|Organizational Behavior Management Within Educational Settings
|Saturday, May 25, 2019
|5:00 PM–5:50 PM
|Hyatt Regency East, Concourse Level, Michigan 1 A-C
|Instruction Level: Intermediate
|Chair: Paula E. Chan (Cleveland State University)
|Teaching Supervisees to Recruit Feedback
|Domain: Applied Research
|PAULA E. CHAN (Cleveland State University)
|Abstract: Feedback is critical to the learning process (Hattie & Timperly, 2007), and requires clear communication between the supervisor and the supervisee. Many times during supervision, the supervisor will provide feedback, and the supervisee will be expected to listen and integrate feedback within the next session. The purpose of this study was to evaluate an intervention designed to teach student teachers to recruit feedback in their student-teaching placements. Authors used a multiple-baseline design to evaluate the effects of an intervention across three participants. All participants learned to effectively recruit feedback during their supervision sessions. Authors will discuss implications for BCBA supervision and future directions for research.
Developing and Refining a Performance Management Process to Improve Employee Engagement in a School Setting
|Domain: Service Delivery
|Mariann Szabo (Jigsaw CABAS School), Catherine Grant (Jigsaw CABAS School), EMMA HAWKINS (Jigsaw CABAS School), Kate Hewett (Jigsaw CABAS School)
The purpose of this OBM project was to review the Performance Management process in place in a school setting and to make changes to this process within the constraints of the organisation’s budget. The Performance Management process consisted of line managers setting targets for their staff and points were given for targets met. At the start of the project monthly reporting of points was implemented. From these data the average number of points gained per person (taking into account number of working days each month) was calculated. A Performance Diagnostic Checklist (PDC) was conducted to determine changes to the Performance Management process. These changes consisted of an antecedent and information intervention (flowchart implemented summarising Performance Management process so all staff were clear of the system; set rolling targets implemented so that staff could continue to gain points without meeting their Line Manager), an equipment and processes intervention (change to graph) and a consequences intervention (staff set a rolling target to meet with their Line Manager at least fortnightly so that feedback could be received). The number of staff completing monthly summary forms remained stable throughout the project. The average number of points received increased significantly during the intervention.