Case Study: How Come They Make More Than Me? Reading Assignment
Chapter 16: Managerial Communication
For this assignment, Fran Jefferson is your office waiting for you as the manager to respond. Give 10 reasons why you feel that Fran should or should not receive a raise.
Fran Jefferson began her job as the supervisor of the Training Department of Metro Bank and Trust Company almost four years ago. She was generally pleased with the four trainers and one secretary in her unit. Indeed, Fran took pride in her ability to create a high morale and high performance unit. This was particularly pleasing to Fran because they were constantly busy and barely able to keep up with the volume of training expected from them.
Then, early on Wednesday morning, Fran’s secretary, Judy Martin, knocked on Fran’s door and asked to see her. Fran liked Judy and considered the secretary to be one of her “stars.” Indeed, in an effort to develop Judy’s talents and abilities, Fran had gone out of her way to give Judy special assignments, including her in all the major planning activities of the department and entrusting her with the administration of certain departmental programs, such as tuition assistance and evaluation follow-through. By now, Judy functioned more as an administrative aide than as a secretary.
It was clear that Judy was upset about something as she seated herself in the chair next to Fran’s desk. Slowly, Judy placed a job-posting application form in front of Fran. She would not look her supervisor in the eyes.
Fran was surprised, to say the least. As far as Fran knew, Judy liked both her job and working in the Training Department. In tum, everyone else in the department liked and respected Judy.
Fran looked over the form and said casually, “So you want to post for the executive secretary job in the Branch Management Division.” She paused. “Could I ask you for some additional information, Judy? I’m kind of surprised.” Judy looked at her clasped hands, thinking. Fran waited. Finally, Judy looked up and said: “I noticed in last week’s job posting that the executive secretary position is graded as a 14. Now that’s two grades higher than my job!”
She caught her breath. “You know my friend Mary Johnson works over there. She told me that half the time the secretary sits around doing nothing.”
Judy continued, gathering some anger in her look and resentment in her voice. “Look, Fran, you know how hard I work, how hard we all work, around here. I mean, I’m always busy. I don’t see why I should work in a job graded at a 12 and work twice as hard and yet not be paid the same as that secretary. The job requirements for the job are just a littler higher than mine, and the merit raise you gave me last month hardly helped at all.” Explanation of Case Studies
A case is a story that describes a problematic incident, event, or situation. It typically reports in-depth information about certain aspects of the situation while under-reporting other aspects, and its conclusion is commonly left open-ended. The mission of case analysis is to make sense of the given material and to identify appropriate actions for handling the case situation. In a case analysis, students should evaluate the different opinions about the case and use their evaluations as the basis for forming a common opinion.
Case Analysis Guidelines
Step 1. What are the key issues or problems of the case?
Any case may suggest several interpretations of what the focal concerns are. It is helpful to begin by identifying as many different interpretations as possible. Have each participant state why he or she identified the issues or problems as key.
Step 2. Prioritize the problems.
Students should focus on the key issues of the case. This may involve selecting one of the issues already raised or creating a new statement that identifies the problem. In some cases, there may be several problems at work, in which case participants may wish to simply rank the problems in terms of either potential importance or timing of impact.