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Staffing Delegation Use Your Knowledge Power Managing Performance. Learning Outcomes. At the end of this week of study and activities, you will: 1. Explain the preparation needed for an interview and at least 5 good interview questions
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StaffingDelegationUse Your Knowledge PowerManaging Performance
Learning Outcomes At the end of this week of study and activities, you will: • 1. Explain the preparation needed for an interview and at least 5 good interview questions • 2. Know the difference between full and part time employees and contractors and how each contribute to an organization’s goals. • 3. Demonstrate a basic understanding of federal laws as they relate to the employment environment. • 4. List four reasons why a supervisor does not delegate and the conditions where a supervisor should delegate more. • 5. Describe a four step teaching program for on the job training and the errors to avoid. • 6. Explain the five benefits to management and the five benefits to employees that come from performance evaluations. • 7. Describe the two parts of a performance evaluation.
Topic Selection • Communication styles - Joalexis • Risk Management - Shawn • Ethics in the workplace and in personal behavior - Corey • Employee training, coaching and mentoring - Laura • The use of policies and standard operating procedures - Marianne • Effective performance evaluations - Les • The value of exit interviews - Mary Ann • Leadership in a Toxic Workplace - Mark • Positive feedback, constructive criticism and clear expectations - Maura
The Staffing Process Staffing includes much more than simply filling a vacancy. It also involves determining long-term personnel needs, orientation and training, transfers and reassignment, rotation, performance evaluation, and terminations. • Is the function performed by the employee who is leaving absolutely necessary? • Could the tasks be divided among other employees? • What skills are missing among the staff? • What kind of new person will contribute to greater productivity? • Is someone being trained to eventually take my job as supervisor? • Don’t Hire Turds!!!! – Gordon Graham
Preparation for the Interview If a printed job description is available, it should be carefully reviewed and brought up-to-date. If not, the competencies required should be written out by the supervisor. • Tip 1: Federal and state civil rights laws must be upheld in hiring decisions. Sex, race, national origin, age and religion cannot play a part in the selection process. You want performance • Tip 2: The practice of first come, first hired should be avoided. • Tip 3: Do not rush. It increases subjectivity and results in mistakes. • Tip 4: Make sure you know what competencies you are looking for. [Competency = measurable skill]
Interviewing Techniques Interviewing a prospective new employee • Put the applicant at ease • Encourage the applicant to talk • Allow the applicant to ask questions. • Verify the data on the application form
Interview Questions Listed here are some typical questions that interviewers often ask job seekers. Their purpose is to generate a dialogue so that a decision can be based on as much information as possible. • Why do you want to work here? • What are your skill levels? • What can you contribute? • Why should we hire you? • Why did you leave your last job? • What are your strengths that would contribute to your success in this position? • What areas needing improvement do you have that would challenge you in this position? • Tell me about your work experience? • Tell me about a time when you had to: Solve a problem quickly? Make a decision? Deliver bad news? Make an unexpected change? Meet a deadline? Organize an event? Resolve a conflict? Handle an ethical dilemma? Etc.
Interview Questions • Avoid “yes” or “no” questions. • Use open-ended questions that require the applicant to provide more detail. • Behavioral interviewing. • “Tell me about a time when you had to . .” • The applicant reflects on how they would behave under specific circumstances. • The use of silence
Interview Questions • Employment interviews are divided into two approaches: • In guided pattern or directive interviewing, the interviewer has a precise list of questions – a script – and does not deviate from it (or little). • Unguided or nondirective interviewing is more free-flowing, allowing the interviewer to build off questions asked and comments made in a more conversational manner. • Must insure objectivity • that all the right questions are asked and intended areas of inquiry are covered.
Interviews • Disallowed Questions • Disability, Marriage, Race, Sex, National Origin, Gender Identity, Family or Marital Status including pregnancy • Same Questions for all • Volunteered Information • As long as its not the result of an illegal leading question • End without Commitment • HR/AA/EEOC www.eeoc.gov • Use their expertise
What arrangements are you able to make for child care while you work? How old are your children? When did you graduate from high school? Are you a U.S. citizen? What does your wife do for a living? Where did you live while you were growing up? Will you need personal time for particular religious holidays? Are you comfortable working for a female boss? There is a large disparity between your age and that of the position’s coworkers. Is this a problem for you? How long do you plan to work until you retire? Have you experienced any serious illnesses in the past year? Illegal go around Questions
Here are five must-ask interview questions:Willa Plank, Wall Street Journal • In what ways will this role help you stretch your professional capabilities? • What have been your greatest areas of improvement in your career? • What's the toughest feedback you've ever received and how did you learn from it? • What are people likely to misunderstand about you? • If you were giving your new staff a "user's manual" to you, to accelerate their "getting to know you" process, what would you include in it?
The only three true job interview questions are: • Can you do the job? • Will you love the job? • Can we tolerate working with you? • If you’re the one being interviewed, prepare by thinking through examples that illustrate your strengths, what motivates you about the organization and role you’re interviewing for, and the fit between your own preferences and the organization’s Behaviors, Relationships, Attitudes, Values, and Environment (BRAVE). • But remember that interviews are exercises in solution selling. They are not about you. • http://www.forbes.com/sites/georgebradt/2011/04/27/top-executive-recruiters-agree-there-are-only-three-key-job-interview-questions/
Reference and Background Checks • If you ask for it – Check it • Negligent Hiring Liability • Employers have an obligation to ensure applicants are qualified, have a good work record, and that there are no concerns regarding a criminal record. • Can include criminal history, driving records, credit, education credentials, and previous experience verification • As determined by law
Orientation and Training - Onboarding If you spend the time and money to find the best candidate: • Introduce them and make them part of the team • Equip them • Mentor them • Make sure they know the rules and policies • List and discuss specific responsibilities and expectations • Follow up, Follow up, Follow up
Other Workers • The Part Timer • Less than 1,000 hours a year (Federal Law) • Lower wages, reduced benefits, less job security • Benefits for the employer - flexibility and lower labor costs • Independent Contractors • Best for short term highly skilled projects • DOIT body shop
Supervisor’s Relationship with the Human Resources Department Supervisors who work for large organizations that have professional human resources departments (personnel and training) have a big advantage when it comes to staffing. Fostering such a relationship includes the following activities: • Informing human resources and training specialists on the exact skills and competencies you need for maximum productivity. • Accepting the fact that human resources departments do their best to attract the most qualified applicants. • Abiding by equal opportunity laws and other legal restrictions. • Paying compliments and offering feedback to those who get the right people properly trained to you. • Making sure the new hire is oriented into her or his particular work area. • Maintaining an on-going relationship with HR for advice to remain in compliance with laws, policies and organizational practices.
Meeting On-Going Legal Obligations to Your Employees • Know and understand EEOC and other laws and the rights and protections the afford. • Have sufficient knowledge to be able to identify when your legal obligations are triggered by specific workplace situations • Understand your organization’s standard process for responding to these matters. • Take the proactive approach in recruiting and developing staff and ensuring a productive, positive work environment. • Ensure all decisions are objective, free from bias, and based on non-discriminatory criteria. • When in doubt, consult with appropriate organizational authorities
Entitlement Culture • Need to refocus as a meritocracy • Get Candid
What is Managing Performance? • The cycle generally: • Develop standards and goals • Monitor performance with on-going feedback [follow up] and coaching • Evaluate the performance • Review performance with the employee • Review and adjust for the next cycle
Performance Evaluation Instruments • A formal evaluation usually involves an evaluation form. • No form is perfect • Use it with the right attitude • Commitment to provide on-going feedback before the evaluation • Don’t spring expectations on the employee at the end of the rating period
Do Not Take the Easy Way Out • Be Honest • Avoid grade inflation – the error of leniency • People will lose respect for you • Appraise the work and not the personality • Don’t appraise the potential rather than the actual • Evaluate the average for the period – not isolated examples of extremely good or bad work • Don’t let one good or bad quality influence the others – Halo effect • Avoid the error of central tendency, in which you select the middle rating on all factors.
Conducting the Evaluation • Who does it? The supervisor who observes the performance of an employee. • What is done? Review performance and allow for questions and an opportunity to provide input into their final rating. • Where is it done? Confidential matter performed in a quiet, private place. • N.B. (nota bene or note well) The situation where you ask the employee to fill out their own and get back to you. • Employees often demote their performance • If you take theirs, you will lose trust • Always out your own evaluation on the employee – usually better than self-evaluation • Tremendous opportunity to build goodwill
Conducting the Evaluation • Unsatisfactory Evaluations • Have all the facts at your disposal; • Advise your superior and the HR first • Meet with employee • Afterward, recognize improvement if and when it happens • Conduct evaluations in a timely manner • Late evaluations can delay a raise, promotion, or other important employment decision
Police affidavit: Gagnon shot Martin with a semiautomatic handgun just after 8 a.m. on Aug. 9 as the co-op opened for the day and employees stocked shelves. Gagnon walked outside and dropped the gun, saying, “I don’t want to hurt anyone else.” Gagnon had just received a poor evaluation from Martin. BRATTLEBORO, Vt., New York Times, 9/24/2011 The Part-timer
Case: Option P. 215(Class Discussion) • Objective To discover the advantages and disadvantages of two different approaches to formal evaluation of employees. • Problem Yolanda and Gerald are in complete disagreement regarding the best way to appraise their employees. Bill, tired of the conflict, must intervene to help resolve the dispute. • Procedure Everyone in the class or seminar reads the following material and then discusses the advantages and disadvantages of each approach from their point of view as employees being evaluated. After the discussion, they vote on the approach (that of Yolanda or Gerald) they prefer.
Why People Fail to Delegate • No Faith in Subordinates • Fear of Superiors • Desire for Personal Credit • Misjudgment of Time
When to Delegate • When you need more time for work that will increase productivity such as planning • When you want to develop others • Don’t show show favoritism • When you can make the time and effort so they will not fail • When you need to protect your physical and mental health.
Never give an order that ... • Opens door to questioning future orders • They usually involve personal matters • Our business is never personal
How to Delegate • Select the Task and Person Carefully • Prepare All Individuals for Change • Turn Over the Assignment • Monitor progress – Follow Up!! • Make yourself available – Answer Questions and provide additional training
What to do with the Time You Save by Delegating • Improve relationships • Solve problems before they occur • Do more planning
When faced with two choices, simply toss a coin. • It works not because it settles the question for you, • but because, in that brief moment when the coin is in the air, • you suddenly know what you are hoping for.
Power • A leader has three sources of power. • Your role • Your personality • Your Knowledge • A great deal of respect comes with knowledge
Teaching • YOUR ATTITUDE TOWARD TEACHING • What is your personal attitude toward sharing your knowledge with employees? • Are you willing to set aside enough time to do it professionally? • Do you desire to build a good reputation as a patient, caring instructor?
