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Chapter 08 – The Supervisor as Leader
8-1
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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.

8-2
whole or part.
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
2. Teaching Notes:
Leading is the management function of influencing people to act or not act in a certain way.
Management consultants Herb Greenberg and Patrick Sweeney say managing involves
implementing ideas (putting them into action), whereas leading focuses on initiating ideas (getting
them started). A leader inspires that willingness by instilling in employees a sense of common
purpose, a belief that together they can achieve something worthwhile.
Effective leaders are those who are able to influence follower attitudes and behaviors toward
outcomes that are important for the organization. To find out whether people are natural leaders,
social scientists have studied the personalities of effective leaders, looking for traits they hold in
common. Presumably, such traits would be predictors of good leadership. Some traits that might
be considered significant are the following:
• Sense of responsibility—a person who is promoted to a supervisory position is given
responsibility for the work of others as well as for his or her own performance. Supervisors
must be willing to take this responsibility seriously and be aware that they are responsible
for their actions 24 hours a day, seven days a week.
• Self-confidence—a supervisor who believes in his or her ability to get the job done will
convey confidence to employees.
• High energy level—many organizations expect supervisors to put in long hours willingly to
handle the variety of duties that come with the job.
• Empathy—in settling disputes, answering questions, and understanding needs, supervisors
should be sensitive to the feelings of employees and higher management. Supervisors who
have difficulty understanding what makes people tick will be at a disadvantage.
• Internal locus of control—an internal locus of control is the belief that you are the
primary cause of what happens to yourself. Those with an internal locus of control are
thought to be better leaders because they try harder to take charge of events.
• Sense of humor—people with a good sense of humor are more fun to work with and work
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

8-3
whole or part.
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.
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.

8-4
whole or part.
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?
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:
If an individual has worked for more than one boss, chances are that they have experienced more
than one leadership style. Some supervisors instinctively lead in a way they are comfortable with;
others adopt their leadership style consciously. However, a supervisor who is aware of the basic
types of leadership theories is probably in the best position to lead in ways that will get the
desired results.
One way to describe leadership styles is in terms of how much authority the leader retains. To
describe the possibilities on whether employees control their own work or whether the supervisor
does it, management theorists refer to authoritarian, democratic, and laissez-faire leadership.
• With authoritarian leadership, the leader retains a great deal of authority, making decisions
and dictating instructions to employees.
• Some supervisors share more authority than authoritarian supervisors do. With democratic
leadership, the supervisor allows employees to participate in decision making and problem
solving.

8-5
whole or part.
• At the opposite extreme from authoritarian leadership is laissez-faire leadership. A laissez-
faire manager is uninvolved and lets employees do what they want.
Another way to look at differences in leadership styles is to consider what supervisors focus on in
making decisions and evaluating accomplishments. In general terms, leaders may be task oriented
or people oriented.
• A task-oriented leader is one who focuses on the jobs to be done and the goals to be
accomplished.
• A people-oriented leader is concerned primarily with the well-being of the people he or she
manages. This type of leader emphasizes issues such as morale, job satisfaction, and
relationships among employees.
Researchers Robert R. Blake and Jane S. Mouton recommend that supervisors and other
managers be strong in both leadership orientations. They developed a Managerial Grid®
, shown in
Figure 8.2, that identifies five 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. Blake and
Mouton’s 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.
• 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.
Firefighting 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.
• 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 it 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.
• 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.
The figure 8.2 “The Managerial Grid” in the text 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

8-6
whole or part.
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 Managerial Grid to locate the
leadership style of the firm.
Learning Objective 8.3: Explain major leadership theories.
1. Teaching Notes:
A common view of the Contingency theories of leadership is that the best style of leadership
depends on the circumstances.
Fiedler’s contingency model. According to Fiedler, each leader has a preferred leadership style,
which may be relationship oriented or task oriented. Whether relationship-oriented or task-
oriented leaders perform better depends on three characteristics of the situation:
• Leader–member relations refers to the extent to which the leader has the support and
loyalty of group members.
• Task structure describes any specified procedures that employees should follow in carrying
out the task.
• Position power refers to the formal authority granted to the leader by the organization.
Fiedler recommends that a leader determine whether his or her preferred leadership style fits the
situation. If the leader’s preferred style does not fit, Fiedler says, the leader should try to change
the characteristics of the situation.
Paul Hersey and Ken Blanchard developed a model called the life cycle theory. Unlike Fiedler’s
model, however, the Hersey-Blanchard theory assumes that the leader’s behavior should adapt to
the situation. Specifically, the leadership style should reflect the maturity of the followers, as
measured by traits such as ability to work independently.
Leaders should adjust their degree of task and relationship behavior in response to the growing
maturity of their followers. As followers mature, leaders should move through the following
combinations of tasks and relationship behavior:
• High task and low relationship behavior
• High task and high relationship behavior
• Low task and high relationship behavior
• Low task and low relationship behavior
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:

8-7
whole or part.
• Directive behavior—directive behavior involves telling followers what to do and how they
are to do it.
• Supportive behavior—supportive behavior involves recognizing that above all, followers
are human beings. Therefore, it’s important to be friendly and encouraging to followers.
• Participative behavior—participative behavior involves seeking input from followers about
methods for improving business operations.
• Achievement behavior—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:
• A good listener
• Empathic
• Healing
• Aware
• Persuasive
Entrepreneurial leadership is based on the attitude that the leader is self-employed. An
entrepreneurial leader skillfully fills the following roles:
• Visionary
• Problem solver
• Decision maker
• 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.
• 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.
• 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.
• 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.
• The new employee is now up to speed, has mastered the technical part of the job, and feels

8-8
whole or part.
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.
Refer to 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:
Due to sources of variation such as personality type and cultural values, different leaders prefer
different styles of leading.
To some extent at least, a supervisor gets the best results using the leadership style with which he
or she feels comfortable. That comfort level depends on characteristics such as the following:
• The manager’s values—what is most important to the supervisor in carrying out his or her
job? Is it the department’s contribution to company profits? The employees’ or the
manager’s own growth and development? A manager concerned about developing
employees is most likely to involve them in making decisions.
• Level of confidence in employees—the more confident the supervisor is in employees, the
more he or she will involve them in planning and decision making.
• Personal leadership strengths—effective leaders capitalize on their strengths.
• Tolerance for ambiguity—when the supervisor involves employees in solving problems or
making decisions, he or she cannot always be sure of the outcomes. Supervisors differ in
their level of comfort with this uncertainty, which is called ambiguity.
Here are some characteristics that should influence the choice of the supervisors in deciding what
kind of supervision employees want:
• Need for independence—people who want a lot of direction will welcome authoritarian
leadership.
• Readiness to assume responsibility—employees who are eager to assume responsibility
will appreciate a democratic or laissez-faire styles of leadership.
• Tolerance for ambiguity—employees who are tolerant of ambiguity will accept a
leadership style that gives them more say in solving problems.
• Interest in the problem to be solved—employees who are interested in a problem and think
it is important will want to help solve it.
• Understanding of and identification with goals—employees who understand and identify
with the organizational or departmental goals will want to play an active role in deciding
how to meet those goals.
• Knowledge and experience—employees with the knowledge necessary to solve a problem
are more apt to want to help find a solution.
• Expectations—some employees expect to participate in making decisions and solving

8-9
whole or part.
problems.
Characteristics of the situation include:
• Type of organization—organizations often lend themselves to one leadership style or
another. If the organization expects supervisors to manage large numbers of employees, a
democratic leadership style may be time-consuming and relatively challenging.
• Effectiveness of the group—regardless of the characteristics of individual employees, some
groups are more successful in handling decisions than others.
• The problem or task—the work group or individual employees can easily reach a solution
to relatively simple problems, but the supervisor should retain greater control of complex
or difficult problems.
• Time available—an authoritarian leader is in a position to make decisions quickly. Group
decision making usually requires more time for discussion and the sharing of ideas.
2. Teaching examples for identifying criteria for choosing a leadership style:
Refer to Figure 8.3 “Fiedler’s Contingency Model of Leadership” from the text 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.
• 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.
• 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.

8-10
whole or part.
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.
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

8-11
whole or part.
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.)
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, managers, and peers.
1. Teaching Notes:
Leading is clearly an application of human relationship skills and is perhaps the most important
measure of whether the supervisor excels at relations with his or her employees. Supervisors need
good relationship skills for other relationships as well. They need to work effectively with their
manager and peers and be positive about themselves.
Ways to get along with almost anyone 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. But this does not mean that the supervisor should be friends with

8-12
whole or part.
employees. Instead, the supervisor should consistently treat them in a way that reflects his or her
role as a part of management.
To set a good example for employees, the supervisor should follow all the rules and regulations
that cover employees. The supervisor should be impartial in the treatment of employees.
Supervisors also should be ethical, that is, honest and fair.
Employees will be reluctant to take a chance on pursuing the supervisor’s vision unless they feel
they can trust the supervisor. Therefore, building trust is an essential part of leadership. Building
trust takes time and effort, yet the supervisor can lose it with a single unreasonable act. The most
important way to build trust is to engage in fair, predictable behavior. The supervisor should
fulfill promises and give employees credit when they do something well. Keeping the lines of
communication open also builds trust.
No matter how good you are at planning, organizing, and leading, your ability to get along with
your manager can determine the course of your career at a particular organization. That may not
always seem fair, but your manager is the person who usually decides whether you will be
promoted, get a raise, or even have a job next week. A manager who likes to work with you is
more likely to take a favorable view of your performance.
Although every manager is different, most expect certain kinds of behavior from the people they
manage. A supervisor can reasonably assume that the manager expects the following:
• Loyalty means the supervisor says only positive things about company policies and about
his or her manager.
• Cooperation means the supervisor works with others in the organization to achieve
organizational goals.
• Communication means the manager expects the supervisor to keep him or her informed
about the department’s performance.
• Results means the supervisor should see that the department meets or exceeds its
objectives.
One can better meet one’s manager’s expectations if one understands him or her as an individual.
Observe how the manager handles various situations, try to determine his or her leadership style,
and notice what issues are of most importance to your manager. As much as possible, one should
adapt one’s own style to match his or her manager’s when with this person. Also, ask one about
the manager’s expectations are for them and how one’s performance will be measured.
Despite one’s best efforts, one may find that they are dissatisfied with your manager. It happens
to many people at some point in their career. If one is unhappy, begin by considering the source
of the problem. Most interpersonal problems arise from the behavior and attitudes of two people,
so determine what changes you can make to improve the situation.
If one cannot improve the situation enough by changing one’s own behavior, one should talk to
his or her manager, stating the types of actions you are dissatisfied with and how those actions are
affecting you. If one cannot resolve the problem, one best bet is probably to hunt for another job.

8-13
whole or part.
If one gets along well with your peers in the same and other departments, they will help you look
good and get your job done. Their resentment or dislike for you can cause an endless stream of
problems. Therefore, supervisors need to cultivate good relations with their peers.
Sometimes one’s 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 both the employee and the boss look good; failure will make the
employee and the 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 one’s relationship with one’s employee as a long-term investment. In the short term 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
they want to be done unto. Provide the tools, information, and support for one’s employees to do
a good job. Let them know they can depend on one by their actions. Provide a role model of the
expected behavior. If you return late from coffee breaks, one can be sure one’s employees will
follow their example.

8-14
whole or part.
Relationships with the boss:
One can be successful in reaching the department’s goals but unsuccessful with one’s boss. Kim
Wong, a supervisor in an electronics service company, was proud of herself. Productivity in her
department was the highest in the company. She had tried a new method of replacing all
suspected components rather than wasting time doing extensive and unnecessary testing. Sure it
cost a little more, but she was sure her boss would appreciate her effort. She was surprised when
her boss was unhappy and told her to go back to the old way.
One cannot take for granted that being a good supervisor in the eyes of your employees will
guarantee your success in the eyes of the boss. One must actively seek to understand what his or
her boss expects and what he or she thinks of them and their performance. Failure to understand
the importance of meeting the expectations of the boss can result in loss of wages, promotions,
better assignments, and ultimately their job.
People tend to like people who are like them. It helps to be aware of one’s boss’s characteristics
and style. In your boss’s presence, mirror his or her preferences and style. Sometimes one can’t
be like your boss. If there is a wide difference in age, education, and background, one cannot
change what you are. On the other hand, don’t emphasize the differences. For example, if one’s
boss is much older than one, then refrain from remarks that emphasize one’s relative youth. If
one’s boss has no formal education and one is formally educated, refrain from emphasizing
theory over experience.
Relationships with peers:
Supervisors should not neglect their relationship with their peers. It takes the combined effort of
everyone to attain the organizational goals. Failure to recognize the interdependency of the
departments in meeting organizational goals may result in reaching one department’s goals at the
expense of another department.
Peers can help a supervisor in many ways. Gunther was bewildered by the smoking problem. He
had just moved here from another state. He had always worked for a hospital and understood the
smoking issues, but he was trying to be helpful to his employees and not waste time. He turned to
his peers to find out the expectations of others in the hospital. They clued him in. Take quick
smoke breaks, not too many, and one shouldn’t take anyone else in with them.
There are many specific interpersonal relation techniques. Several are covered in the text In
addition, take the initiative to learn about these and any others that will help you be successful
with the members of your organization.
3. Exercise to explain how supervisors can develop and maintain good relations with their
employees, boss, and peers:
Getting along with others is a necessary component of success for the supervisor. New

8-15
whole or part.
supervisors and students may have taken interpersonal relationships for granted in the past. There
are many instruments available to identify personal characteristics. In the future they may be
asked to fill out a questionnaire to determine their strengths and weaknesses as defined by the
company.
The exercises suggested are meant to sensitize students to what they are and how that may be
different than what is expected. Recognizing differences may help them adjust behavior to meet
the expectations of bosses and others. The exercises are not intended to be personality or style
indicators.
• Recognize differences between an employee and his or her boss. This exercise can be used
as homework or as a small group exercise in the classroom. If used as a small group
exercise, each student should fill out the chart characteristics for him- or herself. Arrange
for a photocopy of Figure 8.6 “How Are You Different?” for each student.
o Have students compare themselves to their boss. If they are not employed, the
instructor of the class can be used for the comparison.
o Determine specific actions to be taken by the supervisor or student to minimize
differences where they occur. It is useful to have others in the group discuss ways to
minimize differences.
o Discuss with the entire class some of the ways students would minimize differences
between employees and their boss.
Figure 8.6
How Are You Different?
Characteristic You Boss Action If Different Risk If Different
Age
Gender
Culture
Style
Communication:
Preferred method
to receive
information
Sense of humor
Willingness to
risk
Willingness to
change
Grooming habits:
Style of dress
Other (list)
Other (list)

8-16
whole or part.
III. Answers to Review and Discussion Questions
1. Describe the six traits that researchers believe may indicate a good leader. However, research has
not established a clear link between personality traits and leadership success. What other factors
do you think might contribute to success or failure?
The traits that researchers believe may indicate a good leader include a sense of responsibility;
self-confidence (a person believes in his or her ability to get the job done); high energy level
(willing to work hard, take on challenges); empathy (ability to understand others); internal locus
of control (the belief that one is the primary cause of what happens to oneself); and sense of
humor.
Student answers will vary. However, some students may focus on issues covered throughout the
chapter: leadership style, circumstances, human relations, and so forth.
2. Claire Callahan supervises the camping department of a large outdoor equipment store. The store
manager (Callahan’s boss) has given her the objective of increasing sales by 10 percent during the
next quarter. Choose one of the three leadership styles (authoritarian, democratic, or laissez-
faire). Then state three or more steps that Callahan might take to influence her employees to meet
the new sales objective.
Student answers will vary. If she’s authoritarian, she will probably dictate instructions to her
employees, such as requirements for working longer hours, scripts for new sales pitches to
customers (for instance, while they are at the cash register), and the like. If she’s democratic, she
may hold a staff meeting to get ideas from employees on how to increase sales, and then help
them choose the most workable ideas and implement them. If she’s laissez-faire, she may fail to
meet the objectives.
She might take the following steps to influence her employees to meet the new sales objective:
• Post the new goal where employees can see it, or hold a staff meeting to inform them of the
goal.
• Use rewards (cash, if available, or at least recognition) to spur employee productivity.
• Use competition as a tool for motivating employees by asking the employees to compete
against other departments or other stores in the vicinity.
3. Ann Wong is the accounts payable supervisor at an insurance company. During a time of layoffs,
she decides to adopt a more people-oriented leadership style than the style she normally uses.
What does this change mean?
Ann will become less task oriented, a style that focuses on the jobs to be done and the goals to be
accomplished, and more people oriented, a leadership style that focuses on the well-being of the
people managed such as morale, job satisfaction, and relationships among people in the
department. This change might help Ann because layoffs usually result in low employee morale
and that, in turn, affects productivity.

8-17
whole or part.
4. Do you think it is more realistic to expect supervisors to adjust the situation to meet their
preferred leadership style, as suggested by Fiedler’s contingency model of leadership, or to adjust
their leadership style to fit the situation, as suggested by the life cycle theory of leadership?
Explain your reasoning.
In the short term, the supervisor should adjust leadership style to fit the situation. There are many
variables in the situation that may have to be changed. Some of the conditions may be beyond the
control of the supervisor. In the long run, the supervisor may be able to develop employees and
have some impact on the organization, so they may be able to change the situation to better fit
their preferred style.
5. Do you think it would be more satisfying to be a path-goal leader, a servant leader, or an
entrepreneurial leader? Explain your thoughts.
Student answers will vary. It is understandable that different situations require different
approaches. 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. This leadership style is especially relevant in organizations where employees are highly
skilled, employee turnover is relatively low, and supervisor-employee relationships are good.
Servant leadership involves putting other people’s needs, aspirations, and interests above your
own. The servant leader’s primary task is to serve the people around them, rather than lead. A
servant leadership style is most likely to fit well and be satisfying for a leader in a non profit
organization. Entrepreneurial leadership is based on the attitude that the leader is self-employed.
In other words, entrepreneurial leadership involves believing that one plays a very important role
at a company rather than an unimportant one. An entrepreneurial leadership is most likely to work
best and provide satisfaction to a leader in a rapidly growing startup organization.
6. In which of the following situations would you recommend the supervisor use an authoritarian
style of leadership? In which situations would you recommend a democratic style? Explain your
choices.
• The supervisor’s manager says, “Top management wants us to find ways to reduce the
environmental impact of all our activities.” Each department has wide latitude in how to
accomplish this.
Democratic. The democratic style invites input from employees within the department.
• A supervisor is uncomfortable in meetings and likes to be left alone to figure out solutions
to problems. The supervisor’s employees believe that a good supervisor is able to tell them
exactly what to do.
Authoritarian. The supervisor likes to work out solutions to problems by him-or herself.
The employees also believe that the supervisor is responsible for telling them exactly what
to do.

8-18
whole or part.
• A shipment of hazardous materials is on its way to a warehouse. The supervisor is
responsible for instructing employees in how to handle the materials when they arrive later
that day.
Authoritarian. There is not much time to get ready to receive the hazardous materials. Both
the lack of time and the type of material call for a take-charge style.
7. Identify the leader relationships error in each of the following situations. Suggest a better way to
handle each.
• Carole Fields’s boss compliments her on the report she submitted yesterday. She says, “It
was no big deal.”
Thank him or her for being observant. It’s nice to hear the boss is satisfied. Carole now has
a benchmark to judge future work.
• When Rich Peaslee was promoted to supervisor, he told the other employees, “Now,
remember, I was one of the gang before this promotion, and I’ll still be one of the gang.”
While the supervisor can be friendly, he or she is no longer one of the gang. The tasks,
attitudes, are different from those of the employee. The employee may be removed
physically and psychologically from management, but the supervisor is management.
• The second-shift supervisor observes that the first-shift employees haven’t left their work
areas clean for the last three days. He complains to his manger about the lax supervision on
the first shift.
The supervisor from the second shift must communicate to the first-shift supervisor what is
happening and how it affects his or her department before going to the boss. Going to the
boss first will antagonize the other supervisor and the boss probably does not want to get
involved in housekeeping problems.
8. Carla Santos doesn’t get along with her new manager; the two have disliked each other since the
day they met. Santos was transferred to a new department when the previous supervisor left the
company, so neither she nor her manager actually chose to work together. Santos doesn’t want
her job as a supervisor to be jeopardized by an unpleasant relationship. What steps might she take
to improve the situation?
Answers will vary. Some students may focus on making sure Carla is loyal, cooperative,
communicates information, tries to get results, and tries to learn more about her boss. Others
might emphasize that Carla should examine her own behavior, talk with her boss about the
problem, even look for a new job if necessary.
IV. Skill-Building

8-19
whole or part.
Meeting the Challenge
Reflecting back on page 205, consider how the leadership theories and principles from this chapter
might help supervisors lead employee through a difficult period such as a corporate merger,
acquisition, or other major change.
1. What leadership behaviors and actions should the supervisor model in order to set a good
example for employees to follow?
To set a good example for employees, the supervisor should follow all the rules and regulations
that cover employees. They use the supervisor’s behavior as a benchmark for how they should
act. If a supervisor takes long lunch breaks, employees will either think that the use of the
supervisor’s time is unimportant or believe that the company unfairly lets managers get away
with violating rules.
2. What leadership behaviors and actions should the supervisor model in order to set a good example
for employees to follow and to create a positive work environment?
Building trust is an essential part of leadership. Conviction is important for establishing trust
because seeing conviction in a leader energizes the followers. The most important way to build
trust is to engage in fair, predictable behavior. The supervisor should fulfill promises and give
employees credit when they do something well. Keeping the lines of communication open also
builds trust.
Problem-Solving Case: Leadership Training on the Program at Insight Communications
Suggested Answers to Case
1. Insight Communications promoted employees with good technical skills into supervisory
positions and then taught them leadership skills. Is this the best way for supervisors to lead well?
Why or why not?
Student answers will vary. Promoting employees with good technical skills into supervisory
positions and then teaching them leadership skills is a better way for Insight to get supervisors to
lead well than say, appointing supervisors who have exemplary leadership skills but have
minimal technical expertise. Nevertheless, Insight could improve upon this strategy by first
training groups of employees with leadership potential, testing their leadership skills, and then
promoting them to supervisory positions. This will ensure that only those employees who have
both good technical skills and a natural flair for leadership get promoted to such positions further
improving the effectiveness of the training program.
2. Identify three principles of leadership from this chapter that you think would be most important to
include in the training for supervisors. Briefly explain why you selected these principles.

8-20
whole or part.
Student answers will vary. The training for supervisors at Insight should include the following:
• Identify and encourage development of personal traits in employees that help in leadership
success.
• Identify the most effective leadership style in context of Insight and the particular role that
the supervisors will perform. Train employees on how to adopt the leadership style and
how to stay flexible in terms of the leadership style and choose a style that best meets the
requirements of a particular situation.
• Train employees on how to maintain relationships with subordinates, peers, bosses, and
customers in order to be effective leaders.
3. Supervisor Matt Stephens felt that he knew more about leading, and managers see improved
performance in the trained supervisors’ teams. If you were one of supervisors, how else would
you be able to tell if you were leading effectively?
Student answers will vary. Apart from measuring performance, another way of finding out if a
supervisor is leading effectively is to analyze employee morale and employee turnover rates.
Assessing Yourself: Could You Be a CEO?
The quiz offers the students an opportunity to see whether they can be a CEO based on the
qualities/criteria offered in the quiz such as marriage, education, age, industry, etc.
Class Skills Exercise: Practicing Leader Relations Principles
The answers to this exercise depend on the examples students come up with to demonstrate the items
on the checklist.
Building Supervision Skills: Leading a Team
This exercise provides a means for students to try out some of the new knowledge they’ve acquired in
the chapter.

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long ago dismissed.
He held the firm opinion—perhaps formed on account of
that crumpled paper found at the Bodleian—that the cipher
was a numerical one, and based upon some variation of the
numerical value of the “wāw” sign, or the number six.
He now fully recognised how very cleverly old Erich Haupt
had endeavoured to put him off the scent. The German was
a very crafty old fellow, whose several discoveries, though
not altogether new, had evoked considerable interest in
academic circles in Europe. He was author of several
learned studies in the Hebrew text, as well as the renowned
work upon the Messianic Prophecies, and without a doubt
now that he had possessed himself of the dead professor’s
discovery he intended to take all the credit to himself.
Indeed it was his intention to pose as the actual discoverer.
Continuing his work in silence and without interruption
Griffin had been making a long and elaborate calculation
when, very soon after the little Sheraton clock upon the
mantelshelf had chimed noon, he started up with a cry of
surprise and stared across at the long old-fashioned
bookcase opposite.
Next moment his head was bent to the paper before him, as
he rapidly traced numerals and Hebrew characters, for he
wrote the ancient language as swiftly as he wrote English.
“Yes!” he whispered, as though in fear of his own voice. “It
actually bears the test—the only one that has borne it
through a whole sentence! Can it be possible that I have
here the actual key?” For another half-hour he remained
busy with his calculations, gradually evolving a Hebrew
character after each calculation until he had written a line.

Then aloud he read the Hebrew to himself, afterwards
translating it into English thus:
“...the house of Togarmah, of the north quarters...”
The old man rose from his chair, pale and rigid, staring
straight through the window at the yellow sky.
“At last!” he gasped to himself. “Success at last! Holmboe’s
secret is mine—mine!”
He was naturally a quiet man whom nothing could disturb,
but now so excited had he become that his hand shook and
trembled and he was unable to trace the Hebrew characters
with any degree of accuracy.
He walked to the window, and looked out into the foggy
road below.
He, Arminger Griffin, though Regius Professor, had, in the
course of that brief hour, become the greatest Hebrew
scholar in Europe, the man who would announce to the
world the most interesting discovery of the age!
He gazed around that silent restful room, like a man in a
dream. His success hardly seemed true. Where was Haupt,
he wondered? Would his ingenuity and patience lead him to
that same goal whereby he could read the hidden record?
Pausing at his table he recalculated the sum upon the sheet
of paper. No. He had made no mistake. There was the
decipher in black and white, quite clear and quite
intelligible!
He stretched his arms above his head, and standing upon
the hearthrug before the blaring fire, reflected deeply.

The declaration of the dead professor was true, after all.
The cipher did exist in Ezekiel, therefore there was little
doubt that the treasure of Israel would be discovered
through his instrumentality.
Haupt fortunately did not possess any of that manuscript
which was evidently a written explanation of the mode of
deciphering the message. Hence he would not be aware
that the “wāw” sign formed the basis of calculation
necessary. But he, Arminger Griffin, had elucidated a
problem of which bygone generations of scholars had never
dreamed, and Israel would, if the secret were duly kept,
recover the sacred relics of her wonderful temple.
His face was blanched with suppressed excitement. How
should he act?
After some pondering he resolved to make no
announcement to Diamond or to Farquhar, both of whom he
knew were away in the country, until he had made a
complete decipher of the whole of the secret record.
He intended to launch the good news upon them as a
thunderclap.
“They both regard me as a ‘dry-as-dust’ old fossil,” he
laughed to himself. “But they will soon realise that Arminger
Griffin has patience and ability to solve one of the most
intricate problems ever presented to any scholar. We can
now openly defy our enemies—whoever they are. Before
midnight I shall be in possession of the whole of the secret
record contained in the book of the Prophet, and if I do not
turn it to advantage it will not be my fault. That man Mullet
evidently fears to call upon me. Ah! his friends little dream
that I have solved the problem—that success now lies in my
hands alone.”

Crossing again to the table he slowly turned over the folios
of the text of Ezekiel which he had been using, glancing at it
here and there.
Then he touched the electric bell, and Laura, the tall, dark-
haired parlour-maid, answered.
“Is Miss Gwen in?” he inquired.
“No, sir. She’s not yet returned.”
“When she comes, please say I wish to see her at once.”
“Very well, sir,” was the quiet response of the well-trained
maid who, by the expression upon her master’s face,
instantly recognised that something unusual had occurred.
She glanced at him with a quick interest, and then retired,
closing the door softly after her.
The Professor, reseating himself at his table, pushed his
scanty grey hair off his brow, and again readjusting his big
round spectacles settled down to continue his intensely
interesting work of discovery.
“Holmboe says that the cipher exists in nine chapters,” he
remarked aloud to himself. “I wonder which of the forty-
eight chapters he alludes to! Now let’s see,” he went on,
slowly turning over the leaves of the Hebrew text, “the book
of Ezekiel’s prophecy is divided into several parts. The first
contains chapters i-xxiv, which are prophecies relating to
Israel and Judah, in which he foretells and justifies the fall
of Jerusalem. The second is chapters xxv-xxxii, containing
denunciations of the neighbouring nations; the third is
chapters xxxiii-xxxix, which gives predictions of the
restitution and union of Judah and Israel, and the last,
chapter xl-xlviii, visions of the ideal theocracy and its

institutions. Now the question is in which of those parts is
hidden the record?”
The few words of the cipher which he had been able to read
were continued in chapter xxiv, beginning at verse 6;
“Wherefore thus saith the Lord God; Woe to the bloody city,
to the pot whose scum is therein, and whose scum not gone
out of it! bring it out piece by piece; let no lot fall upon it.
For her blood is in the midst of her; she set it upon the top
of a rock; she poured it not upon the ground, to cover it
with dust,” etc, down to the end of verse 27. If those
twenty-two verses only contained eight words of the hidden
record, then it was apparent that the Professor had a
greater task before him than he imagined.
Gwen, in emerging from Whiteley’s into Westbourne Grove,
had met a young naval officer she knew. He was home on
leave, therefore she had strolled leisurely with him down
Queen’s Road and along Bayswater Road, in preference to
taking a cab. A couple of years before, when she was still a
mere girl and he only an acting sub-lieutenant, they had
been rather attached to each other. He was, of course,
unaware of her engagement to Frank Farquhar, and she did
not enlighten him, but allowed him to chatter to her as they
walked westward. His people lived in Porchester Terrace,
and he had lately been at sea for a year with the
Mediterranean Fleet, he told her.
The yellow obscurity was now rapidly clearing as, at the
corner of Pembridge Gardens, he raised his hat and with
some reluctance left her.
Then she hurried in, just as the luncheon gong was
sounding, and had only time to take off her hat and coat to
be in her place at table. Her father was most punctual at his

meals. He believed in method at all times, and carried
method and the utmost punctuality into all his daily habits.
When he entered the dining-room the girl saw, from his
preoccupied expression, that something had occurred.
She, however, made no inquiry before the servant, while he
on his part, though bursting with the good news, resolved
to keep his information until they had had their meal and
retired into the study together.
Then he would explain to her, and show her the amazing
result.
Therefore she chatted merrily, telling him how sweet her
new gown looked, and gossiping in her own sweet engaging
way—with that girlish laughter and merriment which was
the sunshine of the old scholar’s otherwise dull and
colourless existence.
Little did she dream, he thought, as he sat at table, of the
staggering announcement which he was about to make to
her.
He had solved the problem!

Chapter Thirty.
Closed Doors.
“Will you come up with me into the study, dear?” asked the
Professor, in as quiet a voice as he could, when they had
finished luncheon.
“I have a letter to write, dad,” replied the girl in excuse. “I’ll
come in and sit with you before tea.”
“But I want to speak to you, dear,” he said. “I want to tell
you something. Come with me now.” Rather surprised at her
father’s somewhat strained and unusual demeanour, the girl
ascended the stairs to the book-lined room, and when the
door was closed the old man crossed to where she stood,
and said:
“Gwen, congratulate me, child.”
“Upon what, dad?” she said, looking into his face, surprised.
“I have discovered the key to the cipher!”
The girl started. Then with a wild cry she threw her arms
about her father’s neck, kissed him passionately, and with
tears of joy welling in her eyes, congratulated him.
“What will Frank say!” she exclaimed breathlessly. “How
delighted he’ll be! Why, dad, we shall discover the position
of the hiding-place of the sacred relics, after all!”
Her enthusiasm was unbounded. Her father who had
worked so hard by night and by day upon those puzzling
cryptic numericals, was at last successful.

“Can you really read the cipher?” she asked quickly.
“Yes, dear,” was her father’s response. “I have already
deciphered part of the extraordinary statement.”
“Then we must telegraph to Frank,” she said. “He is down at
Horsford, visiting his sister and seeing Doctor Diamond at
the same time.”
“No, not yet, my child,” he replied quietly. “Let me complete
the work before we announce the good news to our friends.
I have told you, because I knew you would be gratified.”
“Why, of course I am, dad,” replied the girl eagerly. “It will
greatly enhance your reputation, besides preserving the
sacred relics to the Jews. Our opponents had other
intentions. Their efforts are directed towards causing
annoyance and bringing ridicule upon the Hebrew race.
But,” she added, her arm still affectionately around his
neck, “how did you accomplish it, dad?”
“Sit down, dear, and I’ll explain to you,” he said, pointing to
the armchair near his writing-table, while he took his
writing-chair, and drew towards him the open Hebrew text
of Ezekiel.
“You see,” he commenced, “for some weeks I have been
applying all the known numerical ciphers to this text, but
without result. More than once I was able to read a couple
or three words, and believed that I had discovered the key.
But, alas! I found it to fail inevitably before I could establish
a complete sentence. I was about to relinquish the problem
as either impossible of solution, or as a theory without
basis, when this morning, almost as a last resource and
certainly without expecting any definite result, I applied a
variation of the Apocalyptic Number, which though
appearing in the Book of Revelation, (Revelations, xiii, 13)

was no doubt known at a much earlier period. In the text of
Ezekiel xvii, the first and second verses: ‘And the word of
the Lord came unto me, saying, Son of man, put forth a
riddle and speak a parable unto the house of Israel;’ I had
long recognised certain signs by which I had suspicion that
there was a hidden meaning, and again in verses 14, 16
and 16, ending with the words ‘even with him in the midst
of Babylon he shall die.’
“To my utter amazement I found, by applying the numbers
666—the Hebrew ‘wāw’ sign three times repeated, that I
could read an intelligible sentence which was nothing less
than a portion of the cipher exactly as quoted by Holmboe!
Since my discovery I have been hard at work, and have
deciphered many ominous sentences.”
“Then there is no doubt whatever now that the cipher
record exists in the writings of the prophet?”
“Not the slightest.”
“But I don’t quite understand how you arrived at the key,
dad?” she said. “Explain to me, for, as you know, I’m all
curiosity.”
“Well, as you don’t know Hebrew, dear, I’ll try and explain it
as clearly as I can,” he said. “Each Hebrew letter has its
own numerical value, as you know, A-leph representing 1,
Bêth 2, Gi-mel 3, and so on to Yodh 10, and the nine tens
to 100, or Qoph, to 400, represented by the last of the
twenty-two consonants, Tâw. The fact that Holmboe
mentioned ‘wāw,’ or the number 6, in his manuscript, first
caused me to believe that he did so as a blind, because this
also signified ‘hook’ and was the sign of evil. I applied it
diligently in nearly two hundred places in the Book of
Ezekiel, but without a single success. I used other numbers,

indeed most of the combinations of the twenty-two
consonants, especially the one of three and thirty-three
which was one of the earliest numerical ciphers. You know
well how diligently I worked, and how unsuccessful I have
been until to-day.”
“I know, dad,” exclaimed the pretty girl, “but I confess I can
hardly follow you, even now.”
“Well, listen,” he said. “The Apocalyptic Number is 666, and
its interpretation rests upon the fact that in Hebrew, as well
as in Greek, the letters of the alphabet did service for
numbers. Hence, a writer, while avoiding a direct mention of
some person or thing, could yet indicate the same by a
number which was the sum of the various values comprising
the name. First establishing the point where the actual
message commences, which I may as well explain is at
Ezekiel, x, 8; ‘And there appeared in the cherubim the form
of a man’s hand under their wings,’ I took the first ‘wāw’ or
6 sign, then the eleventh letter, being the sixth of sixty-six,
then the sixty-sixth letter, and afterwards the six hundred
and sixty-sixth letter. Following this, I made the additions
which are known to the Greeks and also to the Hebrews,
working it out thus: The fiftieth letter, the two-hundredth
letter, the sixth letter, the fiftieth letter, the hundredth letter,
the sixtieth letter and the two-hundredth letter—making in
all six hundred and sixty-six. The Hebrew signs of each I
wrote down in a line, and having divided them into words, I
found to my amazement, that I was reading the secret
record alleged by the dead professor!”
“But, surely, dad, that is a most ingenious cipher!”
remarked his daughter.
“Most intricate, I assure you. By sheer good fortune I
discovered the starting-point.”

“What led you to it?”
“A slight, almost unnoticeable deviation of the present
Hebrew text from the St. Petersburg codex. I had never
before noticed it, and it only arrested my attention because
I was studying the subject so very closely.”
“And after making the additions of 666, how did you
proceed?” urged the girl.
He paused for a few seconds as though in hesitation.
“By starting at the first ‘wāw’ sign and repeating my key.
Sometimes, in a whole chapter, there is not a word of
cipher, but following the numbers with regularity it
reappears in the next. It is a most marvellous and most
cunningly concealed record accounting, of course, for the
number of superfluous and rather incongruous words in the
writings of the prophet.”
“Was it written in the text—or placed there afterwards?” she
asked.
“Placed there afterwards, without a doubt,” was the
Professor’s quick reply. “Holy writ was inspired, of course,
but some temple priest, an exile in Babylon probably,
worked out the cipher and placed the record in the text in
order that it might be there preserved and the existence of
the treasure be known to coming generations of Jews who
would be then aware of the existence of their war-chest.”
“It really is a most amazing discovery, dad dear,” declared
the girl much excited. “When you publish it the whole world
will be startled!”
“Yes, my dear,” was the old fellow’s response, as he ran his
fingers through his scanty grey hair. “We have here before

us,” and he placed his hand upon the open Hebrew text, “a
secret explained which is surely the greatest and most
remarkable of any discovered in any age.”
The girl, rising from her chair, saw upon the manuscript
paper on her father’s blotting-pad, a number of lines of
hastily-written Hebrew words.
“Is that part of the deciphered record?” she inquired,
greatly interested.
“Yes, dear.”
“Oh, do read them to me, dad,” she cried, “I’m dying to
learn exactly the purport of this message hidden through so
many generations!”
“No, Gwen,” was the old man’s calm response, “not until I
have worked out the whole. Then you shall, my child, be the
first to have knowledge of the secret of Israel. And
remember it is my wish that you write nothing to Farquhar
regarding it. We must keep our knowledge to ourselves—
very closely to ourselves, remember. Erich Haupt must have
no suspicion of my success. Otherwise we may even yet be
forestalled.”
“I quite see the danger, dad,” remarked his daughter, “but
I’m so interested, do go on with your task and show me
how it is accomplished.”
“Very well,” he said, smiling and humouring her. “You see
here, at this mark,” and he showed her a pencilled line upon
the Hebrew text, “that is where I halted for luncheon. Now
we go on to the next sign of six. See, here it is—in the next
line. Now we count the eleventh letter,” and he wrote it
down in Hebrew. Then he counted the sixty-sixth, the six
hundredth and sixty-sixth, the fiftieth, the two-hundredth,

and so on until he had a number of Hebrew signs ranged
side by side. Presently he said, pointing to them:
“Here you are! The English translation to this is
‘...yourselves, and wonder, for unto thee, O children of
Israel...’”
“Really, dad!” exclaimed the girl, highly excited. “It’s most
remarkable!”
“Yes,” he admitted. “I confess that until now I held the
same idea that every Jewish Rabbi holds—namely that no
secret cipher can exist in our inspired writings.”
“But you have now proved it beyond question!” she
declared.
“Yes. But startling as it may be, we must preserve our
secret, dear. There are others endeavouring to learn the
trend of my investigations, recollect. We may have spies
upon us, for aught we know,” he added in a low tone,
glancing at her with a significant look.
“How long do you expect it will take before you are in full
possession of the whole of the secret statement?” she
asked.
“Many hours, my dear. Perhaps many days—how can I tell.
Holmboe says it runs through only nine chapters. Therefore
it should end with chapter xxvi. But as far as I can gather I
believe I shall find further cryptic statements in the later
chapters. There are certain evidences of these in chapter
xxxvii, 16, in chapter xxxix, 18, 19 and 20, and again in
chapter xliv, 5. Therefore, I anticipate that my task may be
a rather long one. The counting and recounting to ensure
accuracy occupies so much time. The miscounting of a
single letter would throw everything out and prevent the

record being recovered, as you will readily foresee. Hence,
it must be done with the greatest precision and patience.”
“But, dad—this is most joyful news!” declared the girl
excitedly, “I’m most anxious to telegraph to Frank.”
“Not until the secret is wholly ours, my dear. Remember we
must keep the key a most profound secret to ourselves.”
“Of course, dad,” the girl answered, “I quite see that this
information must not be allowed to pass to our enemies.”
Little did father or daughter imagine that, within their own
quiet household, was a spy—the maid Laura, suborned by
Jim Jannaway.
When the pair had entered the study she had crept silently
up to the door, and listened intently for the one fact which
Jannaway had instructed her to listen—the means by which
the cipher could be unravelled.
She was a shrewd, intelligent girl, and the inducement
which the good-looking adventurer had held out to her was
such that the Professor’s explanation to his daughter
impressed itself upon her memory.
She recollected every word, and still stood listening, able to
hear quite distinctly, until there seemed no further
information to be gathered. Then she descended the stairs,
and made certain memoranda of the text at which to
commence, and the mode by which the decipher could be
made.
Half an hour later she made an excuse to the cook that she
wished to go out to buy some hairpins, and then
despatched a telegram to the name and address which her
generous and good-looking “gentleman” had given her.

Meanwhile Gwen still sat with her father at his writing-table
watching him slowly taking from the text of the Book of
Ezekiel the full and complete record that had been hidden
from scholars through all the ages—the record which was to
deliver back to the house of Israel her most sacred
possessions.
The light of the short afternoon faded, the electric light was
switched on, tea was served by the faithless maid-servant,
and dinner had been announced.
But the Professor worked on, regardless and oblivious of
everything. He was far too occupied, and Gwen was also too
excited to dress and descend to dinner. Therefore, Laura
served the meal upon a tray.
All was silence save the Professor’s dry monotonous voice
as he counted aloud the letters of the Hebrew text,
recounted them to reassure himself, and then set down a
Hebrew character as result.
Thus from after luncheon until midnight—through the time
indeed that Diamond was so patiently watching the big
house in Berkeley Square—the work of solving the problem
went slowly on.
Gwen sat and watched her father’s Hebrew manuscript grow
apace, until it covered many quarto pages. Now and then
she assisted in counting the letters, verifying her father’s
addition.
Then at last, just after the old-fashioned clock upon the
mantelshelf had chimed twelve, the old scholar raised his
grey head with a sigh, and wiping his glasses, as was his
habit, said:

“Sit down, dear, and write the English translation at my
dictation. I think we now have it quite complete.”

Chapter Thirty One.
Exposes the Conspiracy.
While Professor Griffin had been so busily engaged
deciphering the concluding portion of the secret record, a
strange scene was in progress at Sir Felix Challas’s, in
Berkeley Square.
First, Jim Jannaway had arrived and had held a short
consultation in the library with the red-faced Baronet,
afterwards quickly leaving. Then, from the Waldorf Hotel,
summoned by telephone, came old Erich Haupt, bustling
and full of suppressed excitement.
Soon afterwards, the well-dressed Jim had returned, and
had waited in momentary expectancy, ready to dart out into
the hall on hearing the sound of cab wheels.
At last they were heard and the man-servant opened the
door to Laura, tall, dark-haired and rather good-looking
parlour-maid at Pembridge Gardens.
In the well-carpeted hall she recognised the man who had
taken her out to dinner and the theatre on several
occasions, and advanced excitedly to meet him.
“Oh! Laura!” he cried. “I’m so glad you’ve come. I had your
‘wire,’ and you got my message in reply, of course? You
must see the gov’nor. This is his house, and I want you to
tell him how the Professor is solving that puzzle.” Then,
lowering his voice, he added. “There’s a pot of money in it
for both of us, dear, if you keep your wits about you. You
recollect what I promised you last Tuesday, don’t you?”

The girl sniggered and nodded. She was a giddy young
person, whose head had been turned by the admiration of
that good-looking man who called himself “Miller,” and who
said he was a lawyer’s clerk. He had promised to become
engaged to her and to marry her, provided they could get
only a good round sum from “the gov’nor” for the
information she could, with such ease, supply.
This had placed the girl upon the constant alert, with the
present result.
Her nonchalant admirer led the way across the hall to the
library, pushed upon the door, and introduced her to the two
men therein—Challas, fat and prosperous, and Haupt,
white-bearded and bespectacled.
Then, when the door was closed and she had seated herself,
Challas—or “Mr Murray,” as he had been introduced—asked:
“I believe you’re Laura, and you are parlour-maid at
Professor Griffin’s, aren’t you?”
“Yes, sir,” replied the girl, timidly, picking at her neat black
skirt.
“Well, sir,” explained Jim, bearing out his part of lawyer’s
clerk, “some time ago I explained to my young lady here,
what we particularly wanted to know, and she’s kept both
eyes and ears open. To-day she’s learned something, it
seems.”
“What is it?” inquired old Erich, in a deep tone, with his
strong German accent.
“Let the young lady explain herself,” urged the man
introduced as “Murray,” and they all sat silent.

“Well, sir,” the girl faltered, a moment later. “You see it was
like this. After luncheon to-day the Professor, who’d been
very hard at work as usual all the morning, took Miss Gwen
up to the study to speak to her privately; I listened, and I
heard all their conversation. He told her how he’d solved the
problem of the cipher.”
“Solved it!” ejaculated the old German, staring at her
through his spectacles.
“Yes, sir,” the girl went on. “He told Miss Gwen that he’d
tried and tried, but always failed. But he had taken the—
well, sir, I think he called it the apoplectic number.”
The German laughed heartily.
“I know,” he said. “You mean the Apocalyptic Number,
fräulein—the number 666.”
“That’s it, sir,” she said, a little flurried, while Jim exchanged
significant glances with Challas. “He commences at the
tenth chapter of Ezekiel, eighth verse, and—and—” Then
she fumbled in her pocket, producing a piece of crumpled
paper to which she referred. “He takes the first sign of 6,”
she went on, “then the eleventh letter, the sixty-sixth letter,
and the six hundred and sixty-sixth letter. After this, the
fiftieth letter, the two-hundredth letter, the sixth letter, the
fiftieth letter, the hundredth letter, the sixtieth letter, and
the two-hundredth letter—making six hundred and sixty-six
in all. He writes down each of the Hebrew letters, and then
reads them off like a book.”
“Wait—ah! wait!” urged the old German. “Let us have that
again, fräulein,” and crossing to Sir Felix’s big mahogany
writing-table, he opened the Hebrew text of Ezekiel upon it.
“Where do you say the Professor commences—at the tenth

chapter, eighth verse—eh? Good!” and he hastily found the
reference. “Now?”
“Just tell this gentleman,” urged Jim, “tell him exactly what
you heard.”
“Well, starting with the eighth verse, he commences with
what he termed the first ‘wāw’ sign.”
“Zo! that’s the equivalent of the number 6,” Haupt
remarked.
“Then the eleventh letter.”
The old professor counted and wrote down the letter in
question in Hebrew characters.
“The sixty-sixth,” said the girl.
The old man counted sixty-six, while Sir Felix and Jannaway
watched with intense, almost breathless interest. Here was
the secret, snatched from their dreaded opponent, Arminger
Griffin!
“And now the six hundred and sixty-sixth,” the girl went on,
apparently thoroughly at home with the strangely assorted
trio.
This took some time to count, but presently it was
accomplished, and the girl time after time gave the old
professor directions—the fiftieth letter, the two-hundredth
letter, and so on.
“Well?” asked Challas, a few moments later, unable to
repress his excitement any longer. “Do you make anything
out of it?”

The old man was silent. He was carefully studying the
Hebrew characters he had written down.
“Yes!” he gasped. “It is the secret—the great secret!” And
he started up, exclaiming, “At last! at last—thanks to
fräulein here—we have the key!”
“And we can actually read the cipher?” cried Challas.
“Most certainly,” responded the old scholar. “The secret is
ours! Marvellous, how Griffin discovered it.”
“Confound Griffin!” exclaimed Jim Jannaway. “We have to
thank Laura, here, for our success! She ought to be well
rewarded.”
“And so she shall,” declared the man, whom the girl knew
as “Mr Murray.”
“It’s late to-night, and we want Erich to get on at once with
the decipher. Besides, the young lady, no doubt, wishes to
get back home. Bring her to me to-morrow, or next day—
and she shall be well rewarded.”
“Thank you very much, sir,” was the silly girl’s gratified
reply, as she looked triumphant into the face of the cunning
man who had declared his love for her.
The truth was that, having obtained that most valuable
information, the trio wanted to get rid of her as soon as
possible. Therefore, with excuses that the household at
Pembridge Gardens would be suspicious if she returned too
late, they bundled her almost unceremoniously outside, Jim
hailing a hansom for her, paying the man, and telling him to
drive to Notting Hill Gate Station.

Then, when he re-entered, he exclaimed with a laugh to the
Baronet, “That was a cheap ‘quid’s’ worth of information,
wasn’t it—eh?”
“Cheap, my dear boy? Why, it’s placed us absolutely on top.
The treasure, if it still remains there, is ours!”
“Ah! not too hasty! Not too hasty!” exclaimed the old
German in his deep guttural voice, and raising his head
from the table. “Up to a certain point, it is all right, but—”
“But what?” the others gasped, in the same breath.
“Well, there’s something wanting, alas! Or else the girl has
made a great mistake. After the addition of the numbers to
666, all goes entirely wrong!”
“Goes wrong!” they echoed breathlessly, with one accord.
“Yes. The further reading is quite unintelligible,” he
declared, speaking with his strong Teutonic accent.
“The girl seemed quite certain about it!” exclaimed Jim,
exchanging glances with Challas.
“Quite,” the other remarked, blandly.
“Well, my dear sirs!” exclaimed Haupt, pointing to his lines
of hastily-written Hebrew. “The commencement of the
record is here, plain enough. It commences, ‘Remember
and forget not, O Israel. Not for thy righteousness—’ But
after taking the two-hundredth letter I can discover
nothing. Commencing again at six only results in nothing,
while a repetition of the fiftieth and the consequent addition
is equally futile. No! The confounded girl has made some
mistake—and we are once more at a standstill. You see that

one false number throws out the whole. The cipher is one of
the most ingenious ever conceived.”
“But, my dear Haupt, you know the basis, and where it
commences! You will surely succeed!” Challas cried,
frantically.
The old man shook his head very dubiously.
“As I have already told you,” he responded in his deep
voice, “a single misplaced number throws it all out. We are
again at an absolute deadlock—and must remain as
ignorant as we were before.”
“But have you made every possible effort?” asked Jim
Jannaway, with eager face, as he bent over the old man’s
shoulders.
“I have tried all the combinations of the Apocalyptic
Number, but they are futile!” replied the old German, laying
down his pen, and blinking through his glasses.
“Then the girl has failed us after all,” remarked Challas in a
low, hard voice. “Griffin has deciphered the record and
we’re absolutely ‘in the cart.’”
“I won’t give up!” declared Jannaway. “I’m hanged if I will!
This may be one of Charlie’s tricks, remember! He may
have learnt the truth and got hold of Laura to put us on the
wrong scent.”
“He may—curse him!” muttered Sir Felix. “Why didn’t he
take my warning and get away abroad?”
“Because he’s quite as cute as we are. He knows full well
that while he remains in England circumstances will

continue to be propitious. So he lives quietly down in Kent,
with both eyes very much open.”
Already Jim Jannaway’s ingenious mind was active; already
he was devising a way out of the awkward cul-de-sac in
which they now found themselves.
“What are we to do?” inquired Sir Felix, with his dark brows
knitted at this sudden failure of all his elaborate plans.
“Leave it to me,” replied the good-looking scoundrel, with
the utmost confidence. “Let Erich remain quietly within
reach—not, however, at the Waldorf—and allow me to carry
out the scheme in my own way.”
“I cannot think why the girl made such a mistake,” Challas
remarked very disappointedly. “I admit the solution was
complicated, but you saw that she was clever enough to
write it down.”
“She listened behind a closed door. She may have
misunderstood,” Jim remarked.
“Or, what is much more likely,” remarked the German,
“Griffin, who has the reputation of being a very shrewd
man, does not trust his daughter, and purposely misled her
in explaining his secret.”
“No, I don’t think that,” said Jannaway. “Griffin trusts the
girl, even though she’s quite young, absolutely and
implicitly.”
And thus the three desperate schemers agreed to leave
matters in the hands of the most daring and unscrupulous
of men, Jim Jannaway, unconscious that the exterior of the
mansion was being watched independently by two persons,
Doctor Diamond, and a thin-faced, ill-clad woman, who,

noticing the Doctor’s keen interest in the place, glanced at
him full of surprise and wonder.

Chapter Thirty Two.
Reveals the Cipher Record.
In the study at Pembridge Gardens, the silence only broken
by the solemn ticking of the little Sheraton clock, Professor
Griffin’s calm, even voice was slowly dictating to Gwen the
translation from the Hebrew of the cipher record into
English.
The girl, as her father’s amanuensis, had long ago become
quite an expert with the typewriter, and in order to make a
clear copy she had seated herself at the machine, her slim,
white fingers deftly touching the keys.
“If you are ready dear, we’ll begin,” said the old man,
drawing his folios of scribbled Hebrew towards him.
“I’m quite ready, dad,” she assured him, pulling her skirt
around her at the little table by his side upon which the
typewriter was fixed.
“Very well, then. I’ll translate slowly. Forgive me if I
hesitate, child, for some of it may perhaps be difficult to put
into intelligible or Biblical English. It is really a most
astounding statement by a scribe of the Temple.”
Then, after a brief pause, he began to dictate to her the
hidden record, which was as follows:
“Remember and forget not, O Israel. Not for thy
righteousness, or for the uprightness of thine heart, dost
thou go to possess thy land, but for the wickedness of these
nations the Lord thy God shall drive them out before thee.

“Thou shalt love the Lord thy God and keep His charge, His
statutes and His commandments.
“And know ye this day why this secret record is written,
that it may be preserved unto the just... The lapse of years
are nearing its filling. The relief of the Doom will come, in
spite of all. The people’s right is nearing. The period of the
Blood-debts, and that of the Suppression will lose its power,
and Israel shall be restored (here follow seven words
undecipherable).
“...As the Lord God was against Gog, the land of Magog, the
chief prince of Meshech and Tubal, Gomer and all his bands,
the house of Togarmah, of the north quarters, so shall He
be against all the enemies of Israel that spread over the
land. For He will make His Holy name known in the midst of
His people Israel, and will not let them pollute His Holy
name any more; and the heathen shall know that He is the
Lord, the Holy One in Israel...
“And the desolate places of the Land shall become
populated, Jerusalem the city shall be restored, the
sanctuary shall be set up, and the children of Israel shall be
gathered there from the four corners of the earth where
they will be found scattered.
“Be thou prepared, and prepare thyself, for the Lord God
will make a covenant of peace with His chosen people; it
shall be a peace everlasting and His tabernacle shall be set
in the midst of them for evermore, even upon Mount
Moriah.
“Stay yourselves, and wonder, for unto thee, O children of
Israel, are the greater treasures of Solomon’s Temple still
preserved. And thus it is therein written in a book that is
sealed, so that the wicked of Babylon and the enemies of

Israel shall not know. Verily I say unto you the Ark of the
Covenant, and the tablets, and the rod of Aaron, and the
other sacred objects which Solomon placed in the house of
the Lord are still with thee, O Israel, until the wastes be
builded, the cities inhabited and the Lord God cometh again
unto the mountains of Jerusalem... for your own ways— and
the Lord will build up the ruined places—
“Know ye the truth concerning the sacred treasures of
Israel, the vessels out of the house of the Lord. In the third
year of Jehoiakim, King of Judah, cameth one night into
Jerusalem one Hashbbiah, a secret messenger from
Antioch, who seeking Zeruiah, the high priest, told him in
private that Nebuchadnezzar of Babylon, had advanced
upon the hosts of Pharaoh-Necho at Carchemish and
defeated him, and that the King of Babylon had taken from
the river of Egypt unto the river Euphrates all that pertained
unto the King of Egypt.
“Now Zeruiah, a man full of learning, remembered the
prayer of Solomon, and saw that the prophecy of the fall of
Jerusalem was to be fulfilled, and that Judah was to be led
into captivity by the Babylonians... And he went out upon
the mountain alone and prayed unto the Lord. And the Lord
directed him to take counsel of six priests, of whom one
was the prophet Ezekiel, to decide how the sacred things of
the house of the Lord should be held from the hands of the
despoiler.
“And to one of the priests, Uzziah, son of Haziah who came
from Gaza, was revealed a hiding-place outside the gates of
Jerusalem, beyond the valley of Jehoshaphat, where the
treasures could be concealed beneath the earth in a dry-
room, in connection with a series of water-tunnels, which
could be emptied only by those who knew the secret gate of
the waters.

“And the ears of Zeruiah the high priest, heard a voice
behind him saying: ‘This is the way, walk ye in it. Place the
treasures of the house of Jehovah therein, and seal them
with the waters, so that no man shall know.’
“So at night he went with Uzziah onto the place that was
revealed, which is on the side of the mount.
“And he saw that it had been used by thieves in the days
when Rehoboam was king, and that its entrance had since
been unknown to any man.
“And returning to the inner court of the Temple in darkness
of night he went into the Holy Place and called unto him
Baruch, the son of Neriah, Sherebbiah, the scribe, Ezekiel
the priest, and the five other priests. And together both that
night and the next and through many nights did they carry
forth the most treasured objects of the Temple down into
the valley, letting no man know that they were being taken
from the house of the Lord.
“For since the beginning of the world men have not seen
such great treasure as was in the darkness removed from
the house of Jehovah, from the defenceless city upon which
the judgment of God was set. Woe unto Jerusalem for
Nebuchadnezzar was hastening upon the City of Judah, and
the hour of her destruction was approaching.
“And they took from the Holy of Holies the Ark of the
Covenant, together with the stone tablets which Moses put
there at Horeb, the pot of manna and the staff of Aaron and
the two cherubims of fine gold, the Urim and Thummim
with two rubies of great size and a multitude of other gems
set around them... And of the other treasures of the house
of the Lord did they bring forth; of basons of pure gold
made by Solomon which Shishak, King of Egypt had

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