Job Aids and Templates - Office of Human Resource Development

Job Aids and
Templates
For
UW Sometimes and Aspiring
Supervisor Series
TABLE OF CONTENTS
Page
Three Primary Learning Styles-------------------------- 2
Steps to Practice Hearing Feelings & Needs-------- 3
Feelings Inventory------------------------------------------ 4
Universal Needs and Qualities of Human Beings-- 5
GROW Worksheet for Coaching------------------------ 6
Flexibility and the Four Supervisor Styles ----------- 7
Self Assessment for Training and Coaching--------- 8
Position Description (Sample)--------------------------- 9
Task Analysis (Sample)----------------------------------- 10
Train The Trainer Checklist (Sample)----------------- 11
Knowledge, Skills, and Talents Worksheet----------- 12
Interview questions using KST (Sample)------------- 13
Making a Request using OFNR Model---------------- 14
Making a Request using OFNR Worksheet---------- 15
Performance Review Worksheet------------------------ 16-17
Critical Functions (Sample)------------------------------- 18
Responsibility Grid (Sample)----------------------------- 19
Agenda for Staff Retreat (Sample)--------------------- 20
Continuous Improvement Worksheet------------------ 21
Action Plan Worksheet------------------------------------ 22
1

Three Primary Learning Styles
Visual - Auditory - Kinesthetic
Read the description of the three Learning Styles. Circle or underline what reminds you of yourself.
VISUAL: Learning through seeing.
Like to see pictures or diagrams.
Like demonstrations and watching videos.
Enjoy reading, watching television, going to movies. Would rather read than be read to.
Remember people by sight, do not forget faces. Reveal emotions through facial
expressions. Plan ahead, like to see overall big picture. Good recall and eye contact, prefer
to be shown rather than told.
"I SEE what you mean. I can PICTURE the equipment that we need."
AUDITORY: Learning through hearing.
Like to listen to debates, audiotapes,
lectures, discussion and verbal instructions.
Enjoy listening to radio, music, and debates, remember names, recall facts, have big
vocabulary. Give verbal directions (go one block and turn left). Reveal emotions verbally
through change in tone. Responds better when hearing information rather than reading.
"That SOUNDS right. I HEAR you loud and clear."
KINESTHETIC: Learning through doing. Like activities
and direct involvement in tasks. Like to be "hands-on,"
moving, touching, and experiencing first hand.
Enjoy active pursuits such as yoga, hiking, dancing, and biking. Remember things that
happen. Give directions by leading the way. Reveal emotions through body language.
Learn well by “getting in there and doing it”. Feel if something is right; rely on gut
reaction.
“The details are FALLING into place. It is starting to FEEL right.”
2

Steps to Practice Hearing Feelings and Needs
Before Making a Request
1. TRIGGER! What are the exact words you heard that bothered you?
Trigger
2. STOP!
3. BREATHE!
4. LISTEN TO YOUR THOUGHTS: What’s going through your mind?
Are you:
Blaming or judging the other person?
Blaming or judging yourself?
5. PAY ATTENTION TO YOUR OWN FEELINGS AND NEEDS:
• Yellow Cards/Feelings: Are you ____________?
• Red Cards/Needs: Because you need ____________?
• Allow time for person considering his/her feelings and needs time to reflect.
6. WHAT MIGHT THE OTHER PERSON BE FEELING AND NEEDING?
Yellow Cards/Feelings: I wonder if he/she is ____________.
Red Cards/Needs: Because he/she needs ____________.
Allow time for person considering the other’s feelings and needs time to reflect.
7. CONSIDER WHAT YOU MIGHT SAY OR DO
3

4
FEELINGS INVENTORY
Feelings when your needs are satisfied
Affectionate
compassionate
friendly
loving
open hearted
sympathetic
tender
warm
Confident
empowered
open
proud
safe
secure
Engaged
absorbed
alert
curious
engrossed
enchanted
entranced
fascinated
interested
intrigued
involved
spellbound
stimulated
Inspired
amazed
awed
wonder
Excited
amazed
animated
ardent
aroused
astonished
dazzled
eager
energetic
enthusiastic
giddy
invigorated
lively
passionate
surprised
vibrant
Exhilarated
blissful
ecstatic
elated
enthralled
exuberant
radiant
rapturous
thrilled
Grateful
appreciative
moved
thankful
touched
Hopeful
expectant
encouraged
optimistic
Joyful
amused
delighted
glad
happy
jubilant
pleased
tickled
Peaceful
calm
clear headed
comfortable
centered
content
fulfilled
mellow
quiet
relaxed
relieved
satisfied
serene
still
tranquil
trusting
Refreshed
enlivened
rejuvenated
renewed
rested
restored
revived
Feelings when your needs are not satisfied
Afraid
apprehensive
dread
foreboding
frightened
mistrustful
panicked
petrified
scared
suspicious
terrified
wary
worried
Annoyed
aggravated
dismayed
disgruntled
displeased
exasperated
frustrated
impatient
irritated
irked
Angry
enraged
furious
incensed
indignant
irate
livid
outraged
resentful
Aversion
animosity
appalled
contempt
disgusted
dislike
hate
horrified
hostile
repulsed
Confused
ambivalent
baffled
bewildered
dazed
hesitant
lost
mystified
perplexed
puzzled
torn
Disconnected
alienated
aloof
apathetic
bored
cold
detached
distant
distracted
indifferent
numb
removed
uninterested
withdrawn
Disquiet
agitated
alarmed
discombobulated
disconcerted
disturbed
perturbed
rattled
restless
shocked
startled
surprised
troubled
turbulent
turmoil
uncomfortable
uneasy
unnerved
unsettled
upset
Embarrassed
ashamed
chagrined
flustered
guilty
mortified
self-conscious
Fatigue
beat
burnt out
depleted
exhausted
lethargic
listless
sleepy
tired
weary
worn out
Pain
agony
anguished
bereaved
devastated
grief
heartbroken
hurt
lonely
miserable
regretful
remorseful
Sad
depressed
dejected
despair
despondent
disappointed
discouraged
disheartened
forlorn
gloomy
heavy hearted
hopeless
melancholy
unhappy
wretched
Tense
anxious
cranky
distressed
distraught
edgy
fidgety
frazzled
irritable
jittery
nervous
overwhelmed
restless
stressed out
Vulnerable
fragile
guarded
helpless
insecure
leery
reserved
sensitive
shaky
Yearning
envious
jealous
longing
nostalgic
pining
wistful
(c) 2005 Center
for Nonviolent
Communication,
www.cnvc.org
Email:
cnvc@cnvc.org,
1.505.244.4041

Universal Needs or Qualities of Human Beings
By Mary Kay Reinemann based on the work or Rosenberg, MaxNeef, Maslow et al.
Sustenance:
food, warmth, rest
Safety/Security:
Care, autonomy, support, compassion, dependability, trust, peace, hope
Affection/Love:
Respect, honesty, self-respect, sensuality, intimacy, care, support, compassion,
trust, connection, nurturance, cooperation, privacy
Understanding/Empathy
Curiosity, honesty, clarity, empathy, hope, learning
Participation/Community
Humor, honesty, inclusion, support, compassion, mutuality, celebration,
mourning, contribution
Leisure/Recreation
Tranquility, spontaneity, fun, beauty, rest, peace
Creativity
Curiosity, beauty, inspiration, competence, contribution, self-expression
Meaning/Identity
Self-esteem, integrity, competence, purpose, competence, consistency, values,
order, peace, beauty, wisdom, inspiration, having value, belonging, connection,
contribution, celebration
Freedom/Autonomy
Passion, integrity, choice, self-esteem
5

GROW Worksheet for Coaching
G
What’s your GOAL? What’s your Goal for Today’s Coaching Session?
Or in an ongoing coaching session, What have you done since our last session?
R
What’s the current REALITY (or situation)?
State behaviors and/or exactly was said. No blame, no shame
Beware of assuming any intentions for someone’s action
What have you DONE so far?
What’s getting in your way?
Move from looking at the current reality as a problem or challenge,
to looking at the opportunities
O
What are your OPTIONS? What could you do to move this situation ahead?
Tell me a story about the BEST time you did _______________?
What did you do? Who was involved? What values were/are important to you?
What’s another “right answer?”
What’s another “right answer?”
W
What WILL you do? By When?
Homework and follow-up:
.
Adapted from John Whitmore, Coaching for Performance and Robert Bolton, People Skills.
6

Flexibility and the Four Supervisory Styles
“In the end, it’s up to the manager to adjust to the employee’s motivational needs, not for the
employee to adjust to how that manager likes to motivate people.”
On My Mind: Employee Motivation, by Steven Kline, www.pfonline.com
Supervisor
Train
Clear Direction
and supervision
Coach
Encouragement and
direction
Collaborate
Share
responsibility
Delegate
Evaluate
progress
Staff
Beginner
Frustrated
Learner
Competent
Team Player
Star
Performer
Feelings
Needs
What Questions
could we ask?
7

Self-Assessment for Training and Coaching
Individually,
» Put yourself in the shoes of your staff members. Rate yourself 1 - 5 as your employees would if they
were rating you on these activities.
» Then select 3 or 4 areas to improve. (The results of this assessment are for your use only)
1=Never 2=Rarely 3=Sometimes 4=Usually 5=Always Rating
1 My boss gets out of his or her office, and spends time with us at our work sites.
I could do
even better
2 My boss thinks and speaks positively and has a good attitude.
3 My boss shares information with us.
4 I can talk to my boss when I need to, and s/he really listens.
5 I get individualized attention from my boss.
6 My boss really knows my strengths.
7 My work is structured such that I get to do the things I’m good at.
8 If I really need help, my boss will get involved with my work.
9 My boss stays out of my way when it’s appropriate.
10 My boss is a good role model and acts as s/he expects me to act.
11 My boss is a patient explainer.
12 My boss lets me know what I’ve done wrong.
13 I don’t get punished for mistakes.
14 I’m encouraged to analyze my mistakes and to learn from them.
15 My boss lets me know when I’ve done something right.
16 We celebrate successes, even the small ones.
Adapted from American Management Association
Coaching is unlocking people’s potential to maximize their own performance. It is helping them to
learn rather than teaching them.
Coaching for Top Performance, John Whitmore
8

Wisconsin Union
Staff Education and Training
Office Assistant
Position Description
Serve as Office Assistant for the Training Resource Center of The Wisconsin Union, the
Division of Social Education. Work under the general direction of the Assistant Director of
Staff Ed. Provide educational services to more than 850 part-time staff and 175 permanent
staff who work in thirteen buildings across campus.
Job Responsibilities
1. Provide General Administrative Support to Training Resource Center.
a) Answer questions regarding training via telephone, correspondence, and face-toface
communication.
b) Pick up & sort mail. Manage the office email account.
c) Handle office copying and collating.
d) Process paperwork and perform duties to accomplish office management.
e) Manage Training Resource Center Library.
2. Provide Administrative Support for New Staff Workshops.
a) Demonstrate exceptional customer service when welcoming new hires.
b) Explain training requirements and complete individualized training plans.
c) Coordinate reservations for workshop facility space.
d) Create posters and sign-up sheets to publicize workshops.
e) Coordinate enrollment of workshops.
f) Prepare workshop materials and set-up of the training workshop room.
g) Conduct skills check-outs for online trainings.
h) Document and file all live and online training records.
i) Work with Staff Ed Director, Staff Ed Assistant director, workshop facilitators and
other office assistants to continually improve the quality of all training and
resources.
3. Provide Administrative Support for Other Trainings and Events
a) Provide administrative support for safety trainings and supervisor trainings.
b) Provide administrative support for semester gatherings and student employee
events.
9

SAMPLE TASK ANALYSIS
In Office Binder
Organized via Position Description
1. Provide General Administrative Support to Training Resource
Center
B. Manage TRC WiscMail Plus E-mail Account.
1. Open WiscMail icon on TRC Front Desk Computer desktop or
click button on Firefox toolbox
2. Leave WiscMail Plus open on TRC Front Desk Computer desktop
3. Log in into the WU Training Email Account
a. E-mail address is
wutraining@union.wisc.edu
b. The password is “*******”
c. This account can be accessed from any computer
4. Click “Get Mail” to update new messages frequently.
5. Handle email immediately as it comes in. If you don’t know how to answer an inquiry,
a. Ask Dawn in person
b. Forward email to Dawn dreskowke@wisc.edu or Mary mhoddy@wisc.edu
6. Delete junk mail daily.
7. If you don’t have time to handle a message that you’ve read, mark it “Unread” so the
next student can deal with it.
10

Name:
WU Staff Education & Training
Office Assistant Train The Trainer Check List
Date:
Trainer's Initials:
1 General Office Duties Miscellaneous
a. Answering questions Phone
b. Pick up and Sort Mail
c. Email Management
d. Training Workshop Preparation
e. Office Copying and Collating
f. Managing the Library
g. Recognition
2 New Staff Workshop Administrative Support
Live Workshops
a. Reservations for Workshops
b. Assist in Signing-Up Tour of the Office
c. Preparation of Workshop Materials Computer
1. Union 101 Tree-Staff Ed on X:
2. All Occupation Safety Printer:
3. Food Safety B & W Laser
4. Cashier Recycled Paper
5. Alcohol Server Color Inkjet
6. Office Safety Calendars
d. Preparation of Feedback Form to Clipboards for Task
Student Sign In Sheet...leave on Cart
e. Workshop Room Set-up
f. Workshop Preparation at Union South
1on1 Trainings
a. 1on1 Training Procedures
1. Union 101
2. Occupation Safety
3. Food Safety
4. Cashier
5. Alcohol Server
6. Office Safety
3 Hard Knocks Shifts
Shadow two units different than your home unit
Unit 1:
Unit 2:
Shadow Human Resources
Shadow Information Desk
11

Knowledge, Skills, and Talents
Adapted by Mary Hoddy, Wisconsin Union, UW-Madison,
From Marcus Buckingham and Curt Coffman, First, Break All the Rules
Knowledge, skills, and talents are different elements of what a person knows or can do. Knowledge is
simply what we are aware of – either facts we have learned or experiences we have had. Skills are
actions, or what we DO with knowledge. For example, communication and computer skills are essential
for many of our jobs. The authors of First Break All the Rules define talent as reoccurring patterns of
behavior that can be productively applied. If you instinctively remember names, that’s talent.
The distinction among the three is that skills and knowledge can be learned, whereas talents cannot. As
we understand ourselves more, we can stop wishing to be fundamentally different and celebrate our true
selves. Let’s consider how we might cultivate our knowledge, skills and talents to find our strengths.
1. Identify the skills and knowledge we have, and what we would like to learn.
We can learn knowledge in a variety of ways: reading, taking classes, etc. The best way to learn
a skill is to practice. To capitalize on our experiences, we can reflect on what we’ve learned and
consider how we can apply new knowledge to our life.
2. Discover our hidden talents. Our talents are not always evident to ourselves or others. People
who know us well might spot a glimpse of a talent and help us find a way to use it more fully.
The key to excellent performance is finding the match between your talent and your roles.
Individually, write some of your Knowledge, Skills, and Talents on the chart below.
Find a partner. Share your Knowledge, Skills, and Talents. ADD other Skills, Knowledge, and
Talents that your partner may be unaware of or is being too humble to acknowledge.
Knowledge Skills Talents
Example: A cashier needs…
To know correct procedure & rules To find keys quickly & accurately Precision under pressure
Customer Service
New knowledge or skills I would like to learn:
Skills I would like to learn to help me deal with talents that I do not have:
Additional Resource: strengthfinder.com
12

Writing Interview Questions
for Critical
Knowledge, Skills and Talents
To hire the best candidate for the job, ask questions that get at the core Knowledge, Skills and Talents
for your position. To decide what these core Knowledge, Skills and Talents are you can review the
position description and reflect on the talents of your best performers in this position.
Knowledge – facts or ideas that people gain by study, investigation, observation or experience.
Examples of knowledge: understanding of laws or statutes, accounting principles, etc
Why are you interested in this position?
What drew you to the field of_____________________?
Describe the courses that you’ve completed that have helped you in your current job.
Skill – ability to use one’s knowledge effectively. People improve skills by practicing them.
Examples of skills: computer applications, ability to delegate, ability to make decisions
(Before the interview.) In this position you will create Powerpoint slide shows to support your
training. Bring a sample of one of your Powerpoint shows.
(Before the interview.) Prepare a 10 minute presentation on any topic of your choice to deliver
at the interview. The only AV that will be available will be a flipchart.
Describe spreadsheets that you have created and how you use them.
Tell us about a time you had to examine ________ to find errors. What process did you use?
Describe the tasks you have been willing to delegate compared with those you prefer to do
yourself.
Talent –Talents, by definition, cannot be learned. They are recurring patterns of thoughts, feelings
and behavior. Examples of Talents: accuracy, initiative, organization, customer service,
resourcefulness areas people should excel in to be successful in the position.
What part of your work do you find most fulfilling? Or What part of your work gives you the
most personal satisfaction and why?
In this position you will be expected to take initiative to improve the way the office runs. Tell
me about a time when you improved a work process.
Tell us about a time when you felt you went above the call of duty to assist a customer.
Describe for us how you answer a question when you do not know the answer.
This job requires that you direct the work of students however you will not be their supervisor.
Describe a time when you got work done through other when you did not have direct authority.
13

Making a Request Using OFNR
Giving Feedback Using Observations, Feelings, Needs, and Requests
Adapted from The Nonviolent Communication Process: A Synopsis, by Penny Wassman
Based on the work of Marshal Rosenberg, author of “Nonviolent Communication: A Language of Life”
Observations
Feelings
Needs
Requests
• Clearly state what you see, hear, touch, feel, smell, taste, etc.
• Be specific as to time and context. When and where did this occur?
What were the exact words said? Or what exactly did you see?
• Separate your observation from any evaluation or judgment.
Ask yourself, “Could a video camera see my observation?”
• Express feelings, rather than thoughts disguised as feelings.
“I feel embarrassed.” rather than “I feel like an idiot.”
• Find feelings that you can own, rather than what someone is doing to you.
“I was irritated because I need to contribute.” rather than “I felt manipulated.”
• Beware of words that label or blame yourself. Instead of “I feel so incompetent
around him.”
• Take responsibility for your feelings. No one “makes” you mad or bored.
o Denying responsibility: “He made me so mad when he came late.”
o Taking responsibility: “I was annoyed/irritated/angry when you came 15
minutes late without calling.”
When we identify needs instead of blaming ourselves or others, we can start building
positive relationships.
• Needs are universal, common to all cultures, genders, races and countries.
• Differentiate between Strategies and Needs
o Strategy: “I need a car.”
o Need: “I need efficiency and ease to get to work.”
o Strategy: “I need a new computer.”
o Need: “I need dependability and security to work efficiency.”
After we observe and identify feelings/needs, make clear request.
The clearer we are about what we want, the more likely it is that we’ll get it.
• Ask yourself “What is my intention in making this request?”
• Use specific language. “Can you be more considerate?” becomes “Are you
willing to call us if you are going to be more than 5 minutes late?”
• Frame requests in the positive (it’s hard to do a “don’t”)
• Use a time frame where possible. “Are you willing to get that report to me by
5PM today?”
• There are two types of requests:
1. Action Request: A specific do-able action.
2. Connection Request: Invites more dialogue.
“Would you be willing to tell me what you heard me say?”
14

Making a Request Using OFNR
Steps for Giving Feedback
1. Make an observation
“I noticed that you came in 10 minutes late today.”
• Clearly state what you see
• Be specific as per time and context
• Eliminate evaluations and judgments
Pause. Give chance to hear what happened. Offer empathetic listening to make sure you understand.
2. Describe how you felt
“I was frustrated….
• Take responsibility for your feelings
3. Your needs / or what happed because of
the behavior (the consequences)
“because I covered the front desk until you came and I
need to be efficient in getting my work done”
• Are you choosing to connect or (internal dialogue) Might say…….
disconnect?
“because I covered the front desk until you arrived. I
depend on you to serve our customers during our open
office hours.”
Pause again. Offer empathetic listening again if appropriate.
4. Check for clarity “What do you understand I’m saying?”
“What do you understand our procedure is……..?”
5. Make a request.
• People always have a choice
• Ensure that consequences of their
“Would you be willing to come at ___from now on?”
“Would you be willing to call me if something comes
up and you’ll be more than 5 minutes late?”
choices are clear
YOUR
TURN
Drafting Feedback for Someone I Work With
1. Make an observation “I noticed
Pause. Give chance to hear what happened. Offer empathetic listening to make sure you understand.
2. Describe how you felt “I was
3. Your needs / or what happed because of
the behavior (the consequences)
“because
Pause again. Offer empathetic listening again if appropriate.
4. Check for clarity “What do you understand I’m saying?”
5. Make a request. “Would you be willing
15

Performance Management Worksheet
Purpose: Assist managers in analyzing performance issues so they
can take appropriate steps to resolve the issue.
Employee: _____________________ Supervisor: ________________________
1. Describe the performance issue. Who is involved? Date
Is this issue worth pursuing? If no, ignore. If yes, continue.
2. What are my First Steps to resolve this issue?
Question Action = First Steps Notes
Date
1. Are expectations clear? Write expectations.
2. Are there adequate
resources?
Find resources or
alternatives.
3. Are barriers in the way? Remove barriers.
4. Are procedures up to date? Write or revise procedures.
5. Is feedback adequate? Arrange feedback.
Adapted by Mary Hoddy, UW-Madison, Wisconsin Union, from:
1. First Break All the Rules, Buckingham & Coffman.
2. Analyzing Performance Problems, or “You really oughta wanna”, t. Mager & P. Pipe.
16

3. Is a Skill, Knowledge, or Talent involved?
Question Action = Training Notes Date
S
1. Has employee ever
performed task?
Provide 1-1 or formal training.
S 2. Does employee perform
task often?
Provide practice or job aids.
K 3. Is employee unsure if
performing task correctly?
Give feedback.
K 4. Has procedure changed?
Provide training on updated
procedure.
T
5. Is employee good at some
tasks and not others?
Explore rearranging job tasks
and revising PD.
T
6. Does employee have
potential to be successful?
Move to another job, counsel,
or consider termination.
See HR Representative.
4. Is Performance Management involved?
Question Action = Managing Notes Date
1. Is job unchallenging? Add new tasks or special
assignments
2. Is job too difficult? Simplify job or move some
tasks to another.
3. Does good performance matter
or is it punished?
Give positive reinforcement
for good performance.
4. Is non-performance rewarded? Arrange consequences for
non-performance
5. Is employee unresponsive to
direction?
Concentrated Performance
Evaluation or Discipline.
See HR Representative
17

Task
Sample
Training Resource Center Office Staff *
Critical Functions
Timing
Primary
Person
Back-up
Person
TRC Office Management
Check & respond to wutraining e-mail Daily Elizabeth Office Staff
Check & respond to TRC log and To Do list. Daily Office Staff Bradley
Administer computer 1-on-1 Trainings and
Daily as needed Office Staff Bradley
review worksheets
Pick up & sort mail Daily after 1:30pm HR front desk Bradley
Translation
Add translation requests to La Lista & transfer
Daily, as needed Bradley Elizabeth
e-mail to Translations folder
Attend Kitchen or Building Services meetings Weekly, as needed Elizabeth Cris
New Staff Workshop Support
If there is a training, confirm TITU Daily, morning Elizabeth Bradley
Confirm # of packets, confirm facilitator,
Elizabe/Ann
Daily, morning
Front desk
set-up cart
a
E-mail reminders to new staff for workshops 2-3 days prior to workshop Elizabeth Elizabeth
Confirm that facilitator(s) & set-up staff have
confirmed for workshop
Thursday afternoon Anna Elizabeth
Enter workshop attendance into WUHRID,
e-mail MU & US Building Cashiers
w/ Cashier attendance
Day after workshop
Elizabeth/
Anna
Office Staff
Send training report to R:drive & e-mail
supervisors
Weekly Bradley Tammy
All Staff Gathering Support
Administrative Support Semester Bradley Mary
Lead designer & facilitator Semester Dawn R Mary
TRC PT Staff Supervision
Schedule office coverage Semester Bradley Mary
Track key distribution list Semester Bradley Maria
Reconcile biweekly/monthly part-time staff
Biweekly Bradley Mary
wages
Make Kronos corrections for part-time staff Biweekly Bradley Mary/Dawn
Process merit raises for PT TRC staff Semester Mary Bradley
Marketing & Promotions Support
Create & post monthly TRC calendar on WU
Monthly Anna Elizabeth
bulletin boards; mail to external units
Create & e-mail info for special event As Needed Bradley Office Staff
Update TRC Bulletin Board Weekly Anna Office Staff
Accounting & Financial Support
Order office supplies & prepare Receive Rpts Varies Tammy Bradley
Order/reconcile candy thru Deb’s Wholesale Semester Bradley Tammy
Reconcile monthly Pro-card statements Monthly Bradley Mary
Reconcile prelim & final financial statements Bimonthly Bradley Mary
18

Example
Responsibility Grid
Primary
Reponsibilities
from PD's
Supervise
Advise New
Staff
Workshop
Staff Ed
Consultant to
Perm Staff
Develop
Staff Ed Director Assistant Director FALL 10
Mary Hoddy
Dawn Rekoske
100% 100%
A. Direct staff education and
training which reflects current
strategic themes and goals.
B. Oversee professional
development for permanent staff.
C. Manage programming for
organizational development,
strategic planning & change
management.
D. Coordinate permanent and PT
staff management training
E. Coordinate and teach UW
Sometimes and Aspiring
Supervisor Series
F. Consult with Admin &
Marketing, Director's Off, and
Social Ed
Permanent Staff, Advise Student
Facilitators who teach workshops
below
Union 101, Food Safety
Admin & Marketing, Social
Education, Director's Offic
FS Manager Cert, Resp Bev,
Supervisors
A. Manage Training Resource
Center and supervise PT student
office staff.
B. Manage New Staff and Safety
Training Program for all staff,
including live and blended online
format.
C. Coordinate internal
communication & staff gatherings,
forums, etc.
D. Coordinate WU Customer
Service Team
E. Consult with Facilities, Food
Service, and Retail units
F. Advance WU mission &
Wisconsin Idea. (present at
conferences, etc.)
Student Office Assistants &
Facilitators who teach workshops
below
Make My Day!, Occupational
Safety, Cashier, Alcohol Server
Facilities, Retail, Food Services
Bloodborne Path, CPR, Adv
Safety, Fire Extq, Badger Watch
Committee
Assignment
Improv Team
Assignment
Campus
Liaison With:
Admin Core, Leadership Staff, WU
Diversity Advisory Comm, WU
Rep Staff Resource Grp
UW Business Services, UW APR
Training
UW Office of Human Resource
Development
Facilitate SEAG, WU Safety
Comm
UW APR IT 3270
UW Safety
19

Planning a Staff Retreat at UW (Collaborative/Participatory Model)
SAMPLE AGENDA
Who: Marie Kate Mary Anna
Juan Cristobal Bryce Dawn Shannon
Time: 8:30 – 1:00 pm
Where: Mary’s House, 6718 Franklin Ave, Middleton (For ride, meet at Union at 8:15 am)
What: 8:30 am Gathering and Continental breakfast (YUM)
9:00 am Warm-up: Regarding my role in Staff Education (All)
What am I most proud of from the last semester/year?
What are my wish(es) for Fall Semester?
Throughout Morning: Add to ACTION PLAN
9:30 am Create Accomplishments from Last year (Mary)
Review new WU Mission, Vision, Values
Review Staff Ed Purpose Statement
Create Last year’s Accomplishments
10:30 am BREAK
10:45 am Review Next Year’s Goals and Objectives written in January
Consider Summer/Fall Timeline (Mary)
Add to Action Plan
12:00 pm Prepare Potluck Salad LUNCH!!
1:00 pm Clean-up and travel back to union
Agenda Items For later in year:
Introduction to Balanced Scorecard, including:
“Learning & Growth Perspective”
A couple things to consider when planning a staff retreat
A typical summer retreat could include:
Creating a list of accomplishments from previous year
Reviewing list of goals for this year
Analyzing “What’s working, what could be better?”
Starting a project list
Considerations:
Find space away from your office that does not cost anything. Examples: a conference
room on campus or a staff member’s home (if you are comfortable with that)
Consider having a potluck, or buying your own lunch
Take your supervisor along as a participant (not as a leader)
Take along a flipchart and laptop computer. Document everything you do
Be accountable for the time. Follow-up with reports, To Do lists, etc.
What other suggestions or ideas do you have?
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Worksheet for Continuous Improvement
What am I most proud of from last year?
What’s working well?
or
What are my wishes for this year?
What could be better?
ACTION PLAN: What Do We Need TO DO?
1.
Who Will Follow-Up?
2.
3.
4.
What Needs further information, dialogue, etc?
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ACTION PLAN
Task
Person
Responsible
Target
Date
Completed
Date
1
2
3
4
5
6
7
8
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