Full Download PDF of (Original PDF) Management Twelfth 12th Canadian Edition by Stephen P. Robbins All Chapter
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STEPHEN P. ROBBINS MARY COULTER ED LEACH MARY KILFOIL
CHAPTER 2
PART ONE Organizational Culture and the
Defining the Organizational Environment 35
The Manager: Omnipotent or Symbolic?
Manager’s Terrain
36
The Omnipotent View 36
The Symbolic View 36
Reality Suggests a Synthesis 37
CHAPTER 1 The Organization’s Culture 37
Introduction to Management and What Is Organizational Culture? 38
Organizations 1 Strong Cultures 39
Subcultures 41
Why Are Managers Important to an
Where Culture Comes From and How It Continues 41
Organization? 2
How Employees Learn Culture 43
Who Are Managers and Where Do They Work? 3 How Culture Affects Managers 44
Who Is a Manager? 3
Current Organizational Culture Issues Facing
Types of Managers 4
Managers 45
Where Do Managers Work? 5
Creating an Ethical Culture 45
What Are the Functions, Roles, and Skills of Creating an Innovative Culture 46
Managers? 6 Creating a Customer-Responsive Culture 47
Efficiency and Effectiveness 7 Creating a Culture That Supports Diversity 48
Management Functions 7 Spirituality and Organizational Culture 48
Mintzberg’s Managerial Roles and a Contemporary
Model of Managing 9 The Organizational Environment 49
The Economic Environment 50
How Is the Manager’s Job Changing? 11 How the Organizational Environment Affects
Importance of Customers to the Manager’s Job 13 Managers 52
Importance of Social Media to the Manager’s Job 13
Importance of Innovation to the Manager’s Job 14
Importance of Adaptability to the Manager’s Job 14 CHAPTER 3
Importance of Managing Responsibly 14 Managing Diversity 61
Why Study Management? 15 Diversity—The Basics 62
The Universality of Management 16 What Is Workplace Diversity? 62
The Reality of Work 17 Why Is Managing Workforce Diversity So Important? 63
Rewards and Challenges of Being a Manager 17 The Changing Workplace 66
Characteristics of the Canadian Population 66
Module 1: Management History 24 What About Global Workforce Changes? 67
LGBT+: Sexual Orientation and Gender Identity 74 Researching a Venture’s Feasibility: Generating and
Other Types of Diversity 75 Evaluating Ideas 121
Challenges in Managing Diversity 75 Researching a Venture’s Feasibility: Researching
Competitors 122
Personal Bias 76
Researching a Venture’s Feasibility: Researching
Glass Ceiling 76
Financing 123
Workplace Diversity Initiatives 78
Planning a Venture: Developing a Business Plan 123
The Legal Aspect of Workplace Diversity 78
Top Management Commitment to Diversity 79 Issues in Organizing an Entrepreneurial Venture 123
Mentoring 79 Organizational Design and Structure 124
Diversity Skills Training 80 Human Resource Management 124
Employee Resource Groups 81 How to Stimulate and Make Changes 125
The Importance of Continuing Innovation 125
Two Views of the Change Process 168 Effective Decision Making for Today’s World 212
The Calm Waters Metaphor 169 Guidelines for Effective Decision Making 213
The White-Water Rapids Metaphor 170 Design Thinking and Decision Making 214
Putting the Two Views in Perspective 170
CHAPTER 8 CHAPTER 10
Decision Making 195
Managing Strategically 240
The Decision-Making Process 196
The Importance of Strategic Management 241
Step 1: Identify a Problem 196
What Is Strategic Management? 241
Step 2: Identify Decision Criteria 197
Why Is Strategic Management Important? 242
Step 3: Allocate Weights to Criteria 197
Step 4: Develop Alternatives 198 The Strategic Management Process 242
Step 5: Analyze Alternatives 199 Step 1: Identify the Organization’s Current Mission, Goals,
Step 6: Select an Alternative 199 and Strategies 243
Step 7: Implement the Alternative 199 Step 2: Conduct an External Analysis 244
Step 8: Evaluate Decision Effectiveness 200 Step 3: Conduct an Internal Analysis 244
Step 4: Formulate Strategies 245
The Manager as Decision Maker 200 Step 5: Implement Strategies 245
Making Decisions: Rationality 201 Step 6: Evaluate Results 245
Making Decisions: Bounded Rationality 201
Making Decisions: The Role of Intuition 202 Types of Organizational Strategies 245
Making Decisions: The Role of Evidence-Based Corporate Strategy 247
Management 203 How Are Corporate Strategies Managed? 249
The Need for Strategic Flexibility 256 Traditional Organizational Designs 298
Important Organizational Strategies for Today’s Simple Structure 299
Environment 257 Functional Structure 299
Divisional Structure 299
Module 2: Planning and Control
Techniques 267 Contemporary Organizational Designs 300
Team Structures 300
Techniques for Assessing Matrix and Project Structures 300
the Environment 267 The Boundaryless Organization 302
Environmental Scanning 267 Learning Organizations 303
Forecasting 268
Benchmarking 270
Organizing
Organizational Communication Networks 323
Workplace Design and Communication 325
What’s New
Content and examples throughout the text have been revised and updated. Key content
changes include the following:
Chapter 1: Introduction to Management and Organizations includes new coverage
of social media and sustainability, enhanced discussion of innovation and creativity as
contributors to building an adaptable organization, and a new case on Zappos’s holacracy.
Module 1: Management History has a new vignette on Canada Goose, as well as updated
exhibits and examples.
Chapter 2: Organizational Culture and the Organizational Environment explores
new trends in organizational culture such as workplace spirituality.
Chapter 3: Managing Diversity is a new chapter adapted from latest American edition
of the text and seated in the Canadian context.
Chapter 4: Managing in a Global Environment has updated information on interna-
tional trade alliances and agreements, as well as a new discussion of cultural intelligence
and global mindset. We’ve also updated the cases.
Chapter 5: Managing Entrepreneurially offers new coverage of start-ups and a discus-
sion of how existing companies can apply the entrepreneurial approach to developing new
products (drawing on lean methodologies). We’ve also updated vignette on Futurepreneur
Canada.
Chapter 6: Managing Responsibly and Ethically includes updated information about
and examples of sustainability and ethical management. We’ve added new cases on Tom’s
of Maine and Lehman Brothers.
Chapter 7: Innovation and Adaptability continues to focus on innovation to induce
change and design thinking. Updated coverage of Blackberry and its fall from grace runs
throughout the chapter and we’ve updated the cases.
Chapter 8: Decision Making has updated examples and a new case on Coca-Cola’s use
of big data.
Chapter 9: Foundations of Planning includes an updated vignette and a new case on
the Live Strong Foundation.
Chapter 10: Managing Strategically includes a new Management Reflection box on
big data and a new Ethics Dilemma about tracking consumers.
Module 2: Planning and Control Techniques has updated exhibits and examples.
Chapter 12: Managers and Communication has an enhanced focus on social media
and technology, and new coverage of the impact of workplace design on communication.
A new vignette looks at the use of Twitter by organizations.
Chapter 13: Managing Human Resources has updated statistics and a new case on
J. C. Penny.
Chapter 14: Leadership has updated vignettes, statistics, and examples, as well as a new
Management Reflection box on flexible leadership.
Chapter 15: Motivating Employees includes a new Ethics Dilemma on open-book
management.
Chapter 16: Managing Groups and Teams new vignette on MLSE and the Toronto
Raptors, as well as updated examples and statistics.
Chapter 17: Managerial Controls: Evidence-Based Decision Making includes s new
vignette on McCain Foods and their use of big data to inform decision making, updated
examples and statistics and a case on Visa’s data centre.
Preface xvii
Features
This new edition of Management continues to offer a rich variety of pedagogical features,
including the following:
●● Numbered learning outcomes at the opening of each chapter guide student learn-
ing. These are repeated in the margin at the start of each major chapter section to
reinforce the learning outcome.
●● A vignette opens each chapter and is threaded throughout the chapter to help stu-
dents apply a story to the concepts they are learning.
●● Think About It questions follow the vignette, as well as the return to the opening
story throughout the chapter, giving students a chance to put themselves into the
shoes of managers in various situations.
●● Management Reflections are longer examples designed to enhance student learn-
ing. Some address general managerial issues, while others focus on international
issues, ethics, or innovation.
●● The Summary and Implications section is organized around the learning out-
comes introduced at the beginning of each chapter.
Our end-of-chapter features provide students with a variety of opportunities to apply the
material right now, even if they are not managers:
●● Review and Discussion Questions. Students can review their understanding of
the chapter content and see the application of theory to management situations.
●● Ethics Dilemma. This exercise gives students an opportunity to consider ethical
issues that relate to chapter material, including values-led management and
sustainability.
●● Skills Exercise. To reflect the importance being placed on skills, each chapter has
this skills-based feature that encompasses the four management functions. The
feature includes lessons about a particular skill, steps in developing the skill, a
practice assignment to use the skill (often a mini-case), and a set of reinforcement
assignments to further work on accomplishing the skill.
●● Working Together: Team-Based Exercise. Students get a chance to work
together in groups to solve a management challenge.
●● Learning to Be a Manager. Students can apply chapter material to their daily
lives, helping them see that planning, leading, organizing, and controlling are use-
ful in one’s day-to-day life too. This feature suggests activities and actions students
can do right now to help them prepare to become a manager.
●● Case Applications. Each chapter has two decision-focused cases that ask students
to determine what they would do if they were in the situation described.
●● Continuing Case. Each part ends with the Starbucks Continuing Case that helps
reinforce the part’s themes with this well-known, real-world management exam-
ple. Each installment of the case ends with discussion questions.
Student Supplements
MyLab Management delivers proven results in helping individual students succeed. It
provides engaging experiences that personalize, stimulate, and measure learning for each
student. Students and instructors can make use of the following online resources:
●● Study Plan. As students work through the MyLab Study Plan, they can clearly see
which topics they have mastered—and, more importantly, which they need to
xviii Preface
work on. Each question has been carefully written to match the concepts, lan-
guage, and focus of the text, so students can get an accurate sense of how well
they’ve understood the chapter content.
●● Personal Inventory Assessment (PIA). Students learn better when they can con-
nect what they are learning to their personal experience. PIA is a collection of
online exercises designed to promote self-reflection and engagement in students,
enhancing their ability to connect with concepts taught in principles of manage-
ment, organizational behaviour, and human resource management classes. Assess-
ments can be assigned by instructors, who can then track students’ completions.
Student results include a written explanation along with a graphic display that
shows how their results compare to the class as a whole. Instructors will also have
access to this graphic representation of results to promote classroom discussion.
●● NEW Mini-Simulations. New Mini-Simulations walk students through key busi-
ness decision-making scenarios to help them understand how management deci-
sions are made. Students are asked to make important decisions relating to core
business concepts. At each point in the simulation, students receive feedback to
help them understand the implications of their choices in the management envi-
ronment. These simulations can now be assigned by instructors and graded
directly through MyLab Management.
●● MediaShare. Consisting of a curated collection of videos and customizable, auto-
scored assignments, MediaShare helps students understand why they are learning
key concepts and how they will apply those in their careers. Instructors can also
assign favourite YouTube clips or original content and employ MediaShare’s pow-
erful repository of tools to maximize student accountability and interactive learn-
ing, and provide contextualized feedback for students and teams who upload
presentations, media, or business plans.
●● Lesson Presentations. In some chapters, interactive Lesson Presentations allow
students to study key chapter topics and work through interactive assessments to test
their knowledge and mastery of marketing concepts. Robust Interactive Lesson Pre-
sentation Assignments and Discussion Questions have been created for each Interac-
tive Lesson Presentation. Assignments and Discussion Questions for this course.
●● Learning Catalytics. Learning Catalytics is a “bring your own device” student
engagement, assessment, and classroom intelligence system. It allows instructors
to engage students in class with a variety of question types designed to gauge stu-
dent understanding.
●● Dynamic Study Modules. These study modules allow students to work through
groups of questions and check their understanding of foundational management
topics. As students work through questions, the Dynamic Study Modules assess
their knowledge and only show questions that still require practice. Dynamic Study
Modules can be completed online using a computer, tablet, or mobile device.
Instructor Supplements
These instructor supplements are available for download from a password-protected
section of Pearson Canada’s online catalogue (www.pearsoncanada.ca/highered).
Navigate to your book’s catalogue page to view a list of available supplements. Speak to
your local Pearson sales representative for details and access.
Instructor’s Manual. This manual includes detailed lecture outlines, answers, and teach-
ing suggestions for the end-of-chapter questions and activities, and teaching notes.
PowerPoint Slides. This practical set of PowerPoint slides outlines key concepts discussed
in the text—correlated to the learning objectives—and includes selected tables and figures,
as well as detailed speaking notes.
Preface xix
Computerized Test Bank. Pearson’s computerized test banks allow instructors to filter
and select questions to create quizzes, tests, or homework. Instructors can revise ques-
tions or add their own, and may be able to choose print or online options. The test bank
includes over 2500 questions in true/false, multiple-choice, and short-answer formats.
These questions are also available in Microsoft Word format.
Image Library. All exhibits from the text are provided in electronic format for instructor use.
Learning Solutions Managers. Pearson’s Learning Solutions Managers work with faculty
and campus course designers to ensure that Pearson technology products, assessment
tools, and online course materials are tailored to meet your specific needs. This highly
qualified team is dedicated to helping schools take full advantage of a wide range of edu-
cational resources by assisting in the integration of a variety of instructional materials and
media formats. Your local Pearson Canada sales representative can provide you with more
details on this service program.
Acknowledgments
We want to thank Colin Conrad, a masters of electronic commerce student, who helped
edit the manuscript. His background in economics and philosophy and his fearless
nature assisted us in more clearly conveying the material for the reader. Thank you,
Colin!
We also want to acknowledge the many reviewers of this textbook for their detailed
and helpful comments. The following reviewers, plus others who choose to remain
anonymous, provided feedback on the eleventh Canadian edition or the manuscript for
the twelfth Canadian edition:
Jai Goolsarran, Centennial College
DJ Fuller, Fraser International
Mary Ann Lesperance, Niagara College
Michael O’Sullivan, McMaster University
Larry Chung, Camosun College
Christian Cook, Mont Royal University
Vera Dodds, McMaster University
Steve Robbins would also like to thank his wife, Laura, for her encouragement and sup-
port. Mary Coulter would like to thank her husband and family for being supportive and
understanding and for patiently enduring her many hours at the computer! And Mary
would like to acknowledge her Wednesday night Bible study class . . . you ladies have been
so supportive of me and you continue to be an important part of my life. Thank you!
Ed Leach and Mary Kilfoil dedicate this book to their parents, Charles and Florence
Leach and Gerald and Joan Kilfoil, who have taught them so much. In addition, they
would like to thank their students, who have been the inspiration for this edition. Thank
you all for keeping it so interesting!
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About the Authors
Stephen P. Robbins received his Ph.D. from the University of Arizona. He
previously worked for the Shell Oil Company and Reynolds Metals Company and has
taught at the University of Nebraska at Omaha, Concordia University in Montreal, the
University of Baltimore, Southern Illinois University at Edwardsville, and San Diego State
University. He is currently professor emeritus in management at San Diego State.
Dr. Robbins’s research interests have focused on conflict, power, and politics in
organizations, behavioural decision making, and the development of effective
interpersonal skills. His articles on these and other topics have appeared in such journals
as Business Horizons, California Management Review, Business and Economic Perspectives,
International Management, Management Review, Canadian Personnel and Industrial Relations,
and The Journal of Management Education.
Dr. Robbins is the world’s best-selling textbook author in the areas of management
and organizational behaviour. His books have sold more than 7 million copies and
have been translated into 20 languages. His books are currently used at more than 1500
U.S. colleges and universities, as well as hundreds of schools throughout Canada, Latin
America, Australia, New Zealand, Asia, Europe, and the Arab World.
Dr. Robbins also participates in masters track competition. Since turning 50 in 1993,
he’s won 23 national championships and 14 world titles. He was inducted into the U.S.
Masters Track & Field Hall of Fame in 2005.
Mary Coulter received her Ph.D. from the University of Arkansas. She held different
jobs including high school teacher, legal assistant, and city government program planner
before completing her graduate work. She has taught at Drury University, the University
of Arkansas, Trinity University, and Missouri State University. She is currently professor
emeritus of management at Missouri State University. In addition to Management, Dr.
Coulter has published other books with Pearson including Fundamentals of Management
(with Stephen P. Robbins), Strategic Management in Action, and Entrepreneurship in Action.
When she’s not busy writing, Dr. Coulter enjoys puttering around in her flower gardens,
trying new recipes, reading all different types of books, and enjoying many different
activities with husband Ron, daughters and sons-in-law Sarah and James, and Katie and
Matt, and most especially with her two grandkids, Brooklynn and Blake, who are the
delights of her life!
Mary Kilfoil received her Ph.D. from Dalhousie University and her master’s degree
from Carleton University, in economics. Dr. Kilfoil is the Director of the Norman Newman
Centre for Entrepreneurship at Dalhousie University and academic lead for the Centre’s
Launch Dal entrepreneurship programming—open to students and researchers across all
faculties and the community at large. Mary led the team that brought the Starting Lean
course to Dalhousie University in the fall of 2012. The course provides an innovative
experiential approach to entrepreneurship by combining Lean Launchpad methodologies,
a flipped classroom, and accomplished mentors—in 2013, it was listed in Academia’s Top
10 courses in Canada. Dr. Kilfoil has taught the introductory management course as well
as courses in entrepreneurship, innovation, economics, program evaluation, and research
methods at Dalhousie University and received the National Entrepreneurship Educator
of the Year award by Startup Canada in 2014. Dr. Kilfoil also has more than 20 years’
experience in the private sector and held the position of senior economist at Gardner
Pinfold Consultants, one of Canada’s leading firms specializing in economic analysis.
She has extensive experience as a researcher in the field of innovation, entrepreneurship,
and economic analysis and policy, with over 80 major reports and publications to her
credit. Her research interests are in the area of network analysis, opportunity recognition,
and effectuation. When she is not busy working, she enjoys spending time with family,
gardening, outdoor recreational activities, and travelling.
PART ONE DEFINING THE MANAGER’S TERRAIN CHA P TE R ❶
Introduction to Management
and Organizations
Learning Outcomes
In this chapter, we’ll introduce you to who managers are and what
they do. One thing you’ll discover is that the work managers do is ➊ Explain why managers are important
to an organization.
vitally important to organizations. But you’ll also see that being a
➋ Tell who managers are and where
manager—a good manager—isn’t easy. The best companies they work.
and organizations are more flexible, more efficient, and more ➌ Describe the functions, roles, and
skills of managers.
adaptable. After reading and studying this chapter, you will ➍ Describe the factors that are
reshaping and redefining the
achieve the following learning outcomes. manager’s job.
➎ Explain the value of studying
management.
When Dani Reiss graduated with his bachelor’s degree Much of Canada Goose’s success is tied to its brand. “I
from the University of Toronto, he didn’t imagine he used to be a brand skeptic; I thought they were all about mar-
would soon be running Canada Goose Inc., one of Canada’s keting,” says Reiss. However, after speaking to customers he
most successful companies. “After graduating, I wanted to be a started to find meaning in the brand and what it represents. “I
short story writer,” says Reiss. “I never wanted to join the family learned that people around the world really liked that it was
business.”1 Yet he started his career in 1996 with a summer job Canadian, that it was authentic.” Reiss recognizes the socially
working at his father’s niche clothing company. Dani took over responsible role managers play in society. With over 1300
the company in 2001, and Canada Goose has since grown employees, Reiss’s responsibility has grown beyond his family
from a $3 million parka business to a $300 million international name. While competitors manufacture clothing abroad, Canada
operation featuring one of Canada’s most recognizable brands. Goose clothing continues to be manufactured in Canada, and
Today, Canada Goose shows no signs of slowing down. It the company is committed to continuing its Canadian manufac-
plans to launch a new line of spring clothing and its first physical turing operation as it expands. Canada Goose also raises
storefronts in Toronto and New York.2 money for Polar Bears International through its sales, which has
become an important part of its brand.
Rick Madonik/ZUMAPRESS/Newscom
2 Part 1 DEFINING THE MANAGER’S TERRAIN
Think About It
What kinds of skills do managers need? Put yourself in Dani Reiss’s shoes. What kinds of
leadership skills would you need to manage 1300 employees? Is managing in a clothing business
different from managing in any other organization? What type of time management skills are
needed to manage a complex manufacturing operation? Do other organizations share Reiss’s
commitment to society? Why or why not?
What are today’s successful managers like, and what skills do they need in dealing with
the problems and challenges of managing in the twenty-first century? This text is about
the important work that managers do. Like many students, you’ve probably had a job (or
two) at some time or another while working on your degree. You may also have partici-
pated in organized team sports. Your work and team experiences, regardless of where
you’ve experienced them, are likely to have been influenced by the skills and abilities of
your manager or coach. The reality facing today’s managers—and that might include you
in the near future—is that the world is changing. In workplaces of all types—offices,
stores, labs, restaurants, factories, and the like—managers deal with changing expecta-
tions and new ways of managing employees and organizing work. In this chapter, we
introduce you to managers and management by looking at (1) why managers are impor-
tant, (2) who managers are and where they work, and (3) what managers do. Finally, we
wrap up the chapter by (4) looking at the factors reshaping and redefining the manager’s
job and (5) discussing why it’s important to study management.
APPENDICE PREMIER
Conseils de Bismarck à un Français.
Mgr Vallet redit ces paroles telles qu’il les avait entendues, et
notées dès la conclusion de l’entretien, afin de les faire connaître à
Rome. On y retrouve la voix, la pensée même de Bismarck. Quelle
admirable contre-épreuve ! Nous avions appris déjà, par Bismarck
lui-même, par ses affirmations et ses explications non déguisées,
qu’il avait jugé meilleur pour l’intérêt prussien que la France
demeurât en République. Mais il savait aussi se placer au point de
vue de l’intérêt français, lui dont toute l’activité était au service de
l’intérêt allemand. Et ce point de vue-là était complémentaire de
l’autre. Bismarck avait vu si juste pour le bien de son pays et de son
œuvre, il avait si profondément calculé et comparé les avantages
que lui vaudrait une démocratie dans la France vaincue, il y avait
donné la main avec une telle réflexion et une si nette conscience,
qu’il était capable de l’effort d’abstraction nécessaire pour se mettre,
si l’on veut bien pardonner l’expression, dans la peau des Français
et avouer que leur intérêt voulait juste le contraire de ce qu’ils
avaient adopté sous sa contrainte. Le mot célèbre du duc de Broglie
accompagne et commente à merveille celui que rapporte Mgr Vallet :
« Puisque M. de Bismarck trouve que la République est une si
bonne chose, que ne la prend-il pour son pays ? »
Il semble qu’il soit difficile de conserver désormais le moindre
doute sur ce sujet. La clairvoyance de Bismarck étant admise, son
génie reconnu, sa haine et sa crainte de la France peu niables, tous
ses actes, tous ses écrits, toutes ses paroles, touchant le régime de
notre pays, doivent au moins éveiller l’attention des patriotes. Il est
difficile d’être plus conséquent avec soi-même que ne le fut
Bismarck sur ce point. Le témoignage de Mgr Vallet s’ajoute à toutes
les preuves que nous en possédions déjà.
Bismarck fit, d’ailleurs, d’autres déclarations, qui ont leur intérêt,
durant cet entretien avec l’éminent ecclésiastique. Il lui parla surtout,
comme nous venons de le dire, de faire la paix avec les catholiques
allemands. Il lui déclara avec une franchise vraiment admirable et
digne d’un grand politique : « J’ai dit et on l’a beaucoup répété : Je
n’irai pas à Canossa, Eh bien ! j’irai à Canossa, car je veux un
Concordat. » Cela est d’un fort et qui ne craint pas de se démentir
lorsqu’il y a un grand intérêt en jeu.
Dans les paroles que Mgr Vallet a si heureusement transcrites,
non seulement pour Rome, mais aussi pour le public qui sait lire,
Bismarck montre bien qu’il a appris par l’expérience du
gouvernement et des hommes qu’un pouvoir sérieux et national, un
pouvoir monarchique doit toujours — quels que soient ses
convictions, ses préjugés, ses tendances, ses origines même — finir
par s’accorder avec le catholicisme qui est le plus grand élément de
conservation et d’ordre des sociétés. Bismarck, luthérien, faisait
profession de haïr l’Église. Mais il avouait qu’un homme d’État
intelligent doit toujours s’entendre avec Rome. Il disait à Mgr Vallet :
« Je suis toujours prêt à traiter le Pape comme un souverain. Le
Pape est un souverain. Il faut le traiter comme un monarque.
J’accréditerai un ministre auprès de lui. Et le Pape accréditera
quelqu’un auprès de mon maître. » Et il ajouta ces mots qui prennent
aujourd’hui toutes les apparences d’une leçon : « Il faut d’abord un
Concordat. » Et, ajoute Mgr Vallet, « le prince savait à peu près par
cœur le texte de tous les Concordats. Il se mit à les réciter ». Et cette
récitation dura bien vingt minutes.
Citons encore de cette conversation historique deux phrases qui
ne dépareraient pas Machiavel et qui caractérisent la politique et
l’esprit de Bismarck. Il se plaignait que le cardinal Nina lui eût
demandé de retirer les lois de mai, les plus persécutrices de tout le
Kulturkampf. « Nina, dit-il, n’est pas sérieux. Est-ce qu’on demande
à un homme d’État de rapporter des lois qu’il a demandées au
Parlement de son pays ? C’est la désuétude qui fait tomber les lois.
Si moi, Bismarck, je dis qu’elles ne seront pas appliquées, est-ce
que cela ne suffit pas ? Elles ne seront plus appliquées. » Et ceci,
sur l’usage qu’il convient de faire des constitutions et le respect qu’il
faut leur accorder : « A la mort de Colbert, votre grand roi, qu’on
plaignait pour la perte d’un tel homme, répondait : « J’ai formé un
Colbert, j’en formerai bien un autre. » — Eh bien, moi aussi, si parva
licet componere magnis, je dis : J’ai donné une constitution à
l’empire d’Allemagne pour la former ; si c’est nécessaire, je lui
donnerai une autre constitution pour la sauver. » Dans cet orgueil,
dans ce mépris, dans ce réalisme, se révèle tout entier Bismarck.
APPENDICE II
Le duc de Broglie et M. de Gontaut-Biron.