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Brief Contents
Prefacexiii
About the Authors xv
10 Understanding Work Teams 186
Referencesxvi
11 Communication203
1 What Is Organizational
Behaviour?1 12 Leadership223

2 Diversity in Organizations 19 13 Power and Politics 245

3 Attitudes and Job Satisfaction 45 14 Conflict and Negotiation 266

4 Emotions and Moods 62 15 Foundations of Organization

Structure287
5 Personality and Values 81
16 Organizational Culture 308
6 Perception and Individual
Decision Making 106 17 Organizational Change
and Stress Management 326
7 Motivation Theories 127
Endnotes344
8 Motivation: From Concepts Glossary390
Index398
to Applications 148

9 Foundations of Group Behaviour 167

v
Preface

E Content Highlights
ssentials of Organizational Behaviour was created as
an alternative to the usual comprehensive textbook
in organizational behaviour (OB). It attempts to • Includes extensive Canadian demographic informa-
provide balanced coverage of all the key elements mak- tion about workforce participation rates, labour mar-
ing up the discipline of OB in a style that readers will ket outcomes, work attitudes, and other organizational
find both informative and interesting. We’re pleased to trends.
say that this learning resource has achieved a wide fol-
• Examples throughout Essentials of Organizational
lowing in short courses and executive programs and in
Behaviour reflect balanced coverage of contemporary
traditional courses as a companion volume with experi-
Canadian issues such as the implementation of mul-
ential, skill development, case, and readings books. It is
ticultural ideals; equity and inclusion of vulnerable
currently used at more than 500 colleges and universi-
workers including recently arrived immigrants, peo-
ties in the United States, Canada, Latin America, Europe,
ple with disabilities, and transgendered employees;
Australia, and Asia. It has also been translated into
best practices for addressing sexual harassment and
Spanish, Portuguese, Japanese, Chinese, Dutch, Polish,
toxic organizational cultures; emerging standards for
Turkish, Danish, and Bahasa Indonesian. What do peo-
psychologically safe workplaces; changing regula-
ple like about Essentials of Organizational Behaviour?
tions regarding marijuana possession and usage; and
Surveys of users have found general agreement about
insights gained from recent human rights tribunal
the following features. Needless to say, they’ve all been
decisions.
retained in this edition.
• First Nations, Métis, and Inuit perspectives and ex-
• Balanced topic coverage. Although short in length, this amples are included throughout, particularly in the
resource continues to provide balanced coverage of chapters discussing diversity, work attitudes, leader-
all the key concepts in OB. This includes not only tra- ship, organizational culture, and motivation.
ditional topics, such as personality, motivation, and • The experiences and varied perspectives of immi-
leadership, but also cutting-edge issues such as emo- grant workers are reflected in pervasive examples,
tions, diversity, negotiation, and teamwork. particularly in chapters discussing diversity, work at-
• Writing style. This resource is frequently singled out titudes, organizational culture, and motivation.
for its fluid writing style and extensive use of exam- • Short mini cases, questions that test basic and applied
ples. Users regularly tell us that they find this book comprehension, and a group discussion activity are
“conversational,” “interesting,” “student friendly,” included in each chapter to encourage reflection and
and “very clear and understandable.” applied learning.
• Practicality. This resource has never been solely about • Coverage of electronic communication has been in-
theory. It’s about using theory to better explain and creased, with specific tips for maximizing the effec-
predict the behaviour of people in organizations. In tiveness of communication strategies.
each edition, we have focused on making sure that • Personal Inventory Assessments (PIAs) and the as-
readers see the link between OB theories, research, sociated self-reflection activities allow students to
and implications for practice. assess their own skills and abilities and reflect upon
• Integration of globalization, diversity, and ethics. The the impact of their scores, and provide tips for fur-
topics of globalization and crosscultural differences, ther development. In the self-reflection activities, stu-
diversity, and ethics are discussed throughout this re- dents are asked to carefully consider the scores they
source. Rather than being presented only in separate received in their PIA assessments and the effect those
chapters, these topics have been woven into the con- traits and characteristics might have on their work-
text of relevant issues. Users tell us they find that this ing lives. The likely impact on workplace behaviours,
integrative approach makes these topics more fully performance, and effectiveness are explored by either
part of OB and reinforces their importance. using hypothetical scenarios or asking students to re-
• Comprehensive supplements. This resource may be flect on past events in their lives. This practice per-
short, but not on supplements. It comes with a com- sonalizes the content and helps students transition
plete, high-tech support package that includes a com- from memorization of theory to applied learning.
prehensive Instructor’s Manual and Test Bank and • “Implications for Managers” sections bring chapter
PowerPoint Slides. topics together with practical advice for managers.

xiii
About the Authors

Stephen P. Robbins Ph.D., of Management. Among the many professional acknowl-

edgments of his work, most recently Dr. Judge was awarded
San Diego State University the Academy of Management Human Resources Division’s
Scholarly Achievement Award for 2014. Dr. Judge is a co-
Stephen P. Robbins is Professor Emeritus of Management author of Organizational Behavior, 16th ed., with Stephen P.
at San Diego State University and the world’s best-selling Robbins, and Staffing Organizations, 8th ed., with Herbert G.
textbook author in the areas of both management and Heneman III. At Notre Dame, Judge teaches undergradu-
organizational behaviour. His books are used at more ate and MBA classes in management skills, organizational
than a thousand U.S. colleges and universities, have behaviour, leadership, and staffing. He is married and
been translated into 19 languages, and have appeared in has three children—a daughter who is a healthcare social
adapted editions for Canada, Australia, South Africa, and worker, a daughter who is currently studying abroad, and a
India. Dr. Robbins is also the author of the best-selling son in middle school.
books The Truth about Managing People, 2nd ed. (Financial
Times/Prentice Hall, 2008) and Decide & Conquer (Financial
Times/Prentice Hall, 2004).
In his “other life,” Dr. Robbins actively participates in Katherine E. Breward
masters’ track competitions. Since turning 50 in 1993, he’s
won 18 national championships and 12 world titles, and
Ph.D., University of
set numerous U.S. and world age-group records at 60, 100,
200, and 400 metres. In 2005, Dr. Robbins was elected into
Winnipeg
the USA Masters’ Track & Field Hall of Fame. Dr. Breward is an Associate Professor at the University
of Winnipeg in the Faculty of Business and Economics.
Her primary research interests include non-conscious
prejudice, workplace discrimination, disability accom-
Timothy A. Judge Ph.D., modation, and best practices in diversity management.

University of Notre Dame Dr. Breward’s work has appeared in the Palgrave Hand-
book of Disability at Work (forthcoming in Spring 2019),
Timothy A. Judge is currently the Franklin D. Schurz Pro- the Canadian Journal of Disability Studies; the Journal
fessor of Management at the Mendoza College of Business, of Immigrant and Minority Health; the British Journal of
University of Notre Dame; and Visiting Professor, Division ­Management; Equality, Diversity, and Inclusion: An Interna-
of Psychology & Language Sciences, University College tional Journal; and the Case Research Journal. Her award-
London. He has held academic positions at the University winning teaching cases are known for their deliberate
of Florida, University of Iowa, Cornell University, Charles focus on fostering empathy for “the other” and for help-
University in the Czech Republic, Comenius University in ing students make strong connections between abstract
Slovakia, and University of Illinois at Urbana-Champaign. theory and real-world evidence-based best practices in
Dr. Judge’s primary research interests are in (1) personality, the workplace.
moods, and emotions; (2) job attitudes; (3) leadership and Dr. Breward lives on a working farm and orchard
influence behaviors; and (4) careers (person–organization outside Winnipeg with her husband, daughter, two cats,
fit, career success). Dr. Judge has published more than 150 a hugely overgrown Alaskan Malamute, and an ever-
articles on these and other major topics in journals such as expanding library of science fiction and fantasy novels.
the Academy of Management Journal and the Journal of Applied When not working on her latest research project, she en-
Psychology. He is a fellow of several organizations, including joys planting new tree hybrids, photographing local wild-
the American Psychological Association and the Academy life, and hunting for fossils.

xv
References
Cheon, J., Chung, S., Crooks, S. M., Song, J., & Kim, J. directions for next-generation assessment. ETS Research
(2014). An investigation of the effects of different types Reports Series, 2014: 1–23. DOI: 10.1002/ets2.12009
of activities during pauses in a segmented instruc- McDaniel, M. A., Anderson, J, L., Derbish, M. H., &
tional animation. Journal of Educational Technology & Morrisette, N. (2007). Testing the testing effect in the
Society, 17(2), 296–306. classroom. European Journal of Cognitive Psychology,
Cope, B., Kalantzis, M., McCarthey, S., Vojak, C., & Kline, 19:4, 494–513.
S. (2011). Technology-mediated writing assessments: Wiliam, D. (2007). Keeping learning on track: classroom
Principles and processes. Computers and Composition, assessment and the regulation of learning. In F. K.
28(2), 79–96. DOI: 10.1016/j.compcom.2011.04.007 Lester Jr (Ed.), Second Handbook of Mathematics Teaching
Liu, O. L., Frankel, L., & Roohr, K. C. (2014). Assessing criti- and Learning (pp. 1053–1098). Greenwich, CT: Informa-
cal thinking in higher education: Current state and tion Age Publishing.

xvi
Chapter 1
What Is
Organizational
Behaviour?

SOURCE: Gregory Holmgren/Alamy Stock Photo

Learning Objectives

After studying this chapter, you should be able to:

1.1 Discuss the importance of interpersonal skills in the workplace.
1.2 Define organizational behaviour (OB).
1.3 Assess the importance of using a scientific approach to OB.
1.4 Identify the major behavioural science disciplines that contribute to OB.
1.5 Explain why few absolutes apply to OB.
1.6 Describe the challenges and opportunities managers face when applying OB concepts
in their workplaces.
1.7 Compare the three levels of analysis in this text’s OB model.
1
2 Chapter 1

You’ve probably made many observations about people’s behaviour in your life. In a way, you
are already proficient at seeing some of the major themes in organizational behaviour (OB). At
the same time, you probably have not had the tools to make these observations in a systematic,
scientific manner. This is where OB comes into play. And, as we’ll learn, OB is much more than
common sense, intuition, and soothsaying.

The Importance of Interpersonal Skills

LO 1.1 Discuss the importance of interpersonal skills in the workplace.
Until the late 1980s, business school curricula emphasized the technical aspects of man-
agement, focusing on economics, accounting, finance, and quantitative techniques.
Course work in human behaviour and people skills received relatively less attention.
Since then, however, business schools have realized the significant role understanding
human behaviour plays in determining a manager’s effectiveness. As Sylvie Albert,
Dean of the Department of Business and Economics at the University of Winnipeg,
stated, “business programs these days are striving to provide a combination of technical
and soft skills at the request of employers. Although a multidisciplinary understanding
is beneficial for advancement in most careers, workplaces are looking for employees
with demonstrated emotional intelligence, leadership and critical thinking skills. The
expectation is that the development of these skills will be incorporated in coursework.”1
Incorporating OB principles into the workplace can yield many important orga-
nizational outcomes. For one, companies known as good places to work (http://
www.canadastop100.com) have been found to generate superior performance
from their employees.2 Canadian Tire, Great West Life, 3M Canada, the Aboriginal
People’s Television Network, Labatt Breweries, SaskTel, and RBC have all won “Best
Employer in Canada” awards for having worker-friendly programs such as formal
mentoring, flexible work hours, telecommuting programs, and tuition reimburse-
ment. Some of them, including Canadian Tire headquarters and select RBC facilities,
even have free onsite health and fitness activities. These companies excel at what
they do and part of their success can be attributed to their supportive environments.
Second, developing managers’ interpersonal skills helps organizations attract and
keep high-performing employees, which is important because outstanding employ-
ees are always in short supply and costly to replace. These skills are especially rel-
evant in highly diverse workplaces because interpersonal skills are needed to work
effectively with people who may be quite different from oneself. Canada is one of the
most diverse nations on Earth, making these skills particularly important. New man-
agers in Canada and elsewhere are far more likely to fail due to a lack of people skills
as opposed to a lack of technical or strategic thinking skills. Even workers without
management responsibilities have smoother workplace interactions when aware of
key aspects of human behaviour. Third, there are strong associations between the
quality of workplace relationships and employee job satisfaction, stress, and turn-
over. One large survey of hundreds of workplaces and more than 200,000 respon-
dents showed that social relationships among coworkers and supervisors were
strongly related to overall job satisfaction. Positive social relationships were also
associated with lower stress at work and lower intentions to quit.3 Further research
indicates that employees who relate to their managers with supportive dialogue and
proactivity find that their ideas are endorsed more often, which improves work-
place satisfaction.4 Finally, increasing the OB element in organizations can foster
social responsibility awareness. Accordingly, universities and colleges have begun
to incorporate social entrepreneurship education into their curriculum in order to
train future leaders to use interpersonal skills to address social issues within their
organizations.5 This curriculum reflects a growing awareness of the need for under-
standing the means and outcomes of corporate social responsibility.6
 What Is Organizational Behaviour? 3

We know that in today’s competitive and demanding workplace, managers can’t

succeed on their technical skills alone. They also have to exhibit good people skills
and be comfortable dealing with ambiguity. There are few absolute truths in human
behaviour in general and organizational behaviour in particular, but OB knowledge
combined with situation-specific critical assessment and judgment can help both man-
agers and potential managers to better understand their workers. This is turn helps
develop meaningful people skills that are informed by validated scientific knowledge
about human behaviour.

Enter Organizational Behaviour

LO 1.2 Define organizational behaviour (OB).
We’ve made the case for the importance of “people skills.” But the discipline on which
this text is based does not use that term, but rather organizational behaviour.
Organizational behaviour (OB) is a field of study that investigates the impact organizational
individuals, groups, and structure have on behaviour within organizations, for the behaviour (OB)
purpose of using such knowledge to improve an organization’s effectiveness. That’s a A field of study that investi-
mouthful, so let’s break it down. gates the impact that indi-
Organizational behaviour is a field of study, meaning that it is a distinct area of viduals, groups, and structures
have on a behaviour within
expertise with a common body of knowledge. It studies three determinants of behav-
organizations, for the purpose
iour in organizations: individuals, groups, and structure. In addition, OB applies the
of applying such knowledge
knowledge gained about individuals, groups, and the effect of structure on behaviour
toward improving an organiza-
in order to make organizations work more effectively. tion’s effectiveness.
To sum up our definition, OB is the study of what people do in an organization
and how their behaviour affects the organization’s performance. And because OB is
concerned specifically with employment-related situations, it emphasizes behaviour
related to concerns such as jobs, work, absenteeism, employment turnover, productiv-
ity, human performance, and management. Although debate exists about the relative
importance of each, OB includes these core topics:

• Motivation
• Leader behaviour and power
• Interpersonal communication
• Group structure and processes
• Attitude development and perception
• Change processes
• Conflict and negotiation
• Work design7

Complementing Intuition with

Systematic Study
LO 1.3 Assess the importance of using a scientific approach to OB.
Each of us is a student of behaviour. Whether or not you’ve explicitly thought about it
before, you’ve been “reading” people almost all your life, watching their actions and
trying to interpret what you see or to predict what people might do under different
conditions. Unfortunately, the casual or commonsense approach to reading others can
often lead to erroneous predictions. However, you can improve your predictive ability
by supplementing intuition with a more scientific approach.
4 Chapter 1

The systematic, scientific approach in this text will uncover important facts and
provide a base from which to make more accurate predictions of behaviour. Underlying
this approach is the belief that behaviour is not random. Rather, we can identify funda-
mental consistencies underlying the behaviour of all mentally healthy individuals and
modify them to reflect individual differences. It is important to note that most of the
studies that form the basis for OB have been conducted in North America. From a sci-
entific perspective that means we are less certain that the findings apply across other
cultures; members of those cultures may have different values and behavioural expec-
tations. (In this book, you will find comments in each chapter highlighting behaviour
that may be heavily influenced by culture.) However, this important limitation is
being actively corrected with expanded and more diverse research. And even now,
OB is able to provide insight into some fundamental consistencies; they just have to be
viewed with caution when operating in non–North American contexts.
These fundamental consistencies are very important. Why? Because they allow pre-
dictability. Behaviour is generally predictable, and the scientific study of behaviour is a
scientific study means to making reasonably accurate predictions. When we use the term scientific study,
A methodology used to generate we mean looking at relationships, attempting to attribute causes and effects, and basing
and confirm knowledge. It con- our conclusions on scientific evidence—that is, on data gathered under controlled condi-
sists of generating hypotheses tions, and rigorously measured and interpreted.
and empirically testing them Evidence-based management (EBM) complements systematic study by basing
using methods that ensure the
managerial decisions on the best available scientific data. For example, we want doc-
objective reliability and validity
tors to make decisions about patient care on the basis of the latest available knowl-
of the results.
edge, and EBM argues that managers should do the same, becoming more scientific
evidence-based in how they think about management problems. A manager might pose a managerial
management (EBM) question, search for the best available evidence, and apply the relevant information to
The basing of managerial the question or case at hand. You might think it difficult to argue against this (what
­decisions on the best available manager would say decisions shouldn’t be based on evidence?), but the vast majority
scientific evidence.
of management decisions are made “on the fly” with little systematic study of avail-
able evidence.8 It is also worth noting that managers aren’t the only ones who benefit
from a more scientific interpretation of behaviour. Average workers can also use these
insights to better manage their workplace relationships, resolve conflicts, and seek
influence.
intuition Scientific study and EBM add to intuition, or those gut feelings about what makes
A gut feeling not necessarily others (and ourselves) tick. Of course, the things you have come to believe in an unsys-
supported by research. tematic way are not necessarily incorrect. Jack Welch (former CEO of GE) has noted:
“The trick, of course, is to know when to go with your gut.” But if we make all deci-
sions with intuition or gut instinct, we’re working with incomplete information—it’s
like making an investment decision with only half the data about the potential for risk
and reward.

Big Data
It is good news for the future of business that researchers, the media, and company
leaders have identified the potential of data-driven management and decision mak-
ing. While “big data”—the extensive use of statistical compilation and analysis—has
been applied to many areas of business, increasingly it is applied to making effec-
tive decisions and managing human resources. This has been enabled because compa-
nies increasingly keep information on human resources management matters such as
absenteeism and productivity in large databases, allowing the comparison of hundreds
or thousands of records across time from multiple companies. This process results
in the recognition of broad trends and patterns that would otherwise be difficult to
detect. For example, Xerox used big data to reduce employee turnover at their call
centre. Analysis of employment data demonstrated that certain personality traits were
more strongly associated with staying on the job than prior call centre experience. As a
 What Is Organizational Behaviour? 5

result, human resource managers changed their hiring criteria, deemphasizing experi-
ence and testing personality instead. In six months turnover was reduced by one-fifth.
The use of big data for managerial practices, though relatively new, holds
much promise. A manager who uses data to define objectives, develop theories of
causality, and test those theories can determine which employee activities are rel-
evant to the objectives.9 However, we’re not advising you to throw your intuition,
or all the business press, out the window. In dealing with people, leaders often rely
on hunches, and sometimes the outcomes are excellent. Other times, hunches are
informed by biases that get in the way. Research findings indicate we are likely to
be biased toward information that we’ve heard most recently, that has been fre-
quently repeated, or that is of personal relevance. While research findings should
be viewed with the same discernment as data output, the prudent use of big data,
along with an understanding of human behavioural tendencies, can contribute to
sound decision making and ease natural biases. What we are advising is to use
evidence as much as possible to inform your intuition and experience. That is the
promise of OB.

Disciplines That Contribute to the OB

Field
LO 1.4 Identify the major behavioural science disciplines that contribute to OB.
Organizational behaviour is an applied behavioural science built on contributions
from a number of behavioural disciplines: psychology, social psychology, sociology,
anthropology, and, increasingly, political science and neuroscience. Psychology’s con-
tributions have been principally at the individual or micro level of analysis. Other
disciplines have contributed to our understanding of macro concepts such as group
behaviour and institutional (or organizational system-based) processes. Neuroscience
has contributed to our understanding at the individual and group levels of analysis.
Exhibit 1-1 gives an overview of the major contributions to the study of organizational
behaviour.

Psychology
Psychology seeks to measure, explain, and sometimes change the behaviour of psychology
humans and other animals. Contributors who add to the knowledge of OB are learn- The science that seeks to
ing theorists, personality theorists, counselling psychologists, and, most importantly, measure, explain, and some-
industrial and organizational psychologists. times change the behaviour of
humans and other animals.
Early industrial/organizational psychologists studied the problems of fatigue,
boredom, and other working conditions that might impede efficient work performance.
More recently, their contributions have expanded to include learning, ­perception,
personality, emotions, training, leadership effectiveness, needs and m
­ ­ otivational
forces, job satisfaction, decision-making processes, performance appraisals, attitude
measurement, employee-selection techniques, work design, and job stress.

Social Psychology
Social psychology, generally considered a branch of psychology, blends concepts social psychology
from both psychology and sociology to focus on peoples’ influence on one another. Focuses on people’s influences
One major study area is change—how to implement it and how to reduce barriers to on one another.
its acceptance. Social psychologists also contribute to measuring, understanding, and
changing attitudes; identifying communication patterns; and building trust. They have
made important contributions to our study of group behaviour, power, and conflict.
6 Chapter 1

Exhibit 1-1 Toward an OB Discipline

Behavioural Contribution Unit of Output
science analysis
Learning
Motivation
Personality
Emotions
Perception
Training
Leadership effectiveness
Psychology
Job satisfaction
Individual decision making
Performance appraisal
Attitude measurement
Employee selection
Work design
Work stress
Individual
Behavioural change
Attitude change
Social psychology Communication
Group processes
Group decision making

Communication
Power Study of
Conflict Group organizational
Intergroup behaviour behaviour
Sociology
Formal organization theory
Organizational technology
Organizational change
Organizational culture
Organization
Comparative values system
Comparative attitudes
Cross-cultural analysis
Anthropology
Organizational culture
Organizational environment
Power

Power
Conflict
Ethics
Political science
Communication
Inter-and Intragroup behaviour

Perception
Attribution
Neuroscience
Learning
Motivation

Sociology
sociology While psychology focuses on the individual, sociology studies people in relation to their
The study of people in relation social environment or culture. Sociologists have contributed to OB through their study of
to their social environment or group behaviour in organizations, particularly formal and complex organizations. Perhaps
culture. most importantly, sociologists have studied organizational culture, formal organization
theory and structure, organizational technology, communications, power, and conflict.

anthropology
The study of societies for the
Anthropology
purpose of learning about Anthropology is the study of societies to learn about human beings and their
human beings and their activities. Anthropologists’ work on cultures and environments has helped us
activities. understand differences in fundamental values, attitudes, and behaviour between
 What Is Organizational Behaviour? 7

people in different countries and within different organizations. Much of our cur-
rent understanding of organizational culture, organizational environments, and dif-
ferences among national cultures is a result of the work of anthropologists or those
using their methods.

Political Science
Political science is the study of systems of government but also political behaviours
and activities. As such, it provides insight into the distribution of power and resources,
and how those distribution decisions are influenced. Political scientists contribute to
our understanding of the government regulation of industry, strategic mergers and
acquisitions, group behaviour and decision making, public relations, and the use of
personal-influence tactics and power plays within organizations.

Neuroscience
Neuroscience is the study of the structure and function of the nervous system and
brain. Neuroscientists have recently begun contributing to OB by studying topics such
as the impact of hormone levels on risk-taking in business contexts, the influence of
pheromones on team behaviours, and the underlying cognitive structures and neural
processes that contribute to inadvertent prejudice and associated skill discounting and
underutilization of workers.10

A Brief History of OB
Organizational behaviour as a distinct discipline started when scientific approaches
to management began to indicate that behavioural considerations were impor-
tant predictors of productivity. The famous Hawthorne studies were conducted
between 1924 and 1932 at Hawthorne Electrical Company. The scientists involved
were trying to discover the optimal temperature, lighting levels, and work pace to
maximize productivity. Instead, they discovered that being observed and having
people pay attention to the efforts of workers increased productivity regardless of
temperature, lighting, etc. This helped launch an entire area of study devoted to
motivation and teams.11
In the 1950s the Carnegie School headquartered at Carnegie Mellon University
was influential in directing attention to the integration of decision analysis, man-
agement science, and psychology.12 This resulted in the development of important

Neuroscience has recently begun

making important contributions to
our understanding of organizational
behaviour.
SOURCE: anekoho/Fotolia
8 Chapter 1

concepts such as bounded rationality, which states that decision making is influenced
not only by rational assessment but also by cognitive limitations that can result in
subconscious biases and inaccurate risk assessments. This insight helped practitioners
understand why suboptimal decisions are frequently made by managers and leaders,
and further research brought better understanding of some of those problems and bet-
ter decision making.
The 1960s and 1970s saw many developments in organizational behaviour,
with important discoveries being made in the areas of motivation, team behaviour,
and leadership. Systems approaches that considered the influence of broader social
structures also emerged. One example is institutional theory, which focuses on how
norms, rules, and routines become entrenched over time and evolve into authoritative
guidelines that regulate behaviour, sometimes continuing to be followed even after
circumstances change and they become less functional. Another example is contin-
gency theory, which looks at the influence of the broader physical, social, and cultural
environment on management practice.
The 1980s and 1990s saw more focus on organizational culture and organizational
change. This change was partly driven by new insights emerging from anthropology
and psychology but also influenced by economic changes that led to increased global-
ization and widespread corporate downsizing, making understanding of culture and
change more immediately relevant.
More recently, research inspired by the anthropological approach has focused
on, among other things, situational models of leadership. Systems theories have
offered new insights about optimizing the effectiveness of diversity management
programs. Scholars in the Carnegie tradition have examined bounded rationality in
the context of attitudes about mental health in the workplace and the influence of
those attitudes on policy formulation. Each of these schools of thought continues to
be developed today, making organizational behaviour an exciting and innovative
area of ongoing research.

There Are Few Absolutes in OB

LO 1.5 Explain why few absolutes apply to OB.
Laws in the physical sciences—chemistry, astronomy, physics—are consistent and
apply in a wide range of situations. They allow scientists to generalize about the pull
of gravity or to be confident about sending astronauts into space to repair satellites.
Human beings are complex, and few, if any, simple and universal principles explain
organizational behaviour. Because we are not all alike, our ability to make simple,
accurate, and sweeping generalizations is limited. For example, not everyone is moti-
vated by money, and people may behave differently at a religious service than they
do at a party.
That doesn’t mean, of course, that we can’t offer reasonably accurate explana-
tions of human behaviour or make valid predictions. It does mean that OB concepts
must reflect situational, or contingency, conditions. We can say x leads to y, but only
contingency variables under conditions specified in z—the contingency variables. The science of OB was
Situational factors: variables developed by applying general concepts to a particular situation, person, or group.
that moderate the relationship For example, OB scholars would avoid stating that everyone likes complex and
between two or more other challenging work (the general concept). Why? Because not everyone wants a chal-
variables. lenging job. Some people prefer routine over varied work, or simple over complex
tasks. A job attractive to one person might not be to another; its appeal is contingent
on the person who holds it.
As mentioned earlier, there are particular challenges with OB research that
was conducted in one country or culture is applied in another country or culture.
 What Is Organizational Behaviour? 9

Because human behaviour is not

perfectly predictable, tolerance for
ambiguity is an important trait for
SOURCE: Cartoonresource/Shutterstock anyone managing people.

Cultures differ significantly from one part of the world to the next. These differ-
ences are often subtle. For example, individual accomplishment is very important
in Canadian society, while people from many Asian and Latin American cultures
tend to focus on group achievement.13 This simple difference has a profound
impact on things like leadership style, organizational culture, motivational strate-
gies, and the structure of work tasks. There are other cultural differences, such
as the perceived appropriateness of maintaining a strict power hierarchy, which
make it problematic to make assumptions about the applicability of research
findings when working across cultures. Sites like the Hofstede Centre can help
you assess these cultural differences and their impact on workplace practice
(http://geert-hofstede.com).

Workers in this factory may

have very different expectations
­regarding day-to-day workplace
practices than workers doing the
same tasks in Canada.
SOURCE: Imagine China/Newscom
10 Chapter 1

Challenges and Opportunities for OB

LO 1.6 Describe the challenges and opportunities managers face when applying
OB concepts in their workplaces.
Understanding organizational behaviour has never been more important for manag-
ers. Take a quick look at the dramatic changes in organizations. The typical employee
is getting older; the workforce is becoming increasingly diverse; corporate downsizing
and the heavy use of temporary workers are severing the bonds of loyalty that tied
many employees to their employers; and global competition requires employees to
become more flexible and cope with rapid change.
As a result of these changes and others such as the rising use of technology,
employment options have adapted to include new opportunities for workers. Exhibit
1-2 details some of the options individuals may find offered to them by organiza-
tions. (If not currently offered, workers may wish to negotiate for them.) Under each
heading in the exhibit, you will find a grouping of options from which to choose—or

Exhibit 1-2 Employment Options

SOURCES: J. R. Anderson Jr. et al., “Action Items: 42 Trends Affecting Benefits, Compensation, Training, Staffing and Technology,” HR
Magazine (January 2013), p. 33; M. Dewhurst, B. Hancock, and D. Ellsworth, “Redesigning Knowledge Work,” Harvard Business Review
(January–February 2013), pp. 58–64; E. Frauenheim, “Creating a New Contingent Culture,” Workforce Management (August 2012), pp. 34–39;
N. Koeppen, “State Job Aid Takes Pressure off Germany,” The Wall Street Journal (February 1, 2013), p. A8; and M. A. Shaffer, M. L. Kraimer,
Y.-P. Chen, and M. C. Bolino, “Choices, Challenges, and Career Consequences of Global Work Experiences: A Review and Future Agenda,”
Journal of Management (July 2012), pp. 1282–1327.

Categories of Types of Places of Conditions of Compensation

Employment Employment Employment Employment for Employment

Anchored
Employed Full-time (office/cubicle) Local Salary

Underemployed/ Floating (shared

underutilized Part-time space) Expatriate Hourly

Re-employed Flex-time Virtual Short-term assignee Overtime

Unemployed/jobless Job share Flexible Flexpatriate Bonus

International
Entrepreneur Contingent Work from home business traveller Contract

Independent
Retired contractor Visa employee Time off

Union/nonunion
Job seeking Temporary employee Benefits

Furloughed Reduced hours

Laid off Intern

Employed—working for a for-profit or nonprofit company, an organization, or an individual, either for money and/or benefits, with established
expectations for performance and compensation
Underemployed/underutilized—working in a position or with responsibilities that are below one’s educational or experience attainment level, or
working less than full-time when one wants full-time employment
Re-employed—refers to either employees who were dismissed by a company and rehired by the same company, or to employees who left the
workforce (were unemployed) and found new employment
Unemployed/jobless—currently not working; may be job-seeking, either with or without government benefits/assistance, either with or without
severance pay from a previous job, either new to the workforce or terminated from previous employment, either short-term unemployed (months)
or long-term/chronic unemployed (years)
Entrepreneur—one who runs his or her own business, either as a sole worker or as the founder of a company with employees
Retired—one who has ended his or her career in a profession, either voluntarily by choice or involuntarily by an employer’s mandate
Job seeking—currently unemployed; actively looking for a job, either with or without government benefits from previous job or from disabil-
ity/need, either with or without severance pay from previous job, either new to the workforce or terminated from previous employment
 What Is Organizational Behaviour? 11

Exhibit 1-2 (Continued)

Furloughed—similar to a layoff; an employer-required work stoppage, temporary (weeks up to a month, usually); pay is often suspended during
this time, though the person retains employment status with the company
Laid off—can be a temporary employer-required work stoppage, usually without pay, but is more often a permanent termination from the com-
pany in which the employee is recognized to be not at fault
Full-time—hours for full-time employment are established by companies, generally more than 30 hours per week in a set schedule, sometimes
with salary pay and sometimes with hourly pay, often with a benefit package greater than that for the part-time employment category
Part-time—hours for full-time employment are established by companies, generally less than 30 hours per week in a set schedule, often with
hourly pay, often with a benefit package less than that for the full-time employment category
Flex-time—an arrangement in which the employee and employer create nonstandard working hours, which may be a temporary or permanent
schedule; may be an expectation for a number of hours worked per week
Job share—an arrangement in which two or more employees fill one job, generally by splitting the hours of a full-time position that do not overlap
Contingent—the workforce of outsourced workers (including professional service firms, specialized experts, and business consultants), these
employees are paid hourly or by the job and do not generally receive any company benefits and are not considered as part of the company;
contingent workers may be also temporary employees or independent contractors
Independent contractor—an entrepreneur in essence, but often a specialist professional who does not aspire to create a business but who
provides services or goods to a company
Temporary—individuals who may be employed directly by the organization or through an employment agency/temporary agency; their hours
may be fixed per week or vary, they do not generally receive any company benefits, and they are not considered part of the company; they are
employed either for a short duration or as a trial for an organization’s position openings
Reduced hours—reduction in the normal employee’s work schedule by the employer, sometimes as a measure to retain employees/reduce lay-
offs in economic downturns as in Germany’s Kurzarbeit program, which provides government subsidies to keep workers on the job at reduced
hours; employees are only paid for the time they work
Intern—short-term employment, often with an established term, designed to provide practical training to a pre-professional, either with or without pay
Anchored (office/cubicle)—an employee with an assigned office, cubicle, or desk space
Floating (shared space)—an employee with a shared space workplace and no assigned working area
Virtual—an employee who works through the Internet and is not connected with any office location
Flexible—an employee who is connected with an office location but may work from anywhere
Work from home—an employee who is set up by the company to work from an office at home
Local—employees who work in one established location
Expatriate—employees who are on extended international work assignments with the expectation that they will return (repatriate) after an estab-
lished term, usually a year or more; either sent by corporate request or out of self-initiated interest
Short-term assignee—employees on international assignments longer than business trips yet shorter than typical corporate expatriate assign-
ments, usually 3 to 12 months
Flexpatriate—employees who travel for brief assignments across cultural or national borders, usually 1 to 2 months
International business traveller—employees who take multiple short international business trips for 1 to 3 weeks
Visa employee—an employee working outside of his or her country of residence who must have a work visa for employment in the current country
Union/nonunion employee—an employee who is a member of a labour union, often by trade, and subject to its protections and provisions, which
then negotiates with management on certain working condition issues; or an employee who works for a nonunion facility or who sometimes
elects to stay out of membership in a unionized facility
Salary—employee compensation based on a full-time workweek, in which the hours are generally not kept on a time clock but where it is under-
stood that the employee will work according to job needs
Hourly—employee compensation for each hour worked, often recorded on time sheets or by time clocks
Overtime—for hourly employees, compensation for hours worked that are greater than the standard workweek and paid at an hourly rate deter-
mined by law
Bonus—compensation in addition to standard pay, usually linked to individual or organizational performance
Contract—prenegotiated compensation for project work, usually according to a schedule as the work progresses
Time off—either paid or unpaid; negotiated time off according to the employment contract (including vacation time, sick leave, and personal
days) and/or given by management as compensation for time worked
Benefits—generally stated in the employment contract or the Human Resources Employee Handbook; may include health insurance plans, sav-
ings plans, retirement plans, discounts, and other options available to employees at various types of employment

combine. For instance, at one point in your career you might find yourself employed
full time in an office in a localized, nonunion setting with a salary and bonus com-
pensation package, while at another point you might wish to negotiate for a flex-
time, virtual position and choose to work from overseas for a combination of salary
and extra paid time off.
In short, today’s challenges bring opportunities for managers to use OB concepts.
In this section, we review some of the most critical issues confronting managers for
which OB offers solutions—or at least meaningful insights toward solutions.
12 Chapter 1

Responding to Economic Pressures

In early to mid-2018 the Canadian economy experienced significant uncertainty. US
President Donald Trump threatened to cancel the North American Free Trade agree-
ment outright and subsequently began to renegotiate the terms of trade. The appre-
hension this created rippled throughout the Canadian economy, particularly in the
automotive, manufacturing, natural resource, and agricultural sectors. At the same
time major energy-related projects were encountering massive public resistance,
forcing some companies out of projects entirely. Kinder Morgan, for example, sold
its incomplete TransCanada pipeline to the Canadian government. New real-estate
regulations in Ontario and British Columbia fundamentally shifted those markets,
particularly for foreign investors. Ongoing efforts to legalize marijuana created eco-
nomic opportunity, but that opportunity came with risks since legal marijuana rep-
resented a new, uncertain market. When things like this happen managers are on
the front lines with the employees who fear being fired, who are asked to make do
with less, and who worry about their futures. The difference between good and bad
management can be the difference between profit and loss or, ultimately, between
survival and failure.
Managing employees well when times are good can be just as hard, if not harder,
than when times are bad. But OB approaches sometimes differ. In good times, under-
standing how to reward, satisfy, and retain employees is at a premium. In bad times,
issues like stress, decision making, and coping come to the fore.

Responding to Globalization
Organizations are no longer constrained by national borders. McCain Foods,
headquartered in Florenceville, New Brunswick, has 19,000 employees and 50
production facilities spanning six continents. The Vancouver-based franchise
1-800-GOT-JUNK licenses its business model in Canada, the United States, and
Australia. Toronto-based custom broker Livingston International has over 3,200
employees located at more than 125 border points, seaports, airports, and other
locations across in North America, Europe, and Asia. Montreal’s Bombardier sells
its planes and trains all over the world and they have facilities on all continents
except Antarctica.
The world has indeed become a global village. In the process, the manager’s job
has changed. Effective managers will anticipate and adapt their approaches to the
global issues we discuss next.

INCREASED FOREIGN ASSIGNMENTS If you’re a manager, you are increasingly

likely to find yourself in a foreign assignment—transferred to your employer’s oper-
ating division or subsidiary in another country. Once there, you’ll have to manage a
workforce very different in needs, aspirations, and attitudes from those you are accus-
tomed to back home. To be effective, you will need to understand everything you can
about your new location’s culture and workforce—and demonstrate your cultural
sensitivity—before introducing alternative practices.

WORKING WITH PEOPLE FROM DIFFERENT CULTURES Even in your own coun-
try, you’ll find yourself working with bosses, peers, and other employees born and
raised in different cultures.
What motivates you might not motivate them. Or your communication style might
be straightforward and open, which others might find uncomfortable and threatening.
To work effectively with people from different cultures, you need to understand how
their culture, geography, and religion have shaped them, and how to adapt your man-
agement style to their differences.
 What Is Organizational Behaviour? 13

OVERSEEING MOVEMENT OF JOBS TO COUNTRIES WITH LOW-COST

LABOUR It is increasingly difficult for managers in advanced nations, where mini-
mum wages are typically $10 or more an hour, to compete against firms that rely on
workers from Bangladesh and other developing nations, where labour is available for
30 cents an hour. In a global economy, jobs tend to flow to where lower costs give
businesses a comparative advantage, though labour groups, politicians, and local
community leaders see the exporting of jobs as undermining the job market at home.
Managers face the difficult task of balancing the interests of their organizations with
their responsibilities to the communities in which they operate.

ADAPTING TO DIFFERING CULTURAL AND REGULATORY NORMS ”Going

global” for a business is not as simple as typing in an overseas email address, shipping
goods off to a foreign port, or building facilities in other countries. To be successful,
managers need to know the cultural norms of the workforce in each country where
they do business. For instance, in some countries a large percentage of the work-
force enjoys long holidays. There will be country and local regulations to consider,
too. Managers of subsidiaries abroad need to be aware of the unique financial and
legal regulations applying to “guest companies” or risk violating them. Violations can
have implications for their operations in that country and also for political relations
between countries. Managers also need to be cognizant of differences in regulations
for competitors in that country; many times, the laws will give national companies
significant financial advantages over foreign subsidiaries.

Managing Workforce Diversity

One of the most important challenges for organizations is workforce diversity, the con-
cept that organizations are becoming more heterogeneous in terms of gender, age, race,
ethnicity, sexual orientation, ability, and inclusion of other diverse groups. Whereas
globalization focuses on differences among people from different countries, workforce
diversity addresses differences among people within given countries.
Workforce diversity acknowledges a workforce of women, men, and transgen- workforce diversity
dered persons, many racial and ethnic groups, individuals with a variety of physical or The concept that organizations
psychological abilities, and people who differ in age and sexual orientation. Managing are becoming more heteroge-
diversity is a global concern. Though we have more to say about workforce diversity neous in terms of gender, age,
race, ethnicity, sexual orienta-
later, suffice it to say here that diversity presents great opportunities and poses chal-
tion, and inclusion of other
lenging questions for managers and employees in all countries. How can we leverage
diverse groups.
differences within groups for competitive advantage? Should we treat all employees
alike? Should we recognize individual and cultural differences? How can we foster
cultural awareness in employees without lapsing into stereotyped political correct-
ness? What are the legal requirements in each country? Does diversity even matter?

Improving Customer Service

Service employees include technical support representatives, fast-food counter workers,
sales clerks, nurses, automobile repair technicians, consultants, financial planners, and
flight attendants. The shared characteristic of their jobs is substantial interaction with an
organization’s customers. OB can help managers increase the success of these interactions
by showing how employee attitudes and behaviour influence customer satisfaction.
Many an organization has failed because its employees failed to please customers.
OB can provide considerable guidance in helping managers create customer-friendly
cultures in which employees are friendly and courteous, accessible, knowledgeable,
prompt in responding to customer needs, and willing to do what’s necessary to please
the customer.15
14 Chapter 1

Improving People Skills

As you proceed through the chapters of this text, we’ll present relevant concepts and
theories that can help you explain and predict the behaviour of people at work. You’ll
also gain insight into specific people skills you can use on the job. For instance, you’ll
learn ways to design motivating jobs, techniques for improving your management and
communication skills, and skill to create more effective teams.

Working in Networked Organizations

Networked organizations allow people to communicate and work together even
though they may be thousands of miles apart. Independent contractors can telecom-
mute via computer to workplaces around the globe and change employers as the
demand for their services changes. Software programmers, graphic designers, sys-
tems analysts, technical writers, photo researchers, book and media editors, and med-
ical transcribers are just a few examples of people who can work from home or other
nonoffice locations.
The manager’s job is different in a networked organization. Motivating and lead-
ing people and making collaborative decisions online require techniques different
from those required when individuals are physically present at a single location. As
more employees do their jobs by linking to others through networks, managers must
develop new skills. OB can provide valuable insights for honing those skills.

Enhancing Employee Well-Being at Work

The typical employee in the 1970s or 1980s showed up at a specified workplace
Monday through Friday and worked for clearly defined 8- or 9-hour chunks of time.
That’s no longer true for a large segment of today’s workforce; the definition of the
workplace has been expanded to include anywhere a laptop or smartphone can go.
Even if employees work at home or from half a continent away, managers need to con-
sider their well-being at work.
One of the biggest challenges to maintaining employee well-being is that orga-
nizations are asking employees to put in longer hours, either in the office or online.
Employees are increasingly complaining that the line between work and nonwork
time has blurred, creating personal conflicts and stress. Second, employee well-being
is challenged by heavy outside commitments. Millions of single-parent households
and employees with dependent parents are significantly challenged in balancing work
and family responsibilities, for instance.
As a result of their increased responsibilities in and out of the workplace, recent
studies suggest employees want jobs that give them flexibility in their work schedules
so they can better manage work–life conflicts.16 Organizations that don’t help their
people achieve work–life balance will find it increasingly difficult to attract and retain
the most capable and motivated employees. As you’ll see in later chapters, the field of
OB offers a number of suggestions to guide managers in designing workplaces and
jobs that can help employees reduce such conflicts.

Creating a Positive Work Environment

positive organizational A significant growth area in OB research is positive organizational scholarship (also
scholarship called positive organizational behaviour), which studies how organizations develop
The study of how human strengths, foster vitality and resilience, and unlock potential. Researchers in
­organizations develop human this area say too much OB research and management practice has been targeted toward
strengths, foster vitality
identifying what’s wrong with organizations and their employees. In response, they
and resilience, and unlock
try to study what’s good about them.17 Some key independent variables in positive OB
potential.
research are engagement, hope, optimism, and resilience in the face of strain.
Other documents randomly have
different content
 By Lewis Carroll
SYLVIE AND BRUNO
CHAPTER 1. LESS BREAD! MORE TAXES!
CHAPTER 2. L'AMIE INCONNUE.
CHAPTER 3. BIRTHDAY-PRESENTS.
CHAPTER 4. A CUNNING CONSPIRACY.
CHAPTER 5. A BEGGAR'S PALACE.
CHAPTER 6. THE MAGIC LOCKET.
CHAPTER 7. THE BARONS EMBASSY.
CHAPTER 8. A RIDE ON A LION.
CHAPTER 9. A JESTER AND A BEAR.
CHAPTER 10. THE OTHER PROFESSOR.
CHAPTER 11. PETER AND PAUL.
CHAPTER 12. A MUSICAL GARDENER.
CHAPTER 13. A VISIT TO DOGLAND.
CHAPTER 14. FAIRY-SYLVIE.
CHAPTER 15. BRUNO'S REVENGE.
CHAPTER 16. A CHANGED CROCODILE.
CHAPTER 17. THE THREE BADGERS.
CHAPTER 18. QUEER STREET, NUMBER FORTY.
CHAPTER 19. HOW TO MAKE A PHLIZZ.
CHAPTER 20. LIGHT COME, LIGHT GO.
CHAPTER 21. THROUGH THE IVORY DOOR.
CHAPTER 22. CROSSING THE LINE.
CHAPTER 23. AN OUTLANDISH WATCH.
CHAPTER 24. THE FROGS' BIRTHDAY-TREAT.
CHAPTER 25. LOOKING EASTWARD.
PREFACE.

SYLVIE AND BRUNO

 By Lewis Carroll
With Forty-Six Illustrations

CONTENTS

CHAPTER
I. LESS BREAD! MORE TAXES! 1
II. L’AMIE INCONNUE 16
III. BIRTHDAY-PRESENTS 29
IV. A CUNNING CONSPIRACY 43
V. A BEGGAR’S PALACE 56
VI. THE MAGIC LOCKET 73
VII. THE BARON’S EMBASSY 87
VIII. A RIDE ON A LION 100
IX. A JESTER AND A BEAR 113
X. THE OTHER PROFESSOR 129
XI. PETER AND PAUL 143
XII. A MUSICAL GARDENER 156
XIII. A VISIT TO DOGLAND 171
XIV. FAIRY-SYLVIE 187
XV. BRUNO’S REVENGE 207
XVI. A CHANGED CROCODILE 222
XVII. THE THREE BADGERS 234
XVIII. QUEER STREET, NUMBER FORTY 255
XIX. HOW TO MAKE A PHLIZZ 271
XX. LIGHT COME, LIGHT GO 287
XXI. THROUGH THE IVORY DOOR 304
XXII. CROSSING THE LINE 325
XXIII. AN OUTLANDISH WATCH 345
XXIV. THE FROGS’ BIRTHDAY-TREAT 361
XXV. LOOKING EASTWARD 383
Index 396

SYLVIE AND BRUNO

(CONCLUDED)
 By Lewis Carroll
With Forty-Six Illustrations By Harry Furniss

CONTENTS.

CHAPTER PAGE
I. BRUNO’S LESSONS 1
II. LOVE’S CURFEW 20
III. STREAKS OF DAWN 36
IV. THE DOG-KING 52
V. MATILDA JANE 67
VI. WILLIE’S WIFE 82
VII. FORTUNATUS’ PURSE 96
VIII. IN A SHADY PLACE 110
IX. THE FAREWELL-PARTY 128
X. JABBERING AND JAM 147
XI. THE MAN IN THE MOON 162
XII. FAIRY-MUSIC 175
XIII. WHAT TOTTLES MEANT 194
XIV. BRUNO’S PICNIC 212
XV. THE LITTLE FOXES 233
XVI. BEYOND THESE VOICES 247
XVII. TO THE RESCUE! 262
XVIII. A NEWSPAPER-CUTTING 282
XIX. A FAIRY-DUET 287
XX. GAMMON AND SPINACH 310
XXI. THE PROFESSOR’S LECTURE 329
 XXII. THE BANQUET 346
XXIII. THE PIG-TALE 363
XXIV. THE BEGGAR’S RETURN 381
XXV. LIFE OUT OF DEATH 400
General Index 413
List of Works 426

ILLUSTRATIONS TO VOL. I.

THE MARCH-UP 3
VISITING THE PROFESSOR 11
BOOTS FOR HORIZONTAL WEATHER 15
A PORTABLE PLUNGE-BATH 24
REMOVAL OF UGGUG 41
‘WHAT A GAME!’ 48
‘DRINK THIS!’ 53
‘COME, YOU BE OFF!’ 62
THE GARDENER 66
A BEGGAR’S PALACE 72
THE CRIMSON LOCKET 77
‘HE THOUGHT HE SAW A BUFFALO’ 79
‘IT WAS A HIPPOPOTAMUS’ 91
THE MAP OF FAIRYLAND 96
‘HE THOUGHT HE SAW A KANGAROO’ 106
THE MOUSE-LION 108
‘HAMMER IT IN!’ 115
A BEAR WITHOUT A HEAD 117
‘COME UP, BRUIN!’ 123
THE OTHER PROFESSOR 135
‘HOW CHEERFULLY THE BOND HE SIGNED!’ 144
‘POOR PETER SHUDDERED IN DESPAIR’ 147
‘SUCH BOOTS AS THESE YOU SELDOM SEE’ 150
‘I WILL LEND YOU FIFTY MORE!’ 154
‘HE THOUGHT HE SAW AN ALBATROSS’ 165
THE MASTIFF-SENTINEL 172
THE DOG-KING 176
FAIRY-SYLVIE 193
BRUNO’S REVENGE 213
FAIRIES RESTING 226
A CHANGED CROCODILE 229
A LECTURE ON ART 240
‘THREE BADGERS ON A MOSSY STONE’ 247
‘THE FATHER-BADGER, WRITHING IN A CAVE’ 249
‘THOSE AGED ONES WAXED GAY’ 252
‘HOW PERFECTLY ISOCHRONOUS!’ 268
THE LAME CHILD 280
‘IT WENT IN TWO HALVES’ 285
FIVE O’CLOCK TEA 296
‘WHAT’S THE MATTER, DARLING?’ 307
THE DEAD HARE 321
CROSSING THE LINE 341
‘THE PUG-DOG SAT UP’ 351
THE QUEEN’S BABY 363
THE FROGS’ BIRTHDAY-TREAT 373
‘HE WRENCHED OUT THAT CROCODILE’S TOOF!’ 380
‘LOOK EASTWARD!’ 395

ILLUSTRATIONS TO VOL. II.

SYLVIE’S TRUANT-PUPIL 8
KING FISHER’S WOOING 15
‘SPEND IT ALL FOR MINNIE’ 22
‘ARE NOT THOSE ORCHISES?’ 50
A ROYAL THIEF-TAKER 62
‘SUMMAT WRONG WI’ MY SPECTACLES!’ 64
BESSIE’S SONG 75
THE RESCUE OF WILLIE 83
WILLIE’S WIFE 88
FORTUNATUS’ PURSE 103
‘I AM SITTING AT YOUR FEET’ 119
MEIN HERR’S FAIRY-FRIENDS 163
‘HOW CALL YOU THE OPERA?’ 178
SCHOLAR-HUNTING: THE PURSUED 188
SCHOLAR-HUNTING: THE PURSUERS 189
THE EGG-MERCHANT 197
STARTING FOR BRUNO’S PICNIC 230
‘ENTER THE LION’ 236
‘WHIHUAUCH! WHIHUAUCH!’ 242
‘NEVER!’ YELLED TOTTLES 248
BRUNO’S BED-TIME 265
‘LONG CEREMONIOUS CALLS’ 266
THE VOICES 267
‘HIS SOUL SHALL BE SAD FOR THE SPIDER’ 268
LORDS OF THE CREATION 271
‘WILL YOU NOT SPARE ME?’ 277
IN THE CHURCH-YARD 291
A FAIRY-DUET 304
THE OTHER PROFESSOR FOUND 317
‘HER IMPERIAL HIGHNESS IS SURPRISED!’ 326
‘HE THOUGHT HE SAW AN ELEPHANT’ 335
 AN EXPLOSION 345
‘A CANNOT SHAK’ HANDS WI’ THEE!’ 350
THE OTHER PROFESSOR’S FALL 352
‘TEACHING TIGRESSES TO SMILE’ 365
‘HORRID WAS THAT PIG’S DESPAIR!’ 367
THE FATAL JUMP 369
‘BATHING CROCODILES IN CREAM’ 371
‘THAT PIG LAY STILL AS ANY STONE’ 372
‘STILL HE SITS IN MISERIE’ 373
‘BLESSED BY HAPPY STAGS’ 377
THE OLD BEGGAR’S RETURN 382
‘PORCUPINE!’ 388
‘GOOD-NIGHT, PROFESSOR!’ 398
‘HIS WIFE KNELT DOWN AT HIS SIDE’ 404
THE BLUE LOCKET 409
‘IT IS LOVE!’ 411

PHANTASMAGORIA AND
OTHER POEMS
By Lewis Carroll
Illustrations By Arthur B. Frost
CONTENTS

PAGE
Phantasmagoria, in Seven Cantos:—
I. The Trystyng 1
II. Hys Fyve Rules 10
III. Scarmoges 18
IV. Hys Nouryture 26
V. Byckerment 34
VI. Dyscomfyture 44
VII. Sad Souvenaunce 53
Echoes 58
A Sea Dirge 59
Ye Carpette Knyghte 64
Hiawatha’s Photographing 66
Melancholetta 78
A Valentine 84
The Three Voices:—
The First Voice 87
 The Second Voice 98
The Third Voice 109
Tèma Con Variaziòni 118
A Game of Fives 120
Poeta fit, non nascitur 123
Size and Tears 131
Atalanta in Camden-Town 136
The Lang Coortin’ 140
Four Riddles 152
Fame’s Penny-Trumpet 163

THE GAME OF LOGIC

 By Lewis Carroll

CONTENTS

CHAPTER PAGE

I. NEW LAMPS FOR OLD.

1. Propositions . . . . . . . 1 . . . . .
2. Syllogisms . . . . . . . . 20
3. Fallacies . . . . . . . . 32

II. CROSS QUESTIONS.

1. Elementary . . . . . . . . 37
2. Half of Smaller Diagram. Propositions
to be represented . . . . . 40
3. Do. Symbols to be interpreted. . 42
4. Smaller Diagram. Propositions to be
represented . . . . . . . 44
5. Do. Symbols to be interpreted. . 46
6. Larger Diagram. Propositions to be
represented . . . . . . . 48
7. Both Diagrams to be employed . . 51

III. CROOKED ANSWERS.

1. Elementary . . . . . . . . 55
2. Half of Smaller Diagram. Propositions
represented . . . . . . . 59
3. Do. Symbols interpreted . . . 61
4. Smaller Diagram. Propositions
represented. 62
5. Do. Symbols interpreted . . . 65
6. Larger Diagram. Propositions
represented. 67
7. Both Diagrams employed . . . . 72

IV. HIT OR MISS . . . . . . . . . 85

A TANGLED TALE
 By Lewis Carroll
CONTENTS

KNOT PAGE
I. Excelsior 1
II. Eligible Apartments 4
III. Mad Mathesis 13
IV. The Dead Reckoning 19
V. Oughts and Crosses 27
VI. Her Radiancy 34
VII. Petty Cash 43
VIII. De Omnibus Rebus 52
IX. A Serpent with Corners 58
X. Chelsea Buns 66

Answers to Knot I. 77
" " II. 84
" " III. 90
" " IV. 96
" " V. 102
" " VI. 106
" " VII. 112
" " VIII. 132
" " IX. 135
" " X. 142
RHYME? AND REASON?
By Lewis Carroll
WITH ILLUSTRATIONS
 CONTENTS.
PAGE
Phantasmagoria, in Seven Cantos:—
I. The Trystyng 1
II. Hys Fyve Rules 10
III. Scarmoges 18
IV. Hys Nouryture 26
V. Byckerment 34
VI. Dyscomfyture 44
VII. Sad Souvenaunce 53
Echoes 58
A Sea Dirge 59
Ye Carpette Knyghte 64
Hiawatha’s Photographing 66
Melancholetta 78
A Valentine 84
The Three Voices:
The First Voice 87
The Second Voice 98
The Third Voice 109
Tèma Con Variazióni 118
A Game of Fives 120
Poeta fit, non nascitur 123
The Hunting of the Snark, an Agony in Eight Fits:—
I. The Landing 134
II. The Bellman’s Speech 142
III. The Baker’s Tale 148
 IV. The Hunting 153
V. The Beaver’s Lesson 159
VI. The Barrister’s Dream 167
VII. The Banker’s Fate 173
VIII. The Vanishing 177
Size and Tears 181
Atalanta in Camden Town 186
The Lang Coortin’ 190
Four Riddles 202
Fame’s Penny-Trumpet 211

THREE SUNSETS AND OTHER

POEMS
By Lewis Carroll
WITH TWELVE FAIRY-FANCIES