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Industrial/Organizational
Psychology An Applied Approach

9e
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 Industrial/Organizational Psychology: © 2023, 2016, 2013 Cengage Learning, Inc.
An Applied Approach, Ninth Edition
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Printed in the United States of America

Print Number: 01 Print Year: 2022
This edition is dedicated to my mother-in-law, Joanne
Hicks, who continues to demonstrate a kind spirit in
spite of the complexities of getting a little older.
Brief Contents

Chapter 1
Introduction to I/O Psychology 1
Chapter 2
Job Analysis and Evaluation 35
Chapter 3
Legal Issues in Employee Selection 77
Chapter 4
Employee Selection: Recruiting and Interviewing 117
Chapter 5
Employee Selection: References and Testing 151
Chapter 6
Evaluating Selection Techniques and Decisions 195
Chapter 7
Evaluating Employee Performance 227
Chapter 8
Designing and Evaluating Training Systems 277
Chapter 9
Employee Motivation 315
Chapter 10
Employee Satisfaction and Commitment 351
Chapter 11
Organizational Communication 387
Chapter 12
Leadership 421
Chapter 13
Group Behavior, Teams, and Conflict 455

iv
Chapter 14
Organization Development 495
Chapter 15
Stress Management: Dealing with the Demands of Life and Work 533
Appendix
Working Conditions and Human Factors 575

Glossary 582
References 602
Name Index 648
Subject Index 660

Brief Contents v
Contents

Preface xv

Chapter 1 Introduction to I/O Psychology 1

1-1 The Field of I/O Psychology 2 Considerations in Conducting Research 14
Differences Between I/O and Business Programs 2 1-3 Ethics in Industrial/Organizational
Major Fields of I/O Psychology 3 Psychology 30
Brief History of I/O Psychology 4 On the Job: Applied Case Study: Conducting
Employment of I/O Psychologists 10 Research at the Vancouver (British Columbia)
Educational Requirements and Types of Programs 11 International Airport Authority, Canada 31

Career Workshop: Getting into Graduate School 12 Chapter Summary 32

1-2 Research in I/O Psychology 13 Key Terms 32

Why Conduct Research? 13 Questions for Review 33

Chapter 2 Job Analysis and Evaluation 35

2-1 Job Analysis 36 Determining Sex, Race, and Ethnicity Equity 70
Importance of Job Analysis 36 Career Workshop: Negotiating Salary 72
Writing a Good Job Description 38
On the Job: Applied Case Study: National Board of
Preparing for a Job Analysis 41 Veterinary Medical Examiners 73
Conducting a Job Analysis 48
Focus on Ethics: Compensating CEOs and
Using Other Job Analysis Methods 55 Executives 74
Evaluation of Methods 64
Chapter Summary 74
2.2 Job Evaluation 66
Key Terms 75
Determining Internal Pay Equity 66
Questions for Review 75
Determining External Pay Equity 68

Chapter 3 Legal Issues in Employee Selection  77

3-1 The Legal Process 78 Outcomes of an EEOC Investigation 80
Resolving the Complaint Internally 78 3-2 Determining Whether an Employment
Career Workshop: What to Do If You Feel You Are Decision Is Legal 82
Being Discriminated Against at Work 79 Does the Employment Practice Directly Refer to a
Filing a Discrimination Charge 79 Member of a Federally Protected Class? 82

vi
 Is the Requirement a BFOQ? 92 Unintended Consequences of Affirmative Action
Has Case Law, State Law, or Local Law Expanded the Plans 108
Definition of Any of the Protected Classes? 93 3-6 Privacy Issues 109
Does the Requirement Have Adverse Impact on Members Drug Testing 109
of a Protected Class? 94
Office and Locker Searches 110
Was the Requirement Designed to Intentionally
Psychological Tests 110
Discriminate Against a Protected Class? 95
Electronic Surveillance 111
Can the Employer Prove That the Requirement Is Job
Related? 96 Chapter Summary 112
Did the Employer Look for Reasonable Alternatives That Key Terms 112
Would Result in Lesser Adverse Impact? 98
Questions for Review 112
3-3 Harassment 98
Appendix: Canadian Employment
Types of Harassment 98
Law by Province 113
Organizational Liability for Sexual Harassment 100
On the Job: Applied Case Study: Keystone RV
3-4 Family Medical Leave Act 101 Company, Goshen, Indiana 114
3-5 Affirmative Action 102 Focus on Ethics: The Ethics Behind Workplace
Reasons for Affirmative Action Plans 102 Privacy 114
Affirmative Action Strategies 103
Legality of Preferential Hiring and Promotion Plans 104

Chapter 4 Employee Selection: Recruiting and Interviewing  117

4-1 Employee Recruitment 118 4-4 Employment Interviews 133
Media Advertisements 119 Types of Interviews 133
Point-of-Purchase Methods 120 Advantages of Structured Interviews 134
Career Workshop: How to Be Successful at a Job Problems with Unstructured Interviews 135
Fair 121 Creating a Structured Interview 138
Recruiters 122 Conducting the Structured Interview 141
Employment Agencies and Search Firms 122 4-5 Job Search Skills 142
Employee Referrals 123 Successfully Surviving the Interview Process 142
Direct Mail 125 Writing Cover Letters 143
Internet 125 Writing a Résumé 146
Job Fairs 127
On the Job: Applied Case Study: Recruitment at the
Special Recruit Populations 128 Borgata Hotel Casino and Spa 148
Nontraditional Sources 128
Focus on Ethics: The Ethics of Recruiting and Hiring
Recruiting “Passive” Applicants 129 Based on Physical Appearance 148
Evaluating the Effectiveness of Recruitment
Chapter Summary 149
Strategies 129
Key Terms 150
4-2 Realistic Job Previews 131
Questions for Review 150
4-3 Effective Employee Selection
Techniques 132

Contents vii
Chapter 5 Employee Selection: References and Testing  151
5-1 Predicting Performance Using References Personality Inventories 177
and Letters of Recommendation 152 Interest Inventories 180
Reasons for Using References and Integrity Tests 181
Recommendations 152
Conditional Reasoning Tests 182
Career Workshop: Asking for Letters of Credit History 183
Recommendation 153
Criminal History 184
Ethical Issues 160
Graphology 184
5-2 Predicting Performance Using Applicant
5-8 Predicting Performance Limitations
Training and Education 160
Due to Medical and Psychological
5-3 Predicting Performance Using Applicant Problems 185
Knowledge 161 Drug Testing 185
5-4 Predicting Performance Using Applicant Psychological Exams 187
Ability 161 Medical Exams 187
Cognitive Ability 162
5-9 Comparison of Techniques 187
Perceptual Ability 163
Validity 187
Psychomotor Ability 166
Legal Issues 190
Physical Ability 166
5-10 Rejecting Applicants 191
5-5 Predicting Performance Using Applicant
Skill 169 On the Job: Applied Case Study: City of New
London, Connecticut, Police Department 192
5-6 Predicting Performance Using Prior
Experience 172 Focus on Ethics: The Ethics of Tests of Normal
Personality in Employee Selection 193
Experience Ratings 172
Biodata 173 Chapter Summary 193

5-7 Predicting Performance Using Key Terms 194

Personality, Interest, and Character 177 Questions for Review 194

Chapter 6 Evaluating Selection Techniques and Decisions  195

6-1 Characteristics of Effective Selection Lawshe Tables 213
Techniques 196 Expectancy Charts 213
Reliability 196 Brogden-Cronbach-Gleser Utility Formula 213
Validity 201
6-3 Determining the Fairness of a Test 217
Career Workshop: Evaluating Tests 202 Measurement Bias 217
Cost-Efficiency 207 Predictive Bias 218
6-2 Establishing the Usefulness of a Selection 6-4 Making the Hiring Decision 219
Device 208
Unadjusted Top-Down Selection 219
Taylor-Russell Tables 208
Rule of Three 220
Proportion of Correct Decisions 209

viii Contents
 Passing Scores 220 Focus on Ethics: Diversity Efforts 225
Banding 223 Chapter Summary 225
On the Job: Applied Case Study: Thomas A. Edison’s Key Terms 226
Employment Test 224
Questions for Review 226

Chapter 7 Evaluating Employee Performance  227

7-1 Determine the Reason for Evaluating 7-8 Communicate Appraisal Results to
Employee Performance 228 Employees 260
Providing Employee Training and Feedback 229 Prior to the Interview 261
Determining Salary Increases 229 During the Interview 262
Making Promotion Decisions 229 7-9 Terminate Employees 263
Making Termination Decisions 230
Career Workshop: Getting Good Performance
Conducting Organizational Research 230 Ratings 263
7-2 Identify Environmental and Cultural Employment-at-Will Doctrine 264
Limitations 230
Legal Reasons for Terminating Employees 265
7-3 Determine Who Will Evaluate The Termination Meeting 267
Performance 231
7-10 Monitor the Legality and Fairness of the
Supervisors 231
Appraisal System 268
Peers 232
On the Job: Applied Case Study: Firing an Employee
Subordinates 232
at Kohl’s Department Store 268
Customers 233
Focus on Ethics: The Ethics of the At-Will
Self-Appraisal 234
Doctrine 269
7-4 Select the Best Appraisal Methods to
Chapter Summary 269
Accomplish Your Goals 235
Decision 1: Focus of the Appraisal Dimensions 235 Key Terms 270
Decision 2: Should Dimensions Be Weighted? 237 Questions for Review 270
Decision 3: Use of Employee Comparisons, Objective Appendix: Additional Types of Rating Scales 271
Measures, or Ratings 237
Behaviorally Anchored Rating Scales 271
Evaluation of Performance Appraisal Methods 246
Creating BARS 271
7-5 Train Raters 250
Using BARS 272
7-6 Observe and Document
Forced-Choice Rating Scales 272
Performance 250
Creating a Forced-Choice Scale 273
7-7 Evaluate Performance 254
Mixed-Standard Scales 273
Obtaining and Reviewing Objective Data 254
Reading Critical-Incident Logs 254 Behavioral Observation Scales 274
Completing the Rating Form 254

Contents ix
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Chapter 8 Designing and Evaluating Training Systems  277
8-1 Determining Training Needs 278 Interest 302
Organizational Analysis 278 Feedback 302
Task Analysis 280 8-6 Ensuring Transfer of Training 303
Person Analysis 280 Use Realistic Training Programs 303
8-2 Establishing Goals and Objectives 283 Have Opportunities to Practice Work-Related Behavior
During the Training 304
8-3 Choosing the Best Training Method 283
Provide Employees with the Opportunity to Apply Their
Using Lectures to Provide Knowledge 284
Training 304
Using Case Studies to Apply Knowledge 285
Ensure Management Is Supportive of the
Using Simulation Exercises to Practice New Training 305
Skills 286
Have Employees Set Goals 305
Practicing Interpersonal Skills Through
Role-Play 287 8-7 Putting It All Together 305
Increasing Interpersonal Skills Through Behavior 8-8 Evaluation of Training Results 307
Modeling 288 Research Designs for Evaluation 307
8-4 Delivering the Training Program 289 Evaluation Criteria 309
Conducting Classroom Training 290 On the Job: Applied Case Study: Training at Pal’s
Career Workshop: Audience Etiquette 293 Sudden Service 312
Conducting Training Through Virtual Learning 294 Focus on Ethics: The Ethics of Using Role-Play in
Conducting On-the-Job Training 297 Employee Trainings 313

8-5 Motivating Employees to Learn During Chapter Summary 313

Training 301 Key Terms 314
Providing Incentives for Learning 301
Questions for Review 314

Chapter 9 Employee Motivation  315

9-1 Is an Employee Predisposed to Being 9-4 Needs for Competency, Autonomy, and
Motivated? 317 Relatedness 328
Personality 317 Drives to Acquire, Bond, Learn, and Defend 328
Self-Esteem 317 9-5 Do Employees Have Achievable
Intrinsic Motivation 320 Goals? 329
9-2 Are Employees Effectively Involved in Specific 329
Self-Regulating Behavior? 321 Measurable 330
9-3 Have the Employee’s Values and Difficult but Attainable 330
Expectations Been Met? 322 Relevant 330
Job Expectations 322 Time-Bound 331
Job Characteristics 323 Employee Participation 331
Needs, Values, and Wants 324 9-6 Are Employees Receiving Feedback on
Needs for Achievement, Affiliation, and Power 328 Their Goal Progress? 331

x Contents
 9-7 Are Employees Rewarded for Achieving 9-9 Are Other Employees Motivated? 345
Goals? 331
9-10 Integration of Motivation
Career Workshop: Providing Feedback 332 Theories 346
Timing of the Incentive 333 On the Job: Applied Case Study: Faster Service at
Contingency of Consequences 333 Taco Bueno Restaurants 347
Type of Incentive Used 334 Focus on Ethics: Ethics of Motivation
Individual Versus Group Incentives 337 Strategies 348
Expectancy Theory 341 Chapter Summary 349
Reward Versus Punishment 343
Key Terms 349
9-8 Are Rewards and Resources Given
Questions for Review 350
Equitably? 343

Chapter 10 Employee Satisfaction and Commitment  351

10-1 Why Should We Care About Employee Commonly Used Standard Inventories 369
Attitudes? 352
Career Workshop: What to Do If You Are Unhappy
10-2 What Causes Employees to Be Satisfied with Your Job 369
with and Committed to Their Jobs? 354 Custom-Designed Inventories 373
What Individual Differences Affect Job
10-4 Consequences of Dissatisfaction and
Satisfaction? 354
Other Negative Work Attitudes 373
Are Employees Satisfied with Other Aspects of Their
Absenteeism 373
Lives? 357
Turnover 379
Are Employees’ Job Expectations Being Met? 359
Counterproductive Behaviors 382
Is the Employee a Good Fit with the Job and the
Organization? 360 Lack of Organizational Citizenship Behaviors 383
Are the Tasks Enjoyable? 360 On the Job: Applied Case Study: Reducing Turnover
Do Employees Enjoy Working with Supervisors and at Bubba Gump Shrimp Co. 383
Coworkers? 361 Focus on Ethics: Ethics and Organizational
Are Coworkers Outwardly Unhappy? 361 Commitment 384
Are Rewards and Resources Given Equitably? 362 Chapter Summary 384
Is There a Chance for Growth and Challenge? 364
Key Terms 385
Integration of Theories 366
Questions for Review 385
10-3 Measuring Job Satisfaction and
Commitment 368

Contents xi
Chapter 11 Organizational Communication  387
11-1 Types of Organizational 11-3 Improving Employee Communication
Communication 388 Skills 413
Upward Communication 388 Interpersonal Communication Skills 414
Downward Communication 391 Written Communication Skills 414
Business Communication 393 On the Job: Applied Case Study: Reducing Order
Career Workshop: Video Conferencing Errors at Hardee’s and McDonald’s 417
Etiquette 394 Focus on Ethics: Ethical Communication 417
Informal Communication 396
Chapter Summary 418
11-2 Interpersonal Communication 399
Key Terms 418
Problem Area 1: Intended Message Versus Message
Sent 399 Questions for Review 419
Problem Area 2: Message Sent Versus Message Media Resources and Learning Tools 419
Received 400
Problem Area 3: Message Received Versus Message
Interpreted 409

Chapter 12 Leadership  421

12-1 An Introduction to Leadership 422 Leadership Through Vision: Transformational
Leadership 442
12-2 Personal Characteristics Associated with
Leadership 422 Leadership Through Authenticity 444
Leader Emergence 422 12-5 Cultural Differences in Leadership:
Leader Performance 424 Project Globe 445

12-3 Interaction Between the Leader and the 12-6 Leadership: Where Are We Today? 447
Situation 430 Career Workshop: Obtaining Leadership
Situational Favorability 430 Skills 450
Organizational Climate 432 On the Job: Applied Case Study: Developing
Subordinate Ability 434 Leaders at Claim Jumper Restaurants 451
Relationships with Subordinates 436 Focus on Ethics: Ethics and Leadership 452
12-4 Specific Leader Skills 437 Chapter Summary 453
Leadership Through Decision-Making 440
Key Terms 453
Leadership Through Contact: Management by Walking
Around 440 Questions for Review 454
Leadership Through Power 440

xii Contents
Chapter 13 Group Behavior, Teams, and Conflict  455
13-1 Group Dynamics 456 Types of Teams 475
Definition of a Group 456 How Teams Develop 477
Reasons for Joining Groups 457 Why Teams Don’t Always Work 478
13-2 Factors Affecting Group 13-5 Group Conflict 480
Performance 460 Types of Conflict 481
Group Cohesiveness 460 Causes of Conflict 481
Group Ability and Confidence 464 Conflict Styles 484
Personality of the Group Members 465
Career Workshop: Tips for Being a Good Group
Communication Structure 465 Member 485
Group Roles 466 Resolving Conflict 488
Presence of Others: Social Facilitation and
On the Job: Applied Case Study: Conflict at
Inhibition 466
Work 491
Individual Dominance 470
Focus on Ethics: Group Hazing 491
Groupthink 470
Chapter Summary 492
13-3 Individual Versus Group
Performance 471 Key Terms 492
13-4 Teams 473 Questions for Review 493
What Is a Work Team? 473

Chapter 14 Organization Development  495

14-1 Managing Change 496 Strategy 3: Reducing Work Hours 520
Sacred Cow Hunts 496 Strategy 4: Working from Home 521
Employee Acceptance of Change 498 14-4 Downsizing 523
Implementing Change 501 Reducing the Impact of Downsizing 523
Organizational Culture 502 Effects of Downsizing 527
Career Workshop: Coping with Change 503 On the Job: Applied Case Study: Managing Change
14-2 Empowerment 507 at Carlson Restaurants 529
Making the Decision to Empower 507 Focus on Ethics: Change Management 529
Levels of Employee Input 510 Chapter Summary 530
Empowerment Charts 514
Key Terms 531
Consequences of Empowerment 515
Questions for Review 531
14-3 Flexible Work Arrangements 515
Media Resources and Learning Tools 531
Strategy 1: Full-Time Work, Flexible Hours 516
Strategy 2: Compressed Workweeks 518

Contents xiii
Chapter 15 Stress Management: Dealing with the Demands of Life and Work 533
15-1 Stress Defined 534 15-6 Stress Reduction Interventions Related
to Life/Work Issues 561
15-2 Predisposition to Stress 535
Easing the Child-Care Burden 561
Stress Personalities 536
Gender, Ethnicity, and Race 536 Career Workshop: Dealing with Stress 563
Stress Sensitization 537 Easing the Care of the Older Population Burden 565
Easing the Daily-Chore Burden 565
15-3 Sources of Stress 537
Providing Rest Through Paid Time Off 566
Personal Stressors 537
Occupational Stressors 539 15-7 Measuring Stress 567
Organizational Stressors 540 15-8 Workplace Violence 567
Stressors in the Physical Work Environment 542 Perpetrators of Workplace Violence 570
Noise Reduction 544 Reducing Workplace Violence 570
Stress Caused by Work Schedules 550 On the Job: Applied Case Study: Reducing Stress at
Other Sources of Stress 553 a Manufacturing Company 572
15-4 Consequences of Stress 554 Focus on Ethics: The Obligation to Reduce
Personal Consequences 554 Stress 573
Organizational Consequences 555 Chapter Summary 574
15-5 Managing Stress 557 Key Terms 574
Planning for Stress 557 Questions for Review 574

Appendix Working Conditions and Human Factors 575

Glossary 582
References 602
Name Index 648
Subject Index 660

xiv Contents
Preface

To Students
I can’t imagine a career better than industrial/organizational (I/O) psychology; it has
something for everyone. You can be a scientist, a detective, a lawyer, an adviser, a
statistician, an inventor, a writer, a teacher, a mentor, a trainer, a high-stakes gambler,
a motivator, a humanitarian, or an engineer—or all at the same time. In no other field
can you experience such challenging opportunities, earn an excellent salary, and derive
the satisfaction of bettering the lives of others.
I wrote this book because there was a strong need for a text that would appeal
directly to undergraduates without sacrificing scholarship. Our field is so exciting,
yet the existing texts do not reflect that excitement. This book contains many real-
world examples that illustrate important points; humor to make your reading more
enjoyable; and charts and tables that integrate and simplify such complicated issues as
employment law, job satisfaction, work motivation, and leadership.
In writing this book, I tried to strike a balance between research, theory, and
application. In addition to the fundamental theories and research in I/O psychology, you
will find such practical applications as how to write a résumé, survive an employment
interview, write a job description, create a performance appraisal instrument, and
motivate employees.

Student Friendly!
To make your reading easier, humor, stories, and real-world examples are used. The
text is written at a level designed to help you understand the material rather than at
a level designed to show off the author’s vocabulary. The feedback I have received
indicates that students actually enjoy reading this text!
To help you learn, innovative charts such as those found in Chapters 3, 8, 9, 10,
and 13 integrate the main points of the chapter. At the beginning of each chapter, a list
of learning objectives helps organize your thinking for what you are about to read. On
each page, key terms are defined in the margins. At the end of each chapter, a chapter
summary reminds you of the important points you learned, and critical thinking
questions test the depth of your new knowledge.
To help you apply the material to whatever career you choose, each chapter
contains a Career Workshop Box that provides tips on how to use the chapter
information to help your career, a case study of an actual situation experienced by a
real organization, and a Focus on Ethics Box that presents an ethical dilemma related
to the chapter material.

Two Books in One!

Your instructor has access to both a workbook containing applied exercises and a
statistics primer that they can distribute to students at no additional cost. Each chapter
comes with exercises to help you apply what you have learned. Thus, not only will you
read about I/O psychology, but you will also get the opportunity to experience it as well.

xv
 You will take psychological tests, conduct the critical incident technique, solve case
studies, analyze situations, prepare for an interview, and create a structured interview.

To Instructors
Instructor Resources
Additional instructor resources for this product are available online. Instructor assets
include an Instructor’s Manual, PowerPoint® slides, a test bank powered by Cognero®, a
workbook, and a Statistics Primer. Sign up or sign in at www.cengage.com to search
for and access this product and its online resources.

Instructor’s Manual
The instructor’s manual contains a variety of resources to aid instructors in preparing
and presenting text material in a manner that meets their personal preferences and
course needs. It presents chapter-by-chapter suggestions and resources to enhance and
facilitate learning.

PowerPoint® Slides
These vibrant Microsoft PowerPoint® lecture slides for each chapter assist you with
your lecture by providing concept coverage using content directly from the textbook.

Cengage Learning Testing, powered by Cognero®

Cognero is a flexible online system that allows you to author, edit, and manage test bank content
as well as create multiple test versions in an instant. You can deliver tests from your school’s
learning management system, your classroom, or wherever you want!

Workbook
This workbook contains exercises related to psychological tests, case studies, and
interviews.

Understanding Statistics Primer

This resource provides students with a brief guide to understanding the statistics they
encounter in journal articles, technical reports, and conference presentations.

New to This Edition

■■ More examples of diversity efforts spread throughout the text
■■ Enhanced discussion of the history of I/O psychology
■■ Revised discussion of conducting salary equity analyses
■■ Updates on changes in employment law
■■ Updated discussion on employee recruitment
■■ Enhanced discussion of considering an applicant’s criminal history
■■ New material on expectancy charts
■■ Increased discussion of virtual interviews, meetings, and communication
■■ New discussion of the four-drive theory of human nature
■■ Enhanced discussion of working at home
■■ Updated use of technology examples
■■ Updated references and examples in every chapter

xvi Preface
Acknowledgments
I am grateful to the excellent staff at Cengage Learning, including vendor project
manager Sheila Moran and associate product manager Cazzie Reyes. I am especially
grateful to Valarmathy Munuswamy of Lumina Datamatics for working so diligently and
patiently in getting the text through production. The quality of this edition was greatly
enhanced by the thoughtful responses of Jolene Goh who served as a subject matter
expert to ensure accuracy and provide additional examples.
I would like to thank the reviewers of previous editions, whose comments and
suggestions continue to make the text stronger: Sheree Barron, Georgia College and State
University; Elizabeth Boyd, Indiana University–Purdue University Indianapolis; Jay Brand,
Haworth Inc.; Robert Bubb, Auburn University; Linda Butzin, Owens Community College;
Maureen Conard, Sacred Heart University; George Cook, University of Rochester; Daniel
DeNeui, University of Southern Oregon; Jim Diefendorff, University of Akron; Elizabeth
Erffmeyer, Western Kentucky University; Armando Estrada, Washington State University;
Evan Finer, College of Lake County; Donald Fisher, Southwest Missouri State; Mary Fox,
University of Maryland; Mark Frame, University of Texas at Arlington; Alisha Francis,
Northwest Missouri State University; Dean Frost, Portland State University; William
Gaeddert, SUNY-Plattsburgh; David Gilmore, University of North Carolina at Charlotte;
Matthew Grawitch, St. Louis University; George Hampton, University of Houston; Paul
Hanges, University of Maryland; Kathy Hanish, Iowa State University; Donald Hantula,
Temple University; Steven Hurwitz, Tiffin University; Brian Johnson, University of Tennessee
at Martin; Scott Johnson, John Wood Community College; Harold Kiess, Framingham
State College; Jean Powell Kirnan, The College of New Jersey; Janet Kottke, California State
University at San Bernardino; Charles Lance, University of Georgia; Laurie Lankin, Mercer
University; Paul Lloyd, Southwest Missouri State University; Janine Miller Lund, Tarrant
County College; Alexandra Luong, University of Minnesota; James Mitchel, LIMRA
International; Paul Nail, Southwestern Oklahoma State University; Christopher Nave,
Rutgers University; Craig Parks, Washington State University; Charles Pierce, University
of Memphis; Marc Pratarelli, Colorado State University-Pueblo; Juan Sanchez, Florida
International University; Steven Scher, Eastern Illinois University; Ken Schultz, California
State University, San Bernardino; Eugene Sheehan, University of Northern Colorado;
William Siegfried, University of North Carolina at Charlotte; Sharmin Spencer, University
of Illinois; Ross Steinman, Widener University; Keith Syrja, Owens Community College;
Todd Thorsteinson, University of Idaho; and Tiffani Tribble, College of Mount Union.
I would also like to thank my family, friends, and students for accommodating my
time spent writing and for all their ideas and support. I appreciate my colleagues Eric
Dunleavy, Emilee Tison, Mark Nagy, Kayo Sady, Michael Surrette, and David Cohen, who
patiently allowed me to bounce ideas off them, vent, and ask dumb questions. Thanks
also to my SIOP, IPMA, IPAC, and SHRM colleagues for their insight and stories. There
is no way I can properly express my gratitude to my mentor, Dr. Wilson W. Kimbrough,
who taught me much more than facts and theories, and to Dr. Al Harris and Dr. Daniel
Johnson, who have been so supportive throughout my career.
Finally, I thank my wife, Bobbie, and son, Josh, for their love and emotional support.
Most of the time, writing a book is an enjoyable process. However, during the times I
was stressed or confused (an increasingly common occurrence), my family was always
patient and understanding. I could not have done this, or much of anything, without
them. I would also like to thank Bobbie for her contributions in helping write the stress
chapter, the section on organizational culture, several of the Career Workshop Boxes,
and all of the Focus on Ethics Boxes.
Michael G. Aamodt

Preface xvii
About the Author

Mike is a professor emeritus of industrial/organizational psychology at Radford

University in Radford, Virginia. In 2009, after 26 years of teaching at RU, Mike took
advantage of an early retirement option and joined DCI Consulting Group as a
principal consultant.
Mike received his B.A. in psychology from Pepperdine University in Malibu,
California, and both his M.A. and Ph.D. from the University of Arkansas. Over the
years, Mike has taught courses in employee selection, job analysis, compensation,
employee training and development, organizational psychology, organizational
influence, organizational politics, and forensic psychology. Mike has received teaching
awards as a graduate student at the University of Arkansas and as a professor at Radford
University. Mike is the recipient of the 2020 Stephen E. Bemis Memorial Award for
Excellence.
As a researcher, Mike has published over 65 journal articles and book chapters
and presented many papers at professional conferences. He is the author of Applied
Industrial/Organizational Psychology, now in its ninth edition, Research in Law
Enforcement Selection, I/O Psychology in Action, Understanding Statistics in I/O
Psychology, and Human Relations in Business. Mike is on the editorial boards of the
Journal of Police and Criminal Psychology and Criminal Justice and Behavior.
In over 35 years as a trainer and a consultant, Mike has helped a wide variety of
organizations deal with such issues as employee selection, performance evaluation,
down-sizing, organizational change, compensation, and motivation. He is considered
one of the nation’s experts in police psychology. Mike’s fast-paced and humorous
presentation style makes him a frequently requested speaker throughout the region.
Mike is an active member in many organizations, including SIOP, SHRM, IPAC,
and the Society for Police and Criminal Psychology.
In his spare time, Mike likes to make lame attempts at being athletic, cook what at
times turn out to be edible meals, travel, and scuba dive. He lives in Pulaski, Virginia,
with his wife, Bobbie. Mike and Bobbie have a son, Josh, who is an attorney in northern
Virginia, but they continue to love him anyway.

xviii
Chapter

1 Introduction to I/O
Psychology
Learning Objectives
1-1 Define I/O psychology. ­1-5 Explain the importance of conducting research.
1-2 Describe what I/O psychologists do. ­1-6 Describe how to evaluate I/O psychology
­1-3 Summarize the history of I/O psychology. research.
­1-4 List the admissions requirements for graduate ­1-7 Differentiate various research methods.
programs in I/O psychology.

1-1 The Field of I/O Educational Requirements and 1-3 Ethics in Industrial
Psychology 2 Types of Programs 11 /Organizational Psychology 30
Differences Between I/O and Career Workshop: Getting into On The Job: Applied Case
Business Programs 2 Graduate School 12 Study 31
Major Fields of I/O 1-2 Research in I/O Psychology 13
Psychology 3
Why Conduct Research? 13
Brief History of I/O
Considerations in Conducting
Psychology 4
Research 14
Employment of I/O
Psychologists 10

W
ouldn’t it be wonderful if all employees loved their jobs so much that they
couldn’t wait to get to work and were so well suited and trained that their
performances were outstanding? Well, this is the ultimate goal of industrial
psychology. Unfortunately, not every employee will enjoy their job, and not every
employee will do well on a job. In this book, you will learn the techniques developed by
industrial/organizational (I/O) psychologists that lead toward the goal of a happy and
productive workforce.
Before we can talk about these techniques, several areas must be discussed so that
you will have the basics to help you better understand the rest of the book. This chapter
has two distinct sections. The first section provides a brief overview of the field of I/O
psychology; the second section discusses the research methods that will be mentioned
throughout the text.

1
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1-1 The Field of I/O Psychology
Differences Between I/O and Business Programs
Perhaps the best place to begin a textbook on I/O psychology is to look at the field
Industrial/organizational itself. Industrial/organizational psychology is a branch of psychology that applies
psychology A branch the principles of psychology to the workplace. The purpose of I/O psychology is “to
of psychology that enhance the dignity and performance of human beings, and the organizations they
applies the principles
of psychology to the
work in, by advancing the science and knowledge of human behavior” (Rucci, 2008).
workplace. For example, principles of learning are used to develop training programs and
incentive plans, principles of social psychology are used to form work groups and
understand employee conflict. Principles of motivation and emotion are used to
motivate and satisfy employees. The application of psychological principles is what
best distinguishes I/O psychology from related fields typically taught in business
colleges. Although many of the topics covered in this text are like those found in a
human resource management (HRM) or organizational behavior text, the main
difference between I/O psychology and business fields is that I/O psychology examines
factors that affect the people in an organization, as opposed to the broader aspects of
running an organization such as marketing channels, transportation networks, and
cost accounting (Kimbrough, Durley, & Muñoz, 2005). As you can tell from the typical
graduate courses listed in Table 1.1, business (MBA) programs examine such areas as
accounting, economics, and marketing, whereas I/O programs focus almost exclusively
on issues involving the people in an organization (Moberg & Moore, 2011).
I/O psychology relies extensively on research, quantitative methods, and testing
techniques. I/O psychologists are trained to use empirical data and statistics rather
than intuition to make decisions. I/O psychologists are not clinical psychologists who
happen to be in industry, and they do not conduct therapy for workers. There are
psychologists working for organizations and helping employees with such problems
as drug and alcohol misuse, but these are counselors rather than I/O psychologists.
A factor that helps differentiate I/O psychology from other branches of psychology
Scientist-practitioner is the reliance on the scientist-practitioner model. That is, I/O psychologists act as
model A teaching scientists when they conduct research and as practitioners when they work with actual
model in which students
organizations. In addition, I/O psychologists act as scientist-practitioners when they
are trained first to be
scientists and second apply research findings so the work that they perform with organizations will be of
to be able to apply the high quality and enhance an organization’s effectiveness.
science of their field to One reason that I/O psychology continually increases in popularity is that, perhaps
find solutions to real- more than in any other field, professionals in the field can have a positive impact on the
world problems.
lives of other people. To support this last statement, let us examine a typical day in the
life of a typical person:

Work 8 hours
Commute to work 1 hour
Watch TV 3 hours
Sleep 8 hours
Prepare and eat meals 2 hours
Other 2 hours
With the possible exception of sleeping, people spend more time at their jobs
than at any other activity in life. (And sometimes these two activities overlap!) Thus, it
makes sense that people who are happy with and productive at their jobs will lead more
fulfilling lives than people unhappy with their jobs. If a person is unhappy at work for

2 Chapter 1
 Table 1.1 Comparison of Commonly Required Courses in I/O Psychology
and MBA Programs

Program Type

Course I/O (%) MBA (%)

Research methods 90 6
Quantitative methods 82 50
Employee selection 80 0
Organizational psychology/behavior 80 48
Psychometrics/test construction 62 0
Training & development 60 2
Performance appraisal 38 2
Finance 0 94
Marketing 0 90
Corporate strategies and policies 4 82
Accounting 0 78
Information systems 0 68
Economics 0 66
Operations management 0 56
Culture/global/international business 12 42
Ethics 20 36
Source: Adapted from Moberg & Moore (2011).

eight hours a day, the residual effects of this unhappiness will affect the quality of that
person’s family and leisure life as well.
From a societal perspective, I/O psychologists can also improve the quality of life by
increasing employee effectiveness, which reduces the cost of sold goods by improving
product quality. This in turn reduces repair and replacement costs by improving
organizational efficiency, which can result in decreases in inefficient activities such as
waiting in line.
Thus, I/O psychology can improve the quality of life at levels equal to, and often
exceeding, those of fields such as counseling psychology and medicine. So even though
I/O psychologists earn a good salary, the real benefits to the field involve the positive
impacts on the lives of others.

Major Fields of I/O Psychology

Though the goal of I/O psychology is to increase the productivity and well-being of
employees, there are two approaches as to how this can be accomplished. The industrial
approach (the “I” in I/O psychology) focuses on determining the competencies
needed to perform a job, staffing the organization with employees who have those
competencies, and increasing those competencies through training. The organizational
approach (the “O” in I/O psychology) creates an organizational structure and culture

Introduction to I/O Psychology 3

 that will motivate employees to perform well, give them the necessary information to
do their jobs, and provide working conditions that are safe and result in an enjoyable
and satisfying work/life environment.

Personnel Psychology
Personnel I/O psychologists and human resource management professionals involved in
psychology The field of personnel psychology study and practice in such areas as analyzing jobs, recruiting
study that concentrates applicants, selecting employees, determining salary levels, training employees, and
on the selection and
evaluation of employees.
evaluating employee performance. Professionals working in these areas choose existing
tests or create new ones that can be used to select and promote employees. These tests
are then constantly evaluated to ensure that they are both fair and valid.
Personnel psychologists also analyze jobs to obtain a complete picture of
what each employee does, often assigning monetary values to each position. After
obtaining complete job descriptions, professionals in personnel psychology construct
performance-appraisal instruments to evaluate employee performance.
Psychologists in this area also examine various methods that can be used to train and
develop employees. People within this subfield usually work in a training department
of an organization and are involved in such activities as identifying the organization’s
training needs, developing training programs, and evaluating training success.

Organizational Psychology
Organizational Psychologists involved in organizational psychology are concerned with the issues
psychology The of leadership, job satisfaction, employee motivation, organizational communication,
field of study that conflict management, organizational change, and group processes within an organization.
investigates the behavior
of employees within
Organizational psychologists often create and conduct surveys of employee attitudes to get
the context of an ideas about what employees believe are an organization’s strengths and weaknesses. Usually
organization. serving in the role of a consultant, an organizational psychologist makes recommendations
on ways problem areas can be improved. For example, low job satisfaction might be
improved by allowing employees to participate in making certain company decisions, and
poor communication might be improved by implementing an employee suggestion system.
Organization development professionals implement organization-wide programs
designed to improve employee performance. Such programs might include team
building, restructuring, and employee empowerment.

Human Factors/Ergonomics
Human factors A field of Psychologists studying human factors concentrate on workplace design, human-
study concentrating on machine interaction, ergonomics, and physical fatigue and stress. These psychologists
the interaction between
frequently work with engineers and other technical professionals to make the
humans and machines.
workplace safer and more efficient. Sample activities in this subfield have included
designing the optimal way to assemble products, designing the most comfortable chair,
and investigating the optimal work schedule.

Brief History of I/O Psychology

Considering that the field of psychology itself has been around for only a relatively
short time (since 1879), it is not surprising that I/O psychology has a correspondingly
short history. Although various experts disagree about the precise beginning of I/O
psychology, as shown in Table 1.2, it is generally thought to have started either in

4 Chapter 1
Table 1.2 Important Events in I/O Psychology

Year Event
1903 Walter Dill Scott publishes The Theory of Advertising
1911 Walter Dill Scott publishes Increasing Human Efficiency in Business
Frederick Winslow Taylor publishes The Principles of Scientific Management
1913 Hugo Münsterberg publishes Psychology and Industrial Efficiency (German version published in 1910)
1917 Journal of Applied Psychology first published
1918 World War I provides I/O psychologists with first opportunity for large-scale employee testing and selection
1921 First Ph.D.s in I/O psychology awarded to Bruce Moore and Merrill Ream at Carnegie Tech
1932 First I/O text written by Morris Viteles
1933 Hawthorne studies published
1937 American Association for Applied Psychology established
1939 The Dictionary of Occupational Titles (DOT) was first published by the U.S. Employment Service
1945 Society for Industrial and Business Psychology established as Division 14 of the American Psychological Association (APA) with 130
members
1951 Marion Bills elected as the first woman president of Division 14
1960 Division 14 renamed as Society for Industrial Psychology, membership exceeds 700
1963 Equal Pay Act passed
1964 Civil Rights Act passed
First issue of The Industrial-Organizational Psychologist (TIP) published
1970 Division 14 membership exceeds 1,100
1971 B. F. Skinner publishes Beyond Freedom and Dignity
1980 Division 14 membership exceeds 1,800
1982 Division 14 renamed Society for Industrial and Organizational Psychology (SIOP)
1986 Society for Industrial and Organizational Psychology (SIOP) holds first annual national conference separate from APA meeting
1989 Supreme Court sets conservative trend and becomes more “employer friendly”
1990 Americans with Disabilities Act passed
SIOP membership exceeds 2,800
1991 Civil Rights Act of 1991 passed to overcome 1989 conservative Supreme Court decisions
1997 SIOP celebrates golden anniversary at its annual conference in St. Louis
2000 SIOP membership exceeds 5,700
2005 Office of Federal Contract Compliance Programs (OFCCP) and Equal Employment Opportunity Commission (EEOC) become more
aggressive in fighting systemic discrimination
2008 The journal Industrial and Organizational Psychology: Perspectives on Science and Practice begins publication as an official journal of SIOP
2009 Lilly Ledbetter Fair Pay Act and Americans with Disabilities Act Amendment Act (ADAAA) passed
2010 SIOP membership exceeds 8,000; SIOP members narrowly vote to keep the name Society for Industrial Organizational Psychology
rather than change the name to the Society for Organizational Psychology
2013 OFCCP issues new regulations affecting the hiring of military veterans and individuals with disabilities
2020 SIOP membership exceeds 7,500
Global COVID-19 pandemic results in a tremendous increase in employees working remotely and the SIOP conference being held virtually

Introduction to I/O Psychology 5

 1903, when Walter Dill Scott wrote The Theory of Advertising, in which psychology
was first applied to business; in 1910, when Hugo Münsterberg wrote Psychology and
Industrial Efficiency, which was first published in English in 1913; in 1911, when Scott
wrote the book Increasing Human Efficiency in Business (Koppes & Pickren, 2007) or
when Taylor published The Principles of Scientific Management, which emphasized a
fourfold philosophy of management, including personnel selection and training (Van
De Water, 1997). Regardless of the official starting date, I/O psychology was born in the
early 1900s. In addition to Scott Taylor, and Münsterberg, pioneers in the field include
James Cattell, Walter Bingham, Arthur Kornhauser, Louis Thurstone, John Watson,
Marion Bills, and Lillian Gilbreth (DiClemente & Hantula, 2000; Vinchur & Koppes
Bryan, 2021). Interestingly, the term “industrial psychology” was seldom used prior to
World War I. Instead, the common terms for the field were “economic psychology,”
“business psychology,” and “employment psychology” (Koppes & Pickren, 2007).
I/O psychology made its first big impact during World War I. Because of the large
number of soldiers who had to be assigned to various units within the armed forces, I/O
psychologists were employed to test recruits and then place them in appropriate positions.
Army Alpha An The testing was accomplished mainly through the Army Alpha and Army Beta tests of
intelligence test mental ability. The Alpha test was used for recruits who could read and the Beta test for
developed during World
recruits who could not read. The higher scoring recruits were assigned to officer training,
War I and used by the
army for soldiers who and the lower scoring to the infantry. John Watson, who is better known as a pioneer in
can read. behaviorism, served as a major in the U.S. Army in World War I and developed perceptual
and motor tests for potential pilots (DiClemente & Hantula, 2000). I/O psychologists,
Army Beta An
intelligence test
along with engineers such as Henry Gantt, were responsible for increasing the efficiency
developed during World with which cargo ships were built, repaired, and loaded (Van De Water, 1997). While
War I and used by the women were infrequently directly involved with World War I, after attending graduate
army for soldiers who school at the University of Chicago, Mary Holmes Steven Hayes consulted and conducted
cannot read. research on personnel issues on the Committee on Classification of Personnel in the
Army (Koppes, 1997). I/O psychologists helped select aviators in Italy; gunners and pilots
in France; and pilots, radio operators and drivers in Germany (Vinchur, 2018).
Though certainly not an I/O psychologist, inventor Thomas A. Edison understood
the importance of selecting the appropriate employees for the job requirements. In 1920,
Edison created a 163-item knowledge test that he administered to over 900 applicants.
The test and its passing score were so difficult that only 5% of the applicants passed! You
will learn more about Edison’s test in the Applied Case Study at the end of Chapter 6.
Two of the most interesting figures in the early years of I/O psychology were the
husband-and-wife team of Frank Gilbreth and Lillian Moller Gilbreth. The Gilbreths
were among the first, if not the first, scientists to improve productivity and reduce fatigue
by studying the motions used by workers. Frank began his career as a contractor and
became famous for developing improvements in bricklaying that reduced the number
of motions needed to lay a brick from 18 to 4½. Lillian, received her Ph.D. from Brown
University in 1915—a rare achievement for a woman at that time. As a couple, they had
12 children, and the efficiency methods they used to raise their children while having
busy careers were the inspiration for the book and the movie Cheaper by the Dozen (the
1950 version of the movie). After Frank’s death in 1924 at the age of 55, Lillian continued
her consulting with industry, as the Great Depression forced companies to find ways to
reduce costs and be more productive. In 1935, she became a professor of management
and engineering at Purdue University, the first woman to hold such a position.
During these early years, I/O psychology thrived outside of the United States.
Prominent psychologists who applied psychology to problems in industry outside the
United States included Jules Suter and Franziska Baumgarten-Tramer in Switzerland;
Bernard Muscio and Alfred Martin in Australia; Walter Moede, William Stern, Otto

6 Chapter 1
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The Project Gutenberg eBook of My dog and I
This ebook is for the use of anyone anywhere in the United States
and most other parts of the world at no cost and with almost no
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under the terms of the Project Gutenberg License included with this
ebook or online at www.gutenberg.org. If you are not located in the
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you are located before using this eBook.

Title: My dog and I

Being a concise treatise of the various breeds of dogs, their
origins and uses. Written expressly for the novice,
containing a comprehensive mode of treatment both in
health and sickness, together with the names of some
prominent breeders.

Author: Harry Woodworth Huntington

Illustrator: Neville Cain

Release date: February 26, 2024 [eBook #73034]

Language: English

Original publication: New York: The Caxton Press, 1897

Credits: Sonya Schermann and the Online Distributed Proofreading

Team at https://www.pgdp.net (This file was produced from
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*** START OF THE PROJECT GUTENBERG EBOOK MY DOG

AND I ***
 MY DOG AND I.
Reproductions of any of the Half-Tones of dogs published in “My
Dog and I,” printed on finest woodcut paper (9½ × 12½) especially
for framing, will be sent to any address on receipt of price, 25c.
each.
H. W. Huntington,
5 West Thirty-Ninth Street,
New York City.

MY DOG AND I
BEING A CONCISE TREATISE OF THE VARIOUS BREEDS OF
DOGS
THEIR ORIGINS AND USES. WRITTEN EXPRESSLY
FOR THE NOVICE

CONTAINING A COMPREHENSIVE MODE OF

TREATMENT BOTH IN HEALTH AND SICKNESS
TOGETHER WITH THE
NAMES OF SOME PROMINENT BREEDERS

BY
H. W. HUNTINGTON
PRESIDENT OF THE NATIONAL GREYHOUND CLUB OF AMERICA
ILLUSTRATED WITH HALF-TONES OF TYPICAL DOGS
ORIGINAL MARGINAL ILLUSTRATIONS BY
MR. NEVILLE CAIN, CLARENCEVILLE, L.I.

NEW YORK
PUBLISHED BY THE CAXTON PRESS
1897

Copyright, 1897, by
H. W. Huntington.

THE NEW YORK TYPE-SETTING COMPANY.

 CONTENTS.
PAGE
Preface 7
Bulldog
English 9
French 11
Chesapeake Bay Dog 12
Collie
Rough-coated 14
Smooth-coated 16
Dalmatian (Coach-dog) 17
Great Dane 19
Hound
Basset 21
Beagle 23
Bloodhound 25
Dachshund 27
Deerhound 29
Foxhound (American) 31
Foxhound (English) 32
Greyhound (English) 34
Harrier 36
Greyhound (Italian) 37
Otterhound 39
Wolfhound (Irish) 41
Wolfhound (Russian) 43
Mastiff 45
Mexican Hairless 48
Newfoundland 49
Pointer 51
Pomeranian 53
Poodle
Black, curly-coated 55
Black, corded 57
White-and-red 57
Pug
Fawn 58
Black 59
Retriever
Black, curly-coated 60
Black, flat- or wavy-coated 62
St. Bernard
Rough-coated 64
Smooth-coated 66
Schipperke 67
Setter
English 69
Gordon 71
Irish 73
Sheep-dog (Old English or Bobtail) 75
Spaniel
Blenheim 90
Clumber 77
Cocker 79
Field 81
Irish Water- 83
Japanese 85
King Charles 91
Prince Charles 89
Ruby 89
Sussex 87
Terrier
Airedale 93
Bedlington 95
Black-and-tan 97
Boston 99
Bull 101
Clydesdale 103
Dandie Dinmont 105
Fox (Smooth-coated) 107
Fox (Wire-haired) 109
Irish 110
Maltese 112
Paisley 103
Scottish 113
Skye 115
Toy 116
Welsh 117
White English 119
Yorkshire 121
Whippet 123
Treatment of the Dog in Health 124
Treatment of the Dog in Sickness 130
Technical Terms 138
Breeders’ Directory 140
 PREFACE.
Stonehenge, Shaw, and others have at various times written
exhaustive treatises on the dog, its care in health and sickness; and
while there is no question but that they are invaluable to the owners
of large kennels, I consider that they are too complex for the novice
who owns but one or two dogs. They use very largely technical
terms not thoroughly understood by the layman, while certain
treatments prescribed are quite impracticable except where one has
a kennel-man. Besides, I think not one of the above-named writers
has ever told the novice what to avoid in selecting a puppy or a
grown dog, or what good points to insist upon. Recognizing all these
facts, and recalling how I strove twenty years ago to find some work
that would aid me in my search for knowledge of the dog, I have
concluded to write a short treatise concerning its origin, uses, and all
things pertaining to it, that will aid the reader in learning its good
points, and bad ones too, the proper scale of “points” that go to
make up the perfect specimen, the treatment in health and sickness,
and such other data as may be of value to him. Experience as a
successful breeder and owner, and having won many prizes largely
through “condition,” confirms me in the belief that I may perhaps be
able to help a fancier in purchasing the proper kind of dog, or, if he
already has one, to aid him in keeping it in health, to know its value,
and how to properly show it (if he is so inclined), so that its faults
may be hidden to the greatest degree, while its good points may
become more pronounced.
Perfection does not exist in either man or beast, so we will strive to
select that specimen which has the fewest and least noticeable
faults, remembering always that in the large breeds there are ten
good little ones where there is one good large one.
If this work shall have aided any lover of the dog in any direction
desired, it shall have done its work. If it shall have failed, the public
will surely be lenient in its criticism of
The Author.
 THE BULLDOG (ENGLISH).

Beaver Brook Kennels, Danvers, Mass.

Beaver Brook Sultan (formerly Rustic Sultan).

Origin.—As bull-baiting existed as far back as 1209, the bulldog

must have then existed, but its origin is unknown.
Uses.—Formerly for baiting bulls, but of late years, since this
“sport” has ceased to be indulged in, it is simply kept as a watchdog
and for exhibition.
 * Scale of Points, Etc.
Value.
General appearance 10
Skull 15
Stop 5
Eyes 5
Ears 5
Face 5
Chops 5
Mouth 5
Neck and chest 5
Shoulders 5
Body 5
Back 5
Tail 5
Fore legs and feet 5
Hind legs and feet 5
Size 5
Coat 5
Total 100
Note.—An asterisk denotes that the “scale of points, etc.,”
given are those adopted by the Specialty Club of that particular
breed; the other “scale of points, etc.,” are from “Dogs of the
British Isles” and Mr. Rawdon B. Lee.
General Appearance.—The general
appearance of the bulldog is that of a smooth-
coated, thick-set, broad, powerful, and compact dog.
Head massive, large in proportion to its size; face
extremely short; muzzle broad, blunt, and inclined
upward. Body short and well knit; limbs stout and
muscular; hind quarters very high and strong, but
lightly made in comparison with its heavy fore parts. The dog should
convey the impression of determination, strength, and activity.
 Head.—Very large, the larger the better; forehead
flat, and skin about the head very loose, hanging in
large wrinkles; frontal bones very prominent, broad,
square, and high, causing a deep, wide groove
between the eyes, called the stop, which should be
broad and deep and extend up the middle of the
forehead. Eyes set low in skull, as far from the ears as possible,
round, very dark, almost black, and showing no white when looking
forward. Ears set high, small and thin, “rose-ear” preferred. Face
short as possible, with skin deeply wrinkled; muzzle short, broad,
turned upward, and very deep from corner of eye to corner of mouth.
Nose very large, broad, and black, deeply set back, almost between
the eyes; nostrils large, wide, and black, with well-defined straight
line between them. Flews thick, broad, pendent, and very deep,
hanging over lower jaw at sides (not in front). Teeth should show
when mouth is closed; jaw broad, massive, square, and tusks wide
apart; lower jaw projects in front of upper, and turns up, with six
small front teeth between tusks in an even row. Teeth strong and
large.
Neck.—Very deep, thick, and strong, well arched,
with much loose skin at throat.
Shoulders.—Deep, broad, slanting, and
muscular; chest wide and deep.
Back.—Short and strong, very broad at shoulders, comparatively
narrow at loins, and forming the “roach” or “wheel” back.
Body.—Well ribbed, round, deep, with belly well tucked up.
Tail.—Set on low, jutting out, and then turned downward, free
from fringe or coarse hair, rather short than long, thick at root, but
tapering to a fine point carried downward, and the dog should not be
able to raise it above the back.
Fore Legs.—Wide apart, very stout, strong, and straight; pasterns
short, straight, and strong; fore feet straight; toes compact and thick;
knuckles prominent and high.
 Hind Legs.—Large, muscular, longer in proportion than fore legs;
hocks slightly bent; lower part of legs short.
Coat.—Fine, short, close, and smooth.
Stifles.—Round, turned outward. On account of
formation the dog walks with quick, short step,
apparently skimming the ground.
Colors (in order of merit).—If bright and pure of
its sort, 1st, brindles, reds, white, with their varieties,
as whole fawns, fallows, etc.; 2d, pied and mixed
colors.
Weight.—Fifty pounds.
 THE BULLDOG (FRENCH).

G. N. Phelps’s, 20 Tremont Street, Boston, Mass.

Monsieur Boulot.

Origin.—Nothing definite can be learned of this breed of dogs.

Many exhibitors claim that it is little else than a diminutive English
bulldog, bred originally in Brussels and later (about 1860) in France,
with the exception that it has prick-ears and generally carries them
erect, as that term indicates. Its weight should not be over 24
pounds, the lighter the better. In France the breed is fast becoming
very popular among the haut ton, and promises to be well received
here. As yet there is neither a scale of points for judging nor a club to
foster the breed, so the reader will be obliged to consult the picture
of Mr. G. N. Phelps’s winning dog, Monsieur Boulot, in order to form
a correct idea as to its outline, etc. Its exceeding intelligence is
greatly in favor of its becoming a popular breed of pet dogs. The
extreme difficulty attending its breeding and rearing precludes the
possibility of it ever becoming common. At present even ordinary
specimens are held at long prices.
 THE CHESAPEAKE BAY DOG.

Robt. Millbank’s, 154 West Forty-eighth Street, New York.

Pride.

Origin.—Not known positively, but probably a

cross between the two Labrador dogs that swam
ashore from a sinking ship in Chesapeake Bay and
the English water-spaniel.
Uses.—Retrieving wild fowl from the water. There
are three classes of these dogs: the otter, tawny,
sedge-colored, with very short hair; the curly-haired
and the straight-haired, each red brown; a white spot is not unusual.
 * Scale of Points, Etc.
Value.
Head 15
Neck 5
Shoulders 10
Chest 15
Size 5
Loins 10
Coat 15
Tail 5
Feet 10
Legs 10
Total 100
Weight.—Dogs, 80 pounds; bitches, 65 pounds.
Height.—About 25 inches in dogs; 23 inches in
bitches.
Measurements are as follows:
from fore toe to top of back, 25
inches; tip of nose to base of head,
10 inches; girth of body, 33 inches; breast, 9 inches;
around fore foot, 6 inches; around forearm below
shoulder, 7 inches; between eyes, 2¼ inches; length
of ears, 5 inches; from occiput to root of tail, 35
inches; tail, 16 inches long; around muzzle below eyes, 10 inches.
The Standard says nothing as to
the dog’s conformation. The
illustration, therefore, must be the
guide.
 THE COLLIE (ROUGH-COATED).

J. Pierpont Morgan’s, New York.

Rufford Ormonde.

Origin.—It is among the oldest of known breeds of dogs, and

probably came from India. Buffon, the great writer, considers it the
parent of all dogs.
Uses.—Attending flocks of sheep and herds of
cattle.
* Scale of Points, Etc.
Value.
Head and expression 15
Ears 10