| Factor |
Questions to ask |
Example—Factor in Place |
Example—Factor not in Place |
| Information: Expectations |
 |
Do people know what is expected of them? In exact, unambiguous, did-or-didn’t,
cannot-argue-about-it language? |
|
Do they know the five W’s/two H’s (who, what,
when, where, why, how, how-much) of your expectations? |
|
Can they tell doing it right from doing it wrong? |
|
Can the people repeat back to you your expectations, and have you
say, “That is right!”? |
|
Specific procedures are made known to providers: “When covering methods
with clients, discuss at least four methods available at our clinic.” |
Providers are told to “deliver high-quality client care.” |
| Information: Feedback |
|
Do they know how well they are doing against the expectations you
have set? |
|
Is the information accurate (and would everyone agree it is)? |
|
Is the feedback understandable to them? |
|
Is the feedback tied to something over which they have control (i.e.,
their own performance)? |
|
Provider receives feedback:
|
“You discussed at least four available methods with your clients
90 percent of the time.” |
|
“Your customer satisfaction survey ratings are at 98 percent.” |
|
Providers are told:
|
“I think you need to improve your attitude with your clients.” |
|
“Your clients don't seem to like coming to see you.” |
|
| Tools/ Environment |
|
Do people have all the items they need to do their job? |
|
Are there better tools available to you? |
|
Is the environment helping or hindering getting the performance you want? |
|
Is there a specific link between the performance and the items that
comes to mind? |
|
Providers have access to a private space that is equipped with samples
of all six methods available at our clinic and the appropriate patient education
materials. |
Samples are locked in the storeroom so no one will steal them (inaccessible
to the providers and clients). |
| Incentives |
|
If they do it right, does the job get a lot harder (disincentive)? |
|
If they do it right, does anything improve? |
|
If both are true, is the “balance” in favor of doing it right? |
|
If they do it right (or wrong), does anyone notice? |
|
Are incentives contingent on the performance? |
|
When the supervisor observes the provider covering at least four methods
with a client, the client receives feedback and the manager says, “Thank
you—good job.” |
When the provider covers at least four methods with a client, nobody notices,
and the provider has to work overtime because of taking longer with each
person. |
| Organizational Support |
|
Are the organizational systems conducive to good performance? |
|
Does adherence to policies and procedures allow good performance? |
|
Do on-site supervisors support effective provider behavior (through
modeling, counseling, etc.)? |
|
Is there an organization mission and/or clinic goal known by all? |
|
Do all parts of the organization work toward the same goals? |
|
Providers are scheduled so that more are present at peak client load times. |
There are times when providers have no clients to see and times when the
line for services becomes so long that clients leave. |
| Skills and Knowledge |
|
Could they do it right for $1m? (If so, they already have the skills
and knowledge—do not train.) |
|
Does the exemplary performer have a “secret trick” that
no one else knows? |
|
The providers know all six methods available at our clinic. |
The provider only knows three of the available methods. |
