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Do rewards improve performance? At first glance we may think so but study after study is proving something different. In Alfie Kohn’s book, Punished by Rewards, he reveals in detail multiple studies that reveal how children who were given incentives were never able to do as well as those who were not given any incentives other than simply answering correctly. Over time the children who received incentives never improved on their work while the children not receiving incentives did. Even when the incentives were doubled the outcome was still the same, no improvement.
“It is better not to make merit a matter of reward lest people conspire and contend.” -Lao-tzu
Top 5 Reasons Why Rewards Fail:
1. Rewards Punish: There’s not much difference between the person who says “Do this and you’ll get that” as someone who says “Do this or here’s what will happen to you.” Usually when one is used the other one is used as well, both are controlling. When people do not get the reward they were hoping for the effect is indistinguishable from punishment. This is true not only for the children or students, but most businesspeople can remember when they or one of their colleagues were expecting a bonus or raise only to become demoralized when they didn’t receive it, no matter the reason. The simple truth is rewards are impediments to working or learning effectively.
2. Rewards Rupture Relationships: The relationship between workers or students is more pleasant and yield greater results with cooperation. When rewards enter the mix so does strife and jealously. “Complaints of unequal treatment” and “playing favorites” are common. When one person is in charge of dispensing the rewards the subordinates are at their mercy. It’s important that the person dispensing the rewards “put the shoe on the other foot” and reflect on the relationship that now exists between them.
3. Rewards Ignore Reasons: Rewards are never the solution, only gimmicks, shortcuts, quick fixes that mask the problems and ignore the reasons. Rewards do not address the deeper issue and are only used as force for the impatient. Behavioral interventions exclude consideration of the factors that matter the most and distract from true learning.
4. Rewards Discourage Risk-taking: Incidental learning occurs naturally when we are studying. Other factors are noticed and memory is created on information we are exposed to, but may not be focusing on. When we are working for rewards, we do only what is necessary for that reward and nothing more. Rewards are the enemy of exploration and creativity. All focus is placed on “what you’ll get” as opposed to “do this”. Rewards motivate people for the reward, nothing more.
5. Rewards Cut the Interest Rate: We are all less interested in doing things when we’re made to feel like pawns. If we have very little discretion about what we do all day at work or school, there is a good chance we will spend the time wishing for the weekend and thus all interest is lost on the subject at hand, waiting for “free time.”
Remove the rewards? If a parent stops using motivators such as sticker, stars, certificates and money tomorrow the kids will not be jumping for joy. People usually don’t cheer when things are done to them. Be sure when you’re contemplating a new way of doing things to bring the children in on the process (appropriate to their level). Abandoning these behavioral tactics alone will not guarantee learning. There must be habits of motivation and right curriculum. And if a reward system has been used for any length of time children can resist due to the sudden withdrawal of rewards. If this is the case we haven’t a minute to lose in trying to undo the damage.
5 Ways to Make Learning Happen without Rewards
1. Allow for Active Learning: Children as well as adults learn most effectively when they can see, touch and do. Active hands-on activities, when done correctly can become real lessons.
2. Elicit Curiosity: People are naturally curious to guess outcomes or make discoveries on that which didn’t turn out as expected. When you read to young children you almost intuitively stop and ask, “What do you think is going to happen next?” or “Why do you think she did that?” These types of intrinsic motivation and skillful exploitation of fact pulls students into tasks.
3. Give Reason for Assignments: If a task is valuable, it’s value should be explained to those being asked to do it. If we expect children to learn something, we have to give them a clue as to why they should be motivated. It’s a matter so simple respect to offer such explanations.
4. Set an Example: Children ought to hear their parents/educators talk about enjoyable lessons learned. When we as parents experiencing engaging intellectual pursuits for pleasure, our children will mirror the same. You can also set an example when you don’t know something by demonstrating tenacity in the face of failure, questioning conventional wisdom and by showing how to make sense of a piece of writing that is hard to understand. When we are naturally challenged learning occurs.
5. Welcome Mistakes: That’s right, mistakes are our friends. Mistakes offer how a student thinks. Mistakes don’t always represent sloppiness or laziness. Correcting them quickly doesn’t do much to facilitate the learning process. Students who are afraid of making mistakes are less likely to ask for help when they need it. They also unlikely to feel safe enough to take intellectual risks or be intrinsically motivated.
Finally, be sure you’re incorporating the Three C’s: Collaboration, Content/Things Worth Knowing and Choice/Involve the Children.
By implementing these simple practices you’re well on the road to empowering your child and yourself to a lifestyle of learning and success beyond the limits of gold stars, incentive plans, A’s, praise and other bribes. When Friday rolls around, go out for fun it, instead of “you’ve earned it”.
Reflect on what you learned this week and think of ways you can do better. Progress will be realized quicker and more efficiently with great and long lasting results.
“The best way out is always through.” -Robert Frost, “A Servant to Servants”