agenda … · web viewsession 1: the performance manager – - the role of the leader -...

NEW MANAGER TRAININGAn Employee University Program

New Manager Training Program

NAME: ____________________________________________ Ext. _______________________

Session List: Check the sessions you have completed (Your course dates may vary).

Session 1: The Performance Manager – - The role of the leader- Leadership Style / Team Culture- Video: The One-Minute Manager – Goals, Praising, Reprimands- Gallup’s 12-Questions – creating an environment in which employees can thrive

Session 2: Courage to Coach – - The Six Reasons People Struggle at Work- The Progress Review- The Difficult Road to Discipline, Recovery or (if necessary) Dismissal - Video: The Practical Coach: Good Performance, Poor Performance, The Dead End Road

Session 3: MBI Policy & Procedures / Recognizing and Responding to Sexual Harassment -- - Video: Sexual Harassment Scenarios- Responding to Sexual Harassment Allegations- MBI’s Harassment Policy- MBI’s Employee Information Guide… the hot spots.- Responding to On-The-Job Injuries

Session 4: Overview: Planning, Budgeting and Reporting / The Essentials of Employment Law – - The Results Management System – Performance Contract to Annual Budgets- Employment Law

- Americans with Disabilities Act- Age Discrimination in Employment Act- Fair Labor Standards Act / Equal Pay Act- Civil Rights Act – Title IV

Session 5: Legal Interviewing / Hiring Practices at MBI / Managing in Challenging Times – - The MBI Hiring Process… from requisition to orientation- Effective and Legal Interviewing- Video: Jack Cade’s Nightmare- Fall Back and Regroup… Managing during challenging times.

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Session One: The Performance ManagerGoals

1. To understand the unique role of manager and what has changed by being promoted manager.

2. To establish a foundational model for managing the performance of others.3. To better understand what is required of me to help those who report to me

to be productive and satisfied in their work.

Jot down your thoughts

What advice would I give to a favorite niece or nephew who was just promoted to the role of supervisor?

Are you a People-Oriented or Results-Oriented Manager?

If you were to ask your teammates, in what management area would they say you needed the most help?

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The Role of the ManagerAt the end of the section, you will understand three simple models for understanding the role of the manager:

The difference between Technical Work and Management Work

The difference between a Natural Leader and a Management Leader

The different environments that a leader can create based on personal style.

Two Kinds of Work:Technical Work: Work you perform to get results ___________________ from your own __________

For example:

Management Work: Work performed to get results through the efforts of _______________

For example:

All supervisory/management jobs include both technicaland management work! What happens when we are overly- devoted to one aspect over the other?

What does this look like?

Why might it happen?

What are the consequences?

Natural Leader Management Leader

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ManagementWork

TechnicalWork


I do what seems natural or logical to me. continue doing specialized, technical

work centralize authority, make all the

decisions makes spontaneous decisions using

“gut” communicates by telling controls by personal inspection feels the need to “think” for the team

– underestimates the skills of those around him.

I take deliberate steps to develop my management skills

realizes her job is not to do all the work herself, but must get results through others.

delegates important responsibilities plans with and for the team communication involves listening as

well as talking controls by exception (gives power to

others – “let me know if you need my help”)

Leadership Style / Team Culture Matrix

Conc

ern

for

Peop

le /

Rela

tion

ship

sLo

w

H

igh

Low HighConcern for Achievement / Purpose / Results

What is your style?

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THE ONE-MINUTE MANAGER by Ken Blanchard & Spencer Johnson

Video Notes: The Story of a New One Minute Manager

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Characteristics:

80/20 – 80% of the results tend to come from 20% of the activity. Focus the goals on the 20%.

Agreement: Manager and employee should get agreement on the goal.

Outcome: Write goals which describe the desired outcome, if everything goes exactly right. Describe “bulls-eye”

If necessary, describe the behavior (what one does or says, measurable, observable) that will yield the desired outcome. That way the goal focuses on the elements within the employee’s control.

250 words: Keep goals simple, no more than 250 words. Bullet points are nice.

Focus on doing the right things, not just doing things right.

Practice:Outcome: If this task/project were done well, what would we expect to see happen?

-or- “Bulls eye”: What does a good job look like? Let’s describe it.

Measurement: How will we know if we are doing a good job (moving toward our outcome)? What are we going to measure?

Target: Using this measure, what is the specific target we want?

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One Minute Goal Setting

Take a Minute: Look at

Your Goals.

Look at Your

Performance. See if

Your Behavior


Characteristics:

Catch people doing something right!

#1 Motivator: Feedback is the number one motivator of people.

Be immediate: Don’t save it for later.

Describe what they did right – in very specific terms.

Share your feelings.

Encourage them to do more of the same.

Neglect: If you neglect positive feedback, performance has a tendency to decline.

It’s Human Nature: people lose interest in what no one cares about.

Learning: Praise people while they are learning something – for each baby step!

Exactly right behavior is made up of approximately right behaviors.

Scenario:

Praise:

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One Minute Praising

Help People Realize Their Full Potential- Catch Them Doing Something Right”


Characteristics:

Be immediate!

Never Gunnysack-deal with one behavior at a time.

Learners: Don’t reprimand learners.

Be tough on performance, never tough on the person.

Describe the poor performance – the specific behaviors.

Let the employee feel how you feel.

Encourage employees, let them know that you value them.

Let them know that it is over! Then focus forward.

Toughness: Sometimes you have to care enough to be a little tough.

Be open and honest with them.

When you end a reprimand with a reaffirmation, a person’s “okayness” is still intact. They learn from the situation and it prevents them from diverting the blame to you.

Scenario:

Reprimand:

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One Minute ReprimandsWe Are Not Just Our Behavior, We Are The Person Managing Our Behavior


The Twelve Questions: Gallup Organization surveyed 105,000 employees in 2,500 business units in 24 organizations and found that those units in which there were more consistent “5” answers to these 12 questions indeed were the highest performing units in their organizations in terms of productivity, profitability, employee retention and customer service.

from “First Break All The Rules”, Simon & Schuster, 1999

Extremely ExtremelyDissatisfied Satisfied

Overall Satisfaction: How satisfied are you with Moody Bible Institute as a place to work? 1 2 3 4 5

Rate how strongly you agree or disagree with the following statementsStrongly StronglyDisagree Agree

1. I know what is expected of me at work. 1 2 3 4 5

2. I have the materials and equipment I need to do my work right. 1 2 3 4 5

3. At work, I have the opportunity to do what I do best every day. 1 2 3 4 5

4. In the last seven days, I have received recognition or praise for doing good work. 1 2 3 4 5

5. My supervisor, or someone at work, seems to care about me as a person. 1 2 3 4 5

6. There is someone at work who encourages my development. 1 2 3 4 5

7. At work, my opinions seem to count. 1 2 3 4 5

8. The mission/purpose of my company makes me feel my job is important. 1 2 3 4 5

9. My associates (fellow employees) are committed to doing quality work. 1 2 3 4 5

10. I have a best friend at work. 1 2 3 4 5

11. In the last six months, someone at work has talked to me about my progress. 1 2 3 4 5

12. This last year, I have had opportunities at work to learn and grow. 1 2 3 4 5

What are you doing to get “5’s” from your people?

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Below are the six reasons why people struggle at work. Unresolved, these are like subtle poisons that drain the life out of our teams and hinder the work of Christ through us. Often we fail to identify the root issue. Our attempts to fix things then may leave things even worse than before. Use this tool to help you identify and understand the nature of the root issue impacting performance. As much as it depends on you, then, free people from that what binds them and create an environment in which they can thrive!

1. _______________________:

Is this person engaged outside his or her area of natural talent?

2. ______________________:

Is this person fully capable of performing well but is either distracted or unwilling to engage fully?

3. ________________ & ___________________:

Is this person not getting what he needs from his manager (in terms of direction or freedom or support)?

4. INHERENT ________________:

Is this an impossible situation in which no one can succeed?

5. ______________ DIFFERENCES:

Is there distance in a key relationship caused by a serious difference in style?

6. INTERPERSONAL ______________:

Is there emotional strain because of a perceived wrong that has not yet been set to rights?

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THESE factors can show up alone or in concert with each other. One factor may cause another, compounding the problem. Identifying the root issue is critical to finding a remedy.

BOTH the employee and the manager bear responsibility for recognizing a problem and seeking a solution.

NEED HELP? The Training & Development has tools to help diagnose and address these common issues.

ABILITY

WILLINGNESSDIRECTION & SUPPORT

JOB FLAWSSTYLE DIFFERENCES

INTERPERSONALCONFLICT


Session 1 Reflections:

What seemed to make the most sense to you today?

What is one thing that you could do more of, better, or differently starting today?

HOMEWORK FOR SESSION 2:

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Session 2: Courage to CoachDealing with Difficult Situations

March 25, 2004

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PERSONALDEVELOPMENT

PLAN


Performance Management and Employee Development

Personal Development PlansNeeds Identification Worksheet (attached Blue Sheet)

Identify the skills, knowledge, and abilities that your employee should be working on

o From Your perspective

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PERFORMANCECIRCLE

EXPECTATIONS&

FEEDBACK

EXPECTATIONS&

FEEDBACK

EXPECTATIONS&

FEEDBACK

Development – Growth Higher level of performance

The performance manager relationship

begins.

Sub-Standard Performance is corrected – process of Expectations, Feedback &Development

ANNUALPERFORM.REVIEW

PERSONALDEVELOPMENT

PLAN

Moral, Legal, Ethical breach in performance

Discipline or Dismissal

Continued Sub-Standard Performance - Dismissal


o From Their perspective Consider doing a Personality Profile ~ consider doing a “department profile”

as a team-building exercise. What is your employee’s learning style? Determine how much is too much and how little is too little.

My Action Plan (attached Yellow Sheet) Rather than approving one course at a time, consider establishing a 1-2 year

development action plan. Make this a part of your employee’s Annual Performance

Review.

Annual Progress Reviewa formal summarization of your ongoing discussion of performance vs. expectations during the review period plus goal setting for the upcoming review period.

Scheduled every 6 or 12 months in relation to employee’s anniversary date

Various review formats ~ tailored to job groups

Sent by HR with about 4-5 weeks allowed for return of completed review

Review are used in: linking individual employee _____________________ to those of the work unit, determining _____________________ _________________________, improving ______________________________, and guiding employee ______________________________

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ANNUALPERFORM.REVIEW

Key: Goals, salary increases, performance, development


Common Elements of the Progress Review Form:

Institute Mission & Values highlighted

Goal achievement narrative

Rating & Comments on performance

may include weighted factors

for supervisors, differentiates “management” & “technical” work

Performance summary

Job related goals for upcoming period

Personal development goals for upcoming period (Substitute the Personal Development Plan)

3 Signatures

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Keys to Success:

Set relevant, achievable goals

Provide on-going feedback

Make performance expectations clear

Be specific in commendation and criticism

Be honest

Be consistent (within the review and with all employees)

Assess behavior and outcomes ~ not motives or personality

Affirm your commitment to their success, ask how you can help them do their job better

Promote effective self-evaluation on the part of the employee

Strive for a discussion ~ not a monologue


Discipline, Recovery and Dismissal: The difficult road of professional and necessary discipline

1. Create an Incident Log – The Good, The Bad and The Ugly:o Record specific significant performance events (both positive and negative

behavior)o Use Behavioral Language (measurable, observable) – vs. Evaluative

Languageo Dateo Record what you did (nothing, confronted, emailed, etc.) and the response.

2. Oral Reprimand(s) o Record in Incident Logo One-Minute Manager style reprimando Is this a willingness or ability issue?

3. Written Reprimand(s) o Record in Incident Log and keep a copy in your own files; contact Human

Resources to assisto Written One-Minute Manager style

o Description of problem (behavioral terms) o Specific change required

4. Formal Warning Lettero Record in Incident Log, filed in Human Resources Personnel Fileo Involve Human Resources in writing formal warning letter.

History of the problem – very specific, behavioral terms Specific behavioral changes required with time period Support and Feedback during the time period Consequences of failure to comply

5. Second Formal Warning Lettero Similar to the First Warning Lettero More specific and serious description of consequences

7. Dismissal o Shared decision between dept. manager, HR and possibly Legal

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Inabilityto

Perform

Unwillingness

to Perform


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August 4, 2001

TO: Carl Major, Supervisor, Big MinistriesFR: Marge Casey, Div. Mgr. Big MinistriesCC: Human ResourcesRe: Recent workplace conduct

Dear Carl;

I am concerned about your behavior toward your coworkers. On three different occasions over the past four weeks you have displayed an inappropriate outburst of anger directed at various coworkers – two of these occurred in staff meetings, and the other was during your last budget review with the Controller.

In addition, this last week, I observed you in an interaction with a subordinate (Ellen Davis) in which the tone of voice and the words you used were insensitive and what I would consider to be belittling. Following this conversation, I observed that you slammed your office door.

We have spoken about this specific interaction yesterday and about other such behavior on two occasions this year. This kind of behavior is unacceptable. It is inconsistent with our value of the worth and dignity of the individual and further, it leads to poor communication and morale, both of which severely affect the productivity in our department.

I would like you to take the following actions: First, you need to repair the relationship with Ellen that was damaged by this behavior and report back to me on her response to you. Second, I would like you to seek out and begin some professional training in anger management and motivation theory within the next four weeks. Third, I would like to meet with you on a weekly basis to discuss your progress in managing this personal problem.

Please understand, that your ability to control your anger and related behavior at work will impact your continued employment in this role with the Institute.

Carl, I strongly value your experience and your ongoing contribution to the team. My desire is that this experience will lead to your growth as an effective supervisor and as a team member at Big Ministries.

Sincerely,

Marge Casey,Division Manager, Big Ministries

First Formal Warning Letter - SAMPLE


The Practical Coach Review Sheet

I. Introduction If you get serious about coaching, it could be the single most rewarding thing you do in life. Why might this be true? Coaching is…letting people know that what they do____________________________.

There are 3 different scenarios in which it is necessary for managers to do something deliberate!

A. Coaching __________ _______________

B. Coaching __________ _______________

C. Coaching someone on a _____________ ____________ _____________

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II. Coaching Great Work

Stephan’s Manager Struggles:

Scenario 1 Scenario 2 Scenario 3What did boss do? What did boss do? What did boss do?

What was the result? What was the result? What was the result?

Coaching Great Work: Secrets to Success

When you see it, _______ ___. Don’t let good work get ______________.

Be _____________.

Specifically, what could you do next week along these lines (what, for whom, why)?

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III. Coaching Poor Work Scenario 1 Scenario 2What did boss do? What did boss do?

What was the result? What was the result?

Coaching Poor Work: Secrets to Success

Make it ________________. Make it ________________. Show that you ____________. Ask __________. When you do offer advice, make it ______________, honest, and _____________.

Let your employees learn from their mistakes. Mistakes mean they are ________. The only true failure is ____________. IV. Correcting Personal Habits (falls under Coaching Poor Work)

Potentially awkward, personal discussions could cause you to lose all coaching skills and poise. This is why we avoid it! But, what do we do when it must be done?

Make it ________________. Make it ________________. Be gentle but ___________. Be willing to state a solution. Be aware of ________________. This is when an employee attempts to change the subject in order to avoid the conversation you are currently having. It can come across as a denial, defensive words, altering the focus, shifting the focus to the relationship, agreeing with you without actually engaging in the conversation. For personal conversations, help prepare the employee by stating up front that this may be a little (really) ________________________.

Be gentle by using _____________ in the conversation. For example:

What would be a potentially awkward issue in your area that may need confronting?

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Write out how you might approach an employee with this issue?

V. Coaching an Employee on a Dead End Road In the situation with Tony being late for work, his supervisor already tried

Have you ever experienced a “dead-end road” type scenario?

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The Two-Minute Challenge:1. State what you’ve ____________. (Nothing but the behavior is an

issue.)2. Wait for a ________________. 3. Remind them of the ___________________. 4. Ask for a specific ____________________. 5. Agree Together.

Don’t skip any of __________________. Follow-up. Follow-up is another word for _____________________.


What did you do? What could you do better next time?

What to you is the most useful insight or technique discussed today?

Homework for Session 3:

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Session 3: MBI Policies and Procedures; Recognizing and Responding

to Sexual Harassment

August 28, 2003

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Recognizing Sexual Harassment: Scenarios

Scenario #1 (check all that apply) Quid pro quo Hostile Environment Power PeerObservations

Scenario #2 (check all that apply) Quid pro quo Hostile Environment Power PeerObserve: What is happening that may constitute sexual harassment (specific behaviors):





Preventing and Responding to Sexual Harassment

Sexual Harassment Law

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Legal Basis: Title VII of the 1964 Civil Rights Act

The law speaks specifically to employment situations

Key: The employer is responsible for actions (known or not) of its agents and supervisors.

Key: The employer is responsible for known actions of employees toward peers and of non-employees toward employees.

Key: There are two kinds of Sexual Harassment established by low: “Quid pro quo” and “Hostile Environment”

__________________________: Literally “this for that”. This is a legal term used to define an arrangement where sexual favors are solicited in exchange for various benefits, compensation, or where such is withheld when requests for sexual favors are rejected.

Key: Regardless of language used, the “meaning” perceived by the victim takes precedence in determining if there has been a violation.

________________ ___________________: Occurs anytime conduct of sexual nature creates a working environment that is intimidating, hostile or offensive to another individual

Key: Applies to behavior that is __________________________

Key: “Pervasiveness” is a function of __________________________ and

__________________________

Key: Hostile in the view of a “reasonable person” or “___________________

_____________”

Key: Applies to behavior that is intentional –or __________________________ with negative effects.

Key: Considers the relational roles of the parties involved – is this a

________________ or _____________________ relationship.

Managers, It Can Happen at Moody!

1) Know Moody’s Policy on harassment2) Communicate Moody’s harassment policy to your

employees3) Know what constitutes harassment4) Take all harassment complaints seriously5) Communicate immediately any complaints to Human

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Answers: Quid Pro Quo, Hostile Environment, unwelcome, intensity, frequency, reasonable woman, non-intentional, power, peer.


Resources6) Document, document, document everything that

happens

Moody Harassment Policy

And speaking of policies…

The Moody Bible Institute EMPLOYEE INFORMATION GUIDE (updated January 2001)

Although every employee is responsible to read and understand this important document, the following sections are critical and often generate questions from employees. As a manager, take steps to be prepared to apply these policies appropriately and to answer your staff’s questions:

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1. The Institute’s position is that every employee has the right to work in an environment totally free of sexual harassment and of offensive conduct of expressions with respect to age, gender, disability, race or ethnic background.

2. Such conduct is morally wrong, contrary to Scripture, and may subject the Institute to legal exposure. Consequently, any employee who engages in such prohibited conduct will be subject to disciplinary action, up to and including termination.

3. Whether or not the conduct constitutes harassment may depend on how that conduct is viewed by the employee who is subject to that conduct.

4. The employee who initiates or persists in the conduct assumes the risk and the possible penalties, in the event that the person who is the object of the conduct view it as offensive, even if it might not have been intended as offensive.

5. Any person who, during his or her employment at Moody Bible Institute, is subjected to sexual harassment or is exposed to offensive conduct described herein has the right to have such activity terminated immediately.

6. Complaints should be directed to either the employee’s immediate supervisor or the Human Resources Department.

7. An investigation shall be made concerning the allegations. If the investigation leads to a determination that the charges are true, the necessary disciplinary action will be taken, up to and including immediate termination


p. 10-11 re: Sick Time and Short-term Disability Bank:

p. 16 re: Vacation Time upon Termination:

p. 22 re: Retirement:

p. 25 re: Personal Loans:

p. 26 re: Solheim Center

p. 32 re: Leaves of Absence:

p. 36 re: Overtime/Comp Time

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p. 40 re: Employee Departures:

p. 44 re: Harassment in the Workplace

Other Questions?

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On-The-Job Injuries – what should you do

Injury: Any kind of injury sustained on the job that requires more than basic first aid or that results in a loss of work-time. Your responsibility as a manager is to…

Prevent Contact ______________________, Safety & Health Department, for a safety audit and available training resources such as Office Ergonomics, Right to Know (dangerous chemicals) and a host of other OSHA safety training programs.

Respond Take every claim of injury seriously…

Send employee to _____________ _______________ for treatment or an examination on the day of injury if possible.

Health Service may send employee to Rush Occupational Health Center or a hospital emergency room

If your employee is on an HMO, he will need to call the HMO doctor to report the injury before going in for treatment.

Report Notify __________ _________________ in Human Resources within 72 hours – she will need to speak directly with your employee to get the details for reporting to OSHA.

Fill out the MBI Supervisor’s Accident Report which Human Resources will send to you (gold sheets). Return this immediately to HR.

Follow Up Be sure that your employee filled out the time sheet correctly – there is an oval that must be filled in indicating that there was paid time off due to work related injury. Please give an explanation in “Comments” on the back.

Contact Phil Ahearn in Safety & Health Department to determine if there are any safety issues that must be addressed through training, changes in procedure or physical changes to the work area.

OSHA requires that we record and post a complete record of all work related injuries for all employees to see. This is posted in the glass case in the __________________________ (outside of ______________ __________________).

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Answers: Phil Ahearn, Health Service, Jean Jacobsen, Crowell 1 Lobby, Human


Food For Thought: What kind of environment are you creating in your work area?

Nine simple ways to keep the employees who work for you satisfied, engaged and here!

1) Keep the _____________________ of _____________________ open.

2) Support _____________________ and problem solving.

3) Encourage continual _____________________ _____________________.

4) Vary tasks and _____________________.

5) Encourage _____________________.

6) Use _____________________ motivation.

7) Address _____________________ issues and lack of _____________________ directly.

8) Enforce uniformly high _____________________ to keep _____________________ motivation high.

9) Be _____________________ without compromising performance standards.

The Curse of the Vanishing Employees: How to Retain and Motivate Great Workers. A CRM Film (19 minutes)

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Session 4: Overview: Planning, Budgeting and Reporting

The Essentials of Employment Law

June 3, 2004

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Planning, Budgeting & Reporting… Conceptual Overview

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Terms Definition Ideas1 Mission The stated purpose of our unit.

- Why does God allow us to exist?- What is our purpose?

2 Vision Picture of our ideal future:- What are we trying to accomplish?- Where are we going?

3 Values - What can our customers count on no matter what?- What can we count on from each other, no matter what?

4 Critical Issues

Things that must addressed if we are to be successful in accomplishing our outcomes in accordance with our values.

5 Performance Contract

A one-page document describing a unit’s core performance goals for the year. Document will be reviewed bi-monthly and progress or changes noted and signed-off.

6 Outcomes

The specific, expressed results of our work. - If we were doing our job, what would we expect to see as outcomes?

Testing Outcomes:1. Is it consistent with our mission /

vision2. Do we have direct influence over

whether or not it is achieved?3. Is the scope of this outcome specific

enough to be descriptive and meaningful?4. Can we measure it? (How can I tell

whether or not it has actually occurred?)5. Does it motivate me to action?

7 Measures

The means by which we will determine if the outcomes are being met.

8 Targets

The specific measure that we are trying to reach… what determines whether or not we are successful.

9 Initiatives

A specific subset of work that must be undertaken if we are to reach a target. Typically, these are changes or improvements to be made.

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Manager’s Responsibility in Planning, Budgeting & Reporting

The “Annual Performance Contract” There is no “official” form in use – may vary in

terminology and level of detail. Year 1 (2003-2004) – Just get it done Year 2 (2004-2005) – More standardized format /

Incorporated with Budgeting Year 3 (2005-2006) – Incorporated with Manager & Unit Performance Review The specific form and schedule that you will be expected to follow will be

communicated to you by your VP through your immediate supervisor. If you don’t hear, ask about it.

All Operational Plans will include at a minimum your Mission, Outcomes, Measures, Targets, Initiatives, Projections and Operational Support Requirements.

The Annual Budget January through March (staged by Branch) Automated in ORACLE Underlying Budget Assumptions based on your Annual Performance

Contract Reconciling “Projects/Initiatives” to “Budget Lines”

Monthly statement of Income/Expense – Summary and Detail

o Revenueo Cash Expenseso “Above the line” Service Charges:

Controllable or discretionary chargeso “Below the line” Service Charges: Corporate

overhead Monthly Service Charges (Details of Select Charges) May get “Roll Ups” of multiple Budget Units and/or Capital Accounts

Budget 12-mo. Spread Worksheets In ORACLE… set during budget planning Distribute your budget by line by month Basis for projecting Cash Flow needs Institute-wide.

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Questions? Direct them to your immediate

Questions? Direct them to Controller’s Office; Linda Wahr, Controller, x.2213


Capital Budget Request Watch for it … January through March Capital purchases must be based on strategy and

action plans Purchases must be “capitalized” when it is an item or

group of items over $2,000, 3-year life or more, (furniture, equipment, computers, etc.) and/or Part of a Whole (set of chairs).

Monthly Financial Assessment (MFA) Watch for it … monthly Likely to change under ORACLE To be completed by each budget unit manager (lowest level possible) Ensures budget compliance and an “early-warning” system for budget

variances and trends. Write your MFA for your immediate supervisor Variances and trends consolidated and “rolled-up” by dept., division, and

branch.

Monthly Report Watch for it… monthly. Format will vary across institute. Intended to report on the non-financial progress in your

area:o Progress toward achievement of goals / projects /

initiativeso Critical issues / Needs Identifiedo Prayer Requests

Write your Monthly Report for your immediate supervisor Typically these are consolidated by dept., division, and

branch.

Annual Report Watch for it … February (Education); May (Media); October

(Operations, Office of the CFO) Form varies slightly by branch Write your Annual Report for the Trustees

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Questions? Direct them to Bruce Cain, VP Facilities

Questions? On the substance of the MFA – call your supervisorOn the function (the website, accuracy of the

number, etc.) Call Controller’s Office, Linda Wahr, Controller


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Questions on Monthly or Annual Report? Direct them to your immediate


Employment Law Pre-Test

1) Under FMLA law, Moody is only required to provide maternity leave. It may also provide paternity leave if approved by management.

True False

2) Moody may not require an employee to provide medical certification of the need for leave to care for the illness of a family member because this is a violation of the Privacy Act of 1995

True False

3) A pregnant employee submits a request for Family and Medical Leave and the required medical certification on August 1 for leave from August 15 to October 15. Her leave is denied. This denial violates the law.

True False

4) An employee who takes Family and Medical Leave must be restored to his/her same position upon return from the leave. True False

5) During a “busy season”, a non-exempt employee works 10 extra hours in one week. The manager promises that during a non-busy season, he can take time off to make up for it. This is appropriate.

True False

6) If MBI has two applicants for the same job—one of whom is disabled and one of whom is not disabled—we must hire the disabled individual unless he/she cannot do the job.

True False

7) An employee who has diabetes has notified her Manager that the doctor recommended that she take two additional 20-minute breaks in order to take her injections and rest. She offered to take a shorter lunch and work later to make up the time. The Manager is obligated to accommodate her request even though other employees do not receive the extra breaks.

True False

8) Two applicants, a 45-year old and a 59-year old apply for the same job and have similar credentials – the manager decides to hire the younger woman because he feels that she will have a longer future with the organization. The older applicant, also a woman, can sue under the Age Discrimination in Employment Act.

True False

9) A non-exempt broadcasting employee works the July 4th holiday along with 4 other days during the week. The employee should receive a regular paycheck since the employee worked a total of 5 days during that week.

True False

10) Although we would discourage it, technically, under Title VII of the Civil Rights Act, Moody would be required to give equal consideration to a non-Christian for non-teaching positions as

True False

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long as he or she agreed to follow our employee standards of conduct.

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Employment Law Overview - What every supervisor needs to know By the end of this section you will understand:

why knowing employment law is so important

the basics protections of five major employment laws

the Family and Medical Leave Act and Americans with Disabilities Act in greater detail

Why YOU need to be concerned about managing within the law:

MBI is committed to _______________ and to preserving the worth and dignity of the individual.

_______________ in the workplace, both in reality and perception, increases employee’s satisfaction

Juries are granting large awards, particularly ____________________, to employees who win their lawsuits against their employers

Courts have found supervisors and managers ____________________ for employment discrimination and have required them to pay punitive damages from their own financial resources.

The Major Laws Impacting Employment Practices

1) Family and Medical Leave Act (FMLA)

2)Americans with Disabilities Act (ADA)

3)Age Discrimination in Employment Act (ADEA)

4)Fair Labor Standards Act (FLSA) / Equal Pay Act (EPA)

5)Civil Rights Act - Title VII

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Key: fairness, equality, punitive damages, personally liable


Family and Medical Leave Act (FMLA)

Provides up to twelve weeks unpaid, job-protected leave per “rolling1” year to eligible employees for:

_________________________ of a child,

care for _________________________ of employee, or

employee’s ____________________ family member.

Eligible: employee must have worked _______________ (1250 hours over previous 12 months)

Job-Protected: employer must maintain employee’s health coverage, restore original _________________________.

Employees must give leave notice ____________________ for foreseeable situations

and as soon as practicable otherwise.

Americans with Disabilities Act (ADA)

Applicants and employees cannot be discriminated against because of disabilities and must receive reasonable accommodations.

ADA defines disability in three ways:

A physical or _______________ impairment that substantially limits one or more _________________________.

A _______________ of such impairment

Being _______________, even wrongly, of having a qualifying disability

A disability must substantially limit a major life activity Seeing, hearing, speaking, eating, breathing, performing manual

tasks, working, learning, and caring for oneself, or narrower limits such as an inability to use an arm or leg to lift heavy items

ADA protects a person with a record of a qualifying disability A cured or controlled qualifying disability (e.g. heart disease, cancer,

mental illness)

1 “Rolling” year is the 12-month period beginning on the first day of leave taken.

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Key: birth/adoption, serious health condition, immediate, one year, or equivalent position, 30-days. mental, major life activities, record, regarded


ADA protects a person regarded, even wrongly, as having a qualifying disability

Something not substantially limiting but treated that way by an employer (e.g. not giving a person with high blood pressure a physically strenuous job)

An impairment substantially limiting due to other’s attitudes (e.g. not promoting someone because a prominent facial scar makes others uncomfortable)

Are these impairments qualified as disabilities?

Qualifying Disability?

Deafness or hearing impairment Yes NoEpilepsy Yes NoAdvanced age Yes NoHeight or weight within normal range Yes NoA weak back – inability to lift heavy objects Yes NoCompulsive gambling Yes No

Amputated limb Yes NoDiabetes Yes NoQuick temper Yes NoRetardation Yes NoCarpel Tunnel Syndrome Yes No? Yes No

ADA requires employers “Reasonably Accommodate” qualified disabled applicants and employees unless it would impose an “_________________________” to do so. (e.g. modify a workspace to accommodate a wheelchair, contract with a sign language interpreter for orientation, training and performance reviews of a hearing impaired employee)

Age Discrimination in Employment Act (ADEA)

Employer can’t discriminate of the basis of age, unless age is a bonafide occupational qualification.

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Employers may not refuse to hire an applicant because he/she is over __________ years old, or force an employee to retire because of age.

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Fair Labor Standards Act (FLSA) / Equal Pay Act (EPA)The Fair Labor Standards Act creates two job classifications, exempt and non-exempt, and stipulates certain common compensations practices:

Employers must pay non-exempt workers for overtime (any amount worked over 38.75 hours per week at MBI)

Non-exempt employees may shift time only within the course of a single standard work-week.

For example, 2 hours extra work on Wednesday means 2 hours less work before Sunday (or Friday, practically speaking), or employer must pay the over-time. She cannot carry the hours over to the next week.

Time reports must be accurate.

No “fudging” the time reports and doing an informal, “unofficial” over-time arrangement. This is illegal.

Exempt employees cannot be paid overtime, but may accrue comp-time for extra hours worked.

The Equal Pay Act guarantees equal pay for equal work regardless of gender. Any difference in salary must be pursuant to a merit of seniority system.

Civil Rights Act: Title VIITitle VII guarantees equal employment opportunities to all regardless of race, national origin, color, religion (exemption for religious organizations), or gender (including pregnancy) unless such a factor is a _____________________________________________ for the job.

Employment restrictions for religious organizations must be clearly, written in advance in order to be uniformly and fairly applied.

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Key: bona fide occupational qualification


Session 5: Legal Interviewing and Hiring Practices at MBI

Managing in Challenging Times

July 15TH, 2004

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Interviewing and Hiring at MBIBy the end of this section, you should be able to:

Start the process of hiring a new employee

Understand your role in the process

Avoid illegal questions in an interview with a candidate

Employment Services – From Need to Offer.

Creating a New Position

A. Assess Your Need: What will this person do?

Do I have budget?

Is this a full-time or part-time position?

B. Meet with David Fogal, Compensation Assistant (x. 4474)

C. Get Executive Cabinet approval for new position

Filling an existing open and approved position:

A. Reassess the needs of your department Should the position change?

Can we promote from within?

What is the pay scale?

You initiate the process.

B. Start the Paperwork to Inform Employment Services (E.S.)

Departure Notice (blue form)

Full-Time/Part-Time Employment Requisition (green/white form) with Job Description

Behind the scenes in E.S.

C. Employment Services logs and routes the request around HR and assigns a recruiter to help you.

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Step 1: Determine who your department needs

Your recruiter will contact you to discuss:

Required Preferred

What will this person ________? (job description)

What does this person need to __________? (Qualities: enthusiastic, self-starter, organized, creative, detailed)

What must this person __________ ? (Qualifications, Skills: MS Excel, tax law, how to play the piano, a CPA)

Step 2: Recruiting the right person

To get the word out, your recruiter will: Prepare a “Job Posting” based on your needs (tip: the

more informative and compelling the description is, the better the candidates responding!)

It is your job to help us prepare a good description.

You help craft an informative and compelling ad

We get the word out in many ways: www.moody.edu - job posting on the HR website Open Position list mailed to over 1000 churches “Walk-ins” to HR (Wednesdays, 1:00 – 3:00) Some posted on specific Job Sites on the Web Professional Networking Word-of-mouth on the part of MBI Employees

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Sample Job Posting Description:SENIOR DESIGNER—MARKETING & COMMUNICATIONSUnder the direct supervision of the Creative Direction Manager, design art and copy layouts for materials for visual communication media such as corporate identity programs, logos, books, brochures, posters, packaging, labels, magazines, newspapers, presentations, signage, exhibitions and advertising and most other printed materials. The senior level designer also has the added responsibility of assisting with the leadership of the design department. These responsibilities include the ability to verbally communicate as well as visually communicate department ideas and designs within the department and to our clients.

Why is this good?

http://www.moody.edu/


Step 3: Screening & Evaluating Candidates

Behind the scenes in E.S.

What we use to screen and evaluate candidates: MBI Application

Candidate’s resume (optional)

Spiritual Information Sheet

Personal Interviews

Candidate Testingo Personality profileo Aptitudeo Skills

References - checked for top candidate(s)

Your role in the process

Reviewing resumes / applications prior to the interview

Evaluate applicant’s test results Narrowing field to top 2-3

candidates Interviewing all candidates Interviewing top candidate(s) Final selection

Step 4:Making an Offer

E.S. will work with you to determining the salary based on:

Job evaluation level

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Who is employable at MBI? Authorized to live and __________ in the U.S. Must give a clear profession of __________ ___. Regularly __________ ___ an evangelical Christian church Agree to live by employee community standards Able to sign the _____________________________ Marital status can be a factor and effect level of position held

Internal Transfers: When someone from inside MBI is interested…

1. Employees must work for 12 months in position before eligible for a transfer2. Employees must work with HR when inquiring about and pursuing an internal

transfer. 3. Recruiting managers cannot approach an internal candidate about a position. HR

will approach them.


Candidate’s qualifications Internal pay relationships NOT available budget

E.S. will make an offer to the candidate and work with you to determine a start date.

Step 5: Getting started!

Your Work Really Begins

New Employee Integration Preparation for new employees (phone, voice mail,

email, computer, work area, business cards, special equipment, etc.)

Monday morning “First Day” experience Technology Bootcamp Departmental Orientation Peer Coach New Employee Lunch

The first impression casts a long shadow. Your actions should shout, “we’re glad you’re here!

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Within the first 2 weeks your employee must be able to answer a strong, “YES” to these questions:

1) I know what is expected of me at work

2) I have the materials and equipment I need to do my work right.


Jack Cade’s Nightmare:

Scenario 1 “Don’t mention unions”“People don’t get fired, as long as they do good work”

Rule 1: Watch what you say; don’t make _______________

Scenario 2 “He’s old and crotchety, but he’ll retire soon.”

Rule 1: Watch what you say; don’t denigrate

Scenario 3 “Do you have anyone to take care of the baby?” “Is that going to cause you a problem in light of this condition”“Are you a U.S. Citizen yet?”

Rule 1: Watch what you say; don’t ask _______________ _______________.

Scenario 4 “Swap overtime next week?” “No problem”

Rule 2: Keep an accurate record of _______________ _______________.

Scenario 5 “You’re all a doll Miranda – I’ll buy you dinner sometime.”

Rule 3: Be sensitive to implications of sexual harassment.

Scenario 6 “I won’t write you up this time.” Rule 4: _______________ everything

Scenario 7 “That will put you way over scale for anyone doing the same thing…consider it done.”

Rule 5: Be _______________

Scenario 8: “Well, take care of that wrist” Rule 6: Be _______________ conscious

Scenario 9: “Let’s just keep it between ourselves”“Whoever is lying is going to be fired”“If you don’t get back to work immediately you’re going to be fired.”

Rule 7: Seek outside help for _______________ circumstances.

Scenario 10: “I can’t let you off every Thursday – when you get back, there may not be a job.”

Rule 8: Consider all implications of a _______________ request.

Scenario 11: “Maybe that’s better for all of us”“…Phony claims…”“Yea, well do us all a favor!”

Rule 9: Be careful in all situations involving possible _______________.

Scenario 12: “a little more common sense” Rule 10: Be aware of the laws.

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Key: Promises, improper questions, hours worked, document, consistent, safety, unusual, leave, termination


Legal Interviewing: Some Simple Reminders

Equal Employment Opportunity Commission (EEOC) Most of what would be considered improper or illegal to ask about during an interviewing process is spelled out in either the ADA or the EEOC regulations. Here is a pretty good checklist…

ChecklistDO DON’T

Ask questions that are job related.

Make sure you can verify that job requirements are bona fide occupational qualifications.

Keep objective, job-related notes on the reasons an applicant was or was not hired.

Ask questions concerning an applicant’s:AgeGender (pregnancy included)DependentsNational OriginRace Arrest RecordType & Date of Military Discharge

Attempt to deny employment because of a physical handicap that is not related to success on the job.

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LEGAL QUESTIONS EXERCISE

Read the questions below and indicate whether they are legal or illegal by placing a check in the appropriate column.

LEGAL ILLEGAL

1. Are you married?

2. When were you born?

3. Who referred you to the Institute?

4. If offered employment, do you have the right to work in the United States?

5. What schools have you attended?

6. How many people did you supervise on your last job?

7. What would you do if your spouse were transferred to a job in another state?

8. Do you own your own home?

9. Have you ever been convicted of a felony?

10. Do you wish to be addressed as Miss, Mrs., or Ms.?

11. What languages do you speak and write fluently?

12. This job requires that you lift 40 lb. boxes. Would that be a problem for you?

13. Do you have any handicap?

14. Do you have children? What are their ages?

15. You have an unusual name. What nationality is it?

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Interviewing Candidates with Disabilities:DO TALK ABOUT DON’T TALK ABOUT

The position, its duties and responsibilities.

The mission, programs, and achievements of the company.

Career opportunities and possibilities for advancement.

The location and work environment (facilities, equipment, travel, functional requirements, etc.) of the position.

The individual’s knowledge, skills, abilities, experience, education, and interests.

Performance expectations for the position.

Why the candidate thinks he or she can do the job.

Famous people with disabilities.

How the candidate functions in his or her personal/social activities.

What the candidate can’t do (or can’t do in the same way) that you do.

Other people with disabilities you know – persons with even identical disabilities are different.

Everything except your greatest concern. It is better to give a candidate a chance to say how they could do the job or perform a particular function, than not ask and turn down the candidate because of negative assumptions.

In making a Selection or Recommendation, it is improper to give consideration to such factors as: Architectural barriers or other factors including safety, which could be overcome with reasonable

accommodations by the company.

The future supervisor has never had an employee with a disability before.

Hypothetical working conditions that would rarely occur.

Objections that might be raised by the public or coworkers.

DO DON’T BE AFRAID TO See the whole person in

front of you. You can talk to an individual but not to an abstraction, such as a disability.

Tell the candidate what you want done on the job and give them an opportunity to say how they can help you accomplish that.

Famous people with disabilities.

Use the word “see,” “look,” etc., to a blind person.

Ask a person with a speech impairment to repeat something.

Repeat something that a person with a hearing impairment might not have heard or read completely form you lips.

Use simple and concrete language when interviewing a candidate with mental retardation.

PRE-EMPLOYMENT INQUIRIES – What you can and cannot ask!

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ACCEPTABLE SUBJECT UNACCEPTABLELanguages applicant reads, speaks, or writes. NATIONAL

ORIGINQuestions as to nationality, lineage, ancestry, national origin, descent, or parentage of applicant, applicant’s parents, or spouse.

What is your “mother tongue” or language commonly used by applicant.

How applicant acquired ability to read, write, or speak a foreign language.

Name and address of parent or guardian if applicant is a minor.

GENDERMARITAL STATUSFAMILY

Questions which indicate gender.

Questions which indicate applicant’s marital status.

Number and/or ages of children or dependents.

Provisions for child care.

Questions regarding pregnancy, child bearing, or birth control.

Name or address of relative, spouse, or children of adult applicant.

“With whom do you reside?” or “Do you live with your parents?”

RACECOLOR

Questions as to applicant’s race or color.

Questions regarding applicant’s complexion or color of skin, eyes, hair.

Statement that photograph may be required after employment.

PHYSICALDESCRIPTIONPHOTOGRAPH

Questions as to applicant’s height and weight.

Require applicant to affix a photograph to application.

Request applicant, at his or her option, to submit a photogragh.

Require a photograph after interview but before employment.

Statement that job offer may be contingent upon applicant passing a post offer medical exam. “This should apply to all applicants in same job category)

PHYSICAL Questions regarding applicant’s general medical condition, state of health, or illnesses.

Questions regarding receipt of Worker’s Compensation.

“Do you have any physical disabilities or handicaps?”

“Are you able to perform the essential and marginal functions of the job for which you have applied with or without accommodation?”

PHYSICAL (cont’d)

Statement by employer or regular days, hours, or shifts to be worked.

RELIGION Questions regarding applicant’s religion.

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ACCEPTABLE SUBJECT UNACCEPTABLE

Religious days observed or “Does your religion prevent you from working weekends or holidays?”

(Religious organizations

are except)

“Have you ever been convicted of a felony, or, (within specific time period) a misdemeanor which resulted in imprisonment?” (Such a question must be accompanied by a statement that a conviction will not necessarily disqualify applicant from the job applied for.”

ARRESTCRIMINAL RECORD

Arrest record or “Have you ever been arrested?”

Name

“Have you ever used another name?” or “Is any additional information relative to change of name, use of an assumed name, or nickname necessary to enable a check on your work and educational record?”

If yes, “Please explain.”

NAME Maiden Name

Place of residence. RESIDENCE “Do you own or rent your home?”

Statement that hire is subject to verification that applicant meets legal age requirement.

“If hired, can you show proof of age?”

“Are you over eighteen years of age?”

If under eighteen, “Can you, after employment, submit a work permit?”

AGE Age.

Birthdate.

Dates of attendance or completion of elementary or high school.

Questions which tend to identify applicants over age 40.

“Can you, after employment, submit verification of your legal right to work in the United States?” or state that such proof may be required after employment.

BIRTHPLACECITIZENSHIP

Birthplace of applicant, applicant’s parents, spouse or other relatives.

“Are you a U.S. citizen?” or citizenship of applicant, applicant’s parents, spouse, or other relatives.

Requirements that applicant produce naturalization, first papers, or alien card prior to employment.

Statement that bonding is a condition of hire. BONDING Questions regarding refusal or cancellation of bonding.

Questions regarding relevant skills acquired during applicant’s U.S. military service.

MILITARY SERVICE

General questions regarding military service such as dates, and type of discharge.

Questions regarding service in foreign military.

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ACCEPTABLE SUBJECT UNACCEPTABLE“Please list job-related organizations, clubs, professional societies, or other associations to which you belong – you may omit those which indicate your race, religious creed, color, national origin, ancestry, sex, or age.”

ORGANIZATIONS

ACTIVITIES

List all organizations, clubs, societies, and lodges to which you belong.

“By whom were your referred a position here?”

Names of persons willing to provide professional and/or character references for applicant.

REFERENCES Questions of applicant’s former employers or acquaintances which elicit information specifying the applicant’s race, color, religious creed, national origin, ancestry, physical handicap, medical condition, marital status, age, or sex.

Name and address of person to be notified in case of accident of emergency.

NOTICE IN CASE OF EMERGENCY

Name and address of relative to be notified in case of accident or emergency.

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“Fall Back and Regroup!”Managing in Challenging Times

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“Those who have been greatly used of God in all ages have been men of courage. If we are full of faith we shall not be full of fear, distrusting God all the while. That is the trouble with the Church of Christ today—there are so many who are fearful, because they do not believe that God is going to use them. What we need is to have the courage that will compel us to move forward.”

-- D.L. Moody(from, “To the Work! To The Work!”, 1884)


Fall Back, Regroup… Charge!

Like beleaguered troops in the midst of a battle, our team has had it. Success is by no means assured. Our initial plans have failed. The opposition is too strong. The obstacles are greater and the smoke is clouding our view. We are hurt, harried and confused. HELP!

Now is the moment for leadership. Go ahead. Bark the order, call it up and down the line. “Troops! Fall back and regroup!”

This is not a cry of defeat or retreat. We will reengage, and with vengeance. But first, here are four things we must quickly do, and hereafter, continue to do in an ongoing cycle, to win the day!

What signs indicate it’s time to “fall back and regroup”?

In what ways are these showing up at work for you and your team?

Vital Optimism: – a belief that a success outcome is possible and it’s worth the trouble. In other words, Hope.

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1. RE-ASSESS: Get a sense of where you are.

2. RE-FOCUS: Update the objectives; make them crystal clear.

3. RE-EQUIP: Give people what is needed to be successful.

4. RE-ENGAGE: Get moving again… and monitor the action.

Vital Optimism: In a sense, your team must evidence what the Apostle Paul’s ministry team modeled when they acknowledged, “We are hard pressed on every side, but not crushed; perplexed, but not in despair; persecuted, but not abandoned; struck down, but not destroyed.” and later, “Our light and momentary troubles are achieving for us an eternal glory that far outweighs them all.” In short, a successful outcome is possible, and it’s worth the trouble. (2 Cor. 4)

“Our VP called us together and told us that change was coming… he didn’t know, or couldn’t say, exactly what, but said, ‘here’s a head’s up.’ He trusted us enough to understand that some things need to be communicated.”

“I feel like the heaviness of the situation is so heavy, I don’t know if they are hearing the people below them saying things. They hear a voice, but they are not listening.”

- Comments from


1) RE-ASSESS: Open up the dialogue .

What do we know? What do we not know? What can you see from your perspective that I cannot? What are your concerns and your needs?

AIM: To Understand Reality and to Build Trust. The point of this stage is to develop as clear a picture reality as you can. This is not the time to fixate on what is lost, but on what remains, and how we can best put it to use. Engage people in dialogue. Conversation is the currency of trust.

DISCUSSOn my team, do we really understand our situation properly?

What does my team not yet fully understand or appreciate?

What specifically am I doing to open up the dialogue on my team?

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S – Strengths

W – Weaknesses

O – Opportunities

T – Threats

--

Critical Issues


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When you yell “Charge” you need to know that everyone is going to turn and run in the same direction.


2) RE-FOCUS: Clarify targets based on current realities What’s our mission and how has it changed (if at all)? What seem to be our most critical issues? What must we do right now? What can we NOT do (forevermore or for the time being)?

AIM: To confirm our mission and clarify our immediate targets. Use The “3x3” Approach: “Over the next 3-days (or weeks, or months) let’s focus on these 3-projects or priorities.” When you yell, “charge!” you need to know that everyone Is going to turn and run in the same direction. .

DISCUSSHow has our focus changed?

What deliberate steps have I taken to ensure my team knows exactly what is expected of them in this season?

What are our big-three priorities right now?

What can I do right away to bring clarity to the team?

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“I have a desire to see the big picture and to see how my little part fits in. In my area, we lost a position… nobody in our department could figure out how we could make it without this person. So the solution is one person is putting a lot extra hours… with some compensation, but not at the level that is appropriate.”

- Comment from a recent employee focus group

“In all my time here, no one has ever asked me, ’What do you need to do your job better?’ Someone above me decides what I need.”

- Comment from a recent

employee focus group


3) RE-EQUIP: Enable People to Act .

What do you absolutely need to get the job done? What else would be helpful? Are there any obstacles I need to know about? Is there something that only I can do to help you?

AIM: To build confidence. Give the troops all the tools, all the information and all the support you can provide. When you yell, “charge!” you need to know that everyone’s got a bayonet and the will to use it!

DISCUSSWhen was the last time I asked someone, “What do you need to do your job better?”

What kinds of things does my team need in order to be “enabled?”

What can I do to ensure my team is properly enabled?

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(I+)

(I)

(R+)(R)

Tangible Resources:

Time, People, Money

Intangible Resources:Attitude, Process, Divine

Definable: Targets / Goals / Outcomes

The One-Minute

Manager:

One-Minute Goals

One-Minute Praising

One-Minute Reprimands


4) RE-ENGAGE: Manage the Performance .

Pay attention Hold people accountable for doing what they say they will do. Praise progress Encourage the timid Redirect poor performance Tough on behavior, never tough on people.

AIM: To build competence and build commitment. Promote leaders, give medals of valor, coach the learners, heal the wounded, rest the weary, encourage the timid, and jail the traitors. In doing so, you will solidify commitment for the long-haul.

DISCUSSWho are my top performers? On what basis have I defined them as such?

What do my top performers experience from me that is different from the rest?

What specifically have I done recently to address poor performance?

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“How do we help poor performers? This question pre-supposes that poor performers are identified and know that they are poor performers.”

“My impression is that poor performance is rarely confronted, and not in the right way. A blanket warning given to entire group, but not specifically targeted at the poor performer… then there is little follow-up.”

“We are afraid of hurting someone’s feelings if I confront poor performance”

“I feel that we fear confronting poor performance because we are Christians and don’t want to be mean.”- Comments from a recent employee focus group


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=====================================================================================From Fierce Conversations: "Achieving Success at Work & in Life, One Conversation at a Time" by Susan Scott, Viking, 2002. =====================================================================================Supervisors who fear confrontation avoid giving candid appraisals of their worker's performance. Often the problem is they don't know how to get the conversation started. That's a disaster for your company. Many lawsuits are initiated by shocked former employees who though their performance was fine until they got canned by bosses who'd been too uncomfortable to confront them earlier. [Not to mention the fact that it violates two of our values... the Worth and Dignity of the Individual on one hand, and the Responsibility of Stewardship on the other. --Keith]

DO A 60-SECOND OPENING: Take 60-seconds and prepare and practice. Write your "opening" out on a 3x5 card if you must. Anticipate the reaction you might get. When you are ready, choose a good time to initiate the conversation. And, as Nike says, Just Do It.

Here are Seven Steps to Prepare:

1. Name the issue: Be direct, say what the issue is and describe it's effect. "Dave, I want to talk with you about the effect your leadership style is having on the team."

2. Show an example: Be succinct. Speak in behavioral terms describe what he or she said or did. "When you told Mark you didn't have time for his nonsense, he felt totally shut down."

3. Describe your emotions: Don't be emotional, but discuss the emotional consequences of the issue. "I am really worried about your management style."

4. Clarify what is at stake: Show why it is important. "Mark is our best salesperson. If we lose him, it'll hurt."

5. Identify your contribution to the problem: Show your involvement. "I'm sorry I didn't say something earlier about this instead, I have allowed it to go on longer than I should have.”

6. Indicate your desire to fix the problem: Use the word resolve. "So you can see why I want to resolve this issue, because your management style's having a negative effect."

7. Invite a response: Now that you've addressed the problem in a clear and thorough manner, it's time to listen. "I'd like to know your thoughts about this, Dave."

[And remember, document everything -- take note of the behavior, the conversation, the immediate response and what action was agreed upon. Finally, stay on it. Follow up -- praise progress and continue to redirect poor performance. For serious issues that may lead to discipline or dismissal, partner with Human Resources --Keith]==========================================

Did you find this to be helpful? Check out one of these newer EU Resource Library Videos:

1) The Practical Coach: Encouraging, Correcting and Challenging Your Team (24 min)2) Bad Apples: How to Deal with Difficult Attitudes (23 min)3) A.C.E. It! How to Solve Tough Workplace Problems. (19 min)

Leadership Toolkit: Tackling a tough one…


Evaluation-Feedback: Date: July 15, 2004

Evaluating Entire Program (all the sessions I’ve attended)

1. How would I evaluate the New Manager Training Program overall (all session I’ve attended)?

Excellent Poor

2. This program helped me identify issues or needs that I hadn’t recognized before.

Strongly Strongly Agree Disagree

3. The content presented in this program effectively addressed practical issues or needs present in my work life.

4. Overall, the teaching / facilitation of the content was engaging and effective in helping me understand and apply the content.

5. I’ve learned something new.

6. I’m motivated to put into practice something I learned over the course of this program:

7. I will likely do (or am doing) something differently as a result of what I’ve learned in this program:

8. I would feel comfortable recommending this program to a friend who was also a manager.

9. What could we do more of, better, or differently to improve New Manager Training program in the future?

10. What did you appreciate most about the New Manager Training program?

11. Comments?

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agenda … · web viewsession 1: the performance manager – - the role of the leader -...

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