How to Retain Employees. Kendra Manwill

Transcription

1 How to Retain Employees Kendra Manwill

2 6 Steps for Retaining Good Employees Communicate, communicate, communicate Coach rather than manage Establish clear performance metrics and make employees accountable for delivering Leverage performance reviews to gain insights into employee goals and aspirations Create growth opportunities Underscore positive feedback with something tangible

3 Communication Skills for Managers Personal Check-In: Your Communication Inventory Do you Ask your employees what kinds of information they want and need? Encourage sharing of information among employees? Know who needs what information when? Hold regular meetings to keep communication open? Give the speaker your full attention? Refrain from having the last word? Seldom (1) Usually (3) Always (5) Building Human Resource Management Skills National Food Service Management Institute

4 Communication Skills for Managers Personal Check-In: Your Communication Inventory Do you Attempt to remember the speaker s key points? Outline your key thoughts in your mind before you speak? Pause to answer a tough question rather than jumping right in to respond? Watch others non-verbal actions to not misunderstanding or disinterest so you can clarify your point? Speak clearly and concisely? Seldom (1) Usually (3) Always (5) Building Human Resource Management Skills National Food Service Management Institute Subtotal Total Score:

5 Best Predictors of Productivity Team energy Team engagement

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8 Essential Attributes of Interpersonal Conversation Intimacy Interactivity Inclusion Intentionality

9 Four C s of Communication Clear Concise Complete Correct

10 How to Master Crucial Conversations The core of every successful conversation lies in the free flow of relevant information

11 6 Steps for Retaining Good Employees Communicate, communicate, communicate Coach rather than manage Establish clear performance metrics and make employees accountable for delivering Leverage performance reviews to gain insights into employee goals and aspirations Create growth opportunities Underscore positive feedback with something tangible

12 Middle Managers Today s leaders are expected to make decisions quicker, achieve results quicker, and grow their people quicker. However, running this hard and this lean tends to drain our ability to stop and think. Amidst this speed, one particular type of leader the middle manager faces a profound challenge that revolves around one word: self-awareness.

13 Middle Managers Self-awareness teaches us to go slower to go faster. It focuses a leader s peripheral vision to influence the best direction. Selfaware leaders pause to create momentum. Self-awareness keeps middle managers in touch with how others see the world. It collects and processes this information as points of data that are used by the leader to be more informed and more effective.

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15 Creating a Motivating Workplace Theory X Managers believe most people: Dislike work. Lack ambition. Have no wish for responsibility. Prefer to be told what to do. Are not creative in solving problems. Want safety. So Managers Must. Design exactly what must be done. Tell workers exactly what they must do. Closely control or watch them to be sure they comply. Build a top-heavy organization with managers to plan, organize, and police. Building Human Resource Management Skills National Food Service Management Institute

16 Creating a Motivating Workplace Theory Y Managers believe most people: Like satisfying work. Are capable of directing their own efforts toward goals. Want to do a good job. Can be self-directed. Have the capacity and creativity for solving organizational problems. Want satisfying work. So Managers Must. Communicate information down. Explain reasons why things should be done. Assume workers have an interest and willingness to do the work. Spend time discussing problems and asking for ideas and suggestions. Building Human Resource Management Skills National Food Service Management Institute

17 Creating a Motivating Workplace Reality Practice: Case Study #1 The manager is explaining the new cleaning schedule to the employees. 1. How did you personally react to the role-play? 2. What could the manager have done differently to motivate you? 3. What is the expectation of the employee(s) based on the manager s behavior? Building Human Resource Management Skills National Food Service Management Institute

18 Creating a Motivating Workplace Reality Practice: Case Study #2 The manager is explaining how to use the new computer system. 1. How did you personally react to the role-play? 2. What could the manager have done differently to motivate you? 3. What is the expectation of the employee(s) based on the manager s behavior? Building Human Resource Management Skills National Food Service Management Institute

19 Theory X and Theory Y If you believe that all individuals want to be contributing members who gain personal satisfaction from a job well done using unique talents and skills, then you realize that managers make the difference in creating the best work environment. To provide such a workplace, sometimes changes in attitude and actions must be made by the manager.

20 Creating a Motivating Workplace Personal Check-In: My personal Motivators A B Motivating Factors Building Human Resource Management Skills National Food Service Management Institute I have enough freedom to do it. I enjoy it. I feel it is important. I am expected to do it. I have the chance to take on new responsibility. I have a chance to learn and grow by doing it. There is a routine I can depend upon. There is variety in methods and strategies for doing it. I feel trusted and respected.

21 Creating a Motivating Workplace Personal Check-In: My personal Motivators A B Motivating Factors Building Human Resource Management Skills National Food Service Management Institute I receive recognition. It is easy. It is challenging and out of my comfort zone. I have the skills and abilities it requires. No one else can/will do it. Others are doing it. I can help plan and create the vision. The others involved are competent. The leader is competent and supportive.

22 Creating a Motivating Workplace Thinking About Motivation Now consider a recent time in your own life when you really wanted to accomplish something, be successful, or learn something new. What part of your motivation was external? What part was internal? Which one motivated you more, internal or external factors? Why? What emotions or feelings were a part of your motivation? Building Human Resource Management Skills National Food Service Management Institute

23 Creating a Motivating Workplace Internal Motivations Whereas rewards, praise and other external motivators are helpful in continuing individual commitment, it is the internal motivation that impacts us the most. You cannot motivate other people. But you can create an environment where they feel valued and where their selfesteem is handled with care.

24 Creating a Motivating Workplace When we work with others, each of us constantly seeks answers to three questions Am I in or out? Do I have any influence on the outcomes? Am I valued for my skills and abilities?

25 Creating a Motivating Workplace Manager Actions Internal Motivators Create an environment where employees find work they are good at and like. Give each person the tools needed for the job. Offer an opportunity to learn, grow, and advance. Challenge others to do their best. Reward efforts equitably. Building Human Resource Management Skills National Food Service Management Institute

26 Look at Learning Styles A screw and a nail look alike and have similar purposes, but they each require different tools How do you learn? How do you teach? How do your employees learn?

27 Improving Workplace Culture School Foodservice: You are the nutrition manager of a school district. You have been working for two years in this position, and things seemed to be under control. However, there is a recent push for school lunches to provide more appetizing meals considering the large number of complaints about food quality from students and parents. Additionally, you are still working to reduce salt and increase fruit and vegetable portion sizes to follow federal mandates. You find a lot of pushback as you try to make these changes because your employees largely comprise of the women who have been working for years and don t want to change their ways. They are struggling with the changes and don t seem to be putting in their best work, as evidenced by the fact that school lunches in your district lack the appeal that you would like. How can you work with your lunch ladies to change the culture in a way that they can buy into? How can you use their strengths to make the healthier and more appetizing meals?

28 6 Steps for Retaining Good Employees Communicate, communicate, communicate Coach rather than manage Establish clear performance metrics and make employees accountable for delivering Leverage performance reviews to gain insights into employee goals and aspirations Create growth opportunities Underscore positive feedback with something tangible

29 Nutrition Technician Essential Functions Arranges food and beverage items Cleans utensils, equipment, and the storage, food prep and serving areas Collects payments for food items from students and staff and reconciles transactions Inspects food items and/or supplies Interacts in a positive manner Inventories food, condiments and supplies Maintains food service equipment

30 Nutrition Technician Responsibilities Working under limited supervision following standardized practices and/or methods Providing information and/or advising others Operating within a defined budget Utilization of some resources from other work units

31 Why do we need to evaluate? Evaluations: Are used when deciding if someone deserves to get a raise or a promotion Provide significant feedback to the employee

32 Tips for Evaluating Take time to fill out form Calendar time for evaluations Reference incident log Be future oriented Be honest as well as kind

33 Common Mistake: Unsure of job expectations You will not be able to evaluate someone doing their job if you do not know what is expected of them.

34 Common Mistake: Too lenient/ overly strict Skewing the severity of a behavior or its consequences Creates a false picture of the employee s behavior Be honest in all evaluations

35 Common Mistake: Cultural misunderstandings Be sure to have a clear communication with those of different backgrounds. Understand their cultural preferences and tendencies so you do not misguide the evaluation.

36 Common Mistake: Halo effect, recency, primacy There are some employees who seem to do everything perfectly, but even they have things they can improve on. Recency = the most recent incident Primacy = first impression Stay objective and honest.

37 Common Mistake: Lacking Specificity Be sure to write specific notes on evaluations. Guidance for improvement Praise for job well done

38 Successful Long-Term Employees Dependable Able to follow instructions Like children Honest Relates well to child as a customer Clean and appropriately dressed for work Gets along with others Has respect for others Team player

39 Methods of Retention Verbal praise Certification supplement Training Pay raises

40 6 Steps for Retaining Good Employees Communicate, communicate, communicate Coach rather than manage Establish clear performance metrics and make employees accountable for delivering Leverage performance reviews to gain insights into employee goals and aspirations Create growth opportunities Underscore positive feedback with something tangible Performance Review

41 Performance Reviews Discuss career goals Input for creating stretch opportunities Ask why they stay

42 6 Steps for Retaining Good Employees Communicate, communicate, communicate Coach rather than manage Establish clear performance metrics and make employees accountable for delivering Leverage performance reviews to gain insights into employee goals and aspirations Create growth opportunities Underscore positive feedback with something tangible

43 6 Steps for Retaining Good Employees Communicate, communicate, communicate Coach rather than manage Establish clear performance metrics and make employees accountable for delivering Leverage performance reviews to gain insights into employee goals and aspirations Create growth opportunities Underscore positive feedback with something tangible

44 Things to Celebrate Start-date anniversaries Completion of a difficult task Survival of a difficult day

45 Ways to Celebrate Free lunch Recognition board Notes w/ candy bar Reward/coupon system At least face-to-face recognition and handshake/pat on the back

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48 6 Steps for Retaining Good Employees Communicate, communicate, communicate Coach rather than manage Establish clear performance metrics and make employees accountable for delivering Leverage performance reviews to gain insights into employee goals and aspirations Create growth opportunities Underscore positive feedback with something tangible

49 LESSON PLAN Title_How to Retain Employees Target Audience 8-10 ppl, part of the SNA Terminal Objective By the end of this lesson, learners will be able to identify 6 steps for retaining good employees and come up with at least 2 ideas for ways they can incorporate those steps into their jobs. Name Kendra Manwill Method Terminal Concept Retaining employees and decreasing turnover is a crucial way to: create a strong and effective work force, and save time and money by not having to re-hire and re-train. References The New Science of Building Great Teams. Alex Pentland Validating a Leadership Model Pinpointed Self-Awareness as Key to Success. Dan Gallagher, Joe Costal, Lucy Ford The 6 Steps for Retaining Good Employees. Elena Bajic. Employee Retention- How to Retain Employees. The Wall Street Journal. (Lessons communication skills for managers and creating a motivating workplace, activity Picture This.) Characteristics of Successful Long Term Employees. Mary Kay Meyer. Lesson plan on performance evaluations. Heidi Nielson and Juliette Soelberg. Lesson plan on workplace culture. Ashley Marsh. Preceptor Toolkit. UAND presentation by Jennie Oler, Lacie Peterson, Nicole Vance. Employee Recognition: What Employees Want The Most [Infographic]. Meritshare.com. Preparation Print handouts Personal Check-In: Your Communication Inventory Theory X and Theory Y Picture This Communication Activity (bring blank paper too) Pre-assessment Ask: Do you think it matters if there is high employee turnover? Why? Ask: what do you currently do to keep your employees around? Introduction Forbes, an American business magazine, identified what they felt were the 6 steps to retaining good employees. This lesson will be built around those steps and how to incorporate them into our work lives. Slide 1, Slide 2 (1 min) Supporting Objectives Content Outline Time Learning Experience (Activity Outline) Identify ways that communication can improve work relations and outcomes. Start with determining where we are at with our communication inventory. 3 min Slide 3, 4 Provide each participant with the handout Personal Check-In: Your Communication

50 This inventory offers a quick assessment of your communication skills and habits. Fill it out individually. Inventory Have participants discuss, then ask one person to share. 5 min On the bottom of the sheet, list the communication skills you did not mark as always. With a partner, discuss one of the communication habits that you listed. Share an example where using that skill would have improved the situation. Patterns of communication may be the most important predictor of a team s success (study, 2012, Pentland) Best predictors of productivity were a team s energy and engagement outside formal meetings You can sense a buzz in a team without even knowing what the members are talking about. The key to high performance lay not in the content of a team s discussions, but in the manner in which it was communicating. Patterns of communication were as important as all the other factors- individual intelligence, personality, skill, and the substance of discussionscombined 2 min Slide 5 It s hard to feel energy and engagement through anything but face to face communication. 5 min Slide 6,7 Show mapping communication over time How could this have been avoided?

51 Essential attributes of interpersonal conversation Intimacy- getting close, shifting from a top-down distribution into a bottom-up exchange of ideas Interactivity- promoting dialogue. Talk with, not to. Inclusion- expanding employees roles. Intentionality- pursuing an agenda Four C s of communication Clear: Say things simply enough that they cannot be misunderstood Concise: Get to the point. Do not go on and on with confusing details that do not matter. Complete: Give the compete message. It is easy to forget to include one part especially when you think your listener already knows that part Correct: Make sure that what you say is true. Do not repeat rumors or gossip. Build your reputation as a person who speaks truth. The heart of almost all chronic problems in organizations, teams, and relationships lies in crucial conversations that are either not being held, or not being held well. 3 min 2 min 4 min 2 min Slide 8 Slide 9 Provide each participant with the Picture This activity, have them pair off. Discuss. Ask: does anyone have an example of a miscommunication or situation that could have been avoided by communicating?

52 Often problems aren t due to the process, system or structure. Is usually employee behavior Nonhuman change like restructuring won t fix it Solution: getting people to hold one another accountable to the process The importance of crucial conversations Regularly holding mutually beneficial conversations Avoid coming to the choice between being honest and being effective. If you are always honest (and appropriate in tone and conduct), then you will have an easier time communicating with those around you. 1 min 1 min How to master crucial conversations The core of every successful conversation lies in the free flow of relevant information (dialogue). Do your best to make it safe for everyone to add their meaning to the shared pool. Shared pool = synergy It is not productive to withhold or force our opinion into the pool Recognize if you are falling into silence or violence, and make it safe and comfortable The more you hold those conversation, the better you ll get 3 min Slide 10

53 and the better you will be received Explain the difference between coaching and managing, and why coaching can be more effective. Try to balance giving your team members the authority, the tools and the space they need to do their jobs. Empower them, but stay checked in Slide 11 In order to find a good balance, the leader needs to be self-aware. Self-awareness Middle manager paragraphs Self-aware leaders: See more job opportunities See more direct reports promoted (and self-promotions) Have success building trust, delegating work, improving performance, coaching team members Have a sense of security about their job, and are happy with the pace of their career Middle managers play a very key rolethey are responsible for linking upper management with the everyday workers. Effective managers will find ways to motivate employees. Theory X and Theory Y (read slide). If a manager believes that all members want to contribute, they should encourage and 5 min 10 min Slide 12, 13, 14 Have volunteers read the slides Ask what they think about that Slide 15, 16 Provide each participant with the handout Theory X and Theory Y Slide 17- Have two people stand and act this out using Theory X. Answer questions. Slide 18- Have two people stand and act this

54 motivate the employees to do so Now take a look at motivation itself. The next two slides have some examples of motivators. Take a look and see if anything really sticks out to you Now think about a time when you really wanted to accomplish something (read slide) External motivators help keep people on track, but without internal motivation, workers will just do the job. It s hard to be internally motivated if you don t feel some passion for what it is that you do. Make sure that you know what your passion and purpose are, and try to engage employees in that purpose. Look at learning styles. A screw and a nail look alike and have similar purposes, but they each require different tools How do you learn? How do you teach? How do the employees learn? In order to facilitate learning: Vary teaching methods Teach-back Crossover Provide a choice Check for understanding 5 min 5 min 4 min 5 min out using Theory Y. Answer questions. Slide 19- Have someone read the paragraph Slide 20, 21 Slide 22- Give a min or two to think. Ask someone to share external and internal motivators, and ask which was stronger. Slide 23, 24, 25 Ask people what their passion is, have someone share. Ask if their employees feel the same way. Slide 26 Ask if anyone has an example of employees with different learning styles, and how they addressed each

55 Work within the culture of the facility to create a positive environment Culture is what employee s base decisions on without thinking. It s the core of the company and the people in it. Culture can t be transplanted, but it can be directed. Work through the example and think of some ways to change the culture. Understand your strengths, and think of ways to build on those 1 min 6 min Slide 27 Have someone read it out loud, then break the group in half and let them discuss. Then bring them back and talk about it. Explain the importance of establishing clear performance metrics, and in making employees accountable for delivering Take a look at the employee s job description and requirements, and base an evaluation off of that. Give them solid points to be aware of and work on improving. Take the time necessary to train well, so that employees know what is expected of them and they know how to do it right. 5 min Slide 28 Slide 29, 30 Go through Nutrition Technician essential functions- discuss points to evaluate Working with Theory Y: We believe that most people can be selfdirected, want to do a good job, and are capable of directing their own efforts toward goals. Providing them with clear performance metrics will help them be accountable for their performance. 1 min Ask first: which theory (X or Y) would we fall under if we believed that the employees could accountable for delivering good performance if given clear expectations? (Theory Y) Expect and require good work, and evaluate employees based on those metrics regularly Why we need evaluations: Used when deciding if someone deserves to get a raise or a 7 min Slide 31

56 promotion Provide significant feedback to the employee on where they need to improve and where they deserve praise Tips when evaluating Take time before meeting to thoughtfully fill out entire evaluation form Calendar time for evals Reference incident log when filling out eval Be future oriented Be honest as well as kind Common mistakes and their solutions (on ppt) Slide 32 Slide A nationwide study sponsored by the National Food Service Management Institute identified the following characteristics in successful long-term employees: Dependable Able to follow instructions Likes children Honest Relates well to child as a customer Clean and appropriately dressed for work Gets along with others Has respect for others Team player The most frequently used methods of retention were: Verbal praise 5 min Slide 38 Ask: What do you think are some characteristics of successful long-term employees in this business? Advance slide Slide 39 Ask: What do you do that will ultimately

57 Certification supplement Training Pay raises When hiring, try to find employees that embody these characteristics. encourage your employees to stay? Identify ways to leverage performance reviews to gain insights into employee goals and aspirations Performance reviews can be opportunities to discuss employees career goals, and obtain input for creating stretch opportunities for themboth within their current roles and in new roles. 7 min Slide 40 -Play video, mention some good and bad points Slide 41 For those that have worked a long time, consider asking why they stay, and what they would change/improve if they could. They can provide valuable insight into employee perceptions. Explain why creating growth opportunities is beneficial When hiring, look inside first. Make sure employees are aware of internal openings and have a chance to apply if interested. 3 min Slide 42 Part of your role as a coach is to help them push themselves further, and you can make them aware of growth opportunities available for them to strive for. If an employee has expressed interest in moving up, help them prepare by providing them with opportunities to learn and develop new skills.

58 Identify ways to underscore positive feedback with something tangible There are lots of things within your employees jobs worth celebrating. There are also lots of ways to celebrate or reward them. Things to celebrate: Start-date anniversaries Completion of a difficult task Survival of a difficult day Ways to celebrate: Free lunch or free meal Recognition board- feature outstanding employees Notes w/ candy bar At least face-to-face recognition and a handshake or pat on the back Reward/coupon system- collect tokens towards a prize Provide some small perks- anything that will bring a smile of make their lives better. Free bagels on Fridays Parking spots Break room games or a couch Schedule a day out 5 min Slide 43 Slide 44 Ask: What are some ways that you celebrate employees? Have you noticed a difference in employee moral or performance? Slide 45 It s not about the money, it s about the appreciation Slide 46 Make sure you seem excited about it, make it a big deal Slide 47 Assessment (evaluation) Ask: What are some things you can incorporate into your work life? What are some things you re already doing well? Slide 48 Closure

59 Communication Skills for Managers Handout: Personal Check-In: Your Communication Inventory Personal Check-In: Your Communication Inventory This inventory offers a quick assessment of your current communication skills and habits. Do You Ask your employees what kinds of information they want and need? Encourage sharing of information among employees? Know who needs what information when? Hold regular meetings to keep communication open? Give the speaker your full attention? Wait until the speaker has completed his thought before you add yours? Refrain from having the last word? Attempt to remember the speaker s key points? Outline your key thoughts in your mind before you speak? Pause to answer a tough question rather than jumping right in to respond? Watch others non-verbal actions to note misunderstanding or disinterest so you can clarify your point? Speak clearly and concisely? Seldom (1) Usually (3) Always (5) Subtotal Total Score: Note: Add each subtotal together to determine the total score. Sixty points is a perfect score. You are an effective communicator. Fewer than 45 points indicates you have room for improvement. Building Human Resource Management Skills National Food Service Management Institute 20

60 Picture This Communication Activity continued Picture Diagram National Food Service Management Institute The University of Mississippi

61 Creating a Motivating Workplace Handout: Theory X and Theory Y Theory X and Theory Y If you believe that all individuals want to be contributing members who gain personal satisfaction from a job well done using unique talents and skills, then you realize that managers make the difference in creating the best work environment. To provide such a workplace, sometimes changes in attitude and actions must be made by the manager. As you think about how you see your employees, consider Theory X and Theory Y - two very different ways to think about how and why people work. Theory X Managers believe most people: Theory Y Managers believe most people: Dislike work Like satisfying work Lack ambition Are capable of directing their own efforts toward goals Have no wish for responsibility Want to do a good job Prefer to be told what to do Can be self-directed Are not creative in solving problems Have the capacity and creativity for solving organizational problems Want safety Want satisfying work so managers must... so managers must... Design exactly what must be done Communicate information down Tell workers exactly what they must Explain reasons why things should be done do Closely control or watch them to be sure they comply Assume workers have an interest and willingness to do the work Build a top-heavy organization with managers to plan, organize, and Spend time discussing problems and asking for ideas and suggestions police Theory X and Theory Y reflect managers, not workers. Managers act out of what they believe about workers. How would you act differently if you really believed all your employees wanted to work and be successful? Building Human Resource Management Skills National Food Service Management Institute 19