behaviorism in educational organizations

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Behaviorism in Educational Organizations: Revealing Managers Rewardand Punishment Behavior

If humans were to be changed, even saved,then the environment itself must be changed and not the 'inner self',

via a specifically chosen patternof rewards and punishments.

B.F.Skinner

Any organizations rely on its human resources for its existence and

success, a claim which is now a fact. That is why many organizations in many

countries are in a hurry to set up their own human resources programs (de Silva,

1997). It is however important to note that these human resources are always in

interaction with one another. Therefore, it can further be claimed that the

dealings between the managers and members are also essential for the success

of an organizational so much so in educational organization. The managers (in

this case, the college deans or department heads) manner of interaction with his

subordinates can affect the organizational commitment of the members as well

as their organizational performance (Landy, 2004). This interactions in turn be

influenced by the dispensation of rewards and punishment by the managers -

concepts which were initially forwarded by Behaviorism, both a philosophy and a

psychology. This study tried to unravel the intricacies of rewards and

punishment as exhibited by the managers in the educational workplace as

perceived by the faculty members.

Behaviorism espouses the idea that man is a creation of his environment

and not of his mind (Graham, 2007). Freewill is an illusion and that mans

behavior is the result of factors from without. Proposed initially by John Watson


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and later on developed by B.F. Skinner, Behaviorism became one of the most

influential movements in the 20th century.

According to the Stanford Encyclopedia of Philosophy (2007), behaviorism

is an attitude and a doctrine. As an attitude, it insists on behavioral evidences.

Behaviorism as a doctrine is committed in its fullest and most complete sense to

the truth of the following three sets of claims.

1. Psychology is the science of behavior. Psychology is not the science of

mind.

2. Behavior can be described and explained without making reference to

mental events or to internal psychological processes. The sources of

behavior are external (in the environment), not internal (in the mind).

3. In the course of theory development in psychology, if, somehow, mental

terms or concepts are deployed in describing or explaining behavior, then

either (a) these terms or concepts should be eliminated and replaced by

behavioral terms or (b) they can and should be translated or paraphrased

into observable behavior.

B.F. Skinner who is believed to be the most influential behaviorist claims

that it was possible to have large-scale control over human behavior and that the

belief that people were 'free agents' was simply wrong (Graham,2007). To

Skinner, therefore, the environment was THE key, because it was this that

molded behavior. (Mark, 2002). He further claims that behavior is influenced by

the consequences of our actions (Passer, 2007). These consequences are

contained within the framework of operant conditioning, a term to describe the

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process by which behavior becomes more likely to occur or less so, depending

on its consequence (Wade et al, 2008). In Behaviorism, a response or operant

can lead to reward, or punishment consequences.

Rewards or reinforcement strengthens or increases the likelihood of a

response. Punishment on the other hand weakens or decreases the probability

of a response (Passer, 2007). Reinforcement (reward) and Punishment may be

positive or negative depending on whether the consequence involves a stimulus

that is presented, or one that is removed or avoided. In positive reinforcement

something pleasant follows a response, while on negative reinforcement

something unpleasant is removed the response. In positive punishment,

something unpleasant follows the response while in negative punishment,

something pleasant is removed (Wade, et al, 2002).

Behaviorism of course has its greatest detractor on the field of cognitive

psychology (Roediger, 2004) a field that espouses the idea that one has to look

into the thinking man to be able to understand man (Passer, 2007). The impetus

of behavior is what goes on the mind of an individual; therefore it is the only

legitimate area of study.

Though overly criticized for their disregard of human cognition, it is not

false that the precepts of Behaviorism has had and still influences child rearing,

and rehabilitation, and can be found in virtually all institutions from the family, to

education, to the workplace, even to the prison (OLeary, 2007). To deny

behaviorism then is to deny what has been achieved so far in this fields.

According to Roddy Roediger (2004) of American Psychological Society, that

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despite the criticism against behaviorism, the field is alive and thriving. Roediger

(2004) listed some area by which behaviorism has tremendous successes; the

alleviation or elimination phobias through extinction based therapies, the

regulation of behavior on a mental ward through a token economy, the reduction

of problematic behaviors and the increase of the probability of desired behaviors

by providing and withholding reinforcements. The author goes on to say that

even for problems that cognitively oriented psychologists study, behavioristic

therapies are the treatments of choice. For an autistic child, Lovaas

behavioristic technique provides the greatest hope. The treatment for stuttering

and aphasia come largely from behaviorists laboratory. Behaviorism exists even

in self-management problems, in industry, in sports, in parenting guides, and of

animal training programs for pets and for zoos.

Roediger (2004) mentioned that between behaviorism and cognitive

psychology, behaviorism won the intellectual battle. In a very real sense, he

said, all psychologists today are behaviorists. Even the field of cognitive

psychology and cognitive neuroscience are highly behavioral.

The philosophy and psychology of Behaviorism as espoused by B.F.

Skinner if applied to the workplace may make us to conclude then that behavior

modification using rewards produces high rates of work behavior while

punishment suppresses it. According to Mallot (1997);

Reinforcement increases probability that the performer willstay in the situation in which he is reinforced; hell stay on the job ifhe can. Punishment increases the probability that the performerwill leave the situation in which he is punished; hell quit if he can.

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It involves shaping the workers behavior to get the outcome a manager

want to have happen and providing reinforcements so that the person does it

again or punishment so that the worker doesnt do it again if they are doing the

wrong things.

The educational workplace is a perfect milieu to study behaviorism. Not

only can we observe individuals from backgrounds but the schools are supposed

to be a world of professionals where relationship must be in a professional

level. It is different to that of a family where parents can impose rewards and

punishment at will. Further, the educational workplace is already a controlled

environment where institutionalized rewards and punishment have been set and

agreed upon by schools and government standards. It is interesting then to

study how managers behave with regards to the dispensation of rewards and

punishment other than what is prescribed in the faculty manual.

The job of a manager in the workplace is to get things done through

employees. To do this the manager should be able to prompt employees to

perform tasks (http://www.accel-team.com/motivation/employeeRewards ). The

use of resources has been known by managers to encourage workers.

Managers who are admittedly powerful distribute these resources called

rewards, punishers, or consequences contingently (Mallot, 1993). But

manager also uses rewards and punishment tools to modify workers behavior.

The use of rewards and punishment is rampant in many organizations

(Kurnik,2008).

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Rewards in the workplace may include money, praise, credits, recognition,

appreciation gifts, bonus, merits, incentives, and awards

(www.marietta.edu/employees/total rewards. PDF, 2008). According to an article

at the accel.com (Downloaded, July 2007), money is an important motivator of

workplace behavior. Quoting Peter Drucker, the article goes on to say that 'there

is not one shred of evidence for the alleged turning away from material rewards.

On the part of the organization, money is used to achieve an improve

performance from their employees. Landy (2007) however quoting London and

Oldham stated that a no-pay condition produced a more superior performance.

Kohn (1993) agreed that while rewards are effective at producing temporary

compliance, they are strikingly ineffective at producing lasting changes in

attitudes or behavior. Accel.com (2008) however countered that the use of

money or any rewards is effective as long as it complies with the following

conditions. These are; a) reward should be quick and significant; b) the goals

and rewards must be known, understandable, and attainable by the employees;

c) It must be distinctly and directly related to performance; d) It should be

irrevocable and compatible with job measurement.

Punishment on the other hand includes verbal or written reprimands,

demotion, termination, and suspension (Hughes.et.al). An employee may

receive punishment or penalties due to poor performance, insubordination, or

non-compliance to workplace policies.

Both rewards and punishment are given to employees mostly as a result

of an encouraged or discouraged behavior. When is it given however is an

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important consideration for all managers. Landy (1985) mentioned in his book

that the timing or schedule or rewards or punishment is crucial for its

effectiveness. Furthermore, how often it is given by managers is also important.

(Mallot, 1993).

Another thing to consider with the reward and punishment behavior of the

manager is its role to their position as leaders of their own members.

Leadership is a phenomenon involving the leader, the followers, and situation

(Hughes, et al, 2002). It is a process by which leaders and followers interact

dynamically in a particular situation or environment. It involves an interaction

between the leader, the followers, and the situation. A kind of leadership

adhering to the philosophy of behaviorism is called transactional leadership, a

leadership that assumes that people are motivated by reward and punishment

(Kurnik, 2008). This leadership also assumes that when people agree to

do a particular assignment, a part of that agreement is that they give up all

authority to their boss. The leader holds control and power over the

subordinates. The main goal of the employee is to obey the orders of their

managers. The idea is that when a subordinate takes up a job, he or she agrees

to obey their manager totally. The transaction is the money or any other award

that the company pays to its subordinates for their compliance and effort. The

relationship between the subordinate and the leader becomes transactional. In

transactional leadership the leader has the right to punish his or her

subordinates if their performance is not according to the predetermined

standard. Transactional leadership makes clear that what is required and

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expected from their subordinates. It also mentions that subordinates will get

award if they follow the orders seriously. In here rewards are used by the

managers to control the behaviors of their members. According to Kurnik

(2007), even if punishments are not mentioned in transactional leadership, they

are understood.

Mallot (1997) however defended managers is saying that managers use

resources so they can do their jobs better, not so they can use those resources

to control their workers behavior.

Mallot (1997) goes on to say using rewards and punishment is not

manipulation because its philosophical foundation is based on the fact that

reward or punishment is dependent on the performance.

Kohn (1993) once stated that the incentive plans not only do not succeed,

but cannot succeed. Below are the reasons given by Kohn (1993);

a) Rewards just like punishment punish.

b) Like punishments, rewards are manipulative.

c) Rewarding people is similar to punishment for another reason.

When people do not get the rewards they were hoping for, they feel punished.

And the more desirable the reward, the more demoralizing it is to miss out.

d) Rewards rupture relations by creating competition -- destroys

this valuable cooperation.

e) Rewards ignore reasons because the causes of productivity

problems are not looked into.

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f) Rewards deter risk-taking because when people are offered

incentives they are less inclined to take risks, explore possibilities, play hunches

or attend to anything whose relevance to the problem at hand is not immediately

evident.

g) Rewards undermine interest

However, in a review conducted by Landy (1985) reward or reinforcement

has been known to yield of higher levels of effort and production. This is

supported by another study conducted by Podsakoff et al (1985) entitled

Relationships between leader reward and punishment behavior and subordinate

attitudes, perceptions, and behaviors: A meta-analytic review of existing and new

research. The study concluded that the relationships between leader reward

and punishment behaviors and employee attitudes, perceptions, and behaviors

were more functional when the rewards or punishments were administered

contingently than when they were administered non-contingently, and (b) these

leader reward and punishment behaviors were strongly related to two variables

(employees perceptions of justice and role ambiguity) that were expected to be

key mediators of the relationships between these leader behaviors and the

employee criterion variables. In addition, meta-analytic evidence from

longitudinal studies suggested that the same leader behavior can be a cause of

some employee criterion variables, and a consequence of others.

But again in another article written by Gehrke (2008), he reiterated that

rewards can have the opposite effect of improving employees performance

especially if the wrong type of reward is given to the employee. He added that

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most managers don't give much thought about how they reward or punish their

members. This is also true with regards to punishment.

In a study designed to discover if the way managers deliver punishment

has a positive impact on behavior within organizations, Ball, Revino and Sims

showed that "punishment can positively influence subordinates' subsequent

behaviors (and prevent negative behaviors) if the punishment is conducted in a

particular way" (Gehrke, 2008). They found that positive results occurred when

punishment was perceived by the employee to be just and "matching the

infraction" they committed and "consistent with what others have received" for

similar violations. They also found that employees felt the punishment was more

fair and consistent, if they had some input into process. Just as the

representative in my example above wanted input into how he was rewarded,

employees feel more motivated by punishment if they are involved in the decision

making process regarding punishment. It may seem unreasonable to involve an

employee in this discussion; after all, they are being punished. However, their

study shows that "individuals with a strong belief in a just world saw punishment

as more constructive and as providing them with more control". Furthermore,

individuals who perceive the world as unjust and where they have little control

over events "perceived the punishment process as less constructive and as

providing them with less control, and they perceived the imposed punishment as

harsher". By involving the employee in the discussion about the reasons for the

punishment and the standards of said punishment, the manager is building an

environment that the employee feels is just and fair and where he/she is involved

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in the process. First, the punishment must be seen as just and fair. To be seen

as just, there must be consistency in who is punished and why throughout the

organization. Also, the proposed punishment must be consistent with punishment

given in the past and not disproportionate to the infraction. Next, the employee

must feel that he/she has some control over what is happening to them.

Therefore, they must be engaged in a conversation regarding the action and the

punishment. The manager should take extra time to ensure that they "influence

the subordinate's interpretation of the event by highlighting its positive and

constructive features and by clearly explaining and justifying the imposed

punishment".

Further on punishment, Hughes, et al (2007) revealed that properly

administered punishment does not cause undesirable emotional side effects, is

not unethical, and may effectively suppress undesirable behavior. What effect of

punishment has on followers satisfaction and performance? Most people would

predict that leaders who use punishment more frequently will probably have less

satisfied and lower performing followers. Interestingly this does not appear to be

the case-at least when punishment is used appropriately.

Even though researchers have highlighted its limitations, the use of

rewards and punishment is still used by employers. More and more managers

are it to increase the performance of its employees. It is prevalent in real

workplace (Kurnik, 2008). Filipinos who generally value respect for authority

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may even accept the managers reward and punishment behavior without

question.

Scope and Delimitation

The study is delimited to the perception of the educational leaders and

their members of Pines City Colleges regarding rewards and punishment. The

respondents were 20 faculty members from the College of Arts and Sciences,

College of Nursing, and the Elementary and High School Department.

The scope of the research included the details of rewards and punishment

behavior exhibited by educational managers, the role of rewards and punishment

to the position held by the managers, and the effect of managers reward and

punishment behavior to the performance of the employees.

Importance of the Study

As initially proposed, organizational commitment and performance may be

attributed to the interaction that transpires between the managers and their

members. Understanding the basics behind interaction is essential in improving

the information base to support a successful education system. Further, this

study will not only help educational leaders to re-evaluate the effectiveness of

using punishment and reinforcement in dealing with their members but also

provide additional evidence in institutionalizing rewards and punishment in the

educational setting.

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The implications of this study are also important just as giving a reward is

designed to motivate or encourage positive behavior; punishment's end goal is

also to change or discourage negative behavior. Therefore, a manager must

consider the results of this study to be truly effective when delivering punishment.

This study will also serve as an evidence for the field of Behaviorism.

Conceptual Framework

The Rewards and Punishment behavior of educational managers were

assessed according to the framework below.

Proponents of behaviorism adhere to the belief that as man is a product of

his environment, manipulation of environmental resources of rewards and

punishment can then be used for behavior modification in all setting.

Organizations may use these concepts to achieve better performing workers and

employees. Eventually better working performance is translated quality products

to a successful organization. A successful organization of course will be

downloaded to the workers. A cycle that may begin with the managers reward

and punishment behavior.

The managers who are always in direct contact with the employees have

the power and the position to use these resources. If used correctly the

managers reward and punishment behavior influences the performance of the

employees by creating an atmosphere conducive to quality performance. On the

other hand, the use of rewards and punishment is also important to the position

held by the managers.

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Figure 1. Paradigm of the Study

Problem of the Study

1. What are the effect of educational managers rewards and

punishment behavior to their position and to the performance of

their members?

Objectives:

1. To establish the facts of rewards and punishment exhibited by

managers in the educational organization.

2. To determine the role of rewards and punishment to the position held

by educational managers.

3. To determine the effect of manager rewards and punishment behavior

to their members performance.

14

ManagersReward andPunishment

Behavior

Its function to

the managersposition

Its effect toMembers

Performance


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Hypotheses

1. There is a difference in perception regarding the facts of rewards and

punishment exhibited by the managers.

2. The idea that rewards and punishment has a role to play in the

position held by the managers is seen differently.

3. The effect of mangers reward and punishment behavior to the

performance of their members is perceived differently.

Definition of Terms

Behaviorism is the philosophy and psychology that adheres to the belief

that man is a result of his environment.

Rewards and Punishment Behavior refers to the activities (whether verbal,

written or actions) carried out by the educational managers that increases or

decreases the probability of the actions of employees

Rewards are what employees receive for performing well. It includes

money, recognition, promotions, high evaluation performance,

Punishments are what employees receive for poor workplace behavior.

Educational Managers refers to the college deans and department heads

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Methodology

Research Design

This study is a descriptive survey. A questionnaire was used to gauge the

respondents perception regarding the existing rewards and punishment

behavior of educational managers and its implication to their performance.

Population and Locale of the Study

This study was conducted among faculty members from three

departments, College of Arts and Sciences, College of Nursing, and Elementary

and High School Department of Pines City Colleges located in Baguio City.

Figure 2 shows the map of the specific location. Data gathering was done in

August of the first semester of the school year 2007-2008.

Data Collection Instruments

The questionnaire dealt with the perception of the faculty members

regarding the facts of rewards and punishment behavior of managers in their

respective departments; the perceived effect of these rewards and punishment

behaviors to the performance of the faculty, and the roles of rewards and

punishment to the position held by the managers. The last part of the

questionnaire determined possible suggestions regarding rewards and

punishment behavior of the managers

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Figure 2: Map Showing the Area of Study

Data Collection Procedure

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Pines City Colleges


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The data gathered was through a questionnaire and supplemented with

individual interviews.

Treatment of Data

The data gathered were tallied, categorized, and subjected to descriptive

statistical analyses.

Percentage was used to determine the occurrence of the respondentsanswers as regards the three objectives of the research.

pi =n

fi (100%)

where

pi = percentage of the respondents belonging to theIth group

fi = number of respondents belonging to the ithgroup

n = sample size, total number of respondents

The D-test was used to determine the significance of the difference in the

mean ratings of the respondents. The formula is given as follows;

Dc=max/f0(x)-s0(x)/

where

f= number of subject

f0 = theoretical cumulative distribution

s0= observed theoretical distribution

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Results and Discussion

This chapter presents the analysis and interpretation of the findings of this

investigation on the following specific objectives of the study:

1. To establish the facts of rewards and punishment behavior exhibited by

managers in the educational organization.

2. To determine the role of rewards and punishment to the position held

by educational managers.

3. To determine the effect of manager rewards and punishment behavior

to their members performance.

The Facts of Managers Reward and Punishment Behavioras Perceived by the Respondents

Rewards Behavior

Table 1 presents the specifics of rewards exhibited by managers in

the educational workplace. As the table shows 75% of the respondents deny that

managers give rewards in the workplace. This is confirmed in the succeeding

part of the table where 75% of respondents claim that managers never give

rewards. However, for those who claim that managers give rewards, 5% admits

that managers do so about once a month, 15% once a semester, while 15 %

admits the managers give rewards as needed. The table also shows that

managers give rewards to the faculty members participation to school non-

academic activities (15%), Compliance to managers rules and policies (10%).

faculty high performance (5%) and compliance to school policies and regulations

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Table 1. The Facts of Managers Rewards Behavior as Perceived by the Respondents

F % DcDo managers give rewards in your workplace?

.15Yes 7 35No 13 65

Total 20 100How often do managers give rewards

NeverAbout once a monthMore than once a week

About once a weekAbout once a semesterAs needed

1310033

65500

1515

.35

Total 20 100What activities do managers give most rewards in?

Faculty high performanceCompliance to school policies and regulations

Compliance to managers rules and policiesParticipation to school non-academic activities

41

213

205

1065

.15

Total 14 70Manners of dispensation of rewards

VerbalWritten

ActionsOthers

70

130

350

750

.5

Total 20 100

D.05(1) = 3.84

(5%). Moreover, 75% of the respondents claim that managers dispense rewards

thru actions while 25% perceives that managers do so verbally. It would seem

from the table that no written rewards are dispensed by the managers.

All the computed D values are lesser than the tabulated value of 3.84,

therefore the hypotheses there is a difference in perception regarding the facts

of rewards and punishment exhibited by the managers is rejected.

Punishment Behavior

Table 2 shows the specifics of punishment behavior of school managers.

The table shows that 85% of the respondents believe that managers give

punishment. The table also shows that managers give penalties/punishment as

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Table 2. The Facts of Managers Punishment Behavior as Perceived by the Respondents

Frequency

% Dcom

Do managers give punishment in your workplace?

.35Yes 17 85%No 3 15%

Total 20 100How often do managers give penalties/punishment

NeverAbout once a monthMore than once a week

About once a weekAbout once a semesterAs needed

31115

10

15555

2550

.50

Total 20 100What activities do managers give most punishment in?

Faculty poor performance

[ ]Non-Compliance to school policies and regulations[ ]Non- Participation to school non-academic

activities such as school socials[ ]I Non- Participation to school academic activities

such as meetings[ ]dont receive penalties to any faculty behavior

1

65

5

3

5

3025

25

15

.15

Total 20 100Manners of dispensation of penalties

VerbalWritten

Actions/Body LanguageOthers

7670

3530350

.10

Total 20 100D.05(1) = 3.84

the need arises (50%) while 25% perceived that educational managers dispense

punishment once every semester. Thirty percent (30%) of the employees

perceives that most of the punishment is a result to the non-compliance to

to school rules and policies followed by non- participation to school non-

academic activities such as school socials (25%) and non- participation to school

academic activities such as meetings(25%). The table also shows that managers

dispense penalties through body language (35%), verbal (35%), and written

(30%).

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The computed D values are lesser than the tabulated value, which will

also make the study conclude that the hypotheses there is a difference in

perception regarding the facts of rewards and punishment exhibited by the

managers is rejected.

The fact that managers use rewards and punishment even in the

educational workplace agrees to the claim of Kurnik (2008) that rewards and

punishment are rampantly used by many managers in organizations. However, it

is noticeable that in the tables, more managers uses punishment rather than

rewards to their employees. When asked, the respondents asserts punishment

is one way the managers can tell their members they do not agree as to what

they are doing while on the other hand, the managers do not need to point out

their members are doing well. The managers assumed that the employees know

what they should be doing. This however would be disastrous according to

Skinners who advocated that the use of rewards is better that punishment is. On

the other hand, the notion that rewards and punishment must be directly related

to performance as endorsed at accel.com (2008) is ascertained on managers

punishment behavior when the respondents claim that they are punished if they

do not comply with school policies and regulations and rewarded on

participation to school non-academic activities. It is also interesting to note that

managers have different ways of dispensing rewards and punishment. As the

table shows rewards are mostly done through the managers actions while

punishment are dispensed either on writing, actions or body language, and

written. In the follow-up interview, the respondents assume this is so because it

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is quite awkward for a manager such as the deans to give penalties through

actions.

The use of rewards and punishment by educational will lend support to the

initial claim by Roediger(2004) even if not admitted, behaviorism have great

influence even in the educational organization. Though managers may not

acknowledge it; they are promoting behaviorism in the workplace.

The Role of Reward and Punishment to the PositionHeld by the Educational Managers

Table 3-1 shows the perception of the faculty members as regards the role

of rewards and punishment to the position held by the educational managers. As

the table shows, eighty-five percent (85%) of respondents believe that giving

rewards makes a difference to the position held by the managers while ninety

percent (90%) believes that punishment makes a difference to the roles of the

managers.

Table 3-1. The role of Rewards and Punishment to the Position held by the Managers

D.05(1) = 3.84

The two computed d- values are lesser than the tabular value, therefore,

the hypotheses Rewards and punishment has a role to play in the position held

by the managers is rejected.

f % Dcom

1. Do you agree that giving rewards makes a differenceto the managers and their managerial roles?

YesNo

173

8515

.35

2. Do you agree that giving penalties/punishmentmakes a difference to the roles of the managers?

YesNo

182

9010

.4

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The succeeding table (Table 3-2) also shows that according to the respondents

managers give rewards and punishment to ascertain their roles as managers

(90%), To motivate members to do their best (85%), to control behavior of

members (60%), to get the members to behave well (55%), to hold control

and power over the members (50%), to spell out what is required from their

members (45%), to change or discourage negative behavior (40%), and It is their

right as managers(15%).

Table 3-2. The role of Rewards and Punishment to the Position held by the Managers

x.05 (k-1)= 14.07

Since the computed value is greater than the tabular, it can then be said

that the hypothesis; is accepted.

The leading response that managers use rewards and punishment to

ascertain their positions as managers and to control the behaviors of their

members would corroborate Kurniks (2007) argument that leaders assumes all

power and authority over their members. On the other hand the answer of the

respondents that managers uses rewards and punishment to encourage their

members to do their best would also agree to Landy(1985) who asserts that the

use of reward and punishment is to improve the performance of the workers.

Rank % x

What do you perceive is/are the role(s) of rewards andpunishment to their position as managers?

[ ] To hold control and power over the members[ ] To spell out what is required from their members[ ] To motivate members to do their best[ ] To ascertain their roles as managers[ ] To get the members to behave well[ ] It is their right as managers[ ] To control behavior of members[ ] To change or discourage negative behavior

1091718113128

56214837

5045859055156040

16.9

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Again, on this part of the study, Skinner is vindicated with his claim that

the environment is KEY for changing an individual behavior.

The Effect of Managers Rewards and PunishmentBehavior to the Faculty Members Performance

Rewards

Table 4 shows the perception of the respondents as regards the effect of

managers rewards behavior to their performance. As the table shows, eighty

five percent (85%) of the respondents believe that receiving rewards from the

managers contributes to the improvement of the faculties performance while

15% disagree. The table also shows the reply of the respondents when asked

whether or not rewards have also negative effect on their performance. While

forty percent (40%) said yes, sixty percent (60%) disagrees that rewards have

negative effect. The table also presents the perception of the respondents

about the rewards provided by the managers. The majority (55%) perceives that

the reward behaviors of the managers could be improved while 35 % even

believes that the rewards behavior need complete redesigning. When asked

what rewards would be most effective in enhancing their performance, the

respondents considers promotion and privileges (94%) to be effective, praise

(87%) is also rank high, followed by, high Performance evaluation (76%), and

gift vouchers/money/Increased Income (69%) having the lowest percentage.

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Table 4. The Effect Managers Reward Behavior to the Members Performance

It can be concluded from the above data that the hypothesis rewards and

punishment behavior of the educational managers have an effect to the

performance of their members is accepted.

In as much that the respondents believe that the managers use of

rewards improve their performance, then the claim of Kohn (1997) that rewards is

punishing is not accepted. Landys (2007) study is confirmed. It is interesting to

Frequency Percentage

Does getting rewards contribute to the improvement of yourperformance?

YesNo 173 8515Does getting rewards also have negative effects on yourperformance?

YesNo

812

4060

Do you make less effort in your job when you know themanager never gives rewards?

YesNo

218

1090

What do you think about the rewards andpenalties/punishment given by the managers in your school?

It works wellIt could be improvedIt needs completely re-designingIt has no effect at all

11172

5553510

What rewards do you think would be most effective?Praise from managers

YesNo

132

8713

Gift vouchers/money/Increased IncomeYesNo

115

6931

Promotion/PrivilegesYesNo

171

946

Special certificates

YesNo

104

7129

High Performance EvaluationYesNo

134

7624

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note however that even if the respondents believe that rewards improve their

performance, they responded they do not make less effort in their job if they do

not receive any rewards from the managers. In this case, Kohn (1997) is right

when he stated that man is not only motivated to act on incentives alone. On the

other hand, it could also be that Podsakoff, et al (1985) is on to something that

rewards can become effective if used correctly.

Punishment

Table 5 presents the perception of the respondents as regards the effect

of managers punishment behavior to the members performance. The table

shows that when the respondents were asked if the faculty misbehave more

often when the manager does not give penalties or punishment, seventy percent

(70%) said yes while thirty percent 30 % said no. When followed up with a

question whether faculty members work less hard if they do not receive penalties

or punishment, fifty percent (50%) the respondents agreed while fifty percent

50%) disagreed. The table also presents that sixty five (65%) of the respondents

agreed that the punishments given by managers are just and matching the

infraction the members committed while thirty five percent (35%) replied no.

Again, when asked whether the managers punishment behavior improves the

faculty members performance, sixty percent (60%) admitted it does while forty

percent (40%) believes it does not. The table also presents the perception of the

respondents as to what they punishment behavior they consider effective in

improving their performance. Written reprimands has the highest percentage of

eighty percent (80%) followed by verbal warnings (75%).

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Table 5. The Effect Managers Punishment Behavior to the Members Performance

F % Dcom

If the managers never give penalties/punishment, do you think facultymembers misbehave more often?

Yes

No

14

6

70

30

.2

Do you think faculty members work less hard if they do not receivepenalties/punishment?

YesNo

1010

5050

0

Do you think the punishments given by managers to their membersare just and matching the infraction the members committed?

YesNo 13

76535

.15

Do you think getting punishment from the managers improves yourperformance?

Yes

No

12

8

60

40

.10

What do you think about the penalties/punishment given by themanagers in your school?

It works wellIt could be improvedIt needs completely re-designingIt has no effect at all

11172

5553510

.20

What penalties/punishment do you think would be most effective inimproving your performance?

Verbal warningsYesNo

155

7525

.25

Written Reprimand

YesNo

164

8020

.30

SuspensionYesNo

812

4060

.10

DismissalYesNo

515

2575

.25

TerminationYesNo

515

2575

.25

In as much that the respondents claim that punishment influences their

performance, the hypothesis is then accepted.

In general, the respondents believe that punishment improves their job

performance even admitting that they will misbehave more often if the managers

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do not dispense penalties. This would corroborate Podsakoffs et al (1985) study

that managers punishment behaviors is positively related to productivity.

Summary

This study looked into the rewards and punishment behavior exhibited by

managers from the educational workplace; their roles to the position held by the

mangers; and their effect to the performance of the employees.

The data gathered from 20 respondents from selected colleges and

departments of Pines City Colleges were analyzed and interpreted using

frequency and percentage.

The findings of the study are the following;

1. a. The educational managers seldom exhibit rewards behavior and in

events that they do, it is mostly done through body language or action. Further

managers give rewards when their members participate to non-academic

activities;

1.b. The educational managers often exhibit punishment behaviors either

through writing or actions. Managers dispense punishment as needed specially

so when their members do not comply with school policies and regulations.

2. a Rewards and punishment makes a different to the position held by

the managers. Managers give rewards and punishment to ascertain their roles

as managers, to motivate members to do their best, to control behavior of

members, and to get the members to behave well.

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3.a. The rewards behavior of the educational managers affects the

performance of the employees by improving it.

3.b. The punishment behavior of the educational managers affects the

performance of the employees by improving it.

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Conclusion and Recommendation

Conclusions

Based on the foregoing findings, the following conclusions were drawn.

1. The rewards behavior exhibited by educational managers is

seen differently to that of their punishment behaviors.

2. Rewards and punishment are observed to be important to the

position held by the managers.

3. The rewards and punishment behaviors of the educational

managers are seen as effective in improving the performance of the employees if

implemented well.

Recommendations

In the light of the above findings and conclusions, the following are

recommended:

1. In as much that only punishment behaviors are observed by

members, managers must also exhibit rewards behavior to their members.

2. The manager must be consistent who is punished and

rewarded and why throughout the organization;

3. The managers must be consistent with reward and punishment

given in the past and not disproportionate to the infraction;

4. The managers must engage the employee in a conversation

regarding their action and the punishment;

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5. The manager should explain and justify the imposed

punishment

LITERATURE CITED

DE SILVA, S. 1997. Human Resource Development for Competitiveness. APriority for Employers. A paper presented at ILO Workshop on EmployersOrganizations in Asia Pacific in the Twenty First Century. Turin, Italy

GEHRKE,J. 2008. Rewards and Punishment in Business. 9 downloaded, July 15,2008

GRAHAM, G. 2007. Stanford Encyclopedia of Philosophyhttp://plato.stanford.edu/entrie/behaviorism . downloaded July 15

HUGHES R, L., Robert G,C., CURPHY, G,J., 2002. Leadership: Enhancing theLessons of Experience, Mc-Graw Hill Irwin, New York, New York

http://www. Accel-team.com/motivation/employee-rewards. Downloaded July2008

KAZDIN, A.E. 1984. Behavior Modification in Applied Settings The Dorsey PressUSA

KOHN, A. 1993. For Best results, Forget the Bonus. New York Times, USA

KURNIK, E., 2008. Transactional Leadership.http://hubpages.com/hub/transactional leadership. Downloaded august6,2008

LANDY, F. J. 1985. Psychology of Work Behavior (1985) The Dorsey Press,Chicago Illinois, USA

MALLOT, R.W. 1997. A theory of rule-governed behavior and organizationalbehavior management. Journal of Organizational Behavior Management.USA

MARK, R. 2002. Skinners Theory of Behaviorism.http://il.assortment.com/skinnerbf rcde, Pagewise, Inc. downloaded

August 1, 2008-08-07

OLEARY, J. 2007. Behaviorism http://www.sagepub.com.upm-data,(Downloaded July 27, 2008)

32
http://ezinearticles.com/http://plato.stanford.edu/entrie/behaviorismhttp://www/http://hubpages.com/hub/transactional%20leadership.%20Downloaded%20august%206,2008http://hubpages.com/hub/transactional%20leadership.%20Downloaded%20august%206,2008http://il.assortment.com/skinnerbfhttp://www.sagepub.com.upm-data/http://ezinearticles.com/http://plato.stanford.edu/entrie/behaviorismhttp://www/http://hubpages.com/hub/transactional%20leadership.%20Downloaded%20august%206,2008http://hubpages.com/hub/transactional%20leadership.%20Downloaded%20august%206,2008http://il.assortment.com/skinnerbfhttp://www.sagepub.com.upm-data/


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PASSER, M. and R. SMITH, 2007. Psychology, The Science of Mind andBehavior, 3rd Edition, New York, USA: Mc-Graw Hill, Inc.

PODSAKOFF, P.M. and W. TODOR, 1985. Relationship Between LeaderReward and Punishment Behavior and Group Processes and Productivity.

Journal of Management, Vol.11, No.1,55-73

ROEDIGER, R. 2004. What Happened to Behaviorism. APS Observer, Vol.17Number 3, USA

WADE, C, & TAVRIS,C, 1998. Psychology. 5th Edition. Addison-WesleyEducational Publisher Inc. USA

www.marietta.edu/employees/total rewards.pdf, 2008.

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http://www.marietta.edu/employees/total%20rewards.pdfhttp://www.marietta.edu/employees/total%20rewards.pdf


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APPENDIX A

Survey Questionnaire

Thank you for taking the time to answer this questionnaire. This is to considerwhat you think about rewards and punishments given by managers (i.e. college deans)to their faculty members. Answer a question by marking the box which is closest to yourpoint of view. Thank you for your help.

MssgdolipasREWARDS

Rewards are given to faculty members for a number of reasons, such as for goodbehavior, compliance to school policies, success in curricular and extra-curricular activities or forgeneral good work.

PUNISHMENT

Faculty members are punished for a number of reasons, such as for poor behavior, noncompliance of school written and unwritten rules, or poor work.

Yes No

1. Do managers in your school give penalties or punishment?

2. Do you agree that giving penalties/punishment makes adifference to the roles of the managers?

3. If the managers never give penalties/punishment, do you thinkfaculty members misbehave more often?

4. Do you think faculty members work less hard if they do notreceive penalties/punishment?

5. Do you think the punishments given by managers to theirmembers are just and matching the infraction the memberscommitted?

6. Do you think getting punishment from the managers improvesyour performance?

Yes No

3. Do managers give rewards in your workplace?4. Do you agree that giving rewards makes a difference to

the managers and their managerial roles?5. Does getting rewards contribute to the improvement of

your performance?6. Does getting rewards also have negative effects on

your performance?7. Do you make less effort in your job when you know the

manager never gives rewards?

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REWARDS AND PUNISHMENT

7. What do you perceive is/are the role (s) of rewards and punishment to theposition held by managers?

[ ] To hold control and power over the members[ ] To get the members to behave well[ ] To spell out what is required from their members[ ] It is their right as managers[ ] To motivate members to do their best[ ] To control behavior of members[ ] To change or discourage negative behavior[ ] To ascertain their roles as managers

[ ] Other (please write) _____________

8. What do you think about the rewards and penalties/punishment given by themanagers in your school?

[ ] It works well [ ] It could be improved[ ] It has no effect at all [ ] It needs completely re-designing

9. What penalties/punishment do you think would be most effective in improvingyour performance?

Verbal warnings [ ] Yes [ ] NoWritten Reprimand [ ] Yes [ ] No

Suspension [ ] Yes [ ] NoDismissal [ ] Yes [ ] NoTermination [ ] Yes [ ] NoOther (please write)

_____________________________________________________

10. What rewards do you think would be most effective?

Praise from managers [ ] Yes [ ] NoGift vouchers/money/Increased Income [ ] Yes [ ] NoPromotion/Privileges [ ] Yes [ ] NoSpecial certificates [ ] Yes [ ] No

High Performance Evaluation [ ] Yes [ ] NoOther (please write)

__________________________________________________________

11. On average, how often do you get rewards?

[ ] Never [ ] about once a month[ ] More than once a week [ ] about once a week

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[ ] About once a semester [ ] as needed

12. 4. Which activities do you get most rewards in?

[ ] Faculty high performance[ ] Compliance to school policies and regulations

[ ] Participation to school non-academic activities

13.How do managers dispense rewards?[ ] Verbal [ ] Written [ ] Actions [ ] others (Please write)

14. How often do you get penalties/punishment?

[ ] Never [ ] about once a month [ ] about once a week[ ] about once a semester [ ] More than once a week [ ] others

15.How do managers dispense rewards?

[ ] Verbal [ ] Written [ ] Actions [ ] others (Please write)____________________

16. Which activities do members get most punishment in?

[ ] Faculty poor performance[ ] Non-Compliance to school policies and regulations[ ] Non- Participation to school non-academic activities such as school socials[ ] Non- Participation to school academic activities such as meetings[ ] dont receive penalties to any faculty behavior[ ] Other (please write) _______________________________

17. What suggestions do you propose regarding the managers reward andpunishment behavior?

[ ] the manager must be consistent who is punished and rewarded and whythroughout the organization[ ] manager must be consistent with reward and punishment given in the past and notdisproportionate to the infraction[ ] manager must engage the employee in a conversation regarding their action andthe punishment[ ] the manager should explain and justify the imposed punishmentOthers: ____________________________________________________________

Your comments on Rewards and Punishment Behavior among School Managers________________________________________________________________

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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behaviorism in educational organizations

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