Chapter 7: SUPERVISING OFFICE EMPLOYEES
Introduction
Supervision is managing others through leadership and personal influence.
Management means simply getting things done, not necessarily through coordination of
the efforts of other people. Thus, an individual can be a good manager without ever
dealing with people. A supervisor, however, exercises hands-on influence and leadership
skills to guide others. Effective supervisors share many qualities, including the ability to
maintain distance from their employees without losing awareness of their activities, yet
still caring about their productiveness and well-being. Similarly, effective supervisors are
direct and fair in their dealings with employees under their direction. When supervisors
discharge their duties effectively, productivity rises and employees enjoy greater job
satisfaction.
The role that leadership plays in the supervisory process can be examined by
studying behavioral theories of leadership and the situational theory of leadership.
Behavioral Theories of Leadership
Behavioral theories of leadership are based upon the belief that great leaders are
made, not born. Rooted in behaviorism, this leadership theory focuses on the actions of
leaders not on mental qualities or internal states. According to this theory, people can
learn to become leaders through teaching and observation.
Situational Theory of Leadership
The Situational Leadership Theory, is a leadership theory developed by Paul
Hersey, and Ken Blanchard.
The fundamental underpinning of the Situational Leadership Theory is that there is
no single "best" style of leadership. Effective leadership is task-relevant and that the most
successful leaders are those that adapt their leadership style to the Maturity ("the
capacity to set.
high but attainable goals, willingness and ability to take responsibility for the task, and
relevant education and/or experience of an individual or a group for the task) of the
individual or group they are attempting to lead/influence. That effective leadership
varies, not only with the person or group that is being influenced, but it will also depend
on the task, job or function that needs to be accomplished.
Leadership Styles
Hersey and Blanchard characterized leadership style in terms of the amount of
Task Behavior and Relationship Behavior that the leader provides to their followers. They
categorized all leadership styles into four behavior types, which they named S1 to S4:
• S1: Telling. This is characterized by one-way communication in which the leader
defines the roles of the individual or group and provides the what, how, why, when, and
where to do the task
• S2: Selling. While the leader is still providing the direction, he is now using twoway communication and providing the socio-emotional support that will allow the
individual or group being influenced to buy into the process.
• S3: Participating. This is now shared decision making about aspects of how the
task is accomplished and the leader is providing less task behaviors while maintaining
high relationship behavior.
• S4: Delegating. The leader is still involved in decisions; however, the process and
responsibility has been passed to the individual or group. The leader stays involved to
monitor progress.
Of these, no one style is considered optimal for all leaders to use all the time.
Effective leaders need to be flexible, and must adapt themselves according to the
situation.
Maturity Levels
The right leadership style will depend on the person or group being led - the
follower. The Hersey-Blanchard Situational Leadership Theory identified four levels of
Maturity M1 through M4:
• M1 - They generally lack the specific skills required for the job in hand and are
unable and unwilling to do or to take responsibility for this job or task.
• M2 - They are still unable to take on responsibility for the task being done;
however, they are willing to work at the task.
• M3 - They are experienced and able to do the task but lack the confidence to
take on responsibility.
• M4 - They are experienced at the task, and comfortable with their own ability to
do it well. They are able and willing not only to do the task, but also to take responsibility
for the task.
Maturity Levels are also task specific. A person might be generally skilled, confident
and motivated in their job, but would still have a Maturity level M2 when asked to perform
a task requiring skills they don't possess.
Developing People and Self-motivation
A good leader develops "the competence and commitment of their people so
they're self-motivated rather than dependent on others for direction and guidance."
(Hersey 91) According to Hersey's "the situational book," the leader's high, realistic
expectation causes high performance of followers; the leader's low expectations lead
low performance of followers. According to Ken Blanchard, "Four combinations of
competence and commitment make up what we call 'development level."
D4: High competence and high commitment
D3: Moderate to high competence and variable commitment
D2: Some to low competence and low commitment
D1: Low competence and high commitment
In order to make an effective cycle, a leader needs to motivate followers properly.
Role and Functions of Supervision
Supervisors play an important role in the business environment. Their primary job is
to see that the work performed by employees is completed on time and at the highest
level of quality. In order to complete this task, they must know the production process
and have an understanding of human behavior. Theirs is a pressure-filled job.
Supervisors perform a wide range of functions, all of which are closely intertwined.
For example, they must be excellent communicators. It is their job to write reports, letters,
memos, performance appraisals, and the gamut of documents that businesses need to
operate. They must be equally comfortable in communicating with chief executive
officers and assembly-line production workers. They must be able to run effective
meetings. They must carefully monitor the organization's goals, strategies, tactics, and
production schedules. They must be cognizant of union rules where applicable. They
must be trainers. confidants, computer experts, goal setters-in short, supervisors must be
well-rounded employees who are willing to accept the responsibilities required to keep
a company running.
Supervisor as Communicator
Supervisors are required to communicate with a variety of personnel in the course
of their jobs. Approaches that might improve the productivity of people in their 20s, for
example, are not generally applicable to people in their 50s. Similarly, supervisors must
deal with people with a wide range of personal styles, regardless of their ages and
backgrounds. Supervisors must be able to write and speak concisely, clearly, consistently,
and courteously with senior managers, production workers, customers, suppliers, and
other people who have an interest in the organization's activities. It is the supervisor's
responsibility to start the upward communication process to inform middle and senior
managers about production problems, adherence to production schedules, budget
variances, and other matters. Furthermore, supervisors must be able to react to
downward communications from senior managers in order to address problems as
quickly and efficiently as possible.
Supervisory reporting mechanisms most commonly involve oral and written reports
needed to protect their workers, the organization, and themselves from legal actions. For
instance, supervisors must know when and in what form to use to document problems
with personnel, which regulatory forms must be completed, to whom they must be
submitted, and how frequently they should be done. Supervisors must also understand
laws and ethical guidelines governing employee surveillance as they endeavor to
monitor employee performance. Privacy issues play an increasingly large role in the
workplace, as practices including drug testing, videotaping of employees, reviewing the
computer files of employees, and monitoring the phone conversations of employees
become commonplace in the business world. A large part of a supervisor's time is spent
communicating. In fact, some estimates suggest that supervisors spend as much as 70
percent of their time communicating in one form or another.
Supervisor as Trainer
An effective supervisor must be a polished trainer. It is part of the supervisor's
responsibility to demonstrate to workers exactly how certain procedures are performed.
Supervisors must also be excellent learners. Workers expect their supervisors to be doers
as well as teachers. Therefore, supervisors must be able to master the tasks that workers
are assigned to perform. This ability is much more critical for first line supervisors than those
in middle and senior management, especially in industries using production processes. A
thorough understanding of all jobs involved in a given production process is essential to
effective supervision, as supervisors are ultimately responsible for deploying their
workforce in the most productive and efficient manner possible.
Supervisor as Student
For supervisors, life is a learning process. Not only must they learn the rudiments of
their subordinates' jobs, but they must also learn basic supervisory skills. They must take
courses in management, computers, communications, and other skills that will help them
in their supervisory roles. If they do not continually update their skills, they will fail as
supervisors, which is something neither they nor their organizations can afford.
Supervisor as Goal Setter
Supervisors are responsible for setting goals for themselves and their subordinates.
In addition, they are charged with ensuring that unit and individual goals set by senior
management are met. They must sit down with their subordinates and work together to
set goals and monitor progress. This function requires full employment of the supervisor's
communications skills.
Supervisors cannot simply set goals and then ignore them. First, they must set
realistic goals for themselves and their staff members. Then, they must establish
communication channels through which they and their subordinates monitor progress.
This involves constant feedback between supervisors and subordinates, without which
supervisors cannot be effective.
Supervisor as Evaluator
It is the supervisor's job to evaluate workers on a regular basis. Workers appreciate
feedback on their progress. Generally, they want honest and frequent appraisals of their
work and suggestions from their supervisors on how to improve their performance.
Supervisor as Human Resource Specialist
Supervisors need to be aware of the needs of their subordinates. For example, they
must know how to motivate people, how to reward them, how and when to discipline
them, and when and how to refer them employee assistance programs. They may have
the assistance of huma resources specialists in some of these areas, but the basic
responsibility is the supervisor's. Given their daily presence among their employees,
supervisors play a critical role in maintaining good moral among the workforce.
Employees who are happy and take pride in their work are more productive, loyal, and
responsive to overall corporate goals and projects.
Supervisor as Computer Expert
In today's business environment, supervisors must be computer proficient. Many of
today's management functions are tied closely to computers. For example, computers
are used extensively in decision making, production scheduling, and product design.
Supervisors are not responsible for many of the functions facilitated by computers, but
they must have a working knowledge of how computers operate and their role in the
production process. The same production line. It is essential that supervisors understand
how these computerized systems work if they are to remain technologically current. First
level supervisors in particular must stay abreast of developments in computerized
production systems. They must also be in positions to advise senior management as to
what computerized systems are applicable in particular environments and what are not.
Supervisor as Producer
The supervisor is inextricably linked to the production of goods and services. First,
supervisors must be knowledgeable about the production process they control. They are
responsible for a large variety of simultaneous activities in the ongoing production
process. For example, to a large extent they control the production schedule. Supervisors
are invariably involved in product planning design, project staffing, employee training,
simplification of work methods, maintenance of equipment, and organization of tasks
and activities while striving to keep relations with workers as amicable as possible. While
performing these tasks, supervisors must keep the object of meeting organizational or
corporate goals in the forefront
The supervisor's tasks in the production process also include equipment and
materials management, such as establishing guidelines for layout of the work being
performed and selecting the right equipment for each job. Supervisors must schedule
carefully to ensure that time is not wasted. It is a fact of business that idle time and workers
are unproductive, costly, and a waste of capital investment. Thus, supervisors must be
effective time managers and employee motivators. They must also keep an eye on
technological developments, since innovative advancements in machinery and work
performance techniques are constantly being made.
Supervisors must keep one eye on the future when performing their tasks. For
example, a punch machine in a factory may become outdated and need to be
replaced. It is an axiom in the manufacturing world that what is right for a particular job
today may be outdated tomorrow. Therefore, supervisors may not only need to
recommend new equipment, but might also be required to do economic analyses to
justify the purchase of new machinery. In some cases, they might also be asked to
maintain machinery or upgrade computer software systems. At the least, they must be
effective communicators who can convince senior management of the need for
upgraded machinery and the justification for capital expenditure outlays.
Supervisor as Adviser
Supervisors must be particularly effective in an advisory role. Supervisors who can
advise senior managers, middle managers, and subordinates on topics that affect their
work activities are valuable. The problem is to restrict advice only to those areas directly
related to individuals' needs at a particular time. More often than not, the supervisor does
not provide detailed advice on particular issues. Generally, the supervisor's role is to point
employees toward qualified professionals who can be of assistance. That in itself requires
that supervisors be aware of where the proper professionals can be found.
There is seemingly no end to the areas in which supervisors become advisers. In
whatever area the advice is provided, it must be aimed at improving individuals'
performance and meeting organizational goals. As such, supervisors are called on to
advise staff members' regarding their job performance and their personal lives as they
relate to the organization's goals.
Skill development is yet another area in which the supervisor becomes an adviser.
Supervisors who do not encourage their subordinates to develop their personal and workrelated skills are defeating their own purposes and depriving employees of valuable
training and advancement opportunities. Supervisors must have a grasp of what training
is available, how it relates specifically to individual employees' needs, and where such
training can be completed.
Supervisor as Idea Champion
An idea champion is an individual who generates a new ide or believes in the
value of a new idea and supports it in the face of potential obstacles. Generally, idea
champions are members of the lower supervisory levels. They typically are creative
people who are willing to take risks. Consequently, they frequently have trouble
convincing senior managers that a particular idea or system will be beneficial to the
organization. Thus, idea champions must often coordinate their activities with sponsors,
who are more often than not middle level managers.
Supervisor as Environmental Watchdog
Contemporary supervisors exemplify the prototypical knowledge workers that the
business world is beginning to demand. They must be knowledgeable about a wide
range of environmental issues and workplace safety programs. Today's supervisors must
be aware of public policy issues that were of no concern to their predecessors, but which
are taking on added importance today. For example, supervisors today must have a
broader knowledge of legislation affecting production than did their predecessors. They
must be careful to regulate the amount of air, water, and ground pollution released by
the machinery and processes they oversee. In particular, they must have some
knowledge of the reporting mechanisms that provide governmental regulatory agencies
with the information they need to ensure statutory compliance. It is the first-level
supervisors who are closest to the production process. Therefore, it is primarily their
responsibility to make sure the production process is safe for their workers and the public.
Supervisor as International Manager
The emergence of large international businesses is creating a new demand for
supervisors who can manage effectively in difficult circumstances. Contemporary
supervisors are well-advised to learn new languages and become aware of cultural
differences among workers. They must learn international trade laws and regulations and
the differences in reward and punishment systems. They have to learn how to motivate
workers in different countries and differentiate between what is ethical and legal in one
country but not in another.
There is no doubt that acquiring the knowledge and experience to supervise an
international business is placing even more pressure on managers, but it is also opening
new opportunities for supervisors.
The New Challenge for Supervisors
The future holds much potential for supervisors. They have long been an important
part of the business world. It would be impossible to conduct business on any scale were
it not for the presence of qualified supervisors who can lead production workers.
Supervisors function as leaders, trainers, goal setters, environmental watchdogs,
facilitators, communicators, and more. Simply put, they are the backbone of the business
world, and will continue to be as long as there is business to conduct.
Skills of an Effective Supervisor
According to Mona Johnson the owner of companies, especially large
companies, she does not have the time to supervise each and every employee who
works for them. She hires supervisors to ensure that employees are using company time
productively and effectively. The employees will follow the lead of their supervisor, and if
the skills the supervisor have are effective, it will show in the department's overall
performance.
Time Management
The supervisor is responsible for assuring that the employees are using their paid
work time to do company work. Companies do not like to waste money, and wasting
time is wasting money. Therefore, the supervisor must monitor the employees
occasionally, and ensure that they are using their time effectively. Productivity is what
the company pays for, and if an employee is surfing the Internet, or taking personal calls
all day, he is not using his work time to be productive.
Controlling the Working Environment
When problems arise with workers, an effective supervisor will rectify the situation
immediately. When co-workers are in an intense environment, they tend not to work well.
The supervisor will need to use her skills to come to some type of resolution that will not
keep productivity of their department down. If a supervisor does not have the skills to
ease tension, this can cause higher management to question his supervising skills.
Delegate Tasks
An effective supervisor will delegate jobs and use his authority ethically. Everyone
knows that the supervisor in his department is his boss, so the supervisor does not have to
broadcast this daily. If an employee slacks on the job, this will be an instance when the
supervisor will have to use his authority in a positive way, to get the employee to perform,
and to perform well. Also, the supervisor will know which employee can handle what task,
and appropriately delegate these tasks if it became overwhelming.
Motivational Skills
An effective supervisor has good motivational skills. Employees often need to be
motivated to perform well on the job, especially when they are handed a task, they
believe they will not succeed with. An effective supervisor will boost up their confidence,
and tell them they can do the task with no problem. Motivation skills are also necessary
for the supervisor in cases when an employee is facing hardships, death, or other personal
issues outside of work. The supervisor should motivate the employee to continue to work
as they have been working, letting them know that things will get better with time and
patience.
Disciplining and Terminating Employees
Progressive discipline is the key to improved performance
According to Robert Bacal in his Five Sins of Discipline, most managers, at some
time in their careers, will have to discipline employees for the purposes of performance
improvement. When employee discipline is done properly, it doesn't have to result in hurt
feelings or resentment. When it's done poorly, it's often seen as unfair, and can actually
cause poor performance. Learn about the process of progressive discipline.
Perhaps the most pleasant task for supervisors and managers is the task of
disciplining an employee. While some staff seem to think that managers take some
perverse pleasure in the process, the truth is that it is usually dreaded, and often done in
an ineffective way. Part of the reason why this is so is that there are some psychological
factors into play that militate against constructive discipline processes,
From this, identifying some common errors, and helping supervisor to formulate an
approach to discipline based on sound principles will be considered.
Error #1: Discipline as Punishment
Perhaps one of the most prevalent errors is based on the idea that discipline is
punishment. The manager that perceives discipline as a punishment process tends to
apply negative sanctions, expecting that those negative sanctions will have some sort of
positive effect; for example, to eliminate the unwanted behavior simply through the
"threat of additional sanctions.
Unfortunately, the use of negative sanctions on their own, bring about
unpredictable results. In rare cases, they may work, through the fear factor. In other
cases, they have an effect opposite to the one intended, and can contribute to
escalation in the manager-employee relationship. Why? Because negative sanctions will
only succeed when:
• The employee values what is taken away or fears what is threatened.
• The employee sees the sanction as fair, and consistent with the "offense"
• The employee acknowledges and respects the right of the manager to impose the
sanction.
• Unless these three elements are in place, employees respond to punishment with
resentment, and counter-attacking, either covertly or overtly.
What is the Alternative Perspective?
The alternative perspective is to consider discipline in it's original sense, as an opportunity
for the employee to learn. The traditional notion of a disciple (same roots) is of a person
who learns from one s/ he follows. Discipline, in this approach focuses on what the
employee must learn in order to bring his/her behavior in line with the needs and
expectations of the organization.
Before we leave this for the moment, we need to be clear. Discipline, even in a learning
sense, must, at times have "teeth". It just isn't ONLY teeth.
Error #2: Discipline as an I - You Confrontation
A second error is that some managers see discipline as something done TO an employee,
not something done with an employee. Perhaps we must consider a hard reality in the
government workplace; it's pretty difficult to do anything TO an employee without
getting wound in trails of paper, documentation, and investment of time. Even then it
can be no avail.
We suggest that you consider discipline as requiring you and the staff member to
work together to solve a problem. The fundamental task, when possible, is to create a
situation which encourages the staff member to work with you to identify causes of
problematic behavior and to take action to correct those problems.
Discipline needs to be a "we process".
Error #3: Too Late, Too Late
It's probably safe to say that managers do not go hunting for disciplinary problems. Lord
knows, you have enough other things to do to look for trouble. Sometimes, though
managers are TOO slow to respond to an emerging issue or problem. There are a number
of reasons for this:
• tendency to see an emerging problem (e.g.. a first instance), as a quirk, a fluke, or
accident, and something not worth addressing.
• desire to have harmony
• perception that discipline is a cause of disharmony
• simple dread.
The reason why delay is problematic is that it sends a message that undesirable
behavior will be accepted or even not noticed. Second, delay can have an adverse
effect on the manager later, if the problem increases in frequency and intensity so it
cannot be ignored. When a problem is allowed to grow, the manager often will develop
an emotional set towards the employee that makes constructive interaction difficult. To
be blunt...managers get pissed off, at repeated "offenses" even if the manager has done
nothing to stop them.
It is very important that inappropriate behavior or actions in the workplace be, at
minimum, noted, and the fact communicated with the staff member, right at the first
occurrence. This need not be a lengthy difficult discussion, particularly if the event is
relatively minor. The really lengthy, unpleasant discussion tend to occur as a result of not
addressing problems early on.
Error #4: A Non-Progressive Approach
Related to the previous point (Error #3) is the issue of progressiveness, or lack of it.
Progressive discipline starts with the least possible use of power and disciplinary action,
and over time, will involve stronger actions, if the situation continues.
• Managers who delay disciplinary action tend to wait until action must be taken, when
the situation has become so severe that it must be addressed immediately. Often the
manager feels the need to apply harsh sanctions, because, perhaps the inappropriate
behavior has become more extreme.
• Non-progressive measures (harsh initial action), when applied to a long time, but not
addressed problem, often seem too harsh to the employee, and on occasion, by their
coworkers.
• A key here is to start with least forceful action as early as possible, unless of course the
offense is so severe that it requires immediate harsh action.
Error #5: Missing Root Causes
• It is understandable when beleaguered and frustrated managers/ supervisors "lay down
the law" to a problem employee. In some cases, a problem employee may require this
kind of approach particularly if he has the skills to do what is desired, but have not been
applying the skills for one reason or another, related to motivation. But in many situations,
exhortation, threats, or an offer of positive rewards may have little effect on behavior,
simply because the supervisors does not address the root causes of the problem, and
leave the employee "on his own" to figure out a solution.
• Sometimes an employee is not succeeding because he lacks the skills (even if he is not
aware of the skill deficit). Sometimes an employee is not succeeding because he has
underlying personal or psychological problems. And, sometimes an employee is not
succeeding because the system in which s/he works is not set up to engineer success.
• Without knowing the root causes underlying a performance problem it will be difficult
to work with an employee to improve that performance.
Ron Jasniowski gave his Leadership Tips on disciplining employees.
Why do employees misbehave in the workplace, when they know better? Once
we know why they misbehave, we are better able to implement employee discipline.
People do what they feel is to their best interest (even if others around them clearly
see their behavior is self-destructive). For some reason they feel it is in their best interest to
perform poorly. This answers why they underperform and reveals part of the solution.
So, how do we get employees who deliberately misbehave to change? While that
can be difficult, it is being done. Character-Based Correction is one of the best ways to
get lasting change. For major infractions and repeated violations, use the following steps:
• Act the day you hear of the incident. Time minimizes the offense to both the
offender and the manager.
• Don't begin correction with praise. This sends mixed signals and causes
employees to dread future appreciation. But it's good to end with some words of hope.
• Prepare your heart by remembering the goal is long-term restoration and not to
vent your frustration.
• Explain and encourage the practice of a positive character trait. Such as
discretion for employees who verbalize a bad attitude. Thoroughness for employees with
poor quality issues. Punctuality for employees who are tardy too often. Most people want
to please their manager. It is the manager's responsibility to make sure each employee
has a clear understanding of what good performance is.
• With a spirit of caring, convince them poor performance is not in their best
interest and that correction is in their best interest. This is key for lasting change! Long-term
change will not take place without this.
• Administer appropriate consequences. If employees repeatedly violate policies,
it's because you let them.
• Finally, restore the relationship. At this point there may be some risk of severing
the relationship. If you notice the employee correcting his/her behavior, express your
appreciation for it. Recognition for doing something right may be all it takes to get that
employee to buy in to lasting change for the rest of their life!
Because employee discipline isn't pleasant for either party, some managers prefer
to ignore it. But once correction takes effect, both parties can take pride in the results!
"Nothing has a greater impact on success or failure than the outward expression
of inner character." Ron Jasniowski,
For one to master the so called "disciplining employees", he should know well his
employees. Roy Posner's various traits that make up
human being can be a great help for a manager in a certain issue concerning
employees. The table below shows these traits. They are the traits of human
consciousness; or perhaps we can call them the endowments of human character, or
simply character or personality traits. They are grouped within the categories of an
individual's (1) attitudes, (2) miscellaneous attributes, (3) social endowments, and (4) skills.
Each trait is shown in two ways; how it manifests in a positive way in a person, and how it
manifests negatively in a person.
If, for example, you decide you want to improve your attitudes or other aspects of
your being, you can reference this table to discover which items you might want to
improve on. Also note that at the end of the table are other ways of looking at the traits
of human consciousness, including subdividing them at three planes -- physical, vital, and
mental; divided in ways that relate to one's success and accomplishment in life,
breakdown of traits among human values, and so forth. This is an even more advanced
knowledge. Trait-Positive
Trait-Positive
Trait-Negative
Attitudes
accepts authority, loyal, devoted
Rebellious
accepts what's given
ignores, rejects what's given
affectionate
distant, cold, aloof
aspiring, ambitious, motivated
self-satisfied, unmotivated
candid
closed, guarded, secretive
caring
uncaring, unfeeling, callous
change; accepts, embraces
rejects change
cheerful
cheerless, gloomy, sour, grumpy
considerate, thoughtful
inconsiderate, thoughtless
cooperative
uncooperative, unhelpful, cooperative
combative
courageous
cowering, fearful
courteous
rude, impolite
decisive
Indecisive
devoted
uncommitted, uncaring, hostile
determined
indecisive, unsure
does what is necessary, right
does what is convenient
Perseveres, endure
Relent, gives up
Enthusiastic
unenthusiastic, apathetic, indifferent
Expansive
kept back, tight, constricting
Faith in life
Life can't be trusted
Faith in oneself
Lack of faith in self
Faith in other
Others can't be relied on
Flexible
Inflexible, rigid, unbending
Forgiving
Unforgiving, resentful, spiteful
Focused
Unfocused, scattered
Freedom giving to others
Authoritarian, controlling
Friendly
Unfriendly, distant, aloof, hostile
Frugal. thrifty
Wasteful, spendthrift
Generous
Stingy, miserly, selfish
Goodwill
Ill-will, malice, hatred
Grateful
Ungrateful, unappreciated
Hard working
Lazy
Honest
Dishonest, deceiving, lying
Humble
Arrogant, conceited, egocentric
Interested
Indifferent, uncaring
Involved
Complacent, indifferent
Jealous, not
Jealous, envious, covetous
Kind
Unkind, uncaring, cruel, mean
mature
Immature
Modest
Vain
Open-minded, tolerant
Narrow, close, small-minded, intolerant
Optimistic
Pessimistic
Perfects
Allow imperfection
Persistent, sustaining
Flagging, fleeting, unsustaining
Positive
Negative
Practical
Impractical, not viable
Punctual
Late, not on time
Realistic
Naive, impractical
Reliable
Unreliable, undependable
Respectful
Disrespectful, rude, impolite
Responsibility; takes-
Blame other
Responsible
Unreliable, undependable
Responsive
Unresponsive, unreceptive
Self-confidents
Lack of self confidence, insecure
Self-directed
Directed by external
Self-disciplined
Undisciplined, unrestrained, indulgent
Self-esteem, high
Self-esteem, confidence-low
Self-giving
Self-centered
Self-reliant
Dependent
Selfless
Selfish
Sensitive
Insensitive, indifferent
Serious
Silly, trivial, pretty
Sincere
Insincere, dishonest
Social independence
Social approval required
Sympathetic
Unsympathetic, disorganized, disorderly,
random
Takes other point of view
Insist on own view
Thoughtful toward others
Thoughtless, inconsiderate, callous
Trusting
Suspicious, mistrusting
Unpretentious
Pretentious, affected, ostentatious
Unselfish
Selfish
Wiling does, willingness
Unwilling, reluctant, recalcitrant
Work oriented
Convenience firts
Terminating Employee
No supervisors would actually like or enjoy terminating employees. An involuntary
termination of employment is a double failure since it shows that the employee could not
meet the needs and expectations of the employer and it also demonstrates that the
employer may not have done what was needed in the hiring process and in managing
the person once hired.
The following are generally TIPS that apply only after the decision has been fully
made to fire an employee.
There are a few key attitudes and warnings to keep in mind when dealing with
firing or terminating an employee.
• Terminating an employee is likely the most stressful and definitive act possible in
the workplace. It is stressful for you, for the employee, and for those around you. People
will be watching how you handle this situation because they will most likely be thinking "Is
that how I would want to be treated if I were being fired?"
Those higher in your organization will note how you handled the stress, how
effective you were, and how you got this tough job done. It is a test of your capability in
a very difficult and challenging area, and how you handle a termination will say a lot
about you.
• Have a plan in place for terminating employees if in case you have to terminate
someone at any time.
Consider the following suggestions
1. Utilize the Back Up of the Management
Your Human Resources Department and your supervisor should be consulted and
utilized as much as possible during this entire process. Seek out and use any help that is
available and appropriate within your organization.
For example, it is usually best to have the help of another person during the actual
termination interview. They should be present to be a witness and to take notes. Their
primary purpose for being there is to observe and document the proceedings, but they
may also be there to lend support, if necessary, in the appropriate manner decided upon
in advance.
Offer the employee who is going to be notified of the decision an opportunity to
have someone with them at the meeting if that is practical given the circumstances. The
more comfortable everyone can be the better off everyone will be.
If security is a potential issue be sure to utilize any security personnel you may have
in your organization. If there are no security personnel at your job site then have a plan
for others to be available to help you if necessary. Have them close by but not in the
meeting room. This is not a Court Room where the decision is handed down and then the
person is hauled off. Remember to protect the self-respect of the employee being
terminated.
Don't do it alone and take advantage of every means of support you can possibly
use during this procedure. If possible, consider paying for a reputable out-placement firm
or human resources/labor relations consultant to be onsite and help with the
proceedings.
2. Plan the logistics: Where, When, How long, etc.
Where: Where will the meeting be held? Tip:
A neutral location is best. Not in your office, not in theirs, not in public. A neutral
conference room, meeting room, or unoccupied lunchroom etc. is usually the best.
Schedule the time and make sure there are no conflicts in the schedule.
When: What time of day and what day of the week?
Suggestion: Advice varies, but many professionals agree that the meeting should
probably take place in the early to late afternoon (but not at the end of the day) and in
the middle of the week. Try to hold the termination meeting at a time and location that
will not parade the employee through the job site at a peak period.
Mid-week terminations will allow the employee to reach out for legal or other
advice they may need to help them cope during the week. It will not leave them in a
situation where they are facing a weekend of going over things in their mind without
being able to seek help.
Note: Avoid firings around holidays or birthdays etc. unless it is critical the employee move
on waiting a day or so will reduce the trauma or the termination.
How Long: How long will the meeting last?
Suggestion: Between 5 and 15 minutes is considered optimal. The purpose of this
meeting is to inform the employee of the decision, not to debate it or review it. If the
basic information is prepared in advance, including written materials, then the job can
be done in a relatively short period of time. Most professionals agree that shorter is better.
If the employee wants to debate the decision ask them to use the grievance
procedure or to write you a letter after they have thought it over for a day or so. No inperson debates, but a letter lets them have their 'last word" if that will help them get
through the process.
Who Will Be There?
Suggestion: Try to get another supervisor or HR person to be in attendance as a
witness and to take contemporaneous notes. Other than that, make sure that there are
no other people in the room at the time unless the employee themselves have asked
someone to come with them. No groups - a limit of four is appropriate.
Getting In And Out: How will I arrive at and leave the meeting?
Suggestion: Try to make sure that you can exit the interview gracefully and at the
time of your own choosing. You don't want to be stuck in a situation where the employee
won't leave when you want them to, or where you have to walk out of a situation where
things have not been resolved and you have to “escape".
Plan what you will do when it is time to leave and stick with the plan. Tell the employee
up front that you have another appointment in about 15 minutes. Inform them that you
wanted them to be treated with respect by a prompt notification of the decision. Again,
invite the employee to write you a letter or use the grievance process if they wish to vent.
What Happens With The Employee: Where will they go after the interview?
Suggestion: Have a plan for where the employee will go or what they will do after
the interview. If there is a security risk prepare for the necessary precautions, such as
having the person escorted off the premises. If there is no security risk consider whether
the person will leave the job site immediately, or whether they will gather their belongings
etc from their work location.
Follow your organization's procedures to the letter.
Don't leave the employee hanging and have a detailed plan in place for their
activity after the interview. Ask them if they would like some help from another employee
of their choosing with final tasks, and if they do make it happen.
3. Expect the Unexpected
In preparing for the interview, go over anything you can think of that might throw
you for a loop,
Try to anticipate any questions and prepare your answers. If you go through
possible scenarios you will feel more comfortable facing this situation. Think about what
can go wrong, and how to diffuse it.
Here are some examples:
• The employee starts to cry.
• The employee will not answer a question.
• The employee continually "does not understand".
• The employee "demands" to talk to someone else.
• The employee stands up or starts to walk around.
• The employee threatens you.
• The employee will not listen to you.
Ideally termination should never come as a surprise to the employee, and this
should reduce the risk of unexplained or unanticipated behavior. However, part of being
prepared, both psychologically and physically, is to know what you would do if the
"unexpected" happens.
4. Prepare Yourself Emotionally
Before the meeting allow some time to review your notes and get yourself together
emotionally. Breathe fully, try to relax, and set up your expectation to succeed.
It is best to contain regret, anger, frustration, sadness, or other emotions. Stick to
the tone and purpose of this meeting, both factually and emotionally.
Prepare yourself to respond so that if the employee gets argumentative or
defensive that you keep your responses measured and factual.
If possible, prepare to observe your own emotions and behavior during the
meeting and use it as a learning experience.
Allow yourself time to process your own emotions and the results of the meeting
without being rushed or distracted. Briefly express your emotion to a fellow supervisor
since verbalizing will often help move the emotions along (Boy I hate this part of my job
etc.).
This can be a valuable process and learning situation, utilize it to its fullest potential.
5. Control the Interview
From the moment you contact the employee for the interview until the moment
you depart your goal should be to control the interview. By "control" we mean that you
direct the course interview and dictate its timing and outcome.
Of course this is idealized. If you are lucky and well prepar the interview will go
according to plan and you will be in control If the interview goes off the rails it is because
you let it.
You have covered the logistical elements in your preparation for the interview so
this should go a long way towards controlling the interview.
However, there are other elements that are involved in keeping control of the
interview such as the following:
✓ Decide what "tone" will you set and stick to it. It is usually advisable to set a positive
tone if possible. This means that you can present the situation (in your overall tone, tone
of voice, choice of words, etc.) as one of a necessary decision that is the best for both
parties (since you know work has not been going well for some time etc.). If the employee
does not agree with this, you can still maintain that "tone” for the meeting anyway and
still maintain control of this factor throughout the meeting. A firm but courteous tone is
often the most effective under the circumstances. Do not be distracted from your "script"
of how the meeting must progress.
✓Decide how much time will be spent on each segment of the interview. Allocate a
certain amount of time for each part of the interview, such as the introductory words you
use, the time spent on signing any papers or discussing any documentation involved, and
how long you allow the employee to talk in any given segment.
✓ Decide how to end the interview. If possible, conclude the meeting with a handshake
and a sincere wish that the employee will do well in the future. You can also reaffirm your
organization's willingness to provide transition tools to the employee if appropriate.
✓Decide in advance that you will be prepared and do your best to maintain control
throughout the interview. Be open to the possibility that things may not go exactly as you
planned them to, but expect to succeed.
6. Give Clear Explanations
Make sure that any release or other paperwork involved with the termination is
written in plain, understandable language.
If documents are written in confusing legal jargon it is still necessary for the
employee to fully understand it.
Any explanations about the details surrounding the termination, such as exactly
when the termination is effective, what the severance pay will be, when they can expect
their last check, what services are available to them to make the transition, etc. should
be stated clearly, definitively and in easily understandable language.
7. Be Professional
While you can't control an employee's actions, you can maintain a positive and
professional attitude that may help prevent any bitterness
Keeping the tone of a termination meeting positive can avoid creating a tense
atmosphere that may make your employee resentful and more likely to resort to (at best)
legal action or (at worst) a hostile rampage.
Have everything ready and in order, and move smoothly from one part of the
meeting to the next.
Be organized and follow a script if possible.
Have all paperwork ready to sign, a check for the employee if appropriate, and
all logistical elements in line ready to go. Don't forget that letter confirming what postemployment benefits the employee will be eligible for. Make it clear that only items in the
letter are available in post-employment.
Being prepared and keeping a controlled and respectful tone will likely be the
most important elements in conducting yourself professionally in a termination meeting.
8. Respond to the Employee as a Person
Don't overlook the fact that you are dealing with a person in a potentially volatile
situation. Being prepared helps, that way you can look at the other person and respond
appropriately to however they might react.
Think about THEM, and not strictly about what YOU are going to do or are doing.
Think about the employee as a person.
Look the employee in the eye.
Watch your tone of voice when speaking.
Take time to listen to what they say and pause before you speak in response.
Even though you are in control of the interview, respond appropriately based on
the situation, not just what you have in your plan. You can be compassionate, yet
forceful, and you can be empathetic without being apologetic.
Remember, you are dealing with a person, another human being. It is often our
tendency to make someone or something an abstraction if we are trying to remove
ourselves from a difficult situation and this can lead to shutting the other person out, or
not being responsive to their actual behavior.
Try not to let the unpleasantness of the situation lead to treating the employee as
an abstraction, or a nuisance.
When they are in front of you in this meeting do your best to treat them like a
human being who deserves your respect and humanity.
9. Congratulate Yourself: Review Your Performance and Move On
After you have completed terminating the employee you can review the situation
and your own performance.
Whatever happened in this whole process you can learn from it and move on.
Assess the situation and how you did, and incorporate what you learned into your arsenal
of skills to use in the future.
Talk to your colleagues, supervisor or a group of other managers to debrief. This
will give you a chance to talk about the feelings that you experienced and to hear the
reactions of the others involved.
Congratulate yourself for confronting and working through a difficult situation.
Learn what you can, reward yourself for what you did right, and move on.
10. Some Do's and Don'ts
Here are a few more suggested "Do's" for terminating an employee:
• Terminate in the first ten minutes of the conversation. Avoid a long build-up to soften
the blow because this will often only confuse and cloud the message.
• Be clear and answer questions. Make sure the employee understands that they're being
terminated. Once you've
explained the situation, let the employee ask questions.
• Let your employee respond. Let the employee speak his mind. Acknowledge any valid
points and tell the employee that you appreciate his input and candidness.
• End on a positive note. Thank the employee for his contributions and wish him luck in
the future. When the meeting is over, stand up and shake his hand.
• Expect the best out of yourself, this situation, and the response of the employee.
• Rehearse what you will say and how you conduct the meeting if possible.
• Put yourself in the employee's shoes, then do what you feel is right.
• Specify clearly why the employee is being terminated and the effective date and time
of the termination.
• Inform the employee of any rights or entitlements that he may have coming
• Ensure the return of any property that is the employers.
• Cover all areas of security, including computer passwords, access to company
property or data, and physical security of the job site and other employees.
• Ask the employee if he or she understands the reasons for the termination.
• Focus your discussion on performance related issues.
• Arrange for the employee to remove personal effects in private.
• If possible, offer the employee an opportunity to resign.
• Document the termination conference.
Here are a few more suggested "Dont's" for terminating an employee:
• Don't give employees false hope and say you'll help them find a job.
• Don't say, "I'm sure you're not going to have any trouble.
• " Don't pass the buck and say this firing was not your idea.
• Don't give platitudes and say, "You'll feel better when you sleep on it."
• Don't say, "I feel really bad about this." Saying these things on makes the situation worse
• Don't get defensive.
• Don't interrupt, contradict or try to defend yourself or th company. Arguing will only
create resentment and frustration on the part of the employee.
• Don't assess blame or make apologies. There's no reason to blame the employee or the
company for the termination. Just explain that the company's needs don't match the
employee's particular skills.
• Don't apologize, you can express regret that the employment relationship didn't work
out, but don't apologize.
• Don't debate with the employee. Give honest answers, but don't debate.
• Don't make value judgments or attempt to analyze the reasons for dismissal. Cite the
reasons briefly and factually.
• Don't take responsibility for the failure. You may want to simply express regret that the
opportunity did not work out.
• Don't use words like "incompetent" or "dishonest”. Focus on performance.
• Don't offer advice. Listen respectfully, but don't offer advice or recriminations.
• Don't discuss the termination with anyone other than the employee and those directly
involved.