Section 10

Behavioral Performance Management

Behavior Modification Techniques

There are five categories of activities that can be addressed with behavior modification techniques: Develop a new behavior

Strengthen a behavior
Maintain an established behavior Stop inappropriate behavior Modify emotional behavior

We operate on the environment

Alter behavior to maximize positive and minimize adverse consequences.

Operant versus respondent behaviors

Law of effect
Likelihood that an operant behavior will be repeated depends on its consequences

Behavior Modification

(Continued)

Learning Theory Background

A-B-Cs of Behavior Modification

Antecedents
What happens before behavior

Behavior
What person says or does

Consequences
What happens After behavior

Example
Attendance bonus system is announced Employee attends scheduled work Employee receives attendance bonus

Contingencies of Reinforcement
Consequence is Introduced Behavior Increases/ Maintained Positive reinforcement No Consequence Consequence is Removed Negative reinforcement

Behavior Decreases

Punishment

Extinction

Punishment

Principles of Learning: Reinforcement and Punishment

(Continued)

Principles of Learning: Reinforcement and Punishment

(Continued)

The Use of Punishment

The Meaning of Punishment Often used, rarely understood Administering Punishment Guidelines for Discipline

Analysis of Money as a Reinforcer Issues of timing the reinforcer Nonfinancial Rewards

Social Recognition and Attention Performance Feedback Need to Evaluate it

Schedules of Reinforcement
Behaviors
1 2 3 4 5 6 7 8 9

Continuous
Fixed ratio

Variable ratio
Time (Days)
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Fixed interval Variable interval

Behavioral Performance Management, or O. B. Mod.

Step 1: Identification of Performance Behaviors Step 2: Measurement of the Behavior Step 3: Functional Analysis of the Behavior Step 4: Development of an Intervention Strategy
A Positive Reinforcement Strategy

A Punishment-Positive Reinforcement Strategy

Step 5: Evaluation to Ensure Performance Improvement

A final note of caution

Must Be Extremely Careful of What to Positively Reinforce (Fixed vs. Growth Mindsets from Dweck, 2006) Student subjects randomly reinforced for their ability in solving tasks (you must be really smart as this) led to a fixed mindset. Subsequently, they rejected taking on challenging new tasks ( fear of failure, not able to meet expectations). If they did try and failed, they took it personal, felt deficient and depressed. They did not enjoy, have fun, at subsequent tasks. Importantly, their performance decreased over time. Many( 40%) actually lied to others about their abilities. However, those randomly reinforced for their effort on tasks (you must have worked really hard at this) led to a growth mindset and the exact opposite results.

Performance Absenteeism Turnover

E.g., staffing firm study- praise and recognition

Uses of O.B. Modification

Questions