Employee Employee discipline discipline:: Emplo Employe yee e disci discipli pline ne Acco Accordi rding ng to Rich Richard ard D. Calh Calhoon oon,, “Dis “Disci cipl plin ine e is the the forc force e that that prom prompt pts s indi indivi vidu dual als s or grou groups ps to obse observ rve e rule rules, s, regulati regulations ons,, standa standards rds and proced procedures ures deemed deemed necess necessary ary for an organiz organizatio ation.” n.” Therefore discipline means securing consistent behaviour in accordance with the accepted norms of behaviour. I am sure you will agree that discipline is essential in every aspect of life. It is equally essential in industrial undertakings. Simply stated, discip disciplin line e mean means s order orderlin lines ess. s. It impli implies es the the abse absenc nce e of chaos chaos,, irreg irregula ularit rity y and and confusion in the behaviour of workers.
Nature Nature of Discipli Discipline ne:: Nature Nature of Disciplin Discipline e Accord According ing to Megginson Megginson,, discipline discipline involves the following three things. Self-discipline implies that a person brings the discipline in himself with a determination to achieve the goals that he has set for himself in life. Orderly behaviors refers to discipline as a condition that must exist for an orderly behaviors in the organization. Punishment is used to prevent indiscipline. When a worker goes astray in his conduct, he has to be punished for the same and the recurrences of it must be prevented. Discipline can either be positive or negative. Positive discipline involves creation of an atmosphere in the organisation whereby emplo employe yees es willi willing ngly ly conf conform orm to the the establ establish ished ed rules rules and regula regulatio tions ns.. Posi Positiv tive e discipli discipline ne can be achieve achieved d through through rewards rewards and effecti effective ve leaders leadership. hip. Negativ Negative e Discipline Under negative discipline, penalties are used to force the workers to obey rules and regulations. In other words, workers try to adhere to rules and regulations out of fear of warnings, penalties and other forms of punishment. This approach to discipline is called negative or punitive approach.
Symptoms of general indiscipline : Symptoms Symptoms of general indiscipline indiscipline Change Change in the normal normal behavio behaviors, rs, Absenteei Absenteeism sm ,Increas ,Increased ed grievan grievances, ces, Lack Lack of concer concern n for performance, Lack of concern for job Late coming etc.
Causes Of Indiscipline Unfair Management Practices: Management sometimes indulges in unfair practices like: like: Wage Wage discrim discriminat ination, ion, Non-com Non-complia pliance nce with with promotio promotional nal policie policies s and transfer transfer polic policie ies, s, Discr Discrimi imina natio tion n in allot allotme ment nt of work, work, Defe Defecti ctive ve hand handlin ling g of griev grievanc ances es,, Payment of low wages, Delay in payment of wages, Creating low quality work life etc. These unfair management practices gradually result in indiscipline. Absence of Effective Leadership: Absence of effective leadership results in poor management management in the areas of direction, direction, guidance, instructions etc. This in turn, results in indiscipline.
Communication Communication Barriers: Barriers: Comm Communi unica catio tion n barri barriers ers and and absen absence ce of huma humane ne approach on the part of superiors result in frustration and indiscipline among the workers. workers. The management management should clearly formulate the policies regarding discipline. These These policies policies should should be commun communicat icated ed and the policie policies s should should be consist consistently ently followed in the organisations. The management should also be empathetic towards the employees. Inadequ Inadequate ate attentio attention n to personn personnel el Problem Problems: s: Delay Delay in solvi solving ng perso personn nnel el problems develops frustration among individual workers. The management should be proactive so that there is no discontent among the workers. It should adopt a parental attitude towards its employees. However it should be noted that no relationship can continue for long if it is one sided. Workers should also live up to their commitments. commitments. They should be reasonable in their demands. Victimisation: Victi ictimi misa sati tion on of subo subord rdin inat ate e also also resu result lts s in indi indisc scip ipli line ne.. The The management should not exploit the workers. It is also in the long-term interest of the management to take care of its internal customers. Absence of Code of Conduct. This creates confusion and also provides chance for discrimination while taking disciplinary action.
The Hot-Stove Rule The “Hot Stove Rule” of Douglas McGregor gives a good illustration of how to impose impose disciplina disciplinary ry action without without generati generating ng resentment resentment.. This This rule rule draws draws an analogy between touching a hot stove, and undergoing discipline. When you touch a hot stove, your discipline is immediate, immediate , with warning, warning, consistent, consistent , and impersonal. impersonal .
PRINCIPLES OF DISCIPLINE Over several decades of labor-management relationships, several principles on discipline have emerged. Some of them are as follows: 1. Discipli Disciplinary nary action action should should not be taken unless unless there is an obvious obvious necessity necessity for it. Have all the facts; know just what you you want to do, and where necessary, necessary, secure approval in advance on any proposed action. 2. The reas reasons ons for for discipl disciplina inary ry action action shou should ld be made made clear clear. In the case case of negative action, the statement of the reasons should be accompanied by an explanation of the manner in which the disciplinary action may be avoided in the future. 3. Give Give the man a chanc chance e to presen presentt his side of the story, story, and and do not argue argue.. Know what’s in the employee’s mind, it helps in discovering the “why” of his actions. 4.
There There should should be no no favourit favouritism ism or or discrimi discriminati nation on in any discipli disciplinary nary actio action. n. Consistency in disciplinary action is extremely important. In general, it is more important than the degree of severity.
5. Repr Reproo ooff or repri eprim mand and shou should ld be give given n as soon soon as poss possib ible le afte afterr the the occurrence of the act. Right timing is important, but first have all the facts. 6. Never Never discipli discipline ne anyone anyone in the the presenc presence e of others. others. 7. Forgive Forgive and and forget. forget. When When discipli disciplinary nary actio action n has been been given, given, the superv supervisor isor should resume a normal attitude toward the offending employee. 8. The discipl discipline ine that is inflicte inflicted d must be just, but suffici sufficiently ently severe severe to meet meet the requirements of the situation. 9.
Disciplinary measure should be applied by the immediate supervisor of the employee affected, rather than by some other higher executive.
10.In 10. In general, negative disciplinary action cannot be successfully applied to large groups of employees representing a substantial portion of one’s organization. If there is poor discipline among a large group, it is possible that there is somethin something g vitally wrong wrong in the situatio situation. n. The remedy remedy is correction correction of the situation, not a disciplinary action. 11. In deter determi minin ning g the the natur nature e and and degre degree e of disci discipli plina nary ry action action that that is made made neces necessar sary y by some some impro imprope perr act act of an emplo employe yee, e, the the inten intentt shou should ld be considered.
12.Discipline should be constructive – it should show the offender how to correct his errors and leave him willing and anxious to improve rather than feel bitten and resentful. 13.Except in cases of extremely serious offenses, no disciplinary action should be permitted to take place until the supervisor has actually talked the situation over with the employee. Discipline 14.Discipline
should not be administered administered on an entirely routine basis – each case should be treated individually individually.. You cannot discipline a group to teach a few offenders.
15.Maintain a constant and sincere interest in your peoples’ welfare on and off the job – this reduces the need for disciplining to a minimum. 16. 16. Motiva Motivatio tion n is the secre secrett of good discip disciplin line. e. motivated, discipline will take care of itself.
When When a man man is suffic sufficien iently tly
FORMULATING FORMULATING POLICIES AND RULES ON O N DISCIPLINE Discipli Discipline ne is one of the most most difficu difficult lt jobs of manage management ment,, especia especially lly the supervisor supervisor.. Supervisors Supervisors need to have guidelines. guidelines. Management Management should therefore therefore formulate policies and rules for the guidance of all employees. Definite policies and rules related to the disciplinary process process should reflect the gener general al princ principl iples es and and purpo purposes ses of top manage manageme ment nt in the enterp enterpris rise. e. Many Many business and industrial firms have a written document defining the discipline police of the firm. Written Written policies covering covering plant regulations, regulations, personal conduct, conduct, and discipline must must be made made available available to all concerned concerned.. This This action is necessary necessary in order order to be consi consiste stent nt with with a conc concep eptt of disc discipl ipline ine which which empha emphasiz sizes es the educ educati ation on and and devel developm opment ent of the employ employee. ee. Writt Written en policies policies and rules rules establi establish sh a code code of behaviour for the workers and give the supervisor direction on how to lead, guide and make decisions. decisions. In formulating formulating policies and rules rules in a business firm, the following following guidelines may be considered. 1. Rules and regulation should be expressed in a language that is understandable to all and circulated and explained so that nobody could say “I did not know.” 2. Definite responsi responsibility bility for each step step in the disciplinary disciplinary process process must must be clearly clearly established.
3. The rules rules must be reasonabl reasonable, e, fair and lawful lawful and known to the employe employees. es. There should be a basis for each rule and this basis should be explained especially to the supervisors. 4.
The rules should provide for uniform penalties and for consistent application on similar violations committed under similar circumstances.
5.
The rules rules should should suit the circums circumstan tances ces.. In view of the diffe differen rence ces s in circu circums msta tance nces s the expe experie rience nce of one one comp company any may not not neces necessa sarily rily be applicable to another company. company. For example, in an oil refinery, the violation of a “no smoking” sign inside the plant may merit outright dismissal although in another company, the infraction of a similar sign may not merit such a severe penalty.
6. The The rule rules s shou should ld esta establ blis ish h the the prop proper er proc proced edur ure e for for inve invest stig igat atin ing g the the backgrou background nd and circums circumstan tances ces of each each case case before before disciplin disciplinary ary action action is taken. 7. When When guilt guilt is estab establis lishe hed, d, the the appro appropri priate ate discip disciplin linary ary meas measure ure shou should ld be promptly and consistently applied. 8. Discipline Discipline should be corrective corrective and and constructive constructive not not vindictive vindictive or punitive. 9. In cases of disciplin disciplinary ary action action involving involving suspens suspension, ion, it is necessary necessary to report such actions to the Department of Labor within five days after the effective date of suspension as required in the Labor Code. 10.In cases of terminations as well as preventive suspensions, prior clearance must be secured from the Department of labor. 11. To
avoid possible bias or prejudice in the imposition of a sanction, the deciding supervisor should consult with his immediate superior, the company’s legal counsel, and/or the Personnel Department before deciding to take disciplinary disciplinary action.
12.All 12. All records pertaining to offenses and sanctions sanctions imposed should be kept in the employee’s file or personal folder. 13.It would be advisable to decide whether or not some offenses should have prescriptive prescriptive periods. For instance instance in some firms, the sanctions sanctions on tardiness tardiness and absenteeism prescribe after a period of one to two calendar years. 14. 14. Disc Discip ipli lina nary ry proc proces ess s shou should ld at all all time times s resp respec ectt the the proc proced edur ures es of the the grievance machinery machinery.. No sanctions sanctions for offenses should should be imposed without without observing due process.
How should a policy or rule be imposed? When supervisors are lenient or lax in enforcing discipline, employees are apt to take advanta advantage ge of, and abuse abuse such leniency leniency.. This is a sign of weaknes weakness s in supervis supervision ion.. When When the company company decides decides to enforce enforce its rules rules rigidly or when it formulates new rules and procedures, it usually issues a written written directiv directive e to this effect. effect. Policie Policies s and rules should should be reviewed reviewed to be sure there there are no no inconsisten inconsistencies cies in in their provision provisions. s. If some some policies policies and rule rules s are are enfor nforce ced d while hile othe others rs are are not, ot, they they even eventu tual ally ly lose lose thei their r effectiveness.
Employee Communication In employee relations, communications has emerged to be necessary function functions s in personnel personnel manageme management. nt. There There are several several areas where where good communications with employees are important. Some of these are: 1. In disciplin disciplinary ary cases, cases, communic communicatin ating g through through counsellin counselling g is necessa necessary ry to enable self improvement through self-discipline. 2. In compla complaints ints and and grievan grievances ces.. In most most cases, cases, the the problems problems which which are are the subject subjects s of complai complaints nts and grievanc grievances es could could be solved solved through through proper proper communication with the employee. employee attitude attitude and behaviour behaviour.. These These may involve involve psychologi psychological cal 3. In employee problems. problems. Negative attitude and and bad behaviour behaviour of an employee employee may be the result of lack of understanding of certain matters about the company and his relationship with the people around him. 4. In inter interrel relati ation onsh ships ips either either with with the employe employee’ e’s s co-w co-work orkers ers or with with his his superior. superior. When those situations situations arise, there there is no better way than to talk with the employee involved.
Importance of Informal Communication It is an antido antidote te to bigge biggerr labo laborr prob problem lems. s. The The comp company any shoul should d therefore provide for a means by which employees can communicate with management particularly through the supervisor about the work or problems in the department.
Rumors and Gossips Rumo Rumors rs are are comm common on prob proble lems ms in any any orga organi niza zati tion on espe especi cial ally ly if communication communication is absent absent or inadequate. There are several several causes of rumors rumors and gossips. The most common are fear, fear, hatred, wishful thinking, thinking, jealousy, jealousy, prejudice, selfishness. Psychologist say that people who are not kept busy become nervous and anxious and if not well adjusted are more likely to be the source of rumors than others. others. A good good leader must keep keep his eye on such persons persons in a crisis. crisis. Rumors or gossips could be avoided or stopped by good communication. Rumo Rumors rs could could not not be rumors rumors if the facts facts were were evide evident nt and and clea clearr. Therefore, a decision or action must never be made on the basis of a rumor. In short, never trust a rumor.
CORRECTIVE DISCIPLINAR DISCIPLIN ARY Y ACTION The super supervis visor or shou should ld take take corre correct ctive ive discip disciplin linary ary action action to elimin eliminat ate e or minimize poor performance of an employee and minimize its negative effects upon the morale morale of the other other employe employees. es. Discipl Disciplinin ining g an employe employee e is never never a pleasan pleasantt task, and it is often difficult to know just what action to take under the different circum circumsta stance nces. s. Disci Discipli plina nary ry actio action n shou should ld be resor resorted ted to only only when when all all other other measures have failed.
Objectives of Corrective Action
Corrective actions are taken for a variety of reasons among which are: 1. To improve improve the unsatisf unsatisfacto actory ry performanc performance e or behaviour behaviour of an employe employee e for the good of the organization and to cushion its effects on the morale of other employees. 2. To help employees employees learn to discipline discipline themselve themselves s willingly willingly and cheerfully cheerfully and become “self-disciplined.” 3. To make the group group restrain restrain an individual individual member and and help him correct correct himself himself instead of making him feel like a hero for his violations. 4. To make the group group develo develop p a group group discipli discipline ne and to help it grow into into a loyal and cooperative group.
If the supervisor wants to maintain morale in his department and to have an efficie efficient, nt, producti productive ve group, group, problem problem employee employees s must must be dealt dealt with intelli intelligent gently ly.. Effective discipline does not only attain desirable responses from individuals but it also helps them to develop desirable norms of conduct or self-discipline. Respect for one another another is the beginning beginning of good discipline discipline.. Effecti Effective ve assigns assigns responsibi responsibility lity among the members of the group so that violations against the group as they are against the manager manager or the firm. The group then restrains restrains the individual individual and helps correct him instead of regarding him a hero for having gotten away with infractions infractions of rules. A discussion paper prepared by the Personnel management Association of the Philippines outlined two steps for corrective action: 1. After After the area of unsatis unsatisfact factory ory job perform performance ance or attitude attitude toward toward the job or improper conduct conduct has been determined, the first step to take is to discuss with the employee his shortcomings or his unsatisfactory behaviour. 2.
If unsat unsatisf isfac actor tory y behav behavio iour ur conti continue nues s or incre increas ases es after after the the correc correctiv tive e counselling interview, then the second step is to take disciplinary action.
The extent extent to which which mana manage geme ment nt may take take corre correcti ctive ve steps steps is usual usually ly governed by company policy and procedures or by the union contract, or by both. The evidence against an erring employing must be given thorough consideration, and any mitigating factor in the employee’s attitude and past record must be taken into account. Management Management must also recognize recognize the right right of an individual individual employee employee to have recours recourse e to the grievan grievance ce procedure procedure.. He should should be told told that he has certain certain rights that he can invoke if he feels that he has been treated unfairly. Taking corrective steps requires high standards of fairness to all in order to avoid avoid emplo employe yee e unres unrest. t. The The main main concer concern n of the super supervis visor or is to admin administ ister er corrective action equitably and without discrimination. It must be used as a means to an end and its purpose must be to develop the employee and the group to cooperate in the attainment of company objectives. objectives. Supervisors Supervisors should observe the three three “F’s” of discipline, namely: Fairness, Firmness, and Friendliness. It is important important to keep in mind mind that every situation situation requiring requiring discipline discipline,, or corrective corrective action, will probably differ from another in the nature, facts, and individuals individuals involved. Anoth Another er aspec aspectt of discipl discipline ine concer concerns ns perfo perform rman ance ce on the job. job. In the performance performance of his job, an employee may commit an honest mistake or a minor error which which is correcti correctible, ble, not punishable punishable.. This should should be differe differentia ntiated ted from serious serious infrac infractio tions ns involv involving ing comp company any polic policies ies and and regu regulat lation ions s and and shou should ld be handle handled d tactfully on a case-to-cas case-to-case e basis. Giving too much much emphasis emphasis on “avoiding errors” errors” may lead to a do-nothing attitude which stifles initiative and kills enthusiasm specially
among employees employees in the supervisory level. level. In this situation, a supervisor supervisor,, in order to avoid the commission of mistakes or errors, postpones or avoids a decision, or passes the buck buck to someone else. else. He plays it safe by just just following instructions instructions to the letter, regardless of results.
Befo Before re deci decidi ding ng upon upon a disc discip ipli lina nary ry acti action on,, cert certai ain n ques questi tion ons s must must be answered: (1) How serious is the offense? (2) How much trouble has been caused? (3) Are there others involved? (4) How does the offense affect others? (5) what are its consequences? (6) Is the contemplated penalty reasonable under the circumstances? The effectiveness of a disciplinary action may be tested by checking whether or not the action taken has improved the morale of the employee and of the group.
Causes for Dismissal, Demotion or Suspension.
Any permanent or probationary employee may be dismissed, demoted or suspended for the following causes: a. Immoral conduct. b. Unprofessional conduct. c. Dishonesty Dishon esty.. d. Incompetency In competency.. e. Addiction to the use of controlled substances. f. Failure or refusal to perform the normal and reasonable duties of the position. g. Conviction of a felony or conviction of any misdemeanor involving moral turpitude. h. Fraud in securing appointment. i. Drunkenness on duty.
Pointers on How to Get Good Discipline 1. Respect is the beginning of good discipline a. Mutual respect between supervisor and employee. b. Fair treatment and understanding c. Don’t make promises you or the company cannot fulfil 2. Authority vs. Respect a. People believe in authority b. They respect the superior who respects the workers, is fair in the dealings, and uses principles of human relations. c. Respect must be earned, not demanded. 3. Understanding of company policy, rules and regulations. 4. Best time to build discipline: a. New worker through induction of orientation b. Effective teaching and counselling at all times. 5. Discipline should always be constructive: Discipline in private, praise in public. 6. Discipline has to be maintained through self-discipline and good leadership. 7. Give workers enough training a. Worker knows what is expected of them. b. Worker knows his job and its purpose. 8. Proper reception of complaints and grievances: Open door policy. policy. 9. Setting good example and sincerity.
Application of Human Relations in Discipline Certain traits or qualities qualities of supervisors can lead to positive discipline. discipline. Among these are: 1. Underst Understand ands s the principle principles, s, rules and regulation regulations s necess necessary ary to good conduct conduct and proper attitude. 2. Knows his his people as individuals, individuals, and and treats them fairly and impartially impartially.. 3. Develops the feeling feeling of belonging belongingness ness and and security security in the the group. group.
4.
Comm Commun unic icat ates es with with his his grou group p thro throug ugh h prop proper er chan channe nels ls,, and and prom prompt ptly ly eliminates rumors.
5.
Knows how to listen to his subordinates.
6. Uses his authority authority sparingly and always always without displaying displaying it. 7.
Delegates responsibility and authority as far down the line as possible
8. Develops Develops team spirit spirit in the group. group. 9. Never Never makes makes issu issues es on mino minorr infra infracti ction ons s or pers persona onall issu issues es of discip disciplin linary ary matters. 10. Displays
confidence in the group rather than suspicion.
11. Trains his subordinates technically and professionally. professionally. 12.Looks after the mental and physical welfare of the group. 13.Tries to avoid errors, but shows willingness to admit errors when made. 14.Develops 14. Develops loyalty within within the group. 15.Knows that idle hands or minds lead to trouble. 16.Knows that because of individual differences discipline cannot be a completely routine matter.
CODE OF ETHICS FOR PROFESSIONAL TEACHERS
Pursuant to the provisions of paragraph (e), Article 11, of R.A. No. 7836, otherwise known as the Philippine Teachers Professionalization Act of 1994 and paragraph (a), section 6, P.D. No. 223, as amended, the Board for Professional Teachers hereby adopt the Code of Ethics for Professional Teachers.
Article I: Scope and Limitations
Section 1. The Philippine Constitution provides that all educational institution shall offer quality education for all competent teachers. Committed to its full realization, the provis provision ion of this this Code Code shall shall apply apply,, there therefor fore, e, to all teach teachers ers in scho schools ols in the Philippines. Section 2. This Code covers all public and private school teachers in all educational institut institutions ions at the prescho preschool, ol, primary primary,, elementa elementary ry,, and seconda secondary ry levels levels whether whether academi academic, c, vocation vocational, al, special special,, technica technical, l, or non-for non-formal. mal. The term “teache “teacher” r” shall shall includ include e indu industr strial ial arts arts or voca vocatio tiona nall teach teacher ers s and and all all other other perso persons ns perfo performi rming ng supervisory and /or administrative functions in all school at the aforesaid levels, whether on full time or part-time basis.
Article II: The Teacher and the State
Section 1. The schools are the nurseries of the future citizens of the state; each teacher is a trustee of the cultural and educational heritage of the nation and is under obligation to transmit to learners such heritage as well as to elevate national morality, promote national pride, cultivate love of country, in still allegiance to the constitution and for all duly constituted authorities, and promote obedience to the laws of the state. Section 2. Every teacher or school official shall actively help carry out the declared policies of the state, and shall take an oath to this effect. Section 3. In the interest of the State and of the Filipino people as much as of his own, every teacher shall be physically, mentally and morally fit. Section 4. Every teacher shall possess and actualize a full commitment commitment and devotion to duty.
Section 5. A teacher shall not engage in the promotion of any political, religious, or other partisan interest, and shall not, directly or indirectly, solicit, require, collect, or receive any money or service or other valuable material material from any person or entity for such purposes. Section 6. Every teacher shall vote and shall exercise all other constitutional rights and responsibility. Section 7. A teacher shall not use his position or official authority or influence to coerce any other person to follow any political course of action. Section 8. Every teacher shall enjoy academic freedom and shall have privilege of expounding the product of his researches and investigations; provided that, if the results are inimical to the declared policies of the State, they shall be brought to the proper authorities for appropriate remedial action.
Article III: The Teacher and the Community
Section 1. A teacher is a facilitator of learning and of the development of the youth; he shall, therefore, render the best service by providing an environment environment conducive to such learning and growth. Section 2. Every teacher shall provide leadership and initiative to actively participate in comm communi unity ty move moveme ments nts for for moral moral,, socia social, l, educ educati ation onal, al, econom economic ic and and civic civic betterment. Section 3. Every teacher shall merit reasonable social recognition for which purpose he shall behave with honor and dignity at all times and refrain from such activities as gambling, smoking, drunkenness, and other excesses, much less illicit relations. Section 4. Every teacher shall live for and with the community and shall, therefore, study and understand local customs and traditions in order to have sympathetic attitude, therefore, refrain from disparaging the community. Section 5. Every teacher shall help the school keep the people in the community informed about the school’s work and accomplishments as well as its needs and problems. Section 6. Every teacher is intellectual leader in the community, especially in the barangay barangay,, and shall shall welcome welcome the opportu opportunity nity to provide provide such such leadersh leadership ip when when needed, to extend counselling services, as appropriate, and to actively be involved in matters affecting the welfare of the people.
Section Section 7. Every Every teacher teacher shall shall maintai maintain n harmonio harmonious us and pleasan pleasantt persona personall and officia officiall relation relations s with other other profess professiona ionals, ls, with governm government ent officia officials, ls, and with the people, individually or collectively. Section 8. A teacher posses freedom to attend church and worships as appropriate, but shall not use his positions and influence to proselyte others.
Article IV: A Teacher Teacher and the Profession Professio n Section 1. Every teacher shall actively insure that teaching is the noblest profession, and shall manifest genuine enthusiasm and pride in teaching as a noble calling. Section Section 2. Every Every teacher teacher shall shall uphold uphold the highest highest possible possible standards standards of quality quality education, shall make the best preparations for the career of teaching, and shall be at his best at all times and in the practice of his profession. Section 3. Every teacher shall participate in the Continuing Professional Education (CPE) program of the Professional Regulation Commission, and shall pursue such other studies as will improve his efficiency, enhance the prestige of the profession, and strengthen his competence, virtues, and productivity in order to be nationally and internationally competitive. Section 4. Every teacher shall help, if duly authorized, to seek support from the scho school ol,, but but shal shalll not not make make impr improp oper er misr misrep epre rese sent ntat atio ions ns thro throug ugh h pers person onal al advertisements and other questionable means. Section 5. Every teacher shall use the teaching profession in a manner that makes it dignified means for earning a descent living.
Article V: The Teachers and the Profession Section 1. Teachers shall, at all times, be imbued with the spirit of professional loyalty, mutual confidence, and faith in one another, self-sacrifice for the common good, and full cooperation with colleagues. When the best interest of the learners, the school, or the profession is at stake in any controversy, teachers shall support one another. Section 2. A teacher is not entitled to claim credit or work not of his own, and shall give due credit for the work of others which he may use. Section 3. Before leaving his position, position, a teacher shall organize for whoever assumes the position such records and other data as are necessary to carry on the work.
Section Section 4. A teacher teacher shall shall hold inviolat inviolate e all confide confidentia ntiall informa information tion concern concerning ing associates and the school, and shall not divulge to anyone documents which has not been officially released, or remove records from files without permission. Section 5. It shall be the responsibility of every teacher to seek correctives for what may appea appearr to be an unpro unprofes fessio sional nal and and uneth unethica icall cond conduct uct of any associ associate ate.. However, this may be done only if there is incontrovertible evidence for such conduct. Section 6. A teacher may submit to the proper authorities any justifiable criticism against an associate, preferably in writing, without violating the right of the individual concerned. Section 7. A teacher may apply for a vacant position for which he is qualified; prov provid ided ed that that he resp respec ects ts the the syst system em of sele select ctio ion n on the the basi basis s of meri meritt and and competence; competence; provided, further, further, that all qualified candidates candidates are given the opportunity to be considered.
Article VI: The Teacher and Higher Authorities in the Profession Sect Sectio ion n 1. Ever Every y teac teache herr shal shalll make make it his his duty duty to make make an hone honest st effo effort rt to understand and support the legitimate policies of the school and the administration regardless of personal feeling or private opinion and shall faithfully carry them out. Secti Section on 2. A teach teacher er shall shall not not make make any false false accus accusat ation ions s or char charges ges again against st superiors, especially under anonymity. However, if there are valid charges, he should present such under oath to competent authority. Section 3. A teacher shall transact all official business through channels except when special conditions warrant a different procedure, such as when special conditions are advocated advocated but are opposed by immediate superiors, in which case, the teacher shall appeal directly to the appropriate higher authority. Section 4. Every teacher, individually or as part of a group, has a right to seek redress against injustice to the administration and to extent possible, shall raise grievances within acceptable democratic possesses. In doing so, they shall avoid jeopardizing the interest and the welfare of learners whose right to learn must be respected. Secti Section on 5. Every Every teach teacher er has has a right right to invoke invoke the princ principl iple e that that appoi appointm ntment ents, s, promo promotio tions ns,, and and transf transfer er of teach teachers ers are made made only only on the basis basis of merit merit and and needed in the interest of the service.
Section 6. A teacher who accepts a position assumes a contractual obligation to live up to his contract, assuming full knowledge of employment terms and conditions.
Article VII: School Officials, Teachers, and Other Personnel Sect Sectio ion n 1. All All scho school ol offi offici cial als s shal shalll at all all time times s show show prof profes essi sion onal al cour courte tesy sy,, helpfuln helpfulness ess and sympathy sympathy towards towards teachers teachers and other other personn personnel, el, such practice practices s being standards of effective school supervision, dignified administration, administration, responsible responsible leadership and enlightened directions. Section 2. School officials, teachers, and other school personnel shall consider it their cooperative cooperative responsibility to formulate formulate policies or introduce important changes in the system at all levels. Section 3. School officials shall encourage and attend the professional growth of all teachers under them such as recommending them for promotion, giving them due recog recognit nition ion for merit meritor oriou ious s perfor performa manc nce, e, and and allow allowing ing them them to parti particip cipate ate in conferences in training programs. Section 4. No school officials shall dismiss or recommend for dismissal a teacher or other subordinates except for cause. Section 5. School authorities concern shall ensure that public school teachers are employed in accordance with pertinent civil service rules, and private school teachers are issued contracts specifying the terms and conditions of their work; provided that they are given, if qualified, subsequent permanent tenure, in accordance with existing laws.
Article VIII: The Teachers and Learners Section 1. A teacher has a right and duty to determine the academic marks and the promotio promotions ns of learner learners s in the subject subject or grades grades he handles, handles, provided provided that such deter determin minati ation on shall shall be in accor accorda dance nce with with gene general rally ly accep accepted ted proce procedu dures res of evaluation and measurement. In case of any complaint, teachers concerned shall immediately take appropriate actions, observing due process. Section 2. A teacher shall recognize that the interest and welfare of learners are of first and foremost concern, and shall deal justifiably and impartially with each of them. Section Section 3. Under Under no circums circumstanc tance e shall shall a teacher teacher be prejudi prejudiced ced or discrimi discriminat nate e against a learner.
Section 4. A teacher shall not accept favors or gifts from learners, their parents or othe others rs in thei theirr beha behalf lf in exch exchan ange ge for for requ reques este ted d conc conces essi sion ons, s, espe especi cial ally ly if undeserved. Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other what is authorized for such service. Section 6. A teacher teacher shall base the evaluation of the learner’s work only in merit and quality of academic performance. Secti Section on 7. In a situa situatio tion n wher where e mutua mutuall attrac attractio tion n and and subs subsequ equen entt love love deve develop lop betwe between en teach teacher er and and learn learner er,, the teach teacher er shal shalll exerc exercise ise utmo utmost st profe professi ssiona onall discretion to avoid scandal, gossip and preferential treatment of the learner. Section 8. A teacher shall not inflict corporal punishment on offending learners nor make deductions from their scholastic ratings as a punishment for acts which are clearly not manifestation of poor scholarship. Secti Section on 9. A teach teacher er shall shall ensu ensure re that that condi conditio tions ns cont contrib ribut ute e to the maxim maximum um devel developm opment ent of learne learners rs are are adeq adequa uate, te, and and shall shall exten extend d need needed ed assist assistan ance ce in preventing or solving learner’s problems and difficulties.
Article IX: The Teachers and Parents Section 1. Every teacher shall establish and maintain cordial relations with parents, and shall conduct himself to merit their confidence and respect. Section 2. Every teacher shall inform parents, through proper authorities, of the progress and deficiencies of learner under him, exercising utmost candor and tact in pointing out the learner's deficiencies and in seeking parent’s cooperation for the proper guidance and improvement of the learners. Sect Sectio ion n 3. A teac teache herr sha shall hear hear pare parent nt’s ’s comp compla lain ints ts with ith understanding, and shall discourage unfair criticism.
sym sympath pathy y and and
Article X: The Teacher and Business Section Section 1. A teacher teacher has the right right to engage engage,, directly directly or indirec indirectly tly,, in legitim legitimate ate income generation; provided that it does not relate to or adversely affect his work as a teacher.
Section 2. A teacher shall maintain a good reputation with respect to the financial matters such as in the settlement of his debts and loans in arranging satisfactorily his private financial affairs. Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interes interested ted in, any commerc commercial ial venture venture which furnish furnish textbook textbooks s and other other school school commodities in the purchase and disposal of which he can exercise official influence, excep exceptt only only when when his his assi assignm gnment ent is inher inherent ently ly,, relate related d to such such purc purchas hase e and and disposal; provided they shall be in accordance with the existing regulations; provided, further, that members of duly recognized teachers cooperatives may participate in the distribution and sale of such commodities.
Article XI: The Teacher as a Person Section 1. A teacher teacher is, above all, a human being endowed with life for which it is the highest obligation to live with dignity at all times whether in school, in the home, or elsewhere. Section 2. A teacher shall place premium upon self-discipline as the primary principle of personal behavior in all relationships with others and in all situations. Section 3. A teacher shall maintain at all times a dignified personality which could serve as a model worthy of emulation by learners, peers and all others. Section 4. A teacher shall always recognize the Almighty God as guide of his own destiny and of the destinies of men and nations.
Article XII: Disciplinary Actions Section 1. Any violation of any provision of this code shall be sufficient ground for the impo imposi siti tion on agai agains nstt the the erri erring ng teac teache herr of the the disc discip ipli lina nary ry acti action on cons consis isti ting ng of revocation of his Certification of Registration and License as a Professional Teacher, suspension from the practice of teaching profession, or reprimand or cancellation of his temporary/special temporary/special permit under causes specified in Sec. 23, Article Article III or R.A. No. 7836, and under Rule 31, Article VIII, of the Rules and Regulations Implementing R.A. 7836.
Article XIII: Effectivity Section 1. This Code shall take effect upon approval by the Professional Regulation Commission and after sixty (60) days following its publication in the Official Gazette or any newspaper of general circulation, whichever is earlier.
Republic Act No. 6713 AN ACT ESTABLISHING A CODE CODE OF CONDUCT AND ETHICAL STANDARDS STANDARDS FOR PUBL PUBLIC IC OFFIC OFFICIAL IALS S AND AND EMPLO EMPLOYE YEES ES,, TO UPHO UPHOLD LD THE THE TIME TIME-HO -HONO NORE RED D PRIN PRINCI CIP PLE OF PUB PUBLIC LIC OFFI OFFICE CE BEIN BEING G A PUB PUBLIC LIC TRUST RUST,, GRA GRANTIN NTING G INCENT INCENTIVE IVES S AND REWARD REWARDS S FOR EXEMPL EXEMPLARY ARY SERVIC SERVICE, E, ENUMER ENUMERA ATING PROHIB PROHIBITE ITED D ACTS ACTS AND TRANSA TRANSACTI CTIONS ONS AND PROVIDI PROVIDING NG PENAL PENALTIE TIES S FOR VIOLATIONS VIOLATIONS THEREOF AND FOR OTHER PURPOSES
This Act shall be known as the "Code of Conduct and Ethical Standards for Public Officials and Employees." Norms of Conduct of Public Officials and Employees. -Every public official and employee shall observe the following as standards of personal conduct in the discharge and execution of official duties:
(a) Commitment to public interest. - Public officials and employees shall always uphold the public interest over and above personal interest. All government resources and powers of their respective offices must be employed and used efficiently, effectively, honestly and economically, particularly to avoid wastage in public funds and revenues. (b) Professionalism. - Public officials and employees shall perform and discharge their duties with the highest degree of excellence, professionalism, intelligence and skill. They shall enter public service with utmost devotion and dedication to duty. They shall endeavor to discourage wrong perceptions of their roles as dispensers or peddlers of undue patronage. c) Justness and sincerity. - Public officials and employees shall remain true to the people at all times. They must act with justness and sincerity and shall not discriminate against anyone, especially the poor and the underprivileged. (d) Political neutrality. - Public officials and employees shall provide service to everyone without unfair discrimination and regardless of party affiliation or preference. (e) Responsiveness to the public. - Public officials and employees shall extend prompt, courteous, and adequate service to the public.
(f) Nationalism and patriotism. - Public officials and employees shall at all times be loyal to the Republic. (g) Commitment to democracy. - Public officials and employees shall commit themselves to the democratic way of life and values, maintain the principle of public accountability, and manifest by deeds the supremacy of civilian authority over the military. (h) Simple living. - Public officials and employees and their families shall lead modest lives appropriate to their positions and income. Duties of Public Officials and Employees. - In the performance of their duties, all public officials and employees are under obligation
(a) Act promptly on letters and requests. - All public officials and employees shall, within fifteen (15) working days from receipt thereof, respond to letters, telegrams or other means of communications sent by the public. The reply must contain the action taken on the request. (b) Submit annual performance reports. - All heads or other responsible officers of offices and agencies of the government and of government-owned or controlled corporations shall, within forty-five (45) working days from the end of the year, render a performance report of the agency or office or corporation concerned (c) Process documents and papers expeditiously. (d) Act immediately on the public's personal transactions. (e) Make documents accessible to the public. System of Incentives and Rewards. - A system of annual incentives and rewards is hereby established in order to motivate and inspire public servants to uphold the highest standards of ethics.
Penalties Any official or employee regardless of whether or not he holds office or employment in casual, temporary, holdover, permanent or regular capacity, committing any violation of the Code shall be punished with a fine not exceeding the equivalent of six months (6) salary or suspension not exceeding one (1) year, or removal depending on the gravity of the offense after due notice and hearing by the appropriate body or agency. If the violation is punishable by a heavier penalty under another law, he shall be prosecuted under the latter statute. Violations of Section 7, 8, or 9 of the Code shall be punishable with imprisonment not exceeding five (5) years, or a fine not exceeding five thousand pesos (P5,000.00) or both, and in the discretion of the court of competent jurisdiction, disqualification to hold public office. Any violation hereof proven in a proper administrative proceeding shall be sufficient cause for removal or dismissal of an official or employee, even if no criminal prosecution is instituted against him. Private individuals who participate in conspiracy as co-principals, accomplices or accessories, with officials or employees, in violation of the Code, shall be subject to the same penal liabilities as the officials or employees and shall be tried jointly with them.
Grievance
is Defined as “Cause for Complaint or Annoyance”. A grievance occurs when an individual thinks that he is being wrongly treated by his colleagues or supervisor; perhaps he or she is being picked on, unfairly appraised in his annual report, unfairly blocked for promotion or discriminated against on grounds of race or sex. An employee grievance is an indication of his discontent or dissatisfaction. It may be expressed by him or he may not communicate it. It can be real or imaginary, legitimate or ridiculous, stated or unvoiced, written or oral. It must, however, find expression in some form or the other. other. Dissatisfaction or discontent per se is not a grievance. They initially find expression in the form of a complaint. When a complaint remains unattended and the employee concerned feels a sense of lace of justice and fair play, the dissatisfaction grows and assumes the status of a grievance. When an individual has a grievance he should be able to pursue it and ask to have the problem resolved. Some grievances should be capable of solution informally by the individu individual’ al’s s manager manager.. However However,, if an informa informall solution solution is not possibl possible, e, there there should be a formal grievance procedure. Dissatisfaction : maybe defined as anything that disturbs an employee, whether or nor such unrest is expressed in word. Complaint: It is a spoken or written dissatisfaction, brought to the attention of the supervisor and the union leader. The complaint may or may not specially assign a cause for dissatisfaction e.g. “four times this morning I have had to chase around looking for the pliers”. Grievance: It is simply a complaint which has been formally presented in writing, to a management representative or a union official. But for the most people, the word “grievance” suggests a complaint that has been ignored, overridden or dismissed without due consideration.
Classification of Grievances Open grievance. Sometimes employees are open about their grievance. They go straight to their supervisor and tell him openly their grievances. Hidden grievance. It manifests itself through symptoms which are sometimes vague and whose causes are difficult to trace. Work-related grievances. It is based on how well the individual employees are suited to and are able to meet the demands of their jobs. Non-work related grievances. There are some individuals who get dissatisfied not because of their jobs or of their employer but because of personal problems which they are unable to solve.
Valid grievance. A grievance is said to be valid if it has some relevance or connection with the work or with the relationship between the employee and his employer. Imagined grievance. Some grievance are a nuisance in nature and re manifested only for the purpose of getting attention. Imagined grievances are sometimes brought up to test management or to create unrest within the organization.
Causes of Grievances Grievances usually arise from failure of the employee to derive satisfaction from his job, from a threat to his security on the job, from failure of the supervisor to understand him, or from the employee’s mental or emotional maladjustment. Most of the complaints, especially those concerning the interpretation or implementation of established established company policies on wages, hours of work, or working conditions can be easily and and promptly promptly settled. settled. Settlement Settlement is best best done by encouraging encouraging the employee employee to discuss his problems calmly with his supervisor or with the personnel department. Most of the grievances when first presented are merely minor complaints but due to mishand mishandling ling,, neglect neglect or ignoranc ignorance e on the part of line superviso supervisors, rs, these these complaints complaints oftentimes oftentimes become serious serious labor problems. problems. One of the most common common causes of grievances is the emotional approach used when discussing day-to-day problem problems s and grievanc grievances. es. If emotions emotions are allowed to flare up, each one argues argues heatedly about the problem and fails to view the subject objectively. Some of the sources of friction or complaints are company policies, rules, work condi conditio tions ns and and meth methods ods,, perso persona nalit lity y clash clashes, es, and and the the interr interrela elatio tions nship hip amon among g employees and supervisors. Some Some grievance grievances s arise from real and legitim legitimate ate causes. causes. These These must be handled handled carefully carefully and speedily speedily.. But other grievanc grievances es are imaginary imaginary,, trivial, trivial, or irrational and are often due to the employee’s unfamiliarity with the facts. Though the grievance may be imaginary or trivial, it is nevertheless still a grievance until it is properly settled. settled. Grievances Grievances are produced produced by the interaction of several several behavioural behavioural factors. 1.
Application Application and interpretation of the collective bargaining bargaining agreement . Where a collective bargaining agreement exists, grievances frequently arise from the interpretation, interpretation, application, application, and administration administration of its provisions. Some labor contracts, in fact, limit the scope of grievances to those arising from the interpre interpretati tation, on, applicati application, on, and administr administratio ation n of their their provisions provisions.. Many contracts, however, provide for a broader coverage to include complaints that may arise even outside of the collective bargaining agreement, and this often breeds problems problems when they are are carried out or interpreted. interpreted. No labor contract, contract,
no matter how fair, just, and equitable will work if either party attempts to use it as a tool to make things things hard for the other. other. If both parties trust trust each other in the interpretation and application of the contract, grievances from this source can be minimized. Grie Grieva vanc nces es also also aris arise e due due to uncl unclea earr lang langua uage ge that that lead leads s to diff differ eren entt interpretations interpretations of the CBA. Parties to the contract contract are cautioned cautioned against the inclusion of vague provisions in the CBA which could lead to interpretation problems problems later on. In some companies, companies, when such such cases occur occur,, they refer back to the negotiation meetings and examine or re-assess the intentions of the parties with regard to the problematic issue. 2.
Absence of a clear-cut company labor policy . The absence absence of a clear-cut clear-cut labor policy may cause some confusion or misunderstanding on the part of the emplo employe yees es,, espec especial ially ly where where there there is no unio union n in the compa company ny and and no effective employer-employee channels of communications exist.
3.
Ineffective or inadequate inadequate supervision supervision.. Grievanc Grievances es genera generally lly arise arise from from poor supervision, poor planning of schedules or assignments, employee’s lack of confi confide denc nce e in their their superv superviso isors rs beca becaus use e of lack lack of leade leaders rship hip abili ability ty,, discrimination or unfair treatment.
4.
Inadequate Inadequate communication communication.. Problems Problems and conflicts conflicts between workers and supervisors or among co-workers are almost invariably traceable to failure in communication. communication. For instance, instance, if employees employees lack information information about company company policies and regulations regulations there will be misunderstanding. misunderstanding. A common common source of confli conflict ct is inade inadequ quate ate or incon inconsis siste tent nt orders orders and and instru instructi ctions ons from from the the supervisor supervisor who assumes that he has put his message across across to the worker by just just issuing a circular circular.. There There is no better better way than to explain explain circulars circulars or instructions personally and check whether or not the message is clear to the employees.
5.
Personal problems. problems . Grievan Grievances ces are also also caused caused by personal personal problems problems of employee employees s outside outside the firm, firm, such such as family family problem problems, s, financi financial al difficu difficultie lties, s, vices, vices, bad livin living g habit habits, s, and and perso personal nal relatio relations nship hips s with with peop people. le. Some Some employees have personal difficulties in adjusting themselves to urban life or to changing economic economic conditions. conditions. Such difficulties difficulties are not directly related related to the employee’s employee’s work, but they are no less important because they seriously affect his performance.
6.
Union inspired grievances . In unionized unionized firms, employees employees sometimes sometimes bring up grievances grievances because of union union prodding. One can often often tell that a grievance is union-inspired when the union takes an overly active part in prosecuting it. Although the grievance may be a minor one, the union generally makes a big issue of it. Among the reasons why a union may take such an attitude are:
a. b. c. d.
As a test of of union union strength strength again against st manage managemen ment. t. As a morale booster for union union support support and and membership membership.. As an electi election on gimmic gimmick. k. As a test test of union union leader leadershi ship. p.
7.
Improper selection and placement . Improper Improper selection selection and placement placement of employee employees s is a frequent frequent cause of gripes gripes and complaints complaints.. An employee employee is likely to be dissatisfied if he is misplaced in his job, either because his duties and responsibilities are too difficult for him or because the job is too low for his ability, ability, training, and experience. experience. Where there is a rigid selection selection and careful placement of workers, there generally are fewer complaints and grievances resulting from this cause.
8.
Lack Lack of orie orient ntat atio ion n or trai traini ning ng of new new empl employ oyee ees s. As prev previo ious usly ly menti mention oned ed,, orien orienta tatio tion n of new emplo employe yees es is the the first first step step in makin making g the the employee understand his relationship with the company, his supervisor, and his fellow worker workers. s. With proper proper orientatio orientation, n, the employee employee will understa understand nd things around around him in the company. company. These tend to minimize minimize complaints complaints and grievances.
9.
Favouritism. Favouritism . Disc Discrim rimina inatio tion n agai against nst work workers ers result results s in grie grieva vance nces. s. A supe superv rvis isor or who who show shows s a spec specia iall favo favour ur to an empl employ oyee ee or to seve severa rall employees in his department because of friendship or close association is liable to arouse resentmen resentmentt among those not similarly similarly favored. favored. Such favors may be in the form of undeserved salary increases, assignment to choice jobs, or the grant of special special privileges. privileges. Whatever Whatever the form of the favor, favor, the other employees in the department will feel discriminated against and will gripe.
Poor 10.Poor
organiz organizatio ation n structu structure re.. A good good orga organi niza zati tion on struc structu ture re is not a guarantee that no grievance will ever occur, but a poor organizational structure will surely surely be a cause for inefficien inefficiency cy and grievance. grievance. Where Where authority authority and respo responsi nsibi bilit lity y are are not not clear clearly ly defin defined ed and and report reporting ing relat relation ionshi ships ps are not not delineated properly, the employees will surely find cause for gripes because of the resulting confusion, dissatisfaction, and inefficiency.
11. Poor
systems and procedures. procedures . To enable the employees to work efficiently, efficiently, the systems and procedures of the company must ensure smooth flow of the work. work. When When system and procedure procedures s are not well integrate integrated, d, congestio congestion, n, backtracking, backtracking, bottlenecks and possible possible relations conflicts will occur and cause employee’s gripes. This This is espe especi cial ally ly true true in situ situat atio ion n wher where e resu result lts s are are expe expect cted ed unde under r committed timetables.
12. Lack
of appropriate facilities . If supervisors supervisors want their their employees employees to turn out good work, they should provide their employees with the proper facilities or equipment equipment to use. use. Employees will complain complain if they are required required to come come up with results without the necessary tools, facilities, and equipment they need to produce the expected results.
13. Improper
implementation implementati on of policies. policies. Not only must policies policies be proper proper and and appro appropri priat ate, e, but but they they must must also also be admi adminis nister tered ed in such such a way that they they produce produce positiv positive e results results and not resentm resentment ent among among the employe employees. es. Most policies are well-intentioned, in fact well-accepted in the organizations, but if the manner of implementing implementing them is against the values of the people, violates one’s sense of decency or is inequitable, the employees affected will surely gripe.
How To Handle Complaints In hand handli ling ng comp compla lain ints ts,, the the firs firstt step step is to sepa separa rate te the the legi legiti tima mate te complai complaints nts from petty gripes. gripes. Legitim Legitimate ate complain complaints ts should be corrected corrected as expeditiously expeditiously as possible. possible. If complaints is merely merely a petty gripe, try to find the real cause or causes for the dissatisfaction; they might not be brought out directly by the gripes but may indicate some serious problems.
Kinds of Complainants No complaints is small enough to be neglected because this may be an indication indication of a major defect. However However to enable one to analyze analyze the complaint complaint and take remedial remedial action, action, the identif identificat ication ion of the kinds of complai complainant nants s such such as the following is necessary: 1. The petty petty gossiper gossiper or or intriguer intriguer.. Presents Presents complaints complaints without the foundation foundation of facts. 2. The rebel rebel without without a cause. These are complainan complainants ts who rightly or wrongly wrongly feel feel that they are always victims of an inequity. 3. The champ champions ions of of the oppres oppressed. sed. These These are the the outspok outspoken en member members s of the group who feel that they have to take up the cudgels for others. 4.
The thinkers. They are the so called because they do not have have the courage to come out to present their complaints unless they have reached a point of great emotional strain.
5. The average average complainant. complainant. Takes careful evaluation evaluation of the situation before he makes the complaint
METHODS OF SETTLING GRIEVANCES
“An ounce of prevention is better than a pound of cure,” applies in labor relations. relations. The best best time to settle a grievance grievance is while it is still still small. Allowing it to remain unsettled gives a grievance the chance to grow and worsen until it becomes too knotty to untangle. untangle. Delays in settling grievances grievances breed breed resentment resentment on the part of the worker. Some of the methods used in dealing with grievances are: 1. By the supervisor’s supervisor’s assuming assuming an autocratic autocratic attitude, attitude, imposing imposing his opinion, and disrega disregardin rding g the grievan grievance. ce. This This method method generates generates fear in the employee, employee, undermines his confidence, lowers his morale, and leaves him resentful and dissatis dissatisfied fied.. An employee employee who does not think think it worth worth his trouble to air his grievances would rather move to another job, usually in a rival company; otherwise he merely keeps the grievance to himself and remains a dissatisfied employee. 2. By the human human relations relations approach approach and and counselling counselling which which regards regards the grievance grievance as an opportunity to help the employee. This technique generates respect and confidence and makes the employee satisfied and cooperative. 3. By the the lega legali list stic ic appr approa oach ch,, appl applyi ying ng stri strict ctly ly the the prov provis isio ions ns of law law or the the company policy or rule. 4. By the corrective action of of removing removing the the cause of the grievance. grievance. 5. By comp compro romi mise se..
6. By the formal formal method method of submitting submitting the matter matter to the grievance grievance proced procedure ure set by the company and the union, observing the prescribed steps. 7. By submitting submitting the grievance grievance directly to voluntary voluntary arbitration. arbitration.
Remember. . . When handling grievances check these points 1. Receive Receive the grievanc grievance e properly properly • • • •
Give the man a good hearing Ask him to repeat his story Repeat essentials in your own words Assure him of an answer
2. Get Get the the fact facts s • • • •
Check every angle Check the union agreement Check company policy Examine employee’s record
3. Take ake act actio ion n • • •
Make correction if Company is wrong Maintain your position if right Communicate facts to your boss
4. Follo ollow w-up -up • • • •
Make sure action was carried out Correct conditions which cause grievances Write up grievance and action taken Promote employee morale
EMPLOYEE DISCIPLINE, COMPLAINTS AND GRIEVANCES
DEM 738 Leadership and and Executive Training for Educational Managers
Submitted to: NORMITA NORMITA A. VILLA, PhD
Submitted by: MICHAEL L. PROTACIO
