describe the relevant perceptual issues, and show how perception is related to issues/problems in the case. And recommendation to managemen

Julie Rhyno worked as a technicalsupport advisor in an academic department at a university in central Canada. She had completed a program in office administration in Toronto and had worked in various similar positions at several large organizations over her career. Job changes had occurred as a result of her partner's transfers. Recently she had completed a certicate in information technology at a local community college. coming rst in her class. and she had excellent computer skills. Julie lived in a small comm unity a few miles from the university and she commuted every day. Julie and her partner. Rick. had recentlyr bought a home and they spent many hours renovating rooms as well as tending to the large front and back gardens and lawns. They also enjoyed many outdoor activities with their friends in the community and both were active in the local re department. Julie chaired the fundraising committee. which sponsored events such as dances and walkathons. Julie enjoyed her lifestyle and was particularly pleased with her position at the university the job paid well. had good hours. provided good benets. and was quite secure. At the university. Julie. who was highly motivated. had worked for the past ve months in a small but very busy ofce with an administrative assistant. Brenda. and one other technical support advisor. Charles. who had been employed at the university for about six years. The three worked under the general direction of Dr. Pat Aucoin. the Chair of the Department. Brenda dealt with much of the routine affairs of the ofce and Julie and Charles provided technical assistance to the Chair and various faculty members with the preparation of reports. conference papers. journal articles. and other special projects. The assistance included basic word processing. formatting. and so on of papers as well as development of slides and other features for presentations. The two had attended several universitysponsored training events in technology and teaching and were also very knowledgeable about the latest webbased components of the university's system and among other things helped faculty to develop platforms for teaching. videos for teaching use. and provided some training in new technology features. From time to time they also made presentations to faculty members regarding the latest technology and its possible role in teaching and research. Pat and Julie got along very well and Julie's initial performance appraisals one after 3t] clays and the other after completion of several projects - had been very good. Julie worked closely with faculty members on her own. Although Julie did not report to the faculty members. she did take some direction from them. but like her colleagues she managed her own work flows and time. Faculty members would generally drop by the ofce to discuss work requirements with one of the staff members and then have nished work sent directly to them by email. but in many instances they stopped by the ofce to pick up nished work. Most faculty members were in the ofce daily and could readily deal with any questions or comments about their work that that Charles or Julie had. Julie enjoyed the chats that she had with the faculty members and with colleagues in the office. who always had time to relate an anecdote or exchange information about various events. From time to time Julie and one or more staff or faculty went to a local pub or restaurant for lunch or after ofce hours to celebrate the occasional birthday or milestone. These social events brought some fun and informality to the office and people got to know one another well. Within this context Dr. Aucoin was a "handsoh\" leader and allowed Julie and the others in the office plenty of leeway in making decisions about how they completed their work. By and large, the system that was in place was effectiye, people worked hard, they got along, they helped each other, and everyone carried a fair share of the load. However, Julie had occasionally had minor conflicts with one faculty member, Susan. Cine morning Susan complained to Julie about how long she had taken to complete one of her conference papers. In discussing this situation, Julie told Susan that most of her academic work was yery difcult to complete, often required many changes, and took far more time than the work of the other faculty. Further, Susan was not around if Julie had questions. In all fairness, Susan had a thriying consulting practice and was 1Irery actiye academically, frequently publishing journal articles and presenting papers at academic conferences at international venues and so she did travel a lot and was out of the office often. Susan frequently started her days at Till} a.m. and did not nish until 1D:m pm. or later and did not have much time for or interest in socializing with her colleagues. Susan did have an iphone and a laptop through which Julie could send comments or questions, but often Susan would not be able to respond until the next day. Further, some of Susan's responses would generate additional questions for Julie and Susan would have to be contacted again, resulting in more delays in work completion. 111is situation was made worse by the fact that Julie maintained a standard 3:3D a.m. to 4:4I} p.m. workday, as did the others in all of the uniyersity's administration ofces, and Julie did not like to \"take her work home with her\"r because she had other interests and activities to enjoy. The paper in question was far from complete and would likely take another one or two days to nish. Susan was quite angry and blamed Julie for this, and situation. Susan also told Julie that she was the only technicalsupport adyisor who see med unable to cope with her work demands, and all others she had dealt with over the years had been able to cope quite well. Further, Susan felt that Julie tended to grumble and complain a lot about how difcult the papers were and about the changes that were required. Julie did not seem to understand that editors and reyiewers of Susan's work often insisted on lastminute and very precise changes. Susan frequently had a research assistant working with her and she would try to use the assistant as a link between herself and Julie because she believed that Julie required structure and direction in her work. However, Julie felt that she was doing her best to be helpful and that in some instances she had gone out of her way to help Susan. when Susan calmed down Julie told her that she was not the only faculty member who had work to be done and that it was not her fault that the paper was not ready. In fact, Julie was quite clear and direct in telling Susan that the other fulltime faculty members with whom she worked [seven men} we re all very pleased with Julie's work. Indeed, two faculty members had told Pat the previous week that Julie does excellent work. Julie also told Susan that Susan's work was more difcult than that of the others and required more changes. In addition, this situation was made all the worse by Susan being away from the ofce so much. Julie indicated that Susan's emails, yoice mails, and text messages were not always helpful and in fact at times were quite confusing. The research assistant often had insufficient information or at times misleading information and Julie did not bother with her much anymre. In response to Julie's comments. Susan became quite upset and stormed out of the ofce. Later that evening Susan sat quietly and reviewed various events that had unfolded since Julie's arrival at the university. She wondered what had gone wrong she felt that she had always treated Julie fairly and with respect, but Julie had never provided the quantity and quality of work that Susan expected and needed. Later. Susan had discussed the situation between her and Julie with a friend, over the phone. Susan felt that she had little or no control over lastminute requests by reviewers and editors and that things were not her fault. Susan did tell her friend that she thought that Julie was a lazy and uncaring person and as such was the cause of the current situation. Susan decided that tomorrow she would discuss this situation in more detail with Dr. Aucoin. Julie was also feeling stressed and decided to go home. She discussed the "blow up\" between herself and Susan with Rick as they had dinner. Julie felt that she had done her best with Susan's requests. Julie felt that she had always behaved in a courteous and professional manner when dealing with Susan, but Susan continued to be brusque and demanding in her lastminute requests of Julie over which Julie felt that she had no control. Julie felt that Susan was a nasty, miserable person who was simply intent on making life worse for people such as Julie. Julie decided that tomorrow she would discuss this situation in more detail with Dr. Aucoin. The next day Julie arrived at work early and spoke with Dr. Aucoin in an attempt to explain the situation with Susan. Julie took pains to suggest that Susan's work was quite complex and that she could handle it, she did not need training or special equipment, what she needed was more time and better feedback from Susan. Susan arrived just after lunch and met with Dr. Aucoin. It was Susan's view that Julie had to be more closely monitored than she had been in the past and that she had to raise her level of service and productivity to that of the others in her position in the university. Dr. Aucoin sat back after Susan left and tried to determine what had gone wrong and how it could be fixed