When Individuals Form Teams: Experimental Evidence Regarding Links Among Monetary Incentives, Stress, Effort, Attractiveness and Performance

2010 ◽  
Author(s):  
Nick Fessler ◽  
Connie Esmond-Kiger ◽  
John G. Wermert ◽  
Charles D. Bailey
Keyword(s):  
Experimental Evidence ◽  
Monetary Incentives ◽  
And Performance

scholarly journals Enhancing Employees’ Performance through Organizational Care Policies in the Health Care Context

2018 ◽  
Vol 7 (1) ◽  
pp. 5
Author(s):  
Andrea Tomo ◽  
Lucio Todisco
Keyword(s):  
Health Care ◽  
Well Being ◽  
Employee Motivation ◽  
Performance Outcomes ◽  
Monetary Incentives ◽  
Work Involvement ◽  
Health Care Context ◽  
And Performance ◽  
Conceptual Study ◽  
The Impact

Literature is increasingly recognizing that organizations must combine themes of care and concern with more established economic objectives. This conceptual study will expand on this literature by considering how expressions of organizational care toward employees, by improving their well-being, may influence their motivation, work involvement and, in turn, improve performance. In more detail, by extending the conceptual framework developed by Bonner & Sprinkle (2001), it is argued that managers should take into account the impact, not only of monetary and non-monetary incentives, but even of other caring policies, on employee motivation and performance outcomes. On this ground, this study develops a theoretical model on how organizational care may help employees in expressing their work potential and enhancing their performance. The model is developed within the health care context since its particular setting that strongly affects employees’ well-being.

An Experimental Study of the Effects of Monetary Incentives on Performance on the 12th-Grade NAEP Reading Assessment

2011 ◽  
Vol 113 (11) ◽  
pp. 2309-2344
Author(s):  
Henry Braun ◽  
Irwin Kirsch ◽  
Kentaro Yamamoto
Keyword(s):  
Reading Assessment ◽  
Random Allocation ◽  
Monetary Incentives ◽  
Convenience Sample ◽  
Reading Abilities ◽  
12Th Grade ◽  
Academic Competencies ◽  
Nationally Representative ◽  
The Difference ◽  
And Performance

Background/context The National Assessment of Educational Progress (NAEP) is the only comparative assessment of academic competencies regularly administered to nationally representative samples of students enrolled in Grades 4, 8, and 12. Because NAEP is a low-stakes assessment, there are long-standing questions about the level of engagement and effort of the 12th graders who participate in the assessment and, consequently, about the validity of the reported results. Purpose/Focus This study investigated the effects of monetary incentives on the performance of 12th graders on a reading assessment closely modeled on the NAEP reading test in order to evaluate the likelihood that scores obtained at regular administrations underestimate student capabilities. Population The study assessed more than 2,600 students in a convenience sample of 59 schools in seven states. The schools are heterogeneous with respect to demographics and type of location. Intervention There were three conditions: a control and two incentive interventions. For the fixed incentive, students were offered $20 at the start of the session. For the contingent incentive, students were offered $5 in advance and $15 for correct responses to each of two randomly chosen questions, for a maximum payout of $35. All students were administered one of eight booklets comprising two reading blocks (a passage with associated questions) and a background questionnaire. All reading blocks were operational blocks released by NAEP. Research Design This was a randomized controlled field trial. Students agreed to participate without knowing that monetary incentives would be offered. Random allocation to condition was conducted independently in each school. Data Collection/Analysis Regular NAEP contractors administered the assessments and carried out preliminary data processing. Scaling of results and linking to the NAEP reporting scale were conducted using standard NAEP procedures. Findings Monetary incentives have a statistically significant and substantively important impact on both student engagement/effort and performance overall, and for most subgroups defined by gender, race, and background characteristics. For both males and females, the effect of the contingent incentive was more than 5 NAEP score points, corresponding to one quarter of the difference in the average scores between Grades 8 and 12. In general, the effect of the contingent incentive was larger than that of the fixed incentive, particularly for lower scoring subgroups. Conclusions/Recommendations There is now credible evidence that NAEP may both underestimate the reading abilities of students enrolled in 12th grade and yield biased estimates of certain achievement gaps. Responsible officials should take this into account as they plan changes to the NAEP reading framework and expand the scope of the 12th-grade assessment survey.

scholarly journals PENGARUH MOTIVASI, KOMPLEKSITAS TUGAS, DAN INSENTIF MONETER TERHADAP KINERJA INDIVIDU

2021 ◽  
Vol 8 (2) ◽  
pp. 67
Author(s):  
Aulia Azzardina
Keyword(s):  
University Students ◽  
Extrinsic Motivation ◽  
Task Complexity ◽  
Monetary Incentives ◽  
Complex Tasks ◽  
Intrinsic And Extrinsic Motivation ◽  
And Performance ◽  
The Given ◽  
The Relationship ◽  
And Task

This study investigates the relationship between motivation and task complexity on performance. Monetary incentives are involved in this study as a moderating variable. The motivation examined in this research is intrinsic and extrinsic motivation. A 2x2 quasi-experiment has been conducted and involving 66 university students. Two and three-way ANOVA are used for hypothetical testing. The result shows that individuals with intrinsic motivation have shown better performance than those with extrinsic motivation. After individuals have faced more complex tasks, they achieved lower scores than those who faced less complex tasks. Prior studies suggested that motivation could be destructed by monetary incentives. However, there is no interaction proof when moderating variable is involved. The relationship between motivation and performance is not influenced by monetary incentives. In line with it, the relationship between task complexity and performance is also not strengthened or weakened by the given monetary incentives information. Thus, monetary incentives failed to influence the relationship between motivation, task complexity and performance.

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