Integrating Organizational-Cultural Values With Performance Management

Influence of destructive leadership behaviors on the meaning of work and work productivity

This study aimed to determine the influence of destructive leadership behaviors on employees' meaning of work and work productivity, using a longitudinal research design. Local government organizations in a municipality in Sweden were invited to participate in the study. Self-rated questionnaire data on employees' meaning of work and work productivity was collected at four time points over a period of 18 months, and 582 employees responded to the questionnaire on one or more occasions. A 4-item Destructive Leadership Scale (DLS) was developed and used at the first time point to assess the destructive leadership behaviors of incoherent planning, assigning unnecessary tasks, ambiguous expectations, and autocratic behavior. Latent growth models were used to analyze the influence of destructive leadership on the change in employees' meaning of work and work productivity over the 18-month period. The results show that destructive leadership has a significant negative influence on employees' meaning of work (β = -0.44, p = 0.02) and work productivity (β = -0.46, p = 0.04). The effect sizes were greater than those identified in previous cross-sectional studies, indicating that the effects of destructive leadership may accumulate and become more important over time. Important destructive leadership behaviors include incoherent planning, assigning unnecessary tasks, ambiguous expectations, and autocratic behavior. These behaviors have a significant negative effect on employees' meaning of work and work productivity. Proactive assessment of destructive leadership behaviors is warranted to improve future selection and training of managers.

Individualized behavior-based safety-leadership training: A randomized controlled trial

INTRODUCTION

Construction site managers play a critical role in occupational safety in the construction industry. This study aimed to develop and test a method for training construction site managers in positive feedback and active listening by incorporating the behavioral training components of behavior analysis, goal setting, practice with behavior feedback, homework, and maintenance planning into individualized behavior-based safety-leadership training (IBST), and to assess the effect of IBST on construction site managers' safety-leadership behaviors and performance.

METHOD

In a naturalistic randomized controlled trial, construction site managers were randomly assigned to an experimental group (n = 16) or a control group (n = 19). The experimental-group managers received IBST, while the control-group managers received no training. Paired sample t-tests on pre- to post-training (i.e., six weeks after the final training session) were performed separately for the experimental- and control-group managers.

RESULTS

The safety-leadership behaviors of the experimental-group managers improved in terms of favorable feedback (d = 0.99, p <.01), safety-specific feedback (d = 0.89, p =.02), behavior-specific feedback (d = 0.66, p =.02), antecedent listening (d = 0.68, p =.02), and consequential listening (d = 0.78, p =.01). In addition, safety-leadership performance improved in terms of transformational leadership (d = 0.78, p =.01) and contingent-reward leadership (d = 0.64, p =.02). No significant change was found for the control-group managers.

CONCLUSIONS

The results indicate that behavior analysis, goal setting, practice with behavior feedback, homework, and maintenance planning are effective behavioral training components of safety-leadership training. Positive feedback and active listening were also found to be important behavioral requisites for transformational and contingent-reward leadership.

PRACTICAL APPLICATIONS

IBST can be used to develop occupational safety in the construction industry by improving construction site managers' safety-leadership behaviors and performance.

Into Inclusion: Increasing Trans-Inclusive Practices with Behavior Analysis

Promoting an inclusive culture can be critical to the progression of diverse groups. Practicing inclusive behavior is one important step toward fostering inclusion. Applied behavior analysis can contribute much to this topic given its use of practical methods to encourage socially significant behavior change (Baer et al., 1968). Proper pronoun use is one inclusive behavior that helps support gender minorities. Whereas self-assessment has been recommended to increase cultural awareness, this has not been confirmed through research. Thus, the purpose of the present study was to assess the effects of a specific approach to self-assessment (behavioral self-monitoring; BSM) on the percentage of correct pronouns used by graduate students during a simulated work task. Results indicate that BSM was effective in promoting proper pronoun use when it followed BSM training, and the effects maintained over time.

Supplementary Information

The online version contains supplementary material available at 10.1007/s40617-021-00669-2.

Social Justice is the Spirit and Aim of an Applied Science of Human Behavior: Moving from Colonial to Participatory Research Practices

It is time for a paradigm shift in the science of applied behavior analysis. Our current approach to applied research perpetuates power imbalances. We posit that the purpose of applied behavior analysis is to enable and expand human rights and to eliminate the legacies of colonial, oppressive social structures. We report the findings from our examination of the content of our flagship applied research journal. We reviewed 50 years of applied experiments from the standpoint of respect, beneficence, justice, and the participation of individuals and communities. Although there is some promise and movement toward inclusion, our findings indicate that we have not prioritized full participation across all segments of society, especially persons and communities that are marginalized. Social justice rests on the belief that human life is to be universally cherished and valued. In this article, we suggest that policies, strategies, and research practices within our field be interwoven with a commitment to social justice, including racial justice, for all. We offer recommendations to neutralize and diffuse power imbalances and to work toward a shift from colonial to participatory practices in the methods and aims of our applied science.