6 myths about work

PENELOPE TRUNK CLIMB
6 myths about work
By Penelope Trunk June 10, 2007
Each generation revolutionizes something. Today's younger generation is revolutionizing work. The goals people have, their values and opportunities have all changed drastically in the last 10 years. The new workplace demands new rules for success, yet people continue to get outdated advice based on persistent workplace myths.
These myths about today's workplace are adapted from my new book, Brazen Careerist: The New Rules for Success.
#1. Job hopping ruins your resume.Job hopping is one of the best ways to sustain passion and personal growth in your career. It also helps you build a network quickly and allows you to build your skill set faster than if you worked in the same job year after year. The learning curve is always highest at the beginning.
And here's some good news for hoppers: Most people will have eight jobs between ages 18 and 32. This means most young workers are job hopping. So hiring managers have no choice but to hire job hoppers. Ride this wave and try a lot of jobs out yourself.
#2. Getting a promotion is good for you.Promotions aren't created with you in mind -- they're created with the company in mind. The company creates a ladder and tells you to climb it. But you need to pick the steps that are right for you. You deserve a customized career, so be wary of all promotions.
Most people who are good at their nonmanagement jobs won't excel as leaders. It takes a very specific personality type to be better as a leader than as the worker who's actually doing the work. The irony is that people who are conscientious about getting their work done are promoted into leadership positions that don't value conscientiousness so much as being open to new ideas.
Also, the average salary increase is 4 percent. Is that going to change your life in any meaningful way? Definitely not. This is why the idea of getting a promotion is so last century. Instead, negotiate for training, mentoring, or flex time. These are all things that will really improve your life and your career.
#3. You'll be happier if you have a job you like.The correlation between your happiness and your job is overrated. The most important factors, by far, are your optimism levels and your personal relationships. If you are a pessimist, a great job can't overcome that. (Think of the jerks at the top.) And if you have great friends and family, you can probably be happy even if you hate your job (imagine a garbage collector who's in love).
So a job could make you unhappy, if it's a terrible job. But when it comes to really being happy, you need solid personal relationships and a job that doesn't interfere with you enjoying them.
#4. The glass ceiling still exists.The glass ceiling is gone, not because women crashed through, but because people are not looking up anymore. Life above the glass ceiling is 100-hour weeks, working for someone else, and no time for friends and family. Life above the glass ceiling is essentially about bribery. The company pays a lot of money in exchange for the employee giving up most of their time. Young people today think their time is worth too much to agree to something like that.
And it's not only women who are saying no to the ladder: Men are as well. People want to customize success for themselves, not climb someone else's rungs. So if no one is climbing to the top, the glass ceiling isn't keeping anyone down.
#5. Going to grad school open doors.Grad school generally makes you less employable, not more. For example, people who get a graduate degree in the humanities would have had a better chance of surviving the Titanic than getting a tenured teaching job.
And unless you are going to a top business school at the beginning of your career, you should not stop working to get the degree. Go to night school because you will not make up for the loss of income with the extra credential.
Law school is one of the only graduate degrees that makes you more employable. Unfortunately it makes you more employable in a profession where people are more unhappy. Law school rewards perfectionism, and perfectionism is a risk factor for depression. Lawyers have little control over their work and hours, because they are at the beck and call of clients, and many are constantly working with clients who have problems lawyers cannot solve. These two traits in a job -- lack of control over workload and compromised ability to reach stated goals -- are the two biggest causes for burnout in jobs.
#6. Work hard and good things will comeYou'll actually be rewarded only if you're likable. People get hired for their qualifications, but they get promoted because people like working with them. So spend your days trying to figure out what people need and what people want, and how you can help them. Empathy makes you likable.
The people who don't want to have to deal with kindness will complain. But for most of us, it's a big relief to know that the workplace of the new millennium demands more kindness and respect than ever before. This is a workplace that rewards being nice rather than being a genius. The people who will complain about this situation will feel that the niceness isn't genuine. The people who are genuinely nice will not complain.
Put yourself in the latter category and be grateful we're living in the new millennium with a new workplace. It's an opportunity for you to shine in your best light and get what you want most for your life.

Penelope Trunk is the author of Brazen Careerist: The New Rules for Success. Read her blog at blog.penelopetrunk.com.

http://www.boston.com/bostonworks/news/articles/2007/06/10/6_myths_about_work?mode=PF

Retirement

I'm among the 31% of pre-retirees who would prefer to clean the bathroom or pay bills rather than plan for retirement, so this is an area that I could use a lot of help in, as I admittedly do not pay as much attention to it as I should. At my current workplace, most employees are automatically enrolled into the Teacher Retirement System of Texas (TRS), where members contribute 6.4% of their eligible compensation on a pre-tax basis to TRS through payroll deduction. Members can receive benefits when they attain the age of 70.5 or when they terminate their employment, whichever comes first, and there is also a health-benefits plan for retirees who have at least 10 years of service.

As it is likely that I will leave the TRS system before reaching the age of 70.5, I will probably take a refund for my accumulated benefits when I leave UT. My future retirement planning will most likely depend upon my future employer(s) and also changes in the political and economic landscape. (For instance, will we still have Social Security and/or Medicare when it comes time for people of my generation to retire?)

I already have a Roth IRA account that was set up by my parents upon my graduation from college, and I intend to continue contributing to my retirement fund through whatever employment I have in the future. Depending upon what type of job I will have, I will consider enrolling in a Roth 401(k) or 403(b) if such a plan is offered by my future employer(s), as I like the idea of being able to make tax-free withdrawals after a certain age, and I also like the idea of being able to roll over the funds from a Roth 401(k) to a Roth IRA account without any tax payment. (Of course, much will depend on how much these plans will change by the time I reach retirement, and I am sure that they will.)

I intend to continue working for a fairly long period of time, and I hope to be in a higher tax bracket at retirement than what I currently am in. Thus, to answer the questions posed in the lecture:

•How old will you be when you retire?
According to the retirement calculator available at the Social Security web site, my full retirement age is approximately 67. However, based on current retirement trends and also due to personal reasons, it is likely that I will continue working past that age, as no doubt will many of my peers.

•Where do you want to live?
I would like to live in the Northeast, preferably in New York, Boston or D.C., but the harsh winters may give me pause. I would also consider California for its moderate weather, but if the living expenses are still as high as they are now, it may be necessary to look elsewhere. Texas's relatively low living expenses are appealing, and I have some familiarity with the area, but I will have to think about whether I will still want to deal with the 100-degree heat in the summers, air conditioning or no. (In fact, the heat is part of the reason why I am considering moving from Texas now!)

Depending on how healthy I am and whether I have a living spouse or not, I may consider living in an assisted living community or another type of retirement residence. If my house does not have stairs and if I am able to afford it, I may not want to move or sell it, but it will depend upon the type of neighborhood I am living in, and whether I would want to be more around others my age or not.

•Do you plan to work? To volunteer?
I definitely intend to volunteer in the community when I retire, and if possible, I would like to continue working at least part-time. According to the Social Security web site, if I work while also receiving Social Security and/or retirement benefits and if some of my benefits are withheld because my earnings exceed a certain amount, my benefits will be increased to take into account those months in which benefits were withheld when I reach full retirement age, which will be beneficial to both myself and to my beneficiaries. Thus, working is definitely something that I will consider doing, to keep myself both financially and emotionally/psychologically secure.

•What do you see as your sources of income?
My sources of income will most likely be Social Security, Medicare (if they still exist), my retirement savings from both my Roth IRA account and any other retirement plan I have, and possibly income from part-time work. If I am married, my spouse's savings and retirement benefits will also be a source of income.

•What else will be important to you?
I will pay more attention to any health benefits that will be available to me, since like many, when I think about retirement, I tend to focus primarily on the financial aspects and I forget about health care. Having long-term care, including the possibility of living in an assisted living facility or nursing home will also be important to me, as will the presence of a spouse or another companion (including pets), contact with any children that I may have, a support network outside of my family, having satisfying and stimulating hobbies, as well as any work I may still be able to perform.

No doubt part of what makes it difficult to motivate pre-retirees to plan for retirement is that the retirement landscape will look vastly different when it is time for us to retire than what it is now. Perhaps universal healthcare will be available by then (although of course, that too has its limitations) and who knows what advances in medical technology will bring that will allow us to live longer and healthier lives? Perhaps many of the ailments that afflict retirees will be more manageable by then, due to greater awareness of such issues and greater research in these areas (in part thanks to the retiring baby boomer population). With such advances, it is possible that many people will be able to continue working well into their 80's, if not further, which may change the way we look at retirement even more.

Articles for my own benefit

The Savvy Networker
http://hotjobs.yahoo.com/jobseeker/tools/ept/contribEditorPost.html?post=16

The Perils of Being a Go-Getter
http://hotjobs.yahoo.com/jobseeker/tools/ept/careerArticlesPost.html?post=81

Productive Office Gossip
http://hotjobs.yahoo.com/jobseeker/tools/ept/careerArticlesPost.html?post=72

Termination

I have never been fired, nor have I ever fired anyone before, but if I have to terminate someone, this is how I would do it:

For cause

If an employee is someone like Bob from the section on Discipline, and I have given him every possible chance to improve his performance but he still persists in his behavior, then I will have all of the documentation I need to terminate him from the steps followed using progressive discipline. I will have already given him at least three verbal and/or written warnings, including suspension without pay for a brief period of time. I will have documented each of our meetings both before and after the disciplinary actions, and what was to be expected of his performance following the meetings, so that I will have a ready defense should the individual decide to sue.

Thus, to terminate Bob or any other employee for cause, I will call the employee in for one last meeting (not on a Friday), and give him one last chance to explain his actions, as part of the final step of progressive discipline. If he tries to explain his behavior, I will consider his explanation and investigate where appropriate. However, barring any new information that may affect his situation, I will let the employee know that the decision is final and irreversible, and that all of management agreed to it. I will then go over the effective date of termination (which will most likely be that day), and I will then present the employee with a written summary of his benefits, including two weeks' severance pay, COBRA coverage for health benefits, and compensation for any unused vacation and/or sick time. Even though I am terminating the individual for cause, I would still provide some kind of severance, both as a goodwill gesture and to obviate against any potential lawsuits. I will then go over the procedure for collecting his personal belongings and turning in ID cards and keys, if applicable, and I will let the employee know that he can participate in a confidential exit interview with the HR Department. I will then thank the individual for his work, and wish him good luck. As suggested by the last item in the CCH Termination Checklist, I will then stand and extend my hand to the employee, and remain standing until he has left the office (hopefully without incident).

If I am able to, I would also want to try what the WorkingWounded.com reader on p. 323 suggested, and let employees terminate themselves. The procedure outlined in the book is as follows: The manager discusses the problem with the employee, and then tells the employee to take a day off to think about it, and to outline 20 ways he or she can improve his or her performance. If the employee decides to return and the problems persist, then he or she will be terminated. On the other hand, if the employee chooses not to return, he or she will be give two weeks' pay plus any other money owed, upon request.

According to the textbook, whenever this system is used, the employee will almost always choose to take the money and not return. If given a choice, this would be my preferred method of termination. If the employee leaves of his or her own accord, the individual will save me the trouble of terminating him or her and to some extent, will also save his or her dignity (at least according to the textbook). On the other hand, if the individual is serious about saving his or her position, he or she will probably make a concerted effort to improve his or her performance and will once again become a productive, hard-working employee, which should be reflected in his or her performance evaluation. Either way, it seems like a win-win situation.

As others mentioned in the discussion board, this method probably works best with employees who are likely to become confrontational or react badly to being terminated, so I would probably save it for such occasions and not use it for all terminations. (It would probably work very well in Bob's case, for instance.) If I am unable to use this method, then I would take a more traditional approach to termination, as outlined above.

For reasons not related to cause

If I have to terminate an employee for reasons other than unsatisfactory performance or misconduct, such as a reduction in staff, I will follow a similar procedure. In the case of a layoff, I will try to set as late a termination date as is permissible, and also try to provide job hunting and/or resume writing assistance to the employee. Most employees who are being laid off or otherwise let go for reasons unrelated to performance or misconduct will appreciate the extra help and/or time to look for another job.

If an employee has to take a leave of absence, I will try to stay in contact with the individual and find out if he or she intends to return. If the employee is unable or unwilling to return to work, I will let the person know that I will have to terminate him or her when the leave period is over. As with other terminations, I would notify the employee of any benefits and severance pay they are due in writing, and also inform them of COBRA coverage for their health benefits (this especially for employees who are on leave due to illness or injury). I would also offer job hunting help, if it is available through the organization. I'm not sure how items such as personal belongings and keys and IDs would be collected in such cases, but I assume it's possible to arrange for the individual or someone close to them to come by the office, or to arrange for the items to be mailed back to the organization or to the employee.

I haven't been fired before, but I have been laid off. No matter what the reason, being let go is stressful and often painful. With employees who are being laid off, I would try to make the transition as easy as possible, and I will strive to be as fair as possible to employees who I have to fire for cause, and not provide them with any reason to file a lawsuit.

Reflections on Unit 2

Unit 2 consisted of the following topics:

• Work/Life Balance
• Orientation/Training
• Working with a Diverse Staff
• Job Analysis/Handbook
• Performance Appraisals
• Discipline
• Assorted Problems

One of the things that we were asked to do at the beginning of this unit was to think more from the perspective of an employer, than from that of an employee. My current workplace provided me with many good examples, which I shared both in the discussion board and in my weekly reports. Thus, I found the transition from thinking from an employee's point of view to an employer's greatly facilitated by my personal work experience.

Work/Life Balance

The first part of Unit Two dealt with Work/Life Balance. This is a topic that has been near and dear to my heart this semester, since taking on a full courseload while also working full-time. In fact, I was somewhat amused (in a grim sort of way) to learn about the concept of karoshi, as I found that that term to be a rather perfect description of my work habits and lifestyle at the time. (Since that part of the unit, I have been trying to make some healthier life choices so that I am not literally working myself to death.)

I found the comments that some of my classmates made regarding employees who have to leave early or take time off to take care of a child insightful, as I had never considered that such actions might cause resentment or feelings of favoritism among other employees, particularly those without children. Even though I don't have any children, I feel sympathetic to what working parents go through to balance their work and family lives, and thus it never occurred to me to feel resentful if they had to attend to their families during the day. In fact, as a childless person, I would think better of my workplace if there were policies in place to support parents and families. But I can see how that might annoy others, who may feel that the family unit is being elevated above all other social statuses, and taking care to not inadvertently show favoritism to one group over another will be something that I will keep in mind, as an employer.

Orientation/Job Training

This part of the unit brought my attention to a part of my work experience that I had previously never given much thought to. In the past, I viewed orientation more as something to endure than as something to learn from. As I mentioned in my weekly report, most of my past orientations are pretty much a blur, since I tended to put them out of mind afterwards, unless something unexpected happened (such as what had happened at a job that I had at a start-up company, where I was basically shown the desk and then left on my own for the first day).

However, this topic raised my awareness of the importance of orientation, and the hopefully good impression of and introduction to the organization that the new employee will take away from the experience. The readings, especially the links to the orientation programs used by the FDA and Yale, were very helpful, and made me think more carefully about how to structure a good orientation program. They also made me think harder about my past orientation programs, and whether they were well-structured or not. With the exception of the (lack of) one mentioned above, I have to admit that they were, as was my job training at the time, which as I mentioned in my report, was conducted by my immediate supervisor in a one-on-one setting over the course of several weeks. As I also mentioned in my blog report, a combined macro- and a micro-orientation for a large institution, coupled with personalized, individual training by an employee's supervisor and/or a buddy system would be my preferred structure for an orientation and job training program. These have worked well for me in the past, and depending on the organization that I eventually work in, I hope to use them as well in my future position.

Working with a Diverse Staff

Working with a diverse staff is another topic that is very important to me, as I feel that understanding how to work with people from all types of backgrounds is essential to the proper functioning of a 21st-century workplace. I thought that the class discussion did a good job of grappling with some thorny issues related to religious diversity, and I liked that the lecture included different personality types as a form of diversity, as this is not always considered in conversations about diversity, yet can certainly be a significant factor among different co-workers. I am still wrestling over what my personal definition of diversity should include, as I tend to think in terms of the traditionally protected classes - race, gender, religion, national origin, age, disability, etc. - and the readings in both the textbook and the lecture made me think more about characteristics outside of these classes, and how it is necessary to consider these qualities when thinking about workplace diversity, while also not losing sight of issues affecting underrepresented populations.

Job Analysis/Handbook

This was another area that I had not previously given much thought to, prior to this unit. This may partly be due to the fact that the handbook that I have at my office is positively antiquated, and never used or referred to, as I mentioned in my blog report for that week. I feel that if a workplace is to have a handbook, that it needs to be updated frequently, so that it will reflect current workplace policies and will be of use to employees and managers. Having an online document will facilitate this process, and will save organizations the trouble of having to send out a new paper document every time a change is made. (Having an online document will also save organizations the trouble of having to provide paper copies, period.)

The general University of Texas at Austin Handbook of Operating Procedures is a good example of an online handbook, and as I mentioned in my blog report, I feel that it is a good idea for organizations to have both a general purpose handbook and department-specific ones, to get both a macro- and micro-view of the organization's workplace policies.

Job analysis is another vital topic that I needed to consider further. I have only previously undergone job analysis once, when the UT Libraries was considering a workforce reduction several years ago, and we all had to identify our job duties and the number of hours that we spent on each duty. (This was recorded on an Excel spreadsheet that we submitted to our departmental heads.) Even though at the time, it was slightly nerve-wracking to go through the process, I think it is a good idea to regularly conduct job analyses, and not only when there are going to be layoffs, so as to reduce anxiety over them. Perhaps job analyses can even be combined with performance evaluations, so that employees will become used to them, and important information regarding an employee's job can be used to help evaluate an employee's performance.

Performance Appraisals

I learned quite a bit from the topic on performance appraisals. Most of the appraisals that I have been through have been the traditional top-down review conducted by my supervisor, with little room for either my feedback or that of others that I work with. Thus, I found the concept of a self-review and 360-degree feedback to be eye-opening and refreshing. (As I just found out recently, the evaluation process for professional librarians at UT consists of a self-evaluation that is reviewed with the librarian's manager.)

As mentioned in my blog report, I also like the idea of providing ongoing informal feedback in addition to a formal review. I think it is helpful to do so, in particular if the performance appraisal is only a supervisor review, so that employees will not be unduly surprised by what will go into their review. (Personally, I have to admit that I'm a little bit apprehensive about my own review this year, due to my injury and my reduced hours, and some feedback from my supervisor would go a ways towards reducing my uncertainty. Of course, I can always go and speak with her about my concerns, which I plan on doing before the review period.)

Discipline

The topic on discipline was very helpful, as I have not previously had any reason to look into the disciplinary procedures at my workplace (nor do I plan to have any reason other than for class assignments!). I had heard that the UT Libraries is planning to institute something similar to progressive discipline in the summer, although the details of this change are not yet clear. Therefore, I found it very useful to learn about the procedure, both in preparation for the new system when it is implemented, and for future reference as a supervisor or manager.

Mary's motto to "document, document, document" is especially applicable in this area, since the process takes place over a period of time and a lack of documentation can prevent a manager from taking action from fear of a lawsuit. However, a good warning that was addressed in both the lecture and the discussion board is to not over-document everything and make an employee feel as if he or she is being micro-managed, and to be consistent with documentation so as to not show favoritism. Another good piece of advice was to address problems early on, and to not let them fester over time until managers have no alternative but to take harsher action. Finally, the lecture reminded us that discipline is meant to help an employee improve his or her performance or behavior, not to punish them, and that it is meant to be undertaken *with* an employee, and not be done *to* them. (This last part is a good reminder to me, as I sometimes tend to veer towards the "punish" territory when I have to discipline someone or point out something that they did wrong.)

Assorted Problems

This last topic (which is still in process, as I write this post), covered a variety of interesting issues, some commonly addressed, some not so much, such as the Patriot Act, which perhaps impacts libraries more than some other workplaces. In retrospect, I wish that I had posted a question about the Patriot Act, instead of about job searching while on the job, as I had been deciding between the two topics. I found my classmates' replies to my question about job searching at work interesting, as the conventional wisdom that I have heard regarding this topic is that it is usually considered verboten at most workplaces, although I am unclear as to what exactly might happen to an employee who is caught job searching by his or her supervisor (which is partly why I asked the question). Many of the situations mentioned in the lecture depend upon the specific workplace's policies and the enforcement of their policies, but the general rule that seems to be emerging from our discussion this week is that all things are good in moderation. Thus, using computers, office supplies and equipment, etc. for personal reasons are ok, as long as it doesn't become excessive or disruptive. (Obviously, problems such as sexual harassment and/or coming in to work drunk are not ok in any amount, and should be dealt with as soon as possible, according to the appropriate procedures.)

Conclusion

Overall, I have enjoyed this foray through these topics, and I appreciate the insights that I have gained into making my workplace more productive after I find (and keep) quality employees. It will be interesting to see how both involuntary and voluntary termination fit into the equation, as some of the topics, such as Discipline and Assorted Problems, have briefly touched upon these topics.

Discipline (or What About Bob?)

(Ah, Bob. Everyone knows someone like Bob, even if we haven't had to supervise him before.) The lecture mentions that managers should act early, before the problem becomes a habit and stricter measures need to be taken. Unfortunately, in Bob's case, it seems that his previous supervisors did not take the appropriate actions to address his problems with lateness and negative morale when they first occurred. Even worse, they neglected to document his bad habits, so that there is no record of his problematic behavior (with the possible exception of his constantly being transferred from one department to the next). This leaves me in a tight spot, as his behavior is holding up the team from completing the project. Here's what I would say to Bob if I were to talk with him:

Part One

The talk would run along the lines of a counseling rather than a reprimanding session. Even though we are behind schedule, it is important to not skip this step, both for legal and for interpersonal puporses. As unbelievable as it may seem, it is possible that no one has ever told Bob that his behavior is a problem, especially if no one has wanted to deal with him up until now. It may be that he is unaware that he comes across as hostile and gruff, and that his attitude is negatively affecting team morale, because he lacks self-awareness or emotional intelligence, or because he is suffering from a psychological or emotional disorder (in which case, I would refer him to EAP, if I was to discover that during the course of the counseling session). It is also possible that perhaps he does not understand what is being asked of him, or that perhaps he lacks the skills or is not properly supported to complete his tasks, and is too proud or stubborn to ask for training or help. (The case study mentioned that he has been with the company for 12 years, during which there may have been many changes made that he is not comfortable with.) If seen in this light, his complaints may be a cry for help, however clumsy they might seem.

At any rate, I cannot assume that he is acting out because of malice without trying to determine the root causes of his behavior. As a manager or supervisor, it is my job to identify these causes, and to try to work with him to correct his problems, before we get even further behind. It is more difficult to justify his running late all the time, but even there, I need to ask why this is happening. Perhaps he needs a schedule readjustment that will allow him to come in later (and conversely stay later), so that technically he will not be late for his shift. (As the lecture points out, discipline should be something that is done *with* not *to* an employee.)

Thus, I would sit down with Bob, and I would start by saying something like "Bob, I know that you've been with the company for a long time, and I appreciate having your knowledge and expertise on my team," as a way of acknowledging his seniority (even though it's been a decidedly mixed bag, at best), and as a means of allaying his defenses and letting him know that I am not here to attack him. I would emphasize that as a veteran employee, he understands how important his part is to the team, and how we can't afford to let his part run behind because it affects the whole project. I would mention that I have noticed that he has not seemed very happy at work (to put it tactfully), and that unfortunately, his comments have been negatively impacting his co-workers. I would ask what we can do to make his situation better, and whether there is anything he needs to help complete his part of the project (If he is receptive to my inquiries, I will address his hostile and gruff demeanor later on the discussion.) In this way, I would try to affirm his importance to the organization and to the project, and I would try to demonstrate that I am willing to work with him to resolve any underlying problems or concerns that he may feel have not been addressed. (Even though the lecture says not to record counseling sessions, in light of the organization's poor record of documentation, I think it would be better to go ahead and write a memo to document this session.)

Part Two

Any further steps on my part will be determined by how Bob responds to this initial counseling session. It may be that a light bulb will go on in his head, and that he will be so happy to have his concerns heard that the problem will be solved, and he will come in at regular hours (whatever time we decide upon), stop complaining, and get his part done on time, which would be the best case scenario. However, it is just as possible that he will continue to behave the same as he always has, and/or that he will brush off my attempts to help him during the counseling session. His reply to what we can do to improve his situation may be to "fuck off" or to "fire the rest of the goddamn employees" (if he is really as gruff and hostile as the case study implies) which would be completely inappropriate, or he may reject any offers of help with his part of the project and insist that he can do it on his own. If he were to curse me during the counseling session, I might be able to issue a formal reprimand right away, depending on what the company policy is. However, regardless of how inappropriate his language is, I should probably try not to take it personally and deal with it in a non-emotional way (i.e., don't fire him on the spot). If he wants me to fire his teammates, I would have to point out that that's not possible and that he knows that, and try (if possible) to get to the bottom of any problems that he has with his co-workers. If he just plain hates other people, I would tell him that we're not asking him to become a social butterfly, but that if he wants to work here (or anywhere) that he will have to work with other people, and that all we're asking is that he be courteous and professional. (If he's truly a curmudgeon, there's probably not much we can do to change his personality, and I don't think the workplace should try to do so, but it is possible to suggest that he manage his more misanthropic tendencies so that he is not so disruptive or rude to others.)

If he refuses any offers of help, I would tell him that I will give him a week's trial to see if he can try to get up-to-speed by himself. If he can't, it may be necessary to assign somebody to work with him, in spite of his objections. This probably won't be fun for the person who has to work with him, so I may have to offer some kind of incentive to encourage them to help Bob out, such as employee recognition for helping out the team or perhaps some time off at the end of the project for taking on some extra duties.

If Bob agrees to make some changes, yet persists in his previous behavior, I would have to take my actions to the next level, and possibly prepare a written warning. I would first call him in again, and ask why he hasn't been doing what we talked about. As with the initial counseling session, I would try to see if there are any new underlying reasons that I may not be aware of. If there are, as before, I would try to support him as best as I can, but I would warn him that if he can't turn himself around, that I will have to file a written warning, consisting of the three parts mentioned in the lecture: a statement about the past, reviewing his history with respect to the problem; a statement about the present, including his explanation for the current situation, and a statement about the future, including my expectations and the consequences of continued failure. I would also warn him that if he continues to behave as he has in the past, that he may face suspension without pay and/or possibly termination. If he reacts badly to the written warning (as he probably will), I would explain to him that it is not personal, and that although I do not wish to do so, I am required to as part of my job. (This may or may not be true, but as someone else pointed out, it deflects the blame from you to the organization's bureaucratic rules.) If he does not change after receiving repeated written warnings with progressively stronger consequence statements (I would give him at least one more), then I would have to take the next step of discussing a potential suspension without pay with Bob, and failing that, possibly termination. At each step, I would document the discussions that took place, including Bob's explanations, and what action was taken, in order to provide a complete written record to demonstrate that all of the proper disciplinary measures have been exhausted, in case we have to terminate Bob and/or in case Bob decides to take us to court.

Discipline is not punishment, and should be worked out with the employee, not against them. It is my hope that the problem will not escalate to the level of suspension and/or termination, but if it does, perhaps that is the best thing for everyone, including Bob. If he does not change, it may be that he doesn't want to change, especially after all of the effort that I will have put in to try to help him. It would be difficult to interpret his refusal to change as anything less than his not wanting to work here, and perhaps he would be happier in another organization. But hopefully, it will not come to that. Hopefully, somewhere along the line, Bob gets his act together and becomes a productive, functional employee who contributes to the well-being and progress of the organization.

Unit 3 articles

Is Your Job in Jeopardy?
http://hotjobs.yahoo.com/jobseeker/tools/ept/careerArticlesPost.html?post=68

Report: 1 in 3 employees thinking of leaving
http://www.boston.com/business/ticker/2007/04/survey_1_in_3_e.html