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Part 2: Unit 2

Performance Matrix

Functional Assessment

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Skip to SO16 Performance Matrix

Only SO13 is for the exam I am not going to cover that in lecture - unless

someone has a question about it But remember anything I skip in lecture is still

fair game for the exam as long as there is a study objective on it!

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No, not that kind of Matrix…!

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SO16: Performance Matrix - Daniels1

Generated from Felix & Riggs Balanced Scorecard Created as a measurement tool

Abernathy Performance Scorecard

Unique feature: performance indexing (weighting/prioritizing)

1 Performance Matrix power point slides:© 2006 AUBREY DANIELS INTERNATIONAL, INC. FOR USE EXCLUSIVELY BY EDUCATORS IN ACADEMIC INSTITUTIONS.

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Sample Matrix

Behaviors or Results 4 5 6 7 8 9 10 11 12 Weight

Raw Score Points

100

Total Pts.

Baseline (not current)

Performance

Sub-goals

Goal

© 2006 AUBREY DANIELS INTERNATIONAL, INC. FOR USE EXCLUSIVELY BY EDUCATORS IN ACADEMIC INSTITUTIONS.

Why 4-12 for columns, with 5=baseline and 10=goal?

Above goalAbove goalBelow BaselineBelow Baseline

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Sample Matrix: Postal Worker

Behaviors or Results 4 5 6 7 8 9 10 11 12 Weight

Raw Score Points

100

Total Pts.

Baseline Performance

Sub-goalsGoal

60% 65% 70% 75% 80%59%Appropriate

Greeting90%85% 98%

Number of Bins Sorted

3 4 5 6 7 8 10 129

Till Correct 91% 92% 93% 96% 97% 98% 99%100%

Number of Number of ComplaintsComplaints11 6 5 4 3 12 0

1Note: number of complaints, less is better

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Sample Matrix

Behaviors or Results 4 5 6 7 8 9 10 11 12 Weight

Raw Score Points

100

Total Pts.

Baseline Performance

Sub-goalsGoal

60% 65% 70% 75% 80%59%Appropriate

Greeting90%85% 98%

Number of Bins Sorted

3 4 5 6 7 8 10 129

Till Correct 91% 92% 93% 96% 97% 98% 99%100%

Number of Complaints

6 5 4 3 12 0

Distribution=100Distribution=100

3535

3030

2525

1010

© 2006 AUBREY DANIELS INTERNATIONAL, INC. FOR USE EXCLUSIVELY BY EDUCATORS IN ACADEMIC INSTITUTIONS.

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Sample Matrix: What would the points be?

Behaviors or Results 4 5 6 7 8 9 10 11 12 Weight

Raw Score Points

100

Total Pts.

Baseline

Performance

Sub-goalsGoal

60% 65% 70% 75% 80%59%Appropriate

Greeting90%85% 98%

Number of Bins Sorted

3 4 5 6 7 8 10 129

Till Correct 91% 92% 93% 96% 97% 98% 99%100%

Number of Complaints

6 5 4 3 12 0

Actual Actual performance/Dataperformance/Data

35

30

25

10

70%70%

95%95%

99

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© 2006 AUBREY DANIELS INTERNATIONAL, INC. FOR USE EXCLUSIVELY BY EDUCATORS IN ACADEMIC INSTITUTIONS.

What would

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Link to rewards: Use points to determine level of rewardPoints Reward

700-799 Borders Café gift card, Blockbuster rental800-899 extra 1/2 hour for lunch900-999 gift certificate for favorite store or restaurant1000-1200 1/2 day off on Friday

*Group contingency: If everyone reaches 750, the whole office goes to lunch on the boss

© 2006 AUBREY DANIELS INTERNATIONAL, INC. FOR USE EXCLUSIVELY BY EDUCATORS IN ACADEMIC INSTITUTIONS.

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Skipping to SOs 18&19: Lecture study objectives, intro The Pampino et al. article used a functional assessment

(the Performance Diagnostic Checklist by Austin) to determine what interventions were needed

Functional assessments have received more attention lately, although most practitioners and, many researchers have used some type of assessment to determine what their interventions should be

The term “functional assessment” comes from Iwata’s work in DD and autism - determination of what is controlling self-injurious behavior

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Functional Assessment, intro In OBM, the term has become more transparent due to Austin’s PDC

and Wilder’s recent publications, but these type of analyses have existed for many years in both OBM and I/O - just not called “functional assessment” An “ABC” analysis is a functional assessment Mager & Pipe, 1970, flowchart to determine whether a performance

problem was a training problem or a consequence problem Petrock, 1978, balance of consequences

Brown, 1982, included balance of consequences in his book Daniels & Rosen, 1982, modified it into “PIC/NIC”

These all focused on the consequences of behavior, without expanding the analysis to management and organizational level systems analysis Brethower was the first to do that in his 1972 systems analysis book with

his Total Performance System diagram and concept - but it “didn’t catch on

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SO18: Three types of functional assessment Informant

Interviews, questionnaires, rating scales or some other “indirect” (verbal) method: a bit suspect as are all verbal reports

Descriptive Direct observation of the employees: generally considered to be

more reliable than informant Functional analysis

Experimental analysis - the systematic manipulation of specific antecedents and consequences that may affect the target behavior: most reliable, but often difficult in organizational settings Good example, Pampino, Wilder, & Binder (2005) to determine

why foremen were entering wrong job codes In OBM, most common is to combine informant and

descriptive

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SO19: Three popular functional assessment procedures in OBM

Gilbert’s Behavioral Engineering Model, 1978 Earliest one that “caught on” and is still very popular The next two are based on his

Binder’s Six Boxes (very nice ABA presentation, 2006)

Directly derived from Gilbert, but copyrighted Austin’s Performance Diagnostic Checklist

Based on Gilbert but also expert consultant analyses of case studies (his dissertation)

NFE Rummler’s Human Performance System Very similar to Gilbert’s BEM

(all systems oriented, that is they don’t just target the antecedents and consequences of behavior, but also look at systems variables)

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Gilbert’s BEM (NFE)

Information Instrumentation Motivation

Environmental

Supports

DataRelevant & frequent feedbackDescriptions of what is expectedClear and relevant guides

ResourcesTools and materials designed to match human factors

Incentives Adequate contingent $$ incentives Nonmonetary incentives Career development

Person’s

Repertory of

Behavior

KnowledgeTraining for exemplary performancePlacement

CapacityWork scheduling for peak performance ProsthesisSelection

MotivesAssessment of motives to workRecruitment of people to match job

Binder’s Six Boxes

Expectations&

Feedback

1

Tools&

Resources

2

Consequences&

Incentives

3

Skills&

Knowledge

4

Selection &Assignment“Capacity”

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Motives &Preferences“Attitudes”

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(click for binder)

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Austin’s Performance Diagnostic Checklist (NFE)

Four areas that are assessed Antecedents and Information Equipment and processes Knowledge and skills - training Consequences

(A lot of overlap among all of these)

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SO22B What influences the effectiveness of lotteries? Pampino et al. used a monthly lottery where each of the 5

employees had an opportunity to win $20.00 based on the number of lottery tickets they earned for each shift

Iwata et al. used a weekly lottery where staff who met performance criteria had an opportunity to schedule/reschedule the two days they wanted off the following week.

What factors could influence how effective a lottery is?

(lotteries have been used in a number of studies; appear effective; benefit? Cost effective -Which certainly has advantages in human service settings - note Iwata used something that did not cost anything.)

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Iwata et al. Setting

Residential setting for multiply-handicapped retarded

Purpose Compare staff assignments to staff assignments

plus a performance lottery to increase staff performance

(in hss, staff scheduling and assignment popular intervention - antecedent vs. consequences)

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SO24: Why PM is needed in human service settings

Percentage of time staff spend in training clients or socially playing with them?

Percentage of time staff spend in off-task leisure activity such as reading newspapers, watching TV?

Less than 1% in some cases!

20% to 40%!

(might believe things have changed for the better - old data)

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NFE, but more data why PM is needed in human service settings

Percentage of time residents were found to be off-task by Parsons et al. (1989)?

Percentage of time staff was off-task in Iwata’s study - 4 units?

67%

(data the same as in the early studies from the 1970s! Any similar data in gerontology?)

Percentage of time staff spent in stimulation training in Iwata’s study in the four units?

1%-5%

24%-30%

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SO26: Staff and resident behavior Some aspects of the behaviors of residents

were measured as well as the behavior of the staff (which was the primary DV)

Why?

(hint: Gilbert; same issue as in Quilitch last unit)

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SO30: Custodial care

The intervention did not affect either indirect or direct custodial work.

Why do you think this is the case?

(last slide; mention Green & Reid study - structural analysis to determine times to conduct training)

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Questions?

Exercise time!

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Gilbert’s BEM (NFE)

Information Instrumentation Motivation

Environmental

Supports

DataRelevant & frequent feedbackDescriptions of what is expectedClear and relevant guides

ResourcesTools and materials designed to match human factors

Incentives Adequate contingent $$ incentives Nonmonetary incentives Career development

Person’s

Repertory of

Behavior

KnowledgeTraining for exemplary performancePlacement

CapacityWork scheduling for peak performance ProsthesisSelection

MotivesAssessment of motives to workRecruitment of people to match job