Supersized Responsibilities After Downsizing

These are tough and uncertain times for many organizations and public education is one of those sectors deeply affected. Working within the field of human resources in public education I have learned that along with the great reward inherent in knowing you are a part of building the future through education comes an inevitability: when the state needs to trim the budget education is going to take a hit. So our organization has been faced with making some very hard decisions and, of course, layoffs. It is an unfortunate situation for the employees who will soon find themselves looking for other employment but what of the employees that remain? 

Great care and planning was placed on providing assistance to transition employees who will be downsized but there also should be planning toward not only reallocating job responsibilities to those that remain but also on reassuring remaining employees that they will have support. It is important to note that the treatment of employees left after a downsizing directly affects employee morale and retention - two important factors when faced with a smaller workforce that must maintain an expected level of performance. A fitting quote by Alan Downs from Business, The Ultimate Resource states: "[Downsizing] ... leaves laid-off employees angry and surviving employees feeling helpless and demotivated. Helplessness is the enemy of high achievement. It produces a work environment of withdrawal, risk-adverse decisions, severely impaired morale, and excessive blaming. All of these put a stranglehold upon an organization that now desperately needs to excel".

So what to do? The same amount of work may need to be done but with fewer employees and so you have the organization's concerns. You also have the employees concerns and fears about the unknown. First, reassure the layoff "survivors". Ensure department managers make the time to speak with each employee individually to discuss their current (pre-layoff) reponsibilities and why they are valued as employees. Look for opportunities to reduce steps in processes and solicit input from employees as you rebuild your department and reassign job tasks.

For some employees  broader responsibilities may be seen as an opportunity for growth and learning while other employees may simply mourn the loss of their "old" job duties. Putting time into working with each employee will make the changes a little easier for everyone.

Uncomfortable Conversations

As human resource professionals (and managers tasked with human resource functions) we have all been faced with the task of beginning disciplinary steps with employees who have not been performing at expectations. I think it is safe to say these make for some uncomfortable conversations. How well these conversations go are dependent largely by how well the organization outlines expectations, how thoroughly any situations are investigated, whether employees are treated equitably, and solid documentation throughout the process.

Another important point to remember is to provide the employee an opportunity to explain their side of the story. Making sure the employee has the opportunity to be heard will reduce resistance from the employee when it comes time to outline a course for correction.

Although there are many versions of the steps involved in progressive discipline, here is one example to begin with:

1. Have a meeting with the employee to clearly outline the problem.
2. Indicate that you are using the conversation as a verbal warning.
3. State the date(s) by which you will follow-up and be clear on the
    expected level of performance anticipated by that date.
4. Evaluate the employee's performance against expectations.
5. [If performance not at expectations] issue a written warning.
6. State the date by which you will follow-up again.
7. Evaluate the employee's performance.

At this point (and, for some, throughout the entire process) your organization's policy may dictate whether the discipline moves to the final stages by placing the employee on probation or moving straight to termination. Also, the severity of the issue may require that a move directly to probation or termination is made. Another consideration is whether the employee is part of a collective bargaining unit. Consideration of the collective bargaining agreement will need to be made.

For another version of progressive discipline guidelines, take a look at the detailed information available from Indiana University's, University Human Resource Services: http://www.indiana.edu/~uhrs/training/ca/progressive.html

Overall and very important: bear in mind the reason you are working through the progressive discipline process with the employee is to correct the issue. The goal is to guide the employee back to a level of performance that at least meets expectations.

Don't Stand Too Close To Me

To continue with my communication theme I thought it would be fun (yes fun) to use personal space and nonverbal cues as a topic. Have you ever tried to not communicate with someone? Even when you attempt to stop communicating with someone you are communicating. Remember that communication does not just involve what is spoken, but also includes what remains unspoken and, in a significant portion, nonverbal cues. Let's focus on the nonverbal cues. What comprises a nonverbal cue? Here is a list for starters (I know you can think of some additional ones once you read over these):

• Attire

        Suit or shorts, t-shirt and flip flops?
        Subdued color or wild, geometric patterns?
        Lots of decorative jewelry or discrete pieces here and there?

• Decor

        Pictures of multi-continent travels or posters about teamwork?
        Personal artifacts or family photos?
        Cozy, soft chairs or "velvet smoking jacket" leather chairs?

• Body Posture

        Arms folded across the chest or hanging casually by the sides?
        Palms out or in?
        Sitting back and relaxed or straight up and leaning forward?

• Eye Contact/Facial Expression

        Looking directly into your eyes or down at the ground?
        Distractedly looking around the room or at own hands?
        Corresponds to the message or is disconnected?

• Arrangement of Space

        Sitting behind the desk or next to you at a table?
        Placement of personal items throughout?
        Papers spread out across desk?

Use the above questions to make yourself more aware of nonverbal cues and to assist you in communicating more effectively with others. Each of these cues provides insight into personality, power structure, and even the meaning behind the message.

Now, onto the really fun part...personal space. Personal space is your individual and invisible boundary within which encroachment may cause you some measure of anxiety. We have all had that uncomfortable feeling of someone (okay, let's say it's the "close talker" from Seinfeld) getting just a little too close for comfort. What do you do in that situation? Step back a little? Or does your reaction depend upon whether the person is male or female (and whether you are male or female), your age (as well as the other person's age), and position of power? I bet it does. Let's take a look at a couple of interesting things. First, did you know that there are several possibilities when it comes to personal space bubbles? Take a look at this illustration from Cornell University School of Industrial Labor and Relations.

Which bubble is yours? How is your bubble different in different situations and with different people?

Here is some more interesting information regarding individual personal space. It is a wonderful web page replete with photos to illustrate their points and was compiled by students at Worsley School, located in Northern Alberta, Canada: http://www.worsleyschool.net/socialarts/personal/space.html

Can You Hear Me Now?

I was recently in a meeting where I wanted to make a point yet was cognizant of not offending the receiver of the message. After attempting to relay the message "softly" I found that, to be understood, I had to simply "just say it". Being a person who can alternately be called passionate in one circumstance or stubborn in another I know how I can be perceived and I do have an awareness of adapting communication styles. What is more difficult to be aware of are the finer subtleties involved in knowing what style you are, what the other styles are, reading each situation, and determining which style is best to use. Communication is greatly about competencies and yes skill.

I believe most people have their default communication style and when you are adept at using a hammer, all the world looks like a nail (yes, I did use the cliche). Unfortunately, using your hammer in all situations will only make it difficult to achieve success. To be an effective communicator remember to (as taken from Cornell University, School of Industrial and Labor Relations):

• Choose the right behavior for the situation
• Exhibit understanding of the other person's concerns
• Consider the possible underlying reasons for other's behavior
• Use your skills
• Self-monitor and adjust where needed
• Display a commitment to mutual benefit 

Curious as to your communication style and not ready yet to take a Myers-Briggs assessment or another intensive assessment? Try the quicky here: http://www.pearsonhighered.com/thompson_ob/html/ch04open.html from the textbook Organizational Behavior Today by Leigh L. Thompson and see if the result fits your perception of yourself.

Gimme the 411!

MBWA. How many of you have heard about MBWA? What does the acronym stand for? MBWA is Manage By Walking Around. It is a way to get a feel for the current climate of your department through social contact with employees. It is a good way to foster a team environment and to encourage civility in the workplace. Hewlitt-Packard practiced MBWA begining in 1973 in direct response to the business philosophy of the company's founders. Bill Hewlett and Dave Packard felt that, for a business to succeed, people have to be placed ahead of profits. MBWA is a valuable tool in gathering information (solicited or otherwise) from employees about their concerns, ideas, and overall satisfaction.

There are also other methods by which you can gather feedback from employees. Each method has its benefits and considerations:

360-degree instruments

These can be interviews, formal written feedback, or surveys. Be extremely careful in how a 360-degree is administered as a poorly constructed 360-degree can cause more harm than good. Ensure all involved in the process have been adequately trained.

Focus groups

Facilitated discussions with small groups of employees, ideally selected among a cross-section of affected employees.  To make a focus group session successful, put time into selecting the best setting and allow some organic thought streams, especially if gathering the focus group to discuss general issues rather than a specific topic.

Surveys

These are questionnaires that have a focus on a particular issue of concern or inquiry. A well-constructed survey can assist organizations in identifying development opportunities. Surveys can also gauge employee satisfaction and changes across time.

There are many other forms of gathering feedback. Any method used should be carefully planned in order to make full use of the benefits and avoid any potential downfalls.