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Performance Thinking > Behaviour Influences > Flashcards

Behaviour Influences Flashcards

1
Q

What 7 considerations should be made when Analysing, Brainstorming and Choosing EXPECTATIONS?

A

Sources? From what or whom?
Criteria, measures, standards?
Clarity?
Consistency?
All levels?
Aligned with consequences?

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2
Q

What 10 considerations should be made when Analysing, Brainstorming and Choosing FEEDBACK?

A

Sources?
From whom or what?
Clarity?
Consistency?
Confusion?
Immediacy?
Frequency?
Pos/Neg?
Constructive?
Specific?

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3
Q

What 14 considerations should be made when Analysing, Brainstorming and Choosing TOOLS and RESOURCES?

A

Tools, job aids, reference materials?
Ease of use?
Ergonomics?
Job design?
Team design?
Workflow?
Processes?
Work space?
Sufficient time?
Enough good supplies/materials?
People?
Sufficient staff available?
Managers as coaches?
Experts?

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4
Q

What are 10 examples of the types of things we might look at when Analysing, Brainstorming and Choosing CONSEQUENCES and INCENTIVES?

A

Consequences for good performance?
Consequences for bad performance?
Work output = Consequence?
Natural or intrinsic consequences?
Tangible incentives and rewards?
Social consequences?
Advancement?
Motivating feedback?
Processes or tools punishing to use?
Unintended negative consequences?

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5
Q

What are 11 examples of things we might look at when Analysing, Brainstorming and Choosing SKILLS AND KNOWLEDGE?

A

Necessary skills and knowledge?
Job aids that teach skills/knowledge?
Needs practice to achieve fluency?
Not fluent using tools and materials?
Ways to develop?
Learning path?
“Best practices” from others?
Mentor?
Coach?
Model?
From reference materials?

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6
Q

What are 6 examples of things we might look at when Analysing, Brainstorming and Choosing SELECTION AND ASSIGNMENT?

A

Right people on the job?
Characteristics needed for the job?
Task assignments fit individuals?
Alignment with personal goals?
Clear selection criteria?
Systematic selection methods?

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7
Q

Which behaviour influences category or categories do we care about the source - from what or whom they come? (during ABC)

A

Expectations and Feedback

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8
Q

Which behaviour influences category or categories require clarity?

A

Expectations and Feedback

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9
Q

Which behaviour influences category or categories require consistency?

A

Expectations and Feedback

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10
Q

Which behaviour influences category or categories do we care about the frequency?

A

Feedback

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11
Q

Which behaviour influences category or categories do we care about whether it’s aligned with consequences?

A

Expectations

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12
Q

Which behaviour influences category or categories do we care about whether it’s constructive?

A

Feedback

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13
Q

Which behaviour influences category or categories do we care about alignment with personal goals?

A

Selection and Assignment

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14
Q

Which behaviour influences category or categories do we care about whether a performer is fluent using tools and resources?

A

Skills and Knowledge

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15
Q

Which behaviour influences category or categories do we care about whether the performer has enough time to get the job done?

A

Tools and Resources

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16
Q

Which behaviour influences category or categories do we care about whether the performer has job design and team design that supports them?

A

Tools and Resources

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17
Q

Which behaviour influences category or categories do we care about whether the performer has social consequences?

A

Consequences and Incentives

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18
Q

Which behaviour influences category or categories do we care about whether there are consequences for good and poor performance?

A

Consequences and incentives

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19
Q

Which behaviour influences category or categories do we care about whether processes or tools are punishing to use?

A

Consequences and incentives

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20
Q

Which behaviour influences category or categories do we care about whether the performer has positive connections with co-workers and managers/leaders?

A

Motives and preferences

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21
Q

Which behaviour influences category or categories do we care about whether the performer has specific task assignments that fit with them as individuals (in terms of capacity and preference)?

A

Selection and assignment

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22
Q

Which behaviour influences category or categories do we care about whether the performer has managers as coaches?

A

Tools and resources

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23
Q

Which behaviour influences category or categories do we care about whether the performer has processes to follow?

A

Tools and resources

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24
Q

Which behaviour influences category or categories do we care about whether the performer has good ergonomics?

A

Tools and resources

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25
Q

Which behaviour influences category or categories do we care about whether the performer has good work flow?

A

Tools and resources

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26
Q

Which behaviour influences category or categories do we care about whether the performer has access to experts?

A

Tools and resources

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27
Q

Which behaviour influences category or categories do we care about whether the performer has motivating feedback?

A

Consequences and incentives

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28
Q

Which behaviour influences category or categories do we care about whether the performer has access to career advancement?

A

Consequences and incentives

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29
Q

Which behaviour influences category or categories do we care about whether the performer has unintended negative consequences?

A

Consequences and incentives

30
Q

Which behaviour influences category or categories do we care about whether the performer has communication preferences?

A

Motives and preferences

31
Q

Which behaviour influences category or categories do we care about whether the performer needs practice to achieve fluency?

A

Skills and Knowledge

32
Q

Which behaviour influences category or categories do we care about whether the performer has a learning path?

A

Skills and knowledge

33
Q

Which behaviour influences category or categories do we care about whether the performer has a coach, mentor and/or model?

A

Skills and knowledge

34
Q

Which behaviour influences category or categories do we care about whether the performer has ways to learn - inc job aids that teach skills/knowledge and/or reference materials?

A

Skills and knowledge (and Tools and Resources)

35
Q

Which behaviour influences category or categories do we care about whether the performer has the necessary skills and knowledge to do the job?

A

Skills and knowledge

36
Q

Which behaviour influences category or categories do we care about whether the performer has enough good supplies/materials?

A

Tools and resources

37
Q

Which behaviour influences category or categories do we care about whether there are sufficient staff available?

A

Tools and resources

38
Q

Which behaviour influences category or categories do we care about whether there are criteria, measures and standards?

A

Expectations

39
Q

Which behaviour influences category or categories do we care about what levels it comes from - and whether it comes from all levels?

A

Expectations

40
Q

Which behaviour influences category or categories do we care about whether it is clear or confusing?

A

Expectations and feedback

41
Q

Which behaviour influences category or categories do we care about whether it is specific?

A

Feedback

42
Q

Which behaviour influences category or categories do we care about whether it is constructive?

A

Feedback

43
Q

Which behaviour influences category or categories do we care about it has a 5:1 ratio?

A

Feedback (Positive to negative feedback)

44
Q

Which behaviour influences category or categories do we care about whether the work output IS a consequence?

A

Consequences and incentives

45
Q

Which behaviour influences category or categories do we care about there are tangible incentives and rewards?

A

Consequences and incentives

46
Q

Which behaviour influences category or categories do we care about whether the performer fits with the organisational values?

A

Motives and preferences

47
Q

Which behaviour influences category or categories do we care about whether the performers are engaged?

A

Motives and preferences

48
Q

[Box 1] Expectations should be aligned with…

A

Consequences

49
Q

[Box 1] Performers should be provided with …. [what 2 things] … in relation to expected work outputs?

A

Descriptions and measures

50
Q

[Box 1] Ongoing measurement should be provided/used as….what?

A

Feedback

51
Q

Performers should be offered feedback that is what five things to support how they are performing against expectations?

A

Relevant, timely, frequent, positive and specific

52
Q

Models or examples of expected work outputs and behaviour should be provided as part of box what?

A

1

53
Q

What five (broad) types of tools and resources should be in place to support optimal work outputs, efficiency and comfort while working?

A

Tools, resources, time, materials, and physical environment

54
Q

Reference tools and information resources should be what 2 things?

A

Easy to use and contain the right information

55
Q

It’s important that performers have the opportunity to learn in means that are the most {what two means}?

A

Efficient and effective

56
Q

It doesn’t work when descriptions and measures of work outputs are… [what three things]?

A

Poor, contradictory or absurd

57
Q

It doesn’t work when information and expectations about how to do the job are [what three things]?

A

Fuzzy, absent or conflicting

58
Q

Too many different expectations, conflicting expectations or lack of clear priorities or goals are examples of …

A

Negative behaviour influences in Box 1

59
Q

If people are informally punished for doing the right thing, this is an example of…

A

Negative behaviour influence in box 3

60
Q

What 9 things can leaders and managers to do day-to-day to influence and support Box 1 (Expectations and Feedback)?

A
  • Articulate a vision
  • Link vision to strategy, and daily activity to work outputs and business results
  • Set clear goals and define expectations
  • Align expectations up/down
  • Lead by example and model values
  • Share meaningful metrics for feedback
  • Give and teach timely frequent feedback
  • Provide suggestions for improvement
  • Have at least 5:1 pos-to-neg feedbacks.
61
Q

What 8 things can leaders and managers to do day-to-day to influence and support Box 2 (Tools and Resources)?

A
  • Improve processes and work flow
  • Demand easy-to-use tools and resources
  • Actively support knowledge sharing, job aids, useable SOP’s and reference tools
  • Be accessible as a resource
  • Coach and support others to be mentors and leaders
  • Learn from exemplary performers
  • Ensure realistic time allocation
  • Remove obstacles to performance
62
Q

What 6 things can leaders and managers to do day-to-day to influence and support Box 3 (Consequences and Incentives)?

A
  • Reward what you say that you expect
  • Recognise desired behaviour often
  • Use and encourage recognition and praise for excellent behaviour and outputs
  • Use 5:1 more positive than negative feedbacks and consequences
  • Provide development opportunities to reward excellence and advancement
  • Ensure there are consequences for unacceptable behaviour
63
Q

What 6 things can leaders and managers to do day-to-day to influence and support Box 4 (Skills and Knowledge)?

A
  • Don’t assume that training is the solution - look at the other boxes
  • Provide clear expectations and frequent feedback to build skills and knowledge
  • Find non-training ways to increase employee’s skills and knowledge
  • Provide practice to achieve fluency
  • Leverage job aids and reference tools for development
  • Develop and “export” talent
64
Q

What 4 thing can leaders and managers to do day-to-day to influence and support Box 5 (Selection and Assignment)?

A
  • Clearly define performance requirements and values in job descriptions or the equivalent
  • Use behavioural interviewing along with crisp job descriptions for hiring
  • Don’t allow promotions or reorganisations to place people in the wrong jobs
  • Assign people in the same job titles to tasks or projects for which they are best suited
65
Q

What 5 things can leaders and managers to do day-to-day to influence and support Box 6 (Motives and Preferences)?

A
  • Find out and use what people prefer, what motivates and engages them
  • Watch for employee energy and engagement as an indicator of how well you’re leading and managing
  • Adapt management style to the person or situation
  • Make fulfillment of individual potential a company value
  • Filter what you do in boxes 1-5 through motives and preferences
66
Q

“An expectation is only successful if…

A

… a performer can tell you what it is!”

67
Q

What five questions can you ask about Box 1?

A
  • How do you receive expectations?
  • How do you communicate expectations to others?
  • How do you receive feedback?
  • How do you communicate feedback to others?
  • Is it always effective? If not, why not?
68
Q

What are some examples of expectations and feedback?

A

Expectations
- Job descriptions
- Criteria
- Using examples as models
- Employee handbook
- Performance objectives, KPI’s and goals
- Checklists
- Leader as model
- Role modelling
Feedback
- Performance feedback reports, graphs and sessions (with manager)
- Feedback and measures built into the environment (e.g., Performance Boards)
- Informal coaching and “culture” in which other people sets expectations (not always in the best ways!)
- Visual Management tools
- Successes made public
- Positive feedback about specific things done well.
- Comments about performance connected with a consequence (e.g, invitation to lunch, project)
-

-

69
Q

What is an example of a “Two-fer” or “Three-fer”?

A

A job aid, depending on design can:
- be a tool (Box 2)
- set expectations (Box 1)
- when used repeatedly, be a cost-effective way to gain skills and knowledge (Box 4)

70
Q

A good leader or manager “lives” in Box what?

A

2

71
Q

What is a managers job?

A

To manage the behaviour influences of others

72
Q

Examples of ineffective consequences and incentives include …. (3 things)

A
  • Bonuses not tied to specific behaviour
  • Non-contingent prizes and awards
  • Non-specific celebrations

Performance Thinking (2 decks)

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