 So one of the things that we talk about when we talk about OBM is the ability to wield the contingencies You brought a rock to a sword fight That's a let's go a ranged weapon Yeah, you're wielding content you're wielding punisher sir. Yeah, I'd rather you throw candy It's like that they the ballpark. We shoot the t-shirts. Yeah Oh man, I was supposed to be a good example of a reinforcer. That's a punisher. Yeah Yeah, that's so true. Yeah, well we just went it that had nothing to do with But I think it's a good point that what you intend for something to be a reinforcer isn't always necessarily a reinforcer So the t-shirt gun the t-shirt can and you screw up with that you put in somebody in the hospital. Yeah, like Like really ribs. Yeah, oh But in order to relate it to this topic in order to deliver reinforcers you have to have control in your environment At least at some level. Yeah He's laughing because it's like because of what he's about to say Yeah, which is I'm going to prompt you with a simple question as the chief of staff What sort of control do you actually have in your environment like over your what control do you have to wield those contingencies? Like can you can you not what's in your way? I can highlight and suggest them, but as far as like actually driving them not really tell them because I'm Come back boss. No, I'm good come back. I'm gonna listen from back This is how much control you actually have in the workplace, right? So the idea is really just around teaching and building that skills for other Your job should be suggesting the contingencies for other people to implement and it goes down the line, right? You're not in control of everything and there's I have lots of control. I can't even control the bugs around here You're not gonna get anywhere You're not gonna be able to reinforce you can reinforce at a certain level But then it just falls apart the especially as you start to scale and things get bigger You sit in an office and have ideas and that's real cute. I wouldn't say you control anything at that point So are you telling me you set behavioral traps? I try to That's been the primary focus of what I've been doing is making sure that like for instance lines of communication I try to see where if people are starting to communicate. There's a back and forth and a check So it makes I look for strings in the policies along with what they're actually doing and see if they start Making little traps. I call it a trap check because otherwise you're just Sending out words and responding in random directions and things don't happen And they don't stick and the policies fall apart because you don't get reinforced because there's no contingency So essentially the position is looking for that trying to highlight what went well because it is Actually being reinforced or what just completely fell apart because there was no reinforcers delivered So I back up and go okay. Hey, wait a minute. We should put these two pieces back together and sure this happens Thank you for doing that and see if it falls apart again So you're telling me that this is a bit of an iterative process that there's not one and done You know in here you set up a contingency you reinforce it once you can't just go home and call it quits No, it's a constant thing. It's that you put the bolt in the bolt falls out you get the bolt you put the bolt back in If it keeps falling out frequently then we have to look at Okay, what the hell? Well the bolt's too small Well, I'm really hoping that would have been the solution that popped up earlier Yeah, yeah, I get your point though Like if something mistakes are gonna happen things are gonna be perfect You have to allow mistakes to happen, but if they start to happen too frequently or the same mistake and the level of mistake There is that there's some things really that's just way out. You can't punch children. No, I'm like, sorry Learning is done At that point as a chief of staff you do have that contingency in your pocket You are no longer working in this organization. Yeah, you're done. You're done. Yeah, so at some level you do have a fair amount of control like if that but What I hear you saying is that on the individual little pieces Of the behaviors that they engage in day in day out. It's not necessarily you providing the reinforcement No, it's their actions producing reinforcing scenarios in the environment. Yes So are you did you develop a quality treatment plan? Well, you'll know because you're developed you're being successful with a kid. Oh, yeah Right, you're your RV did you develop a quality training program? You'll know because they're going to be successful working with the kiddo And your rbt is happy because they're Your tack away everyone's happy because they're producing the they're doing the work and they're it's being successful They're enjoying working with the kiddo because you have a quality permanent product through their sessing notes You have all those other pieces So you're saying that you don't have that much control But you have all the responsibilities It's real fun All the response as someone once said at a job that I once had All of the responsibility and none of the authority Hey, hey, right. Yeah, it's a great statement. Uh, and I think that that's a fairly accurate You can hit people over the head with a hammer all day long But that might not be the best way to go. Yeah, it's better to reinforce them Right and then set up there and set up the natural contingencies. I mean that's what I see what you would do is Setting up a natural contingency for people like when you do this With like the like the communication thing you give them the tool to communicate if they don't use it Okay, they're not going to use it. But if they do they happen to interact they happen there and there happens to be a die card Die something I don't know what the hell it is. It's two two people interacting with two things Didactic Didactic interaction between you and somebody else that might in itself be reinforcing in that behavior starts to grow So you set that trap and then it's a natural contingency. They're being successful It's the weird it is a prime example of teaching loosely You're supposed to design something to the point where they can still operate between two two boundaries Sure, right two things because if you teach to the point that it's so tight, it's a it's not going to generalize Right at all. Yeah, it'll just fail. Yeah, so this goes back to bear wolf and wristly in the prayer Bear bear just bear. I can't remember. Maybe it's rizly. I don't know But one of those articles one of those guys and they were good programming generalization stokes and bear There you go And that's like the 60s or 70s It's an old old article But they talked about if you're wanting generalization you better program for it like straight up and this is an example of that We're adding that in there I've had great luck with opening up multiple tools for communication at once and teaching everybody how to use them all at the same Times they go and then whichever one the one they use guess what when this works for them Like okay, it doesn't matter if I like that or it matters if they're going to use it Yeah, so I put as many in places I possibly could turn them loose But the environment take over from there and the one that sticks is the ones that we strengthen We reinforce and work within that context. So um, yeah, it's pretty cool that way. You have no control. No control We don't have any control. I have all of the control over nothing. Oh, I like that. Yeah We don't even have control of ourselves and half the time we don't know We don't manage our own contingencies. Um, which is interesting because now we're thinking about obm We're talking about supervisory work. Obviously, um, but yet who super who reinforces us for doing that work and Subscribers subscribers The people in the people at work. Yeah, you do a good job as a supervisor They're probably going to do good work back or do their job well and subsequently might reinforce what you're doing. Hopefully or they say Thanks, Brad. Yeah Seem happy when they seem happy. Yeah. Yeah. Yeah, it's about time. It's good. Yeah, we'll call it Yeah, you don't have to clap the end of the video. I know I notice I notice I stopped