BLOG Strategy Implementations by Human Resources After a decade or so of haphazard evolution, it can probably at last be said that Human Resources, that ambiguous child of marketing and capitalism, has finally gotten his ungainly legs beneath him.
Trish hits other students during recess when she does not get her way. Carlos makes irrelevant and inappropriate comments during class discussion. Jan leaves her assigned area without permission. Jan completes only small portions of her independent work. Jan blurts out answers without raising her hand.
Once the problem behavior has been defined concretely, the team can begin to devise a plan for conducting a functional behavioral assessment to determine functions of the behavior.
The following discussion can be used to guide teams in choosing the most effective techniques to determine the likely causes of behavior. Top of page Alternative assessment strategies The use of a variety of assessment techniques will lead teams to better understand student behavior.
Each technique can, in effect, bring the team closer to developing a workable intervention plan. A well developed and executed functional behavioral assessment will identify the contextual factors that contribute to behavior.
Determining the specific contextual factors for a behavior is accomplished by collecting information on the various conditions under which a student is most and least likely to be a successful learner.
That information, collected both indirectly and directly, allows school personnel to predict the circumstances under which the problem behavior is likely and not likely to occur.
Multiple sources and methods are used for this kind of assessment, as a single source of information generally does not produce sufficiently accurate information, especially if the problem behavior serves several functions that vary according to circumstance e.
It is important to understand, though, that contextual factors are more than the sum of observable behaviors, and include certain affective and cognitive behaviors, as well. In other words, the trigger, or antecedent for the behavior, may not be something that anyone else can directly observe, and, therefore, must be identified using indirect measures.
For instance, if the student acts out when given a worksheet, it may not be the worksheet that caused the acting-out, but the fact that the student does not know what is required and thus anticipates failure or ridicule.
Information of this type may be gleaned through a discussion with the student. Since problem behavior stems from a variety of causes, it is best to examine the behavior from as many different angles as possible. Teams, for instance, should consider what the "pay-off" for engaging in either inappropriate or appropriate behavior is, or what the student "escapes," "avoids," or "gets" by engaging in the behavior.
This process will enable the teams to identify workable techniques for developing and conducting functional behavioral assessments and developing behavior interventions.
When carrying out these duties, teams might consider the following questions. Is the problem behavior linked to a skill deficit? Is there evidence to suggest that the student does not know how to perform the skill and, therefore cannot? Students who lack the skills to perform expected tasks may exhibit behaviors that help them avoid or escape those tasks.
Does the student understand the behavioral expectations for the situation? Does the student realize that he or she is engaging in unacceptable behavior, or has that behavior simply become a "habit"?
Does the student have the skills necessary to perform expected, new behaviors? Does the student have the skill, but, for some reason, not the desire to modify his or her behavior?One cannot easily formulate wicked problems with a well-defined statement.
The problem is hard to define, often including interlocking issues. Handbook of Human Tissue Resources: A National Resource of Human Tissue Samples. Epstein, D. Jonathan (),"Salvaging Foreclosed Houses: Subprime Lending Crisis," McClatchy .
Strategic human resource management aligns your human resource function to your company’s business objectives. Your people are your most important asset. State Board of Higher Education meetings are held at University System campuses throughout the year.
Conference call meetings originate from the NDUS office, 10th floor of the state Capitol, Bismarck. Collaboration must be evident for human resources strategy to take root. Review goal-setting materials. The SMART method of developing goals applies to your final step in implementing human resources strategy.
SMART goals are specific, measurable, attainable, relevant and time-conditioned. Strategic human resource management requires organizations to maximize the productivity of people using effective strategies to help achieve organizational goals. Business Courses at Ashford University.
The starting point for business students hoping to advance in competitive and constantly evolving industries.