the new kid at work.

Post Reply New Topic

I need some help for my job. I am a manager at a restaurant, where i have my niche and am really valued. I am also older than most of the workers there. this doesnt bother me. Recently, we have hired an unusual kid to work. I really think he has aspergers syndrome. He has auditory problems, difficulty in remembering instructions and talks about things most NT's wouldnt in everyday conversation. He also has an unusual tolerance for pain and sometimes when no one is looking will 'test out' the burn level on our steamers or grills. He is a good kid, and is a hard worker when he is able to focus. when he is given a task that takes a while and involves regular repetitive action, he will work until it is done. He has to be told what to do a lot. I am hoping to help him learn the ropes , but it is hard for me to instruct people. I have already suggested the shift managers write down his tasks for him or have him write it down. I just want to help him become a more effective worker. I know mostly where he is coming from, but i have probably ten years of work more than he does. Any suggestions on how one aspie can instruct or mentor another effectively? I just want to make sure he has a leg up out there.

Have you talked to HIM about it, and maybe revealed that YOU are an aspie? Frankly though, from what you described, it sounds like he is HFA. He may require a bit more work. But that kind of job SHOULD be one he can do fine, he just needs time. I think you are mostly doing the right thing.

I think it great that you want to help him. I think the getting him to write things down is a good idea.
I have to mentor students sometimes and have technicians do projects, this works fine so long as they want to learn and are prepared to listen. I write out the instructions as explicitly as possible then show them the first time, then stay with them while they do the experiments for the first time (until they do it right), then let them get on with it but check over the results/ask questions to be sure they really got it. I am careful about pointing out when they go wrong, I tell them but apologise for not explaining properly or similar so that I am not blaming them or hurting their confidence. I think the key is if they are comfortable to ask if they don't understand or are having problems. All times it has not gone well is if the student/technician is unwilling to communicate, I put a lot of effort into it from my side.

On the suggestion that the kid write things down: dead on, and common sense, to us, so I'd encourage that on a specific ground: no one else will. At least in my experience, I've learned to write it down, even if I don't have to reread it, the act of writing it sometimes is enough. But when I do, I've been met with HOSTILITY: "What are you doing? You don't have to write that." I'm strong enough to assert myself and say yes I do, but some other people might be intimidated at the hostility, so I'm glad he has you to support him in that way.

well thats great yer being such a great guy like that. i remember when i was a dishwasher the kitchenmaster expected me to take peoples orders and of course i was horrible at it, then when i had to give the order to the cook i couldnt tell him what anyone wanted. gawd i just wanted to turn into jello and DIE. it was terrible

You're not the only one. Some things I CAN'T do simulateously. one is writing detail given by someone else. I have to have them slow down or repeat. It is just odd the way my mind works sometimes, and it is like my ears aren't directly hooked up to the part of my brain that processes audio input. I would ALSO never want to be an instantaneous translator. THEY have things 2-3 times as hard because some sentences you can't even translate ONE word untill you hear the whole sentence(Like much of german to english), and sometimes it requires context(like french).

Based on AS criteria, and complaints from people here, I think we have a LOT of company here!