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Contents vii
What Is the Span of Control? 93

Something to Think about (and promote class discussion)
Return to Yesteryear 94
What Is the Chain of Command? 95
What Is Authority? 96
News Flash! Obeying Authority 96
Where Are Decisions Made? 98
What Are the Five Ways to Departmentalize? 99
Comprehension Check 4-1 101
From Departmentalization to Structure 102
A Simple Structure 102
The Functional Structure 103
The Divisional Structure 103
Matrix Structure 103
Project Structure 104
Team-Based Structure 105
The Boundaryless Organization 105
The Learning Organization 107
Organizing Your Employees 108
How Do You Identify the Tasks to Be Done? 108
What Is the Purpose of Job Descriptions? 108
Empowering Others through Delegation 109
What Is Delegation? 110
Isn’t Delegation Abdication 110
Enhancing Understanding 112
Summary 112
Comprehension: Review and Discussion Questions 112
Key Concept Crossword 113
Developing Your Supervisory Skills 114
Getting to Know Yourself 114
Building a Team 114
Delegating 114
Communicating Effectively 115
Thinking Critically 116
Chapter 5 Staffing and Recruiting 118

Key Concepts 118
Chapter Outcomes and Learning Objectives 119
Responding to a Supervisory Dilemma 120
The Human Resource Management Process 121
The Legal Environment of HRM 122
Something to Think about (and promote class discussion) Is It Safe? 124
Employment Planning 125
How Does a Supervisor Conduct an Employee Assessment? 125
How Are Future Employee Needs Determined? 125
Recruitment and Selection 125
Where Do Supervisors Look to Recruit Candidates? 125
How Does a Supervisor Handle Layoffs? 127
Is There a Basic Premise to Selecting Job Candidates? 128
How Effective Are Tests and Interviews as Selection Devices? 129
News Flash! The Realistic Job Preview 131
Preparation for the Interview 131
Interview Questions You Shouldn’t Ask 132
Interview Questions You Should Ask 132
viii Contents
Orientation, Training, and Development 133

How Do You Introduce New Hires to the Organization? 133
What Is Employee Training? 134
Performance Appraisals 136
Compensation and Benefits 136
How Are Pay Levels Determined? 136
Why Do Organizations Offer Employee Benefits? 137
Current Issues in Human Resource Management 137
Workforce Diversity 137
The Workplace: Reasonable Grounds for Romance? 137
What Is Sexual Harassment? 138
How Do “Survivors” Respond to Layoffs? 140
Summary 142
Building a Team 144
Interviewing 145
Chapter 6 Controlling 148
Key Concepts 148
The Control Process 151
How Do You Measure Actual Performance? 152
How Do You Compare Results with Standards? 153
When Should Corrective Action Be Taken? 155
Types of Controls 156
What Is Preventive Control? 156
When Are Concurrent Controls Used? 157
What Is Corrective Control? 157
The Focus of Control 158
What Costs Should You Control? 158
News Flash! On the Rocks 159
Why Pay Attention to Inventories? 161
What Is Value Chain Management? 162
Why the Focus on Quality? 163
What Are the Characteristics of Effective Controls? 164
Can Controls Create Problems? 165
Contemporary Control Issues 167
Is Employee Theft Increasing? 168
Something to Think about (and promote class discussion) Out with E-Mail 168
What is the Sarbanes–Oxley Act? 169
Do Controls Need to Be Adjusted for Cultural Differences? 170
Summary 172
Contents ix
Building a Team 174

Establishing Budgets 174
Chapter 7 Problem Analysis and Decision Making 178

Key Concepts 178
The Decision-Making Process 181
How Do You Identify the Problem? 181
How Do You Collect Relevant Information? 182
How Do You Develop Alternatives? 182
How Do You Evaluate Each Alternative? 182
How Do You Select the Best Alternative? 183
How Do You Implement the Decision? 184
How Do You Follow Up and Evaluate? 184
Decision Tools 184
What Are the Conditions of Decision Making? 184
What Is the Expected Value Analysis? 185
How Are Decision Trees Useful? 185
What Is Marginal Analysis? 186
Decision-Making Styles 186
What Are the Four Decision-Making Styles? 186
What’s the Point of These Four Decision-Making Styles? 187
What Common Errors Are Committed in the Decision-Making Process? 187
Problems Versus Decisions 189
News Flash! Global Decision Making 190
How Do Problems Differ? 190
What Is the Difference between Programmed and
Nonprogrammed Decisions? 190
Group Decision Making 191
What Are the Advantages of Group Decisions? 191
Are There Disadvantages to Group Decision Making? 192
Is There a Guide for When to Use Group Decision Making? 193
How Can You Improve Group Decision Making? 193
Something to Think about (and promote class discussion) The Value of Diversity
in Decision Making 194
Design Thinking In Decision Making 195
Big Data In Decision Making 195
Ethics in Decision Making 196
What Are Common Rationalizations? 197
What Are the Three Views on Ethics? 197
Is There a Guide to Acting Ethically? 198
Summary 200
Building a Team 202
Becoming More Creative 203
x Contents
part 3 Motivating, Leading, Communicating,

and Developing 207
Chapter 8 Motivating Followers 208
Key Concepts 208
What Is Motivation? 211
Understanding Individual Differences 212
Can Personality Measures Predict Practical Work-Related Behaviors? 212
Do You Need to Develop Your Emotional Intelligence to Improve
Your Supervision Skills? 213
The Early Theories of Motivation 213
How Do You Focus on Needs? 213
Do Supervisors Focus on the Nature of People? 214
What Effect Does the Organization Have on Motivation? 215
Contemporary Theories of Motivation 217
What Is a Focus on Achievement? 217
How Important Is Equity? 218
Do Employees Really Get What They Expect? 219
Something to Think about (and promote class discussion) Motivated to Do What? 220
How Do You Create an Atmosphere in Which Employees Really Want to Work? 221
Designing Motivating Jobs 222
Motivation Challenges for Today’s Supervisors 224
What Is the Key to Motivating a Diverse Workforce? 224
Should Employees Be Paid for Performance or Time on the Job? 225
How Can Supervisors Motivate Minimum-Wage Employees? 226
How Are Contingent Workers Motivated? 227
What’s Different in Motivating Professional and Technical Employees? 227
What Can a Supervisor Do to Improve Employees’ Work–Life Balance? 228
News Flash! Maintaining Motivation on the Shoe Leather Express 229
How Can Managers Use Employee Recognition Programs? 230
How Can Employee Stock Ownership Plans Affect Motivation? 231
Summary 232
Building a Team 234
Designing Jobs That Motivate 234
Chapter 9 Leading Followers 238

Key Concepts 238
Understanding Leadership 241
Are Leaders Born or Made? 241
What Are the Traits of Successful Leaders? 241
Contents xi
What Is This Thing Called Charisma? 242

What Is Visionary Leadership? 244
How Do You Become a Leader? 246
Why Does a Leader Need Technical Skills? 246
How Do Conceptual Skills Affect Your Leadership? 246
How Do Networking Skills Make You a Better Leader? 246
What Role Do Human Relations Skills Play in Effective Leadership? 247
Something to Think about (and promote class discussion) Growing Leaders 248
Leadership Behaviors and Styles 248
What Is Task-Centered Behavior? 249
What Are People-Centered Behaviors? 250
What Behavior Should You Exhibit? 250
Effective Leadership 250
News Flash! National Culture Could Affect Your Leadership Style 252
Contemporary Leadership Roles 252
Do Credibility and Trust Really Matter? 252
Why Are Credibility and Trust Important? 253
What If You Play Favorites? 254
How Can You Lead through Empowerment? 254
Why Should Supervisors Engage Their Employees? 255
Leadership Issues Today 255
What Are Transactional and Transformational Leaders? 255
What Is Team Leadership? 256
What Is E-Leadership? 257
Is Leadership Always Relevant? 257
Summary 259
Building a Team 261
Mentoring Others 261
Chapter 10 Communicating Effectively 264

Key Concepts 264
What Is Communication? 268
The Communication Process 268
Methods of Communication 269
How Do You Communicate Orally? 270
Why Do You Use Written Communication? 270
Do Women and Men Communicate Differently? 270
Is Electronic Communication More Efficient? 271
What Issues Are Created by Instant Messaging and Text Messaging? 271
How Does Nonverbal Communication Affect Your Communication? 272
What Is the Grapevine? 273
Barriers to Effective Communication 274
How Does Language Affect Communication? 274
What Did You Say? 275
xii Contents
Did You Get My Message? 275

Do You See What I See? 275
What Do Roles Have to Do with Communication? 275
Is There a Preferred Information Medium? 277
How Does Honesty Affect Communication? 278
How Can You Improve Your Communication Effectiveness? 278
News Flash! Twitter . . . Social Benefit or Social Disaster? 279
A Special Communication Skill: Active Listening 282
The Importance of Feedback Skills 282
What’s the Difference between Positive Feedback and Feedback for Improvement? 283
How Do You Give Effective Feedback? 283
Summary 286
Building a Team 288
Active Listening 289
Chapter 11 Developing Groups 292

Key Concepts 292
What Is a Group? 295
Why Do People Join Groups? 295
Understanding Informal Workgroups 296
What Are Norms and How Do They Affect Work Behavior? 296
News Flash! Solomon Asch and Group Conformity 297
Are Cohesive Groups More Effective? 298
What Is an Emergent Leader? 298
How Can Informal Groups Be Helpful? 299
Are There Ways to Influence the Informal Workgroup? 299
The Increasing Use of Teams 300
What Are the Different Types of Work Teams? 301
Turning Groups into Teams 301
The Five-Stage Model of Group Development 302
A Model of Development for Deadline-Driven Ad Hoc Groups 304
How Do You Build Effective Teams? 305
Team Challenges for Supervisors 306
What Obstacles Exist in Creating Effective Teams? 306
Something to Think about (and to promote class discussion) Fast Times! 307
How Can Team Obstacles Be Overcome? 308
Contemporary Team Issues 309
Why Are Teams Central to Continuous-Improvement Programs? 309
How Does Workforce Diversity Affect Teams? 310
What Challenges Exist When Supervising Global Teams? 310
When Are Teams Not the Answer? 311
Summary 313
Contents xiii

Building a Team 315
Developing Your Coaching Skills 316
part 4 Appraisal, Safety, Negotiation, Change,

and Labor Relations 319
Chapter 12 Performance Appraisal 320
Key Concepts 320
The Purpose of Employee Performance Appraisals 324
When Should Appraisals Occur? 324
What Is Your Role in Performance Appraisals? 325
What Are the Legal Issues in Performance Appraisals? 328
Are There Appropriate Criteria for Appraising Performance? 328
How Do You Gather Performance Data? 329
Performance Appraisal Methods 329
What Are the Absolute-Standards Measurements? 329
How Do You Use Relative Standards? 332
Objectives 334
Potential Problems in Performance Appraisals 334
What Is Leniency Error? 334
How Do Halo Errors Affect Appraisals? 335
What Is Similarity Error? 335
What Is Recency Error? 335
Something to Think about (and promote class discussion) Evaluating Students 335
How Does Central Tendency Error Affect Appraisals? 336
Are You Inclined to Use Inflationary Pressures? 336
How Can You Overcome the Hurdles? 336
Responding to Performance Problems 339
News Flash! Performance Appraisals in Contemporary Organizations 339
What Do You Need to Know about Counseling Employees? 340
Is Your Action Ethical? 340
Summary 342
Building a Team 344
Conducting a Performance Evaluation 344
xiv Contents
Chapter 13 Workplace Health and Safety 348

Key Concepts 348
The Occupational Safety and Health Act 352
What Are the OSHA Enforcement Priorities? 352
How Does a Supervisor Keep OSHA Records? 353
What Are the OSHA Punitive Actions? 355
Does OSHA Work? 356
Job Safety Programs 358
What Causes Work-Related Accidents? 358
How Can Accidents Be Prevented? 359
How Do Supervisors Ensure Job Safety? 359
News Flash! Causes of Workplace Violence 360
A Special Case of Safety: Workplace Violence 360
Maintaining a Healthy Work Environment 362
How Do You Create a Smoke-Free Environment? 363
Something to Think about (and promote class discussion) Save Lives, Save Money:
Make Your Business Smoke-Free 363
What Are Repetitive Stress Injuries? 364
Stress 365
Are There Common Causes of Stress? 365
What Are the Symptoms of Stress? 365
How Can Stress Be Reduced? 366
Helping the Whole Employee 366
Where Did EAPs Come from? 367
Why Provide Wellness Programs? 367
Summary 369
Building a Team 371
Developing Safety Skills 372
Chapter 14 Conflict, Politics, Discipline, and Negotiation 376

Key Concepts 376
What Is Conflict? 379
Is All Conflict Bad? 379
Where Do Conflicts Come from? 380
How Do You Manage Conflict? 380
What Resolution Techniques Can You Use? 380
Which Conflicts Do You Handle? 382
How Do You Choose the Appropriate Resolution Technique? 382
How Do You Stimulate Conflict? 383
How Cautiously Should You Proceed in Stimulating Conflict? 384
Understanding Organizational Politics 385
What Is Politics? 385
Contents xv
Why Does Politics Exist in Organizations? 386

Can You Play Politics and Still Be Ethical? 387
How Do You Know When You Should Play Politics? 387
News Flash! Status in Organizations 388
The Disciplinary Process 389
What Types of Discipline Problems Might You Face? 390
Is Discipline Always the Solution? 391
Basic Tenets of Discipline 391
How Do You Lay the Groundwork for Discipline? 391
How Do You Make Discipline Progressive? 393
What Factors Should You Consider in Discipline? 394
What about the Law? 394
Negotiation 395
How Do Bargaining Strategies Differ? 395
How Do You Develop Effective Negotiation Skills? 397
Hand Me a Towel 398
Summary 400
Building a Team 402
Six Steps to Resolve Conflict 403
Disciplining an Employee 404
Chapter 15 Change Management 408

Key Concepts 408
News Flash! EA Sports 411
The Forces for Change 412
What Are the External Forces Creating a Need for Change? 412
What Are the Internal Forces Creating a Need for Change? 412
How Can Supervisors Serve as Change Agents? 413
Two Views of the Change Process 413
What Is the Traditional View of Change? 414
What Is the Contemporary View of Change? 414
Will You Face a World of Constant and Chaotic Change? 415
Why Do People Resist Change? 415
How Can You Overcome Resistance to Change? 416
Something to Think about (and promote class discussion) Robot Doc 417
Stimulating Innovation 419
How Are Creativity and Innovation Related? 419
What Is Involved in Innovation? 420
How Can a Supervisor Foster Innovation? 420
Summary 423
xvi Contents

Building a Team 425
Innovation in the Workplace 425
Chapter 16 Supervision and Labor 428

Key Concepts 428
What Is Labor Relations? 430
Why Do Employees Join Unions? 432
Labor Legislation 434
The Wagner Act 434
The Taft-Hartley Act 435
Other Laws Affecting Labor–Management Relations 435
How Are Employees Unionized? 437
News Flash! When the Union Arrives 438
Collective Bargaining 439
What Are the Objective and Scope of Collective Bargaining? 439
What Is the Collective Bargaining Process? 440
What Happens When Agreement Cannot Be Reached? 442
Can Boeing Shift the Work? 444
Summary 446
Building a Team 448
Resolving a Grievance 449
Postscript Personal Development 451

Introduction 451
What Is a Career? 452
How Do I Make a Career Decision? 452
Can I Increase My Chances for Getting into the Organization? 453
Where Can I Find Jobs Advertised on the Internet? 453
Preparing a Résumé 453
Excelling at the Interview 454
Some Suggestions for Developing a Successful Career 455
A Final Word 456
Answers to Comprehension Checks and Crossword Puzzles 457
Glossary 466
Index 477
Preface xvii
Preface
Welcome to the eighth edition of Supervision Today! We continue to present this book
in a way that our users have found useful. Many of you helped make the previous
editions of this book a resounding success. In this edition, we continue that trend and
make your reading experience even better.
In our quest to make this the most complete supervision text currently available,
we’ve taken into account feedback from our readers. We continue to present a book
that focuses on the basic elements of supervision—one that covers the essential and
traditional concepts in effectively supervising employees; that has a strong applied,
practical, and skill focus; and that is user friendly. This new edition continues to be
rich in instructional aids and experiential opportunities. Let’s highlight some of these
elements: specifically, the basis for the content, the new features, and the “student-
friendly” approach of this edition.
Foundations of the Eighth Edition

Most of us understand concepts better when we can relate them to our everyday lives.
In this edition we help you build an understanding of supervising through real-life
concepts, examples, and practice. We believe that when you have an opportunity to
apply what you are learning—in an educational setting that encourages risk taking—
you will perform more effectively on the job. Moreover, in the process you will build
your supervisory skills portfolio!
We recognize that the supervisor’s job continues its rate of dramatic change.
Supervisors are working with a more diverse workforce in terms of race, gender, and
ethnic background. Supervisors’ jobs are constantly affected by technological changes,
a more competitive marketplace, and corporate restructuring and workflow rede-
sign. Despite all of these changes, supervisors still need to understand the traditional
elements of directing the work of others and the specific skills required: goal setting,
budgeting, scheduling, delegating, interviewing, negotiating, handling grievances,
counseling employees, and evaluating employees’ performance.
A good supervision text must address both traditional and contemporary issues.
We believe we’ve done this by focusing on relevant issues and by including lots of
examples and visual stimuli to make concepts come alive. The full-color design format
captures visually the reality and the excitement of the supervisor’s job. We’ve also
spent years developing a writing style that has been called “lively, conversational, and
interesting.” That’s just another way of saying that you should be able to understand
what we’re saying and feel as though we’re actually in front of you giving a lecture. Of
course, only you can judge this text’s readability. We ask you to read a few pages at
random. We think you’ll find the writing style both informative and lively.
What’s New for the Eighth Edition?

We have been pleased with the response to the previous edition of the textbook. Reviewers
and current adopters tell us that the content is solid and that the skill-building exercises
work well in the classroom. For the eighth edition we have concentrated on refining the
presentation and addressing the evolving roles that supervisors are asked to embrace in
today’s workplace. Significant additions to the eighth edition include the following:
■ Sustainability in chapter 1
■ Update on the importance of supervisors in chapter 1
xvii
xviii Preface
■ Motivating contingent workers in chapters 2 and 8

■ Workplace diversity updates in chapters 2, 5, 8 and 1
■ Supervisory issues faced by entrepreneurs in chapter 3
■ Recruiting and retaining employees in an entrepreneurial environment in chapter 3
■ Project structure for teams in chapter 4
■ Teleworker updates in chapter 4
■ Virtual and network organizations in chapter 4
■ Workplace romance in chapter 5
■ Adjusting controls for cultural differences in chapter 6
■ Big data in decision making in chapter 7
■ Design thinking in decision making in chapter 7
■ Using employee recognition programs in chapter 8
■ Work life and family balance updates in chapter 8
■ Employee engagement in chapter 9
■ Problem-solving, self-managed, cross-functional, and virtual work teams in chapter 11
■ Supervising global teams in chapter 11
■ Paired comparison appraisal in chapter 12
Key Features of the Eighth Edition

Before you start a journey, it’s valuable to know where you’re headed so you can mini-
mize detours. The same holds true in reading a text. To make learning more efficient,
we continue to include the following features.
Chapter Outcomes and Learning Objectives Each chapter opens with a list of outcomes
and learning objectives that describe what you will be able to do after reading the
chapter. These outcomes and learning objectives are designed to focus your attention
on the major issues in each chapter. Each outcome and learning objective is a key
learning element.
Key Concepts Each chapter contains a list of the key concepts addressed in the chapter.
These terms represent critical comprehension areas. And through the Key Concept
Crossword you can get feedback on how well you’ve understood the key concepts.
Responding to a Supervisory Dilemma These interesting chapter-opening stories focus

on an issue regarding a topic that will be discussed in the chapter. Although they
have value, these vignettes are often overlooked. To address this problem, and to
focus heavily on supervisory issues, all of our opening vignettes are posed as situ-
ational dilemmas. No matter where you may work as a supervisor, at some point
in your career you will be faced with a difficult issue—one that goes beyond simply
following the law. These opening vignettes are designed to encourage you to think
about what you may face and to begin to develop a plan of action for handling
workplace dilemmas. For this edition three of the opening vignettes are new, which
offers a contemporary view of workplace dilemmas.
Margin Notes Key concepts identified at the beginning of each chapter are set boldface
when they first appear in the chapter. The marginal note defines the term for quick
reference.
News Flash! Because of the popularity of these vignettes in previous editions, we con-
tinue to include them in this new edition. Each vignette presents an issue that highlights
a distinction between traditional and contemporary supervisory roles. Each chapter con-
tains a news flash item specific to the topics included in the chapter and two are new.
Preface xix
Something to Think About Supervisors make many decisions every day. Some decisions
present clear-cut answers based on legal and company rules and regulations. Other
resolutions may not be so obvious. You need to evaluate and think through a number
of variables to develop an answer or course of action. These sections are excellent class
discussion starters and are included in each chapter to focus on the presented topics.
Focus on Comprehension We continue to present our second-level headings in the form

of questions. Each of these questions was carefully written to reinforce understanding
of specific information. After reading a chapter (or a section), you should be able to
return to these headings and answer the question. If you can’t answer a question or are
unsure of your response, you’ll know exactly what sections you need to reread or re-
view, or where to place more of your effort. All in all, this format provides a self-check
on your reading comprehension.
Comprehension Check This is a quick “Are-you-understanding-what-you’re-reading?”

feature. In each chapter there are two Comprehension Checks with objective questions
(which are answered in the “Solutions” section at the end of the book beginning on
page 457) that offer quick feedback on whether you’ve understood what you’ve read.
If you have problems answering these questions correctly, you should reread those
sections before moving on to new material in the book. Of course, not every element
of the chapter’s material can be tested—nor can simply answering these questions cor-
rectly guarantee comprehension. But answering these questions correctly can indicate
that you are making progress and that learning has taken place.
Thinking Critically Critical thinking is also an important outcome. Several years ago,
training organizations began taking a hard look at themselves. Typically, they found
that their programs needed to expand language-based skills, knowledge, and abilities
across the curriculum. What outcomes did this achieve? In essence, it indicated the
need for all training programs to cover the basic skill areas of communication, critical
thinking, computer technology, globalization, diversity, and ethics and values.
This edition of Supervision Today! continues this feature to help you acquire
these key skills by upgrading levels of thinking from knowledge to comprehension
and, finally, to application. We convey relevant supervisory knowledge, give you an
opportunity to reinforce your comprehension, and demonstrate how you can apply the
concepts.
End-of-Chapter Features: A Skill-Focused Approach

Today it’s not enough simply to know about supervision; you need skills to succeed in
your supervisory efforts. So we’ve maintained our skill component in the Enhancing
Understanding and Developing Your Supervisory Skills sections at the end of each
chapter, which include the following features:
■ Summary
■ Comprehension: Review and Discussion Questions
■ Key Concept Crossword
■ Getting to Know Yourself
■ Building a Team
■ A step-by-step description of how to develop your skills in the area discussed in that
chapter
■ Communicating Effectively
■ Thinking Critically
These features are designed to help you build analytical, diagnostic, team-building,
investigative, and writing skills. We address these skill areas in several ways. For
example, we include experiential exercises to develop team-building skills; cases to
xx Preface
build diagnostic, analytical, and decision-making skills; and suggested topical writing
assignments to enhance writing skills.
Summary Just as Chapter Outcomes and Learning Objectives clarify where you are
going, chapter summaries remind you where you’ve been. Each chapter of this book
concludes with a concise summary organized around the opening chapter outcomes
and learning objectives.
Comprehension: Review and Discussion Questions These questions reinforce chapter

content. If you have read and understood the content of a chapter, you should be able
to answer the review questions, which are drawn directly from the material in the
chapter. The discussion questions, on the other hand, tend to go beyond comprehen-
sion of chapter content. They’re designed to foster higher-order thinking skills. The
discussion questions enable you to demonstrate that you not only know the facts in the
chapter but can also use those facts to deal with more complex issues.
Key Concept Crossword Crossword puzzles using the key concepts from each chapter
provide another way to reinforce comprehension on a level, and in a way, that you
may enjoy. Answers are provided in the Solutions section at the end of the book begin-
ning on page 457.
Getting to Know Yourself Before you can effectively supervise others, you must under-
stand your current strengths as well as areas in need of development. To assist in this
learning process, we encourage you to complete these self-assessments from the Prentice
Hall Self-Assessment Library 3.4, which can be packaged with the textbook.
Building a Team These exercises give you an opportunity to work as a team, learning
and practicing the supervisory skills introduced in the chapter. By combining your new
knowledge and natural talents, you will be able to practice a supervisory activity and
assess your own progress.
Chapter Topic How-To Focus This section gives step-by-step instructions on how to de-
velop a skill directly related to a topic addressed in the chapter.
Communicating Effectively In this feature, suggested writing projects help you develop
writing skills. Projects can also become presentations to reinforce verbal and presentation
skills.
Thinking Critically: Case Analyses Each chapter concludes with two case studies designed
to make you think critically as you make decisions regarding a supervisory issue. These
cases enable you to apply your knowledge to solve problems faced by s upervisors. For
this edition 28 percent of the cases have been replaced and updated with new topical
situations dealing with current workplace issues.
Supplemental Materials
For the Student
Self-Assessment Library 3.4 Self-Assessment Library (SAL) is a unique learning tool that
allows students to assess their knowledge, beliefs, feelings, and actions in regard to a wide
range of personal skills, abilities, and interests. SAL 3.4 contains sixty-seven research-
based self-scoring exercises that generate immediate individual analysis for the student.
SAL is available as a printed workbook, a CD-ROM, and by an access code, so stu-
dents have a choice of how they want to complete the assessments. Contact your Pearson
representative to have SAL packaged with this textbook—SAL ISBN 0-13-608376-5.
Preface xxi
For the Instructor

At the Instructor Resource Center, www.pearsonhighered.com/irc, instructors can
access a variety of print, digital, and presentation resources available with this text in
downloadable format. Registration is simple and gives instructors immediate access
to new titles and new editions. As a registered faculty member, you can download
resource files and receive immediate access to and instructions for installing course
management content on your campus server. In case you ever need assistance, our
dedicated technical support team is ready to help with the media supplements that
accompany this text. Visit http://247.pearsoned.com for answers to frequently asked
questions and toll-free user support phone numbers.
The following supplements are available for download to adopting instructors:
■ Instructor’s Resource Manual
■ Test Bank
■ TestGen® Computerized Test Bank
■ PowerPoint Presentation
Acknowledgments
Writing a textbook is often the work of a number of people whose names generally
never appear on the cover. Yet, without their help and assistance, a project like this
would never come to fruition. We’d like to recognize some special people who gave so
unselfishly to making this book a reality.
We want to thank the users of previous editions and students who provided a num-
ber of suggestions for this revision. To all who provided us feedback, please know that
we take your comments and suggestions seriously. We review each comment and see
how it might be incorporated into the text. Unfortunately, in a few instances, a lthough
the comments and suggestions were absolutely on target, sometimes adding specific
information isn’t feasible. That’s not to say that we discounted what you said, but we
had to balance the focus of the book with the feedback given.
Finally, we’d like to add personal notes.
From Steve’s corner: To my wife, Laura Ospanik. Laura continues to be a phenom-
enal source of ideas and support. For that I am grateful.
From Dave’s corner: I want to give special thanks to my family, who give me the
encouragement and support to do my job. Each of you is special to me in that you
continue to bring love and warmth into my life. Terri, Mark, Meredith, Gabriella, and
Natalie, thank you. You continue to make me proud to be part of your lives.
From Rob’s corner: I want to thank my wife, Sheila, for encouraging and support-
ing me in my work on the eighth edition of Supervision Today! I also thank my grand-
daughters Kennedy, Katherine, and Caroline for demonstrating the love of learning
this book is meant to inspire. I continue to be grateful for the opportunity to be part of
this learning endeavor.
An Invitation
Now that we’ve explained the ideas behind the text, we’d like to extend an open invita-
tion. If you’d like to give us some feedback, we encourage you to contact us.
Send your correspondence to Dave DeCenzo at E. Craig Wall, Sr. College, Coastal
Carolina University, P.O. Box 269154, Conway, SC 29528-6054. Dave is also avail-
able via e-mail at ddecenzo@coastal.edu. Alternatively, you may contact Rob Wolter at
spv2day@iupui.edu. Either way, we welcome your feedback!
We hope you enjoy reading this book as much as we enjoyed preparing it for you.
Steve Robbins
Dave DeCenzo
Rob Wolter
xxii
Part
1
Defining Supervision
and Supervisory
Challenges
Part 1 introduces you to the world of work and the functions of a Chapter 1 ■ Supervision
supervisor. Emphasis in this section is placed on supervisory roles Fundamentals
and the skills needed to be successful in today’s ever-changing
Chapter 2 ■ Supervision
work environment. Supervisory positions are also being influenced Challenges
by a number of environmental factors. What these factors are and
how they affect the supervisory function are discussed.
1 Supervision Fundamentals
Chapter
Key Concepts
After completing this chapter, you will be able to define these supervisory terms:
■ conceptual competence ■ organization

■ controlling ■ organizing
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you’re all safe—no, no, you needn’t trouble yourself to take a chair—
if you stop to set down, it’s fifty to five an’ a chaw o’ tobacco, ’t you
never git up agin ... why! ... there’s Mary Wa’cote and that air Judith
Hubbard you see ... (lowering his voice) an’ I don’t know how many
more o’ the Shapes out there in the wood waitin’ for you....
Poh.
Lord, what a power o’ faces I did see! when the moon came out, as I
was crackin’ away over the path by the edge o’ the wood.... I’ve
brought you father’s grey stallion, he that carried off old Ci Carter
when the Mohawks were out ... are you all ready?
All ready?
Yes, all—all—you’re in for’t too, Lizzy Dyer, and so are you, aunt
Rachel—an’ so—and so—shall I bring up the horse?
No—
No—yes, but I will though, by faith!
Robert!
Why Robert, thee makes my blood run cold—
Never you mind for that, Lizzy Dyer.
Robert Eveleth, I am afraid thy going to sea a trip or two, hath made
thee a naughty boy, as I told thy mother it would.
No no, aunt Rachel, no no, don’t say so; we never swear a mouthful
when we’re out to sea, we never ketch no fish if we do—but here am
I; all out o’ breath now, and you wont stir a peg, for all I can say or do
and be—gulp to you!
Here Burroughs interrupted the boy, and after informing the sisters of
what had occurred while he was with Mr. Paris and the poor children,
he made the boy go over the whole story anew, and having done so,
he became satisfied in his own soul, that if the conspirators were at
work to destroy the poor girl before him, there would be no escape
after she was once in their power.
Be of good cheer, Elizabeth, said he, and as he spoke, he stooped
down to set his lips to her forehead.
George—George—we have no time to lose—what are we to do?
said Rachel, putting forth her hand eagerly so as to stay him before
he had reached the brow of Elizabeth; and then as quickly
withdrawing it, and faltering out a word or two of self-reproach.
If you think as I do, dear Rachel, the sooner she is away the better.
I do think as thee does—I do, George ... (in this matter.) Go for the
black mare, as fast as thee can move, Robert Eveleth.
Where shall I find her ... it’s plaguy dark now, where there’s no light.
On thy left hand as the door slips away; thee’ll find a cloth and a
side-saddle over the crib, with a—stop, stop—will the grey horse
bear a pillion?
Yes—forty.
If he will not, however, the mare will ... so be quick, Robert, be
quick....
Away bounded the boy.
She has carried both of us before to-day, and safely too, when each
had a heavier load upon her back than we both have now. Get thee
ready sister—for my own part—I—well George, I have been looking
for sorrow and am pretty well prepared for it, thee sees. I knew four
months ago that I had wagered my life against Judith Hubbard’s life
—I am sorry for Judith—I should be sorry to bring her to such great
shame, to say nothing of death, and were it not for others, and
especially for that poor child, (pointing to Elizabeth) I would rather lay
down my own life—much rather, if thee’ll believe me George, than do
her the great mischief that I now fear must be done to her, if our
Elizabeth is to escape the snare.
I do believe you—are you ready?—
Quite ready; but why do thee stand there, as if thee was not going
too?—or as if thee had not made up thy mind?
Ah—I thought I saw a face—
I dare say thee did; but thee’s not afraid of a face, I hope?
I hear the sound of horses’ feet—
How now?—it is not for such as thee to be slow of resolve.
He drew a long breath—
George—thee is going with us?
No, Rachel—I’d better stay here.
Here! shrieked Elizabeth.
Here!—what do thee mean, George? asked her sister.
I mean what I say—just what I say—it is for me to abide here.
For thee to abide here? If it is the duty of one, it is the duty of
another, said Elizabeth in a low, but very decided voice.
No, Elizabeth Dyer, no—I am able to bear that which ought never to
be expected of you.
Do thee mean death, George?—we are not very much afraid of
death, said Rachel—are we Elizabeth?
No—not very much—
You know not what you say. I am a preacher of the gospel—what
may be very proper for me to do, may be very improper for a young
beautiful——
George Burroughs—
Forgive me Rachel—
I do ... prepare thyself, my dear Elizabeth, gird up thy loins; for the
day of travail and bitter sorrow is nigh to thee.
Here am I sister! And ready to obey thee at the risk of my life. What
am I to do?
I advise thee to fly, for if they seek thy death, it is for my sake—I
shall go too.
Dear sister—
Well?—
Stoop thy head, I pray thee, continued Elizabeth—I—I—(in a
whisper)—I hope he’ll go with thee.
With me?—
With us, I mean—
Why not say so?
How could I?
Mary Elizabeth Dyer!
Nay nay—we should be safer with him—
Our safety is not in George Burroughs, maiden.
But we should find our way in the dark better.
Rachel made no reply, but she stood looking at her sister, with her
lips apart and her head up, as if she were going to speak, till her
eyes ran over, and then she fell upon her neck and wept aloud for a
single moment, and then arose and, with a violent effort, broke away
from Elizabeth, and hurried into their little bedroom, where she staid
so long that Elizabeth followed her—and the preacher soon heard
their voices and their sobs die away, and saw the linked shadows of
both in prayer, projected along the white roof.
A moment more and they came out together, Rachel with a steady
look and a firm step, and her sister with a show of courage that awed
him.
Thee will go with us now, I hope, said Rachel.
He shook his head.
I pray thee George—do not thou abide here—by going with us thee
may have it in thy power to help a——in short, we have need of thee
George, and thee had better go, even if thee should resolve to come
back and outface whatever may be said of thee—
What if I see an angel in my path?
Do that which to thee seemeth good—I have no more to say—the
greater will be thy courage, the stronger the presumption of thy
innocence, however, should thee come back, after they see thee in
safety—what do thee say Elizabeth?—
I didn’t speak, Rachel—but—but—O I do wish he would go.
I shall come back if I live, said Burroughs.
Nay nay George—thee may not see thy way clear to do so—
Hourra there, hourra! cried Robert Eveleth, popping his head in at
the door. Here we be all three of us—what are you at now?—why
aint you ready?—what are you waitin’ for?
George—it has just occurred to me that if I stay here, I may do
Elizabeth more good than if I go with you—having it in my power to
escape, it may be of weight in her favor—
Fiddle-de-dee for your proof cried Robert Eveleth—that, for all your
proof! snapping his fingers—that for all the good you can do
Elizabeth—I say, Mr. Burroughs—a word with you—
Burroughs followed him to a far part of the room.
If you know when you are well off, said the boy—make her go—you
may both stay, you and Elizabeth too, without half the risk; but as for
aunt Rachel, why as sure as you’re a breathin’ the breath o’ life now,
if you don’t get her away, they’ll have her up with a short turn; and if
you know’d all, you’d say so—I said ’twas you when I fuss come, for
I didn’t like to frighten her—but the fact is you are only one out o’ the
three, and I’d rather have your chance now, than either o’ their’n—
Why? Robert—
Hush—hush—you stoop down your head here, an’ I’ll satisfy you o’
the truth o’ what I say.... Barbara Snow, and Judy Hubbard have
been to make oath, and they wanted Bridgy Pope to make oath too
—they’d do as much for her they said—how ’t you come to their bed-
side about a week ago, along with a witch that maybe you’ve heerd
of—a freckled witch with red hair and a big hump on her back—
No no—cried the preacher, clapping his hand over the boy’s mouth
and hastily interchanging a look with Elizabeth, whose eyes filled
with a gush of sorrow, when she thought of her brave good sister,
and of what she would feel at the remark of the boy ... a remark, the
bitter truth of which was made fifty times more bitter by his age, and
by the very anxiety he showed to keep it away from her quick
sensitive ear.
But Rachel was not like Elizabeth; for though she heard the remark,
she did not even change color, but went up to the boy, and put both
arms about his neck with a smile, and gave him a hearty kiss ... and
bid him be a good boy, and a prop for his widowed mother.
A moment more and they were all on their way. It was very dark for a
time, and the great wilderness through which their path lay,
appeared to overshadow the whole earth, and here and there to
shoot up a multitude of branches—up—up—into the very sky—
where the stars and the moon appeared to be adrift, and wallowing
on their way through a sea of shadow.
Me go too? said a voice, apparently a few feet off, as they were
feeling for a path in the thickest part of the wood.
The preacher drew up as if an arrow had missed him. Who are you?
said he—
No no, George ... let me speak—
Do you know the voice?
No—but I’m sure ’tis one that I have heard before.
Me go too—high!
No.
Where you go?—high!
Rachel pointed with her hand.
Are you afraid to tell? asked the preacher, looking about in vain for
somebody to appear.
I have told him—I pointed with my hand—
But how could he see thy hand such a dark night? said Elizabeth.
As you would see it in the light of day, said the preacher.
High—high—me better go too—poo-ka-kee.
No, no—I’d rather not, whoever thee is—we are quite safe—
No—no, said the voice, and here the conversation dropped, and they
pursued their way for above an hour, at a brisk trot, and were already
in sight of a path which led to the Providence Plantations, their city of
refuge—
High—high—me hear um people, cried the same voice. You no safe
much.
And so do I, cried Burroughs. I hear the tread of people afar off—no,
no, ’tis a troop of horse—who are you—come out and speak to us—
what are we to do?—the moon is out now.
High, poo-ka-kee, high!
Yes—come here if thee will, and say what we are to do.
Before the words were well out of her mouth, a young savage
appeared in the path, a few feet from the head of her horse, and
after explaining to her that she was pursued by a troop, and that he
and six more of the tribe were waiting to know whether she wanted
their help, he threw aside his blanket and showed her, that although
he was in the garb of a swift-runner, he did not lack for weapons of
war.
No, no, not for the world poor youth! cried the woman of peace,
when her eye caught the glitter of the knife, the tomahawk and the
short gun—I pray thee to leave us ... do leave us—do, do!—speak to
him George ... he does not appear to understand what I say—entreat
him to leave us.
High—high! said the young warrior, and off he bounded for the sea-
shore, leaving them to pursue their opposite path in quietness.
Rachel and Elizabeth were upon a creature that knew, or appeared
to know every step of the way; but the young high-spirited horse the
preacher rode, had become quite unmanageable, now that the moon
was up, the sky clear, and the shadows darting hither and thither
about her path. At last they had come to the high road—their peril
was over—and they were just beginning to speak above their breath,
when Burroughs heard a shot fired afar off—
Hush—hush—don’t move; don’t speak for your lives, cried he, as the
animal reared and started away from the path ... soh, soh—I shall
subdue him in a moment—hark—that is the tread of a horse—
another—and another, by my life—woa!—woa!—
My heart misgives me, George—that youth—
Ah—another shot—we are pursued by a troop, and that boy is
picking them off—
O Father of mercies! I hope not.
Stay you here—I’ll be back in a moment—woa—woa!—
George——George—
Don’t be alarmed—stay where you are—keep in the shadow, and if I
do not come back immediately, or if you see me pursued, or if—woa,
woa—or if you see the mare prick up her ears, don’t wait for me, but
make the best of your way over that hill yonder—woa!—keep out o’
the high road and you are safe.
Saying this, he rode off without waiting for a reply, intending to follow
in the rear of the troop, and to lead them astray at the risk of his life,
should they appear to be in pursuit of the fugitives. He had not gone
far, when his horse, hearing the tread of other horses—a heavy
tramp, like that of a troop of cavalry on the charge, sounding through
the still midnight air, gave a loud long neigh. It was immediately
answered by four or five horses afar off, and by that on which the
poor girls were mounted.
The preacher saw that there was but one hope now, and he set off at
full speed therefore, intending to cross the head of the troop and
provoke them to a chase; the manœuvre succeeded until they saw
that he was alone, after which they divided their number, and while
one party pursued him, another took its way to the very spot where
the poor girls were abiding the issue. He and they both were
captured—they were all three taken, alive—though man after man of
the troop fell from his horse, by shot after shot from a foe that no one
of the troop could see, as they galloped after the fugitives. They
were all three carried back to Salem, Burroughs prepared for the
worst, Rachel afraid only for Elizabeth, and Elizabeth more dead
than alive.
But why seek to delay the catastrophe? Why pause upon that, the
result of which every body can foresee? They put him upon trial on
the memorable fifth day of August (1692) in the midst of the great
thunder-storm. Having no proper court of justice in the Plymouth-
colony at this period, they made use of a Meeting-House for the
procedure, which lasted all one day and a part of the following night
—a night never to be forgotten by the posterity of them that were
alive at the time. He was pale and sick and weary, but his bearing
was that of a good man—that of a brave man too, and yet he shook
as with an ague, when he saw arrayed against him, no less than
eight confessing witches, five or six distempered creatures who
believed him to be the cause of their malady, Judith Hubbard, a
woman whose character had been at his mercy for a long while (He
knew that of her, which if he had revealed it before she accused him,
would have been fatal to her) John Ruck his own brother-in-law, two
or three of his early and very dear friends of the church, in whom he
thought he could put all trust, and a score of neighbors on whom he
would have called at any other time to speak in his favor. What was
he to believe now?—what could he believe? These witnesses were
not like Judith Hubbard; they had not wronged him, as she had—
they were neither hostile to him, nor afraid of him in the way she was
afraid of him. They were about to take away his life under a deep
sense of duty to their Father above. His heart swelled with agony,
and shook—and stopped, when he saw this—and a shadow fell, or
appeared to fall on the very earth about him. It was the shadow of
another world.
CHAPTER XVIII.
A brief and faithful account of the issue ... a few words more, and the
tale of sorrow is done. “The confessing witches testified,” to give the
language of a writer who was an eye-witness of the “trial that the
prisoner had been at witch-meetings with them, and had seduced
and compelled them to the snares of witchcraft; that he promised
them fine clothes for obeying him; that he brought poppets to them
and thorns to stick into the poppets for afflicting other people, and
that he exhorted them to bewitch all Salem-Village, but to do it
gradually.”
Among the bewitched, all of whom swore that Burroughs had
pursued them for a long while under one shape or another, were
three who swore that of him which they swore of no other individual
against whom they appeared. Their story was that he had the power
of becoming invisible, that he had appeared to them under a variety
of shapes in a single day, that he would appear and disappear while
they were talking together—actually vanish away while their eyes
were upon him, so that sometimes they could hear his voice in the
air, in the earth, or in the sea, long and long after he himself had
gone out of their sight. They were evidently afraid of him, for they
turned pale when he stood up, and covered their faces when he
looked at them, and stopped their ears when he spoke to them. And
when the judges and the elders of the land saw this, they were
satisfied of his evil power, and grew mute with terror.
One of the three chief accusers, a girl, testified that in her agony, a
little black man appeared to her, saying that his name was George
Burroughs, and bid her set her name to a book which he had with
him, bragging at the time that he was a conjuror high above the
ordinary rank of witches. Another swore that in her agony, he
persuaded her to go to a sacrament, where they saw him blowing a
trumpet and summoning other witches therewith from the four
corners of the earth. And a third swore, on recovering from a sort of
trance before the people, that he had just carried her away into the
top of a high mountain, where he showed her mighty and glorious
kingdoms which he offered to give her, if she would write in the book.
But she refused.
Nor did they stop here. They charged him with practices too terrible
for language to describe. And what were the rulers to say? Here was
much to strengthen a part of the charge. His abrupt appearance at
the trial of Sarah Good, his behaviour, his look of premature age—
that look whereof the people never spoke but with a whisper, as if
they were afraid of being overheard—that extraordinary voice—that
swarthy complexion—that bold haughty carriage—that wonderful
power of words—what were they to believe? Where had he gathered
so much wisdom? Where had he been to acquire that—whatever it
was, with which he was able to overawe and outbrave and subdue
everything and everybody? All hearts were in fear—all tongues mute
before him. Death—even death he was not afraid of. He mocked at
death—he threw himself as it were, in the very chariot-way of the
king of Terrors; and what cared he for the law?
His behavior to the boy, his critical reproduction of the knife-blade,
whereby their faith in a tried accuser was actually shaken, his bright
fierce look when the people gave way at his approach ... his
undaunted smile when the great black horse appeared looking in
over the heads of the people, who crowded together and hurried
away with a more than mortal fear ... and his remarkable words
when the judge demanded to know by what authority he was abroad
... all these were facts and circumstances within the knowledge of
the court. By the authority of the Strong Man, said he; who was
that Strong Man? By authority of one who hath endowed me with
great power; who was that one?
Yet more. It was proved by a great number of respectable and
worthy witnesses, who appeared to pity the prisoner, that he, though
a small man, had lifted a gun of seven feet barrel with one hand
behind the lock and held it forth, at arm’s length; nay, that with only
his fore-finger in the barrel he did so, and that in the same party
appeared a savage whom nobody knew, that did the same.
This being proved, the court consulted together, and for so much
gave judgment before they proceeded any further in the trial, that
“George Burroughs had been aided and assisted then and there by
the Black Man, who was near in a bodily shape.”
And it being proved that he “made nothing” of other facts, requiring a
bodily strength such as they had never seen nor heard of, it was
adjudged further by the same court, after a serious consultation, that
“George Burroughs had a devil.”
And after this, it being proved that one day when he lived at Casco,
he and his wife and his brother-in-law, John Ruck, went after
strawberries together to a place about three miles off, on the way to
Sacarappa—“Burroughs on foot and they on horseback, Burroughs
left them and stepped aside into the bushes; whereupon they halted
and hallowed for him, but he not making them any reply, they went
homeward with a quick pace, not expecting to see him for a
considerable time; but when they had got near, whom should they
see but Burroughs himself with a basket of strawberries newly
gathered, waiting for his wife, whom he chid for what she had been
saying to her brother on the road; which when they marvelled at, he
told them he knew their very thoughts; and Ruck saying that was
more than the devil himself could know, he answered with heat,
saying Brother and wife, my God makes known your thoughts to me:
all this being proved to the court, they consulted together as before
and gave judgment that “Burroughs had stepped aside only that by
the assistance of the Black Man he might put on his invisibility and in
that fascinating mist, gratify his own jealous humor to hear what they
said of him.”
Well prisoner at the bar, said the chief judge, after the witnesses for
the crown had finished their testimony—what have you to say for
yourself?
Nothing.
Have you no witnesses?
Not one.
And why not?
Of what use could they be?
You needn’t be so stiff though; a lowlier carriage in your awful
situation might be more becoming. You are at liberty to cross-
examine the witness, if you are so disposed—
I am not so disposed.
And you may address the jury now, it being your own case.
I have nothing to say ... it being my own case.
Ah! sighed the judge, looking about him with a portentous gravity—
You see the end of your tether now ... you see now that He whom
you serve is not to be trusted. It is but the other day you were clad
with power as with a garment. You were able to make a speech
whereby, but for the mercy of God——
I was not on trial for my life when I made that speech. I have
something else to think of now.... Let me die in peace.
Ah, sighed the chief judge, and all his brethren shook their heads
with a look of pity and sorrow.
But as if this were not enough—as if they were afraid he might
escape after all (for it had begun to grow very dark over-head)
though the meshes of death were about him on every side like a net
of iron; as if the very judges were screwed up to the expectation of a
terrible issue, and prepared to deal with a creature of tremendous
power, whom it would be lawful to destroy any how, no matter how,
they introduced another troop of witnesses, who swore that they had
frequently heard the two wives of the prisoner say that their house
which stood in a very cheerful path of the town was haunted by evil
spirits; and after they had finished their testimony Judith Hubbard
swore that the two wives of the prisoner had appeared to her, since
their death, and charged him with murder....
Repeat the story that you told brother Winthrop and me, said Judge
Sewall.
Whereupon she stood forth and repeated the story she had sworn to
before the committal of Burroughs—repeated it in the very presence
of God, and of his angels—repeated it while it thundered and
lightened in her face, and the big sweat rolled off the forehead of a
man, for whose love, but a few years before, she would have laid
down her life—
That man was George Burroughs. He appeared as if his heart were
broken by her speech, though about his mouth was a patient proud
smile—for near him were Mary Elizabeth Dyer and Rachel Dyer, with
their eyes fixed upon him and waiting to be called up in their turn to
abide the trial of death; but so waiting before their judges and their
accusers that, women though they were, he felt supported by their
presence, trebly fortified by their brave bearing—Elizabeth pale—
very pale, and watching his look as if she had no hope on earth but
in him, no fear but for him—Rachel standing up as it were with a new
stature—up, with her forehead flashing to the sky and her coarse red
hair shining and shivering about her huge head with a frightful fixed
gleam,—her cap off, her cloak thrown aside and her distorted shape,
for the first time, in full view of the awe-struck multitude. Every eye
was upon her—every thought—her youthful and exceedingly fair
sister, the pride of the neighborhood was overlooked now, and so
was the prisoner at the bar, and so were the judges and the jury, and
the witnesses and the paraphernalia of death. It was Rachel Dyer—
the red-haired witch—the freckled witch—the hump-backed witch
they saw now—but they saw not her ugliness, they saw not that she
was either unshapely or unfair. They saw only that she was brave.
They saw that although she was a woman upon the very threshold of
eternity, she was not afraid of the aspect of death.
And the story that Judith Hubbard repeated under such
circumstances and at such a time was—that the two wives of the
prisoner at the bar, who were buried years and years before, with a
show of unutterable sorrow, had appeared to her, face to face, and
charged him with having been the true cause of their death; partly
promising if he denied the charge, to reappear in full court. Nor
should I wonder if they did, whispered the chief judge throwing a
hurried look toward the graves which lay in full view of the judgment
seat, as if he almost expected to see the earth open.
The multitude who saw the look of the judge, and who were so eager
but a few minutes before to get nigh the prisoner, though it were only
to hear him breathe, now recoiled from the bar, and left a free path-
way from the graveyard up to the witness-box, and a visible quick
shudder ran throughout the assembly as they saw the judges consult
together, and prepare to address the immoveable man, who stood
up—whatever were the true cause, whether he felt assured of that
protection which the good pray for night and day, or of that which the
evil and the mighty among the evil have prepared for, when they
enter into a league of death—up—as if he knew well that they had
no power to harm either him or his.
What say you to that? said major Saltonstall. You have heard the
story of Judith Hubbard. What say you to a charge like that, Sir?
Ay, ay—no evasion will serve you now, added the Lieutenant
Governor.
Evasion!
You are afraid, I see—
Afraid of what? Man—man—it is you and your fellows that are afraid.
Ye are men of a terrible faith—I am not.
You have only to say yes or no, said Judge Sewall.
What mockery! Ye that have buried them that were precious to you—
very precious—
You are not obliged to answer that question, whispered the lawyer,
who had been at his elbow during the trial of Martha Cory—nor any
other—unless you like—
Ah—and are you of them that believe the story? Are you afraid of
their keeping their promise?—you that have a—
What say you to the charge? I ask again!
How dare you!—ye that are husbands—you that are a widower like
me, how dare you put such a question as that to a bereaved man,
before the Everlasting God?
What say you to the charge? We ask you for the third time.
Father of love! cried Burroughs, and he tottered away and snatched
at the bare wall, and shook as if he were in the agony of death, and
all that saw him were aghast with fear. Men—men—what would ye
have me say?—what would ye have me do?
Whatever the Lord prompteth, said a low voice near him.
Hark—hark—who was that? said a judge. I thought I heard
somebody speak.
It was I—I, Rachel Dyer! answered the courageous woman. It was I.
Ye are all in array there against a fellow-creature’s life. Ye have
beset him on every side by the snares of the law.... Ye are pressing
him to death—
Silence!—
No judge, no! I marvel that ye dare to rebuke me in such a cause,
when ye know that ere long I shall be heard by the Son of Man,
coming in clouds with great glory to judge the quick and the dead—
Peace ... peace, woman of mischief—look to yourself.
Beware Peter! and thou too Elias! Ye know not how nigh we may all
be to the great Bar—looking up to the sky, which was now so
preternaturally dark with the heavy clouds of an approaching
thunder-storm, that torches were ordered. Lo! the pavillion of the
Judge of Judges! How know ye that these things are not the sign of
his hot and sore displeasure?
Mark that, brother; mark that, said a judge. They must know that help
is nigh, or they could never brave it thus.
Whatever they may know brother, and whatever their help may be,
our duty is plain.
Very true brother ... ah ... how now!
He was interrupted by the entrance of a haggard old man of a
majestic stature, who made his way up to the witness-box, and stood
there, as if waiting for the judge to speak.
Ah, Matthew Paris ... thou art come, hey? said Rachel. Where is
Bridget Pope?
At the point of death.
And thy daughter, Abigail Paris?
Dead.
George ... George ... we have indeed little to hope now.... Where is
Robert Eveleth?
Here ... here I be, cried the boy, starting up at the sound of her voice,
and hurrying forward with a feeble step.
Go up there to that box, Robert Eveleth, and say to the judges, my
poor sick boy, what thee said to me of Judith Hubbard and of Mary
Walcott, and of their wicked conspiracy to prevail with Bridget Pope
and Abby Paris, to make oath....
How now ... how now ... stop there! cried the chief-judge. What is the
meaning of this?
Tell what thee heard them say, Robert—
Heard who say? asked the judge ... who ... who?
Bridget Pope and Abigail Paris.
Bridget Pope and Abigail Paris—why what have we to do with
Bridget Pope and Abigail Paris?
I pray thee judge ... the maiden Bridget Pope is no more; the child of
that aged man there is at the point of death. If the boy Robert
Eveleth speak true, they told him before the charge was made——
They—who?
Bridget Pope and Abigail Paris told him—
No matter what they told him ... that is but hearsay—
Well, and if it be hear say?—
We cannot receive it; we take no notice of what may occur in this
way—
How!—If we can prove that the witnesses have conspired together to
make this charge; is it contrary to law for you to receive our proof?
asked Burroughs.
Pho, pho—you mistake the matter—
No judge no ... will thee hear the father himself?—said Rachel.
Not in the way that you desire ... there would be no end to this, if we
did—
What are we to do then judge? We have it in our power to prove that
Judith Hubbard and Mary Walcott proposed to the two children,
Bridget Pope and Abigail Paris, to swear away the life—
Pho, pho, pho—pho, pho, pho—a very stale trick that. One of the
witnesses dead, the other you are told at the point of death—
It is no trick judge; but if ... if ... supposing it to be true, that Judith
Hubbard and her colleague did this, how should we prove it?
How should you prove it? Why, by producing the persons to whom,
or before whom, the proposal you speak of was made.
But if they are at the point of death, judge?
In that case there would be no help for you—
Such is the humanity of the law.
No help for us! Not if we could prove that they who are dead, or at
the point of death, acknowledged what we say to a dear father?—
can this be the law?
Stop—stop—thou noble-hearted, brave woman! cried Burroughs.
They do not speak true. They are afraid of thee Rachel Dyer.
Matthew Paris—
Here am I, Lord!—
Why, Matthew—look at me.... Do you not—know me?
No—no—who are you?
CHAPTER XIX.
Enough—enough—cried Burroughs, on finding Matthew Paris so
disturbed in his intellect—enough—there is no hope now, Rachel.
The father himself would be no witness now, though he had been
told by our witnesses upon their death-bed, while they expected to
die, just what, if it could be shown here, would be a matter of life and
death to us. But still, before I give up, I should like to know the
meaning of that rule of evidence you spoke of the other day, which
would appear to make it necessary for me to produce only the best
evidence which the nature of the case admits of. We have done that
here ... a rule which being interpreted by the men of the law is said to
be this ... that we are to give such evidence only, as that none better
may appear to be left behind—we have done that now—
We are weary of this—what have you to say to the charge made
against you by the apparition of your wife? Before you reply
however, it is our duty to apprise you, that whatever you may happen
to say in your own favor will go for nothing—
Nevertheless I am ready to reply.
—We do not seek to entrap you—
So I perceive. Repeat the charge.
You are charged with having—what ho, there!—lights—lights—more
lights—
Lights—more lights! cried the people, what, ho there! How dark it
grows—
And how chill the air is—
Ay ... and quiet as the grave.
—You are charged I say, with having caused the death of your two
wives ... who have partly promised, if you deny the charge, to
confront you here.
The people began to press backward from each other, and to gasp
for breath.
You have only to say yes or no, and abide the proof.
Indeed—is that all?
Yes—all—
Then ... behold me. As he spoke, he threw up his arms, and walked
forth into a broad clear space before the bench, where every body
could hear and see him, and was about to address the jury, when he
was interrupted by a crash of thunder that shook the whole house,
and appeared to shake the whole earth. A dreadful outcry ensued,
with flash after flash of lightning and peal after peal of thunder, and
the people dropped upon their knees half blinded with light and half
crazy with terror; and covered their faces and shrieked with
consternation.
Why, what are ye afraid of judges? And you, ye people—cried the
prisoner, that ye cover your faces, and fall down with fear ... so that if
I would, I might escape.
Look to the prisoner there ... look to the prisoner.
—Ye do all this, ye that have power to judge me, while I ... I the
accused man ... I neither skulk nor cower. I stand up ... I alone of all
this great multitude who are gathered together to see me perish for
my sins ... the Jonah of this their day of trouble and heavy sorrow.
Not alone, said Rachel Dyer, moving up to the bar.
If not altogether alone, alone but for thee, thou most heroic
woman.... O, that they knew thy worth!... And yet these people who
are quaking with terror on every side of us, bowed down with mortal
fear at the voice of the Lord in the Sky, it is they that presume to deal
with us, who are not afraid of our Father, nor scared by the flashing
of his countenance, for life and for death—
Yea George—
Be it so—

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(eBook PDF) Supervision Today!

What Is the Span of Control? 93

Chapter 5 Staffing and Recruiting 118

Orientation, Training, and Development 133

Building a Team 174

Chapter 7 Problem Analysis and Decision Making 178

part 3 Motivating, Leading, Communicating,

Chapter 9 Leading Followers 238

What Is This Thing Called Charisma? 242

Chapter 10 Communicating Effectively 264

Did You Get My Message? 275

Chapter 11 Developing Groups 292

Comprehension: Review and Discussion Questions 313

part 4 Appraisal, Safety, Negotiation, Change,

Chapter 13 Workplace Health and Safety 348

Chapter 14 Conflict, Politics, Discipline, and Negotiation 376

Why Does Politics Exist in Organizations? 386

Chapter 15 Change Management 408

Developing Your Supervisory Skills 425

Chapter 16 Supervision and Labor 428

Postscript Personal Development 451

Answers to Comprehension Checks and Crossword Puzzles 457

Foundations of the Eighth Edition

What’s New for the Eighth Edition?

■ Motivating contingent workers in chapters 2 and 8

Key Features of the Eighth Edition

Responding to a Supervisory Dilemma These interesting chapter-opening stories focus

Focus on Comprehension We continue to present our second-level headings in the form

Comprehension Check This is a quick “Are-you-understanding-what-you’re-reading?”

End-of-Chapter Features: A Skill-Focused Approach

Comprehension: Review and Discussion Questions These questions reinforce chapter

For the Instructor

■ conceptual competence ■ organization

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part 3 Motivating, Leading, Communicating,

part 4 Appraisal, Safety, Negotiation, Change,