetrans, which bores its way under the skin and there
develops an egg-sac the size of a pea. In all books on the subject, it is
stated that one’s attention is called to the presence of this parasite by
an intolerable itching. This agrees very well with my experience, so
far as the softer parts of the sole, the spaces between and under the
toes, and the side of the foot are concerned, but if the creature
penetrates through the harder parts of the heel or ball of the foot, it
may escape even the most careful search till it has reached maturity.
Then there is no time to be lost, if the horrible ulceration, of which
we see cases by the dozen every day, is to be prevented. It is much
easier, by the way, to discover the insect on the white skin of a
European than on that of a native, on which the dark speck scarcely
shows. The four or five jiggers which, in spite of the fact that I
constantly wore high laced boots, chose my feet to settle in, were
taken out for me by the all-accomplished Knudsen, after which I
thought it advisable to wash out the cavities with corrosive
sublimate. The natives have a different sort of disinfectant—they fill
the hole with scraped roots. In a tiny Makua village on the slope of
the plateau south of Newala, we saw an old woman who had filled all
the spaces under her toe-nails with powdered roots by way of
prophylactic treatment. What will be the result, if any, who can say?
The rest of the many trifling ills which trouble our existence are
really more comic than serious. In the absence of anything else to
smoke, Knudsen and I at last opened a box of cigars procured from
the Indian store-keeper at Lindi, and tried them, with the most
distressing results. Whether they contain opium or some other
narcotic, neither of us can say, but after the tenth puff we were both
“off,” three-quarters stupefied and unspeakably wretched. Slowly we
recovered—and what happened next? Half-an-hour later we were
once more smoking these poisonous concoctions—so insatiable is the
craving for tobacco in the tropics.
Even my present attacks of fever scarcely deserve to be taken
seriously. I have had no less than three here at Newala, all of which
have run their course in an incredibly short time. In the early
afternoon, I am busy with my old natives, asking questions and
making notes. The strong midday coffee has stimulated my spirits to
an extraordinary degree, the brain is active and vigorous, and work
progresses rapidly, while a pleasant warmth pervades the whole
body. Suddenly this gives place to a violent chill, forcing me to put on
my overcoat, though it is only half-past three and the afternoon sun
is at its hottest. Now the brain no longer works with such acuteness
and logical precision; more especially does it fail me in trying to
establish the syntax of the difficult Makua language on which I have
ventured, as if I had not enough to do without it. Under the
circumstances it seems advisable to take my temperature, and I do
so, to save trouble, without leaving my seat, and while going on with
my work. On examination, I find it to be 101·48°. My tutors are
abruptly dismissed and my bed set up in the baraza; a few minutes
later I am in it and treating myself internally with hot water and
lemon-juice.
Three hours later, the thermometer marks nearly 104°, and I make
them carry me back into the tent, bed and all, as I am now perspiring
heavily, and exposure to the cold wind just beginning to blow might
mean a fatal chill. I lie still for a little while, and then find, to my
great relief, that the temperature is not rising, but rather falling. This
is about 7.30 p.m. At 8 p.m. I find, to my unbounded astonishment,
that it has fallen below 98·6°, and I feel perfectly well. I read for an
hour or two, and could very well enjoy a smoke, if I had the
wherewithal—Indian cigars being out of the question.
Having no medical training, I am at a loss to account for this state
of things. It is impossible that these transitory attacks of high fever
should be malarial; it seems more probable that they are due to a
kind of sunstroke. On consulting my note-book, I become more and
more inclined to think this is the case, for these attacks regularly
follow extreme fatigue and long exposure to strong sunshine. They at
least have the advantage of being only short interruptions to my
work, as on the following morning I am always quite fresh and fit.
My treasure of a cook is suffering from an enormous hydrocele which
makes it difficult for him to get up, and Moritz is obliged to keep in
the dark on account of his inflamed eyes. Knudsen’s cook, a raw boy
from somewhere in the bush, knows still less of cooking than Omari;
consequently Nils Knudsen himself has been promoted to the vacant
post. Finding that we had come to the end of our supplies, he began
by sending to Chingulungulu for the four sucking-pigs which we had
bought from Matola and temporarily left in his charge; and when
they came up, neatly packed in a large crate, he callously slaughtered
the biggest of them. The first joint we were thoughtless enough to
entrust for roasting to Knudsen’s mshenzi cook, and it was
consequently uneatable; but we made the rest of the animal into a
jelly which we ate with great relish after weeks of underfeeding,
consuming incredible helpings of it at both midday and evening
meals. The only drawback is a certain want of variety in the tinned
vegetables. Dr. Jäger, to whom the Geographical Commission
entrusted the provisioning of the expeditions—mine as well as his
own—because he had more time on his hands than the rest of us,
seems to have laid in a huge stock of Teltow turnips,[46] an article of
food which is all very well for occasional use, but which quickly palls
when set before one every day; and we seem to have no other tins
left. There is no help for it—we must put up with the turnips; but I
am certain that, once I am home again, I shall not touch them for ten
years to come.
Amid all these minor evils, which, after all, go to make up the
genuine flavour of Africa, there is at least one cheering touch:
Knudsen has, with the dexterity of a skilled mechanic, repaired my 9
× 12 cm. camera, at least so far that I can use it with a little care.
How, in the absence of finger-nails, he was able to accomplish such a
ticklish piece of work, having no tool but a clumsy screw-driver for
taking to pieces and putting together again the complicated
mechanism of the instantaneous shutter, is still a mystery to me; but
he did it successfully. The loss of his finger-nails shows him in a light
contrasting curiously enough with the intelligence evinced by the
above operation; though, after all, it is scarcely surprising after his
ten years’ residence in the bush. One day, at Lindi, he had occasion
to wash a dog, which must have been in need of very thorough
cleansing, for the bottle handed to our friend for the purpose had an
extremely strong smell. Having performed his task in the most
conscientious manner, he perceived with some surprise that the dog
did not appear much the better for it, and was further surprised by
finding his own nails ulcerating away in the course of the next few
days. “How was I to know that carbolic acid has to be diluted?” he
mutters indignantly, from time to time, with a troubled gaze at his
mutilated finger-tips.
Since we came to Newala we have been making excursions in all
directions through the surrounding country, in accordance with old
habit, and also because the akida Sefu did not get together the tribal
elders from whom I wanted information so speedily as he had
promised. There is, however, no harm done, as, even if seen only
from the outside, the country and people are interesting enough.
The Makonde plateau is like a large rectangular table rounded off
at the corners. Measured from the Indian Ocean to Newala, it is
about seventy-five miles long, and between the Rovuma and the
Lukuledi it averages fifty miles in breadth, so that its superficial area
is about two-thirds of that of the kingdom of Saxony. The surface,
however, is not level, but uniformly inclined from its south-western
edge to the ocean. From the upper edge, on which Newala lies, the
eye ranges for many miles east and north-east, without encountering
any obstacle, over the Makonde bush. It is a green sea, from which
here and there thick clouds of smoke rise, to show that it, too, is
inhabited by men who carry on their tillage like so many other
primitive peoples, by cutting down and burning the bush, and
manuring with the ashes. Even in the radiant light of a tropical day
such a fire is a grand sight.
Much less effective is the impression produced just now by the
great western plain as seen from the edge of the plateau. As often as
time permits, I stroll along this edge, sometimes in one direction,
sometimes in another, in the hope of finding the air clear enough to
let me enjoy the view; but I have always been disappointed.
Wherever one looks, clouds of smoke rise from the burning bush,
and the air is full of smoke and vapour. It is a pity, for under more
favourable circumstances the panorama of the whole country up to
the distant Majeje hills must be truly magnificent. It is of little use
taking photographs now, and an outline sketch gives a very poor idea
of the scenery. In one of these excursions I went out of my way to
make a personal attempt on the Makonde bush. The present edge of
the plateau is the result of a far-reaching process of destruction
through erosion and denudation. The Makonde strata are
everywhere cut into by ravines, which, though short, are hundreds of
yards in depth. In consequence of the loose stratification of these
beds, not only are the walls of these ravines nearly vertical, but their
upper end is closed by an equally steep escarpment, so that the
western edge of the Makonde plateau is hemmed in by a series of
deep, basin-like valleys. In order to get from one side of such a ravine
to the other, I cut my way through the bush with a dozen of my men.
It was a very open part, with more grass than scrub, but even so the
short stretch of less than two hundred yards was very hard work; at
the end of it the men’s calicoes were in rags and they themselves
bleeding from hundreds of scratches, while even our strong khaki
suits had not escaped scatheless.
NATIVE PATH THROUGH THE MAKONDE BUSH, NEAR

MAHUTA
I see increasing reason to believe that the view formed some time
back as to the origin of the Makonde bush is the correct one. I have
no doubt that it is not a natural product, but the result of human
occupation. Those parts of the high country where man—as a very
slight amount of practice enables the eye to perceive at once—has not
yet penetrated with axe and hoe, are still occupied by a splendid
timber forest quite able to sustain a comparison with our mixed
forests in Germany. But wherever man has once built his hut or tilled
his field, this horrible bush springs up. Every phase of this process
may be seen in the course of a couple of hours’ walk along the main
road. From the bush to right or left, one hears the sound of the axe—
not from one spot only, but from several directions at once. A few
steps further on, we can see what is taking place. The brush has been
cut down and piled up in heaps to the height of a yard or more,
between which the trunks of the large trees stand up like the last
pillars of a magnificent ruined building. These, too, present a
melancholy spectacle: the destructive Makonde have ringed them—
cut a broad strip of bark all round to ensure their dying off—and also
piled up pyramids of brush round them. Father and son, mother and
son-in-law, are chopping away perseveringly in the background—too
busy, almost, to look round at the white stranger, who usually excites
so much interest. If you pass by the same place a week later, the piles
of brushwood have disappeared and a thick layer of ashes has taken
the place of the green forest. The large trees stretch their
smouldering trunks and branches in dumb accusation to heaven—if
they have not already fallen and been more or less reduced to ashes,
perhaps only showing as a white stripe on the dark ground.
This work of destruction is carried out by the Makonde alike on the
virgin forest and on the bush which has sprung up on sites already
cultivated and deserted. In the second case they are saved the trouble
of burning the large trees, these being entirely absent in the
secondary bush.
After burning this piece of forest ground and loosening it with the
hoe, the native sows his corn and plants his vegetables. All over the
country, he goes in for bed-culture, which requires, and, in fact,
receives, the most careful attention. Weeds are nowhere tolerated in
the south of German East Africa. The crops may fail on the plains,
where droughts are frequent, but never on the plateau with its
abundant rains and heavy dews. Its fortunate inhabitants even have
the satisfaction of seeing the proud Wayao and Wamakua working
for them as labourers, driven by hunger to serve where they were
accustomed to rule.
But the light, sandy soil is soon exhausted, and would yield no
harvest the second year if cultivated twice running. This fact has
been familiar to the native for ages; consequently he provides in
time, and, while his crop is growing, prepares the next plot with axe
and firebrand. Next year he plants this with his various crops and
lets the first piece lie fallow. For a short time it remains waste and
desolate; then nature steps in to repair the destruction wrought by
man; a thousand new growths spring out of the exhausted soil, and
even the old stumps put forth fresh shoots. Next year the new growth
is up to one’s knees, and in a few years more it is that terrible,
impenetrable bush, which maintains its position till the black
occupier of the land has made the round of all the available sites and
come back to his starting point.
The Makonde are, body and soul, so to speak, one with this bush.
According to my Yao informants, indeed, their name means nothing
else but “bush people.” Their own tradition says that they have been
settled up here for a very long time, but to my surprise they laid great
stress on an original immigration. Their old homes were in the
south-east, near Mikindani and the mouth of the Rovuma, whence
their peaceful forefathers were driven by the continual raids of the
Sakalavas from Madagascar and the warlike Shirazis[47] of the coast,
to take refuge on the almost inaccessible plateau. I have studied
African ethnology for twenty years, but the fact that changes of
population in this apparently quiet and peaceable corner of the earth
could have been occasioned by outside enterprises taking place on
the high seas, was completely new to me. It is, no doubt, however,
correct.
The charming tribal legend of the Makonde—besides informing us
of other interesting matters—explains why they have to live in the
thickest of the bush and a long way from the edge of the plateau,
instead of making their permanent homes beside the purling brooks
and springs of the low country.
“The place where the tribe originated is Mahuta, on the southern
side of the plateau towards the Rovuma, where of old time there was
nothing but thick bush. Out of this bush came a man who never
washed himself or shaved his head, and who ate and drank but little.
He went out and made a human figure from the wood of a tree
growing in the open country, which he took home to his abode in the
bush and there set it upright. In the night this image came to life and
was a woman. The man and woman went down together to the
Rovuma to wash themselves. Here the woman gave birth to a still-
born child. They left that place and passed over the high land into the
valley of the Mbemkuru, where the woman had another child, which
was also born dead. Then they returned to the high bush country of
Mahuta, where the third child was born, which lived and grew up. In
course of time, the couple had many more children, and called
themselves Wamatanda. These were the ancestral stock of the
Makonde, also called Wamakonde,[48] i.e., aborigines. Their
forefather, the man from the bush, gave his children the command to
bury their dead upright, in memory of the mother of their race who
was cut out of wood and awoke to life when standing upright. He also
warned them against settling in the valleys and near large streams,
for sickness and death dwelt there. They were to make it a rule to
have their huts at least an hour’s walk from the nearest watering-
place; then their children would thrive and escape illness.”
The explanation of the name Makonde given by my informants is
somewhat different from that contained in the above legend, which I
extract from a little book (small, but packed with information), by
Pater Adams, entitled Lindi und sein Hinterland. Otherwise, my
results agree exactly with the statements of the legend. Washing?
Hapana—there is no such thing. Why should they do so? As it is, the
supply of water scarcely suffices for cooking and drinking; other
people do not wash, so why should the Makonde distinguish himself
by such needless eccentricity? As for shaving the head, the short,
woolly crop scarcely needs it,[49] so the second ancestral precept is
likewise easy enough to follow. Beyond this, however, there is
nothing ridiculous in the ancestor’s advice. I have obtained from
various local artists a fairly large number of figures carved in wood,
ranging from fifteen to twenty-three inches in height, and
representing women belonging to the great group of the Mavia,
Makonde, and Matambwe tribes. The carving is remarkably well
done and renders the female type with great accuracy, especially the
keloid ornamentation, to be described later on. As to the object and
meaning of their works the sculptors either could or (more probably)
would tell me nothing, and I was forced to content myself with the
scanty information vouchsafed by one man, who said that the figures
were merely intended to represent the nembo—the artificial
deformations of pelele, ear-discs, and keloids. The legend recorded
by Pater Adams places these figures in a new light. They must surely
be more than mere dolls; and we may even venture to assume that
they are—though the majority of present-day Makonde are probably
unaware of the fact—representations of the tribal ancestress.
The references in the legend to the descent from Mahuta to the
Rovuma, and to a journey across the highlands into the Mbekuru
valley, undoubtedly indicate the previous history of the tribe, the
travels of the ancestral pair typifying the migrations of their
descendants. The descent to the neighbouring Rovuma valley, with
its extraordinary fertility and great abundance of game, is intelligible
at a glance—but the crossing of the Lukuledi depression, the ascent
to the Rondo Plateau and the descent to the Mbemkuru, also lie
within the bounds of probability, for all these districts have exactly
the same character as the extreme south. Now, however, comes a
point of especial interest for our bacteriological age. The primitive
Makonde did not enjoy their lives in the marshy river-valleys.
Disease raged among them, and many died. It was only after they
had returned to their original home near Mahuta, that the health
conditions of these people improved. We are very apt to think of the
African as a stupid person whose ignorance of nature is only equalled
by his fear of it, and who looks on all mishaps as caused by evil
spirits and malignant natural powers. It is much more correct to
assume in this case that the people very early learnt to distinguish
districts infested with malaria from those where it is absent.
This knowledge is crystallized in the
ancestral warning against settling in the
valleys and near the great waters, the
dwelling-places of disease and death. At the
same time, for security against the hostile
Mavia south of the Rovuma, it was enacted
that every settlement must be not less than a
certain distance from the southern edge of the
plateau. Such in fact is their mode of life at the
present day. It is not such a bad one, and
certainly they are both safer and more
comfortable than the Makua, the recent
intruders from the south, who have made USUAL METHOD OF
good their footing on the western edge of the CLOSING HUT-DOOR
plateau, extending over a fairly wide belt of
country. Neither Makua nor Makonde show in their dwellings
anything of the size and comeliness of the Yao houses in the plain,
especially at Masasi, Chingulungulu and Zuza’s. Jumbe Chauro, a
Makonde hamlet not far from Newala, on the road to Mahuta, is the
most important settlement of the tribe I have yet seen, and has fairly
spacious huts. But how slovenly is their construction compared with
the palatial residences of the elephant-hunters living in the plain.
The roofs are still more untidy than in the general run of huts during
the dry season, the walls show here and there the scanty beginnings
or the lamentable remains of the mud plastering, and the interior is a
veritable dog-kennel; dirt, dust and disorder everywhere. A few huts
only show any attempt at division into rooms, and this consists
merely of very roughly-made bamboo partitions. In one point alone
have I noticed any indication of progress—in the method of fastening
the door. Houses all over the south are secured in a simple but
ingenious manner. The door consists of a set of stout pieces of wood
or bamboo, tied with bark-string to two cross-pieces, and moving in
two grooves round one of the door-posts, so as to open inwards. If
the owner wishes to leave home, he takes two logs as thick as a man’s
upper arm and about a yard long. One of these is placed obliquely
against the middle of the door from the inside, so as to form an angle
of from 60° to 75° with the ground. He then places the second piece
horizontally across the first, pressing it downward with all his might.
It is kept in place by two strong posts planted in the ground a few
inches inside the door. This fastening is absolutely safe, but of course
cannot be applied to both doors at once, otherwise how could the
owner leave or enter his house? I have not yet succeeded in finding
out how the back door is fastened.
MAKONDE LOCK AND KEY AT JUMBE CHAURO

This is the general way of closing a house. The Makonde at Jumbe
Chauro, however, have a much more complicated, solid and original
one. Here, too, the door is as already described, except that there is
only one post on the inside, standing by itself about six inches from
one side of the doorway. Opposite this post is a hole in the wall just
large enough to admit a man’s arm. The door is closed inside by a
large wooden bolt passing through a hole in this post and pressing
with its free end against the door. The other end has three holes into
which fit three pegs running in vertical grooves inside the post. The
door is opened with a wooden key about a foot long, somewhat
curved and sloped off at the butt; the other end has three pegs
corresponding to the holes, in the bolt, so that, when it is thrust
through the hole in the wall and inserted into the rectangular
opening in the post, the pegs can be lifted and the bolt drawn out.[50]
MODE OF INSERTING THE KEY
With no small pride first one householder and then a second

showed me on the spot the action of this greatest invention of the
Makonde Highlands. To both with an admiring exclamation of
“Vizuri sana!” (“Very fine!”). I expressed the wish to take back these
marvels with me to Ulaya, to show the Wazungu what clever fellows
the Makonde are. Scarcely five minutes after my return to camp at
Newala, the two men came up sweating under the weight of two
heavy logs which they laid down at my feet, handing over at the same
time the keys of the fallen fortress. Arguing, logically enough, that if
the key was wanted, the lock would be wanted with it, they had taken
their axes and chopped down the posts—as it never occurred to them
to dig them out of the ground and so bring them intact. Thus I have
two badly damaged specimens, and the owners, instead of praise,
come in for a blowing-up.
The Makua huts in the environs of Newala are especially
miserable; their more than slovenly construction reminds one of the
temporary erections of the Makua at Hatia’s, though the people here
have not been concerned in a war. It must therefore be due to
congenital idleness, or else to the absence of a powerful chief. Even
the baraza at Mlipa’s, a short hour’s walk south-east of Newala,
shares in this general neglect. While public buildings in this country
are usually looked after more or less carefully, this is in evident
danger of being blown over by the first strong easterly gale. The only
attractive object in this whole district is the grave of the late chief
Mlipa. I visited it in the morning, while the sun was still trying with
partial success to break through the rolling mists, and the circular
grove of tall euphorbias, which, with a broken pot, is all that marks
the old king’s resting-place, impressed one with a touch of pathos.
Even my very materially-minded carriers seemed to feel something
of the sort, for instead of their usual ribald songs, they chanted
solemnly, as we marched on through the dense green of the Makonde
bush:—
“We shall arrive with the great master; we stand in a row and have
no fear about getting our food and our money from the Serkali (the
Government). We are not afraid; we are going along with the great
master, the lion; we are going down to the coast and back.”
With regard to the characteristic features of the various tribes here
on the western edge of the plateau, I can arrive at no other
conclusion than the one already come to in the plain, viz., that it is
impossible for anyone but a trained anthropologist to assign any
given individual at once to his proper tribe. In fact, I think that even
an anthropological specialist, after the most careful examination,
might find it a difficult task to decide. The whole congeries of peoples
collected in the region bounded on the west by the great Central
African rift, Tanganyika and Nyasa, and on the east by the Indian
Ocean, are closely related to each other—some of their languages are
only distinguished from one another as dialects of the same speech,
and no doubt all the tribes present the same shape of skull and
structure of skeleton. Thus, surely, there can be no very striking
differences in outward appearance.
Even did such exist, I should have no time
to concern myself with them, for day after day,
I have to see or hear, as the case may be—in
any case to grasp and record—an
extraordinary number of ethnographic
phenomena. I am almost disposed to think it
fortunate that some departments of inquiry, at
least, are barred by external circumstances.
Chief among these is the subject of iron-
working. We are apt to think of Africa as a
country where iron ore is everywhere, so to
speak, to be picked up by the roadside, and
where it would be quite surprising if the
inhabitants had not learnt to smelt the
material ready to their hand. In fact, the
knowledge of this art ranges all over the
continent, from the Kabyles in the north to the
Kafirs in the south. Here between the Rovuma
and the Lukuledi the conditions are not so
favourable. According to the statements of the
Makonde, neither ironstone nor any other
form of iron ore is known to them. They have
not therefore advanced to the art of smelting
the metal, but have hitherto bought all their
THE ANCESTRESS OF
THE MAKONDE
iron implements from neighbouring tribes.
Even in the plain the inhabitants are not much
better off. Only one man now living is said to
understand the art of smelting iron. This old fundi lives close to
Huwe, that isolated, steep-sided block of granite which rises out of
the green solitude between Masasi and Chingulungulu, and whose
jagged and splintered top meets the traveller’s eye everywhere. While
still at Masasi I wished to see this man at work, but was told that,
frightened by the rising, he had retired across the Rovuma, though
he would soon return. All subsequent inquiries as to whether the
fundi had come back met with the genuine African answer, “Bado”
(“Not yet”).
BRAZIER
Some consolation was afforded me by a brassfounder, whom I

came across in the bush near Akundonde’s. This man is the favourite
of women, and therefore no doubt of the gods; he welds the glittering
brass rods purchased at the coast into those massive, heavy rings
which, on the wrists and ankles of the local fair ones, continually give
me fresh food for admiration. Like every decent master-craftsman he
had all his tools with him, consisting of a pair of bellows, three
crucibles and a hammer—nothing more, apparently. He was quite
willing to show his skill, and in a twinkling had fixed his bellows on
the ground. They are simply two goat-skins, taken off whole, the four
legs being closed by knots, while the upper opening, intended to
admit the air, is kept stretched by two pieces of wood. At the lower
end of the skin a smaller opening is left into which a wooden tube is
stuck. The fundi has quickly borrowed a heap of wood-embers from
the nearest hut; he then fixes the free ends of the two tubes into an
earthen pipe, and clamps them to the ground by means of a bent
piece of wood. Now he fills one of his small clay crucibles, the dross
on which shows that they have been long in use, with the yellow
material, places it in the midst of the embers, which, at present are
only faintly glimmering, and begins his work. In quick alternation
the smith’s two hands move up and down with the open ends of the
bellows; as he raises his hand he holds the slit wide open, so as to let
the air enter the skin bag unhindered. In pressing it down he closes
the bag, and the air puffs through the bamboo tube and clay pipe into
the fire, which quickly burns up. The smith, however, does not keep
on with this work, but beckons to another man, who relieves him at
the bellows, while he takes some more tools out of a large skin pouch
carried on his back. I look on in wonder as, with a smooth round
stick about the thickness of a finger, he bores a few vertical holes into
the clean sand of the soil. This should not be difficult, yet the man
seems to be taking great pains over it. Then he fastens down to the
ground, with a couple of wooden clamps, a neat little trough made by
splitting a joint of bamboo in half, so that the ends are closed by the
two knots. At last the yellow metal has attained the right consistency,
and the fundi lifts the crucible from the fire by means of two sticks
split at the end to serve as tongs. A short swift turn to the left—a
tilting of the crucible—and the molten brass, hissing and giving forth
clouds of smoke, flows first into the bamboo mould and then into the
holes in the ground.
The technique of this backwoods craftsman may not be very far
advanced, but it cannot be denied that he knows how to obtain an
adequate result by the simplest means. The ladies of highest rank in
this country—that is to say, those who can afford it, wear two kinds
of these massive brass rings, one cylindrical, the other semicircular
in section. The latter are cast in the most ingenious way in the
bamboo mould, the former in the circular hole in the sand. It is quite
a simple matter for the fundi to fit these bars to the limbs of his fair
customers; with a few light strokes of his hammer he bends the
pliable brass round arm or ankle without further inconvenience to
the wearer.
SHAPING THE POT
SMOOTHING WITH MAIZE-COB
CUTTING THE EDGE

FINISHING THE BOTTOM
LAST SMOOTHING BEFORE

BURNING
FIRING THE BRUSH-PILE

LIGHTING THE FARTHER SIDE OF
THE PILE
TURNING THE RED-HOT VESSEL
NYASA WOMAN MAKING POTS AT MASASI

Pottery is an art which must always and everywhere excite the
interest of the student, just because it is so intimately connected with
the development of human culture, and because its relics are one of
the principal factors in the reconstruction of our own condition in
prehistoric times. I shall always remember with pleasure the two or
three afternoons at Masasi when Salim Matola’s mother, a slightly-
built, graceful, pleasant-looking woman, explained to me with
touching patience, by means of concrete illustrations, the ceramic art
of her people. The only implements for this primitive process were a
lump of clay in her left hand, and in the right a calabash containing
the following valuables: the fragment of a maize-cob stripped of all
its grains, a smooth, oval pebble, about the size of a pigeon’s egg, a
few chips of gourd-shell, a bamboo splinter about the length of one’s
hand, a small shell, and a bunch of some herb resembling spinach.
Nothing more. The woman scraped with the
shell a round, shallow hole in the soft, fine
sand of the soil, and, when an active young
girl had filled the calabash with water for her,
she began to knead the clay. As if by magic it
gradually assumed the shape of a rough but
already well-shaped vessel, which only wanted
a little touching up with the instruments
before mentioned. I looked out with the
MAKUA WOMAN closest attention for any indication of the use
MAKING A POT. of the potter’s wheel, in however rudimentary
SHOWS THE a form, but no—hapana (there is none). The
BEGINNINGS OF THE embryo pot stood firmly in its little
POTTER’S WHEEL
depression, and the woman walked round it in
a stooping posture, whether she was removing
small stones or similar foreign bodies with the maize-cob, smoothing
the inner or outer surface with the splinter of bamboo, or later, after
letting it dry for a day, pricking in the ornamentation with a pointed
bit of gourd-shell, or working out the bottom, or cutting the edge
with a sharp bamboo knife, or giving the last touches to the finished
vessel. This occupation of the women is infinitely toilsome, but it is
without doubt an accurate reproduction of the process in use among
our ancestors of the Neolithic and Bronze ages.
There is no doubt that the invention of pottery, an item in human
progress whose importance cannot be over-estimated, is due to
women. Rough, coarse and unfeeling, the men of the horde range
over the countryside. When the united cunning of the hunters has
succeeded in killing the game; not one of them thinks of carrying
home the spoil. A bright fire, kindled by a vigorous wielding of the
drill, is crackling beside them; the animal has been cleaned and cut
up secundum artem, and, after a slight singeing, will soon disappear
under their sharp teeth; no one all this time giving a single thought
to wife or child.
To what shifts, on the other hand, the primitive wife, and still more
the primitive mother, was put! Not even prehistoric stomachs could
endure an unvarying diet of raw food. Something or other suggested
the beneficial effect of hot water on the majority of approved but
indigestible dishes. Perhaps a neighbour had tried holding the hard
roots or tubers over the fire in a calabash filled with water—or maybe
an ostrich-egg-shell, or a hastily improvised vessel of bark. They
became much softer and more palatable than they had previously
been; but, unfortunately, the vessel could not stand the fire and got
charred on the outside. That can be remedied, thought our
ancestress, and plastered a layer of wet clay round a similar vessel.
This is an improvement; the cooking utensil remains uninjured, but
the heat of the fire has shrunk it, so that it is loose in its shell. The
next step is to detach it, so, with a firm grip and a jerk, shell and
kernel are separated, and pottery is invented. Perhaps, however, the
discovery which led to an intelligent use of the burnt-clay shell, was
made in a slightly different way. Ostrich-eggs and calabashes are not
to be found in every part of the world, but everywhere mankind has
arrived at the art of making baskets out of pliant materials, such as
bark, bast, strips of palm-leaf, supple twigs, etc. Our inventor has no
water-tight vessel provided by nature. “Never mind, let us line the
basket with clay.” This answers the purpose, but alas! the basket gets
burnt over the blazing fire, the woman watches the process of
cooking with increasing uneasiness, fearing a leak, but no leak
appears. The food, done to a turn, is eaten with peculiar relish; and
the cooking-vessel is examined, half in curiosity, half in satisfaction
at the result. The plastic clay is now hard as stone, and at the same
time looks exceedingly well, for the neat plaiting of the burnt basket
is traced all over it in a pretty pattern. Thus, simultaneously with
pottery, its ornamentation was invented.
Primitive woman has another claim to respect. It was the man,
roving abroad, who invented the art of producing fire at will, but the
woman, unable to imitate him in this, has been a Vestal from the
earliest times. Nothing gives so much trouble as the keeping alight of
the smouldering brand, and, above all, when all the men are absent
from the camp. Heavy rain-clouds gather, already the first large
drops are falling, the first gusts of the storm rage over the plain. The
little flame, a greater anxiety to the woman than her own children,
flickers unsteadily in the blast. What is to be done? A sudden thought
occurs to her, and in an instant she has constructed a primitive hut
out of strips of bark, to protect the flame against rain and wind.
This, or something very like it, was the way in which the principle
of the house was discovered; and even the most hardened misogynist
cannot fairly refuse a woman the credit of it. The protection of the
hearth-fire from the weather is the germ from which the human
dwelling was evolved. Men had little, if any share, in this forward
step, and that only at a late stage. Even at the present day, the
plastering of the housewall with clay and the manufacture of pottery
are exclusively the women’s business. These are two very significant
survivals. Our European kitchen-garden, too, is originally a woman’s
invention, and the hoe, the primitive instrument of agriculture, is,
characteristically enough, still used in this department. But the
noblest achievement which we owe to the other sex is unquestionably
the art of cookery. Roasting alone—the oldest process—is one for
which men took the hint (a very obvious one) from nature. It must
have been suggested by the scorched carcase of some animal
overtaken by the destructive forest-fires. But boiling—the process of
improving organic substances by the help of water heated to boiling-
point—is a much later discovery. It is so recent that it has not even
yet penetrated to all parts of the world. The Polynesians understand
how to steam food, that is, to cook it, neatly wrapped in leaves, in a
hole in the earth between hot stones, the air being excluded, and
(sometimes) a few drops of water sprinkled on the stones; but they
do not understand boiling.
To come back from this digression, we find that the slender Nyasa
woman has, after once more carefully examining the finished pot,
put it aside in the shade to dry. On the following day she sends me
word by her son, Salim Matola, who is always on hand, that she is
going to do the burning, and, on coming out of my house, I find her
already hard at work. She has spread on the ground a layer of very
dry sticks, about as thick as one’s thumb, has laid the pot (now of a
yellowish-grey colour) on them, and is piling brushwood round it.
My faithful Pesa mbili, the mnyampara, who has been standing by,
most obligingly, with a lighted stick, now hands it to her. Both of
them, blowing steadily, light the pile on the lee side, and, when the
flame begins to catch, on the weather side also. Soon the whole is in a
blaze, but the dry fuel is quickly consumed and the fire dies down, so
that we see the red-hot vessel rising from the ashes. The woman
turns it continually with a long stick, sometimes one way and
sometimes another, so that it may be evenly heated all over. In
twenty minutes she rolls it out of the ash-heap, takes up the bundle
of spinach, which has been lying for two days in a jar of water, and
sprinkles the red-hot clay with it. The places where the drops fall are
marked by black spots on the uniform reddish-brown surface. With a
sigh of relief, and with visible satisfaction, the woman rises to an
erect position; she is standing just in a line between me and the fire,
from which a cloud of smoke is just rising: I press the ball of my
camera, the shutter clicks—the apotheosis is achieved! Like a
priestess, representative of her inventive sex, the graceful woman
stands: at her feet the hearth-fire she has given us beside her the
invention she has devised for us, in the background the home she has
built for us.
At Newala, also, I have had the manufacture of pottery carried on
in my presence. Technically the process is better than that already
described, for here we find the beginnings of the potter’s wheel,
which does not seem to exist in the plains; at least I have seen
nothing of the sort. The artist, a frightfully stupid Makua woman, did
not make a depression in the ground to receive the pot she was about
to shape, but used instead a large potsherd. Otherwise, she went to
work in much the same way as Salim’s mother, except that she saved
herself the trouble of walking round and round her work by squatting
at her ease and letting the pot and potsherd rotate round her; this is
surely the first step towards a machine. But it does not follow that
the pot was improved by the process. It is true that it was beautifully
rounded and presented a very creditable appearance when finished,
but the numerous large and small vessels which I have seen, and, in
part, collected, in the “less advanced” districts, are no less so. We
moderns imagine that instruments of precision are necessary to
produce excellent results. Go to the prehistoric collections of our
museums and look at the pots, urns and bowls of our ancestors in the
dim ages of the past, and you will at once perceive your error.
MAKING LONGITUDINAL CUT IN
BARK
DRAWING THE BARK OFF THE LOG
REMOVING THE OUTER BARK

BEATING THE BARK
WORKING THE BARK-CLOTH AFTER BEATING, TO MAKE IT

SOFT
MANUFACTURE OF BARK-CLOTH AT NEWALA

To-day, nearly the whole population of German East Africa is
clothed in imported calico. This was not always the case; even now in
some parts of the north dressed skins are still the prevailing wear,
and in the north-western districts—east and north of Lake
Tanganyika—lies a zone where bark-cloth has not yet been
superseded. Probably not many generations have passed since such
bark fabrics and kilts of skins were the only clothing even in the
south. Even to-day, large quantities of this bright-red or drab
material are still to be found; but if we wish to see it, we must look in
the granaries and on the drying stages inside the native huts, where
it serves less ambitious uses as wrappings for those seeds and fruits
which require to be packed with special care. The salt produced at
Masasi, too, is packed for transport to a distance in large sheets of
bark-cloth. Wherever I found it in any degree possible, I studied the
process of making this cloth. The native requisitioned for the
purpose arrived, carrying a log between two and three yards long and
as thick as his thigh, and nothing else except a curiously-shaped
mallet and the usual long, sharp and pointed knife which all men and
boys wear in a belt at their backs without a sheath—horribile dictu!
[51]
Silently he squats down before me, and with two rapid cuts has
drawn a couple of circles round the log some two yards apart, and
slits the bark lengthwise between them with the point of his knife.
With evident care, he then scrapes off the outer rind all round the
log, so that in a quarter of an hour the inner red layer of the bark
shows up brightly-coloured between the two untouched ends. With
some trouble and much caution, he now loosens the bark at one end,
and opens the cylinder. He then stands up, takes hold of the free
edge with both hands, and turning it inside out, slowly but steadily
pulls it off in one piece. Now comes the troublesome work of
scraping all superfluous particles of outer bark from the outside of
the long, narrow piece of material, while the inner side is carefully
scrutinised for defective spots. At last it is ready for beating. Having
signalled to a friend, who immediately places a bowl of water beside
him, the artificer damps his sheet of bark all over, seizes his mallet,
lays one end of the stuff on the smoothest spot of the log, and
hammers away slowly but continuously. “Very simple!” I think to
myself. “Why, I could do that, too!”—but I am forced to change my
opinions a little later on; for the beating is quite an art, if the fabric is
not to be beaten to pieces. To prevent the breaking of the fibres, the
stuff is several times folded across, so as to interpose several
thicknesses between the mallet and the block. At last the required
state is reached, and the fundi seizes the sheet, still folded, by both
ends, and wrings it out, or calls an assistant to take one end while he
holds the other. The cloth produced in this way is not nearly so fine
and uniform in texture as the famous Uganda bark-cloth, but it is
quite soft, and, above all, cheap.
Now, too, I examine the mallet. My craftsman has been using the
simpler but better form of this implement, a conical block of some
hard wood, its base—the striking surface—being scored across and
across with more or less deeply-cut grooves, and the handle stuck
into a hole in the middle. The other and earlier form of mallet is
shaped in the same way, but the head is fastened by an ingenious
network of bark strips into the split bamboo serving as a handle. The
observation so often made, that ancient customs persist longest in
connection with religious ceremonies and in the life of children, here
finds confirmation. As we shall soon see, bark-cloth is still worn
during the unyago,[52] having been prepared with special solemn
ceremonies; and many a mother, if she has no other garment handy,
will still put her little one into a kilt of bark-cloth, which, after all,
looks better, besides being more in keeping with its African
surroundings, than the ridiculous bit of print from Ulaya.
MAKUA WOMEN

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Management Skills: An Action-First

Chapter 2 Learning about Video Application 107

Action Learning 139 Personal Approaches to Creative Problem

Test Your Mettle 143 Action Learning 173

Personal Skills Log 148 Test Your Mettle 177

What Is Manager Communication? 194 Chapter 6 Becoming an

Test Your Mettle 249 Case Incidents 250

Part 2 Managing Relationships 259

Chapter 8 Getting Things Done Test Your Mettle 322

Discover Knowledge 302

Conversations, Conflict, and Test Your Mettle 392

Part 3 Managing Your Team 435

Chapter 12 Managing fancy alamy

What Makes a Valuable Team Member? 450 Discover Yourself 476

Personal Skills Log 507 Test Your Mettle 538

In-Class Team Exercise 572 Appreciative Inquiry 595

Richard L. Daft, Ph.D., is the Brownlee O. Currey, Jr., Professor of Management in

Suggestions for Students

Suggestions for Instructors

personal change, courage, and self-management. We personally have moved away

ExamView. Available on the Instructor’s Resource CD-ROM, ExamView contains all

PowerPoint Lecture Presentation. Available on the Instructor’s Resource CD-ROM

MANAGEMENT CourseMate. Engaging, trackable, and affordable, the new

R.L.D. Here at Vanderbilt I want to extend special appreciation to my assistant,

Joe S. Anderson Joanne Hix

Managers Perform the

Skilled Managers Are Essential

What Does It Take to

Newala, too, suffers from the distance of its water-supply—at least

The water-supply of New Newala is in the bottom of the valley,

NATIVE PATH THROUGH THE MAKONDE BUSH, NEAR

MAKONDE LOCK AND KEY AT JUMBE CHAURO

MODE OF INSERTING THE KEY

With no small pride first one householder and then a second

Some consolation was afforded me by a brassfounder, whom I

SMOOTHING WITH MAIZE-COB

CUTTING THE EDGE

LAST SMOOTHING BEFORE

FIRING THE BRUSH-PILE

TURNING THE RED-HOT VESSEL

NYASA WOMAN MAKING POTS AT MASASI

DRAWING THE BARK OFF THE LOG

REMOVING THE OUTER BARK

WORKING THE BARK-CLOTH AFTER BEATING, TO MAKE IT

MANUFACTURE OF BARK-CLOTH AT NEWALA

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