The overarching goal of improving office morale and employee performance is developing a culture of initiative and investment in the improvement of an organization, along with contributing to its success. The first objective is to address each issue with each employee’s head-on, actively listen to their concerns, and seek alternatives to adverse, punitive actions as much as possible. Establishing a rapport of fairness and respect with the employees and inviting a two-way conversation between leadership and the employee will foster an environment of employee-initiated feedback, where peer accountability takes responsibility for policing itself, decreases management interventions, and evolves into a culture where exceeding the standard becomes a core value.
Actively listening when addressing unacceptable behavior and performance, as it relates to what could be contributing to the employee’s behavior and performance issues, allows you to discern an organizational deficiency from personnel one. Unless you are at the point of termination, our employer’s Employee Assistance Programs (EAP) program would be a possible solution. EAPs assist employees by providing coping strategies and conventional mental health services to address depression, anxiety, substance use, and other psychological or work-related stressors that reduce productivity and result in substantial costs to employers (Nunes, A. P., 2018). Unlike other behavioral health services, Employee Assistance (EA) professionals and employees work together with an end goal of restoring work functions (Attridge, 2012). Allowing the employee time to explain what is happening in their lives and using (EAP) as a resource to help to overcome the challenges will make them feel more like a valued member of our team than an employee. Explaining that current behaviors and levels of performance are unacceptable because the continued success of the organization is what maintains their employment expresses compassion, while remaining firm, reinforces the expectation that he/she will make any necessary changes to meet organizational objectives.
The absence of a comprehensive and well-integrated system of continuing education (CE) in the health professions is an important contributing factor to knowledge and performance deficiencies at the individual and system levels (CPCHE, 2010). The opportunity to become more marketable and eligible for advancement as well as creating reward programs for exceeding the standard will influence a change in the work environment. Respecting individual learning styles and innovative learning methods will help health professionals maintain their competencies while evolving from a limited set of educational activities to a changing professional practice improving outcomes that directly affect their customers; however, continuing professional development (CPD) allows the employees to remain proficient and competitive for positions of authority and higher compensation in their careers. CPD allows learning to be tailored to individual needs and uses a broader variety of learning methods and set of theories than those provided by the original program of continuing education (CE). CPD methods include self-directed learning and organizational and systems factors; that focus on both clinical content and other practice-related content, such as communications and business (CPCHE, 2010). The requirement for life-long learning lasts the duration of a health professional’s career and the ability to acquire knowledge, skills, and abilities most valuable to the organization will assist the professional in maintaining his or her position of authority.
Attridge, M. (2012). Employee assistance programs: Evidence and current trends. In R. J. Gatchel & I. Z. Schultz (Eds.), Handbook of Occupational Health and Wellness (pp. 441–467). New York, NY: Springer Science and Business Media. https://doi.org/10.1007/978-1-4614-4839-6_21
Nunes, A. P., Richmond, M. K., Pampel, F. C., & Wood, R. C. (2018). The Effect of Employee Assistance Services on Reductions in Employee Absenteeism. Journal of Business & Psychology, 33(6), 699–709. https://doi-org.libauth.purdueglobal.edu/10.1007/s10869-017-9518-5
Committee on Planning a Continuing Health Professional Education Institute (CPCHE), Board on Health Care Services, & Institute of Medicine. (2010). Redesigning Continuing Education in the Health Professions. National Academies Press.