Pub Date : 2021-01-02DOI: 10.1080/01608061.2020.1862019
Summer Bottini, J. Gillis
ABSTRACT Feedback is an important and effective tool for changing employee behavior. While feedback is generally considered effective, characteristics of its delivery can impact the degree to which it changes behavior. One characteristic that has received increased attention is sequence of positive and constructive comments. While the feedback sandwich (positive – constructive – positive) is commonly used, this sequence has come under recent criticism. The present study compares two sequences of post-session feedback (sandwich, constructive-positive) and a within-session feedback control while training participants to implement a simple behavioral assessment. Within-session feedback produced the highest implementation fidelity during the initial role play, but there were no significant differences by the third and final role-play. There was also no difference in training satisfaction or feedback satisfaction across conditions. Taken together, these findings suggest that sequence of positive and constructive comments may not significantly alter the effectiveness of feedback in the context of training a new skill in an analog setting when multiple practice sessions are utilized.
{"title":"A comparison of the feedback sandwich, constructive-positive feedback, and within session feedback for training preference assessment implementation","authors":"Summer Bottini, J. Gillis","doi":"10.1080/01608061.2020.1862019","DOIUrl":"https://doi.org/10.1080/01608061.2020.1862019","url":null,"abstract":"ABSTRACT Feedback is an important and effective tool for changing employee behavior. While feedback is generally considered effective, characteristics of its delivery can impact the degree to which it changes behavior. One characteristic that has received increased attention is sequence of positive and constructive comments. While the feedback sandwich (positive – constructive – positive) is commonly used, this sequence has come under recent criticism. The present study compares two sequences of post-session feedback (sandwich, constructive-positive) and a within-session feedback control while training participants to implement a simple behavioral assessment. Within-session feedback produced the highest implementation fidelity during the initial role play, but there were no significant differences by the third and final role-play. There was also no difference in training satisfaction or feedback satisfaction across conditions. Taken together, these findings suggest that sequence of positive and constructive comments may not significantly alter the effectiveness of feedback in the context of training a new skill in an analog setting when multiple practice sessions are utilized.","PeriodicalId":51667,"journal":{"name":"Journal of Organizational Behavior Management","volume":"41 1","pages":"83 - 93"},"PeriodicalIF":2.1,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01608061.2020.1862019","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43339504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 10.1080/01608061.2021.1910921
David A. Wilder
Volume 41, issue 1 of the Journal of Organizational Behavior Management (JOBM) provides something for everyone. As part of our ongoing special series of manuscripts which will also be featured as chapters in the upcoming text Handbook of Organizational Performance: Foundations and Advances, Starling describes how organizational behavior management (OBM) can contribute to education. OBM has something to offer all levels of education, from pre-school to graduate school. This paper nicely describes these contributions. This issue also includes a number of empirical studies examining a wide variety of topics. Nastasi et al. highlight a relatively neglected area of research within OBM: the collection of data on social validity. Specifically, Nastasi et al. provide an analysis of procedural acceptability trends in JOBM. This paper reminds us of the importance of taking our participant’s and client’s perspective into account when designing and implementing individual and organizational assessment and intervention procedures. Our society is becoming more and more dependent on technology. Mailey et al. highlight this by describing the use of computer-based instruction to teach staff members to implement behavioral skills training (BST) in a human service setting. Kingsdorf et al. add to our knowledge on teaching others to implement BST, this time in Europe. Finally, Bottini et al. compare various methods of feedback to train participants to perform a straightforward task. Specifically, the authors compared different sequences of positive and constructive comments delivered to performers. One of these sequences consisted of what is commonly referred to as the feedback sandwich (i.e., a positive-constructive-positive sequence). It is nice to see OBMers tackle this commonly used form of feedback. Check out the results of this study – they are interesting! Please send me any suggestions and feedback you may have regarding journal policies and practices. Electronic messages should be sent to dawilder@fit.edu. Happy reading!
{"title":"An introduction to volume 41 of the journal of organizational behavior management","authors":"David A. Wilder","doi":"10.1080/01608061.2021.1910921","DOIUrl":"https://doi.org/10.1080/01608061.2021.1910921","url":null,"abstract":"Volume 41, issue 1 of the Journal of Organizational Behavior Management (JOBM) provides something for everyone. As part of our ongoing special series of manuscripts which will also be featured as chapters in the upcoming text Handbook of Organizational Performance: Foundations and Advances, Starling describes how organizational behavior management (OBM) can contribute to education. OBM has something to offer all levels of education, from pre-school to graduate school. This paper nicely describes these contributions. This issue also includes a number of empirical studies examining a wide variety of topics. Nastasi et al. highlight a relatively neglected area of research within OBM: the collection of data on social validity. Specifically, Nastasi et al. provide an analysis of procedural acceptability trends in JOBM. This paper reminds us of the importance of taking our participant’s and client’s perspective into account when designing and implementing individual and organizational assessment and intervention procedures. Our society is becoming more and more dependent on technology. Mailey et al. highlight this by describing the use of computer-based instruction to teach staff members to implement behavioral skills training (BST) in a human service setting. Kingsdorf et al. add to our knowledge on teaching others to implement BST, this time in Europe. Finally, Bottini et al. compare various methods of feedback to train participants to perform a straightforward task. Specifically, the authors compared different sequences of positive and constructive comments delivered to performers. One of these sequences consisted of what is commonly referred to as the feedback sandwich (i.e., a positive-constructive-positive sequence). It is nice to see OBMers tackle this commonly used form of feedback. Check out the results of this study – they are interesting! Please send me any suggestions and feedback you may have regarding journal policies and practices. Electronic messages should be sent to dawilder@fit.edu. Happy reading!","PeriodicalId":51667,"journal":{"name":"Journal of Organizational Behavior Management","volume":"41 1","pages":"1 - 1"},"PeriodicalIF":2.1,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01608061.2021.1910921","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48955139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01Epub Date: 2020-06-22DOI: 10.1080/01608061.2020.1776807
Caitlin Mailey, Jessica Day-Watkins, Ashley A Pallathra, David A Eckerman, Edward S Brodkin, James E Connell
This study evaluated the effectiveness of an adaptive, computer-based staff training software program called Train-to-Code (TTC) to teach the administration of a social skills intervention. The software program actively trained participants to identify whether video models illustrated each step of the procedure effectively or ineffectively. Multiple exemplars of each step of the social skills task analysis were represented. Most-to-least prompting as well as feedback and error correction were embedded into the software program and prompts were faded through seven levels as the participant reached criterion accuracy. A multiple-probe across participants design was used to evaluate the effectiveness of this program by comparing pre- and post-training in vivo probes conducted with a confederate learner. All participant scores increased from pre-training to post-training, indicating that Train-to-Code was effective at teaching administration of the social skills intervention. These results have implications for training staff in applied community settings. Due to Train-to-Code's ability to be internet-based and to measure actual viewing performance, it has the potential for "distance training" deliveries.
{"title":"Using Adaptive Computer-based Instruction to Teach Staff to Implement a Social Skills Intervention.","authors":"Caitlin Mailey, Jessica Day-Watkins, Ashley A Pallathra, David A Eckerman, Edward S Brodkin, James E Connell","doi":"10.1080/01608061.2020.1776807","DOIUrl":"https://doi.org/10.1080/01608061.2020.1776807","url":null,"abstract":"<p><p>This study evaluated the effectiveness of an adaptive, computer-based staff training software program called Train-to-Code (TTC) to teach the administration of a social skills intervention. The software program actively trained participants to identify whether video models illustrated each step of the procedure effectively or ineffectively. Multiple exemplars of each step of the social skills task analysis were represented. Most-to-least prompting as well as feedback and error correction were embedded into the software program and prompts were faded through seven levels as the participant reached criterion accuracy. A multiple-probe across participants design was used to evaluate the effectiveness of this program by comparing pre- and post-training in vivo probes conducted with a confederate learner. All participant scores increased from pre-training to post-training, indicating that Train-to-Code was effective at teaching administration of the social skills intervention. These results have implications for training staff in applied community settings. Due to Train-to-Code's ability to be internet-based and to measure actual viewing performance, it has the potential for \"distance training\" deliveries.</p>","PeriodicalId":51667,"journal":{"name":"Journal of Organizational Behavior Management","volume":"41 1","pages":"2-15"},"PeriodicalIF":2.1,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01608061.2020.1776807","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39165748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-23DOI: 10.1080/01608061.2020.1853000
Jessica A. Nastasi, Davis E Simmons, Nicole E. Gravina
ABSTRACT Procedural acceptability measures can be used to inform and improve the long-term viability of interventions in Organizational Behavior Management (OBM). However, little is known regarding the use of procedural acceptability assessments across studies employing OBM methodology. In the present review, we evaluated the use of procedural acceptability measures across all articles in the Journal of Organizational Behavior Management (JOBM) for the first decade (1977–1986) and the most recent decade (2010 to 2019). We coded each article for industry, organizational performance problem type, participant type and reported use of procedural acceptability measures. Formal procedural acceptability measures were reported in 20% of articles included from the first decade and 35% of articles included from the most recent decade of JOBM. The use of procedural acceptability measures appears to be on an increasing trend, but the frequency of reported use of acceptability measures differed across industries. Furthermore, most articles included limited information on how acceptability was assessed. Unique considerations for the use of procedural acceptability measures in OBM and recommendations are discussed.
{"title":"Has OBM Found Its Heart? An Assessment of Procedural Acceptability Trends in the Journal of Organizational Behavior Management","authors":"Jessica A. Nastasi, Davis E Simmons, Nicole E. Gravina","doi":"10.1080/01608061.2020.1853000","DOIUrl":"https://doi.org/10.1080/01608061.2020.1853000","url":null,"abstract":"ABSTRACT Procedural acceptability measures can be used to inform and improve the long-term viability of interventions in Organizational Behavior Management (OBM). However, little is known regarding the use of procedural acceptability assessments across studies employing OBM methodology. In the present review, we evaluated the use of procedural acceptability measures across all articles in the Journal of Organizational Behavior Management (JOBM) for the first decade (1977–1986) and the most recent decade (2010 to 2019). We coded each article for industry, organizational performance problem type, participant type and reported use of procedural acceptability measures. Formal procedural acceptability measures were reported in 20% of articles included from the first decade and 35% of articles included from the most recent decade of JOBM. The use of procedural acceptability measures appears to be on an increasing trend, but the frequency of reported use of acceptability measures differed across industries. Furthermore, most articles included limited information on how acceptability was assessed. Unique considerations for the use of procedural acceptability measures in OBM and recommendations are discussed.","PeriodicalId":51667,"journal":{"name":"Journal of Organizational Behavior Management","volume":"41 1","pages":"64 - 82"},"PeriodicalIF":2.1,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01608061.2020.1853000","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45093917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-11DOI: 10.1080/01608061.2020.1837709
Natalie R. Starling, Carly Vissicchio, Katharine Grottke
ABSTRACT What is the future of the relationship between Organizational Behavior Management (OBM) and education? This article presents a discussion of some current issues in education as opportunities for the integration of OBM frameworks and practices. Opportunities are examined in the context of systems-level supports and leadership in education. We hypothesize that an integration of OBM principles and applications has the potential to help educators address multiple critical issues in the field of education, specifically: (a) educator needs at the individual-level, such as educator burnout, engagement, and performance; (b) implementation fidelity of system-wide initiatives and evidence-based interventions; and (c) educator needs at the leadership-level, particularly the training of educational leaders. Recommendations for how OBM researchers and practitioners can expand engagement with educational settings are explored. Given the impact of organizational leadership, we emphasize the future collaboration between OBM and educational leadership, specifically the inclusion of OBM principles and applications in pre-professional curricula and professional continuing education training.
{"title":"Opening the Educational Leadership Door: Promoting the Collaboration of OBM and Education","authors":"Natalie R. Starling, Carly Vissicchio, Katharine Grottke","doi":"10.1080/01608061.2020.1837709","DOIUrl":"https://doi.org/10.1080/01608061.2020.1837709","url":null,"abstract":"ABSTRACT What is the future of the relationship between Organizational Behavior Management (OBM) and education? This article presents a discussion of some current issues in education as opportunities for the integration of OBM frameworks and practices. Opportunities are examined in the context of systems-level supports and leadership in education. We hypothesize that an integration of OBM principles and applications has the potential to help educators address multiple critical issues in the field of education, specifically: (a) educator needs at the individual-level, such as educator burnout, engagement, and performance; (b) implementation fidelity of system-wide initiatives and evidence-based interventions; and (c) educator needs at the leadership-level, particularly the training of educational leaders. Recommendations for how OBM researchers and practitioners can expand engagement with educational settings are explored. Given the impact of organizational leadership, we emphasize the future collaboration between OBM and educational leadership, specifically the inclusion of OBM principles and applications in pre-professional curricula and professional continuing education training.","PeriodicalId":51667,"journal":{"name":"Journal of Organizational Behavior Management","volume":"41 1","pages":"32 - 63"},"PeriodicalIF":2.1,"publicationDate":"2020-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01608061.2020.1837709","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49149565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.1080/01608061.2020.1823931
M. Clayton, Teresa Tran, Kelcee Rowlett
ABSTRACT University parking can be expensive and frustrating for students and faculty due to the limited number of parking spaces on campus and the distance from most parking lots to the campus buildings. Most commonly, parking citations are assigned to illegally parked vehicles. This may decrease illegal parking but increases student/faculty frustration. The current study, incorporating a reversal design, distributed performance feedback to illegally parked vehicles in a university parking lot. The feedback informed drivers of failure to park in a legal parking spot and informed them of where to park legally in the future. Over the course of four semesters, feedback was shown to be an effective complement to parking citations. While parking citations may have reduced illegal parking somewhat, the addition of performance feedback increased the effectiveness of citations and led to fewer illegally parked vehicles overall.
{"title":"Using Prompts and Feedback to Reduce Illegal Parking in a University Parking Lot","authors":"M. Clayton, Teresa Tran, Kelcee Rowlett","doi":"10.1080/01608061.2020.1823931","DOIUrl":"https://doi.org/10.1080/01608061.2020.1823931","url":null,"abstract":"ABSTRACT University parking can be expensive and frustrating for students and faculty due to the limited number of parking spaces on campus and the distance from most parking lots to the campus buildings. Most commonly, parking citations are assigned to illegally parked vehicles. This may decrease illegal parking but increases student/faculty frustration. The current study, incorporating a reversal design, distributed performance feedback to illegally parked vehicles in a university parking lot. The feedback informed drivers of failure to park in a legal parking spot and informed them of where to park legally in the future. Over the course of four semesters, feedback was shown to be an effective complement to parking citations. While parking citations may have reduced illegal parking somewhat, the addition of performance feedback increased the effectiveness of citations and led to fewer illegally parked vehicles overall.","PeriodicalId":51667,"journal":{"name":"Journal of Organizational Behavior Management","volume":"40 1","pages":"333 - 345"},"PeriodicalIF":2.1,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01608061.2020.1823931","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43970959","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.1080/01608061.2020.1823300
Andressa A. Sleiman, S. Sigurjonsdottir, A. Elnes, Nicholas A. Gage, Nicole E. Gravina
ABSTRACT Researchers have extensively studied performance feedback in the past 40 years. In organizational behavior management (OBM), feedback is a popular intervention component that can effectively increase and maintain performance across settings and target behaviors. The purpose of this meta-analysis is to update and extend the previous feedback literature reviews. This meta-analysis includes 96 applied performance feedback applications from 71 articles published in four journals between 1998–2018. We coded each feedback application for application characteristics, feedback characteristics, and rigor of methodology. We evaluated each application’s effectiveness by visual inspection and by calculated effect sizes. We conducted a meta-analysis for feedback overall and per feedback characteristics for all applications and for applications that used rigorous methodology by adhering to the What Works Clearinghouse (WWC) standards. The meta-analysis results showed that feedback is an effective intervention, consistently producing large and very large effect sizes. Some feedback characteristics produced larger effect sizes more reliably.
摘要在过去的40年里，研究人员对绩效反馈进行了广泛的研究。在组织行为管理（OBM）中，反馈是一种流行的干预成分，可以有效地提高和保持跨环境和目标行为的绩效。本荟萃分析的目的是更新和扩展先前的反馈文献综述。该荟萃分析包括1998年至2018年间发表在四种期刊上的71篇文章中的96篇应用绩效反馈应用。我们根据应用程序特性、反馈特性和方法的严格性对每个反馈应用程序进行了编码。我们通过视觉检查和计算效果大小来评估每个应用程序的有效性。我们对所有应用程序以及通过遵守What Works Clearinghouse（WWC）标准使用严格方法的应用程序的总体反馈和每次反馈特征进行了荟萃分析。荟萃分析结果表明，反馈是一种有效的干预措施，始终产生巨大和非常大的影响。一些反馈特性更可靠地产生更大的效果大小。
{"title":"A Quantitative Review of Performance Feedback in Organizational Settings (1998-2018)","authors":"Andressa A. Sleiman, S. Sigurjonsdottir, A. Elnes, Nicholas A. Gage, Nicole E. Gravina","doi":"10.1080/01608061.2020.1823300","DOIUrl":"https://doi.org/10.1080/01608061.2020.1823300","url":null,"abstract":"ABSTRACT Researchers have extensively studied performance feedback in the past 40 years. In organizational behavior management (OBM), feedback is a popular intervention component that can effectively increase and maintain performance across settings and target behaviors. The purpose of this meta-analysis is to update and extend the previous feedback literature reviews. This meta-analysis includes 96 applied performance feedback applications from 71 articles published in four journals between 1998–2018. We coded each feedback application for application characteristics, feedback characteristics, and rigor of methodology. We evaluated each application’s effectiveness by visual inspection and by calculated effect sizes. We conducted a meta-analysis for feedback overall and per feedback characteristics for all applications and for applications that used rigorous methodology by adhering to the What Works Clearinghouse (WWC) standards. The meta-analysis results showed that feedback is an effective intervention, consistently producing large and very large effect sizes. Some feedback characteristics produced larger effect sizes more reliably.","PeriodicalId":51667,"journal":{"name":"Journal of Organizational Behavior Management","volume":"40 1","pages":"303 - 332"},"PeriodicalIF":2.1,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01608061.2020.1823300","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48076760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.1080/01608061.2020.1843109
David A. Wilder
I am excited to introduce Volume 40, issues 3 and 4 of the Journal of Organizational Behavior Management (JOBM). To accommodate a special section, we are combining issues 3 and 4 of this volume. Th...
{"title":"A Special Section of the Journal of Organizational Behavior Management","authors":"David A. Wilder","doi":"10.1080/01608061.2020.1843109","DOIUrl":"https://doi.org/10.1080/01608061.2020.1843109","url":null,"abstract":"I am excited to introduce Volume 40, issues 3 and 4 of the Journal of Organizational Behavior Management (JOBM). To accommodate a special section, we are combining issues 3 and 4 of this volume. Th...","PeriodicalId":51667,"journal":{"name":"Journal of Organizational Behavior Management","volume":"40 1","pages":"151 - 152"},"PeriodicalIF":2.1,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01608061.2020.1843109","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48275975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.1080/01608061.2020.1832014
Merrilyn Akpapuna, E. Choi, Douglas A. Johnson, J. A. López
ABSTRACT Injustice related to racism and inequality has long plagued business, higher education, and society. Simply stating that one supports the cause of social justice is no longer sufficient – measurable change is now being demanded. In theory, organizational behavior management should be well-situated to help usher in behavior change at the individual and organizational level to achieve powerful outcomes related to social justice. Unfortunately, organizational behavior management has not done enough to address these challenges in either practice or research. There is a pressing need for change if the field is to support and represent the diversity of our populace and this requires the field to examine and address multiple barriers to inclusion. This paper seeks to elucidate some of the issues related to training, financial support, recruitment, retention, measurement of progress, support of emerging diverse voices, and self-reflection. It is proposed that many of the tools and techniques of organizational behavior management could be leveraged to help enact change for both those we serve and within our own community.
{"title":"Encouraging Multiculturalism and Diversity within Organizational Behavior Management","authors":"Merrilyn Akpapuna, E. Choi, Douglas A. Johnson, J. A. López","doi":"10.1080/01608061.2020.1832014","DOIUrl":"https://doi.org/10.1080/01608061.2020.1832014","url":null,"abstract":"ABSTRACT Injustice related to racism and inequality has long plagued business, higher education, and society. Simply stating that one supports the cause of social justice is no longer sufficient – measurable change is now being demanded. In theory, organizational behavior management should be well-situated to help usher in behavior change at the individual and organizational level to achieve powerful outcomes related to social justice. Unfortunately, organizational behavior management has not done enough to address these challenges in either practice or research. There is a pressing need for change if the field is to support and represent the diversity of our populace and this requires the field to examine and address multiple barriers to inclusion. This paper seeks to elucidate some of the issues related to training, financial support, recruitment, retention, measurement of progress, support of emerging diverse voices, and self-reflection. It is proposed that many of the tools and techniques of organizational behavior management could be leveraged to help enact change for both those we serve and within our own community.","PeriodicalId":51667,"journal":{"name":"Journal of Organizational Behavior Management","volume":"40 1","pages":"186 - 209"},"PeriodicalIF":2.1,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01608061.2020.1832014","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47201389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-27DOI: 10.1080/01608061.2020.1819933
Michael J. Simonian, Denys Brand, Makenna A Mason, M. Heinicke, Shannon M. Luoma
ABSTRACT Preference assessment methodology has largely been utilized to inform behavior-analytic treatment for clinical populations. However, the use of preference assessments has been extended to organizational settings when developing performance management interventions and identifying preferred stimuli and activities that may serve as potential reinforcers. Thus, the purpose of this review was to synthesize the existing research evaluating the use of preference assessment methodology in workplace settings. Twelve articles consisting of 13 studies were included in this review. We coded and summarized a number of key study features, including participant characteristics, stimuli used in preference assessments, cost of stimuli, method and frequency of preference assessments, the use of reinforcer assessments, and social validity measures. We also provide several suggestions for future research.
{"title":"A Systematic Review of Research Evaluating the Use of Preference Assessment Methodology in the Workplace","authors":"Michael J. Simonian, Denys Brand, Makenna A Mason, M. Heinicke, Shannon M. Luoma","doi":"10.1080/01608061.2020.1819933","DOIUrl":"https://doi.org/10.1080/01608061.2020.1819933","url":null,"abstract":"ABSTRACT Preference assessment methodology has largely been utilized to inform behavior-analytic treatment for clinical populations. However, the use of preference assessments has been extended to organizational settings when developing performance management interventions and identifying preferred stimuli and activities that may serve as potential reinforcers. Thus, the purpose of this review was to synthesize the existing research evaluating the use of preference assessment methodology in workplace settings. Twelve articles consisting of 13 studies were included in this review. We coded and summarized a number of key study features, including participant characteristics, stimuli used in preference assessments, cost of stimuli, method and frequency of preference assessments, the use of reinforcer assessments, and social validity measures. We also provide several suggestions for future research.","PeriodicalId":51667,"journal":{"name":"Journal of Organizational Behavior Management","volume":"40 1","pages":"284 - 302"},"PeriodicalIF":2.1,"publicationDate":"2020-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01608061.2020.1819933","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45718906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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