Behavior Modification Training: a Study of the Effects in a Hospital

Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1976 Behavior Modification Training: a Study of the Effects in a Hospital. Linda Mcgee Calvert Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Calvert, Linda Mcgee, "Behavior Modification Training: a Study of the Effects in a Hospital." (1976). LSU Historical Dissertations and Theses. 2952. https://digitalcommons.lsu.edu/gradschool_disstheses/2952 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This material was produced from a microfilm copy of the original document. 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Xerox University Microfilms 300 North Zeeb Road Ann Arbor, Michigan 48106 76-28,793 CALVERT, Linda McGee, 1944- BEHAVIOR MODIFICATION TRAINING: A STUDY OF THE EFFECTS IN A HOSPITAL. The Louisiana State University and Agricultural and Mechanical College, Ph.D., 1976 Business Administration Xerox University Microfilms,Ann Arbor, Michigan 48106 @ 1976 LINDA McGEE CALVERT ALL RIGHTS RESERVED BEHAVIOR MODIFICATION TRAINING: A STUDY OF THE EFFECTS IN A HOSPITAL A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of Management by Linda McGee Calvert B.A. , University of Houston, 1967 M.B.A., University of New Orleans, 1974 August, 1976 ACKNOWLEDGMENTS I am well aware that most acknowledgments for dissertations open with recognition of those academicians who have supported, encouraged, and guided the Ph.D. candidate. And among doctoral committees, mine certainly deserves this recognition. However, at this stage, I feel compelled to recognize three other people who have greatly influenced the course of my life and whose influence largely predates my graduate work. I would like to express my deepest gratitude to my mother and late father for their loving concern, for always believing in me, and for trusting and encouraging me to think for myself. I also wish to express my deep appreciation to my husband, Larry. He has endured, without seeming to, all that the devoted spouse of any doctoral student must endure— holding my hand where needed and pushing where necessary. I am especially indebted to Dr. Leon C. Megginson, my chairman, who persuaded me to take my first university teaching job, thereby sealing my dedication to earning a Ph.D. He has been both encouraging and supportive, while ii at the same time providing incisive intellectual criticism and stimulation. Because of his personal reputation, he opened the door to the organization in which I did this study— an organization which accorded me an extraordinary degree of freedom and help. I am also greatly indebted to Dr. Jerry A. Wallin. He has considerably broadened my range of knowledge and, in fact, it is he who introduced me to and stimulated my interest in the field of behavior modification. His files, both physical and mental, have provided me with a wealth of information which is reflected throughout this study. To the other members of my committee. Dr. Lesikar, Dr. Peters, and Dr. Farber, I thank you, as I do Dr. Megginson and Dr. Wallin, for reading on what I know have been unreasonably short schedules. I also want to thank another faculty member who is not on my committee, but whose contribution is reflected throughout this study. Dr. Barton Farthing, Chairman of the Department of Experimental Statistics, not only helped me with my statistical design, he answered my every question— and there were many— with the utmost patience, clarity, and simplicity. I did not simply run some tests, I learned a lot of statistics. I am particularly grateful to Jo Anne Martin, who typed this manuscript under a great deal of pressure. Her iii sense of equanimity and willingness to help greatly eased the tension of the last hectic days. There are, of course, many others too numerous to mention to whom I owe thanks. My appreciation is not lessened because I do not have the space to name them. And while acknowledging my debt to the many people who have contributed to this study, I accept responsibility for its shortcomings. CHAPTER 1 THE ORIENTATION TO THE STUDY SYSTEM FEEDBACK BEHAVIOR CHAPTER 2 MODIFICATION RELEVANT LITERATURE TRAINING EVALUATION PERFORMANCE SATISFACTION QUESTIONNAIRE QUESTIONNAIRE CHAPTER 3 METHODOLOGY PATIENT TRAINING SURVEY PERFORMANCE TRAINING QUESTIONNAIRE EVALUATION > SATISFACTION SURVEY CASE STUDIES ANALYSIS CHAPTER 4 OF TRAINING EVALUATION OUTPUTS CHAPTER 5 SUMMARY SUMMARY, CONCLUSIONS CONCLUSIONS FEEDBACK AND RECOMMENDATIONS RECOMMENDATIONS V TABLE OF CONTENTS Page ACKNOWLEDGMENTS .................................. ii LIST OF TAB L E S ...................................... xii ABSTRACT ............................................ xiv CHAPTER 1 ORIENTATION TO STUDY (THE SYSTEM) . 1 Behavior Modification and Management ............................ 1 Rationale for Training ............. 2 Overview of Study ................. 3 Management and Motivation ........... 5 Historical Perspective ............. 5 Another Possibility ............... 9 Motivation Theories vs. Behavior Modification ............... 11 Maslow-McGregor ................... 11 Expectancy Theory ................. 14 2 RELEVANT LITERATURE (INPUTS) ........... 17 Behavior Modification ............... 17 Major Contributors................. 18 Definitions and Concepts ...... 22 Reinforcement# Punishment# and Extinction................... 22 Shaping and M o d e l i n g ............. 25 Scheduling........................ 26 Reinforcement in Organizations . 26 vi CHAPTER Page Reinforcement on a Broad Scale . 26 Tangible Reinforcers ............. 29 M o n e y .............. 30 "Contrived" vs. "Natural" Reinforcers ................ 33 In Today's Business World ......... 36 Range of Applications ..... 36 Goal Setting and Feedback .... 38 Tangible Reinforcers ............. 42 T r a i n i n g ......................... 47 O v e r v i e w ...................... 47 Management Training ............... 49 Training Methods ................... 51 Standard M e t h o d s ............ 51 Changing Behavior ........ 52 Training and Behavior Modification . 58 Sorcher and Goldstein ........... 58 Luthans and Kreitner ....... 62 Luthans, Lyman, and Ottemann ... 64 Basis of Present Study ........ 66 3 METHODOLOGY (PROCESS) ................. 70 Overview of S t u d y .............. 70 Variables Under Investigation .... 72 Training Program (Independent Variable) .......................... 72 Dependent Variables ............... 74 Scott Attitude S u r v e y ..... 74 Measurement of Productivity or Performance.............. 81 Patient Survey ................... 85 Training Evaluation Questionnaire ................... 86 Case Studies ................ 87 Experimental Design ................. 88 vii CHAPTER Page Design Considerations ............... 88 Actual Design ........................ 90 Statistical Methods ................... 91 Attitude Survey and Performance Evaluation ............. 91 Two-Way Analyses of Variance . 93 One-Way Analyses of Variance . 96 Patient Survey ..................... 96 4 TRAINING EVALUATION (ANALYSIS OF OUTPUTS) .......................... 98 The Training P rogram ............. 99 Schedule and Participants ........... 99 Course Contents ..................... 100 Behavioral Audits ................

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