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MANAGEMENT SECON D EDITION

NECK • HOUGHTON • MURRAY • LATTIMER

think.decide.act.
Management
Second Edition

CHRISTOP HER P. NECK, PH.D.

Arizona State University

JEFFERY D. HO UGHTON, PH.D.

West Virginia University

EMMA L. MURRAY
BA, H. Dip, DBS IT

CHARLES L. LATTIMER
Cooperative Leadership Institute
VICE PRESIDENT & DIRECTOR George Hoffman
EDITORIAL DIRECTOR Veronica Visentin
EXECUTIVE EDITOR Lisé Johnson
SPONSORING EDITOR Jennifer Manias
PRODUCT DESIGN ASSOCIATE Rebecca Costantini
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 About the Authors
Christopher P. Neck, Ph.D.
Dr. Christopher P. Neck is currently an Associate Professor of
Management at Arizona State University, where he held the
title “University Master Teacher.” From 1994 to 2009, he was
part of the Pamplin College of Business faculty at Virginia
Tech. He received his Ph.D. in Management from Arizona State
University and his M.B.A. from Louisiana State University.
Neck is author of the books Self-Leadership: The Definitive
Guide to Personal Excellence (Sage, 2016); Fit To Lead: The
Proven 8-week Solution for Shaping Up Your Body, Your Mind,
and Your Career (St. Martin’s Press, 2004; Carpenter’s Sons
Publishing, 2012); Mastering Self-Leadership: Empowering
Yourself for Personal Excellence, 6th edition (Pearson, 2013);
The Wisdom of Solomon at Work (Berrett-Koehler, 2001); For
Team Members Only: Making Your Workplace Team Produc-
tive and Hassle-Free (Amacom Books, 1997); and Medicine for
the Mind: Healing Words to Help You Soar, 4th Edition (Wiley,
2012). Neck is also the coauthor of the principles of manage-
ment textbook, Management: A Balanced Approach to the 21st
Century (Wiley 2013, 2017); the upcoming introductory to
entrepreneurship textbook, Entrepreneurship, (Sage, 2017);
and the introductory to organizational behavior textbook,
Organizational Behavior (Sage, 2017).
Dr. Neck’s research specialties include employee/executive
fitness, self-leadership, leadership, group decision-making pro-
cesses, and self-managing teams. He has over 100 publications
in the form of books, chapters, and articles in various journals.
Some of the outlets in which Neck’s work has appeared in-
clude Organizational Behavior and Human Decision Processes,
The Journal of Organizational Behavior, The Academy of Man-
agement Executive, Journal of Applied Behavioral Science, The
Journal of Managerial Psychology, Executive Excellence, Human
Relations, Human Resource Development Quarterly, Journal of
Leadership Studies, Educational Leadership, and The Commer-
cial Law Journal.
Due to Neck’s expertise in management, he has been cited
in numerous national publications including The Washington
Post, The Wall Street Journal, The Los Angeles Times, The Houston
Chronicle, and the Chicago Tribune. Additionally, each semester
Neck teaches an introductory management course to a single
class of anywhere from 500 to 1,000 students.
Dr. Neck was the recipient of the 2007 Business Week Fa-
vorite Professor Award.” He is featured on www.businessweek.
com as one of the approximately twenty professors from across
the world receiving this award.
Neck currently teaches a mega section of Management
Principles to approximately 500 students at Arizona State Uni-
versity. Neck recently received the Order of Omega Outstanding
Teaching Award for 2012. This award is awarded to one pro-
fessor at Arizona State by the Alpha Lamda Chapter of this lea-
dership fraternity. His class sizes at Virginia Tech filled rooms up
to 1000 students. He received numerous teaching awards during
his tenure at Virginia Tech, including the 2002 Wine Award for
Teaching Excellence. Also, Neck was the ten-time winner (1996,
1998, 2000, 2002, 2004, 2005, 2006, 2007, 2008, and 2009) of the
“Students’ Choice Teacher of The Year Award” (voted by the stu-
dents for the best teacher of the year within the entire univer-
sity). Also, some of the organizations who have participated in
Neck’s management development training include GE/Toshiba,
Busch Gardens, Clark Construction, the United States Army,
Crestar, American Family Insurance, Sales and Marketing Execu-
tives International, American Airlines, American Electric Power,
W. L. Gore & Associates, Dillard’s Department Stores, and Pru-
dential Life Insurance. Neck is also an avid runner. He has com-
pleted 12 marathons, including the Boston Marathon, New York
City Marathon, and the San Diego Marathon. In fact, his personal
record for a single long distance run—is a 40 mile run.
Jeffery D. Houghton, Ph. D.
Dr. Jeffery D. Houghton completed his Ph.D. in Management
at Virginia Polytechnic Institute and State University (Virginia
Tech) and is currently an Associate Professor of Management at
West Virginia University. Dr. Houghton has taught college-level
business courses at Virginia Tech, Abilene Christian University
(TX), Lipscomb University (TN), The International University
(Vienna, Austria), and for the U.S. Justice Department-Federal
Bureau of Prisons. Prior to pursuing a full-time career in aca-
demics, he worked in the banking industry as a loan officer and
branch manager.
A member of the Honor Society of Phi Kappa Phi, Dr. Hought-
on’s research specialties include human behavior, motivation,
personality, leadership and self-leadership. Dr. Houghton has
published more than 40 peer-reviewed journal articles and
book chapters, and his work has been cited over 1600 times in
academic journals. He currently teaches undergraduate, mas-
ters and doctoral level courses in management, OB, and lead-
ership. Dr. Houghton was named the 2013 Beta Gamma Sigma
Professor of the Year for the WVU College of Business and Eco-
nomics, awarded annually to one faculty member within the
college as selected by a vote of the student members of Beta
Gamma Sigma and he received the 2008 Outstanding Teaching
Award for the WVU College of Business and Economics, awarded
annually to one faculty member for outstanding teaching.
In addition to his research and teaching activities,
Dr. Houghton has done consulting and conducted training
seminars for companies including the Federal Bureau of Inves-
tigations, Pfizer Pharmaceuticals, and the Bruce Hardwood
Floors Company. In his spare time, Dr. Houghton enjoys trave-
ling, classic mystery novels, racquetball, and snow skiing. Finally,
Dr. Houghton has trained for and completed two marathons,
the Marine Corps Marathon in Washington, D.C., and the Dallas
White Rock Marathon in Dallas, TX.
ix
x ABOUT THE AUTHORS
Emma L. Murray BA, H. Dip, DBS IT
Emma Murray completed a Bachelor of Arts Degree (BA) in
English and Spanish at University College Dublin (UCD) in
Co. Dublin, Ireland. This was followed by a Higher Diploma
(H.dip) in Business Studies and Information Technology at the
Michael Smurfit Graduate School of Business in Co. Dublin,
Ireland. Following her studies, Emma spent almost a decade
in investment banking before becoming a full-time writer and
author.
As a writer, Emma has worked on numerous texts, in-
cluding business and economics, self-help, and psychology.
Within the field of higher education, Emma worked with Dr.
Christopher P. Neck and Dr. Jeffery D. Houghton on Manage-
ment (Wiley, 2014) before becoming a co-author of this text
Management 2e. Emma is also the co-author of Organizational
Behavior (Sage, 2017); and the co-author of Entrepreneurship
(Sage, 2017).
In addition, Emma is the author of The Unauthorized
Guide to Doing Business the Alan Sugar Way (Wiley-Capstone,
2010); and co-author of How to Succeed as a Freelancer in
Publishing, (How To Books, 2010). Emma lives in London,
United Kingdom.
Charles Lattimer
Charles is the CEO and founder of the Cooperative Leadership
Institute, a private leadership and management development
company founded at Virginia Tech. As a keynote speaker, ex-
ecutive coach, leadership guide, and technology entrepreneur,
Charles has directed and designed international and enter-
prise-level organizational development and training programs
for the past 15 years. He has over a decade of experience in
designing, developing, and delivering programs and strategic
planning solutions for thousands of executives to ensure sus-
tainable results through a balanced approach to management.
Charles regularly speaks about all areas of leadership
capacity development, entrepreneurship, courage in business,
innovation, creativity, learning organizations, and systems
thinking. He has designed development programs for man-
agers and executives from Akridge, Alpha Pharmaceuticals,
B. F. Saul Company, Club Corporation of America (ClubCorp),
e5 Systems, General Electric, LPGA’s Duramed Tour, LTD Man-
agement, Marriott, U. S. Foreign Service Institute, Virginia Tech,
Wal-Mart, Whole Child Learning Company, local governments,
schools systems, and many others. Charles has lifetime mem-
berships in Phi Beta Kappa and Phi Kappa Phi and is President
Emeritus of Virginia Tech’s Phi Beta Kappa chapter.

What Makes Management
Different?
Welcome to Management, Second Edition.
Management, Second Edition represents our continued
effort to enrich the student learning experience. As educa-
tors, we rely on valuable feedback from students, who ad-
vise us that they learn best when they can personally relate
to the material in their courses and assignments. With this
in mind, we have added more meaningful media “trending-
topics”, more visual highlights, new features, and learning
exercises to engage students on the essentials of manage-
ment. The text also contains a larger focus on critical think-
ing and career preparation in order to put students on the
right path towards career goals. Our hope is that with this
fresh approach and pedagogy our text will help educators
to inspire in their students life-long learning of management
that stretches far beyond the duration of the management
course.
Management 2E Places More Focus
on Critical Thinking
Critical Thinking remains a cornerstone of this text. As re-
search shows, employers want and value employees who can
think critically.Organizations need managers who think inde-
pendently without judgement and bias, predict patterns of
behavior and processes; and ask the right questions:”How?”
and “Why?” versus just the “What?”in order to make effective
and thoughtful decisions.
As you will quickly see in this new edition we have
stayed committed to our philosophy to promote more ac-
tive learning and engagement through critical thinking to
connect students with the realities of management. We
have added new features, meaningful cases, fun and engag-
ing end-of-chapter exercises, and carefully edited Manage-
ment Stories; all of which are designed to enhance critical
thinking skills.
We have revamped one of our earlier chapters (Chapter 3:
Critical Thinking for Managers) to further emphasize the impor-
tance of critical thinking for today’s managers. New topics in
this chapter include: the significance of critical thinking in job
interviews; the consequences of critical thinking breakdowns;
and the relationship between critical thinking and systems
thinking (Senge). New critical thinking questions follow each
systems archetype mini-case to encourage students to engage
with the mini-cases and to practice their own critical thinking
skills.
Preface
Management 2E Presents a New Career
Readiness Feature
Each chapter of Management now includes a unique “Career
Readiness” feature. These applications cover a diverse range
of topics designed to better prepare students for the work-
place by linking management concepts to practical workplace
applications.
Through WileyPLUS Learning Space, students and instruc-
tors can access a video from a career/life coach expert which
supports each career application. Furthermore, each Career
Readiness feature is accompanied by a “Skill Development
Activity” which encourages students to develop their skills in
a particular area; and a “Career Readiness Application” which
provides career guidance and advice to students to prepare
them for the realities of employment.
A few of the applications include: Understanding Cogni-
tive Biases, Introspection and Analysis of your Strengths and
Weaknesses, Ethics and Responsibility, Writing a Good Resume,
Time Management, Crafting Presentations, and Writing for the
Workplace.
Management 2E Includes New Features
and Enhances Content
Management Stories
We have edited and condensed the Management Stories to en-
hance the reading and learning experience for educators and
students. These management stories provide opportunities for
students to practice critical thinking skills in ways that mimic
actual workplace dynamics.
“Voices of Management”
These features use interviews with real managers and leaders
to augment the learning and storytelling style of each chapter.
Each chapter now contains a Voices of Management feature
to further connect students with real-life managerial perspec-
tives. Managers featured include: Tom Hatton, founder and
CEO, Mountainside Fitness; Blaine Light, Operations leader,
Uber; and Robert Donat, founder and CEO, GPS Insight.
“Research @ Work”
We balance key research in the field of management with cur-
rent topics of interest to practicing managers by synthesizing
leading academic journal research. In Management, each
“Research @ Work” box has been updated where relevant, and
is accompanied by a “Critical Thinking in the Classroom” exercise
to further promote active engagement.
xi
xii PREFACE
“Career Readiness” Application
As we explained above, a new “career readiness” feature has
been added to each chapter, highlighting themes including: criti-
cal thinking skills, presentations, resumes, interviews, and other
practical elements to prepare the student for the workplace.
Case Studies
We have added several timely new case studies which we be-
lieve will be relatable to students, such as Amazon, Spartan
Race, and Uber. Each case is followed by a series of critical think-
ing questions to provoke discussion and inspire engagement.
Chapter Exercises
We have added new exercises including: “Class Creativity Exer-
cises”, “Developing Competency-based behavioral interviews”,
and “Individual versus Group Decision making: The Moon
2025”. These exercises activate management principles for col-
lege students to build valuable experience and increase skills
through decision-oriented challenges that relate specifically to
the business environment and student organizations.
Key Terms
Throughout the chapter, key terms are defined within the nar-
rative and highlighted where they first appear. The definitions
of each key term are further repeated in an online Glossary
within WileyPLUS Learning Space.
In Review and Self-Tests
For each chapter, we include traditional chapter-review mate-
rials: a review of the chapter content, organized by learning ob-
jective, and several new self-tests, including: “Career Orienta-
tions Assessment”, “How Strong are your Ethical Values?”, and
“How S.M.A.R.T is your Goal?” Interactive versions of each as-
sessment can be completed within WileyPLUS Learning Space.
Management 2E Uses a Conversational
Writing Style
In Management 2e, we have stayed true to our easy-to-understand
interactive, personal writing style, designed to enhance students’
understanding of management issues, and involve them in a
dialog around significant topics, features, cases, and dilem-
mas. We have also condensed some of the longer passages and
merged some of the learning objectives into more manageable
“chunks” in order to enrich the reading experience. Our goal is
to veer away from the purely theory-based style of traditional
management texts in favour of a more succinct, interactive ap-
proach designed to prepare students for the real-life demands
of a continuously evolving business environment.
Management 2E Promotes Learning and
Prepares Students for Future Careers
Management 2e is designed to promote active learning and en-
gagement to help students to prepare for their future careers as
managers. The new “career readiness” features, enhanced critical
thinking elements, self-assessments, end-of-chapter exercises,
management stories, and new and revised cases, help develop
the professional and personal skills essential for the workplace.
Content & Organization
While the content has been enhanced by adding new media
examples and additional material, the general organization of
Management 2e remains the same as the first edition.
Part One: Introduction
Two chapters introduce management, beginning with the
challenges facing today’s managers, followed by the origins
of management – Management in the 21st Century, and The
Evolution of Management.
Part Two: Sustaining: A Balanced Approach
to Management
Four chapters discuss the environment within which managers
work within the context of critical thinking and sustainability –
Critical Thinking for Managers, Organizations and Change Man-
agement, Diversity in a Global Economy, and Ethics and Social
Responsibility.
Part Three: Planning
Three chapters cover decision-making, goal-setting, and
strategy design all within a framework of one comprehensive
management story – Making Better Decisions, Setting Goals,
and Designing Strategies.
Part Four: Organizing
Three chapters explore how managers organize structures, in-
dividuals, and teams, through a fresh, new management story –
Organizational Structures, The Human Side of Management,
and Building and Managing Teams.
Part Five: Leading
Three chapters illustrate leadership within an original manage-
ment story – Managers as Leaders, Understanding Behavior,
and Communicating and Motivating Others.
Part Six: Controlling
Two chapters discuss how managers exercise controls within
a business environment, as portrayed by another innovative
management story – Information and Operations, and Perfor-
mance Development.
Part Seven: The Future of Management
The final chapter combines many elements of the previous
chapters and follows the journey of a group of entrepreneurs
and the challenges they face along the way – Innovation and
Entrepreneurship.

Teaching and Learning
Resources
WileyPLUS Learning Space will transform any course into a
vibrant, collaborative learning community.
WileyPLUS Learning Space also includes ORION Adaptive-
Practice. Based on cognitive science, ORION is a personalized
learning experience that helps students build proficiency on-
topics while using their study time most effectively.
With WileyPLUS Learning Space, you can:
• Identify Early: Educators assess the real-time proficiency of
each student to inform teaching decisions. Students always
know what they need to work on.
• Facilitate Engagement: Educators can quickly organize learn-
ing activities, manage student collaboration, and customize
their course.
• Measure Outcomes: With visual reports, it’s easy for both
students and educators to gauge problem areas and act on
what’s most important.
Book Companion Site This comprehensive site, found at
www.wiley.com/college/neck includes myriad tools and re-
sources for instructors and students alike.
Instructor’s Manual The Instructor’s Manual, written by Jeffery
Houghton, offers helpful teaching ideas. It has advice on course
development, sample assignments, and recommended activities.
It also offers chapter-by-chapter text highlights, learning objec-
tives, lecture outlines, class exercises, lecture notes, and tips on
using cases. Because the Instructor’s Manual was written by one of
the textbook’s authors, it matches perfectly with the book.
Test Bank This comprehensive Test Bank includes true/false,
multiple-choice, and short-essay questions that vary in degree
of difficulty. All the questions are tagged to learning objectives
and difficulty. The Respondus Test Bank allows instructors to
modify and add questions to the master bank and to customize
their exams. Because the Test Bank was written by one of the
textbook’s authors, professors can be assured that it is consist-
ent with the structure and style of the book.
Practice Quizzes Quizzes with questions of varying levels of
difficulty help students evaluate their progress through each
chapter. It is available on the student portion of the Manage-
ment companion site.
Acknowledgments
Management 2e was borne out of useful and thoughtful feed-
back from colleagues, students, and reviewers. We believe that
this edition is all the better for their creative input and practical
suggestions.
PREFACE xiii
PowerPoint Presentation Slides This robust set of Microsoft
PowerPoint slides can be accessed on the instructor portion of
the Management companion site.
Management in Action Videos One video per chapter pre-
sents the major themes of each chapter, both with the authors
of the textbook and with industry insiders.
Career Prep Videos Available in WileyPLUS Learning Space,
these short video clips were developed by Drew Lichtenberger,
a mentor and personal career coach. One for each chapter,
these clips introduce career applications and create a tangi-
ble link for students. Topics include professionalism, writing a
good resume, time management, and crafting presentations,
to name a few.
Building an ePortfolio Created by Stuart Mease, Executive
Director for Student Advancement and Career Services at
Virginia Tech University’s Pamplin School of Business, this in-
teractive manual encourages students to create an ePortfolio
of their college efforts using commonly available tools.
InsideTrack An online career-coaching program, InsideTrack
offers free resources to students as they select their careers.
Students get an initial counseling session at no cost and can
pay for additional sessions on their own.
CareerShift A leading online job search tool, CareerShift en-
ables students to conduct their own job search using the power
of search and the power of organization. They can conduct
campaigns for jobs and keep all their resources and communi-
cation in one spot.
Reef Polling A new mobile-optimized engagement system,
Reef Polling by iClicker increases engagement with students by
allowing instructors to poll students during class. After a quick
registration with Reef, students can use their own devices as a
clicker. Instructors can take attendance, check for comprehen-
sion, or turn in-class activities - individual or group - into com-
petitive games through polling.
Management Weekly Updates Wiley’s Weekly Updates
news site sparks classroom debate around current events
that apply to your business course topics. We save you time
by emailing you – every Monday – the most relevant news ar-
ticles and videos tagged to your textbook and complemented
by discussion questions. http://wileymanagementupdates.
com/
Firstly, we’d like to thank our respective deans, Amy Hillman
at Arizona State (W.P. Carey School of Business) and Javier Reyes
at West Virginia University’s College of Business & Economics,
for their support for this project. We’d also like to thank our
xiv PREFACE
department heads (Trevis Certo, Arizona State, and Abhishek
Srivastava, West Virginia University) for their encouragement.
In addition, we want to thank the following people for their
assistance with certain aspects of the text, including Jeanna
Bini (Career Readiness Features), Drew Lichtenberger (Career
Readiness Features), Rae Randleman (end of chapter cases),
Kyle Helmle (research assistance), Nishant Mahajan (research
assistance), Gaurang Rameshchandra Bhavsar (research assis-
tance), Katelyn Phillips (research assistance), and Varun Par-
mar (research assistance).
Management 2e only exists because of the endless sup-
port, commitment, and dedication we have received from the
Wiley team during the writing of this edition. Our thanks go
to: LiseJohnson, Executive Editor; George Hoffman, Vice Pres-
ident and Director; Jennifer Manias, Sponsoring Editor; Emma
Townsend-Merino, Assistant Developmental Editor, Rebecca
Costantini, Product Design Associate, and the countless others
who work behind the scenes.
We would also like to thank the following colleagues, who
gave invaluable feedback at various stages of this book:
Manuscript Reviewers
Michael Alleruzzo, St. Joseph’s University; Larry Able, Johnson
County Community College; Allen Amason, University of Georgia;
Lydia Anderson, Fresno City College; Verl Anderson, Dixie State
College; Lindy Archambeau, University of Florida; Ryan Atkins,
University of Georgia; Randall Andre, Winona State University;
Bonnie Bachman, Missouri University of Science and Technology;
Reuel Barksdale, Columbus State Community College; Patricia
Beckenholdt, University of Maryland, University College; William
Becker, Texas Christian University; George Bernard, Seminole
State College; Ellen Benowitz, Mercer County Community College;
Paula Buchanan, Jacksonville State University; Tony Bledsoe,
Meredith College; Queen Esther Booker, Minnesota State Univer-
sity; Paula Buchanan, Jacksonville State University; Harry Can-
dler, Valencia College; Diana Carmel, Golden West College; Glen
Chapuis, St. Charles Community College; Frank Christopian, Bre-
vard Community College; Gary Corona, Florida State College; Brad
Cox, Midlands Technical College; Suzanne Crampton, Grand Val-
ley State University; Tom Craven, York College of Pennsylvania;
Joseph DeFilippe, Suffolk County Community College; Gregory
Dickens, Sam Houston State University; Michael Drafke, College
of DuPage; Margaret Dunfee, Northern Arizona University; Char-
lene Dykman, University of St. Thomas; Stewart Edwards, North-
ern Virginia Community College, Annandale; Bob Eliason, James
Madison University; Cassandra Elrod, Missouri University of Sci-
enceand Technology; Rodney Erakovich, Texas Wesleyan Univer-
sity; David Feller, Brevard Community College; Mark Fenton,
University of Wisconsin; Diane Flannery, California State Univer-
sity, Northridge; Janice Gates, Western Illinois University; Terry
Girdon, Pennsylvania College of Technology; Michael Gordon,
Rutgers State University; Susan Greer, Horry-Georgetown Tech-
nical College; Karl Giulian, Atlantic Cape Community College;
Laurie Hamm,California State University, Fresno; Kenneth Har-
ris, Indiana University Southeast; Karen H. Hawkins, Miami
Dade College; Linda Hefferin, Elgin Community College; Sherman
Herbert, Long Island University; Nathan Himmelstein, Essex
County College; Robert Hoell, Georgia Southern University;
Peter Holland, Napa Valley College; Phil Holleran, Mitchell Commu-
nity College; Jenni Hunt, Southern Illinois University; Chip Izard,
Richland College; Jacquelyn Jacobs, University of Tennessee;
David Jalajas, Long Island University; Nancy Johnson, Mt. San
Jacinto College; Janice Karlen, CUNY, LaGuardia Community
College; David Kalicharan, Nova Southeastern University;
George Kelley, Eerie Community College; Angela Kiser, Uni-
versity of the Incarnate Word; Susan Kowalewski, D’Youville
College; John Leblanc, Cedarville University; Beverly Little,
Horry-Georgetown Technical College; Emilio Lopez, Eastfield
College; Denise Lorenz, Wake Technical Community College;
Richards Lynn, Johnson County Community College; Ralph
Marra, Stony Brook University; Daniel Marrone, Farmingda-
le State College; William Martello, St. Edwards University; David
Matthews, SUNY Adirondack Community College; Jeanne Mc-
Nett, Assumption College; Catherine Michael, St. Edwards Uni-
versity; Amy Mickel, California State University; Elouise Mintz,
St. Louis University; Harini Mittal, Bronx Community College;
Susan Monaco, Molloy College; Daniel Morrell, Middle Tennes-
see State University; Joseph Motz, Bucks County Community
College; John Myers, Jefferson College; Anthony Narsing,
Middle Georgia State College; Steven Nichols, Metropolitan
Community College; Lisa Nieman, Indiana Wesleyan Univer-
sity; Lizzie Ngwenya-Scoburgh, University of Cincinnati; John
Okpara, Bloomsburg University; Nathan Oliver, University
of Alabama; Dianna Parker, Ozarks Technical Community
College; Nicholas Peppes, St. Louis Community College; Alan
Platt, Florida Gulf Coast University; Patrizia Porrini, Long Island
University; Tracy Porter, Clevel and State University; Jessica Reyes,
Temple College; David Ruderman, University of Colorado;
Cyndy Ruszkowski, Illinois State University; Paul Salada, Fay-
etteville Technical Community College; Trent Salvaggio, Col-
lege of Charleston; Kelly Schultz, University of Wisconsin; Mi-
chael Shaner, St. Louis University; Sarah Shepler, Ivy Tech Terre
Haute; Sarah Shike, Western Illinois University; Marc Siegall, Cal-
ifornia State University; Lisa Slevitch, Oklahoma State Univer-
sity; Wayne Smith, California State University, Northridge; An-
drea Smith-Hunter, Siena College; Ann Snell, Tulane University;
Rieann Spence-Gale, Northern Virginia Community College;
Jeremy Stafford, University of North Alabama; Alice Stewart,
North Carolina A & T State University; Charlotte Sutton, Auburn
University; James Swenson, Minnesota State University; Mar-
guerite Teubner, Nassau Community College; Ronald Thomas,
Oakton Community College; Itoe Valentine, Albany Technical
College; Maria Vitale, Brandman University; Anita Vorreyer,
Georgia Gwinnett College; Valerie Wallingford, Bemidji State
University; Robert Waris, University of Missouri; Pamela Wel-
don, Lehigh Carbon Community College; David Wilhelm, San
Diego Miramar College; Dennis Williams, Pennsylvania College
of Technology; Tiffany Woodward, East Carolina University;
Dilek Yunlu, Northern Illinois University; Mary Zellmer-Bruhn,
University of Minnesota; Xia Zhao, California State University,
Dominguez Hills.
 Brief Contents
PREFACE ix

1 Management in the 21st Century 1

2 The Evolution of Management 25

3 Critical Thinking for Managers 47

4 Organizations and Change Management 72

5 Diversity in a Global Economy 99

6 Ethics and Social Responsibility 121

7 Making Better Decisions 143

8 Setting Goals 164

9 Designing Strategies 185

10 Structuring Organizations 207

11 The Human Side of Management 223

12 Managing Team Performance 247

13 Managers as Leaders 266

14 Understanding Individual Behavior 289

15 Communicating and Motivating Others 309

16 Information and Operations 333

17 Performance Development 349

18 Entrepreneurship and Innovation 369

CASE STUDIES 389

GLOSSARY / ENDNOTES / COMPANY INDEX /
SUBJECT INDEX

xv
 Contents
The Foundation of Analysis: Where “Knowing”
1 Management in the 21st Comes From 35
Century 1 Voices of Management: Shane Lewis, Athletic Director,
Phoenix Country Day School (PCDS) 36
1 What Is Management? 3 4 The Humanistic Approach 37
Voices of Management: Mark Price, CEO, Firewire Hawthorne Studies 37
Surfboards 3 Conflict: Mary Parker Follett 38
What Do Managers Do? 4 Motivation: Douglas McGregor 40
How Is Management Both an Art Research @ Work: Theory Y in Practice 40
and a Science? 4 5 The Balanced Approach 41
How Do Managers Make a Difference? 5 Cooperation: Chester I. Barnard 41
2 Management Functions and Roles 6 Systems: Jay W. Forrester 42
Planning 7 Case Snapshot 42
Organizing 8 Key Terms 42
Leading 8 In Review 43
Controlling 9 Self-Test 44
Management Roles 9 Chapter Exercise 45
3 Sustaining: A Balanced Approach Self-Assessment 45
to Management 10 Self-Test Answer Key 46
Critical Thinking Skill: Understanding Cognitive Biases 11
4 Managers at Work 12
Types of Organizations 12 3 Critical Thinking for Managers 47
Types of Managers 13
5 Values, Mission, and Vision 14 1 How Managers Apply Critical Thinking to Make a
6 Successful Management 16 Difference 47
Skills 16 Voices of Management Michael Woodhead, Vice President
Strengths 18 of Business Development, EscapeWire 48
Case Snapshot 19 2 Critical Thinking During the Interview
Key Terms 19 Process 49
In Review 20 The Diagnostic Process, Part I: Evidence Diagnosticity 51
Self-Test 20 3 Critical Thinking Breakdowns 51
Chapter Exercises 21 Are You a Critical Thinker? 52
Self-Test Answer Key 23 Critical Thinking and Ethics 53
How to Practice Your Critical Thinking Skills 53
4 The Systems Approach to Critical Thinking 55
2 The Evolution of Management 25 5 Senge’s Archetypes 57
1. Limits to Growth 58
1 The Historical Foundations of Management 25 2. Shifting the Burden 59
Wealth of a Nation 26 3. Eroding Goals 60
The Corporation 26 4. Escalation 61
2 Discovering and Teaching Management Theory 26 5. Success to the Successful 63
Bureaucratic Management: Max Weber 27 6. Tragedy of the Commons 64
Administrative Management: Henri Fayol 27 7. Fixes That Fail 66
3 The Quantitative Approach 28 8. Growth and Underinvestment 66
Scientific Management: Frederick W. Taylor 30 Key Terms 68
Motion Studies: Frank B. Gilbreth 31 In Review 68
Scientific Management and the Mind: Self-Test 69
Lillian M. Gilbreth 33 Chapter Exercise 70
Visualizing Management: Henry Gantt 33 Self-Assessment 70
Quality Movement 34 Self-Test Answer Key 71
xvii
xviii CONTENTS

3 Legal Basics for Managing Diversity 106

4 Organizations and Change Voices of Management: Ursula Burns, CEO, Xerox
Management 72 Corporation 108
Research @ Work: Trust 109
1 Internal and External Environments 72 4 Talent in a Diverse Workforce 111
Internal Environment 74 Changing Workforce Demographics 111
External Environment 76 Outsourcing and Offshoring Talent 113
Preparing for Employment: Introspection and the Analysis 5 Managing Diversity as an Advantage 113
of Your Strengths and Weaknesses 77 “One Recipe, Many Ingredients” 113
2 Specific Environment 77 Diversity as a Strategy 114
Customers 77 How Diversity Affects Creativity, Innovation,
Talent 78 and Performance 115
Advocacy 79 Applying Critical Thinking: Fixes That Fail 116
Suppliers 79 Fostering Diversity 117
Regulation 80 Case Snapshot 117
Competitors 81 Key Terms 117
3 General Environment 82 In Review 118
Voices of Management: Jean-Francois Zobrist, Self-Test 119
CEO, FAVI 83 Chapter Exercise 119
Politics and Laws 83 Self-Assessment 120
Resources 85 Self-Test Answer Key 120
Technology 87
Sociocultural Forces 87
Economy 87
4 How Do Managers Change Organizations? 91 6 Ethics and Social Responsibility 121
Resistance to Change 91
The Art of Persuasion 92 1 What Are Ethics? 121
Driving and Restraining Forces 92 Individuals 122
Stages of Change 93 Organizations 123
Leading Change 93 Stakeholders 125
Research @ Work: Implementing Applying Critical Thinking: Escalation 126
Change 94 Governments 126
Case Snapshot 95 The Globe 127
Key Terms 95 2 Making Ethical Decisions 127
In Review 95 Principles of Ethics 129
Self-Test 96 Codes of Conduct 129
Chapter Exercise 96 Voices of Management: Lonnie J. Williams, Owner,
Self-Assessment 97 LJ Building Maintenance, LLC 131
Self-Test Answer Key 97 3 Social Responsibility 131
Corporate Social Responsibility 132
Research@Work: Internal Transparency 133
5 Diversity in a Global Economy 99 4 Managing Responsibly Today 133
Ethics and Responsibility 134
1 Managing in a Global Economy 99 Internalizing Externalities 134
Global Organizations, Trade Rules, and Building an Ethical Culture 134
Agreements 100 Ethics Training 135
Strategic Partnerships 100 In the Interests of Self or Others? 137
Applying Critical Thinking: Success to the Case Snapshot 138
Successful 101 Key Terms 139
Critical Thinking Skill: Professionalism 102 In Review 139
2 Cultural Differences 103 Self-Test 140
Cultural Values and Dynamics 103 Chapter Exercise 141
Dimensions of Culture 103 Self-Assessment 141
Approaches to Cultural Differences 104 Self-Test Answer Key 142
 CONTENTS xix

7 Making Better Decisions 143 9 Designing Strategies 185

1 Decisions That Make a Difference 143 1 How Managers Plan to Make a Difference 185
Manager Profile: David J. Makarsky, Senior 2 Different Levels of Strategy 187
Vice President of Operations, B.F. Saul Hospitality 3 Industry and Competitive Analysis 188
Group 144 Voices of Management: Akhil Jain, President, Landmark
Types of Decision Making 144 Hotel Group 189
2 Identifying and Understanding the Problem 146 Five Forces Model 189
Symptomatic Effects 147 4 Organizational Position and Capacity 193
Underlying Causes 147 Company Position 194
Voices of Management: Bob Adler, Senior Vice President, Capabilities and Resources 197
Terrapin Management Corporation 148 5 Divisional and Functional Strategies 198
Research @ Work: Effective Intuition 152 Analysis of Competing Hypotheses (ACH) 199
3 Generating Alternatives 152 Research @ Work: Seeing the Balanced
The Diagnostic Process, Part II: Information Gaps and Scorecard 200
Anomalies 154 6 Strategies for Performance 201
4 Evaluating Alternatives 155 Case Snapshot 203
5 Path Selection 156 Key Terms 203
Case Snapshot 158 In Review 204
Key Terms 159 Self-Test 204
In Review 159 Chapter Exercises 205
Self-Test 160 Self-Assessment 205
Chapter Exercise 161 Self-Test Answer Key 206
Self-Assessment 162
Self-Test Answer Key 163
10 Structuring Organizations 207

1 The Basics 207

8 Setting Goals 164 Designing Performance Cultures 208
2 Vertical Approach 210
1 Setting Goals That Make a Difference 164 Vertical Model at Work 212
Applying Critical Thinking: S.M.A.R.T. Goals 167 Changing Organizational Structure 213
Research @ Work: Increasing Productivity 168 Confidence, Demeanor, and Communication 214
When Goals Go Wrong 169 3 Horizontal Approach 214
2 Goal Plans 169 Researching Organizational Structures 215
Principles of Goal Setting 169 4 Adaptive Approach 217
Voices of Management: Jordan R. Jensen, Founder and Voices of Management: Ken Lancaster, Owner, Lancaster
CEO, Freedom Focused 171 Advertising 218
Goal Plan Types and Components 172 Case Snapshot 219
3 Effective Goals 174 Key Terms 219
Types of Goals 174 In Review 220
Writing a Good Résumé 175 Self-Test 220
4 Team Commitment 176 Chapter Exercises 221
Management by Objectives (MBO) 178 Self-Assessment 221
Action Plans 178 Self-Test Answer Key 222
5 How Managers Track Progress 179
Performance Dashboards 179
Case Snapshot 181 11 The Human Side of
Key Terms 181 Management 223
In Review 181
Self-Test 182 1 Human Resource Management 223
Chapter Exercise 183 Voices of Management: Tom Hatten, Founder and
Self-Assessment 183 President, Mountainside Fitness (MSF) 224
Self-Test Answer Key 184 Making the Human Side of Management Strategic 225
xx CONTENTS

2 Identifying Talent 227

Defining and Planning Human Resource Needs 227
13 Managers as Leaders 266

Internal and External Recruiting 229

1 Managers as Leaders 266
Interviewing Potential Candidates 230
Voices of Management: Kelly Flatley, Founder of Bear
Selecting Candidates 233
Naked 267
3 Training Talent 235 Leadership in a Global Economy 268
Onboarding Programs 235
Positional Power 269
Writing a Cover Letter 236
Personal Power 269
Types of Training Strategies 236
2 Types of Leaders 269
4 Retaining Qualified Talent 238 Applying the Leadership Typology 270
Research @ Work: Engaging Employees 238
Crafting Presentations: What Information Is Relevant to
Planned and Unplanned Turnover 239
Whom and Why 272
Pay and Benefits 239
3 The Evolution of Leadership 273
Employee Engagement 239
The Trait Perspective 273
5 Performance Development 240 The Behavioral Perspective 274
Designing Appraisals 240
The Contingency Perspective 276
Assessing Behaviors and Results 240 4 Beyond Traditional Leadership 281
Case Snapshot 241 Research @ Work: Combat Training for Business
Key Terms 241 Leaders 284
In Review 242 Case Snapshot 285
Self-Test 242 Key Terms 285
Chapter Exercise 243 In Review 285
Self-Assessment 244 Self-Test 286
Self-Test Answer Key 246 Chapter Exercise 287
Self-Assessment 288
12 Managing Team Performance 247
Self-Test Answer Key 288

1 How Teams Make a Difference 247 14 Understanding Individual

The Power of Teams 248 Behavior 289
Voices of Management: Blaine Light, Operations Lead,
Desert Region, Uber 249 1 How Individuals Make a Difference 289
2 Team Characteristics 249 The Power of Perception and a Positive Approach 292
Different Types 249 PowerPoint Presentations 293
Size and Roles 252 2 Personalities and Strengths 294
3 Team Dynamics 253 “Big Five” Personality Traits 295
Forming—Storming—Norming—Performing 254 Research @ Work: The Big Five Personality Traits and Job
Research @ Work: Too Much of a Good Thing? Team Performance 296
Cohesion and Groupthink 255 Focusing on Strengths 297
4 Managing Conflict 256 Co-aligning with Organizational Values 298
Addressing Unhealthy Conflict 257 3 Stress, Deviance, and Dysfunctional Behavior 300
Encouraging Productive Conflict 257 Managing Stress 301
Time Management 259 Preventing Destructive Behavior 301
5 Strategies to Increase Performance 260 Voices of Management: Jon Basha, Operations Manager,
Effective Meetings 260 Nextiva 302
Performance Development 261 4 Positive Deviance and Performance 303
Recognizing Excellence 261 Purposeful Thinking and Change Management 303
Case Snapshot 262 Case Snapshot 304
Key Terms 262 Key Terms 304
In Review 263 In Review 305
Self-Test 263 Self-Test 306
Chapter Exercise 264 Chapter Exercise 306
Self-Assessment 264 Self-Assessment 307
Self-Test Answer Key 265 Self-Test Answer Key 307
 CONTENTS xxi

5 Managing Operational Performance with Controls 342

15 Communicating and Motivating
Others 309
1 How Managers Achieve Great Results with
Others 310
Maslow’s Hierarchy of Needs 310
ERG Theory of Motivation 311
Two-Factor Theory of Motivation 311
Voices of Management: Stuart Mease, Executive Director
for Student Advancement and Career Services, Virginia
Tech 312
2 Communicating with Others 313
Process of Communication 313
Communication Networks 317
Increasing Efficiency and Effectiveness
Writing for the Workplace 319
3 Power of Challenging Work 320
Shifting the Burden 321
Expectancy Theory 321
Goal-Setting Theory 322
4 Reinforcing Positive Behaviors 323
Behavior Modification 324
Empowering Others 324
5 Rewarding Performance 325
Executive Compensation 325
Research @ Work: Equity Theory, Status, and Employee
Theft 325
Equity, Gainsharing, and Cooperatives 326
Case Snapshot 327
Key Terms 328
In Review 328
Self-Test 329
Chapter Exercise 330
Self-Assessment 331
Self-Test Answer Key 332
16 Information and Operations
1 How Controls Make a Difference 333
Voices of Management: Don Hardenbrook, Founder, Leap
Innovation LLC 334
Types of Controls 334
2 Information, Technology, and Systems
Types of Information 336
Organizing Information Using Technology and
Systems 336
3 Management Information Systems 337
4 Information and Controls for Operations 339
Types of Controls 339
Research @ Work: Hotspotting 340
Flexibility and Adaptability 341
Influencing Behavior Using Information and
Controls 341
Case Snapshot 345
Key Terms 345
In Review 345
Self-Test 346
Chapter Exercise 347
Self-Assessment 347
Self-Test Answer Key 348
17 Performance Development 349
1 How Performance Development Makes a
Difference 349
Connecting Space, Process, and People 350
318 Voices of Management: Rob Donat, Founder and CEO,
GPS Insight 352
2 Physical Space and Facilities Management 352
Facilities Layout 353
Research @ Work: The Apple Store Effect 353
Technologies and Automation 354
Managing a Facility 354
3 Processes for Making Quality Products and
Services 355
Lean Manufacturing 355
Purchasing and Inventory Management 355
Supply Chain Management 356
Proactivity 358
4 Achieving Results Through Talent Management 358
Dynamic Steering 359
Continuously Evolving Facilities and Processes 359
5 Managing for Excellence 363
Total Quality Management (TQM) 363
Six Sigma 364
Malcolm Baldrige Award 364
Case Snapshot 364
Key Terms 365
333 In Review 365
Self-Test 366
Chapter Exercise 367
Self-Assessment 367
Self-Test Answer Key 368
335
18 Entrepreneurship and
Innovation 369
1 How Entrepreneurship Makes a Difference 369
Voices of Management: Nesha Sanghavi Owner, University
Girls Apparel 371
People, Processes, and the Ecosystem 372
2 Opportunities and Challenges That
Entrepreneurs Face 373
Growth Accelerants 373
xxii CONTENTS

Challenges to Growth 374 Case Studies 389

Opportunities and Risks for New Ventures 376 Chapter 1 Facebook 389
3 Managing and Leading New Chapter 2 Wegmans 390
Ventures 378 Chapter 3 Airbnb 391
Chapter 4 Spartan Race 392
Different Strategies for New Ventures 378
Chapter 5 Zumba 392
Fostering Your Own Creativity and Chapter 6 Illumina, Inc. 393
Innovation 379 Chapter 7 Ticketmaster 394
4 Managing the Creative Process 380 Chapter 8 Spirit Airlines 395
The Discipline of Creativity 380 Chapter 9 Big Bottom Market 396
Research @ Work: Q-Levels and Teams 383 Chapter 10 Uber 397
Chapter 11 Mondragon Corporation 398
5 Global Entrepreneurship and Innovation 383 Chapter 12 W.L. Gore & Associates 399
The Great 21st-Century Opportunity 384 Chapter 13 Kazuhiro Tsuga, President of Panasonic
Case Snapshot 385 Corporation 399
Key Terms 385 Chapter 14 Millennials in the Workplace 400
In Review 386 Chapter 15 Korean Air 401
Chapter 16 Zipcar 403
Self-Test 386
Chapter 17 Accenture Plc 403
Chapter Exercise 387 Chapter 18 Square 404
Self-Assessment 388
Self-Test Answer Key 388 GLOSSARY / ENDNOTES / COMPANY INDEX / SUBJECT INDEX
 CHAPTER 1
Management in the 21st Century
CHAPTER OUTLINE LEARNING OBJECTIVES
By the end of the chapter, you will be able to:

Introduction 1.1 Define management.

1.1 What Is Management?
• Voices of Management: Mark Price
What Do Managers Do?
How Is Management Both an Art and a Science?
How Do Managers Make a Difference?

1.2 Management Functions and Roles 1.2 Describe a manager’s four major tasks—planning, organizing, leading, and
Planning controlling—and management roles.
Organizing
Leading
Controlling
Management Roles

1.3 Sustaining: A Balanced Approach to 1.3 Describe sustaining as a balanced approach to management.
Management
• Critical Thinking Skill: Understanding Cognitive
Biases
1.4 Managers at Work 1.4 Compare and contrast different types of organizations, managers, and the
Types of Organizations decisions they make.
Types of Managers
1.5 Values, Mission, and Vision 1.5 Explain the purpose of organizational values, mission, and vision.
1.6 Successful Management 1.6 Demonstrate how focusing on skills and strengths leads to success as a
Skills manager.
Strengths

Introduction
“Management is, above all, a practice where art, science, and craft meet.”
—Henry Mintzberg, author

The world is changing, and along with those changes come a lot more choice. Don’t feel like pay-
ing for a hotel? Just do what 17 million other people did in the summer of 2015 and book cheaper
and more unique accommodation (in some cases tree houses, castles, and even a private island)
rented out by homeowners through peer-to-peer lodging site Airbnb. Or how about getting a
cheaper taxi ride within minutes through a simple app on your smartphone? Easy. Just contact
Uber. Not in the mood to go to the grocery store? Book your shopping online through FreshDi-
rect. These are just a few examples that illustrate how the world is changing at a rapid pace and
how managers are getting busier as a result. The workplace has evolved into an environment
1
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 COMMON WINE SAUCE.

Sweeten a quarter-pint of good melted butter with an ounce and a

half of sugar, and add to it gradually a couple of glasses of wine; stir
it until it is at the point of boiling, and serve it immediately. Lemon-
grate, or nutmeg, can be added at pleasure.
 PUNCH SAUCE FOR SWEET PUDDINGS.

This may be served with custard, plain bread, and plum-puddings.

With two ounces of sugar and a quarter of a pint of water, boil very
gently the rind of half a small lemon, and somewhat less of orange-
peel, from fifteen to twenty minutes; strain out the rinds, thicken the
sauce with an ounce and a half of butter and nearly a teaspoonful of
flour, add a half-glass of brandy, the same of white wine, two-thirds
of a glass of rum, with the juice of half an orange, and rather less of
lemon-juice: serve the sauce very hot, but do not allow it to boil after
the spirit is stirred in.
Sugar, 2 oz.; water, 1/4 pint; lemon and orange rind: 14 to 20
minutes. Butter, 1-1/2 oz.; flour, 1 teaspoonful; brandy and white
wine, each 1/2 wineglassful; rum, two-thirds of glassful; orange and
lemon juice.
 FOR CLEAR ARROW-ROOT SAUCE.

(See the Welcome Guest’s Own Pudding.)

 A GERMAN CUSTARD PUDDING-SAUCE.

Boil very gently together half a pint of new milk or of milk and
cream mixed, a very thin strip or two of fresh lemon-rind, a bit of
cinnamon, half an inch of a vanilla bean, and an ounce and a half or
two ounces of sugar, until the milk is strongly flavoured; then strain,
and pour it, by slow degrees, to the well-beaten yolks of three eggs,
smoothly mixed with a knife-end-full (about half a teaspoonful) of
flour, a grain or two of salt, and a tablespoonful of cold milk; and stir
these very quickly round as the milk is added. Put the sauce again
into the stewpan, and whisk or stir it rapidly until it thickens, and
looks creamy. It must not be placed upon the fire, but should be held
over it, when this is done. The Germans mill their sauces to a froth;
but they may be whisked with almost equally good effect, though a
small mill for the purpose—formed like a chocolate mill—may be had
at a very trifling cost.
 A DELICIOUS GERMAN PUDDING-SAUCE.

Dissolve in half a pint of sherry or of Madeira, from three to four

ounces of fine sugar, but do not allow the wine to boil; stir it hot to
the well-beaten yolks of six fresh eggs, and mill the sauce over a
gentle fire until it is well thickened and highly frothed; pour it over a
plum, or any other kind of sweet boiled pudding, of which it much
improves the appearance. Half the quantity will be sufficient for one
of moderate size. We recommend the addition of a dessertspoonful
of strained lemon-juice to the wine.
For large pudding, sherry or Madeira, 1/2 pint; fine sugar, 3 to 4
oz.; yolks of eggs, 6; lemon-juice (if added), 1 dessertspoonful.
Obs.—As we have already said in the previous receipt, it is
customary to froth sweet sauces in Germany with a small machine
made like a chocolate-mill. Two silver forks fastened together at the
handles may be used instead on an emergency, or the sauce may
be whisked to the proper state, like the one which precedes it.
Great care must be taken not to allow these sauces to curdle. The
safer plan is to put any preparation of the kind into a white jar, and to
place it over the fire in a pan of boiling water, and then to stir or mill it
until it is sufficiently thickened: the jar should not be half filled, and it
should be large enough to allow the sauce to be worked easily. The
water should not reach to within two or three inches of the brim. We
give these minute details for inexperienced cooks.
 RED CURRANT OR RASPBERRY SAUCE. (GOOD.)

Measure half a pint of sound red currants after they have been
stripped from the stalks; wash them, should they be dusty, and drain
all the water from them. Have ready a syrup, made with three
ounces of sugar in lumps, and the third of a pint of water, boiled
gently together for five minutes; put in the currants, and stew them
for ten minutes; strain off the juice, of which there will be nearly or
quite half a pint, through a lawn sieve or folded muslin; heat it afresh,
and pour it boiling to a small spoonful of arrow-root which has been
very smoothly mixed with a tablespoonful of cold water, being careful
to stir it briskly while the juice is being added; give the sauce a
minute’s boil to render it transparent, and mask the pudding with it
(or, in other words, pour it equally over it, so as to cover the entire
surface); or serve it in a tureen. A few raspberries may be added in
their season, to flavour this preparation; but if quite ripe, they must
be thrown into the syrup without having been washed, two or three
minutes after the currants have been put into it. A delicious sauce
may be made entirely from raspberries as above, allowing a larger
proportion of the fruit, as it yields less juice than the currant.
The proportions directed in this receipt are quite sufficient for a
pudding of moderate size, but they can easily be increased when
required.
 COMMON RASPBERRY-SAUCE.

Put three ounces of sugar broken into small lumps, and a

wineglassful and a half of water into a small stewpan, and boil them
for four or five minutes. Add half a pint of fresh ripe raspberries, well
mashed with the back of a spoon. Mix them with the syrup, and boil
them for six or seven minutes; the sauce should then be quite
smooth and clear. The quantity of it with these proportions will not be
large, but can be increased at pleasure.
Obs.—We have generally found that the most simple, and
consequently the most refreshing fruit-sauces have been much liked
by the persons who have partaken of them; and they are, we think,
preferable to the foreign ones—German principally—to which wine
and cinnamon are commonly added, and which are often composed
of dried fruit. Their number can easily be augmented by an intelligent
cook; and they can be varied through all the summer and autumnal
months with the fruit in season at the time.
 SUPERIOR FRUIT-SAUCES FOR SWEET PUDDINGS.

Clear rich fruit syrups, such as the Sirop de Groseilles of Chapter

XXIX. or those from which cherries, apricots, damsons, and other
plums, are taken when they have been prepared in them for drying,
make the finest possible sauces for sweet puddings. A pound of ripe
Morella cherries, for example, pricked separately with a large needle,
then slowly heated and simmered from seven to ten minutes with
three quarters of a pound of castor-sugar, and allowed to become
cold in their juice, will be excellent if laid on dishes and slowly dried;
and the syrup from them will be a delicious accompaniment to a
pudding (or to plain boiled rice); and it will also afford a most
agreeable summer beverage mixed with water, slightly iced, or not.
Other varieties of these sauces are made by stewing the fruit tender
without sugar, then rubbing it through a sieve, and diluting it with
wine; or simply mixing and boiling it with sufficient sugar to render it
sweet and clear.
 PINE-APPLE PUDDING-SAUCE.

Rasp down on a fine bright grater sufficient of the flesh of a ripe

Jamaica or English pine-apple from which the rind has been thickly
pared, to make the quantity of sauce required. Simmer it quite
tender, with a very small quantity of water; then mix with it by
degrees from half to three-quarters of its weight of sugar, give it five
minutes more of gentle boiling, and pour it over the pudding.
Rasped pine-apple, 6 oz.; water, 2 tablespoonsful: 10 to 15
minutes gentle stewing. Sugar, 4 oz: 5 minutes.
A finer sauce may be made with half a pound of the pine first
simmered tender in its own juice, and one tablespoonful only of
water, and then mixed with seven ounces of sifted sugar, and boiled
gently until it looks clear. If too sweet, the strained juice of half a
large sized lemon may be stirred to it before it is served, but a
certain weight of sugar is required to make it appear bright. This
preparation may be kept for some time, and warmed afresh for table
when needed.
 A VERY FINE PINE-APPLE SAUCE OR SYRUP, FOR PUDDINGS
OR OTHER SWEET DISHES.

After having pared away every morsel of the rind from a ripe and
highly flavoured pine-apple, cut three-quarters of a pound of it into
very thin slices, and then into quite small dice. Pour to it nearly half a
pint of spring water; heat, and boil it very gently until it is extremely
tender, then strain and press the juice closely from it through a cloth
or through a muslin strainer[144] folded in four; strain it clear, mix it
with ten ounces of the finest sugar in small lumps, and when this is
dissolved, boil the syrup gently for a quarter of an hour. It will be
delicious in flavour and very bright in colour if well made. If put into a
jar, and stored with a paper tied over it, it will remain excellent for
weeks; and it will become almost a jelly with an additional ounce of
sugar and rather quicker boiling. It may be poured round moulded
creams, rice, or sago; or mingled with various sweet preparations for
which the juice of fruit is admissible.
144. It is almost superfluous to say that the large squares of muslin, of which on
account of their peculiar nicety we have recommended the use for straining
many sweet preparations, must never have a particle of starch in them; they
should be carefully kept free from dust and soil of any kind, and always well
rinsed and soaked in clear water before they are dried.
 GERMAN CHERRY SAUCE.

Beat a quart of cherries in a mortar until the stones are broken,

then boil them tender with half a pint of water and wine mixed. Rub
them through a sieve, and boil them again, with from four to six
ounces of fine sugar, some grated lemon-peel, powdered cinnamon,
and a small portion of pounded cloves. In a few minutes stir to the
sauce a dessertspoonful of potato-flour, smoothly mixed with a very
little cold water; continue to stir until it is again ready to boil, and
serve it, either poured entirely over the pudding, or in a tureen.
 COMMON BATTER PUDDING.

Beat four eggs thoroughly, mix with them half a pint of milk, and
pass them through a sieve, add them by degrees to half a pound of
flour, and when the batter is perfectly smooth, thin it with another half
pint of milk. Shake out a wet pudding cloth, flour it well, pour the
batter in, leave it room to swell, tie it securely, and put it immediately
into plenty of fast-boiling water. An hour and ten minutes will boil it.
Send it to table the instant it is dished, with wine sauce, a hot
compôte of fruit, or raspberry vinegar: this last makes a delicious
pudding sauce. Unless the liquid be added very gradually to the
flour, and the mixture be well stirred and beaten as each portion is
poured to it, the batter will not be smooth: to render it very light, a
portion of the whites of the eggs, or the whole of them, should be
whisked to a froth and stirred into it just before it is put into the cloth.
Flour, 1/2 lb.; eggs, 4; salt, 3/4 teaspoonful; milk, 1 pint: 1 hour and
10 minutes.
Obs.—Modern taste is in favour of puddings boiled in moulds, but,
as we have already stated, they are seldom or ever so light as those
which are tied in cloths only.
 ANOTHER BATTER PUDDING.

Mix the yolks of three eggs smoothly with three heaped

tablespoonsful of flour, thin the batter with new milk until it is of the
consistence of cream, whisk the whites of eggs apart, stir them into
the batter and boil the pudding in a floured cloth or in a buttered
mould or basin for an hour. Before it is served, cut the top quickly
into large dice half through the pudding, pour over it a small jarful of
fine currant, raspberry, or strawberry jelly, and send it to table without
the slightest delay.
Flour, 3 tablespoonsful; eggs, 3; salt, 1/2 teaspoonful; milk, from
1/2 to whole pint: 1 hour.
 BLACK-CAP PUDDING.

Make a good light thin batter, and just before it is poured into the
cloth stir to it half a pound of currants, well cleaned and dried: these
will sink to the lower part of the pudding and blacken the surface.
Boil it the usual time, and dish it with the dark side uppermost; send
very sweet sauce to table with it. Some cooks butter a mould thickly,
strew in the currants, and pour the batter on them, which produces
the same appearance as when the ingredients are tied in a cloth.
All batter puddings should be despatched quickly to table when
they are once ready to serve, as they speedily become heavy if
allowed to wait.
 BATTER FRUIT PUDDING.

Butter thickly a basin which holds a pint and a half, and fill it nearly
to the brim with good boiling apples pared, cored, and quartered;
pour over them a batter made with four tablespoonsful of flour, two
large or three small eggs, and half a pint of milk. Tie a buttered and
floured cloth over the basin, which ought to be quite full, and boil the
pudding for an hour and a quarter. Turn it into a hot dish when done,
and strew sugar thickly over it: this, if added to the batter at first,
renders it heavy. Morella cherries make a very superior pudding of
this kind; and green gooseberries, damsons, and various other fruits,
answer for it extremely well: the time of boiling it must be varied
according to their quality and its size.
For a pint and a half mould or basin filled to the brim with apples or
other fruit; flour, 4 tablespoonsful; eggs, 2 large or 3 small; milk, 1/2
pint: 1-1/4 hour.
Obs.—Apples cored, halved, and mixed with a good batter, make
an excellent baked pudding, as do red currants, cherries, and plums
of different sorts likewise.
 KENTISH SUET PUDDING.

To a pound and a quarter of flour add half a pound of finely minced

beef-suet,[145] half a teaspoonful of salt, and a quarter one of
pepper; mix these into a smooth paste with one well-beaten egg, and
a little cold milk or water; make it into the shape of a paste-roller, fold
a floured cloth round it, tie the ends tightly, and boil it for two hours.
In Kentish farmhouses, and at very plain family dinners, this pudding
is usually sent to table with boiled beef, and is sometimes cooked
with it also. It is very good sliced and broiled, or browned in a Dutch
oven, after having become quite cold.
145. A very common fault with bad and careless cooks is, that of using for paste
and puddings suet coarsely chopped, which is, to many eaters, distasteful to
the last degree.

Flour, 1-1/2 lb.; suet, 1/2 lb.; salt 1/2 teaspoonful; half as much
pepper; 1 egg; little milk or water: boiled 2 hours.
 ANOTHER SUET PUDDING.

Make into a somewhat lithe but smooth paste, half a pound of fine
stale bread-crumbs, three quarters of a pound of flour, from ten to
twelve ounces of beef-suet chopped extremely small, a large half-
teaspoonful of salt, and rather less of pepper, with two eggs and a
little milk. Boil it for two hours and a quarter.
 APPLE, CURRANT, CHERRY, OR OTHER FRESH FRUIT
PUDDING.

Make a paste as for a beef-steak pudding, either with suet or

butter; lay into a basin a well-floured cloth, which has been dipped
into hot water, wrung dry, and shaken out; roll the paste thin, press it
evenly into the basin upon the cloth, fill it with apples, pared, cored,
and quartered, or with any other fruit; put on the cover, taking care to
moisten the edges of the paste, to press them well together, and fold
them over; gather up the ends of the cloth, and tie it firmly close to
the pudding, which should then be dropped into plenty of fast boiling
water. When it is done, lift it out by twisting a strong fork into the
corner of the cloth, turn it gently into the dish in which it is to be
served, and cut immediately a small round or square from the top, or
the pudding will quickly become heavy; send it to table without the
slightest delay, accompanied by pounded, and by good Lisbon
sugar, as many persons prefer the latter, from its imparting a more
mellowed flavour to the fruit. A small slice of fresh butter, and some
finely grated nutmeg, are usually considered improvements to an
apple pudding; the juice, and the grated rind of a lemon may be
added with good effect, when the fruit is laid into the crust, especially
in spring, when the apples generally will have become insipid in their
flavour. For tables of any pretension, sugar must be added to them
when they are made; but many varieties of apple do not so readily
form a smooth light pulp when it is enclosed with them in the paste.
A small jar of apricot jam is always an admirable addition to an apple
tart or pudding; and a small glass of wine when the fruit is not juicy,
will assist to bring it to the right consistence. When puddings are
preferred boiled in moulds or basins, these must be thickly buttered
before the paste is laid into them, and the puddings must be turned
from them gently, that they may not burst.
Currant, gooseberry, or cherry pudding, 1 to 1-1/4 hour.
Greengage, damson, mussel, or other plum, 1 to 1-1/2 hour. Apple
pudding, from 1 to 2 hours, according to its size, and the time of
year.
 Obs.—If made of codlings, an apple pudding will require only so
much boiling as may be needed for the crust. These are sometimes
mixed with Morella cherries rolled in plenty of sugar, and the two
fruits mixed are excellent, but the Morellas by themselves are better.
 A COMMON APPLE PUDDING.

Make a light crust with one pound of flour, and six ounces of very
finely minced beef-suet; roll it thin, and fill it with one pound and a
quarter of good boiling apples; add the grated rind and strained juice
of a small lemon, tie it in a cloth, and boil it one hour and twenty
minutes before Christmas, and from twenty to thirty minutes longer
after Christmas. A small slice of fresh butter, stirred into it when it is
sweetened will, to many tastes, be an acceptable addition; grated
nutmeg, or a little cinnamon in fine powder, may be substituted for
the lemon-rind when either is preferred. To convert this into a richer
pudding use half a pound of butter for the crust, and add to the
apples a spoonful or two of orange or quince marmalade.
Crust: flour, 1 lb.; suet, 6 oz. Fruit, pared and cored, 1-1/2 lb.; juice
and rind of 1 small lemon (or some nutmeg or cinnamon in powder).
Richer pudding: flour, 1 lb.; butter, 1/2 lb.; in addition to fruit, 1 or 2
tablespoonsful of orange or quince marmalade.