Aligning Individual and Team Performance
Assessing Your Work Climate
The Gallup Organization released findings from a multi-year effort analyzing the relationships
between employee attitudes and critical business outcomes, including revenue, profitability,
customer loyalty, and employee retention. The study based on more than 100,000 employees
from 2,500 business units in 12 industries, in over 400 companies. It identified these employee
attitudes as paramount in managing and improving the workplace. Check off those that are
true, first for yourself, then for your staff.
Yourself
Your Staff
_____
_____
1) I know what is expected of me at work.
_____
_____
2) I have the materials and equipment I need to do my work right.
_____
_____
3) At work, I have the opportunity to do what I do best every day.
_____
_____
4) In the past few weeks, I have received recognition or praise for
doing good work.
_____
_____
5) My supervisor, or someone at work, seems to care about me as
a person.
_____
_____
6) There is someone at work who encourages my development.
_____
_____
7) At work, my opinions seem to count.
_____
_____
8) The mission/purpose of my unit/department make me feel my
job is important.
_____
_____
9) My co-workers are committed to doing quality work.
_____
_____
10) I have a close friend at work.
_____
_____
11) In the last six months, someone at work has talked to me
about my progress.
_____
_____
12) This last year, I have had opportunities at work to learn and
grow.
Additional Comments:
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Aligning Individual and Team Performance
Team Relationships
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Team-player ability
Cooperativeness
Team-player style
Personality traits
An aspect of team dynamics is the way in which members interact. As a team develops, its
members take on roles that include both task and process. For a team to be successful, it’s
important that team members understand and assume these different roles at the right time.
Task roles are concerned with the “what” and “why,” activities that help complete the team’s
task. The process roles are concerned with the “how,” roles that contribute to the cohesiveness
of the team. Listed are the common roles seen on teams.
Task Roles
The Initiator – Contributor
The Information Seeker
The Opinion Seeker
The Information Giver
Process Roles
The Opinion giver
The Elaborator
The Encourager
The Harmonizer
The Compromiser
The Gatekeeper and Expediter
The Standard-Setter or Ego Ideal
The Group Observer and Commentator
The Orientor
The Evaluator - Critic
The Energizer
The Procedural Technician
Formal Team Roles
Leader
Recorder
Scribe
Members
Timekeeper
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Team Member Roles
Task Roles
The Initiator – Contributor
Suggests or proposes to the group new ideas or a changed way regarding a problem or goal.
The novelty proposed may take the form of suggestions of a new group goal or a new definition
of the problem, a suggested solution or some way of handling a difficulty that the group
encountered, a proposed new procedure, or a new way of organizing the group for the task
ahead.
The Information Seeker
Asks for clarification of suggestions made in terms of the factual adequacy for authoritative
information and facts pertinent to the problem being discussed.
The Opinion Seeker
Asks not just for the facts, but for a clarification of the values pertinent to what the group is
undertaking or of values involved in a suggestion made or an alternative suggestion.
The Information Giver
Offers facts or information, which are authoritative or relates their own experiences that are
relevant to the group’s problem.
Process Roles
The Opinion Giver
States their belief or opinion pertinent to a suggestion made or to an alternative suggestion.
The emphasis is on their proposal of what should become the group’s view of pertinent values
not primarily upon relevant facts or information.
The Elaborator
Spells out suggestions in terms of examples or developed meanings, offers a rationale for
suggestions previously made and tries to deduce how an idea or suggestion would work if
adopted by a group.
The Encourager
Praises, agrees with, and accepts the contributions of others. They indicate warmth and
solidarity in their attitude toward other group members, offer commendation and praise in
various ways, indicates understanding and acceptance of others points of view, ideas and
suggestions.
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The Harmonizer
Mediates the differences between other members, attempts to reconcile disagreements,
relieves tension in conflict situations through jesting or pouring oil on troubled waters.
The Compromiser
Operates from within a conflict in which their ideas or position is involved. They may offer
compromise by yielding status, admitting their error by disciplining themselves to maintain
group harmony, or “coming half way” in moving along with the group.
The Gatekeeper and Expediter
Attempts to keep communication channels open by encouraging and facilitating the
participation of others (“We haven’t gotten the idea of ‘x,’ yet”) or by proposing regulation of
the flow of communication (Why don’t we limit the length of our contributions so that
everyone will have a chance to contribute?)
The Standard-Setter or Ego Ideal
Expresses standards for the group to attempt to achieve in its functioning, or applies standards
in evaluating the quality of the group process.
The Group Observer and Commentator
Keeps records of various aspects of group process and feeds such data with proposed
interpretations into the group evaluation of its own procedures
The Orientor
Defines the position of the group with respect to its goals by summarizing what has occurred,
points to departures from agreed upon directions or goals, or raises questions about the
direction which the group discussion is taking.
The Evaluator - Critic
Subjects the accomplishment of the group to some standard or set of standards of group
functioning in the context of the group task. Thus, they may evaluate or question the
“practicality”, “the logic”, “the facts”, or “the procedures” of a suggestion or of some unit of
group discussion.
The Energizer
Prods the group to action or decision. Attempts to stimulate or arouse the group to “greater” or
“higher quality” activity.
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The Procedural Technician
Expedites group movement by doing things for the group – performing routine tasks (i.e.,
distributing materials), or manipulating objects for the group (i.e., rearranging the seating or
running the recording machine)
Formal Team Roles
Leader
Person responsible for managing the agenda and keeping the process moving forward; this can
be a designated person or a position rotated among committee members.
Recorder
Person who takes minutes; this can be a designated position or rotated among committee
members.
Scribe
When needed, this person records group ideas, brainstorms, etc. on the board or flipchart to
provide a useful visual reference for all committee members.
Members
All participants, regardless of the role they play, are still expected to be contributing members
of the committee.
Timekeeper
A person who gives frequent time checks throughout the meeting on the amount of time left
on either a single agenda item or on the whole agenda.
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Aligning Individual and Team Performance
High Performance Staff Meetings
Participation Formats
Open Discussion
What it is: unstructured, conversational way of talking in groups
Pros: easy, takes no special training
Cons: Conversation can meander, high talkers can dominate
Facilitator must know: how to balance who talks when, and when to move on
Presentations and Reports
What it is: Assigned reports/presentations made by group members
Pros: Straightforward, organized way to bring information to a group
Cons: relies on speaker to be clear and concise if the groups’ attention is to be maintained.
Long presentations can limit interaction and group energy
Facilitator must know: how and when to intervene and help the speaker if group members are
not engaged
Smaller groupings
What it is: breaking a larger group into smaller subgroups or pairs
Pros: gives more people a chance to participate, good for subdividing a complex topic
Cons: can be time consuming, can feel contrived is not used at the right time
Facilitator must know: when smaller groups would be appropriate, how to assign subgroups
clearly
Round Robin
What it is: a structured way of going around a group, having each person speak in turn
Pros: gives equal air time, good for diffusing tension or for closing meetings
Cons: can feel too controlling, stifle free flow of discussion
Facilitator must know: when round robins would be appropriate
Brainstorming
What it is: quick generating of ideas recorded via a scribe and chart paper
Pros: generates a quantity of ideas quickly, can give some structure to an unwieldy topic
Cons: is not a replacement for discussion, just an enhancement
Facilitator must know: how to set up a brainstorm, keep group from jumping ahead, how to
debrief
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Multi-tasking
What it is: dividing a group into committees and assigning different tasks to each committee
Pros: simultaneous efforts can move a group through a task more quickly
Cons: only works if committees are able to function independently
Facilitator must know: appropriate topics and formats for multi-tasking, how to debrief
Individual Writing
What it is: quiet time for group members to write down their thoughts or ideas individually
Pros: gives members time to collect thoughts or feelings, can quick-start the first draft of a
written document
Cons: as with any structured activity, can be perceived as over-controlling if used
inappropriately
Facilitator must know: how to structure and debrief
Computer Assisted Meetings
What it is: meeting via networked computers or laptops, using some for of group software
Pros: members can work remotely, can sometimes be anonymous, works well for idea
collection
Cons: does not generate the same team cohesion as face to face meetings, not everyone is able
to articulate themselves via keyboard
Facilitator must know: how to serve as moderator, conversant with special software, be aware
of limitations of this format
Straw Man Technique
What it is: providing a draft document or model for a group to dissect in the startup of a project
Pros: useful when group is having trouble articulating what they want to do (but know what
they don’t want)
Cons: won’t work if the group is unwilling to disagree with the straw man for fear of offending
the author
Facilitator must know: enough about the topic to create a viable rough draft
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Aligning Individual and Team Performance
Brain Teasers
Complete as many of the following as you can in 3 minutes.
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Performance Evaluation
Suggested Language for “Comments”
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Initiates conversations with coworkers to help them resolve concerns
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Makes himself/herself easily accessible to coworkers
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Makes it easy for others to be candid with him/her
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Makes it easy for others to acknowledge that they lack knowledge
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Makes it easy for others to inform him/her about problems
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Does not put others down with behaviors like sarcasm or ridicule
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Gives full attention to others when they are speaking
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Shows sensitivity to the feelings of others
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Emphasizes problem solving rather than people blaming
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Encourages mutual, two-way communication
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Develops a full understanding of the problem before attempting to solve
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Requests opinions of others before expressing his/her own
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Helps others identify problems accurately for themselves and helps them find
solutions
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Serves as a resource for new ideas
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Helps others understand the political issues that must be taken into account in
making decisions
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Helps others understand the organizational history behind issues and problems
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Helps others to become sensitive to the aspects of the organization’s culture
that affect their success
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Takes personal responsibility in managing work (career)
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Willing to take on more difficult tasks
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Develops strategies to improve their performance
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Emphasizes improvement in the future rather than failure in the past
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Aligning Individual and Team Performance
Try Feedforward Instead of Feedback
Marshall Goldsmith - Adapted from Leader to Leader, Summer, 2002
Providing feedback has long been considered to be an essential skill for leaders. As they strive
to achieve the goals of the organization, employees need to know how they are doing. They
need to know if their performance is in line with what their leaders expect. They need to learn
what they have done well and what they need to change.
Traditionally, this information has been communicated in the form of “downward feedback”
from leaders to their employees. Just as employees need feedback from leaders, leaders can
benefit from feedback from their employees. Employees can provide useful input on the
effectiveness of procedures and processes and as well as input to managers on their leadership
effectiveness. This “upward feedback” has become increasingly common with the advent of
360° multi-rater assessments.
But there is a fundamental problem with all types of feedback: it focuses on a past, on what has
already occurred—not on the infinite variety of opportunities that can happen in the future. As
such, feedback can be limited and static, as opposed to expansive and dynamic.
Over the past several years, I have observed more than ten thousand leaders as they
participated in a fascinating experiential exercise. In the exercise, participants are each asked to
play two roles. In one role, they are asked provide feedforward —that is, to give someone else
suggestions for the future and help as much as they can. In the second role, they are asked to
accept feedforward—that is, to listen to the suggestions for the future and learn as much as
they can. The exercise typically lasts for 10-15 minutes, and the average participant has 6-7
dialogue sessions. In the exercise participants are asked to:
 Pick one behavior that they would like to change. Change in this behavior should
make a significant, positive difference in their lives.
 Describe this behavior to randomly selected fellow participants. This is done in
one-on-one dialogues. It can be done quite simply, such as, “I want to be a better
listener.”
 Ask for feedforward—for two suggestions for the future that might help them
achieve a positive change in their selected behavior. If participants have worked
together in the past, they are not allowed to give ANY feedback about the past.
They are only allowed to give ideas for the future.
 Listen attentively to the suggestions and take notes. Participants are not allowed
to comment on the suggestions in any way. They are not allowed to critique the
suggestions or even to make positive judgmental statements, such as, “That’s a
good idea.”
 Thank the other participants for their suggestions.
 Ask the other persons what they would like to change.
 Provide feedforward - two suggestions aimed at helping them change.
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
Say, “You are welcome.” when thanked for the suggestions. The entire process
of both giving and receiving feedforward usually takes about two minutes.
Find another participant and keep repeating the process until the exercise is stopped.
When the exercise is finished, I ask participants to provide one word that best describes their
reaction to this experience. I ask them to complete the sentence, “This exercise was …”. The
words provided are almost always extremely positive, such as “great”, “energizing”, “useful” or
“helpful.” The most common word mentioned is “fun!”
What is the last word that most of us think about when we receive coaching and developmental
ideas? Fun!
Ten Reasons to Try Feedforward
Participants are then asked why this exercise is seen as fun and helpful as opposed to painful,
embarrassing or uncomfortable. Their answers provide a great explanation of why feedforward
can often be more useful than feedback.
1. We can change the future. We can’t change the past.
Feedforward helps people envision and focus on a positive future, not a failed past. Athletes
are often trained using feedforward. Racecar drivers are taught to, “look at the road, not the
wall.” Basketball players are taught to envision the ball going in the hoop and to imagine the
perfect shot. By giving people ideas on how they can be even more successful, we can increase
their chances of achieving this success in the future.
2. It can be more productive to help people be “right,” than prove they were “wrong.”
Negative feedback often becomes an exercise in “let me prove you were wrong.” This tends to
produce defensiveness on the part of the receiver and discomfort on the part of the sender.
Even constructively delivered feedback is often seen as negative as it necessarily involves a
discussion of mistakes, shortfalls, and problems. Feedforward, on the other hand, is almost
always seen as positive because it focuses on solutions.
3. Feedforward is especially suited to successful people.
Successful people like getting ideas that are aimed at helping them achieve their goals. They
tend to resist negative judgment. We all tend to accept feedback that is consistent with the way
we see ourselves. We also tend to reject or deny feedback that is inconsistent with the way we
see ourselves. Successful people tend to have a very positive self-image. I have observed many
successful executives respond to (and even enjoy) feedforward. I am not sure that these same
people would have had such a positive reaction to feedback.
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4. Feedforward can come from anyone who knows about the task.
It does not require personal experience with the individual. One very common positive reaction
to the previously described exercise is that participants are amazed by how much they can
learn from people that they don’t know! For example, if you want to be a better listener,
almost any fellow leader can give you ideas on how you can improve. They don’t have to know
you. Feedback requires knowing about the person. Feedforward just requires having good ideas
for achieving the task.
5. People do not take feedforward as personally as feedback.
In theory, constructive feedback is supposed to “focus on the performance, not the person”. In
practice, almost all feedback is taken personally (no matter how it is delivered). Successful
people’s sense of identity is highly connected with their work. The more successful people are,
the more this tends to be true. It is hard to give a dedicated professional feedback that is not
taken personally. Feedforward cannot involve a personal critique, since it is discussing
something that has not yet happened!
6. Feedback can reinforce personal stereotyping and negative self-fulfilling prophecies.
Feedforward can reinforce the possibility of change. Feedback can reinforce the feeling of
failure. How many of us have been “helped” by a spouse, significant other or friend, who seems
to have a near-photographic memory of our previous “sins” that they share with us in order to
point out the history of our shortcomings. Negative feedback can be used to reinforce the
message, “this is just the way you are”. Feedforward is based on the assumption that people
can make positive changes in the future.
7. Face it! Most of us hate getting negative feedback, and we don’t like to give it.
I have reviewed summary 360° feedback reports for over 50 companies. The items, “provides
developmental feedback in a timely manner” and “encourages and accepts constructive
criticism” almost always score near the bottom on co-worker satisfaction with leaders.
Traditional training does not seem to make a great deal of difference. If leaders got better at
providing feedback every time the performance appraisal forms were “improved”, most should
be perfect by now! Leaders are not very good at giving or receiving negative feedback. It is
unlikely that this will change in the near future.
8. Feedforward can cover almost all of the same “material” as feedback.
Imagine that you have just made a terrible presentation in front of the executive committee.
Your manager is in the room. Rather than make you “relive” this humiliating experience, your
manager might help you prepare for future presentations by giving you suggestions for the
future. These suggestions can be very specific and still delivered in a positive way. In this way
your manager can “cover the same points” without feeling embarrassed and without making
you feel even more humiliated.
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9. Feedforward tends to be much faster and more efficient than feedback.
An excellent technique for giving ideas to successful people is to say, “Here are four ideas for
the future. Please accept these in the positive spirit that they are given. If you can only use two
of the ideas, you are still two ahead. Just ignore what doesn’t make sense for you.”
With this approach almost no time gets wasted on judging the quality of the ideas or “proving
that the ideas are wrong”. This “debate” time is usually negative; it can take up a lot of time,
and it is often not very productive. By eliminating judgment of the ideas, the process becomes
much more positive for the sender, as well as the receiver. Successful people tend to have a
high need for self-determination and will tend to accept ideas that they “buy” while rejecting
ideas that feel “forced” upon them.
10. Feedforward can be a useful tool to apply with managers, peers and team members.
Rightly or wrongly, feedback is associated with judgment. This can lead to very negative
unintended consequences when applied to managers or peers. Feedforward does not imply
superiority of judgment. It is more focused on being a helpful “fellow traveler” than an
“expert”. As such it can be easier to hear from a person who is not in a position of power or
authority. An excellent team building exercise is to have each team member ask, “How can I
better help our team in the future?” and listen to feedforward from fellow team members (in
one-on-one dialogues.)
Summary
In summary, the intent of this article is not to imply that leaders should never give feedback or
that performance appraisals should be abandoned. The intent is to show how feedforward can
often be preferable to feedback in day-to-day interactions.
Aside from its effectiveness and efficiency, feedforward can make life a lot more enjoyable.
When managers are asked, “How did you feel the last time you received feedback?” their most
common responses are very negative. When managers are asked how they felt after receiving
feedforward, they reply that feedforward was not only useful, it was also fun!
Quality communication—between and among people at all levels and every department and
division—is the glue that holds organizations together. By using feedforward—and by
encouraging others to use it—leaders can dramatically improve the quality of communication in
their organizations, ensuring that the right message is conveyed, and that those who receive it
are receptive to its content.
The result is a much more dynamic, much more open organization—one whose employees
focus on the promise of the future rather than dwelling on the mistakes of the past.
http://www.marshallgoldsmith.com/
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101 WAYS TO CELEBRATE PEOPLE
In tight financial times, ongoing, meaningful rewards and recognition provide an effective, low
cost way of raising morale and encouraging higher levels of performance. Here are 101 ideas to
help you embed employee recognition into your everyday work.
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1.
Create a Hall of Fame wall with photos of outstanding employees.
2.
Give employees time off to give blood.
3.
Arrange for a team to present the results of its efforts to upper management.
4.
Encourage, enable and empower staff to excel.
5.
Plan a surprise picnic.
6.
Answer your assistant’s telephone for a day.
7.
Encourage and recognize staff who pursue continuing education.
8.
Post a thank you note on an employee’s door.
9.
Wash the employee’s car in the parking lot during the lunch hour.
10.
Create and post an “Employee Honor Roll” in reception area.
11.
Acknowledge individual achievements by using employee’s name when preparing a
status report.
12.
Make a photo collage about a successful project that shows the people that worked on
it, its stage of development and its completion and presentation.
13.
Bring an employee bagged lunches for a week.
14.
Find out the person’s hobby and buy an appropriate gift.
15.
Make a thank-you card by hand.
16.
Cover the person’s desk with balloons.
17.
Make and deliver a fruit basket.
18.
Inscribe a favorite book as a gift.
19.
Establish a place to display memos, posters, photos and so on, recognizing progress
towards goals and thanking individual employees for their help.
20.
Swap a task with an employee for a day – his/her choice.
21.
Establish a “Behind the Scenes” award specifically for those whose actions are not
usually in the limelight.
22.
Give the person a copy of the latest best-selling management or business book or a
subscription to a trade magazine.
23.
Nominate the employee for a University formal award program (UMatter or Workplace
Award).
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24.
Keep in mind that managers should serve as coaches to indirectly influence rather than
demand desired behavior.
25.
Take time to explain to new employees the norms and culture of your department.
26.
Give special assignments to people who show initiative.
27.
Give out Felix and Oscar awards to people with the neatest and messiest desks.
28.
Design a “Stress Support Kit” that included aspirin, a comedy cassette, wind up toys and
a stress ball – or design your own.
29.
Present “State of the Department” reports periodically to your employees
acknowledging the work and contributions of individuals and teams.
30.
At a monthly staff meeting, award an Employee of the Month and have everyone at the
meeting stand up and say why that person is deserving of the award.
31.
Set up a miniature golf course in your office, using whatever materials you have on
hand. Set aside an afternoon or evening to hold a mini golf tournament. Have each area
design their own “hole” and give a prize.
32.
If your team is under pressure, bring a bag of marbles to work and take a break to have
a contest – a sure stress reliever.
33.
Serve ice cream sundaes to all of your employees at the end of a project.
34.
Once a year, have a “Staff Appreciation Day” where the managers supply, cook and
serve food.
35.
Recognize employees who actively serve the community.
36.
Serve a team a hero party sandwich at the end of an assignment, for a job well done.
37.
Give employees an extra long lunch break.
38.
Have staff vote for top manager, supervisor, employee and rookie of the year.
39.
Name a continuing recognition award after an outstanding employee.
40.
Include an employee in a “special” meeting.
41.
Give a shiny new penny for a thought that has been shared.
42.
Send flowers to an employee’s home as a thank you.
43.
Allow employees to attend meetings in your place when you are not available.
44.
Purchase a unique pin to serve as a memento for a task well done.
45.
Wear color-coded name tags in a staff meeting to indicate significant achievements –
such as length of service, successful project completion, etc.
46.
Create an Above and Beyond the Call of Duty (ABCD) Award.
47.
Hold informal retreats to foster communication and set goals.
48.
Ask your boss to attend a meeting with your employees during which you thank
individuals and groups for their specific contributions.
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Aligning Individual and Team Performance
49.
50.
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Pop in at the first meeting of a special project team and express your appreciation for
their involvement.
Provide a lunch for project teams once they have made interim findings. Express your
appreciation.
51.
Send a letter to all team members at the conclusion of a project, thanking them for their
participation.
52.
Start an employee recognition program. Give points for attendance, punctuality,
teamwork, etc. Provide gift certificates to employees who reach certain point goals.
53.
Find ways to reward department-specific performance.
54.
Give a personalized coffee cup.
55.
Plan a surprise achievement celebration for an employee or group of employees.
56.
Start a suggestion program.
57.
Give Mr. Goodbar (candy bar) Awards
58.
Recognize employee’s personal needs and challenges.
59.
Give an employee a blue ribbon for achievement.
60.
Write a letter of praise recognizing specific contributions and accomplishments. Send a
copy to senior management and the employee’s personnel file.
61.
When you hear a positive remark about someone, repeat it to that person as soon as
possible (Face-to-face is best, e-mail or voice mail are good in an pinch).
62.
Call an employee to your office to thank them (don’t discuss any other issue).
63.
If you have a department newsletter, publish a “kudos” column and ask for nominations
throughout the department.
64.
Publicly recognize the positive impact on operations of the solutions employees devise
for problems.
65.
Acknowledge individual achievements by using employee names in status reports.
66.
Video tape a special event and share copies with participants.
67.
Express an interest in employee’s career development goals.
68.
Post a large “celebration calendar” in your work area. Tack on notes of recognition to
specific dates.
69.
Design and give magnets with appropriate messages.
70.
Create and string a banner across the work area.
71.
Give a deserving employee a mug filled with treats.
72.
Give a framed poem (poster or card) as a thank you.
73.
Greet employees by name.
74.
Practice positive nonverbal behaviors that demonstrate appreciation.
75.
Support “flex-friendly” schedules.
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76.
Encourage employees to identify specific areas of interest in job-related skills. Then
arrange for them to spend a day with an in-house “expert” to learn more about the
topic.
77.
Encourage employees to participate in community volunteer efforts.
78.
Share verbal accolades – forward positive voice mail messages.
79.
Actively listen to co-workers, especially when discussing their accomplishments and
contributions.
80.
Use 3x5 cards to write “You’re special because…” statements. People can collect the
cards and refer to them when things aren’t going perfectly.
81.
Have a recognition event created by a peer group that decides what they will give and
why they will give it.
82.
Keep a supply of appropriately funny notes that can be given as immediate rewards.
Keep the supply visible – in a basket or box in your office.
83.
Widely publicize suggestions used and their positive impact on your department.
84.
When someone has spent long hours at work, send a letter of thanks to his/her home.
85.
Throw a pizza lunch party for your unit.
86.
Acknowledge and celebrate birthdays.
87.
Give a note reading, “Thank you. You are a ______!” Attach a roll of Lifesavers.
88.
Make a necklace of lifesavers and give it to someone “For being the “lifesaver of
___________.”
89.
Serve popcorn and lemonade on Friday (especially after a particularly hard week).
90.
Allow an employee to choose his/her next assignment.
91.
At an employee meeting, randomly tape gift certificates to the bottom of chairs (for the
first time, choose chairs only in the front row).
92.
Recognize a team accomplishment by designating that team as consultants to other
teams.
93.
Give a puzzle as an award to a problem solver.
94.
Recognize those committed to personal health and wellness.
95.
Have weekly breakfasts with groups of employees.
96.
Treat an employee to lunch.
97.
Give out gold coins for a job well done.
98.
Bake a gift (cookies, bread, etc.) for an outstanding employee or team.
99.
Send birthday cards to employees’ homes, signed by dean or director.
100. Have an outstanding employee spend a day with a dean or director.
101. Smile. It’s contagious.
Printed September, 2011
Property of University of Michigan Health System Human Resources
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