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 Human Resource Management: Gaining a Competitive Advantage, 11e Instructor’s Manual

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Chapter 2 – Strategic Human Resource Management

This chapter provides an introduction of the strategic human resource management, its role within
a company’s competiveness. It is important to ensure students are aware of strategic management
(LO 2-1) and the general approaches to strategic management (LO 2-2). Here, instructors may be
able to have students review previous material covered in a Principles of Management or an
Introduction to Business course and review different generic strategies. It may be helpful for
instructors to emphasize internal and external analysis as important steps to strategy formulation.
As within Chapter 1, this can be integrated into a discussion of general business acumen for any
manager or leader, not just those concerned with HRM.

Instructors may emphasize that strategic decisions and components of the process are all people-
related (LO 2-3) and thus may require further integration of HRM and strategy formulation (LO 2-
4). It is important here to not just simply state employees are important to consider, but to
illustrate how these decisions may be informed through HRM as well as improved and enhanced for
better strategy. LO 2-5 and LO 2-6 provides examples of how HRM practices would be chosen to
align behind different organizational strategies. Throughout the discussion, different HRM practices
and processes and how they may contribute is defined.

Learning Objectives
LO 2-1: Describe the differences between strategy formulation and strategy implementation.

LO 2-2: List the components of the strategic management process.

LO 2-3: Discuss the role of the HRM function in strategy formulation.

LO 2-4: Describe the linkages between HRM and strategy formulation.

LO 2-5: Discuss the more popular typologies of generic strategies and the various HRM practices
associated with each.

LO 2-6: Describe the different HRM issues and practices associated with various directional
strategies.

Society for Human Resource Management Body of Competency &

Knowledge

This chapter contains content which may be identified within the following content areas identified
in HR Expertise:
Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution
without the prior written consent of McGraw-Hill Education.
 Human Resource Management: Gaining a Competitive Advantage, 11e Instructor’s Manual
HR Strategic Planning
Talent Acquisition
Employee Engagement & Retention
Learning & Development
Total Rewards
Structure of the HR Function
Organizational Effectiveness & Design

Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution

without the prior written consent of McGraw-Hill Education.
 Human Resource Management: Gaining a Competitive Advantage, 11e Instructor’s Manual

Workforce Management
Employee & Labor Relations

Human Resource Certification Institute’s A Guide to the HR Body of

Knowledge

This chapter contains content which may be identified within the following content areas:
Business Management & Strategy
Workforce Planning and Employment
Human Resource Development
Compensation and Benefits
Employee and Labor Relations

Other Classroom Materials: CONNECT

There are CONNECT exercises available through McGraw-Hill, which can greatly assist student
preparation for class and understanding of chapter concepts. Instructors may wish to structure the
class, where students must complete the CONNECT exercises prior to class, thus, further reinforcing
material and allowing instructors to expand and challenge student understanding during class time.
CONNECT exercises may be set-up to be time-based, requiring students to practice chapter
materials for a specific timeframe. It is the instructors’ discretion how they desire to include this
into the course grade, but a low-stakes grading system based on completion is suggested to help
encourage student usage, while minimizing penalties for mistakes during completion.

The following activities are available in Connect for this chapter:

Case Analysis – HRM: Strategy Linkage
Case Analysis – Strategic Types & HRM Needs
Click & Drag – Directional Strategies & HRM
Click & Drag – HRM Practices
Click & Drag – Strategy Formulation
Click & Drag – Connecting HRM with Strategic Planning

Guidance to Discussion Questions and End of Chapter Sections

Discussion Question 1: Answers may vary widely, and so the instructor may wish to ensure
rationale follows from strategy to human capital. For example, if a defensive strategy is identified,
then human capital should be positioned to focus on defense. Instructors should also look to seek
rationale behind strengths and weaknesses, and note the correct or incorrect identification.

Discussion Question 2: Instructors may look to play devil’s advocate depending on the student’s
response. Larger organizations may have issues with bureaucracy, but have the resources to
support large HR initiatives. Smaller organizations, on the other hand, may be flexible and more
open to change, but not necessarily have the resources.

Discussion Question 3: Students should be able to present rationale that aligns the consistent HR
practices with the strategy, while identifying how the inconsistent practices didn’t align and may
have hurt the organization. An example might be policy on the importance of employees, but poor

Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution

without the prior written consent of McGraw-Hill Education.
 Human Resource Management: Gaining a Competitive Advantage, 11e Instructor’s Manual

(or lack of) training and low wages. This question may be integrated with the Self-Assessment
Exercise for more robust classroom discussion.

Discussion Question 4: Students may identify that a) strategic management within the HRM
department leads to leadership recognition of such decisions and thus a role in company strategic
management process, and b) strategic management within HRM department provides the
foundation for the department to contribute.

Discussion Question 5: Students should be able to recall the Competencies of HR Professionals

from Chapter 1 and identify some of these skill sets. Some areas would be college, certification
programs, and experience within companies.

Discussion Question 6: Any number of variables may be identified, some previously discussed in
Chapter 1. Students should be able to rationalize those changes and their impact on HRM functions.
For example, the aging workforce, changes healthcare and minimum wage laws may impact
compensation and benefits practices. Focus should be on their ability to identify trends in the
external environment and apply them to HRM practices.

Exercising Strategy:
Southwest Airlines Comes of Age
1) Responses may vary, but students may identify the pricing strategy, the position (if they
have flown or are familiar with Southwest) or the employee relations. All or some of these
may be acceptable, given question number 2.
2) Students should be able to identify increasing competition and continued labor/employee
relations as issues. Responses to both #1 and #2 will probably be interrelated.
3) Student responses will vary dramatically, however should discuss the different HR practices
discussed within the chapter, with illustrations as to how it would correct the problems.
Students may employ table 2.3 in their responses. Further, they may identify how current
employees may be utilized to solve problems, while developing new approaches to services.

Managing People:
How Should Dell Respond to the HP Challenge
1) The instructor may wish to draw attention to Dell’s strategy of a direct-sales model, which
needed to emphasize both customer service and quality in both consumer and business
sales. It would seem that Dell’s position has been eroded due to competitive pressure and
weakness of customer service and computer quality. Further, leadership has been
stumbling with no apparent leadership bench other than Dell now. Thus, lower price
competition drove prices lower, causing issues with computer quality and customer service.
Further as an example of “with what to compete,” Dell does not seem to have much, as even
with investments in R & D the margins would be hurt.
2) HR could help by initially assessing where internal workforce capabilities reside in the
identified areas of leadership, customer service, R & D and manufacturing. HR could then
provide an employer of choice branding strategy to help attract and retain talent who may
be more interested in working for competitors.

HR in Small Business:
Radio Flyer Rolls Forward
1) Instructors may ask students to explore motivation and engagement issues within the
company, and whether an HR manager would be able to further identify areas to engage

Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution

without the prior written consent of McGraw-Hill Education.
 Human Resource Management: Gaining a Competitive Advantage, 11e Instructor’s Manual

and motivate the workforce in the U.S. Instructors may also ask students how the
motivation and engagement activities could then be used to brand the employer as a good
place to work. Responses should focus on those areas.
2) Instructors may wish to point out that large or small, people have relationships within
companies and outsourcing and the subsequent lay-offs are difficult because they a) sever
relationships, and b) cause employees to wonder if they are next. Outsourcing may further
hurt the employer’s brand if manufacturing is tied to the location. HRM could help smooth
the transition by preparing employees for the changes, identifying the appropriate
employees/capabilities, and advising on the process. Student responses should reflect the
above.
3) Students may emphasize the other engagement activities (reduction of carbon footprint) as
another example of how Radio Flyer can leverage its learning and innovation value without
it being directly tied to the outsourced manufacturing capability. Students should then
discuss how HR can help put those out for employees to see and celebrate to increase the
employer of choice brand and morale.

Chapter Cases: Discussion Guidance

Enter the World of Business:

Amazon: From Digital to Brick-and-Mortar?

Instructors should note that at the end of Chapter 2 is a “Look Back” section, which revisits the
Amazon case and asks 3 questions. Suggested guidance for each is as follows:
1) Student responses should reflect the ability to identify how Amazon’s original strategy of
cheap and sales volume aided by the internet seems to be in direct contradiction with brick-
and-mortar. Then, their responses should either note it is not, because that is not how they
have become successful, or, it is, and the response demonstrates the combination of online
and brick-and-mortar. For example, the ability to pick-up food after ordering it online, or
how brick-and-mortar may provide the ability to deliver food faster.
2) Students may identify how Amazon may not have experience within brick-and-mortar, and
thus identify how some of the HR practices specific to the brick-and-mortar management
may not be possessed.
3) Answers may vary greatly, but students should be able to identify either a cost-based or a
differentiation-based strategy.

Competing through Globalization:

Lowering Costs through Offshoring
Instructors may wish to emphasize the impact on both the United States and the other country.
Impacts on wages, employment, cost of living should all be considered. Further, students may
explore the ethical dilemma of the employee training the replacement, as well as if there may be
potential for withholding information, or even sabotage.

Competing through Technology:

HR for the Gig Economy
Instructors may wish to ensure students recognize how the move may be within ADP’s strategic
position and competency. Students may identify how the positive is the need, however, the return
and inconsistency associated with gig work may not generate the revenue necessary.

Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution

without the prior written consent of McGraw-Hill Education.
 Human Resource Management: Gaining a Competitive Advantage, 11e Instructor’s Manual

Integrity in Action:
From Hidden Emissions to Zero Emissions: Volkswagen’s Correction
Student responses will vary based on their opinion. Different discussion points may a) identify how
over time the reputation may build as people forget, b) some consumers may not care, c) the move
helps to change some consumers’ minds.

Competing through Sustainability:

IKEA Helps Parents
Traits may include attractive compensation and benefits packages, career development, training
and skill development, education and certification attainment, reputation and brand recognition,
work-life balance and company-specific perquisites such as recreational rooms. Larger discussion
can emphasize how an employer of choice initiative helps companies attract and retain employees,
which are important to organizational strategy. Responses should reflect the effectiveness of Ikea’s
approaches.

Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution

without the prior written consent of McGraw-Hill Education.
 Chapter 2
Strategic Human Resource
Management

©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.
 Learning Objectives
LO 2-1 Describe the differences between strategy formulation
and strategy implementation.
LO 2-2 List the components of the strategic management
process.
LO 2-3 Discuss the role of the HRM function in strategy
formulation.
LO 2-4 Describe the linkages between HRM and strategy
formulation.
LO 2-5 Discuss the more popular typologies of generic
strategies and the various HRM practices associated with
each.
LO 2-6 Describe the different HRM issues and practices
associated with various directional strategies.

©McGraw-Hill Education.
 Introduction
Strategic management includes
• Having the goal to deploy and allocate resources for a
competitive advantage
• Integrally involving the HRM function
• Using a business model to create value for customers

©McGraw-Hill Education.
 What Is a Business Model?
Accounting Concepts
Fixed Costs
Variable Costs
Margins
Gross Margin

©McGraw-Hill Education.
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 What Is Strategic Management? 1 of 5
Strategic Management
• A process
• An approach to addressing the competitive
challenges an organization faces
• Managing the “pattern or plan that integrates an
organization’s major goals, policies, and action
sequences into a cohesive whole.”
• Developing strategies for achieving the company’s
goals in light of its current environment

LO 2-1

©McGraw-Hill Education.
 What Is Strategic Management? 2 of 5
Strategic HRM
• “The pattern of planned human resource deployments
and activities intended to enable an organization to
achieve its goals.”
• Strategic management is a process to address the
organization’s competitive challenges by integrating
goals, policies and action sequences into a cohesive
whole.

©McGraw-Hill Education.
 What Is Strategic Management? 3 of 5
Components of the Strategic Management
Process
• Strategy Formulation
Strategic planning groups decide on strategy
• Strategy Implementation
Organization follows through on the strategy

LO 2-2
©McGraw-Hill Education.
 Figure 2.2 A Model of the Strategic Management Process

Jump to long description in

appendix
©McGraw-Hill Education.
 What Is Strategic Management? 4 of 5
Linkage Between HRM and the Strategic
Management Process
• Strategic choice
• Where to compete?
• How to compete?
• With what will we compete?

©McGraw-Hill Education.
 What Is Strategic Management? 5 of 5
Role of HRM in Strategy Formulation
• With what will we compete?
• Four levels of integration between HRM and the
strategic management function
• administrative linkage
• one-way linkage
• two-way linkage
• integrative linkage

LO 2-3 and 2-4

©McGraw-Hill Education.
 Figure 2.4 Linkages of Strategic Planning and
HRM

SOURCE: Adapted from K. Golden and V. Ramanujam, “Between a Dream and a Nightmare: On the Integration of the Human Resource Function and the Strategic Business Planning Process,” Human Resource Management 24 (1985), pp. 429–51.
©McGraw-Hill Education.
 Figure 2.5 Strategy Formulation

©McGraw-Hill Education. Adapted from K. Golden and V. Ramanujam, “Between a Dream and a Nightmare,” Human Resource Management 24 (1985), pp. 429–51
 Strategy Formulation

Mission

Goals External

Analysis Internal

Analysis

Strategic Choice

©McGraw-Hill Education.
STRENGTHS
Expanding Liquidity
Operational Efficiency
Broad Range of Services Portfolio
OPPORTUNITIES
Growing Demand for Online Video Table 2.2
Growth in Internet Advertising Market
Inorganic Growth
SWOT
WEAKNESSES Analysis for
Issues with Chinese Government
Dependence on Advertising Segment
Google, Inc.
Loses at YouTube
THREATS
Weak Economic Outlook
Invalid Clicks
Microsoft-Yahoo! Deal
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 Strategy Implementation 1 of 12
Strategic implementation requires that
• “An organization has a variety of structural forms and
organizational processes to choose from when
implementing a given strategy”
• Five variables
• organizational structure
• HRM tasks
•task design
•selection, training, and development of people
•reward systems
• types of information and information systems

LO 2-5

©McGraw-Hill Education.
 Figure 2.6 Variables to Be Considered in
Strategy Implementation

Jump to long description in

appendix

©McGraw-Hill Education.
 Strategy Implementation 2 of 12
Vertical Alignment
• HR practices and processes address the strategic
needs of the business.
• The link between strategy and HR practices is
primarily through people.
• Job analysis and design
• Recruitment
• Selection systems
• Training and development programs
• Performance management systems
• Reward systems
• Labor relations programs

©McGraw-Hill Education.
 Figure 2.7 Strategy Implementation

Jump to long description in

appendix

©McGraw-Hill Education.
 Strategy Implementation 3 of 12

HRM Practices
Job Analysis/Design
Recruitment/Selection
Training/Development
Performance Management
Pay Structure/Incentives/Benefits
Labor-Employee Relations

©McGraw-Hill Education.
 Strategy Implementation 4 of 12
Pay Structure, Incentives, and Benefits
• High pay and/or benefits relative to competitors can
help company attract and retain high-quality
employees, but might have a negative impact on
overall labor costs.
• Tying pay to performance can elicit specific activities
and levels of performance from employees.

©McGraw-Hill Education.
 Strategy Implementation 5 of 12
Labor and Employee Relations
• Employees – asset or expense?
• How much should employees participate in decision
making?
• What rights do employees have?
• What is the company’s responsibility to employees?
• The approach a company takes in making these
decisions can result in successfully achieving its
short and long-term goals or ceasing to exist.

©McGraw-Hill Education.
 Strategy Implementation 6 of 12
Strategic Types
• Porter’s Cost and Differentiation
• Value can be created by reducing costs.
• Value can be created by differentiating a product or service
so the company can charge a premium price relative to its
competitors

©McGraw-Hill Education.
 Strategy Implementation 7 of 12
HRM Needs in Strategic Types
Role behaviors
• Behaviors required of an individual in his or her role as a job
holder in a social work environment
• Cost strategies – companies define the skills they require
and invest in training employees in these skill areas.
• Differentiation strategies - Employees are expected to exhibit
role behaviors that include cooperating with others,
developing new ideas, and taking a balanced approach to
process and results.

©McGraw-Hill Education.
 Strategy Implementation 8 of 12

Directional Strategies
Concentration
Internal Growth
Mergers and Acquisitions
Downsizings

LO 2-6

©McGraw-Hill Education.
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Exploring the Variety of Random
Documents with Different Content
stamps or stamped envelopes for letters or newspapers." Under
authority of this Act the Postmaster decided to introduce one cent
wrappers and they were first issued in October, 1861. By the Act of
March 3, 1863, the rate for transient newspapers was changed to
two cents, and accordingly, the Post Office issued what is known as
the "two cent, Jackson", newspaper wrapper.

Collectors have often complained that the wrappers of this issue are
troublesome. This is largely due to the fact that no one has
undertaken the task of compiling a complete list of the fairly
numerous varieties in existence. Again, the various tints of paper
used in this issue have justly caused a good deal of confusion. The
catalogues distinguished between coarse and yellow buff, salmon,
pale buff and amber buff, pale and dark manila, but it is safe to
assume that no two collectors would agree in regard to color. It
seems reasonable to distinguish between buff, salmon buff (a
pinkish yellow) and yellow buff, while the manila paper used for the
one cent wrappers may properly be called coarse manila.
To give the philatelist a broader hold on this issue and a better
insight, Mr. J. M. Bartels, together with the writer, has made a
thorough study of the one cent wrapper, and the result of their
united labor is embodied in the list which will follow this series of
articles.
For the identification of a wrapper of this issue it is well to observe
the following method:
Note whether the paper is horizontally or vertically laid;

Whether or not the wrapper has a watermark;

Measure the distance between the top of the stamp and the
horizontal edge of the wrapper; it will be found that this distance
varies from 35 to 120 mm. and constitutes a valuable help for
differentiation and identification of a wrapper;

Note the dimensions of the wrapper which may be:

148 × 225 to 227 mm.

151 × 227 mm.
148 × 257 mm.
151 × 257 mm.
In the absence of a watermark the paper may be either wove or laid.
A noteworthy innovation in this issue is the introduction of orange
paper used both for envelopes and wrappers.
The one cent wrapper has also been found on a somewhat coarse,
white paper, of which the writer has seen a single copy, contained in
the magnificent collection of Mr. G. H. Worthington, of Cleveland,
Ohio, but, as far as known, the white paper was not issued with the
sanction of the Post Office authorities.
An envelope on white paper, of a somewhat similar texture to the
wrapper spoken of above, was in the collection of Mr. Van Derlip, of
Boston, but, it is impossible to trace its present whereabouts, and,
therefore, I have no means of ascertaining the die.

THREE CENTS: RED.

HEAD OF WASHINGTON TO LEFT. A SMALL UPRIGHT OVAL
MEASURING 20 × 24 MM. "THREE CENTS" ABOVE; "U. S. POSTAGE"
BELOW.
At each side is a six-rayed star between the inscriptions.

NINE VARIETIES.

It has already been mentioned that the new die was issued in
accordance with the action of the 36th Congress, and that this
stamp is also used to form a compound value with the one cent die.
The collector of entire envelopes finds in this issue two new shapes,
knives 6 and 7, of which the former was supposed to supply the
needs of the gentler portion of humanity, and is officially known as
"Ladies' Note Size," while knife 7 is styled "Medium Letter" and is for
commercial correspondence. These envelopes have "patent lines."
With the exception of variety 8, which measures 24-1/2 mm., the
vertical dimension of the die is 24 mm. The several varieties may be
grouped by observing the position of the back of the bust with
relation to the letters "G" and "E" of "POSTAGE."
Group I.—Back of bust points at "G." (Vars. 1 to 7.)
Group II.—Back of bust points between "G" and E." (Var. 8.)
Group III.—Back of bust points almost at "E." (Var. 9.)
For the specialist the writer recommends the use of a 10 mm. unit
distance measurement to be applied as follows:
Measure 10 mm. from the top of the highest ray of the left star
towards the top of "P" of "POSTAGE." This measurement assists in
the identification of varieties 1 and 3. Another measurement may be
taken from the left end of the horizontal cross stroke of "N" of
"CENTS" towards the "E" of "THREE," and reveals the different
spacings between the latter and "CENTS."
BACK OF BUST POINTS AT "G."
Variety 1:—"PO" close. "AGE" widely spaced. Note that the distance
between "T" and the left star is further in Var. 1 than in Var. 2 or 3.
"C" of "CENTS" near "E." Width of "U. S." at top 4-1/2 mm.
Variety 2:—An additional period close to the upper end of "S." "O"
further from "P." "S" nearer "T" than in Var. 1. "U. S." wider than in
Var. 1, measuring 5 mm. across the top. "CE" of "CENTS" wide.
Variety 3:—"PO" spaced as in Var. 2, and "U. S." as in Var. 1; but
"PO" and "TA" are spaced wider than in Var. 1.

Variety 4:—"O" far from "P." "S" of "POSTAGE" almost touches inner
frame line. "AGE" near.
Variety 5:—"PO" close, but "OS" very wide. "AGE" wide.

Variety 6:—"ST" very widely spaced; "OS" wide; "AGE" near.

Variety 7:—"A" of "POSTAGE" has no bar; "PO" near; "OS" wide.
BACK OF BUST BETWEEN "G" AND "E."

Variety 8:—This is the largest die of the series. Its vertical

measurement is 24-1/2 mm. "PO" close; "ST" close; "AGE" widely
spaced.
BACK OF BUST POINTS ALMOST AT "E."
Variety 9:—"POSTAGE" short and lettering very close. 10 mm.
measured from the top of "P," reaches "E."

PROOF SET.

It may be of interest to collectors of entire envelopes to mention

that a set of envelopes has been catalogued under the supposition
that they were regularly issued, but they are now generally believed
to be proofs. They are all buff paper and are Var. 8. The following
knives and sizes exist:[D]

S. 3, Knife 3, 221 × 97 mm. Official.

S. 7, " 13, 224 × 96 mm. "
S. 8, " 14, 241 × 100 mm. Extra Official.
S. 8, " 15, 249 × 104 mm. " "
S. 8, " 16, 260 × 110 mm. " "
 S. 8, " 17. 271 × 118 mm. " "

Letter sheets on blue and white paper with this die are essays or
trial printings.

FOUR CENTS.

ONE CENT BLUE (FRANKLIN) AND THREE CENTS RED

(WASHINGTON).

The reason for the issue of this, the only compound stamp of the U.
S. Post Office, has already been stated in the introduction to the one
cent. The two stamps were impressed side by side, the one cent to
the left and the three cents to the right. The Department issued two
sizes of these rather scarce compounds, officially called size 2 and 3.
Of the first there exists but one knife, i.e. knife 8 (137 × 77 mm),
and of the second two knives, i.e. knives 2 and 9, both measuring
139 × 83 mm. All envelopes exist on white and buff paper, except
perhaps variety 5. There are five different combinations of these
compounds, which are as follows:

ONE CENT. THREE CENTS.

Variety 1. 3 × 8
Variety 2. 4 × 4
Variety 3. 6 × 8
Variety 4. 8 × 1
Variety 5. 10 × 8

It will be noted that the same variety of the three cents is used with
three different combinations of the one cent. By far the rarest of the
entire series is variety 5 which represents the Franklin die, in which
the back and front of the bust cut into the inner frame line. The
writer has seen a few copies of this variety on white paper but none
on buff.
From the reports of the Postmaster-General it has been ascertained
that the compound stamp was issued only during fifteen months,
ending June 30, 1863. On account of the short time that these
envelopes remained on sale but 127,250 were issued. This explains
their rarity.

SIX CENTS: RED.

HEAD OF WASHINGTON: SIX RAYED STARS FOR SIDE ORNAMENTS.
OVAL 20 × 24 MM.
This die, which was in use from October, 1860, to August 15, 1861,
presents us with a new head, which was retained for the next higher
denomination, the ten cents, green. Why the head used for the
three cents was abandoned by the die maker we do not know. The
principal new feature is a very short heavy front-lock which ends far
from the ear-lobe. In addition to the front-lock there are three long
clusters of hair in the front and four in the rear, of which the two
lowest reach into the queue. From the middle of the side-lock
extends the wedge-shaped lowest front-lock. It slants but a little
distance across the ear-lobe. A long straight lock, made up of three
strands, runs from the ear-lobe into the queue. The size of this
envelope is "Official" or No. 7, measuring 221 × 98 mm. It is found
both on white and buff paper and is very rare.

TEN CENTS: GREEN.

HEAD OF WASHINGTON; SIX RAYED STARS FOR SIDE ORNAMENTS.
OVAL 20 × 24 MM.
Envelopes bearing the ten cent die were issued from October, 1860,
to August 15, 1861. As has already been stated the head is the
same as that of the preceding die, but the envelope is different. It is
the common knife 2, or "Full Letter," measuring 139 × 83 mm. The
paper is white or buff. Of the two, the former is the rarer.
Before taking up the next issue it may be well to remind the collector
that the three cents, six cents and ten cents have been reprinted,
not on entire envelopes, but on pieces of paper vertically laid, while
the originals are on diagonally laid paper.

A Reference List of Entire Envelopes and Wrappers

of the Series of 1860.

Envelopes.

ONE CENT, BLUE.

No. Paper. Knife. Size.Dimensions. Gum. Remarks.

Var. 1.
157 B 2 3 139 × 83 U
158 B 2 3 " " G
Var. 2.
159 B 2 3 139 × 83 U
160 B 2 3 " " G
Var. 3.
161 B 2 3 139 × 83 U
162 B 2 3 " " G
163 B 5 3 " " G
Var. 4.
164 B 2 3 139 × 83 U
165 B 5 3 " " U
166 B 5 3 " " G
Var. 5.
167 B 2 3 139 × 83 U
168 B 2 3 " " G
169 B 5 3 " " G
Var. 6.
170 B 2 3 139 × 83 U
171 B 2 3 " " G
172 B 5 3 " " U
173 B 5 3 " " G
174 B 9 3 " " U
175 B 9 3 " " G
Var. 7.
175a B 2 3 139 × 83 U
176 B 5 3 " " U
177 B 5 3 " " G
Var. 8.
178 B 2 3 139 × 83 U
Var. 9.
179 B 2 3 139 × 83 U
180 B 5 3 " " U
181 Y.B. 5 3 " " U
182 Or 2 3 " " U Wove paper, no wmk.
183 L.Or 5 3 " " U " " "
Var. 10.
184 Or 11 3 139 × 83 G
Var. 11.
185 B 11 3 139 × 83 G
Var. 12.
186 B 11 3 139 × 83 G

THREE CENTS, RED.

No. Paper. Knife. Size. Dimensions. Gum. Remarks.

Var. 1.
187 W 7 2 137 × 77 G
188 W 8 2 " " G
189 B 8 2 " " G
190 W 2 3 139 × 83 G
191 B 2 3 " " G
 Var. 2.
192 W 7 2 137 × 77 G
193 B 7 2 " " G
194 W 8 2 " " G
195 B 8 2 " " G
196 W 2 3 139 × 83 G
197 B 2 3 " " G
Var. 3.
198 W 6 1 118 × 65 G
199 W 1 1 120 × 73 G
200 W 2 3 139 × 83 G
201 B 2 3 " " G
Var. 4.
202 B 7 2 137 × 77 G
203 W 8 2 " " G
204 B 8 2 " " G
205 W 2 3 139 × 83 G
206 B 2 3 " " G
Var. 5.
207 W 2 3 139 × 83 G
208 B 2 3 " " G
Var. 6.
209 W 2 3 139 × 83 G
210 B 2 3 " " G
Var. 7.
211 W 6 1 118 × 65 G
212 W 1 1 120 × 73 G
213 W 7 2 137 × 77 G
214 B 7 2 " " G
215 W 2 3 139 × 83 G
216 B 2 3 " " G
Var. 8.
217 W 7 2 137 × 77 G
 218 B 7 2 " " G
219 W 8 2 " " G
220 B 8 2 " " G
221 W 2 3 139 × 83 G
222 B 2 3 " " G
Var. 9.
223 W 7 2 137 × 77 G
224 B 7 2 " " G
225 W 8 2 " " G
226 B 8 2 " " G
227 W 2 3 139 × 83 G
228 B 2 3 " " G

FOUR CENTS, RED AND BLUE.

No. Paper. Knife. Size.Dimensions. Gum. Remarks.

Var. 1.
Var. 3 of 1c. and 8 of
229 W 9 3 139 × 83 G
3c.
230 B 9 3 " " G " " "
Var. 2.
Var. 4 of 1c. and 4 of
231 W 2 3 139 × 83 G
3c.
232 B 2 3 " " G " " "
Var. 3.
Var. 6 of 1c. and 8 of
233 W 2 3 139 × 83 G
3c.
234 B 2 3 " " G " " "
Var. 4.
Var. 8 of 1c. and 1 of
235 W 8 2 137 × 77 G
3c
236 B 8 2 " " G " " "
Var. 5.
 Var. 10 of 1c. and 8 of
237 W 8 2 137 × 77 G
3c.
238 B 2 3 139 × 83 G " " "

SIX CENTS, RED.

No. Paper. Knife. Size. Dimensions. Gum. Remarks.

239 W 3 7 221 × 98 G
240 B 3 7 " " G

TEN CENTS, GREEN.

No. Paper. Knife. Size. Dimensions. Gum. Remarks.

241 W 2 3 139 × 83 G
242 B 2 3 " " G

WRAPPERS.

ONE CENT, BLUE.

Dist'ce
Horizon'ly
of
or
Paper. st'p
Vertic'ly
No. [E] Dimensions. from Remarks.
Laid.
Edge.
Var. 3.
243 S.B. 148 × 225 H 35
244 S.B. " " V 35
245 S.B. " " H 35 Unwatermarked.
246 A.B. 151 × 257 H 35 "
247 Y.B. 148 × 225 H 35
248 Y.B. " " V 35
249 Or 151 × 257 H 36 Unwatermarked.
250 Or " " V 36 "
251 Or " " Wove 36 "
Var. 4.
252 B 148 × 232 V 38
253 Y.B. 152 × 257 V 120
253a C.M. " " V 120
Var. 5.
254 B 148 × 227 H 39
Var. 6.
255 B 148 × 227 H 39
256 B " " V 39
257 C.M. " " H 68-71
258 Y.B. " " H 33-37
259 Y.B. " " V 33
Very rare. But
260 W " " V 38 one copy
known.
Var. 7.
261 Y.B. 151 × 227 H 35
262 Y.B. " " V 35
263 C.M. " " H 71
Var. 8.
264 B 148 × 227 H 39
Var. 9.
265 C.M. 148 × 225 H 68-71
266 C.M. " " Wove 71 Unwatermarked.
267 B " " H 39
268 B " " V 39
269 B " " V 70
[HW: 180 ×
270 Or 44 Unwatermarked.
260]
270a Or 180 × 260 H 48 "
Var. 10.
271 C.M. 148 × 225
 Var. 12.
272 B 148 × 225

FOOTNOTES:
[D] The Knives, Nos. 13, 14, 15, 16 and 17 are those of the list in
the Catalogue for Advanced Collectors and are not referred to in
the National Society's list.
[E] The abbreviations used to designate the papers are: W—
white; B—buff; A.B—Amber-buff; S.B—salmon-buff; Y.B—yellow-
buff; Or.—orange and C.M—coarse manila.
 THIRD ISSUE: 1861.
In the report of the Postmaster-General for the fiscal year 1861, it is
stated that the three, six and ten cent dies would be changed, and
the new ones were issued August 15th, 1861. They remained in use
till September, 1864. Another important change was the abolishing
of the former ten cents, or California, rate which took place shortly
after July 1st, 1863.
In addition to these new dies, the Post Office introduced the
following new denominations: i.e. 12, 20, 24 and 40 cents. These
latter appear on large sized envelopes, known to the cataloguers as
Knives 14—Size 7, "Official," 19—Size 8, "Extra Official," and 20—
Size 8, "Extra Official." The 1861 report says that the large
envelopes were intended for the purpose of mailing large packages
and for foreign correspondence. The total issue amounted to 20,000.

THREE CENTS, ROSE.

Head of Washington facing to left. Inscriptions in outline, block
letters. "United States" above: "Three Cents" below, separated on
each side by a small circle containing a colorless numeral of value.
The die is an oval measuring in
Die A:—23 mm. or less in width.
Die B:—23 1/2 mm. or more in width.
Die A includes varieties 1 to 7.
Die B includes varieties 8 to 17.
As in former issues, the engraver has presented the collector with
various heads which differ in the arrangement of the hair but, as in
addition to these minor details the lettering of the various dies is a
far more essential feature, it has not been thought necessary to
reproduce the heads.
To find the main varieties the following system, based on line
prolongation, has been adopted:
Draw a straight line along the outer vertical stroke of the final "E" of
"THREE" and note its position with regard to letters "D," "S" and "T"
of " UNITED STATES." This establishes four main groups or classes.
Class I.—The line runs to the left of "S" of STATES.
Class II.—The line passes through "S."
Class III.—The line touches the upper bar of "T" to left.
Class IV.—The line runs through centre of "T" or beyond it.

I, II, III, IV
The varieties of this die are, furthermore, plainly differentiated by
the size of the letters used for the inscription. There are three sizes:
—very tall letters, medium size, and decidedly small letters.
Even a cursory observation reveals various shapes of the letter "C"
of "CENTS," and "D" of "UNITED." Likewise, the spacing between
the words and the distance from the words to the circles containing
the numerals of value vary considerably.
Formerly the existence of a broken circle at the side was chronicled
as one of the most noteworthy varieties, but this feature is of little
value. The philatelist may, however, be interested to hear the opinion
of Messrs. Tiffany, Bogert and Rechert: "We have concluded that
only two varieties are worthy of a place in our list. The others,
though existing, are too minute to interest the average collector."
The above statement only proves that Horace is right when he
assures us "Quandoque bonus dormitat Homerus." Now and then
the best experts are asleep! In the writer's opinion all the varieties of
the three cents rose cannot fail to interest the collector, and no two
can be singled out as being of more or less importance.
By using a 10 mm. unit distance measurement, we detect numerous
other varieties, of which some are shown in the subjoined diagram.

We are now prepared to study the several varieties of Dies A and B.

 DIE A.

Class II.

Variety 1:—Elongated "C" without dot in centre. The lettering is

large. Wide, open "U." "NITE" widely spaced, especially "TE." "ED"
near. "U" far from "3." "DS" near. "S" of "STATES" near "3." "T" of
"THREE" far from "3." "HR" wide. "RE" wide at top. "NT" wide at
base. "S" large and far from "3." Uncommon on white, very rare on
buff.
Variety 2:—Open, short "U." Large, wide open "C." Small lettering.
Wide, open "U," and far from "3." "NITE" widely spaced. "TAT" well
spaced at top. "S" near "3." "T" of "THREE" near "3." "EC" wide. "C"
of "CENTS" is tall, well rounded, and its ends are far apart. "S" of
"CENTS" far from "3." Found on white and buff paper, quite rare.

Class III.

Variety 3:—Smallest letters; "S" of "CENTS" not so near as in Var. 4.

"U" very small, contracted at top, and far from "3." "UNITE" evenly
spaced; "ED" wide at top and "D" in an almost vertical position. "DS"
wide. "TA" of "STATES" wide at top. "T" of "THREE" near "3." "EC"
wide. "C" small and wide open. "C" far from "E." "TS" close at top.
Common on both papers.
Variety 4:—Similar to variety 3. "S" of "STATES" nearer circle. The
lettering of this variety is like that of Variety 3, but "U" of "UNITED"
is nearer "3" and "S" of "CENTS" close to "3." Note also that the top
stroke of the "T" of "THREE" is shorter on the left than on the right.
Found only on buff, but quite common.

Class IV.

Variety 5:—"U" very near circle. Rather small letters. Space between
bars of "U" narrow. "NI" wide at top. "DS" near. Final "S" of
"STATES" near "3." "T" of "THREE" very far from "3." "C" small, open
and end poorly rounded. "EC" wide. "S" of "CENTS" far from "3."
Perhaps the rarest of all the varieties.
Variety 6:—"C" large, well formed, and far from "E." Similar to
Variety 5. "U" further from "3," more open, and larger than in Variety
5. "C" well rounded and large. "S" of "STATES" large.
Variety 7:—Elongated "C" with dot in centre. Large lettering. "U"
nearly horizontal and near "3." This variety has several characteristic
features. 1st:—"TS" of "CENTS" is very widely spaced at base; 2nd:
—"C" of "CENTS" is tall, straight and oval shaped. 3rd:—The left
cross stroke of "T" of "THREE" is very short, and the letter is out of
proportion to those of the rest of the inscription. "EE" of "THREE"
widely spaced. "D" is large and slants decidedly to the left. "DS"
close. Final "S" of "STATES" near "3." "EC" wide. "S" of "CENTS" far
from "3."

DIE B.

Excepting perhaps numbers 9 and 14, the lettering of the varieties of

this class is generally large.

Class I.
Variety 8:—Widest space between "S" of "CENTS" and circle. "U"
narrow and tall, and in a nearly horizontal position; first bar much
thicker than the second. "D" of "UNITED" well rounded at top. "DS"
near. "S" in vertical position. Wide distance at base of letters "TE" of
"STATES." "ES" close, and "S" near "3." "T" of "THREE" has a long
crossbar and is far from "3." "HR" widely spaced, but "R" and "E," as
well as "T" and "S" almost touch at top. "EC" near. "C" of "CENTS" is
large, oval and open.

Class II.

Variety 9:—Circular "C." Smallest lettering in Die B, "U" near circle.

"U" small, short and near "3." "TE" almost joined at top. "DS" close.
"STATES" spaced closely, and final "S" far from "3." "T" of "THREE"
slender and far from "3." "HR" wide. "EC" near. "C" of "CENTS"
small, almost circular, and its end-curves close together. "S" far from
"3." There is often a white dot over the centre of "R" of "THREE."
Variety 10:—"U" nearly touches circle. Medium large lettering. "U"
very close to "3;" it is long and wide open. "NT" widely spaced. "DS"
wide at top. "T" of "THREE" far from "3." "RE" widely spaced. "EC"
near. "C" of "CENTS" round with a wide space between the end-
curves. Wide space between "C" and "E." "S" far from "3." "ENTS"
appear smaller than the other letters.

Variety 11:—"EC" very wide; "U" rather small. Large lettering. "U"
narrow and far from "3." "D" of "UNITED" large and rounded, and
"ED" close. "DS" close. Note in "STATES" wide space between "T"
and "E." "ES" close at base. "S" far from "3." "T" of "THREE" near
"3." "HRE" well spaced. "C" of "CENTS" round; top curve, short. "S"
near "3."
Variety 12:—"U" far from circle. Large, round "C" close to "E." Large
lettering. Second bar of "U" thinner than first. "UNIT" closely
spaced; "ED" wide at top. "DS" near. "ST" of "STATES" close. The
entire word "STATES" is very closely spaced. "S" far from "3." "T" of
"THREE" near "3." Note that "RE" are close at top. "EE" close. "N" is
unusually broad. "TS" almost touch. "S" far from "3."
Variety 13:—There is generally a dot under right circle. Large
lettering. "U" near "3" "UNITED" closely spaced. "DS" near. "STATES"
is also closely spaced. "S" near "3." "T" of "THREE" short and near
"3," and "TH" wide at base. "REE" well spaced. "EC" near. "C" of
"CENTS" elongated, tipped to the left, and its end curves wide apart.
"CE" well spaced, but "ENTS" close. "S" near "3." There is frequently
a dot after "S" of "CENTS." Found on white and buff.

Class III.

Variety 14:—"U" very far from circle. Small letters. "U" of "UNITED"
small and contracted. "UNITED" is closely spaced, but "ED" is wide
at top. "DS" near. Excepting "ST" the rest of "STATES" is also closely
spaced. "S" near "3." "T" of "THREE" close to "3." "TH" near. "HREE"
well spaced. "C" of "CENTS" is small and its curves short. "S" far
from "3."

Class IV.

Variety 15:—"S" of "STATES" very far from circle. "U" near circle.
"UNI" close. "T" has a long top stroke and "TED" wide at top. "DS"
near. "S" large; "AT" spaced, and base of "E" short. "T" of "THREE"
small and near "3." "TH" wide. "RE" close at top, "EC" near. "C" of
"CENTS" is tall and its end-curves wide apart. "CE" wide. "S" near
"3."

Variety 16:—Largest "C." "RE" and "TS" joined. Large lettering. This
variety has a wide color margin both above the upper inscription and
below the lower one. "UNITED" close. "DS" near. "STATES" close. "S"
close to "3." "T" near "3." "RE" nearly joined at top. "EC" near. "C"
large, broad and the lower curve considerably longer than the upper
one. "CE" close. "TS" touch at top. "S" far from "3."
Variety 17:—Large square "D." "C" far from "E." "U" is close to "3,"
"U" contracted. "UNITED" close and "TE" touch at top. Note that "D"
is nearly square. "DS" near. "STATES" close. "T" near "3." "HR" well
spaced. "C" rather small and far from "E." "NTS" close; "TS" touch.
"S" near.
The subjoined tables are added merely to aid the collector in
recognizing the different varieties:
LETTERING.
Very small:—Varieties 3, 4.
Medium:—Varieties 5, 6, 9, 14.
Large:—Varieties 2, 7, 8, 10, 11, 13, 15, 17.
Very large:—Varieties 1, 12, 16.
DISTANCE FROM "U" TO LEFT CIRCLE.
1) Close:—Varieties 5, 10.
2) Medium:—Varieties 4, 6, 7, 8, 9, 11, 13, 15, 16, 17.
3) Far:— Varieties 1, 2, 3, 12, 14.
Varieties 2, 3, 4, 5, 6, 7 and 17 are found on Knife 2 only.

SIX CENTS, Rose.

The design of the SIX CENTS is very similar to the last one, but the
numerals at sides are in ovals. The lettering is also in outline block
capitals. No varieties of this die exist.
In the beginning of the year 1861, Nesbitt produced new dies of the
12, 20, 24 and 40 cents values, and later, in August, the 10 cents.
No varieties of these dies exist. The design consists of an horizontal
oval, 27-1/2 × 25 mm. showing the bust of Washington in an
upright, colored oval, surrounded by a broad, colorless band 3-1/2
mm. wide, inscribed in colored block capitals, with the value above
and "U. S. POSTAGE" below. At each side is a circle with colored
numerals. The ornaments above and below the circles consist of
branches with seven leaves each.
With the exception of the Ten Cents, the new stamps are bi-colored:
i.e.
12 cents: brown and red.
20 " blue and red.
24 " green and red.
40 " black and red.

A Reference List of the Entire Envelopes and Letter

Sheets of the Series of 1861.

Envelopes.

THREE CENTS, ROSE.

No. Class. Die. Paper. Knife. Size. Dimensions. Remarks.

Var. 1.
273 2 A B 7 2 137 × 77
274 " " W 2 3 139 × 83
275 " " " 11 3 "
276 " " B 11 3 "
Var. 2.
277 2 A W 2 3 139 × 83
277a 2 A B 2 3 "
Var. 3.
278 3 A W 1 1 120 × 73
279 " " W 2 3 139 × 83
280 " " B 2 3 "
 Var. 4.
281 3 A B 2 3 139 × 83
Var. 5.
282 4 A W 2 3 139 × 83
283 " " B 2 3 "
Var. 6.
284 4 A W 2 3 139 × 83
285 " " B 2 3 "
Var. 7.
286 4 A W 2 3 139 × 83
287 " " B 2 3 "
Var. 8.
288 1 B W 1 1 120 × 73
Wove paper, no
289 " " W 1 1 "
wmk.
290 " " W 10 1 122 × 76
291 " " B 7 2 137 × 77
292 " " W 2 3 139 × 83
293 " " W 2 3 " No wmk.
294 " " B 2 3 "
295 " " Or. 2 3 "
296 " " W 5 3 "
297 " " B 5 3 "
298 " " W 9 3 "
299 " " B 9 3 "
300 " " W 12 5 160 × 90
301 " " W 12 5 " No wmk.
302 " " B 12 5 "
303 " " B 12 5 " No wmk.
304 " " Or. 12 5 " " "
Var. 9.
305 2 B W 2 3 139 × 83
306 " " B 2 3 "
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