EAB 6939 - INTRODUCTION TO ORGANIZATIONAL University of Florida Department of Fall Semester 2018 - 3 Credit Hours Class: W - 4:05 p.m. to 7:05 p.m. Location: LAR0239

Instructor: Nicole Gravina, Ph.D. Cell Phone #: 321-890-4326 E-mail: [email protected] Office hours: Wednesdays 1-2:30; Psychology Building 339

Textbooks: Daniels, A. C., and Bailey, J. (2014). : Changing Behavior That Drives Organizational Effectiveness (5th ed.). Tucker, GA: Performance Management Publications. This text is listed as “D&B” on the course schedule.

In addition, we will be reading chapters from other textbooks and journal articles, which will be posted on Canvas.

Course Description and Purpose: This course will provide an overview of contemporary research and practice in the field of Organizational Behavior Management (OBM), also sometimes referred to as Performance Management (PM) in organizational settings. OBM is seen by some as a behaviorally-based area of specialization within the broad field of Industrial-Organizational Psychology. OBM is most closely aligned with the area of organizational behavior and personnel / human .

The concepts and techniques used in OBM originated from the field of behavior analysis. Behavior analysis is most appropriately described as a natural science-based approach to the study and conceptualization of . Behavior analysis originated in the laboratory operant research of the early to middle 1900’s. In the 1960’s operant procedures began to be applied with human populations. The application of these principles of learning produced socially significant changes in behavior and the sub-discipline of Applied Behavior Analysis (ABA) was born in the late 1960’s with the publication of the first volume of the Journal of Applied Behavior Analysis (JABA). When ABA is applied to organizational problems such as training, safety, productivity, and quality deficits, the collective set of procedures is termed “Organizational Behavior Management”. The primary journal in the field of OBM is the Journal of Organizational Behavior Management (JOBM), founded in 1977. The OBM Network, a special interest group of the Association for Behavior Analysis, International provides a “home” for behavior analysts interested in OBM.

The purpose of this course is to introduce students to practice and research in OBM and to provide students with the skills needed to apply the fundamental principles of ABA to a variety of performance problems in organizational settings.

At the conclusion of the course, students demonstrating mastery of the course material will be able to: • Describe the shortcomings of traditional managerial practices relative to the OBM approach • Assess performance problems using an OBM approach • Pinpoint problem performances and design appropriate measurement procedures • Identify appropriate intervention strategies for improving performance in • Conduct a small-scale performance management project in an and analyze its impact both in terms of cost / benefit to the organization and social validity.

Course Format: This course will be taught at a graduate level and will be conducted in a seminar format. Most class meetings will consist of brief lectures followed by group discussions of the material as well as practical activities/exercises. Students are expected to participate in and contribute to each discussion.

Course Requirements: 1) Attend and be on time for all class meetings. 2) Read the assigned material before the corresponding class meeting and complete the article and chapter summaries. 3) Complete the Daniels & Bailey study objectives to prepare for exams. 4) Take quizzes 5) Complete an OBM/PM project. Students will work together in small groups on a PM consult with an organization. The project will consist of six basic phases: initial contact and rapport development, pinpointing of the problem performance, development of performance measures, performance assessment, intervention application, and project evaluation. Each group will be required to turn in an OBM/PM Project Portfolio at the end of the semester. You will receive more details about this project as the semester progresses. 6) Participate actively and respectfully in class discussion.

Course Assignments and Grading:

Article and Chapter Summaries [6-10 pts each, ~92 total] 6 points for 2 assigned articles, 8 for 3 assigned articles, 10 for 4 assigned articles You will complete article summaries for all assigned readings. Compile them into one document for each class period and upload to Canvas. For each experimental article assigned in class, complete an article summary following the template posted in canvas. For each discussion article or book chapter (excluding Daniels & Bailey), identify what you consider to be the 3-5 most important points of the article and describe each in 1-2 sentences and then write one point of discussion or question for the article. The summaries are assigned to help you stay on top of the readings, practice digesting research, and to increase in-class discussion around the articles. Summaries must be turned in BEFORE the class for which the reading is assigned to receive full credit. Late summaries will be given half credit for up to a week late and no credit after that – timely completion is critical to class discussion. Note that during class you maybe asked to describe and discuss one of the readings.

No summaries are necessary for Daniels & Bailey textbook readings. However, I will post study objectives for them and those study objectives will be the basis for exam questions over those readings. I may also call on students in class to share their responses for the study objectives.

Daniels Quiz and Take Home Final Exam [20 pts and 50 pts, 70 total] There will be three exams in the course made up of multiple choice, short answer, and short essay questions. Exams will be based on the Daniels & Bailey study objectives, articles, and in-class materials. A study guide will be provided a week before the exam. Exams will not be cumulative, with the exception of case studies on exam 3, which will expect you to draw on knowledge gained throughout the semester.

Simplify the Communication Assignment [30 pts] Take the dress code communication provided and create a communication that is more effective antecedent based on the readings in class.

IO to OBM Mini-Paper [50 points] For this assignment you will identify a topic discussed by I-O psychologists but not OBM researchers and write a one-page single-spaced paper talking about the issue from a behavior analytic perspective. The goal of this assignment is to increase critical thinking around workplace issues that are relevant in but that OBM is yet to directly examine. General topic areas include: Organizational Citizenship Behavior, Leader Member Exchange, Transformational , , Work-Family Conflict, Counter-Productive Work Behavior, Organizational Commitment, Stress, Burnout, Engagement, etc. The paper should include at least 6 references with at least 3 references to papers from one of the following I-O/business journals: Journal of Applied Psychology, , Academy of Management, Applied Psychology: An International Review, Journal of Organizational Behavior, Organizational Behavior and Human Decision Process, Journal of Management, or Journal of Occupational Health Psychology. The other 3 references should be behavior analytic in nature. The paper should briefly and concisely introduce the topic and then the majority of the paper should critically analyze it from a behavior analytic perspective bringing in concepts learned in the course.

PM Project [100 pts] and Presentation [10pts] The project will consist of six basic phases: initial contact and rapport development, pinpointing of the problem performance, development of performance measures, performance assessment, intervention application, and project evaluation and write up. I would like you to complete the project in a group of 2- 3 but if that proves too difficult logistically, I will consider an individual project on a case-by-case basis. You will write up the project up like a short research article as well as present it to the class. The presentation will be 10-12 minutes long at the end of the semester. Details for the project and presentation will be posted on Canvas.

Grading: % Letter Grade 90-100% A 89-89% B 70-79% C <70% F

Attendance: Students are strongly encouraged to attend every class meeting. Data on attendance will be collected and more than one unexcused absence will result in a 5% grade deduction per class missed. Also, remember that when you miss class, you miss material that may be on an exam.

University policies (some taken from UF guidelines)

• Students with disabilities requesting accommodations should first register with the Disability Resource Center (352-392-8565, www.dso.ufl.edu/drc/) by providing appropriate documentation. Once registered, students will receive an accommodation letter which must be presented to the instructor when requesting accommodation. Students with disabilities should follow this procedure as early as possible in the semester. • Academic Misconduct: Academic honesty and integrity are fundamental values of the University community. Students should be sure that they understand the UF Student Honor Code at http://www.dso.ufl.edu/students.php. • UF students are bound by The Honor Pledge which states, “We, the members of the University of Florida community, pledge to hold ourselves and our peers to the highest standards of honor and integrity by abiding by the Honor Code. On all work submitted for credit by students at the University of Florida, the following pledge is either required or implied: “On my honor, I have neither given nor received unauthorized aid in doing this assignment.” The Honor Code (http://www.dso.ufl.edu/sccr/process/student-conduct-honor- code/) specifies a number of that are in violation of this code and the possible sanctions. Furthermore, you are obligated to report any condition that facilitates academic misconduct to appropriate personnel. If you have any questions or concerns, please consult with the instructor in this class. • Students are expected to provide feedback on the quality of instruction in this course by completing online evaluations at https://evaluations.ufl.edu. Evaluations are typically open during the last two or three weeks of the semester, but students will be given specific times when they are open. Summary results of these assessments are available to students at https://evaluations.ufl.edu/results/. • Absences due to illness or observance of religious holidays should be communicated to the instructor. Requirements for class attendance, make up exams, assignments, and other work in this class are consistent with university policies that can be found at http://handbook.aa.ufl.edu/policies.aspx • Student disclosures of sexual violence. SF State fosters a campus free of sexual violence including , domestic violence, dating violence, stalking, and/or any form of sex or gender discrimination. If you disclose a personal experience as an SF State student, the course instructor is required to notify the Title IX Coordinator by completing the report form available at https://titleix.ufl.edu/report-an-issue/, emailing [email protected] or calling (352) 273-1094.

UF Resources for Students

Health and Wellness

• U Matter, We Care: If you or a friend is in distress, please contact [email protected] or 352 392- 1575 so that a member can reach out to the student. • Counseling and Wellness Center: http://www.counseling.ufl.edu/cwc/Default.aspx, 392-1575; and the University Police Department: 392-1111 or 9-1-1 for emergencies. • Student Health Care Center, 392-1161. • University Police Department, 392-1111 (or 9-1-1 for emergencies). http://www.police.ufl.edu/

Academic Resources

• E-learning technical support, 352-392-4357 (select option 2) or e-mail to Learning- [email protected]. https://lss.at.ufl.edu/help.shtml. • Career Resource Center, Reitz Union, 392-1601. Career assistance and counseling. http://www.crc.ufl.edu/ • Library Support, http://cms.uflib.ufl.edu/ask. Various ways to receive assistance with respect to using the libraries or finding resources. • Teaching Center, Broward Hall, 392-2010 or 392-6420. General study skills and tutoring. http://teachingcenter.ufl.edu/ • Writing Studio, 302 Tigert Hall, 846-1138. Help brainstorming, formatting, and writing papers. http://writing.ufl.edu/writing-studio/

Course Schedule *Instructor reserve the right to adjust the schedule and readings as needed. D&B means Daniels and Bailey textbook. Articles are available in canvas.

Date Topics Readings and Assignments Aug 22 Course Overview Readings

Introduction to OBM RECOMMENDED: Wilder, D. Austin, J. & Casella, S. (2009). Applying behavior analysis in organizations: Organizational behavior management. Syllabus Review Psychological Services, 6(3), 202-211.

Aug 29 Pinpointing READINGS Read D&B Chapters 1, 3-8 Measurement Crawley, W. J., Adler, B. S., O’Brien, R. M., & Duffy, E. M. (1982). Making a Performance salesman: Behavioral assessment and intervention. In O’Brien, Dickinson, Matrix/Scorecards & Rosow (Eds.), Industrial behavior modification: A management handbook (pp.184-199). New York: Pergamon Press.

Hyten, C. Strengthening the focus on business results: The need for approaches in organizational behavior management. JOBM, 29, 87-10.

Sept 5 Assessment READINGS D&B, Chapters 9-10 PDC/PDC-HS Carr, J., Wilder, D., Majdalany, L., Mathisen, D., & Strain, L. (2013). An assessment-based solution to a human-service employee performance problem. BAP, 6, 16-32. Wilder, D. A., Lipschultz, J. L., King, A., Driscoll, S., & Sigurdsson, S. (2017). An analysis of commonality and type of preintervention assessment procedures in the JOBM (2000-2015).

Pampino, R., Wilder, D., & Binder, C. (2005). The use of functional assessment and data entry skills among foremen in a construction organization. JOBM, 25 (2), 1-36. Sept 12 Assessment Contin READINGS

Cunningham, T. R. & Geller, E. S. (2012). A comprehensive approach to identifying intervention targets for patient-safety improvements in a hospital setting. Journal of Organizational Behavior Management, 32(3), 194-220.

Therrien, K., Wilder, D. A., Rodriguez, M., & Wine, B. (2005). Preintervention analysis and improvement of customer greeting in a restaurant. JABA, 38, 411-415.

Wilder, D., Rost, K., & McMahon, M. (2010). The accuracy of managerial prediction of employee preference, JOBM, 27, 1-14.

Assessment Sample (review for class, no summary needed)

Sept 19 Antecedent Interventions READINGS

D&B Ch 11

Wilk, L., & Redmon., W. (1990). A daily-adjusted goal-setting and feedback procedure for improving productivity in a university admissions department, JOBM, 11, 55-75.

Green, C., Reid, D., Passante, S., & Canipe, V. (2008). Changing less- preferred duties to more-preferred: A potential strategy for improving work enjoyment, JOBM, 28, 90-109.

Olson, R., Schmidt, S., Winkler, C., & Wipfli, B. (2011). The effects of target behavior choice and self-management skills training on compliance with behavioral self-monitoring. AJHP, 25, 319-324.

Sept 26 Daniels Quiz Daniels Quiz Simplify the Communication Assignment Due Oct 3 Training, BST, and Video READINGS Modeling Shapiro, M., & Kazemi, E. (2017). A review of training strategies to teach individuals implementation of behavioral interventions. JOBM, 37, 32-63.

Guercio, J., & Dixon, M. (2010). Improving the quality of staff and participant interaction in an acquired brain injury organization, JOBM, 30, 49-56.

Jenkins, S & DiGennaro Reed, F. (2016). A parametric analysis of rehearsal opportunities on procedural integrity, JOBM, 36, 255-281.

Feedback READINGS Read D&B Ch 12-14

Oct 10 So, Y., Lee, K., Oah, S. (2013). Relative effects of daily and weekly feedback on customer service behavior at a gas station. JOBM, 22(2), 137-151.

Johnson, D. (2013). A component Analysis of the impact of evaluative and objective feedback on performance, JOBM, 2, 89-103.

Alvero, A., Bucklin, B., & Austin, J. (2001). An objective review of the effectiveness and essential characteristics of performance feedback in organizational settings (1985-1998). JOBM, 21, 3-29. Oct 17 Consequences and READINGS Incentives Read D&B Ch 15, 18-22

LaMere, J. M., Dickinson, A. M., Henry, M., Henry, G., & Poling, A. (1996). Effects of a multicomponent incentive program on the performance of truck drivers: A longitudinal study. Behavior Modification, 20(4), 385-405.

Johnson, D., & Dickinson, A., (2010). Employee-of-the-month programs: Do they really work? JOBM, 4, 308-324. Oct 24 Self-Monitoring, Self- READINGS Management, and Peer Observations Richman, G., Riordan, M., Reiss, M., Pyles, D., & Bailey, J. (1988). The effects of self-monitoring and supervisor feedback on staff performance in a residential setting, Journal of Applied Behavior Analysis, 21, 401-409.

Godat, L., & Brigham, T. (1999). The effect of a self-management training program on employees of a mid-sized organization, Journal of Organizational Behavior Management, 19, 65-83.

Alvero, A., & Austin, J. (2004). The effects of conducting behavioral observations on the behavior of the observer. JABA, 37, 457-468.

Sigurdsson, S., & Austin, J. (2006). Institutionalization and response maintenance in organizational behavior management. Journal of Organizational Behavior Management, 26(4), 41–77.

Oct 31 IO to OBM Mini-Paper Due

Nov 7 Behavioral Safety READINGS Sulzer-Azaroff, B., & Austin, J. (2000), Does BBS work? Behavior-based safety and injury reduction: A survey of the evidence. PS, 19-24.

Bogard, Ludwig, Staats, & Kretschmer (2015). An industry’s call to understand the contingencies involved in process safety: Normalization of Deviance. Journal of Organizational Behavior Management, 35, 70-80.

Fox, D. K., Hopkins, B. L., & Anger, W. K. (1987). The long-term effects of a token economy on safety performance in open-pit mining. Journal of Applied Behavior Analysis, 20(3), 215–224.

Zohar, D., & Luria, G. (2003). The use of supervisory practices as leverage to improve safety behavior: A cross-level intervention model. JSR, 567- 577.

Nov 14 OBM in Human Services READINGS and Healthcare LeBlanc L.A., Gravina N., & Carr J.E. (2009) Training Issues Unique to Autism Spectrum Disorders. In: Matson J. (eds) Applied Behavior Analysis for Children with Autism Spectrum Disorders. Springer, New York, NY.

Gravina, N., Villacorta, J., Albert, K., Clark, R. J., Curry, S., & Wilder, D. (2018). A quantitative review of organizational behavior management research in human service settings. Journal of Organizational Behavior Management.

Cunningham, T., & Austin, J. (2007). Using goal setting, task clarification, and feedback to increase the use of the hands-free technique by hospital operating room staff, JABA, 40, 673-677.

Kelley, D., & Gravina, N. (2018). Every minute counts: Using the science of behavior to reduce wait times in an emergency department. JOBM.

Nov 21 THANKSGIVING HOLIDAY NO CLASS

Nov 28 Supervision, Leadership, READINGS and Coaching Komaki, J., & Citera, M. (1990). Beyond effective supervision: Identifying key interactions between superior and subordinate. Leadership Quarterly, 1, 91-105.

Tilka, R., & Johnson, D. A. (2017). Coaching as a packaged intervention for telemarketing personnel. JOBM, 1-24.

Sellers, T., LeBlanc, L., & Valentino, A. (2016). Recommendations for detecting and addressing barriers to successful supervision. BAP, 9, 309- 319.

Sellers, T., Alai-Rosales, S., & MacDonald, R. (2016). Taking responsibility: The ethics of supervision in behavior analytic practice. BAP, 9, 299-308.

Dec 5 OBM Project Presentations

Final Exam 3 Exam 3 Date TBD