The Marginal Employee solution 1

The Marginal Employee

Description/Paper Instructions

The Marginal Employee

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.

2. Identify the problem. The marginal performance of one employee is affecting unit morale.
4. Gather data to analyze the causes and consequences of the problem. The following information should be gathered and considered:

Judy h

as 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.

The Marginal Employee

Judy has been coached on several occasions regarding how she might improve her performance, and no improvement is evident.

The Marginal Employee

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.

3. Identify alternative solutions

The Marginal Employee

Alternative 1—Terminate Judy’s employment.

Alternative 2—Transfer Judy to another floor.

The Marginal Employee

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.

6. 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 vie

wed 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.

6. 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
7. 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.
9. 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
10. 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.
12. 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
13. 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.

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The Marginal Employee

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