Introductory Presentation WHAT EVERY EMPLOYEE MUST BE TOLD! Introductory Presentation Copyright © 2012

Building Organizational Values, Culture, and Expectations CLASSROOM ARRANGEMENT: Class size should be between 30 and 60. There should be enough participants to enrich shared experiences, but not so many as to impede group sharing and feedback. Attempt to keep table groups between 5 and 10 with no more than six tables. More than 6 inhibits sharing and consumes too much time when conducting group reporting and feedback. Ideally, mix participants so that each group includes a cross section of large/small districts, principals/HR/Classified/Superintendents, and intermixing of districts. This minimizes narrower perspectives and provides a richer sharing of views and experiences. Opening Exercise (Approximately 45 minutes): Each participant at each table should share a misconduct situation they have or are dealing with. What was the issue, how was it handled, what was the outcome. Each group should pick one shared misconduct situation to report out for the table. It should be the one they feel was (is) most challenging and most frustrating or difficult to address. Capture each tables report out on both butcher charts. These cases will then become the hands on case for much of the course. Allow approximately 20-30 minutes for the table work (each participant should have 2-3 minutes to share their case). Each table should have the same amount of time to report out the case. The Problem Is Real

When it’s out of hand, it’s too late!

Known Explosive Cases Known Less Compelling Cases Unreported Unknown Cases

Known Cases Addressed Known Unaddressed Cases Unaddressed Unknown The most frequent types of employee misconduct observed are abusive or intimidating behavior, misreporting of hours worked, lying, and withholding needed information. Nearly half of non-management employees still do not report the misconduct they observe. Ethics Resource Center, National Business Ethics Survey, Washington, D.C., 2003 Known Unaddressed Cases About 80% of HR professionals and employees agree that their organization provides employees with enough information on its mission while employees are twice as likely as HR professionals to disagree that their organization provides employees enough information on workplace policies. HR professionals are more likely than employees to agree that their organization provides employees enough information on the organization’s ethics and values. Society for Human Resource Management: Employee Trust and Organizational Loyalty, Alexandria, VA, 2004 Unaddressed Unknown Cases (hidden)

Educator Sexual Misconduct USDOE, Synthesis of Existing Literature, Washington, D.C., 2004 Charol Shakeshaft, Hofstra University Percent of students who are targets of sexual misconduct during school career 10% Most likely offenders Teachers Coaches (Others) Male Characteristics of offenders Alone time Accomplished Perception Of targeted students Secrecy Seldom Ignored Response To alleged misconduct Poor skills No formal investigations Investigative practices

Preventing Misconduct and Promoting Correct Behavior OUR FIRST PRIORITY PREVENTION OUR SECOND PRIORITY DETECTION The most common view of misconduct is to address it when it happens. This chart is to remind participants that there are three separate focuses to the cycle on misconduct (1) prevent it, (2) assure a good system to detect it when it does occur, and (3) address and correct it when it happens. The course should put as much emphasis on prevention and detection as correction. CORRECTION

The Purpose of Discipline INTENT PUNISH PROMOTE FOCUS INDIVIDUAL ORGANIZATIONAL Participants need to embrace the concept that misconduct and discipline is not – first and foremost - about the individual who commits the misconduct. The model should be used to communicate the idea that discipline and misconduct is really about building and reinforcing organization and employee values and expectations. In this context, the focus is on the group – not the individual – and the discipline must be administered in a way that will reinforce organization values and expectations. Too much discipline or too little discipline does just the opposite. IMPACT TOO LITTLE TOO MUCH

“Our shared commitment is to the dominance of professional behavior above and below the surface.”