Please read "Turn This Ship Around" both A and B, posted in the materials section.

Why were the results different in Cases A and B?

What situations call for a participatory style?

What situations call for a command and control style?

Which style do you prefer, please support you position with real examples.

v In MBA*61! X 5 Turn the X Pepsi Bu x E Turn Thi X | G Using th x | 17 Campbe X | 17 Celeritas X Homewc X Turn the > C chegg.cc x G turn this X + X C A @ File C:/Users/jmeas/Downloads/Turn%20Ship%20B.PDF EXAM 1 All Bookmarks Turn the ship around! (B) 1/3 | - 91% + HO ESMT-317-0176-1 ES1761 February 20, 2017 ESMT Case Study Turn the ship around! (B) Jan U. Hagen L. David Marquet Commander David Marquet could not believe what he had just heard from his commodore, Mark Kenny: Instead of receiving the promised command of the frontline nuclear attack submarine the USS Olympia, he had been reassigned as captain of the USS Santa Fe. Not only was he disappointed for having to swap an aggressive hunter for a larger, but less agile, nuclear ballistic missile submarine. Much harder to swallow was the fact that the Santa Fe was ranked at the bottom of its squadron, so it was unlikely he could excel as a commanding officer (CO). In fact, the submarine was joked about in the fleet and morale on board was known to be poor. Commodore Kenny was straightforward: "The ship isn't doing well. It looks from here like there's a leadership vacuum." Marquet's first command looked ill-fated from the start. Although Marquet was disappointed by his reassignment, Kenny was sure he had made the right decision. He had seen Marquet perform during Prospective Commanding Officer training and had learned about his excellent record since graduating number one from the Nuclear Power School and Submarine Officer Basic Course. He knew that Marquet focused on every technical detail of the ships on which he served and that he inspired his crew. The Santa Fe needed someone like him for a fresh start. This case study was prepared by Professor Jan U. Hagen of ESMT Berlin and L. David Marquet, Captain, US Navy (Ret.). Sole responsibility for the content rests with the author(s). It is intended to be used as the basis for class discussion rather than to illustrate either effective or ineffective handling of a management situation.v fomeatel X | @ Tumthe X | @ PepsiBu X | B TumThi X | G usingth X | ff Campbe x | ffj celerita= x | K Homew X @ Tumthe x (@ cheggc X | G tumthic X | + o 5 C M @ File C/Users/jmeas/Downloads/Turn%20Ship%20B.PDF Q 3 N | : [ EXAM 1 3 All Bookmarks Turn the ship around! (B) 'Where to start \"Only six months to deployment,\" Marquet thought while reviewing the files of all 135 crew members. The executive officer (X0), second in command, and the four department heads that is, weapons, engineering, navigation/operations, supply seemed to lack motivation. The junior officers appeared to be untrained and mostly neglected by the previous CO. Even worse was the fact that the 12 non-commissioned officers, or \"chiefs,\" who built the ship's \"middle management\" responsible for leading the enlisted men were uninspired. Marquet was concerned about how to lead this crew, and even mare worried about his lack of technical expertise, given this particular submarine. He had meticulously prepared for all technical aspects of the Olympia, but the Santa Fe was different. When Marquet started on the Santa Fe, he therefore began by questioning crew members regarding the equipment. While doing so, he discovered a side effect: Since he lacked the knowledge he needed, he had ta rely on his people and listen to them. In addition to the technical questions, Marquet questioned the officers and chiefs individually as to their concerns and suggestions. Some of them were frustrated and eagerly looking for changes in the way the ship was being led, whereas others seemed to be indifferent. Asked about his tasks on the ship, a petty officer replied, \"Whatever they tell me | do.\" Overall, his men were not satisfied with the current state but had no idea how to change it. Marquet reflected on his abservations and thought about the Navy's leadership culture. Up to the XO, the men had to obey and were discouraged from taking initiative. Delegating decisions was the exception, not the rule. Even more incapacitating was the fact that the crew seemed to be in a mental downward spiral and had little practice in performing tasks outside their narrowly defined areas of responsibility, which lead to mistakes, punishment, and poor morale. Therefore, the men had been doing only what was absolutely necessary. Marquet was determined to break this cycle. His focus was on achieving excellence. Whereas the traditional focus of the Navy was to avoid errors, he accepted the fact that humans make mistakes, especially so in a complex environment such as a nuclear submarine. What was important to him was detecting errors early on and to learn from them. Understanding their causes and how they could be eliminated was a crucial element of excellence, which was Marquet's primary goal. He decided to change a major paradigm. For that, he would start with his chiefs. Setting a new course A few davs | ater Maranet anened his meeting with the chiefs \"We sav the chiefs rin the Navy s this v fomeatel X | @ Tumthe X | @ PepsiBu X | B TumThi X | G usingth X | ff Campbe x | ffj celerita= x | K Homew X @ Tumthe x (@ cheggc X | G tumthic X | + o 5 C @ @File C/Users/jmeas/Downloads/Turn%20Ship%208.PDF aQ % 3 L 0 @ : [ EXAM 1 3 All Bookmarks Turn the ship around! (B) Turn the ship around! (B) ESMT-317-0176-1 \"Yes! Of course!\" \"Really?\" The men hesitated. Then they said their authority had been eroded by the way the Navy worked. They had been told that, due to safety reasons, especially ships with nuclear propulsion needed to follow rigid leaderfollower behavior models. Marquet explained that he wanted them to take responsibility and initiative and began to discuss how to implement this. One way was to give them the responsibility of monitoring tasks. Whereas the X0 normally monitored all tasks and checked their status in weekly meetings with the chiefs, they agreed that from now on each chief would be accountable for his area. This gave them control and freed them from the lengthy reporting process to the XO. The concerns of some that problems would slip into the process proved to be unfounded. The chiefs cherished the ownership of their tasks. Marquet only wanted to be informed of what was going on. To facilitate this and to furthermore share: the information, he introduced a \"think out loud\" policy. Soon after, instead of having a quiet control room, which was standard on most ships, the Santa Fe had a buzz of people discussing a situation. Overall, the performance of the ship improved markedly, and the first inspection 30 days after Marquet had acquired the command graded the ship and crew \"above average\" a huge improvement. Commodore Kenny congratulated Marquet for this strong achievement and encouraged him to carry on with his change in leadership. v In Course Turn th X Turn th X Pepsi E X E Turn T X | G Using x | if Campt x | 17 Celerit X | Home x | Turnt X C chegg. X G turn th x + X go moodle23-24.coastal.edu/pluginfile.php/768805/mod_resource/content/1/Turn%20Ship%20A.PDF?redirect=1 EXAM 1 All Bookmarks Turn the ship around! (A) 1 / 5 100% + ESMT Case Study Turn the ship around! (A) Jan U. Hagen L. David Marquet Introduction This case study is based on the events on board a nuclear submarine. ' Readers do not need special knowledge about the operation of nuclear submarines but should be aware of some basic facts. The US Navy operates different types of nuclear submarines. In principle these are either ballistic-missile submarines, which are capable of executing nuclear strikes as part of strategic deterrence, or they are attack-submarines, whose main role is to hunt other submarines and which may carry attack weapons such as cruise missiles. Both submarine types are powered by a nuclear propulsion system and typically operate in depths between 200 and 400 meters for three to six months. A nuclear submarine is a very complex system operated by specialized and highly trained crews of 12 to 14 officers and 120 to 150 enlisted men and women. The commanding officer (CO) or captain is in charge of the submarine and supported by an executive officer (XO), who is second in command. The crew is assigned to tasks in one of four departments and within the departments to a specific division: The case is based on the book Turn the Ship Around! (Marquet 2013). This case study was prepared by Professor Jan U. Hagen of ESMT Berlin and L. David Marquet, Captain, US Navy (Ret.). Sole responsibility for the content rests with the author(s). It is intended to be used as the basis for class discussion rather than to illustrate either effective or ineffective handling of a management situation. Copyright 2017 by ESMT European School of Management and Technology GmbH, Berlin, Germany, www.esmt. org.v In Course Turn th X Turn th X Pepsi E X E Turn T X | G Using x | if Campt x | 17 Celerit X | Home x | Turnt X C chegg. X G turn th x + X go moodle23-24.coastal.edu/pluginfile.php/768805/mod_resource/content/1/Turn%20Ship%20A.PDF?redirect=1 EXAM 1 All Bookmarks Turn the ship around! (A) 2 1 5 100% + Operations department Navigation Communication Weapons department Sona Fire control Torpedo Missile Engineering department Auxiliary (non-nuclear mechanical) Electrical Mechanical Reactor controls Reactor laboratory Administrative department Yeoman (office and administrative support) Supply Mess specialist (cook) Each department is headed by an officer. The divisions are headed by a junior officer and a "chief" - a non-commissioned officer - in charge of the enlisted men. Voyage into the unknown Engineer officer Louis David was observing the concentrated operation in the control room of the nuclear-powered submarine the USS Will Rogers. Already submerged, this huge 8,000-ton ship was scheduled to commence a deep dive into the eastern Atlantic Ocean in 30 minutes. Each crew member was a specialist for his station and, collectively, they all collaborated under the eyes of an experienced captain. They were prepared and eager to demonstrate their capabilities.v fCouse X @ Tunt x @ Tumtt X | @ pepsit x | B TumT x | G Using x | f campt x | i celerit x | K Home X | @ Tumt X | @ chegs X | G wmtr x | + o X C M moodle23-24.coastal.edu/pluginfile.php/768805/mod_resource/content/1/Turn%20Ship%20A.PDF?redirect=1 Y 3 N | : [ EXAM 1 3 All Bookmarks Turn the ship around! (A) 100% + [EIR>) David was in charge of the ship's nuclear reactor and auxiliary equipment. Sixty men from an overall crew of 140 reported directly to him. Since his assignment to the Will Rogers, David had been determined to introduce a new leadership style that would empower his men to make decisions regarding their tasks rather than just follow orders. During the past weeks, he had supervised extensive maintenance work on the crucial nuclear propulsion system. Now it was time for a final This document s authorized for use only by michael dowd (MFDOWD@YAHOO.COM). Copying or posting is an infringement of copyright. Please contact customerservice@harvardbusiness.org or 800-986-0886 for additional copies. Turn the ship around! (A) ESMT-317-0175-1 check of the entire ship by the crew before deployment. It was the perfect opportunity to prove to his team and his superiors that his leadership style was right. Aiming for a new approach When Louis David graduated top of his class from the United States Naval Academy in Annapolis, he had a bright future as a young engineer officer in the US Navy. He decided to join the elite submarine force with the objective of becoming the CO of one of the nuclear submarines. His focus was not only on the ships' technical aspects; he also displayed a keen interest in leadership. v ficCouse X @ Tunt x @ Tumtt X | @ pepsit x | B TumT x | G Using x | fi campi x | ffj celerit X | B Home X | @ Tumt X | [@ chegs X | G wmtr x | + a X C @ moodle23-24.coastal.edu/pluginfile.php/768805/mod_resource/content/1/Turn%20Ship%20A.PDF?redirect=1 Y 3 2 | 6 [ EXAM 1 3 All Bookmarks Turn the ship around! (A) LA [EIR>) on the ships' technical aspects; he also displayed a keen interest in leadership. During his first assignment as a junior officer responsible for the sonar on the USS Sunfish, a nuclear- powered attack submarine, he experienced two leadership styles. His first CO was practicing the traditional leaderfollower model, giving orders and expecting the crew to execute them. He was a technical expert who led the crew through highly successful deployments. Then the command changed to the new CO, Commander Marc Pelaez, who displayed a very different attitude regarding leadership. Pelaez encouraged initiative from the crew and was open to their suggestions. One example: During a training exercise in the Atlantic, David observed a merchant ship through the periscope. The sonar operator was listening to the noise of the ship, but the crew was not sure how far away it was. By using an active sonar ping on the target ship or \"going active on sonar,\" as it was called - they would be able to determine the distance, but this was not authorized during normal operations, as it would reveal the location of the submarine itself. While David was following the merchant ship through the periscope, he mentioned to the sonar operator how helpful it would be if he could ping the ship, despite everything. \"Why don't you ask me?\" asked Pelaez, who just passed by and heard his remarks. \"Why don't you just say, 'Captain, | intend to go active on sonar for training'?\" David was stunned. Then he said: \"Captain, | intend to go active on sonar for training.\" \"Go ahead,\" said Pelaez and moved on to the next station in the centrol room. For the first time, David felt in charge. For the next half hour, he and his team used all kinds of sonar pulses to test and explore their sonar equipment. He and his colleagues loved the experience. From then on, while on watch, David practiced this newly learned initiative of asking his captain directly. Instead of the leaderfollower model that he had been introduced to in the Navy, he now felt that he was operating within a leadership model that was intent-based, provided him with a new level of freedom to explore new opportunities, and gave him greater flexibility. He could act as a leader and decided he would practice this leadership approach himself when he became department head - his next step. v In Course Turn th X Turn th X Pepsi E X E Turn T X | G Using x | 17 Campt x | 17 Celerit X | Home x | Turnt X C chegg. X G turn th x + X CA go moodle23-24.coastal.edu/pluginfile.php/768805/mod_resource/content/1/Turn%20Ship%20A.PDF?redirect=1 EXAM 1 All Bookmarks Turn the ship around! (A) 4/ 5 100% + HO The crucial assignment After serving on the USS Sunfish, David moved on to assignments and trainings on land for several years. But his intention was to return to sea. Finally, he was assigned to serve as an engineer officer on the USS Will Rogers. This submarine had just returned from its previous tour and required maintenance before it could be redeployed. David would be responsible for the nuclear reactor and the auxiliary equipment as well as for 60 men - almost half of the ship's crew. He wanted to excel in his new job and had learned every technical aspect of the submarine. But he was also determined to break away from the top-down leadership practiced in the Navy. His focus would be to inspire and empower his team, just as he had experienced it himself on the USS Sunfish under Commander Pelaez. However, on the USS Will Rogers, things were very different. The CO practiced a clear command-and- control leadership style that was copied by the XO. Furthermore, the engineer officer who David replaced had been very involved in details and keen on directing and controlling his men. David, by contrast, intended to give more decision-making power to his team members and just supervise their actions. He wanted them to be passionate about their jobs and to take initiative, as during his time on the Sunfish. Instead of providing task lists to the officers and senior enlisted men, he described the objectives and told them to prepare the lists of their tasks themselves. He also decided that, rather than telling them what to do, he would ask questions pertaining to a job and start an open discussion. Rather than being at the center of coordinating activities, he wanted the non- commissioned officers, also known as chiefs, to discuss their tasks and potential problems among each other and then assign the necessary tasks among themselves. Things did not go as expected. Errors were frequent and work had to be redone. They fell behind schedule. More than once, David could hear his men wishing his predecessor was back to tell them what to do. With the pressure to get the ship deployed back to sea increasing, David realized that even he fell back into the old behavior of barking orders, just to get things done. But despite some doubts regarding his new approach, he continued on his course to empowerment. When the scheduled maintenance period came to an end, things finally seemed to be okay. David's men finished their tasks on time. Not having any immediate duties in the control room, David decided to have a final look at the submarine's equipment and check its systems. He walked past the tubes for Poseidon missiles and the nuclear reactor compartment to the engine room. Suddenly, he stopped and stared. The nuts for a seawater heat exchanger were not sufficiently grabbing thev In Course Turn th X Turn th X Pepsi E X E Turn T X | G Using x | if Campt x | 17 Celerit X | Home x | Turnt X C chegg. X G turn th x + X go moodle23-24.coastal.edu/pluginfile.php/768805/mod_resource/content/1/Turn%20Ship%20A.PDF?redirect=1 EXAM 1 All Bookmarks Turn the ship around! (A) 4/ 5 100% + When the scheduled maintenance period came to an end, things finally seemed to be okay. David's men finished their tasks on time. Not having any immediate duties in the control room, David decided to have a final look at the submarine's equipment and check its systems. He walked past the tubes for Poseidon missiles and the nuclear reactor compartment to the engine room. Suddenly, he stopped and stared. The nuts for a seawater heat exchanger were not sufficiently grabbing the threads on the bolt. Somebody must have been careless when installing the nuts. As the heat exchanger would be exposed to full pressure when submerged, any leak would result in seawater being sprayed into the ship, with potentially fatal consequences. David had no option but to immediately inform the officer of the deck in the control room to cancel the planned deep dive. This document is authorized for use only by michael dowd (MFDOWD@YAHOO.COM). Copying or posting is an infringement of copyright. Please contact customerservice@harvardbusiness.org or 800-988-0886 for additional copies. Turn the ship around! (A) ESMT-317-0175-1 The sloppy work was a major blow, both to his department and to his credentials as a leader in the US Navy. While walking through the ship to make the humiliating report to the captain, David reflected on what might have gone wrong.v fcouse X | @ Tunt X @ Tumt X @ pPepsit x | B TumT X | G using x | g campl x | g celerit x | KM Home X | @ Tumt X | @ chegg X | G wmtr x | + o X C M moodle23-24.coastal.edu/pluginfile.php/768806/mod_resource/content/1/Turn%20Ship%20B.PDF?redirect=1 Q * & & 0 : [ EXAM 1 3 All Bookmarks Turn the ship around! (B) Setting a new course Afew days Later, Marquet opened his meeting with the chiefs. \"We say the chiefs run the Navy. Is this true on Santa Fe?\" This document s authorized for use only by michael dowd (MFDOWD(@YAHOO.COM). Copying or posting s an infringement of copyright. Please contact customerservice@harvardbusiness.org or B00-988-0686 for additional copies. Turn the ship around! (B) ESMT-317-0176-1 \"Yes! Of course!\" \"Really?\" The men hesitated. Then they said their authority had been eroded by the way the Navy worked. They had been told that, due to safety reasons, especially ships with nuclear propulsion needed to follow rigid leaderfollower behavior models. Marquet explained that he wanted them to take responsibility and initiative and began to discuss how to implement this. One way was to give them the responsibility of monitoring tasks. Whereas the X0 normally monitored all tasks and checked their status in weekly meetings with the chiefs, they agreed that from now on each chief would be accountable for his area. This gave them control and freed them from the lengthy reporting process to the X0. The concerns of some that problems would slip into the process proved to be unfounded. The chiefs cherished the ownership of their tasks