FINAL PROJECT

Training program:
Masters Business Administration
Subject: Final Project Personnel management and organizational
behaviour
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ENEB Business School

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 BACKGROUND

The company Art's Food is an organisation with 28 years of history in the area
of services. The company's headquarters are located in Sabadell, although
the services are provided in numerous points of the Catalan territory. The
company has three areas (Educational, Hotel and Events), all related to
catering.

The company achieves a higher turnover in the educational area, dedicated

mainly to serving the catering of a large number of schools (currently more than
150). This area is a great entrance of money for the company, but it also
requires a great structure and organisation. The feeling of the worker is that the
future and the viability of the company mainly goes through the proper
functioning of this area.

However, although in recent months the department has been meeting the
objectives set and continues to gain public and private tenders (which means
more schools and clients), there is widespread discontent among its workers,
since the management does not know not how to handle the situation and that
translates into a poor environment.

Raquel Torrà is the director of the educational area, a competent and proactive
woman, with more than 10 years in the position. Above her there are only Josep
Font, Chief of Operations, and Roger Art, founder and director of the company.
They have a way of understanding the business world that is very classic and
authoritarian, they do not take their workers into account, and they only move by
objectives. In turn, they derive full responsibility from the area directors to
communicate the decisions to their workers. They do not usually have direct
contact with the workers and, if they do, it is scorched and hostile
Roger is only interested in obtaining good economic results without caring about
the personal situation of his workers. An example of this is that, on average,
workers in the educational area are having to do 10 extra hours a month to be
able to fulfil their tasks. This situation is common in recent months and, far from
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solving it, their opinion is "they’re supposed to work, that’s what we pay them
for". He has also been heard saying, on more than one occasion, phrases such
as "if they are not motivated it’s not my problem, they should come motivated
from home" or "they should manage with the resources they have" when asked
about strengthening the educational area team. All this situation is generating
negative repercussions for the future of the company in general, and in the
educational area, in particular, although management doesn’t seem to notice.

The educational area is made up of 19 workers. As has already been

mentioned, Raquel is the director of the area and has a very experienced and
prepared team, both in the operational and commercial sectors. In turn, she is
characterised by having excellent communication skills and a very remarkable
ability to lead, which is helping to relieve the bad environment somewhat, but
she does not know how long she will endure.

Her team consists of 12 area coordinators who mainly perform the work at a
distance during their working day, as they are responsible, in an autonomous
manner, to supervise the proper functioning of the service of the schools in each
area. The remaining 6 workers are two commercial employees, who are
responsible for preparing and managing the active competitions; a personal
assistant of Raquel, who offers direct support to her and to the area
coordinators; an administrative assistant, responsible for customer service and
various tasks; an office clerk responsible for managing routine actions; and a
product technician, in charge of negotiating prices and managing incidents with
suppliers. In general, there is a good atmosphere among all of them, although
the continuous stress and the lack of empathy from the management are
beginning to generate problems.

The members of the educational area that are in office are as follows:

- Joan: salesman. He has been with the company for six years and is a
severe and responsible person. For him, the most important thing is to do
his job well above everything and everyone. He does not have a bad

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 relationship with his peers, but he is selfish. He considers himself well
positioned and happy with his situation as he receives bonuses for won
tender.
- Enrique: salesman. This is his third year in the company and, unlike
Joan, he gets along very well with the other colleagues in the area. He is
a very happy and confident person, highlighting his excellent
communicative ability. For him, the current situation is neither fair nor
sustainable.
- Lorena: She has been in her position for three years (assistant to
Raquel) and is a crucial player in the group. She is a very cheerful
person and is confident and confident in her work and training. She is
the wild card of them all because her position in the Educational
area makes it indispensable for the proper functioning of this area. She
is dynamic and always takes the initiative and is willing to help
anyone who needs it. However, despite her importance in the company,
she does not feel valued by management.
- Elisabeth: The most senior employee, she is tasked with managing
routine actions. In spite of not having any type of training, she strives to
do her job well and has a great ability to be heard and avoid friction
with customers. She is a smiling person and always tries to improve the
day for her companions.
- Julia: she has only been with the company for 5 months. She is an
administrative assistant and deals with customer service (parents),
among other administrative tasks. Being the youngest of the group, she
does not want to enter into controversies and tries to go unnoticed. She
is unsafe on many occasions, as she notices that the work environment
is rarefied.
- Anabel: has been working on the product for more than 8 years. Her
significant experience makes her a specialist in her field. She is well liked
by her peers

Although the area coordinators do not usually work in offices, they have their
common work area in them. They are a cohesive group, but the stress and lack
of recognition by management are beginning to generate conflicts, resulting in a
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decline in service quality. In general, most coordinators are open to helping

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colleagues, which facilitates their work and the resolution of possible arising
conflicts.

Finally, Raquel's personal assistant has informed the company of her decision to
accept a work offer, since she considers that she has not been sufficiently
valued (when she was admitted, she was offered a salary below what was
said in the interview, and they haven’t reviewed it since she’s been in the
company). The situation stresses them a lot, since she gets along great with
Raquel and with Anabel, Julia, Enrique and Elisabeth, and they form a
very competent and cohesive working group, helping each other in everything
they need. They have the same opinion about Roger's management, and they
are considering taking similar measures if the situation does not change.

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 1. ANALYSIS

A- There is a challenge facing the Educational Area staff.

Within the Educational Area, a significant and pressing challenge has emerged,
one that threatens the effectiveness and overall morale of the staff. The root
causes of this challenge are multifaceted, comprising poor management
practices, a dearth of effective communication, and alarming neglect of the well-
being of the staff members. This toxic combination has culminated in a
prevailing sense of discontent that pervades the educational team.

One of the most pronounced issues is the prevailing sense of poor

management that plagues the staff. Decisions are made with apparent
disregard for their implications on the team, leading to confusion and frustration.
The lack of clear directives has resulted in a palpable sense of aimlessness
among the staff, where roles and responsibilities are often unclear, causing
delays and inefficiencies. This sense of disarray has been further exacerbated
by the lack of effective communication channels. Vital information is not
consistently shared, and even when it is, the manner in which it's conveyed is
often convoluted or insufficient. This lack of transparency has bred a culture of
uncertainty, leaving staff members feeling uninformed and undervalued.

Perhaps most distressingly, the educational staff's well-being has been

neglected, resulting in a demoralized and overburdened workforce. A pervasive
expectation has emerged that staff members should consistently go above and
beyond their regular responsibilities, often working extended hours without the
prospect of adequate compensation or recognition. This blatant disregard for
their personal time and work-life balance has understandably created
resentment and contributed to an atmosphere of burnout. The ripple effects of
this disregard for well-being are evident in decreased productivity, increased
absenteeism, and a palpable erosion of team cohesion.

A deeper underlying issue lies in the management's disproportionate emphasis

on financial outcomes to the detriment of employee satisfaction. While financial
results are undoubtedly important for any organization, the singular focus on
this aspect has overshadowed the significance of nurturing a positive work
environment. The pursuit of financial success at any cost has led to the neglect
of critical human factors, such as motivation, engagement, and a sense of
purpose.

To confront this multifaceted challenge, a comprehensive and strategic

approach is imperative. It necessitates a revaluation of management practices,
an overhaul of communication strategies, and a renewed commitment to the
well-being of the staff. Open channels for feedback and dialogue should be
established to address concerns and collaboratively develop solutions.
Furthermore, a shift in the management's mindset, one that acknowledges the

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symbiotic relationship between employee satisfaction and organizational
success, is essential.

B- The prevailing predicament within the Educational Area is not a mere

occurrence by happenstance; rather, it is the direct outcome of a classic
and authoritarian management approach embodied by individuals such
as Josep Font and Roger Art. Their leadership style, characterized by an
absence of empathy, ineffective communication, and an outright
disregard for the valuable input of workers, has precipitated a
disheartening cascade of effects that have infiltrated every aspect of the
educational staff's professional lives.

At the heart of this issue lies a leadership style that appears to be mired in
rigidity and a lack of understanding for the human element. Josep Font and
Roger Art's reluctance to empathize with the challenges and aspirations of their
subordinates has bred a sense of detachment. This detachment, in turn, has
fostered an environment where staff members feel that their voices are
unheard, their concerns unaddressed, and their contributions unrecognized.
The absence of empathy within their management approach has created a
chasm between the leadership and the staff, rendering them disconnected and
demotivated.

Furthermore, the repercussions of poor communication within this management

paradigm cannot be underestimated. The dearth of clear, timely, and relevant
communication channels has engendered an environment where
misinformation thrives, and rumours abound. This atmosphere of uncertainty
has impeded the staff's ability to function effectively, as they lack the necessary
information to make informed decisions or understand the rationale behind
certain directives. This communication vacuum has been a breeding ground for
frustration, confusion, and a diminishing sense of purpose.

Perhaps most detrimentally, the classical authoritarian approach employed by

Font and Art has stifled the potential for collaborative decision-making. The
apparent exclusion of workers from the decision-making process has resulted in
a feeling of disempowerment and a lack of ownership over their own work. The
staff's valuable insights and innovative ideas remain untapped, leading to an
inefficiency in problem-solving and a missed opportunity to harness the
collective wisdom of the team.

Failing to intervene in this distressing situation could unleash a series of

compounding consequences that ripple throughout the organization. A decline
in morale and motivation among staff members is likely to directly correlate with
a decrease in productivity. The educational staff, feeling disengaged and
underappreciated, might struggle to find the motivation to produce their best
work, thereby impacting the overall quality of educational services provided.

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In light of these potential outcomes, it is evident that intervention is not just
advisable, but imperative. The rectification of this situation necessitates a
paradigm shift in management approach – one that embraces empathy,
prioritizes transparent communication, and actively involves the staff in the
decision-making process. A leadership model built upon collaboration,
empowerment, and mutual respect holds the promise of reinvigorating the
Educational Area. By recognizing the far-reaching implications of unchecked
authoritarian management, the institution can pave the way for a future
characterized by enhanced productivity, staff retention, and a commitment to
excellence in education.

C- It is clear that the company has several needs that the management has
not noticed. These needs include:

 Improved communication channels: Management and workers lack direct

communication. Establishing open and transparent communication
channels will address concerns, improve morale, and foster inclusion.
 Recognition and appreciation: The workers feel undervalued.
Implementing a system to recognize and reward their efforts will boost
motivation and job satisfaction.
 Work-life balance: The excessive workload and expectation of working
extra hours without compensation lead to burnout and stress. The
company should prioritize work-life balance and ensure employees' well-
being.
 Training and development opportunities: Investing in employees'
professional growth will enhance their skills, job satisfaction, and loyalty
to the company.

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D- TEAM ANALYSIS

A) The company's Educational Area is currently in the Storming stage of team

evolution. The discontent among the staff, conflicts arising from lack of
recognition, and decline in service quality indicate a stage of team
development characterized by internal struggles and lack of cohesion.

B) Formal teams in the company include educational area coordinators, led by

Raquel Torrà. These coordinators work together to supervise the service's
proper functioning in each school area. Informal teams may exist within
smaller groups, such as the cohesive group of area coordinators who
support and help each other.

C) Applying the Belbin team roles to the educational staff:

Joan: Implementer
Enrique: Resource Investigator
Lorena: Coordinator
Elisabeth: Team worker
Julia: Monitor Evaluator
Anabel: Specialist

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 Staff Belbin Team
member Role Description Potential Contribution to Educational Staff

Organizes and executes educational plans

Practical, disciplined, effectively, and ensures implementation of
Joan Implementer reliable curriculum and programs.

Establishes connections with external resources and

Resource Outgoing, curious, brings new teaching materials and ideas into the
Enrique Investigator explore opportunities team.

Keeps the educational staff focused on objectives

Mature, confident, and ensures smooth communication and effective
Lorena Coordinator clarifies goals task delegation.

Cooperative,
diplomatic, resolves Promotes a positive team atmosphere, mediates
Elisabeth Team Worker conflicts conflicts among staff, and maintains harmony.

Provides critical analysis of educational strategies,

Monitor Analytical, discerning, identifies potential improvements, and ensures well-
Julia Evaluator impartial informed decisions.

Offers deep knowledge in a subject area, and

Expertise in a specific contributes insights to enhance the educational
Anabel Specialist area curriculum in the specialized field.

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E- ROGER AS A BOSS

A) Roger's power can be seen as coercive power, where he uses authority and
control to enforce compliance. He has the authority to make decisions and set
goals for the company, but he does not have a positive relationship with the
employees. Due to his position of power, this is the case.

B) As a manager, Roger is responsible for making decisions, establishing goals,

and overseeing the daily operations of the organization. As a result, he lacks the
role of a mentor or coach who supports and develops his employees.
Additionally, he lacks effective communication skills and empathy for his
employees.

C) Roger should work on the following aspects to be a more complete leader:

 Building a better relationship with employees begins with improving
communication channels, listening actively, and providing feedback.
 Motivation: Employee motivation can be increased by recognizing and
appreciating their efforts, providing opportunities for advancement and
fostering a positive work environment.
 Awards and incentives: Offering employees rewards and incentives
based on their performance will encourage them to strive for excellence.
 Group cohesion: Promoting a supportive work culture, fostering
teamwork, and addressing conflicts promptly will enhance group
cohesion.

D) Proposed actions to improve these skills include:

 Conduct regular team meetings to address concerns, provide updates,
and gather feedback from employees.
 Implementing an employee recognition program to acknowledge
outstanding performance.
 Providing training and development opportunities to enhance skills and
job satisfaction.
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  Establishing a feedback mechanism where employees can voice their
opinions and suggestions.
 Encouraging team-building activities to improve relationships and foster a
positive work environment.

E) In order to improve the situation, Roger should adopt a transformational

leadership style. This leadership style inspires and motivates employees,
encourages innovation and growth, and fosters a positive work culture.
Using a transformational leadership style, Roger can empower his
employees and create an engaged and productive workforce.

F- Empowerment Action Plan for Art's Food with Roger

I. Empowerment and improvement have the following benefits:

 Increased employee satisfaction and motivation
 Enhancing creativity and Innovation
 Improved problem-solving and decision-making.
 Increased productivity and efficiency
 Higher employee retention rates

II. The following goals will be achieved through empowerment:

Foster a culture of trust and autonomy within the educational area.
Increase employee engagement and ownership of their work.
Improve overall service quality and customer satisfaction.

III. Type of inspiration for Roger to use: Transformational leadership.

IV. Actions that are proposed and empowerment techniques that are
proposed:
 Delegate decision-making authority to the educational area coordinators
and other employees.
 Provide training and development opportunities to enhance skills and
confidence.

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  Establish clear goals and expectations, allowing employees to take
ownership of their responsibilities.
 Encourage and support employee initiatives and improvement ideas.
 Foster a supportive and collaborative work environment.
 Recognize and reward achievements and contributions.

V. Action plan in chronological order:

 Inform the educational community of the intention of implementing
empowerment.
 Conduct training sessions on decision-making, problem-solving, and
effective communication.
 Delegate specific tasks and responsibilities to coordinators and other
employees.
 Establish regular feedback sessions to evaluate progress and provide
support.
 Recognize and reward employees for their achievements and
contributions.
 Monitor and assess empowerment's impact on employee satisfaction and
service quality.
 Adjust and improvements based on feedback and evaluation results.

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Bibliography.
[Mariana Casillas]. (2023 Final Project PMOB).
[ENEB]. (2023PERSONNEL MANAGEMENT AND ORGANIZATIONAL BEHAVIOUR).

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