Question

Background Information Allison Clark was a reluctant supervisor. As executive assistant to the Com- missioner of Client Services with the Department of Disability Rehabilitation, she had the responsibility to supervise the day-to-day work of a secretarial and clerical support staff in the Commissioner's office. While she liked her work, she did not enjoy supervising. Allison, white, supervised a three-person staff of female minority group members. Given her distaste for supervising, she was fortunate that her staff performed their work smoothly and competently, even when they were busy. Wilma Johnson was the senior secretary, having been with the Commissioner for over eight years. Wilma was very professional and competent, able to handle her various tasks skillfully and effectively. Joan Carter handled more of the techni- cal procedures and operations associated with disability rehabilitation matters. Joan, in her position for just over a year, was just beginning to achieve profi- ciency in this complex area and was doing an adequate job. Both Wilma and Joan were grade 8's in the civil service system. And then there was Lenora Haskins, a 21-year-old office clerk, grade 6. Lenora had been moved into this front office position six months ago under less than favorable circumstances. Before the transfer, she had been working as a clerk in the nearby regional administrative office. However, her performance in that job was lethargic and uninspired. She had to be supervised closely on a regular basis, and while the work she did met minimum standards, there were occasional errors and lapses. Non-exempt employees in the department be- longed to the State Service Employees Union. Rather than risk problems with the union over firing her, the decision was made to move her to the Commis- sioner's office. Allison saw Lenora as quiet and without much of a personality, "a real lump" as Allison put it. In addition, Lenora had very poor communication skills, and others in the office had little to do with her and showed little enthusiasm for working with or supporting her. Lenora spent about three months learning the routine assignments associated with her new position. At that point, Allison decided to expand her responsibili- ties so that Lenora could serve as a back-up for most of Wilma's and some of Joan's duties, on an as-needed basis--for example, whenever either Wilma or Joan were on vacation or out sick. Both Wilma and Joan supported this plan. The effort to cross-train Lenora met with two problems, though. The first problem became obvious fairly quickly: Lenora just did not seem to understand what was going on. She appeared to be personally uninvolved in, almost bored 46.1

Answer 1

• Allison needs to empower, engage, and motivate the subordinates under her. She should form a training program for all the subordinates so that they can learn all the workings of the department. She has to form methods that engage the subordinates so that they are eager to learn new things and take on the responsibilities. The need to empower the subordinates is that later on they can take on the responsibilities and work alone. Empowerment will help in making the staff self-sufficient. The different ways through which Allison can motivate the subordinates is by giving them.
• The main problem in this organization is that Allison is not able to train her staff below her. The two members below her are sufficient with her work but are not empowered. Lenora, on the other hand, is not able to understand the workings of the organization and needs proper training and supervision.
• The solution to the case study is that Allison should bifurcate the work among the members and she should make her members undergo the training programs so that they know their responsibilities and are motivated to work.