discipline - module 08-23-01 · administering corrective discipline is to correct a behavior or to...

BUILDING HUMAN RESOURCE MANAGEMENT SKILLS Management Skills for Success

EMPLOYEE DISCIPLINE

National Food Service Management Institute The University of Mississippi

University, Mississippi www.nfsmi.org

2001

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ACKNOWLEDGMENTS

Sincere appreciation is expressed to the following people who contributed their time and expertise in reviewing the human resource modules during various stages of development.

Dee Baker, Executive Director, Child Nutrition Programs Section Oklahoma Department of Education, Oklahoma City, Oklahoma

David Bowman, Program Administrator, Summer Food Service Program

Nutrition Education Training, Delaware State Department of Education, Dover, Delaware

Carla Broadnax, Associate, Child Nutrition Program Administration New York State Department of Education, Albany, New York

Barbara Chang, RD, School Lunch Director

Massapequa Schools, Massapequa, New York

Lynne Fellin, School Foodservice and Nutrition Specialist School Nutrition Programs, Virginia Department of Education, Richmond, Virginia

Mary Jane Getlinger, Program Coordinator, Nutrition Education and School Meal Programs

USDA Food & Nutrition Service, Midwest Regional Office, Chicago, Illinois

Rosie Jackson, Interim Director, Child Nutrition Programs New Orleans Public Schools, New Orleans, Louisiana

Gail M. Johnson, Administrative Director, Child Nutrition Programs East Baton Rouge Parish School System, Baton Rouge, Louisiana

Sandra Kangas, Director, Child and Adult Nutrition Services

Department of Education and Cultural Affairs, Pierre, South Dakota

Linda Miller, RD, Staff Specialist, Nutrition and Transportation Services Maryland State Department of Education, Baltimore, Maryland

Lorita T. Myles, Director, Child Nutrition Services Ohio Department of Education, Columbus, Ohio

Peggy Reich, Area Coordinator, Food and Nutrition Service

Cobb County Schools, Kennesaw, Georgia

Cynthia Sevier, Director of Child Nutrition Stokes County School District, Danbury, North Carolina

Bill West, Regional Consultant

Ohio Department of Education, Columbus, Ohio

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PROJECT TEAM

This project was developed under contract between the National Food Service Management Institute and The Steritech Group, Inc., Charlotte, North Carolina. National Food Service Management Institute

Jane Logan, PhD Executive Director Ellen Leppa, MEd, CFCS Project Coordinator

The Steritech Group, Inc. Mary Anne Hogue, MS, RD, LDN, FADA Administrator

Technical Expert and Content Design: Kathleen Moloney-Tarr Leadership Dynamics, Charlotte, North Carolina Nay Malloy Howell CR8VE Solutions, Charlotte, North Carolina

Pamela Bullard Vaughan Florence School District One Food Services, Florence, South Carolina

Libby Post, MS, RD, LDN Rowan/Salisbury Child Nutrition Program, Salisbury, North Carolina This project has been funded, at least in part, with Federal funds from the U.S. Department of Agriculture, Food and Nutrition Service through a grant agreement with the University of Mississippi. The contents of this publication do not necessarily reflect the views or policies of the U. S. Department of Agriculture, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government. The University of Mississippi complies with all applicable laws regarding affirmative action and equal opportunity in all its activities and programs and does not discriminate against anyone protected by law because of age, color, disability, national origin, race, religion, sex, or status as a veteran or disabled veteran.

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INTRODUCTION

The National Food Service Management Institute developed this series of modules on human resource management to meet a need for relevant materials that would provide directors and supervisors the tools to teach managers effective management skills. Learning to work with and lead employees is a never-ending journey. These materials were designed to assist the learner in developing effective people skills in the Child Nutrition Programs. A task force of state agency personnel, food service directors, and university faculty identified the topics to include in this resource.

Building Human Resource Management Skills was designed by a team of experienced child nutrition and adult learning professionals. A group of volunteer reviewers from the task force also made significant contributions to the development of this project. We are most grateful to them for sharing their time and expertise.

All of the human resource modules have been approved for continuing education credits by the

American School Food Service Association.

Steps to follow in using materials: Step 1. Review the entire module and think about its relevance to the participants. There may be resources within the community that you may want to use to enhance the learning experience. A lesson plan template has been provided for your use to facilitate teaching the human resource module content. Step 2. Check the Trainer’s Toolbox section in the modules for a list of materials planned for the session. The modules may require the use of policies and procedures, job descriptions, form, or standards specific to Child Nutrition Program personnel. Step 3. Review the Suggested Time Frames and Comments to determine time allotted for each topic in the modules. Step 4. Ensure that the learning environment, media center, classroom, cafeteria, or auditorium is comfortable for adults and conducive to learning and discussions. Step 5. The purpose of the videotapes provided in the kits is to model practices, inspire discussion, and stimulate thoughts about personal practices. Always review videotape at least once before using in class to be familiar with the content and to determine how to use it with the group. Consider the following options:

Use the tape to focus on a specific point during the session.

Encourage interaction by showing all or part of the tape, and divide the group into comfortable discussion groups of no more than 6-7 per group.

The tapes were created to provide real-life practice situations and to precipitate discussion. There are no right or wrong answers, but better and best ways to handle human relations in Child Nutrition Programs.

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HUMAN RESOURCE MODULE LESSON PLAN

Date:

Module No.: 1.6

Estimated Time: 1 Hour, 40 Minutes

Certification Credits: 1.5

Category: U Management Skills for Success

Module Title : Employee Discipline

Course Title: Building Human Resource Management Skills

Instructor: Module Content: What is to be taught? At the completion of the module, participants will be able to meet the following objectives: 1. __________________________________________________________________________ 2. __________________________________________________________________________ 3. __________________________________________________________________________ Instructional Aids, Materials, or Tools Needed: Check Trainer’s Tool Box Instructional Procedures: ºPersonal Check-In ºIcebreaker ºVideo Segment (if applicable) ºGroup activities and role playing ºChecking Out Suggested Readings: Use Suggested Readings to increase knowledge base concerning a given module topic.

Evaluation Procedures: How the instructor will determine if the material has been learned. Participants can complete evaluation form included in handout packet. Notes: Insert notes as to revisions, additions, and deletions. What went wrong/right with the module lesson plan?

Building Human Resource Management Skills National Food Service Management Institute 1

Table of Contents Overview, Objectives...........................................................................................................2 Definitions ............................................................................................................................3 Suggested Time Frames and Comments ..............................................................................4 Outline and Trainer’s Tactics...............................................................................................5 Handouts ............................................................................................................................21 Transparency Masters ........................................................................................................36

Employee Discipline


Employee Discipline

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Overview Every Child Nutrition Program operates somewhat differently in the area of employee discipline. This is based on the policies and procedures provided by the organization. This module serves as a guideline overview. Rules and regulations are essential in the operation of any organization. To some, the word discipline has a negative connotation. However, it can also mean a state of orderliness in which the members of a department or a team behave themselves according to set standards of acceptable behavior. The ultimate purpose of these standards of behavior is not to infringe on the rights of the individual worker but to promote an efficient, pleasant, and safe workplace. The most important reason for administering corrective discipline is to correct a behavior or to prevent poor performance. Each facilitator using this module will want to be thoroughly familiar with the Child Nutrition Program’s human resource procedures and appropriate written disciplinary policies and procedures.

Trainer’s Notes Think about your attitudes toward the word “discipline.” Be prepared to share your experiences to clarify the key learning points. Participants may or may not feel comfortable sharing their views on this topic. Emphasize the positive aspects of discipline. Ground Rules q Share from own

experiences. q Listen to

understand, not to judge.

q Respect others’ opinions and feelings.

q Participate at your highest level.

q Keep an open mind.

q Keep confidentiality.

q Respect the option to pass.

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Objectives

At the completion of this module, participants will be able to: q Identify those behaviors which can result in

disciplinary action. q Discuss the steps in applying positive

discipline. q Apply the “hot stove” approach to disciplinary

action. q Perform a successful disciplinary interview.


Employee Discipline

Trainer’s Toolbox Materials: Flip Chart and Stand Paper and Markers Overhead Projector Transparencies and Markers Handouts

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Definitions Progressive discipline- step-by-step program designed to correct performance problems, not merely compliance problems. “Hot Stove” discipline- an immediate, consistent, and impersonal response to a behavior with warning. Oral reprimands- verbal interaction between the employee and supervisor when they discuss the problem behaviors and expectations to change the behaviors. Written reprimands- documentation between employee and supervisor if the behavior continues or if an employee commits a serious offense.


Employee Discipline

Suggested Time Frames and Comments Total Time = 1 hour 40 minutes

Topic Comments Time Allotted Review Purpose and Objectives

Set the stage by emphasizing key points in the overview.

3 minutes

Review Ground Rules

Ask for additions and invite agreement. 5 minutes

Personal Check-In: Attitudes Toward Discipline

Allow time for personal reflection with possible discussion.

8 minutes

Icebreaker: Tools of Discipline

After small groups create lists, bring group together for discussion. Use responses to highlight the different ways we deal with discipline.

15 minutes

Definitions

Review definitions. 15 minutes

An Ounce of Prevention

Review the five components that can prevent behavior problems. Encourage discussion.

10 minutes

Behavior Problems Discuss behaviors that precipitate disciplinary action.

10 minutes

One Step at a Time Review the steps in administering corrective actions. Use unit policies and procedures for this section of the in-service.

5 minutes

Disciplinary Action Plan in Your Organization

Discuss the disciplinary action plan in effect for your organization.

5 minutes

Reality Practice Work in small groups to consider the options for this reality practice.

5 minutes

Let’s Talk About It Discuss the disciplinary action interview. 4 minutes Reality Practice Role-play the disciplinary action interview. 8 minutes Reversal of Disciplinary Action

Discuss the reversal of disciplinary action. 4 minutes

Checking Out: Action Plan

Personal Reflection and Action Plan. 3 minutes


Employee Discipline

Outline Trainer’s Tactics Personal Check-In: Attitudes Toward Discipline Reflect on your attitudes toward discipline. Think how you feel when you are disciplined by an authority figure as well as how you feel about disciplining employees. 1. When I am disciplined by an

authority figure, I feel _______________. (Examples: threatened, uncomfortable, comfortable, relieved, etc.)

2. When I am disciplined by an authority figure, I immediately _____________. (Examples: listen, defend my position, refuse to accept responsibility, look for excuses etc.)

3. Following the disciplinary process, I ________________. (Examples: change behavior, make no changes, etc.)

4. When I need to discipline an employee, I feel _______________. (Examples: prepared, uneasy, confident, threatened, etc.)

5. During the disciplinary process, I expect the employee to ___________. (Examples: listen, look at me, get angry, storm out of the room, etc.)

6. Following the disciplinary process, I expect an employee to ____________. (Examples: change behavior, make no changes, etc.)

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Personal Check-In: Attitudes Toward Discipline Allow participants time to reflect on their own attitudes about both being disciplined and giving discipline. Focus on the positive aspects of discipline and the desired responses derived from the disciplinary process. Ask participants to share corrective action which they have received positively. Did it work? Why? Remember that a manager who does not receive corrective action herself is less likely to give corrective action appropriately to an employee. Use the handout on page 23.


Employee Discipline

Outline Trainer’s Tactics Icebreaker: Tools of Discipline 1. Discipline is a word that has both

positive and negative meanings. When you have been disciplined by an authority figure, how did you handle it? Consider the following kitchen tools and choose the one that best represents how you received discipline.

Sponge Ringing Timer Spatula Silent Timer Paddle Teapot Peeler Strainer Masher Kitchen Shears Sieve

2. Think about how you discipline employees. Consider the following kitchen tools and choose the one that best represents how you give discipline.


3. Select a partner who has chosen different pieces of equipment for the questions above. With your partner, explain your choices. What similarities and differences do you hear in how you respond to discipline?

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Icebreaker: Tools of Discipline Allow partic ipants time to think about how they receive and give discipline. After they have chosen one kitchen tool for receiving discipline and one tool for giving discipline, give them time to talk with a partner to explain their choices. Lead a discussion with the large group to identify and to discuss the most common responses and why they were chosen. Record responses on a blank transparency or flip chart paper. Use the handout on page 24.


Employee Discipline

Outline Trainer’s Tactics Definitions Progressive discipline- step-by-step program designed to correct performance problems, not merely compliance problems.

“Hot Stove” discipline- an immediate, consistent, and impersonal response to a behavior with warning.

Oral reprimands- verbal interaction between the employee and supervisor when they discuss the problem behaviors and expectations to change the behaviors.

Written reprimands- documentation between employee and supervisor if the behavior continues or if an employee commits a serious offense.

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Definitions Each step in a progressive discipline program is a reminder of expected performance and should emphasize the employee’s responsibility for his own behavior. It is the manager’s responsibility to provide the tools in order for the employee to meet expectations. As children, our parents cautioned us NOT to touch a hot stove. When we did so anyway, the response to the behavior in addition to pain was immediate, consistent, and impersonal. Everyone gets burned; it happens the moment you touch the stove, and it will always burn as long as the stove is hot. This is the way disciplinary action should be administered. The objective of this step in the disciplinary process is to outline the expectations and to ensure that they are understood by employee and supervisor alike. The employee should express commitment to make behavior changes to meet the set expectations. Even though this is an “oral” warning, documentation should be in place. Depending on the event, it can occur before or after the reprimand. The written reprimand should be a review of the expectations set and the reasons why they have not been met or why behavior changes have not occurred. Again the commitment of the employee to change the behavior is essential. Any changes and expectations must be clearly identified. At this point, a timeline should be set for a performance review based on the new expectations. Human resources department should be involved in this step. Documentation of problems and expectations again follows this meeting. Copies of written reminders are also placed in the employee files. These definitions are found on page 22.


Employee Discipline

Outline Trainer’s Tactics An Ounce of Prevention q Good communication q Definite line of authority q Employee training q Work schedules q Good working conditions

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An Ounce of Prevention q Good communication- Ensure that the

employees are clear on what the expectations are for good behavior. List those behaviors that can precipitate disciplinary actions.

q Definite line of authority- Employees need

to understand who is the person in charge at any given time. There should be no question regarding who is the decision-maker.

q Employee training- Expectations cannot be

met if the employee is unaware of what they are. She will not be able to perform within the guidelines unless she knows what the guidelines are.

q Work schedules- Work times and job

descriptions are essential to clarify employees’ duties and responsibilities.

q Good working conditions- Overall job

satisfaction will play a role in improving negative behaviors.

Use the handout on page 25.


Employee Discipline

Outline Trainer’s Tactics Behavior Problems Which employee behaviors precipitate the most disciplinary action in your unit? Using the list on the other side, have employees rank them from least to most or categorize them as: Minor: Needs clearing up, but not serious. Major: Serious, needs to be fixed. Super Nova: Big Deal! Lawsuit or dismissal.

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Behavior Problems Discuss with all employees the behaviors that precipitate disciplinary action. These more than likely are found in the employee handbook of your Child Nutrition Program. Be clear on what is expected of each employee and obtain feedback that it is understood. q Attendance § Absenteeism § Tardiness § Absence without authorization § Leaving job prior to completion of shift § Sick leave abuse § Proper notification of time away from

work q Conduct § Negligence in the performance of duties § Violation of safety practices § Harassment (verbal, sexual, physical) § Failure to follow specific instructions § Threatening or interfering with other

employees § Giving false information to supervisor

or manager § Fighting (verbal, physical) § Immoral or indecent conduct § Falsifying records § Insubordination, belligerence § Theft § Possession of weapons, firearms,

controlled substances § Deliberate destruction or abuse of

employer’s property Use the handout on page 26.


Employee Discipline

Outline Trainer’s Tactics Behavior Problems

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Behavior Problems q Work Performance § Unsatisfactory work (quality, quantity,

effort, safety violations) § Excessive time away from work station § Poor housekeeping § Sleeping on the job



Employee Discipline

Outline Trainer’s Tactics One Step at a Time Think about the steps you follow in disciplining an employee. Set up a scenario and use each of these techniques as the situation worsens. Examples could be: 1. Two employees in the same kitchen

who constantly bicker with each other.

2. Employees removing food from the kitchen.

3. Employees not following the work schedule resulting in not enough or too much food being prepared, etc.

q Informal talk

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One Step at a Time

The recommended steps in progressive disciplinary action are just examples of the process. Those organizations whose workers belong to a labor union will have their disciplinary process clearly outlined, and union representatives must be involved according to the established contract. The majority of Child Nutrition Programs will also have their prescribed guidelines set either by the school board or governing organization responsible for food service. q Informal talk- Address minor infractions

with the employee (late one time, minor violation of uniform guidelines, etc.). Use constructive feedback and talk with the employee about expectations for job performance (for example, time to start shift, company policies, etc.), provide number of times and dates of infractions, inquire of employee if there are any mitigating circumstances limiting his meeting company guidelines. Maintain a positive atmosphere and reaffirm the employee’s sense of responsibility to perform correctly in the future.



Employee Discipline

Outline Trainer’s Tactics One Step at a Time q Oral reprimand q Written reprimand

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One Step at a Time

q Oral reprimand- This is a more formal

discussion than the informal talk. This is the next option in the progressive reprimand process when the problem behavior is not corrected or when it increases in frequency and starts to affect others. (Other employees have to pick up the workload.) An attempt should be made to get the employee to verbalize a commitment to change his behavior, and the timeline for compliance should be established. Formal documentation should accompany the oral reprimand with copy for the employee’s file and for the employee.

q Written reprimand- When behavior

problems continue or when an employee commits a serious offense, a written reprimand is in order. This may be necessary even if the employee has not been previously counseled. At this point, the organization’s human resources department should become involved. Discuss that the initial commitment was not met and try to determine why. The written reprimand should be explicit in explaining the consequences of continued problems. This step is followed by formal documentation with a copy for the employee’s file and for the employee. Make sure all appropriate signatures (including the employee’s) are provided. Timelines for correction of behavior should be clearly stated.



Employee Discipline

Outline Trainer’s Tactics One Step at a Time q Leave without pay/suspension q Termination

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One Step at a Time

q Leave without pay/suspension- The

actions incurred require immediate removal of the employee from the premises. This may occur with or without pay and can occur without any previous write-ups. The employee should take this time to think about his future within the structure and his commitment to change the problem behaviors.

q Termination- This may be the most

difficult action to take. It should be taken after careful consideration and in conjunction with representatives of the human resources department. The employee should be given a written notice of termination and requested to sign a receipt of it. Follow Child Nutrition Program procedures to check out the employee.



Employee Discipline

Outline Trainer’s Tactics Disciplinary Action Plan in Your Organization Discuss the disciplinary action plan in effect for your organization.

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Disciplinary Action Plan in Your Organization As time permits, break up into small discussion groups. Discuss the disciplinary action plan in effect for your organization. Present your employees with copies of policies/procedures, forms, etc. required to complete this process. List those offenses that are considered non-critical where these steps would be followed. If participants resist participation, then select at random offenses to discuss. Ask them to write the offenses down. Discuss those offenses for which immediate action would be taken by you or by immediate direction of the human resources department. Use the handout on page 28.


Employee Discipline

Outline Trainer’s Tactics Reality Practice: Case Study The Missing Nuggets You are the cafeteria manager. You noticed foil sticking out Mary’s coat pocket last week as she was leaving work. Today, Mary doesn’t know you observed her putting a box of chicken nuggets in her car as she rolled the trash cans to the dumpster. When you count up and total inventory at the end of the day, you are short approximately one case of chicken nuggets. What do you do? What disciplinary action would your Child Nutrition Program take?

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Reality Practice: Case Study The Missing Nuggets Have participants work in small groups to consider the options for this Reality Practice. Use the handout on page 29.


Employee Discipline

Outline Trainer’s Tactics Let’s Talk About It 1. Be calm. 2. Be fair. 3. Be informed.

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Let’s Talk About It 1. Prior to conducting a disciplinary interview,

make sure you respond in a timely fashion but that you are not emotionally upset by the situation. As a manager, it is imperative to maintain a neutral position during the interview. The employee must also have the opportunity of a calm, private environment to discuss the problems which may be causing the unacceptable behaviors.

2. Remember, the ultimate goal of disciplinary

action is to correct a behavior, not to punish. The manager must ensure that the disciplinary action to be taken is not the result of a rash decision. Any behavior changes that the manager may want to elicit from the employee must come in an environment of trust and fairness. All employees must be measured by the same standards. Take into consideration any special circumstances.

3. While discussing the problem behaviors

with employees, refrain from generalized statements or judgmental statements. Use a calm tone of voice. Compile a list of times and dates when the behaviors were exhibited and the effect on the operation.



Employee Discipline

Outline Trainer’s Tactics Let’s Talk About It 4. Be clear. 5. Be positive.

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Let’s Talk About It 4. Be clear as to the expectations for change

and establish a timeline to meet those expectations. Ensure that the employee knows the organizational or department standards she has to meet. Elicit input from the employee, as change will not be long-lasting unless there is a personal commitment from the employee. Also, be clear as to the consequences if the expectations are not met as agreed.

5. Even though you are dealing with an

unacceptable behavior, be encouraging to the employee. Sincere expressions of confidence that the behavior will be changed will help the employee commit to change.



Employee Discipline

Outline Trainer’s Tactics Reality Check: Role-Play Role-play is included as a handout in the module.

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Reality Check: Role-Play Divide the participants into pairs. Assign the roles of manager and employee. Review the five components of disciplinary action interview. Participants playing the role of the manager will conduct the interviews. Participants playing the role of the problem employee may act as they choose toward the manager. Discuss the results of the interview and how each participant felt during the process. Use the handout on page 31.


Employee Discipline

Outline Trainer’s Tactics Reversal of Disciplinary Action 1. Disciplinary action is not necessarily

a permanent action. 2. The successful disciplinary action

will result in behavior change, not termination.

3. Positive outcome should be encouraged and recognized.

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Reversal of Disciplinary Action Every step of this process should have clear guidelines established as to the number of times each step will be taken (i.e., one oral warning, two written warnings in the same offense, etc.). There should also be clear guidelines to reverse any disciplinary action as the behavior changes and is no longer a problem. Be certain to follow the program and/or labor union policy. For example, an employee has received an oral warning for being consistently late. After a long discussion with the supervisor, he has committed to timely arrival. Six months have passed, and he has been on time every day. At this time, the supervisor should have a conference with the employee and discuss the improvement in the behavior and indicate that any documentation will be eradicated from his record. The same would be true for written warnings. Employees should be commended on improved performance all along during the period covered by the warnings. Use the handout on page 32.


Employee Discipline

Outline Trainer’s Tactics Checking Out: Action Plan Reflect on your attitudes toward discipline. What do you want to change about how to accept or give discipline? Develop an action plan to help you achieve your goals. Goals 1. When I am disciplined by an

authority figure, I want to _________________.

2. Following the disciplinary process, I want to _______________________.

3. When I need to discipline an employee, I will _______________.

4. Following the disciplinary process of an employee, I will ____________.

Plan 1. List steps I must take to achieve each

goal. 2. List resources or outside help I will

need to achieve my goals. Evaluation 1. I will determine success in meeting

my goals by:

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Checking Out: Action Plan Encourage participants to think about their strengths and weaknesses in receiving and implementing corrective actions. Follow-up assistance may be required to help managers implement their action plans. Use the handout on page 33.


Employee Discipline

Handouts: Table of Contents

Handouts: Table of Contents q Objectives and Definitions ........................................................................................22

q Personal Check-In: Attitudes Toward Discipline ..................................................23

q Icebreaker: Tools of Discipline ................................................................................24

q An Ounce of Prevention ............................................................................................25

q Behavior Problems .....................................................................................................26

q One Step at a Time .....................................................................................................27

q Disciplinary Action Plan in Your Organization......................................................28

q Reality Practice: Case Study ....................................................................................29

q Let’s Talk About It ....................................................................................................30

q Reality Practice: Role-Play ......................................................................................31

q Reversal of Disciplinary Action................................................................................32

q Checking Out: Action Plan ......................................................................................33

q Evaluation Form ........................................................................................................34

q Suggested Readings ....................................................................................................35


Employee Discipline

Handout: Objectives and Definitions

Objectives

At the completion of this module, participants will be able to:

q Identify those behaviors which can result in disciplinary action. q Discuss the steps in applying positive discipline. q Apply the “hot stove approach” to disciplinary action. q Perform a successful disciplinary interview.

Definitions Progressive discipline- step-by-step program designed to correct performance problems, not merely compliance problems.

“Hot Stove” discipline- an immediate, consistent, and impersonal response to a behavior with warning.

Oral reprimands- verbal interaction between the employee and supervisor when they discuss the problem behaviors and expectations to change the behaviors.

Written reprimands- documentation between employee and supervisor if the behavior continues or if an employee commits a serious offense.


Employee Discipline

Handout: Personal Check-In: Attitudes Toward Discipline

Personal Check-In: Attitudes Toward Discipline Reflect on your attitudes toward discipline. Think how you feel when you are disciplined by an authority figure as well as how you feel about disciplining employees. 1. When I am disciplined by an authority figure, I feel ______________________________.

(Examples: threatened, uncomfortable, comfortable, relieved, etc.) 2. When I am disciplined by an authority figure, I immediately _______________________.

(Examples: listen, defend my position, refuse to accept responsibility, look for excuses, etc.) 3. Following the disciplinary process, I __________________________________________.

(Examples: change behavior, make no changes, etc.) 4. When I need to discipline an employee, I feel ___________________________________.

(Examples: prepared, uneasy, confident, threatened, etc.) 5. During the disciplinary process, I expect the employee to _________________________.

(Examples: listen, look at me, get angry, storm out of the room, etc.) 6. Following the disciplinary process, I expect an employee to _______________________.

(Examples: change behavior, make no changes, etc.)


Employee Discipline

Handout: Icebreaker: Tools of Discipline

Icebreaker: Tools of Discipline 1. Discipline is a word that has both positive and negative meanings. When you have been

disciplined by an authority figure, how did you handle it? Consider the following kitchen tools and choose the one that best represents how you received discipline.


2. Think about how you discipline employees. Consider the following kitchen tools and choose the one that best represents how you give discipline.


3. Select a partner who has chosen different pieces of equipment for the questions above. With your partner, explain your choices. What similarities and differences do you hear in how you respond to discipline?


Employee Discipline

Handout: An Ounce of Prevention

An Ounce of Prevention q Good communication- Ensure that the employees are clear on what the expectations are for

good behavior. List those behaviors that can precipitate disciplinary actions. q Definite line of authority- Employees need to understand who is the person in charge at any

given time. There should be no question regarding who is the decision-maker. q Employee training- Expectations cannot be met if the employee is unaware of what they

are. She will not be able to perform within the guidelines unless she knows what the guidelines are.

q Work schedules- Work times and job descriptions are essential to clarify employees’ duties

and responsibilities. q Good working conditions- Overall job satisfaction will play a role in improving negative

behaviors.


Employee Discipline

Handout: Behavior Problems

Behavior Problems Which employee behaviors precipitate the most disciplinary action in your unit? q Attendance § Absenteeism § Tardiness § Absence without authorization § Leaving job prior to completion of shift § Sick leave abuse § Proper notification of time away from work

q Conduct § Negligence in the performance of duties § Violation of safety practices § Harassment (verbal, sexual, physical) § Failure to follow specific instructions § Threatening or interfering with other employees § Giving false information to supervisor or manager § Fighting (verbal, physical) § Immoral or indecent conduct § Falsifying records § Insubordination, belligerence § Theft § Possession of weapons, firearms, controlled substances § Deliberate destruction or abuse of employer’s property

q Work Performance § Unsatisfactory work (quality, quantity, effort, safety violations) § Excessive time away from work station § Poor housekeeping § Sleeping on the job


Employee Discipline

Handout: One Step at a Time

One Step at a Time Think about the steps you follow in disciplining an employee. Set up a scenario and use each of these techniques as the situation worsens. Examples could be: 1. Two employees in the same kitchen who constantly bicker with each other. 2. Employees removing food from the kitchen. 3. Employees not following the work schedule, resulting in not enough or too much food being

prepared, etc. q Informal talk q Oral reprimand q Written reprimand q Leave without pay/suspension q Termination


Employee Discipline

Handout: Disciplinary Action Plan in Your Organization

Disciplinary Action Plan in Your Organization Discuss the disciplinary action plan in effect for your organization.


Employee Discipline

Handout: Reality Practice: Case Study

Reality Practice: Case Study The Missing Nuggets You are the cafeteria manager. You noticed foil sticking out of Mary’s coat pocket last week as she was leaving work. Today, Mary doesn’t know you observed her putting a box of chicken nuggets in her car as she rolled the trash cans to the dumpster. When you count up and total inventory at the end of the day, you are short approximately one case of chicken nuggets. What do you do? What disciplinary action would your Child Nutrition Program take?


Employee Discipline

Handout: Let’s Talk About It

Let’s Talk About It 1. Be calm- Prior to conducting a disciplinary interview, make sure you respond in a timely

fashion but that you are not emotionally upset by the situation. As a manager, it is imperative to maintain a neutral position during the interview. The employee must also have the opportunity of a calm, private environment to discuss the problems which may be causing the unacceptable behaviors.

2. Be fair- Remember, the ultimate goal of disciplinary action is to correct a behavior, not to

punish. The manager must ensure that the disciplinary action to be taken is not the result of a rash decision. Any behavior changes that the manager may want to elicit from the employee must come in an environment of trust and fairness. All employees must be measured by the same standards. Take into consideration any special circumstances.

3. Be informed- While discussing the problem behaviors with employees, refrain from

generalized statements or judgmental statements. Use a calm tone of voice. Compile a list of times and dates when the behaviors were exhibited and the effect on the operation.

4. Be clear- Be clear as to the expectations for change and establish a timeline to meet those

expectations. Ensure that the employee knows the organizational or department standards she has to meet. Elicit input from the employee, as change will not be long- lasting unless there is a personal commitment from the employee. Also, be clear as to the consequences if the expectations are not met as agreed.

5. Be positive- Even though you are dealing with an unacceptable behavior, be encouraging to

the employee. Sincere expressions of confidence that the behavior will be changed will help the employee to commit to change.


Employee Discipline

Handout: Reality Check: Role Play

Reality Check: Role-Play Interview Activity: Walena has been late at least three days per week since school started. Initially, she would come in, would be very apologetic, and report to her workstation. Now she just walks in and simply goes to work. School has been in session for two and a half months now, and her co-workers are not pleased. There is obvious tension when the other workers are around her due to her attitude and the increased workload on them. What should the manager do? Role-play either the manager or the employee.


Employee Discipline

Handout: Reversal of Disciplinary Action

Reversal of Disciplinary Action 1. Disciplinary action is not necessarily a permanent action. 2. The successful disciplinary action will result in behavior change, not termination. 3. Positive outcome should be encouraged and recognized.


Employee Discipline

Handout: Checking Out: Action Plan

Checking Out: Action Plan Reflect on your attitudes toward discipline. What do you want to change about how to accept or give discipline? Develop an action plan to help you achieve your goals. Goals 1. When I am disciplined by an authority figure, I want to ___________________________ 2. Following the disciplinary process, I want to ___________________________________ 3. When I need to discipline an employee, I will ___________________________________ 4. Following the disciplinary process of an employee, I will _________________________ Plan 1. List steps I must take to achieve each goal. 2. List resources or outside help I will need to achieve my goals. Evaluation 1. I will determine success in meeting my goals by:


Employee Discipline Handout: Evaluation Form

Please check the response below that best describes your feelings about this program:

Question Agree Unsure Disagree Comments 1. Topic is of interest to

me as a manager.

2. Topic is important to

my job.

3. Content is useful in

my job as a manager.

4. Handouts help me

understand the topic better.

5. List one or more things you can do to improve your disciplinary actions in your job after

attending this in-service:

6. My supervisor can help me improve disciplinary actions in my workplace by:

General Comments: Thank you for taking the time to complete the evaluation form. Have a great day!


Employee Discipline

Handout: Suggested Readings

Suggested Readings Broadwell, M.M. & Dietrich, C.B. (1998). The new supervisor (5th ed.). Reading, PA:

Addison-Wesley. Carr, C. (1995). The new manager’s survival manual (2nd ed.). New York: John Wiley and

Sons, Inc. Fournies, F.F. (1999). Why employees don’t do what they are supposed to and what to do

about it. Washington, DC: McGraw-Hill. Haimann, T. (1973). Supervisory management for health care institutions. St. Louis, MO:

The Catholic Hospital Association. Nichols, G. (1997). Taking the step up to supervisor. Des Moines, IA: American Media

Publishing. Rinke, W.J. (1989). The winning foodservice manager: Strategies for doing more with less.

Rockville, MD: Achievement Publishers.


Employee Discipline

Transparency Masters

Transparency Masters Transparencies are available in two formats. Landscape formatted transparencies are provided using Microsoft WordTM. A PowerPointTM presentation format is also available. 1. Objectives 2. Definitions 3. Definitions 4. Personal Check-In: Attitudes Toward Discipline 5. Personal Check-In: Attitudes Toward Discipline 6. Icebreaker: Tools of Discipline 7. Icebreaker: Tools of Discipline 8. Icebreaker: Tools of Discipline 9. An Ounce of Prevention 10. Behavior Problems 11. One Step at a Time 12. Disciplinary Action Plan in Your Organization 13. Reality Practice: Case Study 14. Let’s Talk About It 15. Reality Check: Role-Play 16. Reversal of Disciplinary Action 17. Checking Out: Action Plan 18. Checking Out: Action Plan

discipline - module 08-23-01 · administering corrective discipline is to correct a behavior or to...

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