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Behavior Modification for Improved Performance

This course aims to help managers, supervisors, and teachers understand and shape behavior in order to improve overall performance. Participants will learn how to identify the causes of poor performance, predict and prevent future behavioral issues, and implement humane activities at work. The course also emphasizes the importance of self-esteem and the use of reinforcement techniques for behavior modification.

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Behavior Modification for Improved Performance

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  1. WELCOME 130 A.M.M. Khairul Bashar

  2. Behavior Modification For Improved Performance 131 A.M.M. Khairul Bashar

  3. COURSE OBJECTIVES 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. 132 A.M.M. Khairul Bashar

  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. 133 A.M.M. Khairul Bashar

  5. SOME FINDINGS: 136 A.M.M. Khairul Bashar

  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. 137 A.M.M. Khairul Bashar

  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. 138 A.M.M. Khairul Bashar

  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. 139 A.M.M. Khairul Bashar

  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. 140 A.M.M. Khairul Bashar

  10. WINNERS VS LOOSERS 145 A.M.M. Khairul Bashar

  11. WINNERS VSLOOSERS The Winner is always a part of the Answer The Looser is always a part of theProblem The Winner always has a Program The Looser always has anExcuse 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 146 A.M.M. Khairul Bashar

  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. 147 A.M.M. Khairul Bashar

  13. BEHAVIOUR : THE WAY ONE ACTS VALUE SYSTEM: 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. 148 A.M.M. Khairul Bashar

  14. ATTITUDE BEHAVIOUR ATTITUDE CHANGE BEHAVIOUR CHANGE BEHAVIOUR MODIFICATION TRADITIONAL MODEL 149 A.M.M. Khairul Bashar

  15. BEHAVIOUR ATTITUDE MODELING BEHAVIOUR BEHAVIOUR CHANGE ATTITUDE CHANGE BEHAVIOUR MODELING [ Consistent With Behaviour Change] 150 A.M.M. Khairul Bashar

  16. BEHAVIOUR MODELING FOCUSES ON • CHANGING BEHAVIOUR • RATHER THAN ATTITUDE BECAUSE IT IS EASIER MORE REALISTIC OF THE TWO 151 A.M.M. Khairul Bashar

  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. 152 A.M.M. Khairul Bashar

  18. 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. 153 A.M.M. Khairul Bashar

  19. SELF ESTEEM ENHANCE 154 A.M.M. Khairul Bashar

  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. 155 A.M.M. Khairul Bashar

  21. 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. 156 A.M.M. Khairul Bashar

  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 157 A.M.M. Khairul Bashar

  23. FOCUS ON BEHAVIOR NOT PERSONALITY FOCUS ON WORK PROBLEM OR BEHAVIOR TO REDUCE DEFENSIVE BEHAVIOR FOCUSING ON BEHAVIOR AIDS ACCURATE COMMUNICATIONS 158 A.M.M. Khairul Bashar

  24. USE REINFORCEMENT TECHNIQUES TO SHAPE BEHAVIOUR 159 A.M.M. Khairul Bashar

  25. 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 160 A.M.M. Khairul Bashar

  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. 161 A.M.M. Khairul Bashar

  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. 162 A.M.M. Khairul Bashar

  28. CHANGING BEHAVIOUR THROUGH THE USE OF BASIC REINFORCEMENT TECHNIQUES 163 A.M.M. Khairul Bashar

  29. Behaviour-2 Cooperative, doing exceptional work showing initiative 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 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 164 A.M.M. Khairul Bashar

  30. Behaviour-3 Complains to co workers initiates rumors, Agitates other employees SAME EMPLOYEE Possible ways of Behaving to gain recognition Reinforcement Techniques Outcome Comments 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 which is followed by the removal of an annoying event will occur more frequently in the future Leads to repetition of behaviour Behaviour-4 due to performance Work Increase “Now you don’t have to take work home” (negative reinforcement) 165 A.M.M. Khairul Bashar

  31. ACTIVELY LISTEN FOR FEELING & CONTENT 166 A.M.M. Khairul Bashar

  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 167 A.M.M. Khairul Bashar

  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 168 A.M.M. Khairul Bashar

  34. MAINTAIN COMMUNICATION AND FOLLOW-UP 169 A.M.M. Khairul Bashar

  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. A.M.M. Khairul Bashar

  36. THANK YOU 170 A.M.M. Khairul Bashar

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