Milestone Three Preparing for interview research

Milestone Three

The open-ended questions used in the case were effective as they allowed the interviewees to express themselves in a way that enabled the interviewer to understand the case. Every question was determined by the response given by the interviewee in the previous question. For example, when the ER Rep was interviewing Kathy, he asked her what she remembers about Kareem (Castillo-Montoya, 2016). Kathy answered that Kareem was nice and that he had asked her for help at the beginning. This prompted the ER Rep to ask Kathy what she can tell him about Kareem’s performance and habits while he was working at the call center. The questions asked by the ER Rep were effective in getting to elicit information from those being interviewed.

There were some instances when ER Rep summarized the key ideas of the case. For example, he talked about confidentiality and asked everyone who took part in the interview to remain confidential and ensure that there was no one else who got the information apart from those who needed to know. There was also an explanation of how the process would be undertaken. For example, the ER Rep explained the importance of the laptop that was available at the table. In asking Janet about the case in question, the ER Rep asked about it if was a standard process not to have any conversation with the employees about their performance. The summarization of the key ideas is to ensure that the interviewee answers specific questions about Kareem’s case. For example, the interviewer asks questions around the performance of Kareem in order to understand if there was reasonable ground for the termination of his employment.

The employee’s actions may have been at fault with his intent at times. He intended to become successful in the organization in everything that he was doing. However, he did not want to explain to his superiors the reasons for his movement out of his cubicle. He owed his superiors an explanation as he nobody seemed to understand his religion and the requirements. From what one can draw from Janet and other employees, Kareem’s performance was excellent, and anyone in the call center did not understand the issue of religion. It was his duty to explain to Janet and Thomas that he had to play for five times a day as the others did not understand. Kathy only knew about his religious affiliations as the rest thought he was taking unnecessary breaks in order to be away from his cubicle. Janet argued that there was no time for conversations, but it would have been better if Kareem went ahead and explained to Janet the reasons for his frequent disappearance from his cubicle.

The call center can rebuild trust among employees by adopting a transformational leadership approach. It is evident that there was no form of a conversation between the employees and the leaders (Du Plessis, Wakelin, & Nel, 2015). For example, Janet and Thomas did not take time to understand the reasons for Kareem’s actions. The leaders are feared, and the employees cannot be able to explain themselves, as they fear to lose their jobs. Building trust requires the Thomas, and the supervisors need to collaborate with the employees. It is evident that he does not take the time to transfer the importance of customer service to the employees (Regan, Laschinger, & Wong, 2016). He needs to ensure that the employees are free to approach him and that diversity is appreciated at all times. The employees need to stop fearing the leaders to avoid such misunderstandings as the one that led to Kareem’s dismissal.


Castillo-Montoya, M. (2016). Preparing for interview research: The interview protocol refinement framework. The Qualitative Report21(5), 811-831.

Du Plessis, M., Wakelin, Z., & Nel, P. (2015). The influence of emotional intelligence and trust on servant leadership. SA Journal of Industrial Psychology41(1), 01-09.

Regan, S., Laschinger, H. K., & Wong, C. A. (2016). The influence of empowerment, authentic leadership, and professional practice environments on nurses’ perceived interprofessional collaboration. Journal of Nursing Management24(1), E54-E61.

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