Disruptive Behavior: Moodiness and Pervasive Negativism - Term Paper Example

Disruptive Behavior: Moodiness and Pervasive Negativism Introduction Managers often have difficulty dealing with employees’ disruptive behaviors. There are many instances in which managers view termination as their final option; however, this option is not applicable to all situations because it is their responsibility to handle their people and retain them in their job. Behaviors that are observable and measurable at the same time are among the behavioral criteria that interests most organizations. Managers treat these behaviors optimistically because these kinds of behaviors are often manageable, can be changed reliably, and can be easily detected. Thoughts and feelings are among the best behavioral examples that fall under these criteria (Daniels & Daniels, 2007). This paper will focus on the disruptive behaviors of employees, such as moodiness and pervasive negativism. Negative employees are not focusing on their jobs, they often reflect unwillingness, complain excessively, and do not pay attention to details that the job requires. Overall, they spread negativity in the workplace. Pervasive negativism will bring down the quality of work, not just of the disruptive employees but also of the people around them. Clients/customers are not anymore satisfied with the service of a disruptive employee, and it may cost the business because they completely disappear. The main thrust of this paper is to address problem using the performance management solving problem process designed by Ogden Lindsley wherein the model include the five steps: pinpoint, measure, feedback, reinforce, and evaluate. This model will work to improve the performance of disruptive employees, particularly by giving positive reinforcement. Assessment Moodiness and pervasive negativism are disruptive behaviors that can be determined through performance observation. These kinds of behaviors are present in all business organizations and they need to be addressed as soon as possible before they harm the business performance. When employees viewed themselves objectively, and if the behaviors they characterized are recognized by negative changes, they are the so called “problem employees.” From leadership point of view, negative behaviors are contagious because they are like virus in the workplace whose negativity infects the rest of organization. These are objectively identified in the sense that behavior is the subject and not the personality. Dr. Ogden Lindsley originally used performance management process in the field of education wherein the four primary steps are pinpoint, record, consequate and evaluate. However, Dr. Aubrey Daniels had slightly modified the four original steps into five: pinpoint, measure, feedback, reinforce, and evaluate which were very helpful in the field of performance management. In fact, several researchers in various business fields had accepted the program and managed to use it in their studies. A performance improvement plan must be developed first before an organization can proceed with the problem-solving process. The process becomes complicated even though it sounds so simple because it needs a deeper understanding and patience between the behavioral coach and the performer. Literature Review Dr. Ogden Lindsley created a behavioral model for the education industry with a purpose of solving performance problems and maximizing performance. Several years later, Dr. Aubrey Daniels had modified the Lindsley model and focused its application for business performance management. The modified model was widely used by wide variety of businesses, and called it the “Performance Management Problem-solving Model” (Parr, 2009, p. 228). The model steps include: pinpoint, measure, feedback, reinforce, and evaluate. Dr. Daniels in her study added that each of the steps was playing a significant role wherein one cannot proceed to measurement without the pinpointing technique. The technique cannot give feedback without reinforcement. The term performance management was often associated with Human Resource Management; however, the later was more complicated and not designed for a purpose of behavioral knowledge. Pinpoint. This is the first step of the model wherein unacceptable behaviors/performance that need to be measured are identified and defined. Observing and monitoring inappropriate behaviors or problem analysis in the business organization is basically the starting point of problem-solving process. At this point, the pinpointed behaviors must be communicated under the control of the performer so that there would be no room for misinterpretations. The pinpointed behaviors must fall under the category of measurable and observable behaviors as what has been previously discussed. Offering solutions or consequences, and establishing a list of objectives are the key benefits of pinpointing behaviors/performance. So that disruptive employees will learn on how to become independent, it is more suitable if they are given the chance to solve their own problems up to their fullest ability. However, the manager must at the same time, recognize the behavior/performance problem and discover what is behind the behavior. Measure. This is the second step of the model which is also known as the critical step of problem solving. It is critical in the sense that even the slightest change of behavior is being measured between the performer and the behavioral coach. The reason why measurement takes place right after pinpointing is to test if the pinpointed behaviors fall under the category of observable and measurable behaviors. For the behavioral coach to deliver the right cues and consequences for the performer, measurement should be done frequently so that there will be a continuous monitoring of behavior/performance. To evaluate the progress of the behavior/performance, every measurement must be reflected in a feedback chart. Through counting and judging, behavior can be measured. Counting is the measurement that is frequently used because the rating of behavior is objective and the presentation of data is understandable, whereas judging is subjective in nature and data are not countable. Behaviors are being measured for several reasons: to check if there is an improvement of behavior, to guide the performer in making better decisions, and give feedback. In the workplace, managers will have the chance to focus onto specific aspects of their work if employees’ behaviors are being measured. Feedback. To give a visual presentation of performance and at the same time maintain the visibility of the program, the results of the behavioral measurement are recorded and displayed in a feedback mechanism. Graphical chart found in a prominent area is a feedback mechanism wherein results are made to be publicly displayed while individual scorecards are made to be private. An individual scorecard is considered to be effective in the tracking down of performance because regular feedback can improve employee’s satisfaction. However, most organizations prefer to use the graphical method, for it can trace even the smallest improvement in performance. Showing a baseline data of performance will serve as an encouragement to the performers, especially if they notice that their disruptive behaviors are improving. Self-monitoring is useful to make the program successful because employees will know how to react and the consequences of their behaviors. Aside from using the graphical chart, feedback results could also be given verbally particularly, during observation, which it will create a pleasant atmosphere between the behavioral coach and the performer. Feedback must have strengths and weaknesses so that employees will be properly guided, and it must be objective in nature by looking at the behavior itself and not the personality. Managers and employees are in need of this information because through this information they will have the chance to know their current performances, what areas do they need to improve, and when to adjust and set goals for themselves. Reinforce. After giving feedback, the manager must developed a performance improvement plan containing the appropriate reinforcement. The behavioral coach must support and adapt the application of positive reinforcement, like giving feedback, reinforcement can have both positive and the negative sides which depend upon its usage. Positive reinforcement is an acquisition of something, while negative reinforcement is an avoidance of something. Positive reinforcement is more recommended and much more effective because of its pleasant and desirable consequences that maximize the performance of employees and increases probability. “Motivational experts suggest managers give positive reinforcement often and immediately after a job well done...employees want to be recognized individually for good work from their supervisors” (Caudron, 1995). Punishment and penalty are the consequences of negative reinforcement and although this produces some affirmative activity, the result is still ineffective because the change is just temporary (Heward, 2003). It has been cited that most organizations are really good of applying negative reinforcement because they often think negative consequences will threaten the employees. However, they are usually unaware that the result is just passive and cannot penetrate down to the performance of employees. In fact, it can only trigger an employee to show his or her negative attitudes and a decrease of efficiency and cost savings. Despite of these uncertainties, organization still prefers to use this kind of reinforcement for the purpose of escaping the reality that punishment creates negative consequences. Management makes assumption that the distribution of rewards is enough to reinforce a disruptive behavior, and they do not have an idea how to positively reinforce behavior. There are also instances that organizations aspire to reinforce behavior positively but due to the lack of commitment to this responsibility and being inconsiderate to their people, they often failed. Evaluate. After pinpointing disruptive behaviors, measuring where these behaviors are observable and countable, displaying accurate feedback, and developing appropriate reinforcement, the last but the important step in performance management is evaluation. Evaluation is very necessary to determine whether the employee has reached the desired goal or changes necessary (Daniels, 1994). Through a close monitoring and assessment of results a true picture of developments will be obtained. In other words, permanent improvement of the process will create the empowered environment that is needed to bring out the best in everyone (Caudron, 1995). Furthermore, evaluation of changes is not just at outcomes but also applicable to all the steps of performance management model so that modification will be immediately reinforced. To make the performance improvement plan much more effective and efficient, the participants (managers, employees, and teams) must be consulted to know if the scheme has worked according to purpose. Model for Problem Solving. The performance management problem-solving model is effective in activities of problem solving and decision making. The abilities and skills that are needed in observing and understanding thoughts and feelings of every individual are not easy for human brain to manage all the time. People sometimes need the help of standardized mechanisms. The model of problem solving containing the steps of pinpointing, measuring, feedbacking, reinforcing, and evaluating are proven to be effective in dealing with performance management issues. Through this model, the employee’s performance and organizational objectives will be integrated. The set of steps are simplified, which focus on the problem behavior and not on the personality of the employee. By taking frequent measures on the behavioral patterns of every employee, towards improvement, the organization will surely achieve its desired future goals. Other Research Material. Previous studies about performance management have used the graphical rating scales in feedbacking. Several studies have used this feedback mechanism and it has been iscovered that this practice focus only on the personal characteristics and does not assess behavior (Greer, 2001). Despite this criticism, researchers are still confident use in method because even the smallest improvements are being traced. Giving frequent feedback and recognition are considered important aspects of maintaining good relationships. Jeffries (2005) had seconded this result when he said that feedbacking is truly helpful and encouraging, based on his study with nursing students and faculty. In terms of reinforcement, substantial evidences has been presented that positive reinforcement is an effective method of increasing performance. In Meltzler, Biglan, Rusby and Sprague study (2001), found out that as positive reinforcement increases, positive behavior also increases. Heward (2003) also concluded that “positive reinforcement has positive effects on student behavior and achievement.” Implementation Pinpointing. The business organization pinpointed the disruptive behaviors of the employees, particularly moodiness and pervasive negativism. The manager perceived that the behavior influenced the performance, not just of the employee alone but also to his coworkers. In the workplace, negative behavior is a great productivity barrier because the employee becomes uncooperative, irrational, unreasonable, etc., which is very frustrating to the team. To remedy the situation, the manager used the performance management problem solving model. The identified disruptive behaviors of moodiness and pervasive negativism must be communicated to the affected employee. Before meeting with that employee, a performance improvement plan must be developed first. Finding Measurement. Moodiness and pervasive negativism are identified behaviors that are countable and observable, and reducing these at-risks behaviors will give the employee a great chance to improve his or her performance. The manager must determine the current performance level of the employee, so it will be easy for him to set goals and consequences that is appropriate to the level of the employee. The result of the measurement will guide the manager on whether to increase the reinforcement if ever there is an improvement in performance. Feedbacking (Charting). At this point, selecting an appropriate mechanism to record the performance result of the employee will be implemented. The employee will be asked to have self-monitoring after he or she learns that his or her moodiness and pervasive negativism are the problems that need to be changed. The employee will be maintaining an individual chart and he or she will record the behavior in a practical manner (timely and accurate) to gauge his or her personal progress until he or she reached the desired goals. It is more desirable if the employee will be involved in the goal-setting process, this is to make certain that the goals are appropriate to his or her level. The individual scorecard will be treated with utmost confidentiality between the employee and the manager. The manager can also use the graphical chart if he or she wants the results to be publicly displayed, in fact, it is more challenging on the part of the employee. Reinforcing success. Not all of the reinforcements are desirable to all people. For this reason, the manager should develop appropriate reinforcements for disruptive behaviors. If employees’ negative behavior is a simple case of a feeling unappreciated or feeling that they deserve more attention, the negative employee needs positive reinforcement. Positive reinforcement is proven to be effective in reinforcing desired behavior and in encouraging employees; therefore it should be given immediately to improve performance (Caudron, 1995; Daniels, 1994). The person’s negativity should not be patronized instead it should be exposed to the real problems and give complements for a work well done. Appreciating the employee, even for the slightest improvement of behavior, is a great source of encouragement. Evaluating of Results. The manager may begin to note the results on the progress chart, once the employee starts to maintain an individual chart. The monitoring of data is daily, but the plotting of results is done at the end of the week. It is managers’ responsibility to give positive feedback on the progress achieved in every review sessions and individual reinforcement meetings. The problem-solving model is considered to be successful once the employee learns how to become responsible for the atmosphere he or she created. Evaluation According to Caudron, “As employees began to understand the business, the individual and team goals that they were working toward and how their contributions fit into the company’s larger business goals, they began to find greater meaning in their work, and productivity improved” (Caudron, 1995). If the employee has learned to control his or her behavior, especially moodiness and negativism, then the program is successful. The program can be measured based on performance standards. If the employee has reached the agreed-on performance standards or there is an increase in the total productivity, it means that the program is successful. If the desired future goals set between the manager and the employee during the pinpointing stage are attained then the performance management program is successful. “Official records can be used to gauge the impact of interventions; programs can be evaluated in terms of behavioral outcomes without interviewing, observing, or distributing questionnaires to program recipients” (Royse, Thyer, & Padgett, 2010, p. 273). Reinforces The performance management problem-solving model is a technique for managing performance issues of employees such as disruptive behaviors. Empowerment, accomplishment, and contribution will only be reinforced if there is cooperation between the participants such as managers, employees, and team. To reinforce the model, the manager must demonstrate with all actions and words that value his/her employees. The manager should appreciate every accomplishment of his or her employees no matter how small is the increased performance. Managers should also let employees feel that they are important not just to their individual job, but also to the organization as a whole. Sharing important goals and direction, and picturing a positive outcome with the employees are effective reinforcement. Trust should also be present at all times. Trust from the manager that the employee will certainly improve his or her performance, and trust from the employee to the manager. Providing regular feedback, particularly constructive feedback is also needed to bring out the best in everyone. The feedback will serve as a reward or improvement coaching so that the employees will continue to develop their performance. The identified problem in reinforcement must be pinpointed in the behavior of the employee and not the personality. Lastly, reinforcement must always be positive and visible. Summary Disruptive behavior such as moodiness and pervasive negativism are harmful to the business because these could lead to poor performance of employees. To address this concern, a performance management problem-solving model is being used. This is a five steps problem-solving process. The steps are pinpoint, measure, feedback, reinforce, and evaluate wherein each type of steps is important to improve performance. The behavioral coach will pinpoint the disruptive behaviors, and measured if they are observable and countable. It is recommended that feedbacking or charting progress should be given frequently so that the performers will know how they are performing. Several studies have claimed that positive reinforcement is more effective than negative reinforcement in terms of increasing performance. The last step is evaluation, wherein the results of the process are continuously monitored and assessed to determine how far towards the achievement of goals. In the implementation, the problem is identified as moodiness and pervasive negativism of employees. The manager must have a graphical chart in order to monitor the result, and the employees are also given individual scorecards that will help them in doing self-monitoring. Positive or constructive reinforcement is proven to be an effective way of empowering people. In the evaluation, the plotting of results is done every end of the week, while the actual monitoring and observation is in a daily basis. Conclusion The disruptive behaviors such as moodiness and pervasive negativism are the pinpointed behavioral problems that should be solved through the performance management problem-solving model. As long as there is cooperation between the manager and the employees, observable and countable problems can be changed reliably and efficiently. Through improvement coaching, charting progress, and positive reinforcement, there is a big chance that employees will be encouraged to transgress the minimum level of performance. This program will be applicable to all business problem areas and opportunities by determining the problem objectively and willingness of both parties (managers and employees) to shift into the field of performance management. Read More