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9e management
A Practical Introduction

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

Brian K. Williams

management

NINTH EDITION
MANAGEMENT: NINTH EDITION
Published by McGraw-Hill Education, 2 Penn Plaza, New York, NY 10121. Copyright © 2020 by McGraw-Hill
Education. All rights reserved. Printed in the United States of America. Previous editions © 2018, 2016,
and 2013. No part of this publication may be reproduced or distributed in any form or by any means, or
stored in a database or retrieval system, without the prior written consent of McGraw-Hill Education,
including, but not limited to, in any network or other electronic storage or transmission, or broadcast for
distance learning.
Some ancillaries, including electronic and print components, may not be available to customers outside
the United States.
This book is printed on acid-free paper.
1 2 3 4 5 6 7 8 9 LWI 21 20 19
ISBN 978-1-260-07511-3
MHID 1-260-07511-7
Editorial Director: Michael Ablassmeir
Product Developer: Anne Ehrenworth
Executive Marketing Manager: Debbie Clare
Content Project Managers: Harvey Yep (Core)/Keri Johnson (Assessment)
Buyer: Susan K. Culbertson
Design: Jessica Cuevas
Content Licensing Specialists: Carrie Burger
Cover Image: ©Olivier Renck/Aurora/Getty Images
Compositor: Aptara®, Inc.
All credits appearing on page or at the end of the book are considered to be an extension of the
copyright page.
Library of Congress Cataloging-in-Publication Data
Names: Kinicki, Angelo, author. | Williams, Brian K., 1938- author.
Title: Management : a practical introduction / Angelo Kinicki, Arizona State
University, Brian K. Williams.
Description: Ninth edition. | New York, NY : McGraw-Hill Education, [2020]
Identifiers: LCCN 2018047636| ISBN 9781260075113 (alk. paper) | ISBN
1260075117 (alk. paper)
Subjects: LCSH: Management.
Classification: LCC HD31 .K474 2020 | DDC 658—dc23 LC record available at
https://lccn.loc.gov/2018047636

The Internet addresses listed in the text were accurate at the time of publication. The inclusion of a website
does not indicate an endorsement by the authors or McGraw-Hill Education, and McGraw-Hill Education
does not guarantee the accuracy of the information presented at these sites.

mheducation.com/highered
brief contents

Walkthrough Preface of 9e xv

PART 1 9 Human Resource Management: Getting the Right

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

Chapter Notes CN-1 Organization Index IND-5

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

iii
dedication

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

—Angelo

iv
about the author

Angelo Kinicki is an emeritus professor of management and held the

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

v
new to the ninth edition

We are pleased to share these exciting updates

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

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

“ The TRM is top of the line.

” —Todd Korol,
Monroe Community College

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

” —Gerald Schoenfeld,
Florida Gulf Coast University

Completely revamped, revised, and updated

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

New to the ninth edition vii

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

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

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

• A student-centered approach to learning.

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

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

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

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

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

xv
 Focus on Career Readiness

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

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

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

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

(A)

Other
characteristics
(O)

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

TABLE 1.2 Description of KSAO Skills Needed for Career Readiness

1.7 Building Your Career Readiness expensive camera

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

A Model of Career Readiness

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

Management Theory CHAPTER 2 69

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

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

Career Corner Readiness

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

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

Concept Mastery Soft skills

(S)
Career Career

New exercises in Connect allow students to demonstrate lower Attitudes

(A)
readiness outcomes

levels of learning regarding career readiness. The Teaching Resource Other

characteristics

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

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

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

PART 3 • PLANNING

Chapter Openers
5 Planning
The Foundation of Successful Management

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

©Olivier Renck/Aurora/Getty Images

After reading this chapter, you should be able to:

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

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

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

2.1 Evolving Viewpoints: How We Got to Today’s

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

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

major learning objectives. Generous use of headings and

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

bulleted lists provide students with bite-sized chunks of

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

information to facilitate retention. Each section begins with a

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

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

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

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

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

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

xvii
 Extended Emphasis on Practicality

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

covering the fundamental

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

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

to their future careers.

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

Practical Action boxes

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

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

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

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

Self-Assessment evaluations help students relate what they are learning

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

Testimonials from Millennials

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

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

that provide testimonials from millennials being imaginative and creative.

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

students recall an instance when they or their Hansen

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

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

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

Polycentric Managers—“They Know Underlying Best” Polycentric managers

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

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

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

Management in Action cases Management in Action

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

Legal/Ethical Challenge cases Legal/Ethical Challenge

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

Uber Continuing cases Uber Continuing Case

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

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

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

186 PART 3 Planning

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

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

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

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

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

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

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Florida Gulf Coast University
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acknowledgments

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

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

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

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

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

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

Steven W. Abram, Larry Bohleber, Jack Cichy,

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

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

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

xxviii Acknowledgments
Another random document with
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carelessly discovered a resemblance between the said starved poet and your
humble servant, the consequence of which was that your humble servant
bought up, at no inconsiderable expense, all the copies of the said print, and
committed them to the flames. And now, if I were to see my own features
prefixed to my own writings; if I were to imagine to myself your curiosity,
my public, criticizing expression of countenance as well as expression of
thought, and lines of face as well as lines of metre, I could not endure it—I
should faint! Yes, I should positively faint.
I have another reason; another very momentous one. I once heard a lady
criticizing the “Lines to——.” How beautiful were the criticisms; and how
beautiful was the critic! I would have given the riches of Mexico for such a
review, and such a reviewer. But to proceed with my story—thus were the
remarks wound up:—“Now do, Mr. Courtenay, tell me who is the author?
What an interesting looking man he must be!”
From that moment I have been enwrapt in most delightful day-dreams. I
have constantly said to myself, “Peregrine, perhaps at this moment bright
eyes are looking on your effusion; and sweet voices are saying, ‘What a
pretty young man Mr. Courtenay must be!’” And shall I publish my picture,
and give them the lie? Oh, no! I will preserve to them the charity of their
conjectures, and to myself the comfort of their opinion.
And now what rests for me but to express my gratitude to all who have
assisted me by their advice or their support, and to beg, that if, in
discharging my part to the best of my abilities, it has been my misfortune to
give offence to any one of them, he will believe that I sinned not
intentionally, and forgive me as well as he can.
I have also to return thanks to many gentlemen who have honoured me
by marks of individual kindness. It would be painful for me to leave this
spot without assuring them, that in all places, and under all circumstances, I
shall have a lively recollection of the attention they have shown me, and the
interest they have expressed in my success.
But most of all, I have to speak my feelings to him who, at my earnest
solicitations, undertook to bear an equal portion of my fatigues and my
responsibility—to him who has performed so diligently the labours which
he entered upon so reluctantly—to him who has been the constant
companion of my hopes and fears, my good and ill fortune—to him who, by
the assiduity of his own attention, and the genius of the contributors whose
good offices he secured, has ensured the success of the Etonian.
I began this letter in a light and jesting vein, but I find that I cannot keep
it up. My departure from Eton and the Etonian is really too serious a
business for a jest or a gibe. I have felt my spirits sinking by little and little,
until I have become downright melancholy. I shall make haste, therefore, to
come to a conclusion. I have done, and I subscribe myself (for the last
time),
My dear Public,
Your obliged and devoted servant,
Peregrine Courtenay.
 ABDICATION OF THE KING OF CLUBS.
We, Peregrine, by Our own choice, and the public favour, King of Clubs,
and editor of the Etonian, in the ninth month of Our reign, being this day in
possession of Our full and unimpaired faculties both of mind and body, do,
by these presents, address Ourselves to all Our loving subjects, whether
holding place and profit under Us, or not.
Inasmuch as We are sensible that We must shortly be removed from this
state of trial, and translated to another life, leaving behind Us all the
trappings of royalty, all the duties of government, all the concerns of this
condition of being, it does seem good to Us, before We are withdrawn from
the eyes of Our dearly beloved friends and subjects, to abdicate and divest
Ourselves of all the ensigns of power and authority which We have hitherto
borne; and We do hereby willingly abdicate and divest Ourselves of the
same.
And be it, by all whom it may concern, remembered, that the cares and
labours of Peregrine, sometime King of Clubs, are henceforth directed to
another world; and that if any one shall assume the sceptre and the style of
Peregrine, the first King of Clubs, such person is a liar and usurper.
Howbeit, If it shall please Our trusty subjects and counsellors to set upon
Our Throne a rightful and legitimate successor, We will that the allegiance
of Our people be transferred to him; and that he be accounted supreme over
serious and comic, verse and prose; and that the treasury of Our Kingdom,
with all that it shall at such time contain, song, and sonnet, and epigram,
and epic, and descriptions, and nondescripts, shall be made over forthwith
to his charge and keeping.
And for all acts, and writings, made and done during the period of Our
reign, to wit, from the twentieth day of October, anno Domini eighteen
hundred and twenty, to the twenty-eighth day of July, eighteen hundred and
twenty-one, inclusive, we commit them to the memory of men, for the
entertainment of our friends and the instruction of posterity.
Further, If any one shall take upon himself the office of commenting
upon any of the deeds and transactions which have taken place under Our
administration, whether such comment shall go forth in plain drab or in
gaudier saffron and blue, We recommend to such person charity and
forbearance, and in their spirit let him say forth his say.
And be it hereby known, that for all that has been said or done against
Us, during the above-mentioned period, whether by open hostility or secret
dislike, We do this day publish a general and hearty Amnesty: And We will
that all such offences be from henceforth committed to oblivion, and that no
person shall presume to recall to Our recollection such sins and treasons.
And We also entreat that if, in the course of a long and arduous
administration, it has been Our lot to inflict wounds in self-defence, or to
wound, unknowingly, those who were unconnected with Us, the forgiveness
which We extend to others will be extended by others to Us.
And We do, from this day, release from all bond, duty, and obligation
those who have assisted Us by their counsel and support; leaving it to all
such persons to transfer their services to any other master, as seemeth to
them best.
We decree that Our punchbowl be henceforth consecrated to Our lonely
hours and our pleasant recollections; that no one do henceforth apply his
lips to its margin; and that all future potentates in this state of Eton do
submit to assemble their privy council around a coffee-pot or an urn.
And We most earnestly recommend to those dear friends, whom We
must perforce leave behind Us, that in all places and conditions they
continue to perform their duties in a worshipful manner, always
endeavouring to be a credit to the Prince whom they have so long honoured
by their service.
And now, as Our predecessor, Charles of Germany, in the meridian of his
glory, laid down the reins of empire, exchanging the court for the cloister,
and the crown for the cowl—even so do We, Peregrine of Clubs, lay down
the pen and the paper, exchanging celebrity for obscurity, punch for algebra,
the printing-office for Trinity College. And We entreat all those who have
Our welfare at heart to remember Us sometimes in their orisons. And so We
depart.
Peregrine.
Given in our Club-room, this twenty-eighth
day of July, A.D. 1821.
 THE UNION CLUB.

A.D. 1823.

The Union Club, of rhetorical fame,

Was held at the Red Lion Inn,[9]
And there never was Lion so perfectly tame,
Or who made such a musical din.
’Tis pleasant to snore, at a quarter before,
When the Chairman does nothing in state,
But ’tis heaven, ’tis heaven, to waken at seven,
And pray for a noisy debate!

“What’s the question?”—“Reform.” “What! the old story!”—“Yes, the old

story; the common good against the Commons’ House; speechifying versus
starvation!” “Oh, but you’re a red-hot Radical?”—“Yes, that’s my key;
every man is red-hot who is deep read!” “Reform in Parliament?”—“Yes,
the only thing men are agreed upon; for the Outs can’t carry it, and the Ins
can’t bear it.” “Infamous! split me!”—“Order, order! Gentlemen will be so
good as to take their seats. The question for this evening’s debate is: ‘Would
Reform in Parliament have been conducive to the welfare of the country at
any period previous to the year 1800?’ To be opened by Mr. Pattison of St.
John’s.”
And the honourable opener immediately mounts his hobby, and proceeds
at a rapid rate over a level road, panting and blowing like a courier. Off he
goes! Mounts at Magna Charta, breakfasts with the Long Parliament, dines
with William and Anne, and finds himself comfortably at home in the state
of the nation.
[10]“We have heard of a time, Mr. President, when England was the envy
and the terror of the whole world; we have heard of a time when commerce
flourished, and the quartern loaf was sold for a penny-halfpenny; but these
things are now altered; bread has risen, as stocks have fallen; we lose time
in debates, and we lose men in battle; and are not all these things owing to
Mr. Pitt? Unfortunate man! he had it in his power to make his country
happy, and he has left it miserable; all of it encumbered with penury and
taxation, and half of it fettered by a damnable religious restriction. Yes, Mr.
President, from the fear of rebellion and revolution, the Protestants are
wretched and spied upon; and from the dread of the Holy Alliance, the
Pope, the Pretender, the Arch-Fiend Napoleon, and the Devil, the Catholics
are oppressed and persecuted.”
Here the honourable member is jerked from his hobby by an orthodox
hiss from the corner, and he sits down among the comments of the crowd.
“What do you think of the opener?”—“Why, I think he’s all

Public debts,
Epithets,
Foul and filthy, good and great,
Glorious wars,
British tars,
Beat and bruise
Parlez-vous,
Frenzy, frown,
Commons, Crown,
Ass and pannier,
Rule Britannia!—
How I love a loud debate!”

Then the Church shakes her rattle, and sends forth to battle
The terror of Papist and sinner,
Who loves to be seen as the modern Mæcenas,
And asks all the poets to dinner.

[11]“Mr. President,—I rise to express my dissent from the honourable

opener with regard to the Catholics. With respect to the question of debate,
my sentiments are entirely those of the late Charles James Fox. He was a
man adorned by every manly virtue that can adorn and dignify a man—
Propria quæ maribus tribuuntur, mascula dicas. But with regard to the
Catholics, when I remember the times of the Bloody Queen Mary, when I
call to mind the horrible massacres she perpetrated—the helpless old
women that were depopulated—I cannot sufficiently restrain my feelings to
hear the Catholics commended without expressing my dissent.”
 Then the gentleman Attic, with tales Asiatic
And body that bends with a grace,
The maker of jeers that led us for years,
The prime Staple-Ton of the place.

[12]“Mr. President,—From the look of virtuous indignation with which

the honourable gentleman arose from his seat, I expected to have heard
something worthy of a Blair or a Benson, a Confucius or a
Nebuchadnezzar; but lo! when my hopes were wrought up to the highest
pitch, the honourable gentleman has suddenly reseated himself, and I do not
even understand the purport of his sudden ebullition. Once upon a time a
sudden darkness overspread the town of Ching-Chong-Foo; the sun and the
moon and the stars were hidden, all business was suspended, all hearts were
astounded. The mathematician Sing-Su said it was an eclipse; the Bishop
Chit-Quong said it was the Devil; and the Chancellor Hum-lum said that he
doubted: when suddenly there flew down from the skies, extending his
wings over all the city, a stupendous cock; he soared majestically down—
sullenly—slowly; and when they expected from him the voice of Azrael the
Destroyer, or the Mandate of Mahomet the Prophet, he said—nothing, Mr.
President, but Cock-a-doodle-doo!”
“Why the devil do you laugh?”—“Laugh! why because it’s all

Indian Stories,
Damn the Tories,
None but he can rule the State,
Wise magicians,
Politicians,
Foreign lands,
Kings and wands,
Fiends and fairies,
Dromedaries,
Laugh at Boodle’s,
Cock-a-doodles—
How I love a loud debate!”
 Then up gets a youth with a visage of truth,
An omen of good to our islands,
Who promises health and abundance of wealth
To our Oatlands, and Wheatlands, and Ryelands.

[13]“Mr. President,—I had not intended to address you on the present

question; but some observations which have been made on the character of
George the Third prevent me from remaining silent. If I use any strong
expressions, I trust they will be attributed to the violence of my feelings.”
(Refers to a paper.) “When I remember, Sir, that in the reign of George the
Third the purest blessings of Heaven were shed upon us, and that Mr. Pitt
was Prime Minister; that the powers of darkness were scattered before us,
and that the combined fleets of France and Spain were defeated—above all,
when I reflect that all the nine Muses migrated from Pindus to England, and
that Mr. Southey was the Poet Laureate—I cannot help saying that George
the Third, who reigned so gloriously, and lived to an advanced period of
life, was very wise, very prudent, and very triumphant. In short, Sir, I do not
fear to affirm that he was very good.”
And the honourable gentleman halts as systematically as a posthorse
knocked up or a timepiece run down. “Very perfect in his lesson!”—“Oh,
very! but it’s all

Sigh and simper,

Whine and whimper,
Kings and princes, Church and State;
Cut and dried,
Ill applied,
Nightly taper,
Pen and paper,
Audience dozing,
How composing!
Would ’twere shorter!
Milk and water!—
How I love a loud debate!”
 But the favourite comes, with his trumpets and drums,
And his arms and his metaphors crossed;
And the audience—Ο dear!—vociferate “Hear!”
Till they’re half of them deaf as a post.

And the honourable gentleman, after making the grand tour in a hand
canter, touching cursorily upon Rome, Constantinople, Amsterdam,
Philadelphia, and the Red Sea; with two quotations, two or three hundred
similes, and two or three hundred thousand metaphors, proceeds to the tune
of
[14]“We, Mr. President, have indeed awful examples to direct us or deter.
Have we not seen the arms of the mighty overpowered, and the counsels of
the wise confounded? Have not the swords of licentious conquest, and the
fasces of perverted law, covered Europe with blood, and tears, and
mourning? Have not priests and princes and nobles been driven in beggary
and exile to implore the protection of rival thrones and hostile altars?
Where is the sacred magnificence of Rome? Where the wealth and
independence of Holland? Where the proud titles of the German Cæsars?
Where the mighty dynasty of Bourbon? But is there yet one nation which
has retained unimpaired its moral and political strength? One nation, whose
shores have ever been accessible to a suppliant, and never to an enemy?
One nation which, while the banners of her foes have been carried in
triumph to half the capitals of the world, has seen them only suspended over
her shrines as trophies? One nation, which, while so many cities have been
a prey to hostile fires, has never seen her streets lighted up but with the
blaze of victorious illumination? History and posterity will reply, ‘That
country was England.’ Let them not talk to us of their philosophy and their
philanthropy, their reason and their rights! We know too well the oratory of
their Smithfield meetings, and the orgies of their midnight clubs! We have
seen the weapons which arm, and the spirit which nerves them. We have
heard the hyæna howl, till the raving which excited dismay provokes
nothing but disgust. Amid the railings of disappointed ambition, and the
curses of factious hate; amid the machinations of the foully wicked, and the
sophistries of the would-be wise, we will cling to our fathers’ banner—we
will rally round our native rock. Mr. President, that banner is the Charta of
our rights—that Rock is the British Constitution!”
 “Bravo!” “Can’t say I quite caught the line of argument.” “Argument!
Fiddlestick! Quite gone out except for opponencies; and then for the
language, and the feeling, and the style, and all that sort of thing—oh!
nobody can deny that it was all

Oratoric,
Metaphoric,
Similes of wondrous length;
Illustration,
Conflagration,
Ancient Romans,
House of Commons,
Clever Uriel
And Ithuriel,
Good old king,
Everything!—
How I love a loud debate!”

With his sayings and saws, his hems and his haws,
Another comes up to the scratch;
While Deacon and Law unite in a yaw! [Yawning.
And the President looks at his watch.

And the honourable gentleman, after making a long journey and

plunging up to his knees in dirt, bog, and quagmire; after taking up many
strong positions and much valuable time, after bruising the Bishops and the
table, and twisting his argument and his sleeve in twenty different ways,
proceeds to wake the members with a joke.
[15]“Mr. President,—I am out of all patience when I hear the poor abused
because they wish to reform the Constitution. Why, when you have taken
from them all they have got, and all they hope to get, what can they do?
Why, they complain, to be sure; and as soon as they complain, like the poor
fellow who was tried for stealing a pair of leather breeches, and found
guilty of manslaughter, the unfortunate rabble—though why they are called
rabble the Attorney-General only knows, I’m sure I don’t—but, as I said
before, the unfortunate rabble are prosecuted upon ex officio informations,
or persecuted by a Bridge Street gang, which I look upon as a combination
of fiends against our Constitution—that is, what we’ve got left of it, which
to be sure is but little, whatever the honourable gentlemen opposite may
think, who seem to be very much amused at the idea—but as I said before,
the unfortunate rabble, like the poor fellow who was tried for stealing a pair
of leather breeches and found guilty of manslaughter, is tried for high
treason and found guilty of being ragged, and so is hung, fined, imprisoned,
or sent to Botany Bay, or Australasia as the Vice-Chancellor calls it,
according to the will and pleasure of His Majesty’s Attorney and Solicitor-
General. But the honourable gentleman would let the poor starve, while the
rich take coffee and snuff, talk religion, and buy into the stocks; provided
my Lord this and my Lord that may keep their mistresses and their
boroughs, all the scum, all the canaille may be cut down by the dozen. The
honourable gentleman cares no more for the poor than the country
gentleman did—a good, honest, well-meaning man—who lost so many
turnips that he wanted to make turnip-stealing a capital offence. The
country gentleman and the honourable gentleman argue on the same ground
—they are on the same bench—there they are!”
“Bravo!” “Bravo!” “Pray, Sir, how long has that young gentleman been
on his legs?”—“Really I can’t tell, 1 was so much amused at his

Admirable,
Bang the table,
‘Sir, although its getting late,’
Opposition,
Repetition,
Endless speeches,
Leather breeches,
Taxes, hops,
Turnip-tops,
Leather ’em, lather ’em,
Omnium-gatherum—
How I love a loud debate!”

Mr. Punnett, whose vows are put up for the House

As if he was born to the trade,
Would chafe if we close with the ayes and the noes,
And break up before we have—prayed!

And accordingly, after the honourable gentleman has abused, ad libitum,

all persons not freeholders who wish to have votes, and told us, “as for such
people, now we have got ’em down, keep ’em down;” he is succeeded by
the laureate jester of the society. The honourable gentleman plunges into a
sea of puns, passes a few modest strictures on the freedom of the press,
likens Frederick the Great to a thief, and Mr. Bartholomew to the devil; and
at last betakes himself, like all poets, to abusing his friends.
[16]“Not being disposed, Mr. President, to pun it in a decidedly personal
manner through any more of the honourable gentleman’s speech, I proceed
to say a few words in reply to my honourable friend who preceded him. But
I conceive, Mr. President, when I see how much the table of the House has
suffered from the fist of the honourable gentleman, I may be somewhat
afraid of the knock-down arguments of my honourable friend. Let him not
commit violence on our persons or our property; let him not frighten the
freshman or annihilate the Soph. He is already the Ord of this House, let
him not make himself the Lord of it; we give him an inch, let him not take
an ‘L.’ But I conceive, Sir, that my honourable friend will attend to no
suggestion of mine. He is a Republican, a Radical, a Revolutionist, a Fury, a
Firebrand; but, however hot may be the doctrines he now advocates, I
would whisper in his ear: ‘You were once something far more reasonable;
yes, though you may now be a rioter or a regicide, yet, as the poet says, You
were a Whig, and thereby hangs a tale!’ I have detained the House too long,
and will make haste to conclude. I have been censured for mixing too much
of the ludicrous with the debates of the House. It has been said of me that
the thread of my argument is drawn from the tassel of my cap, that the point
of my jokes is drawn from the belles of Barnwell. Mr. President, I plead
guilty to the charges, and the House must be well aware that the insignia of
my profession were never anything but the cap and bells!”

Quite divine
Peregrine,
Never shall we see his mate;
Fun and flams,
Epigrams,
Leering, lying,
Versifying,
Nodding, noting,
Quibbling, quoting,
‘Thief!’ and ‘Bore!’
‘Lie!’ no more—
How I love a loud debate!”
 Then up gets the glory of us and our story,
Who does all by logic and rule,
Who can tell the true diff’rence ’twixt twopence and threepence,
And prove Adam Smith quite a fool.

[17]“Mr. President,—I had intended to have addressed the meeting at

considerable length, but as the ground I meant to occupy has been entirely
and successfully anticipated by my honourable friends, I shall not dwell
upon the crying and terrible demand there is for Parliamentary Reform, but
shall confine my observations to the existing aggression of France upon
Spain. For it is not so much the question whether France or Spain shall be
victorious; it is not so much the question whether that ‘alter Achilles,’ the
Duke d’Angoulême, with his miserable and half-starved myrmidons, or
General Mina and his patriots, shall be vanquished; the question is, whether
the nefarious and accursed principles of foreign aggression and tyranny, the
principles of despotism and usurpation, shall triumph eternally over the
principles of freedom; whether worse than Scythian ignorance and
barbarism shall crush the progress of science and enlightened
understanding; whether that holy knot of confederated despots (who I trust
in heaven will ere long meet their well-earned reward of the halter)—
whether they are to dictate laws and constitutions to the rest of mankind;
whether that hellish power which has crushed the freedom and trampled on
the genius of Italy shall crush the freedom and trample on the genius of the
rest of the world; whether we, who boast ourselves freeborn Englishmen,
shall tamely look on and see the rights of nations and the rights of man
assaulted and violated; whether we are to listen with submission and
humility to the insolent decrees of the Autocrat of the Russias; whether we
are to cringe and subscribe to the proclamation of a semi-barbarian who
dares to issue his mandate to the world—a mandate which is nothing but an
ignorant tissue of Syrio-Calmuc jargon and cacophony.”

But Lord! Sir, you ask a more difficult task

That aught in the son-shop of Burchill,
If you ask me to dish up, like many a Bishop,
The eminent words of the Church-ill!
 [18]“Mr. President,—The honourable opener of this debate called Mr.
Pitt an unfortunate man; now I think him a very fortunate man. He went
about, like Jeremy Diddler, borrowing sixpence from every one who was
fool enough to lend him, and died before he was called on to refund. We
have heard the prosperous state of the country referred to. Now, Sir,
everybody that can pay for his passage is going to the Cape; for though a
man likes his bed, he leaves it when he finds it full of fleas. The distresses
of England have also been alluded to. Now, Sir, with regard to Lord George
Gordon’s riots, they were like Tom Thumb’s giants—the Minister made the
riots first, and then he quelled them.”
“Does any other honourable gentleman wish to address the House? I
shall proceed to put the question. It is carried that Parliamentary Reform
would not be beneficial, by a majority of 77 to 13. (Hear! hear! hear!) There
is a motion on the boards, ‘That an adequate supply of chairs for the
reading-room be provided—proposed by Mr. Moore, of Caius.’”
[19]“Mr. President,—It is not often that I rise to address this society; nor
should I on the present occasion, but that I see so strong a necessity for
interference, that I should deem it a dereliction of my duty were I to remain
silent. In those things which regard our intellectual and moral improvement,
this society should be more especially attentive to its interests; but I have
observed with regret and concern that there is by no means an adequate
supply of chairs in our reading-room, and I therefore move that a fit supply
be immediately procured.”
[20]“Mr. President,—I have observed with great satisfaction the interest
which the honourable gentleman takes in the welfare of this society; but as
in an inn, where there are nine beds, and ten travellers to sleep in them, one
bed must carry double or one traveller must go without; so, in the present
case, if upon any occasion the honourable gentleman should find ten chairs
in the reading-room occupied by ten individuals, I should recommend him
to make them determine by lot which of them shall hold him on his knees!”
“Well, Sir, what do you think of the Union?”—“Why, Sir, I think it’s all
 Bow, wow,
What a row,
Money lost, and laurels earned;
Constitution,
Elocution,
Whig and Tory,
Oratory,
Hauling, bawling,
‘Order’ calling,
Headache, dizziness,
No more business—
Sirs, the meeting is adjourned.”
 MY FIRST FOLLY.
“L’imagination grossit souvent les plus petits objets par une estimation
fantastique jusqu’à remplir notre âme.”—Pensées de Pascal.

“I have spent all my golden time,

In writing many a loving rime:
I have consumed all my youth
In vowing of my faith and trueth;
Ο willow, willow, willow tree,
Yet can I not beleeved bee.”—Old Ballad.

“Do you take trifle?” said Lady Olivia to my poor friend Halloran.
“No, Ma’am, I am reading philosophy,” said Halloran; waking from a fit
of abstraction, with about as much consciousness and perception as exists in
a petrified oyster, or an alderman dying of a surfeit. Halloran is a fool.
A trifle is the one good thing, the sole and surpassing enjoyment. He
only is happy who can fix his thoughts, and his hopes, and his feelings, and
his affections, upon those fickle and fading pleasures, which are tenderly
cherished and easily forgotten, alike acute in their excitement and brief in
their regret. Trifles constitute my summum bonum. Sages may crush them
with the heavy train of argument and syllogism; schoolboys may assail
them with the light artillery of essay and of theme; Members of Parliament
may loathe, doctors of divinity may contemn—bag wigs and big wigs, blue
devils and blue stockings, sophistry and sermons, reasonings and wrinkles,
Solon, Thales, Newton’s “Principia,” Mr. Walker’s “Eidouranion,” the
King’s Bench, the bench of Bishops—all these are serious antagonists; very
serious! But I care not; I defy them; I dote upon trifles; my name is Vyvyan
Joyeuse, and my motto is “Vive la Bagatelle!”
There are many persons who, while they have a tolerable taste for the
frivolous, yet profess remorse and penitence for their indulgence of it; and
continually court and embrace new day-dreams, while they shrink from the
retrospect of those which have already faded. Peace be to their everlasting
laments and their ever-broken resolutions! Your true trifler, meaning your
humble servant, is a being of a very different order. The luxury which I
renew in the recollection of the past is equal to that which I feel in the
enjoyment of the present, or create in the anticipation of the future. I love to
count and recount every treasure I have flung away, every bubble I have
broken; I love to dream again the dreams of my boyhood, and to see the
visions of departed pleasures flitting, like Ossian’s ghosts, around me, “with
stars dim twinkling through their forms.” I look back with delight to a youth
which has been idled away, to tastes which have been perverted, to talents
which have been misemployed; and while in imagination I wander back
through the haunts of my old idlesse, for all the learning of a Greek
professor, for all the morality of Sir John Sewell, I would not lose one
single point of that which has been ridiculous and grotesque, nor one single
tint of that which has been beautiful and beloved.
Moralists and misanthropists, maidens with starched morals and matrons
with starched frills, ancient adorers of Bohea and scandal, venerable
votaries of whispering and of whist, learned professors of the
compassionate sneer and the innocent innuendo, eternal pillars of gravity
and good order, of stupidity and decorum—come not near me with your
spare and spectacled features, your candid and considerate criticism. In you
I have no hope, in me you have no interest. I am to speak of stories you will
not believe, of beings you cannot love; of foibles for which you have no
compassion, of feelings in which you have no share.
Fortunate and unfortunate couples, belles in silks and beaux in
sentimentals, ye who have wept and sighed, ye who have been wept for and
sighed for, victims of vapours and coiners of vows, makers and marrers of
intrigue, readers and writers of songs—come to me with your attention and
your salts, your sympathy and your cambric; your griefs, your raptures,
your anxieties, all have been mine; I know your blushing and your paleness,
your self-deceiving and your self-tormenting.

so com’è inconstanta e vaga

Timida, ardita vita degli amanti,
Ch’un poco dolce molto amaro appoggia;
Ε so i costumi, e i lor sospiri, e i canti
E’l parlar rotto, e’l subito silenzio,
E’l brevissimo riso, e i lunghi pianti;
E qual è ’l mel temprato con l’assenzio.
 All these things are so beautiful in Italian! But I need not have borrowed
a syllable from Petrarch, for shapes of shadowy beauty, smiles of cherished
loveliness, glances of reviving lustre, are coming in the mist of memory
around me! I am writing “an ower true tale!”
I never fell seriously in love till I was seventeen. Long before that period
I had learned to talk nonsense and tell lies, and had established the
important points that a delicate figure is equivalent to a thousand pounds, a
pretty mouth better than the Bank of England, and a pair of bright eyes
worth all Mexico. But at seventeen a more intricate branch of study awaited
me.
I was lounging away my June at a pretty village in Kent, with little
occupation beyond my own meditations, and no company but my horse and
dogs. My sisters were both in the South of France; and my uncle, at whose
seat I had pitched my camp, was attending to the interests of his
constituents and the wishes of his patron in Parliament. I began after the
lapse of a week to be immensely bored; I felt a considerable dislike of an
agricultural life, and an incipient inclination for laudanum. I took to playing
backgammon with the rector. He was more than a match for me, and used to
grow most unclerically hot when the dice, as was their duty, befriended the
weaker side. At last, at the conclusion of a very long hit, which had kept
Mrs. Penn’s tea waiting full an hour, my worthy and wigged friend flung
deuce-ace three times in succession, put the board in the fire, overturned
Mrs. Penn’s best china, and hurried to his study to compose a sermon on
patience.
Then I took up reading. My uncle had a delightful library, where a
reasonable man might have lived and died. But I confess I never could
endure a long hour of lonely reading. It is a very pretty thing to take down a
volume of Tasso or Racine, and study accent and cadence for the benefit of
half a dozen listening belles, all dividing their attention between the work
and the work-basket, their feelings and their flounces, their tears and their
trimmings, with becoming and laudable perseverance. It is a far prettier
thing to read Petrarch or Rousseau with a single companion, in some
sheltered spot so full of passion and of beauty that you may sit whole days
in its fragrance and dream of Laura and Julie. If these are out of the way, it
is endurable to be tied down to the moth-eaten marvels of antiquity, poring
to-day that you may pore again to-morrow, and labouring for the nine days’
wonder of some temporary distinction, with an ambition which is almost
frenzy, and an emulation which speaks the language of animosity. But to sit
down to a novel or a philosopher, with no companion to participate in the
enjoyment and no object to reward the toil, this indeed—oh! I never could
endure a long hour of lonely reading; and so I deserted Sir Roger’s library,
and left his Marmontel and his Aristotle to the slumbers from which I had
unthinkingly awakened them.
At last I was roused from a state of most Persian torpor by a note from
an old lady, whose hall, for so an indifferent country-house was by courtesy
denominated, stood at the distance of a few miles. She was about to give a
ball. Such a thing had not been seen for ten years within ten miles of us.
From the sensation produced by the intimation you might have deemed the
world at an end. Prayers and entreaties were offered up to all the guardians
and all the milliners; and the old gentlemen rose in a passion, and the old
lace rose in price. Everything was everywhere in a flurry; kitchen, and
parlour, and boudoir and garret—Babel all! Ackermann’s Fashionable
Repository, the Ladies’ Magazine , the New Pocket-book—all these, and all
other publications whose frontispieces presented the “fashions for 1817,”
personified in a thin lady with kid gloves and a formidable obliquity of
vision, were in earnest and immediate requisition. Needles and pins were
flying right and left; dinner was ill-dressed that dancers might be well-
dressed; mutton was marred that misses might be married. There was not a
schoolboy who did not cut Homer and capers; nor a boarding-school beauty
who did not try on a score of dancing shoes, and talk for a fortnight of
Angiolini. Every occupation was laid down, every carpet was taken up;
every combination of hands-across and down the middle was committed
most laudably to memory; and nothing was talked, nothing was meditated,
nothing was dreamed, but love and romance, fiddles and flirtation, warm
negus and handsome partners, dyed feathers and chalked floors.
In all the pride and condescension of an inmate of Grosvenor Square, I
looked upon Lady Motley’s “At Home.” “Yes,” I said, flinging away the
card with a tragedy twist of the fingers, “yes: I will be there. For one
evening I will encounter the tedium and the taste of a village ball. For one
evening I will doom myself to figures that are out of date, and fiddles that
are out of tune; dowagers who make embroidery by wholesale, and
demoiselles who make conquests by profession: for one evening I will
endure the inquiries about Almack’s and St. Paul’s, the tales of the
weddings that have been and the weddings that are to be, the round of
courtesies in the ball-room and the round of beef at the supper-table: for one
evening I will not complain of the everlasting hostess and the everlasting
Boulanger, of the double duty and the double bass, of the great heiress and
the great plum-pudding:

Come one, come all,

Come dance in Sir Roger’s great hall.”

And thus, by dint of civility, indolence, quotation, and antithesis, I bent

up each corporal agent to the terrible feat, and “would have the honour of
waiting upon her ladyship,”—in due form.
I went: turned my uncle’s one-horse chaise into the long old avenue
about an hour after the time specified, and perceived by the lights flashing
from all the windows, and the crash of chairs and carriages returning from
the door, that the room was most punctually full, and the performers most
pastorally impatient. The first face I encountered on my entrance was that
of my old friend Villars; I was delighted to meet him, and expressed my
astonishment at finding him in a situation for which his inclination, one
would have supposed, was so little adapted.
“By Mercury,” he exclaimed, “I am metamorphosed—fairly
metamorphosed, my good Vyvyan; I have been detained here three months
by a fall from Sir Peter, and have amused myself most indefatigably by
humming tunes and reading newspapers, winding silk and guessing
conundrums. I have made myself the admiration, the adoration, the very
worship of all the coteries in the place; am reckoned very clever at cross
purposes, and very apt at ‘What’s my thought like?’ The squires have
discovered I can carve, and the matrons hold me indispensable at loo.
Come! I am of little service to-night, but my popularity may be of use to
you. You don’t know a soul! I thought so—read it in your face the moment
you came in. Never saw such a—— There, Vyvyan, look there! I will
introduce you.” And so saying my companion half limped, half danced with
me up to Miss Amelia Mesnil, and presented me in due form.
When I look back to any particular scene of my existence, I can never
keep the stage clear of second-rate characters. I never think of Mr. Kean’s
Othello without an intrusive reflection upon the subject of Mr. Cooper’s
Cassio; I never call to mind a gorgeous scattering forth of roses from Mr.
Canning, without a painful idea of some contemporary effusion of poppies