MODULE 6 Managing Employees · Module 6 Managing Employees Participant Workbook MODULE 6 Managing...

1 Module 6 Managing Employees Participant Workbook

MODULE 6

Managing Employees

Participant Workbook

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Key Terms and Definitions

Accident - An unplanned event causing loss or injury.

Chain of Command - A clear line of authority (from top to bottom) that

establishes accountability and is known to all staff.

Communication - The exchange of information between two or more people

to send or receive the intended meaning.

Compassion - A feeling of wanting to help someone who is sick, hurting, in

trouble, etc.

Conflict Resolution - Intervention aimed at alleviating or eliminating discord

and coming to a peaceful agreement.

Difficult Behavior - That which inhibits the behavior of others. It can take

many forms such as gossiping, foot dragging, ignoring orders, refusing to

talk, being rude, yelling, ignoring, harassing, and others.

Emergency - A critical situation or occurrence that happens unexpectedly

and demands immediate action.

Fairness - Impartial or just treatment or behavior without favoritism or

discrimination.

Foodborne Illness - An illness resulting from the consumption of

contaminated food, pathogenic bacteria, viruses, or parasites that

contaminate food, as well as chemical or natural toxins such as poisonous

mushrooms.

Human resources - The people who make up the workforce of an

organization.

Lockdown - A protocol followed in an emergency that involves confining

people in a secure place, such as locking students and teachers in

classrooms after a violent attack or threat of attack.

Organization Chart - Illustration of the chain of command and indicates who

is in charge, who reports to whom, and the major responsibility of each

position.


Performance Evaluation - Review intended to be a fair and balanced

assessment of an employee’s performance and provides an opportunity to

set goals, establish objectives, and discuss expectations for future

performance.

Policy - A deliberate system of principles to guide decisions and achieve

program goals. It is a statement of intent and is implemented as a

procedure.

Procedures - The specific methods employed to express policies in action in

day-to-day operations.

Safe Place - A secure room/area which can be locked in which

students/teachers and others can take shelter in case of a violent attack.

Sample Tray - A daily collection of food that is representative of all food

items served at each meal.


Managing Employees

Decision-Making Process

Determine the Issue

What is my role in managing employees effectively?

Explain the Issue

1. The manager must effectively utilize the human resources of the

nutrition program to meet the desired goal of nutritious meals for

student.

Create Procedures to Address the Issue

1. Identify the employee’s position in the structure of the organization.

2. Discuss the value of policies and procedures in effectively managing

employees.

3. Stress the importance of clear and concise communication.

4. Examine conflict resolution strategies.

5. Review the basic principles of employee evaluation.

Involve Others: Who and How

1. School Nutrition Director: Discuss the role of the manager in

effectively managing school nutrition employees.

2. Employees: Ask employees to share their concerns about issues

related to their on-the-job productivity.

Decide to Succeed: Take Action

1. Meet regularly with employees.

2. Communicate clearly and concisely.

3. Address issues as they arise.

4. Evaluate employees constructively and fairly

Evaluate Success:

Do the child nutrition employees work effectively and collaboratively to

achieve shared goals?


Section 1: Program Organization

Objective: Identify the basic components of program organization.

Individual Activity

School Nutrition Program Organization Chart

Instructions: Review the slide below showing a typical organization chart for

a school nutrition program, and then answer the questions.

1. To whom does the Lead Cook report?

2. Who does the chart indicate is in charge of the cafeteria?

3. To whom do cashiers report?

4. Who is responsible for preparing chef salads?

5. Who should a school nutrition employee tell about a shortage of large,

plastic garbage bags?


Individual Activity

District School District Organization Chart

Instructions: Review the slide showing a typical organization chart

illustrating the school nutrition program’s position in the school district.

Answer the questions about the lines of authority. Write your answers in the

space below.

District Organizational Chart

1. To whom does the manager report?

2. To whom does the Superintendent report?

3. To whom does your boss report?

4. To whom does the Principal report?


Individual Activity

Your School Nutrition Program’s Organization Chart

Instructions: Think about your program and how it is organized within the

school district. Draw a simple organization chart of its structure and line of

authority. When you are finished, share your chart with others at your

table. Note differences and similarities among the varying charts at your

table.

Group Activity

Dress Code Policy Activity

Instructions: Discuss with others in your assigned group district dress code

policies represented in the group. Must employees wear a hair restraint?

Does everyone wear the same thing? Is everyone’s outfit the same color?

Are certain items worn only on certain days? What about jewelry? Facial

jewelry, studs, rings? Nail polish? Artificial nails? What, if any, restrictions

are listed in the dress code. Select a group member to report the types of

dress code restrictions and why the group thinks they are necessary.

Report Notes:


Section 2: Employee Safety

Objective: Understand the principles of keeping employees safe while at

work.

Handout

General Safety Rules

1. Report every injury at once for first aid.

2. Complete all forms required by the district.

3. Report all unsafe conditions.

4. Know the safe way to do things.

5. Always look where you are going.

6. Pay attention to where you are and what is around.

7. Walk, do not run.

8. Wear safe, sensible clothing for your work.


Individual Activity

Kitchen Safety Assessment

Instructions: This list includes many important safety rules that should be

followed at all times. Read each statement carefully and give your kitchen

an honest rating. Circle the answer that is correct for your kitchen. Use the

following code to respond to each rule.

A = Always

S = Sometimes

NO = Not Often

BURNS A S NO

1. Handles of pans on the stove are turned inward to keep

from accidently hitting a handle.

2. Flames are turned off before pans are removed

3. Steam equipment is in proper working order to avoid

burns from leaks.

4. Hot water is regulated at proper temperature so it will

not scald

5. Lids are lifted away from the person and steamer doors are opened slowly to avoid steam burns.

CUTS A S NO

6. Knives are stored in the slotted case provided for them.

7. Knives to be washed are left on the drain board and not dropped in the sink.

8. The safety hood is put over the slicer after each use

and cleaning.

9. The can opener is in good repair so that it cuts sharply

and does not have ragged edges.

10. Safety devices are used on slicers and choppers

11. Protective gloves are worn when handling or cleaning a knife.

12. The cutting edges of foil and plastic wrap boxes are

used as designed and handled with care when moving.


FALLS

A

S

NO

13. Employees follow cleaning procedures and clean spills

immediately.

14. Corridors and stairways are kept free from clutter.

15. Articles are placed on shelves securely so they will not

fall.

16. Step ladders are sturdy and in good repair.

17. Brooms and mops are stored properly.

18. Hallways and stairs are well lighted and marked.

19. Employees wear non-slip, closed toe shoes made of sturdy material.

Strains/Heavy Lifting

A

S

NO

20. Employees are trained to lift properly.

21. Lifting procedures are posted.

22. Employees use carts to move heavy loads.

General Safety Rules

A

S

NO

23. The kitchen has a current safety manual.

24. Employees are trained to use fire extinguishers.

25. A first aid kit is available in the kitchen.

26. Electrical equipment and wiring are in good repair.

27. Fire extinguishers are checked routinely to assure they are in working order.


Group Activity

Kitchen Safety

Instructions: Review the following situations with your group. Answer two

questions about each situation. (1) What rule was broken? (The rules are

from the Kitchen Safety Assessment.) (2) What is the best way to handle

each situation?

1. Mary Jane came to work on Monday with new shoes. They were cute

open-toe sandals that matched her blue uniform.

2. After lunch, during clean-up, you noticed John carrying the box

containing aluminum wrap under his arm along with other items in his

hands.

3. You needed a knife for lunch preparation and noticed that in the

vegetable preparation area, the drawer under the table was filled with

loose knives.

4. Although you have shown employees how to use protective gloves

when using a knife, they dislike them and never seem to “remember”

to use them. Now Bertha has cut her hand and must have stitches.


Group Activity

Proper Lifting Technique

Instructions: Each group has been provided a large box (if boxes aren’t

available, use a large book or other object). We are going to say that this

box weighs 25 pounds. Count off 1 to 4 forming groups. The person who is

number 3 should pick up the box and move it to the other side of the table

and put it down on the floor. The other group members are to observe.

Now, group member number 1 will read the instructions listed under step 1

of the Four Steps to Proper Lifting from their workbook. The group will

assess the lifter’s performance. Continue going through the other three (3)

steps assessing the lifters performance. Each group member should then

practice lifting in the correct manner.


Activity Handout

Four Steps to Proper Lifting

1. Size Up the Load • Use a hand truck if possible • Get help if you need it.

• Check for slivers, nails, exposed staples.

• Use gloves if necessary.

• Make sure you have a clear path to where you are

moving the load.

2. LIFT

• Bring the load as close to you as possible before lifting.

• Lift with your legs, not your back.

• Keep your head up, your back straight and bend at

your hips.

3. Move

• Keep the load close to your body.

• Look where you are going.

• Shift your feet to turn, do not twist your body.

4. Get Set and Lower

• When setting a load down, let your leg muscles carry it

down.

• Make certain your fingers and toes are clear before

setting the load down.


Section 3: Workplace Security

Objective: Recognize the role of the manager in ensuring the safety of

employees.

Group Activity

Security Scenarios

Instructions: Work with your table on your assigned scenario. Read the

scenario and take 5 (five) minutes to discuss the situation and propose a

solution. One member from each team will read their group’s scenario, the

questions, and their group’s answers.

Scenario #1

It is 10:30 am and the staff is preparing for lunch service. The milkman is

halfway finished delivering the cafeteria’s milk order. The back door is

propped open so that he may deliver more rapidly. The school loudspeaker

suddenly blares that there is an emergency and the school is going into

lockdown. What should your cafeteria staff do and in what order?

Scenario #2

It is 10:45 am and the staff is in the middle of preparing for lunch service.

The milkman is halfway finished delivering the cafeteria’s milk order. The

back door is propped open so that he may deliver more rapidly. A parent

and her two children are at one of your cash registers and the parent is

working with one of your employees to make a deposit into her children’s

meal accounts. The school loudspeaker suddenly blares that there is an

emergency, and the school is going into lockdown. What should your

cafeteria staff do and in what order? What do you do about the parent and

her children?


Scenario #3

It is 11:15 am. Dozens of students are in various cafeteria serving lines

waiting to be served lunch. The cafeteria lines are arranged so that

customers enter through one door, walk along the serving line, make their

choices, get changed from the cashier, and exit through a different door.

Two cafeteria employees are outside at the dumpster emptying trash. The

school loudspeaker suddenly blares that there is an emergency and the

school is going into lockdown. What should your cafeteria staff do and in

what order? What about the students waiting in line? What about the

employees who are outside?

Scenario #4

It is 2:12 pm. The staff has nearly completed cleaning the kitchen, the

preparation work for tomorrow’s menu is finished and the employees’

workday ends in 8 minutes. It has been a long day so everyone is ready to

go home? One of the employees has already left to put the day’s deposit in

the school safe for courier pickup later. Suddenly the school loudspeaker

blares that there is an emergency and the school is going into lockdown.

You know that if your staff stays for even 1 minute past 2:20 pm, they will

earn overtime and your director has been adamant that no overtime should

be worked for any reason. What should the cafeteria staff do and in what

order?

To make matters worse in the scenario just discussed, the fire alarm goes

off 2 minutes after lockdown. You think you can smell smoke, but in all the

stress of the lockdown, you are not sure. What do you do now?


Individual Activity

Investigate School Security Plan

Instructions: Review the questions below for developing a security checklist.

Resolve to investigate the security plan at your school when you return.

Determine if the plan provides the answers to all the questions in the

checklist. If you are unsure whether there is a plan, ask your director if a

workplace security plan has been developed and is in place in your facility. If

a plan exists, suggest training for you and your employees so all school

nutrition employees are aware of what to do in case of a security concern.

Questions for developing a Security Checklist

• Do your employees know what to do if the campus calls for a

lockdown?

__________________________________________________________

__________________________________________________________

• What do you do about visitors?

__________________________________________________________

__________________________________________________________

• What happens to students waiting in the serving line?

__________________________________________________________

__________________________________________________________

• What can be communicated to spouses or other family members?

__________________________________________________________

__________________________________________________________

• What is the procedure for people (students, staff, etc.) who may be

outside the school building when a lockdown is announced?

__________________________________________________________

__________________________________________________________


• Are there any other contingencies?

_________________________________________________________

_________________________________________________________

• Do you have a designated “safe space” area of the kitchen for

employees to gather?

_________________________________________________________

_________________________________________________________

• Are flashlights and other emergency equipment, such as first aid kits,

available in case of power failure or other emergencies?

_________________________________________________________

_________________________________________________________

• Is there a way for cafeteria staff to communicate with the outside

world if phone lines are cut and the staff is locked down in the kitchen?

_________________________________________________________

_________________________________________________________

• Do employees know what takes precedence: a fire alarm or a

lockdown?

________________________________________________________

________________________________________________________

• Do employees know how to report an emergency to the school staff?

_________________________________________________________

_________________________________________________________

• Can school nutrition employees call for a lockdown?

_________________________________________________________

_________________________________________________________

• Do employees know which equipment to turn off or render harmless in

case a lockdown is called during a peak cooking time?

________________________________________________________

________________________________________________________


Section 4: Emergency Preparedness

Objective: Define the manager’s role in emergency preparedness.

Individual Activity

Personnel Data and Emergency Information Sheet

Instructions: Complete the blank Personnel Data and Emergency

Information Sheet.

PERSONNEL DATA and EMERGENCY INFO SHEET

NAME ___________________________________________________________

Employee (please print)

HOME TELEPHONE ________________________________________________

CELL PHONE ____________________________________________________

ADDRESS _______________________________________________________

__________________________________________________________________

1st EMERGENCY CONTACT___________________________________________

(name)

Phone________________________

2nd EMERGENCY CONTACT___________________________________

(name)

Phone_______________________

3rd EMERGENCY CONTACT___________________________________

(name)

Phone_______________________

________________________________________________ SIGNATURE


Review Procedure

Handout

Sample Tray Procedure

• Using a sanitized utensil, collect one serving size daily of each

prepared food served during a meal.

• Place each serving on a tray, plate, or in individual sealed containers

so liquids do not mix. Cover the tray, plate, or containers securely

and label the name of menu item, meal, time of collection and date

with a grease pencil or permanent marker.

• Place the covered tray, plate, or sealed containers in the designated

area of a refrigeration unit. DO NOT FREEZE. Maintain ambient

temperature of the refrigeration unit at ≤380 F. so all food will be

maintained at ≤ 410 F.

• Keep collected foods for 48 to 72 hours.


Section 5: Communication

Objective: Understand the importance of effective communication with

others in the workforce.

Communication Quote

Communication can be a very challenging part of being a good manager.

The following quote expresses it well.

I know you believe

You understand

What you think I said,

But I am not sure

You realize that

what you heard was

what I meant.

Group Activity

Barriers to Communication

Instructions: Discuss with your group how managers sometimes

demonstrate each of the communication barriers through their actions.

Select a barrier to share and give an example of how the barrier can hinder

a manager’s communication with an employee.

• Prejudice

• Emotion

• Language

• Attitude

• Distraction

• Noise

• Personality


Class Activity

Keys to Communicating with Employees

Instructions: Write on a sticky note one suggestion for good communication

between managers and employees. You have 2 minutes to complete this.

When you are finished, post the note on the flip chart paper at the front of

the room.

Compare the list on the flip chart with the Keys to Communicating with

Employees handout.

Review

Handout

Keys to Communicating with Employees

1. Listen! Listen! Listen!

2. Be clear and concise.

3. Tell employees their job is important (and how it impacts the program

and others).

4. Give feedback.

5. Let employees know what is going on in the program.

6. Practice regular communications (staff meetings, one-on-one meets.

Informal chats)

7. Express compassion


Section 6: Conflict Resolution

Objective: Identify techniques for resolving conflict in the workplace.

Group/Class Activity

Strategies for Conflict Resolution

Instructions: Decide as a group how and what the manager could say to

Mary, yet make sure it is said in a way that truly applies to each conflict

resolution strategy. After you decide as a group what you would say to Mary,

the instructor will lead a discussion on each strategy.

Scenario

Mary has worked for the school nutrition program nine years and has been

an excellent employee. She has always been on time and completed all her

tasks efficiently and on schedule. Lately there has been a noticeable change

in Mary. She has developed a habit of being tardy and is unable to focus on

the task at hand. She has left chores unfinished, and in some cases made

no attempt to finish the day. Using the conflict resolutions strategies, decide

what the manager could say to Mary in order to determine how to handle

the conflict.

Decide on specific statements the manager might say for each strategy.

1. Discuss the situation in a respectful manner.

2. Be specific.


3. Discuss how the problem/conflict impacts others or the program.

4. Ask for the specific cause of the conflict.

5. Ask for a solution.

6. Agree on the action to be taken.


Review Dealing with Conflict

Activity Handout

Additional Tips for dealing with conflict.

• Start with a compliment.

• When angry, get away and take time to cool off.

• Attack the problem not the person.

• Be assertive, not aggressive.

• Do not blame others.

• Work to develop common ground.

• Never jump to conclusions or make assumptions.

• Listen without interruption.

• Ask for feedback.

• Stay in the present.


Individual Activity

Dealing with Conflict

Instructions: Read the scenario below. Think about how this issue could be

handled. Circle YES or NO to indicate whether you would use the methods

listed in the scenario and if not, tell why. Then, list four tips for dealing

effectively with conflict.

Scenario

Mary and Joe are arguing every day about who is responsible for taking out

the garbage in the cook’s area at the end of the work day. Joe is very sweet

and accommodating.

1. Tell Joe to just go ahead and take out the garbage even if it is not on

his task list. You know he will do it for you.

YES NO

________________________________________________________

________________________________________________________

2. Tell Mary that she has plenty of time to do it and quit being so

unreasonable.

YES NO

________________________________________________________

________________________________________________________

3. Ignore their arguing and hope it goes away.

YES NO

________________________________________________________

________________________________________________________


4. Ask them to sit down with you and work this out together.

YES NO

________________________________________________________

________________________________________________________

5. Mary is usually so grumpy, tell her that if she were sweeter, Joe would

do it for her.

YES NO

________________________________________________________

________________________________________________________

6. List at least 4 tips for dealing with conflict effectively.


Individual Activity

Handout

Dealing with Difficult People

Hostile Aggressive

Hostile Aggressive people are sometimes like Sherman tanks,

snipers, and exploders are bullies who overwhelm others by

blasting them making cutting remarks, are impatient with those

who don’t see things as they do, demean others, and pitch

tantrums.

How to Handle:

• Stand up to them.

• Give them time to run down.

• Look directly at them when they are upset.

• Get them to sit down.

• If they remain standing, you remain standing, also.

• Be friendly.

• Avoid a head-on collision.

Silent and Unresponsive

Silent and Unresponsive people are known for silent responses

or short one word responses such as “yep,” “nope,” or a grunt.

This is their way of controlling anger, fear, or frustration.

Unresponsive people are known as “clams.”


How to Handle:

• Ask open-ended questions.

• Do not fill in the silences with conversation.

• Use friendly, silent stares.

• Comment on what is happening.

• Recycle (repeat) if necessary.

• Set time limits.

• Avoid polite endings when clams won’t talk.

Super-Agreeable

Super Agreeable people say what others want to hear, make

unrealistic promises, and want to be loved.

How to Handle:

• The manager must be firm.

• Restate what is expected.

• Make frequent checks on progress to help keep the Super Agreeables

on track.

• Negotiating and compromising may be necessary.

Know-It-All-Experts:

Know-It-All-Experts are those employees who behave in a

superior, condescending, and pompous manner. They make

others feel like idiots and resentful.


How to Handle:

• The manager should ask others their opinions and ideas to help the

“Know-it-Alls realize that other people have ideas, also.

• Listen to them.

• Avoid being a counter expert.

• Discuss with the Know-It-All Experts how they come across.

Indecisive

Indecisive people can’t make decisions. They are the master

of indirect communication. They cannot let go of a project

or work, and want things perfect.

How to Handle:

• Put time limits on projects or jobs.

• Stick to time limits to help Indecisive people complete projects or jobs.

• Ask them key questions.

• Help them in the process of reasoning (by reasoning out loud).

• Insist that decisions be made.

• Give support after the decision is made.

Negativists

Negativists may comment, “It won’t work,” or “it’s

impossible.” They feel they have little control over their lives

and feel defeated. They are hard on a manager’s morale.


How to Handle:

• Make optimistic but realistic comments.

• Do not argue with a negativist.

• Negativists will not be convinced they are wrong.

Complainers

Complainers gripe incessantly yet never try to do anything to

remedy what they complain about. They find fault with

everything and everyone.

How to Handle:

• Provide Complainers an opportunity to do something about their area

of complaint. For example; if the complaint is about a federal law,

offer the complainer a name and address, pencil, and paper, and ask,

“Why don’t you write the person who can do something about your

complaint?”

• Listen attentively.

• Paraphrase their comments but do not agree. This may help the

employee to realize that they are a Complainer which may be enough

to cause changed behavior.


Individual Activity

Handout

Serious Issues

As a manager, you may be faced with dealing with personnel problems that

are considered major or serious. If you are faced with the types of behavior

listed below, you should request assistance from your School Nutrition

Director, the school principal and/or the district Human Resource Director.

• Insubordination.

• Physical or mental abuse of others.

• Stealing.

• Excessive absences without notifying employer.

• Fighting on the job

• Sexual misconduct

• Being intoxicated, drinking on the job, consuming illegal drugs on the

job or distributing illegal drugs

• Refusing to perform the duties of the job

• Being convicted of a serious crime

• Having a communicable disease

• Sabotage


Group Activity

Skit: Dealing with Difficult Employees

Instructions: Each group will be assigned a scenario about working with a

difficult employee. Groups will plan a skit about the assigned difficult

employee and demonstrate how a manager might deal with the employee’s

behavior. Each group will present their skit to the entire class. At

completion of presentations, the class will vote on the best skit. A small

prize will be awarded to members of the winning group. You will have 20

minutes to plan your skit.

Difficult Employee Scenarios

Scenario #1: Hostile/Aggressive

Scott completes minor maintenance duties in the school nutrition

department. He handles all garbage duties, and assists in the dish-washing

area. When asked a question, he immediately bristles, sticks his chin out,

and responds, “And just why do you want to know?” He makes cutting

remarks about his co-workers such as, “Oh, she’s too stupid to know how to

bag garbage the right way.” When asked to take the garbage out to the

dumpster at a certain time, he pitches a tantrum, raising his voice to say

that he is very busy and has so many things to do that he cannot take the

garbage out at a certain time. He asserts that the garbage must go at the

time he says.

Scenario #2: Silent/Unresponsive

The school nutrition manager has tentatively changed Mary’s work schedule

and wants to get her reaction to the change, and to see if Mary think’s the

change will work well. When the manager wanted to discuss it, Mary said,

“OK,” and turned away and continued her duties. The manager asked her


what she thought about the change, and Mary responded with a grunt and a

sigh. The manager pressed Mary, asking, “Do you think this will work

better?” and Mary mumbled, “Who knows?”

Scenario #3: Super Agreeable

Julie has a pleasant personality and always has a smile for others. When her

co-workers ask her to help them out, she always says yes, but often does

not have time to complete the required duties. This causes problems in

production and both Julie and her co-worker become unhappy with the state

of affairs, as well as the manager.

Scenario #4: Know-It-All Experts

Edna is the Assistant Cook. She is good at her job but thinks that she knows

best about how to do everything. She peers over the shoulder of the lead

cook and tells her how she should prepare food items. The employee

making salads tries hard to avoid Edna because Edna is always telling her

how she thinks the employee should be preparing the salads. She

volunteers her opinions to everyone all the time. Other employees are tired

of Edna’s bossiness.

Scenario #5: Indecisive

Tyrone volunteered to plan the end-of-year awards party for the school

nutrition employees. The room for the party has been reserved and the date

is now two weeks away. No menu has been turned in and no one on his

planning committee has any idea what they need to be doing for the party.

They keep asking Tyrone and he keeps saying that he has only a few more

things to finalize. He has changed the tentative menu three times and is still

agonizing over it. He has changed committee members’ responsibilities

twice and is talking about changing them again. Party plans are incomplete.


Scenario #6: Negativists

Three new food items have been placed on the lunch menu. Two of these

items have been added to Rita’s work schedule. The manager reviews the

new menu with her but Rita loudly proclaims, “These will never work and the

kids won’t like them. Trust me, I know what I am talking about.” The

manager explains the changes in the work schedule and Rita is very upset

because she is sure that there will not be enough time to prepare the items

and that she will get blamed when the lunch line is late getting started.

Scenario #7: Complainers

LeShon comes to work every day complaining that it is too early to have to

get up and that traffic was so bad it almost made her late and this stresses

her out. “On top of that,” she exclaims, my feet are killing me. These new

shoes are too right and really hurt my feet.” She works very slowly and

loudly and often proclaims how tired she is. When the manager asks her

what the problem is, she responds that her children’s loud music kept her up

the night before and she could not get enough sleep.


Section 7: Fairness and Compassion

Objective: Understand the elements of fair and compassionate management

Individual Activity

Fairness Self-Assessment

Instructions: Complete the Fairness Self-Assessment by checking how

consistently you apply fair practices in your managerial role. Use the results

to monitor your performance and improve areas of concern.

Fairness

Always Sometimes Never

Do I clearly communicate policies and

procedures and apply them consistently?

Do I avoid preferential treatment for specific

individuals or groups of employees?

Do I provide logical explanations for

performance based compensation, bonuses

and perks as well as any disciplinary

actions?

Do I address employee concerns about

fairness with respect and sensitivity?

Do I promote positive and supportive

relationships among employees and

managers and employees?

Do I encourage feedback, listen, and

respond?


Group Activity

Compassionate Managing

Instructions: Discuss with the managers at your table how you might

become a more compassionate manager. Write your ideas on an index card

and post it on the flip chart at the front of the room. A volunteer from each

table may read their suggestions to the class. Use the space below for

notes.

NOTES


Section 8: Performance Evaluation

Objective: Identify standards by which to evaluate performance.

Handout

Basic Standards for Employee Performance

• Reports to work on time and is rarely absent.

• Carries out responsibilities without being reminded.

• Completes assigned work on time.

• Participates in problem solving.

• Cooperates in emergency situations.

• View work seriously and strives for good results.

• Cooperates to achieve work-related goals.

Group Activity

Uses for Performance Appraisals

Instructions: Work together at your table to answer the question, what are

some ways we use performance appraisals? Try to think of ways that we

have not talked about in class. Then, choose a reporter to share your

responses with the class. Use the space below to record answers.


Accountability in Managing Employees

Instructions: Use the following checklist to assess accountability performance in

your school related to general provisions of managing employees.

Accountability Performance

Indicator

Score = 5 Score = 3 Score = 1

Full

Implementation

Considerable

Implementation

Limited

Implementation

Employees receive kitchen

and employee safety

training.

Employees adhere to

workplace and food safety

guidelines.

A school emergency plan

with child nutrition

program procedures

outlined is posted in a

prominent place in the

facility

Accurate and complete

documentation of hours

related to work (time card

information) is maintained.

Training records (agendas,

attendance, etc.) are

maintained.

Performance evaluation

documentation is

maintained.

An emergency

preparedness plan is in

place and employees know

their role in the plan.

Techniques for conflict

resolution are used as

appropriate.

Employees are fully aware

of the criteria and

standards used to evaluate

their performance.

Score: 45 total points: 70% = 32 points; 80% = 36 points; 90% = 41 points; 100% = 45

points


Module 6: Case Study Assessment

Managing Employees

Shonda Harper is the new manager of the Brandon Heights Elementary

School. She completed the DECIDE to Succeed program for new managers

in May, is excited about her new job and wants to do well. She has a

meeting with the Business Manager, Mr. Conrad, later in the morning to

discuss an employee injury and the procedures to follow in the event of

accidents or injuries in workplace. A foodservice employee cut herself at

work three weeks ago and was treated by a doctor. Mr. Conrad was upset

because no incident report was filed and he had no way to verify the incident

for payment of the doctor’s bill. Shonda told Mr. Conrad that she told her

School Nutrition Director, Nancy Nunez, about the incident and thought Ms.

Nunez was going to file the report. Mr. Conrad advised Shonda to meet with

Ms. Nunez to determine how to handle these situations in the future.

Ms. Nunez and Shonda met, discussed the problem and decided that a policy

with accompanying procedures was needed to specify the actions to be

taken in case of accident or injury. Nancy Nunez sent Shonda a policy with

procedures and instructed her to add this to her Policy & Procedure book and

instruct all her employees on the new policy and related procedures.

Shonda next went to the kitchen to inspect and taste-test the food being

served during lunch. When tasting the macaroni and cheese entrée, she

noted that it was very rich, cheesy, and creamy. The temperature of the

macaroni and cheese was 110o F. Both findings concerned Shonda and she

questioned the cook, Hilda Green, about them. Hilda Green, the lead cook,

has worked in the school nutrition program for the last 20 years, and thinks

of the kitchen as her domain and considers herself as definitely “in charge.”

She knows and loves all the children and they return her affections, calling

her “Mama Hilda.” Hilda became upset that Shonda was questioning her and


told Shonda that “her” children did not like to burn their mouths on hot food

and they think her mac and cheese is better than anyone else’s. She said to

Shonda, “I can’t see why you are upset; I know what I’m doing.” When

Shonda checked the recipe for mac and cheese, she found that Hilda was

adding butter and cheese that the recipe did not call for. Shonda quietly

told Hilda that she was not upset, but did have concerns about Hilda using

correct procedures during production. She made arrangements to meet with

Hilda later to further discuss the macaroni and cheese.

Lunch time arrived and the children began coming through the line. All went

well for about half the lunch period, but suddenly, Jo Ella, the cashier, began

crying and left her post. Shonda quickly took her place and lunch service

continued. After lunch was over, Jo Ella came to Shonda and apologized,

explaining that since her husband died a month ago, she has had trouble

adjusting back to her normal routine. Shonda recommended a support group

to Jo Ella, suggested she take some additional time off, and come back when

she was better able to cope with her daily activities.

As Jo Ella left, Shonda thought, “I better hurry; I have two performance

evaluations that are due today, and I really don’t have time to do both of

them.” I think I will just bring them both to my office and go over their

evaluation forms with them. They are both excellent employees with no

problems, so this way I can meet my deadline.

Shonda thought, whew! This has really been a jam-packed and difficult day.

I hope they’re not all going to be this busy! I can’t wait to get home and put

my feet up and rest a little before I start supper.


1. The problem between the School Nutrition Director and School

Nutrition Manager about the incident report was caused by

a. Inadequate scheduling

b. Poor dancing skills

c. Poor communication

d. Poor nutrition

2. Using the Difficult People categories we discussed, how would you

describe Hilda Green?

a. Shy and non-responsive

b. Like a teenager

c. Eager to please

d. Hostile and aggressive

3. Name a technique Shonda might use to deal with the difficult

individual, Hilda Green.

a. Avoid a head-on collision/argument

b. Be friendly

c. Let Hilda express herself

d. All of the above

4. Shonda’s method for handling Jo Ella’s emotional upset is an example

of what kind of management?

a. Compassionate management

b. Bossy management

c. Dictatorial management

d. Coordinated management


5. What is wrong with Shonda’s solution for meeting the deadline for

completing performance appraisals?

a. Appraisal better completed with 3 or more participants

b. Should always be private and one-on-one

c. Had no PowerPoint slides to use during appraisal

d. Had no refreshments to serve

MODULE 6 Managing Employees · Module 6 Managing Employees Participant Workbook MODULE 6 Managing...

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