Assignment:
Based on: Textbook: Performance Management: Changing Behavior That Drives Organizational Effectiveness by Daniels & Bailey
Review:
Chapter 9 The ABC Model of Behavior
Chapter 10 PIC/NIC Analysis©: A Performer's Eye View
Chapter 11 Antecedents = Precision Prompts
And also review: The Performance Diagnostic Checklist - Human Services: Guidance for Assessment Administration by Brand et al., (2022)
Respond to the following questions:
Part I:
Chapter 9 The ABC Model of Behavior
Q1. What are antecedents? What are behavioral consequences? Do antecedents and consequences have the same effect on behavior? Need Assignment Help?
Q2. What is the role of motivating operations in the four-term contingency? Provide an example of a motivating operation.
Q3. Describe the Olivia example. What were the problems there? It is natural that employee behavior "regresses to the mean", and that example explains that well. Have you experienced this in the workplace? What can managers to do avoid this phenomenon?
Q4. The chapter states, "if you don't manage consequences they will simply operate unsystematically and often in ways that are counterproductive" (p. 108) and that "doing nothing can change behavior" (p. 111). Comment on the quotes and provide examples to support your point.
Q5. What are the four behavioral consequences? Provide a workplace example of each of the 4 consequences.
Part II:
Chapter 10 - The PIC/NIC Analysis Chapter IMPORTANT
Now that you have spent time thinking about applications of the ABC model in business, the next step is to fully analyze specific performance problems using a PIC/NIC analysis. This allows you to assess problems in the workplace.
Q1. What does a PIC/NIC analysis do? What are you trying to understand when completing a PICNIC analysis?
Q2. Why would the PIC/NIC analysis be considered "not scientific"? What is needed for it to be "scientific"?
Q3. Describe how to conduct a PIC/NIC analysis. How do you categorize each of the consequences? Completing a PIC/NIC Analysis is part of your first chapter of your final Capstone Course in the program so please take notes and keep them handy.
Q4. From the PIC/NIC analysis, which consequences/combination of consequences appear to be the most influential on behavior (P, I, C, N, F, U)?
Q5. Look at the PIC/NIC analysis in Figures 10.2 - 10.6 for Smoking. Judging from these figures and the text in this section, why do people smoke? How are the consequences arranged for maintaining smoking despite "knowing" it's not good for you?
Q6. Practice: Target Behavior: Now conduct a PIC/NIC analysis for a common behavior that people have trouble quitting- "Texting and Driving" below (add more lines as needed).
Q7. From your PIC/NIC above, why might texting and driving continue to occur? What are some of the most influential aspects of the consequences?
Q8. Practice: Alternative Behavior: Another aspect of a PIC/NIC analysis is to analyze the environmental variables surrounding the alternative appropriate behavior (Just as the book did with not smoking (Fig. 10.6). Complete a PIC/NIC analysis for an alternative behavior to "texting and driving" such as "turning phone off" or "placing phone in backseat" which is an alternative for texting/driving.
Q9. A final part of the PIC/NIC analysis is to then ideally find a replacement behavior to teach or decide on the behavior at work to pinpoint that is appropriate, and then do a PIC/NIC to show what consequences would need to be arranged to increase the likelihood of engaging in that behavior. Looking at your example above, what modifications do you think should be done to encourage safe driving?
Part III:
Chapter 11 Antecedents = Precision Prompts
Q1. List some common antecedent manipulations or antecedent interventions in the workplace.
Q2. Now, think about your current workplace or a previous workplace. Design two different antecedent interventions that could be put into practice (these don't need to be interventions that were mentioned in the readings, but should be an intervention that comes before/precedes behavior). Comment on why each antecedent intervention was selected.
Q3. Why don't antecedents cause behavior? (p. 126) What do they in fact do?
Q4. Describe the six things you need to know to use antecedents effectively.
Q5. Knowing these steps, what are some common mistakes managers make when using antecedents as performance change strategies (e.g., trainings)?
Q6. Describe the 3 characteristics of antecedents.
Part IV:
The Performance Diagnostic Checklist - Human Services: Guidance for Assessment Administration by Brand et al., (2022)
Q1. What is the goal of performance analysis?
Q2. When should you use the PDC-HS (or any of the other variations)?
Q3. How can the data gathered from the PDC-HS (or any of the other variations) be used to help with intervention/solution selection?
Q4. What can each item that has been scored as 'NO' be an opportunity for?