Here is the prompt:

In this unit, the main topic is the Performer Level analysis of BSA. Outside of OBM, the prevailing view is to "train, train, train" employees on what to do and not to do. Describe a time when you've encountered this situation and what interventions you used to overcome this view. How would you apply a multicultural lens to this specific situation when considering the interlocking behavioral contingencies and the meta contingencies of the organization?

Reference:

Rummler, G. A., & Brache, A. P. (2012).Improving performance: How to manage the white space on the organization chart, third edition(3rd ed.). Wiley.

Here is my classmates response:

The organization I work with requires that all staff be trained in emergency safety physical intervention. The initial training for this certification is three daystwo days of theory and one day of physical restraint and release training. The initial training is a significant time and cost investment. Additionally, two-day recertification trainings are required annually. The theory focuses on de-escalation strategies and understanding basic ABC contingencies. The physical restraint training applies a BST methodology to model, rehearse, and skill out staff resulting in the ability to perform physical restraints when students are engaging in behavior that places themselves or others at imminent risk of bodily harm.

Although the staff are trained in de-escalation techniques as a primary antecedent measure during the training and complete a competency based post training quiz, there are regularly instances in which staff is not applying basic descalation strategies when interacting with students early in an escalation cycle. It is more often than not recommended that these staff be provided "booster trainings" or have small group meetings with trainers to review these strategies. This response has been generally unproductive. As indicated in this weeks reading, the absences of application of deescalation strategies is likely not a product of poor training.

In order to address this ongoing concern, I have recommended that we conduct the Performance Diagnostic Checklist-Human Services to determine the function of the missing skill. This assessment identifies if there is a lack of resources, motivation, supervision, or training leading to a skill deficit. The factors comprise the metacontingencies in place within the department and provide recommendations for intervention beyond additional training.

A multicultural lens view of this scario may reveal that certain staff have values that do not align with a trauma informed approach to behavior deescalation. For example, they may come from a culture where children do what their are told, when they are told, because they are told to do it. If that is the case, they may not consider applying deescalation and instead resort to compliance based intervention. Another consideration is the primary and secondary trauma that some staff acquire through regular interactions with physically aggressive behaviors. They may disagree with any approach that involves placing their hands on a student resulting in decreased fidelity with physical restraints. Each of these scenarios, along with other behavioral contingencies and learning history with the effectiveness of deescalation strategies can shape staff compliance with trained intervention methodogy.

Discussion Question: If you have provided staff with training, necessary resources, supervision, and support and they continue to operate outside of policies and procedures, what recourse would your organization have? How would you approach an employee that engages in behaviors that do not align with the values of the organization (especially in regards to client safety and dignity)?

What is a thoughtful response for my classmate?