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One would be a long-time employee - say over 20 years - who is disgruntled because of the growing discussion and activity around research when she/he is committed to teaching and thinks that is what our focus should be. The second would be the opposite end of the spectrum where a more junior faculty member hired more recently feels that the position was 'over sold' and that they are lacking the time and infrastructure to build a program of research.

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We could pick either of these and perhaps add to the scenario where the person has done something that requires feedback

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1. for the teaching focused member, the feedback could be around how they might address research through their focus on teaching
2. if we opt for the junior member option, the feedback could be around their unhappiness/behaviour that might lead to a conversation about what they need to be successful in the role, and how this might change their mind about leaving or will prompt their supervisor to take another look at the role and its needs

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Sure - why don't we go with the more junior faculty member.

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Why don't we say that the faculty member

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has been complaining to colleagues about the lack of support for research and it has been brought to the attention of the manager. Or it could be a behaviour more explicitly identified by the manager - disruption or grumbling at a faculty meeting

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let's go with the behaviour the manager observed. That way the faculty member can't deny it.

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the faculty member reacted during faculty meeting by rolling his eyes (should it be a male? or female? I'm ok either way) and snickering quietly while research initiatives currently under development were being discussed?

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Why don't we say male

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Dear Jason (I've named him now),
During our weekly faculty meeting this week, I noticed that you had a reaction to the discussions around research. Can we please arrange a one-on-one meeting to discuss this in person?
Sincerely,
Mitch (everyone is male, now...)

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That seems to work

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Do you want to draft the e-mail and I'll be the eye-rolling, snickering Jason?

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OK - I might be jumping ahead on the feedback piece here, but it might be good to be more specific about the meeting request so the e-mail doesn't start a back-and-forth before the face-to-face meeting. i.e., Julia, my assistant, will contact you to schedule a time for us to discuss this.

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perhaps the email communication piece of this exercise is simply to request a meeting? And the objective isn't to initially identify the issue ahead of the in person meeting?

...I might be overthinking the importance of the email communication component.

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Yes, I think this might be a good piece for us to reflect on in the final text submission  -  how to avoid the potential miscommunication with e-mail if a face-to-face meeting can be arranged

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Dear Jason,
As you are new to the faculty, I would like to schedule some time for the two of us to meet, one-on-one. I have asked my assistant, Julia, to consult our schedules and arrange a time that suits both of us.

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Let's go with that

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It looks like the audio might not be 'real time' but we might have to go back and forth with individual recordings

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OK - let's start. I, Jason, have just arrived at your office. It will be a bit contrived as we go back and forth with the recordings, but I think it should work

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Dear Jason,
As you are new to the faculty, I would like to schedule some time for the two of us to meet, one-on-one. I have asked my assistant, Julia, to consult our schedules and arrange a time that suits both of us.
Best, Mitch

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perhaps that makes it a bit easier, since we can do it in smaller 'takes'? :)

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needs to be specific in the objective of bringing the two parties together face-to-face without the issues that will be targeted during the face-to-face meeting being prematurely addressed via email back and forth

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Communication # 1: Mitch (supervisor) to Jason (new faculty member)

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Best to make the purpose of the meeting clear, but try to avoid setting up a confrontational discussion if possible

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I think I would respond much better to your second take - less open-ended and I feel like I am being valued more as a person

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#2: Jason to Mitch

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Specific concern, but empathetic position

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Specific concern, but empathetic position

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The exchange pointed out the need to initiate a discussion that identified specific concerns, but recognized and valued that a disgruntled employee needs an opportunity explain the root cause of their issue(s) - SBI approach embraces this

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I like your second take, with the apology and Jason's description of his frustration better. Verbalizing that frustration hits the "I" part of SBI so effectively...

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I tried for an open question at the end... was it open enough?

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The exercise helped me to understand the value of role playing and practicing these approaches. The audio recording allowed for real time 'do overs' that will definitely help me in the future.

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#4: Jason to Mitch

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I appreciated that you focused quickly on what Jason needed to address his problem. I don't want to make this too difficult, but wanted to express the overwhelming pressure that some new faculty members feel. We can probably conclude this with a couple of more exchanges

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SBI theme carries through the conversation

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SBI theme carries through the conversation

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With each side of the conversation, elements of SBI continued to surface. In order to communicate effectively, both parties were required to continue to address specifics, future (positive) behaviour, and the expected (again positive) impacts.

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Agree! This also has me thinking more about the value of providing staff and faculty members with training on how to communicate with their managers

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Having a manager let someone know they are not alone is often enough to build a bridge

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Very useful if the manager takes personal responsibility for some action. I liked that Jason heard from Mitch that we was offering specific follow-up to help.

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Mitch to Jason #6

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Jason to Mitch #7 - end