Solution Manual for Leadership in Organizations, 9th Edition

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Leadership in OrganizationsNinth EditionGary YuklWilliamL.Gardner, IIILeadership in OrganizationsResource Manual(Download Only), 9eBy Gary Yukl and William L. Gardner, IIIGary Yukl

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ContentsCasesGeneral Guidelines for Using Cases . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . .1CaseAnalyses:Consolidated Products (Ch. 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3Superior Staffing (Ch. 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Acme Manufacturing Company (Ch. 3) . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Foreign Auto Shop, Parts 1 and 2 (Ch. 3) . . . . . . . . . . . . . . . . . . . . . . . . . .8Echo Electronics (Ch. 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Alvis Corporation (Ch. 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Ultimate Office Products (Ch. 5) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Ready Foods (Ch. 5) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . 17Sporting Goods Store (Ch. 6) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18The New Dean (Ch. 6) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . 21National Products (Ch. 7) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23Prestige Marketing (Ch. 7) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25Metro Bank (Ch. 8) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . 27Astro Airlines, Parts 1 and 2 (Ch. 8) . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . 29Unethical Leadership at Enron(Ch. 9). . . . . . . . . . . . . . . . . . . . . . . . . .. . 31Restview Hospital (Ch. 9). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . 32Cromwell Electronics (Ch. 10) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33American Financial Corp. (Ch. 10) . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . 35Southwest Engineering Services (Ch. 11) . . . . . . . . . . . . . . . . . . . . . . .. . . 37Columbia Corporation (Ch. 11) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39Costco (Ch. 12) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . ..41Turnaround at Nissan (Ch. 12) . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . .43

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Madison, Jones & Conklin (Ch. 13) . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . .45A Day in the Life of a Global Leader(Ch. 13). . . . . . . . . . . . . . . . .. . . . . .47Federated Industries (Ch. 14) . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . ..49River Bank(Ch. 14). . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . .. . . . . . . . . .51Outside ExercisesDescription of Exercises . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . .. . . . .. . .52Exercises:Student Journal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53Managerial Behavior Diary ……………………………………………………54Analysis of Leadership in Meetings . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..55Analysis of Famous Leaders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..57Analysis of Leadership in a Movie. . . . . . . . . . . . . .. . . . . . . . . . . . . . . .58Classroom ExercisesDescription of Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..60Exercises:Decision Styles Exercise. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..61Influence Scenario Exercise. . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . ..69Analysis of Visionary Speeches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..72Tower Exercise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .75Role Play ExercisesDescription of Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78Guidelines for Using Role Play Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . .79Role Plays:Save-Mart Role Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .80Union Chemicals Role Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85KB Sportswear . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .95

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1Case NotesGeneral Guidelines for Using the CasesThe cases provide concrete examples of the abstract conceptions and principlesdiscussed in the book. Most of the cases ask students to identify examples ofappropriate and inappropriate behavior by the manager described in the case.Students may be asked to recommend what the manager should have donedifferently or what the manager should do next.For the more complex cases, it is usually best to have students analyze the casealone as homework and come to class prepared to discuss it. The shorter, lesscomplex cases can be read and analyzed right in class, but the analysis is usuallybetter when it is done as homework prior to class. After a case is analyzedindividually by students, there are a number of options for discussing it.One option is to discuss the case with the entire class. Of course, the larger theclass, the less opportunity each member has for participation in the discussion. Asecond option is to form small groups to discuss the case separately and report backto the class on their findings and recommendations. This option is most suitable for asmall class. A third option is to select one team of students that will analyze the caseprior to the class and present their analysis during class. The remaining students areasked to read the case individually and critique the analysis made by the presentingteam. A different team gets a turn to present each week. This approach is moreappropriate for a larger class.The following guidelines will facilitate learning from the cases. Some of theguidelines assume the use of small groups to discuss a case following individualanalysis of it.1. When assigning cases to students, explain the purpose of the case and how it willbe used. Tell students what type of analysis they are expected to prepare for class.2. The focus of the initial analysis should be to understand the leadership dilemmas inthe case and what the case says about effective leadership, not to find solutions forspecific problems. In making this analysis, students should try to use the conceptsand theories discussed in the chapter. After a broader understanding is achieved, it iseasier to determine what problems exist (if any), how they could have been avoided,and what the manager should do next to deal with them.3. Emphasize the complexity of leadership situations and the tradeoffs faced bymanagers in making choices. Encourage students to consider different interpretationsof the case rather than quickly focusing on a single, narrow interpretation. Encouragestudents to look for multiple causes of problems, rather than a simple explanation.Students should try to understand why people acted the way they did in the case,rather than stereotyping them or looking for someone to blame for problems. Most of

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2the cases depict managers with both strengths and weaknesses who are trying to dotheir job in a way they think is appropriate.4. Just as there are seldom simple explanations for leadership problems, there areseldom guaranteed remedies. In cases describing a manager who was generallysuccessful, ask students to consider what the manager could do to be even moresuccessful, or if there are some completely different approaches that may also beeffective in that situation. In cases describing a manager who has gotten into trouble,ask students to consider whether the person has some strengths rather than focusingonly on weaknesses.5. Encourage students to be open to alternative viewpoints when discussing thecases. Remind them that the group discussion will be more successful if one or twopeople do not try to dominate it and impose their ideas on the group. This guidelineabout being open-minded also applies to the instructor. Different interpretations of acase provide an opportunity to demonstrate how people approach a problem withdifferent assumptions, biases, and priorities.6. Vary the membership of small discussion groups over the semester so thatstudents are exposed to different points of view.7. Encourage students to relate the case to their own experiences. For example, askstudents to describe examples of similar incidents they have experienced in currentor previous jobs, or in other organizations in which they were members.

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3Consolidated ProductsThe purpose of this case is to provide students with an opportunity to use thebehavior concepts presented in Chapter 2. One basis for comparing the twosuccessive plant managers is in terms of task-oriented and relations-orientedleadership. However, these two broad categories are not sufficient for understandingwhat behavior is needed to be an effective plant manager in this company. Studentsalso need to use more specific behavior categories to understand the limitations ofeach manager. Successive chapters in the book provide additional insights about thiscase that may not be evident after reading Chapter 2, and you may want to refer backto the case at later points in the course.1.Describe and compare the managerial behavior of Ben and Phil. Describeeach manager’s use of specific task and relations behaviors. How muchdoes each manager use participative or inspirational leadership?Ben was very concerned about employees, and his concern was reflected inefforts to protect employee jobs and make the work environment more pleasant. Hesocialized with employees, was supportive, and maintained an extensive network ofpersonal friendships with employees. However, Ben had a relatively weak concern forproductivity and product quality. He was satisfied to maintain the same level ofproduction, and he did not set high performance objectives and quality standards.Ben used supporting and some aspects of team building, but did little to developemployee skills and confidence. He did not use much planning, clarifying, andmonitoring. Ben delegated the responsibility for supervising plant workers entirely tohis first-line supervisors, but provided little guidance about what he expected. Thecase did not describe any active use of consultation by Ben.In contrast to Ben, Phil used a significant amount of task-oriented behavior (e.g.,clarifying, monitoring, and operational planning). Phil set high performance standards,pressured people to achieve them, and checked closely on their performance.However, Phil had little concern for employees and did not hesitate to make decisionsthat cut costs at the expense of employee benefits and jobs. Phil was low onrelations-oriented behaviors such as supporting, developing, and team building. Hewas very directive and autocratic in making decisions and used little consultation ordelegation.2. Compare the two managers in terms of their influence on employee attitudes,short-term performance, and long-term plant performance.Under Ben’s relationship-oriented leadership, employees were satisfied with thecompany, as evidenced by the very low turnover in his plant. However, employeeswere not highly motivated and did not perform up to their capacity. Ben’s plant hadthe second worst performance of the company’s five plants.Phil’s lack of concern for employees was reflected in growing dissatisfaction andincreased turnover among the supervisors and machine operators. Phil had a veryshort-term perspective on plant performance, which resulted in cutting expenses for

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4development of human resources and maintenance of machines. He is the type ofmanager who makes a good initial impression based on the short-term indicators offinancial performance, such as quarterly costs and production levels. However, thelonger-term effectiveness of the work unit will suffer, due to the decline in human andmaterial resources. Unfortunately, by the time the delayed, adverse effects of Phil’sactions become evident, he is likely be promoted and off to another position, leavingthe mess for his successor to face.3.If you were the manager of this plant, what would you do to achieve bothhigh employee satisfaction and high performance?A better balance of task and relationship behavior is needed. The plant managershould be supportive toward employees but also exhibit task-oriented behaviors suchas setting challenging objectives and monitoring performance to ensure progress isbeing made toward achieving these objectives. It is better to delegate responsibility tosupervisors (as Ben did) than to make all important decisions in an autocratic manner(as Phil did), but delegation without clear objectives and standards is ineffective.There was no evidence that either manager used important behaviors such asrecognizing and rewarding effective performance, developing subordinate skills,consulting with subordinates, and inspiring a strong sense of commitment to taskobjectives. Finally, investment in development of human resources and maintenanceof physical resources affect long-term performance and should not be sacrificed fortemporary gains in short-term performance.

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5Superior StaffingThe purpose of this case is to help students understand the task and relations behaviorsthat are relevant for leaders.1. What specific task-oriented behaviors are used by Jackie?* Sets specific, challenging monthly goals for each subordinate (clarifying)* Holds progress review meetings each month (monitoring)* Observes subordinates while they work (monitoring)* Works with subordinates to resolve problems (problem solving)2. What specific relations-oriented behaviors are used by Jackie?* She is sympathetic and offers help when a subordinate is upset (supporting)* Socializes and holds parties for the department members (team building)* Coaches individual subordinates who need help (coaching)* Providing recognition for effective performance (recognizing)* Provides career advice to subordinates (mentoring)3. What are some other specific task and relations behaviors that were notdescribed in the case but may also be relevant for Jackie to use?* Planning effective ways to improve task performance for the department* Involving subordinates in department decisions that affect them* Measure client satisfaction with the employees supplied by Superior to evaluatethe recruiting procedures and identify any weaknesses to correct

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6Acme Manufacturing CompanyIn this case students analyze the activities of a manager to identify effective andineffective behavior. The analysis gives students an opportunity to identifyweaknesses in time management and to propose remedies. The problems involveseveral managerial functions, including delegation, planning, and monitoring.1.What specific things did Steve do wrong, and what should have been done?• Steve is late for work because he overslept. He should have been more careful toset a backup alarm or to have someone wake him.• Steve forgot the staff meeting with his boss at 9:30. He should have written it in hiscalendar and looked at the calendar before work.• Steve has a disorderly office and could not find important memos and work orders.He should maintain a better system of files and records.• Steve delegated the rush order to a production supervisor (Lucy Adams) but did notmonitor progress. Since he doesn't know what is happening with the rush order, he isnot able to deal with any problems with it. He needs to have a system for monitoringprogress on the tasks for which he is responsible, even when they are delegated to asubordinate.• Steve does not know where Lucy Adams is and has no easy way to contact her. Heshould have subordinate managers inform him (or his secretary) when they areleaving the work site, and they should carry a pager or cellular phone.• Steve went to an important meeting unprepared. As a result, he failed to impress hisboss and peers. Steve should review the agenda and background materials forimportant meetings and be prepared to make a meaningful contribution.• Steve concentrated on completing a production report that was less urgent thanpreparing quality figures for his boss. He should make a list of necessary activitieswith their priorities, and plan his time accordingly. If he were better organized, it islikely that Steve would seldom have to take work home.• Steve spent more than an hour assembling the quality data for his boss. The taskwas urgent, but the time-consuming job of assembling the data was not difficult andshould have been delegated to his assistant manager, or perhaps even to hissecretary. Steve only needed to spend a few minutes to check the completed workand make sure it was done correctly before giving it to his boss.• Steve wasted an hour attending a safety meeting that was not important when hehad other things to do that were much more important. Unlike the earlier staffmeeting, he was not required to attend the safety meeting and could have delegatedthis task to a subordinate qualified to handle it.

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7• Steve never did talk to Lucy about the rush order or get back to the Sales VicePresident as he promised, thereby leaving a poor impression. He should have had hissecretary (or his assistant) arrange a meeting with Lucy as soon as she returned tothe plant.2.What should Steve do to become more effective as a manager?Steve does not manage his time well. He is disorganized and messy, he does notplan his daily activities, he wastes time on activities that are not important, he forgetsappointments and meetings, he does not delegate effectively, he does not monitorimportant activities for which he is responsible, he does not prepare for importantmeetings, and he fails to deliver on promises to important people. Steve needs toapply some of the principles of time management:• Make a list of short- and long-term objectives.• Make a daily "to-do list" of activities relevant to the objectives, with priorities anddeadlines. Use the to-do list and a calendar to plan and schedule relevant andrequired activities for each day.• Delegate to qualified subordinates activities that are not critical, or that are importantbut require more time than he has available.• Develop an information system to monitor projects and delegated activities.• Use the secretary to screen calls and visitors effectively.• Organize files, records, and desktop so important documents can be found easily.

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8Foreign Auto ShopThis two-part case gives students an opportunity to develop greaterunderstanding of the importance of flexible leadership in rapidly changing situations.Part 1 describes a normal situation, and Part 2 describes an unusual crisis situation.Students analyze each situation and determine what pattern of managerial behavioris appropriate. Part 1 should be completed before going on to Part 2. The caseillustrates how effective leaders adapt their behavior to the changing requirements ofthe situation, while continuing to show concern for both task objectives andinterpersonal relationships. The case also demonstrates that an effective leader neednot be a "heroic figure" who knows everything and solves all the organization'sproblems without any assistance.Part 11.What is the usual leadership situation in the auto repair shop (consider thenature of the task, subordinates, and environment)?The repair tasks are mostly self-contained, and little coordination is neededbetween mechanics. Thus, little planning is needed except to determine the workschedule, assignments, and necessary supplies. Except for diagnosis andtroubleshooting, most of the repair work is highly structured (there is a best way to doit). However, the tasks require considerable skill, and auto mechanics need to acquirenew technical knowledge periodically to keep up with changes in car design andtechnology. Most of the mechanics in Alan's shop are highly skilled in their work andhave considerable experience. The three least experienced mechanics are assignedeasier tasks appropriate for their skill level. Although they receive more guidance thanthe others, even they do not need much supervision. None of the mechanics isyounger than twenty-three. They are all highly motivated and interested in their work.Diagnosing problems in cars and repairing them is a challenging, self-contained taskwith moderate variety, and high feedback about results from the task itself and fromcustomers. Thus, except for some routine tasks such as mounting tires and changingthe oil, most of the work is intrinsically motivating and satisfying for the workers.2.Describe Alan’s typical leadership style and evaluate whether it isappropriate for the leadership situation.Alan's behavior is appropriate for the situation. He usually consults withsubordinates in making decisions that affect them. He does not spend much timedirecting them or checking on their work. He makes assignments and providescoaching in a relaxed manner. He does not rely much on the authority stemming fromhis position as owner and manager of the business. Working alongside of themechanics, he is viewed by them as “one of the crew” rather than as “the boss.”

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9Part 21.Describe Alan’s leadership style during the flood and evaluate whether it isappropriate for the leadership situation.Alan's leadership behavior is appropriate for the situation. By monitoring theexternal environment, he correctly identifies the flood danger and the need forimmediate action to prepare for it. The mechanics have never experienced a flood inthe shop, and they do not know how to respond in a coordinated, effective manner.Thus, quick, decisive problem solving and firm direction are needed to prepare for theflood and coordinate the response of the group. There is no time for participativeplanning. If the group sat around discussing how to respond, they would not havetime to do what is necessary to avoid serious damage to the shop and to customers’cars.The situation is complicated by the fact that the mechanics do not recognize thedanger and do not believe that Alan is serious when he tells them to drop their regularwork and start moving things to safe places. They are confused by his directivebehavior because it is so different from his usual leadership style. Once themechanics eventually recognize the danger, they will be intrinsically motivated toavoid flood damage that would threaten their jobs. However, there is little time to tryto persuade them that there is a crisis. When he sees that the mechanics are notresponding to his instructions, Alan becomes much more assertive by giving direct,authoritative orders in a command voice, and using appropriate nonverbal behaviorssuch as direct eye contact and a stern expression. Alan falls back on his positionpower (as owner-manager) to influence subordinates. He is firm but does not usethreats or insults.The flood crisis is novel to Alan as well as to the mechanics, and he cannot thinkof everything himself. Once the mechanics begin following his directions, Alan isreceptive to good suggestions about other things that need to be done to avoiddamage to the shop or the cars. Thus, while being very directive, he is not entirelyautocratic in deciding how the group should deal with the problem. Even in a crisis,he is a more effective manager by being receptive to good ideas from subordinates.2.Identify effective behaviors by Alan after the flood subsided.The experience of the flood makes it easier for the mechanics to understand thereason for Alan’s unusual behavior. Nevertheless, this type of behavior carries therisk of undermining his good relationship with them. Alan’s actions after the crisis areappropriate for maintaining a good relationship. He shows his appreciation for themechanics' efforts by personally thanking them. He gives them the next morning offas a reward for volunteering to stay late and help with the cleanup. When they returnto work the next afternoon, he makes a speech to give them credit for successfullyavoiding serious damage from the flood. He gives recognition for each person’scontributions, no matter how small. He does not mention that he was right and themechanics were wrong about the danger of a flood. Thus, Alan helps the mechanics

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10perceive the crisis as a joint effort in which they all played important part, rather thantrying to portray himself as a heroic leader.3.How should Alan behave toward his employees in the future?There is no reason for Alan to change his typical style of leadership in non-crisissituations. Some students mistakenly interpret his final comments as indicating thatAlan needs to become more directive. Such a change would undermine hiseffectiveness. Alan will have more expert power as a result of his successfulinterpretation of the crisis, and employees are more likely to believe him and carry outhis directions immediately in a future crisis.

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11Echo ElectronicsThe purpose of this case is to provide a better understanding of the potentialbenefits of participative leadership. Students are asked to read a case describing adecision for which an autocratic decision was unsuccessful. The mistakes made bythe manager in this case demonstrate the importance of consultation in makingdecisions that have important implications for both subordinates and the organization.1.What actions could Paul have taken to prevent the problem?Use of participative leadership may have prevented this problem. Consultationwith employees about major changes is useful for discovering potential resistance tothe change, gaining commitment to it, and getting suggestions on ways to implementthe change more effectively. A major change in the work such as introduction of newequipment can have a very disruptive effect on people. The new workstations may beperceived by the workers either as an improvement or as a threat. The workstationsoffer a number of advantages, such as making the work more interesting, raising theskill level of employees, and providing an opportunity to increase productivity andproduct quality, thereby making the company more competitive and protecting thejobs of workers. Conversely, the workers may perceive the new equipment as athreat to their job security, because fewer workers will be needed if productivity isincreased. Moreover, workers who are not computer literate may be anxious aboutlearning new skills and worried that their experience and technical skills will becomeobsolete in a computerized factory.A major change of this type should be introduced carefully to avoid negativereactions. The potential benefits for the company and the workers should have beenexplained before the changes were made, and the supervisors and workers shouldhave been invited to participate in meetings to plan how to implement the changeseffectively. Employees should have been encouraged to express any concerns anddoubts about the feasibility of the proposed changes. The opportunity to discusschanges and influence them reduces anxiety and helps to avoid false rumors.Whenever possible, Paul should have modified the planned changes to deal withemployee concerns and utilize good suggestions, thereby giving the employees (andthe supervisors) a sense of ownership of the changes.Some other actions to ensure that the new workstations would be viewed as apositive change would help create trust and reduce anxiety. Paul should have tried topersuade top management to guarantee that no jobs would be lost as a result of thechange. He should have looked for ways the workers could benefit from the changes,for example, by earning more after learning the new skills needed to operate theworkstations. Paul should have made sure adequate training was provided to help theworkers learn how to operate the new machines effectively.

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122.What steps should Paul take now to deal with the problem?The first step is to determine the cause of the problem. It is not clear whyproductivity and quality decreased. Paul’s four supervisors disagree about the cause,and there is insufficient evidence to support their opinions.There is no obvious deficiency in the equipment, but more investigation is neededto completely rule out this possibility. Paul needs more information about the timing,scope, and intensity of the problem. He should determine whether productivity andquality has declined for all of the workers, or only for some workers, departments, orshifts. If the company has a good records, data for the period prior to the introductionof workstations should be examined to see if the pattern was one of stable,increasing, or decreasing productivity and quality. Paul also needs to check with hiscontacts in other companies to determine whether they experienced a decline inproductivity and quality the first few months after the workstations were introduced (itmay be a natural part of the learning curve). Finally, Paul should consider thepossibility that the problems are jointly caused by the workstations and some othercondition unique to the company.There is some evidence to suggest that the problem is due at least in part toworker resistance. Worker morale has declined, and two employees quit becausethey were upset about changes in how the work is done. These reactions suggest thenew workstations may be viewed as a threat rather than a benefit, but Paul needsmore information to confirm this diagnosis. Paul should hold meetings with groups ofworkers to discuss the problem and try to learn how the workers feel about the newworkstations. If the workers trust Paul and share his objectives of improvingproductivity and quality, Paul can invite them to participate in finding ways to makethe new workstations successful as a means of improving quality and productivity.Paul may find that the problem has multiple causes, each requiring a differenttype of solution. Changes may be required in compensation, job design, work rules,job security, or training procedures. For example, if the workers were not properlytrained to operate the new equipment, then new training should be developed quickly.If the workstations are incompatible with existing production procedures, than somere-engineering may be needed. If the workers are afraid that the new machinesthreaten their job security, then the company needs to provide assurances that nojobs will be lost as a result of increased productivity. If the workers feel inequity, a payincrease may be appropriate to compensate them for learning the new skills neededto operate the workstations. Paul needs to persuade the CEO to approve anynecessary changes. The fact that the CEO approved the initial plan for the changeand shares part of the responsibility for its deficiencies may make it easier to getapproval for the necessary changes.

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