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Chapter 08 - The Supervisor as Leader
8-1
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or
distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in
whole or part.
Chapter 08
The Supervisor as Leader
I. CHAPTER OVERVIEW
Supervisors must be leaders. Leading is the management function of influencing people to act or not
act in a certain way. This chapter describes a variety of leadership styles and discusses how to give
directions. It also discusses how supervisors can effectively relate with the various people in an
organization.
To find out whether people are natural leaders, researchers have looked for traits commonly found in
effective leaders. Although research has been inconsistent, the conclusion is that traits alone do not
predict success as a leader. Traits that are often suggested as useful include a sense of responsibility,
self-confidence, high energy level, empathy, internal locus of control, and a sense of humor.
Leadership styles are categorized in several ways. When categorized by the amount of authority
retained by the supervisor, supervisors can be authoritarian, democratic, or laissez-faire. Another way
to look at differences in leadership styles is to consider what supervisors focus on in making decisions
and evaluating accomplishments. Supervisors may focus on the task at hand (task-oriented approach),
the people involved (people-oriented), or on both.
The contingency theories of leadership like Fiedler’s contingency model, life cycle theory, and the
path-goal theory of leadership are based on the view that the best style of leadership depends on the
situation. According to Fiedlers’ contingency model, the performance of a particular leadership style
depends on three characteristics of the situation: leader–member relations, task structure, and the
position power of the leader. Hershey-Blanchard’s life cycle theory suggests that the leadership style
should reflect the maturity of the followers. The path–goal theory of leadership suggests that the
primary activities of a leader are to make desirable and achievable rewards available to organization
members who attain organizational goals and to clarify the kinds of behavior that must be performed
to earn those rewards. Servant and entrepreneurial leadership styles are relevant to different situations.
Servant leadership style is well suited for leaders whose primary task is to serve people around them
while entrepreneurial leadership is based on the attitude that the leader is self-employed.
The text discusses the factors that should be kept in mind when selecting a leadership style. These
factors include characteristics of the leader, the subordinates, and the situation itself.
Successful supervisors need to work effectively and maintain good relations with their employees,
boss, and peers. With employees, supervisors should set a good example, be ethical, and develop trust.
Supervisors should give their boss loyalty, cooperation, information, and results and be aware of and
respond to the boss’s style. With peers, supervisors should keep competition fair and as friendly as
possible and offer support or criticism in a constructive way.
II. TEACHING THE CONCEPTS BY LEARNING OBJECTIVES
Learning Objective 8.1: Discuss the possible link between personal traits and leadership ability.
1. Key terms.
Leading: Influencing people to act or not act in a certain way.
Internal Locus of Control: The belief that you are the primary cause of what happens to yourself.

8-2
whole or part.
2. Teaching notes.
The text makes the distinction between managers and leaders in a quote from consultant and
author Paul Taffinder, “Managers seek and follow direction. Leaders inspire achievement.”
The terminology of leading and leadership may be confusing to the student. The terms leading or
leadership are often used in place of the word managing with little or no distinction between the
terms. (“Manage–1. To direct or control the use of. 2. a. To exert control over. b. To make
submissive to one’s authority, discipline, or persuasion.”). In some cases a distinction is
emphasized with leadership described as a more dynamic activity toward meeting the needs and
goals of the organization. The dictionary definitions of lead and manage indicate that “lead” is
going in advance, or guiding, while “manage” is directing and controlling. The supervisor’s job is
a blend of both, sometimes going in advance and sometimes directing and controlling.
Organizations seek to hire or promote employees who will be successful and an asset to the
organization. Is it possible to predict success or leadership ability from personality type, or are
there traits that are associated with a supervisor’s success? Traits that might be considered
significant include:
a. Sense of responsibility. Supervisors must be willing to take seriously the responsibility that
goes with the job.
b. Self confidence. Supervisors who believe in their ability to get the job done will convey
confidence to employees.
c. High energy level. Many organizations expect supervisors to willingly put in long hours in
order to handle the variety of duties that come with the job.
d. Empathy. Supervisors need to be sensitive to the feelings of employees and higher
management. Supervisors who have difficulty understanding what makes people tick will be at
a disadvantage.
e. Internal locus of control. People with an internal locus of control are thought to be better
leaders because they try harder to take charge of events.
f. Sense of humor. People with a good sense of humor are more fun to work with or for.
3. Teaching examples to discuss the possible link between personal traits and leadership ability.
There are many books on leadership. They provide diverse reasons of leadership success including
personal traits, structural systems, and behavioral explanations. Stephen R. Covey, in The 7 Habits
of Highly Effective People, looks at personal characteristics or habits. An argument is made for
deep fundamental truths that act as guidelines to deal with a wide variety of situations. The seven
habits are not separate but act together to provide a basis of behavior or action. A review of the
seven habits provides additional support for many of the characteristics presented in the text.
The seven habits are summarized below. However, if Covey’s work is used as a basis for the
lecture it may be useful to read more of the book. There are excellent examples to illustrate the
principles.
Habit 1–Be proactive. This refers to the taking of responsibility to make things happen.
Habit 2–Begin with the end in mind. Start with a clear picture of where you are going and what
the destination will look like. It also implies you know where you are right now.
“Begin with the end in mind” is based on the principle that all things are created twice. There’s a
mental or first creation, and a physical or second creation to all things.

8-3
whole or part.
Habit 3–Put first things first. This principle is based on two factors–importance and urgency.
Priority is given to those things that are important and working toward the position where there is
sufficient time to avoid high urgency. This is achieved by minimizing the unimportant things.
THE TIME MANAGEMENT MATRIX
Urgent Not Urgent
Important I
Activities
Crises
Pressing problems
Deadline-driven projects
II
Activities
Prevention, PC activities
Relationship building
Recognizing new
opportunities
Planning, recreation
Not Important III
Activities
Interruptions, some calls
Some mail, some reports
Some meetings
Proximate, pressing matters
Popular activities
IV
Activities
Trivia, busy work
Some mail
Some phone calls
Time wasters
Pleasant activities
Habit 4–Think win/win. This principle means that agreements or solutions are mutually beneficial.
A supervisor’s success is not achieved at the expense of another person.
Habit 5–Seek first to understand, then to be understood. First listen with the intent to understand.
Empathetic listening gives you the data for understanding. This is the key to effective
interpersonal communications.
Habit 6–Synergize. Synergy is the essence of principle-centered leadership. Simply defined, the
whole is greater than the sum of its parts.
Habit 7–Sharpen the saw. This habit makes the other habits possible.
4. Exercise for discussing the possible link between personal traits and leadership success.
Split class into teams of three members each. Each team should be asked to pick and represent one
industry. The teams should then discuss the personal traits that are most important for leadership
success in the industry that they represent. Are there industry-specific personal traits important for
leadership?

8-4
whole or part.
Learning Objective 8.2: Explain democratic vs. authoritarian leadership.
1. Key terms.
Authoritarian Leadership: A leadership style in which the leader retains a great deal of
authority.
Democratic Leadership: A leadership style in which the leader allows subordinates to participate
in decision making and problem solving.
Laissez-faire Leadership: A leadership style in which the leader is uninvolved and lets
subordinates direct themselves.
2. Teaching notes.
There are different leadership styles. Supervisors may instinctively use a style they are
comfortable with, or they may consciously try to develop a style. Knowledge of different
leadership styles will help the supervisor determine the best style for results. Leadership styles are
categorized in several ways. Listed below are three separate ways to categorize leadership styles:
a. Amount of authority retained. One method of looking at leadership styles is by the amount of
authority retained by the supervisor. Although a supervisor seldom exhibits just one style, he
or she may use one style more than the other.
(1) The authoritarian leader retains a great deal of authority. Essentially it is a style where the
supervisor gives orders and employees are expected to follow orders. An example would
be a military commander who expects unquestioned obedience. An advantage of this type
of leadership is that decisions are made quickly. It works best in an emergency or crisis or
where employees lack maturity. A disadvantage is that employees may become dependent
on decisions from the supervisor and will not do anything on their own.
(2) Democratic leadership allows participation by employees. This type of leadership is
exhibited in organizations that have employee teams for problem solving. An advantage is
that employees may feel they have a say in the way things are done, and therefore be more
satisfied with their jobs. A disadvantage is that decisions take longer. A supervisor who
leaves most decisions up to the group may be viewed by some employees as weak.
(3) Laissez-faire leadership lets employees do what they want. This type of leadership is
seldom practiced by supervisors. This type of leadership works best in an atmosphere
where creativity or innovation is required. This type of leadership may be seen by
employees as no leadership at all.
b. Task oriented or people oriented. Another way of looking at leadership styles is to consider
what supervisors focus on in making decisions and evaluating accomplishments. Generally,
supervisors are task oriented or people oriented. Most organizations prefer a combination of
both in supervisors.
(1) Task-oriented leadership focuses on the jobs to be done and the goals to be accomplished.
(2) People-oriented leadership focuses on the well-being of the people managed. Morale, job
satisfaction, and relationships among employees are emphasized.

8-5
whole or part.
c. Researchers Robert R. Blake and Jane S. Mouton developed a Managerial Grid® (see text
Figure 8.2 “The Managerial Grid”) that identifies seven styles of leadership by managers.
Along one axis is the manager’s concern for people and along the other is the manager’s
concern for production. Their research led them to conclude that productivity, job satisfaction,
and creativity are highest with a (9, 9), or team management, style of leadership.
3. Teaching examples to describe leadership styles that a supervisor might adopt.
The following are situations where authoritarian, democratic, and laissez-faire style are used or
might be appropriate.
a. Authoritarian style of leadership–organizations or departments that require a regimented
method of performance, quick response, or employees need a lot of direction. The military,
and military-type organizations such as correction facilities, would be an example. Fire
fighting would be another. This style would also be appropriate in organizations where
employees require a lot of direction, such as a fast-food restaurant where there is high turnover
of personnel.
b. Democratic style of leadership–organizations and departments that require input from
employees for problem solving or product and process improvement. This style works in
organizations where there is a highly skilled work force, especially if work requires teamwork
to complete work effectively. An example may be companies that supply the auto industry
with parts and materials. These companies are being driven by competitive forces to improve
quality and reduce prices through continuous improvement.
c. Laissez-faire style of leadership–organizations or departments that require innovative
employees where creativity is important. Examples include research and development
departments, software companies, and design departments. Beauty salons might be another
type of company where this style of leadership works best.
4. Exercise to describe leadership styles that a supervisor might adopt.
Text figure 8.2 “The Managerial Grid” illustrates the managerial grid developed by Blake and
Mouton. Use this grid to identify management styles. To apply this model of leadership,
supervisors identify where their current style of leadership falls on the managerial grid, then
determine the kinds of changes they must make to adopt the (9, 9) style, which is high in concern
for both people and production.
Ask students to identify two or three firms they are familiar with. After scoring these firms on
their concern for production and concern for people, use the Management Grid to locate the
leadership style of the firm.
Learning Objective 8.3: Explain major leadership theories.
1. Teaching notes.
Contingency theories of leadership maintain that the best style of leadership depends on the
circumstances. There are two models: Fiedler’s model and the Hersey-Blanchard model.
a. Fiedler’s model. Supervisors will be relationship oriented (people oriented) or task oriented
depending on:

8-6
whole or part.
(1) leader-member relations, or the extent to which the leader has group members’ support
and loyalty.
(2) task structure, or whether there are specified procedures to follow in carrying out the task.
(3) position power, or the leader’s formal authority granted by the organization.
Fiedler recommends that a leader determine whether his or her preferred leadership style fits
the situation, and, if not, the leader should try to change the characteristics of the situation.
(See text Figure 8.3.)
b. The Hersey-Blanchard Life Cycle theory is similar to Fiedler’s model except it believes that
the leadership style should reflect the maturity of the followers as measured by such traits as
ability to work independently. Leaders should adjust the degree of task and relationship
behavior in response to the growing maturity of their followers. As followers mature, leaders
should move through a combination of behaviors:
(1) High task and low relationship behavior
(2) High task and high relationship behavior
(3) Low task and high relationship behavior
(4) Low task and low relationship behavior
c. The path–goal theory of leadership suggests that the primary activities of a leader are to make
desirable and achievable rewards available to organization members who attain organizational
goals and to clarify the kinds of behavior that must be performed to earn those rewards.
According to the theory of path–goal leadership, a leader should exhibit the following
behaviors:
(1) Directive behavior–involves telling followers what to do and how they are to do it.
(2) Supportive behavior–involves recognizing that above all, followers are human beings.
Therefore, it’s important to be friendly and encouraging to followers.
(3) Participative behavior–involves seeking input from followers about methods for
improving business operations.
(4) Achievement behavior–involves setting a challenging goal for a follower to meet, and
expressing confidence that the follower can meet this challenge.
Servant leadership involves putting other people’s needs, aspirations, and interests above your
own. In fact, a servant leader deliberately chooses to serve other people. More recent research
on servant leadership has indicated that a servant leader meets the following description:
(1) A good listener
(1) Empathic
(2) Healing
(3) Aware
(4) Persuasive

8-7
whole or part.
Entrepreneurial leadership is based on the attitude that the leader is self-employed. An
entrepreneurial leader often has the following characteristics:
(1) Visionary
(2) Problem solver
(3) Decision maker
(4) Risk taker
2. Teaching examples to explain contingency theories of leadership.
The contingency models are not inconsistent with the categories of leadership styles in Learning
Objective 8.2. As noted above, a supervisor seldom exhibits purely one type of leadership style.
A simple example of how the Hersey-Blanchard model can be interpreted is to look at the needs
and response of the supervisor to a new employee.
a. The new employee needs a lot of help in learning the job.
High task and low relationship behavior–provide the technical training associated with the job.
b. The new employee has been trained and is working on the job.
High task and high relationship behavior–coach and follow-up on the technical parts of the job
and feedback to maintain self-esteem during a time when employees may feel unsure of
themselves.
c. The new employee is coming along and seems to have mastered the technical part of the job.
He or she may not have the speed or skill level of a more experienced employee.
Low task and high relationship–most of the attention is aimed at assuring the employee he or
she is doing what is expected and is satisfactory as an employee.
d. The new employee is now up to speed, has mastered the technical part of the job, and feels
comfortable doing the job.
Low task and low relationship behavior–the supervisor can reduce the amount of both the task
and relationship behavior focused on this employee.
3. Exercise to explain contingency theories of leadership.
See the “Exercise” below for Learning Objective 8.4. Identify criteria for choosing a leadership
style. The exercise includes an application of contingency theories of leadership.
Learning Objective 8.4: Identify criteria for choosing a leadership style.
1. Teaching notes.
Since no single type of personality is associated with good leadership, different leaders prefer
different styles of leading. Situational characteristics include the supervisor’s characteristics such
as values and strengths, the level of competency of the employees, and the environment in which
they both work. The list below includes some of the characteristics that influence how supervisors
feel about various approaches to leading.

8-8
whole or part.
Supervisor characteristics:
a. The manager’s values. What is most important to the supervisor in carrying out his or her job?
Department’s contribution to company profits? The supervisor’s own growth and
development? Developing employees?
b. Level of confidence in employees. The more confident the supervisor is in employees, the
more he or she will involve employees.
c. Personal leadership strengths. Effective leaders capitalize on their strengths.
d. Tolerance for ambiguity. When the supervisor involves employees in solving problems or
making decisions, he or she cannot always be sure of the outcomes. Will he or she be
comfortable with the uncertainty?
Employee characteristics:
a. Need for independence. Employees who want a lot of direction will welcome autocratic
leadership.
b. Readiness to take responsibility. Employees eager to assume responsibility appreciate
democratic or laissez-faire styles of leadership.
c. Tolerance for ambiguity. Employees tolerant of ambiguity will accept the leadership style that
gives them more input.
d. Interest in the problem. Employees interested in a problem and think it is important will want
to help solve it.
e. Understanding of and identification with goals. Employees who understand and identify with
the organization’s or department’s goals will want an active role in meeting these goals.
f. Knowledge and experience. Employees with the knowledge necessary to solve a problem are
more apt to want to help come up with a solution.
g. Expectations. Some employees expect to participate in making decisions and solving
problems.
Growing diversity in the work place means that supervisors may have a more difficult time
determining where the employees are in regard to these characteristics. There is the additional
danger that supervisors have preconceived ideas about how employees think and behave.
Supervisors need to get involved and know their employees.
Characteristics of the situation:
a. Type of organization. The organization lends itself to a type of leadership. For example, if
supervisors are expected to manage large numbers of employees, a democratic leadership style
may be time consuming and relatively challenging to use. When there are a large number of
employees to manage or they are dispersed over a large area, laissez-faire style leadership may
be the result whether it is intended or not.
b. Effectiveness of the group. Regardless of the characteristics of individual employees, some
groups are more successful in handling decisions than others. When employees have little
experience making decisions, authoritarian style leadership may be easier to use.
c. The problem or task. Problems range from simple to complex. Tasks range from structured to
relatively unstructured. Although it appears that each of these variables suggests a specific
type of leadership, such as a structured task is best handled with more control by the
supervisor, in reality each problem or task is also related to the other characteristics of the
situation.
d. Time available. An autocratic leader is in a position to make decisions quickly. Group
decision making usually requires more time for discussion and sharing ideas.

8-9
whole or part.
2. Teaching examples for identifying criteria for choosing a leadership style.
Use Figure 8.3 “Fiedler’s Contingency Model of Leadership” to illustrate how different
characteristics will justify a leadership style depending on the variation in the characteristics.
Figure 8.3 lists most of the characteristics in this learning objective with the extreme ends of the
continuum listed under either authoritarian or democratic leadership. This chart is meant to be
representative, not conclusive. Remind students that again they are looking at one variable at a
time and not the possible combinations that exist in organizations.
To include students in a discussion about situations and leadership style, ask them for knowledge
or experience in organizations that exemplify some of the comparisons.
3. Exercise for identifying criteria for choosing a leadership style.
This exercise is designed to give students a feel for how some of the characteristics discussed in
the text dictate the most effective leadership style that a leader might choose. Included are
characteristics of supervisors, employees, and the situation or organization.
This exercise can be done in the classroom as a small group exercise or as homework for
individual students. If done in the classroom, allow about 15 minutes for students to read, discuss,
and decide on the appropriate leadership style. To use the exercise:
Make a copy of Figure 8.4A “What Leadership Style Is Best?” for each student.
a. Explain to the students they are to determine the best leadership style at this time. For some of
the descriptions, a different leadership style may be appropriate at a later time.
b. Discuss the choices made with the entire class.
FIGURE 8.4A
What Leadership Style Is Best?
What type of leadership style–authoritarian, democratic, or laissez-faire–would be best for the
following situations” Explain why.
1. There are several new cashiers in the sales staff. This is bad news for Jose, the supervisor. It would
be easier if they were all in the same area, but they are widely dispersed throughout the store.
Fortunately, they are inexperienced so he will not have to untrain any bad practices. He had high
confidence that they would learn fast and soon be on their own.
2. Rashell was happy to see how the major projects of her department, a large graphic arts
department of an advertising department, were progressing. She felt very fortunate that the
employees of the department were talented and quickly assumed responsibility for the new jobs.
Of course, she had been working hard for five years to develop the staff. She had a right to be
proud.
3. Larry hoped the evening would be a quiet one with few emergencies. He had been on the job only
for four months and he still was not as familiar with all of the procedures. Larry supervised a
group of volunteers on “hot lines” for a crisis center. They were great people to work with, but
many lacked the confidence that would take the heat off from him during busy times.

8-10
whole or part.
4. Martha had been with the company for 15 years. She looked out over her department and wished
the employees would assume more responsibility for their jobs and the future of the company.
They seemed to be interested in one thing–the end of the day. The company was trying to develop
improvement teams. But Martha had little confidence in the employees’ ability to work in teams.
They did their jobs, but when they reorganized the department last year to put teams together and
to increase production and quality, they acted like a bunch of cats each going their own way.
5. Fidencio, the supervisor of receiving for a large department store, was pleased with his recent
performance review. His department was rated very efficient. He was thankful for the employees
he supervised and he told them how pleased he was with their hard work. His employees were
always the first to volunteer for whatever came along. They would always take over when
someone was out sick. Even in a crisis, like when the sales items didn’t come in until hours before
the sale started, he could count on them.
FIGURE 8.4B
Answers to What Leadership Style Is Best?
What type of leadership style–authoritarian, democratic, or laissez-faire–would be best for the
following situations? Explain why.
1. There are several new cashiers in the sales staff. This is bad news for Jose, the supervisor. It would
be easier if they were all in the same area, but they are widely dispersed throughout the store.
Fortunately, they are inexperienced so he will not have to untrain any bad practices. He had high
confidence that they would learn fast and soon be on their own. (Authoritarian. The employees are
new and inexperienced and they are scattered throughout the store.)
2. Rashell was happy to see how the major projects of her department, a large graphic arts
department of an advertising department, were progressing. She felt very fortunate that the
employees of the department were talented and quickly assumed responsibility for new jobs. Of
course, she had been working hard for five years to develop the staff. She had a right to be proud.
(Laissez-faire. The department is creative and employees are talented and assume responsibility.
They don’t need much supervision.)
3. Larry hoped the evening would be a quiet one with few emergencies. He had been on the job only
for four months and he still was not as familiar with all of the procedures. Larry supervised a
group of volunteers on “hot lines” for a crisis center. They were great people to work with, but
many lacked the confidence that would take the heat off from him during busy times.
(Authoritarian. Volunteers are not confident in their ability, and Larry doesn’t have confidence in
them. A crisis may need a very quick decision, and Larry is ultimately responsible. He is also not
very confident in his own ability in this situation.)
4. Martha had been with the company for 15 years. She looked out over her department and wished
the employees would assume more responsibility for their jobs and the future of the company.
They were good workers but they seemed to be interested in one thing–the end of the day. The
company was trying to develop improvement teams. They did their jobs, but when they
reorganized the department last year to put teams together to increase production and quality, they
acted like a bunch of cats each going their own way. (Authoritarian. It would be better if the
conditions were right for team involvement and a democratic leadership style, but the conditions
call for an authoritarian style. There is low interest in involvement or responsibility, and
employees don’t work well as a group.)

8-11
whole or part.
5. Fidencio, the supervisor of receiving for a large department store, was pleased with his recent
performance review. His department was rated very efficient. He was thankful for the employees
he supervised and he told them how pleased he was with their hard work. His employees were
always the first to volunteer for whatever came along. They would always take over when
someone was out sick. Even in a crisis, like when the sales items didn’t come in until hours before
the sale started, he could count on them. (Democratic. Employees want to be involved and he had
confidence in them.)
Learning Objective 8.5: Explain how supervisors can develop and maintain good relations with
their employees, manager, and peers.
1. Teaching notes.
A supervisor needs support from many people in the organization to be successful. First, they need
the support of their employees. They also need the support of their boss and co-workers. Ways to
get along with almost everyone include projecting a positive attitude, taking an interest in other
people, and helping out.
A supervisor who is liked and respected by employees will inspire them to work harder and better.
This does not mean that the supervisor should be friends with employees. Rather, the supervisor
should consistently treat them in a way that reflects his or her role as a part of management
Supervisors should be role models for employees by following the rules of the company. They
should also be fair in the treatment of employees and ethical.
Employees work most cooperatively with a supervisor they trust. Building trust takes time and
effort, yet it can be lost with a single act that is unreasonable. Trust is built by fair and predictable
behavior.
No matter how good you are at planning, organizing, and leading, your ability to get along with
your boss can determine the course of your career within the organization. That may not always
seem fair, but the fact is that your boss is the one who most often decides whether you will be
promoted, get a raise, or even have a job next week. A boss who likes to work with you is more
likely to take a favorable view of your performance. A supervisor can assume that his or her boss
expects the following:
a. Loyalty. This means that the supervisor says only positive things about the company and his or
her boss.
b. Cooperation. This means that the supervisor works with others in the organization to achieve
organizational goals.
c. Communication. This means that the boss expects to be kept informed about the department’s
performance.
d. Results. This means that the supervisor should see to it that the department meets or exceeds
its objectives.
You can better meet your boss’s expectations if you understand him or her as an individual. Notice
what issues are important to your boss and as much as you can adapt your own style to match his
or hers. Also ask your boss what his or her expectations are for you and how your performance
will be measured.

8-12
whole or part.
If you are dissatisfied or unhappy with your boss, consider what the source of the problem is. Most
interpersonal problems arise from the behavior and attitudes of two people, so are there changes
you can make to improve the situation? If you can’t improve the situation enough by changing
your own behavior, talk to your boss. If you can’t resolve the problem with your boss, your best
bet probably is to hunt for another job.
If you get along well with your peers in the same and other departments, they will help you look
good and get your job done. If they resent or dislike you, the poor relations can cause an endless
stream of problems. Sometimes your peers will be competing with you for raises, bonuses, or
promotions. Remember that the more you can cooperate, the better you will all look.
2. Teaching examples to explain how supervisors can develop and maintain good relations with their
employees, boss, and peers.
One of the most important tasks of the supervisor is meeting the department and organizational
goals. Meeting the goals is intimately tied to the relationships the supervisor develops within the
organization. Simply put, this means effectively managing your employees by using both
relationship and technical skills. The outcome will affect the relationship with your boss. Success
in meeting the goals will make you and your boss look good; failure will make you and your boss
look bad.
Since departments do not act alone in the success or failure to meet goals, it is important that
supervisors get the support necessary from others. This is especially true when there are problems
to be solved. Manufacturing companies may find quality problems in the departments that produce
parts. The cause of the problem may be the purchase and receiving of poor quality material. By
working together, departments can identify material characteristics necessary for quality results
and purchase material with these characteristics in the future. Neither the purchasing nor the
production department can solve this problem alone. Another source of material problems may be
in the storage of raw materials. If another department handles this, then that department should be
included in the solution to the problem also.
Relationships with employees:
Gunther Heinz was the new supervisor of accounting in the local hospital. Smoking was not
allowed in hospital offices, so he held meetings with employees in the smoking lounge to “kill two
birds with one stone.” He did not take any other breaks. He was surprised when his boss told him
he had had complaints about him taking too many breaks. Gunther was also surprised to find that
the employees were angry about sitting in the smoking lounge. Gunther explained he was using
the time to bring them up to date on the latest instruction. Why were they unhappy? He was
making good use of his time.
Think of your relationship with your employee as a long-term investment. In the short term you
may get the work done with demands, hostility, threats, and scare tactics, but what will be the
long-term effect of this type of behavior? Think about the golden rule of supervision: Do unto
others as you want to be done unto. Provide the tools, information, and support for your
employees to do a good job. Let them know they can depend on you by your actions. Provide a
role model of the expected behavior. If you return late from coffee breaks, you can be sure your
employees will follow your example.

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“Oh, to my heart
That music rings,
For you to guess
It’s ‘drawing strings,’”
sang Fairy Lady.
“How could her heart draw strings,” asked Scissors
Shears of Thimble, in a whisper.
“Hush!” said Silver Thimble, raising his sword-needle.
“Snip!” snapped Scissors Shears. But Fairy Lady, not
noticing, continued the lesson.
“What this is for?”
“Do you remember the overhanding stitch on canvas? Yes? Now,
those little ends of the bag above the running stitches, are to be

overhanded together. You put the needle in
straighter, and more toward you―like this,” as she
placed the needle in position.
“Now fold the two hemmed ends together, the right
sides facing each other.
“Baste along the longer edges with even basting.
Overhand these edges together.
“You would not always overhand the sides of a bag
together,―you could run it, or back-stitch, or
combination stitch it; but we want this unusually
strong because your dolly will have so many clothes
to be stuffed into it. I should say handkerchiefs,
because this bag is really a handkerchief bag, or a
little laundry bag.”
“My, how well you have done this side. Let me
touch the other side with my bodkin wand―there!”
And behold, the other side was overhanded.
“That’s lovely, thank you, dear Fairy Lady!” exclaimed Mary Frances,
examining the perfectly beautiful stitches. “How did―?”
And behold, the other side was overhanded

“Oh, that was done
In Thimble Land―
Done by the Fairy
Needle Band.”
laughed the little lady, well pleased at Mary Frances’ delight.
“Now, thread this narrow tape into a bodkin, and run
it into the casing, all the way round; then tie the
ends together. Now, another piece (they are twelve
inches long) in the other end, and tie.”
“Oh, if it isn’t the dearest little bag I ever saw!”
exclaimed Mary Frances, drawing the top together.
“Isn’t it lovely! Look, Fairy Lady!”
But Fairy Lady had gone, and Sewing Bird sat in her
usual place on the table, singing:
“Oh, little Miss, dear little Miss,
There never was a joy like this:
To keep some one from being sad,
To make some dear one very glad.
Oh, little lady―”
Crash!

The Laundry Bag
Sewing Bird sat up stiff and hard and metallic.
“Good joke!” giggled Scissors Shears, who had
jumped on the floor to scare her.
Mary Frances glanced at Sewing Bird, but the
door knob
was turning, and she hastily threw her sewing
into her basket.
“Bring a piece of white lawn for the next lesson,”
whispered Sewing Bird, throwing Mary Frances a
kiss with the tip of her wing.

The door knob was turning―she
threw her sewing into her basket.

Supervision Concepts and Skill-Building 8th Edition Certo Solutions Manual

“G
Chapter XI
Mr Silver Thimble and Mr Emery Bag
RANDMA,” asked Mary Frances, the next afternoon, “may I
have this little piece of white lawn?”
“Why, certainly, dear,” said Grandma. “You are such a
good child. I am sure I never saw a little girl who
was so able to amuse herself.”
“My, I wish I could explain about my little friends,”
thought Mary Frances, but she answered, “I don’t
get very lonely when you are away, Nanny dear,
because I keep busy; and when you are here, we
have such fun together!”
“Heigho!” exclaimed Grandma, “I feel really young
again!”
“Why, certainly, dear.”

“Go to sleep! go to sleep!
Baby dear, baby dear, mine.
To and fro, I rock thee deep,
My arms a cradle for thy sleep;
Close your eyes, and don’t you peep,
Baby dear, baby dear, mine.
“I rock thee deep, but hold thee near,
Baby dear, Baby dear, mine.
Nothing can harm thee, never fear!
Mother-love is so very queer,
Nothing can make thee but my dear
Baby―baby mine,”
sang Mary Frances, rocking Angie in her arms.
“My, I’m glad I got that child to sleep before my sewing lesson,” she
said.
“I hope she’ll be quiet all through the afternoon. Every once in a
while I’ve had to take her over to Lottie’s to stay. I’ve put myself
under ob-li-ga-tion to Lottie, and I’ll have to make something for one
of her children―oh, I wonder if I could give her some sewing
lessons, the way I did Eleanor cooking lessons.
“How I wish Eleanor were here! I do miss her so!

“Baby―baby, mine”
“I’ll tip-toe in to my lesson with this child in my arms, and put her
carefully in the big rocking chair, so as to have her near if she cries.
Of course, I’m only pretending she’s a tiny young thing―because I
didn’t bring my baby infant doll with me, and this is only Angie.
She’s really almost three years old; but my, she certainly does love
to be 'babied’―and I’d certainly get very lonesome if I didn’t do
it―with Mother and Father so far away―and Billy in camp!”
The big tears rolled down her cheeks.
“Come, Mary Frances,” she said. “I feel like shaking
you. When you promised Father so faithfully to be a
woman, and your Grandma is such a darling!
―Suppose you read Mother’s last letter over:
Dear Little Big Mary Frances:
Only twenty times has Mother read over your sweet
letter. It was so dear, and brave. I am much better
than I was―thanks to such a loving family―and the
lovely “aps-mos-spere” here, as you used to say
when you were little.
What a beautiful country this is―your “Fatherland”
and mine. I want you to see some day the lovely

view I am now looking upon: mountains rising high and peeping
over this lovely stretch of country to look into the Pacific Ocean,
which sparkles like that ir-i-des-cent feather in your dear Grandma’s
bonnet.
Read Mother’s last letter
Father is calling me to come for a ride, and I must drop a line to my
Billy Boy―who is a good Scout, too.
Can you feel this kiss and this hug? I know you can―for what are
miles to us whose love for each other flies through space?
Your loving Mother.
P. S.―Thank you so much for the picture of Jubey.
“My, I feel better,” said Mary Frances, drying her tears. “But if it
weren’t for my sewing lessons, even with Grandma’s help, I’d not be
a Scout. Billy is a good Scout:―but now,―for the lesson,” and she
went to the sewing-room very softly, with Angie asleep in her arms.
“Hee-ha!” she heard through the door, which was a very tiny way
open, “that’s the time!”
She thought it was the voice of Silver Thimble.

“I don’t care,” answered a new voice. “It’s too much,
to have to clean them all at once.”
“Oh, there are only two more. Come, I’m ready―it is
really excellent practice for a soldier!”
“It is really excellent practice”
“Take ’em out, take ’em out, I say!”
Mary Frances feared to make a noise―but she
quietly pushed the door open a little wider and saw
Silver Thimble on one side of the table, and over on
the opposite side, the queerest little fellow.
“Looks like the picture of a porcupine,” thought Mary
Frances.
“It may be good practice for a soldier,” groaned the
queer little figure, “but pity the target! Besides,―one
at a time, please!”
“Emery Bag, what do you think you were made for?
I hope you realize it’s your duty to clean all the rust
and roughness off these needles as I run them
through you, so that the little Miss may sew more easily,” lectured

Thimble. “No in-sub-or-din-a-tion! Stop and think! You know my
family’s power,―you know my family’s wealth. You realize, I hope,
you live in a land named for my aris-to-crat-ic ancestors―Thimble
Land!”
“Oh, ancestors go-to-China!” exclaimed Emery Bag. “We live in the
present, and I demand―I demand justice. I leave it to anybody if it’s
fair to have twenty needles stuck into your heart at once!”
“Take ’em out, I say!”
“The idea of being such a coward!” retorted Thimble. “Where’s your
heart of steel you brag of so often?”
“It’s scarcely fair, you know,” came a new voice. “You
see, twenty needles at once are really more than are
needed.”
“Humph, Tommy Pin Cushion,” answered Silver
Thimble. “What you sticking your ’pinion in for? It’s a
wonder Sewing Bird hasn’t stuck her bill in! Tommy
Pin Cushion, you might just as well keep out of
this―everybody knows you’re stuck on
yourself―Fatty!”
“You conceited old Silver Thimble,” came the voice of Pin Cushion.
“You will please address me by my full name―‘Tomato-Pin-Cushion,

Custodian-of-the-Sword-Needles’;―and what’s more, if you don’t
quickly remove all those needles from poor Emery, you won’t get any
more sword-needles to wield. So there! You know Sewing Bird’s
taking forty winks; that’s why you don’t act in your best military
manner.”
Silver Thimble looked toward Sewing Bird, whose eyes began to
open, and quickly went toward Emery Bag. Taking out the needles,
one at a time, he ran to Pin Cushion and quilted each into its place.
“You conceited old Silver Thimble.”
“There!” he exclaimed at length, “I’m
certainly
glad I’ve ‘stacked all my arms’―my, I’m
tired!”
As he leaned back to yawn, off fell his
helmet and he
melted away.
“Serves him right,” murmured Emery Bag; “I
hope Fairy Lady won’t ask him to the sewing
party to-day,―she really arranges all these lessons.”

“Don’t fear! Don’t fear!
Mr. Emery Bag;
You’ve got Silv Thimble’s
Very last tag,”
sang Sewing Bird.
“Good!” thought Mary Frances. “Now, I’ll go
in.”
“My, I’m glad I got that child
to sleep”

“G
Chapter XII
Mary Frances’ Treasure Box
OOD-AFTERNOON, dear Thimble People,” said the little girl,
putting Angie on a rocking chair.
“Good-afternoon,” came many little voices, and
Sewing Bird began to sing:―
“Oh, do you know,
Oh, do you know
What we have planned
For us to sew?”
“I don’t,” laughed Mary Frances. “Please tell me?”
“For your dear dolly we will make,
And every pains will try to take,
An apron, and a pinafore;
And later, other things galore;
Her wardrobe we so full will fill,
No one would care to pay her bill.”

“What we have planned For us to sew?”
“Magic and Mystery!” exclaimed Mary Frances, putting her hands
over her eyes; and Fairy Lady sat in the doll’s rocking chair.
“Oh,” said Mary Frances somewhat breathlessly,
“excuse me for calling you so suddenly, but I so
wanted to talk with another woman―” and then she
blushed, fearing she had offended the little bird.
“And not a bird,” smiled Fairy Lady. “I understand,”
she nodded, “a bird, be she ever so wise, doesn’t
understand the needs of a doll-child or the heart of
her mother.”
“Thank you, dear Fairy Lady,” replied Mary Frances.
“And I know how brave you are while your mother is
away, Mary Frances, child,” continued Fairy Lady,
“but I’ve had orders from our King not to speak of that―so we’ll get
the material ready for dolly’s apron.”
“Here is the lawn,” said Mary Frances. “Grandma gave it to me.”

“Here is the lawn”
“By the way,” said Fairy Lady. “Where will you put
these things as you make them? You must keep
them a secret, you know, until we finish the lessons,
or we’ll become Never-Nevers.”
“I shall keep them in my treasure box. Mother gave
it to me a year ago. It has a little key and it locks.
Mother said all girls love to have a kind of a secret
place to keep treasures in.”
“Have you the box here?” asked Fairy Lady.
“Oh, yes,” smiled Mary Frances. “I keep it in my
trunk. It is made of tin, and very light.”
“Go and get it, please.”
“Good,” laughed the sweet voice of Fairy Lady, as
Mary Frances brought in the treasure box. “Now,
everything is prepared.”
“May I tell about the lovely lessons, sometime?”
asked Mary Frances.
“Yes,” smiled Fairy Lady. “You may,―some day. We do not want our
help to be given to one little girl only―so when we are all through,
you can form a Sewing Circle to which your girl friends may belong,
and you can teach them all you have learned.”

“In my treasure box”
“Oh, how perfectly lovely!” exclaimed
Mary Frances. “But won’t you help me
any more then,―you, and the dear, dear
Thimble People?”
“You’ll have your mother then, you know,”
explained Fairy Lady.
“Oh, yes,” said Mary Frances happily. “She had
planned to teach me to sew this very summer―it
will be another grand surprise for her if I know
how―when she comes.”
“I wish afternoons were much longer,” smiled Fairy
Lady; “but we must do our lesson. Now, just a
word
19.―About Cloth, Weaving, and Spinning
Cotton cloth is made from the cotton
plant; wool cloth from sheep’s fleece; silk
cloth from silk worm’s cocoon; linen cloth
from the flax plant.

The soft cotton is the warm coat for the
cotton plant seed-baby. The fleecy wool
is the warm coat of the sheep, or the
little lambs. The web from the silk
worm’s cocoon is the cradle in which it
sleeps. Linen is made from the stalks of
the flax plant.
When these materials are spun, or
twisted, into long threads, we have spool
cotton and silk, wool yarns, and linen
thread, for sewing. When the threads are
woven or laced together into cloth, the
stronger threads run the length of the
goods―they are the warp threads. The
weaker, or woof threads, run crosswise
of the goods.
“Good, now everything is prepared”

“I
Chapter XIII
Making a Doll’s Apron
N cutting any garment, wherever there will be a pull upon the
goods, what threads should bear the strain?”
“The warp threads,” answered Mary Frances, deeply
interested.
“Good,” said Sewing Bird Fairy Lady, “the warp
threads, or lengthwise of the goods. Now, we are
ready for
Pattern 2.―Doll’s Apron
1. Cut a piece of lawn five inches, lengthwise of the
goods; and seven inches wide. You can pull out a
thread and cut along the line it makes, to get a
perfectly straight edge.
2. Cut two strings each six inches long, lengthwise of
the goods, and one and one-half inches wide.
3. Cut a band four inches long, and two inches wide.
“How tall is your dolly?” she asked.

“How tall is your dolly?”
“I’ll have to measure,” said Mary Frances. “Come,”
she said, “Angie, dear, wake up! Mother wants to see
how big her dolly has grown.”
Angie was very good and stood quite still while Mary
Frances held her against the yardstick.
“Sixteen inches tall,” she said; “nearly half a yard.”
“Then the apron will be just right,” smiled Fairy Lady.
“Now, I’ll give you directions.”
Making a Doll’s Apron (Pattern 2)
1. Fold the two five-inch sides together, to find center.
Clip a notch at the top.
2. Open. Turn an inch hem at the bottom, and baste it
in place. Hem with No. 9 needle, and No. 60 or 70
white cotton.
3. Turn a quarter inch hem on the sides. Baste and
hem.
“Next you gather the top, and set the gathers into the band; but first
you must learn about

20.―Gathering
Gathering is done by the use of the running stitch.
1. Turn the goods over one-quarter of an inch from edge and
pinch a crease to mark a line to follow with the gathering stitches.
Open it up.
“Learn about gathering”
2. Use a thread a little longer than the space to be
gathered, which is from the center notch to the side of
the apron.
(Use No. 40 cotton for gathering the apron.)
3. Make a good-sized knot, put needle in downward on
right side of goods.
4. Sew on crease, taking several stitches before pulling
needle through. Aim to take up on the needle about
half as many threads of the goods as you skip, but do
not trouble to count them.
5. When finished, make a knot in the end of the thread
and let it hang.
6. Put a pin in at the last stitch you took, and draw up
the work a little, fastening the thread over and under
the pin.
Stroke the gathers.

“Stroking is done to make the gathers set more evenly.”
21.―Stroking of Gathers
1. With right side toward you, begin at left hand edge.
2. Hold work between the thumb and first finger of left hand.
Keep thumb below gathering thread.
3. Put point of a blunt needle or eye of an ordinary needle under
a little plait of the goods and bring it up under the thumb, draw
needle down and pinch plait with thumb.
NOTE.―Stroking is not often done to very thin goods, lest it be
torn, but many small stitches are placed on the needle at once
and pinched together before pulling the thread through.
Use No. 40 cotton
“Now the apron is ready for
22.―Setting Gathers in a Band
1. Find the middle of the band and clip a tiny notch in edge of
each side.
2. Clip off each corner of band, to avoid thickness of goods.
3. Pin the right hand end of the gathered piece one-quarter of an
inch from the right hand end of band.

4. Pin the center of the gathered piece to the center of
the band.
5. Pin the left hand end of the gathered piece one-
quarter of an inch from the left hand end of the band.
6. Tighten or loosen the gathering thread to the exact
length of the band and fasten under and over the pin.
7. With needle point, distribute, or spread, the gathers
evenly.
8. With gathers toward you, baste with small even
basting stitch just above the gathering thread.
9. With stitching stitch, sew the gathering to the band,
taking up one gather at a time. Fasten thread and cut
off.
10. Turn up the band. Fold the opposite side over toward you
one-quarter of an inch from the edge. Crease. Do the same to the
ends of band.
11. Fold this over the gathers, bringing the folded edge just over
the stitching.
Setting gathers in a band
12. Pin the middle of the band to the middle of
the stitching,
and the ends to the ends, exactly even.

13. Baste, with even basting.
14. Hem the gathers against the band, taking
up one gather
at a time. Do not let the stitches show on right
side.
“Now it is ready for setting gathers

“D
Chapter XIV
A Loan from the Thimble King
EAR me,” sighed Mary Frances. “How will I ever get so much
done? I didn’t want to interrupt you, dear Fairy Lady, but
I’ve gotten, you see, no further than basting the hem of
dolly’s apron!”
Big tears trembled in the little girl’s eyes.
“Dear child,” smiled Fairy Lady. “We realize how
rapidly we’ll have to work in these lessons in order to
get through before your mother comes, so we are
ready to help.”
With this, she rapped three times on the sewing
table with her bodkin wand, whereat a little fellow of
queer appearance walked solemnly up to Mary
Frances and made a pompous bow.
“There is but one needle in the world”

“There is but one needle in the world, your Seamstress-ship,” he
said, “which is called the Needle-of-Don’t-Have-to-Try, and the King
of the Thimble People has sent it to you by your humble servant,”
glancing proudly about.
“Why,” said Mary Frances, scarcely daring to breathe. “Why,―you,
you are certainly my own needle book!”
“Needle Book―that’s my name,―and here, dear Mistress, is the
Needle-of-Don’t-Have-to-Try.”
Mary Frances saw a bright shiny light come from
between the opening leaves of Needle Book; then
slowly, very slowly, with his tiny little hand, he pulled
out what seemed a needle of fire, and dropping on
his knees, held it out on both arms toward Mary
Frances.
The little girl hesitated. Would it burn her?
“Do not fear,” smiled Fairy Lady. “It will not harm
you. The Needle-of-Don’t-Have-to-Try is loaned to
you on only one condition: which is, that you will
promise to sew some time every day between lesson
days.”
“Oh, I promise,” exclaimed Mary Frances. “I do not, dear Sewing
Bird Lady, I do not deserve such beautiful kindness!”
She took the Needle-of-Don’t-Have-to-Try from Needle Book.

Held it out towards Mary Frances
“I do thank you―very―gratefully,” she said, not
knowing exactly how to behave toward the
ambassador of the Thimble King.
“For shame, Tommy Pin Cushion!” exclaimed Fairy
Lady, who overheard him mimicking Needle Book.
“Don’t make fun! Never, never will you be Bearer of
the Needle-of-Don’t-Have-to-Try for the King of
Thimble Land.”
“I beg your pudden!” said Tommy Pin Cushion to
Needle Book, getting very red in the face.
“Poor Pinny!” exclaimed Needle Book, looking very disdainfully
toward Tomato Pin Cushion, “always getting ‘squelched!’”
“Come,” said Fairy Lady. “No more of that needle-and-pin talk!” Then
to Mary Frances:
“Now, little lady, you may begin. The next is
To Hem Dolly’s Apron Strings
1. Turn a very narrow hem the long way of the strings. Hem with
fine hemming stitches.
2. Turn and make a half-inch hem at one end of each string.

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