Management, 5th Canadian Edition

John Schermerhorn
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Management
Fifth Canadian Edition
Management
Fifth Canadian Edition

JOHN R. SCHERMERHORN, JR.

Ohio University

DANIEL G. B ACHRACH
University of Alabama

BARRY WRIGHT
Brock University
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B A RRY WRI GH T is an associate professor and former interim
dean at the Goodman School of Business at Brock University in
St. Catharines, Ontario, and is the former director of the Niag-
ara Community Observatory. Presently, Dr. Wright is seconded
to the role of CEO with the Niagara 2022 Canada Summer
Games, hosting over 5,000 athletes and coaches participating
in 18 different sports.
Dr. Wright has more than 30 years of experience in the
classroom. Prior to joining the faculty at Brock, he worked as
a professor at St. Francis Xavier University and taught at the
International Study Centre in Herstmonceux, United Kingdom,
and at Queen’s University in Kingston, Ontario. He has also
worked as an administrator with the city of Red Deer, Alberta.
During his career as an educator, Dr. Wright has received sev-
eral excellence in teaching awards at both the undergraduate
and graduate student levels.
At home in the classroom, Dr. Wright is also comfortable in
the boardroom. He has served on several boards of directors,
most recently as board chair of the Niagara Health System, and
has also provided a variety of training and research consulta-
tions to numerous Canadian private and public organizations.
These services have included the development and implemen-
tation of programs in leadership, teamwork, strategic planning,
diversity management, and managing organizational change.
Barry also provides one-on-one coaching sessions for senior
executives who have expressed a desire for outside counsel.
He received his MA (Sport Psychology) and Ph.D. (Manage-
ment) degrees from Queen’s University. His academic research
focuses on understanding and solving leadership challenges,
studying change and its influence on organizational members,
and creating effective work environments.
Barry enjoys being married and being a father, coaching
sports, a trip to the art gallery, travelling, and a good laugh.
D R . J O H N R. SC H E RME RH O RN , J R ., is the Charles G.
O’Bleness Professor of Management Emeritus in the College
of Business at Ohio University, where he teaches graduate
courses in management and organizational behaviour. Dr.
Schermerhorn earned a Ph.D. in organizational behaviour from
Northwestern University, an MBA (with distinction) in manage-
ment and international business from New York University, and
a BS in business administration from the State University of
New York at Buffalo. He previously taught at Tulane University,
the University of Vermont, and Southern Illinois University at
Carbondale, where he also served as head of the Department
of Management and associate dean of the College of Business
Administration.
International experience adds a unique global dimen-
sion to Dr. Schermerhorn’s teaching and writing. He holds an
About the Authors
honorary doctorate from the University of Pécs in Hungary. He
was a visiting professor of management at the Chinese Univer-
sity of Hong Kong, on-site coordinator of the Ohio University MBA
and Executive MBA programs in Malaysia, and Kohei Miura vis-
iting professor at Chubu University in Japan. He has served as
adjunct professor at the National University of Ireland at Galway
and advisor to the Lao-American College in Vientiane, Laos. He
currently teaches an MBA course at Università Politecnica Delle
Marche in Ancona, Italy, and Ph.D. seminars in the Knowledge
and Innovation Management doctoral program at Bangkok Uni-
versity, Thailand. At Ohio University he has twice been Director of
the Center for Southeast Asian Studies.
A member of the Academy of Management, Dr. Scher-
merhorn was chairperson of the Management Education and
Development Division. Management educators and students
alike know him as author of Exploring Management 4e (Wiley,
2014) and Management 12e (Wiley, 2013), and co-author of
Organizational Behavior 4e (Wiley, 2014). Dr. Schermerhorn has
also published numerous articles, including ones in the Acad-
emy of Management Journal, Academy of Management Review,
Academy of Management Executive, Organizational Dynamics,
Asia-Pacific Journal of Management, Journal of Management
Development, and Journal of Management Education.
Ohio University named Dr. Schermerhorn a University Profes-
sor, the university’s highest campus-wide honour for excellence in
undergraduate teaching. He is a popular guest speaker at colleges
and universities. He is available for student lectures and class-
room visits, as well as for faculty workshops on scholarly manu-
script development, textbook writing, high engagement teaching,
and instructional and curriculum innovations.
DR . DANIEL (DA N) G . BACHRAC H is the Robert C. and
Rosa P. Morrow Faculty Excellence Fellow and Professor of
Management in the Culverhouse College of Commerce and
Business Administration at the University of Alabama, where he
teaches graduate and undergraduate courses in management.
Dr. Bachrach earned a Ph.D. in organizational behaviour and
human resource management—with a minor emphasis in stra-
tegic management—from Indiana University’s Kelley School of
Business, an MS in industrial/organizational psychology from
the University of Wisconsin-Oshkosh, and a BA in psychology
from Bates College in Lewiston, Maine.
A member of the Academy of Management and the Society
for Industrial and Organizational Psychology, Dr. Bachrach serves
on the editorial boards of the Journal of Applied Psychology and
Organizational Behavior and Human Decision Processes. He is
co-editor of the Handbook of Behavioral Operations Management:
Social and Psychological Dynamics in Production and Service Set-
tings (Oxford University Press, 2014), co-author of Transformative
Selling: Becoming a Resource Manager and a Knowledge Broker
v
vi About the Authors
(Axcess Capon, 2014), and senior co-author of 10 Don’ts on Your
Digital Devices: The Non-Techie’s Survival Guide to Digital Security
and Privacy (Apress, 2014). Dr. Bachrach also has published exten-
sively in a number of academic journals, including Organization
Science, Journal of Applied Psychology, Strategic Management
Journal, Organizational Behavior and Human Decision Processes,
Personnel Psychology, Journal of Management, Leadership
Quarterly, Production and Operations Management, Journal of
­Operations Management, Journal of Supply Chain Management,
and Journal of Personal Selling and Sales Management.

As your career takes flight in today’s global workplace, it will
require careful personal aeronautical navigation. Sometimes
the air currents are gentle and it’s smooth flying. However,
sometimes there are large updrafts and downdrafts that pro-
duce course-plotting challenges that need to be managed.
No matter the conditions, a successful organization requires
skilled leaders at the point and confident team members who
know how to fly in formation.
With ever-changing technology and market conditions,
facing pandemics and societal problems, yet also always open
to innovation and opportunities, today’s organizations must be
nimble. It requires strategy, planning, teamwork, communica-
tion, and preparation to be able to change course quickly. It is
no longer an option to remain on the ground staring at the sky;
organizations know that taking a calculated yet safe flight path
is the route to success.
As you embark on your learning journey, this text will give
you a firm understanding of management theory and practices
that will prepare you to launch your career, no matter which
way the winds blow. Whether you want to become a captain
or a valued team member, Management 5e presents the tools
to succeed.
New to Management 5e
Management 5e has been revised and updated with a focus
on Canadian stories and timely real-world content, student
engagement through critical thinking about business and per-
sonal career issues, and instructor opportunities for enriched
classroom learning through activities and assignments.
Timely content—Every chapter has been updated. Exam-
ples of new and expanded coverage include: learning agility
(Chapter 1), moral muteness (Chapter 3), design thinking and
root cause analysis (Chapter 4), five Vs of big data ­management
(Chapter 7), strategic control (Chapter 9), latent organizations
(Chapter 11), nudge theory (Chapter 12), ­binational approaches
to HR practices (Chapter 13), character leadership and power
paradox (Chapter 14), willful blindness and progress princi-
ple (Chapter 15), six thinking hats (Chapter 17), and right-ear
advantage and sense-­making (Chapter 18).
Student engagement features—Student engagement is an
embedded theme in Management 5e. Look for these features
that bring life to disciplinary content: Analysis—Make Data Your
Friend, Choices—Think before You Act, Ethics—Know Right from
Wrong, Insight—Keep Learning about Yourself, and Wisdom—
Learn from Role Models. Each feature is designed and visually
presented to attract students’ attention and engage them in
reflection and critical thinking. These features are introduced
at the beginning of each chapter as part of What to Look for
Inside: Management Is Real.
Preface
Enriched classroom opportunities—The active and enriched
classroom is also an embedded theme in Management 5e.
Look for these opportunities that make it easy to bring text
content to life in discussions, activities, and individual and
team assignments: Evaluate Career Situations, Reflect on the
­Self-Assessment, Contribute to the Class Exercise, Manage a Crit-
ical Incident, Collaborate on the Team Activity, and Analyze the
Case Study. These enriched instructional components are intro-
duced at the very beginning of each chapter as part of What to
Look for Inside: Skills Make You Valuable.
Management 5e Philosophy
Today’s students are tomorrow’s leaders and managers. They
are our hope for the future during the social transformations
of a global pandemic, #me-too and Black Lives Matter move-
ments, indigenous reconciliation, labour force migration, and
concerns for the planet, all impacting and influencing work
environments. New values and management approaches are
appearing; organizations are changing forms and practices;
jobs are being redefined and relocated; the impact of the
information age is a major force in our lives; and the battles
between globalization and protectionism are presenting major
organizational and economic challenges.
Management 5e is designed to help students discover
their true potential and accept personal responsibility
for developing their career skills.
Management 5e and its rich selection of timely examples
and thought-provoking features for analysis and reflection is
designed for this new world of work. It is crafted to help stu-
dents understand that management is real and is an everyday
part of their lives. By engaging with Management 5e, students
explore the essentials of management while also discovering
their true potential for developing useful career skills. The con-
tent, pedagogy, and features of this edition have been carefully
blended to support management educators who want their
students to:
• understand and apply the principles of management,
• gain confidence in critical thinking,
• identify timely social and organizational issues,
• embrace lifelong learning for career success,
• become attractive internship and job candidates, and
• grow in career readiness.
vii
viii Preface
Management 5e Pedagogy
The pedagogical foundations of Management 5e are based on
four constructive balances that are essential to higher educa-
tion for business and management.
• The balance of research insights with formative education.
As educators we must be willing to make choices when bring-
ing the theories and concepts of our discipline to the atten-
tion of the introductory student. We cannot do everything in
one course. The goal should be to make good content choices
that set the best possible foundations for lifelong learning.
Our goal as educators should be to make good
content and pedagogical choices that set the best
possible foundations for lifelong learning.
• The balance of management theory with management
practice. As educators we must understand the compel-
ling needs of students to learn and appreciate the applica-
tions of the material they are reading and thinking about.
We must continually bring to their attention interesting
and relevant examples.
• The balance of present understandings with future pos-
sibilities. As educators we must continually search for the
directions in which the real world of management is heading.
We must select and present materials that can both point
students in the right directions and help them develop the
confidence and self-respect needed to pursue their goals.
• The balance of what “can” be done with what is, purely
and simply, the “right” thing to do. As educators we are
role models; we set an example for our students. We must
be willing to take stands on issues relating to managerial
ethics and social responsibility. We must be careful not to
let the concept of “contingency” betray the need for posi-
tive action and accountability in managerial practice.
We are role models . . . we must be willing to take
stands on issues such as managerial ethics and
social responsibility.
Our students have pressing needs for direction as well as sug-
gestion. They need application as well as information. They have
needs for integration as well as presentation. And they have the
need for confidence that comes from solid understanding. Our
goal is to put into your hands and into those of your students a
learning resource that can help meet these needs.
Management 5e Highlights
Management 5e introduces the essentials of management as
they apply to organizations and careers in a complex global
society. The subject matter is carefully chosen to meet the
accreditation guidelines of the Association to Advance Colle-
giate Schools of Business (AACSB), while still allowing exten-
sive flexibility to fit various course designs, class sizes, and
delivery formats.
The timely content offers flexibility in meeting a wide vari-
ety of course objectives and instructor preferences. The material
is organized into five logical parts—Management, Environment,
Planning and Controlling, Organizing, and Leading. These parts
and the accompanying material can be used in any order and
combination. All content has been updated and enriched with
new features and examples from the latest current events.
Learning Model
The Management 5e learning model makes it easy for students
to read, study, reflect, and use critical thinking. Their attention is
focused on building management skills and competencies through
active learning and on discovering that management issues and
themes permeate current events that effect everyday living.
The Management 5e learning model makes it easy for
students to study, reflect, and use critical thinking as
they read.
Each chapter opens with a compelling photo and quote,
followed by a learning dashboard that provides a Chapter
Quick Start overview, list of Learning Objectives, and a What
to Look for Inside directory in two parts: Management Is
Real—with features on Choices, Insight, Analysis, Ethics, and
Wisdom; and Skills Make You Valuable—with features to Eval-
uate, Reflect, Contribute, Manage, Collaborate, and Analyze.
­Figures provide visual support for student comprehension as
concepts, theories, and terms are introduced. Selected figures
also appear as interactives in the course. The Management
­Learning Review section at the end of each chapter helps stu-
dents prepare for quizzes and exams by ­completing a Learning
Objective Summary and Self-Test. Interactive self-­assessments
give students a chance to engage with some of the end-
of-chapter questions in an online environment.
Self-Reflection, Active Learning, and
Critical Thinking
The What to Look for Inside guide in the learning dashboard
points out the many features in Management 5e that provide
students with important opportunities for self-reflection, active
learning, and critical thinking. Management Is Real features
current events, timely issues, and real people and situations to
build awareness and stimulate personal reflection.
At the end of each chapter, Skills Make You Valuable fea-
tures provide a variety of opportunities to build management
skills through individual and team learning activities.
A sampling of the Management Is Real and Skills Make You
Valuable features follows:

What to Look for Inside
Management Is Real
4.1 Analysis Make Data Your Friend
Social Attitudes Shift on Women at Work, but Concerns for
Equality Persist
4.2 Ethics Know Right from Wrong
Offshore E-Waste Graveyards Bury a Problem
4.3 Insight Keep Learning about Yourself
Risk Taking Has Its Ups and Downs
4.4 Wisdom Learn from Role Models
The Westons Take the Cake
4.5 Choices Think before You Act
Sustainability Ranks Low among Global Executive Challenges
Management 5e Exceptional
Content in Any Media
Wiley online courseware is a teaching and learning platform
that integrates text with interactive and multimedia content,
online tools, and resources to provide a contemporary and
appealing learning experience. Offering Wiley online course-
ware along with a stand-alone eText and practical printed text
options allows the flexibility to suit any course format, whether
it be face-to-face, a hybrid/blended learning environment, or
an online class. Features include:
• a complete version of the eText
• Author videos: These videos summarize key points and
provide examples and illustrations to enhance student
engagement and understanding.
Acknowledgements
Writing is always a big task and there are many people who have
contributed greatly to this project. Special thanks go to Courtney
Jordan, Acquisitions Editor, for her support and vision for the proj-
ect. I would also like to acknowledge Erica Appel, Elena Saccaro,
and Meaghan MacDonald of John Wiley & Sons Canada, Ltd. for
their vision and encouragement. The support each has provided
to me is truly above and beyond—a heartfelt thank you to each. I
would also like to thank Jenny Geiler, Marketing Manager, for her
very helpful counsel on making the content faculty-focused and
student-friendly. I would also like to extend my gratitude to Neha
Bhargava, Patrick Cash-Peterson, Imogen Brian, Emma Cole, and
Sukhwinder Singh for their excellent editorial contributions (and I
truly mean excellent).
Preface ix
Skills Make You Valuable
• Evaluate Career Situations:
What Would You Do?
• Reflect on the Self-Assessment:
Tolerance for Ambiguity
• Contribute to the Class Exercise:
The Future Workplace
• Manage a Critical Incident:
It’s Also about Respect
• Collaborate on the Team Activity:
Organizational Commitment to Sustainability Scorecard
• Analyze the Case Study:
Patagonia: Leading a Green Revolution
• Video cases: Video cases accompanying each chap-
ter help to illustrate and expand on relevant topics and
allow for further analysis and critical thinking.
The videos are accompanied by teaching notes that
provide starting points for lectures or for general class
discussion.
• Management Weekly Updates: These timely updates keep
you and your students updated and informed on the very
latest in business news stories. Each week you will find
links to five new articles, video clips, business news sto-
ries, and so much more with discussion questions to elab-
orate on the stories in the classroom.
I would like to offer my particular thanks to Dr. Linda Bramble, who was
both innovative and instrumental in completing this edition. She is a
talented writer and scholar and I am blessed to have had her partner
with me on this project.
I am also thankful for the expert sales team that Wiley Canada has in
place. Each and every one of them is a true delight to work with. I enjoy
your visits, insights, and abilities to meet professors’ needs. To all, my
heartfelt thanks.
I am grateful to the following colleagues who offered their perceptive
and very useful feedback during development and contributed to the
related supplements.
x Preface

Ann Conquergood, Athabasca University In closing, I would especially like to thank my family—my lovely wife
David Delcord, University of Ottawa Mary, darling daughters Monica and Kit, happy son John Emmett,
Burchell Hanson, Humber College father Herb, and in-laws Mona and Bob—who all offered hugs and help
Judy Kovacs, Northern Alberta Institute of Technology along the way. To all who are striving to make the world a better place,
Richard Michalski, McMaster University I dedicate this book.
Horatio Morgan, Ryerson University
Gabriela H. Schneider, Northern Alberta Institute of Technology (retired)
BARRY WRIGHT
Sui Sui, Ryerson University
St. Catharines, Ontario
Wendy Tarrel, Nova Scotia Community College
August 2020
Gerhard Trippen, University of Toronto
 Brief Contents

Part One Management 12 Organization Culture and Change 220

1 Management Today 1 13 Strategic Human Resource
2 Management Learning Past to Present 23 Management 240

3 Ethics and Social Responsibility 40 Part Five Leading

14 Leading and Leadership Development 262
Part Two Environment
15 Individual Behaviour 282
4 Environment, Innovation, and
Sustainability 62 16 Motivation Theory and Practice 302

5 Global Management and Cultural 17 Teams and Teamwork 322

Diversity 79
18 Communication and Collaboration 344
6 Entrepreneurship and New Ventures 101
A P P E NDIX Operations and Services
Management 366
Part Three Planning and Controlling
CA S E ST U DIE S Management Cases for Critical
7 Data and Decision-Making 120
Thinking 379
8 Planning Processes and Techniques 143
SELF-TEST ANSWERS 403
9 Control Processes and Systems 161
E NDNOT E S 411
10 Strategy and Strategic Management 178
O RGA NIZAT IO N INDE X 443

NA M E INDE X 447
Part Four Organizing
11 Organization Structures 200 S U BJE CT INDE X 450

xi
Contents
Part One Management
1 Management Today 1
1.1 Working Today 2
1.2 Organizations 7
1.3 Managers 9
1.4 The Management Process 12
1.5 Learning How to Manage 14
Management Learning Review:
Get Prepared for Quizzes and Exams 17
Summary 17
Chapter Glossary 18
Self-Test 1 19
Management Skills & Competencies:
Make Yourself Valuable! 20
Evaluate Career Situations 20
Reflect on the Self-Assessment 20
Contribute to the Class Exercise 21
Manage a Critical Incident 21
Collaborate on the Team Activity 21
Analyze the Case Study 22
2 Management Learning
Past to Present 23
2.1 Classical Management Approaches 24
2.2 Behavioural Management Approaches 26
2.3 Modern Management Foundations 31
Management Learning Review:
Get Prepared for Quizzes and Exams 35
Summary 35
Chapter Glossary 36
Self-Test 2 36
Management Skills & Competencies:
Make Yourself Valuable! 37
Evaluate Career Situations 37
Reflect on the Self-Assessment 38
Contribute to the Class Exercise 38
Manage a Critical Incident 39
Collaborate on the Team Activity 39
Analyze the Case Study 39
xii
3 Ethics and Social
Responsibility 40
3.1 Ethics 41
3.2 Ethics in the Workplace 44
3.3 Maintaining High Ethical Standards 49
3.4 Social Responsibility 50
Management Learning Review:
Get Prepared for Quizzes and Exams 56
Summary 56
Chapter Glossary 57
Self-Test 3 58
Management Skills & Competencies:
Make Yourself Valuable! 59
Evaluate Career Situations 59
Reflect on the Self-Assessment 59
Contribute to the Class Exercise 60
Manage a Critical Incident 60
Collaborate on the Team Activity 61
Analyze the Case Study 61
Part Two Environment
4 Environment, Innovation,
and Sustainability 62
4.1 The External Environment 63
4.2 Environment and Value Creation 67
4.3 Environment and Innovation 69
4.4 Environment and Sustainability 72
Management Learning Review:
Get Prepared for Quizzes and Exams 74
Summary 74
Chapter Glossary 75
Self-Test 4 76
Management Skills & Competencies:
Make Yourself Valuable! 77
Evaluate Career Situations 77
Reflect on the Self-Assessment 77
Contribute to the Class Exercise 78
Manage a Critical Incident 78
Collaborate on the Team Activity 78
Analyze the Case Study 78

5 Global Management and Cultural
Diversity 79
5.1 Management and Globalization 81
5.2 Global Businesses 87
5.3 Cultures and Global Diversity 90
5.4 Global Management Learning 94
Management Learning Review:
Get Prepared for Quizzes and Exams 95
Summary 95
Chapter Glossary 96
Self-Test 5 97
Management Skills & Competencies:
Make Yourself Valuable! 98
Evaluate Career Situations 98
Reflect on the Self-Assessment 98
Contribute to the Class Exercise 99
Manage a Critical Incident 99
Collaborate on the Team Activity 100
Analyze the Case Study 100
6 Entrepreneurship and
New Ventures 101
6.1 The Nature of Entrepreneurship 103
6.2 Entrepreneurship and Small Business 108
6.3 New Venture Creation 110
Management Learning Review:
Get Prepared for Quizzes and Exams 114
Summary 114
Chapter Glossary 115
Self-Test 6 116
Management Skills & Competencies:
Make Yourself Valuable! 117
Evaluate Career Situations 117
Reflect on the Self-Assessment 117
Contribute to the Class Exercise 118
Manage a Critical Incident 118
Collaborate on the Team Activity 119
Analyze the Case Study 119
Part Three Planning and
Controlling
7 Data and Decision-Making 120
7.1 Information, Technology, and
Management 121
7.2 Problem Solving and Managerial Decisions
7.3 The Decision-Making Process 128
Contents xiii
7.4 Decision-Making Pitfalls, Creativity,
and Integrative Thinking 132
Management Learning Review:
Get Prepared for Quizzes and Exams 137
Summary 137
Chapter Glossary 138
Self-Test 7 139
Management Skills & Competencies:
Make Yourself Valuable! 140
Evaluate Career Situations 140
Reflect on the Self-Assessment 140
Contribute to the Class Exercise 141
Manage a Critical Incident 141
Collaborate on the Team Activity 142
Analyze the Case Study 142
8 Planning Processes and
Techniques 143
8.1 Why and How Managers Plan 145
8.2 Types of Plans Used by Managers 147
8.3 Planning Tools and Techniques 150
8.4 Implementing Plans to Achieve Results 153
Management Learning Review:
Get Prepared for Quizzes and Exams 156
Summary 156
Chapter Glossary 157
Self-Test 8 157
Management Skills & Competencies:
Make Yourself Valuable! 158
Evaluate Career Situations 158
Reflect on the Self-Assessment 159
Contribute to the Class Exercise 159
Manage a Critical Incident 159
Collaborate on the Team Activity 160
Analyze the Case Study 160
9 Control Processes and
Systems 161
9.1 Why and How Managers Control 162
9.2 The Control Process 167
9.3 Control Tools and Techniques 169
Management Learning Review:
Get Prepared for Quizzes and Exams 173
Summary 173
Chapter Glossary 173
Self-Test 9 174
Management Skills & Competencies:
Make Yourself Valuable! 175
Evaluate Career Situations 175
124 Reflect on the Self-Assessment 175
Contribute to the Class Exercise 176
xiv Contents
Manage a Critical Incident 176
Collaborate on the Team Activity 177
Analyze the Case Study 177
10 Strategy and Strategic
Management 178
10.1 Strategic Management 180
10.2 Essentials of Strategic Analysis 182
10.3 Corporate-Level Strategy Formulation 186
10.4 Business-Level Strategy Formulation 190
10.5 Strategy Implementation 192
Management Learning Review:
Get Prepared for Quizzes and Exams 194
Summary 194
Chapter Glossary 195
Self-Test 10 196
Management Skills & Competencies:
Make Yourself Valuable! 197
Evaluate Career Situations 197
Reflect on the Self-Assessment 197
Contribute to the Class Exercise 198
Manage a Critical Incident 199
Collaborate on the Team Activity 199
Analyze the Case Study 199
Part Four Organizing
11 Organization Structures
11.1 Organizing as a Management Function 201
11.2 Traditional Organization Structures 203
11.3 Team and Network Organization
Structures 208
11.4 Organizational Designs 211
Management Learning Review:
Get Prepared for Quizzes and Exams 215
Summary 215
Chapter Glossary 216
Self-Test 11 216
Management Skills & Competencies:
Make Yourself Valuable! 217
Evaluate Career Situations 217
Reflect on the Self-Assessment 218
Contribute to the Class Exercise 218
Manage a Critical Incident 218
Collaborate on the Team Activity 219
Analyze the Case Study 219
12 Organization Culture
and Change 220
12.1 Organizational Cultures 221
12.2 Multicultural Organizations and Diversity 225
12.3 Organizational Change 229
Management Learning Review:
Get Prepared for Quizzes and Exams 235
Summary 235
Chapter Glossary 236
Self-Test 12 237
Management Skills & Competencies:
Make Yourself Valuable! 238
Evaluate Career Situations 238
Reflect on the Self-Assessment 238
Contribute to the Class Exercise 238
Manage a Critical Incident 239
Collaborate on the Team Activity 239
Analyze the Case Study 239
13 Strategic Human Resource
Management 240
13.1 Human Resource Management 242
13.2 Attracting a Quality Workforce 246
13.3 Developing a Quality Workforce 250
13.4 Maintaining a Quality Workforce 253
Management Learning Review:
200 Get Prepared for Quizzes and Exams 256
Summary 256
Chapter Glossary 257
Self-Test 13 258
Management Skills & Competencies:
Make Yourself Valuable! 259
Evaluate Career Situations 259
Reflect on the Self-Assessment 260
Contribute to the Class Exercise 260
Manage a Critical Incident 261
Collaborate on the Team Activity 261
Analyze the Case Study 261
Part Five Leading
14 Leading and Leadership
Development 262
14.1 The Nature of Leadership 264
14.2 Leadership Traits and Behaviours 267
14.3 Contingency Approaches to Leadership 269

14.4 Personal Leadership Development 273
Management Learning Review:
Get Prepared for Quizzes and Exams 277
Summary 277
Chapter Glossary 277
Self-Test 14 278
Management Skills & Competencies:
Make Yourself Valuable! 279
Evaluate Career Situations 279
Reflect on the Self-Assessment 279
Contribute to the Class Exercise 280
Manage a Critical Incident 280
Collaborate on the Team Activity 281
Analyze the Case Study 281
15 Individual Behaviour 282
15.1 Perception 284
15.2 Personality 287
15.3 Attitudes 290
15.4 Emotions, Moods, and Stress 294
Management Learning Review:
Get Prepared for Quizzes and Exams 297
Summary 297
Chapter Glossary 297
Self-Test 15 298
Management Skills & Competencies:
Make Yourself Valuable! 299
Evaluate Career Situations 299
Reflect on the Self-Assessment 300
Contribute to the Class Exercise 300
Manage a Critical Incident 301
Collaborate on the Team Activity 301
Analyze the Case Study 301
16 Motivation Theory and Practice
16.1 Individual Needs and Motivation 304
16.2 Process Theories of Motivation 307
16.3 Reinforcement Theory 312
16.4 Motivation and Job Design 314
Management Learning Review:
Get Prepared for Quizzes and Exams 317
Summary 317
Chapter Glossary 318
Self-Test 16 319
Management Skills & Competencies:
Make Yourself Valuable! 320
Evaluate Career Situations 320
Reflect on the Self-Assessment 320
Contribute to the Class Exercise 320
Manage a Critical Incident 321
Collaborate on the Team Activity 321
Analyze the Case Study 321
Contents xv
17 Teams and Teamwork 322
17.1 Teams in Organizations 324
17.2 Trends in the Use of Teams 327
17.3 How Teams Work 329
17.4 Decision-Making in Teams 336
Management Learning Review:
Get Prepared for Quizzes and Exams 338
Summary 338
Chapter Glossary 339
Self-Test 17 340
Management Skills & Competencies:
Make Yourself Valuable! 341
Evaluate Career Situations 341
Reflect on the Self-Assessment 341
Contribute to the Class Exercise 342
Manage a Critical Incident 342
Collaborate on the Team Activity 343
Analyze the Case Study 343
18 Communication and
Collaboration 344
18.1 The Communication Process 346
18.2 Improving Collaboration through
Communication 350
18.3 Managing Conflict 353
18.4 Managing Negotiation 357
Management Learning Review:
Get Prepared for Quizzes and Exams 360
Summary 360
Chapter Glossary 361
Self-Test 18 361
Management Skills & Competencies:
302 Make Yourself Valuable! 363
Evaluate Career Situations 363
Reflect on the Self-Assessment 363
Contribute to the Class Exercise 364
Manage a Critical Incident 364
Collaborate on the Team Activity 365
Analyze the Case Study 365
A P P E NDIX OPERATIONS AND SERVICES
MANAGEMENT 366
CA S E ST U DIE S MANAGEMENT CASES FOR CRITICAL
THINKING 379
S E L F -T E ST A NS W E RS 403
E NDNOT E S 411
O RGA NIZAT IO N INDE X 443
NA M E INDE X 447
S U BJE CT INDE X 450
 CHAPTER 1

Sharply_done/Getty
Sharply_done/Getty Images Imag

Management Today
Canada geese fly in formation to conserve energy and to
improve communication on their long journeys. Likewise,
good managers can help organizations reach their goals
through coordination, communication, and leadership.
We live and work in a very complex world. Unemployment
and job scarcity, ethical missteps by business and govern-
ment leaders, financial turmoil and uncertainty, environmen-
tal challenges, and complex global health, economic and
political issues are regularly in the news. Today’s organizations
are rapidly changing, as is the nature of work itself. Talent and
technology reign supreme in the most desired jobs. Learning,
performance, and flexibility are essential individual attributes;
employers expect the best from us, and the best employers
provide us with inspiring leadership and supportive work envi-
ronments that provide respect, involvement, teamwork, and
rewards.1

Chapter Quick Start

Management is part of our everyday lives. We manage ourselves, we manage relationships,
we manage families, and we manage teams and co-workers. Now is a good time to study the
fundamentals of management, learn more about your capabilities, and start building skills for
career and life success.

1
2 C HA PTER 1 Management Today

CHAPTER OUTLINE LEARNING OBJECTIVES

1.1 Working Today 1.1 Summarize the challenges of developing and

maintaining career readiness in the new economy.

1.2 Organizations 1.2 Describe what organizations are like as work settings.

1.3 Managers 1.3 Discuss what it means to be a manager.

1.4 The Management Process 1.4 Explain the functions, roles, and activities of managers.

1.5 Learning How to Manage 1.5 Summarize how we learn and use essential skills for
career success.

What to Look for Inside

Management Is Real Skills That Make You Valuable

1.1 Analysis Make Data Your Friend • Evaluate Career Situations:
Multiple Generations Meet and Greet in the New World of What Would You Do?
Work • Reflect on the Self-Assessment:
1.2 Ethics Know Right from Wrong Career Readiness “Big 20”

Social Media Searches Linked with Discrimination in Hiring • Contribute to the Class Exercise:
My Best Manager
1.3 Wisdom Learn from Role Models
Tonia Jahshan Turned Over a New Leaf • Manage a Critical Incident:
Team Leader Faces Test
1.4 Choices Think before You Act
• Collaborate on the Team Activity:
Want Vacation? Take as Much as You Want
The Amazing Great Job Race
1.5 Insight Keep Learning about Yourself
• Analyze the Case Study:
Self-Awareness and the Johari Window Vancity | Keeping Employees Happy and Healthy

1.1 Working Today of our time,” Gratton says. “Globalization means we can work any-
where, but must compete with people from everywhere.”2 What
does the changing nature of work mean as you plan for career
LEARNING OBJECTIVE 1.1 entry and advancement? You can’t expect a guarantee of long-
term employment in today’s workplace. More and more jobs have
Summarize the challenges of developing and maintaining to be continually earned and re-earned through everyday perfor-
career readiness in the new economy. mance and accomplishments. And in times of continuous change,
you have to accept that your career will be defined by “flexibility,”
“free agency,” “skill portfolios,” and “entrepreneurship.”
There is also no escaping the fact that your career success
Learn More About will require a lot of initiative, self-awareness, and continuous
learning. The question is: Are you ready? Whether your answer
Talent • Technology • Globalization • Ethics
is “Yes” or a tentative “Maybe,” this book and management
• Diversity • Careers and connections
course can help strengthen your career readiness.

In her book The Shift: The Future of Work Is Already Here, scholar Talent
Lynda Gratton describes why things are changing so quickly
today and how young people can navigate their careers through A study by management scholars Charles O’Reilly and Jeffrey
these changes. “Technology shrinks the world but consumes all Pfeffer found that high-performing companies are better than

their competitors at getting extraordinary results from employ-
ees. “These companies have won the war for talent,” they
argue, “not just by being great places to work—although they
are that—but by figuring out how to get the best out of all of
their people, every day.”3
People and their talents—what they know, what they
learn, and what they achieve—are the crucial foundations for
organizational performance. They represent what managers
call intellectual capital, which is the combined brainpower
and shared knowledge of an organization’s employees.4 Intel-
lectual capital is a strategic asset that organizations can use
to transform human creativity, insight, and decision-making
into performance. Intellectual capital is also a personal asset,
one to be nurtured and continually updated. It is the package
of intellect, skills, and capabilities that sets us apart, and that
makes us valuable to potential employers.
Think about the personal implications of this intellectual
capital equation: Intellectual Capital = Competency × Commit-
ment.5 What does it suggest in terms of developing your talents
for career success? Competency represents your personal tal-
ents or job-related capabilities. Although extremely important,
competency by itself won’t guarantee success. You have to be
committed. Commitment represents how hard you work to
apply your talents and capabilities to important tasks. Both
are essential. Having one without the other won’t allow you to
Management Is Real 1.1: Analysis Make Data Your Friend
72 percent of college students want “a job where I can
make an impact.”
Multiple Generations Meet and Greet in the New
World of Work
Is the notion of a “9 to 5” job about to become a relic? What hap-
pens as younger workers advance into management? How can
baby boomers and millennials work well with each other? The
changing mix of ages and attitudes in the workplace is putting the
pressure on traditional employment practices. Here are some sur-
vey data to consider.
• 60 percent of millennials change their first jobs after three
years and employers spend $15,000 to $25,000 recruiting
replacements.
• The best predictor of job loyalty for millennials is “a good cul- Hero Images/Adobe Stock Photos
ture fit.”
• 45 percent of millennials rate workplace flexibility higher than
pay and 71 percent hope co-workers will become a “second
family.”
• 68 percent of millennials get high scores for being enthusiastic
about work, 45 percent for being team players, and 39 percent
for being hard-working.
• 73 percent of boomer managers get high scores for being
hard-working, 55 percent for being team players, 21 percent
for flexibility, and 16 percent for inclusive leadership.
• 72 percent of college students say they want “a job where I can
make an impact.”
Working Today 3
achieve important career goals or to meet even basic perfor-
mance requirements. It takes both competency and commit-
ment to generate intellectual capital. Generational differences
in views of work elements such as competency and commit-
ment are discussed in Management Is Real 1.1.
Workplaces in today’s age of information, technology,
and change are dominated by knowledge workers whose
minds—their creativity and insight—are critical assets.6 Futur-
ist Daniel Pink says we will soon enter a conceptual age where a
premium will be placed on “whole mind” competencies. Those
who have them are both “high concept”—creative and good
with ideas—and “high touch”—cheerful and good with rela-
tionships.7 Management scholar and consultant Gary Hamel
talks about a creative economy, “where even knowledge itself
is becoming a commodity” and “the most important differenti-
ator will be how fast you can create something new.”8 Mastering
these intellectual challenges requires ongoing development of
multiple skill sets in order to keep your personal competencies
aligned with—and at the forefront of—emerging job trends.
Technology
Technology continuously tests our talents and intrudes into
every aspect of our lives. Think about how much time you
Hero Images/Getty Images
• 60 percent of Generation-Zers want multiple check-ins from
their managers weekly, if not daily.
What are the Implications?
How do these findings compare with your own career prefer-
ences or what you hear from people you know? How might this
evidence influence your approach to seeking a job? What char-
acteristics and practices define your ideal employer? What can
employers do to attract and retain talented millennials while
keeping older generations happy? Is what’s good for millennials
necessarily good for everyone? How can managers effectively
integrate people with varying needs and interests so employees
from different generations work together with respect and pride?
4 C HA PTER 1 Management Today
spend on Zoom, Hangouts, Twitter, Snapchat, WeChat, Face-
book, and more. We are continuously bombarded with adver-
tisements for the latest developments—smart phones, smart
apparel, smart cars, smart homes. We struggle to keep up with
our social media involvements, stay connected with messag-
ing, and deal with full email and voice mail inboxes. It is likely
that, right now, you are reading this “book” on your favourite
tablet or smart phone rather than in its traditional form. Given
what has already happened with how we use technology, what
will things look like tomorrow?
We are currently in the fourth industrial age, one where
the cloud, mobile Internet, automation, robotics, and artificial
intelligence are driving the forces of change. To succeed, it is
critical to build and to maintain a high Tech IQ—the ability
to use current technologies at work and in your personal life,
combined with the commitment to keep yourself updated as
technology continues to evolve. Whether you’re checking inven-
tory, making a sale, ordering supplies, sourcing customers,
prioritizing accounts, handling payrolls, recruiting new hires,
or analyzing customer preferences, Tech IQ is indispensable.
More and more people spend at least part of their workday
telecommuting or working from home or in mobile offices.
Workplaces are full of “virtual teams” with members who meet,
access common databases, share information and files, make
plans and decisions, solve problems together, and complete
tasks without ever meeting face to face. Tech IQ is an essential
foundation for succeeding in this fast-changing world of tech-
nological innovation.
Even finding work and succeeding in the job selection pro-
cess today involves skilled use of technology. Poor communi-
cation, careless applications, and under-researched attempts
do not work in the world of the electronic job search. Filling in
your online profile with the right keywords does work. Many
employers use sophisticated software to scan online profiles
for indicators of real job skills and experiences that fit their
needs. Most recruiters today also check social media for nega-
tive indicators about applicants.
Globalization
National boundaries hardly count anymore in the world of
business.9 Over 1.9 million people in Canada work for foreign
employers.10 We buy Japanese cars like Toyota and Honda that
are assembled in Canada. We buy appliances from the Chinese
firm Haier and Tetley Tea from India’s Tata Group. Top manag-
ers at Starbucks, IBM, Sony, Ford, and other global companies
have little need for the words “overseas” or “international” in
their vocabulary. They operate as global businesses serving
customers around the world. They source materials and talent
wherever in the world it can be found at the lowest cost.
These are among the many consequences of globaliza-
tion, which is the worldwide interdependence of resource
flows, product markets, and business competition.11 Under its
influence, government leaders worry about the competitive-
ness of nations, just as corporate leaders worry about business
competitiveness.12 Countries and people are interconnected
through labour markets, employment patterns, and financial
systems. We are no longer surprised to find that our customer
service call is answered in Ghana, CT scans are read by a radiol-
ogist in India, and business records are maintained by accoun-
tants in the Philippines.
One controversial consequence of globalization is job
migration, which is the shifting of jobs from one country to
another. While Canada has been a net loser to job migration,
countries like China, India, and the Philippines have been net
gainers. Politicians and policy-makers regularly debate the
costs of job migration as local jobs are lost and communities
lose economic vitality. One side looks for new government poli-
cies to stop job migration and protect Canadian jobs. The other
side calls for patience, arguing that the national economy will
grow jobs in the long run as the global economy readjusts.
The flip side of job migration is reshoring, which is the
shift of manufacturing and jobs back home from overseas.
Rising global manufacturing and transportation costs, increas-
ing labour costs in China and other manufacturing countries,
growing worries about intellectual property protection in coun-
tries like China, and shortened supply chain lead times have
led manufacturing firms such as Caterpillar, Ford, and General
Electric to do more reshoring.13 A recent report by BDO Canada,
an accounting firm that provides business advisory services,
comments on the growing tendency toward reshoring: “A firm’s
proximity to its customers is once again becoming a strategic
asset and competitive advantage.”14
Ethics
It’s old news now that Bernie Madoff was sentenced to 150
years in jail for a Ponzi scheme costing investors billions of dol-
lars. But the message is still timely and crystal clear: Commit
white-collar crime and you will be punished.15 Madoff’s crime
did terrible harm to numerous individuals who lost their life
savings, charitable foundations that lost millions in charita-
ble gifts, and employees who lost their jobs. Our society also
paid a large price as investors’ faith in the business system was
damaged by the scandal. Although very high profile, the Madoff
scandal was by no means a unique or isolated case of criminal
behaviour by a lone executive. Fresh scandals involving compa-
nies like SNC Lavalin regularly make the news.
The issues we explore here deal with the broader notion of
ethics—a code of moral principles that sets standards for con-
duct that is “good” and “right,” as well as “bad” and “wrong.”16
At the end of the day we depend on individuals, working at all
organizational levels, to conduct themselves in ethical ways.
We also expect employers to act ethically (see Management Is
Real 1.2). And even though ethics failures get most of the pub-
licity, you’ll find many examples of managers who demonstrate
moral leadership and integrity. Believing that most CEOs are
overpaid, the former CEO of Dial Corporation, Herb Baum, once
gave his annual bonus to the firm’s lowest-paid workers.17 In
his book The Transparent Leader, he argues that integrity is key
to leadership success and that the responsibility for setting an
organization’s ethical tone begins at the top. Shareholders in
several companies in Canada are getting more aggressive when
it comes to voting against excessive executive compensation.18

Management Is Real 1.2: Ethics Know Right from Wrong
Subtleties in social media postings can contribute to
­discrimination in the recruitment process.
Social Media Searches Linked with
Discrimination in Hiring
It’s no secret that a growing number of employers (more than a
third) browse the web and follow social media to gather informa-
tion and impressions about job candidates. It is also well known
that inappropriate postings can hurt you, so much so that people
are increasingly editing controversial things they’ve done out of
their public profiles.
New research reported from Carnegie Mellon University also
suggests that subtle cues in social media postings can contribute to
discrimination in the recruitment process. One of the researchers,
Professor Alessandro Acquisti, says, “There is so much information
we reveal about ourselves online, sometimes in ways we do not
even realize.”
Researchers distributed 4,000 resumés to job posting sites
and associated the resumés with Facebook profiles offering hints—
background photos and quotes, for example—about the candi-
dates’ religion (Muslim or Christian) and sexuality (gay or straight).
Results showed that 17% of Christians received a call back while
only 2% of Muslims did. Sexuality cues made no significant differ-
ence in call-back rates. It’s against Canadian law to discriminate
in hiring on the basis of religion or sexuality, but the researchers
point out that discrimination based on what is discovered in social
media investigations can be unconscious rather than intentional.
Professor Acquisti says, “By and large, employers avoid asking
questions about these traits in interviews. But now technology
makes it easier to find that information.” Other social media cues
One indicator of ethics in organizations is the emphasis
given to social responsibility and sustainability practices. Pres-
ident and CEO Rob Wesseling of the Guelph-based company
The Co-operators states, “We exist to provide financial secu-
rity for Canadians and Canadian communities. And, we take
a holistic view. It’s not just financial security in terms of eco-
nomics, but also social and environmental security which are
critical to overall wellness.” It is this strategy and focus that
earned The Co-operators the top spot on the 2019 Corporate
Knights Best 50 Corporate Citizens list in Canada.19
Another ethics indicator is the strength of corporate gov-
ernance. Think of this as the active oversight of top manage-
ment decisions, corporate strategy, and financial reporting by
a company’s board of directors.
Diversity
The term workforce diversity describes the composition of
a workforce in terms of gender, age, race, ethnicity, religion,
sexual orientation, and able-bodiedness.20 These demograph-
ics have changed considerably in recent years. Members of
minority groups now constitute more than one-fifth of the
Working Today 5
Loic Venance/AFP/Getty Images
Loic Venance/AFP/Getty Images
that may lead employers to discriminate are photos of women
showing pregnancies or children, and applicant names that are
associated with ethnic, racial, or religious communities.
What Do You Think?
Facebook offers privacy settings to shield from public consump-
tion information intended only for friends. But does this go far
enough to protect individual privacy? Is it ethical for employers
to use social media to “peek” at the personal lives of prospective
candidates? Should there be laws preventing them from doing
so? What about individual responsibility? Given so much public-
ity about social media use by recruiters, shouldn’t job seekers be
informed and aware enough to screen out potentially harmful
and discriminatory information? Are these job seekers at fault if
negative consequences result when they don’t?
Canadian population,21 and women make up almost half
(47 percent) of the Canadian workforce.22 By the year 2031, it is
predicted that up to 14.1 million people will be members of a
visible minority, approximately 3 in 10 Canadians. South Asians,
including Indians, Pakistanis, and Sri Lankans, are expected to
make up the largest visible minority group.23 Statistics Canada
projects that roughly 37 percent of the population will be at
least 65 years old.
Despite these changes, the way we deal with diversity in
the workplace remains complicated. Women now lead global
companies like IBM, PepsiCo, Xerox, and Kraft, but they hold
just 5 percent of the top jobs.24 The proportion of women at the
top is growing, but female CEOs also get fired at a higher rate
than their male counterparts.25
Why aren’t there more women, and people of colour, lead-
ing organizations? To what extent does diversity bias still influ-
ence recruitment and selection decisions? Researchers have
found that resumés of applicants with white-sounding first
names, such as Brett, receive 50 percent more responses from
employers than equivalent resumés with black-sounding first
names, such as Kareem.26
The stage for diversity bias is set by prejudice—the dis-
play of negative, irrational opinions and attitudes regarding
6 C HA PTER 1 Management Today
members of diverse populations. An example of bias is the
lingering prejudice against working mothers. The non-profit
Families and Work Institute reported that in 1977, 49 percent
of men and 71 percent of women believed that mothers can
be good employees; by 2008 the proportions had risen to 67
percent and 80 percent.27 Don’t you wonder why there isn’t 100
percent support for working mothers? And how do you account
for a study that sent faux resumés to recruiters and found that
the least desirable candidates were women with children?28
The inspiring story of one highly successful working mother is
in Management Is Real 1.3.
Prejudice becomes active discrimination when members
of some groups are unfairly treated and denied the full bene-
fits of organizational membership. One example of discrimina-
tion is a manager inventing reasons not to interview a visible
minority job candidate. Another example is a supervisor who
refuses to promote a working mother for fear that parent-
ing responsibilities will make it hard for her to do a good job.
This thinking shows a subtle form of discrimination called the
Management Is Real 1.3: Wisdom Learn from Role Models
“I’m going to start a company,” she announced one day.
Tonia Jahshan Turned Over a New Leaf
In 2006, Tonia Jahshan was working at a sales and marketing
agency she ran with her father. Because of a personal tragedy, she
was feeling lost and disengaged. She began reassessing her life—
asking whether she really wanted to sell electrical equipment for
the rest of her career.
To help change her dismal mood, she and her husband took
some time off and left their home in Ancaster, Ontario, for a get-
away to Halifax to spend some time at a bed and breakfast. That
little trip changed her life. For breakfast the host served a cup of
cream of Earl Grey tea. “I was blown away by the taste and smell,”
Jahshan recalls. She was so enthusiastic about the tea that she and
her husband drove to a little boutique an hour away to stock up
Courtesy of Steeped Tea, Inc.
and bring some home.
Within two weeks Tonia knew that those little leaves of aro-
matic pleasure were where her future would lie. “I’m going to start
a company,” she announced to her husband. “I’m going to have tea
parties and sell tea leaves … And I’m calling it ‘Steeped Tea.’”
Her early success was tantalizing. To accomplish her vision,
she turned to direct selling, similar to Avon or Tupperware par-
ties, where people would have tea parties in their homes and build
friendships. Jahshan knew she wanted a scalable business where
people could earn on their own terms and she could grow the com-
pany as sales increased.
By 2010 her business was growing steadily, but she wasn’t
making any money. Tonia set out to add a second-in-command
to help clean up the books and streamline operations. She found
the perfect candidate in her husband, who had just finished his
MBA. Her husband joined the company as CEO and helped manage
finances, negotiate with suppliers, streamline the product line, and
build more efficient management systems.
In 2012, she took the risk of appearing on the TV show Drag-
ons’ Den, where she boldly presented her business model and
vision. The result was that Dragons David Chilton and Jim Treliving
glass ceiling effect, an invisible barrier or ceiling that prevents
women and visible minorities from rising to top jobs.
Scholar Judith Rosener warns that discrimination of any
sort leads to “undervalued and underutilized human capital.”29
To avoid this problem, the position of chief diversity officer, or
CDO, is gaining stature in organizations. Its presence recog-
nizes that diversity is not only a moral issue but an opportu-
nity for real performance gains. The job of CDO is to make sure
the work environment allows women and members of other
groups to flourish, and fully utilizes their talents.30
Careers and Connections
When the economy is weak and employment markets are
tight, the task of finding a career entry point can be daunting.
It always pays to remember the importance of online resumés
and job searches, and the power of social networking with
established professionals. In addition, job seekers should
Courtesy of Steeped Tea, Inc.
invested $250,000 for 20 percent of the business. Although she had
several years of very hard work, and she weathered some finan-
cially tight situations, today she has an award-winning business
with annual sales of $20 million and a workforce of 9,000 salespeo-
ple in Canada and the United States.
Tonia’s company has been recognized year over year as one
of PROFIT 500 Canada’s Fastest-Growing Companies, and she was
proclaimed as Canada’s #1 Female Entrepreneur by W100. She has
also received the Ernst and Young Entrepreneurial Winning Women
award and has been listed as 1 of 6 Women to Watch on forbes.com.
Tonia lives in Hamilton, Ontario, with her husband Hatem and their
three kids–Layla, Jenna, and Sami.31
Find Inspiration
Tonia Jahshan’s trajectory from salesperson to woman entrepreneur
of the year is impressive. What career lessons are here for others to
follow? Which special skills and personal characteristics may have
helped Jahshan grow into a leadership role? She’s a young Canadian
woman with three children and a husband. How can her success in
an entrepreneurial environment serve as a role model for others?

consider internships as pathways to first-job placements. But
everything still depends on the mix of skills you can offer a
potential employer and how well you communicate those skills
during the recruitment process. Picture yourself in a job inter-
view. The recruiter asks this question: “What can you do for
us?” How do you reply? Your answer can set the stage for career
success … or for something less.
British scholar and consultant Charles Handy uses the
analogy of a shamrock to highlight the challenges of develop-
ing skill portfolios that fit the new workplace.32 The first leaf in
the shamrock is a core group of permanent, full-time employ-
ees who follow standard career paths. The number of people in
this first leaf is shrinking.33 They are being replaced by a second
leaf of “freelancers” and “independent contractors” who offer
specialized skills and talents on a contract basis, then change
employers when projects are completed.34 Full-time employees
are also being replaced by a third leaf of temporary part-timers.
They often work without benefits and are the first to lose their
jobs when an employer runs into economic difficulties.
Most people hired today will have to be able to succeed
in a free-agent economy, one where people change jobs
more often and work on flexible contracts with a shifting mix
of employers over time. Skills like those in the list below must
be kept up to date and portable.35 They can’t be gained once
and then forgotten. They must be carefully maintained and
upgraded all the time. All this places a premium on your capac-
ity for self-management—being able to assess yourself realis-
tically, recognize strengths and weaknesses, make constructive
changes, and manage your personal development. Here are
the early career survival skills to acquire.
• Mastery: You need to be good at something. You need to be
able to contribute real value to your employer.
• Networking: You need to know people and get connected.
Networking with others within and outside the organiza-
tion is essential.
• Entrepreneurship: You must act as if you are running your
own business, spotting ideas and opportunities and pur-
suing them.
• Technology: You have to embrace technology. You have to
stay up to date and fully utilize all that is available.
• Marketing: You need to communicate your successes and
progress—both yours personally and those of your work
team.
• Renewal: You need to learn and change continuously,
always improving yourself for the future.
Connections count for a lot in the free-agent economy.
They open doors to opportunities and resources that otherwise
wouldn’t be available. People with connections gain access to
valuable information about potential jobs and often score more
interviews and better jobs than those without connections.
While in the past the best connections may have been limited
to people who had gone to the “right” kinds of schools or came
from the “right” kinds of families, this is no longer the case.
Social networking tools—such as LinkedIn, Facebook, and
WeChat that connect users with similar interests have become
Organizations 7
the great equalizer. They make the process of connecting much
easier and more democratic than ever before. Importantly, they
are readily available ways for you to make connections that can
help with job searches and career advancement.
Learning Check
LEARNING OBJECTIVE 1.1 Summarize the challenges
of developing and maintaining career readiness in the new
economy.
Be Sure You Can • describe how intellectual capital, ethics, diver-
sity, globalization, technology, and the changing nature of careers
influence working in the new economy • define intellectual capital,
workforce diversity, and globalization • explain how prejudice, dis-
crimination, and the glass ceiling can hurt people at work
1.2 Organizations
LEARNING OBJECTIVE 1.2
Describe what organizations are like as work settings.
Learn More About
Organizational purpose • Organizations as
systems • Organizational performance • Changing
nature of organizations
In order to make good employment choices and perform well
in a career, you need to understand the nature of organizations
and recognize how they work as complex systems.
Organizational Purpose
An organization is a collection of people working together to
achieve a common purpose. It is a unique social phenomenon
that enables its members to perform tasks far beyond the reach
of individual accomplishment. This description applies to orga-
nizations of all sizes and types that make up the life of any com-
munity, from large corporations to small businesses, as well as
such non-profit organizations as schools, government agen-
cies, and hospitals.
The broad purpose of any organization is to provide goods
or services of value to customers and clients. A clear sense of
purpose tied to “quality products and services,” “customer satis-
faction,” and “social responsibility” can be an important source
of organizational strength and performance advantage. IBM’s
former CEO, Samuel Palmisano, once said: “One simple way
to assess the impact of any organization is to ask the question:
How is the world different because it existed?”36 Whole Foods
8 C HA PTER 1 Management Today

The environment The organization The environment

supplies creates value consumes

Resource inputs Product outputs

People Work Finished
Money activities turn goods
Materials resources and
Technology into outputs services
Information
Transformation process

Consumer feedback

FIGURE 1.1 Organizations as open systems interacting with their environments.

founder John Mackey answers by saying: “I think that business
has a noble purpose. It means that businesses serve society.
They produce goods and services that make people’s lives bet-
ter.” On the Whole Foods website this is stated as a commitment
to “Whole Foods—Whole People—Whole Planet.”37
A story recounted on a Disneyland blog provides an excel-
lent example of an organization’s development of a “purpose.”
Joseph Van Arsdale France, tasked with developing a training
program for park employees, came up with a new idea for a
purpose for Disneyland. As he was preparing to pitch his idea to
Walt and Roy Disney, Van Arsdale France recalled, “My goal, as
I saw it, was to get everyone we hired to share in an intangible
dream, and not just working for a paycheck.” Van Arsdale France
remembering the moment: “And here were top executives, all
of them right there, and I had to get up and say, ‘And now our
theme: the purpose of Disneyland is to create happiness for oth-
ers.’ And you see, the beautiful thing about saying, ‘We’re going
to create happiness’ was then I could say, ‘Look, you may park
cars, clean up the place, sweep the place, work graveyard and
everything else, but whatever you do is contributing to creating
happiness for others.’” Van Arsdale France’s insight was to cre-
ate a single, unifying purpose that connected every employee
with the emotional aspirations of each guest, with the goal of
making Disneyland the happiest place on earth.38
Organizations as Systems
All organizations are open systems that interact with their
environments. They do so in a continual process of obtain-
ing resource inputs—people, information, resources, and
capital—and transforming them into outputs in the form of fin-
ished goods and services for customers.39
As shown in Figure 1.1, feedback from the environment
indicates how well an organization is doing. When Starbucks
started a customer blog, for example, requests for speedier
service popped up. The company quickly made changes that
eliminated requiring signatures on credit card charges less
than $25. Salesforce.com is another company that thrives on
feedback. It set up a website called Idea Exchange to get cus-
tomer suggestions, even asking them at one point to vote on
a possible name change—the response was “No!”40 Gathering
and listening to customer feedback is important; without loyal
customers, a business can’t survive.
Organizational Performance
Organizations create value when they use resources well to
produce good products and take care of their customers. When
operations add value to the original cost of resource inputs,
then a business organization can earn a profit—by selling a
product for more than the costs of making it, and a non-profit
organization can add wealth to society—by providing a public
service like fire protection that is worth more than its cost.
One of the most common ways to assess performance
by and within organizations is productivity. It measures the
quantity and quality of outputs relative to the cost of inputs.
And as Figure 1.2 shows, productivity involves both perfor-
mance effectiveness and performance efficiency.
Performance effectiveness is an output measure of
task or goal accomplishment. If you are working as a software

Effective but not efficient Effective and efficient

• Goals achieved • Goals achieved
High
• Resources wasted • No wasted resources
Goal High productivity
Attainment
Neither effective nor efficient Not effective but efficient
Low • Goals not achieved • Goals not achieved
• Resources wasted • No wasted resources

Poor Good
Resource Utilization

FIGURE 1.2 Productivity and the dimensions of organizational performance.


engineer for a computer game developer, performance effec-
tiveness may mean that you meet a daily production target in
terms of the quantity and quality of lines of code written. This
productivity helps the company meet customer demands for
timely delivery of high-quality gaming products.
Performance efficiency is an input measure of the
resource costs associated with goal accomplishment. Returning
to the gaming example, the most efficient software production
is accomplished at a minimum cost in materials and labour. If
you are producing fewer lines of code in a day than you are capa-
ble of, this amounts to inefficiency; if you make lots of mistakes
that require extensive rewrites, this is also inefficient work. All
such inefficiencies drive up costs and reduce productivity.
Changing Nature of Organizations
Change is a constant feature of our society, and organizations
are no exception. The following list shows some organizational
trends and transitions relevant to the study of management.41
• Focus on valuing human capital: The premium is on high-
involvement work settings that rally the knowledge, expe-
rience, and commitment of all members.
• Demise of “command-and-control”: Traditional top-down
“do as I say” bosses are giving way to participatory bosses
who treat people with respect.
• Emphasis on teamwork: Organizations are becoming less
hierarchical and more driven by teamwork that pools tal-
ents for creative problem solving.
• Pre-eminence of technology: Developments in computer
and information technology keep changing the way orga-
nizations operate and how people work.
• Importance of networking: Organizations and their mem-
bers are networked for intense, real-time communication
and coordination.
• New workforce expectations: The new generation of work-
ers is attentive to performance merit, concerned for work–
life balance, less tolerant of hierarchy, and more informal
than previous generations.
• Concern for sustainability: Social values call for more atten-
tion to the preservation of natural resources for future
generations and understanding how work affects human
well-being.
Learning Check
L E A RN I N G O BJ E CTI VE 1 . 2 Describe what organiza-
tions are like as work settings.
Be Sure You Can • describe how organizations operate as open
systems • explain productivity as a measure of organizational per-
formance • distinguish between performance effectiveness and per-
formance efficiency • list several ways in which organizations are
changing today
Managers 9
1.3 Managers
LEARNING OBJECTIVE 1.3
Discuss what it means to be a manager.
Learn More About
Importance of managers • Levels of managers
• Types of managers • Managerial performance
• Changing nature of managerial work
In an article titled “Putting People First for Organizational Suc-
cess,” Jeffrey Pfeffer and John F. Veiga argue forcefully that
organizations perform better when they treat their members
better.42 Managers in high-performing organizations don’t treat
people as costs to be controlled; they treat them as valuable
strategic assets to be carefully nurtured and developed. So,
who are today’s managers and just what do they do?
What Is a Manager?
You find them in all organizations and with a wide variety of job
titles—team leader, department head, supervisor, project man-
ager, president, administrator, and more. We call them man-
agers, people in organizations who directly support, supervise,
and help activate the work efforts and performance accom-
plishments of others. Whether they are called direct reports,
team members, work associates, or subordinates, these “other
people” are the essential human resources whose contributions
represent the real work of the organization. As pointed out by
management scholar Henry Mintzberg, being a manager remains
an important and socially responsible job. “No job is more vital
to our society than that of the manager,” he says. “It is the man-
ager who determines whether our social institutions serve us
well or whether they squander our talents and resources.”43
Levels of Managers
At the highest levels of business organizations, as shown in
Figure 1.3, we find a board of directors whose members are
elected by shareholders to represent their ownership interests.
In non-profit organizations such as a hospital or university, this
level is often called a board of trustees, and its members may
be elected by local citizens, appointed by government bodies,
or invited by existing members. The basic responsibilities of
board members are the same in both business and the public
sector—to make sure that the organization is always being well
run and managed in a lawful and ethical manner.44
Common job titles just below the board level are chief exec-
utive officer (CEO), chief operating officer (COO), chief financial
officer (CFO), chief information officer (CIO), chief diversity offi-
cer (CDO), president, and vice president. These top managers
constitute an executive team that reports to the board and is
10 C HA PTER 1 Management Today
Typical Business
Board of Directors
Chief Executive Officer
Top
President
Managers
Vice President
Division Manager
Middle
Regional Manager
Managers
Plant Manager
Department Head
First-line
Supervisor
Managers
Team Leader
Non-managerial
Workers
FIGURE 1.3 Management levels in typical business and non-profit
organizations.
responsible for the performance of an organization as a whole
or of one of its larger parts. It is common to find the members of
an organization’s top management team referred to as part of
the C-suite.
Top managers are supposed to set strategy and lead the
organization in a way that is consistent with its purpose and
mission. They should pay special attention to the external
environment and be alert to potential long-run problems and
opportunities. The best top managers are strategic thinkers
able to make good decisions under highly competitive and
even uncertain conditions. A CEO at Procter & Gamble once
said the job of top managers is to “link the external world with
the internal organization … make sure the voice of the con-
sumer is heard … shape values and standards.”45
Reporting to top managers are the middle managers, who
are in charge of relatively large departments or divisions consist-
ing of several smaller work units. Examples include clinic direc-
tors in hospitals; deans in universities; and division managers,
plant managers, and regional sales managers in businesses. Job
descriptions for middle managers may include working with top
managers, coordinating with peers, and supporting lower-level
team members to develop and pursue action plans that imple-
ment organizational strategies to accomplish key objectives.
A starting job in management typically involves serving
as a team leader or supervisor—someone in charge of a small
work group composed of non-managerial workers.46 Typical job
titles for these first-line managers include department head,
team leader, and supervisor. The leader of an auditing team, for
example, is considered a first-line manager, as is the head of an
academic department in a university. Even though most people
enter the workforce as technical specialists such as engineer,
market researcher, or systems analyst, at some point they prob-
ably advance to positions of initial managerial responsibility.
Types of Managers
Many types of managers comprise an organization. Line manag-
ers are responsible for work that makes a direct contribution to the
organization’s outputs. For example, the president, retail manager,
and department supervisors of a local department store all have
Typical Non-profit
Board of Trustees
Executive Director
President, Administrator
Vice President
Division Manager
Regional Manager
Branch Manager
Department Head
Supervisor
Team Leader
line responsibilities. Their jobs in one way or another are directly
related to the sales operations of the store. Staff managers, by
contrast, use special technical expertise to advise and support the
efforts of line workers. In a department store chain like Nordstrom
or Hudson’s Bay, the corporate director of human resources and
chief financial officer would have staff responsibilities.
Functional managers have responsibility for a single
area of activity such as finance, marketing, production, human
resources, accounting, or sales. General managers are respon-
sible for activities covering many functional areas. An example
is a plant manager who oversees everything, including purchas-
ing, manufacturing, human resources, finance, and accounting.
In public or non-profit organizations, managers may be called
administrators. Examples include hospital administrators,
public administrators, and city administrators.
Managerial Performance
All managers help people, working individually and in teams,
to perform. They do this while being personally accountable for
results achieved. Accountability is the requirement of one per-
son to answer to a higher authority for performance results in
his or her area of work responsibility. This accountability flows
upward in the traditional organizational structure (Figure 1.4).
The team leader is accountable to a middle manager, the mid-
dle manager is accountable to a top manager, and even the top
manager is accountable through corporate governance to a
board of directors or board of trustees.
But what, you might ask, constitutes excellence in man-
agerial performance? When is a manager “effective”? A good
answer is that effective managers successfully help others
achieve both high performance and satisfaction in their work.
This dual concern for performance and satisfaction introduces
quality of work life (QWL) as an indicator of the overall quality
of human experiences at work. A “high-QWL” workplace offers
such things as respect, fair pay, safe conditions, opportunities
to learn and use new skills, room to grow and progress in a
career, and the protection of individual rights and wellness.
Scholar Jeffrey Pfeffer considers QWL a high-priority issue of
human sustainability. Why, he asks, don’t we give more attention
 Managers 11

HIGHER really manage them in a typical way; they largely run them-
MANAGEMENT selves. I help them in dealing with obstacles they face, or in
making the most of opportunities they find.”48 These comments
describe a workplace where the best managers are known more
Accountability
for helping and supporting than for directing and order-giving.
The words coordinator, coach, and team leader are heard as
often as supervisor or boss.
Manager The concept of the upside-down pyramid shown in
­Figure 1.5 fits well with the changing mindset of managerial
work today. Notice that the operating and front-line workers
Dependency are at the top of the upside-down pyramid, just below the cus-
tomers and clients they serve. They are supported in their work
efforts by managers below them. These managers aren’t just
order-givers; they are there to mobilize and deliver the support
others need to do their jobs best and serve customer needs.
Sitting at the bottom are top managers and C-suite executives;
their jobs are to support everyone and everything above them.
Work team members
The upside-down pyramid view leaves no doubt that the entire
organization is devoted to serving customers and that the job
FIGURE 1.4 Accountability in the traditional organization. of managers is to support the workers who make this possible.

to human sustainability and “organizational effects on employee

health and mortality”?47 What do you think? Should managers be Learning Check
held accountable not just for performance accomplishments of
their teams and work units, but also for the human sustainability LEAR NING OBJECT IV E 1.3 Discuss what it means to be
of those who work with and for them? In other words, shouldn’t a manager.
productivity and quality of working life go hand in hand?
Be Sure You Can • describe the various types and levels of manag-
ers • define accountability and quality of work life, and explain their
Changing Nature of Managerial Work importance to managerial performance • discuss how managerial
work is changing today • explain the role of managers in the upside-
Cindy Zollinger, president and CEO of Cornerstone Research, down pyramid view of organizations
directly supervises more than 20 people. But, she says: “I don’t

Customers and clients

Ultimate beneficiaries of the organization’s efforts

Serve

Front-line operating workers

Do work directly affecting customer/client satisfaction

Support

Team leaders and managers

Help the operating workers do their jobs
and solve problems

Support

Top managers
Keep organization’s
mission and
strategies
clear

FIGURE 1.5 The organization viewed as an upside-down pyramid.

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 On the 10th he again passed towards the north, keeping along
the Greenland shore until, in lat. 75° 31’ N., his advance was
checked by a mass of closely-packed ice, which stretched from the
coast of the mainland out to Shannon Island, a long unbroken line of
fourteen miles. It presented a very formidable appearance, being
edged in some places with a fringe of broken ice, boulders, and
blocks, rising in heaps and hummocks forty feet high.
The Germania remained in this position for several days. As
nothing but ice was visible to the northward, and no prospect opened
up of further progress in that direction, Captain Koldewey moved his
ship to the south side of the island on the 16th of August, and
dropped anchor close to Cape Philip Broke.
Eleven days were spent in a careful exploration of Shannon
Island, during which time a musk-ox was shot, and close watch was
kept from an elevated point on the ice lying to the northward. But as
it continued solid and immovable, and the end of the season was at
hand, Captain Koldewey returned northward, and brought his vessel
to anchor on the south side of Pendulum Island on the 27th of
August.
When it became necessary to make preparations for facing the
coming winter, Captain Koldewey moved his ship on the 13th of
September into the little harbour he had occupied on the 5th of
August. Their subsequent experience showed it to be the only
secure one between the parallels of 74° and 77°. A few days later
the ship was frozen in.
The first sledging-party was despatched on the 14th of
September, and remained out for eight days. After reaching the
mainland, they travelled for four days up a newly-discovered fiord,
finding many petrifactions and much lignite. They also saw large
herds of musk-oxen. Vegetation was abundant, but chiefly composed
of species of Andromeda. In the course of this excursion, our
explorers had one or two adventures with bears. First, a female, with
her two cubs, paid them a visit, but being received with some volleys
of musketry, quickly beat a retreat. On another occasion, a daring
intruder found his way into their tent. His temerity, however, cost him
his life; and the Germans banqueted gaily on the fat and flesh with
which he incontinently supplied them.

A RASH INTRUDER.
When the winter preparations were completed, Captain Koldewey
organized several shooting parties, who made good booty of
reindeer and musk-oxen and added most satisfactorily to the
provision-supplies; no fewer than fifteen hundred pounds of good
beef and venison attesting the skill and good fortune of the hunters.
But after the beginning of November, neither musk-oxen, reindeer,
nor bears were visible.
A second sledge journey was undertaken towards the end of
October in a southerly direction. The party discovered another fiord,
and returned on the 4th of November. On the following day the sun
disappeared altogether, and the dreary Arctic night of three months’
duration overtook them.
The close of the year was marked by a succession of violent
storms, and the temperature rose to 25° F. It soon fell again to zero,
however; but it was not until 1870 that it indicated the maximum of
cold experienced throughout the winter,—namely, -40° F. Of the
December gales, the most furious broke out on the 16th, and lasted
until the 20th. It set free the ice in the harbour, and even to within
three hundred yards of the ship; but fortunately she had been
anchored in the most sheltered part of the bay, and close to the
shore, in only ten feet of water; otherwise the crushed-up ice, moving
with the currents, would probably have carried her away to almost
certain destruction.

BEAR-HUNTING—GREENLAND.
The heroic little company, however, were nowise disheartened by
the gloom and hardship of their situation. From Captain Koldewey’s
account, they would seem to have spent a right merry Christmas,
after the hearty German fashion. They danced by starlight upon the
ice; they celebrated Christmas Eve with open doors, the temperature
being 25° F.; with the evergreen Andromeda they made a famous
Christmas-tree; they decorated the cabin with flags, and spread out
upon their tables the gifts prepared for the occasion by kindly hands:
each received his share, and each joined in and contributed to the
general merriment.
The Yule-tide festivities over, they made ready the equipments for
their sledging expeditions in the ensuing spring,—the object of the
most important of these being to attain the highest possible degree
of north latitude.
In February the sun returned, and with it the bears; and the daily
excursions upon the island, undertaken by the scientific members of
the expedition, were rendered dangerous by their audacity. Every
one was required to go armed, yet some accidents occurred. One of
the “scientists” was severely wounded in the head, and dragged
upwards of four hundred paces before his comrades rescued him
from the bear. After the lapse of a few weeks, however, he recovered
from his wounds.
On the 24th of March, the first sledge-party left the ship, and
travelled northward until, on the 15th of April, they reached 77° 1’ N.
lat. Then the wild northerly gales compelled them to retrace their
steps. On their return they were fortunate enough to shoot some
bears, whose blubber supplied them with fuel to warm their food; and
the wind filling the sails which they had hoisted on their sledges, they
progressed with such rapidity as to reach the ship on the 27th of
April.
At the northernmost point attained by this party,—lat. 77° 1’,—the
belt of land-ice which skirted the shore seemed to the travellers to be
four miles in width and several years old. They speak of it as a
“bulwark built for eternity.” Out to seaward, the ice, which was very
hummocky, stretched in an unbroken expanse.
 “INTO A WATER-GAP.”
Two other sledge-parties were sent out early in May: one of these
was employed in making geographical and scientific explorations of
the neighbouring coast of Greenland; the other in attempting the
measurement of an arc of the meridian. Their journeys were difficult
enough and troublesome enough, and made large demands on the
energies of those who undertook them. Crossing hummocks and
rugged ice was weary work, and sometimes the whole party plunged
into deep drifts of snow. On one occasion, the sledge was
precipitated into a water-gap, or crevasse; and before it could be
recovered and hauled up on the ice-floe, they were compelled to
unload it, and remove each article, one by one. Then again they
would have to make their way through a storm of pitiless violence;
the north wind driving the frozen snow into their faces with a fury that
almost blinded them. Up to their knees in the new snow, they
pressed forward with a dogged intrepidity; enduring hardships and
triumphing over obstacles of which the “mob of gentlemen who stay
at home at ease” can form no adequate conception.
The bears now increased in numbers and in boldness, as if they
had determined to besiege the small company now left on board the
ship. The greatest caution was necessary to prevent accidents; and
though several were shot, their death did not appear to terrify the
survivors.
The thaw began about the middle of May, and towards the close
of the month the sledge-parties were forced to wade through the
water which flooded the surface of the sea-ice.
In June, large portions of land-ice were continually breaking off,
and much open water could be descried in the south-east. But it was
not until the 10th of July that the ice around the ship broke up. Four
days later, boating became practicable, and a voyage was made to
the Eskimo village on Clavering Island. It ended in disappointment,—
the village having been deserted, and the huts having fallen into ruin.
On the 22nd of July, the Germania once more steamed to the
northward, to renew the attempt of the preceding year. Her boiler-
tubes, however, leaked so seriously, that it was evident the boiler
would speedily fail altogether. After some delay it was temporarily
patched up; and by following a narrow channel between the loose
pack-ice and the firm ice-belt of the coast, she contrived to push
forward to the north-east cape of Shannon Island, in lat. 75° 29’ N.
Here the ice barrier showed itself compact, solid, and insuperable.
The Germania, therefore, on the 30th of July, made for the
southward, and continued her explorations in that direction. The
“Mackenzie Inlet,” which Captain Clavering discovered in 1823, was
found to have disappeared; its place being occupied by a low, flat
plain, on which herds of reindeer were pasturing. So unaccustomed
were they to the sight of man, and so fearless of danger, that five of
them were speedily shot.
On the 6th of August, the Germania discovered and entered a
broad, deep fiord in lat. 73° 13’. It was perfectly free from ice; but a
fleet of huge icebergs was sailing out of it with the current. It was
soon noticed that the farther they ascended this picturesque sea-
arm, the warmer became the temperature of the air and of the
surface water. It threw off several branches, and these wound in and
out among lofty mountains. Their declivities were washed by
cascades, and their ravines filled with glaciers; so that the prospect
thus unexpectedly opened up of the interior of Greenland was
singularly romantic and impressive.
Some of the adventurers ascended a mountain 7000 feet in
height; but even from this lofty watch-tower no limit could be
discerned to the western or principal arm of the fiord. In about 32° W.
long. the mountain-range rose, it was ascertained, to an elevation of
14,000 feet. The Germania penetrated for seventy-two miles into this
remarkable inlet, and reached 26° W. long.; but her boiler acting
irregularly, and Captain Koldewey being apprehensive of the
consequences if it wholly failed, commenced his homeward voyage
on the 17th of August. He re-entered the pack-ice at the mouth of the
fiord, and was occupied until the 24th in forcing his way through it,—
reaching the open, iceless sea in lat. 72° N. and long. 14° W.
 THE CREW OF THE “GERMANIA” IN A SNOW-STORM.
The Germania, owing to the uselessness of her boiler, made the
rest of her voyage under sail, and arrived at Bremen in safety on the
11th of September, with all well on board. It is worth notice that, with
the exception of two accidental wounds, this interesting expedition
was accomplished without any kind of sickness,—a circumstance
which speaks highly for the forethought and carefulness of those
engaged in equipping and conducting it.
 We have been indebted for our brief notice of the voyage of the
Germania to a paper by Captain Sir Leopold M’Clintock, who sums
up its results in a condensed and intelligible form; and to the
narratives by Captain Koldewey and his officers, translated by Mr.
Mercier, and published under the direction of Mr. H. W. Bates.
The Greenland shore, under the seventy-fifth parallel of latitude,
is not the frozen desert which it has hitherto been supposed to be. It
is frequented by large herds of reindeer, as many as fifty having
been sighted at a time. Musk-oxen were by no means rare, but made
their appearance in troops of fifteen or sixteen; while smaller
animals, such as ermines and lemmings, were also met with. Birds
were not numerous; shoals of walruses were noticed, but no whales.
Geographically speaking, the voyage was valuable from the
observations obtained in reference to a region which previously was
almost unknown.
The absence of natives, and of all recent traces of them, is a
remarkable fact. In 1829, Captain Graab found the northern
Greenlanders ranging as high as 64° 15’ N. lat.; but they knew
nothing of any human beings living further north; nor could they
themselves travel in that direction, the way being blocked up by huge
impassable glaciers.
In 1822, when Scoresby partially explored the Greenland coast
between the parallels of 70° and 72° 30’, he discovered many ruined
habitations and graves, but no recent indications of human beings.
In the following year, Captain Clavering met with a party of
Eskimos in 74°; but neither he nor Scoresby found reindeer or musk-
oxen; and the fact ascertained by the Germania that, in 1869, these
animals were numerous, and devoid of any fear of man, gives
reason to suppose that few, if any, of this isolated tribe of Eskimos
are now in existence. Now, as the musk-oxen, and also the reindeer,
seem to have wandered hither from the northward, we may
conjecture that the natives followed the same route.
“If it be true,” says M’Clintock, “that this migration of men and
animals was effected from west to east along the northern shore of
Greenland, we naturally assume that it does not extend far towards
the Pole; that, probably, its most northern point is at the eastern
outlet of Kennedy Channel, and that it turns from thence sharply
towards the east and north-east,—the distance, in a straight line, to
the most northern point reached by Koldewey, is not more than six
hundred miles. It is not less strange than sad to find that a peaceable
and once numerous tribe, inhabiting a coast-line of at least 7° of
latitude in extent, has died out, or has almost died out, whilst at the
same time we find, by the diminution of the glaciers and increase of
animal life, that the terrible severity of the climate has undergone
considerable modification. We feel this saddening interest with
greater force when we reflect that the distance of Clavering’s village
from the coast of Scotland is under one thousand miles! They were
our nearest neighbours of the New World.”

Returning suddenly to the sixteenth century, we find the names of

some Dutch seamen of eminence inscribed in the record of early
Arctic Discovery, and amongst these the most illustrious is that of
William Barents. We refer to him here, because he is connected with
Carlsen’s voyage in 1869, which went over much the same ground
as that which the Dutch explorer had surveyed nearly three hundred
years before.
The merchants of Amsterdam having fitted out a ship—the
Mercurius, of one hundred tons—to attempt a passage round the
northern end of Novaia Zemlaia, the command was given to William
Barents; who accordingly sailed from the Texel on the 4th of June
1594.
He sighted Novaia Zemlaia, in lat. 73° 25’ N., on the 4th of July,
sailed along its grim, gaunt coast, doubled Cape Nassau on the
10th, and struck the edge of the northern ice on the 13th. For several
days he skirted this formidable barrier, vainly seeking for an opening;
and in quest of a channel into the further sea, he sailed
perseveringly from Cape Nassau to the Orange Islands. He went
over no fewer than seventeen hundred miles of ground in his
assiduous search, and put his ship about one-and-eighty times. He
discovered also the long line of coast between the two points we
have named, laying it down with an exactness which has been
acknowledged by later explorers. His men wearying of labour which
seemed to yield no positive results, Barents was under the necessity
of returning home.

MATERIALS FOR THE HOUSE.

In 1596 the Amsterdammers fitted out another expedition,

consisting of two strongly-built ships, under Jacob van Heemskerch
and Jan Cornelizoon Rijp, with Barents as pilot, though really in
command.
In this voyage the adventurers kept away from the land, in order
to avoid the pack-ice, and sailing to the westward, discovered Bear
Island on the 9th of June. Then they steered to the northward, and
hove in sight of Spitzbergen exactly ten days later. They supposed,
however, that it was only a part of Greenland, and were led to bear
away to the north-west—a course which was speedily arrested by
the eternal icy barrier. Barents then coasted along the western side
of Spitzbergen; and the north-western headland being frequented by
an immense number of birds, he called it Vogelsang.
On the 1st of July he again made Bear Island, and here he and
Rijp agreed to separate. Of the latter we know only that he was
unsuccessful in an attempt to find an opening in the ice on the east
of Greenland, and that he returned to Holland in the same year. Of
the former the narrative is painfully full and interesting.
Quitting Bear Island, he reached Novaia Zemlaia on the 17th of
July, sighting the coast in lat. 74° 40’ N. Keeping along it with
characteristic perseverance until the 7th of August, he passed Cape
Comfort; but only to find himself once more face to face with the
dreary spectacle of the far-reaching Polar ice. It so hemmed and
fenced him in on every side, that he was unable to extricate his
vessel from it; and being driven into a bay, which he named Ice
Haven, “there they were forced, in great cold, poverty, misery, and
griefe, to stay all the winter.” For the heavy pack-ice drifting into the
bay closed it up, and closed around the ship until she was held fast
as in iron bonds.
 ATTACK ON A BEAR.
Barents and his sixteen followers now prepared to encounter with
a good heart the trials of the long Arctic winter-night. They displayed,
in truth, a courage, a patience, and a good fellowship which were
heroic. Finding a large supply of drift-wood, they constructed, with
the help of planks from the poop and forecastle of the vessel, a
sufficiently commodious house, into which they removed all their
stores and provisions. They fixed a chimney in the centre of the roof;
a Dutch clock was set up and duly struck the weary hours; the
sleeping-berths were ranged along the walls; a wine-cask was
converted into a bath. All these ingenious devices, however, availed
but little against the terrible feeling of depression which is induced by
the continuance for so many weeks of a blank and cheerless
darkness.
The sun disappeared on the 4th of November, and the cold
thereafter increased until it was almost intolerable. Their wine and
beer were frozen, and lost all their strength. By means of great fires,
by applying heated stones to their feet, and by wrapping themselves
up in double fox-skin coats, they barely contrived to keep off the
deadly cold. In searching for drift-wood they endured the sharpest
pain, and often braved imminent danger. To add to their troubles,
they had much ado to defend themselves against the bears, which
made frequent assaults on their hut. However, they contrived to
slaughter some of the audacious animals, and their fat provided
them with oil for their lamps. When the sun disappeared the bears
departed, and then the white foxes came in great numbers. They
were much more welcome visitors, and being caught in traps, set in
the vicinity of the house, supplied the ice-bound voyagers with food
and clothing.

SETTING FOX-TRAPS.
When the 19th of December arrived, they found some comfort in
the reflection that half the dreary season of darkness had passed
away, and that they could now count every day as bringing them
nearer to the joyful spring. They suffered much, but endured their
sufferings bravely; and celebrated Twelfth Night with a little sack, two
pounds of meat, and some merry games. The gunner drew the prize,
and became King of Novaia Zemlaia, “which is at least two hundred
miles long, and lyeth between two seas.”
On the 27th of January every heart rejoiced, for the glowing disc
of the sun reappeared above the horizon. But it brought with it their
old enemies the bears, against whom they found it necessary to
exercise the greatest vigilance.
On the 22nd of February they again saw “much open water in the
sea, which in long time they had not seene.” During the whole month
violent storms broke out, and the snow fell in enormous quantities.
On the 12th of March a gale from the north-east brought back the
ice, and the open water disappeared; the ice driving in with much
fury and a mighty noise, the pieces crashing against each other,
“fearful to hear.” Up to the 8th of May the ice was everywhere, and
their sad eyes could look forth on no pleasant or hopeful scene.
Then it began to break up, and the gaunt, weary explorers prepared
to tempt the sea once more. They set to work to repair their two
boats, for their ship was so crippled and strained by the ice that she
was injured beyond their ability to repair.
 RELIEVED.

On the 14th of June they quitted the place of their long captivity;
Barents, before they set out, drawing up in writing a list of their
names, with a brief record of their experiences, and depositing it in
the wooden hut. He himself was so reduced with sickness, want, and
anxiety that he was unable to stand, and had to be carried into the
boat. On the 16th, the captain, hailing from the other boat, inquired
how the pilot fared. “Quite well, mate,” Barents replied; “I still hope to
mend before we get to Wardhouse,”—Wardhouse being an island on
the coast of Lapland. But he died on the 19th (or, as some
authorities say, on the 20th), to the great grief of his comrades, who
appreciated his manly character, and placed great reliance on his
experience and skill.
The adventurers met with many difficulties from the ice,—
sometimes being carried out far from the ice-belt, and at others
being compelled to haul the boats for long distances over the rough
surface of the floes to reach open water. It has been well observed
that there are many instances on record of long ocean-voyages
performed in open boats, but that, perhaps, not one is of so
extraordinary a character as that which we are describing,—when
two small and crazy craft ventured to cross the frozen seas for
eleven hundred miles, continually endangered by huge floating ice-
masses, threatened by bears, and exposed for forty days to the
combined trials of sickness, famine, cold, and fatigue.
At length they arrived at Kola, in Lapland, towards the end of
August; and, strangely enough, were taken on board a Dutch vessel
commanded by the very Cornelizoon Rijp who had commanded the
sister discovery-ship in the previous year. They reached the Maas in
safety in October 1597.

No voyager appears to have sailed in the track of Barents, or, at

all events, to have visited the place where he wintered, until 1871.
No one but he had rounded the north-east point of bleak Novaia
Zemlaia. In 1869, however, and on the 16th of May, Captain Carlsen,
a Norwegian of much experience in the North Sea trade, sailed from
Hammerfest in a sloop of sixty tons, called the Solid. On the 7th of
September he reached Ice Haven, and on the 9th discovered a rude
wooden house standing at the head of the bay. Its dimensions were
32 feet by 20, and it was constructed of planks measuring from 14 to
16 inches in breadth, and 1½ inches thick. These, it was evident,
had belonged to a ship, and amongst them were several oak beams.
Heaps of bones of seal, bear, reindeer, and walrus, as well as
several large puncheons, were collected round the hut. It was the
winter-prison of Barents and his companions, and had never been
entered by human foot since they had abandoned it. The cooking-
pans stood over the fireplace, the old clock hung against the wall;
there were the books, and implements, and tools, and weapons
which had been of so much service two hundred and seventy-eight
years before. It was an Arctic reproduction of the legend of the
hundred years’ sleep of the fairy princess.
 Captain Carlsen gives the following list of articles found in the
lone hut on the shore of Novaia Zemlaia:—
Iron frame over the fireplace, with shifting bar; two ship cooking-
pans of copper, found standing on the iron frame, with the remains of
a copper scoop; copper bands, probably at one time fastened round
pails; bar of iron; iron crowbar; one long and two small gun-barrels;
two bores or augers, each three feet in length; chisel, padlock,
caulking-iron, three gouges, and six files; plate of zinc; earthenware
jar; tankard, with zinc lid; lower half of another tankard; six fragments
of pepper-pots; tin meat-strainer; pair of boots; sword; fragments of
old engravings, with Latin couplets underneath them; three Dutch
books; a small piece of metal; nineteen cartridge cases, some still full
of powder; iron chest, with lid, and intricate lock-work; fragments of
metal handle of same; grindstone; an eight-pound iron weight; small
cannon-ball; gun-lock, with hammer and flint; clock, bell of clock, and
striker; rasp; small auger; small narrow strips of copper band; two salt
and pepper pots, about eight inches high; two pairs of compasses;
fragment of iron-handled knife; three spoons; borer; hone; one
wooden, and one bronze tap; two wooden stoppers for gun muzzles;
two spear or ice-pole heads; four navigation instruments; a flute; lock
and key; another lock; sledge-hammer head; clock weight; twenty-six
pewter candlesticks and fragments, six in a complete state of
preservation; pitcher of Etruscan shape, beautifully engraved; upper
half of another pitcher; wooden trencher, coloured red; clock alarum;
three scales; four medallions, circular, about eight inches in diameter,
three of them mounted in oak frames; a string of buttons; hilt of sword,
and a foot of its blade; halberd head; and two carved pieces of wood,
one with the haft of a knife in it.
On the 14th of September Captain Carlsen sailed from the Ice
Haven, and kept along the east coast of Novaia Zemlaia,
encountering bad weather and contrary winds, but succeeding in his
chief object, the circumnavigation of the island, which he
accomplished on the 6th of October. He returned to Hammerfest
early in November.

Our chronological summary now brings us to the Austrian Polar

expedition of 1872. The command was intrusted to Lieutenant Payer,
an accomplished seaman who had served under Captain Koldewey;
Carlsen was engaged as pilot; and the steamer Tegethoff was
carefully and abundantly equipped for the voyage. The plan laid
down by Lieutenant Payer was well-conceived; namely, to round the
north-eastern point of Novaia Zemlaia, and sail eastward until he
made the extreme north of Siberia, where he proposed to winter. In
the spring, travelling-parties would be sent out on exploring journeys;
and the voyage, in summer, would be continued as far as Behring
Strait.
The Tegethoff steamed out of Tromsö Harbour on the 13th of
July; first fell in with the ice on the 25th, in lat. 74° 15’ N.; and on the
29th sighted the coast of Novaia Zemlaia. Here she was caught in
the pack; but steam being got up, repeated charges were made at
the enemy, and she was carried bravely into an open water-way,
about twenty miles wide, to the north of the Matochkia Strait. On the
12th of August she was joined by the Isbyörn yacht, with Count
Wilczck and some friends on board. The two vessels anchored close
to the shore, in lat. 76° 30’ N., and on the 18th celebrated the
Emperor of Austria’s birthday. Daily excursions were made by
sledge-parties to the adjoining islands, resulting in an accumulation
of botanical and geological specimens, besides slaughtered bears
and foxes, and quantities of drift-wood. On the 23rd the vessels
parted company,—the Tegethoff steaming to the northward, and the
Isbyörn endeavouring to push southward along the coast. On
reaching the mouth of the Petchora, Count Wilczck and his friends
left her to proceed on the return voyage to Tromsö, while they
ascended the Petchora in small boats to Perm, and returned to
Vienna by way of Moscow.
The Tegethoff spent the winters of 1872 and 1873 in the Icy Sea,
and made some discoveries of interest. It returned in safety in the
summer of 1874.

In 1871 an American expedition was fitted out under the

command of Captain Charles Francis Hall, who had already gained
distinction by his explorations in the Polar regions and his long
residence among the Eskimos. Through the liberality of Mr. Grinnell,
assisted by the United States Government, he was provided with a
stout and well-found steamer, the Polaris, which sailed from Brooklyn
on the 29th of June. She carried a crew of seventeen officers and
men,—Mr. Buddington being sailing and ice master, and Mr. Tyson
assistant navigator,—besides six adult Eskimos and two children;
and a scientific staff consisting of Dr. Emil Bessel, Mr. Bryan, and Mr.
Frederick Meyers.
A few days previous to the sailing of the expedition, Mr. Grinnell
presented Hall with the historic flag which Lieutenant Wilkes, in
1838, had borne nearer to the South Pole than any American flag
had been before,—which Lieutenant De Haven, and afterwards Dr.
Kane, and lastly Dr. Hayes, had carried further north than any other
ensign. Captain Hall, in receiving it, expressed his conviction that, in
the spring of 1872, “it would float over a new world, in which the
North Pole Star is the crowning jewel.”
On the 3rd of July the Polaris entered the land-locked harbour of
St. John’s, Newfoundland, where she remained a week while her
machinery underwent some repairs. Then she proceeded north to
Holsteinberg, in Greenland; but failed in procuring a supply of coal or
a stock of reindeer furs, both of which were much desiderated. On
the 4th of August she arrived at the Danish settlement of Godhaven,
and happily found the United States steamer Congress, which had
been despatched with extra stores and supplies. Thence she
steamed northward to Upernavik, which was reached on the 18th.
So far her progress seemed to have been peculiarly fortunate; but
already dissensions had broken out among the officers, which
augured ill for the eventual success of the expedition. In his
despatches home, however, Captain Hall made no allusion to this
discouraging circumstance; and his biographer explains this silence
by “his idiosyncrasy, which enabled him to sink everything else in the
one idea of pushing on to the far north.”
Upernavik, with its little colony of Danish officials and Eskimo
natives, was left behind on the 21st of August, and the Polaris
continued her adventurous course. Six days later, she arrived at