Unit 3: Employability

Lesson 7: Productivity and Quality on the Job

OBJECTIVES

1. Identify the problem with doing a job as fast as you can.

2. Identify the problem with doing a job slowly, but perfectly.

3. Identify what a person can do to increase productivity and quality.

MATERIALS
marker board or something to write on

one ream of 8½ x 11 plain paper

SUPPLEMENTAL RESOURCES
If you have purchased videos recommended in other lessons of the Employability unit, there may be some dramatizations on improving productivity and quality at work. However, there is not enough contained in any one video to justify buying it solely for this lesson. The most information would probably come from the JobSmart series that can be purchased from the James Stanfield Company (1800 421-6534) for $599.

INSTRUCTIONAL FORMAT
Although a work environment is the best place to improve a person's productivity and quality of her work, this may not always be possible. This lesson is designed to provide some training on productivity and quality in the classroom. However, some students may need a reminder once they are in a job or workshop setting.

1. Discuss what can happen when you try to complete a task as fast as possible. The main problem will be that the task will not be completed correctly. It also can be unsafe. Ask the students if they can name some consequences of doing a task incorrectly. Discuss what can happen if you take your time to make sure that the job is done perfectly. The main problem is that the person will not get all of her work done on time. Ask if the students can identify some consequences of not getting work done on time. Discuss the dilemma of employers requiring the worker to do a "perfect" job at the fastest rate possible. It will take experience on the job and communication with the employer to get to a point where you are meeting the employer's expectations of quality and quantity.
   
   

2. Discuss what a person can do to increase his ability to be productive and do quality work.
   

   • Do the assigned task and nothing else. If you finish, find something else to do.
     

   • Do the job right. Review your work to see if there are any mistakes.
     

   • Make sure all parts of the job are complete. Even if you do 90 percent of the job perfect, the 10 percent not completed will overshadow the good work you did.
     

   • Do the complete job as fast as possible.
     

   • Don't bring items (food, radio, books, magazines) that will distract you.
     

   • Make sure other people do not bother you.
     

   • Make a schedule of what you have to complete.
     

   • Get all the materials ready to complete the task.
     

   • Ask questions in the beginning. It takes less time to get additional instruction than to do the job over.
     

   • Start the job soon after instructions. Taking it easy for 15 minutes prior to starting can make it difficult to get the job completed on time.
     

   • Correct mistakes as soon as possible. This will save time in the long run.
     

   • If your co-workers are having more success, try to find out some of their techniques.
     

   • Do the task the way your boss instructs you to do it.
     
     

3. Use the following activity to demonstrate the importance of quality and productivity. Hand out about 20 sheets of plain 8½ x 11 paper to each student. Instruct the students to fold each piece of paper in half, so it looks a like a greeting card. The paper should be folded perfectly so all of the sides line up together. The students will have five minutes to fold as many pieces of paper as they can. Once all of the students are done, compare the productivity of a few different students. Do this without calling attention to any one student. If possible, look at stacks that have differing amounts of completed work. Count the number of correctly folded papers in each stack. Use the students to help judge whether a paper was correctly folded. Ask questions like "Would you want a card like this?" Write down the totals and multiply by 12 to represent the total work in an hour. Discuss how the more productive a person is, the more he will get paid. Remind students that different people are going to have different abilities. It is important that people do their best work as quickly as possible.
   

SIGNS OF GENERALIZATION
As the person gains experience on a job, he will automatically improve quality and productivity. The trainer should look for whether the person is using the tips above to improve his work habits.

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