case analysis

Background Information

Betty Warren, 36, has been supervisor of the Claims Adjustment Unit for

the State Department of Unemployment Insurance for over two and a half years.

The Claims Adjustment Unit is responsible for processing claimant appeals con-

ceming either incorrect payments or administrative judgments made on their ap-

plication. Although the work is often frustrating and difficult, Betty nonetheless

enjoyed her job and her work until June Williams joined the unit. That is why

the current situation with June is so irritating to her.

When the departinent went through a cost-cutting reorganization not long

ago, Betty inherited June Williams, a 54-year-old employee who had been with

the agency for over 28 years. June was pleasant cnough to get along with and

could do certain parts of her job fairly well, but, as Betty came to discover, she

just could not seem to master one of the key tasks of the unit that all employees

needed to know how to complete the Adjustment Determination Form 1293.

The ADF 1293 is the basic form used to record the information and deci

sions made on each applicant's appeal. The procedure associated with this form

includes the following steps:

1. Verify that all the information supplied in boxes 6-10 and 14-27 are cor-

rect.

2. Look up the individual's eligibility criteria from the appropriate table in

the state codebook.

3. Compute the personal exemption rate by using the standard formula:

(number of dependents + 1200) + weeks unemployed rate,

where weeks unemployed rate = number of weeks unemployed *.25

4. Compare the results of steps 2 and 3, and record on the attached Deci-

sion Report Sheet.

5. Make a decision and enter reasoning in section 5 of the form

On the average, Claims Adjustment clerks are expected to complete 15 of these

forms a day. Betty had found from her experience that it typically took about

four to six weeks for new employees to reach this level of performance.

On June's first day with the unit, Betty showed her how to carry out this

procedure. June watched as Betty completed cach step. She took no notes, only

smiled and nodded her head as Betty worked through the procedure. At its con-

clusion, she asked no questions and said that she understood. Already a little

late for a meeting, Betty left June at her desk to start work.

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Three days later, Betty received arbeide op 1993 forms that June had proc-

essed, but they were all incorrect. She called June into her office and explained

the procedure again. June watched very closely, nodding and smiling and look-

ing very intently at what Betty was doing. Again, Junc asked no questions.

Beity finished the demonstration, and June returned to her desk.

Over the next two weeks, Betty continued to receive incorrect forms that

June had processed. Now, after three weeks on the job, June is barely doing 10

forms a day correctly. However, she has been making some slight progress and

the number of incorrect forms has been falling.

Betty thinks: "Boy, June sure has a bad memory. She simply can't recall

what she was told. She's been bluffing about learning what I told her."

CASE QUESTIONS

1. What standards should Betty set for June during her

Questions

1. What is the key issue of this problem?

2. Prioritize the issue or problem?

3. Is it necessary to identify the cause of problem?

4. Brainstorm the options available?

5. Evaluate the options available?

6. Select the optimum solution?

7. Describe how the solution should be implemented?