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Case Study 11.1TAMARACK

INDUSTRIESBy :

Nahdy Niza M (1312000214)

Bagus Hendi Yanto (1312000217)

Rayindra Joo !" (13120001#2)

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$a%ra& industries%anu'a&tures%otoroats that areri%ari*y used 'or+atersiing"

,uring su%%er

%onths- 3rdrodu&tion *ine is&reated to %eethea.y su%%er

de%and" /ssignedeerien&ed +orers

to a** three *ines anda*so hired &o**egestudents (su%%er

.a&ation) to&o%*ete the &re+s"

n the ast- eerien&ed+orers resented to +or+ith &o**ege ids and&o%*ained that the ids+ere s*o+ and arrogant"

,an Jensen- i%*e%ent ane+ strategy +here the3rd *ine on*y &onsist o'&o**ege students- $heree $ea%"

Mar /**en 5uer.isedthe tea%- and sent%any hours in training"By the end o' June-rodu&tion rate u tostandard +ith %ini%a*error rate"

Introduction

,an Jensen assignedthe ne+ &re+ to rodu&e%ore to 40 identi&a* units'ro% e'ore that genera**y&onsisted 30 units and sti**

&an redu&ed errors"

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ree $ea% ($he &o**ege 5tudents)

1" By %id Ju*y- ri.a*ryo&&urs et+een ree

tea% and o*der +orers2" $he eerien&ed

+orers hated ite&ause they had toer'or% a** the shorter

rodu&tion runs andegan to re.enge +ithsaotage

*der +orers (8er%anente%*oyee)

1" ree tea% o'ten %et itsrodu&tion s&hedu*es- goo'ed

around at the end o' the day-and go to another *ine to%ae de%eaning &o%%ents

2" $he o*der +orers snea o.erduring the rea- hide too*s-

dent %ateria*s- insta**so%ething &rooed- and doso%ething that +ou*d s*o+the rodu&tion 'or the reetea%

Beginning of the ro!"e#

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$UESTI%NS 1. &hat are the signs'sy#to#s( of con)ict in this case *

*der +orers $he ree tea%

*der !orers n theast- the o*der +orersresented +oring +ith&o**ege student"

*der +orers &o%*ainthat the ids +ere s*o+and arrogant e.en ithaens in re.iousyear"

5aotage o' the othertea%9s +or"

$he ree $ea%,e%eaning re%ars or&o%%ent aout o*der+orers"

ree tea% &ontinue tonish ear*y and ;aunttheir er'or%an&e in'ront o' other &re+s"

5aotage o' the other

tea%9s +or

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+. Use the con)ict #ode" to'a( identify the structura" causes of con)ictand

,i

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'!( discuss theesca"ation of con)ictdescri!ed in the case.

8oor =o%%uni&ation

=on;i&t @s&a*ation

*der +orers don9t ha.e

%oti.ation to&o%%uni&ate to &o**ege+orer e&ause they sti**assu%e the &o**ege+orer are s*o+ andarrogant (5tereotye)"

=o**ege +orers *a& theai*ity to &o%%uni&ate indi*o%ati&- no&on'rontationa* %anner"(!hen one arty&o%%uni&ate hisdisagree%ent arrogant*y-other arty *ie*y toresond it as a &on;i&t)"

Basi&a**y- the &on;i&t+as ased on .era*taunts y the reetea% and &o%*aintsy the o*der +orers"

$his &on;i&t es&a*ated

into saotage o' theasse%*y rodu&t"

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,an strategy to shuAe the ?oassign%ents et+een di

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Con)ict 2 3and"ing Sty"e

>or&ing" Yie*ding"

Ne&essary 'or thestudents- e&ause inthis &ase the %anager

ne+ that they are not&orre&t""

t9s aroriate 'or theo*der +orers-e&ause they &*ear*yha.e %ore o+er andit +i** gi.e the%

unrea*isti&a**y highee&tation "

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5et a eha.iora* nor%s that in&*udesrese&t'u* eha.ior (need to a.oid .era*ause)"

,an Jensen need to de&isi.e aout the+rongdoing o' saotage" ntrodu&e re+ard and unish%ent to

i%ro.e the er'or%an&e or at *east to

redu&e atte%ts to saotage"

The !est a"ternati4e so"ution is tointroduce action that #ini#i5e con)ict