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Dealing with disengaged employees

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

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Dealing with an Autistic Child

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.

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saw pre-Lenten balls and fetes in the infant New Orleans. The masked balls continued until the Spanish government took over and banned the events. The ban even continued after New Orleans became an American city in 1803. Eventually

saw pre-Lenten balls and fetes in the infant New Orleans. The masked balls continued until the Spanish government took over and banned the events. The ban even continued after New Orleans became an American city in 1803. Eventually

the predominant Creole population revitalized the balls by 1823. Within the next four years

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Deafness and Hearing Loss Blog

Deafness and Hearing Loss Blog

Deafness and Hearing Loss Blog

Name

Institution

Deafness and Hearing Loss

(a) What are the different types of hearing loss?

Hearing loss/deafness is a common disability that affects the ability for a child to develop communication skills. There are different types of hearing loss. The four main types are conductive hearing loss, central hearing loss, mixed hearing loss and Sensorineural hearing losses. Conductive hearing loss occurs as a result of obstructions or diseases that affect the middle or outer parts of the ear. Central hearing loss occurs as a result of impairment or damage to the nuclei or the nerves of the central nervous system. Sensorineural hearing losses occur when nerves or sensory hair cells on the pathway towards the inner year are damaged. Mixed hearing loss occurs when there is a combination of sensorineural hearing losses and conductive hearing loss (Center for Information and Resources, 2014).

(b) What are the educational implications for children who are deaf or have a hearing loss?

Although hearing loss affects the ability of an individual to communicate like typical individuals, it does not affect intellectual ability. However, individuals with this kind of disability require special education services and equipments in order to learn effectively. Firstly, they require assistive technologies, such as amplification systems and captioned videos and films. Secondly, they require a specialist to provide them with auditory, language and regular speech training (Center for Information and Resources, 2014). Further, children with hearing loss require a specialist who understands sign language to interpret information given out by tutors in class. In some cases, a note-taker may be required, who gathers information about educational development and ability of children with hearing loss to follow instructions (Center for Information and Resources, 2014). Tutors and peers can also be taught how to communicate to children with hearing loss using sign language and how to interact with them. In order to enhance effective learning of children with hearing loss, parents, specialists and teachers should work together in developing individualized education program (Center for Information and Resources, 2014).

(c) Identify at least three (3) print or web-based resources for parents who have children who are deaf or who have a hearing loss.

Resources

Centers for Disease Control and Prevention (2014). Hearing Loss in Children. Retrieved from HYPERLINK “http://www.cdc.gov/ncbddd/hearingloss/treatment.html” http://www.cdc.gov/ncbddd/hearingloss/treatment.html

Center for Information and Resources (2014). Deafness and Hearing Loss. Retrieved from

HYPERLINK “http://www.parentcenterhub.org/repository/hearingloss/” http://www.parentcenterhub.org/repository/hearingloss/

Lasak, J. M., Allen, P. McVay, T. Lewis, D. (2014). Hearing loss: diagnosis and management.

Primary care, 41 (1), 19–31

Smith, D. D., & Tyler, N. C. (2010). Introduction to Special Education. Columbus: Merrill.

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Deafness and Cochlear Implants

Deafness and Cochlear Implants

Name

Instructor

Subject

Date

Deafness and Cochlear Implants

Deafness is the partial or profound inability to hear. Congenital deafness occurs at birth while acquired or adventitious deafness occurs later in life. There are two types of deafness: nerve and conductive deafness. Conductive deafness occurs when the middle ear is affected or infected. The structure of the middle ear constitutes of three bones namely, incus, malleus, and stapes, which amplify the eardrum movement in response to sound waves. Conductive deafness occurs when the three bones fail to impart sound to the inner ear or when the eardrum fails to vibrate due to fluid build-up in the ear canal. Nerve deafness occurs when the cochlear nerve is affected by events such as trauma or disease. Electrical impulses do not reach the brain due to cochlear failure or a brain problem leading to lack of message translation from the cochlear nerve. In most instances, conductive deafness is treatable unlike nerve deafness, which does not respond to treatment.

Temporary deafness, which is treatable, is caused by various factors. Accumulation of wax and excess mucus in the ear canal causes a blockage of the Eustachian tube that deters hearing. Foreign substances such as an ear bud tip also cause temporary hearing when the ear canal is blocked. Middle and outer ear infections also lead to hearing loss because pus and fluid interrupt the normal transmission of sound waves. Some drugs such as chloroquine and aminoglycosides also cause hearing loss in susceptible individuals. Permanent deafness is also caused by various factors. Genetic and hereditary disorders are the leading cause of permanent deafness. Defective genes are passed on from the parent to the children at birth. A malformation in the inner ear and genetic disorders such as multiple lentigines syndrome and osteogenesis imperfecta are some of the factors that cause deafness. Prenatal exposure to certain diseases such as mumps, rubella, and influenza, and exposure to methyl mercury and quinine cause congenital deafness. Other diseases such as chickenpox, cytomegalovirus, Meniere’s disease, and meningitis also predispose an individual to deafness. Exposure to loud noises such as explosives, firecrackers, and gunshots cause damage to the delicate organs in the ear causing deafness. Traumatic events such as skull injury, eardrum perforation and changes in the air pressure also cause deafness. Old age is also a contributing factor to deafness, although it is on rare occasions (State Government of Victoria Web).

Cochlear implants are prosthetic, electronic devices that replace damaged cochlear to enable hearing. The device consists of various parts with the external part located outside the ear while the implant is placed surgically inside the ear. The external component consists of various parts which include the microphone, speech processor, transmitter and stimulator, and an electrode array. The microphone enables the device to pick up sound waves; the speech processor sorts out and arranges the waves picked by the microphone; the stimulator and transmitter convert the sound waves into electric stimuli, and the electrode array gathers stimuli from the transmitter and disseminates them to the auditory nerves (National Institute on Deafness and Other Communication Disorders Web). Deaf or hard-of-hearing adults and children more than one year old can be fitted with a cochlear implant. The device replaces the function of the damaged part of the ear and transmits sound waves directly to the auditory nerve. The implants work by generating signals that are directed to the brain through the auditory nerve for recognition and interpretation as sound. The implants have benefits such as enabling hearing better than with a hearing aid, focusing better in a noisy environment, talking and hearing better during phone conversations, enjoying music, and reconnecting with lost sounds. Although the device enhances hearing, the hearing is different from the normal one and it takes time before one learns or relearns how to hear using the device. I support cochlear implants because of their numerous benefits, as opposed to their setbacks.

I would recommend a cochlear implant for a child with congenital deafness in order to assist the child to hear. However, I would have to consider various factors such as the severity of the deafness and failure of alternative methods such as a hearing aid. The implantation is a surgical procedure and careful evaluation needs to be done before the surgery. I would also take precaution to ensure that the implant would be of utmost benefit to the child by conducting various tests and evaluation procedures such as CT scan, X-ray, audiological and ontological evaluations. The procedure is also a costly venture; thus, careful evaluation is essential before settling for it. Therefore, considering it as a way to aid hearing should be a last resort when all other means have failed.

Deafness could either be temporary or profound caused by different factors such as disease, injury, or could be a genetic disorder. Temporary deafness could be treated, but profound or severe deafness is irreversible and can only be rectified using hearing aids or cochlear implants. Cochlear implants serve the purpose of replacing the damaged part of the ear and transmitting sound waves directly to the brain for interpretation. Since the implants are inserted surgically into the ear, they should be the last resort since the procedure is quite costly to pursue and delicate. However, they have proved effective in enhancing hearing in deaf patients (National Dissemination Centre for Children with Disabilities Web).

Works Cited

National Dissemination Centre for Children with Disabilities. Deafness and Hearing Loss. July 2013. Web. 27 April 2014.

National Institute on Deafness and Other Communication Disorders. Cochlear Implants. 18 Nov. 2013. Web. 27 April 2014.

State Government of Victoria. Deafness – A Range of Causes. 21 Oct. 2013. Web. 27 April 2014.

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since it is the last day before Lent. Lent is the season of prayer and fasting observed by the Roman Catholic Church and other Christian denominations during the forty days and seven Sundays before Easter Sunday. Easter can be on any Sunday from March 23 to April 25

since it is the last day before Lent. Lent is the season of prayer and fasting observed by the Roman Catholic Church and other Christian denominations during the forty days and seven Sundays before Easter Sunday. Easter can be on any Sunday from March 23 to April 25

since the exact day is set to coincide with the first Sunday after the full moon following the Spring Equinox. Mardi Gras occurs on any Tuesday from February 3 through March 9. The Gregorian calendar

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DEADY HALL OF OREGON UNIVERSITY

DEADY HALL OF OREGON UNIVERSITY

DEADY HALL OF OREGON UNIVERSITY

Deady Hall a building at the University of Oregon in United States of America is an historic building. Its construction started back in the year 1873 up to 1876. The building was constructed by W.H. Abrahams after having been designed by William Piper architecture. The building is the first building at the University of Oregon and it remained the only building at the university for almost a decade after its construction. The building was originally referred to as the old building after the construction of other new buildings until when it was named after Mathew Deady, a judge of the territorial Supreme Court. Deady Hall being the only building at the university for several years, it housed a number of academic units and various university functions. ‘’Deady Hall building was completed in the year 1876 and was designed by William W Piper’’ (NATIONAL PARK SERVICE. 2010-7-9). The architectural style of the building is an Italianate style.

The building covers 1acre area in a place called Eugene in the United States of America. The building acted as classrooms for the university that is on the first floor on the north side of the building, it also hosted various departments and offices like offices of the then professor like Professor Bailey and Professor Condon. On the third floor of the building was the university auditorium. The building was never dedicated for a very long period something that was realized in the year 1926 at a time when planning of semi-centennial was being done. A suitable ceremony was then arranged by the committee that was in charge and memorial tablet put in place. Dr. Luella Clay Carson who was a former professor of rhetoric and later deal of women and thereafter became the president of Mills College, Oakland in California.

Deady Hall has a mansard roof that is for the main roof and the towers of the building. The windows of the building have ornamental flavor much more than the other parts of the building; this is a principal design element. The Deady Hall is designed such that the there is a sense of proximity between various elements. Deady Hall was built of sandstones according to what the designer wanted. The Deady Hall is a three storey rectangular building having end towers. It has a principal entrance at the west part of the building, though there is also another entrance at the east part of the building. It has tall narrow windows referred to as the Florentine tracery. The windows are flattened with pediments making them have modified consoles. Structurally deady hall is constructed of bricks and wooden trim. Thin layers of mastic and simple successive paints which sheathes the bricks exteriorly. The pattern in which the bricks are used is so perceptible.

The building has strip sections of brick which are on the same plane as base strips and frieze of each floor. The windows are set on much less salient plane of the walls. The strips are five and they articulate each other both south and north in the first and second floors of the building, the same happen in the east and west parts of the building. The same strips have been used to articulate elements that have been used to animate various sections around the building towers. All the windows are arranged in pairs of four with windows on the long sides and the towers on the shorter sides being flanked by the single windows. According to Dr. Joseph A Baird, ‘’Deady Hall was the first building on the university of Oregon campus, begun in 1873 and completed in 1876 and it was the focus of all university life until the construction of Villard Hall in the year 1886, it is a dignified building, tall rectangular silhouette with end towers and it is simple mansard Italianate style a happy choice for academic building’’. Both entrances east or west are accessed by flight of steps leading to a paneled bricked door. The doors are also made of strong wooden cornice. The door arches are headed by wooden keystones. Above the principal entrances doors are the windows with wooden tracery. The roof is lined with four chimneys both north and south part of the building. Originally the roof was made of wooden shingles but currently it is has been changed to gray-green asphalt while the trim has been painted cream in color.

The first floor of the building has a little theatre in the center extending downwards to the basement. The second floor currently has been divided into two levels horizontally. There is also a door that allows for entrance to the basement part of the building. The building has a concrete finishing. It is sixty nine feet wide and one hundred and fifty feet in length. The main articulating features of the Deady Hall the windows. The semicircular arched windows are used in all the faces of the building and in the second floor two elaborated window forms are introduced and on the last floor on all the faces seven windows both to east and west south and north they have been put in a salient section. All these structures have manifested a rhythm. The principle elements of design have been brought together in the design and construction of the Deady Hall given the fact that all the elements and principles have been followed to form one particular design. Deady Hall is unique from the other buildings it has a high end licensed sports art archival, it has a museum quality print, a perfect football fan gift, subject matter like the campus landmark and collegiate art. Deady Hall is an art because it is a designer building and in it metal prints which are works of art are made.

I believe that the architecture of the building was trying to communicate that brick could be used to make a storied building and that the work of art is real. The design of the building in itself is art work and the building is currently hosting various works of art like metal prints.

References

Deady, M. P., & In Clark, M. (1975). Pharisee among Philistines: The diary of Judge Matthew P. Deady, 1871-1892. Portland: Oregon Historical Society.

The encyclopedia of Oregon. (1999). St. Clair Shores, MI: Somerset Publishers.