Punished by Rewards: The Trouble With Gold Stars, Incentive Plans, A'S, Praise, and Other Bribes by Alfie Kohn
My rating: 5 of 5 stars
In Punished by Rewards, Alfie Kohn challenges many of the sacred ideas that fuel our modern culture. Despite the widespread use of both punishments and rewards, the evidence is strong that neither approach is very effective at motivating people. From the corporate world to the classroom, the tradition of behaviorism is almost ubiquitous, where gold stars, grades, prizes and even cash are dangled before people under the common perception that doing so will improve their performance.
Research shows that this method is unlikely to bring about lasting change, high quality work, or true attention to the task at hand. In fact, it can do the exact opposite. Many studies show that if we reward people for behavior that they enjoy, they often cease doing it once the reward is taken away. By approaching training with threats and bribes, we interfere with the development of intrinsic motivation and replace it with a focus on external ramifications.This changes the focus from the activity at hand to the end result, which reduces creativity and saps the joy from the work. Even though we may feel better using the carrot than the stick, the reality is that neither approach is truly helpful.
How can this be true, when both rewards and punishments appear to work so well? Studies show that while people can be induced to be more productive for a period of time, this is true only for quantity, not quality. The changes also rarely last, and need to be constantly reinforced with new rewards or punishments in order to induce a new round of temporary change. Rewards can have other effects too. When prizes and rewards are in limited supply, a competitive environment ensues. This can reduce cooperation, mentoring, and teamwork, and even encourage people to game the system to get the reward.
These ideas have great ramifications in the workplace, the classroom, and in the home. Although it may be easier to punish a child who misbehaves, the only thing it teaches the child is the use of power over others. We may think we are making a point about a misbehavior, but the point we are really making is that we have the power, and we are willing to use it. As a result, future thought will focus on how not to get caught rather than on how the situation could have been handled differently.
This is a big problem. Perhaps THE big problem. Mindfuless psychology and Buddhist tradition insist that all of our suffering is caused by not being in the moment. Flow studies demonstrate that optimal experiences are best cultivated through attention and presence. Attention is powerful medicine, and instead of learning to direct it and use it, we are trained to trade it for trinkets.
I have a long way to go to recover from my own submersion in this paradigm, but I am actively engaging in my life in ways that I hope will reduce it's impact. As a parent, I am intimidated by the work ahead of me, weaning off the easy solutions and responding to the moment rather than from habit or convenience. I feel compelled to undertake this journey with my children, however, as the benefits of developing this presence in them far outweigh any temporary relief I may get from a threat or a bribe. Habits can be hard to break, however. Luckily, Kohn ends on an encouraging note, and suggests that even small steps in this direction are better than none. We can wean off punishments, recognize the harm that bribery can do, and perhaps choose our battles more wisely so that we throw down the gauntlet less often. We can invite participation from those we are working with in order to develop better skills at solving our problems with creative cooperation and compassionate communication. Together we can help create a brighter future for us all.
I would recommend this book to parents, teachers, managers and anyone working towards creating a more egalitarian world.
Research shows that this method is unlikely to bring about lasting change, high quality work, or true attention to the task at hand. In fact, it can do the exact opposite. Many studies show that if we reward people for behavior that they enjoy, they often cease doing it once the reward is taken away. By approaching training with threats and bribes, we interfere with the development of intrinsic motivation and replace it with a focus on external ramifications.This changes the focus from the activity at hand to the end result, which reduces creativity and saps the joy from the work. Even though we may feel better using the carrot than the stick, the reality is that neither approach is truly helpful.
How can this be true, when both rewards and punishments appear to work so well? Studies show that while people can be induced to be more productive for a period of time, this is true only for quantity, not quality. The changes also rarely last, and need to be constantly reinforced with new rewards or punishments in order to induce a new round of temporary change. Rewards can have other effects too. When prizes and rewards are in limited supply, a competitive environment ensues. This can reduce cooperation, mentoring, and teamwork, and even encourage people to game the system to get the reward.
These ideas have great ramifications in the workplace, the classroom, and in the home. Although it may be easier to punish a child who misbehaves, the only thing it teaches the child is the use of power over others. We may think we are making a point about a misbehavior, but the point we are really making is that we have the power, and we are willing to use it. As a result, future thought will focus on how not to get caught rather than on how the situation could have been handled differently.
This is a big problem. Perhaps THE big problem. Mindfuless psychology and Buddhist tradition insist that all of our suffering is caused by not being in the moment. Flow studies demonstrate that optimal experiences are best cultivated through attention and presence. Attention is powerful medicine, and instead of learning to direct it and use it, we are trained to trade it for trinkets.
I have a long way to go to recover from my own submersion in this paradigm, but I am actively engaging in my life in ways that I hope will reduce it's impact. As a parent, I am intimidated by the work ahead of me, weaning off the easy solutions and responding to the moment rather than from habit or convenience. I feel compelled to undertake this journey with my children, however, as the benefits of developing this presence in them far outweigh any temporary relief I may get from a threat or a bribe. Habits can be hard to break, however. Luckily, Kohn ends on an encouraging note, and suggests that even small steps in this direction are better than none. We can wean off punishments, recognize the harm that bribery can do, and perhaps choose our battles more wisely so that we throw down the gauntlet less often. We can invite participation from those we are working with in order to develop better skills at solving our problems with creative cooperation and compassionate communication. Together we can help create a brighter future for us all.
I would recommend this book to parents, teachers, managers and anyone working towards creating a more egalitarian world.
We are struggling with the same issue right now. For the first time, there is a subject that he needs to review/relearn, on a deadline, in order to be ready to take a statistics course he has signed on for this spring. He's not exactly prioritizing the math review, tho, and just yesterday I told him that he had to put in an hour on it every day before he could play any games. It's not that he doesn't want to do the math ( it was his idea! ) ... it's just that he'd rather play.
ReplyDeleteI'm stuck between not wanting to force "learning", and wanting him to learn responsibility. It would probably be best to let him take the statistics class, and figure out that he's unprepared, and therefore learn from that, but his grandfather is teaching the course to him privately. ( He is a professor of statistics. )
It brings in a whole lot of extra dynamics that involve respecting Grandpa's time, the money we spent on the math review course, Kiddo being responsible for his decisions and plans that he makes, and the ability to meet a deadline. ( It's an important life skill, IMO. ) And, It's not like his grandpa has a ton of free time. It's an opportunity that could easily be missed if not jumped on right away.
Still, it feels weird to be having to lay down the law, so to speak.
I totally agree, Kia. I think there is a fine balance between letting the children do whatever they want in the moment, and helping them remember to honor their goals and intentions.
ReplyDeleteI am sometimes hesitant to use 'unschooling' to describe what I do anymore, because I do provide more structure and limits now that my DS is older. We stay in conversation about his goals (college someday? Being able to write? program? Be in his body and healthy?) because he will easily forget about all the goals he has except whichever is foremost in his mind. I try to respect that as much as possible, but at the same time, I do feel compelled to remind him of the goals he has stated to me. He appreciates this in a general sense, although resists it in the moment as well.