ASU Problems in The Computer Assembly Division Leadership Case Study Analysis Review the case study and complete an analysis. CASE STUDY #3 Problems in t

ASU Problems in The Computer Assembly Division Leadership Case Study Analysis Review the case study and complete an analysis.

CASE STUDY #3

Problems in the Computer Assembly Division

You are in charge of a five person operation responsible for assembling personal computers for a small computer manufacturing firm located in the southeast. As the assembly unit supervisor, your production goals include assembling 80 personal computers per day and ensuring 95 percent of these computers pass the operational inspection of the quality assurance unit. To meet these goals, you coordinate and plan the work of your five subordinates and ensure they have the training and materials needed to get the job done. To maximize efficiency, you have organized the tasks performed by the group members along functional lines. Fred is responsible for assembling all of the hard drives for the unit. Fred is a retired Army sergeant with 16 years of electronics experience, is a hard worker, and has been assembling hard drives for six years. Bill assembles the CD ROM and floppy drives. Bill recently completed an electronics degree from a local technical school and this is his first full time job. He is 20 years old and has been working in the assembly unit for a year. Sherry assembles the mother boards. She is a single mother with two children and will be completing her bachelor’s degree in electrical engineering in three months. She has been with the assembly unit for four years and has been an outstanding employee. Julie does the final assembly, and has only been with the assembly unit for six months. Julie is 22 years old and her sister is married to the owner of the company. Morgan has five years of experience working in the company’s parts supply section. He attended the company’s operational inspection course and transferred over to your unit six months ago. Although he has no electronics experience beyond the operational inspection course, he performs all of the unit’s final operational inspections before the computers are shipped to the quality assurance unit. Partly through your training and coordination skills, the assembly unit has been able to meet all production and quality goals set over the past year. However, given the events of the past few weeks, you are uncertain whether you will be able to meet this quarter’s production goals.

Over the past several weeks you have noticed your work group has only been assembling an average of 62 computers per day, and 15 percent of the computers assembled have been returned to the assembly unit for failing to meet quality assurance standards. Julie has privately complained to you that she cannot complete the final assembly of the computers because Fred has been doing a very slow and shoddy job assembling the hard drives. When you confront Fred with this problem, he states he is having a difficult time getting reliable parts from the supply department. Some of the parts he receives are out of specs, and rather than waiting four hours for supply to bring new parts, he repairs the parts himself before using them in the hard drives. He also states the production problem has more to do with Julie doing very little but talking to Morgan for the first two hours every morning and then working hard for the next six to see if she can make the unit’s daily production goal. Fred also stated Julie seemed very bored with her job and she may have resorted to this work tactic to make her job more challenging. You have also noticed Morgan has been coming to work late and Bill has been taking longer lunch hours than permitted over the past four weeks. When you confront Morgan and Bill about their tardiness, Morgan stated he and Bill always stay late to make up their time, and coming to work late was not a big deal in the supply department and shouldn’t be one for the assembly unit. Additionally, everyone in the work unit seems to be fairly angry because you gave Morgan several days off to attend his high school class reunion (even though he spends the first two hours talking to Julie, comes to work late, and the unit is not meeting production goals) and because the owner recently singled out Julie for her outstanding performance by giving her a five percent pay hike for helping the assembly unit meet its performance goals for the first half of the year. You have noticed the level of cohesion and communication in the work group has taken a substantial drop recently. Morgan, Julie, and Bill seem to be talking to each other but not to anyone else.

Fred seems to be keeping to himself more than usual, and Sherry has told you she wants to leave the company because of all the infighting in the assembly unit. You know Sherry is serious about leaving the unit and has been interviewing with one of your competitors across town.

The owner has become concerned with both the performance and the morale of your work unit, and you are to meet with him this afternoon to discuss these problems. You know he is a man of action and will want to see a specific plan for improving both the unit’s morale and performance. Moreover, because the firm operates on a low profit margin, you know if you do not get results in the next few months then you may be looking for another job. What will you do?

Reference: Hughes (2015)

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Leadership
Enhancing the Lessons of Experience
Seventh Edition
Richard L. Hughes
Robert C. Ginnett
Gordon J. Curphy
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LEADERSHIP: ENHANCING THE LESSONS OF EXPERIENCE
Published by McGraw-Hill/Irwin, a business unit of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas,
New York, NY, 10020. Copyright © 2012, 2009, 2006, 2002, 1999, 1996, 1993 by The McGraw-Hill Companies, Inc. All
rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored
in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including,
but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning.
Some ancillaries, including electronic and print components, may not be available to customers outside the
United States.
This book is printed on acid-free paper.
1 2 3 4 5 6 7 8 9 0 DOC/DOC 1 0 9 8 7 6 5 4 3 2 1
ISBN
978-0-07-811265-2
MHID
0-07-811265-6
Vice president and editor-in-chief: Brent Gordon
Executive director of development: Ann Torbert
Managing development editor: Laura Hurst Spell
Development editor: Jane Beck
Vice president and director of marketing: Robin J. Zwettler
Marketing director: Amee Mosley
Associate marketing manager: Jaime Halteman
Vice president of editing, design, and production: Sesha Bolisetty
Project manager: Dana M. Pauley
Senior buyer: Carol A. Bielski
Design coordinator: Joanne Mennemeier
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Typeface: 10/12 Palatino
Compositor: Aptara®, Inc.
Printer: R. R. Donnelley
Library of Congress Cataloging-in-Publication Data
Hughes, Richard L.
Leadership : enhancing the lessons of experience / Richard L. Hughes, Robert C. Ginnett,
Gordon J. Curphy. — 7th ed.
p. cm.
Includes index.
ISBN-13: 978-0-07-811265-2 (alk. paper)
ISBN-10: 0-07-811265-6 (alk. paper)
1. Leadership. I. Ginnett, Robert C. II. Curphy, Gordon J. III. Title.
HM1261.H84 2012
303.394—dc22
2010052313
www.mhhe.com
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About the Authors
Rich Hughes has served on the faculties of both the Center for Creative
Leadership (CCL) and the U.S. Air Force Academy. CCL is an international organization devoted to behavioral science research and leadership
education. He worked there with senior executives from all sectors in the
areas of strategic leadership and organizational culture change. At the Air
Force Academy he served for a decade as head of its Department of Behavioral Sciences and Leadership. He is a clinical psychologist and a graduate of the U.S. Air Force Academy. He has an MA from the University of
Texas and a PhD from the University of Wyoming.
Robert Ginnett is an independent consultant specializing in the leadership of high-performance teams and organizations. He is the developer of
the Team Leadership Model,© which provides the theoretical framework
for many interventions in organizations where teamwork is critical. This
model and its real-time application have made him an internationally recognized expert in his field. He has worked with hundreds of organizations including Novartis, Prudential, Fonterra, Mars, GlaxoSmithKlein,
Boston Scientific, Daimler Benz, NASA, the Defense and Central Intelligence Agencies, the National Security Agency, United and Delta Airlines,
Textron, and the United States Army, Navy, and Air Force. Prior to working independently, Robert was a senior fellow at the Center for Creative
Leadership and a tenured professor at the U.S. Air Force Academy, where
he also served as the director of leadership and counseling. Additionally,
he served in numerous line and staff positions in the military, including
leadership of an 875-man combat force in the Vietnam War. He spent over
10 years working as a researcher for the National Aeronautics and Space
Administration, focusing his early work in aviation crew resource
management, and later worked at the Kennedy Space Center in the postChallenger period. Robert is an organizational psychologist whose education includes a master of business administration degree, a master of arts,
a master of philosophy, and a PhD from Yale University.
Gordy Curphy is the president of C3, a human resource consulting firm
that helps public and private sector clients achieve better results through
people. Gordy has over 25 years of leadership and technical expertise in
job analysis and competency modeling; hourly staffing systems; multirater
feedback systems; performance management design and implementation;
leadership development design, delivery, and evaluation; survey construction, administration, and analysis; assessment center methodology;
executive coaching, training, and team building; succession planning;
team and organizational effectiveness; and strategic and business planning.
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About the Authors
Prior to forming his own consulting firm, Gordy spent 10 years as a vice
president of institutional leadership at the Blandin Foundation and as a
vice president and general manager at Personnel Decisions International.
He is an industrial/organizational psychologist and a graduate of the U.S.
Air Force Academy. He has an MA from the University of St. Mary’s and a
PhD in industrial/organizational psychology from the University of
Minnesota.
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Foreword
The first edition of this popular, widely used textbook was published in
1993, and the authors have continually upgraded it with each new edition
including this one—the seventh. For this newest edition I’ve written something of a new foreword.
In a sense, no new foreword is needed; many principles of leadership
are timeless. For example, their references to Shakespeare and Machiavelli
need no updating. However, they have refreshed their examples and anecdotes, and they have kept up with the contemporary research and writing of leadership experts. Ironically, one of their most riveting new
examples falls into the “Dark Side of Leadership” chapter, where they include the horrific example of Richard Fuld, the CEO who presided over
the disintegration, destruction, and bankruptcy of Lehman Brothers, the
fourth-largest investment bank in the world. Over a five-year period
(when he was paid a total of $300,000,000), Fuld kept stretching the rubber
band of increasingly risky investments while at the same time stretching
another rubber band of tricky financial reporting until they both snapped
simultaneously, bringing the world’s financial system close to the brink of
disaster. His actions cost the jobs of 25,000 employees and the loss of billions of dollars by investors. Yeoman work by other leaders avoided the
brink but could not prevent a painful economic recession. This brutal example, in a perverse way, once again emphasizes the power of leadership.
Such examples keep this book fresh and relevant; but the earlier foreword, reprinted here, still captures the tone, spirit, and achievements of
these authors’ work:
Often the only difference between chaos and a smoothly functioning
operation is leadership; this book is about that difference.
The authors are psychologists; therefore the book has a distinctly psychological tone. You, as a reader, are going to be asked to think about leadership the way psychologists do. There is much here about psychological
tests and surveys, about studies done in psychological laboratories, and
about psychological analyses of good (and poor) leadership. You will often run across common psychological concepts in these pages, such as
personality, values, attitudes, perceptions, and self-esteem, plus some notso-common “jargon-y” phrases like double-loop learning, expectancy
theory, and perceived inequity. This is not the same kind of book that
would be written by coaches, sales managers, economists, political scientists, or generals.
Be not dismayed. Because these authors are also teachers with a good
eye and ear for what students find interesting, they write clearly and
cleanly, and they have also included a host of entertaining, stimulating
snapshots of leadership: cartoons, quotes, anecdotal Highlights, and
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Foreword
personal glimpses from a wide range of intriguing people, each offered as
an illustration of some scholarly point.
Also, because the authors are, or have been at one time or another,
together or singly, not only psychologists and teachers but also children,
students, Boy Scouts, parents, professors (at the U.S. Air Force Academy),
Air Force officers, pilots, church members, athletes, administrators, insatiable readers, and convivial raconteurs, their stories and examples are drawn
from a wide range of personal sources, and their anecdotes ring true.
As psychologists and scholars, they have reviewed here a wide range
of psychological studies, other scientific inquiries, personal reflections of
leaders, and philosophic writings on the topic of leadership. In distilling
this material, they have drawn many practical conclusions useful for current and potential leaders. There are suggestions here for goal setting, for
running meetings, for negotiating, for managing conflict within groups,
and for handling your own personal stress, to mention just a few.
All leaders, no matter what their age and station, can find some useful
tips here, ranging over subjects such as body language, keeping a journal,
and how to relax under tension.
In several ways the authors have tried to help you, the reader, feel what
it would be like “to be in charge.” For example, they have posed quandaries such as the following: You are in a leadership position with a budget
provided by an outside funding source. You believe strongly in, say, Topic
A, and have taken a strong, visible public stance on that topic. The head of
your funding source takes you aside and says, “We disagree with your
stance on Topic A. Please tone down your public statements, or we will
have to take another look at your budget for next year.”
What would you do? Quit? Speak up and lose your budget? Tone down
your public statements and feel dishonest? There’s no easy answer, and
it’s not an unusual situation for a leader to be in. Sooner or later, all leaders have to confront just how much outside interference they will tolerate
in order to be able to carry out programs they believe in.
The authors emphasize the value of experience in leadership development, a conclusion I thoroughly agree with. Virtually every leader who
makes it to the top of whatever pyramid he or she happens to be climbing
does so by building on earlier experiences. The successful leaders are those
who learn from these earlier experiences, by reflecting on and analyzing
them to help solve larger future challenges. In this vein, let me make a suggestion. Actually, let me assign you some homework. (I know, I know, this is
a peculiar approach in a book foreword; but stay with me—I have a point.)
Your Assignment: To gain some useful leadership experience, persuade eight people to do some notable activity together for at least two
hours that they would not otherwise do without your intervention. Your
only restriction is that you cannot tell them why you are doing this.
It can be any eight people: friends, family, teammates, club members,
neighbors, students, working colleagues. It can be any activity, except that
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Foreword vii
it should be something more substantial than watching television, eating,
going to a movie, or just sitting around talking. It could be a roller-skating
party, an organized debate, a songfest, a long hike, a visit to a museum, or
volunteer work such as picking up litter or visiting a nursing home. If you
will take it upon yourself to make something happen in the world that
would not have otherwise happened without you, you will be engaging
in an act of leadership with all of its attendant barriers, burdens, and pleasures, and you will quickly learn the relevance of many of the topics that
the authors discuss in this book. If you try the eight-person-two-hour experience first and read this book later, you will have a much better understanding of how complicated an act of leadership can be. You will learn
about the difficulties of developing a vision (“Now that we are together,
what are we going to do?”), of motivating others, of setting agendas and
timetables, of securing resources, of the need for follow-through. You may
even learn about “loneliness at the top.” However, if you are successful,
you will also experience the thrill that comes from successful leadership.
One person can make a difference by enriching the lives of others, if only
for a few hours. And for all of the frustrations and complexities of leadership, the tingling satisfaction that comes from success can become almost
addictive. The capacity for making things happen can become its own
motivation. With an early success, even if it is only with eight people for
two hours, you may well be on your way to a leadership future.
The authors believe that leadership development involves reflecting on
one’s own experiences. Reading this book in the context of your own leadership experience can aid in that process. Their book is comprehensive,
scholarly, stimulating, entertaining, and relevant for anyone who wishes
to better understand the dynamics of leadership, and to improve her or
his own personal performance.
David P. Campbell
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Preface
Perhaps by the time they are fortunate enough to have completed six editions of a textbook, it is a bit natural for authors to believe something like,
“Well, now we’ve got it just about right . . . there couldn’t be too many
changes for the next edition” (that is, this one). But as our experience consistently has been since the first edition, the helpful suggestions of users
and reviewers always provide helpful grist for improvement. The changes
made in this edition are far more extensive than we would have predicted
a year ago, and we believe this edition is better because of them.
We have made a number of significant changes to this book’s structure
and format as well as the kind of normal updates you would expect (such
as adding timely references, including new Highlights, and pruning dated
stories). Let us briefly review here some of the major changes to this edition. Some of these can be characterized as a generalized effort to better
integrate material covered in multiple chapters in previous editions into
single chapters in this edition. For example, we have combined material
from the first two chapters in all previous editions into the first chapter of
this edition with an overall leaner and more consolidated treatment of the
material. As another example, we have moved material about mentoring,
coaching, and development planning from the chapter about leader behavior into the chapter about leader development while also eliminating
material from earlier editions of the development chapter that over time
had become somewhat out of date.
Another major change is the complete elimination of the chapter about
assessing leadership. We struggled with this chapter through all previous
editions in our efforts to adequately cover material that we believe important
but that to many others is dry and perhaps not that important in an introductory course. We finally concluded that the cost of an entire chapter that either
was not covered by many of our textbook users, or was found problematic by
others who did, was simply not worth it. (Sneakily, we must admit that a little of that material might have found its way into other chapters.)
The chapter now called “Leadership, Ethics and Values” also includes
many changes. There is an extended treatment of ethical leadership, and
more explicit linkages are drawn among ethics, values, ethical leadership,
authentic leadership, and servant leadership. In the spirit of consolidation
and integration, some material about character development from other
chapters in the previous edition is now included in this chapter instead.
Finally, the “Leading across Cultures” section, which was in the “Leadership and Values” chapter of our sixth edition, is now part of “The Situation” chapter in this edition because it fits better there thematically.
Speaking about our chapter addressing the role of the situation in leadership, it also has undergone other significant changes. In general, these
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Preface ix
changes represent our effort to reorient the chapter more toward leadership issues than toward organizational behavior or management. Thus
the chapter not only discusses the leadership challenges of leading globally but also explores the topic of organizational culture. The chapter also
takes a new look at the role of leadership in dealing with increasing environmental change.
The final major change to this edition reorganizes the content covered
in our sections about leadership skills into four chapters, each one now
representing the final chapter in each of the book’s four parts, and each
chapter focusing on a distinctive aspect of a leader’s challenges. There
also are two new skills added: “Creating a Compelling Vision” and “Your
First 90 Days as a Leader.”
There are other changes to the seventh edition as well, though they are
generally smaller in scope and less systematic than those just mentioned.
For example, greater attention is now given to LMX theory in the “Contingency Theories” chapter; leading virtual teams gets more extended treatment in “Groups, Teams, and Their Leadership”; and new Highlights and
Profiles in Leadership appear throughout the book.
As always, we are indebted to the superb editorial staff at McGrawHill/Irwin, including Jane Beck, our editorial coordinator, Laura Spell, the
managing development editor, Dana Pauley, the project manager, and
Jaime Halteman, our marketing manager. They all have been wise, supportive, helpful, and pleasant partners in this process, and it has been our
good fortune to know and work with such a professional team. And as we
noted at the beginning of this preface, we are also indebted to the individuals whose evaluations and constructive suggestions about the previous
edition provided the foundation for many of our revisions. We are grateful
for the scholarly and insightful comments from all of our reviewers:
John Anderson
Walsh College
Kenneth Campbell
North Central College
Mark Arvisais
Towson University
Cheree Causey
University of Alabama–Tuscaloosa
David Lee Baker
Kent State University
Jeewon Cho
Montclair State University
Herbert Barber
Virginia Military Institute
Marie Gould
Peirce College
Erich Baumgartner
Andrews University
Donald Howard Horner
U.S. Naval Academy
Ellen Benowitz
Mercer County Community
College
Osmond Ingram Jr.
Dallas Baptist University
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