Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Performance Management > Important terms > Flashcards

Important terms Flashcards

1
Q

info about performance that allows a person to change their behavior

A

Feedback

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

describes the behaviors,tasks, and results that produce a specific outcome. Such as ballet, a concert or any set of work outcomes
- the sum of behaviors and their results
ex. writing 3 FBAs

A

Performance

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q
  • must tell you where you stand relative to some goal or target
  • performer must know what to do to improve
A

To be considered feedback must serve these two functions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q
  1. specific info
  2. info on a performance the person controls
  3. immediately following the performance, if not during
  4. individualized
  5. self-monitored if possible
    6.if not self-monitored, delivered by the person in charge
  6. focused on improvement
  7. easily understood
    9.graphed
    10.used as an antecedent to reinforcement
A

Characteristics of effective feedback

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

the approach of instructions, modeling, practice and feedback until mastery

A

BST

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

a) instructions
b) modeling
C) role-play
d) feedback

A

Behavior skills training components

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q
  • Describe the target skill
  • Provide a sufficient, written description of the skill
  • Demonstrate the target skill
  • Require trainee practice the target skill
  • Provide feedback during practice
  • Repeat steps 4 and 5 to mastery
A

BST steps

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

what trainers and trainees do during training

A

performance based

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

the practice of continued training until trainees completely demonstrates target skills

A

competency based

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q
  • increases the likelihood that performance of the target skill will be acquired and will generalize to the workplace
A

in-vivo/ on the job training

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q
  • essential for learning
  • lack of feedback is typically always a reason for performance problems
  • implementation of performance feedback often improves performance by 20-50%, across a wide range of fields
  • least expensive and easiest procedure to improve performance
A

value of feedback

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q
  • identifying basic behaviors driving the desired result
  • This includes what the behavior looks like and the result produced by the behavior
  • This is a change from baseline, which is typically imprecise feedback
A

Pinpointing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

permanent product of a behavior

A

Results

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

permanent product of a behavior

A

Results

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

the reason the organization or the job exists

A

mission

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Accomplishment
Control
Overall
Reconcilable
Numbers

A

Acorn test for determining job mission

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

more reliable and consistent triggers if the consequence that follow them are highly reinforcing

A

antecedent

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

antecedents get their “power” from their

A

consequences

19
Q

precede behavior
needed to identify valuable consequences for employees

A

Motivating operations

20
Q

single most effective tool to improve morale and performance

A

consequences

21
Q

events that follow behavior and change the probability that the behavior will reoccur in the future

A

behavioral consequences

22
Q

the work itself
peers
management

A

Sources of reinforcement

23
Q

don’t solve problems, we want people to do tasks, not to stop doing tasks

A

punishing consequences

24
Q

Positive, immediate, certain(PIC)

A

first choice,

25
Q

asking- ask employees what they like
observe- observe what employees do in free time
testing- test a consequence to see if it functions as a reinforcer

A

three ways to identify reinforcers

26
Q
  • pair them with social reinforcers
  • must be something the person wants
  • must be contingent- given after the behavior intended for reinforcement occurs
    -require advanced planning
    -not always available
    -satiation may occur faster than social reinforcers
A

Considerations for using tangibles

27
Q

Controllable- under the managers control
Available- always available-social reinforcers may be preferable for this reason
Repeatable- workers do not satiate rapidly
Efficient- need to pay for itself through increased performance

A

Characteristics of effective reinforcers (CARE)

28
Q

an interaction that increases performance
e. plaques/trophies are a permeant product of this

A

Social reinforcer

29
Q

economically valuable object or activity that increases performance

A

Tangible

30
Q
  1. Personalize reinforcers
  2. Deliver immediately
  3. Reinforce specific behaviors
  4. Reinforce w/ sincerity
  5. Reinforce frequently
  6. Don’t renforce and punish at the same time
  7. Don’t mix goal setting and reinforcement
A

Delivering reinforcers effectively

31
Q

-maintains higher rates than continuous reinforcement
- behavior maintained on this schedule is more resistant to extinction than continuous reinforcement
-avoids satiation
-frees manager to reinforce other behaviors
- learned industriousness

A

Benefits of intermittent reinforcement

32
Q

-responding to multiple cues
-motivation
-self- management
-self-initation

A

4 pivotal behaviors

33
Q
  • Practical and effective
  • Produces short and long-term results
  • Does not require formal psychological training
  • Principles are generalizable to range or performance problems
  • Creates an enjoyable work environment
  • Can create positive work relationships (through positive reinforcement)
  • Is an open system, procedures are transparent at all organizational levels
A

7 Values of PM

34
Q
  • competence in your area of practice
  • establishing clear performance expectations
  • ensuring skill mastery
  • correcting performance errors and issues
  • keeping supervisees motivated
A

Supervisory skills

35
Q
  • Be sure supervises are trained to mastery to perform assigned tasks
  • Remember that RBT level staff are not qualified to conduct parent training or are trained on how to train
  • Clearly defining BCBA vs. RBT responsibilities will help avoid RBTs functioning outside of their job description
A

Supervisory Delegation

36
Q
  • Use evidence-based training and supervision models
  • Be familiar and follow and state-wide training and licensing requirements
A

Designing effective supervision and training

37
Q
  • Provide clear, written descriptions of the scope and content of supervision you provide
  • This also applies to supervisor in your place of employment
A

Communication of Supervision conditions

38
Q

o Consumer performance
o Staff performance
o Supervisor performance (self-monitoring)

A

Evaluating the effects of supervision
- Evaluated at 3 levels

39
Q

o The consumer is making progress
o The staff is performing with competence and fidelity
o The supervision is being carried out in and evidence- based, socially valued, and effective manner
o When all three are collected, the behavior analyst is functioning within the ethical boundaries of the BACB supervision requirements

A

how to evaluate if supervision is effective

40
Q
  • Select culturally and contextually relevant outcomes based on targeted data (reduce office referrals for discipline)
  • Implement evidence based- practices
  • Establish positive and proactive systems for professional development
  • Use data to monitor fidelity and outcomes; and to ensure equity
A

Critical Features of SWPBS

41
Q

structuring the environment to prompt appropriate behavior
o Universal- teach a small number of positive expectations: use a rande of consequences for inappropriate behavior
o Has strong empirical support

A

Tier 1

42
Q

o for students not responsive to tier 1, teach tier 2 practivces
o may include: self- management, small group social skills, structured mentoring

A

Tier 2

43
Q

o for students not responsive to tier 1 and 2
o employees intensive individualized interventions such as FBA/BSP

A

Tier 3

Performance Management (1 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions