Employee Attendance Intervention at Hummel Insurance
This paper examines an employee attendance intervention developed for Hummel Insurance Company's inbound call center. Using Human Performance Technology (HPT) frameworks, the paper walks through a full performance improvement cycle: identifying the absenteeism problem, conducting a performance and root cause analysis, designing training and disciplinary interventions, and evaluating outcomes using the Kirkpatrick Model. Key tools include the Language of Work Model, the Updated Behavioral Engineering Model, and a five-phase HPT evaluation framework. The paper concludes that poor communication of the attendance policy to supervisors and employees was the root cause, and that targeted training combined with progressive discipline can reduce absenteeism from five absences per six-month period to one.
- Introduction and Executive Summary: Absenteeism problem identified at Hummel Insurance call center
- Performance Analysis: HPT gap analysis using Language of Work Model
- Root Cause Analysis: Communication and training gaps identified as root cause
- Intervention Design, Development, and Selection: Training selected as primary intervention strategy
- Program Development Strategy: Innocent vs. culpable absenteeism and progressive discipline
- Performance Evaluation and Continuous Quality Improvement: Kirkpatrick Model applied to measure intervention success
- Conclusion: HPT delivers sustained attendance improvement for organization
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What makes this paper effective
- Applies a coherent theoretical framework (HPT) consistently across every section, from problem identification through evaluation, giving the paper strong internal logic.
- Uses named analytical tools—the Language of Work Model, the Updated Behavioral Engineering Model, and the Kirkpatrick Model—to ground practical recommendations in academic methodology.
- Balances descriptive content (what the problem is) with prescriptive content (what to do about it), making the argument actionable rather than merely observational.
- Appendices with structured probe questions and a performance analysis table support the main argument with concrete evidence without cluttering the body text.
Key academic technique demonstrated
The paper demonstrates applied gap analysis: it defines the "As Is" state (five absences per six-month period), articulates the "To Be" ideal (one absence per six-month period), and then systematically traces the root cause of that gap through environmental and individual lenses. This technique—quantifying the gap before prescribing an intervention—is a hallmark of rigorous performance improvement writing.
Structure breakdown
The paper follows the standard HPT project report structure: executive summary, performance problem description, performance analysis, root cause analysis, intervention design, program development, and evaluation. Each section builds on the previous one, moving from diagnosis to prescription to measurement. The appendices extend the analytical content with detailed models that support claims made in the body.
Introduction and Executive Summary
Employee absenteeism is one of the most common workplace problems facing employers today. In August, Hummel Insurance Company held a supervisor conference to discuss goals and areas of improvement. It was reported that the average employee absenteeism rate was five days per six-month period. One member of the HR leadership team informed the group that this rate needed to be reduced to one day per six-month period. Immediately following the conference, an investigation was launched into the causes of the attendance problem and how improvement could be achieved. Ultimately, it was determined that a lack of communication about the attendance policy — to both supervisors and employees — made it difficult for employees to adhere to it and for supervisors to enforce it.
The vast majority of everyday human resource problems experienced by supervisors relate to attendance. There is no question that more disciplinary action is taken for attendance-related misconduct than for all other causes combined (Gilson, 2007). Genuine illnesses still account for the bulk of employee absences, but some studies have shown that fewer than one-third of workplace absences are linked to poor health. The majority of employers offer their workers vacation time, sick leave, paid time off, or other forms of paid and unpaid leave (Employee Absenteeism and Attendance, 2011).
One of the most frustrating aspects of administering absence policies is the significant amount of abuse that occurs. A key to reducing abuse is to have an absence policy that clearly sets forth which absences are permissible and what behavior will subject an employee to discipline. "Absenteeism problems can range from employees not calling in or not showing up for their shifts, taking sick leave when well, and exhausting their available leave every month, to requesting extra time off and establishing patterns of abuse. For these non-protected absences, employers can, and should, discipline their employees" (Employee Absenteeism and Attendance, 2011). A company's policy should be clearly written and distributed to all employees. Additionally, the employer should train all supervisors and managers to ensure the policy is being fairly applied. It is good practice to spot-check attendance issues across every department to ensure that company rules are being consistently enforced (Employee Absenteeism and Attendance, 2011).
At Hummel Insurance Company, there is a significant attendance problem within the inbound call center. When employees do not come to work on time — or at all — it leaves the company short of agents to handle inbound phone calls from customers. The company prides itself on providing exemplary customer service and works hard to answer all incoming calls within twenty seconds. When call center agents are absent, it becomes very difficult to provide the quality service that the company strives for within the established timeframe. In an effort to diagnose and address this problem, Human Performance Technology (HPT) is utilized to close the gap between the actual and desired levels of attendance (Wilmoth, Prigmore, & Bray, 2002).
Bibliography
Dierkes, M. (2009). Handbook of organizational learning and knowledge. New York.
Employee Absenteeism. (2010). Retrieved from http://backup.brighthorizons.com/smptxt_absenteeism.html
Employee Absenteeism and Attendance. (2011). Retrieved from http://www.hrhero.com/topics/absenteeism.html
Gilson, B. (2007). Getting a handle on attendance problems: 10 steps every federal supervisor can take. Retrieved from http://www.fedsmith.com/article/1415/getting-handle-attendance-problems-steps-every.html
Guidelines for Absenteeism Control. (n.d.). Retrieved from http://benefits.org/interface/cost/absent2.htm
How to Handle an Employee's Attendance Problems. (2011). Retrieved from
McCallaster, C. M. (2004). The 5 P's of change: Leading change by effectively utilizing leverage points within an organization. Organizational Dynamics, 33, 318–328.
Pershing, J. (2006). Handbook of human performance technology (3rd ed.). San Francisco, CA: Pfeiffer Publishers.
Wang, G., & Li, J. (November/December 2003). Measuring HPT interventions: The dilemma, challenges, and solutions. Performance Improvement, 42, 17–23.
Wilmoth, F. S., Prigmore, C., & Bray, M. (September 2002). HPT models: An overview of the major models in the field. Performance Improvement, 41, 16–24.
Yorges, S. (2011). The role of the supervisor in managing absenteeism. Retrieved from
Appendices
Table A: Performance Analysis Model (Dierkes, 2009)
1. Define Outputs
What are the various services, products, and knowledge — as needed, wanted, or expected by internal/external customers?
Staff answers inbound phone calls from customers. Staffing procedures are designed to answer inbound phone calls in a timely manner. Core process outputs include training manuals. Customers require timely answers to their questions concerning their health insurance. The work group is defined as the Trainer, HR Business Partner, and Administrative Assistant. Outputs of the work group include sufficient training materials to support call center associates.
2. Define Inputs
What is needed to produce the outputs?
Triggers for business unit work: (A) New hires; (B) Negative attendance records. Primary resources: (A) Technology — functioning computer systems; (B) People — direction from program managers and support of work group. Triggers for process work: (A) New hires; (B) Negative attendance records. Primary resources used in the process: (A) Technology; (B) People. Individual work is triggered by: (A) Attendance issues. Direction from Training and HR is needed to complete training and discipline processes. New hires and attendance needs trigger work of the work group. Appropriate resources include training materials.
3. Define Conditions
What are the rules that must be followed to produce outputs from inputs?
External rules and regulations: (A) All federal and state laws, including FMLA. Internal policies and procedures: (A) Comply with all attendance requirements. Attendance policies and procedures apply at all levels. Government regulations as well as internal attendance policies and processes must be enforced.
4. Define Consequences
What results are expected from the outputs?
Results expected: (A) Meet customer needs for answering phone calls in a timely manner; (B) Timely and effective evaluation and discipline regarding attendance issues. Output determines the discipline actions taken. Effective measures are produced to deal with the issue. The approval chain of command must be followed to implement discipline procedures.
5. Define the Process Element
The process element links inputs and outputs and is affected by conditions and feedback.
Work groups that exist to achieve outputs: (A) Supervisors; (B) HR; (C) Administrative Assistants. Their relationships: (A) Supervisors identify those with attendance issues; (B) HR monitors and guides FMLA issues; (C) Administrative Assistants complete paperwork for FMLA or training. Steps to complete each core process output: (A) Define attendance policy; (B) Distribute policy to all employees; (C) Evaluate all employees' attendance; (D) Select those who need additional training; (E) Select those who need discipline. Actions needed to turn inputs into outputs: (A) Create training materials; (B) Hold training sessions; (C) Implement discipline. Staff must be willing to attend work every day and on time.
6. Define Feedback
Response to outputs, processing, conditions, and feedback that confirms success or indicates adjustment is needed.
Business unit measures of client satisfaction: (A) Improved attendance; (B) Client satisfaction surveys received by the call center. Workforce satisfaction: (A) Improved employee attendance and call performance goals being met. Work group measures: (A) Satisfaction surveys; (B) Improved attendance. Process checks: (A) Monitor attendance records. Individual measures: (A) Positive satisfaction surveys. Improved attendance metrics and client feedback confirm success.
Table B: Updated Behavioral Engineering Model Probe Questions (Pershing, 2006)
Environment
1) Information
1. Have clear performance expectations been communicated to employees? — Yes, there is an attendance policy in place.
2. Do employees understand the various aspects of their roles and the priorities for doing them? — No, staffing roles are often not clearly defined.
3. Are there clear and relevant performance aids to guide employees? — No, additional performance support could be provided.
4. Are employees given sufficient, timely, behaviorally specific feedback regarding their performance? — Yes.
5. Does the performance management system assist the supervisor in describing expectations for both activities and results for the employee? — Yes, individuals are measured on attendance conformance.
2) Resources
1. Do employees have the materials needed to do their jobs? — Yes.
2. Do employees have the equipment to do their jobs? — Yes.
3. Do employees have the time they need to do their jobs? — Yes.
4. Are the processes and procedures defined in such a way as to enhance employee performance? — Yes, processes are defined but not necessarily communicated effectively.
5. Is the work environment safe, clean, organized, and conducive to excellent performance? — Yes.
3) Incentives
1. Are there sufficient financial incentives present to encourage excellent performance? — No, financial incentives are not tied to staffing.
2. Are there sufficient non-financial incentives to encourage excellent performance? — Yes.
3. Do measurement and reporting systems track appropriate activities and results? — Yes.
4. Are jobs enriched to allow for fulfillment of higher-level needs? — Yes.
5. Are there opportunities for career development? — Yes.
Individual
4) Motives
1. Are the motives of the employees aligned with the incentives in the environment? — No.
2. Do employees desire to do the job to the best of their abilities? — Yes.
3. Are employees recruited and selected to match the realities of the work environment? — Yes.
4. Do employees view the work environment as positive? — Yes.
5. Are there any rewards that reinforce poor performance or negative consequences for good performance? — No.
5) Capacity
1. Do the employees have the strength necessary to do the job? — Yes.
2. Do the employees have the dexterity necessary to do the job? — Yes.
3. Do employees have the ability to learn what is expected of them to be successful on the job? — Yes.
4. Are employees free from any emotional limitations that impede performance? — Yes.
5. Are employees recruited, selected, and matched to the realities of the work situation? — Yes.
6) Knowledge and Skills
1. Do the employees have the knowledge necessary to be successful at their jobs? — Yes.
2. Do the employees have the skills needed to be successful at their jobs? — Yes.
3. Do the employees have the experience needed to be successful at their jobs? — Yes.
4. Do employees have a systematic training program to enhance their knowledge and skills? — Yes.
5. Do employees understand how their roles affect organizational performance? — Yes.
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