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Instructor’s Manual 4-1Tools for Peak Performance

Chapter Four

Turning Effort Into Performance

Instructor Information

DURATION 90 minutes

EQUIPMENT Chalkboard, marker board or flip chart; markers or chalk; laptop computer andSVGA projector, or overhead projector; VHS videotape player and monitor

TOOLBOX Required: Trigger video—This Stuff Doesn’t Work!Exercise 4.1—Choose An Acting Crew LeaderExercise 4.2—Relating Needs to Rewards

Suggested: For Exercise 4.1…Trigger video—Choose an Acting Crew LeaderCase Study and Discussion Guide—Choose an Acting CrewLeader

Optional: None

OBJECTIVES 1) Understand/explain why the same reward can produce different levels ofmotivation in different workers

2) Demonstrate how to motivate workers to increase productivity

TASKS 1) Define motivation2) Establish the relationship between Effort, Performance, and Reward3) Establish the relationship between Expectation and Motivation4) Identify and explain the different reward types5) Identify and discuss the factors affecting performance

4-2 Turning Effort Into Performance

RECOMMENDED APPROACH

Overview

So, in the last chapter we learned all about needs and wants. We talked about how they interact, howthey change, and how they can help a good crew leader. And we introduced “the crew” to help explainand apply these principles. Now here in Chapter 4, we are going to learn how to use that information andbuild upon these principles to achieve higher levels of motivation and better productivity.

This is a keystone chapter with respect to achieving motivated performance. Here we establish the linkbetween the factors the supervisor can control and the motivation level of their team. We begin byintroducing the simple principle of effort and rewards. Once this basic foundation is in place, we makethe task more challenging by introducing the other factors affecting performance.

We will discuss how rewards can be used to motivate. The two types of rewards will be covered, alongwith their uses. Understanding the “effort-to-reward” process will be key in completing this chapter.

In your approach, remember to stress how customized this process will be. Everyone is different, withdifferent needs and wants. Because of this, the same reward can affect individuals in different ways

Key Issues

1) Why this works—workers come pre-motivated. We have already determined people are con-stantly trying to satisfy their needs. All we have to do is channel their motivation into productivityby offering them a way to satisfy a need.

2) Rewards—all task have rewards whether known or unknown, desired or undesired, intended ornot. For a reward to work, it must be something desired or valued.

3) Rewards Values—The value of any reward is determined by the individual it is offered to. Theindividual assigns value to the reward based on its ability to satisfy a need.

4) Rewards Types—external and internal are the two basic types. External being anything given orbestowed upon you. While internal refers to those originating from within the individual them-selves. These would include things like—pride, sense of accomplishment, using new skills.

5) Performance—worker performance is influenced my several elements. They must be aware of allthese elements. Any one of them can ruin your day. Not all of these are within the crew leader’scontrol, so they need to concentrate on the ones that are.

6) Our man Nick—Nick has made two common mistakes. One, he has assumed he can identify andaddress the needs of his crew without making any real effort to understand them. It appears, fromhis assignment choices, he still has not acquired any input from his crew. Second, Nick was quickto give up and throw in the towel. This is not surprising considering how Nick was acting in themorning. He said “This stuff ain’t so hard ...” and was expecting it be a magic potion of productiv-ity. Nick assumed it would work on the first try and without much effort on his part. When hediscovers the opposite, he becomes frustrated, angry, and embarrassed. Your participants will needto guard against this impulse as well. The concepts in the course are simple, but the applicationcan be tricky. It is a continuous process.

Preparation

1) Read through the chapter and make any notes or changes you feel are needed to customize thepresentation for your audience.

2) Prepare a recap/transition from Chapter 3 to Chapter 4.


National Cooperative Highway Research Program

3) Review the This Stuff Doesn’t Work! videotape and discussion guide. Nick has made two com-mon mistakes. One, he has assumed he can identify and address the needs of his crew withoutmaking any real effort to understand them. It appears, from his assignment choices, he still hasnot acquired any input from his crew. Second, Nick was quick to give up and throw in the towel.This is not surprising considering how Nick was acting in the morning. He said “This stuff ain’t sohard ...” and was expecting it to be a magic potion of productivity. Nick assumed it would work onthe first try and without much effort on his part. When he discovers the opposite, he becomesfrustrated, angry, and embarrassed. Your participants will need to guard against this impulse aswell. The concepts in the course are simple, but the application can be tricky. It is a continuousprocess.

4) Review the rewards section in respect to the organizations represented in your class. If possible,assemble a list of rewards available—safety programs, rodeos, attendance, years of service,education/training, etc.

5) Review “Choosing An Acting Crew Leader” and the discussion guide. Answer these questionsyourself prior to the course so you can walk the room during the exercise.

6) Review Exercise 4.2, Relating Needs To Rewards and the discussion guide. If you have time,you may find it helpful to answer these questions, yourself, for each crew member. This will helpyou get to know the crew better. But, remember, the participant may have a slightly different viewof things and this is O.K. We recommend you have the group, assigned to a character, be the finaljudge for that character. This makes the character more independent—more real. This will workas long as the groups take the process seriously. It should still be fun, but keep it focused.

7) Rehearse with the two diagram transparencies to become comfortable with their navigation. Theyare straightforward enough, but you should be familiar with them.

8) Remember to use the Nick’s latest adventure throughout the chapter. Relate the new principlesback to the trigger video. Use it to explain, support, or apply these principles.


Well, we have talked about needs and desires (wants), and how they motivate folks. The problem is,how do we get this to work for us? How can you use these natural motivators to increase the produc-tivity of your crew?

In this video, our fictional crew leader is taking a stab at applying

the principles of the last chapter. Let’s see how he’s doing.

In this video, the crew leader makes the mistake of believing he knows what his crew needswithout ever talking to them. The crew leader goes over his thought process in deciding on therewards to use—how he/she applied the principles from Chapter 3. The first part of the video endswith Nick heading out for the day in an upbeat mood. When the screen fades to black and thetext “Later that day” appear on the screen. Pause the tape and ask the group if they think Nick’splans will work or not.

From there, he relates how it all fell apart and the unexpected results. It ends with the crew leadertelling the viewers what he thinks of this “Stuff”. Use this and the discussion guide on the nextpage as a jumping-off point for the discussion of rewards.

This StuffDoesn’t Work!

Transparency 4.1



DISCUSSION GUIDELINE

“THIS STUFF DOESN’T WORK!”

Time Limit: 5 minutes

Purpose: To kick-start the thought processes of the participants and ensure the class is focusedon the rewards and their impact.

1. So, what do you think happened? ... Anyone? ... Did Nick’s approach work?

No—let them beat on Nick a little, but move them towards more insightful analy-sis.

2. Why do you think he put Ty off by himself? Was that a reward?

No, Ty felt he missed opportunity for equipment training.

3. Why was Steve motivated at first but not later?

He hates to supervise.

4. Why do you think Alex was not talking?

Could be embarrassment—can not read manuals; worried he could lose his jobbecause of his problem with English.

5. Nick put a lot of thought into Marie’s reward, so what went wrong there?

She may have felt Nick was just getting her out of the way. Also may have felt shewas given the “women’s work”—felt like a waitress.


Well, as you can see from the video, just knowing everybody has

needs isn’t enough. In this chapter we’ll achieve these objectives.

Read through the objectives. Stress the use of the word “effort.” We say “exert more effort” asopposed to “work harder” because “effort” includes all phases of a task, while “work harder”applies only to the actual physical task.

How many of you have had crew members who are hard workers,

but who won’t do a thing unless they’re told to?

Once they’re going, they “work hard” to complete what they’re

told—no more, no less. They make no effort to look at the com-

plete task to be accomplished.

Instructor: Give an example you’re comfortable with. Say something like—

A good example might be: Your crew knows tomorrow they need

to mow the medians on 10 miles of highway. Some crew mem-

bers come to work on time the next morning, ready to receive

their assigned section of highway, ready to “work hard” to com-

plete their assignment. Other crew members stay a few extra min-

utes today to make sure the mowers are ready to go and the nec-

essary supplies are available. When they arrive the next morning,

possibly a few minutes early, they begin to assemble the supplies, fill

the water coolers, and prep the mowers.

4.2 Objectives

Transparency 4.2



WHY WE WORK

This should be a quick review of Chapter Three. The purpose here is to make sure we have agood foundation on which to build. The reward principle is a key concept. If the participants donot understand the Needs/Wants relationship, the discussion on rewards will not make anysense.

Stress that everyone uses their own “yardstick” to determine their needs. So you must base yourunderstanding of their needs on your experience with the individual—what they do, what they say,what they ask for.

Everyone has a wide variety of needs. They range from the basic

needs for food and shelter to higher-level needs for self-esteem

and the respect of others.

Every person brings these needs to the job and looks for ways to

satisfy them. The catch is: Everybody is different. Not only are

they at different levels, but everyone uses his or her own personal

“yardstick” to determine when a need is satisfied. You cannot use

your personal “yardstick” to determine what someone else’s needs

and wants should be. Instead, you must determine these through

what you see, what you hear, your experience with the person.

4.3 Why

Transparency 4.3


Transparency 4.4

Use this transparency to set the stage for the rest of the chapter.

Make the connection between why people work (4.2) and motivation.Use their desire to fulfill needs to achieve your need for productivity.

People will exert “Effort” to obtain a “Want” to fulfill a “Need.” If

you can assign people to a task they see as beneficial to their

”Need,” you can channel their efforts toward increasing the team’s

productivity.

4.4 Motivation



Rewards

Point out rewards are tools for controlling effort. People will exert more effort on a task if com-pleting it provides something they want.

Rewards are our tool for harnessing and channeling effort. When

someone completes a task, they receive some type of reward that

may satisfy some of their needs. People will exert more effort on

a task if completing it provides something they want. The more

closely we can match rewards with wants, the more successful

we will be.

Instructor: Ask for examples, allow the participants to throw out anything that comes to mind and write themon the board or flip chart. Do not categorize them as external or internal at this point. They mayonly offer examples of external rewards—extra overtime, awards, raises. If so, prompt them forexamples of internal rewards, but call them “more personal” or “everyday” rewards.

Ask if everyone agrees with point #2. Ask for some examples of task where the reward may behard to identify.

Tool organizing/cleaning?

Equipment maintenance?

Teaching a new hire?

4.5 Rewards

Transparency 4.5


REWARDS

Display Transparency 4.6, but cover the lists of examples with a sheet of paper. You will beasking the participants for examples later.

If you are using the PowerPoint presentation it is setup as a three transparency build.

Explain External and Internal.

External rewards are those given to us by others, like a pat on the

back or a bonus. What are some other examples?

Instructor: Explain Internal.

Internal rewards are those given to us by ourselves or that we

receive just by doing the task itself.

What are some other examples?

Instructor: Now reveal the list of rewards on the transparency. If there are some listed that the group did notsuggest, discuss those.

(OPTIONAL) Transparency 4.36 lists some examples of actual rewards used around thecountry. Use this to help promote discussion. Ask the group to categorize each one. Are they allexternal? Or could they be partially internal as well?

Transparency 4.6

4.6 Rewards



How Do They Work?

Instructor: Ask the following question. “Do all rewards have the same effect on all people?” Hopefully at thispoint, everyone should know the correct answer—NO. If not, gently push the discussion in thatdirection. The point here is to sure everyone has made the connection between Wants andRewards. Since not everyone has the same Wants, not everyone values the same rewards.

Do all rewards have the same effect on all people?

[OPTION 1: If you are using two projectors, display this on the second one and display thefollowing support transparencies on the main projector.][OPTION 2: If you are using the poster, display it where it can be seen.][OPTION 3: If you are using the PowerPoint presentation, each box on this transparency is linkedto the appropriate support transparencies. Simply click on the box when you are ready to view theinformation. Each support transparency has a return button to bring you back to this diagram.Once you have covered each of the elements, click on the advance arrow located above thetransparency number in the lower right corner. Be sure to review the progression in the Partici-pant’s Workbook to ensure you do not lose the class.]

---continued on next page---

Transparency 4.7

4.7 Factors


Transparency 4.7

Use this diagram to point out the different elements that affect rewards. Stress how these will varywith each individual.

Effort—the level to be exerted to complete task. (Click)

Expectation—can they perform as expected for completion? (Click)

Performance—here we are talking about the controlling factors or the

performance environment. (Click)

Reward/Performance connection—If I exert the extra effort, in this

environment, is there a reward? Will it be delivered? (Click)

Reward—there are different types of rewards as we’ve mentioned,

some unintentional.

Desirability—Do they really want the reward? This is the important ques-

tion. (Click)



Effort

[Display this on the main projector.]

Rather self-explanatory, cover this quickly.

Return to Transparency 4.7

Transparency 4.8

4.8 Effort


Basically, it’s the person’s belief whether they possess the

desire, skills, and abilities to complete the task.

The more confident you are, the more motivated you will be.

The only exception is where expectations are very high be-

cause the task is too easy. In this case, there is no challenge

and the level of motivation drops.

Instructor: Use an example to show how expectations can change based on the perceived difficulty of thetask. In the following example, we use the mowing scenario from earlier. Feel free to use others.

For instance, let’s say the crew feels on a good day they can mow

20 miles of median, if everything goes well and everyone pulls

their weight.

If that’s the case, the crew may view an assignment of 25 miles as

a worthy challenge—for the right reward. Then again, if the crew’s

mowing equipment is in poor repair, they may feel an assignment of

15 miles is an impossible task.

Tie this to our crew and then return to Transparency 4.7

Who on the crew may have had some expectation concerns?

Steve? ... Alex? ...???

Transparency 4.9

4.9 Expectations

[Display on mainprojector]



Performance Environment

[Display this on the main projector.]“Support” stresses the importance of their role in the crew’s success. They must ensure the crewhas an opportunity to succeed by securing the proper tools/equipment, materials, and training.Link these items with Chapter six—Select, Direct, and Facilitate. You will cover this in more detailthen. [Remember to refer back to the crew for supporting examples.]

This one can be a little hard to put a handle on. It has both an

effect on and is affected by an individual’s Expectations . Individu-

als base their Expectation on their interpretation of the perfor-

mance environment. The performance environment is based on

the interaction of many different elements, including the crew

members’ expectations. The crew chief/leader has a some con-

trol over this environment.

What can you do to affect this?

Instructor: The key point to convey is that many things affect this environment, including past successesand failures; overall morale; the individual’s self-esteem; organizational support or lack thereof.The leader/chief/supervisor must use those things he/she can control to attempt to maintain apositive environment. Make the connection with Chapter 7—Encouraging. Let them know youwill be covering this in more detail then.

How can you help develop an individual’s self-esteem?

Instructor: Possible answers include: Avoid assigning people to tasks they cannot complete; Start newhires out slowly, with things they know, and increase the difficulty as they gain more skills;[Return to Transparency 4.7.]

Transparency 4.10

4.10 Environment


Reveal just the title and ask the first question below. The PowerPoint version is set as a two-stage build.

Be sure to include believability. The crew should be aware of the reward and understand therequirements to achieve it. But they must also believe it is obtainable and will be delivered.

Promote a short discussion of the effects of this point on motivation.

Reward-Performance Connection ... Believability

What does this mean? . . . Anyone?

Has anyone been in a situation where there was a reward avail-

able, but you were unaware?

What about where you were offered one, but you did not believe it

was legitimate?

Or, worst yet, worked hard for a reward that was never delivered?

Transparency 4.11

4.11 Believe

[Display onmain projector]



Desirability

[Display this on the main projector.]The key thing to remember here is that this is highly subjective. Not only will it differ from personto person, but it will change for the individual based on his or her current needs.

Stir up a discussion on these points. Try to use the fictional crew.

What type of reward might Steve find desirable, but Marie would

not?

How do you think the time of the year could affect a reward’s

desirability?

Holidays?

Department policies?

Transparency 4.12

4.12 Desirability


So What Went Wrong?

Take a few minutes to review what happened in the opening video and discuss what was over-looked or missed. Get the participants to offer a few suggestions.

Use this as a prep for the next exercise. Keep it short.

Transparency 4.13

4.13 Wrong

[2-3 minutes]



Let’s Try Again … Exercise 4.1: Choose An Acting Crew Leader

Next, choose your preference for Exercise 4.1: Choose an Acting Crew Leader—case study orvideo vignette. (The case study is already in the Participant’s Workbook.)

We recommend you use both. First, play the video. Then have the small groups refer to the casestudy for discussion purposes.

The case study and the discussion guide follow on the next two pages.

Give the group some guiding questions.

As your team goes over this case study, ask yourselves some ques-

tions.

Will Nick’s approach fall in line with “The Factors Affecting Re-

wards”?

Is Nick seeing the whole picture?

Did he ask the right questions?

Transparency 4.14

Choose AnActing Crew

Leader

4.14 Let’sTry Again

4-20 Individual Needs

Our crew leader, Nick Steele, has been chosen by his supervisor to take athree-day training course in concrete pavement repair at the central office.Because he will be traveling to the office on Monday afternoon and back onFriday morning, he will be gone most of the week. The boss tells him tochoose an acting crew leader. While deciding whom to choose, Nick thinks:

“Ed has to be operating the equipment, and he can’t supervise atthe same time. Alex gets little respect from the rest of the crew anddoes not know what’s going on. Ty can do it, but he shows littleinterest in supervising. Steve might be moody that day, but it lookslike he’s my best candidate. He’s always asking me questions, he’svery ambitious, and the whole crew likes him. Besides, he has se-niority over some of the others.”

With this reasoning, Nick asks Steve to assume his duties for the week. Hisinstructions are: “Patch Route 43 from Jamesville to New City. If you needmore trucks to keep the crew busy, radio the boss. He says he’ll take oneoff from hauling winter sand, and you can have it. If you finish that, then fixany guardrail that is damaged or out of line.”

EXERCISE 4.1: Choose An Acting Crew Leader — Case Stud y



EXERCISE 4.1: Choose An Acting Crew Leader —Discussion Guide

Instructor: Without any information as to why he excluded the other team members, Nick’s main concernshould be whether Steve will be motivated to do the job effectively.

What Effort is Required?

Instructor: Mental—organize/plan work activitiesPhysical—may have to arrive earlier or leave later.

What Performance is Required?

Instructor: Supervise patching and guardrail repairsDecide if enough trucks are availableCheck equipment and material availability

What Rewards were Offered? …Available?

Instructor: Make sure you cover the intentional and the unintentional rewards.INTENTIONAL: UNINTENTIONAL:Experience in supervising crew/team Less equipment timeTemporary title of supervisor/chief/leader Less actual physical laborPossible temporary increase in pay Direct contact with higher-ups

Will Steve view these as desirable?

Right Choice or Wrong Choice? Why?

Instructor: Steve’s knowledge of equipment and his skills are recognized by the crew. He is a quick studyand a hard worker. However, Steve has a reputation of not thinking ahead and has no real desireto become a “supervisor.” Nick also has apparently forgotten about Steve’s short temper, whichmight become an issue with the added responsibility and pressure. Basically, Steve’s a badchoice.


Exercise 4.2: Relating Needs to Rewards

OVERVIEW:The focus of this exercise is to apply the material we’ve covered to this point. The participants willwork in their groups to come up with separate list of possible rewards for Ty and Marie based ourearlier work with their characters. They should select both internal and external rewards.

Instruct them to work in their groups and give them about five minutes.

OBJECTIVE:The purpose of this exercise is to tie rewards to performance above the minimum.

KEY ISSUES:1. Rewards should be linked to performance of achievable tasks.2. Rewards for individuals may be different.3. Individuals are unlikely to respond in exactly the same way for the same reward.

Transparency 4.15

4.15 Exercise 4.2



In Exercise 3.1 (Chapter 3), you developed a list of what you think Ty and Marie wanted from their jobs and what you thought was most important to them. That information has been transferred to this page.

Ty Marie

Most Important Want: to develop new skills to be accepted as an equal

Type of Need, e.g., Basic,Relationship, Growth: growth relationship

Now, develop a list of rewards that you think will encourage these workers to perform above theminimum. These are specific rewards that you think will be valued by these two persons.

Ty Marie

External rewards:

1. 1.

2. 2.

3. 3.

Internal rewards:

1. 1.

2. 2.

3. 3.

Are the rewards the same? If not, how are they different?

Are these individuals likely to respond to the two types of rewards the same way?

Stop. Wait for further instructions.

EXERCISE 4.2: Relatin g Needs to Rewards


After they have finished, ask for a group to volunteer their solutions. Optionally, you could call on adifferent group to respond to each of the questions.

If the other groups are not asking questions or are disagreeing, stir up the discussion by askingsomeone else to support or disagree with the group’s conclusion.

KEY ISSUES:1. Rewards should be linked to performance of achievable tasks.2. Rewards for individuals may be different.3. Individuals are unlikely to respond in exactly the same way for the same reward.

SUGGESTIONS:It is important that the participants understand how previous material ties into this exercise. Thisexercise is important because it develops a permanent link between behavior and rewards. Whenthey develop the rewards, it is vital that the related task is “achievable” or the reward will not be amotivator. We’ll be discussing the effects of “achievability” more at the end of this chapter.

TOOLBOX: Refer the participants to the corresponding tools in the Action Plan and Toolbox.Point out their uses and what they will need to do with them in the action plan.

Transparency 4.15



Performance Model

[If you are using two overhead projectors, place the diagram on the second one, since it will remain up for the rest ofthe chapter.][If you are opting to use the posters, be sure it is displayed where everyone can see it.][If you are using the PowerPoint Presentation, this transparency is hyperlinked in the same fashion as theprevious diagram. Each of the boxes links you to the appropriate supporting transparency which, in turn, is linkedback to this one.]

The following seven transparencies refer to this diagram.

This diagram displays how effort is transformed into performance. It illustrates the other factorsthat can cause low performance even though your people may be motivated and putting forthextra effort.

Be careful not to convey the idea that, after all this talk about observing our people and design-ing appropriate rewards, actual performance is out of their control. We are simply showing themthis so they are aware that there’s more to it. There are other aspects of their job that must beaddressed or the motivation will have no effect.

O.K., now that we know what we’re doing with rewards, let’s con-

fuse the process a bit. Up ‘til now we have basically dealt with

issues a crew leader can control or at least influence. Now we are

going to expand on those and add some that may be out of your

control.

Transparency 4.16

4.16Performance Model


Transparency 4.16

Behold, the performance model. It attempts to visually show how

effort is transformed into performance. We are going to look at

each part and, applying what we’ve learned up to now, see how

we can use this to help us.

So, lets see what this can teach us. ...

Direction ... (click)

Effort ... (click)

Ability ... (click)

Knowledge and Skills ... (click)

Organizational Problems ... (click)

Performance ... (click)

And how do we attempt to apply this model and keep the process

going? How do we insure our directions are correct and under-

stood? How do we assign the right people? …or know about ob-

stacles or organizational problems? ... (click)



Transparency 4.17

Performance Model: Direction

[Display on main projector.]

Point out the origin of the direction can be from the supervisor/chief/leader, previous experience,training, etc.

Key point to make here is that, no matter where they get it, there can be no performancewithout direction.

Again, you could take this opportunity to build the link to Chapter 6. Nothing extreme, justmention that the topic of direction will come up again later and you’ll deal with it in detail. But,here the important thing is that it is part of the overall process. This will add to the buildingnature of the course, giving it a more cohesive feel.

[Return to Transparency 4.16.]

4.17 Direction


Performance Model: Effort

[Display on main projector.]

This is the very issue we’ve been discussing in this chapter.

The more motivated people are the greater the effort they are willing to put forth to complete atask. They are willing to do more than they need to “just get by.” Successful organizations needpeople to exert more than the minimum effort.

Transparency 4.18

4.18 Effort



Transparency 4.19

Workers will exert extra effort when what three conditions exist?

If you feel the participants need it, jump back to Transparency 4.7 for a visual reminder.

Task is reasonable—it can be achieved.The reward is tied to performance.The reward is desired by the individual.

What other task characteristics might affect motivation?

Task is enjoyable.Task is understood.Task is important.

[Remember to take every opportunity to refer back to our crew. ]


4.193 Conditions


Ability

[Display on main projector.]Key here is to begin to demonstrate the difference between “ability” and “knowledge and skills” bydiscussing examples of ability. Be sure the participants are clear on the definition of “Ability” as itis used in this course—basic mental and physical capabilities the organization does not offertraining for (basic math, lifting fifty pounds) or natural attributes (hand-eye coordination).

There may some confusion and disagreement. If this occurs, avoid getting hung up on terms.Keep referring everyone back to the course definition. If the group wants to use a different term for“abilities,” make the change and don’t look back.

Give me an example of ability… anyone?

Instructor: People are born with ability. It is neither learned or acquired.

Example: physical injuries that limit activity-—back, knee, eye, etc.

Ability can also include things you don’t expect to have to train workers to do—tell time, read,read a map, communicate, count to 100, etc.


Transparency 4.20

4.20 Ability



Transparency 4.21

Knowledge and Skills

[Display on main projector.]Be sure to point out that this is a factor they can have some degree of control over. Training canbe their weapon of choice here—“On-The-Job-Training,” classes, seminars, etc.

Attempt to get some input on the possibilities from the participants.

Does anyone have examples or experiences with improving the

knowledge and skills base of their crew/team?


4.21 Knowledge


Transparency 4.22

4.22 Organizational Problems

Organizational Problems

[Display on main projector.]Again, point out that although most things in this category may seem out of their control, theydo have some level of control over these obstacles.

Start a short discussion of these types of problems. Take their examples and have themanalyze them to see if there any parts they might have at least a little control or influence over.

Now, no one here has ever run into a problem caused by the

department, right? . . .

[If no takers, try this] . . . Well, let’s talk about a few of the ones

I’ve seen. . . .

How can these types of obstacles affect motivation?




Transparency 4.23

Performance

[Display on main projector.]Rather self-explanatory; cover this one quickly. Prompt the participants for good everydayexamples—amount of guardrail one crew should do in a day, lane miles of crack sealing, etc.

Someone give me an example of an expected level of perfor-

mance.

Take this opportunity to prep them for the next chapter on performance analysis.

Performance level is important, if we don’t know what “good” or

“motivated” productivity is, we’ll never know if we have achieved

it.

We are going to spend the next chapter on analyzing our perfor-

mance. For now, we are just concerned with transforming effort

into performance. We have to have some before we can analyze

it.


4.23 Performance


Transparency 4.24

Communication

[Display on main projector.]Keep in mind, you will be doing a separate chapter on communication later in the course.What’s import here is that they are aware of the importance of communication and understandits a two-way process.

Remind them, it’s through this two-way process that they receive the information they use tomake their decisions. For instance, they might adjust their plans based on the crew communi-cating the existence of an unforeseen barrier or problem—equipment breakdown, wrong mixdelivered, etc.

Emphasize they need to maintain communication between themselves and their supervisors,as well as with their crew.

The PowerPoint version has a link to an illustrated version of the Performance Model. It is aneight slide build and should be rehearsed prior to use. The build follows the sequence of theprevious seven transparencies.

4.24 Communicate



Transparency 4.25

Key Points

Review.4.23 Key Points


Transparency 4.26

4.26 What learned

What You Have Learned

Review.



4.27–4.34Model Review

Transparency 4.34

There is an optional multi-part build at the end of the PowerPoint presentation. It visually summa-rizes the last part of the chapter—the performance model. If you find it helpful, you will need torehearse the timing and delivery prior to the course.

turning effort into performance - nysdot home · 4-2 turning effort into performance recommended...

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