Skip to content

Benefits	Jobs	Policies & Leaves	Records	Affirmative Action/EO
Work & Family	Officers of Administration	Recruitment & Employment	Training	Vivian Olum CDC
Employee Relations	Oregon University System	Classification & Compensation	Recognition	Promoting a Healthy U

UNIVERSITY OF OREGON HUMAN RESOURCES

Ongoing Training Events and Informational Sessions

The workshops and events listed in this announcement offer important opportunities for faculty and staff to develop and improve their technical skills and abilities as well as their understanding of how to interact appropriately and respectfully with others on campus.

Class Issues in the Workplace and the Academy

Social class issues are often left out of the conversation when we talk about areas of diversity and difference in our campus community; and yet, our perception of another person's standing in the class system of the United States can color our experiences with them and lead to miscommunication and resentment. This workshop will focus on how we are "trained" to recognize social class status in the United States, what conclusions the dominant culture tends to make about persons inhabiting various social classes, and how this kind of misinformation can lead us to offer hope and assistance to some, while writing others off as not worth our time or effort. The implications of this information for serving faculty, staff and students in a higher education setting will be explored.

Computer Literacy: From Definitions to Decisions

This course is designed to answer some basic questions about computer technology with the goal of helping you ask the right questions (and understand the answers) when you are considering changing or adding to the computer technology in your office, department or home. Questions asked and answered included:

• What is RAM and why is it important?
• What are MHZ and why are they important?
• What is a computer operating system and how is it different from a computer language?
• What is WINDOWS ( 2000xp)?
• What is the difference between a MAC and a PC?
• How much memory is enough?
• What is the difference between a database program, a word processing program, and a spreadsheet program?
• What is the World Wide Web and what could I catch in it?

If you register for the course, and you have other questions you want to see addressed in this workshop, please call Cris Cullinan at 6-2961 and let her know.

Computer Training Opportunities

In order to meet the needs of faculty and staff to improve their skills or learn new ones, Human Resources is involved in ongoing efforts to provide software applications training relevant to changing needs, and at prices affordable to departments. For more information regarding software applications training offered through Human Resources, and to provide feedback on relevant training needs, contact Kathy Cooks, Special Programs Coordinator, by e-mail at kcooks@uoregon.edu or 346-2939.

RAA web-based training
Human Resources arranged a web-based online project with RAA Training. After evaluating the feedback from the pilot program, Human Resources has extended the online training agreement for another year. The program provides access to three libraries, each of which includes several courses on relevant topics. This program provides online software training for a 12-month period of time beginning with your registration confirmation date.The three libraries are:
1. PC and Business Skills includes all versions of Microsoft Windows, Microsoft Office (Word, Excel, Access, PowerPoint, Outlook), and other applications;
2. IC3 serves as preparation for the Internet and Computing Core Certification (IC3) and provides fundamental computer concepts;
3. A+ -- offers training for those interested in studying to become an A+ certified computer technician.

For detailed information on rates, registration, questions and answers, and to review the RAA Training library descriptions, consult the Human Resources Training and Development website at: http://hr.uoregon.edu/training/raa.html. PLEASE NOTE: Since online training is potentially available to employees 24 hours a day, seven days a week, supervisors and their employees should discuss how training time will be counted as work time.

New Horizons Computer Learning Centers
Human Resources has purchased vouchers from New Horizons for software applications training. These vouchers can be used in Portland, Beaverton, Salem and Eugene. They are available for purchase by the departments for use by faculty and other staff. The New Horizons $63.00 (1-day class) and $126.00 (2-day class) charge per person will be billed to your department. The upper division classes, such as Dreamweaver, Day 4 (level 3), and Crystal Reports (a 2-day course), require three vouchers, for a total cost to UO employees of $189.00 per person. This affordable price is made possible by the Employee Benefit Fund, which is paying part of the cost. Participants will be using a laptop with a mouse. To register, view the course outlines, suggested pre-requisites and charges, go to our web page http://hr.uoregon.edu/training/upcoming.php. Your department index code is required to reserve a seat. Due to limited seating, a refund will only be given if a cancellation is received in writing six working days prior to that class date, by sending e-mail to kcooks@uoregon.edu. If you have questions, you can reach Kathy at 346-2939.

Employee Benefit Fund: For detailed information consult the EBF webpage at: http://hr.uoregon.edu/benefits/ebfpolicy.html.

External Customer Service: Counter Intelligence

This course will focus on ways to improve customer service to customers outside of your immediate office or department. Participants will discuss the "stage" on which external customer service takes place, the various actors that affect it, and how to script both verbal and non-verbal communication
so that your department or office's intent to provide excellent service is clearly communicated.

Internal Customer Service II: The Fifth Column

This course will focus on the "customer service" that goes on within an office or department. Participants will identify their own internal customer service network and identify strategies to strengthen both the internal links and the overall network.

Supervising for Excellent Customer Service: Coming in from the Cold

This course will focus on how supervisors can ensure that their office or department delivers their best customer service to both internal and external customers. Supervisors will be provided with tools to help diagnose the causes of problems in staff performance and will develop specific strategies for addressing these causes.

Difficult Communications I

Part I: Exploring Our Programming About Communication and Conflict

In this first session we will explore:

• messages we have received about communication and dealing with conflict;
• what the Myers-Briggs personality type information can teach us about how we might prefer to handle communication and conflict;
• how differing cultural norms that can affect perceptions of and approaches to conflict; and,
• how communiction and conflict management are influenced by what we know and don't know about ourselves.
  
  

Difficult Communications II

Part II: Getting On and Off Track

In this second session of the Difficult Communications series, we will use what we learned in Part I as a foundation for further development of an understanding of what constitutes effective communication. In particular we will explore;

a) distinctions between power, rights, and interest-based approaches to working through conflict;
b) the benefit of untangling intent from impact when structuring effective communication;
c) the possible effects of inferences and assumptions on communication; and,
d) the ways in which "shifting your conflict lens" can change the experience of dealing with conflict.

Difficult Communications III

Part III: Inside Complex Communications

In this third part of the Difficult Communications series, we will build on the information, theories and skills from previous sessions, while working to uncover some of the subtleties that make working on communication skills both effective and challenging. We will examine:

a)the three layers that form part of every difficult communication and how they are connected to how we see ourselves in relationship to the other person or people involved;
b)how we can use this information to understand our own motives and desired outcomes more fully; and,
c)the particular skills and methods involved in giving and receiving effective feedback as a specialized type of communication.

Food for Thought Series

Among the things we can learn about ourselves from our reactions to issues of difference, diversity, inclusion and exclusion is how difficult it is to walk in another persons shoes. If we can't get there from here (our own impressions and life experiences), can we get there from there (from another person's impressions and life experiences)? This series of videotape viewing is offered as one avenue for listening to and learning about others' experiences and views of the world. Quite on purpose, issues of race, class, gender, sexual orientation, religion and other cultural frames are presented by those living the experiences of being "different" and being here. You are invited to bring your lunch and come partake in some "food for thought". There will be no organized discussions following the videotapes, but participants are encouraged to stay and talk if they wish. Please come to listen, to think, to learn and to try to see if you can get there from there. If you are interested in viewing any of these tapes, and are unable to attend its scheduled session, or would like to show one to your staff or students, please call Cris Cullinan at x6-2961 or e-mail Cris Cullinan to arrange to borrow it.

Job Search Workshop

This workshop provides an opportunity for classified and administrative staff to improve their job search skills. Topics will include: Identifying Job Opportunities Making a Polished "Paper" Presentation Interviewing Techniques
PRESENTER: Chris Lonigan, Employment Manager (If this meeting time is not convenient, please call Chris Lonigan 6-2963 or e-mail Chris Lonigan to arrange an appointment)

Leadership in Student Supervision

This workshop is designed for anyone who supervises student employees, and will include practical steps you can take to ensure that your student employees understand both what is expected of them and how to improve their work performance and benefit from their employment at UO.
GOALS:

• To increase awareness of the various roles a supervisor plays, particularly in student supervision;
• To explore the ways students are similar to and different from other university employees;
• To review the basic components of supervision - assigning work, giving both positive and critical feedback, and consequating behavior - as they relate to student supervision; and,
• To explore the responsibilities and liabilities supervisors have in creating a respectful, harassment and discrimination-free work environment.

New Employee Orientation

This workshop is designed for new administrative and classified employees; however, new faculty or current faculty and other employees are welcome to attend. The workshop will acquaint participants with the organization, structure and philosophy of the University of Oregon, as well as their responsibilities and the resources and benefits available to them as a part of the university community. Topics and issues to be covered include:

• Organization and structure of the UO
• Students, the University and you
• Diversity and Affirmative Action
• Workplace safety
• Oregon Public Employee Union presentation
• Benefits and extras that come with your job

Creating a Respectful Work Environment: The Challenge of Inclusion

This workshop is designed to explore the stereotypes and myths we carry with us about those different from us, and how behaviors stemming from those stereotypes are destructive to the entire workforce. Issues explored include:

• The sources of myths and stereotypes about others
• The range of behaviors we have in dealing with difference
• The destructive power of marginalizing others
• The problem with tolerance
• Behaviors that help colleagues feel like they matter
• Legal responsibilities for preventing and dealing with discrimination based on race, gender, national origin, sexual orientation, age, and other factors unrelated to employment or education performance; and legal liabilities for not doing so.

Preventing and Dealing With Sexual Harassment on Campus

This three-hour workshop is designed for all faculty, managers and staff of the University of Oregon. Questions to be addressed include:

• What are the definitions of sexual harassment and what behaviors are included in these definitions?
• What is the policy of the UO regarding sexual harassment?
• What is the new UO "Conflict of Interest" policy regarding intimate relationships between faculty and students or between supervisors and their employees?
• How can the work or classroom environment encourage or discourage sexual harassment?
• What are the responsibilities and liabilities of faculty, management service and other staff in preventing and dealing with sexual harassment?
• What options for response are available for the person who believes they are being sexually harassed?
• What resources and referrals should be discussed with a person who believes they are being sexually harassed?
• For all university staff, including faculty, GTFs and other student employees

Retirement Workshops

Employees will receive registration materials in campus mail prior to these workshops. The registration form and a check for the cost of the workshop must be received by Human Resources before employees are enrolled in these workshops

Financial Planning for Retirement

This workshop is for persons who are more than ten years from their planned retirement and want to know what to do now to enhance their retirement income. From a basic understanding of retirement plans, Social Security, tax-deferred investments and deferred compensation, participants will learn what they could be doing now to make these retirement income streams more productive. Participants will also explore financial goal setting, how to choose financial advisors, before-and after-tax investments, asset enhancement, estate planning issues, and other financial subjects.There is a fee to attend.

Preretirement Planning Workshop

This workshop is for persons who are close to retirement (within five years) and need to begin preparing for retirement. There is a fee to attend.

Supervision Training

Overview of the University of Oregon Supervision Course:
During Fall term the first four sessions of the Supervision Course cover an introduction to supervision and supervisory styles; knowledge and skills for creating and maintaining a non-discriminatory as well as a welcoming environment; and, basic communication skills. During Winter term sessions focus on hiring processes, feedback and performance appraisal, disciplining employees and working with collective bargaining agreements, as well as assisting employees through the appropriate use of the Family Medical Leave Act, workers compensation regulations and the Employee Assistance program. Anyone wishing to take the Supervision course needs to register for the entire course and attend the first full day session.

Session I: The Role of Supervisors within the University: Organizational Values, Ethics and Supervisory Styles

• Increase awareness of the importance of supervision in supporting University values and policies;
• Explore the ways that overall changes in the American workforce require flexibility in supervisory decisions;
• Improve skills in communicating and intervening appropriately and respectfully with faculty and other staff; and,
• Gain insight into the strengths and possible challenges you bring to the work of supervision through your particular management style.

Session II: The Legal Framework:  Working Against Discrimination

• Review the basic premises and legal frameworks of a non-discriminatory work environment;
• Increase awareness of the legal responsibilities and liabilities of University supervisors in dealing with situations where there may be illegal discrimination;
• Provide up-to-date information on the Federal, State and University classifications of illegal discrimination;
• Improve skills in explaining and using the University’s systems for dealing with discrimination complaints, with special emphasis on the roles of the Office of Affirmative Action and Equal Opportunity and the Office of Human Resources;
• Improve skills in communicating and intervening appropriately and respectfully with faculty and other staff at the earliest indication of discriminatory behavior.

Session III: The Challenges of Creating and Maintaining a Respectful and Inclusive Environment

• Examine the messages we have received about persons perceived as “others;”
• Explore the possible impacts of these messages on both our perceptions and our decision-making;
• Consider the differences in day-to-day experience for persons perceived as “others” as they compare with those of persons considered members of the dominant group;
• Improve skills at recognizing some of the more subtle and persistent forms of exclusion and disrespect; and,
• Develop appropriate and timely strategies to construct and maintain a respectful and inclusive environment.

Session IV: Communication Issues and Skills

• To review MBTI types and how these might influence communication styles;
• To explore the various types of communication supervisors must use to carry out their roles effectively;
• To complete a self-assessment of skills levels in these various types of communication;
• To identify some of the messages we have received from others that have influenced the ways we communicate;
• To explore how making and building on assumptions can distort the communications process;
• To practice using questions effectively in communication;
• To discuss the gap between intent and impact in communication, as well as techniques that can be used to bridge that gap effectively; and,
• To explore how our core identity values and issues can affect the way we hear and communicate with others, both as supervisors and as colleagues.

Session V:  Hiring Issues and Processes, and Orientation

• Improve understanding of how positions within the University are compensated, classified and changed;
• Increase understanding of the connections between, classifications, position descriptions and the essential functions of a position;
• Increase skills in developing interview and reference check questions appropriate for assessing knowledge, skills and abilities of job applicants;
• Explore methods for building appropriate combinations of interviews, testing processes, reference checks and skill demonstrations for determining the best person for a particular position;
• Review appropriate techniques for conducting effective, respectful and non-discriminatory interviews;
• Increase understanding of the principles and applications of affirmative action in the hiring process;
• Review provisions of Title I of the Americans with Disabilities Act as they relate to the hiring process; and,
• Review the most important aspects of conducting effective employee orientation.

Session VI:  Effective Supervisory Communication: From Feedback to Performance Appraisal

• Review current research on effective positive and critical feedback;
• Increase skills in giving effective and respectful critical feedback; and,
• Increase skills in doing appropriate preparation for, and conducting of, an effective performance appraisal, and;
• Review best practices for attracting and retaining the best employees.

Session VII: Progressive Discipline and Other Issues in Supervising Effectively and Legally Within the Parameters of a Collective Bargaining Agreement

• Review the differences and similarities in handling performance problems for faculty and other staff, temporary employees and student employees;
• Increase knowledge and understanding of such concepts as due process and just cause as they apply to appropriately disciplining an employee;
• Increase understanding of how to follow the steps of the progressive discipline process, as well as the roles of supervisors and union representatives during this process;
• Review the most critical articles in the current Union contract;
• Discuss the most common mistakes made by supervisors in interpreting contract articles;
• Explore the complimentary roles of supervisors and union stewards under the current contract, particularly as they impact the handling of employee grievances; and,
• Increase knowledge of the resources available to supervisors in working effectively within the contract.

Supervision VIII: Reinforcing a Healthy Environment

• Review the types of employee benefits available for University faculty and other staff;
• Increase understanding of supervisory responsibilities for following the Family Medical Leave Act;
• Increase understanding of the workers’ compensation laws and procedures, including the role played by SAIF Corporation, and the responsibilities of the University, its supervisors and other employees;
• Increase knowledge of the resources available for creating and maintaining a family-friendly work place;
• Increase skills in recognizing and working effectively with employees showing signs of stress;
• Explore methods for preventing injury and encouraging healthy behavior in the workplace; and,
• Increase understanding of the services available for supervisor support, both within the University and through our Employee Assistance Program.

Potential Supervisor's Training

Employees who do not currently supervise (potential supervisors) may attend the Potential Supervisor's training designed to build awareness of the knowledge and skills necessary to take on specific supervisory tasks, assist in assessing current skill and knowledge levels, and suggest strategies for addressing any needed skill or knowledge development (25 hour course). Anyone wishing to take this course needs to register for the entire course and attend the first full session.

Session 1:  Roles of a Supervisor and Your Supervisory Style

• Introduce the roles of a supervisor at UO
• Discuss responsibilities, challenges, skills needed
• Review MBTI information as it relates to supervision

Session 2:  Preventing Discrimination and Creating a Welcoming Environment

• Introduce the roles and responsibilities of a supervisor in preventing, identifying and intervening with discrimination
• Explore supervisors' roles in creating a welcoming environment and the knowledge and skills needed to do this effectively

Session 3:  Introduction to Job Descriptions and Hiring

• Introduce the supervisor's responsibilities for correctly identifying the major job duties of any position
• Review the major steps of a hiring process
• Discuss the knowledge and skills necessary to carry through an effective hiring process

Session 4:  Supervisor's Roles in Effective Communication and Employee Development

• Review basic communication skills
• Discuss the importance of feedback in employee development
• Review the use of performance appraisal

Session 5:  Supervisor's Roles in Discipline and Other Areas of the Collective Bargaining Agreement

• Review the basic issues covered in the collective bargaining agreement
• Discuss progressive discipline and the work supervisors need to do during this process
• Discuss the relationship between the university and the union and how the supervisor fits into this relationship

Session 6:  Overall Self-Assessment and Where You Can Go From Here

• Complete overall self-assessment and discuss
• Discuss how current behavior on your job can affect your chances of becoming a supervisor
• Review the process for applying for a supervisory position
• Discuss mentorship possibilities and other ways to continue your development

 

CONNECTIONS

Classified Staff Training & Development Advisory Committee Mentoring Groups. http://www.uoregon.edu/~cstdac