Task clarification, goal setting, and feedback are common practices that have been used in a variety of settings to improve on-the-job performance.
The author concluded that because effective managers spent more time monitoring, their consequences were more likely to be contingent on, rather than independent of, employees’ performance. In other words, “effective managers were no more likely than the marginal managers to provide positive consequences, and they were no less likely to provide negative consequences” (pp. Komaki also found that there was no difference between the groups regarding the number of positive, negative, or neutral consequences between effective and marginally effective managers. The author found that effective managers spent significantly more time monitoring performance and used work sampling as a specific form of performance monitoring more often than marginally effective supervisors. Komaki ( 1986) set out to, “specifically identify and empirically determine what constitutes effective supervisory behavior” (p. Because the same empirical approach that is followed in clinically focused behavior analysis is used in organizational behavior management, much of the research findings from the OBM literature can be used to aid in the development of applied behavior analysis (ABA) practices, including the supervision of others.įor example, it is clear that ensuring that consequences are contingent on the target performance improves that particular target performance.
Organizational behavior management is a sub-field of applied behavior analysis that focuses specifically on organizational problems (Bucklin, Alvero, Dickinson, Austin, & Jackson, 2000). However, many may not be as accustomed to using the same technology to train and supervise individuals seeking certification, especially those who have limited practical experience. Insight from the work that has been done in organizational behavior management (OBM) can help us design effective supervision systems.īehavior analysts should be accustomed to using a behavior-analytic technology to produce behavior change programs for clients. We believe that of equal importance is a supervisor’s ability to conduct supervision within a process that accounts for the contingencies acting upon his environment and the environment of his supervisees.
Each of these repertoires is essential for providing adequate supervision.
The Behavior Analyst Certification Board® (BACB®) Supervisor Training Curriculum Outline specifies that BCBAs trained in supervision techniques should be able to describe the purpose and important features of supervision, use behavioral skills training, including the use of effective performance feedback to teach targeted skills, evaluate the effectiveness of their supervision, and proactively engage in professional development activities to improve supervisory performance (BACB, 2012b).
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