HRMN 3240 Test 2 PDF

HRMN 3240 Test 2 1. February 15, 2024: Employee Training a. Training and development refers to educational activities within a company created to enhance the knowledge and skills of employees while providing information and instruction on how to better perform specific tasks. i. Training: training f...

HRMN 3240 Test 2 1. February 15, 2024: Employee Training a. Training and development refers to educational activities within a company created to enhance the knowledge and skills of employees while providing information and instruction on how to better perform specific tasks. i. Training: training for the job right now ii. Development: KSA’s (looking into the future) b. How do you train for the job you are doing? i. Shadowing and being assessed is a common method of training. c. You want to have a system in place. d. People tend to train the same way. 2. The 70-20-10 Model a. 70% learn and develop through experiences (70% learning) b. 20% learn and develop through other people (20% other people). c. 10% learn and develop through structured courses and programs (10% classroom). d. This approach emphasizes that you learn by doing! e. If you do it, you understand it! 3. How do you build a strong program and have people learn from it? a. You do not learn from the classroom. You learn enough to regenerate it on a test. Then you dump it. 4. Principles of learning a. Andragogy refers to methods and principles used in adult education. b. Therefore, andragogy literally means "leading men", whereas "pedagogy" literally means "leading children.". 5. How do adults and children learn differently? a. Children i. Things are spelled out to them ii. No experience to the learning environment iii. Lack of maturity iv. Need structure v. I cannot think long-term b. Adults i. Learn from trial and error ii. Self-motivation iii. Future-minded: looking toward to the future 6. Adults a. Adults have a higher sense of self-direction and motivation. b. Adults use their life experience to facilitate learning. c. Adults are focused on achieving goals. i. We all have goals. d. Adults need to know how the information is relevant. i. Much more importance is placed on relevance of information ii. Example: Rusty was a “B” student, and he stunk at science. The reason he was not good at science was because it was not relevant! He found no relevance to it! 1. The information must be relevant in order for it to stick. 2. No relevance = dump information e. Adults are practical. f. Adults are looking for help and mentorship. i. Children are not! g. Adults are open to modern ways of learning. i. Rise in technology. h. Adults want to choose how they learn. i. Example: Rusty’s son has a learning disorder. He knows how he learns. He shuffles a deck of cards in order for him to focus. 1. He was able to pass his EMT test because he could do it online and go at his own pace. He could do it and learn how he learns. ii. Example: Rusty learns from watching and doing. He was learning how to play the drums. 7. The ADDIE Model a. The most common model for developing training. b. A: Analyze i. Answer 3 questions! ii. What is the readiness level? 1. Objectives and readiness iii. What do they know? 1. Experience iv. What will they do? 1. Application v. SMART Objectives 1. Specific: Have clear objectives, like in a job description 2. Measurable: GPA 3. Achievable: It has to be realistic 4. Relevant: we discussed this above 5. Time-bound: time-line associated with it c. D: Design d. D: Develop i. Just build it! e. I: Implement i. Just do it! f. E: Evaluate 1. February 20, 2024: Employee Training Part 2 a. ADDIE Model: 5-phase approach to building effective learning solutions. i. D: Design 1. Answers 2 Questions a. How do I design a training program? b. How am I going to evaluate my goals? i. Was the training effective? 2. Example: Classroom Instruction a. most traditional and popular training method for employees. b. Efficient: You teach a large group. c. Led by a qualified facilitator, classroom learning takes place over one or more days in a physical venue, on- or off-site. d. Advantage: A group of employees can attain large amounts of knowledge at the same time. I just want to transmit information to a large group. e. Disadvantages: high cost and low employee engagement; simply auditory learning; you cannot engage the audience because it is boring. f. If your goal is retention, this is not the best venue! 3. Example: E-learning a. allows trainees to work through the material at their own pace. Employees may not pay attention and require investment in a learning management system (LMS). b. Advantage: Do it at your own pace. c. Disadvantage: No guarantee people actually are watching; truthfulness; low integrity. 2. With on-the-job training, not only are employees actively involved in learning, but they also participate in a. High level of validity b. Not appropriate for every type of work i. Better for task-oriented ii. Example: nurse- can do this with that type of job c. 2 types: it does not work i. Use your judgment ii. Consequences if you make a mistake d. Disadvantages i. It takes time to show people ii. You have to be careful who you allow to be the trainer 3. Other Training Methods a. Simulation reflects actual work situations and allows trainees to solve issues that they will likely face on the job in a safe space. i. Example:Pilots learn this way (log hours in a simulator) 1. You want to make mistakes in the simulator ii. Example: surgeon operates on a dead body. iii. Example: His wife climbed a telephone pole while there were landing pads on the job. b. Case studies: develop analytical and problem-solving skills. i. Train for HR by doing case studies and scenarios. ii. They want to see your creativity. c. Gamification: applies of typical elements of game playing (e.g. point scoring, competition with others, rules of play) to learning. i. The workplace now consists of people who grew up gaming. ii. Engage people in training with gaming elements. iii. Example: a leaderboard iv. Example: Earn a badge for every level you complete. d. Coaching and mentoring: learn from others' experiences. i. Learning from others ii. Let me tell you about what I have been doing, and this is what I don’t understand. e. Team training develops collaboration and builds team synergy. i. Build collaboration, trust, and teamwork. f. Experiential learning develops personal understanding, knowledge, and skills and attitudes through the analysis of and reflection on an activity. i. Example: Take a work team to meet with a memphis symphony, and the percussion instrument would play its part, then the woodstring, and eventually all the instruments. Everyone was playing their part together. 1. Give them a journal and explain what happened there and how this applies to your work. This is the reflection part! 4. The ADDIE Model a. E: Evaluate i. People forget to measure whether it was successful or not. b. Training Outcomes i. Information such as facts, techniques, and procedures that trainees can recall after training. 1. Retain knowledge (take a test) 2. Knowledge based 3. Recall what you know! ii. Skills that trainees can demonstrate in tests or on the job. 1. Have them demonstrate it 2. Example: Rusty’s drum lesson iii. Trainee and supervisor satisfaction with the training program. 1. Satisfaction: pleasant learning experience 2. Example: In the survey you take at the end of the semester, you get an evaluation from the professor. a. Qualitative questions b. Were you satisfied with the professor? c. This is not an evaluation of the effectiveness of the class. 3. Example: Rusty had a meeting at Georgia Tech where he gave a speech. At the end, they handed out evaluation cards. They gave the cards to Rusty afterwards so he could understand what the students said. One student wrote soporific, meaning causing me to fall asleep. This evaluation was not helpful. It had no criticism on how he could improve. It had no structure. iv. Changes in attitude related to training content. 1. This is really hard! Long process! 2. Goal: change someone's attitude 3. Example: safety at the paper mill. a. From “your going to get hurt working here” to “go to work in a condition and leave in the same.”. b. Safety Training: Safety is more important than productivity. Come to work with the mindset that I am going to be safe. 4. Example: Unconscious Bias a. How is it easy to draw a conclusion about someone without knowing them and their studies? v. Improvements in individual, group, or company performance. vi. High return on investment. 5. The two most important are the hardest to tie back to training a. Performance i. You cannot draw a direct correlation. b. Return i. You cannot draw a direct correlation. ii. Ultimate and super hard to tieback. 1. You make money for a lot of different reasons. c. Why is it hard? i. Motivation changes 1. February 22, 2024: Performance Management a. Performance Management: “a process that contributes to the effective management of individuals and teams in order to achieve high levels of organizational performance. As such, [performance management] establishes a shared understanding about what is to be achieved and an approach to leading and developing people, which will ensure that it is achieved. I. What is the most effective approach to managing people and teams? How do we hold employees accountable for meeting their goals? b. Three Purposes i. Strategic - Links employee behavior to organizational goals. 1. Take the goals of the organization and make sure they are aligned with individual goals. 2. Example: the priority letter, and use the goals to fit everyone's goals. The CEO writes down his goals for the company that year, and they cascade down. 3. You want ownership and alignment. ii. Administrative - Provides information for salary, benefits, recognition, etc. 1. Usually, these system instructors influence pay and bonuses. 2. Kick off compensation cycle. iii. Developmental - Employees gain feedback on performance, strengths, & weaknesses. 1. Always be around where employees are getting feedback. a. You want this in a timely manner. 2. Feedback is really important! 3. Example: Students get grades. 2. Traditional Approaches a. Performance rating systems range from describing the specific behaviors that an employee exhibits, such as being a “satisfactory” communicator, to providing an overall evaluation of all performance behaviors, such as being a “role model performer” versus an “average performer.” i. You have some numerical scale. The scale can be anything. ii. Traditionally, what companies have done with this is what is interesting. b. Forced ranking systems compare all individuals on a team against each other by ranking each person in order of performance. i. Example: rating his students 1-40 and the top 10 get A’s in so forth. 1. He determines what your number is. 2. It is him ranking his students based on performance. 3. This is a forced ranking. ii. Managers are often asked to label a predetermined proportion of employees on a bell curve as top performers (for example, the top 20%), average performers (the middle 60%), or poor performers (the bottom 20%). iii. You are forcing people into rankings they may not fit in. His classes are “A” heavy, but if we do forced ranking, then someone who got an “A” could get a “B” because they were #11 and fell in the B category. iv. The guy who invented this always fired the bottom tier. Fallacy: If you clean out the bottom tier, everybody shifts down. 1. The bell curve is very common. This is a derivative of the forced ranking. Statistically speaking, your team cannot be full of top performers. Still fairly common. 2. Example: It was his first year as HR manager, and he did a forced ranking. The mill was about to shut down. He had his managers force rank his team, and in a year they had weeded out bad performers. 3. Is it time to reimagine? a. 29% of employees strongly agree that the performance reviews they receive are fair, and 26% strongly agree that they are accurate. b. 90% of HR managers don’t believe their company's performance reviews provide accurate information. i. Why even have them? ii. Netflix completely did away with them. 4. Obstacles to Traditional Approaches a. Infrequent Feedback i. The feedback is so far after the event. ii. There is recency bias. 1. If you did something good at the beginning of the year, it is easy to forget. 2. Studies say you should give feedback every 3 days to week. iii. Example: You have a performance review in November, and they mention you dropped the ball on your project in April. How is that helpful? I cannot do anything about that now. b. Lack of Clarity i. If I don’t know what you expect out of me, then it is not fair to hold me to that standard. ii. You need to tell me what you want me to do. c. Manager Bias i. Favoritism ii. The halo and horns effect. 1. Horns: You can be overly critical of someone you do not like. The opposite is true for the halo. iii. How do you design bias out of a process? 1. Pull out that human subjectivity. a. Have multiple parties give input. Getting evaluations from multiple people. d. Lack of Alignment i. Expectations need to be aligned. e. Focus on Pay i. A performance review is a determination of your pay. 1. You hear, “This determines my pay.”. 2. A distraction from what you want the performance review to be about. 3. Money is not a motivator; it is a hygiene factor. Your performance decreases with higher pay. f. Example: He spent years out in the field in a factory plant. He knew exactly what his job was. He then went to work for a corporation. All of a sudden, he was confused about what he was expecting from him. His two bosses were conflicting. He got an RMC. One boss said do not go to India, and another boss said yes. He ended up working in India. He was having to work between India time and Memphis time. He got a great performance review when he got back. He got another RMC. i. He did not understand how he got his RMC. ii. He just didn’t care. iii. You cannot tie together what you did and how you performed. 1. February 27, 2024 a. Think about 5 questions with performance management i. Expectations 1. What am I supposed to do? 2. We want some sort of goal-setting. ii. Accountability 1. How am I doing? 2. I need some sort of feedback that holds me accountable. 3. How am I doing as we move throughout the year. iii. Feedback 1. What should I do differently? 2. I need real time coaching. 3. The most effective is feedback every three days. iv. Development 1. How do I grow? 2. I need a conversation that makes me think about what is next. v. Alignment 1. Am I making a difference? 2. Is what I do making the organization successful? b. Some of these parallel perfectly. c. Adobe Check-in Video 1 The Old Process i. Dreadful - nobody likes the process ii. Painful and Humiliating iii. Awkward iv. Soul Crushing v. Feedback was far from glowing vi. Process was not natural vii. Rating and ranking compared to school 1. This was awkward and waste of time 2. Not even being able to study for the test. Lack of clarity. d. Adobe Check-in Video 2 New Process i. After their first year of check in, it is an ongoing conversation. 1. Transparent 2. Real Time feedback 3. In the moment, talking about things that are relevant 4. Personal career pursuit 5. You can see your progress 6. Apart of a cultural evolution e. Adobe performance management, then and now chart f. Moment of High Influence i. One advantage: someone asks you what you think? ii. The girl he worked with was doing a HR presentation. 1. She kept saying “I” during her presentation. Everything has to be “we”! 2. She invited him into a real time conversation. 2. March 12, 2024: Performance Management Issues a. Performance Issues i. Work Performance 1. The quality of your work. 2. Is your work getting done? 3. We have a problem with the quality of work. 4. There is a slide of questions we ask. a. Can you identify what the issue is? b. Can we fix the issue? i. What might affect fixing the issue? 1. It could be an attitude problem or they won’t admit they have an issue. 2. Sometimes the problem is the manager. c. Does the employee have proper training? d. Is the manager committed to resolving the issue? e. Are there any personal issues that may be affecting the employee’s performance? f. ii. Attendance 1. Failure to come into work. 2. Coming in late or leaving early. 3. Stands alone iii. Conduct 1. Failure to meet behavioral standards. b. Performance Improvement Plan i. He will ask you on an exam to recognize the elements of a performance improvement plan. There is an example in Canvas. 3. March 14, 2024: Performance Issues a. Conduct i. It's very different from a work performance issue! b. Discipline i. We are talking about accountability and following the rules. ii. To disciple, to train, or teach iii. You want to correct a behavior. iv. To punish or penalize for the sake of enforcing obedience and perfecting moral character. v. To train or develop by instruction c. Establish clear rules d. Communicate rules often e. Thoroughly investigate every issue f. Document! Document! Document!!!!! g. Progressive Discipline i. If the goal is to correct a behavior,? This is the progression we use. 1. Verbal warning a. Not wearing your safety glasses. 2. Written warning a. The next time you put a formal record in his file. 3. Suspension a. The next time they are still not getting you, send him home for a few days. 4. Termination a. Then you fire him! 5. Sometimes offensives are so egregious that you have to deal with them directly. Example: swinging at a coworker with a pipe wrench. a. In that case, you have to go straight to termination. 6. You want to give employees a chance. h. Just Cause i. If you are going to discipline employees, it has to be fair. Is my discipline or accountability fair? ii. Notice 1. Employees have a clear understanding of rules and consequences. 2. This is why companies have a handbook. 3. Example: Rusty had a case where a mechanic was working on a piece of equipment and his supervisor said you cannot leave until this is done. So the mechanic left and the next morning, the supervisor wanted to fire him. The supervisor never said he would get fired for leaving. iii. Reasonable Rules 1. Rules reasonably related to the operation of the business. 2. You can’t just make stuff up. 3. Example: An unfortunate event occurred at a plant and a worker was watching a crane. This storm came out of nowhere and the crane blew down the rail. The employee was ejected from the crane and died. He did not wear his seatbelt in the crane and it cost him his life. So they put cameras in the crain seat so you could take safety measures. It was about a fatality. They didn’t want to watch them but they had to be safe. iv. Investigation 1. Before you take action, you should conduct an investigation that is thorough, timely, and fair. v. Proof 1. The evidence should support your conclusion. 2. Example: They fired two guys because they knew they had done it. They stuck a piece of metal in a stop machine and it was a safety infraction. They had no proof and they fired them off circumstantial evidence. They lost arbitration and had to hire the guys back. vi. vii. Equal Treatment 1. Everyone has to follow the rule. Appropriate Penalty 1. When determining a penalty? a. Related to the seriousness of the offense b. Related to the work record of the employee 2. Consequences can be different for employees who break the same rule. It is not contradictory when you take into account those 2 things above.