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Human
Resource
Management
Joseph J. Martocchio

Fifteenth Edition

New York, NY
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Library of Congress Cataloging-in-Publication Data

Names: Martocchio, Joseph J., author. | Mondy, R. Wayne, 1940- Human resource
management.
Title: Human resource management / Joseph J. Martocchio.
Description: Fifteenth Edition. | Boston : Pearson, [2017] | Revised edition
of Human resource management, [2016]
Identifiers: LCCN 2017037154| ISBN 9780134739724 | ISBN 0134739728
Subjects: LCSH: Personnel management—United States. | Personnel management.
Classification: LCC HF5549.2.U5 M66 2017 | DDC 658.3—dc23 LC record available at https://lccn.loc.gov/2017037154

1 17

ISBN 10: 0-13-473972-8

ISBN 13:978-0-13-473972-4
To my parents—for their sacrifices which have provided
me with great opportunities.
This page intentionally left blank
 Brief Contents

Part One Setting the Stage 1

Chapter 1 Human Resource Management: An Overview 2
Chapter 2 Business Ethics, Corporate Social Responsibility, and Sustainability 28
Chapter 3 Equal Employment Opportunity, Affirmative Action, and Workforce Diversity 52

Part Two Staffing 89

Chapter 4 Strategic Planning, Human Resource Planning, and Job Analysis 90
Chapter 5 Recruitment 120
Chapter 6 Selection 146

Part Three Performance Management and Training 179

Chapter 7 Performance Management and Appraisal 180
Chapter 8 Training and Development 208

Part Four Compensation 243

Chapter 9 Direct Financial Compensation (Monetary Compensation) 244
Chapter 10 Indirect Financial Compensation (Employee Benefits) 278

Part Five Labor Relations, Employee Relations, Safety, and Health 305
Chapter 11 Labor Unions and Collective Bargaining 306
Chapter 12 Internal Employee Relations 338
Chapter 13 Employee Safety, Health, and Wellness 362

Part Six Operating in a Global Environment 391

Chapter 14 Global Human Resource Management 392

    vii
This page intentionally left blank
 Contents

Part One Setting the Stage 1 Legislating Ethics 31

Creating an Ethical Culture and a Code of Ethics 34
Chapter 1 Human Resource Management: An Ethical Culture 34
Overview 2 Code of Ethics 35
Human Resource Management: What It is and Why It is Human Resource Ethics 36
Important 3 Linking Pay to Ethical Behavior 37
Why Study HRM? 4 Ethics Training 38
Human Resource Management Functions 4 ■■HR BLOOPERS: Sales Incentives at Pinser
Who Performs Human Resource Management Activities? 6 Pharmaceuticals 39
Human Resource Management Professional 7 Corporate Social Responsibility and Sustainability 39
Line Managers 7 Corporate Social Responsibility 40
Human Resources Outsourcing 8 Corporate Sustainability 42
Human Resources Shared Service Centers 8 Conducting a Social Audit 44
Professional Employer Organizations 9 Preparing for Exams/Quizzes 45 • Key Terms 46
More about HR Professionals 9 Questions for Review 46 • Preparing for My Career 46
■■HR BLOOPERS: Staffing Stone Consulting 9 ■■ETHICS DILEMMA: A Selection Quandary 46
Human Resources as a Strategic Business Partner in a HRM Is Everyone’s Business 47 • HRM by
Dynamic Environment 12 the Numbers 47 • Working Together: Team
Capital and Human Capital 13 Exercise 47 • INCIDENT 1: An Ethical Flaw 48
Dynamic Human Resource Management Environment 13 INCIDENT 2: Illegal Hiring 48 • Endnotes 49
The Role of HRM in Building Corporate Culture and Employer
Branding 16 Chapter 3 Equal Employment Opportunity,
Corporate Culture 16 Affirmative Action, and Workforce
Employer Branding 17 Diversity 52
Human Resource Management in Small Businesses 18 Equal Employment Opportunity and the Federal Laws
Country Culture and Global Business 18 Affecting EEO 54
Constitutional Amendments and the Civil Rights Act of 1866 54
Developing Skills for Your Career 20
Title VII of the Civil Rights Act of 1964, Amended in 1972 54
Communication 20
Equal Pay Act of 1963, Amended in 1972 57
Critical Thinking 20
Lilly Ledbetter Fair Pay Act of 2009 58
Collaboration 20
Pregnancy Discrimination Act of 1978 58
Knowledge Application and Analysis 21
Civil Rights Act of 1991 59
Business Ethics and Social Responsibility 21
Age Discrimination in Employment Act of 1967, Amended in 1978,
Information Technology Application and Computing Skills 21
1986, and 1990 60
Data Literacy 21
Age Can Actually Be a Bona Fide Occupational Qualification 60
Scope of This Book 21
Rehabilitation Act of 1973 61
Preparing for Exams/Quizzes 22 • Key Terms 23 Vietnam Era Veteran’s Readjustment Assistance
Questions for Review 23 • Preparing for My Career 24 Act of 1974 61
■■ETHICS DILEMMA: Broken Promises 24 Vietnam Era Veterans’ Readjustment Assistance Act of 1974, as
HRM Is Everyone’s Business 24 • HRM by the Numbers 25 Amended 61
Working Together: Team Exercise 25 • INCIDENT 1: HR Americans with Disabilities Act of 1990 62
After a Disaster 25 • INCIDENT 2: Parental Leave at Americans with Disabilities Act Amendments Act of 2008 62
Yahoo 26 • Endnotes 26 Immigration Reform and Control Act of 1986 63
Uniformed Services Employment and Reemployment Rights Act
Chapter 2 Business Ethics, Corporate Social of 1994 63
Responsibility, and Sustainability 28 Genetic Information Nondiscrimination Act of 2008 63
Defining Ethics and the Sources of Ethical Guidance 29 State and Local Laws 63
Business Ethics 29 Who’s Responsible for Ensuring Equal Employment
Sources of Ethical Guidance 30 Opportunity? 64
Equal Employment Opportunity Commission 64

    ix
x    CONTENTS

Office of Federal Contract Compliance Programs 65 Job Analysis Methods 105

Employers 65 Job Descriptions 107
Illegal Discrimination and Affirmative Action 66 Job Identification 107
Uniform Guidelines on Employee Selection Procedures 66 Date of the Job Analysis 107
Types of Unlawful Employment Discrimination 66 Job Summary 108
Affirmative Action 68 Duties Performed 108
Uniform Guidelines on Preventing Specific Illegal Job Specification 108
Employment Discrimination 70 Standard Occupational Classification (SOC) 109
Guidelines on Sexual Harassment 71 The Occupational Information Network
Guidelines on Discrimination Because of National Origin 72 (O*NET) 110
Guidelines on Discrimination Because of Religion 73 Competencies and Competency Modeling 110
Guidelines on Caregiver (Family Responsibility) Job Design Concepts 112
Discrimination 74 Preparing For Exam/Quizzes 114 • Key Terms 115
Discrimination Because of Disability 74 Questions for Review 115 • Preparing For My Career 116
Diversity and Diversity Management 75 ■■ETHICS DILEMMA: Which “Thinker”
Elements of the Diverse Workforce 76 Should Go? 116
Single Parents and Working Mothers 76 HRM Is Everyone’s Business 116 • HRM by the
Women in Business 76 Numbers 117 • Working Together: Team Exercise 117
Mothers Returning to the Workforce (on Ramping) 77 INCIDENT 1: Competitive Strategy at Buddy Dog Foods 1 17
Dual-Career Families 77 INCIDENT 2: Who’s Flying the Plane? 118 • Endnotes 118
Ethnicity and Race 77
Older Workers 78
People with Disabilities 78 Chapter 5 Recruitment 120
Immigrants 78 Recruitment and the Recruitment Process 121
Foreign Workers 79 Environment of Recruitment 122
Young Persons, Some with Limited Education or Skills 79 Labor Market Conditions 122
Baby Boomers, Gen X, Gen Y, and Gen Z 80 Active or Passive Job Seekers 123
■■HR BLOOPERS: Affirmative Action and Workforce Legal Considerations 124
Diversity 80 Internal Recruitment Methods 124
Multi-generational Diversity 81 Human Resource Databases 124
Lesbian, Gay, Bisexual, and Transgender Employees 82 Job Posting and Job Bidding 124
Preparing for Exam/Quizzes 82 • Key Terms 83 ■■HR BLOOPERS: Recruiting Skilled Machinists 125
Questions for Review 83 • Preparing for My Career 84 Employee Referrals 125
■■ETHICS DILEMMA: How About Me? 84
External Recruitment Sources 126
HRM Is Everyone’s Business 84 • HRM by the Numbers 85 High Schools and Vocational Schools 127
Working Together: Team Exercise 85 • INCIDENT 1: You’re Community Colleges 127
Not a Good Employee 86 • INCIDENT 2: So, What’s Affirmative
Colleges and Universities 127
Action? 86 Endnotes 87
Competitors in the Labor Market 128
Former Employees 128
Unemployed 128
Part Two Staffing 89 Military Personnel 129
Self-Employed Workers 129
Chapter 4 Strategic Planning, Human Ex-Offenders 129
Resource Planning, and Job External Recruitment Methods 130
Analysis 90 Online and Mobile Recruiting 130
HR Strategic Planning Process 91 Traditional Methods 134
Mission Determination 92 Tailoring Recruitment Methods to Sources 138
Human Resource Planning 96 Alternatives to Recruitment 138
Forecasting Human Resource Requirements 97 Promotion Policies 139
■■HR BLOOPERS: Workforce Planning at Master Overtime 139
Cleaners 97 Preparing for Exam/Quizzes 140 • Key Terms 140
Forecasting Human Resource Availability 98 Questions for Review 141 • Preparing for My Career 141
Shortage or Surplus of Workers Forecasted 98 ■■ETHICS DILEMMA: Unfair Advantage? 141
Succession Planning: A Component of Strategic HRM Is Everyone’s Business 141 • HRM by the
Planning 101 Numbers 142 • Working Together: Team Exercise 142
Job Analysis: Process and Methods 102 INCIDENT 1: A Problem Ad? 142 • INCIDENT 2: I Am Qualified,
Reasons for Conducting Job Analysis 103 Why Not Me? 143 • Endnotes 143
CONTENTS    xi

Chapter 6 Selection 146 Performance Criteria 184

Selection and Environmental Factors Affecting the Selection Responsibility for Performance Appraisal 185
Process 147 Performance Appraisal Period 187
The Selection Process 147 Choosing a Performance Appraisal Method 188
The Environment of Selection 148 Trait Systems 188
Preliminary Screening and Review of Applications and Comparison Systems 189
Résumés 151 Behavioral Systems 191
Selection Tests 153 Results-Based Systems 193
Preliminary Considerations 153 ■■HR BLOOPERS: Appraising Performance at Global
Advantages and Disadvantages of Selection Tests 154 Insurance 193
Characteristics of Properly Designed Selection Tests 154 Assessing the Effectiveness and Limitations of Performance
Test Validation Approaches 155 Appraisal Practices 195
Employment Tests 156 Characteristics of an Effective Appraisal System 195
Unique Forms of Testing 158 Limitations of Performance Appraisal 197
Legal Considerations 159 Legal Considerations 199
Employment Interview 160 Performance Appraisal Interview 199
Interview Planning 160 Scheduling the Interview 199
■■HR BLOOPERS: The First Interview 160 Interview Structure 200
Content of the Interview 161 Use of Praise and Criticism 200
Candidate’s Role and Expectations 161 Employees’ Role 200
General Types of Interviews 162 Concluding the Interview 201
Methods of Interviewing 163 Trends in Performance Appraisal Practice 201
Potential Interviewing Problems 164 Preparing for Exams/Quizzes 202 • Key Terms 203
Concluding the Interview 166 Questions for Review 203 • Preparing for My Career 204
Pre-Employment Screening and Background ■■ETHICS DILEMMA: Abdication of Responsibility 204
Checks 166 HRM Is Everyone’s Business 204 • HRM by the Numbers 205
Employment Eligibility Verification (Form I-9) 167 Working Together: Team Exercise 205 • INCIDENT 1:
Continuous Background Investigation 167 These Things Are a Pain 206 • INCIDENT 2: Good
Background Investigation with Social Media 167 Job! 206 • Endnotes 207
Remembering Hiring Standards to Avoid 168
Selection Decision and Evaluating the Effectiveness of Chapter 8 Training and Development 208
Selection Decisions 169 Training and Development and Related Practices 209
Making the Selection Decision 170 Training and Development Process 210
Evaluating Selection Decisions 170 Determine Specific Training and Development Needs 211
Preparing for Exam/Quizzes 172 • Key Terms 173 Establish Training and Development Program Objectives 212
Questions for Review 173 • Preparing for My Career 173 Training Methods 213
■■ETHICS DILEMMA: Hiring with Incomplete Training and Development Delivery Systems 217
Information 174 Implementing Training and Development Programs 219
HRM Is Everyone’s Business 174 • HRM by the Metrics for Evaluating Training and Development 219
Numbers 174 • Working Together: Team Exercise 175 Factors Influencing Training and Development 221
INCIDENT 1: A Matter of Priorities 175 • INCIDENT 2: National Human Resource Management Training Initiatives 223
Career Day 176 • Endnotes 176 Careers and Career Planning Approaches and
Methods 225
Traditional Career Path 225
Part Three Performance Management and Network Career Path 225
Training 179 Lateral Skill Path 226
Dual-Career Path 226
Chapter 7 Performance Management and Adding Value to Your Career 226
Appraisal 180 Demotion 226
Performance Management, Performance Appraisal, and the Free Agents (Being Your Own Boss) 227
Performance Appraisal Process 181 Career Planning Approaches 227
Performance Management 182 Career Development Methods 230
Performance Appraisal 182 Management Development 231
Performance Appraisal Process 182 Mentoring and Coaching 232
The Uses of Performance Appraisal and Performance Reverse Mentoring 233
Criteria 183 ■■HR BLOOPERS: Management Development at Trends
Uses of Performance Appraisal 183 Apparel 233
xii    CONTENTS

Organization Development and the Learning at Barker Enterprise 274 • INCIDENT 2: The Controversial
Organization 234 Job 274 • Endnotes 275
OD Interventions 234
Learning Organization 235 Chapter 10 Indirect Financial Compensation
Preparing for Exams/Quizzes 236 • Key Terms 237 (Employee Benefits) 278
Questions for Review 237 • Preparing for My Career 237 Indirect Financial Compensation (Employee Benefits) 279
■■ETHICS DILEMMA: Consequences of Inadequate Legally Required Benefits 280
Training Design 238 Social Security 281
HRM Is Everyone’s Business 238 • HRM by the Unemployment Insurance 281
Numbers 239 • Working Together: Team Exercise 239 Workers’ Compensation 281
INCIDENT 1: Career Development at Meyers and Brown 239 Health Care 282
INCIDENT 2: There’s No Future Here! 240 • Endnotes 240 Discretionary Benefits 285
Retirement Plans 286
Part Four Compensation 243 Life Insurance and Disability Insurance 288
Paid Time-Off 288
Chapter 9 Direct Financial Compensation Employee Services 291
(Monetary Compensation) 244 Workplace Flexibility (Work–Life Balance) 293
Total Compensation and the Environment of Compensation Flextime 294
Practice 245 Compressed Workweek 294
Direct and Indirect Financial Compensation 246 Job Sharing 295
Structure of Direct Financial Compensation Plans 247 Two-in-a-Box 295
Contextual Influences 248 Telecommuting 295
Direct Financial Compensation Components 252 Part-Time Work 296
Base Pay 252 ■■HR BLOOPERS: The Job-Sharing Problem at SunTrust
Cost-of-Living Adjustments 252 Bank 297
Seniority Pay 252 Customized Benefit Plans 297
Performance-Based Pay 253
Communicating Information about the Benefits Package 297
■■HR BLOOPERS: Motivating Software Development
Preparing for Exams/Quizzes 298 • Key Terms 298
Teams 258
Questions for Review 299
Person-Focused Pay 259
■■ETHICS DILEMMA: A Poor Bid 299
Building Job Structures 260
HRM Is Everyone’s Business 300 • HRM by the
Ranking Method 260
Numbers • 300 • Working Together: Team
Classification Method 261 Exercise 301 • INCIDENT 1: Flextime 301 • INCIDENT 2:
Factor Comparison Method 261 Communicating Benefits at Seaview Property Management
Point Method 261 Company 301 • Endnotes 302
Establishing Competitive Compensation Policies 261
Pay Level Compensation Policies 262 Part Five Labor Relations, Employee
Pay Mix 263 Relations, Safety, and
Building Pay Structures 263 Health 305
Pay Grades 264
Pay Ranges 265 Chapter 11 Labor Unions and Collective
Broadbanding 265 Bargaining 306
Two-Tier Wage System 266 The Role of Labor Unions 307
Adjusting Pay Rates 266 Why Employees Join Unions 308
Pay Compression 267 Prevalence of Unions 309
Exceptions to the Rules: Sales Professionals, Contingent Union Structure and Labor Strategies 310
Workers, and Executives 267 Structure of Unions 310
Sales Professionals 267 Organized Labor’s Strategies for Promoting a Stronger Labor
Contingent Workers 268 Movement 312
Executive Compensation 268 Laws Affecting Collective Bargaining 314
Preparing for Exams/Quizzes 270 • Key Terms 271 National Labor Relations Act 314
Questions for Review 272 ■■HR BLOOPERS: Stopping Unionization at Packer
■■ETHICS DILEMMA: Sales Tactics at Wells Fargo Industries 315
Bank 272 Labor-Management Relations Act 315
HRM Is Everyone’s Business 272 • Questions for Antidiscrimination Laws and Executive Orders 316
Review 272 • HRM by the Numbers 273 • Working Bargaining Unit Formation and the Collective Bargaining
Together: Team Exercise 274 • INCIDENT 1: The Pay Gap Process 316
CONTENTS    xiii

Forming a Bargaining Unit 316 OSHA and Whistle-Blowers 366

Collective Bargaining Process 318 OSHA and the Small Business 367
Bargaining Issues 319 ■■HR BLOOPERS: Health and Safety Problems at XIF
Preparation for Negotiations 321 Chemicals 367
Negotiating the Agreement 322 The Economic Impact of Safety 368
Overcoming Breakdowns in Negotiations 324 Workplace Safety Programs 368
Reaching the Labor-Management Agreement 327 Unsafe Employee Actions 368
Ratifying the Labor-Management Agreement 327 Unsafe Working Conditions 368
Administration of the Labor-Management Agreement 327 Developing Safety Programs 368
Public Sector Collective Bargaining 328 Accident Investigation 370
Grievance Procedure in a Union Environment 328 Evaluation of Safety Programs 370
Union Decertification 330 Musculoskeletal Disorders 370
Preparing for Exams/Quizzes 331 • Key Terms 332 Ergonomics 371
Questions for Review 333 • Preparing for My Career 333 Workplace Bullying and Violence 372
■■ETHICS DILEMMA: A Strategic Move 333 Workplace Bullying 372
HRM Is Everyone’s Business 334 • HRM by the Workplace Violence 373
Numbers 334 • Working Together: Team Exercise 335 Legal Consequences of Workplace Violence 374
INCIDENT 1: Break Down the Barrier 335 • INCIDENT 2: We’re Employee Stress and Burnout 376
Listening 336 • Endnotes 336 Potential Consequences of Stress 377
Stressful Jobs 377
Chapter 12 Internal Employee Relations 338 Burnout 377
Employment at Will 339 Substance Abuse, Substance-Abuse-Free Workplaces, and
Discipline and Disciplinary Action 340 Drug-Testing Programs 378
Disciplinary Action Process 341 Alcohol Abuse 379
Approaches to Disciplinary Action 342 Drug Abuse 379
Problems in the Administration of Disciplinary Action 344 Substance-Abuse-Free Workplace and Drug Testing 379
Employment Termination 345 Employee Wellness and Employee Assistance Programs 382
“Just Cause” as a Standard for Choosing to Terminate Wellness Programs 382
Employment 345 Social Networking and Wellness 383
Considerations in Communicating the Termination Decision 346 Employee Assistance Programs 384
Termination of Employees at Various Levels 346 Preparing for Exams/Quizzes 384 • Key Terms 385
■■HR BLOOPERS: Effective Discipline at Berries Questions for Review 386 • Preparing for My Career 386
Groceries 346 ■■ETHICS DILEMMA: In Confidence 386
Demotion as an Alternative to Termination 347 HRM Is Everyone’s Business 387
Downsizing 348 HRM by the Numbers 387 • Working Together:
Ombudspersons and Alternative Dispute Team Exercise 388 • INCIDENT 1: Something Isn’t
Resolution 350 Quite Right 388 • INCIDENT 2: A Commitment to
Ombudspersons 350 Safety? 388 • Endnotes 389
Alternative Dispute Resolution 351
More Considerations for Internal Employee
Relations 351 Part Six Operating in a Global
Transfers 351 Environment 391
Promotions 352
Resignations 352 Chapter 14 Global Human Resource
Retirements 354 Management 392
Preparing for Exams/Quizzes 355 • Key Terms 356 Evolution and Context of Global Business and Human
Questions for Review 356 • Preparing for My Career 356 Resource Management 393
■■ETHICS DILEMMA: To Fire or Not to Fire 356 Evolution of Global Business 393
Context of Global Business 395
HRM Is Everyone’s Business 357 • HRM by the
Numbers 357 • Working Together: Team Exercise 359 Global Staffing 400
INCIDENT 1: Employment at Will 359 • INCIDENT 2: To Heck with Expatriate 400
Them! 359 • Endnotes 360 Host-Country National 400
Third-Country National 400
Chapter 13 Employee Safety, Health, and Approaches to Global Staffing 400
Wellness 362 Recruiting Host-Country Nationals 401
Nature and Role of Safety, Health, and Wellness 363 Selecting Expatriates 401
Occupational Safety and Health Administration 364 Background Investigation 402
xiv    CONTENTS

■■HR BLOOPERS: United Architect’s Expatriate Global Employee Relations 409

Problems 402 Global Labor Relations 410
Global Performance Management and Human Resource Globalization for Small to Medium-Sized Businesses 410
Development 403 Preparing for Exams/Quizzes 411 • Key Terms 412
Performance Management 403 Questions for Review 412 • Preparing for My Career 413
Expatriate Human Resource Development 403 ■■ETHICS DILEMMA: Meeting Customer Demand at
Pre-Move Orientation and Training 404 Any Cost 413
Continual Development: Online Assistance and Training 404 HRM Is Everyone’s Business 413 • HRM by
Repatriation Orientation and Training 405 the Numbers 414 Working Together: Team
Global E-learning 405 Exercise 414 • INCIDENT 1: My Darling 414 • INCIDENT 2:
Virtual Teams in a Global Environment 406 Was There Enough Preparation? 415 • Endnotes 415
Global Compensation 407
Compensation for Host-Country Nationals 407 Glossary 418
Expatriate Compensation 408
Name Index 429
Global Safety, Health, and Employee and Labor
Relations 408 Company Index 430
Safety and Health 408 Subject Index 432
Preface

New to this Edition

Four new features appear in each chapter that enable students to integrate knowledge and valu-
able skills regardless whether choosing a career in the HRM profession or other business func-
tion in smaller or larger organizations, all available in MyLab.
CHAPTER 2 • BUSINESS ETHICS, CORPORATE SOCIAL RESPONSIBILITY, AND SUSTAINABILITY 47
47
CHAPTER 2 • BUSINESS ETHICS, CORPORATE SOCIAL RESPONSIBILITY, AND SUSTAINABILITY

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violations andunderstand how
follow through unethical
based behavior
on company may
policy andmanifest
procedures.in your depart-
ment. Educate HR on certain aspects of employee roles to better understand how unethical behavior may manifest in your depart-
WorkBringing HR HR
together with up to to speed creates
implement a partnership
a training forcompany’s
plan on the more effectively
code of responding to possible
ethics and creating ethical
hypothetical violations.
scenarios
ment. Bringing HR up to speed creates a partnership for more effectively responding to possible ethical violations.
Discuss concerns
illustrating ethicalwith HR about
and unethical possible
behavior ethical
relevant violations
to your and follow
departmental through based on company policy and procedures.
activities. Discuss concerns with HR about possible ethical violations and follow through based on company policy and procedures.
Work together with HR to implement a training plan on the company’s code of ethics and creating hypothetical
Work together scenarios
with HR to implement a training plan on the company’s code of ethics and creating hypothetical scenarios
illustrating ethical and unethical behavior relevant to your departmental activities. illustrating ethical and unethical behavior relevant to your departmental activities.
42 PART 1 • SETTING THE STAGE
HRM by the Numbers
Paying the Price for Underpaying Workers Also, long before the enormous oil spill in 2010, BP promoted itself as being eco-friendly.
HRM by the Numbers HRM by the Numbers
Its literature stated that BP stood for “Beyond Petroleum.” BP marketed itself as a producer of
An additional HRM by the Numbers exercise can be found on MyLab Management.
Paying the Price alternative
for Underpaying Workers
energies, an image that was seriously damaged by the devastating oil spill in the Gulf
Paying the Price
HR professionals shouldfor Underpaying
ensure Workers
that workers are paid for their work on a timely basis. Sometimes, companies pay workers less
An additional HRM of
by Mexico in 2010.
the Numbers Instead
exercise can beoffound
spending billions
on MyLab on eco-friendly
Management . energy and building an employer
than what they should and there are various possible reasons such as intent to save money or in error. Either way, paying employ-
An additional HRM by the Numbers exercise can be found on MyLab Management.
ees lesser amounts than owed may violate the law. For instance, the Fair Labor Standards Act (FLSA), which we brand campaign around it, many believe that BP would have been much better off if it had spent
HRwill discuss in should
professionals ensure that workers are paid for their work on a timely basis. Sometimes, companies pay workers less
more time
are and effort in training
reasons its employees
as intent toon
saveitsmoney
oil drilling platforms, establishing stronger
HRChapter 3, requires
professionals employers
should to pay
ensure thateligible
workers workers a higher
are paid pay for
for their overtime
work work. Specifically,
on a timely the overtime
basis. Sometimes, paywhat
than
companies rate they
equals
payshould and
workers there
less various possible such or in error. Either way, paying employ-
1.5 times the regular hourly pay rate for each additional hour exceeding 40 in a work week. safety protocols, and waiting until they were safe to operate. Even during this public relations
than what they should and there are various possible reasons such as intent to save money or in error. Either way, paying employ-may violate the law. For instance, the Fair Labor Standards Act (FLSA), which we will discuss in
ees lesser amounts than owed
You’ve learned that the company has not been paying employees appropriately for overtime work hours. It is your responsibil- , requires employers to pay eligible workers a higher pay for overtime work. Specifically, the overtime pay rate equals for
campaign, BP had a history of safety violation. BP had been “fined more than $100 million
ees lesser amounts than owed may violate the law. For instance, the Fair Labor Standards Act (FLSA)Chapter , which3we will discuss in
$
Chapter HRM by the Numbers. This feature provides an excel-
ity$ to calculate the amount of overtime pay owed to workers. After reviewing the payroll records, you discovered
3 , requires employers to pay eligible workers a higher pay for overtime work. Specifically,
1.5 the
the
following
times
overtime pay rate
safety
the regular hourly payviolations thatadditional
rate for each led to deaths of workers,
hour exceeding explosions
40 in a work week.of refineries, and leaking pipelines.”102
details: You’ve learned that equals
the company
The following hasWatch
not beenItpaying
video employees
describesappropriately for overtime
the environmental workofhours.
impact It is oil
another yourcompany’s
responsibil-spill
lent opportunity to think through concepts and their
1.5 times the regular hourly pay rate for each additional hour exceeding 40 in a work week.
1. Grouplearned
1: 225 workers. Each worker
ity to calculate the amount of overtime pay owed to workers.
and leadership’s reaction to the disaster. After reviewing the payroll records, you discovered the following
You’ve that the company hasearns a regular
not been hourly
paying pay rate ofappropriately
employees $18.00. For each
for of the past work
overtime 15 work weeks,
hours.
details: every-
It is your responsibil-
applications as well as analyze quantitative data to
one worked 45 hours.
ity to calculate the amount of overtime pay owed to workers. After reviewing the payroll records, you 1.
2. Group 2: 310 workers. Each worker earns a regular hourly pay rate of $21.00. For each of the past 20 work weeks,
discovered
Group theworkers.
1: 225
every-
following Each worker earns a regular hourly pay rate of $18.00. For each of the past 15 work weeks, every-
details:one worked 47 hours.
facilitate problem solving. one worked 45 hours.
2. Group 2: 310 workers. Each Watch It 2 a regular hourly pay rate of $21.00. For each of the past 20 work weeks, every-
worker earns
1.Every
Group 1: 225
worker workers.
received Each
regular pay worker earns
for all their a regular
hours worked,hourly
but theypay
didrate of $18.00.
not receive For eachovertime
an additional of the past
pay 15 work weeks, every-
amount.
one worked 47 hours. If your instructor has assigned this, go to www.pearson.com/mylab/management to watch
one worked 45 hours. a video titled Co Responsible for Oil Spill Under Fire and to respond to questions.
Questions Every workerweeks,
received regular pay for all their hours worked, but they did not receive an additional overtime pay amount.
2. Group 2: 310 workers. Each worker earns a regular hourly pay rate of $21.00. For each of the past 20 work every-
one Calculate
2-13. worked 47 thehours.
hourly overtime pay rate for each worker in (a) group 1 and (b) group 2.
Questions
2-14. How much money does the company owe all the workers in (a) group 1 over 15 weeks and (b) group 2 over 20 weeks?
2-13.pay?Calculate the hourly overtime
Brighterpay rate fora each
Planet, worker in (a)technology
sustainability group 1 and company,
(b) group 2.discovered in a recent survey that
Every
2-15.worker
How muchreceived
moneyregular
did thepay for allsave
company their
byhours worked,
not paying butworkers
all the they did not receive
(groups 1 and 2 an additional
combined) overtime
overtime pay amount.
2-14. How much money does the company owe all the workers in (a) group 1 over 15 weeks and (b) group 2 over 20 weeks?
although more firms are engaging in green activities, the effectiveness of these efforts has
Questions 2-15. How much money did the company
declined. 103 save by not paying all the workers (groups 1 and 2 combined) overtime pay?
Some believe that the problem with CSR is that it consists of a universal set of
2-13. Calculate the hourly overtime pay rate for each worker in (a) group 1 and (b) group 2. guidelines such as the “triple bottom line” (society, environment, and economy) mentioned previ-
Working
2-14. How much Together:
money doesTeam Exercise
the company owe all the workers in (a) group 1 over 15 weeks and (b) group 2 over 20 weeks? ously. To be “socially responsible,” each firm should follow the same guidelines instead of what
2-15. How much money did the company save by not paying all the workers (groups 1 and 2 combined) overtime pay? would be the most appropriate strategy for each firm. Using this logic, it would be more logical
In small groups of three or four, come up with specific answers to the following questions. Talk through your Working Together: Team Exercise
perspectives and
come up with a brief team response. Be prepared to share your ideas with the class. for oil companies such as BP to focus on being profitable, yet be an environmentally conscious
In small groups of threeoilorcompany.
four, comeFast-food
up with specific answers
restaurants to the
such following questions.
as McDonald’s Talk through
and retailers your
such as perspectives
Walmart shouldandeach
come up with a brief team response. Be $ prepared
$ Working Together. This feature offers oppor-
to share your ideas with the class.
use a different set of rules to do the same thing in their own industries.
Working Together: Team Exercise There are those who believe that all shareholders should not be required to be involved in
tunities for students to collaborate through
CSR investments. They think that only investors who want to be involved should participate. These
In small groups of three or four, come up with specific answers to the following questions. Talk through your perspectives
come up with a brief team response. Be prepared to share your ideas with the class.
investors sharing ideas, listening to others’ ideas, and
and would do so with the understanding that the objective is not just to make money but also
to do good. For example, an oil company such as Exxon could establish an alternative-energy
coming up with a cohesive team response to
subsidiary. Exxon would own a controlling stake, but funding would come from new investors
who want to support alternative energy and thus be socially responsible. If the subsidiary was
the assignment.
unsuccessful, the losses would be confined to the new investors. If it succeeded, the profits would
be shared by all shareholders.104

☛ FYI
The 2017 Global 100 Most Sustainable Corporations were most commonly found in the following
$$ FYI. This feature provides tidbits of information from survey countries:

research and extensive databases (e.g., employment statistics) that ● United States: 19 companies
● France: 12 companies
illuminate trends, opinions, and the use of specific HR practices. ● United Kingdom: 11 companies
● Canada and Germany: 6 companies
● Netherlands: 5 companies105

Corporate Sustainability
Corporate sustainability has evolved from the more traditional view of CSR. According to the
    xv
World Commission on Environment and Sustainability, the narrow definition of sustainability
is, “meeting the needs of the present without compromising the ability of future generations
to meet their own needs.”106 The Dow Jones World Sustainability Index (DJSI) provides a
good working definition of this term. They define it as, “An approach to creating long-term
shareholder value by embracing opportunities and managing risks deriving from economic,
xvi    PREFACE

Updates to the 15th Edition

There are three significant updates made to this edition of the textbook; revised learning objec-
tives, updates to HRM practices, and new content in the majority of special features. First, the
learning objectives in each chapter have been revised to be consistent across chapters (there are
now six learning objectives per chapter with the exception of chapter 1) in order to better inte-
grate the chapter material together in a more effective manner to improve learning.
Second, there are substantial updates that highlight evolving HRM practices, statistics, and
business professionals’ perspectives. For instance, Chapter 7 (performance management and per-
formance appraisal) includes a section on trends in performance appraisal practice. In a nutshell,
some companies are providing performance feedback more frequently and as needed on a less
structured basis rather than putting off providing feedback until structured annual reviews are
given. This section also addresses the pros and cons of this more contemporary thinking as well
the same of longstanding approaches to provide students a balanced view.
Third, fifty percent of the Ethics Dilemma and fifty percent of the Incident features are new.
Business ethics are sets of guiding principles that influence the way individuals and organiza-
tions behave within the society that they operate. Analysis of the incidents, which depict realistic
scenarios, requires interpretation and proposed actionable responses. Many new Watch It! videos
appear throughout this edition.

Solving Teaching and Learning Challenges

Increasingly, students expect to see the applicability of their coursework to life and work after
graduation. When the connection is not clear to students, many may lose interest and, perhaps,
choose to do as little as possible to earn a good enough grade on quizzes and exams. How the
author conveys content and the choice of pedagogical features can pique interest in the subject
Business Ethics, Corporate Social matter and enhance learning and development of seven critical employability skills, which I have
PART 1 • discussed
34 SETTING THE STAGEin the Developing Employability Skills section in Chapter 1.
Responsibility, and Sustainability I approach the study of HRM in a realistic, practical, interesting, and stimulating manner.
2.2 Explore human resource Creating an Ethical Culture and a Code of Ethics
I focus on showing how HRM is practiced in the real world. Throughout the book, you will
management’s (HRM) role in Ethics is an important component of an organization’s culture. And it’s turning out to be more
see and
creating an ethical culture examples
a keyof for how organizations
organizations to conduct practice HRM. In explaining a concept, I often quote HRM
LEARNING OBJECTIVES After
code of ethics. completing this chapter, students should be able to: business in an ethical fashion. Why? The public insists on it.
professionals and other
Customers call for it.business professionals,
Most companies yet allhaveHRM
that take ethics seriously a code ofdiscussion is based on sound
ethics that codifies
ethical principles and guides employees to behave ethically. Let’s explore HR professionals’ roles
2.1 Discuss what ethics means and the theoretical
2.4 Explainconcepts
the concepts and
and practice.
practices Where appropriate,
in facilitating ethical cultures and codes of ethics. the strategic role of HRM is apparent in
sources of ethical guidance. related to corporate social responsibility
the discussion
and corporate
of each major
sustainability.
HRM function. In addition, I show how HRM topics are related
2.2 Explore human resource management’s to other HRM Ethical Culture
topics. For instance, a firm that emphasizes recruiting top-quality
once said, “Always do right. This will gratify some people and astonish the rest.”37
candidates but
(HRM) role in creating an ethical culture 2.5 DescribeMark Twain
a social audit.
and a code of ethics. neglects to This provide satisfactory
is certainly good advice forcompensation
both employees and is employers
wastingif time,
the firmeffort, and money.
wants to create an If a firm’s
2.3 Define human resource ethics. compensation system
ethical pays that
culture. Saying below-market
a company has anwages, the and
ethical culture firm will
having onealways
may be two bediffer-
hiring and training
ent things. Culture is concerned with the way people think, which affects the way that they act.
new employees Changing an organization’s culture thus requires modifying the common way of thinking of itsBesides this one
only to see the best leave for a competitor’s higher wages.
example, the interrelationship
members. 38
Organizations withof HRM practices
strong ethical cultures set in atodynamic
take steps business
ensure that their standardsenvironment will
are widely accessible, promoted, and followed by their leaders and employees.39 For example,
MyLab Management become more obvious as these topics are addressed throughout the
the Volkswagen debacle was not supposed to happen. The Volkswagen Code of Conduct was 24
book. These interrelation-
Improve Your Grade! ships are also pagesshown
long andtohadbea important as organizations
foreword by Martin Winterkorn, who wasoperate
then thewithin
company’s the global
CEO, and environment. I
other top executives saying, “We stand for respectable, honest, and actions in everyday business
If your professor is using MyLab Management, visit included several features
www.pearson.com/mylab/management that appear in the textbook and MyLab, designed
that are in accordance with rules, and we commit ourselves to the following Code of Conduct.”40
to enhance student
for videos, simulations, and writing exercises.
learning by Even actively
with theengaging
ethical code,students.
it is apparent that Volkswagen’s top management pursued business
as usual.
One way for a firm to create and sustain an ethical culture is to audit ethics, much like a
company audits its finances each year. Learn
41 It Practice
An ethics audit is simply a systematic, independent,
Learn It
and documented
If your professor has chosen to assign this, go to www.pearson.com/mylab/management process for Students
obtaining evidencecan be assigned
regarding the status ofthe Chapter Warm-Up before
an organization’s
ethical2 culture. It. takes a closer look at a firm’s ethical culture instead of just allowing it
to see what you should particularly focus on and to take the Chapter Warm-Up coming to class. Assigning these questions ahead of time
to remain unexamined. An ethical culture is made up of factors such as ethical leadership,
accountability, and values. The climatewill ensure
with that students
top management are coming
is fundamental to class prepared.
to a company’s
ethical culture.42 Ethical leadership begins with the board of directors and CEO and contin-
ues to middle managers, supervisors, and employees.43 Building an ethical culture that lasts
Watch It Videos
requires a foundation of practices that continue even when leaders change.44 The following
Watch It video illustrates how employees and members of management are brought together
Recommends a video clip that can be assigned to students for outside classroom viewing or that
to enact a change within the company. Their goal is to limit the negative environmental
can be watched in ofthe
impacts classroom.
their company as much Theasvideo corresponds
possible by applying theto the
best chapter
practices material
concept to their and is accompa-
everyday
nied by multiple activities.
choice questions that reinforce student’s comprehension of the chapter content.

Watch It 1
If your instructor has assigned this, go to www.pearson.com/mylab/management to watch
a video titled Patagonia: Ethics and Social Responsibility and to respond to questions.

According to the Corporate Executive Board in Arlington, Virginia, companies with weak
ethical cultures experience 10 times more misconduct than companies with strong ethical cul-
tures.45 In workplaces with a strong ethical culture, only 4 percent of employees feel pressure
 support of minority enterprises, pollution control, corporate giving, involvement in selected com-
munity projects by executives, and a hard-core unemployment program. The ideal social audit
would go well beyond a simple listing and involve determining the true benefits to society of any
socially oriented business activity.
PREFACE    xvii

Try It!
Try It Mini Simulations
If your instructor has assigned this, go to www.pearson.com/mylab/management to Recommends a mini simulation that can be assigned to stu-
complete the Management & Ethics simulation and test your application of these concepts
when faced with real-world decisions. dents as an outside classroom activity or it can be done in the
classroom. As the students watch the simulation they will be
46 PART 1 • SETTING THE STAGE asked to make choices based on the scenario presented in the simulation. At the end of the simula-
tion the student will receive immediate feedback based on the answers they gave. These simula-
Key Terms tions reinforces the concepts of the chapter and the students’ comprehension of those concepts.
ethics 29 corporate social responsibility corporate sustainability 39 CHAPTER 2 • BUSINESS ETHICS, CORPORATE SOCIAL RESPONSIBILITY, AND SUSTAINABILITY 39
code of ethics 35 (CSR) 39 social audit 44
human resource ethics 36
ves HR BLOOPERS

HR BlooperswhatExercises
ethics means and the sources of ethical and compliance a process for determining how employees
Sales Incentives at Pinser Pharmaceuticals
Ethics is the discipline dealing with MyLabis Management are compensated.
HR Bloopers present
If your scenarios
instructor is
3. Definethat human
using MyLab Management describe
resource ethics. Human resource ethics is Quarterly sales reports are in at Pinser Phar-
, go to www.pearson.com/mylab/ Apparently, many of the sales representatives are using some of

management to completethe theapplication of ethical principles

icon . to HR relationships
maceuticals and andBen Ross looks forward to sharing the reports with their own extra earnings to earn the favor of the doctors. Gifts, dinners,
potential mistakes that may occur in
problems marked
activities. HR
with this the sales team. As a compensation analyst, Ben calculates sales and other incentives are provided to the doctors to encourage them to
commissions for the sales representatives, and high sales mean big write Pinser prescriptions. At first he thought there might be a problem
practice. Questions that4.follow Explain thein concepts
MyLab and practices related paychecksfor
to corporate the team. The sales representatives receive incentive pay
bonuses based on how many times doctors in their sales territory pre-
with this practice, but Ben knows that Pinser has a Code of Ethics and
provides ethics training to all employees, so the sales representatives
social responsibility and corporate sustainability. Cor-
Management provide students with the
porate social responsibility is the implied, enforced,
scribe Pinser drugs. The number of prescriptions has increased with
several of theorpopular drugs Pinser makes and the sales representatives
must know that their practices are acceptable. Ben understands that
this is just the way business is done, and Ben’s job is just to make sure
Questions for Review
opportunity to test their understanding and acting in their official
felt obligation of managers, that have the doctors writing the most prescriptions stand to benefit
capac- they get paid what they have earned.
significantly. Ben knows that they have steep competition on some of
2-1. What are ethics and business ethics? ity, to serve or protect2-the 7. What
interests
are theofareas
groups other
in which HRthan
professionals can have
recall
2-2. Whatofare the chapter
some sources Forof material
ethical guidance? based on the a major impact
themselves, and corporate sustainability focuseson
their
ethics?
products,
ahead of
but he has also heard
oncompetitors.
the
some rumors about how they stay

information
2- 3. What laws have contained in the
been passed to legislate scenarios.
ethics?
possible
2-4. Why is it important to have a code of ethics?
future impact
2- 8. What is corporate social responsibility?
of an organization on society, includ-
2-9. What does corporate sustainability mean?
vior. 174 the PART 2If •your professor has assigned this, go to www.pearson.com/mylab/management to complete the HR Bloopers exercise and test your ap-
2-5. Regarding business ethics, what does theing social welfare, the economy,
What areandsome of environment.
STAFFING
statement 2-10. the plication
practices of companies
these conceptscan
whenusefaced
to with real-world decisions.
“what you reward is what you get” mean? According to the World Commission on Environment and
promote sustainability?
An ethi-
2-6. What are HR ethics? Sustainability, the narrow definition of sustainability is,
“meeting the needs of the present without compromising ET HI CS D I L EMMA from more than 120 people from departments across the organization, including legal, human
, and values. The climate at the top is funda- the ability of future generations to meet their own needs.”
Personalorganizations Inventory
resources, IT security, and records management.80
Assessments
y’s ethical culture. Ethical leadership In recent years, sustainability has been expanded to include Hiring withU.S.Incomplete Information
Ethics training for global is more complicated than preparing the training for

1994, LRN The

employees. One must also train for the country in which the global company operates. Since
has helpedPersonal
15 million people atInventory Assessment feature,
the social, economic, environmental, and cultural systems
PREPARING FOR MY CAREER needed to support an organization. Roberta Blythe recently opened a new business
700 companies across the world simultaneously
Roberta decided to streamline the process. Dropping background
navigate legal and regulatory environments and foster ethical cultures.81 A few of their customers
P I A Personal Inventory Assessment 5. Describe a social audit. A socialservice
named “Assisting You.” The company is a referral
audit providers
is a systematic
agency,
include CBS, included
matching
Dow Chemical, in
checks
eBay, 3M,most
would
and chapters,
reduce
Siemens.theChris time by gives
waitCampbell, 15creative students
days. Feeling
director intense
at LRN, the
pressure
with customers who have home says, projects. Roberta’s to succeed, Robertaofbegan hiring providers withoutneedfirsttoconducting
even when leaders change. assessment of a company’s activities
An additional Personal Inventory Assessment can be found on MyLab Management.
in terms
strategy is to of its
build a social
large clientele quickly by offering opportunity
“Localization
lower
is as important
prices backgroundfor
as the accuracy
self-assessment
checks.
able to connect in a way that is believable to them.” 82Roberta feels confident inand
the translation process. Learners
her personal
decision
be
because
establishes the rules that the organi- impact.
Ethical Leadership
es by. Only a few companies have made ethics Assessment
and shorter wait times than the competing agencies. Before long, cli-
ents’ requests began coming in faster than she could meet them on
reflection.she Understanding yourself and finding
has heard about many of the service providers, but certainly not all.
6-22. What would you do?
2.4 you’ll
Organizations need ethical leadership from all employees, but especially from managers. In this PIA, Explain see
the concepts
how much and thoughtCorporate Social Responsibility and Sustainability
your voice
a timely basis. Also, the recruiting and selection process from start to
will help you approach situations
6-23. What factor(s) in this ethics dilemma might influence a person
finish increased from related
practices 30 days to 50 days. Desperate
to corporate totomeet
Related demand,
ethics to make asocial
are the concepts of corporate less-than-ethical
responsibilitydecision?
and corporate sustainability.
and effort goes into being ethical in your workplace behavior. social responsibility and corpo-
rate sustainability.
within
Corporate social and(CSR)
responsibility outside theenforced,
is the implied, employment setting
or felt obligation of managers, with
acting in their official capacity, to serve or protect the interests of groups other than themselves,
and corporategreater confidence.
sustainability focuses on the possible future impact of an organization on society,
corporate social responsibility including social welfare, the economy, and the environment. CSR and corporate sustainability
(CSR) differ from ethics in an important way. Ethics focus on individual decision making and behavior
Implied, enforced, or felt
and the impact of ethical choices on employee welfare. As noted, CSR and corporate sustainability
HRM Is Everyone’s Business ETHICS DILEMMA obligation of managers, acting
HRM Is Everyone’s Business
in their official capacity, to serve
consider the broader impact of corporate activities on society.
Ethics, CSR, and corporate sustainability are everyone’s business. HR professionals par-
CHAPTER 3 • EQUAL EMPLOYMENT OPPORTUNITY, AFFIRMATIVE ACTION, AND WORKFORCE the interests of 85
or protectDIVERSITY groups
As noted earlier, HRMQuandary
A Selection Is Everyone’s In Chapter other
5, we explained
than themselves.the role of HRticularly concern themselves with establishing policies to promote ethical behavior and discour-
professionals and managers in the recruitment process. Together, identified the best
age unethical behavior. In addition, the HRM function’s leadership works with other executive
approaches to building a pool of qualified candidates. Now,training
it’s time to make for
selection (hiring) decisions. Successful selection
Business explains how HR professionals
Action checklist for managers and HR—understanding and applying
You are being promoted to a new assignment to Randy if the feelings
the legal
decisions
of the are based
other
landscape
corporate
workers
Concerns
sustainability
on possible
with the
keptcollaboration
him
leadership
between
from getting
future
to identify
HR professionals
positive contributions
opportunities
and hiringand
to these objectives
educating
managers
developingwho
employees about how
bring complementary
performance-based
they may make
expertise
pay programs that and
HR takes the lead
and managers throughout the organization
within your company, and your boss has asked you to nominate one
of yourWork with the as
subordinates legal
yourdepartment
replacement. to conduct training
The possible sessions
candidates
a deserved promotion.
aredesigned to educateshould
responsibility managers
At
be to on
the same
some
maintain onof
time,
impact of
the
society,
the
you
an
most
feel that
organization
perspectives to the task. HR professionals
important
including
productivity social
of
your primary areemployee
align experts performance
on every aspect
the work unit. Ifwith their staffing needs.
of the
with CSR andselection process (e.g.,
social responsibility goals.reliability and validity), and
hiring managers are most well-acquainted
work together to address important work-
Randylegislation
Carlton, who
Conductnot
who, though
thatiswill
anasaudit
governmore
obviously employee-related
qualified, andactions
to identifyis potential
experienced, much betterfor liked
James (e.g.,
disparate
by theimpact;
Civil Rights
Mitchell, your Acts,
disparate
workers.
formerADEA,
divisionand
impact training
reputation,
fellADA).
apart after
is conducted
not to mention
welfare, the economy,
your departure,
environment.
to ensure that managers
the company.
it and
wouldthehurt your

Action checklist for managers ☛and HR—understanding and applying selection concepts
place issues. This feature highlights some
andisother
If Randy givendecision
acceptConsider
him as their leader.
makers you
the promotion,
private sector
James,
are aware
companies
are notofcertain
the pitfalls.
that hold
on the other
the workers will
hand,government
2-11. What would you do?
contracts 2-
is a hard worker to12.
understand whatand
What factor(s) in thismethods
additional standards
ethics dilemmamay be placed
might
FYI
influence a person ● Eighty-eight percent feel their job is more fulfilling when they are provided opportunities to make
of the specific connections between man-
and ison them
well because
liked of their relationship
and respected by the others,withincluding
the federal government.
Randy. As to make a less-than-ethical
HR takes the decision?
lead a positive impact on social or environmental issues.83
Provide
you labor over legal updates you
the decision, to managers
think about because legislation
how unfair is changing
it would be quickly (particularly in these times). Many law firms
agers and HR professionals, and the reality
provide these services via pro bono teleconferences. In-house employment lawyers can also Review
provide
considered.
thethese
appropriate
For
updates. For
example,
guidelines for evaluating applications and résumés. Communicate what should and should not be
some people list birthdate or marital status on their résumés and this information should never be
instance, we learned in this chapter that the EEOC considers treating gay, lesbian, bisexual, and transgender employees less
that HR activities are never performed in
favorably than others as a form of sex discrimination under the Civil Rights Act of 1964. considered when formulating interview questions or making the selection decision.
Make sure that the legislative necessities create a starting point for establishing company policy Discuss
and notwhether
merely the testing will add useful information for making more accurate selection decisions.
justifica-
isolation.
tion for doing the bare minimum. Review the guidelines for conducting effective interviews and coordinate the types of interview questions that will be asked
Managers take the lead by HR and the questions that will be asked by managers.
Speak openly about the importance of mutual respect and lead by example. HR professionals conduct background checks.
Identify employees who fall into a group addressed specifically by law or company policy (e.g.,HRADA)professionals
which mayshare their evaluations of the job candidates, and inform managers whether the results of the background
be a new
check warrant
experience for you to work with as a manager (e.g., in most jobs, you will have more experience working further consideration.
with minority
employees than disabled employees or transgender employees).
Encourage employees to discuss in confidence with managers and HR professionalsManagers any concernstake thehave
they may leadabout
Review
instances of possible illegal discrimination whether it be about themselves or out of concern for the top candidates
their coworkers. It is impor-with HR after prescreening applications and résumés.
tant to provide a safe haven for employees who come forward. If testing is considered relevant, explain the minimum performance standards expected of successful employees.
Share interview questions with HR to ensure job-relatedness.
Consider all the job-related information and discuss whether a job offer should be made.
HRM by the Numbers
Detecting Adverse Impact
An additional HRM by the Numbers exercise can be found on MyLab Management. HRM By The Numbers Exercises
HRM by the Numbers
Adverse impact usually takes place when an employment decision, practice, or policy has a disproportionately negative effect
on a protected group. HR professionals rely on the “four-fifths” or “80 percent” rule to judge whether adverse impact may have
As noted earlier, HRM by the Numbers provides an excel-
occurred. Consider the situation for men and for women: Measuring Selection Outcomes lent opportunity to sharpen problem solving skills through
Sex Total Applicants Selected Applicants Selection Rate the analysis
An additional HRM by the Numbers exercise can be foundof numerical
on MyLab Management.
data, creating the foundation
You were hired to develop a new recruitment and selection system to fill marketing assistant jobs. The Vice President of HR
Female
Male
750
1,050
375
450
for quantifying HRM concepts and practices. There are
asked you to calculate various metrics to judge the effectiveness of the system using data from the previous calendar year. You
Total 1,800 825 two data-driven
have the following data to judge the effectiveness exercises per chapter, one in the book
of the selection system:

3-18. Calculate (a) the selection rate for females and (b) the selection rate for males. and both in MyLab Management. Answers are found in
3-19. What is the ratio of the female selection rate to the male selection rate?
3-20. Based on your answer to question 3-19, is there evidence of possible adverse impact? the Instructor’s Manual and in MyLab Management.

Working Together: Team Exercise

In small groups of three or four, come up with specific answers to the following questions. Talk through your perspectives and
come up with a brief team response. Be prepared to share your ideas with the class.
xviii    PREFACE

Working Together Exercise

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

Assisted Graded Writing Questions

These are short essay questions which the students can complete as an assignment and submit to
you, the professor for grading.

MyLab Management
Reach every student with MyLab
MyLab is the teaching and learning platform that empowers you to reach every student. By com-
bining trusted author content with digital tools and a flexible platform, MyLab personalizes the
learning experience and improves results for each student. Learn more at MyLab Management.

Deliver trusted content

You deserve teaching materials that meet your own high standards for your course. That’s why
we partner with highly respected authors to develop interactive content and course-specific
resources that you can trust — and that keep your students engaged.

Empower each learner

Each student learns at a different pace. Personalized learning pinpoints the precise areas where
each student needs practice, giving all students the support they need — when and where they
need it — to be successful.

Teach your course your way

Your course is unique. So whether you’d like to build your own assignments, teach multiple sec-
tions, or set prerequisites, MyLab gives you the flexibility to easily create your course to fit your
needs.

Improve student results

When you teach with MyLab, student performance improves. That’s why instructors have cho-
sen MyLab for over 15 years, touching the lives of over 50 million students. Learn more.

Developing Employability Skills

For students to succeed in a rapidly changing job market, they should be aware of their career
options and how to go about developing a variety of skills. In this book and MyLab, I focus
on developing these skills in the following ways: In this course, and, specifically in this text,
­students will have the opportunity to develop and practice seven important skills based on vari-
ous learning features that are summarized in the matrix and subsequently illustrating some of the
connections between the employability skills and learning features:
PREFACE    xix

Knowledge Business Ethics Information

Critical Application and Social Technology and Data
Communication Thinking Collaboration and Analysis Responsibility Computing Skills Literacy
FYI ✓ ✓
Watch It! ✓ ✓
Try It! Simulation ✓ ✓ ✓ ✓
HR Bloopers ✓ ✓ ✓ ✓
Chapter Review ✓ ✓
Personal Inventory
✓ ✓
Assessment
Ethics Dilemma ✓ ✓ ✓
HRM Is Everyone’s
✓ ✓ ✓
Business
HRM by the Numbers ✓ ✓ ✓ ✓
Working Together ✓ ✓ ✓
Case Incident 1 ✓ ✓ ✓
Case Incident 2 ✓ ✓ ✓

Instructor Teaching Resources

Human Resource Management comes with the following teaching resources.

Supplements available to instruc- Features of the Supplement

tors at www.pearsonhighered.com/
Instructor’s Manual $$ Chapter-by-chapter summaries
$$ Examples and activities not in the main book
$$ Teaching outlines
$$ Solutions to all questions and problems in the book

Test Bank More than 2,000 multiple-choice, true/false, and short-answer questions with these annotations:
$$ Difficulty level (1 for easy, 2 for moderate, 3 for difficult)
$$ Type (Multiple-choice, true/false, short-answer, essay

$$ Topic (The term or concept the question supports)

$$ Learning outcome

$$ AACSB learning standard (Written and Oral Communication, Ethical Understanding and
Reasoning; Analytical Thinking; Information Technology; Diverse and Multicultural Work;
Reflective Thinking; Application of Knowledge; Interpersonal Relations and Teamwork)

Computerized TestGen TestGen allows instructors to:

$$ Customize, save, and generate classroom tests
$$ Edit, add, or delete questions from the Test Item Files

$$ Analyze test results

$$ Organize a database of tests and student results.

PowerPoints Slides include many of the figures and table in the textbook
PowerPoints meet accessibility standards for students with disabilities. Features include, but not
limited to:
$$ Keyboard and Screen Reader access

$$ Alternative text for images

$$ High color contrast between background and foreground colors

xx    PREFACE

Acknowledgments
I wish to give a special thank you to R. Wayne Mondy whose dedication and expertise in the
first 14 editions have positively impacted thousands of students’ educational experiences. I am
thrilled and honored to carry the torch forward in pursuit of doing the same for thousands more.
At Pearson, I wish to thank my editor, Dan Tylman, who provided excellent insights through-
out the preparation of this edition. Many others at Pearson provided excellent advice throughout
the process and project management oversight, including Yasmita Hota, Ashley Santora, Melissa
Feimer, and Stephanie Wall. At SPi Global, I thank Raja Natesan and Nicole Suddeth. In a­ ddition,
student feedback has made this book an invaluable resource. Finally, the support and encourage-
ment of many practicing HRM professionals and faculty members has helped to make this book
possible.

About Joseph J. Martocchio

My interest in the human resource management field began
while I was a junior at Babson College. I found myself want-
ing to practice in the field as well as to become a university
­professor and researcher. I pursued both professional desires
starting with employment at Cameron and Colby (a reinsur-
ance company) in Boston and General Electric’s Aerospace
business group in Valley Forge, Pennsylvania.
I advanced my education in the human resource manage-
ment (HRM) field by earning a master’s degree and Ph.D.
­degree at Michigan State University. My master’s degree en-
abled me to build an even stronger foundation in practice
and my doctoral degree provided me with the skills to con-
duct scholarly research and teach college-level courses. Since
earning my graduate degrees, I have been a professor in the
School of Labor and Employment Relations at the University
of Illinois, Urbana–Champaign and assumed administrative roles as a Provost Fellow, Associate
Dean for Academic Affairs, and Interim Dean. All the while, I have taught a variety of courses in
the HRM field. These include compensation systems, employee benefits, employment systems
(HRM and labor relations), HR planning and staffing, and statistics. I also teach the compensa-
tion and statistics courses online. For many years, I served as the faculty advisor to the student
chapter of the Society for Human Resource Management at the University of Illinois during
which time students earned Merit Awards and Superior Merit awards on multiple occasions.
As a researcher, I have studied a variety of topics that include employee absenteeism,
­employee training and development, compensation systems, employee benefits, and generational
­diversity. My work appears in leading scholarly journals such as Academy of Management Journal,
Academy of Management Review, Journal of Applied Psychology, Journal of Management, and
Personnel Psychology. I received the Ernest J. McCormick Award for Distinguished Early Career
Contributions from the Society for Industrial and Organizational Psychology (SIOP), and I was
subsequently elected as a Fellow in both the American Psychological Association and SIOP.
Following the attainment of this recognition, I served as the Chair of the HR Division of the
Academy of Management as well as in various other leadership roles within that organization.
Besides writing scholarly articles and Human Resource Management, I have two sole-­
authored textbooks: Strategic Compensation: A Human Resource Management Approach
(Pearson Higher Education), which is in its 9th edition, and Employee Benefits: A Primer for
Human Resource Professionals (McGraw-Hill), which is in its 6th edition.
Part One
Setting the Stage
Chapter 1
Human Resource Management: An Overview

Chapter 2
Business Ethics, Corporate Social Responsibility,
and Sustainability

Chapter 3
Equal Employment Opportunity, Affirmative
Action, and Workforce Diversity
 1 Human Resource Management:
An Overview
LEARNING OBJECTIVES After completing this chapter, students should be able to:

1.1 Define human resource management 1.5 Summarize HRM issues for small
(HRM) and the importance of studying it. businesses.

1.2 Describe who performs HRM. 1.6 Identify ways that country culture
influences global business.
1.3 Explain how the HRM function serves
as a strategic business partner and 1.7 Explore essential skills for developing
the elements of the dynamic HRM your career in HR or any other career
environment. path.

1.4 Discuss the role of HRM in building

corporate culture and employer
branding.

MyLab Management
Improve Your Grade!
If your professor is using MyLab Management, visit www.pearson.com/mylab/management
for videos, simulations, and writing exercises.

Learn It
If your professor has chosen to assign this, go to www.pearson.com/mylab/management
to see what you should particularly focus on and to take the Chapter 1 Warm-Up.

2    
 Like many students, you’ve probably had a job (or two) at some time or another while working
on your degree. Your work experiences are likely to have been influenced by the knowledge and
skills of a human resource (HR) manager and your manager. Both HR professionals and manag-
ers work together to recruit and hire the right individuals as well as evaluating and rewarding job
performance. This textbook is about the important work that HR managers accomplish and how
they work with managers and employees to promote a mutually beneficial employment experi-
ence. Mutually beneficial employment experiences can be described by goal-directed managers
who create a positive environment for you to achieve exemplary job performance, which, together
with other employees, will help the company meet its strategic objectives.
This chapter will enable you to describe and understand the human resource management
function and why it is worthwhile to study it. In the sections that follow, we introduce you to the
functions that make up human resource management (HRM) and identify who is responsible for
managing it. Next, we discuss HRM as a strategic business partner and the dynamic role of the
environment that influences HRM practice, followed by considering the role of HRM in building
corporate culture and employer branding. Then, we turn our attention to HRM in small businesses
and the influence of country culture on global business. Finally, we explore essential skills for
developing your career in HR or any other career path.

1.1 Define human resource Human Resource Management: What It is and Why
management (HRM) and the
importance of studying it.
It is Important
Human resource management (HRM) is the use of individuals to achieve organizational objec-
tives. Basically, all managers get things done through the efforts of others. Consequently, manag-
human resource management ers at every level must concern themselves with HRM. Individuals dealing with human resource
(HRM) matters face a multitude of challenges, ranging from a constantly changing workforce to ever-
Utilization of individuals to achieve present government regulations, a technological revolution, and the economy of the United States
organizational objectives. and the world. Furthermore, global competition has forced both large and small organizations to

    3
4    PART 1 • SETTING THE STAGE

be more conscious of costs and productivity. Because of the critical nature of human resource
issues, these matters must receive major attention from upper management.

Why Study HRM?

Many of you plan to seek a career in HRM; others do not. Even if you don’t, HRM is everyone’s
business. Why should you care about studying HRM if you plan to work in accounting, finance,
marketing, operations, or starting your own business? Here are two things to consider. First,
understanding HRM will give you a solid foundation for understanding your rights and responsi-
bilities as an employee. For instance, you will be more informed about whether the employer is
evaluating your performance relative to other employees’ performance or on an absolute standard.
Knowing about the Fair Labor Standards Act primes an understanding about whether you qualify
for overtime pay. The list goes on and on. Just read the book!
Second, at some point in the future, you will probably have the opportunity to supervise
employees or lead a department. When you do, you will need to have the most qualified employees
on your team; and, you will want to ensure that they are achieving exemplary performance by
providing regular feedback and rewarding excellence. Also, when employees are not perform-
ing to standard, you will be responsible for identifying strategies for improvement, perhaps by
recommending participation in a training program or two, or deciding to terminate employment.
You will seek guidance from HR professionals and they will work with you to use appropriate
methods to recruit, select, evaluate, and reward employees. In the end, success in your career will
not only depend on your expertise, but also on having good employees.

Human Resource Management Functions

People who manage HRM develop and work through an integrated HRM system. As Figure 1-1
shows, six functional areas are associated with effective HRM: staffing, human resource devel-
opment, performance management, compensation, safety and health, and employee and labor
relations. These functions are discussed next.
staffing
STAFFING Staffing is the process through which an organization ensures that it always has the
Process through which an
organization ensures that it
proper number of employees with the appropriate skills in the right jobs, at the right time, to
always has the proper number of achieve organizational objectives. Staffing involves job analysis, human resource planning,
employees with the appropriate recruitment, and selection, all of which are discussed in this text.1
skills in the right jobs, at the right Job analysis is the systematic process of determining the skills, duties, and knowledge
time, to achieve organizational required for performing jobs in an organization. It impacts virtually every aspect of HRM, includ-
objectives. ing planning, recruitment, and selection. Human resource planning is the systematic process of

FIGURE 1-1
Human Resource Human Resource
Management Functions Development
ng
ffi
Sta

Co
mp
en

Human
sat

Resource
ion

management
Pe nag
ma
rfo em
rm en
an t
ce

alt d
He y an
h
fet
Sa

Employee and
Labor Relations
Another random document with
no related content on Scribd:
is to say, four-fifths of all these steamers will belong to England. This
will give to us a fleet of ocean steamers outnumbering those of all
the rest of the world combined; and these will always be at our
disposal for, to say the least, the transport of troops, and of the
materials of war. Of the remaining fifth a large proportion will be built
in this country, as our resources and arrangements for the
construction of iron ships and marine engines are superior to those
of any other country.
If, then, it should prove that this forecast of the advantages of the
Canal to us in war is correct, it would seem to follow that, in time of
war, we should be under the necessity of holding it ourselves; or, at
all events, of occupying its two extremities. We should be obliged to
take care that neither an enemy blocked it up, nor a friend permitted
it to go out of repair.
 CHAPTER LX.
CONCLUSION.

Beatus qui intelligit.—Book of Psalms, Vulg.

No one can see anything in Egypt except what he takes with him
the power of seeing. The mysterious river, the sight of which carries
away thought to the unknown interior of the great Continent, where
solar heat, evaporation, and condensation are working at their
highest power, giving birth abundantly to forms of vegetable and
animal life with which the eye of civilized man has yet to be
delighted, and instructed; the lifeless desert which has had so much
effect in shaping, and colouring, human life in that part of the world;
the grand monuments which embody so much of early thought and
earnestness; the contrast of that artistically grand, morally purposed,
and wise past with the Egypt of to-day; the graceful palm, and the
old-world camel, so unlike the forms of Europe; the winter climate
without a chill, and almost without a cloud; all these are certainly
inducements enough to take one to Egypt; but how differently are
they seen and interpreted at the time by the different members of the
same party of travellers; and with what widely different after-thoughts
in each!
And just as many of us are dissatisfied with life’s journey itself, if
we can find no object in it, so are we with the travel to which a
fraction of it may have been devoted, if it be resultless. Should we,
when we look back upon it, be unable to see that it has had any
issues which reach into our future thought and work, it seems like a
part of life wasted. For, whatever a man may have felt at the time, he
cannot, afterwards, think it is enough that he has been amused,
when the excitement of passing through new scenes is over, and he
is again in his home,—that one spot on earth where he becomes
most conscious of the divinity that is stirring within and around him,
and finds that he must commune closely with it.
 But as to particulars: that which is most on the surface of what
Egypt may teach the English traveller is the variety of Nature. It has
not the aspects of the tropics, in which the dark primæval forest, and
tangly jungle, are the predominant features; yet its green palmtufted
plain, and drab life-repelling desert, are a great contrast to our still
hedge-divided corn-fields, and meadows; to our downs, and heaths,
and hills, and streams; and so are its clear sky, and dry atmosphere
to our clouds and humidity. To see, and understand something about
such things ought, in these days, to be part of the education of all
who can afford the time and money requisite for making themselves
acquainted with the riches of Nature; which is the truest, indeed the
only, way to make them our own. In saying this, I do not at all wish to
suggest the idea that in variety, and picturesqueness of natural
beauty, the scene in Egypt is superior to what we have at home. The
reverse is, emphatically, the case. Every day I look upon pleasanter
scenes than any Egypt can show: scenes that please the eye, and
touch the heart more. Nature’s form and garb are both better here.
So, too, is even the colour of her garb. To have become familiar,
then, with the outer aspects of Egypt, is not only good in itself, as an
addition to our mental gallery of the scenes of Nature, but it is good
also in the particular consequence of enabling us to appreciate more
highly the variety and the beauty of our own sea-girt home.
Of course, however, the source of deepest interest in any scene is
not to be found in its outer aspect, but in its connexion with man. If
we regard it with the thought of the way in which man has used,
modified, and shaped it, and of how, reversely, it has modified, and
shaped man, how it has ministered to his wants, and affected the
form, and character of his life; or if we can in any way associate it
with man, then we contemplate it from quite another point of view,
and with quite different feelings. Indeed it would almost seem as if
this was the real source of the interest we take even in what we call
the sublime and beautiful in nature. Man was only repelled from
snow-capped mountains, and stormy oceans, till he had learnt to
look upon them as the works of Intelligent Mind akin to his own.
Conscious of intelligence within himself, he began to regard as grand
and beautiful, what he had at length come to believe Supreme
Intelligence had designed should possess these characteristics. This
is, perhaps, the source of the sentiments of awe, and admiration,
instead of the old horror, and repugnance, with which we now
contemplate cold and inaccessible barrier Alps, and angry dividing
Seas. To Homer’s contemporaries, who believed not that the gods
had created the visible scene, but that, contrariwise, they were
posterior to it, and in some sort an emanation from it, the ocean was
only noisy, pitiless, and barren. And the modern feeling on these
subjects has, of late, been greatly intensified, and become almost a
kind of religion, since men have come to think that they have
discovered that these grand objects were brought into being by the
slow and unfailing operation of certain general laws which they have
themselves ascertained. So that now, to some extent, they have
begun to feel as though they had themselves assisted at their
creation: they stood by, in imagination, as spectators, knowing,
beforehand, the whole process by which Alps and Oceans were
being formed. That they were able to discover the laws and the steps
by which Omnipotent Intelligence had brought it all about, alone and
sufficiently demonstrates the kindredness of their own intelligence. It
is the association of these ideas with natural objects that causes the
present enthusiastic feeling—almost a kind of devotion—they
awaken within us, and which would have been incomprehensible to
the ancients, and even, in a great measure, to our forefathers. They
seem like our own works. They were formed by what is, in human
degree and fashion, within ourselves. We know all about them;
almost as if we had made them ourselves.
Regarded, then, in this way, it is not the object itself merely that
interests, but the associations connected with it. Not so much what is
seen, as what is suggested by what is seen. The object itself affects
us little, and in one way; the interpretation the mind puts upon it
affects us much, and in quite a different way. In this view there are
reasons why the general landscape here, at home, should be more
pleasing to us than it is in Egypt. It is associated with hope, and with
the incidents and pictures of a better life than there is, or ever has
been, in Egypt. I have already said that the natural features are not
so varied and attractive there as here; their value to us, in this
respect, consisting in their difference. But what I now have in my
mind is the thought of the landscape as associated with man; and in
this other respect also I think the inferiority of Egypt great.
The two pre-eminently grand and interesting scenes on this kind in
Egypt, where our Egyptian associations with man’s history
culminate, I have already endeavoured to present to the imagination
of the reader. They are the scene that is before the traveller when he
stands somewhere to the south-east of the Great Pyramid, looking
towards Memphis, and commanding the Necropolis in which the old
Primæval Monarchy is buried, the green valley, the river, and the two
bounding ranges; or, to take it reversely, as it appears when looked
at from the Citadel of Cairo; and the scene, for this is the other one,
which is presented to the eye, again acting in combination with the
historical imagination, from the Temple-Palace of the great Rameses
at Thebes, where you have around and before you the Necropolis,
and the glories of the New Monarchy.
What, then, are the thoughts that arise in the mind at the
contemplation of these scenes? That is precisely the question I have
been endeavouring to answer throughout the greater part of the
preceding pages. My object now, as I bring them to a close, is
somewhat different; it is to look at what we have found is to be seen
in Egypt from an English point of view; with the hope that we may
thus be brought to a better understanding, in some matters, both of
old Egypt and of the England of to-day. This will best be done by
comparing with the Egyptian scenes, which are now familiar to us,
the English scene which in its historical character, and the elements
of human interest it contains, occupies, at this day, a position
analogous to that which they held formerly. These are subjects that
are made interesting, and we may say intelligible, more readily and
completely by comparisons of this kind than by any other method.
Anatomical and philological comparisons do this for anatomy and
philology, and historical comparisons will do the same for history. We
shall come to understand Egypt not by looking at Egypt singly and
alone, but by having in our minds, at the time we are looking at it, a
knowledge of Israel, Greece, Rome, and of the modern world. Each
must be set by the side of Egypt.
 We will come to ourselves presently. We will take Israel first. It
proposed to itself the same object as Egypt, that of building up the
State on moral foundations, only it had to do its work under
enormous disadvantages. Considering, however, the circumstances,
it attained its aims with astonishing success. We must bear in mind
how in the two the methods of procedure differed. So did their
respective circumstances. Egypt had the security which enabled it
freely and fully to develop and mature its ideas and its system. This
precious period of quiet was no part of the lot which fell to Israel. It
had to maintain itself and grow up to maturity under such crushing
disadvantages as would have extinguished the vitality of any other
people, except perhaps of the Greeks, the periods, however, of
whose adolescence and manhood were also very different from
those of Israel. At those epochs of their national life they had
freedom, sunshine, and success. Israel, on the contrary, had then,
and almost uninterruptedly throughout, storm and tempest;
overthrows and scatterings. The people never were long without
feeling the foot of the oppressor on their necks. Still they held on
without bating one jot of hope or heart; and by so doing made the
world their debtors, just as did the Egyptians, the Greeks, and the
Romans. Regarding the point historically, we cannot say that one did
this more than another; for, where all are necessary, it would be
illogical to affirm that one is greater or less than another. Neither the
seeing nor the hearing, we are told, can boast that it is of more
importance than the other; for, were it not for the seeing, where
would be the hearing? and, were it not for the hearing, where would
be the seeing? In the progress of man the ideas, and principles, and
experience contributed by each of these constituent peoples of
humanity were necessary: and if the contribution of any one had
been wanting, we should not be what actually we are; and that
something that we should be then would be very inferior to what we
are now. We could not dispense with the gift of any one of the four.
Egypt gave letters, and the demonstration of the fact that morality
can, within certain limits, be deliberately and designedly shaped and
made instinctive. Greece taught the value of the free development of
the intellect. Rome contributed the idea of the brotherhood of
mankind, not designedly, it is true, but only incidentally, though yet
with a glimmering that this was its mission. Without Rome we might
not yet have reached this point. Israel taught us that, if the aims of a
State are distinctly moral, morality may then be able to maintain
itself, no matter how great the disadvantages, both from within and
from without, under which the community has to labour; and even
when morality is unsustained by the thought of future rewards and
punishments: a lesson which has thrown more light on the power the
moral sentiments have over man’s heart than perhaps any other fact
in the history of our race.
I bow down before the memory of the old Israelite with every
feeling of the deepest respect, when I remember that he abstained
from evil from no fear of future punishment, and that he laid down his
life for truth and justice without any calculation of a future heaven. In
this view the history of the world can show no such single-minded,
self-devoted, heroic teachers as the long line of Hebrew Prophets.
They stand in an order quite by themselves. Socrates believed that it
would be well with him hereafter. They did not touch that question.
Sufficient unto them was the consciousness that they were
denouncing what was false and wrong, and that they were
proclaiming and doing what was true and right.
We will now turn to the Greeks. The interest with which they
contemplated the antique, massive, foursquare wisdom of Egypt is
well worthy of consideration. It is true they did not get much from
Egypt, either in the sphere of speculation or of practice: still for them
it always possessed a powerful attraction. The reason why it was so
is not far to seek. The Egyptians had done great things; and they
had a doctrine, a philosophy of human life. This was that
philosopher’s stone the Greek mind was in search of. And they
inferred from the great things done by the Egyptians (and this was
not a paralogism) that there must be something in their doctrine. In
fact, however, they learnt little from Egypt: for if it was the cradle,
Greece itself was the Holy Land of Mind. Nor was it possible that
they could learn much from it, for the two peoples looked upon
society and the world from quite different points of view. Greece
acted on the idea that in political organization, and in the well-being
of the individual, man is the arbiter and the architect of his own
fortune. Egypt acted on the supposition that these things rested on
an once-for-all heaven-ordained system. Greece believed that truth
was to be discovered by man himself, and that it would, when
discovered, set all things right; and that freedom, investigation, and
discussion were the means for enabling men to make the needed
discovery. Egypt thought that truth had been already communicated;
and that freedom, investigation, and discussion could only issue in
its overthrow. What Greece regarded as constructive, Egypt
regarded as destructive. It could not therefore learn much from
Egypt.
Rome we will now set by the side of Egypt. It will bring the two into
one view sufficiently for our purpose, if we endeavour to make out
what Germanicus must have thought of old Egypt, when he was at
Thebes. He must often have compared it with Rome; in doing which
he could, of course, only view it with the eyes of a Roman. And the
time for such a comparison had arrived, for the work of Rome, and
the form and pressure of that work upon the world, were then
manifesting themselves with sufficient distinctness. What he was in
search of was light that would aid him in governing the Roman world.
Probably he came to the conclusion that the wisdom of Egypt could
be but of very little use to him. The aim of Egypt had been all-
embracing social order, maintained by morality, compacting the
whole community into a single organism, in which every individual
had his allotted place and work, neither of which he could see any
possibility of his ever abandoning, or even feel any desire to
abandon. Egyptian society had thus been brought, through every
class and member, to do its work with the regularity, the smoothness,
the ease, the combined action of all its parts, and the singleness of
purpose of a machine. I need hardly repeat that they had understood
that the morality by which their social order was to be maintained
must be instinctive, and that they had made it so. The difference
between them and other people in this matter was, that they had
understood distinctly both what they wanted for their purpose, and
how to create what they had wanted. Germanicus must have been
aware, if he had seen this point clearly, that no government could
frame the general morality of the Roman Empire; and that the single
moral instinct upon which he would have to depend, if he could
create it, must be the base and degrading one of obedience and
submission brought about by fear. No attempt could be made, in the
world he expected to be called to govern, to cultivate an all-
embracing scheme of noble and generous, or even of serviceable,
morality. Much, indeed, of what was best would have to be
repressed, and stamped out, as hostile and subversive; as, for
instance, the sentiment of freedom, and the consciousness that the
free and full development of a mans inner being (in a sense the
Athenian and the Christian idea) is the highest duty. He would have
to provide not for what would encourage his future subjects to think
for themselves, and to make themselves men, but for what would
indispose them to think for themselves, and would make them only
submissive subjects. He had to consider how many abundant and
virulent elements of disorder, discontent, and corruption could be
kept down: under such a system an impossible task. These evil
growths of society had, each of them, been reduced to a
manageable minimum, spontaneously, by the working of the
Egyptian system; but, under the circumstances of the Roman world,
they were inevitably fostered and developed. The application,
however, of the Egyptian system to that world was out of the
question and inconceivable. So, here, Egypt could give him no help.
It could not show him how he could eliminate or regulate these evils.
He would not be able to get rid of the elements of discord and
discontent in the Egyptian fashion, by creating such instincts of order
and submission as would dispose every man to accept the position
in which he found himself as the irreversible appointment of Nature.
Nor, again, would he be able to counteract social corruption, in the
Egyptian fashion, by making virtue the aim of the state, of religion,
and of human life.
There were also two other problems to the solution of which he
would have to attend. How was the ring of barbarians that
beleaguered the Empire to be kept in check? and how was the
enormous military force that must be maintained for the internal, as
well as the external, defence of the Empire to be prevented from
knowing, at all events from using for its own purposes, its irresistible,
unbalanceable power? For doing every thing of every kind he had to
do, he had but one instrument, and that was force, law being
degraded into the machinery through which that force was to act;
and being also itself at discord with much that was becoming the
conscience of mankind, that is, at discord with its own proper object.
He could make no use of the Egyptian instruments, those, namely, of
general morality, of religion, and of fixed social order. The task,
therefore, that was before him, however strong the hand and clear
the head might be which would have to carry it out, was ultimately
hopeless. For one of two things must happen: either men must rebel
against the order he would have to maintain, and overthrow it, or it
must corrupt and degrade men. For, in the long run, nothing but law
and religion, both in conformity with right reason, and aiming at
moral growth, can govern men; that is to say, government must aim
at human objects, to be attained by human means. Men, of course,
can be controlled otherwise, as, for instance, by armed force, the
only means that would be at the disposal of Germanicus; but then
the product is worthless. Egypt, therefore, could give him no
assistance. It could only tell him that the task before him was to him
an unattainable one. It was not the one the Egyptians had taken in
hand, nor could it be carried out by Egyptian means. A great fight
had to be fought out in the bosom of Roman society, and under such
conditions that its progress and issue would be the ruin and
overthrow of society, as then constituted.
We all know that the man who, in a period of dearth, withholds his
corn for a time, is thinking only of himself, though it eventually turns
out that what he did was done unintentionally for the benefit of the
community: a law, above and beyond him, had been working through
him, and shaping his selfish act so that it should contribute to the
general good. So was it with the Roman Empire. It subjugated and
welded together all people merely to satisfy its own greed, but in so
doing it had further unfolded and advanced the world-drama of
human history. When it had played out its part, it was seen that that
part could not have been dispensed with, because, though so hard
for those times, it was essential to the great plot, for it was that that
had given birth to, and brought to maturity, the sentiment of the unity
and brotherhood of mankind.
 And now at last we come to ourselves. All, including Egypt, have
become teachers to us. We are the inheritors of the work of all. To us
—and how pleasant is it to know this—the wisdom even of old Egypt
is not quite a Dead Sea apple, something pretty to look at, but inside
only the dust of what had been the materials of life. We can feel our
connexion with Egypt, and that we are in its debt; and we shall not
be unworthy of the connexion, and of the debt (a true debt, for we
are benefited through what they did), if we so make use of them as
that those who shall come after us shall have reason to feel that
they, too, are, in like manner, debtors to ourselves. Inquiries of this
kind enable us to discover what are the historical, which means the
natural and actual, bases of our own existing civilization.
What we now have to do is to compare ourselves with old Egypt.
Things of this kind become more intelligible when made palpable to
sense by being taken in the concrete. We have looked on the scenes
in Egypt which are invested with an interest that can never die,
because it is an interest that belongs to the history of humanity. By
the side of them we must set the scene in the England of to-day,
which holds the analogous position. Of course it must be in London.
And as it must be in London I know no better point at which we can
place ourselves than on the bridge over the Serpentine, with our
back upon Kensington, so that we may look over the water, the
green turf, and the trees to the towers of the old Abbey and of the
Palace of Westminster. The view here presented to us is one which
obliges us, while looking at it, to combine with what is actually seen
what we know is lying behind and beyond it. It is not a scene for
which an otiose glance will suffice, because it is precisely the
connexion between what is before the eye, and what is to be
understood, that gives it its distinguishing interest.
What is immediately before you, in its green luxuriance of turf and
leaf, is peculiarly English; you might imagine yourself miles away
from any city, and yet you are standing in the midst of the largest
collection of human beings ever brought together upon the earth:
what is around you is hardly more the capital of England than of the
world. Strange is it to find yourself in the midst of such an
incomprehensible mass of humanity, and yet at the same time in the
midst of a most ornate scene of natural objects—water, trees, turf.
Just as in the Egyptian scenes, where the interests of its history are
brought to a focus, the preponderant objects presented to the eye
are graves and temples in the desert, which tell us of how religious
and sombre a cast was the thought of the Egyptians, who could see
nothing in the world but God, and could regard life only in connexion
with death; so here, too, we find, as we take our stand in the midst of
this English world-capital, that we can see nothing of it; that it is hid
from our eyes by the country enclosed within it. This alone tells us
something about the people. It intimates to us that those who have
built this world-wonder have not their heart in it; that it is against the
grain for them to be here: they do not love it: they do not care to
make it beautiful: that, unlike their Latin neighbours, they are not a
city-loving people; that the first and strongest of their affections are
for the green fields, the wavy trees, and the running streams; and
that they have, therefore, reproduced them, as far as they could, in
the midst of the central home of their political life, to remind them of
what they regard as the pleasanter and the better life. But it is
strange that this very fondness for rural life is one of the causes that
have contributed to the greatness of this city. It has been the love of
Nature, and the hardihood of mind and body the people have
acquired in their country life, which have disposed them to go forth to
occupy the great waste places of the earth; and so have helped in
enabling the Nature-and-country-loving English race to build up an
Empire, out of which has grown this vast, but from the spot where we
are standing in the midst of it invisible, city.
Each also of the two great buildings, whose towers are seen
above the trees, has much to tell us about ourselves. There is the
old Abbey, reminding us of the power religion has had and will ever
have over us, though not now in the Egyptian fashion of something
that has been imposed upon us, but rather of something that is
accepted by us; and of our determination that it shall not be
constructed out of the ideas and fixed for ever in the forms which
belong to ages that, in comparison with our own really older and
riper times, had something to learn, and not everything to teach. It is
precisely the attempt to invest Christianity with Egyptian aims and
claims, fixity and forms, which is arraying men’s minds and hearts
against it; and, in some parts of Christendom, making the action of
society itself hostile to it. It is this attempt which is in a great measure
depriving it of the attractiveness and power it possessed in its early
days when it was rightly understood: though then it was, necessarily,
not only a private care, but one that had also to strive hard to
maintain its existence against the fierce and contemptuous
antagonism of the collective force of the old pagan form and order of
society. If men are now turning away from what they once gladly
received, it can only be because what is now offered to them has
ceased to be what it was then—the interpretation, and expression,
and the right ordering, of all that they knew, and of the aspirations of
their better nature. The phenomenon is explained, if we have reason
for believing that men then regarded Christianity as an honest
organization of knowledge, thought, and morality, for the single
purpose of raising and bettering human life, but now regard it as, in
some measure, their priestly organization for the purpose, primarily,
of maintaining priestly domination, through the maintenance of a
system which was the growth of widely different times and
circumstances.
It cannot be seen too clearly, or repeated too often, that
Christianity did not originate in any sense in priestly thought, but
was, on the contrary, a double protest against it, first in its own actual
inception, which included a protest against priest-perverted Judaism,
and antecedently in the primary conception of the previous
dispensation, which included a protest against priestly Egyptianism;
so that neither in itself, nor in its main historical source, could it
originally have had any priestly or ecclesiastical, but only broadly
human and honestly moral aims.
This will, by the way, assist us in forming a right estimate of the
character of that argumentum ad ignorantiam we have heard so
much of lately, that Protestantism is only a negation of truth, and an
inspiration of the Principle of Mischief. Looking back along the line of
our own religion, we find that Moses, speaking historically, was the
first Protestant; and that the Saviour of the World was, in this respect
also, like unto him. As, indeed, have been, and will be, more or less,
in the corrupt, but though corrupt, yet still, on the whole, advancing
currents of this world, all who are wise and good, and who have the
courage of their wisdom and goodness. It will also assist us to
understand that religion does not mean systematic Theology and
organized priestly domination, which are its degeneration, and into
which the ignorance and carelessness of the mass of mankind, and
the short-sightedness of some, and self-seeking of others, of its
constituted expounders are tending always to corrupt it; but that it
means, above all things, the ideal theory of perfect morality and
virtue, combined with the attempt to work it out practically in human
life, so far as is possible, under the difficulties and hindrances of this
world, supported by the good hope of its actual complete realization
in a better world to come.
The history of old Egypt is very much the history of the character,
working, and fate of the priestly perversion (as we must regard it
now) of religion, even when the attempt is made, as it was in that
case, honestly, and without any violation or contradiction of the
original principles and aims of the religion. As respects the modern
world, the lamentable and dangerous consequences of this
perversion of religion are to be traced, in some form or other, in the
actual moral and intellectual condition of perhaps every part of
Christendom. We see indications of them amongst ourselves in
individuals, and even in classes. The legitimate action of religion has
been in many cases not merely neutralized and lost, but directly
reversed. It ought to generate the instincts that contribute to the
order, the unity, the building up of society; whereas, by aiming at
ecclesiasticism, and endeavouring to retain what is at variance with
its own true purpose, it has given rise to unavowed repugnances, to
fierce antagonisms, to repulsion of class from class, and even
among some of hatred to the very order of Society; that is to say, it
has produced instincts that contribute, and that most energetically, to
disorder, disunion, and the overthrow of Society; proving the truth of
the saying that nothing is so bad as the corruption of that which is
best. Religion is the summa philosophia which interprets,
harmonizes, systematizes, and directs to the right ordering of
Society, and of the individual, all knowledge from whatever source
derived, all true and honest thought, all noble aspirations, all good
affections. Development and growth ever have been, and ever must
be, a law of its existence: nothing else can maintain its continuity.
And as, notwithstanding this necessity of development, its end and
aim must all the while, and for ever, be one and the same,
development and growth do not and cannot mean the overthrow of
religion, as some have told us, and will continue to tell us, but, on the
contrary, the enlargement and strengthening of its foundations, and
the better ordering and furnishing of the superstructure.
The very name of the building before us—The Abbey—reminds us
that, as far as we ourselves are concerned, we have accepted and
acted on the principle of development, adaptation, and correction in
our religion. The old name, belonging to a past order of things, is
evidence that this principle has once been applied; and so it supplies
us with a ground for hope that it will be applied again, whenever a
similar necessity may arise. History, indeed, assures us that this
must be done always, sooner or later, for in all ages and places the
religion of any people has ever been, in the end, what the knowledge
of the people made it; but it makes a great difference whether what
has to be done be done soon, or whether it be done late. If the
former, then the continuity of growth and development is not
interrupted. If the latter, then there intervenes a long period of
intellectual and moral anarchy, of religious and irreligious conflict.
The consequences and the scars of the conflict are seen in what is
established eventually. It is found that some things that were good
have perished; and that some that are not good have become
inevitable.
By the side of the old Abbey rise the towers of the Palace of
Westminster—a new structure on an old site. That which first occurs
to the beholder, who has old Egypt in his thoughts, is its inferiority in
artistic effect to the stupendous but simple grandeur of the Egyptian
Priests’ House of Parliament in the hypostyle Hall of Karnak, with its
entourage of awe-inspiring temples, its vast outer court, and its lofty
propylons. In that hall he had felt that its great characteristic was not
so much its grandeur as its truthfulness to its purpose, of which there
is not one trace to be found in the home of our great National
Council, which one might survey carefully, both internally and
externally, without obtaining the slightest clue for enabling him to
guess for what purpose it was designed. But how grand, I hesitate to
say how much grander, is the history which the site, at all events, of
the building we are looking at brings into our thoughts. It has not
indeed numbered the years of the Egyptian Panegyries. They might
have counted theirs by thousands, while our Assembly counts its by
hundreds. And we must also remember that they assisted at the
birth, and watched by the cradle, of political wisdom. True they
swathed the infant in the bands of a fixed religious system; but, then,
they could not have done otherwise; and what they did, under the
restrictions and limitations which times and circumstances imposed
upon them, was, notwithstanding, good and precious work; and we
comparing that work of theirs with much that has since been done,
and is now doing, see that, though it was crippled and distorted at
every step by their evil necessities, it was done wisely, and well, by
men who clearly understood what they wanted to do, and how it was
to be done. Our Parliament had to do its work under very different
and even opposite conditions. This island—indeed, this part of the
world—was not an Egypt where none but corporations of priests and
despotic rulers could be strong. We could not, on the contrary, be
without chieftains’ strongholds, and strong towns, too. While,
therefore, with us the armed possessors of these strong places
accepted religion, they could resist and forbid ecclesiastical
encroachments, and could thus save Society, through saving the
State, from ecclesiastical domination. They were strong and free,
and so could nurture freedom, instead of standing by and looking on
while it was strangled and buried out of sight. They were, too, the
heirs of Israelite, Greek, Roman, and German traditions; and these
they could keep alive, even without quite understanding them, until
the day came when they might be carried out more fully and
harmoniously; and more might be made of them than had been
possible even in the days, and in the countries, which had given
them birth. That has been the slow but glorious rôle in human history
of these English Parliaments, of which that Palace of Westminster at
which you are looking is the shrine: a spot most sacred in human
history, and which will be closely interesting to the generations that
are to come when time shall have forgot the great Hall of the
Panegyries of Egypt; for the History of the freedom of Religion, of
Speech, and of the Press, of Commerce, and of political and almost
of human freedom itself, is the History of these English Parliaments.
The History, then, of these two buildings throws much useful light
on the history of the later phases of the progressive relations to each
other of the State and of the Church; and of the rights, the duties, the
proper field, and the legitimate work of each. The questions involved
in these points have been answered very differently at different
times, in accordance with the varying conditions of society: but the
answers given have, on the whole, been such as to assist us in
understanding two particulars of importance: first, that the character
of the relation of the two to each other among any given people, and
at any given time, is dependent on the conditions of society, then
and there; on the point knowledge has reached; the degree to which
it has been disseminated; and on the course antecedent events have
taken. (The relation, at any time established, does, of course, re-act
on the conditions which gave rise to it, and so has some effect in
shaping, and colouring, their character in the proximate future.) And,
in the second place, that there is observable, throughout History, if
its whole range be included in our view, a regular evolution and ever-
growing solution of the great question itself.
All the peculiarities, and particulars of the history, of these two
buildings, such, for instance, as that they stand side by side, and yet
are quite distinct from one another; that the Ecclesiastical building is
very old, very ornate, and imposing, and was very costly; and that
the Civil building is modern, but on an old site; that it too was costly,
and is very ornate and imposing, and in its ornamentation and
aspects affects somewhat the Ecclesiastical style; that they are in
the hands of distinct orders of men belonging to the same
community; that the work carried on in them is quite distinct, and yet
that ultimately their respective work is meant to contribute, by
different paths, and with different sanctions, to the same end, that is
to say, the bettering of man’s estate—all this symbolizes with
sufficient exactness the history and character of the conflicts, and of
the relations, past and present, of the Church and of the State
amongst ourselves.
 I am here taking the word Church in its widest, most intelligible,
and only useful sense—and which is the interpretation history puts
on the phenomena the word stands for—that of the conscious
organization of the moral and intellectual forces and resources of
humanity for a higher life than that which the State requires and
enforces. It is untrue, and as mischievous as untrue, to talk of
Religion—that is, the effect on men’s lives of the doctrine which the
Church has elaborated—as if it were something apart, something
outside the natural order of things, something up in the air,
something of yesterday, which has no root in man’s nature, and the
history of which is, therefore, not coincident with the history of man.
Like every thing else of which we have any knowledge, it is the result
of certain causes. And in the case of this effect, of which the Church
is the personal embodiment, the affiliation is distinct and palpable.
Poetry and Philosophy are as much manifestations of it, as what we
call Religion, when we are employing the word in its popular,
restricted signification. They do, indeed, so entirely belong to it that
there could be no advance in Religion, I might almost say no
Religion at all, without them. And, conversely, Religion supplies to
the bulk of mankind all the Poetry and Philosophy that will ever be
within their reach. Poetry (which uses Art as one of its instruments of
expression), dealing with things both objectively, as they appear to
address themselves to us, and subjectively, as they are seen
through the medium of our own sentiments; and Philosophy, dealing
with the ensemble of things as they are in themselves—the two,
working in these ways, and endeavouring to organize sentiment and
knowledge, or, in other words, human thought and the world of
external facts, for the sovereign purpose of nurturing and developing
our moral being, if they do not give rise to Religion, yet have, at all
events, largely contributed towards expanding, purifying, and
shaping it. Every one can see how Philosophy and Poetry
contributed each its part to the construction of the Old Dispensation.
It is equally plain that Christianity originally rested on a profoundly
philosophical view of the Old Dispensation, considered in connexion
with the then new conditions of the world. And it was, precisely,
because the view taken was so profound, because it went so
completely to the bottom of all that then and there had to be dealt
with, that it was felt and seen to be thoroughly true. For the same
reason it was as simple as it was true. And it was because it was so
entirely in accord with man’s nature and history, and with the
conditions on which the world had then entered, that it was
understood to be, and received as, a Revelation from God. This was
the internal evidence. And in the old Classic world, which we can
now contemplate ab extra, and without prepossession, we see that
the only teachers of Religion were first Poetry, and then Philosophy:
at first mainly the former, and afterwards mainly the latter. And thus
were they the means by which the outer world, at all events, was
prepared for Christianity.
If, then, we take the word Church in the sense I am now proposing
(and I am concerned here only with the interpretation History gives of
the phenomenon), it will help us to understand how it happens that
every Church, at certain stages in its career, comes into conflict with
the State, or the State with the Church; and, too, how it happens
that, at certain conjunctures, the action of the State, as it is, is to
restrict and to thwart the action of the Church, as it should be; and
why it is that, in the end, the latter must always carry the day. It will
also lead us to think that in the future the Clergy will not have the
entire decision of religious questions; but that, strange as it may
sound to us, the Poet, the Historian, and the Philosopher will, sooner
or later, be able to make their ideas felt in the discussion and
shaping of these matters. It has been so in the past; and we may
suppose that it will be so again in the future. Even now the lay
Prophet has no insignificant auditory, and it is one that it is growing
rapidly in every element of influence. We have no reason for
believing that the world will be content to leave, for ever, its own
highest affair in the hands of those only whose function, as
understood and interpreted, at present, by the majority of
themselves, is to witness to what were the thoughts of their own
order, in an age when that order thought for mankind; and did so,
sometimes, not in complete accordance with the common heart,
conscience, and aspirations of mankind, certainly not with what they
are now, but rather with what the Church supposed would complete
and strengthen its own system; at all events, always in accordance
with the insufficient knowledge, sometimes even with the mistaken
ideas, of times when the materials supplied by the then existing
conditions of society, and by the then state of knowledge, for the
solution of the problem, were not the same as those supplied by our
own day.
In old Egypt—under the circumstances it could not possibly have
been otherwise—the Church administered, and was, the State: the
State was contained within it. The distinction between things civil and
things religious had not emerged yet. This fact deeply modified the
whole being of the Church. Its resultant colour thus came to be
compounded of its own natural colour and of that of the State. This
primæval phase can never again recur. The increase and
dissemination of knowledge; the idea and the fact of civil as opposed
to ecclesiastical, we may almost say of human as opposed to divine
legislation, and the now thoroughly well ascertained advantage of
the maintenance of civil order by civil legislation, have made the
primæval phase, henceforth, impossible among Europeans, and all
people of European descent. We may add, that it has, furthermore,
become impossible now on account of the higher conception that
has been formed of the duty and of the work of the Church itself.
The Middle Ages present to our contemplation the curious and
instructive picture of a long-sustained effort, made under
circumstances in many respects favourable to the attempt, and
which was attended by a very considerable amount of success, to
revert to and to re-establish the old Egyptian unspecialized identity of
the two. This effort was in direct contradiction to the relation in which
the early Christian Church had placed itself to the State; though, of
course, it was countenanced, apparently, by the early history of the
Hebrew Church, which, like that of Egypt, had necessarily embraced,
and contained within itself, the State, in the form and fashion that
had belonged to the requirements of those times. That it had been
so with it, however, only shows, when we regard the fact, as we can
now, historically, that society, there and then, was in so rudimentary
a condition, that its two great organs of order, progress, and life had
not yet been specialized; the ideas and means requisite for this
advance not having been at that time, among the Hebrews, in
existence.