Managing Personnel Problems

Self-respect is the fruit of discipline; the sense of dignity grows with the ability to say no to oneself. . . .

—Abraham J. Heschel

By:Renquijo, BJ Jeanne JuneValencia, MarkVallon, Arthel Joy

Constructive vs. Destructive Discipline

• Discipline can be defined as a training or molding of the mind or character to bring about desired behaviors.comes from the Latin term disciplina, which means

teaching, learning, and growing

• Punishment is defined as an undesirable event that follows an instance of unacceptable behavior and is intended to decrease the frequency of that behavior (Guffey & Helms, 2001).

Destructive Discipline• Uses threats and fear to control behavior.• This “big stick’’ approach to management focused on

eliminating all behaviors that could be considered to conflict with organizational goals.

• May succeed on a short-term basis, it is usually demotivating and reduces long-term productivity, because people will achieve only at the level they believe is necessary to avoid punishment.

Constructive Discipline• Constructive discipline uses discipline as a means of

helping the employee grow, not as a punitive measure.

• Punishment is frequently included when defining discipline,but it also can be defined as training, educating, or molding.

• In constructive discipline, punishment may be applied for improper behavior, but it is carried out in a supportive, corrective manner.

Progressive Discipline Model

• Developed in the 1930s in response to the National Labor Relations Act (NLRA) of 1935 (Guffey & Helms, 2001).

• Required that discipline and discharge be based on just cause.

• Four progressive steps to address identical offenses committed by an employee:

informal reprimand or verbal admonishment

formal reprimand or written admonishment

suspension from workinvoluntary termination or dismissal

Progressive Discipline Model (continued)

Disciplinary Strategies

1. Investigate thoroughly the situation.2. To consult with either a supervisor

or the personnel department before dismissing an employee.

Problem-centered couching-requires planning than ongoing

couching.

Performance Deficiency Couching

Disciplinary Conference

Reason for Disciplinary actionEmployee’s Response to ActionRationale for Disciplinary Action

Clarification of Expectations for ChangeAgreement and Acceptance of Action

Plan.

Termination Conference1. Calmly state the reason of

dismissal.2. Explain to the employee the

termination process.3. Ask for employee input.

4. End the meeting on a positive not if possible.

Grievance ProcedureWhen employees and managers

perceive “fair” and “just” differently, the discrepancy can usually be

resolved by a more formal means.

Common Personnel Problems

I. Marginal employee - Often make tremendous efforts to meet competencies, yet usually manage to meet only minimal standards at best. Marginal employees usually do not warrant dismissal, but they contribute very little to overall organizational efficiency.

A. Ways in dealing with marginal employeesa. Ignore and attempt to “work around” the employee (low-level managers)b. Transferring the employee to other unit or sectionc. terminating or suggesting him/her for early retirementd. Active coaching and counseling

II. Chemically impaired- nurses whose practice is impaired by

substance abuse or psychological dysfunction.

A. Ways in dealing with chemically impaired employee

a. Dismissalb. Suggestion of rehabilitation

B. Recognizing chemically impaired employees (three primary areas)

a. Personality/behavior changes • Increased irritability with patients and colleagues, often followed

by extreme calm • Social isolation; eats alone, avoids unit social functions

• Extreme and rapid mood strings• Euphoric recall of events or elaborate excuses for behaviors• Unusually strong interest in narcotics or the narcotic cabinet• Sudden dramatic change in personal grooming or any other area• Forgetfulness ranging from simple short-term memory loss to

blackouts• Change in physical appearance, which may include weight loss,

flushed face, red or bleary eyes, unsteady gait, slurred speech, tremors, restlessness, diaphoresis, bruises and cigarette burns, jaundice, and ascites

• Extreme defensiveness regarding medication errors

b. Job performance changes• Difficulty meeting schedules and deadlines• Illogical or sloppy charting• High frequency of medication errors or errors in judgment affecting patient care• Frequently volunteers to be medication nurse• Has a high number of assigned patients who complain that

their pain medication is ineffective in relieving their pain• Consistently meeting work performance requirements at minimal levels or doing the minimum amount of work necessary• Judgment errors• Sleeping or dozing on duty• Complaints from other staff members about the quality

and quantity of the employee’s work

c. Time and attendance changes • Increasingly absent from work without adequate

explanation or notification; most frequent absence on a Monday or Friday

• Long lunch hours • Excessive use of sick leave or requests for sick leave

after days off • Frequent calling in to request compensatory time • Arriving at work early or staying late for no

apparent reason • Consistent lateness • Frequent disappearances from the unit without

explanation

C. Confronting the chemically impaired employeea. 1st phase - the data- or evidence-gathering

phase, the manager collects as much hard evidence as possible to document suspicions of chemical impairment in the employee. All behavior, work performance, and time and attendance changes presented in the displays in this chapter should be noted objectively and recorded in writing. If possible, a second person should be asked to validate the manager’s observations.

b. 2nd phase – direct confrontation

D. The manager’s role in assisting chemically impaired employee

E. recovery processa. 1st phase - the impaired employee continues to deny the significance or severity of the chemical impairment but does reduce or suspend chemical use to appease family peers, or managers.

b. 2nd phase - as denial subsides, the impaired employee begins to see that the chemical addiction is having a negative impact on his or her life and begins to want to change.

c. 3rd phase - the person examines his or her values and coping skills and works to develop more effective coping skills. Frequently, this is done by aligning himself or herself with support groups that reinforce a chemical-free lifestyle. In this stage, the person realizes how sick he or she was in the active stage of the disease and is often fraught with feelings of humiliation and shame.

d. 4th phase - people gain self-awareness regarding why they becam chemically addicted, and they develop coping skills that will help them deal more effectively with stressors. As a result of this, self-awareness, self-esteem, and self-respect increase.When this happens, the person is able to decide consciously whether he or she wishes to and should return to the workplace.

F. Reentry of the chemically impaired employee into the workplace

The following are generally accepted reentry guidelines for the recovering nurse:• No psychoactive drug use will be tolerated.• The employee should be assigned to day shift for the first year.• The employee should be paired with a successful recovering nurse whenever possible.• The employee should be willing to consent to random urine screening with toxicology or alcohol screens.• The employee must give evidence of continuing involvement with support groups, such as Alcoholics Anonymous or Narcotics Anonymous. Employees should be encouraged to attend meetings several times each week.• The employee should be encouraged to participate in a structured aftercare program.• The employee should be encouraged to seek individual counseling or therapy as needed.

Absenteeism• Voluntary absenteeism – absenteeism under

employee’s control• Involuntary absenteeism- absenteeism that is

not under employee’s control• Total time lost- number of scheduled days an

employee misses• Absence frequency-total number of distinct

absence periods, regardless of their duration

Employee A Employee B Missed nine

Mondays in a row

Nine absence frequency periodsNine total days absent

Missed nine consecutive days

of work

One frequency of absenceNine total days absent

Attendance Model• Factors affecting an employee’s motivation:Job itselfOrganizational practicesAbsence cultureSupervisionLabor marketEmployee’s personal characteristics

Managing Employee Absenteeism

• Actions the organization can take:Sponsor childcare centerProvide shuttle buses or coordinate car poolsHealth fairs, exercise programs, & stress

reduction classesEmployee assistance plan

• As a nurse manager:

CoachingMotivatingEnriching staff nurse’s jobReducing job stressCreating a norm of excellent attendanceEnhancing advancement opportunitiesImproving co-worker relations

Trying to select employees who will be satisfied with and committed to their jobs

Being a good role modelDiscussing employee’s attendance during

performance appraisal interviewRewarding good attendanceEnforcing absenteeism control policies

Employees with Problems

Overachievers or Superachievers:

Classifications:

1. Bulls or A-Bomb

2. Killer Angel

3. Know-It-All

Disgruntled Employees

Employees who are always complaining, behavior that affects the morale unit.