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Case review-Riley accepted an administrative assistant position at a local high school two months ago. She is assigned to assist the head principal of the school. Her core responsibilities include filing, student data entry, and processing tuition payments.

Details of Case

Riley accepted an administrative assistant position at a local high school two months ago. She is assigned to assist the head principal of the school. Her core responsibilities include filing, student data entry, and processing tuition payments. The hourly pay is not what she had hoped for but she will receive a performance review in 90 days that may allow for a pay increase per her performance rating. The position she filled had been vacant for an extended period of time, which left many administrative duties undone. She is excited about her new job and very enthusiastic about the new and challenging tasks given to her to get the files back into order.

There are three office staff members assigned to handle student issues and the daily functioning of the school. Martha is a senior and elderly office aid who is partially disabled and can barely stand for long periods of time. Daniel, the receptionist, has a spotty attendance record because this job is one of his three part-time jobs. Lastly is Linda, who tries to keep everything together by making up for the deficiencies of her co-workers.

Riley’s first month went by smoothly as she started to get a handle on her job duties and performed well. However, Martha had taken a fall at home and is now out on medical leave. Daniel, when he shows up, is not much help as he believes that answering the phone is his only responsibility.

Riley, young and full of energy, decided to be a team player and help Linda who has been running around the office trying to keep things operating by herself.

Riley finds herself handling parent and student issues when they arise. Parents randomly burst into the office when there is an issue with their child or the school. Disciplinary students are sent to the office by their teachers to be reprimanded. However, Riley enjoys working with the students, and they now look to her to resolve their issues of lateness, uniforms, early dismissals, etc. Even the parents are taking advantage of her ability to immediately handle their issues and complaints. Success in these endeavors gives her joy and a sense of value being the go-to person in the office.

Now Riley has been called into the principal’s office to be reprimanded as the principal has been raising the issue of new students’ files not being updated and grades not being entered in a timely manner. She explained that she had been helping the office staff with parents and students.

While the principal has expressed her appreciation, she explains to Riley that she has an annual report that she has to submit to the school board and it must be completed in ten days. Therefore, while she is helping out in the office, student files, grades, and tuitions must be updated and recorded in order to generate an annual report.

Juggling her core responsibilities and assisting the office staff, Riley is feeling overwhelmed and underpaid as the job that she has accepted initially has changed dramatically. Due to her high energy and work ethic she pushes through each day despite being mentally and physically drained.

The mental and physical stress has caused her to withdraw from being a team player. She is drifting back to her cubicle next to the principal’s office more and more each day. Martha, who has gotten use to her being there, calls on her for help, but Riley insists that she has too much work and cannot assist at that time.

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Executive Summaries – MGMT 3010 – Organizational Behavior:Identify the most critical problem represented in the cases. Each case is specific to the content of the chapter, and these assignments are application-oriented. State the problem first, in clear terms, and use terminology related to chapter content where appropriate.

Executive Summaries – MGMT 3010 – Organizational Behavior
What is the problem?
Identify the most critical problem represented in the cases. Each case is specific to the content of the chapter, and these assignments are application-oriented. State the problem first, in clear terms, and use terminology related to chapter content where appropriate.
 
There may be several that are contenders for most critical, therefore, it is required that you give a brief explanation as to why you feel the one you’ve chosen is the most critical. This needs to follow your problem statement.
Note: While your problem must be tied to the relevant week’s chapter content, there is no one right answer to this question, as you’ll likely identify more than one problem, so the key is in that brief explanation as to why you feel this is the most important problem. You are essentially creating an argument for why this particular problem is the one that needs to be addressed, and this will become important later in the assignment. This is where your critical thinking skills will come into play in this section.
How to succeed in this section: Clearly state the problem up front, in concise yet thorough terms that tie to chapter content. Explain why you believe this is the most critical problem to address using concepts from the chapter and your critical thinking skills in analyzing what is happening in the case.
What are your recommendations?
Review the material in the chapter that most pertains to what you’ve discussed above and look for practical recommendations to solve the key problem you’ve identified. Combine this information and any personal OB knowledge or experience to generate 2 brief recommendations. Include a brief statement explaining how this will help solve the problem.
This section has two parts, and they are both critical. You need to both state the recommendation and explain how it will solve the problem, in that order. Recommendations must be actionable, which means that anyone should be able to read the recommendation and know exactly what actions to take to fix the problem. No generalized commentary or recommendations. The executive you hand this to may very well delegate the recommendations.
Again, there is no one right answer (I can’t emphasize this enough!), the key to success is in being on-point in addressing the problem and explaining how it will help. Your answers here MUST DIRECTLY tie to the problem you’ve identified on the first page.
The explanations as to how the recommendation will help must be direct and straightforward. As long as they explain the connection to the problem as identified, they don’t have to be complicated. Also, double check yourself by working your way back up the assignment from the recommendations to the main problem you’ve identified. They should directly tie together in that the recommendations should directly address the problem. Terminology should appear in both places.
How to succeed in this section: Clearly state two actionable recommendations, each followed by a statement explaining how this particular recommendation will solve the problem. Use concepts from the chapter and your critical thinking skills to identify high-impact recommendations and explain exactly how they will solve the problem you’ve identified.
General notes:
Don’t read into the case or make assumptions that are not supported by information in the case; stick with the information that’s there and you will have plenty to work with.
Somewhere in the document, you must incorporate, appropriately, chapter content. This may be an outcome you pick up from the case, part of the problem, or the problem itself. It is critical that you demonstrate your knowledge of chapter content and its application through critical thinking for this assignment.
The more you are able to link your assignment to the case and chapter content, and explain the rationale in both sections, the better grade you will get. The difficulty is in doing that in the small space you have available to you. And, the reason why I give you so little space is because in reality, someone reading this information in the workplace will not spend a lot of time, so you will need to practice being very brief yet very thorough.
By way of example, most executives, the target audience for this assignment, will spend no more than 30 seconds reading any document you put in front of them. When I review these assignments to grade them, I will spend 30 seconds reading them. If I cannot understand the problem, why it’s important, your recommendations and how they’ll solve the problem in that time frame, you will not be able to convince an executive to listen to your ideas. This assignment is about developing your critical thinking skills, but also developing your professional communications skills and credibility on the job.
The sections should connect to each other. You should be able to read the assignment from the top down and also from the bottom up and it should make logical sense when reading both ways. In other words, you should be able to read the recommendations and know what they are targeting.
A note on formatting:
There is no one right or wrong way to format this assignment. Part of what you are learning with this assignment is a way to develop your own way of communicating a large amount of information in a small space. The summary needs to be:
Readable (in 30 seconds)
Understandable (anyone reading the document should be able to understand what you have written, this relates to both content and grammar, spelling, etc.; it’s likely that if you hand this to an executive, they will delegate handling it to someone else)
Comprehensive / Thorough (there should be no further questions needed to clarify what you’ve written in either portion of the assignment – see “Understandable” above)
Succinct (i.e. to the point; all business communications should be succinct, period.)
Professional (you are presenting this information to an executive, and it needs to reflect that)
Beyond, that, how you choose to format the information is up to you. Where appropriate and professional, feel free to use tables, bulleted lists, and formatting techniques to guide the reader through your content.
How to succeed on this assignment: Present a professionally-written, concise, thorough, and understandable document that states the problem presented in the case (see notes above) and presents actionable recommendations (see notes above) to solve the problem you’ve identified.
FAQ’s:
Will you give us a template for this assignment? No. You need to develop your own way of presenting this information, a way that is comfortable to you. Why? You will be asked to provide all sorts of information in an executive summary format, quickly, and in some cases in differing formats (e.g. PowerPoint, Prezi, verbal only [you’ll want notes], interpretive dance). You need to develop a mental framework for yourself that you can use on the fly and a format I give you may not be appropriate.

Why is this assignment so ambiguous? This assignment is ambiguous because workplace problems and the resources you have to identify and solve them are ambiguous, changing, and unique to the organization and job / type of work that you do. This assignment teaches you how to think and present information, not fill in boxes.

But, “readable”, “understandable”, “comprehensive”, “succinct”, and “professional” are all subjective terms! How can I succeed when the grading criteria are subjective?You will learn, from me, but also from your classmates, as we go. Do not expect this assignment to be easy from the get-go. This is why we spend the first weeks in class, learning how to do the assignment. Grading for this assignment will be on a curve while we are doing the assignment in class, because of this. After we go through it a few times, and we discuss the assignments as a class, things will start to click, and you should feel more comfortable about what these terms look like when you’re doing the assignments on your own.

Why are you making us do this assignment? I’m making you do this assignment for several intellectual and professional reasons. Here are some: a) it will hone your critical thinking skills; b) it will hone your communication skills; c) it will provide you with a framework for communicating information to those above you in the organization in a way that they will easily digest, therefore; d) it will improve your credibility on the job, therefore; e) your name will be remembered when it comes time to promote someone; f) many junior level employees have great ideas (fresh eyes) that will go overlooked if they can’t be communicated effectively; g) I guarantee that at some point you will either want to, or be asked to put together what is essentially an executive summary.

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Case Study 1 – Human Resources Policies:The problem in this situation is that Mark has fallen prey to three perceptual biases associated with the performance evaluation process.

Sample Executive Summary


Case Study 1 – Human Resources Policies

Issue

The problem in this situation is that Mark has fallen prey to three perceptual biases associated with the performance evaluation process.

In the first year, Mark’s evaluation of Dan shows a halo effect; there is evidence that Dan has strong technical skills, yet Dan rated him “satisfactory” and noted that Dan was not sociable.

In the second year, Mark’s evaluation of Dan shows an anchoring bias; despite showing improvements, he made no adjustments and again rated Dan as “satisfactory”.

In the third year, Mark is demonstrating confirmation bias. He is actively ignoring information that does not support his view that Dan is a “satisfactory” performer; Dan’s performance evaluation was not adjusted for a major award given for creativity in problem solving, areas Dan has been working on for the last couple of years.

Background and Conclusions

Mark’s perceptual biases are a significant problem because Dan has been unnecessarily subjected to distributive and procedural injustices that may have affected his motivation. job performance and job satisfaction. Even more critical, Mark’s general tendencies toward biases in performance evaluations have the potential to spread to those that Mark coaches in writing performance evaluations or affect others who receive evaluations from Mark.

Recommendations

In the future, I recommend utilizing a 360-degree feedback system for gathering information related to all performance evaluations. Feedback from differing points of view helps to offset any one person’s biases.

I also recommend documenting performance-related information throughout the year. Biases can be offset with full information about an employee’s performance across time, since it’s less likely the information will be ignored or overlooked.

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Thomas Green – Senior Market Specialist:Green told a close friend, “It’s clear that Frank intends to get rid of me. He’s just putting his argument together.” discuss and give a respoce

Green told a close friend, “It’s clear that Frank intends to get rid of me. He’s just putting his argument together.”
Green’s Next Move
As Green entered I-93 on the way to his new home in North Andover, he replayed in his head the series of events and subsequent emails. Green recognized that he had not paid much attention to office politics when he’d taken on his job. He had met one-on-one with McDonald only twice since he moved to the corporate headquarters. He had been preoccupied with the job itself, and with living up to McDonald’s expectations. Now it seemed as though he had no allies in the company. McDonald’s email today struck a nerve. Because McDonald sponsored his promotion, Green had taken for granted that she would watch out for him. If Davis was indeed trying to fire him, Green wondered who McDonald would side with.
Several questions persisted in Green’s mind. What steps should he take next? Set up a meeting with McDonald? Write McDonald a detailed memo? Do what Davis tells him and keep his mouth shut, even though he was convinced that the forecasts were inflated? Was it his responsibility to expose Davis’s overstated projections? Maybe contact a head hunter and start looking for another job? He had to sort through before he responded to McDonald’s email. Next week, his first mortgage payment was due and the new furniture he’d picked out was scheduled to be delivered. This was certainly not a good time to be out of work, for 2008 was shaping up to be a very stressful year for Thomas Green.
For the exclusive use of J. Zhou, 2018.
This document is authorized for use only by Jing Zhou in Leadership-1-1 taught by Chenwei Li, San Francisco State University from January 2018 to July 2018.
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For the exclusive use of J. Zhou, 2018.
This document is authorized for use only by Jing Zhou in Leadership-1-1 taught by Chenwei Li, San Francisco State University from January 2018 to July 2018.
2095 | Thomas Green: Power, Office Politics, and a Career in Crisis
8 BRIEFCASES | HARVARD BUSINESS SCHOOL
Exhibit 2 Relevant Bios
Thomas Green (Age 28) – Senior Market Specialist
Thomas Green began his career as an account executive for National Business Solutions in Atlanta, Georgia. He spent six years as an account executive in the Banking Division, selling ATMs to regional banks throughout the Southeast. In March 2007 he joined Dynamic Displays as an account executive in their Travel and Hospitality Division. He is currently the division’s senior market specialist for the Eastern region of North America. Green graduated summa cum laude from University of Georgia with a bachelor’s degree in Economics in 2001.
Frank Davis (Age 45) – Marketing Director
Frank Davis is a 17-year veteran of Dynamic Displays. He joined the company in 1990 as an account executive with the Financial Services Solutions Division. He has also held positions as an account executive, market specialist, and senior market specialist with the Travel and Hospitality Division. Frank Davis is currently the marketing director for the Travel and Hospitality Division. Prior to joining Dynamic Displays, Davis worked as a sales representative for Advanced Telecommunications Services selling PBX phone systems to large corporations. He holds a bachelors degree in history from New York University (1986) and an Executive MBA from Suffolk University, Sawyer Business School (2002).
Shannon McDonald (Age 42) – Division Vice President
Reporting to the Dynamic Displays Chairman, Chief Executive Officer and President, Sam Costello, Shannon McDonald was promoted to Division Vice President in November of 2006 and is responsible for all aspects of the Travel and Hospitality Business. Previously, McDonald was the director of national sales for the Travel and Hospitality Division (2000-2006). She was responsible for driving Dynamic Displays’ self-service business with the largest airline carriers in the United States. Ms. McDonald has also held positions as a strategic consultant with Chicago Consulting Group’s Travel and Tourism practice and as a marketing analyst with Quest Airlines. She holds a bachelors degree in marketing from the University of Georgia (1987) and an MBA from Northwestern’s Kellogg School of Management (1992).
For the exclusive use of J. Zhou, 2018.
This document is authorized for use only by Jing Zhou in Leadership-1-1 taught by Chenwei Li, San Francisco State University from January 2018 to July 2018.
Thomas Green: Power, Office Politics, and a Career in Crisis | 2095
HARVARD BUSINESS SCHOOL | BRIEFCASES 9
Exhibit 3 10/19/07 Email Regarding Green’s Performance
FROM: “FRANK DAVIS” <FDAVIS@dynamicdisplays.com >
TO: “SHANNON MCDONALD” <smcdonald@dynamicdisplays.com >
CC: “THOMAS GREEN” <TGREEN@dynamicdisplays.com >
SENT: FRIDAY, OCTOBER 19, 2007 3:48:32 pM
SUBJECT: THOMAS GREEN
Since Thomas assumed the position of senior market specialist on September 10, 2007, numerous incidents of poor judgment and questionable behavior have concerned me. Thomas and I talked about most of these incidents as they occurred. However, I concluded that we needed to have an overarching discussion about his performance and to develop a strategy for improving his work style. At that meeting, held October 15, 2007, we reviewed a range of problems. Among them:
1. Thomas fails to inform me of his plans and keep me updated on his schedule.
2. He does not follow up when information is requested of him.
3. Thomas’s lack of enthusiasm is troubling. He has a right and an obligation to question aspects of our plans if he finds them illogical or unfeasible, but the kind of negativity he displayed in the Budget Plan meeting on October 8 is dangerous to the organization and unacceptable to me.
Thomas seemed to accept my criticisms in a thoughtful manner and assured me he will do what is necessary to succeed in his position. He and I plan to discuss his overall performance again in mid- November. Meanwhile, he’ll be expected to take the following corrective measures:
1. Plan to make focused calls when dealing with market specialists, account executives, and clients. Have a specific communication strategy going into a call, and have all sales collateral and other necessary materials available. Stop making calls purely for the purpose of meeting people.
2. Update Outlook calendar regularly and always return calls from our office promptly.
3. Provide feedback to my requests in a timely manner. Thomas says he now recognizes that my requests are not merely “reminders”; they are a call for information that I genuinely need.
4. Demonstrate a more positive attitude both inside and outside the company.
Frank R. Davis Travel and Hospitality Marketing Director Dynamic Displays 212-314-1420
For the exclusive use of J. Zhou, 2018.
This document is authorized for use only by Jing Zhou in Leadership-1-1 taught by Chenwei Li, San Francisco State University from January 2018 to July 2018.
2095 | Thomas Green: Power, Office Politics, and a Career in Crisis
10 BRIEFCASES | HARVARD BUSINESS SCHOOL
Exhibit 4 1/30/08 Email Regarding Green’s Performance
FROM: “FRANK DAVIS” <FDAVIS@dynamicdisplays.com >
TO: “SHANNON MCDONALD” <smcdonald@dynamicdisplays.com >
SENT: WEDNESDAY, January 30, 2008 4:28:12 pM
SUBJECT: THOMAS GREEN
On October 19, 2007, I sent you an email communicating my concerns with Thomas’s attitude and job performance. On January 28, 2008, Thomas and I had another meeting on this subject. I would like to summarize that conversation.
Thomas wastes a great deal of time complaining about the problems of selling to our current and prospective clients and far too little time developing strategic marketing approaches and effective sales tactics. I informed him that his job is to sell the accounts, not to agree with our clients’ assertions about alleged disadvantages of our products or the current excess capacity in the industry.
I told Thomas his lack of effort and enthusiasm are not consistent with the standards of Dynamic Displays and could lead to an outcome he likely would not find pleasant. Thomas then said he felt I was micromanaging his activities. It was here that I think we uncovered the root of the problem. I inquired as to what new or even slightly imaginative marketing approaches he documented in the past five months. His answer was, “None that are documented.” When I see no new targets and no thoughtful, creative marketing, I feel I must micromanage, and I communicated this to Thomas.
I then pulled up several Power Point presentations, spreadsheet models, and associated emails that Michelle Jones, the Western Region senior market specialist, had used to shape her region’s strategy and to support their selling efforts. As we paged through her work, Thomas stated that all those email updates and fancy presentations and models were “political” and didn’t match up well with his personal approach to selling. I told him this was not only good politics, but also proved to his boss that he was working effectively.
Thomas ultimately conceded the mistakes and personal shortcomings that I explained to him.. He pledged to develop creative marketing approaches and keep me updated on his progress. I hope these promises materialize in the next 30 days. If not, I recommend we part ways with Thomas Green and quickly seek out a competent replacement for this extremely important position.
Frank R. Davis Travel and Hospitality Marketing Director Dynamic Displays 212-314-1420
For the exclusive use of J. Zhou, 2018.
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Compliance policy-develop a compliance policy covering the FMLA, ERISA and employee’s right to privacy for the Beta Technology compliance policy manual

You are going to develop a compliance policy covering the FMLA, ERISA and employee’s right to privacy for the Beta Technology compliance policy manual. Use the Argosy University online library resources and US government Web sites to research the FMLA, ERISA and employee privacy and locate the text of the applicable provisions.
Write the compliance manual sections, including the following:

  1. FMLA
  1. ERISA
  • Summarize the main points of ERISA in no more than a page.
  • Explain the important amendments, including the following, in a paragraph each:
  • Consolidated Omnibus Budget Reconciliation Act (COBRA)
  • Health Insurance Portability and Accountability Act (HIPAA)
  • Newborns’ and Mothers’ Health Protection Act
  • The Mental Health Parity Act
  • The Women’s Health and Cancer Rights Act
  • Explain consequences of violations.
  • Discuss the implications of the law for employee privacy.

Note:  The discussion of privacy under ERISA is separate from other privacy issues covered in Part 3.

  1. Employee Privacy
  • Explain Beta’s policy for privacy related to employee records,  work areas and equipment, electronic monitoring and off-work activities.
  • Use statutes, regulations, case law, and examples to explain the legal provisions.
  • Be sure to use scholarly references and primary legal resources (the actual text of the law) to construct this policy.

Write a 6–8-page section of the compliance manual in Word format. Apply APA standards to citation of sources. Use the following file naming convention:
 

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Motivating Your People -Module 3-Discuss the leadership style you have used with each employee. (Use the two leadership style articles in the readings.)

There  has been an increase in employee dissatisfaction in the company. Your  supervisor has asked you to develop a plan to increase motivation for  two employees in your department. You have surveyed the employees to  learn more about what they value and what is important to them in the  workplace.
Below are the lists of their workplace priorities.  Items are listed in order, with the items at the top of the list being  more important than the items further down on the list. You have also  made a few notes based on your observations of their work history and  performance.
Discuss the following points in a report (Microsoft Word) to your supervisor:

  1. Discuss the leadership style you have used with each employee. (Use the two leadership style articles in the readings.)
  2. From the readings, choose the theory of motivation that you feel  would be most effective to use with each employee and explain your  reasons.
  3. Describe how each of these employees would relate to that  motivation theory. For example, if you used Maslow’s theory, on which  level would you place each employee and why?
  4. Determine two ways that you might motivate each employee. Your  existing budget does not allow you to offer raises, and there are no  open positions above these employees’ positions at this time, so  promotions would not be an option. Discuss your motivation ideas for  each employee, and explain why you think your motivators would be  effective.

Robert M.
Top Motivators

  • Improved salary/wages
  • Safe work environment
  • Job security
  • Health and life insurance
  • Good relationship with supervisor(s)

Performance Notes

  • Robert has worked in your department for the past 5 years.
  • He usually only misses one or two days per year, but this past year, he has missed 6 days.
  • Robert had received above average annual evaluations for the  first three years, but those evaluations have slipped in the past two  years.
  • He appears to like his job and gets along well with his  co-workers and management. Robert tends to shy away from leadership  roles, but has taken part in a few team projects where he seemed to  enjoy some success.

Juanita R.
Top Motivators

  • Challenging work
  • Opportunities to learn new skills and gain knowledge
  • More authority and independence
  • Increased chances for advancement/promotions
  • Good relationship with supervisor(s)

Performance Notes

  • Juanita has worked in the department for 3 years.
  • She has missed no days since she was hired for this position.
  • She continues to receive exceptional annual evaluations.
  • She shows enthusiasm, drive, and a passion for her work. She  gets along well with everyone and has been asked to lead three  successful team projects
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The business world has experienced numerous changes as a result of technology and globalization. It is important for the field of HRM to be prepared for these changes. In what way have technology and globalization changed the work environment? Provide real-life examples to support your answer. What are the effects of these changes to HRM?

The business world has experienced numerous changes as a result of technology and globalization. It is important for the field of HRM to be prepared for these changes. In what way have technology and globalization changed the work environment? Provide real-life examples to support your answer. What are the effects of these changes to HRM?