Staff Skill Development: Soft Skills, Firm Results by Mary Carmen CHimato and Colleen S. Harris
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Transcript of Staff Skill Development: Soft Skills, Firm Results by Mary Carmen CHimato and Colleen S. Harris
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Staff Development: Soft Skills, Firm Results
Colleen S. HarrisMary Carmen Chimato
Access & Delivery ServicesNCSU Libraries
Raleigh, NC
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Who are we?
Why are you listening to us?
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ADS at NCSU Libraries:
• 33 full time staff
• 24/5 during the academic year
• 362 days a year
• circulation, course reserves, ILL, document delivery, stacks maintenance, media/microforms, & offsite collections
• 14,000 visits per day 2008/09
• textbook collection and technology device lending
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A Radical Idea: Talk to your people!!!!!!
Organizational Clarity: identifying and agreeing to the fundamental concepts that drive it.
***Providing all employees, at all levels with a common vocabulary and a set of assumptions about what is
important and what is not.***
Reinforce this clarity through Human Systems: hiring, performance management, rewards & recognition, employee dismissal.
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The First Annual ADS Staff RetreatAugust 5, 2009
What values are fundamental to our department?
Why does the library exist and what difference does it make in our world?
How/Where does ADS fit?
What are our goals for the next year/5 years/10 years?
Who has to do what in order for us to meet them?
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Access & Delivery Services Department, NCSU Libraries
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What We Learned After Being Locked in a Room Together
• More Feedback at EVERY LEVEL!
• DELEGATE!
• Allow Risk Taking
• Training & Development
• Generate HIGHER Expectations
• Acknowledge Achievement
All of our Levels of Immeasurability are different, but very similar!!!!
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WHAT DOES EXCELLENT CUSTOMER SERVICE LOOK LIKE?
AND…CAN YOU MEASURE IT?John Pommerich, library
technician & NCSU Provost’s Award for Excellence nominee,
hands student an iPad
o Error rate in response topatron communication
o Satisfaction surveyso Compliments vs
Complaints (and thetrouble with this)
o Service desk demeanoro Claims returned rateo Note: What’s in the annual
evaluation? Is it useful?o Base measures on actual
work & department needs
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CREATING OPPORTUNITIES FOR LEARNING
A MANAGER’S JOB IS TO LOCATE RESOURCES!
o RETREATSo CLASSESo UNI, IT, 3RD PARTYo PEER-TO-PEER
TRAININGo SOFTWAREo CROSS-DEPARTMENTo INVITED SPEAKERS
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DO YOUR STAFF OWN THEIR WORK?
EMPOWERING STAFFOWNERSHIP OF PROJECTS
Tina Adams, LJ 2009 Parapro of the Year& Tripp Reade, media Resources Librarian
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Challenges
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Learning & Empowerment Issues
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Basic Responsibility as a Leader:
Development of productive, creative, inspired, determined, focused, energized, and well disciplined individuals.
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Three Types of Personnel Problems
Performance
Attendance
Behavior/Conduct
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Punishment FAIL!
Uncertainty
Inconsistent
Long-term disaster
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Solving Performance Problems
Two causes: lack of knowledge or lack of execution.
Deficiencies in knowledge are cured by training.
Deficiencies in execution are approached differently:
1. Clarify expectations: can they explain what is expected?
2. Remove obstacles: resources to do the work are available.3. Provide feedback: regular, accurate and timely.4. Arrange appropriate consequences.
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Performance Improvement Discussions
Know your organization’s process
Serious and planned discussion
Specific goals
Structured
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Actual versus Desired Performance
Which type of problem is it?If there are multiple problems, limit the discussion to the highest priority issue.
Be specific about the issueEffectively describe what you want versus what you are actuallygetting from the person’s performance.
What is the desired performance? (What do I want?)
What is the actual performance? (What do I get?)
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Why the Problem Must be Solved
What is the goal of this meeting?To get the employee to agree to change.
Avoids the rollercoaster of employee performance.
Gaining Agreement:Offer the good business reasons for why there needs to be
change.
List the problem’s effects.
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Determining Consequences
Generate a consequence list
Tool to help the manager feel more confident while having the discussion.
Disciplinary action, but what else?
Logical consequences of actions:Having an office or cube movedChange in supervision Change in workflow
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Determining the Course of Action
The first 3 steps inform course of action.
Disciplinary action versus performance discussion
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Conducting a Performance Discussion
Who, What, Where, When, How Long & Why?
Opening statement: put the employee at ease by getting straight the to the point.
“There’s something that’s concerning me and I need to talk to you about it.”
“I’m dealing with a situation that is troubling me and I need your help to resolve it.”
Go into a specific/detailed discussion of issue.
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Conducting a Performance Discussion
Hand the ball to the employee:“Tell me about it.”“What can you tell me about this?”“Is there something I should know?”
Practice active listening
Gain agreement:Review statement of actual versus desired performance.Ask employee to agree.Use logical consequencesPersonal responsibility and locus of control
End on a positive expectation of changeFollow-up in writing (email or formal memo)
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Three ways to make a fundamental change in a person’s attitude:
psychotherapy
religious conversion
brain surgery
Solving Attitude Problems
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Thank You!