50 Case Studies for Management and Supervisory Training

Case 17: Forgetting Claims

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Case 17 (continued)

Case Discussion:

Forgetting Claims

Summary

Betty Warren supervises the Claims Adjustment Unit for the State Department of Unemployment

Insurance. One central task performed by her unit is the processing of Adjustment Determination

Form (ADF) 1293s. The steps for processing this form include the following:

1. Verifying information supplied in certain blocks

2. Checking the applicant’s eligibility criteria

3. Computing the personal exemption rate

4. Comparing steps 2 and 3, and recording the answer on an attached sheet

5. Making a decision and recording the rationale for it

The Claims Adjustment clerks are expected to complete 15 of these forms a day.

Not long ago, Betty inherited June Williams, 54, as a result of a cost-cutting reorganization.

June had been with the department for more than 28 years and was each to work with. After some

instruction in the ADF 1293 tasks, June started processing the forms.

Three days later, Betty had a bundle of ADF 1293 forms returned to her. They were all done

by June and were all incorrect. Betty instructed June again in the procedure. But, not unexpect-

edly, June’s work continued to be returned because of errors. Now, after three weeks in the unit,

June is only processing a few forms correctly each day.

Answers to Case Questions

1. What standards should Betty set for June during her first month on the job?

Betty should set a standard of performance that is approximately at the level to which ne

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employees are expected to perform. This number may be based on her past experience or deter-

mined after she consults with other employees. In all likelihood, the number set would be lowe

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than the standard of performance expected of a fully competent employee.

What Betty should be trying to do is fit the standards of performance to a typical learning

curve for that task. The learning curve would descri

b

e how long it takes an employee to reach

a set standard of performance.

2. Did Betty do a good job training June? Is June stupid?

Betty did not do a good job training June. She just demonstrated the basic procedure with he

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on June’s first day. She did not insist that June take notes, nor did she provide June with on-

the-job instruction or any performance aides to refer to. She evidently did not follow through

with June after the first day.

The question of June’s intelligence is not a helpful one at this point. Almost anyone in a new

situation will feel stress, which will in turn lower their learning effectiveness. June probably

does not want to appear dumb or slow; unfortunately, by acting in this way and not asking

questions, she is creating exactly the impression she wants to avoid.

50 Case Studies for Management and Supervisory Training

88

Case 17 (concluded)

3. How should Betty have trained June? Create a training plan for June.

The first part of the training process for June should have included an orientation to the uni

t

and the personnel. Betty should have explained the work that was being done and the large

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work plan of the unit. She should have gone through a demonstration of the process as she did;

however, Betty should have done several other things too:

• Required June to take notes

• Required June to complete the ADF 1293s on her own while she watched

• Assigned another employee to be June’s coach during the learning process

• Provided a set of instructional exercises for completing the ADF 1293

• Provided a performance aide for June to use

• Communicated the standards of performance during this training period, including

a

projection of when June should begin to become fully proficient

• Check in with June regularly to see how she was progressing

4. Make a performance aide for the ADF 1293 procedure (you can make up any details that

you need to as long as they are consistent with the procedure outlined in the case).

A simplified version of an ADF 1293 is attached. A performance aide is a visual guide and

worksheet for how to complete the form. Participants might create any number of displays. A

key point, though, is that any display should be tested and verified prior to use.