Staff Management Toolkit

Aurora Margarita - Goldkamp

STAFF MANAGEMENT IN INTERNATIONAL CONTEXT The Monterey Institute of International Studies, November 20 2014 Aurora Margarita-Goldkamp STAFF MANAGEMENT TOOLKIT

Introduction

The following resources are a compilation of tools for a career focused on inter- culturally competent international exchange, applicable specifically in the context of U.S. higher education institutions. They are valuable whether to be used working in an education abroad office or for a provider creating and facilitating these programs. The toolkit contains a source for each of the below categories:

• Developing and advertising a position • Candidate interviewing and selection • Salary setting and negotiation • Fostering a team/organizational culture • Performance management and evaluation • Managing diverse teams

For each of the resources provided, I will also explain the applicability to my career path, and how, aiming for intercultural competence in staff management, they might have to be adapted to fit different cultural contexts.

Developing and Advertising a Position

Although I am just starting my career in international education, I hope to move up to a position where I will be managing others. It is therefore necessary to be able to create and advertise positions, especially in the context of higher education institutions. Furthermore, finding the below resource provided me with useful insight and a behind-the-scenes perspective about the hiring process. It is particularly valuable at this juncture in my career to understand what really goes into creating a job opening and advertising it, since I am currently applying to jobs in multiple organizations and universities. Now when I look at job postings, I hope that they had such a thorough guide to help them accurately describe job responsibilities. The following eight-page long resource from the University of Pittsburgh outlines in great detail how to write a coherent and concise job description, even including action verbs to use. Since I am planning to work in the U.S. (and in my wildest dreams, in Italy or France), I think that this will be applicable in my career. However, if I need to post an application in Europe, I will analyze current postings and look for further resources online in the specific country. I realize that other countries may require less detail or more detail, depending on their ambiguity tolerance and the tradition in applying for jobs, and I would be sure to look into it further.

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This guide provides the basics of writing a job description and covers the following sections of the job description:

i Position Details

i Job Duties (“What you do”)

i Performance Standards (“How you do it”)

i Job Factors

For more comprehensive instruction, the Compensation Department offers Job Description workshops to provide administrators, managers, supervisors, and staff employees with the necessary tools to write effective job descriptions. Please see the Compensation Main page or FSDP page on the Organization Development website for dates and times of the next Job Description Workshop available to you.

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This Position Details section contains general information about the job – the current or requested classification, working title, pay range, exemption status, department name and number, position number, percentage of effort, the job description summary, comparable positions, etc.

Working Title – The working title for a job should be based upon the main function or role of the job. It is important to stray away from vague and very specific job titles, instead create a working title that appropriately describes both the level of responsibility and role of the job. Here are some examples of good working titles and those that need some improvement:

Good Working Titles Working Titles that need improvement Program Director Director of the XYZ Program at the School of AB Administrative Assistant Assistant to the Director of ABC Dept Help Desk Support Analyst Systems Programmer II Business Manager Administrator III

Job Description Summary – The job description summary:

‘ Contains 1 - 3 paragraphs ‘ Summarizes the main points of the job description which may include key responsibilities, functions, and duties; education and experience requirements; and any other pertinent information (i.e. scheduling requirements, travel, etc) ‘ Is used in job postings

Comparable Positions – Use this section to list any positions in the department that have a similar role or level of responsibility. It is useful to the Compensation Analyst during the classification process and helps to ensure positions are classified consistently.

On the following page, you will find an example of the Position Details section.

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Position Title

Job Classification Administrator I Hiring Range $20,064.00-$30,480.00 FLSA Status Non-Exempt Provisional Period 6 Months Pay grade level 5 EEO-6 Category PR Salary Minimum $20,064.00 Salary Midpoint $30,480.00 Salary Maximum $40,896.00

Position Information

Department 99999 – Department Name Working Title Admissions Coordinator Assignment Category Regular, Full-Time Position number: 5557777 Campus Oakland If other campus, please specify Job Type Staff Bargaining Unit Staff Work Months 12

Percent of Effort (Use numbers only) 100 The Admissions Coordinator is responsible for administering the admissions and registration processes and providing administrative support to the Program Director. Administration of the admissions process includes serving as the primary point of contact for potential students, preparing recruitment event materials, processing applications, coordinating the transcript evaluation process, and preparing admissions Job Description Summary correspondence. Coordinate the initial registration process for students, review and coordinate the transfer credit evaluation process, post transfer credits, and provide (Note: This summary is the language that will be used in general information to students. Administrative support to the Program Director the posting to advertise the position on the OHR Employment Web site) includes preparing general correspondence, answering phone calls, assisting with meeting preparation, making travel arrangements, etc.

A qualified candidate should have one to two years of experience in an academic support or secretarial position, preferably in a University setting. An associate’s degree is preferred. Comparable Positions

(If there are any comparable positions within the #1234567 department, identify these positions by position number and note the similarities and differences.)

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The Job Duties section is the foundation of the Job Description. It conveys the complexity, scope, and level of responsibility of a job. Due to the significance of this section, it is important to accurately, concisely, and completely describe the duties and responsibilities of a job.

This section of the Job Description is comprised of three main elements:

The main areas of responsibility within a job, or “buckets of work.” A job description Key Accountabilities usually contains three to five Key Accountabilities.

Sentences that provide additional information about the tasks associated with the Key Duty Statements Accountability.

Percentage of Time Estimates the portion o f the job that is spent on a particular Key Accountability.

Job Duties Writing Methods

When the Job Duties are well written and organized, they can accurately convey the complexity, scope, and level of responsibility of a job. To assist in the organization and writing of the Job Duties, two writing methods have been developed:

Method # 1:

1. Think of the job in terms of its Key Accountabilities, or main responsibilities/functions. Typically, a job will have 3 - 5 major Key Accountabilities. Here are some examples:

¾ Budget Management ¾ Executive Support ¾ Event Coordination

2. After establishing the Key Accountabilities, generate specific job duties associated with each. These are the individual tasks or duties that correspond to the Key Accountability. For example, specific Budget Management duties might include:

¾ Prepare budgetary reports ¾ Analyze expenditures ¾ Monitor levels

3. Condense the specific job duties into two to three concise “Duty Statements,” beginning each statement with an action verb (see page 8 for a list).

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Method # 2:

1. Brainstorm a list of all the duties required to perform the job. These are the individual tasks completed on a daily, weekly, monthly or annual basis. Below is an example of a task list:

¾ Arrange for catering ¾ Compose and types correspondence ¾ Coordinate logistical support for meetings, seminars, and departmental events ¾ Determine and secures the event location ¾ Make travel arrangements ¾ Monitor levels ¾ Prepare budgetary reports

2. Review the list and group the duties based upon the specific functions and responsibilities of the position, also known as Key Accountabilities.

3. Establish the Key Accountabilities. For this group, the Key Accountabilities may include: Event Coordination, Administrative Support, and Budget Administration.

4. Condense the specific job duties into two to three concise “Duty Statements,” beginning each statement with an action verb (see page 8 for a list).

Here is an example of a well written and organized Key Accountability Section in a Job Description:

Key Accountability Event Coordination Coordinate all Dean’s Office events. This includes securing the event location, scheduling presenters, coordinating the production of event marketing materials and Duty Statements programs, maintaining the RSVP list, and making all catering arrangements. At the event, supervise the event staff and greet the guests. Percentage of Time 15%

To summarize, here are some things to remember when completing the Job Duties section of the job description:

‘ The Job Duties section should contain 3 - 5 Key Accountabilities.

‘ Title each Key Accountability section to summarize the function / role.

‘ Include 2 - 3 concise Duty Statements for each Key Accountability. The Duty Statements expand upon that particular area of responsibility as well as the role and complexity of the position.

‘ Begin Duty Statement with an action verb (see page 8 for a list).

‘ Limit the listing of Duty Statements and Key Accountabilities to what is required to perform the job.

‘ Do not include duties that are no longer performed or those that may be required in the future.

‘ Write the duties in terms of what the position requires, not based upon the capabilities of any individual.

‘ Determine an accurate percentage of time the incumbent should spend on that particular Key Accountability over the course of a year

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The Performance Standards section: ‘ Conveys the expectations of the job ‘ Depicts the knowledge, skills, and abilities necessary to be successful in the job ‘ Provides a basis for measuring performance

This section is typically completed by either the supervisor, hiring manager, or designated administrator in the department. There is a Performance Standards section associated with each Key Accountability which provides information about the performance expectations of that particular area of responsibility. Here is an example of a Performance Standard for the “Event Coordination” example in the Job Content Section:

Key Accountability Event Coordination ƒ Coordinate departmental and programmatic events ƒ Secure the location ƒ Schedule presenters ƒ Make travel arrangements Duty Statements ƒ Coordinate the production of program / event marketing materials ƒ Maintain RSVP list ƒ Make arrangements for catering and any necessary equipment ƒ Staff the event ƒ Event Coordination activities are expected to be carried out with minor supervision. Performance ƒ Must be capable of setting priorities and working under pressure Standards ƒ Must be able to multi-task, planning several events simultaneously ƒ Ability to work well with internal and external participants is essential ƒ Knowledge of Microsoft Office Suite is imperative

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The Job Factors section of the job description outlines the knowledge and skills required to successfully function in the job. The Job Factors cover a variety of areas pertaining to the job, for example, the level of education/experience required, supervision received, and analytical skills and ability required for the job.

The assignment of Job Factors should be completed by the supervisor, hiring manager, or departmental administrator, and, should be reflective of the general responsibility level of that position. For example, an employee in an Administrator I classification would not be expected to be responsible for interviewing, selecting and hiring someone into an Administrator IV position, but may be responsible for interviewing, selecting and hiring a student worker. It is important to remember to include only information that pertains to the position and not specific to the skills, experience, and education of the incumbent. The following are all the Job Factors listed in a job description and examples of responses:

Minimum Education Level Required Baccalaureate

The minimum experience level required Three years of relevant administrative, marketing and/or event (All qualifications listed must be job related.) planning experience is preferred.

The amount of supervision received by the employee The incumbent reports to the Assistant Director. After initial (What is the job classification and working title of the supervisor? How, orientation, the incumbent will be given general direction from the and to what extent, is the employee's work checked? Note the distinction Assistant Director, but is expected to perform duties and responsibilities between initial or special training and ongoing supervision.) independently.

The analytical skill required The job requires excellent analytical and communication skills as (What is the complexity or standardization of the tasks which are performed?) statistical and financial reporting is an essential element to this position.

BOTH the level and budget volume (Dollar Amount) The incumbent is responsible for managing event budgets. This of financial responsibility/accountability (What is the extent of the employee's responsibility for calculating and includes collaborating on budget development, monitoring and verifying figures; gathering data; typing requisitions or budget approving budgetary expenditures, and analyzing statistical and documents; monitoring or analyzing expenditures; preparing reports; financial reports. The budget for a single event can range from $5,000 approving purchases; planning and authorizing department or grant budgets, etc?) - $50,000.

The impact of actions carried by this position Poorly executed events could result in a negative image for the School (What are the probable results of inadvertent error or mistake in judgment, interpretation, or exercise of responsibility?) and the University or potentially lose funding opportunities. BOTH the diversity and complexity of the supervision exercised This position is not responsible for supervising any staff positions. (List the job classification and working titles of those directly trained and/or supervised by this person). The scope of the human resources impact of this position (Explain supervisory role in hiring, firing, promoting, evaluating, increasing Occasionally responsible for interviewing prospective candidates and salaries, etc. of other employees. Does the position carry "lead" providing input into the hiring process. responsibility? Explain how, and to what extent, the work of others is checked by the employee.) The incumbent has regular contact with senior level University staff and BOTH the level and nature of the INTERNAL contacts faculty, such as Deans, Directors, Senior Administrators, etc. In (What, if any, University departments does the incumbent contact. Why addition, the incumbent maintains contact with several areas across the are these contacts made and how frequently are they made?) University including University Marketing Communications, Institutional Advancement, the Special Events Office, etc. BOTH the level and nature of the EXTERNAL contacts External contacts include staff members at other colleges and universities, government and industry representatives.

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Before writing a job description, here are some helpful hints to consider:

DO: ¾ Refer to the Job Description Writing Guide ¾ Attend a Job Description Workshop ¾ Use a factual and impersonal style when writing the job description ¾ Base the job description on the department’s needs ¾ Write an accurate, concise, and complete job description ¾ Use complete sentences ¾ Keep sentence structure as simple as possible, omitting unnecessary words that do not contribute pertinent information. ¾ Begin each duty/task with an action verb (see page 8 for a list). ¾ Be consistent when using terms like “may” and “occasionally.” (These should be used to describe tasks that are performed once in a while, or tasks that only some employees perform.) ¾ Refer to job titles rather than incumbents, i.e., “Reports to ______Manager” instead of “Reports to Mary Smith.” ¾ Be precise. This is critical for accurate job evaluation and analysis. ¾ Focus on critical activities. ¾ Use a logical sequence in describing duties and responsibilities (Key Responsibility first, followed by the corresponding duties) ¾ Call your Compensation Analyst for guidance

DON’T: ¾ Use the narrative form when writing a job description ¾ Base the content of the job description on the capabilities, skills, and interests of the incumbent ¾ Write the job description based upon the desired job classification ¾ Write the job description as step by step guide on how to do the job ¾ Include minor or occasional tasks, which are not unique to a specific job.

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accommodate communicate draft interface recruit achieve compile edit interpret reduce acquire complete eliminate interview regulate address compose enforce investigate report adjust compute establish issue research administer conduct evaluate lift resolve advise confer execute maintain review allocate consolidate expand manage schedule analyze construct explore monitor search apply consult facilitate motivate select appoint control formulate negotiate solve approve coordinate furnish observe specify arrange correspond generate operate strategize assess counsel guide organize streamline assign create handle participate strengthen assist customize hire perform summarize audit delegate identify plan support augment deliver illustrate predict teach authorize demonstrate implement prepare train budget design improve present translate calculate develop improvise process troubleshoot circulate devise incorporate program update clarify direct increase provide validate clear disseminate inform quantify verify collaborate distinguish initiate recognize collect distribute instruct recommend combine document interact record

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This resource can be found at University of Pittsburg’s website below: http://www.hr.pitt.edu/sites/default/files/documents/comp/pdf/jdHowToWrite_p rinterFriendly.pdf

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Candidate Interviewing and Selection

It is helpful to be aware of the standards for interviewing and selecting a new employee. The University of Michigan has outlined this process and provided a list of twenty-eight tips, reminding us that one of the most important tasks of a manager is to be able to hire the right candidate to work with your team. Since I am still relatively new to the interviewing process (only having officially interviewed three or four times in my life), this is helpful now from both sides of the interviewing process. However, this is a highly U.S.-based perspective to selecting a new employee from a pool of candidates. In other cultures, the interview process can be very different. In some countries, applicants are required or encouraged to include a personal photo, school records, and they often give answers that would seem either too vague or too detailed in an American context. This is something to keep in mind if interviewing a candidate from another culture or conducting interviews in another country. However, I appreciate the below tips particularly because they stress the importance of listening to your candidate, which can be an empathic, patient move to make in all cultures.

DEPARTMENT RESOURCES: CONDUCTING A SUCCESSFUL EMPLOYEE SELECTION PROCESS - 28 TIPS FOR SELECTION INTERVIEWING 1. Decide on the overall structure of the interview process. 2. Follow the process uniformly for all candidates, even those who are from your own department or otherwise "known" to the interviewer(s). 3. When interviewing in a team, one person should be designated as the team leader. Interview teams should have three to six members that may include customer or constituent representatives and or Employment Service personnel. 4. Interview teams can also, if desired, be involved in the initial resume screening phase and any other screening techniques, such as telephone interviews. 5. You may want to ask candidates to be prepared to perform a "work sample" test-to operate relevant machinery or to answer questions on paper. 6. Know what you are looking for in a candidate before the interview. Especially when conducting group interviews, decide on your selection criteria up front. Selection criteria should be developed and reviewed before interview questions are written. 7. Try to make candidates feel comfortable at the beginning of the interview. Make small talk and offer them coffee or water. Describe the position briefly and outline the selection process. Compliment the candidate on making it thus far into the selection process. 8. You can describe how the job in question fits into the department but avoid giving too much information about the job duties at this point.

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9. Give the candidates information as to the structure of the interview. 10. Interview questions should be scripted ahead of time so that you will cover the same ground with each candidate. It is important that all candidates be asked uniform questions, even though you may have varying follow-up and probing questions. 11. All questions should be job-related and legal. Make sure you know appropriate and inappropriate questions to ensure that you are not asking ones that are potentially discriminatory. 12. You can fit 15 to 20 fairly "meaty" questions into the average one-hour interview. Prepare interview sheets for each team member, listing the questions and providing a space for recording candidate responses. 13. Introduce the interview team and tell the candidate a little bit about their various roles and responsibilities. 14. Tell candidates that you are going to take notes as they talk so that you will have accurate information to refer to later. It is important to record actual answers to questions as opposed to evaluative or conclusive comments. You may record observations of non-verbal signals as long as they are recorded factually and not as conclusions. 15. Proceed to ask your interview questions. Be sure to ask follow-up questions if answers are not to the point, are incomplete, or if you simply want clarification or expansion of an answer. 16. Listen to your candidates! Concentrate on their answers, not on your questions. The more you speak, the less they talk, so beware of talking too much! Experts agree that the candidate should do at least 75 to 80 percent of the talking during an interview. 17. Use short, open-ended questions. Beware of asking questions that can be answered "yes" or "no." For example, rather than asking a person if they've worked in an empowered work environment, ask "How do you define the term 'empowerment' and what have been your experiences working in an empowered climate?" 18. Develop a high tolerance for silence. Give candidates a chance to think and develop thoughtful answers to your questions. 19. It is usually a good idea to ask one final question which is "Is there anything we haven't asked that you'd like to tell us?" 20. Give the candidate information about the job duties and responsibilities, stressing the things you think are the most important for them to know. 21. Give the candidates an idea of what stage the search is in, what the next steps will be, and when they can expert to hear from you. If delays occur, you should call candidate and let them know where things stand. 22. Give the candidate a chance to ask questions of you and the interview team. A candidate who asks only "what's in it for me" questions may be very different from a candidate who asks more substantive questions. 23. Thank the candidate for coming to the interview and go on to the next step of the process-a tour of the work area, if that is appropriate, moving to the location at which a test will be taken, etc.

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24. Complete your notes on the interview. 25. If a team is interviewing candidates, and there is time, debrief with your teammates. It is best to save definitive evaluations of candidates until you have seen them all, but it often helps in the consensus building process to compare notes as to reactions to particular candidate responses, behaviors, etc. immediately after the interview. 26. Selection should be made and discussed with employment before making any offers or promises. 27. Letters can be sent to those interviewed but not selected. 28. Allow yourself adequate time.

The above resource can be found at the HR site for the University of Michigan: http://www.hr.umich.edu/empserv/department/empsel/tips.html

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Negotiating Salary (As a Woman)

Women are still often paid less than male counterparts in the same job. Some say that women sell themselves short and do not know how to negotiate for their own value. The following advice is based off of the article “Negotiating Salary 101” at the website Women For Hire, and it provides tips and a further resource to be able to research the field, position, and pay-scale ahead of time. The tips below and further resources available at Women For Hire are very helpful for my current situation, as I interview for practicum opportunities (both internships and paid positions). I included this section in the toolkit so that I could have a resource to refer to when I am called to interview or I am hired and must negotiate a paid internship or job. Specifically, I would research the pay of study abroad advisors or program officers and consultants for providers. Glassdoor.com is another resource to use during this research process. However, these rules would have to be adjusted if I were to interview and be hired abroad. In this case, the appropriateness of being so direct and valuing myself higher than I might normally would change. I would probably do further research and look up Hofstede’s categories of individualistic v. collectivistic and power distance to further inform my behavior in working out the financial details of a position in another country. Politeness is difficult enough here, in the U.S.

1. Research Your Value

a. If the application or employer asks for your ideal salary and you are not ready, say that you were waiting for a more specific idea of what the job responsibilities are before you are properly prepared to answer the question.

b. Look up the salary that others in the desired position are being paid, according to Job Search Intelligence, at:

http://www.jobsearchintelligence.com/jobseekers/list-input.php

2. Don’t Be the First to Disclose a Number

a. Wait for the employer to mention a number before you make your expectation clear. If this is too awkward, include a range and total package so there is room for negotiation. Ask what the market pays for similar positions, and be prepared to verify this with accurate information.

3. Prepare a Counteroffer

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a. Avoid making the mistake of accepting the first offer, since most employers except the candidate to make a counteroffer. Remember that this can include benefits, not just salary.

4. Don’t Take it Personally

a. Don’t emphasize the relationship building aspect of this position with a new employer. Instead, remember your worth and bring a more direct attitude than you may usually have.

The above and more tips are found on the following website: http://womenforhire.com/negotiating_salary_benefits/negotiating_salary_101_tacti cs_for_better_compensation/

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Fostering Team or Organizational Culture

The advice below is based off of Greg Gottesman’s following blog, as shared by the University of Washington and an article from the Wall Street Journal online. These sources provide a framework to work with for fostering strong positive organizational culture. I believe that the majority of the below qualities can be transferred relatively safely into other cultural contexts. Perhaps stressing the importance of the client is a more American practice, but the ethics, integrity, goal-oriented environment it emphasizes can be appreciated between most people. I chose this topic because I think it is important to remind ourselves of these aspects that can seem obvious and simple. Once in a job or in an organization, especially in a managerial position, we can lose sight of the fact that a cohesive and positive atmosphere with shared goals and values is a very important part of a workplace. On the inside, it can also be harder to analyze the nuances of the organizational culture and know how to respond. If the employees and team-members do not fit together well, productivity and morale is probably not as high as it could be. Therefore, the following tips are valuable.

1. No politics – Give credit where credit is due. Be genuine about it. 2. It’s not a job, it’s a mission – People can work for competitors or jump ship anytime, but companies that foster a culture of a strong mission do best to attract and retain great employees. 3. Intolerance for mediocrity – Everyone pulls their weight well at all levels; there is excellence in each role and companies repel or naturally weed out those who aren’t comfortable succeeding or excelling. 4. Watching pennies – Leaders and senior managers treat company assets as carefully and thoughtfully as they would their own personal assets; waste is not tolerated. 5. Equity driven – Stock options or other non-cash value helps grow businesses for the long term. 6. Alignment – Everyone is on the same page. Strategy is clear. Like a well-tuned sports team, people all work toward the same goal vs. individual heroism. 7. Good communication – Even in bad times, communication remains strong; over-communication is even more critical in times of difficulty (i.e., an executive leaves, a key client departs, company is hacked) 8. Strong leadership – Lead by example and maintain a positive attitude. Leaders boost their own morale and those around them as they set the tone for the whole company.

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9. Mutual respect – Hierarchy may exist, but everyone is respected for their contributions. “Wins” are celebrated together, regardless of title or department. 10. Customer obsessed – The customer is always the most important asset. Gottesman emphasized this may be the most important characteristic of an organization. 11. Energy – Good energy permeates across the company and is almost tangible. 12. Fun – Never underestimate the power of a good start-up that knows how to have fun. Particularly when first in start-up mode, he’s often seen companies that thrive on early-stage activity where employees work hard and play hard. 13. Integrity – Great companies have an internal sense of doing things the right way. They spend the extra effort to create value that will outlast their own job or time at the company (i.e., documenting code).

Furthermore, according to the Wall Street Journal, a manager should understand that changing organizational culture:

a) Takes time b) Requires experiential processes to understand reasons behind it c) Should be targeted at areas that require few resources but can make profound impacts

The above advice can be found at the Wall Street Journal’s site and the University of Washington’s blog:

http://guides.wsj.com/management/innovation/how-to-change-your- organizations-culture/

http://www.bizjournals.com/seattle/blog/techflash/2009/05/Thirteen_characteri stics_of_a_great_startup_culture_45678557.html

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Performance Management and Evaluation

For every hundred men hacking away at the branches of a diseased tree, only one will stoop to inspect the roots. – Chinese proverb.

Mindtools.com provided the following resource for analyzing performance of your employees. I chose this topic because it is something I know nothing about, at least outside of the context of the course on international staff management. The below advice is an outline for analyzing the root of the problem of poor performance. The below text is taken from relevant segments of an article at the Mindtools site. This is something I think (or hope) that I will be able to intuitively understand, but I have found that in order to solve problems, I need a logical framework for analyzing them. Therefore, I hope to be able to look at employees’ and team-members’ performance with a critical, yet empathic, understanding of the issue to be able to help resolve and improve the situation. The way to approach individuals in order to address and resolve performance issues differs in different cultural contexts. For example, in collectivistic countries, it would not be polite to directly accuse someone of not performing well – something of this sort might in fact never be addressed. The below article assumes meetings will be one-on-one, but there might be a more culturally appropriate and indirect way to speak with an employee. If I were to work in another country or run an inter-cultural or virtual team, I would have to do further reading on this topic. At least, however, I will have a framework (below), and a website with many other articles to help me.

Dealing with Poor Performance

Performance = Ability x Motivation

• Ability is the person's aptitude, as well as the training and resources supplied by the organization. • Motivation is the product of desire and commitment.

Diagnosing Poor Performance:

Before you can fix poor performance, you have to understand its cause. Does it come from lack of ability or low motivation? Incorrect diagnoses can lead to lots of problems later on. If you believe an employee is not making enough of an effort, you'll likely put increased pressure on him or her to perform. But if the real issue is ability, then increased pressure may only make the problem worse.

Low ability may be associated with the following:

• Over-difficult tasks.

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• Low individual aptitude, skill, and knowledge. • Evidence of strong effort, despite poor performance. • Lack of improvement over time.

People with low ability may have been poorly matched with jobs in the first place. They may have been promoted to a position that's too demanding for them. Or maybe they no longer have the support that previously helped them to perform well. Enhancing Ability

There are five main ways to overcome performance problems associated with a lack of ability. Consider using them in this sequence, which starts with the least intrusive:

1. Resupply. 2. Retrain. 3. Refit. 4. Reassign. 5. Release.

Be sure to address each of these interventions in one-on-one performance interviews with employees.

1. Resupply

Focus on the resources provided to do the job. Do employees have what they need to perform well and meet expectations?

• Ask them about additional resources they think they need. • Listen for points of frustration. • Note where employees report that support is inadequate. • Verify the claims with your own investigation. People will often blame external sources for their poor performance before admitting their own fault.

This is a very effective first step in addressing performance. It signals to members of your team that you're interested in their perspective and are willing to make the required changes.

2. Retrain

Provide additional training to team members. Explore with them whether they have the actual skills required to do what's expected. Given the pace of change of technology, it's easy for people's skills to become outdated.

This option recognizes the need to retain employees and keep their skills current. There are various types of retraining you can provide:

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• Training seminars with in-house or external providers. • Computer-based training (CBT). • Simulation exercises. • Subsidized college or university courses.

Resupplying and retraining will often cure poor performance. People and organizations may get into ruts, and fail to recognize these issues until poor performance finally highlights them.

3. Refit

When these first two measures aren't sufficient, consider refitting the job to the person. Are there parts of the job that can be reassigned?

Analyze the individual components of the work, and try out different combinations of tasks and abilities. This may involve rearranging the jobs of other people as well. Your goal is to retain the employee, meet operational needs, and provide meaningful and rewarding work to everyone involved.

4. Reassign

When revising or refitting the job doesn't turn the situation around, look at reassigning the poor performer. Typical job reassignments may decrease the demands of the role by reducing the need for the following:

• Responsibility. • Technical knowledge. • Interpersonal skills.

If you use this option, make sure that the reassigned job is still challenging and stimulating. To ensure that this strategy is successful, never use demotion as a punishment tactic within your organization. Remember, the employee's performance is not intentionally poor – he or she simply lacked the skills for the position.

5. Release

As a final option for lack of ability, you may need to let the employee go. Sometimes there are no opportunities for reassignment, and refitting isn't appropriate for the organization. In these cases, the best solution for everyone involved is for the employee to find other work. You may need to consider contractual terms and restrictions; however, in the long run, this may be the best decision for your whole team.

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Remember, there are potential negative consequences of retaining a poor performer after you've exhausted all the options available:

• You'll annoy other members of your team, who may have to work harder to "carry" the poor performer. • You may promote a belief in others that you're prepared to accept mediocrity – or, worse, underperformance. • You may waste precious time and resources that could be better used elsewhere. • You may signal that some employees deserve preferential treatment. • You may undermine the whole idea of finding the best person for the job. Improving Motivation

Sometimes poor performance has its roots in low motivation. When this is the case, you need to work closely with the employee to creating a motivating environment in which to work. There are three key interventions that may improve people's motivation:

1. Setting of performance goals. 2. Provision of performance assistance. 3. Provision of performance feedback.

1. Performance Goals

Goal setting is a well-recognized aspect of performance improvement. Employees must understand what's expected of them and agree on what they need to do to improve.

2. Performance Assistance

Once you've set appropriate goals, help your team member succeed by doing the following:

• Regularly assessing the employee's ability, and take action if it's deficient. • Providing the necessary training. • Securing the resources needed. • Encouraging cooperation and assistance from coworkers.

3. Performance Feedback

People need feedback on their efforts. They have to know where they stand in terms of current performance and long-term expectations. When providing feedback, keep in mind the importance of the following:

• Timeliness – Provide feedback as soon as possible. This links the behavior with the evaluation.

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• Openness and Honesty – Make sure that the feedback is accurate. Avoid mixed messages or talking about the person rather than the performance. That said, provide both positive and negative feedback so that employees can begin to truly understand their strengths and weaknesses. • Personalized Rewards – A large part of feedback involves rewards and recognition. Make sure that your company has a system that acknowledges the successes of employees.

Supporting this, ensure that you meet regularly with the employee, so that you can review progress and provide regular feedback.

Creating a Performance Improvement Plan

So how do you do this in practice? This is where you need to develop a performance improvement plan. Armed with the strategies we've looked at, you first need to evaluate the performance issue that you're facing:

• Have you discussed with the person what he or she feels the problem is? • Have you evaluated your organization's motivation system? Are you doing everything you can to recognize and reward people's contributions? • Are you rewarding the things that you actually want done? • Do you have regular goal setting and development meetings with members of your team? • Do you help your people keep their skills current?

From there, it's important that you and the employee discuss and agree upon a plan for improving performance. Write down what you've agreed, along with dates by which goals should be achieved. Then monitor progress with the team member, and use the techniques we've discussed above for increasing motivation and dealing with ability-related issues.

Recognize that the actions needed to close ability gaps need high motivation on the employee's part to be successful. The two causes of poor performance – lack of ability and low motivation – are inextricably intertwined, and goal setting, feedback, and a supportive work environment are necessary conditions for improving both.

The above article can be found, in further detail, at:

http://www.mindtools.com/pages/main/newMN_TMM.htm#world And was written from "Developing Management Skills" (8th Edition) p.27, by David A. Whetten and Kim S. Cameron. © 2011.

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Managing Diverse Teams

During class we had the opportunity to analyze a conflict in an international business and provide solutions that may have been able to resolve or avoid these conflicts in the first place. The below ideas for best practices in managing a diverse workplace are taken from my section of the JBS Case Study. They emphasize the importance of cultivating a sense of community and strong, positive organizational culture, trust, and cross-cultural understanding between diverse team members. To manage a diverse team or workplace, I would recommend a type of intercultural competence training (even if it is done sneakily), a community “water cooler” area, a multicultural community forum for issues to be heard and differences to be celebrated, and strong communication procedures to prevent miscommunication and negative feelings in the workplace. Of course, this can be adjusted depending on what cultural differences there are and which host culture the business is in. I chose to include this section because I hope to be working inter- culturally, and though the cases won’t be as large-scale or extreme and violent as the JBS case study, these are best practices that can be applied generally and to scale.

(Discrete) ICC Training

In order to create some understanding of others’ cultural differences and similarities and to humanize the other groups, a team-building training that included aspects of intercultural competence education is necessary in a diverse workplace. More and more international and intercultural enterprises are hiring intercultural training consultants. New employees should have an orientation that includes team-building with current employees, and managers should be able to coordinate the formation of intercultural groups during this training.

“Water Cooler”

To further the plan of engendering trust and establishing a sense of multi-cultural community, each employee should be given the opportunity to introduce him/herself to the rest of the workers, thereby expressing personality that others can relate to and identify him/her as more than just based on ethnicity or religion. Once the seed of trust has been planted, diverse teams must learn from each other and understand each other before they can successfully interact. This requires team- members to suspend judgment, accept ambiguity, and absorb knowledge from other members.

There are similarities between virtual, cross-cultural teams and teams that have created barriers of distance amongst themselves based cultural and prejudicial reasons. For virtual teams, it has been suggested that it is beneficial to create a virtual “water cooler” space where colleagues can congregate in an informal setting. In our colleague’s example from Vivaki, employees each made a website or a slide that contained their picture, name, ambition, most memorable moment in life,

23 Aurora Margarita-Goldkamp STAFF MANAGEMENT TOOLKIT hobbies and interests. This willingness to share and creative, open-ended questions made each team-player seem “real” and “human” to the others. The success of such a team hinges on the ability to build trust between team-members who could not connect naturally.

Community Forum

An effective way to create a sense of community and provide a place for members of various groups to interact and resolve differences would be to create a community forum. Members from multiple groups in the company would be invited to participate, including leaders from the external community. This group would have forum meetings as well as sponsor community events that would promote understanding of the cultural differences in the many groups in the organization and the area. If the workplace is a smaller, more intimate place, members would be encouraged to ask questions and share bits of their own lives, including cultural food and holidays, so that nothing remains misinterpreted.

Communication Policy

A communication plan to enact new policy should be established in all organizations, especially ones that may have large numbers of workers and workers for whom English is a second language. Communication should be fairly distributed and easy to understand, so that rumors of unequal treatment would never have a chance to start.

Conclusion:

The above toolkit includes resources for developing and advertising a position, candidate interviewing and selection, salary setting and negotiation, fostering a team/organizational culture, performance management and evaluation, and managing diverse teams. For further information, I have included the resource links that often lead to more tips, articles, and databases. All of these will be extremely applicable to my current and future positions in a career in international education management. I hope to be able to refer to these resources sooner rather than later, and I will of course remember to adapt the “Western” advice and rules of politeness to different cultural norms and perspectives if and when I am working with international communities.

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Gottesman, G. (2009, May 21). Thirteen key characteristics of a great startup

culture - Puget Sound Business Journal [Web log post]. Retrieved from

http://www.bizjournals.com/seattle/blog/techflash/2009/05/Thirteen_ch

aracteristics_of_a_great_startup_culture_45678557.html

Mindtools. (n.d.). "Dealing with poor performance" Team Management Skills from

MindTools.com. Retrieved from

http://www.mindtools.com/pages/main/newMN_TMM.htm#world

Univeristy of Michigan. (n.d.). University of Michigan Recruiting and Employment

Services. Retrieved from

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University of Pittsburgh. (n.d.). Job Description Writing Guide. Retrieved from

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Write_printerFriendly.pdf

Wall Street Journal. (n.d.). How to Change Your Organization’s Culture -

Management - WSJ.com. Retrieved from

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organizations-culture/

Women for Hire. (n.d.). Negotiating Salary 101: Tactics for Better Compensation |

Women For Hire. Retrieved from

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01_tactics_for_better_compensation/

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