1,720,997 research outputs found
Investigating gender differences in Norwegian athlete’s attribution style using Sport Attributional Style Scale. Article 2
Get PDFMaster i læring i komplekse systemerAttribution theory is a long-standing and widely discussed theory that addresses individuals’ explanation of causes of events. People attribute events of success and failure individually. Previous studies indicate that performance in sporting events may be improved by changing individuals’ attribution style. Article one describes attribution and attribution theory as state of the art. The article addresses the most important findings within attribution theories such as Fritz Heiders’ social perception and impersonal/personal causality, Kelley’s covariation model and Weiners’ attribution – based theory of motivation. The article highlights five underlying causal dimensions: internality, stability, controllability, globality and intentionality. These may clarify why athletes’ explain causes of success and failure as they do in addition to explain gender differences in sporting situations. Attribution theory is a cognitive approach that seeks to investigate causal roles that influence subsequent behavior. Behavior analyses disagree and argue to be more accurate when acquiring understanding of individuals’ attributions for causes of success and failure. Article two comprehends the use of Sport Attributional Style Scale to investigate gender differences on 40 (20 males, 20 females) Norwegian athletes’. This is a self-report, one-time questionnaire sent on Gmail to athletes’ who participated in a sport either on a national or international level. The findings of the study are not in line with the assumption that male athletes’ attribute in a greater extent than female athletes’ to internal, stable and controllable factors to successful events. The study provides a basis for further investigations of the Norwegian athletes’ attribution style.publishedVersio
Om Prestasjonsledelse: En pragmatisk tilnærming
No full textArticle one is a follow-up content analysis of the American Academic Journal of Organizational Behavior Management (JOBM). The Journal publishes research on management of organizational behavior, for managers and employees of companies and government organizations. The present analysis addresses all articles published in JOBM from 2010 to 2012. The purpose of the analysis is to do a follow up on the three previous reviews of JOBM, and the development according to the journal's original- and future goals. The present analysis has shown that JOBM continues to meet the original goals formulated by the journal's first editor Aubrey C. Daniels. Areas of improvement are also in accordance with the previous reviews.
Furthermore, article two addresses the economic impact of a feedback-system that was implemented in a Norwegian bank to facilitate performance management. The department amended the managerial approach in 2011, from traditional management and leadership using past budgets, to managing behavior (best practices) and performance management. The IT-system made feedback on performances on set targets available at all times. The purpose of this article is to examine whether performance management, compared with traditional management, generates a greater economic effect for the bank. Sales figures from 2011 and 2012 were compared to figures from 2010 on the dependent variables; number of client meetings; approved loans and savings. The t-test showed that there were significant differences in the averages of the three dependent variables in both 2011 and 2012 compared with 2010. These findings suggest that systematic feedback on behavior and performance management is more economically efficient than traditional managemen
Feedback and Variability:Does feedback sign in the learning history affect variability?
No full textThe CEO study from IBM (Berman, 2010) concludes that creativity is the single most important leadership competency for the organizations of today. At the same time, we know that our educational system can be detrimental to children’s naturally occurring creativity. This study conducts an inquiry into the possibility that feedback sign (positive vs negative feedback) can generate variation in behavior. Variability in behavior will not necessarily make individuals creative, but variability is considered an essential part of creativity. Simultaneously, feedback is acknowledged as an essential element of theories of learning and instruction. Former studies have concluded that reinforcement and extinction elicits variability. This study consists of an elementary computer experiment with a learning phase, where adult subjects receive either positive, negative or persistent negative feedback, followed by a phase where the subjects are free to choose without receiving any feedback. The tentative conclusion of this study is that individuals receiving positive feedback tend to repeat their answers, even in the learning phase so it takes significantly longer to learn, and on subsequent, similar tasks with no feedback. Individuals receiving negative feedback on wrong answers alter these answers relatively immediately, resulting in rapid learning. The subjects in the negative feedback group kept on varying their answers significantly more than the positive feedback group, on the succeeding similar tasks. The results of the persistent negative feedback group is similar to negative feedback, but there are differences that this study is unable to account for. A tentative conclusion of this study is; individuals use longer time learning when receiving only positive feedback on correct answers. The behaviors “learned” from the type of feedback in the feedback phase, varying or repeating, persists in subsequent similar task
Topographic Bias and Variability within Non-Criterial Components of the Operant Class
Get PDFTopographic bias and behavioral variability are two fundamental characteristics of the
operant class, and are present to some degree in all experimental analysis of behavior,
whether measurable or not. They represent the overlapping effects of multiple extraexperimental
contingencies, often drawn from the organism’s biology and history, which
interact with the programmed experimental contingencies. All operant classes have both
criterial and noncriterial dimensions, with the criterial ones being those that must occur in
order for the programmed consequences to take place, and the noncriterial ones being all
other behaviors and aspects of behaviors associated with each operant occurrence. Bias and
variability can affect both criterial and noncriterial aspects of the operant, but their effects are
most often visible within the noncriterial ones. The seven experiments with human
participants reported in this thesis used a novel methodology, the revealed operant, that
permits the measurement of noncriterial data, thus allowing for an in-depth analysis of both
topographic bias and noncriterial variability effects on common behaviors such as drawing
and typing. Major findings include 1) an overall bias toward the center of the apparatus in
use; 2) a bias toward movement of the hands across the horizontal plane in front of the torso,
in particular a preference for moving the hand either right to left or near to far; 3) a bias
toward efficiency of motion, even when the movements required were so small as to be
almost indistinguishable in effort; 4) high levels of noncriterial variability even when
stereotypy would have been equally reinforced, especially variability associated with
performance errors; and 5) levels of variability correlated with certain measurements of bias,
indicating that the two phenomena can interact under certain circumstances. These findings
have implications for current and future behavioral research, as well as for the theory of the
operant as a motor program, and theories of automaticity and behavioral variability.Topografiske tilbøyeligheter (bias) og adferdsvariabilitet er to grunnleggende kjennetegn ved
den operante klassen, og de finnes til en viss grad i all eksperimentell adferdsanalyse, enten
de er målbare eller ikke målbare. De representerer effekten av flere kontingenser som ikke
kontrolleres eksperimentelt, ofte fra organismens biologi og historie, som interagerer med de
programmerte eksperimentelle kontingensene. Alle operante klasser har kriteriebaserte
dimensjoner og dimensjoner som ikke er kriteriedefinert. De kriteriebaserte dimensjonene er
nødvendige for at de programmerte konsekvensene skal forekomme, mens de ikke
kriteriedefinerte er all annen adferd og aspekter ved den som er assosiert med hver forekomst
av operanten. Bias og variabilitet kan påvirke både kriteriebaserte og andre aspekter ved
operanten, men effekten deres er oftest synlig ved de aspektene som ikke er kriteriedefinert.
De syv eksperimentene med mennesker som beskrives i denne avhandlingen bruker en ny
metode, den avslørte operanten, som tillater måling av ikke kriteriedefinerte data. Det
muliggjør en dybdeanalyse av både topografisk bias og effekter av ikke kriteriedefinert
variabilitet ved vanlige adferdsformer, som tegning og skriving på tastatur. Hovedfunnene
omfatter 1) en generell tilbøyelighet i retning av sentrum på det apparatet som er i bruk, 2) en
tilbøyelighet til håndbevegelser over det horisontale plan foran kroppen, spesielt en
preferanse for å bevege hånden fra venstre mot høyre eller fra nært til fjernt, 3) en
tilbøyelighet til effektive bevegelser, også når bevegelsene var så små at den innsatsen som
krevdes var omtrent lik, 4) høye nivåer av ikke kriteriedefinert variabilitet også når stereotypi
ville blitt tilsvarende forsterket; spesielt variabilitet assosiert med feil utførelse, og 5) nivåer
av variabilitet korrelert med visse målinger av bias, hvilket tyder på at de to fenomenene kan
interagere under bestemte betingelser. Disse funnene har betydningsfulle implikasjoner for
fremtidig adferdsforskning, for teorien om operanten som et motorisk program, og for teorier
om automatisitet og adferdsmessig variabilitet.publishedVersio
Prestasjonsutvikling fra et atferdsanalytisk perspektiv
No full textWhen it comes to behavior analysis and other scientific approaches, minor research has been done concerning meetings in organizations. There has also been done minor research in what kind of assumptions that should be incorporated in a meeting and that are absolutely necessary in order for an increased behavior to appear. Article 1 will present the theory behind all this, and illuminate what is necessary for an increased behavior to appear in an organization. In article 2 an empiric study will be presented, discussing whether meetings with assumptions will increase behavior or not in an organization.
Article 1 introduces theories that promotes at meetings will increased behavior, given the right assumptions in meetings. A meeting will be an indispensable condition for attention, and in order for reinforcement to appear, attention must be present. A meeting can be an arena where a certain behavior is brought into focus, to generate the best results. There has to be certain assumptions present in a meeting in order for increased behavior to appear. These assumptions can be categorized as culture, leadership, communication, goals, feedback, reinforcement and adjustment of working conditions.
The empiric study in article 2 explores whether meetings in an organizations will result in increased behavior or not. 10 branches participated in the study, dividing them into groups of 5. The first group carried out several meetings, while the second group did none. Results show that Group 1 carried out 914 breddemøter in baseline, and Group 2 did 481. In the intervention the first group carried out 2484 breddemøter, and the second group did 511. Group 1 had an increase of 171,99 % from baseline to intervention, and Group 2 showed an increase of 6,23 %. In conclusion it is safe to say that H1 is supported, in meetings with assumptions will increase the behavior in an organizatio
Presasjonsledelse: om effekten av prestasjonsledelse på økonomisk inntjening og ansattes atferd i en norsk bank. Artikkel 2
No full textMaster i læring i komplekse systemerArticle one is a follow-up content analysis of the American Academic Journal of Organizational Behavior Management (JOBM). The Journal publishes research on management of organizational behavior, for managers and employees of companies and government organizations. The present analysis addresses all articles published in JOBM from 2010 to 2012. The purpose of the analysis is to do a follow up on the three previous reviews of JOBM, and the development according to the journal's original- and future goals. The present analysis has shown that JOBM continues to meet the original goals formulated by the journal's first editor Aubrey C. Daniels. Areas of improvement are also in accordance with the previous reviews.
Furthermore, article two addresses the economic impact of a feedback-system that was implemented in a Norwegian bank to facilitate performance management. The department amended the managerial approach in 2011, from traditional management and leadership using past budgets, to managing behavior (best practices) and performance management. The IT-system made feedback on performances on set targets available at all times. The purpose of this article is to examine whether performance management, compared with traditional management, generates a greater economic effect for the bank. Sales figures from 2011 and 2012 were compared to figures from 2010 on the dependent variables; number of client meetings; approved loans and savings. The t-test showed that there were significant differences in the averages of the three dependent variables in both 2011 and 2012 compared with 2010. These findings suggest that systematic feedback on behavior and performance management is more economically efficient than traditional managemen
Topographic Bias and Variability within Non-Criterial Components of the Operant Class
No full textOsloMet Avhandling 2019 nr 27, Laurilyn D. Jones. Dissertation for the degree of philosophiae doctor (PhD). Department of Behavioural Science. Faculty of Health Sciences. OsloMet – Oslo Metropolitan University. 2019
ISSN 2535-471X (trykket) / ISSN 2535-5414 (online)ISBN 978-82-8364-198-1 (trykket) / ISBN 978-82-8364-218-6 (online
Vil møter gi økt gjennomføring av prestasjonsatferd i en organisasjon? Artikkel 2
No full textMaster i læring i komplekse systemerWhen it comes to behavior analysis and other scientific approaches, minor research has been done concerning meetings in organizations. There has also been done minor research in what kind of assumptions that should be incorporated in a meeting and that are absolutely necessary in order for an increased behavior to appear. Article 1 will present the theory behind all this, and illuminate what is necessary for an increased behavior to appear in an organization. In article 2 an empiric study will be presented, discussing whether meetings with assumptions will increase behavior or not in an organization.
Article 1 introduces theories that promotes at meetings will increased behavior, given the right assumptions in meetings. A meeting will be an indispensable condition for attention, and in order for reinforcement to appear, attention must be present. A meeting can be an arena where a certain behavior is brought into focus, to generate the best results. There has to be certain assumptions present in a meeting in order for increased behavior to appear. These assumptions can be categorized as culture, leadership, communication, goals, feedback, reinforcement and adjustment of working conditions.
The empiric study in article 2 explores whether meetings in an organizations will result in increased behavior or not. 10 branches participated in the study, dividing them into groups of 5. The first group carried out several meetings, while the second group did none. Results show that Group 1 carried out 914 breddemøter in baseline, and Group 2 did 481. In the intervention the first group carried out 2484 breddemøter, and the second group did 511. Group 1 had an increase of 171,99 % from baseline to intervention, and Group 2 showed an increase of 6,23 %. In conclusion it is safe to say that H1 is supported, in meetings with assumptions will increase the behavior in an organizatio
Attribution style, theory and empirical findings
No full textAttribution theory is a long-standing and widely discussed theory that addresses individuals’ explanation of causes of events. People attribute events of success and failure individually. Previous studies indicate that performance in sporting events may be improved by changing individuals’ attribution style. Article one describes attribution and attribution theory as state of the art. The article addresses the most important findings within attribution theories such as Fritz Heiders’ social perception and impersonal/personal causality, Kelley’s covariation model and Weiners’ attribution – based theory of motivation. The article highlights five underlying causal dimensions: internality, stability, controllability, globality and intentionality. These may clarify why athletes’ explain causes of success and failure as they do in addition to explain gender differences in sporting situations. Attribution theory is a cognitive approach that seeks to investigate causal roles that influence subsequent behavior. Behavior analyses disagree and argue to be more accurate when acquiring understanding of individuals’ attributions for causes of success and failure. Article two comprehends the use of Sport Attributional Style Scale to investigate gender differences on 40 (20 males, 20 females) Norwegian athletes’. This is a self-report, one-time questionnaire sent on Gmail to athletes’ who participated in a sport either on a national or international level. The findings of the study are not in line with the assumption that male athletes’ attribute in a greater extent than female athletes’ to internal, stable and controllable factors to successful events. The study provides a basis for further investigations of the Norwegian athletes’ attribution style
Feedback and Variability:Does feedback sign in the learning history affect variability?
Get PDFMaster i læring i komplekse systemerThe CEO study from IBM (Berman, 2010) concludes that creativity is the single most important leadership competency for the organizations of today. At the same time, we know that our educational system can be detrimental to children’s naturally occurring creativity. This study conducts an inquiry into the possibility that feedback sign (positive vs negative feedback) can generate variation in behavior. Variability in behavior will not necessarily make individuals creative, but variability is considered an essential part of creativity. Simultaneously, feedback is acknowledged as an essential element of theories of learning and instruction. Former studies have concluded that reinforcement and extinction elicits variability. This study consists of an elementary computer experiment with a learning phase, where adult subjects receive either positive, negative or persistent negative feedback, followed by a phase where the subjects are free to choose without receiving any feedback. The tentative conclusion of this study is that individuals receiving positive feedback tend to repeat their answers, even in the learning phase so it takes significantly longer to learn, and on subsequent, similar tasks with no feedback. Individuals receiving negative feedback on wrong answers alter these answers relatively immediately, resulting in rapid learning. The subjects in the negative feedback group kept on varying their answers significantly more than the positive feedback group, on the succeeding similar tasks. The results of the persistent negative feedback group is similar to negative feedback, but there are differences that this study is unable to account for. A tentative conclusion of this study is; individuals use longer time learning when receiving only positive feedback on correct answers. The behaviors “learned” from the type of feedback in the feedback phase, varying or repeating, persists in subsequent similar task
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