You point out that railroad tracks divide the field into parallel sectors, like the lines on a football field, so that each stack of metal is no more than 15 feet from a track. Each stack contains 390 pieces of metal. Each piece weighs 92 pounds and is about a yard long and just over 4 inches high and 4 inches wide. You tell the students that, working as a team, they are to pick up each piece, walk up a ramp to a railroad car that will be positioned next to each stack, and then neatly position and stack the metal for shipment. That’s right, you repeat, 92pounds, walkup the ramp, and carrythe metal onto the rail car. Anticipating their questions, you explain that a forklift could be used only if the metal were stored on wooden pallets (it isn’t); if the pallets could withstand the weight of the metal (they would be crushed); and if you, as their supervisor, had forklifts and people trained to run them (you don’t). In other words, the only way to get the metal into the rail cars is for the students to carry it.Based on an old report from the last time the company sold some of the metal, you know that workers typically loaded about 30 pieces of metal parts per hour over an 8-hour shift. At that pace, though, it will take your six students 6 weeksto load all of the metal. But the purchasing manager who sold it says it must be shipped in 2weeks. Without more workers (there’s a hiring freeze) and without forklifts, all of the metal has to be loaded by hand by these six workers in 2 weeks. But how do you do that? What would motivate the students to work much, much harder than they have all summer?

Answer:

Hi

To achieve a good work motivation it is important:

1. A correct insertion of the student in his workplace. The most important values are trust and autonomy when working. Autonomy fosters greater involvement and commitment, self-evaluation and is able to improve the skills to find solutions to everyday problems. Applying this, we are giving the student their place and providing a stable emotional environment that favors development.

2. Apply the occupational risk plan and health promotion, not as external actions, but as part of a work approach based on comfort and avoiding any stressors. This takes care of the health and safety of the student, creating the ideal physical environment, safe and comfortable for the development of their functions.

3. Personal recognition and incentives. It is important to publicly acknowledge well-prepared work (both individually and in groups). On the other hand, incentives turn out to have a very powerful effect, increasing motivation. These incentives do not have to be focused on raising the payment; There are solutions such as bonuses, passes, etc. This is of great importance and is a constant source of motivation.

4. Approach to the worker, in this case the student. A leader must have the necessary closeness to guide the students, and this function does not only happen by worrying about the personal well-being of their collaborators. It must be a sincere interest, the result of relationships cultivated from trust and closeness.

These are some of the factors that allow a good work motivation.

Explanation:

Tema I Hola, ¿qué tal? Vocabulario en acción Los saludos, las presentaciones y las despedidas Presentaciones Drag each word or phrase to the corresponding category: Saludos, Despedidas, or Presentaciones.

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In Freudian theory, which one of the following terms refers to the parts of the mind that are beyond awareness, especially conflicts, impulses, and desires not directly known to a person

Camphor is reduced to isoborneol by sodium borohydride in ethanol. The instructions for safe disposal of the chemical waste generated by this reaction state that the lids should not be screwed back onto the waste containers. Why should the lids not be put back on the waste containers?

Write a complete sentence using “tener que” to say what these people need to do:
Hace frío afuera.
Nosotros ____________________________________________.

Write a complete sentence using “tener que” to say what these people need to do:
Yo tengo hambre.
Tú ___________________________________________.

1. Cuando no están juntas, Julia y su mamá tres veces por semana. (llamar) 2. Roberto y Marcela todos los días cuando trabajaban el la misma oficina. (ver) 3. De niños, Eduardo y Carlos a menudo con la tarea. (ayudar) 4. Mi abuela y yo cuando llegué a su casa. (abrazar) 5. Ayer por la tarde José y yo en la gasolinera. (encontrar) 6. Cuando vivíamos en Buenos Aires, en un cibercafé de la avenida 9 de Julio. (encontrar) 7. Ellos se vieron, pero no . ¿Están enojados? (saludar) 8. Mis padres y yo simplemente no . (entender) 9. En su primera cita, Elena y su amigo nunca . (besar) 10. Cuando ellas en la fiesta, Ana se fue inmediatamente. (mirar)

Fill in the blanks.

VENDEDOR: Buenas tardes.
JUANITA: Hola, ¿me puede ayudar?
VENDEDOR: Sí. ¿Qué le puedo _______ ?
JUANITA: Voy de vacaciones a la playa y necesito un par de sandalias. No pueden ser muy _______ porque no tengo mucho dinero.
VENDEDOR: Muy bien. Yo creo que usted necesita también unos zapatos de_______ . Son más cómodos y si paga en _______ le hacemos una _______ .
JUANITA: ¡Qué bien!
VENDEDOR: ¿Qué _______ calza?
JUANITA: Calzo 7. También quiero comprar un _______ de baño, unas gafas de sol y una _______ blanca.
VENDEDOR: Mire. Tenemos _______ bolsa blanca y es muy elegante.
JUANITA: Gracias por su ayuda, y por la rebaja.

Fill the blank with the preterite form of the verb in parentheses.Nosotros le ___________ toda la información. (decir)