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getting to know the plant and operations, meeting all the employees, and familiarizing himself with the problems in sales. He met with Val each morning and afternoon. He also met with the key managers, not only to introduce himself but also to convey his desire to work collaboratively with them in addressing the problems in sales. He was conscious not to flaunt his university education and to convey that he recognized he was a newcomer and had a lot to learn. In the middle of his second week, Val told him that his reception by the other employees was going very well: Your enthusiasm and motivation seem to be contagious. Having you join us shows them that things need to change if were going to reach our goals. Rick noticed, however, that the managers always went out in groups, and he had not been invited along. Also, he was not included in the informal discussion groups that formed periodically during the day. In fact, the conversation usually stopped when he approached. Everyone was friendly, he thought; maybe it would just take a little more time. By the third week, Rick identified some of the problems in the sales department. Among the four salespeople, morale and productivity were moderate to low. He could not find any sales strategy, mission, or objectives. The records showed that Val was by far the leading salesperson. The others indicated that Val always works with us very closely to make sure we do things right. If he senses there might be a problem, he steps in right away. After formulating a plan, Rick discussed it with Val. First, I would like to institute weekly sales meetings so we keep everyone up to date. I also want to create a centralized sales database, he told him. Val smiled and agreed. Rick felt that he was finally a manager. He did feel that he should have mentioned his idea for creating a sales department mission and strategy, but recalled Rosies caution about not moving too fast. Rick discussed with Walter Ball the possibility of using the centralized computer system to run word processing and spreadsheet software on terminals. Walter was concerned that outsiders could access the data in the spreadsheets. Anyway, he did not think the system could handle the task because its primary function was production. Puzzled, Rick asked if a PC could be allocated to him. Walter said no one in the company had one. Well, Rick thought, Ill just have to bring mine from home. The next Monday, Rick walked through the office carrying his computer. Several of the other managers looked at him quizzically.
Making light of it, he said, Im not smart enough to write it all down on paper. As he was setting up the computer, he got a call from Val; Rick, that computer you brought in has caused a heck of a ruckus. Can you lie low with it until I get back late this afternoon? Rick thought Val sounded strained but chalked it up to overwork. Rick agreed and left the computer on his desk, partly assembled. Five minutes later, Rosie walked into his office. Do you think its funny bringing that thing in here? What are you trying to prove how backward we all are? How much better you are with your big initials behind your name? Youre still an outsider here, and do not forget it. Rick tried to explain how much more productive the sales department would be with a computer and that he has tried to use the companys computer system. However, Rosie was not listening: Did you think about checking with me before bringing that in? With Val, or even Walter? Dont you think we have a right to know what youre bringing in here? Rick knew argument would do no good, so he apologized for not checking with everyone first. He said he had a meeting with Val later to talk about it. Rosie said., Good, talk to Val, but dont think he calls all the shots here. At the meeting with Val, Val agreed that the computer would certainly help solve the problems in sales: But, you have to be sensitive to the feelings of Rosie and the other managers. It would be best if you did not use the computer for a while until things calm down. The next day, Walter walked into Ricks office. He told Rick that he had moved far too fast with the computer. Thats not how its done here, son. Maybe youre spending too much time listening to what Val says. He isnt really the one to talk to about these kinds of issues. Next time you just ask old Uncle Walter. Rick spent the next few weeks building the database by hand and conducting sales meetings with his staff. He tried to set up meetings with Val but Val was usually too busy. One day, Rick asked Diane Able about not being able to see Val and she said, You know, you monopolized a lot of his time early on. Those of us who worked closely with him before you came were pushed aside so he could spend time with you. Now, its your turn to wait. Are you the one whos been spending all the time with him? Rick asked. Well, its been me and some of the other managers. Weve really been taking a beating in Sales, so we need to reduce our costs, Diane answered.
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A few weeks later, Rick was called in to Vals office. Val began, Rick, you know weve been going through some bad times. We reducing headcount and Im afraid youre one of the people were going to let go. It has nothing to do with your work. You havent really been here long enough to have either succeeded or failed. Its just that we had
unrealistic expectations about how quickly things in sales would turn around. I feel terrible having to do this and Ill do everything I can to help you find another job. After packing his things and loading up the car, Rick sat in his car and stared out of the window, Welcome to the real world, he thought to himself.
Questions 1. (a) Why do you think Rick was let go? How does reinforcement theory apply to this situation? [20 marks) (b) Explain Ricks inability to fit in using social learning theory. Where did the breakdowns occur? [20 marks] (c) If Val Peterson hired you to develop a management training program for the senior managers at PPP, explain how you would go about in designing the program. Provide appropriate theoretical rationale to support your position. [40 marks] (d) Discuss the implementation feasibility of your recommendations and evaluate possible outcomes. [20 marks]
Instructions This assignment comprises 20% of the total grade. Please answer all three questions. In your written assignment, you should indicate the question number accordingly. The total word count for all three answers should not exceed 1,500 words. Your assignment should be typewritten in A4 paper size, using Word, Times New Roman (font size 12) with double-spacing. Please submit your assignment by 21 September 2013, 5.00 pm via Turnitin, including the Declaration of Academic Integrity form as cover page. A copy for your use is posted in edveNTUre, under Course Assessments in the main course site The Problem Solving & Decision Making assessment rubric (as attached) will be used for this assignment. You will receive the rubric scores and qualitative feedback on your assignment via eUreka. Grades will not be released for this assignment.
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Substantially Developed Identifies multiple strategies for solving the problem that apply within a specific context; demonstrates the ability to invert a process to form a plan and clearly articulates his/her decision making process; identifies alternatives that reflect an in depth understanding of the situation. 4 5 6 Substantially Developed
Selects a strategy without regard to fit; does not demonstrate the ability to consider new strategies even if his/her approach is clearly not appropriate; identifies alternatives that reflect limited understanding of the situation. Evaluation: Scant Scant Does not examine how well the stakeholders/ beneficiaries are involved and not able to identify areas of risk and possible sideeffects. Does not specify how the implementation will be monitored and controlled. No indicators or instruments to review or analyze the success of the action. 1 2 3
Substantially Developed Clearly assess how well the stakeholders/ beneficiaries are involved; considers areas of risk and provides insights in addressing possible sideeffects. Able to state how the implementation will be monitored effectively; identifies the stages at which progress should be measured and specify what results are expected to have been achieved at these stages.
6 Substantially Developed
Substantially Developed Reviews results relative to the problem defined with thorough, specific considerations of need for further work. 4 5 6 Substantially Developed
Evaluate Outcomes
Reviews results superficially in terms of the problem defined with no consideration of need for further work. Evaluation: Scant 1 2 3
References:
Plya, George (1957). How to Solve It. Garden City, NY: Doubleday. Rubric for Problem-Solving Strategies - Hostos Community College. Retrieved from http://www.hostos.cuny.edu/oaa/pdf/genedf09_problem%20solving%20rubric.pdf Problem Solving Value Rubric - Association of American Colleges and Universities. Retrieved from http://www.aacu.org/value/rubrics/pdf/ProblemSolving.pdf
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