Tuesday, June 11, 2013

Driving a Forklift: A How-To Guide



Over 20,000 people are seriously injured in forklifts accidents in this country every year and some 100 people are killed. Many, if not all, of these accidents are avoidable. 

www.ehow.com/facts_5467595_forklift.html



Most people think, myself included, that if you can drive a car, a forklift would be no problem. It turns out that forklift operators need to be certified under Occupational Health and Safety Administration to drive their equipment. After discussing with a subject matter expert, the writers of this blog determined there were 26 different steps involved in driving a forklift.

We have divided these 26 steps into 6 subgroups to teach our readers how to operate a forklift safely.


Forklift Operation

Before you begin
1) Read the operations manual
2) Perform pre-operation safety checklist
            -Circle check for tire inflation, damage, leaks, debris/obstacles, etc
            -Check tire pressure & refill if necessary
            -Check fluid levels/battery/propane etc
            -Check maintenance log & record usage
            -Put on any required safety gear (Steel toed boots/Hard hat/etc)

Starting up your vehicle
3) Connect battery/propane to forklift
4) Turn on forklift (Switch or key)
5) Check safety lights atop vehicle are working
6) Raise forks slightly before driving

Driving your forklift
7) Check that the area ahead is clear, shift the forklift into forward, release the parking brake, and press accelerator pedal to begin moving forward
8) Proceed to destination, obeying posted/regulation speed limits. Use the brake pedal and steering wheel to maintain speed and course as appropriate.
9) Sound horn before proceeding around any corners.
10) Observe mirrors or signals to ensure clear passage.

Lifting with the forklift
11) When approaching a load to be lifted, assess it before engaging – is the load evenly distributed? Is it within the rated weight limits of the forklift? Is the load appropriately secured? If the answer to any of these questions is no, ensure the safety of the load safe before proceeding.
12) Approach the load from directly in front.
13) Raise the forks to the level of the load, using the marked altitude lever.
14) Move the forklift forward, putting the forks into the load, keeping the load centered on the forks.
15) Raise the forks to lift the load off the ground or shelf.
16) Tilt the forks backwards to shift the load’s center of gravity toward the forklift, using the marked angle lever.
17) Shift the forklift into reverse, and move backwards until the load is clear of the shelf or storage area.
18) Lower the load to approx 1 foot from the ground. Never travel with the load raised.
19) Shift the forklift into forward, and proceed at the appropriate speed again to the load’s destination.
20) Reverse the loading procedure to carefully place the load in desired location.
21) Repeat as desired

Parking the forklift
22) At the end of the desired tasks, return the forklift to the docking bay
23) Shift the forklift into neutral, apply the parking brake, and turn off the forklift

After the ride
24) Record in the maintenance log all time logged on the forklift
25) Perform a circle check around the forklift again. Record any issues and actions taken to resolve them.
26) Reconnect the battery to charger, or remove propane tank for filling.  

ALWAYS REMEMBER  


Forklifts can be a powerful tool for many businesses. If you follow the 26 steps listed above, you should be able to have an incident free time on your forklift. Don't forget to get certified before you use a forklift.


For more information on forklift certification see: http://www.liftow.com/training/certified.asp

Thursday, May 30, 2013

Expectancy Theory

“Ability is what you're capable of doing. Motivation determines what you do. Attitude determines how well you do it.” -Lou Holtz  
Expectancy theory is described as a motivation theory based on the idea that work effort is directed towards behaviours that people believe will lead to desired outcomes (S. McShane; S. Steen, 2012; p132).
 
 Expectancy (first-level) = the belief that a particular level of performance on a task can be achieve. For example "What is the strength of the relationship between the effort I put forth and how well I perform?" would be an example of an expectancy question. 

Instrumentality (second-level) = the likelihood that achieving particular level of performance will lead to attractive consequence. An example of an instrumentality question would be: "If I produce more than anyone else in the plant, will I get a bigger raise? A faster promotion?"

Valence= the attractiveness of the first level and second level outcome. An example of a valence question would be: "Do I want a bigger raise? Is it worth the extra effort? Do I want a promotion?"

Determining Effort

An individuals effort depends on three factors;

1.E-to-P expectancy (effort to performance).  This is the individual’s perceived probability that his or her effort will result in a particular level of performance.  In some situations, employees may believe that they can unquestionably accomplish the task.  In other situations, they believe they expect that even their highest level of effort will not be result in the desired performance level.

2.P-to- O expectancy (expectancy, performance to outcomes).  This is the perceived probability that a specific behaviour or performance level will lead to a particular outcome.  In extreme cases, employees may believe that accomplishing a particular task will definitely result in a particular outcome, or they may believe that successful performance will have no effect on this outcome.  

3.Outcome valences (expectancy and outcome valences).  A valence is the anticipated satisfaction or dissatisfaction that an individual feels toward an outcome.  It ranges from negative to positive (-1 to +1 or from -100 to +100).  An outcomes valence represents a person’s anticipated satisfaction with the outcome.  Outcomes have a positive valence when they are consistent with our values and satisfy our needs; they have a negative valence when they oppose our values and inhibit need fulfillment.  (S. McShane; S. Steen, 2012; p132).

Supporters of Expectancy theory praise the clear guidelines that the theory provides for increasing employee motivation.

 Increasing E-to- P Expectancies
E-to-P expectancies are influenced by the individual’s belief that he or she can successfully complete the task.  Some companies increase this perception by assuring employees that they have the necessary competencies, clear role perceptions, and necessary resources to reach the desired levels of performance.  An important part of this process involves matching employees’ competencies to job requirements and clearly communicating the tasks required for the job.  Also, E-to-P expectances are learned, so behavioural modelling and reinforcement will strengthen an individuals’ belief that they are able to perform the task.  (S. McShane; S. Steen, 2012; p133).

 Practical applications for this method are as follows;
-          Select people with the required skills and knowledge.
-          Provide required training and clarify job requirements.
-          Provide sufficient time and resources.
-          Assign simpler or fewer tasks until employees can master them.
-          Provide examples of similar employees who have successfully performed the task.
-          Provide coaching to employees who lack self-confidence.

Increasing P-to-O Expectances
P-to-O expectancies should be measured to gage employee performance accurately and distribute more valued rewards to those with higher job performance.  P-to-O expectancies are perceptions, so employees also need to believe that higher performance will result in higher rewards.  Also, they need to know how that connection occurs, so leaders should use examples, anecdotes, and public ceremonies to illustrate when behaviour has been reward.
(S. McShane; S. Steen, 2012; p133).

Practical applications for this method are as follows;
-          Measure job performance accurately.
-          Clearly explain the outcomes that will result from successful performance.
-          Describe how the employee’s rewards were based on past performance.
-          Provide examples of other employees whose good performance has resulted in higher rewards.

Increasing Outcome Valences
Organizational leaders need to find ways to individualize rewards or, where standard rewards are necessary, to identify rewards that do not have a negative valence for some staff.  For example, it will not motivate an employee who takes the bus to work for environmental reasons to be rewarded with the “company car”. (S. McShane; S. Steen, 2012; p133).

Practical applications for this method are as follows;
-          Distribute rewards that employee’s value.
-          Individualize rewards.
-          Minimize the presence of countervalent outcomes.
-          Beware of countervalent outcomes that might cancel out a positive outcomes. 

Overall, expectancy theory is a useful model that explains how people rationally figure out the best direction, intensity, and persistence of effort.  It has been tested in a variety of situations and predicts employee motivation in different cultures.  However, there are critics who take issue with how the theory has been tested.  Another concern is that expectancy theory ignores the role of emotions on employee effort and behaviour.  The valence element of expectancy theory captures some of this emotional process but not enough. (S. McShane; S. Steen, 2012; p134).

So what does this all mean for training programs? 

1. Trainees must believe that there is a high probability that they will be able to learn the training material and fulfill the training objectives (high expectancy)

2. Learning the training material and using it on the job must result in consequences (high instrumentality) that are attractive to the trainees (high valence of second-level outcomes)


 Here is an example to help you see the expectancy theory in practice:


 Example from: http://www.examstutor.com/business/resources/studyroom/people_and_organisations/motivation_theory/5-vroomsexpectancytheory.php

Essentially, for a training program to be successful, an employee must want to complete the training, and must believe that the rewards for completing the training are worthwhile. 

Source:
McShane,Steen, S. (2012). Canadian Organizational Behaviour (8th edition) McGraw-Hill Ryerson.

Saks, A. M., & Haccoun, R. R. (2010). Managing performance through training and development. (Fifth ed.). Toronto: Nelson Education Ltd.