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Dealing with disengaged employees
Dealing with disengaged employees
The major lessons to be learnt from this case
There are various lessons to be learnt in this case. To start with, disengaged workers are usually unproductive and often lead to loss of customer loyalty. On the other hand, engaged employees are usually highly productive and provide good services to customers. The causes of disengagement can either be behavioural or economical. Disengaged workers are costly to an organization in numerous ways. Thus, it is essential to try available ways to deal with disengaged employees but sometimes, the best choice if to fire the worker. Further, poor management practices are a major cause of workers disengagement. Also, disengaged managers have an adverse impact to the performance of workers. It is thus important for managers to establish good relationship with all workers and establish ways to respond to individual performances. More importantly, organizations should focus on preventing employee disengagement through establishing ways to discover ‘mental absence’ in workers and try to fix the problem before disengagement takes place.
How training and re-training can be used to better engage the retail employees when;
(a) They are new
Training and retraining can be used to better engage new retail employees through effective on-boarding process. This is a process in which new employees learn the culture of an organization (Macey et al, 2011, p. 1). From the first contact that an organization has with new employees, the retail organization can imbue the employees with values and goals of the organization. As Macey et al, (2011, p. 1) noted, this can be done through formal training of the employees, focusing on organizational values as well as the skills required to do the work. This process can be reinforced through offering the new employees with informal opportunities for interaction and through continuous retraining. This will enhance better perception of the new employees towards the organization, increase their focus on organizational goals and hence, increase their engagement (Macey et al, 2011, p. 1).
(b) After they have been with a retailer for a while
Training which is meant to engage employees who have stayed in the retailer for a while needs to focus on building effective communication among the employees and between employees and management, enhance trust with the management and cultivate the employees to think systematically (Champion, 2008, p. 13). For an effective training process, the management should first consider surveying the employees in order to understand the specific skills that each will need to learn. This will help to match the match the training with the preferences and requirements of each employee. It is essential to make the training sessions enjoyable through building interactivity into the training programs. More importantly, the employees need to be allowed to express themselves as unique individuals during training (Macey et al, 2011, p. 1). The training process should be made continuous. Generally, this will help to foster sense of belonging and creates meaningful opportunities to contribute, to learn and to grow for the workers and thus, increase their engagement.
Supervision style that is most likely going to motivate retail employees
The most suitable supervision style that would motivate the retail employees is the democratic style. In this style, the management includes employees in the process of decision-making and problem solving, though it retains the ultimate say in the final resolution (Pinnow, 2011, p. 51). This style increases employees’ engagement and participation, hence increasing job satisfaction, morale, efficiency and productivity. Thus, the democratic style is likely to be the most effective in motivating the retail workers.
Impact of reducing labour costs at a percentage of sales from 10% to 8 percent
It is not good for the retailer to reduce labour costs by cutting down sales commission from 10 percent to 8 percent. As Thomason et al (2001, p. 189) explains, compensation motivates employees to work hard and to strive for higher levels of productivity. As such, reduction in compensation will create mistrust of the organization among workers, decrease their morale, increase turnover rate and subsequently, reduce overall organizational productivity. Therefore, it is not advisable for the retailer to reduce labour costs by cutting down workers’ commission.
Suggestions for improving labour productivity in retailing
The productivity of the retail business can be improved in various ways. First, it can be enhanced through improved ways of worker’s motivation while focusing on gaining their engagement and loyalty United Nations, (2006, p. 126). Secondly, the retailing productivity can be improved through training of staff to improve their knowledge and skills as well as through adapting improved recruitment and selection process. Thirdly, it can be enhanced through investment in advanced equipments and technology. The fourth option is to create a system that will respond to employees’ issues effectively. This will help to reduce frustrations, increase job satisfaction, increase workers’ efficiency and increase overall productivity (United Nations, 2006, p. 126). Finally, the retail’s productivity can be enhanced by fostering open communication within the organization which will allow workers to make suggestions for updating office policies and streamlining procedures.
The pros and cons of cross-training a disengaged employee
There are several merits of cross-training a disengaged employee. To start with, training makes a disengaged worker experience change in routine hence reducing boredom (Sunley, et al, 2011, p. 145). Secondly, it provides a chance for a disengaged employee to raise issues affecting him or her and to make suggestions for improvement. According to (Sunley, et al, 2011, p. 145), training makes the disengaged workers to feel valued since the employer is using time and resources. The cross-training process can help to identify candidates for higher level jobs. Generally, a well designed training for disengaged employee help to increase job satisfaction, reduce employee turnover rate, increase customer loyalty and organizational productivity (Sunley, et al, 2011, p. 145).
As well, there are various demerits associated with training of a disengaged employee. First, it is costly to an organization to implement an effective cross-training program (Sunley, et al, 2011, p. 145). Secondly, there is usually less productivity during the course of training. Further, if poorly implemented, the cross-training program can have several adverse impacts on the disengaged worker. According to Sunley, et al (2011, p. 145), it can kill employee’s morale especially if they feel that he or she is likely to lose job. It can also lead to resentments if the worker feels that the training is likely to increase his or her responsibilities, but for the same pay. If poorly implemented, training can cause the disengaged worker to lose sight of key responsibilities, leading to confusion. Generally, if poorly managed, cross-training can result in less productivity, customer dissatisfaction and even possibility of costly mistakes (Sunley, et al, 2011, p. 145).
The labour related functions could be outsourced by an auto dealer
There are various labour related tasks such as handling of dealership website leads, third leads generated by advertising on TV, radio, direct mail, incoming sales calls, inbound calls, and database mining of past sales and service customers among others (Sundararajan, et al 2011, p. 18). The reasons for outsourcing include cost saving, achieving better control of the outsourced functions, need to focus on core competencies, avoiding distractions and push by company politics. An auto dealer may outsource any or all of the aforementioned functions depending on the skills and abilities of the staff.
References
Champion, M. R. & Capella University, (2008), Creating engagement: The use of
Expectancy Theory in corporate customer service teams, ProQuest, MI
Macey, W. H., Schneider, B., Barbera, K. M. & Young, S. A., (2011), Employee
Engagement: Tools for Analysis, Practice, and Competitive Advantage, John Wiley & Sons, London
Pinnow, D. F., (2011), Leadership – What Really Matters: A Handbook on Systemic
Leadership, Springer, Heidelberg
Sunley, P., Martin, R. & Nativel, C., (2011), Putting Workfare in Place: Local Labour
Markets and the New Deal, John Wiley & Sons, London
Thomason, T., Schmidle, T. P. & Burton, J. F., (2001), Workers’ compensation: benefits,costs, and safety under alternative insurance arrangements, W.E. Upjohn Institute, London
United Nations, (2006), Economic survey of Latin America and the Caribbean, United
Nations Publications, Geneva
Sundararajan, A., Wiegmann, J. & Tao, Z., (2011), Decision Making for Outsourcing and
Privatization of Vehicle and Equipment Fleet Maintenance, Transportation Research Board, Washington
Mardi Gras is not Halloween. Gore and mayhem may work for All Hallow’s Eve
but for Mardi Gras
Dealing with an Autistic Child
Dealing with an Autistic Child
Author
Tutor
Course
University
Introduction
Dealing with an autistic child can be an extremely daunting task. This is especially considering their slightly “unbecoming’ behaviour that could cause disruption especially in the classroom. This was essentially the case at a time when an autistic child had a kick-off and started disrupting the entire class. This behaviour may have emanated from his need to release some energy before settling down, or even his failure to understand the expectations in the class, as well as what he was supposed to do next. The act of walking around the classroom was, in this case, an attempt at calming himself (Peck & Scarpati, 2011, pp. 34). However, controlling the situation is difficult especially considering that it was not immediately obvious why the boy acted in that manner. The limited verbal communication made the kid incapable of expressing his feelings of discomfort, anxiety or frustration except through outbursts of unbecoming behaviour (Hannah, 2001, pp. 45). Needless to say, the result of the disruption depended on the reaction of the teacher and me as the teaching assistant.
In dealing with the undesirable behaviours, it was imperative that each behaviour is tackled at its own time rather than rectifying all behaviours at once. First, the teacher had to slow down his movements and speech while talking, as well as use a soft voice so as to calm the autistic child. This was aimed at slowing down the physical disruptions pertaining to kicking off or moving around the classroom (Buron et al, 2008, pp. 56). While holding the child may trigger more violent reactions from him, I pushed down heavily on his shoulders using equal, as well as constant pressure. The constant nature of this pressure allowed the child to calm down (Buron et al, 2008, pp. 56). Needless to say, the child did not calm instantaneously, in which case it was imperative that I desist from rushing the child or rather be extremely patient with him. This was aimed at reducing the verbal outbursts. It is only after the child has calmed down both verbally and physically that it would be possible to model behaviour through socialisation.
Bibliography
Hannah, L. (2001). Teaching young children with autistic spectrum disorders to learn: a practical guide for parents and staff in general education classrooms and preschools. London, National Autistic Society.
Peck, A. F., & Scarpati, S. 2011. Classroom instruction and students with autism spectrum disorders: a collection of articles from Teaching Exceptional Children. Arlington, Va, Council for Exceptional Children.
Buron, K. D., Wolfberg, P. J., & Gray, C. 2008. Learners on the autism spectrum: preparing highly qualified educators. Shawnee Mission, Kan, Autism Asperger Pub. Co.
