1. WELCOME
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2. Behavior Modification
For
Improved
Performance
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3. COURSE OBJECTIVES Identify the Causes of Poor Performance.
AT THE END OF THE COURSE PARTICIPANTS WILL BE ABLE TO:
Identify the Causes of Poor Performance.
Work in a manner to shape spouse/sub-ordinates/ sisters /students behavior for improved performance.
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4. SHAPING BEHAVIOUR FOR IMPROVED PERFORMANCE
1. GOALS IN SHAPING BEHAVIOUR
Managers/ Supervisors/ Teachers should Endeavor to
i. Describe systematically how people behave under a variety of conditions.
ii. Understand why people behave as they do.
iii. Predict future employee behaviour in order to be able to take preventive actions.
iv. Control and develop some humane activity at work.
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5. SOME FINDINGS:
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6. INDIVIDUALS AND GROUPS OF LOW SELF-ESTEEM ARE LESS LIKELY TO ACHIEVE A DIFFICULT GOAL THEY HAVE SET FOR THEMSELVES THAN INDIVIDUALS OF HIGH SELF-ESTEEM.
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7. INDIVIDUALS WHO ARE TOLD THEY ARE INCOMPETENT TO ACHIEVE A SPECIFIC GOAL OR TASK, EVEN THOUGH THEY HAVE HAD NO PREVIOUS EXPERIENCE WITH THE TASK, WILL PERFORM WORSE THAN THOSE WHO ARE TOLD THEY ARE COMPETENT TO ACHIEVE THE TASK.
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8. THE MORE THE PERSON HAS FAILED IN THE PAST, THE LESS HE/ SHE WILL ASPIRE TO IN THE FUTURE AND THE LESS HE/ SHE WILL BE MOTIVATED.
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9. The individual who has a long series of frustrations engages in behavior which is -
(a) persistent beyond degree of reward;
(b) not alterable by punishment;
(c) non goal-oriented,
(d) not affected by consequences or by the anticipation of same.
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10. WINNERS VS
LOOSERS
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11. BE A WINNER EVERY TIME WINNERS VS LOOSERS
The Winner is always a part of the Answer
The Looser is always a part of the Problem
The Winner always has a Program
The Looser always has an Excuse
The Winner say’s “Let me do it for you”
The Looser say’s “That is not my Job”
The Winner see an Answer in every Problem
The Looser sees a Problem in every Answer
The Winner says “It may be difficult but possible”
The Looser says “It may be possible but too difficult”
BE A WINNER EVERY TIME
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12. INDIVIDUALS OF HIGH SELF-ESTEEM ARE MORE LIKELY TO CHOOSE OCCUPATIONS IN WHICH THEY PERCEIVE THEMSELVES TO HAVE A GREAT DEGREE OF ABILITY THAN THOSE OF LOW SELF-ESTEEM.
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13. BEHAVIOUR : VALUE SYSTEM: ATTITUDE: THE WAY ONE ACTS
A GENERAL VIEW OF WHAT IS DESIRABLE OR UNDESIRABLE
ATTITUDE:
A PERSON’S DISPOSITION, OPINION, OR MENTAL APPROACH CONCERNING OBJECTS, THINGS, PEOPLE, IDEAS OR POLICIES ETC.
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14. BEHAVIOUR MODIFICATION
TRADITIONAL MODEL
ATTITUDE
BEHAVIOUR
ATTITUDE CHANGE
BEHAVIOUR
CHANGE
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15. BEHAVIOUR MODELING BEHAVIOUR ATTITUDE MODELING BEHAVIOUR
BEHAVIOUR CHANGE
ATTITUDE CHANGE
[ Consistent With
Behaviour
Change]
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16. BEHAVIOUR MODELING FOCUSES ON
CHANGING BEHAVIOUR
RATHER THAN ATTITUDE
BECAUSE
IT IS EASIER
MORE REALISTIC OF THE TWO
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17. IF A PERSON LEARNS TO BEHAVE IN A WAY THAT IS INCONSISTENT WITH HIS/HER BELIEFS, AND IS REINFORCED FOR DOING SO, IT IS HIGHLY PROBABLE THAT THE PERSN WILL CHANGE HIS/ HER BELIEFS TO MAKE THEM CONSISTENT WITH THE NEW BEHAVIOUR.
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18. BEHAVIOUR MODIFICATION
PRINCIPLES OF
BEHAVIOUR MODIFICATION
(a) Maintain & Enhance Self-Esteem of the Employees;
(b) Focus on behaviour not personality;
(c) Use Reinforcement Techniques to Shape Behavior
(d) Actively Listen for Feeling and Content;
(e) Maintain Communication and set specific follow-up dates.
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19. ENHANCE
SELF
ESTEEM
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20. ENHANCE SELF-ESTEEM
PEOPLE ARE MOTIVATED TO WORK AT A LEVEL CONSISTENT WITH THEIR PERCEPTIONS OF SELF-COMPETENCY
IF AN INDIVIDUAL FEELS ADEQUATE IN PERFORMING A TASK, HE / SHE WILL PERFORM OR HIGHLY MOTIVATED TO PERFORM, IN A MANNER CONSISTENT WITH THOSE FEELINGS.
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21. AN EMPLOYEE WHO FEELS COMPETENT IS MORE LIKELY TO PERFORM COMPETENTLY.
ENHANCE SELF-ESTEEM
ENCOURAGING FEELINGS OF COMPETENCE IN SUBORDINATES, THE MOTIVATION TO PERFORM COMPETENTLY IS INCREASED.
AN EMPLOYEE WHO FEELS COMPETENT IS MORE LIKELY TO PERFORM COMPETENTLY.
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22. FOCUS ON BEHAVIOUR NOT PERSONALITY
FOCUSING ON PERSONALITY
TRAITS OF A PERSON
ERODES SELF-STEEM
EMPLOYEES BECOMES DEFENSIVE
ENGAGE IN MECHANISMS OF
DENY
FALSIFY
DISTORT REALITY
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23. FOCUS ON BEHAVIOR NOT PERSONALITY
FOCUS ON WORK PROBLEM OR BEHAVIOR
TO REDUCE DEFENSIVE BEHAVIOR
FOCUSING ON BEHAVIOR
AIDS ACCURATE COMMUNICATIONS
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24. USE REINFORCEMENT TECHNIQUESTO
SHAPE BEHAVIOUR
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25. Strengthening Desirable Behaviour
USE REINFORCEMENT TECHNIQUES TO SHAPE BEHAVIOUR
BEHAVIOUR IS A FUNCTION OF ITS CONSEQUENCES
REINFORCEMENT TECHNIQUES ARE A POTENT METHOD OF CHANGING BEHAVIOUR EITHER -
Strengthening Desirable Behaviour OR
Diminishing Undesirable Behaviour
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26. USE REINFORCEMENT TECHNIQUES TO SHAPE BEHAVIOUR
FOUR STRATEGIES
1. POSITIVE REINFORCEMENT
A positively reinforced response has a greater probability of reoccurrence
2. NEGATIVE REINFORCEMENT
Negative reinforcement increases the likely hood of a desired response by removing or eliminating adverse conditions.
3. PUNISHMENT
4. EXINCTION
A behaviour is extinguished as a result of a lack of reinforcement or response.
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27. SIDE EFFECTS OF PUNISHMENT
1. PROVIDES ONLY TEMPORARY DECREASE IN UNDESIRABLE BEHAVIOUR.
2. INCREASES THE INCIDENCE OF EMOTIONAL BEHAVIOUR.
3. MAY PERMANENTLY SUPPRESS THE WRONG RESPONSES OR LEAD TO INFLEXIBILITY OF BEHAVIOUR.
4. MAY GENERALIZE THE ADVERSE EFFECTS OF PUNISHMENT.
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28. CHANGING BEHAVIOUR THROUGH THE USE OF BASIC REINFORCEMENT TECHNIQUES
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29. Reinforcement Techniques Outcome Comments
Possible ways
of Behaving
to gain
recognition
Reinforcement
Techniques
Outcome
Comments
Behaviour-1
Show off to co-workers, relay rumors tell jokes
Little or no response
(extinction)
Seek more rewarding alternative
Behaviour which is not reinforced tends to drop out or be pushed aside by behaviour patterns which are reinforced
Behaviour-2
Cooperative, doing exceptional work showing initiative
Good Job Personal appreciation, written commendation (positive reinforcement)
Leads to repetition of Behaviour
If you selectively reward desirable employee behaviour that type of behaviour will occur more frequently in the future and become a habitual method for satisfying the employees needs
SAME EMPLOYEE
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30. Complains to co workers initiates rumors, Agitates other employees
Possible ways
of Behaving
to gain
recognition
Reinforcement
Techniques
Outcome
Comments
Behaviour-3
Complains to co workers initiates rumors, Agitates other employees
SAME EMPLOYEE
Reprimand from supervisor (Punishment)
Avoid such behaviour at least in presence or supervisor
Behaviour which leads to a reprimand will be temporarily avoided, at least under the same situation, but desirable behaviour will not automatically occur
Behaviour-4
due to performance Work Increase
“Now you don’t have to take work home” (negative reinforcement)
Leads to repetition of behaviour
Behaviour which is followed by the removal of an annoying event will occur more frequently in the future
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31. ACTIVELY LISTEN FOR FEELING & CONTENT
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32. ACTIVELY LISTEN FOR FEELING AND CONTENT
AID SUPERVISORS IN EFFECTIVELY LEADING SUBORDINATES
ACTIVE LISTENING IS A COMMUNICATION TECHNIQUE THAT REDUCES
Defensiveness
Loss of self-esteem
Act as a diffuser in emotional exchanges
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33. ACTIVELY LISTEN FOR FEELING AND CONTENT
ACTIVE LISTENING IS THE ABILITY TO PICKUP, DEFINE, AND RESPOND EFFECTIVELY TO THE FEELINGS.
ACTIVE LISTENING ENCOURAGES THE EMPLOYEE TO THINK FOR ONESELF, TO DIAGNOSE OWN PROBLEMS, AND TO DISCOVER OWN SOLUTIONS.
ACTIVE LISTENING HAS TWO COMPONENTS:
1.Identification of feelings expressed
and
2. Feedback of the content
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34. MAINTAIN COMMUNICATION
AND
FOLLOW-UP
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35. Managing children's behavior in the class
- Setup class room rules & tell the students your expectations at the day.
- Show your respect & care first, not criticize them immediately.
- Build “Model’ students & invite others to follow
- Give them a warning, provide them choices and let them think for a while.
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36. THANK YOU
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