Daniels Chapter 1
Introduction to Performance Management
1) Note which characteristics make “Activity 2” highly reinforcing. (Not for the exam)
2) What are the 7 characteristics of sports teams that organizations could benefit from emulating? (3)
3) What does Gilbert (1978) estimate to be the potential for performance improvement for an average plant or store? (4)
Daniels Chapter 2
What is Performance Management?
1) Define Performance Management and explain what systematic and data oriented mean. (7)
2) What tools do behavior analysts use that are similar to methods used in physical science? (7)
3) What does Daniels say that Performance Management is NOT ? (7-10)
4) What is the problem with performance appraisals? (8)
5) Should we view behavior change as one-directional or bi-directional?
(9)
6) How can creativity and intrinsic interest be increased? (10)
7) PM has seven distinctive values for an organization. Be able to discuss each in some detail. (10-17)
Daniels Chapter 3
The Science of Behavior in Business
1) What is the point of the teacher and principal example? (19)
2) What do scientific explanations lead to? (20)
3) Be able to explain the difference between common sense knowledge and scientific knowledge. (Figure 3.1, p. 21)
4) What does the phrase, correlation is not causation mean? (22)
5) What are the two primary ways behavior analysts determine cause and effect? Realize that this is written for a business audience, and what
Daniels really means, more generally, is that behavior analysts demonstrate cause and effect through demonstrating believable
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relationships between variables. No matter which design is used, demonstrating a believable relationship is always the goal. (23)
Daniels Chapter 4
Business is Behavior
1) What does Daniels say success in business is defined by? (27)
2) What are results products of? (27)
3) What is the difference between a result and the bottom line? (28)
4) What is the problem with focusing only on results or only on behavior?
(28-29)
5) Be able to list and describe Deming’s four M’s. (31-32)
Daniels Chapter 5
Separating Behavior From Non-Behavior
1) Be able to explain the dead person’s test ? (33)
2) How does Daniels define behavior? (33)
3) How does Daniels define performance and how is it different from behavior? (34-35)
4) What is the problem with describing behavior imprecisely? (35)
5) Be able to explain the four things that behavior is NOT. (35-37)
6) Why does Daniels say we should not focus on thoughts and feelings?
(37-39)
Daniels Chapter 12
Pinpointing
1) Know all of the characteristics of pinpoints that we talk about in class and those in the book. These are: a) Behavior or result b) Measurable 115-117 c) Observable 115-117 d) Reliable 115-117 e)
Under the performer’s control 118 f) Active 125 g) Valuable (not in the book)
2) Be able to explain what each of the characteristics means. Daniels’ characteristics list is found in Figure 12.4, and explanations appear throughout the chapter.
3) Define behavior and give several work examples of behavior. (113)
4) Define results and give several work examples of results. (113)
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5) Explain what Daniels means when he says that results tell you nothing about behavior. (113)
6) Define shrinkage . What are three common sources of shrinkage? (113-
114)
7) Explain why Daniels says that anyone who tries to manage by results only is making a fundamental mistake ? (114)
8) There is a similar fundamental mistake in managing by behavior alone.
Describe the problem with such an approach ( implied in text on 114; not explicit ).
9) Why does Daniels describe taking breaks as a nuisance behavior? Why is it a waste a time for managers to focus on improving such behavior?
(114)
10) List two problems with managing using labels or stereotypes. (115-116)
11) The distinction between Behavior and Results is important, be prepared to define and give examples of each. (119-129)
12) According to Daniels, why do we pinpoint results and then behavior?
13) Define behavior class – recognize that this is more commonly called response class.
(120)
14) If I give you an "inactive" behavior be able to suggest an "active" one.
Relate this to the "Dead Person’s Test." (126)
15) How do we know if a pinpoint is valuable to the organization or not?
Bailey Chapter (Step) 3
1) Be able to identify, give organizational examples of, and explain concisely what a dependent variable (DV) is.
2) What is the special requirement of DV’s in applied behavior analysis research?
3) Be able to list and describe each of the five ways of establishing social significance of your research topic/techniques.
4) Be able to describe what social significance has to do with selecting a
DV.
6) Be able to restate the pitfalls in choosing a DV and provide two organizational examples each.
7) Why should a researcher pilot test a dependent variable? Note that this is different from a pilot study. a) what are some heuristics for defining the DV and why is each important?
8) Be able to identify, give organizational examples of, and explain concisely what an independent variable (IV) is.
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9) Can structural (e.g., workspace set-up) or environmental variables be considered a form of antecedent variables? Why or why not?
10) What is a “package” program (or intervention)? Why are they used in
ABA research? What problems can such packages cause? While acknowledging the virtues of package programs, don’t lose sight of the underlying behavioral principles which explain the effectiveness of the package. To do so promotes applied behavior analysis as a collection of techniques and tricks (e.g., feedback & praise) rather than a technology based on behavior principles (feedback and praise are often examples of stimulus control and reinforcement). a) cite 2 examples of organizational “package” interventions
Daniels Chapter 14
The Right Pinpoint
1) What is "Mission" and why the big deal about it? (155)
2) What are the two types of missions? Give organizational examples of each. (155-156)
3)
Explain how to determine a job’s mission. (156)
4) Examine the ACORN test in some detail. If I give you a job's mission, be able to use the test on it. (168-173)
5) What is the purpose of the ACORN test? ( Answer: the purpose of the
ACORN test is to evaluate the adequacy of a mission .) How is it used?
What do the letters stand for? (157-162)
6) List the two factors involved in determining the practicality of measures.
(161)
7) Remember Daniels’ simple rule about measuring behavior or results:
Always measure both, but pinpoint and measure results first.
Know why
Daniels uses this approach. (162)
8) Describe three problems that could occur if you focus exclusively on results. (162)
9) Describe three (of five) occasions when Daniels says you should focus reinforcement on behavior. (163-166)
10) Describe three occasions when Daniels says you should focus reinforcement on results. (166-167)
11) What do the letters MBWA stand for (made popular by Peters and
Waterman)? What is the purpose of MBWA? (168-170)
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Gilbert Ch 1: 13-27
1) Read the story at the start of the chapter and stop there. What is the point? Try and figure it out and write it in 1 or 2 sentences. (13-15)
2) What is the difference between behavior and performance? (In your own words!) a) give 3 examples of each in the workplace
3) What is the difference between performance and accomplishment?
4) Define worthy performance in your own words.
a) define it verbally and in terms of his equation (17)
5) Be able to describe what happens to worthy performance whenever accomplishment (A) or behavior (B) changes.
6) What’s the point of the Quik vs Sloe example?
7) Restate in your own words the first corollary of the distinction between accomplishment and behavior. (22)
8) Restate in your own words the second corollary of the distinction between accomplishment and behavior. (23) a) when do we “need” to measure behavior?
9) Restate in your own words the third corollary (parts 1 and 2) of the distinction between accomplishment and behavior. a) when are measures of behavioral deficiencies important? b) why is it useful to quantify accomplishments?
c) for both A and B, give an original example to illustrate your point
10) What’s Gilbert got against tests? In your opinion, is this a well-founded bias?
Gilbert Ch 2: 29-43
1) Do you agree that all performance can be measured? Why or why not?
2) What is an exemplar? Give 3 examples of exemplars in any 3 domains.
3) What does PIP stand for? a) how do we calculate it? (Given some numbers, be able to do this!) b) what does it tell us about a particular organization or performer?
4) In your own words, state the 2 nd Leisurely Theorem.
5) What happens to competence when the PIP increases? When it decreases? Know the relationships between competence, PIP, exemplar, and average/novice performance (i.e., when one changes, what happens to the others?)
6) What are the 2 ways we can change the PIP?
7) What are “stakes”? (32) Why are “stakes” important?
8)
In your own words, what’s the point of the Frank Roby story? (33-35)
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9) What does the poetry example (Donne) illustrate about measurement?
(35-37)
10) What is “rate of return” (a.k.a. return on investment or ROI)?
11) Recognize that the PIP and stakes are two ways of choosing among pinpoints. Describe how each can help you choose between pinpoints.
Daniels Chapter 13
Measurement
1) What is the most basic measurement? (131)
2) There are many reasons for measuring performance. List four that
Daniels describes (in bold type) and explain each. (132-133)
3) List and describe four barriers to measurement as defined by Daniels.
(133-134)
4) Be able to describe and give a work example of each of the four measurement categories. (134-138)
5) Name, describe, and give a work example of the three types of quality measures (134-138)
6) Name and describe the two types of quantity measures (134-138)
7) Name and describe each of the three types of cost measures (134-138)
8) What is judgment , in terms of measurement? When do you use judgment as a measure? (140)
9) List and describe the four techniques used in judgment, think of a work performance to evaluate and give an example of how one could use each type of judgment to evaluate that single work example (see Daniels example in Figure 13.3). (141)
10) Be able to set up a Performance Matrix given enough information.
Practice this enough to do it fluently on the tests. (149-151)
Poling Ch 4: 55-60
1) What is a target behavior? (55)
2) What is a functional definition? (55)
3) What is a response class? (56)
4) What is the difference between functional and topographical definition?
5) Think of some dependent measures in organizations. Are these typically more functional or topographical?
6) What are the dimensions of behavior? Give an organizational example for each dimension.
7) The authors say that you should choose behaviors and dimensions likely to be fixed by your intervention. Why is this the case?
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Bailey Ch (Step) 5
1) Why is attention to data in an experiment or project so important?
Describe 3 negative outcomes of a poor data collection system.
2) Why does Bailey say to collect the most data in the shortest amount of time? (This is VERY important if you choose to do a project).
3) If you are observing behavior (not results), how long should your observation sessions each last?
4) Imagine you were conducting a study. How might you lose data?
5) If the pinpoint from your business interview was a result, complete the data sheet for the measures and planning sheet using the following example. If your pinpoint was a behavior, create a data sheet you
could use to measure that behavior.
On a separate sheet of paper, turn this in along with your Measures and
Planning Sheet!
Develop a sample observation form to measure the service of a restaurant waitperson. Use Bailey’s guidelines and make up specifically whatever it is that you wish to measure. Note: your unit of measurement may be different than Bailey’s example of 10s intervals (you may choose to not use interval recording at all). Either way, you should decide on a couple of behaviors that should be observed and set up the observation form so that someone could use it – be sure it includes all of the relevant information needed for data sheets.
6) What are 2 criteria for an acceptable operational (behavioral) definition?
7) Describe 3 things to consider when using observers to carry out your data collection.
8) Why use observers? Why not just collect all the data by yourself? (Not in the reading – think about it…).
9) What is reliability?
10) What is observer drift? Remember that drift requires that observers change the definitions they apply but at the same time they remain reliable (i.e., they continue to agree). Give an example of how this may happen when measuring some specific workplace behavior.
Poling Ch 4: 60-70
1) Any good measurement system must provide __________, _________,
& ___________ data. Define each of these terms. Be sure to note that reliability in the sense that Poling uses it here is different from interobserver agreement.
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2) What are the four characteristics of measurement systems? Briefly describe each. (62-65)
3) What is the difference between partial and whole interval recording?
Can you think of a behavior at work that you could measure using partial interval recording? How about using whole interval recording?
Daniels Chapter 23
Evaluating Performance Change
1) How is believability determined in group research versus single subject research? Why is the group design often impractical to apply in organizations? (284)
2) Be able to draw and explain the A-B design, the reversal design, the multiple baseline design (285-290), also be able to draw and explain the changing criterion design and the multi-element design (discussed in class and in the Poling chapter).
3) Give two examples of reversal designs. How are they more powerful than a simple A-B design? (286-287)
4) What three conditions must exist in order to use a multiple baseline design? (288-289)
Poling Chapter 5
1) Be able to provide 3 pro’s and 3 con’s for using each of the following designs: reversal design, multiple baseline design, changing criterion design, multi-element design.
2) Know which design is best for a given problem (in some cases, there may be more than one correct answer). For example, which design is best for each problem below: evaluating training safety improvement productivity improvement evaluation of an existing program the impact of a feedback program on accuracy of orders processed
Daniels Chapter 6
PIC/NIC Analysis
®
1) What are the two ways that behavior is changed? (41)
2) Be able to describe the 6 guidelines for using the PIC/NIC Analysis
® effectively. (46-47)
3) When should a PIC/NIC Analysis
®
be conducted? (lecture)
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4) Know the seven steps of the PIC/NIC Analysis
® and be able to conduct and explain the analysis. (Chapter 6 and lecture)
5) Be able to list and describe all (well, at least 6) of the logical possibilities for interventions, once you have conducted an ABC analysis. They include: add PICs for desired performance, add antecedents for desired performance, Remove NICs for desired performance, remove antecedents for undesired performance, add NICs for undesired performance, and remove PICs for undesired performance.
6)
Why wouldn’t you add NIC’s for the undesired behavior? (lecture)
7) Summarize the major benefits of performing a PIC/NIC Analysis
®
.
(lecture)
Daniels Chapter 7
The ABC Model
1) What is the closest thing we have to a behavioral law? (49)
2) What is a three-term contingency and what does it consist of? (49)
3) Be able to define and give examples of consequences. (50)
4) Complete this sentence: Consequences are the
_______________________________a manager has for improving employee performance and morale. (50)
5) What does “different strokes for different folks” mean? What is the point of the perfect attendance and computer programmer example. (53)
6) What is meant by “doing nothing is doing something?” (54)
7) Be able to define and give examples of positive and negative reinforcement. (56)
8) Be able to define and give examples of punishment and penalty. (57)
9) Complete these sentences: Antecedents ____________ behavior.
Consequences ____________ behavior. (57)
Daniels Chapter 8
Consequences That Increase Behavior: Positive and Negative
Reinforcement
9) Be able to distinguish between a reinforcer and reinforcement. (59)
10) What is the difference between negative and positive reinforcement?
(60)
11) Be able to list and describe the 5 distinguishing characteristics of reinforcers. (60-62)
12) What are the side effects of positive reinforcement? (65)
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13) What is negative reinforcement and what kind of performance does it produce? ( 70-71) What are some problems associated with it? (62-64)
14) According to the Yankelvich and Immerwhar (1983) study mentioned in the chapter, how many people surveyed said they were working to their full capacity? How many said they put only the required amount of work into their job? (65)
15) What is meant by the statement “Individuals will find reinforcement at work whether it is provided by the manger or not?” (54)
16) Daniels says that most performance problems are motivational. If this is true, why do so few people study and apply reinforcement in the work place? (lecture)
17) Be able to list and describe 5 reasons why managers should use positive reinforcement. (65-68)
18) What is the difference between a primary and a secondary reinforcer?
What is a “natural reinforcer?” (68-69)
19) Be able to define and give examples of extinction. (70-73)
20) What are the four characteristics of behavior undergoing extinction?
(71-72)
21) What is the difference between extinction and forgetting? (73)
Daniels Chapter 10
Consequences that Decrease Behavior: Punishers and Penalties
1. What are some “everyday” examples of punishment? (89)
2. What makes punishment and penalty so popular? (91-92)
3. What are some unwanted side effects of punishment? (92-97)
4. What is learned helplessness and how does it occur? (94)
Austin (2000)
1) What is performance analysis? What is it used for?
2) What is the difference between performance analysis and organizational diagnosis?
3) What is the difference between a model and an algorithm?
4) Be able to describe each of the following models (324-330): o ABC analysis o Process mapping o Total performance system (TPS)
5) Be able to describe each of the following algorithms (330-338): o Mager & Pipe (can’t do vs won’t do) o Gilbert’s Behavior Engineering Model
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6) Briefly describe how the questions on p 340 were developed (these are the same as those in your performance diagnostic checklist in the coursepacket).
7) Be able to name and describe the 4 broad areas on the performance diagnostic checklist (p. 340) (antecedents and information; equipment and processes; knowledge and skills; consequences).
8) Be able to ask 2 questions about each of the 4 broad areas in objective 7, above.
9) From class lecture: know the difference between functional assessment and functional analysis. Be able to name and define the three types of functional assessment.
LaFleur & Hyten (1996)
What performance problems were addressed by the study?
Describe the BEM that the authors used to diagnose the problem. What are the rows the BEM is based on? What are the columns the BEM is based on? What questions go inside the cells of the BEM? See the Table in the article for help on this.
How did the authors fix the problems?
What was the setting?
How did the authors measure the behavior changes?
Austin, Olson, & Wellisley (2001)
1) Be able to describe the BEM as used in this study.
2) Know the setting, the design, the DV’s, and the IV’s used in the study.
Anderson et al. (1988)
1) How can performance posting be both an antecedent and consequence?
(p74)
2)
Why do the authors explain “the complexity of the typical feedback intervention in organizations”? (pp74-75)
3) Describe the procedure briefly. (p77-78) Know the IVs and be able to explain exactly how they were implemented.
4) Describe what it means to “equate groups” (see the Method section of the paper).
5) Did the checklists contain behaviors or accomplishments? (p77)
6) What design was used?
7) Why do the authors include “anecdotal reports” (p87)? What are these?
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Komaki, Barwick, & Scott (1978)
1) Know the design.
2) Explain in detail how the researchers implemented the IVs.
3) Explain exactly how the researchers measured the DVs. Hint: beyond just meeting the definition, know what special condition was required to mark an item safe or at-risk.
Daniels, Chapter 11
Antecedents
1) What are antecedents and how do they influence behavior? Give some specific examples in the workplace. (99)
2) What are some words in everyday language with similar meanings as antecedent , according to Daniels? (100)
3) What is a job aid ? (100)
4) Be able to list and describe each of the 7 facts about antecedents, as described by Daniels. (101-106)
5) Be able to list and describe the three characteristics of effective antecedents, as described by Daniels, plus the additional characteristics we discuss in class. (106-108)
6) Be able to give a behavior-based technique for increasing trust . (109)
7) What is an S D ? What does this tell us about how antecedents work?
(101-102)
8) Explain how antecedents without consequences can have short-term effects. (104)
9) Be able to briefly describe the experiment on antecedents and summarize the key conclusions (107).
10) How do antecedent-only interventions sometimes produce durable behavior change (i.e., sometimes work for long periods of time)?
Brethower, 1998
1) Know the three steps in performance-based instruction. Be able to name and give an example of each step, using a real job.
2) Know Kirkpatrick’s 4 levels of analysis for training (from the lecture only).
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Daniels Chapter 17
Finding and Creating Positive Reinforcers
1) What are the three ways of finding reinforcers for employees discussed in the book? Also know the one additional way we talk about in class – there a a total of four ways to find people’s reinforcers. (194-202)
2) Be able to explain the Premack Principle, why it is important, and give examples at work of how it could be used. (62)
3) Review the four characteristics of effective reinforcers and be able to give business examples of each. Also, be able to describe the acronym
WHIP for the availability characteristic. (202-203)
4) What are the three most common classes of reinforcers? (Answer: social, tangible, and work-related) – be able to give examples of each, see figure
17.2. (203-206)
5) Describe three considerations of using tangible reinforcers. (207)
6) What are some problems in using money as the tangible reinforcer?
(208)
7) What are engineered reinforcers? Give some examples at work. (209)
8) Explain how we can create reinforcers using two techniques: a) the EO; and b) through pairing with other reinforcers. (210-212)
Daniels Chapter 18
Delivering Reinforcers
1) Know the 7 guidelines for delivering reinforcement effectively. (216-
226)
2) According to Daniels, What happens if reinforcement is not immediate?
Examine Figure 18.1 – it implies that as time progresses between the target behavior and the reinforcer, that the reinforcer becomes less and less effective. Remember that there is no evidence for this in the research literature. If this is the case, then why does Daniels suggest it? Be able to discuss this issue.
3) Describe the 4:1 rule and give an example. (221)
4) Describe the "sandwich" method and tell why, in behavioral language, it is to be avoided. (223)
5) Daniels discusses 9 potential problems to avoid in delivering reinforcement. Be able to explain several of these as if I were a manager to who you were giving advice. Or, if I ask you to explain any one of these, be able to do so. (226-230)
6) Describe the difference between reinforcement and bribery. (226)
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Stajkovic & Luthans (2001)
1) Know how researchers divided the groups.
2) Know the four types of consequences the researchers compared.
Related: Know the IVs in detail.
3) Why money work better in one case than in the other?
4) Why the results of feedback and social recognition about equal?
5) What is the SOBC model? With what research is it most closely associated?
Agnew (1998)
1) Be able to give 3 examples of the EO in organizations (Agnew walks you through 3 – know hers, at the very least.
2) How could you use your knowledge of EOs to help an organizational consultation effort (this is actually one of the examples she gives, see objective #1).
3) Be able to define the EO, in two parts.
4) What is the difference between the EO and an Sd?
Daniels Chapter 21
Dealing with Unwanted Behavior
1) Define extinction, punishment, and penalty.
2) Complete this phrase, “The only morally acceptable reason to use punishment or penalty in a business or in any other setting is to ______ and _______” (253-254)
3) Define correcting. (253-254)
4) Define DRA. (253) Note that Daniels uses DRA interchangeably with differential reinforcement. I will not ask you to remember all forms of differential reinforcement (DRA, DRO, DRI), but rather just the general form, as Daniels describes it.
5) Give 3 work examples of times when you should use correcting. (255)
6) Know the 10 guidelines for correcting (256-261) – be able to describe them as if I were a manager who knew nothing about correcting and you were explaining to me how to do it.
7) There is some lab research on the use of intense punishment--it is indeed more effective than mild. However, this finding if of little use to managers. Why?
8) Give 3 work examples of times when you should use DRA. (262)
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9) Know the 8 guidelines for using DRA (263-267) – be able to describe them as if I were a manager who knew nothing about correcting and you were explaining to me how to do it.
10) What are the two circumstances, according to Daniels, that warrant firing someone? (267)
11) Define progressive discipline. What are four problems with progressive discipline, as Daniels sees it? (268-269)
Daniels Chapter 15
Introduction to Performance Feedback
1) How does Daniels define feedback? (171)
2) Note the 10 characteristics of effective feedback. (176-183) If I describe a feedback situation, be able to troubleshoot it to determine if it is being used correctly. Also, be able to describe these characteristics to me as if I were a manager you were training to use feedback more effectively.
3)
I’ve had friends who occasionally say to people, "I'd like to give you some feedback..." and the would-be recipients usually look like they are about to be punished. When it is positive they act shocked. Why the emphasis in the text on positive feedback? (189) Have you ever called a manager over in a restaurant only to say something positive? What would his or her reaction be to this? Try it sometime and find out.
4) According to Daniels, what is one of the problems with assessing or isolating the role of feedback in performance improvement? (175)
5) Daniels makes the point that feedback alone does not change behavior.
Instead, what (in addition to feedback) does he say is needed to change behavior? (175)
6) Describe Daniels’ guidelines for when to give positive versus corrective feedback. (177)
7) Should individual feedback be given publicly or privately? How about group feedback? (179)
8) What are four reasons why supervisors should collect and deliver feedback, if the performer can not do it him/herself? (180-181)
9) The text does not deal with any of the possible negative effects of feedback but this needs to be considered. If there weren't some drawbacks more people would probably already use it. Here are a few that I've discovered:
1) Feedback can cause the recipient to argue with you (i.e., over its accuracy),
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2) It may make the recipient feel like they are being "graded" by the supervisor and this can have a negative effect on interpersonal relations (i.e., we can't be buddies anymore).
3) There is an expectation that once started it will continue, many supervisors simply can't be that consistent.
4) If feedback is positive the recipient may think that they can ask for favors or have some other poor performance overlooked.
5) Givers of feedback may now be held accountable for their performance and they do not feel (and probably are correct) that they would show up too well if their performance was graphed.
6) It eliminates the possibility of personal judgment thus possibly taking away somewhat from the "mystique" of management.
7) Using objective feedback on performance requires some systematic use of data and this is scary to some supervisors who aren't very good at math. Calculating data and graphing it may not be a skill they feel comfortable with and they feel that they could easily be challenged on it.
8) Can you think of others? If so, bring them up in class if possible.
The point is that if we want to get supervisors to start using feedback we may have to overcome some natural resistance. Don't assume it will be easy to get them to employ this procedure or even that they will continue to use it if you can get them to try it. If you do an analysis of it (P/N; I/F; C/U) it may not turn out to be a PIC for the supervisor.
9) From class lecture: know and be able to explain the decision points
(dimensions of feedback) that must be considered when conducting any feedback intervention.
Daniels Chapter 16
Feedback in Graphs
1) Take note of the graphing guidelines in this chapter, and know the 5 characteristics of effective graphs. (188-190)
Austin, Riccobono, Kessler, & Bailey (1996)
1) Realize that there are two studies described herein: the productivity study is first, and then the safety study is second. Know the DV for each of the two studies.
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2) Know the IVs for each study, and be careful not to confuse them across studies. E.g., know that there not incentives paid in the safety study, per se – rather, employees received a flat amount of money called “Paid time off” whenever the group met the daily safety goal. This is different than the way that individuals were paid performance incentives in the productivity study.
3) Be able to explain in detail how the incentives were calculated for each individual in the productivity study.
Daniels Chapter 20
Setting and Attaining Goals
1) Define "goal setting.” (241)
2) Why is goal setting alone likely to be ineffective? (241)
3) According to Daniels, what is the most important reason for setting goals ? (241)
4) Good goals are _ challenging _, yet _ attainable _. Know this and be able to explain each term. (242)
5) What is the most common mistake made in setting goals? (243)
6) Define shaping, and explain what it has to do with goal setting. (243-ff)
7) What does Kaizen mean? (245)
8) Know the five sources of information one can use in setting goals (248-
252)
9) Be able to draw a negatively accelerating and positively accelerating curve, and tell what each tells us about setting goals. (248-251)
Wilk & Redmon (1990)
1) Explain the IVs (goal setting; feedback) and how they were implemented. How were goals set initially? How were did managers know when to change goals over time?
2) Who delivered feedback, how often, and what did the feedback include?
3) What were the three dependent variables (i.e., measures/pinpoints?).
4) How were reliability measures conducted for the dependent variables?
Describe the procedure for collection and calculation.
5) How did the researcher verify whether the intervention was conducted as planned? (This is called an “IV integrity check”, or “validation of the independent variable”).
6) Explain why IV Integrity (IV verification) is important (this is a logical question....think about it).
7) What were the conclusions of the study? Do you agree? Are there alternative ways of interpreting the data? What might one of these be?
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LaMere, Dickinson, Henry, Henry, & Poling (1996)
1) What was the setting?
2) What was the design?
3) Approximately how many weeks did the study last?
4) Briefly describe the incentive system.
5) Describe the primary DV.
6) List and describe the 3 secondary DVs.
7) What is ROI? What do the letters stand for? What does it mean, in everyday language?
8) What aspect of the job did the researchers have to control for in job performance, in order to make the incentive fair across all workers?
Thurkow, Bailey, & Stamper (2000)
1) What was the setting?
2) What was the design?
3) What were the three IVs? (Yes, there were three
…look at each condition in the multielement as an IV.)
4) What was the primary DV?
5) What were the two secondary DVs?
6) Describe the three guidelines given during class for developing effective incentive systems.
Michael (1993)
1) Know the distinctions between direct and indirect acting contingencies.
Be able to give three work examples for each. Be sure to differentiate between direct/indirect (behavioral) effects and direct/indirect-acting contingencies . The former involves a behavior ; and the latter involves identifying the temporal relation between behavior and its consequence.
2) Why is it important to make the distinction between direct and indirectacting?
3) Describe the grant writing/paper writing example.
4) Describe the lottery example – what are the direct-acting contingencies involved? What are the indirect –acting contingencies involved? What are the indirect behavioral effects ? What are the direct behavioral effects ?
5) Describe two ways we know if indirect effects are occurring, according to Michael.
Rev. 12-04

Agnew & Redmon (1992)
1)
Know the definition of “rule” that we discuss in class, as derived from
Agnew and Redmon (1992).
2) Explain briefly why rules are not simply discriminative stimuli. (p 68)
3) What does it mean to say that rules have function-altering effects? (p68-
69)
4)
According to Agnew & Redmon, can “put that down” be called a rule?
(p69)
5) How could feedback function as a rule? (p70-71)
6) Give a RGB (rule-governed behavior) account of how a monetary incentive program might improve performance if incentives were paid monthly contingent upon improved performance (i.e., contingent on beating last month’s performance). (p72)
7) What is one possible weakness of using interviews to assess the nature of rules after an experiment. (p73)
8)
Evaluate the following statement, “Rules often control behavior.”
Martin & Tkachuk (2000)
1) Know the names of two of the primary journals Martin mentions for sport psychology.
2) Give an example (use the ones Martin uses, if you like) of how we would use: a) Imagery; b) planned self-talk; and c) goal setting in managing sport behavior.
3) Be able to use respondent conditioning principles to explain how self-talk can function as a CS to elicit respondent components of emotions.
Poling Chapter 3
1) What is social validation? (p45) How does this differ from consumer validation?
2) What is the difference between socially appropriate goals, procedures, and outcomes? Give an appropriate organizational example of each.
3) How do we assess or measure social validity? Give an organizational example for each way of assessing social validity. (p46)
4) Be able to give describe one example Poling gives for subjective evaluation. (p47-48)
5) What are the three issues to consider when using subjective evaluation?
(i.e., the 3 weaknesses) (p50)
6) Be able to give describe one example Poling gives for social comparison.
(p51)
Rev. 12-04

7) What are the two issues to consider when using social comparison? (i.e., the 2 weaknesses) (p51-52)
8) Why is social validation important?
Daniels Chapter 22
Applying Performance Management
1) Know the steps we used to define the PM process in class – note they are different than Daniels’ steps, but not inconsistent. Our steps are: 1.
Develop rapport; 2. pinpoint; 3. develop a measurement system; 4. select an evaluation design; 5. diagnose the problem; 6. develop an intervention; and 7. Evaluate and improve. I would recommend looking at Daniels’ steps as: Pinpoint (our step 2); and Develop an intervention
(his steps 2-6; our step 6). Be able to describe this relationship between the two models.
2)
Describe Daniels’ steps 3-6 in detail. (271-274) Recognize that this is just more detail about how develop an intervention, in my opinion. That is, it’s totally consistent with our model, he goes into more detail for the intervention component.
3) Why should managers avoid publicly holding up the performance of one group as being better than other groups? (276)
4) Describe the typical employee of the month program and describe why it is to be avoided, according to Daniels. (276-277)
5) What is the forced distribution, describe why it is a form of competition, and what are the two ways in which it limits performance according to
Daniels? (277-279)
6) Know the four guidelines for setting up effective contests at work. (282)
Rev. 12-04