Instructions & Scenario Questions Instructions Write a Case Report: 1. Read the scenarios and scenario questions. Try to filter through any unnecessary information. Think about the course content and how it applies to the case and each question; this will take researching back through the text and class lectures. Be sure to relate questions back to the concepts/theories/research you learned in OBR250. 2. Write up the responses in one document with a maximum of 5 pages SINGLE SPACED containing i Atitle page with yous full name (as it appears in blackboard) on it. The fitle page is NOT included as one of your 5 pages. i, The case questions followed by answers to each of the case questions, using full sentences, proper grammar, and spelling. Be sure to tie all answers back to concepts, theories, and processes learned in class, Plagiarism: For this assignment, you are only allowed to use the OBR250 course text and notes as a resource any other reference to, or ideas taken from, any other material are strictly prohibited for this assignment. If any content or ideas are taken from any other sources aside from the class text or notes, this constitutes plagiarism and vou will received a zero on the assignment. For further information of Sencca's plagiarism policy (which you are required to adhere to) please go here: hitp://www senccacollege ca/academic-policy/acpol-09 himl _Safe assign will be used to detect any plagiarism Scenario 1 Leadership Sandra Johnson was continuously on top of things. In school, she had always been at the top of her class. When she went to work for her uncle's shoe business, Fancy Footwear, she had been singled out as the most productive employee and the one with the best attendance. The company was so impressed with her that it sent her to get an M.B.A. to groom her for a top management position. In school again, and with three years of practical experience to draw on, Johnson had gobbled up every idea put in front of her, relating many of them to her work at Fancy Footwear. When Johnson graduated at the top of her class, she retumed to Fancy Footwear. To no one's surprise, when the head of the company's largest division took advantage of the firm's early refirement plan, Johnson was given his position Johnson knew the pitfalls of being suddenly catapulted to a leadership position, and she was determined to avoid them. In business school, she had read cases about family businesses that fell apart when a young family member took over with an iron fist, barking out orders, cutting personnel, and destroying morale. Johnson knew a lot about participative management, and she was not going to be labelled an arrogant know-it-all Johnson's predecessor, Max Worthy, had run the division from an office at the top of the building, far above the factory floor. Two or three times a day, Worthy would summon a messenger or a secretary from the offices on the second floor and send a memo out to one or another group of workers. But as Johnson saw it, Worthy was mostly an absentee autocrat, making all the decisions from above and spending most of his time at extended lunches with his friends from the Elks Club. Johnson's first move was to change all that. She set up her office on the second floor. From her always-open doorway, she could see down onto the factory floor, and as she sat behind her desk she could spot anyone walking by in the hall. She never ate lunch herself but spent the time from 11 to 2 down on the floor, walking around, talking, and organizing groups. The warkers, many of whom had twenty years of seniority at the plant, seemed surprised by this new policy and reluctant to volunteer for any groups. But in fairly short arder, Johnson established a worker productivity group, a "Suggestion of the Week' committee, an environmental group, a worker award group, and a management relations group. Each group held two meetings a week, one without and one with Johnson. She encouraged each group to set up goals i ts particular focus area and develop plans for reaching those goals. She promised any support that was within her power to give. The group work was agonizingly slow at first. But Johnson had been well trained as a faciltator, and she soon teok on that role in their meefings, witing dovin ideas on a big board, organizing them, and later communicating them in nofices te other employees. She got everyone to call her *Sandra\" and set herself the task of learning all their names By the end of the first month, Fancy Footwear was stirred up. But as it tumed out, that was the last thing most employees wanted. The truth finally hit Johnson when the entire management relations committee resigned at the start of their fourth meeting. \"'m sorry, Ms. Johnson,\" one of them said. "We're good at making shoes, but not at this management stuff. A lot of us are heading toward refirement. We don't want to be supervisors.\" Astonished, Johnson went to talk to the workers with whom she believed she had bullt good relations. Yes, they reluctantly told her, all these changes did make them uneasy. They liked her, and they didn't want ta complain. But given the choice, they would rather go back to the way Mr. Worthy had run things. They never saw Mr. Worthy much, but he never got in their hair. He did his work, whatever that was, and they did theirs. "After you've been in a place doing one thing for so long," one worker concluded, "the last thing you want to do is learn a new way of doing it Scenario 1 Questions. A. According to our class theories and concepts, what factors should have alerted Johnson to the problems that eventually came up at Fancy Footwear? B. According to our class theories and concepts, could Johnson have instituted her changes without eliciting a negative reaction from the warkers? If so, how