A comprehensive presentation about what performance is, how it appears and is maintained and, most importantly, why it doesn't appear or is maintained. Enjoy!

1. We say we want PERFORMANCE! But do we really know what performance is?

2. Do we know why and how performance happens?

3. and more importantly … Do we know why it doesn’t???

4. Sooooo….. What is performance?

5. First things first: Performance is when we get results Museum of Performance & Design - Mark Dziewulski Rendering

6. Results happen when people and technology ACT

7. When it comes to technology we expect it to do the tasks in a specific way (process) in a specific duration interval with a specific latency with a specific frequency

8. For example: We want our laptop or computer: To do the command right (no errors) To do it in a specified amount of time (if it takes to long we hate it) To have a low latency (not too much time between a click and a reaction) To do the tasks as frequently as we ask Right??? Right!!!

10. To do it as frequently as necessary

11. To take a specified amount of time doing it (not shorter, not longer … well maybe shorter)

13. So when performance happens?

14. It happens when: A person has the context and knows what is expected of them Ex. knows what expectations have the jury has a swimming pool, has a swimming partner for support, WITHOUT ANY OF THESE PERFORMANCE WOULDN’T BE POSSIBLE

15. It happens when: A person has the context and knows what is expected of them Knows how to do the routine (knows the process has procedural knowledge) Procedure: hold hands on the side with artistic posture, hold your back strait, spread your legs, put legs on partner’s hands, etc. All this actions have to be performed: following some sub-actions – intensity with a specific frequency with a specific duration with a maximum latency (delaying doing a specific action)

16. It happens when: A person has the context and knows what is expected of them Knows how to do the routine (knows the process) Has competencies to do the routine. Knows how to adapt the process to context characteristics. Competency: hold hands on the side with artistic posture moving them in order to hold equilibrium hold your back strait but flexible in order to keep equilibrium. put legs on partner’s hands and lead the partner’s moves by keeping legs tight. etc.

17. It happens when: A person has the context and knows what is expected of them Knows how to do the routine (knows the process) Has competencies to do the routine. Knows how to adapt the process to context characteristics. Has self-efficacy Believes that / is confident that she is able to perform/deliver performance This is essential in initiating any behavior or task

18. It happens when: A person has the context and knows what is expected of them Knows how to do the routine (knows the process) Has competencies to do the routine. Knows how to adapt the process to context characteristics. Has self-efficacy Is motivated to initiate and do the task Is expecting that if performing she will gain positive outcomes and avoid negative outcomes

21. Avoiding negative consequences (the coach’s disappointment, poor self image, being cast out of the team, ridicule, disappointing the team-mates, etc.)AND The failure being followed by the negative consequences

22. Winning the contest Putting it in a schema based on the ABC Behavioral Model: Necessary premises/antecedents (without them it’s impossible to do the routine) Necessary consequences needed for maintaining doing the routine Doing the routine Procedure/process Positive reinforcement Context Negative reinforcement Procedural Knowledge Frequency Latency Duration Intensity Competencies Negative consequences for failure Self-efficacy Criteria based on which performance is assessed Motivation

23. Now lets see why performance doesn’t appear:

24. It is impossible for performance to appear if any of the following is absent If any one of these is missing performance WILL NOT APPEAR A person has the context and knows what is expected of them Knows how to do the routine (knows the process) Has competencies to do the routine. Knows how to adapt the process to context characteristics. Has self-efficacy Is motivated to initiate and do the task Clearly the boys have self-efficacy 

26. Taking as much time as required (duration)

27. Within a maximum delay (latency)

29. Avoiding negative consequences (the coach’s disappointment, poor self image, being cast out of the team, ridicule, disappointing the team-mates, etc.)AND The failure being followed by the negative consequences (the coach’s disappointment, poor self image, being cast out of the team, ridicule, disappointing the team-mates, etc.) Ensuring this consequences we ca be sure that Performance is maintained!

30. The coach! What does he do?

31. He provides context He lets swimmers know what is expected of them He tells swimmers how to do the routine He demonstrates the routine He helps them exercise the routine in a safe environment He observes and provides feedback when swimmers perform He tells how routine should be adapted according to context characteristics He provides positive feedback to ensure stability of performance He provides negative feedback to ensure procedure accuracy He provides positive feedback to ensure self-efficacy He provides positive consequences (acceptance in the team, acceptance in competing, praise, recognition, etc.) to maintain performance and obtain motivation He tells the swimmers about the negative consequences for non performing (if you fail you will stay on the bench for the next competition) to maintain performance and obtain motivation He provides negative consequences in case of failure (grounding, showing disappointment, denying participation in contest, etc.) to maintain performance and obtain motivation

32. Sounds familiar?

33. This is what HRs HCs Managers Team Leaders And Organizations Do/Should Do to obtain performance

34. He provides context Work environment and resources He lets swimmers know what is expected of them JD and performance criteria He tells swimmers how to do the routine He demonstrates the routine He helps them exercise the routine in a safe environment He observes and provides feedback when swimmers perform He tells how routine should be adapted according to context characteristics He provides positive feedback to ensure stability of performance He provides negative feedback to ensure procedure accuracy He provides positive feedback to ensure self-efficacy He provides positive consequences (acceptance in the team, acceptance in competing, praise, recognition, etc.) to maintain performance and obtain motivation He tells the swimmers about the negative consequences for non performing (if you fail you will stay on the bench for the next competition) to maintain performance and obtain motivation He provides negative consequences in case of failure (grounding, showing disappointment, denying participation in contest, etc.) to maintain performance and obtain motivation Knowledge training Training and Transfer Competency retention and performance management

35. We say we want PERFORMANCE! And now we know what it is & how to make it happen!