The Marginal Employee Essay Assignment
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
The Marginal Employee Essay Assignment
As the nursing supervisor of a 35-bed oncology unit in a 400-bed hospital, this is how you may solve the problems posed by a marginal employee (Judy) on your staff.
- Identify the problem. The marginal performance of one employee is affecting unit morale.
- Gather data to analyze the causes and consequences of the problem. The following information should be gathered and considered:
Judy has been an RN for 15 years and probably has always been a marginal employee.
Judy states she is highly motivated to be an oncology nurse.
Judy has been coached on several occasions regarding how she might improve her performance, and no improvement is evident.
It is difficult to recruit and retain staff nurses for this unit.
The unit is already short of two full-time RN positions.
Judy’s performance is not unsatisfactory, it is only marginal.
The other nurses on the floor considered Judy’s performance to be disruptive enough to ask you to remove her from the floor.
- Identify alternative solutions
Alternative 1—Terminate Judy’s employment.
Alternative 2—Transfer Judy to another floor.
Alternative 3—Continue coaching Judy and help her identify specific and realistic goals about her performance.
Alternative 4—Do nothing and hope the problem resolves itself.
Alternative 5—Work with the other staff nurses to create a work environment that will make Judy want to be transferred from the unit.
- Evaluate the alternatives
Alternative 1—Although this would provide a rapid solution to the problem, there are many negative aspects to this alternative. Judy, although performing at a marginal level, has not done anything that warrants discipline or termination. Although some staff members have requested her removal from the unit, this action could be viewed as arbitrary and grossly unfair by a silent minority. Thus, employees’ sense of security and unit morale could decrease even more. In addition, it would be difficult to fill Judy’s position.
Alternative 2—This alternative would immediately remove the problem from the supervisor and would probably please the staff. This alternative merely transfers the problem to a different unit, which is counterproductive to organizational goals. This might be an appropriate alternative if the supervisor could show that Judy could be expected to perform at a higher level on another unit. It is difficult to predict how Judy would feel about this alternative. Judy is probably aware of the other staff’s frustration with her, and a transfer would provide at least temporary shelter from her colleagues’ hostility. In addition, although Judy would be pleased that she was not dismissed, she would appropriately view the transfer as her failure. This recognition is demoralizing, and the opportunity for her to fulfill a long-term career goal would be denied.
Alternative 3—This alternative requires a long-term and time-consuming commitment on the part of the manager. There is inadequate information in the case to determine whether the supervisor can make this type of commitment. In addition, there is no guarantee that setting short-term, specific, and realistic goals will improve Judy’s work performance. It should, however, increase Judy’s self-esteem and reinforce her supervisor’s interest in her as a person. It also retains an RN who is difficult to replace. This alternative does not address the staff’s dissatisfaction.
Alternative 4—There are few positive aspects to this alternative other than that the supervisor would not have to expend energy at this point. The problem, however, will probably snowball, and unit morale will get worse.
Alternative 5—Although most would agree that this alternative is morally corrupt, there are some advantages. Judy would voluntarily leave the unit, and the supervisor and staff would not have to deal with the problem. The disadvantages are similar to those cited in Alternative 1.
- Select the appropriate solution. As in most decisions with an ethical component, there is no one right answer, and all the alternatives have desirable facets. Alternative 3 probably presents the least number of undesirable attributes. The cost to the supervisor is in time and effort. There is really little to lose in attempting this plan to increase employee productivity because there are no replacements to fill the position anyway. Losing Judy by dismissal or transfer merely increases the workload on the other employees due to short staffing. It also cannot help the employee.
- Implement the solution. In implementing Alternative 3, the supervisor should be very clear with Judy about her motives. She also must be sure that the goals they set are specific and realistic. Although the staff may continue to verbalize their unhappiness with Judy’s performance, the supervisor should be careful not to discuss confidential information about Judy’s coaching plan with them. The manager should, however, reassure the staff that she is aware of their concerns and that she will follow the situation closely.
- Evaluate the results. The supervisor elected to review her problem solving 6 months after the plan was implemented. She found that although Judy was satisfied with her performance and appreciative of her supervisor’s efforts, her performance had not improved appreciably. Judy continued to be a marginal employee but was meeting minimal competency levels. The supervisor did find, however, that the staff seemed more accepting of Judy’s level of ability and rarely verbalized their dissatisfaction with her anymore. In general, unit morale increased again.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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