Brako is a small manufacturing company that produces parts for the automobile industry. The company has several patents on parts that fit in the brake assembly of nearly all domestic and foreign cars. Each year, the company produces 3 million parts that it ships to assembly plants throughout the world. To produce the parts, Brako runs three shifts with about 40 workers on each shift.
The supervisors for the three shifts (Art, Bob, and Carol) are experienced employees, and each has been with the company for more than 20 years. The supervisors appear satisfied with their work and have reported no major difficulty in supervising employees at Brako.
Art supervises the first shift. Employees describe him as being a very hands-on type of leader. He gets very involved in the day-to-day operations of the facility. Workers joke that Art knows to the milligram the amount of raw materials the company has on hand at any given time. Art often can be found walking through the plant and reminding people of the correct procedures to follow in doing their work. Even for those working on the production line, Art always has some directions and reminders.
Workers on the first shift have few negative comments to make about Art’s leadership. However, they are negative about many other aspects of their work. Most of the work on this shift is very straightforward and repetitive; as a result, it is monotonous. The rules for working on the production line or in the packaging area are all clearly spelled out and require no independent decision making on the part of workers. Workers simply need to show up and go through the motions. On lunch breaks, workers are often are heard complaining about how bored they are doing the same old thing over and over. Workers do not criticize Art, but they do not think he really understands their situation.
Bob supervises the second shift. He really enjoys working at Brako and wants all the workers on the afternoon shift to enjoy their work as well. Bob is a people-oriented supervisor whom workers describe as very genuine and caring. Hardly a day goes by that Bob does no post a message about someone’s birthday or someone personal accomplishments. Bob works hard at creating camaraderie, including sponsoring a company softball team, taking people out to lunch, and having people over to his house for social events.
Despite Bob’s personableness, absenteeism and turnover are highest on the second shift. The second shift is responsible for setting up the machines and equipment when changes are made from making one part to making another. In addition, the second shift is responsible for the complex computer programs that monitor the machines. Workers on the second shift take a lot of heat from others at Brako for not doing a good job.
Workers on the second shift feel pressure because it is not always easy to figure out how to do their tasks. Each setup is different and entails different procedures. Although the computer is extremely helpful when it is calibrated appropriately to the task, it can be extremely problematic when the software it uses is off the mark. Workers have complained to Bob and upper management many times about the difficulty of their jobs.
Carol supervises the third shift. Her style is different from that of the other at Brako. Carol routinely has meetings, which she labels trouble-shooting sessions, for the purpose of identifying problems workers are experiencing. Any time there is a glitch on the production line, Carol wants to know about it so she can help workers find a solution. If workers cannot do a particular job, she shows them how. For those who are uncertain of their competencies, Carol gives reassurance. Carol tries to spend time with each worker and help the workers focus on their personal goals. In addition, she stresses company goals and the rewards that are available if workers are able to make the grade.
People on the third shift like to work for Carol. They find she is good at helping them do their job. They say she has a wonderful knack for making everything fall into place. When there are problems, she addresses them. When workers feel down, she builds them up. Carol was described by one worker as an interesting mixture of part parent, part coach, and part manufacturing expert. Upper management at Brako is pleased with Carol’s leadership, but they have experienced problems repeatedly when workers from Carol’s shift have been rotated to other shifts at Brako.
Based on the principles of the Situational Leadership Model, assess each shift supervisors approach to leading their shift employees. Outline the process you must take in the situational leadership model as part of your assessment.
Use the powerpoints examples
The situation Leadership model. Explains the optimum interaction style for leaders to engage in when dealing with different followers.
Step 1- Understanding different followers
Step 2- Understanding the varying leader behaviors
Step 3- Process to determine which behavior suits the followers
Follower readiness: A followers' ability and willingness to accomplish a particular task.
R1: Unable and unwilling (or insecure)- Low readiness
R2: Unable but willing (or confident)- Moderate readiness
R3: Able but unwilling (or insecure)- Moderate readiness
R4: Able and willing (or confident)- High readiness
Four types of behaviors based on two dimensions:
-Task behaviors: The extent to which the leader spells out the responsibilities of an individual group.
(e.g. telling people what to do, how to do it, when to do it, and who is to do it) Directive behaviors. What to do.
-Relationship behaviors: How much time the leader engages in two-way communication.
(e.g. listening, encouraging, facilitating, clarifying, explaining why the task is important, and giving support)
S1: Directing Style High task (directive), low relationship (supportive). Leader focused on communication of goal achievement, and spends a smaller amount of time on being supportive. Leader gives instructions and supervises carefully.
S2: Coaching Style High task (directive), high relationship (supportive). Leader focuses on achieving goals but also the socioemotional needs. Requires encouragement and soliciting follower input.
S3: Support Style Low task (directive), high relationship (supportive). Leader does not focus exclusively on goals but uses supportive behaviors that bring out followers skills around the goal to be accomplished.
S4: Delegating Style Low task (directive), low relationship (supportive). Leader offers less goal input and social support, letting followers take responsibility for getting the job done the way they see fit.