Employee Assistance Network of North Carolina

Q.  I think I write excellent documentation and correction memos.  It’s my primary way of communicating with employees regarding performance issues.  Personal meetings are difficult to arrange and often must be rescheduled.  Should I make a greater effort to meet, even if I feel that I am efficient already?

A.  Effective documentation is an important skill for supervisors; however, good communication is an even more important skill to master.  When you discover problems with employees, your most important goal is to resolve them.  It’s a common mistake among supervisors to remain at a distance from employees, send emails and documents, and call that communication.  You can discuss problems this way, but solving them requires much more.  A performance problem is a discrepancy between what you want from your employee and what you get.  Typically there are many issues associated with performance discrepancies that written communication will not uncover.  These include employee attitudes, skills, interference from others, organizational issues, and ineffective teamwork.  Rolling up your sleeves and diving into the issues to improve productivity is what is really needed.  Resisting the temptation to communicate primarily within a digital world is your challenge.

Q.  How can I use the employee assistance professional as a consultant?  I refer employees to the EAP, but I am a little unsure about what the EAP can do for me regarding supervisor tips, process, problem solving, etc.

A.  When employees and managers think of the EAP, they usually think of solving employees’ personal problems; however, EAPs offer much more.  EAPs have unique relational advantages in organizations based upon their trustworthiness, patience, approachability, and listening skills.  They gain these strengths through training and experience.  EAPs can therefore consult with you on dozens of topics and concerns associated with behavior in the workplace.  A few of these include:  steps you can take to improve communication with your employees; simple coaching tips to help employees resolve conflicts; managing your stress; how to attain goals; techniques for developing teams; effective and positive constructive confrontation techniques; motivating and inspiring your employees; guidance on intervening to deal with nonproductive behaviors you may witness with employees; and facilitating positive work cultures.

Q.  What are the most common bullying behaviors in the workplace?  I would like to know what they are so I am more likely to spot them or believe employees when they come to me with complaints.

A.  According to one study, the most common bullying behaviors in the workplace include: falsely accusing someone of errors; staring at, glaring at, and nonverbally intimidating the person; discounting the person’s thoughts or feelings, such as by saying “Oh, I can tell you’re new here,” saying “Duh,” or “Everyone knows that”; giving a coworker or subordinate the silent treatment; and making up rules on the fly.  Other common bullying tactics include backstabbing, assigning undesirable work, and socially isolating the victim from coworkers.  You can learn more about bullying behaviors from the EAP, but a comprehensive list is also available from the Workplace Bullying Institute.  Educating employees about bullying has a major impact on preventing it.  As you can see, some of these behaviors are difficult to measure, but you’re right, knowing what they are will help you hear complaints with a more open mind and be less likely to minimize their significance.

Source:  www.workplacebullying.org.

Q.  I have an employee who won’t go to the EAP, or at least I don’t think this person has gone yet.  I am considering giving assignments that will cause the employee to quit.  Should I discuss this strategy with the EAP?

A.  Although your question is one for legal and HR experts to respond to, by your own definition this would be mistreatment of your employee.  It therefore sounds unethical or at least extremely risky.  The EAP will not discuss this strategy with you because to do so would cross the boundary of advising you on administrative and disciplinary matters.  It sounds as though you need some coaching on effective ways to manage this troubled employee and motivate him or her to accept a referral to the EAP based upon performance-driven intervention techniques.  If an employee really wants to keep a job, there is almost always a way to motivate the employee to visit the EAP voluntarily prior to being dismissed.  Work with the EAP to find that strategy.

Q.  I admit to micromanaging my employees, but is it always a bad thing?  What if the project is really important?  I admit to not being able to control this problem, but I can’t let go of important things that I delegate to employees.  How do I find a balance?

A.  It appears you have doubts about the competence of the employees to whom you are delegating.  You may have realistic concerns.  Issues like micromanaging are not all black and white.  Your task is to step back, identify the pattern of over managing, and experiment with pulling back to develop more balance in your approach.  The EAP can support and coach you to be more successful.  The hard costs of micromanaging are many; the most notable, of course, is being resented by your employees.  That’s a big price to pay for the problem.  The primary issues that drive micromanagement are usually mostly psychological.  Either you don’t trust employees, are too caught up and overtaken by the details, live in fear of mistakes, or struggle with self-doubt.  EA Professionals have a high success rate with solving this problem.

Q.  I am sure some of my employees smoke marijuana after hours, off duty.  I have never suspected anyone of smoking it at work or of being impaired, but could our company’s higher-than-average accident rate be related to pot smoking, even if people are not coming to work high?

A.  Hundreds of studies have demonstrated marijuana’s adverse effect on behavior and performance.  As a result, marijuana is a prohibited substance in virtually all drug-free workplace policies.  What gets less discussion is the effect of marijuana withdrawal for heavy users.  These withdrawal effects—observed by medical doctors, counselors, and researchers—include trouble sleeping, sweating, fatigue, mood swings, cravings, anger, insomnia, depression, and restlessness.  Could these withdrawal effects contribute to an increased risk of accidents or lower productivity on the job?  Indeed they can.  For this reason, when conducting assessments with employees who are self-referred or referred by managers for performance issues, employee assistance professionals remain aware of signs and symptoms of substance abuse withdrawal.  This is why an employee referral for a performance issue can lead to treatment for a drug or alcohol problem, even though the supervisor never witnessed any obvious symptoms of a substance abuse problem.

Q.  Do supervisors have any responsibility for helping employees manage anger in the workplace?  Or is this a problem to address primarily by referring to the EAP?  I see angry employees, and sometimes I step in because I worry about where anger might lead—for example, to a fight.

A.  Witnessing displays of anger in the workplace is a common experience for supervisors.  Although your employee assistance program is a key avenue of help for employees, your ability to properly intervene or positively influence angry employees is crucial.  There is a financial and safety rationale for your role because it can prevent workplace altercations and conflicts that can lead to undesirable occurrences such as injuries, lawsuits, downtime, decline in morale, high turnover, and violence.  Although you have no counseling role, you can practice effective communication with employees, understand and address their frustrations, empathize with their angry feelings, keep promises you make to them, and, of course, know when to make a referral to the EAP.  As a person with authority, what you say can have a powerful effect.  Don’t minimize it.  For example, say, “I understand your frustration” rather than “I am tired of hearing your gripes.”  Your EAP can help you acquire or improve upon these empathic and relational skills.

Q.  It seems like bullies in the workplace have some type of power, even if only imagined.  Is this correct?  What’s the supervisor’s role in prevention?  Would training for employees help reduce risk?

A.  You’re correct.  Employees who bully often possess some degree of power—supervisory, tenure, delegated, indirect, or team leadership.  Some bullies may perceive that or mistakenly believe they have power or authority, and this alone is enough to prompt their aggressive behavior.  Obviously bullies can exist anywhere in the organization, so conducting general education and awareness is helpful.  This should include self assessment for the potential perpetrator or victim.  Throw in a zero-tolerance policy toward bullying and a significant reduction of the risk can be accomplished.  Supervisors should be aware that a bully is often a trusted employee who is relied upon by the immediate supervisor for knowledge, expertise, and skills.  He or she can be passionate and loyal to the organization.  Nevertheless, if a supervisor becomes overly dependent on this “right-hand man/gal” relationship, bullying behaviors may emerge, aided by the protection or special relationship the bully feels exists with the supervisor.

Q.  I once read that one of the most important jobs of a supervisor is helping every employee find his or her gift.  What does this mean?

 A.  Much leadership literature is not about technical skills leaders must possess—documenting properly, resolving conflicts, praising, inspiring others, etc.  Instead, it is about passion, values, self-awareness, having or developing a personal vision, integrity, wanting to teach others, and the desire to make a difference.  With the personal awareness and energy that flow from these values and attributes, great supervisors demonstrate enthusiasm in helping subordinates discover their potential.  This approach to supervision is positive and optimistic, and it is full of curiosity about what great things might lay hidden and undiscovered in the employees they supervise.  This desire to invest in people and to champion their uniqueness is what separates great leaders from other managers, and it is easily spotted by those who hire and promote in great companies.

 Q.  How can I hold employees accountable without making them feel that I am beating up on them or provoking them to get overly defensive?

 A.  Willingness to be personally accountable for one’s life is learned, and it supports accountability in the workplace.  However, you can have better success with holding employees to account if you have an effective relationship with them.  Your view of accountability is important, so help your employees anticipate being held accountable.  Always be sure there is no ambivalence about the results you expect.  Some supervisors see accountability as a measure of “blameworthiness” when things go wrong.  Do you approach your employees with this orientation?  If so, you may also communicate less effectively and less frequently.  Remember, you can make willingness to be accountable a performance measure.  Then if issues remain, make a supervisor referral to the EAP.