Assess Employee Retention Risks


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It has been said that your most valuable asset walks out of the doors every single day and you can but hope they come back the next day – your employees!

Keeping employees from leaving a company could be as simple as engaging with them, including them, helping them develop new skills and listening to their ideas. While that sounds deceptively simple, not every leader finds it easy to act when they hear that advice.

Get the facts

Before taking action it is almost always a good idea to get the facts first. Do we have an issue? If so, where are we most at risk? In the case of employees the questions may be – who may be most at risk of leaving the company and what can I (as manager/supervisor/coach) do to avoid that?

The self audit list below may be a good place to start assessing how much anyone on your team may be tempted to leave your team or the company.

Self Audit template

Completing the checklist requires you to answer yes or no to a series of statements as they would apply to each employee on your team. Once you have completed the assessment, add up the numbers of “no” answers you have for each employee and use the Score guide at the top of the page to determine whether each employee would be in the low, medium or high risk from an employee retention perspective.

The next risk to assess, is the impact it would have on your project or team if that particular employee decided to leave. Look at each employee (each column) and consider the unique skills and talents that he or she brings to the project and rate the impact that his/her (unplanned) voluntary departure could have – low, medium or high.

Map it

Where to start? Map the answers from the self audit sheet onto the graphic below. The risk that each employee could decide to leave on the horizontal access and the impact on the project, in case that employee did leave, on the vertical axis.

Then write down the names of employees that would be in the “green zone” vs the “yellow zone” vs the “orange zone”.

The orange area requires immediate and high focus, the yellow zone does require focus, but less so. The green zone requires maintenance. Do not assume that because a retention risk is low today it would stay that way for years. Many talented employees get calls and offers from other companies and recruiters all the time! This means you should never stop reminding them why you are happy that they are on your team! And don’t only tell them, show them! Celebrate milestones and successes, recognize them in meaningful ways and show them how working with your team or company is the right long-term strategy for them. Make sure you offer them advantages towards their overall life goals, their career goals, their work-life balance goals etc.

Take action

Once you know where to focus, use the last worksheet as a checklist for areas where you can lower the risk that someone may consider leaving the team.

Use one checklist per employee and make sure that you have conversations with each employee about the areas where you either did not know the answers (looking at the self-audit worksheet) or you have not said anything to an employee about a particular area.

When it doesn’t work

Sometimes employees will leave for reasons you could neither foresee nor control and though it may negatively impact your team or project, you would need to hire someone else or promote someone else into the role that had become vacant. Make sure you are always developing several employees on your team to take on more tasks and responsibilities. A good pipeline of developing leaders is your best strategy for growth and also for voluntary employee turnover. Parting on good terms when valuable employees leave always leaves the door open for their potential return in the future.

Using this focused approach to assess your employee retention risk exposure does not guarantee that valued employees will not leave. it is simply a prudent way to keep an eye on your biggest assets, employees, and it supports the process of taking timely actions to lower those risks.

Steps to creating a life you love


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When someone wants to change something about his or her life or create new outcomes in key areas, they often need more than just someone telling them to create goals and then implement it. Most people seem to need the steps more clearly spelled out and a workbook or playbook is something they really appreciate. 
 
The steps can be broken down in this way, shown below. You can also download a workbook from this LINK which goes to a googledrive where the document can be downloaded for free.

Step 1:

Understand the process:

 
202005 step1 howto

Step 2:

What matters to you?

Being clear on what matters to you, makes it easier to understand WHY you would want more of some things in your life and less of other things. While most people think they know the answers to these questions, you will notice how much clearer it gets when you have to write it down and then read it back to yourself. 

202005 step2 myvalues

Step 3:

Do I have time for this?

Most of us could have more time to work on projects that matter to us if we simply started eliminating activities that do not add value to our lives – based on what is important to us. The next two sheets first of all helps to highlight how you spend your weeks (typically) and then helps you identify how much time you could free up for working on activities to gets you closer to a life that would matter to you and which you could love.

202005 step3a mytime

202005 step3b mytime

Step 4:

What I would like to achieve

This sheet starts with jotting down new outcomes that one would like to see in some key areas and then to the right planning on which months of the year (if that matters) one plans to work on each area. The objective would be to avoid having competing priorities among improvement projects. Spacing them out over a year period helps to ensure you keep your focus while making progress in the most important areas over a 12-month period. Note that it is almost always a good idea to pick only maybe two or three projects to work on every month to avoid overload which leads to feeling demotivated.

202005 step4 mygoals

Step 5: 

How will I move forward?

This step gets into more detail. There is an area to select what the next step may be for each of the projects you want to work on – is it more information you need or do you need to reach out to people to sell to or learn from? Or is it time to build a prototype of your idea and try it out? The page continues with identifying whom you know who could help with advice or possibly introduce you to someone who could help you. And then finally identifying where you need to do some research to find out more about what you could explore next and which organizations in your area may be able to help you move forward. 

202005 step5 mypath

Step 6:

What is my plan for the next few months?

Looking at what needs to be investigated or done over the next few months, this sheet provides a space to keep track of the top 2 or 3 things you would like to achieve this month to move forward on the projects you have picked for the next few months. There is also a handy check-box which helps you keep track of completed activities versus ones that are still open.

202005 Step6 MyPlan

Step 7:

How am I doing?

Sometimes we start on the path of working on life improvement projects and then we get stuck. There are many reasons why we might get stuck but getting unstuck is not always easy. This sheet helps you do that. Taking you from your original objectives, this sheet helps you acknowledge how far you got and what you have completed. Then it helps you think through what the next steps would be to continue making proglress and to recognize if you need to stop to ask for advice or get more information in order to move forward. 

202005 Step7 MyProgress

Step 8:

Go back to step 2 and renew your plans

When you have worked through the sheets and some months have passed it is a good idea to go back and review the reasons you are working on the projects – which are captured in step 2. And then follow through each of your completed sheets to see what would you want to change or add to your planning to renew your approach. Some projects end up unfinished because they seem less important once you have taken more time to do research and talk to people with more knowledge in an area. It is okay to decide to abandon those projects – if they do not matter to you anymore. 

Other new projects may be started while a few may continue from your earlier efforts and enter new phases – maybe you are ready to finalize a website or start selling something you have been meaning to put on the market. 

I hope these workbook/playbook pages have given you new enthusiasm to plan out and move forward on creating more outcomes in your life that matter to you resulting in having a life that you love! 

 

Assigning Roles for Meetings


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Have meetings felt unproductive and have not been building your confidence in the value they may have added? Was there insufficient time to consider all the options available or making the best decisions following an open discussion? Perhaps it is time to consider assigning roles to those who attend your meetings.

Productive Meetings

The reason why assigned roles work is that meeting participants are often not fully engaged in asking questions, stimulating discussions, summarizing agreements reached, critically review suggestions or ideas, or ensuring that everyone there has a chance to contribute. Having a specific role to play at a meeting helps participants to focus on helping the team fully explore options, evaluate the options, and make high-quality decisions following the discussion.

The roles are specific and defined and it would require specific individuals to act accordingly for the duration of the meeting. Roles vary from being the one to bring up a lot of questions about the issues on the agenda to being someone who plays devils advocate or being the critical one when it comes to suggestions tabled for consideration. Of course, all meeting participants continue to bring their own skills, opinions, and knowledge to the meeting and are expected to contribute those to the discussions too.

How to assign roles

Roles can be assigned before a meeting, the chairperson can ask meeting participants to volunteer for the various roles before the meeting starts or the chairperson can randomly assign roles at the start of the meeting (often done by means of handout out cards which explain the task of each role on a 2×4 inch card).

Task roles to assign

Initiator/Contributor

Contributes ideas and suggestions or proposes solutions and decisions. Proposes new ideas or reframes existing ideas in a different way.

Information Seeker

Asks for clarification related to comments – are they based on verified data? Asks for information or facts relevant to the problem. Suggests when more information may be needed before making decisions.

Opinion Seeker

Asks for clarification related to comments made by meeting participants.  Find out how people feel about ideas on the table.  Include those who have not yet been able to contribute an opinion during the discussion.

Critic

In a constructive manner, verbalizes ways in which a suggestion or idea could have unforeseen negative consequences for other (internal or external) stakeholders in the implementation of such suggestion/idea.

Process guard

Indicates decision-making errors and biases which may be skewing support towards a particular outcome. Points out departures from agreed-on agenda and discussion goals. Tries to bring the group back to the central issues and raises questions about the direction in which the group is heading

Summarizer

Summarizes what has taken place and what decisions have been made to date. Reminds the group of assumptions made along the way during discussions.

Notetaker and timekeeper

Keeps notes of decisions made, and actions agreed to. Reminds the group of an approaching break/end of the meeting.

Dysfunctional roles at meetings

Sometimes meetings are unproductive because one or more meeting participant is engaging in playing a dysfunctional role during the meeting which stifles discussion, shuts down conversations, and focuses the attention in unhelpful ways. Discussing these before the meeting starts could be another way to create awareness of unproductive meeting behaviors in order to avoid them. Sometimes it can be interesting to review a meeting in hindsight to identify if anyone engaged in any of these dysfunctional roles. This would be useful to help meeting participants develop self-awareness related to their meeting participant behaviors.

dysfunctional roles

It can be a daunting task to keep track of progress, keep an eye on the clock while also making sure that actions and decisions are captured while ensuring that discussions make optimal use of the skills and experience in the meeting room. Assigning task roles to meeting participants can give you a much-improved chance of having a productive meeting which ensures full engagement of all those present.

 

 

 

 

 

Competence – getting to the top level


According to competence development, there are four levels that a learner goes through on their journey to being consciously competent at a skill they wish to be good at. Knowing which level you are at for the new skill or competency that you are trying to learn is important, but it is also true that until someone gains awareness almost nobody knows when they are at level 1.

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Level 4 is the goal that any learner wants to achieve, and it is that state of skilfulness that does not require effort to execute. Think for example of how you tie your shoelaces or drive your car. If you have been doing it for a few years you can probably have many other thoughts in your head and while you are doing it. This is possible because you have reached Level 4 in the skills required to tie your shoelaces or drive your car.

Going from Level 1 to Level 4

Level 1 means you are not skilled at something specific, but you do not know it. Until someone provides you with feedback in this area or until you are somehow confronted with the fact that you have no or limited skills in a specific area. We do not even think about that area as something we need to work on and we are often blissfully unaware of the potential development need in an area. The main way to move out of level 1 is to ask for feedback and to look for ways to understand how your behavior, actions, communications and way of working impact others.

From Level 1 to Level 2 – Get input. When was the last time you asked a friend, a co-worker or a family member “Tell me one thing that I would have to get better at if I would be a better friend/co-worker/member of this family or better at my job?”

Going from Level 2 to Level 3 – Learn and practice using new ways of doing or thinking. This is where the heavy-lifting comes into play. To make this transition of learning a new skill takes focus, dedicating time in your busy schedule to actively acquire a new skill. This requires a lot of discipline and you will not only need to schedule the time for this, but you will need to practice what you are learning on a regular basis and keep track of your own progress. It is important also in this stage to get input from others so that you can gauge the progress you are making towards acquiring and demonstrating skilfulness in new areas.

Going from Level 3 to Level 4 – It just happens. There comes a day when someone mentions that you have been demonstrating your skills in a new area without you being aware of making the effort. At that time, you will have acquired an unconsciously skilled state whereby you no longer need to focus or concentrate very hard in order to demonstrate your skill in a particular area.

What is the value of using this model?

If you are a trainer, it is important to know at which stage your training participants are because it would drive the kinds of information you make available, the kinds of practice sessions you build into your training class and the kinds of tests you provide for them to measure their progress. A pre-test or exercise can often help determine the level of awareness and knowledge that training participants have in the skills area(s) that you will be focusing on during the class. For example, a trainer may use more assessments to increase awareness if the class is at level 1 or the trainer may use more practical exercises and instructional sessions if the person is at level 2 or 3.

As a mentor, it is important to understand not only the goals and development needs that a mentee would like to work on but also what his or her current level of competence is in that particular area. This knowledge helps you to provide helpful guidance to help him or her reach the next level of competence.

As a leader of a department or a function, you will likely have people within your group or team that are at different levels of competence. Situational Leadership will be required from you as you assign tasks, delegate or provide feedback to each person focusing on the level of competence that he or she is at for that particular skill set that is needed.

Having a framework and process for moving from unconscious incompetence to being consciously competent helps mentors and learners. It is easier to select the right developmental tool or resource for development when it is clear which level of being skilled the learner is at. And the starting point is most often the results from 360 reports for leaders or communication and collaboration style feedback tools and exercises.

∆ – ∆ – ∆ – ∆ – ∆ – ∆

Note 1:
In February 1969, management trainer Martin M. Broadwell called the model “the four levels of teaching”. Paul R. Curtiss and Phillip W. Warren mentioned this model in their 1973 book The Dynamics of Life Skills Coaching. In the late 1970s, this model was used at Gordon Training International by its employee Noel Burch. He called it the “four stages for learning any new skill”. Later the model was frequently (but incorrectly) attributed to Abraham Maslow, although the model does not appear in his major works.

Leadership Behavior Scorecard


201906 blog picThe behavior of leaders is a very powerful indicator of how a company truly operates from a people perspective. Which aspects of the business are mostly focused on by leaders? How are decisions made and communicated? Most change initiatives include specific behaviors which leaders need to role model in order to ensure a successful outcome for the initiative.

The typical approach to measure how leaders are behaving is to obtain input from those around each leader – those who interact with the leader on a regular basis.  The groups of people asked to provide ratings for each leader could be:

  1. People who report to the leader
  2. People who are colleagues of the leader
  3. People who are more senior than the leader
  4. If appropriate – external parties who interact with the leader on a regular basis.

The process of assessing leadership behavior typically follows these basic steps: Collecting ratings, consolidating the ratings, providing feedback to leaders and using the results to plan further actions as needed.

201906 process

The tool needed for this exercise needs to be developed, reviewed and agreed and then introduced before the process starts. Once the key behavioral elements are defined, a tool is needed to capture feedback from others about leadership behaviors. The tool I am sharing is an excel spreadsheet which can be shared with or emailed to those who need to provide ratings and comments regarding the desired behaviors for each leader that they interact with on a regular basis. Some people automate the feedback gathering using a free tool like http://www.surveymonkey.com

Free resource (Clicking on the colored text links to googledrive where you can download the excel spreadsheet for free)

Process notes:

  • Behaviors used for ratings have to be very well defined so that they can be observed and does not require someone to guess at the intentions or motivations of the leader. A behavior must be observable or produce visible results.
  • Ask raters to add comments to help you interpret the scores. This understanding enables the creation of realistic follow-up actions after the results are available.
  • Ratings should not be requested too often – raters get “survey-fatigue” and your results become less meaningful.
  • The objective is for the tool to support the leaders by providing helpful and actionable feedback. The tool also helps to understand how the change initiative is progressing towards desired milestones.

You will notice in the shared resource (tool) example that leadership behaviors were defined in 4 categories: Commitment Behaviors, Communication Behaviors,  Teamwork/Collaboration Behaviors, and Safety Behaviors. Your categories will be determined by your own change initiative and you will need to also define the specific behaviors that are desirable for leaders given your project. Simply use the downloaded excel sheet and type over the category names and behavior definitions to create your own Leadership Behavior Scorecard.

Important watch-outs:

  • Be careful when you consolidate the results from various raters. If you had agreed to keep rater identities confidential, summarize the results by subgroup. Provide an average per subgroup for each of the behavioral elements. Do not provide a subgroup score if there were less than 3 raters.
  • Follow-up actions should also include recognition/appreciation for those leaders who are role modeling the desired behaviors in the organization.
  • Consider using some examples from the higher ratings to create case studies to the organization. It is easier for employees to understand how to apply desired behaviors when they receive actual examples that illustrate how decisions were made or implemented using the desired behaviors. An example makes it easier for others to follow.

The tool is relatively simple to use, but it is vital that it is designed well and introduced correctly into the organization. Assessment tools can be seen as a negative element if the objectives and the way results will be helpful (to the organization and those who are assessed) are not communicated appropriately.

Preparing for a Team Session


201905The success of team events or sessions can be more predictable when facilitators gather information from invited participants and stakeholders before planning the agenda, activities, and presentations.  Knowing more about the current issues and expectations can greatly enhance your chances of ensuring the team faces what they need to focus on and deal with that in a constructive way.

The free resource I am sharing today (from googledrive) is a list of pre-session interview questions which could help you get a good foundation about the team: what is working, what could be better and how each of the interviewees sees the situations faced by the team.

Click here to access the list of interview questions 

Some important notes about pre-session interviews:

  • If the team members do not know you (the facilitator) yet, be sure to introduce yourself to each interviewee and mention your role in the upcoming planned session. They may have additional questions about your background and experience in this area and why you are working on the planned session. Be prepared to summarize these points before you get into the interview.
  • Make sure you can explain to what degree the responses will be confidential. You would typically want to share a summary of responses with the session attendees to help set the scene on the day and perhaps use that to initiate a discussion or lead into an activity to address something that was mentioned by several participants during the interview. Will you be word-smithing the responses to protect the identity of interviewees? Or will you share the raw data? You need to be transparent about that.
  • Why are you asking? Be sure to explain how the answers and responses will be used to plan the session and help the team move forward and past any obstacles that may be holding them back.
  • Let them know upfront that their questions about the session will be answered during their time with you (the interview).
  • Will you interview individuals or groups of individuals that work in a specific department or functional group? Think this through carefully with regards to the advantages and disadvantages of this choice before you make that decision.  I usually recommend that the number of session participants is no more than about 20 – 25 people and I prefer to know each individual’s responses before I finalize my planning for the session. This means I interview each person separately. But I can also imagine that the team/project culture and approach could make it useful to interview small sub-groups within the team.
  • In person or online? I prefer to do the interviews in person to allow me the opportunity to ask follow-up questions on the spot. Sitting with someone and talking through the questions gives you the opportunity to also watch their reactions or pauses after each question. This can indicate whether some topics may be sensitive to the interviewee and again you could choose to ask more questions to better understand the issues at hand.
  • The right number of questions. It is important that the interviews do not become exhausting. Accept that you will not be able to ask every single question that you may have for the planned participants before the session. Some questions are best worked out by the group at the session. Be very selective and critical – ask only questions which will help you prepare for the session. The interviews are not intended to replace the planned group/team session.

The questions in the resource range from understanding expectations to identifying possible issues that the team needs to address and includes some questions which may help with understanding possible risks that identified obstacles could pose to team success.  Some of the questions are also specifically there to help a planned participant envisage himself or herself being a positive contributor to the success of the session.

I do not suggest that all of the questions would be relevant to every session that you would plan, as the facilitator. Instead, I suggest that you use the ones that make the most sense for the session you are working on and feel free to add additional questions as needed in order to improve your understanding in the relevant areas that the session needs to cover.

Finally, it is important to realize that just the fact that you are asking questions and providing interviewees an opportunity to discuss their thoughts and impressions is in itself already a change management intervention. You are setting the scene for the session and helping to shape participation before the session. This could greatly enhance group dynamics and ensure the success of the planned session.

 

 

Reference checks on job candidates


After interviews have taken place you will want to take a few more steps before you decide whether to make an offer to one of the job candidates you have for a vacancy. You may want to ask candidates to complete assessments or you may want to get the perspectives of their former colleagues before you make a decision.

The reference check template shared here contains a few questions to help you understand whether one candidate may be preferred compared to another given their experiences and approaches.

This link shares the template from google drive

Additional steps after initial interviews or between rounds of interviews could include:

  • Tests or assessments.
  • Practical exercises like a business case or even a presentation to be made to some senior leaders or experts at your company.
  • Reference checking with former colleagues, former direct reports or former supervisors of the candidate(s).

Background checks are used in some countries but can be harder to obtain in countries or regions where data and privacy protection laws exist. In most cases, criminal background and/or financial history information can only be obtained if the prospective employer can show a direct link between the requirements of the role and the information it wishes to obtain. Reference checks are typically easier to conduct in most countries, but be mindful of the kinds of information that you would be reasonably able to obtain given local laws.

Be mindful to:

  • Ensure that you notify any impacted job candidates (i.e. in areas such as Europe) about the data you wish to obtain and how you would process this data to avoid the risk of non-compliance. Job candidates need to know this at the start of the process and they must (actively) agree with your proposal for collecting data before you are able to proceed.
  • Ensure that all data obtained during the recruitment process is archived or destroyed after the process has been completed for a specific vacancy. All HR personnel who deal with such data would need to understand that this also includes any data that have been saved to their individual computers during the process.
  • Make sure the data you wish to obtain is relevant to the hiring decisions you wish to make. And make sure that those who would speak with candidates or possible referees can explain the connection.

Assuming that you have taken all precautions to ensure you are not incurring any risks with your planned reference checking approach, here is a template with questions for you to consider when you contact the list of referees provided by the job candidate.

You can use the template in a few ways:

  • Set up a time to talk to each referee via phone or Skype and go through the questions, capturing his or her responses.
  • Send each referee a form and ask him/her to complete it and return it to you – typically via email. Be aware that this approach does not offer you much opportunity to ask further questions to clarify without creating a few extra emails to the original string.
  • Set up the questions as an online survey (for example using www.surveymonkey.com) and share the link with referees. Note that data interpretation may be an issue here – not knowing what a referee meant by a specific score or comment. This also means you would have to contact referees again to clarify feedback. One way to improve data interpretation is to build in comment fields to explain scores.

Finally, it is important to understand that a reference check is just one of the data points that could support decision-making related to hiring the best candidate for the vacancy. Feedback may be incomplete for a number of reasons:

  1. The referee wishes to avoid any unpleasant situation with the former employee and wishes to be cautious in his/her responses.
  2. There may be laws in the country which specifies what referees can or should say and what they cannot comment on.
  3. The previous company may have clear policies about what can be shared by referees, which may be limited to job title and years of employment at the company.

Getting feedback from those who previously worked with a job candidate can still be valuable – understanding how the candidate’s knowledge or work methods would fit in with the job requirements or the company culture. For this reason, it can be good to get more perspectives. Just be aware of possible risks given the changing legal environment as you obtain feedback from referees.

4 Questions to ask about metrics


Understand first, then act

empto6Without the right level of scrutiny, it can be easy to misinterpret a metric (key measurement, KPI) and waste valuable time and resources debating and taking actions to “fix” things that may not be “broken.”

Let’s take an example to illustrate: Employee turnover. Let’s say I show you this number and tell you that this represents Employee turnover at a company:

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I would imagine you would have some questions for me? Let’s go through some questions I expect you to ask me as we clarify what that number means. (Answers in blue from an HR representative at a fictitious company)

  1. How do you define turnover and how did you calculate that?

Answer: The company defined employee turnover as the number of employees who left the company. And they calculate that number this way:

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If you think this number is high or low, hold your horses, we have a few more questions to ask before we can come to a conclusion.

  1. Over what time period was this number calculated?

Answer: It represents the employee turnover over one quarter. 

An unusually high or low number can be an anomaly if it represents, for example, one day or one week out of a year. And that could be for many reasons including possible entry errors or calculation errors. If it is an average over an entire year, an unusually high number may indicate an alarming trend.

  1. What is this metric about?  

Here you would like to understand the reason why they are tracking the metric and how they are using this metric for decision-making.

Answer: “We want to make sure that we retain employees and do not have too many people leaving thereby causing us to have to retrain people on a regular basis. We also want to avoid constantly having to hire and onboard people to replace those who left. We think it is disruptive to the business. We have set a limit of 7% as a reasonable employee turnover maximum.”

Knowing that this is about retention helps to understand the metric more. For example, you could now start to form an idea in your head about the employees that a company would like to retain. To ensure you lose no more than 7% of your employees through resignations, you would want to ensure that internal communication is going well, that employees feel appreciated and that there are development opportunities for them etc. (These would be all the efforts you could make to increase employee engagement and satisfaction).  But it is also immediately obvious that 21.6% is much higher than 7%! So we need to ask more questions.

  1. What is the context of this metric? 

With this question, you are trying to understand if there were any events or special circumstances that may have contributed to this metric being unusually high or low.  It may also highlight how this metric compares to other periods – is it higher or lower than in the past?

Answer: “The metric is much higher than in previous quarters. During this quarter, we had to lay off some people due to losing a large customer. We also let some temporary workers go. And some people have chosen to take early retirement with the incentives that we offered around the reduction in workforce.”

Going back to how they calculated the 21.6% you may now wonder if they did the calculation correctly. If the metric is about making sure that they retain employees then it would be logical to ensure they do not include those who leave involuntarily – due to a lay-off for example. And there was also mention of temporary workers. Workforce planning often includes having a pool of temporary/agency workers who can more easily be let go of in the event of an organizational downturn. From that perspective, it would also not be useful to include those workers in an employee retention metric. It is time to question the number of people who left the company – the 108.  Having obtained more information about the 108 employees, we see that this number represents various groups including retirees, agency workers, redundancies, and resignations.

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In this case, the only unplanned people that the company “lost” = 32

In that case, the metric calculation would result in 6.4% which is below the 7% limit that was set as a goal.  It is important that the definition of the metric is clear about which groups of people who left should be included or excluded in the calculation.

In summary, we can make some suggestions for this  HR team:

  • Clear name and definition. Perhaps the metric should be redefined and possibly renamed if their intention is to capture how many employees (not temporary workers) resign from the company and to keep that % below 7%.
  • Share definition with stakeholders. Just looking at 21.6% employee turnover can be alarming so it would also be very important that the metric is well understood by the team and its key stakeholders outside of the team.
  • Accuracy. To avoid any possible calculation errors, it could help if somebody audits the metrics before the dashboard is finalized and distributed. The credibility of the HR team can be impacted if an executive team regularly sees errors or inconsistencies on the HR dashboard.

Keeping track of key metrics to monitor the success of specific processes or initiatives is important. That way you would be able to easily identify if a project or an objective is in danger of failing to achieve desired outcomes at the end of a year. Early identification also enables you to take the appropriate actions to correct an alarming trend. The key is to ensure that metrics on a dashboard are accurate and easy to interpret by those who view it. Be intentional and critical when you choose the metrics to track and when you define them to stakeholders.

When reviewing metrics, ensure that you truly understand what they represent before drawing premature conclusions. Planning actions to rectify premature conclusions could be a waste of your valuable time and resources when they are based on erroneous assumptions.

Organize your message


speechMany of us have heard about the power of three items or 3 key messages, but most people have not been shown how to use this in practice. While it is easy enough to make a list and restrict it to 3 items, picking 3 items that make sense from a logical perspective takes a little more thought. Our minds are highly responsive to patterns. Knowing that we will hear 3 key points and then having somebody deliver the 3 points in a logical fashion is something we are more likely to remember afterward. It comes across as more credible when we are able to recognize a pattern in the delivery of the key points.

Maybe you are coaching someone on how to deliver more impactful messages. Or perhaps you are preparing your own answers to questions in a group setting or you are planning a short speech on an important change initiative or project update? This resource can help you. It aids in formulating your thoughts in a logical way, which enables you to deliver a message that is easy for your audience to interpret and remember.

model org message

 

Click on this link to download the model and also some examples.

The three key ideas you wish to communicate or the three top reasons why you suggest a certain course of action cannot be random or they may still fail to be memorable. The 3 key concepts should be structured in a way that would make sense to others so that they can easily be recalled after people hear them.

Grouping the 3 points in a logical way:

  • Three linked ideas like quality, time, money/costs; good, bad and ugly (see the specific example in the downloaded document )
  • Forward or backward motion – tell the story sequentially either from the present into the past in 3 steps or from the past into the future in 3 steps. For example: in the past, we used one process which worked, but since then many things changed to where we are today (with challenges and in need for things to change) and in the future, we will have additional challenges which simply requires us to make changes now. (You can fill in the details of your own message to explain the situation when you choose a structure that moves forward or backward in time).
  • Perspective – the 3 concepts move from a big idea to a small idea or from small ideas to big ideas/reasons. For example (out of) from this small team which will be impacted by the change to the bigger team and then to an even bigger group of people who may be impacted. (see the specific example in the downloaded pages)

 

org message structures

Use the practice sheet or template to learn this approach. It helps you to become more familiar with using this way of organizing your message or your answer to a group of people. Once you get used to how it works you will no longer need the template and you should be able to organize your thoughts while you are in the meeting or in transit to the meeting.

organize your message template

Some ideas of where to use this approach:

  • You are in a meeting and they are going around the table collecting everyone’s thoughts on a proposal (You take a moment to quickly organize your own response using this method.)
  • You have been asked to provide an update at a meeting, which starts in a few minutes. (Remembering this approach you are able to jot down your initial thoughts, choose a structure and then revise your points to fit your chosen structure of 3 points to make.)
  • You are attending a conference and have to introduce yourself or someone else (Using the structured way of choosing 3 key aspects to mention, your answer is memorable to the conference attendees.)
  • During lunch, some colleagues ask you why you support a particular proposal. (You easily recall the structured options and formulate a response consisting of 3 key thoughts to share after you have swallowed the food.)

Listening to long unstructured answers in meetings or trying to make sense out of facts presented in a complicated way in a meeting can be a confusing experience. Using a simple structure with only (no more and no less than) 3 key points, makes it much easier for you to avoid the same mistake. Instead, you can use this approach to deliver a message that they will easily understand and remember.

Let me know how this approach works for you or the person that you are coaching!

Office Safety Booklet


paper clips and thumb tacks

I often come across HR Managers in smaller to mid-sized companies who have a few areas of responsibility outside of HR like for example Office Safety and Facilities. They are often expected to maintain a high level of compliance with constantly changing laws and this can become a daunting task for some. The free resource that I am sharing today is a general Office Safety booklet. It covers several topics relating to the office environment to create more awareness among employees of the do’s and don’ts around staying safe in the office environment.

You can either print it double-sided from the pdf document and make it available to employees as a booklet or you can send them the electronic document to review if they have just joined the company. It is quite easy to turn the booklet into an orientation and discussion session if you want to use it in that way.

Booklet in pdf format. When you click on this link it will provide you with the pdf file (.pdf).

Booklet in powerpoint format When you click on this link it will provide you with the powerpoint file (.ppt).

This booklet is not based on any certified course so it is not a replacement for anyone who needs to undergo a formal exam to be certified in some aspect of safety. It simply helps you, as the HR Manager who has to cover Office Safety, to communicate some basic safety aspects to employees and other visitors to your office who may be working there for a period of time.

This free resource also gives you a basis for an annual office safety check. Depending on expectations from management or compliance requirements you may need to perform an office safety check once per year. Using this booklet you can easily create a list of items to check based on the various categories of topics covered. For example, you can check how many times an accident or incident happened or almost happened per year based on history. Or you can check how people are working or storing items in the working area – are you seeing tripping or falling hazards?

Let me know if you are getting stuck with the creation of a safety checklist from the booklet!

The powerpoint version can be edited and as you read through it some items may not apply to your office environment.  You can simply delete that section or that page. And it is also easy to copy the wording from this version and create training or presentation slides if that is a management expectation you need to meet.

If your company has an office environment next to a manufacturing or production facility this booklet would not cover several topics that a facility like that would require. There are many more rules around production or manufacturing environments, which are not necessarily covered in this booklet. Examples include how to handle dangerous materials and wearing safety equipment for certain activities. I recommend that you contact an expert in safety for your industry to help you create the right training and awareness materials for an industrial application.

I believe this booklet offers a good start in getting safety principles communicated to office employees and I also recommend that you look for more ways to strengthen your office safety program.

Other considerations:

  • Make sure you can tell employees where to assemble outside during a fire drill and how they would recognize the alarm to trigger an evacuation. Also, make sure they know which routes to follow for an evacuation.
  • Ensure you have a First Aid box that is well-stocked to take care of small incidents and cuts. Check it on a regular basis to make sure you are not running out of anything and also that nothing in there is over the use-by date.
  • Is there someone in your office building where your office is located who offers safety assistance – for example, if an employee had a heart attack or a bad fall? If there is not, should someone from your office get that training?
  • Apart from reading a booklet on safety, how can you make sure that employees think safety first in every activity they consider? This would be even more important if your company has safety or employee well-being as a value or a priority.

Small and mid-sized companies often do not have large budgets for creating office safety awareness and it is my hope that this free resource helps you cover ground that would otherwise have been a tough additional action on your HR Manager to-do-list!

Note: Powerpoint has a feature that allows you to print a booklet from the ppt file. Each page in the booklet would then be half the size of a normal A4 page (or Letter if you change the file to American settings) and it would be foldable in the center.