CONTENTS · 2018-09-08 · supervisors have about handling performance problems with their...

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CONTENTSIntroduction

Training Session Overview

Discussion Guides

Exercises

Worksheets

Handouts

Pre-Test/Post-Test

Evaluation Form

Training Points and PowerPoint® Overview

Customizing a PowerPoint® Presentation

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INTRODUCTIONAbout This ProgramHandling performance problems and disciplining employees are major parts of everysupervisor’s job. This program, Documenting Discipline II, helps to answer many questionssupervisors have about handling performance problems with their employees anddocumenting the progressive discipline process. In the program you will meet Fred, amanager, who, like many supervisors, discovers that he is having a hard time dealing withthe performance problems of his employees. With the help of Claudia, the HumanResources Manager, Fred learns the process of progressive discipline and how to properlydocument the process.

This Leader’s Guide is designed to help you conduct a thorough training session ondocumenting discipline. It permits you to use this program in many different ways, givingyou the flexibility to determine which training format is best for your organization’s needs.The program is 20 minutes long. On the DVD, there is an option of showing the programin scenes.

Training Points have been created on the DVD format of this program to provide visualaids when sharing important training material, or reviewing content of the program.Video links are included to provide visual reinforcement of some of the training points.

A PowerPoint® presentation, identical to the Training Points content of this program, hasbeen included in both formats for your use. The customizable version is available for youto add specific information for your company. Tips for customizing this presentation areincluded at the end of this guide. As an alternative, the slide information may be printedor transferred to transparency sheets or a flipchart when used in conjunction with theprogram.

The How-To workbook, Documenting Discipline is available for use with this program.Written in a user-friendly, easy-to-understand style, the workbook includes interactiveexercises in each chapter to help the reader process the information and put it intoaction–ensuring that the information makes an impact.

We recommend that you tailor the program to your organization’s needs by includingspecific information unique to your employees. The specifics of how you facilitate thiscourse are up to you.

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www.coastal.com Documenting Discipline II

© Copyright Coastal Training Technologies Corp.



Training MaterialsThere are a few things you’ll need for an effective training session:

• A training room located away from major distractions or interruptions

• A comfortable arrangement of chairs with an opening for a TV monitor or projectionscreen and other visual aids. (Be certain all participants can see the screen and each other.)

• Adequate lighting that can be adjusted while viewing the program

• A location, possibly including a podium from which the trainer/speaker can leaddiscussion

• The training program, Documenting Discipline II

• TV and DVD player/computer with a DVD-ROM drive

• Copies of the class agenda

• A copy of the How-To workbook Documenting Discipline, paper and pencil for eachparticipant

• A flipchart or dry-erase board and appropriate markers

• A computer with PowerPoint® software and the PowerPoint® presentation

• Copies of the Post-Test, Acknowledgment Form and Evaluation.

PreparationPreparation is the key to effective training. There are several things you need to do priorto the session:

Establish ObjectivesDetermine the training objectives in advance so that you can identify the approach to takefor the training session. It is also important to decide what level of understanding isexpected from participants upon completion of the training. Suggested training objectivesfor this presentation are:

• Describe the elements and purpose of FOSA.

• Follow FOSA when addressing a problem or concern.

• Establish the purpose of an oral warning.

• Differentiate between a written warning and an oral warning.

• List the final options in progressive discipline.

• Describe how to issue a final option.

Feel free to edit the training objectives to meet the particular needs of your organization.Training objectives should reflect the content of the program.

Determine the AudienceAnother aspect to consider in planning this training session is the audience. Tailor yourpresentation to the skills or experience of the participants. The focus of your discussionand the depth of content presented may vary, depending on whether you are providing anorientation for new employees or a refresher course for experienced employees.

The training group size should range from 10 to 20 people. When the group is too large,individual attention may be lost and participation will not be as high.

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Agenda

11/2-Hour Session

Activity Time

Introduce Session to Participants 15 minutes

Show Program and Review 40 minutes

Exercise 15 minutes

Post-Test 10 minutes

Summary and Evaluation 10 minutes

3-Hour Session

Activity Time

Introduce Session to Participants 15 minutes


Exercise 15 minutes

Break 15 minutes

Exercises 55 minutes

Break 15 minutes

Exercise 25 minutes


Evaluation 15 minutes

Invite participantsSend out letters or memos to participants or post a notice two weeks in advance of thetraining date. (Sample on next page.) State the location, date and time, and meetingagenda. Administer the Pre-Test in advance.

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Sample of Invitation MemoDate: August 10, 20___

To: All Managers

From: Claudia DeGallo, Human Resources Manager

Re: Documenting Discipline II

What do you do with employees who are not living up to expectations? Do you fire themon the spot? Do you give them another chance? How many chances do you give thembefore you terminate them? These questions and many more are being asked every day bysupervisors and managers. Do you know the answers?

As a valued supervisor at (Company Name), a very important part of your job is handlingperformance problems and disciplining employees. However, if this is not doneappropriately and your actions are not documented fully, you can leave yourself and ourcompany open to legal consequences.

On June 20 at 2:00 p.m., we will be holding a training session on the disciplinary processat (Company Name) and how proper documentation is essential for a successful workingrelationship within our organization. During the session, you will learn to:







To help us get the most out of our training session, please take the time to complete theenclosed Pre-Test and return it to me by (insert date). Your honest response to thesequestions will help us place emphasis on critical areas.

We will be meeting in the main conference room for a 1-1/2 hour session. If you areunable to attend, please contact me at 555-8890 as soon as possible.

Agenda:

Introduction 15 minutes


Exercise 15 minutes


Summary and Evaluation 10 minutes

We look forward to seeing you on Thursday, June 20.

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Presentation Tips

Overcoming anxietyThe best way to overcome anxiety about speaking before a group is to be prepared.Although it is natural to be nervous, your sweaty palms will disappear once you focus onwhat you are saying. Concentrate on communicating your message and your presentationwill flow naturally.

Choosing your vocabularyIt’s best to use the same comfortable language that you would use when speaking one-on-one. Avoid jargon and overly complicated words or phrases.

Getting rid of the “umms”One of the most annoying mistakes a speaker makes is saying “umm” every time there is abreak between thoughts. Remain silent while you think about what you’re going to saynext. The silence will seem longer to you than it will to the audience. If you rememberthis, you’ll feel less pressure to fill the silence. You can control your “umms” by jottingdown notes beforehand. If you want to include personal anecdotes or examples, writedown a few notes to trigger your memory. Beware of writing down too much, however.You’ll deliver your message to your note cards instead of your audience.

Controlling the speed and tone of your voiceYou’ll put your audience to sleep if you speak too slowly, and they won’t be able to keepup with the content if you speak too quickly. Approximately 150 words per minute is thebest speed (that’s about two thirds of a page, typed, double-spaced). Vary your tone often,especially when making an important point. Adding emotion to your presentation willkeep your audience involved. Again, strive for a conversational tone.

Sticking to the scheduleBegin class on time and restart the session promptly at the end of the break. Except foremergencies, participants should not be interrupted for messages.

Asking for questionsAsk for questions throughout the session. Be prepared to answer all types of questions,but don’t be worried you don’t know every answer. You can simply say, “Let me find outfor you and get back to you.” Keep in mind many questions are best answered throughdiscussion. An appropriate response might be, “Good question. Let’s hear somediscussion on that one.” Watch the clock, though. Too many unplanned discussions caneat up your time.

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TRAINING SESSION OVERVIEWGiving the Pre-TestIt is recommended that you give the Pre-Test prior to the training session. That way,you will have an opportunity before the session begins to review participant answers andget an idea of what they already know.

Presentation OutlineOpen the session. Welcome the participants and introduce yourself to the group.Give a brief explanation of the purpose of the session and quickly review the agenda.Have participants introduce themselves, stating their name, areas of responsibility in thecompany, and what they hope to gain from the session.

Objectives for this training session are:







Read or paraphrase the following to the group:

Documenting discipline is increasingly important in today’s workplace. Whendocumenting an employee’s work habits or performance levels, your documentationshould be:

1. Objective

2. Accurate

3. Factual

The FOSA method is a proven way to document work activities accurately and fairly.(Use Slide 3 to review the FOSA acronym.) The key ideas behind FOSA are:

F – Facts

O – Objectives

S– Solutions

A– Actions.

Today we are going to view several situations that could require disciplinary action andconsider how they should be documented.

We will learn the method of progressive discipline – the steps that need to be taken toproperly discipline and document your employee’s work habits and performance.

Progressive discipline involves the following steps:

1. Oral warning

2. Written warning

3. Final option

4. Termination.

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DISCUSSION GUIDESTwo discussion guides have been developed for this program. “Scene-Specific DiscussionGuide” is designed to be used if you choose to view the program in chapters and discusseach scene. “Discussion Topics” is designed to be used after watching the program in itsentirety. After determining the best approach for your training group, start the program.It’s a good idea to adjust the volume of the monitor before the training session begins.Doing so avoids startling participants if the sound is too loud or frustrating theparticipants with missed information because the sound is too low.

Scene-Specific Discussion GuideThe seven scenes in this program provide an opportunity to discuss the importance ofdocumenting discipline. This guide is broken down with a summary of each scene,offering discussion questions for each segment of the program.

1. Introduction

The program begins with the Human Resources Manager, Claudia, asking Fred toparticipate in a training program. Fred identifies several performance issues he needs toaddress. Use Slide 2 to review the training objectives for this program. Ask participants:

• What part of handling a discipline problem is difficult for most supervisors? Why?

• What can you do to overcome these difficulties?

2. Maintain Documentation

In this scene, participants learn the value of maintaining documentation of each incidentin a diary. When documenting incidents, Claudia encourages using FOSA. Use Slide 3 toreview the elements of FOSA. Ask participants:

• How can using FOSA help you in managing your employees’ performance?

• What is the main goal of FOSA?

• How can you integrate FOSA into your current procedures?

• What will you use for your incidents diary?

Claudia also shares how to document behaviors. Participants are encouraged to ask (Slide4 contains this information):

• What happened?

• When did it happen?

• Where did it happen?

• Who was involved?

Participants are also encouraged to use their five senses and ask:

• What did you see?

• What did you touch?

• What did you hear?

• What did you taste?

• What did you smell?

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Ask participants:

• How can describing a performance concern using your five senses help you keepyour assessment objective rather than subjective?

At the end of the scene, a multiple choice question is provided. Allow the training groupto arrive at consensus and then select their response. If the answer is incorrect, a link tothe program plays to reinforce the content of this scene. If the answer is correct, theirresponse is affirmed. Use Slide 5 to review the incidents diary.

3. Address Performance Problems

During this scene, participants observe Fred addressing performance problems withemployees. Objectives are set and solutions are agreed upon. Ask participants:

• Which of Fred’s behaviors would work for you?

The scene concludes with Fred making notes in the incidents diary. Ask participants:

• What types of information should you record in your incidents diary?

The exercise for this scene asks participants to select “True” or “False” for each statement.Allow participants to arrive at consensus, and then select their response. If the answer isincorrect, the host provides remediation. If the answer is correct, the host affirms theirresponse. Slide 6 contains a summary of tips for addressing performance problems.

4. The Oral Warning

During this scene, Fred continues to work with the performance concerns. A progressiveprocess is clearly established. Claudia provides Fred with guidelines for continuing toprovide feedback in the format of an oral warning. Claudia does encourage following upan oral warning with a written memo, using FOSA as a guideline. Ask participants:

• In the program Fred is encouraged to follow-up the oral warning with a writtenmemo, using FOSA as a guideline. How would you construct a memo so that it isviewed as a step towards performance improvement, not a paper trail out the door?

At the end of this scene participants are asked to respond to a multiple choice question.Allow the training group to arrive at consensus, and then select their response. If theanswer is incorrect, a link to the program is provided to reinforce the content of thisscene. Accessing this link is optional. If the answer is correct, their response is affirmed.Slide 7 may be used to review the key elements of an oral warning.

5. The Written Warning

The importance of providing discipline progressively is emphasized during this scene. Thewritten warning is the next step in an effective progressive discipline system. Claudiashares with Fred how to construct and deliver a written warning. However, if a majorviolation such as violence, theft or other gross misconduct occurs, the next step could betermination. This would be a good opportunity to review the incidents which would beconsidered grounds for immediate dismissal at your organization. Ask participants:

• How is a written warning different from an oral warning?

• What are the similarities between a written warning and an oral warning?

The differences and similarities could be posted on a flipchart or white board using aVenn Diagram. The exercise for this scene asks participants to select “Yes” or “No” foreach statement. Allow participants to arrive at consensus and then select their response.If the answer is incorrect, the host provides remediation. If the answer is correct, the hostaffirms their response. Slide 8 may be used to review the key elements of a writtenwarning.

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6. Final Option

During this scene, Fred suspends one of the employees he has been working throughprogressive discipline with. The employee is surprised by this action. Make the time toreview the alternatives to termination available at your organization, such as suspension,pay reduction or probation. Ask participants:

• Under what circumstances do you feel an alternative to termination should beconsidered?

Fred also releases another employee from the progressive discipline cycle, because asignificant improvement in behavior has occurred. Ask participants:

• How are progressive discipline and performance improvement plans similar?

This scene concludes with Fred proceeding with a termination of the employee whocontinues to demonstrate problems with his performance. Ask participants:

• What are the 4 stages of an effective progressive discipline process?

• Was termination warranted in this situation?

• What is the value in asking the employee for their perspective on their progresstowards performance improvement?

• Should Fred accept the resignation or issue a termination?

At the end of this scene there is an on-screen discussion question, “What would your nextstep be if performance did not improve after oral and written warnings?” Slides 9 may beused to review the most common final options. Follow the instructions at the end of thisguide to customize this slide to match the options available at your organization.

7. Summary

The final scene of this program shows Fred summarizing what he learned. At the end ofthe scene a multiple choice question is offered for discussion. Allow the training group toarrive at consensus and then select their response. Remediation is provided for anincorrect response. Ask participants:

• How will the content of this program influence how you manage discipline in the future?

• Why is progressive discipline important to the employee with a performanceproblem?

• Why is progressive discipline important to co-workers of an employee with aperformance problem?

• Why is progressive discipline important to your credibility as a supervisor?

Using Slide 10, review the key points of the program.

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Discussion TopicsFollow the program with a discussion. Discuss the following highlights using thePowerPoint® presentation to support your discussion.

Program ObjectivesUse slide 2 as a guideline to review the overall training objectives for this session.

FOSASlide 3 lists the four key elements of effective performance documentation. Askparticipants:

• What is FOSA and why is it so important?

Identify FactsSlide 4 provides a list of questions to ask when identifying the behavior. Using thesequestions allows the manager to remain objective rather than subjective in his or herapproach. Ask participants:

• Without naming names, share with the group specific examples of performanceproblems you are facing within your department.

Help participants clarify their concerns by using the questions in this list.

The Incidents DiarySlide 5 describes a typical incidents diary. Ask participants:

• What type of documentation methods do you use now?

• What should you be documenting?

• What could you use to keep a record of FOSA?

Steps to Addressing Performance ProblemsSlide 6 reminds participants of the steps to addressing performance problems. Askparticipants:

• What is the main goal of the progressive discipline process?

Oral WarningSlide 7 establishes the process for providing an oral warning. Ask participants:

• When would you issue an oral warning?

• Where would you deliver an oral warning?

• Why would you document an oral warning?

• How would you document an oral warning?

Written WarningSlide 8 provides the key elements of a written warning. Ask participants:

• How is a written warning similar to an oral warning?

• How is a written warning different from an oral warning?

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Final OptionSlide 9 lists some of the more typical alternatives to termination. Ask participants:

• What are some alternatives to termination for employees with performanceproblems?

• What would be acceptable within our organization as alternatives?

SummaryUsing Slide 10 as a guide, summarize the key concepts covered during the program.Ask participants:

• What are the consequences of not following proper disciplinary and documentationprocedures?

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EXERCISESThe following five exercises are provided for your use after the discussion. Refer to theagenda to determine which exercises you have scheduled in your training session. Makesure you stick to the time schedule for each exercise to avoid running out of time at theend of the training session.

Exercise 1: Documentation and the LawTime Required: 15 minutes

Materials Needed: How-To workbook Documenting Discipline

Objective: To explain the FOSA process and why it is essential when documenting discipline.

Instructions:

1. Read or paraphrase the following:

We not only need to know how to write and issue proper disciplinary notice but also tounderstand the importance of this necessary procedure. Once we understand the legalimplications of documentation, we are well on our way to an effective process! Let’stake the next few minutes and work through an exercise in our workbook.

2. Ask participants to read the paragraphs on pages 8 and 9 in the workbook,Documenting Discipline under the subheads entitled “The FOSA + System” and “WhyIs Documentation So Important?”

3. Have participants complete the “Take a Moment” exercise on page 10. Allow 8minutes for the exercise. Discuss their answers when they’ve completed the exercise.

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Exercise 2: Using the FOSA Formula Time Required: 15 minutes

Materials Needed: Worksheet 1: Using the FOSA Formula, flipchart and markers

Objective: To document discipline using facts, objectives, solutions and actionsinformation.

Instructions:

1. Distribute the Worksheet 1: Using the FOSA Formula to participants and read orparaphrase the following:

Let’s take a moment and apply the FOSA concept to some examples and see how itworks. Keep in mind the definitions for FOSA. I will write this on the flipchart forreference.

F – Facts (What, When, Where and Who)

O – Objectives (Defined Expectations)

S – Solutions (Methods to Improve Performance)

A – Actions (Consequences)

N – None of the above (Inappropriate data)

FOSA Formula Worksheet – Answer Key

1. I expect you to be at work by 8:00 a.m. (Facts)

2. Spend one hour each week with my assistant to learn how to use the computer.(Solutions)

3. You’ve got a terrible attitude about work. (None of the above)

4. John left the confidential file drawers unlocked overnight last Monday and Wednesday.(Facts)

5. If not, I will not grant you the time off requested for next month. (Actions)

Exercise 3: Documenting Performance Problems in the Incidents Diary

Time Required: 20 Minutes

Materials Needed: Handout 1: Incidents Diary; Worksheet 2: Incidents Diary for eachparticipant

Objective: To practice documenting performance.

Instructions:


Can someone tell me about the method of documentation used in the program andhow it worked?

There are countless methods of recording documentation for disciplinary purposes. Theprogram shared one method and now we are going to use another, similar to thecalendar method. Keep in mind, there is no one right or wrong way unless the companyspecifies. It is most important to keep the information simple and easy to recall.

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2. Distribute copies of the Handout 1: Incidents Diary to each participant.

3. Read the background information to the group.

4. Ask each participant to read through the housekeeping department highlights andcomplete Worksheet 2: Incidents Diary.

5. After participants have filled out their incident diaries, discuss and critique entries as agroup or in pairs, depending on class size.

Background Information:

You are the supervisor of housekeeping for the Anita Beauty Rest Hotel.

Your department is responsible for cleaning up to 50 hotel rooms every day.

The basic job requirements for your employees include:

• Work the hours of 8:00 a.m. to 4:30 p.m. with two 10-minute breaks and one half-hour break for lunch.

• Every room should have fresh towels; a clean tub, sink, and toilet; freshly made beds;all trash should be picked up; and the room should be dusted.

• All cleaning needs to be finished by 2:00 p.m.

• All linens and towels need to be washed and folded by the end of the workday.

Instructions: Read the highlights of what happened within your department today. Asthe supervisor, what facts should you document in your incidents diaryfor today?

Highlights of Today:

• Mary arrived for work at 8:10 a.m. She looked as though she hadn’t slept all night. Barbfinished her assigned 10 rooms by 11:00 a.m. and offered to help Mary since she wasrunning behind.

• Fred was unable to be found for about 30 minutes this afternoon. I discovered later thathe had to leave on a personal errand that took longer than he thought. Because he wasgone for such a long period of time, he missed his 2:00 p.m. deadline.

• Jane, the new employee, completed the “buddy system” and cleaned her first room byherself. Jane has been very good about trying to learn her duties. I think she was firedfrom her last job. I hope that doesn’t happen here.

• Mary and I met at 2:30 to talk about her tardiness. She said she would improve but washaving some personal problems. I told her she was expected to be at work each day at8:00 a.m. If she could not do so, she would be subject to discipline.

• Upon double-checking Jane’s assigned rooms, I discovered that she had forgotten toclean the sink in 103. I will discuss this with her tomorrow morning. Fred finished thelaundry by 3:30 but failed to fold several towels.

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Exercise 4: Performance Documentation Skill Practice Time Required: 20 Minutes

Materials Needed: Worksheet 3: Performance Documentation Participant Guide;Worksheet 4: Performance Documentation Observer’s Guide for each participant

Objective: To practice providing progressive discipline.

Instructions:


Now you will have an opportunity to practice issuing progressive discipline through askill practice activity. We will be using the Worksheet 3: Performance DocumentationParticipant’s Guide to write out specific facts, objectives, solutions and actionsregarding a performance problem that has recently taken place in your department.

2. Ask the participants to number off into groups of three. During the skill practice, oneperson will act as the supervisor, one will be the employee and the third person will bean observer. Remind participants that the purpose of the exercise is to practice theirskills in a controlled environment.

3. Ask the supervisors to explain to the others in their group the background of theirsituation.

4. Have the supervisors talk with the employees as if the situation was really happening.Ask the employees to respond as they think actual employees would.

5. Give observers Worksheet 4: Performance Documentation Observer’s Guide. Ask themto listen to how the FOSA formula is communicated. When the exercise is over, theywill be asked to provide feedback to the supervisor.

6. After the skill practice is completed, ask the observers to comment to the supervisorson how they handled their situation.

7. Have participants switch roles and continue the skill practice until each individual hasbeen allowed to practice.

8. Conclude the exercise with a few minutes of feedback time.

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Exercise 5: Oral Warning Skill PracticeTime Required: 25 Minutes

Materials Needed: Worksheet 3: Performance Documentation Participant Guide,Handout 2: Oral Warning Scenarios, Worksheet 5: Oral WarningObserver’s Guide

Objective: To practice giving an oral warning to an employee

Instructions:

1. Have participants break into groups of three.

2. Advise participants that they will be given three situations on a handout and each ofthem will take a turn being the supervisor. Supervisors should handle the situation ina manner consistent with the FOSA formula.

3. During the skill practice, the supervisor will have to invent specific facts to make thesituation more realistic.

4. The participant playing the employee should react to the situation the way he/she feelsan average employee would.

5. The third person in the group should act as an observer and offer feedback to thesupervisor.

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WORKSHEETSWorksheet 1: Using the FOSA FormulaInstructions: Take a moment and apply the appropriate letter from this list to the

following statements.

F – Facts (What, When, Where and Who)

O – Objectives (Defined Expectations)

S – Solutions (Methods to Improve Performance)

A – Actions (Consequences)

N – None of the above (Inappropriate data)

_____ 1. I expect you to be at work by 8:00 a.m.

_____ 2. Spend one hour each week with my assistant to learn how to use the computer.

_____ 3. You’ve got a terrible attitude about work.

_____ 4. John left the confidential file drawers unlocked overnight last Monday andWednesday.

_____ 5. If not, I will not grant you the time off requested for next month.

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Worksheet 2: Incidents DiaryDate:_____________

My incident entries for today are:

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Worksheet 3: Performance Documentation Participant GuideInstructions: Remember to be specific and focus on behavior.

1. F – Facts

What happened?

When did it happen?

Where did it happen?

Who was involved?

2. O – Objectives

What are the performance expectations and when were they communicated to the employee?

3. S – Solutions

What forms of assistance or coaching were offered to the employee to help him/hersolve the performance problem?

4. A – Actions

What are the consequences for the employees if they do not improve theirperformance?

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Worksheet 4: Performance Documentation Observer’s GuideInstructions: As an observer, your role is to observe the other participants during the

role-playing and record your observations. After the role-playing, youshould be prepared to discuss your observations with the “supervisor.”

1. Was the supervisor specific and did he/she have and use facts?

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

2. Did the supervisor explain what the performance expectations were?

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

3. Did the supervisor offer some suggestions to help the employee?

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

4. Were the consequences of not improving performance explained to the employee?

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

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Worksheet 5: Oral Warning Observer’s GuideInstructions: As an observer, your role is to observe the other participants during the

skill practice, record your observations and provide constructive feedback.After the skill practice, you should discuss your observations with the“supervisor.”

1. What facts, objectives, solutions and actions were described to the employee?

F –

O –

S –

A –

2. Was the communication clear and specific?

3. Was the oral communication properly composed using the FOSA formula?

4. Do you have any suggestions on how the situation could have been handled differently?

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HANDOUTSHandout 1: Incidents Diary

Background Information:You are the supervisor of housekeeping for the Anita Beauty Rest Hotel. Your departmentis responsible for cleaning up to 50 hotel rooms every day. The basic job requirements foryour employees include:

• Work the hours of 8:00 a.m. to 4:30 p.m., with two 10-minute breaks and one half-hour break for lunch.

• Every room should have fresh towels; a clean tub, sink and toilet; a freshly made bed.All trash should be picked up, and the room should be dusted.

• All cleaning needs to be finished by 2:00 p.m.

• All linens and towels need to be washed and folded by the end of the workday.

Instructions: Read the highlights of what happened within your department today.As the supervisor, what facts should you document in your incidentsdiary for today?

Highlights of Today:• Mary arrived for work at 8:10 a.m. She looked as though she hadn’t slept all night.

Barb finished her assigned 10 rooms by 11:00 a.m. and offered to help Mary since shewas running behind.

• Fred was unable to be found for about 30 minutes this afternoon. I discovered laterthat he had to leave on a personal errand that took longer than he thought. Becausehe was gone for such a long period of time, he missed his 2:00 p.m. deadline.

• Jane, the new employee, completed the “buddy system” and cleaned her first room byherself. Jane has been very good about trying to learn her duties. I think she wasfired from her last job. I hope that doesn’t happen here.

• Mary and I met at 2:30 to talk about her tardiness. She said she would improve butwas having some personal problems. I told her she was expected to be at work eachday at 8:00 a.m. If she could not do so, she would be subject to discipline.

• Upon double-checking Jane’s assigned rooms, I discovered that she had forgotten toclean the sink in 103. I will discuss this with her tomorrow morning. Fred finishedthe laundry by 3:30 but failed to fold several towels.

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Handout 2: Oral Warning Scenarios

Situation #1: You are the supervisor for Eugene, a person on your staff who has fallen into a habit oftaking 30-minute breaks in the morning and afternoon as well as an extra-long lunchhour.

Supervisor #1:

• What is/are the issue(s) you need to address?

• Make an outline of the facts you need.

• Develop your FOSA outline.

• Deliver an oral warning to Eugene.

Situation #2:You are the supervisor of Joe, who has begun to submit incomplete reports to you.Instead of facing the situation, Joe is dropping the reports on your desk or putting themin your in-basket. On numerous occasions, you have had to stay late to research additionalmaterial so you can meet your deadline the following day.

Supervisor #2:




• Deliver an oral warning to Joe.

Situation # 3:You are the supervisor of Marty, who works in your customer service area. On severaloccasions, you have witnessed Marty being discourteous to customers and even slammingthe phone down. Marty has a good relationship with co-workers but at times can bedifficult to work around because of his negative attitude.

Supervisor #3:




• Deliver an oral warning to Marty.

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SESSION SUMMARYSummarizeOne summarizing technique is to review the course objectives with the class. Anothertechnique is to ask each participant to highlight what was learned from the trainingsessions. Ask participants if they have final questions.

Today you had the opportunity to learn how to do the following:







Administer the Post-TestDistribute copies of the Post-Test to each participant. You may wish to customize thePost-Test to fit your organizational objectives. The Post-Test is an excellent tool fordetermining how much each participant learned during the session.

EvaluateDistribute the evaluation form to participants when they have finished answering thequestions on the Post-Test. When each participant returns the evaluation form to you,thank him or her for attending the session.

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PRE-TEST/POST-TESTInstructions: Read each question and choose the appropriate answer.

Be prepared to discuss your answers at the training session.

1. All a supervisor must do before terminating an employee is warn the employee at least once.

TrueFalse

2. Which of the following elements must be included in all documentation?a. Factsb. Objectivesc. Solutionsd. Actionse. All of the above

3. It is recommended that supervisors write down both good and bad examples ofperformance on the part of their employees.

TrueFalse

4. Just as an oral warning should be written, a written warning should also be spoken.TrueFalse

5. It is important to follow a standard documentation format if you want your data to be useful.

TrueFalse

6. When documenting disciplinary actions, you should always make special notes on yourindividual opinion of the matters at hand once the facts have been recorded.

TrueFalse

7. Once an employee is terminated from an organization, there is not a need to keep pastdocumentation regarding the employee’s performance.

TrueFalse

8. Documentation is the key to appropriate, effective disciplinary action.TrueFalse

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ANSWER KEY

1. False. It is best to take the employee through a progressive discipline process. Thegoal is to help an employee improve his or her performance.

2. E. All of the above. Remember the acronym FOSA when documenting anyperformance behavior.

3. True. Keep track of both successes and failures. Your notes will be helpful whenpreparing performance evaluation materials.

4. True. Be sure to document an oral warning and share the documentation with theemployee. Always speak with the employee when delivering a written warning.

5. False. Apply FOSA to each documentation of performance.

6. False. Avoid subjective feedback. To remain objective, use your five senses and askyourself: What did I see? What did I hear? What did I touch? What did Ismell? What did I taste?

7. False. Retain performance documentation following a termination. Thisdocumentation could become critical if the termination is litigated.

8. True. Documentation provides a history of all attempts to improve an employee’sperformance.

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COURSE EVALUATIONPlease circle your rating for each statement.

Your input is IMPORTANT in helping us evaluate and improve our training programs.Thank you for taking time to think about and respond to the following questions.

Course: _______________ Date: __________ Facilitator: _________________________

About the Course1. Were the objectives of the course clearly stated? YES NO

2. How well were the objectives met by the course?

Were not met 1 2 3 4 5 Were met very well

3. How applicable will this training be to your job?

_____ Almost none of the material will be applicable to my job.

_____ Some will be applicable, but some was confusing or irrelevant.

_____ Absolutely applicable! I look forward to seeing results soon!

4. Was the information presented in a logical and understandable order?

_____ Didn’t seem logical at all.

_____ Some was, some wasn’t.

_____ Yes, all of it seemed logical and understandable.

5. How useful were the discussions and the exercise(s) in helping you learn the information?

_____ Not useful at all _____ Somewhat useful _____ Very useful

6. To what extent did this training meet your expectations?

_____ DID NOT meet my expectations _____ MET expectations _____ EXCEEDED expectations

7. What would you add or change to improve this course?

About the Facilitator8. Was the facilitator positive and professional? ____Very much so ____Could improve

9. How well was the facilitator prepared and able to explain the information?

NOT well prepared 1 2 3 4 5 VERY well prepared

10. Did the facilitator create an atmosphere that encouraged questions and learning?

_____ Yes _____ No – Facilitator should have: ________________________________

11. Did the facilitator explain the material in ways that made it applicable to your job?

_____ Very much so _____ Sometimes ____ Almost none was connected to my job

12. Your comments on the facilitator:

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Title Slide 1

Slide 2

Slide 3

Slide 4

TRAINING POINTS AND POWERPOINT® OVERVIEW

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TRAINING POINTS AND POWERPOINT® OVERVIEW ContinuedSlide 5

Slide 6

Slide 7

Slide 8

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TRAINING POINTS AND POWERPOINT® OVERVIEW ContinuedSlide 9

Slide 10

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CUSTOMIZING A POWERPOINT PRESENTATIONThe PowerPoint® presentations included on the Coastal DVD and CD products arecustomizable when used on a computer loaded with Microsoft PowerPoint® software. (Note: Inthe following instructions, “click” implies a click with your left mouse button. If a “right” clickis necessary, it will be so indicated.) Microsoft PowerPoint® has many features.

The following steps will help you customize our presentations quickly. To customize a presentation:

1.If the “Customizable Version” icon is displayed on the landing screen, click on this option.If this option is not available, click on the PowerPoint® presentation to open it. Save thispresentation to another location, such as your hard drive or a folder on the network. Youwill make your customizations on the saved version.

To add, copy, hide or remove a slide, or to change the order of the slides inthe presentation:2. Click on “View” on the menu bar.

3. Click on “Slide Sorter” from the “View” menu. Or, under the “Normal” view, you may usethe “Outline” on the left side of the screen.

4. To add a slide, place your cursor in front of the slide where you want to add a slide.Click on “Insert” on the menu bar. Then, click on “New Slide” on the “Insert” menu. Or,click on the “New Slide” tool on the tool bar. Choose a slide format to fit your desiredcontent, and follow the prompts given.

5. Sometimes it’s easier to copy a slide, and then change the content of the slide than tocreate a new one. To copy a slide, click on the original slide. Click on “Edit” on themenu bar, and choose “Duplicate.” A new copy will be created to the right of the originalslide. Or, click on “Edit” on your menu bar, and choose “Copy.” You may then “Paste” theslide wherever you want it to appear.

6. To hide a slide from your presentation, but to keep it for future use, right click on theslide you wish to hide, and choose “Hide Slide” from the menu. Or, click on the “HideSlide” tool on the tool bar.

7. To remove a slide from the presentation, click on the slide you want to remove. Click on“Edit” on the menu bar. Then, click on “Delete Slide” on the “Edit” menu. Or, click onthe slide, and press the “Delete” key on your keyboard.

8. To change the order of the slides in the presentation, click on the slide to be moved andwhile holding the mouse button depressed, drag the slide to its new location. Release yourmouse button to place the slide.

If you wish to change or remove the animation effect as you move from slide toslide:1. Double click on the slide you want to change the animated transition on.

2. Double click on the text box of the slide. A border and white handles appear around thetext box.

3. Click on “Slide Show” on the menu bar. Then, click on “Preset Animation.” To turn off theeffect, choose “Off.” If you wish to change the effect, there are many options to consider.

To edit content of any slide:1. Double click on the slide you want to change.

2. Double click on the text box of the slide. A border and white handles appear around thetext box.

3. Type the desired changes.

Remember to save any changes made to your presentation!

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This Leader’s Guide is designed to provide accurate and authoritative informationregarding the subject matter covered. Sources for this information are believed to bereliable. Because of the possibility of human error, the publisher does not guarantee itsaccuracy, adequacy or completeness. Coastal is not responsible for any errors, omissions,misprinting or ambiguities contained herein or for the results obtained from use of suchinformation. If legal advice or other expert assistance is required, the services of acompetent professional should be sought.

This Leader’s Guide is one of a series of print materials, video, interactive CD-ROM,Web-based and DVD programs produced by Coastal Training Technologies Corporation.Each product is the result of painstaking analysis, design, development and production bythe instructional designers and technical specialists on our staff.

Our catalog is constantly being revised and expanded, so we would appreciate anycomments on current titles or suggestions for future ones. For further information on any Coastal product, or to receive a free catalog, call Coastal Training Technologies Corp.(Virginia Beach, VA) at 800-285-9107 or send a FAX to 757-498-3657. Visit us on the Web at www.coastal.com.

This guide is for educational purposes only. Nothing herein is to be regarded as indicatingapproval or disapproval of any specific practice or product.

Copyright © 2006 Coastal Training Technologies Corp. Purchasers and renters may copythe Exercises, Worksheets, Handouts and Evaluation Form found in this Leader’s Guidewhen used in conjunction with the program. You may also reproduce the PowerPoint®slides to use with the program. Any other part of this product may not be copied by anymeans or for any reason without the written permission of Coastal Training TechnologiesCorporation. All Rights Reserved. Created in U.S.A.

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