training or supervision: determining the root cause of performance compliance issues
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TRAINING OR SUPERVISION: Determining the Root Cause of Performance Compliance Issues. Sandra Ray, CIRS 2-1-1 Texas/United Way Helpline United Way of Greater Houston. Workshop Objectives. Assess the training needs of employees Review learning styles for adults - PowerPoint PPT PresentationTRANSCRIPT
TRAINING OR SUPERVISION: Determining the Root Cause of
Performance Compliance Issues
Sandra Ray, CIRS2-1-1 Texas/United Way HelplineUnited Way of Greater Houston
Workshop Objectives
Assess the training needs of employees
Review learning styles for adults Determine how learning styles
affect retention of information Evaluation employee training
retention Apply appropriate supervisory
intervention
Assess Training Needs of Employees Organizational Assessment measures
effectiveness of organization Where training is needed Conditions it is conducted (laws, economy,
costs, technology, changes in the organization, etc.)
Occupational Assessment measures the task or the job What does the job description say? What are the KPI’s?
What’s In Your Toolbox?
Assessing Training Needs of Employees (cont.) Individual Assessment measures
performance within the job role Performance appraisal Performance issues Methods include observation, silent monitoring,
questionnaires, checklist, etc. U.S. Office of Personnel Management –
sample tool where you can go through an assessment for ideas www.csc.noaa.gov/needs/
Is it the Job/Task or the Individual? Organization has developed
goals/expectations & employees are informed of this direction. If there is a change in the organization, this is
company-wide. If it’s a change in how to perform a task, it’s
training the group of employees expected to perform the task.
If the assessments indicate that most of the employees are responding, then it’s an individual issue.
More training? Supervision/Discipline issue Areas that can’t be addressed through
training or discipline
Brief Review of Adult Learning Styles Visual Learner
Images, pictures, color and other visual media help learn
Use color, layout and spatial organization (visual words)
Auditory Learner Use sound, rhyme and music in learning Use sound recordings to provide
background to help visualize Kinesthetic Learner
Physical style Use touch, action, movement & hands-on
work
Learning Style Assessment
Do Learning Styles Affect Memory Retention?
Sometimes motivation adults have for learning is more important than learning style:Goal Oriented – my boss told me
to be hereActivity Oriented – I’ll go to any
training that gets me “off the phone”
Learning Oriented – I just like to learn
How Do People Learn
Two channels to process informationVisualAuditory
Memory is limited Learning occurs by active processing
in the memory system New knowledge & skills retrieved
from long-term memory to transfer to demonstrated skills on the job
Clark, Ruth Colvin and Mayer, Richard E. e-Learning and the Science of Instruction. Jossey-Bass/Pfeiffer, 2003, 35-42.
How Memory is Formed
Visual/Auditory Information Enters
Information stored briefly in working memory
Encoding – Integrating information from working memory into long-term memory
Rehearsal – active processing of information
Retrieval – learner is able to demonstrate process taught during training
12 Principles for Effective Adult Learning Needs Assessment: Participation
of the learner in naming what is to be learned.
Safety in the environment between teacher and learner for learning and development.
A sound relationship between teacher and learner for learning and development.
Careful attention to sequence of content and reinforcement.
Praxis: Action with reflection or learning by doing.
12 Principles for Effective Adult Learning (cont.) Respect for learners as subjects of
their own learning. Cognitive, affective, and
psychomotor aspects: ideas, feelings, actions.
Immediacy of the learning. Clear roles and role development. Teamwork: Using small groups. Engagement of the learners in what
they are learning. Accountability: How do they know
they know?Vella, J. Learning to Listen, Learning to Teach. San Francisco: Jossey – Bass, 3-22.
Measuring Training Retention in Employees
Two elements to consider:Perceived Learning – what the
learner thinks they’ve learnedDemonstrated Learning – how the
learner performs the elements included in the training
Perceived Learning
Post-training surveys/questionnaires
Quizzes given at the time of the training
Class/Learner discussions
Demonstrated Learning
Observations Reports Follow-Up Survey to test
knowledge retention and possibly cultural sensitivity of how the information is received
Call Monitoring
They Know It…BUT…
Before developing a new training or re-training an employee, test for knowledge retention and demonstrationSurveyGroup DiscussionReports
Do They REALLY Know It?
Perception IS reality – I&R Rule #1 when working with callers applies to employees too.
The employee’s perception of the material is incorrect or not correctly processed
Follow-up surveys demonstrate only partial learning of material
Perhaps the key concept was retained, but the components that are needed to demonstrate knowledge are missing.
How Can I Decide When and/or How to Retrain? Larger Group demonstrates wide
discrepancy between training and demonstration of the skill Follow-up with Small Groups after large group
training Not everyone will ask questions in a large group. Can assess who is struggling with concepts. Offers opportunities for role-plays where group
members can help one another One-On-One – anyone who appears to
struggle with the concepts in large or small group trainings & may need additional attention.
If It’s Not Training…It’s Time for Supervision After all the training & retraining,
it may be time for a supervision discussion with the employee.
Supervision Example #1
Funding requirement – ask every caller a specific question & record response.
Training takes place in large groups, small groups, and one-on-one. Surveys indicate 100% of specialists understand the requirement.
Call monitoring/coaching sessions reveal an employee is not complying – and tells coach he does not plan to comply. Employee believes callers are asked too
many required questions. Believes it is up to caller to self-disclose.
Supervision Example #2 High performing bilingual employee begins
to exhibit issues shortly after learning new program requirements.
Retraining and coaching are provided. During retraining and coaching, employee is able to perform all tasks with low error rate. Issues remain when employee answers calls.
When questioned, employee admits to high level of verbal abuse by English speakers due to his Spanish accent. Employee did not experience until working for
short period of time on overnight shifts. Even though has returned to day shift and issue
is not continuing, high level of anxiety remains. Employee admits he did not share with employer
– he was not sure if anything could be done to solve issue.
Example 1 vs. Example 2
Example 1: Supervisor intervention needed: Performance Improvement Plan
Employee’s personal beliefs interfere with compliance.
I&R program is in jeopardy of losing funding as a result of non-compliance.
Employee was reminded he could share with supervisors if he disagreed with a procedure as a means of venting frustration.
Example 2, Supervisor intervention needed: No amount of training can change the employee’s
accent Organization is at risk if issue is not addressed
(hostile workplace, harassment, etc.) Supervisor moves employee to answering Spanish only
calls Supervisor provides approved off-phone work for times
when employee is feeling high amount of anxiety.
Performance Improvement Plans (PIP) When issues are related to supervision,
develop a performance improvement plan. Consider your agency’s personnel
policies/procedures PIP needs (at minimum) to include
following elements: State precisely why performance is
inadequate/unacceptable State exactly how employee can comply
with expected performance Specify time period for expected
improvement Specify that continued poor performance
has adverse consequences.
After PIP: Can an Employee Turn Around Performance? Absolutely! Employee may be testing “boundaries”
of the supervisor or organization Employee may not grasp fully
reasoning behind a decisions or why personal decisions are not allowed to influence judgment (example 1)
Some employees need more structure in work environment I&R by nature is a creative profession Employees who need more structure can
rely on information in PIP to make decisions about future performance.
Questions/Comments?
Sandra Ray, CIRSManager, Information & Referral2-1-1 Texas/United Way HelplineUnited Way of Greater Houston