CHAPTER I My mom got a friend, Nina. One day, Ninas Boss, Rini was angry to her.

Day by day she continues feel guilty for what she has done and decreased productivity at work, in other words, she feels down. Why Nina feel like that? Because, since that day, she thinks every single things she done was a mistake. She living her life filled with a fault. Many leaders belief that by giving punishment will give a positive effect, well its not... unless bosses give it in a right way. Bosses never realize actually by giving reward and punsihment on a right way will improve someones productivity in an office. Reward is something which is given in return for good (sometimes evil), or in recognition of merit, or for performance of a service. Also compensation, pay in HR / Personnel systems but there are intrinsic rewards to work, and non-monetary benefits, which are obviously cheaper and may prove more effective anyway. Types of Reward: Promotion; Pay (PRP, shares); Bonus; Recognition (Timely Accurate Relevant Reliable) can be a powerful way of managing; Culture (Xerox put recognition before pay - they have a recognition and reward system); Awards (employee of the month); Making someone feel special (putting in think tanks, teams etc. or just by saying so); Appraisal (handle with caution); Training and Development; Empowerment (paradigm example in R. Semlers Maverick); Job Satisfaction; Et cetera.

Punishment is a term used in operant conditioning to refer to any change that occurs after a behavior that reduces the likelihood that that behavior will occur again in the future. While positive and negative reinforcement are used to increase behaviors, punishment is focused on reducing or eliminating unwanted behaviors. Behaviorist B. F. Skinner, the psychologist who first described operant conditioning, identified two different kinds of aversive stimuli that can be used as punishment.

Positive Punishment: This type of punishment is also known as "punishment by application." Positive punishment involves presenting an aversive stimulus after a behavior as occurred. For example, when a student talks out of turn in the middle of class, the teacher might scold the child for interrupting her. Negative Punishment: This type of punishment is also known as "punishment by removal." Negative punishment involves taking away a desirable stimulus after a behavior as occurred. For example, when the student from the previous example talks out of turn again, the teacher promptly tells the child that he will have to miss recess because of his behavior.

There are basically four kinds of punishment physical punishment slapping, spanking, switching, paddling, and using a belt or hair brush. verbal punishment shaming, ridiculing, using cruel words, saying I dont love you. withholding rewards You cant watch TV if you dont do your homework. penalties You broke the window so you will have to pay for it with money from your allowance.

So, now what is Productivity? Productivity is the quality, state, or fact of being able to generate, create, enhance, or bring forth goods and services. Why I write all these things because through this paper I will write some explanation how to increase productivity by giving reward and punisment on the right way. CHAPTER II Rewards play an important role in motivated behavior. The hedonic properties of a potential reward can lead to approach behavior and a sense of pleasure after consumption, serving to reinforce such behavior (Schultz, 2000). Thus, it is important to consider how the human brain perceives different properties of a salient stimulus, such as valence and magnitude. The striatum is one of several regions implicated by previous research in the processing of reward-related information. Activity in the striatum has an important role in

detecting the presence of an affective stimulus1 , its predictability2, and the valencereward or punishmentassociatedwith such a stimulus3. The striatum, therefore, seems to be in a position to influence and guide behavior by coding the affective properties of a stimulus. To exert such a function, the striatum should also have the capacity to rank feedback according tomagnitudeor preference. Accordingly,when presented with feedback, the striatum should parametrically order its response in accordance with the valence and magnitude of the feedback. The literature has shown that magnitude manipulations affect activity in other areas implicated in a potential reward circuitrymostly, the prefrontal cortex and the amygdala. For example, a correlation exists between the speed atwhich rats run down a runway to retrieve a reward and the magnitude of such a reward4. In monkeys, enhancement of activity was observed in the dorsolateral prefrontal cortex during the memory phase of a visual-memory task for trials associated with a large versus a small reward5. The orbital frontal cortex, an area heavily implicated in emotion6, is also affected by changes in magnitude. In humans, for example, the orbital frontal cortex was active in a paradigm in which participants chose between small likely rewards and large unlikely rewards7 and in a reversal learning paradigm in which different magnitudes of reinforcement were given8. Thus, many studies shown that by giving reward to your subordinate may give them something good or positive effect toward productivity. Why? Because by giving reward the brain will order the body to do something more effective. CHAPTER III Why sometimes punishment doesnt work to improve someones productivity? Physical punishment usually doesnt work for several reasons. First, it makes the your subordinates hate himself and others. Physical punishment makes them think that there must be something awfully wrong with him to be treated so badly.
1

Apicella, Ljungberg, Scarnati, & Schultz, 1991; Hikosaka, Sakamoto, & Usui, 1989; Hollerman, Tremblay,& Schultz, 2000. 2 Berns, McClure, Pagnoni,& Montague, 2001; Pagnoni, Zink, Montague, & Berns, 2002; Schultz, Tremblay, & Hollerman, 1998. 3 Breiter, Aharon, Kahneman, Dale, & Shizgal, 2001; Delgado, Nystrom, Fissell, Noll, & Fiez, 2000 4 Crespi, 1942. 5 Leon & Shadlen, 1999. 6 Bechara, Damasio, & Damasio, 2000; Grant, Contoreggi, & London, 2000; Rolls, 1999, 2000 7 Rogers et al., 1999 8 ODoherty, Kringelbach, Rolls, Hornak, & Andrews, 2001.

If they think they are bad, then they will act bad. A vicious cycle is formed. The people who has been treated harshly has no reason to be good. Or he may be good just to keep from being punished and not learn to be good because he thinks it is the right thing to do. People who have been spanked feel that they have paid for their misbehavior and are free to misbehave again. In other words, spanking frees someone from feelings of remorse which are needed to prevent future misbehavior. When rewards are our chief way of motivating people we run the risk of creating carrot seekers: people who are always looking for and expecting a reward every time they do something good or right. For example, if we give a child money for making his bed this week, hell wonder where his money is next week. Instead of being selfmotivated by a desire to cooperate or help other family members, we have taught the child to look to us for his source of motivation. Effective Discipline You Can Use . . . Helps them to learn selfcontrol Builds them selfesteem Sets a good example of effective ways to solve problems by being a good leaders.

CHAPTER IV How to increase someone pruductivity is not easy but not really hard either. It may takes your time as a boss to teach them by show them how to be a good people. It takes time. For example, rather than use a punishment you can use what called consequences, by saying something that makes your people think. Like, if you do X you wont get Y. What is the differences between consequences and punishment are: Consequences calm tone of voice friendly but firm willing to accept the someone's decision

Punishment angry tone of voice hostile attitude unwilling to give a choice

To Discipline Effectively, You may consider about these ideas: 1. Effective discipline methods work better than punishment in teaching children how to behave. 2. The more bosses use effective discipline methods, the less their subordinates need punishment. 3. There is no excuse for using physical or verbal punishment to discipline people (on the office). 4. Using consequences as a discipline method helps people learn to take responsibility for their behavior. 5. Consequences must be logically related to the misbehavior. 6. Your subordinate must see the relationship between his misbehavior and the consequences or it will not work. 7. Your subordinate must know he has a choice when consequences are used. 8. Use consequences in a firm, kind, friendly manner. CHAPTER V Past research has shown that rewards and punishments imposed on people on theier office may contribute to increases in their motivation and achievement. However, alternative research findings indicate that people may exhibit temporary compliance with such external stimuli and may not develop intrinsic motivation to perform well over an extended time frame. On other reaserch, questionnaires were administered to 827 employees in three different organizations. Leader contingent reward behavior was found to be positively related to group drive, cohesiveness, and group productivity. These relationships were found to be robust, even when they were statistically controlled for common method variance. In other cases the writer suggest you if youre an boss to give some consequences rather than give your employees some harsh punsihment, by verbal or action. The goal is for your company, to improve the productivity. It works? Youll know by trying it.