I don’t know about you, but the past year has brought about a rash of harassment cases to my attention and subsequent action.  I’m frequently asked by clients to do an intervention for an individual or group that requires education regarding what is acceptable – and what’s not acceptable – behavior in the workplace.

In fact, the EEOC received 99,920 individual charges in 2010; a 7% increase over 2009 and close to a 33% increase in the last five years.  Of those 2010 charges, 29% were for sex (16% of which were males, a figure that has been steadily increasing over the past 13 years).

Total outlay of money for all resolutions in 2010?  Over $319.4 million, which doesn’t include monetary benefits obtained through litigation.

Since I’m having fun with numbers, that calculates out to $2.28 for each of the current 139,854,000  employees in the U.S. labor force.

That’s a lot of moola to spend on something that can be preventable.

Harassment is prohibited through Title VII of the Federal Civil Rights Act of 1964 and includes all behavior that has the effect of humiliating, intimidating, or coercing another person.  We define behavior in this case as anything one person says or does to another person that is unwelcome and causes embarrassment, discomfort and emotional distress.  It’s not important  if the first person thinks she’s just being funny; all that really matters is the impact of that behavior on the other person or the work environment.

Harassment is not going leave the workplace.  My contention is that if you have two or more people in a room (or a person and a computer), regardless of gender, race, etc., there is an opportunity for harassment.  Based on my experience, I also believe a lot of it has to do with cultural differences and just plain ignorance.

Which leads me to this question:  where are you in your harassment prevention initiative?

Savvy HR pros know that if they want to protect their employers and employees alike, they should:

• Have a no tolerance policy prohibiting harassment, sexual or otherwise, and instruct employees on what harassment is and is not.
• Communicate the policy continuously through new hire orientations, annual refreshers, and other educational opportunities.
• Train supervisors in their particular responsibilities and obligations as an agent of the employer.
• Employ a robust complaint procedure, one that is investigative, objective, and thorough.
• Take prompt, effective action, once harassment has been reported.

I don’t know about you, but if I could protect my employees and save my organization $2.28 a person, I would have a very happy employer, indeed.

And that makes good sense, business and otherwise, doesn’t it.

Once Again, It’s All About Behavior is a post from: The HR Whisperer

A large part of my professional life has to do with delivering presentations, seminars and workshops on all kinds of topics, ranging from how to get the millennials to behave in the workplace (or at least civil according to their boomer bosses) – to how to motivate employees without spending a dime – to how to speak to a CFO about that “fuzzy” stuff called human resources, or god forbid, organization development.  Yes, most of my work  has to do with behavior – would you expect any less from the Whisperer?

When I develop my presentations though,  I really try hard to do three important things to hook my audience:  1) impart factual, easy to use information, 2) be creative and interesting in the delivery of the presentation and, 3) use PowerPoint as a compliment to the presentation, NOT be the presentation.

I found that Guy Kawasaki is the total guru when it comes to the art of PowerPoint and using that to your advantage when selling an idea.  Guy was one of the early employees at Apple and has since branched out to the world of venture capital.  He wrote the book, “Art of the Start” after seeing countless PP presentations that were one big block of text and thus, one big yawn.  Guy says that if you’re gonna use PP as a part of your presentation, then make sure it follows what he calls the “10/20/30” rule:   

10 slides – this is the optimal number because humans can’t process more than 10 ideas in a single sitting.  Adult learning theory tells us that a single sitting is about an hour.  So, I translate that into no more than 10 slides per lesson or concept that I’m trying to share.  Any more than that is just extra crap that people have to wade through (or read when you are presenting, which means their attention is not focused where it needs to be: on YOU).

20 minutes – the whole pitch should be no more than 20 minutes in length.  If you’re scheduled for an hour, this will give you 40 minutes for questions and discussion.  Think about it:  most presentations are designed to initiate some of type of discussion, whether it is to enforce learning or to make a sale.  Adult learning theory also tells us that adults like to share experiences when learning things; it helps them to process the new information.

30 points – if you have to use any text on your PP, make sure the font, anywhere in the slide deck, is NO smaller than 30 points.  First of all, people in the back of the room need to be able to see it easily.  Secondly, if you make it smaller you’re going to be tempted to just toss your whole presentation onto the slide and just read it.  I swear, other than watching paint dry, there is nothing more boring than watching a presenter read the PowerPoint.  (You know who you are!)   The other thing is that people can read faster than you can talk, which again means they are paying attention to the PP, not to YOU.

I personally don’t respect any speaker who reads his or her PowerPoint.  That’s just lame.  It makes me think you don’t know your stuff.  And, I’m usually right. 

By the way, I also HATE some of the animations PowerPoint has built into its programming.  I personally find it very distracting when people use them and it also makes me wonder what the person is trying to hide (e.g., their lack of knowledge) with all the bells and whistles.  But…I do like using different types of transitions – moving between slides – and at times, I also like using some animation judiciously to help illustrate a point.  The best thing to use though, is your body to emphasize when something  is important.

The bottom line is, what really makes a presentation great?  Being a strong confident speaker, of course, but the tools you use to help prove or supplement your point goes a long way.

After all, as they say, a picture speaks a thousand words.

Here’s the Real Deal Regarding Presentations is a post from: The HR Whisperer

I was watching an old Cesar Milan rerun the other day on how to train puppies and in it he introduced a new pitbull puppy named Junior.  Now for anyone who watches the Dog Whisperer, you know that his all time fav and constant pit companion, Daddy, passed away in February of this year at the ripe old dog age of 15.

In Cesar’s Way magazine, Milan discusses his selection of Junior:

“…when the time came – about a year-and-a-half ago – I took Daddy along. Any newcomer in our house would first have to get Daddy’s approval. That’s how we wound up at the home of a friend whose female pit bull had given birth to a litter about two months earlier. One puppy, all gray with just a little dash of white on his chest, caught my attention immediately. Some people – the Dali Lama, for instance – have this calm energy. So do some dogs. Daddy has it. And I quickly realized that this little gray puppy had it too. In fact, he reminded me of Daddy when he was a puppy…”

This got me thinking about succession planning.  That is what Milan was doing when he found Junior – preparing for a new Daddy or top dog.

When was the last time you had succession planning on the agenda?

Executive transition is a crucial moment in any organization’s life and should be broached even when nobody’s anticipating a change in leadership.  Think back to 2004 when McDonald’s CEO Jim Canalupo died from a heart attack; the company named Charlie Bell six hours later.  Then a few weeks after that, Bell was diagnosed with cancer and the board again needed to make a replacement.  Sometimes a company has time to prepare – and sometimes they don’t.

Without a plan, an executive leaving can be uncertain, painful and difficult, both operationally and politically.  It’s hard to think strategically when you’re busy putting out a fire.  So, here’s three things to think about in preparing for succession.

Have a bus book.  Robert VanHook and Jackie Eder-VanHook call this the “what to do if the executive is hit by a bus” plan.  A bus book is a compendium of critical information about an organization.  While it doesn’t take the place of succession planning, the book can help an interim executive get up to speed while the organization assesses its next step.  Bus books should include contact information, organizational policies and procedures, financial statements, audits, budgets, board minutes, staff lists and resumes, important contracts, etc.  Remember, it’s a supplement to the succession plan, not a substitute.

Ensure that there is a succession contingency plan. With a plan in place, the organization will have coverage while leadership decides what its next step should be.  The plan should include an assessment of where the organization is, where it wants to go and what kind of leadership it needs to help it get there.  The plan should also include an outline and timeline of succession procedures, a communications plan that discusses who should be told of executive departures and when, a plan for how the leader will be replaced and a financial plan for covering the costs of replacement, whether the successor comes from inside or outside the organization.

Align the succession plan with the organizational strategy from a people as well as a business perspective.  This is key.  There are a ton of examples out there of senior leaders brought into place in a succession arrangement – and failing spectacularly.  Emotional intelligence is just as important as business acumen.  Think of when Sam Walton retired in 1988 and put David Glass in place.  Wal-Mart did great financially, but from an emotional intelligence perspective, not so much.  Same thing with Carly Fiorina and HP.  Great culture shift when she took over the reins, but at a huge cost to employees.  It was no surprise that employees at one of the HP plants passed out Ding Dongs to announce “the witch is dead” when Carly was fired in early 2005. 

Finally, make sure that your succession plan has a process to recruit high potential employees, develop their skills and abilities and prepare them for advancement.  Succession planning is not just for senior leadership positions; it is often the mid- level positions that are the most crucial to the organization in terms of business and cultural success.  These mid-level positions are a great feeder pool and often are ignored in favor of bringing in someone new in. 

Planning takes energy and time but it’s worth it.  Do you have a Junior ready in your organization?

Succession Planning for the Top Dog is a post from: The HR Whisperer

Yes, this is really me in Steamboat, CO!

With the new year beginning, I started thinking about what the year might hold for the workplace and employees.  Well, I’ll be honest; I was really thinking about snow and skiing.  Those two are at least fun —  I know,  I know.  Unless you have to get on the roof with the hairdryer to de-ice the gutters before the second storm hits and the snow wrecks the house (true story).   Been there, done that.  Sunny Florida beckoned.  I went.  Still miss snow, though.

But it did get me thinking about employees and their needs.  There’s this old adage that says, red sky at night, sailors’ delight; red sky at morning sailors take warning.  Meteorologists and sailors alike know that a red dawn means high water content from an approaching low pressure system.  Simply put, a [snow] storm is brewing.

Well, we have a red dawn coming.  Employers have enjoyed loyalty from their workforce, especially with the down economy.  While 2010 may still be a downer, things seem to be looking up job-wise, which means that employees will soon be on the move again.  There’s a tempest coming and with it new work ethics, attitudes and priorities.  It’s the perfect storm.

But, in spite of record unemployment, a dismal economy, and Gen Y entering the workforce, employees still have the same expectations they always did.  Spherion points out in its 2009 Emerging Workforce Study that despite the significant change workers have witnessed over the past few years, there is surprisingly little change in how they perceive the employment relationship.  While people may stay at an organization because the current economy demands they do so, holding a job and being motivated in that position are two vastly different things. 

So, how can organizations prepare for the stormy employer-employee relationship in 2010?  Three things: 1) concentrate on the social-emotional connection, 2) offer developmental opportunities that link to the organizational mission, and 3) take advantage of social media.

          Focus on the social-emotional connection.  One of the greatest causes of misery for employees is the feeling that the organization they work for isn’t interested in who they are and what goes on in their lives.  Combat this by training supervisors in social-emotional intelligence.  No matter what the business climate, the generation of the worker, or the technology available, all people want to feel important.  The Hawthorne Studies of 1924 found that if managers paid more attention and cared about employees, it raised morale and increased productivity.  That still holds true today: a recent worldwide engagement study that found that organizations with the highest percent of motivated employees increased income 19% and earnings per share 28%.  Creating the social-emotional connection also means that basic HR programs have to be in place to meet employee needs.  This includes having a decent compensation and benefits package, providing accommodations for the disabled; offering flexible work arrangements, establishing special-interest networks, and presenting good career prospects.

          Provide developmental opportunities that link to the organization’s mission and vision.  The “perfect storm” of the emerging employment contract implies that there will never be job security, that employment will be contingent on added value, and that workers have the right to demand the freedom and resources to do their jobs well.  So, if workers are to add value, help them by providing ample opportunity to improve skills and capabilities.  There are many ways to do this such as through education and training, job enrichment or enlargement, coaching and feedback.

          Take advantage of social media.  Social media is the new way of connecting and tech-savvy workers are using it to keep in touch with friends and family, share information, surf for a new job, and provide opinions on their work and their workplace.  Social media is a virtual conversation and because of this, business is now a virtual conversation.  With the advent of social media, an organization’s brand or reputation can be literally one comment away from disaster – from a Twitter blurb, Facebook post or Epinions review.  Someone out there is talking about the organization and they can say whatever it is they want.  What you can do though, is help manage the conversation.

Managing the conversation however, does not mean telling employees what to say.  It means creating an authentic atmosphere where people can initiate a conversation.  In the era of business transparency, empowering people to tell the truth can be risky, but also rewarding.  Think about how your organization can use social media to its advantage.  Introduce rules of engagement for employees and encourage them participate with an understanding of those rules.  Use social connections to share information about the company – create organization Facebook pages, Twitter accounts, or company wikis and blogs where people can share information, celebrate accomplishments, trade opinions. If something bad pops up, have a person in the organization accountable for responding to it appropriately.  Just keep the conversation going.

While workers may be staying in their respective jobs due to the economy, if the relationship is not a strong one – or is abused – when the storm is over, employees will leave for greener pastures.  Whether it’s today or tomorrow, organizations that invest in their people will find that their people will invest in them.

Employee Snow Storms is a post from: The HR Whisperer

Once again I must thank my mentor, Cesar Millan, for the inspiration for this week’s blog.  He said that “when humans bring a dog into their lives, they are most often looking for a companion; what they may not realize is that they are getting a teacher as well.”  This is true in a business sense, too.  When we bring a potential leader into our organization, we should be getting someone who can teach or positively influence others.  But teaching goes both ways…is it really possible to teach someone to be an effective leader or is it just genetics coming into play?

Many organizations decide they want to implement a leadership development program because they need better leaders or people who could be put into some kind of succession plan.  The HR department gets the charge to put “something together” and manages to get someone to run the program, get people into it and maybe even toss in a measure or two to try to link the success of the program to a business goal–all within a few months.  Is it any surprise then, that so many of these programs lose steam after one year or fall flat due to budget cuts?  Aside from the timing and operational issues, the real question centers on whether or not leadership development programs truly teach people to be good leaders.

Leadership by its definition is a very complex.  Some say that leadership is a natural thing, that we are born with the innate qualities it takes to be a leader.  Psychologists have continuously searched for the personal attributes that would describe leaders and differentiate them from the rest of the pack.  A large body of research supports the theory that the “Big Five” of personality traits underlie all others and encompass most of the significant variation in human personality. In addition to providing a cohesive framework, research has also found strong relationships between the Big Five and job performance, especially in terms of successful leadership.  It’s no surprise then that tools like the Myers-Briggs’ MBTI® or DiSC® tend to be a part of LD programs.

More recent research shows that effective leaders have emotional intelligence (EI).  Daniel Goleman found that high levels of EI predicts high performance.  I would even go so far as to say that the combination of EI and the Big Five trait of extroversion defines charisma.  A definitive study conducted in 1999 on the personalities of two executive management teams found that over a period of five years the charismatic personality of the executive manager and of the team he selected was key to understanding a company’s rise or decline in the market.  

Hmmm.

Now on the other hand, behavioral theories focus on identifying the specific behaviors that differentiate leaders from nonleaders, which implies that these behaviors can be taught, i.e., leadership is a competency that can be broken down into concrete sets of trainable skills.  The most comprehensive of the behavioral theories resulted from research conducted at Ohio State University in the late 40s where the researchers narrowed a thousand different leadership dimensions into two categories: (1) task/structure and (2) relationship/consideration.  The managerial grid developed by Blake and Mouton and the contingency leadership theory developed by Hersey and Blanchard in the 1960s serve as the landmarks for situational leadership theory today.  The Hersey-Blanchard theory in particular focuses on the leader being able to select the right behavioral style based on followers’ willingness and ability.   

So, in my mind good leadership really is a combination of personality and environment. Which brings us back to our original question:  can people be trained in leadership?  The answer to me is an unequivocal yes.  Strong, results-driven leadership development programs worth their salt screen for the necessary Big Five personality traits and then provide adult-centered interventions to develop the skills necessary to:

• Run the task/structure of a business, such as strategic planning and financial management.
• Develop the relationship/consideration in teams, such as communication and conflict management.
• Understand the self and corresponding behavior by opening the Johari Window through extensive feedback, coaching and 360° profiling.

Another question:  if “nature” and “nurture” are important elements of leader effectiveness then, how does experience play a part?  Many believe that the value of on-the-job experience is a strong predictor of leadership effectiveness. Research, however shows that experience alone is usually a very poor predictor of leadership.  There have been numerous studies of military officers, shop supervisors, and school principals that demonstrate that experienced leaders tend to be no more effective than leaders who have little experience.  The problem seems to be in the variability of the situations a leader finds himself in that influence whether or not the experience will transfer to that situation.  Another problem is the assumption that the amount of time a leader spends in a particular position is really a true measure of experience.  So, LD programs need to provide education, training and experience through action learning.

Remember the heroes of September 11?  They may not have had the particular experience of being attacked by terrorists, but may have had the necessary personality traits and training in leading others and influencing them to action.

And that’s what we really need in any LD program.

Nature or Nurture: Training the Leader of the Pack is a post from: The HR Whisperer

This was originally published in HR Florida Review’s Fall 2008 edition.  I thought I’d share it here as it contains some great tips for training multi-generational adult learners.  By focusing on needs, we can focus on behavior.  And changing behavior is what training is all about, right?

You need to implement a training program to introduce a new system. Everybody has to get trained. This should be easy to do, right? After all, the training should be pretty straightforward.

But…it’s a typical Thursday at 8 a.m., the first day of training. You’ve got 30 people staring at you, waiting for the magic. There are four generations present and each one is thinking something different. “Oh no, I’m going to have to learn another system!” “I don’t need to learn anything!” “This is gonna be sooooooo boring!” “Dude; what a waste of my time!” Thank goodness for the Starbucks coffee and bagels you had the foresight to order for the day.

As prepared as you may be, if you don’t take into account the different generations sitting in front of you, your training will be doomed. Each of the four generations takes in information differently and processes it from a unique perspective. This means that if your training doesn’t speak to generational differences and needs, you might not get the ROI you’re expecting.

With four generations in the training game, how can you reach all of them at the same time with the same content? Aside from the different generations, people also learn in different ways. It’s critical that training be flexible and use diverse methodologies.

So, what can you do? Put the training into the Gens’ hands: the following training strategies will work well across all the generations.

Respect experience. Ask participants to share their past experiences. This is especially fun for the Matures and Boomers; they have a ton of knowledge they’re dying to share with their younger colleagues. Besides, they probably have some interesting stories to tell that will liven up the training!

Involve participants. Get the trainees involved by using experiential-type training. Use games and simulations to keep things interesting. All trainees, regardless of generation, will learn better and faster if they are actively involved.

Use coaches. Employ the “each one, teach one” concept by pairing participants with different generational partners. Each person will be accountable for ensuring that his or her partner is learning. It takes the stress off if there is someone available to support the learning on a more comfortable one-on-one basis.

Vary audiovisuals. Take advantage of the multitude of audio-visual tools and techniques available today. Enhance the training by using interactive computer-based simulations, multimedia case studies or synchronized slide presentations. Use pictures to help tell your training story. As the old saying goes, “a picture’s worth a thousand words” no matter what the generation.

Provide visibility. Let different people be spokespersons for small group work. Gen X and Gen Y may need the practice and many of them like to be up in front of the group. While public speaking may be #1 on the top ten things we hate the most list, it is an essential business skill. Understand that while some hate it, some do love it, so a little structured visibility can be a good thing for any Gen.

Give plenty of opportunity for discussion. Use discussion as a learning tool. Having participants talk about the subject matter and challenge one another provides for a great learning experience, especially for those who prefer an auditory learning style. Besides, knowing that the four generations will have four different perspectives on the subject, it will make for a fascinating conversation!

Try peer-to-peer training. Have the participants conduct the training instead of the trainer. Not only does it allow for creativity, but it helps participants “own” their learning, get prepared and improve their attention to the subject matter. Have a contest between groups with prizes. The more fun it is, the better people will learn no matter what the generation.

Utilize case studies. Try to find examples in your own organization that can be used to help participants apply the information being learned in a real-time situation. Case studies are particularly useful for helping younger trainees synthesize information – that is, take what they have learned in class and apply it to a problem that they may not have yet experienced in the workplace.

Deploy just-in-time training. Think about the learning needs of your multigenerational workplace and provide the training at the right place at the right time. Focus on what the trainee needs to know and let them have at it at their own place and time. Providing training in different media, such as internet- or computer-based, allows participants to learn at their own pace. Many companies are now utilizing internal television networks to provide just-in-time training. They can sign up for what they need, when they need it.

Allow opportunity for feedback. Receiving plenty of feedback is a must. While Matures may want to receive feedback in a particular time and place, Boomers are more apt to feel they are not getting enough. Gen Xers and Gen Y want to hear it immediately and honestly so they will know they are on the right track. Regardless of the generation, everyone wants to know how they are doing. Tell them and help them use that information to improve their knowledge or skill.

Use some of these strategies and you’ll be well on your way to playing the generational training game and realize a greater return on that training investment.

Playing the Gen Training Game is a post from: The HR Whisperer