LED 4300Situational Leadership

Chapter 7

Case Study Part 1: Cami Machado, Trainer

One of Cami’s other tasks, in addition to implementing the black box technology, is to ensure that everyone affected by the system changes will be trained well in advance of the implementation. As such, she is responsible for “training the trainers” or “train-the-trainers” sessions as they are called. Being at the center of the change and having taught Information Technology courses at a local university in the past, she feels well prepared to lead the train-the-trainers courses on new data security procedures for Listo Systems. She is eager to conduct the first session and has spent two weeks preparing large, detailed manuals rich in statistics and flow charts.

The professional trainers in her first class do not share her enthusiasm. Although it is obvious to them that she loves her job, their general evaluations of the course were poor. Comments from the trainers included “lots of smoke but no fire,” “talks down to us,” and “I still don’t have a clue what is expected of me and the people I will be training.” Although Cami expects these comments from the very first train-the-trainers course, her manager realizes that something needs to be done immediately.

Cami routinely represents Listo Systems at an annual Computer Graphic Service Trade Show. This show is well attended by virtually all of their clients. Because of the changes they are making in the way that they will receive and send jobs to and from their clients, Listo Systems has scheduled a private presentation at the trade show for key contacts. After an introduction by the President of Listo, Cami is to give them a flashy, multimedia overview of the client benefits of the new “black box” data security system.

Cami thinks that somebody from sales and marketing would be better suited to do the “glamour show.” She thinks that she should remain in the booth talking to the “real” people with “real” questions from their client organizations. While Cami knows she could do a good job, she is procrastinating and continues to look to have the presentation reassigned. This is shaping up to be a make or break consideration for many client contracts and her manager would like to help before this situation gets worse.

Previously, with regard to the Cami Machado case study, you looked at performance readiness in a basic sense involving acceptance and ownership. Digging deeper, performance readiness is assessed by looking at two very specific behavioral indicators: ability and willingness.

Ability is the relevant knowledge, experience and consistently demonstrated skill with the task.

Willingness is the current confidence, commitment and motivation to perform the task.

List behavioral indicators demonstrating Cami’s ABILITY to train the trainers:Knowledge (knows how to do) Experience (has done before) Skill (is doing)

List behavioral indicators demonstrating Cami’s WILLINGNESS to train the trainers:Confidence (can do) Commitment (will do…believes) Motivation (wants to do)

List behavioral indicators demonstrating Cami’s ABILITY to present the benefits of the new security system:Knowledge (knows how to do) Experience (has done before) Skill (is doing)

List behavioral indicators demonstrating Cami’s WILLINGNESS to present the benefits of the new security system to clients:Confidence (can do) Commitment (will do…believes) Motivation (wants to do)

Case Study Part 2: The New Security System – Buying In

Performance readiness can be quickly diagnosed by combining the indicators of ability and willingness into a single “performance readiness level.” You must first decide if the individual is able (presently performing) or unable (presently not performing) to perform a specific task or activity. From there, you must determine if the individual is willing or unwilling to perform the specific task or activity, and if s/he is confident or insecure regarding task/activity performance. After you have assessed these areas, you are ready to diagnose performance readiness.

Three of Cami’s team members are discussing the implementation of the new “black box” security system.

The first team member, Steve, has just begun to get comfortable with the “old” system and is bewildered at the prospect of having to start all over again. He mentions to the others that he is thinking about applying for a transfer to the customer service department where all he will have to do is talk with customers on the phone.

The second team member, Angie, was describing how Listo Systems has lost a key client due to the hacking incident. Although she does not know how to fix the problem, she knows the benefits of fixing it. The black box technology is foreign to Angie, but she says she is a quick learner. She is keen on doing, “whatever is necessary to keep our customers happy and me employed.”

The third team member, Dorothy, a recent hire from a large software company, has extensive experience with “black box” technology and security systems. She tells the others, “Once we get this system in place you’ll wonder how we got away with the old, antiquated equipment. We’re going to be able to do business with a whole new segment of the market now.”

What is Steve’s performance readiness level for working with the black box technology (R1, R2, R3, or R4)? Why?

What is Angie’s performance readiness level for working with the black box technology (R1, R2, R3, or R4)? Why?

What is Dorothy’s performance readiness level for working with the black box technology (R1, R2, R3, or R4)? Why?

Case Study Part 3: Cami Machado – Data Security System Conversion

After months of careful planning, training, upgrading, and installation of the “black boxes,” Cami and her team are ready to switch over to the new data security system. Cami had taken the system through all the recommended tests plus a few creative ones that she developed. The “black boxes” performed perfectly. A former CIA computer specialist hired to randomly test the system declared that it was flawless. Still, despite the manufacturer’s assurance that the changeover was a routine and simple process, Cami had insisted that they leave the old system in place “just in case” (In the days before the changeover she grew anxious and was sleeping only a few hours a night.). Minutes before the big switch, she confides to her boss that she has never felt so nervous in her life.

What is Cami’s performance readiness for the task of switching from the old security system to the new black box technology (R1, R2, R3, or R4)?

What leadership style should be used to match Cami’s performance readiness (S1, S2, S3, or S4)?

What would this leadership style look like?

Case Study Part 4: Randy Mack, Trainer, Listo Systems

Randy Mack is an experienced trainer for Listo Systems. With several years on the job, Randy has been an example and mentor for many of the newer trainers. His functional skills and evaluations have historically been first rate, and he’s been able to develop rapport with the people whom he trains, regardless of what the training content may be.

Recently, however, Randy has not seemed happy with his job and has mentioned a lack of career advancement. Some of his training sessions have ended in confrontations with the trainees, and for the first time, Randy has received below-par evaluations. In light of these recent changes, his supervisor would like to help before it gets any worse.

What is Randy’s performance readiness for the task of providing training (R1, R2, R3, or R4)?

What leadership style should be used to match Randy’s performance readiness level (S1, S2, S3, or S4)?

What would this leadership style look like?

Case Study Part 5: Mary Jones, Office Manager, Listo Systems

For six years, Mary Jones has been an office manager with Listo Systems, and has experienced the ups and downs of the growing company. A longtime valued employee of Listo Systems, Mary has been assigned the task of running the new customer satisfaction survey program by the incoming management team.

Although she doesn’t completely understand the new program, Mary is excited about the way it has been structured by management, and believes that it will improve relations with their customers. She doesn’t yet know how all the parts of the program will fit together, but feels confident about her ability to succeed with new challenges.

What is Mary’s performance readiness for running the new customer service survey (R1, R2, R3, or R4)?

What leadership style should be used to match Mary’s performance readiness level (S1, S2, S3, or S4)?

What would this leadership style look like?

Case Study Part 6: James McNeil, Sales Supervisor, Listo Systems

James McNeil started with Listo Systems as a sales agent. Over the years, James worked his way up to a supervisory position within the sales department. He is a good worker and gets along well with his agents and customers.

When James first heard of Listo Systems’ recent decision to implement a new security system, he was enthusiastic and volunteered to coordinate the system’s installation for his office. While James is typically able to think through problems and develop solutions, he often requires considerable time and study to do so. James doesn’t fully comprehend the complexity of the system as it relates to training, call time, scheduling, and other issues. He’s now finding the installation of the new security system overwhelming.

James is at performance readiness level one for the task of implementing a new security system. He has never performed this task before, “doesn’t fully comprehend,” and finds it “overwhelming,” making him unable and insecure for this assignment.

What is the value of understanding James’s performance readiness in this case?

Case Study Part 7: Bill Flannigan, Trainer, Listo Systems

Bill Flannigan is a training specialist for Listo Systems. Bill is fairly new to the job and new to the world of business in general. Having taught in elementary education for many years, he felt the need for a change and thought that his teaching experience would provide him with an advantage when starting out in the field of training.

Bill is excited about his new opportunity; unfortunately, his trainees don’t share his enthusiasm. Although it’s obvious to them that he loves his new job, their evaluations of his workshops have consistently been poor. Comments have included “no real world references,” “talks down to us,” “superficial content knowledge,” and “what I learned I could have gotten from reading the book.” Although Bill sees no real problem, his boss realizes something needs to be done right away.

What is Bill’s performance readiness level for training (R1, R2, R3, or R4)?

Which leadership style would produce the highest probability of success given Bill’s performance readiness level (S1, S2, S3, or S4)?

Case Study Part 8: Kelly Fontane, Administrative Supervisor,Listo Systems

Kelly Fontane has worked with Listo Systems for many years. Her procedure for training new office staff begins with having them answer the telephone and file. When she feels that they are ready, she teaches them to encode checks and deposit forms with the magnetic numbering required for computer processing. One of her employees, Julene Garfield, is ready to make the transition from telephones and filing to encoding.

Kelly began by telling Julene that she was very pleased with her work to date, and that she would like her to try something new. After explaining the transition of responsibilities, Kelly checked for understanding and buy-in. Kelly then sat down with Julene at a station and showed her how to encode. Julene was concerned with committing errors as she had not performed this task previously. Kelly reassured Julene, telling her that a more experienced worker would be assigned to answer questions and that she would also be available as needed. Julene was happy with this solution.

What is Julene’s performance readiness level for the task of encoding (R1, R2, R3, or R4)?

Which leadership style was Kelly using (S1, S2, S3, or S4)?

Why might Kelly have been using this particular leadership style?

Kelly used an S2 style with Julene by providing high task and high relationship behavior. The high task behavior was demonstrated when Kelly showed Julene how to complete the encoding process. High relationship behavior was demonstrated by the support, listening and reassurance Kelly gave Julene when she was hesitant to make errors. The S2 leadership style was a match for Julene’s R2 performance readiness level.

Kelly was trying to use S2 with Julene to ensure buy-in and acceptance of new responsibilities. Kelly checked for understanding from Julene’s perspective to make sure Julene understood and was willing to take on the new task.

Case Study Part 9: Suki Andrews, Sales Supervisor, Listo Systems

Suki Andrews supervises a unit of sales representatives at Listo Systems. Recently, there have been problems. Customers have complained that her sales officers are not completing invoice orders quickly enough. Other daily tasks have also been neglected and performance numbers have shown a steep decline.

Suki called the sales representatives into a meeting and listed the problems that were occurring. After limited discussion, she reminded them that their unresponsiveness and omissions could result in major financial hardships for the company through a loss of sales and customers. She reviewed the schedule for daily tasks and invoice procedures. She added that she would be monitoring the invoices and daily tasks and would follow-up on any complaints from customers in the next week by meeting with the sales officer responsible for that invoice.

What are some of Suki’s actions that indicate task behavior?

Is Suki’s level of task behavior high or low?

Which of Suki’s actions indicated relationship behavior?

Is Suki’s level of relationship behavior high or low?

.

Which leadership style was Suki using (S1, S2, S3, or S4)?

Did Suki’s leadership style match what was needed in the situation? Why or why not?

Case Study Part 10: Raul Martinez, Graphic Design Supervisor,Listo Systems

Raul Martinez, a graphic design supervisor for Listo Systems, is considering some new methods for increasing productivity among his staff. Productivity is already high, but he thinks it can be higher. His group has been making suggestions about some areas in which they would like to see improvement, but they are apprehensive about making changes. In the past, the group has shown flexibility in its operation. Raul decides to approach the new methods by participating with the group in developing the changes, but allowing the members to organize the change.

What is the group’s performance readiness level for the task of production in the graphic design department (R1, R2, R3, or R4)?

What leadership style would best match the group’s performance readiness level (S1, S2, S3, or S4)?

What leadership style is Raul using (S1, S2, S3, or S4)?

What are indicators that Raul is using the appropriate role?

What are potential hindering roles that Raul could be using if there is a performance readiness/style mismatch?

Case Study Part 11: Michelle Hoffman, Director of Market Research,Listo Systems

With very little direction or involvement from her, Michelle Hoffman’s market research group has been performing well. Interpersonal relations are good among the group. Michelle feels that although the group is performing well with minimal direction, their performance could be even better. Michelle calls a meeting to explain her step-by-step plan for improving the group’s performance and to get the group’s reaction to the plan. During the meeting, she asks if the group needs any clarification.

What is the group’s performance readiness level for the task of doing market research (R1, R2, R3, or R4)?

What leadership style would best match the group’s performance readiness level (S1, S2, S3, or S4)?

.

What leadership style is Michelle using (S1, S2, S3, or S4)?