Building Trust between HR and the Supervisor

In today’s federal government, it is vital for HR staff of every speciality and at every level to recognize that, in an environment of diminishing HR budgets and growing delegations of HR functions to managers and supervisors, it is essential to build relationships and prove to line managers and first-line supervisors the importance of  the knowledge and skills the HR practitioner brings to the table.

In his article below, originally published on fedsmith.com, Steve Oppermann discusses what HR staff have to gain from developing and maintaining relationships of trust with managers and supervisors.

In addition to the ideas presented in Mr. Oppermann’s article, think through other ways that you, the HR practitioner, can help those who need what you have to offer to recognize the value of your skills.

——————————————————-

I received an e-mail recently from a woman who is in HR with the Department of Veterans Affairs and at the bottom of her message was the following quote:  “People don’t care how much you know, unless they know how much you care.”  What a great message for an HR employee to be sending out!
In part I of this article, I focused on what managers and supervisors have to gain from developing and maintaining relationships of trust with HR specialists.  What about the other side of the coin?  Is there anything in it for the HR employees?

I think the answer is a resounding “Yes!”

In the previous article, I tried to show how a lack of trust between a supervisor and a servicing HR specialist could lead to wasted time and hard feelings in a staffing action.

Here is another quick illustration, this one in the position classification arena.

In my experience, supervisors and classifiers were often at odds, usually over the grade of a position but sometimes over the series and title as well.  During my early days in classification, many of us were told that our primary mission was to uphold the integrity of the Office of Personnel Management (OPM – formerly Civil Service Commission) classification standards, NOT to help the operating officials accomplish their mission.  Since the classifiers had classification authority (and still do in most agencies following some experiments in delegating it to operating officials), the supervisor had to convince the classifier that the grade, title and/or series he/she wanted was supportable.

It was a common “joke” in many agencies that a supervisor would say anything in a position description (PD) to get the grade he or she wanted and that a classifier would do anything to avoid giving the supervisor that grade. There was often a climate of secrecy, in which classifiers were most reluctant to let supervisors look at the standards, lest they copy the standard at the grade they wanted and write it into their PD.  Many supervisors were convinced that if they only knew the “magic words” they could get the grades they were seeking.

A supervisor who did not get the grade he/she wanted on the first PD would often revise it and send it right back to the classifier, who would still find that the PD couldn’t be classified at the higher grade. Depending on the circumstance and the agency’s rules, PDs could go flying back and forth between the supervisor and the HR specialist at dizzying speed.

Today, there are no secrets – all of the OPM classification standards are available to any interested party at opm.gov. At the same time, I think most classifiers now consider themselves to be more consultants to management than “classification police.” I view both of those developments as positive.

If a supervisor and a classifier have a relationship of trust, it is much more likely that the supervisor will tell the classifier why she or he wants a PD to be classified at a particular grade, title and/or series – which in my experience often had to do with either wanting to promote an employee or out of concern for recruiting for and/or retaining well-qualified employees – and to be receptive to advice. If the classifier finds that the PD doesn’t support the requested grade, he/she is more likely to explain the rationale behind the classification determination, outline any available alternatives, and offer advice, guidance and any appropriate cautions, rather than just saying no.

Classifiers typically provide advice on position management as well as classification.  In both capacities, they are often involved when reorganizations take place. This is another area where the relationship of trust, or lack thereof, can come into play. For example, if the relationship between the operating official and the servicing classifier is not particularly strong, it would not be unusual for the manager to bring the classifier into the picture only after making key decisions regarding the implementation of a reorganization. If the classifier raises questions or identifies problems with those decisions at that point, the manager might well view that person as an impediment to the organization’s plans and vow to find a way to work around him/her next time.

If, on the other hand, there is a good working relationship between management and HR, the operating official would likely bring the classifier into reorganization planning from the beginning, at which time the classifier could provide the manager with a full range of options, including recommendations. In that circumstance, the manager is likely to welcome the advice of the HR advisor and that employee is likely to feel valued by the manager and the organization.

An even more practical advantage falls under the heading of “enlightened self-interest” and reflects the fact that these days supervisors generally have options in getting their HR needs met.  When I started my Federal HR career, it was often the case that the manager’s only choice if she/he did not have a good working relationship with the servicing HR specialist was to ask the employee’s supervisor to provide a different advisor. Today, there are many other options available, such as paying OPM to handle a recruiting action.

A number of agencies have in recent years established “franchise” offices which operate on a reimbursable basis.  For example, the National Park Service’s Human Resource Franchise in Denver provides recruitment and staffing, position classification, and position management services to a variety of customers for a fee.

The Bureau of Public Debt’s Administrative Resource Center (ARC) in Parkersburg, West Virginia, provides virtually the full range of HR services, also on a reimbursable basis. The ARC processes personnel actions and handles pay & leave administration, position classification & position management, staffing & recruitment, labor & employee relations, and employee benefits. That “franchise” office will even negotiate your collective bargaining agreement with the union, if you so desire. Because these franchise operations are not base-funded, they have to demonstrate both technical expertise and a commitment to customer service.

The agency could also hire a contractor to perform a specific project, such as a classification review, or could even contract out (“outsource”) the whole HR function.

Of course, not all decisions by agency management to look “outside” for HR services are triggered by problems in the working relationships involved. In many cases, the decision is based on such circumstances as reductions in HR staff and the attendant loss of “institutional memory” in the HR area.  Other times, agency budgets can be the “driver.”

Despite agency management’s access to multiple options in getting their HR work accomplished, the “in-house” HR advisors have a number of advantages, including their familiarity with the agency’s mission and functions and an ongoing working relationship with the organization’s managers and supervisors.

In my experience, if the managers and supervisors with whom HR deals have a high “comfort level” with those folks, they are unlikely to look outside for HR services unless other factors push them in that direction.  If HR advisors demonstrate that they care about the employing agency’s mission and about providing high-quality HR services on a consistent basis, chances are very good that agency management will take advantage of their expertise, underscoring the value of developing and maintaining relationships of trust.

I’ll close with the same Linden Wood quote that opened this part of the article:  “People don’t care how much you know, unless they know how much you care.

The Crucial First Year in Federal Employment–A Time For New Approaches

In this fedsmith.com article, Robbie Kuenther discusses use of the probationary period to affirm the decision to hire since “…the selection process is fallible. The best resume and interview do not always predict the best person available for that position. Once we observe their interpersonal skills, willingness to accept direction (or work without direction), ability to manage job stress, etc. our impressions of that individual may change for the worse. That’s why management is given up to one year to finalize their initial decision to hire. Every day a probationer comes to work (or doesn’t), the decision to hire can be reaffirmed or reversed.”

http://www.fedsmith.com/article/1546/using-probationary-period-effectively.html

In your HR or supervisory career, have you seen probationary periods used effectively? Have you watched potentially good employees terminated or an agency saddled with a problem employee because of a supervisor’s inaction? Share your experiences with us here.

It’s Time to Wake Up and Call Back

In this article on FedSmith.com, the author discusses the supervisory probationary period and the impact of “…inept, biased, or malevolent leaders on…your agency’s mission.”

It’s Time to Wake Up and Call Back

What do you think is worse for a Federal agency to have, a bad employee or a bad supervisor?

Do you agree with the author’s conclusion about the impact of the supervisory probationary period on competent leadership?

Don’t Let the Hatch Act Destroy Your Federal Career

The federal civil service was created as a politically neutral, professional workforce with hiring based on a merit system. Thus, there are restrictions on federal employees regarding politics and political activity.
If you are a federal employee and unfamiliar with the Hatch Act, it is essential that you become acquainted with this law and how it could impact your federal career.
This FedSmith.com article provides a brief overview of the new guidelines issued by the Office of the Special Counsel.

10 Reasons Supervisors Give for Not Trying to Resolve Employee Problems

As a federal supervisor, Personnel Officer for a federal agency, and ex-fed developing and delivering HR training for current federal employees, I have heard many supervisors bemoan how impossible they think it is to deal with problem employees, regardless of whether the difficulties result from performance and conduct. While I agree that dealing with difficult employees isn’t always easy–it does require some work and careful adherence to detail and rules/regulations–I completely disagree with the notion that it cannot be done or that the possibility of a not-completely-satisfactory end result makes the work involved not worth it.

In fact, I believe that the supervisor has a responsibility to deal with problem employees–a responsibility to the problem employee, to other successfully-performing employees in the unit, and to the taxpayer. Not dealing with a problem almost certainly causes morale problems. A lack of action implies to the problem employee that there is a positive aspect to not doing their job or disrupting the work unit, that the comfort of the status quo is more important than the temporary discomfort of dealing with a difficult situation. It causes satisfactory employees to question whether it is really all that important to meet the expectations established for their jobs. It shows excellent employees that the reward for good work is more and more work as they pick up the slack for problem employees. And your inaction impairs the unit’s ability to accomplish the goals for which it was established, cheating the taxpayer out of good service and good value for their money.

In the following article from fedsmith.com, Bob Gibson delineates 10 reasons he has found that supervisors give for not trying to resolve employee problems and sorts out the myths and facts behind those reasons. Read the article and then let us know what you think—-Is it worth the risk to resolve your employee problems? What have your experiences taught you? Do you have any advice to share?

www.fedsmith.com/article/2188/reasons-supervsiors-give-not-trying-resolve-employee.html

Trying Out for a Federal Job

A new MSPB report explores how using job simulations can improve your assessment practices.

The federal government is experiencing a surge in interest from potential applicants and agencies are reporting unprecedented numbers of applicants. This could be the result of current economic conditions or it could be the President’s appeal and his determination to make Government “cool” again.

As the number of applicants rise and as hiring reforms are initiated, agencies need to be careful to use good assessment tools that will help distinguish the most qualified applicants. Job simulations may help accomplish this goal. MSPB’s recent report, Job Simulations: Trying Out for a Federal Job, defines a job simulation as an assessment that presents applicants with realistic, job-related situations and documents their behaviors or responses to help determine their qualifications for the job. Job simulations include but are not limited to work samples, situational judgment tests, assessment centers, and job tryout procedures.

Job simulations can be an effective tool to evaluate applicant qualifications. They have many advantages. They tend to have higher predictive validity than other typical assessments, meaning they should be better at predicting future job performance. They can also provide a realistic job preview that helps applicants determine if the job is well suited to their knowledge, skills, abilities, and interests. Because job simulations replicate the tasks performed in the actual job, studies have found that applicants are more likely to view them as being fair and job-related. Finally, research has generally demonstrated that job simulation assessments have lower rates of adverse impact, as well as a lower degree of exposure to discrimination law suits based on the selection procedure.

Job simulations do have their drawbacks, though. In particular, they can be costly because they require more expertise to develop than simpler assessments. They also may require more staff and training to administer and score the results. In addition, while job simulations can be used to assess multiple competencies, a single simulation exercise will often focus on a limited number of tasks or duties performed on the job. Finally, some job simulations are not suited to all jobs because they require the applicant to already have a certain level of knowledge, skills, or abilities to complete the assessment.

Job simulations, therefore, may not work in every situation. That is why it is important for agencies to have a good grasp of the job for which they are hiring, the competencies needed for that job, and knowledge about what assessments would best fit their specific needs. MSPB’s report provides a strategy agencies can adapt that will help them determine what assessments would best fit their hiring situation.” v

[Reprinted from Issues of Merit, a publication of the Office of Policy and Evaluation , U.S. Merit Systems Protection Board. To view the full MSPB report, go to www.mspb.gov and click on “MSPB Studies.]

 What do you think? What are the advantages/disadvantages of using this assessment practice at your agency?

Improving First-Level Supervision of Federal Employees

MSPB examined the effectiveness of Federal first-level supervisors and how well agencies select, develop, and manage them. They concluded that although there has been some overall improvement in employee’s perceptions of their supervisors’ performance, many supervisors continue to demonstrate levels of supervisory skill substantially lower than what is needed to effectively engage employees and manage their performance.

Current selection of first-level supervisors is heavily based on technical expertise. The problems in supervisory selection reported over the past 30 years appear to persist. Supervisory selection is often based more heavily on technical expertise than on leadership competencies. Technical skills appear to be much more strongly emphasized than are supervisory skills in both job announcements and assessments.

Technical experts without an interest or aptitude in leadership are often selected for supervisory roles. Because most Federal career paths do not provide technical expert roles in which highly proficient and experienced employees are recognized with organizational status and increased compensation, technically proficient employees who have minimal interest or aptitude in managing people apply for supervisory positions. And, because the selection criteria are heavily weighted toward technical expertise, they often are selected for these positions.

The supervisory probationary period is not consistently being used as the final step in the selection process. Federal managers are not consistently using the probationary period as the final step in the selection process for first-level supervisors. Very few new supervisors were reassigned or separated for failure to complete probation. Only 64% of supervisors had been informed of the probationary period while fewer than half  indicated that their performance during their probationary period had been used to decide if they should retain a supervisory role.

Supervisors need substantially more training and development. Many new supervisors are not receiving the training and development opportunities they need both to understand the agency’s expectations for supervisors and to manage their employees effectively. Less than two-thirds of supervisors said that they received training prior to or during their first year as a supervisor. Of those who received training, almost half received one week or less. Overall, most of new supervisors did not receive training in each of the basic areas of performance management, including developing performance goals and standards; assigning, reviewing, and documenting employees’ work; providing feedback; developing employees; evaluating employee performance; and managing poor performers.

Many supervisors do not receive the information they need. Only two-thirds of first-level supervisors believe they are receiving information about the goals and priorities of their organization; half said they are satisfied with the information they receive from management about what is going on in their organization. Less than two-thirds agree that their supervisor adequately explains the reasons for work changes before they take place or were satisfied with their involvement in decisions that affect their work.

Supervisors receive assistance from their managers, but many need more information and specific guidance. Although most supervisors reported that their supervisor talks with them or assists them when they need help, fewer stated that they receive all the information and guidance needed to do a good job. One reason a substantial number of supervisors say their managers do not provide the specific information or guidance they need may be that the managers themselves are not receiving enough information about the organization to provide adequate guidance and information to supervisors.

Supervisors need more coaching and feedback. Receiving frequent feedback is a vital component of effective supervisory performance. Yet just under half of supervisors are receiving feedback from their managers at least every two weeks, 13 percent receive feedback monthly, 38 percent receive feedback only quarterly or even less often, and 10 percent receive feedback once a year or less. There were wide gaps between supervisors’ perceptions of their behavior and performance and employees’ perceptions. For example, while most supervisors said they explain work changes to employees before they take place, only half of employees agreed that their supervisors do so.

Only about half reported that when they were new supervisors their manager provided them with coaching or feedback that helped them develop supervisory competencies. By not providing feedback and coaching, managers are sending a strong message to first-level supervisors that feedback and coaching are not important functions of supervision.

Supervisory and managerial accountability need to be strengthened. Stronger cultures of accountability need to be developed in many Federal agencies so that each supervisor and manager demonstrates a personal commitment to serving the public through effectively managing the performance of his or her employees. Several studies over the past 30 years have documented the need for improvement, especially in the area of managing poor performers.

Excerpted from the MSPB report, A Call to Action: Improving First-Level Supervision of Federal Employees, May 2010.

Do you agree with MSPB’s findings? Which of the findings do you think most contribute to the problems with first-level supervision in the federal government? Do you have any ideas to deal with the issues MSPB has identified?

Improving Performance through Fair Treatment of Employees

 

So, what actions can agencies take to foster a fair environment in which employees can and want to do their best work? Here’s a brief overview of some of the necessary steps.

  1. Conduct a thorough workforce analysis. This analysis should identify workforce requirements, including identifying where representation lags behind the available workforce and possible barriers to a fully representative workforce.
  2.  Ensure that human resources policies and practices do not create barriers to merit-based selection, recognition, advancement, and retention. For example, agencies should use a balanced set of recruitment strategies and hiring authorities. Selection criteria should be clearly job-related, with assessment strategies that are well-designed and carefully implemented. Additionally, the diversity and depth of the resulting candidate pool should be examined at each stage of the process to identify any unintentional impacts.
  3. Select supervisors with care and assure that they exercise their authority in a fair and transparent manner. Agencies must recognize that the supervisor employee interface represents one of the most critical points at which employees can experience fair—or unfair—treatment. Therefore, supervisory selection and accountability are critical. Supervisors may also need training, as well as the time, to fairly and effectively manage their employees.
  4. Earn the confidence of employees through daily decisions and routine interactions. It isn’t sufficient for supervisors to feel that they are treating employees fairly. They must earn employee confidence through their actions—whether giving assignments, constructive feedback, training opportunities, performance ratings, awards, and pay raises. All workforce decisions should be based on merit factors—matching individual abilities and performance to organizational requirements. Relying upon less rigorous assessments that can’t hold up to external scrutiny has the potential to seriously undermine employee engagement and subsequently, organizational performance.
  5. Ensure employees have knowledge of and access to effectual redress procedures, such as grievance and EEO complaint processes. Although these procedures serve as a safety net to guard against misuse of authority or mistreatment of employees, agencies should work to avoid getting to this stage by maintaining high standards as discussed in the points above.

Reprinted from Issues of Merit, a publication of the Office of Policy and Evaluation , U.S. Merit Systems Protection Board. More details can be found in the report, Fair and Equitable Treatment: Progress Made and Challenges Remaining, found at www.mspb.gov/studies.

What do you think? Are there other actions that agencies should take so that employees can do their best work?

Effective Whine Management: A Critical Skill for Federal Supervisors

Dealing with people and their idiosyncracies is always the toughest part of a supervisory job–the most difficult technical or organizational problem seems like a piece of cake in comparison. Many supervisors place listening to and resolving employee complaints as one of the top 5 most difficult tasks they face on the job. In this article from fedsmith.com, Bob Gibson suggests some approaches a federal supervisor can utilize when faced with whining and complaining subordinates.

www.fedsmith.com/article/1504/effective-whine-management-critical-skills-federal-managers.html