Download the Full Ebook and Access More Features - ebooknice.

com

(Ebook) Management & Organisational Behaviour by

Laurie Mullins ISBN 9781292088488, 1292088486

https://ebooknice.com/product/management-organisational-
behaviour-7030422

OR CLICK HERE

DOWLOAD EBOOK

Download more ebook instantly today at https://ebooknice.com

 Instant digital products (PDF, ePub, MOBI) ready for you
Download now and discover formats that fit your needs...

Start reading on any device today!

(Ebook) Management and Organisational Behaviour by Laurie J. Mullins ISBN

9780273688761, 0273688766

https://ebooknice.com/product/management-and-organisational-behaviour-2144488

ebooknice.com

(Ebook) Management & Organisational Behaviour (9th Edition) by Laurie J. Mullins

ISBN 9780273724087, 0273724088

https://ebooknice.com/product/management-organisational-behaviour-9th-
edition-10442736

ebooknice.com

(Ebook) Management and Organisational Behaviour by Laurie Mullins, Gary Rees ISBN
9781292422381, 1292422386

https://ebooknice.com/product/management-and-organisational-behaviour-49439026

ebooknice.com

(Ebook) Management and Organisational Behaviour, 8th Edition by Laurie J Mullins

ISBN 9780273708889, 9781408212189, 0273708880

https://ebooknice.com/product/management-and-organisational-behaviour-8th-
edition-2250980

ebooknice.com
(Ebook) Organisational Behaviour in the Workplace by Laurie Mullins ISBN
9781292245485, 1292245484

https://ebooknice.com/product/organisational-behaviour-in-the-workplace-34873314

ebooknice.com

(Ebook) Organisational Behaviour by P. Subba Rao ISBN 9789350440490, 9350440490

https://ebooknice.com/product/organisational-behaviour-51676246

ebooknice.com

(Ebook) Organisational behaviour by Robert Sinding, Christian Waldstrom ISBN

9780077154615, 0077154614

https://ebooknice.com/product/organisational-behaviour-5852898

ebooknice.com

(Ebook) Organisational behaviour : individuals, groups and organisation by Brooks,

Ian ISBN 9780273715368, 0273715364

https://ebooknice.com/product/organisational-behaviour-individuals-groups-and-
organisation-7358246

ebooknice.com

(Ebook) Organisational Behaviour by Gert Alblas; Ella Wijsman ISBN 9781032048079,

9789001898953, 1032048077, 9001898955

https://ebooknice.com/product/organisational-behaviour-33129326

ebooknice.com
CVR_MULL8488_11_SE_CVR.indd 1 04/02/16 7:27 pm
 Management and
Organisational
Behaviour

A01_MULL8488_11_SE_FM.indd 1 1/27/16 5:07 PM

A01_MULL8488_11_SE_FM.indd 2 1/27/16 5:07 PM
 Management &
Organisational
Behaviour
Eleventh Edition

Laurie J. Mullins
WITH GILL CHRISTY

A01_MULL8488_11_SE_FM.indd 3 1/27/16 5:07 PM

 Pearson Education Limited

Edinburgh Gate
Harlow CM20 2JE
United Kingdom
Tel: +44 (0)1279 623623
Web: www.pearson.com/uk

First published in 1985 in Great Britain under the Pitman imprint (print)
Fifth edition published in 1999 by Financial Times Pitman Publishing (print)
Seventh edition 2005 (print)
Eighth edition 2007 (print)
Ninth edition 2010 (print)
Tenth edition 2013 (print and electronic)
Eleventh edition published 2016 (print and electronic)

© Laurie J. Mullins 1985, 2010 (print)

© Laurie J. Mullins 2012, 2016 (print and electronic)
Chapters 4, 6 © Linda Carter and Laurie J. Mullins 1993, 2007
Chapter 5 © Linda Carter 1993, 2007
Chapter 15 © Peter Scott 2010
Chapter 16 © David Preece 1999, 2007

The right of Laurie J. Mullins to be identified as author of this work has been asserted by him in accordance with the Copy-
right, Designs and Patents Act 1988.

The print publication is protected by copyright. Prior to any prohibited reproduction, storage in a retrieval system, distribu-
tion or transmission in any form or by any means, electronic, mechanical, recording or otherwise, permission should be
obtained from the publisher or, where applicable, a licence permitting restricted copying in the United Kingdom should be
obtained from the Copyright Licensing Agency Ltd, Saffron House, 6–10 Kirby Street, London EC1N 8TS.

The ePublication is protected by copyright and must not be copied, reproduced, transferred, distributed, leased, licensed
or publicly performed or used in any way except as specifically permitted in writing by the publishers, as allowed under the
terms and conditions under which it was purchased, or as strictly permitted by applicable copyright law. Any unauthorised
distribution or use of this text may be a direct infringement of the author’s and the publisher’s rights and those responsible
may be liable in law accordingly.

All trademarks used herein are the property of their respective owners. The use of any trademark in this text does not vest in
the author or publisher any trademark ownership rights in such trademarks, nor does the use of such trademarks imply any
affiliation with or endorsement of this book by such owners.

Contains public sector information licensed under the Open Government Licence (OGL) v3.0.
http://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/

The screenshots in this book are reprinted by permission of Microsoft Corporation.

Pearson Education is not responsible for the content of third-party internet sites.

The Financial Times. With a worldwide network of highly respected journalists, The Financial Times provides global business
news, insightful opinion and expert analysis of business, finance and politics. With over 500 journalists reporting from 50
countries worldwide, our in-depth coverage of international news is objectively reported and analysed from an independ-
ent, global perspective. To find out more, visit www.ft.com/pearsonoffer

ISBN: 978-1-292-08848-8 (print)

978-1-292-08851-8 (PDF)
978-1-292-08849-5 (eText)

British Library Cataloguing-in-Publication Data

A catalogue record for the print edition is available from the British Library

Library of Congress Cataloging-in-Publication Data

Names: Mullins, Laurie J.
Title: Management and organisational behaviour / Laurie J. Mulllins.
Description: Eleventh Edition. | New York : Pearson, 2016. | Revised edition
of the author’s Management and organisational behaviour, 2013.
Identifiers: LCCN 2015038750 | ISBN 9781292088488
Subjects: LCSH: Organizational behavior.
Classification: LCC HD58.7 .M85 2016 | DDC 658--dc23 LC record available at http://lccn.loc.gov/2015038750

10 9 8 7 6 5 4 3 2 1
19 18 17 16 15

Front cover image: Mike Kiev © Getty Images

Print edition typeset in 10/12pt minionPro-Regular by SPi Global
Print edition printed and bound by L.E.G.O. S.p.A., Italy

NOTE THAT ANY PAGE CROSS-REFERENCES REFER TO THE PRINT EDITION

A01_MULL8488_11_SE_FM.indd 4 1/27/16 5:07 PM

 To Pamela and for our families

A01_MULL8488_11_SE_FM.indd 5 1/27/16 5:07 PM

A01_MULL8488_11_SE_FM.indd 6 1/27/16 5:07 PM
 Contents in brief

Contents in detail ix
In acknowledgement and appreciation xv
About the authors xvi
About this book xvii
Publisher’s acknowledgements xxiii

Part 1 The organisational setting 1

Chapter 1 Understanding organisational behaviour 2
Chapter 2 Approaches to organisation and management 34
Chapter 3 The organisational environment 69

Part 2 The individual 115

Chapter 4 Individual differences and diversity 116
Chapter 5 Learning and development 151
Chapter 6 Perception and communication 181
Chapter 7 Work motivation and job satisfaction 220

Part 3 Groups, leadership and management 269

Chapter 8 Working in groups and teams 270
Chapter 9 Leadership in organisations 311
Chapter 10 Understanding management 349

Part 4 Structure, strategy and effectiveness 393

Chapter 11 Organisation structure and design 394
Chapter 12 Technology and organisations 435
Chapter 13 Organisational control and power 469
Chapter 14 Strategy, corporate responsibility and ethics 503
Chapter 15 Organisational culture and change 536
Chapter 16 Organisational performance and development 571

Appendix Review of personal skills and employability 613

Glossary 616
Index 626

A01_MULL8488_11_SE_FM.indd 7 1/27/16 5:07 PM

A01_MULL8488_11_SE_FM.indd 8 1/27/16 5:07 PM
 Contents in detail

In acknowledgement and appreciation xv 2 Approaches to organisation and

About the authors xvi management34
About this book xvii
Developments in management and organisational
Publisher’s acknowledgements xxiii
behaviour 35
The classical approach 37
Scientific management 38
Bureaucracy 41
Part 1 Evaluation of bureaucracy 43
Human relations approach 45
The organisational setting 1
Evaluation 46
Neo-human relations 48
1 Understanding organisational behaviour 2 The systems approach 48
Management and organisational behaviour in
The significance of organisational behaviour 3
action case study: ‘Vanguard Method’ for
A multidisciplinary perspective 4
systems thinking 50
A framework of study 6
The contingency approach 51
Realities of organisational behaviour 8
Other approaches to the study of organisations 52
What is work? 9
Decision-making approach 52
Orientations to work and the work ethic 10
Social action 54
Social exchange theory 12
Action theory 55
The psychological contract 12
Postmodernism 56
The nature of human behaviour in
Relevance to management and organisational behaviour 58
organisations 14
Value of management theory 59
Positive organisational behaviour 15
Conceptual thinking and management theory 59
The changing world of work organisations 16
Ten key points to remember 60
Management as an integrating activity 18
Review and discussion questions 61
Management and organisational behaviour
Assignment 61
in action case study: Fred. Olsen
Personal skills and employability exercise 62
Cruise Lines 19
Case study: Not being evil: Google 63
Globalisation and the international context 20
Notes and references 66
Is organisational behaviour culture-bound? 22
Five dimensions of culture: the contribution
3 The organisational environment 69
of Hofstede 24
Cultural diversity: the contribution of Perspectives of the organisation 70
Trompenaars 24 Private- and public-sector organisations 71
High- and low-context cultures 25 Social-enterprise organisations 72
The importance of organisational behaviour 26 Common features of organisations 73
Ten key points to remember 27 The organisation as an open system 74
Review and discussion questions 27 Analysis of work organisations 78
Assignment 28 Formal and informal organisations 80
Personal skills and employability exercise 28 The informal organisation 81
Case study: Virgin Atlantic and Ryanair 29 Underlying realities of work organisations 83
Notes and references 31 Organisational conflict 84

A01_MULL8488_11_SE_FM.indd 9 1/27/16 5:07 PM

 x Contents in detail

Contrasting perspectives of conflict 84 Personal skills and employability exercise 145

Sources of conflict 86 Case study: B&Q: the business case for diversity 145
Management and organisational behaviour in Notes and references 148
action case study: Based on real events 88
The management of conflict 89 5 Learning and development 151
Organisational stress 91
The importance and significance of learning 152
Causes of stress 91
A declaration on learning 154
Stress or pressure: is stress necessarily to be avoided? 92
How do people learn? 156
Coping with stress 93
Behaviourist approach to learning 156
Work/life balance 97
Cognitive theories of learning 159
Is work/life balance still important? 98
Learning styles 160
The workplace of the future 99
E-learning 163
Ten key points to remember 101
Knowledge management 164
Review and discussion questions 101
Talent management 166
Assignment 102
Management and organisational behaviour in
Personal skills and employability exercise 102
action case study: Tapping into diverse talent:
Case study: Grameen Bank: a business that really
Career Watch at EY 167
helps the poor 103
Creativity 168
Notes and references 105
Mentoring and coaching 170
Academic viewpoint 107
Applications of learning theory to organisations 173
Part 1 Case study Ten key points to remember 174
Indian Railways: lifeline to the nation 108 Review and discussion questions 174
Assignment 175
Part 2 Personal skills and employability exercise 175
Case study: VSO 176
The individual 115
Notes and references 178

4 Individual differences and diversity 116 6 Perception and communication 181

Recognition of individuality 117 The importance of understanding perception 182

Personality 118 The perceptual process 182
Uniqueness and similarities 120 Internal factors 184
The big five personality factors 121 Management and organisational behaviour in
Hans Eysenck 122 action case study: Diversity Resource Handbook 187
Raymond Cattell 123 External factors 188
Idiographic theoretical approaches 123 Perceptual illusions 191
Erik Erikson 123 Impression management 193
Complementary approaches 124 Organisation and judgement 194
Type A and Type B personalities 126 Perceiving other people 196
Ability and intelligence 127 The importance of language and communication 199
Emotional intelligence (EI) 129 Non-verbal communication and body language 200
Attitudes 131 Interpersonal communications 203
Testing and assessment 133 Neuro-linguistic programming 204
Diversity in the workplace 134 Transactional analysis 206
Business case for diversity 136 Attribution theory 207
Diversity management and training 138 Perceptual distortions and errors 208
Management and organisational behaviour Understanding the organisational process 212
in action case study: Lloyds Banking Group Ten key points to remember 213
Diversity Programme 138 Review and discussion questions 213
Criticisms and limitations 141 Assignment 214
Ten key points to remember 143 Personal skills and employability exercise 214
Review and discussion questions 143 Case study: Behavioural economics 215
Assignment 144 Notes and references 217

A01_MULL8488_11_SE_FM.indd 10 1/27/16 5:07 PM

 Contents in detail xi

7 Work motivation and job satisfaction 220 Membership 277

Work environment 279
The significance of motivation 221
Organisational 280
Needs and expectations at work 222
Group development and maturity 280
Money as a motivator 222
Social identity theory 282
Extrinsic and intrinsic motivation 223
Characteristics of an effective work group 283
Threefold classification 225
Potential disadvantages of strong, cohesive groups 284
Management and organisational behaviour in
Virtual teams 285
action case study: Happy and productive
Management and organisational behaviour in
workplace 226
action case study: Remote teamworking 287
Theories of motivation 226
Role structure of the organisation 287
Content theories of motivation 227
Role conflict 289
Maslow’s hierarchy of needs theory 228
Interactions among members 291
Alderfer’s modified need hierarchy model 231
Analysis of individual behaviour 293
Nohria’s four-drives model of motivation 231
Individual compared with group or team
Herzberg’s two-factor theory 232
performance 296
McClelland’s achievement motivation theory 234
Building effective teams 299
Process theories of motivation 235
Skills of successful teamwork 300
Vroom’s expectancy theory 236
Autonomous working groups 300
The Porter and Lawler expectancy model 237
The Margerison ‘Team Wheel’ 302
Lawler’s revised expectancy model 238
The role of team leader 303
Implications of expectancy theories 239
Ten key points to remember 304
Equity theory of motivation 240
Review and discussion questions 304
Goal theory 242
Assignment 305
Attribution theory 245
Personal skills and employability exercise 305
Relevance today 245
Case study: The Red Arrows 306
Organisational behaviour modification 245
Notes and references 308
Motivation of knowledge workers 247
Frustration-induced behaviour 248 9 Leadership in organisations 311
Job satisfaction 250
The significance of leadership 312
Comprehensive model of job enrichment 252
Leadership and management 312
Ten key points to remember 254
Approaches to leadership 313
Review and discussion questions 255
Qualities or traits approach 314
Assignment 255
Functional (or group) approach 316
Personal skills and employability exercise 256
Styles of leadership 317
Case study: Managers and motivation 257
Continuum of leadership behaviour 318
Notes and references 259
Contingency theories of leadership 320
Academic viewpoint 261
Fiedler’s contingency model 320
Part 2 Case study Vroom and Yetton contingency model 322
Philanthropy: the resurgence of personal social Path–goal theory 323
responsibility? 262 Readiness of the followers or group 324
Transformational leadership 326
Inspirational or visionary leadership 327
Part 3 Servant leadership 329
Groups, leadership and management 269 Power and leadership influence 330
The leadership relationship 332
Culture as a contingent factor? 333
8 Working in groups and teams 270
Leadership effectiveness 334
The importance and significance of groups 271 No one best form of leadership 335
Groups and teams 271 Alternative views of leadership 336
Formal and informal groups 273 Management and organisational behaviour in
Group values and norms 274 action case study: The Post Office – Women in
Group cohesiveness and performance 277 Leadership Programme 337

A01_MULL8488_11_SE_FM.indd 11 1/27/16 5:07 PM

 xii Contents in detail

Leadership development 338 Task and element functions 399

Ten key points to remember 341 Division of work and grouping of people 400
Review and discussion questions 342 Centralisation and decentralisation 402
Assignment 342 Principles of organisation 403
Personal skills and employability exercise 342 Formal organisational relationships 406
Case study: A change of leadership at Project teams and matrix organisation 408
Barclays Bank 343 Management and organisational behaviour in
Notes and references 346 action case study: Working structure: Geoplan
Spatial Intelligence Limited 410
Boundaryless organisation 411
10 Understanding management 349 Effects of a deficient organisation structure 412
The importance of management 350 Organisation charts 412
But what is management? 351 Variables influencing organisation structure 413
The process of management 353 Size of organisation 415
Responsibility for the work of other people 356 Technology 416
Essential nature of managerial work 356 Woodward – structure and production technology 416
Management in private-enterprise and public-sector Perrow – major dimensions of technology 418
organisations 358 Uncertain external environment 418
Management and organisational behaviour in Burns and Stalker – mechanistic and organic
action case study: Putting the customer first in a structures 418
service organisation: cultural change at Fareham Lawrence and Lorsch – differentiation and
Borough Council 361 integration 420
The work of a manager 362 Evaluation of contingency approach 421
Managerial roles 363 Organisation structure and culture 421
Agenda-setting and network-building 364 The changing face of the workplace 422
Demands, constraints and choices 365 Outsourcing 424
Importance of managerial style 365 Demand for flexibility 425
Theory X and Theory Y management 367 Structure and organisational behaviour 426
The Managerial/Leadership Grid® 369 No perfect structure 427
Management systems 372 Ten key points to remember 428
Managing with and through people 373 Review and discussion questions 429
Guidance on good management 376 Assignment 429
The future of management 377 Personal skills and employability exercise 429
Ten key points to remember 379 Case study: John Lewis and Waitrose; distinctively
Review and discussion questions 379 successful 430
Assignment 380 Notes and references 433
Personal skills and employability exercise 381
Case study: Is everybody happy? 382
12 Technology and organisations
Notes and references 385
Peter Scott435
Academic viewpoint 386

Part 3 Case study Why study technology? 436

The Eden Project 387

Features of technology 436
Approaches to technology and organisation 438
Decision-making processes 441
Involvement of HR specialists and users of
Part 4 technology 445
Structure, strategy and effectiveness 393 Technology, work and organisational behaviour 446
Skill, work design and job quality 447
Centralisation versus decentralisation of control 448
11 Organisation structure and design 394
Management and organisational behaviour in
The purpose and importance of structure 395 action case study: Negotiating the use of vehicle-
Levels of organisation 396 tracking technology 450
Underlying dimensions of organisation structure 398 Social networking 451

A01_MULL8488_11_SE_FM.indd 12 1/27/16 5:07 PM

 Contents in detail xiii

Changing relations with customers and users 452 Corporate social responsibilities 513
Location of work 453 Management and organisational behaviour in
The nature of social interactions 455 action case study: Corporate social responsibility:
The pace and intensity of work 456 Graham McWilliam, BSkyB 514
The ‘digital divide’ and job security 457 Organisational stakeholders 515
Implications for organisations and organisational The UN Global Compact 515
behaviour 458 Values and ethics 517
Ten key points to remember 458 Ethics and CSR 518
Review and discussion questions 459 Ethics and corporate purpose 521
Assignment 460 Business ethics 523
Personal skills and employability exercise 460 Codes of business conduct (or ethics) 526
Case study: How many ‘likes’ do I get for my An integrated approach 527
essay? 461 Ten key points to remember 528
Notes and references 463 Review and discussion questions 529
Assignment 530
13 Organisational control and power 469 Personal skills and employability exercise 530
Case study: The Fairtrade Foundation 531
The essence of control 470
Notes and references 534
Improvement in performance 471
Elements of an organisational control system 472
15 Organisational culture and change 536
Strategies of control in organisations 475
Characteristics of an effective control system 477 Adapting to change 537
Power and management control 478 Organisational culture 537
Perspectives of organisational power 481 Types of organisational culture 540
Pluralistic approaches to power 482 Influences on the development of culture 542
Financial and accounting systems of control 483 The cultural web 543
Influencing skills 484 Culture and organisational control 544
Behavioural factors in control systems 486 The importance of culture 545
The concept of empowerment 487 National and international culture 547
The manager–subordinate relationship 488 Case study: Brazil 549
Management and organisational behaviour in Organisational climate 550
action case study: The police custody officer Organisational change 551
and empowerment 490 Planned organisational change 553
Reasons for lack of delegation 491 Management and organisational behaviour in
Systematic approach to empowerment and action case study: MANAGEMENT 2020 555
delegation 492 Resistance to change 557
Control versus autonomy 494 Managing change 559
Ten key points to remember 496 Minimising problems of change 560
Review and discussion questions 496 Getting people to accept change 562
Assignment 497 Responsibilities of top management 563
Personal skills and employability exercise 498 Ten key points to remember 564
Case study: Rogue traders 499 Review and discussion questions 565
Notes and references 501 Assignment 565
Personal skills and employability exercise 566
14 Strategy, corporate responsibility Case study: Changing priorities: ActionAid 566
and ethics503 Notes and references 569

The importance of strategy 504

16 Organisational performance and
Organisational goals 505
development571
Objectives and policy 506
Organisational ideologies and principles 507 The crucial role of managers 572
Vision and mission statements 509 Attributes and qualities of a manager 573
The profit objective – not a sufficient criterion 509 The importance of management skills 574
Organisational values and behaviour 511 Managerial effectiveness 575

A01_MULL8488_11_SE_FM.indd 13 1/27/16 5:07 PM

 xiv Contents in detail

Measures of effectiveness 576 The future of the workplace 598

Management of time 580 Successful organisations and people 598
The nature of organisational effectiveness 581 Ten key points to remember 600
The learning organisation 582 Review and discussion questions 601
Total quality management 584 Assignment 601
The balanced scorecard 585 Personal skills and employability exercise 601
Employee engagement and commitment 586 Case study: Co-operatives 602
Investors in People 588 Notes and references 605
The EFQM Excellence Model 591 Academic viewpoint 607
Management development 593
Part 4 Case study
Succession planning 594
The Timpsons – solving life’s little problems 608
Continuing professional development 594
The future of management and leadership 595
Management and organisational behaviour Appendix Review of personal skills and
in action case study: CEZ Distribution employability 613
Bulgaria JSC 596 Glossary 616
Organisational capabilities 597 Index 626

A01_MULL8488_11_SE_FM.indd 14 1/27/16 5:07 PM

 In acknowledgement and
appreciation

Special tribute to my wife Pamela and family for their love, continuing support and
encouragement.

Special thanks
Thanks and gratitude to friends and colleagues Gill Christy and Peter Scott for their
invaluable contribution to the eleventh edition.
Thanks and gratitude also to:
Richard Christy
Mike Crabbe and Mike Timmins
Hugo Misselhorn
Anne Riches
Those managers who kindly gave permission to reproduce material from their
own organisations.
The team at Pearson Education including Donna Goddard, Mary Lince, Eileen
Srebernik, Rachel Gear, Simon Lake (for always being there), Jess Kneller and col-
leagues in marketing and sales.
Those who in a variety of ways through their friendship, interest and support have
helped with completion of this eleventh edition, including: Marlon Aquino, Di
and Mike Blyth; Jenny and Tony Hart; Lynn and Wayne Miller; Francesca Mullins;
Bryan Mundy; Christine Paterson.

Reviewers
Thanks and appreciation to the following reviewers, approached by the publishers,
for insightful and constructive comments that helped shape this eleventh edition:
John Spoerry, Jean-Anne Stewart, Colin Combe, Kathryn Thory, Nicholas Jackson,
Kevin Tennent and Claire Williams.
Laurie J. Mullins

A01_MULL8488_11_SE_FM.indd 15 1/27/16 5:07 PM

 About the authors

Laurie Mullins was formerly a principal lecturer at the University

of Portsmouth Business School and led the Behavioural and Human
Resource Management Group. Laurie has experience of business, local
government, university administration and human resource manage-
ment, and for a number of years was an instructor in the Territorial
Army. He has worked with the United Nations Association International
Service (UNAIS), Voluntary Service Overseas (VSO), ­professional and
educational bodies including UNISON Education and as external exam-
iner for university courses and professional organisations. Laurie has
undertaken an academic exchange at the University of Wisconsin, USA, a visiting fellowship at the Royal
Melbourne Institute of Technology University, Australia and was a visiting lecturer in the Netherlands.
He is also author of Essentials of Organisational Behaviour and co-author of Hospitality Management and
Organisational Behaviour, both published by Pearson Education.

Gill Christy is a visiting lecturer in Organisational Behaviour/Human

Resource Management (OB/HRM) at Portsmouth University. She read
History at Cambridge, then trained and worked as a teacher before
moving into a career in training and personnel management, achieving
membership of the Chartered Institute of Personnel and Development
in 1990. Gill spent five years at Southampton City Council before join-
ing Portsmouth Business School in 1992, where she became subject
leader for the OB/HRM group and served a term as Head of the Human
Resource and Marketing Management Department.

Peter Scott is a senior lecturer at the University of Portsmouth Business

School, specialising in organisational behaviour and employee rela-
tions. He has previously taught at the University of Bath and Manchester
Metropolitan University. Peter’s doctoral research was on craft skills and
advanced manufacturing technology.

A01_MULL8488_11_SE_FM.indd 16 1/27/16 5:07 PM

 About this book

In an increasingly competitive environment, an understanding of the behaviour

and actions of people at work is of particular importance. The activities of an
organisation are directed towards the attainment of certain goals and also have
social implications. Organisational behaviour is a wide and essentially multidisci-
plinary field of enquiry and should not be considered in a vacuum but related to
the process of management and wider organisational context and environment.
Broadening the scope of the subject matter beyond the concerns of tradi-
tional organisational behaviour texts is a distinctive feature of this book,
which is especially suitable across a range of different but related modules,
including single or double semester units.
The underlying theme of the book is the need for effective organisational perfor-
mance and development based on an understanding of the behaviour of people at
work and the role of management as an integrating activity. The concepts and ideas
presented provide a basis for contrasting perspectives on the structure, operation and
management of organisations, and interactions among people who work in them.

Aims of this book

The aims of this book are to:
● relate the study of organisational behaviour with that of management;
● provide an integrated view embracing both theory and practice;
● point out applications of social science and cultural influences, and implications
for management action;
● indicate ways in which organisational performance may be improved through
better understanding of effective management of people;
● increase awareness of, and sensitivity to, personal skills and employability.
The comprehensive coverage and progressive presentation of contents will appeal to
students at undergraduate level or on related professional courses, and to graduate
and post-experience students who, through their course of study, wish to enhance
their knowledge and understanding of the subject area. The book will hopefully also
appeal to those aspiring to a managerial position.

Distinctive format
There is a logical flow to the sequencing of topic areas and each chapter of the
book is self-contained, with appropriate cross-referencing to other chapters.
This provides a flexible approach. Selection and ordering of chapters can be varied
to suit the demands of particular courses of study or individual interests.

A01_MULL8488_11_SE_FM.indd 17 1/27/16 5:07 PM

 xviii About this book

The book is written with a minimum of technical terminology and the format is
clearly structured. Each chapter is supported with illustrations and practical exam-
ples and contains:
● a short introduction and learning outcomes;
● critical review and reflections throughout the text;
● a practical management and organisational behaviour in action case study;
● a pictorial concept map;
● a summary of ten key points to remember;
● review and discussion questions;
● an assignment;
● a personal skills and employability exercise;
● a case study;
● detailed notes and references.
For each part of the book there is also an academic viewpoint and integrative
case study.

The eleventh edition

The book retains the same underlying aims and approach that have been a hallmark
of its success. In response to clear user and reviewer feedback, there is a noticeable
reduction in the size of this edition. Based on this feedback, certain subject areas
have been integrated into other chapters to provide a more succinct format.
The book is structured in four parts with a total of sixteen chapters.
Following the revised structure, there is considerable reordering throughout.
Attention has been focused on the overall plan of the book and sequence of contents
between and within chapters. Strategy is now included in Chapter 14: ‘Strategy, corpo-
rate responsibility and ethics’. Certain chapters are renamed to reflect more accurately
their contents. Each chapter has been reworded or substantially rewritten as neces-
sary. Words set in colour throughout the main text indicate inclusion in the Glossary.
Every effort has been made to balance a smaller text with the inclusion of new
material and additional features without detracting from the continuing appeal of
the book. These changes provide a new and fresh look while enhancing ease of
readability, which is another key feature of the book. In addition:
● There are eleven revised or completely new management and organisational
behaviour in action case studies, seven new concept maps and nine revised or
completely new assignments.
● The section on personal skills and employability has been rewritten and expanded.
There are five completely new end-of-chapter exercises. There is also a review of
personal skills and employability at the end of the book.
● There are now an average of ten critical review and reflections throughout each
chapter and a summary of ten key points to remember at the end of each chapter.
● All end-of-chapter case studies have been revised and updated where necessary.
There are four completely new chapter case studies.

A01_MULL8488_11_SE_FM.indd 18 1/27/16 5:07 PM

 About this book xix

● For each part of the book there is a completely new academic viewpoint.
● The end-of-part integrative case studies have been revised and updated as
necessary and there is a completely new case study for Part 4.
Attention continues to be focused on design features and overall appear-
ance to provide a manageable and attractive text with enhanced clarity and
user-friendliness.

Personal skills and employability

The Confederation for British Industry (CBI) points out that in an increasingly com-
petitive employment market, employers are looking beyond simple academic
achievement when considering applicants for a job or internship.
Many now expect to see evidence of other skills and achievements that boost
someone’s attractiveness as a potential employee. Businesses want graduates who
not only add value but who have the skills to help transform their organization
in the face of continuous and rapid economic and technological change.
All graduates – whatever their degree disciple – need to be equipped with
employability skills.1
The UK Commission for Employment and Skills (UKCES) aims to raise UK
­ rosperity and opportunity by improving employment and skills levels across the
p
UK, benefitting individuals, employers, government and society. Recent years have
seen attention given by the government and other employment and professional
bodies to the importance of the supply and application of skills attainment for the
prosperity of the UK economy. For example, the Chartered Institute of Personnel and
Development (CIPD) points out that, for individuals, skills determine their employ-
ment and earning potential and, for the organisation, skills are vital to ­current and
future demands.2

University education and employability

One of the recommendations in a report from the Chartered Management Institute
(CMI) on the future of management and leadership is to ‘build employability
into education’. The report outlines a series of practical proposals to help embed
­practical management, enterprise and leadership experiences into the world of
­education: ‘The standing of business studies courses should be reviewed to ensure
they are relevant, attractive to young people and respected by employers and
higher education.’3
UKCES reports that higher education is well placed to play its part in help-
ing to overcome the well-documented skills challenge: ‘Collaborations between
­employers and universities have a significant role to play in providing the supply
of highly skilled people to meet demand from businesses now and in the future.’4
GOV.UK refers to the need for a better connection to bridge the gap between edu-
cation and work. Attention should be focused on ‘Real results, not exam results.
Success should be measured by a wide set of outcomes, including jobs and progres-
sion, not just qualifications.’5
The Prince’s Trust also points out the human cost of skills shortages that could
affect levels of productivity and morale among existing workforces.6

A01_MULL8488_11_SE_FM.indd 19 1/27/16 5:07 PM

 xx About this book

People management and social skills

A survey report on tomorrow’s leaders suggests that managers recognise the
­potential benefits of management qualifications that help improve young people’s
practical skills. Managers were asked to select three factors with the biggest impact
on their decision-making when recruiting young people. In two-thirds of cases
managers highlight personal presentation, three out of five point to academic quali-
fications and half focus on an individual’s ambition: ‘This suggests that managers
are often looking at characteristics that demonstrate an individual’s potential rather
than fully fledged skills themselves.’7
Unlike technical or practical skills, social skills are more intangible. They are
­difficult to get a firm hold of, or to define and measure clearly. Social skills are often
associated as ‘soft skills’ and regarded as a natural part of human behaviour. As a
result, a common concern with attention to the skills shortage is a lack of focus
on people management, social skills and interpersonal behaviour. For example, an
important aspect of working with other people and leadership skills is an awareness
and acceptance of individual differences and diversity.

The skills imperative

The European Commission has drawn attention to ‘the skills imperative’ and points
out the importance of a skills policy to raising productivity. For the first time, skills
are part of the portfolio of a European Commissioner. The EU is promoting a ‘learn-
ings outcome’ approach focusing on what people actually know, understand and
are able to do, no matter where and how they acquired their knowledge, skills and
competencies. Focusing on what people can actually do breaks down the divide
between the world of education and the world of work. In-demand skills include
the ability to plan and manage projects in order to achieve objectives and transver-
sal skills such as language, problem-solving, communication, ability and willingness
to keep learning, and the ability to work with others.8

Developing your employability skills

Increasingly, graduate recruiters are placing greater emphasis on key interpersonal
and social skills, and attitudes. A first step in working harmoniously and effectively
with other people is to know and understand yourself and the skill of self-manage-
ment. Reflecting honestly on your personal strengths and weaknesses should help
develop your level of competence. You cannot even begin to think of managing
other people until you can effectively manage yourself.
The continual development of employability skills as part of your university edu-
cation and lifelong learning is important for:
● progressing your personal confidence and self-awareness;
● developing harmonious interpersonal relationships with colleagues and external
contacts;
● initial attractiveness for appointment with a potential employer;
● maintaining a competent level of work performance;
● enhancing work motivation and job satisfaction; and
● helping to safeguard your career progression.

A01_MULL8488_11_SE_FM.indd 20 1/27/16 5:07 PM

 About this book xxi

Many employers have structured programmes for the continued development of

their staff. Your longer-term employment prospects will be enhanced when you are
able to demonstrate a genuine and enthusiastic commitment to your own personal
development.

Study as an aid to practice

Study is an aid to practice. An underlying aim of this book is to provide an integrated
view embracing both theory and practice. The ideas and concepts discussed pro-
vide you with opportunities to explore the underlying skills associated with man-
agement and organisational behaviour.
As you progress through your studies, reflect upon what you have read and about
the importance of social skills, including:
● personal awareness and how you project yourself;
● openness to diversity, equality and inclusion;
● perceiving and understanding other people;
● written, verbal and non-verbal communications;
● social interactions with others and teamworking;
● persuasiveness and leadership;
● personal organisation and time management;
● coping with change;
● coaching and mentoring; and
● working in a multicultural society.
The critical review and reflection sections throughout each chapter are contro-
versial statements to help provoke and inspire personal reflection about areas you
have just read. Draw upon the views of your colleagues to share experiences and
test not only your assumptions and ideas, but also your skills of group interaction
and influencing other people. References to the importance of skills throughout the
text, together with the exhibits, case studies and assignments, should serve to stimu-
late your awareness of the importance of underlying personal and employability
skills necessary for effective performance.
You are encouraged to complement your reading by drawing upon your own
observations and practical experiences. This can, of course, be from your university.
You may also have work experience, even part-time or casual employment, in other
organisations to draw upon. In addition, you will have contact with a range of other
organisations such as supermarkets, local pubs and shops, banks or building socie-
ties, fast food restaurants, service stations, doctors or a dentist surgery. An analytical
approach to contemporary examples from your own observations should help fur-
ther your interest in the subject area.
Bear in mind that opportunities to develop personal skills are not always immediately
apparent but embedded into your course of study. Adopt an inquisitive and enquiring
mind. Search for both good and bad examples of organisational behaviour and people
management, and the manner in which concepts and ideas presented in this book
are applied in practice. Make a point of continually observing and thinking about the
interpersonal and work-based skills exhibited. Use this awareness and knowledge to
enhance development of your own employability skills and aid career progression.

A01_MULL8488_11_SE_FM.indd 21 1/27/16 5:07 PM

 xxii About this book

Monitor and assess your development

It is recommended strongly that you maintain a portfolio of what you have learned
in your personal development and the employability skills you have attained or
enhanced during your course of study. This can provide a useful basis of discussion
with a potential employer.
You may find it useful to assess progression of your personal skills and employ-
ability by reviewing your learning and development under the broad headings
shown in the illustration.

Self-awareness and Relationships

confidence with others

Communication and Working in groups

presentation skills and teams

ENHANCING YOUR
Dealing with difficult PERSONAL SKILLS Influencing others
situations AND EMPLOYABILITY and leadership

Coping with and Observing ethical

managing change behaviour

Displaying
Working in multicultural managerial
organisations potential

Personal skills and employability exercises

Critical self-reflection is a positive activity that can challenge narrow preconceived
thought processes, encourage creativity and provide a valuable personal learning
and development experience.
At the end of each chapter there is a personal skills and employability exercise.
This is designed to encourage you to think about further development of your social
and work-based skills.
At the end of the book is a review of features within the text that relate to employ-
ability skills. You are encouraged to examine the extent to which you have enhanced
your personal awareness and knowledge, and are better prepared to demonstrate
your employability skills and aid your career progression.

References
1. ‘Boosting employability skills’, CBI, http://cbi.org.uk (accessed 17 December 2014).
2. ‘Skills policy in the UK: Factsheet’, CIPD, January 2014.
3. ‘MANAGEMENT 2020: Leadership to unlock long-term growth’, The Commission on the
Future of Management and Leadership, CMI, July 2014, p. 12.
4. ‘Forging Futures: Building higher level skills through university and employer collaboration’,
UKCES, September 2014.
5. ‘Growth Through People’, UKCES, 25 November 2014.
6. ‘The Skills Crunch’, Prince’s Trust, 2014.
7. Woodman, P. and Hutchings, P. ‘Tomorrow’s Leaders’, CMI, March 2011.
8. ‘The Skills Imperative’, Social Agenda, European Commission Magazine on Employment and
Social Affairs, No. 41, July 2015, pp.14–20.

A01_MULL8488_11_SE_FM.indd 22 1/27/16 5:07 PM

 Publisher’s acknowledgements
We are grateful to the following for permission to reproduce copyright material:

Figures
Figure 1.3 adapted from Management, 8th ed., pub. South-Western, a part of Cen-
gage Learning, Inc. (Hellriegel, D., Slocum, J.W., Jr. and Woodman, R.W. 1998) p.6,
reproduced by permission; Figures 1.5, 3.10, 4.6, 5.5, 7.12, 10.6, 12.3, 15.6, 16.7
Copyright © 2011 The Virtual Learning Materials Workshop, Courtesy of Virtual
Learning Materials Workshop; Figure 1.7 from Organisational Behaviour: Individu-
als, Groups and Organisation, 4th ed., Financial Times Prentice Hall (Brooks, I. 2008)
p.272, Pearson Education Ltd; Figures 2.2, 8.3, 9.7, 14.3 Copyright © 2008 The ­Virtual
Learning Materials Workshop, Courtesy of Virtual Learning Materials Workshop;
Figure 3.1 from Human Resource Management in the Public Sector, Kwansei Gakuin
University Press (Smart, P. and Inazawa, K. 2011) p.21, reproduced with permission;
Figure 3.7 from Strategic Management, 7th ed., Pearson Education Ltd. (Lynch, R.
2015) p.73, Exhibit 3.1; Figure 3.11 from How to tackle work-related stress, publica-
tion INDG430, October (Health and Safety Executive 2009), Contains public sector
information published by the Health and Safety Executive and licensed under the
Open Government Licence; Figure 4.4 adapted from The Structure of Human Abili-
ties (Vernon, P.E. 1950) Copyright © 1950 Methuen & Co., reproduced by permission
of Taylor & Francis Books UK; Figure 4.5 from Hay Group. Copyright © 1999 Hay
Group Limited. All rights reserved. Reproduced with permission; Figure 5.4 from
Assessment Issues in Higher Education, October, Department of Employment (Atkins,
M.J., Beattie, J. and Dockrell, W.B. 1993) p.51, Department for Employment and
Learning, Contains public sector information licensed under the Open Government
Licence v2.0; Figure 6.4 from Can You Believe Your Eyes?, Robson Books (Block,
J.R. and Yuker, H.E. 2002) p.163, reproduced with permission of Pavilion Books;
­Figure 6.7 from Introduction to Psychology, 6th ed., McGraw-Hill (King, R.A. 1979)
Figure 10.22, p.339, reproduced with permission from the author, Professor Richard
King; Figure 6.11 from Odd Perceptions (Gregory, R.L. 1986) p.71, Copyright © 1986
Methuen, reproduced by permission of Taylor & Francis Books UK; F­ igure 6.12 from
Interactive Behaviour at Work, 3rd ed., Financial Times Prentice Hall (Guirdham,
M. 2002) p.162, Pearson Education Ltd; Figure 6.13 Copyright © 2009 The Virtual
Learning Materials Workshop, Courtesy of Virtual Learning Materials Workshop;
Figure 6.14 from Nick Fitzherbert, www.fitzherbert.co.uk, reproduced with permis-
sion; Figure 7.4 reproduced with permission from Andrzej A. Huczynski and David
A. Buchanan, Organizational Behaviour, Pearson Education (eighth edition), p.293;
Figure 7.13 from Knowledge Workers: The New Management Challenge, Profes-
sional Manager, Institute of Management, November, 1994, p.13 (Tampoe, M.),
Reproduced with permission from Chartered Management Institute; Figure 7.15

A01_MULL8488_11_SE_FM.indd 23 1/27/16 5:07 PM

 xxiv Publisher’s acknowledgements

from J. Richard Hackman and Greg R. Oldham, Work Redesign, 1st Ed. ©1980.
Reprinted and Electronically reproduced by permission of Pearson Education, Inc.
New York; Figure 8.1 from Beyond the Team, Butterworth-Heinemann (Belbin, R.M.
2000) Copyright © 2000. Reproduced with permission from Belbin, www.belbin.
com; Figure 8.5 from Interactive Behaviour at Work, 3rd ed., Financial Times Pren-
tice Hall (Guirdham, M. 2002) p.119, Pearson Education Ltd; Figure 9.2 from Action-
Centred Leadership, Gower Press (Adair, J. 1979) p.10, Reproduced with permission
from John Adair; Figure 9.3 from How to Choose a Leadership Pattern, Harvard
Business Review, May/June 1973, p.167 (Tannenbaum, R. and Schmidt, W.H.), Copy-
right © 1973 by Harvard Business School Publishing Corporation; all rights reserved;
Figure 9.4 adapted from A Theory of Leadership Effectiveness, McGraw-Hill (Fei-
dler, F.E. 1967) p.146, Reproduced with permission from Fred E. Fiedler; F­ igure 9.8
from A Good Fit is Essential, Professional Manager, Vol.15, No.3, May, p.38 (Cutler,
A. 2005), Reproduced with permission from the Chartered Management Institute
and Alan Cutler; Figure 10.2 from Management, Organisation and Employment
Strategy (Watson, T.J. 1986) p.29, Copyright © 1986 Routledge and Kegan Paul,
reproduced by permission of Taylor & Francis Books UK; Figure 10.9 from Manag-
ers Charter, https://civilservice.blog.gov.uk/wp-content/uploads/sites/86/2014/09/
Annex-C-Managers-Charter.pdf, Contains public sector information licensed under
the Open Government Licence (OGL) v3.0.http://www.nationalarchives.gov.uk/
doc/open-government-licence; Figures 11.11, 13.7 Copyright © 2012 The Virtual
Learning Materials Workshop, Courtesy of Virtual Learning Materials Workshop;
Figure 11.12 from Strategic Management, 6th ed., Financial Times Prentice Hall
(Lynch, R. 2012) p.464, Pearson Education Ltd; Figure 11.13 from Industrial Organi-
zation: Theory and Practice, 2nd ed., Oxford University Press (Woodward, J. 1980)
p.128, by permission of Oxford University Press; Figure 11.14 from Reed Business
Information, Copyright © Reed Business Information Ltd., reprinted with permis-
sion; Figure 11.15 from Gray, Organizational Behavior: Concepts and Applications,
4th ed. © 1988. Reprinted and Electronically reproduced by permission from Pear-
son Education Inc. New York; Figure 13.3 from Organization: Contemporary Princi-
ples and Practice, Blackwell Publishing (Child, J. 2005) p.121 © 2005 by John Child,
Reproduced with permission of Blackwell Pub in the format Republish in a book via
Copyright Clearance Center; Figure 13.4 reprinted with the permission of The Free
Press, a Division of Simon & Schuster, Inc., from A Comparative Analysis of Complex
Organizations: On Power, Involvement, and Their Correlates, Revised and Enlarged
Edition by Amitai Etzoni. Copyright © 1975 by Amitai Etzoni; copyright renewed
© 2003 Amitai Etzoni. All rights reserved; Figure 14.2 from Organisational Behav-
iour and Analysis, 4th ed., Financial Times Prentice Hall (Rollinson, D. 2008) p.56,
Pearson Education Ltd; Figure 15.1 from Organizational Change, 4th ed., Financial
Times Prentice Hall (Senior, B. and Swailes, S. 2010) p.161, Pearson Education Ltd;
Figure 15.2 from Organisational Behaviour and Analysis: An Integrated Approach, 4th
ed., Financial Times Prentice Hall (Rollinson, D. 2008) p.592, Pearson Education Ltd;
Figure 15.3 from Exploring Strategy, 10th ed., Pearson Education Ltd. ( Johnson, G.,
Whittington, R., Scholes, K., Angwin, D. and Regner, P. 2014) p.156; Figure 15.4 from
The Cultural Imperative: Global Trends in the 21st Century, Nicholas Brealey (Lewis,
R.D. 2007) © 2003 Richard Lewis. Reproduced by permission of Nicholas Brealey
Publishing; Figure 16.3 from Managing, Financial Times Prentice Hall (Mintzberg,
H. 2009) p.197, Reproduced by permission of Henry Mintzberg; Figure 16.6 from
Get Engaged, Management Today, April, p.40 (De Vita, E. 2007), Reproduced from

A01_MULL8488_11_SE_FM.indd 24 1/27/16 5:07 PM

 Publisher’s acknowledgements xxv

Management Today magazine with the permission of the copyright owner, Haymar-
ket Business Publications Limited; Figure 16.8 from Investors in People © Investors
in People - UK Commission for Employment and Skills 2015, www.investorsinpeo-
ple.co.uk; Figure 16.9 from EFQM Excellence Model, Copyright © 2012 EFQM. The
EFQM Excellence Model is a registered trademark of the EFQM. Reproduced with
permission; Figure 16.10 from Organizational Capabilities Matter © 2012, The Bos-
ton Consulting Group (BCG).

Tables
Table 3.1 adapted from Gray, Organizational Behavior: Concepts and Applications,
4th Ed. © 1988. Reprinted and Electronically reproduced by permission from Pear-
son Education, Inc., New York; Table 4.3 adapted from Identity and the Life Cycle,
Norton (Erikson, E.H. 1980) worksheet table appendix, Copyright © 1980 by W. W.
Norton & Company, Inc. Copyright © 1959 by International Universities Press, Inc.
Reproduced with permission from W. W. Norton & Company, Inc; Table 4.4 from
Feeling and Smiling, The Psychologist vol.12, no.1, January, pp.16–19 (Briner, R. 1999),
Reproduced with permission from the British Psychological Society; Table 5.1 from
The Debate Starts Here, People Management in Perspective: A Collection of Key Arti-
cles Published in the Last Year on Training and Development, IPD (April 1999), 16–17
(Burgoyne, J., Cunningham, I., Garratt, B., Honey, P., Mayo, A., Mumford, A., Pearn,
M., Pedler, M.), reproduced with permission from Peter Honey; Table 8.1 from Bel-
bin © 2015 www.belbin.com; Table 11.1 from The Analysis of Organizations, 2nd
ed., John Wiley & Sons (Litterer, J. A. 1973) p.339, Reproduced with permission from
the estate of Joseph A. Litterer.

Text
Extract on page 10 from In Praise of Idleness: And Other Essays, Russell, B. Copyright ©
1996 The Betrand Russell Peace Foundation, Routledge Classics Edition pub 2005,
reproduced by permission of Taylor & Francis Books UK; Extract on page 14 from
Engaging for Success: Enhancing Performance Through Employee Engagement, A
Report to Government, Department for Business, Innovation and Skills (Macleod, D.
and Clarke, N. 2009), © Crown copyright. Contains public sector information
licensed under the Open Government Licence (OGL) v3.0. http://www.national-
archives.gov.uk/doc/open-government-licence/version/3/; Extract on page 15 from
Parkinson’s Law, John Murray Press (Parkinson, C.N. 1958), © C. Northcote Parkinson
1958. Reproduced by permission of John Murray Press, a division of Hodder and
Stoughton Limited; Case Study on pages 19–20 from Rachael Jackson, Fred Olsen
Cruise Lines; Extract on pages 43–44 from The End of Management and the Rise of
Organizational Democracy, Jossey-Bass (Cloke, K. and Goldsmith, J. 2002) pp.92–94,
Copyright © 2002 by John Wiley & Sons, Inc, Reproduced with permission of John
Wiley & Sons, Inc. in the format Republish in a book via Copyright Clearance Center;
Case Study on pages 50–51 from Vanguard Consulting Limited, reproduced with
permission, http://vanguard-method/net; Exercise on pages 62–63 adapted from
DuBrin, Andrew J., Human Relations: A Job Oriented Approach, 1st Ed. © 1978.
Reprinted and Electronically reproduced by permission of Pearson Education, Inc.,

A01_MULL8488_11_SE_FM.indd 25 1/27/16 5:07 PM

 xxvi Publisher’s acknowledgements

New York; Case Study on pages 88–89 kindly provided by Hugo Misselhorn, M.O.D.
Consulting, South Africa; Extract on page 107 from Virtual worlds as digital work-
places: Conceptualizing the affordances of virtual worlds to expand the social and
professional spheres in organizations, Organizational Psychology Review, vol. 4. no. 2,
pp.175–95 (Koles, B. and Nagy, P. 2014), http://opr.sagepub.com/content/4/2/175.
abstract, Copyright © 2014 by Sage Publications. Reprinted by permission of SAGE
Publications; Case Study on pages 138–139 from Lloyds Banking Group Diversity
and Inclusion Team; Exhibit on pages 139–40 from Office for National Statistics,
Source: Office for National Statistics licensed under the Open Government Licence
v.3.0; Exhibit on page 167 from Talent Management Team, Lloyds Banking Group,
December 2014, reproduced with permission from Dorrie Dowling; Case Study on
pages 167–68 from Dan Robertson; Extract on page 173 from Friends in high places,
Management Today, October, p.50 (Garrett, A. 2012), http://www.managementtoday
.co.uk/news/1150343/Friends-high-places/, reproduced with permission; Case
Study on page 187 from Diversity Resource Handbook (Portsmouth Hospitals NHS
Trust 2013) November, reproduced with permission; Extract on pages 199–200 from
Going Dutch in Beijing: The International Guide to Doing the Right Thing by Mark
McCrum. Copyright © 2008 by Mark McCrum. Reproduced by permission of Profile
Books and Used by permission of Henry Holt and Company, LLC. All rights reserved;
Case Study on page 226 from The Happy Manifesto: Make Your Organisation a Great
Workplace – Now! by Stewart Henry. Reproduced with permission of Kogan Page in
the format Book via Copyright Clearance Center; Extract on page 261 from Visible
tattoos in the service sector: A new challenge to recruitment and selection Work,
Employment and Society, Vol.29, No. 1, pp.60–78 (Timming, A.R. 2015), http://wes
.sagepub.com/content/early/2014/07/30/0950017014528402, Copyright © 2015 by
Sage Publications. Reprinted by permission of SAGE Publications; Quote on pages
277–78 from Kaizen Strategies for Winning Through People, Financial Times Prentice
Hall (Cane, S. 1996) p.131, Pearson Education Ltd; Case Study on page 287 from
Remote control – how to manage homeworkers – Take-home lessons: Tips from
remote workers and their bosses, Management Today, 1 March, p.49 (Kennett, M
2011), http://www.managementtoday.co.uk/features/1055794/Remote-control-
manage-homeworkers/, reproduced with permission; Extract on page 317 from
Debate: The changing face of the leader, Management Today, 3 June (Nair, L. 2013),
http://www.managementtoday.co.uk/features/1182986/debate-changing-face-
leader/, reproduced with permission; Extract on pages 326–27 from Leadership in
Organizations, 6th ed., Pearson Education (Yukl, G. 2006) © 2006. Reprinted and
electronically reproduced by permission of Pearson Education, Inc., New York; Case
Study on pages 337–38 from Aidan Alston, Talent and Diversity Manager, Post Office
Ltd; Extract on pages 359–60 reproduced from Management Today, March, 2012,
p.52, with the permission of the copyright owner, Haymarket Media Group Limited;
Case Study on page 361 from Fareham Borough Council; Case Study on pages 383–84
from http://www.ukrd.com/news/latest-ukrd-news/​629214/double-2012-­sunday-
times-success-for-ukrd-group/, Reprinted with permission of UKRD Group Limited;
Extract on page 386 from Are Good Citizens Good Transformational Leaders as Well?
An Employee-Centric Perspective on Transformational Leadership, Group & Organi-
zation Management, vol.40, no. 1, pp. 62–87 (Marinova, S., Van Dyne, L. and Moon,
H. 2015), doi: 10.1177/1059601114561257, copyright © 2015, Sage Publications.
Reprinted by permission of SAGE Publications; Extract on pages 389–90 from Shap-
ing the Future, The Guardian, 06/10/2004 (Vidal, J.), Copyright Guardian News &

A01_MULL8488_11_SE_FM.indd 26 1/27/16 5:07 PM

 Publisher’s acknowledgements xxvii

Media Ltd. 2015; Extract on page 397 from Whose Side Are You On?, Professional
Manager, November,1997, p.3 (Rawson, M.), Reprinted by permission of CMI, Copy-
right © CMI. All rights reserved; Case Study on pages 410–411 from Investors in
People content provided by the UK Commission for Employment and Skills www.
investorsinpeople.co.uk © investors in People – UK Commission for Employment
and Skills 2013; Case Study on pages 450–451 from The Enemy Within: Negotiating
on Monitoring and Surveillance, Workplace Report, no. 97, December pp.15–16
(Labour Research Department 2011); Extract on pages 461–63 from EBEAM: Evalu-
ating the Benefits of Electronic Assessment Management (Ellis, C. and Reynolds, C.
2013) http://jiscdesignstudio.pbworks.com/w/file/fetch/66830875/EBEAM%20Pro-
ject%20report.pdf, with permission from Professor Cath Ellis; Extract on pages 497–
98 from Osland, Joyce S.; Kolb, David A.; Rubin, Irwin M. Organizational Behavior: An
Experiential Approach, 7th ed., © 2001. Reprinted and Electronically reproduced by
permission of Pearson Education, Inc., New York; Extract on page 507 from www.
dontyoubelieveitblog.com, Reproduced with permission of Alastair Dryburgh, lead-
ing contrarian consultant and author of Everything You Know About Business is
Wong, www.dontyoubelieveitblog.com, originally published in Management Today;
Extract on page 509 from The John Lewis Partnership, www.johnlewispartnership.
co.uk; Case Study on page 514 from CSR is Good for Brands, Management Today,
May 2011, p.69 (McWilliam, G. 2011), reproduced from Management Today with
the permission of the copyright owner, Haymarket Media Group Limited; Extract on
pages 515–16 from United Nations Global Compact, https://www.unglobalcom-
pact.org/news/381-09-05-2013; Extract on pages 530–31 from Head and Heart of
Leadership, Reach Publishers, SA (Misselhorn, A. 2012) p.86, Reproduced with per-
mission; Case Study on page 549 from Paola Fonseca, Manager at TMF Costa Rica,
case was published originally in ICSA Global Outlook, a supplement to the May
2011 issue of Chartered Secretary magazine, with permission from Governance +
Compliance Magazine, www. icsa.org.uk; Exhibit on page 551 from Creating a Posi-
tive Organizational Climate in a Negative Economic One, Forum Corporation (Atkin-
son, T. and Frechette, H.), www.trainingindustry.com/media, accessed 8 October
2011, Forum Corporation; Case Study on pages 555–56 from ‘MANAGEMENT 2020’,
Commission on The Future of Management and Leadership Chartered Management
Institute, July 2014 (Green, H.) p.33, www.managers.org.uk/management2020,
reproduced with permission from the Chartered Management Insitute; Extract on
page 560 from Implementing an Effective Change Programme, Management Check-
list 040, Chartered Management Institute, September 2014, Available via Manage-
mentDirect – see http://www.managers.org.uk/getmanagementdirect; Extract on
pages 562–63 adapted from Material in this section reproduced with kind permis-
sion of Anne Riches, creator of The Almond Effect® and author of CLUES:Tips, strate-
gies and examples for change leaders. (For further information see www. AnneRiches.
com); Extract on pages 563–564 from Management Challenges for the 21st Century
(Drucker, P.F. 1999) p.73, Copyright © 1999 Butterworth-Heinemann, reproduced
by permission of Taylor & Francis Books UK; Extract on page 581 from Rosemary
Stewart, Managers and Their Jobs, published 1988, Macmillan, p.123 reproduced
with permission of Palgrave Macmillan; Case Study on page 591 from Investors In
People content provided by the UK Commission for Employment and Skills www
.investorsinpeople.co.uk, Reproduced with permission, Investors in People; Extract
on page 592 from EFQM, reproduced with permission from EFQM; Case Study on
page 596 from Investors in People content provided by the UK Commission

A01_MULL8488_11_SE_FM.indd 27 1/27/16 5:07 PM

 xxviii Publisher’s acknowledgements

for Employment and Skills, www.investorsinpeople.co.uk, Reproduced with per-

mission, Investors in People; Extract on page 607 from Efficacy, Moral Meaningful-
ness, and Moral Courage: A Quasi-experimental Study, Journal of Business Ethics,
no.124, pp. 67–80 (May, D.R., Luth, M.T. and Schwoerer, C.E. 2014) © Springer
Science+Business Media Dordrecht 2013. With permission of Springer; Extract on
pages 609–10 from Flexible working boosted my business, Telegraph, 27/06/2014
(Timpson, J.), http://www.telegraph.co.uk/finance/businessclub/management-
advice/10930476/John-Timpson-In-25-years-I-want-to-say-HS2-was-a-good-idea.
html, copyright © Telegraph Media Group Limited 2014; Extract on pages 610–11
from Timpson has key to giving ex-convicts a second chance, Telegraph, 22/08/2013
(Osborne, A.), http://www.telegraph.co.uk/finance/newsbysector/retailandcon-
sumer/10266250/Timpson-has-key-to-giving-ex-convicts-second-chance.html,
copyright © Telegraph Media Group Limited 2013; Exercise on pages 614–15 repro-
duced with permission from Hugo Misselhorn, M.O.D. Consulting. August 2014.

Photographs
(Key: b-bottom; c-centre; l-left; r-right; t-top)
29 Press Association Images: Michael Stephens (r); Franka Bruns (l). 64 Getty Images:
Bloomberg via Getty Images. 104 Press Association Images: AP Photo / H.O. 109
Magnum Photos Ltd: © Steve McCurry / Magnum Photos. 115 Fotolia.com:
­BillionPhotos.com (tc). 176 Alamy Images: Caroline Penn. 215 Getty Images: David
Samuel Robbins. 257 Photofusion Picture Library: Paul Ridsdale. 263 Press Associa-
tion Images: Adrian Wyld. 265 Press Association Images: Seth Wenig. 266 Press Asso-
ciation Images: Jean / Empics Entertainment. 269 Shutterstock.com: ­jugulator (tc).
306 Shutterstock.com: Graham Taylor. 344 Shutterstock.com: Tupungato. 383 UKRD
Group Limited. 394 Shutterstock.com: amasterphotographer (tc). 431 Courtesy of
Waitrose Ltd. 461 Shutterstock.com: Igor Normann. 499 Getty Images: John Mac-
Dougall / AFP / Getty Images. 532 Alamy Images: Simon Rawles. 567 Getty Images:
Marco Luzzani / Stringer. 603 Co-operative. 609 Alamy Images: © Andrew Paterson.
1,2,34,69 Pearson Education Ltd: violetkaipa (1/tc)
Cover images: Front: Getty Images: Mike Kiev

A01_MULL8488_11_SE_FM.indd 28 1/27/16 5:07 PM

Exploring the Variety of Random
Documents with Different Content
money-lender in the country? Nor was this all. The Government,
aware of the danger of the native money-lender’s fatal influence,
endeavoured to anticipate and avert it. Each young civilian, whilst in
college in Calcutta, was authorised to borrow a sum of £400 from
Government. The object of this benevolence was to prevent him from
getting into the clutches of the native money-lenders. What was the
result? The taste of blood is said to lead to the appetite for more. The
young man who had found a loan of £400 almost forced on him by a
paternal Government, experienced no difficulty in borrowing several
thousand pounds from the native money-lender, who, it may be said,
felt confident that the Government would eventually see that he was
repaid. The wildest extravagance naturally resulted from this system.
The nabob who in the plenitude of his acquired wealth ordered
“more curricles,” was practically outdone by the young civilian who,
with a nominal income of £400 a year, maintained an establishment
in Calcutta in which he would not allow the Arab horses in his stable
to be counted. He seldom had less than forty horses, but he
considered it unlucky to count them. This officer rose subsequently
to the highest eminence in the service, and not only paid all his
debts, but acquired a respectable competency. A cousin of this
gentleman, who also achieved the highest official honours, had a
similar love for horses. He had a stud of English race-horses and an
English jockey in charge of them. It would be easy but tedious to
enumerate other splendid examples of youthful extravagance. It was
the fashion to get in debt to the amount of a lakh of rupees, or
£10,000, before leaving college. The cautious and canny young man
who did not condescend to borrow the £400 proffered to him by
Government, was looked upon with very little feeling of respect by
anyone, except perhaps his mother.
The time came in due course when the college of Fort William was
reformed. Writers’ Buildings were closed as a residential college. The
young writers on arriving in India were ordered to remain in Calcutta
to obtain a certain qualification in the native languages, but they
were expected to live with friends who would keep them under
greater social restraint; or to find their own habitations, where it is
needless to say that there was no social restraint. The result was that
three or four young men who had been friends at the college of
Haileybury, in England, joined one another in setting up a house or
mess in Calcutta. The Government no longer offered its loan of £400
to each young man. The chief evidence of college discipline (the
name of the college being still maintained) consisted in the daily
appearance of a venerable native gentleman called a Moonshee or a
Pundit; and in a monthly examination in the College Hall, before the
Principal and two paid examiners. The venerable native gentlemen
who came as instructors in the languages were usually ignorant of
English, and were therefore unacceptable to their pupils. They had
no personal interest in their pupils, as they drew their Government
salary without reference to the progress of their pupils. They
attended solemnly from day to day, and were as solemnly requested
to come again to-morrow. When a young writer really wished to
learn the languages, he invoked the help of one of the two private
teachers, Raj Chunder and Harry Mohun who were good English
scholars, and so made the path of learning a little more pleasant.
Each young writer was required to qualify in the languages in either
one or two years after his arrival in India, and so the time came at
last when he was obliged to call in the private tutors. Somehow or
other these private tutors had a great prophetic power of anticipating
the particular passages in the text-books, and the particular papers
for translation which would be used at any coming examination. Or if
it turned out that they had been mistaken when the day of
examination came, they were usually in attendance within reach of
the examination hall, and mysteriously entered into some electro-
biological or theosophical communication with their pupils, if any of
these were nervous or doubtful of their own powers. We would beg,
however, emphatically to record that most of the men passed their
examinations by their own knowledge and ability. There were always
a certain number of men who attained honours and pecuniary
rewards and medals for their superior proficiency in the languages;
but there were sometimes a few whose idleness and negligence
compelled them at the last moment to have recourse to electro-
biological assistance.
But whilst the studious existence of the College was thus carried
on, its social existence was much more pleasant and influential.
Three or four young men living together kept up an establishment
which seldom cost any one of them less than £100 per month, his
pay from Government being £35. Almost every young civilian used to
keep at least three horses and a buggy. The number of their native
servants was so large that we hesitate to write it. The use of the
hookah was fashionable, and almost every young man kept a man
and a boy to look after this elaborate smoking apparatus. Each
student had two or three table servants, arrayed in gay liveries with
silver crests. Every student belonged to the Bengal Club, to the
Racket Club, to the Cricket Club, to the Swimming Club, to the Turf
Club, and a few really good riders were admitted to the Tent Club.
Proficiency at billiards was a common accomplishment. Play rather
than proficiency at whist was the rule, and the stakes were not less
than four sovereigns on each rubber, whilst a little quiet betting
easily doubled and quadrupled these petty stakes. But there were
many other pleasant and necessary expenses. Private parties to
ladies, theatricals, and public balls were to be got up at the expense
of the young civilians in college, of course in return for the pleasant
and ample hospitality extended to them by the residents of Calcutta.
Even the expense of dress was not inconsiderable. The usual number
of young civilians belonging to the college was about thirty, and at
least twenty of this number would appear on the Course, or Rotten
Row of Calcutta, every evening, dressed in the highest light of
fashion, as an example to the rest of the fashionable world who had
been longer exiled from England. But in addition to the ordinary civil
society of Calcutta, the young civilian had to keep himself on good
terms with the messes of the regiments in Fort William and at
Barrackpore, and at the famous old Artillery mess at Dumdum which
was then in its palmy days. It was nothing unusual for a young
civilian to entertain a large party of his young friends at the Bengal
Club, when champagne flowed like water; sometimes, perhaps, it
flowed too freely. There is an old but true story of a young civilian
who had been entertaining his friends at the Bengal Club. After
dinner, and, we may add, after midnight, he was driving home to his
house with his new buggy and his best horse and harness, all
purchased within the last week, when at an awkward turn of the road
he pulled the wrong rein, and his spirited horse plunged headlong
into a deep tank or reservoir of water. How the master and his groom
saved their lives is hardly known. The unfortunate horse was
drowned, and the buggy was fished out next day looking anything
but gay. The young man wrote home to his father, asking for funds to
buy a new horse and buggy, but he received a stern reply:—“I cannot
understand, my dear son, how a young man in your position can
require to keep three horses, three grooms, and a cabriolet.” But the
good old man sent the money asked for.
At the present day the college of Fort William no longer exists as a
college for young civilians. They are so fully crammed and instructed
and examined under the competition system that they are supposed
to arrive in India fully acquainted with the native languages. They
are, therefore, at once sent off to join their official appointments as
subordinates in various districts. They have thus no longer any
opportunity of exercising or learning to exercise in the capital that
social influence which their predecessors enjoyed. Perhaps it is
fortunate for society that it is not subjected to the combined and
overwhelming galaxy of talent that would be found in a band of
twenty or thirty young men radiant with all the honour and glory of
successful competition in England, and having as yet had little or no
opportunity of finding their proper level with the rest of the working
world. We have heard of a story of a young competitive civilian who
was asked to dine at the Bengal Club, an institution of which the
members are chiefly barristers, merchants, and bankers, with a
sprinkling of civilians and military men, who all fancy that they live
rather well and generously. “I think,” said the young man to his host
of the evening, “I could venture to point out to you several solecisms
in your club dinner; for instance, the servants actually handed me
two kinds of fish at the same time.” The host kindly explained that
the servants had shown the two dishes to the young stranger because
he could not understand what they tried to say to him in the native
language. Presently, on adjourning to the billiard-room, this young
stranger observed an indifferent player pocket his adversary’s ball.
“Ah,” he said, “do you allow that play here? The club to which I
belonged in London considered it ungentlemanly.” But, fortunately,
competitive civilians of this highly aristocratic breed and exquisite
sweetness and light are rather uncommon, and many of them are as
fine specimens of manly and well-educated Englishmen as it could be
possible to find in any part of the world.
When a young civilian enters upon the active duties of his
profession he is first styled an assistant. Under this description he is
the assistant to the magistrate and collector of a particular district.
He is vested with certain limited judicial and fiscal authority. He can
inflict a small amount of imprisonment, and impose moderate fines
in the criminal cases which he tries as assistant magistrate. He may
be put in charge of the treasury, and have to deal with sundry
matters connected with the land revenue in his capacity of assistant
collector. The making or marring of a young assistant sometimes
depends not a little on the character of the magistrate-collector
under whom he is appointed to serve. The assistant may know a
great many things, but when he comes face to face with his actual
work in office he finds that he has still very much to learn. He is
probably stuffed full of English, Mahomedan, and Hindoo law; he
has doubtless passed his examinations in the Oriental languages; but
when he takes his seat in court he promptly finds that there is
something very wrong. The natives by whom he is surrounded
apparently do not understand their own language; they pronounce it
so strangely that what they say is not intelligible to him. They
certainly fail to understand what he says to them; and as to the legal
knowledge with which he expected to astonish them, he finds no
opportunity for displaying it. He hears something about an Act—and
about duffers—and he suspects that he is being rudely chaffed as a
duffer. Now-a-days, relief comes to him usually from one of the
native officials in attendance on him, who can speak English, and
insinuatingly becomes his interpreter—in fact, his guide,
philosopher, and friend. But an assistant is often and ought always to
be saved from this abrupt and false position, in entering on his
duties, if he will take a little quiet instruction from the magistrate
and collector under whom he is to serve. When he joins his district
he should first practise anatomy on a few defunct bodies, instead of
beginning with vivisection on an actual case. If he will read through
the records of a few old decided cases, under the friendly guidance of
his magistrate, and in the privacy of his own room, he will soon
become master of all the leading technicalities and phraseology of
the cases, which he will ordinarily have to decide. He will soon
become used to the language of the native officers appointed to
attend on him, and will learn to practise his own tongue to the
colloquial abbreviations and expressions which differ so widely from
the language of the vernacular text-books. Above all things, let him
not fear to ask for an explanation of whatever he does not
understand, and let him take a note of the explanation given. In after
days he will look back at his notes with much satisfaction and
amusement at his own quondam ignorance, and he will be the more
ready to give help and instruction to the young men who come after
him.
If the assistant will open his eyes and look round him thoughtfully,
he will soon come to observe the gravity and importance of the
official position which he now holds. The district contains more than
a million inhabitants. The assistant will be surprised to find that he
holds the fourth place in the official hierarchy of the district. There
are the judge, the collector-magistrate, and the joint-magistrate
ranking above him, but his official place is fourth on the list. What a
difference this is from his position in his native land, where he was
probably next to nobody, and certainly exercised no sort of authority.
Now he has become the fourth in rank amongst a million of people.
Many young men are rather slow to perceive this. Very probably a
becoming sense of modesty restrains them from attempting to assert
the position. But the fact remains, and the official responsibility
positively exists. Many an assistant, owing to the casual illness or
temporary absence of his official superiors, has suddenly found
himself actually the first official among a million of people. In no
other part of the world, in no other condition of society, does official
responsibility so suddenly thrust itself on a young man about twenty
years of age.
In the ordinary routine of social life at a small civil station, the
assistant at first holds a comparatively humble position. A civil
station is the capital of a district. The society consists principally of
members of the Civil Service; there is the judge, who is usually
between thirty and forty years of age; the collector-magistrate is now
sometimes senior, sometimes junior, to the judge; next comes the
joint-magistrate and deputy-collector, a sort of second in command
to the collector-magistrate; and next comes the assistant. Outside
this nucleus of the Civil Service there come the police officers, the
doctor, the clergyman, and one or two other minor English officials,
and perhaps a few independent men employed in mercantile
business or owning landed estates. If there is a railway running
through the district, it may contribute an engineer to the little
society, or there may be an officer of the Public Works Department
located there. In Bengal, military detachments very seldom help to
swell the numbers of a civil station. In fact, with the ladies of the
several families, a party of twenty can seldom be assembled, except
on the most important festive occasions.
In a very small world such as this, it is not surprising that the
assistant, to some extent, acquiesces in his native designation as the
“chota saheb,” or little saheb, of the community. He is treated as a
newcomer, willing to learn and to be pleased at acquiring experience
from the older folks around him. If he is a sensible man, he really
feels how very much of practical life he has yet to learn.
After an assistant has been about a year at a district station, and
when he has passed certain examinations with which the
Government still persists in unnecessarily tormenting its junior
servants, he is usually sent to what is called a sub-division of the
district. The inventor of sub-divisions was undoubtedly an enemy to
his brethren. To be in charge of a sub-division means, in most cases,
that the assistant is cut off from all communication with his fellow-
Englishmen. He is undoubtedly monarch of all he surveys, but his
realms are rather pitiful. He has an official dwelling, usually much
out of repair; sometimes it is only a mat and thatched building, but
too frequently one part of the building serves as a dwelling-house,
and the other part serves as the public office, so that privacy or quiet
is almost unattainable. Within a few yards of the dwelling-house the
lock-up of the prisoners under trial or under sentence presents itself,
with a guard-house for the police detachment. A small tank or pond,
in which the prisoners and their guard bathe, also serves to supply
the assistant and his domestics with water. There may be some half-
cultivated scrap of garden, and sometimes there is actually a bit of
road along which a wheeled vehicle can be driven, at least as far as
the broken bridge, for the repair of which the estimates have been
several months under consideration before some superior officer.
The reader may imagine the feelings of the young official on finding
himself in charge of such a kingdom as this. There is not another
white face to be seen. If he falls ill, there is a half-trained native
doctor to attend to him. His nearest white neighbour is probably an
indigo-planter, with whom he may not be on good terms, as he may
have decided cases adversely to the planter’s interests. Meanwhile
his official duties are not only onerous but irksome. He is expected to
be a jack-of-all-trades. He has complicated criminal cases before him
in his magisterial capacity. The native lawyers who practise in his
court are usually men of inferior quality, who have not succeeded in
their business at the chief station of the district. The native officers
who belong to his court are ill-paid, and too often inefficient. They
have at the best a very limited experience, and are not qualified to
supply the assistant’s own want of experience. He has to look after
his treasury, and to send in all sorts of accounts to the head-quarters
of the district. There is hardly a sub-division in which the accounts
are kept correctly. In too many there are embezzlements or some
fraudulent practices which the assistant fails to detect until he has
become in a measure responsible for them, so that when he discovers
them he has practically to report evil of himself. His work is carried
on for many hours in a crowded room, in a hot and reeking
atmosphere. Just as he hopes that his daily labours are coming to an
end, there arrives from a remote police-station a corpse and a
confessing murderer. The corpse has to be sent to the native doctor
for a post-mortem examination, with such information as the
assistant can obtain from the police reports as to the nature of the
injuries which caused death. This must be done promptly—for
corpses will not keep, in fact, they are often very unpleasant when
they reach the assistant’s office. Nor will the murderer’s confession
keep; it must be taken down at once, while the criminal is still in a
state of awe and repentance, and faint with hunger. The police are
careful not to let a confessing criminal have too much to eat until he
has repeated his confession voluntarily and entirely of his own free
will, before the assistant. So, however weary the assistant may be, he
must solemnly admonish the prisoner not to confess unless he likes
to do so, and then record what the unfortunate creature has to state.
When this is over, he hopes to get away, but there is an emergent
application for postage-stamps which he does not dare postpone, and
he has to count them out from the chest in his little murky den of a
treasury, and check all the entries in the account-books before he can
close them with a correct balance of the stamps still in store. At last
he may gain the privacy of his own rooms, and the company of his
sole and faithful companion, his dog. But even then his troubles are
not always at an end. Perhaps an alarm of fire is given from the
neighbouring village. The sky is red with flames, and dense clouds of
smoke fill the air. The assistant quickly mounts his horse, and dashes
off to the scene, to try and control the crowd, and to direct the efforts
of those few who seem to have their senses left, in attempting to
extinguish the flames, or prevent the conflagration from spreading.
He will be lucky if he succeeds in doing any good. He will be very
lucky if he escapes without some personal injury, and he will
probably meet with execrations instead of thanks from those people
whose huts have had to be pulled down in order to prevent the fire
from spreading.
There is sometimes at a sub-division a great opportunity for
getting good sport if the assistant is fond of hunting or shooting.
Near the principal station of many districts the game is becoming
exhausted; but in a remote sub-division there are usually some
natural game-preserves which have not been so often invaded by the
adventurous English sportsman. As to snipe, he will probably find
them in his own garden any time between September and March;
and the rice-swamps which come up to the edge of his garden are
sure to be full of snipe in different places as the waters of the annual
inundation begin to subside. Wild ducks of infinite variety and in
numbers innumerable are to be found in some of the quiet inland
backwaters branching from the nearest great river. The wild hogs are
seldom wanting. The villagers will gladly point out these dangerous
enemies to their crops; and if the ground is rideable, some friends
with their horses and spears may occasionally be brought together
for a good day’s sport. Leopards are to be heard of in many villages,
and when a particular leopard makes itself troublesome by killing the
goats of the villagers or perhaps scratching and wounding some old
woman, the assistant will be asked to go and shoot it. Tigers are
scarce animals now; but they roam over large distances, and a tiger
sometimes makes its appearance and establishes itself in a village, to
the utter dismay of the inhabitants, who see their cattle killed daily,
and live in constant apprehension for their own safety. But when a
tiger is thus heard of, let the assistant not trust too much to his own
prowess, or to the aid of any native companions who are willing to
accompany him to kill the tiger. Let him remember the fate of poor
Langdon, who went out a few years ago with a single-barrelled gun in
his hand and a revolver in his belt to slay a tiger that had taken up its
abode in a neighbouring village. He was attended by a crowd of
natives armed with matchlocks, swords, and clubs. They formed a
sort of line and advanced upon the tiger, who was sitting on his
haunches in an open rice-field, looking at them. Poor Langdon fired
his single barrel when he was about twenty yards from the tiger. He
probably missed the beast, who came down with a bound and seized
him by the neck and killed him like a terrier kills a rat. His native
companions very naturally took to their heels. They are hardly to be
blamed. They had little chance of killing the tiger, and their only
safety was in flight. Not long previous to poor Langdon’s death a
stray tiger similarly visited another district, and two or three of the
young civilians, with a police officer who had shot many tigers, made
an expedition to slay it. They found the tiger lying by a little hut in an
open field. They approached cautiously, and made certain of their
prey. A crowd of gaping villagers watched them from a high bank of
earth, which seemed a safe place of refuge. At a given signal the
experienced police-officer fired the first shot, and his companions
each fired off both barrels. The tiger rose unharmed and looked at
them; but fortunately his wrath was directed to the noisy native
villagers on the high bank and he rushed off towards them, scattering
them like a flock of sheep. The young officials and their police-
mentor returned to their homes sadder and wiser men, not likely to
go out again on foot in quest of a tiger.
The life of an assistant civilian at a sub-division is a life of toil and
drudgery. But relief may come unexpectedly. One gloomy day, when
his misfortunes seem at their worst, he finds a letter informing him
that he has been appointed to act as under-secretary to the
Government of the province. He can hardly understand or believe, at
first, the good fortune that has come to him. He had begun to fancy
that he was forgotten by all the world and by his friends. But when he
tells the news to his native officials they are not slow to congratulate
him. They tell him how under-secretaries are the men who eventually
become lieutenant-governors. They almost worship him, and pray
that their humble services may not be forgotten when he comes into
his kingdom. But he must wait anxiously for a few days until his
successor comes to relieve him, and then he rushes off eagerly to the
capital, with hardly less change in his position and prospects than
that of the butterfly who has emerged from his previous humble
form.
In the ordinary routine of the career of an Indian civilian in
Bengal, he rises from an assistant to be a joint-magistrate, and he
then becomes either a collector-magistrate or a judge of a district—
and he never emerges from this quiet and hard-working career. If he
is a judge he may, after twenty years or more, hope to obtain a seat in
the High Court. If he is a collector-magistrate he may similarly hope
to become a commissioner, and eventually to rise to be a member of
the Board of Revenue. But outside the ordinary routine of
appointments there are a certain number of offices which may be
considered to be the special prizes of the service. To get into the
secretariat is the very laudable desire of almost every young civilian.
In the first place the pay of the under-secretary is very much larger
than that of most of his contemporaries. But the pay is mere dross in
comparison with the power and change of position which a
secretariat appointment confers. His other brethren are the ordinary
rank and file—but he has become an officer in command, and he
issues his orders accordingly. It is much more pleasant to command
than to obey, especially to those who have themselves been
disciplined in the school of obedience. It is true that the under-
secretary, in writing an official letter, informs his correspondent that
he is directed by his honour the lieutenant-governor of the province
to bid him do this or abstain from doing that; but the personality of
the under-secretary is not always concealed, or rather it derives part
of its glory and brilliancy from the association of his name with that
of the lieutenant-governor. But it is not merely to his own friends
and contemporaries that the young under-secretary stands forth as
the representative of the highest authority. When he was an assistant
he may have demeaned himself humbly before the collector-
magistrate who was his immediate master. He probably felt a sort of
mysterious awe as regards the officer styled a commissioner of
division, who is the superior master of several collector-magistrates
and their assistants. But as an under-secretary he finds himself
issuing orders to these commissioners, with instructions to them to
communicate his orders to the collector-magistrates. In fact, official
etiquette in the secretariat almost precludes him from direct
communication with his former superior, the collector-magistrate.
There is yet another strong point of contrast between the position of
the under-secretary and that of his unpromoted brethren, the sub-
divisional officers whom we have tried to describe. The latter have
hardly anyone to help them in their offices. Their work is usually
carried on in a noisy, crowded room, with many interruptions. They
have to draft their own letters, and will do wisely even to examine the
despatch copies made by their clerks. But in the secretariat
everything is very different. The under-secretary has his comfortable
and quiet room, to which no one has access except on business, and
with his permission. His work is all neatly prepared for him. The red-
taped bundles are sorted in their proper boxes. Office-notes are put
up explaining the subject, or giving a convenient clue to important
papers. If anything appears obscure the under-secretary touches his
bell and summons an experienced office-clerk to his aid. He can
order further information to be supplied from the office. But, above
all, he finds a draft, put up from the office, of almost every letter that
is to issue. It is much less laborious work to sign a well-prepared
draft, or even to correct an ill-composed draft, than to have to write
each letter with his own hand. When the despatch copies of the
letters are brought for his signature he signs them by the dozen
bravely, and trusts to the office “examiner” for their correctness.
There are, of course, many important cases where the under-
secretary must compile notes, and prepare the papers for submission
to his superior, the secretary, and he must expect sometimes to have
them sent back to him from the secretary for further elucidation.
Sometimes the secretary or the lieutenant-governor himself wants
some orders issued very urgently, and the under-secretary may have
a few hours of hard work, or slavery, if he likes to call it so. But, as a
rule, he has a very pleasant time of it in his office; and if he keeps his
work well in hand, and does not allow any arrears of bundles to
accumulate against him, he will discover the value of the motto “Mihi
res non me rebus,” and will find little to interfere with his enjoyment
of the social pleasures of the capital. He may even find time for
hunting and shooting, if such are his tastes. He can ride and play
polo, or he can make his choice between rackets and lawn-tennis, or
cricket when cricket is in season. The doors of every fashionable
house are open to him if he chooses to leave his card. If he is a good
musician he will be all the more welcome. If he can dance well he will
have no difficulty in finding partners. At his club he becomes a sort
of authority, and has to practice the affectation of being mysterious
about trifles, so as to keep himself in training to baffle inconvenient
questions on official matters of importance. Whatever social
pleasures and amenities life in the capital of Bengal affords, these are
all at the disposal of the fortunate civilian under-secretary.
We have hitherto written of the junior officers in the Civil Service.
Promotion in the ordinary course is regulated principally by
seniority. The whole scheme of the Civil Service in Bengal and in the
other provinces of India is like the iron framework of a machine, in
which all the principal parts consist of members of the Civil Service.
As the older members are used up and worn out, the younger
members are fitted into their places. The Government sometimes
removes a man who does not seem strong enough for his share in the
work, and transfers him to a position where the strain on his power
is less, and replaces him by a stronger man. To most men the first
direct object of their ambition is to obtain charge of a district. After
about ten years of subordinate service, the civilian finds himself
appointed as collector and magistrate to the charge of a district, and
he thus becomes the direct representative of the executive
government of the country. The title “collector-magistrate” is
somewhat vague and misleading, especially to English readers
unacquainted with India. The word “collector” has no special dignity
or authority about it. Our own juvenile reminiscence of a collector in
England was of the local collector of taxes, a man with a white apron
and a pen behind his ear, and a portable ink-bottle at his waist. An
Indian collector, at least in Bengal, is a collector almost only in name.
The revenues of the district are doubtless collected under his
superintendence, but he has almost as little connection personally
with the actual collection as the Governor of the Bank of England has
with the sovereigns and bank-notes which pass through his bank.
The title of “magistrate” is scarcely less misleading. It is true that he
is the chief magistrate of the district, but he has very little direct
concern with the actual trial of the criminal cases in his district. But
the title of “collector-magistrate” exists in Bengal, and therefore we
must deal with it. In reality he is the administrator of a small
province which contains a population from one to two million
inhabitants. For the details of his administration he has civilian and
non-civilian subordinates, each of whom is invested with certain
fiscal or magisterial powers. He distributes the work of the district
amongst these officers. To one he assigns the care of his treasury and
accounts; to another he delegates the management of the excise; to a
third he makes over the duty of measuring and assessing landed
estates which require a readjustment of the burden of their land
revenue; to a fourth he entrusts the special care of those properties
belonging to minors and others which come under him as the
representative of the Court of Wards. In his magisterial capacity he
makes over certain classes of criminal cases to certain subordinates,
or assigns to them a limited local jurisdiction for the criminal cases
that may occur in it. He is the head of the police of the district,
although he has a special officer styled the district superintendent of
police by whom all the details of police work are carried on. He is
usually the chairman of municipal committees, and of any local body
of management connected with education, hospitals, or charitable
dispensaries. All schools, especially vernacular schools, are supposed
to be his peculiar care. The local jail and its prisoners are under his
control, though the doctor or some special officer is in immediate
charge of the jail. He is expected to keep himself well-informed as to
the trading and commercial interests of the district, and is
responsible for the care of the roads and bridges throughout the
country. He is expected to keep himself well-informed of all that is
going on in the sub-divisions of his district which are in the
immediate charge of the sub-divisional officers whom we have
already described. If cattle-disease breaks out in the interior, he is
expected to report on it and take measures to put an end to it. If fever
or cholera begin to devastate any part of his dominion, he must at
once take action to contend with the enemy. If troops are marching
through the district, he must see to the clearance of the encampment
grounds, and to the provision of rations for the soldiers and their
camp-followers. If there is no clergyman at the station, he may be
called on to baptise infant children, and much more certainly to bury
anyone who dies. He will have also to provide for the conduct of the
weekly church service. We have by no means exhausted the list of his
duties; but finally, if a prisoner in his jurisdiction is sentenced to be
hung, it will be his duty to superintend the execution. He is held
personally responsible by the Government that everything goes right
in the district. He has many hands to help him in the details of his
numerous duties, but still he is expected to put his own finger
occasionally into every man’s pie; and if he abstains as much as
possible from exercising any primary authority, there is hardly a
matter in which he is not referred to as the appellate authority by
those who are dissatisfied with the orders of his subordinates. To
carry out all his functions he should be an Argus and a Briareus. He
is often a little sickly-looking man in spectacles.
 CHAPTER V.
THE BENGAL CIVIL SERVICE (continued).

Those who have seen Tom Taylor’s play, “The Overland Route” at
the Haymarket Theatre, have probably been amused at the
representation of the old civilians Sir Solomon Fraser, K.C.B., and
Mr. Colepepper, who are two of the principal characters of the piece.
It may also be said to afford a favourable opportunity for old Indians
of seeing themselves as others see them. Sir Solomon is the
representative of the old school of political officers, who passed the
chief part of their life as residents in native independent states. Mr.
Colepepper is the hard-working old man who finished his career in
the service as a commissioner, without any special rewards or titles,
and under some mysterious liability to Government for many
thousands of pounds, certain vouchers having been lost in the
mutinies. With reference to these imaginary individuals we will give
a brief sketch of a few more of the many branches into which the
career of an Indian civilian may develop itself.
The Political Department, as it was called, in India, was for a long
time considered the most eligible and enviable line in which a young
civil officer could shape his career. There was a time when the most
promising young men were specially selected by Government, and
sent off to the famous capital at Hyderabad to graduate under the
guidance of the eminent chief Charles Metcalfe, then resident at that
native court. Residents and Governor-General’s agents were formerly
to be found in many parts of India. The resident was the officer who
was supposed to advise, or, we ought to say, imperceptibly to
influence, the independent native prince or princess to whose court
he was accredited. The Governor-General’s agent was the
representative of British authority, or, to put it more plainly, the
instructor or bear-leader of those native princes whose authority was
not independent, but who needed to be instructed or to be led
according to their own individual capacity or incapacity in exercising
their own limited power and jurisdiction. The officer employed in
either position was supposed to be well-versed in all matters
connected with the etiquette and ceremonial of native courts, and it
was essential that he himself should be distinguished for his grave
and imperturbable courtesy of demeanour and speech. He was
expected to be a master of all the arts of intrigue, not so much for the
purpose of carrying on any active intrigue, but rather for the sake of
baffling those intrigues which are the life and breath of a native
court, where mine must occasionally be met by counter-mine. For
the word intrigue includes, and indeed usually consists of, the very
smallest matters, in dealing with which the political officer only
keeps his weapons sharpened in readiness to deal with any matter of
real gravity and importance. A resident formerly was almost isolated
from the fellowship of his own countrymen, save of those who
constituted his own staff or assistants. But this form of society is
always mentally unwholesome, as the chief finds no one who is
prepared openly to differ from his opinions, or to maintain any
serious argument against him. Hence the resident of the pre-mutiny
period sometimes became a rather pompous self-opiniated
punctilious and artificial sort of person, who is exemplified in Sir
Solomon Fraser, K.C.B. The race of political officers is now
comparatively extinct, and the circumstances under which they exist
have been so materially altered by the introduction of railways and
the general improvement in the means of interchanging ideas with
their fellow-men, that any man who allowed himself to acquire the
ways and habits, of his fossil predecessors would probably be
deemed unfit for his post, although he will still be careful to observe
the professional courtesy and demeanour for which we ought not to
fail to give due credit to the members of the old school of politicals.
Writing as we are with reference to the province of Bengal, it may be
said that political residents are non-existent, and the few Governor-
General’s agents, who are still employed at the Court of the Nawab of
Morshedabad and on some of the frontier divisions, have been much
shorn of their honours and emoluments.
With regard to Mr. Colepepper, who has been presented in the
play as the type of the commissioner, we do not mean to say that the
portrait will be actually recognised, as there are few now left who are
able to identify the men who served their country so well and so
patiently both before and during the mutinies; but we are inclined to
think that someone has unconsciously sat for his portrait on this
occasion, and we do not feel that he has anything to be ashamed of in
it. A man who has spent his life under an Eastern sun, surrounded by
Oriental influences, must not suppose that he is like his
contemporaries who have never left the shores of England. His
curious garb, his white sun-hat, his thin white coat and trousers,
present as great a contrast to the broad-cloth garments and
regulation hat of his English compeer as may be found in their
respective thoughts and feelings. And we are not at all prepared to
admit that all the mental advantage or even the physical superiority
is on the side of the stay-at-home Englishman. It may be that the
man who has served in India has attained all his Oriental learning
and practical administrative experience in addition to his natural
privileges and mental acquirements as an Englishman. He has,
perhaps, seen some things from the wrong end of the telescope; but
have his brethren in England always taken a more correct view of
Indian objects? The heart and mind of the one have probably been
enlarged by an enlightened sympathy for millions of new and strange
people, whilst the other has passed his life in the narrow prejudices
of his own profession or business, and in the surroundings of his own
country parish. The one may have endured the burden and heat of
the sun, which has blanched the colour from his cheeks, and left him
a lean and yellow visage and disorganised liver. But is the other very
much better off who has grown corpulent and unwieldy with too
much good-living and too much old port wine, whilst his limbs are
often racked by rheumatism, if he has not become a victim to gout
and dyspepsia?
However, though there may be individual exceptions to every rule,
the mind of the British public is tolerably well made up that Mr.
Colepepper is a genuine specimen commissioner of the Indian Civil
Service, and we are content to leave them in that belief. But the title
of commissioner conveys no sort of distinct idea to the English mind.
It is curious how wanting many Indian titles are in precision, or even
in affording any suggestion of their meaning. We remember a story
where a good-natured old commissioner was sitting at dinner next
the colonel of a regiment which had just come to Calcutta from the
North-West Provinces. The commissioner casually said to the
colonel, “I am the animal which is called a commissioner in this part
of the world.” The colonel was immensely delighted. He had been
accustomed to their high mightinesses the commissioners of the
North-West Provinces; and it was a strange thing to him to find a
commissioner speaking almost disrespectfully of his own title. But
there are commissioners and commissioners. The commissioner in
Bengal is the officer in chief executive charge of a territorial division,
each division containing six or seven separate districts, with a total
population of about eight or ten millions inhabitants. There are some
divisions in which for geographical reasons the area is smaller, and
the population of the division less numerous. The commissioner is
usually an officer in what may be called the prime of Indian official
life, about forty years of age, and of about twenty years’ standing in
his service. He is usually selected by Government from the executive
officers known as collector-magistrates of districts, and the selection
not unfrequently causes considerable jealousy and dissatisfaction,
especially if the selected commissioner happens to be junior to any of
the collector-magistrates in the division to which he is appointed.
The commissioner is the local representative of Government in his
own division. The Government sends its orders to him, and he passes
them on to the collector-magistrates. On the same principle the
collector-magistrates submit their reports to Government through
the commissioner. He is the chief local authority, save that the
district judges are entirely independent of him; and the judicial
independent authority thus established is the recognised
constitutional safety-valve, which is intended to provide against any
injudicious or casual stretch of authority on the part of the executive.
The commissioner is the head of the police throughout his division;
but here again there are some subtle niceties of discipline and
practice. The commissioner receives written reports from the police,
through the district-magistrate, of the progress of their
investigations in all heinous and important cases. But his power is
limited. He cannot issue direct orders to the actual police officers
investigating a case, so as to bid them arrest one suspected person or
release another. He may offer friendly advice and suggestions to the
magistrate with regard to the action of the police; and he may also, if
dissatisfied with their proceedings, make unpleasant remarks and
comments. But the discipline of the police force is regulated by a
hierarchy of its own, consisting of district-superintendents and
deputy inspectors-general, and an inspector general, who is equal in
official rank to the commissioner, and in direct communication with
Government. And as the commissioner may interfere with the police
only under certain limitations, so, on the other hand, he must be very
cautious to abstain from interference with any case the moment that
it has been sent up by the police for trial before any magisterial or
judicial officer. Any interference by the executive in the judicial trial
of a case is strongly resented; but it is open to a commissioner to set
the public prosecutor in motion, or to employ special counsel to look
after the effective prosecution of a difficult and important case.
Eventually, if a particular case, or any class of cases, becomes of such
deep interest as to require the attention of Government—or if the
Government has called for a report—it is the commissioner who has
to represent the whole of the facts to Government, and it is then open
to him to express his opinion unreservedly on the good or bad
conduct of the police, and this is also his opportunity for pointing out
to Government any defects that may have occurred in the judicial
proceedings. But in this part of the business he will do well to temper
his words with discretion. If the commissioner expresses an opinion,
in his report to Government, that the magistrate or judge who tried
the case has made any serious mistake as to his facts or to his law,
this practically amounts to a proclamation of war. The Government
on receiving the commissioner’s report to this effect will not be in a
hurry to pronounce an opinion. It will probably send the report of
the commissioner to the judges of the High Court, and will request
them to inquire and report what the magistrate or judge has to say
on his own behalf. Of course the magistrate or judge in most
instances stoutly maintains that he was right, and it may be that the
judges of the High Court also take the part of the judge or magistrate,
or at all events extenuate his errors. Then the Government may
either give the commissioner an opportunity for a rejoinder, or it
may proceed to put an end to the case by passing a decision on it.
The approved Government secretariat style of decision is to find a
little fault with everybody; and the principle of decisions of this kind
is simple and obvious, because it discourages all the officers
concerned from desiring again to bring their quarrels or differences
into prominence, so that they will not come up bothering the
Government again for a long time to come. It may be observed that
the Government is usually very careful to agree as far as possible
with the judges of the High Court, and to throw over the complainant
commissioner. So the commissioner probably finds, to his
annoyance, that he has taken a great deal of trouble to do his duty,
with the highly satisfactory result that he is told, like a naughty boy,
not to do it again.
The commissioner is also the chief revenue authority throughout
his division, the collectors being his subordinates in this capacity,
whilst he himself is directly subject to the control of the Board of
Revenue. In most parts of Bengal, the collection of the ordinary Land
Revenue gives no trouble. The instalments of the Government
Revenue are paid in with a punctuality which would gratify any
Government under the sun. This is one of the fortunate results of the
much-abused permanent settlement in Bengal, the very mention of
which is so like a red rag to a bull with some persons, that we shall
say no more about it, except to observe that there are some other
well-informed persons who believe that if there had been no
permanent settlement in Bengal in 1793, there would have been no
British authority left in India in 1883. According to the true British
method of procedure, the Government being now fully secure in its
own share of the Land Revenue from the land-owners, has so altered
and modified the laws which it made for the protection of the land-
owners in the collection of their rents that it leaves them to collect
them as best they may. The latest device is to compel the land-owner
to sue his defaulting tenants in the civil courts, as they are pleasantly
called, so that the Government derives a large indirect revenue
through its stamp laws, an ad valorem stamp being required on the
institution of a suit; whilst the costs of the case are a heavy addition
to the tenant’s rent if the suit is decided against him, as it must
almost always be decided from the nature of things. But this is all the
result of pure benevolence and the well-meaning but possibly
misguided kindness of those philanthropists who have constituted
themselves the champions of the poor tenant, with no very complete
understanding of the poor tenant’s real wants and necessities. Be this
as it may, the commissioner and the collector have now very little
trouble in the collection of the Government land revenue in Bengal.
Occasionally a landed estate, as it is officially called, is sold by
auction for non-payment of revenue; and if the owner of the
defaulting estate is dissatisfied, he appeals to the commissioner to
quash the auction sale. But it is very seldom that an estate is sold at
auction, except with the wish and knowledge of the owners. An
auction-sale conveys a clear and indefeasible title on the purchaser,
who can thus afford to pay a much higher price for the property than
if he attempted to buy it privately, for where there are many
shareholders in an estate it almost passes the skill of the most able
legal conveyancer to devise a perfect title exhaustive of all previously
existing rights and encumbrances. With regard to the other revenue
duties of a commissioner, they are more easily enumerated than they
can be described or made intelligible. He has to provide for the
management of the estates of minors, lunatics, and others, which
have come under the control of the Court of Wards. He has to keep
an eye on the great gains or losses arising from alluvion and diluvion
along the banks of the huge rivers which sweep through Bengal,
changing their courses and washing away their banks, not merely by
a few yards, but sometimes by miles at a time. The commissioner has
to look after the excise revenue of the districts under him. He must
take thought regarding the application of the stamp laws, and be
prepared to explain to the Board of Revenue the reason why the
stamp revenue increases in one district and decreases in another
district. This is sometimes a rather difficult task, as the collector in
whose district an increase is shown blandly attributes it to the
abundance of the harvest; whilst, unfortunately, the collector of the
district in which a decrease appears also attributes the decrease to
the abundance of the harvest; and though it is perfectly possible that
there may be some truth in each of these explanations, it will not do
for the commissioner to send up both explanations to the Board in
their conflicting nudity and crudity. The commissioner has also to
superintend the collection of that very curious tax which is known
under the name of the license-tax. It is the only existing form of
direct personal taxation, and is apparently called the license-tax
because the Government was not permitted to call it an income-tax.
A previous Government had taken much credit to itself for the
abolition of the income-tax, and neither political party in England is
now willing to allow itself to be connected with the re-imposition of
the income-tax. But as some sort of direct taxation was deemed
necessary, and is admittedly necessary, in order to reach the rich
trading classes, it was introduced under the name of a license-tax,
whilst it is only a disguised and deformed income-tax, utterly failing
to produce the amount which would be derived from a well-
administered income-tax, and only tolerated because the taxpayers
subject to it are well aware that almost any change in the law is likely
to add to the amount of their taxation. The original income-tax was
abolished when it had begun to work, quite smoothly, in Lower
Bengal, and the chief defects of the law had been eradicated and
cured. Its ghost, the license-tax, now reigns in its stead, and people
who pay the license-tax receive a license to do nothing, or, in some
cases, to carry on the business for which they have to pay another
license-tax under the local municipal laws.
The commissioner of a division has his head-quarters at one of the
principal stations of the districts subject to his authority; but he is
expected to make at least one tour of inspection in the course of the
year, so as to visit all his districts. In some divisions the railways now
make travelling easy, and his visitations can be made at any time that
suits his convenience. But there are some divisions in which there
are no railways, and even the local roads are hardly passable except
at certain times of the year. In some parts the broad rivers afford the
only means of communication, and he has to travel by boat or
steamer. The commissioner’s visit of inspection in remote districts is
one of the important events of the year. The officials, with their usual
hospitality, make every effort to welcome and entertain him. The
principal native residents of the district come in from their country
residences with a large band of their retainers to pay their respects to
him, and to represent their wishes, and also their grievances. He has
to inspect the public offices and to satisfy himself in many matters of
detail, such, for instance, as the amount of treasure contained in the
collector’s treasury, and the number of stamps, including postage
stamps, which are or ought to be in the collector’s custody. He has to
visit all the local schools and pose as an amateur examiner in history
and mathematics and the vernacular languages. He must inspect the
local jail and lunatic asylum; not interfering in their management, as
they are under special departments, but recording in the visitor’s
book his opinion on what he sees, and on what he conceives to be
wanting for the improvement of these establishments. He must
inspect the old burial-grounds, and see that due care is taken of the
monuments and tombstones of the otherwise long-forgotten dead.
The opportunity of his visit will probably be taken to hold a public
meeting to encourage subscriptions in support of some local
charitable institutions, such as hospitals and dispensaries, or for the
construction of some new work of public utility, such as a new road
or bridge. And if any local feuds or factions exist, either among the
English residents or in different sections of the native community, he
is expected to act as a peace-maker, and to devise a modus vivendi
for the future.
The duties of a commissioner are almost as varied and numerous
as it is possible to imagine, but he must also fully appreciate the
doctrine lately enunciated by Mr. Gladstone regarding the duties of
the Chancellor of the Exchequer. It is not sufficient that he shall deal
with all the work that comes to his hand, but he must have time to
look about him, and seek for and make work, and initiate those
reforms and improvements for which there is such ample
opportunity in almost every condition of civilised society. He must be
prepared for disappointment as well as encouragement in his
endeavours to do good. Sometimes his own subordinates fail to
support or adopt his proposals, or a zealous and active subordinate
who gladly and eagerly carried out his plans is removed to some
other sphere of usefulness, whilst his successor is a man who cares
for nothing but his own ideas and abhors all unnecessary
responsibility. Sometimes the Government discredits and
discountenances his well-meant proposals, and he is graciously
informed that local knowledge is always wrong—a curious paradox at
first sight, but not by any means devoid of truth when analysed from
the broader Government point of view. On the whole, the life and
work of a commissioner is, or ought to be, exceedingly enjoyable to a
man of active mind and body; but when mental and bodily activity
are impaired, it only remains for a commissioner to retire like Mr.
Colepepper to his native country to spend the remainder of his days
in dignified repose.
There are still several positions in the life of a civilian which may
be worthy of more than passing notice. When an officer has elected
to join the judicial branch of the service, he in course of time
becomes the judge of a district, an officer of much authority and
dignity, and not badly remunerated. The position of a judge has one
feature in it which makes it highly commendable, especially in
contrast with that of the collector-magistrate, who has elected the
executive branch. The latter officer has many masters, and his time is
never his own, and even his private house is not sacred against the
invasions of emergent business. But the judge has but one master,
the High Court. He goes to his court at a fixed hour, and leaves it also
at the appointed time, and he regulates these hours according to his
own convenience. His business is carried on solely in his court; when
he leaves his court his work is at an end. It would be considered both
unbecoming and irregular for any suitor or pleader to seek to follow
him to his own house. The duty of a judge is not so difficult as some
people suppose. It is a well-known truism that in almost all law-suits
the difficulty is to ascertain the real facts of the case. If the facts are
found, the application of the law to those facts is a comparatively
simple process. In the court of a district judge there are pleaders of
good ability and considerable legal acquirements, who are not likely
to allow him to be misled as to the law, however much they may
strive to twist the facts of a case in favour of their client. The greater
part of a judge’s work consists in hearing appeals from the decisions
of the native judges subordinate to him, so that he has only to deal
with the written evidence on the record, the effect of which has been
usually well-weighed and represented in the decision of the
subordinate judge. The judge, therefore, can easily master the
leading facts of a case as set forth in the decision of the lower court,
before he begins to hear the arguments of the counsel who appear to
impugn or to support that decision. A case may be more or less
complicated, but for a man of ordinary capacity and common sense it
is a pleasant intellectual entertainment to listen to the arguments of
the contending pleaders. Most of the leading pleaders can speak
English well, and state their cases and arguments with a lucidity
which might meet with the approval of Matthew Arnold. It only
remains for the judge to prepare and pronounce his decision; and if
he is a prudent man he will write out his decision in the quiet and
privacy of his own study. This is the more necessary because the
judge’s decision in its turn may become the subject of appeal to the
High Court, and it therefore behoves a judge to try to make his
decision impregnable.
The most difficult part of a judge’s duty consists in trying criminal
cases at the sessions. When an accused person is committed by a
magistrate on a charge of murder or any other offence with which the
magistrate cannot deal finally, he is tried by the sessions judge and
by a jury of his countrymen. The prosecution is usually conducted by
the Government pleader, whilst the accused retains the services of
the best counsel that he can afford to pay. The judge records the
evidence in English with his own hand, being himself the interpreter
of the actual words in the native language in which it is delivered,
whilst simultaneously a native clerk records, or is supposed to
record, the actual words spoken by the witness. This imposes a
severe task on the judge. He has to listen to what the witness says in
the vernacular, he has to interpret and record its meaning in English,
and he has to consider the effect of each successive question and
answer on the whole of the witnesses’ evidence. This triple mental
operation is very severe, and imposes too hard a strain upon the
judge. When the evidence for the prosecution and the defence is
completed, and the counsel on either side have exhausted their
eloquence, the judge has the pleasure of summing up the evidence
and directing the jury in their vernacular language, a rather arduous
task, but we have heard many men do it with much credit to
themselves. Perhaps some of our judges in England would not be
quite at ease if they had to sum up the evidence and address an
English jury in French, or in dog-Latin; but the suggestion may
convey to the reader some idea of the difficulty to which an English
judge in India is subject. Finally, the judge records his decision
elaborately in English, in case the prisoner, if convicted, should
appeal to the High Court against his sentence.
From the ranks of the district judges the best men are selected for
a seat in the High Court of Calcutta. It is not very easy to select the
best men, and the process of selection is uncertain, because the
patronage is exercised nominally by the Viceroy, who has the least
actual knowledge of the merits of individual officers, and must
therefore be guided by the advice of others. We are prepared to
admit that usually the best men are selected, but on every occasion
there are several men who consider their own claims superior to
those of the officer selected. The position of a judge of the High Court
is certainly a very enviable one. It may be said to combine almost the
highest amount of official dignity with no inconsiderable degree of
otium. In the usual routine of the court work two judges sit together,
and constitute what is called a bench. When two judges are sitting
together it follows as a matter of course that one of them takes the
leading part in the conduct of the case which is before them. Where
two men ride on one horse, one must ride behind the other. As a
matter of practice, where several cases come before them on the
same day, they take the conduct of the cases alternately; but
sometimes, where one judge is of a more masterly temperament than
the other, he practically assumes the management of every case,
whilst the other judge acquiesces in the arrangement. This leads to a
powerful development of what has been called the power of the
cypher. One judge, Mr. A., is a masterly man, and he scores as 1. The
other judge follows his lead, and he therefore scores as 0. But 1 and 0
count ten, and in practice the working power of a bench thus
constituted is far more effective than that of a bench where the two
judges are antagonistic to one another and are disposed to take
conflicting views of a case. It is therefore easy to conceive that
whenever a judge is not disinclined to subordinate his own mental
powers to those of his colleague, he can pass his time on the bench
without any great strain on his intellectual faculties. He may be
supposed to be taking copious notes of the arguments, but as a fact
he is inditing an overland letter to his absent wife or his children in
England. When the case is ripe for decision, and the arguments of
counsel are at an end, a brief conference with his colleague satisfies
his conscience, and he is prepared to sign his name in concurrence to
the decision more or less elaborate which his colleague is ready to
compose. The hours during which the High Court sits are not very
long or exhausting. The judges usually take their seats at 11 o’clock,
and after a sitting of three hours the court withdraws at 2 o’clock for
lunch, the contending counsel gladly following their example. It is
nearly 3 o’clock before the judges resume their seats on the bench,
and by the time that the clock has rolled on to 4, it begins to be a
question whether, on the conclusion of a particular case, there is
sufficient time to take up and finish a new case, and so it not
unfrequently happens that about 4 o’clock the judges retire to their
carriages and are driven home to take their rest. At all events, 5
o’clock is the appointed hour for their rising, be the case finished or
unfinished; so that it may be taken that about five hours of work is
considered a good day’s average sitting. Each judge is accustomed to
take one day in the week at home for the purpose of writing out his
decisions, and for certain administrative and consultative functions.
It not unfrequently happens that a judge, on arriving at court, finds
that his colleague on the bench is disabled by indisposition from
attending court, so that he is obliged to go home again for the day,
unless it so chances that another judge on another bench is casually
indisposed, and then the two odd men may combine and make up a
sort of scratch bench between them for the day.
Whilst the ordinary daily work of a High Court judge is not very
severe, the judges are indulged in a much longer vacation, and they
have many more holidays than any other class of Government
officials. We do not grudge them their holidays, and we are of
opinion that many Government officers would be much more
competent to work with full mental and bodily vigour if they had a
few more holidays and enforced periods of rest. The judges of the
High Court have an annual long vacation extending over a period of
two months, from about the beginning of September to the
beginning of November, when the season, especially in Calcutta, may
be said to be most unhealthy and unfavourable to the English
constitution. The High Court also closes for a week or ten days at
Christmas, and for a similar period at Easter. The native Hindoo and
Mahomedan holidays, which come on fixed or variable dates, are
religiously observed in the High Court. An eclipse of the sun or
moon, if visible, becomes the occasion for a holiday, out of deference
to native feeling. We are sorry to say that there is a growing tendency
to mutilate and diminish the holiday privileges of the judges. It was
formerly open to them to combine a month’s privilege leave, under
the Service Leave Rules, with the long vacation of the court, so that
they got a holiday of three months, which enabled them to pay a
flying visit to England. Sundry old gentlemen at the India Office are
said to have taken offence at the sight of several High Court judges
making their appearance in London for a few days, and actually
entitled to their full pay whilst thus absent from duty. This was the
real gravamen of the offence. It has always been a sort of principle in
connection with leave of any kind to mulct the delinquent of his
official salary, and so starve him into a return to his duty. It was,
therefore, deemed to be an infringement of this principle that a judge
should be seen walking about London with his pockets full of rupees,
just as if he were in the streets of Calcutta. We are not able to give the
precise history of the official communications between the India
Office in London and the Government of India at Simla. But it may
be easily understood with how much virtuous zeal and good-will the
authorities at Simla set themselves to work to give effect to the
suggestions of the India Office. The Viceroy and his Councillors, and
the secretaries at Simla, are not in the habit of taking any holidays.
What are holidays to them when they are living in a cool and healthy
climate, drawing salaries which were fixed on a scale suitable to a
warmer temperature? Their only avowed relaxation is found in the
interval of the moves from Calcutta to Simla, and from Simla back to
Calcutta, when their offices are temporarily closed, and their
travelling expenses are defrayed by Government. The financial
secretary and his department always go to Simla, and they never feel
the beam that is in their own eyes, however diligently they espy the
motes when an ordinary toiler in the hot plains wants his travelling
expenses paid. So it has come to pass that between the parsimony of
the India Office, where the scale of salaries is notoriously so low, and
the unsympathising sternness of the Indian Government at Simla
(sometimes called Capua), the poor judges of the High Court have
been shorn of many of their leave privileges; and, even worse, a
reduced rate of salary has now been assigned to them. At the end of
the last century, we believe, some of the judges of the old Supreme
Court went to court in palanqueens, with a stately retinue of
sontaburdars, and chobdars, and khidmudgars, and hookahburdars,
and chuprassies, and peadahs. Perhaps the time is not remote when
we shall see the impoverished High Court judge making his way
along Chowringhee Road in a tram-car, and taking a dirty hired
palkee to convey him from the nearest point of the tramway to the
entrance of the court-house. The leading barristers of the court make
an income of £10,000 a year, and will probably give an occasional lift
in their carriages to the poor judges who can no longer afford to keep
a carriage and horse of their own. Sometimes briefless young
barristers may be seen walking early to court, to spend the day in the
bar-library, and tramping back again at sunset to their homes. They
will hereafter probably find themselves in the honourable company
of some of the under-paid judges of their court, who desire to
combine exercise with economy.
There is one other position or grade in the Civil Service which we
must not omit to describe. A seat in the Board of Revenue is the
object of ambition set before commissioners and all executive
officers as the reward of their persevering labours and acknowledged
merit. Unfortunately it is a haven which few are destined to enter
and to be at rest. In the good old days, forty years ago, there were two
Boards, each Board consisting of three members. One Board was
styled the Board of Land Revenue, the other was the Board of
Customs, Salt, and Opium. Each Board had its own separate office
and establishment, and its senior and junior civilian secretaries. In
those good times there was a chance for many men of arriving at the
dignity of a seat in one of the two Boards. But a wicked man was
found, whose name must not be even mentioned, who proclaimed to
the world that “Boards are screens,” and so the days of Boards were
numbered, and the screen which for so many long years had served
as a cover to the multitudinous sins of Government (yes, of
Government, and not of the Board itself) was ruthlessly torn down.
The Board consists now only of two members, who are expected to
carry on the work for which six men were formerly needed, and their
four secretaries have been reduced to two. Nor is this the only
change. The Board is now a Board only in name. The two members
take charge of separate departments, and each member carries on his
work independently, and without consultation with his colleague,
except in some few special matters which it is needless to enumerate.
One member takes the Land Revenue Department, which provides
him with plenty of employment. The other member takes what is
absurdly called the Miscellaneous Land Revenue Department, which
includes the Excise, Customs, Salt and Opium, Stamps and
Stationery, and License-Tax Departments, with a few odds and ends
from the Land Revenue (proper), such as the acquisition of land for
public purposes, and the partition of landed estates. Occasionally the
two members sit together to hear appeals, when there is a probability
that the decision of a commissioner will be reversed, as the
concurrence of both members is required to set aside the decision of
such an experienced officer as a commissioner.
An appeal before the Board is usually supported by the most able
counsel in the capital; and where the litigants are wealthy it is not
uncommon to see the Advocate-General and two or three of the
leading members of the High Court bar arrayed on one side, whilst
on the other side the Government Solicitor-General and several other
barristers are retained regardless of expense. Some serious dispute
regarding land has arisen, and though the intrinsic value of the causa
belli may be but small, it is a point of honour which neither side can
yield. In former days the rival parties would doubtless have fought
for it with their bands of armed retainers; but in more peaceful
modern times it is safer, though not less expensive, to retain a small
army of lawyers. The case has probably been locally investigated by a
deputy collector, reinvestigated and decided by a district collector,
whose decision has been disputed before the commissioner, and now
the final appeal lies to the Board of Revenue. This is merely a sample
of the kind of cases which sometimes come before the members of
the Board. In less important cases, or in cases between less wealthy
and potent litigants, the services of counsel are almost invariably
engaged, and several of the native pleaders who devote themselves to
practise before the Board are almost unrivalled in their knowledge of
all the details of revenue law, and also in the clearness and precision
with which they state the facts and the points of their case. The
appellate duties of the Board are much more important than is
generally known or understood, and as in very many cases each
member sits singly his labour is ordinarily quite as severe as that of
any two judges of the High Court when sitting together as a bench.
The greater part of the Board’s work is carried on by
correspondence, partly with commissioners and partly with
Government. The new letters are served up daily to each member in
boxes, with all the important papers connected with each question.
Lucid notes and suggestions are put up by the secretary subordinate
to the member, so that the order to be issued can usually be passed
with comparatively little difficulty, especially if the secretary is a man
of practical experience and sound ability. There is, therefore, a
smooth as well as a rough side to a seat in the Board. The member
can, if he pleases, dispose of much of his correspondence in the quiet
solitude of his own house. He is practically master of his own hours,
and of his time for going to office and for leaving it. Sometimes a
member spends the whole day at his office, and an instance has been
known where a very zealous member actually took up his abode at
the Board, so as to work uninterruptedly on some difficult subject on
which he was engaged. On the other hand there have been members
who only visited their office fitfully and carried on the greater part of
their work at home. The members of the Board are also at liberty to
make tours of inspection into the interior, and, in fact, they are
authorised and encouraged by Government to make such tours, and
occasionally they are expressly deputed by Government to visit a
particular district to inquire and report upon some difficult question.
So upon the whole the members of the Board lead a pleasant and
well-employed life individually, although they often enjoy collectively
the abuse and enmity of those who are under their authority; and, on
Welcome to our website – the ideal destination for book lovers and
knowledge seekers. With a mission to inspire endlessly, we offer a
vast collection of books, ranging from classic literary works to
specialized publications, self-development books, and children's
literature. Each book is a new journey of discovery, expanding
knowledge and enriching the soul of the reade

Our website is not just a platform for buying books, but a bridge
connecting readers to the timeless values of culture and wisdom. With
an elegant, user-friendly interface and an intelligent search system,
we are committed to providing a quick and convenient shopping
experience. Additionally, our special promotions and home delivery
services ensure that you save time and fully enjoy the joy of reading.

Let us accompany you on the journey of exploring knowledge and

personal growth!

ebooknice.com