Lecture Notes - Human Resources 1 of 17

Module 4 Lecture Notes - Human Resources

Learning Objectives
Participants will be able to
Recognize the importance of advocating for staff compensation
!ntegrate effective supervision strategies into staff management practices
Recognize situations which call for legal counsel
"#amine and improve $if necessar%& current librar% hiring and 'ob
performance procedures
Overview:
(taffing and (trategic Planning
)hat is compensation*
+he hiring process
(trategies for (uccessful (upervision
,anaging "mplo%ee -ob Performance
Disclaimer
+he following human resources strategies are guidelines and general practices
Please do not consider them legal advice .s with so man% things/ the% do not
alwa%s appl%0 1hec2 with %our librar% policies and legal council when 3uestions
arise
Caveat: Unions and Civil Service
Hiring and emplo%ment practices ma% be affected b% union contracts and 1ivil
(ervice re3uirements
1ivil (ervice ma% affect who ma% depends on what t%pe of librar% %ou are
4 association/ school district librar%/ municipal/ special district N5L.6s Librar%
.dministration and ,anagement (ection offers a Librarian6s 7uide to 1ivil
(ervices online at http899wwwn%laorg9inde#php*page:id;<<=
"mplo%ment contracts and collective bargaining agreements ma% affect
ever%thing from how 'obs are posted to number of brea2s in a da%
1onsider both of these factors as %ou hire and manage %our staff
Staffing and Strategic lanning
1hanging e#pectations for libraries translate into changing e#pectations in
staffing
5our > %ear goals will inform what services %ou offer/ which will shape the
s2ills and abilities %ou see2 in hiring ?or e#ample/ if %our emphasis is on
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children6s services/ %ou6ll be creating9filling different positions than if %ou6re goal
is to offer a wider arra% of online librar% services to the communit%
5ou ma% find %ourself wor2ing with four generations in the librar%8 high
school students to senior citizens +heir ideas of 'ob satisfaction will probabl% be
different/ as will notions of compensation
.lthough libraries are Cmission drivenD and librarians are Cin it for the public
good/D the% don6t wor2 only for the love of the 'ob Pa% has a direct effect on the
standard of living for most staff/ as well as providing a measure of worth in larger
societ% +he goal of compensation is to support %our librar%6s long range goals b%
allowing %our institution to emplo% 3ualified people who are invested in moving
%ou toward %our goals
Handout: Trustees & Personnel
Handout: Trustees & Policies
Handout: Checklist of Personnel Policies
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!"at is com#ensation$
1ompensation is mone% or other benefits provided b% the librar% organization to
emplo%ees in return for their wor2
+hree basic t%pes of compensation are
Eirect8 Pa%/ usuall% in the form of hourl% wages or salar% .lso includes
bonuses
!ndirect8 $sometimes called Cfringe benefitsD or simpl% CbenefitsD& Legall%
re3uired benefits $li2e (ocial (ecurit% and unemplo%ment insurance& and other
benefits that provide health care and otherwise contribute to the welfare of the
emplo%ee ,ost often/ these are health insurance/ retirement/ and paid time off
$annual leave/ holida%s/ personal da%s& (elected indirect benefits ma% be
continued upon the emplo%ee6s retirement
+otal8 +a2ing ever%thing into account Pa%/ benefits/ and what it is li2e to
wor2 at %our librar% +his includes a friendl% wor2place/ professional development
opportunities/ fle#ible scheduling/ status and recognition/ constructive feedbac2/
a reasonable wor2load/ and the degree of autonom% within the 'ob
Handout: Questions to Answer When Planning for Compensation
Advocating for staff compensation
5our Foard6s attitude and perceptions of human resources obviousl% influences
emplo%ee compensation
,onetar% compensation $indirect and direct compensation& is the usuall% the
largest item in the librar% budget +his ma2es sense because without staff/ %ou
have a building with boo2s and computers/ not a librar%
5ou are in an ideal position to educate the Foard about the value of staff Foards
are often necessaril% fiscall% conservative with librar% budgets .nticipate and
prepare to address the concerns that the Foard is li2el% to have concerning
compensation
(trategies for communicating with the Foard about compensation and staffing
include8
Regularl% reporting staff accomplishments at board meetings
+%ing librar% success to staff efforts ?or e#ample/ increased circulation
figures for the month9%ear mean that the staff are interacting with more people
and facilitating more business +his implies that the staff is doing a good 'ob
connecting patrons with the resources the% see2
Providing information about the librar%6s competition for emplo%ment/ so
that the Foard has a conte#t in which to ma2e compensation decisions
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7iving e#amples of how other libraries address human resources and
issues of compensation $Fibliostat 1onnect for compensation data&
Presenting creative compensation strategies that don6t automaticall%
translate into a higher bottom line ?or e#ample/ fle#ible scheduling/ 'ob sharing/
wor2ing from home/ etc
.s2 for suggestions/ frustrations/ and successes from participants
%"e Hiring rocess Overview
)riting 'ob descriptions
Hiring and the .E.
(ample 'ob descriptions
Preparing interview 3uestions
1onducting the interview
,a2ing 'ob offers
)hat if we can6t find an% suitable candidates or ever%one turns us down*
Grientation and training
Probationar% periods
Hiring and the 5-Year Plan
Eetermine which goals %ou need to address as %ou fill %our empt%
positions
.nal%ze %our staff6s wor2load and decide if it would ma2e sense to
reallocate tas2s to ma2e wor2flow more efficient
)rite9revise 'ob descriptions and advertise the position
Review applications/ interview candidates/ and ma2e %our selection
Grient and train the new hire
Writing Jo Descriptions
+he 'ob description gives is an outline of the structure of the position !t should
include a summar% of the 'ob/ a list of duties and responsibilities/ 3ualifications/
and an% ph%sical re3uirements needed to do the 'ob
-ob descriptions clarif% e#pectations for the emplo%ers and emplo%ees
+he% are the base for annual evaluations and goal setting !t pa%s to ta2e the
time to get it right
"mphasize abilities and rather than s2ills .n abilit% is the capacit% to do
something . s2ill is a specific practiced abilit% ?or e#ample/ hiring someone
who is interested in learning new s%stems $abilit%& ma% be more beneficial than
hiring someone who 2nows how to use the (irsi circulation software $s2ill&
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Necessar% s2ills are apt to change as the librar%6s goals change
+echnolog% is a prime e#ample (upports a more fle#ible staff "asier to reassign
activities and duties when %ou need to
.s %ou loo2 at the s2ills and abilities %ou are loo2ing for/ consider the
current wor2load of %our staff 1ould activities be rearranged to ma2e wor2load
more even or efficient*
.bilities to consider8 problem solving/ networ2ing/ Ccustomer oriented/D
self-motivated/ organized/ following instructions/ decision-ma2ing/ ingenuit%H
1onsider such factors as the specialized 2nowledge re3uired to do the
wor2/ the tas2s and activities to be performed/ to whom does the position report/
the schedule/ etc
Handout: Factors to Consider When e!eloping "o# escriptions
Sample Jo Descriptions
Handout: $ample "o# escriptions
!n addition to s2ills/ abilities/ e#perience/ and 'ob tas2s/ also be sure to include
salar% and wage information/ a deadline b% which applications must be received/
what materials the applicant must include $resume/ cover letter/ application form&/
as well as where and how to appl% $contact information&
.dvertise the position where %ou will most li2el% connect with li2el% candidates8
local paper/ librar% website/ librar% s%stem website/ etc
Hiring and the ADA
+his is when the .mericans with Eisabilities .ct $.E.& comes in +he .mericans
with Eisabilit% .ct was designed to ma2e sure that people with disabilities were
not denied 'obs for which the% 3ualified on the basis of their disabilit% . person is
3ualified to do a 'ob when their 2nowledge/ training/ abilit%/ and s2ills match the
Cessential 'ob functionsD with or without some t%pe of accommodation
?or the most part/ %our advertised 'ob description will consist of essential
'ob functions +here ma% be other training or s2ills that would be beneficial to the
position/ but aren6t re3uired for it 5ou can indicate this b% creating stipulating
that these 3ualifications are CdesiredD
"mplo%ers are re3uired to ma2e Creasonable accommodationsD for
3ualified people +his ideall% gives ever%one an e3ual opportunit% to do the wor2
the% have been trained to do
!t is important to give each applicant an e3ual opportunit% for the position
1onsult with %our librar%6s legal council/ or %our town6s office to ma2e sure that
%our 'ob description complies with affirmative action regulations +his can save
%ou headaches if the hiring process is challenged as discriminator%
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Handout: Hiring and the AA
!ntervie"ing tr#e or false
,a% %ou as2 an applicant8
! notice that %ou are in a wheelchair )hat illness do %ou suffer from* $no&
)ill %ou be able to arrange for child care* $no&
)ill %our pregnanc% cause %ou to miss wor2* $no&
.re %ou under 1I* $%es&
Preparing intervie" $#estions
+he interview is %our best opportunit% to learn whether or not applicants have the
abilities and e#perience to do what is re3uired in the position/ as well as whether
or not the% are a good fit for %our librar%
Eepending on the position/ %ou ma% want to as2 other staff members to assist
%ou in interviewing and hiring 1onsider finding wa%s to include staff who will be
wor2ing closel% with the new hire ?or e#ample/ as2ing them for input in writing
interview 3uestions or inviting them to participate in the interview
1onsider as2ing 3uestions about wor2 e#perience/ schedule/ supervisor%
relationships/ communication s2ills/ and 'ob specifics
Gpen ended 3uestions $3uestions with no specific CrightD answer& will tend
to give %ou more information than closed 3uestions $with a specific answer&
1losed 3uestions are helpful in determining if the candidate is able to
meet %our schedule $.re %ou available to wor2 in the evening* 5es/ no&
Gpen ended 3uestions are useful when %ou are interested in learning
about the candidates e#perience with different aspects of the 'ob $Please
describe a program %ou6ve presented How did %ou prepare for it*&
(cenarios8 1onsider as2ing applicants how the% might handle certain
situations which are li2el% to arise
Handout: $ample inter!iew %uestions
Cond#cting the intervie"
+o ensure fairness in the interviewing process/ follow the same procedure with
ever%one
.s2 the same 3uestions of each candidate
.llow time for candidate to as2 3uestions
7ive candidates a tour of %our librar%/ including areas in which the% would
be wor2ing
+he !nterview itself usuall% lasts a half hour to an hour
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Handout: Conducting the inter!iew
%a&ing 'o offers
,eet with %our interview committee to weigh the strengths and wea2nesses of
the candidates !deall%/ %ou will have one clear choice/ and a few Crunners upD
1all and ma2e a verbal offer to the chosen candidate as soon as %ou can0 !f the
hiring is sub'ect to Foard or +own approval/ indicate that the offer is Cpending
approval b%HD
Handout: &ffers of 'mployment
Let current staff 2now as soon as the hiring is official
,eet with an% internal candidates personall% and privatel%/ this will go a
long wa% toward heading off resentment at not being chosen for the 'ob
+ell the staff when the new staff member will be starting
Perhaps plan a welcome celebration so ever%one can meet each other
What if "e can(t find an) s#itale candidates or ever)one t#rns
#s do"n*
!f %ou6re having trouble finding the right person for the 'ob/
Review the 'ob description 4 is it too specific/ does it contain too wide a
variet% of tas2s*
1onsider hiring the applicant who came closest to fulfilling the
re3uirements Review the candidates in terms of their abilities and propensities
"#plore how training could be used to fill in their gaps in 2nowledge and
education
Re-advertise the position 4 Perhaps it was the time of %ear or %our ad
didn6t reach the right applicant pool 1onsider which 'ob postings are li2el% to
connect with the group of candidates %ou see2
!f %our offers are consistentl% turned down/ review the reasons candidates
e#pressed for not ta2ing the 'ob !s the pa% too low/ are the tas2s too varied or
demanding/ are the candidates over 3ualified* !f %ou don6t alread% have an
interview committee/ create one and discuss %our options for reorganizing the 'ob
or reposting to reach the appropriate candidate pool
+rientation and ,raining
1ongratulations/ %ou6ve hired someone0 +he first da% is li2el% to be overwhelming
for %ou and the new hire Fegin b% welcoming them with an orientation meeting in
which %ou review the general philosoph% of %our librar% $%our mission& and its
goals/ and let them 2now how their wor2 will contribute to them
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Handout: &rientation for (ew Hires
(tart a personnel file for emplo%ment records/ goals/ evaluations/ etc
$?ocus on collecting evidence of high 'ob performance0& +his will also be useful
for 2eeping trac2 of official correspondence $'ob acceptance letters/ etc& and
documentation
,a2e earl% tas2s interesting and give new hires opportunities to get to
2now other staff
Provide necessar% training as soon as possible +his ma% include
scheduling time to teach computer software and circulation procedures ,a% be
done with mentoring/ formal training sessions/ usuall% it6s on-the-'obH
Proationar) Periods
Gften/ new staff members are hired on a probationar% basis +his gives the
librar% and the new wor2er a chance to tr% out the position !t also provides the
librar% protection from allegations of unfair or arbitrar% emplo%ment practices
)hen the probationar% period is up/ the emplo%ee becomes a permanent staff
member if all goes well !f there are insurmountable problems when the period
e#pires/ emplo%ment ends
Jsuall% A months for support staff and 1 %ear for professional staff
Euring this time/ ma2e regular performance reviews $documented8 written
down& Review 'ob performance and e#pectations 7ive the emplo%ee a cop% so
that %ou both are clear on how things are going ,a2e sure to include lots of
positive feedbac20
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Strategies for Successful Su#ervision Overview
1hallenges in the small librar%
1hec2list for creating a positive L productive wor2place
1ommunication
+eambuilding
,eetings
+raining
+he da% to da% management of %our staff will have a huge effect on how well the
librar% functions as a whole !n man% wa%s/ it can be the hardest part of being a
director +hin2 about past 'obs %ou6ve had and consider how much influence %our
immediate supervisor had on %our productivit% and attitude about the wor2 %ou
were doing
S#pervisor) -acts and -iction
?iction8 5ou are in charge of ever%thing
?act8 5ou are the coordinator of librar% activities +he board and public will loo2
to %ou with praise and concerns about the librar%
?iction8 5ou cannot trust %our staff 5ou assume the%6re not doing their 'obs
correctl%
?act8 5ou are a mentor for %our staff/ e#pecting 3ualit% wor2 and facilitating the
resolution of problems as the% arise
Challenges in the small lirar)
1onstant interruptions and schedules that don6t overlap
.ssumptions of 2nowledge and communication
Fudget concerns 4 of time and mone%
Resistance to changes - C)e6ve alwa%s done it this wa%D
%a&ing Changes
How man% people started their 'ob with great ideas about how things could be
and after a while grew to dread ma2ing suggestions and changes*
<9<9<8 )hen changes occur in an organization/ t%picall% 19< of the people
will love itM 19< will go alongM 19< will hate it
"ven good changes can be stressful
1oncentrating on communicating/ building a staff team/ and providing
training at the point of need facilitate acceptance of and/ sometimes/ enthusiasm
for change
7o slowl%/ but 2eep going0
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Chec&list for Creating a Positive and Prod#ctive Wor&place
+he 7allup Grganization surve%ed a million people in organizations to determine
the difference between those who performed with e#cellence and those who
were merel% CgoodD +he% discovered that much of the efficac% of the
organization rested on staff members6 e#perience of their wor2 environment
rather than on wor2loads/ tas2s/ or compensation
Handout: Checklist for Creating a Positi!e and Producti!e Workplace
.e)s to facilitating great "or&
+he three essentials for building a positive and productive wor2 environment are8
1ommunication
+eambuilding
+raining
)hen the staff performs well/ the librar% performs well
Comm#nication
1ommunication is probabl% the biggest of the three Libraries are all about
communication/ and %et we often don6t communicate with each other as staff and
colleagues How man% times have %ou discovered a new procedure when %ou
went to do something %ou6ve done ever% da% for the last %ear and it didn6t wor2*
&ee#ing ever'one in t"e loo# is im#ortant( Providing the right amount of
information and feedbac2 at the right time can prevent man% misunderstandings
and Cperformance problemsD
/arriers to comm#nication
Eistractions8 interruptions/ chatter
!rrelevant messages L too much detail8 Relevant to %ou/ but not to the
person with whom %ou6re tal2ing +he% won6t remember what %ou said
-argon8 +he% don6t 2now what %ou6re tal2ing about
Fad timing8 .s2ing for a report at the end of the da%
,i#ed messages8 words and bod% language don6t match
Personal pre'udice and emotional states8 People hear what the% e#pect to
hear/ especiall% when the% are ver% angr%/ happ%/ etc
Strategies for effective comm#nication
.ctions spea2 louder than words
)ords account for about 7N of total communication
Ooice accounts for about <IN
Fod% language accounts for about >>N
$source8 R - Lac2ie/ CPresenting H)or2shop/ D ?inger La2es Librar% (%stem/ A9=<9B@&
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.ctive Listening
Gngoing and effective feedbac2
Active 0istening
Oer% effective in gaining authentic understanding Particularl% useful when there6s
a conflict or misunderstanding
Listen for the stor%/ rather than agreement or disagreement Fe sure to
hear what is being said/ rather than forming a response
Jse bod% language to indicate %our attention Grient toward the spea2er/
nod/ give them e%e contact
)ait before spea2ing to ma2e sure the% are finished Eon6t 'ump in with a
solution right awa%
Fegin %our response b% as2ing clarif%ing 3uestions and summarizing to
ma2e sure %ou have understood the spea2er +houghtfull% address the situation
Handout: Acti!e )istening Techni%ues
Active 0istening 12ercise
+he ideal prop for this is po2er chips/ but mar2s on a paper will suffice in a pinch
!n pairs/ choose a listener and a spea2er "ach person receives an e3ual stac2
of po2er chips $or a paper with = sections8 and &
+he spea2er will tal2 for = minutes about something that happened
recentl% at the librar% $positive or negative& +he listener will activel% listen
.s the spea2er is tal2ing/ he or she will give a chip to the listener each
time he or she feels listened to
"ach time he or she doesn6t feel listened to/ the spea2er will ta2e a chip
bac2
+he spea2er and listener then switch roles
Eiscuss whether listeners received the feedbac2 the% e#pected How did
the% change their feedbac2 to promote better listening* )hen did spea2ers feel
most listened to*
+ngoing feedac&
1ommunicate dail% with all staff 1hec2 in and sa% hello $+his is much
less of an issue in small libraries& !t recognizes how valuable %our staff is to %ou
and the librar%
Fe aware of what is going on in %our librar% and with %our staff so that %ou
are read% to give praise for accomplishments and correct issues as the% arise
Peep ever%one Cin the loopD of information so that misunderstandings and
wor2flow aren6t interrupted
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,eet with each staff member at least once a month/ even if onl% for a few
minutes/ informall% 7ive them an opportunit% to discuss an% issues that have
come up/ review progress toward goals/ challenges/ etc .nother opportunit% for
positive feedbac2 for a 'ob well done .nd an e#cellent chance to nip an% poor
performance in the bud
1onscientiousl% providing ongoing feedbac2 can prevent most situations
from escalating into problems that re3uire disciplinar% action
Handout: 'ffecti!e Feed#ack
,eam#ilding
People seem to wor2 more efficientl% and learn more as members of a team !n a
small librar%/ with few staff members and little room to move/ this is doubl% so
,aintaining open communication and ongoing feedbac2 will go a long wa% to
supporting a feeling of teamwor2 Regular $monthl% or wee2l%& staff meetings
which include all staff/ if lead effectivel%/ can contribute as well
! hate meetings3
)h%* Fecause the% are often unproductive/ irrelevant/ or too long
Gn the other hand/ chec2ing in with staff on a regular basis to deliver important
information/ review upcoming events/ and as2 for input can go a long wa%
towards improving the efficienc% of wor2flow/ addressing problems as the arise/
and 2eeping ever%one on the same page and focused on moving the librar%
toward it6s goals
,he est meetings: Short4 s"eet4 and to the point5
(hort8 Peep regular meetings onl% as long as the% need to be to discuss
the matters of the moment Eon6t ta2e more time than %ou6ve set aside for the
meeting +al2 about the most important topics first (chedule a follow-up meeting
if necessar%
(weet8 "stablish a civil/ friendl%/ and professional tone (tate ground rules
if necessar%/ especiall% if %ou are brainstorming $No sa%ing C+hat6s stupid/ it
would never wor20D&
+o the point8 Fe clear on wh% %ou are meeting and what %ou hope to
accomplish/ and communicate it to %our staff Have an agenda for ever% meeting
regardless of how long it is/ and give other staff members the opportunit% to add
topics to the agenda ,eetings serve three purposes8 +o give information/ to
receive information/ and to ma2e decisions Having specific goals for the meeting
will help %ou sta% on trac2
Handout: How do * run a meeting+
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Lecture Notes - Human Resources 1< of 17
!deas for meeting "hen staff don(t have overlapping sched#les
!f at all possible/ schedule a time once a month when ever%one is there at the
same time if onl% for an hour +here is huge benefit to being able to tal2 with
ever%one in the same room at the same time/ especiall% for libraries with part
time staff who do not see each other +his also builds in a regular amount of time
in which training can occur
Hold mini-meetings with as man% staff members as possible Have a designated
place where staff chec2 for new procedures and important information
?re3uent chec2-ins with staff are vitall% important if their schedules don6t overlap
+he potential for misinformation/ miscommunication/ and misunderstanding are
immense0
,raining
+he third 2e% to great wor2 is to train ever%one
"ver%one needs to feel appreciated and li2e their wor2 matters
,a2e sure all staff have opportunities for continuing education
,atch training to 'ob functions
?or e#ample/ high school pages are often responsible for shelving and are
therefore Con the floorD all the time +he% are li2el% to be as2ed directional
3uestions $C)here6s the bathroom*D&/ as well as 3uestions about boo2s +rain
them in Ccustomer service manners/D giving directions $wal2 them to the proper
shelf/ if not the bathroom&/ and in referring patrons to librarians
!deas for training "ith no #dget
(%stem ,eetings 4 free and offered about once a month +hese have the
added benefit of networ2ing with librarians in %our area
-ob swapping 4 gives staff an appreciation of what others are doing
,a2es it easier for one staff member to sub for another when necessar%
,entoring 4 partnering a novice with a more e#perienced staff member for
with specific goals N5L.6s 5outh (ervices (ection offers its a mentoring
program which target specific topics/ such as class visits/ internet use/ and grant-
writing at http899wwwn%laorg9inde#php*page:id;<I=
Gbtaining funding for special wor2shops through ?riends/ grants
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Managing )m#lo'ee *ob erformance Overview
.nnual Performance "valuations9Reviews
Performance issues9disciplinar% action
+erminating "mplo%ees
Rewarding "mplo%ees
Ann#al Performance 1val#ation
+he annual performance review or evaluation is a formal review of ongoing
feedbac2 !t summarizes the past %ear and sets forth goals and ob'ectives for the
%ear to come
+he purpose of an evaluation is not to address 'ob performance issues +his is
most effectivel% dealt with b% addressing them as the% arise
)h% does it matter*
Jseful in establishing goals for emplo%ees .ll goals don6t have to be met
+he% serve most usefull% in guiding wor2 !f the a goal is to process new
borrowers as soon as possible after the% appl% for cards/ then processing
applications ma% ta2e priorit% over cataloging Con the fl%D boo2s
!dentif%ing areas for training $based on interests and necessar% s2ills
building&
Provides standard documentation for 'ob performance $positive and
negative&
Provides management and staff with a clear view of e#pectations for the
coming %ear
.ssures that wor2 standards and e#pectations are clearl% understood
,he res#lts of a s#ccessf#l eval#ation process
Promotes higher 'ob performance
Provides an opportunit% to sa% than2 %ou for a 'ob well done
!dentifies areas that need improvement/ and provides a process through
which to address them
7ives a chance to reassess the activities of the 'ob and anal%ze how the
'ob has changed over the %ear
Peeps %our staff and %our librar% progressing toward %our goals
"stablishes criteria for rewards and disciplinar% action
Eocuments 'ob performance for future reference $!mportant to be
accurate0&
Handout: $trategies for Annual '!aluation
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Performance iss#es and disciplinar) action
+hree important aspects of managing performance are8
(tandards and e#pectations8 (etting goals with each emplo%ee and
regularl% chec2ing in to see how progress is being made helps to create an
atmosphere in which the emplo%ee has more da% to da% autonom% and has an
opportunit% to address challenges constructivel% with %ou
Eocument ever%thing0 !f it6s not written down/ who is to sa% that it
happened* ,emories and perspectives change and shift over time !f emplo%ees
are disciplined or rewarded/ the documentation ma% be called upon to be
evidence for the librar%6s actions
?ollow librar% procedure for addressing disciplinar% issues
+gain, don-t wait until t"e annual review to address #erformance issues
Addressing a prolem "ith an emplo)ee
+he time to act is when %ou realize %ou6re avoiding dealing with the problemM
before the situation snowballs into a crisis
Handout: Addressing Performance *ssues
Fefore tal2ing with the staff member/ gather %our thoughts and be clear on
the specific problem and possibilities for its resolution
.lwa%s discuss the issue in private Never discipline an%one in public
Review Handout: $trategies for 'ffecti!e Feed#ack, Handout
Techni%ues for Acti!e )istening
?igure out a plan to address the problem +his might be as simple as
agreeing that the staff member will process new borrower applications before an%
other des2 wor2 $prioritize&
(chedule a follow-up meeting to chec2 on progress +his gives a specific
date b% which the problem is e#pected to be resolved !t also provides an
opportunit% to provide positive feedbac2 for improvement or alteration of the plan
if it isn6t wor2ing
Disciplinar) Action Process
!f b% %our follow-up meeting/ the issue hasn6t been resolved %et/ %ou need to
initiate %our librar%6s disciplinar% procedure 5ou ma% need to notif% the union
representative/ Foard of +rustees/ or others +his usuall% involves
Oerbal )arning8 +his is a formal conversation in which the emplo%ee is
informed of the specific problem and the specific e#pectation of improvement
(he or he needs to 2now that the conversation constitutes a COerbal )arningD
Eocument that the warning has been given
)ritten )arning8 +his usuall% comes after the verbal warning and if the
problem persists +his is a written document indicating the problem/ the
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Lecture Notes - Human Resources 1A of 17
e#pectations for improvement/ the steps alread% ta2en to rectif% the issue/ and
the ne#t steps if performance doesn6t improve
)hen %ou initiate Eisciplinar% .ction/ go over the procedures with the staff
member
Coaching and ed#cation to improve 'o performance
)hen problems arise remember that %ou and the staff are in this together !t is an
opportunit% for %ou to e#ercise %our facilitating and mentoring muscles0
Gften the problem is occurring because the staff member doesn6t 2now how to
correct it
Eevelop a plan with specific steps and goals/ as well as strategies to
reach them
Provide an% necessar% training or mentoring
(chedule times for follow-up and feedbac2 so that the emplo%ee is aware
of his or her progress
,ermination 6 the last resort
Hopefull%/ %ou will never find %ourself in a situation in which %ou must consider
firing a staff member Feing fired is one of the most stressful events which can
occur in someone6s life $!t6s been estimated that it causes as much strain as
being told one has in incurable illness& .nd being responsible for ma2ing the
decision to terminate a staff member6s emplo% is not much better
When is it appropriate to fire an emplo)ee*
!t is the last option/ when nothing else has wor2ed
"#act guidelines will be defined b% %our disciplinar% procedures and
polic% !f %ou feel that all other options have been e#hausted/ and %ou need to
recommend termination of the staff member6s emplo%ment/ consult %our Foard of
+rustees/ an% union representatives/ etc before proceeding !t6s a good idea to
run through %our documentation of the process with legal council/ too
No one wants to fire an%one ,aintaining good communication with all
emplo%ees/ addressing problems as the% arise/ and maintaining a health%/ and
friendl% wor2 environment are effective in preventing the need for termination
Handout: )egal Aspects of Termination
(ince termination is the final step of established disciplinar% procedures/ it should
not come as a surprise to the emplo%ee
What do ! do*
Handout: Terminating an 'mployee
Prepare b% reviewing the disciplinar% action and termination polic%/ the
processes of attempting to correct the problem/ and an% documentation involved
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Lecture Notes - Human Resources 17 of 17
+he emplo%ee6s immediate supervisor is responsible for handling the termination
proceedings
.t the termination meeting8
,a2e sure to have another manager or Foard member present
Hold the meeting in a confidential and private place
.nform, don-t discuss
!nform the rest of the staff after the terminated emplo%ee has left +he% ma% be
shoc2ed or relieved +he% ma% wonder if it will happen to one of them Respect
the confidentialit% of the process and don6t divulge details
7e"ards for 'o performance
"ver%one needs to be told when the% are doing a good 'ob0 +his can $and
should& be done at least wee2l%/ as well as for significant accomplishments
Libraries don6t usuall% budget for monetar% rewards 1ollective bargaining
agreements and other emplo%ment contracts ma% include merit pa% or bonuses
+he least e#pensive and often most valued reward is a sincere and often
e#pressed appreciation for one6s wor2
Review Handouts: Checklist for Creating a Positi!e Workplace,
'ffecti!e Feed#ack
)hat else can a small librar% do*
+hin2 outside the bo#8 ?le#ible scheduling or wor2ing from home/ 'ob
sharing/ increased responsibilit% or autonom%/ continuing education
opportunities/ $including attending conferences and wor2shop&
1elebrations $Librarians love to part%& and awards $thumbs up&
Fe tuned in to generational and other differences in interpreting awards
1reate a wide variet% of rewards to choose from .s2 participants to brainstorm
wa%s in which the% are or would li2e to be rewarded at wor2
0egal aspects of emplo)ment
+he specific laws which govern labor practices in %our librar% will depend on
man% things/ including whether %ou are a municipal/ association/ school district/
or special district librar% +he best practice is to be aware of ma'or labor
legislation and to consult %our librar%6s legal council to determine which laws
affect %our librar%
Handout: )egal Aspects of 'mployment
S#mming it #p
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