2. Herding Cats II: Smacks, swats and sticks Katy Gillette Grievance Resolution Project Quality Enhancement & Statistical Service

3. Structure of the Presentation The problem The humour (yes, again) The theory The practice - managing bad behaviour Pinky

4. Reward vs Punishment  Rewards – carrots -increase the probability of a behaviour being repeated  Punishments – sticks -decrease the probability of a behaviour being repeated

5. Hard Labour

6. Fear & threats

7. Cats have no fear

8. Humiliation

9. Actually, humiliation is their department

10. Cats don’t do humiliation

11. Pain & suffering

12. Deprivation

13. Isolation

14. Guilt yes; penitence no

15. This is more like it…

16. Tom & Jerry  Ever felt like the mouse?

17. At the end of the day…

18. Academic ‘Survey’  How do you humiliate an academic? What are academics really afraid of?  In the university environment academics seem to consider additional administrative duties as hard labour. Do you agree?  What would constitute the ultimate 'pain & suffering' for an academic?  How do you make an academic feel guilty?  Is the ultimate deprivation for an academic preventing them from going to any more conferences?

19. 1. Professor Spotty Cat  The thing that academics seem to hate most is photocopying - 'the highest paid photocopy clerk in the world' is the common complaint  For teaching academics, marking is the really awful task  Being an academic means being guilty all of one's life: guilty about not getting back to collaborators, not working on this that or whatever  The thing we fear most is lack of autonomy - having to work 9 to 5. Being TOLD what to put into things or how to do things - being told to do anything at all really!

20. 2. Professor Ginger Cat  Academic life is so diverse (teaching, research, administration) that most academics have some ballast against humiliation  For some, rejection by a journal is humiliation; others can make it into a badge of honour - 'I'm so far ahead of my time...', 'I'm not a part of the establishment...'.  What academics fear most is a scholarly consensus that they have nothing to say… Our greatest fear is oblivion, but that is hard to engineer

21. The Theory & Practice  Reward increases behaviours  Punishment decreases behaviours  Even negative attention is a potent reinforcer  Reciprocal inhibition is effective  Reward is more potent than punishment  Discrimination learning: reward & punishment  Modelling can be effective  Response cost  Immediacy matters

22. On theory, in practice  “Pragmatism is great in theory, but it doesn’t work in practice.” Sydney Morgenbesser

23. Grievance Resolution Project  Policy analysis  Area interviews  Theoretical modelling  Environmental scan

24. it could be worse…you could have turkeys…

25. Some interesting references  Houston, Meyer, L.H. and Paewai,S. 2006. ‘Academic staff workloads and job satisfaction: Expectations and values in academe’. Journal of Higher Education and Management, 28(1 ), 17-30.  Kerr, S. 1975. ‘On the folly of rewarding A, while hoping for B’. Academy of Management Journal, 18, 769-782.  Garland, D. 1993 Punishment and Modern Society. University of Chicago Press.