Organizational Behavior Improving

Performance and Commitment in the

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 Leadership:
Styles &
Behaviors Stress

IM ch. 10: Ability 1

Leadership:
Power &
Instructor’s Manual: Negotiation Motivation
"
ch. 10: Ability Teams:
Processes &
Communication Trust, Justice,
" & Ethics
"
" Teams:
Characteristics &
Diversity Learning &
Decision Making

INDIVIDUAL
CHARACTERISTICS

Ability

Personality &
Cultural Values

coL37179_ch10.indd 336

Try This! - Tips to use while teaching the chapter content

Asset Gallery - Things to bring in from the online resource

OB on Screen - Discussion points for the insert box feature

OB at the Bookstore - Discussion points for the insert box feature

OB Assessments - Discussion points for the insert box feature

OB Internationally - Discussion points for the insert box feature

 IM ch. 10: Ability 2

CHAPTER OVERVIEW
"
This chapter discusses the nature of cognitive, emotional, and physical
abilities. The chapter also highlights how these abilities are measured and
how information on these abilities is used in organizations.
"
LEARNING GOALS
"
After reading this chapter, you should be able to answer the following
questions:
"
10.1 What is ability?
10.2 What are the various types of cognitive ability?
10.3 What are the various types of emotional ability?
10.4 What are the various types of physical ability?
10.5 How does cognitive ability affect job performance and
organizational commitment?
10.6 What steps can organizations take to hire people with high levels of
cognitive ability?
"
CHAPTER OUTLINE
"
I. Ability

A. Ability refers to the relatively stable capabilities people have to

perform a particular range of different but related activities

B. Abilities are a function of both genetics and the environment,

including family environment, quantity of schooling, choice of
occupations, and biological hazards in the environment, such as
malnutrition

1. Impact of family environment on cognitive abilities decreases

with age

II. What Does It Mean For An Employee To Be Able?

A. Cognitive Ability
"
OB at the Bookstore: Positive Intelligence. The author of this
book argues that we tend to rely on a portion of our brain that is
focused on survival. It’s focused on detecting trouble and avoiding
danger/harm, and so reliance on it results in being judgmental, a
stickler for details, overly rational, trying to please others, and
achievement focused. He argues that instead we should be using
the portion of our brain that allows us to manage our emotions, feel
 IM ch. 10: Ability 3

empathy, and see the big picture. By using this portion of our brain
we can view events as opportunities and challenges. He argues
that we should seek to increase our PQ (positive intelligence
quotient), which essentially is the percentage of time where we are
using this portion of our brain. One topic for class discussion might
focus on the need for balance in which part of the brain we use.
Another topic for discussion could focus on the author’s
recommendations for ways of exercising the PQ brain. The
recommendations seem similar to meditation—focusing on stimuli
using a full array of our senses. Some students in class may have
experience they may share with others. Finally, you can discuss
how PQ might fits in with the other types of ability and intelligence
discussed in the book.

1. Capabilities related to the acquisition and application of

knowledge in problem solving. Facets of cognitive ability
include: (Table 10-1)

a. Verbal ability
"
i. oral comprehension, written comprehension, oral
expression, and written expression
"
b. Quantitative ability
"
i. number facility, mathematical reasoning
"
c. Reasoning
"
i. problem sensitivity, deductive reasoning, inductive
reasoning, originality
"
d. Spatial ability
"
i. spatial organization, visualization
"
e. Perceptual ability
"
i. speed and flexibility of closure, perceptual speed

Try This! Put sample questions from the Wonderlic (see Figure
10-5) on five different slides. Ask students to raise their hands
when they know the answer, then ask them to identify what
facet of cognitive ability is being assessed. For example, #9 is
verbal, #3 is quantitative, #7 is reasoning, #8 is spatial, and #1
is perceptual (along with a bit of numerical). Also impress upon
 IM ch. 10: Ability 4

them the speed requirement of the Wonderlic. It’s just just about
getting the questions right, they need to get the questions right
very quickly.
"
2. General Mental Ability (also called the g factor or g)

a. a measure of global cognitive ability – the generalized level

of mental ability that determines all other levels of mental
ability
"
B. Emotional Ability

1. The human ability that affects social functioning, emotional

intelligence consists of four different, but related, abilities:

Asset Gallery (Communication/Hot Seat): Listening Skills:

Yeah, Whatever. This Hot Seat feature shows a manager
dealing with an employee who has drawn complaints from the
clients that he manages. The conversation reveals an employee
who lacks emotional intelligence in a number of ways. Have the
students focus on the social skills that the employee lacks, then
identify emotional intelligence facets that are relevant. For
example, he seems to lack other awareness (in that he doesn’t
sense the gravity of the boss’s tone) and emotion regulation (in
that he’s unable to refocus on the matter at hand when it
becomes clear that his current mood is inappropriate).
"
a. Self Awareness – the ability to understand the types of
emotions one is experiencing, the willingness to
acknowledge them, and the capability to express them
naturally.

b. Other Awareness – the ability to recognize and understand

the emotions that other people are feeling

c. Emotion Regulation – the ability to recover quickly from

emotional experiences

d. Use of Emotions – the degree to which people can harness

emotions and employ them to improve their chances of
being successful in whatever they are seeking to do

Try This! Ask students to share stories about coworkers,

friends, or family members with exceptionally poor (or good)
skills in each of the four areas (without naming names, of
course). Do most of the stories cluster in one or two facets,
 IM ch. 10: Ability 5

or do students have salient anecdotes across all four areas?

Then ask the students what could be done to improve the
person’s skills in that particular facet. What kinds of activities
or initiatives might be helpful?
"
2. Applying Emotional Intelligence

a. In studies done by the U.S. Air Force and the IDS Life
Insurance company, high levels of emotional intelligence
were associated with improved performance on both
recruiting and sales goals
"
OB Internationally. Discusses the relationship between
emotional intelligence and cultural intelligence, a type of
intelligence that enables people to be effective in contexts in
which they interact with people from different cultures. The
concept has much in common with the multicultural
personality described in the OB Internationally box in
Chapter 9. Students who have spent a great deal of time
traveling internationally, or who have lived internationally,
should tend to be higher in the facets of cultural intelligence.
"
3. Assessing Emotional Intelligence
"
OB Assessments: Emotional Intelligence. This test is a self-
report, behavior-based, emotional intelligence test. Use a show
of hands to see how many students fell above and below the
average level, and see if students will volunteer any extremely
high or low scores. If students also want to take the “SAT-style”
emotional intelligence test with right and wrong answers, they
can take the Mayer-Salovey-Caruso Emotional Intelligence test
by going to www.msceit.com and paying a nominal fee to take
the test and get a 12 page report on their level of emotional
intelligence. Examples of items in this test are shown in Figure
10-2.
"
C. Physical Abilities (Table 10-2)
"
1. Physical abilities involve the body, more specifically:

a. Strength – the degree to which the body is capable of

exerting force. Strength includes:
"
i. Static strength
ii. Explosive strength
iii. Dynamic strength
 IM ch. 10: Ability 6

b. Stamina – the ability of a person’s lungs and circulatory

system to work efficiently while he or she is engaging in
prolonged physical activity

c. Flexibility and Coordination – the ability to bend, stretch,

twist, or reach, and to synchronize movement. Includes:

i. Extent flexibility
ii. Dynamic flexibility
iii. Gross body coordination
iv. Gross body equilibrium

d. Psychomotor Abilities – the capacity to manipulate and

control objects. Includes:
"
i. Fine manipulative abilities
ii. Control movement abilities
iii. Response orientation
iv. Response time

e. Sensory Abilities – the capabilities associated with vision and

hearing. Includes:

i. Near and far vision

ii. Night vision
iii. Visual color discrimination
iv. Depth perception
v. Hearing sensitivity
vi. Auditory attention
vii. Speech recognition

Try This! If you have any college athletes in your class

(either current or past), ask them to describe the sport they
engage in. Then ask the class to describe the specific
physical abilities that are demanded in that sport. Do some
physical abilities seem to be relevant in virtually every sport?
If so, which ones? And which physical abilities seem to be
more sport-specific?
"
D. Summary: What Does It Mean For An Employee To Be Able?
(Figure 10-3)

Asset Gallery (International Management & OB/OB Video DVD):

Cirque du Soleil. This McGraw-Hill video focuses on Cirque du
Soleil, the international circus show without animals. Focus
 IM ch. 10: Ability 7

discussion first on the abilities that performers will need. Physical

abilities will be most obvious, but some cognitive and emotional
abilities will be relevant as well. Then focus discussion on the
abilities that would be required of Cirque du Soleil’s managerial
employees. Cognitive abilities will be relevant, as in any job, but a
certain level of cultural intelligence would also be key, to ensure
that the performance appeals to that local audience.
"
III. How Important Is Ability?

A. General cognitive ability has a strong, positive effect on task

performance

1. People who have higher general cognitive ability tend to be

better at learning and decision making

B. General cognitive ability has no effect on affective commitment,

continuance commitment, or normative commitment

C. Caveats

1. Cognitive ability is not related to citizenship or counterproductive

behavior

2. The correlation between cognitive ability and job performance is

higher for jobs that are more complex than average and lower
for jobs that are less complex than average
"
3. People can do poorly on cognitive ability tests for reasons other
than a lack of cognitive ability
"
OB on Screen: Admission. The clip referenced in the book
begins around the 1:09:30 mark of the film, continuing until
about the 1:19:37 mark. The clip depicts a meeting where the
Princeton admissions committee is reviewing applications. The
clip provides an example of the information that college
admissions committee members consider in their decision
making process. The qualifications of most of the applicants are
all very good in terms of SAT scores, GPA, and experiences.
However, most applicants are denied admission. The clip shows
that each committee member seems to “spin” the
accomplishments of their favorite applicants to obtain favorable
votes in the meeting. Portia tries to do so with Jeremiah’s case,
but is unsuccessful. Despite his drive and intellect, the
committee feels that he’s too risky and not “Princeton material”.
The discussion could begin by asking students about their
 IM ch. 10: Ability 8

impression of the meeting. Some students will likely object to

the fact that the decisions are not purely objective, and that
committee member preferences carry so much weight. The
discussion could then turn to the question of the information the
committee members should consider. Ask the students what the
information indicates about the applicant that is important for
student success, and whether the information is truly objective.
You can then ask students about the advantages and
disadvantages of using SAT scores in this regard. Students
should come to the conclusion that these scores, while not
perfect (because smart people sometimes don’t do well on
these types of tests), are the only pieces of information that are
directly comparable from one student to the next. Even GPA is
going to be a function of experiences and opportunities that
might have nothing to do with intellect or potential.
"
Try This! Use the Admission clip for a different chapter. The
committee’s deliberations provide a good example of a number
of issues in Chapter 12 on Team Processes and
Communication. The deliberations include the presence of
conflict and communication issues. That Jeremiah did not get
admitted also points to the absence of groupthink.
"
Bonus OB on Screen (from 3rd ed): Sherlock Holmes. The
clip referenced in the book begins around the 11:34 mark of the
film, continuing until about the 15:43 mark. The clip illustrates
the cognitive and emotional abilities of Detective Sherlock
Holmes as he interacts with Dr. Watson and his date for the
evening, Mary Morstan. Ms. Morstan asks Holmes, whom she is
meeting for the first time, to use his reasoning abilities to tell her
something about herself. Holmes starts off well enough,
deducing several things about Mary. But he goes too far. He
begins to reveal things about Mary of a more personal nature,
and despite the discomfort that’s clear in Mary and Watson’s
expressions, Holmes continues until Mary tosses a drink in his
face and leaves the restaurant. One topic for class discussion is
how Holmes stacks-up in terms of his abilities. The students
should be able to quickly come to the conclusion that Holmes
has strong cognitive ability—in particular, reasoning ability—but
is weak in emotional ability—in particular, other awareness.
Another topic for class discussion is how amenable these two
types of abilities are to improvement as a function of training.
Students will likely come to the conclusion that emotional
abilities are easier to train. To help students understand why this
might be true, ask them to describe training that might be used
for both cognitive and emotional ability. After they think about it
 IM ch. 10: Ability 9

a bit, they’ll realize that emotional abilities are narrower in

scope, and accordingly, it’s easier to develop training that can
be transferred more directly to the “real world”. Please email
Jason Colquitt (colq@uga.edu) if you have any questions about
using OB on Screen in your teaching.
"
Bonus OB on Screen (from 2nd ed): 21. The clip referenced
begins around the 18:50 mark of the film, continuing until about
the 28:35 mark. The clip depicts how Ben Campbell, an MIT
student, gets involved with a team of blackjack players who win
by counting cards. The scene shows that Ben possesses a
number of abilities that would help the black team become more
effective, and the team’s coach (an MIT professor) tries to
recruit him. At first Ben is hesitant about joining the team, but
eventually he caves in. One topic for class discussion would be
to identify the abilities that Ben possesses that would make him
an excellent card counter. Students will most likely focus on his
quantitative abilities, however, the scene also hints at his
emotional and verbal abilities as well. Another related topic for
class discussion is what problems a card player might have if he
or she lacked one of these abilities.
"
Bonus OB on Screen (from 1st ed): Gattaca. The clip
referenced begins around the 2:10 mark of the film, continuing
until about the 14:25 mark. The clip depicts the steps that
Vincent Freeman takes to avoid leaving DNA evidence that
would reveal his true identity to his employer—The Gattaca
Aerospace Corporation. Later, it is revealed why these steps
were necessary. In contrast to the norms in the not-so-distant
future, Vincent was conceived “naturally” rather than being
genetically engineered, and as a consequence, he has the type
of cognitive and physical ability deficiencies that prevent people
from being accepted to astronaut training at Gattaca. To get
around this rule, Vincent assumed the identify of an accident
victim with superior genetics. One topic for class discussion is
whether or not the use of genetic information would work--would
screening for genetics related to cognitive and physical abilities
result in employees who are more effective in their jobs? What
other issues would still need to be considered?
"
IV. Application: The Wonderlic Personnel Test

A. The Wonderlic Personnel Test is a 12-minute test of cognitive ability

that is widely used by organizations, including the NFL.

"
 IM ch. 10: Ability 10

DISCUSSION QUESTIONS
"
10.1 What roles do learning, education, and other experiences play in
determining a person’s abilities? For which type of ability—
cognitive, emotional, or physical—do these factors play the largest
role?

Learning and education play a large role in determining a person’s

cognitive ability. They provide the environmental backdrop that
interacts with a person’s genetic factors to create overall
intelligence or g. It is important to note, however, that learning and
education can also improve a person’s emotional and physical
abilities, as long as the education is based on acquiring the specific
behaviors needed to improve the relevant skill.

10.2 Think of a job that requires very high levels of certain cognitive
abilities. Can you think of a way to redesign that job so that people
who lack those abilities could still perform the jobs effectively? Now
respond to the same question with regard to emotional and physical
abilities.

Consider, for example, the job of claims representative for an

insurance company. Traditionally, claims reps have very high
cognitive ability, as they have to be able to understand policies,
make considered judgments about what is and is not covered under
the policy, and propose settlements which will benefit both the
customer and the insurance company. Many insurance companies
today use sophisticated computer systems to provide “just in time”
information to claims representatives, who no longer have to hold
all of the information in their heads. This decreases the need for
cognitive ability, while still helping claims reps get their jobs done
efficiently. Physical abilities could use machinery in a similar
fashion – for example, someone with low physical skills could
operate a robot to do the work. Emotional abilities are not nearly as
easy to substitute.

10.3 Consider your responses to the previous questions. Are cognitive,

emotional, and physical abilities different in the degree to which
jobs can be redesigned to accommodate people who lack relevant
abilities? What are the implications of this difference, if there is
one?

Yes, see above. The primary implication is that companies should

pay as much attention to the emotional abilities of their recruits as
they do to the cognitive and physical abilities of their recruits.
 IM ch. 10: Ability 11

10.4 Think of experiences you’ve had with people who demonstrated

unusually high or low levels of emotional intelligence. Then
consider how you would rate them in terms of their cognitive
abilities. Do you think that emotional intelligence “bleeds over” to
affect people’s perceptions of cognitive ability?

Not necessarily. Some people, who have very high levels of

cognitive intelligence, have much lower levels of emotional
intelligence. It may be that a person who has a low level of
emotional intelligence is seen as someone who is not cognitively
intelligence, but the two are not necessarily related.

10.5 What combination of abilities is appropriate for the job of your

dreams? Do you possess those abilities? If you fall short on any of
these abilities, what could you do to improve?

Every student will have a different answer to this question, but

encourage them to think about the cognitive, emotional, AND
physical abilities needed to do the job of their dreams.
"
CASE: IDEO
"
Questions:
"
10.1 Describe how the cognitive and emotional abilities mentioned in
this case are associated with different aspects of job performance?
"
The cognitive abilities mentioned in the case seem to be associated
with a variety of task performance activities. These activities focus
on the core aspects of design. Emotional abilities are linked to task
performance, but they also appear to be important in the more
interpersonal or social aspects of the job as well. So emotional
abilities may be important to task performance as well as
citizenship behavior.
"
10.2 Consider the abilities required by IDEO and explain why you would,
or would not, fit the job well.
"
Students should provide an overall assessment of how well they fit.
Their explanations should mention the specific cognitive (verbal
ability, quantitative ability, reasoning ability, spatial ability,
perceptual ability) and emotional abilities (self-awareness, other
awareness, emotional regulation, use of emotions) that are
important to IDEO, and provide examples that convey where they
likely stand.
"
 IM ch. 10: Ability 12

10.3 Consider the formal definition of ability, and discuss whether the
informal practices and traditions of IDEO really enhance emotional
ability. What additional practices could IDEO use to enhance the
emotional ability of its employees?
"
The definition of ability in the book refers to relatively stable
capabilities that individuals have to perform a range of related
activities. The practices described in the case might encourage
behaviors that reflect emotional intelligence, but it is not clear that
they result in a change in employees’ capabilities that are stable. In
other words, if the practices change, it’s not clear that the
employees will continue to engage in the emotional intelligence-like
behaviors. If the company wishes to enhance the overall level of
emotional intelligence in its employees, then perhaps they could
focus their staffing system on this capability (using tests or
interviews to hire applicants who score high on emotional
intelligence).

BONUS CASE (from 2nd ed): MICROSOFT

"
How long has it been since you last used a Microsoft product? Even if
you’re a hardcore Apple fan who doesn’t use Windows, chances are that
you’ve recently used programs in Microsoft’s Office suite—Word to write a
report, Excel to track numbers, or PowerPoint to prepare a presentation.
In fact, Microsoft Office has a 95 percent market share, and 400 million
copies of it are in use today. Microsoft sells many other products and
services as well, making it the number one company in the computer
software industry, with revenues of more than $50 billion annually. The
computer software industry is extremely competitive, and each year, rival
firms offer excellent alternatives to products provided by Microsoft, many
of which cost less or are even free.
"
So how has Microsoft continued to grow and thrive for more than 30 years
in this tough competitive environment? According to CEO Steve Ballmer,
the most important thing Microsoft does is hire great people. Although
programming skills may be a necessary prerequisite for employment at
Microsoft, clearly they’re not enough to get you hired. Because technology
is constantly changing, Microsoft can’t hire on the basis of industry
experience or what people have done in the past; instead, it relies on what
employees are capable of doing in the future. Developing software
requires new ideas and innovative solutions, so Microsoft only hires
people whom it believes are exceptionally intelligent—the top 10 percent
of the top 10 percent.
"
Each year, Microsoft receives about 144,000 job applications for roughly
4,500 jobs, so it can be quite selective in hiring people. You may be
 IM ch. 10: Ability 13

wondering exactly how Microsoft determines which people, from this huge
pool of applicants, possess the desired qualities. Applicants who are lucky
enough to make it through the screening process are invited to Microsoft’s
headquarters in Redmond, Washington, where they face a day of intense
interviews. However, in contrast to traditional interviews that focus on the
past accomplishments of the applicant—“Tell me about a time when you
had to solve a really difficult problem”—interviews at Microsoft consist of
puzzles, riddles, and impossible questions. Why ask applicants interview
questions such as, “How would you move Mount Fuji?” “How do they
make M&M’s?” and “If you could remove any of the 50 U.S. states, which
would it be?” What’s the logic behind these questions? Microsoft believes
that the mental abilities involved in trying to solve such problems are the
same ones required to develop and market computer software. Given
Microsoft’s success, it’s not surprising that this approach to hiring has
caught on with other companies in the high-tech industry that need world-
class problem solvers. Although you might not look forward to the prospect
of having to solve puzzles and answer impossible questions during an
already stressful job interview, it’s certainly something you might want to
prepare for in the future.
"
Consider the case of Carl Tashian, whose first face-to-face interview at
Microsoft started off with the following question: “You have b boxes and n
dollars. If I want any amount of money, from zero to n dollars, you must be
able to hand me zero to b boxes so that I get exactly what I request.” The
interviewer then asked Tashian how he would distribute the money and
what restrictions he would place on b and n. After Tashian provided what
he thought was a good answer, the interviewer asked for a mathematical
proof and additional clarifications to the answer. Apparently, Tashian didn’t
do so well during this initial interview, because he got the “dead man
walking” treatment in the remaining interviews scheduled for the day.
Interviewers at Microsoft share their notes immediately following an
interview, and if an applicant gets a thumbs down, the rest of the
interviewers on the schedule go easy on the applicant, because they know
he or she won’t be hired.
"
Microsoft realizes that its interview practices likely result in missing out on
some well-qualified candidates. After all, perhaps there was something
about the particular question asked of Tashian that he misunderstood, and
if given another puzzle, he could have solved it with ease. Or maybe
Tashian possesses extraordinary abilities in an area that this type of
question didn’t measure. However, Microsoft believes that it’s much worse
to mistakenly hire someone who shouldn’t have been (a false positive)
than to mistakenly pass over someone who should’ve been selected (a
false negative). This philosophy is based on the idea that it’s often difficult
to get rid of someone after they’re hired, and the company can’t thrive if
too many of its employees can’t solve problems under stressful
 IM ch. 10: Ability 14

circumstances. Of course, there are a few issues that Microsoft may have
to contend with as knowledge of its hiring practices becomes more
widespread. As one example, applicants could learn to prepare
themselves to deal with the types of puzzles that Microsoft interviewers
throw at them. The challenge for Microsoft then would be to determine
whether solving a puzzle is a function of the applicant’s problem-solving
ability or simply good puzzle-taking preparation. Another issue is that other
high--technology companies seek the same types of employees as
Microsoft does, and a company that figures out a way to reduce the
number of false negatives in the hiring process could gain an advantage in
attracting individuals with the desired abilities.
"
Sources: Businessweek.com. “More to Life than the Office,” July 3, 2008,
http://www.businessweek.com/magazine/content/06_27/b3991412.htm
(May 12, 2009). CNNMoney.com. “Fortune 500”, http://money.cnn.com/
magazines/fortune/fortune500/2008/full_list/ (May 12, 2009). Greene, J.
“Troubling Exits at Microsoft.” BusinessWeek, September 26, 2005, pp.
99–108. Kopytoff, V. “How Google Woos the Best and Brightest.” San
Francisco Chronicle, December 18, 2005, p. A1, Lexis-Nexis Academic
database (May 12, 2006). Poundstone, W. How Would You Move Mount
Fuji? Microsoft’s Cult of the Puzzle, New York: Little Brown and Company,
2003.

Questions:
"
10.1 Which specific abilities are measured by the specific question that
Microsoft asked of Tashian?
"
From the information provided in the case, the interview question
appears to tap quantitative ability in the form of number facility, and
more important, mathematical reasoning.
"
10.2 Are there other abilities that may be unintentionally measured by
Microsoft’s interviewing process? If so, explain the relevance of
these other abilities to developing computer software.
"
Effectiveness in the face-to-face interviews described in the case
likely measure both verbal and emotional abilities. If a job candidate
can’t express thoughts or doesn’t listen or gets visibly frustrated
with the questions being asked by the interviewer, chances are that
the interview won’t go well. Verbal and emotional abilities may be
relevant to employees charged with developing software. These
abilities may help employees communicate and collaborate more
effectively in project teams.
"
 IM ch. 10: Ability 15

10.3 How can Microsoft modify its hiring processes to reduce the
number of “false negatives” without increasing the number of “false
positives”?
"
One approach might involve ending the policy of not hiring a person
after a single bad interview with a single interviewer. A candidate
might not do well in a single interview for reasons that have nothing
to do with the candidate’s ability to do the job. For example, it’s
possible that an interviewer and candidate just didn’t click
interpersonally.
"
"
INTERNET CASE: WANT AN MBA FROM YALE: YOU’RE GOING TO
NEED EMOTIONAL INTELLIGENCE
"
By Francesca Di Meglio
"
"
http://www.businessweek.com/articles/2013-05-15/want-an-mba-from-yale-youre-going-to-need-emotional-intelligence

Questions:
"
10.1 On what grounds do you believe Yale justifies their use of emotional
intelligence scores as part of the admission process for their MBA
program?
"
Yale likely believes that the ability to understand and manage
emotions is important to success in both academic and work
contexts. Therefore, if Yale wants to admit the best and brightest
students—students with the most potential—it needs to take
emotional as well as cognitive abilities into account. Given that Yale
is a very prestigious university, it likely receives applicants from
very capable people from a cognitive ability standpoint. The use of
an emotional ability test helps the admission people figure out
which of these highly intelligent people to admit.
"
10.2 In what ways might Yale’s use of emotional intelligence in their
admissions process tie into MBA coursework intended to help
students develop emotional intelligence?
"
On the surface, the use of emotional intelligence in admissions
seems to compliment the coursework on emotional intelligence.
Students who possess emotional intelligence could be taught how
to put these capabilities into practice. Of course, there may be
some redundancy as well. That is, if the admissions process is
successful, new MBA students will possess high levels of emotional
intelligence. This means there may be little opportunity for growth in
 IM ch. 10: Ability 16

emotional intelligence capabilities. It would seem, therefore, that

the coursework would have greatest usefulness in circumstances
where students lack emotional intelligence.
"
EXERCISE: EMOTIONAL INTELLIGENCE
"
Instructions:
"
The purpose of this exercise is to get students in touch with their emotions
– in other words, to help them take the first step towards recognizing their
own emotions. The exercise is self-explanatory, but students may feel
uncomfortable about discussing their emotions with others in the class.
Stress the fact that the classroom is a safe learning environment, and that
sharing emotions is the first step in learning to deal both with one’s own
emotions, and the emotions of others.
"
OMITTED TOPICS
"
The field of organizational behavior is extremely broad and different
textbooks focus on different aspects of the field. A brief outline of topics
that are not covered in this text, but which the professor might want to
include in his or her lecture, is included below. In cases where these
topics are covered in other chapters in the book, we note those chapters.
In cases where they are omitted entirely, we provide some references for
further reading.
"•
IQ – The intelligence quotient, or IQ, is likely to be familiar to
anyone reading this book. However, many people do not realize
that IQ testing is rooted in research that was intended to diagnose
learning disabilities. For more information see:
"
Binet, A. “New Methods for the Diagnosis of the Intellectual
Level of Subnormals,” first published in L'Année
Psychologique, 12(1905), pp. 191-244. English translation
by Kite, E. S. “The development of intelligence in children.”
Vineland, NJ: Publications of the Training School at Vineland
(1916).
"•
Practical Intelligence – Scholars have is argued that intelligence
should also include the ability to adapt to one’s environment and
select a new one in order to achieve personal goals. For more
information on this “common sense” type of intelligence, which is
most commonly called “practical intelligence”, see:
"
 IM ch. 10: Ability 17

Sternberg, R. J., R. K. Wagner, W. M. Williams, and J. A.

Horvath. “Testing Common Sense.” American Psychologist,
50(1995), pp. 912-927.
"
Sternberg, R. J.,G. B. Forsythe, J. Hedlund, J. A. Horvath, R.
K. Wagner, W. M. Williams, S. Snook, and E. L Grigorenko,
Practical Intelligence in Everyday Life. New York: Cambridge
University Press. (2000).
" • Group Differences – One of the most debated issues in cognitive
ability relates to the meaning of group differences in test scores.
Popular interest in the issue increased in 1994 after Herrnstein and
Murray published their book, The Bell Curve. For more information
regarding different perspectives on the issue, see:
"
Herrnstein, R. J and C. Murray. The Bell Curve, New York:
Free Press. (1994)
"
Rushton, J. P., and A. R. Jensen. “Thirty years of research
on race differences in cognitive ability.” Psychology, Public
Policy, and Law 11(2005). pp. 235-294.
"
Dickens, William T. (2005) “Genetic Differences and School
Readiness,” The Future of Children, 15 (1, 2005). pp.55-69.
"
Turkheimer, Eric, Andreana Haley, Mary Waldron, Brian
D’Onofrio, and Irving I. Gottesman, “Socioeconomic Status
Modifies Heritability of IQ in Young Children,” Psychological
Science, 14 (November 6, 2003). pp. 623-628.
"
• Influence of the Environment – Scholars have been interested in
the degree to which cognitive abilities change over time as a
function of experience and education. For more information see:
"
Asbury, K., T. D. Wachs and R. Plomin. “Environmental
Moderators of Genetic Influence on Verbal and Nonverbal
Abilities in Early Childhood,” Intelligence, 33 (November-
December, 6, 2005) pp. 643-661.

Cecci, S. J. “How Much Does Schooling Influence General

Intelligence and its Cognitive Components? A Reassessment
of the Evidence,” Developmental Psychology, 27 (1991), pp.
703-722.
"
 IM ch. 10: Ability 18

Dickens, W. T and J. R. Flynn. “Heritability Estimates Versus

Large Environmental Effects: The IQ Paradox Resolved,”
Psychological Review, 108 (2, 2001) pp. 346-369.
"
Flynn, J. R. “Massive Gains in 14 Nations: What IQ Tests
Really Measure,” Psychological Bulletin, 101(1987). pp.
171-191.
"
• Fairness and Bias –For a discussion regarding issues of bias and
fairness in applications of cognitive ability tests in employment
contexts see:
"
Hartigan, J. A., and A. K. Wigdor. Fairness in Employment
Testing: Validity Generalization, Minority Issues, and the
General Aptitude Test Battery. Washington D.C: National
Academy Press (1989).
"
Principles for the Validation and Use of Personnel Selection
Procedures, 4th Edition. Bowling Green: OH. Society of
Industrial and Organizational Psychology (2003).
"
• Individual Differences in Personality – Emotional abilities may, to
some extent, involve enduring dispositions that reflect certain
personality characteristics. For more information regarding these
characteristics, see Chapter 9 of this text.
"
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 ⁵And the greater house he cieled with fir ¹ tree,
which he overlaid with fine gold, and wrought
thereon palm trees and chains.
¹ Or, cypress.

5. the greater house] i.e. the holy place. It was forty cubits long (1
Kings vi. 17), whereas the shrine was twenty (1 Kings vi. 16, 20).

he cieled] i.e. lined or boarded. The same Hebrew word is

translated overlaid in this same verse.

wrought thereon] perhaps in the form of reliefs.

palm trees and chains] The “chains” perhaps connected one

palm tree with another. In 1 Kings vi. 29, “cherubim and palm trees
and open flowers.”

⁶And he garnished the house with precious

stones for beauty: and the gold was gold of
Parvaim.
6. precious stones] Not mentioned in the parallel account, but
according to 1 Kings v. 17 costly stones (the same expression in
Hebrew) were used for the foundations of the house, their costliness
being due presumably to their immense size. Here, however, the
phrase “for beauty” suggests that the Chronicler is thinking of rare
and precious stones to be set in the walls—an exaggeration not out
of keeping with the references to “pure gold” in verses 4, 7, etc.

Parvaim] Apparently the name of a place, but nothing certain is

known about it.

⁷He overlaid also the house, the beams, the

thresholds, and the walls thereof, and the
 doors thereof, with gold; and graved cherubim
on the walls.
7. cherubim] The cherubim (plural of cherub) were the Hebrew
adaptation of the winged bulls which are so striking a figure in
Babylonian and Assyrian art. Nothing, however, can be ascertained
as to the exact form in which they were depicted in the Temple. In
the Old Testament they appear as guardians of sacred things
(Genesis iii. 24; Ezekiel xxviii.) and as sustainers of the Deity (e.g.
Psalms lxxx. 1 “Thou that sittest upon the cherubim”; compare
Psalms xviii. 10). The figures were therefore emblematic of the
presence of Jehovah.

The graving of the cherubim was not felt to be a breach of the

Second Commandment, for they were not put up to “bow down to” or
to “serve.”

8, 9 (compare 1 Kings vi. 16‒20).

The Holy of Holies.

⁸And he made the most holy house; the length

thereof, according to the breadth of the house,
was twenty cubits, and the breadth thereof
twenty cubits: and he overlaid it with fine gold,
amounting to six hundred talents. ⁹And the
weight of the nails was fifty shekels of gold.
And he overlaid the upper chambers with gold.
8. the most holy house] Called the oracle in 1 Kings vi. 16, 19,
etc., Hebrew dĕbīr, which means rather the hinder part. The Lord
“dwells” in the inmost recess of the house.

amounting to six hundred talents] This detail is not found

elsewhere. The weight of gold would be over 64,000 lbs., or, on a
less probable reckoning, 27,000 lbs.; incredible quantities in either
case, but in keeping with the vast amounts stated in 1 Chronicles
xxix. 4.

10‒13 (compare 1 Kings vi. 23‒28).

The Cherubim.

¹⁰And in the most holy house he made two

cherubim of image work; and they overlaid
them with gold. ¹¹And the wings of the
cherubim were twenty cubits long: the wing of
the one cherub was five cubits, reaching to the
wall of the house; and the other wing was
likewise five cubits, reaching to the wing of the
other cherub. ¹²And the wing of the other
cherub was five cubits, reaching to the wall of
the house: and the other wing was five cubits
also, joining to the wing of the other cherub.
10. of image work; and they overlaid] The phrase “of image work”
is meaningless. Following the LXX. ἔρηον ἐκ ξύλων καὶ ἐχρύσωσεν,
render woodwork, and he overlaid.

¹³The wings of these cherubim spread

themselves forth twenty cubits: and they stood
on their feet, and their faces were toward the
house ¹.
¹ Or, inward.

13. twenty cubits] Extending across the width of the whole house.
 on their feet] Not “couchant” nor “rampant” but standing, as the
winged bulls of Assyria stand.

toward the house] as though to protect the Holiest Place from

violation by anyone advancing through the house.

14 (compare Exodus xxvi. 31, 32).

The Veil.

¹⁴And he made the veil of blue, and purple,

and crimson, and fine linen, and wrought
cherubim thereon.
No veil for Solomon’s Temple is mentioned in 1 Kings, but (1
Kings vi. 31, 32) doors of olive wood with cherubim carved upon
them stood at the entrance of the Holy of Holies. The description of
the veil seems to have been borrowed by the Chronicler from the
account of the tabernacle given in Exodus.

15‒17 (compare 1 Kings vii. 15‒22).

The Pillars Jachin and Boaz.

¹⁵Also he made before the house two pillars of

thirty and five cubits high, and the chapiter
that was on the top of each of them was five
cubits.
15. before the house two pillars] Compare 1 Kings vii. 21, he set
up the pillars at the porch of the temple, and Jeremiah lii. 17
(translate, the pillars ... that belonged to the house). These pillars
were immediately in front of the porch, but (it seems) detached from
it. They were cast in brass (iv. 11‒17), were hollow (Jeremiah lii. 21),
and were crowned with “chapiters” (capitals) in shape like bowls (1
Kings vii. 41). A pair of lofty frontal pillars, detached from the main
building, was a not uncommon feature of temples in Western Asia
and Egypt—e.g. at the Temple of Hercules (Melkart) at Tyre
(Herodotus II. 44), the Temple of Paphos in Cyprus (see W. R.
Smith, Religion of the Semites², p. 488), at Karnak in Egypt
(compare Perrot and Chipiez, Egyptian Art, II. 170). In Solomon’s
Temple these twin columns may have been conventional imitations
of the prevailing type of temple building, but it is rather to be
supposed that there also they were considered to be symbolic of the
presence of God, and were developments of the ancient stone pillars
(maṣṣeboth) which were a constant feature at Semitic shrines and
had originally been regarded as the abode of the Deity.

thirty and five cubits high] 35 is also given in the LXX. of

Jeremiah lii. 21; but is almost certainly an error. Read eighteen, as in
1 Kings vii. 15; Jeremiah lii. 21 (Hebrew).

¹⁶And he made chains in the oracle, and put

them on the tops of the pillars; and he made
an hundred pomegranates, and put them on
the chains.
16. he made chains in the oracle] The words, in the oracle,
though found in LXX., are a gloss introduced from 1 Kings vi. 21
(chains ... before the oracle), or, more probably, a corruption of a
word meaning “like a necklace.” The Chronicler is here speaking of
the outside of the Temple, having already described the “oracle,” i.e.
the Holy of Holies, in verses 8‒14. The Hebrew word dĕbīr was
translated “oracle” because it was supposed to be derived from a
word meaning “to speak.” It means, however, simply “the hindermost
part” of the house (compare iv. 20, v. 7, 9).

¹⁷And he set up the pillars before the temple,

one on the right hand, and the other on the
left; and called the name of that on the right
hand Jachin ¹, and the name of that on the left
Boaz ².
 ¹ That is, He shall establish.

² That is, perhaps, In it is strength.

17. Jachin ... Boaz] Margin translates the two words; Jachin “He
shall establish,” Boaz perhaps “In it is strength.” LXX. gives
Κατόρθωσις “setting up”) and Ἰσχύς (“strength”). The meaning of Boaz
is uncertain. It may be only a pious correction of an original Baal.
(For the avoidance of the word Baal, see the notes on xvii. 3, 1
Chronicles viii. 33; and for further comments on “Jachin” and “Boaz”
see Encyclopedia Biblia II. 2. 304, and Barnes in Journal of
Theological Studies, v. 447 ff.)
 Chapter IV.
1.
The Altar of Brass.

¹Moreover he made an altar of brass, twenty

cubits the length thereof, and twenty cubits the
breadth thereof, and ten cubits the height
thereof.
1. an altar of brass, twenty cubits] The brasen altar is referred to
in 1 Kings viii. 64; 2 Kings xvi. 14 ff., but it is (strangely) not
mentioned among the furnishings of the Temple described in the
present text of 1 Kings vii. It is impossible therefore to say whether
the Chronicler derives the measurements he here gives from a text
of Kings which did contain a description of the brasen altar, or from
the altar of the Temple of his own period. The latter is more probable.
Some scholars consider it possible that at first Solomon’s Temple
contained no artificial altar, the sacrifices being offered on the great
natural rock which is now covered by the famous building popularly
known as the Mosque of Omar (properly “The Dome of the Rock”).

The great altar was probably a flat oblong expanse, the highest of
a series of terraces, of which the base measurement is given by the
Chronicler—compare the description of Ezekiel’s altar (Ezekiel xliii.
13 ff.).

2‒5 (= 1 Kings vii. 23‒26).

The Molten Sea.
 ²Also he made the molten sea of ten cubits
from brim to brim, round in compass, and the
height thereof was five cubits; and a line of
thirty cubits compassed it round about.
2. he made the molten sea] Render, he made the sea of molten
metal. The “sea” or great laver was a well-known feature in temples
(compare Revelation iv. 6), and, originally at least, is likely to have
had religious significance, as a symbol of Jehovah’s power over the
seas and the rain, or over the primeval Deep upon which His might
was exercised in the creation of the world (Genesis i.; Psalms xxiv.
2). For the Chronicler’s view of its purpose, see verse 6.

ten cubits from brim to brim ... and a line of thirty cubits
compassed it] The mathematical inaccuracy in the measurements
here given—10 in diameter, 30 in circumference—has often been
pointed out. But the literal Hebrew is “ten with the cubit ... and thirty
with the cubit,” and F. C. Burkitt in a communication to the
Cambridge Review for May 13, 1914 offers an interesting vindication
of the phrase. He writes “... What the verse says about the
circumference of the ‘sea’ is that they stretched a string round it, and
when they laid the string out flat they had to go thirty times with the
cubit, i.e. a man had to put his elbow down thirty times before he got
to the end.” [The distance from the point of the elbow to the tip of the
longest finger is 1 cubit.] “No doubt the last time he put his elbow
down the string came short: in other words, the ‘sea’ was nine-and-
a-bittock across and twenty-nine-and-a-bittock round. As a matter of
fact, if a circle be 9 ft. 6 in. across, it is just over 29 ft. 10 in. round.
Such a circle I think would be described in Hebrew as ‘ten with the
foot-rule’ across and ‘thirty with the foot-rule’ in circumference.”

a line of thirty cubits compassed it] i.e. it was thirty cubits in

circumference.

³And under it was the similitude of oxen ¹,

which did compass it round about, for ten
 cubits ², compassing the sea round about. The
oxen ¹ were in two rows, cast when it was cast.
¹ In 1 Kings vii. 24, knops. ² Or, ten in a cubit.

3. under it was the similitude of oxen] This reading has the

support of the LXX., but can hardly be correct. Read (compare 1
Kings vii. 24), under it there were knops, “knops” being embossed
ornaments, imitating probably the fruit or the flowers of the gourd.

for ten cubits] Obviously an error, for the “knops” encircle the sea,
and its circumference was thirty not ten cubits. The rendering of the
margin “ten in a cubit” gives good sense, but is not a fair translation.
Whatever the mistake in the Hebrew may be, it appears in 1 Kings
vii. 24 also.

The oxen were in two rows, cast when it was cast] Correct the
reading as before and render, The knops were in two rows, cast
when it was cast. It is mentioned as a triumph of the founder’s art
that the laver was cast complete, with its ornaments, from the first.

⁴It stood upon twelve oxen, three looking

toward the north, and three looking toward the
west, and three looking toward the south, and
three looking toward the east: and the sea
was set upon them above, and all their hinder
parts were inward.
4. three ... and three ... and three ... and three] Thus the base
stood “foursquare,” satisfying the Hebrew idea of completeness;
compare Revelation xxi. 12‒16.

⁵And it was an handbreadth thick; and the

brim thereof was wrought like the brim of a
 cup, like the flower of a lily: it received and
held three thousand baths.
5. three thousand baths] In 1 Kings vii. 26, two thousand baths.
Whether the textual corruption is to be attributed to 1 Kings or to
Chronicles cannot be determined, and further even two thousand
baths is an amount exceeding the capacity of a vessel with the
measurements given for the sea above. The bath was a measure for
liquids equal to about 8¼ gallons.

6 (compare verse 14 and 1 Kings vii. 38, 39).

The Lavers.

⁶He made also ten lavers, and put five on the

right hand, and five on the left, to wash in
them; such things as belonged to the burnt
offering they washed in them: but the sea was
for the priests to wash in.
6. the sea was for the priests to wash in] See, however, the note
on verse 2 above regarding its probable significance in early times.
For this, the Chronicler’s view of its purpose (as also that of the
lavers), compare Exodus xxx. 18‒21. The sea in particular would be
singularly awkward as a vessel for cleansing purposes, unless all
that is meant is that it was used as the receptacle from which water
for purification was drawn.

7 (= 1 Kings vii. 49).

The Golden Candlesticks.

⁷And he made the ten candlesticks of gold

according to the ordinance concerning them;
and he set them in the temple, five on the right
hand, and five on the left.
 7. ten candlesticks] Rather, the ten lamp-stands. Allusion to ten
lamp-stands or candlesticks is found elsewhere only in 1 Kings vii.
49, a late passage. In view of the frequent references to one
candlestick with seven lamps (compare Zechariah iv.; Exodus xxv.
31 ff.), the question arises whether the ten ever had historical reality,
or were simply a fiction of tradition. The reference to candlesticks of
gold and of silver in 1 Chronicles xxviii. 15 does not help us, for it
depends on the same evidence, sound or unsound, which the
Chronicler had for the present passage. Some scholars feel that
there must be some ground for the statement; but no positive
conclusion is yet possible.

according to the ordinance] Compare Exodus xxv. 31‒37, xl. 4.

in the temple] In 1 Kings vii. 49 more precisely, before the oracle,

i.e. before the Holy of Holies.

8.
The Tables and Basons.

⁸He made also ten tables, and placed them in

the temple, five on the right side, and five on
the left. And he made an hundred basons of
gold.
8. ten tables] In verse 19 “the tables (plural) whereon was the
shewbread” are mentioned (compare 1 Chronicles xxviii. 16), but the
parallel passage (1 Kings vii. 48) has “the table” (singular), and
elsewhere both in Chronicles and in the rest of the Old Testament
one table only is assigned to the shewbread (2 Chronicles xiii. 11,
xxix. 18). Probably therefore the ten tables here mentioned were not
for the shewbread, although the Chronicler may have thought so.
The same uncertainty attaches to this tradition of ten tables as to
that of the ten candlesticks (see previous note); and it is held by
some that these tables were for the support of the candlesticks.
 basons] These were used for dashing the blood of the sacrifices
against the altar.

9, 10.
The Two Courts.

⁹Furthermore he made the court of the priests,

and the great court, and doors for the court,
and overlaid the doors of them with brass.
9. the court of the priests, and the great court] The phrases
reflect the conditions of the second Temple with which the Chronicler
was familiar, when the inner court was confined to the use of the
priests, the outer one being for the people. Solomon’s Temple,
strictly speaking, had only one court, for in “the other court” stood
Solomon’s house (1 Kings vii. 8). This “other court” seems to be
called the “middle court” (2 Kings xx. 4, margin), and the “upper
court” (Jeremiah xxxvi. 10). The “great court” (1 Kings vii. 12) was
perhaps a third court containing not only the king’s house, but all the
royal buildings as well. The Hebrew word for “court” in all the above
passages is ḥāṣēr, but here the “court (ḥāṣēr) of the priests” is
distinguished from a court called the “great court” (Hebrew “great
‘azārāh”). Perhaps the Chronicler wishes to make the same
distinction when he says that Solomon’s great prayer was offered (vi.
13) in “the court” (Hebrew ’azārāh). Compare xx. 5 (note).

¹⁰And he set the sea on the right side of the

house eastward, toward the south.
10. the sea] See verses 2‒5. Its position is stated in accordance
with 1 Kings vii. 39.

11‒18 (= 1 Kings vii. 40‒47).

The Works of Huram.
 This section is taken from the parallel passage of 1 Kings. The
variations are few.

¹¹And Huram made the pots, and the shovels,

and the basons. So Huram made an end of
doing the work that he wrought for king
Solomon in the house of God:
11. Huram] For the form of the name see note on ii. 3.

¹²the two pillars, and the bowls, and the two

chapiters which were on the top of the pillars;
and the two networks to cover the two bowls
of the chapiters that were on the top of the
pillars; ¹³and the four hundred pomegranates
for the two networks; two rows of
pomegranates for each network, to cover the
two bowls of the chapiters that were upon ¹ the
pillars.
¹ Hebrew upon the face of the pillars.

12. two pillars] See iii. 15‒17.

the bowls] i.e. the bowl-shaped part of the capital of a pillar.

the chapiters] In modern English “capitals.”

¹⁴He made also the bases, and the lavers

made he upon the bases; ¹⁵one sea, and the
twelve oxen under it.
 14. He made also the bases, and the lavers made he upon the
bases] A simple correction of the Hebrew text gives, And the ten
bases and the ten lavers on the bases, as in 1 Kings vii. 43.

¹⁶The pots also, and the shovels, and the

fleshhooks, and all the vessels thereof, did
Huram his father make for king Solomon for
the house of the Lord of bright brass.
16. the fleshhooks] Hebrew mizlāgōth. In verse 11 and 1 Kings
vii. 45 (the parallel passages) the basons (Hebrew mizrāḳōth).

Huram his father] See note on ii. 13.

¹⁷In the plain of Jordan did the king cast them,

in the clay ground between Succoth and
Zeredah.
17. in the clay ground] G. A. Smith (Historical Geography, p. 488)
speaks of traces of old brick-fields found by Sir C. Warren in the
Jordan valley. It is possible, however, that the Hebrew is defective
and that the true reading is at the ford of Adamah, but on the whole
it is best to keep the reading in the text (see Barnes on 1 Kings vii.
46).

Succoth] Succoth is probably Tell Deir ‘Alla, east of Jordan, about

one mile north of the Jabbok.

Zeredah] (1 Kings xi. 26); but in 1 Kings vii. 46 (Revised Version)

Zarethan (compare Joshua iii. 6, Revised Version). Its site is not
known, beyond the obvious inference that it was near the Jordan and
not very far from Succoth. Joshua iii. 16 states that it was near Adam
(the modern el Damieh).
 ¹⁸Thus Solomon made all these vessels in
great abundance: for the weight of the brass
could not be found out ¹.
¹ Or, was not searched out.

18. Thus Solomon made all these vessels in great abundance] In

1 Kings vii. 47, And Solomon left all the vessels unweighed, because
they were exceeding many.

19‒V. 1 (= 1 Kings vii. 48‒51).

The Vessels of Gold.

The Completion of the Work.

¹⁹And Solomon made all the vessels that were

in the house of God, the golden altar also, and
the tables whereon was the shewbread;
19. the golden altar] This was the altar of incense (compare 1
Maccabees i. 21 ff.), which according to Exodus xxx. 1 ff. stood
within the tabernacle and was made of acacia wood (compare
however, Exodus xxxix. 38). Both passages in Exodus are of late,
post-exilic, date, and as no mention of this altar is made by Ezekiel,
it was probably a feature not of the first but of the second Temple.

the tables whereon was the shewbread] In 1 Kings vii. 48

(parallel passage), the table (singular); a reading probably to be
accepted here also; compare note on verse 8.

²⁰and the candlesticks with their lamps, that

they should burn according to the ordinance
before the oracle, of pure gold;
 20. the oracle] See note on iii. 16.

²¹and the flowers, and the lamps, and the

tongs, of gold, and that perfect gold;
21. the flowers] These were ornaments on the golden
candlesticks; compare Exodus xxxvii. 19.

²²and the snuffers, and the basons, and the

spoons, and the firepans, of pure gold: and as
for the entry of the house, the inner doors
thereof for the most holy place, and the doors
of the house, to wit, of the temple, were of
gold.
22. the firepans] in which fire was carried to and from the altar.

the doors of the house, to wit, of the temple] The “[greater]

house” or “temple” is here distinguished from the “most holy place”
or “shrine.” Compare iii. 5, 8.

were of gold] According to the more probable reading of 1 Kings

vii. 50 the hinges were of gold; the doors themselves were of olive
wood overlaid with gold (1 Kings vi. 31, 32).

¹Thus all the work that Solomon wrought for

the house of the Lord was finished. And
Solomon brought in the things that David his
father had dedicated; even the silver, and the
gold, and all the vessels, and put them in the
treasuries of the house of God.
 Chapter V. 1. all the vessels] the word may be taken to include
weapons, spoils of war, compare 2 Samuel viii. 7 ff.; 1 Chronicles
xviii. 11.

V. 2‒VIII. 10.
The Dedication of the Temple.

Chapter V.
2‒10 (= 1 Kings viii. 1‒9).
The Ark brought into the Sanctuary.

This section is taken almost verbatim from 1 Kings.

²Then Solomon assembled the elders of

Israel, and all the heads of the tribes, the
princes of the fathers’ houses of the children
of Israel, unto Jerusalem, to bring up the ark
of the covenant of the Lord out of the city of
David, which is Zion.
2. Then Solomon assembled] The same verb in the Hebrew as in
1 Chronicles xv. 3 (see note there) and in 1 Chronicles xxviii. 1.

the city of David] See 1 Chronicles xi. 5, note on the strong hold
of Zion.
 ³And all the men of Israel assembled
themselves unto the king at the feast, which
was in the seventh month.
3. the feast] i.e. the Feast of Tabernacles, i.e. after the fruit
harvest.

in the seventh month] In 1 Kings the name of the month is given

as Ethanim, but this word was perhaps obsolete when the Chronicler
wrote; at any rate we know that in post-biblical times the seventh
month was regularly called Tisri.

⁴And all the elders of Israel came, and the

Levites took up the ark.
4. the Levites took up the ark] According to 1 Kings the priests
performed this duty. In the days of David and Solomon all Levites
were possible priests, Levi being the name of the priestly clan and
not of a lower order of priests. At a later period the Levites were
regarded as a class subordinate to the priests, having duties distinct
from those of the priests—e.g. the task of bearing the tabernacle and
all its furniture (see Numbers i. 50, etc.). The Chronicler believing
that this distinction had been in force from the time of Moses
onwards “corrects” the text of Kings by changing “priests” into
“Levites”: compare 1 Chronicles xv. 2, 12, 13. See the special note
on 1 Chronicles vi., pp. 51 f.

⁵And they brought up the ark, and the tent of

meeting, and all the holy vessels that were in
the Tent; these did the priests the Levites
bring up. ⁶And king Solomon and all the
congregation of Israel, that were assembled
unto him, were before the ark, sacrificing
 sheep and oxen, that could not be told nor
numbered for multitude.
5. the tent of meeting] i.e. the Mosaic tabernacle, which the
Chronicler believed to have been in existence in the time of David
and Solomon, and to have been at Gibeon (i. 3 f.). The parallel
statement in Kings comes not from the early sources but from the
hand of a late reviser.

the priests the Levites] here the older phrase, which does not
indicate a distinction between Priests and Levites, has been allowed
to stand, perhaps “because certain utensils might well have been
borne by the priests” (so Curtis), or possibly through slight
carelessness on the Chronicler’s part. The parallel in Kings has “the
priests and the Levites.”

⁷And the priests brought in the ark of the

covenant of the Lord unto its place, into the
oracle of the house, to the most holy place,
even under the wings of the cherubim. ⁸For
the cherubim spread forth their wings over the
place of the ark, and the cherubim covered the
ark and the staves thereof above.
7. the priests brought in the ark] Only the priests might lawfully
place the Ark within the Holy of Holies (compare Numbers iv. 5 ff.).
The Chronicler therefore had no cause for changing priests into
Levites here.

into the oracle] See iii. 16, note.

⁹And the staves ¹ were so long that the ends of

the staves were seen from the ark before the
 oracle; but they were not seen without: and
there it is, unto this day.
¹ Or, they drew out the staves, so that &c.

9. from the ark] Read (with LXX. and 1 Kings viii. 8) from the
holy place. One standing in the Holy Place and looking towards the
Holy of Holies could see the heads of the staves.

and there it is, unto this day] These words are taken over with the
loss of one letter (which here makes the difference between singular
and plural) from 1 Kings viii. 8, but they are out of place in
Chronicles, for when the Chronicler wrote the Ark had long ago
disappeared. The vessels which were brought back from the
Babylonian captivity are specified in Ezra i. 9, 10, but the Ark of the
covenant is not reckoned among them.

¹⁰There was nothing in the ark save the two

tables which Moses put there at Horeb, when ¹
the Lord made a covenant with the children
of Israel, when they came out of Egypt.
¹ Or, where.

10. which Moses put there] Exodus xl. 20.

at Horeb] Deuteronomy v. 2.

11‒14 (= 1 Kings viii. 10, 11).

The Descent of the Glory of the Lord.

¹¹And it came to pass, when the priests were

come out of the holy place, (for all the priests