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Brief Contents
PART 1 Overview 1
1 Supervisory Management Roles and Challenges 2
PART 2 Planning and Organizing 39

2 Fundamentals of Planning 40
3 Decision Making, Problem Solving, and Ethics 64
4 Fundamentals of Organizing 100
5 Delegating Authority and Empowering Employees 136
PART 3 Leading 165

6 Communication 166
7 Motivation 200
8 Leadership 236
9 Group Development and Team Building 278
PART 4 Skill Development 309

10 Meetings and Facilitation Skills 310
11 Coaching for Higher Performance 346
12 Managing Conflict, Stress, and Time 376
PART 5 Controlling 409

13 Exercising Control 410
14 Controlling Productivity, Quality, and Safety 430
PART 6 Managing Human Resources and Diversity 473

15 Selecting, Appraising, and Disciplining Employees 474
16 The Supervisor, Labor Relations, and Legal Issues 502
Glossary 541
Index 553
vii
Contents
PART 1 Overview 1
CHAPTER 1
Supervisory Management Roles and Challenges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
The Need for Management 6
What Is Management? 6
Levels of Management 7
What Do Managers Do? 10
Functions Performed by Managers 10
How the Functions Are Related 11
Roles Played by Managers 11
Skills Required for Effective Management 12
Conceptual Skills 16
Human Relations Skills 16
Administrative Skills 16
Technical Skills 17
The Transition: Where Supervisors Come From 18
Supervisory Relationships 19
Personal Relationships 19
Organizational Relationships 20
The Emerging Position of Supervisory Managers 21
Some Current Trends Challenging Supervisors 23
Dealing with a More Diverse Workforce 23
Emphasizing Team Performance 24
Coping with Exploding Technology 24
Adjusting to Occupational and Industry Shifts 25
Meeting Continued Global Challenges 26
Improving Quality and Productivity 26
Improving Ethical Behavior 27
Responding to Crises 27
Final Note: The Supervisor and Leading 28
Skill Builder 1-1: Analysis of Supervisor/Management Job Descriptions 30
Skill Builder 1-2: The Personal Interest Inventory 31
Skill Builder 1-3: Effective and Ineffective Supervisors 34
Skill Builder 1-4: Do You Have The Makings To Become A Great Supervisor? 34
Case 1.1: Coach X: Effective Hospital Administrator 34
PART 2 Planning and Organizing 39

CHAPTER 2
Fundamentals of Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Some Important Points about Planning 43
Basic Steps Involved in Planning 44
Planning Is Most Closely Related to Controlling 45
viii
Contents ix
Many Managers Tend to Neglect Planning 45

Contingency Planning Anticipates Problems 46
Planning Differs at Different Management Levels 48
Importance of Setting Objectives 49
What Are Objectives? 49
Objectives Serve as a Stimulus for Motivation and Effort 49
Hierarchy of Objectives 49
Unified Planning through Objectives 50
Guidelines for Setting Objectives 51
Types of Plans 52
Standing Plans 52
Single-Use Plans 55
Skill Builder 2-1: Testing Your Planning Skills (Group Activity) 59
Skill Builder 2-2: Determining Priorities: Put Savings First 60
Case 2-1: Island Shades 61
CHAPTER 3
Decision Making, Problem Solving, and Ethics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Role of Decision Making in Supervisory Management 66
Decision Making: The Heart of Supervisory Management 67
Why Supervisors Need to Make So Many Decisions 67
What Is Decision Making? 68
Decision Making Defined 68
Elements Involved in Decision Making 68
Types of Decisions to Be Made 69
How Decision Making and Problem Solving Relate 70
How to Make Decisions 71
Step 1: Define the Idea or Problem 71
Step 2: Develop Alternatives 73
Step 3: Collect, Interpret, and Evaluate Information about Each Alternative 74
Step 4: Select the Preferred Alternative 74
Step 5: Implement the Decision 75
Step 6: Follow Up, Evaluate, and Make Changes—If Needed 75
Approaches to Decision Making and Problem Solving 75
The Myers–Briggs Type Indicator 75
A Well-Balanced Myers–Briggs Profile 77
The Vroom–Yetton Model 79
Creative Problem Solving 80
The Concept of Synergy and Some Processes of Creative Problem Solving 80
Developing Creativity 81
Brainstorming 82
Crawford Slip Technique 82
Nominal Grouping Technique 83
Becoming Creative 84
Ethical Considerations Play a Part 85
Ethical Organizations 86
Skill Builder 3-1: Coast Guard Cutter Decision Problem 91
Skill Builder 3-2: New Machines Decision Problem 92
Skill Builder 3-3: Identifying Your Problem-Solving Style 92
Skill Builder 3-4: The $100,000 Investment Decision 94
Skill Builder 3-5: Prospect Theory 95
Supervisor Creativity—Supportive Behavior Assessment 3-1: Leadership 95
Case 3-1: When Your Personality and Job Don’t Match—Time for a Change 96
x Contents
CHAPTER 4
Fundamentals of Organizing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
The Four Stages in Growth of an Organization 103
Stage 1: The One-Person Organization 103
Stage 2: The Organization with Employees 104
Stage 3: The Line Organization 105
Stage 4: The Line-and-Staff Organization 106
Departmentalization 108
Functional Departmentalization 109
Product or Service Departmentalization 109
Matrix Departmentalization 111
Two Important Organizing Principles 113
Unity of Command 114
Span of Control 115
Relationships between Line and Staff 118
Conflicts between Line and Staff 118
How to Avoid Excessive Line-Staff Conflict: Delineating Authority 119
Decentralization versus Centralization 121
Factors Affecting Decentralization 121
Downsizing 122
Benefits of Downsizing 122
Costs of Downsizing 123
Impact on Remaining Supervisors and Managers 123
Ways to Get Beyond Downsizing 123
Contemporary Organizational Perspectives 125
The Inverted Pyramid 125
The Wagon Wheel 126
Team Structures 126
Network Structures 126
Management Philosophy, Strategy, and Organization 127
Strategy and Structure: The Fit Perspective 127
Skill Builder 4-1: YDL (You Deserve Luxury) Corporation 133
Skill Builder 4-2: Reducing Costs in an Accounting Firm (Group Activity) 133
Skill Builder 4-3: Google’s Organizational Structure (Group Activity) 134
Case 4-1: John Moody Is Facing Reorganization 134
CHAPTER 5
Delegating Authority and Empowering Employees . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
Concepts and Definitions 139
Role of Delegation 139
Decentralization 139
The Role of Authority 140
Sources of Authority 141
The Role of Power 142
How Power Is Obtained 143
How Power Can Be Used 144
The Role of Empowerment 144
Why Leaders Fail to Delegate 145
Why Employees May Not Welcome Delegation 147
Facing Adaptive Challenges 148
Achieving Effective Delegation and Empowerment 149
Coaching and Teaching 149
Benefits of Delegation 151
Contents xi
Seven Habits of Unsuccessful Executives 152

Skill Builder 5-1: Delegating Tasks to Subordinates 154
Skill Builder 5-2: Do You Delegate as Much as You Can? 155
Skill Builder 5-3: Delegating Simulation 156
Skill Builder 5-4: Developing a Delegation Action Plan 157
Case 5-1: Joyce Wheat’s Problem 158
Case 5-2: The Autocratic Manager 159
PART 3 Leading 165

CHAPTER 6
Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
What Is Communication? 168
Communication Process Model 169
The Sender Encodes the Message 169
The Receiver Decodes the Message 169
Feedback 170
Noise 170
Electronic Communication Technology 170
Importance of Nonverbal Messages 172
Flows of Communication 173
The Vertical Flows: Downward and Upward Communication 173
Lateral–Diagonal Flows 176
Informal Communication 176
Barriers to Effective Supervisory Communication 177
Organizational Barriers 178
Interpersonal and Language Barriers 179
Language-Related Factors 180
Improving Supervisory Communications 183
Set the Proper Communication Climate 183
Plan for Effective Communication 184
Reinforce Key Ideas through Repetition 187
Encourage the Use of Feedback 188
Become a Better Listener 188
Skill Builder 6-1: Communication Effectiveness Exercise 194
Skill Builder 6-2: Choosing the Appropriate Communication Channel 195
Skill Builder 6-3: Listening Skills Practice 196
Skill Builder 6-4: Using Repetition as a Communication Tool Information 196
Case 6-1: Room 406 197
CHAPTER 7
Motivation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
Motivation: Some Fundamentals of Understanding Human Behavior 203
Levels of Motivation 205
Intrinsic and Extrinsic Motivation 206
The Motivation–Performance Link 206
Maslow’s Hierarchy of Needs Theory 207
Principles Underlying the Theory 207
Qualifying the Theory 210
Herzberg’s Theory 211
Dissatisfiers and Motivators 211
xii Contents
Link to Intrinsic and Extrinsic Motivation 212

Qualifying Herzberg’s Theory 213
Other Motivation Theories 213
Expectancy Theory 213
Goal-Setting Theory 216
Equity Theory 217
Reinforcement Theory 218
Motivating through Job Design: The Job Characteristics Model 219
The Different Generations: Some Insights for Motivation 222
Lessons from the Theories: Five Steps to Motivating Employees 224
Help Make Employees’ Jobs Intrinsically Rewarding 224
Provide Clear Performance Objectives 225
Support Employees’ Performance Efforts 225
Provide Timely Performance Feedback 225
Reward Employees’ Performance 225
Mars Embodies the Five Motivational Lessons 226
Skill Builder 7-1: Career Exercise: What Do You Want from Your Job? 229
Skill Builder 7-2: Classifying Managerial Rewards 230
Skill Builder 7-3: The Job Characteristics Survey: Scoring Your Job 231
Case 7-1: The Pacesetter 231
Case 7-2: Nucor, The Surprising Performance Culture of Steelmaker Nucor 233
CHAPTER 8
Leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236
Leadership: What Is It All About? 239
Factors Affecting Leadership Style 239
Two Leadership Models 242
Tannenbaum and Schmidt’s Leadership Continuum 246
Is One Leadership Style Best? 248
Developmental Leadership 248
Heroic Managers 248
Developmental Managers 249
Transformational and Transactional Leadership 251
Transformational Leadership 252
Transactional Leadership 252
Adaptive Leadership 253
Servant Leadership 257
The Paradox of Servant Leadership 257
Characteristics of Servant Leadership 258
Core Leadership Functions 260
Emotional Intelligence 263
The Influence of Emotional Intelligence at Roadway Express—A Trucking Company 264
Skill Builder 8-1: Theory X and Theory Y Attitudes 268
Skill Builder 8-2: Diagnosing and Selecting the Appropriate Leadership Style 269
Skill Builder 8-3: Leadership Characteristics and Skill Assessment 270
Case 8-1: The New Lumber Yard Employee 271
Case 8-2: Kenny: An Effective Supervisor 273
CHAPTER 9
Group Development and Team Building . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278
Forces Causing Change 281
External Change Forces 281
Contents xiii
Internal Change Forces 281

Planned Change 282
Importance of Work Groups 283
What Are Groups? 283
Types of Groups 284
How Groups Develop 288
Evaluating Groups 289
Determining Group Effectiveness 290
Different Approaches to Team Building 295
A Nonprofit Approach to Teamwork and Team Building 295
Team Building in the Financial Sector 298
Skill Builder 9-1: Team Scavenger Hunt 301
Skill Builder 9-2: Synergy and Social Loafing 302
Skill Builder 9-3: Virtual Groups 302
Skill Builder 9-4: “Win as Much as You Can” Tally Sheet 302
Case 9-1: The Shift to Team Leadership (Group Activity) 304
Case 9-2: The AFS Student Organization (Group Activity) 304
PART 4 Skill Development 309

CHAPTER 10
Meetings and Facilitation Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 310
The Changing Technology of Meetings 313
Purposes of Meetings 314
Information Giving 315
Information Exchange 315
Fact Finding 316
Problem Solving 316
Approaches Used at Meetings 316
Leader-Controlled Approach 317
Group-Centered Approach 317
Which Approach Should You Use? 318
Advantages and Disadvantages of Meetings 319
Advantages of Meetings 319
Disadvantages of Meetings 319
Making Meetings Effective 320
Factors to Consider Before the Meeting 321
Factors to Consider During the Meeting 322
Work to Achieve Consensus Decisions 325
Factors to Consider After the Meeting 328
What Is Group Facilitation? 329
Role of the Facilitator 330
Process Consultation 330
Facilitating Teleconferencing 333
Leadership Strategies 333
Skill Builder 10-1: Achieving Group Consensus (Group Activity) 337
Skill Builder 10-2: Effective/Ineffective Meetings Survey (Group Activity) 338
Skill Builder 10-3: Meeting Facilitation Challenges (Group Activity) 339
Skill Builder 10-4: Developing Skills as a Facilitator/Consultant (Group Activity) 340
Skill Builder 10-5: Facilitator Training (Group Activity) 340
Case 10-1: The Quiet Meeting 343
xiv Contents
CHAPTER 11
Coaching for Higher Performance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 346
What Is Coaching? 349
Coaching Is Performance Linked 349
Current Emphasis on Coaching 351
Why Supervisors Reject Coaching 351
The Coaching Functions 352
Tutoring 352
Mentoring 353
Confronting/Challenging 353
Counseling 354
Coaching and Understanding Diversity 355
The Coaching Skills 355
Coaching: The Core Skills 356
Coaching for Improved Performance: Confronting and Challenging 358
Coaching: The Counseling Function 361
Areas of Employee Counseling 362
Role of Employee Assistance Programs in Counseling 365
Skill Builder 11-1: The Personal Trainer and Coaching 368
Skill Builder 11-2: Practicing “I” Messages 369
Skill Builder 11-3: Practicing Coaching Responses 369
Skill Builder 11-4: Conducting a Coaching Meeting: Role Plays 370
Skill Builder 11-5: Organizational EAP Newsletter: Help for Supervisors? 372
Case 11-1: Critiquing a Coaching Meeting 373
CHAPTER 12
Managing Conflict, Stress, and Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 376
Causes of Conflict 378
Conflict Management Styles 379
Using Principled Negotiation to Resolve Conflict 381
Overcoming Interpersonal Conflicts 382
What Is Stress? 383
Definition of Stress 384
The Costs of Stress 386
The Positive Aspects of Stress 386
Major Causes of Stress 387
Life Events 387
Personal Psychological Makeup 389
Organizational and Work-Related Factors 391
Burnout 391
Ways to Cope with Personal Stress 392
Physical Exercise 393
Relaxation Techniques 393
A Sense of Control 395
Developing and Maintaining Good Interpersonal Relationships 395
Managing Your Time 396
The Time Log: Where Your Time Goes 397
Setting Priorities: A “Must” 397
Handling the Common Time Wasters 398
Skill Builder 12-1: Up in Smoke—Are You Burned Out? 400
Skill Builder 12-2: A Planning Strategy to Cope with Stress 402
Contents xv
Skill Builder 12-3: A Personal Time Survey 402

Case 12-1: The Entrepreneur 403
Case 12-2: The Missed Promotion 405
PART 5 Controlling 409

CHAPTER 13
Exercising Control . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 410
What Is Control? 412
Control’s Close Links to Planning 412
Importance of Controls 413
Examples of Controls 413
Characteristics of Effective Control Systems 413
Types of Control Systems 415
Steps in the Control Process 415
Step 1: Establishing Performance Standards 416
Step 2: Measuring Performance 417
Step 3: Comparing Performance with Standards and Analyzing Deviations 421
Step 4: Taking Corrective Action if Necessary 421
Management by Exception 422
The Impact of Technology on Control 424
Skill Builder 13-1: The Over-controlling Supervisor 427
Skill Builder 13-2: Setting Standards and Measuring Performance (Group Activity) 427
Skill Builder 13-3: Competitor Assessment (Group Activity) 427
Case 13-1: Controlling Absenteeism 428
CHAPTER 14
Controlling Productivity, Quality, and Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 430
Improving Productivity and Cost Control 433
The United States Achieved the Highest Productivity in the World in 2007 433
Defining Productivity 434
Why Productivity Is Important 437
Groups Influencing Productivity 438
The Supervisor’s Role in Improving Productivity 439
The Supervisor’s Role in Cost Control 440
Productivity Improvement Methods for Controlling Quality 441
Controlling Quality 446
Total Quality and Quality Control 447
Understanding Variance in Controlling Quality 447
Some Tools for Controlling Quality 449
The Supervisor’s Role in Achieving Quality 454
Learning and Applying some Lean Concepts 456
Eliminating Waste 456
Just In Time (JIT) Inventory Control 457
Implementing 5S Practices 457
Promoting Employee Safety 458
What the Occupational Safety and Health Administration Does 459
Factors Influencing Safety 459
Causes of Accidents 462
The Supervisor’s Role in Promoting Safety 462
xvi Contents
Skill Builder 14-1: Determining Productivity Measurements 467

Skill Builder 14-2: Quality Survey 467
Skill Builder 14-3: Implementing Lean 5S Practices 468
Skill Builder 14-4: Increasing Safety Performance 468
Skill Builder 14-5: Clarence, an Ally in Improving Labor Productivity 469
Case 14-1: Using Quality Tools 469
Case 14-2: Eliminating Waste 470
PART 6 Managing Human Resources and Diversity 473
CHAPTER 15
Selecting, Appraising, and Disciplining Employees . . . . . . . . . . . . . . . . . . . . . . . . . . . . 474
Responsibility for Selecting, Appraising, and Disciplining Employees 477
A Shared Responsibility 477
The Supervisor’s Role 477
Selecting Employees for Specific Jobs 478
Requisition 478
Preliminary Screening 479
Application Form or Résumé 479
Preemployment Testing 481
Preemployment Interviewing 481
Checking References and Records 482
Preliminary Selection by the Supervisor 483
Final Selection 483
Physical Examination 483
Job Offer 483
Orientation 483
Employee Training and Development 485
The Role of Performance Appraisals in Supervisory Management 486
What Is a Performance Appraisal? 486
How a Performance Appraisal Operates 486
Purposes of the Performance Appraisal 487
The Role of the Appraisal Interview 487
The Need for Discipline 489
What Is Discipline? 489
Discipline as Due Process 490
How Disciplinary Due Process Operates 490
The Supervisor and Discipline 491
The Supervisor’s Disciplinary Role 492
Principles of Effective Discipline: The Hot-Stove Rule 492
Applying Discipline 494
Supervisors’ Personal Liability for Disciplining Employees 495
Skill Builder 15-1: What Would You Do? 498
Skill Builder 15-2: What Do You Want from Your Job? 498
Skill Builder 15-3: Gloria Rogers Appraises Her Employees 499
Case 15-1: When the Transfer Backfires 499
CHAPTER 16
The Supervisor, Labor Relations, and Legal Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 502
What Are Labor Relations? 504
How Unions Developed in the United States 505
Early Union Activities 506
Period of Rapid Union Growth 506
Some Reasons for Declining Union Membership 507
Contents xvii
Some Basic Laws Governing Labor Relations 508

The Most Important Labor Laws 509
Administration of Labor Laws 510
Union Principles, Objectives, and Methods of Attaining Objectives 511
Organizing Employees 511
Becoming Recognized as the Employees’ Exclusive Bargaining Agent 516
Engaging in Collective Bargaining 518
Conducting a Strike or Lockout 518
Reaching an Agreement 518
Living with the Agreement 519
Supervisors’ Rights under the Agreement 519
The Supervisor and the Union Steward 519
The Role of Seniority 520
Handling Employee Complaints 520
Complaint Procedures in Nonunionized Organizations 521
Caution Needed in Terminations 521
Labor Law for the Supervisor in a Union-Free Workplace 522
Complying with Equal Employment Opportunity (EEO) Laws 522
The Most Important EEO Laws 523
Enforcement of EEO Laws 524
Harassment in the Workplace 526
Workplace Violence 528
Other Legal Issues 529
Legally Required Benefits 529
The Comparable Worth Issue 531
Factors Affecting Wage Rates 532
Skill Builder 16-1: The Legal Landscape 536
Skill Builder 16-2: Social Media in Today’s Workplace 536
Case 16-1: United States Freight Group 537
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 541
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 553
Preface
The goal of this ninth edition of Supervisory Management continues to be that of
preparing students to be effective supervisors and leaders. As in the prior edition, the
common thread throughout this text is that supervision is working with people to
inspire, empower, and develop them so that they become better and more effective in
their working roles. Although coverage is provided of the management functions of plan-
ning, organizing, staffing, and controlling, the largest number of chapters is directly
devoted to leading. Seven of the text’s 16 chapters are leadership focused, including a
chapter solely devoted to leadership, as well as chapters on communication; motivation;
group development and team building; meetings and facilitation skills; coaching for
higher performance; and managing conflict, stress, and time. These all are essential
supervisory leadership tools.
As authors with strong real-world consulting backgrounds, almost all of our research
and consulting has involved thousands of team leaders and supervisors in many for
profit and not-for-profit organizations, including service, manufacturing, governmental,
and entrepreneurial firms. We have found some of the most exemplary, creative, and
exciting practices of supervision and leadership in these environments. Many of the
examples in this book, including interviews, examples, and cases, are taken from our
interactions with leaders in real organizations. We pass these experiences on to you, con-
tinuing to appreciate Kurt Lewin’s statement that “nothing is as practical as good
theory.”
Like the previous edition, the ninth edition, aligns closely with the federal govern-
ment’s report of the Secretary’s Commission on Achieving Necessary Skills (SCANS)
requirements for workplace competencies. Specifically, skill-building exercises will help
students develop their abilities in five key areas: identifying, organizing, planning, and
allocating resources; working with others; acquiring and evaluating information; under-
standing complex interrelationships; and working with a variety of technologies. Addi-
tionally, the text provides students with a three-part foundation of skills and personal
qualities needed for job performance. Our text was the first supervisory text to use
icons in the end-of-chapter Skill Builder exercises to identify the SCANS competencies
and skills targeted for development. This edition strives to maintain a workplace context
and a practical emphasis throughout.
What’s New in the Ninth Edition

This edition reflects a number of changes intended to keep its skills focus timely, fast
paced, and relevant to the action-oriented environments facing today’s supervisors.
• Broader examples of supervisory/organizational settings. In this edition, we have
sought to provide balanced coverage of supervisory practices in the service,
manufacturing, and not-for-profit sectors, in large, medium, and smaller entrepreneurial
firms. For example, the Chapter 3 opening preview highlights the challenges and
successes of Mark Zuckerberg, founder of Facebook, while Chapter 4 focuses on
leading and supervising in a merchandising retail environment—Walmart the end-
of-chapter cases provide broader coverage ranging from entrepreneurial ventures to
service businesses, such as those in chapters 2, 7, 8, and 12. Students and those who
xviii
Preface xix
are presently supervisors reading this book will appreciate that many more of the
supervisory concepts presented apply to supervisors of all organizations.
• Significant revisions and coverage of new topics. The challenges that supervisors face
in working in today’s diverse, technology-driven, and continuously changing
organizational environment are emphasized throughout the book. The chapters have
been updated and rewritten to include a number of new or significantly revised
topics, including empowerment and self-management, leadership, employee engage-
ment, coaching and diversity, creativity, supervisory ethics, benefits of employee
mentoring, electronic communication technology, the impact of organizational
staffing, employee training, and total quality management. .The chapters have been
updated with new actual organizational examples and statistics. Based on faculty and
student feedback, chapters 14, 15, and 16 were significantly changed to include
coverage of employee training, an emphasis on legal issues, and lean manufacturing
principles.
• Greater emphasis on skill development. As in previous editions, chapter-ending Skill
Builder exercises enable students to cultivate much-needed abilities for the work-
place. Through the use of icons, instructors and students can see how each exercise
correlates to the federal government’s SCANS competencies. This system helps
students effectively strategize a means to developing skills in each area and achieving
competency in all five SCANS competencies.
• Diversity coverage. Throughout this book’s chapters, emphasis is placed on the
challenges supervisors and leaders face in managing a workforce that is increasingly
diverse. Such diversity is included throughout the text, ranging from supervisory
challenges in communicating with the growing number of Hispanic workers whose
English speaking skills are limited to issues that arise when dealing with a temporary
workforce. In addition to traditional coverage of diversity issues ranging from gen-
der, ethnicity, and race, this edition also examines diversity issues posed by the dif-
ferent generations of workers—Traditionalists, Baby Boomers, Gen X, and Gen Y.
Numerous examples and photos in each chapter reflect the diverse nature of the
supervisor’s work environment.
• Continuing Emphasis on Ethics. Although ethics is the central topic in Chapter 3
(Decision Making, Problem Solving, and Ethics), it is a key concept that is addressed
as well throughout the book.
Features of the Book

We continue to strive to make the book reader-friendly. To facilitate understanding and
retention of the material presented, each chapter contains these features:
• Learning Objectives. Each chapter begins with a statement of Learning Objectives.
Icons identifying the Learning Objectives appear throughout the text material. The
Chapter Review is also organized by Learning Objectives.
• Opening Preview Case. An Opening Preview Case sets the stage for each chapter by
illustrating one or more major topics to be covered in the chapter. This piques
students’ interest in the chapter. Nine of the new edition’s opening cases are either
updated or new. Specifics from the opening case are often referred to within the
chapter to reinforce key concepts discussed.
• Key Terms and Phrases. New terms and phrases are highlighted as each is intro-
duced in a chapter. Marginal notes highlight definitions when they first appear in
each chapter; the end of each chapter features an alphabetical listing of all key terms.
• Text Enhancing Exhibits/Photos. Numerous exhibits and photos add insights into
the major concepts found in each chapter. They also give the text an inviting,
xx Preface
reader-friendly appeal. We have added over 15 new exhibits to the ninth edition.
Our goal is to inject these strategically so that they enhance, rather than fragment,
the chapter’s continuity. Exhibits may be informational, such as Exhibit 1-11:
“Changing Views of the Supervisor’s Job”; skills-oriented, such as Exhibit 7-7 “Ways
to Apply Expectancy Theory”; or assessment-oriented, such as Exhibit 6-15: “Rate
Your Listening Habits.”
• Stop and Think. Stop and Think questions appear several times within each chapter,
allowing students to test their understanding of concepts as they learn new material.
This feature also helps improve students’ study routines by serving as a simplified
self-study guide. Some instructors report that they use Stop and Think questions as
a basis for class discussion.
• Chapter Review, and Questions for Review and Discussion. The Chapter Review and
the Questions for Review and Discussion encourage students to reflect upon what
they have read in a way that will help them better understand and learn the mate-
rial. Each Chapter Review highlights answers to the Learning Objectives identified at
the beginning of each chapter.
• Skill Builder Exercises. Skill Builder Exercises appear at the end of each chapter; each
relates to the federal SCANS requirements followed by many schools. The eighth
edition was the first supervisory textbook to use SCANS icons to help teachers and
students easily identify the competencies targeted by each Skill Builder Exercise and
ensure that students are developing skills in all five key areas. The ninth edition
continues this practice. We have added eight new Skill Builder Excercises to bring
the total to 55.
• Cases. Cases located at the end of each chapter can be used to synthesize the chapter
concepts and stimulate the practice of supervision. Of the book’s sixteen chapters,
several new cases are provided in this edition.
Instructional Resources
Ancillary Material
• Instructor’s Manual. The Instructor’s Manual streamlines course preparation with its
presentation of chapter outlines, teaching suggestions, and lecture notes correlated
with the PowerPoint slides and videos (see Supervisory Management DVD below),
as well as solutions to all end-of-chapter questions, Skill Builder exercises, and case
questions.
• Test Bank. The Supervisory Management test bank is composed of multiple-choice,
true/false, and essay questions. When used with the Cognero software provided on
the instructor Web site, test preparation is a cinch. Instructors can add or edit
questions, instructions, and answers, and can select questions by previewing them
on the screen and selecting them randomly or by number. All questions have been
correlated to the text’s Learning Objectives to ensure students meet the course
criteria.
• PowerPoint slides. A comprehensive set of PowerPoint slides assists instructors in
the presentation of the chapter material and enable students to synthesize key
concepts.
Web site
With the ninth edition of Supervisory Management, instructors and students alike have access
to a rich array of teaching and learning resources at www.cengage.com/management/mosley.
For students, the Web site will include resources such as the Glossary and Key Terms,
Preface xxi
while instructors will find the Instructor’s Manual, Test Bank, and PowerPoint slides
available online.
Acknowledgements
We appreciate the efforts of our publishing team at Cengage/South-Western, which is
one of the best in the industry. From editors to sales reps, they have all been supportive
and responsive to our needs and concerns. Individuals whom we would like to especially
thank include Content Developer Mike Guendelsberger, Senior Project Manager Mike
Roche, and long-time colleague Michele Rhoades, Senior Project Manager.
About the Authors
DONALD C. MOSLEY JR. Donald C. Mosley, Jr. is the Chair of the Department of Management
in the Mitchell College of Business at the University of South Alabama. He received his Ph.D. in
Business Administration from Mississippi State University, his Master of Business Administration
from the University of South Alabama, and his Bachelor of Arts from Millsaps College.
Don first began consulting with the Synergistic Group in 1995 and has served as
trainer/consultant to a variety of organizations in the private and public sectors. He has
designed and implemented programs for organizations such as Baykeeper, the City of Fair-
hope, the U.S. Army Corps of Engineers, the Federal Emergency Management Agency,
Johnstone, Adams Law Firm, Kemira Water Solutions, Parsons Brinckerhoff, Providence
Hospital, Thompson Engineering, the U.S. Navy, USA Medical Center, and the Retirement
Systems of Alabama tower project.
Don teaches Management Theory and Practice, Organizational Behavior, and High Per-
formance Organizations at the undergraduate level, as well as the doctoral seminar in
Organizational Behavior. He has published in such journals as Educational and
Psychological Measurement, Journal of Applied Social Psychology, Journal of Business
Research, Journal of Managerial Issues, and Organization Development Journal. Don is a
member of the Academy of Management Association, Southern Management Association,
Southwest Academy of Management, and Southwest Case Research Association.
Don thanks his colleague Paul, wife Emily, and daughters Meredith and Caroline, for
their encouragement and support as he performed the role of lead author for the ninth
edition.
PAUL PIETRI Paul Pietri is Emeritus Professor of Management in the Mitchell College of Business
at the University of South Alabama. With extensive background as a trainer/consultant to private
and public sector organizations, he has designed, administered, and conducted training at the
supervisory level for organizations in 36 states and Canada, including Toshiba USA, International
Paper Company, Bowater Carolina, Shell, Dupont, and the U.S. Departments of Agriculture, Labor,
and Defense. Paul was one of seven U.S. representatives selected by the Center of International
Studies to participate in a São Paulo, Brazil, conference designed to help Brazilian industry develop
its first-line supervisors. He also helped design the curriculum for the series “Supervisory Communi-
cation,” produced by Mississippi Public Television.
He has international teaching experience, having taught in Germany and France. His
most meaningful consulting experience was an extended involvement to help a major
U.S. manufacturer shift its culture. Over a six-year period, he logged 2,000 training hours
with all managers and supervisors in the 1,500 employee firm, helping them accept and
learn the new skills of empowering, developing, coaching, and facilitating.
Paul’s writings reflect his training and design experiences and have appeared in such
publications as Training, Organization Development Journal, Industrial Management, Jour-
nal of Business Communication, MSU Business Topics, Annual Handbook for Consultants,
and others. He enjoys continuing to teach students in the Mitchell College of Business and
supervisors and managers in training programs throughout the south.
xxii
AP Photo/Francois Mori
PART 1
Overview
Chapter 1
Supervisory Management Roles and Challenges
1
1
Supervisory Management
Roles and Challenges
LEARNING
OBJECTIVES
After reading and Supervisors are linking pins who are members of, and link or lock
studying this chapter, together, independent groups within an organization.
you should be able to:
—Rensis Likert
1. Explain why
management is needed
in all organizations.
2. Describe the
different levels of
management.
3. Discuss what
managers do.
4. Explain the basic

skills required for
effective management.
5. Explain where
supervisors come from.
6. Clarify the different

relationships
supervisory managers
have with others.
7. Discuss the
emerging position of
supervisory managers.
Ariel Skelley/Blend Images/Getty Images
8. Discuss some trends

challenging
supervisors.
Many supervisors in positions like Jackie Schultz’s face the

common challenge of achieving results through the efforts
of others.
CHAPTER OUTLINE
The Need for Management
What Is Management?
Levels of Management
What Do Managers Do?
Functions Performed by Managers
How the Functions Are Related
Roles Played by Managers
Skills Required for Effective Management
Conceptual Skills
Human Relations Skills
Administrative Skills
Technical Skills
The Transition: Where Supervisors Come From
Supervisory Relationships
Personal Relationships
Organizational Relationships
The Emerging Position of Supervisory Managers
Some Current Trends Challenging Supervisors
Dealing with a More Diverse Workforce
Emphasizing Team Performance
Coping with Exploding Technology
Adjusting to Occupational and Industry Shifts
Meeting Continued Global Challenges
Improving Quality and Productivity
Improving Ethical Behavior
Responding to Crises
Preview
J A C K I E S C H U L T Z , P A N E R A B R E A D S U P E R V I S O R With 2012 sales volume of
more than $1 billion and profits of $167 million from its 1600-store chain, Panera
Bread continues to outperform in the casual dining industry. With its mission
statement “A loaf under every arm,” CEO/owner Ronald Shaich states that the
centerpiece of Panera’s vision is the highest quality experience for its customers—
quality ingredients, quality preparation, quality presentation, and quality service.
Let’s take a closer look within one of its stores to see how it happens.
Jackie Schultz joined Panera in one of its Southeast stores as an associate (as Panera
employees are called) while a high school senior. A quick learner, she cross-trained for
multiple associate jobs (Panera has nine areas of certification) and, within six months,
was named an associate trainer. A year later, she was promoted to shift supervisor and
training specialist. Her supervisory role is the focus of this case.
As one of three supervisor/managers who report to the overall store manager
(Exhibit 1-1) Jackie has prime responsibility for the associates’ delivery of Panera quality
to the restaurant floor. Associates in Jackie’s store are a diverse group: The 21 employees
are mostly under 25, with the youngest being 17 and the oldest nearly 50. Thirteen of the
21 employees are females, 13 are white, seven are African American, and one is Asian.
3
4 Part 1: Overview
Twenty associates work full time (25 or more hours), one works part time, seven attend
college, all are high school graduates or equivalent, and three are parents.
As a supervisor, the core of Jackie’s daily job is making sure Panera’s commitment to
quality is reflected in her associates’ job performance. To control quality, Panera has
standardized procedures for all important store activities. Its stores have consistent pro-
cedures for baking, food/beverage displays, customer greeting, order taking, cashiering,
handling food, preparation and placement of food on a tray, kitchen and store sanitation,
cleanliness, and others. Name an activity that is related to quality within the store, and
Panera has an in-place procedure to achieve it.
Our associates are well trained and highly motivated in keeping up their performance.
The challenge comes when we’re shorthanded or really busy. We often have large
groups come in—tennis players participating in national/regional tournaments at
EXHIBIT 1-1
Partial Organization Chart for Panera Bread
President/CEO
VP VP VP VP VP VP VP VP VP of
Legal Information Human Finance Supply Concept Development Franchises Joint
Officers Services Resources Chain Ventures
VP
Chief
Operating
Officers (3)
Regional
Managers
Store
Managers
Assistant Managers
Shift Supervisors
© Cengage Learning
Associates: Servers, Cashiers,

Bakers, Barista, Coordinators,
Expeditors
Chapter 1: Supervisory Management Roles and Challenges 5
local courts, or sometimes we get a busload of tourists or a high school group, such as
cheerleaders. That’s when our quality is tested. I will be right in there with my associ-
ates, on the line myself as needed, having someone redo a customer’s order, clean a spill
in the dining area, or bus a table. Regardless of how busy the store is, it’s important for
our customer’s experience to be great. Greeting with a smile and making the connection
is what we’re about. We want to provide an everyday oasis for all of our customers.
Schultz wears a number of hats during the typical day, which is characterized by
many different activities and multitasking—coordinating, communicating with, and
encouraging associates; pitching in and helping on the line as needed; visiting customers;
handling phone calls; meeting with a supplier or a corporate visitor; and meeting with
her own general manager. Some store manager meetings may be formal, regarding such
topics as new Panera policies to be relayed to associates or discussing food costs, new
products, or profitability. Schultz may initiate a meeting with her own manager to get a
question answered, to nominate an associate for special recognition, or to mention pro-
blems or concerns. She also spends time in her training role, encouraging and helping
associates cross-train for certification in different associate jobs, as this is one objective
that upper management has for each store. The certification system is completed by
associates online, in the store. “I encourage my associates to be certified in as many
areas as they can, as it helps them understand the whole store concept, which makes
them more valuable, and in fact, earns them more money.” Jackie’s certification in all
nine store areas enhances her own credibility as a supervisor.
Recognition plays an important part in associates’ buy-in to the Panera concept.
There are formal recognition forms, such as a hat pin for reaching certification, formal
“Wow” recognition by the store manager for special performance, and recognition with
gift certificates at the three or four meetings attended by all employees, called “Bread
Bashes.” Schultz believes strongly in giving praise and recognition on her shift, especially
when she sees someone doing something special.
I’m really big on verbal praise. It might be a “Thank you for helping that couple,” to
praise for an associate who without being asked brings an elderly couple’s food to their
table, or a “Wow, I loved the way your bakery display is so clean, organized, and has a
waterfall effect.” Recognition is especially important for new associates. I’m glad that I
was an associate before I went into management. I know where they’re coming from,
what they appreciate, and how different everyone is. For example, I understand associ-
ates’ different learning styles, such as visual, auditory, and hands-on. Visual learners
can pick things up from a computer screen or out of a book of drawings and illustrations.
To others you may be able to explain it, and they’ll get it. Others learn best by actually
doing it. It’s important for a supervisor to clue into their preferences.
Looking back at how her management style has changed over the past four years,
Jackie feels that she was perhaps too “soft” when she first assumed the supervisor role
at age 18, and that being that young was a disadvantage. She recalls discussing with her
dad the fact that associates seemed to test her authority quickly following her promotion
to supervisor. He said, “Jackie, you’re the youngest, you’ve not been there long, you’re a
female, you’re 4 10 , and you also happen to be half Asian. What do you expect?” Now
she feels at ease in her role, enjoys leading others, and has no trouble being assertive as
called for, as when discussing an associate’s tardiness or failure to follow a procedure or
even when having to give a written reprimand. Her biggest assets are her communication
skills, sensitivity to others, and technical expertise.
Jackie sums up her supervisory role as similar to that of a coach/facilitator in helping
associates perform at their best. Many associates have developed a special relationship
6 Part 1: Overview
with repeat customers. She states, “We’ve had customers send cards or gifts for special
occasions to our associates, like when they’ve graduated, gotten married, or had a baby.
Our store is a special place.”1
This case illustrates well the many aspects of a supervisor’s job and some of the major
challenges that supervisors face. Note that:
1. Jackie performs a broad set of duties, ranging from scheduling work, assigning tasks,
coordinating workflow, monitoring performance, training, providing recognition,
organization and disciplining when necessary.
2. She interfaces with people from multiple groups, including her associates, fellow
A group of people
working together in a supervisors, manager, corporate personnel, suppliers, and customers.
structured situation for 3. She uses a variety of skills, including her interpersonal skills, computer expertise, and
a common objective.
technical skills/understanding of the primary tasks performed by associates.
Jackie faces a common challenge of supervisors—obtaining results through others. In
operations a sense, her effectiveness is determined by how successful her personnel are. One way of
looking at the supervisor’s job, then, is to think of it in terms of “helping your people be
Producing an as good as they can be.” This preview case indicates some of the many factors that affect
organization’s product the work of supervisors and managers at all organizational levels, such as the need for
or service. excellent communication skills, the use of technology, and recognition of workforce
diversity. At no time has the job of supervision been recognized as being so important.
marketing Likewise, at no time has it been more challenging. In reading this material, you will be
Selling and distributing introduced in more depth to the roles and challenges of being a supervisor.
an organization’s
product or service.
The Need for Management
1. Explain why Whenever a group of people works together in a structured situation to achieve a common
management is needed objective, they form an organization. The organization may be a student group, a business
in all organizations.
firm, a religious group, a governmental institution, a military unit, a sports team, or a sim-
ilar group. The main objective of such organizations is to produce a product or provide a
service. Other organizational objectives may be to provide satisfaction to members,
financing
employment and benefits to workers, a product to the public, and/or a return to the own-
Providing or using ers of the business (usually in the form of a profit). To reach these objectives, management
funds to produce and must perform three basic organizational activities: (1) operations, or producing the prod-
distribute an uct or service; (2) marketing, or selling and distributing the product; and (3) financing, or
organization’s product providing and using funds. These activities must be performed in almost all organizations,
or service. be they large corporations or small entrepreneur shops, whether they operate for profit or
not for profit.
management
Working with people to
What Is Management?
achieve objectives by Organizations are the means by which people get things done. People can accomplish
effective decision more working together than they can achieve alone, but to combine and coordinate the
making and efforts of the members of the organization, the process of management is required.
coordinating available Without management, people in the group would go off and try to reach the organiza-
resources. tion’s objectives independently of other group members. If small organizations lacked
management, the members’ efforts would be wasted. If management were absent in
larger, more complex organizations, objectives would not be reached and chaos would
human resources
result. In summary, managers are needed in all types of organizations.
The people an Management can be defined as the process of working with and through people to
organization requires achieve objectives by means of effective decision making and coordination of available
for operations. resources. The basic resources of any organization are human resources, which are the
Chapter 1: Supervisory Management Roles and Challenges 7
EXHIBIT 1-2
How Management Combines the Organization’s Resources into a Productive System
Human Resources
(people)
Physical Resources Organizational

(buildings, furnishings, Objectives
Management combines into A Productive to attain (goods, services,
machinery, computers,
System employment,
equipment, materials,
and supplies) satisfaction, benefits,
and return to owners)
Financial Resources
© Cengage Learning
(money, capital,
and credit)
physical resources people involved; physical resources, which include buildings, furnishings, machinery,
computers, equipment, materials, and supplies; and financial resources, such as money,
Items an organization
capital, and credit. Exhibit 1-2 shows the vital task of management: combining resources
requires for operations.
and activities into a productive system to attain organizational objectives.
Consider this situation:
financial resources
Pete Bolton, entrepreneur, operates a one-person shoe repair shop. Pete performs all the
The money, capital,
necessary activities, including repairing shoes, serving customers, ordering equipment
and credit an
and supplies, maintaining equipment, keeping records, paying bills, and borrowing
organization requires
money. He does it all. Would you say that Pete is performing management?
for operations.
Our position is that he is not. On the one hand, he certainly employs physical and
financial resources. On the other hand, while he does interact with customers, they are
not an employed resource, because they do not perform work. The only human resource
that Pete utilizes is himself. Now consider a new scenario for Pete:
Business is so good that Pete leases the adjacent office and removes the wall, creating five
times more floor space for the shop. He hires four employees: Three perform shoe repairs
and one is a counter clerk/repairer. Whereas in the first situation he was a doer, perform-
ing all activities himself, in the second situation Pete must manage, guide, and direct
others who perform tasks. The skills required for Pete to perform successfully in the new
situation differ markedly from those required in the first. Pete must now perform
“management.”
This simple example explains why many individuals perform successfully in nonman-
agement positions such as entrepreneurs, technicians, operators, and professionals but
often fail when placed in positions of supervision. The material you are reading will
help you succeed in the second situation!
Levels of Management
2. Describe the
different levels of Except in very small organizations, the different levels of management are usually based
management. on the amount of responsibility and authority required to perform the job. Individuals at
8 Part 1: Overview
© auremar/Shutterstock.com
authority
Given the right to act in
a specified manner in
order to reach
organizational Supervisors help their employees learn, grow, and develop so that company objectives can be reached.
objectives; the right to
tell others how to act to
reach objectives.
higher levels of the organization have more authority and responsibility than those at
lower levels. Authority is the right to tell others to act or not act in order to reach objec-
responsibility tives. Responsibility is the obligation that is created when an employee accepts a man-
Occurs when key tasks ager’s delegated authority.
associated with a Large organizations usually have at least three levels of management, plus a level of
particular job are operative employees. These levels are generally referred to as (1) top management,
specified. The (2) middle management, and (3) supervisory management. In large organizations,
obligation of an there may be multiple levels of top and middle management.
employee to accept a
manager’s delegated
STOP AND THINK
authority.
In the chapter preview, for example, note that five levels of management exist at
Panera Bread. The president/CEO and vice president levels comprise top manage-
top management ment, the regional manager and store managers comprise middle management, and
supervisors comprise the supervisory management level.
Responsible for the
entire or a major
segment of the Exhibit 1-3 shows that authority and responsibility increase as one moves from the
organization. nonmanagerial level into the managerial ranks and then into the higher managerial levels.
The titles and designations listed are only a few of those actually used in organizations.
middle management Although the duties and responsibilities of the various management levels vary from
one organization to another, they can be summarized as follows. Top management is
Responsible for a responsible for the overall operations of the entire organization or oversees a major seg-
substantial part of the ment of the organization or a basic organizational activity. Middle management is
organization. responsible for a substantial part of the organization (perhaps a program, project,
Another random document with
no related content on Scribd:
I could not always lightly pass
Through the same gateways, sleep where they had slept,
Wake where they waked; I could not always print
Ground where the grass had yielded to the steps
Of generations of illustrious men,
Unmoved....
Their several memories here
Put on a lowly and a touching grace
Of more distinct humanity.
And not only the buildings, but the other archæological

monuments of the University (for so I think I may be permitted to
call the pictures and the busts, and the statues, and the tombs,
which are the glories of our chapels, our libraries and our halls)
teach the same great lessons. They raise up again our own
worthies before our very eyes, calling on us to strive to walk as
they walked, dead though they be and buried; for their effigies
and their sepulchres are ‘with us to this day.’ I must repeat, then,
that I am glad that the Disney Professor is not obliged to confine
himself to classical archæology, sorry as I should be if he were
wholly unable to give lectures on one or more branches of that
most interesting department, which has moreover a special
connexion with the classical studies of the University. It is
manifest that the University intended the Professor to consider
no kind of human antiquities as alien from him; and I think this in
itself a very great gain. For, if the truth must be confessed,
antiquaries above most others have been guilty of the error of
despising those branches of study which are not precisely their
own. I forbear to adduce proofs of this, though I am not
unprovided with them; and even although you would certainly be
amused if I were to read them; classicists against gothicists;
gothicists against classicists.
I could wish that the learned and meritorious writers on both
sides had profited by the judicious remarks of Mr Willson,
prefixed to Mr Pugin’s Specimens of Gothic Architecture in
England. “The respective beauties and conveniences proper to
the Grecian orders in their pure state or as modified by the
Romans and their successors in the Palladian school may be
fully allowed, without a bigoted exclusion of the style we are
accustomed to term Gothic. Nor ought its merits to be asserted
to the disadvantage of the classic style. Each has its beauties,
each has its proportions[3].” One of the most eminent Gothic
architects, Mr George Gilbert Scott, expresses himself in a very
similar spirit. “It may be asked, what influence do we expect that
the present so-called classic styles will exercise upon the result
we are imagining, (i.e. the developement of the architecture of
the future). Is the work of three centuries to be unfelt in the future
developements, and are its monuments to remain among us in a
state of isolation, exercising no influence upon future art? It
would, I am convinced, be as unphilosophical to wish, as it would
be unreasonable to expect this[4].” To turn from them to the
classicists. “See how much Athens gains,” says Prof. T. L.
Donaldson, “upon the affections of every people, of every age,
by her Architectural ruins. Not a traveller visits Greece whose
chief purpose is not centred in the Acropolis of Minerva.... But in
thus rendering the homage due to ancient Art it were unjust to
pass without notice those sublime edifices due to the Genius of
our Fathers. It is now unnecessary to enter upon the question,
whether the first ideas of Gothic Architecture were the result of a
casual combination of lines or a felicitous adaptation of form
derived immediately from Nature: But graceful proportion,
solemnity of effect, variety of plan, playfulness of outline and the
profoundest elements of knowledge of construction place these
edifices on a par with any of ancient times. Less pure in
conception and detail, they excel in extent of plan and of
disposition, and yield not in the mysterious effect produced on
the feelings of the worshipper. The sculptured presence of the
frowning Jove or the chryselephantine statue of Minerva were
necessary to awe the Heathen into devotion. But the presence of
the Godhead appears, not materially but spiritually, to pervade
the whole atmosphere of one of our Gothic Cathedrals[5].” The
Editor of The Museum of Classical Antiquities, well says, “As
antiquity embraces all knowledge, so investigations into it must
be distinct and various. Each antiquary labours for his own
particular object, and each severally assists the other[6].” It
should be borne in mind moreover that archæological remains of
every kind and sort are really a part of human history; and if all
parts of history deserve to be studied, as they most assuredly
do, being parts, though not equally important parts, of the Epic
unity of our race, it will follow even with mathematical precision
that all monuments relating to all parts of that history must be
worthy of study also.
3. P. xix. London, 1821.
4. Scott’s Remarks on Secular and Domestic Architecture, present and future, p.

272. London, 1857.
5. Preliminary Discourse pronounced before the University College of London, upon

the commencement of a series of Lectures on Architecture, pp. 17-24. London,
1842.
6. Museum of Classical Antiquities, Vol. I. p. 1. London, 1851.
I desire therefore to express in language as strong as may be

consistent with propriety, my entire disapproval of pitting one
branch of archæology against another, or indeed any study
against another study. And on this very account I rejoice that the
Disney Professor’s field of choice is as wide as the world itself,
so far as concerns its archæology. There is no country, there is
no period about which he may not occupy himself, or on which
he may not lecture, if he feel himself qualified to do so. He is in a
manner bound by the tenure of his office to treat every branch of
archæology with honourable respect; and this in itself may not be
without a wholesome influence both upon his words and
sentiments. I have been somewhat longer over this matter than I
could have wished; but I thought it desirable that the position of
the Disney Professor should be rightly understood; and I have
also endeavoured to shew the real advantage of that position.
His field then is the world itself; but as this is so (and as I think
rightly so) there is a very true and real danger lest he and his
hearers should be mazed and bewildered at the contemplation of
its magnitude. Yet in spite of that danger I will venture to invite
you to follow the outlines of the great entirety of the relics of the
ages that have for ever passed away. I say the outlines, and
even this is almost too much, for I am compelled to shade some
parts of the picture so obscurely, and to throw so much of other
parts into the background, that even of the outlines I can
distinctly present to you but a portion. Thus I will say little more
of the archæology of the New World, than that there is one which
reaches far beyond the period of Spanish conquest, comprising
among many other things ruins of Mexican cities, exquisite
monuments of bas-reliefs and other carvings in stone; I will not
invite you into the far East of the Old World, to explore the long
walls and Buddhist temples of the ancient and stationary
civilisation of China, or to dwell upon the objects of its fictile and
other arts; but leaving both this and all the adjacent countries of
Thibet, Japan and even India without further notice, or with only
passing allusions, spatiis conclusus iniquis, I will endeavour, so
far as my very limited knowledge permits, the delineation of the
most salient peculiarities of the various remains of the old world
till the fall of the Roman Empire in the West, and then attempt to
trace briefly the remains of successive medieval classes of
antiquities, until we arrive at almost modern times. I can name
but few objects under each division of the vast subject; but these
will be selected so as to suggest as much as possible others of a
kindred kind. In addressing myself to such an audience, I may, if
anywhere, act upon the assumption, Verbum sapienti sat est: a
single word may suggest a train of thought. If I cannot wholly
escape the charge of tediousness, I must still be content: for I
am firmly convinced after the most careful consideration that I
can pursue no course which is equally profitable, though I might
take many others which might be more amusing.
It would now appear probable that the earliest extant remains
of human handicraft or skill have as yet been found, not on the
banks of the Nile or the Euphrates, but in the drift and in the
caverns of Western Europe. Only yesterday, as I may say, it has
been found out that in a geological period when the reindeer was
the denizen of Southern France, and when the climate was
possibly arctic, there dwelt in the caverns of the Périgord a race
of men, who were unacquainted with the use of metals, but who
made flint and bone weapons and instruments; who lived by
fishing and the chase, eating the flesh of the reindeer, the
aurochs, the wild goat and the chamois; using their skins for
clothes which they stitched with bone needles, and their bones
for weapon handles, on which they have etched representations
of the animals themselves. Specimens of these things were
placed last year in the British Museum; and a full account of the
discoveries in 1862 and 1863 may be seen in the Revue
Archéologique. Some distinguished antiquaries consider that
they are the earliest human remains in Western Europe. Various
other discoveries in the same regions of late years have tended
towards shewing that the time during which man has lived upon
the earth is much greater than we had commonly supposed. The
geological and archæological circumstances under which the flint
implements were found at Abbeville, and St Acheul, near
Amiens, in the valley of the Somme, left no doubt that they were
anterior by many ages to the Roman Empire. They have a few
points of similarity to those found in the caverns of the Périgord,
and as they occur along with the remains of the Elephas
Antiquus and the hippopotamus, Sir Charles Lyell infers that both
these animals coexisted with man; and perhaps on the whole we
may consider them rather than those of the Périgord to be the
earliest European remains of man, or of man at all. Similar
weapons have been found in the drift in this country, in Suffolk,
Bedfordshire, and elsewhere. At Brixham, near Torquay, a
cavern was examined in 1858, covered with a floor of stalagmite,
in which were imbedded bones of the reindeer and also an entire
hind leg of the extinct cave-bear, every bone of which was in its
proper place; the leg must consequently have been deposited
there when the separate bones were held together by their
ligaments. Below this floor was a mass of loam or bone-earth,
varying from one to fifteen feet in thickness, and amongst it, and
the gravel lying below it, were discovered about fifteen flint
knives, recognised by practised archæologists as artificially
formed, and among them one very perfect tool close to the leg of
the bear. It thus becomes manifest that the extinct bear lived
after the flint tools were made, or at any rate not earlier; so that
man in this district was either the contemporary of the cave-bear,
or (as would seem more probable) his predecessor. But
shortness of time forbids me to do more than to indicate that in
western Europe generally, as well as in Britain, we have an
archæology beginning with the age of the extinct animals or
quaternary geological epoch and connecting itself with the age of
the Roman Empire, when the first literary notices of those
countries, with slight exceptions, commence. The antiquaries
and naturalists of Denmark conjointly (these indeed should
always be united, having much in common; and I am happy in
being able to say that a love of archæology has often been
united with a love of natural science by members of this
University, among whom the late and the present Professor of
Botany may be quoted as examples)—these Danish
archæologists and naturalists I say, have made out three distinct
periods during this interval: the age of stone contemporary with
the pine forests; the age of bronze commencing with the oak
forests which lie over the pine in the peat; and the age of iron co-
extensive with the beech forests which succeeded the oak, and
which covered the country in the Roman times as they cover it
now. The skulls belonging to the oldest or stone age resemble
those of the modern Laplanders; those of the second and third
are of a more elongated type.
The refuse-heaps along the shores of the islands of the Baltic,
consisting of the remains of mollusks and vertebrated animals,
mingled with stone weapons, prove the great antiquity of the age
of stone; the oyster then flourished in places where, by reason of
the exclusion of the ocean from the brackish Baltic, it does not
now exist. None of the animals now extinct, however, occur in
these Kjökkenmödding, as they are called, except the wild bull,
the Bos primigenius, which was alive in Roman times; but the
bones of the auk, now, in all probability, extinct in Europe, are
frequent; also those of the capercailzie, now very rare in the
southern districts of Scandinavia, though abundant in Norway,
which would find abundant food in the buds of the pines growing
in pre-historic times in the peat bogs. Similar refuse-heaps, left in
Massachusetts and in Georgia by the North American Indians,
are considered by Sir C. Lyell, who has seen them, to have been
there for centuries before the white man arrived. They have also
been found, I understand, very recently in Scotland in Caithness.
The stone weapons have now been sharpened by rubbing, and
are less rude and probably more recent than those of the drift of
the Somme valley, or of the caverns of the Périgord. The only
domestic animal belonging to the stone age, yet found in
Scandinavia, is the dog; and even this appears to have been
wanting in France. In the ages of bronze and iron various
domestic animals existed; but no cereal grains, as it would seem,
in the whole of Scandinavia. Weapons and tools belonging to
these three periods, as well as fragments of pottery and other
articles, are very widely diffused over Europe, and have been
met with in great abundance in our own country (in Ireland more
especially), as well as near the Swiss-lake habitations, built on
piles, to which attention has only been called since 1853. It is
strange that all the Lake settlements of the bronze period are
confined to West and Central Switzerland: in the more Eastern
Lakes those of the stone period alone have been discovered.
Similar habitations of a Pæonian tribe dwelling in Lake
Prasias, in modern Roumelia, are mentioned by Herodotus, and
they may be compared, in some degree, with the Irish Lake-
dwellings or Crannoges, i.e. artificial islands, and more
especially with the stockaded islands, occurring in various parts
of the country: and which are accompanied by the weapons and
instruments and pottery of the three aforesaid periods. Even in
England slight traces of similar dwellings have been found near
Thetford, not accompanied by any antiquities, but by the bones
of various animals, the goat, the pig, the red deer, and the extinct
ox, the Bos longifrons, the skulls of which last were in almost all
instances fractured by the butcher.
As to the chronology and duration of the three periods I shall
say nothing, though not ignorant that some attempts have been
made to determine them. They must have comprehended
several thousand years, but how many seems at present
extremely uncertain. I should perhaps say that Greek coins of
Marseilles, which would probably be of the age of the Roman
Republic, have been found in Switzerland in some few aquatic
stations, and in tumuli among bronze and iron implements
mixed. The cereals wanting in Scandinavia appear in
Switzerland from the most remote period; and domestic animals,
the ox, sheep, and goat, as well as the dog, even in the earliest
stone-settlements. Among the ancient mounds of the valley of
the Ohio, in North America, have been found (besides pottery
and sculpture and various articles in silver and copper) stone
weapons much resembling those discovered in France and other
places in Europe. Before passing from these pre-historic
remains, as they are badly called, to the historic, let me beg you
to observe a striking illustration of the relation of archæology to
history. Archæology is not the handmaid of history; she occupies
a far higher position than that: archæology is, as I said at the
outset, the science of teaching history by its monuments. Now
for all western and northern Europe nearly the whole of its early
history must be deduced, so far as it can be deduced at all, from
the monuments themselves; for the so-called monuments of
literature afford scanty aid, and for that reason our knowledge of
these early ages is necessarily very incomplete. Doubtless,
many a brave Hector and many a brave Agamemnon lived,
fought, and died in the ages of stone and of bronze; but they are
oppressed in eternal night, unwept and unknown, because no
Scandinavian Homer has recorded their illustrious deeds. Still,
we must be thankful for what we can get; and if archæological
remains (on which not a letter of an alphabet is inscribed) cannot
tell us everything, yet, at least, everything that we do know about
these ages, or very nearly so, is deduced by archæology alone.
We must now take a few rapid glances at the remains of the
great civilised nations of the ancient world. Mr Kenrick observes
that the seats of its earliest civilisation extend across southern
Asia in a chain, of which China forms the Eastern, and Egypt the
Western extremity; Syria, Mesopotamia, Assyria, and India, are
the intermediate links. In all these countries, when they become
known to us, we find the people cultivating the soil, dwelling in
cities, and practising the mechanical arts, while their neighbours
lie in barbarism and ignorance. We cannot, he thinks, fix by
direct historical evidence the transmission of this earliest
civilisation from one country to another. But we may determine
with which of them ancient history and archæology must begin.
The monuments of Egypt surpass those of all the rest, as it
would appear, by many centuries. None of the others exercised
much influence on European civilisation till a later period, some
exception being made for the Phœnician commerce; but the
connection of European with Egyptian civilisation is both direct
and important. “From Egypt,” he remarks, “it came to Greece,
from Greece to Rome, from Rome to the remoter nations of the
West, by whom it has been carried throughout the globe[7].” As
regards its archæology, which is very peculiar and indeed in
some respects unique, I must now say a few words. The present
remains of Memphis, the earliest capital, said to have been
founded by Athothis, the son of Menes, the first king of the first
dynasty, are not great; but so late as the fourteenth century they
were very considerable. Temples and gateways, colossal statues
and colossal lions then existed, which are now no more. Whether
any of them approached the date of the foundation it is useless
to enquire. Now, the most remarkable relic is a colossal statue of
Rameses II., which, when perfect, must have been about forty-
three feet high. This monarch is of the XVIIIth dynasty, which
embraces the most splendid and flourishing period of Egyptian
history; and though much uncertainty still prevails for the early
Egyptian chronology, it appears to be well made out and agreed
that this dynasty began to reign about fifteen centuries before the
Christian era. But the pyramids and tombs of Ghizeh, and of
several other places at no great distance from Memphis, are of a
much earlier date; and the great pyramid is securely referred to a
king of the fourth dynasty. “Probably at no place in the entire
history of Egypt,” says Mr Osburn, “do the lists and the Greek
authors harmonize better with the historical notices on the
monuments than at the commencement of this dynasty[8].” The
system of hieroglyphic writing was the same (according to Mr
Kenrick) in all its leading peculiarities, as it continued to the end
of the monarchy. I regret to say that some eminent men have
tried to throw discredit, and even ridicule, on the attempts which,
I think, have been most laudably made with great patience, great
acuteness, and great learning, to decipher and interpret the
Egyptian and other ancient languages. Many of us, doubtless,
have seen a piece of pleasantry in which Heigh-diddle-diddle,
The cat and the fiddle is treated as an unknown language; the
letters are divided into words—all wrongly, of course—these
words are analysed with a great show of erudition, and a literal
Latin version accompanies the whole. If I remember (for I have
mislaid the amusing production) it proves to be an invocation of
the gods, to be used at a sacrifice. Now, a joke is a good thing in
its place; only do not let it be made too much of. Every
archæologist, beginning with Jonathan Oldbuck, must
sometimes fall into blunders, when he takes inscriptions in hand,
even if the language be a known one; and, of course, à fortiori,
when but little known. My own opinion on hieroglyphics would be
of no value whatever, as I know nothing beyond what I have read
in a few modern authors, and have never studied the subject;
but, allow me to observe, that I had a conversation very lately
with my learned and excellent friend, Dr Birch, of the British
Museum, who is now engaged in making a dictionary of
hieroglyphics, and he assured me that a real progress has been
made in the study of them, that a great deal of certainty has
been attained to; while there is still much that requires further
elucidation. To the judgment of such a man, who has spent a
great part of his life in the study of Egyptian antiquities, though
he has splendidly illustrated other antiquities also, I must think
that greater weight should be attached than to the judgment of
others, eminent as they may be in some branches of learning,
who have never studied this as a specialty.
7. Ancient Egypt, Vol. I. p. 3. London, 1850.
8. Monumental History of Egypt, Vol. I. p. 262. London, 1854.
The relation of archæology to Egyptian history deserves

especial notice. We have not here, as in pre-historic Europe, a
mere multitude of uninscribed and inconsiderable remains; but
we have colossal monuments of all kinds—temples, gateways,
obelisks, statues, rock sculptures—more or less over-written with
hieroglyphics; also sepulchral-chambers, in many instances
covered with paintings, in addition to a variety of smaller works,
mummy cases, jewelry, scarabæi, pottery, &c., upon many of
which are inscriptions. By aid of these monuments mostly, but by
no means exclusively, the history of the Pharaohs and the
manners and customs of their people are recovered. The
monumenta litterarum themselves are frequently preserved on
the monuments of stone and other materials.
For the pyramids of Ghizeh and the adjoining districts, for the
glorious temples of Dendera, of Karnak, the grandest of all the
remains of the Pharaohs, as well as for those of Luxor, with its
now one obelisk, of Thebes, of Edfou, of Philæ, likewise for the
grottoes of Benihassan, I must leave you to your own
imagination or recollection, which may be aided in some degree
by a few of the beautiful photographs by Bedford, which are now
before your eyes. They extend along the banks and region of the
Nile—for this is Egypt—from the earliest times down to the age
of the Ptolemies and of Cleopatra herself, and even of the
Roman empire, in the case of Dendera, where the portico was
added by Tiberius to Cleopatra’s temple. Before quitting these
regions I would remark, that the extraordinary rock-hewn temple
of Aboo-Simbel in Nubia, which includes the most beautiful
colossal statues yet found—their height as they sit is more than
fifty feet—bears some similarity to certain Indian temples,
especially to the temple of Siva at Tinnevelly, and the Kylas at
Ellora, which last has excited the astonishment of all travellers.
“Undoubtedly,” says Mr Fergusson, “there are many very striking
points of resemblance ... but, on the other hand, the two styles
differ so widely in details and in purpose, that we cannot
positively assert the actual connexion between them, which at
first sight seems unquestionable[9].”
9. Handbook of Architecture, p. 101. London, 1859.
The archæology of the Babylonian empire need only occupy a

few moments. The antiquity of Babylon is proved to be as remote
as the fifteenth century B.C., by the occurrence of the name on a
monument of Thothmes III., an Egyptian monarch of the XVIIIth
dynasty. It may be much older than that; but the archæological
remains of the Birs Nimroud (which was long imagined to be the
tower of Babel) hitherto found are not older than the age of
Nebuchadnezzar. This palatial structure consisted, in Mr
Layard’s opinion, of successive horizontal terraces, rising one
above another like steps in a staircase. Every inscribed brick
taken from it,—and there are thousands and tens of thousands
of these,—bears the name of Nebuchadnezzar. It is indeed
possible that he may have added to an older structure, or rebuilt
it; and if so we may one day find more ancient relics in the Birs.
But at a place called Mujelibé (the Overturned) are remains of a
Babylonian palace not covered by soil, also abounding with
Nebuchadnezzar’s bricks, where Mr Layard found one solitary
fragment of a sculptured slab, having representations of gods in
head-dresses of the Assyrian fashion, and indicating that the
Babylonian palaces were probably similarly ornamented. A very
curious tablet was also brought from Bagdad of the age of
Nebuchadnezzar, giving, according to Dr Hincks, an account of
the temples which he built. Besides these, “a few inscribed
tablets of stone and baked clay, figures in bronze and terra cotta,
metal objects of various kinds, and many engraved cylinders and
gems are almost the only undoubted Babylonian antiquities
hitherto brought to Europe.” Babylonia abounds in remains, but
they are so mixed—Babylonian, Greek, Roman, Arsacian,
Sassanian, and Christian—that it is hard to separate them.
Scarcely more than one or two stone figures or slabs have been
dug out of the vast mass of débris; and, as Isaiah has said,
“Babylon is fallen, is fallen; and all the graven images of her
gods hath Jehovah broken unto the ground[10].”
10. See Layard’s Nineveh and Babylon, chapters xxii, xxiii., especially pp. 504, 528,
532. London, 1853.
The most splendid archæological discovery of our age is the

disinterment of the various palaces and other monuments of the
Assyrian Empire. The labours of Mr Layard and M. Botta have
made ancient Assyria rise before our eyes in all its grandeur and
in all its atrocity. In visiting the British Museum we seem to live
again in ancient Nineveh. We behold the sculptured slabs of its
palaces, on which the history of the nation is both represented
and written; we wonder at its strange compound divinities, its
obelisks, its elegant productions in metal, in ivory, and in terra
cotta. By patient and laborious attention to the cuneiform
inscriptions, aided by the notices in ancient authors, sacred and
profane, men like Sir H. Rawlinson and Dr Hincks have
recovered something like a succession of Assyrian kings,
ranging from about 1250 B.C. to about 600 B.C., and many
particulars of their reigns, some of which bring out in a distinct
manner the accurate knowledge of the writers of the Old
Testament.
The remains of ancient Persia are too considerable to be
passed over. Among other monuments at Pasargadæ, a city of
the early Persians, is a great monolith, on which is a bas-relief,
and a cuneiform inscription above, “I am Cyrus the king, the
Achæmenian.” Here is the tomb of the founder of the empire.
At Susa, the winter seat of the Persian kings from the time of
Cyrus, Mr Loftus and Sir W. F. Williams have found noble marble
structures raised by Darius, the son of Hystaspes (424—405
B.C.), whose great palace was here: commenced by himself and
completed by Artaxerxes II. or Mnemon (405—359 B.C.). Both
here and at Persepolis, the richest city after Susa (destroyed, as
we all remember from Dryden’s ode, by Alexander), are ruins of
magnificent columns of the most elaborate ornamentation, and
many cuneiform inscriptions, deciphered by Lassen and
Rawlinson. Mr Loftus remarks on the great similarity of the
buildings of Persepolis and Susa, which form a distinct style of
architecture. This is the salient feature of Persian archæology,
and to him I refer you upon it[11]. I cannot dwell upon other ruins
in these regions, or on the minor objects, coins, cylinders, and
vases of the ancient Persian empire; and still less on the very
numerous coins of the Arsacidæ, and Sassanidæ, who
afterwards succeeded to it.
11. See his Travels and Researches in Chaldæa and Susiana, ch. xxviii. London,
1857; also Smith’s Dict. of Greek and Roman Geography, s. v. Pasargadæ,
Persepolis, Susa; and Vaux’s Nineveh and Persepolis, London, 1850.
Of ancient Judæa we possess as yet very scanty

archæological monuments indeed before the fall of the
monarchy. The so-called Tombs of the Kings are now, I believe,
generally considered to belong to the Herodian period. Of the
Temple of Jerusalem, the holy place of the Tabernacle of the
Most Highest, not one stone is left upon another. And we may
well conceive that nothing less than its destruction would
effectually convince the world of the great truth that an hour had
arrived in which neither that holy mountain on which it was built,
nor any other in the whole world, was to be the scene of the
exclusive worship of the Father. The sites of the Holy Places,
however, have naturally excited much attention, and have been
well illustrated by several distinguished resident members of our
University, and also by a foreign gentleman who for some time
resided among us. Dr Pierotti had the singular good fortune to
discover the subterranean drains by which the blood of the
victims, slaughtered in the Temple, was carried off; and this
discovery afforded valuable aid in determining various previously
disputed matters in connexion with the Temple. He likewise came
upon some masonry in the form of bevelled stones below the
surface, which was not unreasonably supposed to belong to
Solomon’s Temple; but it now appears that this opinion is
doubtful. Besides these, we have the sepulchres of the
patriarchs at Hebron, guarded with scrupulous jealousy; and
tanks at the same place, which may be as old as the time of
David, and perhaps one or two things more of a similar kind. We
may well hope that the explorations which are now being set on
foot for bringing to light the antiquities of Palestine may add to
their number.
In the relation of Jewish archæology to Jewish history we have
a case quite different to all those that have gone before it: there
the native archæology was more or less extensive, the
independent native literature scanty or non-existent; here, where
the archæology is almost blotted out, is it precisely the reverse.
We have in the sacred books of the Old Testament an ample
literary history: we have scarcely any monumental remains of
regal Judæa at all. With regard to the New Testament the matter
is otherwise; archæological illustrations, as well as literary, exist
in abundance, and some very striking proofs from archæology
have been adduced of the veracity and trustworthiness of its
authors. My predecessor bestowed great attention on the
numismatic and other monumental illustrations of Scripture, and
herein set a good example to all that should come after him.
Archæology is worthily employed in illustrating every kind of
ancient literature; most worthily of all does she occupy herself in
the illustration and explanation and confirmation of the sacred
writings, of the Book of books.
The antiquities of Phœnicia need not detain us long. Opposite
to Aradus is an open quadrangular enclosure, excavated in rock,
with a throne in the centre for the worship of Astarte and
Melkarth; this is the only Phœnician temple discovered in
Phœnicia, except a small monolithal temple at Ornithopolis,
about nine miles from Tyre, of high antiquity, dedicated
apparently to Astarte. I wish however to direct your attention to
the characteristic feature of Phœnician architecture, its
enormous blocks of stone bevelled at the joints. You have them
in the walls of Aradus and in other places in Phœnicia. They are
also found in the temple of the Sun at Baalbec, and may with
great probability, I conceive, be regarded as Phœnician; though
the rest of the beautiful architectural remains there are Greco-
Roman of the Imperial period, and perhaps the best specimens
of their kind in existence. Among other Phœnician antiquities we
have sarcophagi, and sepulchral chambers for receiving them,
also very beautiful variegated glass found over a good part of
Europe and Asia, commonly called Greek, but perhaps more
reasonably presumed to be Phœnician. Most of the remains
found on the sites of the Phœnician settlements are either so
late Phœnician, or so little Phœnician at all, as at Carthage, that
I shall make no apology for passing over both them, and the few
exceptions also, just alluding however to the existence of a
remarkable hypæthral temple in Malta, which I myself saw nearly
twenty years ago, not long, I believe, after it was uncovered.
With regard to the strange vaulted towers of Sardinia, called
Nuraggis, they may be Phœnician or Carthaginian, but their
origin is uncertain. “All Phœnician monuments,” says Mr Kenrick,
“in countries unquestionably occupied by the Phœnicians are
recent[12].” He makes the remark in reference to the Lycian
archæology. Whether the Lycians were of Phœnician origin or
not, their rock-temples and rock-tombs, abounding in sculptures
(illustrative both of their mythology and military history), shew
that they were not much behind the Greeks in the arts. With the
general appearance of their Gothic-like architecture, and of their
strange bilingual inscriptions, Greek and Lycian, we are of
course familiarised by the Lycian Room in the British Museum.
With regard to the relation of Phœnician and Lycian archæology
to the history of the peoples themselves, it must be sufficient to
say, that their history, both literary and monumental, is quite
fragmentary; in the case of Phœnicia the literary notices perhaps
preserve more to us than the monumental; in regard to Lycia the
remark must rather be reversed.
12. Phœnicia, p. 88. London, 1855. See also Smith’s Dict. of Greek and Roman
Geography, s. v. Phœnicia and Lycia.
From Phœnicia, which first carried letters to Greece, let us

also pass to Greece. But Greece, in the sense in which I shall
use it, includes not only Greece Proper, but many parts of Asia
Minor, as well as Sicily and the Great Greece of Italy. And here I
must unwillingly be brief, and make the splendid extract from
Canon Marsden, quoted before, in some degree do duty for me.
But think for a minute first on its architecture, I do not mean its
earliest remains, such as the Cyclopian walls and the lion-gate at
Mycenæ, and the so-called treasury of Atreus, which ascend to
the heroic ages or farther back, but its temple architecture.
Before I can name them, images of the Parthenon, the
Erectheum, the temple of Jupiter Panhellenius at Ægina, the
temple of Apollo Epicurius at Phigalia or Bassæ, that of Concord
(so-called) at Agrigentum, the most perfect in Sicily, the three
glorious Doric temples of Pæstum, the Ionic ruins of Branchidæ,
will, I am confident, have arisen before your eyes. Many of us
perhaps have seen some of them; if not, we all feel as though we
had. Think of its sepulchral monuments, which are in the form of
temples; and first of Queen Artemisia’s Mausoleum, the most
splendid architectural expression of conjugal affection that has
ever existed, the wonder of the world, with its colossal statue of
her husband and its bas-reliefs by Bryaxis and Scopas and other
principal sculptors; and remember that we have these in our
national museum. Various fine rock-tombs, likewise in the form of
temples, occur in Asia Minor, e.g. that of Midas at Nacoleia, the
Lion-tomb at Cnidus, the necropolis at Telmessus.
The transition from temples and tombs to statuary is easy, as
these were more or less decorated with its aid. Although we still
possess the great compositions of some of the first sculptors and
brass-casters, for example, the Quoit-thrower of Myron, the
Diadumenos of Polycleitus, (i.e. a youth binding his head with a
fillet in token of an athletic victory,) and perhaps several of the
Venuses of Praxiteles; yet it is needless for me to remind you
that these with few exceptions are considered to be copies, not
originals. But yet there are exceptions. “The extant relics of
Greek sculpture,” says Mr Bunbury, “few and fragmentary as
they undoubtedly are, are yet in some degree sufficient to enable
us to judge of the works of the ancient masters in this branch of
art. The metopes of Selinus, the Æginetan, the Elgin, and the
Phigaleian marbles, to which we now add the noble fragments
recently brought to this country from Halicarnassus, not only
serve to give us a clear and definite idea of the progress of the
art of sculpture, but enable us to estimate for ourselves the
mighty works which were so celebrated in antiquity[13].” Of
bronzes of the genuine Greek period, which we may call their
metal statuary, the most beautiful that occur to my remembrance
are those of Siris, now in the British Museum. They are
considered by Brönsted to agree in the most remarkable and
striking manner with the distinctive character of the school of
Lysippus. But most of the extant bronzes are, I believe, of the
Roman period, executed however, like their other best works, by
Greco-Roman artists.
13. Edinburgh Review for 1858, Vol. CVIII. p. 382. I follow common fame in assigning
this article to Mr Bunbury; few others indeed were capable of writing it. Besides
the sculptures named by him we have in the British Museum a bas-relief by
Scopas, as it is thought, who may also be the author of the Niobid group at
Florence; likewise the Ceres (so-called) from Eleusis, and the statue of Pan from
Athens, now in our Fitzwilliam Museum. For other antique statues and bronzes
and for the later copies see Müller’s Ancient Art, passim.
With the Greek schools of painting, Attic, Asiatic, and

Sicyonian, no less celebrated than their sculpture, it has fared far
worse. There is not one of their works surviving; no, not one. Of
these schools and their paintings I need not here say anything,
as I am concerned only with the archæological monuments
which are now in existence. But the loss is compensated in some
degree by the paintings on vases, in which we may one day
recognise the compositions of the various great masters of the
different schools, just as in the majolica and other wares of the
16th and following centuries we have the compositions of
Raffaelle, Giulio Romano, and other painters. “The glorious art of
the Greek painters,” says K. O. Müller, the greatest authority for
ancient art generally, “as far as regards light, tone, and local
colours, is wholly lost to us; and we know nothing of it except
from obscure notices and later imitations;” (referring, I suppose,
to the frescoes of Herculaneum and of Pompeii more especially;)
“on the contrary, the pictures on vases with thinly scattered bright
figures give us the most exalted idea of the progress and
achievements of the art of design, if we venture, from the
workmanship of common handicraftsmen, to draw conclusions
as to the works of the first artists[14].” But of this matter and of the
vases themselves, which rank among the most graceful remains
of Greek antiquity, and are found over the whole Greek world, I
shall say no more now, as they will form the subject of my
following lectures. We have also many terra cottas of delicate
Greek workmanship, mostly plain, but some gilded, others
painted, from Athens, as well as from a great variety of other
places, of which the finest are now at Munich. Relief ornaments,
sometimes of great beauty, in the same material, were
impressed with moulds, and Cicero, in a letter to Atticus, wishes
for such typi from Athens, in order to fix them on the plaster of an
atrium. Most of those which now remain seem to be of Greco-
Roman times.
14. Ancient Art and its Remains, p. 119. Translated (with additions from Welcker) by
Leitch. London, 1852. This invaluable work is a perfect thesaurus for the student,
and will conduct him to the most trustworthy authorities on every branch of the
subject.
Of the art of coinage invented by the Greeks and carried by

them to the highest perfection which it has ever attained, a few
words must now be said. The history of a nation, said the first
Napoleon, is its coinage: and the art which the Greeks invented
became soon afterwards, and now is, the history of the world.
Numismatics are the epitome of all archæological knowledge,
and any one who is versed in this study must by necessity be
more or less acquainted with many others also. Architecture,
sculpture, iconography, topography, palæography, the public and
private life of the ancients and their mythology, are all illustrated
by numismatics, and reciprocally illustrate them.
Numismatics give us also the succession of kings and tyrants
over the whole Greek world. In the case of Bactria or Bactriana,
whose capital Bactra is the modern Balk, this value of
numismatics is perhaps most conspicuous. From coins, and from
coins almost alone, we obtain the succession of kings, beginning
with the Greek series in the third century B.C., and going on with
various dynasties of Indian language and religion, till we come
down to the Mohammedan conquest. “Extending through a
period of more than fifteen centuries,” says Professor H. H.
Wilson, “they furnish a distinct outline of the great political and
religious vicissitudes of an important division of India, respecting
which written records are imperfect or deficient[15].”
15. Ariana Antiqua, p. 439. London, 1841. For the more recent views of English and
German numismatists on these coins, see Mr Thomas’s Catalogue of Bactrian
Coins in the Numismatic Chronicle for 1857, Vol. XIX. p. 13 sqq.
Coins are so much more durable than most other monuments,

that they frequently survive, when the rest have perished. This is
well put by Pope in his Epistle to Addison, on his Discourse on
Medals:
Ambition sighed, she saw it vain to trust
The faithless column and the crumbling bust,
Huge moles whose shadows stretched from shore to shore,
Their ruins perished and their place no more.
Convinced she now contracts her vast design,
And all her triumphs shrink into a coin.
A narrow orb each crowded conquest keeps,
Beneath her palm here sad Judæa weeps;
Now scantier limits the proud arch confine;
And scarce are seen the prostrate Nile or Rhine;
A small Euphrates thro’ the piece is rolled,
And little eagles wave their wings in gold.
The Medal, faithful to its charge of fame,
Through climes and ages bears each form and name;
In one short view subjected to our eye,
Gods, emperors, heroes, sages, beauties, lie.
Regarded simply as works of art the coins of Magna Græcia

and Sicily, more especially those of Syracuse and its tyrants, as
well as those of Thasos, Opus, and Elis, also the regal coins of
Philip, Alexander, Mithridates, and some of the Seleucidæ, are
amongst the most exquisite productions of antiquity. Not even in
gem-engraving, an art derived by Greece from Egypt and
Assyria, but carried by her to the highest conceivable perfection,
do we find anything superior to these. I must, before quitting the
subject of numismatics, congratulate the University on the
acquisition of one of the largest and most carefully selected
private collections of Greek coins ever formed, viz. the cabinet of
the late Col. Leake, which is now one of the principal treasures
of the Fitzwilliam Museum.
Inferior as gems are to coins in most archæological respects,
especially in respect of their connection with literary history, and
though not superior to the best of them artistically, gems have
nevertheless one advantage over coins, that they are commonly
quite uninjured by time. Occasionally (it is true) this is the case
with coins; but with gems it is the rule. Of course, to speak
generally, the art of gems, whose material is always more or less

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PART 2 Planning and Organizing 39

PART 3 Leading 165

PART 4 Skill Development 309

PART 5 Controlling 409

PART 6 Managing Human Resources and Diversity 473

PART 2 Planning and Organizing 39

Many Managers Tend to Neglect Planning 45

Seven Habits of Unsuccessful Executives 152

PART 3 Leading 165

Link to Intrinsic and Extrinsic Motivation 212

Internal Change Forces 281

PART 4 Skill Development 309

Skill Builder 12-3: A Personal Time Survey 402

PART 5 Controlling 409

Skill Builder 14-1: Determining Productivity Measurements 467

PART 6 Managing Human Resources and Diversity 473

Some Basic Laws Governing Labor Relations 508

What’s New in the Ninth Edition

Features of the Book

4. Explain the basic

6. Clarify the different

8. Discuss some trends

Many supervisors in positions like Jackie Schultz’s face the

Associates: Servers, Cashiers,

Physical Resources Organizational

And not only the buildings, but the other archæological

4. Scott’s Remarks on Secular and Domestic Architecture, present and future, p.

5. Preliminary Discourse pronounced before the University College of London, upon

6. Museum of Classical Antiquities, Vol. I. p. 1. London, 1851.

I desire therefore to express in language as strong as may be

8. Monumental History of Egypt, Vol. I. p. 262. London, 1854.

The relation of archæology to Egyptian history deserves

The archæology of the Babylonian empire need only occupy a

The most splendid archæological discovery of our age is the

Of ancient Judæa we possess as yet very scanty

From Phœnicia, which first carried letters to Greece, let us

With the Greek schools of painting, Attic, Asiatic, and

Of the art of coinage invented by the Greeks and carried by

Coins are so much more durable than most other monuments,

Regarded simply as works of art the coins of Magna Græcia

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