HRCleanUp

HR Students vs. The Automobile Industry CEOs

Last week in my HRIS course that I teach at Suffolk University, my students had to present a business case to the senior management of  a fictitious company.  The business case had to present the current state of affairs, the desired state of affairs, the cost of doing nothing, a procurement and a high level implementation plan. 

What does this have to do with the Automotive Industry?

As I was listening to these very sharp students discuss the ROI on HR technology solutions it occurredto me that they were better prepared for class than the CEOs of the Big 3 American Automakers were for their Congressional Hearing.  These executives just showed up.  No plan in hand.  No imagination.  No justification.  Did they just plan to "wing it"?  My students, on the other hand,  had done more preparation and funding justification for their in-class presentations than the heads of the Big 3 American Auto Makers did for a presentation to the Congress of the United States.  And most of my students took the Subway to class vs.  a private jet.

We constantly berate HR professionals for their lack of business acumen and avoidance of all things related to the bottom line of a business; however, if my students are any indication of what is to come in the field, I think that the CEOs of the Big 3 can learn a thing or two from them.

First, be professional.  Second, be prepared.  Third, have a plan of action.  Fourth,  when you are asking for a handout, don't take a private jet.  Perhaps the three of you could carpool.

Mr. Professor

I'm often asked "why do you teach" and I often respond "because I have to".  And people always wonder why I respond the way I respond.  Tonight is the second night of HRIS class and I'm on campus a bit early--I had to pick up my ID card (hey, who knows when it might come in handy for a discount somewhere...).  In any event, even at 6:15 p.m. campus is an active place.  I always find academic institutions exciting places to be.

I have been reflecting on the question "Why do I teach?"  One reason is because it keeps me current in the profession.  I am constantly scanning the HR environment for articles and case studies that support HR as a strategic profession. Secondly, I am a teacher at heart.  I enjoy it immensely except for the grading part.  Finally, it gives me professional credibility.  When people find out that I'm a professor of Human Resources they listen a little bit more intently to what I have to say.  Those three reasons alone make it worth the time and effort (it is certainly not about the pay, trust me).  However, the #1 reason I teach--my students.  After working all day, balancing career and families, they show up.  They show up ready to learn (despite what say about Gen Y/Millennials, the vast majority show up and are present).  And it never fails that I get a note, about six months after the final exam, from 2 two or three people that say "thanks so much.  I use what you taught us every day".

I know that in the past I've struggled with the Millennials in the classroom but I've changed up a few things and I'm getting better results.  You see, what has always worked in the past doesn't always keep working--so you've got to refresh your material, your style, and your thinking.

If you haven't done so lately, think about a teacher you had -- either formal or informal -- and say thank you.

I'd like to thank Dr. Jack Dustman and Rory Madden both who taught me well at Northern Arizona University.  If you've never heard of NAU, it isn't in the desert.

Back to School

Most of you know that I teach at Suffolk University in their HR Master's Degree program and I love it.  Why?  Most of all, I enjoy the students, the discussions in the classroom, and the fact that I demystify technology for them in my HRIS course.  However, last year, I had a head-on collision with Millennials in the classroom.

It was hard.

Why?  First, most of them did not have a point-of-view on anything related to HR.  They were so busy processing transactions that they couldn't see the forest through the trees.  Secondly, they just didn't have the life experience to carry on the types of discussions that I had hoped to have in the course.  And, Finally, I learned that because I sent our the presentations at the end of each evening, they didn't bother to take notes.  They just sat there and listened (or daydreamed--hey, it was 7 p.m. in the evening). 

So what am I changing this year?

1. More focused, in class, reading and discussion
2. I won't be sending out the presentation after the lecture
3. More frequent check-in's with them to find out where they are at in terms of the reading and the course material in general
4. More structure to the course as a whole
5. I'm implementing a final exam
6. Cell phones must remain in the off position--no texting during the lecture!

It isn't as much fun for me as a professor to grade on things like attendance and reading comprehension however just showing up and sitting there isn't an option in my book. 

Does your organization think differently about Millennials in the workplace?  In the training room?  I woud love to hear from you about what works and what doesn't.  This old dog is always willing to learn new tricks--especially if they work!

...and for my Millennials...the picture is Rodney Dangerfield.  If you haven't seen "Back to School" or "Caddyshack" shame on you.  Log onto Netflix and get them in your queue.