Voluntary Health Agency Assignment

Voluntary Health Agency Assignment

Voluntary Health Agency Assignment

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MANAGEMENT CASE STUDY: Incentives & Motivation

Setting

A state voluntary health agency employed about 100 people, including a director of public and professional education. The director’s job was to work with numerous local units in facilitating community health education and professional staff development. The director, a highly motivated and very productive young man, was responsible for arranging community health fairs in local malls, educational components at fund-raising events, and two annual statewide seminars for professional development, one for doctors and one for nurses. He traveled frequently to the local units and was increasingly in demand as a consultant in other states and as a presenter at state and national meetings.

Problem

The director’s stress level was high because of his extensive responsibilities and his frequent acceptance of speaking engagements. He was out of the office and on the road three or four days a week, and when his paperwork mounted, he worked on the weekend to catch up. The director became a workaholic. He also became cranky

impatient, and somewhat depressed. His feelings of depression increased to the point where they negatively impacted his productivity. Alternatives Considered

Because the director had been so productive prior to the period of burnout, termination was not among the alternatives considered. Referral to a counselor for “burnout counseling” was considered, although no one knew an agency or counselor to handle the referral. The second alternative was for the administrator of the agency to attempt to handle the problem.

Actions Taken

The administrator called the director in for a one-hour appointment. Included in the meeting was a coworker (and personal friend) of the director. The manager expressed concern about stress and decreased effectiveness and voiced a desire to put together a plan that would help. When the expected denial and protestation occurred, the coworker on cue validated the observations of the administrator. The administrator then stated that the decision had already been made and that a plan would be developed and implemented as a condition of continued employment. According to the plan that was devised, the director would go on leave immediately, using 8 of 18 available sick leave days, and at least 2 and preferably 7 vacation days. A 2- to 3-week rest was mandated,

and all appointments and travel assignments would be canceled. All out-of-state travel would now have to be approved by the administrator, and the director was not to be on the road for more than 2 days a week for the next six months. Fax and phone conversations would have to suffice in some cases. Attendance at a stress management seminar at some time during the 6 months of restricted travel was mandated. The director was also to do some reading on delegating responsibility. At the end of the 6-month period, another conference would be held to re-evaluate the situation and determine if an additional six-month plan was necessary. A memo was written detailing the conference and the agreement. It was signed by all three persons who were present.

OUTCOME The forced sick leave and vacation time helped the employee see what he was allowing the job to do to his health and his family and understand the impact his condition was having on the job. He did the reading and attended the required workshop, and eventually he recovered from his depression to become a productive employee once again.

DISCUSSION QUESTIONS

1. If the director had not voluntarily agreed to abide by the plan, under what conditions could termination have occurred? What kind of paper trail would be required? What options might exist if a sufficient paper trail did not exist?

2. What other strategies might the administrator have used?

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ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.