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Handling problematic employees
The document provides information about the author's background and experience in human resources and education administration. It includes 7 years as a university administrator, 15 years as an adjunct professor teaching human resource management, 16 years of professional experience in human resources, and current PhD candidacy in higher education administration with a master's degree in human resource management.
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Handling problematic employees
- 2. MY BACKGROUND • 7YEARS AS A UNIVERSITY ADMINISTRATOR • 15 YEARS AS AN ADJUNCT PROFESSOR OF HUMAN RESOURCE MANAGEMENT • 16 YEARS AS A HUMAN RESOURCE PROFESSIONAL (CONCURRENT) • PHD CANDIDATE – HIGHER EDUCATION ADMINISTRATION • MASTERS OF HUMAN RESOURCE MANAGEMENT
- 3.
- 4. Why do youthink your parents did that? Despite what we thought back then.
- 5. It wasn’t because theyhated us or enjoyed watching us suffer through a week without television.
- 6.
- 7. They merely disapproved of ouractions and were hoping to prevent us from repeating them in our future
- 8. BEHAVIOR MODIFICATION THE TECHNIQUESUSED TO TRY AND DECREASE OR INCREASE A PARTICULAR TYPE OF BEHAVIOR OR ACTION
- 9. PARENTS USE BEHAVIORMODIFICATION TO TEACH THEIR CHILDREN FROM RIGHT AND WRONG You shouldn’t eat candy all day
- 10. THERAPISTS USE BEHAVIORMODIFICATION TO ENCOURAGE HEALTHY BEHAVIORS IN THEIR PATIENTS
- 11. ANIMAL TRAINERS USEBEHAVIOR MODIFICATION TO DEVELOP OBEDIENCE BETWEEN A PET AND THEIR OWNER Sit! Good Boy!
- 12. WE EVEN USEBEHAVIOR MODIFICATION IN OUR ORGANIZATIONS AND BUSINESSES WITH OUR EMPLOYEES IN ALL DEPARTMENTS You need to arrive at work on time!
- 13. LIST OF ITEMS •BEHAVIOR MODIFICATION • BEHAVIOR MODIFICATION IN ORGANIZATIONS • PROBLEMATIC EMPLOYEES • USING BEHAVIOR MODIFICATION FOR PROBLEMATIC EMPLOYEES • USING PROBLEM SOLVING TOOLS AT WORK • A NEW PROBLEM SOLVING APPROACH FOR PROBLEMATIC EMPLOYEES
- 14. BEHAVIOR MODIFICATION •THE FIRSTUSE OF THE TERM BEHAVIOR MODIFICATION APPEARS TO IN 1911. IN THORNDIKE’S ARTICLE PROVISIONAL LAWS OF ACQUIRED BEHAVIOR OR LEARNING , WHICH MAKES FREQUENT USE OF THE TERM "MODIFYING BEHAVIOR” •SKINNER’S BOOK THE BEHAVIOR OF ORGANISMS, PUBLISHED IN 1938, INITIATED THE STUDY OF OPERANT CONDITIONING AND ITS APPLICATION TO HUMAN AND ANIMAL BEHAVIOR.
- 15. BEHAVIOR MODIFICATION •THROUGH EARLYRESEARCH IN THE 1940S AND THE 1950S THE TERM WAS USED BY JOSEPH WOLPE'S RESEARCH GROUP. •THE EXPERIMENTAL TRADITION IN CLINICAL PSYCHOLOGY USED IT TO REFER TO PSYCHO-THERAPEUTIC TECHNIQUES DERIVED FROM EMPIRICAL RESEARCH •IT HAS SINCE COME TO REFER MAINLY TO TECHNIQUES FOR INCREASING ADAPTIVE BEHAVIOR THROUGH REINFORCEMENT AND DECREASING MALADAPTIVE BEHAVIOR THROUGH EXTINCTION OR PUNISHMENT
- 16. BEHAVIOR MODIFICATION •BEHAVIOR MODIFICATIONRELIES ON THE CONCEPT OF CONDITIONING •CONDITIONING IS A FORM OF LEARNING
- 17. TWO MAJOR TYPESOF CONDITIONING CLASSICAL CONDITIONING •RELIES ON A PARTICULAR STIMULUS OR SIGNAL THAT PRODUCES A PARTICULAR RESPONSE OPERANT CONDITIONING
- 18. Classical Conditioning I smellcookies!
- 19. TWO MAJOR TYPESOF CONDITIONING CLASSICAL CONDITIONING •RELIES ON A PARTICULAR STIMULUS OR SIGNAL THAT PRODUCES A PARTICULAR RESPONSE OPERANT CONDITIONING •USES A SYSTEM OF REWARDS AND/OR PUNISHMENTS
- 20. Operant Conditioning Come boy, sit! LearningNew Behaviors
- 21. Operant Conditioning Good Boy!LearningNew Behaviors
- 22. I’ll give youa treat if you stop jumping on me Operant Conditioning Unlearning Old Behaviors
- 23. BEHAVIOR MODIFICATION •DOES NOTFOCUS ON WHY A PARTICULAR BEHAVIOR STARTED •IT FOCUSES ON CHANGING THE BEHAVIOR
- 24. TRADITIONAL TECHNIQUES Positive Reinforcement Rewards NegativeReinforcement Positive Punishment Negative Punishment
- 25. “ ” REINFORCEMENT IS THEPROCESS IN WHICH A BEHAVIOR IS STRENGTHEN BY THE IMMEDIATE CONSEQUENCES THAT RELIABLY FOLLOW ITS OCCURRENCE (MILTENBERGER, 2008, P.73) WHAT IS REINFORCEMENT?
- 26. POSITIVE REINFORCEMENT REWARDS A REWARDFOR DOING SOMETHING WELL
- 27. Positive Reinforcement/ Rewards: Givinga child candy after cleaning up their toys
- 28. NEGATIVE REINFORCEMENT DOING SOMETHINGWELL TO AVOID A PENALTY
- 29. Negative Reinforcement: Cleaning upyour room in order to avoid getting yelled at by your parents
- 30. POSITIVE PUNISHMENT A PENALTYFOR DOING SOMETHING YOU’RE NOT SUPPOSED TO DO
- 31. Positive Punishment: Giving achild a spanking for talking back to his mother
- 32. NEGATIVE PUNISHMENT THE REMOVALOF A REWARD FOR DOING SOMETHING YOU’RE NOT SUPPOSED TO DO
- 33. nishment: Not giving achild dessert if they do not eat their broccoli
- 34. NEGATIVE REINFORCEMENT VS.PUNISHMENT •NEGATIVE REINFORCEMENT IS NOT THE SAME THING AS “PUNISHMENT.” •PUNISHMENT IMPLIES THAT YOU RECEIVE A PENALTY FOR DOING SOMETHING YOU’RE NOT SUPPOSED TO DO •WHEREAS NEGATIVE REINFORCEMENT IMPLIES NOT RECEIVING A PENALTY FOR DOING SOMETHING
- 35. ORGANIZATIONAL BEHAVIOR MODIFICATION •MODIFYEMPLOYEE BEHAVIOR AND ENCOURAGE PRODUCTIVITY •USED TO ADJUST THE BEHAVIOR OF YOUR EMPLOYEES •DEPARTMENT WIDE BEHAVIORAL CHANGE •USE VARIOUS RESPONSES TO ENCOURAGE OR DISCOURAGE CERTAIN BEHAVIORS •RE-TEACHING THE EMPLOYEE HOW TO DRIVE IN-BETWEEN THE LINES
- 36. MODIFYING THE EMPLOYEE’SRELATIONSHIP TO: •PERFORMANCE •TOTAL QUALITY •CULTURE SHIFT •MERGER OR ACQUISITION •CLIENT SATISFACTION •SUPPORT TEAMS •RIGHTSIZING •REORGANIZATION •PROFESSIONAL EMPOWERMENT •TIMELINESS •SALES QUOTAS •QUALITY OF REPORTS
- 37. PROACTIVE AND REACTIVESTRATEGIES PROACTIVE • STRATEGIES THAT ADDRESS EXPECTED DIFFICULTIES BEFORE THEY HAPPEN • AN EFFORT TO MITIGATE RISK. • FOCUSES ON ANTICIPATED TRENDS, PROBLEMS AND EMPLOYEE NEEDS REACTIVE • A SITUATION IN WHICH YOU CAN'T – OR DON'T – PLAN AHEAD FOR PROBLEMS OR OPPORTUNITIES • INSTEAD, YOU REACT TO THEM AS THEY HAPPEN • YOU DON'T HAVE TIME TO LOOK AHEAD TO PRE- EMPT PROBLEMS
- 38. Reactive Strategy: Throwa random office party for their extra hard work
- 39. Proactive Strategy: Holdingdaily coaching or training meetings twice a day until performance meets expectations
- 40. Reactive Strategy: Payingfor association fees as an incentive for superior work
- 41. Proactive Strategy: Makingsure employees are aware how, and on what criteria they are being evaluated
- 42. Reactive Strategy: Givepraise in front of other staff
- 43. Reactive Strategy: Acknowledgingsuperior work at department meetings
- 44. Reactive Strategy: Ceasingrequired overtime when staff regularly meet their sales quotas
- 45. Proactive Strategy: Providingtraining to meeting performance objectives and development goals
- 46. Reactive Strategy: Suspendingemployees who are insubordinate or disobey company policy
- 47. Reactive Strategy: Requiringovertime when someone misses their sales quota
- 48. PROBLEMATIC EMPLOYEES •PROBLEMATIC EMPLOYEESCREATE NEGATIVE WORK ENVIRONMENTS AND UNHEALTHY CONSEQUENCES FOR OTHER EMPLOYEES •EMPLOYEES RESISTANCE TO CHANGE •UNCLEAR EXPECTATIONS IN JOB ROLES •NEED TO RELEARN THEIR JOBS OR CHANGE THE WAY THEY ARE DOING THINGS •APATHY OR EMPLOYEES ARE UNMOTIVATED
- 49. PROBLEMATIC EMPLOYEES •NEGATIVE EMOTIONSTOWARD THE ORGANIZATION. •INSUBORDINATE CHALLENGES TO AUTHORITY •LAZY, UNMOTIVATED •OVERLY ARGUMENTATIVE
- 50. IDENTIFYING PROBLEMATIC TRENDSIN EMPLOYEES •PROBLEMATIC EMPLOYEES CREATE NEW PROBLEMS FOR DEPARTMENTS •DOESN’T FOLLOW DIRECTIONS •INCOMPETENCE •TAKES TOO LONG •NERVOUS WORKER
- 51. • MANAGERIAL SUPPORTIS ESSENTIAL FOR TRANSFORMING POOR PERFORMERS INTO QUALITY EMPLOYEES • INSUFFICIENT PRODUCTION FROM A NORMALLY PRODUCTIVE EMPLOYEE IS A CONCERN FOR EVERY MANAGER. DO NOT WRITE OFF EMPLOYEES WHO ARE STRUGGLING TO PRODUCE. AS A MANAGER, IT IS YOUR RESPONSIBILITY TO IDENTIFY POOR PERFORMANCE AND MOTIVATE THE EMPLOYEE TO ACHIEVE THE DESIRED GOAL
- 52. TRANSFORMATION •TO ACHIEVE ANYSIGNIFICANT AND SUSTAINABLE IMPACT ON PERFORMANCE, ORGANIZATIONS MUST FOCUS ON MODIFYING THE BEHAVIOR OF EMPLOYEES (Spector, 2013)
- 53. MODIFYING BEHAVIOR FOROR AGAINST: For Commitment Building a strong emotional attachment to the goals of the organization For Involvement Building a willingness to participate in the behaviors, being called for by the change effort For Support Speaking on behalf of the change effort without taking any other explicit actions to promote the effort Against Apathy Represents a neutral zone in which individuals know about the change effort and engage in no behavior either to support or oppose it Against Passive resistance Behaviors that oppose a willingness to voice reservation or even threatening to resign if the change goes through Against Active resistance Behaviors that block or impede change, usually by behaving in ways that contradict the goals of the organization Against Aggressive resistance Behaviors the involve purposeful sabotage and subversion to the policies, procedures, and goals of the organization
- 54. Having powerful problemsolving tools can make a huge difference to your organization A fundamental part of every manager's role is finding ways to solve them. So, being a confident problem solver is really important to your success.
- 55. PROBLEM SOLVING TOOLS •FOR DECADES, PEOPLE HAVE USED PROBLEM SOLVING TOOLS TO GENERATE IDEAS, AND TO COME UP WITH CREATIVE SOLUTIONS TO PROBLEMS • PROBLEM SOLVING TOOLS COMBINES A RELAXED, INFORMAL APPROACH TO PROBLEM SOLVING WITH LATERAL THINKING • IT ENCOURAGES MANAGERS TO COME UP WITH THOUGHTS AND SOLUTIONS THAT CAN, AT FIRST, SEEM A BIT CRAZY • SOME OF THESE SOLUTIONS CAN BE CRAFTED INTO ORIGINAL, CREATIVE SOLUTIONS TO A PROBLEM • PROBLEM SOLVING TOOLS HELPS TO GET MANAGERS UNSTUCK BY "JOLTING" THEM OUT OF THEIR NORMAL WAYS OF THINKING
- 56. EXAMPLES OF PROBLEMSOLVING TOOLS •BRAINSTORMING •SWOT ANALYSIS •TOWS MATRIX •PEST ANALYSIS •PORTER’S FIVE FORCES ANALYSIS •SCAMPER •FORCE FIELD ANALYSIS
- 57. “We can’t solveproblems by using the same kind of thinking we used when we created them.” Albert Einstein
- 59. REFERENCES Bachrach, A. J.,ed. (1962). Experimental Foundations of Clinical Psychology. New York: Basic Books. pp. 3–25. Martin, G.; Pear, J. (2007). Behavior modification: What it is and how to do it (Eighth ed.). Upper Saddle River, NJ: Pearson Prentice Hall. ISBN 978-0-13-194227-1. Thorndike, E.L. (1911). Provisional Laws of Acquired Behavior or Learning. Animal Intelligence. New York: The McMillian Company. Wolpe, J. (1968). "Psychotheraphy by Reciprocal Inhibition". Conditional Reflex. 3 (4): 234–240. doi:10.1007/BF03000093.
Editor's Notes
- #49 • Negative emotions toward the organization. There are always those employees who are quick to make negative comments about upper management or coworkers. These negative feelings contradict the overall mission of the organization and may cause other employees to have negative feelings as well. • Insubordinate challenges to authority. There are many times when employees refuse to do what they are asked in order to prove a point or make a statement. These employees have no respect for you and will likely lose the trust of their peers. • Lazy, unmotivated. These employees spend most of their day goofing off and distracting other employees. • Overly argumentative. Employees who are looking to pick a fight put coworkers on edge and create a high level of discomfort in the workplace.
- #50 • Negative emotions toward the organization. There are always those employees who are quick to make negative comments about upper management or coworkers. These negative feelings contradict the overall mission of the organization and may cause other employees to have negative feelings as well. • Insubordinate challenges to authority. There are many times when employees refuse to do what they are asked in order to prove a point or make a statement. These employees have no respect for you and will likely lose the trust of their peers. • Lazy, unmotivated. These employees spend most of their day goofing off and distracting other employees. • Overly argumentative. Employees who are looking to pick a fight put coworkers on edge and create a high level of discomfort in the workplace.
- #51 Doesn’t follow directions. An employee who doesn’t follow directions well is always someone who is difficult to manage. He makes his own rules and can’t be trusted to complete important tasks. • Incompetence. An incompetent employee makes mistakes, is disorganized, and has a hard time learning new concepts. He may be overwhelmed by a new job assignment or by having to adapt to something new. • Takes too long. Timeliness wouldn’t be a major problem to manage if it only involved one employee, but you may have five other employees who can’t do their jobs until the slowmoving employee does his. • Nervous worker. A nervous employee has a difficult time dealing with the stress and pressure of his job. If you manage in a highly competitive industry, nervous workers who are concerned about issues such as job security and meeting sales quotas could drag down performance.
- #52 Insufficient production from a normally productive employee is a concern for every manager. Do not write off employees who are struggling to produce. As a manager, it is your responsibility to identify poor performance and motivate the employee to achieve the desired goal. Keeping in mind the reasons for poor performance that we identified previously, here are some proposed solutions to those problems: • Communicate directions clearly. For the employee who struggles to follow directions, try communicating those directions in a more detailed or concrete way. • Explain the expectations better. An incompetent employee needs to learn more about what is expected of him. Take a step back and explain the expectations of the job and his role in the team and the organization. • Provide additional training. If an employee has a difficult time organizing his work, provide a specific training day to help him learn how to organize better. • Use other team members. If an employee continues to work at a slow pace, assign a more experienced team member to work with him. Providing extra help and support will help speed up his processes. If additional support and training do not help the employee achieve more success at work, there is probably a poor fit between the employee and the job. Assessments can help managers identify job fit and provide suggested jobs for each employee.