1. Sample scenario Workplace supervision
How to use this module:
Workplace supervision
This module has been created in Office Mix which has its own default navigation controls (controls outside of the PowerPoint slide).
It is advised that you use the custom navigation within the PowerPoint slides to navigate through the module as it is scenario based.
Note: Clicking on a slide will auto-advance to the next slide, please use the grey buttons on the slides for navigation purposes.
This could be a quick summary with a link to a more detailed instructions page.
You could even include a “help” question mark icon on the slides to support learners throughout the module.
The following is a sample module for scenario based training.
This module aims to:
Provide an example of scenario based training
Illustrate descriptive feedback for scenarios
Demonstrate the functionality of PowerPoint scenario based training within Office Mix and embedded to Blackboard (Learn.UQ)
The scenarios within this module have been sourced from UMassAmherst Workplace Learning and Development website as they demonstrated good quality constructive feedback for each of the scenario options. They are samples only and are not formal training for UQ staff.
Start

2. Scenario #1 - Tom What would you do? What would be your first step?
Some kind of visual for the display of different options available.
Or just keep it as A, B, C, D options.
Can just be A, B, C
(3 Options)
Tom, one of your employees, has worked in the office for ten years. He is well liked and knowledgeable about the history of the office and University systems. There is no past history of performance issues that you can see from looking at past performance reviews. What you have observed is that Tom regularly shows up late, (office opens at 8:30am, Tom usually comes by 9/9:15am), takes longer than an hour for lunch, and often is heading out the door by 4:30pm (office closes at 5pm). You notice that this type of behavior seems to happen once in a while for other employees in the office, but seems like a daily practice for Tom. He never records any of this time on his time card as official time off.
What would you do? What would be your first step?
Links to real on the job resources, like who they can ask for help (this might show a hint or something that the person might say to them / advice).
Job aid – handouts, posters, anything used on the job.
Relevant procedure, you could even take an extract of the procedure to show them as reference point.
Do Nothing
Address the issue with the office as a whole at a meeting, reminding everyone of operating hours and the importance of being on time
Address the issue directly with Tom, explaining your concerns, exploring his understanding of working hours, and being clear about your future expectations
Give Tom a verbal warning for his lack of timeliness, and tell him it happens again, he will receive a written warning that will go into his permanent discipline record.
Link to a fact sheet / diagram
Link to a workplace procedure
Hint from someone relevant
Job Aid
Procedure
Ask someone

3. Scenario #1 - Tom What would you do? What would be your first step?
Some kind of visual for the display of different options available.
Or just keep it as A, B, C, D options.
Can just be A, B, C
(3 Options)
Tom, one of your employees, has worked in the office for ten years. He is well liked and knowledgeable about the history of the office and University systems. There is no past history of performance issues that you can see from looking at past performance reviews. What you have observed is that Tom regularly shows up late, (office opens at 8:30am, Tom usually comes by 9/9:15am), takes longer than an hour for lunch, and often is heading out the door by 4:30pm (office closes at 5pm). You notice that this type of behavior seems to happen once in a while for other employees in the office, but seems like a daily practice for Tom. He never records any of this time on his time card as official time off.
What would you do? What would be your first step?
Links to real on the job resources, like who they can ask for help (this might show a hint or something that the person might say to them / advice).
Job aid – handouts, posters, anything used on the job.
Relevant procedure, you could even take an extract of the procedure to show them as reference point.
Do Nothing
Use this as a link to relevant resource /diagram – on it’s own webpage or auto-download file URL link.
Address the issue with the office as a whole at a meeting, reminding everyone of operating hours and the importance of being on time
Address the issue directly with Tom, explaining your concerns, exploring his understanding of working hours, and being clear about your future expectations
Give Tom a verbal warning for his lack of timeliness, and tell him it happens again, he will receive a written warning that will go into his permanent discipline record.
Link to a fact sheet / diagram
Link to a workplace procedure
Hint from someone relevant
Job Aid
Procedure
Ask someone

4. Scenario #1 - Tom What would you do? What would be your first step?
Some kind of visual for the display of different options available.
Or just keep it as A, B, C, D options.
Can just be A, B, C
(3 Options)
Tom, one of your employees, has worked in the office for ten years. He is well liked and knowledgeable about the history of the office and University systems. There is no past history of performance issues that you can see from looking at past performance reviews. What you have observed is that Tom regularly shows up late, (office opens at 8:30am, Tom usually comes by 9/9:15am), takes longer than an hour for lunch, and often is heading out the door by 4:30pm (office closes at 5pm). You notice that this type of behavior seems to happen once in a while for other employees in the office, but seems like a daily practice for Tom. He never records any of this time on his time card as official time off.
What would you do? What would be your first step?
Links to real on the job resources, like who they can ask for help (this might show a hint or something that the person might say to them / advice).
Job aid – handouts, posters, anything used on the job.
Relevant procedure, you could even take an extract of the procedure to show them as reference point.
Do Nothing
Address the issue with the office as a whole at a meeting, reminding everyone of operating hours and the importance of being on time
URL link to UQ Policy / Procedure PPL document.
Address the issue directly with Tom, explaining your concerns, exploring his understanding of working hours, and being clear about your future expectations
Give Tom a verbal warning for his lack of timeliness, and tell him it happens again, he will receive a written warning that will go into his permanent discipline record.
Link to a fact sheet / diagram
Link to a workplace procedure
Hint from someone relevant
Job Aid
Procedure
Ask someone

5. Scenario #1 - Tom What would you do? What would be your first step?
Some kind of visual for the display of different options available.
Or just keep it as A, B, C, D options.
Can just be A, B, C
(3 Options)
Tom, one of your employees, has worked in the office for ten years. He is well liked and knowledgeable about the history of the office and University systems. There is no past history of performance issues that you can see from looking at past performance reviews. What you have observed is that Tom regularly shows up late, (office opens at 8:30am, Tom usually comes by 9/9:15am), takes longer than an hour for lunch, and often is heading out the door by 4:30pm (office closes at 5pm). You notice that this type of behavior seems to happen once in a while for other employees in the office, but seems like a daily practice for Tom. He never records any of this time on his time card as official time off.
What would you do? What would be your first step?
Links to real on the job resources, like who they can ask for help (this might show a hint or something that the person might say to them / advice).
Job aid – handouts, posters, anything used on the job.
Relevant procedure, you could even take an extract of the procedure to show them as reference point.
Do Nothing
Whoever the best person to contact is about this issue, give according advice as if it were given by that person at UQ. Good to re-emphasise who to approach with any questions.
Address the issue with the office as a whole at a meeting, reminding everyone of operating hours and the importance of being on time
Address the issue directly with Tom, explaining your concerns, exploring his understanding of working hours, and being clear about your future expectations
Give Tom a verbal warning for his lack of timeliness, and tell him it happens again, he will receive a written warning that will go into his permanent discipline record.
Link to a fact sheet / diagram
Link to a workplace procedure
Hint from someone relevant
Job Aid
Procedure
Ask someone

6. Disability Plan A (Visual link to open PDF)
Scenario #1 Outcome – Do Nothing
Others employees notice that it seems fine with you that Tom keeps casual hours, so every one starts keeping the same hours as Tom. Your response to one employee’s behavior has now established office norms that need to be addressed. This could have been avoided by addressing the issue up front with Tom.
Some of the employees accuse you of discriminatory behavior by having different standards for different employees. When staff feel they are being treated unfairly or that different rules are being applied for different staff, they have a variety of options. In addition to approaching you directly, they could go to your boss, or to the Ombuds Office. What if Tom is the only male reporting to you and the women on staff document the fact that Tom is getting preferential treatment? The issue could become a much bigger concern.
Disability Plan A (Visual link to open PDF)
Return to scenario
Continue

7. Disability Plan A (Visual link to open PDF)
Scenario #1 Outcome – Whole office meeting
Staff ask for your understanding of work time, share theirs and you all come to agreement. This could happen. This still may not solve your problem, in that people may agree to something but not change their behavior. It would give you a point on which to start giving feedback if you see that staff or some staff are not following the guidelines.
Staff that are following the rules feel de-motivated and frustrated. By addressing an issue as "some of you" or "everyone" and not addressing the person who needs to be addressed, you are punishing the wrong people.
Nothing changes. The longer you do nothing, the more likely it will become a bigger issue. Since Tom is not being addressed directly, there is no reason to change.
Disability Plan A (Visual link to open PDF)
Return to scenario

8. Disability Plan A (Visual link to open PDF)
Scenario #1 Outcome – Address concerns
Tom disagrees with you. Tom may feel he is on time. This is where it is important to have documentation on Tom's behaviours to back up your concerns.
Tom believes you are picking on him. Tom may not like the idea that you are addressing this issue with him. Yet, it still needs to be addressed.
Tom doesn’t understand the problem; he says, “I work hard and complete my tasks, so what’s the issue?” In giving feedback to an employee, it can help to also acknowledge what the employee does well. The issue is not how hard Tom works (though some may wonder if Tom could do more if he worked the expected number of hours), the issues are time, attendance and office standards.
Tom says no previous supervisor never addressed this issue. This may be true. Acknowledge that reality and say that what may have been accepted norms in the past don't dictate the future. Acknowledge that it is not Tom's fault no one addressed it earlier. Discuss your expectations of his future behavior.
Disability Plan A (Visual link to open PDF)
Return to scenario

9. Disability Plan A (Visual link to open PDF)
Scenario #1 Outcome – Give warning
Tom changes his behavior but will not talk to you beyond what the work requires. It would not be unusual for there to be a period of discomfort after a discipline action. Make sure you are not avoiding or treating the employee in markedly different ways that you have in the past.
Tom is taken totally by surprise and is angry. Tom most likely will feel that he has been treated unfairly if this issue has not been addressed with him in the past.
Tom files a grievance. Any time an employee has received discipline, they do have the right to file a grievance. Tom also has the right to have a union representative attend meetings where he is receiving discipline.
Disability Plan A (Visual link to open PDF)
Return to scenario

10. Scenario #1 - Debrief
It is important to explore with your reporting manager and employees what are the standard expectations around time and attendance. What have been the past norms? How do these norms fit with your standards of performance?
Address that fact that what may have been allowed in the past is the past, and you are now establishing new norms for the present and future. This may take some getting used to for your employees. Be clear about your reasons and be willing to listen to their points of view. It is also vitally important that you understand and are following the contract language governing time and attendance for each of your employees. “
Although it may be uncomfortable at first, being clear with employees on your standards for the office is important in establishing your performance expectations of quality work. ”

11. Example of Office Mix – embedded quiz question

12. End of Module
This module provided an example of one scenario and how you would portray key messages of learning to participants through the consequences of their actions as they respond to scenarios.
It is important to remember that scenarios:
Are directly linked to what is likely to happen in the workplace / on the job
Illustrate consequences for each action as they would occur in the workplace
Address common misconceptions and mistakes (grey areas) of what happens in the workplace
Cover the key messages of ideal workplace behaviour and make reference to required workplace resources, policies and procedures.