1. Explain the core dimensions of empowerment. Provide a real-life example for each dimension
2. A Scenario-The Task Force
On July 12, you were hired as a manager of sales for a company that sells human resources information systems (HRIS) software. During your first meeting with your sales staff, you determine your sales force is in shambles. It is evident that morale is low so you ask your employees to provide you with a list of their most pressing concerns via e-mail by the end of the week. It is now 5 p.m. Friday evening, July 16, and you are in your office summarizing the complaints. The most pressing concerns voiced by your sales staff include lack of resources in the field, commission rates (compensation) are too low, and support and follow-up from the customer services department are lacking. As a former salesperson yourself, you know how critical the sales force is to the company’s success. To address your employees’ concerns, you decide to form a task force to generate ideas to resolve the problems. To encourage creative, innovative solutions, you have decided not to monitor the progress of the task force. Therefore, your influence on the suggestions of the task force will be minimal. You charge the task force to provide you with three specific suggestions, along with the strengths and weaknesses for each suggestion, by July 30.
Issues related to delegation are noticeable in The Task Force case. Based on the information in the case, identify the principles related to delegating work effectively that are evident; next, identify the principles that may either be lacking or cannot be determined due to insufficient information. Provide support for your answer.
3. A Scenario-The Student Group
You are a member of a student group. Your team members are Morgan, Patti, Jessie, and George. As Morgan looks at you she states, “I like your idea about a skit for our class presentation and believe …” “A skit!!” yells George. “Are you kidding? This idea is as dumb as your last one.” Looking at you, George continues, “look, if you want to be an actor go take drama, this is management!” “Look, George, we don’t need that kind of attitude,” Patti noted. “A skit,” ponders Jessie, “well, do you think it is practical?”
Identify the role and type of role that each team member is playing in the case of the student group. Don’t forget to include your role.
4.Explain the four stages of team development and the key interpersonal behaviors typically exhibited by team members in each stage.
5.Four employees received feedback from their managers. Jose was told what he did wrong and was given a warning. Jolette was told that she has been too shy in team meetings and is not speaking enough. Richard was told that his unique skill of analysis has been very valuable to the team. Gloria was told about some errors she made on the reports the team produced. Who will most likely feel highly engaged and be more productive? Why will this person be more engaged and productive? What can be done through feedback to help the other team members be more engaged and productive?
6.A framework for leading positive change was established several months ago in a pizza restaurant. The metrics they used were (1) The elapsed time to make the pizza, and (2) Customer satisfaction with the time elapsed to make the pizza. These measures were taken six different times during each week. The average elapsed time and the average customer satisfaction rating were posted in the employee office each week. The monthly goal was to increase the customer satisfaction rating by 2%. The yearly goal was to increase the customer satisfaction rating by 10%. How effective are these measures for supporting positive change?
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