Behaviorism in Educational Organizations: Revealing Managers Reward and 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 pattern of 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

2 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

3 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

4 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 will stay in the situation in which he is reinforced; hell stay on the job if he can. Punishment increases the probability that the performer will leave the situation in which he is punished; hell quit if he can.

5 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).

6 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

7 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

8 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 According to Kurnik

managers to control the behaviors of their members.

(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) b) c) Rewards just like punishment punish. Like punishments, rewards are manipulative. 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.

f)

9 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

10 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

11 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

12 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.

13 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.

14

Managers Reward and Punishment Behavior

Its function to the managers position

Its effect to Members Performance

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.

15 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. 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 It includes

16 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. questionnaire determined possible suggestions The last part of the rewards and

regarding

punishment behavior of the managers

17

Pines City Colleges

Figure 2: Map Showing the Area of Study Data Collection Procedure

18 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 respondents answers as regards the three objectives of the research. pi =
fi (100%) n

where pi = percentage of the respondents belonging to the Ith group fi = number of respondents belonging to the ith group 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

19 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 Behavior as 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. managers give rewards to The table also shows that

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

20
Table 1. The Facts of Managers Rewards Behavior as Perceived by the Respondents

F
Do managers give rewards in your workplace? Yes No Total How often do managers give rewards Never About once a month More than once a week About once a week About once a semester As needed Total What activities do managers give most rewards in? Faculty high performance Compliance to school policies and regulations Compliance to managers rules and policies Participation to school non-academic activities Total Manners of dispensation of rewards Verbal Written Actions Others Total D.05(1) = 3.84 7 13 20 13 1 0 0 3 3 20 4 1 2 13 14 7 0 13 0 20

%
35 65 100 65 5 0 0 15 15 100 20 5 10 65 70 35 0 75 0 100

Dc .15

.35

.15

.5

(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

21
Table 2. The Facts of Managers Punishment Behavior as Perceived by the Respondents

Frequenc y
Do managers give punishment in your workplace? Yes No Total How often do managers give penalties/punishment Never About once a month More than once a week About once a week About once a semester As needed Total What 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 Total Manners of dispensation of penalties Verbal Written Actions/Body Language Others Total D.05(1) = 3.84 17 3 20 3 1 1 1 5 10 20 1 6 5 5 3 20 7 6 7 0 20

%
85% 15% 100 15 5 5 5 25 50 100 5 30 25 25 15 100 35 30 35 0 100

Dcom .35

.50

.15

.10

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 nonacademic 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%).

22 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

23 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 Position Held 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 f 1. Do you agree that giving rewards makes a difference to the managers and their managerial roles? Yes No 2. Do you agree that giving penalties/punishment makes a difference to the roles of the managers? Yes No D.05(1) = 3.84 17 3 18 2 % 85 15 90 10 Dcom .35

.4

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.

24 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 Rank What do you perceive is/are the role(s) of rewards and punishment 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 x.05 (k-1)= 14.07 % x

10 9 17 18 11 3 12 8

5 6 2 1 4 8 3 7

50 45 85 90 55 15 60 40

16.9

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.

25 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 Punishment Behavior 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.

26
Table 4. The Effect Managers Reward Behavior to the Members Performance Frequency Does getting rewards contribute to the improvement of your performance? Yes No Does getting rewards also have negative effects on your performance? Yes No Do you make less effort in your job when you know the manager never gives rewards? Yes No What do you think about the rewards and penalties/punishment given by the managers in your school? It works well It could be improved It needs completely re-designing It has no effect at all What rewards do you think would be most effective? Praise from managers Yes No Gift vouchers/money/Increased Income Yes No Promotion/Privileges Yes No Special certificates Yes No High Performance Evaluation Yes No 17 3 8 12 2 18 1 11 7 2 13 2 Percentage 85 15 40 60 10 90 5 55 35 10 87 13

11 5 17 1 10 4 13 4

69 31 94 6 71 29 76 24

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

27 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%).

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

F If the managers never give penalties/punishment, do you think faculty members misbehave more often? Yes No Do you think faculty members work less hard if they do not receive penalties/punishment? Yes No Do you think the punishments given by managers to their members are just and matching the infraction the members committed? Yes No Do you think getting punishment from the managers improves your performance? Yes No What do you think about the penalties/punishment given by the managers in your school? It works well It could be improved It needs completely re-designing It has no effect at all What penalties/punishment do you think would be most effective in improving your performance? Verbal warnings Yes No Written Reprimand Yes No Suspension Yes No Dismissal Yes No Termination Yes No % Dcom

14 6 10 10

70 30 50 50

.2

13 7 12 8 1 11 7 2

65 35 60 40 5 55 35 10

.15

.10

.20

15 5 16 4 8 12 5 15 5 15

75 25 80 20 40 60 25 75 25 75

.25 .30 .10 .25 .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

29 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.

3.a.

30 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.

31 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;

5. punishment

32 The manager should explain and justify the imposed

LITERATURE CITED DE SILVA, S. 1997. Human Resource Development for Competitiveness. A Priority for Employers. A paper presented at ILO Workshop on Employers Organizations 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 Philosophy http://plato.stanford.edu/entrie/behaviorism. downloaded July 15 HUGHES R, L., Robert G,C., CURPHY, G,J., 2002. Leadership: Enhancing the Lessons of Experience, Mc-Graw Hill Irwin, New York, New York http://www. Accel-team.com/motivation/employee-rewards. Downloaded July 2008 KAZDIN, A.E. 1984. Behavior Modification in Applied Settings The Dorsey Press USA 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 august 6,2008 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 organizational behavior management. Journal of Organizational Behavior Management. USA MARK, R. 2002. Skinners Theory of http://il.assortment.com/skinnerbf rcde, Pagewise, Inc. August 1, 2008-08-07 OLEARY, J. 2007. Behaviorism (Downloaded July 27, 2008) Behaviorism. downloaded

http://www.sagepub.com.upm-data,

33 PASSER, M. and R. SMITH, 2007. Psychology, The Science of Mind and Behavior, 3rd Edition, New York, USA: Mc-Graw Hill, Inc. PODSAKOFF, P.M. and W. TODOR, 1985. Relationship Between Leader Reward 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.17 Number 3, USA WADE, C, & TAVRIS,C, 1998. Psychology. 5 th Edition. Addison-Wesley Educational Publisher Inc. USA www.marietta.edu/employees/total rewards.pdf, 2008.

34

APPENDIX A Survey Questionnaire

Thank you for taking the time to answer this questionnaire. This is to consider what 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 your point of view. Thank you for your help. Mssgdolipas REWARDS
Rewards are given to faculty members for a number of reasons, such as for good behavior, compliance to school policies, success in curricular and extra-curricular activities or for general good work.

Yes 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? PUNISHMENT

No

Faculty members are punished for a number of reasons, such as for poor behavior, non compliance 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 a difference to the roles of the managers? 3. If the managers never give penalties/punishment, do you think faculty members misbehave more often? 4. Do you think faculty members work less hard if they do not receive penalties/punishment? 5. Do you think the punishments given by managers to their members are just and matching the infraction the members committed? 6. Do you think getting punishment from the managers improves your performance?

35

REWARDS AND PUNISHMENT 7. What do you perceive is/are the role (s) of rewards and punishment to the position 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 the managers in your school? [ ] It works well [ ] It has no effect at all [ ] It could be improved [ ] It needs completely re-designing

9. What penalties/punishment do you think would be most effective in improving your performance? Verbal warnings [ ] Yes [ ] No Written Reprimand [ ] Yes [ ] No Suspension [ ] Yes [ ] No Dismissal [ ] Yes [ ] No Termination [ ] Yes [ ] No Other (please write) _____________________________________________________ 10. What rewards do you think would be most effective? Praise from managers Gift vouchers/money/Increased Income Promotion/Privileges Special certificates [ ] Yes [ ] Yes [ ] Yes [ ] Yes [ [ [ [ ] No ] No ] No ] No

High Performance Evaluation [ ] Yes [ ] No Other (please write) __________________________________________________________ 11. On average, how often do you get rewards? [ ] Never [ ] More than once a week [ ] about once a month [ ] about once a week

36
[ ] 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? [ ] 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 and punishment behavior? [ ] the manager must be consistent who is punished and rewarded and why throughout the organization [ ] manager must be consistent with reward and punishment given in the past and not disproportionate to the infraction [ ] manager must engage the employee in a conversation regarding their action and the punishment [ ] the manager should explain and justify the imposed punishment Others: ____________________________________________________________ Your comments on Rewards and Punishment Behavior among School Managers ________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ _________________________________________________ [ ] Verbal [ ] Written [ ] Actions

37