Before saying that it contradicts cognitive evaluation theory (a sub theory within self-determination theory), it would be good for people to read more about the theory. (as well as ALL the meta-analyses that have been done about it, both for and against the theory, but please take care to read the methodologies of these meta-analyses carefully, don't just read the discussion sections!).
Basic 1970's research has shown that tangible rewards given in a contingent manner (in these experiments, it was most often for completing a puzzle for example) decreased free choice behavior, an indicator of intrinsic motivation. But verbal rewards (praise) led to increases in intrinsic motivation. Then there were studies that also used self-reported enjoyment. A large number of studies have been done on this (see meta-analyses). But if you look closely at these studies, they go way beyond simply saying that rewards influence intrinsic motivation. It is the meaning of the reward that influences intrinsic motivation. This meaning can be changed according to not only the type of contingency in administering it, but also by the people administering it, and by the context in which it is given (imagine yourself getting a performance contingent reward in when your colleague doing the same work doesn't have access to it...justice issues).
The early writings have talked about the fact that contingent rewards can give people information about their level of competence. This has been shown to increase intrinsic motivation. And when rewards make people feel under pressure to get the reward (decreasing autonomy), that's when intrinsic motivation decreases.
So if you think again about your example, ask yourself what these different extrinsic rewards have made you feel like.
Marylene Gagne
I would like to agree completely with Dr. Locke's clarification that
motivation is multidimensional and any one behavior can be driven by a
combination of intrinsic, achievement and extrinsic motivations.
Here's my own autobiographical example.
When I was a full-time contract lecturer, primarily teaching first year
courses, I used to volunteer to speak at the Fall and Spring Open
Houses for prospective students and parents based on my experience of
first year pitfalls.
This was intrinsically motivating because I like speaking in front of
impressionable groups! I liked the sense of achievement that I got from
the positive evaluations garnered from parents and students and the
feeling students would be better prepared for their first year. The
extrinsic motivation was the "credit" I earned in the eyes of my dept.
chair and dean. This came in handy later on when I applied to my
current Ph.D program and I am still drawing on it as I apply for
Assistant Prof. jobs in OB/HR (please excuse the self-promotion but the
job market is tight!).
Anyway, what was even more interesting was that a few years later I
ended up short a course to meet the annual contract minimum of 8, it
was decided that these presentations would become part of my paid
contract in order to make up the difference. I was interested to
observe how making these presentations almost instantly became less
appealing to me. Maybe I am incorrect in my interpretation, but it
seems to me that my intrinsic and achievement motivations remained
intact but the nature of the extrinsic motivation had changed and I
valued money less than the recognition of my somewhat altruistic
contribution. This seems to contradict Cognitive Evaluation theory
which says that there is a reduction in intrinsic motivation when a
behavior is rewarded.
Hope I have not muddied the waters!
it seems that On Wed, 11 Mar 2009 15:00:08 -0800
>
> I can see that my previous post(s) about intrinsic motivation have
> somehow
> not gotten thru to people so I will try again.
>
> I think you have to distinguish at least 3, not 2, types of
> motivation:
>
> Intrinsic: liking for the activity itself (e.g., studying frogs,
> talking
> walks, contemplating a work of art)
>
> Achievement: liking for meeting standards of excellence (e.g.,
> getting good
> teaching ratings, publishing good articles)
>
> Extrinsic: liking for other values that the activities or
> achievements
> bring (e.g., money).
>
> (This is by no means a complete list).
>
> Deci confounded the first two and almost everyone followed suit. I
> think
> this is a big mistake. The first two are not the same--and in the
> real
> world all three usually blend together in various ways. Furthermore,
> people
> place different values on each. And there maybe a time issue.
>
> Let me be autobiographical. I started with intrinsic by picking a
> career
> that allowed me to study anything I wanted. This was a big value to
> me, and
> I still hold it (even in retirement).
>
> When I started working I wanted to do a very good job and acted
> accordingly.
>
> When I did a good job, my university rewarded me (merit system). This
> did
> not undermine the other two types of motivation.
>
> A few times I had a chance to be considererd for chairs at other
> universities (my university had no chair money for most of my
> career). I
> turned them down (1) because, for a number of reasons, I valued the
> intellectial stimulation of my colleagues; and (2) family reasons.
> Both of
> these have social elements--and more. Neither fit neatly into the
> three
> above categories.
>
> It is important to remember that human motivation is multi-faceted
> (and
> multi-layered).
> I think it is just too simplistic to call everything intrinsic or
> extrinsic
>
>
> Edwin A. Locke
> Dean's Professor of Leadership and Motivation (Emeritus)
> Robert H. Smith School of Business
> 32122 Canyon Ridge Drive
> Westlake Village, CA 91361
> 818 706 9361 (in CA) TEL
> same FAX
>
>
>
>
> Kay
>
>
> T.IL>
> To
>
> Organizational
> cc
> Behavior Division
>
> Listserv
> Subject
>
> .EDU> motivation discussion
>
>
>
>
>
> 03/10/2009 04:37
>
> PM
>
>
>
>
>
> Please respond to
>
> Organizational
>
> Behavior Division
>
> Listserv
>
>
> .EDU>
>
>
>
>
>
>
>
>
>
> Hello All...Here is my two cents....seeing the very active (and
> interesting) discussion on sources of motivation...we must realize
> that we
> apparently are all pretty motivated by intrinsic rewards.....like a
> good,
> rolling discussion which feeds our curiosity and interest. But, as
> they
> used to say in Detroit....this and (now a dollar and) a quarter can
> buy a
> cup of coffee.
>
> But, seriously, I am wondering how as a group who really is very
> intrinsically motivated (by at least this aspect of our professional
> lives)...how can we remain cognizant to the fact that this may not be
> a
> modal outlook on things and/or many others may not have similar
> intrinsic
> motivators available in their jobs.
>
> Others commented (very correctly) about the importance to distinguish
> laboratory generated knowledge from the complexities of the
> workplace.
> Similarly, it seems important to distinguish the type of jobs we hold
> as
> educators/researchers from other types of workplaces.
>
> Best to all,
> Avi Kay
> ----- Original Message -----
> From: Tatiana Kuzmenko
> Sent: Wednesday, March 11, 2009 12:31 AM
> Subject: Re: organizational change and motivation discussion
>
>
> In the light of an active discussion on intrinsic motivation, I
> wonder what motivates
> individuals to change. Anke, as you observe, people do not like to
> change. Is it primarily
> extrinsic factors that drive change in our behaviors and attitudes?
>
>
>
> Tatiana
>
>
>
>
> Tatiana Kuzmenko, MSc, MBA, Ph.D.
>
>
>
>
>
> Subject: Re: organizational change exercise
>
>
> Date: Tuesday, March 10, 2009, 8:15 PM
>
>
>
> Another easy, quick way to introduce change is the rearrange the
> seating for the
> class period. You can also use some class members as confederates
> and ask them
> to come a little early to assume the seats of other class members.
> It's
> powerful how such a relatively small change can alter the moods of
> people and
> make us uncomfortable. It really drives the point home that we do
> NOT like
> change. Anke:)
>
>
>
>
> -----Original Message-----
>
>
> Sent: Tuesday, March 10, 2009 6:10 PM
>
>
> Subject: Re: organizational change exercise
>
>
>
> Celeste-
>
>
>
>
> Would it be possible to get a reference for the build a lego house
>
> exercise, and any example of research that has use it?
>
>
>
> Many thanks,
>
>
>
>
> Linda Skitka
>
>
>
>
> On Mar 10, 2009, at 4:17 PM, Céleste Brotheridge wrote:
>
>
>
> > Hello Vicki,
>
>
> >
>
>
> > I usually adapt a "traditional" build a lego house for the
>
> premier
>
>
> > (in your case, governor) team exercise by laying off team
> members,
> > changing instructions part way through the exercise (in writing,
> in
> > person with an opportunity to voice opinions, etc.). It leads to
> a
> > great discussion about resistance to change, how to introduce
>
> > change, and survivor emotions.
>
> >
>
>
> > Best regards,
>
>
> > Celeste
>
>
> >
>
>
> >
>
>
> > Céleste Brotheridge, Professeure
>
> > Département d'organisation et ressources humaines
>
> > ESG UQÀM
>
>
> > C.P. 8888 Succ. Centre-ville Montréal H3C 3P8
>
> > Local R-3325, 315, rue Ste-Catherine est Montréal H2X 3X2
>
> > Téléphone 514-987-3000 x 6540 Fax 514-987-0407
>
> > þ Avant d'imprimer, pensez à l'environnement
>
> >
>
>
>
>
> > Subject: organizational change exercise
>
>
> > Received: Tuesday, March 10, 2009, 4:31 PM
>
> >
>
>
> > Does anyone have a favorite exercise for introducing a teaching
>
> > module on organizational change?
>
> >
>
>
> >
>
>
> > Best Regards,
>
>
> >
>
>
> >
>
>
> >
>
>
> > Vicki Fairbanks Taylor, Ph.D.
>
> >
>
>
> > Associate Professor
>
> >
>
>
> > Department of Management & Marketing
>
> >
>
>
> > John L. Grove College of Business
>
> >
>
>
> > Shippensburg University
>
> >
>
>
> > Shippensburg, PA 17257
>
> >
>
>
> > Office: 717-477-1217
>
> >
>
>
> >
>
>
> >
>
>
> >
>
>
> > Yahoo! Canada Toolbar : Search from anywhere on the web and
> bookmark
> > your favourite sites. Download it now!
>
> >
>
>
>
>
>
>
>
>
>
>
> ________________________________________
>
> Linda J. Skitka, Ph.D., Professor of Psychology
>
> Social and Personality Division Chair
>
> University of Illinois at Chicago
>
> Department of Psychology (m/c 285)
>
> 1007 W. Harrison St.
>
> Chicago, IL 60607-7137
>
>
>
> Phone: (312) 996-4464
>
> Fax: (312) 413-4122
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Frances Tuer
PhD candidate, HRM
Michael DeGroote School of Business
McMaster University
Hamilton, ON
905-525-9140 ex 26171
Marylène Gagné
Associate Professor
Department of Management
John Molson School of Business
Concordia University