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 Contents    vii

PREPARING FOR MY CAREER 104

■■ COMPENSATION IN ACTION 104
■■ CASE 1: Individual or Team Reward? 105
■■ CASE 2: Ethics Dilemma: Incentive Pay Gone Wrong 106
■■ CRUNCH THE NUMBERS! Calculating Profit Sharing Pay Awards 106
■■ WORKING TOGETHER: Team Exercise 106
• Endnotes 107

Chapter 5 Person-Focused Pay 109

Defining Person-Focused Pay: Pay-For-Knowledge, Skill-Based Pay, and
Competency-Based Pay 109
Knowledge-Based Pay and Skill-Based Pay 110
Competency-Based Pay and the Competency Model Clearinghouse 111
Usage of Person-Focused Pay Programs 112
Reasons to Adopt Person-Focused Pay Programs 114
Varieties of Person-Focused Pay Programs 116
Contrasting Person-Focused Pay with Job-Based Pay 120
Advantages and Disadvantages of Person-Focused Pay Programs 121
Advantages 121
Disadvantages 123
PREPARING FOR EXAMS/QUIZZES 124
Chapter Summary by Learning Objectives 124 • Key Terms 124 •
Discussion Questions 125
PREPARING FOR MY CAREER 125
■■ COMPENSATION IN ACTION 125
■■ CASE 1: Person-Focused Pay at Mitron Computers 125
■■ CASE 2: Ethics Dilemma: Limiting Access to Training 126
■■ CRUNCH THE NUMBERS! Hiring a Mix of Entry-Level Workers and Skilled
Candidates under a Skill-Based Pay Program 126
■■ WORKING TOGETHER: Team Exercise 127
• Endnotes 127

Part III Designing Compensation Systems 129

Chapter 6 Building Internally Consistent Compensation Systems 130
Internal Consistency 130
Job Analysis 132
Steps in the Job Analysis Process 132
Legal Considerations for Job Analysis 137
Job Analysis Techniques 138
Occupational Information Network (O*NET) 138
Job Evaluation 142
Compensable Factors 142
The Job Evaluation Process 144
Job Evaluation Techniques 145
The Point Method 146
Alternative Job-Content Evaluation Approaches 149
Alternatives to Job Evaluation 150
viii    Contents

Internally Consistent Compensation Systems and Competitive Strategy 150

PREPARING FOR EXAMS/QUIZZES 151
Chapter Summary by Learning Objectives 151 • Key Terms 151 •
Discussion Questions 152
PREPARING FOR MY CAREER 152
■■ COMPENSATION IN ACTION 152
■■ CASE 1: Job Evaluation at Smith Upholstery 153
■■ CASE 2: Ethics Dilemma: Stop Complaining or Else 154
■■ CRUNCH THE NUMBERS! Modifying a Job Evaluation Worksheet 154
■■ WORKING TOGETHER: Team Exercise 155
• Endnotes 155

Chapter 7 Building Market-Competitive Compensation Systems 156

Market-Competitive Pay Systems: The Basic Building Blocks 156
Compensation Surveys 157
Preliminary Considerations 157
Using Published Compensation Survey Data 158
Compensation Surveys: Strategic Considerations 161
Compensation Survey Data 163
Updating the Survey Data 170
Integrating Internal Job Structures With External Market
Pay Rates 170
Compensation Policies And Strategic Mandates 173
Pay Level Policies 173
Pay Mix Policies 174
PREPARING FOR EXAMS/QUIZZES 175
Chapter Summary by Learning Objectives 175 • Key Terms 176 •
Discussion Questions 176
PREPARING FOR MY CAREER 176
■■ COMPENSATION IN ACTION 176
■■ CASE 1: Nutriment’s New Hires 177
■■ CASE 2: Ethics Dilemma: A Slanted Wage Proposal 178
■■ CRUNCH THE NUMBERS! Updating Salary Survey Data 179
■■ WORKING TOGETHER: Team Exercise 179
• Endnotes 180

Chapter 8 Building Pay Structures that Recognize Employee

Contributions 181
Constructing a Pay Structure 181
Step 1: Deciding on the Number of Pay Structures 182
Step 2: Determining a Market Pay Line 183
Step 3: Defining Pay Grades 183
Step 4: Calculating Pay Ranges for Each Pay Grade 183
Step 5: Evaluating the Results 188
Designing Merit Pay Systems 189
Merit Increase Amounts 190
Timing 191
Recurring versus Nonrecurring Merit Pay Increases 191
 Contents    ix

Present Level of Base Pay 191

Rewarding Performance: The Merit Pay Grid 191
Merit Pay Increase Budgets 193
Designing Sales Incentive Compensation Plans 195
Alternative Sales Compensation Plans 195
Sales Compensation Plans and Competitive Strategy 197
Determining Fixed Pay and the Compensation Mix 198
Designing Person-Focused Programs 199
Establishing Skill Blocks 199
Transition Matters 200
Training and Certification 201
In-House or Outsourcing Training 201
Pay Structure Variations 202
Broadbanding 202
Two-Tier Pay Structures 204
PREPARING FOR EXAMS/QUIZZES 205
Chapter Summary by Learning Objectives 205 • Key Terms 206 •
Discussion Questions 206
PREPARING FOR MY CAREER 206
■■ COMPENSATION IN ACTION 206
■■ CASE 1: A New Sales Representative 207
■■ CASE 2: Ethics Dilemma: Arbitrary Compa-ratios 208
■■ CRUNCH THE NUMBERS! Calculating Pay Range Minimums, Maximums, and
Pay Range Overlap 208
■■ WORKING TOGETHER: Team Exercise 209
• Endnotes 209

Part IV Employee Benefits 211

Chapter 9 Discretionary Benefits 212
Origins of Discretionary Benefits 212
Categories of Discretionary Benefits 214
Protection Programs 214
Paid Time Off 219
Services 222
Legislation Pertinent to Discretionary Benefits 226
Internal Revenue Code 226
Employee Retirement Income Security Act of 1974 (ERISA) 226
Pension Protection Act of 2006 228
Designing and Planning the Benefits Program 228
Determining Who Receives Coverage 229
Financing 229
Employee Choice 229
Cost Containment 229
Communication 230
The Benefits and Costs of Discretionary Benefits 231
PREPARING FOR EXAMS/QUIZZES 232
Chapter Summary by Learning Objectives 232 • Key Terms 233 •
Discussion Questions 234
x    Contents

PREPARING FOR MY CAREER 234

■■ COMPENSATION IN ACTION 234
■■ CASE 1: Employee Benefits that Matter 235
■■ CASE 2: Ethics Dilemma: A Poor Bid 235
■■ CRUNCH THE NUMBERS! Calculating Employer Matching Contributions 236
■■ WORKING TOGETHER: Team Exercise 236
• Endnotes 237

Chapter 10 Legally Required Benefits 239

Origins of Legally Required Benefits 239
Categories of Legally Required Benefits 240
Social Security Programs 240
Workers’ Compensation 245
Family and Medical Leave 246
State and Local Paid Leave Laws 247
Health Insurance 248
Health Insurance Program Design Alternatives 249
Fee-For-Service Plans 250
Managed-Care Approach 251
Features of Health Care Plans 252
Specialized Insurance Benefits 253
Consumer-Driven Health Care 254
Additional Health Care Legislation 255
Consolidated Omnibus Budget Reconciliation Act of 1985 (COBRA) 255
Health Insurance Portability and Accountability Act of 1996 (HIPAA) 256
The Benefits and Costs of Legally Required Benefits 256
PREPARING FOR EXAMS/QUIZZES 258
Chapter Summary by Learning Objectives 258 • Key Terms 258 •
Discussion Questions 259
PREPARING FOR MY CAREER 259
■■ COMPENSATION IN ACTION 259
■■ CASE 1: Social Security and Retirement Planning at ­Taylor Foods 260
■■ CASE 2: Ethics Dilemma: Go with the High-Deductible Health Plan 261
■■ CRUNCH THE NUMBERS! Calculating Federal Insurance Contributions Act
(FICA) Taxes 261
■■ WORKING TOGETHER: Team Exercise 262
• Endnotes 262

Part V Contemporary Strategic Compensation Challenges 263

Chapter 11 Compensating Executives 264
Contrasting Executive Pay with Pay for Nonexecutive Employees 264
Defining Executive Status 265
Who are Executives? 265
Key Employees 265
Highly Compensated Employees 267
Executive Compensation Packages 267
Components of Current Core Compensation 267
Components of Deferred Core Compensation 269
 Contents    xi

Equity Agreements 269

Separation Agreements 271
Clawback Provisions 272
Employee Benefits: Enhanced Protection Program Benefits and Perquisites 272
Principles and Processes for Setting Executive Compensation 274
The Key Players in Setting Executive Compensation 274
Theoretical Explanations for Setting Executive Compensation 275
Executive Compensation Disclosure Rules 276
Securities and Exchange Act of 1934 277
Wall Street Reform and Consumer Protection Act of 2010 (­Dodd-Frank Act) 279
Executive Compensation: Are U.S. Executives Paid too Much? 282
Comparison between Executive Compensation and Compensation for Other Worker
Groups 282
Strategic Questions: Is Pay for Performance? 282
Ethical Considerations: Is Executive Compensation Fair? 283
International Competitiveness 284
PREPARING FOR EXAMS/QUIZZES 286
Chapter Summary by Learning Objectives 286 • Key Terms 286 •
Discussion Questions 287
PREPARING FOR MY CAREER 287
■■ COMPENSATION IN ACTION 287
■■ CASE 1: Building an Executive Compensation Package 288
■■ CASE 2: Ethics Dilemma: Resistance to Clawback CEO ­Severance Pay at
United Airlines 289
■■ CRUNCH THE NUMBERS! Comparison of Pay Within and Across
Industries 289
■■ WORKING TOGETHER: Team Exercise 290
• Endnotes 290

Chapter 12 Compensating the Flexible Workforce: Contingent

Employees and Flexible Work Schedules 293
The Contingent Workforce 293
Groups of Contingent Workers 294
Reasons for U.S. Employers’ Increased Reliance on Contingent Workers 299
Pay and Employee Benefits for Contingent Workers 301
Part-Time Employees 301
Temporary Employees 302
Leased Workers 303
Independent Contractors, Freelancers, and Consultants 304
Flexible Work Schedules: Flextime, Compressed Workweeks, and
Telecommuting 307
Flextime Schedules 307
Compressed Workweek Schedules 308
Telecommuting 308
Flexible Work Schedules: Balancing the Demands of Work Life and Home Life 309
Pay and Employee Benefits for Flexible Employees 309
Pay 309
Employee Benefits 310
Unions’ Reactions to Contingent Workers and Flexible Work Schedules 311
xii    Contents

Strategic Issues and Choices in Using Contingent and Flexible Workers 311
PREPARING FOR EXAMS/QUIZZES 312
Chapter Summary by Learning Objectives 312 • Key Terms 313 •
Discussion Questions 314
PREPARING FOR MY CAREER 314
■■ COMPENSATION IN ACTION 314
■■ CASE 1: Telecommuting at MedEx 315
■■ Case 2: Ethics Dilemma: Cost Savings at the Expense of ­Employees 315
■■ CRUNCH THE NUMBERS! Calculating the Costs of Full-Time and
Part-Time ­Employment 316
■■ WORKING TOGETHER: Team Exercise 316
• Endnotes 317

Part VI Compensation Issues Around the World 319

Chapter 13 Compensating Expatriates 320
Competitive Advantage and How International Activities Fit in 321
Lowest-Cost Producers’ Relocations to Cheaper Production Areas 321
Differentiation and the Search for New Global Markets 321
How Globalization is Affecting HR Departments 322
Complexity of International Compensation Programs 323
Preliminary Considerations 323
Host Country Nationals, Third Country Nationals, and Expatriates: Definitions and Relevance
for Compensation Issues 323
Term of International Assignment 324
Staff Mobility 324
Equity: Pay Referent Groups 324
Components of International Compensation Programs 324
Setting Base Pay for U.S. Expatriates 324
Methods for Setting Base Pay 325
Purchasing Power 326
Incentive Compensation for U.S. Expatriates 326
Foreign Service Premiums 327
Hardship Allowances 327
Mobility Premiums 328
Establishing Employee Benefits for U.S. Expatriates 328
Standard Benefits for U.S. Expatriates 329
Enhanced Benefits for U.S. Expatriates 330
Balance Sheet Approach for U.S. Expatriates’ Compensation Packages 331
Housing and Utilities 332
Goods and Services 333
Discretionary Income 333
Tax Considerations 333
Repatriation Pay Issues 334
PREPARING FOR EXAMS/QUIZZES 335
Chapter Summary by Learning Objectives 335 • Key Terms 335 •
Discussion Questions 336
PREPARING FOR MY CAREER 336
■■ COMPENSATION IN ACTION 336
 Contents    xiii

■■ CASE 1: Jenkins Goes Abroad 337

■■ CASE 2: Ethics Dilemma: Request Approved, then Denied 338
■■ CRUNCH THE NUMBERS! Calculating an Expatriate’s Base Pay and
Incentives 338
■■ WORKING TOGETHER: Team Exercise 338
• Endnotes 339

Chapter 14 Pay and Benefits Outside the United States 340

Pertinent Concepts for Quantifying Economic Elements in the Discussion of
Pay and Benefits Outside the United States 341
North America 342
Canada 343
Mexico 344
South America 345
Europe 346
Asia 348
India 348
People’s Republic of China 350
PREPARING FOR EXAMS/QUIZZES 352
Chapter Summary by Learning Objectives 352 • Key Terms 352 •
Discussion Questions 353
PREPARING FOR MY CAREER 353
■■ COMPENSATION IN ACTION 353
■■ CASE 1: Expanding Internationally at Suds Microbrewery 354
■■ CASE 2: Ethics Dilemma: Underpaying Workers at Serenity Resorts 354
■■ CRUNCH THE NUMBERS! Comparing the Rates of Change in GDP Per Capita
for S­ elect Countries 355
■■ WORKING TOGETHER: Team Exercise 356
• Endnotes 356

Epilogue 359
Epilogue Challenges Facing Compensation Professionals 360
Possible Increase to the Federal Minimum Wage Rate 361
Trends in Performance Appraisal 362
The Compensation-Productivity Gap 363
Gender Pay Gap 365
Pay Transparency 368
PREPARING FOR EXAMS/QUIZZES 369
Chapter Summary by Learning Objectives 369 • Key Terms 370 •
Discussion Questions 370
• Endnotes 370

Glossary 373
Author Index 387
Subject Index 389
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A01_PERL5624_08_GE_FM.indd 24 2/12/18 2:58 PM

Preface

NEW TO THIS EDITION

Strategic Compensation: A Human Resource Management Approach, Tenth Edition, contains
substantial new content and changes, including the following:

• Three new features appear in each chapter that enable students to integrate knowledge and
valuable skills regardless of whether they are choosing a career in the compensation pro-
fession or other business functions in smaller or larger organizations.
■■ Ethics Dilemma. Ethics is the discipline dealing
with what is good and bad, right and wrong, or
with moral duty and obligation. Most executives,
managers, and ­professionals believe that integrity
and ethical values have an important place in busi-
ness and should form the foundation of a compa-
ny’s culture. Ethics focuses on individual decision
making and behavior as well as the impact of
ethical choices on employee welfare. The ­Ethics
Dilemma, presented in the end-of-chapter mate-
rial, will keep these important matters in the fore-
front as you move ahead in your career.

■■ FYI. This feature provides tidbits of information from survey

research and extensive databases (e.g., employment statistics)
that illustrates trends, opinions, and the use of specific compen-
sation practices.

■■ Working Together. This feature offers opportu-

nities for students to collaborate through sharing
ideas, listening to others’ ideas, and coming up
with a cohesive team response to the assignment.

• Other major updates to the tenth edition include:

■■ Extend coverage of evolving compensation practices, statistics, and business profes-

sionals’ perspectives. For instance, Chapter 3 (Traditional Bases for Pay: Seniority and
Merit) includes a section on trends in performance appraisal practice. In a nutshell, some
companies are providing performance feedback more frequently and as needed on a less
structured basis rather than putting off providing feedback until structured annual reviews
are given. This section also addresses the pros and cons of this more contemporary think-
ing as well the same for longstanding approaches to provide students a balanced view.
■■ Chapter 15 has been converted into an Epilogue. It includes many important topics not

covered in previous editions and makes significant updates to other topics. Some of the
topics are the compensation productivity gap, the gender pay gap, and pay transparency.
■■ Fifty percent of the Cases and nearly fifty percent of the Crunch the Numbers features
are new.
xv
xvi    Preface

SOLVING TEACHING AND LEARNING CHALLENGES

Increasingly, students expect to see the applicability of their coursework to life and work after
graduation. When the connection is not clear to students, many may lose interest and, perhaps,
choose to do as little as possible to earn a good enough grade on quizzes and exams. The choice
of pedagogical features and the writing style in this text would pique interest in the subject matter
and enhance learning and development of seven critical employability skills, which have been
discussed in the ‘Developing skills for your career’ section in this textbook.
Strategic Compensation: A Human Resource Management Approach provides the founda-
tion for building compensation systems in a variety of work organizations. The content of this
textbook establishes the structure and design elements of compensation systems in a forward-
looking framework that addresses decision making that supports companies’ strategic plans. This
approach, therefore, positions compensation practice as essential and compensation professionals
as business partners. Individuals who pursue careers outside the compensation field will under-
stand how to interact with compensation professionals for promoting effective recruitment, moti-
vation, and retention of talent. This textbook is readable with a conversational tone and clear
explanations for concepts and practices. It conveys the relevance of compensation system design
overall as well as individual topics for organizations and aspiring professionals; and, this textbook
takes on contemporary topic coverage in every chapter.
I approach the study of compensation in a realistic, practical, interesting, and stimulating
manner. I focus on showing how compensation is practiced in the real world. Throughout the
book, you will see examples of how organizations practice compensation management. In explain-
ing a concept, I often quote compensation professionals and other business professionals, yet all
compensation discussion is based on sound theoretical concepts and practice. Where appropri-
ate, the strategic role of compensation is apparent, particularly in Chapter 1. In addition, I show
how compensation practices are related to other Human Resource Management (HRM) topics.
For instance, a firm that emphasizes recruiting top-quality candidates but neglects to provide
satisfactory compensation is wasting time, effort, and money. If a firm’s compensation system
pays below-market wages, the firm will always be hiring and training new employees only to see
the best leave for a competitor’s higher wages. Besides this one example, the interrelationship of
compensation practices set in a dynamic business environment will become more obvious as these
topics are addressed throughout the book. These interrelationships are also shown to be important
as organizations operate within the global environment. I included several features that appear
in the textbook and MyLab (some of which are listed and discussed below) to actively engage
students in the learning experience.
To improve student results, I recommend pairing the text content with MyLab Manage-
ment, which is the teaching and learning platform that empowers you to reach every student. By
combining trusted author content with digital tools and a flexible platform, MyLab personalizes
the learning experience and will help your students learn and retain key course concepts while
developing skills that future employers are seeking in their candidates. From Videos to Personal
Inventory Assessments, MyLab Management helps you teach your course, your way. Learn more
at www.pearson.com/mylab/management.

Chapter Warm-Ups
Chapter Warm-Up assessment helps you hold your students accountable
for learning key ­concepts in each chapter. These questions can be assigned
to the students ahead of time and will ensure that they are coming to class
prepared.
 Preface    xvii

Crunch the Numbers Exercises

Crunch the Numbers provide an excellent oppor-
tunity to sharpen problem solving skills through
the analysis of numerical data, creating the foun-
dation for quantifying compensation concepts
and practices. There are two data-driven exer-
cises per chapter, one in the book and both in
MyLab Management. Answers are found in the
Instructors Manual and in MyLab Management.

Chapter Quizzes
A powerful tool used to assess your students understanding
of the chapter learning objective after studying the chapter.
After reading the chapter, these questions can be assigned to
the ­students to test the knowledge they gained for respective
topic(s).

Videos Exercises
Video exercises are available for select chapter topics to help
engage students and hold them accountable for their learning.
A video clip can be assigned to students for outside classroom
viewing or it can be watched in the classroom. The video corre-
sponds to the chapter mate-
rial and is accompanied by
multiple choice questions
that reinforce student’s com-
prehension of the chapter
content.
xviii    Preface

Cases
Additional Supplemental cases are available in the
MyLab to complement cases in the book. These cases
help to keep students actively engaged and improve
skills like problem solving and decision making.

Personal Inventory Assessments (PIA)

PIA is a collection of online exercises designed to promote
self-­reflection and engagement for students. It enhances
their ability to connect with concepts taught in principles of
management, organizational behavior, and human resource
management classes. Students learn better when they con-
nect what they are learning to their personal experiences.
Instructors can assign and track students’
completion of the assessments. Student results
include a written explanation along with a graphic
display that shows how their results compare with
the class as a whole. Instructors also have access
to this graphic representation of results to promote
classroom discussion.
 Preface    xix

Compensation in Action
Compensation in Action explains how compensation
professionals and managers throughout an organization
work together to address important workplace issues.
This feature highlights some of the specific connections
between managers and compensation professionals, and
the reality that compensation activities are never per-
formed in isolation.

Working Together Exercises

As noted earlier, Working Together offers opportunities for students to collaborate through sharing
ideas, listening to others’ ideas, and coming up with a cohesive team response to the assignment.
If assigned by the instructor, students may make brief oral presentations of their ideas to the class,
creating an additional opportunity for working together.

Building Strategic Compensation Systems ­Project

Building Strategic Compensation Systems Project is an experiential case, available online in MyLab
Management. It allow students to work in small compensation consulting teams charged with the
responsibility for developing a compensation
plan for a company named e-sonic. The project
is divided into four sections. The first section,
Strategic Analysis, is described fully in the
casebook for faculty and students who choose
to complete this optional analysis of the busi-
ness environment prior to the remaining three
sections that directly address compensation
system design, as it relates to Chapter 1 of the
textbook. Section two relates to Chapter 6 of
the book and introduces students to the speci-
fication of internally consistent job structures.
Section three relates to Chapter 7 of this book
and shifts students’ focus outside of their firm
to understand its relationship with the external
marketplace. Finally, in Section four, students
will recognize the contributions of employees through the creation of a merit-pay system and put
their plan into action by paying employees within their firm. This section relates to Chapters 2
through 5, 8 through 9 in the book.

DEVELOPING EMPLOYABILITY SKILLS

For students to succeed in a rapidly changing job market, they should be aware of their career
options and how to go about developing a variety of skills. In this book and MyLab, students will
have the opportunity to develop and practice seven important skills based on various learning fea-
tures that are summarized in the matrix (given on the following page) and subsequently illustrating
some of the connections between the employability skills and learning features:
xx    Preface

Critical Thinking

Computing Skills
Application and
Communication

Technology and
Business Ethics

Responsibility
Collaboration

Data Literacy
Information
Knowledge

and Social
Analysis
FYI ✓ ✓
Watch It! ✓ ✓
Personal Inventory Assessment ✓ ✓
Compensation in Action ✓ ✓ ✓
Case (end-of-chapter) ✓ ✓ ✓
Ethics Dilemma ✓ ✓ ✓
Crunch the Numbers! ✓ ✓ ✓ ✓
Working Together: Team Exercise ✓ ✓ ✓
Building Strategic Compensation ✓ ✓ ✓ ✓ ✓ ✓
Systems (accompanying case)

INSTRUCTOR TEACHING RESOURCES

Strategic Compensation comes with the following teaching resources.
Supplements available to i­nstructors
at www.pearsonhighered.com/irc Features of the Supplement
Instructor’s Manual • Chapter-by-chapter summaries
authored by Lori Long • Examples and activities not in the main book
• Teaching outlines
• Solutions to all questions and problems in the book
Test Bank More than 650 multiple-choice, true/false, short-answer, and graphing questions
authored by Angela Boston with these annotations:
• Difficulty level (1 for easy, 2 for moderate, 3 for difficult)
• Type (Multiple-choice, true/false, short-answer, essay)
• Topic (The term or concept the question supports)
• Learning objective
• AACSB learning standard (Written and Oral Communication, Ethical
Understanding and Reasoning; Analytical Thinking; Information Technology;
Diverse and Multicultural Work; Reflective Thinking; Application of Knowledge;
Interpersonal Relations and Teamwork)
Computerized TestGen© TestGen allows instructors to:
• Customize, save, and generate classroom tests
• Edit, add, or delete questions from the Test Item Files
• Analyze test results
• Organize a database of tests and student results.
PowerPoints Slides include many of the figures and tables in the textbook
authored by Patricia Buhler PowerPoints meet accessibility standards for students with disabilities. Features
­include, but are not limited to:
• Keyboard and Screen Reader access
• Alternative text for images
• High color contrast between background and foreground colors
 Preface    xxi

ACKNOWLEDGMENTS
I thank the multitude of course instructors and students who have used past editions of my book.
Their invaluable insights and constructive feedback has helped me to improve both the instructor’s
teaching and students’ learning experiences.
At Pearson, I wish to thank my editor, Neeraj Bhalla for championing this edition and provid-
ing support throughout the revision process. Many others at Pearson provided expert advice and
project management oversight, including my content producers, Shweta Jain and Sugandh Juneja.
At SPi Global, I thank Bhanuprakash Sherla and his colleagues for their expert oversight of the
process and keen eye for details.

ABOUT THE AUTHOR

Joseph J. Martocchio
My interest in the human resource management field began while
I was a junior at Babson College and in compensation, particu-
larly, while I was a first-year graduate student at Michigan State
University. I found myself wanting to practice in the field as well
as to become a university professor and researcher. I pursued
both professional desires starting with employment at Cameron
and Colby (a reinsurance company) in Boston and General Elec-
tric’s Aerospace business group in Valley Forge, Pennsylvania.
I advanced my education in the human resource management
(HRM) field by earning a master’s degree and Ph.D. degree at
Michigan State University. My master’s degree enabled me to build
an even stronger foundation in practice and my doctoral degree
provided me with the skills to conduct scholarly research and teach
college-level courses. Since earning my graduate degrees, I have
been a professor in the School of Labor and Employment Rela-
tions at the University of Illinois, Urbana–Champaign and assumed administrative roles as a Provost
Fellow, Associate Dean for Academic Affairs, and Interim Dean. All the while, I have taught a variety
of courses in the HRM field. These include compensation systems, employee benefits, employment
systems (HRM and labor relations), HR planning and staffing, and statistics. I also teach the com-
pensation and statistics courses online. For many years, I served as the faculty advisor to the student
chapter of the Society for Human Resource Management at the University of Illinois during which
time students earned Merit Awards and Superior Merit awards on multiple occasions.
As a researcher, I have studied a variety of topics that include employee absenteeism,
employee training and development, compensation systems, employee benefits, and generational
diversity. My work appears in leading scholarly journals such as Academy of Management Jour-
nal, Academy of Management Review, Journal of Applied Psychology, Journal of Management,
and Personnel Psychology. I received the Ernest J. McCormick Award for Distinguished Early
Career Contributions from the Society for Industrial and Organizational Psychology (SIOP),
and I was subsequently elected as a Fellow in both the American Psychological Association and
SIOP. Following the attainment of this recognition, I served as the Chair of the HR Division of
the Academy of Management as well as in various other leadership roles within that organization.
In 2018, a study in the Academy of Management Learning and Education revealed that I am
in the top one percent of the most influential HRM authors out of a total of 9,744. Besides writ-
ing scholarly articles and Strategic Compensation: A Human Resource Management Approach,
I have two additional sole-authored textbooks: Human Resource Management (Pearson Higher
Education), 15th edition, and Employee Benefits: A Primer for Human Resource Professionals
(McGraw-Hill), 6th edition.
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A01_PERL5624_08_GE_FM.indd 24 2/12/18 2:58 PM

SETTING THE STAGE FOR
STRATEGIC COMPENSATION I

CHAPTER 1 STRATEGIC COMPENSATION

CHAPTER 2 CONTEXTUAL INFLUENCES ON COMPENSATION PRACTICE

MyLab Management
You can access the CompAnalysis Software to complete the online Building Strategic
Compensation Systems Project by logging into www.pearson.com/mylab/management.

1
 Strategic Compensation
1 A Component of Human Resource Systems

Learning Objectives
When you finish studying this chapter, you should be able to:
1-1. Define strategic compensation.
1-2. Summarize the role of compensation as a strategic business partner.
1-3. Explain strategic compensation decisions.
1-4. Identify and discuss the building blocks and structural elements of strategic
compensation systems.
1-5. Describe the fit of the compensation function in organizations.
1-6. Identify the stakeholders of the compensation function and summarize their
stakes in the work compensation professionals perform.
1-7. Explore essential skills for developing your career in compensation or any other
career path.

CHAPTER WARM-UP!
If your professor has assigned this, go to the Assignments section of www.pearson.com/
mylab/management to complete the Chapter Warm-Up! and see what you already
know. After reading the chapter, you’ll have a chance to take the Chapter Quiz! and see
what you’ve learned.

Through the early twentieth century, manpower planning was the predecessor to contemporary
human resource (HR) management. Manpower planning focused on the effective deployment
of employees in factories to achieve the highest manufacturing output per employee per unit of
time. That is, management sought to increase productivity (such as the number of handmade
garments per hour) while also maintaining or lowering employee compensation costs. All else
equal, higher employee productivity while maintaining or lowering employee compensation
costs contributed to higher profitability for the firm.
Through the decades, mounting government regulation involving payroll taxes and laws
centered on ensuring a minimum wage, prevailing wage, equal pay for equal work; and, equal
employment opportunity later gave rise to the personnel management function, of which com-
pensation was a component. Legal compliance necessitated that personnel management take on
the role of an administrative, support function to maintain compliance with the myriad details
of employment laws (e.g., determining prevailing wages in localities). Personnel management

2
Exploring the Variety of Random
Documents with Different Content
Railroad; in the rear flows the now abandoned section of the
Champlain Canal. Just south of the home and on the rise of ground
is the residence of Robert Sears, deceased, who was an intimate
friend of the family and who accompanied the stricken parents to
New York to meet the remains of their son. Elmer was a welcome
visitor here, where he and his companion, Charles Sears, had many
a happy romp in the fields about the homestead. It is needless to
say that the remembrance of Colonel Ellsworth is still a sacred one in
the Sears family and that his memorials are cherished in the white
mansion on the hill where he was gladly entertained and duly
appreciated; for even at this early age it was evident that he was a
lad of superior parts. Certain of the citizens have suggested
changing the name of the place to “Ellsworth” and erecting a fitting
monument in the midst of the city, a commendable proposal, though
there are already nine villages named Ellsworth in as many states of
the country, and notwithstanding that a noble granite memorial to
his memory, unveiled with elaborate and impressive ceremonies on
May 27, 1874, stands in the Mechanicsville cemetery.
Elmer’s stay in Mechanicsville did not embrace above a year or more,
and after having had considerable success in selling papers on the
railway trains, he secured the consent of his father to leave home
and try to make his own way in the world. He, therefore, in 1852,
secured employment as a clerk in the store of Corliss & House, Troy,
dealers in linen goods, where he remained about a year. The career
of Ellsworth from now on to 1858 is difficult to follow in detail on
account of the as yet scarcity of data from which to construct a
satisfactory narrative. It is known, however, that from the time he
left Mechanicsville to the hour of his death, his life, though in its last
two years astonishingly prominent and in point of honorable fame
highly successful, was throughout an experience of almost
unremitting hardship and poverty; a beating about from one
employment to another; a weary history of uncongenial labor and
foiled ambition. It is probable that he was, to use his own words,
endeavoring to “make a bold push for fortune,” that he might quickly
relieve his parents of that toil and privation, the remembrance of
which seems to have burned into his soul to remain smarting there
through the long years. Perhaps it would be charity to allow the
mantle of forgetfulness to remain upon this period of unrequited
effort, though from the glimpses we have in it of Ellsworth he is
smiling and cheerful through it all, ever maintaining the most
scrupulous honor and unblemished character. But the American
people will desire the uncovering of every detail of the life of this
remarkable young genius and martyr, whose very gifts of mind and
heart, like those of many another, made him the prey of fortune.
On August 2, 1917, there appeared in the Telegraph-Courier of
Kenosha, Wisconsin, a letter from Charles H. Goffe, a former
resident of the city, and among his reminiscences of Kenosha is the
following concerning Ellsworth in the summer of 1853, Elmer being
then sixteen years old. I have nothing with which to corroborate Mr.
Goffe’s statement, but as it has the impress of truth and
corresponds, though in an exaggerated manner, with what I have
learned of Ellsworth’s traits of character, I am disposed to give it
acceptance. It is my opinion that, having saved a sum of money
from his salary as a clerk in Troy, he resolved to “plod along” no
further but to “make a bold push for fortune” in the West, and
endeavor to find by prospecting a more promising field. Mr. Goffe
writes:
“There was also boarding at Mrs. Bell’s at this time, a young man of
handsome features and fastidious ways, accentuated by a repelling
hauteur and exclusiveness, so often found peculiar to genius. His
associates were few and his disposition was not calculated to make
intimates of those he came in contact with. No one seemed able to
penetrate the mystery of his personality and yet there was
something about the youth which arrested the attention of all. But
he was obsessed with a penchant or habit born perhaps of idle
vanity of writing (or scribbling) his name in a bold, flowing, and not
ungraceful hand, upon every scrap of paper, on the weatherboards
of the house, and on gate and fence posts, a name which a few
years later was on every tongue, flashed in the headlines of the daily
press, and stamped in deathless lines upon the history of his country
—the name of Elmer E. Ellsworth…. In the fall of 1853, when the
Kenosha High School opened for the winter term under Professor
DeWolff, Mr. Ellsworth attended for a while, but was not satisfied
with school life, and suddenly dropped out of view and was for a
time forgotten.”
Mr. Goffe says that when, two years later, he went to Muskegon,
across the lake in Michigan, he learned that Ellsworth had associated
with and been adopted by the Ottawa Indians who dwelt in those
parts. After describing how he had been created a chief among
them, made the recipient of high honors, and adorned with unique
and gaudy apparel. Mr. Goffe continues:
“But, alas, when the novelty of barbaric glory and display had
become stale, and the craving for other conquests and other scenes,
and perhaps dreams of awaiting glories had disturbed his vision, this
eccentric child of genius suddenly disappeared from his tribe and
had gone no one could tell where. His people waited long, but he
returned no more, and the red-skinned maidens of the tamarack
swamps waited and sighed in vain for the handsome young chief on
whom they had doted, and for whom they had hoped and dreamed.
And the seasons came and passed, and the moons had filled their
horns many times only to wane and the white chief came no more.”
As stated before, it is probable that Ellsworth visited Kenosha and it
is likely, too, that on his way home he stopped at Muskegon and was
with the Indians for a brief period, but that he remained there a year
or more, as Mr. Goffe was told, or that he made any extended stay
among the Redskins is highly improbable, though I realize that in
expressing this opinion I am throwing ashes on what purports to be
a romantic episode.
Returning to Mechanicsville and casting about for employment,
Ellsworth recalled that in one of his trips between Troy and his home
he had met on the train a gentleman from New York who, evidently
attracted by his intelligent and prepossessing appearance, drew him
into conversation and impressed himself favorably on the youth’s
mind and memory. Thinking that this transient friend might help
him, he inserted a “personal” in the New York Herald which in due
time brought a letter from the gentleman, who proved to be a
drygoods merchant, and after a preparatory correspondence
Ellsworth was made a clerk in his store. This was in 1853, the year
of his visit to the West and Kenosha.

DRAWING MADE BY COLONEL ELLSWORTH

Reproduced from the original in the Wisconsin Historical
Library

Concerning the two years that he spent in New York I have been
able to secure but fragmentary and disconnected data. He remained
but half of this period in the employ of the merchant referred to and
when, in 1855, he went to Chicago, he did so in company with a
party of engineers by whom he had been employed in improving the
channel at Hellgate, not far from New York. This work was carried
on by the aid of divers who deposited the explosive on the surface of
the rock and this being fired by electricity and confined somewhat by
the weight of water effected considerable execution. Just what part
Ellsworth played in this work or how long he was engaged in it is not
known. While in New York he was afforded an opportunity of
acquiring a better knowledge of military tactics through the drills of
the Seventh Regiment, which he attended on every available
occasion.
He was eighteen years of age when, with his brother, he went to
Chicago, hoping to make better progress in providing means for the
ease, security, and happiness of their parents. For, while yet a little
boy in Malta, having been pained by the cruel words of a companion
who had sneeringly remarked that his mother wore “patched shoes,”
he had told her that he would some day earn a lot of money so that
she would be a lady as well as the best and “ride in a carriage.” This
ambition for his mother, that she might “ride in a carriage,” was
referred to hopefully in a letter dated Madison, Wisconsin, November
15, 1858. Though his brother, after remaining but a brief season in
Chicago, seems to have given up the battle and returned home,
Elmer held on and through the most discouraging experiences
persevered and at last achieved a success which repaid him for all
his suffering and humiliation.
Not long after his arrival in Chicago he engaged himself as a clerk to
Arthur F. Devereux, of Salem, Massachusetts, who was in the patent
soliciting business and who later became an officer in the Eighth
Massachusetts Regiment. Ellsworth after a time became a partner
with Mr. Devereux and the firm enjoyed prosperity when, through
the defalcation of one whom they trusted, everything was lost and
Elmer found himself without a dollar struggling again for the bare
necessities of life. Three years had been passed in this business, as
appears from Ellsworth’s own words. He writes: “In an evil hour I
placed confidence in an infernal scoundrel, was robbed of everything
in a moment, saw the reward of three years’ toil fade from my eyes
when about to grasp it.”
The occurrence of this catastrophe brings Ellsworth’s career down to
1858, he then being of the age of twenty-one. Connected with the
business of a patent solicitor are certain legal aspects that require
attention, and having in this way in a manner been introduced to the
law, he determined to prepare himself for the full practice of that
profession. He therefore entered the law office of Mr. J. E. Cone as a
student. The remuneration he received for copying legal papers was
wholly inadequate; for a time he slept on the floor of the office, and
suffered, not infrequently, the pangs of hunger. During these months
of hard study, drudgery of copying, and abject poverty, he retained
his interest in military affairs, though he had no active part in them
for the reason that he could not afford the expense of belonging to a
company. However, he joined a gymnasium and made the
acquaintance of Dr. Charles A. DeVilliers, who was an instructor in
fencing, evidently in that institution. Dr. DeVilliers was destined to
play an important part in the military education and career of
Ellsworth, for he revived in him his ardent martial spirit and
encouraged him in his desire to acquire an intimate knowledge of
the French Zouave system of tactics and uniform with a view to
introducing them into this country. DeVilliers was competent for this
purpose, having served with a French Zouave regiment in the
Crimean War and was familiar with all the details of their drill and
equipment. The name and system were derived by the French in
1830 from the members of a mountain tribe of Algeria, (Arab.,
Zwawá) who, arrayed in oriental costume, wide trousers, fez, and
loose jacket, were in their rapidity of movement and ferocity of
courage famed as fighters. Ellsworth, of a romantic nature and a
lover of the novel and dramatic, was attracted by this now famous
and spectacular system, and sent to France for books fully explaining
it and set himself to acquire the language that he might read them.
In the meantime, with Scott’s and Hardee’s books of tactics open
before him, he perfected himself in the manual of arms, not
hesitating to introduce improvements of his own where they seemed
desirable, his endeavor being to bring ease, grace, and celerity into
every movement. Under DeVillier’s instruction he became the best
fencer in Chicago, while his “lightning drill” attracted attention as he
exhibited it in the gymnasium.
His reputation having reached as far as Rockford, Illinois, he was
engaged in the summer of 1858 to drill the Rockford City Grays, a
company that had been organized two years earlier. The corps made
good progress and in September went into camp on the fairgrounds,
remaining four days, during which time military companies from
Elgin, Freeport, and Chicago visited the encampment. During his
stay at Rockford Ellsworth made the acquaintance of Miss Carrie
Spafford, to whom he became engaged, and for whom to the day of
his death he cherished the highest regard and the deepest affection.
Her father, Mr. Charles H. Spafford, was one of the pioneers and a
leading citizen of the place and with his family was attached to
Ellsworth and befriended him more, perhaps, than any others
outside of his immediate relatives. In his last letter to Miss Spafford
he refers to her parents as “father and mother.” Mrs. Charles H.
Godfrey, a sister of Miss Spafford, still resides at Rockford and
occupies the dwelling where Colonel Ellsworth visited the family in
1858, and though she has no remembrance of him she cherishes the
honor that her Christian name, Eugenia, was by him proposed for
her to the family when he fondled her on his knee. Miss Carrie
Spafford married Charles S. Brett, both of whom with their only son
are deceased, Mrs. Brett having died in 1911 at the old home where
the Colonel visited her. Not only did Ellsworth win the friendship and
regard of the Spafford family, but his cordial manners and magnetic
personality made him a marked individuality and a popular hero
throughout the town.
In the following month of October Ellsworth went to Madison,
Wisconsin, and was employed there in drilling the Governor’s Guard,
a military company organized in February of that year and made up
of the leading young men of the place. It is on record that on
October 15, 1858, he was elected commandant of the Guard and
began drilling the company, which at the beginning numbered
twenty-five men, three evenings in each week. There is nothing to
indicate how long he remained at Madison, though a letter to his
mother, already referred to, bears date, “Capitol House, Madison,
Wis., Nov. 15th, 1858,” and it is probable that he was with the
Governor’s Guard in its parade of December 26 following, concerning
which a Madison newspaper says, “They appear much improved in a
military point.” The State Historical Society of Wisconsin has in its
archives several interesting memorials of Ellsworth’s sojourn in
Madison. There is some evidence that he drilled a company in
Springfield, Illinois, at about this period, but the statements are so
indefinite and inconclusive that I have refrained from giving them as
facts. In a study of this kind it is necessary carefully to compare,
weigh, and sift all the materials of information.
A definite landmark in the life of Ellsworth is his diary, commenced
on his twenty-second birthday, April 11, 1859, and continued for a
brief period.[129] This was in the spring following his agreeable and
successful military employment at Rockford and Madison, but from
which he seems to have derived no considerable emolument, for the
entries in his diary relate experiences of his struggle with poverty.
Concerning the purpose of the journal, he says: “I do this because it
seems pleasant to be able to look back upon our past lives and note
the gradual change in our sentiments and views of life; and because
my life has been and bids fair to be such a jumble of strange
incidents that, should I become anybody or anything, this will be
useful as a means of showing how much suffering and temptation a
man may undergo and still keep clear of despair and vice.” These
pages afford an intimate view of his character and one which can be
obtained from no other source; for they are even more personal and
confidential than his letters to the members of his own family. They
tell in easy, fluent style of his poverty, temptations, dawning success,
meditations, and laborious study of the law in the office of Mr. Cone,
to which he had returned after his engagement had expired in
Madison.
Among the earlier entries in the diary is the account of his election
on April 29, 1859, as commandant of the United States Zouave
Cadets, of Chicago, a company superseding the National Guard
Cadets, instituted three years previous, which company had become
practically defunct. On abandoning the old name and armory the
Zouaves made their quarters in the Garrett Block on ground now
occupied by Central Music Hall. The drill and discipline of the corps
grew to be more exacting and severe probably, than that to which
any military company was ever subjected, for Ellsworth’s aim was to
improve the men “morally as well as physically” and “to place the
company in a position second to none in the United States.” The
rules adopted and rigidly enforced proscribed drinking or even
entering, without a valid excuse, a barroom, forbade visiting houses
of vulgar resort, and gambling rooms, and prohibited the playing of
billiards in public places. Ellsworth, himself, all his life was very
abstemious; in a letter to his brother in 1858, he writes: “I don’t use
tobacco in any shape whatever; I drink neither tea or coffee.”
Running all through his career is the unmistakable evidence,
especially visible in his private papers, that he was above all a moral
champion: that his ethical principles overshadowed and governed his
military ambitions. The proficiency of a cadet was no
recommendation to his leniency: if he transgressed the rules, he
must go: twelve of his best drilled men were expelled at one time for
drinking; but such was his influence over his command that as they
dwindled away there was never a stampede, even under the
laborious drills and the prohibitory discipline.
On the Fourth of July Ellsworth, having had the cadets in training but
little more than two months, gave a public drill in front of the
Tremont House and at once won the admiration of hostile critics,
who pronounced the exhibition unrivaled outside West Point. This
success was all the more remarkable when it is considered that
Ellsworth had acquired his military knowledge entirely from self-
instruction, never having been a member of a company when he
began the occupation of drillmaster. Moreover, he was still very poor,
subsisting part of the time on nothing better than crackers; but he
could write proudly in his diary on the night of the Fourth: “Victory,
and thank God!”
At Chicago on September 15 of the same year, at the seventh annual
fair of the National Agricultural Society, Ellsworth with his Zouaves
won a stand of colors valued at $500, which had been offered as a
prize in a competitive drill. Owing to the fact that only one other
company drilled for the award, though the contest had been open to
any militia company in the country, great dissatisfaction prevailed
throughout the East and South that the Zouaves should under the
circumstances be accorded such a distinction. The old military
companies of the eastern cities scorned the pretentions of the
“prairie boys,” and ridiculed the idea of their being able to compete
successfully with themselves. For Ellsworth had added fuel to the fire
by challenging any company in the United States or Canada to drill
for the champion colors, offering to pay their expenses to and from
Chicago and stating that, starting on the following twentieth of June,
the Zouaves would visit the leading cities of the country for the
purpose of meeting those companies which had not found it
convenient to come to Chicago.
 COLONEL ELLSWORTH AND FRANCIS E. BROWNELL
(IN LOWER RIGHT-HAND CORNER)
From original photographs in the collection of Frederick H.
Meserve, New York

The discipline and drill, beginning early in February, became more

exacting than ever, as it was felt by the company that in order to
retain the colors the orders of the commandant must be
scrupulously observed. Ellsworth told them that “everything except
business and the company must be sacrificed” and that till the date
set for the departure, drills must be held every evening, except
Sunday, from seven to eleven o’clock. Associated with the drill,
which was practiced with knapsacks weighing twenty-three pounds,
were strenuous athletic exercises, while through the month of June
the men slept on the floor of the armory wrapped in their blankets.
The start was postponed from June 20 to July 2, owing to the death
from smallpox of Ellsworth’s brother, who was a member of the
company. This bereavement was a hard stroke for the commandant,
who was already burdened with the care and discipline of the
company and anxiety for the results. It was estimated that five
weeks would be consumed in the tour and that the expenditures
would approximate $7,000, but the funds were far from being raised
when the day of departure arrived. Moreover, the company’s goods
and chattels were attached by certain ex-members who had loaned
it money and who were now smarting from the effects of Ellsworth’s
severe discipline; but this difficulty was quickly relieved by the
generosity of Chicago citizens.
The last reunion of Ellsworth’s Chicago Zouaves was held at the
Wellington Hotel, Chicago, in November, 1910, at which eight
members were present; five absentees were known to be living at
that time. I have recently corresponded with Mr. J. M. DeWitt of New
York, who is actively engaged in practical affairs, with Mr. Frank E.
Yates of Chicago, and, through his family, with Mr. J. A. Clybourn, of
the same city, who is in very poor health. This band of men, sifted
out by Ellsworth and tried by the fire of his rigorous discipline and
training, not only achieved the reputation of being perhaps the most
perfectly drilled military company in history, but held important
places in the army during the Civil War and multiplied the
instructions and principles which they had derived from their
commandant.
The Chicago Historical Society has in its Ellsworth collection a crayon
sketch drawn by him and evidently designed to serve as copy for the
printer in preparing memorials of the tour, to be presented to the
members of the company. Upon it are inscribed in consecutive order
the names of the cities visited and the military organizations by
whom the Zouaves were escorted and entertained, though the dates
do not appear in all cases. The itinerary follows:
Chicago, July 2, 1860; Adrian, Mich., July 3 and 4; Detroit, July 5;
Cleveland, July 6 and 7; Niagara Falls, Sunday; Rochester, July —;
Syracuse, July —; Utica, July —; Troy, July 12; Albany, July 13; New
York, July 14, 15, 16, --, 18, 19, 20; Boston, July 21, 22, 23, 25;
Charlestown, Mass., July 24; Salem, July —; West Point, July 26, 27;
Philadelphia, July 28; Baltimore, Aug. —; Washington, D. C., Mount
Vernon, Aug. —; Pittsburgh, Aug. —; Cincinnati, Aug. —; St. Louis,
Aug. —; Springfield, Aug. —; Chicago, Aug. 15.
The Zouaves were accompanied throughout their tour by a band of
eighteen pieces, the Light Guard Band of Chicago; but though the
company went forth with fine melody and unique and brilliant
uniforms, they were hardy soldiers with bronzed faces and wiry,
agile frames, who lived abstemiously and slept each night on the
floor of their quarters. Temptations to indulge in wines and liquors
were before them daily, but they resolutely turned away to take up
the arduous work of their program. They were very young and
somewhat undersized; by no means a stalwart array, as might be
expected; but the wonderful precision, celerity, and grace of their
drill and evolutions astonished and thrilled every town they visited,
and the accounts of their marvelous proficiency, telegraphed ahead,
aroused widespread curiosity and brought great crowds to observe
them wherever they went. Though the tour was made for the
purpose of inviting competition, not a company ventured to face
them, all cheerfully according them the palm of superiority.
The period in which the tour was made could not have been more
opportune; a critical presidential election was on, with Abraham
Lincoln heading the Republican party which stood for the
nonextension of slavery, and with the avowal rife in the South that,
should he be elected, war would ensue. Thus, the people were
disposed to look with interest and enthusiasm upon military
demonstrations. Ellsworth’s experience was not, however, entirely
without anxiety, owing to the lack of funds, which, until New York
City was reached, was a source of worry; but at this point and in
Boston large amounts were derived from exhibition drills given
before immense audiences, and henceforward no difficulty was
experienced on this score. The company reached Chicago on
Tuesday, August 15, was accorded an ovation irrespective of party
affiliations, and escorted to the accompaniment of pyrotechnics and
a torch-light procession, to the “Wigwam” where Lincoln had been
nominated, which was filled with more than 10,000 people. Mayor
Wentworth gave a congratulatory address which was briefly
responded to by Captain Ellsworth, after which, it now being
midnight, the company was banqueted at the Briggs House.
Not long after this triumphant return Ellsworth resigned his
commission and the company disbanded. Its career having been
brilliant, though brief, it was better, it seemed to him, that the
organization should dissolve rather than deteriorate under less
rigorous discipline. Ellsworth, without delay, seeming to realize that
armed strife was at hand, organized a regiment of Zouaves in
northern Illinois, officered it with men from his old company, and
presented the force to Governor Yates to direct as he might deem
expedient. Having become acquainted with Mr. Lincoln, he now
entered his law office, not so much to pursue his somewhat
neglected law studies as to promote a scheme which he was
evolving of reorganizing the militia of Illinois and eventually of the
whole country: to unify and bring the entire system more completely
under the control of a central authority. Here begins to be manifest a
wide grasp and a broad vision for which Ellsworth has never been
given credit. To enjoy a reputation as a successful drillmaster and to
control efficiently a company of fifty men was but the rudiment of
his ambition and capacity; his mind went out firmly and sanely to
broad fields, and he impressed his ideas upon Mr. Lincoln, who
sought to give him an opportunity at the national capital to work out
and put in operation these desirable measures. A start was
attempted in a bill dictated by Ellsworth and introduced in the Illinois
legislature while he was in Springfield, but though it was successful
in the House, it failed in the Senate through causes other than a lack
of merit.
During the autumn, Ellsworth employed himself on the stump,
speaking for the Republican candidates, and exhibited decided gifts
as an orator; a fine voice and presence, abundant humor and fluent
expression gained him a ready hearing. In the meantime he had
resumed his legal studies and later, passing a satisfactory
examination, was admitted to the bar a few weeks before Mr. Lincoln
started on his journey to Washington. The president-elect had
invited Ellsworth to accompany him on the trip in the capacity of an
officer to safeguard him by superintending the disposition of the
crowds that everywhere met him. Arriving at the capital he was
incapacitated with the measles, but when, on his twenty-fourth
birthday, April 11, 1861, Fort Sumter was summoned to surrender,
he soon shook off the lethargy of his convalescence, resigned his
lieutenant’s commission, borrowed what money John Hay had at his
disposal, and started for New York, resolved to raise a regiment for
the service. In this he was promptly successful among the firemen of
the city and in a remarkably brief space, at the head of the Eleventh
New York Volunteer Infantry, was on May 7 mustered into the
service in front of the Capitol at Washington and in the presence of
President Lincoln. For a few days the regiment was quartered in the
Capitol building, but as the command was acquiring a tendency to
disregard the proprieties of the service, Colonel Ellsworth secured for
it a camp on the south side of the east branch of the Potomac, on
the high ground in the vicinity of the Insane Asylum, believing that
here he would have the men under better control. An interesting,
and to the Fire Zouaves a complimentary, event occurred while the
regiment was in Washington. Willard’s Hotel having taken fire,
Ellsworth and his men after vigorous efforts quenched the flames
and saved the building, much to the gratification of Mr. Willard, who
entertained them at breakfast and gave Colonel Ellsworth a purse of
$500 to employ for the benefit of the regiment. This money the
Colonel turned over to the committee that organized and equipped
the Fire Zouaves, and it was eventually divided equally and applied
toward the erection of monuments for Ellsworth and his successor,
Colonel Farnham, who died of wounds sustained at the first battle of
Bull Run.
On the evening of Thursday, May 23, the regiment was ordered to
be ready to move at a moment’s notice, and at 2 o’clock A. M. of the
twenty-fourth marched from its camp and boarded the steamers
James Guy and Mount Vernon. In the bustle and stress incident to
the departure, the busy Colonel found time to write two remarkable
letters: one to his parents, the other to Miss Spafford, his fiancée.
They breathe a presentiment of death and were found (at least the
former, and I think the latter) upon his body. The letter addressed to
Miss Spafford has not appeared before in print and has been read by
but a limited number of persons. Colonel Ellsworth’s last act before
leaving his tent was to look at her portrait and place it in his bosom.
[130]

My dear Father and Mother: The Regiment is ordered to move

across the river tonight. We have no means of knowing what
reception we are to meet with. I am inclined to the opinion
that our entrance to the City of Alexandria will be hotly
contested, as I am just informed that a large force have
arrived there today. Should this happen, my dear parents, it
may be my lot to be injured in some manner. Whatever may
happen, cherish the consolation that I was engaged in the
performance of a sacred duty; and tonight, thinking over the
probabilities of tomorrow, and the occurrences of the past, I
am perfectly content to accept whatever my fortune may be,
confident that He who noteth even the fall of a sparrow will
have some purpose even in the fate of one like me.
My darling and ever-loved parents, good-bye. God bless,
protect and care for you. Elmer.
* * * * *
My own darling Kitty. My Regiment is ordered to cross the
river & move on Alexandria within six hours. We may meet
with a warm reception & my darling among so many careless
fellows one is somewhat likely to be hit.
If anything should happen—Darling just accept this
assurance, the only thing I can leave you—The highest
happiness I looked for on earth was a union with you—You
have more than realised the hopes I formed regarding your
advancement—And I believe I love you with all the ardor I am
capable of—You know my darling any attempt of mine to
convey an adequate expression of my feelings must be simply
futile—God bless you, as you deserve and grant you a happy
& usefull life & us a union hereafter. Truly your own, Elmer.
P. S.
Give my love to mother & father (such they truly were to me)
and thank them again for all their kindness to me—I regret I
can make no better return for it—Again Good bye. God bless
you my own darling.
Elmer.
 COLONEL ELLSWORTH’S LAST LETTER
Reproduced by courtesy of Mrs. Charles H. Godfrey,
Rockford, Illinois

It was a beautiful moonlight night and the bayonets of the troops

could be seen glittering as they crossed the Long and Georgetown
bridges for the invasion of Virginia. The regiment arrived at
Alexandria, seven miles below, at sunrise, disembarked unopposed,
formed near the wharf, and Colonel Ellsworth with a squad of men
from Company “A” started at “double quick” into the city, intending
to seize the telegraph office and dispatches. Observing the
Confederate flag flying from the roof of the Marshall House, he sent
a sergeant with an order for Company “A” to come up at once. It
was evidently his purpose to detail the company to remove the flag,
for he then passed on; but, as if reconsidering, turned and entered
the hotel. It should be stated here that the regiment had come to
Alexandria under embarrassing circumstances; for not only had
certain of the citizens expressed a desire that they should not be
sent to the town, but General Mansfield, commanding at
Washington, had threatened to muster them out of the service
should they not conduct themselves in an orderly manner. This
partially explains Colonel Ellsworth’s desire to obtain the flag without
delay, fearing that it might enrage the men and lead to acts of
vandalism. On the other hand, it is affirmed that before he left New
York with his regiment, he remarked that “he would bring to the city
the first secession flag he might encounter,” and that “he would not
order any of his men to go where he would not go himself.” Just
what was in the young colonel’s mind will never be known; probably
a variety of motives impelled him to the act. He knew that the city of
Washington would be looking for the lowering of the “bastard flag,”
which for days had been flaunted as an insult and challenge to the
capital city. President Lincoln at that very moment might be looking
anxiously from the windows of the White House for its
disappearance!
The Marshall House is an old landmark of Alexandria, constructed of
brick and three stories high; it was famous as having entertained
Washington. The flag was flying from a staff about twenty-five feet
in length, attached to the frame of a rear dormer window, and was
reached by ascending to the attic by a stairway which had a landing
and turn at the middle. Colonel Ellsworth and his party, having left
guards at proper intervals, secured the flag, and were coming down
from the attic, when Corporal Francis E. Brownell, who was ahead,
observed a man with a gun, who proved to be James W. Jackson,
proprietor of the house, standing at the foot of the stairs. He
immediately sprang below, and struck down the weapon but before
he could prevent him Jackson raised his gun, a double-barrel
shotgun, and fired at Colonel Ellsworth, who had come onto the
middle landing and taken a step or two down, the charge entering
his left breast. The Colonel cried “My God!” and plunged headlong to
the floor below, uttering soon after but a low moan. He fell near the
room that had been occupied by Washington, and the medal he
wore, inscribed, “Non nobis, sed pro patria,” was wet with his blood.
Brownell with great coolness and rapidity of action took aim and
firing struck Jackson in the middle of the face and as he reeled to fall
plunged his sword bayonet through him, the assassin’s second shot
flying harmlessly over Brownell’s head. A scene of confusion followed
the double tragedy, heart-rending cries of agony, as Jackson’s wife
bewailed her loss, resounded through the hotel, while the Zouaves,
fearing that they were trapped in a nest of secessionists, posted
themselves so as to command the corridors and ordered all guests
into their rooms on peril of being shot down. Company “A” soon
arrived on the ground, however, and on a litter improvised out of
muskets, the body of Ellsworth was borne to the river, placed on the
James Guy, and conveyed immediately to Washington.
Among the many tributes that were published in honor of Ellsworth,
none were comparable to the beautiful words sent by President
Lincoln to his parents. He wrote:[131]
“In the untimely loss of your noble son, our affliction here is
scarcely less than your own. So much of promised usefulness
to one’s country, and of bright hopes for one’s self and
friends, have rarely been so suddenly darkened as in his fall.
In size, in years, and in youthful appearance, a boy only, his
power to command men, was surpassingly great. This power,
combined with a fine intellect, and indomitable energy, and a
taste altogether military, constituted in him, as seemed to me,
the best natural talent, in that department, I ever knew. And
yet he was singularly modest and deferential in social
intercourse. My acquaintance with him began less than two
years ago; yet through the latter half of the intervening
period, it was as intimate as the disparity of our ages, and my
engrossing engagements, would permit. To me, he appeared
to have no indulgences or pastimes; and I never heard him
utter a profane or an intemperate word. What was conclusive
of his good heart, he never forgot his parents. The honors he
labored for so laudably, and, in the sad end, so gallantly gave
his life, he meant for them, no less than for himself.
“In the hope that it may be no intrusion upon the sacredness
of your sorrow, I have ventured to address you this tribute to
the memory of my young friend, and your brave and early
fallen child.
 “May God give you the consolation which is beyond all earthly
power.
“Sincerely your friend in common affliction.
A. Lincoln.”
Importunate words throng me for expression, but they cannot be
accommodated further; the rage and grief of the Fire Zouaves and
their hardly-prevented purpose of burning the city of Alexandria; the
universal sorrow and demonstrations of grief all along the funeral
route from Washington to Mechanicsville. I would like to tell of my
acquaintance with and reminiscences of Ellsworth’s parents, of how
the government provided liberally for them, of how their son Elmer
fulfilled in death the desire that he had been unable to accomplish in
life: that his mother might “ride in a carriage.”
The fame of Ellsworth is destined to live on and to increase, for he
individualized those elements of character which are loved and
admired by the race universally. There was a deep well of patriotism
in his romantic, generous nature, informed and directed by a keen
and comprehensive intellect. Though his life is almost like a fairy
tale, it is steadied and rationalized by deep thoughtfulness, filial
affection, and unaffected piety. The far generations will linger
reverently over that final word of love to his parents and will shed a
tear as they read of his last look at the portrait of the bride of his
heart and of his going out to die. Ellsworth will yet come to his own
and be appreciated and valued and loved for what he was: one of
the noblest, purest, and ablest patriots who ever died for his
country.

[128] This article, which is intended to serve as an introduction to a

biography of Colonel Ellsworth which I hope to bring out, comprises but a
fraction of the data bearing upon his life and times which I have in my
possession. To those who have afforded me assistance in the collection of
this material I am deeply grateful; in particular I desire to express my
indebtedness to the following persons: Milo M. Quaife, superintendent,
State Historical Society of Wisconsin, Madison; Caroline M. McIlvaine,
librarian, Chicago Historical Society; Eugenia S. Godfrey, Rockford, Illinois;
Mrs. Jessie Palmer Weber, librarian, Illinois State Historical Society,
Springfield; Isabella K. Rhodes, acting reference librarian, New York State
Library, Albany; Jessie F. Wheeler, Reference Department, Troy Public
Library; William A. Saxton, chief, Bureau of War Records, Albany, New
York.
[129] Ellsworth’s diary has disappeared from view and there is a report
which bears considerable evidence of being accurate that it was destroyed
in later years by Ellsworth’s parents. However this may be, it was given,
upon his death, to Corporal Brownell, who had killed Jackson, his assassin.
John Hay seems to have had access to it at one time, for in an article by
him in McClure’s Magazine, VI, 354, many citations from the diary are
given. Prior to this, an unidentified writer in the Chicago Times of October
28, 1883, and in the National Tribune of October 15, 1885 cites so
extensively from Ellsworth’s diary as to render it probable that he had
possession of it either at that or at some prior time.
[130]The letter to Miss Spafford is owned by her sister, Mrs. Charles H.
Godfrey, of Rockford. The letter to Ellsworth’s parents has been published
in photographic reproduction in the Photographic History of the Civil War,
edited by Francis T. Miller (New York, 1911, 10 vols.), I, 351.
[131]This letter is in the collection of Judd Stewart. It was privately printed
in facsimile, with appropriate editing by Frederick H. Meserve, by the Quill
Club of New York in 1916.
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