MODULE 6 Managing Employees · Module 6 Managing Employees Participant Workbook MODULE 6 Managing...
Transcript of 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
2 Module 6 Managing Employees Participant Workbook
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.
3 Module 6 Managing Employees Participant Workbook
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.
4 Module 6 Managing Employees Participant Workbook
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?
5 Module 6 Managing Employees Participant Workbook
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?
6 Module 6 Managing Employees Participant Workbook
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?
7 Module 6 Managing Employees Participant Workbook
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:
8 Module 6 Managing Employees Participant Workbook
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.
9 Module 6 Managing Employees Participant Workbook
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.
10 Module 6 Managing Employees Participant Workbook
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.
11 Module 6 Managing Employees Participant Workbook
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.
12 Module 6 Managing Employees Participant Workbook
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.
13 Module 6 Managing Employees Participant Workbook
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.
14 Module 6 Managing Employees Participant Workbook
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?
15 Module 6 Managing Employees Participant Workbook
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?
16 Module 6 Managing Employees Participant Workbook
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?
__________________________________________________________
__________________________________________________________
17 Module 6 Managing Employees Participant Workbook
• 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?
________________________________________________________
________________________________________________________
18 Module 6 Managing Employees Participant Workbook
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
19 Module 6 Managing Employees Participant Workbook
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.
20 Module 6 Managing Employees Participant Workbook
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
21 Module 6 Managing Employees Participant Workbook
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
22 Module 6 Managing Employees Participant Workbook
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.
23 Module 6 Managing Employees Participant Workbook
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.
24 Module 6 Managing Employees Participant Workbook
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.
25 Module 6 Managing Employees Participant Workbook
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
________________________________________________________
________________________________________________________
26 Module 6 Managing Employees Participant Workbook
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.
27 Module 6 Managing Employees Participant Workbook
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.”
28 Module 6 Managing Employees Participant Workbook
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.
29 Module 6 Managing Employees Participant Workbook
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.
30 Module 6 Managing Employees Participant Workbook
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.
31 Module 6 Managing Employees Participant Workbook
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
32 Module 6 Managing Employees Participant Workbook
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
33 Module 6 Managing Employees Participant Workbook
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.
34 Module 6 Managing Employees Participant Workbook
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.
35 Module 6 Managing Employees Participant Workbook
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?
36 Module 6 Managing Employees Participant Workbook
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
37 Module 6 Managing Employees Participant Workbook
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.
38 Module 6 Managing Employees Participant Workbook
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
39 Module 6 Managing Employees Participant Workbook
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
40 Module 6 Managing Employees Participant Workbook
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.
41 Module 6 Managing Employees Participant Workbook
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
42 Module 6 Managing Employees Participant Workbook
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