EPDF Essentials Of Management Ninth Edition

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LETTER TO INSTRUCTORS
Essentials of Management, 9e
Dear Colleague,
Whether you are a previous adopter, a new adopter, or a professor considering this text for adoption, I wish to thank you for your interest in Essentials of
Management 9e. Essentials was the first relatively brief management text
that was not simply an abbreviated version of a longer text. We created the
path for a more concise, more understandable, and practical approach to the
vast body of knowledge referred to as “management.” We assume that the
study of management is not exclusively geared toward C-level executives,
and that our readers will not be directing large enterprises or divisions of
large enterprises in their first job. Instead, the vast majority of our readers will
first be engaged in work that will require some managerial skill and knowledge, even though they are not working as executives.
Virtually all texts in management and related fields claim to be practical,
although many single sentences within them make six sweeping recommendations for CEOs or list ten companies that use a particular technique. We
contend that Essentials of Management, unlike much of the competition, is
and always has been a text that enables the student to apply much of the
information. We support our conclusions with relevant research studies wherever possible, but our intent is not to review most of the research on a given
topic. A case in point is our presentation of transformational and charismatic
leadership. We present some relevant research findings but also offer the students concrete suggestions for becoming more charismatic, including developing a more effective handshake.
My writing has always emphasized application both in textbooks and
trade books, and most of this writing has been about management, organizational behavior, human relations, leadership, and career management. Even
the articles I have published in professional journals would be understandable

to readers who were not specialists in the subject under investigation. For
example, I have published articles about influence tactics and self-discipline.
My full-time work experience as a management consultant was designed
to be a prelude to a career as a college professor and author. Throughout my
career I have stayed in contact with organizations and employees through
consulting, talks and seminars, media contacts, and career counseling.
The time you invested in reading this message is most appreciated.
Sincerely,

Andrew J. DuBrin

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.


Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
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ESSENTIALS OF
MANAGEMENT

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.


Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

ESSENTIALS OF
MANAGEMENT
NINTH EDITION

Andrew J. DuBrin
Professor Emeritus of Management
College of Business
Rochester Institute of Technology

Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States

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formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
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Essentials of Management, Ninth Edition
Andrew J. DuBrin
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Preface
Essentials of Management is written for newcomers to the field of management and for experienced managers seeking updated information and a
review of the fundamentals. It is also written for the many professionals
and technical people who work closely with managers and who take their
turn at performing some management work. An example would be the member of a cross-functional team who is expected to have the perspective of a
general manager.
Based on extensive research about curriculum needs, the design of Essentials of Management addresses itself to the needs of introductory management courses and supervision courses offered in educational and work
settings. Previous editions of the text were used in the study of management
in colleges and universities, as well as in career schools in such diverse programs as hospitality and tourism management and nursing. The book can
also be used as a basic resource for management courses that rely heavily
on lecture notes, PowerPoint presentations, and videos rather than an
encyclopedia-like text.
Comments made by Jack and Suzy Welch support the intent and relevance of this text in both the present and previous editions. (Jack Welch
was the long-time chairman and CEO of GE and Suzy Welch is a former
Harvard Business Review editor.) Jack and Suzy Welch write,
In the past two years, we’ve visited 35 B-schools around the world and have
been repeatedly surprised by how little classroom attention is paid to hiring, motivating, team-building, and firing. Instead B-schools seem far more
invested in teaching brainiac-concepts—disruptive technologies, complexity

modeling, and the like. Those may be useful, particularly if you join a consulting firm, but real managers need to know how to get the most out of
people.
(Business Week, December 11, 2006, p. 112.)

ASSUMPTIONS UNDERLYING THE BOOK
The approach to synthesizing knowledge for this book is based on the
following five assumptions:
1. A strong demand exists for practical and valid information about

solutions to managerial problems. The information found in this text
reflects the author’s orientation toward translating research findings,
theory, and experience into a form useful to both the student and the
practitioner.
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Preface

2. Managers and professionals need both interpersonal and analytical skills

to meet their day-to-day responsibilities. Although this book concentrates on managing people, it also provides ample information about
such topics as decision making, job design, organization structure, information technology, cost cutting, and inventory management.
3. The study of management should emphasize a variety of large, medium,
and small work settings, as well as profit and not-for-profit organizations. Many students of management, for example, intend to become
small business owners. Examples and cases in this book therefore reflect
diverse work settings, including retail and service firms.

4. Introductory management textbooks tend to be unrealistically comprehensive. Many introductory texts today are more than 800 pages long.
Such texts overwhelm students who attempt to assimilate this knowledge
in a single quarter or semester. The goal with Essentials of Management
was to develop a text that realistically—in terms of time and amount of
information—introduces the study of management. This text is not
merely a condensation of a larger text, but a concise and comprehensive
treatment of management since the first edition.

FRAMEWORK OF THE BOOK
The first three chapters present an introduction to management. Chapter 1,
“The Manager’s Job,” explains the nature of managerial work with a particular emphasis on managerial roles and tasks. Chapter 2, “International Management and Cultural Diversity,” describes how managers and professionals
work in a multicultural environment. Chapter 3, “Ethics and Corporate
Social Responsibility,” examines the moral aspects of management.
The next three chapters address the subject of planning. Chapter 4,
“Essentials of Planning,” presents a general framework for planning—the
activity underlying almost any purposeful action taken by a manager.
Chapter 5, “Problem Solving and Decision Making,” explores the basics of
decision making with an emphasis on creativity and other behavioral aspects.
Chapter 6, “Quantitative Techniques for Planning and Decision Making,”
describes several adjuncts to planning and decision making such as breakeven analysis, PERT, and production-scheduling methods used for both
manufacturing and services.
Chapters 7–9 focus on organizing, culture, and staffing. Chapter 7, “Job
Design and Work Schedules,” explains how jobs are laid out and work
schedules arranged to enhance productivity and customer satisfaction.
Chapter 8, “Organization Structure, Culture, and Change,” explains how
work is organized from the standpoint of the organization, how culture profoundly influences an organization, and how to cope with and capitalize on
change. Chapter 9, “Human Resource and Talent Management,” explains
the methods by which people are brought into the organization, trained, and
evaluated.

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Preface

vii

The next three chapters, on leading, deal directly with the manager’s role in
influencing group members. Chapter 10, “Leadership,” focuses on different
approaches to leadership available to a manager and on the personal characteristics associated with leadership effectiveness. Chapter 11, “Motivation,”
describes what managers can do to increase or sustain employee effort toward
achieving work goals. Chapter 12, “Communication,” deals with the complex
problems of accurately sending and receiving messages. Chapter 13, “Teams,
Groups, and Teamwork,” explains the nature of teams and how managers can
foster group members’ working together cooperatively. Chapter 14, “Information Technology and e-Commerce,” describes how information technology,
including the Internet and e-commerce, influences the manager’s job,
The next two chapters, on controlling, deal with an important part of
keeping performance in line with expectations. Chapter 15, “Essentials of
Control,” presents an overview of measuring and controlling performance
and describes how managers work with a variety of financial measures to
monitor performance. Chapter 16, “Managing Ineffective Performers,”
describes current approaches to dealing with substandard performers, with
an emphasis on elevating performance.
The final chapter in the text, Chapter 17, “Enhancing Personal Productivity and Managing Stress,” describes how personal effectiveness can be
increased by developing better work habits and time management skills and
keeping stress under control. A major theme of the chapter is that good work
habits help prevent and manage stress.

PEDAGOGICAL FEATURES

Essentials of Management is designed to aid both students and instructors in
expanding their interest in and knowledge of management. The book contains the following features:

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Learning objectives coordinate the contents of each chapter. They preview the major topics and are integrated into the text by indicating
which major topics relate to the objectives. The end-of-chapter Summary
of Key Points, based on the chapter learning objectives, pulls together
the central ideas in each chapter.
An opening case example illustrates a major topic to be covered in the
chapter.
The Management in Action feature presents a portrait of how specific
individuals or organizations practice an aspect of management covered
in the chapter.
Concrete, real-world examples with which the reader can readily identify
are found throughout the text. Some examples are original, while others
relate research information from magazines, newspapers, journals, and
Internet sources.
Exhibits, which include figures, tables, and self-assessment quizzes, aid in
the comprehension of information in the text.

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

viii

Preface

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Key terms and phrases highlight the management vocabulary introduced
in each chapter with definitions that appear in the margin.
Questions at the end of each chapter assist learning by encouraging the
reader to review and reflect on the chapter objectives.
Skill-building exercises, including Internet activities, appear at the end of
each chapter.
Self-assessment quizzes appear throughout the text, designed to help students think through their standing on important dimensions of behavior
that influence managerial and professional work.
Case problems, also located at the end of each chapter, can be used to
synthesize the chapter concepts and simulate the practice of
management.
Video selections are cued to places in the text where they have particular
applicability.

NEW TO THE NINTH EDITION
A number of significant changes and additions have been incorporated into
this edition. A brief listing of these changes here is followed by a more
detailed look.

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All 17 chapters contain new information where appropriate; many older
research findings and several topics of lesser interest today have been
deleted.
Twenty-three of the 34 end-of-chapter cases are new, and the Chapter 4
case about Dell has been updated.
Fifteen of the chapter-opening cases are new.
Nearly all of the many Management in Action boxes are new. The previous Management in Action stories about Wal-Mart and Hypertherm
have been updated.
There is a new end-of-chapter exercise called Management Now: Online
Skill-Building Activities. These exercises will encourage students to use
the Internet to obtain up-to-the-minute information, ideas, and applications directly related to each chapter’s topic.
Three of the skill-building exercises are new.

New Topics Added to the Text
• Coping with dangerous and defective products as a challenge for the
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manager involved in international trade (Chapter 2)
Analysis of sources of unethical decisions in terms of characteristics of
the individual, moral issues facing the person, and the organizational

environment (Chapter 3)
Extracting extraordinary compensation from the organization as a type
of ethical temptation (Chapter 3)

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.


Preface

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The preparation of fraudulent financial documents to deceive investors
as a type of unethical behavior, with Bernard L. Madoff as an example
(Chapter 3)
The three components of corporate social responsibility: cognitive,
linguistic, and conative (behavior) (Chapter 3)
Expanded coverage of environmental protection as a form of social
responsibility (Chapter 3)
How decision making is influenced by emotional tagging, or the process by which emotional information attaches itself to our memories
(Chapter 5)
Engaging in physical exercise to enhance creativity (Chapter 5)
Scenario planning for making good use of forecasts (Chapter 6)
The Delphi technique for increasing the accuracy of forecasts (Chapter 6)
Job design to help decrease back problems (Chapter 7)
Social network analysis to understand the informal organization structure (Chapter 8)
Resistance to change as a form of feedback (Chapter 8)
Emphasis on concept of talent management instead of organizational
staffing (Chapter 9)
Situational judgment tests as a type of psychological test in employment
(Chapter 9)
Exhibit 10-2 about the measurement of three organizational influence

tactics (Chapter 10)
New section on leadership during adversity and crisis (Chapter 10)
Four drives or needs hardwired into our brains (Chapter 11)
The use of social media as a communication channel within the organization (Chapter 12)
Reducing cross-cultural communication barriers by correctly pronouncing the names of people you interact with from other countries
(Chapter 12)
Ostracism of unwanted group member as a potential disadvantage of a
group (Chapter 13)
Section on social media and customer relationships (Chapter 14)
Section on how cloud computing affects the internal operations of an
organization (Chapter 14)
Ethical problems associated with maintaining high cash flow by delaying
payment of bills (Chapter 15)
Section on potential hazards of cost reductions (Chapter 15)
Relative standing against competition as a measure of a company’s
financial success (Chapter 15)
The problem with controls limiting innovation (Chapter 15)
Workplace harassment in general as a contributor to ineffective performance (Chapter 16)
Avoiding surprises when terminating an employee (Chapter 16)
Exhibit on causes of stress among the general population (Chapter 17)

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Preface

New Skill-Building Exercises

Every chapter contains two skill-building exercises, with three new exercises
added to the ninth edition, as follows:

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Conducting an Environmental Audit (Chapter 3)
Stretching Your Imagination (Chapter 5)
Learning from Failed Leadership (Chapter 10)

New Management Now: Online Skill-Building Exercises
Every chapter contains an Internet-based skill-building exercise designed to
connect students to Web sites that will boost their knowledge of up-to-theminute management topics and issues. Four new skill builders are:

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Finding the Best Jobs (Chapter 7)
Analyzing a Motivational Program (Chapter 11)
Sizing up an Executive on YouTube (Chapter 14)
Finding a C-Level Manager Worthy of Being Terminated (Chapter 16)

Self-Quizzes
Not only will students enjoy taking the self-quizzes, they will also learn
about their strengths and areas for improvement in the process. Your students will benefit from taking the following quizzes:

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My Managerial Role Analysis (Chapter 1)
Cross-Cultural Skills and Attitudes (Chapter 2)
The Ethical Reasoning Inventory (Chapter 3)
How Involved Are You? (Chapter 7)
Understanding Your Bureaucratic Orientation (Chapter 8)
Behaviors and Attitudes of a Trustworthy Leader (Chapter 10)
What Style of Leader Are You? (Chapter 10)
My Approach to Motivating Others (Chapter 11)
The Positive Organizational Politics Questionnaire (Chapter 12)
Team Skills (Chapter 13)
The Self-Sabotage Questionnaire (Chapter 16)
Procrastination Tendencies (Chapter 17)
The Stress Questionnaire (Chapter 17)

Brand-New Action Inserts
Students will find one Management in Action insert in every chapter. Fifteen
inserts are completely new or an update of an insert from the eighth edition.

A complete list follows:

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Brian O’Connor, the Chief Privacy Officer at Eastman Kodak Company
(Chapter 1)
Canadian Banks Open Doors for Employees with Disabilities (Chapter 2)

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.


Preface

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xi

Updating and Expansion of Wal-Mart Managers Take the High Road
and the Low Road (Chapter 3)
Mike’s Carwash Puts People First (Chapter 4)
Procter & Gamble and Google Swap Workers to Spur Innovation
(Chapter 5)
Data-Driven Decision Making at Hewlett-Packard (updated) (Chapter 6)
Be Our Guest Hires Part-Time CFO (Chapter 7)
Nokia Corp. Reorganizes (Chapter 8)
Goodyear Tire Stretches Compensation Dollars (Chapter 9)
Safety Coordinator Sherry Black Copes with a Tornado at a Caterpillar
Plant (Chapter 10)
Workers at Skyline Construction Choose Own Mix of Salary and Bonus
(Chapter 11)
Victor Gulas Draws a Map of Connections (Chapter 12)
Hypertherm Chief Executive Organizes for Teamwork (Chapter 13)
Companies Combat Online Insults (Chapter 14)
Cash Doesn’t Lie (Chapter 15)
A Counseling Letter Sent to an Underperforming Employee (Chapter 16)
Leading Banker Uses To-Do Lists to Keep Organized (Chapter 17)

New End-of-Chapter Cases
Twenty-three of the cases in the ninth edition are new and one is updated as
follows:

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Big Hopes at Olive Garden, the Red Lobster, and LongHorn (Chapter 1)
The Management Trainee Blues (Chapter 1)
Aquarius Technologies is Caught in a Trade War (Chapter 2)
Flippant Jessica (Chapter 2)
Should We Launch Lightening Bolt? (Chapter 3)
The Blue Ocean Strategy Team (Chapter 4)
What Should Dell Do Next? (updated) (Chapter 4)
What to Do with All these False Emergency Patients? (Chapter 5)
Staple’s Invention Quest (Chapter 5)
Retro is Our Future (Chapter 6)
Just-In-Time Worries at the University of Utah Hospital (Chapter 6)

The Telecommuting Challenge at NewWest.Net (Chapter 7)
Redesigning PepsiCo (Chapter 8)
Performance Rankings at Portland Events Planners (Chapter 9)
Michelle Rhee Makes Waves in D.C. (Chapter 10)
Is Julia Too Empowering? (Chapter 10)
Justin Tries a Little Recognition (Chapter 11)
Networking Megan (Chapter 12)
Team Player Jessica (Chapter 13)
How Far Can MyGofer Go? (Chapter 14)
The Adoring Bloggers (Chapter 14)

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xii

Preface

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Mr. Potato Head Visits Starbucks (Chapter 15)
MySpace is Our Place (Chapter 15)
“It Takes Me a Long Time to Get Here” (Chapter 16)
Sean Struggles to Get Started (Chapter 17)
Brittany Faces Reality (Chapter 17)

INSTRUCTIONAL RESOURCES
Essentials of Management is accompanied by comprehensive instructional
support materials.

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Instructor’s Manual. Available on the Instructor’s Resource CD and
online, the instructor’s manual provides resources to increase the teaching and learning value of Essentials of Management. The Manual contains “Chapter Outline and Lecture Notes,” which is of particular value
to instructors whose time budget does not allow for extensive class preparation. For each chapter, the Manual provides a statement of purpose
and scope, outline and lecture notes, lecture topics, comments on the
end-of-chapter questions and activities, responses to case questions, an
experiential activity, and video case notes.
Test Bank. Also available on the IRCD or online, the Test Bank contains
at least 25 multiple-choice questions, 25 true/false questions, and 3 essay
questions. New to this edition are several critical thinking multiple-choice
questions for each chapter.
Examview. The Test Bank questions are also available on the Instructor’s
Resource CD with the test generator program, Examview. This versatile

software package allows instructors to create new questions and edit or
delete existing questions from the Test Bank.
PowerPoint Slides. A set of 425 professionally prepared PowerPoint slides
accompanies the text. This slide package is designed for easy classroom use
and closely follows the Instructor’s Manual to facilitate classroom
presentation.
Management CourseMate. Cengage Learning’s Management CourseMate brings course concepts to life with interactive learning, study, and
exam preparation tools that support the printed textbook. Through this
website, available for an additional fee, students will have access to their
own set of Powerpoint® slides, flashcards, and games, as well as the
Learning Objectives, Opening Cases, and Glossary for quick reviews. A
set of auto-gradable, interactive quizzes will allow students to instantly
gauge their comprehension of the material.
Product Support Website. The flashcards, Learning Objectives, and Glossary are available for quick reference on our complimentary student
product support website.
Webtutor on BlackBoard® and Webtutor on WebCT™. Available on two
different platforms, Essentials of Management Webtutor enhances
students’ understanding of the material by featuring the Opening Cases,

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.


Preface

xiii

Learning Objectives, key term flashcards, threaded discussion questions,
puzzles and games, and quizzes that delve more deeply into key concepts
presented in the book so that students can excel at all types of

assessment.

A NOTE TO THE STUDENT
The information in the general preface is important for students as well as
instructors. Here I offer additional comments that will enable you to increase
the personal payoffs from studying management. My message can be organized around several key points.

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Management is not simply common sense. The number one trap for students studying management is to assume that the material is easy to master because many of the terms and ideas are familiar. For example, just
because you have heard the word teamwork many times, it does not
automatically follow that you are familiar with specific field-tested ideas
for enhancing teamwork.
Managerial skills are vital. The information in the course for which you
are studying this text and in the text itself are vital in today’s world. People with formal managerial job titles such as supervisor, team leader,
department head, or vice president are obviously expected to possess managerial skills. But many other people in jobs without managerial titles
also benefit from managerial skills. Among them are people with titles
such as administrative assistant, customer-service representative, and
inventory-control specialist.
The combination of managerial, interpersonal, and technical skills leads to
outstanding career success. A recurring myth is that it is better to study
“technical” or “hard” subjects than management because the pay is better. In reality, the people in business making the higher salaries and other
compensation are those who combine technical skills with managerial
and interpersonal skills. Executives and business owners, for example,

can earn incomes rivaled only by leading professional athletes and entertainment personalities.
Studying management, however, has its biggest payoff in the long run.
Entry-level management positions are in short supply. Management is a
basic life process. To run a major corporation, manage a restaurant or a
hair salon, organize a company picnic, plan a wedding, or run a good
household, management skills are an asset. We all have some knowledge
of management, but formally studying management can multiply one’s
effectiveness.

Take advantage of the many study aids in this text. You will enhance your
learning of management by concentrating on such learning aids as the
chapter objectives, summaries, discussion questions, self-quizzes, skilldevelopment exercises, and the glossary. Carefully studying a glossary is an
effective way of building a vocabulary in a new field. Studying the glossary

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.


xiv

Preface

will also serve as a reminder of important topics. Activities such as the cases,
discussion questions, and skill-building exercises facilitate learning by creating the opportunity to think through the information. Thinking through
information, in turn, leads to better comprehension and long-term retention
of information.

ACKNOWLEDGMENTS
Any project as complex as this text requires a team of dedicated and talented
people to see that it gets completed effectively. Many reviewers made valuable comments during the development of this new edition as well as the previous seven editions of the text. I appreciate the helpful suggestions of the

following colleagues:
Jackie Armstrong
Hill College
Thelma Anderson
Montana State University–Northern
Zay Lynn Bailey
SUNY—Brockport
Kathy Baughman
Juniata College
Tom Birkenhead
Lane Community College
Genie Black
Arkansas Tech University
Thomas M. Bock
Baruch College
Brenda Britt
Fayetteville Technical Community
College
Murray Brunton
Central Ohio Technical College
Michel Cardinale
Palomar College
Gary Clark
North Harris College
Glenn A. Compton
University of Maryland
Jose L. Curzet
Florida National College
Rex Cutshall
Vincennes University

Robert DeDominic
Montana Tech University
Robert Desman
Kennesaw State College
Kenneth Dreifus
Pace University
Ben Dunn
York Technical College
Karen A. Evans
Herkimer County Community
College
Debra Farley
Ozark College
Thomas Fiock
Southern Illinois University at
Carbondale
Renee T. Garcia
Luna Community College
Dan Geeding
Xavier University
Shirley Gilmore
Iowa State University
Philip C. Grant
Hussen College
Randall Greenwell
John Wood Community College
David R. Grimmett
Austin Peay State University

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.


Preface

Robert Halliman
Austin Peay State University
Ed Hamer
George Mason University
Paul Hegele
Elgin Community College
Kermelle D. Hensley
Columbus Technical College
Thomas Heslin
Indiana University
Peter Hess
Western New England College
Melanie Hilburn
Lone Star College—North Harris
Nathan Himelstein
Essex County College
Kim T. Hinrichs
Minnesota State University—
Mankato
Brad Hollaway
Ozarka College
Judith A. Horrath
Lehigh Corbon Community College
Margaret Huron

Lone Star College—North Harris
Lawrence H. Jaffe
Rutgers University
Steven Jennings
Highland Community College
B. R. Kirkland
Tarleton State University
Alecia N. Lawrence
Williamsburg Technical College
Donald Lee
Pitt Community College
Margaret S. Maguire
SUNY—Oneonta
Patrician Manninen
North Shore Community College
Noel Matthews
Front Range Community College

xv

Ted Mattingly
George Mason University
Christopher J. Morris
Adirondack Community College
Ilona Motsiff
Trinity College of Vermont
David W. Murphy
University of Kentucky
Robert D. Nale
Coastal Carolina University

Christopher P. Neck
Virginia Tech
Ronald W. Olive
New Hampshire Technical College
George M. Padilla
New Mexico State University—
Almogordo
J. E. Pearson
Dabney S. Lancaster Community
College
Gregory F. Petranek
Eastern Connecticut State
University
Joseph Platts
Miami-Dade Community College
Larry S. Potter
University of Maine—Presque Isle
Thomas Quirk
Webster University
Jane Rada
Western Wisconsin Technical
College
James Riley
Oklahoma Junior College
Robert Scully
Barry University
William Searle
Asnuntuck Community Technical
College
William Shepard

New Hampshire Technical College

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.


xvi

Preface

Vladimir Simic
Missouri Valley College
Howard R. Stanger
Canisius College
Lynn Suksdorf
Salt Lake Community College
John J. Sullivan
Montreat College
Martin J. Suydam
George Mason University
Gary Tilley
Surry Community College

Bernard Weinrich
St. Louis Community College
Blaine Weller
Baker College
Mara Winick
University of Redlands
Alex Wittig

North Metro Technical College
Marybeth Kardatzke Zipperer
Montgomery College

Thanks also to the members of the Cengage Learning South-Western
Team who worked with me on this edition: Editor-in-Chief Melissa Acuña;
Executive Editor Scott Person; Developmental Editor Jennifer King; Senior
Editorial Assistant Ruth Belanger; Senior Art Director Tippy McIntosh;
Marketing Manager Jon Monahan; and Marketing Coordinator Julia
Tucker. Writing without loved ones would be a lonely task. My thanks therefore go to my family: Drew, Rosie, Clare, Douglas, Gizella, Camila, Sofia,
Eliana, Julian, Melanie, Will, and Carson. My thanks are also expressed to
Stefanie, the woman in my life.
Andrew J. DuBrin

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.


About the Author
Andrew J. DuBrin is Professor Emeritus of Management in the College of
Business at the Rochester Institute of Technology, where he has taught
courses and conducted research in management, organizational behavior,
leadership, and career management. He also gives presentations at other
colleges, career schools, and universities. He has served as department chairman and team leader in previous years. He received his Ph.D. in Industrial
Psychology from Michigan State University. DuBrin has business experience in human resource management and consults with organizations
and individuals. His specialties include career management leadership and
management development. DuBrin is an established author of both textbooks and trade books, and he contributes to professional journals, magazines, newspapers, and online media. He has written textbooks on
management, leadership, organizational behavior, human relations, and
impression management. His trade books cover many management issues,
including charisma, team play, office politics, overcoming career selfsabotage, and coaching and mentoring.

xvii
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.


Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.