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CHAPTER QUESTION 2: DESCRIBE DIFFERENT TECHNIQUES FOR MANAGING
GO-GETTERS, FENCE-SITTERS, AND ADVERSARIALS.
BACKGROUND
oEmployee engagement contributes to, but does not necessarily require, employee
empowerment.
oEngagement is an emotional connection to the job task, work unit, or
organization.
oEmpowerment refers to giving employees decision making authority, which can
be further solidified with an ownership stake in the organization.
oReview the “BEST PRACTICE IN USE” exhibit, which provides a list of empowerment
mechanisms implemented by Whole Foods Market.
WHO TO EMPOWER
oNot all employees want to be empowered, nor should all employees be empowered.
oBeing ethical and fair does not mean that every employee must be empowered. Each
employee has different capabilities and attitudes toward work.
oBeing fair means providing all employees with the opportunity to be empowered based
on meeting certain workplace criteria.
oSome managers mistakenly design systems to control for under-performing employees
and, in the name of fairness, impose the same control system on all employees.
oWhen this happens, some of the best performers quit for employment with an
organization that will treat them with the respect they deserve.
oManagers need to treat their best performers differently, such as providing them
with more autonomy and decision-making authority, than other employees— they
have earned it.
oProvide greater decision-making authority to under-performing employees only
after they meet or surpass expectations.
oMany organizations have three types of employees in terms of workplace attitudes and
behaviors:
1. Go-getters, who are fully engaged with the work experience
2. Fence-sitters, who put in a good day’s work for a good day’s pay
3. Adversarials, who have an unfavorable attitude to both the nature of work and
authority
oReview EXHIBIT 10.5 “Workplace Attitudes and Behaviors” which summarizes these
three types of employees.
oGo-getters are task-oriented employees with a “can-do” attitude. They enjoy working, are
proactive, and appreciate new challenges.
oEmpower go-getters by giving them freedom and autonomy, new challenges, and
leadership positions; praise them and give them extra rewards.
oEmpower go-getters to work with fence-sitters and adversarial employees.
Go-getters can teach fence-sitters easier ways to perform their work tasks and
offer adversarial employees a more constructive way to frame organizational
events and apply their energy.
oFence-sitters meet managerial expectations and go no further. They consider a job as a
necessary burden to pay expenses. Fence-sitters put in a solid work effort and meet
performance expectations because they do not want to be fired.
oEmpower fence-sitters only under restricted conditions. Challenge fence-sitters by
continually increasing performance expectations. The more that is expected of
fence-sitters, the more they will accomplish.
oSeparate fence-sitters from adversarial employees, who typically try to distract
fence-sitters from putting in a good day’s work.
oAdversarial employees do not like work and possess negative attitudes toward others,
particularly managers and go-getters, often slack off when not under managerial
observation and encourage fence-sitters to do likewise, view manager as the enemy and
criticize managers whenever possible.
oDo not empower adversarial employees.
oInstead, confront and discipline adversarial employees. Otherwise, they will not
change their attitudes or behaviors.
oSometimes an employee is adversarial because the job fit is inappropriate. In this
case, assign the adversarial employee to a different task, workgroup, or manager.
oClosely supervise adversarial employees, because they cannot be trusted to act
with the organization’s best interests at heart.
oDocument the behavioral impacts of their negative attitudes, such as failure to
cooperate with managers or go-getters.
oRequire that adversarial employees receive counseling through the organization’s
EAP program to get at the root of their negative work attitude, which may be
grounded in childhood experiences.
oGive adversarial employees an opportunity to change by a jointly determined
deadline and dismiss them if the agreed upon change does not occur. Some
reformed adversarial employees are very grateful for being given another chance.
oAdversarial employees have leadership skills, though they are currently directed
toward the wrong ends.
DISCUSSION ACTIVITY
Have students estimate the percentage of employees they knew at their current or previous job,
or organization membership, that were (a) go-getters, (b) fence-sitters, and (3) adversarial. Did
managers do anything special for go-getters so that the go-getters felt appreciated? How were
adversarial employees managed? How would you have managed the adversarial employee?
Why?
MEASURING A MANAGER’S EMPOWERMENT BEHAVIORS
oReview the wide range of management behaviors that can foster employee
empowerment, which appear in EXHIBIT 10.6 “Empowering Behaviors Survey” as a
survey instrument for evaluating a direct supervisor’s use of empowerment techniques.
DISCUSSION ACTIVITY
Have students complete the “Empowering Behaviors Survey” in Exhibit 10.6 for a current or
previous supervisor, or organization membership leader. What were the supervisor’s strengths?
What were the supervisor’s weaknesses? What would the supervisor need to do to transform the
lowest score item into a strength? Discuss the results in small groups.
CHAPTER QUESTION 3: WHAT IS THE TEAM PROBLEM-SOLVING PROCESS?
WHAT ARE ITS ADVANTAGES?
EMPOWERING EFFECTIVE TEAMS
oEvery work unit is a team or small community.
oConversely, the most effective teams consist of members who:
o(1) trust one another
oConflict is normal in both simple and complex organizations. Highly engaged and
committed employees will disagree about the best way to manage a situation.
oThe “pinch theory” technique is a useful tool for preventing team conflicts from
oStep 1: Party calling the “pinch” (conflict) goes first
oStep 2: Second party repeats the information
oThe team problem-solving process below helps access each member’s unique
knowledge—introverts as well as extroverts—and generate solutions with the highest
likelihood of achieving superior performance.
4) Clarify individual solutions. Each team member explains his or her solution in
greater detail and responds to clarifying questions. The solutions are not judged as
5) Brainstorm. For three minutes, team members should spontaneously propose as
many solutions as possible, no matter how odd or impractical they might initially
6) Group and prioritize solutions. As a team, organize the list of potential solutions
according to common themes and prioritize them according to the greatest
7) Play devil’s advocate. Assign one team member the role of devil’s advocate. This
person should state all the reasons why the highest priority solution is likely to
8) Implement and monitor. Have teams implement high-priority solutions that fall
within the boundaries of their authority, and monitor the outcomes. Team
DISCUSSION ACTIVITY
Have students experience the problem-solving process by focusing on an experience they have
shared, such as this class. The problem statement can be: Every class is imperfect and in need of
continuous improvement. How can the professor improve this class?
Then direct the students through the remaining 7-step problem-solving process: individually list
solutions to improve the class, share solutions in small group, brainstorm other possible
solutions, group and prioritize the solutions, someone play’s devil’s advocate, and then more
fully develop the solution to share with the professor in terms of potential implementation.
END OF DAY TOTAL QUALITY MANAGEMENT PROCESS
oSet aside 10 to 15 minutes at the end of every day for teams to process the events that
occurred during the day and make preparations for managing any ongoing problems the
following day.
oOrganize daily reflections where each employee shares the information below about the
work day. Have one employee address all five issues and then the next employee does
likewise.
1. A performance accomplishment or satisfaction experienced
2. A problem that arose
3. How the problem was solved
4. A lesson learned from the accomplishment or problem that might benefit other
team members
5. A problem that still needs to be addressed
ADDITIONAL QUESTION 1: WHAT IS OPEN BOOK MANAGEMENT?
oEmpowering employees requires giving them the information they need to make
o“Open Book” means what the term implies – opening the financial books to all
oTrusting nonmanagement employees with previously confidential financial and
oReview the TIPS AND TECHNIQUES “Open Book Management” exhibit
DISCUSSION ACTIVITY
Would open book management work in your current or previous place of employment, or
organization membership? Why? How would other employees react to this opportunity?
CHAPTER QUESTION 4: HOW WOULD YOU DESIGN AN APPRECIATIVE INQUIRY
WORKSHOP TO ACHIEVE SUPERIOR CUSTOMER SERVICE?
APPRECIATIVE INQUIRY
oA key task for managers is to empower employees by aligning employee strengths with
oAppreciative Inquiry is a team-based management technique that focuses on the
oAppreciative Inquiry is a particularly powerful method for aligning fence-sitters and
oAppreciative Inquiry is a four phase process, employees:
oidentify organizational processes that work well (discover)
APPRECIATIVE INQURY WORKSHOP
oAn Appreciative Inquiry workshop can be designed to empower employees to achieve
superior customer service based on organizational strengths.
oStep 1: Individually reflect on superior customer service [Discover]. Each
employee independently responds to the following prompts:
Describe a situation when you received superior customer service.
Describe a situation when you provided superior customer service.
Describe a situation when a co-worker provided superior customer
service.
Describe other ways the organization has provided superior customer
service.
Describe other ways the organization can provide superior customer
service.
What changes would have to be made in the organization to achieve this?
oStep 2: On a small team, determine the essential elements of superior customer
service.
Each team member presents situations when he or she received superior
customer service, provided superior customer service, and observed others
in the organization providing superior customer service.
As a team, list the most important elements mentioned in these stories that
enabled employees to achieve superior customer service (e.g., “The
common themes in these stories are x and y.”). Share these elements with
the larger group
oStep 3: Develop a collective vision of what is needed to achieve superior
customer service [Dream].
Each team member describes other ways the organization can provide
superior customer service and changes that would have to be made to
accomplish this. For instance, “We could provide superior customer
service if we did x and y.”
As a team, develop a compelling image of how the organization can
achieve superior customer service in the future. Share this image with the
larger group.
oStep 4: Create a draft of a new organizational mission statement that emphasizes
superior customer service at every level of operations.
Each team member independently composes a one-sentence mission
statement and presents it to the team.
As a team, achieve consensus on a one-sentence mission statement that
meets the following four criteria, and share the mission statement with the
larger group:
Is it desired? Would you want it?
Is it stated in affirmative and bold terms?
Is it clear and achievable?
Does it stretch and challenge the organization in a desired
direction?
oStep 5: Determine the organization’s current “positive core.”
Each team member independently determines two or three core aspects of
the organization that already support the mission statement and superior
customer service. For each aspect, provide an example. For instance, “We
are already good at doing x and y.”
As a team, reach consensus on the core aspects. Share the core aspects,
and examples, with the larger group.
oStep 6: Make personal commitments [Design].
Each team member independently lists what he or she will do more of, or
differently, to deliver superior customer service. For instance, “I promise
to do x, and y.”
Share this information with team members and hold each other
accountable.
Share these commitments with the larger group.
oStep 7: Make organizational action recommendations.
Each team member recommends initiatives for how the organization can
achieve superior customer service. How can the vision and image (Step 3),
mission statement (Step 4), current strengths (Step 5), and personal
commitments (Step 6) become a highly-integrated reality?
As a team, further develop these recommendations and share with the
larger group.
oStep 8: Have management follow up [Destiny].
As an example of superior customer service and accountability, managers
commit to providing feedback on this information within a reasonable
timeframe.
DISCUSSION ACTIVITY
Have students experience an Appreciative Inquiry workshop based on improving customer
service for an organization they share in common, such as the college or School of Business.
Begin by having students independently answer the questions below and then follow the 8-step
Appreciative Inquiry workshop format.
1. Describe a situation why you received superior customer service from the school.
2. Describe a situation why you provided superior customer service to another student.
3. Describe other ways the organization has provided superior customer service.
4. Describe other ways the organization can provided superior customer service.
5. What changes would have to be made in the organization to achieve this?
CHAPTER QUESTION 5: DESCRIBE HOW TO IMPLEMENT A SCANLON-TYPE
GAINSHARING PLAN.
oEmployees can also be empowered to behave as managers and owners by providing
financial incentives that reward them as if they were managers and owners.
oScanlon-type gainsharing plans empower employees by delegating institutional
responsibility and accountability for improving operations to employee teams.
oWork unit teams elicit, evaluate, and implement continuous improvement
suggestions, and receive financial rewards for surpassing historical performance
standards.
oCost savings are then shared between the organization and its employees based on
an agreed upon formula.
oThe five elements of a Scanlon-type gainsharing plan are gainsharing coordinator,
suggestion system, gainsharing team, review board, and group based financial bonus.
oGainsharing coordinator. The gainsharing coordinator is responsible for
managing the gainsharing system. The coordinator is typically a go-getter
nonmanagement employee or human resources manager. Nonmanagement
employees tend to trust the gainsharing system more if a member from their group
is managing the system. Gainsharing coordinator duties include managing the
suggestion system process, training team members, attending team meetings, and
maintaining records. This can be a full-time position or amended to an employee’s
current job duties.
oSuggestion system. Employees submit written suggestions to the gainsharing
coordinator on how to improve efficiency, reduce costs, and increase revenue. The
suggestions are listed in a log book or computer file and sent to the appropriate
work team.
oGainsharing team. A gainsharing team consists of either all nonmanagement
employees in the work unit or work unit representatives voted to the team.
Organizations with small work units tend to put everyone on a gainsharing team,
whereas larger work units vote for representatives. The teams can be defined in
terms of job tasks (nurses on one team, facilities employees on another team) or
location (everyone on the third floor of a hospital). Teams meet weekly or
monthly to review suggestions and brainstorm solutions. The teams have a
monthly budget to implement suggestions that fall within their domain.
Suggestions that exceed the team’s monthly budget, or that impact other work
units, are forwarded to a review board.
oReview board. The review board consists of one representative from each
gainsharing team, the gainsharing coordinator, and relevant managers. The
nonmanagement representatives report on the changes their teams implemented
and respond to questions. They also present suggestions that exceed their monthly
budget allocations or impact other work units. Review board members reach a
consensus on whether to implement these more costly or inter–work unit
suggestions.
oGroup based financial bonus. A group-based financial bonus calculation is
devised that compares projected costs and actual costs for a given period of time,
usually a month. The projected costs are based on historical performance, usually
an average of the previous three years. The cost calculation can be very broad
(e.g., the total value of goods and services divided by labor costs) or narrow (e.g.,
electricity costs divided by labor costs). When actual costs are lower than the
projected historical cost, the financial difference is shared between the employees
and organization, typically on a 50/50 ratio.
Half of the nonmanagement employees’ share is then distributed as a
bonus for that month. The other half of the nonmanagement employee
share is set aside in a year-end reserve pool that accounts for months
where actual costs exceed projected historical costs. Any amount
remaining in the reserve pool at the end of the year is then distributed
among the nonmanagement employees.
DISCUSSION ACTIVITY
Have students design a gainsharing plan for the college, Business School or employer to reduce
energy consumption. As part of the plan, include answers to the following questions:
1. Who should be the gainsharing coordinator?
2. How would you set up the suggestion system?
3. Who should be put on gainsharing teams (everyone or representatives)?
4. Who should be on the Review Board?
5. How should the group-based financial bonus be constructed?
