Exam 2

• Reasons for change

  • New leadership
  • Corrosive behavior within the organization
  • Unplanned change
  • Planned change
• Kurt Lewin

  • Father of change management
  • German-American psychologist
  • Unfreeze, change, freeze concept, 1947
• ADKAR model

  • Awareness
  • Desire
  • Knowledge
  • Ability
  • Reinforcement
  • Current state
  • Transition State --> toughest period of change
  • Future State
• Five dysfunctions of a team

  • Absece of trust
  • Fear of conflict
  • Lack of commitment
  • Avoidance of accountability
  • Inattention to results
• Absence of trust

  • Not been open to one another
  • Not showing weaknesses
  • Building trust requires vulnerability
• Fear of conflict

  • Not debating about things that matter
  • Healthy conflict involves debate
• Lack of commitment

  • Not explaining all opinions
  • Hear all sides before making a decision
• Avoidance of accountability

  • Responsibilities of each team member
  • Accountability requires previous commitment
• Inattention to results

  • Look at their own interests instead of the team's
  • Focus should be on delivering measurable results
• Feedback model

  1. Situation
  2. Behavior
  3. Impact
  4. Next steps
• Consequences of not managing change

  • Less productivity
  • Resistance from employees
  • Turnover of valuable employees
  • Disinterest in future
  • More sick days
  • Want to go back to old ways of doing things
• To lead change

  • You will be stressed
  • Never let your employees see you are stressed
  • You and your business could be at stake
  • It's difficult to lead change
• Practical approach before change

  • Collect data first
  • Advantages
  • Disadvantages
  • Who benefits from current situation
  • Write down what you want to know
  • Write down goals
• Kotter's eight stages of change

  1. Create a sense of urgency
  2. Build a guiding coalition
  3. Form a strategic vision and initiatives
  4. Enlist a volunteer army
  5. Enable action by removing barriers
  6. Generate short-term wins
  7. Sustain acceleration
  8. Institute change
• Kirkpatrick's four level training evaluation model

  1. Reaction
  2. Learning
  3. Impact
  4. Results
• Dr. Donald L. Kirkpatrick

  • University of Wisconsin
  • Developed the training model
• Limitation of the Kirkpatrick model

  • No relationship between the levels
  • Level 1 and 2 are subject to bias
  • Many organizations only implement level 1 and 2
  • No performance improvement interventions
• Return on investment (ROI)


  (How much money gained as a results of training - how much money did the training cost) / (how much money did the training cost) X 100
• Anderson's value of learning model

  • 2006
  • HRM and HRD consulting
• Importance of alignment

  • Need to improve training to increase production
• Anderson's value of learning model

  1. Current alignment against strategic priorities
  2. Use a range of methods to assess and evaluate the contribution of learning
  3. Establish the most relevant approaches for your organization

  
• ADDIE model

  1. Analyze
  2. Design
  3. Develop
  4. Implement
  5. Evaluate

  
• 4 phases in conducting an effective training needs analysis

  1. Understanding short and long-term business goals
  2. Identify the desire performance outcomes
  3. Knowledge
  4. Skills
  5. Abilities
  6. Examine the current performance outcomes and identity gaps
  7. Establish and prioritize a solution
• Quantitative

  • Surveys/questionnaires
• Qualitative

  • Focus groups
  • Interviews
  • Observations
  • Document review
  • Research into best practices
• What is performance management?

  • Management is the ability to get things done through others
  • Managing performance is managing the efficacy of each employee
• Myths around performance management and feedback

  • Performance reviews should only be given once a year
  • High performance don't need performance reviews, they are better left undisturbed
  • Feedback is always effective
  • Poor performance is always the employees' fault
  • Every employee is judged fairly
• Manage and improve employee performance

  • Set clear expectations
  • Train managers
  • Discipline
  • Ensure managers are being consistent in their application of company policies
  • Give employees the power to do their jobs well
  • Employees should have input into their goals and objectives
• Job satisfaction

  • Moderately related to job performance
  • Micari and Pazos study in 2012
  • Student-faculty relationship positively predicted grade as well as confidence
• Contributors to job satisfaction / organizational commitment

  • Affection for your job
  • Sense of obligation to stay
  • Fear of loss
• Defining job performance - results

  • Numbers of cases won/lost, monthly sales
  • Results are measurable
• Defining job performance - behaviors

  • Communicating in a professional manner, following through on costumer requests
  • Behaviors should be defined
• Assessing behavior and results, not traits

  • Focus on behaviors and results, not on traits or personal characteristics
  • Unfortunately rates are influenced by traits
• Multiple methods to assess behavior and results

  • Objective assessment
  • Use results for outcome
  • Subjective assessment
  • Comparing to model standard
• Dealing with the problem employee

  • Multiple attempts and no improvement, situations needs to change
  • Termination is not always the answer
  • Termination should not be a shock to the employee
  • Diagnose the problem first
  • Hold a performance improvement discussion
  • Train employees
• Recognition and reinforcement - managing the star

  • May possess an overdeveloped sense of entitlement
  • External rewards and not intrinsic motivation
  • Difficult seeing other's contribution
  • Allocate more resources to problem employees
  • Managers need to create challenges for star employees
  • Do not overuse star employee - may lead to burnout
• If we need training - who is attending these conversations around potential training?

  • Ourselves and the T&D consultant
  • Potential trainee(s)
  • Immediate supervisor
  • Executive
• Prior to conducting training - preparations

  • Work that permits new insight
  • Explain reasons for the program
  • Define success
  • Reinforce application of new behaviors
• Solutions to training needs

  • Existing programs
  • Self-study programs
  • Special assignments
  • Coaching or mentoring
  • Networking
• Self-study programs

  • Individual training needs
  • Visit or field trip
  • Planning session is a must
  • Follow-up
  • Hybrid courses