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MANAGING ORGANIZATIONAL
BEHAVIOUR IN CANADA
Second Edition
Copyright 2009 Cengage Learning, Inc. All RighL~ Reserved. May not be copied, scanned, or duplicated, in \\'hole or in part.
Performance Orientation 41 Locus of Control 51
Uncertainty Avoidance 41 Machiavellianism 52
Future Orientation 41 Cognitive Moral Development 52
Humane Orientation 41 Value Systems 52
Interested in Where Canada Ranks Organizational Influences 54
on These Dimensions? 41 Implications for Organizational
Employee Attitudes 41 Effectiveness 55
Work-Related Attitudes 44 Chapter Summary 55
Job Satisfaction 44 Key Terms 56
Cultural Differences and Job Satisfaction 46 Review & Discussion Questions 56
Organizational Commitment 46 Ethics 57
Organizatiorldl Citiunship Behaviour 46 Experiential Exercise 2.1 57
Employee Engagement 47 Mini-Case: Stokes Printing Company 58
Case: Canine Companions for
Attitudes, Behaviour, and Outcomes 49
In dependence: Values-Based Service for
Influence on Organizational Performance 49
Influence on Individual Behaviour 49 Disabled People 59
Scoring Instructions for Self-Assessments 60
Ethical Behaviour 50 CBC Videos 61
Influences on Organizational Behaviour 51 Take 2 Videos 62
Individual Influences 51
Part 2 Individual Processes and Behaviour 63
CHAPTER 3 Projection 77
Self-Fulfilling Prophecies 77
Perception and Personality 64
Attribution in Organizations 77
Sacha Baron Cohen: A Master
of Perception and a Man of Many Internal and External Attributions 77
Personalities? 65 Attributional Biases 78
Implications ofAttribution Theory
Introduction to Perception and
in the Workplace 78
Personality in the Workplace 66
Introduction to Personality 79
Social Perception and Why
Personality Theories 79
It Is Important in the Workplace 67 Trait Theory 80
Factors That Influence Our Perception Personality Characteristics in Organizations 81
of Others 69 locus ofControl 81
Characteristics of the Perceiver 69 SelfEfficacy 82
Characteristics of the Target 70 Self-Esteem 82
Characteristics of the Situation 71 SelfMonitoring 82
The Influence of Culture on Perception 72 Positive/Negative Affect 83
Measuring Personality 83
Impression Management: Managing A Popular Application ofPersonality Theory
the Perceptions of Others 73 in Organizations: The Myers-Briggs 7jpe
Impression Management and the Indicator (MBT!) 85
Employment Interview 73 The Preferences 85
Barriers to Social Perception 74 Extraversion/Introversion 86
Selective Perception 74 Sensing/Intuiting 86
Stereotyping 75 Thinking/Feeling 86
First-Impression Error 76 Judging/Perceiving 86
Halo Effect 76 The Sixteen Types 86
viii CONTENTS NEL
Implications for Organizational
Effectiveness 87
CHAPTER 5
Chapter Summary 87
Job Design 122
Key Terms 88 Toyota Motor Manufacturing Canada:
Review & Discussion Questions 88 Leaders in Work Design 123
Ethics 88 What Is Job Design and Why Is It
Experiential Exercise 3.1 89 Important? 124
Mini-Case: Ottis Corporation 91
Case: Trilogy Software, Inc. 92 Work Simplification versus the
Discussion Questions 93 Contemporary Search for Meaning
Scoring Instructions for Self-Assessments 94 at Work 124
Take 2 Videos 95 Work Simplification and Job Design 124
The Contemporary Search for Meaning
CHAPTER 4 in Job Design 125
Motivation at Work 96 The Meaningfulness o/Wt>rlt 125
WtJrlt Definition and Centrality 126
Home Depot Canada Recognizes
the Importance of Motivating Employees 97 The Job Characteristics
Model (JCM) 128
Motivation and Performance 98
The Five Core Job Characteristics 128
What Is Motivation? 98
The Overall Motivating Potential
What Is the Relationship between Motivation
Score ofa job 130
and Performance? 98
Employee GroUJth-Need Strength (GNS) 130
Five Need Theories of Motivation 100 Critical Psychological States 13 1
Maslow's Hierarchy of Needs 100
Traditional Approaches to Job Design:
Alderfer's ERG Theory IOI
Job Enlargement. Job Rotation,
McClelland's Theory of Learned Needs:
Achievement, Power and Affiliation 102 and Job Enrichment 13 1
McGregor's Theory X-Y Assumptions Job Enlargement and Job Rotation 132
About People 103 Job Enrichment 133
Herzberg's Motivation-Hygiene Theory 104 Principles for Implementing Improved
Process Theories of Motivation 105 Job Design 133
Expectancy Theory of Motivation 106 Work Design for Teams 134
Equity Theory and Distributive Justice 108
Possible Respomes to Perceived Inequity Alternative Work Arrangements
and Distributive Injustice 109 That Impact the Work-Family
Limitations ofEquity Theory 110 Balance 137
Procedural and Interactional Justice 110 Job Sharing 137
Goal Setting and Management by Reduced Workload and the Four-Day
Objectives (MBO) 110 Work Week 137
Effective Goal Setting 110 Flextime 137
Management by Objectives 113 Telecommuting 137
Implications for Organizational Implications for Organizational
Effectiveness 113 Effectiveness 138
Chapter Summary 114 Chapter Summary 139
Key Terms 115 Key Terms 140
Review & Discussion Questions 115 Review & Discussion Questions 140
Ethics 115 Ethics 140
Experiential Exercise 4.1 116 Experiential Exercise 5.1 14 1
Experiential Exercise 4.2 117 Mini-Case: Tiny Town Electronics 142
Mini-Case: Why Did Adam Lose His Motivation? 118 Case: Maritime Airlines 143
Case: Southwood's Dairy 118 Scoring Instructions for Self-Assessments 145
Scoring Instructions for Self-Assessments 119 CBC Videos 145
Take 2 Videos 121 Take 2 Videos 146
NEL CONTENTS ix
147
Part 3 Interpersonal Processes and Behaviour
Chapter Summary 171

CHAPTER 6
Key Terms 172
Interpersonal and Organization-Wide Discussion & Review Q uestions 172
Communication 148 Ethics 172
Ceridian Canada Gets an A for Experiential Exercise 6.1 173
Their Internal Communication 149 Experiential Exercise 6.2 174
The Importance of Effective Interpersonal Mini-Case: Sam's Report was Late and
and Organization-Wide Communication 150 Full of Errors 174
Case: The Family Store 175
A Communication Process Model 150 Scoring Instructions for Self-Assessments 177
Nonverbal Communication 152 Take 2 Videos 179
Speech Variations (Paralanguage) 152
~=~ 152 CHAPTER 7
Facial and Eye Behaviour and the Use of Team Dynamics and Effectiveness 180
Interpersonal Space (Proxemics) 153
Problem-Solving Circles at Honda Canada 181
Barriers to Communication 154
What Is a Team? 182
Barriers: Cultural Differences in Communication 154
Barriers: Perceptual Screens 156 Task Interdependence in Teams 183
Barriers: Language, Ambiguity, and Jargon 156 Pooled Interdependence 184
Barriers: Status Differences and Filtering 157 Sequential Interdependence 184
Barrier: Gender Differences in Communication 157 Reciprocal Interdependence 184
Barrier: Defensive Communication Climate 158 Types of Work Related Teams 184
Strategies for Effective Interpersonal Functional and Cross-Functional Teams 184
Communication 159 Problem-Solving, Self-Directed, and Virtual Teams 185
Active Listening 160 How Teams Develop 186
ShoUJing Interest 16 1 The Five-Stage Model ofTeam Development 186
Paraphrasing 16 1 Stage I: Forming (Dependency and Inclusion) 186
Reflecting UJith Empathy 16 1 Stage 2: Storming (Co,mterdependency
Asking Sincere, Open-Ended Qttestions 162 and Fighting) 187
Supportive Communication 162 Stage 3: Norming (Trust and Structure} 187
Being Descriptive Rather Than Evaluative 163 Stage 4: Performing (Independence-The Team
Using Specific, Not Global, language 164 Reaches Its Full Potential) 187
Taking Responsibility for (OUJning} One; Stage 5: Adjourning (Disbanding} 188
Communication 164 The Punctuated Equilibrium Model ofTeam
Matching Verbal and Nonverbal Development 188
Communication UJith One; Thoughts
and Feelings (Congruence) 164 Team Effectiveness 189
Elfecci ve Feedback 16 5 Team Effectiveness Depends on Organizational
Context 190
Effective Organization-Wide
Organizational Culture, Sponsorship and Support 190
Communication 166
Resources and Access 190
Communicating Up and Down the Hierarchy 166 Team Performance Measures and ReUJards 190
DoUJnUJard Communication 167 Team Effectiveness Depends on How the Team
UpUJard Communication 168
Is Set Up and Designed 191
Employee Surveys 169 Team Task, Interdependence, and Size 191
Suggestion Boxes and Hotlines 169 Team Member Characteristics and Diversity 192
Meetings and Town Halls 169 Team Effectiveness Depends on the Way the Team
Multi-source (360-Degree) Feedback 169 Manages Its Internal Processes 192
Current Issues in Electronic Communication 170 Team Mission and Goals 192
Implications for Organizational Team Roles: Task Facilitation, Relationship
Effectiveness 17 1 Buiuiing 193
x CONTENTS NEL
Norms, Cohesiveness, and the Problem of Models of Decision Making 223
Groupthink 195 The Rational Model ofDecision Making 223
Communication, Conflict, and Trust 196 The Bo,mrkd Rationality Model of
Individual Behaviours That Reduce Decision Making 226
Team Effectivmm 197 The Intuitive Decision-Making Model, 226
Individual Blocking Roles 197 Individual Influences on Decision Making 228
Social Loafing 198 Risk Aversion 228
Managing Diverse and Multicultural EscabJtion ofCommitmmt to a Losing Course
Teams 199 ofAction 228
Cultural Diversity in Teams 199 Cognitive Style Preference 229
Gender Diversity in Teams 200 Participative Decision Making
Strategies for Improving Team at Work 230
Effectiveness 200 What Level of Group Participation in
T he GRPI Model ofTeam Effectiveness 200 Decision Making? 230
Goal, (G) 20 1 Advantages ofTeam Decision Making 232
Rn/es (R) 20 1 Disadvantages of Group Decision Making 233
Procedures (P) for Decision Making 20 1 Groupthink 233
Interpersonal RebJtiomhips (!) 20 1 Group PobJrization 235
Team Building 20 1 Methods to Improve Group Decision Making 236
Team Development 20 1 Guidelines for Preventing Groupthink, Including
Appointing a "Devi/; Advocate'' 236
Implications for Organizational
Dialectical Inquiry 236
Effectiveness 202
Brainstorming 236
Chapt er Summary 202
Nominal Group Technique 237
Key Terms 203
Delphi Technique 237
Review & Discussion Questions 203
Choosing a Group Decision-Making Technique 238
Ethics 204
Experiential Exercise 7.1 204 Implications for Organizational
Experiential Exercise 7.2 205 Effectiveness 238
Experiential Exercise 7.3 206 Chapter Summary 239
Mini-Case: Help a Team Become More Effective 208 Key Terms 239
Case: Chili Sauce Technicians and Review & Discussion Questions 240
Team Dynamics 208 Ethics 240
Scoring Instructions for Self-Assessments 210 Experiential Exercise 8.1 240
Take 2 Videos 2 11 Experiential Exercise 8.2 244
Mini-Case: How Should Brooke McCurdy
CHAPTER S Make H er Decision? 246
Decision Making and Creative Problem Solving 212 Case: Casual Togs, Inc. 246
G.A.P. Adventures: A Highly Creative Take 2 Videos 25 1
Canadian Company Whose Innovations
Have Changed How People Travel 213
Creativity at Work
CHAPTER 9
2 14
Individual and Organizational Influences
Power and Influence 252
on Creativity at Work 214 Leading from Behind: EllisDon
Cognitive Processes, Personality Factors, Is a Canadian Success Story 253
and Mental Blocks 2 15 Introduction to Power, Influence,
Right Brain versus Le.ft Brain Prefermces 2 15 and Political Behaviour 254
Organizational Influences on Creativity 2 18 Power, Influence, and Political Behaviour:
Organizational Facilitators ofCreativity 2 18 Relationships and Differences 254
Organizational Barriers to Crea.tivity 22 1 T he Organizational Power Conversion
T he Four Stages of the Creative Process 22 1 Grid (OPCG): An Organizing
Individual Decision Making at Work 222 Framework 254
Making Effective Individual Decisions 222 Why Are Power, Influence, and Political Behaviour
Ethical Issues in Individual Decision Making 223 Important to Study? 255
NEL CONTENTS xi
Individual Sources of Power
and Their Effects 255
CHAPTER 10
Legitimate Power 256
Leadership 282
Reward Power 256 Transformational Leadership in
Coercive Power 257 the Aboriginal Community 283
Referent Power 257 Defining Leadership 284
Expert Power 258
Information Power 258 The Trait or Competency Leadership
Perspective 285
Organizational Conditions
That Enable Power and Influence 258 The Behavioural Leadership Perspective 286
Control of Critical Resources The Leadership (Managerial) Grid 289
(Including Information) or Activities 260 The Contingency Leadership Perspective 290
Centrality/Importance 260 Path-Goal Contingency Theory 291
Non-substitutability 260 Fiedler's Contingency Theory 293
Ability to Help the Organization Cope Leadership Substitutes (Contingency) Theory 295
with Uncertainty 260
The Transformationa l Perspective 296
Using Power Ethically 260 Characteristics and Behaviours ofTransformational
Empowerment Leaders 296
261
Core Dimensions of Empowerment Charisma: Its Ttuo Faces 297
and Interpersonal Trust 263 V.sion 297
Empowerment Is a Matter of Degree: Role Modelling 297
The Employee Empowerment Grid 263 Additional Issues in Leadership
Barriers to Empowerment 264 Research 299
Converting Power into Organizationally Leader- Member Exchange (LMX) Theory 299
Sanctioned Influence e-Leadership 299
265
Organizationally Sanctioned Influence Tactics Gender and Leadership 300
Servant Leadership 301
and Networking 265
Eth ics in Leadership 301
Common Reactions to Organizationally
Sanctioned Influence Tactics 267 Implications for Organizational
Influencing (Managing) the Boss 267 Effectiveness 301
Chapter Summary 302
Non-Sanctioned Influence Tactics
Key Terms 303
(Political Behaviour) and Their
Review & Discussion Questions 303
Effects 268
Ethics 303
Organizational Conditions That Foster Political
Experiential Exercise 10.1 304
Behaviour 270
High Machiavellianism (High Mach)
Mini-Case: Kunde Campbell's Leadership
Personalities That Foster Political Behaviour 270
Dilemma 306
Strategies for Minimizing Political Behaviour in
Case: Hill Enterprises 306
Organizations 271
Implications for Organizational Take 2 Videos 311
Effectiveness 272
Chapter Summary 272 CHAPTER 11
Key Terms 273 Conflict Management 3 12
Review & Discussion Questions 273 Alternative Dispute Resolution Helps
Ethics 274 the RCMP Address Internal Conflicts 313
Experiential Exercise 9.2 275 The Nature of Conflict in Organizations 314
Mini-Case: Sam's Power and Influence Conflict and Emotion 314
in Her New Job 275 Task, Relationship, and Process Conflict 315
Case: Consolidated Life 276 Organizational Manifestations of Conflict 316
Scoring Instructions for Self-Assessments 280 Is Organizational Conflict Healthy
Take 2 Videos 281 or Unhealthy? 317
xii CONTENTS NEL
Sources of Conflict in Organizations 319 Wh ich Conflict Management
Structural Sources of Conflict 320 Style Is Best? 326
Specidlimtit>n dnd GMI D;_fferences 320 Conflict Management Strategies 328
Interdependence t>r Ct>mmt>n (Shared) Rest>u"rces 320 Appeal to Disputants' Superordinate Goal 329
Stattu and Pt>wer Differences 320 Alternate Dispute Resolution (ADR) 330
jurisdictit>nal and Rt>le Ambiguity 320 Using a Third Parry 330
Personal Sources of Conflict 32 1 Reducing Task Interdependence and/or Expanding
Pmt>nality Differences 32 1 Resources 331
Perceptit>m, Valttes, Ethics and Emt>tit>m 32 1 Changing or Moving Disputants 332
Ineffective Ct>mmunicatit>n 32 1 Negotiation and Bargaining 333
Preventing and Managing Conflict 32 1 Distributive Bargaining 333
Preventative Conflict Management Integrative &rgaining 334
Strategies 322 Implications for Organizational
Creating a Conflict-Positive Organization 322 Effectiveness 334
Build Conflict Management Roles into the Chapter Summary 334
Organizational Structure 322 Key Terms 335
Rotate Employees 323 Review & Discussion Questions 335
Interpersonal Conflict Management Styles 323 Ethics 336
Avoiding Style 323 Experiential Exercise 11.1 336
O bliging (Accommodating, Yielding) Style 324 Mini-Case: Do the Dishes 339
Dominating (Forcing, Competing) Style 325 Case: All-Star City Tours 340
Integrating (Collaborating, Problem-
Scoring for Self-Assessments 343
Solving) Style 326 CBC Videos 343
Compromising Style 326 Take 2 Videos 344
345
Part 4 Organizational Processes and Structure
The Hierarchy of Corporate Cultures 358

CHAPTER1 2 Cu/tum t>fShame 359
Organizational Culture 346
Predatory Cultures 359
A Canadian Cultural Icon 347 Frozen Cultures 359
Learning about Culture 348 Chaotic Cultures 359
Political Cultures 360
Introduction to Organizational Culture 348 Bureaucratic Cultures 360
Why Is Learning about Organizational Culture Cu/tum t>fChange 360
Important? 349 The Service Culture 360
Functions of Culture 350 New-Age Cultures 360
Observing Cultural Differences 350 Dominant C ulture or Subculture 361
Cultural Elements: The Three Levels Organizational Culture and
of Culture 35 1 Performance 361
Arre facts 35 1 The Influence of Leadership on
Ceremt>nies and Rites 352 Culture 362
Stt>ries 353 How Leaders Behave 362
Ritudls 353 How Leaders React to Crises 363
Symbt>ls 354 How Leaders Allocate Rewards and Status 363
Values 354 How Leaders H ire Individuals and Socialize
Assumptions: ''The Essence of C ulture" 355 Employees 364
Describing Cultural Differences 356 The Re'4tit>mhip Bettueen Organimtit>n- Perst>n
Risk and Feedback Model 356 Fit and Cttlture 364
Interpersonal Interaction Model 357 How Leaders Fire Individuals 365
NEL CONTENTS xiii
Challenges Facing Leaders Today 365 Kotter's Top-Down Approach to Large-Scale
Developing and Sustaining an Ethical Change 394
Organizational Culture 365 The Organization Development Approach to
Changing Organizational Culture 367 Change 396
Merging Cu/titres: A Major Challenge 368 Uniqtte Characteristics ofthe OD Approach
Developing a Global Organizational Culture 370 to Change 396
Implications for Organizational Organization Development Interventions 398
Effectiveness 371 Implications for Organizational
Chapter Summary 372 Effectiveness 399
Key Terms 372 Chapter Summary 400
Review & Discussion Questions 373 Key Terms 400
Ethks 373 Review & Discussion Questions 400
Experiential Exercise 12.1 373 Ethics 401
Mini-Case: Michael Dell 374 Experiential Exercise 13.1 401
Case: Patagonia's Culture 375 Experiential Exercise 13.2 402
Scoring for Self-Assessment 376 Mini-Case: Forces for Innovation at
Take 2 Videos 377 Cisco Syst ems 403
Case: Grieg's Supermarket 404
CHAPTER 13 Scoring Instructions for Self-Assessment 406
Organizational Change and Development 378 Take 2 Videos 407
Has Coke Lost Its Fizz? 379
First and Second-Order Planned Change
CHAPTER 14
380
Organizational Structure and Design 408
Targets of Change 381
Organization Design at e-Roleplay 409
Changing the Organizational Structure 381
Doumsizing 382 What Is Organizational Structure
Mergers and Acquisitions 383 and Why Is It Important? 410
Changing the Organization Technology, Differentiation and Integration 410
Work Processes, and Tasks 383 The Organizational Hierarchy 41 2
Changing People's Attitudes and the
Vertical Differentiation and the Hierarchy
Organizational Culture 384
of Authority 412
Challenges to Effective Change Span of Control and Tall and Flat
Management 384 Structures 412
Individual Reactions against
Centralization and Decentralization 415
Organizational Change 384
Fear ofthe Unknown 385 How Subunits Specialize and
Fear ofLoss 386 Are Grouped to Form Departments 416
Fear ofFailure 386 Functional Grouping 416
Reluctance to Break Rbtttines 386 Advantages and Disadvantages 418
Selective Perception 386 Divisional Grouping 418
Cynicism 387 Advantages and Disadvantages 418
Organizational Resistance to Change 388 Hybrid Grouping 419
Limited Focus ofChange 388 Integrating (Coordinating) Mechanisms
Conflicting Team Norms 388 in the Organization 420
Conflicting Organizational Systems 389 Vertical Integration 421
Managing Organizational Change Vertical Integration by Hierarchical Referral 421
and Development 389 Vertical Integration by Rules and Plans
Lewin's Force Field Analysis Model 389 (Standardization and Formaliut.tion) 421
Addressing Individual Reactions against Change 391 Vertical Integration through Management
Effective Communication 391 lnforma.tion Systems (MIS) and Knowledge
Training and Education 392 Management (KM) 422
Employee Involvement 393 Horizontal Integration 422
Facilitation and Support 393 Horizontal Integration throttgh the design
Negotiation 394 ofFormal Liaison and Integrator Roles 422
xiv CONTENTS NEL
Horizontal Integration through Temporary
Task Forces and Project Teams 422
CHA PTER 15
Horizontal Integration through Permanent
Performance Management, Feedback,
Cro,s-Functional Teams 423 and Rewards (website only:
Horizontal Integration thro1tgh Matrix Structum 423 www.sniderman2e.nelson.com) W-2
An Organizing Framework for Performance Management at the Toronto
Understanding Organizational Structure: Community Housing Corporation W-3
Is It Mechanistic or Organic? 425 Measuring Performance W-4
How to Design a Structure that Fits the Relative and Absolute Measurement Methods W-4
Organization's Context 427 Relative Measurement Methods W-4
Absolute Meamrement Methods W-4
Context: The Degree of Environmental
Uncertainty 427 Giving Effective Performance Feedback W-6
Context: The Organization's Strategy 428 Characteristics of Effective Feedback W-6
Innovation Strategy 428 The Multi-Source (360-degree) Feedback Technique W-8
Market Differentiation Strategy 428 Managing Performance W-8
Low Cost and Consistency Strategy 429 Correcting Poor Performance W-9
Context: The Size of rhe Organization 429 Coaching, Counselling, and Mentoring W-1 0
Context: The Type of Technology Used Coaching and Counselling W-1 0
by the Organization to Convert Inputs Mentoring W-1 0
to Outputs 430 Rewarding Performance W-12
lnterorganizational Strategies 430 Types of Reward Systems W-12
Fixed Reward Systems W-12
Contemporary Organizational Problems with Fixed Reward Systems W-1 3
Structures 43 1 Variable Reward Systems W-1 3
Horizontal Structure 431 Pay-for-Performance (PFP) Reward Systems:
Front- Back Structure 431 Individual and Team-Based W-1 4
Network Structure 432 Problems with Variable Reward Systems W-1 4
Implications for Organizational Pay-for-Skill (PFS) Reward Systems W-1 5
Effectiveness 433 Recognition Programs as Rewards W-1 5
Chapter Summary 434 Implications for Organizational Effectiveness W-15
Key Terms 434 Chapter Summary W-1 6
Review & Discussion Questions 435 Key Terms W-1 6
Ethics 435 Review & Discussion Questions W-1 7
Experiential Exercise 14.1 436 Ethics W-1 7
Experiential Exercise 14.2 438 Experiential Exercise 15.1 W-18
Mini-Case: Thinking about Organization Appendix W-18
Design at your College/University 439 Mini-Case: Performance Appraisal and
Case: Cerjugo SA 439 Rewards at LcarnlnMotion.com W-1 9
Scoring Instructions for Self-Assessments 440 Case: Participative Management Likert Style at
CBC Videos 443 Hubert Industries W-20
Take 2 Videos 444 Take 2 Videos W-25
445
Part 5 Integrative Cases
Integrative Case 1 CandyCo 446 Integrative Case 7 Ridgway Furniture
Integrative Case 2 The Brewster-Seaview Limited 469
Landscaping Co. 450 Integrative Case 8 Mark Prentice 472
Integrative Case 3 Columbia Paper Company 453 Integrative Case 9 Khoshaba Rugs 475
Integrative Case 4 Great Household Tools 456 Integrative Case 10 Fox Business
Integrative Case 5 The Case of the Equipment 478
Amalgamated Laboratory 461 Integrative Case 11 Bradley Metals 480
Integrative Case 6 Fancy Footwear 465
NEL CONTENTS xv
483
Part 6 OBXtras
OBXtra 1 Stress and Well-Being at Work 485 OBXtra 4 Self-Directed Work Teams
OBXtra 2 Emotional Intelligence 497 (SDWTsl 511
OBXtra 3 Behaviour Modification 505 OBXtra 5 Managing in a Virtual World 515
Endnotes 521
Glossary 555
Copyright Acknowledgments 565
Index of Company Names 567
Subject Index 569
Appendix B: How Do We Know What We Know About Organizational Behaviour
(website only: www.snidennan2e.ndson.com) W-Bl
Additional Cases (website only, www.sniderman2e.nelson.com)
1. Metropolitan General Insurance

2. Structuring Work at Living Skies Long Term Care Home
3. Bernards
4. Jensen Sporting Goods
5. Proctor and Gamble
6. Southwest Airlines
7. The Tall Pines Hotel and Conference Centre
8. The United Chemical Company
9. Williams Motor Lodge
10. XYZ Company
xvi CONTENTS NEL
Welcome to the second edition of Managing Organizational Behaviour in Canada. Our
vision is to provide a distinctly Canadian text based on a solid foundation of up-to-date OB
research and theory that encourages critical thinking and is relevant to the lives of our
readers. Our commitment to sound learning and teaching pedagogy is rcffcaed throughout
the text and the supplcmcnrs, and we have strengthened our focus on promoting deeper
levels of learning, application, and integration.
As Canadian authors who have been teaching organizational behaviour to under-
graduate university and college students for over 20 years, we continue to love what we teach
and arc inspired by the ways organizational behaviour research has been able to contribute
to improving both the bottom line of o rganizations and the working experience and sat·
isfu.ction of their managers and employees. We continue to be amazed at how much differ-
ence a single enlightened leader-manager can make to his or her organization, department,
or team. \Vic hope this text helps inspire, educate, and develop more of these special indi-
viduals who want to make a difference by improving their organizations through effec-
tive and ethical management of people rather than at their expense. The heightened
awareness of corporate social responsibility and the public consequences of unethical
behaviour in recent years may also help nurture enlightened organizational leaders as we
move fo rward. Our hope is that this book helps provide the scientific foundation fo r the
claim that "Good ethics is good business."
The body of organizational behaviour knowledge has exploded over the past two
decades, and OB textbooks have been getting both thicker and thinner. "Essentials" texts have
emerged in response to the information overload from traditional texts. Instructors, and
even textbook authors, explain that they do not teach or test all the information contained
in the comprehensive texts, because there is just too much ofit. Our goal in writing this text
was to find the right middle ground bet:wc:cn an "essentials" text and a "huge" text. Essentials
texts usually eliminate applications, organizational realities, exercises, and cases, ,vhich in o ur
view arc important pedagogical tools fo r learning and student engagement. So rather then
reduce them, ,vc expanded them. ln this second edition, we have cut down on dense mate-
rial and potential info rmation overload fo r students and, while updating it, kept it to a
manageable size by not including material (or in some cases including it on the website
only) that we found we usually leave out in our teaching, or that is peripheral to the field.
Features That Encourage Critical Thinking and

Student Engagement
The features in this book designed to encourage critical thinking and student engagement
include the following:
• Experiential Exercises have been carefully selected and have been used successfully
by the authors. \Vic arc fortunate to be able to include 12 of Dorothy Marcie's wonderful
experiential exercises, which we have selected on the basis of being both engaging and
useful fo r analyzing key theory points. For exam ple, in Chapter 14, we include Marcie's
illuminating organizational design exercise called "Words-in-Sentences Company.• In
C hapter IO we include the best leadership exercise we have ever used, designed by
Cook, called "Don't Topple the Tower." Experiential exercise instructions include the
purpose, group size, time required, and materials needed to facilitate planning. As
much as possible, we have tried to include both short and long exercises because many
of us teach in three-hour blocks, so SO-minute exercises were considered to be ideal.
NEL PREFACE xvii
• Bloom Boxes have been written for each chapter. They consist of crit ical thinking
questions, mini-cases, short exercises, and survey instrume nts that invite the students,
after each subtopic of the chapter, to comprehend, apply, analyze, synthesize, or eval-
uate something the y have j ust read about. Th is u niq ue feature has been designed
according to Bloom's Taxonomy and h is six levels oflearning,* as follows: (I) knowl-
edge, the ability to recognize and recall facts, (2) comprehension, the ability to demon-
strate understanding of the material, (3) application, the ability to apply comprehension
to new situations, (4) analysis, the ability to critically analyze a theory or concept,
(5) synthesis, the ability to analyze info rmation from a wide variety of sources and
meld the facts and theories into a coherent concept or position, and (6) evaluation, the
ability to critique. Bloom Boxes can be assigned either outside of class or during class,
to break up a long lecture, using "buzz groups" to e ngage students in nvo-way comm u-
nication. One exam ple of a Bloom Box is "Can You Spot Defensive Communication?"
in Chapter 6. Students arc asked to read an interchange between a boss and an employee,
and to label all the exam ples they can fi nd of active listening. supportive, and defensive
communication, as previously explained in the text. (• Adapted fro m B. S. Bloom, ed.,
Taxonomy ofEduc,uional Objectives: The Classification ofEducational Goals: Handbook I:
Cognitive Domain (New York: Longmans, G reen (1956)).
p • Se/fAssannents have been ind uded in each chapter. They focus on helping students increase
thcir sdf.awascness. Knowledge ofself is a key component in cffi:ctivt: management of others,
and we have carefully selected these assessments so that students begin to critically examine
their own strengths and weaknesses in managing organizational behaviour. One exam ple
of a powerful self-assessment exercise is "What Is Your Conflict Management Style?" in
Chapter 11. Self-Assessments can also be assigned outside of or during class to engage stu·
dents in the material and help them experience its relevance. Interactive versions of most
Self-Assessments arc provided on the books website at www.snidcrman2c.ndson.com.
• Implications for Life boxes arc a unique feature of this text. These boxes rake an area of
knowledge from the chapter and apply it to a real-life situation that an undergraduate
would relate to. Their purpose is to increase the relevance of the OB research and concepts
to young people who may not yet have had managerial experience. O ne example of such
a box is "Stages ofTcam Dcvdopmcnt Confessions" in Chapter 7. This feature motivates
student learning by demonstrating the value of the OB concepts in everyday life.
• R eview & Dismss-u m QuestiollS arc included at the end of each chapter. Our experi-
e nce has convinced us that encouraging learners to frequcndy ask and aOS\ver questions
about O B material greatly facilitates their learning and retention, especially when the
questioning is made inte resting and relevant to their lives. The discussion and rcviC\v
questions help with comp rehension, application, and analysis.
• Three or four Ethics Questions and new scenario-based Ethical Dilemmas fo r each
chapter arc featured in this edition. These provide students with the opportunities to
apply the ethical decision-making guidelines presented in Chapter 2 to the topics of each
chapter. Both these features provoke students to think about what is right and wrong
as well as about the various ways to resolve e th ical conflicts in o rganizations.
Features That Help Students Learn about the Context

The features in this book designed to illustrate the context of OB arc as follows:
• O,apter-o-peni,ig vig,iettes use Canadian examples from such organizations as Home Depot,
Toyota Motor Manufacturing Company, the RCMP, and Cirque du Solcil. These help the
students understand the relevance of the marcrial to practising managers, business leaders, and
communities, and build their appreciation of how critical the cffi:ctivc management of OB
is to Canada's economy and wdl-bcing. \Vic make rcfcrcncc to these chaprcr-opcncr compa·
nies throughout each chapter and use them to help exemplify key concepts.
• Orga11izatio110l Reality boxes arc provided in each chapter to offer additional exam ples
and insights into real-life organizational issues and practices.
xviii PREFACE NEL
• Global Reality boxes, a new feature in this edition, arc also provided fo r each chapter
to broaden the students' perspectives on cross-cultural and global OB issues, chal-
lenges and opportunities.
• Web/inks offer students further opportunities to discover more information about the
o rganizations, scholars, and bus iness leaders discussed in the text.
• lmplkaJions for Orga11izatio1,al Effectiveness sections conclude each chapter to summa-
rtzC the impaa of the chapter concepts on the organization as a ,vholc, on its dfcctivcncss,
and on its long·tcrm viability in the context of a turbulent and gloool business environment.
•
•
A Mi11i-Case is another new feature included fo r each chapter in th is second edition .
These short, focused cases, designed for in~cJass use, allow instructors to encourage
critical th inking and key-concept appl ication in ways that arc less time-consuming
than the longer end-of-chapter cases.
An end-ofchapter Case is included in each chapter. The cases arc based on real-world
•
Canadian and global situations. These cases and their discussion questions have been
selected or created to focus specifically o n chapter concepts. Using these cases, stu·
dents apply their knowledge, check their comp rehension, and think more critically
•
about organizational behaviour through analysis, synthesis, and evaluation.
CBC Videos offer students the opportunity to explore current Canadian O B issues and -
4t••~
•••
"....
controversies. They arc flagged at the end of each of the four main parts of the text and
•
each part may contain several videos. Topics range from "Reasonable Accommodation"
to a four-segme nt feature on Boston Pizza. The videos arc available on DVD and on the
website at W\V\V.snidcrman2c. nelson.com.
Tttke Two Vuleos, an exciting new feature of this edition, arc sure to bring OB concepts
- CBC
to life in a way that students find engaging and easy to relate to. Placed at the end of each
chapter, these video duos include a d ip from a commercial movie plus a video profile of
a real workplace. Biz Flix arc 2- or 3-minutc excerpts fro m popular Hollywood films such
as 8 Mile, Casino, and Scarface. Workplace Vuleos consist of 8- to I0-minutc segments
rhat focus on work situations at organizations from Le Mcridien Hotel to the Buf!alo Zoo.
• Eleven l11tegrative Cases have been included in addition to the end-of-chapter cases,
because, as instructors o urselves, ,vc find that we never have e no ugh cases for teaching
and for testing. All these cases have been selected because they lend themselves well to
teaching and testing, and the questions have been geared to the key concepts discussed
in related chapters. The Integrative Cases arc provided in Part 5 of the book.
• Additio,ud cases have also been provided on the text's website so that insuuctors have
a ,vide variety of rich cases to choose from. Sec www.sniderman2e.nelson.com.
• We were determined to write a book that was both compnhensive andfocused. \Xfith
the explosion of research and scholarship in the organizational behaviour field worldwide,
this meant eliminating topics that we found ourselves ignoring in the classroom, adding
topics that seemed to be m issing, and reorgan izing so as to avoid chapters that were
disjointed or had subtopics that did not relate well to each other. To accomplish these
goals we created OBXtras fo r five topics that (I) did not seem to logically fit with any
of the chapters, (2) were relevant to more than one chapter, (3) made any one chapter
fur too long and cumbersome, or (4) seemed to lend themselves to a less formal treatment
than the one used in the chapters. Tops covered in the OBXtras include stress and well-
being at work, emotional imelligcncc, behaviour modification, self-managed work teams
(SMWfs), and managing in a vir tual world. The OBXtras arc provided in Part 6 of
the book.
• An online appendix, "How Do \Xfc Know \Xfhat We Know about O rganizational
Behaviour," provides useful insights into why managers need to know about research
and what they need to know. It d iscusses the basis for knowledge in the field of
O rgan izational Behaviour, examines research design and processes, and concludes with
a discussion of how managers arc affected by and use research knowledge. Sec www.
sniderman2e.nc.lson.com.
NEL PREFACE xix
Copyright 2009 Cengage Learning, Inc. All RighL~ Reserved. May not be copied, scanned, or duplicated, in "'hole or in part.
Writing and Organization
A textbook is only as good as its writi11g ami orga11izatwn. In our revision for the second
edition, chapters were reworked and reorganized so that they would flow well and so
that subtopics would meaningfully relate to one another. T he authors were careful to
make the linkages between subtopics explicit so that the reader would understand the
nature of the journey th ro ugh each chapter. For exa mple, we created the G H OST
model to introduce students to o rganizational behaviour and the open systems framc-
,vork. GHOST stands for g oals, h uman resources, 2.rganizational :!_tructurc, and tech-
nology. We tic this model t; the case at the end of the first chapter as well as to the ideas
in the organ izational change and design chapters.
For a number of the mo re heterogeneous o r complex chapters, we created figures
that serve as visual chapter organizers. They depict not only the Aow of the chapter but
also the cause-and-effect relationships bcnvccn the various subtopics, making them easier
to understand and recall. Examples arc "Elements of a Positive Workplace" in Chapter 2,
"Overall Team Effectiveness Model (OTEM)" in Chapter 7, and "The Organizational
Power Conversion Grid (OPCG)" in Chapter 9.
Use of the Integrated Learning System is featured in Managing Organizational
Behaviour in Canada and its ancillaries (sec "Ancillary Package" below). This integrated struc-
ture creates a comprehensive teaching and testing system. Leaniing Objecti.ves at the
beginning of each chapter outline the goals for study. These objectives arc reinforced
throughout each chapter in the Chapter S11mmary and again throughout the ancillaries.
Each piece of the integrated learning system reinforces the other components to help stu·
dents learn quickly and to case lecture preparation.
Each chapter also has a list of Key Temu in alphabetical order with page references.
A Glossary is provided at the end of the book, listing all key terms with their definitions.
Research and Concepts are Current and Comprehensive

The book is based on extensive research ofclassic ami contemporary literature. With the
assistance of o ur amazing research assistant Vicki Skdton and our peer rcviC\vcrs from across
the country, we were able to incorporate into each chapter the latest and most comprehensive
research. New and emerging concepts such as cybcrloafing. team fuultlincs, dialectical inquiry,
spaghetti organization designs, appreciative inquiry, the GLOBE study of national cultures,
spirituality in the workplace, c-lcadcrship, and emotions in conffict were incorporated.
Also included arc a few traditional theories that the Canadian authors believe have con·
tinuing importance and usefulness for an undergraduate OB course. Examples of these theo-
ries arc the punctuated equilibrium model, Theory X-Y, Mintzbcrg's management roles, work
alienation, sociotcchnical systems, JCM implementation principles, supportive communication,
individual blocking behaviours in teams, organization-wide communication strategics, guide-
lines fo r ethical decision making. and power in the bos,;-cmploycc relationship.
At the end of the textbook is a lengthy chapter-by-chapter reference list that stu·
dents can refer to for in-depth treatments of the chapter topics.
New to the Second Edition

Several new features have been added to this second edition of Managing Organiz,uional
Behaviour in Canada: Global Reality boxes, end-of-chapter Mini-Cases, Ethical Dilemmas,
Take 2 Videos (with Biz Flixs and Workplace Videos), and an onlinc appendix that explores
research in O B, "How Do \Vic Know What \Vic Know About O rganizational &haviour?".
Key changes specific to each chapter arc listed below.
Chapter 1: An Introduction to Organizational Behaviour

• Chapter-opening vignette: Cirque du Solcil
• Global Reality: Do Mino.berg's Managerial Roles Apply in Asia?
xx PREFACE NEL
• Added: Cameron and Q uinn's competing values framework to update role of the man-
ager, social networking, and Six Sigma
• Mini-Case: Applying the G HOST model to improve the organization effectiveness
of a students' association
• Expanded content: Diversity due to career stage and generational differences
• Replaced learning styles self-assessment with "Test Your Knowledge of Organizational
&haviour (OB)"
• Improved "Applying the Open Systems" Model Exercise
Chapter 2: Creating a Positive Work Environment: Attitudes, Values, Ethics
• Chapter-opening vignette: Four Seasons
• Significant reorganization of the chapter
• Enhanced section on ethics
• Global Reality: Ernst and Young LLP-A G lobal Company, Promoting an Inclusive
People-First C ulture
Chapter 3: Perception and Personality
• Chapter-opening vignette: Sacha Baron Cohen
• Global Reality: G lobal Integration Inc. : Managing Impressions to Work Effectively
across Borders
• Expanded discussion of first impressions in the interview process
Chapter 4: Motivation at Work

• Organizational Reality: Attracting and Retaining First Nations and Meris Employees
at SaskTel
• Global Reality: Arc Employees in Other Countries Motivated by the Same Needs as
Canadians?
• Exhibits were improved
• Added: equity sensitivity and cybcrloafing
• Improved connections to other chapters, in particular regarding performance, job sat·
isfuction, self-efficacy engagement
Chapter 5: J ob D esign
• Global Reality: Approaches to Job Design in Different C ultures
• Organizational Reality: Nourishing Engagement
• Section on the meaningfulness of work was updated with a 2006 global study on work
centrality in several cultures; workaholism was added as a new key term
• Chapter reorganized to move the section on the job characteristics model UCM) bcfurc
the section on traditional approaches to job design (enlargement, rotation, enrichment)
• Exhibit 5.3: Comparing Mainstream Approaches to Job Design with a New Model
• In section "Principles fur Implementing Improve Job Design," the relationship between
the five implc:mcnting principles and core job characteristics was set out in more detail
• Subsection on work sharing was updated with 2007 reports of job-sharing plans at
Microsoft Canada and Scottish small business strategics fur flexible work arrange-
ments; the sect.ion on telecommuting was updated with 2006 and 2007 studies on
typical Canadian participants and opportunities
Chapter 6: Interpersonal and Organization-Wide Communication

• Chapter-opening vignette: Ceridian Canada
• More on body language: Universal facial expressions
• Global Reality: Cross-Cultural Business Communication
NEL PREFACE xxi
• Mo re on gender and cross-cultural implications
• Mo re applied to Aboriginal
Chapter 7: Team Dynamics and Effectiveness

• New term: faultlincs in teams
• Added functional diversity
• Expanded section on types of teams, IMO! model of teams
• Internal procc:ssc:s of communication, conflict, and trust added and tied to storming stage
• Global Reality: Diverse Teams and Faultlines in a Global Workplace
• Reorganization: Team member characteristics, combined team mission and goals
• Reduced nu mber of blocking behaviours
• Simplified "BLOB" diagram (OETM}: team context, internal team processes, team
design, individual blocking behaviours
• GRPI model of team effectiveness put in body of text and expanded
• Characteristics of well-functioning team
Chapter 8: Decision Making and Creative Problem Solving
• Chapter-opening vignette: G .A.P. Adventures
• Global Reality: C reativity and Decision Making around the World
• Reduced cognitive sryJc prcfcrc:ncc-s, reorganized team decision-making section, and
reduced the number of exhibits
• Simplified groupthink exhibit and tied devil's advocate in with last section
• Brainstorming moved to text; definitions of production blocking and evaluation appre-
hension were added
• Added social decision schemes, dialectical inquiry
• Added Experiential Exercise 8.2: Dilemma at 29,000 Feet
• Added discussion of emotions in decision making
Chapter 9: Power and Influence
• Chapter-opening vignette: EllisDon
• Global Reality: Cross-Cultural Reactions to Organizational Politics
• Added dimensions and degrees of empowerment and definitions of each core dimension
• Added discussions of charisma and group conflict, ethical use of each source of power,
bullying at work, and interpersonal trust
• Strengthened coverage of ncrworking
• O rganizational power conversion grid-new title:
• Shortened symbols of power, organizationally sanctioned influence tactics
Chapter 10: Leadership
• Chapter-opening vignette: Transformational Leadership in the Aboriginal Community
• Global Reality: Cultural Differences in Leadership
• Added leadership agility
• Increased coverage of cultural differences
• Mini-Case: Kunde Campbell's Leadership Dilemma
Chapter 11: Conflict Management
• Added ombudspcrson, cross-functional teams, bullying, role ambiguity, definition of
interpersonal conflict
• Added Cottman research on conflict and marriage
xxii PREFACE NEL
• Updated dual-concerns model (Rahim), functional and dysfunctional conflict
• Chapter was reorganized for better flow, with improved integration of teams, job and
organization design
• Mini-Case: Do the Dishes
Chapter 12: Organizational Culture
• Added section on the effects of merging different cultures

• Included examples of successful mergers, such as "University Hospital Network"
• Global Reality: Research In Motion: An Innovative "New Age" Company
• Mini-Case: Michael Dell
Chapter 13 : Organizational Change and Development
• Chapter-opening vignette: Coca-Cola

• Organizational Reality: Organizational Changes at Stclco
• Global Realty: Going G lobal: Resistance to Change or Guilt?
• Shorter section on Organizational Development (OD)
• Added section on mergers and acquisitions
• Revised definitions of magnitude of change from Palmer, new feature on managing
individual reactions against change and unique characteristics of OD
• Better links to other chapters and additional key terms: organizational structure, first·
and second-order change, organization culture
• Mini-Case: Forces for Innovation at Cisco Systems
Chapter 14: Organizational Structure and Design
• Reorganization/decentralization moved in with talllflat

• Differentiation between marketing and engineering
• New discussion of forces reshaping organizations
• Added intcrorganizacionaJ strategics and outsourcing, environmental richness, and
"hollow" corporation
• Mini-Case: Thinking about Organization Design at Your College/University
Chapter 15 (Website): Performance Management, Feedback, and Rewards
• Global Reality: Performance Management at Great Britain's Virgin Group Ltd.

• Mini-Case: Performance Appraisal and Rewards at LcarnlnMotion.com
ANCILLARY PACKAGE
For Students
• Website. The website for the text includes many valuable study resources, v.fw>.N
including onlinc Chapter 15 (Performance Management, Feedback, and Rewards), ~
an appendix on research (How Do \Vic Know What We Know about Organizational
Behaviour?), interactive quizzes and self-assessments, flashcards, videos, and more!
Sec www.snidcrman2c.ne:lson.com.
• b,foTrac. InfoTrac® College Edition is automatically bundled FREE with every new
copy of this text! InfoTrac College Edition is a world-class onlinc university library
that oflcrs the full text of articles from over 5000 scholarly and popular publications-
updatcd daily and doing back as fur as 20 years. Students (and their instructors) receive
unlimited access for four months.
NEL PREFACE xx iii
For Instructors
• butrnctor's Resource CD-ROM. (ISBN 978-0-17-647433-1) Key instructors'
ancillaries (Instructor's Manual, Test Bank, ExamVicw, PowcrPoints®) arc provided
on CD~ROM, giving instructors the ultimate tool for customizing lectures and
presentaaons.
The following items arc included on the Instructor's Resource CD-ROM:
• /,istrt,ctor's Manual and Media Gt,ide. The Instructor's Manual and Media
Guide, prepared by Shannon E. Reilly of Ryerson University and George Brown
College, includes both chapter- and book-related materials. Each chapter includes
a c hapter scan, detailed chapter outlines, learning objectives, a chapter summary,
learning and teaching suggestions to promote student engagement, and suggested
answers to review and discussion questions, ethics questions, and case questions.
Book related materials include teaching notes fo r Integrative Cases, OBXtras, CBC
Videos, and Take Two videos, plus an appendix on Personality T ypcs, Information,
Role Plays and Exercises.
• Pret1u11m Nelson Ed11eatum Testing Advatuage (NFE4) Test Bank. In most college
and uni,=ity courses, a largt: percentage ofstudent assessment is based on multiple choice
A testing. But many instructors use multiple choice reluctantly, believing that it is a
methodology best used for teaching what a student rm,embm rather than what she or
he has teamed. Furthermore, the quality of publisher-supplied test banks can vary.
Nelson Education Ltd. believes that a good quality multiple choice test bank
can test not just what students remember, but higher level drinking skills as well.
Rccogniz.ing the importance of multiple choice testing in today's classroom, Nelson
has created the Nelson Education Testing Advantage program (NETA) to ensure
the high quality of our test banks.
The test bank fo r M11n11gi11g Organizational Behaviour in Canada was devel-
oped under the Premium Nelson Education Testing Advantage. Premium NETA
was created in partnership with David Di Battista, a 3M National Teaching Fellow
and professor of psychology at Brock University. Premium NETA ensures that test
bank authors have had guidance and training at th ree levels. First, Prof. DiBattista
assesses the current test bank and provides autho rs ,vith key metrics and rccommen·
dations for their revisions. Second, authors attend training sessions in which Prof.
Di Battista provides guidance on how to create clear multiple choice test questions
and avoid common errors in question construction. Third, test bank authors also
receive training and a support.ing manual o n how to c reate multiple choice test
questions that "get beyond remembering" ro assess higher-level thinking.
The outcome of NETA development is that as you select multiple choice
questions from your Nelson test bank for inclusion in tests, you can easily identify
whether items arc mcmory~based o r require your students to e ngage in hig her·
level thinking. By making your selections appropriately, you can construct tests
that contain the proportion of recall and higher-level questions that reRccts your per-
sonal instructional goals.
All Premium NETA test banks include David DiBattista's guide for instructors
"Multiple Choice Tests: Getting Beyond Remembering." This guide has been
designed to assist you in using Nelson test banks to achieve your desired outcomes
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Customers who adopt a Premium Nelson Education Testing Advantage title
may also qualify fo r additional fuculty training opportunities in multiple choice
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The NETA test marcrials fur Managing Organizational Behaviour in Canada were
prepared by George Broderick of K,vantlcn Polytechnic University and Joan Condie
of Sheridan Institute ofTcchnology and Advanced Learning. T he test package is pre-
sented in two formats:
xxiv PREFACE NEL
1. Test Bank. The Test Bank ronsists of multiple choice, truclfulsc, matching, and essay
questions, as well as sccnario~bascd questions. Files arc provided in rich text format
for easy editing and printing with all common word-processing formats.
2. ExamView. All Test Bank questions arc included in the Exam View computerized
version. The easy-to-use software is compatible with Microsoft Windows and Mac.
Create tests by selecting questions from the question bank, modifying these ques-
tions as desired} and adding nc,v questions you write yourself. You can administer
quizzes onlinc and export tests to WcbCT, Blackboard, and other formats.
• PowerPoitit® Lecti,re Prese11tation. Revised and updated by C heryl Dowell of

Algonquin College, the PowcrPoint® Lecture Presentation is a valuable resource
that enables you to customize your own multimedia classroom presentations. The
package contains approximately 375 slides, including figures and tables from the
text, as wclJ as outside materials to supplement chapter concepts. Material is organized
by chapter and can be modified or expanded for individual classroom use. PowcrPoints
arc also easily printed to create customized transparency masters.
• l11uzge Library. Many of the figures and illustrations from the book arc provided in jpcg
format so that you can incorporate them into PowcrPoint Presentations you create
yourself. (Note: Some graphics may not be available due to copyright restrictions.)
• Day One. Day One-Prof InClass is a Power Point presentation that you can cus-
tomize to orient your students to the class and their text at the beginning of the course.
• CBC Videos. (ISBN 978-0-17-647434-8) C BC video dips have been selected to sup-
port the themes of the book and broaden students' undcrsranding of the organiza-
tional behaviour concepts presented throughout the text. Information on using the
videos can be found in the Instructor's Manual and Media Guide.
• Take Two Videos (ISBN 978-0-324-32196-8). Available in DVD format, this all-
ncw video package offers videos that have been especially selected to support the themes
of the book and deepen students' understanding of the organizational behaviour con·
ccpts presented through the text. Biz F/ix videos incorporate short excerpts from pop·
ular Hollywood movies, ftom Field ofDreams to 8 Mile. Workplace Videos profile real
companies, including CVS Corporation and Timberland Company. Teaching notes
arc included in the Instructor's Manual and Media Guide.
• Tu·r11i11g Poitl-1: fofn/11 Tht 011 Tun1i11gPoi11t®. No,v you can author, deliver, show,
assess, and grade, all in PowcrPoint . .. with 110 toggling back and forth between screens!
JoinlnTM on TurningPoint® is the only classroom response software tool that gives
you true PowcrPoint integration. With Joinln} you arc no longer tied to your com·
purer. You can walk about your classroom as you lecture, showing slides and collecting
and displaying responses with case. There is simply no easier or more effective way to
turn your lecture hall into a personal, fully interactive experience for your students. If
you can use Po,vcrPoint, you can use JoinJnn.1 on TurningPoint®! (Contact your Ndson
Education Ltd. sales rcprcscnrativc for derails.)
• Wlebsite. A rich website complements the text, providing many extras for students and
for instructors. Resources include Test Yoursdf questions, interactive Self-Assessments,
onlinc Chapter 15, a research appendix, PowcrPoint slides, and supplementary cases.
(www.snidcrman2c.nelson.com)
Our Reviewers Are Appreciated

We would like to thank our professional peers and colleagues who provided enormously
valuable feedback and suggestions. Thank you all so much!
Sran Arnold, Humber College Institute ofTcchnology & Advanced Learning
Donald Ausman, Concordia University College of Alberta
Gordon Barnard, Durham College
George Broderick, Kwandcn Polytechnic University
NEL PREFACE xxv
Another random document with
no related content on Scribd:
But there were with him the son of the thousand-man and his
equerry, and they pressed him and said: “Go, O Prince, back to
Russia, if the Lord will deliver you!” But the time was not propitious.
As we said before, the Pólovtses returned from Pereyáslavl, and
Ígor’s advisers said to him: “You harbour a proud thought and one
that is not pleasing to God; you do not intend to take the man and
run with him, but why do you not consider that the Pólovtses will
return from the war, and we have heard that they will slay all the
princes and all the Russians, and there will be no glory for you, and
you will lose your life.” Prince Ígor took their advice to heart, being
afraid of the return of the Pólovtses, and bethought himself of flight.
He was not able to run away either in daytime or at night, for the
guards watched him, but he found an opportune time at the setting of
the sun. And Ígor sent his equerry to Lavór, saying: “Cross on the
other side of the Tor with a led horse,” for he intended to fly to Russia
with Lavór. At that time the Pólovtses were drunk with kumys; and it
was towards evening when his equerry came back and told him that
Lavór was waiting for him. Ígor arose frightened and trembling, and
bowed before the image of the Lord and the honourable cross, and
said: “Lord, knower of hearts! If Thou, Master, wilt save me,
unworthy one,”—and he took the cross and the image, lifted the
tent’s side, and crawled out. His guards were gambling and feasting,
for they thought that the Prince was asleep. He arrived at the river,
waded across, and mounted the horse; thus they both rode by the
tents.
This deliverance the Lord granted on a Friday, in the evening. He
then walked eleven days to the town of Donéts, and thence he went
to his Nóvgorod, and they were much rejoiced. From Nóvgorod he
went to his brother Yarosláv in Chernígov, to ask for help in the
Posémie. Yarosláv was glad to see him, and promised him aid. Ígor
travelled thence to Kíev to Grand Prince Svyatosláv, and Svyatosláv
was glad to see him, as was also Rúrik.
FOOTNOTES:
[19] For notes consult the Word of Ígor’s Armament (p. 80 et
sqq.).
[20] A Finnish tribe.
[21] Town in the country of the Vyátiches.
[22] The country along the river Sem.
The Word of Ígor’s Armament. (End of XII.
century.)
No other production of Russian antiquity has roused so
much interest in Russia and abroad as this version of Ígor’s
expedition by an unknown poet of the end of the twelfth
century. Thirty-five translations into modern Russian,
numerous translations into Little-Russian, Polish, Bohemian,
Servian, Bulgarian, Hungarian, German, French, witness to
the enormous popularity this production has attained. The
historical background of the poem is found in the recital from
the Kíev Chronicle, which is given on pp. 71-80. The disasters
which befell Ígor and his army are probably told with better
effect in that prosaic version; but the superior value of the
Word lies in its being a precious relic of the popular poetry of
the end of the twelfth century, such as no other nation can
boast of. The Nibelungenlied and the Chanson de Roland are
chiefly productions of a literary character, while the Word
bears every evidence of representing the untutored labour of
a popular bard.
Who the author was, when he lived, for whom he sang, are
all unanswered questions, but from internal evidence we
glean that he sang for his contemporaries while Ígor was still
alive. From his apostrophe to Yarosláv Osmomýsl, who died
in 1187, we may infer that the poem was written before that
year, and it is not unlikely, from his vivid description of the
battle at the Kayála, that he was an eye-witness of the
expedition which took place in 1185. From the absence of
biblical references it is generally assumed that the author was
not a member of the clerical profession. Here, however,
various difficulties arise. It is quite incomprehensible why
there should be so many references to pagan divinities at a
time when Christianity had been deep-rooted in Russia for
fully two centuries; why, except for the evident imitation of
many passages in the Zadónshchina, there should be no
reference to the poem by any medieval writer, and why only
one copy of so remarkable a work should have been
preserved. If this poem came so very near being lost to
posterity, how many other remarkable productions of that
early period have disappeared? It is not at all impossible that
there existed an extensive popular poetry, of which only the
barest traces have come down to us. This suspicion is
strengthened by the emphatic mention by the author of the
Word of a poet Boyán who had lived before his days.
A copy of the poem was discovered by Count A. I. Músin-
Púshkin, Procurator-General of the Holy Synod, in 1795. He it
was who in rummaging St. Petersburg bookstalls had
discovered the manuscript of Néstor’s Chronicle. From a
monk he procured a collection of eight pieces, the fifth of
which was this poem. He published the Word, as this poem is
called in the manuscript, in 1800, with a modern Russian
translation. The manuscript itself was burnt in the Moscow
conflagration of 1812. The poem has since been edited a
countless number of times, and equally large is the mass of
critical essays to explain the many dark and corrupt places of
what now must pass for the original. When we consider that
there are not less than six versions of the Word in French, it
seems strange that it is now first rendered into English in its
entirety. There is an imperfect translation of a small part of it
in H. H. Munro’s The Rise of the Russian Empire, Boston and
London, 1900.
Were it not well for us, O brothers, to commence in the ancient

strain the sad story of the armament of Ígor,[23] Ígor son of
Svyatosláv? And let the song be told according to the accounts of
the time, and not according to the cunning of Boyán[24] the Wise, for
Boyán the Wise, when he wished to make a song, soared with his
thoughts in the tree, ran as a grey wolf over the earth, flew as a
steel-grey eagle below the clouds. When he recalled the strife of
former time, he let loose ten falcons o’er a flock of swans, and every
swan each touched sang first a song: to old Yarosláv,[25] to brave
Mstisláv[26] who slew Redédya before the Kasóg army, to fair
Román Svyatoslávich.[27] But Boyán, O brothers, did not let loose
ten falcons on a flock of swans, but laid his inspired fingers on the
living strings, and they themselves sounded the glory to the princes.
Let us begin, O brothers, this tale from Vladímir[28] of old to the
late Ígor who strengthened his soul by his valour, and sharpened it
by the courage of his heart, and having filled himself with a manly
spirit, led his valiant army for the land of Russia into the country of
the Pólovtses.[29]
II
Then Ígor looked up to the bright sun, and saw that he had
covered in darkness[30] all his warriors. And Ígor spoke to his
druzhína: “O brothers and druzhína! It is better to be cut to pieces
than to be made a captive! Let us, O brothers, mount our swift
horses that we may behold the beautiful Don!”
A strong desire filled the Prince’s soul to drink from the great Don,
and his eagerness blinded him to the evil omen.
“For I wish,” he said, “to break the spear on the border of the
Pólovts land together with you, sons of Russia! I want to lay down
my head, and drink with my helmet from the Don!”
O Boyán, nightingale of ancient time! It were for you to spell this
army, soaring like a nightingale over the tree of thought, flying like an
eagle below the clouds, stringing together words for the deeds of
that time, racing over Troyán’s[31] footsteps over fields to the
mountains. You ought to have sung a song to Ígor, his grandson:
“Not a storm has driven the falcons over the broad fields: flocks of
crows hasten to the great Don.”... Or you might have sung thus,
inspired Boyán, grandson of Velés[32]:
“The horses neigh beyond the Sulá[33]; glory resounds in Kíev;
trumpets blare in Nóvgorod[34]; the standards are at Putívl[35]; Ígor
waits for his beloved brother Vsévolod. And Vsévolod, the Grim
Aurochs, spoke to him: “My only brother, my only light, glorious Ígor,
we are both sons of Svyatosláv! Saddle, O brother, your swift steeds,
for mine are ready for you, having been saddled in advance at
Kursk! My Kurians are tried warriors, nurtured by the sound of
trumpets, rocked in helmets, fed at the point of the spear. The roads
are known to them; the ravines are familiar to them; their bows are
drawn; their quivers open, their swords—whetted. They race over
the fields like grey wolves, seeking honour for themselves, and glory
for their Prince.”
III
Then Prince Ígor stepped into the golden stirrup and galloped over
the clear field. The sun barred his way in darkness; night groaning
with the cries of birds awoke him; beasts howled, and Div[36] called
in the top of a tree, sending the news to the unknown land, to the
Vólga, the Sea border,[37] the Sulá country, Surózh[38] and Korsún,
[39] and to you, idol of Tmútorokan![40] But the Pólovtses hastened
by untrodden roads to the great Don; the carts creaked at midnight,
like swans let loose.
Ígor leads his soldiers to the Don: the birds in the thicket forbode
his misfortune; the wolves bristle up and howl a storm in the
mountain clefts; the eagles screech and call the beasts to a feast of
bones; the foxes bark for the crimson shields. O Russian land, you
are already beyond the mound![41] Night is long and murky; the
dawn withholds the light; mist covers the fields; the nightingale’s
song is silent; the cawing of the crows is heard. The Russians bar
the long fields with their crimson shields, seeking honour for
themselves and glory for the Prince.
IV
Early in the morning, on the Friday, they crushed the pagan
Pólovts host, and, spreading like arrows over the field, seized fair
Pólovts maidens, and with them gold and gold-worked stuffs and
costly velvet; with cloaks and coats and Pólovts lace they bridged
their way over bogs and muddy places. A red flag, white pennon, red
panache, silver cross-beam, for the brave son of Svyatosláv!...[42]
Olég’s valiant brood has flown afar and dreams in the field! They
thought not to offend the falcon, gerfalcon, nor you, black raven,
pagan Pólovts! But Gza ran like a grey wolf, with Konchák[43] in his
track, to the great Don.
Very early the next morning a bloody dawn announces the day.
Black clouds come from the sea and try to veil four suns,[44] while
blue lightnings quiver through them. There is to be a mighty thunder,
and the rain is to go down in arrows by the great Don! There spears
will be broken; there swords will be blunted against Pólovts helmets
on the Kayála,[45] by the great Don. O Russian land, you are already
beyond the mound!
Behold the winds, Stribóg’s[46] grandchildren, blow arrows from
the sea on Ígor’s valiant army. The earth groans, the rivers flow
turbid; dust covers the fields; the banners whisper. The Pólovtses
come from the Don, and from the sea, and from all sides: the
Russian army recedes. The devil’s children fill the field with their
cries, but the brave Russians line it with their crimson bucklers.
Grim Aurochs Vsévolod! You stand in the van; you pour arrows on
the warriors; you thunder with steel swords against their helmets.
Wherever you, Aurochs, lead, gleaming with your golden helmet,
there fall the heads of the pagan Pólovtses, their Avar[47] helmets
cloven by your tempered swords, Grim Aurochs Vsévolod! What
wound does he brook, O brothers, having forgotten his honours and
manner of life, and Chernígov town, his paternal golden throne, and
the caresses of his sweetheart, Glyeb’s fair daughter,[48] and the
habits and customs of his home?
VI
Troyán’s age is past, gone are the years of Yarosláv; past are the
expeditions of Olég,[49] the son of Svyatosláv. That Olég had
fostered discord with his sword, and had sowed arrows over the
land. In Tmútorokan city he stepped into the golden stirrup. Great
Yarosláv, that was, heard the tocsin,[50] and Vsévolod’s son Vladímir
closed his ears all the days at Chernígov.[51] But Glory brought
Borís,[52] the son of Vyachesláv, before the judgment seat and
bedded him, brave young prince, on the green feather grass of the
steppe, through Olég’s offence....
Then, in the days of Olég Gorislávich,[53] feuds were sown and
grew, and Dazhbóg’s[54] grandchildren perished, and the years of
men were shortened by the discord of the princes. In those days the
warriors rarely walked behind the plough in the Russian land, but the
ravens croaked as they divided the dead bodies, and crows
chattered, flying to the banquet. Such were the wars and expeditions
then, but the like of this war was never known.
VII
From early morning until evening, from evening until daylight fly
tempered arrows, thunder the swords against the helmets, resound
the steel spears in a strange field, within the country of the
Pólovtses. The black earth beneath the hoofs was sown with bones,
and watered with blood, and a harvest of sorrow went up in the
Russian land.
What noise is that, what din, so early in the morning before dawn?
Ígor leads his army; he is sorry for his beloved brother Vsévolod.
They fought a day, they fought another[55]; upon the third at noon fell
the standards of Ígor. The brothers separated on the bank of the
swift Kayála. Here there was not enough of bloody wine; here the
brave Russians ended the feast: they gave their host their fill to
drink, and themselves fell for the Russian land. The grass withered
from sorrow, and the trees in anguish bent down to the earth.[56]
VIII
There befell a hapless hour, O brothers! Already had the

wilderness covered Russia’s hosts, when Mischief arose in the hosts
of Dazhbóg’s grandchildren: she walked as a maiden in Troyán’s
land,[57] splashed her swan pinions in the blue sea,[58] and splashing
them in the Don, recalled heavy times.
Through the feuds of the princes ruin came from the pagans, for
brother spoke to brother: “This is mine and that is mine also,” and
the princes said of trifling matters, “They are important,” and created
discord among themselves; and the pagans came from all sides
victorious into the Russian land.
Oh, far has the falcon[59] flown, driving the birds by the sea, but
Ígor’s brave army will rise no more! Konchák called, and Gza raced
over the Russian land, hurling fire from a flaming horn.[60] Russian
women wept, saying: “No longer will our thoughts reach our dear
ones, nor shall we ever see them with our eyes, nor be adorned with
tinkling gold and silver!”
And Kíev groaned under its sorrow, and Chernígov on account of
its misfortunes. Sadness spread over the Russian land, and a heavy
gloom. The princes fostered discord among themselves, and the
pagans victoriously overran the country, receiving tribute, a
squirrel[61] from each house.
It is Ígor and Vsévolod, Svyatosláv’s brave sons, who through their
discord had wakened dishonour which their father, Svyatosláv[62] of
Kíev, the great, the mighty, had put to sleep: he had invaded the
Pólovts land and had carried terror to them, with his mighty armies
and tempered swords; had levelled their hills and ravines, ruffled
their rivers and lakes, dried up their streams and swamps; and, like a
whirlwind, had snatched pagan Kobyák[63] away from his mighty,
steel-clad Pólovts army by the Ázov Sea, until Kobyák fell in Kíev
city, in the council-room of Svyatosláv. Germans, Venetians, Greeks
and Moravians sing the glory of Svyatosláv, but blame Prince Ígor
who had merged his wealth in the Kayála, the Pólovts river, and had
filled it with Russian gold. Here Ígor was unseated from his golden
saddle and placed upon the saddle of a slave.
IX
The city walls were silent, and merriment was dead. Svyatosláv
saw a troubled dream: “In Kíev on the mount you enveloped me last
night,” he said, “in a black shroud on a bed of yew; they poured out
to me blue wine mixed with bitterness; from empty quivers they
showered large gems upon my lap, and tried to comfort me. Already
are there boards without a cross beam in my hall of gold, and all
night have the devilish crows been cawing.”[64] ...
The boyárs spoke to the Prince: “Prince, sorrow has enthralled
your mind. Two falcons flew from their paternal throne of gold to find
the city of Tmútorokan, and anxious to drink from the Don with their
helmets. The falcons’ wings have been clipped by the pagan swords,
and they have been enmeshed in iron fetters. On the third day it was
dark: two suns were dimmed,[65] two red torches went out, and with
them two young moons, Olég[66] and Svyatosláv, were shrouded in
darkness. On Kayála river darkness veiled the day: the Pólovtses
had invaded the Russian land, like a litter of lynxes.... Fair Gothic[67]
maidens sing upon the shore of the blue sea, tinkling with the
Russian gold: they sing the times of Bus, recall Sharokán’s[68]
revenge. But we, your druzhína, are anxious for the feast.”
Then great Svyatosláv uttered golden words, mingled with tears:
“Oh, my nephews, Ígor and Vsévolod! Too early did you begin to
strike the land of the Pólovtses with your swords, and to seek glory
for yourselves. You were vanquished ingloriously, for ingloriously
have you spilled the blood of the pagans! Your brave hearts are
forged with hard steel and tempered in daring exploits. See what you
have done with my silvery hair! I no longer see with me my mighty,
warlike brother Izyasláv with his Chernígov druzhína.... They
overwhelmed their enemies with dirks, not bearing bucklers, but
raising a warcry and resounding the glory of their forefathers. But
you spoke: ‘We alone will vanquish! Let us ourselves gain the future
glory, and share the glory of our fathers!’ Why should not an old man
feel young again? When the falcon is moulting, he drives the birds
far away, and allows not his nest to be hurt. But alas, the princes will
not aid me! My years have turned to nothing. At Rim[69] they cry
under the swords of the Pólovtses, and Vladímir[70] groans under his
wounds. Bitterness and sorrow has befallen the son of Glyeb!”
Grand Prince Vsévolod![71] Fly from afar not only in thought, but
come to protect your paternal throne: for you could dry up the
Vólga[72] with your oars, and empty the Don with your helmets. If you
were here, a Pólovts slave-girl would be worth a dime, and a man-
slave—half a rouble.[73] And you know, together with the brave sons
of Glyeb, how to hurl the Greek fire on land.
You, Grim Aurochs Rúrik and David![74] Did not your golden
helmets swim in blood? Did not your valiant druzhína bellow like
aurochses, when they were wounded by tempered swords in a
strange field? Put your feet, O lords, into your golden stirrups to
avenge the insult to the Russian land, the wounds of Ígor, the valiant
son of Svyatosláv!
Yarosláv Osmomýsl of Gálich![75] You sit high upon your throne
wrought of gold, propping with your iron-clad army the Carpathian
mountains, barring the king’s path, closing the gates of the Danube,
hurling missiles higher than the clouds, sitting in judgment as far as
the Danube. Your thunders pass over the land, and you hold the key
to the gates of Kíev; sitting on your paternal throne, you slay the
sultans in their lands. Slay, O lord, Konchák, the pagan villain, to
avenge the Russian land, the wounds of Ígor, the valiant son of
Svyatosláv!
And you, valiant Román[76] and Mstisláv! A brave thought carries
you into action.[77] You fly high in your onslaught, like a falcon
circling in the air, about to swoop down upon the birds. You wear iron
hauberks under Latin helmets, and the earth has trembled from you
in many a pagan land: the Lithuanians, Yatvyágans, Deremélans and
Pólovtses threw down their warclubs and bent their heads under
those tempered swords. But now, O Prince, Ígor’s sun is dimmed,—
the tree, alas, has shed its leaves. Along the Ros[78] and the Sulá
the Pólovtses have sacked the towns, but Ígor’s brave army will rise
no more. The Don calls you, O Prince, and the other princes to
victory!
Olég’s sons have hastened to the war. Íngvar and Vsévolod,[79]
and the three sons of Mstisláv,[80] a mighty winged brood! Not by the
lot of war have you acquired power. Of what good are your golden
helmets, and Polish warclubs and shields? Bar the enemy’s way with
your sharp arrows, to avenge the Russian land, the wounds of Ígor,
the valiant son of Svyatosláv!
XI
The Sulá no longer flows with a silvery stream by Pereyáslavl

town,[81] and the Dviná flows turbid by mighty Pólotsk, agitated by
the pagans. Izyasláv,[82] Vasílko’s son, alone made his sharp swords
ring against the Lithuanian helmets, outstripping the glory of his
grandfather Vsesláv, but himself was worsted by Lithuanian swords,
and fell under crimson shields, upon the bloodstained grass. Lying
on his death-bed, he spoke[83]: “O Prince, the birds have covered
your druzhína with their wings, and the beasts have lapped their
blood.” There was not present the brother Bryachisláv, nor the other,
Vsévolod; alone he lost the pearl soul out of his valiant body through
the golden necklace. The voices were subdued, merriment died
away. The trumpets blare at Goródno.
Yarosláv and all grandchildren of Vsesláv![84] Furl your standards,
sheath your blunted swords, for you have leaped away from your
grandfather’s glory! You have with your discords invited the pagan
hosts against the Russian land, against the life of Vsesláv, for
through your strife has come the enslavement by the Pólovts land.
In the seventh age of Troyán,[85] Vsesláv cast his lot for his
beloved maiden.[86] He bestrode his horse, and galloped to the city
of Kíev, and with the thrust of the spear possessed himself of
golden-throned Kíev. He galloped hence as a grim beast to the south
of Byélgorod,[87] and disappeared in the blue mist; next morning he
clanked with the battering-ram, and opened the gates of Nóvgorod;
he shattered the glory of Yarosláv,[88] and raced as a wolf to the
Nemíga from Dudútki.[89]
On the Nemíga, ricks are stacked with heads, and they flail with
tempered chains; the body is placed on the threshing-floor, and the
soul is winnowed from the body. Not with grain were sown the bloody
banks of the Nemíga, but with the bones of Russian sons.
Prince Vsesláv sat in judgment over his people, apportioned cities
to the princes, but himself raced a wolf[90] in the night, and by
cockcrow reached from Kíev to Tmútorokan, and as a wolf crossed
the path of great Khors.[91] When they rang the bell in the church of
St. Sophia for matins, early in the morning at Pólotsk, he heard the
ringing in Kíev. Though his cunning soul could pass into another
body, yet he often suffered woe. Thus wise Boyán of old has justly
said: “Neither the cunning, nor the agile, nor the swift bird can
escape the judgment of the Lord!”
Oh, the Russian land must groan as it recalls the former days and
the ancient princes! It was not possible to nail Vladímir to the hills of
Kíev[92]: now there are standards of Rúrik, and others of David....[93]
XII
Yaroslávna’s[94] voice is heard; like a cuckoo in a lonely spot she

calls plaintively in the morning: “I will fly,” she says, “like a cuckoo
along the Danube,[95] will wet my beaver sleeve in the river Kayála,
will wipe off the Prince’s bloody wounds on his manly body!”
Yaroslávna weeps in the morning at Putívl town on the wall,
saying: “O wind, mighty wind! Why, master, do you blow so strong?
Why do you on your light wings carry the Khan’s arrows against the
warriors of my beloved one? Is it not enough for you to blow on high
below the clouds, rocking the ships on the blue sea? Why, master,
have you dispersed my happiness over the grass of the steppe?”
saying: “O famous Dnieper, you have pierced the rocky mountains
across the country of the Pólovtses! You have rocked on your waves
the boats of Svyatosláv as far as the army of Kobák.[96] Fondly bring
to me, master, my sweetheart, that I may not in the morning send
tears after him out to sea.”
saying: “Bright, three times bright sun, you give warmth and joy to
all! Why, master, have you thrust your burning beams on the warriors
of my beloved one? Why have you in the waterless plain dried up
their bows, and sealed their quivers in sorrow?”
XIII
The sea is agitated at midnight: mists are borne in the darkness.

God shows to Ígor a way out of the land of the Pólovtses into the
country of Russia to his father’s golden throne. The evening twilight
has gone out. Ígor sleeps; Ígor is awake: Ígor in his thought
measures the plains from the great Don to the small Donéts. His
steed is ready at midnight. Ovlúr whistles beyond the river, gives a
sign to the Prince,—Prince Ígor will be no more!
The earth resounded, the grass rustled, the Pólovts’ tents
trembled. But Ígor raced like an ermine in the reeds, like a white
duck over the water; he jumped on a swift steed, dismounted as a
light-footed wolf, and hastened to the plain of the Donéts; and as a
falcon flew through the mist, killing geese and swans for his
breakfast and dinner and supper. When Ígor flew as a falcon, Ovlúr
raced as a wolf, shaking off the cold dew, for they had worn out their
swift steeds.
The Donéts spoke: “Prince Ígor, great is your honour, and the grief
to Konchák, and joy to the Russian land!”
Ígor spoke: “O Donéts, great is your honour, having rocked the
Prince on your wave, having spread out for him the green grass on
your silver banks, having cloaked him with warm mists under green
trees. You have guarded him as a duck on the water, as a gull on the
waves, as a mallard in the air. Not thus the river Stúgna[97]: though
having a scanty stream, it has swallowed other brooks, and has
spread the floods over the bushes. To the young Prince Rostisláv the
Dnieper has closed its dark banks. Rostisláv’s mother weeps for the
young Prince. The flowers faded in their sorrow, and the trees bent in
anguish to the ground.”
It is not magpies that are in a flutter: Gza and Konchák ride in
Ígor’s track. Then the raven did not croak, the jackdaws were silent,
the magpies did not chatter, only leaped from branch to branch. The
woodpeckers indicated the road to the river by their pecking; the
nightingales announced the day by their merry song.
Said Gza to Konchák: “Since the falcon is flying to his nest, let us
shoot the fledgling[98] with our golden darts.”
Said Konchák to Gza: “Since the falcon is flying to his nest, let us
enmesh the fledgling with a fair maiden!”
And Gza spoke to Konchák: “If we enmesh him with a fair maiden,
we shall have neither the young falcon, nor the fair maiden, and the
birds will attack us in the Pólovts plain.”
XIV
Boyán has said: “Hard it is for you, O head, to be without your

shoulders; ill it is for you, O body, to be without a head.” Even so is
the Russian land without Ígor.
The sun shines in the heaven,—Prince Ígor in the land of Russia!
Maidens sing at the Danube: their voices are carried over the sea to
Kíev. Ígor rides over the Boríchev,[99] to the church of the Holy Virgin
of Pirogóshch. The country is happy, the towns rejoice; they sing
songs to the elder princes, and then to the younger. Let us sing the
glory of Ígor Svyatoslávich, of Grim Aurochs Vsévolod, Vladímir
Ígorevich! Hail, princes and druzhína, who battle for the Christians
against the pagan host! Glory to the princes and the druzhína!
Amen!
FOOTNOTES:
[23] Ígor was the son of Svyatosláv Ólgovich of Nóvgorod

Syéverski, and grandson of Olég of Tmútorokan.
[24] From the references to the princes whose praise he sang,
it is evident that he lived at the end of the eleventh and the
beginning of the twelfth centuries. Nothing else is known of this
famous poet.
[25] Yarosláv, the son of Vladímir, lived from 1019-1054: he was
the author of the Russian Code (see p. 45).
[26] Mstisláv, Prince of Tmútorokan, was the brother of
Yarosláv ( † 1036). In 1022 he killed in duel the giant Redédya,
chief of the Kasógs who dwelt between the Black and Caspian
seas, and conquered their country.
[27] Román was a brother of Ígor’s grandfather Olég; he was
killed by the Pólovtses in 1079.
[28] Vladímir the Great, father of Yarosláv.
[29] A Turkish tribe, related to the Pechenyégs, who called
themselves Cumanians. They occupied the south of Russia as far
as Hungary.
[30] See account of the eclipse in the Chronicle (p. 72).
[31] Troyán is counted among the ancient Russian divinities in
The Holy Virgin’s Descent into Hell (p. 97); but evidently he is also
a reminiscence of the Roman Emperor Trajan, whose ramparts
and roads are still to be traced along the Danube.
[32] The god of the flocks, i. e., of wealth and abundance. It is
not quite clear why the poet is called his grandson.
[33] Tributary of the Dnieper.
[34] Nóvgorod Syéverski, Ígor’s capital, in the Government of
Chernígov.
[35] The appanage of Ígor’s son Vladímir, in the Government of
Kursk.
[36] A bird of ill-omen; according to some, divinity of darkness.
[37] The border of the Black Sea.
[38] The Ázov Sea.
[39] The ancient Tauric Chersonese, near the modern
Sebastopol.
[40] An ancient city of the Khazars, on the eastern shore of the
Ázov Sea, on the peninsula of Tamán. It became a Russian
possession in the tenth century.
[41] A frequently recurring sentence, the meaning of which
seems to be: You are lost beyond redemption!
[42] The trophies won by Ígor.
[43] Gza and Konchák, khans of the Pólovtses, were the
leaders of the expedition. See p. 77.
[44] The four suns are: Ígor, his brother Vsévolod, his son
Vladímir of Putívl, and his nephew Svyatosláv Ólgovich of Rylsk.
[45] Tributary of the Don.
[46] God of the winds.
[47] Descendants of the Avars still live between Georgia and
Circassia.
[48] Her name was Ólga.
[49] Olég is the grandfather of Ígor. The poet here recalls
former encounters with the Pólovtses. Not having been able to
agree with his uncles, Izyasláv who had occupied the throne in
Kíev, and Vsévolod who had his appanage of Chernígov, Olég
escaped to Román the Fair of Tmútorokan, and decided to get his
rights by means of arms. He led three times the Pólovtses into
Russia (in 1078, 1079 and 1094).
[50] That is, in the other world.
[51] Vladímir Monomákh hastened to his father’s aid. See his
Instruction, p. 55.
[52] Olég and his cousin, Borís, were at that time absent from
Chernígov. When they arrived and opposed themselves to the
superior force of Izyasláv, Olég advised Borís to surrender; but he
would not listen and made an attack upon his uncle’s army and
was killed.
[53] Olég is called the son of “Góre,” i. e., woe.
[54] The Russians are sons of Dazhbóg, the god of the sun,
while the enemy are the “devil’s children.”
[55] The first day the Russians defeated the Pólovtses; the
next, the Pólovtses defeated the Russians; on the third day, which
was a Sunday, the Kovúans ran away, and at noon Ígor was
made prisoner. See the Chronicle, p. 74.
[56] Nature sympathises with the Russians.
[57] That is, far away; see note 5, p. 82.
[58] The Sea of Ázov.
[59] That is, Ígor; the Pólovtses are the birds.
[60] The Chronicle says the Pólovtses hurled the Greek fire.
[61] A silver coin.
[62] This Svyatosláv, the son of Vsévolod Ólgovich, had been
the Prince of Chernígov. He was Grand Prince of Kíev from 1174-
1194. He had to give up his throne twice, but in 1181 ascended it
for the third time. He is called Ígor’s and Vsévolod’s father by
seniority, though he was only their uncle by relationship.
[63] The Russians obtained a famous victory over the
Pólovtses, of whom 7000 were taken prisoners, in 1184.
[64] A series of evil omens.
[65] Ígor and Vsévolod.
[66] Probably the son of Ígor; but he was only eleven years old
during the expedition.
[67] Descendants of the Goths who had settled along the Black
Sea had been found and described as late as the sixteenth and
even seventeenth centuries in the Crimea and in the Tamán
peninsula.
[68] These Gothic girls evidently sang the exploits of Pólovts
princes. Sharokán had made an incursion into Russia in 1107, but
he was defeated and had to flee. In 1111 Sharokán returned with
an immense army to avenge his defeat.
[69] Now Rómen, in the Government of Poltáva.
[70] Vladímir of Pereyáslavl. See the Chronicle, p. 78.
[71] Vsévolod Yúrevich, Prince of Súzdal, whose father, Yúri
Dolgorúki, had been Grand Prince at Kíev.
[72] In 1183 Vsévolod made an expedition against the
Bulgarians of the Vólga; he went down the Vólga as far as Kazán,
and then proceeded on foot.
[73] That is, if Vsévolod were there, he would be so victorious
against the Pólovtses as to lower the price of Pólovts slaves.
[74] The sons of Rostisláv Mstislávich, and great-grandchildren
of Vladímir Monomákh.
[75] Yarosláv Osmomýsl ( † 1187) was the Prince of Gálich,
which in his days extended as far as the Prut and the Danube and
included part of Moldavia. His daughter was Ígor’s wife.
[76] Román Mstislávich ( † 1205), Prince of Volhynia, twice
occupied the throne in Gálich. He fought successfully against the
Lithuanians and Yatvyágans, and when he was Prince of Gálich
he saved Constantinople from the impending danger of a Pólovts
and Pechenyég invasion. The Chronicle says of him: “He rushed
against the pagans like a lion, raged like a lynx, and destroyed
them like a crocodile, and crossed their lands like an eagle, for he
was as brave as an aurochs,” and “The Pólovtses used to frighten
their children with his name.”
[77] Mstisláv was probably the brother of Íngvar and Vsévolod,
mentioned below.
[78] Tributary of the Dnieper.
[79] The sons of Yarosláv Izyaslávich, Prince of Lutsk, who was
Grand Prince of Kíev in 1173.
[80] Román, Svyatosláv and Vsévolod, sons of Mstisláv, great-
grandchildren of Vladímir Monomákh.
[81] The Pólovtses divided among themselves the towns along
the Sulá. See the Chronicle, p. 77.
[82] Izyasláv’s appanage was Goródno, in the Government of
Minsk, hence farther down “The trumpets blare at Goródno.”
[83] Izyasláv addresses himself.
[84] These are opposed to the brave Izyasláv, who is also a
descendant of Vsesláv. Vsesláv Bryachislávich, Prince of Pólotsk,
was, in 1064, defeated by Izyasláv and his brothers on the
Nemíga; later he was enticed by Izyasláv to Kíev, where he was
imprisoned. In 1067 Izyasláv was driven out by the Kíevans, and
Vsesláv was made Grand Prince. Izyasláv attacked Vsesláv at
Byélgorod, but the latter fled to Pólotsk.
[85] The exact meaning of the “seventh age of Troyán” is not
known; some distant time is designated.
[86] That is, for Kíev.
[87] Ten versts from Kíev.
[88] Tributary of the Svísloch, in the Government of Minsk.
[89] Near Nóvgorod.
[90] The chronicles and popular tradition make Vsesláv a
werewolf and a sorcerer.
[91] Another name for Dazhbóg, the god of the sun.
[92] That is, for ever to retain Vladímir in Kíev.
[93] Now there is discord.
[94] Evfrosíniya (Euphrosyne), daughter of Yarosláv Osmomýsl
of Gálich, Ígor’s second wife.
[95] A standing formula for rivers in general, here the Kayála.
[96] Expedition of 1184.
[97] A swampy river in the Government of Kíev. Rostisláv
Vsévolodovich, the son of Vsévolod and Anna, the daughter of a
Pólovts Khan, and the brother of Vladímir Monomákh. After an
unsuccessful attack upon the Pólovtses, he escaped from
captivity by jumping into the Stúgna, but being in heavy armour
he was drowned.
[98] Vladímir, the son of Ígor, who was also taken captive. He
really married Konchák’s daughter and returned with her to Kíev
in 1187.

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(eBook PDF) Managing Organizational

Behaviour in Canada 2nd

Part 2 Individual Processes and Behaviour 63

viii CONTENTS NEL

Chapter Summary 171

xii CONTENTS NEL

The Hierarchy of Corporate Cultures 358

NEL CONTENTS xiii

xiv CONTENTS NEL

Additional Cases (website only, www.sniderman2e.nelson.com)

1. Metropolitan General Insurance

xvi CONTENTS NEL

Features That Encourage Critical Thinking and

NEL PREFACE xvii

Features That Help Students Learn about the Context

xviii PREFACE NEL

NEL PREFACE xix

Research and Concepts are Current and Comprehensive

New to the Second Edition

Chapter 1: An Introduction to Organizational Behaviour

Chapter 4: Motivation at Work

Chapter 6: Interpersonal and Organization-Wide Communication

NEL PREFACE xxi

Chapter 7: Team Dynamics and Effectiveness

xxii PREFACE NEL

• Added section on the effects of merging different cultures

Chapter 13 : Organizational Change and Development

• Chapter-opening vignette: Coca-Cola

Chapter 14: Organizational Structure and Design

• Reorganization/decentralization moved in with talllflat

Chapter 15 (Website): Performance Management, Feedback, and Rewards

• Global Reality: Performance Management at Great Britain's Virgin Group Ltd.

NEL PREFACE xx iii

xxiv PREFACE NEL

• PowerPoitit® Lecti,re Prese11tation. Revised and updated by C heryl Dowell of

Our Reviewers Are Appreciated

NEL PREFACE xxv

Were it not well for us, O brothers, to commence in the ancient

There befell a hapless hour, O brothers! Already had the

The Sulá no longer flows with a silvery stream by Pereyáslavl

Yaroslávna’s[94] voice is heard; like a cuckoo in a lonely spot she

The sea is agitated at midnight: mists are borne in the darkness.

Boyán has said: “Hard it is for you, O head, to be without your

[23] Ígor was the son of Svyatosláv Ólgovich of Nóvgorod

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