Employee Training and Adult Learners

The Chief Learning Officer Business Intelligence Board (BIB) analyzed survey findings last year and found that "65 percent of learning executives indicated they continue to use classroom training as the primary learning method for developing soft skills."   Based on those surveys, classroom-based ILT (instructor lead training) remains the primary delivery method used overall, regardless of the type of skill being developed.

For a moment let's discuss in-house training and it's advantages.  There are cost savings, you can adjust the training around your schedule, and you can address employee specific needs.  However, there are also some disadvantages.  Employees may be more prone to accept training ideas from someone other than a co-worker.  Is there a potential to pass on existing inefficiencies or perpetuating poor business practices?  Will employees take the training seriously? 

With all of the above being said, one real question remains.  Do you know your audience?  Adult learners can't be threatened, coerced or tricked into learning something new. They can be ordered into a classroom and asked to take a seat, but they can not be forced to learn. 

Have you ever noticed that adults do not group by age or sex, but by experience in a learning environment?  Adults bring prior experience and knowledge with them to a training environment, as well as attitude and behavior.

Studies show that adults who are motivated to seek out a learning experience do so primarily because they have a use for the knowledge or skill being sought.  The adult learner is most interested in information and ideas that solves problems that they are presently faced with, information that can be applied immediately.  

As an adult, we all come from different educational and experiential backgrounds.  We learn at different speeds and through different methods.    Some of us learn through sight (visual learner), some of us through touch (kinesthetic) and some us us through hearing (auditory).  Then, there are those adults that learn from a combination of styles.  No matter what the style, there is usually  a clear preference for one.

• If you are a visual learner, you learn best through graphics, or reading.  You may have difficulty in focusing while listening to the explanation.
• If you are a kinesthetic learner, you learn best through hands-on experience. By being a "doer."
• As an auditory learner, you learn best when things are explained. 

When preparing a training program for adults, you need to be flexible.   Adults often decide for themselves what is important to be learned and they expect what they are learning to be immediately useful. 

The six most frequently mentioned attributes adult learners expected of effective instructors were as follows (Donaldson, Flannery, and Ross-Gordon 1993, P. 150):

• to be knowledgeable.
• to show concern for student learning.
• to present material clearly.  Is the message scrambled?  Are facts provided in logical order?  Do they appear unrelated?
• to motivate.
• to emphasize relevance of class material.
• to be enthusiastic.  Are you speaking too softly?  In a flat voice (monotone)?

How many of you have sat through a seminar and just had the instructor drone on and on?    Was the program truly effective?  Was there any value to the employee?

A truly effective training program will:

• use a variety in training methods and media (role play, case study, training games, group exercise). 
• use repetition.
• allow for feedback, allowing the student to recall the information and ask questions.
• provide small doses of information (don't overwhelm them).
• present the student with the ability to use the information immediately.

In closing, always take the time to audit your training program, the "subject matter expert" providing your training, and the effectiveness of the training material.

  

 

 

 

On-Line Education

I'm a sucker for learning.  For information.  Back in May when I read that various colleges would be offering free on-line learning classes, I jumped at the opportunity.     Enrolling through Coursera, I began participating in the class "Health Policy and the Affordable Health Care Act" offered through the University of Pennsylvania.  With the complete understanding that there may be some bugs in this process, I over-looked the bad video, problems obtaining homework assignments, etc. and have just hung with it.  And, I have to admit, it's getting better. 

Coursera, through its partnership with 16 universities such as Duke, Princeton, Stanford, and Caltech, offers 100+ on-line classes.   Classes in Economics, Health, Math, Statistics, and Business to Humanities and Medicine.  Even a class on equine nutrition through the University of Edinburgh!   There is something here for everyone.  And it appears as though Coursera will continue to increase its catalog of classes.  The University of Illinois recently announced that it will be partnering with Coursera to offer free on-line classes.  And, the University of Washington will be offering 12 to 15 on-line for-credit classes via Coursera later in the year. 

While the non-credited, open-to-the-public classes are free, there may be a fee attached to cover instructor-enhanced on-line discussions or video chats.  Coursera is exploring certificates that would be branded with the university's name and sold to the student.  While they won't count towards a university credit, they would signify the completion of a course or minimum level of performance.

Coming in fall 2012 will be edX from Harvard and MIT.  They'll be throwing their academic hats into the on-line learning ring with an initial offering of 5 on-line classes.

I'm currently enrolled with Duke for two additional classes over the next 12 months: "Think Again: How to Reason and Argue" and "A Beginner's Guide To Irrational Behavior."    With class content like "How to Spot An Argument" or "How to Mess Up An Argument" I just couldn't resist! 

Distance learning is great.  Whether to brush up on new skills or learn some new facts (like how to argue), you can't go wrong.

Final Pay

Contrary to popular belief, employers are NOT required by Federal law to give former employees their last paycheck immediately.   However, states may regulate the timing of final pay so employers are always cautioned to check their state regulations.

In Texas, the timing of final pay is regulated by the Texas Payday Law, Section 61.014.  Under the Texas Payday Law, the timing of final pay is based upon the circumstances of the employees termination.   Did the employee resign or was the employee terminated?

In those situations where an employee voluntarily resigns, quits, retired or other wise leaves employment voluntarily, the final pay is due on the next regularly-scheduled payday following the effective date of resignation.  However, if the employee is laid off, fired, or in any way involuntarily separated from employment, the final pay is due within six (6) calendar days of the discharge.

 

States differ with respect to the handling of final pay.  For instance, in California if an employee is fired, s/he must receive their check immediately.  If the employee quits, s/he must receive their final check within 72 hours.  For Connecticut, final pay is due on the next business day if the employee is fired.

 

One of the most frequent questions I am asked pertains to withholding funds from an employee due to loans, cost of company equipment, etc.  As an employer, legally you can NOT make such a deduction unless you have the employees written authorization prior to making such a deduction.  Additionally:

• Depending on the state where you and/or your employee reside, there may be additional restrictions.
• Even where deductions are authorized, the employer may not reduce the worker's final check below the applicable minimum age.

In closing, carefully check your state laws to ensure that you handle an employee's final pay properly.

Moonlighting

As a result of these tough economic times we are seeing more and more employees working a second job.  Recent statistics released by the U.S. Department of Labor's Bureau of Labor Statistics show that 5 percent of Americans held multiple jobs in May 2012.  Can an employee's “moonlighting” create serious problems for an employer?  Can a company restrict an employee’s right to work a second job? 

Oftentimes employers prohibit employees from holding second jobs.  In some instances, the employer can lawfully prohibit or severely limit employees working second jobs.  Specifically those jobs that are medically, emergency or safety related. 

Outside employment can be cause for disciplinary action if the following occurs:

1.     Dishonesty (the employee is taking sick leave to work a second job.)  Recommendation:  Prohibit outside work during normally scheduled business hours.

2.     The second job is negatively impacting the employees’ performance, attendance.  Recommendation:  Prohibit any outside work that interferes with the employee’s job performance. 

3.      There is a violation of a non-compete. 

4.      There is a disclosure of company information.

Creating a separate “moonlighting” policy can be beneficial for your organization.  However, keep in mind that many state laws protect employees’ lives and their ability to make a living.   Focus on the legitimate, employment-related concerns to create and enforce a “moonlighting” policy.

Emotional Intelligence (Attitude Counts)

Is an employee's attitude more important than his/her skills?  A study by Leadership IQ found that 46% of new hires are either fired or disciplined within their first 18 months.  And in a staggering 89% of those cases, the reason for the action isn't incompetence, but attitude; poor motivation, bad temperament, or emotional issues.  Sometimes it's not about ability - it's about attitude.  Depending on what you read, sometimes the employees with attitudes aren't aware that there is a problem - it's just their way.  Is there a communication issue?  Sometimes it's not what is said, but the manner in which it is said.  So, is it a style issue? 

Your new hire has excellent skills, training and education.  And yet, they are not successful.  Perhaps the missing part of this success equation (High IQ = significant academic performance, professional and personal success) is Emotional Intelligence.

In a 2011 survey, CareerBuilder found that 34% of hiring managers placed a greater emphasis on Emotional Intelligence (EI) when it came to hiring or promoting employees.  71% of hiring managers valued EI in an employee more than IQ.  59% would not hire someone with low Emotional Intelligence.

Emotional Intelligence is an individuals ability to perceive, control and evaluate emotions.  It is the area of cognitive ability involving traits and social skills that facilitate interpersonal behavior.  It brings compassion and humanity to work.  It affects how we manage our behavior, navigate social complexities or make personal decisions.  It is our ability to use awareness of emotions to stay flexible and positively direct behavior.

To ensure that your new hire has what it takes to be successful, it's important to incorporate testing for Emotional Intelligence during the interview process.  What's the benefit of hiring an employee who can't recognize how their behavior impacts (or alienates) their supervisor, co-workers or customers?  As a manager, you need to identify those candidates that have well-developed emotional and social skills and who understand how their words and actions influence their colleagues. Where possible, incorporate behavior testing in your interview process.  Take the time to identify:

• The candidates' self-awareness and ability to self-regulate; 
• Their ability to learn from mistakes; and, 
• Their ability to read other peoples emotions and understand the impact of their behavior on their colleagues.

In closing, what's your Emotional Intelligence?

 

 

 

 



Non-Competes in Texas

June 24, 2011 the Texas Supreme Court changed the landscape for employee non-competes and non-solicit agreements (Marsh USA, Inc. and Marsh & McLennan Companies, Inc. v. Cook).  Under these new changes, the Texas Supreme Court found that a non-compete covenant contained in a stock option purchase plan to be enforceable - an outcome that was previously contrary to Texas law.  Prior to Marsh, most lawyers believed that financial incentives or money would never support a non-compete.

Non-competes continue to grow in popularity as unemployment and increased competition for the best employees become widespread.

If your organization uses a non-compete; please take the time to have an attorney review it.  Ensure that your restrictions are reasonable.  Courts typically disfavor agreements which restrict an individuals right to make a living.

TWC Unemployment Benefits

Beginning July 8, the maximum number of weeks of unemployment benefits will shrink from 73 weeks to 60 weeks.  The change was triggered by the state's unemployment rate falling below a three-month average of 7 percent.

Tier I emergency benefits last 20 weeks, followed by 14 weeks of Tier II benefits.  Currently, when those benefits have been exhausted, Texans can apply for Tier III emergency benefits, which provide for an additional 13 weeks. But that safety net is disappearing for anyone who exhausts Tier II benefits starting July 8.

Those who exhaust the Tier II benefits before July 7 may still be eligible for Tier III benefits.

For additional information, contact the Texas Workforce Commission!