Reading Objectives - Psy 444
Dr. Austin
Daniels Chapter 1
Introduction to Performance Management
1)Note which characteristics make “Activity 2” highly reinforcing. (Not for the exam)
2)What are the 7 characteristics of sports teams that organizations could benefit from emulating? (3)
3)What does Gilbert (1978) estimate to be the potential for performance improvement for an average plant or store? (4)
Daniels Chapter 2
What is Performance Management?
1)Define Performance Management and explain what systematic and data oriented mean. (7)
2)What tools do behavior analysts use that are similar to methods used in physical science? (7)
3)What does Daniels say that Performance Management is NOT? (7-10)
4)What is the problem with performance appraisals? (8)
5)Should we view behavior change as one-directional or bi-directional? (9)
6)How can creativity and intrinsic interest be increased? (10)
7)PM has seven distinctive values for an organization. Be able to discuss each in some detail. (10-17)
Daniels Chapter 3
The Science of Behavior in Business
1)What is the point of the teacher and principal example? (19)
2)What do scientific explanations lead to? (20)
3)Be able to explain the difference between common sense knowledge and scientific knowledge. (Figure 3.1, p. 21)
4)What does the phrase, correlation is not causation mean? (22)
5)What are the two primary ways behavior analysts determine cause and effect? Realize that this is written for a business audience, and what Daniels really means, more generally, is that behavior analysts demonstrate cause and effect through demonstrating believable relationships between variables. No matter which design is used, demonstrating a believable relationship is always the goal. (23)
Daniels Chapter 4
Business is Behavior
1)What does Daniels say success in business is defined by? (27)
2)What are results products of? (27)
3)What is the difference between a result and the bottom line? (28)
4)What is the problem with focusing only on results or only on behavior? (28-29)
5)Be able to list and describe Deming’s four M’s. (31-32)
Daniels Chapter 5
Separating Behavior From Non-Behavior
1)Be able to explain the dead person’s test? (33)
2)How does Daniels define behavior? (33)
3)How does Daniels define performance and how is it different from behavior? (34-35)
4)What is the problem with describing behavior imprecisely? (35)
5)Be able to explain the four things that behavior is NOT. (35-37)
6)Why does Daniels say we should not focus on thoughts and feelings? (37-39)
Daniels Chapter 12
Pinpointing
1) Know all of the characteristics of pinpoints that we talk about in class and those in the book. These are:
a)Behavior or result
b)Measurable 115-117
c)Observable 115-117
d)Reliable 115-117
e)Under the performer’s control 118
f)Active 125
g)Valuable (not in the book)
2) Be able to explain what each of the characteristics means. Daniels’ characteristics list is found in Figure 12.4, and explanations appear throughout the chapter.
3) Define behavior and give several work examples of behavior. (113)
4) Define results and give several work examples of results. (113)
5) Explain what Daniels means when he says that results tell you nothing about behavior. (113)
6) Define shrinkage. What are three common sources of shrinkage? (113-114)
7) Explain why Daniels says that anyone who tries to manage by results only is making a fundamental mistake? (114)
8) There is a similar fundamental mistake in managing by behavior alone. Describe the problem with such an approach (implied in text on 114; not explicit).
9) Why does Daniels describe taking breaks as a nuisance behavior? Why is it a waste a time for managers to focus on improving such behavior? (114)
10) List two problems with managing using labelsor stereotypes. (115-116)
11) The distinction between Behavior and Results is important, be prepared to define and give examples of each. (119-129)
12) According to Daniels, why do we pinpoint results and then behavior?
13) Define behavior class – recognize that this is more commonly called response class. (120)
14) If I give you an "inactive" behavior be able to suggest an "active" one. Relate this to the "Dead Person’s Test." (126)
15) How do we know if a pinpoint is valuable to the organization or not?
Bailey Chapter (Step) 3
1) Be able to identify, give organizational examples of, and explain concisely what a dependent variable (DV) is.
2) What is the special requirement of DV’s in applied behavior analysis research?
3) Be able to list and describe each of the five ways of establishing social significance of your research topic/techniques.
4) Be able to describe what social significance has to do with selecting a DV.
6) Be able to restate the pitfalls in choosing a DV and provide two organizational examples each.
7) Why should a researcher pilot test a dependent variable? Note that this is different from a pilot study.
a) what are some heuristics for defining the DV and why is each important?
8) Be able to identify, give organizational examples of, and explain concisely what an independent variable (IV) is.
9) Can structural (e.g., workspace set-up) or environmental variables be considered a form of antecedent variables? Why or why not?
10) What is a “package” program (or intervention)? Why are they used in ABA research? What problems can such packages cause? While acknowledging the virtues of package programs, don’t lose sight of the underlying behavioral principles which explain the effectiveness of the package. To do so promotes applied behavior analysis as a collection of techniques and tricks (e.g., feedback & praise) rather than a technology based on behavior principles (feedback and praise are often examples of stimulus control and reinforcement).
a) cite 2 examples of organizational “package” interventions
Daniels Chapter 14
The Right Pinpoint
1) What is "Mission" and why the big deal about it? (155)
2) What are the two types of missions? Give organizational examples of each. (155-156)
3) Explain how to determine a job’s mission. (156)
4) Examine the ACORN test in some detail. If I give you a job's mission, be able to use the test on it. (168-173)
5) What is the purpose of the ACORN test? (Answer: the purpose of the ACORN test is to evaluate the adequacy of a mission.) How is it used? What do the letters stand for? (157-162)
6) List the two factors involved in determining the practicality of measures. (161)
7) Remember Daniels’ simple rule about measuring behavior or results: Always measure both, but pinpoint and measure results first. Know why Daniels uses this approach. (162)
8) Describe three problems that could occur if you focus exclusively on results. (162)
9) Describe three (of five) occasions when Daniels says you should focus reinforcement on behavior. (163-166)
10) Describe three occasions when Daniels says you should focus reinforcement on results. (166-167)
11) What do the letters MBWA stand for (made popular by Peters and Waterman)? What is the purpose of MBWA? (168-170)
Gilbert Ch 1: 13-27
1) Read the story at the start of the chapter and stop there. What is the point? Try and figure it out and write it in 1 or 2 sentences. (13-15)
2) What is the difference between behavior and performance? (In your own words!)
a) give 3 examples of each in the workplace
3) What is the difference between performance and accomplishment?
4) Define worthy performance in your own words.
a)define it verbally and in terms of his equation (17)
5) Be able to describe what happens to worthy performance whenever accomplishment (A) or behavior (B) changes.
6) What’s the point of the Quik vs Sloe example?
7) Restate in your own words the first corollary of the distinction between accomplishment and behavior. (22)
8) Restate in your own words the second corollary of the distinction between accomplishment and behavior. (23)
a) when do we “need” to measure behavior?
9) Restate in your own words the third corollary (parts 1 and 2) of the distinction between accomplishment and behavior.
a) when are measures of behavioral deficiencies important?
b) why is it useful to quantify accomplishments?
c) for both A and B, give an original example to illustrate your point
10) What’s Gilbert got against tests? In your opinion, is this a well-founded bias?
Gilbert Ch 2: 29-43
1) Do you agree that all performance can be measured? Why or why not?
2) What is an exemplar? Give 3 examples of exemplars in any 3 domains.
3) What does PIP stand for?
a) how do we calculate it? (Given some numbers, be able to do this!)
b) what does it tell us about a particular organization or performer?
4) In your own words, state the 2nd Leisurely Theorem.
5) What happens to competence when the PIP increases? When it decreases? Know the relationships between competence, PIP, exemplar, and average/novice performance (i.e., when one changes, what happens to the others?)
6) What are the 2 ways we can change the PIP?
7) What are “stakes”? (32) Why are “stakes” important?
8) In your own words, what’s the point of the Frank Roby story? (33-35)
9) What does the poetry example (Donne) illustrate about measurement? (35-37)
10) What is “rate of return” (a.k.a. return on investment or ROI)?
11) Recognize that the PIP and stakes are two ways of choosing among pinpoints. Describe how each can help you choose between pinpoints.
Daniels Chapter 13
Measurement
1) What is the most basic measurement? (131)
2) There are many reasons for measuring performance. List four that Daniels describes (in bold type) and explain each. (132-133)
3) List and describe four barriers to measurement as defined by Daniels. (133-134)
4) Be able to describe and give a work example of each of the four measurement categories. (134-138)
5) Name, describe, and give a work example of the three types of quality measures (134-138)
6) Name and describe the two types of quantity measures (134-138)
7) Name and describe each of the three types of cost measures (134-138)
8) What is judgment, in terms of measurement? When do you use judgment as a measure? (140)
9) List and describe the four techniques used in judgment, think of a work performance to evaluate and give an example of how one could use each type of judgment to evaluate that single work example (see Daniels example in Figure 13.3). (141)
10) Be able to set up a Performance Matrix given enough information. Practice this enough to do it fluently on the tests. (149-151)
Poling Ch 4: 55-60
1) What is a target behavior? (55)
2) What is a functional definition? (55)
3) What is a response class? (56)
4) What is the difference between functional and topographical definition?
5) Think of some dependent measures in organizations. Are these typically more functional or topographical?
6) What are the dimensions of behavior? Give an organizational example for each dimension.
7) The authors say that you should choose behaviors and dimensions likely to be fixed by your intervention. Why is this the case?
Bailey Ch (Step) 5
1) Why is attention to data in an experiment or project so important? Describe 3 negative outcomes of a poor data collection system.
2) Why does Bailey say to collect the most data in the shortest amount of time? (This is VERY important if you choose to do a project).
3) If you are observing behavior (not results), how long should your observation sessions each last?
4) Imagine you were conducting a study. How might you lose data?
5) If the pinpoint from your business interview was a result, complete the data sheet for the measures and planning sheet using the following example. If your pinpoint was a behavior, create a data sheet you could use to measure that behavior.
On a separate sheet of paper, turn this in along with your Measures and Planning Sheet!
Develop a sample observation form to measure the service of a restaurant waitperson. Use Bailey’s guidelines and make up specifically whatever it is that you wish to measure. Note: your unit of measurement may be different than Bailey’s example of 10s intervals (you may choose to not use interval recording at all). Either way, you should decide on a couple of behaviors that should be observed and set up the observation form so that someone could use it – be sure it includes all of the relevant information needed for data sheets.
6) What are 2 criteria for an acceptable operational (behavioral) definition?
7) Describe 3 things to consider when using observers to carry out your data collection.
8) Why use observers? Why not just collect all the data by yourself? (Not in the reading – think about it…).
9) What is reliability?
10) What is observer drift? Remember that drift requires that observers change the definitions they apply but at the same time they remain reliable (i.e., they continue to agree). Give an example of how this may happen when measuring some specific workplace behavior.
Poling Ch 4: 60-70
1) Any good measurement system must provide ______, ______, & ______data. Define each of these terms. Be sure to note that reliability in the sense that Poling uses it here is different from interobserver agreement.
2) What are the four characteristics of measurement systems? Briefly describe each. (62-65)
3) What is the difference between partial and whole interval recording? Can you think of a behavior at work that you could measure using partial interval recording? How about using whole interval recording?
Daniels Chapter 23
Evaluating Performance Change
1) How is believability determined in group research versus single subject research? Why is the group design often impractical to apply in organizations? (284)
2) Be able to draw and explain the A-B design, the reversal design, the multiple baseline design (285-290), also be able to draw and explain the changing criterion design and the multi-element design (discussed in class and in the Poling chapter).
3) Give two examples of reversal designs. How are they more powerful than a simple A-B design? (286-287)
4) What three conditions must exist in order to use a multiple baseline design? (288-289)
Poling Chapter 5
1) Be able to provide 3 pro’s and 3 con’s for using each of the following designs: reversal design, multiple baseline design, changing criterion design, multi-element design.
2) Know which design is best for a given problem (in some cases, there may be more than one correct answer). For example, which design is best for each problem below:
evaluating training
safety improvement
productivity improvement
evaluation of an existing program
the impact of a feedback program on accuracy of orders processed
Daniels Chapter 6
PIC/NIC Analysis®
1)What are the two ways that behavior is changed? (41)
2)Be able to describe the 6 guidelines for using the PIC/NIC Analysis® effectively. (46-47)
3)When should a PIC/NIC Analysis® be conducted? (lecture)
4)Know the seven steps of the PIC/NIC Analysis® and be able to conduct and explain the analysis. (Chapter 6 and lecture)
5)Be able to list and describe all (well, at least 6) of the logical possibilities for interventions, once you have conducted an ABC analysis. They include: add PICs for desired performance, add antecedents for desired performance, Remove NICs for desired performance, remove antecedents for undesired performance, add NICs for undesired performance, and remove PICs for undesired performance.
6)Why wouldn’t you add NIC’s for the undesired behavior? (lecture)
7)Summarize the major benefits of performing a PIC/NIC Analysis®. (lecture)
Daniels Chapter 7
The ABC Model
1)What is the closest thing we have to a behavioral law? (49)
2)What is a three-term contingency and what does it consist of? (49)
3)Be able to define and give examples of consequences. (50)
4)Complete this sentence: Consequences are the ______a manager has for improving employee performance and morale. (50)
5)What does “different strokes for different folks” mean? What is the point of the perfect attendance and computer programmer example. (53)
6)What is meant by “doing nothing is doing something?” (54)
7)Be able to define and give examples of positive and negative reinforcement. (56)
8)Be able to define and give examples of punishment and penalty. (57)
9)Complete these sentences: Antecedents ______behavior. Consequences ______behavior. (57)
Daniels Chapter 8
Consequences That Increase Behavior: Positive and Negative Reinforcement
9) Be able to distinguish between a reinforcer and reinforcement. (59)
10) What is the difference between negative and positive reinforcement? (60)
11) Be able to list and describe the 5 distinguishing characteristics of reinforcers. (60-62)
12) What are the side effects of positive reinforcement? (65)
13) What is negative reinforcement and what kind of performance does it produce? ( 70-71) What are some problems associated with it? (62-64)
14) According to the Yankelvich and Immerwhar (1983) study mentioned in the chapter, how many people surveyed said they were working to their full capacity? How many said they put only the required amount of work into their job? (65)
15) What is meant by the statement “Individuals will find reinforcement at work whether it is provided by the manger or not?” (54)
16) Daniels says that most performance problems are motivational. If this is true, why do so few people study and apply reinforcement in the work place? (lecture)
17) Be able to list and describe 5 reasons why managers should use positive reinforcement. (65-68)
18) What is the difference between a primary and a secondary reinforcer? What is a “natural reinforcer?” (68-69)
19) Be able to define and give examples of extinction. (70-73)
20) What are the four characteristics of behavior undergoing extinction? (71-72)
21) What is the difference between extinction and forgetting? (73)
Daniels Chapter 10
Consequences that Decrease Behavior: Punishers and Penalties
1. What are some “everyday” examples of punishment? (89)
2. What makes punishment and penalty so popular? (91-92)
3. What are some unwanted side effects of punishment? (92-97)
4. What is learned helplessness and how does it occur? (94)
Austin (2000)
1) What is performance analysis? What is it used for?
2) What is the difference between performance analysis and organizational diagnosis?
3) What is the difference between a model and an algorithm?
4) Be able to describe each of the following models (324-330):
- ABC analysis
- Process mapping
- Total performance system (TPS)
5) Be able to describe each of the following algorithms (330-338):
- Mager & Pipe (can’t do vs won’t do)
- Gilbert’s Behavior Engineering Model
6) Briefly describe how the questions on p 340 were developed (these are the same as those in your performance diagnostic checklist in the coursepacket).
7) Be able to name and describe the 4 broad areas on the performance diagnostic checklist (p. 340) (antecedents and information; equipment and processes; knowledge and skills; consequences).
8) Be able to ask 2 questions about each of the 4 broad areas in objective 7, above.
9) From class lecture: know the difference between functional assessment and functional analysis. Be able to name and define the three types of functional assessment.