UNIT 1-3 Flashcards
(158 cards)
1
Q
A scientific approach for discovering environmental variables that reliably influence socially significant behavior and for developing a technology of behavior change that takes practical advantage of those discoveres
A
ABA
2
Q
Sub-disciplines of ABA: x4
A
- Education/instructional design
- Developmental disabilities
- Medicine
- OBM
3
Q
The application of the science of behavior… guided by a single theory of human behavior and has historically emphasized identification and modification of the environmental variables that affect directly observable or verifiable employee performance
A
OBM
4
Q
The management of individual employee or a group of employees through the application of behavioral principles
A
Performance Management (PM)
5
Q
This process usually involves the analysis of antecedents and consequences supporting the behaviors of individuals or groups within the organization and manipulating these variables to either decrease unproductive or increase productive behavior performance
A
PM Process
6
Q
Common interventions used in PM:
A
goal setting, feedback, job aids, token systems, lottery systems
7
Q
This involves outlining how the components of the system interact, including how each individual contributes to the overall functioning of the system
A
Behavioral Systems Analysis (BSA)
8
Q
The value of BSA x2:
A
- Allows us to analyze the organization outside the basic 3-term contingency of antecedents, behavior, and consequences to identify variables that significantly impact individual and organizational performance
- One can identify improvement that will produce the largest positive impact on the organization and focus on planning and managing variables that support desired performance
9
Q
A sort of combination of PM and BSA. Requires system wide measurement system that uses metrics (Scoreboards) and goals to track employee performance
A
Performance Based Pay
10
Q
Performance is tied to pay through the scoreboards
A
Performance Based Pay
11
Q
Aligns employees goals with organizational goals
A
Performance Based Pay
12
Q
It focuses specifically on the analysis and modification of work environments to reduce injuries and promote the safe behavior of employees
A
Behavior-Based Safety
13
Q
Focuses on changing the behavior of employees so that injuries are reduced and safe performance becomes more common, in contrast to other disciplines that approach safety from the standpoint of mechanical or structural engineering
A
Behavior-Based Safety
14
Q
What do OBMers do: x6
A
- Increase safety
- Increase performance
- Increase quality
- Improve work conditions
- Advertising
- Public Relations
15
Q
Differences between OBM and I/O: x3
A
- Areas of interest
- Theoretical Orientation
- Research methods
16
Q
I/O areas of interest:
A
selection and placement performance legal issues leadership employee stress mentoring turnover
17
Q
OBM areas of interest:
A
Employee performance
Productivity
Safety behavior
18
Q
I/O theoretical orientation:
A
No unified theoretical orientation
19
Q
OBM theoretical orientation:
A
Radical Behaviorism
20
Q
I/O Research Methods:
A
hypothetico-deductive
statistical designs
21
Q
OBM Research Methods:
A
Inductive
Visual analysis
22
Q
Includes observable and measurable behavior and also its results (permanent products)
A
Pinpoints
23
Q
Anything a living organism does
A
Behavior
24
Q
What is left over after a behavior (the employee does not need to be there for you to measure)
A
Results
25
The best pinpoints impact....
Results
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Identifying pinpoints (Braksick 2007): x3
1. Identify the biggest opportunity
2. Select a few behaviors that will have the greatest impact
3. Don't overwhelm with pinpoints
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Barriers to meausrement: x3
1. Resistance from employees
2. Time constraints
3. "You can't measure my job!"
28
Common measurement dimensions in OBM: x4
1. Quantity (count)
2. Quality
3. Cost
4. Timeliness
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BARS
Behaviorally Anchored Rating Scale
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Ratio of the exemplar's performance to typical performance
Potential for improving performance (PIP)
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Uses for the PIP:x3
1. Assist in selecting pinpoints
2. Assist in selecting groups that require improvement
3. Assess room for improvement
32
Measurements systems in OBM:
1. Checklists
| 2. Point systems
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Simple
| Only provides occurrence vs non-occurrence
Checklists
34
Allows for objective evaluation of all pertinent job elements
Allows for flexibility
Point Systems
35
Indirect measures:
Whole interval recording
Partial interval recording
Momentary time sampling
36
A method to independently check on the pinpoint, wherein a second observer independently collects data at the same time as the primary data collector
Inter-observer agreement (IOA)
37
Benefits of IOA:
1. Prevent drifting
2. May increase management buy-in
3. Helpful in high-stakes measurement
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The effects of an assessment procedure on the behavior being assessed
Reactivity
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A systematic method of determining what employees would like to receive for completing work
Stimulus preference assessment (SPA)
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SPA methods:
1. ask employees
2. observe employees
3. ranking assessment
4. survey assessment
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According to Austin et al (1999), functional assessments are not common in OBM literature due to:
1. The interventions are effective without assessment
2. Rule-governed behavior
3. OBM is concerned with increasing behavior
42
Types of functional assessments (in OBM): x4
1. Records review
2. Informant assessments
3. Descriptive assessments
4. Experimental analysis
43
Historical data such as planning documents, organization chart, industry productivity standards, industry conditions, competitors, customer list, product/services, employee handbook, job descriptions
Record Review
44
An analysis of events that precede and follow a pinpoint
ABC analysis (descriptive assessment)
45
What makes ABC difficult: x3
1. Must observe the behavior occurring
2. Time consuming
3. Targeting results
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Advantages of experimental analysis:
Accurate
47
Disadvantages of experimental analysis:
Time consuming
Requires frequently occurring behavior
Requires expertise
48
Two general types of interviews:
1. Structured
| 2. Unstructured
49
Interview that follows a script
Structured interview
50
Interviewer develops a list of topics ahead of time, but informant answers determine which direction the interview takes
Unstructured interview
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An interview assessment that covers four areas that could contribute to performance problems. One of the most common assessment tools in the OBM literature.
Performance Diagnostic Checklist (PDC)
52
4 areas in PDC:
1. Antecedents
2. Equipment and Processes
3. Knowledge and Skills
4. Consequences
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Intervention consisting of manipulation before the behavior occurs
Antecedent Intervention
54
Broadly defined as antecedents that encourage engaging in a task
Job aides
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Highly detailed set of instructions on what is expected
Task clarification
56
Task clarifications: x3
1. Memo
2. Checklist
3. Meeting/Workshop
57
A list of activities in sequential order that need to be completed
Checklist
58
An antecedent that describes an expected level of performance
Goals
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Characteristics of a good goal: x2
1. Difficult, yet obtainable
| 2. Under the control of the employee
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Goals are set by: x6
1. Looking at internal performers
2. Input from managers and employees
3. Customer requirements
4. Baseline levels of performance
5. External competitors
6. Industry standards
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Types of training: x2
1. Classroom
| 2. Behavioral Skills Training(BST)
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Advantages of classroom training:
Many people can be taught at once
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Disadvantages of classroom training:
Questionable retention/generalization
| Limited ability to practice skills
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Classroom procedure:x4
1. Set clear learning objectives
2. Deliver a pre-test
3. Provide instruction
4. Evaluate
65
Classroom Methods: x4
1. Lecture
2. Watching Videos
3. Internet
4. Conferences
66
Benefits of Active Student Responding (ASR):
Allow the instructor to receive on-going feedback (response cards, guided notes, choral responding)
67
Ways to achieve feedback on performance:
1. Role-playing
| 2. Evaluation of model videos
68
Classroom training useful for:
Large number of employees (initial training)
| A lot of information to teach
69
Behavior skills training Advantages x2
1. Can be done on the job
| 2. Facilitate generalization
70
Behavior skill training Disadvantage: x1
1. Can be time-consuming
71
Behavior Skills Training useful for:
Employees who can't demonstrate skills
| Increase fluency
72
BST Procedure:
Instruction
Model
Performance
Feedback
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Rate of accurate performance
Fluency
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Experts train supervisors who then train staff
Pyramidal training
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Benefit of Pyramidal Training to trainer:
Maintenance
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Examining and designing the interaction with equipment and workplaces to fit employees
Ergonomics
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A series of steps designed to produce a product or service
Process
78
A change in the environment that follows a response that maintains or increases responding in the future under similar environmental conditions
Reinforcement
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Making the opportunity to engage in a behavior that occurs at a relatively high free operant rate contingent upon the occurrence of low frequency behavior will function as reinforcement for the low frequency behavior
The Premack Principle
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Something that is delivered long after a behavior has occurred
Reward
81
Why reinforcement fails: x7
1. Insincere
2. Too thin
3. Assumptions of value
4. Too delayed
5. Too general
6. Non-contingent
7. Reaction from employee
82
Reinforcement Effectiveness 3x requirements:
1. Quickly follows behavior
2. Delivered frequently when behavior is completed
3. Consistently delivered
83
Information about behavior or performance that allows a person to change his/her behavior
Feedback
84
Feedback that encourages desired behavior
Positive Feedback
85
Feedback that increases appropriate behavior while discouraging unproductive behavior
Constructive Feedback
86
Characteristics of Positive Feedback: x5
1. Specific to the performance
2. Delivered as soon after the behavior as possible + individualized
3. Delivered by the person in charge
4. Easily understood
5. Graphed
87
Feedback is likely to have impact when: x3
1. You have been paired with the delivery of reinforcement
2. Delivered fairly and equally
3. Based on data
88
Characteristics of good Constructive Feedback: x6
1. Done in private
2. Soon after the behavior
3. Describe the desired performance
4. Talk specifically about behavior
5. Use "I statements"
6. Don't do it when angry
89
The process of collecting data on one's own behavior
Self-monitoring
90
Steady high rates of responding
VR schedules
91
All or none - post reinforcement pause
FR schedules
92
Scallops
FI shcedules
93
Low to moderate rates of responding/steady
VI schedules
94
Schedules that usually decrease behavior or maintain very low rates of behavior
FT/VT - Time based
95
A verbal description of a contingency
Rule
96
Behavior controlled by the rule rather than the contingency it describes
Rule-governed behavior
97
Varying effectiveness of rules may be due to x2
1. Learner history of rule-following
| 2. Characteristics of the rules
98
Continuing of performance after it was first established
Maintenance / Lasting change
99
Levels of responding reached during intervention that maintain after the intervention has been terminated
Maintenance / Lasting change
100
Barriers to lasting change:
1. Durations of the interventions vary considerably in the literature
2. Once a consultant withdraws the gains may not last
3. Institutionalization
101
Lasting change strategies: x7
1. Involvement in design
2. Formal data collection system
3. Formal system of dispensing consequences
4. Use naturally occurring contingencies
5. Relationship building on the front end
6. Don't rely on a single person
7. Consequences at all levels
102
Punishment Guidelines:x10
1. Don't threaten punishment, just implement
2. Punish the behavior not the person
3. Punish immediately
4. Punish every time
5. Make it clear what is expected and reinforce the occurrence
6. Continue to deliver reinforcement for appropriate bx
7. Punish in private
8. Be consistent
9. Don't mix punishment and reinforcement
10. Use an intense punisher
103
Side effects of punishment x4
1. Avoidance
2. Emotional responding
3. Counter control
4. Become a signal for punishment
104
A __________ is a person that establishes conditions that bring out the best in employees
Leader
105
According to Daniels and Daniels (2007), leaders promote: x4
1. Employees who work hard for the leader
2. Employees who sacrifice for the leader
3. Employees who correct others who engage in counterproductive behavior
4. Employees who set their own goals based off of what the leader would approve
106
This statement is the ultimate goal of the company.
| Concise statement explaining why the organization exists
Mission Statements
107
Focusing too much on an activity and not the ultimate goal
Activity trap
108
Lose sight of the purpose of the organization
Organizational Myopia
109
How employees become invested in their work: x6
1. They understand the importance of their job as it relates to the mission statement
2. Receive reinforcement for engaging in behavior that helps achieve the mission
3. Face-to face contact
4. Have a leader who is paired with reinforcement
5. Have a leader who follows through on contingencies
6. Allow employee behavior to influence your behavior
110
When introducing new initiatives (Geller, 2002): x3
1. Provide rationales for requests
2. Involve employees in decisions (customization of goals)
3. Provide choices
111
How to increase creativity: x3
1. Set the occasions
2. Reinforce behavior - not results
3. Don't fall into the success-only trap
112
________ refers to behaviors, practices, and decisions that address three basic and fundamental questions: what is the right thing to do? what is worth doing? what does it mean to be a good behavior analyst?
Ethics
113
3 basic and fundamental questions to ask with regards to ethics:
1. What is the right thing to do?
2. What is worth doing?
3. What does it mean to be a good behavior analyst?
114
ISPI code of ethics: x6
1. Add value
2. Validated practice
3. Collaboration
4. Continuous improvement
5. Integrity
6. Uphold confidentiality
115
Respect and contribute to the legitimate and ethical objectives of the organizations
Add value (ISPI code of ethics)
116
Give recommendations based on a needs assessment
Add Value (ISPI code of ethics)
117
Measure performance based on results not on procedures performed for the client
Add value (ISPI code of ethics)
118
Validate practice principle (ISPI code of ethics): x4
1. Use validate techniques
2. Data based decisions
3. Objectively evaluate interventions
4. Keep up with new technologies
119
Meet the interests of all parties involved in an intervention
Collaboration (ISPI code of ethics)
120
Comply with requests to partner with others, even if they represent your own competition
Collaboration (ISPI code of ethics)
121
ISPI code of ethics - continuous improvement:
solicit feedback from your employers
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ISPI code of ethics - integrity:
1. be honest and truthful in your representations of yourself to clients, colleagues and others
2. give credit
3. be honest with clients
4. practice within your expertise
123
A cost that corporation's action impose on society
Externalities
124
Strategies to integrate ethical practices into a company: x4
1. Set ethical values statements
2. Ethics into performance reviews
3. Reinforce ethical behavior
4. Retain ethical employees/make ethics a hiring priority
125
Conduced a functional assessment on cash register shortages.
Rohn, Austin, and Lutrey (2001)
126
Examined packing errors as calculated by picking mistakes. Switched from paper /pencil to automated scan.
Result: equipment increased the number of audits
Goomas (2012)
127
Used lottery tickets to increase percent of paperwork completed by staff members
Cook and Dixon (2005)
128
Reduced outstanding days sales
Rodriguez (2011)
129
Study 4 female appointment coordinators - scored on greetings, tone, closing
Slowiak et al. (2006)
130
Something about a work environment that produces harm to an employee
Occupational stress
131
The process in which a stimulus is applied to a person, and the person's psychological/physiological response
Occupational stress
132
Some effects of occupational stress: x5
1. Increased absence
2. Hostility
3. Depression
4. Physical illness
5. Increased alcohol consumption
133
What are stressors: x6
1. Task design
2. Management: communications/lack of involvement
3. Relationships
4. Roles: Unclear expectations
5. Job insecurity
6. Other unpleasant conditions: noise, crowding, equipment
134
Treatments for occupational stress: x2
1. Treatment for the person
| 2. Organizational changes
135
Common person-based treatments: x4
1. Biofeedback
2. Meditation
3. Withdraw behavior
4. CBT
136
Several ways to decrease occupational stress (Hackman and Oldham, 1980): x4
1. Increase autonomy
2. Increase task variety
3. Increase task significance
4. Increase feedback
137
Common interventions in OBM: x5
1. Task clarification
2. Goal setting
3. Public posting
4. Feedback
5. Reinforcement procedures
138
Why managers haven't embraced behavior analysis: x3
1. They don't know what they don't know
2. What they do know is flawed or incomplete
3. Popular press has presented it in a simplistic or trivial way
139
Four behavioral consequences:
1. Postive reinforcement
2. Negative reinforcement
3. Positive punishment
4. Negative punishment
140
___________ reinforcement produces higher rates of behavior than ________________ reinforcement
Positive ; negative
141
A __________ immediate consequence has more impact on behavior, than ________, future, and uncertain one
small ; large
142
13 Management practices that waste time and money:
1. Employee of the month
2. Setting stretch goals
3. Annual performance appraisal
4. Ranking employees, offices and plants
5. Rewarding things a dead man can do
6. Salary and hourly pay
7. You did a good job, but...
8. Using the sandwich method of correcting
9. Yelling and screaming and other forms of public criticism
10. The budget process
11. Promoting people that no one likes
12. Downsizing
13. Mergers and acquisitions and other forms of reorganizing
143
Issues with "employee of the month":
1. At most, one person is affected
| 2. Not available to everyone that is also performing well
144
Issues with "Stretch goals":
Unreachable target/ violates how goals works/ causes extinction
145
Issues with "annual performance appraisal":
1. Allocation of scores is on a curve
2. Not immediate
3. Not accessible to everyone
146
Issues with "ranking employees, offices, and plants"
Creates competition (within the organization/like being graded on a curve)
147
Issues with "rewarding things a dead man can do":
If a dead man can do it perfectly, then it will not solve the problem
148
Issues with "salary and hourly pay":
Show up pay
149
Issues with "you did a good job, but..":
Supervisors try to positively reinforce, but fail because they qualify it
150
Issues with "using the sandwich method":
1. Not supported by data
2. Dilutes the corrective feedback
3. May be received as reinforcement by the employee
151
Issues with "yelling and screaming":
Not designed to help people in any organization
152
Issues with the "budget process":
Usually rewards those who do more with less, with budget cuts
153
Issues with "promoting people that no one likes":
Often based on technical, not social skills - not efficient if you are not well liked
154
Issues with "downsizing":
1. Fail to increase reinforcement for the people left
| 2. Fewer people doing the same amount of work
155
Issues with "mergers and acquisitions":
Failing to use examples/experience from each other
156
The 5-step behavior change process:
1. Pinpoint
2. Measure
3. Feedback
4. Reinforce
5. Evaluate
157
Pinpoint 2 things:
1. What is the business case for achieving an outcome?
| 2. What do people have to do to make that happen?
158
If business case hasn't changed, 2 possible problems:
1. Pinpointed wrong behavior
| 2. Don't have a reinforcer
