1. Assignment 2: set B MID -spring
Halsey McIntosh Development Program
Bernard England has been working for Hiltons for the three years following his graduation from one of
the leading graduate schools of management. His employ is a large investment and underwriting
organization. England had recently is a large investment and underwriting organization. England had
recently been made an assistant manager, with 20 recent business school graduates under his
direction. All of these assistants were enrolled in a course in corporation finance offered by the
Training Division of the firm.
After six weeks of the course, the group was given an examination. a week later, the training director
called England to ask what he wanted done with the resulting examinations. England was somewhat
surprised by the question. He asked what had been done with such tests in the past and was advised
that, as a matter of established practice, test scores are made a part of the personnel record of each
participant. Any other use of the scores is a matter for secession by the supervisor. Most supervisors,
the training director suggested, kept the examinations in their officers for possible reference in the
future. Some supervisor went over the tests with their men. The training director said that scores have
already been incorporated in the personnel records. He proposes to send the tests to England for his
use.
England recalls that when he took this same course his supervisor called him in and discussed each
question in detail. He remembers that they had some spirited arguments about some of his answers.
He still feels some sting from the arbitrary manner in which his supervisor dismissed his arguments.
He remembers also that he felt his supervisor had not kept informed of recent developments and was
somewhat outdated in his thinking. He concludes that he had better think carefully about what he
should do with the tests.
Problem : Be prepared to offer advice to England on the decision he must make. For that purpose,
consider the objectives in the course and in this Final term exam.
What action on England’s part will help to accomplish these objectives? What policy on training and
development is involved? Try to be sure that the action you recommend is consistent with sound
policy.
2. Assignment set C MID summer
Bessemer Electronics Training Program
Negotiation of a collective bargaining contract is conducted in the spring of each year. The union
proposal in 1959 included one clause that occasioned wide discussion among managers. It involved
the reporting of grades in company sponsored training courses.
The firm conducts a number of training courses, some of them offered through the cooperation of two
local colleges. Participation in these courses is optional for employees. Employees volunteer for or
request permission to take these course, most of which are given on company time. Actually,
however, employees are in effect sent into these courses by their supervisors. The latter tell
employees that they need the courses and that they will be excused from work during their
attendance at classes. In addition, the Personnel Department exerts continuing pressure on
managers, urging that they send employees into these courses to prepare them for changing
products and production processes.
The new union proposal would limit the recorded grades in such courses to pass or fail. It would
specifically prevent the Training Division or the instructor from giving out any other information about
performance in the course to anyone except the trainee.
Many managers feel outraged by the proposal. They insist that since the employee attends courses
on company time his absence is charged to the department budget the supervisor has a perfect right
to know what the employee is doing every hour of the course. They argue, also, that the provision
would interfere with the educational process by limiting the counseling function in which supervisors
could help maintain employee interest and activity in the course. They conclude that it is
unreasonable to expect supervisors to send men into these courses if full information on each student
is not continually available to the supervisor.
Union spokesmen insist that managers have already accepted the principle they are proposing. They
point to procedure in the firm’s management development program. Several managers have been
sent to Stanford, Harvard and the University of Michigan for university supplements to the in firm
program. While in these on-campus classes, they receive no grades and no report of classroom
performance, attitudes, or progress is made to the firm.
Problem : Prepare an advisory statement you could give the firm’s negotiators. What policy would
you recommend? How would you justify that policy in terms of general policy on training and
development?
3. Assignment : set A Mid Summer .Selection of Foremen at Helix
Discussions in the Monday morning meetings of the executive committee at Helix are supposed to be
strictly confidential. No one is permitted to discuss them outside the conference room. One item on
the agenda for August 21st, however, has leaked. Almost everyone in the organization has had
something to say about it.
Helix has a new president, Mr George Rachter. He has had expensive management experience and
has most recently spent two years in Europe as a part of the technical assistance mission furnished
by the United States. He was formerly vice president of a leading competitor in the industry.
On the 21st, Mr Rachter raised a question about the adequacy of the supervisory training program in
the firm. He had been studying the report on a Triple Audit survey of employee moral undertaken for
the firm by the industrial Relations Center of the University of Minnesota. The report indicated a wide
difference in employee attitudes toward the supervision of different departments. Discussion
developed the fact that, in general, employee attitude toward supervisors were most favorable in
those departments that followed a consistent of selecting foremen from among men who had
experience as union shop stewards. He wanted to know how long the practice had practice had been
followed and why. He expressed his option that such an established practice could “get back to the
union” and could easily influence men to seek steward jobs as steps toward the foreman. He felt, too,
that men who had been union stewards were likely to be prejudiced against the firm and its policies,
so they could not develop the proper loyalty toward the firm.
The industrial relations vice-presided tried to reassure him on these points. He pointed to the fact that
he had himself been a union steward in the firm before becoming a member of management. He felt
that the experience as a steward tended to develop many qualities that were helpful if not essential in
a good foreman. He was supported in these arguments by the manufacturing vice president, who
noted that two of his assistants had come up by the same route.
Mr Rachter then took the position that if steward experience provided superior training for these jobs,
something must be wrong with the supervisory training program. He proposed to look into the matter,
for he felt that part of the difficulties in American management stemmed from the lack of status given
foremen by the men who worked with them. The practice of selecting union stewards, he felt, worked
in the wrong direction. He cited with enthusiasm the European practice he had observed, nothing that
however friendly a man might have been as a fellow worker, when he was promoted to foreman, he
became “Mister” to every man in the crew. He announced that he was going to enlist the aid of a
consulting firm to audit the training program.
Some additional fire was added to the controversy when the president of the local union wrote a letter
to Mr Rachter, congratulating him on stand. The union, he said, was disgusted with the firm’s
continued hiring of stewards for foremen. Members were contributing a part of their dues every
month, he pointed out, to provide training that was subsequently used to the advantage of
management. Further, he added, the former stewards were much more hard boiled in their
interpretations of the union agreement than other foremen.
Problem : Be prepared to take sides in this controversy. Also, consider whether steward training and
experience are good in the preparation of foremen and why.
All GDs
4. Training in Employment
Evaluate the training program of the X company be comparing means of the performance recodes of
training and control groups. are the differences significant?
Manpower Training and Development
Performance Records
Control Group
Employee
At End of Week:
1
2
3
A
10
15
12
B
8
7
8
14
13
10
D
12
10
11
14
G
13
15
11
15
15
12
19
2
3
A
12
15
14
B
16
16
17
14
18
F
9
7
5
H
12
14
At End of Week
1
16
14
I
J
Employee
C
12
H
Training Group
16
D
E
15
10
8
20
G
9
9
9
15
C
16
16
19
25
10
E
F
13
9
12
14
Test of a Test
Compare the following odd even scores on the final examination of the 1 company’s sales training
program, and calculate a coefficient of reliability for the examination.
Total
Total of
Total of
Individual
Score
Odd Scores
Even Scores
A
98
48
50
B
97
40
57
C
97
47
50
D
95
46
49
E
93
45
48
F
94
50
44
G
92
42
50
H
90
45
45
I
85
40
45
J
84
44
40
K
83
40
43
L
81
41
40
M
80
38
42
N
80
39
41
O
74
36
38
P
74
34
40
Q
70
39
31
R
68
34
34
65
T
33
60
S
32
29
31
How much the test be lengthened to give reasonable assurance of a reliability coefficient of 90?
5. Transfer Back into Bargaining Unit*
The Background : An employee with almost 14 years seniority was promoted to supervisor. About six
months later, because of a decrease in the supervisory force, he was demoted into the bargaining
unit where he worker with less service.
* Employee Relations and Arbitration Report, Vol. 21, No. 24, Page 5, May 29, 1961.
The contract was silent on the seniority or job rights of supervisors promoted out of the bargaining
unit into supervisory jobs. The Union filed a grievance, charging that the employer had breached the
contract by replacing a regular employee with a supervisor.
The Issue : Did the demand supervisor retain the seniority he had acquired in the bargaining unit
before his promotion?
The Union Argues : The promotion to supervisor broke the employee’s continuity of service, thereby
depriving him of all seniority rights. Without union approval, he could not recover these rights and
return to the bargaining unit employee.
The Company Argues : The supervisor did not lose his bargaining unit seniority when he was
promoted. Seniority exists only by virtue of a contract. Once seniority is acquired by contract, it can
be taken away only by contract. Nothing in this contract deprived an employee of his seniority when
he was promoted to supervisor. Therefore, a supervisor returned to the bargaining unit retains all the
seniority he has when he left it. And because the supervisor had more seniority than the employee he
bumped, the company did not violate the contract by transferring him to a job in the bargaining unit.
Problem : Use the actual arbitration case summarized here to compare the viewpoints of managers
and union repetitive and to decide what is a reasonable solution for the issue thus presented.
6. University Training for Management Development
Mr Yale, vice president in charge of industrial relations for the Peeper Company, is beginning to
wonder if he acted too rapidly in encouraging the firm to undertake a program of management
development. He made a study of probable losses of managerial manpower during the next ten
years. That study indicates that such losses will be heavy – that the trend is upward in that about six
times as many men will probably be lost in the tenth year as in the first year. On the basis of this
forecast, Mr Yale has secured an authorization to undertake a formal management development
program.
As his first step, he asked all executives to nominate candidates for special training and preparation.
On the basis of these nominations, he has selected two men to be sent to a special university
executive development program. It is expected that, on the basis of this experience, they may
suggestions for other parts of the total management development program.
Neither of the two men thus selected wishes to attend wishes to attend the university program. They
give several reasons : 12 weeks is too long to be away from their jobs ; they are not university
graduates and will not feel at home in what is essentially a graduate school atmosphere ; they think
their absence may adversely affect salary adjustments for atmosphere : they think their absence may
adversely affect salary adjustments for them in the next year ; one of them refuses to leave his family
for such an extended period.
Problem : On the basis of this limited summary of the situation, what would you suggest to Mr Yale?
Does he simply have the wrong candidates? Are the men right in their objections? How would you
proceed?
7. The Unhappy Developee*
A district manager in a large, geographically decentralized company is notified that he is being
promoted to a policy level position at headquarters. It is a big promotion with a large salary increase.
His role in the organization will be a much more powerful one, and he will be associated with the
major executives of the firm.
The headquarters group who selected him for this position have carefully considered a number of
possible candidates. This man stands out among them in a way which makes him the natural choice.
His performance has been under observation for some time, and there is little question that he
possesses the necessary qualifications, not only for this opening but for an even higher position the
necessary qualifications, not only for this opening but for an even higher position. there is genuine
satisfaction that such an outstanding candidate is available.
The man is appalled. He doesn’t want the job. His goal, as he expresses it, is to be the “best damned
district manager in the company.” He enjoys his direct associations with operating people in the field,
and he doesn’t want a policy level job. He and his wife enjoy the kind of life they have created in a
small city, and they dislike actively both the living condition and the social obligations of the
headquarters city.
He expresses his feelings as strongly as he can, but his objections are brushed aside. The
organization’s needs are such that his refusal to accept the promotion would be unthinkable. His
superiors say to themselves that of course when he has settled in to the new job, he will recognize
that it was the right thing, and so he makes the move.
Problem : What policy can you infer from this incident? How would you forecast the outcome in
terms of both the firm and the individual?
8. Counseling on Appraisals
Bill Eagles is one of four assistant managers in the Planning Division of Jones Electronic Controls
Corporation in Baltimore, Maryland. He report to Chuck England, manager of the division. Bill has
held his present position for two years Bill and Chuck have been friends for a longer period. Both
have families, and their wives and children are frequently together. Bill’s office is one floor down,
directly below Chuck’s.
Jane’s Electronic has a program of annual appraisal for all managers. Each manager rates all those
who report directly to him, using a linear scale.
Last year was the first time Chuck had rates Bill. Chuck’s rating at that time had indicated “average”
on all qualities. This year, he has rated Bill “excellent” on quantity of work and on knowledge of the
job. He has rated “attitude toward work” as average and “capacity to develop” as average. On two
items, “initiative” and “attitude toward others, “Chuck has rated Bill as “less than average.”
Appraisal practice requires that the rater discuss the rating with each ratee. Chuck has asked Bill to
come in for a discussion of his rating.
Problem : 1. Assume that this discussion is scheduled for our next class period. Be prepared to play
the part of either Bill or Chuck in this discussion.
2.
If you see objections to this procedure, be prepared to suggest a better one (for example,
forced choice or field review) and to demonstrate its superiority.
*
(Quoted by permission from Douglas McGregor, The Human Side of Enterprise, New York :
McGraw-Hill Book Company, Inc 1960, pp. 50 – 51).
9. Deficiency in Management Skills
State University of
OFFICE MEMORANDUM
FILE : Hansen, Niels
DATE : April 14, 1958
TO
:
Files
FROM :
Professor Clyde Newcomb
RE
Program for Hansen
:
Visit today from Mr Oscar Swenson, president of swirl Clean, 4980 Cicero Avenue, Chicago, Illinois. He came
in to talk about Niles Hansen, who graduated from the Business School in 1951. Hansen majored with me in
Management. He graduated third from the top in the Class of 51. He went to work immediately in Swirl Clean
as an assistant in the Production Department. His earlier work in Engineering was helpful; he was promoted
regularly and is now Production Manager.
In 1957, Swirl – Clean employee Kusak and Associate, New York consulting firm, to conduct a management
audit. They recommended a number of charges and of great potential but is quite unsatisfactory in his present
position. They believe that he is a likely candidate for the general manager job and perhaps president if he can
overcome present limitations, but they recommend releasing him promptly if he does not take immediate steps
to remove what they regard as obvious edifices.
The consultants have discovered a great deal of evidence that indicates Neil’s simply cannot communicate
effectively. According to their report, his assistants do not understand him. The assistant’s impression of his
objectives and personal values is, in the opinion of consultants, almost 180 degrees away from the real Neil’s.
He has created an impression of coldness and ruthlessness that is widely reported among employees in the
division. That impression has been responsible for resignations of several senior employees and two assistant
managers. Niles’ reputation on this point has been reported back to several colleges, where it is creating
problems in recruitment. Within the organization, at least two members of the management group have stated
bluntly that they do not agree with Neil’s and could not work with him if he were promoted.
Mr Swenson agrees with the report of the consulting firm. He knows Niles and agrees that he is not at all the
kind of person represented by impressions of employees in his department. Mr Swenson feels that Niles is in
many respects the most competent planner and the best potential candidate for general manager available in
present planner and the best potential candidate for general manager available in present management. For
that reason, he has proposed to Niles that Niles return here to the University, on paid leave, to develop the
skills which he lacks. Mr Swenson says the firm is willing to keep Niles here for one quarter or two next year if
we can help him. I told Mr Swenson I would discuss the problem with other members of the faculty and advise
him with respect to our recommendations.
Problem : Do you think the University can do anything for Niles? Would you recommend that he come back to
the University? If so, for how long? What courses in your present curriculum would be helpful to him in
developing the skills he apparently lacks? (Consider such courses as Public Speaking, Human Relations,
Psychological Aspects of Management, Industrial Relations, and any others you might suggest from outside
your school or department or management).