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Management
Fourth Canadian Edition

JOHN R. SCHERMERHORN, JR.

Ohio University

DANIEL G. B ACHRACH
University of Alabama

BARRY WRIGHT
Brock University
VICE PRESIDENT, EDUCATION Tim Stookesberry
DIRECTOR, BUSINESS, ACCOUNTING, AND FINANCE Michael McDonald
EXECUTIVE EDITOR Lisé Johnson/Christine Moore
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10 9 8 7 6 5 4 3 2 1
 About the Authors
B A R R Y W R I G H T M A , P H . D. , is an associate professor
and previously the interim dean at the Goodman School of
Business at Brock University in St. Catharines, Ontario, and is
the former director of the Niagara Community Observatory.
Dr. Wright has over 25 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, Barry has received several excellence
in teaching awards at both the undergraduate and graduate
student levels.
At home in the classroom, Barry 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 consultations
to a number of Canadian private and public organizations.
These services have included the development and implemen-
tation of programs in leadership, employee motivation, strate-
gic planning, diversity management, stress management, and
managing organizational change. Barry also provides one-on-
one “coaching” sessions for senior executives who have ex-
pressed a desire for outside counsel.
He received his MA (Sport Psychology) and Ph.D. (Man-
agement) degrees from Queen’s University. His academic re-
search focuses on understanding and solving leadership chal-
lenges, 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 . S C H E R M E R H O R N , 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
management and international business from New York
University, and a BS in business administration from the State
University of New York at Buff alo. 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
honorary doctorate from the University of Pécs in Hungary.
He was a visiting professor of management at the Chinese
University of Hong Kong, on-site coordinator of the Ohio
University MBA and Executive MBA programs in Malaysia, and
Kohei Miura visiting 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 presently teaches an MBA course at
Università Politecnica Delle Marche in Ancona, Italy, and
Ph.D. seminars in the Knowledge and Innovation Manage-
ment doctoral program at Bangkok University, Thailand. At
Ohio University he has twice been Director of the Center for
Southeast Asian Studies.
A member of the Academy of Management, Dr. Schermerhorn
was chairperson of the Management Education and Devel-
opment 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
Academy of Management Journal, Academy of Management
Review, Academy of Management Executive, Organizational
Dynamics, Asia-Pacific Journal of Management, Journal of Man-
agement Development, and Journal of Management Education.
Ohio University named Dr. Schermerhorn a University
Professor, 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 classroom visits, as well as for faculty workshops
on scholarly manuscript development, textbook writing,
high engagement teaching, and instructional and curriculum
innovations.
D R . DA N I E L (DA N) G . B AC H R AC 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 organiza-
tional behaviour and human resource management—with
a minor emphasis in strategic 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 Psy-
chology and Organizational Behavior and Human Decision
Processes. He is co-editor of the Handbook of Behavioral
Operations Management: Social and Psychological Dynamics
iii
iv About the Authors
in Production and Service Settings (Oxford University Press,
2014), co-author of Transformative Selling: Becoming a Re-
source Manager and a Knowledge Broker (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 extensively 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 Manage-
ment, and Journal of Personal Selling and Sales Management.

Today’s global workplace requires careful navigation. Some-
times the waters are choppy and sometimes it’s smooth sailing.
No matter the conditions, a successful organization requires
skilled leaders at the helm and confident team members who
know the ropes.
With ever-changing technology and market conditions
and opportunities, today’s organizations must be nimble. It
requires strategy, planning, teamwork, communication, and
preparation to be able to change course quickly. It is no longer
an option to remain safe in the harbour; organizations know
that taking risk is the path 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 crew member, Management 4e presents the tools to
succeed from a Canadian perspective.
New to Management 4e
Management 4e has been revised and updated with a focus on
real-world anchors for timely content, student engagement in
critical thinking about real-world and personal career issues,
and instructor opportunities for enriched classroom activities
and assignments.
Timely content—All content has been updated. Examples
of new and expanded coverage include triple bottom line and
shared value view (Chapter 3), disruptive innovation and hu-
man sustainability (Chapter 4), reshoring and tax inversions
(Chapter 5), social entrepreneurship and crowdfunding (Chap-
ter 6), data mining and analytics (Chapter 7), goal management
and goal alignment (Chapter 8 and Chapter 16), employment
issues and controversies (Chapter 13), leadership and follower-
ship (Chapter 14), technology personality and mood contagion
(Chapter 15), and team virtuousness (Chapter 17).
Student engagement features—Student engagement is an
embedded theme in Management 4e. 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 student attention and engage them in
reflection and critical thinking. These features are introduced
at the very outset of each chapter as part of What to Look for
Inside: Management Is Real.
Enriched classroom opportunities—The active and enriched
classroom is also an embedded theme in Management 4e. Look
for these opportunities that make it easy to bring text content
Preface
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 Critical Incident, Collaborate on the Team Activity, and
Analyze the Case Study. These instructional enrichments are
introduced at the very beginning of each chapter as part of
What to Look for Inside: Skills Make You Valuable.
Management 4e Philosophy
Today’s students are tomorrow’s leaders and managers. They
are our hope for the future during this time of social transfor-
mation. New values and management approaches are appear-
ing; organizations are changing forms and practices; jobs are
being redefined and relocated; the age of information is a
major force in our lives; and the intricacies of globalization
are presenting major organizational and economic challenges.
Management 4e is designed to help students discover
their true potential and accept personal responsibilities
for developing career skills.
Management 4e 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 students
understand that management is real and is an everyday part of
their lives. By engaging with Management 4e, students explore
the essentials of management while also discovering their true
potential for developing useful career skills. The content,
pedagogy, and features of this edition were carefully blended to
support management educators who want their students to:
• grow in career readiness,
• become attractive internship and job candidates,
• gain confidence in critical thinking,
• identify timely social and organizational issues, and
• embrace lifelong learning for career success.
Management 4e Pedagogy
The pedagogical foundations of Management 4e are based on
four constructive balances that are essential to higher educa-
tion for business and management.
v
vi Preface
• 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 con-
tent and pedagogical choices that set the best pos-
sible 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 head-
ing. 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 best pursue them.
• 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 the examples. We must be willing to
take stands on issues such as managerial ethics and social
responsibility. We must be careful not to let the concept
of “contingency” betray the need for positive “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 have needs for application as well as information.
They have needs for integration as well as presentation. And they
have needs 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 4e Highlights
Management 4e 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 Associa-
tion to Advance Collegiate Schools of Business (AACSB) accred-
itation guidelines, while still allowing extensive flexibility to fit
various course designs, class sizes, and delivery formats.
The timely content offers flexibility in meeting a wide
variety of course objectives and instructor preferences. The
material is organized in five logical parts—Management,
Environment, Planning and Controlling, Organizing, and
Leading. The 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 4e 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 affect every-
day living.
The Management 4e 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 Chap-
ter Quick Start overview, list of Takeaway Questions, and a
What to Look for Inside directory in two parts: Management
Is Real—with features on Analysis, Choices, Ethics, Insight,
and Wisdom; and Skills Make You Valuable—with features
to Evaluate, Reflect, Contribute, Manage, Collaborate, and
Analyze. Figures and online animations provide visual sup-
port for student comprehension as concepts, theories, and
terms are introduced. The Management Learning Review
section helps students prepare for quizzes and exams by
completing a Takeaway Question Summary and Self-Test.
Interactive self-assessments give students a chance to en-
gage 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 4e that provide
students with important opportunities for self-reflection, ac-
tive 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 4e Exceptional
Content in Any Media
WileyPLUS is an online teaching and learning platform that in-
tegrates text with interactive and multimedia content, online
tools, and resources to provide a contemporary and appealing
learning experience. Offering this product in WileyPLUS 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 in WileyPLUS include:
• a complete version of the eText
• ORION, a personalized, adaptive learning experience that
gives students the practice they need to build proficiency
on topics while using their study time more effectively.
The adaptive engine is powered by unique questions for
the entire content, giving students endless opportunities
for practice throughout the course.
• Author videos: Students can view Dan Bachrach’s and
John Schermerhorn’s videos before class. These videos
highlight core content for learning objectives. These
tutorials are intended to enhance students’ comprehen-
sion and facilitate students’ learning in their management
course and provide the additional learning assistance
that students need to bridge the gap between theory and
application.
Preface vii
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:
Timberland—From Bootmaker to Earthkeeper: Walking a Green
Path
• Video cases: Video cases accompanying each chapter 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.
• Career Center: This special guide to building a student port-
folio is complete with professional resumé and competency
documentations as well as Career Coach videos. Students
can also access CareerShift, a leading job search tool.
• 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.
Management 4e Teaching and
Learning Resources
Instructor’s Resource Manual
The Instructor’s Resource Manual offers helpful teaching ideas;
advice on course development; sample assignments; and text
highlights, learning objectives, lecture outlines, class exercises,
lecture notes, answers to questions, and tips on using cases.
viii Preface

Test Bank Practice Quizzes

This comprehensive Test Bank consists of more than 200
questions per chapter. Each chapter includes true/false,
multiple-choice, and short-answer questions. The questions
are designed to vary in degree of difficulty to challenge your
students. All questions are tagged with learning objectives,
Bloom’s Taxonomy categories, and AACSB Standards. The
Computerized Test Bank is from a test-generating program
that allows instructors to modify and add questions to the Test
Bank, and to customize their exams.
These online quizzes of varying levels of difficulty focus on key
terms and concepts and are designed to help students evaluate
their individual progress.
PowerPoint Presentation Slides
This robust set of slides will enhance your students’ overall
experience in the management classroom.

Acknowledgements
Writing is always a big task and there are many people who have contrib-
uted greatly to this project. Special thanks go to Lisé Johnson, Acquisi-
tions Editor, for her support and vision for the project. I would very much
like to acknowledge Deanna Durnford, Daleara Hirjikaka, and Meaghan
MacDonald of John Wiley & Sons Canada, Ltd. The support each has
provided to me is truly above and beyond—thank you. I would also like
to thank Anita Osborne, Senior Marketing Manager, for her very helpful
counsel on making the content faculty-focused and student-friendly.
I would also like to thank Laurel Hyatt (a truly gifted writer), Lana
Okerlund, and Belle Wong for their extraordinary editorial contributions.
I would like to offer my particular thanks to Linda Bramble, who
was both innovative and instrumental in creating many of the Cana-
dian features and cases in this offering. She is a talented writer and
scholar and I am blessed to have her join 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 (go
for the gold). To all, my heartfelt thanks.
I am grateful to the following colleagues who offered their percep-
tive and very useful feedback during development and contributed to
the related supplements.
Ann Conquergood, Athabasca University
Burchell Hanson, Humber College
Judy Kovacs, Northern Alberta Institute of Technology
Richard Michalski, McMaster University
Horatio Morgan, Ryerson University
Sui Sui, Ryerson University
Wendy Tarrel, Nova Scotia Community College
Gerhard Trippen, University of Toronto
In closing, I would especially like to thank my family—my lovely
wife Mary, darling daughters Monica and Kit, and happy son John
Emmett—who all offered hugs and help along the way. To my father
and mother Herb and Mable Wright, for all your guidance, strength,
and love, I dedicate this book.

Barry Wright
St. Catharines, Ontario
August 2017
 Brief Contents
Part One Management Part Five Leading
1. Management Today 1 14. Leading and Leadership Development 263

2. Management Learning Past to Present 23 15. Individual Behaviour 283

3. Ethics and Social Responsibility 40 16. Motivation Theory and Practice 304

17. Teams and Teamwork 325

Part Two Environment
18. Communication and Collaboration 347
4. Environment, Innovation, and
Sustainability 61 A P P E NDIX A Operations and Services
Management 369
5. Global Management and Cultural
Diversity 78 CA S E ST U DIE S Management Cases for Critical
Thinking 383
6. Entrepreneurship and New Ventures 100
SELF-TEST ANSWERS 407
Part Three Planning and Controlling E NDNOT E S 415
7. Information and Decision-Making 119
ORGANIZATION INDEX 447
8. Planning Processes and Techniques 141
NA M E INDE X 451
9. Control Processes and Systems 159
S U BJE CT INDE X 454
10. Strategy and Strategic Management 176

Part Four Organizing

11. Organization Structures and Design 199

12. Organization Culture and Change 220

13. Strategic Human Resource Management 241

ix
Contents
Part One Management
1 Management Today 1 Responsibility
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 16
Summary 16
Chapter Glossary 17
Self-Test 1 18
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 27
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! 38
Evaluate Career Situations 38
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
x
3 Ethics and Social
40
3.1 Ethics 42
3.2 Ethics in the Workplace 44
3.3 Maintaining High Ethical Standards 48
3.4 Social Responsibility 50
Management Learning Review: Get Prepared
for Quizzes and Exams 55
Summary 55
Chapter Glossary 56
Self-Test 3 57
Management Skills & Competencies:
Make Yourself Valuable! 58
Evaluate Career Situations 58
Reflect on the Self-Assessment 59
Contribute to the Class Exercise 59
Manage a Critical Incident 60
Collaborate on the Team Activity 60
Analyze the Case Study 60
Part Two Environment
4 Environment, Innovation,
and Sustainability 61
4.1 The External Environment 63
4.2 Environment and Value Creation 66
4.3 Environment and Innovation 67
4.4 Environment and Sustainability 71
Management Learning Review: Get Prepared
for Quizzes and Exams 73
Summary 73
Chapter Glossary 74
Self-Test 4 74
Management Skills & Competencies:
Make Yourself Valuable! 76
Evaluate Career Situations 76
Reflect on the Self-Assessment 76
Contribute to the Class Exercise 77
Manage a Critical Incident 77
Collaborate on the Team Activity 77
Analyze the Case Study 77

5 Global Management and
Cultural Diversity 78
5.1 Management and Globalization 80
5.2 Global Businesses 87
5.3 Cultures and Global Diversity 90
5.4 Global Management Learning 93
Management Learning Review: Get Prepared
for Quizzes and Exams 94
Summary 94
Chapter Glossary 95
Self-Test 5 96
Management Skills & Competencies:
Make Yourself Valuable! 98
Evaluate Career Situations 98
Reflect on the Self-Assessment 98
Contribute to the Class Exercise 98
Manage a Critical Incident 99
Collaborate on the Team Activity 99
Analyze the Case Study 99
6 Entrepreneurship and
New Ventures 100
6.1 The Nature of Entrepreneurship 102
6.2 Entrepreneurship and Small Business 107
6.3 New Venture Creation 109
Management Learning Review: Get Prepared
for Quizzes and Exams 114
Summary 114
Chapter Glossary 114
Self-Test 6 115
Management Skills & Competencies:
Make Yourself Valuable! 116
Evaluate Career Situations 116
Reflect on the Self-Assessment 117
Contribute to the Class Exercise 118
Manage a Critical Incident 118
Collaborate on the Team Activity 118
Analyze the Case Study 118
Part Three Planning and
Controlling
7 Information and Decision-
Making 119
7.1 Information, Technology, and Management 121
7.2 Problem Solving and Managerial Decisions 123
7.3 The Decision-Making Process 127
7.4 Decision-Making Pitfalls and Creativity 131
Contents xi
Management Learning Review: Get Prepared
for Quizzes and Exams 135
Summary 135
Chapter Glossary 136
Self-Test 7 137
Management Skills & Competencies:
Make Yourself Valuable! 138
Evaluate Career Situations 138
Reflect on the Self-Assessment 138
Contribute to the Class Exercise 139
Manage a Critical Incident 140
Collaborate on the Team Activity 140
Analyze the Case Study 140
8 Planning Processes and
Techniques 141
8.1 Why and How Managers Plan 143
8.2 Types of Plans Used by Managers 146
8.3 Planning Tools and Techniques 149
8.4 Implementing Plans to Achieve Results 151
Management Learning Review: Get Prepared
for Quizzes and Exams 154
Summary 154
Chapter Glossary 155
Self-Test 8 156
Management Skills & Competencies:
Make Yourself Valuable! 157
Evaluate Career Situations 157
Reflect on the Self-Assessment 157
Contribute to the Class Exercise 158
Manage a Critical Incident 158
Collaborate on the Team Activity 158
Analyze the Case Study 158
9 Control Processes and
Systems 159
9.1 Why and How Managers Control 161
9.2 The Control Process 165
9.3 Control Tools and Techniques 168
Management Learning Review: Get Prepared
for Quizzes and Exams 171
Summary 171
Chapter Glossary 171
Self-Test 9 172
Management Skills & Competencies:
Make Yourself Valuable! 173
Evaluate Career Situations 173
Reflect on the Self-Assessment 174
Contribute to the Class Exercise 174
Manage a Critical Incident 175
Collaborate on the Team Activity 175
Analyze the Case Study 175
xii Contents
10 Strategy and Strategic
Management 176
10.1 Strategic Management 178
10.2 Essentials of Strategic Analysis 181
10.3 Corporate-Level Strategy Formulation 184
10.4 Business-Level Strategy Formulation 188
10.5 Strategy Implementation 191
Management Learning Review: Get Prepared
for Quizzes and Exams 193
Summary 193
Chapter Glossary 194
Self-Test 10 194
Management Skills & Competencies:
Make Yourself Valuable! 196
Evaluate Career Situations 196
Reflect on the Self-Assessment 196
Contribute to the Class Exercise 197
Manage a Critical Incident 197
Collaborate on the Team Activity 198
Analyze the Case Study 198
Part Four Organizing
11 Organization Structures
and Design 199
11.1 Organizing as a Management Function 201
11.2 Traditional Organization Structures 203
11.3 Horizontal Organization Structures 207
11.4 Organizational Designs 211
Management Learning Review: Get Prepared
for Quizzes and Exams 215
Summary 215
Chapter Glossary 215
Self-Test 11 216
Management Skills & Competencies:
Make Yourself Valuable! 218
Evaluate Career Situations 218
Reflect on the Self-Assessment 218
Contribute to the Class Exercise 218
Manage a Critical Incident 219
Collaborate on the Team Activity 219
Analyze the Case Study 219
12 Organization Culture
and Change 220
12.1 Organizational Cultures 222
12.2 Multicultural Organizations and Diversity 226
12.3 Organizational Change 230
Management Learning Review: Get Prepared
for Quizzes and Exams 236
Summary 236
Chapter Glossary 236
Self-Test 12 237
Management Skills & Competencies:
Make Yourself Valuable! 238
Evaluate Career Situations 238
Reflect on the Self-Assessment 239
Contribute to the Class Exercise 239
Manage a Critical Incident 240
Collaborate on the Team Activity 240
Analyze the Case Study 240
13 Strategic Human Resource
Management 241
13.1 Human Resource Management 243
13.2 Attracting a Quality Workforce 246
13.3 Developing a Quality Workforce 251
13.4 Maintaining a Quality Workforce 253
Management Learning Review: Get Prepared
for Quizzes and Exams 257
Summary 257
Chapter Glossary 257
Self-Test 13 259
Management Skills & Competencies:
Make Yourself Valuable! 260
Evaluate Career Situations 260
Reflect on the Self-Assessment 261
Contribute to the Class Exercise 261
Manage a Critical Incident 261
Collaborate on the Team Activity 262
Analyze the Case Study 262
Part Five Leading
14 Leading and Leadership
Development 263
14.1 The Nature of Leadership 265
14.2 Leadership Traits and Behaviours 268
14.3 Contingency Approaches to Leadership 270
14.4 Personal Leadership Development 274
Management Learning Review: Get Prepared
for Quizzes and Exams 277
Summary 277
Chapter Glossary 278
Self-Test 14 279

Management Skills & Competencies:
Make Yourself Valuable! 280
Evaluate Career Situations 280
Reflect on the Self-Assessment 281
Contribute to the Class Exercise 281
Manage a Critical Incident 282
Collaborate on the Team Activity 282
Analyze the Case Study 282
15 Individual Behaviour 283
15.1 Perception 285
15.2 Personality 288
15.3 Attitudes 291
15.4 Emotions, Moods, and Stress 295
Management Learning Review: Get Prepared
for Quizzes and Exams 298
Summary 298
Chapter Glossary 298
Self-Test 15 299
Management Skills & Competencies:
Make Yourself Valuable! 301
Evaluate Career Situations 301
Reflect on the Self-Assessment 301
Contribute to the Class Exercise 302
Manage a Critical Incident 302
Collaborate on the Team Activity 303
Analyze the Case Study 303
16 Motivation Theory and Practice
16.1 Individual Needs and Motivation 306
16.2 Process Theories of Motivation 309
16.3 Reinforcement Theory 314
16.4 Motivation and Job Design 316
Management Learning Review: Get Prepared
for Quizzes and Exams 319
Summary 319
Chapter Glossary 320
Self-Test 16 321
Management Skills & Competencies:
Make Yourself Valuable! 322
Evaluate Career Situations 322
Reflect on the Self-Assessment 323
Contribute to the Class Exercise 323
Manage a Critical Incident 323
Collaborate on the Team Activity 324
Analyze the Case Study 324
17 Teams and Teamwork 325
17.1 Teams in Organizations 327
17.2 Trends in the Use of Teams 329
Contents xiii
17.3 How Teams Work 332
17.4 Decision-Making in Teams 339
Management Learning Review: Get Prepared
for Quizzes and Exams 341
Summary 341
Chapter Glossary 342
Self-Test 17 342
Management Skills & Competencies:
Make Yourself Valuable! 344
Evaluate Career Situations 344
Reflect on the Self-Assessment 344
Contribute to the Class Exercise 345
Manage a Critical Incident 345
Collaborate on the Team Activity 346
Analyze the Case Study 346
18 Communication and
Collaboration 347
18.1 The Communication Process 349
18.2 Improving Collaboration through
Communication 353
18.3 Managing Conflict 356
18.4 Managing Negotiation 359
Management Learning Review: Get Prepared
for Quizzes and Exams 362
Summary 362
Chapter Glossary 363
Self-Test 18 364
304 Management Skills & Competencies:
Make Yourself Valuable! 365
Evaluate Career Situations 365
Reflect on the Self-Assessment 366
Contribute to the Class Exercise 366
Manage a Critical Incident 367
Collaborate on the Team Activity 367
Analyze the Case Study 367
A P P E NDIX A Operations and Services
Management 369
CA S E ST U DIE S Management Cases for Critical
Thinking 383
S E L F -T E ST A NS W E RS 407
E NDNOT E S 415
ORGANIZATION INDEX 447
NA M E INDE X 451
S U BJE CT INDE X 454
 CHAPTER 1

Sharply_done/Getty Images, Inc.

Management Today
Canada geese fly in formation to conserve energy and
communicate better on their long journeys. Likewise,
good managers can help organizations reach their
ultimate destination.
Welcome to the fourth Canadian edition of Management and
its theme of personal development for career success. We live
and work in a very complex world. Unemployment and job
scarcities, ethical miscues by business and government leaders,
financial turmoil and uncertainties, environmental challenges,
and complex global economics and politics are regularly in the
news. Today’s organizations are fast changing, as is the nature
of work itself. Talent and technology reign supreme in the most
desired jobs. Learning, performance, and flexibility are in as
individual attributes; habit, complacency, and free riding are
out. Employers expect the best from us, and the best employers
provide us with inspiring leadership and supportive work envi-
ronments full of 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 CHA PT E R 1 Management Today

CHAPTER OUTLINE LE A R NING OBJECTIVES TAKEAWAY QUESTIO NS

1.1 Working Today 1.1 Recognize the challenges of 1.1 What are the challenges of
working in the new economy. working in the new economy?

1.2 Organizations 1.2 Describe the nature of 1.2 What are organizations like as
organizations as work settings. work settings?

1.3 Managers 1.3 Discuss what it means to be a 1.3 What does it mean to be a
manager. manager?

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

1.5 Learning How to Manage 1.5 Identify essential managerial skills 1.5 What are the essential managerial
and discuss how they are learned. skills and how do we learn them?

What to Look for Inside

Management Is Real Skills 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
• Manage A Critical Incident:
Tonia Jahshan Turned Over a New Leaf
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: On Top of Its Game

of our time,” Gratton says. “Globalization means we can work

1.1 Working Today anywhere, but must compete with people from everywhere.”2
What does the changing nature of work mean as you plan for
L EARNING OBJECTIVE 1.1 career entry and advancement? You can’t expect a guarantee
of long-term employment in today’s workplace. More and more
Recognize the challenges of working in the new economy. jobs have to be continually earned and re-earned through
everyday performance 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
Learn More About “entrepreneurship.” There is also no escaping the fact that your
Talent • Technology • Globalization • Ethics • Diversity career success will require a lot of initiative, self-awareness,
• Careers and connections and continuous learning. The question is: Are you ready?

In her book The Shift: The Future of Work Is Already Here, scholar Talent
Lynda Gratton describes why things are changing so quickly to-
day 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 ar-
gue, “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 also is 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 ×
Commitment.5 What does it suggest in terms of developing
your talents for career success? Competency represents your
personal talents or job-related capabilities. Although extremely
important, by itself competency 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
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-
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.
Working Today 3
allow you to achieve important career goals or to meet even
basic performance requirements. It takes both competency
and commitment to generate intellectual capital. The views of
various generations on work elements such as competency and
commitment are discussed in Management Is Real 1.1.
Workplace talents in today’s age of information, technol-
ogy, and change are dominated by knowledge workers whose
minds—their creativity and insight—are critical assets.6 Futurist
Daniel Pink says we will soon enter a conceptual age where the
premium will be on “whole mind” competencies. Those who
have them will be both “high concept”—creative and good with
ideas—and “high touch”—joyful and good with relationships.7
Management scholar and consultant Gary Hamel talks about
a creative economy “where even knowledge itself is becom-
ing a commodity” and “the most important differentiator will
be how fast you can create something new.”8 Mastering these
intellectual challenges requires ongoing development of mul-
tiple skill sets that always 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 Skype, Twitter, Instagram,
© Hero Images/Getty Images
• 72 percent of college students say they want “a job where I can
make an impact.”
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 CHA PT E R 1 Management Today
Facebook, and more. We are continuously bombarded with
advertisements 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
messaging, and deal with inboxes full of email and voice mail.
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 tech-
nology, what will things look like tomorrow?
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 in-
ventory, 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 telecom-
muting 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 a baseline foundation
for succeeding in this fast-changing world of technological
innovation.
Even finding work and succeeding in the job selection pro-
cess today involves skilled use of technology. Poor communi-
cation, sloppy approaches, and under-researched attempts do
not work in the world of electronic job search. Filling in your on-
line 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 re-
cruiters today also check social media for negative indicators
about applicants.
Globalization
National boundaries hardly count anymore in the world of
business.9 Over 1.9 million people work in Canada for foreign
employers.10 We buy cars like Toyota and Honda that are as-
sembled in Canada. We buy appliances from the Chinese firm
Haier and Tetley Tea from India’s Tata Group. Top managers 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 custom-
ers around the world. They source materials and talent wher-
ever 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 hardly surprised anymore to find that our cus-
tomer service call is answered in Ghana, CT scans are read by
a radiologist in India, and business records are maintained by
accountants 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 Bernard 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 sav-
ings, charitable foundations that lost millions in charitable 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 bad behaviour by a
lone executive. Fresh scandals regularly make the news.
The issues here move beyond criminal behaviour and into
the broader notion of ethics—a code of moral principles that
sets standards for conduct that is “good” and “right” as well as
“bad” and “wrong.”16 At the end of the day we depend on indi-
viduals, working at all organizational levels, to conduct them-
selves 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 publicity, you’ll find many examples of manag-
ers who demonstrate moral leadership and integrity. Believing
that most CEOs are overpaid, the former CEO of Dial Corpo-
ration, 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 a 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 unrea-
sonable 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 trying to edit the bad things out of their public
profiles. New research reported from Carnegie Mellon University,
however, also suggests that subtleties 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 subtle
cues—background photos and quotes, for example, on the candi-
dates’ religion (Muslim or Christian) and sexuality (gay or straight).
Results showed that Muslims (2 percent) were less likely to be called
for follow-up interviews than Christians (17 percent). Sexuality
cues made no significant difference in call-back rates. It’s against
Canadian law to use religion or sexuality as hiring criteria, but the
researchers point out that discrimination based on social media in-
vestigations can be unconscious rather than intentional, with the
employer showing the bias without realizing it. Professor Acquisti
says, “By and large, employers avoid asking questions about these
traits in interviews. But now technology makes it easier to find that
One indicator of ethics in organizations is the emphasis
given to social responsibility and sustainability practices. Telus
Corporation was named among Canada’s top socially respon-
sible companies in 2015. “Sustainability is a holistic mindset,”
says Andrea Goertz, Telus’s Chief Sustainability Officer,
“that guides every decision we make and challenges us to
innovate.”19
Another ethics indicator is the strength of corporate gov-
ernance. Think of it as the active oversight of top management
decisions, corporate strategy, and financial reporting by a com-
pany’s board of directors.
Diversity
The term workforce diversity describes the composition of a
workforce in terms of gender, age, race, ethnicity, religion, sex-
ual orientation, and able-bodiedness.20 The changing demo-
graphics in society are well recognized. Members of minority
groups now constitute more than one-fifth of the Canadian
population,21 and women make up almost half (47 percent) of
the Canadian workforce.22 By the year 2031, it is predicted that
Working Today 5
Loic Venance/AFP/Getty Images
information.” Other social media cues at risk of discriminatory be-
haviour are photos of women showing pregnancies or children, and
applicants with names often associated with ethnic, racial, or reli-
gious 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 prospec-
tive candidates? Should there be laws preventing them from
doing so? What about individual responsibility? Given so much
publicity on 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?
up to 14.1 million people will be members of a visible minority,
which is approximately 3 in 10 Canadians. South Asians, includ-
ing Indians, Pakistanis, and Sri Lankans, are expected to make
up the largest visible minority group.23 Statistics Canada proj-
ects 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 are also getting 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 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 Researchers also note that white leaders are viewed
as more successful than non-white leaders, and that white lead-
ers are expected to succeed because of competence while non-
white leaders are expected to succeed despite incompetence.27
6 CHA PT E R 1 Management Today
The stage for diversity bias is set by prejudice—the dis-
play of negative, irrational opinions and attitudes regarding
members of diverse populations. An example of bias is linger-
ing 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 em-
ployees; by 2008 the proportions had risen to 67 percent and
80 percent.28 Don’t you wonder why there isn’t 100 percent sup-
port 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?29 The inspir-
ing story of one 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
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
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.”30
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.31
Careers and Connections
When the economy is down and employment markets are tight,
the task of finding a career entry point can be daunting. It al-
ways pays to remember the importance of online resumés and
job searches, and the power of social networking with estab-
lished professionals. In addition, job seekers should consider
internships as pathways to first-job placements. But everything
Courtesy of Steeped Tea, Inc.
finances, negotiate with suppliers, streamline the product line, and
build more efficient management systems.
In 2012, she took the risk and went on the TV show Dragons’
Den, where she boldly presented her business model and vision.
The result was that Dragons David Chilton and Jim Treliving invested
$250,000 for 20 percent of the business. Although she had several
years of very hard work, and she weathered some financially tight
situations, today she has an award-winning business with annual
sales of $20 million and a workforce of 9,000 salespeople in Canada
and the United States.
In 2016, Jahshan was listed first among Canada’s Top Female
Entrepreneurs by Profit.Guide/Chatelaine.
Find Inspiration
Tonia Jahshan’s trajectory from salesperson to woman entrepre-
neur 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 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?

still depends on the mix of skills you can offer a potential em-
ployer and how well you communicate those skills. Picture
yourself in a job interview. The recruiter asks this question:
“What can you do for us?” How do you reply? Your answer can
set the stage for your career success . . . or something less.
British scholar and consultant Charles Handy uses the
analogy of the shamrock organization to highlight the
challenges of developing skill portfolios that fit the new
workplace.32 The first leaf in the shamrock is a core group of
permanent, full-time employees 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 “in-
dependent 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.
The fact is that you will have 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 capacity for self-management—
being able to assess yourself realistically, 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 highly 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 connec-
tions. 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,
Organizations 7
Google+, and Reddit—that connect users with similar inter-
ests have become 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 1.1
Takeaway Question 1.1
What are the challenges of working in the new economy?
Be Sure You Can • describe how intellectual capital, ethics, diversity,
globalization, technology, and the changing nature of careers influ-
ence working in the new economy • define intellectual capital, work-
force diversity, and globalization • explain how prejudice, discrimina-
tion, and the glass ceiling can hurt people at work
1.2 Organizations
LEARNING OBJECTIVE 1.2
Describe the nature of organizations as work settings.
Learn More About
Organizational purpose • Organizations as systems • Organi-
zational performance • Changing nature of organizations
As pointed out earlier, what happens from this point forward
in your career is largely up to you. So, let’s start with organiza-
tions. In order to make good employment choices and perform
well in a career, you need to understand the nature of organiza-
tions 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 or-
ganizations of all sizes and types that make up the life of any
community, from large corporations to small businesses, as
well as such non-profit organizations as schools, government
agencies, 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
satisfaction,” and “social responsibility” can be an important
8 CHA PT E R 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.

source of organizational strength and performance advan- Organizational Performance

tage. 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 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 peo-
ple’s lives better.” On the Whole Foods website this is stated as a
commitment to “Whole Foods—Whole People—Whole Planet.”37
Organizations as Systems
All organizations are open systems that interact with their
environments. They do so in a continual process of obtaining
resource inputs—people, information, resources, and capital—
and transforming them into outputs in the form of finished
goods and services for customers.38
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 ser-
vice popped up. The company quickly made changes that elim-
inated required 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 customer sugges-
tions, even asking them at one point to vote on a possible name
change—the response was “No!”39 Gathering and listening to
customer feedback is important; without loyal customers, a
business can’t survive. When you hear or read about bankrupt-
cies, they are stark testimonies to this fact of the marketplace.
Organizations create value when they use resources well to pro-
duce good products and take care of their customers. When op-
erations add value to the original cost of resource inputs, then
a business organization can earn a profit—selling a product for
more than the costs of making it, and a non-profit organization
can add wealth to society—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
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 eff iciency is an input measure of the re-
source 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 capable
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.

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.


Changing Nature of Organizations
Change is a continuing theme in our society, and organizations
are no exception. The following list shows some organizational
trends and transitions relevant to the study of management.40
• 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: A new generation of workers
is less tolerant of hierarchy, attentive to performance merit,
more informal, and concerned for work–life balance.
• Concern for sustainability: Social values call for more attention
on the preservation of natural resources for future genera-
tions and understanding how work affects human well-being.
Learning Check 1.2
Takeaway Question 1.2
What are organizations 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
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
Managers 9
In an article titled “Putting People First for Organizational Suc-
cess,” Jeffrey Pfeffer and John F. Veiga argue forcefully that orga-
nizations perform better when they treat their members better.41
Managers in these 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
manager, president, administrator, and more. We call them
managers, people in organizations who directly support, su-
pervise, and help activate the work efforts and performance
accomplishments of others. Whether they are called direct re-
ports, team members, work associates, or subordinates, these
“other people” are the essential human resources whose con-
tributions represent the real work of the organization. And 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 manager who determines whether our social
institutions serve us well or whether they squander our talents
and resources.”42
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 it 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 man-
aged in a lawful and ethical manner.43
Common job titles just below the board level are chief ex-
ecutive officer (CEO), chief operating officer (COO), chief finan-
cial officer (CFO), chief information officer (CIO), chief diversity
officer (CDO), president, and vice president. These top man-
agers constitute an executive team that reports to the board
and is responsible for the performance of an organization as
a whole or for 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 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 de-
cisions 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 . . .
10 CH A PT E R 1 Management Today

Typical Business Typical Non-profit

Board of Directors Board of Trustees

Chief Executive Officer Executive Director

Top
President President, Administrator
Managers
Vice President Vice President

Division Manager Division Manager

Middle
Regional Manager Regional Manager
Managers
Plant Manager Branch Manager

Department Head Department Head

First-line
Supervisor Supervisor
Managers
Team Leader Team Leader

Non-managerial
Workers

FIGURE 1.3 Management levels in typical business and non-profit

organizations.

make sure the voice of the consumer is heard . . . shape values
and standards.”44
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 first 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.45 Typical job titles
for these first-line managers include department head, team
leader, and supervisor. The leader of an auditing team, for ex-
ample, 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.
responsible for activities covering many functional areas. An
example is a plant manager who oversees everything, includ-
ing purchasing, manufacturing, human resources, finance,
and accounting. In public or non-profit organizations, manag-
ers 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
HIGHER
MANAGEMENT
Accountability

Types of Managers
Manager
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 man-
ager, and department supervisors of a local department store all Dependency

have line responsibilities. Their jobs in one way or another are di-
rectly 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.
W k tteam members
Work b
Functional managers have responsibility for a single
area of activity such as finance, marketing, production, hu- FIGURE 1.4 Accountability in the traditional
man resources, accounting, or sales. General managers are organization.
 Managers 11

team leader is accountable to a middle manager, the middle
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 ca-
reer, and 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
to human sustainability and “organizational effects on employee
health and mortality”?46 What do you think? Should managers be
held accountable not just for performance accomplishments of
their teams and work units, but also for the human sustainability
of those who work with and for them? In other words, shouldn’t
productivity and quality of working life go hand in hand?
Changing Nature of Managerial Work
Cindy Zollinger, president and CEO of Cornerstone Research,
directly supervises more than 20 people. But, she says: “I don’t
really manage them in a typical way; they largely run them-
selves. I help them in dealing with obstacles they face, or in
making the most of opportunities they find.”47 These comments
describe a workplace where the best managers are known more
for helping and supporting than for directing and order-giving.
The words coordinator, coach, and team leader are heard as of-
ten as supervisor or boss.
The concept of the upside-down pyramid shown in Fig-
ure 1.5 fits well with the changing mindset of managerial work
today. Notice that the operating and front-line workers are at
the top of the upside-down pyramid, just below the custom-
ers 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.
The upside-down pyramid view leaves no doubt that the entire
organization is devoted to serving customers and that the job
of managers is to support the workers who make this possible.
Learning Check 1.3
Takeaway Question 1.3
What does it mean to be a manager?
Be Sure You Can • describe the various types and levels of manag-
ers • define accountability and quality of work life, and explain their im-
portance to managerial performance • discuss how managerial work
is changing today • explain the role of managers in the upside-down
pyramid view of organizations

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.

12 CH A PT E R 1 Management Today

firm’s retention of female professionals.48 Then chairman Philip

1.4 The Management Process A. Laskawy launched a diversity task force with the planning
objective to reduce turnover rates for women. When the task
L EARNING OBJECTIVE 1.4 force began its work, this turnover was running some 22 per-
cent per year, and it cost the firm about 150 percent of a departing
Explain the functions, roles, and activities of managers. employee’s annual salary to hire and train each replacement.
Laskawy considered this performance unacceptable and put
plans in place to improve it.

Learn More About
Functions of management • Managerial roles and activi-
ties • Managerial agendas and networks
The ultimate “bottom line” in every manager’s job is to help an
organization achieve high performance by best utilizing its hu-
man and material resources. This is accomplished through the
four functions of management in what is called the manage-
ment process of planning, organizing, leading, and controlling.
Functions of Management
All managers, regardless of title, level, type, and organizational
setting, are responsible for the four management functions
shown in Figure 1.6. These functions are continually engaged
as a manager moves from task to task and opportunity to op-
portunity in his or her work.
Planning Planning is the process of setting performance
objectives and determining what actions should be taken to
accomplish them. Through planning, a manager identifies
desired results—goals and objectives, and ways to achieve
them—action plans.
There was a time, for example, when top management
at EY (previously Ernst & Young) became concerned about the
Organizing Once plans are set, they must be imple-
mented. This begins with organizing, the process of assigning
tasks, allocating resources, and coordinating the activities of
individuals and groups to accomplish plans. Organizing is how
managers put plans into action by defining jobs and tasks, as-
signing them to responsible persons, and then providing support
such as technology, time, and other resources. One Canadian
company’s innovative way of organizing employee time is dis-
cussed in Management Is Real 1.4.
Many organizations are being recognized for the plans they
are making and the steps they are taking to build diverse and
inclusive workplaces. For instance, the William Osler Health
System in Brampton, Ontario, was recently recognized as one of
Canada’s best diversity employers. Its Diversity Advisory Council
rotates co-chairs to increase engagement and share additional
diverse perspectives. Seventy employees volunteer as diver-
sity champions who are responsible for adopting diversity and
equity best practices. Most recently they created a multidisci-
plinary LGBTQ advisory group with both clinical and non-clinical
staff to develop guidelines for working with and caring for LGBTQ
communities. They also have diversity programs for people with
disabilities, members of visible minorities, LGBTQ newcomers,
and members of linguistic, cultural, and religious minorities.49
Leading Leading is the process of arousing people’s en-
thusiasm and inspiring their efforts to work hard to fulfill
plans and accomplish objectives. Managers lead by building

Planning
Setting performance
objectives and deciding
how to achieve them

Controlling Organizing
The
Measuring performance Management Arranging tasks, people,
and taking action to Process and other resources
ensure desired results to accomplish the work

Leading
Inspiring people to
work hard to achieve
high performance

FIGURE 1.6 Four functions of management—planning, organizing, leading, and controlling.


Management Is Real 1.4: Choices Think before You Act
“We trust our employees like owners and they pay
that trust back to us, acting like owners.”
Want Vacation? Take as Much as You Want
BuildDirect, a Vancouver-based company that sells home improve-
ment and building materials at wholesale prices, offers its 300 em-
ployees access to unlimited paid vacation. CEO Jeff Booth believes
in the integrity of his employees. “Instead of measuring hours we
measure output.”
The policy means that all employees, even the staff in the
warehouse, have access to the plan.
“We trust our employees like owners,” says Booth, “and they
pay that trust back to us, acting like owners.” The only limitation
commitments to a common vision, encouraging activities that
support goals, and influencing others to do their best work on
the organization’s behalf.
Controlling The management function of controlling is
the process of measuring work performance, comparing results
with objectives, and taking corrective action as needed. Man-
agers exercise control by staying in active contact with people
as they work, gathering and interpreting performance mea-
surements, and using this information to make constructive
changes. Control is indispensable in the management process.
Things don’t always go as anticipated, and plans must often be
modified and redefined to fit new circumstances.
At EY, Laskawy and Deborah K. Holmes, who was then
the head of the firm’s Office of Retention, documented what
the firm’s retention rates for women were when they started
the new programs. This gave them a clear baseline against
which they were able to track progress. They regularly mea-
sured retention rates for women and compared them with the
baseline. They were able to identify successes and pinpoint
where they needed to further improve their work–life balance
programs. Over time, collected data showed that turnover
rates for women were reduced at all levels.
Interpersonal roles Informational roles
How a manager interacts How a manager exchanges
with other people and processes information
Figurehead Monitor
Leader Disseminator
Liaison Spokesperson
FIGURE 1.7 Mintzberg’s common roles filled by management.
The Management Process 13
is they can take off no more than four consecutive weeks, as many
times over the course of the year, although if a manager thought a
request was reasonable, he or she could sign off for a longer period.
A policy of unlimited vacation is an indication of the changing
nature of the workplace.
What’s Your Take?
So, is this approach to vacation time something that more em-
ployers should be planning? Is it the next hot thing sought by
new graduates? What are the risks and limits for employers, if
any? How about the “motivation” issues? Would this be a turn-on
for you, something that would keep you productive and loyal? If
unlimited vacation time is such a good idea, why aren’t more
employers doing it?
Managerial Roles and Activities
The management process and its responsibilities for planning,
organizing, leading, and controlling are more complicated than
they appear at first glance. They must be successfully accom-
plished during a workday that can be very challenging. In a
classic book, The Nature of Managerial Work, McGill researcher
Henry Mintzberg describes the daily work of corporate chief ex-
ecutives as follows: “There was no break in the pace of activity
during office hours. The mail . . . telephone calls . . . and meet-
ings . . . accounted for almost every minute from the moment
these executives entered their offices in the morning until they
departed in the evenings.”50 Today, we might add to Mintzberg’s
list of executive preoccupations relentless “work anytime and
anywhere” demands of smart phones, ever-full email and voice
mail inboxes, chat and instant message streams, and social
media alerts.
Managerial Roles In trying to better understand the
complex nature of managerial work, Mintzberg identified a set of
roles commonly filled by managers.51 Shown in Figure 1.7, they
describe how managers must be prepared to succeed in a variety
of interpersonal, informational, and decisional responsibilities.
Decisional roles
How a manager uses
information in decision
making
Entrepreneur
Disturbance handler
Resource allocator
Negotiator
Another random document with
no related content on Scribd:
we passed a large brook running from north to south towards the
castle of Hasné. This castle, commanded by an aga, is a halting-
place to the caravan from Mecca to Damascus: the water is excellent
for drinking, and we filled our skins with it. This was a necessary
precaution, for we found no more on our seven hours’ march from
thence to Saddad. We arrived there at sunset. Naufal took us to the
sheik, Hassaf Abu Ibrahim, a venerable old man, and father of nine
children, all married, and living under the same roof. He received us
most kindly, and presented us to all his family, which, to our great
astonishment, amounted to sixty-four persons. The sheik having
asked us if we wished to establish ourselves in the village, or travel
into other countries, we told him we were merchants; that war
between the powers having interrupted the communication by sea
with Cyprus, we had been desirous of settling at Aleppo, but finding
in that city richer merchants than ourselves, we had determined to
carry our goods to less frequented places, hoping to make larger
gains. Having then told him in what our merchandise consisted,
“These articles,” said he, “are only useful to the Arabs of the desert; I
am sorry to tell you so, but it will be impossible to get to them; and
even if you should, you run the risk of losing everything, even your
lives. The Bedouins are greedy and audacious; they will seize your
goods, and, if you offer the least resistance, will put you to death.
You are people of honour and delicacy; you could never put up with
their grossness; it is for your sake that I speak thus, being myself a
Christian. Take my advice: expose your goods here, sell all that you
can, and then return to Aleppo, if you would preserve your property
and your lives.” He had hardly left off speaking, when the principal
people of the village, who had assembled to see us, began telling us
alarming stories. One of them said, that a pedler coming from
Aleppo, and going into the desert, had been plundered by the
Bedouins, and had been seen returning quite naked. Another had
learned that a merchant from Damascus had been killed. All agreed
as to the impossibility of penetrating amongst the hordes of
Bedouins, and endeavoured by every possible means to deter us
from the dangerous enterprise.
I saw that M. Lascaris was vexed; he turned to me, and said in
Italian, not to be understood by the others, “What say you to this
account, which has much discouraged me?” “I do not believe,” said I,
“all these stories; and even if they were true, we ought still to
persevere in our project. Ever since you announced to me your
intention to go among the Bedouins, I have never hoped to revisit my
home. I regarded the thirty days you allowed me at Aleppo to enjoy
myself, as my last farewell of the world; I consider our journey as a
real campaign; and he who goes to war, being well resolved, should
never think of his return. Let us not lose our courage: though Hassaf
is a sheik, and has experience, and understands the cultivation of
land and the affairs of his village, he can have no idea of the
importance of our business: I therefore am of opinion that we should
speak to him no more of our journey into the desert, but place our
trust in God, the protector of the universe.” These words produced
the effect upon M. Lascaris, who embraced me tenderly, and said,
“My dear son, I put all my hope in God and in you; you are a man of
resolution, I see; I am most satisfied with the strength of your
character, and I hope to attain my object by the aid of your courage
and constancy.” After this conversation, we went to sleep, equally
satisfied with one another.
We passed the next day in walking about the village, which contains
about two hundred houses and five churches. The inhabitants,
Syrian Christians, fabricate machlas and black abas, and pay little
attention to agriculture, from want of water, which is sensibly felt.
There is only one little spring in the village, the distribution of the
water being regulated by an hour-glass. It scarcely suffices to water
the gardens, which, in a climate where it seldom rains, are
unproductive without watering. Some years there does not fall a drop
of rain. The produce of the soil is hardly enough for six months’
consumption; and, for the remainder of the year, the inhabitants are
obliged to have recourse to Homs. In the middle of the village there
arises an ancient tower of prodigious height. It dates from the
foundation of a colony whose history the sheik told us. The founders
were natives of Tripoli in Syria, where their church still exists. At the
most flourishing period of the Eastern empire, the Greeks, full of
pride and rapacity, tyrannised over the conquered people. The
governor of Tripoli overwhelmed the inhabitants with exactions and
cruelty; these, too few to resist, and unable to bear the yoke,
concerted together to the number of three hundred families; and
having secretly collected together all the valuables they could carry
away, they departed without noise in the middle of the night, went to
Homs, and from thence moved towards the desert of Bagdad, where
they were overtaken by the Greek troops sent in pursuit of them by
the governor of Tripoli. They made an obstinate and sanguinary
resistance; but too inferior in numbers to conquer, and resolved on
no account to submit any longer to the tyranny of the Greeks, they
entered into negotiation, and obtained permission to build a village
on the spot of the battle, agreeing to remain tributary to the governor
of Tripoli. They established themselves at this place, at the entrance
of the desert, and called their village Saddad (obstacle.) This is all
that the Syrian chronicle contains worthy of remark.
The inhabitants of Saddad are brave, but gentle. We unpacked our
goods, and spent some days with them, to prove that we were really
merchants. The women bought much of our red cotton cloth, to
make chemises. The sale did not detain us long, but we were
obliged to await the arrival of the Bedouins in the environs. One day,
having been told that there was four hours from the village a
considerable ruin, and very ancient, in which was a natural vapour
bath, the wonder excited our curiosity; and M. Lascaris, desirous of
seeing it, begged the sheik to give us an escort. After marching four
hours to the southeast, we arrived in the midst of an extensive ruin,
in which there remains only one habitable room. The architecture is
simple; but the stones are of prodigious size. On entering the room,
we perceived an opening two feet square, from which issued a thick
vapour; we threw into it a handkerchief, and in a minute and a half,
by the watch, it was thrown out and fell at our feet. We repeated the
experiment with a shirt, which, at the end of ten minutes, returned
like the handkerchief. Our guides assured us that a machlas, which
weighs ten pounds, would be thrown up in the same manner.
Having undressed, and placed ourselves around the opening, we
were in a short time covered with perspiration, which trickled down
our bodies; but the smell of the vapour was so detestable, that we
could not remain a long time exposed to it. After half an hour we put
on our clothes, and experienced a most delightful sensation. We
were told that the vapour was really very sanative, and cured
numbers of sick. Returning to the village, we supped with an
excellent appetite; and never, perhaps, did I enjoy a more delicious
sleep.
Having nothing more to see at Saddad, or the neighbourhood, we
determined to set out for the village of Corietain. When we spoke of
this to Naufal, he advised us to change our names, as our own
would create suspicion in the Bedouins and the Turks. From that
time M. Lascaris took the name of Sheik Ibrahim el Cabressi (the
Cyprian,) and gave me that of Abdallah el Katib.
Sheik Hassaf having given us a letter of recommendation to a Syrian
curate named Moussi, we took leave of him and our friends at
Saddad, and set off early. After four hours, we came between the
two villages of Mahim and Haourin, ten minutes apart: each contains
about twenty houses, mostly ruined by the Bedouins, who come from
time to time to plunder them. In the midst of these villages is a lofty
tower of ancient construction. The inhabitants, all Mussulmans,
speak the language of the Bedouins, and dress like them. After
having breakfasted and filled our water-bottles, we continued our
journey for six hours, and about nightfall arrived at Corietain, at the
curate Mouss’s, who afforded us hospitality. The next day he
conducted us to the Sheik Selim el Dahasse, a distinguished person,
who received us very kindly. Having learned the motive of our
journey, he made the same observation as the Sheik of Saddad. We
answered him, “that, aware of the difficulties of the enterprise, we
had given up the idea of penetrating into the desert, and should be
satisfied with going to Palmyra, to dispose of our
merchandise.”—“That will be still too difficult,” added he, “for the
Bedouins may still meet you and pillage you.” He then began, in his
turn, to repeat a thousand alarming things about the Bedouins. The
curate confirming all he said, contributed to damp our spirits; when
breakfast was served, which changed the conversation, and gave us
time to recover.
Sheik Selim is one of those who are bound to supply the wants of
the great caravan to Mecca, in conjunction with the Sheik of
Palmyra: and his office gives him some influence over the Arabs: his
contingent consists of two hundred camels and provisions. On our
return home, Sheik Ibrahim, addressing me, said, “Well, my son,
what do you think of all we have heard from Sheik Selim?”—“We
must not,” said I, “pay too much regard to all that the inhabitants of
these villages tell us, who are always at war with the Bedouins; there
cannot exist much harmony between them. Our position is very
different; we are merchants,—we go to sell them our goods, and not
to make war: by acting honourably towards them, I do not apprehend
the least danger.” These words reassured Sheik Ibrahim.
Some days after our arrival, in order to support our character of
merchants, we opened our bales in the middle of the village, before
the doors of the sheik: I sold to the women some articles, which were
paid for in money. The idle people were standing around us to talk;
one of them, very young, named Hessaisoun el Katib, helped me to
take the money, and settle the accounts with the women and
children: he showed great zeal for my interests. One day, finding me
alone, he asked me if I was able to keep a secret. “Be careful,” said
he; “it is a great secret that you must trust to nobody, not even to
your companion.” Having given him my word, he told me that one
hour from the village was a grotto, in which was a large jar filled with
sequins; he gave me one, assuring me that he could not employ the
money, which was not current at Palmyra. “But you,” continued he,
“are going from city to city, and can change it easily; you have a
thousand ways of profiting by the treasure that I have not: however, I
will not give you the whole, but I shall leave the division to your
generosity: you shall come with me to reconnoitre the spot; we can
remove the gold by degrees and in secret, and you shall give me my
share in the current coin.” Having seen and handled the sequin, I
believed in the truth of the story, and gave him a meeting early the
following morning outside the village.
The next morning by daylight I arose, and went from the house as if
to walk. At some paces from the village I found Hessaisoun, who
was waiting for me: he was armed with a gun, a sabre, and pistols; I
had no other arms than a long pipe. We proceeded onwards for an
hour. With what impatience did I look out for the grotto!—at last I
perceived it. We soon entered: I looked on all sides to discover the
jar; and not seeing any, I turned towards Hessaisoun—“Where is the
jar?” said I,—I saw him grow pale—“Since we are here,” exclaimed
he, “learn that thy last hour is come. Thou shouldst have been dead
already, were I not afraid of soiling thy clothes with blood. Before I kill
thee, I will despoil thee; so give me thy bag of money: I know thou
hast it about thee: it must contain more than twelve hundred
piastres, which I counted myself, the price of the goods sold. Thou
shalt see no more the light of day.”
“Give me my life,” said I, in a supplicating tone, “and I will give thee a
much larger sum than that in the sack, and will tell no one of what
has passed—I swear to thee.”—“That cannot be,” said he; “this
grotto shall be thy grave. I cannot give thee thy life without exposing
my own.”
I swore to him a thousand times that I would be silent: I offered to
give him a bill for whatever sum he should fix;—nothing could move
him from his fearful project. At length, tired by my resistance, he
placed his arms against the wall and darted upon me like an enraged
lion, to undress me before killing me. I entreated him again—“What
harm have I done you?” said I,—“what enmity is there between us?
You do not know, then, that the day of judgment is at hand—that
God will demand the blood of the innocent?”—But his hardened
heart listened to nothing. I thought of my brother, my parents, my
friends; all that was dear to me came to my mind;—desperate, I no
longer prayed for protection but from my Creator. “O God! protector
of the innocent! help me! give me strength to resist!” My assassin,
impatient, snatched my clothes: although he was much bigger than I,
God gave me strength to struggle with him for more than half an
hour: the blood flowed abundantly from my face—my clothes were
torn to rags. The villain, seeing me in this state, endeavoured to
strangle me, and raised his arm to grasp my neck. I took advantage
of the liberty this movement allowed me, to give him with both fists a
violent blow in the stomach: I knocked him backwards, and seizing
his arms, I darted out of the grotto, running with all my might. I could
scarcely believe the happiness of being saved. Some moments
afterwards I heard a running after me: it was the assassin. He called
to me, begging me to wait in the most conciliating tone. Having all
his arms, I no longer feared to stop, and turning towards him,
“Wretch,” said I, “what is it you ask?—you would have assassinated
me in secret; but it is you who will be strangled in public.” He
answered me by affirming with an oath, that it had all been a jest on
his part; that he had wanted to try my courage, and see how I would
defend myself. “But I see,” added he, “that you are but a child, since
you take it so.”—I answered, raising the gun, that if he came a step
nearer I would shoot him. Seeing that I was determined to do it, he
fled across the desert, and I returned to the village.
In the meantime, Sheik Ibrahim, the curate, and Naufal, not finding
me return, began to be alarmed. Sheik Ibrahim above all, knowing
that I never went to a distance without acquainting him, after two
hours’ delay went to the sheik, who, participating in his anxiety, sent
out all the village in search of me. At last Naufal, perceiving me,
cried out: “There he is!” Selim thought he was mistaken. I drew
nearer: they could with difficulty recognise me. M. Lascaris
embraced me and wept: I was unable to speak. They took me to the
curate’s, bathed my wounds and put me to bed. At length I found
strength to relate my adventure. Selim sent horsemen in pursuit of
the assassin, giving to the negro the rope that was to strangle him;
but they returned without being able to overtake him, and we soon
learned that he had entered the service of the Pacha of Damascus.
He never returned to Corietain.
At the end of a few days my wounds began to heal, and I soon
recovered my strength. Sheik Selim, who had conceived a great
friendship for me, brought me a telescope that was out of order,
telling me I should be a clever fellow if I could mend it. As there was
only a glass to replace, I restored it and brought it to him. He was so
pleased with my skill, that he gave me the surname of “the
industrious.”
In a short time we learnt that the Bedouins were approaching
Palmyra: some were seen even in the environs of Corietain.
Presently there came one, named Selame el Hassan. We were at
Selim’s when he entered: coffee was brought, and while we were
taking it, many of the inhabitants came to the sheik, and said: “Eight
years ago, at such a place, Hassan killed our relative; and we are
come to demand justice.” Hassan denied the fact, and asked if they
had witnesses. “No,” they replied; “but you were seen passing alone
on the road, and a little after we found our relative lying dead. We
know that there existed a cause of hatred between you: it is
therefore clear that you are his assassin.” Hassan still denied the
charge: and the sheik, who from fear was obliged to exercise caution
with the Bedouins, and besides had no positive proof in the case,
took a piece of wood and said, “By Him who created this stem,
swear that you have not killed their relation.” Hassan took the wood,
looked at it some minutes, and bent down his head; then raising it
towards his accusers, “I will not have,” said he, “two crimes on my
heart,—the one of being the murderer of this man, the other of
swearing falsely before God. It is I who have killed your kinsman:
what do you demand for the price of his blood?”[A] The sheik, from
policy, would not act according to the full rigour of the law; and the
persons present being interested in the negotiation, it was decided
that Hassan should pay three hundred piastres to the relations of the
dead. When it came to the payment of the money, he said he had it
not about him, but that he would bring it in a few days; and as some
difficulty was made of letting him go without security, “I have no
pledge,” said he, “to give; but He will answer for me whose name I
would not profane by a false oath.” He departed; and four days
afterwards returned with fifteen sheep, each worth above twenty
piastres.—This trait of good faith and generosity at once charmed
and surprised us. We wished to make acquaintance with Hassan:
Sheik Ibrahim invited him, gave him a few presents, and we became
intimate friends. He told us that he belonged to the tribe El-Ammour,
whose chief was Sultan el Brrak. This tribe, composed of five
hundred tents, is considered as constituting part of the country,
because it never quits the banks of the Euphrates when the great
tribes retire. They sell sheep, camels, and butter, at Damascus,
Homs, Hama, &c. The inhabitants of these different cities have often
a concern in their flocks.
We one day said to Hassan that we were desirous of going to
Palmyra to sell our remaining merchandise, but that we had been
alarmed by the dangers of the road. Having offered to conduct us, he
made a note before the sheik, by which he made himself responsible
for all the disasters that might happen. Being satisfied that Hassan
was a man of honour, we accepted his proposal.
Spring was come, and the desert, lately so arid, was all at once
covered with a carpeting of verdure and flowers. This enchanting
spectacle induced us to hasten our departure. The night before, we
deposited at the curate Moussi’s a part of our goods, in order not to
awaken either curiosity or cupidity. Naufal wished to return to Homs,
and M. Lascaris dismissed him with a liberal recompense; and the
next day, having hired some moukres, with their camels, we took
leave of the people of Corietain, and having provided water and
provisions for two days, we departed betimes, carrying a letter of
recommendation from Sheik Selim to the Sheik of Palmyra, whose
name was Ragial el Orouk.
After a ten hours’ march, always towards the east, we stopped at a
square tower, extremely lofty and of massive construction, called
Casser el Ourdaan, on the territory El Dawh. This tower, built in the
time of the Greek empire, served for an advanced post against the
Persians, who came to carry off the inhabitants of the country. This
bulwark of the desert has preserved its name till these times. After
having admired its architecture, which belongs to a good period, we
returned to pass the night at our little khan, where we suffered much
from the cold. In the morning, as we were preparing to depart, M.
Lascaris, not yet accustomed to the movements of camels, mounted
his without care; which rising suddenly, threw him down. We ran to
him: his leg appeared to be dislocated; but, as he would not be
detained, after having done what we could, we replaced him on his
seat, and continued our route. We proceeded for two hours, when
we observed at a distance a cloud of dust approaching us, and soon
were able to distinguish six armed horsemen. Hardly had Hassan
perceived them, when he threw off his cloak, took his lance and ran
to meet them, crying out to us not to go forward. Having come up to
them, he told them that we were merchants going to Palmyra, and
that he had engaged before Sheik Selim and all his village to
conduct us thither in safety. But these Bedouins, of the tribe El
Hassnnée, without listening to him, came up to us: Hassan threw
himself forward to stop the road; they attempted to drive him back,
and a battle began. Our defender was known for his valour, but his
opponents were equally brave. He sustained the attack for half an
hour, and at length, wounded by a lance which pierced his thigh, he
retired towards us, and soon fell from his horse. The Bedouins were
beginning to plunder us, when Hassan, extended on the ground, the
blood flowing from his wound, apostrophised them in these terms:—
“What are you about, my friends?—will you then violate the laws of
Arabs, the usages of the Bedouins? They whom you are plundering
are my brethren—they have my word; I am responsible for all that
may befall them, and you are robbing them!—is this according to
honour?”
“Why,” said they, “did you undertake to convey Christians to
Palmyra? Know you not that Mehanna el Fadel (the sheik of their
tribe) is chief of the country? Why did you not ask his permission?”
“I know,” replied Hassan; “but these merchants were in haste;
Mehanna is far from this. I have pledged my word—they believed
me; they know our laws and our usages, which never change. Is it
worthy of you to violate them, by despoiling these strangers, and
leaving me wounded in this manner?”
At these words the Bedouins, ceasing their violence, answered, “All
that you say is true and just; and as it is so, we will take from thy
protégés only what they choose to give us.”
We made all haste to offer them two machlas, a cloak, and a
hundred piastres. They were satisfied, and left us to pursue our
route. Hassan suffered a great deal from his wound; and as he could
not remount his horse, I gave him my camel, and took his mare. We
proceeded for four hours; but the sun being set, we were obliged to
halt at a place called Waddi el Nahr (Valley of the River.) However,
there was not a drop of water in it, and our skins were empty: the
attack in the morning had detained us three hours, and it was
impossible to go further that night.
Notwithstanding all we had to suffer, we were still very happy at
having escaped the Bedouins, and preserved our clothes, which
secured us a little from the cold wind, that affected us sensibly. In
short, between pleasure and pain, we watched with impatience for
the dawn of day. Sheik Ibrahim suffered from his foot, and Hassan
from his wound. In the morning, having disposed of our sick in the
best manner we could, we again set forward, and still towards the
east. At an hour and a quarter from Palmyra we found a
subterraneous stream, the spring of which is entirely unknown, as
well as the place where it is lost. The water is seen to flow through
openings of about five feet, forming a sort of basins. It is
unnecessary to say with what delight we quenched our thirst:—the
water appeared excellent.
At the entrance of a pass formed by the junction of two mountains,
we at length perceived the celebrated Palmyra. This defile forms for
a quarter of an hour an avenue to the city; along the mountain on the
south side extends for almost three hours a very ancient rampart.
Facing you to the left is an old castle, built by the Turks after the
invention of gunpowder. It is called Co Lat Ebn Maâen.—This Ebn
Maâen, a governor of Damascus in the time of the Khalifs, had built
the castle to prevent the Persians from penetrating into Syria.—We
next arrived at a vast space, called Waddi el Cabour (Valley of the
Tombs.) The sepulchres that cover it appear at a distance like
towers. On coming near, we saw that niches had been cut in them to
enclose the dead. Every niche is shut up by a stone, on which is
carved a portrait of its occupant. The towers have three or four
stories, communicating by means of a staircase, commonly in good
preservation. From thence we came into a vast enclosure inhabited
by the Arabs, who call it the Castle. It contains, in fact, the ruins of
the Temple of the Sun. Two hundred families reside in these ruins.
We immediately presented ourselves to Sheik Ragial el Orouk, a
venerable old man, who received us well, and made us sup and
sleep with him. This sheik, like the sheik of Corietain, furnishes two
hundred camels to the great caravan of Mecca.
The following day, having hired a house, we unpacked our goods. I
attended to the foot of Sheik Ibrahim, which was in reality dislocated.
He had long to suffer the pain. Hassan found friends at Palmyra who
took care of him; and being soon recovered, he came to take leave
of us, and went away delighted with the manner in which we
recompensed him.
Being obliged to keep at home for several days on account of Sheik
Ibrahim’s foot, we set about selling some articles, to confirm our
mercantile character. But as soon as M. Lascaris was in a fit state to
walk, we went to visit the temple in all its minutiæ. Other travellers
have described the ruins: therefore we will only speak of what may
have escaped their observation relating to the country.
We one day saw many people engaged in surrounding with wood a
beautiful granite column. We were told it was to burn it, or rather to
cause it to fall, in order to obtain the lead which was in the joinings.
Sheik Ibrahim, full of indignation, addressing me, exclaimed, “What
would the founders of Palmyra say if they beheld these barbarians
thus destroying their work? Since chance has brought me hither, I
will oppose this act of Vandalism.” And having learned what might be
the worth of the lead, he gave the fifty piastres they asked, and the
column became our property. It was of the most beautiful red granite,
spotted with blue and black, sixty-two feet in length, and ten in
circumference. The Palmyrians, perceiving our taste for monuments,
pointed out to us a curious spot, an hour and a half distant, in which
the columns were formerly cut, and where there are still some
beautiful fragments. For ten piastres three Arabs agreed to take us
there. The road is strewed with very beautiful ruins, described, I
presume, by other travellers. We observed a grotto, in which was a
beautiful white marble column cut and chiselled, and another only
half finished. One might say that Time, the destroyer of so much
magnificence, was wanting to place up the first, and to finish the
second.
After having been into several grottoes, and visited the
neighbourhood, we came back by another road. Our guides pointed
out a beautiful spring, covered with blocks of stone. It is called Ain
Ournus. The name struck Sheik Ibrahim. At last, calling me, he said:
“I have discovered what this name Ournus means. Aurelianus, the
Roman emperor, came to besiege Palmyra and take possession of
its riches. It is he probably who dug this well for the wants of his
army during the siege, and the spring may have taken his name,
changed by the lapse of time into Ournus.” According to my feeble
knowledge of history, Sheik Ibrahim’s conjecture is not without
foundation.
The inhabitants of Palmyra are but little occupied about agriculture.
Their chief employment is the working of a salt-mine, the produce of
which they send to Damascus and Homs. They also make a great
deal of Soda. The plant that furnishes it is very abundant: it is burnt,
and the ashes are also sent to those towns to make soap. They are
even sent sometimes as far as Tripoli in Syria, where there are many
soap manufactories, and which supply the Archipelago.
We were one day informed of a very curious grotto; but the entrance
to it, being dark and narrow, was hardly practicable. It was three
hours from Palmyra. We felt a wish to see it; but my adventure with
Hessaisoun was too recent to commit ourselves without a strong
escort: therefore we begged Sheik Ragial to furnish us with trusty
people. Astonished at our project, “You are very curious,” said he:
“what does the grotto signify to you? Instead of attending to your
business, you pass your time in this trifling. Never did I see such
merchants as you.”—“Man always profits,” said I, “by seeing all the
beauties that nature has created.” The sheik having given us six men
well armed, I provided myself with a ball of thread, a large nail, and
torches, and we set out very early in the morning. After two hours’
march we reached the foot of a mountain. A great hole that they
showed us formed the entrance of the grotto. I stuck my nail into a
place out of sight, and holding the ball in my hand, followed Sheik
Ibrahim and the guides who carried the torches. We went on,
sometimes to the right, sometimes to the left, then up and then
down; in short, the grotto is large enough to accommodate an entire
army. We found a good deal of alum. The vault and the sides of the
rock were covered with sulphur, and the bottom with nitre. We
remarked a species of red earth, very fine, of an acid taste. Sheik
Ibrahim put a handful into his handkerchief. The grotto is full of
cavities cut out with a chisel, whence metals were anciently taken.
Our guides told us of many persons who had lost themselves in it
and perished. A man had remained there two days in vain looking for
the outlet, when he saw a wolf: he threw stones at him; and having
put him to flight, followed him, and so found the opening. My length
of cord being exhausted, we would not go further, but retraced our
steps. The charm of curiosity had, without doubt, smoothed the way,
for we had infinite difficulty in gaining the outlet.
As soon as we were out, we hastened our breakfast, and took the
road to Palmyra. The sheik, who was expecting us, asked us what
we had gained by the journey. “We have learned,” said I, “that the
ancients were more skilful than we; for it may be seen by their works
that they could go in and out with ease, whilst we had great difficulty
in extricating ourselves.”
He set up a laugh, and we quitted him to go and rest ourselves. At
night Sheik Ibrahim found the handkerchief, in which he had put the
red earth, all in holes and rotten. The earth had fallen into his pocket.
He put it into a bottle,[B] and told me that probably the ancients had
obtained gold from this grotto. Chemical experience proves that
where there is sulphur there is often gold; and besides, the great
works we had remarked could not have been made merely to extract
sulphur and alum, but evidently something more precious. If the
Arabs had suspected that we were going to search for gold, our lives
would not have been safe.
From day to day we heard of the approach of the Bedouins, and
Sheik Ibrahim was as rejoiced as if he was about to see his
countrymen. He was enchanted when I announced to him the arrival
of the great Bedouin prince, Mehanna el Fadel. He wished
immediately to go to meet him: but I represented to him, that it would
be more prudent to wait a favourable opportunity of seeing some one
of the emir’s (prince’s) family. I knew that, ordinarily, Mehanna sent a
messenger to the Sheik of Palmyra to announce to him his
approach. In fact, I witnessed the arrival one day of eleven Bedouin
horsemen, and learned that the Emir Nasser was amongst them, the
eldest son of Mehanna. I ran to carry the intelligence to Sheik
Ibrahim, who seemed at the height of joy. Immediately we went to
Sheik Ragial, to present us to the Emir Nasser, who gave us a kind
reception. “These strangers,” said Ragial to him, “are honest
merchants, who have goods to sell useful to the Bedouins; but they
have so frightened them, that they dare not venture into the desert
unless you will grant them your protection.”
The emir, turning towards us, said:—“Hope for all sorts of prosperity:
you shall be welcome; and I promise you that nothing shall befall you
but the rain which descends from heaven.” We offered him many
thanks, saying, “Since we have had the advantage of making your
acquaintance, and you will be our protector, you will do us the
honour of eating with us?”
The Arabs in general, and above all the Bedouins, regard it as an
inviolable pledge of fidelity to have eaten with any one—even to
have broken bread with him. We therefore invited him, with all his
suite, as well as the sheik. We killed a sheep, and the dinner,
dressed in the manner of the Bedouins, appeared to them excellent.
At dessert we offered them figs, raisins, almonds, and nuts, which
was a great treat to them. After coffee, when we began to speak of
different things, we related to Nasser our adventure with the six
horsemen of his tribe. He wished to punish them and restore our
money. We earnestly conjured him not to do so, assuring him we
attached no value to what we had given. We would have departed
with him the next day, but he induced us to await the arrival of his
father, who was at eight days’ distance. He promised to send us an
escort, and camels to carry our merchandise. For a greater security,
we begged him to write by his father, which he engaged to do.
The second day after, there arrived at Palmyra a Bedouin of the tribe
El Hassnnée, named Bani; and some hours after, seven others of
the tribe El Daffir, with which that of Hassnnée is at war. These
having learned that there was one of their enemies in the city,
resolved to wait for him out of the town to kill him. Bani having been
told this, came to us, tied his mare to our door, and begged us to
lend him a felt. We had several which wrapped our merchandise; I
brought him one. He put it to soak in water for half an hour, and then
placed it, wet as it was, on his mare’s back, underneath the saddle.
Two hours afterwards she had a strong diarrhœa, which lasted all
the evening, and the next day seemed to have nothing in her body.
Bani then took off the felt, which he returned, well girthed his seat,
and departed.
About four hours after noon we saw the Bedouins of the tribe El
Daffir return without booty. Some one having asked them what they
had done with the mare of Bani, “This,” said they, “is what has
happened to us. Not wishing to commit an insult towards Ragial, a
tributary of Mehanna, we abstained from attacking our enemy in the
city. We might have waited for him in a narrow pass; but we were
seven to one: we therefore resolved to wait for him in the open plain.
Having perceived him, we ran upon him; but as soon as he was in
the midst of us, he uttered a loud cry, saying to his horse, ‘Jah
Hamra!—It is now thy turn,’—and he flew off like lightning. We
followed him to his tribe without being able to catch him, astonished
at the swiftness of his mare, which seemed like a bird cleaving the
air with its wings.” I then told them the history of the felt, which
caused them much wonder, having, said they, no idea of such
sorcery.
Eight days after, three men came to us from Mehanna el Fadel: they
came to us with the camels, and put into our hands a letter from
himself; these are the contents:—
“Mehanna el Fadel, the son of Melkhgem, to Sheik Ibrahim and
Abdalla el Katib, greeting. May the mercy of God be upon you! On
the arrival of our son Nasser, we were informed of the desire you
have to visit us. Be welcome! you will shed blessing upon us. Fear
nothing; you have the protection of God, and the word of Mehanna;
nothing shall touch you but the rain of heaven! Signed, Mehanna el
Fadel.”
A seal was appended by the side of the signature. The letter gave
great pleasure to Sheik Ibrahim: our preparations were soon made,
and early the next morning we were out of Palmyra. Being arrived at
a village watered by an abundant spring, we filled our skins for the
rest of the route. This village, called Arak, is four hours from
Palmyra. We met a great number of Bedouins, who, after having
questioned our conductors, continued their road. After a march of ten
hours, the plain appeared covered with fifteen hundred tents: it was
the tribe of Mehanna. We entered into the tent of the emir, who
ordered us coffee at three different intervals; which, amongst the
Bedouins, is the greatest proof of consideration. After the third cup,
supper was served, which we were obliged to eat a la Turque: it was
the first time this had occurred, so that we burnt our fingers.
Mehanna perceived it.
“You are not accustomed,” said he, “to eat as we do.”—“It is true,”
replied Sheik Ibrahim; “but why do you not make use of spoons? it is
always possible to procure them, if only of wood.”—“We are
Bedouins,” replied the emir, “and we keep to the customs of our
ancestors, which, besides, we consider well founded. The hand and
the mouth are the parts of the body that God has given us to aid
each other. Why then make use of a strange thing, whether of wood
or of metal, to reach the mouth, when the hand is naturally made for
that purpose?” We were obliged to approve these reasons, and I
remarked to Sheik Ibrahim that Mehanna was the first Bedouin
philosopher that we had encountered.
The next day the emir had a camel killed to regale us, and I learned
that that was a high mark of consideration, the Bedouins measuring
the importance of the stranger by the animal they kill to welcome
him. They begin with a lamb, and finish with a camel. This was the
first time we had eaten the flesh of this animal, and we thought it
rather insipid.
The Emir Mehanna was a man of eighty years of age, little, thin,
deaf, and very ill-clothed. His great influence among the Bedouins
arises from his noble and generous heart, and from being the chief
of a very ancient and numerous family. He is entrusted by the Pacha
of Damascus with the escort of the grand caravan to Mecca, for
twenty-five purses (twelve thousand five hundred piastres,) which
are paid him before their departure from Damascus. He has three
sons, Nasser, Faress, and Hamed, all married, and inhabiting the
same tent as their father. This tent is seventy-two feet long, and as
many wide; it is of black horsehair, and divided into three partitions.
In the further one is kept the provisions, and there the cookery is
performed; the slaves, too, sleep there. The middle is kept for the
women, and all the family retire to it at night. The fore part is
occupied by the men: in this strangers are received: this part is
called Rabha.
After three days devoted to enjoying their hospitality, we opened our
bales, and sold many articles, upon most of which we lost more or
less. I did not understand this mode of dealing, and said so to Sheik
Ibrahim. “Have you then forgot our conditions?” said he. I excused
myself, and continued to sell according to his pleasure.
One day we saw arrive fifty well-mounted horsemen, who, having
stopped before the tents, dismounted and sat on the ground. The
Emir Nasser, charged with all the affairs since his father had become
deaf, went to join them, accompanied by his cousin Sheik Zamel,
and held a conference with them for two hours, after which the men
remounted their horses and departed. Sheik Ibrahim, anxious about
this mysterious interview, knew not how to ascertain the motive of it.
Having already been often with the women, I took a coral necklace,
and went to Naura, the wife of Nasser, to present it to her. She
accepted it, made me sit near her, and offered me in her turn dates
and coffee. After these reciprocal acts of politeness, I came to the
object of my visit, and said, “Excuse my importunity, I entreat you,
but strangers are curious and timid; the little merchandise we have
here is the remnant of a considerable fortune, which misfortunes
have deprived us of. The Emir Nasser was just now holding
conference with strangers—that excites our apprehension; we would
know the subject.”—“I will satisfy your curiosity,” said Naura; “but on
condition that you will keep my secret, and appear to know nothing.
Know that my husband has many enemies among the Bedouins,
who hate him for humbling the national pride by exalting the power of
the Turks. The alliance of Nasser with the Osmanlis greatly
displeases the Bedouins, who hate them. It is even contrary to the
advice of his father, and the heads of the tribe, who murmur against
him. The object of this meeting was to concert a plan of attack. To-
morrow they will assail the tribe El Daffir, to take their flocks, and do
them all the mischief possible: the God of battle will give the victory
to whom he pleases: but as to you, you have nothing to fear.” Having
thanked Naura, I withdrew well satisfied with having gained her
confidence.
Sheik Ibrahim, informed by me of all the wife of Nasser had told me,
said that it caused him the greatest vexation. “I was endeavouring,”
added he, “to attach myself to a tribe hostile to the Osmanlis, and
here I am with a chief allied to them.” I did not dare ask the meaning
of these words, but they served to set me thinking.
About sunset three hundred horsemen assembled beyond the
encampment, and marched early in the morning, having at their
head Nasser, Hamed, and Zamel. Three days afterwards a
messenger came to announce their return. A great number of men
and women went out to meet them; and when they had reached
them, they sent up on both sides loud shouts of joy, and in this
manner made their triumphal entry into the camp, preceded by a
hundred and eighty camels, taken from the enemy. As soon as they
had alighted, we begged them to recount their exploit.
“The day after our departure,” said Nasser, “having arrived about
noon at the place where the shepherds feed the flocks of Daffir, we
fell upon them, and carried off a hundred and eighty camels:
however, the shepherds having fled, gave the alarm to their tribe. I
then detached a part of my troops to conduct our booty to the camp
by another road. Aruad-Ebn-Motlac, the chief of the tribe El Daffir,
coming to attack us with three hundred horsemen, the battle lasted
two hours, and night alone separated us. Every one then returned to
his tribe, the enemy having lost one of his men, and we having two
men wounded.”
The tribe of Nasser feigned a participation in his triumph, whereas in
reality they were very dissatisfied with an unjust war against their
natural friends, to please the Osmanlis. Nasser, having visited all the
chiefs, to recount his success, came to Sheik Ibrahim and addressed
him in Turkish; Sheik Ibrahim having observed to him that he spoke
only Greek, his native tongue, and a little Arabic, Nasser began to
extol the language and customs of the Turks, saying it was not
possible to be truly great, powerful, and respected, without being on
a good footing with them. “As for me,” added he, “I am more Osmanli
than Bedouin.” “Trust not the promises of the Turks,” replied Sheik
Ibrahim, “any more than their greatness and magnificence: they
favour you that they may gain you over, and injure you with your
countrymen, in order to employ you to fight against the other tribes.
The interest of the Turkish government is to destroy the Bedouins:
not strong enough to effect this themselves, they wish to arm you
against each other. Take care that you have not some day cause to
repent. I give you this advice as a friend who takes a lively interest in
you, and because I have eaten your bread and partaken of your
hospitality.”
Some time after, Nasser received from Soliman, the pacha of Acre
and Damascus, a message, engaging him to come and receive the
investiture of the general command of all the desert, with the title of
Prince of the Bedouins. This message overwhelmed him with joy,
and he departed for Damascus with ten horsemen.
Mehanna having ordered the departure of the tribe, the next morning
by sunrise not a single tent was to be seen standing; all was folded
up and loaded, and the departure began in the greatest order.
Twenty chosen horsemen formed the advanced guard, and served
as scouts. Then came the camels with their loads, and the flocks;
then the armed men, mounted on horses or camels; after these the
women; those of the chiefs carried in howdahs, (a sort of palankin,)
placed on the backs of the largest camels. These howdahs are very
rich, carefully lined, covered with scarlet cloth, and ornamented with
different coloured fringe. They hold commodiously two women, or a
woman and several children. The women and children of inferior
rank follow directly after, seated on rolls of tent-cloth, ranged like
seats, and placed on camels. The loaded camels, carrying the
baggage and provision, are behind. The line was closed by the Emir
Mehanna, mounted on a dromedary by reason of his great age, and
surrounded by his slaves, the rest of the warriors, and the servants,
who were on foot. It was truly wonderful to witness the order and
celerity with which the departure of eight or nine thousand persons
was effected. Sheik Ibrahim and I were on horseback, sometimes
ahead, sometimes in the centre, or by the side of Mehanna. We
proceeded ten hours successively: all at once, three hours after
noon, the order of march was interrupted; the Bedouins dispersed
themselves in the midst of a fine plain, sprang to the ground, fixed
their lances, and fastened their horses to them. The women ran on
all sides, and pitched their tents near their husbands’ horses. Thus,
as if by enchantment, we found ourselves in a kind of city, as large