criticism & discipline skills for managers and supervisors

DISCLAIMER: Purchasers, readers, or users of this course agree to be bound by the following terms: Information contained in this course has been obtained by Pryor Learning Solutions from sources believed to be reliable. The subject is constantly evolving, and the information provided is not exhaustive. The advice and strategies contained should not be used as a substitute for consulting with a qualified professional where professional assistance is required or appropriate, or where there may be any risk to health or property. In no event will Pryor Learning Solutions or any of its respective affiliates, distributors, employees, agents, content contributors, or licensors be liable or responsible for damages including direct, indirect, special, consequential, incidental, punitive, exemplary losses, or damages and expenses including business interruption, loss of profits, lost business, or lost savings. For purposes of illustrating the concepts and techniques described in this course, the author has created fictitious names; mailing, e-mail, and internet addresses; phone numbers and fax numbers; and similar information. Any resemblance of this fictitious data that is similar to an actual person or organization is unintentional and purely coincidental.

©2019, 2018, 2017, 2011, 2008, 2005 Pryor Learning Solutions, Inc. Registered U.S. Patent & Trademark Office and Canadian Trade-Marks office. Except for the inclusion of brief quotations in a review, no part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system, without permission in writing from Pryor Learning Solutions, Inc.

N A M E

E V E N T N U M B E R / D A T E

800-556-2998

pryor.com

SEMINAR WORKBOOK

Criticism & Discipline Skills for Managers and Supervisors

https://www.pryor.com

©Pryor Learning Solutions • WDE1910ES - DL i

1. Assessing and Defining Employee Behavior Problems . . . . . . . . . . . . . . . . . . . . . . 1

2. How Supervisors Affect Disciplinary and Performance Problems . . . . . . . . . . . 9

3. Setting Quality and Performance Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

4. Moving to Progressive Discipline to Get Results . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

5. Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Table of Contents

©Pryor Learning Solutions • WDE1910ES - DL 1

1Types of Performance Problems

Assessing and Defining Employee Behavior Problems

Putting the Problem Employee into Descriptive TermsDefinition

The problem employee is a person who consistently performs below the established standards of quality, quantity and time, or fails to maintain the expected record of attendance and punctuality, or whose behavior is detrimental to accomplishing the team’s goals .

Behavior Problem

InadequateSupervisory

Skills

Situation Problem

Attitude and Behavior Problem

Legal Problem

38%32%

23%

3% 4%

2©Pryor Learning Solutions • WDE1910ES - DL


Attitude Problems RARELY OFTEN

When the employee is given a new or different task, does the quality or quantity suffer?

1 2 3 4 5

Does the employee use poor judgment? 1 2 3 4 5

Does the employee “pass the buck” on unpleasant tasks or when problems occur? 1 2 3 4 5

Does the employee exhibit behavior that you interpret as negative? 1 2 3 4 5

Does the employee frequently have a negative attitude? 1 2 3 4 5

Does the employee tend to be a “know-it-all”? 1 2 3 4 5

Does the employee act unappreciated no matter what you do? 1 2 3 4 5

Is the employee unmotivated? 1 2 3 4 5

Does the employee complain excessively? 1 2 3 4 5

Does the employee express contempt for the work, customers, management or the organization? 1 2 3 4 5

Does the employee express an attitude of “the kind of job I do doesn’t really matter”? 1 2 3 4 5

Assess Your Problem EmployeeScore your problem employee in the following two areas .

Note: The appendix includes a second copy of this assessment to use in the future (Pages 27 and 28).


1 Assessing and Defining Employee Behavior Problems

Behavior Problems RARELY OFTEN

Does the employee require constant supervision?

1 2 3 4 5

Has the employee been tardy beyond minimum standards? 1 2 3 4 5

Is the employee absent beyond established norms? 1 2 3 4 5

Does the employee let family or personal problems interfere excessively with work? 1 2 3 4 5

Does the employee take frequent or extended breaks? 1 2 3 4 5

Does the employee use the telephone excessively for personal use? 1 2 3 4 5

Does the employee miss work deadlines? 1 2 3 4 5

Does the employee’s work ever need to be redone? 1 2 3 4 5

Does the employee turn in work that is not complete? 1 2 3 4 5

Does the employee create bottlenecks? 1 2 3 4 5

Does the employee cause personality conflicts with other workers? 1 2 3 4 5

Is the employee insubordinate? 1 2 3 4 5

Does the employee engage in malicious gossip or rumor-mills? 1 2 3 4 5

Research how your company has historically

handled problem employees. Has it

established any definite policies that you could

use for verification? What documentation of poor performance

does it require to justify disciplinary measures?

ADVANCEDUSER

ACTION POINT

A high score on any of these items indicates a problem that needs to be confronted.

Confronting Performance Problems Early Prevents:

• Slowdowns or poor output

• Lower levels of performance from becoming the standard

• The problem from spreading

©Pryor Learning Solutions • WDE1910ES - DL4


When You Are Investigating a Behavior Problem Related to “Attitude” — Consider These Six Factors

1. How serious is the infraction or problem?

2. Are there unusual circumstances?

3. How long has the person been employed by the organization? What is his or her record?

4. Have there been frequent occurrences of similar performance or behavior problems? Other problems?

5. When was the last incident?

6. What action has been taken in the past (by you or others in your organization) for similar problems?


1

1. They don’t know. Lack of knowledge Teach/train

2. They can’t do. Lack of aptitude Transfer/terminate

3. They are not Excessive interference Fix the system allowed to do.

4. They won’t do. Attitude Correct/confront


Four Reasons for Disciplinary and Performance Problems

Observation Probable Cause Possible Solutions

Training or Job Aids May Be Needed If:

• Production goals are not being met

• New methods or work procedures are introduced

• Quality is starting to decline

• Excessive complaints or grievances are being made • Team members are asking numerous questions about the job

Look at the systems and processes first to find sources of problems.

• Deming’s 80/20 rule

• Employees often can readily identify process problems .



Performance Motivators

Experts have identified seven elements that contribute to good performance . Any or all of them may come into play in poor performance .

Elements of Performance

1.

2.

3.

4.

5.

6.

7.

Performance Motivators in Order of Importance

05 0602 03 0401Clear,

worthwhile, challenging

goals

Practical standards and useful feedback

Sufficient autonomy with

appropriate support

Frequent, but appropriate recognition

Adequate time Adequate compensation



Know What Provides Job Satisfaction

Research on motivation shows that the factors that produce job satisfaction (and motivation) are different from factors that lead to job dissatisfaction . In other words, you don’t necessarily increase job satisfaction by decreasing job dissatisfaction factors .

Know What Your Employees Want

Do you know what motivates each of your employees? Use this list to check . First, rank the items in the order you think are most important (1 = most important) . Then ask each employee to rank them . How close were you? Use the employee’s ranking as you craft your plans to work with the employee on performance improvement and development .

Employee

• To be assigned interesting and challenging work

• To be kept informed on work-related subjects

• To think for myself

• To have my ideas listened to

• To be respected for my skills

• To be given the opportunity to improve skills or learn new ones

• To be recognized for my efforts

• To be paid well

• To have opportunities for advancement

• To see the end result of my work and feel good about it

• To be empowered, with the responsibility to get the job done well

• To work for effective managers

Other

Four Levels of Employee Interest

Survival

Acceptance

Work valued

Self-fulfilling



Attitude Problems

An attitude is a conscious and selective judgment about something — a person, an object, an event or a concept . An attitude provides the mental excuse to behave consistently in a certain way; quite often the behavior and its results reinforce the original attitude .

It Helps to Look for Some of the Possible Roots of Problem Attitudes

Attitude

BehaviorResults

Brought into work setting Result of work setting

The bottom line

Inadequate compensation

or time

Lowself-esteem

Previousexperiences

Lack ofknowledge, training

or skill necessary

Uncleargoals

Poorfeedback

Lack ofautonomy

Lack ofrecognition

Natureof the work

Personalbackground

ROOTS OF ATTITUDES


2 How Supervisors Affect Disciplinary and Performance Problems

Determine Your Effectiveness as a Manager/Supervisor

4 = totally describes your situation 3 = somewhat true 2 = not very true 1 = not descriptive of you at all

A score of 4 on any of the statements indicates excellent management skills in those areas.

A score of 3 indicates your management skills are acceptable, but could use some sharpening.

A score of 2 indicates a need for improvement in those particular areas. A score of 1 in an area indicates a substantial deficiency of management skill, and corrective action is needed immediately. A score of 4 on all the statements indicates an inflated perception of your management skills and warrants a second opinion!

1. I direct work flow to maximize efficient use of my people and their time.

2. I explain the “big picture” to help my employees understand their roles and tasks.

3. I work efficiently and conscientiously as an example to my employees.

4. I stay up to date on the technical aspects and terminology of our industry.

5. I set and maintain high standards for myself.

6. I continually watch for ways to improve my unit’s work and ability to be effective.

7. I am willing to change the way we do things if I notice problems, inefficiencies or make-work tasks occurring.

8. I encourage my employees to suggest ways to improve things, and work to support valid suggestions.

9. I can handle new situations effectively.

10. I provide encouragement and praise on a frequent basis to reinforce top performance.

11. I maintain and use tracking systems to monitor results.

12. I make myself available to answer questions, demonstrate tasks or help employees to solve problems.



The Impact of Supervision

Many disciplinary and performance problems are created by supervisors . Are any of these ineffective behaviors familiar?

Over-Supervising:•

•

•

•

•

Under-Supervising:•

•

•

•

•

Case Study 1Page 25

Effective Supervisors

Know themselves and their staff•

•

•



Are Communication Problems Contributing to Performance Problems?

Poor Communication Practices that Contribute to Poor Performance

• Failing to keep people informed

• Jumping to conclusions without evidence

• Overlooking the impact of words

• Forgetting the importance of body language

• Failing to admit mistakes

• One-way communications

• Communicating only bad news (criticism, problems, etc .)

Steps to Provide Feedback for Improvement

1. Know the results you want

2. Know if the results are achievable, and whether this employee can accomplish them

3. Don’t point fingers; look for a solution

4. Know how to coach the employee for improvement

5. Use “I” messages

6. Concentrate on the employee’s behavior and the desired behavior changes

7. Use the “what/what/why” feedback method

8. Be specific

9. Convey the facts

Keys for Avoiding Communication Misunderstandings:

• Recognize the different meanings in words

• Focus on your choice of words

• Watch your tone

• Get to the point

• Don’t sugarcoat


3 Setting Quality and Performance Standards

Establish Criteria for Setting Quality and Performance Standards

Specific goals Tasks and actions/ job duties

Mission

What to Measure Use audit, sales and service reports, errors, output, schedules, production, and punctuality

• Quality

• Quantity

• Time

• Customer requirements



Clarify Quality and Performance Standards

1. Describe Quality from the Customer’s Perspective

• What level of quality does the customer expect?

• Collect customer feedback and share it with your employees .

• Establish priorities — does every task have to be done at a high level of quality, or are some more important than others?

2. Define Standards — in Measurable Ways

• Create operational definitions .

• Develop written descriptions of tasks and their specific standards (with your employees’ involvement) .

• Be sure to differentiate between “real” deadlines and those that require less stringent timelines .

• Engage your employees in developing meaningful measurements for their tasks .

3. Use a Reporting System

• Keep ongoing records and use a clear, simple and effective reporting system .

• Don’t wait until there is a problem to start tracking .

• Hold regular one-on-one discussions about work in progress, problems, assignments, etc .

• When it is appropriate, involve the labor representative .


3Provide Positive Reinforcement for Quality Work

• Find something the employee does well

• Describe how the employee will benefit from quality performance

• Associate with past positive performance

• Don’t mix your messages

Give Recognition for Quality Performance

• Reward true accomplishments

• Make it possible for everyone to earn recognition

• Give in a way that treats everyone equally

• Give both privately and publicly (this may depend on the employee’s preference)

Most Important, Recognize Good Work Informally and Often!

Ways to Recognize/Reward Quality Work

•

•

•

•

1. Determine how quality and performance standards are set in your organization.

2. Develop two measurement tools to use for clarifyinghow work is being done.

3. Determine three occasions over the next week in which you can reinforce orrecognize a problem employee for what he or she is doing well.

ADVANCEDUSER

ACTION POINT

Setting Quality and Performance Standards


3

HOT TIP

Setting Quality and Performance Standards

Many supervisors wait for an annual appraisal to point out and document performance problems. If the problems are significant, you should not wait to initiate this process — you will simply prolong the problem, increase your employee’s resentment and reduce your chances of correcting performance problems without resorting to more severe actions.

What’s at the Heart of the Problem?

Case Study

To discover performance problems, ask the following questions:

1. Does the employee understand the goals, specification and standards for the job?

2. Does the employee get adequate and timely feedback on his or her performance?

3. Does the employee have adequate training for the job?

4. Does the employee demonstrate competent performance on other tasks?

5. Does the employee have the capability to do quality work?

6. Does the employee have both the opportunity and means to do a good job?

• Time

• Technology

• Information

• Adequate processes and procedures

Documentation

1. Establish the goals, standards, specifications, training, feedback, competencies, etc ., to form a complete job description that you can review with your employee .

2. Hold a private discussion with your employee to go over the job description and to raise your concerns (this should be done as part of regular feedback sessions) .

3. Clarify expectations, standards and requirements; ask questions to avoid a misunderstanding of expectations and to discover potential causes .

4. Make sure all your evidence is valid and current .



When You Coach a Person on Performance Problems

Don’t

• Make it personal or take it personally

• Apologize for discussing the problem

Do

• Find out what the employee would like to see as an outcome

• Follow all procedures established by your company’s human resources department

• Set up a plan of action and timetable for improvement

• If appropriate, consider retraining or relocating the employee

Documentation of Behavior and Attitude Problems

Document behavior and attitude problems as promptly as you would performance problems.

1. Keep a running record of your discussions with the employee as you point out the problem and the effect of the behavior or attitude .

2. Build your file based on clear evidence and specific dates of examples .

3. If the principal problem is attitude, be sure to identify the resulting behavior or performance issues (i .e ., how the attitude manifests itself ) .

4. Clarify the problem with the employee to be sure he or she understands your concern (don’t make light of it!) .

5. Be consistent and fair .

6. State consequences and your expectations clearly .

7. If the incident is serious or has occurred frequently, also document the discussion in a memo to the employee, with a copy to the file .



Responding to the Problem

Remember that any corrective action should first and foremost help improve performance.

TeachMake sure the employee has a clear understanding of the job

• Prepare the employee

• Make the him or her feel at ease

• Find out what he or she already knows

• Get the employee interested in learning

• Present clear information on how the job is to be done

• Clarify operational steps by using illustrations

• Emphasize major points/requirements/responsibilities

• Take one point at a time

TrainThis is an opportunity to increase the employee’s confidence

• Let the employee demonstrate his or her perception of the job

• Ask questions to correct errors

• Continue training until the employee is confident about the job

• Provide the necessary resources and support to get the job done



TrackThis is a follow-up process

• Make the employee responsible for the outcome

• Have him or her check with you frequently

• Make sure the employee knows where to go for help

• Encourage questions — reinforce at each step of improvement

• Request progress reports, set deadlines and confirm progress

Documentation of a Performance Problem

1. Establish a formal documentation system to record your TEACH, TRAIN and TRACK actions and discussions with the employee (maintain in your files for the time being) .

2. Note any measurable behavioral changes .

3. Record all of your follow-up actions and discussions .


4 Moving to Progressive Discipline to Get Results

When Your Action Plan Doesn’t Produce ResultsFirst, Make Sure You:

• Get all the facts• Consider each incident separately• Be reasonable in your approach• Treat this employee in the same way you would any other person• Use the same procedure with all employees

Use These Four Steps for Progressive Discipline1. Verbal “Reminder” and Initiation of Formal Action

Your goal: Gain the employee’s agreement to acknowledge and solve the problem.

• Inform the employee about the problem, reiterate your past conversations and state the fact that the problem is now in the formal disciplinary phase

• Remind the employee of his or her personal responsibility to meet reasonable standards of performance and behavior

• Set guidelines for acceptable progress

• Send the employee a follow-up memo restating the discussion, commitment(s), actions, guidelines and consequences

• In both the discussion and the follow-up memo, include specific facts, desired changes, and the consequences

Documentation of Poor Performance1. Keep a written record of the verbal warning in your files .2. Send a memo describing the warning to the employee (put a copy of the memo in your file) .

Other Things to Consider…1. Does the action follow the employment agreement?

2. Have all contractual procedures been met?

3. Does the employee have any right to unequal treatment claims?

4. Are reasons for the action clearly documented and verified?

5. Is the organization’s position definitely defendable?

6. Have all the employee’s rights been taken into consideration?



2. Written Notification of Continuing Problem

Your goal: Gain the employee’s written agreement to change. Establish a written record in the employee’s personnel file documenting your efforts to date and the employee’s failure to abide by previous commitments.

• Identify and describe the continuing problem

• Restate the essentials of the desired performance or behavior and the employee’s obligation to meet it

• Focus on the employee’s failure to make agreed-upon changes

• Provide documentation with specific examples of the performance shortcoming or the effects of the behavior

• Prepare (with employee) a specific and detailed action plan for improvement, including consequences (good and bad)

Documentation of a Continuing Problem

1. Place a copy of the written warning in the employee’s personnel file .

2. Four things to place in the written record:

• The standard involved

• The infraction specifics

• Action steps

• Consequences for failing to make agreed changes



3. Decision-Making Day or Suspension Your goal: Provide the employee with one day of leave in which to make a definitive decision about continuing

employment — the employee must make the choice to stay and improve or to leave.

• Leave is paid to eliminate resentment, hostility and sense of victimization

• Demonstrates organization’s desire to give employee control over the decision to stay or leave

• It must be clear that continued employment is totally conditional on employee’s decision to solve the problem and improve behavior

• After the one-day leave, employee meets with supervisor to announce his or her decision

• If decision is to stay, the employee and supervisor set specific goals and a timetable to meet them

• Have another supervisor or manager participate in the decision making meeting as a witness

• Commitments are formalized in writing, with copies to the employee and personnel file

• Express confidence in the employee’s ability to change, but make it clear that the failure to meet goals will result in termination

• Formally document (see sidebar)

Documentation of Decision-Making Day or Suspension

1. Document each step of the leave/suspension process in the personnel file .

2. Include the employee’s response.

3. The witnessing supervisor or manager should sign all documentation .



4. Termination

• Set a specific time for the interview

• Choose the time for the action that is best for the organization

• When possible, have the employee sign a statement of decision

• Don’t apologize for having to take this action

Documentation of Termination

1. Document and verify every action leading up to termination .

2. Be sure to establish “just cause” using previous documentation .

3. Strictly follow established personnel procedures .



Avoiding Grievance Problems

• Know labor laws, contracts and acceptable practices

• Have a good working relationship with the human resources department and labor organization

• Create a fair work environment

• Encourage discussion of problems

• Investigate thoroughly before acting

• Be open to suggestions from other interested parties

• Always follow up 1. Check with your human resources department for any special or unusual grievance policies that relate only to your company.

2. Contact the labor relations board in your state regarding acceptable documentation related to a problem employee.

3. Where applicable, schedule an appointment with your union representative to discuss the possibility of ongoing communication with union officers.

ADVANCED USER

ACTION POINT

24 ©Pryor Learning Solutions • WDE1910ES - DL

Appendix

Name of employee:

What is the problem? Specific Details:

Performance/conduct

Behavior

Standard:

Type of standard not being met: In what way is the standard not being met?

Quantity

Time

Cost

Quality

Desired outcome:

Why employee is not meeting standard Details:

“Can’t do”

“Won’t do”

“Don’t know”

“Not allowed to do”

(As the supervisor) “What have I already done to assist the employee?”

What employee must do to improve By when:

What else do I need to do: Details:

Understand and confront

Clarify standards

Motivate and recognize

Formal discipline

Specific actions I will take: By when:

(Remember: If you think it’s

“attitude,” you must link it to a specific

behavior)

(equipment, system, people constraints)


Appendix

Case Study 1Form into groups of three or four with your neighbors. Read the case study, then spend about five minutes discussing the questions that follow.

Paula has been employed at Lambert Engineering for eight years . Her responsibilities include being the receptionist, delivering the mail and, when needed, assisting in the office secretarial pool . Paula has gained the favor of the president, Mr . Brooks . Jack is a vice president and in charge of the department in which Paula works . However, Paula does not like the fact that she is directly responsible to Sandy, the office manager . Jack is Sandy’s boss and he often avoids dealing with conflict situations .

Paula has not been consistent with her work . She also comes and goes as she wants and has often taken extended coffee breaks . Sandy has talked to her about this on numerous occasions and documented the discussions; although Paula acknowledges the problem she has not improved . Sandy has conferred with Jack and Mr . Brooks on three occasions with little support for corrective action . Jack has talked to Paula about the inconsistencies . Again, Paula indicated she would improve but keeps falling back into the same pattern . Paula’s friendship with Mr . Brooks has affected Sandy’s and Jack’s abilities to enforce any corrective actions . Paula uses this friendship to her advantage . Paula seems to flaunt it before Sandy and Jack, giving the impression that she does not have to do what they want unless she chooses to . When Paula has been subjected to disciplinary action, she would go to Mr . Brooks, who rescinds it . Needless to say, this creates conflict with Sandy, as well as the other office personnel . Sandy supervises nine other staff members and has no problems with them .

During the last week, Paula has been away from her work station more than usual . She has complained about having to assist in the secretarial pool every time she was called upon to help . On two occasions this week, when Paula was relieved at the receptionist desk to take her break, she was gone for 45 minutes . Sandy had to go to the break room to get her on the last occasion, and Paula became furious and demanded a meeting with Mr . Brooks and Sandy . Sandy also asked Jack to be in the meeting .

Mr . Brooks agreed to the meeting and let each side present its view, then rendered his decision . He indicated that he was sick and tired of hearing about this and was not going to put up with it any longer . He saw it as a personality conflict . “So, Sandy, you are the office manager and will be responsible for seeing that work flows well with all the office personnel . Paula, you will be the receptionist and will not assist in the secretarial pool any longer and will not be answerable to Sandy but to Jack and me .”

“However, you will be at your work station at proper times and one 15-minute break in the morning and one in the afternoon . You have a 45-minute lunch and no longer . If you cannot abide by these you will be disciplined . End of meeting .”

With whom did the problem originate?

What else could Sandy have done before Paula resorted to the meeting with Mr . Brooks and Sandy?

Did the meeting resolve the problem?

What would you have done in Sandy’s position?

Who is responsible for correcting the problem?


Appendix

Case Study 2Form into groups of three or four people. Read the second case and respond to the questions.

Harry had been promoted to machinist . He had received three weeks training, which was normal for each new machinist . Keith, Harry’s supervisor, let him know that he was expected to meet the standard output units per hour set for all machinists . Keith told Harry, “I’ll be available to assist when you need help or coaching .”Harry studied, concentrated and observed other machinists but still only produced 6 .8 units per hour . Keith spent more time than usual helping Harry improve . After 12 weeks Harry was not doing any better, and Keith informed him that the promotion was not working out . “I have given you ample time to improve, and I ask no more of you than any other machinist . I’ll have to return you to your former job .”

Was Keith’s action justified?

Would you have done anything differently, and if so, what?


Appendix

Attitude Problems RARELY OFTEN

When the employee is given a new or different task, does the quality or quantity suffer? 1 2 3 4 5

Does the employee use poor judgment? 1 2 3 4 5

Does the employee “pass the buck” on unpleasant tasks or when problems occur? 1 2 3 4 5

Does the employee exhibit behavior that you interpret as negative? 1 2 3 4 5

Does the employee frequently have a negative attitude? 1 2 3 4 5

Does the employee tend to be a “know-it-all”? 1 2 3 4 5

Does the employee act unappreciated no matter what you do? 1 2 3 4 5

Is the employee unmotivated? 1 2 3 4 5

Does the employee complain excessively? 1 2 3 4 5

Does the employee express contempt for the work, customers, management or the organization? 1 2 3 4 5

Does the employee express an attitude of “the kind of job I do doesn’t really matter”? 1 2 3 4 5

Assess Your Problem EmployeeScore your problem employee in the following two areas:


Behavior Problems RARELY OFTEN

Does the employee require constant supervision? 1 2 3 4 5

Has the employee been tardy beyond minimum standards? 1 2 3 4 5

Is the employee absent beyond established norms? 1 2 3 4 5

Does the employee let family or personal problems interfere excessively with work? 1 2 3 4 5

Does the employee take frequent or extended breaks? 1 2 3 4 5

Does the employee use the telephone excessively for personal use? 1 2 3 4 5

Does the employee miss work deadlines? 1 2 3 4 5

Does the employee’s work ever need to be redone? 1 2 3 4 5

Does the employee turn in work that is not complete? 1 2 3 4 5

Does the employee create bottlenecks? 1 2 3 4 5

Does the employee cause personality conflicts with other workers? 1 2 3 4 5

Is the employee insubordinate? 1 2 3 4 5

Does the employee engage in malicious gossip or rumor-mills? 1 2 3 4 5

Assess Your Problem EmployeeScore your problem employee in the following two areas:

Appendix


Appendix

Determine Your Effectiveness as a Manager/Supervisor4 = totally describes your situation 3 = somewhat true 2 = not very true 1 = not descriptive of you at all

A score of 4 on any of the statements indicates excellent management skills in those areas.

A score of 3 indicates your management skills are acceptable, but could use some sharpening.

A score of 2 indicates a need for improvement in those particular areas. A score of 1 in an area indicates a substantial deficiency of management skill, and corrective action is needed immediately. A score of 4 on all the statements indicates an inflated perception of your management skills and warrants a second opinion!

1. I direct work flow to maximize efficient use of my people and their time.

2. I explain the “big picture” to help my employees understand their roles and tasks.

3. I work efficiently and conscientiously as an example to my employees.

4. I stay up to date on the technical aspects and terminology of our industry.

5. I set and maintain high standards for myself.

6. I continually watch for ways to improve my unit’s work and ability to be effective.

7. I am willing to change the way we do things if I notice problems, inefficiencies or make-work tasks occurring.

8. I encourage my employees to suggest ways to improve things, and work to support valid suggestions.

9. I can handle new situations effectively.

10. I provide encouragement and praise on a frequent basis to reinforce top performance.

11. I maintain and use tracking systems to monitor results.

12. I make myself available to answer questions, demonstrate tasks or help employees to solve problems.

criticism & discipline skills for managers and supervisors

Documents