Art of Leadership 5Th Edition Manning Solutions Manual Full Chapter PDF

Part 04 - The Empowerment of People
Art of Leadership 5th Edition Manning

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PART FOUR—The Empowerment of People
Major Purposes of Part Four
Part Four focuses on three important subjects—

leadership authority, the empowerment of people, and
the quality imperative.
Part Four Objectives
After completing Part Four, your students should be able

to better understand:
• The nature of servant leadership;
• The role of participative leadership;
• Formal authority and the use of power;
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© 2015 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or
distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in
whole or part.
• The concept of psychological size;
• The quality movement; and
• Practical tips for developing a high performance workplace.
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whole or part.
NOTES AND ANECDOTES
Empowerment Facilitates Change
Change is an inevitable fact of life in the workplace as new people, processes, and products come
and go. Some changes are caused by forces outside the organization; some originate from within.
The ability to adapt to change is a key characteristic of successful groups. How do they do it?
They recognize that the outcome of a change often depends on how it is introduced and who is
involved. Whenever possible, people are encouraged to participate in decisions that will affect
them. This tends to reduce resistance and resentment. The following, a classic study of
employees in a clothing factory, illustrates the point:
Experimenters divided employees into four groups that differed in terms of how a change in
work group procedures was introduced. Group I was allowed no participation; the employees
were told about the new work procedures, but were given no voice in matters. In Group II,
employee representatives met and discussed the change with management. In Groups III and
IV, all workers were encouraged to participate actively with management in implementing the
change.
The reaction of Group I was very negative. Production decreased immediately

by one-third, expressions of hostility and resentment surfaced, and seventeen
percent of the group quit within forty days. Group II, by allowing participation
through representatives, achieved better results, but the response was not as
positive as that of Groups III and IV. As a result of allowing participation by all
of the workers involved, there was no hostility in Groups III and IV, and none of
the employees quit. Production in these groups dropped initially, but quickly
rose to a level higher than before.
Encouraging broad employee participation was clearly the best method for
overcoming resistance to change, a finding that has been verified by other
studies.
NOTES AND ANECDOTES
Technological advances, global economies, cultural diversity, and speed of change are
important forces that are helping to reshape the American workplace. While all of these may
not be present in any one work environment, some shifting from the "traditional" to the "new"
is occurring in most workplaces. Areas of change include structure, focus, quality, standards,
and leadership. See Table 4.1.
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whole or part.
TABLE 4.1: THE CHANGING WORKPLACE
AREAS OF CHANGE TRADITIONAL NEW

WORKPLACE WORKPLACE
Structure Functional Departments Work Teams
Focus Cost-Focused Customer-Focused
Quality Inspection for Errors Continuous Improvement
Standards Internal Controls World Class Requirements
Leadership Autocratic Democratic
Students can evaluate their current (or former) workplaces regarding structure, focus, quality,
standards and leadership. Are conditions more traditional or new? What policies and actions
do they advise?
NOTES AND ANECDOTES
Empowerment Success Stories
When people come together to accomplish something, certain questions are on their minds.
They want to know:
• What is expected of us?

• Why is this important?
• Who is the work for?
• How will we work together?
• When do the tasks need to be done?
• What constitutes great performance?
• How will we be rewarded?
The effective leader begins by clarifying goals and roles. The task of the leader is to focus and
energize people, inspire creativity, and get the best ideas from everybody.
4-4
© 2015 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in
any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
NOTES AND ANECDOTES
The following are reports on three groups using empowerment efforts to improve
performance results in a steel company. Each group was asked to: (1) identify an operational
bottleneck or problem adversely affecting the quality of work or the quality of work life in the
company; (2) analyze the causes and consequences of the problem; and (3) make
recommendations to solve the problem, including expected costs and benefits.
The "Safety Coil" Group. This example focuses on teamwork among employees of the steel
coil repair department. They identified a safety hazard that had resulted in hand and arm
injuries and even loss of life. This problem had been an industry-wide concern for all coil-
rolling operations. When coiling steel of uneven thickness, the coil must remain round. The
traditional practice had been to insert small slips of paper while winding the coil to keep it
symmetrical. Because the coil spins so fast, centrifugal force creates danger for the worker
inserting the paper slips. After studying the problem, the group offered a three-part solution:
• A safety stick was devised with a slit at the end to hold the small pieces of paper. The team
discovered that the paper slips could be inserted into the spinning coil with this stick, protecting the
worker from injury.
• A training manual was developed that not only included the coil-stick solution, but also addressed
other health and safety problems in the steel coil repair department.
• The group used the manual to present a training program on health and safety procedures to
all workers in the department.
The benefits were substantial: (1) no lost-time accidents have occurred in the steel coil
repair department since the group completed its project twenty years ago; (2) the group
presented its coil stick and training manual to the National Association of Steel Manufacturers
Plant Safety Conference, and both are widely used in industry today; and (3) self-confidence
and group pride were created on the team.
The "Wooden Pallets" Group. This example focuses on teamwork among supervisors from
the manufacturing, maintenance, scheduling, and shipping departments. The problem identified
by the group was loss of time and material in building wooden pallets to store steel sheets and
coils between manufacturing and shipping. The practice had been to build a pallet to fit each
new load, discard it after use, and pay to have the scrap wood hauled away. A study of the
problem by the group resulted in the following recommendations:
• Build storage bins to fit common sizes of four-by-fours and two-by-fours used to make
pallets.
• Locate these bins in a convenient area.
• Store lumber in the bins until needed.
• Disassemble used pallets and return the wood to the appropriate bins for reuse.
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The results were significant: (1) the storage bins saved employees the time and effort of
looking for wood and cutting it to size; (2) reusing the wood resulted in significant savings in
labor, materials, and haul-away costs; and (3) the group project created a sense of teamwork
and pride that carried over to other activities on the job.
The "New Suppliers" Group. This example focuses on teamwork among managers from
sales, manufacturing, engineering, finance, and purchasing. They identified elements critical to
the success of the company: (1) purchasing second-grade and partially damaged steel; (2)
processing this material to meet customer orders for flat steel and steel coils; and (3) delivering
the final product. The problem the group identified was the need to ensure a dependable supply
of raw material at a reasonable cost. Although current suppliers had been satisfactory, the
company was in a vulnerable position without additional sources of supply. As in all recycling
industries, the lifeline begins with the purchase of raw material. The solution was as follows:
• Four additional suppliers were identified.
• The group invited these suppliers to visit the company to learn about its people and products.
• They picked up the suppliers in vans, gave them a tour of the plant and lunch in the company
boardroom, and presented the company's history and philosophy.
• Members of the group followed up on this effort with personal calls.
What were the results? (1) Three of the four suppliers became dependable new sources of
raw material, thereby increasing the financial security of the company; (2) substantial cost
saving resulted from being able to buy raw material from several sources; (3) top management
reinforced a "can do" attitude among themselves; and (4) the enthusiasm and success of the
management team invigorated the rest of the work force.
NOTES AND ANECDOTES
What is Quality?
The most widely accepted definition of what constitutes quality exists in the criteria for the Malcolm
Baldrige National Quality Award. This annual award, given by the U.S. Commerce Department since
1988, recognizes U.S. companies that excel in quality achievement. To better understand ways to
achieve quality, examine the concepts that serve as the basic criteria for this award.
• Quality is defined by the customer.
• Senior leadership creates clear quality values and builds these values into the way the organization
operates.
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• Quality excellence derives from having well-designed and well-executed systems and processes.
• Continuous quality improvement is part of the management of all systems and processes.
• Goals are developed, as well as strategic and operational plans, to achieve quality leadership.
• Shortening the response time of all operations and processes of the organization is part of the
quality-improvement effort.
• Operations and decisions of the organization are based on facts and data.
• All employees are suitably trained and involved in quality activities.
• Design quality and defect and error prevention are major elements of the quality system.
• Quality requirements are communicated to suppliers and the organization works to elevate supplier
quality performance.
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NOTES AND ANECDOTES
Improving Performance Across Companies
Although bartering and trading can be acceptable when the work performed is simple and occurs at a
discrete point in time, the best approach is to look beyond an isolated exchange and focus instead on
building a long-term relationship. Partners who have mutual trust do not feel the need to check up on
each other. Also, in many organizations, one’s customers are also one’s suppliers as well. Building a
solid trust-based relationship pays dividends to both organizations, as the following example
shows:
After years of relying on a weekly exchange of price incentives and shelf space, two consumer giants, Procter &
Gamble and Wal-Mart, began to develop a trust-based relationship, sharing up-to-the-minute sales information,
long-range buying plans, and current inventory figures. Eliminating a sea of promotional incentives allowed
Procter & Gamble to provide the “everyday low prices” Wal-Mart required, while letting each company achieve a
reasonable profit. At the same time, Wal-Mart agreed to pay invoices as presented and settle accounts at the end
of the year.
Both companies have enjoyed substantial benefits with this new way of working: (1) Conflicts
can be avoided and resolved more easily; (2) communication is more open, timely, and accurate; (3)
Wal-Mart inventories have been cut from 30 days to 2 days, resulting in reduced cost; and (4) Procter &
Gamble reports $500 million in annual savings as a result of the new level of partnership and trust.
Source: Michael Treacy and Fredrik D. Wierseman, The Discipline of Market Leaders: Choose Your
Customers, Narrow Your Focus, Dominate Your Market (Reading, MA: Addison Wesley, l997), 52-
58.
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NOTES AND ANECDOTES
There are two types of benefits of employee involvement and the team concept; end product
benefits and in-process benefits.
End product benefits include improved quality of work and improved profits. It is common for
a quality improvement team to identify and make recommendations to solve between two and six
problems a year, and experience has shown that management adopts 80 percent of these suggestions.
Ninety percent of the recommendations cost little or nothing to implement, and the entire expense of the
program can usually be funded from existing operating budgets. The financial return on employee
involvement efforts can be truly impressive, as the ratio of cost to benefit is usually from 1:3 to 1:6.
In-process benefits from employee involvement are less tangible, yet equally important. These
include better communication and teamwork among co-workers, improved management skills, and
greater employee loyalty. Both the individual and the organization profit as quality improvement teams
help accomplish the following in-process goals:
▪ Raise employee morale. Eighty-four percent of America’s workers say they would work
harder and do a better quality job if they were more involved in decisions affecting them.
Employee involvement allows people to participate in the decision-making process, and in
doing so, find greater satisfaction in their work lives.
▪ Build teamwork. Teamwork results when employees form a closely knit group with a unified
purpose to which everyone is dedicated. Quality improvement teams help accomplish this, as
employees feel they are an important part of the success of the group. This feeling of belonging
and being needed not only helps to satisfy social needs but also encourages employees to accept
responsibility for the activities of the group.
▪ Increase loyalty. Avoidable turnover represents an unnecessary and costly drain on
productivity and profits. A major cause of turnover is lack of loyalty to job, co-workers, and
company. Quality improvement teams help build pride in the work, relationships among co-
workers, and identification with the organization, so that people do not want to change jobs.
▪ Develop leadership ability. Team leaders develop important management skills, such as
motivation, communication, organization, and problem solving, while coordinating the
activities of the quality improvement team. These skills can be applied in many areas of the
typical manager’s job.
▪ Maximize employee potential. Participation in the decision-making process stimulates
employee initiative, creativity, and self-esteem and creates a positive climate for growth and
development. When employees are given the opportunity to suggest and question rather than
being expected to follow rigid instructions, they usually develop into a mature and responsible
work force. Employee involvement to improve quality is an effective vehicle for furthering the
personal and professional development of employees.
In summary, employee involvement provides an effective means for people to participate in the
problem-solving and decision-making process, and this participation is valuable for both the
individual and the organization. Improving quality through member empowerment satisfies two
basic human needs—the need for personal achievement and the need to belong to something great.
This promotes a sense of personal growth as skills are developed, and a sense of contribution as the
employee supports important organizational goals that transcend the individual. Although
employee involvement is not the only way to achieve these aims, it has proven to be a uniquely
simple and effective tool for building community and achieving team excellence.
4-9
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EXERCISE 4.1:
SEEING IS BELIEVING: LOST AT SEA
This exercise shows the value of group participation in problem solving and decision making.
The first task is to solve a problem as an individual; the second is to use the method of group
consensus to solve the same problem. Individual results will be compared with group
performance.
Directions
Carry out the following instructions to complete the exercise.
Step One. Read the “Lost at Sea” problem and solve it as an individual. Try to imagine
yourself in the situation. No talking or sharing answers with others is allowed at this point.
Work at your own pace to complete the task.
Lost at Sea
You are adrift on a private boat in the South Pacific. As a consequence of a fire of
unknown origin, much of the boat and its contents have been destroyed. The boat is now
slowly sinking. Your location is unclear because of the destruction of critical navigational
equipment and because you and the crew were distracted trying to bring the fire under control.
Your best estimate is that you are approximately one thousand miles south-southwest of the
nearest land.
Below is a list of 15 items left intact and undamaged after the fire. In addition to these
articles, you have oars and a serviceable rubber life raft large enough to carry yourself, the
crew, and all the items listed. The total contents of all survivors’ pockets are a package of
cigarettes, several books of matches, and five one-dollar bills.
Your task is to rank the 15 items in terms of their importance to your survival. Place
the number 1 by the most important item, number 2 by the second most important, and so on
through number 15, the least important.
Individual Worksheet
________ Sextant
________ Shaving mirror
________ Five-gallon can of water
________ Mosquito netting
________ One case of U.S. Army C rations
________ Maps of the Pacific Ocean

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________ Seat cushion (flotation device approved by the U.S. Coast Guard)
________ Two-gallon can of oil-gas mixture
________ Shark repellant
_______ Small transistor radio
_______ Twenty square feet of opaque plastic
_______ One quart of 160-proof Puerto Rican rum
_______ Fifteen feet of nylon rope
_______ Two boxes of chocolate bars
_______ Fishing kit
Step Two. Now that you have considered the problem as an individual, join in a group of four
to eight people and decide on a group solution to the same problem. The group should use the
method of group consensus. This means that the ranking for each of the 15 survival items must
be agreed on by each member before it becomes a part of the group decision. With group
consensus, a decision may not be exactly what you personally would prefer, but it should be
one that you can live with.
Consensus is sometimes difficult to reach, particularly when people are emotionally
involved. Therefore, not every ranking will meet with everyone’s complete approval. There
should be, however, a general feeling of acceptance among all members before a decision is
finalized.
Take the time to consider the ideas of all members. Listen in order to understand the
views of others; make your own views known; and be willing to compromise in arriving at a
solution. Try, as a group, to make each ranking one with which all members can at least
partially agree. The following are guidelines to use in reaching group consensus:
• Prepare your own position as thoroughly as possible prior to group discussion.
• View differences of opinion as helpful rather than as a hindrance in the problem-
solving process. Remember, others may know something you do not.
• Avoid arguing for your own individual judgments; approach the task on the basis of
logic.
• Do not change your mind only to avoid conflict, or just to reach agreement. Only
support solutions with which you are personally able to agree, at least partially.
Withstand pressured to yield until you are sure others understand your views.
• Avoid conflict-reducing techniques such as voting, averaging, or trading to reach
decisions.
• When a stalemate is met, do not take the approach, “Someone must win, and someone
must lose.” Instead, look for the next most acceptable alternative for all members.
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The group should take as much time as needed to reach decisions. Put the group
consensus ranking on the list below.
Group worksheet
________ Sextant
________ Shaving mirror
________ Five-gallon can of water
________ Mosquito netting
________ One case of U.S. Army C rations
________ Maps of the Pacific Ocean
________ Seat cushion (flotation device approved by the U.S. Coast Guard)
________ Two-gallon can of oil-gas mixture
________ Shark repellant
_______ Small transistor radio
_______ Twenty square feet of opaque plastic
_______ One quart of 160-proof Puerto Rican rum
_______ Fifteen feet of nylon rope
_______ Two boxes of chocolate bars
_______ Fishing kit
LOST AT SEA ANSWER KEY

AND RATIONALE
Score individual and group answers according to the following key:
According to experts, the supplies most needed when lost at sea are articles to attract
attention and to aid survival until rescuers arrive. Articles for navigation are of little
importance. Even if a small life raft were capable of reaching land, it would be impossible to
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store enough food and water to survive during that period of time. Therefore, of primary
importance are the shaving mirror and two-gallon can of oil-gas mixture. These items could be
used in signaling for an air-sea rescue. Of secondary importance are items such as water and
food, e.g., the case of Army C rations. A brief rationale is provided for the ranking of each
item. These explanations do not represent all of the potential uses for the items, but the
primary importance of each.
15. Sextant: Without tables and chronometer, the sextant is relatively useless.
1. Shaving mirror: This is a critical device in signaling for an air-sea rescue.
3. Five-gallon can of water: Water is necessary to replenish loss by perspiring, etc.
14. Mosquito netting: No mosquitoes live in the mid-Pacific.
4. One case of U.S. Army C rations: C rations meet the need for basic food intake.
13. Maps of the Pacific Ocean: Maps are worthless without additional navigational
equipment. What matters is not where you are, but where the rescuers are.
9. Floating seat cushion: If someone fell overboard, the cushion could function as a life
preserver.
2. Two-gallon can of oil-gas mixture: This would be critical in signaling for rescue. The
oil-gas mixture will float on the water and could be ignited with a dollar bill and a match
(outside of the raft).
12. Small transistor radio: A transistor radio is of little value, since there is no transmitter.
10. Shark repellent: The value is life protection.
5. Twenty square feet of opaque plastic: This can be used to collect rainwater and provide
shelter from the elements.
11. One quart of 160-proof Puerto Rican rum: Containing 80 percent alcohol, this could be
helpful as a potential antiseptic for any injuries incurred. Otherwise, rum would be of
little value, as it will cause dehydration if ingested.
8. Fifteen feet of nylon rope: This could be used to prevent people and equipment from
falling overboard.
6. Two boxes of chocolate bars: This would be valuable as a reserve food supply.
7. Fishing kit: The fishing kit is ranked lower than the candy bars because “a bird in the
hand is worth two in the bush.” There is no assurance that you will catch any fish.
Obtain the score for each item by subtracting your answer from the correct answer. For
example, if you ranked one case of U.S. Army C rations as number 1, the score would be 4 – 1
= 3. If you had it as number 10, the score would be 10 – 4 = 6. If you had it as number 4, the
score would be 4 – 4 = 0, the best score possible. Do not worry about positive or negative
differences; it is the absolute difference that counts. After you have scored all 15 items, add up
the individual scores and place the total here: _______. After the group consensus answers
have been scored, place the total here: _______.
After all individual scores have been obtained, complete the following:
The highest individual score in the group was: ________

The lowest individual score in the group was: _________
The average individual score in the group was: _______
The group consensus score was: ________
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DISCUSSION
Review the exercise by considering the following questions:

1. Which was better—the group consensus solution, or the average individual solution?
Which was better—the group consensus solution, or the best individual solution? The
group consensus solution will usually surpass both the average individual solution and
the best individual solution.
2. Do you think the group would have done better if the participants had more
knowledge about sea lore? As a rule, the individual participants know about the problem,
the more likely it is that group consensus solutions will be superior to individual
solutions.
3. Which solution would the group be more willing to implement—the best individual
solution, or the group consensus solution? How important is follow-through in the
problem-solving process?
4. Were members of the group open to expressing opinions; was respect shown when
others spoke?
5. Did participants play helpful or harmful group membership roles? Discuss.
6. Could problems in your work setting be solved through group consensus? Would this
improve the quality of work and the quality of work life?
4-15
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Grinding Writing and Lettering Pens
A fine or coarse writing or lettering pen can be produced quickly by
means of an oilstone. By rubbing it at the sides of the nibs, the pen is
made finer, and grinding across the ends makes it coarser. By
grasping the penholder in the normal writing position, and writing
lightly on the surface of the stone, the pen may be ground to the
style of the user, making it write more smoothly. If the pen scratches,
a slight touching up on the stone, which should be a fine hone, will
remedy the difficulty.
Pneumatic Door Check Made of Bicycle Pump
This Neat and Effective Door Check was Made of an Old Bicycle Pump and a
Strip of Iron, Shaped and Polished
A door was provided with a heavy coiled spring that caused it to

slam shut, and in order to overcome this nuisance, a check was
made from an old bicycle pump. The fittings being worked out neatly,
did not mar the appearance of the woodwork. Band iron, ¹⁄₈ by 1¹⁄₂
in., was used for the fittings. A clamp, as detailed, was made to hold
the end of the pump cylinder. A bracket, 5¹⁄₂ in. long, of similar iron
was fastened to the door, as shown, with screws, and the clamp
bolted to it. The end of the plunger was extended and bent at a right
angle, so as to pivot in a small angle bracket attached to the trim, as
shown in the front view. An air-release hole was provided, as
indicated, so that the air was freed from the cylinder gradually as the
door closed, thus preventing slamming.—P. P. Avery, Garfield, New
Jersey.
Convenient Tool Drawer under Chair Seat
For the householder who does small repairing occasionally at
home, a sliding drawer under his working chair will be found a
convenience. The tools are always handy when he sits down to his
work, and he can put them away again without arising from the chair.
This arrangement is also useful in small shops where a chair or stool
is used for tinkering and light bench work.—James M. Kane,
Doylestown, Pa.
Red Windows in Daylight Photographic
Workroom
Instead of the customary dark room, with the expense of red
incandescent lamps or the evil-smelling oil lamp, the photographer
who works during the day should have a red room, obtained by
means of a window with panes of red glass. The amateur can cover
the windows with red cloth, through which will penetrate a diffuse red
light of the desired quality. This is far superior to the common
practice of providing an opaque screen, blocking up the windows,
etc., and the screen can be made of red cloth instead of black cloth,
just as handily. Proper ventilation should, of course, be provided.—
Alfred J. Miller, Albuquerque, N. M.
A Model Paper Monoplane That can be Steered
3 5 7
1
4 6 9
8
2 10
The Method of Folding the Paper is Indicated Clearly in the Diagram, Which
are to be Followed in the Order of Their Numbering, the Tail being Inserted
Separately
An interesting bit of paper construction is a small monoplane made

from a 7-in. square of paper, folded as indicated in the diagram and
provided with a paper tail. This little monoplane can be steered by
adjusting the tail, and even made to loop the loop in the varying air
currents. For the boy who enjoys experimenting with such a model
this little construction offers much instruction and entertainment, and
the grown-up who still has an interest in such things will also find it a
worth-while job.
This Model Monoplane is Made of a Sheet of Paper, Seven Inches Square,
and can be Steered by Bending or Twisting the Tail
To make this model, fold a square of medium-weight paper on the

dotted lines, as indicated in Fig. 1 in the diagram. Then unfold the
sheet and refold it as in Fig. 2. Then bring the folded corners A and
B into position, as shown at A and B in Fig. 3. Fold the corners C
and D upward to the position C and D in Fig. 4. Fold corners G and
H to the corresponding letters in Fig. 5. Fold points J and K to the
corresponding letters in Fig. 6. Raise the points J and K, Fig. 6, and
fold them in so that the corners which were below them in Fig. 6 now
come above them, as at L and M in Fig. 7. Fold the corner N back
along the line OP, Fig. 8, so that the shape of the main portion of the
model is as shown in Fig. 9, at OP. Make the tail 1¹⁄₂ by 14 in. long,
as shown in Fig. 10, and paste it into position. This completes the
model, which can be steered by bending or twisting the tail.—George
H. Stipp.
Roll-Film Spools Useful in Economizing Pencils
Now that everyone should economize, short lead pencils should
receive attention. A convenient lengthener is easily made by
removing the metal ends from used film-camera spools, the 3¹⁄₄-in.
length being the best size to use. The pencil is cut to fit the unslotted
end of the spindle tightly. An eraser may be fitted in the slotted end.
In a school quite a saving was made by collecting the short pencils
of the pupils and having them thus fitted up in the workshop.—A. T.
Moss, Napa, Calif.
How to Use the Lawn Mower
Difficulty in the operation of a lawn mower is often caused by
failure to use the machine properly. A lawn mower cuts like scissors
except that one of the members is fixed. The cutters pass over the
cutting bar at an angle and thus shear off the grass. The machine
tends to throw the grass off to one side, usually toward the left;
hence the machine should not be permitted to throw the cut grass
back into the uncut patch. This may be prevented by passing around
the lawn so that the uncut grass is at the right of the operator.—W.
H. Kruse, Fort Wayne, Ind.
Telegraph Recorder with Spool-and-Pencil
Indicator
A simple substitute for the somewhat complicated telegraph
recorders of the inking type may be constructed of materials readily
available to a boy. The instrument shown in the sketch was made in
a short time and with no special outlay. The base and the upright
support are of wood. The armature A was made of a strip cut from a
tin box, and folded to a length of 4 in.
The Telegraph Recorder was Made of Materials That may be Gathered Easily
by Boys
The recording device consists of a short piece of pencil, P, set in a

spool, S. The electromagnet M is fixed to the base, and the armature
A is actuated when current is permitted to pass through the magnet,
causing the recording pencil to move vertically. A strip of paper is
moved slowly under the pencil, and in order to make the record
regular a small channel-shaped guide of metal may be arranged
under the pencil.—William Warnecke, Jr., New York City.
Campers’ Bait Cache
Angleworms for Fishing Bait may be Kept Satisfactorily in the Buried Box,
Covered with Sod
Campers desiring a sure supply of angleworms for fishing will find
the bait cache shown in the sketch convenient and practical. A box,
about 18 in. long and 10 in. square on the end, is sunk into the
ground in a shady place, and all the bait dug by the campers on their
arrival is placed into it. The soil used to fill the box should be rich,
black loam, quite moist but not wet enough to be sticky. A few inches
of the top of the box is left unfilled and a double layer of green sod is
fitted over it, as shown in the sectional view at the right. The upper
sod is arranged level with the surface of the ground and should be
cut carefully so that it will not be observed by prowlers. If the region
where fishing is to be done is such that angleworms cannot be
obtained easily, it is best to dig them before starting for the camp.
The bait cache may then be made as a convenient place in which to
keep the bait in good condition for fishing.
¶After cleaning a shotgun, or a rifle, a cork large enough to be seen

readily should be placed in the end of the barrel to prevent rusting.
The cork should not be pressed into the end deeply as, if it is
forgotten and the firearm discharged without removing it, a
dangerous explosion may result.
A Sail-Rigged Wind Motor
By E. R. HENDERSON
Ample power for driving light machines in a repair shop was obtained
by the use of a wind motor like that shown in the sketch and in
the detail drawings. The device has numerous other applications,
particularly as a substitute for wind motors that require a high tower,
as in the driving of a pump. As an interesting and inexpensive means
of providing power for a home or boy’s workshop, or as an
experimental device, the motor is also worth while making. The
materials used are easily obtainable, and the construction can be
carried out with ordinary tools, for the most part. The driving
connections may be obtained from old machine parts. The
dimensions given are for a motor of considerable size, and may, of
course, be reduced proportionately for a lighter machine. If the
device is made by boys, the framework and other parts should be
made one-half as large as the sizes indicated. The wood used
should then be three-fourths as thick as that shown. The roof of the
structure upon which the device is mounted must be well braced and
strong enough to stand the strain. The sails are headed toward the
wind, like those on a sailboat, when the motor is at rest, by means of
a control rod, F, shown in the working drawing.
The Novel Wind Motor Developed Power for the Driving of Machines in a
Repair Shop, and can be Made in Various Sizes for Work or Play Purposes
The main structural portion is a vertical beam, or tower, tapered at

the ends and built up of 1 by 1-in. rods, strongly braced, especially in
the lower portion, as indicated. It is 14 ft. high, and built around an
18-in. square board, A, notched at the corners to receive the posts.
A similar 14-in. square, B, is built into the lower portion. The lower
end of the tower is pivoted on the ridge of the roof on a hollow shaft
made from a section of iron pipe, D, and provided with a metal
bearing washer, E. The pipe D is split at its upper end, as shown in
detail, and fastened to the wooden plate B. The control rod F passes
up through the pipe D, and is fixed to the control wires, reaching the
sails, by means of a leather strap, from which an iron swivel, C, is
suspended, as shown in the detail at the left. The ends of the strap
pass over pulleys, fixed to the lower side of the plate A, and connect
with the sail-control wires. Spiral wire springs are attached to the
wire connected to each end of the strap, as shown only at the right
sail beam, and aid in controlling the sails. These springs are
adjusted so that when the control rod is drawn down to its lowest
extent, the sails will be with the edge “into the wind,” thus
neutralizing each other, and causing the sail beam to be at rest.
The Method of Construction is Shown in Detail: By Using the Perspective
Sketch in Connection with These Working Drawings, the Arrangement of the
Parts is Readily Understood
The sail beam extends 9 ft. out from the center of the tower, and is
built up of three pieces. The center section extends through the
tower, above the plate A, and the brace beam, which crosses it at
right angles, as shown in the perspective sketch, and also at the
detail of the strap arrangement. The center section is of 1 by 4-in.
stock, and the end portions are of 1 by 2-in. stuff, fastened securely,
as shown at detail G. The sails are supported on masts, 1 in. square,
pivoted at their junctions with the sail beam, as shown at detail G,
and in guy-wire plates at their extreme ends, as shown at detail J.
The fastening and bracing of the gaffs at the mast ends is also
shown at J.
The canvas sails are 4 by 4 ft., and mounted on the booms, gaffs,
and masts. The ends of the booms nearest the masts are weighted
with lead, as shown at detail G, and extend beyond the masts. The
outer ends of the booms are joined in pairs, and connect to the
spring and strap control. The guy wires N, of No. 18 wire, supporting
the masts are fixed to the ends of the sail beam and to the ends of
the brace beam, as shown in the sketch and the working drawing.
The fastening at the ends of the sail beam is made as shown at
detail H, which also shows one of the coil springs. All of the braces
for the masts should be fitted carefully, so as to have the proper
tension without interfering with the action of the sails, before the
tower is set into its place. The device should be tested on the
ground, with the pivot shaft set in a suitable support, before
attempting to mount it on a roof, or other structure. The support for
the bearing should be fitted into the roof, as shown. The power from
the shaft is transmitted to the bevel gears, and from them to the drive
shaft and the belted pulley.
The main tower is supported on the roof by means of strong guy
wires, set over four built-up guy towers of 1 by 1-in. wood, and 12 ft.
long, as shown in detail L. The towers must be set so that the sail
beam has proper play and be secured firmly to the roof. The top of
the main tower is fixed to the guy wires by means of a guy plate
shown in detail K. A plan of the arrangement of the sail beam, brace
beam, and sail booms is shown at detail M. The sail beam is braced
by No. 12 guy wires, O, attached at the top of the main tower, at the
junction of the two sections of the beam, and similarly at the bottom
of the main tower. The fastenings of the wires and braces should be
made carefully, and they should be examined thoroughly both before
and after the device is mounted in place. Grease the pivoted and
other moving parts, and start the device slowly, bringing the sails into
the wind as required for the desired speed.

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Part 04 - The Empowerment of People

Art of Leadership 5th Edition Manning

PART FOUR—The Empowerment of People

Major Purposes of Part Four

Part Four focuses on three important subjects—

Part Four Objectives

After completing Part Four, your students should be able

• The nature of servant leadership;

• The role of participative leadership;

• Formal authority and the use of power;

• The concept of psychological size;

• The quality movement; and

• Practical tips for developing a high performance workplace.

NOTES AND ANECDOTES

Empowerment Facilitates Change

The reaction of Group I was very negative. Production decreased immediately

NOTES AND ANECDOTES

TABLE 4.1: THE CHANGING WORKPLACE

AREAS OF CHANGE TRADITIONAL NEW

Structure Functional Departments Work Teams

Focus Cost-Focused Customer-Focused

Quality Inspection for Errors Continuous Improvement

Standards Internal Controls World Class Requirements

Leadership Autocratic Democratic

NOTES AND ANECDOTES

Empowerment Success Stories

• What is expected of us?

NOTES AND ANECDOTES

• Locate these bins in a convenient area.

• Store lumber in the bins until needed.

• Four additional suppliers were identified.

• Members of the group followed up on this effort with personal calls.

NOTES AND ANECDOTES

• Quality is defined by the customer.

• All employees are suitably trained and involved in quality activities.

NOTES AND ANECDOTES

Improving Performance Across Companies

NOTES AND ANECDOTES

SEEING IS BELIEVING: LOST AT SEA

Carry out the following instructions to complete the exercise.

________ Shaving mirror

________ Five-gallon can of water

________ Mosquito netting

________ One case of U.S. Army C rations

________ Maps of the Pacific Ocean

________ Two-gallon can of oil-gas mixture

________ Shark repellant

_______ Small transistor radio

_______ Twenty square feet of opaque plastic

_______ One quart of 160-proof Puerto Rican rum

_______ Fifteen feet of nylon rope

_______ Two boxes of chocolate bars

_______ Fishing kit

________ Shaving mirror

________ Five-gallon can of water

________ Mosquito netting

________ One case of U.S. Army C rations

________ Maps of the Pacific Ocean

________ Two-gallon can of oil-gas mixture

________ Shark repellant

_______ Small transistor radio

_______ Twenty square feet of opaque plastic