| Research studies can be intellectual, | | | | |
| academic, difficult to understand, and | | | | Look at the accompanying graph to see the |
| sometimes even irrelevant to our specific | | | | scores of the four groups. It's startling, |
| application. But there are other studies that | | | | isn't it? Wouldn't you think that the results |
| can be very insightful and help us understand | | | | of this study should be standard reading for |
| how better to do our job. There is one such | | | | every schoolteacher in America? Sounds like |
| study that I would like to discuss in this | | | | it, doesn't it? But there is just one |
| month's column. The information is so timely | | | | problem. Dr. Hurlock's study was conducted in |
| and connected to managing others that I think | | | | 1925, that's eighty years ago! Unfortunately, |
| we all need to read and think about what the | | | | the study wasn't seen as important in 1925, |
| researchers discovered. The unique part of | | | | and, therefore, hasn't changed much behavior |
| this study is that the researchers were not | | | | in the classroom since. But the results are |
| studying adults, but rather children. I know | | | | so convincing that I would like to draw a |
| this may sound strange to you; however, what | | | | parallel to managing adults with praise, |
| we learn from the study can be directly | | | | criticism or indifference.Some managers |
| related to managing adults. So don't get | | | | believe that giving positive reinforcement to |
| caught up thinking this study doesn't relate | | | | employees is an indication of managerial |
| to your job because the subjects were | | | | weakness. So in an attempt to appear strong |
| children.In this case the people studied were | | | | and in command of the situation, they become |
| fourth and fifth grade students and the | | | | masters of inflicting emotional pain through |
| situation was how they performed in a math | | | | criticism, sarcasm or indifference. Those |
| class. The variables introduced by the | | | | three tactics are called the Three Pillars of |
| researchers were the type of feedback the | | | | Contempt, because the most common reaction to |
| students received after they took math | | | | being subjected to them is to feel contempt |
| exercises and quizzes.Dr. Elizabeth Hurlock | | | | toward the perpetrator.With an effective |
| wanted to know what reactions there would be | | | | management development program, school |
| when fourth and fifth grade students received | | | | teachers and business leaders can discover |
| different types of feedback on their math | | | | that reinforcing positive performance with |
| performance. She specifically wanted to know | | | | supportive feedback is far better than |
| if it was more effective to praise, | | | | creating a contemptuous atmosphere with |
| criticize, or ignore students' performance in | | | | sarcasm, criticism or indifference. Like many |
| math. And she wanted to know what would | | | | things in managing others, how your employees |
| happen when students were subjected to each | | | | perceive you is what really counts. Your |
| of those conditions. The outcome was to be | | | | intentions are nice and noteworthy, but they |
| decided by how many math problems each | | | | are actually irrelevant. As every psychology |
| student had solved 2, 3, 4, and 5 days after | | | | student learns, "perception is reality." And |
| receiving the different types of feedback.For | | | | because it is reality we must be concerned |
| her study Dr. Hurlock divided the students | | | | with how we come across to others; in other |
| into four groups. In the first group students | | | | words, how others see our behaviors is more |
| were identified by name and praised in front | | | | important that our intentions. To do |
| of other students for their good performance. | | | | otherwise is to be foolish and ineffective.As |
| Students in the second group were also | | | | a manager you need to be aware of the power |
| identified by name in front of other | | | | of positive feedback along with the dangers |
| students, but they were criticized for their | | | | of trying to motivate others or change |
| poor performance. Students in the third group | | | | behavior with the use of criticism, sarcasm |
| were completely ignored, although they were | | | | or indifference. Positive reinforcement has |
| in the classroom to hear the other students | | | | been proved by Hurlock's study and many other |
| being praised or criticized. A fourth or | | | | studies to be the best method of getting your |
| control group was moved to another room after | | | | point across to others. It is unfortunate |
| the first test. Students in this group took | | | | that so many managers haven't been convinced |
| the same tests, but they received no comments | | | | of that fact. Watch your own style of giving |
| on their performance whatsoever.Now, here is | | | | feedback for the next few weeks. Monitor how |
| what Dr. Hurlock learned. Students in the | | | | much you offer praise as supportive feedback |
| groups that were praised or criticized | | | | verses how often you lapse into the Pillars |
| performed better after the first day. Then | | | | of Contempt. The first step in improvement is |
| their performance changed dramatically. The | | | | always awareness. Increase your awareness and |
| students who were criticized showed a | | | | then work to modify your style.Dr. Richard L. |
| significant decline in their test scores, and | | | | Williams is a business consultant |
| by days 3 and 4, they were performing equally | | | | specializing in performance coaching, quality |
| with students in the group that had been | | | | improvement, team development, leadership |
| completely ignored.By contrast, the students | | | | development and organizational development |
| who were praised experienced a major | | | | diagnostics.To learn more about management |
| improvement after the second day that was | | | | development programs that can help empower |
| sustained through the end of the study. By | | | | your people through effective communication, |
| the fifth day of the study, the group that | | | | please contact a CMOE representative at |
| received praise showed much better | | | | 888-262-2499. |
| performance than the other groups. | | | | |