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1
Q

Incentive?

A

-When Lola observes using the new data sheet correctly, she gives them a ticket for the monthly company raffle

*Are items or events delivered contingent upon performance to increase behavior. Lola provides an incentive (the raffle ticket) when she observed employees engaging in a target bx (correctly using the new data sheet). However the e.g. does not state whether she provides info about the Bx.

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2
Q

*Feedback

A

*Before the subsequent trail, Claire says, “Hey Lindsay. During the last program you provided too long after the client engaged in the target skill try to provide immediately after this time.

Is info about performance delivered to improve or continue future performance. Individuals should provide immediately after behavior but can also provide feedback before the next opportunity to respond. In the e.g. with Claire, she provides Lindsay with feedback before the subsequent trial with the client

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3
Q

Praise

A

-Sonja sees Tracy as she walks into the office and says, “Tracy, You’re such a great supervises!”

Is an enthusiastic statement of approval. Sonja’s praise exemplifies this. This scenario does not demonstrate feedback as she did not specify bx. Positive feedback info about bx that should continue can contain praise. For e.g. Sonja could have clarified what Tracy did that warranted praise (e.g., she thanked Tracy for submitting a report early

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4
Q

Reduce task unpleasantness:

A

*Douglas speaking loudly to his customers on the phone often annoys Nathan and decreases Nathan’s productivity. Dwight moves Nathan to a quite corner of the office and Nathan’s productivity improved

-Refers to actively making the disliked job tasks more desirable to perform. In the scenario of Dwight and Nathan to a quite corner of the office, removing the unpleasantness of Douglas’s noisy customer interactions

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5
Q

The intake specialist at a company asks a potential customer a series of ques. Once the potential customer becomes a client, she meets with the supervising BCBA, who asks the same ques. After meeting the BCBA, the client meets with the RBT. receiving the same ques again, which annoys the client. What kins of process waste does this scenario exemplify?

A

*Overprocessing

-Doing more than what the customer wants. When distinguishing btw overproduction & overprocessing ask “who does this create more work for In this e.g. the customer must provide the same ans multiple times, wasting their time and creating frustration

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6
Q

Waiting

A

Additional time spent waiting for the next steps in a process e.g. an RBT waits a week for his BCBA to get back to her with program updates

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7
Q

Inventory

A

Gathering or storing unneeded products. for e.g. a company keeps documents past 7 years required. in another e.g. an org asks customers how they heard about their services. However they never do anything with this info this type of waste does not refer to a lack of materials

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8
Q

Overproduction

A

-Doing more than what the customer demands. For e.g. a BCBA does more than the teacher asked for engaging in behaviors that may have held up the results and creating a product that the client did not ask for. In the ques e.g. the BCBA did much more than was needed wasting time and effort to complete something that the customer did not ask for (overproduction)

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9
Q

Which of the following describes Phase 2 of a process improvement project?

A

*Glenda and her team outline what the current supervision process at the org looks like & explicitly highlight disconnects btw several crucial disconnects btw functions that they will have to address

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10
Q

Phase 0: Planning In this phase, process leaders prepare for the project by engaging in the following behaviors:

A
  1. Clarifying strategy: Where does the org want to go, and what issues its leaders want to address? What is the company’s current standing in the market (competitive analysis)? Is it driven by a clear purpose (mission statement)?
  2. Process inventory- Outline the org’s significant processes (Primary/ core, secondary/support, management)
  3. Identify Critical Business Issues (CBIs)- List measures at the org level (e.g. revenue, profit, market share)
  4. Identify processes with the most significant impact on CBIs- This step connects the 2 previous ones and helps orgs focus on the most critical functions
  5. Develop a process improvement and mgmt plan- This last step on phase 0 could include an outline for what broad actions specific individuals or teams will need to complete & by what date.
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11
Q

Phase 1: (Project Definition)

While the previous phase was dedicated to planing, the 1st “official” phase in the project improvement plan seeks am answer what the intent of the project is, what issues will address, what key team members will be involved and at which stage and the overall goals and limitations of the project. In Mona’s e.g. she identified vital staff members to place on her teams and created a list of goals as part of her parameters

A

-Identify Critical Process Issues

-Develop the teams
*Steering-Provide who work within the process & assist in outlining how it will look
*Design- individuals who work within the process and assist in outlining how it will look
*Facilitators- Individuals outside the process who provide objective feedback & guidance to the other teams

-Set parameter:
*GOALS- What is the project’s purpose and how will teams measure change?
*Scope- Outlines when the project starts and ends
*Context- How will changing one process affect others
*Assumptions and constraints - off-limit solutions and essentials info that describes the dos & don’ts of the project
*Timelines-milestone deadlines
*Commitments - the responsibilities and time commitment of each team

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12
Q

Phase 2: Process Analysis and Design- In this phase, the design team outlines the org’s current state of critical processes, explicitly looking for disconnects & then describing why these disconnects are occurring. Glenda & her team outline several disconnects in the org’s current state

A

*Is and Should processes: What do the org’s current processes & what will they look like after the project? what are some areas that could use improvement?
*Root causes- Why are these critical areas suffering from disconnects? Could it be because of insufficient resources, poor tech, a lack of info transfer or faulty performance management systems?

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13
Q

Phase 3: Implementation

A

Once the teams have designed the project it is time to test it out. Usually orgs recruit volunteers that will be able to test out the intervention and provide the design team with feedback. Once that process is complete the org rolls it out to the rest of the employees. In Sanjay’s e.g. he provides training b4 he rolls out the project

*Prepare, train, pilot, rollout

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14
Q

Phase 4: Management

*Measure
*Institutionalize improvement and mgmt across processes

A

The project is in full swing, but the org must put systems in place to. continue monitoring & adjusting if needed. Crucially this occurs after the project has been rolled out. They do this by collecting data & providing training, resources and consequences. Furthermore and org’s leadership team should continue to meet to discuss the project & assess its progress as in the e.g. with Ludwig and his staff

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15
Q

Which of the flooring is an e.g. of an External OBM position?

A

*Jean works for a firm that provides consulting services. Diane org contacts Jean for work. Specifically for assistance in developing a companywide pay-for-performance system

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16
Q

Transportation

A

Movement of ppl & tools further than necessary. This type of waste refers to the long-distance movement of ppl. for e.g. a manager required all his stand to travel to the office for a short meeting that could have been an email

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17
Q

Motion

A

Unnecessary movement of ppl or tools. This type of waste refers to the short-distance movement of ppl. In e.g. there is only 1 kit at a clinic & it is not stored central location. This results in employees wasting time going around the clinic looking for the equipment

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18
Q

Defects

A

-Creating or fixing something that doesn’t meet require, emts e.g., BCBAs at an ABA company freq spend time re-writing goals & plans in thr own personal formats instead of the company creating a standard

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19
Q

Skills

A

-Underutilizing employee talents or knowledge. For e.g. a new employee previously received training & supervision in PM. The company owner does not ask for the RBT’s input when creating a compensation system for direct-care staff

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20
Q

Which of the following scenario exemplifies an individuals examining an orgs Competitive advantage when examining its strategy?

A

Lillie’s company has the highest ratings online from customers and current and former employees. Many have attested to the leadership team’s through involvement in providing services and professional development

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21
Q

Products and services:

What does the org produce or offer?

A

*Julius describes his company’s products and services, including personalized disorders who have a history of severe prob bx

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22
Q

Customers and markets:

Who does the org make products for or provide services to?

A

*Johanna’s org works with individuals in the community, serving individuals with & without developmental disorders who have a history of severe prob bx

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23
Q

Competitive advantages

A

What reasons will customers have for choosing the org over its competitors? Lillie’s company has tangible proof of excellent services from both customers and employees which give her an edge over the competition

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24
Q

Market Priorities

A

-Where should the org place its emphasis? Patti and her teams for e.g. have allocated funding to the development of an online platform

*Patti’s executive team allocates significant funding to developing an online platform over the next 3 yrs for their employees to acquire CEUs & thr customers to learn more about ABA

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25
Which of the following scenarios depicts an issue in the Training area of the PDC-HS?
-Omar cannot complete updates to his clients programming being completely unfamiliar with the company's online portal. He has not yet received instructions on how to navigate it
26
PDC-HS?
IS a variation of the performance Diagnostic Checklist that focuses on human services env. It comprises 4 areas: 1. Task Clarification & Prompting 2. Resources, Materials and Processes 3. Training 4.Performance consequences, effort and Competition
27
PDC-HS -Lack of sufficient readily available resources indicating a prob in the "Resources, Materials and processes"
*Donna needs to use the Clinic's only assessment kit but cannot locate it. This forced her to waste most of her time schedules for the client
28
PDC-HS Need for prompt or feedback regarding behavior
Mark frequently forgets to submit his updated graphs by the weekly deadline. This confuses his supervisor cuz Mark has demonstrated this skills in the past
29
PDC-HS Performance, Consequences, Effort and Competition
A clients parents have complained that the previously successful intervention has had mixed results lately. The RBT, Rosemarie has not received supervision for a month
30
Which of the following is an e.g. of Performance management (PM)?
*Contingent on meeting their assessment deadlines, Tommie provides his BCBA supervises with a ticket to the monthly employee raffle
31
*Performance Management (PM)
*The focus id on individuals or groups of employees. When implementing PM, individuals collet objective data on an employee's bx collect objective data on an employee's bx & influence antecedents & consequences to improve performance. You'll see common interventions such as feedback, training, goals setting, creating job aids, training, goals setting, creating job aids, reducing task unpleasantness etc. all used in this sub-area of OBM for e.g. Tommie's focus is on a group of employees. Contingent on them reaching a goal, he provides a consequence, a ticket for a raffle
32
*Behavioral Systems Analysis
*We examine how the Org interacts with the external env and internally we examine the processes that results in the products/ services (the outputs) received by the org customers. For e.g. Ervin breaks down the supervision process when consulting with an org, detailing what it currently looks like Vs what the company will need to transform It into. This e.g. describes analyst would do when creating an "IS" and "Should" map. Remy similarly notes key performers when reviewing his client's process for discharging clients
33
PITFALL 1 -Process change does not align with CBI, does not consider performer(s)
-Lack, loss of support from mgmt, workers -Follow process improvement process, clarify strategy, ID CBIs
34
PITFALL 2 Failure to involve right people in right way
-Reduction, elimination of internal ownership, commitment to change -Follow process improvement process, create teams (design, steering, facilitators)
35
PITFALL 3 Clear expectations not in place
-Confusion over lack of guidance, poor execution -Top mgmt provides rationale, delineates responsibilities, constraints
36
PITFALL 4 -Changing who's in charge, reengineering the organization
-Systematic issues ignored -ID CBIs, let them guide change
37
PITFALL 4 -Changing who's in charge, reengineering the organization
-Systematic issues ignored -ID CBIs, let them guide change
38
PITFALL 5 Failure to consider performers, behavioral requirements
-Antecedents, consequences don't support new processes -ID new performance expectations and determine needed changes
39
PITFALL 6 Failure to consider implementation steps
-Lack of change -Appoint implementation leader; outline action plan, consequences, roles
40
PITFALL 7 Failure to develop measurement system, necessary infrastructure
-Change does not stick, no way to measure progress -Develop measurement and mgmt systems
41
Inputs
-Are resources needed to complete tasks. When looking at an org externally we tend to look at inputs as the resources provided by outside suppliers. For e.g. insurance companies provide ABA orgs with funding. A university prog provides a manufacturing company with raw materials (e.g. Wheat, produce, wood etc.) Inputs are essential for processes to begin
42
A Process
-Is Series of tasks or steps that convert inputs into outputs for e.g. Training, Billing, Onbording, intake, discharge and marketing are standard processes in many orgs. Our focus is on how inputs get turned into outputs when looking at processes
43
Outputs
-Are products, services or resources resulting from a process. This is what customers receive, Outputs can take the form of a specific services (e.g. ABA services such as 1:1, early intervention, caregiver training, social skills groups, etc) or products )look around your home, and you will see numerous e.gs of outputs!)
44
Primary/ core processes
-Result in products and services seen by the external customers. In the scenarios, clients (the teachers) directly experience coaching and the opportunity to provide feedback
45
Secondary/ Support processes
-Are those processes that the external customer does not see still they are necessary for the org to complete its primary processes (e.g. onboarding, budgeting, submitting reimbursement, production etc)
46
Management Processes
-Includes behaviors that managers, supervisors and others in leadership positions do to support the other processes. You will always see a reference to someone in charge here. For e.g the supervisor observes coaches and provides feedback before they work directly with a client
47
A BCBA struggles to write all a client's objectives, having only received an hour's notice. This scenario exemplifies which reason for staff performance problems?
-Lack of resources or time
48
Which of the following scenarios exemplifies a Defect process waste?
-Evert few weeks Ignacio spends hours reviewing evert practitioner's client programs and fixing the format to fit the company's standards
49
Which of the following scenarios exemplifies the Top-down approach for responding to requests for training?
-When developing training, Cindy starts by examining the org's CBIs, noting essential processes & identifying what behaviors employees will need to engage in to support the org
50
HRD (Human Resources Development) function
There are 2 general approached to how the HRD function within org addresses the need for training: reactively and proactively. The 2 reactive approaches are the Top-down and the Bottom-up approach. These 2 methods differ depending on where an issue is first defined
51
Top-Down Approach
The issue starts at the org level. The prob is defined in terms of critical; business issues (CBI) or critical function or process issues (CFI/ CPI). The analyst then identifies the affected strategies & the role of the performer(s) and then conducts a root cause analysis identifying the variables resulting in suboptimal performance. This approach is exemplified by Cindy who started by identifying the org CBIs
52
Bottom-up approach -The training issue is 1st defined at the performer level & then at the process & organizational levels. Joan's e.g. starts at the performer level before funneling up to the process Leven & then affecting a CBI
-Joan noticed that her RBTs were incorrectly filling out their timesheets due to a lack of training. She then noticed that this was causing confusion in the billing process over how to correct these errors & ultimately resulting in lost revenue
53
HRD: Can also proactively address training needs, identifying them before they become problems, In Ted's scenario, he begins creating training by learning about the needs of the various company departments
*Ted interviews the different Dept heads at his company and asks them to describe essential processes & the behavioral expectations for performers in those functions. He starts ti outline. what training he will need to create over the next several months
54
Vacuum Approach to performance improvement: Unfortunately this approach often uses training as the go-to solution, failing to account for the necessity of consequences & feedback in maintaining performance
-Dewey is the supervisor at a company. When performance problems arise, he insists that the training is the obvious solution. He mentions that he doesn't have time to check on employees, which often results in a loss of training gains
55
Which of the following is NOT an e.g. of OBM?
Glenda has the employees complete a survey assessing their satisfaction with their organizational roles by answering a series of ques using Likert scale
56
Organizational Behavior Management (OBM)
Is a sub-discipline of ABA that involves observing, analyzing and influencing environmental variables within an org setting. Standard measures in OBM include performance, profit, quality, safety, working conditions and employee well-being. Some areas of focus within OBM include performance mgmt, behavioral systems analysis
57
Behavior System Analysis (Melissa's)
-Melissa analyzed key processes within her org, noting specific repetitive tasks slowing down the onboarding of new clients
58
Performance-based pay (Nathan)
Nathan and his leadership team developed a compensation system where employees receives a bonus for engaging in target behaviors by a specific time
59
Behavior based safety (Luna)
Luna assesses her clinical staff and provides positive feedback when she sees them use their legs and the proper hold to lift each other during safety training
60
Gretta is the newly hired Director of Operations at her company. She examines the company's standing amongst critical competitors to understand her employer's role in the local market. This e.g. describes an analysis at which level of BSA?
-Organization
61
3 Levels of BSA
-Organizational -Process -Job/performer
62
The Steps for completing a PIC/ NIC analysis are as follows
1. Describe the undesired performance 2. Describe the desired performance 3. Determine the severity of the prob 4. Complete an ABC analysis of the undesired performance 5. Complete an ABC analysis of the expected performance 6. Summarize current antecedents and consequences 7. Propose solutions that add positive, immediate and certain consequences
63
Focusing on Fluency
-When an employee performs fluently they can engage in a target bx even in the presence of distractors.
64
Which of the following is an e.g. of an individual assessing customers when conducting a competitive analysis?
-At the consultant's request, Katrina completes a list of her company's products and services that differ from others in the area
65
Competitive Analysis
-Is a prerequisite step to strategy development & is necessary for orgs to asses their advantage, or lack thereof over their competitors. 3 Critical areas examined include customers, resources and operations
66
When Org look at its Customers: Katrina It looks at what it offers consumers regarding its products, services, prices & quality.
-At the consultant's request, Katrina completes a list of her company' s products and services that differ from others in the area
67
When Org look at its Resources: Frederick revised his org acquisition of raw materials and Cassandra reviewed her company's recruitment of workers (i.e. labor) Organizations look at their inputs e.g., their financial resources, labor, technology, materials, equipment and tools
-Frederick: documents the raw materials his organization needs to start key manufacturing processes -Cassandra reviews her recruitment of workers relative to that of Pablo and Amber's companies
68
When a company looks at it's Operations: Refer to how the company operates relative to competitors. In other words the org may offer products & services at a quicker pace, quantity or quality. Juana examined her organization's speed in terms of completing initial assessment
-Juana compares the speed at which her organization completes initial assessments to her main competitors
69
In relation to the Billing Dept the Timesheet in this e.g. represents what part of the relationship map?
-Input
70
Which of the following Scenario describes an individual using a PIC/ NIC Analysis?
-Pat interviews Rosie and asks about her RBTs calling out. Rosie describes the consequences they contact for calling out and the consequences of completing their jobs
71
ABC Analysis
An observer describes (Narrative recording) or checks off (if using a checklist) the events before a target behavior (Antecedent) and the events that occur following the target bx (consequences). The individual can do this indirectly by interviewing performers or directly observing and employee engage in the Target bx. Bertha
72
The PIC/ NIC analysis
Is a tool developed by Audrey Daniela that expands upon the ABC analysis that closely examines the types of consequences that follow the incorrect and correct performance. When using a PIC/ NIC analysis an individual identifies Antecedents and then categorizes consequences into 3 categories; Positive or Negative, immediate or future and certain or uncertain. This tool can be used indirectly or directly as well.
73
The Performance Diagnostic Checklist (PDC)
Is an informant-based (indirect) tool that an individual uses to understand the context in which bx occurs. The interviewer asks a series of Yes or No ques that cover the following areas: Antecedent & info, equipment & processes, knowledge & skills & consequences.
74
Performance Diagnostic checklist (PDC) During the interview with Geneva, Owen noted deficits in the knowledge & skills (supervises cannot fluently complete their billing reports) & the antecedents area (few resources)
-Owen interviews Geneva a supervisor at a company. He asks her a series of questions and notes that supervises cannot fluently complete their billing reports and have very few resources to help them
75
ABC analysis
-Bertha sits down with Gerardo and asks him to describe everyday events before and after an employee submits an incomplete client report
76
Phase 1 describes What the organization wants the project to address and how and when they expect to reach milestones until the project is complete. Austin's E.g.
phase 1: Project definition and plan -Step 1: Define the project -Define CBI -Establish project goals -Define project scope -Identify the client and what role others will be taken -Reach conclusion about constraints, odds of success and value Step2: Define the project plan -Plan events and dates -Indicate data and data sources
77
Phases 2-4 follow a pattern:
-Create maps/ outlines depicting the current & ideal states (e.g. "define the org system") identify improvement opportunities (i.e., current disconnects that are impeding outputs) describe actions that the org will have to take to improve and identify components at the level below that affect the level of above
78
Phase 2: Organization improvement
-Step 3: Define the org system- Create relationship maps -Step 4: Identify org performance improvement opportunities - Where can the org improve to address high-impact gaps? (i.e., the "should" state of the org) -Step 5: Specify org improvement actions -How will the org improve these gaps? -Step 6:Identify processes with performance payoff - what processes impact outputs at the org level?
79
Phase 3: Process improvement
-Step 7: Define processes - create "is and "should maps -Step 8: Identify process performance improvement opportunities - Where can processes improve to address high-impact gaps? -Steps 8: Identify job(s) with performance improvement opportunities -Where can processes improve to address high-impact gaps? Step 9: Specify process improvement actions - how will the org improve these gaps? -Steps 10: Identify job(s) with performance payoff - what jobs impact outputs at the process level?
80
Phase 4: Job improvement
Step 11: Define job specification -Outline the "should" state of the job Step 12: Identify job performance improvement opportunities -Where can the job improve to address high-impact gaps? Step 13: Specify job improvement actions -how will the org improve these gaps?
81
Phase 5: The org summarizes all the recommendations from 1-4
Conducts a cost-benefit analysis and develops an implementation plan. Wendy's scenario is an e.g. of this place Phase 5: Implementation Step 14 Implement and evaluate performance improvement actions
82
Which of the following scenarios is an e.g. of the "Problem Identification" Step of the performance improvement process?
-Haleigh notices that her supervises frequently uses subjective language in their session notes, which will require correction
83
Which of the following scenarios contains an e.g. of a behavioral product (underlined)?
-Erick inspects his RBT's Completed Data Sheet following the acquisition program she just finished running
84
Which of the following is an e.g. of a good mission statement?
-our goal is to use objective data to develop customized plans that address each client's personal needs & help them track their progress at every step pf their fitness journey This mission statement specifies the product/ service offered, describes the value received by the clients and allows the measurement
85
Good mission statement
-Will specify the products/ services offered by the organization, describe the value received by consumers, allow progress to be measured & succinctly describe why the org exists in 1 sentence
86
Which of the following is an e.g. of a job aid?
-Tyler posts a sign neat the playground entrance that says, "staff members, remember to wash your hands when you come back inside"!
87
Task Clarification
Specifies job requirements for performers. They can be vocal or written and helpful if a worker tends to forget steps, E.g. memos, meetings and checklists.
88
Training
Involves an individual instructing performers on how to complete work tasks Training can be done in a classroom, online or on the job. e.g. pyramidal training, BST (Instruction, model, rehearsal, feedback and repeating to a set masters criterion)
89
Job aids:
-Are anything typically a prompt that draws a performer's attention and makes a bx more likely. They are helpful if a worker tends to miss opportunities to engage in a target skill. E.g. Notes, signs, instructions, pop-ups and checklist.
90
Goals
-Are standards of how well a task must be performed within a specific time frame.
91
Receiving various acquisition and reduction programs from his supervisor?
-Input
92
Inputs:
-Stimuli that the performer used to convert to outputs (e.g. procedures, materials, forms assignments, requests)
93
Performer:
The individuals or groups who convert inputs into outputs.
94
Outputs
-Products of the performers (e.g., the services or products produced)
95
Consequences
-Positive (good), negative (bad), natural, programmed, immediate or delayed events that occur after bx
96
Feedback
-Info about one's bx that allows that person to modify or continue something about their performance
97
Which of the following is an e.g. of evaluating training at the results level?
-Following the training seminar on using the company's online billing portal properly, Dwayne notices that the billing process, in general is running more smoothly
98
The reaction level of training
-Assesses the learner's satisfaction with it. While it is not evident in any of the scenarios. e.g. having learners complete a satisfaction survey following the completion of training
99
The Learner level of training
-Examines whether the learner's acquired knowledge, skills or abilities (KSAs) following completion. This level is evident in the E.g. of the RBTs learning to fluently use the company's data sheets, a skill they did not possess prior
100
The Behavior Level of Training
-We examine whether the learner can generalize skills learned in the training env to the actual work env.
101
The results level of training
-Examines the effects of training on critical processes and the org as a whole. For Dwayne notices that the billing process is more efficient following the training at the performer level
102
ROI (return on Investment) level of training
When they weigh the costs and benefits of training with the revenue gained

5051 (4 decks)

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