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ABOUT THE AUTHORS vii

over the last 15 years. In support of his research interests, he has served as a
trainer and consultant to a large number of manufacturing companies across the
United States and has had a long-term relationship with the Centers for Disease
Control. In this capacity, Bill has designed corporate universities for his clients.
Bill is also managing partner of Collegiate Assessment Partners (CAPs), a com-
pany that builds management skills assessment tools and consults with univer-
sity business schools in support of their learning objectives and their compliance
with accreditation standards. When not involved with teaching, researching, or
consulting, Bill enjoys traveling, hiking, eating, and cycling.

Robert (Bob) S. Rubin is an associate professor of management in the Kell-

stadt Graduate School of Business at DePaul University. He received his BA in
psychology from Indiana University, his MA in industrial-organizational psychol-
ogy from Southern Illinois University at Edwardsville, and his PhD in organiza-
tional psychology from Saint Louis University.
Bob specializes in human resource management and organizational behavior
at DePaul, where he is an avid and award-winning teacher committed to advanc-
ing the field of management education. He has been nationally recognized for
his dedication to management andragogy and scholarship, including multiple
Best Paper Awards from the Management Education Division of the Academy of
Management. His research interest centers on individual differences and their
role in effective leadership and management development and includes forays
into aspects of transformational leadership, managerial assessment and develop-
ment, academic assessment centers, and emotions at work. Bob has published
his work in leading academic journals such as Academy of Management Jour-
nal, Journal of Applied Psychology, Personnel Psychology, Journal of Management,
Academy of Management Learning & Education, The Leadership Quarterly, Jour-
nal of Organizational Behavior, and Journal of Management Education. Currently,
Bob is an editorial board member of three journals, the Academy of Management
Learning & Education, Journal of Organizational Behavior, and Leadership and
Organizational Studies.
In addition to his academic work, Bob has been an active human resources
“The great thing about having a
and organization development consultant to a variety of industries including bio-
PhD is when people do not under-
technology, health care, dentistry, and transportation. His consulting work has stand you, they think it’s them.”
spanned employee selection, management assessment, and development. Bob —Henry Kissinger
also frequently serves as a coach for purposes of management skill development.
When he’s not engaged in managing his more senior textbook co-authors (Note:
He had a full head of hair prior to beginning this book project), Bob enjoys play-
ing music, traveling, hiking, and wrestling with his three kids.
 PREFACE

A Different Kind of Textbook—Because

Teaching and Learning OB Are Hard Enough!
Contemporary students put extraordinary demands on OB instructors and text-
books alike. On one hand, students immersed in quantitative courses such as
finance and accounting and other business disciplines are often quick to dis-
miss OB/management courses as “soft” or “elementary” or “common sense”—so
there is a pressing need for relevance and richness. On the other hand, modern
technology and short attention spans have created an aversion to the theoretical
grounding and evidence-based education necessary to build true understanding
and applicable skills.
Thoughtful OB and management instructors are therefore often torn between
opting for a traditional descriptive text, strong on concepts and definitions, but
with little application focus, or choosing a more popular-press reading, strong on
war-story anecdotes and prescriptions (often more popular with students), but
short on theory and evidence.
Recognizing this tension in our own OB classrooms, we set out to create a
book (and ancillary package) with an express mission of balance. To work for
us, the book would have to be one that students would find engaging but also
would have the coverage, rigor, and evidence base demanded of professional
OB and management instructors. So this text is evidence-based but targeted to
application. It covers traditional OB topics but in a decision-oriented, not just
descriptive, way. It embraces the best OB models and evidence but engages stu-
dents in how to use those models to improve their skill-sets and more success-
fully navigate organizational life. Just as the book’s title conveys, it is about both
knowing and doing. It is expressly designed to reconcile student demands for
relevance and application with instructor interests in rigor, evidence, and appro-
priate coverage of the discipline. We know firsthand that teaching OB today is
akin to straddling a glacier crevasse and this book is designed in that spirit.
Put another way, we saw our charge as creating a book that would inform,
illuminate, and inspire. We wanted to inform students of the best and most
“Ideal management education current knowledge about organizational behavior and its application to man-
should reorient its priorities and agement contexts. We wanted to illuminate those concepts with the most vivid
focus on skill training. A great deal
and memorable examples and illustrations. And we wanted to inspire learners
is known about inculcating such
skills, but the knowledge does not by capturing and conveying the challenge and excitement and even playfulness
typically make its way into the involved in managing and working with people. To do that, we found it appropri-
business curriculum.” ate to diverge from conventional textbooks in several significant ways, and we
—Henry Mintzberg, McGill University briefly highlight those choices in the following.

Skills and Decisions vs. Concepts and Description

For whatever reason, almost every leading OB textbook today still has a decid-
edly descriptive orientation. For example, team effectiveness may sound like a
very applied topic. Yet most textbook chapters so titled deal exclusively with the
different types of teams, comparisons of individual and team decision making,

viii
PREFACE ix

theories of team development and conflict, and so on. In most cases, the infor-
mation is accurate, but it leaves students marginally prepared to work effectively
in a team.
Similarly, chapters on motivation and leadership often trace the history of
research and theory in those areas but end up not directly addressing the skills
and behaviors a student needs to actually motivate others or lead a group or a
change project. Our goal in this text was to get beyond description to skill devel-
opment and decisions, that is, not just what defines a good group, but how one
might make a group function better. Our goal was to translate from description
to decisions—from OB concepts to organizational and managerial action.

Student-Centric Evidence and Learning

vs. Comprehensive Body of Knowledge
In recent years, we have come to understand much more about how students
actually consume textbook material. As a result, we approached the process of
writing this book in a different way than perhaps a traditional textbook might be
written. For example, in selecting the content for each chapter in this book, we
purposively did not start by spreading out all of the existing textbooks and look-
ing at all the accumulated knowledge about that topic. Rather, we began with
the key questions, problems, and challenges people face in, say, managing time,
communicating a persuasive message, overcoming resistance to change, or deal-
ing with a problem team member, and then turned to the existing literature to
build chapters around those problems.
Indeed, as we wrote each chapter, we adopted a position akin to editors of
Consumer Reports magazine. That is, we tried to test assumptions about what
students really read and consume, and what instructors really use from a text-
book. And we asked ourselves: What do we want to use? What material connects
with students? What are the best readings and exercises? What material do we
rarely or never use? We call this student-centric material.
The Russian author Tolstoy once insightfully noted that “all happy families
resemble each other, but each unhappy family is unhappy in its own way.” Simi-
larly, we would contend that all effective managers resemble one another, but
poor ones are ineffective in their own unique ways. And the first phase of com-
petence is how readily and skillfully novices can respond to routine situations,
not simply their ability to handle unusual ones. So we should strive less for com-
prehensiveness and more on achieving fundamental skills and knowledge that
can help aspiring managers operate in the most core and recurring situations
commonly faced (e.g., our Manage What? scenarios that frame each chapter are
designed to do just that). Our goal was to include the material and evidence, and
only that material and evidence, that might be labeled “mission critical.” The
book is relatively short in order to do important things well, rather than attempt
to superficially cover the waterfront.
We hasten to add, however, that to suggest that students today want nothing
to do with research, or want their texts “dumbed down,” is both inaccurate and
condescending. Indeed, our experience is that students do want to know the ori-
gins of what they are being taught—provided the research helps bring concepts
to life. For example, a fascinating recent study found that monkeys will turn
down very desirable food if they know that other fellow monkeys are getting even
more desirable food. In our view, this is a terrific illustration of the intense power
of equity perceptions, and something that is likely to stick with students in their
study of motivational concepts.
x PREFACE

Hearing the Voice of the Student

vs. Pushing the Discipline
We like to think that our “partners” in writing this book were the many students
and practicing managers who have been in our courses, completed our surveys,
and shared with us the ideas, tools, quotations, and “little gems” that helped them
develop and refine their own skills. Indeed, over the last few years we have asked
our students to interview practicing managers and to find out how those manag-
ers would evaluate the organizational behavior and management courses they
took in college. In doing so, the managers frequently pointed out that courses
focused a lot of attention on theories and concepts but, in their view, focused too
little on relevant prescriptive principles and skills. They were challenged most by
the “people problems” in their work, and yet felt their management education
had not emphasized, or adequately prepared them for, that component of their
job. So in writing this text, we tried to consistently take into account what those
who ultimately must go and practice management most need to know.
Finally, in the course of writing this book we were often asked how our book
would differ from popular-press books. In responding to that we are always quick
to clarify that we certainly do not consider “popular” to be synonymous with bad.
Indeed, there are some wonderful and useful popular works that we draw from
in this book. We do, however, think the distinction between this book and many
of the popular-press books on similar topics is pronounced and critically impor-
tant. In our view, any book targeted to students in a university context must pro-
vide exposure to the “whys,” that is, the conceptual foundation of skills. We think
this book’s defining value is its practicality and usefulness, but we contend that
this is so because it is based on good theory and research, not because we avoided
the important conceptual grounding.

The OB Teaching Challenge: Aiming for Balance

We believe that inculcating OB/management skills is perhaps the greatest chal-
lenge in business education today—and it is time to more directly and intention-
ally take on that challenge. Few people question the analytic capability of today’s
graduating students—but the jury is still out on their interpersonal and leader-
ship competence. We think a skills-based, decision-oriented approach, manifest
in this text, is critical to addressing that challenge. In sum, working and man-
aging effectively in organizations today is an act of supreme balance—and our
hope is that we have created a textbook that is true to that charge.

Features of the Book

Manage What?
One of our favorite teaching colleagues is an accounting professor who enjoys
pointing out to us that, while every organization has accounting, information sys-
tems, and marketing departments, he has never heard of a corporation that has a
management department. He further chides us that having a degree in manage-
ment invites the question, “Management of what?” In reality, he is a passionate
advocate for improving the management skills of his accounting students and
even pushed us to write this text. But his observation raises an important issue.
One of the legitimate criticisms of OB and management courses and text-
books, even those with a stated skills focus, is that they tend to be rather abstract
about what is really being managed. There is often a curious lack of focus on the
PREFACE xi

specifics of what managers are challenged to do, and on how great professionals
might respond to those challenges.
With that in mind, we decided to open each chapter with a section we call
Manage What? The Manage What? feature consists of several fundamental and
specific questions or challenges related to the skill focus of that chapter. For
example, in the chapter on team effectiveness, one scenario poses a challenge
regarding how to deal with members who are not pulling their weight. In the
motivation chapter, one of the scenarios addresses how to diagnose and deal
with a person who shows little desire to do better work, and so on. So that stu-
dents can conduct a “skills check,” we have also included selected critiques or
debriefings of how a skilled manager might have proceeded on the Manage
What? scenarios. We have intentionally, however, not included all of the debriefs
at the end of the chapters. Some of the debriefs are only available in the instruc-
tor’s manual so that those critiques can be distributed to students at any point—
or sometimes as the key when we use the Manage What? scenarios as exam
questions.
Taken together, the Manage What? scenarios comprise a set of the most fun-
damental of management skills. They are hardly comprehensive—there is clearly
much more to learn about management (and in the book) than how to handle
just those scenarios—but the set is a concrete start toward isolating the main-
stream and recurring things that great managers do well.
Our accounting professor friend likes to heighten student interest by point-
ing out how his course material is good preparation to become a CPA (certified
public accountant). We would contend that an understanding and mastery of the
Manage What? scenarios would likewise constitute a good step toward becoming
a hypothetical CPM or “certified people manager.” No such certification actu-
ally exists, but we have sought to include the recurring skills we would expect
someone to demonstrate to be certified as a great manager if there were such a
reputable credential. Those skills are the focus of the Manage What? scenarios.

Management Live
“Example is not the main thing in
We doubt there is an OB/management instructor alive who would deny the criti-
influencing others. It is the only
cal importance of illustration and examples in helping students develop the skills thing.”
of great managers. So, in addition to liberally using examples in the text itself, —Albert Schweitzer
we also have created a separate feature designed to highlight the most vivid and
engaging illustrations, stories, and short cases we could find. We call the section
Management Live to capture the spirit of those illustrations, which is expressly
to enliven the text and bring to life the concepts in ways meaningful and memo-
rable to learners.
Learning theorists have begun using the term “stickiness” to describe learn-
ing stimuli that ultimately stay with learners, and that very much captures the
spirit of this feature of the book. Our experience is that our students often recall
specific cases and examples long after they have forgotten lectures and text. So
our goal was to infuse each chapter with Management Live examples that catch
attention, strike the imagination, and really do “stick” with students as examples
and guides.

Manager’s Tool Kits

An irrefutable aspect of applying skills is to have a good set of tools. In our exec-
utive education work, we have been struck by how much participants appreci-
ate “takeaways” like self-assessments, good forms, quick checklists, and so on.
Although we have never been particularly focused on such takeaways for our
degree students, it occurred to us that such tools would be useful for anyone
xii PREFACE

trying to improve his or her management skills. Indeed, a fundamental supposi-

tion of the evidence-based management movement is that once evidence is well
established, it should be codified into practice through the use of checklists or
other decision supports. In this spirit, we therefore embed several Manager’s Tool
Kits into each chapter. For example, the performance management chapter has
Manager’s Tool Kits for choosing the right performance evaluation method, ana-
lyzing a performance problem, and terminating or reassigning an employee. The
motivation chapter has a quick guide to rewarding effectively, the conflict chapter
includes a checklist for effective mediation, and so on. The Manager’s Tool Kits
are presented in a way that students can copy and actually make use of them now
or in the future. Taken collectively, the Manager’s Tool Kits comprise something of
a management skills manual. We make no claims that these are original or novel
or provocative or anything fancy at all. However, they are the things that make
their way onto managers’ office doors, desktop frames, purse cards, and so on.

Contemporary Cases
Contemporary OB teaching is hard because students often think that OB teach-
ing is not contemporary. That is unfortunate because many of the most progres-
sive and “hottest” companies today are, in fact, wonderful exemplars of the best
of OB practice. For example, Google’s recent investigation into what makes a
great boss at the firm turned up a list of characteristics that have been validated
for years by OB researchers. Zappos’ 10 cultural commandments read like a syn-
thesis of OB research on high-performance cultures. Facebook, Microsoft, and
leading hospitality firms do not rely on low-validity unstructured interviews and
subjective selection practices favored by too many organizations. Rather, they
employ the most valid of selection procedures supported by decades of rigorous
research.
It was these observations that prompted us in this edition of our text to open
each chapter with a case that would satisfy our students’ craving for examples
that are (a) authentic—what they like to call “real world,” and (b) current and
relevant. We expressly sought firms that would strike their imagination, and our
goal was to show a clear linkage between what they are reading in the text and
the application of those concepts in the most progressive and admired of today’s
organizations. So we have endeavored to include cases that have that character
at the end of each of our chapters. A master list of the contemporary cases is
shown below:
Chapter 1 – eHarmony
Chapter 2 – CIGNA
Chapter 3 – Threadless and ChallengePost
Chapter 4 – TRUTHY
Chapter 5 – Tableau
Chapter 6 – Ritz-Carlton
Chapter 7 – The Dallas Mavericks
Chapter 8 – Klout
Chapter 9 – Google
Chapter 10 – Team Concepts
Chapter 11 – The NFL Players Association
Chapter 12 – Google, Microsoft, Southwest Airlines, and Doubletree Hotels
Chapter 13 – Zappos
Chapter 14 – The Indiana Bureau of Motor Vehicles
PREFACE xiii

Ancillaries
It is hardly provocative to suggest that the ways students learn today have changed
rather dramatically from a generation ago. Just as iPods have changed the way
music is delivered and consumed, so too has the Internet, wireless technology,
and portable video capability transformed the way learners consume education.
Moreover, learning researchers have long recognized that students have different
learning styles: some favoring reading and reflection, and others engaged more
by visual depictions and hands-on experience.
The instructional implication is that the most successful courses will be
those that expose learners to multiple educational stimuli. With that in mind, we
have supplemented this text with a set of supporting resources designed to facili-
tate the learning of management skills in multiple ways. Central to these support
materials are the Online Learning Center (OLC) at www.mhhe.com/baldwin2e
and McGraw-Hill Connect Organizational Behavior.
In summary, we have tried to translate our own experiences in the classroom
into a package of learning stimuli that will both appeal to and challenge students
of organizational behavior and management. Although sometimes characterized
as being elementary or commonsensical, great management is neither common
nor easy, and the existence of so many ineffective managers and toxic organiza-
tions attests to that. We firmly believe that many aspects of management can be
learned, but it takes a focus on skills and a more concerted effort to bring those
skills to life than many of our traditional learning materials provide. Our hope
is that this text and set of ancillaries will be useful in that regard—but we con- “Happiness is coming to class and
sider it all a work in progress. We actively invite your input as we all try to foster seeing the video projector set up.”
better-managed organizations and healthy and engaging places to work. —Charlie Brown

McGraw-Hill Connect ® Organizational Behavior

Less Managing. More Teaching. Greater Learning.

McGraw-Hill Connect Organizational Behavior is an online
assignment and assessment solution that connects students
with the tools and resources they’ll need to achieve success.
McGraw-Hill Connect Organizational Behavior helps pre-
pare students for their future by enabling faster learning, more efficient studying,
and higher retention of knowledge.

McGraw-Hill Connect Organizational Behavior Features

Connect Organizational Behavior offers a number of powerful tools and fea-
tures to make managing assignments easier, so faculty can spend more time
teaching. With Connect Organizational Behavior, students can engage with their
coursework anytime and anywhere, making the learning process more acces-
sible and efficient. Connect Organizational Behavior offers you the features
described next.

Simple Assignment Management

With Connect Organizational Behavior, creating assignments is easier than ever,
so you can spend more time teaching and less time managing. The assignment
management function enables you to:
• Create and deliver assignments easily with selectable end-of-chapter
questions and test bank items.
xiv PREFACE

• Streamline lesson planning, student progress reporting, and assignment

grading to make classroom management more efficient than ever.
• Go paperless with the ebook and online submission and grading of stu-
dent assignments.

Smart Grading
When it comes to studying, time is precious. Connect Organizational Behavior
helps students learn more efficiently by providing feedback and practice material
when they need it, where they need it. When it comes to teaching, your time also
is precious. The grading function enables you to:
• Have assignments scored automatically, giving students immediate
feedback on their work and side-by-side comparisons with the correct
answers.
• Access and review each response; manually change grades or leave com-
ments for students to review.
• Reinforce classroom concepts with practice tests and instant quizzes.

Instructor Library
The Connect Organizational Behavior Instructor Library is your repository for
additional resources to improve student engagement in and out of class. You can
select and use any asset that enhances your lecture. The Connect Organizational
Behavior Instructor Library includes:
• Instructor’s manual
• PowerPoint slides
• Test bank
• The Connect Organizational Behavior ebook

Student Study Center

The Connect Organizational Behavior Student Study Center is the place for stu-
dents to access additional resources. The Student Study Center:
• Offers students quick access to lectures, practice materials, ebooks, and
more.
• Provides instant practice material and study questions; easily accessible
on the go.
• Gives students access to the Personalized Learning Plan described next.

Student Progress Tracking

Connect Organizational Behavior keeps instructors informed about how each stu-
dent, section, and class is performing, allowing for more productive use of lec-
ture and office hours. The progress-tracking function enables you to:
• View scored work immediately and track individual or group perfor-
mance with assignment and grade reports.
• Access an instant view of student or class performance relative to learn-
ing objectives.
• Collect data and generate reports required by many accreditation organi-
zations, such as AACSB.
PREFACE xv

Lecture Capture
Increase the attention paid to lecture discussions by decreasing the attention
paid to note-taking. For an additional charge, Lecture Capture offers new ways
for students to focus on the in-class discussion, knowing they can revisit impor-
tant topics later. Lecture Capture enables you to:
• Record and distribute your lecture with a click of a button.
• Record and index PowerPoint presentations and anything shown on your
computer so it is easily searchable, frame by frame.
• Offer access to lectures anytime and anywhere by computer, iPod, or
mobile device.
• Increase intent listening and class participation by easing students’ con-
cerns about note-taking. Lecture Capture will make it more likely you will
see students’ faces, not the tops of their heads.

McGraw-Hill Connect Plus ® Organizational Behavior

McGraw-Hill reinvents the textbook learning experience for the modern student
with Connect Plus Organizational Behavior. A seamless integration of an ebook
and Connect Organizational Behavior, Connect Plus Organizational Behavior pro-
vides all of the Connect Organizational Behavior features, plus the following:
• An integrated ebook, allowing for anytime, anywhere access to the
textbook.
• Dynamic links between the problems or questions you assign to your
students and the location in the ebook where that problem or question is
covered.
• A powerful search function to pinpoint and connect key concepts in a
snap.
In short, Connect Organizational Behavior offers you and your students pow-
erful tools and features that optimize your time and energies, enabling you to
focus on course content, teaching, and student learning. Connect Organizational
Behavior also offers a wealth of content resources for both instructors and stu-
dents. This state-of-the-art, thoroughly tested system supports you in preparing
students for the world that awaits.
For more information about Connect, go to www.mcgrawhillconnect.com,
or contact your local McGraw-Hill sales representative.

Tegrity Campus: Lectures 24/7

Tegrity Campus is a service that makes
class time available 24/7 by automatically
capturing every lecture in a searchable
format for students to review when they
study and complete assignments. With a
simple one-click start-and-stop process, you capture all computer screens and
corresponding audio. Students can replay any part of any class with easy-to-use
browser-based viewing on a PC or Mac.
Educators know that the more students can see, hear, and experience class
resources, the better they learn. In fact, studies prove it. With Tegrity Campus,
students quickly recall key moments by using Tegrity Campus’s unique search
feature. This search helps students efficiently find what they need, when they
need it, across an entire semester of class recordings. Help turn all your students’
study time into learning moments immediately supported by your lecture.
xvi PREFACE

To learn more about Tegrity, watch a two-minute Flash demo at http://tegrity

campus.mhhe.com.

Assurance of Learning Ready

Many educational institutions today are focused on the notion of assurance
of learning, an important element of some accreditation standards. Managing
Organizational Behavior: What Great Managers Know and Do, Second Edition,
is designed specifically to support your assurance of learning initiatives with a
simple yet powerful solution.
Each test bank question for Managing Organizational Behavior: What Great
Managers Know and Do, Second Edition, maps to a specific chapter learning out-
come/objective listed in the text. You can use our test bank software, EZ Test
and EZ Test Online, or Connect Organizational Behavior to easily query for learn-
ing outcomes/objectives that directly relate to the learning objectives for your
course. You can then use the reporting features of EZ Test to aggregate student
results in a similar fashion, making the collection and presentation of assurance
of learning data simple and easy.

AACSB Statement
The McGraw-Hill Companies is a proud corporate member of AACSB Inter-
national. Understanding the importance and value of AACSB accreditation,
Managing Organizational Behavior: What Great Managers Know and Do, Second
Edition, recognizes the curricula guidelines detailed in the AACSB standards
for business accreditation by connecting selected questions in the test bank to
the six general-knowledge and skill guidelines in the AACSB standards.
The statements contained in Managing Organizational Behavior: What Great
Managers Know and Do, Second Edition, are provided only as a guide for the
users of this textbook. The AACSB leaves content coverage and assessment within
the purview of individual schools, the mission of the school, and the faculty.
While Managing Organizational Behavior: What Great Managers Know and Do,
Second Edition, and the teaching package make no claim of any specific AACSB
qualification or evaluation, we have within Managing Organizational Behavior:
What Great Managers Know and Do, Second Edition, labeled selected questions
according to the six general-knowledge and skills areas.

McGraw-Hill Customer Care Contact Information

At McGraw-Hill, we understand that getting the most from new technology can
be challenging. That’s why our services don’t stop after you purchase our prod-
ucts. You can e-mail our Product Specialists 24 hours a day to get product-training
online. Or you can search our knowledge bank of Frequently Asked Questions on
our support website. For Customer Support, call 800-331-5094, e-mail hmsup-
port@mcgraw-hill.com, or visit www.mhhe.com/support. One of our Technical
Support Analysts will be able to assist you in a timely fashion.

McGraw-Hill Higher Education and Blackboard Have

Teamed Up. What Does This Mean for You?
1. Your life, simplified. Now you and your students can access McGraw-
Hill’s Connect and Create™ right from within your Blackboard course—
all with one single sign-on. Say goodbye to the days of logging in to
multiple applications.
PREFACE xvii

2. Deep integration of content and tools. Not only do you get single sign-
on with Connect and Create™; you also get a deep integration of McGraw-
Hill content and content engines right in Blackboard. Whether you’re
choosing a book for your course or building Connect assignments, all the
tools you need are right where you want them—inside of Blackboard.
3. Seamless gradebooks. Are you tired of keeping multiple gradebooks
and manually synchronizing grades into Blackboard? We thought so.
When a student completes an integrated Connect assignment, the grade
for that assignment automatically (and instantly) feeds your Blackboard
grade center.
4. A solution for everyone. Whether your institution is already using
Blackboard or you just want to try Blackboard on your own, we have a
solution for you. McGraw-Hill and Blackboard can now offer you easy
access to industry-leading technology and content, whether your campus
hosts it, or we do. Be sure to ask your local McGraw-Hill representative
for details.

Changes from the First Edition

The response to our first edition was immensely gratifying, as OB and man-
agement instructors seem to be gravitating toward a more skills-oriented and
decision-making approach. Among the most favored elements of the original edi-
tion was our overt recognition of the knowing–doing gap and the features that
engaged students to think about personal and managerial action rather than just
the learning of descriptive concepts.
We also received many useful ideas for enhancing the text and have tried
to incorporate those ideas into this new edition. Among the most significant
changes, this new edition includes:

• Broader coverage to better fit OB courses. While many of our adoptions

were for OB courses, and all three authors use the book in such courses
at their respective institutions (Indiana University, California State
University–Fresno, and DePaul University) feedback suggested that some
instructors, who otherwise were attracted to the skills-oriented approach,
did not find the book quite broad enough for their OB course. In
response, we restructured the text by adding some significant content and
brand-new chapters, resulting in a text that more fully reflects the scope
and evidence base of organizational behavior. Naturally, we changed the
title to reflect this substantial restructuring.
Note that there was no divergence from our skills-orientation or our
focus on personal and managerial action. Indeed, we retained the subtitle
xviii PREFACE

(What Great Managers Know and Do) and intentionally included some
content that has not typically been part of most traditional OB books (for
example, performance management, selecting and retaining talent, change
management, and so on), because the evidence is clear that these areas are
essential to effective management and therefore critical in exposing stu-
dents to what great managers really know and do. Importantly, these topics
are all discussed from a manager’s perspective and should not interfere with
or detract from other functional courses such as human resource manage-
ment, but rather reinforce the close ties between organizational behavior
and human resource management in actual practice. In short, our aim was
to make the book better-suited to fit the content and structure of a typi-
cal OB course. And while not for everyone, we do think the text is a great
option for those instructors who feel drawn to take a more skills-based and
decision-oriented approach to their OB or management skills course
• Knowing and Doing Objectives. As our subtitle suggests, great manage-
ment is about both knowing and doing, and so we now overtly include
both knowing and doing learning objectives at the outset of each chapter.
Instructors (and administrators) have told us that this feature is very
useful for those schools concerned with assurance of learning (AACSB),
alignment of curriculum to objectives, and related issues that are so ubiq-
uitous in business schools.
• Addition of Contemporary Cases and Discussion Questions (with
debriefs for instructors). We consistently hear from our students—and
now from fellow instructors using the book—that contemporary students
want more cases and examples of OB ideas in practice. So we heeded
that call by adding two cases to every chapter—most of them drawn from
progressive contemporary firms that best capture student interest. We
also include accompanying discussion questions that challenge students
to wrestle with ideas from the book using context from the most exciting
and interesting contemporary firms.
• Embedded Manager’s Tool Kits. Staying true to our focus on knowing
and doing, the new edition integrates the Manager’s Tool Kits (which
used to appear at the end of the chapter) directly into the chapter text.
We think this embedding makes the popular book feature more user-
friendly and, most importantly, facilitates more efficient transition from
knowledge to action.
• More Manage What? Challenges—and New Debriefs. Any student of
math knows how important “problem sets” are in facilitating the transi-
tion from knowing principles to solving actual problems correctly. More-
over, it is really wonderful to have the answers to those problem sets in
the back of the book. We think OB learning is analogous. So we have
added more of our popular Manage What? challenges that appear at the
opening to every chapter. Moreover, in this edition we have also added
answers so that students can compare their responses to expert commen-
tary on how to address the challenge. On the advice of our book adopters,
however, the debrief to at least one such challenge in each chapter is still
provided only to instructors so it can be used as an evaluation tool if an
instructor so chooses.
• Enhanced Ancillaries and Video Supplements. In today’s contemporary
classroom, it takes more than a textbook to bring a class to life. So the
book comes complete with an entirely new set of ancillaries, including
McGraw-Hill’s innovative Connect program.
 WALKTHROUGH

An Applied Text for an Applied Topic

In a world full of challenging analytic courses such as finance, accounting, and computer sci-

ence, students are often quick to dismiss OB/management courses as “soft” or “common

sense” or “just theory.” Unfortunately, many existing textbooks serve only to support those

misconceptions. Teaching and learning organizational behavior and management are hard

enough—your textbook shouldn’t make it harder.

So, unlike other textbooks today, Managing Organizational Behavior: What Great Man-

agers Know and Do, Second Edition, is written with a style and purpose to fit the demands of

contemporary students and instructors. While including full coverage of the most important

OB models and evidence, the book’s distinct value is its focus on the skills and decisions

required to function effectively as a manager (or individual contributor) in today’s organi-

zations. Unlike traditional texts, the authors draw from the best OB theory and models to

describe how to develop the right mix of skills—and how those skills can be implemented in

contemporary contexts. The distinctive features of the text include the following.

Addresses the Knowing–Doing Gap

The most formidable challenge to OB learning is not knowing but doing—and this book
is expressly focused on facilitating the transition from knowing principles to solving
actual problems. Put another way, when it comes to behaving effectively in organiza-
tions, there is no knowledge advantage without an action advantage.
As the text subtitle (What Great Managers Know and Do) suggests, the authors
engage students to think specifically about personal and managerial action rather than
just learning descriptive concepts. Toward that end, every chapter opens with a section
called Manage What? which consists of several fundamental and specific challenges
related to the topical focus of the chapter. These scenarios are great for class discus-
sions or written assignments and focus on recurring skills that are fundamental to any
manager’s success. Moreover, at the end of each chapter are debriefs or “answers” to
those challenges that describe how skilled professionals would best respond.

xix
xx WALKTHROUGH

MANAGE WHAT?

1. Making a Difficult Ethical Choice

You have worked for your boss for five years, and he has become a trusted mentor for you in the firm. Indeed, there is no one
in the firm toward whom you feel more respect or loyalty. You just met with him and, due to an unforeseen market downturn,
he let you know of a proposed layoff that will affect one of the three people who report to you (Joe). Because the decision
has not been announced, and it will surely send shockwaves through the firm, he asked that you absolutely not tell any of your
subordinates. In fact, concerned the information might get prematurely leaked, he even says, “It is critically important that no
one know. Can I count on you?” You agreed emphatically that he could. Unfortunately, that evening you see Joe, who coaches
a little league team with you. He tells you he and his wife have been accepted into an adoption process for a new child and he
wanted to share his joy with you. He also has heard rumors of a layoff and says, sort of jokingly, “I am not going to be laid off,
am I? We could never afford to take care of a new child without my income.”
What should you do? Is this an ethical issue? You are forced to choose between loyalty and your expressed promise on
one hand, and your sense of caring and honesty toward Joe (and his potential new child) on the other. What factors will you
consider in your decision? On what basis would you justify the ethics of your decision?

2. You Be the Ethicist

Author Randy Cohen serves as The Ethicist for The New York Times Sunday Magazine. He frequently poses ethical dilemmas to
his readers and an adapted set of those (and similar themes) are listed next. Respond to each of the following scenarios, being
sure to identify the ethical frame (utilitarian, universalism, or virtuous person) you are using as the rationale for your response.
a. Is it ethical to buy a sweater to use for a family picture and then return it for a refund?
b. Is it ethical to download a song from the Internet without paying for it given that (a) you would not have downloaded
it if you had to pay, (b) you have no money and the artist and record label (or Apple, Inc.) are beyond wealthy, (c) you
are actually promoting the artist by listening to and sharing your impressions with others.
c. How much is a cat worth? Your affectionate and obedient cat needs a procedure that will cost a few hundred dollars.
Your instinct is to pay for what she needs, but you can’t help thinking it’s wrong. Wouldn’t the cash be better spent
on sick humans?
d. Can you ethically round off your 2.958 GPA to 3.0 when using it on your resumé?
e. Is it OK to take those hotel shampoos and soaps and give them to homeless shelters?
f. Should you tell on someone you observe researching bomb-making on the Internet? Or on a friend having a too-
friendly dinner with a woman who is not his wife?
g. Is it ethical to buy cheap seats to a baseball game you know will be sparsely attended and then sneak down and sit in
the expensive seats? Similarly, is it ethical to grab open first-class seats (once everyone is on board and in their pur-
chased seats) when you only paid for coach?
h. Is it ethical for a homeless mother to steal a loaf of bread to feed her starving child?
i. If you scored the wrong answer on a test, and the instructor marked it correct and you very honestly let him know, is
it ethical for the instructor to let you keep the points and reward your honesty?

3. Creating a Culture That People View as Fair

You are a relatively new manager and times are tough at your firm. You know you are going to have to make some really tough
decisions regarding promotions, job assignments, bonuses, and even who gets laid off and who stays. When you took your
new management position two years ago, the firm was booming, and with ample resources to work with you thought to your-
self that you would just give everyone the same rewards and schedules and anything you controlled and that would solve the
problem. But now resources are scarce and you are worried that if people view your decisions as unfair you will run the risk of
destroying your positive culture and even losing key people. If your goal is to create a fair workplace that is also a productive
one, what should you do? What types of standards would you put in place and then how would you decide “who gets what”?

4. Being a Responsible Whistle-Blower

As a manager in your firm, you have become disturbed with some of the claims that are being made (by people in your mar-
keting and sales group) about some of your products. Although you often work with that department, you are employed in
a different function and not sure if you should “stick your nose” into that area. Moreover, although you feel something of an
ethical obligation to ensure that no customers are harmed by false information, you also are very concerned that blowing the
whistle in this case could prompt serious repercussions and potentially be detrimental to your career, cause the loss of trust
and friends in the firm, and even impact your family.

Provides Contemporary Cases and Examples

baL30409_ch04_118-155.indd 120 11/15/11 9:49 PM

One of the most frustrating student perceptions is that organizational behavior is irrel-
evant or old-fashioned. That is unfortunate because many of the most progressive and
“hottest” companies today are, in fact, wonderful exemplars of the best of OB and
management practice. So every chapter in this text opens with a case that will sat-
isfy students’ craving for examples that are (a) authentic—what they like to call “real
world” and (b) current and relevant. The profiled firms (e.g., Google, Zappos, and eHar-
mony) are readily visible to students, strike their imagination, and show a clear linkage
between what they are reading in their text and the application of those concepts in the
most progressive and admired of modern organizations.
WALKTHROUGH xxi

Written to Be “Sticky”
Another persistent student criticism of organizational behavior coursework is that it is
too abstract or even “boring”—and given the nature of many existing texts, it is not
hard to see how students might reach that conclusion. The spirit of this book was to
infuse each chapter with examples that catch attention, strike imagination, and really
do “stick” with students as examples and guides. Such examples are sprinkled liber-
ally within the text, but there are also separate boxes labeled “Management Live” that
highlight the most vivid and engaging illustrations, stories, and short cases that bring to
life the concepts in ways meaningful and memorable to learners.
xxii WALKTHROUGH

MANAGEMENT LIVE 1.2

The Best Places to Work Are Also the Best-Performing

Companies
Independent financial analysts have studied the financial performance of the “100 Best” companies beginning
with the publication of the book The 100 Best Companies to Work for in America (by Robert Levering and Milton
Moskowitz, 1994), and have accompanied that with each of the “100 Best Companies” lists from Fortune since
that list’s inception in 1998. Using various profitability indicators, these data illustrate the extent to which the pub-
licly traded 100 Best Companies consistently outperform major stock indices over the 10-year periods preceding
the publication of the 100 Best lists. It is notable that those companies selected for the 100 Best list generally
spend far more on employee benefits and services than their counterparts—that is, it is often expensive to be a
best place to work. However, the data clearly support that the expense is worthwhile because people ultimately
engage more fully, work productively, and lift company performance.

100 Best Companies to Work For vs. Overall Stock Market 1998–2010
12%

10%

Average Annual Rate of Return

8%

6%

4%

2%

0%
“100 Best” “100 Best” S & P 500 Russell
Reset Buy and 3000
Annually Hold
Copyright © 2011 Great Place to Work® Institute, Inc. All Rights Reserved.

baL30409_ch01_002-039.indd 8 11/11/11 9:36 PM

Includes Pragmatic Tool Kits

An irrefutable aspect of applying skills is to have a good set of tools. Most executive
education seminars and corporate training programs are known for providing par-
ticipants with such tools for better conducting their work. Yet, while common-place
in many business educational settings, for some reason the notion of tools and tool
kits has not made its way into traditional college texts. This book rectifies that omis-
sion by embedding very practical “how to” tool kits in each chapter. These tool kits
offer tangible takeaways for students through self-assessments, forms, and quick
checklists.
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‫‪8( 1882.‬‬
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‫و جز قال ابن برى‪ : :‬أخو الصعلوك يعنى به فرسد‪ :‬ويمرى بيديه ‪1‬‬
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‫َل‬
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‫فل الحقاق ‪ :‬اش نشد اإلفالنا لف) ا مطننه ‪ 0‬ليل وال م ِم ْن َهاءلحرى َوالّذ َع اُب‬
‫َوِبالّمَها َيْم ٌم َتَمَهَد َم ِجْد َد ‪”(. 11‬تسموجضآ‪-‬ته ؟‪7 0‬ه‪. 31. )»18‬م ‪10. 7”,‬‬
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‫بن حثارة ' وكان يكتى أب بي وُيْخ حى ذا العف ‪ :‬وكن جاعا وهو النى فقتل‬
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‫نمسا ‪ 3‬لقن الحييس ابسو | عقي َجارزا | لد ‪ 1‬فطليْ َوحْر ْم اإلذَبارا © يق‬
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‫‪15‬‬
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‫مسدة مط ‪# 76556‬عطأوسضة ‪ 1312‬إتطدا ‪01‬صه ‪ 5911, 340,‬ل‪0‬سه ‪361‬‬
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‫سمكؤومهم قنطلة (‪ 24., 77”. 1-10 00200 0‬ط‪16‬م ‪ 4‬له ‪77. 3‬‬
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‫د مرين الطفيل ‪ 1 1 0 1 . : : 0 0 9 : 0‬و‪ . 0 3‬والمشدب الطويل‬

‫النى قد اخ ما عليه من العقك والسالء واللخوص‪ :‬ومنه قيل للعميل ‪ 0‬حون ‪١‬‏‬
‫حم بن ع تت ‪0‬ظ ‪َ 1 2 5 - - 75‬وأسَمر خطي وابيض باتر وزغف دالص كالغدير‬
‫اليثوب خطى رمم منسوب ألى الخط و‪ 2‬جويرة يك رق تفال إنها ‪ 00‬عن الى‬
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‫‪ 5 ' :‬ا ‪ 7 3-3‬ليست بها رماي ولكى سفينة كانت وقععت أليها فيها رماس‬
‫وارفّتت بها فى بعس السنين المتقلمكذ‪ :‬ة فقيل لنلك الرماج الخطية ‪0 :‬‬
‫رسج فحز الست إلى «السد دع اس ‪ - “- 3‬سه ل » الخى تصفقه الوباح‬
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‫‪ 3‬اسيل غادرهة أى ‪ 6-5‬اسال خ آْم ري َقْن َيْع َلْم الّناس َأَنْه َطُن وٌُب ِلَق َأَراِت‬
‫الَرَجاٍل ُم َطّنٍب ‪َ 0 :‬وِإْن كنث اْب َن َفاِرٍس َع اِم ٍر ون العر مه اريم المَه ْذ ٍب ‪ 1‬؛ ‪4‬‬
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‫‪ 3: 3‬اس دروف ‪ : :‬وينظيه وليل ا و صناعية يصنعون امال ويسمنوذه و‬
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‫قصسعوة صمألوموامعهة قلط (ه ‪56 101 6( 0111604 12‬أغعه فطغ طانم‬
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‫‪ 101.‬صل كغكرمغ طغزع ومممهمم تسنكه' © ‪ 1022 1‬ا فوط فط غأهط؛‬
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‫‪ ( 80 54 2 74‬عتوميم ‪ 794‬ههه ‪ 35, 1419‬بآ (‪20 /‬‬
‫‪The text on this page is estimated to be only 42.05%‬‬
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‫عآلق نا ‪ 152 10 81111 11 1-8471‬ناقتع ‪57‬م كذظكع م‪07 17 17‬‬

‫‪ 7 528: 8836 2, 1 6011781111: 1717 1111: 7/7‬شتطع‪1, 83-249: 1‬‬
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‫‪0 - -‬دهة ‪ 717‬طاه‪ 2 5( 8‬ا ‪3 0 7‬‬
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‫بن الطفيل العامرى ل (‪ )876‬أبى كر (‪“ )9:0‬كمد ‪ 5 3‬ع‪٠‬‏ ‪ 5‬يد هماس ‪ َ3 0 -‬‬
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‫‪. 210. 232,‬طل‪ 21. 1120‬ممه مووم فط جور ‪ 16[25106(.‬أمع‪ 2‬مغ‬
‫وعممعواعم قلط ‪ 17, 11.‬للرآ ‪ 385»,‬هه »‪ 526‬ومهرآ ‪ 2 866‬هط ‪ 0067‬ند‬
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‫طمر بن الطفيق‪ 0 .‬تشلة سنافه‪ .‬وَلْظَمى رمم َأْنَم ٌر وقنة كنياه‪5 :‬‬
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‫([فصكا كاوه منة طيهل ‪ 506 00‬رحبياء » مرفقاه (‪ 4 1 .)7‬قطعة ‪ 2 3‬تقب‬
‫الخوض ‪ 116 8‬سكم ‪, ١‬‏ هلل َع اَرَئَنا َواْلَم ْصْل قل َش ِح َيَت منة البالد قَض اَر األفق‬
‫ُع ْرَياَنا ‪8.‬ع ‪١4‬‏ ‪ : 1 ٍ1‬كرس امتالت‪ .‬واالفف ولمع اآلفاف النواحى من االرض‬
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‫ن وأقواع وقيعلة ‪ .‬والشان وللميع الشوون وق تجارى اللموع مك قباَئل الوأس‬
‫‪ :‬وزعموا ‪ 0‬الدموع ‪ 0‬من القباثل‪ :‬وقال ‪ 8 0007‬األْب ٍوص األسدق ‪0010 -33 6‬‬
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‫والخرص ‪ 1‬السنان ايضاهة ‪ 8‬ه َوَما َأَرْدَناُه ْم َع ن َع ْي رَم ْع ِدَرَة ِم َنا َولِكنه قل َكاَن‬
‫َما كان ‪ 27616701“ 0 :‬مطة ‪7١ 2‬‏ «واقة (ه سلنا َببى َحْر ٍب قسلنا َولْن َحزَنا‬
‫قن شن القليل ‪ 0[٠ ,‬‏؟ ‪ 8583:‬كتاكت ‪ 130154 6( 5700‬لسه ‪87‬ه ثيه رانموم‬
‫‪ 500‬نه معلقم ‪0‬غ نعوة أمه ‪ 0063‬لسو ‪ 5111, 4834!“ 1‬رآ صذ مهقوممة أمم‬
‫ووه ‪ 05 1‬ع ستسومم قتطال (‪ 0 0‬قناوألوانن ‪ 21 270411. 710‬ونا ‪ 1 39‬بآ‬
‫بقتطة؟ (و «َرَقثُه ‪ /( 168‬اءة َصْي ق ‪0( 318‬‬
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‫‪accurate‬‬

‫واكم | عامر‪ :‬بن الطفيل ‪ 5‬ا ‪ 8 0 30‬واه ‪ 2 3 1 0‬ظ ‪ 0 0-1‬د ‪8 ٍ 0 5‬‬

‫اليعاصم جعلة اس من ‪ 00‬اإلماء اْلَع َوارك ‪ 2‬واحل المعادنم معصم وو موضع‬
‫السوار‪ .‬واألقعس الى (‪ )590‬فى ود أعحماة‪ .‬والعوا‪ ,‬ك الطوامت سس أو م‬
‫تبيع لقزم لم يكن من صويروم ال ادك » تبيع أى ماتبوع فعبل معلى مفعول‬
‫متل قنيل ومقنيل وج جرهم ‪ 0 0‬تعبل معت لعل ‪ 8-22‬ره ‪1 9 9 9 - 0-0 0‬‬
‫فقعيدة بيت أى تأعلدنا قدير بمعنى قدر وعليم عالم ورضيع أضع أ حمل‬
‫والحتير لخالس المخض ‪ 3‬ويقال عو ى ‪ 0 0‬أى خالصهم ‪ :‬وصميبم القلب حدة‬
‫القلب‪ :‬والسميم القارو را المعو ‪ :‬والصمة ةو ‪ - 5 2-2 0 2 3000‬ه ‪ 5‬و ‪5‬هَ ع‬
‫‪ 2 ََ3 5‬م ار ‪. ٠ 5‬‏ ‪ 3 3‬ا ‪ 575 9 0‬وفى هذه االبيات إقواة وْلكّنها تنشى‬
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‫ثياب الكباٌل *‪ : :‬ولشال السحاب المخيلة لْلمطر‪ :‬ولخال من برد الُيَمن‪ :‬ولخال‬
‫الى ل ‪1‬ه ‪ 6 3 02 - - 2 02‬و در حت ‪١ , 2 2‬‏ ترركت نساء ساعدة بن مر لهن‬
‫‪٠‬لذى‏ مزاحفه َع ويل ‪ 2‬د ‪ 0‬و‪ 9‬هو ‪ 3 0‬ا ا ال ا ‪ 2-52 7 52000‬والعول والعويل‬
‫الصياح بالبكاء والرنين ‪ 8‬مه م َْج َم ْع ُت َلُه ََيّى بِذ ى كغرب َيَق ِد م َنَصَلة نشلة‬
‫اطمتى طويل ‪ 1810 20 :76610 .22117 15‬عتتتوهة قطة ‪ 16 8 00‬ز‪1966‬م‬
‫قلطة ‪ 12‬تبيع ‪ 10‬وقصوة ‪0883516‬م‪ 10‬صم فأقعععدة عأمم قلط'‪, 8 0( 1‬‬
‫(‪ 6 81118266‬ذذ وطتمة ««مطاممة ‪« 02‬توطسمعمم عه) «م‪0110‬؟ ه‬
‫فمهعم لسع رتابع ‪ 0‬غأمماة؟ ‪. 221711, 21, 501]01, 1017. 11,‬تت ‪ 0‬ووه‬
‫‪10005‬ط ‪[1‬له ه قطكة؛ قط ‪4‬ه «وطسمدس ه مغ ‪0‬مومممه ‪. 41, 1‬جنع‬
‫‪ 2810, 276167017, 6( 101".‬ناطق مذ ‪1 2‬صه ‪. 1‬؟‪ 0 2171. 115/7“. 7‬مز‬
‫احفه “‪6 170‬‬
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‫َح ْي ِرَه ا اْلَم ِوُص و © شذار وين ل شركال لعا حر يد لق لكام ند ‪ , 2 5 7 53‬كه >‬
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‫والسانج ما لقيت مه ‪ 9‬مت ‪ , 0‬ع ‪ - 17 2 © -‬به رت ‪ 0 5 2 525‬د والبارح [ما‬
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‫ان ال يفرم بيضه ويصيّبه صدى الرصاف ‪ 4‬سليسل ف و ‪ 0 0 57-0 2‬كت ‪5 5‬‬
‫عت ‪ 84‬ء ‪0‬م ‪ 1‬الرَصاف ما ُش ْف على تصل السهم من العقب‪ .‬وقوله سديٌد‬
‫لى تاصل‪ :‬ومنه َس دت السهم © ‪ #0 0000‬عن الى الى ‪2‬ت ‪ 8‬كن انه ‪5-3‬‬
‫ى © سى ‪ 7‬ه افرحت ان جرم الم بفارس‏ لم يبق ممن سذت غير مسون‬
‫لح ‪ | 0‬ى « وى هوه دهن ©‪ -‬و ا ‪ 17--- 9‬وكان عادية إذا اسنعرضقه جذع‬
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‫ووومء؟ فطا حسم عوماه ‪ 15‬غذ غطط زونتسووطه قز موضوه ‪230. 2517. ,‬‬
‫وقلهة “هت ‪4‬سه ‪, 20. 231,‬عنننه ووه زوطة' ‪ 04‬طغنم‪ 5. 53-21‬طفةئتوطد‪1‬‬
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‫‪165‬أم‪67801‬مهه مطةأ ‪ 2251170. 171:41:‬طعنه ‪ 01‬وها مط©ا هه) غ‪50‬‬
‫هذ غ‪ 1‬وقتتوءوط ‪(,‬أهقطع‪6 22‬عممم ‪١‬‏ ‪ 18614‬صذ) روط فده قطة ‪60‬‬
‫*زه‪2876‬ة تع ققط أه©ا جمستطأه‪ 20‬ستقاصمه ‪ 762865 2060968‬قط‬
‫‪.‬مسحوطم ‪0‬جه ‪66‬م مسدة قط ص (معتنوه" مومأدوه ع اتاعتتجه‪ 288‬ه‬
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‫حل سم فمكا‪ <:‬ا اتتمليكء و ت البالد بأقلَها بأقتسفط غوعة عمنعة تل ده‬
‫طتتم) عوموع مط فقط ‪. 1, 119‬وهال ‪22 8520 3 051 02 6‬؟‬
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‫ى ‪ )560( 2 53 .‬سببي فين بجسرى َج َرى الماء رن مزها قمر صو‬

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‫وكنت غير مطّرٍد ‪ -‬مَتألْب ِع َيَئُك ْم المال وُم وارًض ا ور ‪ 11‬الِبة َصَّرَم ٍد ‪ :‬المال متسع‬
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‫عطق‪. 8‬ط‪ 8‬مط ‪٠ 4‬‏ “اكه ‪ 8-5‬فى ناش مين عامر وُم حَجرب ماص ِإَذا اقلت‬
‫العنان من اليد‬
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‫صُد وَر الَش والى ‪ 00 4‬وادهما ( الك ‪[ 1‬اإلقصا ر الشعرة الواحد أَجرل وجو‬
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‫الح ار ‪١‬‏ ‪ 20‬أمأنا ‪ -‬أشجع ‪٠‬‏ ‪ 6‬له ‪:‬و ©‪ < -‬هن عن ‪ -‬هن ‪ 0‬ب | ‪ 0/3‬أبونا‬
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‫طيرته © ‪ 10‬دف فى ‪! 8 9 63‬هس ‪ 2 0- <2 2‬مع اال زر دعانى سييمط‬
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‫والمقيم والمثقف واحد © م “ونكن صّبدنا حى إحجاء َغ ارة ا ‪ 1‬اْلَحي من‬
‫وقعًه ا دما م‪ 9 6‬لح من واِد ى أِبيَدة َجاَصَرت ل وقل ادن َس ادة قي أِبيَدة أرض‬
‫حتمعم ‪ . .‬بريد ‪#‬أنس م بن مذرك الختتعمى ‪ .‬وأرتشين يعنى لشيل أفلكن‬
‫والودى الهالك © ‪ِ 9‬وَيوَم « لللط فا مقليشة َش ِه ْد ًنا فأقّنمتا بها ار «ُمَقُد َما ‪.‬‬
‫بها يعنى حوب الفجار التى بين كنانة وقيس © ‪٠‬‏ َوَنْح ن َفَع ْلًم ا ِباْلَحليَق ْي ن‬
‫َم ْع َلًة نقث َبْع َنا[َع ا]َع َنا اللو اْلَع َم ْم َش َما الليفان أسٌل وَع طفان‪ : .‬والْع َش ْم َش ٍم‬
‫من الَعّش م ومو الُظّلم‪ :‬يقال فالن طلم عنم عشم © د قا نوكت فى تقر دنا‬
‫عقي كر ع الل ‪ 00‬ها َيِرَح ْس لى ما رالت‪ .‬وعصاّبة جماءة عسو من عرق ار‬
‫يلودو لى يمن والذيك اللع‪ .‬وقوه من تَع وما لى َم ْن َجهل من العام وقو الشره‬
‫تلوعاهط ‪716. 0( 1185‬م‪0‬؟ ‪7‬ط ]نم‪ 0‬ره ‪: .‬أ‪ 102‬ناه سرمم؟ ‪ 8 20‬مموط؛ ‪3‬‬
‫‪.‬؟ ‪. 19116:‬م ‪. 95744,‬أسوظ‪ 8‬مز ‪ 79, 4-38‬نه َوْنتب ألفرن لجرك تكلم عل‬
‫اليل َيْع سْئ ن اشيج لقنا ‪.‬بال الكبالى غب ب وفعننا دما ‪ 5:‬صلط بأقتسفط‬
‫‪0‬ممعمة زغعره) هه ‪ 685,‬أععلد‪ 1. ©. 2 4( 8‬باتعلفط هذ ‪.‬؟ نط‪ 1‬اعم قم‬
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‫‪.‬هآال ونه ‪ 8. 2 7( 866‬هذ لمكنس‪ 0‬زم ‪( 18 0‬و «العرام ‪( 368‬ثر ‪َ2 0‬واْلَع ُد قد‬
‫و‬
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‫نا شت أن تلقى اْلَمَناَع َة فاستجر خذام بن زيل إن ‪-‬اجار خذام انك‬

‫العز والمنعة ‪ .‬وخذام ف ‪ 0‬من بنى ‪ 0‬م َدَع ْو ُت أَبا اْلَج َّباٍر © أختٌض َمالكا ولغَ ك‬
‫قدما من اجرت يضام ابو الجبار مالك بن حما ر الَش ْم حى من كرا نصياء‪.‬‬
‫ْل‬
‫بتشقص والسمم والدن‪ .‬ولت ‪ - 20‬اي شرا ا ‪ 6 8‬مم فقمام ‪ 2‬ا َج َباٍر‬
‫َيْه َتْرللندى حما د الشفرتين حسام ‪ 5‬الشفرتان ا السيف وتفرة السكيين ‪0‬‬
‫‪ 000‬قاطع ‪ :‬والعضب ايضا القاطه» © م ‪٠‬‏ كنت سناما من فزارة ‪ 2‬تامّكا‬
‫وفسبى كل قوم و وسنام ‪ 11‬عي أقالة ومنه دري الجبل ولمع ذزىه ‪ 5‬كنت‬
‫‪ 56‬ى الشارعين َوَلْم نل ها د رز الشارعيسن انام يقال َتَكَب َع تى فالن أى‬
‫عدٌل عنى‪ :‬وتكب اغن الطريق) ‪ 2‬عنها‪ ::‬والنكيت اللى َنضلة ‪ 5 10 :‬ب ‪5 5 .‬‬
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‫ل المي الِم َس ٍو ‪ 1 116 6020-‬تطوالع سفندظ ‪ 1287 051‬مط ‪2‬ه طتاوععة‬
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‫‪ 1917-21 60‬طط‪ 1‬ترط ‪0‬هغوغة هذ غز ومعطم ‪. 3315,‬م رأدوةاهل لممال قط‬
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‫‪ 40( 3400+‬كنت لكا ‪. 2‬؟ ‪0 218. 525317,‬آطهدآة (‪. /‬فنكلت ‪ 6( 21118‬عن‬
‫‪. 3, 4, 5‬؟‪251711. 4611. 7‬‬
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‫وكتوا اْح َتمال من َخ ْف عم أن روم س كدب بن أرنقم ان شن عليم«‬

‫بن أرادوام © يَيْض ّرِج نا َقاَل تضفى َع َلْي ِه ْم َيْأ ِتيِه ْم ِبَع وِكتا التلوال ‪ 0‬مم يان د ‪0 3‬‬
‫الوه مومع الوصول الى القوم وهو الَتْغ ر‪ :‬ومنه يقال‪ .‬فالر الن ‪ 000‬علي‬
‫لَع ثرتناه كن الى لفقت لكان ميق لمذرِك أحخلب يوم طويل ' رك أكلب ابو‬
‫أنس بن ُم ْذ رك فارس َح ْق َهَم‪ .‬وقوله يوم طويٌل من الَش ٍر نهو َأْطيُل ما يكون‬
‫َع ْن َد ُه م ‪ 8‬بلكتى يت َوَكاَن َج ْف اَل بهم لالءنبائرا عاائياة ‪ )540( 4‬يلومني اَّلِذ يَن‬
‫ُْك‬
‫َتَر ْت َح ْلفى َوَيعصينى الذين بِه ْم اصول صّلت َأْص وُل من الصولة‪ :‬وو أن َيْع تِرَكا‬
‫ُأ‬
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‫*'نققةلتهطع]‪ 1‬طتلم غأمومعومعة زط ‪ 58306,‬م‪ 0‬بإلغن‪ 0‬فطغ سقط صمه‬
‫سمعلوغ لقط رمط‪1‬ك» ‪.‬و‪ 9 1.‬مقلنة ‪1‬ه دمأغهة مغو ‪ 3587:‬موعاوعط ‪0 118‬‬
‫‪2‬‬
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‫بن الطغفيل | سن ‪[ 2 6-3 5‬بها] حنى تصّل الى صاحبها‪ .‬والعذر‬

‫جيع ع عذرة و العث‪ ,‬رة ايضا‪ :‬قل التابغة وق ‪ 2‬نا عذرة إل ‪ 0 001 00‬يناسنت‬
‫مشارك الشسعيق ‪َ 0‬كْش ُل ا لعب ‪َ 3‬نِدَرَه ا ذا ما ‪ : 5 00‬علب التق ‪ 0 5‬اال‬
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‫عصب خذاعا فتدر ‪ 7 2‬ن)قال ومتله قول الكطيتة تك ‪ 6 8 59 2190 -‬الل الل‬
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‫النك © ‪َ 4‬كَرى رتك ات اْلَد ْي ٍل حول بيوتنا َأَباِبيَل حروق بالعشي وَجالبكر‬
‫الواثشدات الى ‪ 4‬دروك أجبى” دهت ويقال » الوائك ‪ 2‬يكذب أفله ‪ :‬وتجو ‪/‬‬
‫الحى يلخب ‪ 3‬صلب ‪ 10‬الكًال ْي َتَق كم القيم فينظر مواقع الكًال‪ .‬وأباديل جماءات‬
‫ضرب من العدو‪ :‬و وقيل‪‎‬واحدها إبيٌل وإبول‪ .‬وتردى من الرنين وم ‪ 4 ١‬ان‬
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‫هًذ ا ِح ين َراِح َع ودها َأَبى ِح ُقْذ َع ا فى الَّصْد ِر إآل َتَذ كرا ‪ 0 1‬ظ ‪ 3‬و لمهلك افاس‬
‫سنن ورننا أضائيا بها آمتالها كم اهما ‪ 02> 3‬ع من اَأْلرٍض َأهاَل َبْع َن َماٍل‬
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‫‪ 115711 621058 017 630128‬زقكل ناء فى الملد غعدةغ امدقت ‪50:‬‬
‫‪.‬الهكسضكاذة (‪6‬م ‪.‬توك ‪ 21130 19 4( 118‬رمة«‪ 81‬ن ‪. 54724,‬تصة]ة ‪0‬مهة‬
‫‪ 1183‬مصعبآ ممه طعوجرمعم قلط عمط (» ‪ 1.‬ومدبة ‪ 866‬زو ‪.‬الخى ؟ه وءوام‬
‫هذ َيُطَلب موط ‪8‬ا (م اناا مب وموطافط لومموعل ‪#‬راطوطمعم ز‪.‬زدمء ‪404064‬‬
‫زم ‪17. 7061]: 20‬‬
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‫و ‪ 3‬ماضية معن نر يرن حا لقادر قن انان إال لعفا فد | ‪8 0 > : 0‬‬

‫يقال قد لحفت حقى انا در ركنه‪ .‬وُتغبر أخّل غبرة وهو واحد األُغ بار وى البقية‬
‫من كل َش وهه قل لدارث بن حلرة الُمْش ْك َرَى ‪ 0 0‬الُش ْو َل ُبْع َبارَه ا ِإَنَك آل َتْذ رى‬
‫مي النادم الى وبق فيها وال ‪َ 3‬تْس َتقص َع َلْي ها فاك ميت ‪211 ١ 8‬‏ ‪2 00‬ت ‪6‬‬
‫الت ‪ 8‬ن ‪ 1 2865- -‬اكات ش ‪ 2‬غك اكت ‪ 5‬ا ‪١‬‏ َلَعْم رى َلَق ْد أمدى زَياد َمقاَلة‬
‫َع َليَنا َفَه ْل إن كان ذا مر ‪ 0‬رمأ ريك يعنى النابغة الذبياني‪ .‬ولمّرة االحكم‪ :‬يقال‬
‫‪ ١‬إنا احكمد©» َع َه ْرَنا َيْو َم ‪#‬اْلَم َّروراٍة (‪َ‎)590‬حْب ٌل ُم َم َر لى مفتول نْح كم‪ :‬وقد‬
‫َس اِد ًرا َوِع ْن َدَك ِم ن َأَياِم َنا َقْب َلَها ِغ َّم ٌر سادًرا راكًبا جا ‪ 0‬رم ويروى ماع ع © ع مم‬
‫‪ 2‬قتو هأ ‪ 7221611: <0‬عه ‪ 260685881 5‬قلنووة تامتاءو رمه وطا زعليء ‪8‬‬
‫‪ِ 0 1 9‬ح غدهة؟ قط صذ ومتالدم» قط مستعيوقومم ‪ 40+‬قصمقومم عط‬
‫زوممطروواه صوك‪2‬ه ‪0‬ه قصسد أله ش‬
 ‫ِقَذ ا بعد ما كان َتارَيا إلى أغله َيْو َم الَّنَس َّمَة َس ااَل ال فسى سوامَ‬
‫فدائه م فى تيمان يدةطب ناعما ا الت ‪ 1 3‬ا ل ‪ 1 000‬ما رعبى من المال‪.‬‬
‫وثتيمان موضع ‪« .‬خطر ناعما النه سلم من الها امشلة فيو تعن انبال لسروره‬
‫بتاكات‪ 5 © :‬ساس ‪ 0‬ع ‪ 5 5 -‬يزجدى جّياد اْلَكْي ل نكو ِد َياركْم وقل كان فى‬
‫جلل من المت ‪١١‬‏ ما ‪ 5 00‬د سس تك ‪ 2 1 , :‬الى يسوف‪ .‬وازم ضيف‪ :‬يوعم‬
‫عمر أن زيَد أخيل كان أسيرا فى أيليض وانق استحرمو على قتال ‪ :‬مامر‪:‬‬
‫كلها أخطاء الرمع اتقو من وو كول ‪ 3 :‬سوام قكالتة‪:‬ء يقيل ‪8:‬ال تلحنا ل‬
‫‪ 22501‬دود ‪ 0‬بغزوكم وقد كان فى قالكم وأشركم © ا ‪ 8 0‬فيال نعدان وافظر‬
‫بارضك فارسا فهر دار و فض َصاِرما رديني رمي منسوب الى ردينة وى امرأة‬
‫كانت نكيم الرماح بالخط ‪ :‬وأالخط قرية لحرن ومنه يقا! م‪ 0 0 8‬وه ‪ : 2‬رمج‬
‫خطى ورماح خطية ‪ :‬وكانتت سف البحر نوفا اليها فى القديم © ‪٠ 10‬‏ ‪)680‬‬
‫له كل يوم ع َغ اَرٍة ُح رفث َلٌه إذا قادها الود ‪َ 0‬س َواَع نا أذ! قاذها يعنى لخيل‬
‫وإن لم يأت بذكرها‪ .‬وجوذا قصار الشعر والواحد أجرد وطول الشعر تحن ‪+‬‬
‫أخيل‪ .‬وقوله سواهم أى ضوامر و متغيرة ‪:‬تان م وجهه أى نعي ‪# 8 1 8‬بنى‬
‫برشا َتَركنا مدلل غداة ثوى بين الفوارس كازما مَحدد مصروعا يقال ‪ 0‬وقطره‬
‫وجعفل‪ :‬آذآ صرعه‪ .‬وتوى أقام أى ‪ 6‬فل هنك‪ .‬وكأزما ‪ 1‬يقال مكزم بألفده ل ا ا‬
‫ا الس ا ‪ [#7 4 22 2‬قناولقه فاختل سيفى ذبابه شواسيفه العليا َوجد‬
‫المعاصما ‪١‬‏ ‪ 5 1‬قريب ‪ 7 00‬يت كان تنادى َش تيًرا ُيْو َم َذاَك َوَع اِص َما ‪8 90‬‬
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‫سعلوظ صزا غرهغ عم ‪04‬مغز‪( )0‬ه قلط صذ ‪ 2910 88‬غهطة ومتامصسذ‬
‫موود فط زوقطة" ‪ 04‬تز«غصناف عط هذ مم متسنمئ أمط؛ معمعالكه “لزند']'‬
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‫‪ 7111, 15174.‬خآ ‪, 21. 2251, 11:‬طهآا مذ وطكا‪-‬طهة هع ‪4‬ه غأهط) قم‬
‫‪3‬مءه و الم شاه وموم فط (‪ . 8 3 : 4‬ا ‪٠‬‏‪. .‬على غاية التكلف هه ‪: 82,‬ه‪44‬‬
‫'‪-7::57‬هه ‪, 24.‬تتوعاقة' ‪٠ /( 01160‬‏ كوم ‪[1 43: 5‬ه‪ 702‬لكآ ‪ 80‬ه ‪18‬‬
 ‫أغار عمر بن الصفم على بنى عبس فى ‪َ#‬خْي ٍل ‪ :‬وريد ة طائفة من‬
‫إبلهم ‪ .‬فاذركه ريل لخيل‪ : :‬فقال له وهو حامية القوم ‪ :‬ا ثري دعل ريد ‪' #11‬‬
‫ريك (يعنى الخى أرد يْذ ‪ :‬قل اليلد ‪ْ 4‬لَع ُه طيى‪ :‬اجنم ‪ 1‬د ‪ 2 3‬ع ‪ 529 0 0‬قان‬
‫بيت تميم ذو سمععت به ب عو سي ل اس اجر قي وو ‪ 5‬كآنه ‪3536 2 -‬‬
‫وَأْنَش َك َلَبَُع األسديين “أال انظرلها ‪ 7‬األقطيع ذو مضى *‪ :‬وأنشك غيره ‪َ#‬قإن‬
‫اْلماه ماه أبى وَجَنى وب ُذ و حفرث وذو طويت ‪ 0 0‬لى النى حفرت وطويت)‪.‬‬
‫ول له عامر‪ :‬ما النت بنو عبس لَتْت ركَك وسلى وما َأْطْن َك تنلل ذلك حتى‬
‫أنيقك بض ما تكرة ‪ .‬قل لم ددا تى تلن له اتاد عر ‪ 0‬به بأس‪ .‬قل ريد‪ :‬أقال‬
‫أعطيق رنحي هذا‪ :‬قل‪َ :‬بل قاركزه َقَتَنٌح عنه‪ .‬فقعل‪ .‬ولحقه ُص بيعة ‪ 3‬لدارث‬
‫فقال‪ :‬با ريك دونك والوجل‪ .‬فقال زيد‪ِ :‬إنى أرى فيه ُذ و توى (لى أهابه كما ‪0‬‬
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‫‪ :‬ظ “‪ 2 0200‬إن َكْن ُي ِم ْن َها يا صَبْي ٌع َمإْنيى َوَجيَك َلْم َأْع قْن َع َلْي َك الََتاَِئ‬
‫القمائم العوذ «الواحدة تميمة‪ :‬وى ما ثناط على الغرس والَصيى خيقة العّين‬
‫‪َ ' 8‬فأنْلته ا بتجالء َبْن ْت َطْه َرُه َواْلَماِكَبا ‪ 34‬نجال ْطعنة واسعة‪ :‬صنان ِم ْن َج ّل اذا‬
‫كان واسع الطعن‪ :‬كين أخجاله يعيون أجز‪ :‬واْنَش ن قعلنا *ذواث الشفاه ‪ /‬الخو‬
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‫دوو ورؤوط ‪0‬و أتده والعاة ‪008 0‬‬
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‫عامر بن الطفيل نهر َكْو ٍر ِإْذ تابت تك َحالئٌب َج ْع فٍر ِإَلْي كْم وجاءت يعم‬
‫َللَتَحاْش د ‪ ١ .: 0 1 3 0 0 2‬اث رجعت ع قينا والكالئب لُج ماءان ‪ :‬تجتمعون‬
‫اال ‪ 5-5‬شاك د لألثر وو االجتماع واالتفاف ‪.‬قال ‪‎2 3‬للتعاون ‪ .‬والتكحاشد من‬
‫حكاشد على يبنو ان أى تعاونوا عل ‪ 0 3 5 5‬علقاتنا ‪ 0 0‬ا ‪ 0‬منهم كل ماجد‬
‫ل ‪ )#‬ل وس هن م ‪ 1‬ا ا ول ‪ ” 4# 1 2‬فانٌف ئت ينل هللا ‪ 0‬بضربة وقل خام‬
‫عنها كل حام وَذاتن خام حب وضعقف كيم وقوله ا حام أى ‪ 7 1‬بجمى ‪ 0‬اسار‬
‫قد م ل األمر ‪ .‬والخائك اع ‪ 5 0100 3606‬المانع ‪ :‬يقال قد لدت عن ‪ 5‬وكذا أى‬
‫منعنهد ‪ 6‬والم كوه ف المشية ‪ 6, 2 2‬د ‪ 1 0‬اي ‪ 0‬صبْي عٌة رجل ‪ 00‬عبس‪.‬‬
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‫اْلَكْي ٍل قل تال طعنة إذ اْلَمْرء ريل َجاِْئٍر َغ ْي ٍر قاصل إزاك كج تمتيًرا طمر وهو‬
‫الفرس الَوُثوُب يقال َطْم ر لى وكب‪َ :‬وُيَس َمى ‪ 4‬الِبِرُع وت طامر بن تنامر‪ .‬ولهائر‬
‫ظ ولجائض ولخائك والعادٌل المنكرف عن الطريق © قذلك ما َأَع َد ْد ُت فى كل‬
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‫وآثد متقل من قول هللا جل وعر‪6 :‬وال بويك حفظهما‪ :‬الى ال يُم قله‪ :‬يقال ‪5‬‬
‫آدنى الشئ‪ :‬اذا أكقلنى‪ :‬وَألْي دك واالن القوة والشكة© (‪ 06 )520‬م ‪- 031‬‬
‫ج‪٠ -‬‏ ع © | قتلنا َيِريَد بن َع ْب ٍب الَمداٍن حر ع تم ا لطر ‪ 2‬ار ال ‪ 0 200‬م‬
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‫وكالعة فط غدط‬
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‫الُش عور‪ :‬وطيل الشعو ّج نة والواحد َأَج َرٌن واالتثى جرداء ‪ .‬ومسومة معلية ‪ 0‬ا‬
‫رام يقال فين عتم ل الردم‪ .‬موتوّقص الى توق وهو َأَش ٌن العذو حتى يكان‬
‫ُيْس رخ ‪٠ 8‬‏ ِإَذا ما الركض أشعل عاويها تعد السير انط الثتقيٌل أسهل جانِبيها‬
‫أسا سال بلعرقف لعف ‪ .‬والمقيل الواحدة تقيّد ة ويى النعال التى ُتتَكْل للخيل‬
‫والبل أتذاعا‪ .‬يقيل َْتطْع نعالها من شدة السير‪ .‬والتقيل ما ُخ صف من النعال‪:‬‬
‫(‪ )51‬والتقل صرب من السير© ‪َ 4‬ويسوم الشعب غادرنا تقيًطا بأِنَيص صارم‬
‫عضب صقيل غادرنا توكنا‪ :‬ومنه سمى الغدير الن اليل غادره أى كرت والصارم‬
‫السكفن القاطع ‪ .‬والعضب ايضا >» © القاطع ‪ :‬وبقال ‪ 56‬عصب أى حاد ©‬
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‫داسرت»ه واخسليفية القبيل ‪ّ 5 5 2 5‬ن >‪ 2‬شوو يوتفع و لسمو اال رتفاع‪.‬‬
‫بأسرته بقومه الحى أو بع اى شدد بام ‪ :‬واالسرو تافز الكخلف وإحكامه‪ :‬ب ‪١‬‏‬
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‫‪٠‬‏ واالياب حبيب ‪ .‬واستقانا من ‪ 3‬فك دن و الفىء‪ .‬واألليل واألنين من الصواخ‬
‫وو أن َتَموَليَل وتصوخ ألنها قد أسرث ضبى‪ :‬غريية‪ :‬تبح ‪ 1 5‬ا ‪ 0‬و ‪ -‬ه م ‪9 31‬و‬
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‫‪07‬م ‪ 25- 0 3‬د اد د ان ‪ 9 3 2 :3 0 20 0 7-00‬كم ‪ 6 - .‬حعيئ موضع أو بلك‪.‬‬
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