Management ; A Practical Introduction

9e 9th Edition Angelo Kinicki

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9e management
A Practical Introduction

ANGELO KINICKI
BRIAN K. WILLIAMS
 Angelo Kinicki
Arizona State University
Kent State University

Brian K. Williams

management

NINTH EDITION
MANAGEMENT: NINTH EDITION
Published by McGraw-Hill Education, 2 Penn Plaza, New York, NY 10121. Copyright © 2020 by McGraw-Hill
Education. All rights reserved. Printed in the United States of America. Previous editions © 2018, 2016,
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Library of Congress Cataloging-in-Publication Data
Names: Kinicki, Angelo, author. | Williams, Brian K., 1938- author.
Title: Management : a practical introduction / Angelo Kinicki, Arizona State
University, Brian K. Williams.
Description: Ninth edition. | New York, NY : McGraw-Hill Education, [2020]
Identifiers: LCCN 2018047636| ISBN 9781260075113 (alk. paper) | ISBN
1260075117 (alk. paper)
Subjects: LCSH: Management.
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brief contents

Walkthrough Preface of 9e xv

PART 1 9 Human Resource Management: Getting the Right

Introduction
1 The Exceptional Manager: What You Do, How You
Do It 2
2 Management Theory: Essential Background for the
Successful Manager 42
PART 2
The Environment of Management
3 The Manager’s Changing Work Environment and
Ethical Responsibilities: Doing the Right Thing 76
4 Global Management: Managing across Borders 116
PART 3
Planning
5 Planning: The Foundation of Successful
Management 156
6 Strategic Management: How Exceptional Managers
Realize a Grand Design 188
Learning Module 1: Entrepreneurship 220
7 Individual and Group Decision Making: How
Managers Make Things Happen 238
PART 4
Organizing
8 Organizational Culture, Structure, and Design:
Building Blocks of the Organization 280
People for Managerial Success 322
10 Organizational Change and Innovation: Lifelong
Challenges for the Exceptional Manager 374
PART 5
Leading
11 Managing Individual Differences and Behavior:
Supervising People as People 408
12 Motivating Employees: Achieving Superior
Performance in the Workplace 456
13 Groups and Teams: Increasing Cooperation,
Reducing Conflict 502
14 Power, Influence, and Leadership: From Becoming a
Manager to Becoming a Leader 534
15 Interpersonal and Organizational Communication:
Mastering the Exchange of Information 580
PART 6
Controlling
16 Control Systems and Quality Management:
Techniques for Enhancing Organizational
Effectiveness 630
Learning Module 2: The Project Planner’s Toolkit:
Flowcharts, Gantt Charts, and Break-Even Analysis 681

Chapter Notes CN-1 Organization Index IND-5

Name Index IND-1 Glossary/Subject Index IND-11

iii
dedication

To Joyce Kinicki, the love of my life, best friend, and the wind beneath
my wings.

—Angelo

iv
about the author

Angelo Kinicki is an emeritus professor of management and held the

Weatherup/Overby Chair in Leadership from 2005 to 2015 at the W.P. Carey
School of Business at Arizona State University. He joined the faculty in 1982,
the year he received his doctorate in business administration from Kent State
University. He was inducted into the W.P. Carey Faculty Hall of Fame in 2016.
Angelo currently is the Dean's Scholar in Residence at Kent State University.
He is teaching in the MBA program and serves on the Dean's National Advisory
Board.
Angelo is the recipient of six teaching awards from Arizona State
University, where he taught in its nationally ranked MBA and PhD programs.
He also received several research awards and was selected to serve on the
editorial review boards for four scholarly journals. His current research
interests focus on the dynamic relationships among leadership;
organizational culture; organizational change; and individual, group, and
organizational performance. Angelo has published over 95 articles in a
variety of academic journals and proceedings and is co-author of eight
textbooks (32 including revisions) that are used by hundreds of universities
around the world. Several of his books have been translated into multiple
languages, and two of his books were awarded revisions of the year by
McGraw-Hill. Angelo was identified as being among the top 100 most
influential (top .6%) Organizational Behavioral authors in 2018 out of a total
Courtesy of Angelo Kinicki of 16,289 academics.
Angelo is a busy international consultant and is a principal at Kinicki and Associates, Inc., a
management consulting firm that works with top management teams to create organizational
change aimed at increasing organizational effectiveness and profitability. He has worked with
many Fortune 500 firms as well as numerous entrepreneurial organizations in diverse
industries. His expertise includes facilitating strategic/operational planning sessions,
diagnosing the causes of organizational and work-unit problems, conducting organizational
culture interventions, implementing performance management systems, designing and
implementing performance appraisal systems, developing and administering surveys to
assess employee attitudes, and leading management/executive education programs. He
developed a 360° leadership feedback instrument called the Performance Management
Leadership Survey (PMLS) that is used by companies throughout the world.
Angelo and his wife of 37 years, Joyce, have enjoyed living in the beautiful Arizona desert
for 36 years. They are both natives of Cleveland, Ohio. They enjoy traveling, hiking, and
spending time in the White Mountains with Gracie, their adorable golden retriever. Angelo also
has a passion for golfing.

v
new to the ninth edition

We are pleased to share these exciting updates

and new additions!
Two major changes were implemented in the ninth edition. The first involved a new strategic
career readiness theme throughout the product to address employers’ concerns about
students graduating without being career ready. The second was to extend our emphasis on
the practical application of management. Below is a review of these substantive changes.
Career Readiness Theme Promotes Employable Skills
Global surveys of CEOs and recruiters reveal that college graduates do not possess the knowl-
edge, skills, and attributes desired by employers, resulting in a lack of career readiness. We want
to promote the development of your students’ career readiness competencies so that they are
more employable. Therefore, we’ve introduced a new strategic theme of career readiness to cre-
ate a link between the principles of management and the objective of providing students with the
tools they need to flourish on their chosen employment path. This integration takes five forms:
• The career readiness theme is thoroughly introduced in Chapter 1. We introduce a major
section, 1.7, entitled “Building Your Career Readiness,” and present a model of career
readiness along with a table of competencies desired by employers.
• Over 40 of the product’s 66 Self-Assessments pertain directly to a career readiness
competency. Feedback from these self-assessment can be used to assist students in
creating a development plan focused on being career ready.
• Each chapter concludes with a new section entitled “Career Corner: Managing Your
Career Readiness.” This section serves two purposes. First, it assists students in linking
chapter content with the competencies of career readiness, which provides a powerful
association between the principles of management and the skills desired by employers.
Second, this material provides students with practical tips for developing targeted career
readiness competencies. We believe students can become more career ready by following
the advice in these Career Corner sections.
• We developed a targeted set of exercises in Connect, our online teaching and learning
platform, that give students hands-on experience working with the career readiness
competencies desired by employers.
• We created a set of experiential exercises for each chapter in our unique Teaching
Resource Manual that are targeted to develop students’ career readiness competencies.
Extending the Practical Application of Management Concepts
Practical application has always been a major feature of this product. We want students to
understand how to use what they are learning in both their personal and professional lives.
We extend our emphasis on practicality by:
• Every chapter begins with a new feature entitled “Manage U.” It replaces the Manager’s
Toolbox and provides students with actionable tips for applying the material in each chapter.
• Each chapter includes two new boxes that provide testimonials from millennials about
their experiences with effective and ineffective management. “I wish I . . .” boxes
illustrate real-world examples in which students recall an instance when they or their
boss could have better applied certain management concepts. “I’m glad I . . .” boxes
discuss positive applications of management concepts.
• To promote mastery of management concepts, we developed a continuing case on Uber
for each chapter. Application learning can be assessed in Connect.
• To promote critical thinking and problem solving, a key career readiness competency,
we revamped our Management in Action Cases. They now focus on higher levels of

vi
 learning by asking students to solve real organizational problems using relevant
management concepts.
Fully revised Teaching Resource Manual (TRM) provides complete guidance for ­instructors
The TRM was new to the eighth edition and was developed to provide instructors with a
turnkey solution to fostering a discussion-based and experiential learning experience. It
amounts to a traditional instructor’s manual on steroids by providing suggestions for
creatively teaching topics, suggested videos outside of the McGraw Hill arsenal (e.g.,
YouTube, The Wall Street Journal, etc.), group exercises, lecture enhancers, and supplemental
exercises that correspond with cases and Self-Assessments. The TRM has been praised by
instructors around the world for its depth, navigation, and experiential-based content. We
improved this resource based on feedback from faculty.
Our first change acknowledges that many of us teach online or in larger, in-person classes
(sometimes both!). The ninth edition TRM not only includes revised activities for the traditional
classroom, but also includes new online and large, in-person class activities for every chapter.
The next set of changes involve providing follow-up activities for the new career
readiness–based exercises in Connect because we believe students need these developmental
activities to increase their career readiness. We also provide in-depth teaching notes for new
Manager’s Hot Seat videos and Application-Based Activities in the form of simulations.
Finally, we provide new web video links for each chapter. These free, short videos allow
instructors to illustrate the practical applications of management principles. We also include
new current online article links instructors can use to discuss material that supplements the text.

“ The TRM is top of the line.

” —Todd Korol,
Monroe Community College

“ The TRM is by far the most comprehensive and useful on the market. It is very user friendly for both
faculty and students.

” —Gerald Schoenfeld,
Florida Gulf Coast University

Completely revamped, revised, and updated

chapters
In each chapter, we refreshed examples, research, figures, tables, statistics, and photos, as
well as modified the design to accommodate new changes to this ninth edition. We have
also largely replaced topics in such popular features as Example boxes, Practical Action
boxes, Management in Action cases, and Legal/Ethical Challenges cases.
While the following list does not encompass all the updates and revisions, it does high-
light some of the more notable changes.
• Section 1.3—This section was moved to section 1.7 and
CHAPTER 1
section 1.4 was moved here. Introduces new key term
• New Manage U feature: Using Management Skills for College “nonmanagerial employees.” Updated salary information for
Success. first-line managers. New examples for “for-profit” and
• Section 1.1—New Example box on efficiency versus “nonprofit” organizations. New data in “Managers for Three
effectiveness discusses how Delta Airlines handled an Types of Organizations.”
emergency at Atlanta’s Hartsfield-Jackson Airport. Updated • Section 1.4—Section 1.6 became section 1.4, “Roles
CEO pay and labor statistics. New example of museum Managers Must Play Successfully.” New example of Mary
curator in discussion of rewards of management. Bara, CEO of GM, to illustrate managerial work activities. New
• Section 1.2—New boxed feature “I wish my manager was Practical Action box on mindfulness. New example of Google
more of a leader than a manager.” CEO Sundar Pichai in discussion of informational roles.

New to the ninth edition vii

• Section 1.5—New running example of Mary Bara used to
explain the skills needed to manage. New boxed interview
feature “I’m glad I have conceptual skills.” New Practical
Action box on developing soft skills.
• Section 1.6—Updated Example box about Airbnb. Introduces
new key terms “information technology application skills” and
“meaningfulness.” New discussion of the Fourth Industrial
Revolution. Updated statistics regarding workforce diversity.
New discussion of Volkswagen and ethical standards.
Updated Practical Action box on cheating. New reference to
sexual harassment in discussion of ethical standards. New
suggestions for building meaning into your life.
• Section 1.7—Entire new section on building career readiness.
Introduces new key terms “attitude,” “career readiness,”
“proactive learning orientation,” and “resilience.” Includes
Figure 1.3 regarding gaps in college graduates and
employers’ assessment of students’ career readiness; Table
1.2 description of KSAOs needed for career readiness; Figure
1.4, Model of Career Readiness; and discussion of
developing career readiness. New Self-Assessment 1.2, To
What Extent Do You Accept Responsibility for Your Actions?
• Section 1.8—New section titled “Career Corner: Managing
Your Career Readiness.” Includes Figure 1.5, Process for
Managing Career Readiness, and review of its application.
• New Management in Action case: Did Major League Baseball
Value Money over Bob Bowman’s Behavior?
• New continuing case on Uber.
CHAPTER 2
• New Manage U feature: What Type of Work Do I Prefer?
• Section 2.1—New Example box explores the successes and
failures of Zappos’ management experiment called “holacracy.”
• Section 2.2—New coverage of Charles Clinton Spaulding’s
role in administrative management.
• Section 2.3—New Example boxes including the new boxed
feature “I’m glad I work in an organization with a Theory Y
culture” and an update to the Example box studying open-plan
offices as an application of the behavioral science approach.
• Section 2.4—New Example box discussing operations
management at Intel.
• Section 2.5—New Example box applying systems thinking.
• Section 2.6—New Example box applying the contingency
viewpoint with manufacturers “pitching” jobs to parents of
college students hoping they’ll influence their children to
consider open positions after high school graduation. A new
Practical Action box exploring Big Data.
• Section 2.7—New boxed feature “I wish my manager
believed in a quality-management viewpoint,” as well as
expanded content to include a deeper discussion of Six
Sigma and ISO 9000, including definitions of both as well as
practical examples of companies using each approach.
viii New to the ninth edition
• Section 2.8—Expanded and updated in-content examples to
showcase the three parts of a learning organization as well
as expanded content examples on the three roles managers
play in building learning organizations. Updated company
examples for learning organizations, including a discussion of
Google Buzz, American Express, and Apple.
• New Career Corner feature on Managing Your Career Readiness.
• New Management in Action case: The Decline of Sears.
• New continuing case on Uber.
CHAPTER 3
• New Manage U feature: Increase Ethical Behavior by
Fostering an Ethical Climate.
• Section 3.1—Updated content regarding Millennials and their
search for meaning.
• Section 3.2—Updated content and company applications for
internal stakeholders at SAS and the board of directors at
Facebook.
• Section 3.3—New Example box discussing United Airlines and
its responsibilities to its stakeholders versus customers. New
boxed feature “I wish I kept a closer eye on trends affecting
our suppliers.” Updated statistics regarding unions. New
Example box discussing Amazon’s new headquarters and
whether it will benefit the city chosen. New boxed feature “I’m
glad I kept current on my industry’s general environment.”
Updated Example discussing the Internet of Things. Introduces
new key term “LGBTQ.” New figure showcasing the states in
which marijuana is legal. Various content updates, including
company examples for the task environment (including an
updated list of “America’s Most Hated Companies”) and special
interest groups with a discussion of the #MeToo movement and
international forces such as Brexit. Updated examples for
sociocultural forces to include seismic changes. Updated
statistics for demographic forces of change.
• Section 3.4—New Example box featuring Volkswagen and
ethics. Introduces new key term “abusive supervision.”
Updated statistics on workplace cheating. New Example box
discussing “whistleblowing” photographer Simon Edelman’s
photos of the Trump administration and the fallout. Updated
content examples for recent Sarbox cases and the most
common ethics violations at work.
• Section 3.5—New content example of Tom’s Shoes as a
company showcasing social responsibility. New example of
the benefits to Coca-Cola for going green and new table
showing how being ethical and socially responsible pays off.
• Section 3.6—New Example box discussing HD Supply
Holdings and Fox News and the good and bad of corporate
governance.
• New Career Corner feature on Managing Your Career
Readiness.
• New Management in Action case: Who’s to Blame for College
Basketball’s Dark Underbelly?
• Updated Legal/Ethical Challenge: Should You Apply to Have
Your Student Loans Forgiven?
• New continuing case on Uber.
CHAPTER 4
• New Manage U feature: Working Successfully Abroad:
Developing Cultural Awareness.
• Section 4.1—Updated section opener with new statistics
regarding United States imports in 2016. Updated Table 4.1
and corresponding content with competitiveness rankings for
2016–2017. New Example box featuring international
e-commerce company Alibaba. Updated content on the
positive and negative effects of globalization. New content
examples featuring recent megamergers including CVS/
Dignity Health, Amazon/Wholefoods.
• Section 4.2—New Example box discussing how to get an edge
in the global job market. Introduces new key term “cross-
cultural awareness.” The career readiness competency of
cross-cultural awareness is defined and leads into the
corresponding Practical Action box. Features an updated
discussion of U.S. brands that are foreign owned. New boxed
feature “I wish I considered the impact of ethnocentrism.”
• Section 4.3—Updated discussion on the foreign
manufacturing of Apple products. An updated discussion of
why companies expand internationally, including Netflix,
Amazon, and Ford Motor Company and expanded
discussion of foreign subsidiaries. Updated examples for
how companies expand internationally, including Under
Armour. Updated examples of global outsourced jobs,
including an updated Table 4.2 with top exporting countries
through 2016. Updated list of U.S. companies opening
franchises overseas, including Chick-fil-A and Cold Stone.
• Section 4.4—Updated Table 4.3 with the U.S.’s top ten
trading partners. Updated content regarding tariffs with a
discussion of the Trump administration as well as updated
content pertaining to import quotas, dumping, and
embargoes and sanctions. New table featuring organizations
promoting international trade. Updated discussion on NAFTA,
the EU, and other trading blocs complete with a new Example
box discussing Brexit’s impact on Britain and the EU. Updated
Example box to showcase the exchange rates on various
common products like rent, Starbucks, and designer jeans.
Updated statistics for major economies, including China,
India and Brazil.
• Section 4.5—Changed the section title to “The Value of
Understanding International Differences” and expanded the
opening with a discussion on international differences. An
updated discussion on language and personal space with a
discussion on learning foreign language online and through
apps and a new Example box discussing the differences in
personal space in various countries. Updated content on
differences in communication. New Practical Action box
discussing how to run an international meeting. New Figure
4.2 discussing current followers of world religions. Current
examples of expropriation, corruption, and labor abuses. An
updated discussion on expatriates and why U.S. managers
often fail. New boxed feature “I’m glad I understood the
GLOBE Project’s cultural dimensions.”
• New Career Corner feature: Managing Your Career
Readiness: Working Overseas. New key term “context.”
• New Management in Action case: The Growth and Stall of
Didi Chuxing.
• New Legal/Ethical Challenge: Should Qatar Be Hosting the
2022 World Cup?
• New continuing case on Uber.
CHAPTER 5
• New Manage U feature: Making an Effective Plan for Starting
Your Career.
• Section 5.1—New Example box on how to write a business plan.
The previous discussion of VRIO was moved from this section
to Chapter 6. New research on the benefits of planning.
• Section 5.2—Opens with a new Table 5.1 discussing and
summarizing mission, vision, and values statements. New
example box on Coca-Cola includes the company’s mission,
vision, and values statements. A new Example box discusses
Coca-Cola’s six long-term strategies. New boxed feature “I
wish my manager put more effort into operational planning.”
• Section 5.3—New boxed feature “I’m glad I developed an
action plan.” Updated Example box pertaining to long and
short-term goals at Southwest Airlines.
• Section 5.4—New Example box on setting clear goals at
Snapchat. Included new research on goal setting programs.
Revised the three types of goals used in MBO: performance-
based, behavioral-based, and learning-based. New Self-
Assessment determining whether students have a proactive
learning orientation. Added Tornier as an example of an
Action Plan. New Practical Action box for small businesses
and goal setting.
• Section 5.5—New Example box applying the planning/control
cycle through Tesla’s Model 3.
• New Career Corner feature: Managing Your Career
Readiness.
• New Management in Action case: Fender Rebrands to Stay in
Tune with the Times.
• New Legal/Ethical Challenge: Is Pfizer Putting Profits above
Alzheimer’s Patients?
• New continuing case on Uber.
New Learning Module: Entrepreneurship
• New Manage U feature: So You Want to Start a Business?
• Section LM 1.1—Introduces entrepreneurship and its
foundation, including a discussion of Elon Musk. Introduces
New to the ninth edition ix
 the concept of intrapreneurship, leading to a new Example
box discussing Intel’s Genevieve Bell. Discusses how
entrepreneurship is different from self-employment. A new
figure LM 1.1 lists the characteristics of entrepreneurs. New
Self-Assessment to determine if students have an
“entrepreneurial spirit.” A discussion of entrepreneurship
across the globe. New Table LM 1.1 with facts about small
business.
• Section LM 1.2—Begins by discussing how entrepreneurs
come up with ideas to start a business. Discusses how to
write a business plan. Reviews the options for creating a
legal structure for a business and how to obtain financing.
The importance of creating the right organizational culture
and design is explored. New Example box featuring the start
and growth of a small business.
CHAPTER 6
• New Manage U feature: Building Your Personal Brand.
• Section 6.1—New coverage regarding levels of strategy.
New Figure 6.1 shows three levels of strategy. Introduces
the new key term “functional level strategy.” Updated
research on strategic planning at small and large firms. New
Example box illustrates strategic planning at Evernote and
Groove HQ.
• Section 6.2—The five steps of the strategic management
process were changed to reflect current thinking. New boxed
feature “I wish my company would have evaluated its current
reality before opening the doors for business.” New Self-
Assessment on strategic thinking.
• Section 6.3—Begins with new key term “sustainable
competitive advantage.” Updated Example box of SWOT
analysis for Toyota; VRIO discussion from Chapter 5 now
featured in this section with updated content and a new
Figure 6.3. New Example box on developing competitive
advantage in the Internet economy. Updated Example box
with contingency planning in the wake of Hurricane Harvey
with a discussion on CVS, Walgreens, and Fed Ex.
• Section 6.4—Renamed “Establishing Corporate Level
Strategy.” Section now opens with Three Overall Types of
Corporate Strategy and includes a new table showcasing
how a company can implement overall corporate level
strategies. New discussion of the BCG Matrix and different
diversification strategies. Introduces new key term “unrelated
diversification.” Discussion on Porter’s five competitive forces
and four competitive strategies moved to Section 6.5.
• Section 6.5—Renamed “Establishing Business Level
Strategy.” The discussion on Porter’s competitive forces and
strategies moved to this section. New examples used to
illustrate these concepts.
• Section 6.6—Renamed “Executing and Controlling Strategy.”
New boxed feature “I’m glad my company adjusts its strategy
as we go.”
x New to the ninth edition
• New Career Corner feature: Managing Your Career
Readiness.
• New Management in Action case: General Electric’s Evolving
Strategy.
• New Legal/Ethical Challenge: Is Your School Selling Your Bank
Accounts?
• New continuing case on Uber.
CHAPTER 7
• New Manage U feature: How to Make Good Decisions.
• Section 7.1—Updated Example box on Starbucks. Expanded
content on intuition with a new Example box on the power of
intuition and a new Practical Action box on how to improve
intuition.
• Section 7.2—Section opens with updated examples on
business ethics including medication profiteering, the
#MeToo movement, CEOs being punished for unethical
behavior, and as a contrast to bad behavior, philanthropists
Bill and Melinda Gates. New boxed feature “I’m glad I found
an employer who cares about ethics more than just making
money.”
• Section 7.3—Begins with an updated discussion of ethics at
Google. New examples of companies using evidenced-based
decision making. Updated Example box on using analytics in
sports. Use of Big Data at companies such as Target, JetBlue,
HP Labs, and the Obama administration is discussed. New
Example box on data and hacking, featuring the Equifax breech.
• Section 7.4—New examples of various decision-making
styles of CEOs, including Elon Musk, Jeff Bezos, Ginni
Rometty, and Madeline Bell.
• Section 7.5—Renamed “Decision-Making Biases and the Use
of Artificial Intelligence.” Section opens with a discussion on
heuristics and leads into updated content and discussion
illustrating overconfidence bias with BP oil and the
government’s spy plane for the escalation of commitment
bias. Introduces a new section on AI, reviewing its pros and
cons. The use of AI at various companies is highlighted,
including Google and Microsoft.
• Section 7.6—New boxed feature “I wish my workplace
didn’t have a toxic group decision-making environment.”
New discussion on the Delphi technique and devil’s advocacy,
along with a figure illustrating their implementation.
Section concludes with an introduction to the concept of
project post-mortems with practical examples from Disney
and Pixar.
• New Career Corner feature: Managing Your Career
Readiness.
• New Management in Action case: New York Subway System.
• New Legal/Ethical Challenge: It’s All about a Peacock
(featuring a discussion on emotional support animals).
• New continuing case on Uber.
CHAPTER 8
• New Manage U feature: How to Get Noticed in a New
Job: Fitting into an Organization’s Culture in the First
60 Days.
• Section 8.1—New boxed feature “I wish my company had
integrated its corporate strategy and organizational culture.”
New Table 8.1 reviews the drivers of organizational culture.
Updated Example box on how strategy affects culture at
Cleveland Clinic.
• Section 8.2—New examples illustrate the three levels of
organizational culture. New examples used to explain the
four types of culture within the competing values framework.
New examples used to explain how employees learn culture.
Updated research on person-organization fit.
• Section 8.3—New boxed feature “I’m glad management
embraced an empowering culture during a merger.” New
examples used to illustrate the 12 methods organizations use
to change culture.
• Section 8.5—New Practical Action box on how to effectively
delegate.
• Section 8.6—Opens with an updated discussion on Google
and its culture of innovation. An updated Example box on
Whole Foods is used to explain horizontal designs.
• Section 8.7—Section is introduced with a new key term:
“contingency approach to organizational design.” New
example of Etsy is used to frame discussion of mechanistic
and organic organizations.
• New Career Corner feature: Managing Your Career
Readiness.
• New Management in Action case: Wells Fargo’s Sales Culture
Fails the Company.
• Updated Legal/Ethical Challenge: Should Socializing Outside
Work Hours Be Mandatory?
• New continuing case on Uber.
CHAPTER 9
• New Manage U feature: How to Prepare for a Job
Interview.
• Section 9.1—New examples from Fortune’s 10 best work
places for Millennials, including Ultimate Software, SAS,
Quicken Loans, Salesforce, and Encompass Home Health and
Hospice. Updated research on the effectiveness of HR
practices. New information on company rewards. New
examples to illustrate human and social capital including New
Brunswick Power and Inter-American Development Bank.
• Section 9.2—New statistics on recruiting trends and
examples for internal and external recruiting, including Visto
and Glassdoor. New boxed feature “I’m glad my company is
serious about its recruiting and selection processes.”
Updated Example box discussing the changing job market,
Millennials, and the gig economy. New research regarding
the lies job applicants tell. New boxed feature “I wish my
company used a structured interview process.” A new
Practical Action box discussing what employers are looking
for in a job interview. Updated information on the legality of
employment tests. New Example box listing the pros and
cons of personality tests and updated information on
personality tests including Myers-Briggs. Section closes with
a discussion on AI and how it is changing the recruitment and
selection process.
• Section 9.3—Updated statistics on benefits, including a new
discussion regarding gender-based preferences.
• Section 9.4—Renamed “Orientation and Learning and
Development.” Opens with a new example of onboarding
with Facebook’s new employee boot camp. New content on
learning and development including Millennials, SAS, and
Estee Lauder. Updated research on L&D programs. New
Example box on Keller Williams and its learning and
development program.
• Section 9.5—New Example box on performance management
at Edward Jones. Updated research on performance
management and performance appraisal, and new
performance management examples pertaining to Deloitte,
Accenture, Cigna, Microsoft, and Adobe. Discussion of how
forced ranking is losing favor. New discussion of how to give
effective performance feedback.
• Section 9.6—Updated Practical Action box on the right way to
handle a dismissal.
• Section 9.7—Updated statistics and information regarding
workplace discrimination and bullying. New Example box
discussing sexual harassment at work.
• Section 9.8—Opens with updated statistics on labor unions.
Updated Figure 9.4 showing right-to-work states.
• New Career Corner feature: Managing Your Career Readiness.
• New Management in Action case: Difficulties Attracting and
Retaining Human Capital in the Nursing Profession.
• New Legal/Ethical Challenge: Should Noncompete
Agreements Be Legal?
• New continuing case on Uber.
CHAPTER 10
• New Manage U feature: How Can I Be More Creative at Work?
• Section 10.1—New Example box discussing the decline of
Toys R Us. New examples of companies experiencing change.
Updated Example box on BP and the oil spill in the Gulf of
Mexico. New examples to explain the forces for change.
Updated Example box on ridesharing and self-driving cars.
• Section 10.2—New examples to illustrate three kinds of
change. New boxed feature “I’m glad my company unfroze
employees before implementing organizational change.”
Added a new section on applying the systems model of
change featuring Stora Enso.
New to the ninth edition xi
• Section 10.3—Updated statistics regarding the effectiveness
of organizational development.
• Section 10.4—This section was completely rewritten,
restructured, and renamed “Organizational Innovation.”
Introduces the new key term “innovation.” New Figure 10.5
shows the various approaches to innovation. A new figure
illustrates the supporting forces for innovation. A new table
lists the most innovative companies. A new Self-Assessment
measures organizational climate for innovation. New boxed
feature “I wish my company considered the components of
an innovation system.” Introduces new key term
“crowdsourcing.” New Example box discussing IDEO’s
approach to innovation. Recent research is used to support
our discussion of innovation.
• Section 10.5—Updated research regarding resistance to change.
• New Career Corner feature: Managing Your Career Readiness.
New key terms “self-affirmations” and “self-compassion.”
• New Management in Action case: Chipotle Needs to Change.
• New Legal/Ethical Challenge: Did L’Oreal Go Too Far in Firing
Its Patent Lawyer?
• New continuing case on Uber.
CHAPTER 11
• New Manage U feature: How to Make a Positive First
Impression at Work.
• Section 11.1—Opens with updated information and
statistics for employment and personality testing and the
Big Five personality dimensions. Updated research
regarding personality and individual behavior and work
attitudes. Introduced the new key term “generalized
self-efficacy” with a discussion on the topic and its tie to
career readiness with a new Self-Assessment measuring
levels of generalized self-efficacy. A new Practical Action
box discussing how technology can be used to develop
Emotional Intelligence.
• Section 11.2—New Self-Assessment to measure the career
readiness competency of having a positive approach to work.
New Practical Action box on using cognitive reframing to
reduce cognitive dissonance.
• Section 11.3—Updated research regarding stereotypes and
implicit bias. Updated discussion on distortions in perception,
including gender stereotypes. New Example box discussing
the halo effect and how body weight affects careers. New
Example box on the Pygmalion effect.
• Section 11.4—Opens with entirely new content on employee
engagement with a new table showing the predictors of
engagement. Updated research on job satisfaction,
organizational commitment, and important workplace
behaviors like performance, organizational citizenship, and
counterproductive behavior. Updated the Example box on
toxic workplaces.
xii New to the ninth edition
• Section 11.5—Updated examples and statistics regarding
trends in workplace diversity, including age, gender pay gap,
race, and sexual orientation. New example discussing Google’s
internal memo regarding women in tech and how it showcases
a barrier to diversity. Updated research pertaining to barriers to
diversity. New boxed feature “I’m glad my manager embraced
diversity and fostered inclusiveness.” New Example box
showcasing Ultimate Software.
• Section 11.6—Updated research on stress and its
consequences. Introduces new key term “work–life conflict.”
New Table 11.4 discusses the negative consequences of
conflict, including work, family, and other life demands. A
new boxed feature “I wish my manager alleviated my work-
related stress.” Reworked the content regarding workplace
stress and its consequences. New coverage of resilience and
its role in career readiness. A new Self-Assessment assesses
levels of resilience. Updated content on holistic wellness and
a new Example box showcasing Google’s corporate wellness
program.
• New Career Corner feature: Managing Your Career Readiness.
• New Management in Action case: Does the Financial Services
Industry Lack Diversity?
• New Legal/Ethical Challenge: Should Airlines Accommodate
Oversized People?
• New continuing case on Uber.
CHAPTER 12
• New Manage U feature: Managing for Motivation: Building
your Own Motivation.
• Section 12.1—New company examples and statistics on
extrinsic and intrinsic rewards, including Uber, McDonald’s,
Outback Steakhouse, and MARS. A new section provides an
overview of all motivation theories discussed in the chapter.
• Section 12.2—Added a quick summation of the
motivation theories discussed in the section. Updated
Example box on hotel company Joie de Vivre. Updated
research on need theories. New boxed feature
“I’m glad I fostered employees’ sense of competence.”
Updated research regarding the application of Herzberg’s
two factor theory.
• Section 12.3—Updated research on process theories of
motivation. Updated statistics on CEO pay. New examples to
illustrate the application of equity theory. New Example box
showcasing transparency at Buffer. New examples of Tesla
and Kronos to demonstrate the application of expectancy
theory. New coverage of stretch goals and two types of goal
orientations—learning goal orientation and performance goal
orientation.
• Section 12.4—Updated research on job design. New Example
box on how job characteristics matter in the modern
workforce.
• Section 12.5—Updated research on rewards. New
examples to illustrate the four types of reinforcement. New
boxed feature “I wish my manager used positive
reinforcement rather than punishment.”
• Section 12.6—Updated research on compensation,
nonmonetary incentives, and other rewards. Updated
statistics on money as a motivator. Updated content on
incentive plans. Updated the example box on successful
workspaces. New Practical Action box on how managers can
encourage gratitude.
• New Career Corner feature: Managing Your Career
Readiness.
• New Management in Action case: Motivation Challenges in
the Fast-Food World.
• New Legal/Ethical Challenge: Are Workplace Wellness
Programs Using Proper Motivational Tools?
• New continuing case on Uber.
CHAPTER 13
• New Manage U feature: Effectively Managing Team
Conflict.
• Section 13.1—Updated research on teams. Updated Example
box on informal groups and informal learning. Updated
content regarding self-managed and virtual teams. Updated
Practical Action box regarding best practices for virtual
teams.
• Section 13.2—Updated content on punctuated equilibrium
and its tie to Brexit.
• Section 13.3—Updated research regarding building high-
performance teams. Updated discussion on collaboration,
including new a new study of the relationship between
listening to happy music, mood, and collaboration. New
boxed feature “I’m glad my manager fosters collaboration.”
New Example box focuses on building trust. New Practical
Action box on building effective team norms. Added new
material regarding effective team processes and their role in
building high-performance teams. Introduces the new key
terms “team processes,” “team charter,” “team reflexivity,”
and “team voice.”
• Section 13.4—Updated research on conflict. New examples
of dysfunctional and functional conflict. New boxed feature “I
wish I was able to manage interpersonal conflict more
effectively.” Updated the discussions on kinds of conflict.
Updated discussion on ways intergroup conflicts are
expressed, including an example for ambiguous jurisdictions
with a racial-profiling incident at Starbucks. New Example box
on playing the devil’s advocate as a way to resolve conflict.
Section closes with a new figure on five conflict handling
styles.
• New Career Corner feature: Managing Your Career
Readiness.
• New Management in Action case: IBM Wants Its Employees
Back in the Office.
• New Legal/Ethical Challenge: When Employees Smoke
Marijuana Socially: A Manager’s Quandary.
• New continuing case on Uber.
CHAPTER 14
• New Manage U feature: Improving Your Leadership Skills.
• Section 14.1—Introduces key term “leadership coaching”
and the difference between leading and managing, including
a new Table 14.1 showing the characteristics of managers
and leaders. Introduces new key term “managerial
leadership.” New coverage of managerial leadership and
coping with complexity versus coping with change. Updated
Table 14.2 on influence tactics with new example of
exchange and legitimizing tactics. Developed a new
integrated model of leadership (Figure 14.1) to foreshadow
the theories covered in the chapter.
• Section 14.2—Opens with an example of Phebe Novakovic,
CEO of General Dynamics, as someone who embodies the
trait approach to leadership. Table 14.3 updated to show
how the Big Five personality traits, which were introduced in
Chapter 11, represent positive, task-oriented traits.
Expanded the discussion on narcissism and gender and
leadership. Updated the Example box discussing great
worldwide leaders. Renamed “strategic skills” in Table 14.4
to “conceptual skills.” New for theories drawn from trait
theory, including Martha Stewart as a micromanager. New
company examples for organizations using trait assessments,
including Citigroup, ExxonMobil, Ford Motor, Procter &
Gamble, Hewlett-Packard, and JPMorgan. Replaced the
discussion on “cross-cultural competency” with a “global
mind-set” and illustrated its tie to career readiness. Updated
research on leadership traits.
• Section 14.3—New examples of initiating structure
leadership, including Meg Whitman and David Miliband. New
examples for transactional and empowering leadership,
including Nick Saban and Sheryl Sandberg. New Example box
showcasing Lauren Bush Lauren’s values-driven leadership.
Introduces key term “passive leadership.” Updated research
on behavioral approaches.
• Section 14.4—Updated research on contingency leadership.
• Section 14.5—New Example box discussing Pepsi’s Indra
Nooyi and her transactional and transformational leadership.
New examples of John Hennessy, Dr. Donald Hopkins, Meg
Whitman, and John Mackey used to illustrate the four key
behaviors of transformational leaders. New boxed feature
“I’m glad I understood the value of using individualized
consideration.” Section closes with an updated summary on
what we know about transformational leadership. Updated
research on transformational leadership.
New to the ninth edition xiii
• Section 14.6—Expanded the discussion on the usefulness of
the LMX model. New boxed feature “I wish I had known
about the impact of a poor LMX: I do now!” Updated research
on LMX and humility.
• New Career Corner feature: Managing Your Career
Readiness. New key term “Dunning-Kruger effect.”
• New Management in Action case: VA Turnaround: A Waiting
Game.
• New Legal/Ethical Challenge: Should Starbucks Have a
Corporate Loitering Policy?
• New continuing case on Uber.
CHAPTER 15
• New Manage U feature: Improving Your Use of Empathy.
• Section 15.1—Kicks off with new research on communication
effectiveness. New boxed feature “I’m glad my manager was
an effective communicator.” New example of noise. Updated
the Example box on “Secrecy and Silence” to include
Volkswagen and Theranos. Updated research on media
richness and selecting the best medium.
• Section 15.2—Updated discussion and research on the
grapevine. Updated Practical Action box on how to
streamline meetings.
• Section 15.3—Updated discussion on the physical barriers of
communication, including open office plans. Updated
discussion and statistics for personal barriers to
communication and nonverbal communication. New Example
box discussing personal and cross-cultural barriers to
communication and how they adversely affect organizations.
New Practical Action box on improving communications
between men and women.
• Section 15.4—Updated Figure 15.3 showing the use of social
media across various age groups. Updated research on social
media and managerial and organizational effectiveness. New
Practical Action box on building your own social media brand.
New examples for crowdsourcing. New Example box on TD
Bank and its use of social media. New content pertaining to
the downsides of social media, including new key term
“FOMO” and a discussion of microaggressions and recent
threats to cybersecurity, including attacks at Target, Equifax,
and Verizon. New boxed feature “I wish I didn’t have FOMO.”
Updated Table 15.8 to show elements of an effective social
media policy. New Example box illustrating samples of social
media policies at IBM, Best Buy, McDonald’s, Walmart,
Washington Post, and Intel.
• Section 15.5—New statistics on the cost of poor
communication. Expanded the discussion of empathy.
Updated and expanded Table 15.11, which discusses rules
for business writing. Updated research on nondefensive
communication, empathy, and listening.
• New Career Corner feature: Managing Your Career Readiness.
xiv New to the ninth edition
• New Management in Action case: Fyre and Fury.
• Updated Legal/Ethical Challenge: Was ESPN Fair in Firing
Curt Schilling for His Social Media Post?
• New continuing case on Uber.
CHAPTER 16
• New Manage U feature: Using a Mentor to Exercise Control in
Your Career.
• Section 16.1—New examples on why control is needed and
new company examples for control, including Takata, FedEx,
UPS, The New York Times, and Uber. New boxed feature “I’m
glad my company made employees feel valued and engaged
by regularly monitoring performance.” Introduces the new
key term “control charts” with a discussion on the topic,
including an example and new figure. New example of
feedforward control at Southwest Airlines.
• Section 16.2—New Example box regarding fair labor
practices at Adidas. New examples on levels of control and
the supply chain at KFC in the UK.
• Section 16.3—New examples of the balanced scorecard,
including an internal business perspective at National Marrow
Donor Program and an innovation and learning perspective at
Tolko Industries LTD. New example of cascading a strategy map.
• Section 16.4—New examples for internal audits, including
Citigroup.
• Section 16.5—Opens with updates to the winner of the
Baldrige Award, Bristol Tennessee Essential Services (BTES).
New boxed feature “I wish my company were focused on
continuously improving work processes.” New examples to
illustrate Deming’s PDCA framework. New Example box
discussing Hyundai and its challenge to the luxury car
market. Kia Motors is introduced as a new example of
improvement orientation. Updated Example box on Kaizen
principles. New Example box on service excellence with a
discussion including Nordstrom’s and Trader Joes. Updated
statistics on outsourcing. Updated discussion on ISO 9000
standards.
• Section 16.6—New discussion on managing micromanagers.
• Section 16.7—Updated Table 16.2 with statistics for GDP
through 2018. Updated statistics on productivity growth.
New content on processes used to increase productivity,
including new key terms “benchmarking” and “best
practices.” Updated content on managing individual
productivity.
• New Career Corner feature: Managing Your Career
Readiness.
• New Management in Action case: Is Tesla Out of Control?
• New Legal/Ethical Challenge: Should Companies use GPS to
Track Employees?
• New continuing case on Uber.
Walkthrough Preface of 9e

Kinicki/Williams, Management: A Practical Introduction, 9e empowers students to develop the

management career skills necessary in everyday life through the practical and relevant application of theory.
Developed to help students learn management with a purpose, K/W 9e takes a student-centered approach.
The revision introduces a new strategic career readiness theme throughout to address employers’
concerns about students graduating without being career ready and extends our emphasis
on practicality. The hallmark strengths that have made it the market best-seller have been maintained
and include:

• A student-centered approach to learning.

• Imaginative writing for readability and reinforcement.
• Emphasis on practicality.
• Resources that work.

Our product covers the principles that most management instructors have come to expect in an
introductory text—planning, organizing, leading, and controlling—plus current issues that students need to
be to be aware of to succeed: customer focus, globalism, diversity, ethics, social media, entrepreneurship,
teams, innovation, artificial intelligence, Big Data, and empowerment.

“ It (the book) is well written and provides relevant examples in the text with great online support. The
TRM (Teaching Resource Manual) is very useful and important in teaching the course. I have found

”
the product to be one of the best I have ever used.
—Jerry D. Stevens,
Texas Tech University

Based on a wealth of instructor feedback and blending Angelo’s scholarship, teaching, publishing, and
management-consulting with Brian’s writing and publishing background, we have worked tirelessly to
create a research-based yet highly readable, practical, and motivational product for the introductory
principles of management course. Our goal to make a difference in the lives of you and your students.

xv
 Focus on Career Readiness

Global research shows that employers are finding it hard to find college graduates who possess the
skills needed to be successful. These employers also think that colleges and universities need to do
a better job making students career ready. Our goal in 9e is to contribute to overcoming this problem
with new content and a variety of developmental techniques.
32 PART 1 Introduction

FIGURE 1.4
Building Your Career Readiness
Knowledge
Model of career readiness (K)
©2018 Kinicki and Associates, Inc.

Soft skills
Chapter 1 contains a section devoted to explaining the need, value, and process for becoming career ready. It includes a model of career (S)
Career Career
readiness outcomes

readiness along with a table of competencies desired by employers. Attitudes

(A)

Other
characteristics
(O)

30 PART 1 Introduction The Manager’s Changing Work Environment and Ethical Responsibilities CHAPTER 3 99

TABLE 1.2 Description of KSAO Skills Needed for Career Readiness

1.7 Building Your Career Readiness expensive camera

THE BIG PICTURE
Companies want to hire career-ready college graduates. In this section we describe a model of career readi-
ness and offer tips for building your readiness.
LO 1-7
Define the knowledge,
soft skills, attitudes, and
other characteristics
needed for career
readiness and discuss
how they can be
developed.
Self-Assessments
KSAO equipment behind. He was subsequently told
COMPETENCY photos are in the public domain. “I’m definitely proud of what I
DESCRIPTION
his contract with the department would not be renewed as prom- did,” he says. “I know that I did the right thing. I just hope that
ised—essentially he was fired—and he has
Knowledge filed a federal lawsuit
Task-Based/Functional more people take
Demonstrated abilitythis as inspiration
to apply that
academic and they knowledge
practical can also speak
in pursuit of
seeking whistle-blower protection, reinstatement, and an ethics uporganizational
and blow and theindividual
whistle goals/assignments.
because it’s an important part of
investigation into Perry and Murray for “public corruption.”134 democracy.”137
Retaliation against whistle-blowers is against federal Technology
Information law; the DOE Effective use of IT and learning new applications as needed.
is calling Edelman’s accusations “ridiculous.” 135
Application FOR DISCUSSION
Whistlebloweraid.org is a nonprofit law firm that assists What are some of the reasons someone might become a whis-
government whistle-blowers like Edelman Cross-Cultural Competency
with confidential AwarenessWhy
tleblower? of cross-cultural
would someonedifferences;
chooserespect
not toforbe?
diverse cultures,
Is that posi- races,
About 80,000 undergraduate students from over 350 universities across the United ages, genders, and religions; andofdemonstrated
free legal advice, especially if they witness lawbreaking when tion defensible given the value job attitudesopenness, inclusiveness,
like professional
States rated 2017’s most attractive employers. The top 10 were: (1) Google, (2) Walt andethical
ability tostandards?
interact with diverse people.
the evidence is classified and don’t know where to turn.136 and Why or why not? What would you have
Disney Company, (3) Apple, (4) Nike, (5) Amazon, (6) J.P. Morgan, (7), Goldman
Though he is working with the group, Edelman insists his done in Edelman’s position?
Sachs, (8) Ernst & Young, (9) Deloitte, and (10) FBI.115 Would you like to work at Computational Thinking Ability to use numbers to distill abstract concepts and conduct data-based
these companies or another like them? If so, you need to be career ready. reasoning. Ability to work with and interpret Big Data.
Career readiness represents the extent to which you possess the knowledge, skills, and
Understanding the Business Understanding of the company’s business and strategies and the needs of
attributes desired by employers. How ready do you believe you are? Recent surveys of
stakeholders, and ability to see how your work fits into the larger
college graduates and recruiters reveal a big gap in the degree of readiness each group
organizational puzzle.
perceives in students. Figure 1.3 shows the results of a study of 400 employers and 613
college students. The majority of students rated themselves as career-ready on 11 of 17 In exposing unethical behavior, then, it’s important to be clear why you’re doing it
New Media Literacy Ability to develop, evaluate, and use new media forms, and to apply these
skills, while the majority of employers did not perceive students to be well-prepared on (trying to help the company or just get someone in trouble), media not report something for
for persuasive communication. Ability to stay up-to-date with the latest
any of the skills.116 The three largest gaps were in critical/analytical thinking, written the wrong reason (discuss your concerns with someone whomedia has trends
similar andvalues),
leverage and
them in the interest of the organization.
communication, and locating, organizing, and evaluating information, skills that are follow proper channels (like addressing the supervisor of the supposed culprit). Don’t
very important to employers.117 Other studies have similarly demonstrated that employ- try to reportSoft
externally
Skills (lashing out on Facebook, for
Critical Thinking/Problem instance)
Sound reasoning speaking
without to
to analyze situations, make decisions, and solve problems.
ers see a major skills gap in college students’ interpersonal skills.118 those who might resolve the problem. 138
Solving Ability to obtain, interpret, and analyze both qualitative and quantitative
You’ll want to close these gaps for three reasons: Some people view ethics in ideal terms, which means that information
ethical principles or stan-
while creatively solving problems.
1. To get a job and earn more money. Today’s jobs require greater interpersonal or dards apply universally across situations and time. Others, however, take a relativistic
soft skills, and employers are willing to pay higher salaries to those possessing view and believe that what is ethical dependsCommunication
Oral/Written on the situation. These
Ability differences
to effectively expresscan
your thoughts, ideas, and messages to diverse
them.119 create conflict among managers trying to make decisions. people in oral and written form. Public speaking skills and ability to write/edit
Consider the situation faced by a group of executives working emails,
with letters,
Angeloand technical
to makereports.
a
2. To impress employers with your self-awareness. Companies prefer to hire people decision about opening a new office overseas. Angelo was consulting with a global com-
with realistic perceptions of their own strengths and weaknesses. This under- pany that was dealing with the issue Teamwork/Collaboration
of whether or not it shouldAbilitypay
to work
local effectively
officialswith
forand build collaborative relationships with
scores the need to obtain information about your strengths and weaknesses helping establish a new office overseas. Some executives in the diverse
meetingpeople, work withinthat
concluded a team structure, and manage interpersonal
throughout your career. the company should pay these officials because it was a normal conflict.
cost of doing business
3. To create your own motivation to learn. Studies of human behavior reveal that in this country. Others viewed the situation quite differently. They thought the pay-
people won’t spend time on personal development unless they feel the need. ments amounted to bribes and were totally against the idea.Skill
Leadership Theat company
influencing aultimately
group of people to achieve common goals. Ability to
Overinflated perceptions of career readiness will not motivate you to develop decided that it would not make the payments, which resultedmotivate, in theircoach, and develop
inability to open others.
the attributes that enhance that readiness. You need to motivate yourself to the new office.
learn and develop. Decision
All told, it is important for you to learn Making Ability tendencies.
more about your ethical to collect, process,
Thisand
willanalyze information in order to identify and
choose from alternative solutions that lead to optimal outcomes.
Moreover, these gaps are critical to employers too. Kate Davidson, a reporter for help you to behave in ways that are consistent with your values and beliefs. ●
The Wall Street Journal, concluded that a lack of soft skills “is limiting organizational
productivity,” and “it is becoming increasingly difficult to find applicants who can com-
municate clearly, take initiative, problem-solve and get along with co-workers.”120
Knowing this, we want reading our textbook to help you become career-ready. The pro-
cess starts with focusing on the ideas and suggestions in this section.
SELF-ASSESSMENT 3.1
kin75117_ch01_002-041.indd 32 CAREER READINESS 12/3/18 6:20 PM

A Model of Career Readiness

Over 66 Self- Assessments allow
Being career-ready is a lifelong students
process requiring to assess
you to continually the extent
learn and develop Assessing My Perspective on Ethics 1. Are your views more idealistic or more relativistic?
in response to changes in organizational needs and skill requirements. It is not a one- 2. What do you think about students cheating on homework
This survey is designed to assess your views about ethics. It
to which they possess aspects
Büler North America, of career
had to say about thereadiness.
career readiness
time event that stops after graduation. Consider what René Steiner, President/CEO of
“Realize that learning is not
provides feedback about your status on the Career Readiness
“other characteristic” of professionalism/work ethic. 3.
assignments in school? What about cheating on exams?
Are your answers consistent with your score? Explain.
complete when you graduate. Today, more so than in the past, there is the opportunity
competenciestodifferent
desired by employers.
continue to develop, through education, learning company culture, and exploring
areas of business. And, you need to adapt to future needs.” Authors of the 121
Please be prepared to answer these questions if your
instructor has assigned Self-Assessment 3.1 in Connect.
4. What can you say during an interview to demonstrate an
ethical orientation?
Future Work Skills 2020 report similarly concluded that individuals “will increasingly be

Management Theory CHAPTER 2 69

kin75117_ch01_002-041.indd 30 12/3/18 6:20 PM kin75117_ch03_076-115.indd 99

2.9 Career Corner: Managing Your Career 07/12/18 9:48 PM

Career Corner Readiness

Each chapter concludes with a new section entitled “Career Corner: Figure 2.5 shows the model of career readiness we discussed in Chapter 1. What does a LO 2-9
Managing Your Career Readiness.” This material provides students with chapter on management history have to do with your career readiness? How about its
application to the Knowledge competency of understanding the business? This compe-
Describe how to develop
the career readiness
tency was defined in Table 1.2 as the extent to which you understand a company’s busi-
competency of
practical tips for developing targeted career readiness competencies. ness and strategies and the needs of its stakeholders. It comes into play whenever you
interview for a job.
understanding the
business.
Recruiters expect you to do some research, just as you would for a class assign-
ment. They want you to act like Sherlock Holmes and do some snooping. That’s good
for both you and a potential employer in that it helps identify the likely level of fit
between the two of you. Good fit, in turn, is associated with more positive work atti-
tudes and task performance, lower intentions to quit, and less job-related stress. 65
Moreover, doing your homework on a company makes you a more attractive job can-
didate. It shows interest on your part, and recruiters are impressed by the fact that
you took the time to learn about the business.66 It also prepares you to ask smart
questions, a behavior recruiters want to see. Remember, sometimes it’s the small
things like this that land a job.

FIGURE 2.5
Knowledge Model of Career Readiness
(K)
©2018 Kinicki and Associates, Inc.

Concept Mastery Soft skills

(S)
Career Career

New exercises in Connect allow students to demonstrate lower Attitudes

(A)
readiness outcomes

levels of learning regarding career readiness. The Teaching Resource Other

characteristics

Manual provides opportunities for higher levels of learning for career (O)

readiness competencies. So, what does it take to demonstrate that you understand a business? We recom-
mend that you learn the following seven things about a company before showing up at a
job interview:67
1. The company’s mission and vision statements. These statements tell you why
xvi the company exists and what it wants to become or achieve over time. The
question to answer is whether you support these pursuits and would like to be
part of the journey. If you do, you will be a better fit for the company. This is
important because employees are more likely to be productive and stay at a
company when they fit in. For example, if you like outdoor activities, you will
most likely be a better fit at Recreational Equipment, Inc. (REI), which sells
sporting goods, camping gear, and outdoor clothing, than Whole Foods. You
 Student-Centered Approach to Learning

Our writing style and product design is based on neuroscience research. Greater learning occurs
when information is “chunked” to keep student attention. We break down topics into easily digestible
portions with purposeful pedagogy to make theories and concepts easier to learn and apply. This
accounts for the use of purposeful color, an extensive photo program, bulleted lists, and headings to
appeal to the visual sensibilities, time constraints, and diverse learning styles of today’s students.

PART 3 • PLANNING

Chapter Openers
5 Planning
The Foundation of Successful Management

Each chapter begins with a list of key learning objectives that appeal to

©Olivier Renck/Aurora/Getty Images

After reading this chapter, you should be able to:

students concern about “what’s in it for me?” and to help them read LO 5-1 Discuss the role of strategic management.

with purpose. LO 5-2 Compare mission, vision, and value

statements.
LO 5-3 Discuss the types and purposes of goals and
plans.
LO 5-4 Describe SMART goals and their
implementation.
LO 5-5 Outline the planning/control cycle.
LO 5-6 Describe how to develop the career readiness
competency of proactive learning orientation.
44 PART 1 Introduction

2.1 Evolving Viewpoints: How We Got to Today’s

Management Outlook
THE BIG PICTURE
After studying theory, managers may learn the value of bringing rationality to the decision-making process.
This chapter describes two principal theoretical perspectives—the historical and the contemporary. Studying
management theory provides understanding of the present, a guide to action, a source of new ideas, clues
to the meaning of your managers’ decisions, and clues to the meaning of outside events.
FORECAST What’s Ahead in This Chapter
We describe planning and its link to strategy. We define planning, strategy,
LO 2-1 “The best way to predict the future is to create it,” Peter Drucker said. and strategic management and state why they are important. We deal with the
The purpose of this book is, to the extent possible, to give you the tools to create your fundamentals of planning, including the mission, vision, and value statements,
Describe the development
own future in your career and as a manager. and the three types of planning—strategic, tactical, and operational. We con-

Chapter Sections
of current perspectives on
management. sider goals, operating plans, and action plans; SMART goals, management by
Creating Modern Management: The Handbook of objectives, and cascading goals; and finally the planning/control cycle. We
conclude with a Career Corner that focuses on how you can develop the ca-
Peter Drucker
Within each chapter, sections are organized according to the
Who is Peter Drucker? “He was the creator and inventor of modern management,” says
management guru Tom Peters (author of In Search of Excellence). “In the early 1950s,
reer readiness competency of proactive learning orientation.

major learning objectives. Generous use of headings and

nobody had a tool kit to manage these incredibly complex organizations that had gone
out of control. Drucker was the first person to give us a handbook for that.”5
An Austrian trained in economics and international law, Drucker came to the United

bulleted lists provide students with bite-sized chunks of

States in 1937, where he worked as a correspondent for British newspapers and later
became a college professor. In 1954, he published his famous text The Practice of
Management, in which he proposed the important idea that management was one of the

information to facilitate retention. Each section begins with a

major social innovations of the 20th century and should be treated as a profession, like
medicine or law.
kin75117_ch05_156-187.indd 156 10/12/18 7:56 PM
In this and other books, he introduced several ideas that now underlie the organiza-
tion and practice of management—namely:
recap of the Learning Objective and includes The Big Picture,
■ That workers should be treated as assets.
Forecast
■ That the corporation could be considered a human community.
which presents an overview of how the section addresses the
■

stated objective.
True learner. In his 70-year
career, Peter Drucker published
over 35 books and numerous
other publications, received the
Presidential Medal of Freedom,
and achieved near rockstar
status for his management
ideas, which influenced
organizations from General
Electric to the Girl Scouts. A true
■
That there is “no business without a customer.”
That institutionalized management practices are preferable to charismatic
Shown below the learning objectives, the forecast provides
cult leaders.
Many ideas that you will encounter in this book—decentralization, management by a high-level of summary of what is covered in the chapter.
objectives, knowledge workers—are directly traceable to Drucker’s pen. “Without his
analysis,” says one writer, “it’s almost impossible to imagine the rise of dispersed, globe-
spanning corporations.”6 In our time, Drucker’s rational approach has culminated in
evidence-based management, as we describe in Section 2.6 in this chapter.
Six Practical Reasons for Studying This Chapter
“Theory,” say business professors Clayton Christensen and Michael Raynor, “often gets

“
learner who constantly a bum rap among managers because it’s associated with the word ‘theoretical,’ which
expanded his knowledge, he connotes ‘impractical.’ But it shouldn’t.”7
understood that new
experiences are key to nurturing
After all, what could be more practical than studying different approaches to see
new ideas and new ventures. which work best?
Do you have this kind of
curiosity? ©Jonathan Alcorn/
ZUMAPRESS/Newscom
Many management texts are simply dense and a slog to read. Kinicki is far more approachable in its
Indeed, there are six good reasons for studying theoretical perspectives:
1. Understanding of the present. “Sound theories help us interpret the present, to
understand what is happening and why,” say Christensen and Raynor.8 Or as
pedagogy. It is well organized—the topics are arranged very logically in each chapter. The approach
speaks directly to the student. This personalized, conversational approach engages my students. It has
a new career theme that is critical to help our students demonstrate employable skills. The Teaching
kin75117_ch02_042-075.indd 44 12/3/18 6:41 PM

”
Resource Manual is also the best in its class.
—Todd Korol,
Monroe Community College

“ Layout, highlighted captions, use of boxes, bolding, pictures, and color are all great. It’s easier for
students to read than other textbooks I have used. The key points summaries at end of chapters are

”
useful and it’s overall very user-friendly and engaging.
—Linsey Willis,
Florida Atlantic University

xvii
 Extended Emphasis on Practicality

We want this ninth edition to be a cherished resource that students keep as they move into future
courses and their future careers. We give students a great deal of practical advice in addition to The Exceptional Manager CHAPTER 1 21

covering the fundamental

Often these are thought of as “soft skills.”
concepts
As discussed in Section 1.7, developing
needed for success at all levels. of management.
Soft skills are interpersonal “people” skills
your soft skills is
an ongoing, lifelong effort.
During her more than three decades at GM, Barra has demonstrated exceptionally
Manage U
strong soft skills. She has “an ability with people,” says her previous boss, that is critical to
56
GM’s team-first approach. “She is known inside GM as a consensus builder who calls her
staff together on a moment’s notice to brainstorm on pressing issues,” says another report.57

This new feature provides a pedagogical device that gives students practical, actionable
“She’s fiercely intelligent yet humble and approachable,” says a third account. “She’s col-
laborative but is often the person who takes charge. And she’s not afraid to make changes.”58
Among her most significant changes: hiring people with “diverse views, diverse back- Making an Effective Plan for Starting Your Career
tips for applying the material in each chapter. Students will find it interesting and valuable
grounds, diverse experiences,” she says, to try to reshape the company’s notoriously
insular corporate culture and to bring GM into the age of Apple and Google.
The thought of starting a career (or switching to a new
one) can be either intimidating or exciting. What’s the
time you get a result from one of your efforts, whether it’s
positive or negative, that result constitutes feedback on

to their future careers.

difference? Having goals and a plan.
The Most Valued Traits in Managers Setting Goals and Making a Plan
Here are some steps in the career-management process
Clearly, Barra embodies the qualities sought in star managers, especially top managers. for you to consider as you set about building your career.1
“The style for running a company is different from what it used to be,” says a top execu-
how well you’ve selected your goals and how effective
your plan is. If one step doesn’t work out as planned, don’t
give up. Rely on your positive attitude and ability to adapt
(more career readiness skills) and realize you have other
opportunities to succeed. Try broadening your search, and
begin again.

Practical Action boxes

1. Identify your options. Use the career readiness
tive recruiter of CEOs. “Companies don’t want dictators, kings, or emperors.”65 Instead skill of self-awareness to write down areas and ideas that Staying Resilient during the Process
of someone who gives orders, they want executives who ask probing questions and interest and are important to you and the functional, cross- Here are a few ideas about what else you can do to keep
invite people to participate in decision making and power sharing. cultural, computational, interpersonal, and other skills you your hopes—and your finances—afloat during the career-
Among the chief skills companies seek in top managers are the following: can offer an employer. Then make a written list of the
Practical Action boxes offer students practical and interesting advice on issues
The ability to motivate and engage others.
■
The Manager’s Changing Work Environment and Ethical Responsibilities CHAPTER 3 99 opportunities available to you through your networking,
earlier work and volunteer experience, and other
building process.

1. Know that it takes time to find a job, especially

resources (don’t forget the alumni and placement offices one that’s a good fit for both you and the company
The ability to communicate.
they will
Workface inoutside
thetheworkplace.
■
at your school). Now match up the two lists to discover that hires you. College graduates spend about six
expensive camera equipment behind. He was subsequently told photos are in the public domain. “I’m definitely proud of what I where you should focus your career-building efforts.
experience
■ United States. months, on average, landing their first job after graduation.2
his contract with the department would not be renewed as prom- did,” he says. “I know that I did the right thing. I just hope that If you are already working, even part-time, stay in the job
■ High energy levels
ised—essentially he wastofired—and
meet the demands
he has of global
filed a federal lawsuittravel and
more a 24/7
people takeworld.
66
●
this as inspiration that they can also speak 2. Explore conditions in your target field. The
while you pursue a new one. It’s always easier to find a job
career readiness skill of understanding the business will
seeking whistle-blower protection, reinstatement, and an ethics up and blow the whistle because it’s an important part of if you have one. If you are not working, consider taking a
guide you to identify important factors like the demand for
investigation into Perry and Murray for “public corruption.”134 democracy.”137 part-time or short-term job to generate some income.
new hires in your chosen field or fields, the competencies
Retaliation against whistle-blowers is against federal law; the DOE since you’ll want to avoid running up credit card debt.
PRACTICAL ACTION Developing Your SoftFOR
is calling Edelman’s accusations “ridiculous.”135
Skills
DISCUSSION
expected of incoming employees, the likely salary range
and opportunities for advancement, and any geographic 2. Create a budget to be sure your income will
Whistlebloweraid.org is a nonprofit law firm that assists What are some of the reasons someone might become a whis- limitations or requirements in the industry to be aware of. If cover your day-to-day expenses. This is a lifelong
government
Are you persistent, whistle-blowers
creative, curious? HowlikedoEdelman
you dealwithwithconfidential
frustra- tleblower?
direction Why would
without someone conflict,
generating choose nottotolead
be? Isand
that posi-
motivate your field or industry is concentrated in one or two parts of habit that will serve you well.
free legal advice, especially if they witness lawbreaking when tion
tion or anxiety? Do you see yourself as part of a larger whole that 136 groups and teams, defensible given
to the value ofothers
influence job attitudes like professional
including “difficult” peo- the country, for instance, be ready to move.
the evidence is classified and don’t know where to turn. and ethical standards? Why or why not? What would you have 3. Avoid making any major financial commitments
gives your work purpose? How do you perceive problems—as
Though he is working with the group, Edelman insists his
ple,done
to offer effective feedback, and to get things done in an at-
in Edelman’s position?
3. Create your action plan. Using what you learned until you’ve actually landed your target job. You
temporary and solvable, or as a personal burden you are doomed mosphere of trust and respect. The seminar topics are a from steps 1 and 2, write a list of actions you can take to won’t know how much you can afford to pay for a car until
achieve your goal of breaking into a new career. You are
to bear? Are you a good listener? Your answers will give you an comprehensive list of essential soft skills employers look for in more likely to achieve your goals if they are “SMART”—
you know your salary, for instance, and you may not want
idea about how well developed some of your soft skills are. college graduates and new hires—and say they seldom find: to be encumbered by a new lease if your dream job
specific, measurable against clear criteria to show requires you to relocate. As long as you have an
More than 90 percent of respondents to a recent Global communication proficiency, which includes verbal, nonverbal, progress, attainable with a chance of 50% or higher, appropriate interview outfit, even splurging on a
Human Capital Trends survey by the consulting firm Deloitte and listening skills; self-understanding, lack of defensiveness, relevant to you, and time bound with target dates for professional wardrobe can wait until you know the dress
completion. We discuss the process of writing SMART
identified soft In
skills like communication,
exposing emotional
unethical behavior, then,understand-
it’s important toand be emotional understanding
clear why you’re doing it and responsiveness; the ability to goals in Section 5.4. Try to keep your steps or goals to a
code at your new employer.
59
ing, and problem
(tryingsolving
to helpasthe a critical
company priority.
or just Many employers
get someone productively
in trouble), not reportmanage conflict;
something for and an understanding of team de- manageable number; somewhere between three and five For Discussion What fields or industries are interesting
the wrong reason (discuss your concerns
say these skills are hard to find in college graduates, who often with someone who has similar
velopment and the values),
role of and
a team player in getting work done. is recommended. Prioritize and schedule them to create or appealing to you as places to work? What news and
followmore
value hard skills proper channels
highly. 60 (like addressing
Companies the supervisor
are eagerly looking of theFor supposed
those whoculprit).
wantDon’t
to learn online and at their own pace, your plan, and if it helps you to give each one a name, by information about these areas can you start tracking now,
tryastowell,
for soft skills report externally
however; (lashing
Google, for out on Facebook,
example, now pri- for instance) without speaking
many inexpensive to
online classes are available.64 These short all means do so. and how will you will do that? Is there anyone in your
those who might resolve the problem.138 network who can help you increase your understanding of
oritizes persistence and curiosity in its hiring process.61 The interactive programs are geared for everyone from CEOs to 4. Track your progress. You’ll see as you study this the way this industry works? If not, how could you find
Some people view ethics in ideal terms, which means that ethical principles or stan- chapter that monitoring or controlling progress toward
good news dards
is thatapply
soft skills can beacross
universally taught.situations
Employers andaretime.
find-Others,entry-level employees.
however, take They cover everything from self-
a relativistic someone?
goals is an inherent part of the planning process. Each
ing it worthview
investing moneythat
and believe to develop
what is these
ethicalabilities
depends in on
their confidence
the situation. Theseto differences
emotional intelligence,
can coaching teams, building
employees.create
A newconflict
study shows
amongthat trainingtrying
managers employees
to makeindecisions.
soft healthy work relationships, handling business etiquette, resolving
skills doesn’t Consider the situation
just marginally improve faced by a group
individual of executives working
performance with
conflicts, Angelomaking,
decision to makereading
a body language, negotiating,
and employee decision about opening
retention; a newbetters
it actually office overseas. Angelo wasdealing
these metrics consulting
withwith
angrya global
customerscom-to becoming a successful leader.
pany that
enough to provide was dealing
a 250% return with
on thethefinancial
issue ofinvestment
whether oranot it should pay local officials for
helping establish a new office overseas. Some executives in the meeting
YOUR CALLconcluded that
company makes in training programs.62
the company should pay these officials because it was a normal cost of doing business
For firmsinthat
thiscan spare their
country. Others employees
viewed the forsituation
three days, quitethedifferently.
Look back
Theyatthought
the firsttheparagraph
pay- in this Practical Action box.
American Management
ments amounted Association
to bribes(AMA)
and wereoffers a soft-skills
totally WhichThe
against the idea. of the soft skills
company listed there would you like to improve by
ultimately
seminar fordecided
managers thatatitall levels
would notincluding
make thefront-line
payments, supervi- the time
which resulted you inability
in their graduate,toinopen
order to make yourself a more attrac-
sors.63 Amongthe new office.they can gain are the ability to give
the skills tive candidate to prospective employers?

Self-Assessments
All told, it is important for you to learn more about your ethical tendencies. This will
help you to behave in ways that are consistent with your values and beliefs. ●
kin75117_ch05_156-187.indd 157 04/12/18 9:23 PM

Self-Assessment evaluations help students relate what they are learning

kin75117_ch01_002-041.indd 21 12/3/18 6:13 PM
SELF-ASSESSMENT 3.1 CAREER READINESS
to their own experiences and promote self-reflection, engagement, and
Assessing My Perspective on Ethics
This survey is designed to assess your views about ethics. It
1.
2.
Are your views more idealistic or more relativistic?
What do you think about students cheating on homework development of their career readiness. Of the 66 total Self-Assessments
provides feedback about your status on the Career Readiness assignments in school? What about cheating on exams?
“other characteristic” of professionalism/work ethic.
Please be prepared to answer these questions if your
3.
4.
Are your answers consistent with your score? Explain.
What can you say during an interview to demonstrate an
included, nearly 40 of them pertain to a career readiness competency. Management Theory CHAPTER 2 53
instructor has assigned Self-Assessment 3.1 in Connect. ethical orientation?
For each of these, students are asked to consider how they might display
Douglas McGregor and Theory X versus Theory Y Having been a college pres-
ident for a time (at Antioch College in Ohio), Douglas McGregor came to realize that
the competencyit wasin
not an
enoughemployment
for managers to try to beinterview.
liked; they also needed to be aware of their
22
attitudes toward employees. Basically, McGregor suggested in a 1960 book, these atti-
tudes could be thought of eitherGlobal “X” or “Y,” which weCHAPTER
Management
introduced in the chapter opener

Testimonials from Millennials

4 125
kin75117_ch03_076-115.indd 99 07/12/18 9:48 PM about people-focused organizations.
Theory X represents a pessimistic, negative view of workers. In this view, workers are
considered to be irresponsible, to be resistant to change, to lack ambition, to hate work,

Each chapter includes two new boxed features I Wish I… and to want to be led rather than to lead.
Theory Y represents a human relations outlook—an optimistic, positive view of work-
…considered the impact ers asofcapable
ethnocentrism.
of accepting responsibility, having self-direction and self-control, and

that provide testimonials from millennials being imaginative and creative.

Jordin Hansen Why
director ofX/Theory
is Theory
strategic Y
a senior
opera-
X/TheoryWhat was not taken
Y Is Important:
notisthe main language
Theinto consideration
principal
for a majority
was thatoffered
contribution
of thehow
English by
company’s
wasthe Theory
globalaffect their
perspective that it helps managers understand their beliefs
about their experiences with effective and tions for a behavior.
global information
technologyto company.
For example,
She
employee dissatisfaction,
stakeholders.
Theory X managers
nomenclature
becausewas
One of the terms
they “solution.”
chosen
are more to betopart
likely
As Jordin explained,
believe employees
of the company
micromanage,
are inherently this word
which leads
lazy.
experienced a clashing of cul- means very different things to people of different cultures.
ineffective management. “I wish I . . .” tures when her company
developed nomenclature as
“The word ‘solution’ in our industry in the United States can
mean a piece of a larger solution; whereas in Europe when you
I’m glad I…
part of a global business talk about solutions it usually means the full end-to-end supply
boxes illustrate real-world examples in which strategy.
…work
An executive team inin
chain or product,” said Jordin.
the an organization
There may have been short-term withbenefitsa Theory Y culture.
to quickly announc-
Jordin Hansen Courtesy Jordin

students recall an instance when they or their Hansen

United States
Cameron
was
together to develop a global
industry as a
put
Monkelien
team leader.
ing and implementing company vocabulary, but the long-term
works
effects in
He
thenegative.
were
believes
banking
his com-
The team had to rethink the strategy several personally taken several risks because I have
enough confidence in my performance and
business strategy for a new times, and the buy-in from stakeholders was minimal. “We took
business within a larger company. Part of thepany doesinvolved
a great job oftwo making
steps employees
forward justat belief in my team that I can go out on a limb for
boss could have better applied certain deciding on company vocabulary. “When youallrun
strategy
levels feel included
a global orga- and Perhaps
empowered.
to take fourteen steps back,” said Jordin.
the most negative impact of presenting company them and for myself,” said Cameron. But ulti-
nization, having consistent nomenclature in howCameron
you talk works
about for avocabulary
large company that waswithnota culturally sensitive was a loss of cred- mately, Cameron believes his direct supervisor

management concepts. “I’m glad I . . .” customers,” said Jordin.

popular
Cameron
name
things is extremely important, especially when you have global
puts
and
it, “It
a ibility and trust among stakeholders. “This overstepped cultivates
lot
really
of
has
power,
its head
but,
on
as
its
opinions and the input of the global stakeholders. It ruined
the an environment where employees
feel safe to take risks and make mistakes. “My
The approach that was used to decideshoulders. They give a lot
on the company of tools and
credibility capabili- later down the road that we wantedsupervisor
for anything to does a really good job about not
boxes discuss positive applications of nomenclature was a very top-down approach. ties toThe
team claimed they were listening to outside agers,
everybody—not
butbut
opinions
strategy just
all the way down
really
supervisorssaid
implement,”
to the bottom
everything,
and man-
Jordin. “In a world where relationships coming
this islevel.”
incredibly important.”
are down on us when something goes
wrong. Instead she asks, ‘How can we improve
Cameron feels interconnected with all this going forward?’”
management concepts. moved forward with what they thought was the best decision. Courtesy of Jordin Hansen
aspects of his job because of the documenta-
tion and networking his company has worked
Cameron takes this lesson from his supervi-
sor and works to make sure his own employees
many years to build. “There isn’t a guessing feel safe taking risks. “The first time one of my
Ethnocentric views also affect our purchasing
game wheredecisions.you have toSome figurepeople
out who believe
you that Cameron Monkelien Courtesy employees had a setback was almost two years
we should only purchase products made needin to
our
talkhome country.
to or where you42need
What to are
go toyour
get views Cameron Monkelien
into his role. He felt like it was such a personal
about being an ethnocentric consumer?information.
You can find outsomething
That’s by taking thatSelf-Assessment
a lot of my 4.1. defeat on his part. I had to have a discussion
other jobs didn’t have: a database and network with him where I said, ‘Having a failure does
of people and documents that point you in the right direction in not mean that you are a failure. It means that there is still
SELF-ASSESSMENT 4.1 anyAnother given situation,” said Cameron.
way that the company works to make its employ-
room for growth, room for learning, and room for
improvement.’”
ees feel included is to have monthly meetings where employ- Cameron’s company has taken additional steps to create an
Assessing Your Consumer Ethnocentrism ees can interact with people 1. other
Are you than their direct
surprised supervisors.
by the results? What do environment
they suggest of empowerment by changing some of the job
This helps employees to feelabout like upper management
your purchasing is listen-Whattitles.
decisions? are the “Instead
pros andof being a manager or a supervisor, you get the
This survey is designed to assess your consumer ethnocen-
ing to their concerns and ideas, consandof that they
being an can really make
ethnocentric a
consumer? title of ‘leader’ because it instills the idea that instead of being
trism. Please be prepared to answer thesedifference
questionswithinif your the organization.
instructor has assigned Self-Assessment 4.1 in Connect. 2. How do American companies, associations, and unions employees, you are leading them.”
in charge of your
Cameron also feels safe encourage to take risks and make mistakes
us to be ethnocentric consumers?
rather than fearing the consequences of doing so. “I have Courtesy of Cameron Monkelien

Polycentric Managers—“They Know Underlying Best” Polycentric managers

both Maslow’s and take the view theories is the notion that more job
McGregor’s
that native managers in the foreign offices best understand
satisfaction native
leads to personnel
greater workerand practices,
performance—an idea that is somewhat controver-
and so the home office should leave them alone.
sial, Thus,discuss
as we’ll the attitude of polycentric
in Chapter 11. manag-
xviii ers is nearly the opposite of that of ethnocentric managers.

Geocentric Managers—“What’s Best Is What’s Effective, Regardless of Origin”

Geocentric managers accept that there are differences and similarities between home and
foreign personnel and practices and that they should use whatever techniques are most
effective. Clearly, being an ethno- or polycentric manager takes less work. But the payoff
kin75117_ch02_042-075.indd 53 12/3/18 6:43 PM
 1. How would you explain the difference between
internal and external stakeholders?
2. Among external stakeholders, what’s the difference
between the task environment and the general
environment?
3. Of the 11 groups in the task environment, which five
do you consider most important, and why?
4. Of the six groups in the general environment, which
one do you think has the least importance, and why?
5. Distinguish among the four approaches to deciding
ethical dilemmas.
6. What’s the difference between insider trading and a
Ponzi scheme?
7. How would you summarize Kohlberg’s levels of
personal moral development?
8. What are four ways that organizations can promote
ethics?
9. Describe the levels in Carroll’s corporate social
responsibility pyramid. Where does trying to achieve
sustainability fit in?
10. How would you explain the concept of corporate
governance?

Management in Action cases Management in Action

Rather than using stories about companies, the new Who’s to Blame for College Basketball’s
“Dark Underbelly”?
amateurism and professionalism for two reasons.
The first is money flowing to universities. Companies
such as Nike, Under Armour, and Adidas “pay tens
Management in Action cases now focus on higher Thethe
is “aThey
athletesCollegiate
National are students
just wantorganization
member-led
or being
Athletic
to see the games. dedicated
paid under
Association
Thus,tothe
the table.
(NCAA)
thereward
well- far
There is hope that these indictments will send a
of millions of dollars a year to equip (and, from a
strong message that these behaviors will not be toler-
marketing standpoint, align themselves) with major
beingoutweighs
and lifelong any risk, and the
success of chances
college that the NCAA
athletes.” 188 ated and will be punished to the fullest extent of the
university programs.” 194 These alliances benefit
levels of learning by asking students to solve real wouldinaddress
Founded
market and
legislative
1906, the
of player
andNCAA
attempt“functions
peddling the
administrative
to stop a as lucrative
a general
highestforbidder
authority men’sstretches
and
black law. “With the federal government’s threat of serious
universities due to increased revenues generated by the
punishment, coaches are more likely to operate within
sponsorships, and they earn sports apparel companies
the limits
women’s of credibility.
intercollegiate It can be
athletics” andhard to bite the
“formulates andhand NCAA rules. At the very least, they will think twice,
organizational problems using relevant management that feeds
enforces you.”211
the rules of play for various sports and the
eligibility criteria for athletes.”189
not only exclusive rights to partner with large academic
knowing that indictments, potential jail time and huge
institutions, but also insider access
legal fees are on the table.”218
to the country’s top
NOW WHAT? athletic talent.
concepts. One of the “bedrock principles” of the NCAA is
Justice Joon
maintaining Kimofdescribed
the spirit those indicted
amateur competition. as “assis-
Students
William Sweeney Jr., the Assistant Director-in-
The second reason is money for college athletes.
Charge of the FBI’s New York office, said the “arrests
A particular challenge in NCAA basketball is the reality
are tant coaches to
not allowed of be
major Division athletes,
professional I schoolseducation
with top-tier serve as a warning to others choosing to conduct busi-
that some athletes don’t intend to graduate from
holdsprograms”
top priority, whoand haveall“been
athletesin and around
receive a fairthe game for
chance ness this way in the world of college athletics: We have
college. Due in large219part to the NBA’s “one-and-done”
a long time.
190 All of them had the trust of players they
to compete. The NCAA outlines specific rules ath- your playbook.”
rule prohibiting athletes from playing professionally
letesrecruited.
must follow Young men whoamateur
to maintain looked status
up to and,
themthus,and be-
before their 19th birthday, elite players often attend
lieved to
eligibility their coaches
continue had their
playing best interests
collegiate sports. at heart.”212
Student FOR DISCUSSION
classes for a year until they age into the NBA draft.195
Kim described
athletes are, amonga other scenario of coaches
things, prohibited “takingfromcash Problem Solving Perspective
Apparel sponsors are often overly eager to secure exclu-
bribes,
publicly managerscompanies
endorsing and advisers 191 circling blue-chip pros-
and from receiving 1. What
sive deals is the
with underlying
elite athletes problem
who may in this
earncase from the
coveted
pects for
a salary like athletic
coyotes,participation
and employees or ofbenefits
a globalfrom sports-
spots in federal
the NBA government’s
because theseperspective?
arrangements generate
wear company
prospective agents.192funneling cash to families of high
213 lots of2.money
Why do foryou
thethink
sponsors.
assistant coaches play such a sig-
school recruits.”
Although Kim added,prohibit
NCAA guidelines “Monthcorporate
after month,
the defendants exploited the hoop dreams of athletes nificant role in these scandals?
sponsorships at the individual-athlete level, college ASSISTANT COACHES AND FEDERAL
teamsaround
have the country,
benefited fromallegedly treatingsince
such alliances them1977, as little 3. How do you think the NCAA and the Commission
INDICTMENTS
when more than opportunities
shoe-company executive to Sonny
enrich Vaccaro
themselves through
“signed on College basketball should move forward to prevent
Assistant coaches serve as the primary recruiters of top
bribery
several coachesand fraud
he knewschemes
. . . to. . contracts
. The defendants’
with Nike.” alleged illegal behavior from occurring in the future?
high-school talent and are expected to act as salesper-
conducttonot
According only sullied
Vaccaro, “‘thethe spiritchanged’
world of amateur athletics,
in 1987, sonsApplication of Chapter and
for their universities Content
build strong relationships
when butNike
it showed
signed its contempt for thedeal”
first all-school thousands
to sponsor of players
all with prize recruits.196 They are expected to follow
andUniversity
of the coaches who follow athletic
of Miami’s the rules and With
teams. play the thesegame 1. How do you think the basketball teams’ task environ-
NCAA guidelines, and they do not always do so.
thesaid
deals, right way.”214“you own everything in that school.
Vaccaro, ment, particularly competitors, allies, customers, reg-
In November 2017, four assistant college basketball
That shoe As acompany
result ofisthe nowinvestigation
your business and subsequent in-
partner.” 193 ulators, and media, played into the corruption in the
coaches were among 10 individuals indicted by a fed-
dictments, “the NCAA has established a Commission NCAA?
eral grand jury. Fortune described the lead-up to the
on College
A BLURRY LINEbasketball”
BETWEEN with AMATEURISM
members including “for- 2. Are the
indictments as “ahigh school
detailed andrecruits who accepted
clandestine bribes
FBI investi-
AND mer Secretary of State Condoleezza Rice, former
PROFESSIONALISM fromexposed
apparel alleged
companies and coaches purely victims
gation that under-the-table payments
Chairman of the Joint Chiefs of Staff Gen. Martin in this situation,
Benefits aside, strategic relationships between apparel to agents, coaches, andorparents
should to
their behaviortalented
influence also be con-
Dempsey, and former NBA stars David Robinson and
companies and215universities blur the line between athletessidered unethical?
to choose Explain your
particular answer to
colleges using one of
play
Grant Hill.” Further, the federal courts have stated the four approaches to deciding ethical dilemmas.
112 that these indictments PART 2 areThethe first in a of
Environment series of many
Management 3. What might the NCAA do to promote higher ethi-
that will come to light in the coming months. The FBI
cal standards among its schools, coaches, players,
has set up a tip line where those with knowledge regard-
and allies?
ing these schemes can call and share information.216
Sources believe the ongoing probe will likely implicate 4. How do you think the scandal has and will continue
additional
kin75117_ch03_076-115.indd 112 college programs, sports apparel companies,
to affect customers, players’ attitudes on the court, 12/3/18 6:55 PM
and agents.217 and NCAA sales?

Legal/Ethical Challenge cases Legal/Ethical Challenge

Legal/Ethical Challenge cases ask students to resolve real Should You Apply to Have Your Student
Other big drug makers are not letting profit and limited
Defense” or “Defense to Repayment” sponsored by the
2.Education
Continue Department
funding Alzheimer’s R&D. As a global
offers a lifeline.
Loans Forgiven?
capacity get in their way. A top scientist at Eli Lilly, one of leader in the pharmaceutical
is available forindustry, Pfizer has anob-
ethical challenges faced by managers and organizations. They Student
Pfizer’s
carethanks
loan debttold
competitors,
to increased
of Alzheimer’s
nearly
patients
tripledTimes
Financial
attendance
in thethatlast
is a hugeateconomic
for-profitcost
decade,
“Taking
colleges
to
The program
obligation
tained loanstofrom
affecting
society
millions
thetogovernment’s
of people.
those students
find treatments
This
Direct
who
for diseases
Loan pro-
wouldtoalso be in
gram. “The law says students are entitled forgiveness
help develop students critical thinking and problem-solving
220
along
society with
and nowrising
is notcollege
the timetuition
to giveand
up.”living expenses.
Eli Lilly’s most line with its mission statement and values.
of any existing debt—and, possibly, reimbursement of
For hundreds
advanced Alzheimer’sof thousands
drug failed in buried
a largeintrial
student
in 2016,loan 3.any repaid loans—if
Contribute to agenciesthey
suchcan show
as the that their
National school
Institutes
butdebt, a little has
the company known 1994
vowed programAlzheimer’s
to continue called “Borrower
treat- violated statesolaw
of Health in getting
they them totheir
can continue take studies
out the debt.
of
skills around ethical issues. ment R&D.80 Another U.S. competitor, AstraZeneca, also
remains
114 committed toPART fighting
2 theThe
disease.
Environment of Management
Alzheimer’s.
4. Suggest other options.
SOLVING THE CHALLENGE
What would you do if you were Pfizer’s CEO?
1. Move on to other projects. Pfizer has an obligation to
kin75117_ch03_076-115.indd 114 12/3/18 6:55 PM
its shareholders not to throw money at projects that
prove to be unsuccessful.

Uber Continuing cases Uber Continuing Case

These new cases ask students to synthesize and apply what Learn how Uber’s corporate strategies have changed from those pursued by founder
and CEO Travis Kalanick to those identified by current CEO Dara Khosrowshahi.

they’ve learned across the course to Uber. Based on reviewer Assess your ability to apply concepts discussed in this chapter to the case by going to
Connect.

feedback, we’ve introduced these at the chapter level.

186 PART 3 Planning

kin75117_ch05_156-187.indd 186 04/12/18 10:29 PM

xix

Imaginative Writing for Readability and Reinforcement
Research shows that products written in an imaginative, story-telling
students’ ability to retain information. We employ numerous journalistic
engaging and relevant to students lives.
Example boxes
We utilize numerous Example boxes to
emphasize the practical applications of
business. These mini cases use snapshots of
real-world companies to explain text concepts.
Your Call questions stimulate class discussions
and help students develop their critical thinking
skills. Suggestions for how to use the Example
boxes are found in the Teaching Resource
Manual (TRM).
kin75117_ch13_502-533.indd 506
“ Readability is very good for the undergraduate audience. Updates are frequent and
provide current examples.
” —Justin Davis,
“ The order and quality of information within the textbook (is great). Logical for faculty,
plenty of examples for students; Kinicki provides better detail and examples, and good
”
supplemental materials.
xx
506 PART 5 Leading
Formal versus Informal Groups
Groups can be either formal or informal.9
■ Formal groups—created to accomplish specific goals. A formal group is a group
assigned by organizations or its managers to accomplish specific goals. A formal
group may be a division, a department, a work group, or a committee. It may
be permanent or temporary. In general, people are assigned to them according
to their skills and the organization’s requirements.
■ Informal groups—created for friendship. An informal group is a group formed by
people whose overriding purpose is getting together for friendship or a common
interest. An informal group may be simply a collection of friends who hang out
with one another, such as those who take coffee breaks together, or it may be as
organizedstyle
as a prayersignificantly improve
breakfast, a bowling team, a service club, a company “alumni
group” (for example, former Apple employees), or a voluntary organization.
devices to make
What’s important for you as a manager to know is that the material
informal groups can advance
or undercut the plans of formal groups. The formal organization may make efforts, say,
to speed up the plant assembly line or to institute workplace reforms. But these attempts
may be sabotaged through the informal networks of workers who gossip over e-mails
and informal gatherings, such as meeting after work for a beer.10
However, interestingly, informal groups can also be highly productive—even more so
than formal groups.
Informal Groups and Informal Learning: Sharing Knowledge in the
EXAMPLE Lunchroom and on Social Media
As a manager, what would you think if you saw employees Online Peer-to-Peer Networks What about when employ-
making brief conversation near the lunchroom coffeepot? Are ees are in far-flung places? “Sales reps are out in the field
they talking about the season finale of their favorite show, or is and they’re kind of on islands,” pointed out an Indianapolis
something more productive taking place? Office kitchens have software-firm executive. “It’s a challenge to keep everyone
been hidden out of sight for generations, an unloved necessity connected.”15 So when the 75 reps started overwhelming
kept stark to make sure workers didn’t linger, says the Los the sales-support staff with questions about product details
Angeles Times. Companies are now seeing office kitchens in a and client information, the company created a website on
new light. Kitchens are being turned into showplaces intended which the reps could post and answer questions in an infor-
to boost morale, encourage collaboration, and create a learn- mal peer-to-peer learning setting.16 These types of portals
ing environment.11 Why the change of heart? can also be used for employees in distant locations to
tell each other personal and professional stories to share
Workplace Learning: Mostly Informal experiences. Research has shown
Research has found that 70 percent of that when people talk informally,
workplace learning is informal.12 65 percent of the time they are tell-
Organizations are taking notice of this ing stories. So providing an online
phenomenon. For example, Siemens venue for storytelling can be quite
managers have placed overhead pro- effective.17
jectors and empty pads of paper in the
lunchroom to facilitate the exchange of
information.13 The highest-performing YOUR CALL
Google employees teach and support Can games (such as the online multi-
those employees looking to improve. player game Second Life) or other
Google certainly has the resources to social media (Facebook, Twitter,
afford fancy training programs. The Instagram, etc.) be used to foster
company instead opts for peer-to-peer informal workplace collaboration?
training in order to foster a culture of Talking it out. Ever worked in a job in which you got a How about allowing employees to
learning that values continuous devel- lot of informal training through conversations over BYOD—“bring your own device” to
coffee? Could this be done with social networking?
opment and the sharing of knowledge ©Jacobs Stock Photography/Photodisc/Getty Images
work, such as their own smartphone
and expertise.14 or tablet?18
12/3/18 4:02 AM
University of West Florida
—Alex Williams,
Texas A&M Commerce
Resources That Work

No matter how you teach your course: face-to-face, hybrid, or online—you’re in the driver’s seat. We offer
the most robust set of resources to enhance your Principles of Management course. In addition to our unique
Teaching Resource Manual, packed with additional activities and supplemental teaching tools; PowerPoint
presentations; and Test Bank questions, we have a wealth of assignable resources available in Connect®.

Connect® • Case Analyses and Video Cases—Our assortment of

The ninth edition continues to build on the power of
Connect and furthers our quest to help students move from
comprehension to application. McGraw-Hill Connect® is a
personalized teaching and learning tool powered by adaptive
technologies so your students learn more efficiently, retain
more, and achieve better outcomes. We used this platform to
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find a wide variety of learning resources that develop
students’ higher-order thinking skills, including:
• SmartBook®—As part of Connect, students have access
to SmartBook®, fueled by LearnSmart, an adaptive
learning and reading tool. SmartBook prompts students
with questions based on the material they are studying.
By assessing individual answers, SmartBook learns what
each student knows and identifies which topics they
need to practice. This adaptive technology gives each
student a personalized learning experience and path to
success. SmartBook provides students with a seamless
combination of practice, assessment, and remediation.
• Click & Drag exercises—These activities help make the
connection between theory and application through
matching, ranking, or grouping. Every Career Corner
has an exercise to help you assess students understand-
ing about how to improve targeted career readiness
competencies.
• iSeeIt animated videos—These brief, contemporary
videos offer dynamic student-centered introductions,
illustrations, and animations to guide students through
challenging concepts. Ideal for before class as an
introduction, during class to launch or clarify a topic,
or after class for formative assessment.
• Self-Assessments—Designed to promote student self-
awareness and self-reflection, these research-based
activities also provide personal and professional
development. For this edition, five new assessments
were created to measure different career readiness
competencies. In addition, new structured feedback
explains how students should interpret their scores.
written and video cases challenge students to analyze
concepts as they manifest in scenarios related to a real-
life product or company, fostering students’ ability to
think critically in lecture and beyond. Thought-provoking
questions check the students’ application of the course
material and develop their workplace readiness skills.
• Manager’s Hot Seat videos—These actor-portrayed videos
depict real-life situations where a manager is faced with a
dilemma that needs to be analyzed based on management
concepts. The videos have been a hit throughout the
years because they put students at the center of
controversial situations and contribute to their use of
critical thinking to solve problems. Eleven new Manager’s
Hot Seats have been added to Connect for concepts such
as motivation, decision making, organizational structure,
and more. Each Hot Seat includes follow-up multiple-
choice questions that are assignable and auto-gradable.
• Uber Continuing Case—Students understand the
application of and relationship between different concepts
by applying them to the same company throughout the
semester. We conducted an extensive revision to the case
based on current events and the need to offer a more
flexible method for using it. Instructors now have a
continuing case on Uber that can be used for every
chapter or as a summary case for each part. Each chapter
case includes multiple-choice questions that are assignable
and auto-gradable, as well essay-based questions.
• Application-Based Activities—These activities provide
students valuable practice using problem-solving skills to
apply their knowledge to realistic scenarios. Students
progress from understanding basic concepts to using their
knowledge to analyze complex scenarios and solve real-
life problems. Along the way, students see the implications
of their decisions and are provided with feedback on how
management theory should be informing their actions.
They also receive detailed feedback at the conclusion of
the activity. The simulations are assignable and auto-
gradable. Ten new application-based activities have been
added to Connect for concepts such as ethics,
organizational culture, change management, and more.

“ It is the best Management textbook on the market. Most importantly, and the key competitive advantage,
is the Connect material. LearnSmart/SmartBook is above and beyond anything else out there.

”
—Gerald Schoenfeld,
Florida Gulf Coast University
 Students—study more efficiently, retain
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Instructors—focus on what you love—
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For Students
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Connect helps you be more productive with your study
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Study anytime, anywhere.
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No surprises.
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acknowledgments

I have the pleasure of working with one of the best teams in the business. Their dedica-
tion and effort significantly contribute to the quality of this revision. It all begins with
the captain of the team, Michael Ablassmier. As my editorial director he provides
the internal support to launch and manage the revision process. He also spends
much time traveling in support of my products. Thanks for your continuing support
over the last 10 years! To Anne Ehrenworth, product developer, thank you for paying
attention to the details, keeping us all focused on the schedule, and coordinating all the
moving pieces.
To Debbie Claire, executive marketing manager, you are the energizer bunny who works
tirelessly in support of this product. Your creativity, passion, and effort make you the abso-
lute best at your job, and you push me more than anyone to raise my “marketing” game.
Thank you! To Harvey Yep, your knowledge and experience with the production process
keep us on schedule and responsive to all the change requests.
To Patrick Soleymani, your support as my digital faculty consultant is invaluable. Your
work on the Teaching Resource Manual and writing cases were instrumental in creating
essential teaching materials. To Denise Breaux Soignet, your efforts in writing cases and
developing digital activities to assess student learning greatly enhanced the product.
To Sarah Thomas, market development manager, Keri Johnson, content project man-
ager; and Jessica Cuevas, designer, thanks for all you do to in support of the product.
I would also like to thank Elisa Adams for her editorial assistance; Lindy Archambeau,
­Barbara Larson, Grace McLaughlin, and Jennifer Muryn for their work on the Teaching
Resource Manual; Shelly Arneson for the PowerPoint slides; and to Ken Carson for his
work on the Self-Assessments for Connect.
To McGraw-Hill company, it is a world-class publisher and I am grateful to be a member
of the family.
Warmest thanks and appreciation go to the individuals who provided valuable input
during the developmental stages of this edition, as follows:

Dr. M. Ruhul Amin, Lynn Becker, Reginald Bruce,

Bloomsburg University of Univeristy of Central Florida University of Louisville
Pennsylvania William Belcher, Regina Cannon,
Joel Andexler, Troy University Tarrant County College
Cuyahoga Community College Jessie Bellflowers, Tara Carr,
Lindy Archambeau, Fayetteville Technical Community University of Wisconsin–Green Bay
Warrington College of Business, College Shari Carpenter,
University of Florida Michael Bento, Eastern Oregon University
Joseph Aranyosi, Owens Community College Anastasia Cortes,
University of Phoenix George Bernard, Virginia Tech
Shelly Arneson, Seminole State College of Florida Justin L. Davis,
Colorado State University Stephen Betts, University of West Florida
Lisa Augustyniak, William Patterson University Carrie L. Devone,
Lake Michigan College Jim Bishop, Mott Community College
Tanya Balcom, New Mexico State University Jennifer Egrie,
Macomb Community College Alison Bolton, Keiser University
Amy S. Banta, Solano Community College Bennie Felts,
Ohio University Anne Brantley, North Carolina Wesleyan College
Valerie Barnett, Central Piedmont Community Charla Fraley,
Kansas State University College Columbus State Community College

xxiv
Dana Frederick, Bobbie Knoblauch, Thomas Philippe,
Missouri State University Wichita State University St. Petersburg College
Patricia Galitz, Todd Korol, Michael Pirson,
Southeast Community College Monroe Community College Fordham University
Barbara Garrell, Zahir Latheef, Beth Polin,
Delaware County Community College University of Houston Downtown Eastern Kentucky University
Terry Girdon, Dave Lanzilla, Elizabeth Prejean,
Pennsylvania College of Technology College of Central Florida Northwestern State University
Lacey Gonzalez-Horan, Barbara Larson, Kenneth Rasheed,
Lehigh Carbon Community College Northeastern University Chattahoochee Technical College
Jan Grimes, Zahir Latheef, Chelsea Hood Reese,
Georgia Southern University University of Houston–Downtown Southeast Community College
William Habacivch, Blaine Lawlor, Martha Robinson,
Central Penn College University of West Florida University of Memphis
Gordon Haley, Benjamin Lipschutz, David Ruderman,
Palm Beach State College Central Penn College University of Colorado–Denver
R. Hall, Charles Lyons, Jerry Schoenfeld,
Tarleton State University University of Georgia Florida Gulf Coast University
Lisa M. Harris, Professor Cheryl Macon, Marina Sebastijanovic,
Southeast Community College Butler County Community College University of Houston
Joanne Hartsell, Zengie Mangaliso, Sarah Shike,
East Carolina University University of Massachusetts–Amherst Western Illinois University
Ahmad Hassan, Christine Marchese, Raj K. Singh,
Morehead State University Nassau Community College University of California–Riverside
Karen H. Hawkins, D. Kim McKinnon, Paula Kirch Smith,
Miami Dade College–Kendall Campus Arizona State University Cincinnati State
Cathy Henderson, Ben McLarty, Dustin Smith, PhD.,
Stephen F. Austin State University Mississippi State Univerisity Webster University
Nhung Hendy, Erin McLaughlin, George E. Stevens,
Towson University University of Alabama–Huntsville Kent State University
Lara Hobson, Christine Miller, Jerry Stevens,
Western Michigan University Tennessee Tech University Texas Tech University
Anne Hoel, Lorianne Mitchell, C. Justice Tillman,
University of Wisconsin–Stout East Tennessee State University Baruch College, City University of
Gregory A. Hoffeditz, Debra L. Moody, New York
Southern Illinois University–Carbondale Virginia Commonwealth University Jim Turner,
James Hopkins, Vivianne Moore, Davenport University
University of Georgia Davenport University Brandi Ulrich,
Tammy Hunt, Byron Morgan, Anne Arundel Community College
University of North Carolina– Texas State University George Valcho,
Wilmington Bossier Parish Community College
Jennifer Muryn,
Perwaiz Ismaili, Robert Morris University Tim Waid,
Metropolitan State University University of Missouri
Troy Nielson,
Jacquelyn Jacobs, Brigham Young University Wendy Walker,
University of Tennessee University of North Georgia
Paul O’Brien,
Paul D. Johnson, Keiser University Charlene Walters,
University of Mississippi Nathan Oliver, Strayer University
Sue Joiner, University of Alabama at Rick Webb,
Tarleton State University Birmingham Johnson County Community College
John Kirn, Rhonda Palladi, Joette Wisnieski,
University of Kentucky Georgia State University Indiana University of Pennsylvania

Acknowledgments xxv
Anthony Weinberg, Wallace Alexander Williams Jr., M. Susan Wurtz,
Daymar College Texas A&M University–Commerce University of Northern Iowa
David Wernick, Dr. Linsey Willis, Jan Zantinga,
Florida International University Florida Atlantic University University of Georgia

I would also like to thank the following colleagues who served as manuscript reviewers during the development of
previous editions:

Steven W. Abram, Larry Bohleber, Jack Cichy,

Kirkwood Community College University of Southern Indiana Davenport University
G. Stoney Alder, Melanie Bookout, Anthony Cioffi,
University of Nevada–Las Vegas Greenville Technical College Lorain County Community College
Phyllis C. Alderdice, Robert S. Boothe, Deborah Clark,
Jefferson Community and Technical University of Southern Mississippi Santa Fe Community College
College Carol Bormann Young, J. Dana Clark,
Laura L. Alderson, Metropolitan State University Appalachian State University
University of Memphis Susan M. Bosco, Dean Cleavenger,
Danielle Beu Ammeter, Roger Williams University University of Central Florida
University of Mississippi David Allen Brown, Sharon Clinebell,
William Scott Anchors, Ferris State University University of Northern Colorado
University of Maine at Orono Roger Brown, Loretta Fergus Cochran,
Jeffrey L. Anderson, Northwestern Oklahoma State Arkansas Tech University
Ohio University University Glenda Coleman,
Darlene Andert, Marit Brunsell, South University
Florida Gulf Coast University Madison Area Technical College Ron Cooley,
John Anstey, Jon Bryan, South Suburban College
University of Nebraska at Omaha Bridgewater State University Melissa M. Cooper,
Maria Aria, Becky Bryant, School of Management, Texas
Camden County College Texas Woman’s University Woman’s University
Mona Bahl, Paul Buffa, Gary Corona,
Illinois State University Jefferson College, Missouri Baptist Florida State College
Pamela Ball, University Keith Credo,
Clark State Community College Mark David Burdsall, University of Louisiana–Lafayette
Valerie Barnet, University of Pittsburgh Derek E. Crews,
Kansas State University Neil Burton, Texas Woman’s University
James D. Bell, Clemson University Daniel J. Curtin,
Texas State University–San Barbara A. Carlin, Lakeland Community College
Marcos University of Houston Ajay Das,
Jessie Bellflowers, Pamela Carstens, Baruch College
Fayetteville Technical Community Coe College Tom Deckelman,
College Julie J. Carwile, Owens Community College
Victor Berardi, John Tyler Community College Linda I. DeLong,
Kent State University Daniel A. Cernas Ortiz, University of La Verne
Patricia Bernson, University of North Texas Margaret Deck,
County College of Morris Glen Chapuis, Virginia Tech
David Bess, St. Charles Community Kate Demarest,
University of Hawaii College University of Baltimore
Stephen Betts, Rod Christian, E. Gordon DeMeritt,
William Paterson University Mesa Community College Shepherd University
Randy Blass, Mike Cicero, Kathleen DeNisco,
Florida State University Highline College Erie Community College

xxvi Acknowledgments
Anant R. Deshpande, Lucy R. Ford, Karen H. Hawkins,
SUNY Empire State College Saint Joseph’s University Miami Dade College, Kendall Campus
John DeSpagna, Charla Fraley, Samuel Hazen,
Nassau Community College Columbus State Community College Tarleton State University
Pamela A. Dobies, Gail E. Fraser, Jack Heinsius,
University of Missouri–Kansas City Kean University Modesto Junior College
David Dore, Dana Frederick, Duane Helleloid,
Pima Community College Missouri State University University of North Dakota
Lon Doty, Tony Frontera, Evelyn Hendrix,
San Jose State University Binghamton University Lindenwood University
Ron Dougherty, Dane Galden, Kim Hester,
Ivy Tech Community College/ Columbus State Community College Arkansas State University
Columbus Campus Michael Garcia, Anne Kelly Hoel,
Scott Droege, Liberty University University of Wisconsin–Stout
Western Kentucky University Evgeniy Gentchev, Mary Hogue,
Ken Dunegan, Northwood University Kent State University
Cleveland State University Lydia Gilmore, David Hollomon,
Steven Dunphy, Columbus State Community Victor Valley College
Indiana University Northwest College Tammy Hunt,
Linda Durkin, James Glasgow, University of North Carolina–
Delaware County Community Villanova University Wilmington
College Ronnie Godshalk, Aviad Israeli,
Subhash Durlabhji, Penn State University Kent State University
Northwestern State University of Connie Golden, Edward Johnson,
Louisiana Lakeland Community College University of North Florida
Jack Dustman, Deborah Cain Good, Nancy M. Johnson,
Northern Arizona University University of Pittsburgh Madison Area Technical College
Ray Eldridge, Kris Gossett, Kathleen Jones,
Lipscomb University Mercyhurst University University of North Dakota
Bob Eliason, Marie Gould, Rusty Juban,
James Madison University Horizons University Southeastern Louisiana University
Valerie Evans, Tita Gray, Dmitriy Kalyagin,
Kansas State University Maryland University of Integrative Chabot College
W. Randy Evans, Health Heesam Kang,
University of Tennessee at Ryan Greenbaum, Trident University International
Chattanooga Oklahoma State University– Marvin Karlins,
Paul A. Fadil, Stillwater University of South Florida
University of North Florida Kevin S. Groves, Marcella Kelly,
Crystal Saric Fashant, Pepperdine University Santa Monica College
Metropolitan State University Joyce Guillory, Richard Kimbrough,
Jud Faurer, Austin Community College University of Nebraska–Lincoln
Metropolitan State University of Reggie Hall, Renee N. King,
Denver Tarleton State University Eastern Illinois University
Judy Fitch, Stephen F. Hallam, Shaun C. Knight,
Augusta State University The University of Akron Penn State University
Carla Flores, Marie DK. Halvorsen-Ganepola, Bobbie Knoblauch,
Ball State University University of Notre Dame Wichita State University
Christopher Flynn, Charles T. Harrington, Todd Korol,
University of North Florida Pasadena City College Monroe Community College
David Foote, Santhi Harvey, Leo C. Kotrodimos,
Middle Tennessee State University Central State University NC Wesleyan College

Acknowledgments xxvii
Sal Kukalis, Brenda McAleer, John Orife,
California State University–Long University of Maine at Augusta Indiana University of Pennsylvania
Beach Daniel W. McAllister, Eren Ozgen,
Chalmer E. Labig Jr., University of Nevada–Las Vegas Florida State University–Panama City
Oklahoma State University David McArthur, Fernando Pargas,
Wendy Lam, Utah Valley University James Madison University
Hawaii Pacific University Tom McFarland, Jack Partlow,
Robert L. Laud, Mount San Antonio College Northern Virginia Community College
William Paterson University Joe McKenna, Don A. Paxton,
Rebecca Legleiter, Howard Community College Pasadena City College
Tulsa Community College Zack McNeil, John Paxton,
David Leonard, Metropolitan Community College Wayne State College
Chabot College Jeanne McNett, John Pepper,
Chris Levan, Assumption College The University of Kansas
University of Tennessee– Spencer Mehl, Clifford R. Perry,
Chattanooga Coastal Carolina Community College Florida International University
David Levy, Mary Meredith, Sheila Petcavage,
United States Air Force Academy University of Louisiana Cuyahoga Community College–
Chi Lo Lim, Lori Merlak, Western Campus
Northwest Missouri State University Kirkwood Community College Barbara Petzall,
Natasha Lindsey, Douglas Micklich, Maryville University
University of North Alabama Illinois State University Shaun Pichler,
Beverly Little, Christine Miller, Mihaylo College of Business,
Western Carolina University Tennessee Tech University California State University, Fullerton
Guy Lochiatto, Val Miskin, Anthony Plunkett,
MassBay Community College Washington State University Harrison College
Mary Lou Lockerby, Kelly Mollica, Tracy H. Porter,
College of DuPage University of Memphis Cleveland State University
Michael Dane Loflin, Gregory Moore, Paula Potter,
York Technical College Middle Tennessee State University Western Kentucky University
Jessica Lofton, Rob Moorman, Cynthia Preston,
University of Mount Olive Elon University University of Northwestern Ohio
Paul Londrigan, Jaideep Motwani, Ronald E. Purser,
Charles Stewart Mott Community Grand Valley State University San Francisco State University
College Troy Mumford, Gregory R. Quinet,
Tom Loughman, Colorado State University Kennesaw State University
Columbus State University Robert Myers, George Redmond,
Ivan Lowe, University of Louisville Franklin University
York Technical College Christopher P. Neck, Deborah Reed,
Gregory Luce, Arizona State University Benedictine College
Bucks County Community College Patrick J. Nedry, Rosemarie Reynolds,
Margaret Lucero, Monroe County Community College Embry Riddle Aeronautical
Texas A & M–Corpus Christi Francine Newth, University
James Manicki, Providence College H. Lynn Richards,
Northwestern College Margie Nicholson, Johnson County Community College
Christine I. Mark, Columbia College, Chicago Leah Ritchie,
University of Southern Mississippi Salem State College
Thomas J. Norman,
Marcia A. Marriott, California State University–Dominguez Gary B. Roberts,
Monroe Community College Hills Kennesaw State University
Dr. David Matthews, Joanne Orabone, Sean E. Rogers,
SUNY Adirondack Community College of Rhode Island University of Rhode Island

xxviii Acknowledgments
Another random document with
no related content on Scribd:
gold and scarlet and crimson and russet blended by the misty
autumn haze; but whether near or far always a splendor of color. The
cornfields along the way were dotted with great sheaves of the
harvested corn, among which the orange spheres of the pumpkins
lay thick, and where the huskers were busy stripping the husks from
the yellow ears that overflowed baskets and heaped wagons.
Orchards, too, there were, fruity with scent of the red-cheeked
apples which loaded the trees. Occasionally they met loads of
apples on the way to be made into cider. Once they passed a cider
mill by the roadside, and stopped for a drink of the sweet juice as it
came fresh from the press. At another time they drove under a tree
overgrown by a wild grapevine, and Ben, standing on the seat, had
gathered his hands full of the little, spicy-flavored, frost grapes. While
scattered along the way were clumps of woodbine, its leaves flushed
russet crimson; bittersweet with its clustered orange berries
beginning to show their scarlet hearts; with lingering sprays of
golden rod, and lavender drifts of the wild aster. The farmhouses at
which Ben stopped to trade—for he was too faithful an employee to
forget his business for any pleasure—had for the most part, it
seemed to Posey, a cozy, homelike air, the yards of many gay with
fall flowers that the frosts had not yet killed.
And how their tongues did run! Ben Pancost had to hear in its
fullest detail Posey’s whole story, with especial interest in that part of
her life with Madam Atheldena Sharpe.
“How many different cities you have seen!” he exclaimed once
with an accent of almost envy.
“No, I never saw very much of them after all. You see, we always
lived in a crowded part, so one was a good deal like another.”
“And how did you use to feel when you were pretending to be a
spirit?”
“Oh, sometimes I thought it was sort of fun. One day, I remember,
at school the teacher had us put our hands up and up as we sang,
higher and higher, like this,” and she raised her arms in a gently
undulating motion. “That evening I did it again as I came out, and the
people at the séance all held their breath and whispered, ‘Oh, how
beautiful!’ You ought to have heard them,” and Posey laughed as
she recalled the incident. “Yes, sometimes it was no end of fun, but
most times I was tired and sleepy and it was so tiresome. The
changing dresses, and wigs, and all that, and I used to think how
stupid the folks were not to know that it was only me.”
“And were you frightened when they found you out?”
“Frightened? Well, I guess I was! I knew the Madam would be in a
rage, and I didn’t know what they would do to me, either. They tore
my wig off, and crowded round me, and everybody was talking at
once, but I pulled away, somehow, and ran. My, how I did run; ’way
up into the attic! I’d never been there before, but it was some place
to hide, and it wasn’t so bad, for I stumbled onto an old mattress,
only I was afraid there might be rats. But I wasn’t as afraid of the rats
as I was of the people downstairs, and by and by, when it was all
still, I went to sleep. Then in the morning when I waked up and went
down the Madam was gone. She knew that I had no other place in
the world to go to; but she never did care for anybody but herself. I
tell you, it was awful to be turned out so, and not know what to do. I
felt almost as bad as when you saw me this morning.”
“It was a shame,” Ben agreed heartily. “But then she couldn’t have
been a very good woman, anyway. And don’t you think it was just as
wrong as lying to deceive people so?”
“I suppose it was,” Posey admitted simply. “My mamma always
told me never to tell lies, and I don’t mean to; but I began to
‘manifest,’ as she always called it, when I was so little that I didn’t
think anything about its being right or wrong. I should have had to
done it whether I wanted to or not, for when Madam was cross I tell
you I had to stand round. Besides, that was the way we made our
living, and in the city folks have to have money to live. Here in the
country you don’t know anything about it. Look at the apples in that
orchard. I used to go to the market for Madam and buy a quart of
apples. Just six or seven, you know. Sometimes I could get a
market-woman to put on one more, and then I had that to eat for
myself. And milk! Why, we never bought more than a pint at a time,
more often half a pint; and a half a pound or a pound of butter. You
don’t know how strange it did seem to go out and pick things off as
they grew, and to see so much of everything.”
“I wouldn’t want to live that way,” admitted Ben.
“I guess not. Sometimes I felt so much older than the other girls of
my age at Horsham. They had fathers and mothers who bought
them everything. They never thought about the cost, and they all had
spending money—not a great deal, but some—to use as they
pleased. And I—why I can hardly remember when I didn’t have to
think about the price of everything. When Madam gave me money to
go out and buy things she used to say, ‘Now see how far you can
make this go.’ She was always telling me how much my shoes and
clothes and what I ate cost. And as for ever having any money to
spend for my very own self, why I wouldn’t know what that was.” She
paused and an accent of bitterness crept into her next words: “You
may say what you please, but I believe God cares a lot more for
some folks than He does for others. He gives them such a sight
more. At any rate, I’m ‘most certain He doesn’t care anything for
me,” and she gave the red dashboard a little kick by way of
emphasis.
“Why, Posey!” Ben cried in astonishment, “God cares for
everybody!”
“Well, then,” protested Posey fiercely, “why did He make my
mother die, and why doesn’t He give me a home somewhere?”
Ben looked puzzled for a moment, then he brightened. “Did you
ever ask Him to take care of you?”
“Yes, I did last night. I asked Him to help me, and take care of me.
And where would I be now if it wasn’t for you?”
“Why, Posey!” cried Ben triumphantly. “Don’t you see that He sent
me?”
“Do you think He did?” A sudden seriousness had come into
Posey’s face.
 “Of course. I know it. Why, once when I was a little boy I had a
bow and arrow. One day I shot my arrow away so far I couldn’t find
it, though I hunted and hunted. Finally I knelt right down in the grass
and asked God to help me find my arrow; and do you believe me,
when I opened my eyes the first thing I saw was my arrow, only a
little way from me. Perhaps if you had asked God to help you before
he would have done so.”
“But,” persisted Posey, “sometimes it doesn’t help people any
when they do pray. There was a woman in Horsham whose daughter
was sick this summer, and she had folks come and pray for her to
get well, but she died all the same.”
As she was speaking Ben drew out a handsome pocketknife. “Isn’t
that knife a dandy?” he asked, holding it out in his hand. “Five
blades, all the very best steel, and the handle inlaid. When I was
seven years old my Uncle Ben, in Nebraska, that I was named for,
sent it to me. Father said I was too little to have such a knife then,
that I would be apt to break it, and to cut me with it, so he laid it away
till I was older. Well, I wanted it then, and I used to tease and tease
father for it, and almost think it was unkind and mean in him to keep
my own knife away from me. The day I was ten years old he said:
“‘Ben, here is your knife. If I had given it to you at the first, as you
wanted me to, very likely it would by this time be broken or lost, and
you might have been badly hurt with it. Now you are old enough to
value and use it carefully. And when you look at it remember this, my
boy, that God often has to do by us as I have by you—refuse us the
thing we ask for because it might hurt us, or because the time has
not yet come when we are ready for it. Refuses us simply because
He loves us.’”
“Why, Ben!” exclaimed Posey with wide-open eyes, “I never heard
anything like that before. And you talk just like a minister.”
“I’m only telling you what my father said. Perhaps because he died
so soon afterwards is one reason I’ve always remembered it. And he
was good as any minister. I don’t believe there ever was a better
father,” and there was a tremble in Ben’s voice.
 “Tell me about yourself now; I’ve told you all about myself,” urged
Posey.
 CHAPTER X
BEN’S STORY

“I haven’t much of anything to tell,” Ben answered slowly. “You

see, I always lived in the country, and in just one place till father and
mother died four years ago. But, oh, it was so pleasant there! Back
of the house was the orchard, and beyond that a long hill where we
went coasting in the winter, Theodore and I—he’s my brother three
years older. At the foot of the hill was a little creek where we used to
go fishing in spring. The fish were mostly suckers. I suppose some
folks wouldn’t have cooked ’em; but then mothers will do ’most
anything for boys; at any rate, such a mother as ours would, and my,
but they did taste good! We used to skate on the creek, too, in the
winter. But you’ve never been in the country in the winter; you don’t
know what fun it is: sliding down hill, sleighriding, and snowballing,
all such fun,” and Ben’s eyes sparkled as he named them.
“The house, too, was so cozy. A red house with a trumpet-vine
growing over it, and a long porch in front. I always like to see a red
house because it makes me think of home. And out in the orchard
there were strawberry apples, and seek-no-furthers, and
nonesuches. A big grapevine ran all along the woodhouse. There
was a black-walnut tree in the back yard, some chestnut trees in the
pasture, beside hickory trees in the north woods. And didn’t we go
nutting in the fall, just didn’t we! Whole bags of nuts to crack in the
winter evenings and eat with apples, though the getting ’em is better
than the eating, after all.
“On the edge of the creek was the sugar bush, and in the spring
we used to help father gather the maple sap from the trees and boil it
down in the old sugar house. It was hard work, but there was fun
with it—the sugaring off, and making wax on the snow, and stirring
the warm sugar. I tell you I feel awful sorry for boys who have never
lived in the country and had any of the good times. Of course we
went to school, not quite a mile over the hill, and Sundays we went
three miles to church.
“And best of all were father and mother! I couldn’t begin to tell you
how good they were. Mother used to tell us stories, and help us
make balls and kites; and father would take us with him, and let us
follow him about the farm, when I suppose we hindered a good deal
more than we helped. He was always ready to answer our questions,
too, and to help us with a hard lesson, and he used to give us calves
and lambs for our very own. I don’t believe there ever was a father
and mother did more to make two boys happy,” and Ben drew a
tremulous sigh.
“Mother was always delicate,” he went on after a moment’s pause,
“and father and we boys used to do all we could to help her. But one
fall she took a hard cold—none of us once thought of it being
anything more than a cold. All winter she coughed so hard, and
nothing the doctor gave her did any good. Theodore and I used to
say to each other, ‘When it comes spring then mother will be well
again,’ and we were so glad of the warm days, for they would make
mother better. She didn’t get better, though; she kept growing
weaker and weaker, and the children at school began to ask me did I
know my mother was going to die? It made me so angry to have
them say such things; and sometimes I would wake up in the night
and find Theodore crying, for he is older, you know, and realized
more what was coming. Then I would put my arms around his neck
and say, ‘Don’t cry, Theodore; of course mother will get well. Why,
we can’t live without her!’
“So it went on till September, and by that time she could only walk
around the house a little, and had to lie on the sitting-room lounge
most of the time; but so sweet and patient, there was never any one
like her, I’m sure. Father used to come in from his work every little
while and sit beside her, and when he went out I would see the tears
in his eyes, for I suppose it was hardest of all for him. In September
the men came with the thrashing-machine to thrash the wheat and
oats. It was a chilly day for that time of the year, with one of those
raw, sharp winds that cuts right through you. The dust of the
thrashing always made father about sick, and with that and the
weather he took a sudden cold that settled on his lungs. That night
he was so sick Theodore had to go for the doctor, and, Posey, he
only lived three days.
“I couldn’t believe it. He had always been so strong and well that I
had never thought of his dying. I knew the doctor thought he was
very sick, and we were all frightened, but I didn’t once think he was
going to die. And when he called us to him to bid us good-by, and
told us to do all we could for mother, and to be good boys and good
men, and live so that we should be ready for God’s call when it came
for us—I didn’t believe it even then—I didn’t believe it till he was—
gone.”
Ben’s voice had grown husky, and he stopped for a little before he
could go on. “For about two weeks after that mother kept about as
she had been, and what with the shock and excitement even
seemed a little stronger. But one night we had to help her into her
room and the next morning she said she felt so weak she wouldn’t
try to get up. And she never left her room again. She failed so fast it
seemed as though we could just see her slipping away from us; and
she was so happy to go, except as she was sorry to leave us boys.
She told us how we had better manage, and what she wanted us to
do and be; and I don’t believe either Theodore or I will ever forget
what she said to us or the promises we made to her.
“When father died it was hard enough, though there was mother
left. But when she went, only three weeks after him, I tell you it was
awful. I never shall forget as long as I live the evening after mother’s
funeral. You see, father had only one brother, Uncle Ben, out in
Nebraska, so of course he couldn’t come. Uncle John, mother’s only
brother, lived fifty miles away, and George, his boy, was sick with a
fever, so he had to go right back; that left us all alone with Matty, the
girl. And after we had looked after the chores and went in and sat
down everything was so strange and empty and lonesome, I never
shall forget it.
“Every night since we could remember father, or mother if he was
away, had read a chapter in the Bible and had prayers. After father
died Theodore had read the chapter and mother had prayed, if it was
only a word or two, till the very last night she lived. She had said she
hoped we would try and do as near as we could as we always had
when she and father were with us, so Theodore thought we’d better
have prayers; that they’d want us to. He read the chapter—I don’t
see how he did it—and said he thought we could say the Lord’s
prayer, anyway, and we kneeled down and began. But all at once it
came over us like a great wave how everything was changed and
always would be, and it broke us all up so we couldn’t go through
with it.” And Ben’s voice choked and failed him at the recollection,
while unchecked tears of sympathy ran down Posey’s cheeks.
“When Uncle John went away he told us to do the best we could
and as soon as George was better and he could leave home he
would come and help us settle everything up. There wasn’t so very
much to do beside the everyday work except to gather the apples
and harvest the corn. We had a big field of corn that year, but we
managed to get it cut up and began to husk it. But it was slow work,
for I was only a little shaver—not quite eleven years old, and
Theodore isn’t strong like I am. It came on cold early that fall and we
got pretty discouraged. One night there was a circle round the moon,
and Theodore said he was afraid we were goin’ to have a
snowstorm. That would make the husking harder, and we both felt
real worried. But what do you think? When we went out in the field
the next morning the corn was all husked and in heaps ready to draw
in! It had been a moonlight night and the neighbors had all turned in
and done it for us. They were all so good to us I shall never forget it
of them.
“As soon as he could Uncle John came back, and then we sold the
farm. We hated to, but he thought that was best, for though it was
only a small one we were too young to manage it. When everything
was settled there was eight hundred dollars apiece for Theodore and
me. Uncle John put this out at interest for us, secured by mortgage
so it should be safe, and took us home with him. But Uncle John isn’t
rich by any means, and he has five children of his own, so though
they are all kind as can be we didn’t want to live on him. For two
years now, I’ve been driving this tin-cart summers. I get twenty
dollars a month and my expenses, and I’ve a hundred dollars in the
bank I earned myself. Winters I live at Uncle John’s and go to
school. He won’t take anything for my board, but I buy dresses and
things for Aunt Eunice and my cousins; they are so good to me I
want to do what I can for them. With what I earn and the interest on
my own money, as soon as I’m old enough I mean to buy a farm. I
would like a store, but Uncle John thinks a farm is safer, and perhaps
I’ll buy the old farm back.”
“How nice that would be!” cried Posey.
“Why, see here, Posey,” with the force of a sudden idea, “when I
get a farm I shall need somebody to keep the house, and I’ll tell you
what I’ll do, I’ll marry you. Then you can have a home, too; we’re
both orphans and haven’t either of us one now.”
Posey clapped her hands. “That will be splendid! I know I should
just love to live on a farm, and I will learn to make butter, and do all
the things they do on farms. But,” and her face sobered, “won’t your
brother want to live with you?”
“No; Theodore doesn’t take to farming. He’s teaching now, a
summer school up in Michigan. His plan is to go to college and then
be a minister. He’ll make a tiptop one, too.”
“I think you ought to be a minister,” said Posey. “You talk good
enough for one.”
“Me? Shucks,” and Ben gave a long whistle. “I ain’t good enough
for a minister. Besides, I never could talk before folks as Theodore
can. I wish you could hear him lead the Endeavor meeting. I tried to
once, and my, I was so scared I didn’t know whether I was afoot or
horseback.”
Posey’s eyes had grown wide. “Why, I thought it was only grown-
up people who were Christians and dreadfully good, like old Deacon
Piper and Mr. Hagood, who spoke in meetings.”
 “When I get a farm I shall need somebody to keep the
house.”—Page 143.

“This was just Endeavor meeting. But then that isn’t so at all.”
Ben’s tone was emphatic. “Boys and girls can be Christians; mother
explained that to me years ago. It’s just loving God best of all, and
trying to do as He wants us to. Folks don’t have to wait till they are
grown up to do that, or are awfully good, either. I’m glad they don’t,
or there wouldn’t be much show for me; my temper boils over about
as quick as Aunt Eunice’s teakettle. But I keep pegging away at it,
and I can hold on better than I could, I know, for some of the folks I
trade with are enough to provoke a saint. But that’s the only way to
grow good—keep trying. You can do that as well as anybody. And
you love God, don’t you?”
She shook her head as she answered mournfully, “I’m afraid not. I
know I don’t feel about Him as you do.”
“I’m sorry,” Ben said simply. “I wish you did. You don’t know what a
comfort it is when you get in a tight place and things seem to be
mixed up all in a tangle, to feel that God will make everything come
out just as is best for you. I really wish you did.”
Posey made no answer. She only reached up and caught a
handful of leaves from a tree they were passing under, and asked
Ben what kind of leaves they were. At the same time the fact that
Ben Pancost, a boy who had a freckled face, who laughed and joked
and told funny stories, who loved to skate, to coast, to play baseball,
and in short enjoyed all the things that boys did, should talk about
loving God, and God’s taking care of him, as though this was the
most natural thing in the world, made a deep impression on her
mind, and one that never was forgotten.
 CHAPTER XI
A STORM, AND A SHELTER

Ben’s story, here given as a whole, had really been interrupted by

one or two business calls. It was evident, even to Posey, that Ben
was a decided favorite along the route; for in addition to his boyish
good-humor, his obliging ways, as well as his truthfulness and
honesty, had won for him many customers, and many friends among
his customers. Posey could hardly have told if she more admired or
was amused by the brisk, alert way in which he sorted over the bags
of rags brought out to him, made his bargains, and marshalled his
array of tinware.
“The fact of the matter is,” he explained to Posey as he was
making a memorandum in his note-book of one quart, and one two-
quart basin to be brought the next trip, “I’m pretty well sold out of
stock, except milk pails, tin dippers, and nutmeg graters and the
graters are a fancy kind at twenty-five cents. That’s a little too high
for them to go easily. I guess I’ll tell Mr. Bruce—he’s the man I work
for—that he’d better not order any more; things that run from ten to
twenty cents sell the best. That’s about what a common bag of rags
comes to, and folks would rather not pay money besides. I’d rather
not pay money, either, for, you see, besides the profit on the rags I
buy, there’s the profit on the goods I sell; so when I haven’t what
they want, if they will wait I bring it next time I come, and I always
take pains to pick out what I think will suit, too.”
As it drew towards noon Posey suggested that they share the rest
of the contents of her basket. But Ben urged, “Wait a little.” And
when a few moments later coming over a hill they entered a small
country village he drew up before its modest hotel with a flourish,
remarking as he did so, “This train stops twenty minutes for
refreshments.”
 “But, Ben,” expostulated Posey, “I’m sure there’s enough for us
both in the basket.”
“That will do for lunch this afternoon. I tell you, the afternoons are
pretty long.”
“But you know,” and Posey hesitated over the words, “we will have
to pay if we eat here, and I haven’t any money.”
“Ho!” scoffed Ben. “I guess when I ask a young lady to take a ride
with me I can get her a bite to eat; that’s the proper thing to do.
Besides, I never took a girl riding before, that is, except my cousins,
and I want to do it up swell. Why, lots of the boys I know are always
asking the girls to go somewhere, though what they can find to say
to each other is more than I can imagine. And Fred Flood, only a
year older’n I am, has been engaged. He was engaged to Millie Grey
for two weeks, then they quarreled out, he burned all her letters in
the back yard, and they haven’t spoken to each other since.
“I s’pose, though,” Ben’s tone was reflective, “I shall come to it
some day; write notes to the girls, and go after ’em in my best
clothes an’ with a choke collar, as Cousin George does. But I guess
it will be some time first,” and Ben laughed.
“It must make one feel real grown-up-like, though, to have a
written invitation,” remarked Posey. “I had a letter from a boy once,”
the dimples in her cheeks showing at the recollection.
“What was in it?”
“Oh, there was a shield made with red and blue crayons, and ‘U.
S.’ in big letters at the top and bottom of the paper; then it said,
“‘Dear Posey,

‘If you love me,

As I love you,
No knife can cut
Our love in two.’

The boy sent it to me in school one day.”

“What did you write back?”
 “Nothing. I didn’t like the boy, anyway. Besides, I shouldn’t have
known what to write.”
“You might have written,

“‘The rose is red,

The violet blue,
Tansy is horrid,
And so are you.’”

And then they both laughed.

By this time a leisurely landlord in his shirtsleeves had made his
appearance, and with a hand on each hip, stood calmly looking them
over. “I would like my horse fed, and dinner for myself and this lady.”
Ben’s tone had its business accent as he jumped down and helped
Posey from the high seat to the ground.
“All right,” and stepping forward the landlord took the lines. “But
seems to me you’re rather a young couple. Wedding trip, I s’pose?”
“Tin wedding!” and Ben gave a jerk of his thumb towards the cart.
What a sumptuous banquet to Posey seemed that dinner. Surely
fried chicken was never before so good, and baked potatoes and
squash so toothsome, or peaches and cream so delicious; even the
decidedly slabby cake she ate with a relish. She had recovered from
her fatigue, her eyes shone, her cheeks were flushed with pleasant
excitement; she was ready to laugh at all of Ben’s nonsense, and the
pleasantries of the good-natured landlord who served them. While
Ben, delighted at her happy mood, as he looked at her and listened
to her merry laugh, could hardly realize that this was the same
woeful little figure he had met so few hours before.
They had not been long on the road again when Ben began to
cast doubtful glances at a dark cloud swiftly rising in the west. “I’m
afraid we’re going to have a shower,” he said at last. And then after a
few moments, “I know we are. I see the rain coming over those
woods now. It’s a mile or more away, but it’s working this way fast.”
“What will you do?” Posey questioned anxiously.
 “I must try and get in somewhere. I’m pretty well fixed for storms,
with a big umbrella and oilcloth apron. I’ve a cover for the load, too,
but the trouble is I’ve got so many rags on now it won’t go over, so I
must find some place to drive in. Hurry up, Billy,” and he shook the
lines over the stout bay’s back. “I don’t know this road, either. I
always go the one next south; it has more houses, but the landlord
said there was a bridge down on it an’ I would have to come this
way.”
“It’s beginning to sprinkle,” and Posey held out her hand. “I feel the
drops. But there’s a house just ahead; perhaps you can find a place
there.”
As they neared the white farmhouse they saw that a long
woodhouse stretched from one side, its old-fashioned arched
opening toward the road. “Can I drive under your shed?” Ben
shouted to an old lady he saw just inside. And then as the first gust
of the swift-coming storm began to patter thick about them, hardly
waiting for a reply, he turned Billy at a swinging trot up the drive, and
in another moment they were safe under shelter, while a whitely
driving sheet of rain blotted out all the outer world.
“You was just in the nick o’ time, wasn’t you?” said the little round-
faced old lady, who was busy catching and putting in a box a flock of
little turkeys that flew about the woodhouse squawking and fluttering,
while the mother turkey shook her red head and uttered a dissonant
protest.
“You see,” she explained, “if turkey chicks get wet it’s almost sure
to kill ’em. They’re the tenderest little creatures that ever was to
raise, an’ the hen turk’s no more sense than to trail out in the rain
with ’em, so I’m goin’ to put ’em where they’ll be safe. It’s dreffle late
to have little turks, but that hen beats all to steal her nest, an’ seein’
she’s hatched ’em I thought I’d try an’ help her raise ’em. They’ll be
good eatin’ along in the winter.”
When the last scantily-feathered, long-necked turkey chick had,
with Ben and Posey’s help, been captured and placed in the box,
and the mother turkey had mounted the edge of it, they had time to
notice the neat rows in which the wood was piled, the ground swept
hard and clean as a floor, and the tin wash-basin hanging over a
bench beside the pump scoured till it shone like silver. “I guess it
ain’t nothin’ but a shower,” chirruped their hostess; “come into the
house an’ hev some cheers while you wait. I’m glad you happened
along, not that I’m afraid, but it’s sort o’ lonesome-like to be alone in
a storm.”
As she talked she led the way through the kitchen into a big
sitting-room, where a new rag carpet made dazzling stripes on the
floor, and the lounge and rocking-chair were gay with the brightest of
chintz. Posey had already decided that this was almost the nicest old
lady she had ever seen; there was something at once placid and
cheerful in both tone and manner, and a kindly good-nature seemed
to radiate even from her black silk apron. “I declare, for’t, if the rain
isn’t blowin’ in at that winder,” she exclaimed as she lowered a sash.
“Aren’t you afraid the wind will blow down those great trees on the
house?” asked Posey, as she glanced out a little fearfully at the
branches bending and twisting in the storm.
“La, no, child,” was the placid answer; “they’ve stood worse storms
than this. I don’t know what you would have done to have lived here
as I did when I was your age. Right in the woods we was then, with
the tall trees all around the log house; an’ in a big storm you could
hear crash, crash—the trees comin’ down in the woods, an’ didn’t
know what minute one would fall on the house. Once there come a
real tornado—a windfall, they called it them days; a man in the next
town just stepped to the door to look out, an’ a tree struck an’ killed
him. Father cleared away around our house, so there shouldn’t be
any danger, as soon as he could.”
“And did you live here when it was new as that?” asked Ben,
whose interest was at once aroused by anything that smacked of
old-time stories.
“To be sure I did. This part of Ohio was all woods when I come
here. We come all the way from Connecticut in a wagon, for there
wasn’t any other way o’ comin’ then; my father drove a ‘spike team,’
that is, a horse ahead of a yoke of oxen; we brought what housen
goods we could in the wagon, an’ was forty days on the way. There
wasn’t a family in two miles at first, an’ nights we used to hear the
wolves howlin’ ’round the house.”
“And how did you feel?” asked Posey breathlessly.
The old lady laughed. “I was some scared along at first, though we
hadn’t no great call to be afraid o’ them, it was the sheep an’ young
cattle they was after. Why, along the first o’ father’s keepin’ sheep he
had to shut ’em up every night in a high pen; an’ after neighbors got
so thick we had a school a bear caught a pig one day, right in sight o’
the schoolhouse.”
“What did you do?” questioned Ben.
“Oh, some of the boys ran for Mr. James, who lived nearest. He
came with his gun, but the bear got away.”
“I wish I could have lived in those days,” and Ben gave a long-
drawn sigh over the safe, commonplace period in which his lot had
been cast.
“I think myself mebby we took more comfort then,” the old lady
agreed with fond retrospection. “We spun an’ wove all the cloth we
had; the shoemaker came around from house to house to make the
shoes—‘whippin’ the cat,’ they called it; when a deer was killed all
the neighbors had a share of the venison, cooked before the big
fireplace. To be sure, there were some things that wasn’t so
pleasant. I remember once we went without shoes till into December
’cause the shoemaker couldn’t get around before; an’ another time
father went to mill—twenty miles through the woods it was—he had
to wait three days for his grist to be ground; we hadn’t a mite o’ flour
or meal in the house, an’ mother sifted some bran to get the finest
an’ made it into bran bread. I tell you, the boys an’ girls o’ to-day
hain’t much idee o’ them times.”
She paused and looking at her listeners asked Ben abruptly, “Is
this your sister?”
Posey’s heart went pit-a-pat, but Ben answered promptly, “No,
ma’am, but she wanted to go my way, so I’m giving her a ride.”
She nodded. “I thought you didn’t favor one another.”
 At that moment the slamming of a blind in an adjoining room called
the old lady away for a moment, and Posey seized the opportunity to
whisper to Ben, “She looks so nice and kind, do you suppose she
would let me live with her?”
“Can’t say,” he whispered back, “but it won’t do any harm to ask
her.”
So when she returned, bringing a plate of seed cookies for her
guests, Posey hesitatingly made the request.
“La, child, I don’t live alone,” was the smiling answer. “My daughter
Manda, an’ Henry Scott, her husband, have lived with me ever since
my husband died. Not that I couldn’t live alone,” she added quickly,
“for though I’m seventy-five I hold my age pretty well, an’ chore
about a considerable. The reason I’m alone to-day is that Henry’s
mother is here on a visit. She’s one o’ them wimmen that’s always on
the go, an’ to-day there wa’n’t no hold up but they must go over to
see Manda’s cousin Jane. They wanted me to go with ’em, but I said
no, I wasn’t gwine joltin’ off ten mile as long as I had a comfortable
place to stay in. When folks got to my age home was the best place
for ’em, and I was gwine to stay there,” and she gave a chirruping
little laugh.
“Henry’s mother is younger’n I be—three years, five months an’
fifteen days younger, but she don’t begin to be so spry. Has to have
a nap every day; an’ she’s got eight different medicines with her, an’
what she don’t take she rubs on. It keeps her pretty busy a takin’ an’
a rubbin’ on,” and she chuckled again at what evidently seemed to
her very amusing in one younger than herself.
“How old be you?” she asked, her mind coming back from Henry’s
mother to Posey, who was waiting with wondering eagerness.
“I shall be fourteen in December.”
“You ain’t very big of your age.”
“But I’m real strong,” urged Posey, who experienced a sudden
sense of mortification that she was not larger.
 “You look as though you might be,” and the old lady looked over
her glasses at the well-knit, rounded little figure. “Where have you
been livin’?”
“Some fifteen miles from here,” answered Posey, who felt that
exact information would not be prudent. “But I couldn’t stay there any
longer,” she hastily added, “and as I haven’t any father or mother, I’d
like to find some nice people who wanted a girl to live with and help
them.”
“I really wish I knew of such a place for you, but Mandy, my
daughter, has all the family she can see to; and none of the
neighbors needs any one. But I dare presume you won’t have no
trouble in findin’ some one who wants just such a little girl.” So the
old lady cheerfully dismissed the subject without dreaming how
absolutely homeless she really was; and as the storm had now
passed over filled both their hands with cookies and with a smiling
face watched the tin-wagon on its way again.