CRJ56 Red Rascal Restaurant Leadership Applications Discussion Follow the “Case Study Format” that I’ve attached. You should fully analyze the case studies

CRJ56 Red Rascal Restaurant Leadership Applications Discussion Follow the “Case Study Format” that I’ve attached. You should fully analyze the case studies by first identifying the key issues and likely root causes before you attempt to answer the questions in the textbook associated with each case study. The length of your post should be 1000 words and APA format . I have attached the case problem. CRJ565 Case Study Format
Recommended Approach to Case Study Analysis
For the case studies in this course, it is strongly recommended that you follow the
prescribed step-by-step approach to analysis before you attempt to answer any of
the questions in the textbook.
Step 1: Frame the key issues, or identify the problem statement.
Step 2: Analyze the likely contributory factors and determine which of those
factors are the likeliest to be the root causes.
Step 3: Determine possible solutions that solve the problem.
Step 4: Analyze the proposed solutions and determine the advantages and
disadvantages of each. Consider the tradeoffs that may be necessary in
order to implement the solutions. Also consider any possible unintended
consequences or ramifications associated with the proposed solution.
Step 5: Make your final recommendations.
If you follow these simple steps, there is a greater chance that you will solve the
right problem with the right solution, rather than solving the wrong problem with
the wrong solution.
For more information see the AVP 2 in Module 1.
LEADERSHIP CASE PROBLEM A 173
LEADERSHIP CASE PROBLEM A
Supervisory Styles at the Red Rascal
Jessica Perez is the manager of a thriving Red
Rascal Restaurant, a chain of several hundred mod-
erately priced restaurants throughout the country.
Jessica recently returned from a regional conference
in which she was informed about a new program of
recruiting several developmentally disabled workers
to work at each restaurant. The restaurants would
work closely with local institutions that provided
vocational training for individuals who are intellec-
tually challenged. In many of the communities,
these institutions coordinate their effort with both
psychology and special education departments at
local colleges.
The developmentally disabled workers would be
hired into basic positions that fit their capabilities,
such as salad chefs, bakers, dishwashing machine
attendants, and custodial workers. Restaurant
(store) managers would receive training into how
to optimize the capabilities of developmentally dis-
abled workers, as well as how to motivate or disci-
pline the workers as needed.
Three months after the program was launched,
Jessica’s branch had hired three developmentally
disabled
young adults, all assigned jobs within the
kitchen. Jessica spent a little time coaching her
kitchen supervisors about supervising developmen-
tally disabled workers. She emphasized the impor-
tance of providing clear, uncomplicated directions,
and not overwhelming these workers by changing
their assignments frequently. As instructed at
regional headquarters, Jessica also explained the
need to provide positive feedback and encourage-
ment to the intellectually challenged recruits.
The program of hiring a few developmentally dis-
abled kitchen workers appeared to be going generally
well at the Red Rascal. No particular problems with
the food prepared by the new workers were found,
food preparation was not delaved, and their attendance
was satisfactory. Yet as Jessica listened to several of the
restaurant associates, the wait staff and kitchen staff
included, she heard some grumbling. Head chef
Tammy expressed her concerns in these terms: “I’m
not exactly sure why this is happening, but these days
my supervisor is treating me like I’m 10 vears old. She’s
so condescending, and she tells me what she wants
done in tiny details. I asked Mindy (the supervisor) to
taste a new salad dressing I prepared. She told me,
Tammy, I’m so proud of you. You did a great job.’
I mean, she’s acting like I’m stupid or something.
Kurt, the host, made a similar comment about
Jessica. He said, “All of a sudden you’re treating
me as if I’m a little slow. You made such a fuss
just because my shoes were shined and my shirt
was wrinkle free. Are you forgetting that I’m not
developmentally challenged?”
Mindy began to think that maybe there were
some supervisory style problems at the Red Rascal.
Questions
1. What does the restaurant scenario presented
above have to do with contingency leadership?
2. In what ways might Jessica and the supervisors
modify their leadership styles to adapt to the
differences in intellectual levels of the Red
Rascal staff?
3. What is the problem with the kitchen staff and
wait staff at the Red Rascal? Should not all
workers receive careful instructions, feedback.
and encouragement?
ASSOCIATED ROLE PLAY
One student plays the role of a supervisor whose
responsibility is to show a developmentally chal
lenged recruit how to prepare a salad in a giant
bowl, that will then be divided into single portion
Another student plays the role of the twenty-
year-old recruit who has never previously pre-
pared food. Observers should be particularly cog
nizant if the supervisor is using an effective
leadership style
salads as needed.

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