SUGGESTED USES AND APPLICATIONS OF WORKBOOK MATERIALS
This is a Wiley resource—www.wiley.com/college/schermerhorn
Step 1.
Take the Learning Style Instrument at www.wiley.com/college/schermerhorn
Step 2.
The instrument will give you scores on seven learning styles:
Step 3.
Consider your top four rankings among the learning styles. They suggest your most preferred methods of learning.
Step 4.
Read the following study tips for the learning styles. Think about how you can take best advantage of your preferred learning styles.
WHAT ARE LEARNING STYLES?
Have you ever repeated something to yourself over and over to help remember it? Or does your best friend ask you to draw a map to someplace where the two of you are planning to meet, rather than just tell her the directions? If so, then you already have an intuitive sense that people learn in different ways. Researchers in learning theory have developed various categories of learning styles. Some people, for example, learn best by reading or writing. Others learn best by using various senses—seeing, hearing, feeling, tasting, or even smelling. When you understand how you learn best, you can make use of learning strategies that will optimize the time you spend studying. To find out what your particular learning style is, go to www.wiley.com/college/boone and take the learning styles quiz you find there. The quiz will help you determine your primary learning style:
Visual Learner
Print Learner
Auditory Learner
Interactive Learner
Haptic Learner
Kinesthetic Learner
Olfactory Learner
Then, consult the information below and on the following pages for study tips for each learning style. This information will help you better understand your learning style and how to apply it to the study of business.
Study Tips for Visual Learners
If you are a Visual Learner, you prefer to work with images and diagrams. It is important that you see information.
Visual Learning
Visual Reinforcement
If visual learning is your weakness: If you are not a Visual Learner but want to improve your visual learning, try re-keying tables/charts from the textbook.
Study Tips for Print Learners
If you are a Print Learner, reading will be important but writing will be much more important.
Print Learning
Print Reinforcement
If print learning is your weakness: If you are not a Print Learner but want to improve your print learning, try covering labels of figures from the textbook and writing in the labels.
Study Tips for Auditory Learners
If you are an Auditory Learner, then you prefer listening as a way to learn information. Hearing will be very important, and sound helps you focus.
Auditory Learning
Auditory Reinforcement
If auditory learning is your weakness: If you are not an Auditory Learner but want to improve your auditory learning, try writing out the scripts from pre-recorded lectures.
Study Tips for Interactive Learners
If you are an Interactive Learner, you will want to share your information. A study group will be important.
Interactive Learning
Interactive Reinforcement
If interactive learning is your weakness: If you are not an Interactive Learner but want to improve your interactive learning, try asking your study partner questions and then repeating them to the instructor.
Study Tips for Haptic Learners
If you are a Haptic Learner, you prefer to work with your hands. It is important to physically manipulate material.
Haptic Learning
Haptic Reinforcement
If haptic learning is your weakness: If you are not a Haptic Learner but want to improve your haptic learning, try spending more time in class working with graphs and tables while speaking or writing down information.
Study Tips for Kinesthetic Learners
If you are a Kinesthetic Learner, it will be important that you involve your body during studying.
Kinesthetic Learning
Kinesthetic Reinforcement
If kinesthetic learning is your weakness: If you are not a Kinesthetic Learner but want to improve your kinesthetic learning, try moving flashcards to reconstruct graphs and tables, etc.
Study Tips for Olfactory Learners
If you are an Olfactory Learner, you will prefer to use the senses of smell and taste to reinforce learning. This is a rare learning modality.
Olfactory Learning
Olfactory Reinforcement
If olfactory learning is your weakness: If you are not an Olfactory Learner but want to improve your olfactory learning, try burning an aromatic candle or incense while you study, or eating cookies during study sessions.
Copyright © 1998 by James M. Kouzes and Barry Z. Posner. All rights reserved.
ISBN: 0-7879-4425-4
Jossey-Bass is a registered trademark of Jossey-Bass Inc., a Wiley Company.
No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Sections 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923, (978) 750-8400, fax (978) 750-4744. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ. 07030-5774, (201) 748-6011, fax (201) 748-6008. [email protected].
Printed in the United States of America.
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CHAPTER 1 Leadership: What People Do When They're Leading |
W-14 |
CHAPTER 2 Questions Frequently Asked About the Student LPI |
W-16 |
CHAPTER 3 Recording Your Scores |
W-17 |
CHAPTER 4 Interpreting Your Scores |
W-21 |
CHAPTER 5 Summary and Action-Planning Worksheets |
W-25 |
About the Authors | W-26 |
“Leadership is everyone's business.” That's the conclusion we have come to after nearly two decades of research into the behaviors and actions of people who are making a difference in their organizations, clubs, teams, classes, schools, campuses, communities, and even their families. We found that leadership is an observable, learnable set of practices. Contrary to some myths, it is not a mystical and ethereal process that cannot be understood by ordinary people. Given the opportunity for feedback and practice, those with the desire and persistence to lead—to make a difference—can substantially improve their ability to do so.
The Leadership Practices Inventory (LPI) is part of an extensive research project into the everyday actions and behaviors of people, at all levels and across a variety of settings, as they are leading. Through our research we identified five practices that are common to all leadership experiences. In collaboration with others, we extended our findings to student leaders and to school and college environments and created the student version of the LPI.1 The LPI is a tool, not a test, designed to assess your current leadership skills. It will identify your areas of strength as well as areas of leadership that need to be further developed.
The Student LPI helps you discover the extent to which you (in your role as a leader of a student group or organization) engage in the following five leadership practices:
Challenging the Process. Leaders are pioneers—people who seek out new opportunities and are willing to change the status quo. They innovate, experiment, and explore ways to improve the organization. They treat mistakes as learning experiences. Leaders also stay prepared to meet whatever challenges may confront them. Challenging the Process involves
As an example of Challenging the Process, one student related how innovative thinking helped him win a student class election: “I challenged the process in more than one way. First, I wanted people to understand that elections are not necessarily popularity contests, so I campaigned on the issues and did not promise things that could not possibly be done. Second, I challenged the incumbent positions. They thought they would win easily because they were incumbents, but I showed them that no one has an inherent right to a position.”
Challenging the Process for a student serving as treasurer of her sorority meant examining and abandoning some of her leadership beliefs: “I used to believe, 'If you want to do something right, do it yourself.' I found out the hard way that this is impossible to do.… One day I was ready to just give up the position because I could no longer handle all of the work. My adviser noticed that I was overwhelmed, and she turned to me and said three magic words: ‘Use your committee.’ The best piece of advice I would pass along about being an effective leader is that it is okay to experiment with letting others do the work.”
Inspiring a Shared Vision.
Leaders look toward and beyond the horizon. They envision the future with a positive and hopeful outlook. Leaders are expressive and attract other people to their organization and teams through their genuineness. They communicate and show others how their interests can be met through commitment to a common purpose. Inspiring a Shared Vision involves
Describing his experience as president of his high school class, one student wrote: “It was our vision to get the class united and to be able to win the spirit trophy. … I told my officers that we could do anything we set our minds on. Believe in yourself and believe in your ability to accomplish things.”
Enabling Others to Act. Leaders infuse people with energy and confidence, developing relationships based on mutual trust. They stress collaborative goals. They actively involve others in planning, giving them discretion to make their own decisions. Leaders ensure that people feel strong and capable. Enabling Others to Act involves
It is not necessary to be in a traditional leadership position to put these principles into practice. Here is an example from a student who led his team as a team member, not from a traditional position of power: “I helped my team members feel strong and capable by encouraging everyone to practice with the same amount of intensity that they played games with. Our practices improved throughout the year, and by the end of the year had reached the point I was striving for: complete involvement among all players, helping each other to perform at our very best during practice times.”
Modeling the Way. Leaders are clear about their personal values and beliefs. They keep people and projects on course by behaving consistently with these values and modeling how they expect others to act. Leaders also plan projects and break them down into achievable steps, creating opportunities for small wins. By focusing on key priorities, they make it easier for others to achieve goals. Modeling the Way involves
Working in a business environment taught one student the importance of Modeling the Way. She writes: “I proved I was serious because I was the first one on the job and the last one to leave. I came prepared to work and make the tools available to my crew. I worked alongside them and in no way portrayed an attitude of superiority. Instead, we were in this together.”
Encouraging the Heart. Leaders encourage people to persist in their efforts by linking recognition with accomplishments and visibly recognizing contributions to the common vision. They express pride in the achievements of the group or organization, letting others know that their efforts are appreciated. Leaders also find ways to celebrate milestones. They nurture a team spirit, which enables people to sustain continued efforts. Encouraging the Heart involves
While organizing and running a day camp, one student recognized volunteers and celebrated accomplishments through her actions. She explains: “We had a pizza party with the children on the last day of the day camp. Later, the volunteers were sent thank you notes and 'valuable volunteer awards' personally signed by the day campers. The pizza party, thank you notes, and awards served to encourage the hearts of the volunteers in the hopes that they might return for next year's day camp.”
Question 1: What are the right answers?
Answer: There are no universal right answers when it comes to leadership. Research indicates that the more frequently you are perceived as engaging in the behavior and actions identified in the Student LPI, the more likely it is that you will be perceived as an effective leader. The higher your scores on the Student LPI-Observer, the more others perceive you as (1) having personal credibility, (2) being effective in running meetings, (3) successfully representing your organization or group to nonmembers, (4) generating a sense of enthusiasm and cooperation, and (5) having a high-performing team. In addition, findings show a strong and positive relationship between the extent to which people report their leaders engaging in this set of five leadership practices and how motivated, committed, and productive they feel.
Question 2: How reliable and valid is the Student LPI?
Answer: The question of reliability can be answered in two ways. First, the Student LPI has shown sound psychometric properties. The scale for each leadership practice is internally reliable, meaning that the statements within each practice are highly correlated with one another. Second, results of multivariate analyses indicate that the statements within each leadership practice are more highly correlated (or associated) with one another than they are between the five leadership practices.
In terms of validity (or “So what difference do the scores make?”), the Student LPI has good face validity and predictive validity. This means, first, that the results make sense to people. Second, scores on the Student LPI significantly differentiate high-performing leaders from their less successful counterparts. Whether measured by the leader, his or her peers, or student personnel administrators, those student leaders who engage more frequently, rather than less frequently, in the five leadership practices are more effective.
Question 3: Should my perceptions of my leadership practices be consistent with the ratings other people give me?
Answer: Research indicates that trust in the leader is essential if other people (for example, fellow members of a group, team, or organization) are going to follow that person over time. People must experience the leader as believable, credible, and trustworthy. Trust—whether in a leader or any other person—is developed through consistency in behavior. Trust is further established when words and deeds are congruent.
This does not mean, however, that you will always be perceived in exactly the same way by every person in every situation. Some people may not see you as often as others do, and therefore they may rate you differently on the same behavior. Some people simply may not know you as well as others do. Also you may appropriately behave differently in different situations, such as in a crisis versus during more stable times. Others may have different expectations of you, and still others may perceive the rating descriptions (such as “once in a while” or “fairly often”) differently.
Therefore, the key issue is not whether your self-ratings and the ratings from others are exactly the same, but whether people perceive consistency between what you say you do and what you actually do. The only way you can know the answer to this question is to solicit feedback. The Student LPI-Observer has been designed for this purpose.
Research indicates that people tend to see themselves more positively than others do. The Student LPI-Self norms are consistent with this general trend; scores on the Student LPI-Self tend to be somewhat higher than scores on the Student LPI-Observer. Student LPI scores also tend to be higher than LPI scores of experienced managers and executives in the private and public sector.
Question 4: Can I change my leadership practices?
Answer: It is certainly possible—even for experienced people—to learn new skills. You will increase your chances of changing your behavior if you receive feedback on what level you have achieved with a particular skill, observe a positive model of that skill, set some improvement goals for yourself, practice the skill, ask for updated feedback on your performance, and then set new goals. The practices that are assessed with the Student LPI fall into the category of learnable skills.
But some things can be changed only if there is a strong and genuine inner desire to make a difference. For example, enthusiasm for a cause is unlikely to be developed through education or job assignments; it must come from within.
Use the information from the Student LPI to better understand how you currently behave as a leader, both from your own perspective and from the perspective of others. Note where there are consistencies and inconsistencies. Understand which leadership behaviors and practices you feel comfortable engaging in and which you feel uncomfortable with. Determine which leadership behaviors and practices you can improve on, and take steps to improve your leadership skills and gain confidence in leading other people and groups. The following sections will help you to become more effective in leadership.
On pages W-18 through W-21 are grids for recording your Student LPI scores. The first grid (Challenging the Process) is for recording scores for items 1, 6, 11, 16, 21, and 26 from the Student LPI-Self and Student LPI-Observer. These are the items that relate to behaviors involved in Challenging the Process, such as searching for opportunities, experimenting, and taking risks. An abbreviated form of each item is printed beside the grid as a handy reference.
In the first column, which is headed “Self-Rating,” write the scores that you gave yourself. If others were asked to complete the Student LPI-Observer and if the forms were returned to you, enter their scores in the columns (A, B, C, D, E, and so on) under the heading “Observers' Ratings.” Simply transfer the numbers from page W-18 of each Student LPI-Observer to your scoring grids, using one column for each observer. For example, enter the first observer's scores in column A, the second observer's scores in column B, and so on. The grids provide space for the scores of as many as ten observers.
After all scores have been entered for Challenging the Process, total each column in the row marked “Totals.” Then add all of the totals for observers; do not include the “self” total. Write this grand total in the space marked “Total of All Observers' Scores.” To obtain the average, divide the grand total by the number of people who completed the Student LPI-Observer. Write this average in the blank provided. The sample grid shows how the grid would look with scores for self and five observers entered.
The other four grids should be completed in the same manner.
The second grid (Inspiring a Shared Vision) is for recording scores to the items that pertain to envisioning the future and enlisting the support of others. These include items 2, 7, 12, 17, 22, and 27.
The third grid (Enabling Others to Act) pertains to items 3, 8, 13, 18, 23, and 28, which involve fostering collaboration and strengthening others.
The fourth grid (Modeling the Way) pertains to items about setting an example and planning small wins. These include items 4, 9, 14, 19, 24, and 29.
The fifth grid (Encouraging the Heart) pertains to items about recognizing contributions and celebrating accomplishments. These are items 5, 10, 15, 20, 25, and 30.
Grids for Recording Student LPI Scores
Scores should be recorded on the following grids in accordance with the instructions on page W-17. As you look at individual scores, remember the rating system that was used:
After you have recorded all of your scores and calculated the totals and averages, turn to page W-21 and read the section on interpreting scores.
This section will help you to interpret your scores by looking at them in several ways and by making notes to yourself about what you can do to become a more effective leader.
Ranking Your Ratings
Refer to the previous chapter, “Recording Your Scores.” On each grid, look at your scores in the blanks marked “Total Self-Rating.” Each of these totals represents your responses to six statements about one of the five leadership practices. Each of your totals can range from a low of 6 to a high of 30.
In the blanks that follow, write “1” to the left of the leadership practice with the highest total self-rating, “2” by the next-highest total self-rating, and so on. This ranking represents the leadership practices with which you feel most comfortable, second-most comfortable, and so on. The practice you identify with a “5” is the practice with which you feel least comfortable.
Again refer to the previous chapter, but this time look at your scores in the blanks marked “Average of All Observers.” The number in each blank is the average score given to you by the people you asked to complete the Student LPI-Observer. Like each of your total self-ratings, this number can range from 6 to 30.
In the blanks that follow, write “1” to the right of the leadership practice with the highest score, “2” by the next-highest score, and so on. This ranking represents the leadership practices that others feel you use most often, second-most often, and so on.
Comparing Your Self-Ratings to Observers' Ratings
To compare your Student LPI-Self and Student LPI-Observer assessments, refer to the “Chart for Graphing Your Scores” on the next page. On the chart, designate your scores on the five leadership practices (Challenging, Inspiring, Enabling, Modeling, and Encouraging) by marking each of these points with a capital “S” (for “Self'). Connect the five resulting “S scores” with a solid line and label the end of this line “Self' (see sample chart below).
If other people provided input through the Student LPI-Observer, designate the average observer scores (see the blanks labeled “Average of All Observers” on the scoring grids) by marking each of the points with a capital “O” (for “Observer”). Then connect the five resulting “O scores” with a dashed line and label the end of this line “Observer” (see sample chart). Completing this process will provide you with a graphic representation (one solid and one dashed line) illustrating the relationship between your self-perception and the observations of other people.
Look again at the “Chart for Graphing Your Scores.” The column to the far left represents the Student LPI-Self percentile rankings for more than 1,200 student leaders. A percentile ranking is determined by the percentage of people who score at or below a given number. For example, if your total self-rating for “Challenging” is at the 60th percentile line on the “Chart for Graphing Your Scores,” this means that you assessed yourself higher than 60 percent of all people who have completed the Student LPI; you would be in the top 40 percent in this leadership practice. Studies indicate that a “high” score is one at or above the 70th percentile, a “low” score is one at or below the 30th percentile, and a score that falls between those ranges is considered “moderate.”
Using these criteria, circle the “H” (for “High”), the “M” (for “Moderate”), or the “L” (for “Low”) for each leadership practice on the “Range of Scores” table below. Compared to other student leaders around the country, where do your leadership practices tend to fall? (Given a “normal distribution,” it is expected that most people's scores will fall within the moderate range.)
Range of Scores
Exploring Specific Leadership Behaviors
Looking at your scoring grids, review each of the thirty items on the Student LPI by practice. One or two of the six behaviors within each leadership practice may be higher or lower than the rest. If so, on which specific items is there variation? What do these differences suggest? On which specific items is there agreement? Please write your thoughts in the following space.
Challenging the Process
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Inspiring a Shared Vision
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Enabling Others to Act
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Modeling the Way
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Comparing Observers' Responses to One Another
Study the Student LPI-Observer scores for each of the five leadership practices. Do some respondents' scores differ significantly from others? If so, are the differences localized in the scores of one or two people? On which leadership practices do the respondents agree? On which practices do they disagree? If you try to behave basically the same with all the people who assessed you, how do you explain the difference in ratings? Please write your thoughts in the following space.
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Take a few moments to summarize your Student LPI feedback by completing the following Strengths and Opportunities Summary Worksheet. Refer to the “Chart for Graphing Your Scores,” the “Range of Scores” table, and any notes you have made.
After the summary worksheet you will find some suggestions for getting started on meeting the leader-ship challenge. With these suggestions in mind, review your Student LPI feedback and decide on the actions you will take to become an even more effective leader. Then complete the Action-Planning Worksheet to spell out the steps you will take. (One Action-Planning Worksheet is included in this workbook, but you may want to develop action plans for several practices or behaviors. You can make copies of the blank form before you fill it in or just use a separate sheet of paper for each leadership practice you plan to improve.)
Strengths and Opportunities Summary Worksheet
Strengths
Which of the leadership practices and behaviors are you most comfortable with? Why? Can you do more?
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What can you do to use a practice more frequently? What will it take to feel more comfortable?
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The following are ten suggestions for getting started on meeting the leadership challenge.
Prescriptions for Meeting the Leadership Challenge
Challenge the Process
Inspire a Shared Vision
Enable Others to Act
Model the Way
Encourage the Heart
Action-Planning Worksheet
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Action_____________________
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People Involved_____________________
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Target Date_____________________
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_____________________About the Authors
James M. Kouzes is chairman of TPG/Learning Systems, which makes leadership work through practical, performance-oriented learning programs. In 1993 The Wall Street Journal cited Jim as one of the twelve J most requested “nonuniversity executive-education providers” to U.S. companies. His list of past and present clients includes AT&T, Boeing, Boy Scouts of America, Charles Schwab, Ciba-Geigy, Dell Computer, First Bank System, Honeywell, Johnson & Johnson, Levi Strauss & Co., Motorola, Pacific Bell, Stanford University, Xerox Corporation, and the YMCA.
Barry Z. Posner, PhD, is dean of the Leavey School of Business, Santa Clara University, and professor of organizational behavior. He has received several outstanding teaching and leadership awards, has published more than eighty research and practitioner-oriented articles, and currently is on the editorial review boards for The Journal of Management Education, The Journal of Management Inquiry, and The Journal of Business Ethics. Barry also serves on the board of directors for Public Allies and for The Center for Excellence in Non-Profits. His clients have ranged from retailers to firms in health care, high technology, financial services, manufacturing, and community service agencies.
Kouzes and Posner are coauthors of several best-selling and award-winning leadership books. The Leadership Challenge: How to Keep Getting Extraordinary Things Done in Organizations (2nd ed., 1995), with over 800,000 copies in print, has been reprinted in fifteen languages, has been featured in three video programs, and received a Critic's Choice award from the nation's newspaper book review editors. Credibility: How Leaders Gain and Lose It, Why People Demand It (1993) was chosen by Industry Week as one of the five best management books of the year. Their latest book is Encouraging the Heart: A Leader's Guide to Rewarding and Recognizing Others (1998).
STUDENT LEADERSHIP PRACTICES INVENTORY – SELF
Your Name:_________________________________________________________
Instructions
On the next two pages are thirty statements describing various leadership behaviors. Please read each statement carefully. Then rate yourself in terms of how frequently you engage in the behavior described. This is not a test (there are no right or wrong answers).
Consider each statement in the context of the student organization (for example, club, team, chapter, group, unit, hall, program, project) with which you are most involved. The rating scale provides five choices:
Please respond to every statement.
In selecting the response, be realistic about the extent to which you actually engage in the behavior. Do not answer in terms of how you would like to see yourself or in terms of what you should be doing. Answer in terms of how you typically behave. The usefulness of the feedback from this inventory will depend on how honest you are with yourself about how frequently you actually engage in each of these behaviors.
For example, the first statement is “I look for opportunities that challenge my skills and abilities.” If you believe you do this “once in a while,” circle the number 2. If you believe you look for challenging opportunities “fairly often,” circle the number 4.
When you have responded to all thirty statements, please turn to the response sheet on the back page and transfer your responses as instructed. Thank you.
STUDENT LEADERSHIP PRACTICES INVENTORY – SELF
How frequently do you typically engage in the following behaviors and actions? Circle the number that applies to each statement.
After you have responded to the thirty statements on the previous two pages, please transfer your responses to the blanks below. This will make it easier to record and score your responses. Notice that the numbers of the statements are listed horizontally. Make sure that the number you assigned to each statement is transferred to the appropriate blank. Fill in a response for every item.
Further Instructions
Please write your name here:__________________________________________
Please bring this form with you to the workshop (seminar or class) or return this form to:
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If you are interested in feedback from other people, ask them to complete the Student LPI-Observer, which provides you with perspectives on your leadership behaviors as perceived by others.
Jossey-Bass is a registered trademark of Jossey-Bass Inc., a Wiley Company.
No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Sections 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923, (978) 750-8400, fax (978) 750-4744. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ, 07030-5774, (201) 748-6011, fax (201) 748-6008.
Printed in the United States of America.
Jossey-Bass Publishers
350 Sansome Street
San Francisco, California 94104
(888) 378-2537
Fax (800) 605-2665
Printing 10 9 8 7 6 5 4 3
This instrument is printed on acid-free, recycled stock that meets or exceeds the minimum GPO and EPA requirements for recycled paper.
ISBN: 0-7879-4426-2
STUDENT LEADERSHIP PRACTICES INVENTORY – OBSERVER
Name of Leader:____________________________________________________
Instructions
On the next two pages are thirty descriptive statements about various leadership behaviors. Please read each statement carefully. Then rate the person who asked you to complete this form in terms of how frequently he or she typically engages in the described behavior. This is not a test (there are no right or wrong answers).
Consider each statement in the context of the student organization (for example, club, team, chapter, group, unit, hall, program, project) with which that person is most involved or with which you have had the greatest opportunity to observe him or her. The rating scale provides five choices:
Please respond to every statement.
In selecting the response, be realistic about the extent to which this person actually engages in the behavior. Do not answer in terms of how you would like to see this person behaving or in terms of what this person should be doing. Answer in terms of how he or she typically behaves. The usefulness of the feedback from this inventory will depend on how honest you are about how frequently you observe this person actually engaging in each of these behaviors.
For example, the first statement is, “He or she looks for opportunities that challenge his or her skills and abilities.” If you believe this person does this “once in a while,” circle the number 2. If you believe he or she looks for challenging opportunities “fairly often,” circle the number 4.
When you have responded to all thirty statements, please turn to the response sheet on the back page and transfer your responses as instructed. Thank you.
STUDENT LEADERSHIP PRACTICES INVENTORY – OBSERVER
How frequently does this person typically engage in the following behaviors and actions? Circle the number that applies to each statement:
After you have responded to the thirty statements on the previous two pages, please transfer your responses to the blanks below. This will make it easier to record and score your responses. Notice that the numbers of the statements are listed horizontally. Make sure that the number you assigned to each statement is transferred to the appropriate blank. Fill in a response for every item.
Further Instructions
The above scores are for (name of person):______________________________
Please bring this form with you to the workshop (seminar or class) or return this form to:
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ISBN: 0-7879-4427-0
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher.
Printed in the United States of America.
Jossey-Bass Publishers
350 Sansome Street
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ASSESSMENT 1
Managerial Assumptions
Instructions
Read the following statements. Write “Yes” if you agree with the statement, or “No” if you disagree with it. Force yourself to take a “yes” or “no” position for every statement.
Scoring
Count the number of “yes” responses to items 1, 4, 6, 8, 9, 10, 12; write that number here as [X =___]. Count the number of “yes” responses to items 2, 3, 5, 7, 11, 13, 14; write that score here [Y =___].
Interpretation
This assessment gives insight into your orientation toward Douglas McGregor's Theory X (your “X” score) and Theory Y (your “Y” score) assumptions. You should review the discussion of McGregor's thinking in Chapter 1.1 and consider further the ways in which you are likely to behave toward other people at work. Think, in particular, about the types of “self-fulfilling prophecies” you are likely to create.
ASSESSMENT 2
A Twenty-First-Century Manager
Instructions
Rate yourself on the following personal characteristics. Use this scale.
Scoring
Give yourself 1 point for each S, and 1/2 point for each G. Do not give yourself points for W and ? responses. Total your points and enter the result here [PMF =___].
Interpretation
This assessment offers a self-described profile of your management foundations (PMF). Are you a perfect 10, or is your PMF score something less than that? There shouldn't be too many 10s around. Ask someone who knows you to assess you on this instrument. You may be surprised at the differences between your PMF score as self-described and your PMF score as described by someone else. Most of us, realistically speaking, must work hard to grow and develop continually in these and related management foundations. This list is a good starting point as you consider where and how to further pursue the development of your managerial skills and competencies. The items on the list are recommended by the American Assembly of Collegiate Schools of Business (AACSB) as skills and personal characteristics that should be nurtured in college and university students of business administration. Their success—and yours—as twenty-first-century managers may well rest on (1) an initial awareness of the importance of these basic management foundations and (2) a willingness to strive continually to strengthen them throughout your work career.
Turbulence Tolerance Test
Instructions
The following statements were made by a 37-year-old manager in a large, successful corporation. How would you like to have a job with these characteristics? Using the following scale, write your response to the left of each statement.
Scoring
Total your responses and divide the sum by 24; enter the score here [TTT =___].
Interpretation
This instrument gives an impression of your tolerance for managing in turbulent times—something likely to characterize the world of work well into the future. In general, the higher your TTT score, the more comfortable you seem to be with turbulence and change—a positive sign. For comparison purposes, the average scores for some 500 MBA students and young managers was 1.5-1.6. The test's author suggests the TTT scores may be interpreted much like a grade point average in which 4.0 is a perfect A. On this basis, a 1.5 is below a C! How did you do?
ASSESSMENT 4
Global Readiness Index
Instructions
Use the scale to rate yourself on each of the following items to establish a baseline measurement of your readiness to participate in the global work environment.
Rating Scale
Interpretation
To be successful in the twenty-first-century work environment, you must be comfortable with the global economy and the cultural diversity that it holds. This requires a global mind-set that is receptive to and respectful of cultural differences, global knowledge that includes the continuing quest to know and learn more about other nations and cultures, and global work skills that allow you to work effectively across cultures.
Scoring
The goal is to score as close to a perfect “5” as possible on each of the three dimensions of global readiness. Develop your scores as follows.
ASSESSMENT 5
Personal Values
Instructions
Below are 16 items. Rate how important each one is to you on a scale of 0 (not important) to 100 (very important). Write the numbers 0-100 on the line to the left of each item.
Scoring
Transfer the numbers for each of the 16 items to the appropriate column below, then add the two numbers in each column.
Interpretation
The higher the total in any area, the higher the value you place on that particular area. The closer the numbers are in all eight areas, the more well-rounded you are. Think about the time and effort you put forth in your top three values. Is it sufficient to allow you to achieve the level of success you want in each area? If not, what can you do to change? Is there any area in which you feel you should have a higher value total? If yes, which, and what can you do to change?
ASSESSMENT 6
Intolerance for Ambiguity
Instructions
To determine your level of tolerance (intolerance) for ambiguity, respond to the following items. PLEASE RATE EVERY ITEM; DO NOT LEAVE ANY ITEM BLANK. Rate each item on the following seven-point scale:
Rating
Scoring
The scale was developed by S. Budner. Budner reports test-retest correlations of .85 with a variety of samples (mostly students and health care workers). Data, however, are more than 30 years old, so mean shifts may have occurred. Maximum ranges are 16-112, and score ranges were from 25 to 79, with a grand mean of approximately 49.
The test was designed to measure several different components of possible reactions to perceived threat in situations which are new, complex, or insoluble. Half of the items have been reversed.
To obtain a score, first reverse the scale score for the eight “reverse” items, 3, 4, 7, 8, 11, 12, 15, and 16 (i.e., a rating of 1 = 7, 2 = 6, 3 = 5, etc.), then add up the rating scores for all 16 items.
Interpretation
Empirically, low tolerance for ambiguity (high intolerance) has been positively correlated with:
The application of this concept to management in the 1990s is clear and relatively self-evident. The world of work and many organizations are full of ambiguity and change. Individuals with a higher tolerance for ambiguity are far more likely to be able to function effectively in organizations and contexts in which there is a high turbulence, a high rate of change, and less certainty about expectations, performance standards, what needs to be done, and so on. In contrast, individuals with a lower tolerance for ambiguity are far more likely to be unable to adapt or adjust quickly in turbulence, uncertainty, and change. These individuals are likely to become rigid, angry, stressed, and frustrated when there is a high level of uncertainty and ambiguity in the environment. High levels of tolerance for ambiguity, therefore, are associated with an ability to “roll with the punches” as organizations, environmental conditions, and demands change rapidly.
Two-Factor Profile
Instructions
On each of the following dimensions, distribute a total of 10 points between the two options. For example:
Scoring
Summarize your total scores for all items in the left-hand column and write it here: MF =___.
Summarize your total scores for all items in the right-hand column and write it here: HF =___.
Interpretation
The “MF” score indicates the relative importance that you place on motivating or satisfier factors in Herzberg's two-factor theory. This shows how important job content is to you. The “HF” score indicates the relative importance that you place on hygiene or dissatisfier factors in Herzberg's two-factor theory. This shows how important job context is to you.
ASSESSMENT 8
Are You Cosmopolitan?
Instructions
Answer the questions using a scale of 1 to 5: 1 representing “strongly disagree”; 2, “somewhat disagree”; 3, “neutral”; 4, “somewhat agree”; and 5, “strongly agree.”
Scoring and Interpretation
A “cosmopolitan” identifies with the career profession, and a “local” identifies with the employing organization. Total your scores. A score of 30–40 suggests a cosmopolitan work orientation, 10–20 a “local” orientation, and 20–30 a mixed orientation.
ASSESSMENT 9
Group Effectiveness
Instructions
For this assessment, select a specific group you work with or have worked with; it can be a college or work group. For each of the eight statements below, select how often each statement describes the group's behavior. Place the number 1, 2, 3, or 4 on the line next to each of the 8 numbers.
Scoring
— Total. Add up the eight numbers and place an X on the continuum below that represents the score.
Effective group 8 … 16 … 24 … 32 Ineffective group
Interpretation
The lower the score, the more effective the group. What can you do to help the group become more effective? What can the group do to become more effective?
ASSESSMENT 10
Least Preferred Co-worker Scale
Instructions
Think of all the different people with whom you have ever worked—in jobs, in social clubs, in student projects, or whatever. Next, think of the one person with whom you could work least well—that is, the person with whom you had the most difficulty getting a job done. This is the one person—a peer, boss, or subordinate—with whom you would least want to work. Describe this person by circling numbers at the appropriate points on each of the following pairs of bipolar adjectives. Work rapidly. There are no right or wrong answers.
Scoring
This is called the “least preferred co-worker scale” (LPC). Compute your LPC score by totaling all the numbers you circled; enter that score here [LPC =___].
Interpretation
The LPC scale is used by Fred Fiedler to identify a person's dominant leadership style. Fiedler believes that this style is a relatively fixed part of one's personality and is therefore difficult to change. This leads Fiedler to his contingency views, which suggest that the key to leadership success is finding (or creating) good “matches” between style and situation. If your score is 73 or above, Fiedler considers you a “relationship-motivated” leader; if your score is 64 and below, he considers you a “task-motivated” leader. If your score is between 65 and 72, Fiedler leaves it up to you to determine which leadership style is most like yours.
Leadership Style
Instructions
The following statements describe leadership acts. Indicate the way you would most likely act if you were leader of a workgroup, by circling whether you would most likely behave in this way:
Scoring
ASSESSMENT 12
“TT” Leadership Style
Instructions
For each of the following 10 pairs of statements, divide 5 points between the two according to your beliefs, perceptions of yourself, or according to which of the two statements characterizes you better. The 5 points may be divided between the a and b statements in any one of the following ways: 5 for a, 0 for b; 4 for a, 1 for b; 3 for a, 2 for b; 1 for a, 4 for b; 0 for a, 5 for b, but not equally (2 1/2) between the two. Weigh your choices between the two according to the one that characterizes you or your beliefs better.
Scoring
Circle your points for items 1b, 2a, 3b, 4a, 5b, 6a, 7b, 8a, 9b, 10a and add up the total points you allocated to these items; enter the score here [T =___]. Next, add up the total points given to the uncircled items 1a, 2b, 3a, 4b, 5a, 6b, 7a, 8b, 9a, 10b; enter the score here [T =___].
Interpretation
This instrument gives an impression of your tendencies toward “transformational” leadership (your T score) and “transactional” leadership (your T score). You may want to refer to the discussion of these concepts in Chapter 4. Today, a lot of attention is being given to the transformational aspects of leadership—those personal qualities that inspire a sense of vision and desire for extraordinary accomplishment in followers. The most successful leaders of the future will most likely be strong in both “T”s.
Empowering Others
Think of times when you have been in charge of a group—this could be a full-time or part-time work situation, a student workgroup, or whatever. Complete the following questionnaire by recording how you feel about each statement according to this scale.
When in charge of a group I find:
Scoring
Total your responses; enter the score here [___].
Interpretation
This instrument gives an impression of your willingness to delegate. Possible scores range from 9 to 45. The higher your score, the more willing you appear to be to delegate to others. Willingness to delegate is an important managerial characteristic. It is essential if you—as a manager—are to “empower” others and give them opportunities to assume responsibility and exercise self-control in their work. With the growing importance of empowerment in the new workplace, your willingness to delegate is well worth thinking about seriously.
Machiavellianism
Instructions
For each of the following statements, circle the number that most closely resembles your attitude.
Scoring and Interpretation
This assessment is designed to compute your Machiavellianism (Mach) score. Mach is a personality characteristic that taps people's power orientation. The high-Mach personality is pragmatic, maintains emotional distance from others, and believes that ends can justify means. To obtain your Mach score, add up the numbers you checked for questions 1, 3, 4, 5, 9, and 10. For the other four questions, reverse the numbers you have checked, so that 5 becomes 1; 4 is 2; and 1 is 5. Then total both sets of numbers to find your score. A random sample of adults found the national average to be 25. Students in business and management typically score higher.
The results of research using the Mach test have found: (1) men are generally more Machiavellian than women; (2) older adults tend to have lower Mach scores than younger adults; (3) there is no significant difference between high Machs and low Machs on measures of intelligence or ability; (4) Machiavellianism is not significantly related to demographic characteristics such as educational level or marital status; and (5) high Machs tend to be in professions that emphasize the control and manipulation of people—for example, managers, lawyers, psychiatrists, and behavioral scientists.
Personal Power Profile
Contributed by Marcus Maier, Chapman University
Instructions
Below is a list of statements that may be used in describing behaviors that supervisors (leaders) in work organizations can direct toward their subordinates (followers). First, carefully read each descriptive statement, thinking in terms of how you prefer to influence others. Mark the number that most closely represents how you feel. Use the following numbers for your answers.
Using the grid below, insert your scores from the 20 questions and proceed as follows: Reward power—sum your response to items 1, 13, 16, and 17 and divide by 4. Coercive power—sum your response to items 3, 9, 11, and 12 and divide by 4. Legitimate power— sum your response to questions 5, 14, 18, and 20 and divide by 4. Referent power—sum your response to questions 2, 4, 6, and 7 and divide by 4. Expert power—sum your response to questions 8, 10, 15, and 19 and divide by 4.
Interpretation
A high score (4 and greater) on any of the five dimensions of power implies that you prefer to influence others by employing that particular form of power. A low score (2 or less) implies that you prefer not to employ this particular form of power to influence others. This represents your power profile. Your overall power position is not reflected by the simple sum of the power derived from each of the five sources. Instead, some combinations of power are synergistic in nature—they are greater than the simple sum of their parts. For example, referent power tends to magnify the impact of other power sources because these other influence attempts are coming from a “respected” person. Reward power often increases the impact of referent power, because people generally tend to like those who give them things that they desire. Some power combinations tend to produce the opposite of synergistic effects, such that the total is less than the sum of the parts. Power dilution frequently accompanies the use of (or threatened use of) coercive power.
ASSESSMENT 16
Intuitive Ability
Instructions
Complete this survey as quickly as you can. Be honest with yourself. For each question, select the response that most appeals to you.
Scoring
Total the number of “a” responses circled for questions 1, 3, 5, 6, 11; enter the score here [A =___]. Total the number of “b” responses for questions 2, 4, 7, 8, 9, 10, 12; enter the score here [B =___]. Add your “a” and “b” scores and enter the sum here [A + B =___]. This is your intuitive score. The highest possible intuitive score is 12; the lowest is 0.
Interpretation
In his book Intuition in Organizations (Newbury Park, CA: Sage, 1989), pp. 10–11, Weston H. Agor states: “Traditional analytical techniques … are not as useful as they once were for guiding major decisions. … If you hope to be better prepared for tomorrow, then it only seems logical to pay some attention to the use and development of intuitive skills for decision making.” Agor developed the prior survey to help people assess their tendencies to use intuition in decision making. Your score offers a general impression of your strength in this area. It may also suggest a need to further develop your skill and comfort with more intuitive decision approaches.
ASSESSMENT 17
Decision-Making Biases
Instructions
How good are you at avoiding potential decision-making biases? Test yourself by answering the following questions:
$___per year
Scoring
Your instructor will provide answers and explanations for the assessment questions.
Each of the preceding questions examines your tendency to use a different judgmental heuristic. In his book Judgment in Managerial Decision Making, 3rd ed. (New York: John Wiley & Sons, 1994), pp. 6–7, Max Bazerman calls these heuristics “simplifying strategies, or rules of thumb” used in making decisions. He states, “In general, heuristics are helpful, but their use can sometimes lead to severe errors. … If we can make managers aware of the potential adverse impacts of using heuristics, they can then decide when and where to use them.” This assessment offers an initial insight into your use of such heuristics. An informed decision maker understands the heuristics, is able to recognize when they appear, and eliminates any that may inappropriately bias decision making.
Test yourself further. Before hearing from your instructor, go back and write next to each item the name of the judgmental heuristic (see Chapter 2 text discussion) that you think applies.
Then write down a situation that you have experienced and in which some decision-making bias may have occurred. Be prepared to share and discuss this incident with the class.
ASSESSMENT 18
Conflict Management Strategies
Instructions
Think of how you behave in conflict situations in which your wishes differ from those of others. In the space to the left, rate each of the following statements on a scale of “1” “not at all” to “5” “very much.”
When I have a conflict at work, school, or in my personal life, I do the following:
Scoring
Total your scores for items as follows.
Yielding tendency: 1+6+11+16 =___.
Compromising tendency: 2+7+12+17 =___.
Forcing tendency: 3+8+13+18 =___.
Problem-solving tendency: 4+9+14+19 =___.
Avoiding tendency: 5+10+15+20=___.
Interpretation
Each of the scores above approximates one of the conflict management styles discussed in the chapter. Look back to Figure 15.4 and make the match ups. Although each style is part of management, only collaboration or problem solving leads to true conflict resolution. You should consider any patterns that may be evident in your scores and think about how to best handle the conflict situations in which you become involved.
ASSESSMENT 19
Your Personality Type
Instructions
How true is each statement for you?
Scoring
Add all your scores to create a total score =___.
Interpretation
Type A personalities (hurried and competitive) tend to score 36 and above. Type B personalities (relaxed) tend to score 22 and below. Scores of 23–35 indicate a balance or mix of Type A and Type B.
Time Management Profile
Instructions
Complete the following questionnaire by indicating “Y” (yes) or “N” (no) for each item. Be frank and allow your responses to create an accurate picture of how you tend to respond to these kinds of situations.
Scoring
Count the number of “Y” responses to items 2, 3, 5, 7, 8, 12. [Enter that score here___.] Count the number of “N” responses to items 1, 4, 6, 9, 10, 11. [Enter that score here___.] Add together the two scores.
Interpretation
The higher the total score, the closer your behavior matches recommended time management guidelines. Reread those items where your response did not match the desired one. Why don't they match? Do you have reasons why your behavior in this instance should be different from the recommended time management guideline? Think about what you can do (and how easily it can be done) to adjust your behavior to be more consistent with these guidelines. For further reading, see Alan Lakein, How to Control Your Time and Your Life (New York: David McKay), and William Oncken, Managing Management Time (Englewood Cliffs, NJ: Prentice Hall, 1984).
ASSESSMENT 21
Organizational Design Preference
Instructions
To the left of each item, write the number from the following scale that shows the extent to which the statement accurately describes your views.
I prefer to work in an organization where:
Scoring
Total your scores for all questions. Enter the score here [___].
Interpretation
This assessment measures your preference for working in an organization designed along “organic” or “mechanistic” lines. The higher your score (above 64), the more comfortable you are with a mechanistic design; the lower your score (below 48), the more comfortable you are with an organic design. Scores between 48 and 64 can go either way. This organizational design preference represents an important issue in the new workplace. Indications are that today's organizations are taking on more and more organic characteristics. Presumably, those of us who work in them will need to be comfortable with such designs.
ASSESSMENT 22
Which Culture Fits You?
Instructions
Check one of the following organization “cultures” in which you feel most comfortable working.
Scoring
These labels identify the four different cultures: 1 = “the baseball team,” 2 = “the club,” 3 = “the fortress,” and 4 = “the academy.”
Interpretation
To some extent, your future career success may depend on working for an organization in which there is a good fit between you and the prevailing corporate culture. This assessment can help you learn how to recognize various cultures, evaluate how well they can serve your needs, and recognize how they may change with time. A risk taker, for example, may be out of place in a “club” but fit right in with a “baseball team.” Someone who wants to seek opportunities wherever they may occur may be out of place in an “academy” but fit right in with a “fortress.”
Selections from The Pfeiffer Training Annuals
A. SWEET TOOTH: BONDING STRANGERS INTO A TEAM
Procedure:
The general idea is just to relax, have fun, and get to know one another while completing a task. Form groups of five. All groups in the room will be competing to see which one can first complete the following items with the name of a candy bar or sweet treat. The team that completes the most items correctly first will win a prize.
Questions for discussion:
Variation
B. INTERROGATORIES: IDENTIFYING ISSUES AND NEEDS
Procedure:
This activity is an opportunity to discover what issues and questions people have brought to the class. The instructor will select from the topic list below. Once a topic is raised, participants should ask any questions they have related to that topic. No one is to answer a question at this time. The goal is to come up with as many questions as possible in the time allowed. Feel free to build on a question already asked, or to share a completely different question.
Interrogatories Starter Topic List
Questions for discussion:
C. DECODE: WORKING WITH DIFFERENT INSTRUCTIONS
Procedure:
YZF FOZ JUKZH CZJVQ!
In the cryptogram Y replaces L, Z replaces E, F replaces T, and so on. Notice that the same letter substitutions are used throughout this cryptogram: Every E in the sentence is replaced by a Z, and every T is replaced by an F.
Here's some information to help you solve cryptograms:
Letter Frequency
The most commonly used letters of the English language are e, t, a, i, o, n, s, h, and r.
The letters that are most commonly found at the beginning of words are t, a, o, d, and w.
The letters that are most commonly found at the end of words are e, s, d, and t.
Word Frequency
One-letter words are either words are to, of, in, it, is, as, at, be, we, he, so, on, an, or, do, if, up, by, and my.
The most common two-letter words are the, and, are, for, not, but, had, has, was, all, any, one, man, out, you, his, her, and can.
The most common three-letter words are that, with, have, this, will, your, from, they, want, been, good, much, some, and very.
DECODE CRYPTOGRAM
ISV'B JZZXYH BPJB BPH SVQE
_____________________
UJE BS UCV CZ BS FSYTHBH
_____________________
ZSYHBCYHZ BPH AHZB UJE BS
_____________________
UCV CZ BS FSSTHWJBH UCBP
_____________________
SBPHWZ—Z. BPCJMJWJOJV
D. CHOICES: LEARNING EFFECTIVE CONFLICT MANAGEMENT STRATEGIES
Procedure: Form teams of three.
Assume you are a group of top managers who are responsible for an organization of seven departments. Working as a team, choose an appropriate strategy to intervene in the situations below when the conflict must be managed in some way. Your choices are withdrawal, suppression, integration, compromise, and authority. Refer to the list below for some characteristics of each strategy. Write your team's choice following each situation number. Engage in discussion led by the instructor.
CHOICES: STRATEGIES AND CONTINGENCIES
Withdrawal Strategy
Use When (Advantages)
Suppression (and Diffusion) Strategy
Use When (Advantages)
Integration Strategy
Use When (Advantages)
Compromise Strategy
Use When (Advantages)
Authority Strategy
Use When (Advantages)
Be Aware (Disadvantages)
Be Aware (Disadvantages)
Be Aware (Disadvantages)
Be Aware (Disadvantages)
Be Aware (Disadvantages)
Two employees of the support staff have requested the same two-week vacation period. They are the only two trained to carry out an essential task using a complex computer software program that cannot be mastered quickly. You have encouraged others to learn this process so there is more backup for the position, but heavy workloads have prevented this from occurring.
Situation #2
A sales manager has requested a raise because there are now two salespeople on commission earning higher salaries. The work performance of this individual currently does not merit a raise of the amount requested, mostly due to the person turning in critical reports late and missing a number of days of work. The person's sales group is one of the highest rated in the organization, but this may be the result of having superior individuals assigned to the team, rather than to the effectiveness of the manager.
Situation #3
It has become obvious that the copy machine located in a customer service area is being used for a variety of personal purposes, including reproducing obscene jokes. A few copies have sometimes been found lying on or near the machine at the close of the business day. You have mentioned the matter briefly in the organization's employee newsletter, but recently you have noticed an increase in the activity. Most of the office staff seems to be involved.
Situation #4
Three complaints have filtered upward to you from long-term employees concerning a newly hired individual. This person has a pierced nose and a visible tattoo. The work performance of the individual is adequate and the person does not have to see customers; however, the employees who have complained allege that the professional appearance of the office area has been compromised.
Situation #5
The organization has a flex-time schedule format that requires all employees to work the core hours of 10 A.M. to 3 P.M., Monday through Friday. Two department managers have complained that another department does not always maintain that policy. The manager of the department in question has responded by citing recent layoffs and additional work responsibilities as reasons for making exceptions to policy.
Situation #6
As a result of a recent downsizing, an office in a coveted location is now available. Three individuals have made a request to the department manager for the office. The manager has recommended that the office be given to one of the three. This individual has the highest performance rating, but was aided in obtaining employment with the company by the department manager, who is a good friend of the person's family. Colleagues prefer not to work with this individual, as there is seldom any evidence of teamwork.
Situation #7
Two department managers have requested a budget increase in the areas of travel and computer equipment. Each asks that your group support this request. The CEO, not your group, will make the final decision. You are aware that increasing funds for one department will result in a decrease for others, as the total budget figures for all of these categories are set.
Situation #8
Few of the management staff attended the Fourth of July picnic held at a department manager's country home last year. This particular manager, who has been a loyal team player for the past twenty-one years, has indicated that he/she plans to host the event again this year. Many of you have personally found the event to be boring, with little to do but talk and eat. Already a few of the other managers have suggested that the event be held at a different location with a new format or else be cancelled.
Situation #9
It has come to your attention that a manager and a subordinate in the same department are having a romantic affair openly in the building. Both are married to other people. They have been taking extended lunch periods, yet both remain beyond quitting time to complete their work. Colleagues have begun to complain that neither is readily available mid-day and that they do not return messages in a timely manner.
Situation #10
Two loyal department managers are concerned that a newly hired manager who is wheelchair-bound has been given too much in the way of accommodations beyond what is required by the Americans with Disabilities Act. They have requested similar changes to make their own work lives easier. Specifically, they cite office size and location on the building's main floor as points of contention.
E. INTERNAL/EXTERNAL MOTIVATORS: ENCOURAGING CREATIVITY
Procedure:
Questions for Discussion:
INTRINSIC/EXTRINSIC MOTIVATORS QUESTIONNAIRE
Indicate whether each is intrinsic or extrinsic.
F. QUICK HITTER: FOSTERING THE CREATIVE SPIRIT
Part A Procedure:
Questions for discussion:
Part B Procedure:
Additional Team and Experiential Exercises
EXERCISE 1
My Best Manager
Procedure
EXERCISE 2
Graffiti Needs Assessment: Involving Students in the First Class Session
Contributed by Barbara K. Goza, Visiting Associate Professor, University of California at Santa Cruz, and Associate Professor, California State Polytechnic University, Pomona. From Journal of Management Education, 1993.
Procedure
EXERCISE 3
My Best Job
Procedure
EXERCISE 4
What Do You Value in Work?
Procedure
How important is it to you to have a job that:
— Is respected by other people?
— Encourages continued development of knowledge and skills?
— Provides job security?
— Provides a feeling of accomplishment?
— Provides the opportunity to earn a high income?
— Is intellectually stimulating?
— Rewards good performance with recognition?
— Provides comfortable working conditions?
— Permits advancement to high administrative responsibility?
My Asset Base
A business has an asset base or set of resources that it uses to produce a good or service of value to others. For a business, these are the assets or resources it uses to achieve results, including capital, land, patented products or processes, buildings and equipment, raw materials, and the human resources or employees, among others.
Each of us has an asset base that supports our ability to accomplish the things we set out to do. We refer to our personal assets as talents, strengths, or abilities. We probably inherit our talents from our parents, but we acquire many of our abilities and strengths through learning. One thing is certain: we feel very proud of the talents and abilities we have.
Procedure
When you have completed the right-hand side of the chart, fill in the left-hand side by listing talents, strengths, and abilities that you have that have enabled you to accomplish the outcomes listed on the right-hand side.
My Asset Base
Expatriate Assignments
Contributed by Robert E. Ledman, Morehouse College
This exercise focuses on issues related to workers facing international assignments. It illustrates that those workers face a multitude of issues. It further demonstrates that managers who want employees to realize the maximum benefits of international assignments should be aware of, and prepared to deal with, those issues. Some of the topics that are easily addressed with this exercise include the need for culture and language training for the employees and their families and the impact that international assignments may have on an employee's family and how that may affect an employee's willingness to seek such assignments.
Procedure
Try to reach some “family” consensus. If a consensus is not possible, however, resolve any differences in the manner you think the family in the role descriptions would ultimately resolve any differences.
Descriptions of Family Members
Person Being Offered Overseas Assignment
This person is a middle- to upper-level executive who is on a fast track to senior management. He or she has been offered the opportunity to manage an overseas operation, with the assurance of a promotion to a vice presidency upon return to the states. The company will pay all relocation expenses, including selling costs for the family home and the costs associated with finding a new home upon return. The employer will also provide language training for the employee and cultural awareness training for the entire family. The employee will receive a living allowance equal to 20 percent of his or her salary. This should be adequate to provide the family a comparable standard of living to that which is possible on the employee's current salary.
Spouse of the Person Offered an Overseas Assignment (Optional)
This person is also a professional with highly transferable skills and experience for the domestic market. It is unknown how easily he or she may be able to find employment in the foreign country. This person's income, though less than his or her spouse's, is necessary if the couple is to continue paying for their child's college tuition and to prepare for the next child to enter college in two years. This person has spent 15 years developing a career, including completing a degree at night.
Oldest Child
This child is a second-semester junior in college and is on track to graduate in 16 months. Transferring at this time would probably mean adding at least one semester to complete the degree. He or she has been dating the same person for over a year; they have talked about getting married immediately after graduation, although they are not yet formally engaged.
Middle Child
This child is a junior in high school. He or she has already begun visiting college campuses in preparation for applying in the fall. This child is involved in a number of school activities; he or she is a photographer for the yearbook and plays a varsity sport. This child has a learning disability for which services are being provided by the school system.
Youngest Child
This child is a middle school student, age 13. He or she is actively involved in Scouting and takes piano lessons. This child has a history of medical conditions that have required regular visits to the family physician and specialists. This child has several very close friends who have attended the same school for several years.
EXERCISE 7
Cultural Cues
Contributed by Susan Rawson Zacur and W. Alan Randolph, University of Baltimore
Introduction
In the business context, culture involves shared beliefs and expectations that govern the behavior of people. In this exercise, foreign culture refers to a set of beliefs and expectations different from those of the participant's home culture (which has been invented by the participants).
Procedure
Work with your group members to invent your own cultural cues. Think about the kinds of behaviors and words that will signify to all members that they belong together in one culture. For each category provided below, identify and record at least one important attribute for your culture.
Once you have identified desirable cultural aspects for your group, practice them. It is best to stand with your group and to engage one another in conversations involving two or three people at a time. Your aim in talking with one another is to learn as much as possible about each other—hobbies, interests, where you live, what your family is like, what courses you are taking, and so on, all the while practicing the behaviors and words on the previous page. It is not necessary for participants to answer questions of a personal nature truthfully. Invention is permissible because the conversation is only a means to the end of cultural observation. Your aim at this point is to become comfortable with the indicators of your particular culture. Practice until the indicators are second nature to you.
While your representatives are away, you will receive one or more exchange visitors from the other culture, who will engage in conversation as they attempt to learn more about your organizational culture. You must strictly adhere to the cultural aspects of your own culture while you converse with the visitors.
EXERCISE 8
Prejudice in Our Lives
Contributed by Susan Schor of Pace University and Annie McKee of The Wharton School, University of Pennsylvania, with the assistance of Ariel Fishman of The Wharton School
Procedure
EXERCISE 9
How We View Differences
Contributed by Barbara Walker
Introduction
Clearly, the workplace of the future will be much more diverse than it is today: more women, more people of color, more international representation, more diverse lifestyles and ability profiles, and the like. Managing a diverse workforce and working across a range of differences is quickly becoming a “core competency” for effective managers.
Furthermore, it is also becoming clear that diversity in a work team can significantly enhance the creativity and quality of the team's output. In today's turbulent business environment, utilizing employee diversity will give the manager and the organization a competitive edge in tapping all of the available human resources more effectively. This exercise is an initial step in the examination of how we work with people whom we see as different from us. It is fairly simple, straightforward, and safe, but its implications are profound.
Procedure
Imagine that you are traveling in a rental car in a city you have never visited before. You have a one-hour drive on an uncrowded highway before you reach your destination. You decide that you would like to spend the time listening to some of your favorite kind of music on the car radio.
The rental car has four selection buttons available, each with a preset station that plays a different type of music. One plays country music, one plays rock, one plays classical, and one plays jazz. Which type of music would you choose to listen to for the next hour as you drive along? (Assume you want to relax and just stick with one station; you don't want to bother switching around between stations.)
For each of the other groups, what words would you use to describe people who like to listen to that type of music?
EXERCISE 10
Alligator River Story
The Alligator River Story
There lived a woman named Abigail who was in love with a man named Gregory. Gregory lived on the shore of a river. Abigail lived on the opposite shore of the same river. The river that separated the two lovers was teeming with dangerous alligators. Abigail wanted to cross the river to be with Gregory. Unfortunately, the bridge had been washed out by a heavy flood the previous week. So she went to ask Sinbad, a riverboat captain, to take her across. He said he would be glad to if she would consent to go to bed with him prior to the voyage. She promptly refused and went to a friend named Ivan to explain her plight. Ivan did not want to get involved at all in the situation. Abigail felt her only alternative was to accept Sinbad's terms. Sinbad fulfilled his promise to Abigail and delivered her into the arms of Gregory. When Abigail told Gregory about her amorous escapade in order to cross the river, Gregory cast her aside with disdain. Heartsick and rejected, Abigail turned to Slug with her tail of woe. Slug, feeling compassion for Abigail, sought out Gregory and beat him brutally. Abigail was overjoyed at the sight of Gregory getting his due. As the sun set on the horizon, people heard Abigail laughing at Gregory.
Procedure
Teamwork and Motivation
Contributed by Dr. Barbara McCain, Oklahoma City University
Procedure
You are the owner of a small manufacturing corporation. Your company manufactures widgets—a commodity. Your widget is a clone of nationally known widgets. Your widget, “WooWoo,” is less expensive and more readily available than the nationally known brand. Presently, the sales are high. However, there are many rejects, which increases your cost and delays the delivery. You have 50 employees in the following departments: sales, assembly, technology, and administration.
Worksheet
Directions: Fill in the right-hand column with descriptive terms. These terms should suggest a change in behavior from individual work to teamwork.
EXERCISE 12
The Downside of Punishment
Contributed by Dr. Barbara McCain, Oklahoma City University
Procedure
There are numerous problems associated with using punishment or discipline to change behavior. Punishment creates negative effects in the workplace. To better understand this, work in your group to give an example of each of the following situations:
EXERCISE 13
Tinker Toys
Contributed by Bonnie McNeely, Murray State University
Materials Needed
Tinker Toy sets.
ProcedureObservation Sheet
Did the group members adhere to the rules?
Was the task divided into subtasks? Division of labor?
Was a timekeeper assigned?
Were backup plans discussed?
What behaviors indicated that this person was the leader?
How did the leader establish credibility with the group?
Was there a power struggle for the leadership position?
EXERCISE 14
Job Design Preferences
Procedure
EXERCISE 15
My Fantasy Job
Contributed by Lady Hanson, California State Polytechnic University, Pomona
Procedure
Motivation by Job Enrichment
Contributed by Diana Page, University of West Florida
Procedure
EXERCISE 17
Annual Pay Raises
Procedure
EXERCISE 18
Serving on the Boundary
Contributed by Joseph A. Raelin, Boston College
Procedure
The objective of this exercise is to experience what it is like being on the boundary of your team or organization and to experience the boundary person's divided loyalties.
EXERCISE 19
Eggsperiential Exercise
Contributed by Dr. Barbara McCain, Oklahoma City University
Materials Needed
Procedure
Scavenger Hunt—Team Building
Contributed by Michael R. Manning and Paula J. Schmidt, New Mexico State University
Introduction
Think about what it means to be a part of a team—a successful team. What makes one team more successful than another? What does each team member need to do in order for their team to be successful? What are the characteristics of an effective team?
Procedure
The team with the most items on the list will be declared the most successful team.
Items for Scavenger Hunt
Each item is to be identified and brought back to the classroom.
(Note: Items may be substituted as appropriate for your locale.):
Source: Adapted from Michael R. Manning and Paula J. Schmidt, Journal of Management Education, 'Building Effective Work Teams: A Quick Exercise Based on a Scavenger Hunt” (Thousand Oaks, CA: Sage Publications, 1995), pp. 392-398. Used by permission. Reference for list of items for scavenger hunt from C. E. Larson and F. M. Lafas, Team Work: What Must Go Right/What Can Go Wrong (Newbury Park, CA: Sage Publications, 1989).
EXERCISE 21
Work Team Dynamics
Introduction
Think about your course work team, a work team you are involved in for another course, or any other team suggested by the instructor. Indicate how often each of the following statements accurately reflects your experience in the team. Use this scale:
1 = Always 2 = Frequently 3 = Sometimes 4 = Never
Procedure
Form groups as assigned by your instructor. Ideally, this will be the team you have just rated. Have all team members share their ratings, and make one master rating for the team as a whole. Circle the items on which there are the biggest differences of opinion. Discuss those items and try to find out why they exist. In general, the better a team scores on this instrument, the higher its creative potential. If everyone has rated the same team, make a list of the five most important things members can do to improve its operations in the future. Nominate a spokesperson to summarize the team discussion for the class as a whole.: Source: Adapted from William Dyer, Team Building, 2nd ed. (Reading, MA: Addison-Wesley, 1987), pp. 123-125.
EXERCISE 22
Identifying Team Norms
Procedure
If an employee in this organization were to … Most other employees would:
Scoring
A = +2, B = +1, C = 0, D = -1, E = -2
EXERCISE 23
Workgroup Culture
Contributed by Conrad N. Jackson, MPC Inc.
Procedure
The bipolar scales on this instrument can be used to evaluate a group's process in a number of useful ways. Use it to measure where you see the group to be at present. To do this, circle the number that best represents how you see the culture of the group. You can also indicate how you think the group should function by using a different symbol, such as a square (**) or a caret (^), to indicate how you saw the group at some time in the past.
Source: Adapted from Donald D. Bowen et al., Experiences in Management and Organizational Behavior, 4th ed. (New York: John Wiley & Sons, Inc., 1997.)
The Hot Seat
Contributed by Barry R. Armandi, SUNY-Old Westbury
Procedure
A number of years ago, Professor Stevens was asked to attend a departmental meeting at a university. He had been on leave from the department, but a junior faculty member discreetly requested that he attend to protect the rights of the junior faculty. The Chair, or head of the department, was a typical Machiavellian, whose only concerns were self-serving. Professor Stevens had had a number of previous disagreements with the Chair. The heart of the disagreements centered around the Chair's abrupt and domineering style and his poor relations with the junior faculty, many of whom felt mistreated and scared.
The department was a conglomeration of different professorial types. Included in the mix were behavioralists, generalists, computer scientists, and quantitative analysts. The department was embedded in the school of business, which had three other departments. There was much confusion and concern among the faculty, since this was a new organizational design. Many of the faculty were at odds with each other over the direction the school was now taking.
At the meeting, a number of proposals were to be presented that would seriously affect the performance and future of certain junior faculty, particularly those who were behavioral scientists. The Chair, a computer scientist, disliked the behaviorists, who he felt were “always analyzing the motives of people.” Professor Stevens, who was a tenured full professor and a behaviorist, had an objective to protect the interests of the junior faculty and to counter the efforts of the Chair.
Including Professor Stevens, there were nine faculty present. The accompanying diagram below shows the seating arrangement and the layout of the room. The ×s signify those faculty who were allies of the Chair. The +s are those opposed to the Chair and supportive of Professor Stevens, and the ?s were undecided and could be swayed either way. The circled numbers represent empty seats. Both ?s were behavioralists, and the + next to them was a quantitative analyst. Near the door, the first × was a generalist, the two +s were behavioralists, and the second × was a quantitative analyst. The diagram shows the seating of everyone but Professor Stevens, who was the last one to enter the room. Standing at the door, Professor Stevens surveyed the room and within 10 seconds knew which seat was the most effective to achieve his objective.
EXERCISE 25
Interview a Leader
Contributed by Bonnie McNeely, Murray State University
Procedure
Interview Questionnaire
Student's Name___ Date___
Gender: M___F___Years of formal education___
Level of job stress: Very high___High___Average___Low___
Profit organization___Nonprofit organization___
Additional information/Comments:
Source: Adapted from Bonnie McNeely, “Make Your Principles of Management Class Come Alive,” Journal of Management Education, Vol. 18, No. 2 (May 1994), pp. 246-249.
Leadership Skills Inventories
Procedure
Instrument
EXERCISE 27
Leadership and Participation in Decision Making
Procedure
My Best Manager: Revisited
Contributed by J. Marcus Maier, Chapman University
Procedure
Source: Based on Maier's 1993 article, “The Gender Prism,” Journal of Management Education, 17(3), 285-314. 1994 Fritz Roethlisberger Award Recipient for Best Paper (Updated, 1996).
EXERCISE 29
Active Listening
Contributed by Robert Ledman, Morehouse College
Procedure
Source: Adapted from the presentation entitled “An Experiential Exercise to Teach Active Listening,” presented at the Organizational Behavior Teaching Conference, Macomb, IL, 1995.
EXERCISE 30
Upward Appraisal
Procedure
EXERCISE 31
360° Feedback
Contributed by Timothy J. Serey, Northern Kentucky University
Introduction
The time of performance reviews is often a time of genuine anxiety for many organizational members. On the one hand, it is an important organizational ritual and a key part of the Human Resource function. Organizations usually codify the process and provide a mechanism to appraise performance. On the other hand, it is rare for managers to feel comfortable with this process. Often, they feel discomfort over “playing God.” One possible reason for this is that managers rarely receive formal training about how to provide feedback. From the manager's point of view, if done properly, giving feedback is at the very heart of his or her job as “coach” and “teacher.” It is an investment in the professional development of another person, rather than the punitive element we so often associate with hearing from “the boss.” From the subordinate's perspective, most people want to know where they stand, but this is usually tempered by a fear of “getting it in the neck.” In many organizations, it is rare to receive straight, non-sugar-coated feedback about where you stand.
Procedure
Source: Adapted from Timothy J. Serey, Journal of Management Education, Vol. 17, No. 2 (May 1993). © 1993 by Sage Publications, Inc. Reprinted by permission of Sage Publications.
EXERCISE 32
Role Analysis Negotiation
Contributed by Paul Lyons, Frostburg State University
Introduction
A role is the set of various behaviors people expect from a person (or group) in a particular position. These role expectations occur in all types of organizations, such as one's place of work, school, family, clubs, and the like. Role ambiguity takes place when a person is confused about the expectations of the role. And sometimes, a role will have expectations that are contradictory—for example, being loyal to the company when the company is breaking the law.
The Role Analysis Technique, or RAT, is a method for improving the effectiveness of a team or group. RAT helps to clarify role expectations, and all organization members have responsibilities that translate to expectations. Determination of role requirements, by consensus—involving all concerned—will ultimately result in more effective and mutually satisfactory behavior. Participation and collaboration in the definition and analysis of roles by group members should result in clarification regarding who is to do what as well as increase the level of commitment to the decisions made.
Procedure
Working alone, carefully read the course syllabus that your instructor has given you. Make a note of any questions you have about anything for which you need clarification or understanding. Pay particular attention to the performance requirements of the course. Make a list of any questions you have regarding what, specifically, is expected of you in order for you to be successful in the course. You will be sharing this information with others in small groups.: Source: Adapted from Paul Lyons, “Developing Expectations with the Role Analysis Technique,” Journal of Management Education. Vol. 17, No. 3 (August 1993), pp. 386-389. © Sage Publications.
EXERCISE 33
Lost at Sea
Introduction
Consider this situation. You are adrift on a private yacht in the South Pacific when a fire of unknown origin destroys the yacht and most of its contents. You and a small group of survivors are now in a large raft with oars. Your location is unclear, but you estimate being about 1,000 miles south–southwest of the nearest land. One person has just found in her pockets five $1 bills and a packet of matches. Everyone else's pockets are empty. The following items are available to you on the raft.
Source: Adapted from “Lost at Sea: A Consensus-Seeking Task,” in The 1975 Handbook for Group Facilitators. Used with permission of University Associates, Inc.
EXERCISE 34
Entering the Unknown
Contributed by Michael R. Manning, New Mexico State University; Conrad N. Jackson, MPC Inc., Huntsville, Alabama; and Paula S. Weber, New Mexico Highlands University
Procedure
Did you see others in the way they had intended to come across? (Alternatively, if there is concern about the personal nature of this discussion, ask the groups to discuss what they liked/didn't like without referring to specific individuals.)
EXERCISE 35
Vacation Puzzle
Contributed by Barbara G. McCain and Mary Khalili, Oklahoma City University
Procedure
Can you solve this puzzle? Give it a try and then compare your answers with those of classmates. Remember your communicative skills!
Puzzle
Khalili, McCain, Middleton, Porter, and Quintaro teach at Oklahoma City University. Each gets two weeks of vacation a year. Last year, each took his or her first week in the first five months of the year and his or her second week in the last five months. If each professor took each of his or her weeks in a different month from the other professors, in which months did each professor take his or her first and second week?
Here are the facts:
Source: Adapted to classroom activity by Dr. Mary Khalili.
The Ugli Orange
Introduction
In most work settings, people need other people to do their job, benefit the organization, and forward their career. Getting things done in organizations requires us to work together in cooperation, even though the ultimate objectives of those other people may be different from our own. Your task in the present exercise is learning how to achieve this cooperation more effectively.
Procedure
After the instructor has given you this information, you may meet with the other firm's representative and determine whether you have issues you can agree to.
Source: Adapted from Hall et al., Experiences in Management and Organizational Behavior, 3rd ed. (New York: John Wiley and Sons, Inc.), 1988. Originally developed by Robert J. House. Adapted by D. T. Hall and R. J. Lewicki, with suggested modifications by H. Kolodny and T. Ruble.
EXERCISE 37
Conflict Dialogues
Contributed by Edward G. Wertheim, Northeastern University
Procedure
Introduction
Dialogue (re-create part of the dialogue below and try to put what you were really thinking in parentheses).
EXERCISE 38
Force-Field Analysis
Procedure
Sample Force-Field Analysis Form
EXERCISE 39
Organizations Alive!
Contributed by Bonnie L. McNeely, Murray State University
Procedure
Source: Adapted from Bonnie L. McNeely, “Make Your Principles of Management Class Come Alive,” Journal of Management Education, Vol. 18, No. 2 (May 1994), pp. 246-249.
EXERCISE 40
Fast-Food Technology
Contributed by D. T. Hall, Boston University, and F. S. Hall, University of New Hampshire
Introduction
A critical first step in improving or changing any organization is diagnosing or analyzing its present functioning. Many change and organization development efforts fall short of their objectives because this important step was not taken or was conducted superficially. To illustrate this, imagine how you would feel if you went to your doctor complaining of stomach pains and he recommended surgery without conducting any tests, without obtaining any further information, and without a careful physical examination. You would probably switch doctors! Yet managers often attempt major changes with correspondingly little diagnostic work in advance. (It could be said that they undertake vast projects with half-vast ideas.)
In this exercise, you will be asked to conduct a group diagnosis of two different organizations in the fast-food business. The exercise will provide an opportunity to integrate much of the knowledge you have gained in other exercises and in studying other topics. Your task will be to describe the organizations as carefully as you can in terms of several key organizational concepts. Although the organizations are probably very familiar to you, try to step back and look at them as though you were seeing them for the first time.
Procedure
One experience most people in this country have shared is that of dining in the hamburger establishment known as McDonald's. In fact, someone has claimed that twenty-fifth-century archeologists may dig into the ruins of our present civilization and conclude that twentieth-century religion was devoted to the worship of golden arches.
Your group, Fastalk Consultants, is known as the shrewdest, most insightful, and most overpaid management consulting firm in the country. You have been hired by the president of McDonald's to make recommendations for improving the motivation and performance of personnel in their franchise operations. Let us assume that the key job activities in franchise operations are food preparation, order-taking and dealing with customers, and routine cleanup operations.
Recently the president of McDonald's has come to suspect that his company's competitors—such as Burger King, Wendy's, Jack-in-the-Box, Dunkin' Donuts, various pizza establishments, and others—are making heavy inroads into McDonald's market. He has also hired a market research firm to investigate and compare the relative merits of the sandwiches, french fries, and drinks served in McDonald's and the competitors, and has asked the market research firm to assess the advertising campaigns of the two organizations. Hence, you will not need to be concerned with marketing issues, except as they may have an impact on employee behavior. The president wants you to look into the organization of the franchises to determine the strengths and weaknesses of each. Select a competitor that gives McDonald's a good “run for its money” in your area.
The president has established an unusual contract with you. He wants you to make your recommendations based upon your observations as a customer. He does not want you to do a complete diagnosis with interviews, surveys, or behind-the-scenes observations. He wants your report in two parts. Remember, the president wants concrete, specific, and practical recommendations. Avoid vague generalizations such as “improve communications” or “increase trust.” Say very clearly how management can improve organizational performance. Substantiate your recommendations by reference to one or more theories of motivation, leadership, small groups, or job design.
Part I
Given his organization's goals of profitability, sales volume, fast and courteous service, and cleanliness, the president of McDonald's wants an analysis that will compare and contrast McDonald's and the competitor in terms of the following concepts:
Part II
Given the corporate goals listed under Part I, what specific actions might McDonald's management and franchise owners take in the following areas to achieve these goals (profitability, sales volume, fast and courteous service, and cleanliness)?
How do McDonald's and the competition differ in these aspects? Which company has the best approach?
Possible discussion questions include:
EXERCISE 41
Alien Invasion
Procedure
This is an exercise in organizational culture. You will be assigned to a team (if you are not already in one) and instructed to visit an organization by your instructor.
You will have 20 minutes to report your findings, so plan your presentation carefully. Use visual aids to help your audience understand what you have found.
Situation
You are Martians who have just arrived on Earth in the first spaceship from your planet. Your superiors have ordered you to learn as much about Earthlings and the way they behave as you can without doing anything to make them aware that you are Martians. It is vital for the future plans of your superiors that you do nothing to disturb the Earthlings. Unfortunately, Martians communicate by emitting electromagnetic waves and are incapable of speech, so you cannot talk to the natives. Even if you did, it is reported by the usually reliable Bureau of Interplanetary Intelligence that Earthlings may become cannibalistic if annoyed. However, the crash course in Earth languages taught by the bureau has enabled you to read the language.
Remember, these instructions limit your data collection to observation and request that you not talk to the “natives.” There are two reasons for this instruction. First, your objective is to learn what the organization does when it is simply going about its normal business and not responding to a group of students asking questions. Second, you are likely to be surprised at how much you can learn by simply observing if you put your mind to it. Many skilled managers employ this ability in sensing what is going on as they walk through their plant or office area.
Since you cannot talk to people, some of the cultural forms (legends, sagas, etc.) will be difficult to spot unless you are able to pick up copies of the organization's promotional literature (brochures, company reports, advertisements) during your visit. Do not be discouraged, because the visible forms such as artifacts, setting, symbols, and (sometimes) rituals can convey a great deal about the culture. Just keep your eyes, ears, and antennae open!:
Source: Adapted from Donald D. Bowen et al., Experiences in Management and Organizational Behavior, 4th ed. (New York: John Wiley & Sons, Inc., 1997).
Power Circles
Contributed by Marian C. Schultz, University of West Florida
This exercise is designed to examine power and influence in the classroom setting. Specifically, it allows you to identify the combination of power bases used by your instructor in accomplishing his or her objectives for the course.
Procedure
CASE 1 A
Trader Joe's
While vacationing in the Caribbean, founder “Trader” Joe Coulombe discovered a way to differentiate his 7-Eleven-style corner stores from those of his competitors. Joe observed that consumers are more likely to try new things while on vacation. With a nautical theme and cheerful guides sporting Hawaiian shirts, Joe transformed his stores into oases of value by replacing humdrum sundries with exotic, one-of-a-kind foods priced persuasively below any reasonable competitor.1
For over fifty years, Trader Joe's has competed with such giants as Whole Foods and Dean & DeLuca. So what is its recipe for success? The company applies its pursuit of value to every facet of its operations. Buyers travel all over the world in search of great tasting foods and beverages. By focusing on natural ingredients, inspiring flavors, and buying direct from the producer whenever possible, Trader Joe's is able to keep costs down. The chain prides itself on its thriftiness and cost-saving measures, proclaiming, “We run a pretty lean ship,” “Every penny we save is a penny you save,” and “Our CEO doesn't even have a secretary.”2
“When you look at food retailers,” says Richard George, professor of food marketing at St. Joseph's University, “there is the low end, the big middle, and then there is the cool edge—that's Trader Joe's.”3 But how does Trader Joe's compare with other stores with an edge, such as Whole Foods? Both obtain products locally and from all over the world. Each values employees and strives to offer the highest quality. However, there's no mistaking that Trader Joe's is cozy and intimate, whereas Whole Foods' spacious stores offer an abundance of choices. By limiting its stock and selling quality products at low prices, Trader Joe's sells twice as much per square foot than other supermarkets.4 Most retail mega-markets, such as Whole Foods, carry between 25,000 and 45,000 products; Trader Joe's stores only carry around 4,000.5 But this scarcity benefits both Trader Joe's and its customers. According to Swarthmore professor Barry Schwartz, author of The Paradox of Choice: Why Less Is More, “Giving people too much choice can result in paralysis. … [R] esearch shows that the more options you offer, the less likely people are to choose any.”6
Despite the lighthearted tone suggested by marketing materials and in-store ads, Trader Joe's aggressively courts friendly, customer-oriented employees by writing job descriptions highlighting desired soft skills (“ambitious and adventurous, enjoy smiling and have a strong sense of values”) as much as actual retail experience.7
Trader Joe's connects with its customers because of the culture of product knowledge and customer involvement that its management cultivates among store employees. Trader Joe's considers its responsible, knowledgeable, and friendly “crew” to be critical to its success. Therefore they nurture their employees with a promote-from-within philosophy.
Each employee is encouraged to taste and learn about the products and to engage customers to share what they've experienced. Most shoppers recall instances when helpful crew members took the time to locate or recommend particular items. Says one employee,
“Our customers don't just come here to buy a loaf of bread. They can do that anywhere. They come to try new things. They come to see a friendly face. They come because they know our names and we know theirs. But most of all, they come because we can tell them why not all Alaskan salmon has to come from Alaska or the difference between a Shiraz and a Syrah. The flow of ideas and information at the store level is always invigorating.”8
When it comes to showing its appreciation for its employees, Trader Joe's puts its money where its mouth is. Those who work for Trader Joe's earn considerably more than their counterparts at other chain grocers. Starting benefits include medical, dental, and vision insurance, company-paid retirement, paid vacation, and a 10% employee discount.9 Being a privately owned company and a little media shy, Trader Joe's has been keeping some of its financial information confidential these days, but outside estimates suggest that managers make at least $120K per year.10
Outlet managers are highly compensated, substantially more than at other retailers, partly because they know the Trader Joe's system inside and out (managers are hired only from within the company). Future leaders enroll in training programs such as Trader Joe's University that foster in them the loyalty necessary to run stores according to both company and customer expectations, teaching managers to imbue their parttimers with the customer-focused attitude shoppers have come to expect.10
So it came as a horrifying surprise to many of those shoppers that Trader Joe's had a new nickname: “Traitor Joe's.” The usually environmentally friendly company fared the worst of the national chains on Greenpeace's recently released seafood sustainability scorecard. Greenpeace's study, Carting Away the Oceans: How Grocery Stores are Emptying the Seas, ranked 20 supermarket companies by assessing their seafood policies and checked to see whether they sold red-listed seafood—those that are overfished and need to be conserved to ensure their survival. Greenpeace surveys found Trader Joe's selling 15 of the 22 red-list seafoods.12 In response to strong feedback from its customers—and, no doubt, to a Greenpeace-built lookalike Traitor Joe's Web site—Trader Joe's was quick to respond. The company promised to only offer sustainable seafood by the end of 2012, remove red-listed seafood from its shelves, and improve its product labeling to provide consumers with more accurate information about seafood products.13
Will Trader Joe's keep its promises to consumers, and will it pass the cost of doing so on to them? As buyers are increasingly mindful of how and where each dollar is spent, Trader Joe's may have some tough choices ahead.
Discussion Questions
CASE 1 B
Developed by John R. Schermerhorn, Jr., Ohio University
Shane Alexander is the personnel director of the Central State Medical Center. One of her responsibilities is to oversee the hospital's supervisory training programs. Recently Shane attended a professional conference where a special “packaged” training program was advertised for sale. The package includes a set of videotaped lectures by a distinguished management consultant plus a workbook containing readings, exercises, cases, tests, and other instructional aids. The subjects covered in the program include motivation, group dynamics, communication skills, leadership effectiveness, performance appraisal, and the management of planned change.
In the past Shane felt that the hospital had not lived up to its supervisory training goals. One of the reasons for this was the high cost of hiring external consultants to do the actual instruction. This packaged program was designed, presumably, so that persons from within the hospital could act as session coordinators. The structure of the program provided through the videotapes and workbook agenda was supposed to substitute for a consultant's expertise. Because of this, Shane felt that use of the packaged program could substantially improve supervisory training in the hospital.
The cost of the program was $3,500 for an initial purchase of the videotapes plus 50 workbooks. Additional workbooks were then available at $8 per copy. Before purchasing the program, Shane needed the approval of the senior administrative staff.
At the next staff meeting Shane proposed purchasing the training program. She was surprised at the response. The hospital president was noncommittal; the vice-president was openly hostile; and the three associate administrators were varied in their enthusiasm. It was the vice-president's opinion that dominated the discussion. He argued that to invest in such a program on the assumption that it would lead to improved supervisory practices was unwise. “This is especially true in respect to the proposed program,” he said. “How could such a package possibly substitute for the training skills of an expert consultant?”
Shane argued her case and was left with the following challenge. The administrators would allow $1,000 to be spent to rent the program with 30 workbooks. It would be up to Shane to demonstrate through a trial program that an eventual purchase would be worthwhile.
There were 160 supervisors in the hospital. The program was designed to be delivered in eight 2½ hour sessions. It was preferred to schedule one session per week, with no more than 15 participants per session.
Shane knew that she would have to present very strong evidence to gain administrative support for the continued use of the program. Given the opportunity, she decided to implement a trial program in such a way that conclusive evidence on the value of the packaged training would be forthcoming.
Review Questions
CASE 2
Xerox
At Xerox, Diversity equals Success. The equation certainly has worked for them! According to Fortune magazine's annual reputation survey, Xerox is the world's most admired company in the computer industry. According I to Anne Mulcahy, Xerox Chairman and former CEO, “Diversity is about more than race and gender. It's about more than numbers. It's about inclusion. Diversity means creating an environment where all employees can grow to their fullest potential.” Xerox knows that employees with different ways of thinking, and different ways of perceiving the world, are employees who create innovative solutions. In a business like Xerox, whose lifeblood is fresh ideas, this variety of perspectives is a priceless resource—and a key to achieving critical business results.1
Innovation keeps Xerox at the forefront of their industry. In fact, nearly 5% of revenue is dedicated to Research & Development and Engineering. Says Mulcahy, “Investing in innovation was indeed the best decision I've ever made. Despite the economic slowdown in technology spending, Xerox is still the prominent player in our industry, with a No. 1 revenue share. And at a time when we had a bunker-like mentality to save our company, we also empowered a small but entrepreneurial team to create our services business. Good thing we did. The offerings from Xerox Global Services have never been more relevant for our customers, who are knocking on our door looking for any way to save money … We're able to move quickly on these opportunities right now because we decided to fund innovation back then.” With recent annual revenue of $21.6 billion, Xerox is the world's largest technology-and-services company specializing in document management.2
Xerox provides the document industry's broadest portfolio of offerings. Digital systems include color and black-and-white printing and publishing systems, digital presses and “book factories,” advanced and basic multifunction systems, laser and solid ink network printers, copiers, and fax machines. No competitor can match Xerox's services expertise, which includes: helping businesses develop online document archives, analyzing how employees can most efficiently share documents and knowledge in the office, operating in-house print shops or mailrooms, and building Web-based processes for personalizing direct mail, invoices, brochures and more. Xerox also offers associated software, support, and even supplies such as toner, paper, and ink.3
By recognizing and respecting diversity and empowering individuality, Xerox creates productive people and an innovative company. Theirs is a corporate culture of inclusion whose commitment to diversity can be traced back to its very first chairman, Joseph C. Wilson. Chairman Wilson took proactive steps to create a more diverse workforce in response to race riots in the 1960s. With then Xerox President C. Peter McCullough, Wilson called for increased hiring of African Americans in an effort to achieve equality among its workforce. Throughout the 1970s Xerox established an internal affirmative action office and began to hire a significant number of minority employees.4
Xerox placed emphasis on the advancement of minorities and females in the 1980s. It was during this time that Barry Rand, an African American, was named the first minority president of a division. Xerox's Balanced Workforce Strategy (BWF) aimed to achieve unbiased representation for women and minorities throughout the organization at all times, including throughout times of restructuring. During the influx of women in its workforce Xerox recognized their struggle balancing work and family commitments. In response, Xerox Human Resources (HR) initiated “flex time” and other HR policies to maintain a high level of productivity and satisfaction among its work-force.5
In the 1990s sexual orientation was included in the company's Equal Opportunity/Affirmative Action and On-discrimination policy, GALAXe Pride at Work (a caucus group for gay, lesbian, bisexual, and transgender employees) was established, and Xerox began to provide domestic partner benefits for gay, lesbian, bisexual, and transgender employees. Annual diversity employee round-tables with senior managers were initiated, providing employees the opportunity to engage in unfiltered communication with management about best practices, strengths, and weaknesses of Xerox's diversity initiatives.6
Xerox's view on a diverse workforce is most eloquently expressed by Xerox Chairman Anne M. Mulcahy:
I'm convinced diversity is a key to success. Experience tells us that the most diverse companies—companies ruled by a hierarchy of imagination and filled with people of all ages, races, and backgrounds—are the most successful over time. Somehow, diversity breeds creativity. Maybe it's because people with different backgrounds challenge each other's underlying assumptions, freeing everybody from convention and orthodoxy. We provide a shining proof point that diversity in all its wonderful manifestations is good for business … good for our country … and good for people.7
Xerox is proud to say that women and minorities make up more than 50% of its workforce. About 48.2% of Xerox senior executives are women, people of color, or both. The employee roster is made up of roughly 30% African-Americans, Latinos, Asians, and Native Americans. In fact, Xerox has been rated as one of the Top 10 companies in hiring minorities, women, disabled, and gay and lesbian employees by Fortune, Forbes, Working Mother, Latino Style, and Enable magazines. It is among Working Mother's top 100 family friendly companies for women—and has been for the past 15 years.8
In 2007 Ursula Burns was named the first African-American female president of Xerox Corporation. In July 2009 she succeeded Anne M. Mulcahy as CEO. It was the first female-to-female hand-off in Fortune 500 history. Burns' philosophy echoes Mulcahy's:
“The power of our people development model is that it recognizes the value of diversity from entry-level positions to the top seats. When you've been at it as long as we have, the bench gets pretty strong of next generation leaders who represent the real world: black, white, male, female, Hispanic, Asian from different religions and with different beliefs. What they all have in common is strong skills, a solid work ethic, commitment and a will to win.”9
With Ursula Burns at the helm, and a 100 percent rating on the Human Rights Campaign Foundation's Corporate Equality Index and its Best Places to Work survey, there's no doubt about it— Xerox's commitment to diversity is still going strong.10
Review Questions
CASE 3
Lois Quam
Founder, Tysvar, LLC
After accompanying Will Steger on a trip to Norway and the Arctic Circle, Lois Quam's interest in global climate change was sparked. There she witnessed firsthand the astonishing changes in the polar ice masses and the resulting impact on wildlife. Inspired by Steger's call for action to reduce global climate change, in 2009 Lois Quam left Piper Jafray, a leading international investment bank, to become the founder and CEO of Tysvar, LLC, a privately held, Minnesota-based New Green Economy and health care reform incubator.1 In 2010, Quam was selected by President Barack Obama to head the Global Health Initiative. This case is a retrospective of her executive experience at Tysvar.
“I'm focused on ways to finding solutions to really significant problems and taking those ideas to full potential,” Quam said. “I want to bring the green economy to reality in a way that is much broader than financing. I want to focus on areas where I can make the most difference bringing the green economy to scale.”2
Tysvar works with investors who can create the change they wish to see in the world rather than simply reacting to events as they unfold. The company is a strategic advisor and incubator of ideas, organizations, and people working to facilitate and build the New Green Economy (NGE) to scale. Tysvar's goal is to contribute to a viable, profitable, and socially responsible industry of sustainability, clean technology, and renewable energy sources.3
Conscientiously working to play their part to create a more sustainable world for the next generation, Tysvar's efforts include new creation of NGE industries, jobs, and investment opportunities, contributing to building NGE public policy frameworks, trade for import/export of clean technologies, and renewable energy sources around the world.4
“We stand on the brink of a very exciting time in the world,” according to Quam. The interest in developing renewable energy sources to replace dwindling fossil fuel supplies and reduce carbon dioxide emissions is worldwide. “It is a very difficult time in the financial markets right now to do this, but that will change. Good companies will find ways to get things done.”5
“I am an optimist about our future,” said Quam, “Which is why I started Tysvar. The challenges we face from climate change are immense, but so are our capabilities, and the rewards and benefits to humanity are even greater in the New Green Economy.”6
Lois Quam named her company after the hometown of her grandfather, Nels Quam. Tysvar is a majestically beautiful area in western Norway which is becoming a clean technology hub as part of Norway's growing NGE leadership and will soon be the site of the world's largest off-shore wind farm.7
Lois Quam has continually worked for a better tomorrow. In 2005, Quam was named Norwegian American of the Year. She believes there is much to learn from Norway: From balancing work and life, allowing parents to fully participate in the economy while still being active parents, to how successfully Norway is immersing itself in new energy technologies such as wind and biomass. As an arctic oil producing nation with a carbon tax since 1993, Norway has reinvested its oil wealth to become a world leader in renewable energy.9
Internationally recognized as a visionary and leader on universal health-care reform and the emerging NGE, Lois Quam embodies the skill sets needed to succeed in this new economy. Named in 2006 by Fortune magazine as one of America's “50 Most Powerful Women,” Quam has worked as head of Strategic Investments, Green Economy & Health at Piper Jaffray, a leading international investment bank; served as president and CEO of the Public and Senior Markets segment at UnitedHealth Group, a $30 billion division she helped create and run; chaired the Minnesota Health Care Access Commission, which led to legislation that brought health insurance to tens of thousands of Minnesotans; and served as a senior advisor to Hillary Clinton's task force on health-care reform. She graduated magna cum laude from Macalester College in St. Paul and went on to attend the University of Oxford as a Rhodes Scholar, earning a master's degree in philosophy, politics, and economics.10
Lois Quam believes the New Green Economy will produce high quality jobs, improve our national security via less dependence on foreign fuels, and prevent the most damaging consequence of all: irreversible and diminishing climate change. She and Tysvar are committed to establishing universal health-care reform in America. They believe universal health care is the answer for dependable, affordable health care for all Americans and that it is necessary to help rebuild the American economy and restore American competitiveness worldwide.11
Recognizing this, President Obama recently appointed Quam executive director of the State Department's Global Health Initiative. This $63 billion project will help developing countries improve their health care systems, with a special emphasis on women, children, and newborns.12 In accepting this position, Quam decided to step down as CEO of the company she founded and hand leadership to Norwegian Terje Mikalsen, co-founder and former chairman of Norsk Data.
“Although we are sad to see Lois leave the firm, Tysvar will continue to follow through on her vision to help bring the new green economy to scale and make quality health care affordable and accessible to everyone,” Mikalsen said on Tysvar's Web site. “We wish Lois all the best as she assumes her new position at the State Department. Her vision and leadership will help improve health care delivery and access for millions of people around the world.”13
On Earth Day Lois Quam gave a speech at the University of St. Thomas on the emerging opportunities in the NGE after which she said, “I enjoyed sharing … how we can all use these key capabilities as a platform for doing something you love. Imagine: helping to build the NGE with a purposeful passion. It doesn't get much better than that!”14
In another speech she illustrated her philosophy:
The change required to combat climate change and conserve biodiversity will create a change in business and society similar to the Industrial Revolution. The new energy realities require nothing short of an energy revolution, a thorough retooling of our energy economy in ways that match up with the realities of the 21st century. It will affect every aspect of daily life and business, creating an immense set of opportunities for investors, businesses and individuals.
For investors, there are highly diverse and immense opportunities to create and scale new sources of energy, adapt our current methods of production and improve daily life in ways that drive down global warming emissions.
It will also create unprecedented depth and breadth of opportunities for businesses and investors. … clean energy will always be in strong demand … the world will always have massive energy needs, and they will always have to be balanced against the needs of the environment … the clean energy industry is fueled by the laws of nature—and there is no force as powerful or promising.
Think about what we can achieve working together at this conference and as a region … and think about the time sometime in the future when our work is reaching critical mass, when our environment is safer and our energy is cleaner, when we too will have our eureka moments, our moments of life-changing and world-changing discovery.15
As individuals, organizations, and countries answer the call for action, we look forward to achieving Lois Quam's vision of the future.
Review Questions
MAGREC, Inc.
Developed by Mary McGarry, Empire State College and Barry R. Armandi, SUNY-Old Westbury
Background
MagRec, Incorporated was started by Mr. Leed, a brilliant engineer (he has several engineering patents) who was a group manager at Fairchild Republic. The company's product was magnetic recording heads, a crucial device used for reading, writing, and erasing data on tapes and disks.
Like any other startup, MagRec had a humble beginning. It struggled during the early years, facing cashflow and technical problems. After a slow start, it grew rapidly and gained 35 percent of the tape head market, making it the second-largest supplier in North America. Financially, the company suffered heavily because of price erosions caused by Far East competition. Unlike all its competitors, the company resisted moving its manufacturing operations off-shore. But the company accumulated losses to a point of bankruptcy. Finally MagRec entered a major international joint venture and received many new sales orders. Things looked good again. But …
Pat's Dilemma
When Fred Marsh promoted me to Sales Manager, I was in seventh heaven. Now, six months later, I feel I am in hell. This is the first time in my life that I am really on my own. I have been working with other people all my life. I tried my best and what I could not solve, I took upstairs. Now it's different because I am the boss (or am I?). Fred has taught me a lot. He was my mentor and gave me this job when he became vice president. I have always respected him and listened to his judgment. Now thinking back I wonder whether I should have listened to him at all on this problem.
It started one late Friday evening. I had planned to call my West Coast customer, Partco, to discuss certain contract clauses. I wanted to nail this one fast (Partco had just been acquired by Volks, Inc.). Partco was an old customer. In fact, through good and bad it had always stayed with us. It was also a major customer. I was about to call Partco when Dinah Coates walked in clutching a file. I had worked with Dinah for three years. She was good. I knew that my call to Partco would have to wait. Dinah had been cleaning out old files and came across a report about design and manufacturing defects in Partco heads. The report had been written nine years ago. The cover memo read as follows:
To: Ken Smith, Director of Marketing From: Rich Grillo, V.P. Operations Sub: Partco Head Schedule
This is to inform you that due to pole-depth problems in design, the Partco heads (all 514 in test) have failed. They can't reliably meet the reading requirements. The problem is basically a design error in calculations. It can be corrected. However, the fix will take at least six months.
Meanwhile, Ron Scott in production informs me that the entire 5,000 heads (the year's production) have already been pole-slotted, thus they face the same problem.
Ken, I don't have to tell you how serious this is, but how can we OK and ship them to Partco knowing that they'll cause read error problems in the field? My engineering and manufacturing people realize this is the number one priority. By pushing the Systems Tech job back we will be back on track in less than six months. In the interim I can modify Global Widgets heads. This will enable us to at least continue shipping some product to Partco. As a possible alternate I would like to get six Partco drives. Michaels and his team feel that with quick and easy changes in the drives tape path they can get the head to work. If this is true we should be back on track within six to eight weeks.
A separate section of the report reads as follows:
Confidential
(Notes from meeting with Don Updyke and Rich Grillo)
Solution to Partco heads problem All Partco heads can be reworked (.8 hrs. ea.—cost insignificant) to solve Partco's read problems by grinding an extra three-thousandths of an inch off the top of the head. This will reduce the overall pole depth to a point where no read errors occur. The heads will fully meet specifications in all respects except one, namely life. Don estimates that due to the reduced chrome layer (used for wear) the heads' useful life will be 2500 hours instead of 6000 hours of actual usage.
Our experience is that no customer keeps accurate records to tell actual usage and life. Moreover, the cost is removed since Partco sells drives to MegaComputer, who sells systems to end-users. The user at the site hardly knows or rarely complains about extra costs such as the replacement of a head 12 to 18 months down the line instead of the normal 2 years. Besides, the service technicians always innovatively believe in and offer plausible explanations—such as the temperature must be higher than average—or they really must be using the computer a lot.
I have directed that the heads be reworked and shipped to Partco. I also instructed John to tell Partco that due to inclement weather this week's shipment will be combined with next week's shipment.
Dinah was flabbergasted. The company planned to sell products deliberately that it knew would not meet life requirements, she said, “risking our reputation as a quality supplier. Partco and others buy our heads thinking they are the best. Didn't we commit fraud through outright misrepresentation?”
Dinah insisted I had to do something. I told her I would look into the matter and get back to her by the end of next week.
Over the weekend I kept thinking about the Partco issue. We had no customer complaints. Partco had always been extremely pleased with our products and technical support. In fact, we were their sole suppliers. MegaComputer had us placed on the preferred, approved ship to stock, vendors list. It was a fact that other vendors were judged against our standards. MegaComputer's Quality Control never saw our product or checked it.
Monday morning I showed the report to Fred. He immediately recollected it and began to explain the situation to me.
MagRec had been under tremendous pressure and was growing rapidly at the time. “That year we had moved into a new 50,000 sq. ft. building and went from 50 or 60 employees to over 300. Our sales were increasing dramatically.” Fred was heading Purchasing at the time and every week the requirements for raw materials would change. “We'd started using B.O.A.s (Broad Order Agreements, used as annual purchasing contracts) guaranteeing us the right to increase our numbers by 100 percent each quarter. The goal was to maintain the numbers. If we had lost Partco then, it could have had a domino effect and we could have ended up having no customers left to worry about.”
Fred went on to explain that it had only been a short-term problem that was corrected within the year and no one ever knew it existed. He told me to forget it and to move the file into the back storage room. I conceded. I thought of all the possible hassles. The thing was ancient history anyway. Why should I be concerned about it? I wasn't even here when it happened.
The next Friday Dinah asked me what I had found out. I told her Fred's feelings on the matter and that I felt he had some pretty good arguments regarding the matter. Dinah became angry. She said I had changed since my promotion and that I was just as guilty as the crooks who'd cheated the customers by selling low-life heads as long-life heads. I told her to calm down. The decision was made years ago. No one got hurt and the heads weren't defective. They weren't causing any errors.
I felt bad but figured there wasn't much to do. The matter was closed as far as I was concerned, so I returned to my afternoon chores. Little was I to know the matter was not really closed.
That night Fred called me at 10:00. He wanted me to come over to the office right away. I quickly changed, wondering what the emergency was. I walked into Fred's office. The coffee was going. Charlie (Personnel Manager) was there. Rich Grillo (V.P. Operations) was sitting on the far side of Fred's conference table. I instinctively headed there for that was the designated smoking corner.
Ken (Director of Marketing) arrived 15 minutes later. We settled in. Fred began the meeting by thanking everyone for coming. He then told them about the discovery of the Partco file and filled them in on the background. The problem now was that Dinah had called Partco and gotten through to their new vice president, Tim Rand. Rand had called Fred at 8 P.M. at home and said he was personally taking the Red Eye to find out what this was all about. He would be here in the morning.
We spent a grueling night followed by an extremely tense few weeks. Partco had a team of people going through our tests, quality control, and manufacturing records. Our production slipped, and overall morale was affected.
Mr. Leed personally spent a week in California assuring Partco that this would never happen again. Though we weathered the storm, we had certain losses. We were never to be Partco's sole source again. We still retained 60 percent of their business but had to agree to lower prices. The price reduction had a severe impact. Although Partco never disclosed to anyone what the issues were (since both companies had blanket nondisclosure agreements), word got around that Partco was paying a lower price. We were unable to explain to our other customers why Partco was paying this amount. Actually I felt the price word got out through Joe Byrne (an engineer who came to Partco from Systems Tech and told his colleagues back at Systems Tech that Partco really knew how to negotiate prices down). He was unaware, however, of the real issues. Faced with customers who perceived they were being treated inequitably, we experienced problems. Lowering prices meant incurring losses; not lowering them meant losing customers. The next two financial quarters saw sales dollars decline by 40 percent. As the sales manager, I felt pretty rotten presenting my figures to Fred.
With regard to Dinah, I now faced a monumental problem. The internal feeling was she should be avoided at all costs. Because of price erosions, we faced cutbacks. Employees blamed her for production layoffs. The internal friction kept mounting. Dinah's ability to interface effectively with her colleagues and other departments plummeted to a point where normal functioning was impossible.
Fred called me into his office two months after the Partco episode and suggested that I fire Dinah. He told me that he was worried about results. Although he had nothing personally against her, he felt that she must go because she was seriously affecting my department's overall performance. I defended Dinah by stating that the Partco matter would blow over and given time I could smooth things out. I pointed out Dinah's accomplishments and stated I really wanted her to stay. Fred dropped the issue, but my problem persisted.
Things went from bad to worse. Finally, I decided to try to solve the problem myself. I had known Dinah well for many years and had a good relationship with her before the incident. I took her to lunch to address the issue. Over lunch, I acknowledged the stress the Partco situation had put on her and suggested that she move away for a while to the West Coast, where she could handle that area independently.
Dinah was hurt and asked why I didn't just fire her already. I responded by accusing her of causing the problem in the first place by going to Partco.
Dinah came back at me, calling me a lackey for having taken her story to Fred and having brought his management message back. She said I hadn't even attempted a solution and that I didn't have the guts to stand up for what was right. I was only interested in protecting my backside and keeping Fred happy. As her manager, I should have protected her and taken some of the heat off her back. Dinah refused to transfer or to quit. She told me to go ahead and fire her, and she walked out.
I sat in a daze as I watched Dinah leave the restaurant. What the heck went wrong? Had Dinah done the morally right thing? Was I right in defending MagRec's position? Should I have taken a stand with Fred? Should I have gone over Fred's head to Mr. Leed? Am I doing the right thing? Should I listen to Fred and fire Dinah? If not, how do I get my department back on track? What am I saying? If Dinah is right, shouldn't I be defending her rather than MagRec?
Review Questions
CASE 5
It Isn't Fair
Developed by Barry R. Armandi, SUNY-Old Westbury
Mary Jones was in her senior year at Central University and interviewing for jobs. Mary was in the top 1 percent of her class, active in numerous extracurricular activities, and highly respected by her professors. After the interviews, Mary was offered positions with every company with which she interviewed. After much thought, she decided to take the offer from Universal Products, a multinational company. She felt that the salary was superb ($40,000), there were excellent benefits, and there was good potential for promotion.
Mary started work a few weeks after graduation and learned her job assignments and responsibilities thoroughly and quickly. Mary was asked on many occasions to work late because report deadlines were often moved forward. Without hesitation she said “Of course!” even though as an exempt employee she would receive no overtime.
Frequently she would take work home with her and use her personal computer to do further analyses. At other times she would come into the office on weekends to monitor the progress of her projects or just to catch up on the ever-growing mountain of correspondence.
On one occasion her manager asked her to take on a difficult assignment. It seemed that the company's Costa Rican manufacturing facility was having production problems. The quality of one of the products was highly questionable, and the reports on the matter were confusing. Mary was asked to be part of a team to investigate the quality and reporting problems. The team stayed in poor accommodations for the entire three weeks they were there. This was because of the plant's location near its resources, which happened to be in the heart of the jungle. Within the three-week period the team had located the source of the quality problem, corrected it, and altered the reporting documents and processes. The head of the team, a quality engineer, wrote a note to Mary's manager stating the following: “Just wanted to inform you of the superb job Mary Jones did down in Costa Rica. Her suggestions and insights into the reporting system were invaluable. Without her help we would have been down there for another three weeks, and I was getting tired of the mosquitoes. Thanks for sending her.”
Universal Products, like most companies, has a yearly performance review system. Since Mary had been with the company for a little over one year, it was time for her review. Mary entered her manager's office nervous, since this was her first review ever and she didn't know what to expect. After closing the door and exchanging the usual pleasantries, her manager, Tom, got right to the point.
Tom: Well, Mary, as I told you last week this meeting would be for your annual review. As you are aware, your performance and compensation are tied together. Since the philosophy of the company is to reward those who perform, we take these reviews very sincerely. I have spent a great deal of time thinking about your performance over the past year, but before I begin I would like to know your impressions of the company, your assignments, and me as a manager.
Mary: Honestly, Tom, I have no complaints. The company and my job are everything I was led to believe. I enjoy working here. The staff are all very helpful. I like the team atmosphere, and my job is very challenging. I really feel appreciated and that I'm making a contribution. You have been very helpful and patient with me. You got me involved right from the start and listened to my opinions. You taught me a lot and I'm very grateful. All in all I'm happy being here.
Tom: Great, Mary, I was hoping that's the way you felt because from my vantage point, most of the people you worked with feel the same. But before I give you the qualitative side of the review, allow me to go through the quantitative appraisal first. As you know, the rankings go from 1 (lowest) to 5 (highest). Let's go down each category and I'll explain my reasoning for each.
Tom starts with category one (Quantity of Work) and ends with category ten (Teamwork). In each of the categories, Tom has either given Mary a 5 or a 4. Indeed, only two categories have a 4 and Tom explains these are normal areas for improvement for most employees.
Tom: As you can see, Mary, I was very happy with your performance. You have received the highest rating I have ever given any of my subordinates. Your attitude, desire, and help are truly appreciated. The other people on the Costa Rican team gave you glowing reports, and speaking with the plant manager, she felt that you helped her understand the reporting system better than anyone else. Since your performance has been stellar, I'm delighted to give you a 10 percent increase effective immediately!
Mary: (mouth agape, and eyes wide) Tom, frankly I'm flabbergasted! I don't know what to say, but thank you very much. I hope I can continue to do as fine a job as I have this last year. Thanks once again.
After exchanging some parting remarks and some more thankyou's, Mary left Tom's office with a smile from ear to ear. She was floating on air! Not only did she feel the performance review process was uplifting, but her review was outstanding and so was her raise. She knew from other employees that the company was only giving out a 5 percent average increase. She figured that if she got that, or perhaps 6 or 7, she would be happy. But to get 10 percent … wow!! Imagine …
Sue: Hi, Mary! Lost in thought? My, you look great. Looks like you got some great news. What's up?
Susan Stevens was a recent hire, working for Tom. She had graduated from Central University also, but a year after Mary. Sue had excelled while at Central, graduating in the top 1 percent of her class. She had laudatory letters of recommendation from her professors and was into many after-school clubs and activities.
Mary: Oh, hi, Sue! Sorry, but I was just thinking about Universal and the opportunities here.
Sue: Yes, it truly is …
Mary: Sue, I just came from my performance review and let me tell you, the process isn't that bad. As a matter of fact I found it quite rewarding, if you get my drift. I got a wonderful review, and can't wait till next year's. What a great company!
Sue: You can say that again! I couldn't believe them hiring me right out of college at such a good salary. Between you and me, Mary, they started me at $45,000. Imagine that? Wow, was I impressed. I just couldn't believe that they would … Where are you going, Mary? Mary? What's that you say, “It isn't fair”? What do you mean? Mary? Mary …
Review Questions
CASE 6 A
Perfect Pizzeria
Perfect Pizzeria in Southville, in deep southern Illinois, is the second-largest franchise of the chain in the United States. The headquarters is located in Phoenix, Arizona. Although the business is prospering, employee and managerial problems exist.
Each operation has one manager, an assistant manager, and from two to five night managers. The managers of each pizzeria work under an area supervisor. There are no systematic criteria for being a manager or becoming a manager trainee. The franchise has no formalized training period for the manager. No college education is required. The managers for whom the case observer worked during a four-year period were relatively young (ages 24 to 27) and only one had completed college. They came from the ranks of night managers or assistant managers, or both. The night managers were chosen for their ability to perform the duties of the regular employees. The assistant managers worked a two-hour shift during the luncheon period five days a week to gain knowledge about bookkeeping and management. Those becoming managers remained at that level unless they expressed interest in investing in the business.
The employees were mostly college students, with a few high school students performing the less challenging jobs. Since Perfect Pizzeria was located in an area with few job opportunities, it had a relatively easy task of filling its employee quotas. All the employees, with the exception of the manager, were employed part time and were paid the minimum wage.
The Perfect Pizzeria system is devised so that food and beverage costs and profits are computed according to a percentage. If the percentage of food unsold or damaged in any way is very low, the manager gets a bonus. If the percentage is high, the manager does not receive a bonus; rather, he or she receives only his or her normal salary.
There are many ways in which the percentage can fluctuate. Since the manager cannot be in the store 24 hours a day, some employees make up for their paychecks by helping themselves to the food. When a friend comes in to order a pizza, extra ingredients are put on the friend's pizza. Occasional nibbles by 18 to 20 employees throughout the day at the meal table also raise the percentage figure. An occasional bucket of sauce may be spilled or a pizza accidentally burned.
In the event of an employee mistake, the expense is supposed to come from the individual. Because of peer pressure, the night manager seldom writes up a bill for the erring employee. Instead, the establishment takes the loss and the error goes unnoticed until the end of the month when the inventory is taken. That's when the manager finds out that the percentage is high and that there will be no bonus.
In the present instance, the manager took retaliatory measures. Previously, each employee was entitled to a free pizza, salad, and all the soft drinks he or she could drink for every 6 hours of work. The manager raised this figure from 6 to 12 hours of work. However, the employees had received these 6-hour benefits for a long time. Therefore, they simply took advantage of the situation whenever the manager or the assistant was not in the building.
Although the night manager theoretically had complete control of the operation in the evenings, he did not command the respect that the manager or assistant manager did. This was because he received the same pay as the regular employees, he could not reprimand other employees, and he was basically the same age or sometimes even younger than the other employees.
Thus, apathy grew within the pizzeria. There seemed to be a further separation between the manager and his workers, who started out as a closely knit group. The manager made no attempt to alleviate the problem, because he felt it would iron itself out. Either the employees that were dissatisfied would quit or they would be content to put up with the new regulations. As it turned out, there was a rash of employee dismissals. The manager had no problem filling the vacancies with new workers, but the loss of key personnel was costly to the business.
With the large turnover, the manager found that he had to spend more time in the building, supervising and sometimes taking the place of inexperienced workers. This was in direct violation of the franchise regulation, which stated that a manager would act as a supervisor and at no time take part in the actual food preparation. Employees were not placed under strict supervision with the manager working alongside them. The operation no longer worked smoothly because of differences between the remaining experienced workers and the manager concerning the way in which a particular function should be performed.
After a two-month period, the manager was again free to go back to his office and leave his subordinates in charge of the entire operation. During this two-month period, the percentage had returned to the previous low level, and the manager received a bonus each month. The manager felt that his problems had been resolved and that conditions would remain the same, since the new personnel had been properly trained.
It didn't take long for the new employees to become influenced by the other employees. Immediately after the manager had returned to his supervisory role, the percentage began to rise. This time the manager took a bolder step. He cut out any benefits that the employees had—no free pizzas, salads, or drinks. With the job market at an even lower ebb than usual, most employees were forced to stay. The appointment of a new area supervisor made it impossible for the manager to “work behind the counter,” since the supervisor was centrally located in Southville.
The manager tried still another approach to alleviate the rising percentage problem and maintain his bonus. He placed a notice on the bulletin board stating that if the percentage remained at a high level, a lie detector test would be given to all employees. All those found guilty of taking or purposefully wasting food or drinks would be immediately terminated. This did not have the desired effect on the employees, because they knew if they were all subjected to the test, all would be found guilty and the manager would have to dismiss all of them. This would leave him in a worse situation than ever.
Even before the following month's percentage was calculated, the manager knew it would be high. He had evidently received information from one of the night managers about the employees' feelings toward the notice. What he did not expect was that the percentage would reach an all-time high. That is the state of affairs at the present time.
Review Questions
CASE 6B: Hovey and Beard Company
Source: Abridged and adapted from George Strauss and Alex Bavelas, “Group Dynamics and Intergroup Relations” (under the title “The Hovey and Beard Case”), in Money and Motivation, ed. William F. Whyte (New York: Harper & Row, 1955).
The Hovey and Beard Company manufactures a variety of wooden toys, including animals, pull toys, and the like.1 The toys were manufactured by a transformation process that began in the wood room. There, toys were cut, sanded, and partially assembled. Then the toys were dipped into shellac and sent to the painting room.
In years past, the painting had been done by hand, with each employee working with a given toy until its painting was completed. The toys were predominantly two-colored, although a few required more colors. Now in response to increased demand for the toys, the painting operation was changed so that the painters sat in a line by an endless chain of hooks. These hooks moved continuously in front of the painters and passed into a long horizontal oven. Each painter sat in a booth designed to carry away fumes and to backstop excess paint. The painters would take a toy from a nearby tray, position it in a jig inside the painting cubicle, spray on the color according to a pattern, and then hang the toy on a passing hook. The rate at which the hooks moved was calculated by the engineers so that each painter, when fully trained, could hang a painted toy on each hook before it passed beyond reach.
The painters were paid on a group bonus plan. Since the operation was new to them, they received a learning bonus that decreased by regular amounts each month. The learning bonus was scheduled to vanish in six months, by which time it was expected that they would be on their own—that is, able to meet the production standard and earn a group bonus when they exceeded it.
By the second month of the training period, trouble developed. The painters learned more slowly than had been anticipated and it began to look as though their production would stabilize far below what was planned. Many of the hooks were going by empty. The painters complained that the hooks moved too fast and that the engineer had set the rates wrong. A few painters quit and had to be replaced with new ones. This further aggravated the learning problem. The team spirit that the management had expected to develop through the group bonus was not in evidence except as an expression of what the engineers called “resistance”. One painter, whom the group regarded as its leader (and the management regarded as the ring-leader), was outspoken in taking the complaints of the group to the supervisor. These complaints were that the job was messy, the hooks moved too fast, the incentive pay was not correctly calculated, and it was too hot working so close to the drying oven.
A consultant was hired to work with the supervisor. She recommended that the painters be brought together for a general discussion of the working conditions. Although hesitant, the supervisor agreed to this plan.
The first meeting was held immediately after the shift was over at 4P.M. It was attended by all eight painters. They voiced the same complaints again: the hooks went by too fast, the job was too dirty, and the room was hot and poorly ventilated. For some reason, it was this last item that seemed to bother them most. The supervisor promised to discuss the problems of ventilation and temperature with the engineers, and a second meeting was scheduled. In the next few days the supervisor had several talks with the engineers. They, along with the plant superintendent, felt that this was really a trumped-up complaint and that the expense of corrective measures would be prohibitively high.
The supervisor came to the second meeting with some apprehensions. The painters, however, did not seem to be much put out. Rather, they had a proposal of their own to make. They felt that if several large fans were set up to circulate the air around their feet, they would be much more comfortable. After some discussion, the supervisor agreed to pursue the idea. The supervisor and the consultant discussed the idea of fans with the superintendent. Three large propeller-type fans were purchased and installed.
The painters were jubilant. For several days the fans were moved about in various positions until they were placed to the satisfaction of the group. The painters seemed completely satisfied with the results, and the relations between them and the supervisor improved visibly.
The supervisor, after this encouraging episode, decided that further meetings might also prove profitable. The painters were asked if they would like to meet and discuss other aspects of the work situation. They were eager to do this. Another meeting was held and the discussion quickly centered on the speed of the hooks. The painters maintained that the engineer had set them at an unreasonably fast speed and that they would never be able to fill enough of them to make a bonus.
The discussion reached a turning point when the group's leader explained that it wasn't that the painters couldn't work fast enough to keep up with the hooks but that they couldn't work at that pace all day long. The supervisor explored the point. The painters were unanimous in their opinion that they could keep up with the belt for short periods if they wanted to. But they didn't want to because if they showed they could do this for short periods then they would be expected to do it all day long. The meeting ended with an unprecedented request by the painters: “Let us adjust the speed of the belt faster or slower depending on how we feel”. The supervisor agreed to discuss this with the superintendent and the engineers.
The engineers reacted negatively to the suggestion. However, after several meetings it was granted that there was some latitude within which variations in the speed of the hooks would not affect the finished product. After considerable argument with the engineers, it was agreed to try out the painters' idea.
With misgivings, the supervisor had a control with a dial marked “low, medium, fast” installed at the booth of the group leader. The speed of the belt could now be adjusted anywhere between the lower and upper limits that the engineers had set.
The painters were delighted and spent many lunch hours deciding how the speed of the belt should be varied from hour to hour throughout the day. Within a week the pattern had settled down to one in which the first half hour of the shift was run on a medium speed (a dial setting slightly above the point marked “medium”). The next two and a half hours were run at high speed, and the half hour before lunch and the half hour after lunch were run at low speed. The rest of the afternoon was run at high speed with the exception of the last 45 minutes of the shift, which was run at medium.
The constant speed at which the engineers had originally set the belt was actually slightly below the “medium” mark on the control dial; the average speed at which the painters were running the belt was on the high side of the dial. Few, if any, empty hooks entered the oven, and inspection showed no increase of rejects from the paint room.
Production increased, and within three weeks (some two months before the scheduled ending of the learning bonus) the painters were operating at 30 to 50 percent above the level that had been expected under the original arrangement. Naturally, their earnings were correspondingly higher than anticipated. They were collecting their base pay, earning a considerable piecerate bonus, and still benefiting from the learning bonus. They were earning more now than many skilled workers in other parts of the plant.
Management was besieged by demands that the inequity between the earnings of the painters and those of other workers in the plant be taken care of. With growing irritation between the superintendent and the supervisor, the engineers and supervisor, and the superintendent and engineers, the situation came to a head when the superintendent revoked the learning bonus and returned the painting operation to its original status: the hooks moved again at their constant, time-studied, designated speed. Production dropped again and within a month all but two of the eight painters had quit. The supervisor stayed on for several months, but, feeling aggrieved, left for another job.
Review Questions
CASE 7 The Forgotten Group Member
Developed by Franklin Ramsoomair, Wilfred Laurier University
The Organizational Behavior course for the semester appeared to promise the opportunity to learn, enjoy, and practice some of the theories and principles in the textbook and class discussions. Christine Spencer was a devoted, hard-working student who had been maintaining an A-average to date. Although the skills and knowledge she had acquired through her courses were important, she was also very concerned about her grades. She felt that grades were paramount in giving her a competitive edge when looking for a job and, as a third-year student, she realized that she'd soon be doing just that.
Sunday afternoon. Two o'clock. Christine was working on an accounting assignment but didn't seem to be able to concentrate. Her courses were working out very well this semester, all but the OB. Much of the mark in that course was to be based on the quality of groupwork, and so she felt somewhat out of control. She recollected the events of the past five weeks. Professor Sandra Thiel had divided the class into groups of five people and had given them a major group assignment worth 30 percent of the final grade. The task was to analyze a seven-page case and to come up with a written analysis. In addition, Sandra had asked the groups to present the case in class, with the idea that the rest of the class members would be “members of the board of directors of the company” who would be listening to how the manager and her team dealt with the problem at hand.
Christine was elected “Team Coordinator” at the first group meeting. The other members of the group were Diane, Janet, Steve, and Mike. Diane was quiet and never volunteered suggestions, but when directly asked, she would come up with high-quality ideas. Mike was the clown. Christine remembered that she had suggested that the group should get together before every class to discuss the day's case. Mike had balked, saying “No way!! This is an 8:30 class, and I barely make it on time anyway! Besides, I'll miss my Happy Harry show on television!” The group couldn't help but laugh at his indignation. Steve was the businesslike individual, always wanting to ensure that group meetings were guided by an agenda and noting the tangible results achieved or not achieved at the end of every meeting. Janet was the reliable one who would always have more for the group than was expected of her. Christine saw herself as meticulous and organized and as a person who tried to give her best in whatever she did.
It was now week 5 into the semester, and Christine was deep in thought about the OB assignment. She had called everyone to arrange a meeting for a time that would suit them all, but she seemed to be running into a roadblock. Mike couldn't make it, saying that he was working that night as a member of the campus security force. In fact, he seemed to miss most meetings and would send in brief notes to Christine, which she was supposed to discuss for him at the group meetings. She wondered how to deal with this. She also remembered the incident last week. Just before class started, Diane, Janet, Steve, and she were joking with one another before class. They were laughing and enjoying themselves before Sandra came in. No one noticed that Mike had slipped in very quietly and had unobtrusively taken his seat.
She recalled the cafeteria incident. Two weeks ago, she had gone to the cafeteria to grab something to eat. She had rushed to her accounting class and had skipped breakfast. When she got her club sandwich and headed to the tables, she saw her OB group and joined them. The discussion was light and enjoyable as it always was when they met informally. Mike had come in. He'd approached their table. “You guys didn't say you were having a group meeting”, he blurted. Christine was taken aback.
We just happened to run into each other. Why not join us?
Mike looked at them, with a noncommittal glance. “Yeah … right”, he muttered, and walked away.
Sandra Thiel had frequently told them that if there were problems in the group, the members should make an effort to deal with them first. If the problems could not be resolved, she had said that they should come to her. Mike seemed so distant, despite the apparent camaraderie of the first meeting.
An hour had passed, bringing the time to 3 P.M., and Christine found herself biting the tip of her pencil. The written case analysis was due next week. All the others had done their designated sections, but Mike had just handed in some rough handwritten notes. He had called Christine the week before, telling her that in addition to his course and his job, he was having problems with his girlfriend. Christine empathized with him. Yet, this was a group project! Besides, the final mark would be peer evaluated. This meant that whatever mark Sandra gave them could be lowered or raised, depending on the group's opinion about the value of the contribution of each member. She was definitely worried. She knew that Mike had creative ideas that could help to raise the overall mark. She was also concerned for him. As she listened to the music in the background, she wondered what she should do.
Review Questions
CASE 8: NASCAR'S Racing Teams
Developed by David S. Chappell, Ohio University, modified by Hal Babson, Columbus State Community College and John R. Schermerhorn, Jr., Ohio University
The most popular team sport, based on total spectator audience, is not basketball, baseball, football, or even soccer: it is stock car racing. The largest stock car racing group in the world is the National Association for Stock Car Auto Racing (NASCAR), which recently celebrated its 60th year. The NASCAR Sprint Cup Series (formerly known as the Winston Cup or Nextel Cup) kicks off in February and runs through November. Along the way it serves as a marketing powerhouse.
Not only are over 3.5 million fans attracted to NASCAR's Sprint Cup races, but another 218 million watched them on television last year.1, 2 Drivers are involved in cable network shows as well as syndicated radio shows each week. NASCAR's official Web site, at www.nascar.com, consistently ranks among the top league sites on the Internet and generates well over 1 billion page views year-after-year.3 Companies such as the Coca-Cola Co. and Nationwide Insurance take advantage of NASCAR's popularity with merchandise, collectibles, apparel, accessories, toys, and other marketing tie-ins. The race cars themselves have been described by some as “200 mile-per-hour billboards”.
Jeff Gordon is one of NASCAR's most successful and well-known drivers; he's been a sensation ever since he started racing go-carts and quarter-midget cars at the age of 5. But as the driver of a successful race car he represents just the most visible part of an incredibly complex racing organization—a high-performance system whose ultimate contribution takes place on race day. For several years a team known as the Rainbow Warriors handled Gordon's car. Their leader was crew chief Ray Evernham, recognized by many as one of the very best in the business. Posted on the wall of his workshop was this sign:
Success is a ruthless competitor, for it flatters and nourishes our weaknesses and lulls us into complacency.
While Gordon represented the star attraction, many believed that it was Evernham who pulled the whole act together. He was responsible for a group of over 120 technicians and mechanics with an annual budget estimated between $10 and $12 million! And he had strong opinions as to what it takes to consistently finish first: painstaking preparation, egoless teamwork, and thoroughly original strategizing—principles that apply to any high-performance organization.
Evernham believed that teams needed to experiment with new methods and processes. When he assembled his Rainbow Warriors pit crew, none of them had Nextel/Winston Cup experience and none worked on the car in any other capacity. With the use of a pit crew coach, the Rainbow Warriors provide Gordon with an approximately one-second advantage with each pit stop, which, at a speed of 200 miles per hour, equates to 300 feet of race track. “When you coach and support a superstar like Jeff Gordon, you give him the best equipment possible, you give him the information he needs, and then you get out of the way. But racing is a team sport. Everyone who races pretty much has the same car and the same equipment. What sets us apart is our people. I like to talk about our 'team IQ'—because none of us is as smart as all of us”.
Said Evernham, “I think a lot about people, management, and psychology: Specifically, how can I motivate my guys and make them gel as a team? I surround them with ideas about teamwork. I read every leadership book I can get my hands on. One thing that I took from my reading is the idea of a 'circle of strength.' When the Rainbow Warriors meet, we always put our chairs in a circle. That's a way of saying that we're stronger as a team than we are on our own”.
Evernham backed up this belief in team by emphasizing team performance over individual performance. When the car won a race, everyone shared in the prize money. In addition, when Evernham earned money through personal service activities such as speaking tours and autograph signings, he shared what he earned with the team. “I wouldn't be in a position to earn that income if it weren't for the team. Everyone should feel as if his signature is on the finished product”.
Steve Letarte had some pretty big shoes to fill when he became Jeff Gordon's crew chief. After a series of successful title runs, Letarte was recently transferred to Gordon teammate Dale Earnhardt's team with the intention of bringing about “a more professional and ultimately more successful Earnhardt”.4
But don't cry for Jeff Gordon. Under new pit boss Alan Gustafson, the #24 crew is performing as strongly as ever: In the current season, Gordon has spent 50% more miles at the front of the pack than the number two racer.5
It's not only the fans who have noticed what goes on in the NASCAR pit crews and racing teams. The next time you fly on United Airlines, check out the ground crews. You might notice some similarities with the teams handling pit stops for NASCAR racers. In fact, there's a good chance the members of the ramp crews have been through what has been called “Pit Crew U”.6 United is among many organizations that are sending employees to Pit Instruction and Training in Mooresville, North Carolina. At the same facility where real racing crews train, United's ramp workers learn to work under pressure while meeting the goals of teamwork, safety, and job preparedness. The objective is to replace work practices that may sometimes result in aircraft delays and service inadequacies—things that a NASCAR team must avoid in order to stay competitive in races. “It's stuff you can carry back like cleaning up your work area, being set up for that airplane to arrive like the pit crews are ready for that car to get here”, said Marc Abbatacola of Chicago's O'Hare International Airport.7
Joe Konkel agreed: “The PIT training supports all the major principles of Georgia-Pacific … the need for everyone to have the necessary skill, commitment, ownership, and teamwork to advance the vision. Safety, compliance, and efficiency work together and become a result of this focus. This fosters pride, ownership, and a clear understanding of each person's individual advantage as part of the team”.
High-performance teams may be inherited, but must be maintained. They do not happen by chance; rather, they are the result of good recruiting and meticulous attention to learning every detail of the job.
Review Questions
CASE 9 Decisions, Decisions
Developed by John R. Schermerhorn, Jr.
The Case of the Wedding Ring
Setting—A woman is preparing for a job interview. Dilemma—She wants the job desperately and is worried that her marital status might adversely affect the interview.
Decision—Should she or should she not wear her diamond engagement ring?
Considerations—When queried for a column in The Wall Street Journal, some women claimed that they would try to hide their marital status during a job interview.1 One says: “Although I will never remove my wedding band, I don't want anyone to look at my engagement ring and think, she doesn't need this job, what is she doing working?” Even the writer remembers that she considered removing her engagement ring some years back when applying for a job. “I had no idea about the office culture”, she said. “I didn't want anyone making assumptions, however unreasonable, about my commitment to work”.
Wellness or Invasive Coercion?
Setting—Scotts Miracle-Gro Company, Marysville, Ohio.
Dilemma—Corporate executives are concerned about rising healthcare costs. CEO Jim Hagedorn backs an aggressive wellness program and antismoking campaign to improve health of employees and reduce health-care costs for the firm. Scott employees are asked to take extensive health-risk assessments; failure to do so increases their health insurance premiums by $40 a month. Employees found to have “moderate to high” health risks are assigned health coaches and given action plans; failure to comply adds another $67 per month. In states where the practice is legal, the firm will not hire a smoker and tests new employees for nicotine use. In response to complaints that the policy is intrusive, Hagedorn says: “If people understand the facts and still choose to smoke, it's suicidal. And we can't encourage suicidal behavior”.
Decision—Is Hagedorn doing the right thing by leading Scotts's human resource policies in this direction?
Considerations—Joe Pellegrini's life was probably saved by his employer. After urging from a Scotts's health coach he saw his doctor about weight and cholesterol concerns. This led to a visit with a heart specialist who inserted two stents, correcting a 95% blockage. Scott Rodrigues' life was changed by his employer; he is suing Scotts's for wrongful dismissal. A smoker, he claims that he was fired after failing a drug test for nicotine even though he wasn't informed about the test and had been told the company would help him stop smoking. CEO Hagedorn says: “This is an area where CEOs are afraid to go. A lot of people are watching to see how badly we get sued”.2
Super Sales Woman Won't Ask for Raise
Setting—A woman is described as a “productive star” and “supersuccessful” member of an 18 person sales force.3
Dilemma—She finds out that both she and the other woman salesperson are being paid 20% less than the men. Her sister wants her to talk with her boss and ask for more pay. She says: “No, I'm satisfied with my present pay and I don't want to 'rock the boat'”. The sister can't understand how and why she puts up with this situation, allowing herself to be paid less than a man for at least equal and quite possibly better performance.
Considerations—In the past ten years women have lost ground relative to men when it comes to pay; whereas they previously earned 75.7 cents for each dollar earned by a man, a decade later they are earning 74.7 cents. Some claim that one explanation for the wage gap and its growing size is that women tolerate the situation and allow it to continue, rather than confronting the gap in their personal circumstances and trying to change it.
Wal-Mart Goes Public with Annual Bonuses
Setting—Wal-Mart executives released to the public information on the annual bonuses paid to store employees.4
Dilemma—Wal-Mart's founder, Sam Walton, started the bonus program in 1986 as a way of linking employees with the firm's financial success. Historically Wal-Mart did not divulge the annual bonuses. Recently the firm has received considerable negative publicity regarding the wages paid to employees and the benefits they are eligible to receive. But a spokesperson indicated that going public with the bonuses was not a response to such criticism. A former human resource executive at the firm says: “This is just an example of how they really treat their people well and they're putting it out there to let the facts speak for themselves”.
Considerations—Some 813,759 employees shared a bonus pool of $529.8 million. A current employee said she received “substantially over $1,000”, and that this was higher than the prior year's bonus. Wal-Mart is planning to give the bonuses on a quarterly basis to link them more frequently with performance. One of the firm's critics, WakeUpWalMart.com, was critical, charging: “Wal-Mart values are so misplaced that it gives executives hundreds of millions in bonuses and the mere crumbs to associates”.
Review Questions
CASE 10: The Case of the Missing Raise
Prepared by John R. Schermerhorn, Jr., Ohio University
It was late February, and Marsha Lloyd had just completed an important long-distance telephone call with Professor Fred Massie, head of the Department of Management at Central University. During the conversation Marsha accepted an offer to move from her present position at Private University, located in the East, to Central in the Midwest as an Assistant Professor. Marsha and her husband John then shared the following thoughts.
Marsha: “Well, it's final”.
John: “It's been a difficult decision, but I know it will work out for the best”.
Marsha: “Yes, however, we are leaving many things we like here”.
John: “I know, but remember, Professor Massie is someone you respect a great deal and he is offering you a challenge to come and introduce new courses at Central. Besides, he will surely be a pleasure to work for”.
Marsha: “John we're young, eager and a little adventurous. There's no reason we shouldn't go”.
John: “We're going dear”.
Marsha Lloyd began the fall semester eagerly. The points discussed in her earlier conversations with Fred were now real challenges, and she was teaching new under-graduate and graduate courses in Central's curriculum. Overall, the transition to Central had been pleasant. The nine faculty members were warm in welcoming her, and Marsha felt it would be good working with them. She also felt comfortable with the performance standards that appeared to exist in the department. Although it was certainly not a “publish or perish” situation, Fred had indicated during the recruiting process that research and publications would be given increasing weight along with teaching and service in future departmental decisions. This was consistent with Marsha's personal belief that a professor should live up to each of these responsibilities. Although there was some conflict in evidence among the faculty over what weighting and standards should apply to these performance areas, she sensed some consensus that the multiple responsibilities should be respected.
It was April, and spring vacation time. Marsha was sitting at home reflecting upon her experiences to date at Central. She was pleased. Both she and John had adjusted very well to Midwestern life. Although there were things they both missed from their prior location, she was in an interesting new job and they found the rural environment of Central very satisfying. Marsha had also received positive student feedback on her fall semester courses, had presented two papers at a recent professional meeting, and had just been informed that two of her papers would be published by a journal. This was a good record and she felt satisfied. She had been working hard and it was paying off.
The spring semester had ended and Marsha was preoccupied. It was time, she thought, for an end-of-the-year performance review by Fred Massie. This anticipation had been stimulated, in part, by a recent meeting of the College faculty in which the Dean indicated that a 7% pay raise pool was now available for the coming year. He was encouraging department chairpersons to distribute this money differentially based on performance merit. Marsha had listened closely to the Dean and liked what she heard. She felt this meant that Central was really trying to establish a performance-oriented reward system. Such a system was consistent with her personal philosophy and, indeed, she taught such reasoning in her courses.
Throughout May, Marsha kept expecting to have a conversation with Fred Massie on these topics. One day, the following memo appeared in her faculty mailbox.
MEMORANDUM TO: Fellow Faculty FROM: Fred RE: Raises for Next Year
The Dean has been most open about the finances of the College as evidenced by his detail and candor regarding the budget at the last faculty meeting. Consistent with that philosophy I want to provide a perspective on raises and clarify a point or two.
The actual dollars available to our department exclusive of the chairman total 7.03%. In allocating those funds I have attempted to reward people on the basis of their contribution to the life of the Department and the University, as well as professional growth and development. In addition, it was essential this year to adjust a couple of inequities which had developed over a period of time. The distribution of increments was the following:
Marsha read the memo with mixed emotions. Initially, she was upset that Fred had obviously made the pay raise decisions without having spoken first with her about her performance. Still, she felt good because she was sure to be one of those receiving a 9+% increase. “Now”, she mused to herself, “it will be good to sit down with Fred and discuss not only this past year's efforts, but my plans for next year's as well”.
Marsha was disappointed when Fred did not contact her for such a discussion. Furthermore, she found herself frequently involved in informal conversations with other faculty members who were speculating over who received the various pay increments.
One day Carla Block, a faculty colleague, came into Marsha's office and said she had asked Fred about her raise. She received a 7+% increase, and also learned that the two 9+% increases had been given to senior faculty members. Marsha was incredulous. “It can't be”, she thought, “I was a top performer this past year. My teaching and publications records are strong, and I feel I've been a positive force in the department”. She felt Carla could be mistaken and waited to talk the matter out with Fred.
A few days later another colleague reported to Marsha the results of a similar conversation with Fred. This time Marsha exploded internally. She felt she deserved just reward.
The next day Marsha received a computerized notice on her pay increment from the Accounting Office. Her raise was 7.2%. That night, after airing her feelings with John, Marsha telephoned Fred at home and arranged to meet with him the next day.
Fred Massie knocked on the door to Marsha's office and entered. The greetings were cordial. Marsha began the conversation. “Fred, we've always been frank with one another and now I'm concerned about my raise”, she said. “I thought I had a good year, but I understand that I've received just an average raise”. Fred Massie was a person who talked openly, and Marsha could trust him. He responded to Marsha in this way.
Yes, Marsha, you are a top performer. I feel you have made great contributions to the Department. The two 9+% raises went to correct “inequities” that had built up over a period of time for two senior people. I felt that since the money was available this year that I had a responsibility to make the adjustments. If we don't consider them, you received one of the three top raises, and I consider any percentage differences between these three very superficial. I suppose I could have been more discriminating at the lower end of the distribution, but I can't give zero increments. I know you had a good year. It's what I expected when I hired you. You haven't let me down. From your perspective I know you feel you earned an “A”, and I agree. I gave you a “B+”. I hope you understand why.
Marsha sympathized with Fred's logic and felt good having spoken with him. Although she wasn't happy, she understood Fred's position. Her final comment to Fred was this. “You know, it's not the absolute dollar value of the raise that hurts. It's the sense of letdown. Recently, for example, I turned down an extensive consulting job that would have paid far more than the missing raise. I did so because I felt it would require too many days away from the office. I'm not sure my colleagues would make that choice”.
In the course of a casual summer conversation, Carla mentioned to Marsha that she heard two of the faculty who had received 4+% raises had complained to Fred and the Dean. After lodging the complaints they had received additional salary increments. “Oh great”, Marsha responded to herself, “I thought I had put this thing to rest”.
About three weeks later, Marsha, Fred, Carla, and another colleague were in a meeting with the Dean. Although the meeting was on a separate matter, something was said which implied that Carla had also received an additional pay increment. Marsha confronted the Dean and learned that this was the case. Carla had protested to Fred and the Dean, and they raised her pay on the justification that an historical salary inequity had been over-looked. Fred was visibly uncomfortable as a discussion ensued on how salary increments should be awarded and what had transpired in the department in this respect.
Fred eventually excused himself to attend another meeting. Marsha and the others continued to discuss the matter with the Dean and the conversation became increasingly heated. Finally, they each rose to terminate the meeting and Marsha felt compelled to say one more thing. “It's not that I'm not making enough money”, she said to the Dean, “but I just don't feel I received my fair share, especially in terms of your own stated policy of rewarding faculty on the basis of performance merit”.
With that remark, Marsha left the meeting. As she walked down the hall to her office, she said to her self, “Next year there will be no turning down consulting jobs because of a misguided sense of departmental responsibility”.
Review Questions
CASE 11: The Poorly Informed Walrus
Developed by Barbara McCain, Oklahoma City University
“How's it going down there?” barked the big walrus from his perch on the highest rock near the shore. He waited for the good word.
Down below the smaller walruses conferred hastily among themselves. Things weren't going well at all, but none of them wanted to break the news to the Old Man. He was the biggest and wisest walrus in the herd, and he knew his business, but he had such a terrible temper that every walrus in the herd was terrified of his ferocious bark.
“What will we tell him?” whispered Basil, the second-ranking walrus. He well remembers how the Old Man had raved and ranted at him the last time the herd had caught less than its quota of herring, and he had no desire to go through that experience again. Nevertheless, the walrus noticed for several weeks that the water level in the nearby Arctic bay had been falling constantly, and it had become necessary to travel much farther to catch the dwindling supply of herring. Someone should tell the Old Man; he would probably know what to do. But who? and how?
Finally Basil spoke up: “Things are going pretty well, Chief”, he said. The thought of the receding water line made his heart grow heavy, but he went on: “As a matter of fact, the beach seems to be getting larger”.
The Old Man grunted. “Fine, fine”, he said. “That will give us a bit more elbow room”. He closed his eyes and continued basking in the sun.
The next day brought more trouble. A new herd of walruses moved in down the beach and, with the supply of herring dwindling, this invasion could be dangerous. No one wanted to tell the Old Man, though only he could take the steps necessary to meet this new competition.
Reluctantly, Basil approached the big walrus, who was still sunning himself on the large rock. After some smalltalk, he said, “Oh, by the way, Chief, a new herd of walruses seems to have moved into our territory”. The Old Man's eyes snapped open, and he filled his great lungs in preparation for a mighty bellow. But Basil added quickly, “Of course, we don't anticipate any trouble. They don't look like herring eaters to me. More likely interested in minnows. And as you know, we don't bother with minnows ourselves”.
The Old Man let out the air with a long sigh. “Good, good”, he said. “No point in our getting excited over nothing then, is there?”
Things didn't get any better in the weeks that followed. One day, peering down from the large rock, the Old Man noticed that part of the herd seemed to be missing. Summoning Basil, he grunted peevishly. “What's going on, Basil? Where is everyone?” Poor Basil didn't have the courage to tell the Old Man that many of the younger walruses were leaving every day to join the new herd. Clearing his throat nervously, he said, “Well Chief, we've been tightening up things a bit. You know, getting rid of some of the dead wood. After all, a herd is only as good as the walruses in it”.
“Run a tight ship, I always say”, the Old Man grunted. “Glad to hear that all is going so well”.
Before long, everyone but Basil had left to join the new herd, and Basil realized that the time had come to tell the Old Man the facts. Terrified but determined, he flopped up to the large rock. “Chief”, he said, “I have bad news. The rest of the herd has left you”. The old walrus was so astonished that he couldn't even work up a good bellow. “Left me?” he cried. “All of them? But why? How could this happen?”
Basil didn't have the heart to tell him, so he merely shrugged helplessly.
“I can't understand it”, the old walrus said. “And just when everything was going so well”.
Review Questions
CASE 12 Faculty Empowerment and the Changing University Environment
Source: Developed by John Bowen, Columbus State Community College
In a typical university, the instructor enjoys a very high level of empowerment and opportunity for creativity in achieving course objectives. Within general limitations of the course description, instructors tend to have a good deal of flexibility in selecting course content, designing instructional activities, and selecting assignments. This allows them to tailor courses in varying ways to do what may seem to work best in a given situation. For example, an instructor teaching a course four times a year may design one section to cover course content in a somewhat different manner or with a slightly different focus due to the unique background and interests of the students. Since not all students learn or can be effectively evaluated in exactly the same way, an instructor normally is able to respond to varying situations by the way in which the text is used, the specific activities assigned, and choice of tests and other means of measuring student performance.
One of the settings in which instructor empowerment has been especially functional is the presence of adult learners (those working full-time and attending school part-time, or returning to school after substantial work experience). Often adult learners have quite different needs than the more traditional student. Course variations that include unique learning opportunities that tap their work experiences and that accommodate the nature of their work schedules are often necessary. Flexibility and responsiveness by the instructor is also important. A major news event may create intense student interest in a course-related topic, but it might not occur at the specific point in the course in which the topic was scheduled to be covered, and the level of interest might require more time being allocated to the discussion than was originally planned. Assignment schedules and requirements are also a challenge when dealing with adult learners. Not all have work schedules such that they have the same amount of work week after week, but instead they may have variations in workloads that may include substantial travel commitments.
Where instructors have a good deal of empowerment, quality of education is maintained through instructor selection and development and through oversight by department heads. The supervision often includes reviews of any changes in course plans, learning activities, exams, assignments, and syllabus. This is facilitated by reviews of student feedback and through personal observation of the instructor conducting a class.
Regardless of the extent to which such quality control measures may or may not work, competition among colleges and universities is beginning to have an impact on faculty empowerment. In the past, schools tended to focus on a given geographic area, certain fields of study, or a particular class of students. Thus, competitive pressures were often relatively minimal. Today competition in the education market is not just local or even national, but is becoming increasingly global. Accelerating the trend is the use of online classes that can enable students in distant locations to take classes over the Internet.
The need to compete for revenues and to contain costs has also produced pressure for universities to operate more like businesses. This has, in some cases, resulted in more standardization of courses and instructional methods, consequently reducing the traditional empowerment of instructors. As an example of what is being done, consider two universities: Upstate University and Downstate University. Upstate and Downstate share two commonalities:(1)each sees their primary target student market as the working adult and (2) each is increasing the use of standardization in instructional methods.
Upstate University focuses on the working adult: 82 percent of its 8,200 students are employed and the average age is 32. It still holds traditional face-to-face classes on its main campus and in nearby communities, but its programs now include standardized online courses (including a program for military personnel) in both masters and undergraduate degree programs. It has developed a “Balanced Learning Format” approach involving standardized quality, content, and delivery for its courses— both online and traditional courses.
Downstate University was started to provide a means through which poor but qualified students could work and pay for their education. The school offers both undergraduate and masters degree programs. Enrollment at the main campus is now approximately 2,000 students but it has over 19,000 other students attending around the nation and around the world. Those students attend classes online and at 37 other campuses in 20 states—most of those students are working adults.
Upstate has standardized its courses so that certain specific activities and points are to be covered in each class session. The instructor does not set the assignments (problems, text questions, etc.). Rather, the student taking the course can go online and see what is required for both the instructor and student. The amount of time to be devoted to particular discussion or activities must follow a given script for each class session or at least be within guidelines in which some flexibility may exist. As a result, all instructors covering a given class session will be following the same script—often saying and doing much the same thing. This approach largely limits creativity to the person or persons involved in developing and modifying the course. Any ideas to change the course would normally have to be approved by that developer. Changes are infrequent, however, perhaps because some instructors might be unwilling to contact the course developer and take the time to argue the need for a change.
Downstate is modifying its courses in ways that are similar to the approach taken at Upstate, although not identical. Standardized test banks are being used. Objective test questions are to be randomly selected from within the test banks and scored by computer, thus reducing subjective evaluation (and any possible favoritism) by individual instructors.
At both Upstate and Downstate, online instruction is playing an increasingly important role. The goal is to assure that all online interaction between students and instructors is proper and consistent with school policies. Online classes are conducted so that any communication must be either at the class Web site or through use of the school's own e-mail system. Thus the institution can monitor not only what goes on in the “electronic classroom” (the Web site for the course) but also in what might be comparable to the private chats which traditional students in the past had in the instructor's office. Furthermore, to the extent that a course is online and that all activity is completed using either the course Web site or the school's e-mail system, protection is provided to both students and instructors. There is always proof available that an assignment was or was not received on time; student complaints or grade challenges are much more verifiable.
From the perspective of administration at both universities, the approach to more standardization ensures uniformity of quality in instructional delivery across settings, students, and instructors. It also provides a benefit in regards to the recruitment of adjunct (part-time) instructors that are increasingly used. Since not all such instructors have the same level of creativity and experience, having a standardized course and common script for all to follow is presumed to help maintain quality of instruction across instructors and course sections. Many instructors—especially those who have taught in the past under empowered conditions, find the new developments at both Upstate and Downstate frustrating. They believe that their prerogatives talents as professionals are not being fully respected.
Review Questions
CASE 13 The New Vice President
[Note: Please read only those parts identified by your instructor. Do not read ahead.]
Part A
When the new president at Mid-West U took over, it was only a short time before the incumbent vice president announced his resignation. Unfortunately, there was no one waiting in the wings, and a hiring freeze prevented a national search from commencing.
Many faculty leaders and former administrators suggested that the president appoint Jennifer Treeholm, the Associate Vice President for Academic Affairs, as interim. She was an extremely popular person on campus and had 10 years of experience in the role of associate vice president. She knew everyone and everything about the campus. Jennifer, they assured him, was the natural choice. Besides, Jennifer deserved the job. Her devotion to the school was unparalleled, and her energy knew no bounds. The new president, acting on advice from many campus leaders, appointed Jennifer interim vice president for a term of up to three years. He also agreed that she could be a candidate for the permanent position when the hiring freeze was lifted.
Jennifer and her friends were ecstatic. It was high time more women moved into important positions on campus. They went out for dinner to their every-Friday-night watering hole to celebrate and reflect on Jennifer's career.
Except for a brief stint outside of academe, Jennifer's entire career had been at Mid-West U. She started out teaching Introductory History, then, realizing she wanted to get on the tenure track, went back to school and earned her Ph.D. at Metropolitan U while continuing to teach at Mid-West. Upon completion of her degree, she was appointed as an assistant professor and eventually earned the rank of associate based on her popularity and excellent teaching.
Not only was Jennifer well liked, but she devoted her entire life, it seemed, to Mid-West, helping to form the first union, getting grants, writing skits for the faculty club's annual follies, and going out of her way to befriend everyone who needed support.
Eventually, Jennifer was elected president of the Faculty Senate. After serving for two years, she was offered the position of associate vice president. During her 10 years as associate vice president, she handled most of the academic complaints, oversaw several committees, wrote almost all of the letters and reports: for the vice president, and was even known to run personal errands for the president. People just knew they could count on Jennifer.
Source: Adapted from Donald D. Bowen et al., Experiences in Management and Organizational Behavior. 4th ed. (New York: Wiley, 1997).
Review Questions
After you have discussed Part A, please read Part B.
Part B
Jennifer's appointment as interim vice president was met with great enthusiasm. Finally the school was getting someone who was “one of their own”, a person who understood the culture, knew the faculty, and could get things done.
It was not long before the campus realized that things were not moving and that Jennifer, despite her long-standing popularity, had difficulty making tough decisions. Her desire to please people and to try to take care of everyone made it difficult for her to choose opposing alternatives. (To make matters worse, she had trouble planning, organizing, and managing her time.)
What was really a problem was that she did not understand her role as the number-two person at the top of the organization. The president expected her to support him and his decisions without question. Over time the president also expected her to implement some of his decisions—to do his dirty work. This became particularly problematic when it involved firing people or saying “no” to old faculty cronies. Jennifer also found herself uncomfortable with the other members of the president's senior staff. Although she was not the only woman (the general counsel, a very bright, analytical woman was part of the group), Jennifer found the behavior and decision-making style to be different from what she was used to.
Most of the men took their lead from the president and discussed very little in the meetings. Instead, they would try to influence decisions privately. Often a decision arrived in a meeting as a “fait accompli”. Jennifer felt excluded and wondered why, as vice president, she felt so powerless.
In time, she and the president spent less and less time together talking and discussing how to move the campus along. Although her relations with the men on the senior staff were cordial, she talked mostly to her female friends.
Jennifer's friends, especially her close-knit group of longtime female colleagues, all assured her that it was because she was “interim”. “Just stay out of trouble”, they told her. Of course this just added to her hesitancy when it came to making tough choices.
As the president's own image on campus shifted after his “honey-moon year”, Jennifer decided to listen to her friends rather than follow the president's lead. After all, her reputation on campus was at stake.
Review Questions
Part C
When the hiring freeze was lifted and Jennifer's position was able to be filled, the president insisted on a national search. Jennifer and her friends felt this was silly, given that she was going into her third year in the job. Nonetheless, she entered the search process.
After a year-long search, the Search Committee met with the president. The external candidates were not acceptable to the campus. Jennifer, they recommended, should only be appointed on a permanent basis if she agreed to change her management style.
The president mulled over his dilemma, then decided to give Jennifer the benefit of the doubt and the opportunity. He appointed her permanent provost, while making the following private agreement with her.
Jennifer agreed to take the position. She was now the university's first female vice president and presided over a council of 11 deans, three of whom were her best female friends. Once again, they sought out their every-Friday-night watering hole for an evening of dinner and celebration.
Review Questions
Although people had predicted that things would be better once Jennifer was permanently in the job, things in fact became more problematic. People now expected Jennifer to be able to take decisive action. She did not feel she could.
Every time an issue came up, she would spend weeks, sometimes months, trying to get a sense of the campus. Nothing moved once it hit her office. After a while, people began referring to the vice president's office as “the black hole” where things just went in and disappeared.
Her immediate staff were concerned and frustrated. Not only did she not delegate effectively, but her desire to make things better led her to try to do more and more herself.
The vice president's job also carried social obligations and requests. Here again, she tried to please everyone and often ran from one evening obligation to another, trying to show her support and concern for every constituency on campus. She was exhausted, over-whelmed, and knowing the mandate under which she was appointed, anxious about the president's evaluation of her behavior.
The greatest deterioration occurred within her Dean's Council. Several of the male Deans, weary of waiting for direction from Jennifer regarding where she was taking some of the academic proposals of the president, had started making decisions without Jennifer's approval.
“Loose cannons”, was how she described a couple of them. “They don't listen. They just march out there on their own”.
One of the big problems with two of the deans was that they just didn't take “no” for an answer when it came from Jennifer. Privately, each conceded that her “no” sounded like a “maybe”. She always left room open to renegotiate.
Whatever the problem, and there were several by now, Jennifer's ability to lead was being questioned. Although her popularity was as high as ever, more and more people on campus were expressing their frustrations with what sometimes appeared as mixed signals from her and the president and sometimes was seen as virtually no direction. People wanted priorities. Instead, crisis management reigned.
Review Questions
Conclusion
Jennifer had a few “retreats” with her senior staff. Each time, she committed herself to delegate more, prioritize, and work on time management issues, but within 10 days or so, everything was back to business as usual.
The president decided to hire a person with extensive corporate experience to fill the vacant position of Vice President of Finance and Administration. The new man was an experienced team player who had survived mergers, been fired and bounced back, and had spent years in the number-two position in several companies. Within a few months he had earned the respect of the campus as well as the president and was in fact emerging as the person who really ran the place. Meanwhile, the president concentrated on external affairs and fundraising.
Jennifer felt relieved. Her role felt clearer. She could devote herself to academic and faculty issues and she was out from under the pressure to play “hatchet man”.
As she neared the magic age for early retirement, she began to talk more and more about what she wanted to do next.
CASE 14 Novo Nordisk
During the last decade, it seemed no matter where we looked we found evidence of the erosion of business ethics and the basic concepts of right and wrong. Respected corporations and individuals who spent years building their reputations of integrity seemingly lost theirs overnight— perhaps forever. But some companies hold themselves to a higher set of standards and recognize that their business practices have lasting and world-wide effects. Let's look at one example.
Headquartered in Denmark, Novo Nordisk is a company whose concerns run beyond the financial bottom line. Novo Nordisk not only manufactures and markets pharmaceutical products and services, it realizes that responsible business is good business.
One of the world's leading producers of insulin, Novo Nordisk also makes insulin analogs (genetically engineered forms of insulin), injection devices, and diabetes education materials. Its products include analogs Levemir and NovoRapid and the revolutionary FlexPen, a prefilled insulin injection tool. In addition to its diabetes portfolio, the firm has products in the areas of blood clotting management, human growth hormone, and hormone replacement therapy.1
Today, diabetes is recognized as a pandemic; and only half of all people with type 2 diabetes are diagnosed. Novo Nordisk works with policy makers and social influencers to improve the quality of life for those with diabetes, to find a cure for type 1 diabetes, and to help prevent the onset of type 2 diabetes. The company has framed a strategy for inclusive access to diabetes care. The ambition to ultimately defeat diabetes is at the core of Novo Nordisk's vision. This vision puts the company's objectives in perspective and inspires employees in their work. It is a beacon that keeps everyone's focus on creating long-term shareholder value and leveraging the company's unique qualities to gain competitive advantage.
In making decisions and managing their business, Novo Nordisk's Triple Bottom Line business principle balances three considerations: Is it economically viable? Is it socially responsible? And is it environmentally sound? This ensures that decision-making balances financial growth with corporate responsibility, short-term gains with long-term profitability, and shareholder return with other stakeholder interests. The Triple Bottom Line is built into their corporate governance structures, management tools, individual performance assessments, and rewards.
Novo Nordisk strives to manage its business in a way that ensures corporate profitability and growth, while it seeks to leave a positive economic footprint in the community. Its environmentally sound decisions acknowledge the company's concern for its impact on the world as well as the bioethical implications of its activities. As part of Novo Nordisk's ambitious non-financial targets, it aims to achieve a 10% reduction in the company's CO2 emissions by 2014, compared with its 2004 emission levels. In 2009, the company announced that it had already reduced CO2 emissions by 9% and water consumption by 17%, even as production and sales increased!2
Novo Nordisk adopted the Balanced Scorecard as the company-wide management tool for measuring its progress. As part of their payment package, individuals are rewarded for performance that meets or exceeds the financial and non-financial targets in the Balanced Scorecard. Financial performance is guided by a set of four long-term targets focusing on growth, profitability, financial return, and cash generation. Non-financial performance targets include job creation, the ability to manage environmental impacts and optimize resource efficiency, and social impacts related to employees, patients, and communities.3 Novo Nordisk deeply considers the people who rely on the company's products and its employees, as well as the impact of their business on society.
Corporate sustainability—the ability to sustain and develop business in the long-term perspective, in harmony with society—is an ethos clearly practiced by Novo Nordisk, and the company believes that it drives their success in business. Surveys indicate that ethical behavior in business today is the number one driver of reputation for pharmaceutical companies. Any company that is not perceived by the public as behaving in an ethical manner is likely to lose business, and it takes a long time to regain trust.
For Novo Nordisk, a business with integrity and innovation, its commitment to corporate sustainability has always been based on values. In this case, it's clear that doing the right thing makes a direct return on their bottom line.
Review Questions
Developed by Anne C. Cowden, California State University, Sacramento and John R. Schermerhorn, Jr., Ohio University
McCoy's Building Supply Centers of San Marcos, Texas, have been in continuous successful operation for over 70 years in an increasingly competitive retail business. McCoy's is one of the nation's largest family-owned and -managed building-supply companies, serving 10 million customers a year in a regional area currently covering New Mexico, Texas, Oklahoma, Arkansas, Mississippi, and Louisiana. McCoy's strategy has been to occupy a niche in the market of small and medium-sized cities.
McCoy's grounding principle is acquiring and selling the finest-quality products that can be found and providing quality service to customers. As an operations oriented company. McCoy's has always managed without many layers of management. Managers are asked to concentrate on service-related issues in their stores: get the merchandise on the floor, price it, sell it, and help the customer carry it out. The majority of the administrative workload is handled through headquarters so that store employees can concentrate on customer service. The top management team (Emmett McCoy and his two sons, Brian and Mike, who serve as co-presidents) has established 11 teams of managers drawn from the different regions McCoy's stores cover. The teams meet regularly to discuss new products, better ways for product delivery, and a host of items integral to maintaining customer satisfaction. Team leadership is rotated among the managers.
McCoy's has a workforce of 70 percent full-time and 30 percent part-time employees. McCoy's philosophy values loyal, adaptable, skilled employees as the most essential element of its overall success. To operationalize this philosophy, the company offers extensive on-the-job training. The path to management involves starting at the store level and learning all facets of operations before advancing into a management program. All management trainees are required to relocate to a number of stores. Most promotions come from within. Managers are rarely recruited from the outside. This may begin to change as the business implements more technology requiring greater reliance on college-educated personnel.
Permeating all that McCoy's does is a strong religious belief, including a strong commitment to community. The firm has a long-standing reputation of fair dealing that is a source of pride for all employees.
Many McCoy family members are Evangelical Christians who believe in their faith through letting their “feet do it”—that is, showing their commitment to God through action, not just talk. Although their beliefs and values permeate the company's culture in countless ways, one very concrete way is reflected in the title of this case: Never on a Sunday. Even though it's a busy business day for retailers, all 103 McCoy's stores are closed on Sunday.
Atlanta, Georgia
Courteous service fuels growth at Chick-fil-A. But don't plan on stopping in for a chicken sandwich on a Sunday; all of the chain's 1,250 stores are closed. It is a tradition started by 85-year-old founder Truett Cathy, who believes that employees deserve a day of rest. Known as someone who believes in placing “people before profits”, Truett has built a successful and fast growing fast-food franchise.
Headquartered in Atlanta, where its first restaurant was opened, Chick-fil-A is wholly owned by Truett's family and is now headed by his son. It has a reputation as a great employer, processing about 10,000 inquiries each year for 100 open restaurant operator jobs. Chick-fil-A's turnover among restaurant operators is only 3%, compared to an industry average as high as 50%. It is also a relatively inexpensive franchise, costing $5,000, compared to the $50,000 that is typical of its competitors.
The president of the National Restaurant Association Educational Foundation says: “I don't think there's any chain that creates such a wonderful culture around the way they treat their people and the respect they have for their employees”.
Truett asks his employees to always say “my pleasure” when thanked by a customer. He says: “It's important to keep people happy”. The results seem to speak for themselves. Chick-fil-A is the twenty-fifth largest restaurant chain in the United States, and reached over $2 billion in sales in 2006.1
CASE 16 First Community Financial
Developed by Marcus Osborn, RSR Partners
First Community Financial is a small business lender that specializes in asset-based lending and factoring for a primarily small-business clientele. First Community's business is generated by high-growth companies in diverse industries, whose capital needs will not be met by traditional banking institutions. First Community Financial will lend in amounts up to $1 million, so its focus is on small business. Since many of the loans that it administers are viewed by many banks as high-risk loans, it is important that the sales staff and loan processors have a solid working relationship. Since the loans and factoring deals that First Community finances are risky, the interest that it charges is at prime plus 6 percent or sometimes higher.
First Community is a credible player in the market because of its history and the human resource policies of the company. The company invests in its employees and works to assure that turnover is low. The goal of this strategy is to develop a consistent, professional team that has more expertise than its competitors.
Whereas Jim Adamany, president and CEO, has a strong history in the industry and is a recognized expert in asset-based lending and factoring, First Community has one of the youngest staff and management teams in the finance industry. In the banking industry, promotions are slow in coming, because many banks employ conservative personnel programs. First Community, however, has recruited young, ambitious people who are specifically looking to grow with the company. As the company grows, so will the responsibility and rewards for these young executives. In his early thirties, for example, Matt Vincent is a vice president; at only 28, Brian Zcray is director of marketing.
Since First Community has a diverse product line, it must compete in distinct markets. Its factoring products compete with small specialized factoring companies. Factoring is a way for businesses to improve their cash flow by selling their invoices at a discount. Factoring clients are traditionally the smallest clients finance companies must serve. Education about the nature of the product is crucial if the company is to be successful, since this is often a new approach to financing for many companies. First Community's sales staff is well trained in understanding its product lines and acts as the client's representative as they work through the approval process.
To assure the loans or factoring deals fit within the risk profile of the company, First Community must ask many complex financial questions. Many small businesses are intimidated by credit officers, so First Community handles all of these inquiries through the business development officers. The business development officers, in turn, must understand the needs of their credit officers, who are attempting to minimize risk to the company while maintaining a friendly rapport with the client. By centralizing the client contract through educated sales representatives, First Community is able to ask the hard financial questions and still keep the clients interested in the process. A potential customer can be easily discouraged by a credit administrator's strong questioning about financial background. Utilizing the business development officers as an intermediary reduces the fear of many applicants about the credit approval process. Thus, a sales focus is maintained throughout the recruitment and loan application process.
Internally at First Community Financial there is a continual pressure between the business development staff and the credit committee. The business development staff is focused on bringing in new clients. Their compensation is in large part dependent on how many deals they can execute for the company. Like sales staff in any industry, they are aggressive and always look for new markets for business. The sales staff sells products from both the finance department and the factoring department, so they must interact with credit officers from each division. In each of these groups are credit administrators specifically responsible for ensuring that potential deals meet the lending criteria of the organization. While the business development officer's orientation is to bring in more and more deals, the credit administrator's primary goal is to limit bad loans.
The pressure develops when business development officers bring in potential loans that are rejected by the credit administrators. Since the business development officers have some experience understanding the credit risks of their clients, they often understand the policy reasoning for denying or approving a loan. The business development officers have additional concerns that their loans that have potential to be financed are approved because many of the referral sources of the sales staff will only refer deals to companies that are lending. If First Community fails to help many of a bank's referral clients, that source of business may dry up, as bankers refer deals to other lending institutions.
These structural differences are handled by focused attempts at improving communication. As noted before, the First Community staff experiences an extremely low turnover rate. This allows for the development of a cohesive team. With a cohesive staff, the opportunity to maintain frank and open communication helps bridge the different orientations of the sales staff and the administration divisions. A simple philosophy that the opinions of all staff are to be respected is continually implemented.
Since approving a loan is often a policy decision, the sales staff and the loan administrators can have an open forum to discuss whether a loan will be approved. CEO Jim Adamany approves all loans, but since he values the opinions of all of his staff, he provides them all an opportunity to communicate. Issues such as the loan history for an applicant's industry, current bank loan policies, and other factors can be openly discussed from multiple perspectives.
Review Questions
CASE 17 Mission Management and Trust
Developed by Marcus Osborn, RSR Partners
With more than 500 business and political leaders in attendance from' across the state of Arizona, CEO Carmen Bermudez of Mission Management and Trust accepted the prestigious ATHENA Award. The ATHENA, which is presented by the Arizona Chamber of Commerce, is annually awarded to companies that have a demonstrated track record in promoting women's issues within their company and the community. The 50-pound bronze statue that was presented to Mission Management and Trust was particularly special for the company's leadership because it was a tangible demonstration of their commitment to the community and to women's issues.
Mission Management and Trust is a small, newly formed company of just eight employees that has already made great headway in an industry that is dominated by giant corporations. When it began, Mission was the first minority-and women-owned trust company in the nation.
The trust management industry provides services to individuals, organizations, and companies who want their assets managed and protected by specialized outside firms. Mission Management provides personal service to its customers at a level of sophistication that is unusual for a firm of its small size. Understanding that the trust management business is highly competitive, Mission developed a unique strategy that highlighted socially conscious policies combined with good business relations.
When the company was formed, it was created with more than the goal of just making a profit. Founder Carmen Bermúdez started Mission with three principal goals in mind. “1. To run a top-quality trust company; 2. To promote within the company and, by example, increase opportunities for women and minorities; and 3. To donate a portion of all revenue to charitable projects supported by clients and staff”. As these statements demonstrate, Mission Management and Trust was created with a specific purpose that was focused not just on the business of trust management but on the responsibility of being a good corporate citizen.
Even with these lofty goals, Mission faced the problem of finding clients who not only wanted quality services but were not hindered by some of the potential sacrifices a socially conscious investment company might make. Many investors want a high rate of return for their trusts, and social policy is of a much lesser concern. This was not the market Mission wanted to address, so it had to be selective in developing a client base.
Mission needed to find clients that fit its social philosophy about investing and corporate responsibility. The ideal customers would be individuals and organizations that were committed to socially conscious policies and wanted an investment strategy that reflected this commitment. Mission found a perfect niche in the market with religious institutions. Churches and other civic organizations across the nation have trusts that they use to fund special projects and maintain operating expenses. They need effective service, but in many cases these organizations must be mindful of investing in companies and other projects that do not reflect their ideals. For example, a trust company that invests in companies in the highly profitable liquor and cigarette industries would not be consistent with the philosophy of many religious organizations. Mission services this niche by developing an organization that is structurally designed to make socially conscious decisions.
Mission has already begun to meet one of its principal goals, which is to donate a portion of its profits to charities. It donated $4,500 to causes ranging from Catholic Community Services to the Jewish Community Center scholarship program. These donations not only fulfill a goal of the organization but assist in the socially conscious client recruitment. Mission's target client base will find Mission a much more attractive trust company because of its charity programs. A religious organization can be comforted with the reality that some of the dollars it spends on trust management will be recycled into causes it promotes itself. The Mission policy makes good social policy, but it also makes good marketing sense. Understanding your clients is crucial to developing a small business, and Mission has mastered this principle.
Mission makes the most of its commitment to charitable causes by keeping its clients informed about the trust's activities and, more importantly, its community activities. The Mission Bell, a regular publication of Mission Management and Trust, details news and issues about the trust industry, company activities, and, most importantly, how Mission's social responsibility philosophy is being implemented. The name Mission Bell is more consistent with a religious publication than a corporate investing sheet, but it is consistent with its clients' needs. The name of the publication and its content clarifies Mission's role and purpose. For example, the Mission Bell summer issue presented articles on new hires, breaking investment news, and an article about how Mission is working with other groups to support socially responsible corporate investing. Thus, the Mission philosophy is clearly defined in its marketing and communication strategies.
To be consistent with the goals of the organizations, Carmen Bermudez collected a small staff of highly experienced individuals whose backgrounds and principles fit Mission's ideals. She frequently comments that the best business decision she ever made was “giving preference to intelligent, talented, compatible people whose main attribute was extensive experience”. Mission employees are not just experts in the field of finance but leaders in their communities. These dual qualifications fulfill three important requirements that are crucial for the company's success. First, community involvement creates an appreciation of the investment sensitivities that are required by the organizations that Mission services. Second, individuals who are involved in the community have well-developed contacts that can be useful in business recruitment. Finally, socially active employees are committed to the purpose of the organization and help unify the corporate culture within Mission.
The Mission case is a clear example of how matching a philosophy with a market can bear solid results. Mission's commitment to its ideals is evident and reflected in all of its business practices. When human resources, investing, marketing, and strategic planning decisions are made with unified goals in mind, the chances are good that a strong, successful corporate culture will develop.
Review Questions
Case 1 References
1Deborah Orr, “The Cheap Gourmet,” Forbes (April 10, 2006).
2www.traderjoes.com/how_we_do_biz.html accessed July 10, 2009.
3Deborah Orr, “The Cheap Gourmet,” Forbes (April 10, 2006).
4Business Week Online. February 21, 2008.
5Beth Kowitt. “Inside the Secret World of Trader Joe's.” Fortune. Posted 8/23/10. http://money.cnn.com/2010/08/20/news/companies/inside_traderjoes_full_version.fortune/index.htm. Accessed 2/6/11.
6Marianne Wilson, “When Less Is More,” Chain Store Age (November 2006).
7Irwin Speizer, “The Grocery Chain That Shouldn't Be”, Fast Company (February 2004).
8http://www.traderjoes.com/meet_our_crew.html accessed July 10, 2009.
9www.traderjoes.com/benefits.html accessed July 10, 2009.
10“Trader Joe's Store Manager Salary”. GlassDoor.com.http://www.glassdoor.com/Salary/Trader-Joe-s-Store-Manager-Salaries-E5631_D_KO13,26.htm. Accessed 2/6/11.
11http://www.huffingtonpost.com/2009/07/13/the-greenpeace-vs-trader_n_230891.html (accessed July 22, 2009)
12http://go.greenpeaceusa.org/seafood/scorecards/trader-joes.pdf (accessed July 22, 2009)
13“Traitor Who?” Traitor Joe's. http://www.traitorjoe.com/who.htm#update. Accessed 3/1/11.
Case 2 References
1How Xerox Diversity Breeds Business Success. (Accessed August 3, 2009 at http://a1851.g.akamaitech.net/f/1851/2996/24h/cacheB.xerox.com/downloads/usa/en/d/Diversity_Brochure_2006.pdf)
2“Xerox Reports Fourth-Quarter 2010 Earnings”. Wall Street Journal. Posted 1/26/11. http://online.wsj.com/article/PR-CO-20110126-903779.html.Accessed 3/1/11.
3http://www.xerox.com/go/xrx/template/019d.jsp? view=Factbook&id=Overview&Xcntry=USA&Xlang=en_ US&Xseg=xnet (accessed July 7, 2009)
4http://www.xerox.com/downloads/usa/en/n/nr_Xerox_Diversity_Timeline_2008.pdf (accessed July 7, 2009)
5Ibid.
6Ibid.
7http://www.xeroxcareers.com/working-xerox/diversity.aspx (accessed July 7, 2009)
8“Diversity, Inclusion and Opportunity”. Xerox 2010 Report on Global Citizenship. http://www.xerox.com/corporate-citizenship-2010/employee-engagement/diversity.html. Accessed 3/1/11.
9How Xerox Diversity Breeds Business Success.
10http://www.hrc.org/documents/HRC_Corporate_Equality_Index_2009.pdf (accessed July 8, 2009)
Case 3 References
1http://www.linkedin.com/in/loisquam (accessed July 18, 2009)
2http://www.startribune.com/business/42640682.html (accessed July 5, 2009)
4http://tysvar.com/our-vision/ (accessed July 5, 2009)
5www.morrissuntribune.com/articles/index.cfm?id=16258&se (accessed July 18, 2009)
6http://tysvar.com/our-work/ (accessed July 5, 2009)
7http///tysvar.com; http://tysvar.com/green-blog/(accessed July 5, 2009)
8http://tcbmag.blogs.com/debatable/2008/02/qa-with-lois-qu.htmlQ (accessed July 5, 2009)
9http://www.linkedin.com/in/loisquam (accessed July 18, 2009)
10http://tysvar.com/lois-quam.com (accessed July 5, 2009)
11Rachel Keranen. “Health Care Exec Lois Quam to Lead Global Health Project”. Minneapolis St. Paul Business Journal. Posted 1/26/11. http://www.bizjournals.com/twincities/news/2011/01/26/health-industry-vet-lois-quam-named-to.html. Accessed 3/1/11.
12Ibid.
13“Statement of Terje Mikalsen, CEO of Tysvar, Regarding the Appointment of Lois Quam to Head Global Health at the State Department.— Tysvar. Posted 1/26/11. http://tysvar.com/news/. Accessed 3/1/11.
14http://tysvar.com/our-work (accessed July 5, 2009)
15http://www.piperjaffray.com/pdf/lois_quam_speech.pdf (accessed July 18, 2009)
Case 8 References
1“NASCAR Sprint Cup Race Track Seating Capacity and Attendance Chart”. Jayski.com. http://jayski.com/pages/tracks-seating.htm. Accessed 3/5/11.
22010 NASCAR Sprint Cup TV Ratings”. Jayski.com.http://jayski.com/pages/tvratings2010.htm. Accessed 3/5/11.
3http://www.nascar.com/guides/about/nascar/ accessed July 13, 2009.
4David Caraviello. “For Earnhardt, Letarte brings 'needed' change'”. NASCAR. Posted 12/2/10. http://www.nascar.com/news/101202/dearnhardtjr-sletarte-champions-week-cw/index.html?eref=/drivers/dps/dearnhardtjr. Accessed 3/5/11.
5“Statistics”. NASCAR. http://www.nascar.com/kyn/nbtn/. Accessed 3/5/11.
6http://www.visitpit.com/about-us/testimonials/ accessed July 13, 2009.
7Ibid.
Case 9 References
1Information from Sara Schaefer Munoz, “Is Hiding Your Wedding Band Necessary at a Job Interview?” The Wall Street Journal (March 15, 2007), p. D3.
2Information and quotes from “Get Healthy—Or Else”, Business Week (February 26, 2007), cover story; and, “Wellness—or Orwellness?” Business Week (March 19, 2007), cover story.
3Information from “Anne Fisher, “Why Women Get Paid Less”, Fortune (March 20, 2007), retrieved from www.fortune.com.
4Information from Marcus Kabel, “Wal-Mart Goes Public with Annual Bonuses”, The Columbus Dispatch (March 23, 2007), pp. H1, H2.
Case 14 References
1www.hoovers.com (accessed July 22, 2009).
2http://www.environmentalleader.com/2009/02/05/novo-nordisk-cuts-co2-emissions-9/ accessed July 12, 2009.
3Ibid.
Case 15 Reference
1Information from “Daniel Yee, “Chick-Fil-A Recipe Winning Customers”, The Columbus Dispatch (September 9, 2006), p. D1.
11 For more information on our original work, see The Leadership Challenge: How to Keep Getting Extraordinary Things Done in Organizations (Jossey-Bass Publishers).
11 This gets the participants to move outside of their own conceptions to their awareness of societal definitions of masculinity and femininity.
22 This is done by a rapid show of hands, looking for a clear majority vote. An “f” (for “feminine”) is placed next to those qualities that a clear majority indicate are more typical of women, an “m” (for “masculine”) next to those qualities a clear majority indicate would be more typical of men. (This procedure parallels the median-split method used in determining Bem Sex Role Inventory classifications.) If no clear majority emerges (i.e., if the vote is close), the trait or quality is classified as “both” (f/m). The designations “masculine” or “feminine” are used (rather than “men” or “women”) to underscore the socially constructed nature of each dimension.