Time & Performance Improvement

The concept of time showed up in several of our readings during Module Three. In the past, I have listed time as a resource, but resources are usually considered to be external rather than internal to the worker, and I believe it can be both. Were it to be added to an HPT model, time would circle around the entire model, as it can affect every component.

Regarding mentoring, Cowan (2009) states, ““Time is another factor that warrants discussion. Fast pace and long hours that signify today’s work world can make it difficult to find sufficient time for exchanges between mentor and mentee” (p. 633). Time has value thus making time to mentor someone means you are investing something valuable in their development. Compounding the gift of time along with the gift of advice and counsel reinforces the psychological support of mentoring and leads to increased self-concept, motivation, and job satisfaction (p.629).

Additionally, engaging in a mentorship program or relationship at the right timing can maximize these outcomes, particularly when the mentee is a junior employee of the organization and has years ahead to benefit from the career guidance (p. 613).

One benefit of mentoring is the feedback one receives, which is usually informal and timely. However, the 360-degree Feedback assessment that Kutcher, Donovan, and Lorenzet (2009) discuss is a more formal performance evaluation. The timing of these formal affairs is often once a year. The authors affirm that “all employees require feedback – accurate and regular information about what they are doing correctly and what they could be doing differently” (p. 221). Feedback given once a year is not regular.

Kutcher, et al, recommend assessing performance “with an aim of reinforcing their strengths and identifying areas in which development is needed” and state this can be accomplished “by having multiple witnesses to each employee’s behavior complete an evaluation form” (p.222-223). Timeliness of feedback is important because it refers to an example of behavior that is fresh in the minds of both the performer and the evaluator. When feedback is “stored” in one’s memory and then accessed again when the witness is filling out an evaluation form, the immediacy and accuracy of the feedback is lost. When an employee seeks continuous improvement, having access to timely feedback is as important as having access to information.

Information, too, has a time factor. Lane (2009) quotes David Merrill defining a performance aid as, “a performance tool that provides information during the performance of a task that the performer needs to complete the task” (Merrill, 1992, as cited in Lane, 2009, p. 348). It’s important that it’s provided during the performance of the task. Lane used the example of a GPS – with a GPS it’s important to have the direction to turn at the right time; not too early and certainly not late. However, perhaps the ideal timing is not always during the performance of the task. Take the example of the passenger airline safety cards; it’s better to read that information before needing the information rather than during the moment of panic, chaos, and fear, especially since the information is not likely to change from the time of take-off to the time when such tasks may need to be performed.

Time is also a key factor in determining when an EPSS is the appropriate performance improvement solution. Nguyen (2009) states that “by providing support at the moment of need, performance technologists can rely on EPSS to be a powerful intervention to address a broad range of performance problems” (p. 339). Additionally, if the information provided by the EPSS is time-sensitive or updated often, then it’s easier to update the EPPS than a job aid or off-line performance aid.

Time is an important component of performance improvement and, because time is usually a component of organizational goals (ex. gain X customers by X date), considering time in the overall performance improvement intervention aligns the solution with organizational goals.

Resources

Cowan, S. L. (2009). Mentoring. In R. Watkins & D. Leigh (Eds.) Handbook of improving performance in the workplace: The handbook of selecting and implementing performance interventions. (pp. 221-250). San Francisco, CA: Pfeiffer. https://boisestate.eblib.com/atron/FullRecord.aspx?p=468975

Kutcher, E., Donovan, J., & Lorenzet, S. J. (2009). 360-degree feedback. In R. Watkins & D. Leigh (Eds.) Handbook of improving performance in the workplace: The handbook of selecting and implementing performance interventions. (pp. 221-250). San Francisco, CA: Pfeiffer. https://boisestate.eblib.com/atron/FullRecord.aspx?p=468975

Lane, M. (2009). Performance aids. In R. Watkins & D. Leigh (Eds.) Handbook of improving performance in the workplace: The handbook of selecting and implementing performance interventions. (pp. 344-365). San Francisco, CA: Pfeiffer. https://boisestate.eblib.com/atron/FullRecord.aspx?p=468975

Nguyen, F. (2009). Electronic performance support systems. In R. Watkins & D. Leigh (Eds.) Handbook of improving performance in the workplace: The handbook of selecting and implementing performance interventions. (pp. 325-343). San Francisco, CA: Pfeiffer. https://boisestate.eblib.com/atron/FullRecord.aspx?p=468975ght for right now. Later will take care of itself. It always does.