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Part 2—The Business of Managing
Copyright © 2014 Pearson Canada Inc.
206
CHAPTER 8
MANAGING HUMAN RESOURCES
CHAPTER SYNOPSIS
This chapter describes the importance of human resource management, focusing
initially on the concepts of job-relatedness and employee-job matching. Specific
management activities are then discussed, include HR planning activities (job analysis,
job description, job specifications, forecasting), staffing (recruitment, selection,
promotions), developing the workforce (orientation, training and development),
performance appraisal, compensation and benefits (wages and salaries, incentive
programs, benefit programs), the legal context of HRM (equal opportunity, comparable
worth, sexual harassment, safety and health, and retirement), and challenges in the
changing workplace (diversity, knowledge workers, and contingent and temporary
workers).
CHAPTER OUTLINE
I. FOUNDATIONS OF HUMAN RESOURCE MANAGEMENT (HRM) HRM
is the set of organizational activities directed at attracting, developing, and maintaining an
effective workforce.
A. The Strategic Importance of HRM—The importance of HRM has grown
dramatically in the last two decades, as a direct result of increased legal complexities,
recognition of the workforce as a valuable resource for improving productivity, and
awareness of the costs associated with poor HRM. Types of costs incurred are discussed.
B. Human Resource Planning—See Figure 8.1.
1. Job analysis—A systematic analysis of jobs within an organization
that must be carried out in order to determine the appropriate methods of selecting the
best candidates for the jobs, to develop job-relevant performance appraisal systems, and
to set equitable compensation rates. Job analysis has two parts. The job description lists
the duties of the job, its working conditions, and the tools, materials, and equipment used
to perform it. The job specification lists the skills, abilities and other credentials needed
to do the job.
2. Forecasting HR demand and supply—Managers need to forecast
demand for employees of different types, taking into consideration the company’s future
plans and expected economic trends. Forecasting the likely supply of labour in the short-,
intermediate-, and long-term considers both the internal and external supply. Factors to be
considered in doing so are discussed.

Chapter 8—Managing Human Resources
Copyright © 2014 Pearson Canada Inc. 207
a. Replacement charts—These list each important managerial
position, how long the person that is presently in the position will likely be in that
position, and those employees that could assume the position once vacant.
b. Skills inventories list—These list each employee’s
education, skills, work experience, and career aspirations.
3. Matching HR supply and demand—After comparing future
demand and internal supply, managers can develop contingency plans to manage
differences between expected demand and supply. Examples of ways to address expected
under and overstaffing situations are described.
II. STAFFING THE ORGANIZATION This is one of the most complex and
important aspects of good human resource management. A Canadian study indicated the
top three characteristics employers are seeking are: good work ethic, reliability, and
willingness to stay on the job.
A. Recruiting Human Resources—The process of attracting qualified persons
to apply for jobs that are open.
1. Internal recruiting—Considering present employees as candidates
for openings. Advantages and challenges are discussed.
2. External recruiting—Attracting people outside the organization to
apply for jobs. A variety of external recruiting methods are described.
B. Selecting Human Resources—The objective of the selection process is to
gather information from the applicants that will predict their job success and then hire the
candidate that is most likely to be successful. To reduce the element of uncertainty,
managers use a variety of techniques (see Figure 8.2). Organizations can only gather
information about factors that are predictive of future performance. Validation is the
process of determining how well the information collected predicts success in the specific
job. Each organization develops its own mix of selection techniques and may use them in
almost any order. Techniques discussed include:
1. Applications forms—An efficient method of gathering information
needed. Appropriate use and limitations are described.
2. Tests—Tests of ability, aptitude, or knowledge that is relevant to a
particular job are usually the best predictors of the future job performance. Proper test
conditions are described. An assessment centre is a series of exercises in which
management candidates perform realistic management tasks while being observed by
expert appraisers. Video assessment is the presentation of videos of realistic work
situations to management candidates who are asked to choose an appropriate course of
action to deal with the situations.

208
3. Interviews—A popular selection device, but due to biases in
perception and judgment of others, this method is sometimes a poor predictor of job
success. Methods of increasing the validity of interviews are described, including
behaviour-based interviewing.
4. Other techniques—Company or industry specific selection
techniques are sometimes used (e.g., physical exams, polygraph tests, etc.)
III. DEVELOPING HUMAN RESOURCES Most employees need additional
training and development after being hired.
A. New Employee Orientation—This refers to the process of introducing new
employees to the company’s policies and programs, personnel with whom they will
interact, and the nature of the job to help the employee learn about and fit into the job and
the company. Problems arising from poor orientation of new employees are described.
B. Training and Development—Ongoing training and development can
improve the quality of the contributions the employee makes to the organization. A needs
assessment is conducted to determine the organization’s true needs and the necessary
training programs.
1. Work-based programs (on-the-job training)—These techniques tie
training and development activities directly to task performance. They include on-the-job
training and systematic job rotations and transfers (employees are systematically
transferred from one job to another in order to learn a wider array of tasks and develop a
greater understanding of the work).
2. Instructional-based programs (off-the-job training—This training
occurs away from the worksite. It includes management development programs (which
are designed to enhance conceptual or analytical problem solving skills), and vestibule
training (work simulation in which the job is carried out under conditions very close to
the actual work environment). Informal management training also takes place through
mentoring and networking.
3. Team building and group-based training—Exercises and activities
designed to bring employees together into cohesive units to foster co-operation between
team members.
IV. EVALUATING EMPLOYEE PERFORMANCE Performance Appraisal
refers to formal evaluations of how effectively employees are performing their jobs. It
provides a benchmark to assess the extent to which the recruiting and selection process is
adequate, and helps in determining effective training, development, and compensation.

A. Providing Performance Feedback—It is necessary to decide who will
conduct the appraisal and how feedback will be given to the person being appraised.
Sources of information include subordinates, customers, and a self-evaluation by the
employee. The approach called 360-degree feedback has become popular. It is vital that
after the performance appraisal is completed, feedback, coaching and counselling are
provided. If employees are not aware of their shortcomings or ways to improve, then no
improvements can be realized.
B. Methods for Appraising Performance—The nature of many jobs today
means that we rely on judgments and ratings to appraise employee performance.
1. Ranking methods—When the simple ranking method is used,
employees are ranked from best to worst, according to where they place compared to
others (or groups of others). The forced distribution method involves grouping employees
into predefined frequencies of performance ratings (e.g., top 20%, next 30%, etc.).
2. Rating methods—One of the most popular is the graphic rating
scale (see Figure 8.3). The appraiser must select the best answer for each question from a
list of given answers, such as strongly agree, agree, neither agree or disagree, etc.
Advantages of this method are described. If the critical incident method is used, the
employee gives examples of especially good or poor performance. Strengths of this
method are described.
V. PROVIDING COMPENSATION AND BENEFITS A set of rewards that an
organization provides to employees in exchange for their willingness to perform various
jobs and tasks.
A. Determining Basic Compensation—Wages generally refer to an hourly
compensation paid to operating employees, while salaries usually refers to compensation
stated as a constant amount in a monthly or yearly figure. Methods for determining an
appropriate basic compensation include:
1. Pay surveys in compensation—Surveys of compensation that other
comparable organizations are paying.
2. Job evaluation—A method of determining the relative value of a
job to the organization.
3. Establishing a pay structure—Compensation based on the
organization’s assessment of the relative value to the organization of each job class.
B. Incentive Programs—These are used to encourage employees to work
harder. Many organizations offer rewards that are directly tied to higher levels of
performance.

210
1. Individual incentives—These reward individual performance on a
real-time basis. Examples include piece-rate pay, sales commissions, bonuses, pay-for-
knowledge, pay-for-performance, and workforce management systems.
2. Team and group incentives—These are rewards that are based on
team or group performance rather than individual performance. They include profit-
sharing plans (employees receive bonuses based on the profits earned by the firm) and
gainsharing (employees receive bonuses based on cost savings or increases in
productivity that are achieved).
C. Benefits—In addition to financial compensation, most organizations
provide employees with an array of benefits. Some are mandated by law (e.g.,
employment insurance), and others are optional for the organization.
1. Mandated protection plans—These include employment insurance,
the Canada Pension Plan, and Worker’s Compensation, which are described.
2. Optional protection plans—Health insurance and pension plans are
described.
3. Paid time off—Paid vacations, sick leave, personal leave, and
sabbaticals are described.
4. Other types of benefits—Wellness programs, childcare benefits,
and eldercare are described.
5. Cafeteria-style benefit plans—This involves informing each
employee of the amount the business is willing to spend on his or her benefits package
and then allowing the employee to “spend” the allowance on the benefits he or she
chooses.
VI. THE LEGAL CONTEXT OF HRM Some of the more important areas of HR
regulation are discussed. These include:
A. Equal Employment Opportunity—Discrimination is acceptable if it is
purely job related. For example, one employee can be given a pay raise and another may
not receive it if the decision is based on clear job performance.
1. Anti-discrimination laws—Legislation exists to protect individuals
from non-job-related discrimination. The Canadian Human Rights Act and its
jurisdiction are described, and examples are provided. Provincial legislation and the
Employment Equity Act are discussed. The bona fide occupational requirement concept
means that an employer may choose one person over another based on overriding
characteristics of the job. The Employment Equity Act addresses the issue of

discrimination in employment by identifying four groups as employment-disadvantaged:
women, visible minorities, Aboriginal people, and people with disabilities.
B. Comparable Worth—The idea of equal wages for work of equal value.
Differences in earning between the average man and woman in Canada are identified and
possible explanations discussed. Critics of comparable worth emphasize the importance
of labour supply and demand in setting compensation levels.
C. Sexual Harassment—Requests for sexual favours, unwelcome sexual
advances, or verbal/physical conduct of a sexual nature that creates an intimidating or
hostile environment for a given employee. Quid pro quo harassment is the most blatant
form, where sexual favours are requested in exchange for something of value to the
employee, such as a promotion. A hostile work environment is a more subtle form of
harassment, where the work environment is not comfortable due to lewd and suggestive
comments. Recommendations for effectively dealing with the potential for sexual
harassment are provided.
D. Employee Safety and Health—Programs intended to reduce absenteeism
and turnover, raise productivity, and boost morale by making jobs safer and more
healthful. The factors leading to the development of provincial workplace health and
safety legislation are described.
E. Retirement—Although most provinces have abolished mandatory
retirement, the current trend is towards early, not late, retirement. The financial crisis of
2008-2009 may mean that more people will have to delay retirement.
VII. NEW CHALLENGES IN THE CHANGING WORKPLACE HR managers
face ongoing challenges as they try to keep their organizations staffed with effective
workers.
A. Managing Workforce Diversity—Opportunities and challenges presented
due to the range of workers attitudes, values, beliefs, etc. are discussed. Examples are
provided of how organizations are managing workforce diversity.
B. Managing Knowledge Workers—As the importance of information-
driven, rather than experience-driven, jobs increases, management issues arise.
1. Knowledge worker management and labour markets—Highly
specialized training and continual upgrading is critical, but expensive. Demand exceeds
supply, resulting in difficulties in recruiting and then continually adjusting salaries to
keep employees from moving to other employers.
C. Managing Contingent Workers—Hiring on something other than a
permanent or full-time basis.

212
1. Trends in contingent employment—Contingent employment is on
the rise in Canada. There is also an increasing demand for temporary workers in top
management positions.
2. Management of contingent workers—This requires planning so
that contingent workers are used only when they are actually needed. The costs and
benefits of contingent workers must also be understood, and efforts should be made to
integrate contingent workers into the mainstream activities of the organization.
QUICK QUESTIONS
1. Why has the role of human resource management increased in importance in the
last several years?
2. How can an HR manager benefit from the use of a replacement chart?
3. How can an HR manager benefit from the use of an employee information
system?
4. When do you think tests are useful in the selection process?
5. Why are interviews sometimes a poor predictor of job success? In what way(s)
might an interview be an accurate predictor of job success?
6. What types of training are offered at your place of work?
7. What do you think would be the biggest challenges of giving an employee
performance appraisal?
8. How can an organization benefit from offering incentive programs to its
employees?
9. In what way(s) is variable pay a better motivator than a merit raise?
10. What is the purpose of an affirmative action plan?
11. How can an organization benefit from welcoming a diverse workforce?
12. How do knowledge workers add value to an organization?
13. What are some advantages and disadvantages of hiring contingent workers?
IN-CLASS EXERCISES
Exercise #1—Writing a Job Description
Activity Overview:
This activity asks students to write a job description for an instructor and for a student.
Time Limit: 50 minutes
What to Do:
1. Review what is included in a job description, then ask students to think about
what variables should be included in their instructor’s job description and what should be
included in a student’s job description. (10 minutes)
2. Divide the class into small groups, asking members of each group to share what
they came up with in Step 1. (10 minutes)

3. Ask each group to further discuss what should be included in their instructor’s job
description and in a student’s job description, considering any other factors that might
come to mind that have not already been discussed, and to write a final job description for
both instructor and student. (15 minutes)
4. Reassemble the class and discuss each group’s suggestions. (15 minutes)
Don’t Forget:
There are many roles that instructors play in a college or university other than what
students see in the classroom.
Wrap-Up:
Review the purpose of a job description, highlighting some of the major elements
included in most college or university instructors’ job descriptions.
Exercise #2—What Motivates Employees?
Activity Overview:
This activity asks students to consider what companywide incentives might motivate
workers who work in specific jobs.
What to Do:
1. Divide the class into small groups and assign each group to one of the jobs below.
(5 minutes)
 A cook at a fast-food restaurant
 A waitress at a local diner
 A groundskeeper
 A computer technician at a small firm
 A janitor
 A college professor
2. Ask each group to brainstorm what incentives would be especially motivating for
a worker performing the assigned job; remind students to consider both tangible and
intangible incentives. (10 minutes)
3. Reassemble the class and ask each group to share their results, allowing all
students to share input. (15 minutes)
Don’t Forget:
This activity can be completed using any type of job as the basis for discussion. Remind
students to consider “reasonable” costs to the company as they brainstorm for ideas.
Wrap-Up:
Bring the activity to a close by recapping each group’s conclusion, reminding students
that tangible incentives, such as various benefits packages, can be motivating but that
intangible incentives, such as employee recognition programs, can also be motivating.

214
Exercise #3—How Expensive is Safety?
Activity Overview:
This activity asks students to read a case study and assess some pros and cons of the U.S.
Occupational Safety and Health Administration’s continued efforts to ensure health and
safety in the workplace.
What to Do:
1. In advance, make copies of the following supplemental case study and distribute
them to students.
The Occupational Safety and Health Administration (OSHA) in the U.S. recently
issued a controversial rule designed to protect employees from the kind of repetitive
stress injuries that afflict about 600,000 U.S. workers every year who type, bend, reach,
and lift on the job. While the rules were not unexpected, businesses, insurance
companies, trade groups, and unions have raised a number of objections, and some
observers believe that before the plan takes effect, revisions and even repeal might loom.
The challenges to the ergonomic rule are based largely on the anticipated cost of
compliance. OSHA projects that the ruling will cost industry about $4.5 billion in the fist
year, while the National Association of Manufacturers puts the bill at $6.7 billion just for
small and medium-sized manufacturers, and the Employment Policy Foundation, a
business-oriented research group, sees costs rising to $125.8 billion in the first year and
close to $900 billion over the next decade. Opponents also feel that stress injuries are not
well understood and may not even really exist, while OSHA believes these workplace
hazards are real and need to be reduced.
One report in the New York Times looked at research on real and anticipated
figures for several recent OSHA safety rules, which found that the costs of compliance in
the 1990s was generally much lower than either business or OSHA had anticipated.
Here are a few comparisons. Plastics makers feared that regulations about
exposure to vinyl chloride, a gas that may cause cancer, would cost between $65 and $90
billion and spell the end of the U.S. plastics industry. The cost of eliminating the
substance was actually a mere $278 million. Limiting exposure to cotton dust was
expected to cost at least $280 million, a figure that OSHA arrived at after the cotton
industry balked at its first, lower estimate. Actual costs were closer to $82 million.
Finally, the cleanup of formaldehyde cost only $6 million, compared to a projected cost
of $251 million.
One conclusion from the study of these costs was that in building its projections,
OSHA assumed businesses would use existing technology to eliminate problems, for

instance, using new ventilators or covering chemical containers to cut down on airborne
pollution. Instead, however, it appears that industries have responded by coming up with
radical changes to their manufacturing methods to reduce hazards, including substituting
different raw materials to eliminate dangerous substances altogether. These innovations
are credited with the enormous differences between original estimates and actual
compliance costs. It remains to be seen whether the same result will occur in the case of
the new ergonomic regulation.
Source: Mary Williams Walsh, “Keeping Workers Safe, but at What Cost?” New
York Times, December 20, 2000, G1.
2. Divide students into groups and ask them to read the case and answer the
following questions in their small groups. (15 minutes)
(a) What objections other than cost do you think industry might raise against legislation
concerning worker safety? What possible benefits are to be gained?
(b) Do you think it is ethical for firms to lobby against health and safety regulations? Why
or why not? Consider all possible stakeholders in your answer.
(c) Is there a useful conclusion to be drawn from the comparison of anticipated and actual
compliance costs? Does past experience have any relevance on the future?
3. Once students have answered the questions, discuss their answers as a class. As
students discuss their answers, make sure they bring up the following points: (10 minutes)
(a) Firms might protest that they will be less profitable and unable to produce certain
necessary products, that the manufacturing processes will be slower, that quality may
suffer, or that workers must be laid off to account for loss of sales. Possible benefits
include the discovery of innovative products, services, and business processes created in
the course of effective and efficient compliance—as well as a healthier workforce.
(b) Given that unsafe working conditions are harmful for all a firm’s stakeholders, not
just its employees, some students may find it unethical or at least counterproductive to
protest such legislation. Those in favour of protest may justify attempts to moderate
legislation (by, for instance, lengthening the time allowed for compliance or lowering
penalties), to lower associated costs and to prevent frivolous regulation.
(c) Although many past estimates have been too high, there is no guarantee that this
situation will occur every time. The figures do suggest that compliance may not be the
financial burden many industries have feared.
Don’t Forget:
Many different stakeholders will be affected by decisions regarding OSHA and health and
safety.
Wrap-Up:
Wrap the activity up with an overview of OSHA’s purpose and note the equivalent
Canadian legislation.

216
Exercise #4—Tallying Up the Costs of Discrimination
Activity Overview:
This activity highlights the high costs of employee discrimination in a national
organization.
What to Do:
1. In advance, make copies of the following article and distribute to students.
Just how important is an understanding of the legal context of HR management?
Recent experiences at Rent-A-Center clearly show what can happen when a firm
minimizes the importance of the HR function. Thorn Americas, a unit of London-based
Thorn EMI, had prospered as a large player in the rent-to-own industry. The firm had a
large professionally staffed HR department and was known for its progressive hiring and
employment development practices.
Thorn recently merged with another large rent-to-own business, Renters Choice.
The new firm was renamed Rent-A-Center, and an outsider—J. Ernest Talley—was
brought in to run the combined business. But Talley had some unusual views of the HR
function. Specifically, he saw HR as an expense, bristled at the notion of government
regulation, and allegedly had a strong bias against women. For example, he was quoted
by one employee as saying “Get rid of women any way you can.” Another indicated that
he said “Women should be home taking care of their husbands and children, chained to a
stove, not working in my stores.”
Even though Rent-A-Center had 2,300 locations and 13,000 employees, Talley
essentially eliminated the firm’s HR function. For example, he fired the firm’s top HR
executive and dropped all training and employee relations activities. He kept only enough
clerical support to handle payroll and benefits activities. But his stance on women and
the culture he created proved to be costly. Thousands of talented women left the
company, and thousands of potentially valuable new employees were systematically
blackballed. Talented males also left in droves, at least in part because they wanted no
part of what Talley was trying to do.
Talley’s stance soon prompted legal action. Several women charged that they had
been demoted or forced to resign because of their gender. Others charged that he had
created a hostile work environment, a key form of sexual harassment. For instance, at
one national sales meeting in Las Vegas, Talley hired scantily clad dancers for
entertainment. Many of the men in attendance got drunk, while the women felt
humiliated.
The lawsuit against Rent-A-Center represented 5,300 current and former
employees, as well as approximately 10,000 rejected job applicants. One attorney

involved in the case said, “I’ve never seen a case in which so many women and men tell
the same kind of story all across the country. It’s remarkable.” Faced with overwhelming
evidence, Rent-A-Center forced Talley to retire and settled the suit for $47 million in
payments. The firm also agreed to re-establish an HR department, hire an HR vice
president, and take numerous other steps to change its employment practices and culture.
2. Divide the class into small groups and ask them to consider the following
questions (15 minutes):
(a) How is hostile work environment sexual harassment evident in this scenario?
(b) Is workforce diversity necessary in an organization like this one? In what ways can
such organizations benefit from workforce diversity?
3. Regroup as a class and discuss each group’s responses. (15 minutes)
Don’t Forget:
Remind students of the two types of sexual harassment: hostile environment and quid pro
quo.
Wrap-Up:
Briefly discuss how attracting a more diverse workforce and customer base can place an
organization in a better market position than those organizations that do not make
welcoming diversity a part of the strategic focus.
Exercise #5—Interview Practice
Activity Overview:
This activity is designed to help students experience a selection interview.
Time: 50 minutes
What To Do:
1. Arrange students in groups of three: a store manager, an applicant, and an
observer.
2. One student should assume the role of a shoe store manager who wants to hire a
management trainee. The second student is applying for the job. The third student will
observe whether the interviewer stayed with a plan and asked questions related to the job
skills needed and if the applicant provided good information in a mature manner.
(Another job may be substituted if it is more familiar.)
3. Interviewers should develop a list of criteria and questions to ask.
4. Applicants should develop brief descriptions of their education and experience,
strengths and weaknesses.
5. The students role-play the interview.
6. The observer should report findings to the two role players.

218
Don’t Forget:
You can vary the above process by having students exchange roles, videotaping the role
play, and playing it back for discussion.
Wrap-Up:
Ask the following questions: Were the situations realistic? Why or why not? Based on the
role-play and your personal experience, what are the toughest questions you have ever
been asked in an interview? How did you respond to them?
Exercise #6—Top-Down Sensitivity
Activity Overview:
This activity asks students to think about the employee issues toward which employers
should be most sensitive.
What to Do:
1. In advance, make copies of the material below and hand it out to the class.
By definition, global companies must communicate with employees in many
different countries and cultures, and a firm’s success in communicating with local
workers can mean success or failure in an overseas operation. The most successful
global companies know how to talk to the people who work for them.
In some countries, the gap between managers and workers is quite wide, and
managers are used to bridging it with orders that are simply to be followed. In many
Asian cultures, for example, you simply don’t question the boss’s decisions or the policies
of the company. In Canada, on the other hand, people are often encouraged to provide
feedback and to say what they think. The gap is relatively narrow, and communication
channels tend to be informal and wide open.
The same arrangements usually apply when it comes to dealing with workplace
disputes. In some countries, such as Germany and Sweden, there’s a formal system for
ensuring that everyone involved gets a say in resolving workplace disputes. In these
countries, although communication channels are always open, they’re also highly
structured.
But being culturally sensitive to local employees means much more than just
knowing how to settle workplace disputes. As a rule, companies also need to convey a
sense of good “citizenship” in the host country. This means respecting the social and
cultural values of the employees and communicating to them the fact that it cares about
these things.

2. Divide the class into small groups and ask them to consider what they perceive to
be the top two employee issues about which employers should be especially sensitive. (15
minutes)
3. Reassemble as a class and discuss each group’s conclusions. Is it possible for the
class as a whole to come up with the “top two” issues from among the groups’
conclusions? (15 minutes)
Don’t Forget:
Groups will come up with many different responses; it will be difficult for the group to
prioritize responses. Student answers will depend on the types of jobs being considered.
Wrap-Up:
Bring the activity to a close by briefly discussing some of the top issues facing HR
managers today, including pay gaps between males and females and discrimination of
various sorts.
Exercise #7—Employee Recruiting and Networking Online
Activity Overview:
This activity asks students to read a case study and answer the case discussion questions
for Concluding Case 8-2, which is found at the end of Chapter 8.
What to Do:
1. Divide students into six groups and assign two groups to each Question for
Discussion. (10 minutes)
2. After the groups have completed their respective answers, reassemble the class
and discuss each question. (Answers to the Questions for Discussion are found at the end
of this Instructor’s Manual chapter.) (20 minutes)
Don’t Forget:
Remind students that some aspects of looking for a job online are pretty easy (e.g.,
submitting a resume), but standing out from the crowd is difficult. Also remind them that
there are certain frustrations with online job seeking (e.g., not hearing anything at all from
the company after submitting a resume).
Wrap-Up:
Ask students if they have had any experience trying to land a job by going online. What
was their experience? Or, if they have not had personal experience with online job
searching, what kind of experience did people they know have with this method? To what
extent do those experiences match with the discussion in each of the student groups?

220
TEACHING TIPS
1. Remind students that HRM is the set of organizational activities directed at
attracting, developing, and maintaining an effective workforce.
2. It is common for students to confuse a job description with a job specification. As
a result, the difference should be emphasized in class by the professor. One way to
separate the two is through a simple set of statements similar to the following. A job
description is a list of the activities required of the person who will fill that work position.
On the other hand, a job specification describes the kind of person the firm is looking for
to fill the position.
3. Your students may have been talking with friends who have recently graduated
from college or university and have begun looking for work. The report back from the
graduates may be that jobs are hard to find, and that good jobs are almost nonexistent. In
such a mood and with such knowledge that there is an overabundance of job applicants, it
becomes hard to believe that some firms must aggressively go out and actively recruit
workers. However, at some point these recent graduates will locate jobs and someday
may be faced with a recruitment task. When this occurs, the graduates will understand
that finding just the right person for the job can be difficult and frustrating for human
resource recruiters. As a result, too many times, a firm must seek the "least worst" worker
rather than the best worker in filling a particular slot.
4. The item above emphasizes the fact that from the point of view of a recruiter,
often there are too few qualified applicants. This would say to students: To be a more
successful job seeker, provide yourself with as many skills as possible—degrees, work
experience, computer packages mastered, foreign languages learned, etc.
5. Ask students to describe a job orientation they have gone through in jobs they
have had. Most will indicate orientation has been poor or nonexistent. Ask what they
would have done to make the orientation better.
6. Remind students that forecasting the supply of labor includes both an internal and
external forecast.
7. Remind students that new employees are found both internally and externally in
the recruitment process.
8. When carrying out internal recruiting for promotions, it can be a closed or open
process. In a closed promotion system, managers decide (perhaps in a very closed and
secret fashion) which employees will be promoted. In an open system, available jobs are
"posted." That is, notice of an opening is posted on bulletin boards and published in
various other ways. So far, so good. However, students should be introduced to the real
world by indicating that there may be instances in which a human resources office of a
firm indicates that it is pursuing an open promotion procedure when it is actually

pursuing, by previously determined design, a closed system. Here is an actual case, with
anonymity protected, illustrating how the charade is played. The unveiling of the lie
occurred because a clerk was not sufficiently in on the caper. A job applicant noticed a
position announcement properly publicized. Upon applying to the appropriate office prior
to the stated deadline, the applicant was told by a clerk: "Oh, we filled that job two weeks
ago." The applicant countered with: "But the announcement says that the deadline hasn't
even come yet." The clerk responded: "Oh, we just post these positions because that's
what the law requires." Students who go into human resources positions should be
cautioned ahead of time that such a procedure is inappropriate, but it may not be rare.
9. Interview a human resources manager regarding the recruitment and selection
process while the class listens. Determine the manager's views on how to increase the
chance of choosing the right person for the job.
10. Since so much could be riding on it, the performance appraisal is a very important
procedure in any firm. Although we all want to avoid subjective evaluations—judgments
reflecting the personal bias of the rater—subjectivity can creep into almost all
performance appraisals. Ask the students to identify some jobs in which thoroughly
objective appraisals are possible.
11. An example that can be used to start the discussion on subjectivity versus
objectivity of evaluations is as follows: Travelling salesman Edgar could be told by the
sales manager: "Edgar, ol' boy, we don't care what you do with your spare time or how
you conduct yourself on the road. Company image is not your problem. We shall rate you
on how many turbines you sell this year. That will be our only criterion." This is
absolutely objective. The sales manager does not have to make judgments concerning
Edgar's sense of ambition, his ability to efficiently make out sales orders, his speed at
getting to a sales destination, his manner of dress, or the friends he makes for the firm.
No, the sales manager very objectively counts the number of turbines sold by Edgar in a
year's time. Ask students if they think there are many situations like this.
12. Ask how many of the students have had a formal performance appraisal. Then ask
those that said yes, if they knew prior to the appraisal which criteria the rater was going to
use. For those that say no, ask what they should do in the future to avoid this situation.
13. Lacking a perfectly objective measure of a person's contribution to the firm, any
performance appraisal device must lean on a supervisor's judgment. Because of this, any
such appraisal procedure will be open to criticism by those persons who do not score
well. Have students discuss the different ways in which performance has been
subjectively measured.
14. The appraisal process is complete when the manager and employee meet to
discuss the appraisal. This is a very important part of the procedure, for it is in this
conference that the employee picks up the best hints for improving his or her
performance. However, some employees have reported that although they worked in

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companies where the follow-up conference never happened. Ask the students to discuss
the issues that may have prevented the follow-up meeting from happening. This can range
from difficulties that individuals have in communicating negative news to subordinates to
inadequate time available to actually carry out the task.
15. Point out to students that disciplinary action by a firm will often involve
participation in the procedure by a union that has been elected to represent the workers of
the firm. In such a case, the company's management may lose flexibility and freedom in
disciplining employees. Union participation can be very helpful and may well reinforce a
company's efforts to discipline in a fair and consistent manner. However, the atmosphere
at a firm might be such that union “interference” in disciplinary matters can greatly
weaken the effective implementation of company disciplinary policies.
16. There is still much debate about the most important factor that motivates workers
to do a better job. Ask students what they think motivates a pro football player in the
Grey Cup to perform at a higher-than-usual level: being victorious for the sake of his
football club and its loyal fans, or earning the extra money (and prestige) that goes to
members of the winning team? When an employer can answer that question, the employer
will know better how to administer compensation and benefits in such a way that each
worker performs at his or her peak capacity.
17. Point out that a compensation system includes more than just wages and salaries;
it includes incentives and employee benefit programs.
18. Students often confuse the types of incentive plans: Profit-sharing plans distribute
profits earned above a certain level to employees; gainsharing plans distribute bonuses to
employees who achieve greater work efficiency; and pay-for-knowledge plans encourage
workers to learn new skills.
19. The use of incentive plans as part of the compensation package is based on the
concept of agency theory. This theory says that employees will always act in a manner
that is in their own best interest, and will accordingly shirk their responsibilities to the
extent they believe they can get away with it. Incentive-based compensation is therefore
designed to align the self-interest of the employees with the interests of the business. Ask
students whether they agree that employees will do as little as possible without incentive-
based compensation. Does it matter at what level in the organization the employee
works? Does the type of work matter? Are different individuals motivated by different
things?
20. Moderate a class discussion on the issue of the compensation of top managers.
Bring actual figures to class to show just how much some top managers earn. Is the large
difference between the top managers in the firm and the production workers warranted?
Ask students to respond to the position that is sometimes put forward that companies will
not be able to attract the most competent CEOs unless they provide a compensation
package that is competitive.

21. Ask the students what benefits they expect when they graduate and start a career.
22. Have students consider the impact that a national health insurance program in
Canada has on the costs of doing business in Canada. What types of costs are covered by
employer-based health coverage in Canada?
23. Male earning power has been declining for decades. Young males who are now
entering the labour market, regardless of their education, will likely earn dramatically less
than their predecessors did. Young, female university graduates, on the other hand, have
recently earned more than their predecessors. The reasons for the increase in female
university graduate earnings may not be too difficult to identify (the range of available
jobs has expanded far beyond the traditional nurse and teacher occupations), but what has
caused the decrease in earnings for young males? Have students discuss this and try to
identify reasons.
24. Invite a human resources expert to class to describe the legal environment that
currently exists in Canada regarding anti-discrimination legislation. Ask the person to
describe several specific incidents so that students can see how the legislation works in
practice. Leave time for student questions.
25. Ask students if sole proprietors should be held to the same standards as larger
corporations with regard to things like minimum wages.
26. Describe a case to the class of a manager using electronic capabilities to "spy" on
an employee (e.g., a manager reading an employee's e-mail). Then ask students how many
of them have been spied on during working hours. Moderate a class discussion on the
reasonableness of such behaviour by management.
27. Here is an opportunity for students to make a "where-do-we-stand-today"
judgment after necessary discussion. The media have provided plenty of coverage of the
phenomenon of sexual harassment. It has been clearly designated by firms, governmental
bodies, and courts as not to be tolerated. And yet, can it be said that we have eliminated
sexual harassment from the workplace? Here are some sub-questions on the subject that
might get discussion started. Do most managers really take seriously the allegations of
sexual harassment that are raised by subordinates? How difficult is it to prove that sexual
harassment has taken place? Do most employees take the matter seriously? What chance
does a person have of making a false harassment claim and seriously damaging the
reputation of an innocent person? Is it enough that an employee perceives that sexual
harassment has taken place, or is it necessary for there to be intent (or behaviour) on the
part of the harasser?
28. Ask students or student teams to react to the following statement that might be
made by a CEO of a large manufacturing concern: "I have full respect for family life. I
place my family very high on my scale of priorities. I am aware, however, that my value

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to this company does not come from my family loyalty but rather from what I can do for
this firm. Accordingly, if I want to remain effective for this firm, I must make sure that I
devote sufficient time, energy and interest to this firm. I expect my workers to display this
same kind of devotion. When their family life gets in the way of what we are trying to do
here, I may ask such employees to make a choice: your family or your job."
29. Ask students to discuss the pros and cons of the concept of comparable worth.
30. Have a discussion about how diversity is both an opportunity (especially in a
dynamic environment) and a challenge at the same time.
USING THE BOXED INSERTS
Opening Case: Millenials on the March
The opening case examines the interesting fact that people born in different eras
have different preferences for work environments and different career motivations.
Currently, employers are dealing with three different generations—Baby Boomers, Gen
X, and Millennials (also known as Generation Y)—as they attempt to cater to their
various characteristics and demands, while also creating a work environment that these
generations are happy with.
Some possible questions for discussion are as follows:
1. What are the key generational differences among the Millenials, Gen X, and Baby
Boomer generations?
2. What strategies can managers adopt in order to meet the needs of the various
generational groups in an organization?
3. What sorts of challenges arise when managers try to meet the needs of the various
generational groups in an organization?
4. Why do you think that different generational groups have different work and
career preferences?
The Greening of Business: Green Recruiting
More and more graduates say they want to work for companies with a
commitment to the environment. The results of several surveys on this issue are reported.
Critical Thinking Questions
1. What are the advantages of working for an environmentally-friendly company?
Are there any disadvantages? Explain.

There are two main advantages of working for an environmentally-friendly
company. First, there appear to be an increasing number of jobs with an environmental
focus. It is reasonable to assume that students want to land a job, and this rapidly-
expanding field may facilitate their job hopes. Second, such a job will provide intrinsic
satisfaction to students who really care about the environment.
The disadvantage is that there is uncertainty about whether there really are that
many jobs with an environmental focus at the present time, and how much growth can be
expected in the near future. For students who are highly focused on money, environment
jobs may not pay as well as other jobs (this speculation can be addressed by having
students do salary surveys of different kinds of jobs).
2. Consider the following statement: “All this publicity about graduates looking for
jobs at environmentally-friendly companies is overblown. Graduates want to look like
they are marketable in a tough job market, and since being green is the thing to do, many
graduates are saying they want to work for environmentally-friendly companies, even
though they don’t really care that much about the environment.” Do you agree or
disagree with the statement. Explain your reasoning.
The students who agree with the statement will argue that while the data from the
surveys described in the boxed insert look compelling, it should be discounted for two
reasons. First, the three stories at the start of the insert (Chad Hunt, Mike Johnson, and
Sara Wong) are simply anecdotal evidence and do not constitute a systematic analysis of
what students are generally thinking. Even the surveys (which are a better gauge of
student opinions because the sample size is much larger) suffer from the problem of
“social desirability” (people give answers on surveys that they think the survey taker
wants to hear). This bias makes it seem like more people are in favour of something than
actually are in favour of it. Thus, while the idea of preserving the environment is highly
publicized and is generally seen as a good thing, that doesn’t automatically mean that
most people really care about it. Rather, they have just been influenced by the popular
press. And they will probably say something like “talk is cheap.” Behaviour (i.e., actually
doing something positive for the environment) is more costly.
The students who disagree with the statement will not accept this somewhat
cynical-sounding interpretation. They will point to the very high percentage figures in the
surveys and conclude that something really is going on. For example, 78 percent of
respondents in the Monster.com survey said they would quit their current job if they
could find one at a company that had an environmentally-friendly focus. Students who
disagree with the statement will argue that this is pretty impressive and should not be
ignored. They will also argue that other surveys have generated similar findings, and all
these surveys couldn’t be that far off the mark in capturing what students really think.
Once these opposing views have been expressed, it would be interesting to poll
the class and see what proportion of students agree and disagree with the statement.

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E-Business and Social Media Solutions: Job Recruitment in the Social Media Era
Online recruitment sites like Monster.com and Workopolis have changed the job
recruitment process, but personal contacts are still probably the best way to find a job.
When this is combined with social media like LinkedIn or Facebook, this can facilitate
finding a job. Several examples of how social media facilitate finding a job are provided
in the boxed insert.
1. Have you ever used a social media or online recruiting site to find a job? In your
opinion, how effective are these tools?
Students who are proceeding toward a degree at a community college or
university right out of high school may not have had a lot of experience with online
recruiting, but they may have used social media to help find a non-career, part-time job.
Mature students who have held a full-time job at some point will likely have had
experience with online recruiting. Whatever the case, ask those students about their
experience with online recruiting and the use of social media. Determine which of these
two tools is most favourably viewed. It is likely that students will not have had
particularly positive experiences with online recruiting (i.e., a common complaint is that
when a resume is submitted, nothing is ever heard from the company), but they may have
more positive experiences with the use of social media Also determine how effective
each of these media are seen to be, and the criteria of effectiveness that was used by
students.
2. Should recruiters be legally permitted to conduct background checks on
candidates based on publicly available information on social media sites? Does this
prospect worry you?
This question can form the basis for a very interesting in-class debate. On the one
hand, it is clear that social media sites are very popular. On the other hand, people are
starting to realize that there are some real problems with having their personal
information “out there.”
Students who think that recruiters should be barred from using social media to do
background checks will argue that this was not the purpose for the social media posting.
They will expect recruiters (and others) to behave responsibly. Other students will think
that this is totally naïve, and will argue that anyone who puts information on social media
should assume that various people might use it for their own ends. Their solution will be
simple: don’t put information out there about yourself!
It is unrealistic to assume that consensus will emerge on this issue. Rather, the
purpose of the debate should be to draw out the various arguments for and against the

idea of recruiters using social media to conduct background checks. Students can then
weigh the evidence and make informed choices when they use social media.
Managing in Turbulent Times: Defined Benefit vs. Defined Contribution Pension
Plans
This insert explains the difference between defined benefit (DB) pension plans
and defined contribution (DC) pension plans. It also notes the rather dramatic trend away
from DB pension plans and toward DC pension plans.
1. In your own words, explain the advantages and disadvantages of DB and DC
pension plans.
Defined benefit (DB) pension plans simply guarantee employees a certain annual
income when they retire, while defined contribution (DC) provide no such guarantee;
rather, the value of the pension upon the employee’s retirement depends on how much the
pension fund has earned over the years.
From the perspective of employees, the DB pension plan is advantageous because
it guarantees that employees will receive a certain amount of money each month when
they retire. From the employer’s perspective, DB pension plans are a disadvantage
because the company has a pension liability that it must meet even if the business gets
into financial trouble.
From the employer’s perspective, DC pension plans are advantageous because
they put a ceiling on how much money the company must pay out. From the perspective
of employees, DC plans are a disadvantage because the employees cannot know in
advance how much income they will get when they retire.
2. Consider the following statement: Given low investment returns and increased life
expectancy, a defined contribution plan is really the only type of pension that is
financially feasible for companies. Do you agree or disagree with the statement. Defend
your reasoning.
Under the conditions of low investment returns and increased life expectancy that
have prevailed for the last decade, companies have been motivated to move away from
DB pension plans and toward DC pension plans. The movement toward more DC plans
and fewer DB plans will likely continue.
Students who disagree with the statement will argue that corporations are not
interested enough in the financial welfare of their employees, and they are too focused on
making large profits. They will say that companies should simply direct a portion of their
profits into the support of DB pension plans.

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Students who agree with the statement will point out that a corporation’s
profitability is a key factor in its ability to attract investors and the funds it needs to
continue to provide employment for individuals. The “solution” of simply taking some of
the profits to support DB pension plans is short-sighted and will drive off investors. That,
in turn, will threaten the company’s future existence, its ability to provide jobs for people,
and its ability to pay for pensions.
This question can also be used as an introduction to the issue of corporate
profitability and the actions that are necessary for corporate survival. During the past
decade, many profitable companies have laid off large numbers of employees. While this
might seem illogical, the companies argue that they must become even more streamlined
and efficient if they are going to compete in a global economy that is characterized by
intense competition. Critics of business lament this behaviour, and charge that the pursuit
of profit has led to a complete lack of concern for the people who work in organizations.
But supporters of the approach argue that businesses that fail to vigorously pursue
efficiency and profit will not survive. That will obviously mean job losses for the people
employed in those businesses.
QUESTIONS FOR ANALYSIS
1. Why is a good employee-job match important? Who benefits more, the
organization or the employees? Explain.
A good employee-job match is important because there is pressure on employers
to keep costs down and at the same time increase employee productivity. A well-
qualified and highly motivated employee will be an effective and efficient employee.
Student answers as to who benefits more from a good employee-job match will
vary, as both benefit from a good fit. Employees will achieve a greater level of job
satisfaction and be more likely to stay on the job, and employers will benefit through
reduced turnover, a shorter learning curve, and a more productive employee.
2. Why is formal training of workers so important to most employers? Why don’t
employers simply let people learn about their jobs as they perform them?
Formal training is important to ensure employees have the necessary skills and
knowledge to perform their jobs and to ensure consistency among employees. On-the-job
training is inappropriate when mistakes are costly or dangerous, and when off-the-job
training is cheaper, safer and equally or more effective.
3. What are your views on drug testing in the workplace? What would you do if
your employer asked you to submit to a drug test?

Student answers will vary. Some issues students should consider would be the
appropriateness of asking such a question: is it related to the performance of the job? If
not, the question is inappropriate.
4. Have you or anyone else you know ever suffered discrimination in a hiring
decision? Did you or the person you know do anything about it?
Student answers will vary. If students are willing to share their experiences, have
them clarify what the discriminatory act was.
5. What additional training do you think you are most likely to need when you finish
school and start your career?
Student answers will vary but some issues could include: more technical training,
upgrading computer and technology skills, improving communication skills, sensitivity
training, etc.
6. How is it possible for unemployment to be high while at the same time companies
are complaining that they are having trouble hiring people?
This situation is possible (and, in fact, common) because the skills that employers
need in employees are not possessed by enough people in the population. Many people
have skills that have become obsolete or less in demand, but they have not retrained to
make their skills match what is needed in the marketplace. Part of this problem stems
from the fact that individuals have certain innate interests, and these interests may not
match with what the market wants. For example, many students take advanced degrees in
subjects like English, Philosophy, and Sociology even though the market demand for
people with these degrees is not strong. In the academic world, for example, many people
have earned Ph.D. degrees in these areas, but it is very difficult for them to obtain
employment as a tenure-track professor in a university because demand for such Ph.D.’s
is low. By contrast, there is a chronic shortage of people with a Ph.D. in marketing
accounting, or finance, so business schools compete with each other for such people. Not
surprisingly, salaries paid to business professors are relatively high, and salaries paid to
professors in English, Philosophy, and Sociology are relatively low. So, why don’t more
people get a Ph.D. in business? That’s a good question. This situation has existed for
decades, yet shortages continue in some areas and surpluses in others.
In the private sector, the same kinds of forces are at work. In recent years, two
kinds of jobs have become very much in demand: (1) those that require advanced
academic training in computer operations (e.g., computer engineering, computer design),
and (2) jobs that require apprenticeship training in the industrial trades (e.g., plumbers,
carpenters, and electricians). But there are not enough people with skills in these three
categories to fill the positions that are available. So, overall unemployment remains high
at the same time that many jobs go unfilled.

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APPLICATION EXERCISES
1. Interview an HR manager at a local company. Focus on a position for which the
firm is currently recruiting applicants and identify the steps in the selection process.
If local companies are not large enough to have a human resources manager or it
is not realistic to have the students each interviewing an HR manager, ask your school's
human resource manager will come to the class and describe the same information.
2. Obtain a copy of an employment application. Examine it carefully and determine
how useful it might be in making a hiring decision.
Student answers will vary, depending on the application form itself and the job
requirements. Have the students describe why they believe some sections are relevant
and why other sections are not.
3. Survey 10 of your acquaintances and determine (a) how important benefits are to
them as opposed to salary, (b) the benefits that are the least and most important in
attracting and keeping workers, and (c) the extent to which their opinions about benefits
vs. salary will influence their choice of an employer after graduation.
Answers to these questions may give insights into individual student
circumstances, rather than providing a good idea of what workers in general think, but
this is a good starting point for a discussion of the factors that attract, keep, and motivate
workers. Responses will depend on factors like the economic situation, where students
are in their life, the value they place on direct compensation, etc. Some individuals are
motivated by monetary rewards, while others value time off or flexibility. Students who
indicate that different benefits are needed to keep workers or to attract workers to the
company should support their answers with an explanation of why they believe these
differences exist.
The information that is developed in the surveys can be summarized by the
instructor and fed back to the students. A frequency count of the specific benefits that are
seen as important and unimportant, and a determination of which benefits will influence
the selection of an employer to work for will be of particular interest to students.
4. Select a job currently held by you or a friend. Draw up a job description and job
specification for this position.
When assessing student responses, ensure that the job description lists the duties
of the job, the working conditions, and the tools, materials, and equipment used in
performing the job. The job specification should list the skills, abilities, and other
credentials that an employee needs to possess in order to do the job.

BUILDING YOUR BUSINESS SKILLS
Getting Online for a Job
1. Why is it necessary to learn how to conduct an electronic job search? Do you
think it will be more or less necessary in the years ahead?
More and more companies are posting jobs on electronic sources. Even more
importantly, however, the internet provides access to information about the company
(public) that can give the researcher (employment searcher) a potential advantage in the
interview process, by knowing more about the company and its operations and being in a
better position to assess how well he or she fits the job. Student opinions on whether it
will be more or less necessary to conduct an electronic job search in the future may vary.
2. Why do you think more computer-related jobs than non-technical jobs are posted
online? Do you think this situation will change?
Most, if not all, potential employees that would search for a computer-related job
would be computer literate and would use this as one source. Less technically
sophisticated job searchers may not use an electronic source, so potential employers
would want to use other sources (possibly as well as online) to attract the largest potential
employee pool. As people become more comfortable with computers and electronic
sources, more and more postings will be online.
3. Why is it a waste of time to stylize your resume with different fonts, point sizes,
and centred headings?
When the receiver downloads the document, most often all formatting is corrupt
and therefore gone.
4. What is the advantage of emailing your resume directly to a company rather than
applying for the same job through an online databank?
Answers will vary. Many students will conclude that it is better to send their
resume directly to a company because an online databank may not get relevant resumes to
the right companies. Elicit an opinion on the accuracy of this perception from students
who have been successful submitting their resume to an online databank.
EXERCISING YOUR ETHICS: TEAM EXERCISE
Handling the Layoffs
Activity Overview:
This activity asks students to examine the task of laying off workers.

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What to Do:
1. Divide the class into four-member groups and ask them to read the instructions for
the Exercising Your Ethics: Team Exercise found at the end of Chapter 8. Based on the
dilemma and the background information provided for each employee, ask each group to
complete the Action Steps listed for the exercise. (20 minutes)
2. Reassemble the class and discuss each group’s decisions, asking each group to
provide a rationale for their decisions. (15 minutes)
3. Based on the input from each group, can the class as a whole come up with a
ranking of each employee and a final decision regarding who should be laid off? (10
minutes)
Don’t Forget:
Remind students that they should be able to justify their hiring and firing decisions.
Wrap-Up:
Review the groups’ reasoning for making the decisions they made. Remind students that
such decisions are often subjective. In the real world, individuals should be prepared to
back up any such decisions they have made.
CASE ANALYSES
Concluding Case 8-1: Behaviour-Based Interviewing
1, There seem to be many advantages to behaviour-based interviewing. Are there
disadvantages as well? Explain.
There are several potential disadvantages. First, there may be a problem with a
key assumption that underlies behaviour-based interviewing: that a person’s past
behaviour is a good predictor of the person’s future behaviour. This assumption is
probably quite reasonable for most people, but not for everyone. So, behaviour-based
interviewing may lead to inaccurate conclusions for the minority of people who fit into
the latter category. These people will probably do poorly in a behaviour-based interview.
The company will then decide not to hire them, and will not experience the gains of their
(new) approach to work.
Second, when an inexperienced person is involved in a behaviour-based interview
situation, the results may also be misleading. While the person may be hard-working and
intelligent, they will probably have difficulty answering many of the questions simply
because they don’t have much experience. Once again, a “no hire” decision may be made,
even though the employee could contribute greatly to the organization.
Third, the case notes that behaviour-based interviewing requires a three step
process in order to be effective: (1) interviewers first identify the skills and behaviours

that are important for the job in question, (2) these skills and behaviours are determined
by observing high-performing current employees, and (3) interviewers construct open-
ended questions which help determine if job candidates possess the needed skills and
behaviours. The problem here is that interviewers may not work through this three-step
process properly; if they don’t, the answers they get from interviewees may not give them
the required insights that behaviour-based interviewing is supposed to give because the
interviewers have identified the wrong behaviours and skills that are necessary.
Finally, because behaviour-based interviewing is becoming so common, more and
more interviewees are practicing their answers before their interviews. Whether these
answers really reflect the skills and behaviours that the interviewees possess is open to
question (although this criticism could be directed at any kind of interviewing).
2, Why is behaviour-based interviewing becoming so common?
There are two basic reasons why behaviour-based interviewing has become so
common. First, it has a great deal of intuitive appeal, that is, the argument that
interviewers should focus on peoples’ actual behaviours is appealing. After all, it is
effective behaviour on the job that managers want to see. Part of the appeal of behaviour-
based interviewing is the realization that it is easy for a person to say they have certain
skills and abilities, but it is much more difficult for them to demonstrate that they actually
have those skills and abilities. Since behaviour-based interviewing asks people to tell
about actual situations where they have demonstrated their skills and abilities, it seems
like an approach that will generate better information than traditional interviewing
techniques.
Second, behaviour-based interviewing has become common because companies
are facing increasingly competitive environments. These competitive environments are
motivating companies to find more capable employees so the company can cope with the
competition. Also, increased competition has led downsizing, and that means that fewer
employees will be available to do the work. It is therefore important to hire high-
performing individuals.
3. Consider the following statement: Behaviour-based interviewing sounds like a
good idea because it forces interviewees to describe their actual behaviour. But, in fact, it
probably won’t work as well as expected because people who are good talkers will
always be able to present themselves well, even if they are not very good performers. Do
you agree or disagree with the statement? Explain your reasoning.
Students who agree with the statement will probably use as their main argument
the fact that interviews are simply not able to guarantee that the potential employee will
be a good fit in the organization. They will likely concede that the questions asked in
behaviour-based interviews are superior to those asked in the traditional interview setting,
but that clever individuals will always find a way to look good, no matter what approach

234
is used in interviewing. These students may also point out some of the disadvantages of
behaviour-based interviewing that were noted in questions #1.
By contrast, students who disagree with the statement will take the position that
any improvement in the way that interview questions are constructed is a good thing and,
while not perfect, will lead to a better match between the interviewees’ attributes and the
company’s needs.
An in-class debate on this statement will be of interest to students because (a) they
know they will have to get involved in interviewing once they have completed their
studies, and (b) the question of whether students who are extroverted and “good talkers”
have an unfair advantage over more introverted and reserved students will generate lots of
opinions.
Concluding Case 8-2: Employee Recruiting and Networking Online
1. What are the advantages and disadvantages of using online recruitment tools?
Address the issue of online recruitment from the perspective of both managers and
prospective employees.
Generating some empirical evidence about an issue is helpful in understanding the
practical realities of situations (in this case, online recruiting). So, two things should be
done to answer this question. First, have students ask 10 of their peers to list three
advantages and three disadvantages of online recruiting. Students should then summarize
the data they have gathered and indicate the top three items in each list. These lists should
be submitted to the instructor who will then generate an overall summary of all the lists.
This will provide a good insight about the advantages and disadvantages of online
recruiting as it is perceived by the actual people who use it. One of the items that will
likely appear on the “disadvantages” list is the oft-heard complaint that when a resume is
submitted online, it seems to disappear into a black hole and nothing is ever heard about
the submission.
To get the managerial perspective, have each student ask one manager to list three
advantages and three disadvantages of online recruiting. Then collect all the lists and
generate a summary list of the top three advantages and disadvantages that were
mentioned. One of the items that will likely appear on the “disadvantages” list is that
managers receive huge numbers of resumes and must therefore resort to vigorous
screening tactics in order to cope with information overload (this, of course, would
explain why so many students who submit resumes never hear anything from the
company).
2. What are the costs businesses might incur when relying on online recruitment?
Are there ways that organizations can avoid these costs?

The disadvantages that managers identify in Question #1 will clearly indicate the
costs that businesses incur when using online recruitment. As noted in Chapter 8, one
problem with online recruiting is that large numbers of resumes are received. Some
organizations avoid the cost of reading thousands of resumes by using resume-filtering
software that checks to see if the resume contains certain key words or phrases. If those
key words or phrases are not evident, the resume is rejected without any further
consideration.
Other observations about online recruiting are presented in the boxed insert in
Chapter 8 entitled “Job Recruitment in the Social Media Era.”
3. Refer to the Opening Case (Millennials on the March) and explain how different
workers (Gen Xers, Baby Boomers, and Millenials) might react to online recruitment
sites.
In the most general sense, the age of the various groups will be a significant
determinant of how they react to online recruitment. Specifically, the youngest members
of the workforce (i.e., Millenials) will be most comfortable with online recruitment and
will probably be most positive about it simply because they were users of technology in
their formative school years (grade school and high school). This is not to say that
Millenials will automatically think that online recruiting is a great thing. As noted
elsewhere, a common complaint is that when people submit a resume online, they often
hear nothing from the company, not even an acknowledgement that the resume has been
received. But Millenials will not be intimidated by technology as some older members of
the workforce might be. Gen Xers, for example, spent time in grade school and high
school just prior to the advent of personal computers and therefore did not have the
opportunity to develop computer and social media skills in their formative years. The
situation for Baby Boomers is even more extreme. Individuals who are part of the
generation that preceded the Baby Boomers dealt with really primitive technology (e.g.,
manual typewriters), but they are now mostly retired, so they don’t have to deal with
these issues, at least in terms of a job.
Additional insights about how different generations might react to online
recruiting can be gained by asking students to interview a sample of people from each
generation to get their views of online recruiting. The responses to these interviews can
be tabulated and an assessment made of the summary views of individuals from different
generations.

Discovering Diverse Content Through
Random Scribd Documents

kysyä, onko tarpeen. Olenko tarpeen? huusi hän jälkeemme:
kuuletteko, mutta nopeasti, nopeasti!
Se leikkisä mies! huudahti Eduard. Eikö hän saavukin otolliseen
aikaan, Charlotta? Nopeasti takaisin, käski hän palvelijaa, sano
hänelle, että hän on ylen tarpeellinen! Astukoon vain alas satulasta.
Ottakaa hevonen hoitoonne, viekää mies saliin, asettakaa hänen
eteensä aamiaista; me tulemme aivan kohta.
Mennään lyhyintä tietä, sanoi hän vaimollensa ja lähti kulkemaan
halki kirkkomaan johtavaa polkua, jota hän muuten kartteli. Mutta
kovin hän oli ihmeissään, kun näki Charlottan sielläkin pitäneen
huolta tunteiden vaatimuksista. Mahdollisimman säästävästi
käsitellen vanhoja muistomerkkejä hän oli osannut tasoitella ja
järjestää kaikki niin hyvin, että kalmisto näytti miellyttävältä paikalta,
jossa katse ja mielikuvitus kernaasti viivähtivät.
Vanhimmillekin kiville hän oli suonut niille kuuluvan kunnian. Ne
olivat vuosiensa mukaisessa järjestyksessä kiviaitaa vasten
nojaamassa, siihen liitettyinä tai muualle sovitettuina; temppelin
korkea kivijalkakin oli niiden avulla moninkertaistettu ja koristettu.
Astuessaan pienestä veräjästä kirkkotarhaan Eduard tunsi omituista
hämmästystä; hän puristi Charlottan kättä, ja hänen silmässänsä
näkyi kyynel.
Mutta pian heidät karkoitti pois hassunkurinen vieras. Hän näet ei
ollut mitenkään jaksanut rauhassa odottaa, vaan oli ratsastanut
täyttä karkua kylän halki kirkkomaan veräjälle asti, mihin pysähtyi
huutaen ystävillensä: Ettehän pidä minua pilkkananne? Jos
tosiaankin olen tarpeen, niin jään tänne päivälliseen asti. Älkää
viivyttäkö minua; minulla on tänään vielä paljon tekemistä.

Koska olette vaivautunut näin kauas, huusi hänelle Eduard, niin
ratsastakaa saman tien sisään, jotta kohtaamme toisemme
ankarassa paikassa, ja katsokaa, miten kauniisti Charlotta on tämän
murheen koristanut.
Sinne sisään, huusi ratsastaja, en tule ratsain, en vaunuissa enkä
jalkaisinkaan. Ne siellä lepäävät rauhassa, heidän kanssaan minulla
ei ole mitään tekemistä. Täytyyhän minun suostua siihen, että
retuuttavat minut kerran sisään jalat edellä. Onko siis tosi
kysymyksessä?
On kyllä, huusi Charlotta, totinen tosi! Ensi kerran nuoren
avioliittomme aikana olemme pulassa ja hämmingissä, josta emme
kykene omin neuvoin selviytymään.
Eipä siltä näytä, virkkoi tulija, mutta tahdonpa uskoa mitä sanotte.
Jos pidätte minua pilkkananne, niin jätän teidät toiste omiin
hoiviinne. Tulkaa pian jäljessäni; hyötyköön hevoseni lepäämisestä.
Pian olivat kaikki kolme linnan salissa, ateria kannettiin pöytään, ja
Mittler kertoi päivän töistänsä ja aikeistansa. Tämä omituinen mies
oli aikaisemmin ollut pappina ja oli uupumattomasti virassansa
toimien kunnostautunut hillitsemällä ja sovittamalla kaikenlaisia
riitoja, sekä kotoisia että naapurien välisiä, aluksi yksityisten
henkilöiden, sitten kokonaisten kuntain ja useiden tilanomistajien
kesken. Hänen virassaoloaikanansa ei ollut sattunut yhtäkään
avioerotapausta, eikä virastoja rasitettu niiltä main minkäänlaisilla
riita-asioilla. Hän havaitsi piankin, kuinka tarpeellinen hänelle oli
lainopin tunteminen. Niinpä hän ryhtyi kaikin tarmoin sitä
opiskelemaan ja tunsi pian vetävänsä vertoja taitavimmillekin
asianajajille. Hänen vaikutuspiirinsä avartui ihmeellisesti, ja oltiin jo
aikeissa kutsua hänet pääkaupunkiin, jotta saataisiin ylhäältä käsin

päätökseen, mitä hän oli alhaalta päin aloittanut, kun hänelle lankesi
melkoinen arpajaisvoitto, jolla hän osti itsellensä kohtalaisen
maatilan, antoi sen vuokralle ja teki siitä toimintansa keskipisteen,
pitäen vakaana periaatteenansa, tai pikemmin noudattaen vanhaa
tottumusta ja taipumusta, ettei viipynyt missään sellaisessa talossa,
jossa ei ollut mitään sovittamis- eikä auttamistilaisuutta. Ne, joissa
nimien merkitykset herättävät taikauskoisia ajatuksia, väittävät nimen
Mittler [Mittler = Välimies] ajaneen häntä tähän ylen ihmeelliseen
tehtävään.
Jälkiruoka oli kannettu pöytään, kun vieras vakavasti kehoitti
isäntäväkeänsä olemaan kauemmin salaamatta sanottaviansa,
koska hänen täytyi kohta kahvin juotuaan lähteä. Molemmat
aviopuolisot esittivät seikkaperäisesti tunnustuksensa, mutta hän oli
tuskin päässyt asian juoneen, kun hypähti harmistuneena pöydästä,
riensi ikkunaan ja käski satuloida hevosensa.
Joko ette minua tunne, huudahti hän, ette minua ymmärrä, tahi
olette kovin ilkeämieliset, Onko tässä mitään riitaa? Tarvitaanko
tässä mitään apua? Luuletteko minun olevan olemassa neuvoja
jaellakseni? Se on typerin ammatti, mitä ihminen voi toimittaa.
Neuvokoon kukin itseänsä ja tehköön mitä ei voi tekemättä jättää.
Jos asia luonnistuu, niin iloitkoon viisaudestansa ja onnestansa, jos
se epäonnistuu, niin minä olen käytettävissä. Se, joka tahtoo päästä
jostakin pahasta, tietää aina mitä tahtoo, se, joka tahtoo nykyistä
parempaa, on umpisokea — niin kyllä, naurakaahan vain! — hän on
sokkosilla, tavoittaa ehkä jotakin, mutta mitä? Menetelkää miten
tahdotte, ihan yhdentekevä! Ottakaa ystävät luoksenne tai antakaa
heidän pysyä poissa: kaikki samantekevää! Kaikkein järkevimmän
asian olen nähnyt epäonnistuvan, kaikkein typerimmän onnistuvan.
Älkää vaivatko päätänne, ja jos asia päättyy jollakin tavoin huonosti,

älkää sittenkään vaivatko päätänne. Lähettäkää vain noutamaan
minut, niin apu tulee. Siihen saakka: palvelijanne!
Sitten hän ponnahti ratsunsa selkään suostumatta odottamaan
kahvia.
Tästä näet, virkkoi Charlotta, kuinka vähän kolmannesta
henkilöstä oikeastaan on hyötyä, ellei kahden läheisen henkilön
välinen suhde ole täysin tasapainossa. Olemmehan, jos mahdollista,
entistäkin enemmän ymmällä ja epätietoisina.
Aviopuolisot kenties olisivat vielä jonkin aikaa epäröineet, ellei olisi
saapunut kapteenilta kirje vastaukseksi Eduardin viimeksi
lähettämään. Hän oli päättänyt ottaa vastaan erään tarjotun toimen,
vaikka se ei suinkaan ollut hänelle sovelias. Hänen piti ottaa osaa
ylhäisten ja rikkaiden ihmisten ikävystymiseen, jonka häivyttäminen
uskottiin hänen asiaksensa.
Eduard käsitti koko jutun varsin hyvin ja kuvaili sitä sangen räikein
värein. Tahdommeko nähdä ystävämme joutuvan sellaiseen tilaan?
huudahti hän. Ethän voi olla niin säälimätön, Charlotta!
Tuo kummallinen mies, meidän Mittlerimme, virkkoi Charlotta, on
lopulta sittenkin oikeassa. Kaikki sellaiset hankkeet ovat
uhkayrityksiä. Kukaan ihminen ei aavista, mitä siitä voi sukeutua.
Sellaisista uusista suhteista saattaa koitua onnen tai onnettomuuden
runsaus, meidän voimatta pitää sitä erikoisena ansionamme
enempää kuin vikanammekaan. En tunne olevani kyllin voimakas
sinua kauemmin vastustaakseni. Tehdään koe. Pyydän sinulta vain,
että se suunnitellaan lyhytaikaiseksi. Salli minun toimia hänen
hyväksensä pontevammin kuin tähän asti ja käyttää vaikutustani,

kehoittaa tuttaviani hankkimaan hänelle paikan, joka voi tuottaa
hänelle jonkinlaista oman mielen mukaista tyydytystä.
Eduard lausui puolisollensa mitä miellyttävimmällä tavalla hartaan
kiitollisuutensa. Hän riensi ilomielin kirjoittamaan ystävälleen
ehdotelmistansa. Charlottan täytyi ilmaista jälkilauselmassa
omakätisesti suostumuksensa ja liittää ystävälliset pyyntönsä
miehensä esittämiin. Hän kirjoitti notkean sirosti ja kohteliaasti, mutta
jotenkin hätäisesti, mikä muuten ei kuulunut hänen tapoihinsa.
Sattuipa vielä tavattomampaa: hän tärveli kirjeen pirahduttamalla
siihen mustetahran, joka sai hänet harmistumaan ja vain suureni,
kun hän aikoi pyyhkäistä sen pois.
Eduard laski sen johdosta leikkiä, ja koska oli vielä tilaa, lisäsi hän
toisen jälkilauselman: ystävän piti näistä merkeistä havaita, kuinka
kärsimättömästi häntä odotettiin, ja toimittaa itsensä matkaan
siekailematta, pitäen esikuvanansa kirjeen sepittämisessä
noudatettua kiirettä.
Lähetti oli tiessään, eikä Eduard osannut ilmaista kiitollisuuttansa
vakuuttavammin kuin alinomaa kehoittamalla Charlottaa antamaan
heti hakea Ottilian pois koulukodista.
Hän pyysi asian tuonnemmaksi siirtämistä ja osasi tänä iltana
herättää Eduardissa halua musikaaliseen ajanvietteeseen. Charlotta
soitti hyvin klaveeria, Eduard vaivalloisemmin huilua, sillä vaikka hän
olikin ajoittain uutterasti harjoitellut, ei hänelle kumminkaan ollut
suotu sitä kärsivällisyyttä ja kestävyyttä, jota sellaisen taidon täysi
kehittäminen edellyttää. Senvuoksi hän suorittikin osansa sangen
epätasaisesti: toiset kohdat hyvin, kenties vain liian nopeasti, toisissa
hän taas pysähtyi, koska ei niitä hyvin osannut, ja niinmuodoin olisi
kenen muun tahansa ollut vaikea suoriutua duetista hänen

kerallansa. Mutta Charlotta osasi sopeutua asiaan; hän pysähtyi ja
tempautui jälleen hänen mukaansa toimien siten yht'aikaa kelpo
soitonjohtajana ja älykkäänä perheenemäntänä, jotka osaavat aina
pitää yllä yleistä säännönmukaisuutta, vaikka yksityiset
säveljuoksutukset eivät aina noudattaisikaan tahtia.

KOLMAS LUKU.
Kapteeni saapui. Hän oli ennen tuloansa lähettänyt erittäin järkevän
kirjeen, joka täydellisesti rauhoitti Charlottan mielen. Sellainen viileä
itsensä tunteminen, oman ja ystävien olokannan kirkas tajuaminen
herätti mitä valoisimpia ja kauneimpia toiveita.
Ensimmäiset tunnit kuluivat, kuten tavallisesti käy ystävien kesken,
jotka eivät ole muutamiin aikoihin toisiansa nähneet, vilkkaassa,
melkeinpä uuvuttavassakin keskustelussa. Iltapuolella tehtiin
Charlottan kehoituksesta kävelyretki uudelle puistoalueelle. Tienoo
miellytti kapteenia, ja hän havaitsi kaikki ne kauneudet, jotka vasta
uusien teiden valmistuttua olivat tulleet nähtäviin ja nautittaviin.
Hänen katseensa oli harjaantunut ja samalla vaatimaton, ja vaikka
hän varsin hyvin tiesi, mikä oli suotavaa, ei hän kumminkaan, kuten
usein tapahtuu, aiheuttanut mielenapeutta henkilöille, jotka hänelle
näyttelivät omaa maailmaansa, vaatimalla enemmän kuin olosuhteet
myönsivät tai muistelemalla jotakin muualla näkemäänsä
täydellisempää.
Ehdittyänsä sammalmajalle he näkivät sen mitä hupaisimmin
koristettuna, tosin vain tekokukilla ja talvikeilla, mutta niiden
joukkoon oli sijoitettu niin kauniita kimppuja oikeata vehnää ja muita

pellon ja puutarhan tuotteita, että ne tuottivat kunniaa järjestelijänsä
taideaistille.
Vaikka mieheni ei pidäkään siitä, että hänen syntymä- tai
nimipäiväänsä vietetään, virkkoi Charlotta, ei hän varmaankaan
tänään minua moiti, jos omistan nämä vähäiset seppeleet
kolminkertaiselle juhlallemme.
Kolminkertaiselle? huudahti Eduard.
Epäilemättä! virkkoi Charlotta: ystävämme saapumista pidämme
täydellä syyllä juhlana, ja lisäksi, mitä tuskin lienette ajatelleet, on
tänään teidän molempien nimipäivä. Eikö nimenne ole Otto, toisen
samoinkuin toisenkin?
Ystävykset ojensivat toisilleen kätensä yli pienen pöydän. Sinä
palautat mieleeni nuoruusaikaisen ystävyysseikan, sanoi Eduard.
Lapsuudessa meillä oli kummallakin tuo sievä lakoninen nimi, mutta
kun sitten asuimme samassa koulukodissa, luovutin sen
vapaaehtoisesti hänelle.
Ylen suurta jalomielisyyttä et siinä asiassa kuitenkaan osoittanut,
virkkoi kapteeni. Muistan näet varsin hyvin, että nimi Eduard miellytti
sinua enemmän, ja totta onkin, että se kaikuu erikoisen sorealta, kun
sen kuulee miellyttäviltä huulilta.
Niinpä he nyt istuivat kolmisin saman pienen pöydän ääressä,
jonka vaiheella Charlotta oli innokkaasti vastustanut vieraan tuloa.
Tyytyväinen Eduard ei tahtonut palauttaa vaimonsa mieleen noiden
hetkien muistoa, mutta ei kumminkaan voinut pidättyä sanomasta:
Olisihan tässä varsin hyvin sijaa vielä neljännellekin.

Samassa kajahti linnasta metsätorvien ääni ikäänkuin todeksi
myöntäen ja vahvistaen toistensa seurassa viipyvien ystävysten
hyväntahtoisuutta ja hyviä toivelmia. Ääneti he sitä kuuntelivat, kukin
itseensä keräytyen ja tuntien oman onnensa kahdenkertaisena niin
kauniissa liitossa.
Eduard keskeytti ensimmäisenä vaitiolon nousten seisaalleen ja
astuen ulos sammalmajan ovesta. Viekäämme ystävä heti
korkeimmalle näköpaikalle, sanoi hän Charlottalle, jottei hän luule
koko perintötilamme ja olosijamme rajoittuvan tähän ahtaaseen
laaksoon; ylhäällä katse liikkuu vapaammin ja rinta avartuu.
Siinä tapauksessa, vastasi Charlotta, täytyy meidän vielä tällä
kertaa kiivetä vanhaa, hieman vaivalloista polkua; toivon kumminkin
askelmaini ja portaitteni pian johtavan mukavammin aina ylös asti.
Niinpä saavuttiin kallioiden yli, pensaikkojen ja viidakkojen halki
kulkien korkeimmalle paikalle, joka tosin ei muodostanut tasannetta,
vaan jatkuvia, hedelmällisiä selänteitä. Kylä ja linna olivat painuneet
taakse näkymättömiin. Alhaalla näkyi lampien pintoja, toisella puolen
metsäisiä kukkuloita, joiden juurta ne huuhtelivat, vihdoin jyrkkiä
kallioita, jotka luotisuorana seinämänä jäykästi rajoittivat viimeistä
vesikuvastinta heijastellen sen kalvoon mahtavia muotojansa.
Syvällä rotkossa, missä kiivas puro syöksyi lampeen, oli puolittain
piilossa mylly, joka ympäristöinensä näytti miellyttävältä pieneltä
lepopaikalta. Näkyvissä olevassa puoliympyräkehässä vaihtelivat
kaikkialla laaksot ja kukkulat, viidakot ja metsät, joiden kevätvihreys
lupasi mitä mehevimmän kesäisen näköalan. Yksityiset
puuryhmätkin kiinnittivät useissa kohdin katsetta.
Erikoisesti piirtyi katselevien ystävysten silmiin alhaalla,
keskilammen rannassa kasvava kaunis poppeli- ja plataaniryhmä.

Se seisoi siinä täydessä kasvuvoimassansa, raikkaana, terveenä,
korkenemaan ja levenemään pyrkien.
Eduard kiinnitti ystävänsä huomiota erikoisesti tuohon ryhmään.
Nuo puut, huudahti hän, olen nuoruudessani itse istuttanut. Ne olivat
nuoria hoikkia runkoja, jotka pelastin, kun isäni suurta
linnanpuutarhaa laajentaessaan antoi keskikesällä kaivaa ne
juuriltansa. Ne osoittavat varmaan tänäkin vuonna kiitollisuuttansa
työntämällä uusia vesoja.
Tyytyväisinä ja hilpeinä kuljettiin takaisin. Vieraalle osoitettiin
linnan oikeasta kylkirakennuksesta miellyttävä, tilava asunto, jonne
hän aivan pian asetteli ja järjesteli kirjansa, paperinsa ja kojeensa
jatkaakseen tavanmukaista askarrustansa. Eduard ei kumminkaan
ensimmäisinä päivinä jättänyt häntä rauhaan, vaan kuljetti hänet
kaikkialle, milloin ratsain, milloin jalkaisin, perehdyttäen hänet
seutuun ja tiluksiinsa samalla ilmaisten ne tilan parempaa tuntemista
ja edullisempaa viljelyä koskevat toivelmat, joita hän oli jo kauan
aikaa mielessänsä hautonut.
Ensimmäinen tehtävä olisi se, että mittaisin seudun
magneettineulan avulla, virkkoi kapteeni. Se on helppoa ja hauskaa
askaretta, ja jos tulokset eivät olekaan kaikkein tarkimmat, on se
kumminkin hyödyllinen ja ensi töiksi ilahduttava toimitus; sitäpaitsi
sen voi suorittaa tarvitsematta suurtakaan apua, ja tietää varmaan
saavansa tehtävän päätökseen. Jos tuonnempana ajattelet
tarkempaa mittausta, voitaneen siihenkin keino keksiä.
Kapteeni oli hyvin perehtynyt mainittuun mittaustapaan. Hän oli
tuonut mukanansa tarvittavat kojeet ja aloitti työn heti. Hän neuvoi
Eduardia sekä muutamia metsästäjiä ja talonpoikia, joiden tuli olla
hänen apunansa. Päivät olivat suotuisat; illat ja varhaisimmat

aamuhetket hän käytti piirustamiseen ja varjostamiseen. Pian oli
kaikki vesimaalattu ja väritettykin, ja Eduard näki tiluksiensa
kasvavan paperista esiin mitä selvimpinä, ikäänkuin uutena
luomuksena.
Siinä oli tilaisuutta keskustella seudusta sekä uusista puisto- ja
viljelysalueista, jotka voi saada kuntoon paljoa paremmin tuollaisen
yleiskatsauksen nojalla kuin tehden umpimähkään, satunnaisten
vaikutelmien varassa hajanaisia kokeita.
Se meidän pitää selvittää vaimolleni, sanoi Eduard.
Jätä se tekemättä! virkkoi kapteeni, joka ei mielellään asettanut
vakaumuksiansa toisten vakaumusten tielle, koska oli kokemuksesta
oppinut ihmisten mielipiteiden olevan niin monenlaisia, ettei niitä saa
järkevimminkään huomautuksin yhteen kohtaan kerätyksi. Jätä se
tekemättä! huudahti hän: hän joutuu helposti harhaan. Hänelle,
kuten yleensäkin henkilöille, jotka vain harrastuksesta askartelevat
sellaisissa puuhissa, on tärkeämpää, että hän tekee jotakin, kuin että
jotakin tulee tehdyksi. Luontoon käydään käsiksi hapuillen,
miellytään erikoisesti toiseen tai toiseen pikku paikkaan, ei uskalleta
raivata pois sitä tai tätä, ei ole riittävää uskallusta uhrata jotakin; ei
osata ennakolta kuvitella, mitä on saatava aikaan, kokeillaan, se
onnistuu, se epäonnistuu, korjataan, korjataan kenties sellaista, mikä
olisi jätettävä ennallensa, jätetään ennallensa sellaista, mikä olisi
korjattava, ja niin on lopputulos aina parsinnainen; se vaikuttaa
miellyttävästi ja virkistävästi, mutta ei tyydytä.
Tunnusta minulle vilpittömästi, virkkoi Eduard, ettet ole tyytyväinen
vaimoni sommitelmiin.

Jos suoritus tyhjentäisi ajatuksen, joka on varsin hyvä, ei olisi
mitään muistuttamista. Hän on vaivalloisesti kiusautunut ylös halki
louhikon ja kiusaa nyt, jos suvaitset, jokaista sinne kuljettamaansa.
Ei käy kulkeminen rinnakkain enempää kuin peräkkäinkään
siedettävän vapaasti. Askelen tahti häiriytyy alinomaa, ja mitä
kaikkea vielä voisikaan huomauttaa!
Eikö sitten olisi ollut helppo suorittaa tehtävää toisin? kysyi
Eduard.
Sangen helppo, virkkoi kapteeni: hänen olisi tarvinnut vain murtaa
pois kallionkulma, joka muuten onkin mitätön, koska sen
muodostavat pienet kappaleet; siten olisi nousuun tullut kaunis
kaarre ja samalla olisi jäänyt kiveä käytettäväksi niihin kohtiin, missä
tie olisi tullut kapea ja vaivainen. Olkoon tämä kuitenkin sanottu vain
meidän kesken: muuten hän käsittää asian väärin ja panee
pahaksensa. Se, mikä on tehty, on säilytettävä. Jos tahdotaan
käyttää enemmän rahoja ja vaivaa, sopii sammalmajan yläpuolella ja
kukkulan laella tehdä sitä ja tätä ja saada aikaan paljonkin
miellyttävää.
Jos nykyisyys askarrutti ystävyksiä monella muotoa, ei toisaalta
puuttunut menneiden aikojen hilpeitä ja mieluisia muisteloita, joihin
Charlotta tapasi ottaa osaa. Sitäpaitsi päätettiin ensi töistä päästyä
käydä käsiksi matkapäiväkirjaan ja herätellä silläkin tavoin
menneisyyttä eloon.
Eduardilla muuten oli Charlottalle vähemmän sanottavaa,
varsinkin sen jälkeen kuin hänellä oli sydämellänsä uusiin
puistorakennelmiin kohdistuva moite, joka hänestä tuntui aivan
oikeutetulta. Hän piti kauan omana tietonansa, mitä kapteeni oli
hänelle uskonut, mutta nähdessään vihdoin vaimonsa suunnittelevan

sammalmajalta kukkulalle johtavia pikku askelmia ja poluntapaisia
hän ei voinut hillitä itseänsä, vaan hetken kierreltyänsä kaarreltuansa
lausui julki uuden oivalluksensa.
Charlotta seisoi hämmästyneenä. Hän oli kyllin älykäs kohta
tajutaksensa, että toiset olivat oikeassa; mutta se, mitä oli tehty,
kiisteli vastaan ja oli kerta kaikkiaan sellaisenaan olemassa; hän oli
pitänyt sitä oikeana ja toivottavana, sekin, mitä moitittiin, oli yksityisiä
osiansa myöten hänelle rakas; hän ei tahtonut ottaa vakaasti
uskoaksensa, puolusteli pientä aikaansaannostansa, sätti miehiä,
jotka heti tavoittelevat suurta ja avaraa, tahtovat leikinlaskusta,
jutelmasta heti tehdä kokonaisen teoksen ajattelematta
laajennetusta suunnitelmasta johtuvia kustannuksia. Hän kiihtyi,
loukkaantui, kävi nyreäksi; hän ei voinut luopua vanhasta eikä
kerrassaan torjua uutta, mutta keskeytti päättäväiseen tapaansa heti
työt asiaa miettiäksensä ja mielessään kypsytelläksensä.
Koska tämä toimelias ajanvietekin nyt jäi pois, miesten yhä
viihtyisämmin askarrellessa omissa toimissansa, erikoisen ahkerasti
taiteellisissa puutarhatöissä ja kasvihuoneitten rakentamisessa, silti
kokonaan laiminlyömättä tavallisia ritarillisia harjoituksiansa, kuten
metsästystä, hevosten ostoa, vaihtoa, ratsuksi ja ajojuhdaksi
totuttamista, tunsi Charlotta itsensä päivä päivältä yksinäisemmäksi.
Hän harjoitti, osalta kapteenin vuoksi, entistä vilkkaampaa
kirjevaihtoa, mutta siitä huolimatta sattui monta yksinäistä hetkeä.
Sitä mieluisammat ja hupaisemmat olivat hänelle koulukodista
saapuvat tiedonannot. Johtajattaren laveaan kirjeeseen, jossa
tavallisuuden mukaan seikkaperäisesti ja mielihyvin selostettiin
tyttären edistymistä, liittyi lyhyt jälkikirjoitus sekä laitoksen erään
miespuolisen apulaisen kirjoittama liite, jotka molemmat tässä
esitämme.

Johtajattaren jälkikirjoitus.
Mitä tulee Ottiliaan, armollinen rouva, voin oikeastaan vain toistaa,
mitä edellisiin tiedonantoihini sisältyy. En tiedä, mistä häntä moittisin,
ja kumminkaan en voi olla häneen tyytyväinen. Hän on edelleenkin
vaatimaton ja hyväntahtoinen toisille, mutta tämä ujous ja
palvelevaisuus ei minua oikein miellytä. Teidän armonne lähetti
taanoin rahaa ja erinäisiä vaatteita. Edellisiä hän ei ole vielä
ollenkaan käytellyt, ja jälkimmäisetkin lepäävät yhä koskemattomina.
Hän pitää kylläkin vaatteensa erittäin puhtaina ja hyvässä kunnossa
ja näyttää vaihtavan niitä ainoastaan tätä seikkaa silmällä pitäen.
Hänen ankara kohtuullisuutensa ruoan ja juoman nauttimisessa ei
sekään minua miellytä. Pöydässämme tosin ei vallitse yltäkylläisyys,
mutta mikään ei ole minulle mieluisampaa kuin nähdä lasten syövän
kylliksensä maukkaita ja terveellisiä ruokia. Se, mikä harkiten ja
vakaumuksella pöytään tuodaan ja nautittavaksi tarjotaan, on
tosiaankin nautittava. Siihen en saa Ottiliaa mitenkään taivutetuksi.
Keksiipä hän itsellensä jotakin tekemistä, suorittaa jotakin
palvelijattarien laiminlyömää vain siinä tarkoituksessa, että saisi
jättää jonkin lajin tai jälkiruoan nauttimatta. Kaiken tämän ohella on
kumminkin otettava huomioon, että hän toisinansa potee
vasemmanpuolista päänsärkyä, joka tosin aina hellittää, mutta voi
sittenkin olla tuskallista ja merkittävää. Sen verran tästä muuten
kauniista ja herttaisesta tytöstä.
Apulaisen liite.
Oivallinen johtajattaremme tavallisesti sallii minun lukea ne kirjeet,
joissa hän ilmoittaa kasvatteja koskevia huomioitansa vanhemmille
ja esimiehille. Teidän armollenne osoitetut tiedonannot minä aina
luen erikoisen tarkkaavasti ja erikoisen mielelläni, sillä jos meidän on

teitä onniteltava tyttärestänne, jossa yhtyvät kaikki seuraelämässä
menestystä luovat ominaisuudet, täytyy toisaalta ainakin minun
ylistää teitä yhtä onnelliseksi sen johdosta, että teille on suotu
kasvattityttärenne, lapsi, joka on syntynyt toisten hyödyksi ja iloksi ja
epäilemättä myöskin omaa onneansa varten. Ottilia on melkeinpä
ainoa kasvattimme, johon nähden en voi olla samaa mieltä kuin
kunnioitettu johtajattaremme. En tahdo suinkaan moittia tätä
toimeliasta naista siitä, että hän haluaa nähdä huolenpitonsa
hedelmät ulkonaisina ja ilmeisinä, mutta on olemassa suljettujakin
hedelmiä, kaikkein ytimekkäimpiä, jotka kehittyvät varhemmin tai
myöhemmin kauniiseen elämään. Niiden joukkoon kuuluu
epäilemättä teidän kasvattityttärenne. Koko ajan, minkä olen häntä
opettanut, näen hänen tasaisesti hitaanhitaasti edistyvän, en
milloinkaan taantuvan. Jos lasta kasvatettaessa on tarpeen alkaa
alusta, niin sääntö soveltuu varmaan häneen. Sitä, mikä ei seuraa
edellisestä, hän ei käsitä. Hän suhtautuu avuttomasti, jopa
haluttomastikin helposti tajuttavaan asiaan, jolle hän ei keksi mitään
kiinnekohtaa. Mutta jos voi löytää ja hänelle selvittää välijäsenet, niin
hän käsittää kaikkein vaikeimmatkin asiat. Siten hitaasti edistyen hän
jää jälkeen kumppaneistansa, jotka aivan toisenlaisten kykyjen
varassa rientävät yhä eteenpäin, helposti tajuten, helposti muistaen
ja vaivattomasti jälleen käytellen kaikkea, hajanaistakin. Kiireellisestä
opetuksesta hän niinmuodoin ei opi yhtään mitään, ei tiedä mitä
tehdä; niin on laita eräillä tunneilla, jotka ovat oivallisten, mutta
ravakkain ja kärsimättömien opettajien hoidettavina. On moitittu
hänen käsialaansa, hänen kykenemättömyyttänsä tajuamaan
kieliopin sääntöjä. Olen lähemmin tutkinut näitä valituksia, ja
tosiaankin hän kirjoittaa hitaasti ja kankeasti, jos niin tahdotaan
sanoa, mutta ei suinkaan arastellen eikä muodottomasti. Sen, mitä
hänelle vähin erin opetin ranskankielestä, joka tosin ei ole minun

aineeni, hän käsitti helposti. Ihmeellistä kylläkin: hän tietää paljon ja
varsin hyvin, kysyttäessä vain näyttää siltä, kuin hän ei tietäisi
mitään.
Jos minun on lopuksi esitettävä yleinen huomautus, niin
tahtoisinpa sanoa; hän ei opi niinkuin kasvatettava, vaan niinkuin se,
joka tahtoo kasvattaa, ei niinkuin oppilas, vaan niinkuin tuleva
opettajatar. Kenties tuntuu teidän armostanne kummalliselta, etten
itse kasvattajana ja opettajana luule voivani kiittää toista paremmin
kuin selittämällä hänet itseni kaltaiseksi. Teidän armonne parempi
oivallus, syvempi ihmisten- ja maailmantuntemus varmaan keksii
vaatimattomista, hyväätarkoittavista sanoistani sen, mikä niissä on
parasta. Te tulette vakuutetuksi siitä, että tästäkin lapsesta sopii
toivoa paljon iloa. Sulkeudun teidän armonne suosioon ja pyydän
saada jälleen kirjoittaa, kunhan otaksun kirjeeni sisältävän jotakin
merkittävää ja miellyttävää.
Nuo sivut ilahduttivat Charlottaa. Niiden sisällys yhtyi aivan
kiinteästi hänen omiin Ottiliaa koskeviin käsityksiinsä; samalla hänen
täytyi pakostakin hymyillä, koska opettajan osanotto näytti
sydämellisemmältä kuin kasvatettavan hyveiden oivaltamisen
tavallisesti herättämä myötätunto. Rauhalliseen,
ennakkoluulottomaan ajattelutapaan tottuneena hän jätti tuonkin
suhteen, kuten monet muut, elämään omaa elämäänsä; järkevän
miehen osanottoa hän piti arvokkaana, koska oli elämänsä varrella
oppinut riittävässä määrin oivaltamaan, kuinka kalliiksi on arvattava
aito kiintymys maailmassa, missä välinpitämättömyys ja
vastenmielisyys asustavat kuin kotonansa.

NELJÄS LUKU.
Se topografinen kartta, joka esitti tilaa ympäristöinensä verrattain
suuressa mittakaavassa selvin ja helposti käsitettävin piirtein ja
värein ja jonka kapteeni osasi muutamien trigonometristen
mittausten avulla varmasti perustella, valmistui pian; tämä toimelias
mies näet nukkui harvinaisen vähän ja omisti päivänsä aina lähimpiin
tehtäviin, joten joka ilta oli jotakin suoritettu.
Nyt, sanoi hän ystävällensä, ryhdymme muihin toimiin, tilan
kuvailemiseen, jota varten täytyy olla olemassa riittävästi esitöitä ja
josta sitten voidaan kehitellä vuokra-arvioita ja muuta sentapaista.
Mutta eräs asia meidän tulee päättää ja järjestää: sinun on
erotettava kaikki se, mikä on varsinaista liiketoimintaa, elämästä.
Liiketoiminta vaatii vakavuutta ja lujuutta, elämä mielivaltaa,
liiketoiminta aivan ehdotonta johdonmukaisuutta, elämä sitävastoin
kaipaa usein epäjohdonmukaisuutta, joka vaikuttaa siinä kerrassaan
rakastettavalta ja ilahduttavaltakin. Jos olet toisessa varma, voit
toisessa olla sitä vapaampi, sensijaan että niiden toisiinsa
sekaantuessa vapaus tempaa varmuuden pois ja hävittää sen.
Eduard tunsi noihin ehdotuksiin sisältyvän lievää moitetta. Vaikka
hän ei ollutkaan luonnostansa huolimaton, ei hän kumminkaan

voinut saada itseänsä järjestelemään papereitansa eri lokeroihin. Se,
mikä hänen oli ratkaistava toisten mieltä kuullen, ja se, mikä riippui
ainoastaan hänestä itsestänsä, ei ollut erotettuna eikä hän
myöskään vetänyt riittävän selvää rajaa liiketointen ja askarrusten,
seurustelun ja huvittelun välille. Nyt se kävi hänelle helpoksi, kun
ystävä otti asian huoleksensa, toinen minä teki mahdolliseksi sen
jakautumisen, joka yhdelle minälle ei ole aina mahdollinen.
He järjestivät siihen kylkirakennukseen, jossa kapteeni asui,
säilytyshuoneen nykyisiä ja arkiston menneitä asioita varten, hakivat
kaikki asiakirjat, paperit ja tiedonannot eri säiliöistä, kammioista,
lipastoista ja kirstuista, ja kohta oli tuo sekava joukkio saatettu
ilahduttavaan järjestykseen ja sijaitsi nyt otsakkeilla varustettuna
määrätyissä lokeroissa. Se, mitä haluttiin, löytyi täydellisemmin kuin
oli osattu toivoa. Tällöin oli heille suureksi avuksi eräs vanha kirjuri,
joka pitkin päivää, vieläpä osan yötäkin pysytteli kirjoituspulpettinsa
ääressä ja johon Eduard tätä ennen oli aina ollut tyytymätön.
Minä en häntä enää tunne, sanoi Eduard ystävällensä, niin
toimeliaaksi ja käyttökelpoiseksi on mies muuttunut.
Se johtuu siitä, virkkoi kapteeni, ettemme anna hänen
tehtäväksensä mitään uutta, ennenkuin hän on ehtinyt kaikessa
rauhassa suorittaa vanhemmat tehtävänsä, niinmuodoin hän, kuten
näet, saa aikaan sangen paljon; jos hänen toimiansa häiritään, ei
hän kykene mihinkään.
Vietettyänsä tähän tapaan päivänsä ystävykset kävivät iltaisin
säännöllisesti Charlottan luona. Ellei ollut saapunut vieraita
lähiseudulta ja naapurikartanoista, mikä kyllä oli sangen tavallista,
niin keskustelu ja lukeminen koskivat enimmäkseen sellaisia asioita,

jotka kartuttavat porvarillisen yhteiskunnan hyvinvointia, etuisuuksia
ja miellyttävyyttä.
Charlotta, joka oli yleensäkin tottunut käyttelemään nykyisyyttä
hyväksensä, tunsi miehensä tyytyväisyyden havaiten
henkilökohtaisestikin hyötyvänsä. Erinäiset kotoiset suunnitelmat,
joita hän oli jo kauan mielessänsä hautonut voimatta niitä kunnolla
aloittaa, toteutuivat nyt, kapteenin asiaan puuttuessa. Kotirohtola,
jossa oli tätä ennen ollut vain muutamia aineita, täydennettiin, ja
Charlotta oppi sekä helppotajuisten kirjojen että keskustelujen nojalla
entistä paremmin harjoittamaan uutteraa ja avuliasta toimintaansa.
Ajateltaessa tavallisia ja siitä huolimatta liiankin usein yllättäviä
tapaturmia hankittiin kaikki hukkuvien pelastamiseen tarvittavat
välineet, sitäkin suuremmalla syyllä, kun monet lähitienoolla
sijaitsevat lammet, vesistöt ja vesilaitokset useasti aiheuttivat
sellaisia onnettomuuksia. Tämän tehtävän kapteeni suoritti erittäin
huolellisesti, ja Eduard mainitsi kuin epähuomiossa, että sellainen
tapaus oli mitä ihmeellisimmin muodostanut käänteen hänen
ystävänsä elämässä. Mutta kun viimeksimainittu vaikeni näyttäen
väistävän murheellista muistoa, ei Eduardkaan sanonut sen
enempää, ja Charlotta, joka tiesi asiasta yleispiirteittäin yhtä paljon,
ei hänkään puuttunut tuohon huomautukseen.
Kaikki nämä huolenpitotoimet ovat kieltämättä kiitettävät, virkkoi
kapteeni eräänä iltana, mutta nyt meiltä vielä puuttuu
välttämättömintä, nimittäin kelpo miestä, joka osaa kaikkia näitä
välineitä käytellä. Minä voin suositella siihen virkaan erästä
tuttavaani haavuria, joka on nykyjään säällisillä ehdoilla saatavissa,
ammatissansa etevää miestä, joka on ankaroissa sisäisissäkin
sairastumistapauksissa useasti saanut aikaan enemmän kuin joku

kuuluisa lääkäri, ja pikaista apuahan maaseudulla eniten
kaivataankin.
Hänetkin kutsuttiin heti kartanoon, ja aviopuolisot iloitsivat
saadessaan tilaisuutta sijoittaa kaikkein välttämättömimpiin menoihin
useita summia, jotka heille jäivät mielin määrin kulutettaviksi.
Niin käytteli Charlotta kapteenin tietoja ja toimeliaisuutta omankin
mielensä mukaan ja alkoi olla täysin tyytyväinen hänen läsnäoloonsa
pelkäämättä enää mitään ikävyyksiä. Hän valmistautui tavallisesti
kyselemään monenlaisia asioita, ja koska elämä oli hänelle
mieluinen, koki hän poistaa kaikkea vahingollista, kaikkea
kuolettavaa. Savenvaluteosten lyijysilaus ja keittoastioiden
vaskenruoste oli häntä jo monesti huolestuttanut. Hän kysyi neuvoa,
ja tällöin oli luonnollisesti kosketeltava fysiikan ja kemian
peruskäsitteitä.
Satunnaista, mutta aina tervetullutta aihetta sellaisiin
keskusteluihin antoi Eduard, joka mielellään luki ääneen toisten
kuultavaksi. Hänellä oli syvä ja erittäin sointuisa ääni, ja runollisten
sekä puhetaidollisten teosten eloisa, tuntehikas esittäminen oli
aikaisemmin tuottanut hänelle suosiota ja mainetta. Nyt askarruttivat
häntä toiset asiat, hän luki toisia teoksia, jo joitakin aikoja erittäinkin
fysikaalisia, kemiallisia ja teknillisiä esityksiä.
Eräs hänen erikoisia ominaisuuksiansa, joka kenties ei
kumminkaan ole kovin harvinainen, oli se, että hänestä tuntui
sietämättömältä, jos joku hänen lukiessaan katsoi kirjaan. Entisinä
aikoina, hänen lukiessaan runoja, näytelmiä, kertomuksia, se johtui
luonnollisesti kaunolukijassa samoinkuin runoilijassa, näyttelijässä ja
kertojassa asuvasta halusta yllättää, hetkiseksi vaieta, herättää
odotusta, koska tämä tarkoitus tosiaankin joutuu pahoin kärsimään,

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