IM Chapter 3 - New York State Department of Transportation...come in a variety of types. Some needs must be satisfied before others. People are motivated to satisfy their needs. The

Instructor’s Manual 3-1Tools for Peak Performance

Chapter Three

Individual Needs

Instructor Information

DURATION Intro/VideoDelivery/ 15 minutesDiscussions 60 minutesExercise 3.1 15 minutesExercise 3.2 30 minutes

120 minutes

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—Meet The Crew

Exercise 3.3—Subordinate Profile

Suggested: Posters of fictional crew members

Exercise 3.1—Worker Behavior (short small group activity)

Exercise 3.2—Creating Your Profile (self-profile)

Optional: None

OBJECTIVES 1) Distinguish between needs and wants2) Establish relationship between improved performance and the matching of

worker’s needs to job activities3) Learn to assess needs and wants

TASKS 1) Define types of needs2) Explain the difference between needs and wants3) Relate needs and wants to behavior4) Develop a needs profile

3-2 Individual Needs

RECOMMENDED APPROACH

Overview

Chapter 2 laid the first part of the foundation—the organization. Chapter 3 completes the foundation byadding the worker/crew member to the mix. While the organization is the controlling factor in determin-ing why and how we motivate, the individual worker will be the final judge on whether our motivatingtechniques work. To borrow a baseball analogy, with “Organizational Requirements,” we defined thestadium, set the ground rules, and introduced the front office. Now, with “Individual Needs,” we intro-duce the players and check the scouting reports.

This chapter shows the participants that (a) all workers have a different set of needs and desires, (b)each worker is motivated by different actions, and (c) an effective motivator can recognize and takeadvantage of these differences. It also shows how to develop a worker profile.

In this chapter we get our first look at the “Crew.” We developed a fictional crew to provide a vehicle forapplying and practicing the concepts presented in the course. The crew members are presented in ananonymous, faceless fashion focusing only on their behavior and history. This helps the participants relatebetter to the characters. We have discovered that course participants tend to mentally replace the silhou-ettes with the faces of people they know or have worked with in the past. This personalizes and custom-izes a major part of the course, resulting in greatly increased retention.

These fictional crew members are key to the success of the course. They provide the participants withopportunity to apply these concepts and techniques to familiar characters, in familiar sittings, and underfamiliar conditions. At the same time, they provide you with the a way to assess the participants’ level ofunderstanding. Ask them if they’ve ever worked with anyone like Steve/Marie/etc. Ask them to giveexamples of the difficulties and how they did or did not deal with them. Applying the course material tothe characters frames it in a more understandable and useful light.

Key Issues

1) While the Organization requires four things from its people, the individual may want or require anynumber of things from their job and the organization.

2) Needs—we all have them. They can be classified into four basic categories: basic, social, growthand self-esteem. Those of you who are thinking Maslow, yes, we have changed and consolidateda bit. The point here is not theories, but to focus on the process. People have needs and the needscome in a variety of types. Some needs must be satisfied before others. People are motivated tosatisfy their needs. The key concept here is all needs are very subjective, personalized items. Youshould never use your own personal needs to determine another’s needs.

3) Wants—the things people identify as a means to satisfy their needs. Wants are always identifiable,while the needs may not be. This explains why sometimes after obtaining the “Want,” we are stillnot satisfied. We have chosen the wrong “Want” and the underlying “Need” is still there.

4) Needs/Wants continually change—stress this point. This is not a one time endeavor. Thingschange, people grow, some needs get satisfied, some disappear, and new needs arise.

5) Self-profile—by first profiling someone they know well, they will gain a better understanding ofthe process and the insights it can provide.

6) Crew-profiles—this is a mission critical task. You will be assigning each small group a “crewmember” to profile and for the remainder of the course they will be the “expert” on that crewmember. This whole process should be fun so introduce it that way. If they come up with a


National Cooperative Highway Research Program

different perspective on a crew member than you have, and they can support it, let the partici-pants run with it. Maybe they saw something no one else noticed. If they are way off base, theyshould see the error in their ways as you present the rest of the course.

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 recap/transition from Chapter 2 to Chapter 3.

3) Review the “Meet the Crew” videotape and crew member background sheets. The backgroundsheets come directly from the video, but they are there so you can make notes on them for laterreference.

4) Review “The Crew Strikes Back” pages. These are rebuttals to Nick’s perspective by each crewmember—the rest of the story, so to speak.

5) Review “Meet the Crew” and “The Crew Fights Back” until you know these characters like theback of your hand. The rest of the course is built around them. The more you can refer to thesecharacters, the more enjoyable the course will be. Have fun with it. We have given you justenough character details to make them interesting. In some cases, there may be excess detailswhich do more to muddy the waters then to help solve the problem. In others, you may perceivethere to be a lack of details. This may leave you to make an educated guess at the solution—justlike life. If there areas or issues you feel may need more explanation, explore them with yourclass. But, keep it course-centered. You do not want to burn a lot of time discussing unrelatedcharacter aspects.

6) Complete your own self-profile. By doing Exercise 3.2 for yourself, you will be better preparedfor any confusion the participants may have. And, doing it ahead of time will free you up forquestions.

7) If you are going to use the bucket analogy (Transparencies 3.18—3.24), you will need to gothrough it a few times to get down the timing.


Read through the objectives and transition from Chapter 2 to Chapter 3.

Transparency 3.1

3.1 Objectives



Transparency 3.2

Display just the title of Transparency 3.2 and ask the question. If you are using the PowerPointpresentation, this slide is set up as a two-stage build. Accept any answers and move the discus-sion towards money being not the only motivator.

Has anyone heard of somebody who won millions of dollars in the

lottery, then went right back to work the next Monday? (Pause for

reactions.) Believe it or not, it happens. Some people—no, many

people, or maybe even most—get a great deal of satisfaction out

of their work. And when you think about it, it makes sense.

3.2 Why


[Reveal the rest of Transparency 3.2.]Some people just enjoy work for work. Some of the things people get from work include: moneyfor food and shelter, opportunities to learn new things and meet new people, and pride. Use thisas a bridge to the chapter objectives.

Think about this quotation by Theodore Roosevelt: “Far and away

the best prize that life offers is the chance to work hard at work

worth doing.” That says a lot, in just a few words.

Work can satisfy a lot of needs for people. Start with money. We

all need enough paycheck to cover the rent or the mortgage, food,

clothing, transportation, and so on—the basics. Then, most people

have friends at work, and they become important to us. If the

circumstances are right, we’re constantly learning new things—

and if we really are doing work that’s worth doing, we can take a

lot of pride in doing it right —doing something that nobody else

can do quite as well as we can.

Transparency 3.2

3.2 Why



Transparency 3.3

Stress that everybody has his or her own unique set of needs and a “yardstick” for measuringthese needs.

Ask the participants to write down some things they want from their jobs. We’ll refer back to thislist after they complete Exercise 3.2.

But even though we all have them, some people’s needs are quite

different from others’. For instance, how much money do you need

to satisfy your basic needs? Would you be satisfied with what I

consider enough?

Write down a few things you get now or you’d like to get from

your job in the future. You can use the space provided for notes

under Transparency 3.2. Take a couple of minutes to think about

it; we’ll be referring back to these answers later.

3.3 Why You

[2:00 mins.]


This video sets the foundation for most of the next three or four chapters, so it is vital that youintroduce it and prepare the participants. This video and the ones that follow were designed toengage the viewer in an attempt to help a fictional crew leader improve his team’s productivity. Todo this, the viewers must listen closely, be observant, ask questions, and pay attention todetails—all the same things they’ll need to do to successfully motivate their own crews.

When you read the introduction, have fun with it. Give it some life to peak the participants’interest. You’ll need to stress the last part without being too obvious.

The videotape that I’m setting up now will introduce you to the

crew that we’ll be discussing. There’s no need to take notes on

anything, because rather thorough descriptions of all the crew

members are included in your Workbook .

Before I start the tape, let me set the stage for you.

Nick Steele is a crew leader. Worked his way up from pushing

brooms and shovels. He’s proud of that fact too.

Well, it’s been a few years now, and, although he still enjoys it,

he’s come to learn there’s more to being a crew leader than mak-

ing sure the truck’s got the right tools and passing out work as-

signments. Right now he’s having a heck of a time getting his

crew to maintain a good level of productivity.

Meet the Crew

10 mins.

!

Transparency 3.4



Your job is to help Nick motivate his crew and increase their pro-

ductivity. So, get as much information from him as possible, but

be careful, some of his information may not be accurate. After all,

if Nick had all the answers, he wouldn’t need your help.

Everything “Nick” says about the crew is printed on the crew data sheets in the Participant’sWorkbook. The thing to remember is, this is only Nick’s side of the story. If the participants donot pick this up right away, don’t point it out—at least not yet. There is a discussion guide to helpyou follow up after the video.

The following five pages are supplied simply to show you what is in the Participant’s Workbookand to provide you with the background information on the crew. These data sheets only providethe crew leader’s perspective. Later in the chapter there is a rebuttal from each crew member in”The Crew Fights Back.”

One of the things you’ll be stressing is crew leaders should not just assume to “know” the needsof the crew. They should, instead, gather clues from the things their people say and do. Leadersshould keep their ears open and talk with their crew. If the participants ask about the crew’s sideof the story or how they’re supposed to know what the crew members really want, before you getto “The Crew Fights Back” section, go ahead and refer them to it.

Transparency 3.4

!


TY

Basic Information

Laborer

Age: 33

Marital Status: Married

Children: 3 (boy 8, girl 6, girl 2)

Years of service: 6

Education: High School

Attendance Record:

Past Month Past Year

Late 0 0

Absent 0 0

Nick's Words On Ty

Ty's the best of the bunch. He's been with me about 5 years or so. We work well together. A lot of timeshe's a step ahead of me. He'll have the truck loaded and ready to go before the rest of the crew is evenhere. And on the job, he's that way too-if he knows what needs to be done, he's on it. He doesn't waitaround for me to tell him what to do. There's not a job he can't do well—with the exception of runningheavy equipment. But I guess you can't ask for everything. I mean he does have a family.

Ty's family is his life. As much as he enjoys his job, it always comes second to his family. A wife andthree kids ... his son's the oldest. They're always fishing, playing ball, camping. Ty once told me his fatherdied when he was real young so he was making sure his kids have a dad who is able to do things withthem. That's why I try to make sure I don't put too much on him, you know, like a lot of weekend work.Like when I tried to get him some equipment training. They scheduled the course right in the middle ofthe beginning of little league. I didn't feel right asking Ty to sacrifice that just so I could have an extraequipment operator.

Ty's a great worker, so I try to look out for him. Heck, he's my right hand. I don't know what I'd dowithout him.



Alex

Basic Information

Laborer

Age: 28

Marital Status: Unknown

Children: Unknown

Years of service: 6 months

Education: Unknown

Attendance Record:


Late 12 25

Absent 0 0

Nick's Words On Alex

He's the new guy, in more ways than one. He just immigrated to the U.S. this year. Left his homeland insearch of the "American dream." I'll give him this much: he's a hard worker. Now, if we can just get bythe language barrier thing. To talk to him, you'd think he understands more English than he actually does.This can cause some problems and it has. I've told him he needs to improve his English and he says he'sworking on it. I think the language thing makes him a little paranoid too. He's not really mixing well withthe crew.

Alex supposedly has a background in construction, but you couldn't prove it from what I've seen. He hastrouble completing simple hand tool tasks even after he's told how. He does seem to be good withnumbers and keeping track of things. Once when the crew was unloading bagged calcium chloride for ajob, I asked how many were on the load and how many they'd taken. Alex was the only one who had aclue and he knew it instantly. The only other problem he has is, he's late a lot and I have no idea why. Asfar as I know he has no family, so that rules out scheduling problems.

On the social side, Alex does not mix well with the crew and can't take a joke. He seems paranoid attimes, but I feel this probably has a lot to do with Alex's problem with English. The only crew memberI've ever really seen him talk with is Ed.


Marie

Basic Information

Laborer

Age: 27

Marital Status: Divorced

Children: 2 (girl 10, boy 4)

Years of service: 1

Education: 11th Grade (working on GED)

Attendance Record:


Late 1 12

Absent 1 1

Nick's Words On Marie

Now there's a hard-nosed woman. ... I mean that in a good way.

Here's a lady who wakes up one day and finds herself a divorced, single parent of two with no job and noteven a high school diploma. Pretty scary situation, but she goes out and finds a job with good benefits,puts bread on the table, and even starts going to night classes for her GED. She's got backbone. And sheneeds it to work with this crew.

She seems to be surviving. She's been working for me about a year now and some of the guys still don'tlike it. For some of them it's a "chivalry" thing—they feel guilty letting a woman get down in a hole anddig. For others they just don't feel women can do the work. Me, I couldn't care less—either you can dothe work or you can't.

I'd say Marie is about average. I'm kind of limited on what I can assign her to do. I've had her doing a lotof sign repair and replacement and she's done well. But with other assignments she's had difficulties. Idon't expect her to have the physical strength of the rest of the crew, but I do expect her to be able tofollow instructions. A lot of times she'll just wait for someone to tell her what to do and then she doesn'talways do it very well.

In most cases she'll end up as flagger. I don't think she enjoys flagging, but who does. Happy or not, youcan't afford to do a lazy job on the flag—someone could get hurt.

I think the whole thing is an attitude problem—both her and the crew.

Overall, she seems to lack initiative. I don't think she really wants to learn highway maintenance. I thinkshe's here just to take care of her kids and I can respect that. The problem is, her kids often cause her tobe late or miss work entirely. Now, I understand childcare can be a problem; I just find it hard to schedulefor.



Ed

Basic Information

Heavy Equipment Operator/Truck Driver

Age: 60


Children: 3 (5 grandchildren)

Years of service: 40 (can retire any-time)

Education: 10th Grade (GED)

Attendance Record:


Late 0 0

Absent 0 1

Nick's Words On Ed

Ed's the patriarch of the crew.

He's been with the department for 40 years and has done more types of repairs and maintenance thananyone you'd ever meet. He's also seen more "new-and-improved-methods" than he'd care to remem-ber or you'd care to hear about. He's my chief advisor when we run into trouble, and he's also my humanmaintenance management and inventory system. He doesn't do much manual labor anymore, but he canstill operate any piece of heavy equipment with the best of them. A lot of times I'll have him just drive thetruck.

He's the "self-appointed" protector of the underdog. If there's anyone of the crew he feels is having aproblem, he's there to offer advice or show them an "Ed-tested-and-approved" method of whatever it isthey're trying to do. He's always trying to make sure everyone's getting along and in a good mood.

Ed could have his own crew, but he doesn't want one. He told me, he had his chances to move up throughthe organization, but didn't take them, for various reasons, and now he's too old for all the headaches andpaperwork. Says if he wanted aggravation he'd just stay home and play with his grandkids-at least thatwould be more fun.


Steve

Basic Information

Heavy Equipment Operator/Truck Driver

Age: 31


Children: 2 (girl 8, boy 4)

Years of service: 7

Education: 2 years junior college

Attendance Record:


Late 0 0

Absent 2 14

Nick's Words On Steve

Let me introduce you to Steve. The crew calls him “Swing.” He would like you to think its because heloves to play softball, but the truth is "Swing" is short for “Mood Swing.”

You never know from day to day what he's going to be like. Usually, his bad moods are just the quiet,grumbly, mean-faced type. But there are times ... well, a couple months back he had an “incident”—hethrew a rock at a passing car. The guy heckled him on one of his “bad” days.

Other than that, Steve's the perfect employee. ... No, really, he is. I could hardly ask for any betterqualifications—ex-SeaBee, task-oriented, can-do attitude, always on time, can operate just about any-thing with moving parts. When he's got his teeth into something, nobody can slow him down. But some-times he doesn't think far enough ahead and ends up without the proper tools or enough materials.

He's real old-school when it comes to the equipment-takes care if it like it was his own. That's why Edlikes him. He's always got them spotless and in tip-top shape, the best in the county. Last year he wasrecognized by the Department for his superior maintenance performance.

He can exhibit a real take-charge attitude, when he feels like it. The only problem is, you never knowwhen he's going to feel like it. His moodiness is mostly due to financial and childcare stresses at home.The way I understand it, his wife took some job at the hospital doing shift work to help with the bills. Onlything is, that leaves them in the lurch for baby-sitters. Weekdays are no problem, but nights and week-ends are hit-and-miss. Steve ends up covering a lot of those times—which has seriously limited his freetime. He really misses his softball and fishing ... but don't we all.



DISCUSSION GUIDELINE

“MEET THE CREW”

Time Limit: 5 minutes

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

1. Is Nick receptive to our help? Why?

NO He feels threatened.

He feels as though he has failed.

He feels it is not his job.

2. Can you identify with Nick?

3. Do you see any problems with the way Nick is handling his crew?

He gives Ty preferred treatment.

He seems to have an attitude concerning Marie.

He has no idea why Alex is late.

4. What, if anything, is he doing right?

He’s seeking help.

He seems to know some things about his people.

Note: Try to get everyone involved in the discussion, but keep it on track and watchyour time. There will be more opportunities to discuss Nick shortly.


A HYPOTHETICAL HIGHWAY MAINTENANCE CREW

Place the “head shot” poster boards in locations around the room where everyone in the groupcan see them.

Display Transparency 3.5 and discuss the bullets. Support the first bullet with a couple examplesfrom the video or ask the participants to do so. Use the second bullet to bridge to Exercise 3.1.This exercise can be completed either as a small group activity by using the instructions below oras a discussion guideline. If you choose the latter, drop the comment about splitting into groupsand tell the participants you will walk through it as a group.

To help you focus on how unique each individual is, let’s concen-

trate on just two crew members for now: Ty and Marie. This would

be Exercise 3.1 in your Workbook . It should be the next page.

We’ll split up into groups to discuss the two crew members in

terms of their likely behavior on the job, and determine what Ty

and Marie expect to get out of their jobs.

If you have not already divided the participants into small groups, now is the time. The group sizedepends, of course, on the number of people in the session. If it’s a small group, don’t bother tosplit them up. The optimum group size is 3 to 4.

Participants should refer to crew information in their Wookbooks for detailed information about Tyand Marie and discuss their likely behavior and job expectations. There are no definitive conclu-sions in this exercise; the main purpose is to focus the group’s attention on individual needs.

Transparency 3.5

3.5 Workers

!



DISCUSSION GUIDELINE

“WORKER BEHAVIOR”

Time Limit: 10 minutes

Purpose: To lead the participants to the issue of “Needs” and how they impact worker behavior.

1. Based on what we presently know about Ty and Marie, how would you compare/contrast their behav-ior or tendencies?

Use the examples in 3.1

2. If you found them to be different, how could this be explained?

They have different needs/circumstances.

3. What are some of these differences and how do they impact Nick’s productivity?

See Excerise 3.1, question #3

Note: Review the rest of Excerise 3.1 and use any questions or concepts you find useful.It is vital that you make the link between the members’ needs and the crew’s productivity, or lackthere of. Always bring participant comments back to this point. This is the basic premise of thecourse. If they do not see or understand this connection, they will see no value in the techniquesyou will be presenting.

Transparency 3.5


List the behaviors of two workers in our highway maintenance crew, Ty and Marie. Do you have a Ty or a Marie in your crew?

Ty Marie

Always on time Does not mix with crew

Always concerned with improvement Does not work with skill or efficiency

Self starter Often tardy

1. WELL-TRAINED, DESIRES TRAINING 1. NOT CONCERNED ABOUT WORKBEING RIGHT OR WRONG

2. ARRIVES EARLY FOR WORK 2. FIRST ONE TO "CALL IT A DAY"READY AT START TIME

3. CALLS IN IF DELAYED OR IF SICK 3. OFTEN CRITICIZES HARD WORKERSTALKS MORE THAN THEY WORK

4. CONCERNED ABOUT EQUIPMENT 4. OFTEN INITIATES HORSEPLAYCHECKS BEFORE/AFTER USE

5. APPLIES TRAINING, SAFETY, ETC. 5. IGNORES WORK PROCEDURES ORAVOIDS SHORTCUTS THAT INSTRUCTIONSREDUCE QUALITY

Continue to next page

EXERCISE 3.1: Worker Behavior



1. Study the responses and contrast the differences between these two workers. For example,Ty may be self motivated, needing minimum supervision, while Marie may always have to betold what to do. One volunteers and wants to help, while the other does not.

ONE IS A SELF STARTER -- THE OTHER NEEDS TO BE TOLD WHAT TO DOALL THE TIME

ONE TAKES PRIDE IN WORK -- THE OTHER COULDN'T CARE LESS

ONE FOLLOWS PROCEDURES -- THE OTHER IGNORES OR SKIPS

2. Do they respond differently to instructions, work assignments, and emergency call outs, and dothey interact with other crew members in different ways? How?

BEST PERFORMER WILL FOLLOW INSTRUCTIONS, PLAN AND COMPLETEWORK ASSIGNMENTS WITH LITTLE SUPERVISION, AND IS RELIABLE FOR CALL OUTS

BELOW AVERAGE PERFORMER MAY DO SOME OF THESE, BUT IT ISUNLIKELY THAT THIS PERSON WILL FOLLOW INSTRUCTIONS AS WELL OR COMPLETE ALL WORK ASSIGNMENTS WITHOUT ACTIVE SUPERVISION.

3. Can you think of any reasons why these individuals are different?

LACK OF TRAINING (WORKER AND SUPERVISOR)

DOES NOT THINK EFFORT WILL BRING BENEFITS

NEVER EXPECTED TO DO IT ANY OTHER WAY

Stop. Wait for further instructions.


WORKERS’ NEEDS

We’ll get back to Ty and Marie in more detail later, after you’ve had a

chance to do some thinking on people’s basic needs and how to best

address our fictional crew.

Briefly cover the four categories, as a whole. You will be covering each one in detail, but for nowaddress them as a set, stressing their building relationship. All four are always present—interact-ing and influencing each other, and each one dependent on and built upon the one before.

In the PowerPoint version, each level or block is a hyperlink to a transparency covering that topic,and on each topic transparency there is a “return” button to bring you back here. Use this as ajump point for each of the four categories. This should help tie it all together. When you are readyto move on, click on the arrow above the transparency number. This is a link that bypasses thefour detail transparencies and moves you on to “Factors Affecting Needs.” If you know the detailinformation well enough, explaining the Needs levels entirely from this transparency can be a veryeffective approach.

As we said earlier, people get a lot different things from work. Everyone

has a wide variety of needs. They range from the basic needs for food and

shelter to higher-level needs for self-esteem and the respect of others.

Every person brings these needs to the job and looks for ways to satisfy

them. Before supervisors can even try to motivate their workers, they

have to understand and identify needs. Let’s start with “Basic” ...

(If using the PowerPoint version) Click on the Basic block. This will take you to Transparency 3.7.When you are done with 3.7, click on the return arrow.

3.6 Needs

Transparency 3.6



Basic Needs

After reading off the items listed on the transparency, prompt the group for a few examples ofbasic needs. You could write these on the board or flip chart. Ask the group what basic needsthey saw in our fictional crew.To illustrate how the four Needs groups interact, ask the group how the other needs may limit orinfluence the drive to satisfy one’s basic needs. For instance, how would an expensive hobby(growth need) impact your ability to meet your basic needs?

Basic needs are all physiological: food, water, air, clothing, shel-

ter, and physical safety. That sort of thing. Basic needs are usually

satisfied through money. A big enough paycheck lets people live

in an area that they believe is physically safe, pay the mortgage,

and drive a reliable car or truck. Safe and comfortable working

conditions fall into this category, too: It’s a basic need.

Be sure the group understands the definition of “basic” is subjective—each person will have his orher own ideas of what a minimum basic need is. A way to illustrate this point is to ask the group,“How much money do people have to make to meet their basic needs?”

Until people’s basic needs are satisfied, they aren’t motivated to go on to

the next step. As a supervisor, you don’t have much control over satisfying

your workers’ basic needs. Policies, etc., are often in control—although

there are some steps you can take to help, as we’ll discuss later.

(If using the PowerPoint version) Return to Transparency 3.6, by clicking on the return arrow.Then make the transition to “Social” and click on its block.

3.7 Basics

Transparency 3.7


Social Needs

It’s important here to stress that social needs can be fulfilled both inside and outside the workenvironment. Also, remember that each person is different and his or her level of need for socialinteraction may be different.

Except for hermits and real loners, most people want to have good rela-

tionships with others. That includes their supervisors, their coworkers,

and the people they supervise. We satisfy our social needs by being with

other people, talking, participating, sharing thoughts and experiences.

Workers in a maintenance crew get to know each other’s habits, likes,

dislikes, family situations, and so on. In order for their job to satisfy their

social needs, they must have opportunities to interact with each other.

In Nick’s view, which crew member(s) may have social needs?Ask the participants for examples of how their crews presently satisfy their social needs.Morning coffee? Lunch?Is it a good or bad thing?

It’s at the social level that supervisors can really start to help workers

satisfy their needs. It’s not necessary to be friends with all your workers,

but it is necessary to show an honest interest in their well-being.

Return to Transparency 3.6 (if using the PowerPoint version)Make the transition to “Growth” and click on its block.

Transparency 3.8

3.8 Social



Growth Needs

Once a worker’s basic physiological and social needs are met,

they look to grow personally and on the job.

Be sure to note, growth needs are very subjective and not always satisfied directly by job-relatedactivities. For example, if someone’s growth need is to become more active in a volunteer groupoutside work, you could help them satisfy their growth need by reducing their overtime.

Growth needs are satisfied when people use their skills or de-

velop new ones in order to do a task. Growth needs are unique for

each individual, and they extend beyond the workplace. One

worker may want to learn how to operate a motorgrader, while

another may be just as happy operating less complicated equip-

ment—or no equipment at all.

Growth needs for the same person will be different depending on

the situation. For example, that person who isn’t interested in

learning how to operate a motorgrader may want to be the cham-

pion in the local bass-fishing club or a leader in politics. So as you

can see, growth needs inside the workplace are quite different

from growth needs outside the workplace.

Who’s looking for “growth” opportunities on our crew?

Return to Transparency 3.6 (if using the PowerPoint version)Then make the transition to “Self-esteem” and click on its block.

3.9 Growth

Transparency 3.9


Self-Esteem Needs

The thing to stress about the need for self-esteem is that it is always there, to some degree, at alllevels. We represent it here as the top step or a cap-stone need because it becomes more andmore of a controlling factor as the other needs are met and maintained. But you can see itspresence at every level.

People who really excel in their personal and work lives have a

lot of pride in what they do and who they are. By its nature, self-

esteem comes from the worker himself or herself—and whether

it’s being able to cut a perfect crown with a motorgrader or patch

potholes so well that drivers don’t hear or feel them, this is where

workers are the most satisfied.

Just because self-esteem comes from within doesn’t mean that

you can’t feed it. Remember the last time your supervisor gave

you an honest compliment on a job well done?

What about our crew? Do you think there might be some self-

esteem needs there?

Return to Transparency 3.6 (if using the PowerPoint version)

Transparency 3.10

3.10 Self-Esteem



Transparency 3.6

When you go back to Transparency 3.6, stay there for a moment and tie the previous levelinformation together with a quick recap. Focus on the main issue—they build upon each otherand are interrelated. Once you have accomplished that, introduce the next element—”Change.”Change may have come up in earlier discussions on one of the need levels. Present “Change” asthe next element in this diagram.

Well, we have defined the levels or types of needs, and discussed

how they build upon and interact with each other. We have even

associated some of these to opportunities in the work environ-

ment. But there is one more thing that influences this model.

Any guess? ... “Change”

Not only are our needs going to change as we fulfill them and

progress upward through this model, other elements and events

can have a direct impact on needs.

(If using the PowerPoint version)Advance to Transparency 3.11 by clicking on the forward arrow in the lower right-hand corner.

3.6 Needs


FACTORS AFFECTING NEEDS

Make the point that needs are not stagnant or rigid. They are continuously being revised based oncurrent conditions and opportunities.“Just when I knew all the answers, they went and changed all the questions!”

Different people have different needs. We all have our own ideas

of what a basic need is or what would be an opportunity for growth.

For example, think of a single person compared to a married one;

or a married person with four kids compared to a married person

with no kids and two incomes.

Our needs are affected by time—how long we’ve been with the

department, closeness to retirement, children attending college,

upcoming vacations.

It’s not important that you memorize these factors; I mention these

only so you are aware that needs are not the same for everyone

and they will change.

Transparency 3.11

3.11 Factors



Transparency 3.12

Needs and Motivation

OK, we know everybody has four basic types of needs, everybody

is different, and they change constantly. Interesting, but not very

useful. What we need now is “how do we use this information to

better motivate our crew?” Where is the connection?

POINT 1: Cycle is continuous and may not involve work at all. Use this simple example to makethe concept clear. Once you are sure they have it, move on to the more complicated example onthe next page. (This is optional.)POINT 2: Workers may not be aware of their ”needs,” just their “wants.” That is why they willseek to satisfy their strongest want as opposed to going directly after the need.

People go through each day satisfying Needs of one sort or an-

other—that’s what we do. Our Needs motivate us to find a way to

fulfill them. For example, say the Need is hunger.

We decide to eat.

What we decide to eat becomes a Want—let’s say a pizza.

We are now motivated to obtain the Want (pizza) to satisfy the

Need (hunger).

Simple, right? What if we give you more options—turkey,

lobster, cookies?

3.12 Needs Cycle


Transparency 3.12

What if we make the Need more complicated and less obvious ?

What if the “Need” is to enjoy work more?

Say a crew member believes he or she has great organizational

and planning skills, which creates a need for more control and

to have a say in planning the work— a growth need .

At the same time, he or she loves to interact with the rest of the

crew and feel like part of the team— a social need .

What will be the Want the crew member chooses to try to fulfill

the Need to enjoy work more? Will it work?

There’s no guarantee it will. But, with a little observation and

thought, you can improve the odds of success.



Now, the last I checked, people didn’t arrive at work with a pre-

pared list of needs or a “How to Motivate Me” instruction manual.

This, coupled with the fact that everyone is different, leaves us

with a problem—how to go about applying this knowledge of needs

to help motivate your crew?

While it’s true people usually don’t carry around a written list of

needs, they do give clues to their needs through their actions—

what they do, what they say, things they like or dislike. By taking

note of these clues, you can get an idea of a person’s needs.

Introduce the next exercise, Exercise 3.2. This is where they will be profiling themselves. Quicklydiscuss what they are and how they are going to help.

The profile sheets show, graphically, where a person’s needs lie.

It may be in only one category or all of them. And generally, a

supervisor who knows his or her crew well can create a rough

profile for each person—and then take steps to satisfy those needs.

So, let’s start with someone you should know well—yourself.

3.13 Profile

Transparency 3.13


Transparency 3.13

Exercise 3.2 Bring up the lights. Then, instruct the group to complete their “Creating Your Profile” sheets in theParticipant’s Workbook. When they’re finished, tell them to complete the “Plotting the Profile”sheets. Then discuss how to use the profile.



If you could create an ideal job for yourself , what would be the importance of each of the itemslisted below? Fill in the circle in the appropriate column.

Not Somewhat Very ExtremelyImportant Important Important Important Important

1. Wage rate

2. Opportunity for challenging work

3. How much work you complete

4. Opportunity to make decisionsabout your work

5. Fringe benefits

6. Chances to learn new things

7. Safe working conditions

8. Your supervisor's understandingof your work

9. Opportunity to develop yourskills and abilities

10. Chances for promotion

11. Opportunity for overtime

12. The quality of work you do

13. The opportunity to do somethingyou think is important

14. Respect from co-workers

EXERCISE 3.2: Creating Your Profile




15. Job security

16. Physical surroundings whereyou work

17. The quality of the equipmentyou work with

18. The way you are treated byyour supervisor

19. The resources you have to do your work

20. Friendliness of co-workers

21. Opportunity to advancefinancially

22. Working as part of a team

23. Being able to see your workwhen completed




Transfer your responses from the previous pages to the list below. Then connect the dots with a straight line.


Basic Needs

1. Wage rate

5. Fringe benefits


15. Job security



Relationship Needs









Growth Needs





9. Opportunity to develop your skills and abilities





19. The resources you have to doyour work


The profile provides a picture of what is important to you. The numbered responses may be thought of as wants, or specific things desired by workers. Which category of needs is highestfor you?




Transparency 3.13

Have the group compare their results with the comments they wrote down on Transparency 3.3.

Was anyone surprised with the results?

Compare them with what you wrote down for Transparency 3.3.

Did anyone get exactly what they expected?

Direct them to the blank copies of this form in their Toolbox. Then discuss how to use the profileas a personal assessment tool. Used on an annual basis, it can provide valuable insight on whereyou are as compared to where you thought you were.

Use the blank copies in your Toolbox on, say, a yearly basis to see

if your personal needs/goals have changed. Keep this one as a

baseline. If nothing else, it will remind you that people are con-

tinually changing. Your crew’s needs now may not be the same as

they were a year ago.

Take this opportunity to transition into the crew member profile section.

Applying this same process to your crew will provide you with the

insight necessary to help them fill their needs and help you in-

crease productivity.


This transparency and the next one serve two purposes.One: To transition the participants to the crew profiles.Two: To introduce the “Crew Fights Back” information, if they have not already discovered it.

How can we identify the correct wants to motivate our crew?

Creating a profile like the one you did for yourself can help a

great deal. No, you don’t need to do a full profile on your whole

crew when you get back.

Transparency 3.14

3.14 Do What?



This transparency introduces the concept of using mental profiles. Here the crew leader just putsthe principles from the form to use when doing a needs analysis on a worker and commits it tomemory—no formal hard-copy version is kept. This may sound like a lot to keep in one’s head,but remember, this isn’t a one-time thing. This is something a good crew leader should bethinking about often, if not every day.

With a little practice, you can do a quick mental profile of your

people, keeping mental notes on what they enjoy, the things they

say, and the requests they make.

Transparency 3.15

3.15 Mental


Transparency 3.15

Introduce the “Crew Fights Back” information, if they have not already discovered it.Do this by asking them what they are missing, according to the list, to be able to do an accurateprofile.

The second bullet has been italicized as a clue.



“The Crew Fights Back” section should be on the next page in their Workbook.

This is where all of Nick’s misconceptions are revealed. Once they have this information they areready to profile the crew.

In order to conserve time, assign each small group one or two crew members to profile—therebyeliminating the need for everyone to read the entire piece. If you have extra time, it may be usefulto have everyone read these rebuttals and then have a discussion similar to the one following the“Meet the Crew” video. But, this will require at least another 30 minutes.

Transparency 3.16

3.16 Crew

Crew StrikesBack


We’ll practice now on our fictional crew.

Instruct the group to refer to the “Personality/Biography Sheets” and “The Crew Fights Back”section, in their Participant’s Workbook, and have each small group develop a profile for one ortwo of the crew members. They should have the appropriate number of profile sheets in theirWorkbooks.

Walk around the room and check in with each group. Ask them questions about their crewmember. It’s all right to gently guide them in the right direction, if they have missed something.But, let them reach their own conclusions. Take this opportunity to ask how they are doing, dothey have any questions, etc.

Transparency 3.17

Exercise 3.3

10-15 minutes



Name of crew member: _________________________Complete this profile as you think they would respond.


Basic Needs

1. Wage rate

2. Fringe benefits


4. Job security



Social Needs







EXERCISE 3.3: Subordinate Profile



Growth Needs












After reviewing the profile, which category of needs appears to be the strongest: (circle one)

Basic Relationship Growth



Name of crew member: _________________________Complete this profile as you think they would respond.


Basic Needs

1. Wage rate

2. Fringe benefits


4. Job security



Social Needs









Growth Needs












After reviewing the profile, which category of needs appears to be the strongest: (circle one)

Basic Relationship Growth




Transparency 3.17

Discussion

20-25 minutes

When they have finished, have the spokesperson from each group present their profile.(5 minutes each)

There should be some differences of opinion among the groups. Especially since the rest of thegroups have not read the rebuttal. Use these as discussion points.

What do the rest of you think, any comments?

Agree or disagree?

Once they reach a consensus, have someone run copies of all the profiles so each group has acomplete set. If this is not possible, have each group be responsible for any questions related to“their” character(s).

Direct them to the Chapter 9 Action Plan. Describe how this fits into the Action Plan and whatthey will be require to do. Ask for questions and be sure they understand. This is the first we haveventured into the Action Plan other than Chapter 1. Remind them that the action plan is there tohelp pull all the course concepts together, and that we will be referring to each part as we cover itin the course.

Don’t forget to direct them to the blank copies of this form in their Toolbox. There should be a toolin just about every chapter.


Use this overhead as a bridge to the next four which describe how to address the specific needscategories. Make the connection between the “Needs Cycle” (Transparency 3.12) and what weare doing now. By doing so, you keep everything linked together and building upon one another.

[The PowerPoint version is a three-part build. First the text, then each check mark appears with anadditional mouse click.]

We have profiled the crew. So, now what?

Remember the “Needs Cycle”? We determined people are con-

stantly trying to satisfy their strongest want, right? In others words,

they are already motivated. We just have to harness their motiva-

tion to achieve our productivity. If we can align their wants with

the organization’s wants, we have a win-win situation.

Click to make the first check mark appear.

So with profiles, we have assessed and categorized the results.

Click to make the second check mark appear.

Hopefully, we have identified the strongest needs.

Now, let’s look at some ways we might meet those needs.

Transparency 3.18

3.18 Now What



Review the transparency.Ask for examples relating to the fictional crew members. Alex or Ty should be good examples.Alex has a more clear-cut basic monetary need due to his family situation. Ty has his own “familysituation” developing (so to speak) and this may turn his growth need into a basic need.

If a worker’s profile showed that pay, job security, and fringe ben-

efits are very important, it’s obvious that the worker has strong

basic needs. Here are some possibilities:

n Provide the worker with opportunities for overtime.

n Look for ways to secure a promotion to a higher-paying position.

n Make sure the worker understands the organization’s pay policy and ways to increase hisor her pay, such as learning new skills.

n In cases where it’s just not possible to help workers earn more money, make sure theyunderstand the reasons so they don’t assume you’re holding them back.

Transparency 3.19

3.19 Basic


Social Needs

Review the transparency.Again, ask for examples from our crew.Marie? ... Steve? ...

A worker with strong social needs wants to be an integral part of

the crew. This worker may not respond well to activities such as

mowing grass or plowing snow, which workers do largely alone.

Although these are two of many maintenance organizations’ ma-

jor operations, look for opportunities to get this type of worker

engaged with others: patching potholes, sealing cracks, and re-

pairing guardrail are good examples.

Transparency 3.20

3.20 Social



Transparencies 3.21

Growth Needs

Hit hard on the importance of knowing what your organization has to offer. Be sure to know theappropriate contact people. If your class is all from the same organization, you may want to havethe contact information available as a handout.

Possible crew examples: Ty? ... Marie? ... Ed?

If the profile shows that the chance to learn new things, the free-

dom to take part in making decisions about the work, and the

opportunity to develop skills are very important, try to find ways in

which to help the worker develop his or her skills. For example,

the opportunity to learn a computerized scheduling system or a

new piece of equipment is likely to be rewarding and satisfying.

(And check with your training or personnel department to see

what’s available in terms of videotapes, self-instructional texts,

etc.)

3.21 Growth


Self-Esteem Needs

Stress the personalization of these tools and the importance of being genuine.Special opportunities refers to things like opportunities for leadership positions, training, favoriteassignments, etc.

Crew examples: Steve? ... Alex? ...

Workers whose self-esteem is important are motivated by recog-

nition from others. “Employee of the Month” certificates, plaques,

and certificates of appreciation are useful, but remember: Every-

one likes to please the boss. Probably nothing would satisfy a

worker in this category more than praise and recognition from

you. If a certificate is to be granted, you should be the one who

does it.

Transparency 3.22

3.22 Self



Transparency 3.23

Use this transparency to transition into the summary/review.

Confused? ...

Does this seem like a lot to think about—needs, wants, changes?

You’ve got a bad job.

It may help to think about it this way. ...

3.23 Confused


Transparency 3.24-28

Use to summarize the Needs/Wants/Productivity relationship and how we are constantly reevalu-ating our needs.[This is more effective using the PowerPoint version. You may need to practice using this build a fewtimes to get the feel for the timing.]

Your job is to put out fires.

Picture your crew as a water bucket (your tool for fighting the fires ).

Now this bucket has several holes in it (Needs), from top to bottom.

You need to use the bucket to carry water to put out a fire (Produc-tivity ).

You just happen to have lots of hole patches (Wants ), but each

patch only fits certain holes. Some don’t fit at all. And some ap-

pear to fit but are only temporary.

3.24—3.28Summary



Transparency 3.28

In order to start carrying water ASAP, you patch the lower holes

first (Basic Needs ) ...

and as you get time you patch the higher ones.

But if one of the lower patches fails, you’ll need to quickly redi-

rect your effort to re-patching it.

You’ll need to be able to pick the right “patches” to motivate your

people. The more needs you fill the more water they’ll carry.


Transparency 3.29

Review the key points of the chapter.3.29 Key Points



Transparency 3.30

Review “What You Have Learned.”Support for the bullets:1) Needs Levels (3.6), Needs Cycle (3.12)2) Needs Cycle (3.12), Addressing Needs (3.19—3.22)3) Profiles

After you review, quickly preview Chapter 4’s topic, ”Turning Effort Into Performance.”

This chapter built upon the foundation we laid down in Chapter

2—Organizational Requirements. Now that you have a grasp on

the building blocks of motivation, we can begin to do something

with them in Chapter 4—”Turning Effort Into Performance.”

3.30 Learned

Documents

IM Chapter 3 - New York State Department of Transportation...come in a variety of types. Some needs must be satisfied before others. People are motivated to satisfy their needs. The