Noi’s Awkward Problem
Problem-based Learning Module
Professor Philip Hallinger
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Version 1.1
Noi’s Awkward Problem
Introduction
Managers are wordsmiths. They spend part of each day writing. That's how they reach other
people -- customers, subordinates, other managers, the public. Some managers are effective
writers; some are not. What distinguishes the effective writers from the ineffective ones? The
effective writers get what they want; they achieve these results by being persuasive, informative,
and interesting.
In this module you will learn two ways in which you can improve your writing. First, you will
learn a reader-centered approach to organizing and preparing your written communications.
Second, you will learn a technique for editing and revising your written work. We don't expect
you to master these approaches overnight. Since "practice breeds perfection," the more you use
these approaches in preparing your written communications, the more accomplished you will
become in using them.
In teaching you how to use these approaches, we will emphasize memo writing. Memos are the
manager's most common form of written communication. Since your memos can make or break
your career, we want them to work for, not against, you. The principles which you will learn for
improving your memos will also serve you well in writing more readable letters and reports. In a
short time, you should notice a difference in your own written communication as well as in that
of your colleagues.
The substantive focus of this project is on leading individuals and small groups. Popular culture
places a high premium on the importance of leadership in organizations and society. While we
are quick to attribute success to the actions of leaders, it is at least as true that both the actions
and consequences of leadership are highly influenced by the organizational settings in which
they occur.
Thus, it is generally accepted that leadership is a situational phenomenon. At the macro-level,
economic and social forces both constrain the actions of corporate and governmental leaders and
offer new opportunities. At the micro-level, the ability of managers to exercise leadership is
similarly constrained by environmental, personal, and organizational factors. Successful leaders
adapt to and/or overcome these constraints to achieve results.
Every organization has employees who seem to create problems for themselves and others, both
inside the organization and outside its boundaries. The ability to deal effectively with these
employees is equal in importance to the ability to work effectively with the superior employee.
This problem-based learning project focuses on the fact that leaders must play the hand that is
dealt to them. In this project you will learn ways of analyzing the context for leadership and a
systematic method of response.
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Learning Objectives
1. Diagnose situational factors that influence the exercise of leadership in a specific cultural
context.
2. Select and apply an appropriate leadership style in response to problems arising from
individual and group behavior.
3. Design a management strategy that responds to the needs of the organization and staff based
on a diagnosis of relevant situational factors.
4. Evaluate the impact of culture on leadership and group behavior.
5. Apply a reader-centered approach to preparing written communications.
6. Apply the PM approach to revising and improving written communications.
Noi's Awkward Problem
The situation gave Noi good reason to pause. Noi had been Manager of Bangkok Metropolitan
Health Center for only two months and felt that things had been going well. Noi paused to
consider but one problem. Unfortunately, her present difficulty threatened to overshadow all the
other good things, and Noi was not sure how to avoid trouble.
Dr. Annop had just left and he had merely made the situation more urgent. He was the staff
doctor for a cooperating hospital. He had come to plead that Khun Panwa be fired. Khun Panwa,
it seems, was the problem. As one of Noi's staff nurses and one of only three in the office with a
Bachelor's degree in nursing, Khun Panwa had been with the Health Center for three years. Noi
had planned to rely heavily upon her, but so far she had not been able to do so.
Noi knew, of course, that she did not have the authority to simply dismiss Khun Panwa, since
they were all municipal employees. She had had trouble convincing Dr. Annop of this. The
Doctor was firm. He had tried previously to have Khun Panwa fired as his own staff were
unable to work with her. His staff had said her attitude conveyed they were intruding in her
domain and that she resented them. Khun Panwa's actions did appear to reflect this attitude.
Dr. Annop had related several incidents indicating Khun Panwa was a very weak communicator
and that both her resentment and inability resulted in almost no agency or client coordination.
As coordination in community health services is very important, Dr. Annop felt it was essential
to replace Khun Panwa with someone more mature who could work effectively with the state
agency. Noi listened. Although reiterating her authority limitations, she promised to look into it
further.
Appointments and lunch gave Noi a brief break from Dr. Annop's comments. On her return,
though, she felt required to quickly carry through on her promise. The first step was to carefully
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review Khun Panwa's personnel file. To do this she said, "Khun Jarunee, why don't you go to
lunch now, Khun Panwa will be here to cover the phones."
Jarunee replied excitedly, "Oh no, Khun Noi! I'll just wait for the others to get back. Khun
Panwa can't handle them. I can never make out messages that she leaves after answering the
phones."
When that exchange ended, Noi turned to the file. She had glanced casually at all the personnel
files previously, but she had not looked deeply to see what they might reveal. Khun Panwa's job
application reflected that she had held eight assorted jobs in the six years preceding her
application for this job. Noi wondered what caused these several job changes.
Pertaining to her education, it reflected that her degree work was completed only after
coursework from five institutes, colleges and universities. Also, Khun Panwa's frequent lateness
had delayed her attaining full employment stature. Finally, her most recent performance report
had been downgraded to "satisfactory" from her previous "excellent" ratings.
Armed with this, Noi decided to meet with Khun Krisana, the previous manager who had left to
take a part time position closer to her home. At her office, Krisana added further information.
"I confess I wasn't able to handle Khun Panwa," she said. "I was afraid of her and did not want
to confront her. After all, she was really tall and fat and could be intimidating. Certainly her
ratings were inflated and did not reflect her performance, but I only did that to avoid trouble.
Khun Panwa's work -- especially her reports -- was often substandard. She often refused to do
things, but the others covered for her in the office, so I let it go."
The past two days' input weighed heavily on Noi. All her findings indicated that Khun Panwa's
performance was consistently unsatisfactory. As a result, Noi felt required to begin to maintain a
file on Khun Panwa's performance. Despite the variety of incidents that had been related to her,
Noi found no specific comments on her performance committed to writing.
The breadth of the problem was soon highlighted by the fact that it took less than two weeks to
accumulate several memos in Noi's file. Khun Panwa's less than satisfactory performance, it
seems, was hardly an occasional occurrence. It seemed that each day there was at least one
incident worthy of noting for the file!
One thing Noi noticed again and again was that Khun Panwa consistently failed to leave word
with anyone when she left the office. Not only did she fail to sign out, but she also failed to even
mention when and where she was going. This happened even at peak workload times when the
entire staff was needed to handle the patients. Khun Panwa seemed oblivious to these needs and
went about with her own tasks, ones that could as easily have been scheduled for slower periods.
Noi also noticed that Khun Panwa always took two hours for lunch on Fridays. The staff
jokingly seemed to know what she was doing, and often covered for her. While Noi did not
object to running over time on lunch hours occasionally, the regularity and length of time
compounded by the lack of communication bothered her.
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Take one specific incident as an example of the pattern that Noi saw emerging. Khun Panwa
disappeared for over an hour one afternoon. When she returned, Noi asked where she had been.
"I went to get gas," Panwa replied. "I only use this one brand of gasoline and there is no station
on my way home." Noi asked her why she couldn't go out of her way after work. Rather than
answer, Khun Panwa appeared hurt and just stared away. Reacting to this awkward conclusion,
Khun Panwa went off to sulk and was moody for the rest of the day.
Noi next reviewed Khun Panwa's time sheets and written reports. All employees were required
to account for how their time was spent on time sheets. They had to turn in reports on the
families for which they were responsible. These reports resulted from periodic visits to the
families' homes. Noi noted that Khun Panwa's sheets reflected consistently longer transportation
and visit times than the other staff nurses. Further, her reports were poorly organized, and
provided little information to justify the amount of time that she spent on the visits.
Moreover, the reports did not reflect why she made the visit, what problems -- if any -- were
observed, and what actions she planned to take to correct them. Instead she reports gave a very
general and non-specific narrative paragraph simply to show that the visit was made.
When Noi asked her about this, Khun Panwa again seemed hurt. She indicated with quiethostility
that many of these problems were not her fault. "My district is the most spread out. I also find
many families not at home when I get there. That's why my transportation time is higher. I can't
help that."
She also laid much blame on the coordinating agencies. "It's often the other agencies' fault.
They don't coordinate properly. I can't do it all by myself after all." She further claimed that she
often failed to get proper and adequate information because someone else in the office slipped up.
* * * * * *
Noi weighed this information for a few days and decided to discuss the situation with Khun
Attaya -- her immediate manager at the Central Health Department -- in the hope that she could
provide some useful guidance.
Attaya began by saying, "Yes, I was aware that Khun Krisana was having a personnel difficulty
at Metro with Khun Panwa. However, it never officially got up to me, so I took no action. My
main contact with Khun Panwa came when Krisana decided to leave. Khun Panwa was the
senior staff member there and could have taken Krisana’s managerial position – the job you’re in
now. However, Panwa expressed no interest in it. She apparently had no desire to move up or
accept more responsibility. The job thus remained essentially vacant for several months until
you arrived. During those months everyone pretty much looked after themselves."
Attaya was unable to give Noi any more first-hand information. Nor did she seem to have any
concrete advice for Noi. Noi puzzled over the facts as she drove back to the office. She realized
there were sufficient facts before her to solve the problem, but what she hadn't been able to do is
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put them together properly to come to the right conclusion. As she reached the office, she
realized something must be done, but what?
Guiding Questions
1. What is the problem? (Note: A problem exists when there is a discrepancy between the
current situation and a desired goal.)
2. What are the positions and interests of the various actors in this situation?
3. How do the problems presented by individuals affect the dynamics of the group?
4. How do the dynamics of a group influence the behavior of individual members and the
manager?
5. What are the major legal and organizational constraints that influence the manager’s
actions?
6. What factors should Noi consider in assessing the task and emotional maturity of Khun
Panwa? The group?
7. How does a person’s or groups’s level of skill and motivation influence the selection of a
leadership style and action strategy?
8. How does your point of entry in the problem-solving process affect your course of action?
Please note: it is not necessary for you to answer each of these questions. They are simply
provided to direct you towards key issues in the case problem.
Product Specifications
1. 1. See Appendix B for mini-case problems that will help assess your understanding of
the concepts of Situational Leadership Theory. After reading about the concepts of SLT,
complete these individually; you should then discuss them as a group and arrive at
consensus on the best course of action for each situation. After you have come to group
consensus, request the correct responses from the Instructor and compare these with your
results. Turn in both your individual responses and your group’s consensus for these
items. (Note this is a group product.)
2. The group should discuss then discuss the problem facing Noi and identify the important
issues as you see them. Apply situational leadership theory to the problem to arrive
at an analysis of the problem and to inform your approach to a solution.
3. Each team member should then draft a memo to Khun Attaya, Noi’s manager.
4. Use the reader-centered and PM approaches (see Resources and Appendix A); limit the
length of your memo to one page (typed, single-spaced, two inch margins top and
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bottom of page.) Prior to preparing the final version of your memo, you should prepare a
draft of the memo and obtain feedback from the members of your group. (Individual
product). Your memo should address the following:
a) what has happened and what the problem is;
b) what you intend to do about it. In describing what you intend to do, supply
sufficient details so that Attaya can judge how reasonable your proposed action is.
c) steps you will take to address contingencies that may arise in implementing the
plan.
(Note: Although you should not use the jargon of SLT in your memo, your analysis and
plan of action should be consistent with the concepts of SLT.
4. Attach to the memo a one-page analysis of the key actors’ readiness levels and the
leadership style that you propose to use with them. Use SLT terminology to denote the
analysis. (Individual product)
5. Complete and turn in the Talk Back Sheet to the instructor when completely finished with the
project. (Individual product)
6. Following completion of the project, write a two page integrative essay reflecting on what
you have learned from this project. (Individual product)
Resources
 Hersey, P. & Blanchard, K. Management of Organizational Behavior. 5th Edition,
Englewood Cliffs, NJ: Prentice Hall. Chapters 8, 10, 11.
 Reimold, C. (1984). How to Write a Million Dollar Memo. New York: Dell Publishing,
pp. 1-5, 11-14, 39-45, 90-94.
 Sweetnam, S. The Executive Memo, pp. 64-67, 74-82.
 See also Appendix A
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Appendix A
A Reader-Centered Approach to Organizing and Preparing Written Communication:
The primary aim of this approach is to help the writer choose the contents, organization, and
format of a document that fills the reader's needs for readable, understandable communication.
In the discussion that follows we will provide an overview of this approach and suggest readings
which are relevant to the various aspects of this approach.
• Contents
In choosing the contents of a written communication, the writer should think about
the contents from the viewpoint of the reader. Thinking like the reader involves
answering questions like these:
1. Who will read the written communication?
2. What do I want the reader to know, feel, or do?
3. Why should the reader know, feel, or do this? (What interests, problems, or needs of the
reader will be satisfied?)
4. What details would readers desire? (the most important ones from their viewpoint)
5. What serious problems or risks, if any, might be associated with what you propose?
• Organization
The writer should organize the contents of the document in the following ways.
1. Beginning: Order the information psychologically, not chronologically; use front loading strategies for getting to the point; at the outset of the memo
a) tell the readers what you want them to know about, feel, or do;
b) tell the readers why they should do this (or know it or feel that way).
2. Middle:
a) discuss the details of major interest to the reader
3. Ending: (use one or more of the following)
a) emphasize the point which convinces the reader to do as you wish;
b) remind readers what they should do or know;
c) underscore the most important item to be remembered;
d) generate goodwill; and/or
e) provide for follow-up if necessary.
• Format
The appearance of the document also affects its readability. The writer may improve
the format of the document by doing one or more of the following:
1. use stars (*) or bullets (•) to highlight important points or recommendations;
2. use headings and subheadings;
3. write short paragraphs (7 lines maximum);
4. exploit the white space on each page; and
5. use spacing between lines;
6. use block left formatting
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7. use capitalization.
The PM Approach to Revising Written Communications
Express yourself clearly and concisely. To accomplish this objective, you should revise your
written communications using the following steps:
1. Circle the prepositions.
2. Circle the forms of the verb "to be" (e.g., is, was, will be, seems to be).
3. Rebuild the sentences to spotlight the real action, making clear what's happening and to
whom.
4. Use simple (not compound) active verbs to express this action.
5. Start fast -- no mindless introductions.
Follow these simple steps and reduce the "fat factor" or needless words in your writing.
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Appendix B: Mini-Cases
For each of the mini-case scenarios below read the problem statement. Then develop your own
diagnosis of the problematic situation using the terms of situational leadership (e.g., R1, R2, R3,
R4). Next assess the possible courses of action, identifying the leadership style associated with
each. Finally rank order the responses in terms of your preferred course of action.
Situation #1
Subordinates are no longer responding to the leader's friendly conversation and obvious concern
for their welfare. Their performance is declining rapidly.
DIAGNOSIS
The group is rapidly decreasing in maturity as evidenced by the sharp decline in performance.
The leader may be perceived as permissive because of the high degree of relationship behavior
he or she is displaying. The leader's best bet in the short run is to cut back significantly on
relationship behavior with the group and increase task behavior; that is, explain what activities
group members are to do and when, where, and how tasks are to be accomplished. If the group
begins to show some signs of assuming responsibility, the leader can begin to increase
relationship behavior and start again to delegate. This is an example of the need for a
disciplinary intervention in a regressive cycle.
ALTERNATIVE ACTIONS
The leader would:
1. emphasize the use of uniform procedures and the necessity for task accomplishment.
2. be available for discussion but not push his or her involvement.
3. talk with subordinates and then set goals.
4. intentionally not intervene.
Situation #2
The observable performance of the group is increasing. The leader has been making sure that all
members are aware of their responsibilities and expected standards of performance.
ALTERNATIVE ACTIONS
The leader would:
1. engage in friendly interaction but continue to make sure that all members are aware
of their responsibilities and expected standards of performance.
2. take no definite action.
3. do what can be done to make the group feel important and involved.
4. emphasize the importance of deadlines and tasks.
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Situation #3
Members of the group are unable to solve a problem themselves. Their leader has normally left
them alone. Group performance and interpersonal relations have been good.
ALTERNATIVE ACTIONS
The leader would:
1. work with the group and together engage in problem solving.
2. let the group work it out.
3. act quickly and firmly to correct and redirect.
4. encourage group to work on problem and be supportive of their efforts.
Situation #4
The leader is considering a major change. Subordinates have a fine record of accomplishment.
They respect the need for change.
ALTERNATIVE ACTIONS
The leader would:
1. allow group involvement in developing the change but not be too directive.
2. announce changes and then implement with close supervision.
3. allow the group to formulate its, own direction.
4. incorporate group recommendations but direct the change.
Situation #5
The performance of the group has been dropping during the last few months. Members have
been unconcerned with meeting objectives. Redefining roles and responsibilities has helped in
the past. They have continually needed reminding to have their tasks done on time.
ALTERNATIVE ACTIONS
The leader would:
1. allow the group to formulate its own direction.
2. incorporate group recommendations but see that objectives are met.
3. redefine roles and responsibilities and supervise carefully.
4. allow group involvement in determining roles and responsibilities but
not be too directive.
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Situation #6
The leader stepped into an efficiently run organization, which the previous administrator tightly
controlled. The leader wants to maintain a productive situation but would like to begin
humanizing the environment.
ALTERNATIVE ACTIONS
The leader would:
1. do what can be done to make the group feel important and involved.
2. emphasize the importance of deadlines and tasks.
3. intentionally not intervene.
4. get the group involved in decision making but see that the objectives are met.
Situation #7
The leader is considering changing to a structure that will be new to the group. Members of the
group have made suggestions about needed change. The group has been productive and
demonstrated flexibility in its operation.
ALTERNATIVE ACTIONS
The leader would:
1. define the change and supervise carefully.
2. participate with the group in developing the change but allow them to organize its
implementation.
3. be willing to make changes as recommended but maintain control of implementation.
4. avoid confrontation, leave things alone.
Situation #8
Group performance and interpersonal relations are good. The leader feels somewhat unsure
about the lack of direction given to the group by the leader.
ALTERNATIVE ACTIONS
The leader would:
1. leave the group alone.
2. discuss the situation with the group and then initiate necessary changes.
3. take steps to direct subordinates toward working in a well-defined manner.
4. be supportive in discussing the situation with the group but not too directive.
Situation #9
The leader has been appointed by a superior to head a task force that is far overdue in making
requested recommendations for change. The group is not clear on its goals. Attendance at
sessions has been poor. Meetings have turned into social gatherings. Potentially the group has
the talent necessary to help.
ALTERNATIVE ACTIONS
The leader would:
1. let the group work out its problems.
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2. incorporate group recommendations but see that objectives are met.
3. redefine goals and supervise carefully.
4. allow group involvement in goal setting but would not push.
Situation #10
Subordinates, usually able to take responsibility, are not responding to the leader's recent
redefining of standards.
ALTERNATIVE ACTIONS
The leader would:
1. allow group involvement in redefining standards but would not take control.
2. redefine standards and supervise carefully.
3. avoid confrontation by not applying pressure, leave situation alone.
4. incorporate group recommendations but see that new standards are met.
Situation #11
The leader has been promoted to a new position. The previous administrator was uninvolved in
the affairs of the group. The group has adequately handled its tasks and direction. Group
interrelations are good.
ALTERNATIVE ACTIONS
The leader would:
1. take steps to direct subordinates toward working in a well-defined manner.
2. involve subordinates in decision making and reinforce good contributions.
3. discuss past performance with the group and examine the need for new practices.
4. continue to leave the group alone.
Situation #12
Recent information indicates some internal difficulties among subordinates. The group has a
remarkable record of accomplishment. Members have effectively maintained long-range goals.
They have worked in harmony for the past year and are well qualified for the task.
ALTERNATIVE ACTIONS
The leader would:
1. try out solution with subordinates and examine the need for new practices.
2. allow group members to work it out themselves.
3. act quickly and firmly to correct and redirect.
4. participate in problem discussion while providing support for subordinates.
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TALK BACK
We need your reactions to the learning module; these will play an important role in our decisions
(i.e., modify, leave as is, drop) about this module. Please let us have your candid reactions to
what has occurred. We will take them seriously! Please continue your comments on the back of
this sheet if necessary.
1. How did you feel about the module when you first read about what it involved?
2. Now that you have completed the module, what are your feelings about it?
3. What did you learn from the module?
4. What effect, if any, has this experience had on you?
5. What recommendations would you make for improving this module? (If you feel that the
module should be dropped, please indicate why you feel that way).
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