1. New Views of Motivation in the Workplace Dr. Matt Wiediger Assistant Professor MacMurray College

3. VS

4.  Worked well for a while But when work and how we viewed workers changed….

8.  “There is no doubt that the benefits of [piece-rate systems or pay-for- performance incentive devices] can be considerably compromised when the systems undermine workers’ intrinsic motivation. “ Baron and Krepps, 1999, p. 99  “Incentives are then only weak reinforcers in the short run, and weak punishment in the long run” Benabou and Tirole, 2003, p 489  “With some important exceptions, we observed that extrinsic rewards can have detrimental effects on performance” Ariely, et al, 2005,

10.  “Call it what you will, incentives are what get people to work harder” Nikita Khrushchev  “What are you…..Do you actually believe this? This is positive psychology junk” Beth Wiediger, Ph. D

11.  First Premise: What we are doing now isn’t the best (and may not match 70% of what we do) For Simple Tasks, Extrinsic (rewards and punishment) Motivation tied to performance can speed performance  Shoe tying contest? For Complex Tasks, Extrinsic Motivation tied to performance can, and typically does, slow performance

13.  Harlow’s Studies Groups of Monkeys would solve a puzzle in absence of reinforcement or punishment Monkeys that were later reinforced solved the puzzle more slowly than Monkeys that never had an incentive introduced.

16.  Flaws of Incentives Can reduce intrinsic motivation Can reduce performance Can reduce creativity Can reduce good behaviors Can increase short cuts, cheating, unethical behavior Can foster short-term thinking

17. Money and other Extrinsic motivators have an appropriate and important place in our workforces Get the issue of compensation off the table as quickly as possible Use Indirect monetary reinforcements when possible  This means no Christmas Bonus…. Praise=don’t tie to a specific task outcome, but to effort

18.  Second Premise: Goal Setting is often used incorrectly and works to decrease long term behavior. What happens if a person misses a benchmark or goal? Are you using Goals, but really want to be using objectives? Goals have the same characteristics as Incentives

19.  Ariely, Gneezy, Benabou, Tirole, Etzioni, Deci, Ryan, Baron, Krepps, Ford, Duckworth, Schmidt, Gates, etc…  Dan Pink more recently

20.  Dan Pink Autonomy: condition of self control or freedom Mastery: the pursuit of comprehensive knowledge or skills Purpose: a clear intention or objective to strive toward

21.  Management developed as a system to harness, control, and direct human resources  Dan Pink argues it worked well for the tasks it was designed for. But tasks have changed  Less Shoe-Tieing  More Two-String

22.  Deci, 1971 Participants played game of Soma Three sessions  One Group paid for second session, other not

23.  Deci 1971 continued Last Session: Experimenter left the room told the participants to do whatever they wanted. Group rewarded with pay or praise played the game approximately 20-30% less than the group that was not rewarded.  Instead browsed magazines, watched TV, etc. Take Home? Rewards decrease desired behavior

24. RYAN AND DECI DEVELOPED A SCALE TO MEASURE AUTONOMY  1. 2. 3. 4.5. 6. 7  very unlikely to very likely  A n employee who works for you has generally done an adequate job. However‚ for the past two weeks their work has not been up to par and they appear to be less actively interested in their work. Your reaction is likely to be:  A. Tell them that their work is below what is expected and that they should start working harder.  B. Ask them about the problem and let them know you are there to talk and help.  C. It is hard to know what to do to get them straightened out.

25.  1. 2. 3. 4.5. 6. 7  very unlikely to very likely  You are a plant supervisor and have been charged with the task of allotting coffee breaks to three workers who cant not all break at once. You would likely handle this by:  A. Telling the three workers their situation and having them work with you on the schedule.  B. Simply assigns the times that each can break to avoid any problems.  C. Find out from someone in authority what to do or do what was done in the past.

26.  Baard et al., 2004: Investment Bankers Deci et al., 1989: Fortune 500 companies  Berg et al., 2001: Psychiatric Hospital Productivity? Interventions helped Take Home:

27.  How to Increase Autonomy (According to the Research and Pink)  Give Employees Autonomy  When they do it (time)  How they do it (technique)  Whom they do it with (team)  What they do (task) Choose employees that have an innate interest/ preexisting record of autonomy in areas  Do you do anything in your free time related to this field?  If you didn’t have to work, would you do with your time?

28.  Diener and Dweck (Various studies) What do we do when we don’t succeed?  End Path or Growth Path? Any guesses about which group ultimately had more success on an unrelated task later on? How we face a challenge is important in how we develop Mastery  Mastery is a DOMAIN SPECIFIC QUEST!

29.  Mastery is part Grit Sticking with things (passion and perseverance) Duckworth, Peterson, Matthews, & Kelly, 2007  Surveys on GRIT, IQ, Personality, outcomes on tasks, etc., given to  National Spelling Bee Contestants  Two classes at West Point  Sales Agents  Teachers  Insurance Sales people  GRIT=AWESOME!  IQ=Meh…  GRIT also predicts a lower number of careers, less divorce, and higher educational attainment over a lifetime

30.  How to find those that are into Mastery Find those that have GRIT Find those that are QUESTING in your area  Or create a QUEST?  Develop Aspirations/Milestones Promotions as acknowledgements of past performance  Develop Mastery? Have an environment where Mastery is a real and sought out GOAL/OBJECTIVE Help your employees develop GRIT  Incremental successes can create persistence  Making work more like a game can create passion and persistence  Teachable moments  Learned helplessness is the bane of GRIT and Mastery

31.  Argument that in motivating others we… “Over” think the “how” to do something “Under” think the “why” to do something  Niemiec, Ryan, and Deci, 2008 Measured students at time of graduation on  Goals  Intrinsic (growth) or Extrinsic (financial)  Health  Happiness Results?

32.  Adam Grant “Give and Take” Book Three types of people "Whereas takers strive to get as much as possible from others, and matchers aim to trade evenly, givers are the rare breed of people who contribute to others without expecting anything in return. These styles have a dramatic impact on success. Although some givers get exploited and burn out, the rest achieve extraordinary results across a wide range of industries."

33. HAND WASHING? CALL CENTER?

34.  Wrzesniewski and Dutton, 2001 “Job Crafting”  Physical and cognitive changes individuals make in their tasks or starting work boundaries  Hospital cleaners  Nurses  Accountants  Job Satisfaction increased  Customer Satisfaction increased

35.  Some people will have a purpose And they will tell you who they are IF their purpose and yours are aligned….  Further motivation is less needed  Difficult to find?  Most will be very receptive to goals, objectives, and direction if… It serves an important purpose They can directly serve that purpose You need to make that important purpose clear Need to remind people about that purpose

36.  Communicate the Purpose: How an individual can contribute Make it specific to a person, not generic  Place an equal emphasis on purpose and profit Profit driven focus can lead to short cuts for short term benefits Purpose driven focus can lead to focus on long term benefits

37.  Incentives are less effective in fostering work that we do in the 21 st Century  Intrinsic Motivation is far less harmful and much more powerful in compelling employees in the modern workplace than in the past  Autonomy, Mastery and Purpose may be a new way to motivate those around us to do Great and Creative things.

39.  Pink, D. H. (2009). Drive: The surprising truth about what motivates us. New York, NY: Riverhead Books.  Deci, E. L. (1971). Effects of externally mediated rewards on intrinsic motivation. Journal of Personality and Social Psychology, 18, 105–115.  Baard, P. P., Deci, E. L. and Ryan, R. M. (2004), Intrinsic Need Satisfaction: A Motivational Basis of Performance and Weil-Being in Two Work Settings. Journal of Applied Social Psychology, 34: 2045–2068.  Deci, E. L., Connell, J. P., & Ryan, R. M. (1989). Self-determination in a work organization. Journal of Applied Psychology, 74, 580-590.  Berg, J. M., Dutton, J. E., & Wrzesniewski, A. (2013). Job crafting and meaningful work. In B. J. Dik, Z. S. Byrne & M. F. Steger (Eds.), Purpose and meaning in the workplace (pp. 81- 104). Washington, DC: American Psychological Association.  Diener, C.I., & Dweck, C.S. (1978). An analysis of learned helplessness: Continuous changes in performance, strategy and achievement cognitions following failure. Journal of Personality and Social Psychology, 36, 451-462.  Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92, 1087– 1101.  Niemiec, C. P., Ryan, R. M., & Deci, E. L. (2010). Self-determination theory and the relation of autonomy to self-regulatory processes and personality development. In R. H. Hoyle (Ed.), Handbook of personality and self-regulation (pp. 169-191). Malden, MA: Blackwell Publishing.  Grant, A (2014). Give and Take: Why Helping Others Drives Our Success. Penguin