X Table of Contents Introduction 1.1 Gospel Centered Training 1.2 Maintaining a Clear Focus 1.3 Weekly Development Plan Discussion 1.4 Quarterly Development Plan Discussion 1.5 Master Your Role 1.6 The Cadence of Accountability 1.7 Utilizing the Blessings of the Lord's Storehouse 2.1 Accountability and Talent Improvement (ATI) 2.2 Using the Leadership Pattern as a Learning Tool 2.3 Lead Like the Savior 3.1 Disability Awareness 3.2 Substance Abuse: Causes of Addiction 3.3 Substance Abuse: Signs and Symptoms 3.4 Substance Abuse: Recovery 3.5 Managing Stress 3.6 The Hidden Rules of Two Economic Classes 4.1 Inspiring Others to Become Converted in the Doctrine of Work and Service 4.2 Using AWARE Form as a Tool for Development 4.3 Attendance and Punctuality 4.4 Accepting the Work Role 4.5 Preparing for and Responding to Change 4.6 Managing My Work and Work Needs 4.7 Accepting Supervision 4.8 Coaching Associates on How to Work with Their Coworkers 4.9 Increasing Productivity 4.10 How to Use the Life Skills Library 4.11 History, Foundations, and the Spirit of Motivational Interviewing 4.12 The Stages of Change in Motivational Interviewing 4.13 Reflective Listening 4.14 Open-Ended Questions, Affirmations and Summaries 4.15 Change Talk 4.16 Ambivalence and Rolling with Resistance 4.17 The ABCs of Behavior 4.18 Using Positive Reinforcement to Achieve Behavioral Change 4.19 Introduction to Behavior Modification 4.20 Behavior Modification: Correcting Poor Behavior 4.21 Behavior Modification: Prompting Good Behavior 4.22 How to Use Positive Attitude to Facilitate Change 4.23 Conflict Management 4.24 Decision-Making Skills 4.25 Problem-Solving Skills 4.26 Improving Performance 5.1 Incorporating Assessment Results in the Development Plan 5.2 Ethics 5.3 Maintaining Confidentiality 5.4 Writing Effective Case Notes 5.5 Business Partnerships 6.1 Honoring Agency While Influencing Behavior 6.2 Teaching Self-Reliance
Lesson 4.20

Behavior Modification: Correcting Poor Behavior

Lesson Preparation

Before coming to your training, please do the following:

  • Review the AWARE form, paying extra attention to behaviors that you have observed in your associates recently.
  • Think of an associate who has shown poor behavior. What behavior modification techniques could be effective in helping correct this associate’s behavior?
 

Lesson Preview

In this lesson, you will continue to build an understanding of how to help associates progress in their behavior. This lesson will help you (1) define and identify what it means to correct poor behavior, (2) define and identify what it means to develop good behavior, and (3) apply behavior modification techniques to help struggling associates. Keep in mind that you must be consistent in practicing good behaviors—as well as techniques for correcting and developing behavior—if you want to help associates improve their behaviors.

Defining and Identifying What It Means to Correct Poor Behavior

From the following list, choose and complete one or more activities that best apply to your situation.

Group Icon
Activity 1

As a group, discuss the following questions:

  • What does “correcting poor behavior” mean?
  • How is correcting poor behavior different from developing good behavior?
  • How do you identify the need to correct poor behavior?
  • Have you used the AWARE form as a tool to identify problem behavior? If so, how have you used it and what results have you seen?

Look at the AWARE form, then discuss as a group:

  • What are some of the common poor behaviors associates need to correct?
  • What are some of the most challenging behaviors to correct?
  • What particular poor behaviors are current associates struggling with?
  • What questions do you have about what it means to correct poor behavior?
  • What questions do you have about how to identify poor behavior that needs correction?

Read Icon
Activity 2

Read the following scenarios. As you read the scenarios, consider whether the scenario represents a need to correct poor behavior or develop good behavior. After reading each scenario, discuss your answer with the rest of the group.

Scenario 1: Jared

Jared misses work at least once a week. Whenever he misses, he does not call or let anyone know that he will not be attending work. When asked about it, he reported that it was due to his depression: “Some days, I can’t drag myself out of bed. I don’t wanna talk to no one or do anything but sleep.”

Scenario 2: Arman

Arman works in shoe processing. His work should take about four hours every day. After finishing shoe processing, he should then move to SAI processing to help that team. Arman tries to make the shoes last all day. When asked to work in SAI, he complains and, once there, is uncooperative with the team.

Scenario 3: Cheyenne

Cheyenne is not happy with her new assignment. She does not talk to other associates unless she needs assistance in learning new skills for her new assignment. When she does talk to her coworkers, her tone of voice conveys her dissatisfaction with her new post. Cheyenne is always looking for a good excuse to leave her post; however, in the last two days she has managed to stay on her new assignment.

Scenario 4:

Chantel has been putting away clothes for 15 minutes. She then looks at her watch and sits for 5 minutes. Then she resumes working for 15 more minutes.

After identifying the scenarios that represent the need for behavior correction, discuss:

  • In your current work, what particular behaviors qualify as poor behavior and need correction?
  • In your current work, what are two poor behaviors associates urgently or imperatively need to correct?
  • When working with associates, how does it help your situation to identify behavior correction as the goal before you approach the associate about poor behavior? How does this goal allow you to address the problem? assist the associate in correcting his or her behavior? respond to the associate displaying it? measure and help the associate overcome it?

Defining and Identifying What It Means to Develop Good Behavior

From the following list, choose and complete one or more activities that best apply to your situation.

Group Icon
Activity 1

As a group, discuss the following questions:

  • What does “developing good behavior” mean?
  • What are some of the key elements that distinguish developing good behavior from correcting poor behavior?
  • How do you identify when an associate is developing good behavior?
  • Have you used the AWARE form as a tool to identify when associates develop good behavior? If so, how have you used the form, and what results have you had?

Look at the AWARE form, then discuss as a group:

  • What are some of the common behaviors associates strive to develop?
  • What are some of the most challenging good behaviors to develop?
  • What particular good behaviors are current associates struggling to develop?
  • What questions do you have about what it means to develop good behavior?
  • What questions do you have about how to identify associates who are working to develop good behavior?

Read Icon
Activity 2

As a group, read the scenarios from Activity 2 of the previous section, “Defining and Identifying What It Means to Correct Poor Behavior.” As you read the scenarios, consider whether the scenario represents a need to correct poor behavior or develop good behavior. After reading each scenario discuss:

  • Does this scenario represent a need for correcting poor behavior or developing good behavior?
  • What makes this scenario a case of correcting poor behavior instead of developing good behavior (or vice versa)?

After finishing with all scenarios, discuss:

  • Have you had similar situations in your current work?
  • Think of the associates you work with. What are two behaviors one or several associates are really struggling to develop?
  • How does it help to identify “developing good behavior” as the goal before you approach the associate in need of improvement? How does this goal help you to respond to associate’s progress and failures during the development process? How does it help you measure and assist the associate to achieve the good behavior?

Applying Behavior Modification Techniques

From the following list, choose and complete one or more activities that best apply to your situation.

Read Icon
Activity 1

With a partner, review the scenarios provided in Activity 2 of the previous section, “Defining and Identifying What It Means to Correct Poor Behavior.” Browse through the different behavior modification techniques found in resource 1 of the “Lesson Resources” section. Discuss with your partner:

  • What techniques could you apply to each of the scenarios? Why?
  • How can you apply them effectively? Be specific in what you would say or do and the frequency with which you would use the techniques.

Write Icon
Activity 2

Take a minute to think of an associate that is struggling to:

  • Correct a poor behavior
  • Develop a good behavior

Write in your journal about the associate, identifying and giving context for the poor behaviors.

Divide in pairs. Browse through the behavior modification techniques found in the “Lesson Resources” section, resource 1. With your partner, discuss:

  • What techniques could you apply with your associate to help him or her correct poor behavior or develop good behavior? Why would you use these techniques?
  • How can you apply the techniques effectively? Be specific in what you would say or do and the frequency with which you would use the techniques.

After discussing with your partner, regroup with the rest of the attendees. Share your thoughts and insights with all attendees. Be open to receive feedback and ready to take notes in your journal as the discussion progresses.

Group Icon
Activity 3

Divide into small groups. Each group will be assigned different behavior modification techniques. With your group, read the assigned behavior modification techniques (see the “Lesson Resources” section, resource 1). Discuss when, how, and with whom it is appropriate to use each technique. Also discuss the following questions.

  • How long does it take to correct a poor behavior or develop a good behavior?
  • In your opinion, how important is to be consistent in correcting a poor behavior or developing a good behavior?
  • In your opinion, how important is it for you to use behavior modification techniques consistently when you support an associate who is correcting a poor behavior or developing a good behavior?

Share experiences and insights you have about using these particular techniques.

Ponder and Plan

“What Lack I Yet?”

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 journal under the question “What Lack I Yet?”

“What Must I Do?”

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 journal under “What Must I Do?”

  1. 1 Use behavior modification to help an associate change his or her behavior.
  2. 2 Meet with a development counselor to discuss one of your associates and how to use behavior modification to help that associate.
  3. 3 Share a time when you have struggled to use behavior modification. Discuss how you would change the experience if you could try again.

After a few minutes, those who are comfortable doing so can share their impressions with the group.

“Therefore What?”

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 journal under “Therefore What?” You will be given time at the beginning of next week's lesson to share your experience with the group.

“I can’t just say one time of the year I’m going to do something different. I have to commit to a lifestyle of behavioral change and just try to be a little bit better today than I was yesterday.”

Gabrielle Union

Lesson Resources

Resource 1

Common Behavior Modification Techniques

  • Role-playing: Acting out a controlled situation that will develop the target behavior.
  • Reinforcement: Increases the desired behavior.
  • Chaining: Demonstrating steps, gradually allowing the person to do the steps.
  • Extinction: Denial of reinforcement to an undesirable behavior.
  • Shaping: Positive reinforcement given as a person approximates the target behavior.
  • Fading: Gradually decreasing circumstances that produce the target behavior.
  • Modeling: Demonstrating the desired behavior.
  • Token economy: Value (token) given for the target behavior; accumulated value (tokens) may be used for a reward.
  • Overcorrection: Over-completion of the task with supervision.
  • Self-instruction: Asking self-directed questions that lead to a productive response.
  • Time-out: An undesired time period away from others.
  • Confrontation: • Identifying the inappropriate behavior directly and stating consequences.
  • Prompting: An understood descriptive word or phrase that produces change.
  • Behavior inoculation: : Gradual, stepped introduction of a stimulus that produces the desired behavior.
  • Response cost: Deduction in wage or other benefit due to undesirable behavior.
  • Feedback: Communication on progress toward target behavior.
  • Stimulus control: Environmental control of a stimulus that produces a behavior.