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Question;Case Study 1: Individual Level of AnalysisYou are to review and analyze a case study that describes the effect of individual characteristics and behavior (individual level of analysis) on organizational performance and effectiveness. You will also propose recommendations for change and improvement.The case, "Reach for the Stars?Developing Salespeople, Achieving Organizational Success," describes critical observations and incidents concerning employee (manager and worker) characteristics and behavior, and their effects on employee and performance organizational effectiveness.You must do the following:Identify and analyze the critical incidents (problems, situations, issues, and consequences) in the case that influenced individual and organizational performance and effectiveness.Make appropriate recommendations to improve any problems, meet challenges, and take advantage of opportunities.The discussion and analysis should be based on concepts, theories, and research related to organizational behavior at the individual level, and therefore should address sources and topics covered in the readings and learning activities for Weeks 1-3 (i.e., individual ability, biographical, demographic, and cultural characteristics, personality and emotions, values and attitude, motivation, and perception). In addition to evidencing an understanding of material covered in resources assigned and examined in Weeks 1-3, you must use at least one additional reference.Your responses will include:identification and explanation of all relevant concepts and theories, using examples where appropriatean explanation of the specific characteristics, incidents and/or situations in the case that addresses the concepts or theoriesanalysis of the relevance of identifying and better understanding individual characteristicsanalysis of pros and cons of key incidents or situations (i.e., what are the drawbacks and/or positives associated with the situation as it related to individual performance and/or organizational productivity and effectiveness?)specific recommendations to address problems, challenges, and opportunities, and a proposed follow-up or evaluationRequired Formatting of Paper:This paper should be double-spaced, 12-point font, and between three to four pages in length excluding the title page and reference page.Title page with your name, the course name, the date, and the instructor?s name.Use at least one reference other than the course material.Use APA formatting for in-text citations and reference page. You are expected to paraphrase and not use quotes. Deductions will be taken when quotes are used and found to be unnecessary.Submit the paper in the Assignment Folder.Note: Professors may use the case below or select another case that focuses on OB at the individual level of analysis. This case was designed and developed for BMGT 464 from original and adapted sources.Case Study 1Reach for the Stars?Developing Salespeople, Achieving Organizational SuccessAs he read the email from his company's CEO, Ravi Verghese rolls his eyes and whispers to himself, "Oh boy, here we go again?.":To celebrate PRME's fortieth year in business, and our successful customer expansion from "seniors" to all ages served by a burgeoning sports and active lifestyle market through our new PRMESport line, I invite you, our invincible, "take-charge" marketing and sales units, to REACH FOR THE STARS! The goal is to increase PRMESport sales by 10% by the end of this year?.Ravi, sales director at New Jersey-based Providence Rehabilitation and Medical Equipment (PRME, or "Prime" as employees liked to say) remembers all too well the challenges he and his coworkers weathered 18 months ago when PRME expanded its product line from aging-related to sports injury-related medical supplies and equipment. The new products are branded PRMESport, developed to grab a share of a fast-growing medical and rehabilitation supply and equipment market segment. To achieve this, PRME bought a small, thriving manufacturing enterprise created by a couple of sports orthopedic surgeons?however no salespeople came with the acquisition. PRME executives decided to up-skill and retrain its existing sales force?"no sales associate will jobs will be lost because of PRMESport," they reassured?rather than recruit additional people. Ravi, whose stellar sales performance caught the attention of company executives, was promoted to director of the sales unit, a group of twenty-five people. Task one, executives said, is to reorganize the unit, establishing self-managed teams to penetrate the new market segment rapidly, efficiently, and effectively.In spite of Ravi's initial eye-rolling reaction to the CEO's email, he rereads the message with an open mind and restored positive attitude. We can do this, Ravi acclaims. Bottom line, he is grateful that at age 35?young for a PRME senior manager?he has the opportunity to hone new management skills, focus more on his interest in strengthening PRME's human/intellectual capital, solve harder problems, and do his part to make his organization a top competitor. He was proud to work for PRME. The company's rags-to-riches founder, James Cleavon Jefferson, who started the business in a rundown New Jersey warehouse with Chapter 8 support in 1974 and grew it into today's well-respected, successful global supplier, serves on the board as a conscience to the new owner, a multinational company. Ravi's own hard working parents, immigrated from southern India to the US, opening a family-run restaurant in Trenton?also with Chapter 8 help?that flourished in their diverse community.While he loses no time moving forward with a strategy to reorganize into self-managed teams, he's determined to know more about the individual associates that make up his sales force before making final decisions. Right off, he conducts an all-hands meeting to brief the unit on the impending reorg, and, under the circumstances, he thinks it went well. Ravi's known as a straight shooter and consensus builder, although rapid company growth, headquarters relocation, top-down pressure to implement an electronic enterprise data system, along with increased travel to meet new customer needs, are taking a toll on the sales staff. He needs to identify and tackle?individual by individual?PRME's sales force "softspots" (his gentle way of saying "weak links") before forming teams, hoping to optimize human capital and meet?hey, maybe exceed!?the CEO's sales goals.After reviewing annual appraisals and quarterly reviews, talking to trusted senior sales associates who report directly to him, examining statistical reports sales records, observing the unit's daily activities, and collecting his thoughts and checking his instincts (his MBTI "N" makes this easy), Ravi's can-do enthusiasm is tempered by reality. He calls his close colleague and friend, Portia Kingston, a fellow MBA student at Rutgers, presently teaching organizational behavior at a college in Boston, to advise him on where to begin. Portia laughs saying he surely knows how to manage the reorg from reading the first five chapters of her just-published OB e-textbook! Always an appreciator of Portia's sharp wit, dynamic intelligence, ambition, and immigrant roots and experience (she was born in Jamaica), Ravi laughs too, congratulating his friend on her publication and promising to download the information as soon as they hang up. "Seriously," Portia continues, "look at the stuff on analyzing?by that I meanunderstanding better?the individuals in your unit. Get a handle on how they act, what they do ordo notdo?in other words, on their behavior within the organization. For example, my friend, examine learning styles, generational, demographic, cultural and faultline factors, and the role of perception, attribution, personality, motivation, emotion, values, attitude, and ethics." "Will do, Portia. And thanks a million," Ravi signs off, deciding to begin with his notes and records on the lowest sales performers, described below.TomMid 50sIntroverted, yet good listener, speaking up when proddedJokes about being "the token old white guy"Over lunch recently shared his resentment about PRME's latest "bonus" programs, employee wellness and counseling, and sales incentive awards, sales incentive awards, free gym memberships and Knicks ticketsNot a natural networker, can be temperamental, moodyMore than held his own in company until higher tech systems introducedLast couple of years, productivity flat linedLydiaLate 20sCut sales teeth in pharmaceutical salesGun-ho when hired, exceeded sales goalsPassionate marathonerProactive, confident, ambitious, competitiveBristled when company implemented more formal HR policies regarding work hours, telecommuting, regular staff meetings, and dress code performance began to falterJamalMid 20sJames Jefferson's grandsonStar athlete in collegeOutgoing, thrives on immediate interactionWell educated, razor sharp mind, gifted sales communicatorConsistently falls behind in record keeping, customer data collecting, and monthly reportsCarmenLate 50sWorked up through the ranks at PRME, starting as an admin temp when PRME first foundedSuperb customer service skills, widely recognized as solid organizational citizenWarm, convivial, conciliatory?"Oh, ask Carmen to handle that customer's complaints?she never says no"Quick learner?consciously compensates for no college educationIncreasingly heavy care-taking responsibilities of extended family resulting in absenteeism, frequent rescheduling, declining productivity and performanceBradEarly 40sPromising engineering-oriented career selling precision medical equipment and service in Iowa before moving "back East" with a young family because his spouse got an coveted promotion in VP at a large hospitalHired two years ago, just before company announced the PRMESport acquisitionGood naturedly teased by co-workers about being a "techie geek"Strong work ethic, conscientious, though takes full advantage of PRME's work-life balance optionsOverly meticulous, uncomfortable dealing with big picture concepts, strategy, ambiguity, and rapid changeStruggled to get a foothold with new product line?"I assumed I'd be working more with customers through the new software system than cold calling and pounding the pavement?."Rubric for Individual Level of AnalysisCriteriaExemplaryAccomplishedDevelopingBeginningMinimumBelow Standards43.22.41.60.80Identified concept and/or theoryIdentified, analyzed, constructed, and interpreted at least three concepts and at least one theoryIllustrated and analyzed three concepts and/or theoryDescribed and illustrated three conceptsIdentified and described two conceptsIdentified one concept with no descriptionDid not identify concept or theory43.22.41.60.80Explained critical incident in the case study that maximized employee contribution (Incidents must be related to individual characteristics and behaviors in which the organization's performance is impacted)Interpreted, analyzed, and evaluated three incidentsAnalyzed and synthesized three incidentsInterpreted and analyzed at least three incidentsDescribed and interpreted at least two incidentsDescribed at least one incidentDid not describe any critical incidents43.22.41.60.80Analyzed the pros and cons of one critical incident relating to individual-level productivityDebated, formulated, and interpreted pros/cons by writing examples of individual-level productivity translated from at least three incidents in the case studyFormulated, debated, and wrote pros/cons by translating individual-level productivity from a critical incident in the case studyDebated, constructed, and wrote pros/cons by expressing individual-level productivityDebated and constructed the pros/cons without recognizing individual-level productivityDescribed and analyzed pros/cons without recognizing individual-level productivityDid not analyze pros and cons43.22.41.60.80Constructed and wrote recommendations to improve individual performance and/or organizational effectivenessAnalyzed, constructed, formulated, and justified recommendations from at least three critical incidents in the case studyAnalyzed, constructed, and formulated recommendations from at least two critical incidents in the case studyAnalyzed, debated, and constructed at least two recommendationsIllustrated, distinguished, and composed at least two recommendationsConstructed and illustrated at least one recommendationDid not construct and write any recommendations43.22.41.60.80Demonstrated use of mechanics, grammar, and appropriate reference citations/APA format and lengthDescribed, composed, constructed, and formulated entire case study, answers are without grammatical errors, demonstrated strong APA format and good flow, writing is exceptionally concise and well organized, two reference citations other than textFormulated a document without grammatical errors, used proper APA format and page length, but has minor problems with flow of paper, one reference citation other than textConstructed all answers, but has a few grammatical errors, flow and format problems, one reference other than textComposed documents, but has moderate amount of grammatical errors, flow and format problems, and page length not met, one reference citation other than textDescribed issue, but content has a large number of errors and format problems, did not meet page requirements, one reference citationDid not use mechanics and/or APA formatGroup Research Project: Case Study 2?Group Level of AnalysisThis assignment is a group project. It will assess your and your study group's knowledge of the effect of group behavior on organizational performance and effectiveness. It also will examine your critical thinking and writing skills within a collaborative team environment. Your team will be created under Study Groups, and where all collaboration will take place. You must read the case titled "Going Global: What Does it Take to Make Cross-cultural Teams Successful?", identify and analyze key problems, challenges, and opportunities in the case, and make recommendations for solving the problems and challenges. Recommendations and analysis should address OB issues focusing on the group level of analysis, and should be based on information from Chapters 8-11 and portions of Chapters 12 (as designated in the Course Schedule), and two outside references.Instructions:Read assigned material for Weeks 4, and 5. Research relevant, credible, well founded outside materials to support analysis.Document and evaluate strategies or interventions that the organization could use to solve problems and enhance team performance and effectiveness.Propose and evaluate recommendations for ongoing improvements to organizational performance and success.Evaluate each of your fellow team members' contribution and performance using a structure performance measure (use the attached peer evaluation form/rubric).Your group project case analysis report should use the following format:Summary of the case backgroundIdentification, analysis, and discussion of problems, challenges, and opportunitiesProposed recommendations and solutionsMake sure you thoroughly identify, explain, and analyze the key concepts, theories, issues, and problems in the case. Your analysis and recommendations should show mastery of the course subject and good critical thinking skills.DeliverableYour paper should be four typed, doubled-spaced pages in length.You should use appropriate APA-style citations and proper report writing style, including headings and subheadings.You are expected to paraphrase and not use quotes. Deductions will be taken when quotes are used and found to be unnecessary.Case Study 2, BMGT 464Going Global: What Does it Take to Make Cross-cultural Teams Successful?PetGourmand, a second generation, family-owned Memphis-based company with about 200 employees, develops, manufactures, and sells nutritious, gourmet food products for pets. PetGourmand is a low-tech, hands-on, bricks and mortar company with solid brand recognition, an impeccable reputation for high quality and ethical standards and processes, older work force (average employee age is late 40s), low staff turnover, impressive record of speedy state and federal new-product approvals, and solid working relationships with their veterinary and pet-owner customers. For the most part the company plays up the PetGourmand as a close "family," although the organization's structure is hierarchical with fairly rigid management divisions and reporting policies. Research, manufacturing, and sales and marketing operate in traditional fashion, with employees reporting to supervisors or mid-level managers. By the 1990s, sales and distribution grew from Tennessee into a regional market, establishing a competitive advantage throughout the US South. Then came the Great Recession. As customers lost jobs, and small business profits, such as veterinary practices dipped, the demand of "fancy cat food," as one PetGourmand lab technician said, seemed to disappear overnight. By the time Bon Vivant Specialities contacted PetGourmand's CEO about acquiring PetGourmand, the writing was on the wall.Bon Vivant Specialities (BVS) is a large Chinese-owned manufacturer and distributor of gourmet food and beverages, headquartered in Hong Kong.Manufacturing plants operate in main land China, and the company has additional offices in Europe and Australia. By acquiring the smaller, well-respected PetGourmand, BVS aims to diversify and expand its consumer base by including products tailor-made to meet market projections of a customer upsurge in healthy, gourmet pet foods and treats. Given the availability of telecommunications technology (software and hardware), and BVS's current expertise and use of such technology, geography and location should not be an insurmountable issue. PetGourmand employees, on the other hand, are dispirited about the acquisition, and anxious about "working for foreigners," downsizing, less face-to-face interaction, language differences, and more electronic systems put into place.To make matters worse, recent news media have printed stories about tainted pet food made by other companies inChina. Employees fear loss of product quality and damage to PetGourmand's reputation.BVS has told PetGourmand workers that?for now?most employees will be retained. However, all employees will be evaluated, and reassigned and integrated into BVS's existing, and to-be-formed-as-needed, work teams, a key component of BVS's flat, smoothly efficient organizational structure. BVS's management staff, scientists, and sales professionals tend to be tech-savvy, culturally diverse, young-to-middle age (ages 25 to mid-forties), bi-lingual, ambitious, self-directed, accustomed to working remotely, and clearly focused on the company?s commercial success. BVS?s Harvard-educated CEO, Daniel Chinn, supports increasing the company's competitive edge by "discovering and developing individual potential through group collaboration and team synergy," and is known to be an enthusiastic supporter of job training and career growth beginning from his days as a brilliant, hard-driving MBA student.He's eager to move forward on the integration of "PetGourmand's greatest asset?it's knowledge rich, experienced workers."Rubric for Group Level of AnalysisCriteriaExemplaryAccomplishedDevelopingBeginningMinimumBelow Standards43.22.41.60.80Identified concept and/or theoryIdentified, analyzed, constructed, and interpreted at least three concepts and at least one theoryIllustrated and analyzed three concepts and/or theoryDescribed and illustrated three conceptsIdentified and described two conceptsIdentified one concept with no descriptionDid not identify concept or theory43.22.41.60.80Explained critical incident in the case study that maximized employee contribution (Incidents must be related to individual characteristics and behaviors in which the organization's performance is impacted)Interpreted, analyzed, and evaluated three incidentsAnalyzed and synthesized three incidentsInterpreted and analyzed at least three incidentsDescribed and interpreted at least two incidentsDescribed at least one incidentDid not describe any critical incidents43.22.41.60.80Analyzed the pros and cons of one critical incident relating to individual-level productivityDebated, formulated, and interpreted pros/cons by writing examples of individual-level productivity translated from at least three incidents in the case studyFormulated, debated, and wrote pros/cons by translating individual-level productivity from a critical incident in the case studyDebated, constructed, and wrote pros/cons by expressing individual-level productivityDebated and constructed the pros/cons without recognizing individual-level productivityDescribed and analyzed pros/cons without recognizing individual-level productivityDid not analyze pros and cons43.22.41.60.80Constructed and wrote recommendations to improve individual performance and/or organizational effectivenessAnalyzed, constructed, formulated, and justified recommendations from at least three critical incidents in the case studyAnalyzed, constructed, and formulated recommendations from at least two critical incidents in the case studyAnalyzed, debated, and constructed at least two recommendationsIllustrated, distinguished, and composed at least two recommendationsConstructed and illustrated at least one recommendationDid not construct and write any recommendations43.22.41.60.80Demonstrated use of mechanics, grammar, and appropriate reference citations/APA format and lengthDescribed, composed, constructed, and formulated entire case study, answers are without grammatical errors, demonstrated strong APA format and good flow, writing is exceptionally concise and well organized, two reference citations other than textFormulated a document without grammatical errors, used proper APA format and page length, but has minor problems with flow of paper, one reference citation other than textConstructed all answers, but has a few grammatical errors, flow and format problems, one reference other than textComposed documents, but has moderate amount of grammatical errors, flow and format problems, and page length not met, one reference citation other than textDescribed issue, but content has a large number of errors and format problems, did not meet page requirements, one reference citationDid not use mechanics and/or APA formatPeer EvaluationEach of you will evaluate your own participation and the participation of each member of your group. The evaluation will include a chart or form that provides for a quantitative evaluation of each group member. Additionally, you will be asked to write a few paragraphs to support your quantitative evaluation. The instructor will use this information to award a grade for participation in the group project.Use the form below to evaluate each member of your group.Group Member Name: _________________________________________CategoryBeginning1Developing2Accomplished3Exemplary4Total ScoreSource of conflictParticipated in regular conflict that interfered with group progress. The conflict was discussed outside of the group.Was the source of conflict within the group. The group sought assistance in resolution from the instructor.Was minimally involved in either starting or solving conflicts.Worked to minimize conflict and was effective at solving personal issues within the group.AssistanceContributions were insignificant or nonexistent.Contributed some toward the project.Contributed significantly, but other members clearly contributed more.Completed an equal share of work and strived to maintain equity throughout the project.EffectivenessWork performed was ineffective and mostly useless toward the final project.Work performed was incomplete, and contributions were less than expected.Work performed was useful and contributed to the final project.Work performed was very useful and contributed significantly to the final project.AttitudeRarely had a positive attitude toward the group and project.Usually had a positive attitude toward the group and project.Often had a positive attitude toward the group and the project.Always had a positive attitude toward the group and the project.Attendance and readinessRarely attended group meetings, rarely brought needed materials, and was rarely ready to work.Sometimes attended group meetings, sometimes brought needed materials, and was sometimes ready to work.Almost always attended group meetings, almost always brought needed materials, and was almost always ready to work.Always attended group meetings, always brought needed materials, and was always ready to work.Focus on the taskRarely focused on the task and what needed to be done. Let others do the work.Focused on the task and what needed to be done some of the time. Other group members sometimes had to nag, prod, and remind to keep this member on task.Focused on the task and what needed to be done most of the time. Other group members could count on this person most of the time.Consistently stayed focused on the task and what needed to be done. Other group members could count on this person all of the time.Group Member Total ScoreFinal Project: Organizational Level of AnalysisYou are to research and analyze the organizational performance and effectiveness of one of the organizations listed below. You will also propose recommendations for change and improvement.GoogleTargetMicrosoftWal-MartFAAFDICThe specific tasks are outlined below:Interview, if available, organizational members, research the organization's web sites, and use at least four other academic or highly respected business publications to gather information and research issues.Do a SWOT analysis on the organization.Document and evaluate strategies or interventions that the organization could use to enhance its performance and effectiveness.Propose and evaluate recommendations for improvements in the organization.The focus of the research will be on examining and analyzing OB issues at the organization-systems level. The report may address concepts, theories, and proposed solutions relating to effective human resource practices, leadership challenges, organization structural design and organization change, culture and development and their effect on organization and employee productivity, turnover, absence, satisfaction, citizenship, etc.DeliverableThe deliverable will be an eight-page, double-spaced report. The report must include a cover page and bibliography, follow APA guidelines for citation, and use one-inch margins and 10- or 12-point type. Four references other than the course material are required. You are expected to paraphrase and not use quotes. Deductions will be taken when quotes are used and found to be unnecessary.Grading Rubric for Organizational Level of AnalysisCriteriaExemplaryAccomplishedDevelopingBeginningMinimumBelow Standards64.83.62.41.20Formulated, wrote, interpreted, argued, and evaluated concepts/theories of organizational behavior that create an environment (work and organization design) that leads to high performanceFormulated, wrote, interpreted, argued, and evaluated at least three concepts/theories without relating to how they would create a high-performance environmentInterpreted, argued, and wrote at least three concepts/theories without relating to how they would create a high-performance environmentInterpreted, argued, and wrote at least two concepts/theories without relating to how they would create a high-performance environmentFormulated, argued, and wrote at least two concepts/theories without relating to how they would create a high-performance environmentFormulated at least one concept/theory without relating to how it would create a high-performance environmentDid not write concepts/theories of organizational behavior creating an environment of high performance64.83.62.41.20Analyzed, proposed, devised, and designed strategies, policies, and procedures relating to leadership challenges such as decision making, change, conflict resolution, and organizational commitment in an organization at every levelAnalyzed, proposed, devised, and designed at least three strategies, policies, and procedures relating to leadership challenges, with an example on a global levelAnalyzed, proposed, devised, and designed at least three strategies, polices, and procedures relating to leadership challenges, with an exampleProposed and devised at least two strategies, polices, and procedures relating to leadership challenges, without an exampleAnalyzed and proposed at least two strategies, polices, or procedures relating to leadership challengesAnalyzed at least one strategy, policy, or procedure relating to leadership challengesDid not analyze, propose, devise, or design strategies, polices, and procedures relating to leadership challenges64.83.62.41.20Analyzed, proposed, devised, and researchedtechniques relating to human resources policies and practices (personal selection, training and development, and performance evaluation)Analyzed, proposed, devised, researched, and evaluated at least three techniques relating to human resources on a local, national, and global levelAnalyzed, proposed, devised, and researched at least three techniques relating to human resources, without detailsProposed, devised, and researched at least two techniques relating to human resources without an example in a real-life organizationProposed, devised, and researched at least two techniques relating to human resourcesAnalyzed at least one technique relating to human resourcesDid not analyze, propose, devise, or research techniques relating to human resources64.83.62.41.20Analyzed and createdOB recommendations relating to developing a high-performing organizational cultureAnalyzed, debated, and evaluated the organizational culture to create OB recommendationsAnalyzed, debated, and evaluated the organizational culture to determine OB recommendationsDebated and evaluated the organizational culture to determine OB recommendationsAnalyzed and evaluated the organizational culture to determine OB recommendationsAnalyzed the organizational culture to determine OB recommendationsDid not analyze and create OB recommendations64.83.62.41.20Demonstrated use ofassignment instructions, mechanics, grammar, and appropriate reference citations/APA formatComposed, constructed, and formulated entire report without grammatical errors, followed all formatting and APA requirements and assignment instructions, demonstrated conciseness and excellence in writingFormulated report without grammatical errors, followed required instructions, format, and APA citation and reference requirementsConstructed report without grammatical errors, followed required format and assignment instructions, but did not fully meet reference requirementsComposed documents without grammatical errors, but did not use proper format, or reference for, requirements not fully metDescribed organizational content in writing with grammatical errors and did not follow assignment instructionsDid not use proper mechanics or APA format, or follow assignment instructions

 

Paper#52462 | Written in 18-Jul-2015

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