Coping with the New Manager Critical Incident Case
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Coping with the New Manager Critical Incident Case
Critical Incident Case #4
Critical Incident: Coping with the New Manager
Phyo Thu Htet was a supervisory training facilitator at Blan’s automotive plant in Tennessee. The plant made composite plastic components for the automotive industry. Plastic components were more durable and resisted dents and scratches better than ones made with steel. The nonunionized plant employed about 450. Eight years ago, Phyo began as a second shift entry level worker in the molding department. After a series of advancements she was promoted to production supervisor and then to training facilitator, a position she has had the last 16 months.
New hires are assigned to her section for orientation and training which usually lasts two weeks. Depending on the company’s needs, employees are then reassigned to a specific production department. The unemployment rate in the area recently lowered to less than 6 percent. In recent months, 25 percent of new hires quit within six weeks of hire. Part of the problem is the company’s high expectations of its employees.
Three months ago, Don Patterson became the new operations manager. His predecessor had been Alan Seitz. Even though the Tennessee plant had missed delivery deadlines and labor costs were escalating, Seitz appeared to have been content with what was going on. He had the reputation of expecting departmental managers to correct problems when they occurred, and “crisis management” was the prevalent style.
Donald Patterson, a former colonel in the 82nd Airborne Division, was expected to turn the plant around. Under his direction, the culture of the plant changed overnight. He immediately announced to all supervisors that he was not willing to accept a high rate of product rejects. Patterson practiced management by wandering around (MBWA), and he met and talked with all supervisors, group leaders, and facilitators one-on-one. Further, he met with small groups of employees and listened to their concerns. Initially, Patterson was positively received, but that soon changed.
Shortly after assuming the operations manager position, Donald Patterson informed all managers and supervisors that they were being placed on a salary and bonus system. He told them that their hard work was appreciated and would be rewarded. Yet, because of costly work production delays and over time for hourly employees, the bonus system did not yield any tangible benefits. Among the supervisory complaints: “You told us that the new system would result in increased compensation, and it hasn’t. We’re making less than before the change. We would be better off financially if we were hourly production workers!”
Most supervisors were now working six days a week, 10 hours a day. Employees and equipment was being stretched to the limit. Some supervisors had quit within the last month and had taken less demanding factory jobs in the area. Phyo and her one remaining employee (five had been assigned to fill the vacant supervisory positions and another was placed in the quality department) were directed by Patterson to cut the normal two-week training time to one day.
The most recent customer quality audit was a disaster. There were rumors that some of the work would be transferred to other of the company’s plants or even to competitors. To Phyo Thu Htet, it was like someone had pulled the plug. Every supervisor that you spoke with said that Donald Patterson had “lost their respect.” Her blood pressure went up every time someone questioned her about what Patterson was doing. Most supervisors were afraid to say anything. To Phyo, supervisors appeared to be “mindless robots going through the motions.”
Later in the day, Phyo got a text message from Amy, Patterson’s assistant. Amy and Phyo were good friends and did things together outside the workplace. Amy said, “Patterson has been meeting and interviewing with several of the supervisors and some employees. He wants to get the scoop on everyone. I even heard him tell the plant manager Bill Arnold that he would get rid of all the malcontents.”
Phyo felt betrayed after all her years with the company and wondered what the future held for her.
After reading the case, submit your answers to the following questions:
- Assess Donald Patterson’s leadership style. How might his past military experiences govern the way he tries to lead the Tennessee plant?
- How would you evaluate Phyo’s situation in terms of job stress and conflict? What are her options?
- Suggest ways in which a supervisor can prevent employees from becoming disgruntled.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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