Business > CASE STUDY > Task_2_C203.docx C203 Becoming an Effective Leader C203 Task 2 Western Governors Unive (All)
Task_2_C203.docx C203 Becoming an Effective Leader C203 Task 2 Western Governors Unive
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Task_2_C203.docx C203 Becoming an Effective Leader C203 Task 2 Western Governors University Over the past year, ‘John, who currently works with me as a Supervisor was promoted from a bench ... Clinical Laboratory Scientist. In this role he supervises high-school graduate level employees who accession samples into the lab, verifying: patient information, sample type, and collection method. Within this group of individuals John uses the equity theory to manage day-to-day operations. Equity theory suggests that employees within a group are concerned with both the number of positive outcomes and the relationship to what others within the same group receive – employees compare among the group. This is vital when attempting to instill motivation to complete tasks and rewarding individuals who overachieve. When John first started within this role, he would praise and recognize some employees more than others – for completing tasks that were associated with their daily duties. As his group discovered there was uneven recognition, individual performance started to shift – similarly to the equity theory suggests: individuals look to find balance, mainly between the amount of work put in and rewards that come out. A recommendation to reduce this effect would be to set expectations around rewards, setting clear goals that do not include daily assignments, however assignments that would be outside of the expected behavior of their job level. Doing this would balance the equity the team feels, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]
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