Case Study Rubriccase 41 A Drill Sergeant At Firstmark Young Is The ✓ Solved

Case Study Rubric Case 4.1: A Drill Sergeant at First Mark Young is the head of the painting department in a large hospital; 20 union employees report to him. Before coming on board at the hospital, he had worked as an independent contractor. At the hospital, he took a position that was newly created because the hospital believed change was needed in how painting services were provided. Upon beginning his job, Mark did a four-month analysis of the direct and indirect costs of painting services. His findings supported the perceptions of his administrators that painting services were inefficient and costly.

As a result, Mark completely reorganized the department, designed a new scheduling procedure, and redefined the expected standards of performance. Mark says that when he started out in his new job, he was “all task,†like a drill sergeant who didn’t seek any input from his soldiers. From Mark’s point of view, the hospital environment did not leave much room for errors, so he needed to be strict about getting painters to do a good job within the constraints of the hospital environment. As time went along, Mark relaxed his style and was less demanding. He delegated some responsibilities to two crew leaders who reported to him, but he always stayed in close touch with each of the employees.

On a weekly basis, Mark was known to take small groups of workers to the local sports bar for burgers on the house. He loved to banter with the employees and could take it as well as dish it out. Mark is very proud of his department. He says he always wanted to be a coach, and that’s how he feels about running his department. He enjoys working with people; in particular, he says he likes to see the glint in their eyes when they realize that they’ve done a good job and they have done it on their own.

Because of Mark’s leadership, the painting department has improved substantially and is now seen by workers in other departments as the most productive department in hospital maintenance. Painting services received a customer rating of 92%, which is the highest of any service in the hospital. Questions 1. From the behavioral perspective, how would you describe Mark’s leadership? 2.

How did his behavior change over time? 3. In general, do you think he is more task oriented or more relationship oriented? 4. What score do you think he would get on Blake and Mouton’s grid?

Case 4.2: Eating Lunch Standing Up Susan Parks is the part-owner and manager of Marathon Sports, an athletic equipment store that specializes in running shoes and accessories. The store employs about 10 people, most of whom are college students who work part-time during the week and full-time on weekends. Marathon Sports is the only store of its kind in a college town with a population of 125,000. The annual sales figures for the store have shown 15% growth each year. Susan has a lot invested in the store, and she works very hard to make sure the store continues to maintain its reputation and pattern of growth.

She works 50 hours a week at the store, where she wears many hats, including those of buyer, scheduler, trainer, planner, and salesperson. There is never a moment when Susan is not doing something. Rumor has it that she eats her lunch standing up. Employees’ reactions to Susan are strong and varied. Some people like her style, and others do not.

Those who like her style talk about how organized and efficient the store is when she is in charge. Susan makes the tasks and goals for everyone very clear. She keeps everyone busy; when they go home at night, they feel as if they have accomplished something. They like to work for Susan because she knows what she is doing. Those who do not like her style complain that she is too driven.

It seems that her sole purpose for being at the store is to get the job done. She seldom, if ever, takes a break or just hangs out with the staff. These people say Susan is pretty hard to relate to, and as a result, it is not much fun working at Marathon Sports. Susan is beginning to sense that employees have a mixed reaction to her leadership style. This bothers her, but she does not know what to do about it.

In addition to her work at the store, Susan struggles hard to be a good spouse and mother of three children. Questions 1. According to the behavioral approach, how would you describe Susan’s leadership? 2. Why does her leadership behavior create such a pronounced reaction from her employees?

3. Do you think she should change her behavior? 4. Would she be effective if she changed? Case 4.3: We Are Family Betsy Moore has been hired as the director of marketing and communications for a medium-sized college in the Midwest.

With a long history of success as a marketing and public relations professional, she was the unanimous choice of the hiring committee. Betsy is excited to be working for Marianne, the vice president of college advancement, who comes from a similar background to Betsy’s. In a meeting with Marianne, Betsy is told the college needs an aggressive plan to revamp and energize the school’s marketing and communications efforts. Betsy and Marianne seem in perfect sync with the direction they believe is right for the college’s program. Marianne also explains that she has established a departmental culture of teamwork and empowerment and that she is a strong advocate of being a mentor to her team members rather than a manager.

Betsy has four direct reports: two writers, Bridget and Suzanne, who are young women in their 20s; and Carol and Francine, graphic designers who are in their 50s. In her first month, Betsy puts together a meeting with her direct reports to develop a new communications plan for the college, presenting the desired goals to the team and asking for their ideas on initiatives and improvements to meet those goals. Bridget and Suzanne provide little in the way of suggested changes, with Bridget asking pointedly, “Why do we need to change anything?†In her weekly meeting with the vice president, Betsy talks about the resistance to change she encountered from the team. Marianne nods, saying she heard some of the team members’ concerns when she went to lunch with them earlier in the week.

When Betsy looks surprised, Marianne gives her a knowing smile. “We are like a family here; we have close relationships outside of work. I go to lunch or the movies with Suzanne and Bridget at least once a week. But don’t worry; I am only a sounding board for them and encourage them to come to you to resolve their issues. They know you are their boss.†But they don’t come to Betsy.

Soon, Bridget stops coming to work at 8 a.m., showing up at 10 a.m. daily. As a result, she misses the weekly planning meetings. When Betsy approaches her about it, Bridget tells her, “It’s OK with Marianne; she says as long as I am using the time to exercise and improve my health she supports it.†Betsy meets with Suzanne to implement some changes to Suzanne’s pet project, the internal newsletter. Suzanne gets blustery and tearful, accusing Betsy of insulting her work. Later, Betsy watches Suzanne and Marianne leave the office together for lunch.

A few hours later, Marianne comes into Betsy’s office and tells her, “Go easy on the newsletter changes. Suzanne is an insecure person, and she is feeling criticized and put down by you right now.†Betsy’s relationship with the other two staff members is better. Neither seems to have the close contact with Marianne that the younger team members have. They seem enthusiastic and supportive of the new direction Betsy wants to take the program in. As the weeks go by, Marianne begins having regular “Mentor Meetings†with Bridget and Suzanne, going to lunch with both women at least twice a week.

After watching the three walk out together one day, Francine asks Betsy if it troubles her. Betsy replies, as calmly as she can, “It is part of Marianne’s mentoring program.†Francine rolls her eyes and says, “Marianne’s not mentoring anyone; she just wants someone to go to lunch with every day.†After four months on the job, Betsy goes to Marianne and outlines the challenges that the vice president’s close relationships with Bridget and Suzanne have presented to the progress of the marketing and communications program. She asks her directly, “Please stop.†Marianne gives her the knowing, motherly smile again. “I see a lot of potential in Bridget and Suzanne and want to help foster that,†she explains.

“They are still young in their careers, and my relationship with them is important because I can provide the mentoring and guidance to develop their abilities.†“But it’s creating problems between them and me,†Betsy points out. “I can’t manage them if they can circumvent me every time they disagree with me. We aren’t getting any work done. You and I have to be on the same team.†Marianne shakes her head. “The problem is that we have very different leadership styles.

I like to empower people, and you like to boss them around.†Questions 1. Marianne and Betsy do indeed have different leadership styles. What style would you ascribe to Betsy? To Marianne? 2.

Does Betsy need to change her leadership style to improve the situation with Bridget and Suzanne? Does Marianne need to change her style of leadership? 3. How can Marianne and Betsy work together?

Paper for above instructions

Assignment Solution: Leadership in Case Studies

Effective leadership is a multifaceted concept influencing team dynamics, productivity, and overall organizational success. This paper delves into the case studies of Mark Young, Susan Parks, and Betsy Moore, analyzing their leadership styles, employee responses, and potential areas for growth.

Case Study 4.1: Mark Young

1. Mark's Leadership Style from Behavioral Perspective
Mark Young initially exhibited a task-oriented leadership style commonly associated with the authoritarian approach. According to the behavioral perspective of leadership, his strict adherence to processes and an emphasis on operational efficiency suggest a leader who values structure and results over relational dynamics (Northouse, 2018). He organized the department and set clear expectations for performance, reminiscent of a drill sergeant form of leadership that prioritizes task completion.
2. Change in Behavior Over Time
Over time, Mark adapted his leadership approach. He began delegating responsibilities and fostering a more relaxed environment, blending elements of transformational leadership into his style. This shift indicates his recognition of the value of building relationships, facilitating employee engagement, and enhancing morale (Robinson, 2019). His practice of taking employees out for burgers not only served to affirm their contributions but also enabled him to establish rapport, making him more relatable as a leader.
3. Task-Oriented vs. Relationship-Oriented
Mark embodies both task-oriented and relationship-oriented leadership styles, although he evolved towards the latter as he became more familiar with and invested in his team. Initially, he was predominantly task-oriented, focusing on ensuring quality work under pressure. However, by the end of his period in the hospital, he had managed to integrate a relationship-oriented approach by mentoring and connecting with his team, indicating a balance between expectations and employee satisfaction (Goleman et al., 2013).
4. Blake and Mouton’s Grid Assessment
Using the Blake and Mouton Managerial Grid, Mark would likely be positioned in the "Team Management" quadrant. This model represents high concern for both people and production, aligning with Mark's eventual balance of achieving high productivity while developing supportive relationships with his employees (Blake & Mouton, 1964). His department's success and high customer ratings reflect this integration of task completion and relationship-building.

Case Study 4.2: Susan Parks

1. Susan’s Leadership Characteristics
Susan Parks exemplifies a highly task-oriented leadership style, with a clear focus on efficiency and performance. Her ability to ensure that employees are working efficiently while achieving goals reflects an authoritarian edge of leadership, making her less accessible to employees. Such a management style can lead to organizational effectiveness, especially when clear guidelines and structure exist. However, it can alienate employees who thrive on connection and camaraderie (Yukl, 2013).
2. Employee Reactions to Leadership
The pronounced reactions among employees stem from Susan's lack of emotional connection and camaraderie with her team. While some appreciate her organization and productivity, others feel burnt out and undervalued due to her relentless focus on tasks, reinforcing the adage that "people leave managers, not companies" (Gallup, 2017). This polarization emphasizes the need for an adaptable leadership style that combines task and relationship orientation.
3. Behavioral Change Consideration
It may benefit Susan to adjust her leadership approach to incorporate more relational aspects. Acknowledging team accomplishments and engaging with staff on a personal level could mitigate some dissatisfaction and increase retention rates among employees who feel disenfranchised by her seriousness (Kahn, 2018).
4. Potential Effectiveness of Behavioral Change
If Susan were to adopt a more relationship-oriented style, she would likely foster a more positive work environment, leading to greater job satisfaction, reduced turnover, and enhanced team cohesion. Such a shift aligns with the concept of transformational leadership, which emphasizes inspiring and motivating employees (Bass & Riggio, 2006).

Case Study 4.3: Betsy Moore

1. Betsy and Marianne’s Leadership Styles
Betsy Moore’s leadership style leans towards a more transactional, directive approach, characterized by clear expectations and managerial oversight. In contrast, Marianne embodies a transformational leadership style focused on empowerment, relationship-building, and mentoring (Burns, 1978). While Betsy prioritizes structure and control, Marianne seeks to develop a culture of closeness and support.
2. Need for Behavioral Change
Betsy might need to adopt a more adaptable leadership style to effectively work with Bridget and Suzanne. By developing her emotional intelligence and using a coaching approach, she can facilitate trust and openness among her team members, essential for fostering collaboration (Goleman, 1998). Conversely, Marianne should consider establishing clearer boundaries to prevent misunderstandings and protect Betsy’s authority as a manager.
3. Collaborative Strategies for Team Success
To bridge their differences, both Marianne and Betsy can engage in shared workshops or development sessions, focusing on leadership philosophies and collaborative strategies. They can regularly communicate their objectives, aligning their leadership goals to foster synergy rather than conflict (Kotter, 1996). Jointly establishing common values, goals, and expectations will create an inclusive environment where all team members can thrive.

Conclusion

Leadership plays a crucial role in shaping organizational success and employee satisfaction. The case studies of Mark Young, Susan Parks, and Betsy Moore underscore various leadership styles' impact on team dynamics, productivity, and morale. This analysis illustrates the need for leaders to evolve their approaches, balancing task and relationship focuses to foster a productive and happy workplace environment.

References

1. Bass, B. M., & Riggio, R. E. (2006). Transformational Leadership. 2nd ed. Mahwah, NJ: Lawrence Erlbaum Associates.
2. Blake, R. R., & Mouton, J. S. (1964). The managerial grid: A model for analyzing management styles. Houston, Texas: Gulf Publishing Company.
3. Burns, J. M. (1978). Leadership. New York, NY: Harper & Row.
4. Gallup (2017). State of the American Workplace Report. Retrieved from https://www.gallup.com
5. Goleman, D. (1998). Working with Emotional Intelligence. New York, NY: Bantam Books.
6. Goleman, D., Boyatzis, R. E., & McKee, A. (2013). Primal Leadership: Unleashing the Power of Emotional Intelligence. Boston, MA: Harvard Business Review Press.
7. Kahn, W. A. (2018). Psychological conditions of personal engagement and disenagement at work. Academy of Management Journal, 33(4), 692-724.
8. Kotter, J. P. (1996). Leading Change. Boston, MA: Harvard Business Review Press.
9. Northouse, P. G. (2018). Leadership: Theory and Practice. 8th ed. Thousand Oaks, CA: SAGE Publications.
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