Approaching the Job of Supervisory Leadership Peter Gilmore was a capable, energetic manager with the Republic Insur- ance Company. He began his career with Republic some 15 years ago, after graduating with an accounting degree from the night-school program at City University. He was personable, well-liked, and bright. Peter worked hard and diligently, regularly putting in 10-hour days and work on the weekends. Because of his dedication, Peter had been rewarded with ever-increasing responsibilities and promotions. He was now serving effectively as the second in command in the Strategic Management Division. Peter once summarized his supervisory philosophy and practice in this way: "You know, every time my boss gave me an assignment, I always worked as hard and as fast as I could to complete it perfectly and on time. I expect the same from my subordinates: If I give them something to do, I expect the same from them-it should be done correctly and on time. I can't take time to check up on them or see if they are doing it." Peter's management practices were good to his word: He delegated projects easily and would expect them to get done. When he handed out an assignment, he didn't expect to have to deal with it again until the employee brought back the completed task within a reasonable time. CASE QUESTIONS 1. For this type of supervisory leadership to work suc- cessfully, what kind of relationship must Peter Gil- more have with his subordinates? What characteris- tics must the employees possess? 2. What kind of problems, if any, might you expect from this kind of supervision? 3. What general kinds of supervisory actions should Peter Gilmore be taking?Part 2. Learning the Ropes? As supervisor of six data entry clerks on the night shift at the Data Produc- tion Center, Betsy was eager to find good quality employees. She thought she had found one in Bob Jenkins, a wheelchair-bound student. After a brief inter- view. she hired him, and he began working a week later. On Bob's first night on the job. Betsy wondered whether she made a mis- take in hiring him. After showing Bob around the area and introducing him to co-workers, she took Bob to his keypunch station and briefed him on the work. She gave Bob her usual orientation speech and then left him alone to start work. By mid-shift, it was clear to Betsy that Bob was not doing well. He was la- boring at the job and was very far behind in the work, even for someone's first day. She came over to Bob's station. "How's it going. Bob?" she asked. She was clearly worried. Bob sensed concern in her voice. "Oh, I'm coming along," he said, "It will just take me a little time to get used to this machine." He waited a moment as Betsy looked over his shoulder at the pile of work still needing to be done. "You see, although I received two weeks of keypunch training with the state, this is my first job as a keypuncher." Betsy's expression registered the surprise and worry she felt inside. Bob re- alized he may have said the wrong thing. He added hurriedly, "Look, don't worry, I'll get the hang of it real soon." Betsy did not look very relieved. Bob looked at her rather desperately: "I re- ally need this job. I promise that with some time and practice, I will be the best keypuncher you've ever had." Betsy still liked Bob and admired his courage and conviction. She was sym- pathetic to his plight. But, she also realized that she did not have much time to spare in training him. Her unit had a demanding production schedule, and she needed to have a fully capable production team as soon as possible. Although there was some leeway in the schedule due to varying weekly and monthly loads, her flexibility was limited. CASE QUESTIONS 1. Does Betsy have a problem here? 2. Evaluate her coaching and orientation of Bob