PSY 344, UNIT 3, PARTS 1

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PSY 344, UNIT 3, PARTS 1 2

• Braksick, Chapters 5 6 and Appendix C
• Daniels, Chapters 15, 16, 20

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SO 1 Feedback

• Feedback Information given to an individual or
  a group about their behavior and its impact
• Coach people with objective feedback
• Coach people by sharing the effect of their
  actions, good or bad, on yourself and others in
  the organization
• Coach people by demonstrating your desire to help
  and not harm

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SO 1 Performance Appraisals vs Performance
Feedback

• Performance Appraisals
• Typically occur annually or semi-annually
• Typically consist of subjective measures (in part
  or in total)
• Typically do not specify behaviors/performances
  that led to the appraisal ratings, or include
  performance measures that are not directly under
  the control of the performer (departmental
  measures)
• Typically do not consider environmental events
  (antecedents and consequences) affecting
  performance

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SO 1 Performance Appraisals vs Performance
Feedback

• Performance Feedback
• Occurs on a regular, ongoing basis
• Consists of mostly objective measures (although
  some subjective measures may be included)
• Specifies behaviors/performances/results
• Related to goal(s)
• Includes information on how to improve performance

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SO 2 Key Features of Feedback

• Information you receive about behavior/results
• Is a consequence for behavior
• Is most powerful when it is SPECIFIC and
  IMMEDIATE
• Is a way of shaping desirable behaviors or
  changing less effective behaviors
• Helps a person know whether he or she is on the
  right path toward achieving a goal

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SO 2 Three Types of Feedback

• Positive Feedback Increases desired behavior
• Constructive Feedback Decreases undesired
  behavior and increases desired behavior
• No Feedback No positive feedback could lead to
  decreases in desired behaviors, no constructive
  feedback could lead to continuation of undesired
  behaviors

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SO 3 Delivering Positive Feedback (Basic
Techniques)

• Use NORMS to describe performance
• Deliver as soon as possible after performance
• Dont wait until performance is perfect
• Make sure feedback was a reinforcer by observing
  performance for improvements
• Dont mix positive and constructive feedback

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SO 3 Delivering Positive Feedback (Advanced
Techniques)

• Tell the person how you felt about the
  performance and about others reactions
• Talk about any other positive effects of the
  performance
• Get input from the person
• What did you think of the performance?
• Has anyone else noticed?
• Has this improved your ability to be successful?
• How did you feel about that?

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SO 4 41 Rule

• We can always improve our performance
• With feedback, the 1 in the 41 refers to
  constructive feedback
• Intended to help, not harm
• Can help shape appropriate behaviors
• Cant be afraid to give or receive constructive
  criticism if you expect growth

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SO 4 Constructive Feedback

• Punishing the undesired or less effective
  behavior
• Describe what was wrong with it and the negative
  impact it had
• Specifying (and then reinforcing) a preferred
  behavior
• The person needs to know what to do to improve

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SO 5 Constructive Feedback Before You Do It

• Make sure your performance expectations and
  directions were clear
• Make sure you have provided the proper tools for
  task performance
• Make sure your feedback up to this point has been
  timely and relevant
• Make sure you have provided reinforcement for
  progress toward goal

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SO 5 Delivering Constructive Feedback (Basic
Techniques)

• Discuss performance privately
• Dont do it while you are angry
• Deliver feedback as soon after performance as
  possible
• Use NORMS to describe undesired performance and
  desired performance (and provide direction when
  necessary)
• Talk about BEHAVIOR, not the PERSON!
• Catch the person doing it right and reinforce
• Dont punish the person when its over, its
  over!
• Own your message Use I statements not You
  statements

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SO 5 Delivering Constructive Feedback (Advanced
Techniques)

• Give feedback in climate of trust and support
  (help, not harm)
• Describe consequences for undesired performance
• Describe how you felt about the performance
• Get the person to participate and talk
• Get them to agree that a problem exists
• Solicit their ideas for improvement
• Agree on a solution and ask them to summarize the
  discussion

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SO 6 Doing Nothing is Doing Something

• No positive consequences for good work
  extinction
• No negative consequences for poor work
  acceptance
• No feedback confusion and misinterpretations

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SO 7 3 Steps in Coaching

• Observing
• Analyzing Performance
• Delivering Feedback

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SO 7 Observing

• Direct observation of behavior
• Interviewing
• Reviewing results

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SO 7 Analyzing Performance

• Identify pinpoints
• ABC Analysis
• PIC/NIC Analysis
• Performance Diagnostic Checklist (PDC)
• Questions answered in four categories based on
  interviews and direct observations
• Current antecedents and information
• Equipment and processes
• Knowledge and skills
• Consequences

See HABA or recent issues of JOBM
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SO 7 Delivering Feedback

• Identify specific performances
• Communicate your observations and qualitative
  impressions
• Communicate need for change or maintenance
• Discuss/plan any necessary changes to
  antecedents/consequences

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SO 7 2 Critical Components of Effective Coaching

• Analyze WHAT you talk about
• NORMS based, pinpointed performances critical to
  the job
• Concrete observations (objective data, not
  subjective data)
• Identify antecedents and consequences affecting
  performance
• Involve the individual by asking for input

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SO 7 2 Critical Components of Effective Coaching

• Analyze HOW you say it
• Provide information as immediately as possible
• Discuss in an honest, caring, supportive and
  sincere way
• Use NORMS-based descriptors, not loaded language
  filled with labels and subjectivity
• Encourage performer to elaborate on behavior,
  possible improvements, and antecedents and
  consequences that might help

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SO 9 Balcazar, Hopkins, and Suarez (1985)

• Feedback alone does not uniformly improve
  performance
• Adding rewards and/or goal setting procedures to
  feedback improves the consistency of its effects
• Some characteristics of feedback are more
  consistently associated with improved performance
  than others

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SO 10 Feedback

• Many successful interventions indicate the use of
  feedback alone
• Typically, given by supervisor and include
  evaluative statements
• Lack of technological description of IV

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SO 10 Workers Performance Positive
Reinforcement
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SO 10 Workers Performance Negative
Reinforcement
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SO 11 Characteristics of Effective Feedback

• Specific information
• Pertains to performances under control of
  performer
• Immediately following performance
• Individualized
• Self-monitored when possible
• If not self-monitored, delivered by person in
  charge
• Focused on improvement
• Easily understood
• Graphed
• Used in conjunction with reinforcement

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SO 12 Individual vs. Group Feedback

• Use group feedback when individual feedback is
  not possible or not practical
• Appropriate when you have small work teams
• Run risk of reinforcing the behaviors of those
  who are not contributing or not as much
• Appropriate to provide both individual and group
  when possible
• Provide group feedback publicly
• Provide individual feedback privately

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SO 13 Supervisors Performance Positive
Reinforcement
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SO 13 Supervisors Performance Negative
Reinforcement
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SO 14 Graphs vs. Tables

• Graphs show trends Tables do not
• Improving trends can lead to positive comments
  about performance, which reinforce improvements
• Seeing improving trends becomes conditioned
  reinforcer
• Hard to gauge current performance in relation to
  goal with a table
• Seeing performance improve and approach a goal
  can be reinforcing (provided goal achievement has
  been reinforced in the past)

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SO 14 11 Components of an Effective Graph

• Graph label (Title)
• Y-axis (vertical axis, ordinate)
• Y-axis label
• X-axis (horizontal axis, abscissa)
• X-axis label
• Baseline
• Intervention
• Phase change line
• Missing data point break in line
• Sub goals
• Goal

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SO 15 Baseline

• A measure of behavior PRIOR to the onset of an
  intervention
• Allows performers to compare past and present
  performance
• Allows experimenter to assess impact of
  intervention on performance

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SO 16 Individual vs. Group Graphs

• Privately share individual graphs
• Publicly post group graphs
• Visible position
• Break room
• Entrance
• Near vending machines
• Work stations
• Cafeteria

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Unit 3, Part 2
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SO 1 Shaping

• Shaping The process of differentially
  reinforcing successive approximations of behavior
  toward a goal
• Identify current and goal performances
• Identify steps (of reasonable size) between
  current and goal performances
• Reinforce each step until it reliably occurs,
  then move to the next step
• Once a step is reliably occurring, you no longer
  reinforce that step you reinforce the next step
• If you have a hard time getting the next step to
  occur, your step size might be too big

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SO 1 CYBER and Shaping

• Start by identifying a business opportunity
• Target results that will impact the business
  opportunity
• Pinpoint the behaviors/performances that lead to
  the results
• Identify current behaviors/performances
• Set steps between current and ideal
• Differentially reinforce successive
  approximations toward goal

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SO 2 Workplace Shaping Process

• Business opportunity High turnover with exit
  interviews suggesting manager style a major
  reason for leaving (employees site many examples
  of manager yelling at them and belittling them by
  telling them they were stupid as well as saying
  things like Its about time you got this right,
  I was beginning to wonder why we bother paying
  you)

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SO 2 Workplace Shaping Process

• Results A decrease in turnover from 40 to 10
• Behaviors that affect results Delivering
  feedback/coaching (obviously, there may be other
  behaviors that affect turnover, I am just
  focusing on this for the sake of working through
  an example)

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SO 2 Key Features of Feedback

• Information you receive about behavior/results
• Is a consequence for behavior
• Is most powerful when it is SPECIFIC and
  IMMEDIATE
• Is a way of shaping desirable behaviors or
  changing less effective behaviors
• Helps a person know whether he or she is on the
  right path toward achieving a goal

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SO 2 Workplace Shaping Process

• Observe manager performance
• Directly observe interactions with employees
• Interview peers, boss and subordinates
• Pinpoint current behaviors engaged in and
  identify ideal behaviors
• Manager yells at performers when they make errors
• Manager yells at performers when they perform
  correctly
• Manager should provide positive feedback when
  workers perform correctly
• Manager should provide constructive feedback
  (help, not harm) when workers perform incorrectly

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SO 2 Workplace Shaping Process

• Analyze undesired and desired performance using
  ABC and PIC/NIC Analyses
• Manager was taught this management style by
  former boss
• Yelling at employees gets them working quickly
• Temporal improvements in performance as a result
• Employees speak poorly of manager (call him
  names) which he has heard
• Manager says that they dont like him so why
  should he be nice
• Manager says he doesnt have time to say good
  things about performance because he is too busy
  trying to fix all of their errors
• Etc

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SO 2 Workplace Shaping Process

• Identify a series of steps to get from current
  performance to ideal performance
• Step 1
• Find one good performance/week and provide
  positive feedback using a script
• One time this week, stop yourself from yelling at
  an employee
• Tally the number of times you yell at the
  employees
• Make a note of what you said

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SO 2 Workplace Shaping Process

• Step 2
• Find one good performance/week/employee and
  provide positive feedback using a script
• One time this week, provide corrective feedback
  using a script
• Tally the number of times you yell at the
  employees
• Make a note of what you said

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SO 2 Workplace Shaping Process

• Step 3
• Find one good performance/week/employee and
  provide positive feedback without the script
• One time this week, provide corrective feedback
  without the script
• Tally the number of times you yell at the
  employees
• Make a note of what you said
• Etc

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SO 3 Step Size

• Too big
• Behavior will be punished or extinguished
• Too small
• Difficulty distinguishing between steps
• May be hard to tell when to provide reinforcement
• Can end up taking a long time to get through all
  of the steps
• Just right
• Challenging
• Difficult at first, but not impossible
• Realistic
• Maybe awkward, but doable

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SO 4 3 Points for Working with Organizational
Leaders

• Every opportunity you have to interact with
  performers is a shaping opportunity
• You need to gather information to maximize your
  shaping effectiveness
• You need to develop a plan for shaping behavior

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SO 4 Shaping Opportunity Grid
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SO 5 Goal Setting

• Goal setting is the act of defining a specified,
  or preset, level of performance to be attained
• Sub-goals are goals along the way to some
  ultimate goal

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SO 6 Goal Setting and Performance Improvement

• Goal setting alone does not improve performance
• YOU STILL HAVE TO REINFORCE PERFORMANCE!!!!

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SO 7 Goal Setting

• The most important reason for setting goals is to
  create additional opportunities for reinforcement

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SO 9 Best and Worst Mistakes in Goal Setting

• Best mistake to make is to set the goal too low
• Reaching the goal is pretty much guaranteed and
  performance can be reinforced
• Might suffer a temporary loss in efficiency, but
  rate of performance will increase after it has
  been reinforced
• Worst mistake to make is to set the goal too high
• Creates a situation in which the effort toward
  goal attainment is extinguished, even though the
  effort may have improved over baseline
• Leads to a decrease in motivation in the future

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SO 10 Behavior Chains

• Behavior chain is when two or more behaviors lead
  to reinforcement
• Each behavior is an antecedent that prompts the
  next behavior and the final behavior gets
  reinforced, but only if all of the behaviors have
  been successfully executed
• Forward Chaining Train and reinforce the first
  behavior, then add successive behaviors until you
  build the entire chain
• Backward Chaining Train and reinforce the last
  behavior, then add preceding behaviors until you
  build the entire chain
• Advantage of backward chaining is that it puts
  the performer in contact with the chain
  reinforcer earlier

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SO 11 Things to Consider

• Learning Curve
• Performers previous experience/exposure
• Exemplars performance

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END UNIT 3, PARTS 1 2