Supervisory Styles at the Red Rascal

Supervisory Styles at the Red Rascal

Jessica Perez is the manager of a thriving Red Rascal Restaurant, a chain of several hundred moderately priced restaurants throughout the country. Jessica recently returned from a regional conference in which she was informed about a new program of recruiting several developmentally disabled workers to work at each restaurant. The restaurants would work closely with local institutions that provided vocational training for individuals who are intellectually challenged. In many of the communities these institutions coordinate their effort with both psychology and special education departments at local colleges.

The developmentally disabled workers would be hired into basic positions that fit their capabilities, such as salad chefs, baker, dishwashing-machine attendants, and custodial workers. Restaurant (store) managers would receive training into how to optimize the capabilities of developmentally disabled worker, as well as how to motivate or discipline the workers as needed.

Three months after the program was launched, Jessica’s branch had hired three developmentally disabled young adults, all assigned jobs within the kitchen. Jessica spent a little time coaching her kitchen supervisors about supervising developmentally disabled workers. She emphasized the importance of providing clear, uncomplicated directions, and not overwhelming these workers by changing their assignments frequently. As instructed at regional headquarter, Jessica also explained the need to provide positive feedback and encouragement to the intellectually challenged recruits.

The program of hiring a few developmentally disabled kitchen workers appeared to be going generally well at the Red Rascal. No particular problems with the food prepared by the new workers were found, food preparation was not delayed, and their attendance was satisfactory. Yet as Jessica listened at several of the restaurants associated, the wait staff and kitchen staff included, she heard some grumbling. Head chef Tammy expressed her concerns in these terms: “I’m not exactly sure why this is happening, but these days my supervisor is treating me like I’m 10 years old. She’s so condescending, and she tells me that she wants done in tiny details. I asked Mindy (the supervisor) to taste a new salad dressing I prepared. She told me, “Tammy, I’m so proud of you. You did a great job.’ I mean, she’s acting like I’m stupid or something.”

Kurt, the host, made a similar comment about Jessica. He said, “All of a sudden you’re treating me as if I’m a little slow. You made such a fuss just because my shoes were shined and my shirt was wrinkle free. Are you forgetting that I’m not developmentally challenged?’’

 

 

Questions

1. What does the restaurants scenario presented above have to do with contingency leadership?

2. In what ways might Jessica and the supervisors modify their leadership styles to adapt to the differences in intellectual levels of the Red Rascal staff?

3. What’s the problem with the kitchen staff and wait staff at the Red Rascal? Shouldn’t all workers receive careful instructions, feedback, and encouragement?

 

 

 

Supervisory

Styles at the Red Rascal

 

Jessica Perez is the manager of a thriving Red Rascal Restaurant, a chain of several hundred

moderately priced restaurants th

rough

out

the country. Jessica recently returned from a regional

conference in which she

was informed about a new program of recruiting several

developmentally disabled work

ers to work at each restaurant. The restaurants would work

closely with local institutions that provided voca

tional training for individuals who are

intellectually challenged. In many of the communities these institutions coordinate their effort

with both psychology and special education departments at local colleges.

 

The developmentally disabled workers would be

 

hired into basic positions that fit their

capabilities, such as salad chefs, baker, dishwashing

machine attendants, and custodial workers.

Restaurant (store) managers would receive training into how to optimize the capabilities of

developmentally disabled

 

worker, as well as how to motivate or discipline the workers as

needed.

 

Three months after the program was launched, Jessica

s branch had hired three developmentally

disabled young adults, all assigned jobs within the kitchen. Jessica spent a little time

 

coaching

her kitchen supervisors about supervising developmentally disabled workers. She emphasized

the importance of providing clear, uncomplicated directions, and not overwhelming these

workers by changing their assignments frequently. As instructed at

regional headquarter, Jessica

also explained the need to provide positive feedback and encouragement to the intellectually

challenged recruits.

 

The program of hiring a few developmentally disabled kitchen workers appeared to be going

generally well at the

Red Rascal. No particular problems with the food prepared by the new

workers were found, food preparation was not delayed, and their attendance was satisfactory. Yet

as

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