| Is there a standard cure for every performance | | | | that are impeding their progress. Involve |
| gap? When your organization detects areas it | | | | everyone in identifying them, and prioritize them |
| wants to improve, it's critical to prescribe the right | | | | for correction. These issues could account for |
| remedy for each situation. This article explores | | | | about 85% of poor organizational performance: |
| two ways of many to close achievement gaps, | | | | 1. Troubleshoot any clogged communications that |
| using 1) training and 2) organizational tune-ups to | | | | delay or distort important broadcasts. These could |
| remove "burning hassles" and obstacles that | | | | be dragging down both productivity and morale. |
| hinder productivity. | | | | When you communicate via meetings, use |
| Is there a standard cure for every performance | | | | agendas and summaries to avoid meeting hassles. |
| gap? When your organization detects areas it | | | | 2. Identify missing information, such as |
| wants to improve, it's critical to prescribe the right | | | | nonexistent, incomplete, outdated, or inaccurate |
| remedy for each situation. Otherwise, it's very | | | | meeting summaries, procedures, standards, |
| tempting to view every symptom as a nail | | | | schedules, facts, or data needed to do a job. |
| because you just happen to have a hammer | | | | Supply the information as soon as possible, and be |
| handy! | | | | sure to maintain it regularly. |
| This article explores two ways of many to close | | | | 3. Be alert for poor cooperation from managers, |
| achievement gaps using training and organizational | | | | peers, or suppliers. And by all means, please don't |
| tune-ups to remove "burning hassles" and | | | | "shoot the messenger" when people report these |
| obstacles that hinder productivity. | | | | problems! |
| Training: A Powerful Solution When Appropriate | | | | 4. Investigate any absent or inadequate tools, |
| Training is the "how-to" information people need | | | | equipment, resources, space, lighting, supplies, or |
| to perform effectively on the job. (This presumes | | | | any inherent constraints in the workflow that |
| that their natural talents are a good fit for their | | | | would naturally limit the rate of throughput. Such |
| job responsibilities. If not, a job reassignment | | | | conditions can seriously reduce the ability to do |
| might be in order.) People usually need training | | | | one's job. |
| when they: | | | | 5. Flag uncalibrated machines or uncontrolled |
| -- Are brand new on the job | | | | processes that may be causing unnecessary |
| -- Need to develop proficiency on new or more | | | | variability in product quality. These issues are |
| advanced procedures | | | | often beyond the individual worker's control. |
| -- Require a brush-up on industry changes, or | | | | 6. Uncover overly complex procedures that can |
| -- Need to refresh forgotten skills | | | | be simplified, automated, or even eliminated. The |
| How do you know whether people already | | | | simpler you can make your processes, the better! |
| possess the job knowledge they need? | | | | 7. Correct any work environments or conditions |
| Dr. Robert Mager suggests that if people could | | | | that are problematic or unsafe. Do everything |
| perform the tasks if their lives depended on it, | | | | possible to avoid accidents and liability concerns. |
| they already have the knowledge to do the job. | | | | 8. Recognize where task support ought to be |
| They might, however, need more practice, other | | | | coming from supervision, job aids, quick reference |
| kinds of information, or resources, such as: | | | | guides, or online assistance. If it's missing, supply it! |
| 1. A clearer understanding of what is expected of | | | | 9. Look for and reduce extreme work pressure |
| them. For example, they might need better | | | | due to unattainable deadlines or workloads. People |
| access to, or more knowledge of, standards that | | | | can't sustain their productivity under these |
| would tell them exactly how well to perform the | | | | conditions. |
| work in each case. This is critical in industries | | | | 10. Be sure people have regular, complete |
| where several levels of rules and regulations | | | | feedback on work-related quality, including timely |
| govern quality requirements for various | | | | access to data about customer desires and |
| processes. | | | | concerns. |
| 2. Electronic support systems that can provide | | | | 11. Sort out any conflicting priorities or directions |
| many procedural details, data entry tools, | | | | from management, especially when people work |
| calculations, or even expert advice -- especially | | | | on multiple projects. Also be sure people have the |
| crucial for complex, rapidly changing industries. | | | | authority as well as the responsibility to do what's |
| 3. Supervised practice and feedback. Supervised | | | | expected of them. |
| practice can significantly enhance the proficiency | | | | 12. Align consequences in the organization. This |
| and effectiveness of your personnel when it | | | | includes ensuring that no one discourages people |
| includes timely, constructive feedback. | | | | from doing what needs to be done, while also |
| 4. Just-in-time facilitated workshops. This approach | | | | encouraging the behaviors, actions, attitudes, and |
| combines training and live practice, using the | | | | results that you do want to see. |
| participants' job-related projects as case studies. | | | | In conclusion, if people have true skill deficiencies |
| The workshops reinforce what participants are | | | | or not enough job practice, you would remedy |
| learning by helping them apply the new skills | | | | those through training and/or more task |
| directly to their jobs. | | | | repetition. But if people already know how to do |
| Organizational Tune-ups: Removing Obstacles to | | | | their jobs and are facing roadblocks, you would |
| Success | | | | perform an organizational tune-up to get rid of |
| If people already know how to do their jobs and | | | | the headaches! |
| yet aren't producing as desired, look for obstacles | | | | |