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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)
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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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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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