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Chapter 11 Intervening and Developing Troubled Employees 227

Handling Performance 227

Performance Evaluations 237
Chapter Summary and Case 245
Endnotes 247

Chapter 12 Leading Change 249

Change at the Fruit \.Yarehouse 249

What Is Change? 250
Change Process 255
Guidelines for Change Implementation 261
Chapter Summary and Case 265
Endnotes 266

Chapter 13 The Leadership Development Process 267

A Shining Star 267

Personal Leadership Plans 267
Career Growth: Impression Management 274
Continual Learning and Feedback 279
Chapter Summar y and Case 290
Endnotes 292

Index 293
Author Bios
Dr. Laura Portolese Dias holds a master's of business administration from City University and a doctorate of business administra-
tion from Argosy University. This is Laura's third book with Flat World Knowledge. Previous books included Hurnan Resource
Managernent, Hutnan Relations, Consumer Behavior Today. She has previously published two books with McGraw-Hill. Laura has
been published in the Journal of Online Educators and the Journal of Fashion Marketing and lvfanagernent and has presented "Baby
Boomers: A Study in Their Buying Behaviors" to the Marketing Management Association. Laura has also written case studies for
DECA (Distributive Education Clubs of America) competitions and written numerous supplemental materials for management and
customer service textbooks.
Laura is an assistant professor at Central Washington University in the Department of Information Technology and Adminis-
trative Management. Before becoming a professor, Laura worked for several small and large organizations in management and oper-
ations. She is also an entrepreneur who has performed management and consulting work for companies such as Microsoft.
Dr. Phil Upperman has more than thirty-five years of experience as a leader and staff officer as well as a lecturer, trainer, and in-
structor at midmanagement and leadership development schools and universities. Phil is currently serving as a lecturer and adviser
at Central Washington University. He has held a department chair position as the professor of military science at Seattle University.
In this position, he was the program director responsible for developing undergraduate students in the areas of leadership character,
individual and team development, and organizational and operations management.
As an instructor at the US Army Infantry School, he taught leadership, tactical and operational art and science, organizational
management, and physical fitness development. At the US Military Academy (West Point), he served as a un iversity-level psycho-
logy counselor responsible for the personal leadership development of cadets as individuals and in groups. Phil has twenty-eight
years of service, commanding at the company and field-grade levels as a platoon leader, twice in company command positions, and
as a battalion commander. Phil has served on general officer staffs as an aide-de-camp of a Corps Logistics Command, chief of oper-
ations at the d ivision and battalion levels in the JOI st Airborne Division, and as a deputy chief of operations on the I Corps staff. At
West Point, he held the position of deputy garrison commander (deputy city manager). He has also held several executive officer
staff positions at the brigade and company levels. In the private industry sector, he held positions as a program, region, and national
director for a technology education company serving government and private education programs. Phil has a proven experiential
track record of long-term success and achievement in the areas of fiscal management, human resources, operations, marketing, or-
ganizational training, and operational and leadership program development.
Phil holds a doctorate from the School of Education at Seattle University, a master's degree in education and counseling psycho-
logy from Washington State University, and a master's degree in business management science from Troy Un iversity. As an Army
officer, he graduated from the Army's Command and General Staff College, Officer Advanced (midcareer) and Officer Basic (entry-
level) leadership courses, with a professional education focus on tactical and operational art and science as well as organizational
leadership and management.
Dr. Bob Trumpy is currently an associate professor of administrative management in the Department of Information Techno-
logy and Administrative Management (!TAM) at Central Washington University. From 1998 to 2009, Bob had been an administrat-
or in the Division of Student Affairs and Enrollment Management (Senior Director of Health and Counseling Services), having also
served in the role as lecturer in the College of Education and Professional Studies for the Department of Teacher Education and the
Department of Information Technology and Administrative Management.
Bob holds a doctorate of education (educational leadership-higher education administration) from Seattle Un iversity. His ex-
perience includes more than twenty-three years in leadership and supervisory positions in the fields of health care, consultation and
training, and higher education. Bob is certified to admin ister and interpret the Strong Interest Inventory as well as the Myers-Briggs
Type Indicator and is a State of Washington licensed mental health counselor and a State of Wisconsin licensed clinical social
worker.
Acknowledgments
We would like to thank the following colleagues whose comprehensive feedback and suggestions for improving the material helped
us make a better text:
• Jim Fullerton, College of Coastal Georgia
• Cheryl Harrison, Manhattan College
• Rober t Hirsch, Nor th Park Un iversity
• Kozhi Makai, Lone Star College
• Thomas Mengel, Un iversity of New Brunswick, Renaissance College
• Car rie Messa(, College of Charleston
• Cheryl Stenmark, Angelo State University
• V. Lynn Tankersley, Mercer University
Dedications

LAURA PORTOLESE DIAS

This book is dedicated to the students of the information technology and administrative management (ITAM) department of Cent-
ral Washington University. May you continue your quest for leadership knowledge long after leaving the department!

PHIL UPPERMAN
This book is dedicated to students, instructors, soldiers, and leaders who taught, coached, and mentored me in life and work.

BOBTRUMPY
I'd like to thank our coauthor and friend, Dr. Laura Por tolese Dias, for her dedicated focus on the details and vision needed to com-
pose an applied skills textbook on leadership. Thanks again, Laura.
Preface
There are many excellent leadership books on the market. Likewise, there are many excellent supervision books on the market.
However, most of the books on this topic only cover one or the other (leadership or supervision) and do little to combine both top-
ics-which is the most beneficial to our students in their future management careers. For example, most leadership books only dis-
cuss leadership from an academic perspective and don't do enough to show how to apply those leadership characteristics and theor-
ies to the actual management and supervision of people. In addition, the authors believe that in order to be good leaders, people
must understand themselves; therefore, the book focuses on self-assessments, allowing students to better understand their own
strengths and weaknesses as a leader. This book will combine the topics and show students how to be a leader and a supervisor.
To this point, the authors believe leadership, management, and supervision are interrelated and should be discussed as such in
order to develop the most effective leaders. The three components of an umbrella come to mind in describing leadership in visual
terms: leadership would be the overarching cloth held up by the arms, or stanchions; management would be the pole, and supervi-
sion would be the handle. Each component supports the other and is necessary for leading a successful organization. If any part is
missing or damaged, the umbrella becomes useless in solving the many problems that rain down upon us over the course of a day.
That is the philosophy behind this book. Based on the interrelatedness of leadership, management, and supervision, the book will in-
clude the following topics:
• Real-life perspectives
• Self-assessments
• Situational examples
• Conversational tone and experiential practices

Inst ructional Co ncept

Self Development Phase: Interpersonal Ski/ls

Team Dflllelopment Phase: Leadership Skills

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This book could be used in any of the following courses:

• Foundations of Leadership
• Introduction to Supervision
• Introduction to Management
• Administrative Supervision
• Introduction to Supervisory Management
• Professional Development
• Character Development
• Introduction to Leadership
PREFACE 5

• Educational Leadership
• Business Leadership
• Industrial Psychology
• Student Development Services

FEATURES
Each chapter opens with a realistic example that introduces a concept to be explained in detail. Each chapter contains relevant ex-
amples, YouTube videos, figures, learning objectives, key takeaways, and exercises. An "Additional Perspectives" section is included
in in each chapter, which addresses diversity in leadership.
Many of the end-of-section exercises offer self-assessment quizzes so the student may engage in self-understanding and
development.
Additionally, Flat World Knowledge's publishing model helps keep examples relevant and timely without publishing a com-
pletely new edition-saving students money and saving professors time!
The customizable model Flat Vvorld Knowledge is pioneering will allow instructors discretion to dictate the content they choose
to use in their course. No more wasted chapters: if a professor chooses not to use a chapter, he or she simply customizes the book to
leave that chapter out.
Additionally, the book will provide a comprehensive set of instr uctor materials, including an instructor manual, test bank, and
PowerPoint presentations.
6 THE ART OF LEADERSHIP AND SUPERVISION VERSION 1.0
~ -C 1:1 A J E R. 1
Introduction to Leadership,
Management, and
Followership
Ifyour actions inspire others to dream more, learn more, do more and become more, you are a leader.

• John Quincy Adams

A leader takes people where they want to go. A great leader takes people where they don't necessarily want to

go, but ought to be.

• Rosalynn Carter

1. DEFINING MOMENTS
The weekly meeting ended and the leadership team disbanded to their work areas and departments to
disseminate the information and tasks needed to accomplish the organization's vision and mission.
Claire, the chief executive officer (CEO), found the habit of reviewing the company vision and mission
statements was useful in reminding the managers of what, why, and how they were going to stay the
Jong-term course by achieving the organization's short-term goals. Now it was time for the division
managers to reinforce this message to their section and program managers. She knew that reinforcing
the goals would influence the action necessary to motivate employees to accomplish the tasks set before
them.
As she walked back to her office, she trusted that the managers were focused on directing and su-
pervising their sections and divisions. Claire knew her focus was to synchronize the parts of the organ-
ization and synergize the organizational employees' effort in accomplishing the vision, mission, and
goals.
Grant, the operations manager, left Claire's weekly meeting with a lot on his mind. He was sure his
counterparts felt the same way. He was glad she took the time to look at the long-term plan, as he had
his hands full with keeping day-to-day activities on track. He knew she trusted him because he had a
solid reporting system in place that assured quality in their product and he consistently met the strin-
gent tirnelines set for his team. He also knew that he was in charge of supervising the people who were
at the forefront of the company mission.
Grant informed Caroline, an employee on the floor, that Claire was going to visit their department
today. She heard Claire often made the rounds to speak to employees in different departments and,
during this time, seemed to take a personal interest in their relationship to the company while asking
about their families and personal and professional interests. Even though the discussion focused on
what they thought about their part in fulfilling the company mission, Claire also took the time to have a
cursory discussion about their progression. Caroline thought it was nice to have the head of the com-
pany speak to them one-on-one, as it showed she cared not only about the company but also about
them.
Claire thought it essential to take the time to provide a leadership presence in all parts of the com-
pany not only to acknowledge the individual managers' accomplishments but also to inspire the em-
ployees. Circulating around the organization and talking to small groups or individual employees
about what was on their minds and how the company can best support them in the long run was cru-
cial to accomplishing the mission because the employees are central to achieving success. She knew this
action alone provided credibility to what the managers stated on her behalf, and she never wanted em-
ployees to think it was something they just made up to get the job done.
8 THE ART OF LEADERSHIP AND SUPERVISION VERSION 1.0

2. INTRODUCTION TO LEADERSHIP

LEARN I NG OBJE C T I VES

1. Understan d personal leadership and manag ement experience in the cont ext of academic and
scholarly work.
2. Define your leadership and managerial leadership p rinciples.

FIG U RE 1 . 1 Transcending Roles and Responsibilities

What is leadership, and how does it differentiate from the concept of management? Can a manager be
a leader? Does leadership require understanding or having management skills? What leadership abilit-
ies or management skills are necessary to be competent in performing your duties? These are some
questions this chapter explores.
In this chapter, we investigate a process of how you can define what your personal leadership and
management styles are. Understanding this is the beginning of a very personal journey to explore your
continued leadership development requirements. For example, how you define your personality in
terms of the leadership connection to behavioral sciences, as well as the professional skills necessary to
be an effective manager-which are then added to your understanding and development as a lead-
er-are all part of the leadership development journey discussed in this and other chapters.
Understanding the concepts of leadership and management requires readers to first understand
their leadership and management experience and place it into the context of academic or scholarly the-
ories and concepts. Doing this provides the developing leader with a baseline of identified experience
to work from. The next step of leadership development is to understand the professional cognate or
language used in academia or scholarly work on leadership. Having this understanding allows the de-
veloping leader to better grasp the theories and concepts that frame the hard-earned experiences into
lessons learned. The last part of leadership development involves the study of h istorical and even con-
temporary leaders. Using leadership or management experience, and framing this with academic or
scholarly work, provides the reader with the tools necessary to evaluate and assess the effectiveness of
historical or contemporary leaders.
The beginning of your leadership development journey is to first understand your leadership and
management experience. To accomplish this undertaking is to define your experience in the context of
academic and scholarly work, and this is where we begin the study of leadership.

KEY TAKEAWAYS

• Understanding the concepts of leadership and management requires understanding your personal
leadership and management experience and placing it into the context of academic or scholarly theories
and concepts.
• Leadership development involves the study of historical and even contemporary leaders. Using leadership
or management experience and framing this w ith academic o r scholarly work provides the tools necessary
to evaluate and assess the effectiveness of historical or contemporary leaders.
CHAPTER 1 INTRODUCTION TO LEADERSHIP, MANAGEMENT, AND FOLLOWERSHIP 9

EXERCISES

1. Define your personal leadership and management experience to develop a baseline of information to
place into the context of academic or scholarly work.
2. Create your own list of ten guiding leadership principles. A simple definition of a leadership principle is a
fundamental truth or proposition that serves as the foundation for your leadership character and that
guides the way you interact, support, and engage with followers.

3. LEADERSHIP

LEARNING OBJECTIVES

1. Describe t he nature and role of leadership.

2. Understand t he role of charisma in leadership.
3. Identify and define t he art of leadership and managerial science.

F IG URE 1 .2 Defining leadership

Leader

Manager

Follower

3.1 Defin ing Leadership: A Baseline

One way to explore the definition of leadership is to identify key words or terms that describe what a
leader does. For example, a leader creates a caring and trusting environment where team members are
influenced to identify with the task and purpose of a common goal to the point of being inspired and
personally motivated to use their skills to achieve it. Leaders, in this case, influence people to act in a
particular direction, and by doing so, the leader's desired outcome is achieved. For example, a leader
may influence individuals to create a new, popular product, or personally speaking, a leader can in-
fluence a group of friends to eat at a certain restaurant. Leadership doesn't always have to be in a busi-
ness context! Consider how these key leadership pr inciples or terms develop a positive leadership cli-
mate in the following examples:
• Influence the cognitions and behaviors of others to illicit a rnotivating action that leads followers
to achieve a goal.
• Earn the trust of followers by demonstrating that a leader is acting not out of selfishness but
instead out of concern and care for the welfare of the organization and those whom it employs.
• Demonstrate care by, for instance, coaching and mentoring an employee for promotion. When
that employee moves on to the new position, the leader will begin the process again by coaching
and training a new hire.
• Inspire others by demonstrating a selfless attitude through personal sacrifice, setting an example
for others to aspire to.
Here is another way of defining leadership using the same principles: Leaders influence a person or
group of followers by using cliarisrnatic inspiration and earn their trust by setting an example of selfless
sacrifice and care that tnotivates the followers into achieving an individual or group goal in pursuit of
the organization's vision. For example, Southwest Airlines has a servant leadership attitude that motiv-
ates employees and satisfies customers. This has resulted in forty consecutive years of profit for the
company.111See Video Clip I.I for a discussion on servant leadership and how Southwest Airlines at-
tributes this mission to continuous profitability.
10 THE ART OF LEADERSHIP AND SUPERVISION VERSION 1.0

ti Video Clip 1

Southwest Airlines' Colleen Barrett on "Servant Leadership"

Colleen Barrett discusses servant leadership at Southwest Airlines.

View the video online at: http://www.youtube.com/v/6TgR95vnMOc

Developing your own
definition of leadership and
setting goals to figure out
how to strengthen your
leadership skills can help
make you ·hit the bull's-eye•
in your career.
@ 11,inkstock
Leadership definitions require a very personal definition that identifies with your personality style
based on an understanding of the behavioral sciences. Each leader is responsible for developing his or
her unique definition and then applying it in word and deed on a consistent and predictable basis to
earn enough tr ust to influence the follower to willingly achieve a task or goal.
3.2 Leadership Art and Managerial Science
Lead ersh ip art involves a thorough understanding of behavioral sciences. This means leaders need to
understand their personality and possess effective people skills before they can understand those they
want to influence. Leadership art also involves an understanding of strategic and operational art. Hav-
ing this understanding provides leaders with the ability to conceptualize and articulate a grand vision
or end state for an organization.

leadership art
The application of effects and
unde1standing of behavio,al
and leadership sciences to
one or more employees and
other organiz;itional
stakeholde1s in order to
influence the attainment of
an organizational goal o,
objective.The application
involves the effective use of
people skills to influence
stakeholder behavior. Also
involves a conceptual
unde1standing of stfategic
and operational art that
results in a leade(s ability to
articulate a grand vision or
end state fo, an organization.
CHAPTER 1 INTRODUCTION TO LEADERSHIP, MANAGEMENT, AND FOLLOWERSHIP 11

Leaders are experts in understanding all facets of the organizational relationships between opera- leader
tions, research and development, training management, marketing, information technology, human
resources, logistics, and sales. This does not mean they are experts in each area, but it does mean they Also referred to as leadership,
can be defined in many ways
possess the ability to become generalists of each and can synchronize the separate activities into a as it applies to the particular
unified effort. For example, a chief executive officer of an organization-in order to effectively coordin- organization mission and
ate activities-should know a bit about accounting, sales, and operations. These organizational func- structure. The role of a leader
tions or departments represent examples of a few areas of leadership and management expertise. The is focused on following a
key is that leaders may not be "the expert" in a specific skill set to the extent that, say, a marketing or group process. It involves
information technology manager is, but they understand how to synchronize the manager's efforts by behavioral sciences as it
includes personality, induces
communicating clear tasks and purposes to the entire organization to achieve the organization's vision.
follower or subordinate
Managers understand their specific responsibility and role within a segment of the organization. compliance, exercises
Managers do possess leadership traits and skills but are limited in that they are expected to perform in personal influence to achieve
a routine and narrower segment of an organization. Their responsibility is focused on their team per- motivation and interaction in
formance as it relates to the organization and not on the performance of all teams functioning in a syn- others, possesses particular
ergetic manner for the good of the organization. Managers leave this to the organization's leader to ac- personal behavi0<s, involves
complish. If a manager's area is performing to standard and meets the expected outcome, he or she is persuasion and powe<
relationships, and is goal
content.
oriented.
A leader should develop the conceptual ability to create a long-term plan of action (leaders develop
strategic visions). In tum, a manager is focused on a short-term plan of action (a manager's operational
view). The manager also has to be concerned with day-to-day activities, whereas the leader's focus may
be on monthly, quarterly, and annual results (not that the manager is not concerned, as he or she does
provide the results). We call this conceptual gift or ability the art of leadership. Conceptual art is the
ability to develop a Jong-term strategy by understanding management science and synchronizing many
management activities (marketing, sales, product development, human resources, information techno-
logy, logistics, etc.) to attain results at the decisive time and place of the leader's choosing (creating a
synergistic effect for the organization).
Leaders and managers are required to understand behavioral and management sciences to be
effective in the dyadic relationship between them and the followers. Though each party needs to under-
stand behavioral and management science, the leaders and managers require unique types of expert
knowledge of an occupational or professional skill area. An example is that a leader may have unique
expert knowledge in personal management, business management, and leadership at the strategic and
operational levels of a company, whereas a manager may be an expert in human resources, operations,
or marketing or sales skills at the operational or program-management level of the same company. In
this example, leadership requires a broader understanding of behavioral and management science than
the manager would be expected to have in performing his or her organizational role. In this scenario,
leaders directly or indirectly influence management activities and possess unique management or ad-
ministrative science skills to synchronize the entire organization's efforts, while managers are delegated
the authority to administer a specific organizational team within the larger organization. Examples of
administrative management areas that require unique occupational managerial skills include the
following:
• Human resources
• Accounting/finance
• Sales/customer service
• Operations
• Logistics
• Marketing
• Information technology
• Research and development
Another difference between leadership and management is that leaders are more attuned to behavioral
sciences-that is, both cognitive (thoughts) and behavioral (actions)-as they relate externally and in-
ternally to all managerial roles and work to synchronize their management efforts. Because of this,
leaders may be more attuned to individuals' emotional intelligence and influencing individual role per-
sonalities across a broad range of skills. This can occur, for example, when leaders indirectly use per-
sonal power, specifically referent power, to influence the entire organization with the use of written,
video, or other technology-based communication, such as biogs. The leader uses referent and expert
power in a very direct manner to influence the management team member, who then influences his or
her workers. Managers, in turn, understand how to direct individual behaviors and may focus more on
leveraging position power (legitimate, reward, coercive, informational, and ecological powers) to in-
fluence subordinates to commit to the management team goal. Managers are more inclined to direct
bureaucratic actions in executing their supervisory role to accomplish the short-term, day-to-day wins
necessary to achieve the Jong-term organizational vision and operational intent.
12
managerial science
Skill sets leaders anain over
the course oftheir
professional development,
such as accounting, finance,
opetations, human resources,
information technology,
marketing, and so on, that are
learned in administrative
management or business
management studies.
THE ART OF LEADERSHIP AND SUPERVISION VERSION 1,0
Each department can be organized differently. Small organizations may have a few people, with
only one or two people to perform the day-to-day operations, whereas a larger organization may have
several suborganizations with two to five sections in each that are responsible for different services or
products. These departments may require many employees organized into subteams, or sections, with
project or program managers within each section responsible for the day-to-day execution of the oper-
ational plan.
Are leadership and management roles similar in any way? We believe so, and this can be demon-
strated by understanding the managerial sciences. What is man agerial scie nce? Managerial science
skills are learned in administrative management and business management studies. Leaders and man-
agers lear n about specific skill sets related to their occupation in courses such as strategic management
and policy development, finance, project management, information technology, and business manage-
ment. The number of unique skills a leader is required to possess varies depending on the leadership or
management level. An example of management distribution is when a manager occupies various levels
of management activities with different skills, such as simultaneously directing and monitoring the
daily activities of a technology department, a finance department, and a marketing team. Some of these
management functions can be grouped together under one manager. For example, finance and human
resources each have a manager who reports to an executive team leader or director. Other examples are
operations, sales, and marketing functions, which each have a manager and an executive leader who
not only synchronize their activities but also develop the policy they act on. Table I.I provides an ex-
ample of management activities requiring executive leadership. The point is that each management
skill set or activity requires leadership if you are going to have an organization that produces a service
or product. Leaders, however, can take their skill set and move to a different organization and still lead
effectively. Meanwhile, a manager may be purely focused on a particular occupational or professional
skill set in an organization, which confines him or her to exercising his or her unique expertise. An ex-
ample is a manager who uniquely understands a specific management area such as marketing, finance,
operational, logistics, information technology, or human resources. The manager may be skilled only
within one particular area and can expertly manage only this area effectively and efficiently.
T ABLE 1. 1 Example Management and Executive Leadership Activities Requiring Leadership Oversight
Chief Operations Chief Financial Vice President(s)
Officer Officer
Ch ief executive officer or president
1. Operations 1. Accounting/ 1. Business development
2. Marketing finance 2. Research and development (human resources or other
3. Logistics 2. Human management areas could also be placed under a specific
resources executive leadership directorate)
4. Sales
5. Customer
service
6. Information
technology
Executive leaders who serve as chief executive officer (CEO), chief financial officer (CFO), chief opera-
tional officer (COO), or in research and development and sales departments are the people who set or
contribute to developing organizational policy and are responsible for helping to shape the organiza-
tion's strategic vision, mission, and operational intent. Table I.I provides an example of the chain of
responsibility or authority where the CFO, COO, and various executive vice presidents repor t to the
CEO. Though not a rule, a COO can be responsible for the organization's operational departments
such as marketing, logistics, sales, customer relations, and training. The executive leaders accomplish
their roles by leading the managers who supervise their areas of responsibility. An example is when the
CFO is responsible for leading the finance and the human resource functions of the organization-in
this case, the CFO is leading the managers who supervise the two departments they are the focal leader
for, while the CFO is the focal leader for the two managers. What this example demonstrates is there
can be several levels of leadership and management functions that require widely different leadership
and management skills. In this case, you have an executive team led by the CEO and comprising the
COO, CFO, and executive vice presidents (sales, marketing, etc.), who in tum lead the effort in devel-
oping strategy and form policy, as well as create the vision, mission, and operational intent for the or-
ganization. At the next level, you find the department management teams with specific management
and professional skills in areas of operations, marketing, infor mation technology, and so on. These
managers repor t to a focal executive leader who has executive leadership and management training, as
well as a functional knowledge of the professional skills required at the various management levels he
or she supervises.
CHAPTER 1 INTRODUCTION TO LEADERSHIP, MANAGEMENT, AND FOLLOWERSHIP 13

Managers are independent in operating their department but are dependent on each other to syn-
chronize their specific department operational role with other department managers in terms of ac-
complishing the overall organization vision and mission. For example, the executive leader's long-term
strategy is operationalized by the management teams to meet day-to-day, short-term goals. In this case,
the management teams are each supporting efforts to the larger organization's main effort to accom-
plish the vision and mission within the operational constraints identified in a strategic management
plan.
Leadership team members possess managerial skills, but they are focused on leading the manage-
ment staff at the strategic operational level. The focus at this level is on organizational strategy or stra-
tegic management (including the development of a vision, mission, and operational intent). A man-
ager, in turn, has to understand how to take the organization's strategy and operationalize it. They then
meet daily, weekly, monthly, quarterly, and annual goals or objectives in accordance with the leader-
ship team's influence. To meet these demands, the managers implement managerial sciences within
their expertise.
This is why some employees are elevated within specific departments, as they truly understand
their jobs within the context of a specific organization. A leader, however, may have a specific mana-
gerial skill but also possess a broader and more general leadership skill set that allows him or her to art-
fully synchronize several department functions to meet the organizational vision and mission.

ri Video Clip 2

How to Fake Charisma

Body language expert Carol Goman discusses faking charisma. Have you ever tried the techniques discussed
in this video?

View the video online at http://www.youtube.com/v/Rq_3nM9s3xl

14
pragmatism
A practical approach to
problems and affairs that
relates to maners of fact.
transformational
leadership
Appealing to the moral
values of followers in an
attempt to raise their
conscientiousness about
ethical issues and to mobilize
their energy and resources to
reform institutions.
follower
An employee who
acknowledges the specified
leade< or manager who
provides the guidance,
direction. and purpose of an
organization or group to
accomplish a specified task or
project.
subordinates
Someone whose primary
work activity is directed and
evaluated by a specified
leade< or manager.
insplrallonal leadership
Another term that can be
used to describe
transformational leadership
where the component
behaviOls associated with the
term include a few
relationship-oriented
behaviOls, such as supporting
and developing, and a few
change-oriented behaviors,
such as articulating an
appealing vision and
encouraging innovative
thinking.
THE ART OF LEADERSHIP AND SUPERVISION VERSION 1.0
3.3 Leadership Charism a
Understanding a pragmatic definition of cliarisrna is important to becoming an effective leader. Charis-
matic leaders vary widely in their pra gmatis m ,12 1 flexibility, and opportunism and display different
styles to achieve their end goal. Styles such as transactional leadership or tran sfonn a tio nal lead er-
s hip131are examples of what charismatic leaders may use in leading follo,vers or subordinates to re-
solve a particular situation presented to them. An example of transactional leadership is when a leader
motivates followers by appealing to their self-interests and exchanging benefits that satisfy the needs of
the leader and the followers.
The aim of transformational leadershipl4l is to appeal to the moral values of followers by raising
their conscientiousness about ethical issues. By accomplishing this, the leader impacts the moral and
ethical direction of an organization, and in addressing specific ethical issues, the leader influences fol-
lower motivation in conjunction with organizational resources to reform or transform the direction of
the institution to perform in a moral and ethical manner. Inspiratio nal lead ersh ip is another term
that can be used to describe transformational leadership where leaders motivate by focusing on
relationship-oriented behaviors such as providing coaching or support and skill development to the
followers. In addition, inspirational leaders encourage employees to think innovatively.151
Being a pragmatic leader involves increasing attention to the follower's immediate or situational
needs so the follower can continue to identify with the leader. Accomplishing this provides an endur-
ing dyadic follower-leader relationship that may be fueled by the leader's charismatic style. Charismatic
leaders continuously espouse their vision and influence followers to move toward attaining it rather
than just adhering to the short-term, day-to-day routine task manager's focus.
Leaders are positioned throughout the organization to perform a myriad of management tasks for
the focal leader of the organization. In this case, leaders are also required to exhibit followership traits
throughout the organization's leadership hierarchy. Though these leaders hold legitimate roles, each
differs in authority and responsibility. For example, leaders designated as program managers report to
operational directors; directors report to executive admin istrators; executives report to the CEO; and
even the CEO reports to a board of directors, oversight committee, and investors. In each case, organiz-
ational success is dependent on each leader demonstrating good followership traits.
The leader's abilities need to be commensurate with the situation's requirement. Important leader
skills and traits may include judgment and decision-making abilities; expert management skills such as
in operations, marketing, finance, information technology, sales, or logistics; communication skills; the
ability to persuade others; and the ability to understand calculated risk taking. This list is not exhaust-
ive and of course depends on the profession or work environment requirements.
Charismatic leaders' personality characteristics are important to understand in terms of their hav-
ing high self-esteem and taking ownership of their actions. Charismatics tend to be altruistic, gregari-
ous, generous, open, honest, and deeply concerned for others. Charismatic leaders are also highly sens-
itive to the needs of followers, communicate effectively, are willing to take personal risks, are con-
sidered change agents, and are idealistic in their vision of the future. Regardless of the situation, they
are consistent in displaying high levels of emotional intelligence, self-assurance, self-determination,
and freedom from internal or political conflict, and they are principally minded, demonstrating strong
moral and ethical conviction in their beliefs. Bernard M. Bass, in the Handbook of Leadership,161
identifies the personality characteristics of charismatics (see Table 1.2).
CHAPTER 1 INTRODUCTION TO LEADERSHIP, MANAGEMENT, AND FOLLOWERSHIP
TABLE 1 . 2 Personality Characteristics of Charismatics
Characteristic Definition
Expressive Charismatic leadership ma nifests itself in
behavior nonverbal emotional expressiveness or cues to
move, inspire, or captivate others. Related to
the dramatic flair and experience in acting and
politics.
Self- Charismatic leaders display complete
confidence confidence in the correctness of their positions
and in their capabilities and make this
confidence a clear aspect of their public image.
Self- Charismatic leaders have the personal
determination attributes of purpose, power, and extraordinary
determination that set them apart from
ordinary people.
Insight The charismatic leader can arouse through
articulation feelings of need among followers
and find radical solutions to their problems.
15
Example Traits
• Have a need for exhibition and
dominance
• Use a tone of voice that is engaging
and captivating
• Use relaxed but animated facial
expressions
• Maintain direct eye contact, which has
a magnetic attraction
• Use expressive cues such as rate and
fluency of speech, outward·directed
gestural fluency and smiles, and cues
of body emphasis, contact with the
body, and inward-directed gestures
• Have elevated self-esteem, which
helps to avoid defensiveness in
conflicting interpersonal situations
and to maintain the confidence that
their subordinates have in them
• Tend to project onto like-minded loyal
followers their continuing confident
opinions of themselves so that they
become larger than life
• Present themselves as miracle workers
who are likely to succeed when others
would fail
• Strong personal inner direction
• Originality in thought
• Self-determination
• Sense of duty to others and the
organization
• Responsible and accou ntable for the
unique self
• Concerned with the future and create
a unique vision that includes new
values and goals
• Provide insight into the needs, values,
and hopes of followers with an ability
to build on them through dramatic
and persuasive words and actions
• Have the ability to conceptually
develop and articulate goals that focus
people out of their preoccupation
• Can unite and motivate people to
achieve goals and objectives
• State things publically that followers
feel privately but are unable to express
16 THE ART OF LEADERSHIP AND SUPERVISION VERSION 1.0

Characteristic Definition Example Traits

Freedom from Charismatic leaders maintain their confidence • Confidence and determination stem
internal and determination, despite serious setbacks from their greater freedom from the
conflict and defeats, through a self-assurance that is internal conflict that others are more
consis,ent w ith their self-image. likely to experience between their
emotions, impressions, and feelings
• Are convinced of the goodness,
rightness, and importance of their
own points of view
• Likely to be more forthright and
candid in reprimanding subordinates
and can maintain a clear conscience if
they feel they must replace them

Eloquence Charismatic leaders have an emotional flair for
expressive language, and even though they
may not write the work, they are effective in
expressing it.
• Use high-action verbs, short pauses
between phrases and sentences, and
reiteration in their speeches
• Create messages that are simple and
focus on the collective identity of the
speaker and the audience
• Evoke a response from the audience.

Activity and Charismatic leaders have a high energy level, • Take a more active role and
energy level are caring and optimistic, and have a capacity significantly stronger actions than
to inspire loyalty. noncharismatic leaders.

Dark side of Charismatics can be highly self-oriented • Obs,inate

charismatics' narcissists who are concerned with themselves
• Closed m inded
self· rather than involved with others and are
determination oriented in ideas for their own sake rather than • Dogmatic
for material gain. • Rigid
• Do not think they need to develop
• Regard differences of opinion as
counterproductive

Leadership requires the ability to conceptualize a vision and synchronize a staff acti vity to develop a
long-r ange plan of acti on. This can be referred to as the art of l eadership and can be extended into the
science of management and supervision. Another distinguishing characteristic is that leadership and
management require di ffer ent professional or vocational skills. Leaders set themselves apar t by having
a br oader or deeper understandi ng of behavioral sciences and how thei r actions or communications
affect followers, in additi on to management science, whereas manager s have to understand the various
sciences of management invol ving a nar rower focus on thei r rol es to develop processes to accomplish
the specific tasks of their division or department.

Additional Perspectives
GLOBE Project (2005)
The GLOBE Project, conducted in 2005, provided many insights into cultural values and their relationship to
conceptions of leadership attributes. Using data collected from more than 17,000 managers in 170 countries,
the project was able to receive a holistic answer to the question of what are "Universally Desired Positive Lead·
er Attributes·l7J from an international perspective rather than just an individual country perspective.
Universally Desired Positive Leader Attributesl81
• Trustworthy
• JuSl
• Honest
• Foresight
• Plans ahead
• Encouraging
• Positive
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dropped it into the fire, which her father had poked up to some
purpose—little dreaming for what an occasion it would serve.
Then Madeline went at last, and scrambled into her tea-gown with
haste, and was just down, luckily for herself, in the nick of time.
After dinner, she was quite feverishly gay. She meant to
thoroughly enjoy herself, without any arrières pensées. Her sword of
Damocles had been removed. She went to the piano, and sang song
after song with a feeling that she must do something to keep up her
somewhat limp self-esteem and her rapidly falling spirits.
 CHAPTER XXXI.
A FALSE ALARM.

Mr. West had enjoyed his dinner; his appetite was excellent—on a
par with his daughter’s spirits. He asked no more troublesome
questions, and departed to bed at an early hour. Mrs. Leach, too,
had retired (pleading fatigue), to enjoy a French novel and cocaine,
leaving Madeline to sing and make merry alone! After a while she
went over and sat on the fender-stool, and had a long conversation
with herself, and tried to persuade her conscience that she had done
right. She offered it a sop in assuring herself that the next morning
she would go down to the Holt farm and see Harry, and have a
comfortable talk with his nurse. Her father would not be out of bed till
twelve o’clock. Mrs. Leach, too, rarely appeared before lunch. The
coast would be clear. She carried out this resolution to the letter,
starting from Waterloo by an early train, arriving a little after ten at
the farm in the station fly, greatly to Mrs. Holt’s amazement.
She asked many questions, and was warmly assured that “though
little Harry was not to say a big, strong boy, like Tom the
ploughman’s child, of the same age, yet that nothing ailed him but
his teeth, and that his eye teeth were through, and that she (his
mother) need not give herself no uneasiness. Mr. Wynne was full of
fancies. He was down twice last week, and had been alarming her
for nothing.”
“Mr. Wynne—Mr. Wynne,” said Madeline, becoming agitated and
feeling a certain tightness in her throat; but knowing that the fact she
was about to disclose must come out sooner or later, and that the
first blow was half the battle; “Mr. Wynne and I have had a serious
disagreement. We have agreed to differ—and to part,” looking
steadily out of the window, whilst her face took a delicate shade of
red.
 “Laws! gracious mercy!” ejaculated her listener, nearly dropping
Master Wynne. “You don’t say so! Goodness gracious! you don’t
mean it, ma’am; you are joking.”
“No, indeed”—very decidedly—“I am not, Mrs. Holt; and you need
not call me ma’am any more, for though I am married, I am going
back to be Miss West—always. Please never call me Mrs. Wynne
again.”
“But you can’t do that,” exclaimed Mrs. Holt, in a loud tone of
expostulation; “you are married right and tight as I am, unless,”
lowering her voice, “it’s a divorce you are after getting?”
“Divorce? No. Nothing of the kind; but Mr. Wynne and I have
agreed to be—be strangers, and to forget that we have ever been
married; and as I am only known to most people as Miss West, it will
be quite easy.”
“It’s nothing of the sort, ma’am,” cried the other, energetically, “and
you are mad to think of it. Why, I might just as well go and call myself
Kate Fisher once more, and give out I was never wed to Holt! That
would be a fine how-do-you-do! And where there’s children it’s worse
and more wicked, and more ridiculous to think of still. What’s to be
said and done about this boy? Who is his mother? You can’t say
Miss West, now can you? Believe me,” seeing her visitor’s face of
crimson astonishment, “it won’t do. It’s just one of those common
squabbles among married folks that blow over. Why, Holt and I has
’ad many a tiff, and we are none the worse. You and Mr. Wynne just
make it up. You are both young, and maybe he is determined, and
likes to have his own way, as most men do; but—excuse me, ma’am,
as an humble friend and a much older woman than yourself, if I
make too bold—you are a bit trying. You see it’s not usual for a
young fellow to have his wife leave him, and go galavanting about as
a single lady; and then Mr. Wynne is greatly set upon the child. A
man, of course, expects that his wife will look after his children
herself. Excuse me again if I make too free, but I don’t like to see a
young girl going astray, whoever she be, without just giving her a
word,” wiping her face with a red-spotted handkerchief. (The family
was largely supplied with this favourite pattern.)
 Madeline sat in silence, feeling very uncomfortable and wretched;
but all the same, obstinately bent on her own way.
“Mrs. Holt, you forget there are two sides to a question,” she said
at last. “I know you mean very kindly; but I have to consider my
father. He has no one but me. He is an invalid, and I am his only
child, and must study his wishes.”
“Maybe if he wasn’t so rich, you wouldn’t think of him so much,”
put in Mrs. Holt, bluntly.
“Yes, I would,” retorted Madeline, stung by the sneer; “but I see
you are prejudiced, Mrs. Holt. You forget what the Bible says about
honouring your father and mother.”
“No, no, I don’t; but the Bible says a deal about husbands and
wives too. I don’t forget that. Stick to your husband; it’s the law o’ the
land and the law o’ the Bible,” said Mrs. Holt in her most unyielding
voice.
She said a great deal more, but she failed to persuade her visitor
or to bend her pride, and she soon perceived that it was of no avail.
Money and grandeur, she told herself, had turned her poor head.
Some day she would be sorry for what she was doing now; and,
anyway, it was an ill and thankless task for a third person to meddle
between a married couple. She had always known that he was the
better of the two; and maybe Holt would allow she was right now!
Here was a young lady, turning her back on husband and child,
taking her maiden name again, and going off to foreign countries.
Pretty doings! pretty doings!
At eleven o’clock the fly-man notified that time was up, and the
lady must go if she wanted to catch her train. She kissed little Harry
over and over again, and wept one or two tears as she said—
“How I wish I could take him with me, even if I could smuggle him
as my maid’s little boy!”
“Sakes and stars! Mrs. Wynne,” exclaimed Mrs. Holt, angrily.
“Whatever are you thinking of? I wish his father heard you pass him
off as a servant’s child. Well, upon my word! I never——” At this
crisis words ran short and utterance completely failed her.
 “Mind you write to me often, Mrs. Holt—even one line. I have left
you a packet of addressed and stamped envelopes. Please write at
least once a week,” and, with a hurried good-bye she stepped into
the fly, pulled down her veil, and was driven off, leaving Mrs. Holt
and her son upon the steps, the former exclaiming—
“Well, if she don’t beat all!” whilst Master Wynne dragged violently
at her apron, and, pointing to the rapidly disappearing carriage,
shouted gleefully—
“Gee-gee! Gee-gee!”

“It is all right, my dear,” whispered Mrs. Leach, receiving her with a
significant nod. “I told your father you had gone to lunch with the
Countess of Cabinteely, and he was perfectly satisfied.”
In another week Madeline was very pleasantly settled in a
charming villa at Nice looking out over the blue tideless sea and the
Promenade des Anglais. She had a landau and pair, a pony
carriage, and an “at home” day, for not a few of their London
acquaintances, early as it was, had come south.
Her father rapidly regained his usual health and amiability, and
lavished presents upon her. The horizon before her was literally and
metaphorically bright. She was surrounded by quite a brilliant
pageantry of flatterers and followers, and could not help feeling a
pardonable pride in the sensation she created and in her remarkable
social triumphs—in finding bouquets left daily at her door, in seeing
her name in enthusiastic little paragraphs in the local papers, in
hearing that the fact of her expected presence brought numbers to
an assembly or entertainment in order to see the lovely Miss West,
to know that she had not an ambition in the world unfulfilled.
Was not this all-sufficient to prove that her millennium of
happiness had commenced? She was the beauty of the season,
though she was in this particular the victim of an unsought
reputation; she had never aspired to the honour, and the character
had been forced upon her. All the same, she did not dislike the
position of social queen; and as to Mr. West, he gloried in the fact,
and basked in the light of her reflected splendour. He was even
content to be known as “Miss West’s father.” As some men pride
themselves on their family, their estates, race-horses, pictures,
collection of old china, or silver, he prided himself upon his daughter,
and was convinced that he got more enjoyment out of his hobby than
most people. She was always en evidence, and he could see the
curious, envious, and admiring eyes, as he drove with her about
Nice, walked with her on the British Quarterdeck at Monte Carlo, or
escorted her to concerts, receptions, balls, or garden parties.
Foreign dukes and princes were supremely affable to him—all on
account of the beaux yeux of his charming and celebrated Madeline.
Worth and Doucet had carte blanche, for Madeline’s costumes
must be worthy of her, and Madeline was not averse to the idea. A
new hat, which became the rage, was named after her. Such is
fame! A new yacht had been honoured by the same distinction.
Youth, beauty, wealth, celebrity—even Fortune seemed to go out of
her way to crowd favours upon this lucky young lady; but, alas! we
all know that fortune is a fickle jade, who smiles at one moment, and
who scowls the next. Thus, as a kind of social divinity in a gay,
earthly Paradise, winter glided on with Madeline. Spring had
appeared with a radiant face and a train of flowers; the turf under the
olives was covered with anemones, the valleys were starred with
primroses; jonquils, tea-roses, and narcissus filled the air with
fragrance. Sea and sky reflected one another—sunbeams glanced
from the waves, the water seemed to laugh, and the whole face of
Nature was one good-natured smile.
The Riviera was full, the carnival about to commence. Madeline
was in a state of feverish gaiety and exhilaration. She could not now
exist without excitement; she must always be doing something or
going somewhere, and required a rapid succession of amusements,
from a “promenade aux ânes” up the valleys, to riding a bicycle; from
a tea picnic to playing trente et quarante. All her regrets, and all her
little twinges of remorse (and she had experienced some) had
succumbed to the anodyne of a season on the Riviera—and such a
season! But on the very first day of the carnival her spirits received a
rude shock in the form of an ill-spelt scrawl from Mrs. Holt, which ran
as follows:—
“Honoured Madam,
“I think it rite to let you no, as little Harry has been verry poorly the
last two days; in case he is not better I think you ought to know, and
mite wish to come home. It’s his back teath. The Docter looked very
cerrius last evening, and spoke of konvulshions, but I don’t wish to
frighten you.
“I am your humble servant,
“Kate Holt.”
This was a heavy blow. The rush of maternal impulse swept
everything else out of her mind. Madeline thrust aside her diamonds,
ball dress, masks, bouquets, and hurried off on foot to the telegraph
office, and despatched a message—“If he is not better I start to-
night; reply paid.” And then she returned to the Villa Coralie,
quivering and trembling with impatience.
In case of the worst, she told Josephine to pack a few things, as
she might be going to England that night by the Rapide.
Josephine’s jaw dropped; she was enjoying herself enormously.
One of the waiters at the Cercle was her cousin. The carnival was
just commencing; this was terrible—must she he torn away too! Her
face expressed her feelings most accurately, and her mistress
hastened to reassure her.
“I shall not require you, Josephine; I only go to see a sick friend. If
I hear no good news, I start this evening; if the tidings are better, I
remain—but I am almost sure to go.”
“Et monsieur?” elevating hands and eyebrows.
Yes, how was she to announce her departure to her father? She
made the plunge at once. Her fears and her anxieties were not on
his account now. She was desperate, and ready to brave anything or
anybody.
 She ran down into his cool sanctum, with its wide-open windows
overlooking the bay, its gaudy, striped awnings, and verandah full of
flowers, and finding her parent smoking a cigarette and absorbed in
the Financial News, began at once.
“Papa, I’ve had bad news from England. A—one who is very dear
to me is ill, and if I don’t hear better news by telegram, I wish to start
to-night for London.”
“Madeline!” he cried, laying down the paper and gazing at her in
angry astonishment. “What are you thinking about? Your sick friend
has her own relatives; they would never expect you to go flying to
her bedside from the other end of France. Nonsense, nonsense!” he
concluded imperatively, once more taking up the news, and
arranging his pince-nez with grave deliberation.
The matter was decided. But Madeline was resolved to make an
equal show of determination, and said, in a stubborn tone—
“Papa, in this I must have my way. It is not often I take my own
course; I do everything and go everywhere to please you. You must
allow me to please myself for once.”
Mr. West pushed back his chair a full yard, and gazed at his
daughter.
“Do not throw any obstacle in my way, papa, nor seek to know
where I am going.”
“Ah, ah! Not a lover, I hope, madam?” he gasped. “The curate, the
—the drawing-master?”
“No; let that suffice, and let us understand one another, once for
all. I have been an obedient daughter to you; I have made sacrifices
that you have never dreamt of”—(Ah! the poor curate! thought Mr.
West)—“and you must give me more liberty. I am of age to go and
come as I please unquestioned. I will do nothing wrong; you may
trust me. I can take excellent care of myself, and I must have more
freedom.”
“Must, must, must! How many more ‘musts’? Well, at any rate, you
are a girl to be trusted, and there is something in what you say. I
dare say you have sacrificed some girlish fancy; you have nursed
me; you are a credit to me. Yes, and you shall come and go as you
please, on the trust-me-all-in-all principle, and the understanding that
you do not compromise yourself in any way; but you have your
advantages, Madeline—a fine home and position, and everything
money can buy. Remember, you will miss the best ball if you start to-
night, and the Princess Raggawuffinsky was to call for you. Have
you thought of that?”
“Oh!” with a frantic wave of her hand, “what is a ball?”
“Well, well, well! How much cash do you require, and when will
you be back?”
“I have plenty of money. If all goes well, I shall be back in a few
days—as soon as possible—for the regatta, perhaps.”
And so, with a few more remarks and assurances, and
expostulations on Mr. West’s part at her travelling alone, she
pocketed a cheque pressed upon her, and left the room victorious.
Her father was easier to deal with than she had anticipated.
Laurence was right—for once!
Then she ran upstairs to her own sanctum and locked the door,
pulled off her dress, put on her cool dressing-wrapper, and sat down
in a fever of mind and body to wait for the telegram. She remained
motionless, with her eyes fastened on the clock, a prey to the wildest
fears. Supposing the child was dead!—she shuddered involuntarily;
if it were, she would go out of her senses. Her anxiety increased with
every hour. She was in a frenzy of impatience, now pacing the room,
now sitting, now standing, now kneeling in prayer.
At last there was a knock at the door—Josephine’s knock.
Josephine’s voice, “Une dépêche pour vous, mademoiselle.”
Mademoiselle’s hand shook so much that she could hardly open
the door, hardly tear asunder the envelope, or read its contents—at a
gulp. Josephine had never seen her mistress in this frenzied,
distraught condition—her colour like death, her face haggard, her
eyes staring, her hair hanging in loose abandon. What did it mean?
The telegram brought good news. It said, “He is much better, and in
no danger. You need not come.”
The sender’s name was not notified. Whoever it was, it mattered
little; the relief was inexpressible. What a fright Mrs. Holt had given
her, and all for nothing!
Miss West went to the ball that night, and danced until the dawn
flickered along the horizon. She was one of the most brilliant figures
at the carnival, and received marked notice in distinguished quarters.
At the battle of flowers, she and her equipage were the cynosure of
all eyes. The open victoria was made to counterfeit a crown, and
covered with pink and white azaleas. Miss West was attired to
correspond. Four beautiful white horses were harnessed in pink, and
ridden by postilions in pink satin jackets; and the general effect was
such that the committee promptly awarded the first banner to “la
belle Anglaise,” despite the close rivalry of a celebrated demi-
mondaine, who furiously flung the second banner in the faces of the
judges, and, with her yellow flowers and four black ponies, had
whirled off in high dudgeon and a cloud of dust.
At last this enchanting period was brought to an end by the
Riviera’s own best patron—the sun. People melted away as if by
magic. Some went on to the Italian lakes, some to Switzerland, many
to England. Madeline and her father deferred their return until the
end of May, stopping in Paris en route; and when they reached home
the season was at its height, and the hall and library tables were
white from a heavy fall of visiting-cards and notes of invitation.
Lady Rachel and Lord Tony came in on the evening of their arrival
to pay a little neighbourly call, and to tell them that they must on no
account miss a great match—the final in a polo tournament at
Hurlingham—the next afternoon. Every one would be there.
This speech acted as a trumpet-call to Mr. West.
“Every one will see that we have returned,” he said to himself, and
it will save a lot of trouble. Then, aloud, “All right, then, Lady Rachel,
we shall certainly go. Madeline must trot out some one of her smart
Paris frocks. And, Madeline, you might send a wire over to Mrs.
Leach, and offer her a seat down.”
 CHAPTER XXXII.
MR. JESSOP’S SUGGESTION.

Laurence Wynne had taken but one person into his confidence,
and that was Mr. Jessop. As he sat smoking a post-midnight cigar
over the fire in his friend’s chambers, he told him that Mrs. Wynne no
longer existed. She preferred to stick to her name of West, and
wished to keep her marriage a secret always from—not alone her
father, but the whole world.
This much he had divulged. He felt that he must speak to some
one. His heart was so sore that he could not maintain total silence,
and who so fitting a confidant as his old friend Dick Jessop? He was
chivalrous to Madeline in spite of all that had come and gone, and
veiled her defects as skilfully as he could, not speaking out of the full
bitterness of his soul. But Mr. Jessop’s active imagination filled in all
the delicately traced outline—perhaps in rather too black a shading,
if the truth were known!
However, he kept his surmises discreetly to himself, and puffed
and pondered for a long time in silence. At last he spoke.
“I would let her alone, and not bother my head about her,
Laurence! She is bound to come back.”
“I don’t think so,” responded the other, curtly.
“Yes; she will return on account of the child.”
“And what would such a coming-back be worth to me? It will not
be for my sake,” said Wynne, holding his feelings under strong
restraint.
“I know of something that would bring her, like a shot out of a
seventy-four pounder,” observed Mr. Jessop after another pause,
surveying the coals meditatively as he spoke.
 “What?”
“Your paying attention to another woman. Get up a strong and
remarkable flirtation with some pretty, smart society matron. Lots of
them love your stories. Love me, love my stories. Love my stories,
love me, eh? Show yourself in the park, at theatres—better still, a
little dinner at the Savoy—and Mrs. Wynne will be on in the scene
before you can say Jack Robinson! Jealousy will fetch her!”
“I wouldn’t give a straw for the affection of a woman who was
influenced solely by what you have suggested. No, no; I married her
before she knew her own mind—before she had a chance of seeing
other people, and the world. Now she has seen other people, and
become acquainted with the world, she prefers both to me. On five
or six hundred a year, with no rich relations, Madeline and I would
have been happy enough. As it is, she is happy enough. I must get
on alone as well as I can. I made a mistake. I was too hasty.”
“Yes, marry in haste, and repent at leisure!” said Mr. Jessop,
grimly.
“I don’t mean that; I mean that I mulled that business at Mrs.
Harper’s. I should have wired to Mrs. Wolferton, or insisted on Mrs.
Harper taking Madeline back, and given her time to turn round and to
reflect; but I rushed the whole thing. However, I must now abide by
the position I am placed in with what fortitude I can.”
“You married her, and gave her a home, when she had no friend,”
put in Mr. Jessop, sharply. Mr. Jessop was devoted to Laurence, and
excessively angry with Laurence’s wife.
“It is not every one I would confide in, Dick,” said his companion;
“but you are my oldest chum. You are welcome to be introduced to
the skeleton in my cupboard—an old friend’s privilege. We need
never talk of this again. I suppose people get over these things in
time! There is nothing for it but work—plenty of work.”
Although he discoursed in this cool, self-restrained manner, Mr.
Jessop knew, by years of experience, that his friend—who never
made much, or, indeed, any, fuss about his feelings—had felt the
blow in every nerve of his body.
 “Do not think too hardly of her, Dicky,” he exclaimed, promptly
reading the other’s thoughts. “She is very young, and very pretty. I’m
only a poor, hard-working barrister; and she had an awful time once
—you know when! We must never forget how she came through that
ordeal. And, after all, I have no human rival. If she does not care for
me, she cares for no other man. She is blessed with a particularly
cool, unsusceptible temperament. My only rival is riches. It is the
money that has ousted me. The enormous strength of wealth has
pushed me out of her heart, and barred the door. Time, another
powerful engine, may thrust her out of mine!”
“Time! Bosh. Time will never thrust away the fact that she is the
mother of your child. He is a tie between you that neither time,
riches, nor any amount of balderdash you may talk—nor any number
of matrimonial squabbles—can ever break.”
“You are mistaken in your idea of the whole case, Jessop, and
under a totally wrong impression. Nothing can bridge the gulf
between Madeline and me, unless she chooses to come back of her
own accord, and unsay a good deal that she has said; and this she
will never do—never. She does not care a straw for me. I merely
remind her of days of squallor, sickness, and hideous poverty. She
was delighted to accept the freedom which I offered her——”
“And what a fool you were to do it!” exclaimed his listener,
contemptuously.
“Not at all; but I should be a fool were I to try to keep a wife, who is
not even one in name, and never casts a thought to me from month’s
end to month’s end. I shall be—nay, I am—free too.”
“But not in a legal sense, my dear boy; you cannot marry again.”
“No, thank you,” emphatically knocking the ashes off his cigar with
great deliberation as he spoke. “The burnt child dreads the fire. I
made a bad start this time, and even if I had the chance—which,
please God, I never shall have—I would not tempt Fate again, no
matter what the provocation. Women are a great mystery: their chief
faults and virtues are so unexpected. Look at Madeline: when we
were paupers she was a ministering angel. Now that she is rich, she
is merely, a smart society girl, and——”
“And milliners, jewellers, flatterers minister to her,” broke in
Jessop.
“I intend to make my profession my mistress, and to devote myself
to her heart and soul. The law is a steady old lady.”
“And a very cantankerous, hard, flinty-faced, capricious old hag
you’ll find the goddess of Justice, my dear fellow. I am going to give
up paying my addresses to her! My uncle has left me a tidy legacy. I
intend to settle down in comfort in his old manor-house—shoot, fish,
hunt, burn my wig, gown, and law books, and turn my back for ever
on the Inns of Court.”
“Jessop, you are not in earnest.”
“I am,” impressively; “and what’s one man’s loss is another man’s
gain. It will be all the better for you, Laurence, since you are so bent
upon the woolsack. I’ll give you a heave-up with pleasure. You will
now get all Bagge and Keepe’s business, for one thing—and, let me
tell you, that that is no trifle.”
 CHAPTER XXXIII.
“ONE OF YOUR GREATEST ADMIRERS.”

It was a perfect afternoon, and Hurlingham was crowded. Every

seat bordering the polo ground was occupied, and the brilliant hues
of hats, gowns, and parasols made a sort of ribbon border to the
brilliant green turf. Mr. West—a fussy or punctual man, according to
people’s point of view—had arrived early with his party, and, so to
speak, planted his fair charges under one of the umbrella awnings,
and in a most central and commanding situation, where Madeline, in
a white costume, which set off her vivid dark beauty, was seen and
greeted by many acquaintances. Lord Montycute, Captain Vansittart,
and a smart lady friend (Mrs. Veryphast) shared the shade of the
canvas umbrella, and spasmodically proffered morsels of the latest
and choicest news, for the polo was absorbing, the match very fast
and closely contested, the excitement intense. During an interval
Lady Rachel drifted near—clad in a rainbow costume, and talking
volubly and emphatically to a man. Her quick, roving eye caught
sight of Madeline’s comfortable little party, and she swept down upon
her at once.
“Oh, Maddie, my dear girl, how nice and cool you look, and I’m
half dead, standing baking in the sun, and not a chair to be had for
love or money! Ah, you have two to spare, I see! Here—here is
actually one for you.” She called to her escort, who had stopped to
speak to a passing friend. “Madeline,” she continued, “I think you
know Mr. Wynne, who writes. Mr. Wynne, Miss West is one of your
greatest admirers! She knows all your stories by heart.”
This was a fiction, invented on the spur of the moment. Her
ladyship coined many a little lie.
Madeline looked up bewildered. The gentleman who was taking off
his hat to her was—Laurence!—and yet not Laurence. What had he
done to himself? He had discarded his beard, and was fashionably
clean-shaven; moreover he was fashionably dressed in the orthodox
long frock-coat, and wore a flower in his buttonhole, and the most
absolutely correct gloves and tie.
So much depends upon the style, shape, and colour of a man’s tie
—and the very maker’s name! A rashly selected tie may stamp a
man’s taste quite as fatally as the wrong number and pattern of
buttons proclaim the date of his coat!
The removal of his beard had entirely changed Laurence Wynne’s
appearance. He looked much younger: he had a very square chin,
his mouth was expressive—more sarcastic than smiling—with thin,
firmly closed, but well-cut lips. Had she known of that mouth and
chin, had she guessed at them—well, she would have thought twice
before she married their proprietor. As she looked up she coloured to
her hair when she met his steady, cool glance. This meeting was no
surprise to him, for he had noted the entrée of the beauty, her
marvellous costume, and her train of admirers. He had not, however,
intended to come to such close quarters. He was taken unawares
when he found himself in her neighbourhood, and he was
determined to escape immediately, in spite of Lady Rachel. The
silence that followed Lady Rachel’s loud prattle was becoming
noticeable, and curious eyes were turned upon him when he said
very distinctly—
“I don’t know if I am so fortunate as to be remembered by—Miss
West?”
“Oh yes,” she answered, rather obviously avoiding looking at him,
with a bright patch of colour on either cheek.
“Miss West has such an enormous acquaintance of young men
that she must get a little confused sometimes—a little mixed, don’t
you, Maddie? Now, Mr. Wynne, I see what you are up to,” said Lady
Rachel; “but no, you shall not run away. Here, sit upon this chair. I
had great difficulty in capturing you, you are so run-after and spoilt,
and now I am not going to let you desert. You ought to be thankful
for a seat in the shade, and amongst such pleasant company!” As he
reluctantly seated himself at the very outskirts of the group, she
continued—“Now, you must not sit there looking like a snared
animal, watching for some chance of escape. Do tell me all about the
heroine of your last story. How is it that you are so familiar with all
our little ways, and weaknesses? You know too much. One would
almost suppose that you were a married man!”
“I think it must be time to go to tea,” said Madeline, glancing
appealingly at her father, who had just joined them.
“Tea! Don’t you wish you may get it! There is not a single vacant
table on the lawn. I’ve just been to look. Hullo! Ah—er—Wynne, how
do you do?”
Mr. Wynne had been pointed out to him as a rising junior at the bar
—a coming man in literature, who wielded an able pen, and was
quite one of the season’s minor celebrities. His sketches were a
feature of the day—a short one, naturally. Every one was talking of
him.
Mr. West loved a celebrity—if he was gentlemanly and in good
society, bien entendu—nearly as much as he loved a lord, but not
quite; and he added—
“I remember you were at our house last winter, and you are
interested in paintings and art. You must look us up, eh?—and come
and dine.”
“Thank you. You are very kind.”
“We’ve just come back from the Riviera. Delightful place! Were
you ever there?”
“No, I’ve never been nearer to it than Lyons.”
“But I’ve been there,” broke in Lady Rachel; “and I shall never go
again, on account of the earthquakes, although it was capital fun at
the time.”
“Fun!” repeated Mr. West, with a look of amazement.
“Yes, half the refugees were running about in blankets fastened
with hairpins, afraid to return for their clothes. Oh, they were too
absurd! A whole train full went to Paris in their dressing-gowns—
some in bare feet. Every one was different—‘out of themselves,’ as
they say in France. One old lady, in her mad excitement in speeding
some relations, actually tore off her wig and waved it after them.”
“Poor old dear! How she must have regretted it subsequently!”
said Lord Montycute. “My sister was there at the same time, and
paid twenty pounds a night for the luxury of sleeping in the hotel
omnibus. Nothing would induce her to go to bed indoors. The hotel
was cracked from top to bottom!”
“I don’t care for the Riviera,” remarked Lady Rachel. “It’s too hot,
and the scenery is ridiculously gaudy. It always reminded me of a
drop-scene. I declare to you, sitting on a promenade, facing the blue
sea and blue sky, and pale, buff promontories and palms, with a
band playing in the neighbourhood, I have felt as if I was in the stalls
of a theatre.”
“Oh, shame!” cried Mrs. Leach. “You have no feeling for the
beauties of Nature.”
“I thought Monte Carlo lovely—the garden too exquisite for words.”
“And the tables?” inquired Mr. West significantly.
“Yes, I had my own pet table; and at first I was successful. I always
went on the ‘doz-ens,’ or ‘passe.’ One day I made ninety pounds in
an hour; but, alas! I lost it all in about ten minutes.”
“The tables always do win in the long run,” said Mr. West,
sententiously.
“Yes,” agreed Lord Montycute, “they have no feeling, no emotions.
When they gain they are not excited; when they lose they are not
depressed; and this is their advantage.”
“Oh, but they cannot leave off if they are losing,” cried Lady
Rachel. “We score there.”
“You did not score, at any rate,” remarked Mrs. Leach, with a
smile.
“No; I wish I had left off. There is Mrs. Raymond Tufto. Did you see
her at Nice, Madeline?”
 “Oh yes; she went everywhere.”
“She is wearing that same flower toque. I am so sick of it,” cried
Mrs. Veryphast, impatiently.
“Nevertheless she is one of the prettiest women in London,”
observed Captain Vansittart. “She has such a saintly expression, and
she looks so good.”
“She is a horribly heartless wretch. She goes off for months on the
Continent, and leaves her children to nurses at home,” said Lady
Rachel, viciously. “She has one dear little tot of two, that actually
does not know her by sight.”
“It is quite the French fashion to board out babies,” remarked Mrs.
Leach, who was invariably in opposition to Lady Rachel.
“Turn them out to walk like young hounds,” drawled Captain
Vansittart.
“Mrs. Tufto, bad as she may be, is nothing to Lady Blazer,”
continued Mrs. Leach, impressively. “She has a nursery full of girls,
and yet, what do you think? When she was asked the other day to
subscribe to the Society for the Prevention of Cruelty to Animals, she
said, ‘Delighted! There is only one species of animal I loathe, and
that’s a child.’”
“Oh, I say—come! I don’t believe that,” cried Mr. West, “of any
woman—or even a man. I’m rather partial to nice small children
myself.”
“Mr. Wynne,” said Lady Rachel, turning on him suddenly, “why are
you so silent? You know it is your métier to talk.”
“Then why do you grudge me a well-earned holiday?” he asked
imperturbably.
“I believe you are studying us for your next sketch; taking us in
your literary kodak.”
“No, indeed! I am not a reporter for a society paper.”
“Oh, I don’t mean about our dresses and hats, or that; I mean
character sketches.”