Positive Reinforcement Learning Activity for Leaders

Various scenarios are presented to show how positive reinforcement targets behavior by introducing a consequence that rewards good behavior so it is more likely to occur.

Step 1: Discuss the definition of positive reinforcement (see Part 1: Introduction below). Give a few real life examples that you have seen.

Step 2: Break the class into small groups. Have them discuss the six scenarios (Part 2) listed below that show example/non-example pairs. This exercise allows the learners to see the differences between examples and non-examples that have similar content.

Ask them to pay particular attention to the difference between each pair. Once they have finished, assemble them back into one group and discuss the exercise. Ask for real life examples of positive reinforcement and other reinforcers that might have seemed like positive reinforcement.

Step 3: Break the class into small groups again. Using the Part 3: Practical Exercise section listed in the later part of this guide, have the learners create a positive reinforcement example for each idea listed. After they have created their examples, bring the small groups back together and discuss their work.

Introduction

There are two types of rewards:

Extrinsic rewards consist of pay raises, promotions, and other symbols of recognition.
Intrinsic rewards are not given by someone in management, but relate to the job itself and the pleasure and sense of accomplishment that it gives the employee.

Rewards must be tied directly to behavior that the manager wants repeated. The employees must know rewards are available and know how to get them. Rewards should be administered as soon as desired behavior is present. Employees should be rewarded only for what they themselves have done.

Positive reinforcement is similar to rewards. However, the definition of a positive reinforcement is more precise than a reward:

A consequence is presented dependent on a behavior.
The behavior becomes more likely to occur
The behavior becomes more likely to occur only because the consequence is presented dependent on the behavior.

Reinforcement is a more precise way of guiding employee behavior. And as shown in the examples below, there are several methods of controlling behavior.

Positive Reinforcement Scenarios

Listed below are six example/non-example pairs. In an example/non-example pair, an example of a concept is slightly altered to form a non-example. Read and discuss each example, non-example, and analysis.

Example #1

Positive reinforcement of greeting employees

Tom was the manager of a small manufacturing plant. The employees often waited until the last minute to clock in, consequently, they were often late because too many were trying to clock in at the same time. Tom made it a point to greet and meet with the employees who were on time. He would smile and make pleasant conversation with the employees while they were clocking in. As soon as the deadline for clocking in arrived, he would depart for his office. This procedure caused the employees to start clocking in earlier so that soon, everyone was clocking in on time.

Non-example of positive reinforcement of greeting employees

Tom was the manager of a small manufacturing plant. The employees often waited until the last minute to clock in, consequently, they were often late because too many were trying to clock in at once. Tom made it a point to greet and meet with the employees who were on time. He would smile and make pleasant conversation with the employees while they were clocking in. As soon as the deadline for clocking in arrived, he would depart for his office. A few of the employees were happy to meet him each morning.

Analysis

The first item is an example of positive reinforcement. First, a consequence was presented dependent upon the target behavior. The greetings were dependent on arriving on time because there was an if-then relationship: If early arrival occurred, a greeting was presented, but if they were late, no greeting was given. Secondly, there was an increase in the level of arriving on time. Third, the increase in the level of arriving on time was due to the dependency between early arrival and the greeting.

The second item is not an example of reinforcement because there is no mention of an increase in the level of the target behavior. There must be an increase in some measure of the behavior in order to say that reinforcement has occurred.

Example #2

Positive reinforcement of teamwork

Samantha worked in the distribution department at a large organization. She was known as a loner and seldom interacted with the other employees. The departmental leaders began praising and admiring Samantha when she engaged in cooperative work with the other employees. As a result of this procedure, Samantha's level of teamwork with the others increased.

Non-example of positive reinforcement of teamwork

Samantha worked in the distribution department at a large organization. She was known as a loner and seldom interacted with the other employees. The departmental leaders began praising and admiring Samantha more than they had before. As a result of this procedure, Samantha's level of teamwork with the others increased.

Analysis

The first item is an example of positive reinforcement. First, the praise and admiration were presented dependent on teamwork because there was an if-then relationship between teamwork and praise and admiration. Secondly, the level of teamwork increased. Third, the increase in teamwork was due to the dependency between teamwork and praise.

The second item is not an example of positive reinforcement because the presentation of the consequences, praise and admiration, was not response-dependent. In order to say that an increase in behavior is due to reinforcement, the behavior must have a response-dependent consequence; there must be an if-then relationship between the behavior and the consequence. In this example, there is no mention of an if-then relationship between the teamwork and the presentation of praise and admiration, hence, it is said to be response-independent.

Example #3

Positive reinforcement of performance

Susan was the supervisor of production in a specialty gift company. For the busy holiday season, she brought in extra temporary workers to help assemble gift packs. The rejection rate was very high for their first kit build, so she began praising the performance of those workers who built their kits correctly. As a result of this procedure, the workers' performance improved on the rest of the kit builds.

Non-example of positive reinforcement of performance

Susan was the supervisor of production in a specialty gift company. For the busy holiday season, she brought in extra temporary workers to help assemble gift packs. Over the years, Susan had given a lecture in which she emphasized two rules for success in her department: work hard and pay careful attention to your work. She would sometimes give the rules before the temporaries had done any work and would sometimes give it after they had built a few kits. No matter when she gave the lecture, it would always improve the accuracy of the kit builds.

Analysis

The first item is an example of positive reinforcement. Praise was presented dependent on correct kit builds, correct kit builds increased, and correct kit builds increased because of the dependent relationship of kit builds and consequences.

The second item is not an example of reinforcement. In this item, the increase in the target behavior is due to a rule or instruction to engage in a behavior, not to positive reinforcement. Giving a rule or an instruction to engage in a behavior can sometimes strengthen a behavior, but this strengthening is not due to the rules being response-dependent consequences. The fact that the strengthened behavior in the second item was not due to a response-dependent consequence is shown because Susan's rules improved the workers' performance even when they were presented before the target behavior had occurred. In general, do not classify items in which rules or instructions to engage in the behavior are used as examples of reinforcement.

Example #4

Positive reinforcement of on-feet behavior

Jack stocked shelves for a large department store. Although he was a hard worker, he could be very rude to the other employees and customers. The supervisors implemented a procedure in which Jack was not given any attention for rude behavior. Conversely, when he was considerate to others, the supervisors and workers gave him special attention and tried to make him feel liked and appreciated. This procedure resulted in Jack engaging in a much more thoughtful behavior.

Non-example of positive reinforcement of on-feet behavior

Jack stocked shelves for a large department store. Although he was a hard worker, he could be very rude to the other employees and customers. The supervisors implemented a procedure in which Jack was severely lectured for any sign of rude behavior. This procedure resulted in Jack engaging in a much more thoughtful behavior.

Analysis

The first item is an example of positive reinforcement because presentation of attention was dependent upon the target behavior of being considerate to others and this resulted in an increase in the level of the target behavior.

The second item is not an example of positive reinforcement because there was no stimulus presentation dependent upon the target behavior. Instead in the second item, the stimulus change was dependent upon behavior other than the target behavior (i.e., dependent on not engaging in the target behavior). To say positive reinforcement has occurred, a stimulus must be presented following and dependent upon the target behavior, not dependent on behavior other than the target behavior or dependent on the failure to engage in the target behavior.

Example #5

Positive reinforcement of foul language

A supervisor in a warehouse seemed aloof and distance to the workers. Many of the employees thought he was a stuck-up snob. He began disapproving of the worker's foul language when they occurred and this resulted in an increase in the level of the foul language.

Non-example of positive reinforcement of foul language

Analysis

The first item is an example of positive reinforcement because the supervisor's disapproval was presented dependent on the foul language and this caused an increase in the level of the target behaviors. As illustrated in this item, stimuli and events that seem negative, undesirable, or even painful can act as positive reinforcers.

The second item is not an example of positive reinforcement because the procedure caused a decrease in the target behavior levels, not an increase.

Example #6

Positive reinforcement of safe behavior

A manufacturing facility was having trouble keeping a clean and safe working environment. In an attempt to solve the problem, the leaders began passing out coupons to workers who cleaned their area and operated in a safe manner. The coupons could be exchanged for gifts. As a result of this method, the facility later received glowing reviews from safety inspectors.

Non-example of positive reinforcement of safe behavior

A manufacturing facility was having trouble keeping a clean and safe working environment. In an attempt to solve the problem, the leaders gave disciplinary notices to all the workers on a regular basis. The notices were placed in the employee's records. When the leaders were satisfied that an employee's was keeping her area clean and performing safely, they stopped giving notices to that employee. As a result of this method, the facility later received glowing reviews from safety inspectors.

Analysis

The first item is an example of positive reinforcement because presentation of coupons was dependent on having a clean and safe working area and the procedure caused an increase in the safety of the facility.

The second item is not an example of positive reinforcement because the removal of a stimulus, the disciplinary notices, was dependent on the target behavior. Positive reinforcement involves the response-dependent presentation of a stimulus, not the response-dependent removal of a stimulus.

Practical Exercise

For each behavioral problem listed below, write a positive reinforcement statement. You should assume that there are no other problems with the employee and that they are good workers. Also indicate what the expected change in behavior should be.

An employee who leaves early from work.
A group of employees who almost never smile at their customers.
An employee who has a high number of mistakes.
An employee who has no initiative.
An employee who does not want to perform a task according to a new procedure.
An employee who constantly talks back when given instructions.

Next Steps

This activity is used in conjunction with the chapter on Leadership and Motivation

Return to the Leadership Training and Development Outline

Notes

This exercise is adapted from a web exercise used in Athabasca University's Psychology 387 (Learning).

The use of matched example/non-example pairs has been supported by research showing that it is desirable to present the learner with such pairs in which a single critical feature of the concept being taught is missing in the non-example (Carnine, 1980).

Teaching concepts like positive reinforcement through prose examples and non-examples has been shown to be more effective than standard textbook presentations (Grant, McAvoy, Keenan, 1982; Miller, Weaver, 1976).

References

Carnine, D. (1980). Relationships between stimulus variation and the formation of misconceptions. Journal of Educational Research, 74, 106-110.

Grant, L., McAvoy, R., Keenan, J. B. (1982). Prompting and feedback variables in concept programming. Teaching of Psychology, 9, 173-177.

Miller, L. K., Weaver, H. (1976). A behavioral technology for producing concept formation in university students. Journal of Applied Behavior Analysis, 9, 289-300.