Before coming to your training, please do the following:
In this lesson you will continue to build an understanding of how to help associates improve their behavior. This lesson will help you define what it means to prompt good behavior and identify how to do so. You will also learn how to apply behavior modification techniques to prompt good behavior in associates.
From the following list, choose and complete one or more activities that best apply to your situation.
As a group, discuss the following questions:
Read the scenarios found in the "Lesson Resources" section, Resource 2. Then discuss:
In order to prompt good behavior, you must first define the target behavior, identify appropriate ways to prompt good behavior, and prompt and reinforce the behavior when displayed. Effective prompting also involves planning for your conversations with your associates and gradually decreasing the number of prompts as the associate demonstrates the positive behavior more frequently.
Take the following steps to complete this activity:
Read the following scenario. Then discuss the questions that follow:
Hannah is Robert’s job coach trainer and has been prompting Robert to change jobs or do assigned tasks as requested. Robert is a capable individual, but he does not like change and often complains when asked to change tasks or remains on the task he was performing previously.
Hannah has discovered that when she gives Robert enough time to think about the new task, he will go and do it without complaining. So Hannah tried telling Robert about his new task 30 minutes in advance of the change. She then came back three extra times: 10 minutes before the change, five minutes before the change, and finally one last time when Robert needed to change tasks. Additionally, Hannah made sure Robert listened to her instructions by asking him to repeat them to her. She also asked him to confirm the time in which the change would take place.
The following week, Hannah explained to Robert that she would give him 20 minutes to prepare for a new assignment. Hannah continued to apply the same techniques already described above.
The week after that, Hannah explained to Robert that she needed him to make these changes quicker and that she would only let him know about a change in assigned tasks 10 minutes beforehand. Ten minutes before Robert needs to change jobs, Hannah lets Robert know about the change and asks him, “Robert, can you please repeat those instructions?” Robert replies, “I need to change jobs in 10 minutes.” Hannah says, “Yes! I’ll be back in a few minutes.”
Hannah then comes back five minutes later and repeats the process. At the time of the job change, Hannah again lets Robert know about the change. He responds, “I'm changing jobs now,” and leaves to do his new job.
From the following list, choose and complete one or more activities that best apply to your situation.
Divide into pairs. Review the behavioral modification techniques you found during your preparation for this class. Then discuss with your partner:
Choose a good behavior you feel would be appropriate to prompt an associate on (you may choose a behavior you have already discussed, one from your list, or one from the list in the "Lesson Resources" section, Resource 1).
Discuss this behavior with your partner. Then select two of the behavior modification techniques you would like to use to encourage this behavior. Perform a role-play in which you are the job coach trainer who is prompting good behavior to an associate (who is played by your partner). Receive feedback and perform the role-play again, this time allowing your partner to play the part of the job coach trainer.
Regroup with the rest of the attendees. Discuss what you learned from this activity.
Divide into pairs. Discuss behaviors you would like to prompt in particular associates. Choose one to discuss as partners and consider the following questions:
Role-play with your partner. Receive feedback about the effectiveness of your promptings. Switch roles and repeat the role-play. Give feedback to your partner about the effectiveness of his or her promptings.
Share with the rest of the group which prompts you would use to build good behavior in your associates. Receive feedback.
Browse through the behavior modification techniques in Resource 1 of the “Lesson Resources” section. Then read the scenario from Activity 3 in the previous section. After reading this scenario, discuss what other techniques or prompts could Hannah have used to foster good behavior in Robert.
Invite two pairs to role-play at least one other technique Hannah could have used with Robert.
Seek to identify a personal or business gap or need.
Spend a few minutes silently pondering what you've discussed during this lesson. Listen as the Holy Ghost helps you identify areas where you can improve. Record your impressions in your learner's journal under the question “What Lack I Yet?”
Seek ways to close the gap or develop the required talent(s) to meet the need.
With the guidance of the Spirit, create your plan of how you will improve and close the gap(s) you have identified. You may use one or more of the exercises below, your own strategy, or a combination of both. Record this plan in your learner's journal under “What Must I Do?”
After a few minutes, those who are comfortable doing so can share their impressions with the group.
Seek understanding, and then share what you learned.
During the week, focus on implementing the plan you created. Record your impressions or lessons learned in your learner's journal under “Therefore, What?” You will be given time at the beginning of next week's lesson to share your experience with the group.
Jamal is a great employee, but when you ask him to do something, he often does not listen closely to your instructions and instead does what he thinks you want him to do. As a result, he often has to repeat the same work. You love that he works hard, but you wish he would slow down and listen to you so work would only have to be done once.
Omar has been working the dock for a year. He knows the processes. You have him opening every Saturday to help get the day off to a good start. Omar is struggling to answer the questions of a newer worker. When you talk to him about the issue, he knows the answers to the new worker’s questions but does not want to be responsible for the work of others. You assure him that he is not responsible for it, but you need his help coaching the new worker because he is the expert on the dock.