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Understanding and changing individual and group performance

Understanding and changing individual and group performance. Dan O’Connell PhD Seattle Washington danoconn@uw.edu 206-282-1007. Health care reform involves changing group and individual:. attitudes and beliefs processes behaviors incentives.

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Understanding and changing individual and group performance

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  1. Understanding and changing individual and group performance Dan O’Connell PhD Seattle Washington danoconn@uw.edu 206-282-1007 O'Connell 2010

  2. Health care reform involves changing group and individual: • attitudes and beliefs • processes • behaviors • incentives O'Connell 2010

  3. In order to promote change efficiently we must: • Understand what shapes current behavior • Address each of the important determinants O'Connell 2010

  4. Star Model of Performance Roles Systems Skills Performance Motivations Traits & Talents O'Connell 2010

  5. Working with Star Model • Necessary assumptions • Multiple influences on performance • Avoid chasing the problem around • “Assuming for the moment that everything else remains as it is for now…” • Clarify the desired performance • Getting agreement on the performance plan O'Connell 2010

  6. Roles • Are the roles to be enacted clearly spelled out? • Manifest and Latent • Has the individual accepted the roles? • Is there role confusion or conflict? • Is there role overload? e.g., team player, resource manager, quality improvement activist etc. O'Connell 2010

  7. Skills • What skills are needed to perform agreed upon roles successfully? • How well does the individual/group skill set match up with roles/tasks? • What training is available to develop these skills? • How motivated is the individual/group to pursue these skills trainings? O'Connell 2010

  8. Motivations • How important is it to the individual/group to perform the roles at the level you are requesting? • What are the conflicting motivations? • What would be the incentives for the individual/group to improve/change? • material (e.g., time, money, promotion) • emotional (e.g., recognition, satisfaction) O'Connell 2010

  9. Traits and Talents • How well suited to the task? (e.g., neurosurgeon as team player) • How aware is the individual of his/her own work/personal style? • How much latitude is there for the individuals to adapt tasks to better fit traits/talents? • How much can training and support moderate weakness or poor fit here? O'Connell 2010

  10. System • What are the system generated obstacles to improved performance? • Where are the system supports? • How well are the individuals working with the system to achieve more success? • How do we “control for” system when discussing performance (e.g., avoid chasing the problem around) • “Assume for the time being that…” O'Connell 2010

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