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PSY 6450 Psychology of Work

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PSY 6450 Unit 1 Schedule

• Today and Monday: Lecture

• Wednesday, 9/11: Exam

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PSY 6450 Unit 1

• Some facts and a little history of I/O– Aamodt

• Differences between I/O psychology and OBM– Bucklin et al. (2000)– Written essential material into SOs

• History of OBM– Dickinson (2000)– 20th anniversary issue of JOBM

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SO 1: I/O vs. Business Fields, #1

• The application of psychological principles distinguishes I/O from related business fields– HRM texts advocate using unstructured

interviews for selection; I/O has shown these are much less effective than other methods

– Business advocates the use of Myers-Briggs to select and coach employees; I/O does not

– Business advocates the use of “stretch” goals; I/O does not

– Business advocates EOM programs; I/O does not

(2 differences and explain each, giving examples; little hard to abstract out)

SO 1: Daniels’ Oops: 13 management practices that waste time and money

1. Employee of the month programs (and most other forms of reward and recognition programs; winners/losers)

2. Stretch goals

3. Performance appraisal

4. Ranking employees

5. Rewarding things a dead man can do

6. Salary & hourly pay

7. You did a good job, but…

8. The sandwich method of providing feedback (good, bad, good)

9. Overvaluing smart, talented people

10. The budget process

11. Promoting people no one likes

12. Downsizing

13. Mergers, acquisitions

5(no accidents, no errors, be at your workstation) (Enron, JPMorgan, 5.8 billion trading/investment)

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SO 1: I/O vs. Business Fields, #2

• I/O focuses on factors that affect the people; business focuses on factors that affect running a business*– Business courses: accounting, finance,

marketing, business law, corporate policy, – Psychology courses: training and development,

selection and placement, systems analysis, experimental methodology (permitting evaluation of interventions)

*However, there is clearly overlap: Psychology of work vs. organizational behavior and management; systems analysis vs. business process management and supply chain management, for example.

(recommend that all of our students take accounting)

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Four basic areas of I/O psychology* (NFE)

• Personnel Selection and Placement– Main area of emphasis for I/O– Not emphasized in OBM

• Training and Instructional Design– Largest area of employment for MAs

• Performance Management– Focus of this course

• Systems Analysis - Organizational Development

*these differ from Aamdot’s list: his are more general

(Note: not counseling or clinical. EAP programs - counseling/clinical/social work degrees; recent health and wellness programs - yes)

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SO 3: The I and O in I/O Psychology

• Industrial– Focuses on the individual worker/position

• Determining the requirements of each job/position• Selecting individuals who have those requirements• Training individuals to improve their competency

• Organizational– Any aspect of the organization and structure

that affects performance and/or satisfaction• Reward/pay systems• Feedback systems• Organizational structure (systems analysis)

(distinction that has little relevance today, overlap between the two, but remains in the name)

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Some I/O history: First area of application

• SO4A: The oldest area of application and the one that still dominates today is Personnel Selection & Placement.– Main difference between I/O programs and OBM

programs.

• SO4B: Personnel Selection got started by selection and placement of military personnel in WWI & WWII– Clinical tests, typically intelligence and

personality tests, and used them to test recruits

(emphasis influences other aspects of training - statistical methods used to determine reliabilityand validity of tests - job relatedness; SO8 – Aamodt, at least 5 stats courses in PH.D. IO)

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SO5: Putting the “O” in I/O psychology

• One of the greatest episodes in the formation of I/O according to many:

Hawthorne Studies in the 1930s– Heretofore restricted to personnel issues such

as selection and training (the I in I/O)– Expanded to:

• Human relations• Quality of work environment• Attitudes

– Satisfaction and group morale

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SO6: Personnel Selection (NFE)

• I/O expanded greatly when Congress passed Title VII Civil Rights Act, 1964– Banned unfair

discrimination against minorities and females

• I/O has a “lock” on personnel selection as a profession

Other EEO Laws:•Age Discrimination•Vietnam/Disabled Veterans•Americans with Disabilities Act

(overlap between I/O and OBM and other areas: mgt – 0% MBA programs, human resources,Industrial engineer - selection remains I/O. don’t deal with laws and issues here, personnel selection)

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SO9: Where do I/O psychologists work?

• 10A: Ph.D.s (learn top three for exam)– Higher education 40%– Consulting firms 25%– Private Industry 24%– Public Government 8%

• 10B: MAs (learn top two for exam)– Private Industry 44%– Consulting firms 37%– Public Government 11%– Higher education <1%

(note difference PhD universities vs. industry; difference MA, private, more likely to work in private business with MA; consulting firms, interesting data

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SO10: $$ Salaries - SIOP Survey 2012 (NFE)

MedianStarting

MedianOverall

MaleMedian

FemaleMedian

PhD $78,000 $118,000 $120,000 $103,000

MA $64,000 $82,500

$ PhD median starting same for applied & profs$ Profs significantly lower than applied$ Female median is 15% lower than males but first significant decrease-and least since-1982!

(High starting salary for MAs - $40-$50 K; last pertains to PhD&MA combined; mean salaries 20% lower; about 50% of students are now female; 14% when I got my IO degree in 1977; WMU figures in Sos; expt inst. ranks lower; fulls paid 12% less than males;Differences are less than in the past; university has gender equity committees looking into this/reduce it. Dr. Baker & Fuqua)

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Facts about I/O psychology

• SO11: Primary professional organization for I/O psychology

Society for Industrial/Organizational PsychologyWeb site: www.siop.org

Also, SIOP is Division 14 of APA

(Behavior Analysis is Division 25)

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Facts about I/O psychology

• SO12: Primary journal for I/O psychology (NFE)

Journal of Applied Psychology

Note list of 22 journals in Table 1.5JOBM is not included

(little cross-fertilization between IO psychology and OBM:At this point in time most OBM practitioners/students don’t know much about IO and vice versa 2011 special issue of JOBM devoted to integration; well worth reading)

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Facts about I/O psychology

• SO13: Percentage of PhD psychologists who are I/O psychologists

4%

Thus, it’s not surprising that people don’tknow about us

50% of APA’s 96,000 psychologists are clinical, counseling and school psychologists

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SO14: Growth of IO (nfe)

Year # of IO psychologists

1939 100

1960 760

1991 3,000

2008 7,500

Year MA programs PhD programs

1986 23 44

2008 75 65

(I graduated in 1977 with my MA degree in IO)

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SO15: Licensing of IO Psychologists (this slide NFE)

• Very different than clinical psychology• Varies from state to state

– Some require it, most don’t

• Some states preclude it - i.e., MI– Educational and experiential requirements

focus on clinical/counseling courses and internships

• Academics (who do not practice) do not have to be licensed

(next few sos, licensing in IO psychology, and certification/licensing in BA)

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SO15: SIOP opposes licensing - why? • SIOP maintains that I/O psychologists

– Should be able to be licensed– But should not be required to be licensed

• Main reason why licensing is not needed– Licensing is designed to protect the public in

health care areas (mental and behavioral health). I/O psychologists are not health care providers and do not deal with vulnerable populations.

– Same argument OBM practitioners are making about license laws for behavior analysts

• SIOP successfully blocked many states from passing license laws ~10 years ago

(click no, licensing originally to protect public - vulnerable populations, health care areasNext slide, certification/licensing of behavior analysts)

SO16: Certification vs. Licensing, Behavior Analysts

• Certification is voluntary, licensing is legally required

• The Behavior Analysis Certification Board (BACB) certifies behavior analysts at the national level– Because of this, certification requirements are

the same for every state in the country

• Individual states pass license laws– Because of this, the laws vary from state to

state

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(independent from ABAI; compliance overseen by licensing boards established by the state; Legal penalties for violating license laws )

Certification vs. Licensing of BA

• National certification began in 1998

• Licensing began only recently– 10 states now have licensing laws for

behavior analysts– Laws are pending in 9 states– A MI law is currently being drafted– In most states, if you are certified, you

qualify for licensing

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(it’s hard at this point to separate certification and licensing, but they are still separate)

Certification of Behavior Analysts• Primarily relevant for those who work in

human services (autistic and developmentally-disabled clients)– Protection of at-risk individuals– Many states require providers of behavioral

services to be certified (or licensed) to receive insurance reimbursement

• Thus, almost all human service organizations that provide behavioral services require employees to be certified to be hired – Particularly MA and Ph.D. level

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Certification of Behavior Analysts

• At this point, direct care staff and technicians do not have to be certified, but the BACB is initiating a new credential: Registered Behavioral Technician

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SO17: OBM and Certification

• Most individuals in OBM are not certified– Do not deal with at-risk individuals– Our clients in business and industry do not

require it – no money or insurance reimbursement is at stake

– The current certification process, particularly the exam, is not very relevant for those in OBM• Exam, for the most part, focuses on applied behavior

analysis with at-risk individuals• Different skills are required by those who work in OBM

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(not functional assessments, preference assessments; feedback, goal setting, managementreward systems, systems analysis; BACB did reach out to OBM a long time ago, and again recently– not sufficient interest/market from folks in OBM to make it cost-effective)

OBM and Certification

• Individuals in OBM can become certified– Coursework in WMU’s graduate program

meets the educational requirement– Can count work in OBM toward the experience

requirements• However, none of the WMU OBM faculty are certified,

thus we cannot supervise those hours according to the new certification requirements

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SO18: Two reasons for BA license laws

• To protect at-risk individuals– Push for licensing came from behavior analysts

who work with at-risk individuals

– Association of Professional Behavior Analysts• Promote and advocate for BACBs• Different than ABAI, but many individuals belong to

both if they work with at-risk individuals

• States began to pass autism insurance laws to cover ABA services– Needed a way to determine who was competent

to provide those services and thus who could receive insurance reimbursement

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(only cover applied behavior analysts – not nonhuman operant or human operant – same reasons as for certification)

SO19: Two main types of laws

• Broad title and practice lawsYou cannot call yourself a behavior analyst or practice behavior analysis unless you are licensed

– Five states have passed this type of law• Arizona, Kentucky, Massachusetts, Missouri, and

Virginia

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(the wording of the laws do differ and others might object to my categories, but I am attempting to give you a broad overview – things are complicated right now)

SO19: Two main types of laws

• Restrictive lawsOnly behavior analysts who provide services to autistic children or to individuals with pervasive behavioral disabilities need to be licensed

– Four states have passed this type of law• Nevada, North Dakota, Pennsylvania, Rhode Island

– Michigan’s draft law restricts licensing to behavior analysts who provide clinical services• I expect further revisions before it is finalized

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Other types of laws & state regulations

• Title license law: Wisconsin– You can practice behavior analysis without a

license but you cannot call yourself a behavior analyst

• Regulations tied to insurance autism laws (often written into insurance laws)– Autism service providers must be certified to

receive insurance reimbursement– 16 states have these type of regulations

• I don’t know how many are considering license laws• West Virginia recently determined that certification was

adequate; that is, that licensing was not necessary

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How will these laws affect you & OBM?

• The first laws that were passed were based on the model license law developed by the BACB – broad title and practice laws

• In most cases the licensing process is the same as the certification process, so if you are certified you automatically qualify for licensing– Some laws require certification to be licensed– Some permit licensing of individuals with

equivalent training and experience

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(makes sense – states don’t have to reinvent the wheel and there will be some/quite a bit of consistency across states – which is a very good thing for behavior analysts who want/need tobe licensed.)

How will these laws affect you & OBM?

• Based on concerns expressed by members of the OBM community, the BACB revised its model license law last October– Now includes exclusionary language for OBM

(and other behavior analysts who serve “nonpatient” consumers) should states wish to do that

Exemption #3 language: A behavior analyst who practices with nonhuman or nonpatient clients or consumers, including, but not limited to, applied animal behaviorists, and practitioners of organizational behavior management.

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How will these laws affect you & OBM?

• Because of this exemption in the revised BACB model license law, and the fact that most states use this as a starting point, my best guess is that if you work in OBM (and other nonpatient/nonclinical areas) you won’t have to be licensed– But I could be wrong! Remember it is up to the

individual states and the position of the behavior analysts advocating for the laws in those states.

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(However, there are those who are advocating that license laws cover all BA – interestingly the only ones I have come across are those that provide clinical servers, appear to know what is best for the rest of us –protection of the field and professionalization of the field: and there are those who believe that if OBM individuals work in HS, they should be licensed/certified – I am more sympathetic to that, but still don’t believe it is necessary. let’s move on….next slide Bucklin & Dickinson)

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Some Major Differences Between I/O and OBM

Bucklin et al., 2000

(only highlight some important differences - embedded those in sos)

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Purpose

To identify similarities and differences with respect to topics and research methods used in OBM and traditional I/O psychology

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Method

• JAP– Authors reviewed every article in JAP between

1987 & 1997 (N = 997)– Classifications were primarily derived from

Nolan et al. (1999) who previously analyzed articles in JOBM for the same years (N=119)

• JOBM– JAP classification results were compared to

JOBM data collected by Nolan et al. (1999)

Qualification on the data

• VanStelle et al. (2012) published an updated review of the publications in JOBM

• Reviewed articles published between 1998-2009

• I couldn’t use these updated data because there aren’t any comparison withs JAP

• I compared the JOBM data from the two articles, however, and was struck by similarity of data

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(DVs, IVS, social validity; some of the differences simply reflect the interests of the academics)

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SO20: No unifying theory in I/O (NFE)

• I/O Psychology– No unifying theory historically– No unifying theory today

• At least 10 motivational theories: Aamodt• At least 8 leadership theories: Aamodt

– Motivational theories and leadership theories (already 18 different theories)

– Leads to research and articles about who is right

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SO20: Unifying theory of OBM (NFE)

• OBM (emerged in the early 1960s)– Unifying theory of behavior analysis– Emerged from other areas in behavior analysis

- programmed instruction (Brethower)- clinical psychology (Daniels, Gilbert)

- experimental (Anderson, Brown) - general applied (Hopkins)

- education (Sulzer-Azaroff)

• Behavior analysis is unique - apply the same principles across all specializations (not only for topics within OBM)

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SO21: Topics in JAP & JOBM

1. Selection & Placement

2. Statistical Analysis Procedures

3. Performance Appraisal

1. Productivity & Quality

2. Customer Satisfaction

3. Training and Development

20A: Rank order top 3 in JAPJAP JOBM

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SO21B: Of top 12 topics, commonalities

Only three!!

1. Productivity & Quality

2. Training & Development

3. Health & Safety

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Differences (NFE)

• Ranking :JAP

1. Selection/Placement

2. Statistical Analysis

3. Performance Appraisal

4. Attitudes, Cognition

5. Legal Issues

6. Turnover, Absenteeism, Attendance

7. T & D

8. Productivity & Quality

9. Gender & Minority

10. Group Performance

11. Leadership/Decision Making

12. Safety, Health

JOBM1. Productivity & Quality

2. Customer Satisfaction

3. T & D

4. Safety, Health

5. Accuracy

6. Rate of Performance

7. Sales

8. Labor Cost

9. Timeliness

10. Novelty

11. Management/Systems Analysis

(most OBM articles dealth with productivity & quality issues, 5-10 measures; more breadth I/O)

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SO22: Primary research strategy

• Percentage of research articles that were experimental vs correlational (NFE)

JOBM JAPExperimental 95% 40%Correlational 5% 60%

• Primary research strategy (for exam)– JOBM: Experimental – JAP: Correlational

• What is the problem with correlational research?(in this and the next few Sos, I have rounded the %s to make it easier for you to learn)

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SO23: Field vs. Laboratory Exp. (NFE)

Experimental Setting

JOBMN = 60

JAPN = 308

Field 80% 20%

Laboratory 20% 80%

(NFE, but using this to make a point later, % reversed)

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SO24: Research studies: Applied vs. theoretical

• Applied

Conducted to solve an organizational problem

• Theoretical

Conducted to examine a theoretical, conceptual or “bridge” question (included some field studies)

What percentage of research studies were designed to solve an organizational problem vs to answer a theoretical question?

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Results: Applied vs. Theoretical

Research

Question

JOBM

N = 60

JAP

N = 308

Theoretical 55% 95%

Applied 45% 5%

(more applied studies in the VanStelle 2012 review– 73%)

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OBM vs. I/O (NFE)

• The percentage of experimental studies conducted in the field was much higher in JOBM

JOBM = 80% JAP = 20%

• The percentage of applied vs. theoretical experimental studies was much higher in JOBM

JOBM = 45% JAP = 5%

• OBM is more applied and the gap between research and practice appears to be larger in I/O than in OBM

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SO25: Why is I/O less applied? (for exam)

1. Multiple theories• Testing hypotheses in the theory

• Comparing one theory against another - who is right?

2. Experimental design issues• Rigorous experimental methodologists

who adhere only to between group designs, rejecting single-subject designs as legitimate designs

(not 1 of 8 texts SS;Hard for our students to get I/O faculty positions; feedback from CMU; small N research would not permit publication in I/O journals, which would not help them increase their status among I/O programs)

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SO26: Why do BG designs restrict applied research?

• Between group designs are not usually feasible in applied settings because they require random assignment of participants to groups– In organizations, in-tact groups – Do lab studies where Ps can be randomly

assigned

• Within subject designs– Do not require random assignment

I/O psychologists have yet to view small N within subject designs as “legitimate” experimental designs

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SO 27: Independent variables in studies

• 27A

Bucklin et al. identified the top 9 IVs that were examined. Of those how many were the same for JOBM & JAP?

(Table next)

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Independent Variables

1. Antecedents/ 71% Information

2. Training 15%

3. Goals 10%

4. Feedback 8%

5. Monetaryconsequences 5%

6. Non-monetaryconsequences 1%

7. Praise .3%

1. Feedback 75%

2. Training 63%

3. Monetary 33%consequences

4. Antecedents/ 32%Information

5. Non-monetary 28%consequences

6. Goals 25%

7. Praise 18%

8. Punishment 5%

9. System design 2%

JAP (N=308) JOBM (N=60)

(top 7 were the same, but proportion very different. JAP antecedents/JOBM consq, pack; Combined goals, feedback, consq.; not surprising I am covering the topics I am in this classNot changed much in 2012 review; package interventions more effective, in sos articles)

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SO 27: Independent variables in studies

• 27B Describe the major differences between the IVs that were examined

1. In I/O, main IV is antecedent/instructional control; rarely manipulate consequences

– 70% manipulated antecedents; only 15% examined feedback or consequences

2. A. In OBM, antecedents are only rarely used alone; consequences are manipulated more

– Feedback, 75% and consequences, 65%

B. In OBM package interventions are used a lot; not so in I/O

(B no doubt reflects differences in types of studies – applied in OBM vs. lab in IO)

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SO 27: Independent variables in studies

• 27C Why package interventions are often used in OBM applied studies but not in either OBM or I/O lab studies; refer to the objectives of each type of study

1. Applied studies: Designed to improve performance as quickly as possible

– Delays adversely affect profits and other critical business results

– Package interventions are more effective than single component interventions – see SOs for four review studies, three OBM, one HSS

2. Lab studies: Designed to isolate the effects of IVs

(now switch to DVs)

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Dependent Variables (NFE)

• JAP– Self-report measures were used in 50% of

experimental studies and 76% of correlational studies;

– Behaviors in only 5% of studies

• JOBM – Products of behaviors

(accomplishments) were used in 78% of experimental studies

– Behaviors in 43%

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SO28: JOBM weakness, social validity

• Social validity (NFE)– JAP researchers assessed social validity to a

much greater degree than JOBM researchers

JAP = 51% JOBM = 27%– Interesting given that a much larger proportion

of JOBM experimental studies were conducted in applied settings (45% vs. 5%)

• JOBM researchers appear not to be doing a great job re social validity– I was surprised these data decreased in the

VanStelle review (20%), particularly given that the percentage of applied studies increased to 73%

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SO28, cont: Social validity ( this part NFE)

• Three aspects of social validity– Goals: are the goals of the intervention

important and socially significant?– Procedures/interventions: do managers and

employees consider the interventions acceptable (i.e., are they satisfied with the interventions)

– Effects/results of study: are managers and employees satisfied with the results of the study

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SO28, cont. Why is social validity important? (for exam)

1. If our clients are satisfied, they are more likely to continue PM

2. It could increase the acceptance of PM in business and industry

3. It could mitigate complaints that our technology is manipulative and coercive

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History of OBM in the Private Sector1950s - 1980s

Dickinson, 2000

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SO29: When did OBM become visible?

OBM started in the mid to late 1960s

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Table 1: Lifetime Achievement or Outstanding Contributions Awards (NFE)

1. Aubrey Daniels2. Thomas Gilbert3. Edward Feeney4. Beth Sulzer-Azaroff5. Thomas Mawhinney6. Dale Brethower7. William Redmon8. Alyce Dickinson9. Paul Brown10. Geary Rummler11. Chevron Chemical

Corp (CLG)

12. Terry McSween

13. Jon Bailey

14. Maria Malott

15. D. Chris Anderson

16. William Abernathy

17. Scott Geller

18. John Austin

19. Dwight Harshbarger

20. Timothy Ludwig

21. Terry McSween

22. Judy Agnew

23. Alyce Dickinson(red: wmu connection, 10 of 23)

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OBM Precursors: 1950s

• SO30: Who is responsible for programmed instruction? – Skinner

• The science of learning and the art of teaching, 1954

• Teaching machines, 1958• Holland & Skinner, Analysis of Behavior, 1961

• SO31: First organized application of behavioral principles in business & industry– Programmed instruction (more on this later)

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SO32: OBM precursors, cont. (NFE)

• Applications in other areas in behavior analysis began before OBM

• Authors who published the first applied article in the field of behavior analysis– Ayllon & Michael: The psychiatric nurse as a

behavioral engineer, JEAB, 1959

• Who is the father and thus grandfather of OBM? (according to Hopkins)– Jack Michael– Family tree: Bailey (Wolf) -- Austin, Carr, Wilder

• and Iwata, for those of you who work in human services

• Bailey retired; graduating 100 Ph.D. students but still teaches at FSU Panama City campus – MA program

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The 1960s: OBM gets started

• Articles & books - fewer than 10 during the whole decade (NFE)

• SO33: First professional organization– National Society for Programmed Instruction:

1962, 12 years before ABAI– Now, International Society for Performance

Improvement (applied vs academic)• Dale Brethower, Geary Rummler, Don Tosti, Susan

Meyer Markle, Tom Gilbert• www.ispi.org (great resource for jobs)

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University of Michigan workshops (NFE)

• U of M workshops, 1961-1969– Center of Programmed Instruction– Brethower, Rummler, Gilbert, (& Malott) hooked up (B&R

actually published first applied OBM article in Personnel in 1966)

• There, programmed instruction led to performance-based instruction, which led to behavioral systems analysis– Brethower, Center for PI– Rummler, College of Business

• Just for fun, go to the following web page and see an article from 1975 with Dr. Malott leading one of these workshops: www.aliciapatterson.org/APF001975/McCrea/McCrea06/McCrea06.html

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SO34: Brethower’s accomplishments

• Three main accomplishments– Programmed instruction– Performance-based instruction– Behavioral systems analysis

• Other interesting things to know– Published first behavioral systems book in 1972.

The book was published by a publishing firm called “Behaviordelia” - run by Dr. Dick Malott.

– Was my advisor here at WMU!

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SO35: How did PI lead to PBI then BSA?

• Programmed Instruction– Very skilled at getting people to learn what they

taught, but often the training did not transfer to the job

• Performance-based instruction– Did training actually transfer to job?– Led to performance management - it wasn’t the

training that was the problem, but the management system

• Behavioral Systems Analysis (the BIG picture)– PBI and PM got transfer to the job, but…– Was the performance contributing to the

mission/goals of the organization?

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PM vs BSA conflict (NFE)

• Sales vs manufacturing: classic problemImplement a sales incentive program so your sales representatives sell a lot of cars, but manufacturing can’t keep up. That creates a long delay for the consumer who then buys a car from someone else. Your PM program for sales has worked, but to the detriment of the entire organization.

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SO36: Brethower, Rummler, & Gilbert• Brethower and Rummler developed

behavior systems analysis together when they were graduate students at UM in the 60s

• Gilbert was invited to teach some of the workshops at UM

• Rummler and Gilbert started a consulting firm together (Praxis in NYC) that was one of the first behavioral consulting firms in the country– 1967-G, 1969-R, dissolved 1979 and sold to

Kepner-Tregoe

(Work of these individuals is very similar – not a coincidence)

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SO37: Gilbert’s book and date

• Human Competence, 1978– Introduced the concept of “worthy performance”

and focusing on accomplishments vs. behavior - very controversial in the field.

– Behavior Engineering Model was one of the first comprehensive performance diagnostic tools for the field.• Austin’s PDC and Binder’s six boxes based on this

model: Austin’s PDC, next unit

– PIP: potential for improving performance• Exemplar performance minus average performance =

PIP.• Many consultants use some variant of this today.

(define accomplishments;1995 unfinished autobiography, Human Incompetence )

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Tom Gilbert

Tom GilbertRich O’BrienOg Lindsley

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SO38: Aubrey Daniels

• Formed Behavior Systems, Inc., 1971– With Larry Miller & Fran Tarkenton

• First editor of JOBM, 1977– Practitioner journal, BSI

• Published one of the first books in OBM (written for supervisors)– Performance Management, now in its 4th

edition– New edition is due out soon, coauthored by

Jon Bailey

(Minnesota Vikings, “got divorced,” ADI founded in 1978)

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Aubrey Daniels

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SO39: Where did the name of our field come from?

• JOBM, 1977– Aubrey Daniels– Problem with name

• Not distinctive within business - OB vs. OBM

• Business people don’t understand it – Their kids behave (misbehave); their workers

perform

• Performance Management - still a problem

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SO40A: First graduate program to offer OBM and systems analysis?

• Western Michigan University!!!– Early 1970s, Applied Behavior Analysis

program

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SO40B: First faculty member at WMU?

• Dr. Richard Malott was responsible for the systems analysis training here at WMU– Dr. Malott graduated the first students trained

specifically in systems– 1978, Brethower joined faculty to behavioralize

MA program in I/O, due to Dr. Malott– 1984 Dickinson joined WMU faculty

• My generation, first students trained in OBM

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SO 41

• How do early events in traditional I/O, business and management fields relate to the development of OBM?– They were chronological precursors but

not causal precursors, unlike many have maintained when writing about the history of OBM

– Field of OBM emanated from the field of behavior analysis

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SO 41, cont. • Why does Dickinson maintain OBM came from

behavior analysis and was not much influenced by I/O, business, or management fields?– The individuals who most influenced and pioneered the

field came from other areas within behavior analysis, not from these traditional fields• Aubrey Daniels - clinical• Dale Brethower - school psychology• Beth Sulzer-Azaroff - education• Bill Hopkins - general behavior analysis• Tom Gilbert - clinical• Paul Brown – experimental• Chris Anderson – experimental• Chuck Crowell - experimental

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THAT’S ALL FOLKS!

• Questions?

• E1: Wed., 9/11