Couseling and Coaching

8/3/2019 Couseling and Coaching

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Hand out #9

THE COUNSELING PROCESS

1. Sta te the p rob lem in d eta il.

2. Sta te the imp ac t of the p rob lem .

3. Ask the employee how they intend to c orrec t the

problem.

4. Ask the em p loyee how you, the sup ervisor, c a n be

of a ssista nc e.

5. Write the p lan for c orrec tion.

6. Sta te the c onseq uenc es for not c orrec ting .

7. Set a da te for follow -up.


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Handout #17

COMMUNICATION TECHNIQUESTECHNIQUE SAMPLE

BROKEN RECORD: Rep ea t your main po ints

without be c oming loud, irritate d or ang ry.I would like to discuss your report Letsfocus on your reportTell me about yourreport.

DISAGREE: Make a straightforward d irec t

sta teme nt of your op inion.I don't agree..."; "I see it d ifferent ly...";"I th ink it is, and ..."; I th ink

EMPHASIZE: Stress your thoug hts, feelings

ab out the be havior or situation b y giving

more d eta ils or ca lling atte ntion to their

importance.

"This is imp ortant b ecause..."; "I feel...";"I think this is urge nt because..."

FOGGING: Acknowledge a stateme nt while

refusing to disagree or argue the point."Tha t ma y be t rue..."; "Somet imes tha t

ha ppens..."; "I'm sorry you feel tha tway..."; "I'm sure you're conc erned..."; "It

ma y ap pea r tha t wa y..."; "I understandwhy you might think tha t..."; "Tha t's a

go od point"; I ca n see w hy you a reco ncerned ; I ca n see that you are

upset.

NEGATIVE INQUIRY: Ask for mo re informa tion,

mo re spec ific d eta ils, or furthe r c larifica tion of

wha t has be en said.

I don't understa nd , what is it tha t..."; "Doyou mea n tha t..."; "Are you saying

that..."; "Why do yo u think I..."; "Wha t is ittha t bothe rs you about..."

NEGA TIVE ASSERTIO N: Ca lmly agree w ith the

other pe rson o r ad mit that you a re wrong."You're right ..."; "Tha t's true..."; "Yes, I d idtha t..."; "Yes, tha t hap pens

occasionally..."

DISMISS AND REDIRECT: Deny the relevanc e

of a state ment or c omm ent and refocus the

d isc ussion on the m a in issue .

"Tha t's no t the point, the point is...";"Tha t's a sep arate issue, we're ta lking

about..."; "I'm not concerned about thatright now, I'm co nce rned abo ut..."


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TECHNIQUE SAMPLE

SHIFT TO PROCESS: Comme nt on the

interaction, the other persons behavior or

your own.

"We see m to be g oing in c irc les, whydon't we..."; "This is up set ting to me, I'd

like to..."; "It seem s to m e tha t you a re

get ting up set , wo uld you like to..."; "Weca n't seem to a gree, what do youthink..."; "We're drifting aw ay from the

point..."; "I seem to b e doing a ll theta lking, do you..."

MOMENTARY DELAY: Make a de laying

c omment to a llow for time to d ec ide on the

mo st approp riate response.

"Slow dow n, we nee d to d iscuss thisfurther..."; "Tha t's inte resting , let me

think about tha t for a m inute."; "I don'tquite und erstand, would you exp la in

tha t ag a in?"; "This see ms imp orta nt,tell me mo re."


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Handout #1

PROBLEM EMPLOYEES

TYPES OF PROBLEM EMPLOYEES:

Type 1: Job Performance ProblemsType 2: On-the-Job Interpersonal ProblemsType 3: Dysfunctional Behavior Problems

PROBLEM CAUSES:

INTERNAL EXTERNALLack of self-confidence Distressing news or eventsChange in attitude Lack of opportunityExcessive stress or tension Confusing instructionsInsufficient challenge Lack of supervisory supportLack of apparent rewards Unclear work unit goalsChanged priorities Excessive changes

Lack of task knowledge Difficult work environmentInsufficient practice Responsibility without authorityPerformance anxiety Personality clashProcrastination Task overloadFear of failure Inadequate resourcesLack of motivation Lack of recognition


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Handout #2

CAN DO WILL DO MODEL

CAN DO

Skill

Aptitude

Remedy:

Coaching

Training

WILL DO

Interest

Attitude

Remedy:

Counseling

When problems occur assess if the

employee:


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Handout #3

DEFINITIONS OF COUNSELING AND COACHING

Counseling: A supportive process by a supervisor to help anemployee define and work through personal problems ororganizational changes that affect job performance.

Coaching: A directive process by a supervisor to train and orientan employee to the realities of the workplace and to help the

employee remove barriers to optimum work performance.

Counseling and coaching share many of the same skills. At timesthey may seem to overlap. When they do, remember the followingdiagrams. These diagrams (shown below) will help you differentiatethe two processes.

ROOT CAUSE SYMPTOM DESIRED

APPROACH

Lack of skill orknowledge about Performance COACH job responsibilities. problem

Personal problem

or organizational Performance COUNSELchanges affecting problemjob performance.


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Handout #6

PERFORMANCE ASSESSMENT WORKSHEET

Name:____________________Date:_______________Basic Responsibilities:

ObviousWeaknesses:

ObviousStrengths:

Overall AssessmentOf Work:

Performance DuringLast Year:

Action Taken:


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Handout #11

PREPARING FOR A COUNSELING SESSION

For your next counseling session, prepare by completing each ofthe following steps:

1. Consider how many sessions you will need, the degreeof trust, and the employee's confidence level.

2. Be clear about your reason for the session and defineyour goals.

3. Review the work goals and past performance of theemployee.

4. Give the employee notice of the time and place.

5. Allot a minimum of 30 minutes for the session.

6. Remove all distractions (phone, visitors, etc.) from themeeting place.

7. Remove physical barriers between myself and theemployee (e.g., don't sit behind a desk).

8. Write out what you plan to say and rehearse. Keepyour notes in front of you during the session to avoid thefeeling of losing control.

9. Plan to take notes to document the session, anddevelop a record of the corrective action plans and

performance improvements.


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Handout #14

COUNSELING DISCUSSION PLAN

NAME: ______________________________ DATE:___________

PROBLEM DESCRIPTION:

IMPACT OF THE PROBLEM:

POSSIBLE SUGGESTIONS:

1.

2.

3.

CONSEQUENCES OF NOT CORRECTING:

1.

2.

3.

4FOLLOW-UP DATE:_____________________________


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Handout #12

GUIDELINES FOR CONDUCTING A SUCCESSFUL

COUNSELING SESSION

1) Put the staff member at ease by using positive body language.

2) Define the reason for the discussion if you called the session orencourage the staff member to define its purpose.

3) Ask open-ended questions about the staff members feelings andthoughts.

4) Paraphrase the content and feelings of the staff members message.

5) Encourage the staff member to identify alternatives to solve theproblem or resolve the issue.

6) Seek the staff members feelings about the possible consequences ofeach of the alternatives.

7) Avoid expressing your views but remain alert to provide informationon organizational policies that may help the staff member make adecision.

8) Demonstrate empathy for the staff member and show confidence inhis/her ability to solve problems.

9) Provide support and/or resources when appropriate.

10) Refer to the employee assistance program if the problem is beyond

your scope.

11) Summarize key points at the end of the discussion to clarify and seekunderstanding.


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Handout #13

COUNSELING PITFALLS TO AVOID

Following are some pitfalls supervisors can encounter if they do not prepare properly.

THE SUPERVISOR:1. Has preconceived notions about what the real problem is.

2. Has opinions about employee's choices and judgesemployee's decisions according to the manager's own values.

3. Tells employee what he/she should or ought to do.

4. Plays psychiatrist and attempts to diagnose or "treat"

employee.

5. Downplays employee's problem or pain by using clichs suchas "change is wonderful."

6. Moves into problem-solving mode from start, rather than

listening to employees' feelings.

7. Does not empathize with employees feelings or problems.

8. Shifts focus to his/her problems or feelings.

9. Over-empathizes with employee's problem or feelings, losingobjectivity.

10. "Rescues" employee by taking responsibility for decision makingaway from the employee.

11. Does not check with or Personnel for assistance in problembeyond the supervisor's scope.

12. Has not investigated other resources such as employeeassistance programs to assist in determining the real problem.

tWrite below any additional pitfalls that you need to watch for not listed above:

___________________________________________________

_________________________________________________________


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Handout #15

COUNSELING ACTION PLAN

NAME:__________________________________

DATE:_____________

I. Selec ted improvem ent go als:

1.

2.

3.

II. Methods for ac hieving ea c h go al:1.

2.

3.

III. Dead line for eac h improvement and evidenc e that it has bee n reache d:

1.

2.

3.

WHEN HOW MEASURED

IV. Supp ort and resource s neede d to ac c om plish the improvem ents:

1.

2.

3.

V. Next rev iew to c hec k prog ress: __________________


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Hand out #18

WHAT TO DO WHEN ALL ELSE FAILS

Occasionally, despite coaching or counseling sessions, an employee's performance may continue todeteriorate or remain below acceptable standards. When this happens, you as supervisor must takeresponsibility for remedying the situation.

DISCIPLINARY ACTION AND TERMINATION

Before taking disciplinary action, ask yourself the followingquestions:

1. Have I given the employee every chance tosucceed?

a. Has the employee had adequate resources to dothe job?

b. Has the employee been sufficiently trained andoriented?

c. Has the employee been through counseling orcoaching sessions?

2. Does the employee understand the expectationsand job standards?

3. Has the employee made promises to improve andnot kept these promises?

4. Is the individual's performance disrupting the team'sperformance or affecting work units results?


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Handout #19

DISCIPLINARY ACTION THE LAST ALTERNATIVE

If you have tried your best as a supervisor to help an employee improve his or her

performance and your efforts have not helped, you will need to initiate disciplinary action.Disciplinary action should be reserved for situations when improvement does not occur in areasonable amount of time, six months to one year, depending on the performance problem.

In such cases, discipline should be spelled out in advance, and it should come as acorrective and logical consequence. No surprises or arbitrary actions like "lowering theboom" should occur. Even if discipline is used, action plans to improve performance shouldbe developed.

DEFINITION:

Disciplinary Action: A formal management system designed to get the

employee to accept responsibility for his or her ow n behavior and agree to

improve performance or face specific prescribed alternatives.

1. Document Employee's Performance

The supervisor needs to keep an informal file on each employee, recording dates and times of thecounseling or coaching sessions. The supervisor 's notes should include what was discussed, whatwas agreed upon and whether performance problems have improved, stayed the same or

deteriorated. Specific and measurable performance objectives should be defined in any disciplinaryaction plan. Before terminating an employee for poor performance, the supervisor should have a

minimum of six counseling sessions recorded over a minimum period of six weeks.

2. Involve Human Resources or Personnel

Make sure you are working within your organization's policies when instituting a disciplinary action.

Check with your Human Resources or Personnel Manager before youmove into the "Required Stepsin Disciplinary Action."

3. Get Your Manager's Support

Make sure your judgments and decisions are supported by yourmanager. It is wise to keep him or herinformed during the disciplinary action process. It is also a good idea to solicit his or her advice and

approval.


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Handout #20

JUST AND PROPER CAUSE

The following is a classic set of questions to determine "whether employer has just and

proper cause for disciplining an employee." A no answer to any one or more of thefollowing questions normally signifies that just and proper cause does not exist.

1. Did the employee clearly understand the rule or policythat was violated?

2. Did the employee know in advance that such conductwould be subject to disciplinary action?

3. Was the rule that was violated reasonably related to thesafe, efficient, and orderly operation of the organization?

4. Is there substantial evidence that the employee actually

did violate the rule?

5. Is the disciplinary action planned reasonably related to:

The seriousness of the offense?

The employee's record with the organization?

Disciplinary action taken with other employees who have committed similaroffenses?

Review these five questions to make sure that you have "just cause" to proceed. If any questionproduces a "no" answer, you are not prepared to conduct a disciplinary transaction.

The same documentation that is prepared for a counseling session is appropriate for the Oral or

Written Warning transactions:

category of problem,

desired and actual performance,

adverse effects,

logical consequences.

One additional area may also be appropriate now. If you had an earlier conversation with the

employee about the issue, and were successful in gaining the individual's agreement tosolve the problem, you will want to raise the employee's failure to live up to the agreementfor discussion in this meeting. Be sure to note the exact agreement that was made

previously.

Many organizations require the supervisor to get approval from his immediate supervisor ordepartment head before conducting the Oral Warning discussion. Some require human resources to

be either advised or to approve in advance before the Oral Warning discussion takes place. Be sure toreview the situation with the appropriate individuals before beginning the conversation.

Should a witness be present? Some organizations require it; others leave it to the supervisor'sdiscretion. A witness to the transaction is particularly appropriate if any of the following conditions arepresent:

There is any concerneven remotethat:


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The disciplinary discussion may trigger the possibility of a violent reaction.

Previous experience with this individual indicates that he is likely to deny that anagreement conversation took place.

There is reason to believe that the presence of more than one managementrepresentative may appropriately display the importance the organization places on

getting the problem resolved. There is reason to believe that a false charge of sexual harassment or other type of

discrimination charge could be made in retaliation for a disciplinary step being taken.

If the employee is represented by a union, the shop steward or another union representative should beasked to attend.


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Handout #21

REQUIRED STEPS IN DISCIPLINARY ACTION

LEVEL 1: VERBAL WARNING

A verbal warning is a conversation between an employee and manager to correct a performance

problem by formally bringing it to the attention of the employee. After meeting with the employee, thesupervisor may wish to prepare a memo of the verbal warning for the files. If such a memo is prepareda copy should be given to the employee. Verbal warnings are best given in private.

LEVEL 2: WRITTEN WARNING

If the employee fails to make the desired performance changes following a verbal warning, a Level 2action should be taken. A written warning isdocumentation of a formal discussion between asupervisor and an employee regarding a performance problem. The discussion is followed by a letter

written (written reminder) to the employee which summarizes the conversation. A copy of this letter isgenerally sent to Human Resources and put in the employee's file.

LEVEL 3: PENALTY/TERMINATION

Supervisor informs the employee of the imposed penalty or that he/she is terminated from the

organization, giving specific reasons which relate to the Level 2 written warning. The

supervisor/manager, in conjunction with the Human Resources, is responsible for all termination and

severance arrangements.

THE VERBAL WARNING

Review the desired and actual performance or the rule violation, and then asking the individual torespond. The balance of the meeting follows the format of a counseling session:

Listen to what the employee has to say to make sure there is no reason not to proceed.

Review the previous discussions (both casual and any more serious counseling sessions)that you and the employee have had about the situation.

If a previous discussion resulted in the employees agreement to correct the situation,

indicate that you are concerned not only with the continuation of the original problem butwith the employee's failure to live up to the agreement that he/she made.

Advise the individual of the specific performance change that is required and confirm thathe knows exactly what is expected.

Gain the employee's agreement to solve the problem.

Advise the employee that this conversation is a formal Oral Warning.

Bring the meeting to a close by communicating a positive expectation of change.


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One common problem at the Oral Warning Level is the supervisor's failure to state directly that thediscussion is a formal disciplinary transaction.

THE WRITTEN WARNING

The warning notice form is usually completed before the meeting. This reduces the chance thatmeaningful discussion will take place once the employee discovers that the form has already beenfilled out.

Effective disciplinary documentation provides complete information about the problem itself, the historyof the problem, and, most important, the discussion that occurred between the employee and thesupervisor about the problem. If the supervisor writes the notice before talking to the employee, it is

impossible to record any aspects of the discussion. The supervisor may later come back and add tothe notice some comments about whatever the employee said, but for the most part, once thesupervisor has "written him up," whatever has been written remains unchanged.

The Written Reminder MemoUnlike the preprinted warning notice form, the memo to the employee is written by the supervisor afterthe meeting has been completed. At the end of the meeting, the supervisor advises the employee that

their discussion is a step of the discipline process and that he will be writing a memo to the employeeconfirming the discussion. When the employee has left, the supervisor writes the memo tonot aboutthe employee.

The following information should be included.

The names of the supervisor, the employee, and any witness who were present.

The date on which the discussion took place.

The specific problem that caused the transaction to take place.

A record of all previous conversation about the problem and the dates on which each of

those conversations occurred. This should include formal disciplinary conversations,counseling sessions, and casual conversations. If an earlier Oral Reminder for thisproblem, or if the person received this Written Reminder because for an unrelated

problem, this fact should be directly stated.

A statement, in detail, of what continuing problems has been experienced since the earlierconversations took place.

A statement that the situation must be corrected (not improved").

A statement of the specific change that must be made.

A statement of the fact that failure to correct the problem may lead to more seriousdisciplinary action.

A statement that in addition to solving the immediate problem, the organization expectsthe employee to maintain an acceptable level of performance in all areas of his/her job.

A record of the agreement made by the employee to correct the problem. A record of any action the employee agreed to take to bring about the correction.

A closing statement that expresses the supervisors belief that the problem will be correctedand that the employee will perform properly in the future.


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Handout #23

TECHNIQUES FOR COPING WITH

HOSTILE-AGGRESSIVES(Sherman Tanks,Snipers, Exploders)

Description: Bullies and overwhelms bybombarding others, making cutting remarksor throwing temper tantrums when they dontget their own way.

Give them a little time to run down. Dont worry about being polite (interrupt

them in order to focus and refocus thediscussion).

Get their attention (call their name, sit orstand)

If possible, get them to sit down. Maintain eye contact. State your opinions and perceptions

forcefully. Dont argue or try to beat them at their

own game. Be ready to be friendly. Surface indirect attacks and move on to

problem solving mode.

COMPLAINERS

Description:Gripes and whines incessantlybut never does anything about what theycomplain about. Refuses to bearresponsibility for situations or their own

actions.

Listen attentively to their complaints Acknowledge what theyre saying by

using clarification techniques (i.e.paraphrasing.)

Dont agree with or apologize (i.e.fogging).

Avoid the accusation-defense-re-accusation pattern.

State and acknowledge facts with outcomment.

Try to move to a problem-solving mode. Ask complainer what outcome they

desire for the situation.

CLAM

Description:Responds to every question orplea with a Yep, a No, grunt, or silence.

Ask open-ended questions. Wait calmly and silently for a response. Get agreement or clearly state the time

allotted for the meeting.

If the Clam opens up, be attentive andencouraging.

If you dont get a response, comment onwhat is happening (i.e. shift to process)

If the Clam remains unresponsive informthem what you must and will do since adiscussion has not occurred; orreschedule another meeting.


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NEGATIVIST

Description: When a project or idea isproposed they respond with objections suchas, It wont work, It is impossible, We

tried it before, etc.

Protect yourself and others from beingsucked into despair.

Dont argue the arguer. Dont offer your own solutions or

alternatives first.

Assist in the evaluation of the feasibilityof alternatives.

View obstacles as challenges. Be ready to take action on your own.

KNOW-IT-ALL

Description: Condescending, imposing orpompous. They claim to be the experts andlet everyone know it.

Protect yourself by reviewing pertinentdata.

Listen carefully and paraphrase. Use gentle questioning to raise problems

and evaluate. Dont force issues by trying to overpower.

Give the Know-It-All room to save face. As a last resort, retreat to avoid static and

perhaps build an equal relationship in thefuture.

STALLERS

Description:Avoids making major decisionsuntil a decision is made for them; or cant letgo of anything until it is perfectwhichmeans never.

Encourage them to tell you aboutconflicts or reservations.

Listen attentively for vagueness incommunication that may provide clues.

Surface problem areas/issues and assistin decision making.

Help the Staller examine facts and

generate alternatives. Give support and monitor agreed upon

action steps. Watch for signs of abrupt anger or

withdrawal from conversation. If necessary, be prepared to remove the

Staller from decision situation.


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Handout #16

R.A.I.S.E. MODELA POSITIVE APPROACH FOR COPING WITH RESISTANCE

Raise Get the resistance out in the open.Raise the objections out of theshadows.

Acknowledge It is very important to acknowledgethe resistance. Listen, honor andreinforce the okaynessof it.

Investigate Probe for concrete information the who, the what and the how.

Strike a bargain Sometimes you will have tonegotiate with the person who isresisting.

Examine periodically Leave the exchange open, so thatyou can get back to the individualand recheck opinions/feelings.

Assumptions

v Resistance must be honored and treated with respect.v Some resistance may refuse to budge. Let it be Let goand move

on.


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Handout #7

COACHING DISCUSSION PLAN

NAME: __________________________

DATE:____________________

PROBLEM DESCRIPTIO N

IMPACT OF THE PROBLEM:

POSSIBLE SUGGESTIONS:

CONSEQUENCES OF NOT CORRECTING:

FOLLOW-UP DATE:________________________________


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Handout #8

COACHING ACTION PLAN

NAME:__________________________________

DATE:_____________

I. Selec ted improvem ent go als:

1.

2.

3.

II. Methods for ac hieving ea c h go al:

1.

2.

3.

III. Dead line for eac h improvement and evidenc e that it has bee n reache d:

1.

2.

3.

WHEN HOW MEASURED

IV. Supp ort and resource s neede d to ac c om plish the improvem ents:

1.

2.

3.

V. Next rev iew to c hec k prog ress: __________________


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Hand out #10

CHARACTERISTICS OF EFFECTIVE COUNSELORS

Below a re 20 cha rac teristics em ploye es have used to d esc ribe b osses who a re e ffec tive

c ounselors. Plea se ra te you rself below :

Sc oring Key:1-Seld om d isp laye d 2-Som et imes d isp laye d 3-Almo st Alwa ys d isp laye d

AS A COUNSELOR I:

Seldom Som etimes AlmostAlways

1. Trea t sta ff's feelings as fa c ts 1 2 3

2. Keep c onfide nc es 1 2 3

3. Fac ilita te d iscussions 1 2 3

4. Build sta ff's self-este em 1 2 35. Reassure sta ff who is insecure 1 2 3

6. Sup port sta ff ta king risks 1 2 37. Solic it sta ff's feelings, ide as and

solutions 1 2 38. Let em ployee ma ke ow n dec isions 1 2 3

9. Ca re about sta ff 1 2 3

10. Am em pathetic about sta ff's fee lings 1 2 3

11. Help sta ff work out tough priorities 1 2 3

12. Am patient 1 2 3

13. Give fu ll a ttention to d iscussion a ndam not d istrac ted 1 2 3

14. Make sta ff feel co nfident a bout his/ her

ability to solve prob lems 1 2 315. Allow sta ff to vent d issa tisfac tion o r

conc ern with job 1 2 3

16. Consider sta ff's interests, skills andva lues when deleg ating wo rk 1 2 3

17. Consider sta ff's goa ls when discussingcaree r op portunities 1 2 3

18. Allow sta ff to grieve over a loss,

persona l or p rofessiona l 1 2 319. Avoid ac ting like the expe rt on solving

persona l prob lems 1 2 3

20. Have sense o f humor aboutorga niza tiona l life 1 2 3

Add circled items in each column:

Grand Total:__________


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SCORING:

A Grand Tota lof :

50-60 = Excellentc ounseling skills

40-49 =Fairto Goodcounseling skills

Below 40 = Your counseling skills Need Improvement

t Selec t three c harac teristic s that ne ed the mo st imp rovem ent a nd w rite the m b elow.

1.

2.

3.


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Hand out #22

PERSONAL PROBLEMS THATMAY AFFECT JOB PERFORMANCE

This section, will explores four frequent personal problems that occur in the work place. Asupervisor may have to be skilled in detecting these in order to keep a valuable employee ordefuse a potentially violent situation. The idea is not to turn the supervisor into a psychiatrist,but to provide some general guidelines for assessing the root cause of performanceproblems and suggestions of recommended actions to take.

DEPRESSIONWhile it is not a supervisor's job to diagnose clinical depression, it is their job toobserve, analyze, and document behaviors related to job performance and

make sure that employees know there are professional resources available toassist them with transitions, losses or problems in their personal lives that couldaffect job performance.

Mental illness is covered by the Americans with Disabilities Act (ADA) of 1990,which mandates that employers make a reasonable accommodation for disabled

employees. This could mean being flexible about schedules so an employee canadjust to a medication and benefit from psychotherapy with a professional.

When analyzing the root cause of performance problems major clinicaldepression should be distinguished from normal temporary grief reactions due tolosses in one's personal or professional life. Major clinical depressions can last

for months or years.To assist you in analyzing the root cause of performance problems, review the

following warning signs if you suspect one of your employees may bedepressed.

ASSESSING WARNING SIGNS OF DEPRESSION

1. Loss of interest in the work and of the people on the job2. Difficulty concentrating, remembering things or making decisions3. Irritability or tearfulness4. Absenteeism

5. Frequent comments about being tired all the time6. Frequent complaints about physical problems, aches and pains7. A change in eating habitsa recent weight gain or loss of more than ten pounds8. Decreased productivity and difficulty in meeting deadlines9. Negative comments about themselves, their abilities, accomplishments,

speed in learning new things10. Napping on the job


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WHAT TO DO NEXT: TEN TIPS

Document the changes in job performance in terms of specific behaviors.

Research your companies written policies about disciplinary discussions.

Use the counseling techniques recommended in this book to conduct a discussionfocusing on job performance with the employee.

Use active listening techniques to draw the employee out and determine if this is areaction to a loss or a chronic condition affecting job performance.

Suggest to the employee that they may need help getting back on course and refer theemployee to an employee assistance program or professional.

Tell them it is their choice whether to seek help but that you will expect job performanceto improve.

Let them know that what happens at the Employee Assistance Program is confidential.

Do not diagnose or even suggest they may have an illness.

If they decide to seek treatment, adjust work schedules and work load if possible for adefined period so the employee gets up to speed.

Let the employee know that you consider them a valuable employee.

GRIEF REACTIONSThere have been major transformations in the workplace and these changes can directlyaffect people, their work and personal lives. Workers can no longer assume any long-term

job stability. They have to learn to manage their own careers and may have to meet greaterperformance demands.

Change can often mean loss of security, friends, control, long time dreams, or even self-esteem. Loss can often feel as if a form of death has occurred and can trigger griefreactions. We, as humans, mourn for the loss of loved ones, as well as hopes, unrealized

goals, and status. It is important for supervisors to realize that it is normalto grieve when aloss occurs.

Grief is a set of behaviors that come from loss or the threat of loss. While most people willfeel some anger, sadness or anxiety, grief reactions vary from person to person, in terms ofseverity and longevity. This is dependent on their coping skills, previous losses, how they

perceive the current loss, and how much support they get during the transition period .


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ASSESSING WARNING SIGNS OF GRIEF REACTIONS*

1. Anger, irritability

2. Distrust or suspicion

3. Self-doubt

4. Apathy about the work getting done5. Anxiety about the future

6. Bitter resentment towards management

7. Isolation from others

8. Formal complaints or grievances

9. Lack of willingness to take risks or try new things

10. Territorial behaviorsclinging to resources, titles, etc.


Encourage employees to talk about their feelings by using active listening.

Validate their feelings. Provide information about the changes that are happening and helpemployees explore what it means to them.

Help them let go by having some rituals to say good-bye to the past.

Acknowledge the contributions of people in the past.

Build in some lag time" in your productivity schedules to allow people to grieve.

Talk about the vision and goals for the futureyours and theirs.

Communicate what new skills or knowledge will be needed in the future.

Help employees make the necessary changes for their new work situation.

Do some team building activities to encourage people to bond and support each other.

Take care of your own feelings and work them through so you don't project your upsets onto youremployees.

HOSTILITY (THAT COULD LEAD TO VIOLENCE)Hostility can lead to various levels of disruption in the workplace. It can begin assimple insubordination, conflict with peers, and threats and escalate to murder,suicide or even arson. Experts use the term critical incidentto describe events thatcould potentially lead to workplace violence. Critical incidents can include refusal tofollow company policy, antagonism toward clients, verbal wishes to hurt coworkers

and/or management, and actual threats of a sexual or violent nature. Though oftenignored or minimized by coworkers and management, it is crucial that these critical


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incidents are seen as warning signs and dealt with immediately, with positivemanagement strategies.

Workplace violence is defined as any situation that may increase in intensity andthreaten the safety of any employee; have an impact on any employee's physicaland/or psychological well-being and/or cause damage to company property.

Although accurate predictions of violence are difficult to make, the best indicator offuture behavior is past behavior. Indeed, the best predictor of future violence is a

history of violence. Violent people often give out many clueseven progressivelyserious cluesthat they might violently act out their frustration. The tragedy ofworkplace violence occurs when these clues are not recognized, or are not revealed

to the next level of management.

ASSESSING WARNING SIGNS OF HOSTILITY

1. Intimidation of others

2. Angry outbursts; low tolerance for frustration, holds grudges3. Sullen withdrawal or suspicious of others' motives

4. Substa nc e abuse

Lacks control of impulses5. Financ ial or family p rob lems, or is soc ially isolated

6. Blam es othe rs for mista kes and d ifficulties, is defensive when criticized7. Om inous threats, or c onflict with bo ss or cow orker

8. Ob sessions/ sta lking/ histo ry of family violence9. Ow ns or d isc usses we apons

WHAT TO DO AFTER A CRITICAL INCIDENT: TEN TIPS

Recognize signs of trouble and take action early

Take all threats seriously

Assemble a crisis management team to review procedures

Create a crisis management plan

Mobilize professional advisors to analyze behavior, threats and potential for future violence

Investigate and interview people about the incident

Meet with hostile employee and listen to his or her point of view

Provide coaching or counseling

Take appropriate disciplinary action if the performance problem is long-standing and there is

evidence of abusive behavior


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Provide protection for those threatened

CHEMICAL DEPENDENCY

Chemical dependency is a fairly common workplace problem, as approximately oneout of six workers abuse alcohol or drugs. It is important that supervisors learn asmuch as they can about this problem and how it affects work performance.Supervisors must learn to recognize the warning signs, to conduct effectivecounseling discussions with employees about job performance, but should leave thediagnosis and treatment to substance abuse experts.

Chemical dependency is a disease characterized by loss of control. When abusecreates negative impacts on major life areas, and the person continues to use thesubstance, it can be considered an addiction. Abuse and addiction usually create

negative impact in all life areas such as health, family and marital problems,financial difficulties, poor relationships with friends, and legal problems, such asarrest for drunk driving. In the workplace there is a deterioration in workperformance quality, quantity or both.

ASSESSING WARNING SIGNS OF CHEMICAL DEPENDENCY1. A decline in work quality or quantity

2. Emotional peaks and valleysincrease in mood swings

3. Conflicts, resentments, or hostile interactions with coworkers

4. Missed deadlines

5. Complaints from clients, or other colleagues about sloppy work or angry outbursts

6. Accidents that could cause injury to self or others

7. Unexplained absences from the workplacelong lunches, excessive breaks

8. Defensiveness or irrational excuses when confronted with not meeting job expectations

9. An increase in health problems causing attendance problems

10. Lacking of attention to detail and/or lack of concentration


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Do not enable the employee by preventing them from experiencing the consequences of his or her

behavior -- do not make excuses for their behavior or accept poor performance.

Clearly identify the signs of declining performance early and take constructive action.

Know your company policy around substance abuse problems.

Make sure performance expectations are clear. Document discussions around performance and

action plans that are agreed upon.

Monitor performance after an action plan has been established and recognize performance

improvements.

Follow the guidelines on counseling to avoid making the employee hostile or defensive during your

discussions.

Know the professional resources available to help you develop a plan and for the employee to

obtain professional treatment.

Be prepared with the list of appropriate referrals if the employee admits there is a problem or you

suggest there may be a problem with their job performance.

Let employees know you consider them valuable.

Excerpted from: Coaching and Counseling. Marianne Minor. Crisp Publications.


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Handout #5

GUIDELINES FOR CONDUCTING ASUCCESSFUL COACHING SESSION

1. Put the sta ff me mb er a t ea se b y be ing w arm a nd friend ly.

2. Define the reason for the d isc ussion.

3. Express your conc ern about the a rea of p erforma nce you feel

need s to b e imp roved .

4. Desc ribe the performa nce prob lem o r a rea that need simp roveme nt and define its imp ac t on you, the sta ff memb er,

the unit, and the o rganiza tion.

5. Ac knowled ge a nd listen to sta ff mem bers fee lings.

6. Seek the sta ff members op inion on w ays to imp rove

performance.

7. Ask op en -end ed questions to enc ourag e ana lysis and d raw outspec ific suggestions.

8. Let the sta ff mem ber know tha t you respec t his/ her ab ility tosolve p rob lem s and develop solutions.

9. Offer suggestions when a pprop ria te, but build on sta ff

members idea s when possib le.

10. Agree upo n approp ria te ac tions.

11. Schedule a follow -up meeting to ensure ac counta b ility and

provide feed back on prog ress (within ten d ays.)


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Documents

Couseling and Coaching