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BEHV6200.001FL2019
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BEHV6200.001BehaviorAnalysisfromaSystemsPerspective
Credits:03
DepartmentofBehaviorAnalysisUniversityofNorthTexas
Fall2019PROFESSOR:Dr.TraciM.Cihon,BCBA-D,LBA PROFESSORCONTACTINFORMATION:
Email:[email protected]:(940)565-3318OfficeHours:Chilton360BByappointment
WEBSITEADDRESS:https://unt.instructure.com/COURSETIME:Tuesdays1:00pmto3:50pm(Location:Lang322)OFFICIALCOURSEDESCRIPTIONEmpiricalandconceptualdevelopmentsincreasinglysuggestthatbehaviorisbestunderstoodaspartofanecosystemofbehavior-environmentrelationsinwhichperturbationsinonesetofvariablesimpactothersetsofvariablesandtheirinteractionwiththebehaviorofanorganism.Thepurposeofthiscourseistoteachstudentstoidentifysuchsystemicinteractionsand,byreadinganddissectingcasestudies,learnsomethingabouthowtocreateand/orinfluencesuchsystemicinteractions.ADDITIONALCOURSEDESCRIPTIONBehavioralSystemsAnalysis(BSA)comesfromasynthesisofthefieldsofbehavioranalysisandsystemsanalysisandcanbedefinedastheanalysisofbehaviorthatoccursincomplexandorganizedsocialenvironments.AlltheassignmentsinthiscoursearedesignedtofamiliarizeyouwithcertaincharacteristicfeaturesofBSA.First,thereisafocalinterestinbehavioroccurringwithinenvironmentalcontexts.ThesecondfocusofBSAisontheenvironmentsthatinfluencebehavior.ThethirdprincipleinterestofBSAisinfunctionalassessment.Ingeneral,whatasystemperspectiveaddstoBSAisananalysisofcomplexbehavior-environmentrelations.BSAoffersmuchtopromotebehavioralsolutionstosociallysignificantpracticeswithinlargesocialunitslikeorganizationsandcultures.Conceptualanalyses,however,haveadvancedaheadofempiricalworkandthefieldhasmanyopportunitiesforresearchanddevelopment.TheorganizeddiscussionsinthiscourseexploreBSAmodelsforstewardshipinorganizations,andsustainabilityofculturalpracticesinorganizations,communities,andcultures.Explorationopensopportunitiesforinnovationwhileourdiscussionandapplicationofsocial-culturalunitsadjusttogrowingsocialupheaval,technologicaladvances,andenvironmental
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concerns;aswellascrisesintheglobaleconomy,health,education,andenvironment.GENERALLEARNINGOUTCOMES&COMPETENCIESThepurposeofthisclassistoprovidestudentswithanunderstandingofBehaviorAnalysisasitappliesincommunityand/ororganizationalsystemsandwayswecananalyzetheinfluenceoforganizationsintheprocessofsocio-culturalchange.Wewillreadaseriesofbooks,selectedbookchapters,andpapersbyleadersinorganizationalbehaviormanagement(OBM),culturalanalysis,andBSAonhistoricaltrendsandcurrentdevelopmentsinapplicationsandtheoryinBSA.Withregardtocompetencies,youwillacquireknowledgeandunderstandingofBSA,associatedtechnology,andtheevolvingbehavioranalyticliteratureinculturalchange.Inshort,youwillbeableto:•Explainconceptualdevelopmentandtechnologicalapplicationofbehavioralsystemsanalysis,•Describeconceptual,methodological,andtechnologicalstrengthsandweaknessesassociatedwiththisapproach,•Integratethemesandtopicsinbehavioranalysisthatmaycontributetotheconceptual,methodological,andtechnologicaldevelopmentofBSA.COURSEDESIGN&UNITSPECIFICLEARNINGOUTCOMESThecoursehasbeendividedintounitswithspecificlearningoutcomesthatcorrespondtoeachunit.Mostunitsincludetwotofourfoundationalreadingsthatareconsideredcriticalforstudentstoobtainthespecificlearningoutcomesforthatunitinadditiontoseveralancillaryreadingsthatcanbeincludedtosupportandenrichstudents’experiences.Doctoralstudentsarerequiredtoreadallofthereadingsforeachunit(i.e.,foundationalandancillary).Theancillarypapersareoptionalformasters’students;although,theyarestronglyencouragedtoreadthem.Unit2introducesstudentstoOBM,BSA,andculturalanalysis.Units3to7helpstudentstodevelopaclearunderstandingoftheconceptualframeworks,keyconcepts,andunitsofanalysis;andUnits8to12provideanoverviewofspecificmodelsandanalytictoolscommonlyusedinbothorganizationalandcommunitysystems.Thelastseveralunits(Units13-19)arefocusedonparticularcontentareas.Theunitsforthecoursearelistedbelowwiththeirassociatedreadingsandthespecificlearningoutcomesareincludedattheendofthesyllabus.
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REQUIREDTEXTSMalott,M.E.(2003).Paradoxoforganizationalchange.Reno,NV:ContextPress.Mattaini,M.A.(2013).Strategicnonviolentpower:ThescienceofSatyagraha.
Edmonton,AB:AthabascaUniversityPress.
**Additionalreadings(e.g.,bookchaptersandarticles)arealsoassignedforselectedclasssessions.**
ADDITIONALTOOLS&RESOURCESLucidChartAtrialoptionofLucidChartisavailableathttp://Lucidchart.comdraw.ioFreeaccesstodraw.ioisavailableathttps://about.draw.io/LEARNINGACTIVITIES&EVALUATIONClassParticipation&DiscussionClasstimewillinvolveclassdiscussionsbasedonstudents’discussionquestions(seebelow).Studentsareexpectedtoreadtherequiredreadingsassignedforeachclassandtoparticipateduringeachclasssession.Studentsshouldbepreparedtoprovideabriefsummaryofthematerialassignedforeachweekifasked. LearningDomains:Knowledge,Comprehension,Analysis,Synthesis,
EvaluationDiscussionQuestionsStudentsshouldprepareatleasttwodiscussionquestionspriortoeachclasssession.Discussionquestionsshouldbebasedonthereadings,beopen-ended,andfocusontopicsthatthestudentwillbeinterestedindiscussingfurtherinclass.StudentsshouldsendtheirdiscussionquestionstothecourseinstructorandpresentersviaemailassoonastheyarecompletedforeachclasssessionbutnolaterthannoontheMondaypriortoclass.(14opportunitiesx10pts=140pts) LearningDomains:Comprehension,Synthesis,EvaluationStudent-LedDiscussionsStudentswillworkinpairstoleadtwoclasssessions(pleasetrytopairupwithadifferentstudenteachtime).Studentsshouldprepareapresentationthatintroducestheirpeerstothekeyconcepts(bothFoundationalandAncillaryReadings)andpromotesameaningfulclassdiscussionofthetopic.Presentationsshouldnotsimplydetaileachcomponentofthearticles;rather,theyshouldintroducethematerialinanintegratedfashion(youmightfindtheSpecificLearningOutcomesassociatedwitheachunitusefulinbuildingyourpresentation).PresentationsshouldbepreparedusingPowerPointoranequivalentprogramandshouldbeemailedtotheprofessorwithin24hrsafterthescheduledpresentationsotheycanbepostedtothecoursewebsite.Studentsshouldpreparetheirpresentationsearly
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andbuildtimeintheirschedulestomeettorehearsetogetherpriortopresentinginclass.Pointswillbeallocatedtothecohesionofthestudentgroup’spresentation.Onegradewillbeearnedforeachdyadforeachofthepresentations.Studentswillbegradedonthecomprehensiveness,coherency,andconstructivecomments,andtheirabilitytogenerateconstructivediscussion(viaquestions,etc.).(2opportunitiesx60pts=120pts)LearningDomains:Knowledge,Comprehension,Analysis,Synthesis,
EvaluationPleasenotethatasanaudiencemember,studentsmaybecalledupontoprovideacommentregardingthepresentedcontent.Moreover,volunteerparticipationwouldbenoted.Studentswhoareaudiencememberscanearnextrapointsforsolid(andnotable)commentorquestion.
LearningDomains:Analysis,Evaluation
TipsforaStrongerPresentationOneofthemostdifficultcomponentsofgivingapresentationwithmultiplepresentersistomakethepresentationlookunified.Whenyoupresentasateaminanyotherenvironmentoutsideofthegraduateprogramclassroom(ABAI,inservices,workshops,etc.),yourpresentationshouldlookintegrated,notlikeeachpersonpreparedacomponentofitandthenitwasallputtogether.Thiscanbehardduetoothercommitments,timeschedules,etc.butitisoftenthebiggestweaknessingraduatestudentclasspresentations.So,herearesometipsforhowtocreateacohesivepresentationthissemester.
§ First,plantimetoprepareyourpresentationwiththeothermember(s)of
yourgroup.§ Second,decideonafewmeasurableoutcomesforyour“students”to
achievethroughoutthecourseofthepresentation(theBACBactuallyhasaniceframeworkforthisforpreparingtalksthatqualifyforCEUsasdoesABAIfortheirrequirementsforsubmissionsforworkshopsattheannualconventions).Thissetofmeasurableoutcomesthendrivesthecontentofyourpresentationandyouractivitiesarelinkedtoyourassessmentofyoureffectivenessatdeliveringthelearningopportunitiesthatwouldcreatethoseoutcomes.
§ Next,consideryourpresentationlikeyouwouldconsideraparagraph–andnottobesillybutthehamburgermetaphoractuallyworkswellhere.Basically,youhaveanintroandaconclusionforyourpresentation–thebuns–thebeginningofyourpresentationsetsitupandtheendofyourpresentationsummarizesthemainpoint–itbringsyoubackfullcircle.Whatyoudoinbetweenthenisthemeatandtoppings(cheese,lettuce,catsup,etc.);theseareyoursupportingpoints,information,etc.thatgetyoufromthetopbuntothebottombunorfromyourmainideatoyourconclusion.Whatthismeans,likely,inthecontextofpresentingtheCodeandthecorrespondingreadingsisthatyourgroupderivesthebigideaof
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theunitafterlookingoverallofthatinformation.So,ratherthansummarizingeachiteminthetasklistorthearticlesindividually,youlookforthebigpicture–thebigpictureistheintroductionorthetopbun–andlikelytheconclusionorthebottombun.ThenyouselectwhatisimportantfromthevariouscomponentsoftheCodeand/orthearticlesand/oranyotherinformationyoufindthathelpsyoutogetyourparticipantstoseethatbigidea.Thiswillalsohelpeachgrouptoensurethatactivities,examples,etc.areontopicandarerelevanttohelpingyourparticipantstoseethemainidea(andwillhelpyoutoselectvideos,memes,etc.thatcontributetoparticipantlearningandfitconceptuallywithinthescopeofwhatyouwanttoconveytoyourlearners).
§ Finally,youneedtopracticeandreviseandpracticeagain.Youneedtohaveclearrolesforwhoistheprimarypresenterforeachsection(s)ofyourpresentation.Youneedtohaveclearrolesforwhocanstepintosupporttheothersiftheyarestrugglingoryouhaveapointthatcanclarifythingsforyourparticipants.Youneedtohaveclearrolesforwhoyourtimekeeperis.Youneedtohaveclearrolesforwhocandecideunderwhatconditionsand/orcancommunicatetoothersthatyouaregoingtocontinueaconversationbasedonparticipantinterestand/orlearningopportunitiesthatareemergingandwhatisgoingtobecutduetotimeasaresult.Youhavetocommunicatewitheachotherandhaveanongoingdialoguewitheachotherduringthepresentationthatotherscanseebutnotreallysee…Theyneedtoseeyouareworkingtogetherbutnottheactuallydialogueaboutitorhesitationswhenitisunclear.
Grouppresentationsareareallydifficultthingtonavigate,especiallyifitisyourfirsttimeworkingtogetheranditrequiresalotofadjustingandtrustinyourcolleaguesanditrequiresalotofpracticeandcommunicationandmaybemostimportantlyaclearopennesstoadjustingwhenyourcolleaguesgiveyoufeedbackonthingsyoudothatareworkingorarenotworkingtowardtheultimateaimofthegroup–whichisthechangeinyourparticipantbehaviorthroughoutandattheendofthepresentation.
SectorInterdependenciesPartI:AnalysisofCommunity/OrganizationalProblems
–Emphasisarea:communitysystemsStudentswillgenerateadiagramliketheoneinMattaini(2013,p.82),tracinglikelyinterdependenciesbetweenseveralsectorswithinacommunityororganizationthatinfluencecollectiveoutcomes.Studentsshouldalsoproviderationalesfortheinterdependenciesincluded(whichmaybedata-basedorconceptual).(1opportunityX60pts=60pts) LearningDomains:Application,Synthesis SectorInterdependenciesPartII:SolutionstoCommunity/OrganizationalProblems
– Emphasisarea:communitysystemsStudentswillgenerateachartliketheoneinAspholmandMattaini(2017,p.9),proposingpracticeswithinmultiplesectorsthatcouldhelpconstructandsustaina
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desirableculturalpracticeamongatargetgroupandprovidinganecologicalrationalefortheiranalysis(Aspholm&Mattaini,2017isanexample).Student’srationale(s)shouldbebasedontheliteraturediscussedinthiscourse.(1opportunityX60pts=60pts) LearningDomains:Application,SynthesisChooseoneoffollowingproject-basedactivities:(1opportunityX70pts=70pts)FunctionalAssessment&ProcessAnalysis&Presentation
(Emphasisarea:organizationalsystems)Studentswillworktogether(dyadsortriads)toselectandconstructananalysisofanorganizational/communityprocessorasetofinterrelatedprocessesorfunctionalunits.Theanalysisshouldincludeabriefintroductiontotheorganization/communitysystemanalyzedincludingrelevanthistoricalvariablesrelatedtoitsorigin,atraditionalorganizationalchart,afunctionalanalysisoftheorganization/communitysystem,adepictionofthemacrosystem,asystemanalysis,andaprocessanalysis.Studentswillthenpackagetheiranalysisanddescriptionoftheirresultsasiftheywereprovidingittotheadministrator,manager,contractor,etc. LearningDomains:Application,SynthesisEvaluationofInterdisciplinaryEffortsforCulturalChange
(Emphasisarea:communitysystems)Studentswillwriteapaperinwhichtheyreviewoneoftherecentworksfocusedoncreatinglarge-scalechangeconductedoutsideofthebehavioranalyticcommunity(seechoicesbelow).Thepapershouldincludeabrief(nomorethan5page)summaryoftherationale,supportingresearch,majorgoals,andrecommendationsoftheteam;andacriticalreviewandevaluationfromtheperspectiveofculturo-behavioralsystemsscience(nomorethan10pages).EachpapershouldbeinTimesNewRoman,12ptfont,andbeformattedaccordingtoAPAstylerequirements.
LearningDomains:Knowledge,Comprehension,Application,Analysis,Synthesis,Evaluation
Dolan,P.,Hallwsorth,M.,Halpern,D.,King,D.,&Vlaev,I.(2010).Mindspace:
Influencingbehaviorthroughpublicpolicy.UnitedKingdom.Retrievedfromhttps://38r8om2xjhhl25mw24492dir-wpengine.netdna-ssl.com/wp-content/uploads/2015/07/MINDSPACE.pdf
Haynes,L.,Service,O.,Goldacre,B.,&Torgerson.(2012).Test,learn,adapt:
Developingpublicpolicywithrandomisedcontrolledtrials.UnitedKingdom.Retrievedfromhttps://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/62529/TLA-1906126.pdf
Ideas42(2018,December19).5impactfulbehavioralinsightsof2018[Blogpost}.
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Retrievedfromhttp://www.ideas42.org/blog/5-impactful-behavioral-insights-2018/
OECD(2017).Behaviouralinsightsandpublicpolicy:Lessonsfromaroundtheworld.
OECDPublishing,Paris.http://dx.doi.org/10.1787/9789264270480-enTheBehaviouralInsightsTeam(2014).EAST:Foursimplewaystoapplybehavioural
insights.UnitedKingdom.Retrievedfromhttps://38r8om2xjhhl25mw24492dir-wpengine.netdna-ssl.com/wp-content/uploads/2015/07/BIT-Publication-EAST_FA_WEB.pdf
WorldBankGroup(2015).Worlddevelopmentreport:Mind,society,andbehavior.
WashingtonDC:TheWorldBank.Chooseoneofthefollowingfinalpaperoptions:(1opportunityx100pts=100pts)ConceptualorCriticalReviewPaperStudentswillwriteaconceptualpaper(15-20pages)oracriticalreviewofatwoormoretopic(s)thatextendtheposition(s)takenbytheauthor(s)ofthereadingsassignedinthiscourse.EachpapershouldincludeaminimumoftenreferencesandbeinTimesNewRoman,12ptfont,andbeformattedaccordingtoAPAstylerequirements.Finalpaperswillbeevaluatedasiftheywereundergoingreviewforpublicationinaprofessional,peer-reviewedjournal(e.g.,NoRevisionsNecessary,AcceptwithMinorRevisions,AcceptwithMajorRevisions,RejectwithanInvitationtoResubmit,orReject. LearningDomains:Knowledge,Comprehension,Application,Analysis,
Synthesis,EvaluationLiteratureRevieworResearchProposalPaperStudentswillpreparealiteraturerevieworresearchproposalthatextendsculturo-behaviorsystemsscience.Studentsmayselectfromanytopiccoveredinclass(ormayselectatopicthatwasnotcoveredinclasswithpermissionofthecourseinstructor).Thereisnotapagelimitforthefinalpaper,asthelengthwillvarywithrespecttothetypeofpaperandthetopicofinterest.Studentsarefreetoorganizethepaperinthebestwaythatfitstheirtopicandareencouragedtodiscusstheirpaperwiththeinstructoratseveralpointsthroughoutthesemester.Finalpaperswillbeevaluatedasiftheywereundergoingreviewforpublicationinaprofessional,peer-reviewedjournal(e.g.,NoRevisionsNecessary,AcceptwithMinorRevisions,AcceptwithMajorRevisions,RejectwithanInvitationtoResubmit,orReject. LearningDomains:Knowledge,Comprehension,Application,Analysis,
Synthesis,Evaluation
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POINTSUMMARY14DiscussionQuestions@10ptseach=140points2Student-LedDiscussions@60ptseach=120points1SectorInterdependenciesPartI@60ptseach=60points1SectorInterdependenciesPartII@60ptseach=60points1Project-basedActivity@70ptseach=70points1FinalPaper@100ptseach=100pointsTotalPointsPossible=550pointsGRADEEQUIVALENTS(%of550pointsearned):A:90%to100% B:80%to89% C:70%to79% F:69%orless ACCOMODATIONSFORSTUDENTSWITHDISABILITIESTheUniversityofNorthTexasisonrecordasbeingcommittedtoboththespiritandletteroffederalequalopportunitylegislation;referencePublicLaw92-112–TheRehabilitationActof1973asamended.WiththepassageofnewfederallegislationentitledAmericanswithDisabilitiesAct(ADA),pursuanttosection504oftheRehabilitationAct,thereisrenewedfocusonprovidingthispopulationwiththesameopportunitiesenjoyedbyallcitizens.
Asafacultymember,Iamrequiredbylawtoprovide"reasonableaccommodations"tostudentswithdisabilities,soasnottodiscriminateonthebasisofthatdisability.Studentresponsibilityprimarilyrestswithinformingfacultyoftheirneedforaccommodationandinprovidingauthorizeddocumentationthroughdesignatedadministrativechannels.Informationregardingspecificdiagnosticcriteriaandpoliciesforobtainingacademicaccommodationscanbefoundathttp://www.unt.edu/oda/apply/index.html.Also,youmayvisittheOfficeofDisabilityAccommodationintheSageHall(room167)orcallthemat(940)565-4323.POLICIESNoindividualexceptionscanbemadetothesyllabus
Re-grades:Ifastudentbelievesanerrorhasbeenmadeingrading,awrittenrequestforreconsiderationoftheitem(s)inquestionmaybesubmittedwithin1weekofreceiptofthegradedmaterial.Thewrittenrequestshouldspecifytheitem(s)inquestion,andthereasonthestudentbelievestheanswergivenwascorrect,citingrelevantsources(e.g.,pagenumberfromreadingsonwhichtheanswerwasbased).
Absences:Ifastudentmustbeabsentforanyreason,s/heshouldarrangetosubmittheapplicablewrittenassignmentearly,asnoassignmentsturnedinaftertheduedatecanbeaccepted.Studentsareresponsibleformakingtheirownarrangementstoobtaininformationfromanymissedclassperiod.Therewillbenoadditionalmake-upopportunitiesformissedpresentationsand/orparticipationpoints.
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StudentConduct:Eachstudentautomaticallycertifiesthatanymaterialsubmittedforgradingishis/herownindependentwork.UNTpoliciesrequirereportingofplagiarismoranysuspectedviolationsthatconstitutepossibleacademicmisconduct.StudentsareresponsibleforbeingfamiliarwiththeCodeofStudentConduct.Groupworkisencouraged;however,inthepasttherehavebeensituationsinwhichgroupworkcouldhavebeenconsideredcheatingorplagiarism.“Legitimate”groupworktakesadvantageofconsultationwithyourpeers,providesyouwithideas,suggestions,corrections,etc.,whichyoutakeintoconsiderationinthedevelopmentofyouruniqueandindividualproduct.Examplesincludereadingthetextandwritinganswerstothestudyguideitems,thenworkingcloselywithotherstudentstocomparestudyguideanswers,andtoattempttoresolvedifferentunderstandings.Failingtodothereading,andmemorizinganswersthatanotherstudenthaswrittenforthestudyguideisnotlegitimategroupwork;itischeating.Draftingtheassignments,thencomparingspecificaspectsofyourproducttoothers’isappropriate.Copyingsomeoneelse’sworkproducts(ormakingyourworkavailabletoanotherstudenttocopy)isnotlegitimate;itischeating.Always,ifyouareunsureaboutboundariesoflegitimategroupwork,please(1)askforclarificationfromtheinstructor,and(2)makefulldisclosuresothatthereisnoquestionaboutyourintentions.Weareveryhappytotalkabouttheseboundariesandworkwithyoutomaximizeyourlearningandmaintainindividualaccountability.
Assistance:Studentsareencouragedtocontacttheinstructor(byemailorduringofficehours)orteachingassistantanytimeclarificationoradditionalhelpinunderstandingthematerialisneeded.Anyquestionsthatwillaidyouinmasteringthematerialarewelcomed.DiversityStatement:ItisthepolicyoftheUniversityofNorthTexas(andthisinstructor)nottodiscriminateonthebasisofrace,color,religion,sex,age,nationalorigin,disability(wherereasonableaccommodationscanbemade),disabledveteranstatusorveteranoftheVietnamerastatusinitseducationalprograms,activities,admissionsoremploymentpolicies.Inadditiontocomplyingwithfederalandstateequalopportunitylawsandregulations,theuniversitythroughitsdiversitypolicydeclaresharassmentbasedonindividualdifferences(includingsexualorientation)inconsistentwithitsmissionandeducationalgoals.Directquestionsorconcernstotheequalopportunityoffice,(940)565-2456,orthedeanofstudents,(940)565-2648.TTYaccessisavailablethroughRelayTexas:(800)735-2989.EmergencyNotificationandProcedures:TheUniversityofNorthTexasinformsstudents,facultyandstaffpersonsaboutemergencysituations(e.g.,severeweather,campusclosings,publicsafety)throughtheEagleAlertsystem.Notificationsaresentviaphonesoitisimportantthatyourcontactinformationiscurrent.Pleasevisitwww.my.unt.edutoupdateyourcontactinformationsothatyouareableto
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notificationsintheeventofanemergency.Additionalinformationregardingemergencypreparednessisavailableathttps://emergency.unt.edu/emergency-guidelines-0.
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COURSEUNITS,READINGS,&SCHEDULEUnit1:CourseIntroduction(August27,2019)ReadingCourseSyllabusSpecificLearningOutcomes:
1. Studentswillstatethepurposeofthecourse.2. Studentswilldescribethegenerallearningoutcomes/competenciestheywill
developoncetheycompletethecourse.3. Studentswilllistthemajorcoursecomponentsandtheircorresponding
assessmentactivities.Unit2:IntroductiontoOBM,BSA,&SystemsTheory(September3,2019)ReadingsBrethower,D.M.(2000).Asystematicviewofenterprise:Addingvalueto
performance.JournalofOrganizationalBehaviorManagement,20(3/4),165-190.
Krapfl,J.E.&Gasparotto,G.(1982).Behavioralsystemsanalysis.InL.W.
Fredericksen(Ed.)HandbookofOrganizationalBehaviorManagement.NewYork,NY:Wiley.
Rousseau,D.(2015).GeneralSystemsTheory:Itspresentandpotential.Systems
ResearchandBehavioralScience,32,522.533.vonBertalanffy,L.(1972).ThehistoryandstatusofGeneralSystemsTheory.The
AcademyofManagementJournal,15(4),407-426.SpecificLearningOutcomes
1. Studentswilldefine(statethemaincomponentsof)organizationalbehaviormanagement.
2. Studentswilldefine(statethemaincomponentsof)generalsystemstheory.3. Studentswilldefine(statethemaincomponentsof)behavioralsystems
analysis.4. Studentswilldifferentiateamongorganizationalbehaviormanagement,
generalsystemstheory,andbehavioralsystemsanalysis.Unit3:Selection&CulturalChange(September10,2019)FoundationalReadingsGlenn,S.S.(2004).Individualbehavior,culture,andsocialchange.TheBehavior
Analyst,27(2),133-151.
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Glenn,S.S.,Malott,M.E.,Andery,M.A.P.A.,Houmanfar,R.A.,Sandaker,I.,Todorov,
J.C.,Tourinho,E.Z.,Vasconcelos,L.A.(2016).Towardconsistentterminologyinabehavioristapproachtoculturalanalysis.BehaviorandSocialIssues,25,11-27.
Skinner,B.F.(1981).Selectionbyconsequences.Science,213,501-504.AncillaryReadingsMalott,M.E.,&Glenn,S.S.(2006).Targetsofinterventionsinculturaland
behavioralchange.BehaviorandSocialIssues,15,31-56.SpecificLearningOutcomes
1. Studentswillname,define,anddescribethethreekindsofselectionincludingtheunitsofanalysisandhowtheselectionoccursovertime.
2. Studentswilldescribehoweachkindofselectionisnecessarybutdifferentfromeachoftheotherkindsofselection.
3. Studentswilldefineanddifferentiatebetweenandamonganindividualresponse,abehaviorallineage,andacultural(culturo-behavioral)lineageandprovideexamplesofeach.
4. Studentswilldefine(includingthecriticalcomponentsandtherelationsbetweenthecomponents)anddifferentiatebetweenandamongtheconceptsofthemetacontingency,themacrocontingency,andtheculturalcusp.
5. Studentswilldefineanddifferentiateamong“process”,“content”,and“procedure”inoperantcontingenciesandmetacontingencies.
6. Studentswilldescribeatleasttwowaysinwhichonemightproduceculturalchange.
Unit4:Complexity&Emergence(September17,2019)FoundationalReadingsKrispin,J.V.(2017).Positivefeedbackloopsofmetacontingencies:Anew
conceptualizationofcultural-levelselection.BehaviorandSocialIssues,26,95-110.doi:https://doi.org/10.5210/bsi.v26i0.7397.
Moroni,S.(2015).Complexityandtheinherentlimitsofexplanationandprediction:
Urbancodesforself-organisingcities.PlanningTheory,14(3),248-267.Couto,K.C.,&Sandaker,I.(2016).Natural,behavioralandculturalselection-
analysis:Anintegrativeapproach.BehaviorandSocialIssues,25,54-60.https://doi.org/10.5210/bsi.v25i0.6891
Waddock,S.,Meszoely,G.M.,Waddell,S.,&Dentoni,D.(2015).Thecomplexityof
wickedproblemsinlargescalechange.JournalofOrganizationalChangeManagement,28(6),993-1012.
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AncillaryReadingsKrispin,J.V.(2016).Whatisthemetacontingency?Deconstructingclaimsof
emergenceandcultural-levelselection.BehaviorandSocialIssues,25,28-https://behaviorandsocialissues.org/ojs/index.php/bsi/article/view/6186
Krispin,J.V.(2019).Culturo-behavioralhypercyclesandthemetacontingency:
Incorporatingself-organizingdynamicsintoanexpandedmodelofculturalchange.PerspectivesonBehaviorScience.https://doi.org/10.1007/s40614-019-00212-3
SpecificLearningOutcomes
1. Studentswilldescribethetypesofselectionprocessesthathavebeenproposed(includingtheunitsthatareselectedandthecontingencyarrangements)tobeinvolvedinculturalevolutionandthevariousperspectiveswithrespecttotheseprocesses(e.g.,Skinner;Couto&Sandaker,Glenn;Krispin).
2. Studentswilldefinesystems,complexsystems,complexadaptivesystems,andself-organizingsystems.
3. Studentswilldescribeandanalyzetheconceptsofemergenceandcomplexityinthecontextofculturalandsystemsevolutionandlargescalechange.
4. Studentswilldescribesomeofthechallengesindesigningcomplexsystemsandinpredictingandproducinglarge-scalechange.
5. Studentswillsummarizeandprovideacriticalanalysisofsomeoftheproposedstrategiesforpromotinglargescalechange.
Unit5:TransdisciplinaryConsiderationsonComplexityandSystems(September24,2019)FoundationalReadingsFolke,C.,Biggs,R.,Norström,A.V.,Reyers,B.,&Rockström,J.(2016).Social-
ecologicalresilienceandbiosphere-basedsustainabilityscience.EcologyandSociety,21(3).
Kwakkel,J.H.,&Pruyt,E.(2015).Usingsystemdynamicsforgrandchallenges:the
ESDMAapproach.SystemsResearchandBehavioralScience,32(3),358-375.Valentinov,V.,&Chatalova,L.(2016).Institutionaleconomicsandsocialdilemmas:
asystemstheoryperspective.SystemsResearchandBehavioralScience,33(1),138-149.
AncillaryReadingsGrossmann,K.&Haase,A.(2016)Neighborhoodchangebeyondclearstorylines:
whatcanassemblageandcomplexitytheoriescontributetounderstandingsofseeminglyparadoxicalneighborhooddevelopment?UrbanGeography,37,5,727-747.doi:10.1080/02723638.2015.1113807
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Kohl,P.,Crampin,E.J.,Quinn,T.A.,&Noble,D.(2010).Systemsbiology:An
approach.NaturePublishingGroup,88(1),25-33.Rizzo,A.,&Galanakis,M.(2015).Transdisciplinaryurbanism:threeexperiences
fromEuropeandCanada.Cities,47,35-44.SpecificLearningOutcomes
1. Studentswilldescribetheimplicationsoftheories(social-ecologicalsystemsapproach,systemdynamics,exploratorymodelingandanalysis,institutionaleconomicsanalysisofsocialdilemmas)thatconsiderordiscounttheinterdependenciesamongconstituentsincomplexsystems.
2. Studentswilldescribetheapproachestomodeling(predictivemodeling,exploratorymodelingandanalysis),thestrengthsandlimitationsofeach,andthetypesofresearchquestionsthatcanbeaddressedbyeach.
3. Studentswillexplainhowdifferentperspectiveswithinsystemstheoryhavebeenusedtounderstandglobalsocietalchallenges(wickedproblems)includingthestrengthsandlimitationsofeach(particularlywithrespecttosystemsboundariesandprediction).
4. Studentswillcompareandcontrasttransdisciplinaryperspectivesoncomplexityandsystemswithbehavioralsystemsanalysisperspectivesoncomplexityandsystems,particularlyrelatedtocultural,societal,andorganizationalchange.
Unit6:Communication&CulturalChange(October1,2019)FoundationalReadingsSmith,G.S.,Houmanfar,R.,&Denny,M.(2012).Impactofruleaccuracyon
productivityandrumorinanorganizationalanalog.JournalofOrganizationalBehaviorManagement,32,3-25.
Houmanfar,R.A.,Rodrigues,N.J.,&Smith,G.S.(2009).RoleofCommunication
NetworksinBehavioralSystemsAnalysis.JournalofOrganizationalBehaviorManagement,29,257-275.
Houmanfar,R.A.,Rodrigues,N.J.,&Ward,T.A.,(2010).Emergence&
metacontingency:Pointsofcontactanddeparture.BehaviorandSocialIssues,19,78-103
Smith,G.S.,Houmanfar,R.,&Louis,S.J.(2011).Theparticipatoryroleofverbal
behaviorinanelaboratedaccountofmetacontingency:Fromtheorytoinvestigation.BehaviorandSocialIssues,20,112–145.
AncillaryReadingsHoumanfar,R.,&Rodrigues,N.J.(2012).Theroleofleadershipandcommunication
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inorganizationalchange.JournalofAppliedRadicalBehaviorAnalysis.N1,22–27.(alsoacceptedforpublicationinPsicologiaApplicataallaMedicinadelLavoroedellaRiabilitazione).
SpecificLearningOutcomes
1. Studentswilldescribetheformandfunctionthatcommunicationtypicallyservesintheorganizationalsettingincludingexamplesofcommunicationinthecontextorformofcommunicationnetworks,rules,rumor,leadership,etc.
2. StudentswillexplainwhatRelationalFrameTheoryaddstoanalysisofculturalpracticeswithaspecificfocusonderivedrelationalresponding,rules,andtheassociatedeffectsonthebehaviorofindividualsaswellas“interlockedbehaviors”.
3. Studentswilldescribethedifferencebetweensociologicalandpsychologicalevents(Kantor,1982)andwhattheimplicationsofthisareforcultureandthemetacontingencymorespecifically.
4. Studentswilldefine(includingthecriticalcomponentsandtherelationsbetweenthecomponents)anddifferentiatebetweenandamongthecomponentsoftheexpanded(five-term)metacontingency.
5. Studentswilldescribetherationale,method,andfindingsofsomeoftheexperimentalworkthathasexploredtheroleofverbalbehaviorinunderstandingtheculturalpracticesoforganizations.
Unit7:Leadership&CulturalChange(October8,2019)FoundationalReadingsHoumanfar,R.A.,&Mattaini,M.A.(2016).Leadershipandculturalchange:
ImplicationsforBehaviorAnalysis.TheBehaviorAnalyst,39,41-46.Houmanfar,R.,Alavosius,M.P.,Morford,Z.H.,Reimer,D.,Herbst,S.A.(2015).
Functionsoforganizationalleadersinculturalchange:Financialandsocialwell-being.JournalofOrganizationalBehaviorManagement,35,4-27.
Malott,M.E.(2016a).Whatstudyingleadershipcanteachusaboutthescienceof
behavior.TheBehaviorAnalyst,39,47-74.
Mattaini,M.A.(2013).Organizationandleadershipinresistancemovements(Chapter6).InStrategicNonviolentPower.Edmonton,AB:AthabascaUniversityPress.
AncillaryReadingsAlavosius,M.P.,Houmanfar,R.A.,Anbro,S.,Burleigh,K.,&Hebein,C.(2017).
Leadershipandcrewresourcemanagementinhigh-reliabilityorganizations:Acompetencyframeworkformeasuringbehaviors.JournalofOrganizationalBehaviorManagement,37,142-170.
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KrapflJ.E,&Kruja,B.(2015).Leadershipandculture.JournalofOrganizationalBehaviorManagement,35,28-43.
SpecificLearningOutcomes
1. Studentswilldefineleadershipfromabehavioralperspective.2. Studentswilldescribethekeyfunctionsofleadershipincludingthe
characteristicsofgoodleaders,particularlywithrespecttocommunication;thevariablesthatpromoteeffectiveleadership;andhowleadershipentailsshiftsinmetacontingencies.
3. Studentswillexplainhowleaderspromoteorganizationalvaluesandhowleaderscanpromoteprosociality,balancingfinancialandsocialcapitalandcontingencies.
4. Studentswillsummarizethekeyfindingsfrombehavioranalyticeffortsatunderstandingleadershipandthebehaviorsandrelatedcontingenciesthatleadersmightexhibittoproduceculturalchangethatpromotesthewell-beingofsociety.
Unit8:Selection&OrganizationalChange(October15,2019)ReadingsMalott,M.E.(2003).Paradoxoforganizationalchange.Reno,NV:ContextPress.
Chapters1,2,&3.Abernathy,W.B.(2009).Waldentworevisited:Optimizingbehavioralsystems.
JournalofOrganizationalBehaviorManagement,29,175-192.Glenn,S.S.,&Malott,M.M.(2004).Complexityandselection:Implicationsfor
organizationalchange.Behavior&SocialIssues,13,89-106.SpecificLearningOutcomes
1. Studentswilldescribetheroleofselection(behavioralandcultural),thecorrespondingunitsofanalysis,andunderwhichconditionseachismostappropriateinthecontextoforganizations.
2. Studentswilldescribetherelationshipsbetweenbehavioralcontingencies,interlockingbehavioralcontingencies,metacontingenciesandthetotalperformancesystem.
3. Studentswilldefine,identifytherelationsbetweentheorganization,thesystem,andthesubsystemandcompareandcontrastthem;describinghowtheboundariesofasystemororganizationareidentified.
4. Studentswilldescribethedifferenttypesofcomplexityandtherelationshipsbetweenthemandexplainhowcomplexityaffectsanorganization.
5. Studentswilldescribetheimplicationofgrowthinmanagementandhowthatrelatestotheinterlockingbehavioralcontingenciesatlowerlevels.
6. Studentswillcompareandcontrastbehaviorsystemsanalysis/performancesystemsanalysisandorganizationalbehavioranalysis.
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7. StudentswillsummarizehowappliedbehavioranalysisandorganizationalbehaviormanagementemployutopianthinkingintheirpracticeanddescribethefourrecommendationsmadebyAbernathy(2009)thatcouldimprovetheimplementationandsustainabilityof“behavioristutopia”withinthecontextofexistingorganizations.
Unit9:CulturalContingenciesinOrganizations:FunctionalAssessment&ProcessAnalysis(October22,2019) ReadingsMalott,M.E.(2003).Paradoxoforganizationalchange.Reno,NV:ContextPress.
Chapters4to9Mattaini,M.A.(2013).Sustainingresistancemovements:Solidarity,discipline,and
courage(Chapters4-5).InStrategicNonviolentPower.Edmonton,AB:AthabascaUniversityPress.
SpecificLearningOutcomes
1. StudentswillperformaTotalPerformanceSystemanalysisofanorganization.
2. Studentswillidentify,define,andprovidetherationaleforatleastonemeasureforeachcomponentsintheirTotalPerformanceSystemanalysis.
3. Studentswillprepareasummaryoftheadministrativestructureandprepareadepartment-functionanalysisforanorganization.
4. Studentswillprepareadetailedanalysis(includingadetailedprocessmapandunitsofmeasurement)ofatleastoneprocesswithinanorganizationthatincludes:a)processidentification,b)scope,c)subprocesses,d)units,e)generaltasks,f)aggregateproducts,g)participants,h)uniqueness,andi)duration.
5. Studentswillprepareacontingencyanalysisandtaskanalysisforoneperformerwithinanorganization.
6. Studentswillidentify,withinanorganization,anexistingcontingency,aperformancemanagementcontingencythatcouldchangethatcontingency,thecorrespondinginterlocks,andthemeasuresthatwillallowthemtodetermineiftherewasashiftinperformance.
7. Studentswilldescribe,fromabehavioralsystemsanalysisperspective,thethreerepertoiresandthecontingenciesassociatedwithpromotionofeachthatarenecessarytosustaineffectiveresistancecampaigns.
Unit10:CulturalContingenciesinOrganizations:BehavioralSystemsEngineeringModel(October29,2019)ReadingsMalott,M.E.(2003).Paradoxoforganizationalchange.
Chapter10
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Malott,M.E.(2016b).Selectionofbusinesspracticesinthemidstofevolvingcomplexity.JournalofOrganizationalbehaviorManagement,36,103-122.
Malott,M.E.,&Martinez,W.S.(2006).Addressingorganizationalcomplexity:A
behavioralsystemsanalysisapplicationtohighereducation.InternationalJournalofPsychology,41(6),1-12.
SpecificLearningOutcomes
1. Studentswillsummarizetherationale,method,andstagesoftheBehavioralSystemsEngineeringModelandwilldescribehowthemodelcanbeusedtoproduceorganizationalchange.
2. Studentswilldescribeexternalcomplexityandinternalcomplexityandwhattheinternalandexternalselectionpracticesmightbewithrespecttohowaggregateproductsandinterlockingbehavioralcontingenciesareselectedinorganizationsandindustry.
3. Studentswilldifferentiatebehavioralcuspsfromculturalcuspsandwilldifferentiateculturalcuspsfromculturalincidents.
4. Studentswillconstructananalysisofanorganizational/communityprocessorasetofinterrelatedprocessesorfunctionalunitsbasedonMalott’s(2003)BehavioralSystemsEngineeringModel.
Unit11:ApplicationstoComplexSystems:EcologicalAnalysesPartI(November5,2019)FoundationalReadingsBaer,D.M.(1974).AnoteontheabsenceofaSantaClausinanyknownecosystem:
ArejoindertoWillems.JournalofAppliedBehaviorAnalysis,7(1),167-169.https://doi.org/10.1901/jaba.1974.7-167
Dyball,R.,&Newell,B.(2015).Chapter7:Towardsasharedtheoreticalframework.
InR.Dyball&B.Newell,Understandinghumanecology(pp.111-137).London&NewYork:Routledge.
Mattaini,M.A.(2019).OutoftheLab:ShapinganEcologicalCultural
Science.PerspectivesonBehaviorScience.Mattaini,M.A.(2015).TowardaTwenty-FirstCentury,Science-Based“Constructive
Programme”.InR.Amster,L.Finley,E.Pries,&R.McCutcheon(Eds).Peacestudiesbetweentraditionandinnovation(pp.83-101).NewcastleuponTyne,UK:CambridgeScholarsPublishing.
AncillaryReadingsMattaini,M.A.(2003).Constructingnonviolentalternativestocollectiveviolence:A
scientificstrategy.BehaviorandSocialIssues,12,148-163.Mattaini,M.A.&Atkinson,K.(2011).Constructivenoncooperation:Livingintruth.
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PeaceandConflictStudies,18(1),3-43.Willems,E.P.(1974).Behavioraltechnologyandbehavioralecology.Journalof
AppliedBehaviorAnalysis,7(1),151-165.https://doi.org/10.1901/jaba.1974.7-151
SpecificLearningOutcomes
1. Studentswillexplainhowbehavioralsystemsscienceisecologicalandselectionist,howecologicalstrategydiffersfromthetraditionsofbehavioranalysis,andhowecologicalstrategymightplaceculturalsystemsscienceasaspecialtyinecologicalscience.
2. Studentswillsummarizetheprocess/method,theuses,andlimitationsof1)feedback-guidedanalysisand2)DyballandNewell’s(2015)“culturaladaptationtemplate”.
3. Describethethreetypesofculturalanalyticscholarship,theircontributions,andtheirlimitations.
4. Studentswillexplainwhynewanalytictoolsarenecessaryforthoseengagedinculturalsystemsscienceanddescribesomeofthetoolsthatmightbenecessary.
Unit12:ApplicationstoComplexSystems:EcologicalAnalysesPartII(November12,2019)FoundationalReadingsAspholm,R.R.,&Mattaini,M.A.(2017).YouthActivismasViolencePrevention.In
PeterSturmey(Ed.),TheWileyhandbookofviolenceandaggression(pagenumbersunknown).Hoboken,NJ:JohnWileyandSons,Ltd.
Mattaini,M.A.(2013).Constructivenoncooperation(Chapter7)&Toward
“undreamtof”discoveries(Chapter11).InStrategicnonviolentpower:ThescienceofSatyagraha.Edmonton,AB:AthabascaUniversityPress.
AncillaryReadingsBates,M.(1950).Thenatureofnaturalhistory.Princeton,NJ:PrincetonUniversity
Press.Chapter18SpecificLearningOutcomes
1. Studentswilldifferentiatebetween“collectiveone-timeactions”and“persistentculturalpractices”anddescribewhytheseconstitutethebehavioralsystemsdynamics.
2. Studentswilldescribethegeneralprocessonemayuse“toinfluencethevaluesoractionsofalargerpopulation”(Mattaini,2013,p.259),thegoalsofthisprocess,thephenomenaforwhichthisprocessisappropriate,andhowtheprocesscanbeadaptedwhentheanalysisshiftstothatofbehavioralsystems.
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3. Studentswilldescribetheconditionsunderwhichshiftsinmetacontingenciesareinsufficienttocreatelarge-scalechangeandwilldescribethetypesofanalysesthatmightbeusefulunderthoseconditions.
4. Studentswillsummarizehowbehavioralsystemsanalysisandconstructionalmethodscancontributetomeaningfulchangeasrelatedtoyouthviolence.
5. Studentswillgenerateadiagramthatdepictsthelikelyinterdependenciesbetweenseveralsectorswithinacommunityororganizationthatinfluencecollectiveoutcomes.
6. Studentswillgenerateamatrix,illustratingprosedpracticeswithinmultiplesectorsthatcouldhelpconstructandsustainadesirableculturalpracticeamongatargetgroupandprovideanecologicalrationalefortheiranalysis.
Unit13:CreatingSolutionstoSocialProblems:ExperimentalMicrocultures(November19,2019)[RotatingSpecialTopic-Emphasisarea:BasicProcesses]FoundationalReadingsTourinho,E.Z.(2013).Culturalconsequencesandinterlockingbehavioral
contingencies:Selectionattheculturallevel.BehaviorandPhilosophy,4160-60.
Camerer,C.F.,&Fehr,E.(2004).MeasuringSocialNormsandPreferencesUsing
ExperimentalGames:AGuideforSocialScientists.InJ.Henrich,R.Boyd,S.Bowles,C.Camerer,E.Fehr,&H.Gintis(Eds).FoundationsofHumanSociality:EconomicExperimentsandEthnographicEvidencefromFifteenSmall-ScaleSocieties.NewYork,NY:Oxford.
Soares,P.F.R.,Martins,J.C.T.,Guimaraes,T.M.M.,Leite,F.L.,&Tourinho,E.Z.
(2019).Effectsofcontinuousandintermittentculturalconsequencesonculturantsinmetacontingencyconcurrentwithoperantcontingency.BehaviorandSocialIssues.
AncillaryReadingsTodorov,J.C.(2010).Schedulesofculturalselection:Commentson“Emergenceand
Metacontingency”.BehaviorandSocialIssues,19,86-89.SpecificLearningOutcomes
1. Studentswillexplaingametheory,Nashequilibrium,andthewayexperimentalgamesareusedtomeasurepreference,particularlysocialpreference,andtheadvantagesandlimitationsofdoingsoespeciallyascomparedwithfieldexperiments.
2. StudentswilldescribethePrisoner's’Dilemmagameandatleasttwoadditionalexperimentalgamesincludingthefollowinginformation:1)thedefinitionofthegame,2)thepredictionsgametheoristsmakeregardingthe
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game,3)theproceduralvariations,and4)thewaythefindingsareinterpreted.
3. Studentswilldescribetheprimarypreparations,experimentallyarrangedcontingencies,andotherimportantmethodologicaldistinctionsinresearchonculturalselectionprocesses.
4. Studentswilldescribethemajorconclusionsthatcanbedrawnfromtheextantliterature-basedonculturalselectionprocessesandthelimitationsofthisresearch.
5. Studentswillcommentontheneedtodifferentiatebetweentheeffectsofindividualoperantlevelcontingenciesandculturalconsequencescontingentupontheculturant,aswellasontheworkthathasattemptedtodrawparallelsbetweenoperantlevelselectionandculturalselection.
Unit14:CreatingSolutionstoSocialProblems:Activism,Advocacy,&Accompaniment(November26,2019)[RotatingSpecialTopic-Emphasisarea:Community]ReadingsBiglan,A.(2009).Theroleofadvocacyorganizationsinreducingnegative
externalities.JournalofOrganizationalBehaviorManagement,29,215-230.Brogran,K.M.,Richling,S.M.,Rapp,J.T.,Thompson,K.R.,&Burkhart,B.R.(2018).
CollaborativeeffortsbytheAuburnUniversityAppliedBehaviorAnalysisPrograminthetreatmentofadolescentsadjudicatedforillegalsexualbehavior.BehaviorandSocialIssues,27,AA16-AA20.
Luna,O.,Rapp,J.T.,Newland,M.C.,Arena,R.,LaPointe,L.L.,Kierce,E.,&Lusche,P.
(2018).AlabamaPsychiatricMedicationReviewTeam(APMRT):Advocatingforfosterchildren.BehaviorandSocialIssues,27,AA11-AA15.
Nevin,J.A.(2018).Variation,selection,andsocialaction.BehaviorandSocialIssues,
27,AA1-AA3.Schlinger,H.(2018).TheVenusProjectandbehavioralscience.BehaviorandSocial
Issues,27,AA4-AA5.Tsipursky,G.,&Morford,Z.(2018).Addressingbehaviorsthatleadtosharingfake
news.BehaviorandSocialIssues,27,AA6-AA10.SpecificLearningOutcomes
1. Studentswilldescribeandprovideexamplesoftherolenonprofitsandadvocacyorganizationscanserveinreducingnegativeexternalities
2. Studentswilldescribeandprovideexamplesofthecontingenciesthatshapethepracticesofadvocacygroups.
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3. StudentswillexplainthesetofpoliciesdescribedbyBiglan(2009)thatcansharpenthecontingenciesthatinfluenceadvocacyorganizationssuchthattheycanacteffectivelyintheinterestofpublicwellbeing.
4. Studentswillexamineseveralcasestudiesdetailingactivismandadvocacyeffortsledordescribedbybehavioranalystsandwillsummarizethecriticalfeaturesofeach.
5. Studentswilldescribethecontingenciestheywouldarrangetoleadanactivismand/oradvocacyeffortforacauseoftheirchoosing.
Unit15:DevelopingSolutionsforOrganizationalProblems:HumanPerformanceTechnology&OrganizationalCulture(December3,2019)[RotatingSpecialTopic-Emphasisarea:Organizations]FoundationalReadingsBinder,C.(2016).Integratingorganizational-culturalvalueswithperformance
management.JournalofOrganizationalBehaviorManagement,36(2-3),185-201.
Diener,L.H.,McGee,H.,M.,&Miguel,C.F.(2009).Anintegratedapproachforconductingabehavioralsystemsanalysis.JournalofOrganizationalBehaviorManagement,29,108-135
Tosti,D.,&Herbst,S.A.(2009).Organizationalperformanceandcustomervalue.
JournalofOrganizationalBehaviorManagement,29,294–314.Rummler,G.(1999).Transformingorganizationsthroughhumanperformance
technology.InH.D.Stolovitch&E.J.Keeps(Eds.),Handbookofhumanperformancetechnology,(pp.47-66).SanFrancisco,CA:Jossey-BassPfeiffer.
AncillaryReadingsBinder,C.(2017).Whatitreallymeanstobeaccomplishmentbased.Performance
Improvement,56(4),20-25.Binder,C.(1998).TheSixBoxes™:AdescendentofGilbert’sBehaviorEngineering
Model.PerformanceImprovement37(6),48-52.Binder,C.(1995).PromotingHPTinnovation:Areturntoournaturalscienceroots.
PerformanceImprovementQuarterly,8(2),95–113.Wilmoth,F.S.,Prigmore,C.,&Bray,M.(2014).HPTmodels:Anoverviewofthe
majormodelsinthefield.PerformanceImprovement,53(9),16-25.SpecificLearningOutcomes
1. StudentswilldescribethekeyfeaturesofthePerformanceChainmodelandtheSixBoxesmodelofbehaviorinfluence.
2. Studentswilldifferentiatebehaviorfromaccomplishmentsanddescribewhy“workoutputs”isthetermpreferredto“accomplishments”.
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3. Studentswillexplainhowculturalvaluesinfluenceperformanceexpectations.
4. StudentswilldescribehowtousetheBehavioralSystemsAnalysisQuestionnairetoguideperformancewithinanorganization.
5. StudentswillexplainhowtheCriticalPracticesCulturalAuditcanbeusedtoalignanorganization'scultureandperformancewithcustomervalueandwilldescribethestepsoneneedstotaketoperformandimplementsuchananalysis.
6. StudentswilllistanddescribethestepsintheHumanPerformanceTechnologyapproachtobehavioralsystemsanalysis.
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WeeklyClassSchedule
Session Activities
1August27,2019
Unit1:CourseIntroduction,ReviewSyllabus,etc.Presenter:TraciFoundationalReadings:CourseSyllabusDue:OrganizeGroupsandfinalcourseunits
2
September3,2019
Unit2:IntroductiontoOBM,BSA,&System(s)TheoryPresenter:TraciFoundationalReadings:Brethower(2000),Krapfl&Gasparotto(1982),Rousseau(2015),vonBertalanffy(1972)Due:DiscussionQuestions1
3
September10,2019Unit3:Selection&CulturalChangePresenter:TraciFoundationalReadings:Glenn(2004),Glennetal.(2016),Skinner(1981)AncillaryReadings:Malott&Glenn(2006),Mattaini(2013)Due:DiscussionQuestions2
4
September17,2019
Unit4:Complexity&EmergencePresenters:FoundationalReadings:Krispin(2017),Moroni(2015),Couto&Sandaker(2016),Waddocketal.(2015)AncillaryReadings:Krispin(2016,2019)Due:DiscussionQuestions3
5
September24,2019Unit5:TransdisciplinaryConsiderationsonComplexity&SystemsPresenters:FoundationalReadings:Folkeetal.(2016),Kwakkel&Pruyt(2015),Valentinov&Chatalova(2016)AncillaryReadings:Grossman&Haase(2016),Kohletal.(2010),Rizzo&Galanakis(2015)Due:DiscussionQuestions4
6
October1,2019Unit6:Communication&CulturalChangePresenters:FoundationalReadings:Smithetal.(2012),Houmanfaretal.(2009),Houmanfaretal.(2010),Smithetal(2011)AncillaryReadings:Houmanfar&Rodrigues(2012)Due:DiscussionQuestions5
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7
October8,2019Unit7:Leadership&CulturalChangePresenters:FoundationalReadings:Houmanfar&Mattaini(2016),Houmanfaretal.(2015),Malott(2016a),Mattaini(2013)chapter6AncillaryReadings:Alavosiusetal.(2017),Krapfl&Kruja(2015)Due:DiscussionQuestions6
8
October15,2019Unit8:Selection&OrganizationalChangePresenters:FoundationalReadings:Malott(2003)chapters1-3,Abernathy(2009),Glenn&Malott(2004)Due:DiscussionQuestions7
9
October22,2019Unit9:CulturalContingenciesinOrganizations:FunctionalAssessment&ProcessAnalysisPresenters:FoundationalReadings:Malott(2003)chapters4-9,Mattaini(2013)chapters4-5Due:DiscussionQuestions8
10
October29,2019Unit10:CulturalContingenciesinOrganizations:BehavioralSystemsEngineeringModelPresenters:FoundationalReadings:Malott(2003)chapter10,Malott(2016b),Malott&Martinez(2006)Due:DiscussionQuestions9;SectorInterdependencesPartI
11November5,2019
Unit11:ApplicationstoComplexSystems:EcologicalAnalysesPartIPresenters:FoundationalReadings:Baer(1974),Dyball&Newell(2015),Mattaini(2019),Mattaini(2015)AncillaryReadings:Mattaini(2003),Mattaini&Atkinson(2011),Willems(1974)Due:DiscussionQuestions10;Project-basedactivity
12
November12,2019
Unit12:ApplicationstoComplexSystems:EcologicalAnalysesPartIIPresenters:FoundationalReadings:Aspholm&Mattaini(2017),Mattaini(2013)chapters7and11AncillaryReadings:Bates(1950)Due:DiscussionQuestions11
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13November19,2019
Unit13:CreatingSolutionstoSocialProblems:ExperimentalMicroculturesPresenter:FoundationalReadings:Tourinho(2013),Camerer&Fehr(2004),Soaresetal.(2019)AncillaryReadings:Todorov(2010)Due:DiscussionQuestions12;SectorInterdependenciesPartII
14
November26,2019
Unit14:CreatingSolutionstoSocialProblems:Activism,Advocacy,&AccompanimentPresenter:FoundationalReadings:Biglan(2009),Brogranetal.(2018),Lunaetal.(2018),Nevin(2018),Schilnger(2018),Tsipursky&Morford(2018)Due:DiscussionQuestions13
15
December3,2019
Unit15:DevelopingSolutionsforOrganizationalProblems:HumanPerformanceTechnology&OrganizationalCulturePresenter:FoundationalReadings:Binder(2016),Dieneretal.(2009),Tosti&Herbst(2009),Rummler(1999)AncillaryReadings:Binder(1995,1998,2017),Wilmothetal.(2002)Due:DiscussionQuestions14;FinalPaper
*Theprofessorreservestherighttoadjustandmodifythisschedulebasedontheneedsofthe
students*
**ComponentsofthissyllabusweredevelopedincollaborationwithDrs.RamonaHoumanfarandMarkMattainiwithinputandsuggestionsfromtheABAITaskForceonCulturo-BehaviorScience**
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ROTATINGSPECIALTOPICSUNITSNOTINCLUDEDCreatingSolutionstoSocialProblems:Sustainability&ClimateChange[RotatingSpecialTopic-Emphasisarea:Community]FoundationalReadingsNewsome,W.D.&Alavosius,M.P.(2011).Towardthepredictionandinfluenceof
greenbehavior:Seekingpracticalutilityinresearch.BehaviorandSocialIssues,20,44-77.
Alavosius,M.P.,Newsome,W.D.,Houmanfar,R.&Biglan,A.(2016).AFunctional
ContextualistAnalysisoftheBehaviorandOrganizationalPracticesRelevanttoClimateChange.InR.Zettle,S.C.Hayes,D.Barnes-Holmes,A.Biglan(Eds).HandbookofContextualBehaviorScience.Hoboken,NJ:Wiley-Blackwell.
Grant,L.K.(2011).Canweconsumeourwayoutofclimatechange?Acallfor
analysis.TheBehaviorAnalyst,34(2),245-266.Levin,K.,Cashore,B.,Bernstein,S.,&Ault,G.(2012)Overcomingthetragedyof
superwickedproblems:Constrainingourfutureselvestoameliorateglobalclimatechange.PolicyScience,45,123-153.
AncillaryReadingsLuke,M.&Alavosius,M.P.(2012).Impactingcommunitysustainabilitythrough
behaviorchange.BehaviorandSocialIssues,21,54-79.Wilson,D.S.,Ostrom,E.,Cox,M.E.(2013).Generalizingthecoredesign
principlesfortheefficacyofgroups.JournalofEconomicBehavior&Organization,905,521-532.
SpecificLearningOutcomes
1. Studentswilldescribetheprocessesembeddedinandtheadvantagestoapplyinglanguage-basedpsychologicalinterventionmethodstosustainabilityissues.
2. Studentswilldescribetheroleoforganizationsinaffectingbehaviorscontributingtoclimatechangeanddescribesystems-levelinterventionsthatcouldbeemployedandresearched.
3. Studentswillexplaintherationale,generalstrategy,andthesupportingscienceforculture-basedsolutionsthatmightleadtoamorepromisingfuturewithrespecttoclimatechange.
4. Studentswilldescribehowclimatechangeisa“superwickedproblem”andnotehowpolicychangeinitiativescouldbemademoreeffectiveifapath-dependent,appliedforwardreasoningapproachwereemployed.
5. Studentswillidentifyhowculture-basedsolutionstoclimatechangeintersectwithpath-dependentandappliedforwardreasoningapproachestopolicyinterventionasrelatedtoclimatechange.
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CreatingSolutionstoSocialProblems:CommonPoolResources[RotatingSpecialTopic-Emphasisarea:Community]ReadingsCamargo,J.&Haydu,V.B.(2016).Fosteringthesustainableuseofcommon-pool
resourcesthroughbehavioralinterventions:Anexperimentalapproach.BehaviorandSocialIssues,25,61-76.
Ostrom,E.(1999).Copingwithtragediesofthecommons.AnnualReviewofPolitical
Science,2,293-535.SpecificLearningOutcomes
1. StudentswilldescribeHardin’s(1968)TragedyoftheCommons.2. StudentswilldescribeOstrom’sworkrelatedtoremediatingtheTragedyof
theCommons.3. StudentswilldrawparallelsbetweenOstrom’sworkandaculturo-
behavioralsystemsscienceperspective.4. Studentswilldescribecurrent(andpotential)effortsfrombehavioral
scientistsatemployingaculturo-behavioralsystemsscienceperspectivetoresearchvariablesderivedfromOstrom’sworkatgoverningtheuseofcommon-poolresources.
CreatingSolutionstoSocialProblems:CommunityHealth&SocialJustice[RotatingSpecialTopic-Emphasisarea:Community]ReadingsFawcett,S.B.(1991).Somevaluesguidingcommunityresearchandaction.Journal
ofAppliedBehaviorAnalysis,24(4),621-636.https://doi.org/10.1901/jaba.1991.24-621
Moore,J.(2003).Behavioranalysis,mentalism,andthepathtosocialjustice.The
BehaviorAnalyst,26(2),181-193.Watson-Thompson,J.,Collie-Akers,V.,Woods,N.K.,Anderson-Carpenter,K.D.,
Jones,M.D.,&Taylor,E.L.(2014).ParticipatoryApproachesforConductingCommunityNeedsandResourcesAssessments.InV.C.Scott&Wolfe,S.M.CommunityPsychology:FoundationsforPractice.ThousandOaks,CA:SagePublications,Inc.
SpecificLearningOutcomes
1. Studentswillexplainhowthecriteriaforappliedbehavioranalysisalignwithapplyingbehavioranalysistocommunity-levelresearch.
2. Studentswilldescribethefivevaluesindicativeofdevelopingcollaborativerelationshipsbetweenbehavioralresearchersandparticipants.
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3. Studentswilldescribethefourvaluesandprinciplesthatunderliecommunityneedsandresourceassessments.
4. Studentswilldescribethefivevaluesthatshouldguidecommunity-basedinterventionsanddisseminationeffortsforbehavioralresearchconductedincommunitysettings.
5. Studentswilldescribehowmentalismandattributiontheorymorespecificallymightimpedesocialjusticeeffortsandwillexplainwhybehavioranalysisoffersaconstructivealternativetomentalismasitrelatestosocialjustice,prejudice,racism,anddiscriminationmoregenerally.
6. Studentswillprovideanexampleofacommunityneedsandresourcesassessmentanddevelopacommunity-basedinterventionfocusedonsocialjustice,includingadescriptionofhowtheinformationgatheredfromtheassessmentinformstheintervention.
DevelopingSolutionsforOrganizationalProblems:TotalPerformanceSystem[RotatingSpecialTopic-Emphasisarea:Organizations]ReadingsAbernathy,W.B(1996).Sinofwages.Atlanta,GA:PerformanceManagement
Publications.AbernathyW.B.(2001).Ananalysisoftwelveorganizations’totalperformance
system.InL.J.Hayes,J.Austin,R.Houmanfar,&Clayton,M.C.(Eds.),OrganizationalChange(pp.239-272).Reno,NV:ContextPress.
Abernathy,W.B.(2003).Creatingahighperformanceorganizationthrougha“free
operantworkplace.”PerformanceSystemsAnalysis.RetrievedNovember5,2003fromCambridgeCenterforBehavioralStudies(http://store.behavior.org/resources/396.pdf).
SpecificLearningOutcomes
1. Studentswilldefineanddistinguishbetweenrulegovernedbehaviorandcontingencyshapedbehaviorinorganizations,outliningAbernathy’s(2003)freeoperantapproach.
2. Studentswilllistthecomponentsandsub-componentsofAbernathy’s(2003)TotalPerformanceSystem(TPS),listanddescribethemainprinciplesofeffectivebehaviorchangemeasures,andlistthemainconsequentialvariablesidentifyingwhichoneisessentialduringthebeginningstagesofTPSimplementation.
3. Studentswillcompareandcontrastdifferenttypesofleadershipandmanagerialstylesinorganizationswithrespecttohowtheyaffectperformance..
4. StudentswillcompareandcontrastAbernathy’s(2003)andMalott’s(2003)behavioralsystemicapproaches.
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