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Shaping
Behavior
Dr.
Randy Sleeth
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Definition
:
Moving toward a target behavior by reinforcement of successive approximations
of the target behavior ... |
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Guidelines
for Shaping Behaviors:
Select from normally occuring (random) behaviors
Reinforce very small increments
Reinforce continuously
Associate behaviors and consequences precisely
Stretch the patterns (that receive reinforcement)
Recognize mutual reinforcement (mutual shaping)
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Modifying
On-the-Job Behavior:
- Identify
Target Behavior ...
- Do
A-B-C Functional Analysis ...
- Arrange
Antecedents ...
- Evaluate
Results ...
- View
and example of "Classical Conditioning"
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| Identifying
Target Behavior
Observable
Behaviors ... (not internal states)
Pinpoint
desirable behavior
occuring
too seldom
(e.g.,
contributing creative ideas at staff meetings)
Pinpoint
undesirable behavior
occuring
too often
(e.g., making disruptive comments at staff meetings)
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| Different
definitions of targeted behavior ...
Consider
targeting behavior Processes vs Accomplishments
Frame the target behavior meaningfully
Consider
(for example) the difference between reducing late arrivals and increasing
on-time arrivals.
Focus on organizationally significant accomplishments or outcomes
Target
process behaviors (e.g., rule adherence) only when those behaviors functionally
relate to significant outcomes
Develop
behavioral targets participatively
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| Perform
an A-B-C (antecedent, Behavior, Consequence) Functional Analysis
Note
that regularly occuring behaviors have their own supportive cues and
consequences
Identify
existing A-B-C contingencies before trying to rearrange things
Arrange
Antecedents; Provide Consequences
Remove
Obstacles
Provide
Opportunities
Manage
Consequences
Evaluate
Results (behavior frequency, percent, results attained) vs time
Measure
baseline data (unobtrusively)
Conduct
intervention (OB Mod program)
Measure
post-intervention data
Compare
"pre" and "post" data (chart)
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Example:
Emory Air Freight
($3 million saving reported) |
- Management
and loading dock workers had assumed that there was 90% usage of efficient,
large containers. Analysis found only 45% usage. Workers knew how
and when to use the containers, so an educational program would not
help ...
- Management
decided to tell workers
- how
much they were faling short
- how
profits would increase with optimal use of containers
- Management
developed a checklist
- workers
record each use of a container
- at
the end of a shift, each worker total his or her own results
- see
whether attain the 90% usage goal
- Supervisors
and regional managers encouraged to provide positive reinforcement
by praising any improvements
- no
criticism of minimal performance
- praise
for accurate recording and reporting
- Results:
- in
80% of offices using the technique, container usage rose from 45%
to 95%
- throughout
the company, the saving was about $650,000 per year
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Example Problem: Learn
whether a recently uncooperative employee is being pressured by co-workers
to vote yes in an upcoming union certification election
There
must be contingent antecedents
Eliminate
unrealistic plans, schedules, deadlines
Identify
and remedy skill deficiencies through training
Eliminate
confusing and contradictory rules
Avoid
conflicting orders and priorities
Remove
distracting co-workers
Formulate
difficult but attainable goals
Provide
clear instructions
Give
friendly reminders, constructive suggestions, and helpful tips
Ask
non-threatening questions about progress
Display
posters with helpful advice
Rely
on easy-to-use forms
Build
enthusiasm and commitment through participation and challenging work
assignments
Promote
personal growth and development through training
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| Example
Case:
A telephone company saved $250,000 annually by simplifying forms so installers
could easily report an item the company previously could not bill (because
the installers did not know to report it) -- "ceiling drop installed."
In
A-B-C terms, the streamlined reporting form beame an antecedent that
effieiently cued the desired behavior Reinforce
improvement (shaping), not just final results
Fit the consequences to the behavior (consistent with equity theory)
Emphasize natural rewards (praise,time off, breaks, favorable schedule)
over contrived rewards (money & other tangibles)
Provide individuals with frequent and objective feedback
Source:
Edward J. Feeney (1985). "Modifying employee behavior: making rewards
pay off." Supervisory Management, December, p. 26.
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