You are a Human Resources manager. The Director of Marketing has asked for your

Question

You are a Human Resources manager. The Director of Marketing has asked for your assistance as she looks to name a manager of the Virtual Technologies Development group. This team is currently comprised of eight software developers. They are: Amy (age 26) Desmond (age 24) Trevor (age 46) Mina (age 30) Doug (age 62) Randall (age 29) Caitlin (age 39) Tim (age 50) You should look at this situation from two perspectives: 1) team members and 2) prospective managers. Please address each question in detail after careful consideration. Please write in a professional manner. 1. (Team Members) a. What information might you wish to gather on the team members? b. What tools/approaches/theories would you use to gather this information? c. Why would this information be important? 2. (Prospective Manager) a. How could the Director use the results from above in selecting the Prospective Manager? b. For what issues should the Director be on the alert in the selection process? What red flags might arise? c. What suggestions would you make for training for the new manager?

Explanation / Answer

1. Team Members:
a. What information might you wish to gather on the team members?
1: Believe in your team's objectives
2: Model the behavior you want from the team
3: Keep a positive attitude
4: Be clear about your goals
5: Get feedback from the team members
6: Set expectations
7: Avoid mixed messages
8: Know the difference between exhorting and belittling
9: Correct in private
10: Praise in public
Team Success Factors
Mistakes viewed as learning opportunities
Willingness to ask other team members for help
Differences of style and opinion that are leveraged rather than discouraged
Willingness to share thoughts, feelings, and rationale
Act on assumptions
Refuse to admit mistakes or ask for help
Disregard individual needs or expectations
Break promises
Develop staffing procedures (recruiting, training, organizing, replacing).
Too often, group members are asked to join the group and somehow to “chip in.” Unfortunately, that approach creates “chips,” rather than valuable group members. Instead, if group members go through a somewhat organized, systematic process, then new members often believe that the group is well organized and that their role is very valuable in the group. Successful groups:
Identify what roles and expertise are needed on the group in order to achieve the group’s purpose and plans – they staff according to plans, not personalities.
New group members go through a systematic process to join the group – they understand the group’s purpose, their role, their next steps and where to get help.
Determine the membership of the group.
Consider the extent of expertise needed to achieve the goals, including areas of knowledge and skills. Include at least one person who has skills in facilitation and meeting management. Attempt to include sufficient diversity of values and perspectives to ensure robust ideas and discussion. A critical consideration is availability – members should have the time to attend every meeting and perform required tasks between meetings.
Set clear goals for the results to be produced by the team.
The goals should be designed to be “SMART.” This is an acronym for:
Specific
Measurable
Achievable
Relevant and
Time-bound.
As much as possible, include input from other members of the organization when designing and wording these goals. Goals might be, for example, “to produce a project report that includes a project plan, schedule and budget to develop and test a complete employee performance management system within the next year.” Write these goals down for eventual communication to and discussion with all team members.
Identify needs for resources (training, materials, supplies, etc.).
Start from analysis of the purpose and goals. What is needed to achieve them? For example, members might benefit from a training that provides a brief overview of the typical stages of team development and includes packets of materials about the team’s goals, structure and process to make decisions. Consider costs, such as trainers, consultants, room rental and office supplies. How will those funds be obtained and maintained?
Early on, plan team building activities to support trust and working relationships.
Team building activities can include, for example, a retreat in which members introduce themselves, exercises in which members help each other solve a short problem or meet a specific and achievable goal, or an extended period in which members can voice their concerns and frustrations about their team assignments.
Support team meetings and the members’ processes in the team.
At this point, it is critical that supervisors of team members remain available to provide support and resources as needed. The supervisor should regularly monitor team members’ progress on achieving their goals. Provide ongoing encouragement and visibility to members. One of the most important forms of support a supervisor can provide is coordination with other supervisors to ensure that team members are freed up enough to attend meetings
Define a mechanism for clear and consistent communications among team members.
New leaders often assume that all group members know what the leaders know. Consistent communication is the most important trait of a successful group. Without communication, none of the other traits can occur. Successful groups even over-communicate, such that:
All members regularly receive and understand similar information about the group, for example, about the group’s purpose, membership, status and accomplishments.
These communications might be delivered through regular newsletters, status reports, meetings, emails and collaboration tools.
Meeting with Team Members:
To meet one-on-one with each member of your team. Your goal here is to have an open talk about the kind of training and development that they think they need to work effectively and develop their career.
They might not feel that they need any training at all, so it's important to be up front about your discussion. Use your emotional intelligence , as well as good questioning techniques and active listening to communicate with sensitivity and respect.
Ask the following questions to get a better understanding of your people's training needs:
What challenges do you face every day?
What is most frustrating about your role?
What areas of your role, or the organization, do you wish you knew more about?
What skills or additional training would help you work more productively or effectively?
Then, talk to them about what they would like to get out of additional training, and ask them to visualize the outcomes that they'd like to achieve. What does this future look like to them?
Also, find out more about their personal goals and think about how well these goals align with the organization's objectives Ideally, training and development will help them in both of these areas.
Review Team Members' Job Descriptions:
Start by thinking about what work your team members should be doing – this will be defined by their job descriptions. Identify the skills that they may need to do things well.
Observing Team Members at Work
Next, keep an eye on how well your team members are doing with key tasks. (If appropriate, use an approach like Management by Walking Around Add to My Personal Learning Plan to do this.)
For instance, could they be quicker with key tasks, or are they procrastinating on projects? This might indicate that they're not confident in their abilities, or are not sufficiently well trained in key skill areas.
Try to be fair and straightforward when you do this. If team members know that you're watching them, they might act differently, but if they discover that you're watching secretly, it could damage the trust they have in you. So be sensitive, ask open questions, and, where appropriate, explain your actions.
Gathering Additional Data
If you approach data gathering in a sensitive way, you can learn a lot from others who work closely with the person you want to assess.
These people could include internal or external clients, past bosses, or even peers and co-workers.
Remember the following while gathering information from these sources:
Make sure that you don't undermine the person's dignity, and that you respect the context. For example, in some cultures, it may be acceptable to talk openly to co-workers. In others, you will have to do this with a lot of sensitivity, if you do it at all.
Avoid unfocused generalizations. Ask people to back up their comments with specific examples.
Analyzing and Preparing Data
Now, look closely at the information you gathered in the first four steps. What trends do you see? What skills did your team members say they needed? Are there any skills gaps?
Your goal here is to bring together the most relevant information, so that you can create a training plan for each team member.
Determining Action Steps
By now, you should have a good idea of the training and development that each person on your team needs. Your last step is to decide what you're going to do to make it happen.
There are several training and development options to consider:
On-the-Job Training Add to My Personal Learning Plan – this is when team members shadow more experienced team members to learn a new skill. This type of training is easy and cost-effective to set up.
Instructor-Led Training Add to My Personal Learning Plan – this is similar to a "class," where an experienced consultant, expert, or trainer teaches a group.
Online Training and E-Learning – this can be particularly convenient and cost-effective.
Cross-Training this teaches team members how to perform the tasks of their colleagues. Cross-training helps you create a flexible team, and can lead to higher morale and job satisfaction.
Active Training Active Training involves games, group learning, and practical exercises. This type of training is often effective, because it pushes people to get involved and be engaged.
Mentoring or Coaching Add to My Personal Learning Plan – these can be effective for helping your team members develop professionally and learn new skills.
Make sure that you take into account people's individual learning styles before you commit to any one training program. Remember, everyone learns differently; your training will be most effective if you customize it to accommodate everyone's best learning style. A cost benefit analysis might also be helpful here, especially if the training you're considering is expensive.
Also, help your team members get the most from their training . Encourage them to arrive on time, take notes, and communicate with their instructor and each other, about what they have learned. It might also be helpful to perform a type of "after action review to see how the training went.
Use this process to understand the training and development needs of your team:
Review people's job descriptions.
Meet with team members.
Observe team members at work.
Gather additional data.
Analyze and prepare data.
Determine action steps.
With this tailored approach, people will feel more empowered, and they'll be able to link what they learn to their own personal objectives.
What tools/approaches/theories would you use to gather this information?
Define the objectives and associated tasks that make up the project. The most important instruction is clear timelines/deadlines.
Show the team how to define roles and underline that to succeed, every role must be fulfilled.
Stress the balance between task roles and relationships. Assigning task roles ensures that nothing is forgotten, while relationships minimizes misunderstanding and conflict.
Attend (some) team meetings and observe the discussions, sometimes without prior notice. Give constructive feedback on how to improve.
Diana and Joseph recognize seven basic rules:
Know your team members
Communicate accurately and unambiguously
Accept and support one another
Check for understanding
Share ideas and understanding
Check for agreement
Resolve conflicts quickly and constructively
Help the team create a problem solving system. Diana and Joseph provide a scoring system that lets students assess a conflict and see how to resolve the issue. For example, students may be at a 0–1 score of “no decision” where the members are unable to reach a consensus or a score of 10 where all are satisfied.
Teams log their meetings and activities so they know where they are and can see problems while they can be solved.
Engaging the community in assessment and decision making;
Using data and information systems systematically;
Making decisions on the basis of the best available peer-reviewed evidence (both quantitative and qualitative);
Applying program planning frameworks (often based in health behavior theory);
Conducting sound evaluation; and
Disseminating what is learned.
Planning
training
implementation
Integrate teamwork skills and tools into daily practice.
• Monitor and measure the on-going effectiveness of the TeamSTEPPS intervention.
• Develop an approach for continuous improvement and spread of the intervention throughout
the organization or work unit.
Symbolic Convergence Theory
Symbolic Convergence Theory studies the sensemaking function of communication. "Symbolic" refers to verbal and nonverbal messages and "convergence" refers to shared understanding and meaning. In small groups, members develop private code words and signals that only those inside the group understand. When groups achieve symbolic convergence, they have a sense of community based on common experiences and understandings.
Researchers have observed group members "chaining out" fantasy themes. In chaining out, group members tell a story in a collaborative manner. Often, no single narrator can be identified. A group meeting may start out in a rational, predictable manner, but when someone begins to tell a story, the others will start to help dramatize the message. As group members come to share fantasy themes, a simple word, phrase, or gesture can take participants back to that drama. By using a symbolic cue that triggers a recall of the fantasy, group members are participating in an inside joke known only to the group. Thus the word "magnolia" may send group members into peels of laughter as they recall a shared fantasy theme, yet outsiders would wonder why they were laughing.
As group members come to share a number of fantasies, and thereby acquire similar understandings of their experiences, participants will begin to develop a rhetorical vision of themselves and the group. The rhetorical vision is often symbolized by an image or slogan, as with Apple's "Think Different" and Ford Motor Company's "Better Ideas." The image or slogan calls up a whole host of associations and shared narratives for group members. The rhetorical vision summoned by the slogan frames the way the group members interpret their actions and imagine their future.
Central to this theory is the idea that group members share fantasies that serve as critical communication episodes, forming the basis for members' sensemaking. Sharing fantasies helps group members create a social reality that indicates who is part of the group and who is not. Sharing fantasy themes increases group cohesiveness as members develop a common interpretation of their experiences. Fantasy themes are stories or narratives that help group members interpret group interactions and their surrounding environment. Fantasy themes develop when group members actively engage in dramatizing, elaborating on, and modifying a story. In this way, the story becomes publicly shared within the group as well as privately shared by each group member. Fantasy themes are related to small group culture in that the stories reveal the group's identity and underlying values (see the Culture module for more information on small group culture).
Like Functional Theory, Symbolic Convergence Theory has its critics. First, some people believe the theory is not useful because it is not predictive or evaluative. That is, we can't make predictions about group outcomes based on fantasy themes, nor have researchers evaluated the quality of fantasy themes and the contributions they make to the group's task accomplishment. Second, researchers who apply Symbolic Convergence Theory to small groups tend to assume that fantasies themes and rhetorical visions have singular meanings for all group members. It may be the case that stories and images have many different meanings for group members, even though participants might believe they have a shared understanding of their experiences. Last, Symbolic Convergence Theory assumes that all group members have equal influence in creating fantasy themes and rhetorical visions. This is hard to believe, since nearly all groups have power imbalances based on formal and/or informal roles. Thus, some group members' voices rise above the others in group interactions.
Structuration Theory
Structuration Theory distinguishes between systems, such as small groups, and structures, the practices, rules, norms, and other resources the system uses to function and sustain itself. When applied to small groups, Structuration Theory views small groups as systems that both produce structures and are produced by structures. This means that group members follow particular rules in their interactions that produce some sort of outcome. That outcome eventually influences the group's future interactions.
Structuration theorists are interested in the way group members enact structures in their interactions. So structuration researchers observe group interaction directly. Researchers have examined the way group members' attitudes affect the structuration process, the influence of different types of structures on group decision-making and problem-solving, institutional constraints on group structures, and appropriated structures (those taken from other sources, such as majority rule in voting) and those that are unique to the group.
According to Structuration Theory, group members interact according to particular rules, and those group members also produce those rules through their interactions. This suggests that group members can negotiate group structures, yet at the same time, their interactions are constrained by those structures. For example, group members may decide to take turns leading each group meeting. The group member in charge of a particular meeting constructs and distributes the agenda, reminds others of the meeting, and makes arrangements for the meeting room. However, if the group found this structure was not working (e.g., group members forgot when it was their turn to lead the meeting), members could consider changing their procedures. Still, group member interactions may be constrained by the original structure, particularly if members A and B fulfilled their leadership duties and members C, D, and E did not.
It has its strengths, but Structuration Theory suffers from several weaknesses as well. First, Structuration Theory to date has not provided a way of predicting which circumstances will result in the development of particular structures. That is, Structuration Theory is largely descriptive in nature. Second, because structures are both system producers and the outcome of systems, it is difficult to research structuration in small groups. Researchers must examine group member communication as they put structures into action, as well as the structure that arises from that interaction. Third, the very definition of structuration implies that group structures change over time. Yet, it is often difficult to pinpoint which structural changes occurred and when by examining group interaction on a day-to-day basis. Last, research in Structuration Theory relies primarily on case studies. Structuration Theory can be adapted to individual cases, but because it is flexible, it is difficult to make generalizations based on Structuration Theory.
Naturalistic Paradigm
Like Systems Theory, the Naturalistic Paradigm is a general approach that is applicable to many communication contexts and academic disciplines. When applied to small groups, the Naturalistic Paradigm focuses our attention on "real life" groups.
The Naturalistic Paradigm addresses a major fault in small group research-its reliance on zero-history groups in which strangers interact in a laboratory setting to solve an artificial problem. Researchers using the Naturalistic Paradigm study groups situated in their natural settings.
Unlike Functional Theory and Structuration Theory, which assume there is a measurable, objective reality, the Naturalistic Paradigm assumes that communicators construct social reality as they interact. Research within the Naturalistic Paradigm is qualitative (e.g., observation, in-depth interviews) and assumes that researchers' values and biases are part of the research process. Researchers look at the relationship between researcher and study participants as an interdependent one. That is, communicators are not simply objects to be studied, but are partners in the research process. For example, researchers within the Naturalistic Paradigm often ask study participants for their responses to the researchers' report. Those responses then become part of the report or are used to modify the report.
The Naturalistic Paradigm focuses the researcher's attention on human communication as it naturally occurs. In small group communication research, this means that researchers study real groups in their natural settings. For example, a researcher might study work team culture in a local organization. Or a researcher might examine multiple teams or groups in an organization, focusing on boundary permeability and group identity. The Naturalistic Paradigm encourages researchers to venture outside corporate settings and examine self-help groups, families, religious groups, and children's groups.
c. Why would this information be important?
apply a mix of skills that go beyond the scope of any one individual
solve complex problems that take more than one mind
generate new ideas
coordinate individual activities towards a common bigger goal
provide support and help to team members
give people a sense of belonging
enhance communication
help people to learn from each other and develop
generate commitment.
Team members can also gain from each other. Every individual is different and has some qualities. One can always benefit something or the other from his team members which would help him in the long run. Everyone is hungry for recognitions and praises. One feels motivated to work hard in a team and to live up to the expectations of the other members. Each member is a critic of the other and can correct him whenever the other person is wrong. One always has someone to fall back on at the time of crisis.
There is always a healthy competition among the team members. Competition is always good for the employee as well as the organization as every individual feels motivated to perform better than his other team member and in a way contributing to his team and the organization.
Team work is also important to improve the relations among the employees. Individuals work in close coordination with each other and thus come to know each other better. Team work also reduces the chances of unnecessary conflicts among the employees and every individual tries his level best to support his team member. The level of bonding increases as a result of team work.
Tasks are accomplished at a faster pace when it is done by a team rather than an individual. An individual will definitely take more time to perform if he is single handedly responsible for everything. When employees work together, they start helping each other and responsibilities are shared and thus it reduces the work load and work pressure. Every team member is assigned one or the other responsibility according to his specialization, level of interest and thus the output is much more efficient and faster.
Work never suffers or takes a backseat in a team. Mike was taking care of an important client and was the only one coordinating with them. Mike took a long leave and there was no one else who could handle the client in his absence. When he joined back after a long vacation, the organization had already lost the client. Had Mike worked in a team, others could have taken the charge when he was not there. In a team, the other team members can perform and manage the work in the absence of any member and hence work is not affected much.
Support
There are challenges each day in any workplace, and a strong team environment can act as a support mechanism for staff members. Work group members can help each other improve their performance and work together toward improving their professional development. Team members also come to rely on each other and trust each other. These bonds can be important when the team faces a particularly difficult challenge or if the group is forced to deal with the loss of a team member while still trying to maintain productivity.
Professional Development
Effective team communication can lead to both personal and professional development. Team leaders will be influenced by the coaching and counseling skills of the team leader and, when the team leader is a positive role model, these insights can help employees improve their own communication skills. Strong team communication skills can also help team members learn how to manage conflict in positive ways, an important professional development skill, says Grensing-Pophal. "Too often, we can have a tendency to avoid conflict," she says. "By learning to respond to conflict in positive ways, both employees and companies can benefit."
Motivation
Motivation is perhaps the most important factor to ensure effective inclusion of team member. The foundation of recognition and motivation is that people need and want acceptance, approval and appreciation. Almost all positive motivation is based on these needs. People want to know that what they do makes a difference. Just recognizing the staff is the most important step one can take. In addition to financial rewards, there are number of other ways that can be effectively utilized. One of them is to reward the team members for their contributions to the team. A gift certificate or a free dinner might go a long way. The recognition given for work that is well done and public praise will also strengthen the sense of importance and belonging to the team.
Build Confidence
Part of the reason that a team member will not fully contribute could be the lack of confidence in self and his/her abilities to perform the job. A leader's duty is to notice and take steps to improve the behavior of the team member. Even though building self-confidence is a personal matter and a leader may have little influence over it, a leader should be able to identify the strengths of team players and build on those. One way to do it is to delegate responsibilities with freedom to think and act. It is also important to remain fair and impartial as slight advantage given to one member over the other may hinder the progress and undermine the efforts of some team members. Accentiating the positives is another tool a leader should continually keep in his arsenal.
2. Prospective Manager:
a. How could the Director use the results from above in selecting the Prospective Manager?
Candidate Profile
experiance
leadership
good communication skill
ability to learn
confidence
problem solving
time management
provide a clear Statement of Merit Criteria;
communicate throughout the process the different assessment steps;
ensure that definitions of merit criteria are available on request, where appropriate, so that persons are aware of what will be assessed;
inform persons promptly when they are eliminated and explain why;
respond promptly to requests for feedback or informal discussion;
if it is an advertised process, ensure the advertisement has all relevant details required for applicants to make an informed decision about applying;
if it is a non-advertised process, communicate to employees the decision for choosing this type of process and communicate the results as soon as possible;
inform persons of the validity period of the assessment results, if there is one; and
communicate what criteria will be applied, how results will be used and the number of positions to fill, if known.
preparing an assessment plan;
assessing some or all of the merit criteria for the appointment process;
respecting the relative importance of the qualifications, if applicable, as established by the manager;
becoming familiar with the principles of assessment and the specific tools to be used;
choosing or developing assessment tools that are fair and transparent and that will result in the identification of persons who meet the essential and asset qualifications and any other merit criteria identified by the manager for the appointment process;
ensuring that the assessment tools assess the qualifications they are intended to assess;
determining, in an objective and transparent manner, whether a person meets the essential and asset qualifications, as well as the operational requirements or organizational needs;
ensuring that any accommodation measure adopted does not change the nature or level of the qualification being assessed and that it provides information that is comparable to the information collected through the other instrument(s);
providing feedback to persons on an ongoing basis, as well participating in informal discussions, if it is requested. Feedback may also be provided on assessment tools; however, only with respect to the content that is specific to the appointment process. For PSC standardized tests, requests for feedback should be referred to the testing expert who is responsible for the relevant tool, to respect the protected nature of these tests;
treating all persons to be assessed with respect and in an equitable manner; and
collecting, integrating and documenting the assessment information.
Interview - direct communication between the assessor(s) and the person. An interview can range from unstructured to structured. The unstructured interview involves a casual conversation where the questions may vary across interviews and the results are analysed and applied subjectively. In the structured interview, interviewers ask standardized questions based on job-related criteria and score answers using a rating system. There are different types of interview questions, such as behavioral-based questions where a person is asked to describe how they did something in the past, or situational questions where they are asked to describe how they would react in a given situation.
Samples of previous work - an example of work produced by the person in a current or previous job.
Simulation/situational exercise - this type of exercise places the person in a situation that simulates the actual work environment and requires the person to perform important aspects of the job. Simulations can include individual or group exercises.
Written tests - may be used to assess various types of qualifications. Different formats are possible (e.g., multiple choice, short answer, essay, electronic (on-line) testing).
Assessment centre - multiple qualifications are normally assessed simultaneously, using multiple assessment methods, including one or more simulations. The person's performance is evaluated by a number of assessors.
Review of past accomplishments and experience - many methods are available to collect information about a person's accomplishments and experience: application forms, "track record" interviews, self-reports, résumés, performance appraisals, reference checks, transcripts, samples of previous work, interview questions and personal knowledge on the part of the assessment board members. The most useful information is that which indicates to what extent (in terms of depth and quality), in the past, the person has demonstrated the qualification being assessed. For example, this information could be especially useful in situations where the manager knows all the persons being assessed and where the use of interviews or tests might be perceived as unnecessary.
Checking references - may be used to assess knowledge, abilities, skills, personal suitability or other qualifications. Facts, descriptions, relevant incidents and behavioural examples are elicited from people who have had a good opportunity to observe the person by, for example having worked closely with the person over a period of time. Reference checks should be structured for the best results; for example, using a written questionnaire that is completed by the person providing the reference. The manager or assessment board could then follow up in a telephone or personal meeting to obtain additional information.
b. For what issues should the Director be on the alert in the selection process?
Board Composition:
We believe that, together with succession planning for management, a crucial issue
for many boards of directors is the composition of the board itself. We expect that
shareholders will be increasingly focused on the issue of composition, and as a result in many boards will need to consider whether the current array of directors is appropriatein light of the evolving business and regulatory environments and the challenges they posefor the corporation.
Executive Compensation Design :
The intense focus of recent years on executive compensation will continue .Given the developments in recent years, directors should regard this state of affairs asunremarkable, and in fact “the new normal” for years to come. However, from oneperspective, the beginning will represent an important pivot point in the executivecompensation debate.
Selling the Company and “Standstill” Agreements:
It has been long established that there is “no single blueprint” that directors mustfollow in connection with selling the corporation and seeking to maximize stockholdervalue. At least in the absence of a conflict of interest, the courts will defer to the board'sgood faith business decisions as to how best to seek that highest value: whether through apublicly-announced auction process; through a confidential solicitation of bids from a small(or not so small) number of likely bidders; or through negotiations with one logical bidderfollowed by either window-shop provisions that make other bids possible or a go-shopprocess in which the company actually solicits other bids after signing a definitiveagreement.
Selection of Board Advisors and Conflicts
The past several years have witnessed an increased sensitivity to potential conflicts of interests faced by advisors to boards of directors. Much of this sensitivity has beenprompted by recent opinions from the Delaware Court of Chancery criticizing boards for notbeing sufficiently aware of their advisors’ potential conflicts in connection with transactionsto sell the company. Further enhancing this sensitivity has been a heightened focus over thelast two years by the Court of Chancery on the adequacy of disclosures in merger proxystatements about the potential conflicts of sell-side advisors and a parallel requirement forgreater disclosure about conflicts of compensation consultants under new SEC rulesapplicable to annual meeting proxy statements.
Litigation Against Officers and Directors
While the technical details of the litigation environment are generally outside thepurview of a board’s oversight activities, there have been recent structural changes in theapproach taken by the plaintiffs’ bar to litigation against corporate fiduciaries such asofficers and directors and potential responses by corporations that deserve board attention.
Dual Fiduciaries
Expansion of businesses and convergence of sectors, including as a result of the
adoption of technologies by the corporation or on a sector-wide basis that may give
rise to the corporation’s competing with one or more entities that had not formerly
been competitors;
Presence on the boards of the corporation of representatives of private equity or
hedge funds that may have other investments in the same sector;
Presence of representatives of, or directors or officers from, the corporation on the
boards of private entities that turn out to be pursuing operations that overlap with
those of the corporation; and
Presence of officers or directors of a parent corporation on the boards of newly
spun-off entities.
These (and other similar) scenarios risk giving rise to:
Violations of the corporate opportunity doctrine;
Violations or compliance issues under antitrust laws;
Violations of other regulatory requirements regarding interlocking directors, for
example relating to financial institutions or public utility holding companies; and
Seemingly irreconcilable clashes between duties of candor to one entity and duties
of confidentiality to another.
Developments of Interest to Audit Committees
Prompted by expressed investor concerns, the Public Company Accounting
Oversight Board, or PCAOB, has been active recently in the areas of increased communications between audit committees and independent auditors and by auditorsdirectly with investors.
Independent Background Checks.
The staff observed that most advisers employed theservices of third-party firms to conduct comprehensive background checks on the managersand their key personnel. The staff also observed that many advisers implemented the use ofbackground checks to supplement their own due diligence processes. The background checkservices were typically outsourced to third-party firms specializing in such services and oftenincluded investigating employment history, legal and regulatory matters, news sources, andindependent reference checks.
Third-Party Service Provider Verification of Relationships and Assets. The staff observedthat many advisers were independently verifying alternative investment relationships andassets with key third-party service providers, such as administrators, custodians, and auditors.As gatekeepers, these key service providers play a very important role for private alternativeinvestment funds. As such, the staff observed that due diligence professionals appeared tohave placed a greater emphasis on verifying the existence of these relationships, and, in some 4cases, also were verifying that the assets were in fact serviced by the administrator and heldat the custodians identified. In addition, the staff observed that if the adviser was not familiarwith a service provider, some advisers would conduct a certain amount of due diligence onthe service provider in an effort to ensure that the service provider can provide an adequatelevel of service to the alternative investment.
What red flags might arise?
As a fitness business owner you invest everything you have in your clients’ success. Day in and out, your mission is to help them reach their goals. You see their struggles, but you also see their gains. So when a client drops out of your gym or program, it’s disappointing.

It’s also concerning from a business perspective. You know it’s less expensive to keep a member than it is to acquire a new one. With every student you lose, you have fewer resources to devote to your existing members. Instead, you must spend your time and money on marketing so you can keep your membership base at a minimum level.

But it doesn’t have to be this way. You can prevent your membership attrition if you look out for certain red flags that signal a member is in danger of leaving. Once you see these flags, saving members at-risk is usually as easy as talking to them to help them solve their concerns.

To keep you ahead of the game, we created this list of the top five red flags you’ll likely see when a member is in danger of leaving your gym.

1. Attendance

The first and most recognizable red flag is when a member doesn’t come to class anymore. If someone normally comes in with a predictable frequency but abruptly deviates from it, you’re seeing a red flag. From there, it’s worth the time it takes to check in with them to discover the reason for their absence. It might be that they don’t feel motivated to workout or don’t live in the same area now. Either way, it’s time to connect with your member and see what you can do to bring them back.

In Zen Planner, you can easily set up our automations feature to send out an email whenever a member misses a certain number of days. By doing this, you aren’t forced to think about the process, and nobody falls through the cracks. You can also run attendance reports to verify any suspicions you might have about attendance patterns.

2. Issues or Complaints

This one is pretty obvious. If you have a customer that is not happy, it’s time to personally check-in with them to see if the issue(s) are resolvable. Maybe it’s a one-off concern, like discontinuing their favorite recovery drink or toiletries in the shower room. Or it could be something serious like a concern with someone on your coaching staff. Complaints are a positive thing because they give you the opportunity to address a member’s concern before they leave your gym.

It’s important to note that many people won’t tell you directly what is going on because they hate confrontation. A gym member who is dissatisfied will likely try to quietly slip out the door, so it is important to monitor attendance trends and other red flags. When they arise, you can approach the member directly either in person or over the phone.

3. Removed/changed their payment method to shut off autopay

You know we are big fans of autopay. It removes that monthly decision point so your members don’t have to rethink the value of your services over and over again. However, if your members are set up on autopay and someone asks to be taken off it, you’re likely seeing a red flag. This presents you with an opportunity to check in with your client and see if they are unhappy or simply unable to pay monthly fees.

4. Removed contact information in order to stop receiving group emails

Some people are private and may opt out of emails when they join your gym. But if you have a member approach you and ask to remove their contact information, you have cause to be worried. Ask the member why they want to be removed from email lists (Do you send emails too often? Does the member not find any value in them?) After you reach out to the member, you’ll know if there’s anything that you can do to keep them at your gym.

5. One of their workout buddies/partners left to go somewhere else (left town, went to another gym)

You know the feeling of community is one of the most important motivators for your members. If your community is thriving, your membership base is likely growing. Unfortunately, this theory also works in reverse. If you’re losing key community members, you’re likely seeing an alarming trend indicating others may leave too. This is a critical time to check in with your member to try and make staying at your gym the easy choice.
violent criminal record. Any candidate with convictions for crimes against a person — especially a sex crime — isn’t someone you would want working with or near children.
Ministries should also be wary of individuals with convictions for child abuse or who have had a court order to remove children from their home issued against them.
Drug-related convictions also warrant additional vetting; it might be in the church’s best interest to partner that person with a clergy member or counselor for a discipleship program.
#2: Fraud or theft convictions. Applicants with financial crimes — bankruptcies, thefts and identity theft — on their records should not be considered for any position that handles church money. Even something as simple as receiving the offering can leave the church exposed. Find another job opportunity or volunteer position for this person.
#3: A criminal conviction that occurred more than 10 years ago. These results often turn up in court records searches. Before allowing an individual to serve your church, it’s important to consider how much time has passed since the crime(s) occurred, as well as current character references, steady employment, and whether or not the person has permanent housing.
#4: Poor credit history. Credit history might not be of utmost concern for most jobs within a ministry; but, if you’re considering an applicant for any sort of financial or security position, it’s something you might want cleared up before green-lighting an offer.
What suggestions would you make for training for the new manager?
Creating a Motivational Climate
Define motivation and your role in creating a motivational setting
The cost of demotivation and disengagement
Recognize important elements of the motivational process
Create your own practice for building a motivational climate
Delegation for Growth and Development
Understand the different types of delegation
Know the benefits and challenges of delegation
Recognize your comfort with delegation
How to conduct an effective delegation conversation
Practice your delegation skills
Performance Management
Identify the challenges to effective performance management
Understand and conduct performance planning, facilitation and evaluation
Practice the skill of setting goals, providing effective feedback and conducting alignment discussions
Focus first on creating a supportive company culture. Building a culture in which employees are energized and engaged to perform at maximum levels (and beyond) requires both strong people manager skills, a consistent set of people processes, and an atmosphere for providing accurate, clear, constructive feedback on a regular basis.
Host monthly manager discussion forums so new managers can learn together, share their experiences, and gain insight and relevant coaching from seasoned leaders on how to tackle tough situations. Managers-to-be should receive specific, actionable suggestions for coaching employees through a range of issues. Role-play sessions are a great way to gain experience and build confidence.
Equip managers-to-be with technologies to give them easy access to all the information they need to assess and reward individuals for actual performance. These tools allow managers to make consistent, quantifiable, and fair decisions. When managers are able to do this, they build trust and credibility with their employees and maximize their team’s business impact by avoiding compensating the wrong people and behaviors.
Communicate strategic business objectives, and allow managers to access such information across the entire company. By allowing managers to access and view the goals of other departments, your organization can greatly reduce redundancy while finding better ways to support each other. With everyone working together toward the same objectives, your company can execute strategy faster, with more flexibility, and adaptability.
Give training
Connect with other new managers. This way, you will people who are in a similar position to bounce ideas off of and to help provide you with the support you will need to make it through rough patches.
Find a mentor. Look for someone who is already where you want to be and who is willing to help guide you through this part of your career.
Educate yourself. Get your hands on every leadership book you can and download teleconferences that you can listen to on your way to and from work.
Discipline in Private Skill
Track Improvement Skill
Agree on a follow-up schedule
Establishing checkpoints shows the employee that you expect results by a certain time – and that you will remain vigilant in monitoring progress
Cultivate a culture of learning. Entrepreneurs are in the business of creating new systems. Training needs to be ingrained in the system at the core. Start proselytizing.
2. Pave the way. Make it easy for your employees to participate. Hold lunch-and-learns. Create a central repository for content. Provide an easy answer to the question, "Where do I go for...?"
3. So where do you start? Partner with your management team to create a basic onboarding course that covers everything from your mission and vision statements to your workplace policy's nuts and bolts. Doing so is invaluable and helps assure everyone is on the same page.
4. Now what? Supplement your training modules by obtaining relevant suggestions through crowdsourcing. Tap into content available on such sites as Lynda, Udemy, Khan's Academy, etc. Encourage your employees to participate and feel empowered to advance the culture of learning.
5. Accountability. Hold your employees accountable for participating in the organization's training programs. Make sure they understand continuous improvement is mission critical for their success as well as the firm's.
6. Keep your eye on the prize. A robust training program should improve the three R's: retention, revenue, and ROI. And, frankly, there's no better justification for getting started today.
Once you have a training program in place, it's obviously important to include modules that address the basic skills needed to succeed at your organization. But you should also challenge your team with unconventional sessions that are both fun and relevant. Here are just three we've implemented at my marketing communications firm:
1. Work the plan. A number of surveys have shown that most small companies have some sort of crisis plan in place. But those same surveys reveal those same companies seldom, if ever, test their plans (Note: One does not want to test a plan in the midst of a crisis).
Our marketing communications firm works the plan. Every year we gather our junior and middle-level executives in a conference room and present them with a prospective doomsday scenario (e.g. all senior leadership were lost in a plane crash, three key leaders have departed and taken 40 percent of our client portfolio with them). We then split up the group and ask each to develop a crisis response aimed at different audiences: the media, our clients, relatives (if appropriate), etc. The groups then present their recommendations. There is no right or wrong in this exercise, but it helps surface any gaps in our existing plan, and teaches junior management the necessity of crisis planning.
2. Listening skills Since the advent of social media, the vast majority of younger workers have become incredibly adept at Twitter but increasingly inept at face-to-face communications. So we hold regular listening workshops that show employees how to listen to a client, prospect, or co-worker, read nonverbals, and develop rapport. Our enhanced listening skills have proven so popular that they've found their way into our tagline: "Listen. Engage. Repeat."
3. Show-and-tell. Each month, we ask a group of employees to bring-in/demonstrate the latest, greatest tools and technologies available to us. We then brainstorm to determine if the tools are appropriate for our business and how we might use them to improve client service. These Innovation Showcases, as we call them, have helped ensure we stay one step ahead of client needs.
Training has made a huge difference to the fortunes of my firm. It's resulted in our being named the top workplace in New York City by Crain's New York Business. It's also played a prominent role in helping to attract and grow customers and recruit and retain employees. Try it. You'll like it.
Coaches take an “Ask vs. Tell” approach. Don’t tell the employee what to do, instead ask powerful questions. This allows the employee to create their own solutions. When they go through the thought process to get to resolution, they are much more bought-in — it’s their idea!
Coaches focus on the employee vs. the task — it’s about their development.
Coaching is not about “fixing” anyone. Again, it’s about their development and facilitating the learning process.
Coaches set up a clear accountability structure for action and outcomes. It helps keep the employee focused on achieving the desired goals.
Coaching is something that can/should happen as needed and in-the-moment, which is the best way for learning to occur. It’s a great way to reinforce what may have been learned in the classroom by capitalizing on those on-the-job learning experiences.

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