A safer workplace

• Training helps improve safety at work.

Improved safety records and better regulatory adherence emerge from quality learning programs. Offering instruction in safety regulations and injury prevention awareness keeps companies in compliance with government regulations and generates a vigilant workforce.

In some cases, such as forklift operation, training is required. Even when not required, safety training can help prevent costly and distressing accidents and injuries. Workers who receive safety training learn how to identify and avoid hazards, and are also equipped with the knowledge necessary to handle and manage incidents.

When companies train employees on approved practices and safety expectations, workers understand what to watch for and how to work in a safe manner. All employees benefit from safety training that helps them avoid accidents and teaches them to perform their jobs safely.

Regulatory compliance

• To avoid legal claims, employers under regulatory compliance regulations should train employees on applicable federal and state laws.

Training in areas relating to regulatory compliance can pay off for employers. Employees must know how to adhere to regulations, and supervisors need to be well-versed in regulations and procedures to ensure compliance.

Federal regulations and other laws

The Americans with Disabilities Act (ADA) and the Family and Medical Leave Act (FMLA), as well as regulations relating to privacy, wages, and hours worked, all require companies to be very diligent about the way business is conducted. Non-compliance with federal regulations can be costly.

Ignorance is not a defense. Supervisors may not be aware of the laws and regulations that impact the way some circumstances should be handled. A company (and in some cases supervisors) may still be held liable for actions regardless of intent. This can lead to a costly legal claim. To ensure that supervisors react properly when situations arise, and avoid costly mistakes, it is essential to provide proper training.

In some cases, state laws require training in areas such as sexual harassment prevention. Federal or state law may also require supervisors to be trained in reasonable suspicion of drug or alcohol use.

Enhanced productivity

• Training enhances worker productivity and prepares employees for challenges on the job.

Employees and managers need more than training in hard skills such as regulatory compliance. Employees also need educational support that improves the ability to work with others.

Improving worker soft skills

Communication, team building, crisis management, and violence prevention are examples of soft skills that help a workforce operate smoothly. Soft skills training can help all associates in an organization interact professionally and productively, and can provide solutions for reacting appropriately when difficult situations arise. A workforce stumbling over team dynamics needs to resolve its issues before it can deliver peak performance.

Training can give employees and supervisors the skills needed to work efficiently, react nimbly in times of organizational change, and bring the company to a new level of excellence. Training and development gives employees and supervisors the knowledge to overcome challenges and triumph in difficult situations. This ultimately means victory for the employer, whose mission will be accomplished with an engaged and robust workforce.

Talent retention

• Offering development programs can help attract and retain top talent.

One of the significant values of training and development is the positive impact it can make on employee turnover. When an employee leaves an organization, replacing that person is extremely expensive; replacing a top-performing employee may be especially costly.

While turnover can have a decidedly negative impact, training and development is one of the ways a company can stem the departure of employees.

The value of development. It’s not difficult to see why employees would value development. It can open new internal opportunities and help associates establish a career path. The opportunity for further development offers another incentive for workers to remain loyal.

In addition, employees who put training into practice are more engaged at work. Investing in the education and development of employees can have a positive impact on employees’ passion for the job. A company seeking to attract top talent also may find that its development programs offer an attractive benefit to a candidate.

Needs assessment

• A needs assessment is a good first step for companies that want to provide training programs for workers.

The first step in determining which training program will be most effective for a company is to perform a needs assessment. This can include:

• An examination of productivity, quality, or safety records to identify problem areas
• A survey that asks employees to identify training needs
• Observation of employees at work
• Information gleaned from performance records
• A review of regulatory requirements
• A review of equipment, procedures, or technology that is slated to change

An organization also may want to look at training programs used by other companies in the industry to determine which areas of training are valuable for its workforce.

Aligning with workplace goals

• Training initiatives should align with company strategies and goals.

Once identified, training priorities should be aligned with the strategic goals of the company. Training is not an isolated initiative, but is a process that makes an impact on the entire organization.

When determining which knowledge gaps to address, organizational priorities must be considered. Training should deliver visible results that relate to business goals and objectives. In addition, it should be designed to deliver long-term strategic results.

A company should:

• Define its future,
• Find knowledge gaps,
• Set training and development objectives,
• Communicate training purpose and objectives,
• Deliver intentional training,
• Support continuous learning in the workplace, and
• Measure results.

Generating support from management

• Management support for a company training initiative is one key to its success.

For a training and development program to be successful, it is critical for it to have company-wide support. When such an initiative is introduced, the reasons for implementing it should be clearly outlined to management.

The employees who need training should be identified, and a cost estimate and timeframe should be presented. Objectives and expected benefits should be in place before the program is implemented, and metrics that will help track its effectiveness should be developed. To generate management support:

• Outline the reasons for conducting training,
• Tie the reasons to corporate goals and initiatives,
• Explain training objectives and benefits,
• Present a training timeline and cost estimate, and
• Determine how the outcomes will be tracked.

Evaluating the trainer

• It is important to find a trainer who generates interest in the material.
• Employers should evaluate a potential trainer by asking several questions.

Trainers who bring energy and enthusiasm to their sessions help workers remain interested and attentive. By contrast, a trainer who is clearly just going through the motions is likely to have minimal impact on trainees—and on the training itself.

When looking for a trainer, the following questions can be used to gain an understanding of a trainer’s abilities:

• Tell me about a successful training experience you performed in the last 6 months.
• Tell me about a training experience that was not successful and how you would change it.
• What method did you use to encourage others to participate in a group discussion
• How did you manage to instill a positive attitude toward learning in one of your training sessions?
• How did you manage to successfully train others who were at varying degrees of understanding the subject matter?

Developing a tuition assistance program

• Tuition assistance programs (TAP) benefit employers by retaining employees and educating the workforce.
• A company may establish criteria for its TAP such as maintaining a certain GPA and requiring a period of continued employment with the company after course completion.

Organizations may offer financial assistance to employees who wish to receive further education through tuition assistance programs (TAPs). Tuition assistance programs have proven to be effective tools in retaining motivated employees and creating a highly skilled workforce.

Tuition assistance programs are usually administered through an organization’s human resources department or are part of an employee’s benefits package.

Program criteria

The employer may establish eligibility criteria for such programs. That criteria may include that the employee:

• Have a certain level of seniority;
• Be employed for a minimum period of time before applying;
• Finish the course of study within a certain period of time;
• Stay with the company for a specified period of time after making use of the program; and
• Only enroll at a specified school, in a specified course of study, or in a certain major.

Organizations may place guidelines and restrictions on such programs. For example, the TAP may only cover the tuition for courses in the core curriculum of a program, and then only in certain majors (for example, accounting, business, or finance). If a student wants to take courses outside of the curriculum, the student may need to provide proof the classes are required for the major or would pay dividends for the company.

The TAP may require that the employee repay any money received toward tuition reimbursement if the employee discontinues classes. The employee may be required to repay the money to the employer while waiting for a refund from the university, if receiving a refund at all.

Additional considerations:

• Organizations may also require that the student/employee maintain a certain grade point average (GPA) to continue receiving the program benefits. The employer may decide to make the amount of tuition that is to be reimbursed dependent upon the GPA; for example, a company will pay 100 percent of tuition for a 4.0 GPA, but a reduced percentage for a lower grade point average.
• Employees/students may also be responsible for the initial payment for courses upon enrollment, with the employer reimbursing the employee later, perhaps quarterly, by the semester, or after a final grade has been awarded.
• The TAP may also require that the employee/student remain with the organization for a determined length of time after completion of a program. If not, tuition benefits may need to be repaid.
• As an added incentive to employees, some organizations also make available tuition assistance or grants to dependent children attending college or technical schools. Again, many organizations make availability of the assistance or the amount of payment dependent upon performance in the program, such as grades.

Training program tips

• A company should understand adult learners, tailor its training, and make training interactive to help ensure success.

A successful training program enhances the skills of a company’s workforce. For it to be effective, the training needs to account for multiple learning styles and be accessible to all. It should resonate with the employees being trained and be presented in a way that helps them retain the subject matter and understand how to put what they have learned into practice.

Company training tips

Employers should consider the following tips when implementing a company training program:

• Aim to understand adult learners,
• Tailor company training to the workforce, and
• Make the training interactive.

Measuring results

• Employers can measure the results of a training program through evaluations and by attempting the quantify the return on investment.
• Comparing total costs and total benefits of a training program can help determine whether it’s a worthy investment.

After a training program has been selected, implemented, and conducted, its results should be measured.

Evaluations

Evaluations can be conducted immediately after the program and repeated a few weeks later to make sure the material has been retained. Evaluation tools can include:

• Quizzes (pre-tests and post-tests),
• Skills demonstrations by employees,
• Employee observation,
• Follow-up questions for participants, and
• Performance improvement assessment.

Return on investment

An attempt also should be made to quantify the return on investment (ROI). While it is not easy to put an exact dollar figure on the ROI generated by training and development, companies report that it ultimately strengthens the bottom line.

A safety training initiative may help a company contain costs by encouraging employees to focus on an effort to improve safety procedures. Training also can help companies improve customer relationships, as knowledgeable employees assist customers efficiently and work as a team to address any client concerns.

In addition, technical training may allow a workforce to become proficient in a revised or streamlined process. Employees engaged in a talent development program may apply what is learned to a work issue or process improvement.

Education tied to best practices can bring in new ideas that can be applied in the workplace, and leadership development courses can help a company adjust to a changing business environment and meet new demands. Through training, employees and supervisors gain skills to become more versatile and increase productivity, which in turn yields a positive impact on profits.

Determining ROI

To analyze the return on investment:

• Tally up the costs. Brainstorm to consider all potential costs of a program, from design to implementation. Can the company buy an out-of-the-box solution? Are there in-house trainers? Does the company need a consultant? All these questions will influence the overall cost. Assign a monetary value to each identified cost.
• Examine the benefits. Understanding the benefits of training is often less straightforward than considering costs. For example, an increase in productivity can sometimes be measured by output. But some benefits of training will be more intangible and therefore, not as easily measured. For instance, how much is positive employee morale worth on a balance sheet? It might be helpful to consider benefits in relation to potential costs of inaction. For example, if a company’s current lack of training is linked to turnover rates and challenging recruitment efforts, what are those costs? How are those costs minimized by a training program? Again, assign monetary values to all potential benefits.
• Calculate total costs and total benefits. Compare the two amounts to consider whether the benefits of providing training outweigh the costs.

It is also important to look at costs and benefits over a set period of time to understand where the breakeven point occurs.

Some training programs might reap long-term benefits that make up for large initial investments. In other cases, employers might decide that a smaller investment (such as a test program) can help justify expenses for a larger-scale undertaking.

Hiring and interviews

• Hiring managers should be trained on how to avoid discriminating against applicants.
• Notes or statements on an applicant’s race, color, sex (including sexual orientation and gender identity), religion, national origin, disability, age, pregnancy, genetic information, and union affiliation should be avoided.

For the untrained, the hiring process can quickly become a quagmire of potential legal issues.

Interviews

Individuals who interview job candidates have the potential to violate a myriad of discrimination laws. If a manager responsible for hiring doesn’t have proper training, the manager could easily invite a lawsuit for the company.

Avoiding discrimination

Any individual who has hiring responsibility should know to avoid discriminating against individuals on the basis of race, color, sex (including sexual orientation and gender identity), religion, national origin, disability, age (over 40), pregnancy, genetic information, and union affiliation.

In some state and local jurisdictions, individuals also can’t be discriminated against on the basis of marital status, political beliefs, military discharge status, arrest and conviction records, and the use of lawful products such as cigarettes (or even marijuana in some states that have legalized its use).

Potential pitfalls

Once a candidate is at the interview, managers should be aware of the potential for blunders during small talk that often occurs before and after the interview. Just because the interview hasn’t officially begun doesn’t mean the laws against asking discriminatory questions don’t apply.

For example, a female candidate mentioned the need to find a sitter to attend the interview, and when the person calls to find out why there was no job offer, an untrained supervisor might say, “We just thought that with all your responsibilities at home, it might be difficult for you to travel as much as this job requires.” That statement alone could be grounds for a lawsuit. In addition to knowing what not to say, a supervisor or manager should know how to get the best results from interviews.

Hiring managers should realize that the process of avoiding discrimination does not extend only to the interview itself. It starts when the interviewee is selected and extends, essentially, for at least a year after the interviewee leaves (that’s the typical statute of limitations for filing a discrimination claim based on failure to hire). This could be an issue if a candidate who was interviewed but not chosen calls to find out why, questions the hiring process, and so on. Should a need arise to defend a hiring decision, what is said to the applicant is critical.

Interviewers must also be aware that, when taking notes during an interview, it is best not to write down anything that could be construed as discriminatory. Making a notation as to someone’s race may be used as evidence of discrimination if that person isn’t chosen for the job. In fact, steer clear of making notes about any personal characteristics (“tall Black man,” “stutterer,” “older female”). These can easily be used as evidence of discrimination if that individual is not hired or considered for the position.

Onboarding with structured on-the-job training

• Companies can utilize experienced employees for structured on-the-job training (SOJT) to improve onboarding.
• Several things impact the effectiveness of SOJT.

With structured on-the-job training (SOJT), an experienced employee uses a company-standardized checklist of tasks and performance criteria to train new employees. SOJT ensures consistency, effectiveness, and efficiency.

To be effective, SOJT requires preparation time and commitment to allow subject matter experts to share expertise and develop (or review for accuracy) task-oriented job descriptions, training manuals for both trainers and trainees, job aids, checklists, and performance standards. Also, the company must prepare trainers and allow time to do the training, then evaluate each trainee’s performance. The advantages include:

• Shorter training time,
• Standardized safety and quality procedures, and
• A way to give just-in-time training.

Success factors

Effective SOJT depends upon several things: selection of subject matter experts, development of training materials, preparation of trainers, and evaluation of training. Subject matter experts should be seasoned employees with expertise, a willingness and desire to train, good communication skills, and patience. Standardized training materials, including checklists and job aids, are essential for both the trainer and trainee. Each task-oriented training module should include a task statement, a performance standard, safety procedures, and conditions under which the task is performed.

Leadership training

• Leadership training sets a company and its managers up for success.

Leadership training helps companies develop high-potential employees and equips those employees with vital skills. With the right training, managers and supervisors become better decisionmakers, guiding companies and employees to more success. Providing opportunities for leadership training can attract and retain top talent.

Examples of leadership training a company may conduct includes:

• Best practices for performance appraisals;
• Information on offering training, guidance, feedback, encouragement, or correction to other employees;
• Business etiquette;
• How to have difficult conversations with employees;
• Meeting etiquette; and
• Improving emotional intelligence (EQ) and critical thinking.

Employee development

• Train leadership to help employees engage in career planning and development.

One of the most important functions of the human resources (HR) department is to help manage the career paths of employees. Employee development isn’t all about advancement, however. It includes steps taken to make employees more effective in current positions, making the workers more versatile, more effective with other employees or customers, and even helping workers interact more effectively within a team (teambuilding).

An employee engages in career planning by taking responsibility for the plan. At the point where the employee’s needs match up with the company’s needs, the process of career development is born.

Of course, if the employee’s career goals do not match up with the company’s needs, the employee may seek to advance with another company. Employee development can therefore improve retention.

Ultimately, a career path is the responsibility of employees. However, it’s important that both the employee and the company understand that career development is a two-way street. The organization must communicate to workers that if an employee is interested in a specific career path, the employee should make that known to the person’s manager.

Performance management

• Train leadership on the workings and benefits of the company’s performance management system.

Performance management is a leading indicator of future performance. It is not a single event; it is a forward-looking system comprised of job descriptions, performance standards, ongoing feedback, and advice linked to organizational goals, and some type of reward system. Each component of the system is tied to the others, and each is critical to making the process work for the benefit of the organization.

A performance management system that has top-management commitment helps to clarify job responsibilities and expectations and improves productivity. It encourages employee development and drives employee behavior and performance to align with the business’ core values, goals, and strategies. As it does these things, it provides a sound basis for rewarding performance.

When all the components are in place, the biggest challenge is training all players — executives, managers, supervisors, and employees — in the workings and benefits of the system. Such training is critical, especially with supervisors, because ongoing feedback and advice are essential to the success of a performance management system.

Key modules in performance management training should include:

• Why and how a performance management system works;
• How performance measurement works (the rating system);
• Roles and responsibilities of both employees and managers/supervisors;
• How to set goals, expectations, and plan performance;
• How to perform evaluations;
• How to give effective, specific, ongoing feedback;
• How to ask for feedback and react to unsolicited feedback; and
• How to identify and address developmental needs.

Human resources’ (HR) role in performance management is facilitative. The HR professional provides tools, training, and guidance to enable operational management to implement the system. Managers will still have to monitor the formal appraisal process (which is generally part of the ongoing feedback), but the task should result in not only better compliance and less dread, but also improved organizational effectiveness.

Teambuilding

• Encourage leadership to model teambuilding by working together and collaborating.
• Share tips that help managers and supervisors foster teamwork.

Teambuilding is a process of creating an awareness of, and a commitment to, a collaborative work effort. The organization ultimately benefits from that process through increased profitability because of changed (and improved) work behaviors.

Keep in mind that the goal in teambuilding is not to apply “feel good” experiences to the workplace. Rather, it is to solve the real problems that get in the way of the team’s work.

Teambuilding efforts will be ineffective if the organization does not support teamwork in the first place. That support must start at the top, with executive management demonstrating collaboration to work together on high-level initiatives. Collaboration must also be reinforced through policies and procedures such as compensation programs and supervisory training programs. When teamwork is supported and encouraged from the top down, interventions are much more likely to be successful.

To build a better team:

• Establish clear goals. For a group to work as a team, it must have common goals. Work with team members to make sure everyone knows these goals and how the goals affect individual work roles.
• Clarify roles. Every team member must have the necessary knowledge, skills, abilities, and tools. Sometimes, however, individuals assume responsibility for tasks outside of job descriptions, and the result is confusion about who is really responsible for specific activities. To be effective, every team member must know and understand worker roles and how the roles affect every other team member. In a group session, facilitate a team discussion of each person’s individual role within the context of getting work done. Giving each team member defined authority will help workers refrain from competing for resources or control.
• Develop communication processes. Within the team, workout methods of communicating progress and success as well as how to resolve conflicts. Consider using a “report card” that spells out objectives, activities, and task assignments (by name) to assign accountability, a key element of collaboration.
• Provide opportunities for team members to interact. Although work is not a social gathering, provide opportunities for team members to be social. Informal gatherings such as pitch-in lunches or company-sponsored pizza parties help break down barriers and build trust among team members — something that is essential for good collaboration.
• Meet regularly. Keeping everyone in the loop is important for collaborative efforts. Schedule regular team meetings to update the team report card of activities, which holds everyone accountable.
• Involve the team in decisions. When consensus and commitment are necessary, involve team members in the decision-making or problem-solving activity. People who are part of the process tend to own the outcomes and are more likely to fully commit.
• Recognize employees and the team. A personal thank you or a handwritten note goes a long way in empowering employees. Likewise, when the team accomplishes milestones, celebrate to show appreciation and to build team pride.

Cross-training

• Cross-training provides many benefits to companies, including flexibility, consistent output, and improved organizational agility.
• Effective cross-training takes time and commitment from employers and employees alike.

Cross training provides backups to critical jobs, allows for flexibility, and improves productivity. In addition to making sure work is always covered, it offers:

• Flexibility and improved productivity. In manufacturing organizations, for example, cross trained workers can pitch in where needed to accommodate production schedules. Cross training can also ultimately result in reducing the number of individual, specialized jobs, because workers can be assigned as needed.
• Consistency of output. Instead of second-guessing how something is done and winging it, which can result in making errors, employees filling in for one another perform to the same quality standards. This requires more than mere training, and the replacement may have to spend a few shifts (even one day per month) performing the job to develop the necessary skills.
• Improved teamwork. When employees learn each other’s jobs, people begin to understand the interrelationships of all jobs and develop a bigger picture of the organization. Employees may also gain an appreciation for the challenges of another person’s job. That promotes teamwork, and teamwork results in improved efficiency.
• Better recruitment and retention. Cross training improves morale, builds skills, and develops employees, all of which lower turnover and give an organization the reputation of being an employer of choice. The bottom line is reduced hiring and training costs.
• Improved organizational agility. In today’s competitive market, change happens quickly. Cross training develops a learning attitude and provides employees with skills that can be adapted to new uses.

Job rotation training

• Job rotation helps employers assess employee skills, identify future leaders, create well-rounded employees, and improve organizational agility.

Organizations often use job rotation training to expose employees to a variety of business experiences which have been compressed into a relatively short period of time. An organization’s job rotation program can be formal or informal. However, the more formal and structured the program is, the more quantitative the measurements of employee skill levels will be.

A typical job rotation cycle can last from one to two years, depending on the size of the organization. Each assignment in the rotation can last from four to eight months.

There are four major benefits that organizations get from job rotation:

• The first is that managers, with input from human resources (HR), can assess new employees’ skills and use that information to determine where the person should be placed after the job rotation cycle ends.
• The second benefit is that HR can use the information gained from each manager’s review of the employee to identify future leaders. This in turn allows those employees to be groomed and nurtured to move into management and/or executive-level positions.
• The third benefit is that job rotation allows the employee to be exposed to the organization’s culture across various business units, including foreign locations. This will also help in the career pathing process because employees have a chance to experience living in different environments. This can help workers decide where the person is interested in living after the job rotation cycle ends.
• Risk management is the focus of the last benefit. Because employees have worked for different managers and have gained a wide variety of business knowledge, the employees are able to step into different jobs when there is a need (for example, during a period of an increase in retirements, resignations, or layoffs).

Americans with Disabilities Act (ADA) training

• Training helps employees and supervisors understand the Americans with Disabilities Act (ADA).

The Americans with Disabilities Act (ADA) prohibits discrimination against people with disabilities. It includes protections for applicants and employees. Training provides employees and supervisors with information about the act.

For more information, see “Training” under the ADA topic.

Anti-harassment training

• Train employees and supervisors on the definition, company policies, and consequences of unlawful harassment in the workplace.
• Supervisors should be trained to take every harassment complaint seriously.

Employers must take appropriate steps to prevent and correct unlawful harassment in the workplace. Training employees and supervisors is usually the first step in creating a workplace free from harassment. Training usually includes guidance on what constitutes harassment, the company’s policies for preventing harassment, and the consequences for violating the policies.

The general definition of unlawful harassment is unwelcome conduct that is directed at someone in a protected class, and is severe and pervasive enough to interfere with the person’s work performance.

The key issues governing whether unwelcome conduct creates an unlawful hostile environment are:

• Context,
• Frequency,
• Severity, and
• The “reasonable person” standard.

Supervisors should be trained to identify each key area. Doing so may enable workers to prevent jokes or comments in poor taste from becoming harassment. Supervisors have a duty to properly and immediately address the conduct, and it goes beyond just making a note in a file. Regardless of the nature of the complaint, supervisors need to be taught to reassure the person coming forward that doing so was the right thing, and that the complaint will be taken seriously.

Supervisors should never dismiss a complaint based on assumptions that it’s unfounded, even if a previous relationship, personality conflict, or other past events may affect judgment about the credibility of a complaint. Supervisors should document the complaint and provide assurance that retaliation will not be tolerated, and remind the person that the company needs to know about any future acts so it can take further discipline or address the retaliation.

Sexual harassment prevention training

• Sexual harassment prevention training explains what sexual harassment is and how to prevent it.
• Training also provides information on reporting sexual harassment.

Sexual harassment training makes workers aware of what sexual harassment is and how it can be prevented. It also provides information on how to report instances of sexual harassment.

For more information, see “Provide prevention training” under the Sexual Harassment topic.

Bias awareness training

• Train leaders to recognize and avoid common biases.

Training supervisors to recognize and avoid common biases is one of the best ways to ensure that they are treating employees fairly and are supporting all members of their team.

The only way for company leaders to combat unconscious bias is to repeatedly and deliberately pay attention to the thought patterns that are so deeply ingrained that they would never be noticed without such special attention.

In a team context, supervisors can pay attention to the contributions of all people, thinking critically about how value is assigned to each. Supervisors should carefully consider and challenge tendencies to dismiss or devalue concepts solely because of where the person came from.

Company leaders also need to take a hard look at preconceptions about what makes a good leader. Considerations of the merit of varying leadership styles can help, for example. Companies also can’t afford to stand back and casually wonder why men are more likely to be promoted into leadership roles, or to simply assume superior performance is responsible.

Instead, employers must be willing to get down to the team level and challenge supervisors to ensure that performance feedback accurately represents the strengths of all people. A company may be basing promotion decisions on performance, but if employee reviews are inherently biased, even sincere attempts at impartiality will be flawed.

If supervisors are not careful, bias can turn up in performance reviews and employee feedback. Examples of bias include:

• The halo effect: An employee is good-natured, willing to help, and extremely likable. Since the person’s manager likes the employee as a person, the manager tends to overrate the employee’s skills and abilities in the workplace. The halo effect can be founded in almost any characteristic that draws someone to another individual emotionally.
• Similarity attraction effect: Humans tend to gravitate toward similar individuals, so a manager may have a bias toward an employee who is similar, potentially causing the manager to overestimate the employee’s contributions in the workplace.
• The hiring manager effect: Managers have a vested interest in making sure that employees selected by the manager succeed. Teach supervisors to be sure not to rate employees unfairly to make the supervisor look good.
• The “as expected” or “spillover” effect: It’s not uncommon for managers to begin to expect to deliver similar appraisals to the same employees year after year. This may mean overrating employees who have consistently performed well, or that poor performers have little hope of ever overcoming previous negative appraisals. Actively consider each employee’s annual performance and use that to determine the overall rating, rather than crafting a story to support a rating that mimics that of previous years.

Understanding adult learners

• Company training programs should include content for visual, auditory, and kinesthetic learners.

Adult learners are typically more motivated when the course content is relevant to immediate interests and concerns. Workers want more than facts and would rather receive information presented through problem-solving situations. Finally, employees will want to apply new skills soon after the skills are learned.

Learning styles

Learning styles categorize how adults take in and process information.

• Visual learners learn by seeing. Effective training tools include videos, PowerPoint presentations, diagrams, computer-based training programs, handouts, or any material that includes illustrations. Visual learners may like to take notes during lectures.
• Auditory learners learn by hearing. Effective training tools include lectures, discussions, question and answer periods, or anything that gets the class talking. Auditory learners may like to make tape recordings of class sessions.
• Kinesthetic learners learn by doing. Effective training tools include participating in demonstrations, role-playing exercises, or any exercises that involve trying out new skills. Kinesthetic learners may want to volunteer to participate in class activities.

Effective training programs address each learning style and avoid long lectures or endless presentations. Training should be designed to present material on a topic and then break up the class with brief discussions, exercises, demonstrations, quizzes, games, or other activities to reinforce the content and draw out questions before moving on to the next topic.

Tailoring company training

• Employers can adjust training programs depending on the nature of the material being presented and the needs of the workforce.
• Applicability and the opportunity to provide feedback increase employee engagement in company training.

Research has shown that the most effective way for people to learn is to match the teaching method to the nature of the material being taught. For example, would anyone want people to obtain a driver’s license based solely on the ability to pass the written test? While lectures, tests, and instructional videos are all good tools for teaching people to drive, those lessons are reinforced when a driver gets behind the wheel for hands-on experience.

Examples

Here are ways to tailor company training:

• Online courses may be supported by a classroom session conducted by managers, or a video presentation could be coupled with role-playing exercises that reinforce the material;
• A company may follow up on the group training with individualized coaching sessions; and/or
• A webinar could be used to deliver information to a large group of employees, and managers could then conduct small-group sessions that apply the information to specific work situations.

Employee considerations

A company can tailor its training programs to suit the company and its specific situation. The following considerations can further help a company tailor training to its employees:

• Consider personal preference. While teaching methods should match tasks, employers should still consider learning preferences. Learning is improved (for all preferences) when training combines a variety of learning activities — demonstration, discussion, handouts, brainstorming, games, hands-on experience, etc.
• Acknowledge previous experience. Treat employees like intelligent, experienced adults whose opinions and insights are valued and appreciated. Create training opportunities that build on the learner’s knowledge base. In group training, employers may want to discuss how participants might learn from each other and provide opportunities for people to share perspectives or discuss relevant past experiences.
• Demonstrate applicability. Take the time to show employees how training will apply to individuals and the work. Use examples and discussions in the training that reflect participants’ current working experiences. It also helps to deliver content that fulfills an immediate or upcoming need; people tend to respond best to training that can be applied right away.
• Ask for feedback. Workers who can give input on education feel more invested in training. Results are the best way to measure the effectiveness of training, but soliciting learner feedback can help employers understand how various aspects of training impact success. Such insight allows employers to further improve training outcomes.

Making training interactive

• Employers can make training programs interactive through classroom discussions, role play, and exercises or quizzes.

Research shows that learning is improved (for all preferences) when training combines a variety of learning activities — demonstration, discussion, handouts, hands-on experience, etc. For example: As part of a harassment training program, employers might decide to coach new supervisors on best practices for handling upset employees.

Questions to encourage interaction

Employers might show a video that demonstrates a positive way to handle a harassment complaint, and maybe another video that shows a negative way to handle that same compliant. Employers might then start a class discussion about the video demonstrations:

• What did workers observe in the demonstration?
• Which tactics worked?
• Which tactics didn’t work?
• Why?
• How do the demonstrated steps compare to the current way of handling such situations?
• How can employees better deal with complaints?

The learners could role play to practice handling harassment complaints, and employers might provide a handout with tips for handling upset employees that includes suggested phrases that can diffuse tense situations.

Additional tips

• Because adults learn by sharing experiences, the trainer should maintain an informal classroom atmosphere that encourages questions and interaction.
• The trainer can facilitate learning by asking for questions and relating the responses to the trainees’ work duties. The trainer can suggest how the materials can help the trainees set priorities on the job. Handouts should be concise and useful references.
• Adults bring loads of experience to the classroom, and everyone will benefit if the trainer encourages the trainees to share experiences. The trainer should encourage discussions and networking both during class and at breaks. The entire class, including the trainer, should be ready to learn from the trainees, and the trainer should recognize trainees who have relevant expertise.
• The trainer should continuously inform the trainees of progress. This should be done in a way that will not give anyone a feeling of failure in front of peers. Feedback becomes much more important if the class is for some type of qualification or certification and the trainees need to meet certain criteria to pass the course.
• After each exercise or quiz, the trainer should discuss correct replies and allow time for trainees to go back and make corrections to the work. People like to be rewarded. Small prizes for class participation are appreciated. When the class is over, the trainees should feel that expectations have been met and that course objectives have been accomplished.
• Trainees don’t have a lot of time to complete extensive training evaluations. Evaluations using checklists or short answers can meet this challenge. Trainees involved in ongoing training programs will want to know that participant opinions matter. The trainer should acknowledge changes to the program that were prompted by trainee evaluations.

Training hiring managers to avoid reference check pitfalls

• Hiring managers should be trained to avoid discrimination during reference checks.
• A checklist of appropriate job-related questions can be a helpful resource for employees involved in the hiring process.

Conducting effective reference checks usually isn’t as easy as just picking up the phone and asking a former employer a few questions. Even for a seasoned human resources (HR) pro, the reference check process can present challenges and risks, so it can be especially daunting for hiring managers who might have little experience with the task.

To ensure that a company is using reference checks to its best advantage, implement standard policies and procedures for conducting the checks and, if managers will be making the calls, provide training on best practices for inquiries.

Avoid discrimination

A reference check is part of the larger concept of background checks, and just like any other check (e.g., criminal records check), reference checks cannot be limited to certain individuals based on protected characteristics (e.g., race, age, religion, gender, or national origin) or to individuals that seem suspicious.

To ensure that a company’s processes are fair to all job candidates, the Equal Employment Opportunity Commission (EEOC) recommends that if employers are performing a check on candidates for a certain position, it must do so for all candidates for that position. This does not mean employers must perform a check for every applicant, but if it usually performs a check on its top three finalists, then the employer must follow that practice consistently.

Personal references

While personal references can be useful to speak to a candidate’s general character, the references often can’t provide much information about the applicant’s work experience. Employers might consider a company policy of requiring the majority of references to have worked directly with the applicant. Often, verifying the information presented on resumes is an effective way to assess general work ethic and personality traits.

Applicant questions

While there is no definitive list of questions that cannot be asked during a reference check, it is best to avoid questions that could suggest a company is taking illegal factors into consideration when hiring. For example, avoid any questions related to a protected class. Train hiring managers to keep questions related specifically to the job. Employers may even want to provide a checklist starting with questions about verification, specifically dates of employment, job title, salary, and job duties. Conducting reference checks can be challenging, but if employers implement standard policies and procedures and train hiring managers how to ask questions, employers can make the process easier for all parties involved.

Training the on-the-job trainer

• Choosing the right employee to lead on-the-job training is important.
• The employee expected to train other employees should be trained on how to best share knowledge with others.

On-the-job training needs to be thoughtful and thorough to assure knowledge transfer and skill development to new employees or team members who are being cross-trained within each department. It requires understanding the job and choosing the right trainer.

If there is no written job description for trainers, prepare one. For accurate training, a thorough understanding of the job is necessary, including its job tasks, responsibilities, equipment, safety protocols, as well as skills, education, and training required to do the job effectively.

Break the job’s functions or processes down into logical tasks (steps). Then, assess each task with a critical eye and identify those that could benefit from the use of a job aid — a short list of steps or a visual aid — to assure safety, quality, and adherence to procedure. Then, document the minimum performance standards for each function.

Pick the right trainer

Look for someone who has good work habits, excellent technical knowledge, great communication skills, patience, and a desire to be a trainer. After choosing a trainer, take the time to train the trainer.

The five-step process for on-the-job training

• Trainers can follow the process of tell, show, try (with coaching), do, and evaluate for effective on-the-job training.

By using the following five-step process, employees are in a much better position to be successful at work, and the time spent to accomplish on-the-job training is well worth the outcome.

• Tell. Explain the task or function thoroughly, including why the task is done (its role in the end product) and its desired outcome. Provide a job aid and describe how to use it.
• Show. Demonstrate how to perform the task, explaining each step. Encourage questions and provide answers so the trainee understands. Repeat this step as necessary until the trainee is comfortable with the work.
• Try, with coaching. Once the trainee is comfortable and understands what needs to be done, allow the person to try it, under supervision. Coach the employee, but don’t take over the task unless safety is compromised. Ask the trainee to explain what the person is doing and why it is being done. Have the trainee repeat the task with coaching until the person feels confident.
• Do. Still watching the trainee, allow the person to do the task alone. Don’t coach. When the task is finished, give feedback. Once the person can perform the job without supervision, let the trainee go to work.
• Evaluate. Periodically return to the trainee and evaluate the work. Provide constructive criticism as necessary.

Identifying high-potential employees

• Managers and supervisors can help identify a company’s high-potential employees.

An organization’s ability to thrive depends largely on its ability to keep its best talent. Work with managers and supervisors to identify high-potential employees (HiPos). Once identified, make sure expectations align with those of the organization and stay in contact with high-potential employees regarding further development. The extra effort could result in the development of a future leader.

First steps

Identifying HiPos requires an assessment process. First, the upper-level positions to be filled via the succession planning process must be analyzed to determine what is necessary in terms of:

• Knowledge,
• Skills,
• Abilities,
• Traits,
• Experience,
• Education,
• Certifications or professional licensing, and
• Core competencies.

After this is done, look at the pool of employees and decide who may have the foundation to fill one or more of these positions. Identify what education, experience, and other qualifications individuals may have, or what is lacking. Determine what a person’s interests are in terms of future career direction. Training and development can be geared in that direction if it is consistent with the overall succession plan.

Sometimes HiPos are easy to identify. The employee may stand out among peers in both ability and attitude. While current job performance can be one good indicator of an employee’s potential, employers can also assess employees on whether the person possesses certain ideal characteristics that have been identified by the company. For example, depending on the nature of the business, a company might seek to identify individuals who:

• Consistently command the respect of peers, supervisors, or subordinates;
• Have proven over time to have the willingness and ability to master new skills;
• Excel in team and individual settings and are natural leaders among peers;
• Regularly look for ways to improve products and work more efficiently;
• Are open to constructive criticism; and/or
• Have a firm understanding of customers’ needs.

Developing of high-potential employees

• Once identified, leadership can further develop HiPos for the benefit of the individual and the company.
• Employers should have several critical company positions in mind for HiPos.

Once HiPos have been identified, don’t assume the individuals want the same future that the company has planned out. Invite the employees to discuss career goals and explain the expectations that may come with a high-potential designation.

Not all employees will be thrilled with a HiPo designation. An employee may be interested in going back to school, may be planning a career change, or may not want the additional responsibilities or work hours that might come with a higher-level position. Some high-potential employees may simply love the person’s current job, and may not wish to take on a more expansive role within the organization.

Even if an identified HiPo doesn’t want to move up the ladder, keeping that individual on board should still be a priority. Continue the career conversation to see what the company can do to motivate these employees to stay. High-potential employees who don’t have a desire to move up are still quite valuable with talents that may extend to developing other employees, as well.

In assessing individuals, consider a number of factors:

• Review the employee’s work history, both internal and external, to look for a history of progressively responsible experience. Some past experience may not bear on the employee’s current position, but may prove helpful in a future position.
• Consider the employee’s current and past performance, as measured by performance reviews.
• In addition to the standard performance review, develop a list of core competencies for the upper-level positions, and evaluate the employee with respect to each competency.
• Consider implementing 360-degree feedback evaluations to determine any weak points of the employee. For instance, an employee might meet deadlines ahead of schedule and churn out consistently good work, but treat vendors poorly or have a history of not returning phone calls. This could show a lack of respect for others, which may not otherwise be apparent.
• Consider training the employee has received, as well as how well the new information was integrated into the current job. If the employee had trouble implementing or adapting to new procedures, that could be significant. A capacity to learn and the willingness to adapt are important attributes.
• Consider the employee’s initiative in taking on new projects and coming up with new ideas. This may indicate a propensity to look at the big picture and a desire to steer the course of work projects and take on more responsibility.
• Consider conducting a personality profile to assess an individual’s inclination toward a leadership role. Other desirable traits can be assessed in this process as well.
• Consider implementing a series of assessment centers. These put employees in real-life work situations and evaluate how the person will react. This can give an idea of how well an employee handles multiple interruptions, juggles priorities, handles irate people, and so on.
• Give higher-level responsibilities to employees in current positions. This might be a special project or an ongoing responsibility. Have a mentor available to help. Learning by doing is the best method, and may be the best way to judge how an employee will perform at a higher level.
• Determine what new relationships are needed in employee development. If someone’s experience is weak in a certain area, see that the employee spends some time in that department and learns the process. Cross-functional training is highly valuable in understanding how different facets of the organization are interconnected. Determine how well that information is integrated by the employee. An employee’s learning agility will be an important component of the assessment.
• Other factors should be considered, such as a demonstrated willingness to take risks, the capacity to think outside the box, receptivity to criticism, the employee’s dedication to the development process, the ability to think globally, and an understanding that the decisions the person makes will have far-reaching impact.
• EQ, or emotional intelligence, should be considered. EQ is manifested by the degree the employee motivates others, treats others with respect, demonstrates team building and relationship-building skills, is aware of faults (and seeks to correct or minimize the faults), and so on. It considers traits such as empathy, self-awareness, and social skills.

Decide, based on the employee’s background and interests, which positions the employee might be a good fit for and the degree of suitability for each position for which the person might be considered. The employee’s training and development should be geared toward these positions, or a particular position, if appropriate. Ideally, the employee will receive the education and training necessary to be qualified to perform in the new job before being called upon to do so.

Overcoming obstacles

Determine on an individual basis what hurdles an employee must overcome to move up one to two levels in the organization within a relatively short period of time, generally 36 months or so. This is a commonly used measurement for determining a high-potential employee. If the employee can overcome the obstacles (obtain the required training, knowledge, and experience), the person should be considered as having potential. If not, it doesn’t mean the employee can’t be developed and move into a higher-level position, but the person probably won’t be a contributor at a level deemed critical.

In determining whom to develop, consider which positions may need to be filled sooner. Then determine which employees might be put on the fast track to be ready to fill these positions. These positions will be more specifically geared to certain people because of the timeframe involved. This is more along the lines of “replacement planning” than succession planning because the need is more immediate.

Challenge workers

Many employees identify challenging work as something desired in a job. Perhaps even more than middle-of-the-road performers, HiPos are likely to become bored if not presented with challenges. HiPos appreciate and expect special assignments and training opportunities. After identifying an employee as high potential, an extra investment in that individual only makes sense.

A HiPo designation without any special treatment is likely to feel like nothing more than lip service. It’s important to have several possible roles in mind for high-potential employees. If several HiPos have been identified for only one job, other HiPos may become disengaged. By identifying several (or many) HiPos for a variety of critical positions, the employer removes the risk of eliminating the job an individual was preparing for. This may also open the door to create more well-rounded employees by helping people learn a variety of skills that could apply to any number of top positions.

Conducting performance appraisals

• Employers should train managers on the process and expectations for conducting performance appraisals.

Those who need to perform employee performance appraisals may benefit from learning some of the pitfalls to avoid and how to handle certain situations. It may help to know about rater biases and what to do if an employee refuses to accept responsibility for performance.

At the very least, those who perform appraisals will need to know the process — who to appraise, what forms to use, what information to gather, when to perform the appraisal, and why the appraisal is being done in the first place.

From there, leadership can be taught how to rate employees, what to evaluate, and how to score. Additional training can include the following:

• Maintaining open communication;
• Documentation of the appraisal as well as the employee’s ongoing performance;
• Appropriate places to hold the appraisal;
• Listening skills; and
• Coaching.

Employee performance appraisals can run the gamut from basic open communication between management and employees to formal processes. Whichever one is used should be truthful and based on facts. Information should be documented, but such documentation should refrain from including information that involves age, race, gender, or any other protected class.

A performance appraisal should:

1. Include the date. A discussion with an employee regarding performance should include the full date, including month, day, and year. Consider also including the day of the week in any disciplinary warnings, which may help identify patterns.
2. Count the good and the bad. A performance evaluation should not focus only on where the employee needs improvement. Even if the employee could best be described as “average,” the reviewer may be able to include some positives, such as pointing out that the employee has stopped interrupting others during staff meetings.
3. Offer facts, not generalizations. List objective information or first-hand observations, but avoid making characterizations. For instance, state that the employee was observed chatting with coworkers on three occasions, but don’t describe the employee as a gossip.
4. Beware of discrimination. As a continuation of the previous item, don’t make assumptions about the employee. Statements such as “Marsha’s lack of focus is somewhat understandable with two young children at home” could come back to haunt the company as evidence in a gender discrimination claim.
5. Be short and sweet, but complete. When describing positive attributes, note the specific accomplishment. Rather than writing that someone is an exemplary employee, write that the employee finished all projects on time and under budget.

Providing guidance, feedback, and encouragement

• Train supervisors on how to have important conversations with the team, such as providing guidance, feedback, and encouragement.

A major part of any supervisor’s job is developing employees. This may require providing training, guidance, feedback, encouragement, or correction. Employers might assume that an experienced supervisor already knows how to handle these things. Unfortunately, the supervisor may not be doing so as intended.

Whether the guidance provided is supportive or corrective, supervisors must know how to handle a variety of possible responses. When correcting an employee’s error, the employee will hopefully accept the correction and move on. However, some employees may respond with anger (“We’ve always done it my way!”) or may even break down in tears (“I can’t do anything right!”). The supervisor must be able to effectively address any response.

Obviously, the employee’s response will also depend on the way the corrective advice is given. An approach that is too strong or demanding for the circumstances may generate resentment, even if the employee doesn’t voice this feeling and becomes increasingly frustrated with the supervisor. Conversely, an overly gentle approach may come across as a mere suggestion that could be ignored.

Even giving positive feedback or encouragement may require training. High-performing employees require encouragement just as much as low-performing employees require correction. Every supervisor knows how to simply say, “Great job on that project.” However, if valued employees have not received more encouragement than an occasional “good job” for several months, the lack of feedback may start to affect morale. Training supervisors on ideas for giving feedback might include offering suggestions such as:

• Writing a positive letter, showing it to the employee, and placing it in the worker’s personnel file;
• Providing a small reward in recognition of an accomplishment, such a movie tickets or a gift card;
• Pointing out accomplishments and contributions during staff meetings; and/or
• Mentioning an employee’s value to coworkers, knowing that the team will probably inform the employee about those remarks.

When a problem occurs, train supervisors to focus feedback on the end goal, rather than the problem. This will allow everyone involved to move forward more productively. It is difficult, however, for anyone to take personal responsibility if the employee is unclear about what those responsibilities are. Help managers eliminate as much confusion as possible by communicating expectations to workers, and training managers to give quality feedback.

One-on-one meeting training for supervisors

• Train supervisors to value and make the most of one-on-one meetings with workers.

Regular one-on-one meetings between employees and supervisors build trust, ensure employees have necessary support, and considerably increase the likelihood of engagement for employees. To make the most of one-on-one time with employees:

DO:

• Create a basic outline to keep the meeting on track, but keep the conversation informal. It might even be possible to get out of the workplace. Consider taking a walk or meeting at a coffee shop.
• Discuss whether an employee’s work and behaviors are helping the individual reach the goals that person has set. Reinforce on-target behaviors, and redirect those that may be off, making sure employees know what successful performance looks like.
• Allow the employee to direct the meeting if the person feels comfortable.
• Review what the employee is or is not enjoying about work. Ask employees what opportunities are desired in the future.
• Ask the employee what the person hopes to accomplish before the next one-on-one. Have the individual propose action steps to get there.
• Review notes from the last one-on-one. Employees will quickly come to view these meetings as a waste of time if there isn’t follow-up from previous meetings. Such notes could be stored in a shared document that the employee can also see and update. In some cases, follow-up will be required before the next one-on-one with the employee.

DON’T:

• Cancel one-on-ones unless it’s an absolute emergency. If employers must cancel, immediately reschedule to ensure the employee knows the company considers the person a priority.
• Treat the meeting as a status update. Either use five to 10 minutes as a status update or have the employee email the employer about the status of projects ahead of time.
• Give insight while forgetting to receive it. Think of a one-on-one as an exchange of information. Employers should do more listening than talking and should gain insight from the employee as much as the employee gains in return.
• Allow the focus of the meeting to shift away from the employee’s needs and development.
• Be afraid to put a pin in a topic of conversation if it’s something the entire team should discuss together.
• Show up without progress on action items from the previous one-on-one. Employers wouldn’t expect the employee not to follow through, so neither should the employer.

Business etiquette for supervisors

• Train supervisors on business etiquette to improve leader effectiveness and the respect earned.

Good business etiquette is important for all employees in the workplace, but it is especially important for supervisors. How leadership is perceived by colleagues and subordinates can impact a supervisor’s effectiveness as a leader.

Understanding the rules of business etiquette and consistently practicing good supervisory behaviors will not only help supervisors avoid committing a workplace faux pas, but it will also help earn the respect of subordinates — and this respect can lead to greater loyalty, motivation, engagement, and productivity.

When training supervisors on business etiquette, share the following tips to enhance effectiveness as leaders:

• Dress the part. Encourage supervisors to adhere to the company dress code (perhaps even stepping it up a notch) to project an image of authority and poise. A sloppy or messy appearance can detract from this image and may even give people the impression that the person is disorganized or takes a careless approach to work.
• Be polite. Supervisors who address people politely confer a certain level of respect. People who feel generally respected are not only more motivated to comply with requests out of a sense of goodwill, but are also usually inspired to take ownership of the results. So although teams will likely do as asked anyway, supervisors should say please and thank you. It might get better results.
• Be friendly, but don’t over-share. While it is important for supervisors to build a rapport with the team, anyone in leadership should be careful not to share too much personal information and should avoid asking personal questions. Stick to more general topics (think small talk about the weather, technology news, etc.) or discussions about the business world, trends, and competition.
• Don’t gossip. It should go without saying that a person who gossips can seem both insincere and untrustworthy, two qualities no one wants in a leader. A work atmosphere with closed doors and whispered conversations is likely to kill both morale and productivity. If rumors start to circulate in a supervisor's department, the person should resist the urge to participate and instead address the rumors directly to determine if there is a more productive way to handle the underlying grievances.
• Be mindful of time. One of the most common ways to be unintentionally disrespectful of another person is to devalue someone’s time. Supervisors should start and end meetings on time, and show up for other meetings on time and prepared with any necessary materials. Also, while socializing can enhance working relationships, realize that it can also interfere with productivity. Take note when it looks like people are attempting to end a conversation and get back to work.
• Pay attention. It is very easy to get distracted in today’s business world and fail to give people undivided attention, but that attention is important to showing people that an employer values an individual’s opinions and contributions. When meeting with others, supervisors should engage people with eye contact, listen to what is being said, and not interrupt when someone is speaking. Also, train supervisors to put away smart phones and momentarily ignore email, instant messages, social media alerts, etc.

Difficult conversations with employees

• Train leaders on best practices for having difficult conversations with employees.

It’s inevitable that employers will eventually have to deal with an uncomfortable situation such as: employees complaining about a coworker who has body odor; an employee who comes to work looking like the person just rolled out of bed; another employee showing signs of emotional stress.

Some of these are minor annoyances, but some could have greater consequences if not handled properly. Leaders should be trained to have these difficult conversations. Having a difficult conversation is easier with planning and forethought.

Ignoring the situation won’t make it go away and will probably make things worse. If employees are complaining about a coworker and the company ignores it, workers will assume that the company doesn’t care about the concerns.

Tips for having a difficult conversation:

1. Always have the conversation in a private place. If a manager’s office has windows where anyone walking by can see the conversation, that’s not private. In that case, have the conversation in a conference room. Choose a time during which neither party will be interrupted and when the meeting won’t have to be cut short by another meeting.
2. Have tissues at hand, just in case. While employers should be tactful, there are only so many ways to deliver bad news, and few are welcomed by the listener. Prepare for any type of reaction, including tears, anger, or even no reaction (which may mean the person is in denial about the problem, or is in shock and doesn’t know how to respond — watch for a delayed response in this case).
3. Practice what to say. Imagine being in the other person’s shoes to gauge how the person would react if those words were said. If possible, try roleplaying with another person to get feedback. (Make sure the other person is someone who will keep the conversation confidential.)
4. Be brief and to the point without sounding harsh. If it’s a body odor problem, say something like: “This is a little uncomfortable for me, but I wanted to let you know that it’s been brought to my attention (or I’ve noticed) that there is a particular odor around you that’s a little unpleasant. I know there are a number of different things that can cause an odor, so I don’t want to assume it’s a hygiene issue, but I wanted to bring it to your attention in case you weren’t aware of it.”
5. Give the individual time to process the information and respond. The person’s initial reaction will help tailor the rest of the conversation accordingly. This may mean being more gentle, giving the person time to regain composure, waiting for the anger to cool off, and so on.
6. Show sensitivity and compassion, but be clear on the solution. “I know this is a sensitive issue, but we do need to resolve this.”
7. Don’t make it personal. Focus on the performance issue. For example, saying “you stink” is a personal attack, but saying “I’ve noticed a rather strong odor” makes the issue more objective and less personal. Don’t place blame or make accusations, but merely bring the matter to the worker’s attention.
8. Don’t interrupt. When listening to an employee’s concerns, avoid interrupting and avoid using phrases that the employee may hear as dismissive. Expressing affirmation such as “I understand your concerns” can be part of the conversation. However, resist the temptation to interrupt by offering advice or making comments that might seem to diminish the employee’s situation, such as “I understand your concerns, but...” Instead, wait until the employee is finished and then move forward with a statement such as, “Now that I understand the situation, let’s start thinking about solutions.”

In addition:

• Do not try to “shout down” the employee or start a contest of who can be the loudest.
• Do not take the bait and get off track by attempting to refute the employee’s arguments.
• Do not draw comparisons with other employees (e.g., “Why can’t you be more like Sharon? She never complains.”).
• Do not ignore the employee’s comments, which may cause the employee to communicate more loudly. Instead, respectfully dismiss the discussion with a response such as, “We can discuss that later if you’d like, but right now we need to talk about...” or “I understand your frustration, but everyone is held to the same rules.” Then get the conversation back on track.

Meeting facilitation

• Train supervisors and employees on expectations and best practices for meeting facilitation and participation.
• With respect to everyone’s time, meeting facilitators can use many strategies to redirect interruptions and ensure meetings stick to the agenda.

The key to changing meetings from something everyone hates to a tool that helps the organization succeed is training — for both facilitators and participants. Include meeting facilitation training as part of supervisor training. This should include instruction on:

• Planning a meeting,
• Understanding who to invite,
• Tips for engaging participants and conflict resolution, and
• The importance of meeting follow-up.

Employees can be given some pointers on being effective meeting participants. Training could include meeting etiquette (don’t bring cell phones or check email in meetings) active listening skills, and appropriate meeting participation, such as coming to the meeting prepared, offering ideas and opinions, encouraging colleagues to participate, respecting others’ opinions, and abiding by other ground rules.

Meetings can be a valuable tool for collaboration in the workplace, but only if the meetings are being conducted in the most effective manner. Make sure supervisors and employees alike understand what constitutes a good meeting and encourage everyone to uphold those standards for every gathering.

To derail interruptions and keep meetings on track:

• Ask for input ahead of time. While creating a meeting agenda doesn’t entirely prevent interruptions, people who are able to provide input on the discussion are less likely to disrupt a meeting. Send out a preliminary agenda and ask for team feedback, giving attendees the opportunity to propose additions or changes. This process may also make employers aware of individual concerns that could be better addressed in a one-on-one conversation.
• Listen and probe further. Sometimes it will be tempting to ignore an interruption and stay the course of the meeting agenda; however, one of the fastest ways to get a meeting back on track and stop further interruptions is to allow the person to be heard. When a colleague interrupts with a comment that is off-topic (but isn’t a clear departure), ask the person to briefly elaborate. The person might have a legitimate issue that should be addressed. Employers might try saying, “I can see that you are concerned about this issue, but I am not sure how it relates to the topic at hand. Could you please briefly explain?”
• Validate concerns and redirect. If a comment is, indeed, off-topic, employers will want to address it and then redirect the conversation back to the agenda. The most effective way to do that is to validate the interrupter’s concerns and show that the person has been heard by summarizing key points. Example: “Phil, you bring up some important concerns about [topic], but that is a conversation for a different time. Let’s get together after the meeting to discuss how we might want to address it.” Then use the agenda to pick up where the group left off in the conversation.
• Stay calm. It’s normal to feel agitated depending upon the tactic someone takes when interrupting or challenging leadership in a meeting. However, even if the interrupter uses an aggressive or critical tone, responding in an emotional way will only make the situation more uncomfortable for everyone. Remain calm, modulate the tone of voice, and respond as if to view it as an opportunity to learn a new perspective.

Critical thinking

• Train supervisors to practice using critical thinking when dealing with employee problems.

To ensure that supervisors are not pulling the company into every employee squabble, employers will need to teach leadership to distinguish between urgent and non-urgent matters involving human resources, and to think through problems with solutions in mind. This will require critical thinking training.

Simply put, critical thinking is the process of asking questions to fully evaluate, analyze, and understand a scenario. The goal is to consider all sides of an issue to ensure that decisions are informed by objective evidence, which usually leads to better solutions.

Some examples:

• Can the supervisor fully explain the situation? Can the person describe exactly what action or behavior is creating the problem? How is the behavior affecting the employee, the team, or the company?
• How might the supervisor approach the person about the behavior? What are the potential consequences of that approach? What is the ideal outcome in this situation?
• What information is the supervisor lacking? Where might that information be found?

One way to encourage supervisors to think critically is to ask for at least two potential solutions each time the employer is approached for help in a situation.

The benefits of this approach are threefold: The supervisor is practicing critical thinking; the employer is saving time by not doing the heavy lifting for problem solving, but still has input on solutions; and the supervisor may realize the person already knows an appropriate answer and can act in the future without involving a higher authority.