1. Dealing with underperforming staff Planning for action and managing self

2. Common difficulties- preparation Lack of preparation Lack of knowledge about industrial/legal/local policy issues. Not having all the facts or evidence of the facts Not having first hand information Not leaving enough time for discussion Not providing an appropriate space (eg seating arrangement) Not being clear about the agenda and the consequences 2

3. You are supervisor not key emotional support 3

4. Common difficulties - emotional Fear of conflict Fear of upsetting the person Talking about how you feel (it’s not about you!) Taking responsibility for others Making assumptions Expecting to change or ‘save’ the person Not being honest about the situation or possible outcomes Wanting to save them from pain, humiliation, the truth or consequences of their actions Understating or overstating the situation – keep it in context Exhibiting emotional responses Allowing a “negative advocate” or “friend” to hold the floor. 4

5. Be careful of hearsay - ‘he said, she said’. Trying to deal with the matter through email, either initial interview or follow up Not keeping file notes (records of conversations) Interrupting Talking more than listening (and not listening actively) Getting into direct confrontation with high conflict personalities. Being disarmed or bamboozled as new information is brought forward, often without substance 5 Common difficulties - communication

6. Preparing for discussion/mediation Be clear on the issues and facts Prepare a timeline and details of the history of the dispute/complaint/ unsatisfactory performance Ensure that you have all the relevant documents at hand Be clear on the process on the policies and procedures Understand and act on industrial and legal realities Interview any others involved in the dispute/complaint Set very clear guidelines as to time, place and length of the meeting Ensure that you leave enough time Do not leave the time open ended Provide an agenda in writing (specifying location and timeline) with any information required from participant/s Indicate that you are happy for them to bring ‘a friend’

7. Recognise the personality issues 7

8. Specific approaches for High conflict individuals Realise they react aggressively because they are threatened Be modest and matter of fact Listen respectively and actively Speak clearly and calmly Provide moderate reassurance and empathy Be realistic about boundaries and expectations Avoid anger or emotional overreaction and do not react to staff member’s intense emotions Remain neutral – don’t take their outbursts/blaming personally Explain consequences calmly Don’t interrupt, ignore of terminate too quickly Don’t compromise in the face of anger if it doers not provide a lasting solution 8

9. Neutral professional bonding 9

10. Importance of “bonding” Listen to fear and anger and empathise Be consistent, calm Set clear boundaries about what will and will not be done Validate the person, but not the behaviour or performance Avoid anger 10

11. Create structure Set relationship boundaries and expectations Clarify roles Listen to emotional reaction, but limit time spent on emotional issues Engage staff member in problem solving Use some mediation principles, eg mutual identification of best and worst alternative outcomes Aim to reach agreement on a way forward Ensure that consequences are understood 11

12. Communication style Maintain a professional distance Remain neutral Be respectful and empathetic Validate the person not the complaint or action Be honest and direct Listen actively Ask questions to clarify their position Test assumptions claims made by seeking evidence Use summaries and reframing Use clear simple language Check that they have understood you Use reality checking Identify their needs and interests and their ‘BATNA’ and ‘WATNA’ 12

13. Look for solutions not problems 13

14. Reaching an outcome Recognise real strengths and accomplishments Be honest about weaknesses (and unrealistic outcomes) Share the decision making Explore all the options Avoid reaching a decision or outcome too quickly Explain the consequences of future performance issues/misconduct or not sticking to agreements Create a process for follow up and stick to it. Follow up with attention to detail of agreement 14

15. Protecting self Preparation Clear understanding of your role and responsibility to the university, the staff member and colleagues Anger/aggression of the staff member is an instinctive response and not necessarily directed at you personally Be empathetic, but not close to the staff member Do not promise unrealistic outcomes or assistance Attempt to anticipate likely reaction of staff member Rehearse the interview/ your responses to likely negative reactions Ensure that staff member’s friend or advocate is clear on role Sometimes a staff member’s friend or the union can assist resolution Ensure that Dean ( senior staff) is aware of your meeting and the grounds for it Debrief with senior colleague, HR or Dean 15

16. Final Points Deal with the situation promptly and positively Prevention is better than cure It is not in the interests of the organisation or the individual to procrastinate because it is difficult Sometimes the people are grateful for your intervention Remember it is about them and the workplace not you. 16