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[edit] History
The term gets its name from a factory called the Hawthorne Works,[4] where a
series of experiments on factory workers were carried out between 1924 and
1932.
There were many types of experiments conducted on the employees, but the
purpose of the original ones was to study the effect of lighting on workers’
productivity. Researchers found that productivity almost always increased after a
change in illumination but later returned to normal levels. This effect was
observed for minute increases in illumination. Over time changes in illumination
had no measurable effect probably due to regression brought on by the increased
stress.[citation needed]
A second set of experiments began and were supervised by Harvard University
professors Elton Mayo, Fritz Roethlisberger and William J. Dickson. They
experimented on other types of changes in the working environment, using a
study group of five young women. Again, no matter the change in conditions, the
women nearly always produced more. The researchers reported that they had
accidentally found a way to increase productivity. The effect was an important
milestone in industrial and organizational psychology, organizational behavior,
and Ergonomics. However, some researchers have questioned the validity of the
effect because of the experimental design and faulty interpretations. (See below:
Interpretation, criticism, and conclusions).
Study 1a: In the first experiment there was no control group. The researchers
experimented on three different departments; all showed an increase of
productivity, whether illumination increased or decreased.
Study 1b: A control group had no change in lighting, while the experimental
group got a sequence of increasing light levels. Both groups substantially
increased production, and there was no difference between the groups. This
naturally piqued the researchers' curiosity.
Study 1c: The researchers decided to see what would happen if they
decreased lighting. The control group got stable illumination; the other got a
sequence of decreasing levels. Surprisingly, both groups steadily increased
production until finally the light in experimental group got so low that they
protested and production fell off.
Study 1d: This was conducted on two women only. Their production stayed
constant under widely varying light levels. It was found that if the experimenter
said bright was good, they said they preferred the light; the brighter they
believed it to be, the more they liked it. The same was true when he said
dimmer was good. If they were deceived about a change, they said they
preferred it. Researchers concluded that their preference on lighting level was
completely subjective - if they were told it was good, they believed it was good
and preferred it, and vice versa.
changing the pay rules so that the group was paid for overall group
production, not individual production
giving two 5-minute breaks (after a discussion with them on the best length of
time), and then changing to two 10-minute breaks (not their preference).
Productivity increased, but when they received six 5-minute rests, they
disliked it and reduced output.
providing food during the breaks
shortening the day by 30 minutes (output went up); shortening it more (output
per hour went up, but overall output decreased); returning to the earlier
condition (where output peaked).
Changing a variable usually increased productivity, even if the variable was just a
change back to the original condition. However it is said that this is the natural
process of the human being to adapt to the environment without knowing the
objective of the experiment occurring. Researchers concluded that the workers
worked harder because they thought that they were being monitored individually.
Researchers hypothesized that choosing one's own coworkers, working as a
group, being treated as special (as evidenced by working in a separate room),
and having a sympathetic supervisor were the real reasons for the productivity
increase. One interpretation, mainly due to Mayo, was that "the six individuals
became a team and the team gave itself wholeheartedly and spontaneously to
cooperation in the experiment." (There was a second relay assembly test room
study whose results were not as significant as the first experiment.)
[edit] Bank wiring room experiments
The purpose of the next study was to find out how payment incentives would
affect group productivity. The surprising result was that they had no effect.
Ironically, this contradicted the Hawthorne effect: although the workers were
receiving special attention, it didn’t affect their behavior or productivity. However,
the informal group dynamics studied were a new milestone in organizational
behavior.
The study was conducted by Mayo and W. Lloyd Warner between 1931 and 1932
on a group of 14 men who put together telephone switching equipment. The
researchers found that although the workers were paid according to individual
productivity, productivity did not go up because the men were afraid that the
company would lower the base rate. The men also formed cliques, ostracized
coworkers, and created a social hierarchy that was only partly related to the
difference in their jobs. The cliques served to control group members and to
manage bosses; when bosses asked questions, clique members gave the same
responses, even if they were untrue.
[edit] Mica splitting test room
In this study from 1928 to 1930, workers in the mica splitting room were paid by
individual piece rate, rather than by group incentives. However, work environment
conditions were changed to see how they affected productivity. The study lasted
fourteen months and productivity increased by fifteen percent.
[edit] Definitions
Here are some sample definitions of the Hawthorne effect, showing how
differently it can be defined:
An experimental effect in the direction expected but not for the reason
expected; i.e., a significant positive effect that turns out to have no causal
basis in the theoretical motivation for the intervention, but is apparently due to
the effect on the participants of knowing themselves to be studied in
connection with the outcomes measured.[8]
The Hawthorne Effect [is] the confounding that occurs if experimenters fail to
realize how the consequences of subjects' performance affect what subjects
do.[9]
People singled out for a study of any kind may improve their performance or
behavior, not because of any specific condition being tested, but simply
because of all the attention they receive.[10]
1. Rest periods
2. Learning, given feedback i.e. skill acquisition
3. Piecework pay where an individual does get more pay for more work, without
counter-pressures (e.g. believing that management will just lower pay rates).
Clearly the variables the experimenters manipulated were neither the only nor the
dominant causes of productivity changes. One interpretation, mainly due to
Mayo, was that "the six individuals became a team and the team gave itself
wholeheartedly and spontaneously to cooperation in the experiment." In 1955
Landsberger reinterpreted the experimental outcomes as the more general result
of being observed and labeled this result the "Hawthorne effect."
Parsons redefines "the Hawthorne effect as the confounding that occurs if
experimenters fail to realize how the consequences of subjects' performance
affect what subjects do" [i.e. learning effects, both permanent skill improvement
and feedback-enabled adjustments to suit current goals]. So he is saying it is not
attention or warm regard from experimenters, but either a) actual change in
rewards b) change in provision of feedback on performance. His key argument is
that in 2a the "girls" had access to the counters of their work rate, which they
didn't previously know at all well.
It is notable however that he refuses to analyze the illumination experiments,
which don't fit his analysis, on the grounds that they haven't been properly
published and so he can't get at details, whereas he had extensive personal
communication with Roethlisberger and Dickson.
It's possible that the illumination experiments were explained by a longitudinal
learning effect. But Mayo says it is to do with the fact that the workers felt better
in the situation, because of the sympathy and interest of the observers. He does
say that this experiment is about testing overall effect, not testing factors
separately. He also discusses it not really as an experimenter effect but as a
management effect: how management can make workers perform differently
because they feel differently. A lot to do with feeling free, not feeling supervised
but more in control as a group. The experimental manipulations were important in
convincing the workers to feel this way: that conditions were really different. The
experiment was repeated with similar effects on mica splitting workers.
References to the "the Hawthorne effect" rely on Mayo's interpretation in terms of
workers' perceptions, but the data show strikingly continuous improvement. It
seems quite a different interpretation might be possible: learning, expertise,
reflection -- all processes independent of the experimental intervention. However,
the usual Mayo interpretation is certainly a real possible issue in designing
studies in education and other areas, regardless of the truth of the original
Hawthorne study.
Recently the issue of "implicit social cognition", i.e., how much weight is actually
given to what is implied by others' behavior towards us (as opposed to what they
say, e.g. flattery) has been discussed: this must be an element here too.
Richard E. Clark and Timothy F. Sugrue (1991, p.333) in a review of educational
research say that uncontrolled novelty effects (i.e. halo effect) cause on average
30% of a standard deviation (SD) rise (i.e. 50%-63% score rise), which decays to
small level after 8 weeks. In more detail: 50% of a SD for up to 4 weeks; 30% of
SD for 5-8 weeks; and 20% of SD for > 8 weeks, (which is < 1% of the variance).
Parsons implies that (4) might be a "factor" as a major heading in our thinking,
but as a cause can be reduced to a mixture of (2) and (3). That is: people might
take on pleasing the experimenter as a goal, at least if it doesn't conflict with any
other motive; but also, improving their performance by improving their skill will be
dependent on getting feedback on their performance, and an experiment may
give them this for the first time. So you often won't see any Hawthorne effect --
only when it turns out that with the attention came either usable feedback or a
change in motivation.
Adair (1984): warns of gross factual inaccuracy in most secondary publications
on Hawthorne effect. And that many studies failed to find it, but some did. He
argues that it should be viewed as a variant of Orne's (1973) experimental
demand characteristics. So for Adair, the issue is that an experimental effect
depends on the participants' interpretation of the situation; that this may not be at
all like the experimenter's interpretation and the right method is to do post-
experimental interviews in depth and with care to discover participants'
interpretations. So he thinks it is not awareness per se, nor special attention per
se, but participants' interpretation must be investigated in order to discover if/how
the experimental conditions interact with the participants' goals (in participants'
views). This can affect whether participants' believe something, if they act on it or
don't see it as in their interest, etc.
Rosenthal and Jacobson (1992) ch.11 also reviews and discusses the Hawthorne
effect.
Its interpretation in management research The research was and is relevant
firstly in the 'Human Resources Management' movement. The discovery of the
effect was most immediately a blow to those hoping to apply the behavioral
sciences to manipulate workers in the interest of management.
Other interpretations it has been linked to are: Durkheim's 'anomie' concept; the
Weberian model of a system of bureaucratic formal organization; a system of
informal group relations, as in the interpretation of Mayo and his followers; a
system of power, of class antagonisms.