Case Study Motivation Production Slowdown

Case Study Motivation Production Slowdown

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Type	Essay
Writer Level	Masters
Style	APA
Sources/References	4
Perfect Number of Pages to Order	5-10 Pages

Description/Paper Instructions

Case Study Motivation Production Slowdown

Description

Case Study 2

Motivation: Production Slowdown at Bendum Metal Fab, Inc.

Scenario:

When the new supervisor improves production dramatically at the expense of employee relations, the plant must face rumblings of rebellion. The incident calls for considering grievances, using authority, gaining acceptance of change, generating motivation, obtaining commitment, and linking output with job satisfaction.

Incident:

May B. Wright had been made supervisor of a production line at Bendum Metal Fabrication, Inc.(BMF). The plant manager, Sommer Flimsay, made her responsible for operating the entire production line efficiently and effectively. Wright supervised 6 forepersons and 48 assembly line workers. Her job was to keep the assembly line going at the scheduled 150 units per hour.

When Wright took the supervisor’s job two months previously, the production line was losing 90 minutes of production a day. Line stoppages, maintenance problems, absenteeism, and workers stopping the line for repair were some causes of lost production. The 90-minute loss was approximately 20 percent of the daily operating schedule.

Wright reduced absenteeism and took other steps to prevent the loss of scheduled production time. She kept the main line going even when some feeder lines stopped. “The workers don’t like it,” said Wright. “They resent working the required 7 hours and 45 minutes a day instead of only 6 hours and 30 minutes.”

The disgruntlement of the production line workers toward Wright seemed to be centered in Izzy Short and Monica-Lou Inski. The complaints against Wright were varied and included the following. Both Short and Monica-Lou said that Wright laid off workers for being two minutes late. They also said that Wright had forepersons picking up trash. Short said that Wright had threatened him with an iron bar about eight inches long and claimed that Wright was guilty of using “speed-up” tactics. Insky said she had friends in high places and would do whatever it took to get some action. As a result of these events, the two filed a formal grievance targeting Wright.

The plant manager knew that Wright was the target of increasingly vitriolic verbal protests by Short and Inski. Both were openly defiant and implied that they were ready to take matters into their own hands, especially Monica-Lou.

Confronted with this high and rising level of employee unrest, the plant manager reflected upon Wright’s inability to achieve simultaneously adequate production and adequate behavioral relations with her workers. He wondered “Are these two goals necessarily incompatible? Does the problem lie with Wright, the assembly line workers, or the situation?” More importantly, Flimsay knew that prompt decisions an actions were essential to defuse the explosive situation. He particularly didn’t want the press to get hold of all this and blow it all out of proportion.

While action was immediately needed to extinguish the agitation among the assembly line workers, the plant manager wished to use Wright in a positive role, and he desired to maintain the improved production rates achieved under Wright’s leadership. For the longer run, he reasoned that developing specific operational policies would be essential in areas such as supervisory training, introduction of change, team building, and other areas relevant to balancing supervisory concern for task performance with concern for behavioral relationships. Implementation of these policies would be difficult, and he knew it. As the plant manager pondered his plight, his stress increased. He was uncertain where to begin. Should he call his lawyer first, or later?

Assignment:

Analyze the scenario from a motivational theory standpoint. As a personnel specialist, develop a strategy BASED ON SOUND PSYCHOLOGICAL THEORY to motivate the workers to buy into the systems. Wright, not being a good manager, has contributed to her line workers’ disenchantment. She did not anticipate the motivational problem she helped create. However, you, as a clever personnel specialist, can help salvage the manager and improve the line workers’ morale by using your knowledge of motivational theories. You should consider the various theories such as: need, equity, expectancy, goal setting and intrinsic motivation. Which one(s) should be incorporated in your plan to help motivate (train) Wright and which one(s) should be employed to motivate the line workers?

The personnel manager, Kit Gloves, has asked you to:

Develop a strategy to solve this motivational problem
Present it to her and Sommer, the plant manager

Submit your strategy in a presentation to be presented to the manager and Sommer. Presentations must have at a minimum 6 slides (including title slide, table of context slide and work cited slide). You MUST use at least 1 source.

Rubric
Case Study Rubric
Case Study Rubric
Criteria Ratings Pts

This criterion is linked to a Learning Outcome
Grammar and Mechanics

5.0 pts
Full Marks

2.5 pts
Half Marks

0.0 pts
No Marks

5.0 pts

This criterion is linked to a Learning Outcome
Originality/Citation

5.0 pts
Answers questions based on own view point and knowledge

2.5 pts
Answers minimal questions with own view point

0.0 pts
No reference used

5.0 pts

This criterion is linked to a Learning Outcome
Quality of Answer
Answers provide quality information to answer question.

10.0 pts
Answers all questions with references and shows evidence of knowledge

5.0 pts
Answers questions with or without reference and provides minimal evidence of knowledge

0.0 pts
Does not answer questions with reference or evidence of knowledge

10.0 pts

Total Points: 20.0

Case Study Motivation Production Slowdown

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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