In 1871, Edward B. Tylor defined culture as "that complex whole which includes knowledge, belief [behavior], art, morals, law, custom and any other capabilities and habits acquired as a member of society."
When considering corporate culture, two keywords that are mentioned but often overlooked are behavior and habit. Sustaining a high-performing, safety-based culture begins with understanding three key elements: culture (i.e., how it's created, maintained and then sustained), behaviors (i.e., how they are shaped) and habits.
Defining culture
A culture is typically based on values. However, most corporate values are social-based ones (e.g., respect for others). According to Judy Agnew and Aubrey Daniels, values-based cultures do not clarify how to act on those values. Instead of social-based values, define values based on behavior in a way that enables and directs action:
- Culture is expressed through behavior (what is said and done)
- Having good safety values is helpful, only if those values translate into behavior
- Behavior is influenced by consequences
- Behavior is encouraged and discouraged by people and systems
- Culture must be carefully and purposefully cultivated by evaluating all possible sources of behavioral consequences
Creating a high-performing safety culture requires:
- Identification of the desired patterns of behavior
- Analysis of how those patterns of behavior are currently encouraged or discouraged by people or systems
- Alignment of the people and systems so they intentionally and systematically encourage the desired patterns of behavior
Understanding behavior
A behavior is defined as how a person thinks, feels and acts. However, observations can only be made concerning how a person acts because that action is something you can see or hear a person do.
Daniels states that behavior is a function of its consequences, and there are two types of behavior:
- Value added-behavior: Behavior that contributes to the mission of the organization.
- Discretionary behavior: Those behaviors that occur beyond the minimum required by the organization.
What is performance? Performance consists of a situation, one or more behaviors, tasks and results, which are combined to produce a specific accomplishment. In organizations, we should always determine which accomplishments (outcomes) are most valuable before we start to change behavior.
What is the relationship between behavior and performance? Performance is composed of a number, or series, of behaviors directed toward some outcome or goal. We cannot separate behaviors from the outcome.
What a behavior is not:
- Generalities
- Attitudes
- States (static condition)
- Values
"What is going on in employees' heads is not the business of managers. The employee's behavior is the manager's job."
Before beginning to shape behavior, it's important to understand three key aspects: antecedents, motivating operations and consequences.
Antecedent
An antecedent is a deliberate attempt to change or maintain behavior by presenting a stimulus before the behavior occurs. Antecedents are signals in our environment that lead to some action on our part (behavior), which in turn leads to something happening as a result of our action (consequence).
Antecedents and consequences are not equal in their effect on behavior.
Motivating operations (MOs)
Events that alter the present value of a "reinforcer" are called MOs. MOs occur simultaneously with antecedents and prior to behavior to alter the value of consequences for an individual.
For example, going for a long period of time without eating increases the MO for food, it strengthens the power of food to serve as a reinforcer and actually stimulates "searching-for-food" behavior. Some describe MOs as invisible drives that propel behavior in search of a way to decrease the deprivation.
Consequences
A consequence is the result of the behavior. A reinforcer is a consequence that increases the probability that a behavior will be repeated. Behavioral consequences are events that follow a behavior and change the probability that the behavior will recur in the future, according to Susan M. Schneider.
"As amazing as it may sound, there is one straightforward answer to the problems of poor quality, low productivity, high costs, and disgruntled employees—better and more frequent use of behavioral consequences," Daniels writes.
Developing habits
Every behavior has a consequence that affects its future probability. Consequences do not simply influence what someone does, they control it to a large extent.
We cannot say how a consequence will affect other performers in similar situations because different people often respond differently to the same consequence. Whether a consequence has a positive or negative effect on behavior can only be determined by future behavior.
But consequences provide the key to performance. Once we understand the MOs and consequences people experience when they engage or fail to do something, "motivation" becomes clearer. People do what they do for the positive consequences they receive or the negative consequences they are able to escape or avoid.
When someone is not performing as we would like, we often say it is a motivation problem and explain it by saying "She doesn't care" or "He's got a bad attitude" or "He's lazy." The solution to all the problems, so described, is appreciating MOs and understanding and applying consequences correctly.
The likes and dislikes of every individual determine the particular consequences that will be effective in changing their behavior and developing positive habits. To be effective in working with other people, you must know the status of their MOs, and how they value various consequences. You must know the consequences the performer values rather than providing the consequences that are valuable to you.
The consequences one values are not subjective; they are determined not by what people say they value, but by what they show they value through their behavior. Consequences either strengthen or weaken behavior. Over time, this becomes habit.
