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2014-2015 Labor proposal
2014-2015 Labor proposal
2014-2015 Labor proposal
2014-2015 Labor proposal
2014-2015 Labor proposal
2014-2015 Labor proposal
2014-2015 Labor proposal
2014-2015 Labor proposal
2014-2015 Labor proposal
2014-2015 Labor proposal
2014-2015 Labor proposal
2014-2015 Labor proposal
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2014-2015 Labor proposal

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I submitted this proposal to modify our labor structure to increase the level of responsibility for our mid-level workers' so that we can fill the leadership gap that exists between our senior level …

I submitted this proposal to modify our labor structure to increase the level of responsibility for our mid-level workers' so that we can fill the leadership gap that exists between our senior level workers and our incoming freshman. In the past, our department would promote a few workers to the senior level based upon merit and we'd assign projects and tasks to our mid level workers that didn't really engage them. This created a retention gap and we lost a lot of experienced workers as a result. And we often found that our senior level workers struggled so much to find a balance learning how to juggle all of their new responsibilities that they often neglected our mid level workers and didn't have the social or leadership skills to connect with our freshman workers. The intent of the new structure is outlined within the proposal to address some of those issues now that we have a more experienced mid level staff who has enough proficiency to move on toward the senior level. The modifications were designed to overcome the group dysfunctions found in many organizations outline by Bruce Tuckman's model. The good news is that many of the ideas in this proposal were accepted and approved and we will be adopting most of the new student labor structure for the upcoming academic school year.

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  • I’ve been reading a lot of HR books and articles about studies that have been done with employee motivation in the past year and a half. Because there are so many, I’ve tried to narrow my studies to research-based findings to see how they compare to our model and have experimented with some interventions to see how they affect the performance of our employees.
  • Direct costs to the employing organization are expenses related to the withdrawal behaviours or attitudes of the employee. In most cases, these include estimated loss of revenue related to work that either isn’t completed to quality or isn’t completed at all1, unmet commitments, missed opportunities, and/or having to train a new employee to replace one that has left the organization
  • Transcript

    • 1. LABOR WHAT ARE WE GOING TO DO ABOUT NEXT YEAR?
    • 2. Notable Improvements: Improved Morale – measurably less internal conflict between students, most students get along with each other, hang out outside of work, less complaints about Seabury overall. Reduction of Absenteeism – the sub policy has helped, we don’t have as many no shows or students behind on hours, students who claimed to hate working here are now hanging out @work after hours (e.g. Plagueman) Reduction in Disciplinary Issues – excluding issues in the pool, we have far less need for write ups for major offenses (e.g. time falsification, insubordination, etc.) Improved Consistency of Effort – the building is cleaner, our students have been more involved in risk management, memberships, confiscating expired cards, many repeat monthly sales
    • 3. Key Issues: (when managing students) Dominance –taking over conversations/ not being respectful of others contributions Lack of Participation – body language or activity communicates lack of interest/ that someone is afraid to contribute Too much seriousness – this person is all business (probably because they have poorly managed time or social skills -- to the point where it hinders the team dynamic of the group) Flippancy – not serious enough -- to the point where it undermines discipline & credibility or steals focus Side conversations – includes cell phone usage Emotional Outbursts – Drama Queens; drama follows them wherever they go, or refers to those who constantly have something disruptive going on
    • 4. When we tell people to change and they don’t… It’s not because they don’t understand how important it is to change, Or even that they don’t understand HOW to change, but because management continues to reinforce the same old habits.
    • 5. The 5 Stages of Dysfunction
    • 6. Overcoming the 5 Stages of Dysfunction through POSITIVE REINFORCEMENT
    • 7. What are some ways that we can reinforce the behaviors we’d like to see when addressing these: Dominance Lack of Participation Too much seriousness Flippancy Emotional Outbursts? Build trust • Encourage Healthy Conflict • Encourage Accountability • Secure Commitment* • Produce Measurable long-term results *Note: Buy in (does not always signify commitment)
    • 8. Bruce Tuckman’s Stages of Group Development
    • 9. 1st Semester - Stage 6 (Director) - Orientation of Roles & Responsibilities Scheduling, mentors supervisors in training of project coordinators in principles outlined under stages 3 & 5, debriefs on task and policy changes, programming positive reinforcement initiatives Proposed: Stage 5 (Supervisor) Taught skills in how to manage group dynamics, mentorship, conflict management, de-escalation, boundary setting and team building, supervises stages 1 & 2 Stage 4 (Clerical Stage) Taught memberships, basic bookkeeping, documentation of policy compliance Stage 1 Must be able to follow assigned tasks (e.g. cleaning) Stage 2 (Mentee Stage) trusted with special projects, assists with maintenance, rounds, eq. checkout, etc. Stage 3 (Project Coordinator) Expectations are clarified as training occurs in customer service, risk management, ordering supplies, coordinating cleaning schedules, boundary setting and team building,
    • 10. THE TRAINING CYCLE • STUDENT LEADERS DEVELOP SKILLS WHICH THEY HELP TEACH YOUNGER STUDENTS TO INCREASE SHARED ACCOUNTABILITY, TRUST AND BUILD INCENTIVES THROUGH POSITIVE PEER REINFORCEMENT. • CHARACTERIZED BY EXPERIENCE-APPROPRIATE, PERFORMANCE-BASED TASKS • STUDENTS WORK THEIR WAY THROUGH A MERIT BASED TRAINING CYCLE WHERE THEY CAN EARN INCENTIVES & BUILD MORE EXPERIENCE BY LEARNING MORE WAYS THEY CAN BE INVOLVED (E.G. INCREASED AUTONOMY, ACCESS TO MENTORSHIP TRAINING, AND THE POWER TO COORDINATE PROJECTS, IDENTIFY THE GOOD WORK OF THEIR PEERS, TO IDENTIFY PEER INCENTIVES & ALLOCATE REWARDS. • TEACHES FACILITATION SKILLS AND REDISTRIBUTES WORK-LOAD TO CREATE MORE INCLUSION IN DECISION MAKING & TRAINING PROCESS SO THAT LEARNING IS HAPPENING AT ALL LEVELS
    • 11. Students respond well to the leadership of their peers… • Bridge the gap between student supervisor by creating a culture where students create the expectation that they are accountable to one another. • As leaders emerge, teach them how to coordinate projects together, prioritize responsibilities, communicate more effectively, • & train them how to lead others the way they’d like to be managed in a way that’s effective long term. … the key is to include them in these roles.
    • 12. 1st Semester - Level 6 (Student Director) - Orientation of Roles & Responsibilities Scheduling, mentors supervisors in training of project coordinators in principles outlined under stages 3 & 5, debriefs on task and policy changes, programming positive reinforcement initiatives Final Outcome: Building Supervisor – Level 5 Taught skills in how to manage group dynamics, mentorship, conflict management, de-escalation, boundary setting and team building, supervises stages 1 & 2 Freshmen Must be able to follow assigned tasks (e.g. cleaning) Freshmen who exhibit promise trusted with special projects, Level 4’s & 5’s- Level 4 (Member Coordinator) - Expectations are clarified as training occurs in customer service, risk management, ordering supplies, coordinating cleaning schedules, boundary setting and team building, Taught memberships, basic bookkeeping, documentation of policy compliance, assists with maintenance, rounds, eq. checkout, etc.

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