Site Staff, Author at Workforce

April 20, 2000June 29, 2023

Sample Performance Review for Non-exempt Employees

This form must be written in ink or typewritten

PERFORMANCE REVIEW AND EVALUATION

Name:
Position:

Location:
Department:

This review covers the period from __________to __________

The performance review and evaluation process requires the supervisor to do the following:

1. Clearly establish the areas of responsibility for the job.
2. Establish expectations, standards or objectives for the work to be done during the next review period.
3. Periodically review progress with the subordinate concerning how well expectations were met. Maintain on-going documentation of performance.
4. Annually review and evaluate performance.

The key to this process is clear communication between the supervisor and subordinate.

The objective of the entire process is to ensure that all employees understand:

1. What they are to do;
2. What the standards are by which they will be measured;
3. How they are progressing; and
4. What their evaluation is at the end of the review period.

Document the employee’s performance and select a rating (1-4, defined at the bottom of this document) for factors listed below:

Quality of Work — Consider the accuracy, thoroughness, and neatness of work performed.

_____________________________

Productivity — Consider the amount and timelines of satisfactory work completed and whether the employee consistently meets established or reasonable deadlines.

_____________________________

Interpersonal Skills — Consider the employee’s ability to work cooperatively with others, resolve conflict, and help others. Also consider customer relations, telephone technique, etc.

_____________________________

Dependability — Consider the reliability and consistency of the employee’s work. Also, consider the employee’s attendance record.

_____________________________

Initiative — Consider the exercise of independent judgment and innovation within the employee’s limits of authority and the amount of supervision required.

_____________________________

Job Knowledge — Consider the extent to which the employee understands and applies his/her knowledge of the techniques, methods, and skills involved in the job.

_____________________________

PERFORMANCE RATING DEFINITIONS

CLEARLY OUTSTANDING: Clearly exceeds, by a significant degree, most of the major requirements of the job, while maintaining fully satisfactory performance in the remaining duties. Performance results are clearly outstanding. Employee regularly assumes additional responsibilities beyond those which are required. This rating usually including the top 10% of the workforce.

ABOVE EXPECTATIONS:

Usually exceeds, by a significant degree, some of the major requirements of the job while maintaining fully satisfactory performance in the remaining duties. Employee often assumes additional responsibilities beyond those which are required.

MEETS EXPECTATIONS:

Consistently meets and occasionally exceeds the requirements of the job. Performance results are satisfactory in all aspects of the job.

NEEDS IMPROVEMENT:

Usually meets most of the job requirements; but improvement is needed in one or more phases of the job. Results are less than normally expected. When this rating is a warning that the employee’s job is in jeopardy if performance continues at the current level, Human Resources will be involved in preparing an Improvement Plan.

Discuss any other factors which relate to the employee’s work performance, such as significant accomplishments, critical incidents, or necessary improvements:

_____________________________

Overall Evaluation — Select one overall rating which best describes the employee’s performance throughout the review period considering the ratings and commentary throughout the above document.

Clearly Outstanding
Above Expectations
Meets Expectations
Needs Improvement

INDIVIDUAL DEVELOPMENT

What are this employee’s strongest skills and abilities?

_____________________________

What development action(s) will be needed to maintain or improve current performance? Also, what action(s) will help prepare the employee for future job assignments?

Development Objective

Action/Anticipated

Completion Date

Appraised by
Date

Reviewed by
Date

Employee Comments:

_____________________________

Employee:
Date

(Employee signature does not necessarily signify agreement with the evaluation, but that the evaluation has been discussed with the supervisor.)

The information contained in this article is intended to provide useful information on the topic covered, but should not be construed as legal advice or a legal opinion.

April 19, 2000June 29, 2023

Sample performance appraisal for exempt employees

Performance Appraisal for Exempt Employees

Name: _______________
Position: _______________
Location: _______________
Supervisor: _______________
Reviewer: _______________
Period Ending: _______________

PERFORMANCE RATINGS:

Exceptional
Above Expectations
Meets Expectations
Needs Improvement
N/A — Not applicable

PERFORMANCE RATING	DEFINITION

Exceptional:	Consistent performance substantially exceeding normal expectations for total job.

Above Expectations:	Frequently exceeds normal performance expectations for key job tasks.

Meets Expectations:	Meets normal job requirements in accordance with established standards and may exceed requirements for some job tasks.

Needs Improvement:	Overall performance acceptable but improvement needed in one or more significant aspects of job.

All evaluations must be supported with specific comments, and all “Overall Evaluations” (see below) of Exceptional and Above Expectations must include specific examples to support the ratings given. When Needs Improvement is the performance rating, attach a written plan to improve performance to this review and enter the Next Review Date in the space provided.

PERFORMANCE RESULTS: Achieves expected quality and quantity of output. Places greatest effort on most important aspects of job. Does work on-time, on-budget without sacrificing performance goals or standards.

RATING:

COOPERATION/TEAMWORK: Willingly accepts assignments. Able to work on or with teams to cooperatively reach goals.

RATING:

INITIATIVE: Self-starter who willingly puts forth effort and time and performs tasks with a minimum of supervision. Begins to solve problems within scope of responsibility as soon as they are apparent. Advises supervisor of current or anticipated problems. Able to apply job knowledge to produce innovations in work process or product.

RATING:

ORGANIZING AND PLANNING: Resolves conflicting priorities and schedules with peers and other staff. Performs effectively under pressure and deadlines. Effectively uses time and resources to accomplish work. Will shaft strategy, make decisions, obtain the aid of others to achieve objectives.

RATING:

COMMUNICATION: Verbal and written communications are clear, concise and accurate. Appropriately documents work so others can find work in progress and historical information about the job.

RATING:

INTERPERSONAL SKILLS: Interacts productively with others in formal and informal groups both within and outside the company; is receptive to differing ideas and adjusts to the different work styles of others.

RATING:

For Supervisors, Managers, and/or
Sales Related positions include the following:

SUPERVISION AND LEADERSHIP: Effectively leads and develops staff. Effectively directs staff and provides ongoing feedback. Accurately evaluates performance, matches abilities and job requirements, establishes an effective working relationship, and acts as a positive model for others. Assures a positive working environment in compliance with company standards.

RATING:

SALES/MARKETING: Obtains new work (e.g. listings, corporate accounts, etc.) from both existing clients and new clients. Makes marketing suggestions and effectively implements existing marketing programs.

RATING:

OTHER (Define and rate another significant performance factor if appropriate)

RATING:

PERFORMANCE PLAN FOR NEXT PERIOD (Include expected accomplishments and measurement criteria)

DEVELOPMENT NEEDS (Areas of knowledge or skill to develop that will improve job performance)

Plan for how Supervisor will specifically assist employee to maintain or improve performance:

OVERALL EVALUATION:

EXCEPTIONAL
ABOVE EXPECTATION
MEETS EXPECTATIONS

NEEDS IMPROVEMENT (Requires written improvement plan of maximum 6 months)

Next Review Date and/or Other Actions:

SUPERVISOR’S OR EMPLOYEE COMMENTS (If needed, attach additional sheet)

(Employee’s signature indicates that evaluation has been discussed with the supervisor. It does not necessarily signify agreement).

Signatures:

Immediate Supervisor:
Date:

Reviewer’s Manager:
Date:

Employee:
Date:

The information contained in this article is intended to provide useful information on the topic covered, but should not be construed as legal advice or a legal opinion.

April 19, 2000July 10, 2018

IDear Workforce -IAny Info on Competency-Based Resumes

Dear Workforce:

We are looking for information on resume writing, to revise our guidebook, incorporating the fact that competencies are now a part of our culture. We have lots of information regarding resume writing techniques…just none on how to incorporate the competency side of things.
Bill Neil, Manitoba Hydro, Winnipeg MB Canada

Dear Bill:

It s a great time for job candidates to begin integrating competencies into their resumes because an increasing number of companies are realizing the importance of assessing potential hires based upon their professional behaviors.

Competencies are defined as critical behaviors that demonstrate the knowledge, skills, abilities and personal characteristics of excellent performers. Competencies focus on how an employee creates value, and what is actually accomplished.

For example, some of the more common “core” competencies across companies include teamwork, integrity, business acumen, and customer focus. To reflect competencies on a resume, someone would need to show how their work experience demonstrated each of these qualities.

Most resumes today simply capture knowledge and expertise–which only imply competencies. On the flip side, a resume that associated behaviors with results, for example, might read “Managed multiple client engagements over six-month period to client s satisfaction and within budget, demonstrating strong team leadership and business acumen.”

For your resume guidebook, you may want to include a list of competencies–and behavioral examples–that seem critical to corporate America today. Then, develop a list of key outcomes, or evidence, of each definition. For instance, a large publishing company developed ten core competencies for managers and supervisors. A successful manager with “innovation” demonstrates the following behaviors:

Identifies commercial applications for ideas;
Develops innovative ideas and ways of accomplishing results or improving processes;
Anticipates and responds to opportunities created by change;
Establishes processes for continuously improving work activities and systems.

Best of luck in your quest to suggest ways to incorporate competencies into resumes. Since companies are realizing significant business improvements by using them in the long-term (such as up to a 10 percent increase in hiring successful candidates, 20 percent increase in retention of desired employees, and 25 percent increase in boosting employee morale), more companies will be looking for specific competencies during the hiring process.

SOURCE: Don Nemerov, Principal, Arthur Andersen Human Capital practice, Chicago, IL.

E-mail your Dear Workforce questions to Online Editor Todd Raphael at raphaelt@workforceonline.com, along with your name, title, organization and location. Unless you state otherwise, your identifying info may be used on Workforce.com and in Workforce magazine. We can’t guarantee we’ll be able to answer every question.

April 18, 2000June 29, 2023

Sample Three-Month Performance Review

Please complete this three month evaluation for the employee. It is not expected that a new employee will be doing all of his or her assigned tasks at the level required of an experienced fully competent person in this job. It is expected that any performance areas that are rated need to do better will be the subject of coaching and any that are doing all right is good news to be “celebrated.” For any areas that are rated significant improvement needed a written improvement plan will be developed and another review performed within three months. Return to Human Resources.

Employee: _______________	Title: _______________
Supervisor: ______________	Date: ______________

Performance Dimension	Doing all right	Need to do better	Significant Improvement Needed
Quality of Work
Quantity of Work
Client Relationship
Writing Skill
Presentation Skill
Initiative
Willingness to ask questions
Problem Solving
Application of Technical Knowledge

Comments:

Date of next review:

   ___ three months
   ___ end of year
   ___ improvement plan needed

SOURCE: Mike Smith, P.O. Box 1692 Wal, NJ 07719, ms@mikesmith-hr.com

The information contained in this article is intended to provide useful information on the topic covered, but should not be construed as legal advice or a legal opinion.

April 17, 2000July 10, 2018

TOOL Interview Guide for a Sales Manager

The screening interview looks for basic truth verification about the applicant’s background and work history. As the hiring manager or member of the interviewing team, your responsibility is to ask questions about job specifics and look for evidence that the applicant will be able to do the job for which he or she is applying.

Position: _______________	Interviewer: _______________
Applicant: _______________	Date: _______________

Information is acceptable as evidence when it is:

Relevant:	The information relates specifically to the open job.
Adequate:	There is enough information to evaluate the applicant.
Identifiable:	You can tell who did what to whom, when, and how the applicant was personally involved.

Rating Criteria for Applicants

A.	Match: The evidence indicates that the applicant can do the job at the level we need or better. We expect the person to be immediately productive.
B.	Near Match: The evidence indicates that the applicant probably can do the job although some requirements are not met. We expect the person to be fully productive within a few weeks or months.
C.	Questionable: Does not meet many requirements, may be able to do job with additional training.
D.	Poor Match: Does not meet requirements, likely to fail on the job.

Selection Standard and Questions

Planning and Scheduling

Describe the business planning process at your last job and who was responsible for what parts; what part of the process is the most difficult, what kind of scheduling techniques have you used (when, why); how do you decide which technique to use; what about monitoring; what would you tell a new manager is important about planning and scheduling; give an example of a scheduling problem that was hard to resolve, and how you did

Creates appropriate work plan
Creates, monitors, updates and manages schedule
Accurately forecasts and handles resources needed
Able to handle scheduling problems
Includes work team in planning

Communications

Describe the communications in your last job; anything special; problems and how they were handled; what was the last major communication to your staff; when was the last communication problem that affected your work and what happened, who was involved, what did you do, and why; do you document — and what, why, how; how do you keep track of your staff’s performance; if you were to teach a course in communications to your staff, what would you include?

Gathers and transmits information effectively
Clear, concise verbal and written communications achieve objectives
Documents staff performance
Continuous, positive communication with customers, staff, others

Problem Solving

Describe a couple recent problems you dealt with at work; for each, describe how it happened, what you did, who else was involved; why you handled it that way; what about an example of a customer’s problem; a customer’s problem that you didn’t think was a problem; if you were to describe how to solve a problem to a new staff member what would you say?

Anticipates and tries to prevent problems
Uses a rational process to seek “root cause.” Also creative solutions.
Able to apply job knowledge and experience to solve business and people problems
Uses all available resources to help with problem solving
Treats customer s problem with same urgency customer would

Leadership/Supervision

Describe how you supervise staff at different levels of experience; do you delegate and what, how; problems associated with delegating and what did you do about them; how can you delegate more; describe the performance review process as you apply it to your staff; what about teamwork; what would you tell a new sales associate about teamwork; what would you want this new person to do regarding teamwork; is it your job to lead or manage and why, how would someone else know you were the leader if you were being observed

Adjusts direction and feedback according to individual/group needs
Delegates and follows up
Helps staff develop capability to take on more work
Reviews staff performance (observes, documents, gives feedback)
Models teamwork and cooperative effort

Interpersonal Skills

Describe a situation where conflict arose in your work group — how did it happen, what did you do, why; describe conflict situation with customer; conflict with customer that did not get resolved and what did you learn from this; what would you tell a new staff member about how you deal with others and why; what’s the most recent disagreement you were in at work — what happened, what did you do, and why; how should a manager manage interpersonal relationships within the work team, how should the manager behave?

Anticipates and heads off conflict
Acts in a way that gains respect and trust of staff, peers, managers and clients.
Seeks out and listens to contrary opinions
Able to disagree without creating alienation or ill-will
Models positive employee relations

Staff Development / Coaching

Have you coached anyone; what was the situation; what specifically did you do; if I was that person, how would you tell me I had a problem and what to do about it; If I (as employee with the problem) said “others have been no different then me, why do I have to change”; what would you say to me?

If you were to teach another manager about coaching, what would you say; how do you handle staff development?

Has experience coaching
Communicates need for improvement clearly and positively
Lets employee suggest how to improve before “telling” him or her what to do.
Effectively explains supervisor s responsibility to ensure employees perform to some standard.
Has identified staff development needs and individual development plans.

Sales/Sales Management Skills

What kind of sales have you been involved in; what type of customer, what was product; describe how you would determine what customer wanted; if I was a customer, what would you say to me?

What is the difference between transactional and consultative sales?

How did you keep track of subordinates sales efforts?

How important is closing? How do you close?

Describe the product you/your staff was selling; what were the features versus the benefits?

Experience with consultative sales
Managed staff engaged in consultative sales
Asks effective discovery questions
Views closing as client satisfaction
Understands difference between features (aspects of product) and benefits (when feature meets a customer s needs)

APPLICANT EVALUATION

A = Match	B = Near Match
C = Questionable	D = Poor Match

Selection Standard	Interviewer 1	Interviewer 2	Interviewer 3	Interviewer 4	Interviewer 5
Problem Solving	_____	_____	_____	_____	_____
Leadership / Supervision	_____	_____	_____	_____	_____
Planning & Scheduling	_____	_____	_____	_____	_____
Communication	_____	_____	_____	_____	_____
Interpersonal Skills	_____	_____	_____	_____	_____
Staff Development	_____	_____	_____	_____	_____
Sales / Sales Mgmt. Skills	_____	_____	_____	_____	_____

Summary Evaluation Based on Meeting of All the Interviewers

Problem Solving	______	Comments:
Leadership/Supervision	______
Planning and Scheduling	______
Staff Development	______
Communication	______
Interpersonal Skills	______
Sales/Sales Mgt. Skills	______

Make Offer __________

No Offer Save Resume __________

No Offer No Future Interest __________

_______________________________________
Signature of Hiring Manager Making Offer/No Offer Decision

_______________________
Date

When you ask about a person’s weaknesses be aware that many applicants may have gotten the following advice:

Remember that you do not have to answer interviewers’ questions, only respond to them. The following process approach can be helpful.

Choose a trait about your character or personality which is obviously true
Extend that trait until it becomes a fault
Put it back in the distant past
Show how you overcame it
Confirm that it is no longer a problem
Don’t elaborate

SOURCE: Mike Smith, P.O. Box 1692 Wal, NJ 07719, ms@mikesmith-hr.com

The information contained in this article is intended to provide useful information on the topic covered, but should not be construed as legal advice or a legal opinion.

April 16, 2000July 10, 2018

Dear Workforce What Do I Promote Techies To

QDear Workforce:

I’m not quite sure just what career opportunities to provide our Senior Technical Individuals at the top of their career path when “no” management positions are available. We are considering dual career paths that would allow a highly technical individual to be at the same or higher grade level as a manager. But, there are issues in our company culture about having a manager in the same grade or a lower grade than individuals they manage. Any ideas?
Cheena Curtis, HR Manager, Memphis, TN.

Dear Cheena:

Your dilemma is not a unique one.

Given the current market conditions in the IT/IS industry, a number of companies have justifiably created two separate career paths. Not everyone is suited for a management position, as not everyone is suited for a technical position. Some folks are just plain better at some things than others. It is a bad business decision to promote to a level of incompetence just to be able to provide a higher level of income.

Everybody loses–the employee, the department, and the company. We should not consider, as a primary option, promoting every senior technical professional into a management position but nor can we ignore the strengths they bring to an organization as highly skilled professionals. These professionals need to be rewarded for their skills and contributions as managers are rewarded for managing.

Creating separate job families for technical and management professionals, and utilizing broadbanding of the salary structure is one viable solution. This approach has been utilized successfully by a number of corporate organizations.

The Project Team approach is another that might be worth trying out–where teams, rather than individuals, are assigned separate projects. The senior technical individual now becomes the Team Lead reporting directly to top management. They are now in charge of running the project, but not at the sometimes high personal and professional price of becoming management.

Both of these approaches will probably require some modification in corporate culture in most companies this is a sizable challenge. Consider seeking the assistance of outside consultants for a more professional evaluation and opinion. Once given the support of IT executive management, the battle is half won.

The real questions are (1) how to continue to retain these individuals; (2) what is best for the organization; and (3) is the company prepared to do what it takes to modify the culture?

SOURCE: Careerpath.com, Los Angeles, CA, March 14, 2000.

April 12, 2000July 17, 2018

Dear Workforce: What’s the 1,000-Hour Rule

Dear Workforce: Like many other small HR depts, my assistant & I are responsible for all functions under the HR umbrella in my organization. One area is a bit vague to me, and that is the 1000-hour rule. Could you please provide details on this regulation so I can better understand it? (I’m referring to the reg that says if an employee works more than 1000 hours in a year, they should become entitled to benefits.)

A: Under ERISA, employees must be permitted to participate in a plan if they’re 21 and have one year of service. The service requirement may be as long as three years, if the employee is immediately vested in all of the employer’s contributions. A year of service in a retirement plan is defined as any 12-month period in which an employee works 1,000 or more hours. That’s where the magical 1,000-hour number comes from.

SOURCE: 2000 U.S. Master Human Resources Guide, Copyright CCH Incorporated, 1999.

April 11, 2000July 10, 2018

TOOL Abbreviated Exit Interview Questionnaire

You can use the following short questionnaire in conjunction with an exit interview conducted on-site. The following is just an example.

EXIT INTERVIEW

As a resigning associate of _______________, you can be a valuable source of information regarding various working conditions observed during your period of employment.

Please be assured that your questionnaire will not become a part of your permanent personnel record file, and your comments will in no way affect your re-employment possibilities should you desire to seek employment again with _______________.

We are striving to maintain a positive working environment and hope that your suggestions, comments and observations will aid us in accomplishing this goal.

ASSOCIATE S NAME (OPTIONAL):
_________________________

Resignation Date:	_______________	Hire Date:	_______________
Job Title:	_______________	Location:	_______________

(PLEASE PLACE AN “X” BESIDE YOUR REASON FOR LEAVING.)

REASON FOR LEAVING: (Mark as many as apply)

_____ 1. Secured a different job

_____ 2. Dissatisfied with pay

_____ 3. Moving from area

_____ 4. Family circumstances

_____ 5. Health reasons

_____ 6. Dissatisfied with type of work

_____ 7. Other (please explain)

(PLEASE RATE THE FOLLOWING FROM 1 TO 10 — WITH 10 BEING THE BEST)

Training received	1	2	3	4	5	6	7	8	9	10
Comments
Company benefits	1	2	3	4	5	6	7	8	9	10
Comments
Career opportunities	1	2	3	4	5	6	7	8	9	10
Comments
Supervision received	1	2	3	4	5	6	7	8	9	10
Comments
Working conditions	1	2	3	4	5	6	7	8	9	10
Comments
Pay for work required	1	2	3	4	5	6	7	8	9	10
Comments
Type of work performed	1	2	3	4	5	6	7	8	9	10
Comments
The job met my expectations	1	2	3	4	5	6	7	8	9	10
Comments
The company s commitment to customer service	1	2	3	4	5	6	7	8	9	10
Comments

Please provide any additional information you feel will help _______________ exceed customers’ expectations, attract and retain excellent employees.

SOURCE: Mike Smith, P.O. Box 1692 Wal, NJ 07719, ms@mikesmith-hr.com

The information contained in this article is intended to provide useful information on the topic covered, but should not be construed as legal advice or a legal opinion.

April 10, 2000July 10, 2018

TOOL Exit Interview Questionnaire

January 20, 2000

To:	Tracy L. Quick
	1234 Fish Pond Road
	Big Lake, MN 55372

Subject:	Feedback

It has been a short time since you left _______________. Regardless of the reason you left, we hope your current situation or prospects are looking good.

We would like your help. We sincerely want to know what people that have worked with us feel and believe about our organization, management, and people.

Please complete the short questionnaire, attached to this letter and return it to us in the enclosed pre-paid envelope. You do not need to include your name. However, if you would be willing to talk about your feedback, please include your name and a phone number where we may contact you.

Thank you,

Human Resources Department

EXIT QUESTIONNAIRE

As a former associate of _______________, you can be a valuable source of information regarding various working conditions observed during your period of employment.

Please be assured that your questionnaire will not become a part of your permanent personnel record file, and your comments will in no way affect your re-employment possibilities should you desire to seek employment again with _______________.

We are striving to maintain a positive working environment and hope that your suggestions, comments and observations will aid us in accomplishing this goal.

ASSOCIATE’S NAME (OPTIONAL):
_________________________

Termination Date:	_______________	Hire Date:	_______________
Job Title:	_______________	Location:	_______________

(PLEASE PLACE AN “X” BESIDE YOUR REASON FOR LEAVING.)

REASON FOR LEAVING: (Mark as many as apply)

_____ 1. Secured a different job
_____ 2. Dissatisfied with pay
_____ 3. Moving from area
_____ 4. Family circumstances
_____ 5. Health reasons
_____ 6. Dissatisfied with type of work
_____ 7. Other

(Please give your name and telephone number if you would like to talk to us:)
_________________________
_________________________

Section B

Please use the following ratings for Section B.

Not satisfied
1 2 3 4

Acceptable
5 6

Satisfied
7 8 9 10

Training received	1	2	3	4	5	6	7	8	9	10
Company benefits	1	2	3	4	5	6	7	8	9	10
Career opportunities	1	2	3	4	5	6	7	8	9	10
Supervision received	1	2	3	4	5	6	7	8	9	10
Working conditions	1	2	3	4	5	6	7	8	9	10
Pay for work required	1	2	3	4	5	6	7	8	9	10
Type of work performed	1	2	3	4	5	6	7	8	9	10
Work schedule	1	2	3	4	5	6	7	8	9	10
The job met my expectations	1	2	3	4	5	6	7	8	9	10
The company’s commitment to customer service	1	2	3	4	5	6	7	8	9	10

Did you receive feedback from your manager? (circle one)
YES NO

If you did receive feedback from your manager, how helpful was it? Explain why it was or was not helpful.

What did you like best about working for _______________?

What did you like least about working for _______________?

In terms of compensation and benefits, what would it have taken for you to stay with us?

Please tell us the type of work (job title) that you have now:
_________________________

Pay for this job is: __________

Please provide any additional information you feel will help _______________ exceed customer’s expectations, attract and retain excellent employees.

SOURCE: Mike Smith, P.O. Box 1692 Wal, NJ 07719, ms@mikesmith-hr.com

The information contained in this article is intended to provide useful information on the topic covered, but should not be construed as legal advice or a legal opinion.

April 9, 2000July 10, 2018

Dear Workforce Where Is Cell-Phone Driving Illegal

Dear Workforce:

How many states ban the use of cell-phones while driving?
–Sherry Scallon, Sr. Human Resource Generalist at Nelson Communication Inc. in Lawrenceville,NJ

Dear Sherry:

Your pizza-delivering employees can keep chatting away, at least under the law. No state bans it.

California, Florida and Massachusetts do place restrictions on it.

In CA, there are rules requiring rental cars to provide safety instructions for cell-phone users.
In FL, there are rules that say you must be able to hear surrounding sounds from at least one ear (in other words, no headphones, I guess).
In MA, you must have one hand on the wheel at all times.

In the city of Brooklyn, OH, and in a couple of Pennsylvania towns, they’re banning or trying to ban the use of cell phones. In addition, 24 states are considering bans.

For more information, check out this item in the Research Center:

/archive/article/no-phoning-home-or-work-while-driving.php

SOURCE: Todd Raphael, Online Editor for Workforce, and the National Council of State Legislatures, March 9, 2000.