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Contents vii

Human Relations 114 Overt Personal Actions 114

Review Questions 149 Skill-Building Questions 149 References 149 Additional Readings 149 Skill-Building Applications 150

Laws Relating to Ethics in Business 114 Whistle-Blowing

116

Dealing with Dishonest Employees 116 Corporate Culture and Ethics 117 Social Responsibility and Ethics 117 Building a Supervisory Power Base 119 Organization Politics 119 How to Keep Your Boss Happy 120 How to Build Your Supervisory Credibility

Chapter 8 Managing Your Time

Typical Time Wasters 156 Understanding Your Job 157 Analyzing Your Time 158 Planning Your Time 159

122

Socializing with Other Members of the Organization 122 Summary 123 Key Terms 124 Review Questions 124 Skill-Building Questions 125 Additional Readings 125 Skill-Building Applications 126

Electronic Organizers

Paperwork 162 E-Mail and Communication Technology 163 Meetings 164 Telephone and Fax 165 Visitors 165 Procrastination 166 Delegating Work 166

PLANNING AND ORGANIZING SKILLS 131

132

How the Organization Plans

133

The Supervisor and Strategic Planning

Managing Time through Alternative Work Schedules 166 Flextime 166 Compressed Workweek Telecommuting 167

134

The Supervisor’s Role in Planning 135 The What and How of Supervisory Planning 135 Objectives versus Goals 137 Setting Objectives 137 Action Planning 139

Contingency Plans 140 Policies, Procedures, and Rules 141

Summary 168 Key Terms 168 Review Questions 169 Skill-Building Questions 169 References 169 Additional Readings 169 Skill-Building Applications 170

The Organization Structure

Common Supervisory Planning Activities 142 Providing Information for High-Level Planning Developing a Budget 142 Improvement Programs 143 Human Resource Needs 143 Production Planning 143

Management by Objectives Summary 148 Key Terms 149

167

Chapter 9 Organizing and Delegating

Policies 141 Procedures 142 Rules 142

Balanced Scorecard

160

Optimizing Your Work Routine 161 Establishing Good Work Habits 162

SECTION THREE

Chapter 7 Supervisory Planning

147

146

155

142

173

174

Organization Charts 174 Departmentalization 174 Authority and the Supervisor 176 Line versus Staff Authority 176 Centralized versus Decentralized Authority Responsibility and the Supervisor 180 Power and the Supervisor 180

Principles of Supervision Based on Authority 181 Parity Principle

181

179

viii Contents

Exception Principle 181 Unity of Command Principle 181 Scalar Principle 181 Span of Control Principle 182

Delegating Authority and Responsibility 183 How to Delegate 183 Why People Are Reluctant to Delegate 185 Why Employees Don’t Want to Accept Delegation 187 Tasks That Can’t Be Delegated 187 Practical Tips for Effective Delegation 188

Summary 189 Key Terms 190 Review Questions 190 Skill-Building Questions 191 References 191 Additional Readings 191 Skill-Building Applications 192

SECTION FOUR STAFFING SKILLS

Chapter 11 Staffing and Training Skills Human Resource Planning

Informal Work Groups 196 Formal Work Groups 197 Group Norms 197 Group Behavior 197

201

Influencing Work Groups 201 Building Effective Teams 202 Phases in the Life of Teams 205 Quality Circles 206 Self-Directed Work Teams 206 Virtual Work Teams 206

Groups and Leaders 206 Gaining Acceptance 207 Encouraging Participation

217

Staffing from Internal and External Sources 220 Recruitment 221 Job Posting and Bidding 221 Advertising and the Internet 222 Employment Agencies 222 Colleges and Universities 222 Internship and Co-Op Programs 222 Employee Referrals 223

223

Who Makes the Selection Decision?

The Selection Process 223

223

Orienting the New Employee 228 Training Employees 231 Steps in Training Employees in Job Skills 233 Get the Trainee Ready to Learn 233 Break Down the Work into Components and Identify the Key Points 234 Demonstrate the Proper Way the Work Is to Be Done 234 Let the Trainee Perform the Work 234 Put Trainees on Their Own Gradually 234

Group Cohesiveness 197 Group Conformity 199 Groupthink 199

The Importance of Teams

216

217

Job Analysis and Skills Inventory Forecasting 220 Transition 220

Selecting Employees

Chapter 10 Understanding Work Groups and Teams 195

215

207

Supervision and Informal Work Groups 208 Getting the Informal Work Group to Work with You instead of against You 208

Summary 210 Key Terms 211 Review Questions 211 Skill-Building Questions 211 References 212 Additional Readings 212 Skill-Building Applications 213

Summary 235 Key Terms 235 Review Questions 236 Skill-Building Questions 236 Additional Readings 236 Skill-Building Applications 237

Chapter 12 Understanding Equal Employment Opportunity 240 What Are Protected Groups? 241 Effects of Discrimination 241 Antidiscrimination Laws That Affect Organizations 242 Title VII of the Civil Rights Act of 1964 242 Title VI 242 Equal Pay Act 242 Education Amendments Act 242 Age Discrimination in Employment Act 243

Contents ix

Affirmative Action 243 Veterans Readjustment Act 243 Rehabilitation Act of 1973 243 Americans with Disabilities Act (ADA) 243 Civil Rights Act of 1991 244 Family and Medical Leave Act (1993) 244 Other Antidiscrimination Legislation 245

Career Counseling 270 Summary 272 Key Terms 273 Review Questions 273 Skill-Building Questions 273 References 274 Additional Readings 274 Skill-Building Applications 275

Enforcement Agencies 245 Interpretation and Application of Title VII and Affirmative Action 245

SECTION FIVE

Title VII of the Civil Rights Act of 1964 245 History of Affirmative Action Programs 248

LEADERSHIP SKILLS

Effect of Antidiscrimination Laws on the Supervisor 249 Hiring Practices 250 Job Assignments 250 Performance Evaluation and Upward Mobility Disciplinary Action 251

Chapter 14 Developing Leadership Skills 251

A Positive Approach to Equal Employment Opportunity and Affirmative Action 251 Preventing Sexual Harassment in the Workplace 252 Other Areas of Employment Discrimination 253 Religion 253 Native Americans 254 HIV-Positive 255 Sexual Orientation 255

Defining Leadership 281 Formal versus Informal Leaders 281 Basic Styles of Leadership 282 Supportive or Directive Leadership? 282 Transformational and Transactional Leaders Servant Leadership 284 Emotional Intelligence 284

283

Self-Confidence 285 Mental and Physical Endurance 286 Enthusiasm 286 Sense of Responsibility 286 Empathy and Good Human Relations 286

Leader Attitudes and Expectations 286 Managerial Grid

261

Supervising Troubled Employees 262 How the Troubled Employee Affects the Organization 263 Help from the Organization 263 Detecting the Troubled Employee 264 Confronting the Troubled Employee 265 Aiding and Evaluating Recovery 266

Employee Assistance Programs 266 268

269

288

Situational Approach to Leadership

When and Why to Counsel 261 Counseling Techniques 261 Directive versus Nondirective Counseling Steps in the Counseling Interview 262

287

Choosing the Best Style

Chapter 13 Counseling and Supporting Employees 260

Wellness Programs

280

Leadership Characteristics 285

Summary 255 Key Terms 256 Review Questions 256 Skill-Building Questions 256 Additional Readings 256 Skill-Building Applications 257

Legal and Union Demands Problem Employees 270

279

288

Leadership and Morale 289 Implications for Today’s Supervisors 289 Summary 290 Key Terms 291 Review Questions 291 Skill-Building Questions 292 References 292 Additional Readings 292 Skill-Building Applications 293

Chapter 15 Handling Conflict and Stress

299

What Is Conflict? 300 Positive and Negative Aspects of Conflict 300 Types of Conflict in Organizations 301 Intrapersonal Conflict 301 Interpersonal Conflict 302

x

Contents

Structural Conflict 303 Organizational Conflict 304 Political Conflict 304

Additional Readings 339 Skill-Building Applications Appendix 344

Managing Conflict 304 Conflict and Diversity 306 Managing Stress 306 Types of Job-Related Stress 307 Organizational Guidelines for Managing Stress 309 Personal Guidelines for Managing Stress

Chapter 17 Employee and Labor Relations

310

Guidelines for Effective Discipline 352 Administering Formal Discipline 353

Minimizing Grievances 355 Differing Philosophies of Unions and Management 358 Development of Labor Law 359 Structure of Labor Unions 361 Reasons for Joining Unions 362 Union Organization Drive 362 Supervisor’s Responsibility to the Employer and the Union 364 Supervisory Responsibilities and Unions 364 Summary 365 Key Terms 366 Review Questions 366 Skill-Builing Questions 367 Additional Readings 367 Skill-Building Applications 368

Chapter 16 Appraising and Rewarding Performance 320 What Is Performance? 321 Job Descriptions and Job Specifications 323 Performance Appraisal Defined 323 Performance Appraisal Methods 323 Graphic Rating Scale 325 Essay Appraisals 326 Checklist 326 Forced-Choice Rating 327 Critical-Incident Appraisals 327 Work-Standards Approach 328 Ranking Methods 328 Management by Objectives (MBO) 329 Multi-Rater Assessment (or 360-Degree Feedback)

SECTION SIX CONTROLLING SKILLS 329

Frequency of Performance Appraisals 330 Supervisor Biases in Performance Appraisals 330 Overcoming Biases in Performance Appraisals 331 Conducting Performance Appraisal Interviews 331 Preparing for Your Own Performance Appraisal Interview 333 Handling the Poor Performer 333 Performance Appraisal and the Law 335 Rewarding Performance 336

Summary 337 Key Terms 338 Review Questions 339 Skill-Building Questions

339

349

Employment at Will and Employment Arbitration 350 A Positive Approach to Discipline 350 Maintaining Good Discipline 351 Applying the Discipline Procedure 351

Summary 311 Key Terms 312 Review Questions 312 Skill-Building Questions 312 References 312 Additional Readings 313 Skill-Building Applications 314

Organizational Reward System 336 Relating Rewards to Performance 336

340

373

Chapter 18 Supervisory Control and Quality Steps in the Controlling Process 375 Establishing Performance Standards 375 Monitoring Performance 376 Taking Corrective Action 376 Preliminary, Concurrent, or Postaction Control 377

Tools for Supervisory Control 377 Budgets 377 Written Reports 378 Personal Observation 378 Electronic Monitors 379 Management by Objectives 379

Supervisory Control in Practice 379

374

Contents xi

Quality and the Supervisor

380

Why Insist on Quality? 380 Who Is Responsible for Quality? 380 Types of Quality Control 381 Quality Assurance 381 Total Quality Management 382 Other Quality Standards 385 Quality Guidelines 387 The Malcolm Baldrige National Quality Award

Summary 414 Key Terms 415 Review Questions 415 Skill-Building Questions 416 References 416 Additional Readings 416 Skill-Building Applications 417 388

Summary 390 Key Terms 391 Review Questions 391 Skill-Building Questions 392 References 392 Additional Readings 392 Skill-Building Applications 393

Chapter 19 Improving Productivity 396 Methods Improvement and the Supervisor 398 Benefits of Methods Improvement 398 Systematic Methods Improvement 398 Motion Study 399 Time Study 400 The PDCA Cycle 401

Kaizen Philosophy for Improvement 402 The Supervisor’s Role in Cost Reduction and Control 403 Establishing the Proper Environment 403 Why Do Employees Sometimes Fear Cost Reduction? 404

Figuring Costs 404 Cost-Reduction Strategies

406

Cost-Reduction Resources 407

Chapter 20 Providing a Safe and Healthy Work Environment 420 The Supervisor’s Responsibility for Safety 421 The Cost of Accidents 422 The Causes of Accidents 424 Personal Acts 424 Physical Environment 424 Accident-Proneness 425

How to Measure Safety 425 The Safety Program 426 Organizational Strategies for Promoting Safety 426 How the Supervisor Can Prevent Accidents 428

Violence in the Workplace 430 Occupational Safety and Health Act (OSHA) 431 Reporting and Record-Keeping Requirements The Supervisor and OSHA 434 OSHA Training and Education 434 Hazard Communications Standard 434

Summary 436 Key Terms 437 Review Questions 437 Skill-Building Questions 438 References 438 Additional Readings 438 Skill-Building Applications 439

Cost Areas That Frequently Cause Problems 407 Overtime 408 Absenteeism 408 Tardiness 410 Turnover 410 Employee Theft 411 Materials Handling 412

Inventory Control

412

Just-in-Time Inventory Control 413

Glossary

441

Photo Credits Name Index

453 454

Company Index Subject Index

457 458

433

Preface We are both very happy that this book continues to be successful and is going into its eleventh edition. Since the beginning, we have received positive feedback about the clear writing style and the practical orientation of the text. Many professors tell us that their students—many of whom are already practicing supervisors—often keep Supervision as a handbook and reference.

Another enduring feature of Supervision is its emphasis on productivity. Since 1981, when the first edition was published, productivity has remained a major concern of today’s managers and government leaders. Time, experience, and research have all shown that the supervisor can have a significant impact on an organization’s productivity. This edition continues to emphasize all aspects of a supervisor’s impact on productivity.

As with earlier editions, we have emphasized real-world applications seen from the supervisor’s viewpoint by using numerous and varied examples throughout the text and in the end-of-chapter materials. Each chapter begins with a Supervision Dilemma, which is a realistic example related to the chapter topic. The same example is revisited at the end of the chapter in the Solution to the Supervision Dilemma. Also in keeping with the practical nature of this text, we have several Supervision Illustrations in each chapter. These illustrations contain real-life incidents or news stories that further shape the chapter focus. The overwhelming majority of these illustrations are new to this edition. Each chapter includes review questions, as well as several Skill-Building Questions.

ORGANIZATION OF THE ELEVENTH EDITION As with the previous edition, this edition is a refinement of a proven successful text. We have continued to organize the materials based on the skills necessary to successfully supervise. We feel that this is a very practical and academically sound approach. This edition is arranged in six major sections: Section One: Foundations of Supervision Section Two: Contemporary Issues Section Three: Planning and Organizing Skills Section Four: Staffing Skills Section Five: Leadership Skills Section Six: Controlling Skills Section One provides a foundation necessary to embark on the practice of supervision.

The topics covered span all supervisory jobs. Specific topics include the supervisor’s job, decision making, communication, and motivation.

Section Two focuses on the more contemporary aspects of managing in today’s world.

The topics of managing change and innovation and ethics and organizational politics are covered in depth.

Section Three stresses the planning and organizing skills that today’s supervisors must possess to be successful. Chapters are devoted to supervisory planning, time management, organizing and delegating, and understanding work teams. xii

Preface

xiii

Section Four emphasizes the important role that all supervisors play in the staffing process. Obtaining and developing people, equal employment opportunity, and counseling employees are all explored in this section.

Section Five is devoted to exploring the multitude of leadership skills that are necessary for successful supervision. Leading, handling conflict and stress, appraising and rewarding performance, and labor relations are all discussed at length.

Section Six discusses the different controlling approaches that are available to help supervisors. Control concepts and quality, improving productivity, and fostering a safe and healthy work environment are topics that are presented in this section.

We have attempted to write this book considering the needs of teachers, students, aspiring supervisors, and practicing supervisors. We have tried to arrange the concepts and materials to appeal to each of these groups. Naturally, we welcome any ideas and suggestions that might improve the book.

CHANGES IN THE ELEVENTH EDITION In this edition of Supervision, we provide readers with up-to-date research, discussion, and examples that focus on real-world issues faced by supervisors today. We’ve revised and updated end-of-chapter review questions, exercises, references, and suggestions for additional readings. Some of the major changes made to each chapter are highlighted below:

Chapter 1 • Four new Supervision Illustrations that feature professionalism, diversity, Facebook, and a successful entrepreneur

Chapter 2 • Three new Supervision Illustrations that discuss using video games to improve decision making, online brainstorming, and promoting creative thinking

Chapter 3 • Three new Supervision Illustrations that provide instruction on how not to apologize, what to do about the grapevine, and how to communicate through e-mail • New section on obstacles to accurate perception • Revised sections on perception, the grapevine, and the Internet • Two new figures illustrating topics that should be avoided in the workplace and tips for writing professional e-mails

Chapter 4 • Three new Supervision Illustrations that feature the art of motivation, rewarding employees, and the relation between job satisfaction and supervisors’ actions • Two new sections on equity approach and perceived equity • New figure explaining the equity approach

Chapter 5 • Two new Supervision Illustrations that provide coverage of Eastman Kodak’s filing for bankruptcy and examples of IPO programs

xiv Preface

• New section on taking time off to innovate • Revised a figure to update the types of change affecting supervisors

Chapter 6 • Four new Supervision Illustrations that discuss unethical practices in recruiting college athletes, code of ethics for travel agents, a noted whistle-blower, and an example of a good corporate citizen • Two new sections on ethics training and building supervisory credibility • Revised section on social responsibility and ethics • Three new figures illustrating unethical Internet practices, benefits of using ethical training, and understanding managers

Chapter 7 • Four new Supervision Illustrations that discuss strategic management at Michelman, developing action plans to combat allergens in schools, contingency planning at FedEx, and routing and scheduling software that increases production • Revised section on production planning

Chapter 8 • Two new Supervision Illustrations that feature Helzberg Diamonds and its new smartphone app and the possibility of technology addiction • Revised and updated section on smartphones

Chapter 9 • Three new Supervision Illustrations that discuss history of empowerment at Hy-Vee, a county’s use of delegation to save costs, and the Oakland Raider’s head coach and his delegation style • New section on virtual organizations • Two new figures proving a sample organization chart and a matrix organizational structure

Chapter 10 • Four new Supervision Illustrations that highlight the influence of group norms at Phish Inc., the downfall of an airline, the failure of the original Facebook team, and self-directed teams at Harley-Davidson • Revised three sections on informal work groups, group norms, and building effective teams • Two new figures describing issues of concern to group members and Ringelmann’s rope-pulling experiment

Chapter 11 • Four new Supervision Illustrations that discuss a résumé with false claims, background checks at Penn State, intensive training program at Starbucks, and cross-training at the University of California–Davis • Revised section on advertising and the Internet • Two new figures illustrating how small business managers can improve their recruitment strategies and how to avoid common interviewing mistakes

Preface

xv

Chapter 12 • Three new Supervision Illustrations that examine age discrimination, pregnancy discrimination, and sexual harassment

Chapter 13 • Three new Supervision Illustrations that highlight Blue Cross Blue Shield’s move to make EAP resources available online and over the phone, Michelin’s award for its EAP and wellness programs, and incentives for reaching wellness goals • Revised sections on troubled employees and wellness programs

Chapter 14 • Four new Supervision Illustrations that discuss transformational leader Jerry Garcia, emotionally intelligent Starbucks baristas, nasty and incompetent employees, and accountants with leadership skills • New section on emotional intelligence • New figure showing characteristics of transformational and transactional leaders

Chapter 15 • Two new Supervision Illustrations that discuss negative effects of stress and the mind– body stress reduction program at Aetna • New figure lists the myths and truths about conflict • Updated sections on managing stress and burnout

Chapter 16 • Two new Supervision Illustrations that examine the importance of frequent feedback and how to have a successful performance appraisal interview • Revised section on forced-choice rating

Chapter 17 • Three new Supervision Illustrations that feature a contract dispute; the discharge, reinstatement, and discharge again of employees; and the professors’ vote to join a union

Chapter 18 • Three new Supervision Illustrations that highlight lean six sigma in city government, ISO certification for So Klose, and Baldrige recipients • New figure listing Deming’s 14 points for achieving quality • Revised sections on quality assurance, total quality management, ISO 14000, and quality circles

Chapter 19 • Three new Supervision Illustrations that show how to make ergonomics work in the office, how to get employees to work by providing back-up care, and how absences and tardiness got a judge fired • New section on outsourcing certain functions • Revised sections on absenteeism and employee theft

xvi Preface

Chapter 20 • Two new Supervision Illustrations that feature a company convicted for safety violations and a supermarket chain’s settlement with OSHA • New sections on reporting and record-keeping requirements and OSHA training • Revised sections on cost of accidents, violence in the workplace, OSHA, relation between supervisors and OSHA, and hazard communications standard

ONLINE LEARNING CENTER www.mhhe.com/ruesupervision11e A complete set of instructor supplements, including instructor’s manual, PowerPoints, and test bank, as well as student study aids, are available online.

ACKNOWLEDGMENTS We are indebted to our families, friends, colleagues, and students for the assistance we have received. Unfortunately, space limitations allow us to name only a few. We give special thanks to the following reviewers, who provided many helpful comments during the preparation of the eleventh edition: Raven Davenport—Houston Community College; Carol Jones— Cal Poly Pomona; Marje Jones—Nova Southeastern University; Terry Lovell—Yavapai College; Marge Sunderland—Fayetteville Tech Community College; Joaquin Tadeo—Dona Ana Community College, East Mesa Campus.

Special thanks are extended to senior developmental editor Trina Hauger, developmental editor Beth Baugh, and project manager Joyce Watters. Sincere appreciation is extended to Charmelle Todd for her typing and editing support and to Michelle Graham for her administrative support.

Dr. Rue would like to express his appreciation for the late Dr. Byars’ 30 plus years of working on this book. Dr. Rue would also like to welcome Dr. Ibrahim to the team. He is confident that his contributions will be significant.

S E C T I O N

O N E

Foundations of Supervision SECTION OUT L I NE 1

SUPERVISION IN A CHANGING WORKPLACE

2

MAKING SOUND AND CREATIVE DECISIONS

3

IMPROVING COMMUNICATION SKILLS

4

MOTIVATING TODAY’S EMPLOYEES

C H A P T E R

O N E

Supervision in a Changing Workplace Learning objectives After studying this chapter, you will be able to: 1. Define supervision.

2. Describe the work of a supervisor.

3. Present the types of skills necessary to perform the job of supervision.

4. State the key reasons for supervisory success.

5. Define diversity in the workplace.

6. Explain the glass ceiling.

7. Explain who is an entrepreneur.

8. Describe a small business.

Supervision Dilemma Global Insurance is a worldwide company with several thousand employees. Jane Harris and John Lewis are employees in one of the company’s claims-processing offices. Jane has been with the company for six years and John was hired less than one year ago. This morning, their department head, Les Thomas, gave Jane and John a big shock. He asked both of them if they would like to become supervisors in the claims-processing office. Les explained that two of the supervisors in the department were

being promoted and that he needed two new supervisors. Les also stated that he felt that Jane and John would make good supervisors because they knew the job and knew the people in the department.

Les asked both of them to think it over and let him know their decisions the next day. Later, John saw Jane at lunch and they began discussing the possibilities of the new jobs. However, both of them agreed that they had never given much thought to being a supervisor. Both wondered just what that would entail.

What Is Supervision?

1

LEARNING OBJECTIVES

2

LEARNING OBJECTIVES

Supervision is the first level of management in an organization and is concerned with encouraging the members of a work unit to contribute positively toward accomplishing the organization’s goals and objectives. This means that the supervisor does not do the operative work but sees that it is accomplished through the efforts of others.

Although the definition is simple, the job of supervision is quite complex. The supervisor must learn to make good decisions, communicate well with people, make proper work assignments, delegate, plan, train people, motivate people, appraise performance, and deal with various specialists in other departments. The varied work of the supervisor is extremely difficult to master. Yet mastery of supervision is vital to organizational success because supervisors are the management persons that most employees see and deal with every day.

Who Are Supervisors?

The need for supervision dates back to biblical times. When Moses was attempting to lead the people of Israel from Egypt to the Promised Land, his father-in-law, Jethro, advised him as follows: Find some capable, godly, honest men who hate bribes and appoint them as judges, 1 judge for each 1,000 people; he in turn will have 10 judges under him, each in charge of 100; and under each of them will be 2 judges, each responsible for the affairs of 50 people; and each of these will have 5 judges beneath him, each counseling 10 persons.

Figure 1.1 shows the form of organization suggested to Moses. It contains the three levels of management that exist in most organizations. The top management of business organizations usually includes the chairman of the board, the president, and the senior vice presidents. This level of management establishes the goals and objectives of the organization and the policies necessary to achieve them. Middle management includes all employees below the top-management level who manage other managers. A supervisor’s boss is normally classified as a middle manager. Middle management develops the departmental objectives and procedures necessary to achieve the organizational goals and objectives.

The third level of management includes supervisors. Supervisors manage operative employees—those who physically produce an organization’s goods and services.

3

4 Section One

Foundations of Supervision

FIGURE 1.1 Partial Organization Chart from Exodus Moses Top management

Middle management

Supervisors

The three levels of management form a hierarchy. As can be seen in Figure 1.2, the management hierarchy is shaped like a pyramid, with very few senior managers at the top and many supervisors at the bottom.

Many names are used to describe the people who supervise. These names vary from industry to industry. Figure 1.3 lists some of the names given to supervisory jobs in different types of organizations. Regardless of the name, a supervisor is the manager who serves as the link between operative employees and all other managers.

The Fair Labor Standards Act (FLSA) and the Taft-Hartley Labor Act contain conditions that determine whether a person is considered to be a supervisor. The FLSA states that a Senior Management • Chairperson of the board • Chief executive officer (CEO) • Chief operating officer (COO) • Senior vice presidents

FIGURE 1.2 The Management Pyramid

Middle Management • Department head • Sales manager

Supervisory Management • Foreperson • Crew leader

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291. Una casa sin ventanas sin puerta ni brujeria, que tiene un galán adentro, por dónde se metería?

Canadian: Ontario, JAFL 31:68: A little house full of meat, No door to go in and eat.

—A nut ↑ 9

Cf. Suaheli (Velten):

24. A Grandmother sits on the stool and weeps there.

—Cooking-pot. ↑ 10 Cf. Nursery Rhymes of England (Halliwell):

CXLVIII. Thirty white horses on a red hill, Now they tramp, now they champ, now they stand still. ↑ 11 Cf. Holme riddles:

(125) Four and twenty white Bulls sate upon a stall, forth came the red Bull & licked them all.

Yorkshire riddles (Notes & Queries, 3rd series, VIII): Four-&-twenty white beasts, And t’ red one licks them all.

Canadian: Ontario, JAFL 31:67 Zulu: 3. I puzzle you with a goat-ram which grazes, and white goats; it moves about much, but they eat in one place.

Catalan: XVIII. Un convent de monjas blancas, dintre hi ha un frare vermell que ’ls hi repica las ancas. ↑ 12 Cf. Booke of Merry Riddles (Halliwell):

LX. What is it goes through thicke & thin And draws his guts after him?

Holme riddles: (59) Wha is that as goes throw the heye and leves his gutes after it.

Welsh-Gypsy: 33. What goes through the hedge and leaves its guts behind?

Canadian: Ontario, JAFL 31:69. ↑ 13 Cf. Suaheli (Velten):

41. All my children have on turbans.

—Mushrooms.

46. My children all wear clothes and a cap on the side of the head; who has no garment and no cap, he is not my child.

—Fingers. (?)

54. I have seen twenty children in a row with bright frocks on.

—Crows.

Suahili (Steere): 6. My children have turbans; he who has no turban is no child of mine.

—A kind of fruit. ↑ 14 Cf. No. 116, p. 196. ↑ 15 Cf. Suaheli (Velten):

77. My half cocoanut spreads over the whole town.

—Moon.

Filipino (Starr): 78. A single grain of rice filled the whole house.

—Lamp. ↑ 16 Cf. Suaheli (Velten):

72a. I laid down meal in the evening and in the morning nothing was there. b. I spread out my strips of matting at night; next morning I went out and found nothing there.

Eastern Bantu (Seidel): 12. I spread my bananas on a rock; the next morning all had been stolen.

Porto Rican (Mason and Espinosa): 225. Allá arriba hay un plato lieno de aceitunas; de día se recogen, y de noche se riegan.

17 Cf. Suaheli (Velten):

28. I have built me a great house; it stands upon one post.

Hausa (Rattray) 153: I built a hut with only one post to prop up the roof. ↑ 18 Cf. No. 22, p. 185.

Welsh-Gypsy: Gypsy Lore 5:241: 29. What grows bigger the more you cut away from it? ↑ 19 Cf. No. 185 p. 203. ↑ 20 Cf. Suaheli (Velten):

57. One is father of a hundred. ↑ 21 Cf. Holme riddles:

12. In thickest woods j hunt whith eagles 10 after the chase which when (?) j doe descry j dispossesse me of not usefull then & what j take not only that keep j.

—A man scratching his head with both his hands. ↑ 22 Cf. Irish Folk-Lore Riddles, 67:

Riddle me, riddle me, Randy Row, My father gave me some seed to sow; The seeds were black, the ground was white, Riddle me that against Saturday night.

Porto Rican (Mason and Espinosa): 151. Sábana blanca está tendida, semilla negra se va por encima, tres que la riegan y dos que la miran.

Catalán (and see note): XXV. Lo camp es blanch, la llavó es negra, cinch son los bous que menan la rella.

23 Cf. No. 97, p. 194. ↑ 24 Cf. Nursery Rhymes of England (Halliwell):

CLIV. When I went up sandy-hill,

I met a sandy boy; I cut his throat, I sucked his blood, And left his skin a hanging-o.

Welsh-Gypsy Folk-riddles: 24. I was going over a bridge; I saw a yellow man. I lifted him up.

I drank his blood, and I threw him down.

Lincolnshire riddles (Notes and Queries 3rd series, VIII): As I was going over London Brig, I spies a little red thing; I pick it up, I suck it blood, And leaves it skin to dry.

Canadian; Ontario: As I went over London bridge, I met my sister Mary; I cut off her head and drank her blood and left her body standing.

—Whiskey in a bottle. ↑ 25 Cf. Booke of Merry Riddles (Halliwell):

IX. What is that, that hath a beard of flesh, a mouth of horn, and feet like a griffon?

Popular Rhymes of Scotland (Chambers): Page 109. Mouth o’ horn, and beard o’ leather; Ye’ll no guess that though ye were hanged in a tether.

Catalan: Page 217. Hi ha un home que porta un vestit fet de pedassos, du la barba de carn y de la cara d’os. ↑ 26 Tremearne, 58:

I have two roads open, though I follow the wrong one I am not lost. ↑ 27 Cf. Booke of Merry Riddles (Halliwell):

XXX. What is it that goes to the water on the head?

Welsh-Gypsy, page 251: 35. What goes to the village head downwards?

Irish Folk-Lore Riddles: I go round the land and round the land And sleep at night on my head.

—Nail in a brogue.

Canadian; Ontario, JAFL 31:68.

Pennsylvania German JAFL 19:116: Was ist das? Fern armer Drop muss die Steg uf und ab geh uf em Kop? ↑ 28 Cf. No. 138, p. 199.

West African (Seidel), page 176: 6. Two things early and late together yet never touch.

—Parallel roads.

7. Three children all alike who are constantly together yet never touch each other.

Catalan (and see notes): CCVII. Quatre germanas corren agualmènt qui part estan posades y agual trebal sostenan y una vol a conseguir l’altra y no s’alcansen. ↑ 29 Cf. No. 72, p. 191. ↑ 30 Cf. Jones, 4; Harris, Nights, 363; Tremearne, 269–270. ↑ 31 Cf. Suaheli (Velten):

47. There is an old man; he himself stays within but his beard is outside. ↑ 32 Cf. No. 257, p. 216. ↑ 33 Cf. Porto Rican (Mason and Espinosa):

113 b. Blanco fué mi nacimiento, amarilla mi vejez; y negro me estoy poniendo cuando me voy a morir. ↑ 34 Cf. No. 20, p. 185.

Nandi (Hollis), 138: There lives by the river a woman who has many garments. What is she?

—The wild banana plant. ↑ 35 Cf. No. 13, p. 184. ↑ 36 Cf. No. 51, p. 188. ↑

37 Cf. Nandi (Hollis), page 135:

I have a child who is known to steal.

—Rat. ↑ 38 Spanish Mexican, JAFL 30:230:

A little black one above, and red Juan below.

—Baking plate on fire. ↑ 39 Cf. Nandi (Hollis), 141:

I slaughtered two oxen, one red and the other white, and their hides were alike.

—Earth and sky. ↑ 40 Cf. Suaheli (Velten):

49a. I send a man to call some one; he comes before the messenger returns.

49b. The messenger sent is not yet returned; the one sent for arrives.

49c. I am sent to call my friend; the friend is come, I am not returned.

Porta Rican (Mason and Espinosa): 174. Mandé un muchacho a un mandado; primero vino el mandado que el muchacho. ↑ 41 Cf. Irish Folk-lore Riddles:

Irish: As I looked out of my parlour window I saw the dead carrying the live; Wasn’t that a wonderful thing?

—Train full of people.

Gaelic: As I was at my window, I looked through my gold ring; I saw the dead carrying the living, Wasn’t that a wondrous thing?

—Ship.

Popular Rhymes of Scotland (Chambers), 110: As I lookit owre my window at ten o’clock at night, I saw the dead carrying living.

Welsh-Gypsy: 27: The dead carries the living. ↑

42 Cf. No. 93, p. 194. ↑ 43 Cf. No. 3, p. 183. ↑ 44 Cf. No. 5, p. 183. ↑ 45 Cf. Suaheli (Velten):

44. When the lion roars it is heard everywhere.

Nandi (Hollis), p. 145: A tree fell in Lumbwa and its branches reached Nandi.

—A great gun. ↑ 46 Cf. Yorkshire Riddles (Notes and Queries 3rd series, 8:325):

A house full, a hoile (coal-hole) full, Ya’ canna’ fetch a bowl full.

Canadian: Ontario, JAFL 31:71.

Welsh-Gypsy, 247: 6. A roadful, a barnful; thou canst not catch a pipeful.

—Wind. ↑ 47 Cf. Porto Rican (Mason and Espinosa) 301 b, New Mexican Spanish 328:

Pelú por fuera pelú por dentro; abre el agujero y ensartalo adentro.

48 Cf. Suaheli (Velten):

97. Lift up, let it fall: kiba kipandika, kiba kipandua. ↑ 49 Cf. West Highlands (Campbell), II, 420:

Red below, black in the middle, white above.

—Fire, griddle and oatcake. ↑ 50 Cf. Irish Folk-lore Riddles: 75:

Gaelic: As white as flour, and it is not flour; as green as grass and it is not grass, as red as blood and it is not blood; as black as ink and it is not ink.

—Blackberries. ↑ 51 Cf. Booke of Merry Riddles (Halliwell):

IV. What is that that is rough within and red without And bristled like a hare’s snout; There is never a lady on the land But will be content to take it in her hand.

—Eglantine. ↑ 52 Cf. Harris, Nights, 75. ↑ 53 Cf. Holme riddles:

36. Flink flank under a bank 10 about 4.

—Woman milking a cow.

Welsh-Gypsy, 248: 14. In a field I saw 10 pulling 4.

—Girl’s fingers milking.

Canadian, Ontario: JAFL 31:67: Ink, ank you bank, Ten drawing four.

54 Cf. West Highlands (Campbell), 412:

Four shaking and four running, Two finding the way and one roaring.

Catalan (and see notes): CXLVI. Dos puntxets, dos ullets, quatre massas y una escombra.

Filipino (Starr): a) Four posts, one whip, two fans and two bolos. b) Four earth-posts, two air-posts and whip. c) One pointing, two moving, four changing. ↑ 55 Cf. No. 65, p. 190.

Irish Folk-lore Riddles, 68: Chip, chip cherry and all the men in Derry,

Wouldn’t climb the walls of chip, chip cherry.

56 Cf. Holme riddles, 225:

(44) what is that that goes round about the house and stands behind the door.

Irish Folk-lore Riddles: I go round the house upstairs and downstairs and sleep at night in a corner. ↑ 57 Cf. Porto Rican (Mason and Espinosa):

179. Debajo de un come, come estaba un dorme, dorme; cayó el come, come, y despertó el dorme, dorme; se levantó el dorme, dorme y se comió al come, come.

—El coco y el que se lo come.

New-Mexican Spanish, 336: Durmilis Durmilis está durmiendo, Martiris Martiris está llegando Si no fuera por Cominis Cominis Durmilis Durmilis estuviera muerto.

58 Cf. Irish Folk-lore Riddles:

As I went out a hazeum-gazeum I saw a shrinkum-pinkum Carrying away kum-painy.

—A fox stole a goose at night.

Holme riddles, 233: (108) As j went through my houter touter houter perly j saw one Mr. higamgige com over the hill of parley but if j had my tarly berly, tarly berly berly j would have bine met with Mr. Higamgige come over the hill of parley.

—A man going ou’ a hill a flee flew over his head.

(237) As j went over Hottery Tottery, etc.

Popular Rhymes of Scotland (Chambers), 113: Ha! master above a master, etc.

Catalan: XXX. En Penjim Penjoy penjava, etc. ↑ 59 Cf. Booke of Merry Riddles (Halliwell):

XV. Yonder side sea, there is a bote, The king’s daughter of England there she sate; An if you tell her name no man it wot What is the maid’s name that sate in the boate.

—Her name is Anne; for in the fourth line it saith An if ye tell me her name; but this riddle is not to be seene on the booke, but to be put without the booke, or else it will be soone understood. ↑ 60 Cf. Holme riddles, 234;

(111) As j went by the way j met with a boy j took him my friend for to bee he took of his hat an drew of his gloves and so saluted mee.

Lincolnshire riddles (Notes and Queries 3rd series, VIII), 503: As I was going over Westminster Brig, I met a Westminster scholar, etc.

61 Cf. Dorsetshire (Notes and Queries 3rd series IX), 50:

A body met a body In a narrow lane, Says the body to a body, Where hast thou a-ben?

I’ve ben in my wood A-hunting me some roe.

Then lend me thy little dog That I may do so.

Then take it unto thee.

Tell me its name; For twice in the riddle, I’ve told you the same.

Holme riddles, 237: (137) There was a king met a king, etc.

—The men’s names were King and the dog’s name was Bin. ↑

62 Cf. Catalan (and see notes):

CI. Dotze frares d’un convent dotze nespras per tots tenen, cada qual se’n menja una y encar quedan onze nespras.

New Mexican Spanish: 152, 153. ↑ 63 Cf. Booke of Merry Riddles (Halliwell):

XLIV. I came to a tree where were apples; I eat no apples, I gave away no apples, nor I left no apples behinde me; and yet I eat, gave away, and left behind me.

—Three apples. I eat, give away, and leave one apple.

Holme riddles, 237, [135].

Popular Tales of the West Highlands (Campbell), II, 419: A man went eyeless to a tree where there were apples. He didn’t leave apples on it, and he didn’t take apples off.

—There were two and he took one. ↑ 64 Cf. Nursery Rhymes of England (Halliwell), 958:

As I was going to St. Ives, etc.

Lancashire (Notes and Queries, 3rd series 9:86).

Canadian, Ontario, JAFL 31:71. ↑ 65 Cf. Catalan (and see notes):

CCLIX. Un cassador surt a cassar. A dalt de un arbre hi ha quatre aucells. Etgega un tret. Ne mata dos. Quants aucells quedan dalt del arbre?

Porto Rican (Mason and Espinosa): 741. En un árbol había cien pájaros. Un cazador tiró y cayó uno muerto al suelo.

Cuántos quedaron arriba?

Canadian, Ontario, JAFL 31:72. ↑ 66 Cf. Porto Rican (Mason and Espinosa):

726. El zapatero y su hija, el sastre con su mujer, comieron de nueve huevos y les tocaron a tres.