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Instructor’s Manual 6-1Tools for Peak Performance

Chapter Six

Steps to Improve Performance:Select, Direct, and Facilitate

Instructor Information

DURATION 80 minutes (add 15-20 minutes for Maintenance Feud and review)

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—What Went Wrong?Case Study—Task Requirements and Abilities, Knowledge, and Skills

Activity—DirectingActivity—Facilitating

Optional: Exercise—Task Requirements and Abilities, Knowledge, and SkillsExercise—DirectingExercise—Facilitating

[The three optional exercises just above are written exercises only, and are included inthe Participant’s Workbook as alternatives to the required case study and two activi-ties shown above. Copies of these exercises, instructions for conducting them, and pos-sible participant answers are included at the end of this chapter.]

OBJECTIVES 1) Identify the components necessary for achieving expected performance2) Understand/explain the associated supervisor actions—selecting, directing,

facilitating

TASKS 1) Define all new and unfamiliar terms2) Establish the relationships among performance, improvement components,

and supervisor actions3) Distinguish among abilities, knowledge, and skills

6-2 Steps to Improve Performance: Select, Direct, and Facilitate

RECOMMENDED APPROACH

Overview

If you are follow the sample outline, this will be the first chapter of the day. A nice rousing round ofMaintenance Feud could service to wake everyone up and get them back in the flow. You will also needto provide some kind of quick, general review. It should be just enough to dust off the course frameworkand refocus the participants. Do not go into a lot of detail.

Restated, the first part of the course covered the foundation—organizational needs, individual needs/wants, and using those existing wants to achieve performance. And we ended the day (Chapter 5)discussing how to analyze that performance. This places us halfway through Part Two of the course,which deals with improving performance on specific tasks. Some of the concepts in the chapter we areabout to begin were touched on in Chapter 4. But, while Chapter 4 looked at the conditions that must existbefore additional effort will result in improved performance, Chapter 6 looks at what actions by thesupervisor are needed for performance to be improved. These include selecting, directing, and facilitat-ing—which we’ll cover in this chapter—as well as encouraging and communicating—to be covered inlater chapters.

Key Issues

1) Objectives—There is no objectives transparency, at least not like the ones in the previous chap-ters. Instead, Transparency 6.1 displays a list of paired conditions and supervisor actions to becovered in this chapter and the next.

2) Expected Performance—We have taken the performance levels diagram from Chapter 2 andadded an arrow to symbolize the effect of selecting, directing, and facilitating. Use this to help tiethe course concepts together. Jog the participants’ memory, reminding them that they have seenthis diagram before.

3) Selecting—involves more than matching wants to rewards. By including abilities, knowledge, andskills in the equation, we can try to address the performance environment. Remember Chapter 4… support, past success/failure, morale, self-esteem? Selecting workers correctly goes a longway toward providing a good performance environment.

4) Directing and Facilitating—These sections are straight-forward. Again, these elements supportthe performance environment.

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 quick first-day review.

3) Prepare a recap/transition from Chapter 5 to Chapter 6 (may not be needed depending on how you address

number two above).

4) Review the What Went Wrong? video and discussion questions.

5) Review the activities for each section—selecting, directing, facilitating. Be sure you have studiedthem carefully. If you are going to use the exercises, complete them ahead of time.


National Cooperative Highway Research Program

INTRODUCTION

Use this transparency to discuss the Supervisor’s Actions as efforts that are required—followingthe existence of the necessary conditions—to achieve improved performance. These first threeactions are covered here in Chapter 6.

Necessary Conditions Supervisor’s Actions

n Abilities, Knowledge, and Skills Select workers to perform tasks that matchtheir capabilities and wants.

n Instructions Direct the work. Let the crew know what isexpected.

n Resources Facilitate performance by removing con-straints and ensuring availability of resources.

Transparency 6.1

6.1 ImprovedPerformance–

1


Discuss the remaining Supervisor Actions that are required to achieve improved performance. Thetwo actions shown here will be covered in Chapters 7 and 8.

n Effort Encourage workers to perform at higher levelsby providing desired rewards.

n Communications Communicate information in an appropriateway and be a good listener.

Transparency 6.2

6.2 ImprovedPerformance–

2



LEVELS OF PERFORMANCE

Allow the group a few seconds to study this transparency. Then begin explaining levels of perfor-mance.

Workers perform at varying levels, as depicted in this diagram.

(Pause while the group looks it over.)

If they’re not motivated, workers tend to work at or near the level

that the organization will accept. Let’s call it the minimal level of

performance. If workers perform below this level, they will be dis-

ciplined or fired. Minimal is the lowest performance level required

by the organization.

If supervisors adequately select the crew members to do the

work—and then direct and facilitate the work—the workers’ per-

formance can be improved quite easily to a level above the mini-

mal—into the expected range.

Transparency 6.3

6.3 Perfor-mance Levels


Project Transparency 6.4.

Introduce the trigger video, What Went Wrong?, by saying that you want the group to look at ashort video presentation and put themselves in the supervisor’s shoes. They’ve probably had dayslike the one they’re about to view many times before.

Running time for the video is about 3 minutes and 45 seconds.

After viewing the video, discuss what the participants think went wrong and how to avoid/correctthe problems described in the presentation.

Transparency 6.4

What WentWrong?

6.4 What WentWrong?



DISCUSSION GUIDELINE

“WHAT WENT WRONG”

Time Limit: 10 minutes

Purpose: To kick-start the thought processes of the participants and ensure the class is engagedin the mission.

1. Well, what went wrong? Why?

Good intentions—bad timing May be the wrong time to try Ty.

Won’t even approach his boss with Ty’s idea.

Not using the productive combination of the crew’scapabilities.

2. What were some of the good things Nick was trying to accomplish?

Training/cross training (Ty, Steve, ... Alex?)

Applying valued rewards and desired job assignments (Marie, Steve?, Ty, ...)

3. Proposed solution(s)?

Address the lane closure with his boss.

Redistribute the crew’s capabilities to take better advantage of their strengths.

Note: When discussing the cross training issue, keep it short. There is another shortsection covering cross training a little later in the chapter. When you get to it,remember to refer back to this situation.


SELECTING WORKERS

After displaying Transparency 6.5, begin discussing the process of selecting workers.

To effectively motivate workers, it is important for the supervisor

to match the individual to the job to be performed. In other words:

Fit the worker to the activity . This process of matching the indi-

vidual to the job is illustrated in this transparency. Let’s discuss it.

The Individual Worker

First, performance begins with an individual worker. The worker

is assigned to do a task such as mowing grass, sealing cracks, or

patching potholes. This worker brings two sets of characteristics

to work: 1) abilities, knowledge, and skills, and 2) the needs and

wants that he or she desires from this job.

Transparency 6.5

6.5 Select



Abilities, Knowledge, and Skills

Talk about abilities, making the following points and referring to the transparency.

There are two types of abilities: intellectual and physical. Intel-

lectual abilities are ones such as memory, verbal comprehension,

and numerical aptitude. Physical abilities include dexterity,

strength, arm-hand steadiness, and control precision.

Each individual typically excels in some abilities while not doing

so well in others. It is unlikely that one person’s abilities are all

very high. For example, one person may have very strong abili-

ties in memory and numerical aptitude. This person may work

well with numbers. Another person may have very good manual

and finger dexterity that allow him or her to easily repair small

machines—but may not be so good with numbers.

Transparency 6.6

6.6 Ability


Discuss the concepts of knowledge and skill, incorporating the points in the following text:

In addition to abilities, an individual brings to the job his or her

knowledge of how to perform a task. Knowledge is the under-

standing of facts and methods gained through training or school-

ing. This knowledge enables each worker to use his or her abili-

ties to perform the task at hand.

Skill results from practice. A worker may have the knowledge to

operate a grader, but becomes skilled only through practice.

What Do You Think?

We have seen that all workers are not equally skilled. Alex has no

experience with heavy equipment. He needs to be trained in ba-

sic equipment operating skills. Training not only improves the per-

formance of the employee, but it can also serve as a motivating

tool.

Transparency 6.7

6.7 Know-ledge/Skill



Transparency 6.7

Discussion question: How is Alex going to have opportunities to acquire knowledge and skills?Exchange ideas with the group, including the following. You should start with the small groupresponsible for Alex.

Alex needs to improve his language skills, which can best be done through formal schooling. Hehas shown good numerical and organizational skills with the facility management system dataforms. His on-the-job training (OJT), unless programmed, will depend on the assignments given tothe crew. Therefore, his training will be slow. Improving his language skills will also speed his OJTefficiency.

The first thing should be to refer Alex to the Employee Assistance Program (EAP). That programmight encourage Alex to enroll in a community-taught “English As A Second Language” classthat he can attend at night—and help him accomplish this. During this schooling he would beexcused from emergency call-outs.

If there is time, ask about some of the other crew members.


Needs and Wants

Transparency 6.8 is a repeat of 6.5. Although this time you will display the rest of the diagram.[If you are using hard-copy transparencies, you will need to point out the pieces of the image as they are covered.][If you are using the PowerPoint presentation, this has a several-stage build. You will need to practice the timing.]

Start with a quick comment on needs and wants. The class should know this by now and be tiredof hearing it. So move quickly to the task elements and the connections.

Each worker comes to the job wanting certain things from it. Some

workers may want to earn more money to provide food and shel-

ter for their families, whereas others may want a particular work

schedule that will give them free time to play softball or go fish-

ing. Some workers may see the job as a way to satisfy certain

social needs, like being a member of a crew where they can en-

joy social interaction. Other workers see the job as a way to de-

velop and use their skills. For example, a worker may really en-

joy operating a motorgrader, believe that he or she has outstanding

skills for it, and want to get more time and experience on the

machine.

Transparency 6.8

6.8 Selecting



Transparency 6.8

Activities and Tasks

The highway maintenance worker’s job consists of a series of ac-

tivities. Each activity is made up of several tasks. For example,

one agency has an activity it calls “Spot Premix Patching (Hand

Operation).” The tasks making up this activity include—placing

signs and safety devices; cleaning the surface failure area and

squaring up depressions and edges; applying tack; ... etc. These

are the tasks we are referring to.

And there are two dimensions to performing these tasks, the first

of which is requirements .

(Click) to begin in the “Requirements” block.

Task Requirements

Certain capabilities are required of the workers assigned to do the

tasks. The tasks to be performed may require the worker to lift

guardrails and posts, erect traffic signs, or make measurements

and calculate the quantity of material needed. These should be

matched with the abilities, knowledge, and skills of the worker.

(Click) to display the arrow connecting the “Requirements” block and the “A.K.S” block.

Workers shouldn’t be assigned to do tasks for which they lack the

necessary abilities, knowledge, and skills.


Transparency 6.8

Task Rewards

The second dimension of a task is rewards .

(Click) to bring in the “Rewards” block.

Performing the work results in rewards , such as the feeling of ac-

complishment from doing a difficult or important task.

Highlight the connection the Chapter 4. Take every opportunity available to continually tie togetherinformation from the different chapters. The more mental links there are to a piece of information,the easier it is to remember.Keep this discussion to an appropriate length. Do not overdo it if you feel the group has a goodunderstanding of the concept.

As we recall from our discussions in Chapter 4, every task pro-

vides rewards—whether internally or externally.

Internal rewards are “self-provided”—they come from the work

itself and you feel them. The feeling of satisfaction when a job is

completed can be a significant reward. So too can be the satisfac-

tion from making use of one’s skills. Other internal rewards come

from observing a completed task—seeing a formerly rough gravel

road bladed to a smooth surface or seeing water once again flow-

ing through an unclogged culvert. These are visible signs of work

accomplished. Many maintenance activities produce such results-

oriented internal rewards.



Transparency 6.8

External rewards, as you recall, are provided by the supervisor or

others. They may include recognition, praise, pay raises, promo-

tions, job assignments, recommendations for special training, and

overtime opportunities. Regardless of how workers feel about do-

ing the work or observing it completed, external rewards show

them that their efforts and accomplishments are appreciated and

valuable.

Different tasks provide different rewards. Because of the unique

things they want from the job,...

(Click) to display the arrow connecting the “Rewards” block and the “Needs & Wants” block.

...workers should be assigned to activities that offer the kinds of

rewards they seek.

Now if “ Selecting ” is done correctly,...

(Click) to display the last part of the build—two arrows pointing to the “Effort & Performance”block.

…the result should be increased effort and performance.


Effort and Performance

Talk about matching tasks and workers properly, and the good results that are obtained, referringto the points below:

Workers apply their efforts to the tasks assigned to them. Several

outcomes may result if there’s a good match between the task

requirements and the individuals assigned to the tasks.

Workers may successfully perform the tasks and be rewarded by

their supervisors. They may also experience internal rewards while

performing and after completing the tasks. The rewards may help

the workers to satisfy some of their needs. If their needs are met,

the workers feel positive about both their work and the organiza-

tion. This contributes to their desire to remain with the organiza-

tion. Their positive feelings also cause them to speak well of the

organization and their supervisors; and this causes coworkers and

others to want to be a part of the organization too.

Transparency 6.9

6.9 Results—Proper Match



Transparency 6.10

Continue with the discussion of matching tasks and workers, focusing now on the results likely tostem from improper matches. Include the following points:

On the other hand, improper matches made between the task re-

quirements and the individual will likely result in much different

consequences. These may be a lack of effort, higher absentee-

ism, uncooperative attitudes, grievances, and so forth.

Understanding how to match the individual to the job is the es-

sence of the selecting process. When supervisors have little or no

control over who is selected, they should try to make the “best

possible fit” of task and worker, and then strive for continuous

improvement.

6.10 Results—Improper Match


CASE STUDY: TASK REQUIREMENTS AND ABILITIES, KNOWLEDGE, AND SKILLS

The purpose of this case study is to help the participants learn—through a group discussion—about the relationship between a task’s requirements and the abilities, knowledge, and skills ofone of our fictional workers.

NOTE: There is an optional written exercise covering this case study. It’s found both in theParticipant’s Workbook and here in your Instructor’s Manual—in both cases at the end of Chapter6. If you prefer, direct the participants to do the written exercise instead of conducting the casestudy discussion as outlined below. However, even if you opt for the written exercise, you shouldgo over the participants’ responses in a brief discussion afterwards.

Our case study’s maintenance activity is Guardrail Repair.

Let’s consider Steve from our fictional maintenance crew.

Keep in mind these key issues:

n Abilities, knowledge, and skills are all important to the successful completion of a task. Ifemployees are to be rewarded for successful performance, they should be matched to thejob on the basis of their own abilities, knowledge, and skills.

n If the employee lacks only knowledge and skills, these can be corrected through training.

An employee should be physically and mentally able to perform a

task. Okay, now let’s identify together the tasks that make up Guard-

rail Repair.

Transparency 6.11

6.11 CaseStudy



List the participants’ responses (to the question of what tasks make up guardrail repair) on thechalkboard, marker board, or flip chart. The responses should include the following (in their ownwords):

Guardrail Repair

n Control traffic and protect work zone

n Remove damaged rails

n Remove bent posts using a hoist or loader

n Straighten posts that are in place but leaning

n Install new posts using pneumatic hammer or auger

n Fasten rails to posts

n Clean up the work area

One or more crew members will be assigned to each task.

For each task, there are certain job requirements, such as operat-

ing equipment, measuring, layout, manual dexterity, ability to lift,

knowledge of safety requirements, and so forth. For the task of

installing new guardrail posts , think of the job requirements ac-

cording to the way your crew does the activity. What are they?

Transparency 6.11


Don’t rush the participants; give them a few seconds to come up with answers. List their re-sponses on the board or flip chart. Typical responses would include:

n Manual dexterity—hand tools, wrenches, bolts, fasteners

n Measurement for layout of replacement posts

n Operate power equipment—hoist/auger/loader

n Traffic control

n Lift rail sections and align them with holes

n _____________________ etc.…

Now ask the group the following questions about Steve, and discuss their responses in terms ofyes, probably, probably not, or no:

Does Steve have the ability (born with) to complete this task (in-

stalling new guardrail posts)?

Does he have the knowledge (learned) to complete this task?

Does he have the skill (practice) to complete this task?

Does he have the capability (ability, knowledge, and skill) to com-

plete this task?

Transparency 6.11



If a worker is capable of performing a task, will he or she be rewarded by performing thework? Ask the participants to determine the internal rewards offered by the task of installing newguardrail posts:

What internal rewards come from installing new guardrail posts?

List the internal rewards, as shown in the right column below.

Then ask the participants to recall Steve’s individual wants, so that you can list and match themwith the internal rewards.

Now, what does Steve want from his job? Let’s match these indi-

vidual wants that Steve has with the internal rewards.

The comparison might look something like this:

Steve’s Internal Rewards fromIndividual Wants Installing Guardrail Posts

1) To be productive A) Completed work is visible2) To see the completed work B) Operate equipment—improve skill3) To perform a variety of tasks C) Important job activity4) To develop and use skills in D) Can be involved in a variety of operating and maintaining activities equipment E) Satisfaction of goal achievement

Transparency 6.11


So what’s your conclusion: Will Steve be satisfactorily rewarded

in performing this task?

The answer should be “yes,” as long as he’s not restricted to performing just this one task.

Then ask the participants the questions below. You may want to list their responses.

Now let’s evaluate the match between Steve’s abilities, knowl-

edge, and skills and the task requirements for installing new guard-

rail posts.

If necessary, could Steve be trained to create a better match?

What tasks should each individual be assigned to perform?

Steve is a well-trained, effective employee. The one area he should be directed away from is trafficcontrol because of his temper.)

Now let’s evaluate the match between Steve’s needs and wants

and the rewards associated with installing new guardrail posts.

Could the rewards be changed to improve the match?

Steve enjoys fishing and playing softball. He plays in a league that has its games on Saturdays.Any opportunity for him to finish tasks before the weekend—so that there’s no “threat” of having toput in overtime on game days—would likely result in increased output.

Transparency 6.11



CROSS TRAINING

Tie this topic to the previous case study and back to Nick. Tell the group that cross training is aneffective method of developing crew members’ abilities, knowledge, and skills to avoid the prob-lems caused by the sudden loss of the only person who knows how to do a certain task.

What can make applying that case study difficult is the lack of

capabilities you are apt to run into. It’s a limitation on many crews.

Only one worker may know how to do a given task or tasks. When

such a crew member is absent, one task or another cannot be

carried out by the rest of the crew.

Cross training spreads the knowhow around so that each crew

member becomes more versatile and, therefore, more useful over-

all. Greater versatility makes maintenance workers more valu-

able to the agency. Not only can it improve skills, cross training

can increase motivation. Crews don’t need members who are in-

dividually indispensable; they need members who are more use-

ful—more versatile and well-rounded in doing maintenance work.

Transparency 6.12

6.12 CrossTraining


If you recall, cross training was one of the things Nick was trying

to do in the video we saw at the beginning of this chapter. Al-

though he picked the wrong time, Nick was on the right track.

Greater versatility among crew members makes it easier for su-

pervisors to select their workers to do given tasks. There are more

options for matching up people with the jobs that need to be done.

A maintenance crew can be viewed as a team, with the crew

leader’s role much like that of a coach. Coaches always want

their players to be more versatile, to develop a wider range of

skills. It’s in the team’s interest that each player be more skillful

(more useful) in as many ways as possible. Consider Shaquille

O’Neill of the Los Angeles Lakers. He’s already a very skillful bas-

ketball player—an MVP—but his value to his team increases even

more as he improves in an aspect of his game that isn’t outstand-

ing: his free-throw shooting.

So the team benefits of cross training are obvious, but what’s in it

for the worker who completes the cross training? What rewards

can he or she expect?

Transparency 6.12



Transparency 6.12

Discuss how workers who receive cross training can and should be rewarded. Ask for ideas fromthe participants and list these on the board or flip chart. Suggestions might include: specialrecognition, increased responsibility, new job assignment, and pay increase. Talk about thepotential problem of a cross-trained worker now feeling more valuable to the organization but notreceiving a pay increase. “I’m a more valuable worker now, but I get the same pay as my (less-valuable) coworkers.”


Transparency 6.13

Now bring up the use of “roadeos” to sharpen skills and improve performance through competition.Ask how many of the group are familiar with roadeos or similar maintenance activities.

Ask the participants who say they’re familiar with “roadeos” to share their opinions about thembriefly with the group. Such events usually feature demonstrations and competitions involvingheavy equipment operation, but also may involve non-equipment-intensive activities. Steer thediscussion toward the benefits that come from such activities, in terms of skills gained or im-proved, camaraderie, motivation, etc. Add your own observations, and points from the followingparagraph as needed. Be careful not to eat up too much time.

Such events as “roadeos” typically provide several benefits. For

the agency they create an environment where work skills are em-

phasized and spotlighted. The expertise of the few is viewed and

appreciated by the many, and employees of lesser experience

and skills may be encouraged to expand and improve what they

have. Supervisors have the opportunity to witness the participants’

skill levels and observe the general morale of the maintenance

workers. Some of these events provide a showcase for presenting

new equipment, improved work methods, and updated agency

procedures.

6.13 Roadeos—for Agency



Relate the following points to the group, and see what additional points or other response theymight want to make.

For their part, the participants get the chance to “shine” in front of

supervisors and coworkers. They feel appreciated and valued as

they receive accolades and awards for their demonstrated prow-

ess. What they do everyday on the job—and do very well—is given

great importance. Their years of dedicated work in the agency—

and their efforts to increase their abilities, knowledge, and skills—

are rewarded by their supervisors and peers. Their observing co-

workers likely will want to follow in the footsteps of their

colleagues “in the winners’ circle,” motivated by seeing that hard

work in the agency is recognized and rewarded.

In the end, both the agency and its personnel benefit.

Transparency 6.14

6.14 Roadeos—for Participants


KEY POINTS ABOUT SELECTING

Make the following key points about selecting workers.

Selecting is the process of matching the right worker with a

particular task. In selecting a worker you should ask:

n Do the worker’s capabilities match the abilities, knowledge, and skills required to per-form the task?

n Do the rewards received when the task is finished match what the worker wants to getout of his or her work?

Transparency 6.15

6.15 Key



Transparency 6.16

DIRECTING ACTIVITIES

Use this transparency to change gears from “Select” to “Direct.”

[Create your own transition.]

As you present this section, pull examples from and apply the concepts to our fictional crew.The This Stuff Doesn’t Work video should provide some examples.



Transparency 6.17

The next two transparencies—and the text below—cover the elements in properly directing crewsto carry out maintenance activities.

Once workers have been assigned activities, the supervisor must

direct them in performing their assignments by using good com-

munication to achieve clear instructions…being sure to:

WHAT: Describe the activity to be performed—for example, Clean Drainage Culverts .

WHO: Assign the crew to the activity.

WHERE: Describe the location of the activity.

WHEN: Indicate the date and time for performance.

6.17 Directing: What…



Transparency 6.18

(Continue with discussion of elements of directing.)

HOW: Give the task assignments to the crew members; indicate the work methodsand equipment to be used.

WHY: Explain the reason for doing the activity, if it’s unusual. You probably don’tneed to explain why a stop sign must be replaced…It’s down and another onehas to be put up in its place. However, the crew ought to know why you’resending them back to clean out a drainage ditch that they just cleaned acouple of weeks ago. The reason: Heavy rains deposited a lot of silt in it andsome of the culverts got clogged.

HOW LONG: State how long the activity should take. This becomes the crew’s completiongoal.

SAFETY: Explain the requirements, indicating the personal safety gear and other de-vices the crew should use and the safety procedures they should follow.

Some of these questions can be answered by the workers, and

others must be answered by the supervisor. In any case, by an-

swering all of these questions supervisors can be sure that the

crew knows exactly what to do and what is expected of it. The

crew needs this information; without it, the workers’ idea of what

is to be done may be very different from the supervisor’s.

6.18 Directing: How…


Transparency 6.18

An experienced crew may be able to provide answers to these

questions with minimal direct input from their supervisor. A less

experienced crew, on the other hand, may need more direct su-

pervisory input. The important point is that there must be agree-

ment between the crew and the supervisor.

Ask the class to use these components to troubleshoot Nick’s performance back in Chapter 4—This Stuff Doesn’t Work. Do they point out some problems? Maybe some we did not noticebefore?

Keep this short. It should just be used as a warm-up for the following activity.

Remember when Nick made his first attempt to use the informa-

tion you gave him…when he came to the conclusion, “This stuff

doesn’t work”?

We said he made a lot of mistakes back there. Let’s take a minute

or two and try to apply these eight points we just covered. Which

ones had Nick not performed and with whom?

[Possible answers: What—Steve; Why—Steve, Ty, Marie; How—

Alex, Marie, Steve ( how to handle supervising ); Safety —Alex]



Transparency 6.19

ACTIVITY: DIRECTING

The purpose of this activity is to identify—by means of a group discussion—the types of informa-tion that should be provided by the supervisor to the workers. You should emphasize that thegroup’s findings will be valid only if there is agreement between the supervisor and the crewrelative to the task to be completed and the directions provided by the supervisor.

At the outset, print the nine categories of information—listed at the bottom of this page—on theleft side of the chalkboard or flip chart. Be sure to leave space for the participants’ responses.

NOTE: An optional written exercise covering this activity is found both in the Participant’s Work-book and here in your Instructor’s Manual—in both cases at the end of Chapter 6. If you prefer,direct the participants to do the written exercise instead of conducting the activity outlined below.Even if you opt for the written exercise, however, you should go over the participants’ responses ina brief discussion afterwards.

Nine categories of information have been identified—the same

eight we just looked at in the last two transparencies (show them

again if needed) except that the fifth category, “HOW,” is now

divided into two: “HOW—methods” and “HOW—resources.” I want

you all to indicate the information that the supervisor should pro-

vide in each category for the activity Guardrail Repair.

Keep in mind these key issues:

n Once workers are assigned a task, they need to be effectively directed in completing it.

n The level of detail needed in the responses to the questions is dependent on the level ofexperience of the crew. It is expected that less direction should be given to an experi-enced crew, while more direction should be given to a less experienced crew.

6.19 Activity:Directing


Write the participants’ responses on the chalkboard, marker board, or flip chart. The following listshould serve as a guide:

WHAT: Guardrail replacement

WHO: Entire crew or specific members

WHERE: Station number [milepost?]

WHEN: Starting date (for example: “next Wednesday,” “within the next twoweeks,” or “as soon as you finish___”)

HOW (methods): Follow standard guardrail repair procedures. Inspect prior to start toestimate materials needed

HOW (resources): Equipment—auger, backhoe, post driver, torque wrenchMaterials—25 new posts (plus 5 in reserve); 10 new sections of guardrail;sufficient quantities of bolts, nuts, and washers

WHY: Scheduled maintenance or replacement of damaged sections

HOW LONG: Three days

SAFETY Personal protective equipment (PPE), two flaggers with radios, trafficREQTS: diversion to single lane for 1500 feet

Transparency 6.19



Transparency 6.19

Bring the purpose of this activity back into focus. Obviously, the point was not to teach them howto prepare for an assignment or instruct their crew. They should already know that. They are, afterall, crew leaders. No, the point here is to remind them of the importance of actually doing it. In thestress of everyday living, we sometimes forget that people can not read our minds. Their crewsmay have no idea, at times, that they are actually trying to help them.

So, even if they and their crew have known each other forever, they should get into the habit ofproviding this information.

A new “Tool” has been provided to help them out. Refer them to the Job Prep Checklist in theirToolbox.


Transparency 6.20

FACILITATING ACTIVITIES

Again, you will be using this transparency as a transition point.

Relate the following section back to the What Went Wrong? video.




Transparency 6.21

Discuss Facilitating, beginning with Transparency 6.20 and the points below:

The supervisor is responsible for ensuring that the crew has the

resources it will need to carry out an activity. The lack of resources

is a constraint on the crew’s efforts. Without the necessary re-

sources, the crew will be delayed in doing the work, produce

poor quality work, or be prevented from doing the work.

6.21 Facilitating


Transparency 6.22

Continue discussing Facilitating, making the following points related to Transparency 6.21:

Facilitation of the work can be viewed as opening a valve, as

seen in this transparency. When the valve is open, effort flows

unimpeded through the valve. Performance is consistent with the

effort expended. However, failure to facilitate the work results in

the valve being partially or totally closed. When this happens,

performance is a fraction of the effort expended.

6.22 Valves



Transparency 6.23

Continue discussing Facilitating, making the following points related to Transparency 6.22:

Facilitation is a two-step process. The first step is identifying the

required resources. This part of facilitation may be done by the

supervisor or one of the crew members.

Once identified, the resources must be made available to the crew.

This is step two, and it’s the supervisor’s responsibility.

But back to step one. Activities must be analyzed to identify or

determine their resource requirements.

6.23 Two-Step


Transparency 6.24

Discuss the identifying of resource requirements by first referring to Transparency 6.23. Point outthat the needed resources come from several categories. Then relate the following:

Information —Direction must be given. This means providing the crew with the specifics of itsassigned tasks. Without direction, the crew will not know what to do. The direction must includethe information we discussed in our case study on Directing the Activity , and other technicalinformation on how the job is to be done.

Hand tools —are the manual (non-powered) tools used by workers to do their jobs. They consisttypically of hammers, shovels, rakes, measuring devices, brooms, and the like.

Mechanized equipment —includes an air compressor, truck, jack hammer, roller, and such.

Labor —Most of the labor resources needed for an activity are represented by the crew members’skills. However, there may be instances in which specialized skills are needed to supplementthose of the crew…such as the ability to operate specialized equipment or conduct specializedinspections.

Materials —The variety of maintenance activities and tasks performed by maintenance workersrequires a variety of materials. These range from signs—and the posts, nuts, and bolts used toerect them—to asphaltic mixtures used for patching potholes.

Protective equipment —Because maintenance work is often done in dangerous settings, it’s nec-essary for workers to use equipment and devices to restrict vehicles from certain areas; reducevehicle speeds; make workers more visible; protect workers’ heads, eyes, feet, and hands; andso on. Crews must therefore have proper and sufficient traffic signs, cones, and barricades, aswell as vests, hard hats, safety glasses, steel-toed shoes, and gloves. And—sometimes— policeprotection is needed at the work site.

6.24 Identify



Transparency 6.25

ACTIVITY: FACILITATING

The purpose of this group activity is to identify all of the resources that are necessary for accom-plishing a maintenance activity. The maintenance activity set up here is Guardrail Replacement,but you may prefer to assign the group a different one—or invite them to choose one of their own.In any case, write their responses on the chalkboard, marker board, or flip chart.

In addition to identifying all the resources, ask the participants to complete the information onquantity and location of material(s), if known.

The definitions for specific resource requirements should be displayed on a transparency orposted on the chalkboard, marker board, or flip chart. The information provided in the [GuardrailReplacement] solution below is sketchy and only to be used to generate discussion.

NOTE: An optional written exercise covering this activity is found both in the Participant’s Work-book and here in your Instructor’s Manual—in both cases at the end of Chapter 6. If you prefer,direct the participants to do the written exercise instead of conducting the activity outlined below.Even if you opt for the written exercise, however, you should go over the participants’ responses ina brief discussion afterwards.

As you think about the information to provide for this activity, keep

in mind this key issue: Facilitation of work ensures that all re-

sources needed for the accomplishment of the activity are avail-

able to the crew. The supervisor is responsible for making sure

that the crew has what it needs to do the job.

6.25 Activity:Facilitating


Transparency 6.25

RESOURCE QUANTITY

Information

1) Guardrail specifications 12) Location/inspection data 13)

Hand Tools

1) Standard hand tools on truck2)3)

Equipment

1) Backhoe/auger, etc.2)3)

Labor

1) Equipment operator 12) Laborer 33) Flagger 2

(continued…)



Transparency 6.25

RESOURCE QUANTITY

Materials

1) New guardrails 10 sections2) New posts 25*3) New fasteners 200

*Five of these are spares to be used as needed.

Protective Equipment

1) Hard hats, boots, safety glasses/goggles, ear plugs, gloves Enough for everyone

2) Traffic control items Enough to meet MUTCDadvance warning signs and local requirements andtraffic cones satisfy site conditions

3)

Again, as with the directing activity, the purpose here is not to teach the participants things theyalready know. We are showing the importance of being prepared. If they go out from this courseand correctly apply all the principles up to this point, that would leave themselves as one of thefew remaining obstacles to improved performance.To be sure they do not impede their own progress, the crew leaders must ensure the details arecovered—it’s the little things.By going through the physical process of writing down the job requirements, there is a greaterprobability they will not overlook something.Refer the participants to the Job Resources Worksheet tool in their Toolbox.


Transparency 6.26

SUMMARY/REVIEW

Key Principles

Refer to the summarized points on Transparency 6.25 and to the text below to go over the threekey principles that supervisors should apply when selecting, directing, and facilitating.

To achieve better performance, three principles should be ap-

plied by supervisors in selecting workers and in directing and fa-

cilitating their activities:

n When assigning work, supervisors should be sure the crew knows what is to be done andhow long it should take. The workers should be told this information.

n Workers should be held responsible for their performance. When lower performance iscaused by workers not exerting enough effort, the supervisor must insist on improve-ments. Except for equipment failures, bad weather, and other factors beyond the workers’control, their performance results from their effort. The more the effort, the better theperformance.

n Provide valued rewards when workers perform at higher levels.

6.26 KeyPrinciples



Transparency 6.27

What You Have Learned

Recap what the participants have learned in this chapter with Transparency 6.26.

Give the group an opportunity to raise any remaining questions or voice comments.

To recap what you have learned in this chapter:

n How to select an individual to perform a task

n Key elements in directing and how to apply them

n Key elements in facilitating and how to apply them

6.27 Learned


An employee should be physically and mentally able to perform a task. For example, guardrail repair consists of the following tasks:

Guardrail Repair

Control traffic and protect work zone

Remove damaged rails

Remove bent posts using a hoist or loader

Straighten posts that are in place but leaning

Install new posts using pneumatic hammer or auger

Fasten rails to posts

Clean up the work area

One or more crew members will be assigned to each task.

For each task, there are certain job requirements, such as operating equipment, measuring, layout,manual dexterity, ability to lift, knowledge of safety requirements, and so forth. For the task ofinstalling new guardrail posts, list the job requirements according to the way your crew does the activity:

a. [Manual dexterity—hand tools, wrenches, bolts, fasteners]

b. [Measurement for layout of replacement posts]

c. [Operate power equipment—hoist/auger/loader]

d. [Knowledge of traffic control requirements and procedures]

e. [Lift rail sections and align them with holes]

f. [Others…]

Does Steve have the ability (born with), knowledge (learned), and skill (practice) to complete thistask? Circle one response: [No "set" answers]

Ability: yes probably probably not no

Knowledge: yes probably probably not no

Skill: yes probably probably not no

Does Steve have the capability (ability, knowledge, skill) to successfully complete this task?[No "set" answer]

yes no

OPTIONAL EXERCISE: Task Requirements and Abilities, Knowledge, and Skills



If a worker is capable of performing a task, will he or she be rewarded by performing the work? For thetask of installing new guardrail posts, indicate the internal rewards that are offered. Then match themwith what Steve wants from his job. Examples of internal rewards are: a feeling of accomplishment,doing something important, being able to see completed work, and so forth.

Individual Wants of Steve Internal Rewards from Installing Guardrail Posts

1. To be productive A. [Completed work is visible]

2. To see the completed work B. [Operate equipment—improve skill]

3. To perform a variety of tasks C. [Important job activity]

4. To develop and use skills in operating D. [Can be involved in a variety of activities]and maintaining equipment.

E. [Satisfaction of goal achievement]

Will Steve be satisfactorily rewarded in performing this task? Circle one response: [Should be "yes,"as long as he's not restricted to performing only this task.]

Evaluate the match between Steve's ability, knowledge, and skills, and the task requirements forinstalling new guardrail posts. If necessary, could this individual be trained to create a better match? What tasks should each individual be assigned to perform? [Steve is a well-trained, effective employee.The one area he should be directed away from is traffic control because of his temper.]

Evaluate the match between Steve's needs and wants and the rewards associated with installing newguardrail posts. Could the rewards be changed to improve the match? [Steve enjoys fishing and playingsoftball. He plays in a league that has its games on Saturdays. Any opportunity for him to finish tasksbefore the weekend—so that there's no "threat" of having to put in overtime on game days—wouldlikely result in increased output.]

yes no


Workers must be able to answer the following questions in regard to directing maintenance activities.Where they cannot, the supervisor must provide the needed information. For the activity of guardrailrepair, indicate the information that should be provided by the supervisor.

WHAT:[Guardrail replacement]

WHO:[Entire crew or specific members]

WHERE:[Number or name of highway, road, or street; station number/milepost (and/or otherlocation information)]

WHEN:[Starting date (for example: "next Wednesday," "within the next two weeks," oras soon as you finish _______)]

OPTIONAL EXERCISE: Directin g



HOW (Methods):[Follow standard guardrail repair procedures. Inspect before starting to estimatematerials needed]

HOW (Resources):[Equipment—auger, backhoe, post driver, torque wrenchMaterials—25 new posts (plus 5 in reserve); 10 new sections of guardrail;sufficient quantities of bolts, nuts, and washers]

WHY:[Scheduled maintenance or replacement of damaged sections]

HOW LONG:[Three days]

SAFETY REQUIREMENTS:[Personal protective equipment (PPE), two flaggers with radios, traffic diversion tosingle lane for 1500 feet]


For the activity of guardrail replacement, provide the following information:

RESOURCE QUANTITY

Information

1. [Guardrail specifications] [1]

2. [Location/inspection data] [1]

3.

Hand Tools

1. [Standard hand tools on truck]

2.

3.

Equipment

1. [Backhoe/auger, etc.]

2.

3.

Labor

1. [Equipment operator] [1]

2. [Laborer] [3]

3. [Flagger] [2]

Materials

1. [New guardrails] [10 sections]

2. [New posts] [25*]

3. [New fasteners] [200]

Protective Equipment

1. [Hardhats, boots, safety glasses/goggles, ear plugs, gloves] [Enough for all]

2. [Traffic control items—advance warning signs, traffic cones, etc.] [Enough for reqts.]

3.

OPTIONAL EXERCISE: Facilitatin g

*Five of these are spares to be used as needed.

steps to improve performance: select, direct, and … › programs › trns-maint-train › ...6-4...

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