The expenditure of physical and mental effort in work is as natural as play or rest. The average human being does not dislike work.

External control and the threat of punishment are not the only means to bring about effort towards organizational goals. A person will exercise self-direction and self-control in service of the objectives to which he or she is committed.

The average human being learns, under proper conditions, not only to accept, but also to seek responsibility.

The capacity to exercise a relatively high degree of imagination, ingenuity, and creativity to the solution of organizational problems is widely, not narrowly, distributed in the population.

Under the conditions of modern industrial life, the intellectual potentialities of the average human being are only partially utilized.

The wisest man still has something left to learn.George Santayana

A perceptive manager recognizes the fact that both Theory X and Theory Y types of employees exist in the workplace. There are people who welcome challenge and those who avoid work. The manager’s job is to effectively lead both types to success

L.E.A.D.

Symposium Four

Managing Employee Performance

Coaching is an ongoing process designed to help gain greater competence and overcome barriers to improve performance. The goal of coaching is to change behavior, to move employees from where they are to where they should be. A good coach knows how to bring out the best in others and has a desire to actively participate in each employee’s development. They know that coaching is ongoing and a primary responsibility of their role as a manager. Coaching doesn’t just happen—it takes planning and preparation.

Coaching Employees

Focus on Management

Marilee was recently hired as a call center manager at Justice FCU. In her position, she oversees six operational employees.

One of her employees, Candice, was highly regarded by the last manager. Marilee had been told what a great job Candice did every day. She was very good on the phone with members, taking time to answer their questions and provide the correct answers. She was a good salesperson and cross-sold products and services regularly that met the members’ needs. Just before Marilee’s arrival, Candice had been promoted to the role of Team Leader.

Candice seemed very reluctant to assume her new duties. She preferred to spend her time on the phones. She was dragging her feet at the moment on an assignment given to her: train the other call center employees to sell Web BillPay. She seemed unable to get started and unsure of her ability to do this task.

Marilee felt that this was due to insecurity on Candice’s part. Marilee began assisting her with some of the new tasks to build confidence. Candice did great, as Marilee had expected. She provided positive reinforcement, which was really well deserved: “You have done a great job reducing call time.” “You are my resident expert in cross-selling.” “The staff really respects your expertise.”

The end result was worth the effort. Candice delivered the Web BillPay training and it was fantastic. She began to step up and assume more of the responsibilities of her role as a Team Leader. Candice had been a good employee, but now she was a great employee. Marilee was convinced: by showing her confidence in Candice’s abilities, Candice began to believe in herself.

What makes a successful coach?

Coaching is never a quick fix. Changing another person’s behavior takes time and patience. As you gain more experience as a coach, you will find it works miracles with one employee and may not work at all with another. Sometimes you need to try numerous approaches before your find the right method for the right employee.

The Role of a CoachThink back to a coach or mentor you have encountered. This may be someone who coached your high school swim team, your first boss, your child’s little league coach. Was he or she a good coach or a bad coach? Most of us have experienced both! A good coach is not necessarily someone who is the best athlete or supervisor. Rather, it is someone who was able to encourage you to do your best. As a coach, you have the opportunity to encourage your employees to do their best. To do so, you need to inspire, encourage, and challenge your team to meet their goals.

Communicate ExpectationsHave a game plan! Identify expected performance by having a clear

vision of success. Include your team in creating that vision. Train

Teach your team the plays! Show each individual how to meet your expectations.

Measure and ObserveWatch them during the game! Observe individuals in action; don’t rely on someone else’s report.

CoachGet in the Game! Provide coaching on a frequent and consistent basis. Set the standard! You can’t coach attitude, you can only demonstrate it.

Reward and RecognizeReview the game film with your team! Provide specific feedback on performances.

As a coach, it is vital to recognize achievement. Though progress may be slow, your praise will encourage an employee to strive to succeed.FeedbackFeedback is an opportunity for the manager to share information with an employee that will improve the employee’s performance. As you work with employees, you notice aspects of their work that they may not be aware of: Are they too abrupt? Is their sales approach too rote? Are they alienating coworkers or members unknowingly? The only way an employee can improve is if someone (YOU!) describes what has been observed. Feedback also is positive,

Coaching: the process by which managers can help employees achieve established performance levels by explaining, demonstrating, practicing, assisting, and then giving feedback.

so it is appropriate (and important) to share an observed behavior that you really like and want to continue. Everyone appreciates being recognized.

Think about different kinds of feedback you have received. What kinds of feedback made you feel good? What kinds made you wish the person had said nothing at all? Did someone ever say anything that helped you recognize where you could improve?

There are two types of feedback:Positive Feedback: Praise given to reinforce good behavior.Developmental Feedback: Information provided to help an employee do a better job.

Feedback Tips

Choose the correct timing.Praise is most effective when given immediately. It helps increase the chances of the behavior happening again. Developmental feedback should take place before the behavior occurs again.

The timing is critical, so remember this mantra:

Ask for a self-assessment.Begin feedback by involving the employee. Asking the employee’s opinion will create a more open atmosphere. Employees are usually aware of their strengths and weaknesses. Self-assessment helps the employee take more responsibility.

Concentrate on observable behaviors, not attitudes.By discussing observable behaviors, the manager takes the criticism out of the personal realm. An employee will be more willing and able to change a specific behavior than a general attitude. Instead of saying “You don’t seem to be happy here”, try “Your last report had several errors and I wasn’t able to use it”.

Be specific.Both positive and developmental feedback needs to be specific to be effective.

Focus on behaviors that can be changed.

Praise in public.Criticize in private

Ask yourself if the employee is actually responsible. Ask them to change an observable behavior and not an attitude.

Praise more than correct.Praise and encouragement do a great deal to improve performance.

Verify that your message is understood.At the end of the coaching session, ask the employee for a recap. This helps you make sure the message was understood.

Axioms of the Practical Coach1. Never let great work go unnoticed. When you see it, say it!2. Never let poor work go unnoticed. Make it private and

positive.3. Never let an employee go down a dead end road.

Use the TWO-MINUTE CHALLENGE1. State what you observed.2. Wait for a response.3. Remind them of the goal.4. Ask for a specific solution.5. Agree together.

Six Deadly Sins of Reprimanding1. Failure to get facts. Know the facts before leaping to conclusions. Do not

accept hearsay evidence or go on general impressions.2. Acting while angry. Never a good idea. Be calm in your own mind and as

objective as possible before you decide to reprimand. Ask yourself: Is it possibly my fault that this error or violation occurred?

3. Let the employee be unclear of the offense. Let the person know what you observed and the specific details that were at fault. Do not allude to general complaints.

4. Not getting the employee’s side of the story. Make sure the employee has an opportunity to explain the reason something was done, while avoiding the sidetrack. There may be mitigating circumstances, unclear directions, or conflicting orders that were at fault.

5. Failing to keep records. When formal communication is required, it is important that you document conversations and incidents involving the performance problem. Keep a diary of informal communication for future reference.

6. Harboring a grudge. Once the reprimand has occurred, do not harbor a grudge. The person deserved the feedback and received it. Now, give the employee an opportunity to improve.

L.E.A.D.Symposium Five

Training and Orienting Employees

How do adults learn? Seems like a relatively easy question, but much research has been conducted on this subject. Here are four assumptions that are safe to make:

Adults are self-directed learners. They do not learn in the same way children learn. The goal of the individual adult learner equals the outcome of the learning experience. They will draw from their own personal experience, attitudes as they decide to learn. As a result:

Adults need to know WHY they are learning something: What’s in it for me?

Adults need to be treated and seen by others as capable of learning. They must always be treated as adults, never as children.

Adults learn by doing.

“If I hear it, I forget it.If I see it, I remember it.If I do it, I understand it.”

Involvement is the key to ensuring that adults understand the information presented. This involvement can be accomplished in many ways: touching keyboards in computer training, participating in discussions and presenting their own ideas, participating in activities and role plays.

Adults will also draw from past experience as a reference point for learning. For example, if training to improve member service skills, they can draw on their service experiences to add to and illustrate your discussion. This makes the experience relevant to the adult: I did not like it when this happened to me, so members may not like that either.

Adults can generate a list of their own training needs. They know what they need to learn, although this is obviously subjective. The manager can also judge this, in a more objective manner. However, employees see their own limitations on a daily basis and know where they WANT to improve. Their input can make a big difference.

Adults are practical. They will judge immediately whether the training provided is relevant to their needs and can be used in a practical setting. This reemphasizes the fact that adults learn by doing. And restates that they need to understand WHY they are being trained and how it will affect them.

Other factors affect the adult’s ability to learn:

Adult Learning

Ability: the trainer needs to ascertain that the material is of the correct ability level for the adult learners. However, if the learner does not have the ability to learn the information, it will never be used, no matter how effective the training is.

Motivation: highly motivated adults listen more closely, take notes, ask more questions. They want to make the time and effort worth their while. Also, motivation can be negative. If the workload is such that the adult sees training as a waste of valuable time, the trainer has failed. Training must have a high value in the workplace: time and energy, as well as trainer preparedness and effort. If the management models (and believes in) the importance of training, adult workers will model it back.

Environment: physical surroundings create a profound impact on how adults learn, distractions, interruptions, noise, comfort all play a factor. Imagine attending a training session outside in the freezing cold. How much would you learn?

Attention: this is affected by both the adult learner AND the trainer’s presentation skills. If the trainer is losing the attention of the group, that is a clear signal that changes must be made to keep them involved.

Reinforcement: do it more than once. Think about learning to ride a bike: were you successful at once or did you need to practice? Adults will learn and retain more information with multiple activities, practice sessions to ingrain the information for future use. Tellin’ ain’t trainin’!

Enjoyment: when training is fun, more information is retained. Adults pay more attention, become more involved, and are increasingly motivated. The atmosphere relaxes. They are able to learn and are encouraged to do so by the enjoyment.

Barriers to LearningOne last thing about adult learners: there can be barriers to learning that even the greatest trainer cannot overcome. Good training requires knowledge of these factors:

Situational Factors in the adult’s life may cause him or her to be unable to learn. Illness, family matters, money matters, etc., may be a top priority preventing the motivation to learn and the attention to the training. An adult who feels a lack of time to learn can face a destructive situational barrier. Managers are probably aware of situational factors of their staff and must consider those when scheduling training.

Institutional Practices, procedures, and policies that place limitations on the opportunities for participation. An employee who wants to attend, but does not have transportation is a good example.

Dispositional Attitudes and self-perception about oneself as a learner. Low confidence, negative past experiences, lack of energy to learn, and fear of participation fall into this category. This one is very important.

Eight Fundamental Requirements for Training Adults

Adults must want to learn. Adults resist learning something simply because somebody says they

must. Adults learn best when they have a strong motivation to acquire a

particular skill or to increase a particular knowledge. The desire to learn must be created by emphasizing the importance of the

job to be done.

Adults learn only what they feel they need to learn. Materials presented in training should provide an immediate answer to a

need. Use this idea: “This is what you do. This is how you do it. This is why you

do it.”

Adults learn by doing. Provide immediate and repeated opportunities to to practice and use what

is taught. Using skilled on-the-job trainers is an excellent way to accomplish this.

Situations presented in training must be realistic. Actual situations relevant to the adult’s life should always be used as a

basis for discussion.

Previous experience affects and adult’s ability to learn. If new knowledge doesn’t fit in with what adults already know or think they

know, they will tend to reject it. Training materials must convince adults that the methods being learned

are the best methods.

Adults learn best in a relaxed, informal, comfortable environment. Provide opportunities for fun and fellowship. Encourage discussions and questions. Avoid and distract arguments.

Use a variety of training methods, techniques, and activities. Change the pace often. Keep them busy with games and learning activities.

Adults want guidance and help, not grades.

Who Makes Training Transfer?

Before Training During Training After TrainingManager

Trainer

Employee

Exercise Directions:

Using the numbers 1 to 9 (one being the most important), label each box in the above grid by determining the importance of the role played by the managers, trainers, and employees before, during and after training to assure that what has been learned will be used in the workplace?

L.E.A.D.Symposium Six

Delegating for Results

Management is defined as “achieving organization goals by working through others.” Delegation means giving people things to do. It is easy to see that these two definitions are intertwined. And it is obvious that managers who are not delegating are not managing effectively.

Delegation

Focus on Management

Scheduling training sessions is one of the most time-consuming tasks for trainers. It requires the arrangement of locations, times, and participants. To make this easier, a credit union designated an employee committee from the branches to fulfill this role. The committee was to determine the best location, based on the trainer’s needs, schedule the appropriate dates to meet the business needs of the departments and branches, and schedule employees to attend. Melanie was chosen as the primary contact and scheduler for this training.

This committee had been trained to meet this need. In the process of delegating this procedure, the trainers had spent time explaining scheduling, locations, meals, budgets, etc. All the necessary information was relayed to Melanie nearly two months prior to the training dates.

According to Melanie, the IRA training would be held at the Credit Union House in the local town. The first session that day was at 9:00 and dates and numbers of participants were provided to Paul. The weather was really bad, but it was IRA season, so Paul hazarded the trip and arrived in time to set up the room and distribute materials.

At 9:30 no employees had arrived for the training. Thinking the weather was a factor, Paul called Melanie to find out if anyone had contacted her. Melanie was silent on the phone. Then she said, “Oh, no. I completely forgot to schedule the employees to attend IRA training.”

Can you determine what steps of delegation were missing from Melanie’s assignment?

Delegation: the process of assigning responsibility along with the related authority.

Delegating is another way to get things done, but the ultimate responsibility remains with the manager who made the assignment. Delegating does not pass on the ultimate responsibility for the success or failure of a job or project.Important Reasons to DelegateManagers who are unwilling or unable to delegate are limited in their success by the amount of work they alone are able to complete. By delegating tasks, managers are able to accomplish tasks that are more challenging and extend their own capabilities, while extending the capabilities of the staff. Delegation develops skills in employees by allowing them to test the water, try new things, and grow. By delegating duties, the manager shows trust and confidence in the employees’ abilities, which is a motivator. As a result of this trust and confidence, an employee may work harder to justify it. Delegation will also help morale when you expect positive results from delegation.

Good delegation results from the S.M.A.R.T. technique:1. Assign a SPECIFIC task.2. Provide MEASURES of accomplishment for the task.3. AGREE to the task and its measures.4. Are the task and its measures REALISTIC?5. TIMING requires a start date and an expected finish date.

The Steps of Good Delegation1. SPECIFIC: The manager must provide specific instructions on a specific

task. Never just say “do this” without direction and training or the assigned employee will most definitely fail the assignment.

2. MEASURES: Provide specific items that say the job is completed and completed correctly. If the delegated duty is to prepare documents and close a home equity loan, the measures would include the appropriate use of TAPS, completion of all required forms, correct disbursal of the loan proceeds, and submission to Consumer Lending. All these requirements are measurable.

3. AGREE: This important step means that the employee agrees to attempt the task and live up to the measures. The manager must provide guidance during the process, especially the first time, to ensure that the employee is on the right track. If the employee does not agree to the assignment, further growth may be needed prior to delegation.

4. REALSITIC: Always make sure, and revisit throughout the delegation, if the task is at the employee’s level and can be completed successfully. Delegating work that is not realistic is a disaster for you and the employee.

5. TIMING: It is your job in delegation to check in with the employee. Are they on track, do they have questions, is the task overwhelming? Provide guidance and assistance where needed, but avoid the overwhelming urge to take control. If your delegation is S.M.A.R.T., you will have a better employee when the task is completed.

Delegation Exercise

This exercise is designed to give you experience in delegating tasks. You will practice the skills you have learned in this course. The worksheets will be used to guide you through the scenario.

Scenario

You are the head teller for a credit union branch. As the head teller, you are the supervisor of the fully staffed teller line, which consists of four tellers:

MelanieShe has worked at the branch and the credit union for three years and is a very competent teller. She balances everyday and is willing to help out with tasks when asked. She does not sell to members at the teller line, and has told you that she hates to sell. Her sales numbers are very low as a result and you have spoken to her several times about the need to improve her sales. Her attention to detail in her teller work is without fault and her understanding of the teller line functions has become second nature to her. She has no supervisory experience, but you have noticed that she is the person your tellers go to, if they need transaction or settlement help. In her Individual Development Plan, Melanie stated that she has a short-term goal to become a head teller.

StephenHe is a new employee and has been on the teller line staff for about three months. His teller skills are adequate, but his transaction speed is slow and he continues to have balancing issues. His sales and member service skills are the best you have ever seen and his sales numbers tops even the FSR numbers. Members love him and many are slowly gravitating to his window whenever possible. He is young, has no supervisory skills, and has a tendency to be late or call in sick more than you would prefer. His Individual Development Plan stated that he would like to become a FSR at some point in the future. He plans to continue his education.

HildaShe has been with you for one year and is an adequate teller. Her teller skills are good, but she seems afraid to try new things and learn new skills. It takes her repeated explanations to gain a new skill. She is shy, and a bit afraid to ask members

to try new products and services. Angry members throw her into a complete shambles. She has two children in day care, but is always on time and at the job when needed. She works hard and is a good team player. Her Individual Development Plan states that she is happy where she is and is not interested in additional training or responsibilities.

LinShe is an employee who is willing to do and try anything. She will work hard to figure out an answer on her own, before asking for help. She has only been on the teller line for six months, but came out of training with the knowledge and skills needed to be excellent. Her balancing skills are adequate, and she works hard on her own to discover where she made errors. Her sales skills are middle of the road, but you can tell she is working hard to overcome her fear of this process. She offers to help at the drop of the hat and is easy to teach new skills. All the tellers admire her can do attitude, which is infectious. Her Individual Development Plan states that she would like to become a loan processor some day.

Your AssignmentThe branch manager wants to cross train employees for the upcoming vacation season. Because the branch is fully staffed at this time, she sees this cross training effort as a chance to improve the skills of her employees and the productivity of the branch. She has asked you to cross train as an FSR. You will attend a two-week FSR school, and work for at least one week as an FSR in your branch. Your manager will serve as your coach during training and you are very excited at this new challenge.

However, you have never trained your tellers to fill your job function. Generally, when you are away, your manager completes the head teller job duties. The manager’s efforts to cross train are now including your job functions. You must have your staff complete your job for three weeks and there is very little time for training prior to your training date.

Your training class will be local, and you will be able to communicate with the branch via email or telephone during breaks and lunch. You end training early on Wednesday, and will return to the branch on those afternoons.

You must decide how to delegate your work. There are several choices: You can designate one teller to assume your job functions. You can divide your job functions between all or some of your staff.

The job functions that must be completed while you are away are: Balancing and cataloguing of all official checks, traveler’s checks, etc, sold in

the branch. Daily balancing of the branch. Teller line schedules. Buying and selling teller money.

Ordering money shipments.

With your designated group, decide how to delegate the job functions of the head teller. Use S.M.A.R.T. to make the delegating decisions.

L.E.A.D.Symposium Seven

Managing Teamwork

Business Communications

With regard to excellence, it is not enough to know,

but we must try to use it. Aristotle

At Justice Federal Credit Union or any organization, there are two essential avenues of communication:

1. Managerial Communication with staff2. Conducting and participating in constructive meetings with staff and

coworkers.

Managerial Communication

A manager of people must understand the importance of communication. Consider this: managers spend 80% of every working day communicating with others. In other words, 48 minutes of every hour is spent in meetings, on the telephone or talking formally or informally with coworkers and staff. The other 20% is spent sitting at the desk, completing tasks, most of which is also in the form of communicating by reading or writing.

Communication permeates every management function: Planning - gathering information, writing emails, letters, reports, meeting

with others. Leading - communicating with others to motivate them. Organizing - gathering information and communicating it.

For communication to be effective, it must be:

Communication

Communication: the process by which information is exchanged and understood by two or more people, usually with the intent to motivate or influence behavior.

Received: You must take the time and make the effort to communicate important information to team and coworkers. If you don’t tell them, they will not know.

Interpreted accurately (understood): Think about how you communicate and provide sufficient facts to make sure that your intended message is understood.

Remembered: Provide information in a form that can be taken away, such as agendas, after meeting notes, handouts for the staff, etc.

Used: Follow up and be sure that what was communicated, especially when really essential, is improving the work of the employees and/or team.

There are three important things to remember as you strive for effective communication:

1. Expect to be misunderstood by at least some of your listeners or readers.2. Expect to misunderstand others.3. Strive to reduce the degree of misunderstanding, but you will never totally

eliminate it nor anticipate all possible outcomes.

ListeningManagers who believe giving orders is the most important form of communications are in for a surprise. Listening is the key skill for effective communication, and you must listen effectively to employees, members, vendors, teammates, EVERYONE!

Our listening skills are only 25% effective. Why is that? Simply put, we think faster that we speak. While most people can speak 125-150 words per minute, we can listen at 450 words per minute. As a result, we get bored or frustrated by the slowness of the speaker and fail to listen intently. We also concentrate a lot of our “listening” time formulating what to say next, rather than on what is being said to them.

Employees say more and communicate more effectively when they believe someone is really listening to them The people around you know when you are listening; you may be surprised with the significance of their comments when you really listen.

A good listener is attentive and paraphrases what the speaker says to clarify and confirm the meaning. The following tips will improve your listening skills:

Give your full attention to the speaker. Project sincerity verbally and nonverbally.

Paraphrase for understanding. Respond empathetically. Ask open and closed end questions.

Assertiveness and the Ability to Say “NO”Assertiveness is important because you need this skill every day in your role as a manager. Imagine how mush easier your job will be when your employees and supervisors understand you and feel that you are forthright with them. Your assertiveness will increase your effectiveness when you coach and counsel your employees. You will be better prepared when employees try to manipulate, mislead, or even lie to you.

Assertive communication tells those around you that you do not beat around the bush. Assertive communication is clear and easy to understand.

Exercise: HOW ASSERTIVE ARE YOU?Respond to each item with yes or no, by checking the appropriate box. Then check your score, using the instructions at the end of the quiz. This quiz will tell you if you need to work on being more assertive.

YES NO

1 I state my own view when someone with more authority disagrees with me.

2. I express irritation if someone with whom I am talking starts talking to someone else in the middle of our conversation.

3. I insist that the landlord or repairperson make timely reports.

4. I openly express love or affection and tell people that I care for them.

5. I make direct eye contact when speaking with someone.

6. When a person is being highly unfair, I call it to his or her attention.

7. I ask friends for small favors or help.

8. I say no without apology if people make unreasonable demands of me.

9. At work, I suggest new procedures or ways of doing things.

10. I cut short phone calls when I am busy.

11. I am able to refuse unreasonable requests made by others.

12. I look for a seat in the front of a crowded room rather than sit in the back of the room.

13. If someone keeps kicking the back of my seat, I ask him or her to stop.

Assertiveness: communication characterized by positive, direct, honest, and confident expressions about your decisions, ideas, or rights.

14. I can speak in front of a group without becoming nervous.

15. I have confidence in my judgment.

16. I seek repayment from a friend who borrowed $10 and forgot to repay me.

17. I remain calm when others are reviewing my work or scrutinizing it.

18. I speak up in a meeting, if I feel my idea is relevant.

19. I do not apologize for what I am about to say.

20. I ask a friend who calls me late at night not to call after a certain time.

21. When merchandise is faulty, I return it for adjustment.

22. I can ask for a raise or a promotion without feeling overly anxious of nervous.

23. I speak firmly and loudly enough to be heard and understood.

24. I state my own and others’ limitations without feeling guilty.

25. When I meet someone for the first time, I introduce myself and extend my hand.

26. I can work with others without trying to make them feel guilty or manipulated.

27. In a restaurant, if a meal is unacceptable, I ask the waiter to correct it.

28. I express my opinions, rather than keeping them to myself.

29. I am able to confront an issue or problem at work rather than call in sick.

30. I insist that my spouse or roommate take on a fair share of the household chores.

Total: YES__________ NO___________Scoring Key based on the number or “YES” answers:

26 or more You may need to tone down your assertiveness.22 -26 You are assertive enough.15-21 You have some areas to work on.Less than 15 You have some major work to do to become more assertive.

Assertive Communication Skills Describe directly and completely the situation you are concerned about. Explain how others behavior affects you. Say no and mean it. Know the facts before taking a position. Focus your comments on observable behaviors. State firmly and specifically the changes you would like to take place.

Provide feedback. Request feedback. Be more concerned with earning the respect of others than their affection. Say what you mean.

Formal Organizational CommunicationThere are typically three directions in which formal organizational communication flows:

Downward CommunicationDownward communication refers to the messages and information sent from senior managers to subordinates. This form of communication may come in forms such as speeches, announcements on Intramation, procedures, email, etc.Upward CommunicationUpward communication includes information that flows from lower to higher levels within the organization. Combining a sufficient flow of upward and downward communication helps ensure that the communication between management and employees is complete. The types of information communicated upward include problems, suggestions for improvement, performance evaluations, grievances, and disputes, financial, and accounting information.

In an effort to facilitate upward communication, management uses techniques such as quarterly management meetings, employee surveys, suggestion boxes, and face-to-face conversations. Despite these efforts, barriers to upward communication may exist. Managers may resist hearing about employee problems, or employees may not trust managers sufficiently to provide information upward.

Horizontal CommunicationHorizontal communication refers to the exchange of information between peers and coworkers within and across departments. The purpose of horizontal communication is to inform and request support.

Informal CommunicationInformal communication may include many types of conversation—some important and some just friendly. But informal communication is a very important part of good management.

Management By Walking AroundA communication technique called Management by Walking Around (MBWA) was made famous by the books In Search of Excellence and A Passion for

Excellence by Tom Peters and Robert Waterman. These books describe executives who talk directly to employees to learn what is going on in the organization. MBWA works well for managers at all levels of an organization by mingling and developing positive relationships with employees and learning directly from them about their work.

Informal communication will not happen without some effort on the part of the manager. It helps to make it easy for people to share their thoughts. Consider the following:

Are you a good listener? If you practice the listening skills we have discussed, your employees will know you are paying attention and that you really care what they have to say

Are you approachable? If your management style encourages people to approach you, they will open up and share more information.

Are you trustworthy? If employees know you will not misuse information, the risk they take in talking with you is diminished.

Are you fair? If you are fair and act fair, it will elicit trust from employees. Are you predictable? If you react equally and consistently to information

that is shared, employees will base their readiness to talk to you based on those previous experiences.

The GrapevineAs Marvin Gaye once said, “I heard it through the grapevine.” Employees hear information daily from this informal, person-to-person communication network. The grapevine links employees in all directions. Sometimes the communication is true or partly true, and other times it is false, but you can never stop this form of workplace communication. Realize that employees are going to think and talk about things that affect them and their jobs. To reduce rumors, provide employees with adequate work related information. Decide carefully if it is necessary and possible to keep a secret. Hush-hush information is always more interesting and susceptible to rumors.

It's not the hours you put in your work that counts, it's

the work you put in the hours.

Sam Ewing

Constructive MeetingsAt Justice FCU, meetings are a part of every day: staff meetings, project meetings, team meetings. Communication through meetings is essential to our ability to meet organizational goals, share ideas, and make decisions.

The success of every meeting depends on what is done before, during, and after a meeting. All meetings take time and cost money. Consider a weekly one-hour staff meeting, held 52 weeks per year with 5 employees attending. If hourly rates for those five employees average $12, each weekly meeting costs the organization $60 and over a year costs $3,120 in salaries and productivity. As a result, to make meetings pay off in the time and money required to hold them, each meeting must be well planned.

Before a MeetingThe very first step is to decide whether you really need to meet. Unnecessary meetings are one of the biggest time waters in organization. Bill Gates once said, “Meetings that largely involve status updates are signs of poor information flow.” So, before you begin to plan and schedule a meeting, consider:

Could a meeting be avoided by another means of communication, such as email?

Is there a goal for the meeting? Is the topic for everyone you plan to invite, or could it be handled in

informal one-on-one conversations?

If you decide to lead a meeting, pay attention to the following guidelines: Set a goal for the meeting. Every meeting should have a goal or a

purpose to be achieved. If one does not exist, find another way to communicate.

Decide to invite only the people who must attend to meet the goal. The whole team does not need to attend every project meeting. Think about having smaller, more specific meetings, than one big project meeting on a weekly basis.

Create an agenda. The agenda should include the goal of the meeting and the specific topics in the order they will be addressed. Assign the person responsible for handling each topic, so he or she can be prepared. Set times for the meeting and each topic and as the meeting leader, keep everyone on time.

Create the meeting information. Create and/or draw together the relevant documents needed to meet the goal.

Send a meeting request through Microsoft Outlook. Do this far enough in advance for everyone to prepare. Attach the agenda and all relevant documents to the meeting request.

During the MeetingTo lead a constructive meeting, there are several important steps:

Lead the meeting. You have assigned others to agenda items and it is their role to come to the meeting prepared to lead that discussion. Your role is to keep the meeting on track, to assign further responsibilities, and help elicit communication.

Start on time. Meetings that start late are a waste of time for those who arrived on schedule. Meetings should begin and end promptly. Those who are late will be responsible for learning what was missed outside the meeting.

Wrap up the meeting. At the end of each meeting, provide a quick summary of the meeting goal and the steps were taken to meet it. Go over assignments given during the meeting to ensure that everyone knows what is expected of him or her. If time permits, take a few minutes to determine if the meeting process met the established goals.Good Meeting Leaders Should:

Establish a forum for team members to provide updates and status reports outside of team meetings.

Hold team members accountable for staying up to date. Ask targeted questions to elicit thinking and questions

surrounding the meeting goal. Create a safe environment in which all ideas are considered and

met with positive encouragement. Convey with words and actions that active participation is

expected and require input from all team members present. Ensure that every meeting is productive by gaining input,

determining next steps, and assigning accountability.

After the MeetingThere are two important steps to be taken:

Send post-meeting information. After the meeting, send the meeting minutes to all participants. If team members were not needed at the meeting, send them this information so they will understand the decisions that were made. Include a summary for everyone.

Follow-up with individuals assigned tasks. Make sure they remain on track and offer to lend assistance if needed.

Leading Teleconference ParticipantsBefore the Call

Send the appropriate invitation and agenda to all participants, including those attending by telephone. Be sure to provide all printed materials (agenda, background information, etc.) to participants in advance. It is important that participants come prepared to every meeting, so define what you expect of them and provide some ideas on how they can do this. With teleconferenced meetings, it's imperative that all attendees are on the phone and ready to begin at the set start time. Also, it is essential that telephone participants dedicate the time for full attention to the meeting. If the meeting has been properly planned, it is well worth every participant’s time to attend and participate fully. Highlight the importance of this when you email the meeting information to them.

During the Call Always take roll call first. This lets everyone know exactly who's in the room. If some of the meeting participants haven't met previously, take some time to let each participant introduce himself and explain why he or she is attending the meeting.

Next, outline the agenda and highlight the objective of this meeting. It's probably a good idea to define the meeting ground rules and expected behavior during the meeting. For example, ask participants to speak naturally, identify themselves when speaking, pause for others to comment and spell unusual terms, names, and numbers. Basically, you should explain the importance of communicating as clearly as possible to avoid confusion.

During the meeting, try to direct questions and comments to specific individuals or locations. This way you can avoid having several people talking at once.

Being a Good Meeting ParticipantIt is as important to be a good meeting participant as it is to be a good meeting leader. Here are some checkpoints to consider before you attend your next meeting:

Keep your Calendar on Outlook updated at all times. This allows a meeting planner to view the up to date schedule of all participants and choose a time that will work for all participants.

Accept or decline the invitation in a timely manner. If you must decline, let the meeting planner know why. If you will not be in-person for the meeting, provide a telephone number where you can be reached.

If you feel that your attendance at this meeting is not necessary, discuss this with the meeting’s leader.

Review the agenda and any materials provided prior to the meeting. Bring copies of everything provided to the meeting.

If you are a topic leader, be prepared. Know what you want to accomplish during your section in accordance with the meeting’s goal. If you have materials that need to be reviewed prior to the meeting, email them to the meeting planner for distribution. If you are bringing materials, make ample copies for all participants. Do not forget those participants who will be on the phone.

Arrive on time. If you are participating by telephone, be available several minutes before the meeting is scheduled to be placed on the conference call. It is important that the meeting begin on time.

Participate fully in the meeting, especially on the phone. Listen to the discussion actively, ask relevant questions, and always

keep the meeting goal in mind. Be courteous to all other participants, allowing them the opportunity to

voice opinions and share ideas. Be prepared to come to agreement with the group as decisions are

made. Compromise when you can. Hold your ground in a relevant way when necessary.

Stay on topic and keep your discussions within the agenda topic and the meeting goal.

Be aware of the time limitations for each topic and keep remarks within those limits.

Let the leader lead. If the time limit for a topic was not adequate, it is the leader’s decision to table the discussion for a later time, or continue it at that time. Respect this decision.

At the end of the meeting, be sure you understand any actions you are required to accomplish and the deadlines for completion. Agree with the team on these deadlines before you leave the meeting.

Complete any required actions on time. Report your findings or activities to the group when completed.

Business people write everyday. It may be a performance review, a proposal or an update to a project, or an email. But effective writing must become part of the daily routine of every employee.

The way you write provides a perception of you to the reader. Well-written documents that have been thoroughly proofread are without errors that may send the wrong impression of the writer.

Business writing is fundamentally defined as being persuasive, so knowing the audience is crucial to its success. At its most basic level, business writing seeks to convince that reader that what is being said is true. It may try to persuade the reader to take an action or think about something in a certain way. It is difficult to persuade people if you do not take their feelings, perspectives, and needs into account.

Sometimes you will know your audience personally and other times you will not know the audience or may need to write to more than one person. You will need to use different strategies. For example, when writing to a group, there is no single perspective to consider. More people, with different perspectives will read the message.

There are two kinds of readers: skimmers and skeptics.

Written Communication

Skimmers are typically very busy people. They use the technique of skimming to understand how much attention must be given to the document. To prepare a document for skimmers:

o State the main point clearly at the beginning of the document. If you can put it in the first sentence, the skimmer will probably read it.

o Place the most important information at the beginning of each paragraph and highlight key dates and figures. This draws the skimmer’s attention to what is important in the document.

Skeptics are people who are doubtful or cautious. Skeptics will read a document carefully, word for word, and will doubt its veracity as it is read. To prepare a document for skeptics:

o Make sure your document is well organized and all your figures, facts, and dates are correct.

o Proofread carefully. Once a skeptic sees a mistake, the veracity of entire document is at stake.

Readers from a different culture will often have a different set of expectations. Be sensitive to these when required. For example, readers from a different culture may want a polite introduction to the document prior to getting to the point. Here are some universal strategies for this type of writing:

Maintain formality by using titles and family names to convey an attitude of propriety.

Avoid slang, jargon and other figures of speech, such as user-friendly, zero tolerance, etc.

Be specific and illustrate your points with concrete examples. Provide a summary at the end of the document.

The goal of content is always to include enough information to make the point, but not too much to waste the reader’s time or obscure your main point. Knowing your audience requires understanding HOW MUCH information is too much. Sometimes we tend to over explain in an attempt to convince the reader of our point of view. This is true with oral communication also. As you dig through the message, continue to answer the question “WHY” until you reach the exact level of information required. You will be able to write most persuasively if you organize your message to meet the needs of the reader.

How to Begin Written CommunicationIt is important to get organized prior to writing a business letter, memo, or email that will effectively present the intended message. Without this organization, the writing is often ineffective. Here are some tips to get started:

Start with an outline. Use a traditional outline or mind maps.

Give yourself enough time to complete several drafts. Do not begin to rewrite until you have completed the entire first draft. Do not try to impress by using big words or long sentences. Keep the

content clear. Use spell check carefully and fully. Edit and rewrite, repeatedly, until you are satisfied with the result. Proofread carefully. Have another person read and comment on the content and style. Ask

them to discern your message. Ask them to proofread it for you. If possible, put the document away for a day, and then read it again

with fresh eyes. Make changes, if needed.

No man ever listened himself out of a job.

Calvin CoolidgeProofreading is EssentialAs we saw in the email exercise, poorly proofread documents leave a bad impression of the writer. Whether in a written document or an email, proofreading is a skill that all business people must use daily.

Effective Proofreading Tips

Proofread backwards. Begin at the end and work back through the paper paragraph by paragraph or even line by line. This will force you to look at the surface elements rather than the meaning of the paper.

Place a ruler under each line as you read it. This will give your eyes a manageable amount of text to read.

Know your own typical mistakes. Look over items you have written in the past. Make a list of the errors you make repeatedly.

Proofread for one type of error at a time. If commas are your most frequent problem, go through the paper checking just that one problem. Then proofread again for the next most frequent problem. Read through your writing several times, once looking just at spelling, another time looking just at punctuation, and so on. Again, this can help you focus so you'll do a better job.

Try to take a break between writing and proofreading. Set the writing aside for at least twenty minutes.

Proofread once aloud. This will slow you down and you will hear the difference between what you meant to write and what you actually wrote.

Ask someone else to read over your writing and help you find sentences that aren't clear, places where you're being wordy, and any errors. If you need help, ask for it. If you're not sure if you need that comma or whether to use "affect" or "effect”, look it up in a writing handbook, or ask your coworker for help.

Use the spell-check on your computer, but use it carefully. Do your own spell checking. Computer spell-checkers often make errors - they might suggest a word that isn't what you want at all, and they don't know the difference between there, their, and they're, for example.

Turn on Grammar Check. This Word tool will designate items in your writing that are not grammatically correct. Use it. Go to Tools/Options. Click the Spelling and Grammar Tab. Place a check in the boxes next to Check grammar as you type and Check grammar with spelling. Click OK.

Remember that proofreading isn't just about errors. You want to polish your sentences at this point, making them smooth, interesting, and clear. Watch for very long sentences, since they may be less clear than shorter, more direct sentences. Pay attention to the rhythm of your writing; try to use sentences of varying lengths and patterns. Look for unnecessary phrases, repetition, and awkward spots.

A positive attitude may not solve all

your problems, but it

will annoy enough people to make it worth the effort.

Herm Albright

L.E.A.D.Paper Requirements

After completing six months of study on leadership and management, you will be required to submit a final paper. The purpose of this paper is for you to reflect on what you have learned in L.E.A.D., and to create an action plan to put what you have learned to use in the workplace.

This is not meant to be a scholarly paper, but good grammar and proofreading are essential to all business communication. The paper will not be “graded,” but papers that do not meet the standards of a leader/manager in this organization may be returned for revision.

Here are some things to consider during L.E.A.D., and as you prepare to write your paper:

Your action plan must relate to and use information learned from your study of the Merit Books from CUNA. If you quote from those books, you do not need to footnote the quotation. Just reference in parentheses the book it came from.

Parameters for the Required Paper

You must also relate your action plan to the ideas discussed in depth during the symposiums. These topics were chosen based on a needs assessment conducted at Justice FCU which showed these topics as ones thought important by management. Please include these concepts in your action plan.

Reflect on the most valuable information you learned during your participation in L.E.A.D. What made you go “AHA!”

Explain how you plan to use what you have learned in the workplace. What will you do differently? What changes will you make in the way you relate to the staff? How will you improve your workplace?

An action plan is a written document defining what you will do to improve your effectiveness as a leader on your team. When creating your action plan, think about the following:

What are your strengths and weaknesses as a leader? This will help you understand where to seek further improvement and where your confidence lies.

What skills and knowledge that were discussed in L.E.A.D. are you already using? Is your use of those skills working the way you would like?

What new knowledge and skills do you want to implement with your team? Once implemented, what will it look like?

Your improvements must be observable by your supervisor during the two-month observation period.

The paper is due by the end of business on August 15, 2007. Please email your final, well proofread, paper to Sue Bogan in the Human Resources Department, no later than the close of business on August 15, 2007.

L.E.A.D.Course Evaluation

L.E.A.D. Evaluation Questions

Please take some time to provide thoughtful answers to the evaluation questions below. Your ideas and responses will help make L.E.A.D. an improved course in the future.

Question Your Response1. List three things you

enjoyed about L.E.A.D., in descending order.

2. List three things you did not enjoy about L.E.A.D., in descending order.

3. Explain why you feel that you learned what you needed to in L.E.A.D.

4. List information that was not included in L.E.A.D. that you wanted to learn.

5. List new ideas you have gotten from participation in L.E.A.D.

6. List which topic you felt was the most beneficial to you and explain why.

7. List which topic was least beneficial to you and explain why.

8. Were the written materials and handouts provided helpful to you? Why?

9. Which activities were helpful? Which were not helpful?

10.Do you feel that participation in L.E.A.D. will approve your effectiveness and results as a manager at Justice FCU? Why or why not?

11.How should L.E.A.D. be improved for future

participants?