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Ob Case Study 5

Lemuel Greene had a master's degree in English but worked as a trainer for a home manufacturing company. He enjoyed helping executives improve their writing skills. The company promoted Greene to focus on executive training, which increased his salary. However, Greene grew unhappy repeating the same seminars. When he expressed that the executives no longer needed him, his supervisor suggested teaching factory workers. Greene took a pay cut to teach English classes to the workers. Productivity improved and employee turnover decreased after Greene's classes started. Greene seemed happy with this new role, finding fulfillment beyond just his salary.

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91 views2 pages

Ob Case Study 5

Lemuel Greene had a master's degree in English but worked as a trainer for a home manufacturing company. He enjoyed helping executives improve their writing skills. The company promoted Greene to focus on executive training, which increased his salary. However, Greene grew unhappy repeating the same seminars. When he expressed that the executives no longer needed him, his supervisor suggested teaching factory workers. Greene took a pay cut to teach English classes to the workers. Productivity improved and employee turnover decreased after Greene's classes started. Greene seemed happy with this new role, finding fulfillment beyond just his salary.

Uploaded by

jalal baloch
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Case 5

More Than a Paycheck

Lemuel Greene was a trainer for National Home Manufacturers, a large builder of prefabricated homes.
National Home had hired Greene fresh from graduate school with a master’s degree in English. At first,
the company put him to work writing and revising company brochures and helping with the most
important correspondence at the senior level. But soon, both Greene and senior management officials
began to notice how well he worked with executives on their writing, how he made them feel more
confident about it, and how, after working with an executive on a report, the executive often was much
more eager to take on the next writing task. So National Home moved Greene into its prestigious
training department. The company’s trainers worked with thousands of supervisors, managers, and
executives, helping them learn everything from new computer languages to time management skills to
how to get the most out of the workers on the plant floor, many of whom were unmotivated high school
dropouts. Soon Greene was spending all his time giving short seminars on executive writing as well as
coaching his students to perfect their memos and letters. Greene’s move into training meant a big
increase in salary, and when he started working exclusively with the company’s top brass, it seemed as
though he got a bonus every month. Greene’s supervisor, Mirela Albert, knew he was making more than
many executives who had been with the company three times as long, and probably twice as much as
any of his graduate school classmates who concentrated in English. Yet in her biweekly meetings with
him, she could tell that Greene wasn’t happy. When Albert asked him about it, Greene replied that he
was in a bit of a rut. He had to keep saying the same things over and over in his seminars, and business
memos weren’t as interesting as the literature he had been trained on. But then, after trailing off for a
moment, he blurted out, "They don’t need me!" Since the memos filtering down through the company
were now flawlessly polished, and the annual report was 20 percent shorter but said everything it
needed to, Greene’s desire to be needed was not fulfilled. The next week, Greene came to Albert with a
proposal: What if he started holding classes for some of the floor workers, many of whom had no future
within or outside the company because many could write nothing but their own names? Albert took the
idea to her superiors. They told her that they wouldn’t oppose it, but Greene couldn’t possibly keep
drawing such a high salary if he worked with people whose contribution to the company was
compensated at minimum wage. Greene agreed to a reduced salary and began offering English classes
on the factory floor, which were billed by management (who hoped to avoid a wage hike that year) as
an added benefit of the job. At first only two or three workers showed up—and they, Greene believed,
only wanted an excuse to get away from the nailing guns for a while. But gradually word got around that
Greene was serious about what he was doing and didn’t treat the workers like k ids in a remedial class.
At the end of the year, Greene got a bonus from a new source: the vice president in charge of
production. Although Greene’s course took workers off the job for a couple of hours a week,
productivity had actually improved since his course began, employee turnover had dropped, and for the
first time in over a year, some of the floor workers had begun to apply for supervisory positions. Greene
was pleased with the bonus, but when Albert saw him grinning as he walked around the building, she
knew he wasn’t thinking about his bank account.

Case Questions
• What need theories would explain why Lemuel Greene was unhappy despite his high income?

• Greene seems to have drifted into being a teacher. Given his needs and motivations, do you think
teaching is an appropriate profession for him?

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