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Pearson RENTAL EDITION - RENTAL ONLY, NOT FOR SALE

Stephen P. Robbins • David A. DeCenzo • Robert Wolter

Pearson
 ••
Contents VII

Responding to a Supervisory Dilemma 62

What Is Formal Planning? 63
Productivity 63
What Is Productivity? 63
News Flash! The Downsides of Planning 63
Why Is Productivity Important to the United States? 65
Planning and Level in the Organization 66
What Is the Breadth of Planning? 66
How Do Planning Time Frames Differ? 66
How Are Plans and Supervisory Levels Linked? 66
Can Continuous-Improvement Programs Be a Help in Planning? 67
Key Planning Guides 69
What Are Standing Plans? 69
What Are Single-Use Plans? 70
Comprehension Check 3-1 71
Something to Think About (and Promote Class Discussion) From the Past to the
Present 75
Goal Setting 76
How Were Goals Set in Years Past? 7 6
What Is the Key to Making Goal Setting Effective? 7 6
Why Might Goal Setting Work for You? 77
Self-Fulfilling Prophecy for Your Followers 77
Balanced Scorecard: The Natural Evolution of Goal Setting? 78
A Special Case of Planning: The Entrepreneurial Supervisor 78
What Is Entrepreneurship? 79
Do Entrepreneurs Possess Similar Characteristics? 79
How Do Entrepreneurs Recruit and Retain Employees? 80
What Supervisory Issues Are Faced By Entrepreneurs? 81
How Do Entrepreneurs Compare with Traditional Supervisors? 81
Comprehension Check 3-2 82
Enhancing Understanding 83
Summary 83
Comprehension: Review and Discussion Questions 83
Key Concept Crossword 84
Developing Your Supervisory Skills 85
Getting to Know Yourself 85
Building a Team 85
Setting Goals 85
Communicating Effectively 86
Thinking Critically 86

CHAPTER 4 Organizing 88
Key Concepts 8 8
Chapter Outcomes and Learning Objectives 89
Responding to a Supervisory Dilemma 90
What Is Organizing? 92
Basic Organizing Concepts 92
What Is Work Specialization? 92
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
 •••
VIII Contents

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 107
How Do You Identify the Tasks to Be Done? 108
What Is the Purpose of Job Descriptions? 108
Empowering Others Through Delegation 108
What Is Delegation? 109
Isn't Delegation Abdication? 110
Comprehension Check 4-2 110
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 115
CHAPTERS 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? 127
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
Comprehension Check 5-1 133
Orientation, Training, and Development 133
How Do You Introduce New Hires to the Organization? 133
What Is Employee Training? 134
Performance Appraisals 13 6
Compensation and Benefits 136
How Are Pay Levels Determined? 136
Why Do Organizations Offer Employee Benefits? 137
Current Issues in Human Resource Management 13 7
Workforce Diversity 137
The Workplace: Reasonable Grounds for Romance? 137
What Is Sexual Harassment? 138
 .
Contents IX

How Do "Survivors" Respond to Layoffs? 140

Comprehension Check 5-2 14 1
Enhancing Understanding 142
Summary 142
Comprehension: Review and Discussion Questions 142
Key Concept Crossword 14 3
Developing Your Supervisory Skills 144
Getting to Know Yourself 144
Building a Team 144
Interviewing 14 5
Communicating Effectively 145
Thinking Critically 146

CHAPTER 6 Controlling 148

Key Concepts 148
Chapter Outcomes and Learning Objectives 149
Responding to a Supervisory Dilemma 150
The Control Process 151
How Do You Measure Actual Performance? 151
How Do You Compare Results with Standards? 152
When Should Corrective Action be Taken ? 156
Types of Controls 157
What Is Preventive Control? 157
When Are Concurrent Controls Used? 157
What Is Corrective Control? 158
The Focus of Control 158
What Costs Should You Control? 158
News Flash! On the Rocks 159
Comprehension Check 6-1 160
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? 167
Something to Think About (and Promote Class D iscussion) Out with E-Mail 168
What Is the Sarbanes-Oxley Act? 169
Do Controls Need to Be Adjusted for Cultural Differences? 170
Comprehension Check 6-2 171
Enhancing Understanding 172
Summary 172
Comprehension: Review and Discussion Questions 172
Key Concept Crossword 173
Developing Your Supervisory Skills 174
Getting to Know Yourself 174
Building a Team 174
Establishing Budgets 174
Communicating Effectively 175
Thinking Critically 175

CHAPTER 7 Problem Analysis and Decision Making 178

Key Concepts 178
Chapter Outcomes and Learning Objectives 179
Responding to a Supervisory Dilemma 180
The Decision-Making Process 181
X Contents

How Do You Identify the Problem? 181

How Do You Collect Relevant Information? 181
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? 183
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? 184
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
Comprehension Check 7-1 189
Problems Versus Decisions 189
News Flash! Daily Delivery Decisions at UPS 189
How Do Problems Differ? 190
What Is the Difference Between Programmed and Non-Programmed Decisions? 191
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) Making Good
Decisions 194
Global Diversity in Decision-Making 195
Design Thinking in Decision-Making 196
Big Data in Decision-Making 197
Ethics in Decision-Making 19 8
What Are Common Rationalizations? 198
What Are the Three Views on Ethics? 199
Is There a Guide to Acting Ethically? 200
Comprehension Check 7-2 200
Enhancing Understanding 201
Summary 201
Comprehension: Review and Discussion Questions 201
Key Concept Crossword 202
Developing Your Supervisory Skills 203
Getting to Know Yourself 203
Building a Team 203
Becoming More Creative 203
Communicating Effectively 204
Thinking Critically 204

Part 3 Motivating, Leading, Communicating,

and Developing 207
CHAPTER 8 Motivating Followers 208
Key Concepts 208
 .
Contents XI

Chapter Outcomes and Learning Objectives 209

Responding to a Supervisory Dilemma 210
What Is Motivation? 211
Understanding Individual Differences 211
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? 214
Comprehension Check 8-1 216
Contemporary Theories of Motivation 216
What Is a Focus on Achievement? 216
How Important Is Equity? 217
Do Employees Really Get What They Expect? 218
Something to Think About (and Promote Class Discussion) Motivated to Do
What? 219
How Do You Create an Atmosphere in Which Employees Really Want to Work? 220
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! Making It Rain ... at Gravity 230
How Can Supervisors Use Employee Recognition Programs? 231
How Can Employee Stock Ownership Plans Affect Motivation? 232
Comprehension Check 8-2 232
Enhancing Understanding 233
Summary 233
Comprehension: Review and Discussion Questions 233
Key Concept Crossword 234
Developing Your Supervisory Skills 235
Getting to Know Yourself 235
Building a Team 235
Designing Jobs That Motivate 235
Communicating Effectively 236
Thinking Critically 236

CHAPTER9 Leading Followers 238

Key Concepts 238
Chapter Outcomes and Learning Objectives 239
Responding to a Supervisory Dilemma 240
Understanding Leadership 241
Are Leaders Born or Made? 241
What Are the Traits of Successful Leaders? 241
What Is This Thing Called Charisma? 242
What Is Visionary Leadership? 244
Comprehension Check 9-1 245
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
 ..
XII Contents

Something to Think About (and Promote Class Discussion} Growing New

Leaders 248
Leadership Behaviors and Styles 249
What Is Task-Centered Behavior? 250
What Are People-Centered Behaviors? 250
What Behavior Should You Exhibit? 250
Effective Leadership 251
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 £-Leadership? 257
Is Leadership Always Relevant? 257
Comprehension Check 9-2 258
Enhancing Understanding 259
Summary 259
Comprehension: Review and Discussion Questions 259
Key Concept Crossword 260
Developing Your Supervisory Skills 261
Getting to Know Yourself 261
Building a Team 261
Mentoring Others 261
Communicating Effectively 262
Thinking Critically 262

CHAPTER 10 Communicating Effectively 264

Key Concepts 264
Chapter Outcomes and Learning Objectives 265
Responding to a Supervisory Dilemma 266
What Is Communication? 268
The Communication Process 268
Methods of Communication 269
How Do You Communicate Orally? 269
Why Do You Use Written Communication? 270
Something to Think About (and Promote Class Discussion} What Is the Best Method
to Communicate Bad News? 270
Do Women and Men Communicate Differently? 2 71
Is Electronic Communication More Efficient? 271
What Issues Are Created By Instant Messaging and Text Messaging? 272
How Does Nonverbal Communication Affect Your Communication? 273
What Is the Grapevine? 273
Barriers to Effective Communication 275
How Does Language Affect Communication? 275
What Did you Say? 276
Did You Get My Message? 276
Do You See What I See? 276
What Do Roles Have to Do with Communication? 277
Is There a Preferred Information Medium? 277
Comprehension Check 10-1 2 77
How Does Honesty Affect Communication? 278
 ...
Contents XIII

How Can You Improve Your Communication Effectiveness? 2 79

News Flash! Twitter ... Social Benefit Or Social Disaster? 280
A Special Communication Skill: Active Listening 282
The Importance of Feedback Skills 283
What's the Difference Between Positive Feedback and Feedback for
Improvement? 283
How Do You Give Effective Feedback? 283
Comprehension Check 10-2 285
Enhancing Understanding 286
Summary 286
Comprehension: Review and Discussion Questions 286
Key Concept Crossword 2 8 7
Developing Your Supervisory Skills 288
Getting to Know Yourself 28 8
Building a Team 288
Active Listening 289
Communicating Effectively 290
Thinking Critically 290

CHAPTER 11 Developing Groups 292

Key Concepts 292
Chapter Outcomes and Learning Objectives 293
Responding to a Supervisory Dilemma 294
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? 298
Are There Ways to Influence the Informal Workgroup? 299
Comprehension Check 11-1 299
The Increasing Use of Teams 300
What Are the Different Types of Work Teams? 300
Turning Groups into Teams 301
The Five-Stage Model of Group Development 301
A Model of Development for Deadline-Driven Ad Hoc Groups 303
How Do You Build Effective Teams? 304
Team Challenges for Supervisors 305
What Obstacles Exist in Creating Effective Teams? 305
Something to Think About (and Promote Class Discussion) Fast Times! 306
How Can Team Obstacles Be Overcome? 307
Contemporary Team Issues 308
Why Are Teams Central to Continuous-Improvement Programs? 309
How Does Workforce Diversity Affect Teams? 309
What Challenges Exist When Supervising Global Teams? 310
When Are T earns Not the Answer? 311
Comprehension Check 11-2 311
Enhancing Understanding 312
Summary 312
Comprehension: Review and Discussion Questions 312
Key Concept Crossword 313
Developing Your Supervisory Skills 314
Getting to Know Yourself 314
Building a Team 314
 .
XIV Contents

Developing Your Coaching Skills 314

Communicating Effectively 315
Thinking Critically 315

Part 4 Appraisal, Safety, Negotiation, Change,

and Labor Relations 317
CHAPTER 12 Performance Appraisal 318
Key Concepts 318
Chapter Outcomes and Learning Objectives 319
Responding to a Supervisory Dilemma 320
The Purpose of Employee Performance Appraisals 321
When Should Appraisals Occur? 322
What Is Your Role in Performance Appraisals? 322
What Are the Legal Issues in Performance Appraisals? 323
Are There Appropriate Criteria for Appraising Performance? 326
How Do You Gather Performance Data? 327
Performance Appraisal Methods 327
What Are the Absolute-Standards Measurements? 327
How Do You Use Relative Standards? 329
Comprehension Check 12-1 331
Objectives 331
Potential Problems in Performance Appraisals 332
What Is Leniency Error? 332
How do Halo Errors Affect Appraisals? 332
What Is Similarity Error? 332
What Is Recency Error? 333
Something to Think About (and Promote Class Discussion) an Unfair Performance
Review 333
How Does Central Tendency Error Affect Appraisals? 334
Are You Inclined to Use Inflationary Pressures? 334
How Can You Overcome the Hurdles? 334
Responding to Performance Problems 336
What Do You Need to Know About Counseling Employees? 337
News Flash! The Anytime Feedback Tool at Amazon 337
Is Your Action Ethical? 338
Comprehension Check 12-2 339
Enhancing Understanding 340
Summary 340
Comprehension: Review and Discussion Questions 340
Key Concept Crossword 341
Developing Your Supervisory Skills 342
Getting to Know Yourself 342
Building a T earn 342
Conducting a Performance Evaluation 342
Communicating Effectively 343
Thinking Critically 343

CHAPTER 13 Workplace Health and Safety 346

Key Concepts 346
Chapter Outcomes and Learning Objectives 347
 Contents XV

Responding to a Supervisory Dilemma 348

The Occupational Safety and Health Act 349
What Are the OSHA Enforcement Priorities? 350
How Does a Supervisor Keep OSHA Records? 351
What Are the OSHA Punitive Actions? 353
Does OSHA Work? 354
Comprehension Check 13-1 356
Job Safety Programs 356
What Causes Work-Related Accidents? 356
How Can Accidents Be Prevented? 357
How Do Supervisors Ensure Job Safety? 357
News Flash! Causes Of Workplace Violence 358
A Special Case of Safety: Workplace Violence 359
Maintaining a Healthy Work Environment 360
How Do You Create a Smoke-Free Environment? 361
Something to Think About (and Promote Class Discussion) Save Lives,
Save Money: Make Your Business Smoke-Free 362
What Are Repetitive Stress Injuries? 362
Stress 363
Are There Common Causes of Stress? 364
What Are the Symptoms of Stress? 364
How Can Stress Be Reduced? 365
Helping the Whole Employee 365
Where Did EAPS Come From? 365
Why Provide Wellness Programs? 366
Comprehension Check 13-2 367
Enhancing Understanding 368
Summary 368
Comprehension: Review and Discussion Questions 368
Key Concept Crossword 369
Developing Your Supervisory Skills 370
Getting to Know Yourself 3 70
Building a Team 370
Developing Safety Skills 370
Communicating Effectively 371
Thinking Critically 371

CHAPTER 14 Conflict, Politics, Discipline, and Negotiation 3 74

Key Concepts 37 4
Chapter Outcomes and Learning Objectives 375
Responding to a Supervisory Dilemma 376
What Is Conflict? 377
Is All Conflict Bad? 3 77
Where Do Conflicts Come From? 378
How Do You Manage Conflict? 378
What Resolution Techniques Can You Use? 378
Which Conflicts Do You Handle? 380
How Do You Choose the Appropriate Resolution Technique? 380
How Do You Stimulate Conflict? 381
How Cautiously Should You Proceed in Stimulating Conflict? 382
Comprehension Check 14-1 3 82
Understanding Organizational Politics 383
What Is Politics? 383
Why Does Politics Exist in Organizations? 383
Can You Play Politics and Still Be Ethical? 384
How Do You Know When You Should Play Politics? 385
 .
XVI Contents

News Flash! Status in Organizations 386

The Disciplinary Process 387
What Types of Discipline Problems Might You Face? 388
Is Discipline Always the Solution? 388
Basic Tenets of Discipline 389
How Do You Lay the Groundwork for Discipline? 389
How Do You Make Discipline Progressive? 390
What Factors Should You Consider in Discipline? 392
What About the Law? 392
Negotiation 393
How Do Bargaining Strategies Differ? 393
How Do You Develop Effective Negotiation Skills? 394
Something to Think About (and Promote Class Discussion) Hand Me a Towel 395
Comprehension Check 14-2 396
Enhancing Understanding 397
Summary 397
Comprehension: Review and Discussion Questions 397
Key Concept Crossword 39 8
Developing Your Supervisory Skills 399
Getting to Know Yourself 399
Building a Team 399
Six Steps to Resolve Conflict 400
Disciplining an Employee 400
Communicating Effectively 401
Thinking Critically 402

CHAPTER 15 Change Management 404

Key Concepts 404
Chapter Outcomes and Learning Objectives 405
Responding to a Supervisory Dilemma 406
News Flash! This Changes Everything 407
The Forces for Change 408
What Are the External Forces Creating a Need for Change? 408
What Are the Internal Forces Creating a Need for Change? 408
How Can Supervisors Serve as Change Agents? 409
Two Views of the Change Process 409
What Is the Traditional View of Change? 409
What Is the Contemporary View of Change? 410
Will You Face a World of Constant and Chaotic Change? 410
Why Do People Resist Change? 411
How Can You Overcome Resistance to Change? 412
Something to Think About (and Promote Class Discussion) Robot Doc 413
Comprehension Check 15-1 413
Stimulating Innovation 414
How Are Creativity and Innovation Related? 414
What Is Involved in Innovation? 415
What Is Disruptive Innovation? 415
How Can a Supervisor Foster Innovation? 416
Comprehension Check 15-2 417
Enhancing Understanding 418
Summary 418
Comprehension: Review and Discussion Questions 418
Key Concept Crossword 419
Developing Your Supervisory Skills 420
Getting to Know Yourself 4 20
Building a Team 420
 ..
Contents XVII

Innovation in the Workplace 420

Communicating Effectively 4 21
Thinking Critically 422

CHAPTER 16 Supervision and Labor 424

Key Concepts 424
Chapter Outcomes and Learning Objectives 425
Responding to a Supervisory Dilemma 426
What Is Labor Relations? 426
Why Do Employees Join Unions? 427
Labor Legislation 430
The Wagner Act 430
The Taft-Hartley Act 430
Other Laws Affecting Labor- Management Relations 431
Comprehension Check 16-1 432
How Are Employees Unionized? 433
News Flash! When the Union Arrives 434
Collective Bargaining 434
What Are the Objective and Scope of Collective Bargaining? 435
What Is the Collective Bargaining Process? 435
What Happens When Agreement Cannot Be Reached? 437
Something to Think About (and Promote Class Discussion) A Bitter Taste at the Coffe
House 439
Comprehension Check 16-2 440
Enhancing Understanding 441
Summary 441
Comprehension: Review and Discussion Questions 441
Key Concept Crossword 442
Developing Your Supervisory Skills 443
Getting to Know Yourself 443
Building a Team 443
Resolving a Grievance 443
Communicating Effectively 444
Thinking Critically 444

POSTSCRIPT Personal Development 44 7

Introduction 44 7
What Is a Career? 448
How Do I Make a Career Decision? 448
Can I Increase My Chances for Getting into the Organization? 449
Where Can I Find Jobs Advertised on the Internet? 449
Preparing a Resume 449
Excelling at the Interview 450
Some Suggestions for Developing a Successful Career 451
Once You Get a Job Be Proactive and Find Yourself a Mentor 452
A Final Word 453

ANSWERS TO COMPREHENSION CHECKS AND CROSSWORD PUZZLES 454

GLOSSARY 463

INDEX 472
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PREFACE

New to This 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 ninth edition, we have concen-
trated on refining the presentation and addressing the evolving roles that supervisors
are asked to embrace in today's workplace. Significant additions to the ninth edition
include the following:

Chapter 1
New section "Why Study Supervision?"

Chapter 2
Updates on Contingent Workforces

Chapter 3
Updates on Six Sigma Quality

Chapter 4
Updates on Teleworking
New Case Study "Push the Magic Button"

Chapter 5
New Case Study "Attracting the Perfect Candidate"

Chapter 6
Updates on Cost Reduction
Updated "Something to Think About- Out With E-mail"

Chapter 7
New "News Flash!- Daily Delivery Decisions at UPS"
New "Something to Think About- Making Good Decisions"
New section "Global Diversity in Decision Making"
New Case Study "Simply Orange Decisions"

Chapter 8
New "News Flash!- Making it Rain ... at Gravity"
Updates on Employee Recognition Programs
New Case Study "Naturally Motivated"

Chapter 9
New "Something to Think About- Growing New Leaders"
New Case Study "Insane Leadership Legacy"

Chapter 10
New "Something to Think About - What 1s the Best Method to Communicate
Bad News?"
Updates on Communication

.
XIX
XX Preface

Chapter 11
New Case Study "An Rx for Improved Teamwork in the Health-Care industry"

Chapter 12
New "Something to Think About- An Unfair Performance Review"
New "News Flash!- The Anytime Feedback Tool at Amazon"
New Case Study "Accentuate the Positive!"

Chapter 13
New Responding to a Supervisory Dilemma
Updates on OSHA Enforcement Actions
Updates on Workplace Violence
New Case Study "When Stress Kills"

Chapter 14
New Case Study "Dealing with Conflict at Nomura Holdings Inc."

Chapter 15
New "News Flash!- This Changes Everything"
New section "What is Disruptive Innovation?"
New Case Study "Poor Performance Forces a Make Over at Avon"

Chapter 16
New "Something to Think About- A Bitter Taste at the Coffee House"
New Case Study "A Slap Shot at USA Hockey"

Postscript
New section "Once You Get a Job Be Proactive and Find Yourself a Mentor"

Solving Teaching and Learning Challenges

Welcome to the ninth 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.
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. Super-
visors 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 redesign. 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.
 Preface XXi

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 for-
mat 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, conversa-
tional, 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 yo u can judge this text's readability. We ask yo u to
read a few pages at random. We think you'll find the writing style both informative
and lively.

Developing Employability Skills

Today it's not enough simply to know about supervision; you need skills to succeed in
your supervisory efforts and in a rapidly changing job market. You should be aware
of your career options and how to go about developing a variety of skills. To focus on
developing your supervisory abilities, we offer 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
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 sum-
SUMMARY
maries remind you where you've been. Each chapter
Afrer reading this chapter, you can:
of this book concludes with a concise summary orga-
nized 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 discus-
sion questions, on the other hand, tend to go beyond
comprehension 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.
I. Explain the difference among supervisors, middle
managers, and top management. Whereas all are
parr of the managerial ranks, rhey differ by their level
in the organization. Supervisors are first-level man-
agers-they manage operative employees. Middle
manngers encompass all managers from those who
manage supervisors up ro those in the vice-presiden-
tial ranks. Top management is composed of the high-
est-level managers- those responsible for establishing
the organization~s overall objectives and developing
the policies to achieve those objectives.
2. Defme Sl•Pervisor. A supervisor is a first-level man-
ager who oversees the work of operative or non-man-
agement employtts.
3. Identify the four functions in the management pro-
cess. Planning, organizing, leading, and controlling
make up rhe management process. Planning involves
esrablishing the overall strategy and setting goals.
O rganizing involves arranging and grouping jobs,
allocating resources, and assigning work so activities
can be accomplished as planned. Leading involves
morivating employees, directing the activities of oth-
ers, communicating properly, and resolving confli(.."f
among organizational members. Controlling involves
monitoring rhe organiz.11ion's performance and com-
paring it wirh previously set goals.
4. Explain why the supervisor's role is considered
ambiguous. A supervisor is ( 1) a key person (a critical
communication link in rhe organization); (2) a person
in the middle (interacting and reconciling opposing
forces and competing expectations); (3) just another
worker (decision·making authority is limited, and
supervisors may perform operating rasks alongside
the same people they supervise); and (4) a behavioral
specialist (able to listen, motivate, and lead).
5. Describe the four essential supervisory competen-
cies. The four essential supervisory competencies
are technical, interpersonal, conceptual, and poliri~
cal competence. Technical competence reflects one's
ability to apply specialized knowledge or expertise.
Interpersonal competence is the obility to work with,
understand, and communicate with others both i ndi~
vidually and in groups. Conceptual competence is
one's mental ability to analyze and diagnose com-
plex situations. Political competence is the ability to
enhance Olle'$ power by building a power base and
establishing the right connections in the organizotion.
6. Identify the elements rhar are necessary to be success-
ful as a supervisor. Several elements are necessary
to become a successful supervisor, including under~
standing that you're part of rhe management teant,
handling legitimate power properly, and recognizing
differences in employees.
XXi i Preface

KEY CONCEPT CROSSWORD

Key Concept Crossword Crossword puzzles
using the key concepts from each chapter
1
I I I I , I I I I I I provide another way to reinforce compre-
hension on a level and in a way that you
r I I I I I I I" I I I I I I 6

may enjoy. Answers are provided in the

- -
- I' I I I I I I I - Solutions section at the end of the book.
-
I' I I I I I I I I I I I I I I -
- - - Getting to Know Yourself Before you can
r I I I 10
I I I I I I I I I
- effectively supervise others, you must
11

13
understand your current strengths as well
I" I I I I I I I I I I I as areas in need of development. To assist
- f-
in this learning process, we encourage you
f-
I" I I I I I '" I
18
I I I I I I" I I I I
to find and complete self-assessments.
- r- r-
- f-
I" I I I I I I I I f- Building a Team These exercises give
- '--- r-
-
119
I I I I I I f-
you an opportunity to work as a team,
- r- learning and practicing the supervisory
- f-
skills introduced in the chapter. By com-
'---
ACROSS DOWN bining your new knowledge and natu-
1. people who manage other managers 2. the process of getting things done, effectively and
3. competency in the ability to analyze and diagnose efficiently through and with people
ral talents, you will be able to practice
complex s~uations 4 . mon~OI'ing actMties
5. competency in the ability to work w~h and communicate 6. motivating employees a supervisory activity and assess your
w~hothers 1 1. competency in the ability to apply specialized knowledge
7. people responsille tor establishing an Ol'ganization's orexpenlse own progress.
overall goals 13. an employee who physically produces goods and s91Vices
8. conceptual, interpersonal, technical, and political 15. arranging and grouping jobs
9. the ability to demonstrate a behavior related to attaining 16. the primary activities supervisors perform
a performance goal Chapter Topic How-To Focus This section
, 0. doing the right task
12. planning, organizing, leadWlg, and controlting gives step-by-step instructions on how to
14. first-line managers
16. competency in the ability to enhance one's power develop a skill directly related to a topic
17. defining an 01ganization's goals
18. the systematic grouping of people to accomplish a addressed in the chapter.
specific purpose
19. doing a task right

Communicating Effectively In this fea-

ture, 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 supervisors. For
this edition, 11 of the cases have been replaced and updated with new topical situa-
tions dealing with current workplace issues.

Instructor Teaching Resources

Before you start a journey, it's valuable to know where you're headed so you can minimize
detours. The same holds true in teaching with a text. To make learning more efficient, we
continue to include the following features to enhance your interactions with students.

Chapter Outcomes and Learning Objectives Each chapter opens with a list of outcomes
and learning objectives that describe what students will be able to do after reading the
chapter. These outcomes and learning objectives are designed to focus student's atten-
tion 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 chap-
ter. These terms represent critical comprehension areas. And through the Key Concept
Crossword, students can get feedback on how well they've understood the key concepts.
 Preface xxiii

Responding to a Supervisory Dilemma These interesting chap- Responding to a Supervisory Dilemma

ter-opening stories focus on an issue regarding a topic that
will be discussed in the chapter. Although they have value, Orpnizations.,. ~but.,.
-nwuions c~ th<iT md~
these vignettes are often overlooked. To address this problem, rional $UIICtW<S? By and Wge, d><
;um.w is no, traditional organiza·
and to focus heavily on supervisory issues, all of our open- rional Anlcntres aft' Rill evident
oocby. - ...... somt_,;z.tions
... ~d><~-~
ing vignettes are posed as situational dilemmas. No matter nrional """"''""'..,.,... 00 pccen-
rial<mploj=. 0... such ccmpmy is
where students may work as a supervisor, at some point in Coogk. Acrordiog ro forttu~,
Googlc(AJrbab<t is d>< No. I pbc.
their career they will be faced with a difficult issue. Usually 10 wodc fo< d>< .....,th time in I 0 years.' What ,...n.
this orpniution to difkrmr from orhm:? Why an
<mflo>us f\od::inj; 10 _.;zaliom such .. Coq;l<?
the issue is one that goes beyond simply following the law. The ndirional -nizarional pynmid bas opera-
ri,..,
..,ploj-..s at d>< bottom old>< trian(;l<. sup<n'ison
These opening vignettes are designed to encourage students abo\--e them. middlt m:anagrn: abo\--e supavisors. and
oop .....,..,.._t
abo\'< aD C... Exhibit 1-1). This suue>
to think about what they may face and to begin to develop a rurr is a \--ertial approach to msn:agrmnu in whKb dx
clecision-mal:ing is dont at d>< oop and onlen.,. scm
down 10 d>< opesarional<mploj-..s at d>< bottom ol tlx
plan of action for handling w orkplace dilemmas. -·izationa.l hionn:hy. Opet:ari.........plo)-... do-
lux~ much say in chr oq;aniz:arion's optrarions.
CoocJc
USC$ a cross-funaiooal orsaniz::ational
$tiUCtUI'<rombincd with • unique: philosophy. Tlxir
Margin Notes Key concepts identified at the beginning of each cross-functional organirational ~ is OliOI« ol a
ttam approacta ro ~~ and is
muaurnl hori>ontaBy. Acxordiog ro
Coogk.C<Jm, d><y pwposh'dy ,.,.,.
tain --~ opm cultun" oftrn associak'd
wirh sunu~ in which Cftryorte
hands-on contributOI' and kds
is a
com~
fonobk •hariog idoas and <>pinions.• 1
Coot;l<'s lxnef"' packase •ko pbyo •
major pact in attracting c:mplorcu.
Coogle: scares rhar, from empk>ycc
n:rimn<nt funds ro llxir &.,.lunch and
dinnu pn:ICtllm, dxy stri\-e ro offer cusromilable ~
grams that suit d>< n«ds ol ...:h of llxit cmploy<n.
What~ rould
an emplo)u wane?
Which ocpniurional structure do you thinl:
worb lxst and why? Do you think tlx v<rtial struc-
ture works bater in some cases. whereas the horiz.onlal
Smac:tut< wodcs b<tttr in oclxn? Would you pr<f<r a
more rdax«.d 'WOd:i'* mvironmrnt or do rou I)Rfu
50ID«hing - SUUC'tUI'<d?
This book is abour the millions of supnvisors
working in rocl:afs dyn:amic orpninrions and the
jobs d><y do in hdpiog th<iT cxpniuliom r.ach tlxir
goals. This boot will inm>duoe you 10 d>< cballatgiltll
acriviti<s and the npidly dw>&inll world ol supotY~
sion today!

chapter are set in boldface when they first appear in the chap-
ter. The marginal note defines the term for quick reference. •r-. •too ._ Cca,.-id 10 wor~c. ~or.- lOt"-..,.....,,...-........
. ..........~.........,,,.._...,.~~ ~ v.lOI'J.

NEWS FLASH!
THE SUPERVISOR'S ROLE IN MODERN ORGANIZATIONS
Fo r years, rhe role of the working o r fro m· line
supervisor has been considered by many organiza·
rions ro be lirde more than a srepping·srone inro
management. Business and managemem schools
devoted their artention primarily ro reaching prin·
ciples and theories applica ble to upper manage-
ment. Many professors figured their graduates
would hold down beginning supervisory roles for
a shorr period and then move imo something more
challenging. How things have changed!
Today's organizations are complex. Some of
the complexity is a result, in part, of the following:
• A more culturally diverse workforce than ever
before.
• Molding a product ive ream out of a mix of
full·timers, part· timers, " temps," and con·
tract workers. News Flash! Because of the popularity of these
• Implementation of quality and productiv-
ity programs such as ISO certification and
vignettes in previous editions, we continue to
Six Sigma, just-in-time and lean manufactur- include them in this new edition. Each vignette
ing, and organizing work using self-directed
teams. presents an issue that highlights a distinction
• Enforcing the ever-growing number of employ-
ment laws pertaining to hiring and dismissal,
between traditional and contemporary supervi-
antidiscrimination, sexual harassment, disabil- sory roles. Each chapter contains a news flash
ity accommodation, workplace violence, Family
and Medical Leave Act (FMLA) of 1993, item specific to the topics included in the chapter.
Occupational Safety and Health Administration

(co11titmed)

Something to Think About Supervisors make

many decisions every day. Some decisions
present clear answers based on legal and
Becoming a supervisor is a challenging opportunity. Some individuals look forward to "taking the helm"
company rules and regulations. Other reso- of a crew of workers, whereas others are put into this situation with little advance notice or training. As
lutions may not be so obvious. Students need you consider going into a supervisory position-Qr making yourself a more effective supervisor than you
are today-think about the following two areas:
to evaluate and think through a number of 1. List five reasons why you want ro be a 2. Identify five potential problems or difficulties
variables to develop an answer or course supervisor. rha t you may encounter when you become a
supervisor.
of action. These sections are excellent class
discussion starters, and are included in each
chapter to focus on the presented topics.

Focus on Comprehension Second-level headings are presented 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), students should be able to return
to these headings and answer the question. If students are unable to answer a question
or are unsure of their response, instructors will know exactly what sections students
need to reread or review, or where to place more of their effort. All in all, this format
provides a self-check on student reading comprehension.
XXiV Preface

Comprehension Check This is a quick "Are-you-

Comprehension Check 1-2 understanding-what-you're-reading?" feature. In
5. True or false?The transition from middle manager to top-level manager creates about as each chapter, there are two Comprehension Checks
much anxiety as going from worker to supervisor. with objective questions. These questions are
6. Which one of the following is an interpersonal competency? answered in the "Solutions" section at the end of
a. Specialized knowledge the book and offer quick feedback on whether stu-
b. Motivating others
c. Analyzing skills dents have understood what they read. If students
d. Enhancing one's power base have problems answering these questions correctly,
7. A _ is the ability to demonstrate a system and sequence of behavior that is functionally instructors can direct them to reread specific sec-
related to attaining a performance goal.
tions before moving on to new material in the
a. planning effort
b. political competency book. Of course, not every element of the chapter's
c. skill material can be tested, and simply answering these
d. successful planner
questions correctly does not guarantee comprehen-
8. Which one of the following items does not relate to stimulating individual and group
performance?
sion. But answering these questions correctly can
a. Listening indicate that students are making progress and that
b. Conducting group meetings learning has taken place.
c. Interviewing
d. Projecting charisma

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 students acquire these key
skills by upgrading levels of thinking from knowledge to comprehension and, finally,
to application. We convey relevant supervisory knowledge, give students an opportu-
nity to reinforce their comprehension, and demonstrate to the instructor how they can
apply the concepts.

Instructor Resource Center By VISitmg 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, Pear-
son's dedicated technical support team is ready to help with the media supplements
that accompany this text. Visit http://support.pearson.com/getsupport for answers to
frequently asked questions and toll-free user support phone numbers.
The following supplements are available for download to adopting instructors:

Supplements available to instructors at Features of the Supplement

www.pearsonhighered.com/irc
Instructor's Manual • Chapter-by-chapter summaries
• Examples and activities not in the main book
authored by Barbara S. Faries from
• Discussion questions
Mission College, Santa Clara, CA
• Example figures
• Additional exercises
• Solutions to all questions and problems in the book
Another random document with
no related content on Scribd:
"He is not a man after my own heart, and I would rather be excused
from serving under him. I don't think we shall agree."
"You may not agree, but he will," laughed the captain, who did not
appear to be half so amiable as before I had signed the shipping
papers.
"I don't think you know him. In my opinion, the police commissioners
of St. Louis would like to see him very much indeed," I answered.
This was a very imprudent remark on my part, though it was only the
simple truth. Ben Waterford's face turned red, and he leaped into the
boat where I was.
"We have carried this farce just far enough," said he, angrily. "I'm not
going to fool all day with any one. Now get into that boat. Tumble his
trunk in."
The men with me obeyed the order, and my valuable trunk was
placed in the stern sheets of the shipping master's boat. I could not
hope successfully to resist the captain and mate of the Michigan, and
calmer reflection than I had at first given the subject cooled my
desperate ardor. But I still hoped that some lucky event would save
me from my fate.
"Tumble into the boat, Phil," repeated the mate.
"I want you to tell the police of New York, as soon as possible," I
continued, turning to my boatman, "that the mate of the Michigan is
—"
I had not time to say any more before Ben Waterford seized me by
the throat, and pitched me into the other boat.
 Phil made Prisoner by Waterford.

"Is a forger," I shouted.

"Shove off," said Captain Farraday; and the two boats separated.
"I'll tell them," replied the boatman, who was evidently vexed at the
loss of the promised sovereign, though he had done his best to earn
it.
"I want you to come alongside the bark, and carry the papers to the
custom-house," said Captain Farraday. "I will give you five dollars if
you will."
"I'll give you five more," added Ben Waterford.
I saw that those who were likely to be my friends were to be bought
off. Ten dollars would effectually silence them, and I had nothing more
to hope for, though it occurred to me that I might communicate with
the pilot, whose canoe had come alongside just as I left the bark. I
had exhausted my own resources, and I prayed to God for help. I was
driven up the accommodation ladder, and reached the deck, utterly
defeated and cast down. The men hoisted up my trunk, but I felt as
though that and myself might as well be at the bottom of the bay. I
had neglected, both in the letter and the spirit, the advice of my
father, and I was in a fair way to suffer severely for it. If Ben Waterford
had not been the mate of the bark, my future would have seemed
more tolerable.
"What shall we do with him?" asked Captain Farraday. "Send him
forward with the rest of the crew?"
"Not yet; he is turbulent, and may make trouble there. We will keep
him aft till we are in blue water. Come with me, Phil," he continued, in
savage tones, which were a foretaste of what I might reasonably
expect from him.
I followed him into the cabin, where he ordered me to wait his further
pleasure. He looked into several state-rooms, and finally entered one
of them, closing the door behind him. I had an opportunity for
reflection; but I had nothing to think of but the misery which the future
had in store for me. I sat down on a stool, and it was the literal stool
of repentance to me. If I could only get on shore once more, I should
be willing to give my word never to go to sea as a sailor again.
Captain Farraday came below while I was there, but he said nothing
to me. He enclosed some papers in an envelope, and soon left me
alone.
He had hardly gone before Ben Waterford came out of the state-
room. He had changed his clothes, and looked more like a sailor than
before. When I first saw him, I recognized him as the "Mr. A.
McGregor" I had seen on board of the steamer. Of course I had no
more doubt that he had robbed me of my money. I concluded that he
had in some manner learned that I had it before he left St. Louis, and
had probably come on board of the boat to obtain it. He had shaved
off his whiskers, and taken other precautions to avoid recognition.
"Go in there, Phil," said he, pointing to the state-room he had just left.
"You and I have berthed together before, and we can do it again."
"I don't care about going on this voyage now, Mr. Waterford."
"Perhaps not; but you have shipped, and you are bound to go now."
"If you will let me off—"
"I have no time to talk now. Go in there. I shall know where to find you
when I want you."
"I was only going to say—"
"In there," said he, savagely; and he made a demonstration towards
me.
I concluded that it would be the safest way for me to obey, and I
entered the state-room. He closed the door behind me, and I heard
the bolt of the lock spring upon me. I was a prisoner, and Ben
Waterford intended that I should remain where I was till the bark was
in blue water. In a short time I heard the voice of the captain, giving
orders on the quarter-deck to get the vessel under way. I had nothing
to do but bewail my sad fate.
The state-room belonged to the chief mate. On a desk in the corner
was a volume lettered "Log-book." On the floor was Ben Waterford's
trunk, and I was almost sure I had seen it on board of the steamer on
the Ohio. I stooped down to look at it, in order to satisfy myself, for I
had nothing else to do. The key was in the key-hole. This was
certainly a great oversight on the part of the mate. He could not have
intended to leave his trunk open while I was a prisoner in his room;
but villains are always making blunders and mistakes.
I am willing to acknowledge that it is not right to retaliate for an injury;
but I at once decided to explore the trunk of Mr. Ben Waterford. I did
not intend to do so from motives of revenge, but simply in the
interests of justice, and with the hope that I might find my lost money.
I had been trying for years to be a Christian young man. I had been in
earnest, and every day I had read the New Testament, and
endeavored to follow its precepts and principles. I honestly believe, if
I could have performed a good service to the new mate, I should not
have hesitated to do it.
I opened the trunk, and lifted up the various articles which it
contained. Among other things, I found several bags of money—gold,
I concluded by the weight of them. I untied the strings of several of
them, and found that they contained English sovereigns and Spanish
doubloons. They were not mine, and I restored them. If I had known
then to what use they were to be applied, I should have felt justified in
throwing them all into the sea. I concluded that Waterford had
exchanged the money he had obtained by forgery in St. Louis for this
gold. I tied up each bag as I found it, and put it back in its place.
While I was thus engaged, I heard the creaking of the rigging, and the
bark had careened over so that I understood she was now going to
sea.
But I had not examined all the bags, and I continued my investigation.
Among them I found a quantity of coin tied up in a white linen
handkerchief. I removed the string, and was pleased to find that the
money consisted of American gold. I had counted my own coin times
enough to know exactly of what it consisted. There were sixty twenty-
dollar pieces and thirty ten-dollar pieces. It did not take me long to
count them, and the number corresponded to my own. I was satisfied
that this money was mine, though of course I could not identify all the
pieces. I should not have been willing to swear to any one of them,
though some had a very familiar look.
I claimed this gold, and being my own judge and jury, my claim was
allowed. It was possible that it was not mine; but the probabilities
were all in my favor. I decided to take possession, though it occurred
to me that I might as well take possession of the vessel, since I was
in the power of my enemy, and he could take it from me at his own
pleasure. I proceeded to tie up the handkerchief as I had found it,
when upon one corner of it I found the initials "P. F." These letters
certainly belonged to me, whether the gold did or not. They had been
worked in the linen by Mrs. Greenough, my excellent St. Louis
landlady. It was the counterpart of the others in my wardrobe; and it
was perfectly evident that Mr. Ben Waterford had stolen the
handkerchief from my trunk when he opened it to take out the gold. I
had not missed the handkerchief, but I identified it to my own
satisfaction. I thought that a less partial judge and jury would have
given me the verdict on this evidence, added to that I had before
obtained.
I put the gold into my coat pocket, hoping that my wits would enable
me to retain it through the vicissitudes which were before me. I had
recovered my money, but I cannot say that I felt much better than
before. It was like the yellow dross upon the desert island; I had no
opportunity to use it; but I felt that I was in better condition to escape
whenever an occasion should be presented. I put everything in the
trunk just as I had found it, except the portion that belonged to me. I
locked it, and then, having unscrewed the bull's eye, I opened it, and
dropped the key overboard.
By this time the bark was pitching in the billows, and I concluded that
we must soon be in "blue water." It grew dark in the state-room; but at
last the door opened, and the mate summoned me to appear on
deck.
 CHAPTER IX.
IN WHICH PHIL FINDS HIMSELF RATED AS AN
ABLE SEAMAN IN THE PORT WATCH.
"We are in blue water, Phil," said Mr. Ben Waterford, as he opened
the door of the state-room. "I didn't know but you might want to take
a last look at the shores of your native land, as you are a little
sentimental, like all young monkeys when they go to sea for the first
time."
"Thank you; it is very kind of you to give me the opportunity to do
so," I replied.
"It may be a long time before you see it again."
"Neither of us may ever see it again."
"That's a good deal more likely to happen to you than to me."
"There's no knowing what may happen to either of us."
"Whatever happens to either of us, I want you to understand, in the
first place, Phil, that I am the mate of this vessel."
"I understand that already, and because I understood it, I wanted to
get out of the vessel."
"You didn't get out of her."
"Unfortunately I did not."
"I didn't mean you should," said the mate, chuckling over the
success of his efforts.
"I'm here, and I'm disposed to make the best of it."
"I have no doubt you will be meek enough now; but you needn't
attempt to play the hypocrite here. Your cant won't help you."
"Cant never helps any one."
"You are growing sensible as you grow older," said he, with a sneer.
"I see you have shipped as an able seaman."
"I was not aware that I had shipped in any particular capacity. I
signed the paper at the captain's request."
"You are a very innocent little lamb. Didn't you write able seaman
against your name?"
"I did not."
"Then somebody else wrote it there for you, because you neglected
to rate yourself."
"My signing the paper was a mere form. I came on board to work my
passage to Palermo; and the captain said he would let me go when
we got there."
"When we get to Palermo he will do so," chuckled the mate. "In the
mean time, as you are written down as an able seaman, we shall
regard you as such, and expect you to do duty as one."
I did not understand him then; but I afterwards learned that sailors,
when they ship, rate themselves as able seamen, ordinary seamen,
or boys, the latter term meaning green hands, whatever their age or
size. If a man claims to be an able seaman, he must do the work of
one; not only be able to hand, reef, and steer, but to perform all the
difficult problems in making and mending rigging. In a word, he must
be proficient in all the arts of seamanship. He receives the highest
rate of wages.
An ordinary seaman is required to hand, reef, and steer; to make the
usual knots, and to understand the ropes and sails so that he can
obey an order from the officers; but he is not expected to be
proficient in all the niceties of making and mending rigging. A boy, or
green hand, is not supposed to know anything except what is taught
him after he comes on board. It is a great nautical sin for a man to
ship above his proper rating. If he signs his name and takes his pay
as an able seaman when he is not competent to perform the work of
one, he is regarded as a cheat. As there are usually but few able
seamen in a ship, the work of one who has thus deceived the officer
has to be done by others, and he is generally punished severely for
the trick. The most unpopular hand before the mast is one who has
shipped above his rate; and all his shipmates feel that they have a
reasonable grudge against him.
The mate had evidently rated me on the ship's papers to suit himself,
intending thereby to draw down upon me the enmity of the crew. I
expected no favors from him, and was prepared to submit to any
indignities and hardships to which I might be subjected, consoling
myself with the belief that I had only three or four weeks of service in
the bark before me.
"I shall do my duty to the best of my ability," I continued. "I did not
expect to find you in the vessel, or I should not have been here."
"I suppose not; but I'm very glad you are here. I may say I wanted
you here, and it is not altogether by chance that you happen to be
here," he replied, shaking his head. "You have come athwart my
hawse once or twice too often, Phil."
"I have never had any malice or ill-will towards you."
"Tell that to the marines! If you had minded your own business, I
should have been a rich man, and the husband of Marian Collingsby
to-day. No matter, my lad; I mean to be both yet."
"I only did what I considered it my duty to do."
"None of your cant! I'm going to call all hands in a few minutes, and I
shall take care that you are in my watch."
"Wherever I am, I shall do the best I know how."
"You will wish you had always done so, and not meddled with my
affairs, before this cruise is up. You are not going to live in the cabin,
and have plum duff for dinner every day."
"I will submit as cheerfully as possible to my lot, whatever it may be."
Ben Waterford appeared to be angry because his threats did not
appall me. I hoped that God would give me strength to do my duty,
and enable me to bear all I might be called upon to endure. My tyrant
seemed to be disposed to torture me before he sacrificed me; but I
was determined not to be tortured by any mere words that he used. I
had already nullified a part of the mischief he had done me, for I had
my gold in my pocket. If I could retain this, my future seemed to be
tolerably secure.
"Do you know how you happen to be on board of this bark, Phil?"
said Waterford, the malice twinkling in his eye.
"The circumstances led me here."
"Not exactly! I led you here."
"Perhaps you did, for it looks now as though an evil spirit had guided
my steps."
"Good, Phil! That was well said. You hit the nail on the head. I won't
tell you yet where we are bound; but I must tell you that I saw you on
board of the ferry-boat when you came to New York, and that
Captain Farraday induced you to ship because I desired it. This will
be good news to you, and I wished you to know it. Before I have
done with you, I am going to teach you to mind your own business."
"You will find me a good scholar at that," I replied.
I asked no questions, as he evidently wished me to do. I had parted
with him when we left the Ohio, but I had no idea where he had been
since that time. His explanation showed me why Captain Farraday
had been so anxious to have me go with him, and I felt that I had
walked into the trap very blindly.
"That's all, Phil. We shall be even soon. Now we will go on deck.
Where's your trunk?"
"On deck, I believe."
I followed him on deck. The bark was under all sail, and driving
rapidly over the blue waves. Far away in the distance I saw some
hills, which the darkness soon shut out from my view. The drunken
crew had certainly improved wonderfully since I had seen them last,
for all were quiet and orderly. I found my trunk, and was ordered to
carry it to the forecastle. A bunk near the door was assigned to me,
and I put my trunk under it.
"How do you like this?" asked the mate.
"Very well," I replied.
"Very well? Is that the way you address your officer? If you ever
speak to me or the second mate without a 'sir,' you will get knocked
down for your impudence. Do you understand that?"
"I do, sir."
"That's better. Now open your trunk; and let's see what you have in
it."
"Open my trunk, sir!" I exclaimed, amazed at this requirement.
"Open it!" he added, sternly. "We look into every man's kit, to see
that he has no liquor concealed there."
I thought this was a reasonable requirement, after this explanation,
and I opened the trunk. The mate tumbled over my things very
rudely. I had tied up the relics of my childhood in little bundles, so
that he did not see their contents, and he only tossed them on the
deck. He picked up the bag which had contained my gold.
"What's this for?" he demanded.
"I had my money in it, sir."
"Where's your money now?"
"I lost it, sir."
"Lost it!"
"It was stolen from me, sir."
"Was it? Well, I hope you may find it again—that's all," chuckled he.
I made no answer; but I could not help foreshadowing the scene
when he examined the contents of his own trunk.
"Put back your duds, and stand by when all hands are called."
He left me, and I hastily restored my property to the trunk, and
locked it. I took up the bag which the mate had examined, and
dropped the handkerchief containing the gold into it. I dared not put
the treasure into my trunk, and I looked about me for some secure
place of deposit for it. An apartment frequented by twenty such men
as composed the crew of the Michigan was not a safe place for
fifteen hundred dollars in gold; but I had no alternative, and I thrust
the bag into a hole under my berth.
"All hands on deck!" shouted the second mate, whose name was
Tom York, though nautical courtesy compelled us to call him Mr.
York.
The men gathered in the waist, and the captain made a speech to
them, which I thought contained buncombe enough for a member of
Congress; but the speaker, whose grog had not been stopped, as
that of the crew had been, was still boozy. The men were then
divided into watches, the mates alternately selecting a hand until all
had been stationed.
"Call your man," said the captain to the chief mate.
"Phil Farringford, able seaman," replied Waterford.
"Your turn, Mr. York," added the captain.
"Ned Bilger."
"Jack Sanderson," continued the chief mate.
"Are you an able seaman, my hearty?" asked Sanderson, the man
who had been chosen second in the port watch with me.
"No, I am not. The mate is down upon me, and rated me as an able
seaman, because I did not know enough to rate myself," I replied.
"But we want the able seamen equally divided in the watches."
"The mate knows very well that I am not an able seaman," I added.
"Beg your pardon, Mr. Waterford, but this youngster says he's not an
able seaman," said Sanderson, stepping up to the mate.
"He shipped as such, and we take him at his word. You must do the
same."
"That will never do, my hearty," growled Sanderson to me.
"I can't help it."
"You are honest, my lad," said the old sailor, who was at least fifty
years old. "I don't see why the mate should make his first choice of a
youngster like you, though."
"I know something about a vessel, but not much. I am willing to do
what I can to learn; but I don't pretend to be what I am not."
"That's honest," added old Jack, slapping me on the back. "I'll make
an able seaman of you. There, pipe down. Now come with me, and
we will overhaul the matter."
I went to the forecastle with Sanderson, and told him my story, so far
as it related to my connection with the vessel.
 CHAPTER X.
IN WHICH PHIL STANDS HIS WATCH, AND TAKES
HIS TRICK AT THE WHEEL.
Jack Sanderson was an old sailor. I had noticed, when I first came on
board of the bark, that he was very drunk. But he had a kind heart,
and was a person of great natural ability. If he had let liquor alone, he
might have been the master of a vessel. He was much interested in
my story, and gave me such good advice as the circumstances
required. He counselled me to obey the officers in all things, to be
respectful, and to perform every duty with care and attention. I had
already resolved to do all this, but I was strengthened by the advice
of the old salt.
"I'm afraid the captain won't discharge you when we get to Palermo,"
said Jack.
"Then I shall discharge myself," I replied, decidedly.
"That's easy to say, my hearty, but not always easy to do. You signed
the shipping papers."
"The captain told me that was a mere form, and that he would let me
go when the bark arrived at Palermo."
"Perhaps he will let you go, and then again perhaps he won't. You
can't always tell the night beforehand how the wind's going to blow.
You've walked right into a scrape, and all you can do is to make the
best of it."
"I intend to do that; and I think the best thing I can do will be to leave
when we reach Palermo."
"There goes one bell, and we must turn in, for we shall be tumbled
out at midnight," added Jack.
My bunk was next above that of my new friend. I knelt, as I always
did, before my bed, and prayed for strength and grace. I had been in
the habit of uttering my prayer audibly, and in a low tone. I did so on
the present occasion. The rest of the port watch had all turned in, and
most of them appeared to be snoring.
"So you say your prayers, Phil," said Jack Sanderson, as I climbed
into my berth.

Phil Prayed for Strength and Grace.

"Yes, sir; I always do that, and I do not feel like neglecting it here."
"That's right, my lad. I don't do so myself, but I like to see others do it;
I wish I could. I always feel safer in a vessel when somebody prays."
"If you think it is right to do so, I hope you will do it yourself."
"I don't think I could now. I was brought up to do so; but I've drank
liquor enough to float this bark from New York to Palermo, and that's
knocked all the good out of me."
"I would stop drinking liquor."
"Stop! But I'm an old sailor."
"Have you any liquor on board?"
"Not a drop."
"Then you will drink none on this cruise."
"Not a thimbleful."
"If you can get along without it for three or four weeks at sea, why can
you not do without it when you go ashore?"
"You are green, my lad. By the time you can take your trick at the
wheel, and parcel a stay, you will know all about it. But batten down
your peepers, and go to sleep, Phil."
It was not so easy for me to go to sleep after the excitement of the
evening, and I wasted half of my watch below in thinking over the
events of the day. Certainly I had enough to reflect upon, enough to
regret, and enough to dread in the future. I was completely in the
power of my enemy. I could only submit, and suffer. It was possible
that Captain Farraday, after he was sober, would save me from
absolute abuse; but I did not expect anything from him. I went to
sleep at last, because I could think of nothing to mitigate my hard lot.
"All the port watch!" rang through the forecastle before I was ready to
hear the call, for I had not slept two hours.
However, I was one of the first to hear the summons, because I had
no drunken debauch to sleep off. I turned out instantly, and shook
Jack Sanderson till he came out of his drunken stupor. He leaped
briskly from his bunk, and we were the first to report ourselves on
deck. The chief mate had not yet appeared, and I wondered whether
he had discovered the loss of a part of his specie. I expected a
tremendous storm when he ascertained that his ill-gotten gold had
disappeared. He could not unlock his trunk without the use of the
pick-lock; but, as he had found no difficulty in opening mine, I did not
think he would in opening his own. The only thing that troubled me
was the insecurity of the hiding-place I had chosen for my treasure. I
was looking for a better place, and I hoped the storm would not come
till I had found it.
The bark was still under all sail, with the wind from the south-west. I
noticed a change in the sails, and that the vessel rolled now, instead
of pitching. Either the wind had changed, or the course of the bark
had been altered; I could not tell which. I liked the motion of the
vessel; and, as she sped over the waves, I could have enjoyed the
scene if I had not been in the power of an enemy. While I was looking
at the sails and the sea, the chief mate came on deck. By this time
the starboard watch had roused their sleepy shipmates, and the
whole port watch were at their stations.
"Phil Farringford!" called the mate.
"Here, sir," I replied, stepping up to the quarter-deck; and I observed
that Jack Sanderson followed me as far as it was proper for him to
go.
"You are an able seaman, Phil; take your trick at the wheel."
"Ay, ay, sir," I replied, using the language I had heard others use
when ordered by an officer to do anything.
"Beg your pardon, sir; but Phil does not pretend to be an able
seaman," interposed my salt friend.
"Who spoke to you?" growled the mate. "Go forward, and when I
want anything of you I'll call for you."
"I only wanted to say, sir—"
"Shut up!"
Jack went forward, followed by a shower of oaths from the mate.
"Relieve the helm, Phil," repeated Waterford.
"Ay, ay, sir."
I went to the wheel.
"You are down on the shipping papers as an able seaman, and you
ought to be able to take your trick at the wheel."
"I will do the best I can, sir," I replied.
"You will steer the bark, or take the consequences," said the mate, as
if satisfied that he had put me in a position where I must make a
failure, and call down upon my head the wrath and contempt of my
shipmates.
There were but two able and three ordinary seaman in the port watch.
The others, like myself, were green hands, who had never stood at a
wheel. The five seamen, therefore, would be obliged to do all the
steering; and of course it put more of this duty upon them than the
other watch had, in which there were three able and three ordinary
seamen. Five men would have to do the work which properly
belonged to six; and these men, in the common course of life on
shipboard, would hate and annoy, to the best of their ability, the one
who imposed this extra labor upon them.
I had never steered at a wheel, but I was perfectly at home at the
helm of a yacht. I knew the compass, and understood when a sail
was drawing properly. Perhaps it was presumptuous in me, but I
made up my mind, when ordered to do it, that I could steer the bark.
She was going free, with the wind a little abaft the beam, and this
made it easy for a beginner. While I stood listening to the mate, I
noticed that the helmsman steered very "small;" indeed, the bark
seemed to take care of herself.
"South-east," said Ned Bilger, whom I relieved at the helm.
"South-east," I repeated, as I had heard the wheelman say when the
course was given to him.
I placed myself on the weather side of the wheel, and grasped the
spokes with a firm hand. Fixing my gaze upon the compass in the
binnacle, I determined to make a success of my first attempt to steer.
I was a mechanic, and I fully comprehended the working of the
machinery of the compass. All I had to do was to keep the point
south-east on the notch; or, in other words, to keep south-east in
range with the bowsprit. I was cool and self-possessed, for I felt that I
could do all that was required of me.
Waterford walked forward, as I took the helm, to look after the men.
Doubtless he expected the bark would come up into the wind in a
moment, and that he should have an opportunity to lay me out. I soon
found that the vessel carried a weather helm; or, if left to herself,
would throw her head tip into the wind. As the compass appeared to
turn, though in reality it was the bark that varied, I met her with the
helm. I steered small, thus avoiding the usual mistake of
inexperienced helmsmen; and I found that a single spoke brought the
compass back to its proper position. In five minutes I felt entirely at
home; but I thanked my stars that the bark did not happen to be
close-hauled, for, between laying a course and keeping all the sails
drawing, I should have been badly bothered.
As soon as I understood the wheel, I rather liked the work. I was so
interested in my occupation that I ceased to gape, and felt very much
like an old sailor. The mate, who was evidently waiting for me to
make a blunder, said nothing more to me. He occasionally walked aft
and glanced at the compass; but I was very careful not to let the bark
vary a hair from her course. As the mate said nothing, I imitated his
example. It is not proper for any one to talk to the man at the wheel,
and Waterford showed that he was a good officer by holding his
tongue. I kept up a tremendous thinking; and, among other things, I
tried to explain why, if the bark was bound up the Mediterranean, her
course was to the south-east. I knew about the variation of the
compass; but, as it was less than a point to the westward, it did not
account for the present course. My theory was, that the vessel ought
to be headed about east, in order to reach the Straits of Gibraltar. But
I did not venture to express any opinion on this subject to the captain
or the mate.
Waterford planked the deck, and I fancied that he was not at all
pleased to find that I could steer the bark. While I congratulated
myself that I was able to do so, I knew there were a hundred other
things I could not do, and therefore his revenge was only deferred for
a few hours. At four bells, Dick Baxter, one of the able seamen of our
watch, came aft and relieved me.
"What do you mean, Phil?" demanded Jack Sanderson, when I went
forward. "You said you wasn't a seaman."
"I never steered a square-rigged vessel before in my life," I replied. "I
have been at the helm of a yacht."
"You steered like an old sailor, my hearty, and kept her as steady as a
judge on the bench."
"I am going to do the best I can. I know something about a vessel, but
I have a great deal to learn."
"I'll learn you, my lad."
"Thank you. I shall be very grateful to you."
I spent the remaining two hours of my watch on deck in learning the
names and uses of the various ropes of the running rigging. I studied
on halyards, sheets, buntlines, and clew-garnets, and I thought I
made good progress. But the next day I was introduced to a cringle,
and found myself at fault.