Unit 1 Study Objectives

Question 1

Define ABA

Answer 1

ABA is defined as the application of the principles of behavior discovered and defined by basic experimental procedures, to change socially significant behavior.

Question 2

Define OBM using the definitions provided in the lecture.

Answer 2

OBM is defined as the application of applied behavior analysis to change the behavior of individuals and groups within the workplace.

Question 3

What is the goal of OBM?

Answer 3

Develop and evaluate a technology of performance improvement based on the scientific principles of behavior.

Question 4

What are the two main analysis/assessment frameworks within OBM?

Answer 4

• Performance management (PM) involves analyzing and improving the performances of individuals or groups within the organization.
• Behavioral Systems Analysis (BSA) involves analyzing and improving the performances of individuals or groups within the organization, as well as organizational factors across multiple individuals or groups.

Question 4

Because the scope of BSA includes analyzing and improving the performance of individuals and groups within the organization (PM), we would consider PM to be part of BSA. In other words, BSA includes PM, but PM does not include BSA. Learn this point.

Answer 4

BSA includes PM, but PM does not include BSA.

Question 4

Be able to reproduce the figure from the lecture showing how PM, BSA, OBM, and ABA all relate to Behavior Analysis.

Answer 4

circle diagram

Behavior Analysis
ABA
OBM
BSA
Pm

Question 5

Define human behavior (for most purposes)

Answer 5

Any observable, measurable activity of a person.

Question 6

What is the Dead Man’s Test?

Answer 6

If a dead man can do it, it ain’t a behavior!

Question 7

Be able to distinguish between a behavior and a non-behavior if given examples on the exam.

Answer 7

Example:
Being at work= No
Putting on safety harness = Yes

Question 8

What is performance?

Answer 8

Consists of a situation, one or more behavior, task, and results, which are combined to produce a specific accomplishment.

Question 9

In order to change results, you must change behavior. Learn this.

Answer 9

In order to change results, you must change behavior.

Question 10

Our focus should always be on changing behaviors that affect meaningful or critical results. Learn this point as well.

Answer 10

Focus should always be on changing behaviors that affect results or outcomes.

Question 11

Identify the four things behavior is not and be able to explain why each of them fail the behavior test.

Answer 11

(1) Generalities are not behavior. This fails because they do not describe what you can observe someone doing.
(2) Attitudes are not behavior. This fails because they refer to a vast collection of tasks and behaviors and can have different meanings for different people.
(3) States are not behavior. This fails because they are a static condition that exists as a result of a behavior (a dead man can do them).
(4) Values are not behavior. This fails because they are group of behaviors defined by their impact on the observer.

Question 12

What is the best way to change someone’s feelings or thoughts?

Answer 12

The best way to change someone’s feelings or thoughts is to change their thoughts.

Question 13

How do Bailey & Austin define Performance Management?

Answer 13

Performance Management is a complex process of analyzing human behavior in the workplace and subsequently implementing changes to the work environment that are designed to improve some aspect of productivity.

Question 14

Be able to list the Ten Steps of the PM Process and the important takeaway(s) for each step.

1-5*

Answer 14

(1) Select the performance problem
- Takeaway: Select a problem that is obvious to everyone, that is not due to a failure of management to provide sufficient resources or to some political conflict within the company, and that is not a result of some structural deficit, supply problem or a lack of customers.

(2)State the problem behaviorally
- Takeaway: Human performance can be defined in two ways: as an actual observable or as a result.

(3) Measure the problem
- Takeaway: Use outcome measures (results) whenever possible because they are easier to define and reliably collect than behavioral measures.

(4) Graph the data
- Takeaway: A stable baseline is just as important in applied settings as in laboratory settings.

(5) Analyze the performance
- Takeaway: Conducting an analysis before determining an intervention is important because it makes the necessary intervention clearer.

Question 15

Be able to list the Ten Steps of the PM Process and the important takeaway(s) for each step

6-10*

Answer 15

(6) Develop an intervention and maintenance plan
- Takeaway: Design less intrusive interventions when available resources are limited you need to show results quickly, or it’s a won’t do problem. Design more intrusive interventions when more resources are available, problem is complex or it’s a can’t do* problem. Either way, design with an eye toward maintenance of the interventions.

(7)Perform a systems check
- Takeaway: When behavior and results change, this often significantly affects larger organizational outcomes.

(8)Implement the plan
- Takeaway: Consider the following factors when implementing a PM plan: preparation, timing, training, monitoring, troubleshooting.

(9) Continue monitoring data
- Takeaway: Data should be collected at least twice per week.

(10)Evaluate the impact
- Takeaway: Use your data/graphs to determine whether your intervention(s) impacted financial measures and pinpointed performance (behaviors and results) and assess acceptability of your interventions and results. Make adjustments as necessary.

Question 16

What is pinpointing?

Answer 16

The process of being specific about what people do

Question 17

What are the two types of pinpoints?

Answer 17

1. Behaviors of the performer
2. The results produced by the behaviors

Question 18

Be able to distinguish between behaviors and results.

Answer 18

• Behavior is someone’s action. An example of behavior is typing a report. A result(s) is outcome. An example of a result is the typed report.

Two examples of workplace behaviors and the results they are associated with.
Example 1: Asking questions on a survey: Completed survey.
Example 2: Brewing fresh iced tea. Fresh iced tea.

Question 19

Summarize the argument Gilbert (1978) made regarding pinpointing.

Answer 19

Behavior is valued only in relationship to its output.

Question 20

Why is it important to pinpoint results first?

Answer 20

Results bring in money, behaviors cost money. To know which behaviors are important you must first know what results you are trying to achieve. From there you can determine which behaviors are critical to producing those results.

Question 21

What do labels such as bad attitude, extrovert personality, or high level of motivation consist of?

Answer 21

Labels are composed of many nonspecified behaviors.

Question 22

What two issues can arise if you use vague terms such as these to describe performance?

Answer 22

1. Labeling often leads to stereotyping!
2. Labels do not help correct the problem: They fail to identify the specifics of the problem (open to interpretation). They do not tell performers what they need to do to change performance.

Question 23

Why is it important that pinpoints be under the performer’s control?

Answer 23

They must have a major influence over the behavior or result. Otherwise, they can’t change the behavior or result.

Question 24

Why is it important to pinpoint both behaviors and results?

Answer 24

When you pinpoint behaviors only, you may not always achieve the desirable result. When you pinpoint results only, you may inadvertently reinforce the wrong behaviors.

Question 25

What are the two challenges of pinpointing behaviors?

Answer 25

1. Separating from non-behaviors. 2. Determining whether the behavior you select will in fact create the outcome you want.

Question 26

In business, why do we usually pinpoint classes of behavior rather than individual behaviors?

Answer 26

Value comes not from behavior itself but from the effect behavior produces.

Question 27

Be able to distinguish between behavior classes and behavior chains.

Answer 27

Behavior classes: Any group or pattern of behaviors that produces the same effect on the environment. An example of a behavior class is Doctors handwriting.
Behavior chains: When behaviors are performed in some sequence. An example of a behavior chain is: squeeze the toothpaste tube.

Question 28

What does “NORMS” stand for?

Answer 28

N: Not an Interpretation
O: Observable
R: Reliable
M: Measurable
S: Specific

Question 29

What is the one simple rule Daniels & Bailey give for pinpointing?

Answer 29

Pinpoint both behaviors and results, but always pinpoint and measure results first.

Question 30

For the exam, I might list the circumstances and ask you to identify whether the focus should be on behaviors, results. Or I might ask you to list out when you should focus on each.

Answer 30

• Focus on BEHAVIORS when:
  1. Current performance is a long way from goal.
  2. The link between result and behavior is vague.
  3. Result is long delayed
  4. Relative behaviors are socially sensitive.
  5. Low results are caused by factors beyond the control of the performer.
• Focus on RESULTS when:
  1. Performers are skilled and know what behaviors to do.
  2. Behavior/Result link is obvious and clear.
  3. Results are improving.