1. Hawthorne Studies Elton Mayo’s Study on Employee Motivation and Work Productivity Developed by: Melissa Mackay Boise State University

2. What Will Be Covered Definition of the Hawthorne StudiesDefinition of the Hawthorne Studies Experiment that Mayo conductedExperiment that Mayo conducted ResultsResults ConclusionsConclusions Brainstorming: How this can be used in organizationsBrainstorming: How this can be used in organizations

3. What Will Be Covered Cont. Nuts and Bolts: Explanation of topicNuts and Bolts: Explanation of topic How it works in the fieldHow it works in the field Real World ExampleReal World Example SummarySummary ReferencesReferences

4. Definition of Hawthorne Studies “The Hawthorne Studies were conducted from 1927-1932 at the Western Electric Hawthorne Works in Chicago, where Harvard Business School Professor Elton Mayo examined productivity and work conditions.”“The Hawthorne Studies were conducted from 1927-1932 at the Western Electric Hawthorne Works in Chicago, where Harvard Business School Professor Elton Mayo examined productivity and work conditions.”

5. http://www.accel- team.com/motivation/hawthrone_02. html Definition of Hawthorne Studies Cont. “Mayo wanted to find out what effect fatigue and monotony had on job productivity and how to control them through such variables as rest breaks, work hours, temperatures and humidity.”“Mayo wanted to find out what effect fatigue and monotony had on job productivity and how to control them through such variables as rest breaks, work hours, temperatures and humidity.”

6. Mayo’s Experiment Five women assembled telephone relays, one supplied the parts.Five women assembled telephone relays, one supplied the parts. Made frequent changes in working conditions with their consent.Made frequent changes in working conditions with their consent. Records were kept of relays made, temperature and humidity of rooms, medical and personal histories, eating and sleeping habits, and bits of conversation on the job.Records were kept of relays made, temperature and humidity of rooms, medical and personal histories, eating and sleeping habits, and bits of conversation on the job. No one supervised the girls.No one supervised the girls. They were told to work as they felt and at a comfortable pace.They were told to work as they felt and at a comfortable pace.

7. Mayo’s Experiment Cont. Productive capacity was measured by recording the girls’ output for two weeks before the study began.Productive capacity was measured by recording the girls’ output for two weeks before the study began. First five weeks, no changes were made.First five weeks, no changes were made. Third stage, a pay system was ensured allowing the girls’ to earn in proportion to their efforts.Third stage, a pay system was ensured allowing the girls’ to earn in proportion to their efforts. Eight weeks later, two five-minute rest pauses were added.Eight weeks later, two five-minute rest pauses were added.

8. Mayo’s Experiment Cont. Eighth phase, workday ended a half-day early.Eighth phase, workday ended a half-day early. Ninth phase, the girls finished an hour earlier than usual.Ninth phase, the girls finished an hour earlier than usual. Five-day week introduced.Five-day week introduced. Girls went back to no breaks, lunches and a full work week, output declined for those twelve weeks.Girls went back to no breaks, lunches and a full work week, output declined for those twelve weeks.

9. Results Researchers found that output rates weren’t directly related to the physical conditions of the work.Researchers found that output rates weren’t directly related to the physical conditions of the work. Output went up when:Output went up when: –They were put on piece-work for eight weeks. –Two five minute rest pauses were introduced for five weeks. –Rest pauses were lengthened to ten minutes. –A hot meal was supplied during first pause. –They were dismissed at 4:30 p.m. instead of 5:00 p.m.

10. http://courses.bus.ualberta.ca/orga417 -reshef/mayo.htm Results Cont. Output slightly fell when six five minute pauses were added.Output slightly fell when six five minute pauses were added. It remained the same when they were dismissed at 4:00 p.m. instead of 4:30 p.m.It remained the same when they were dismissed at 4:00 p.m. instead of 4:30 p.m. Mayo believes “what actually happened was that six individuals became a team and the team gave itself wholeheartedly and spontaneously to cooperation in the experiment. The consequence was that they felt themselves to be participating freely and without afterthought, and were happy in the knowledge that they were working without coercion from above or limitations from below.”Mayo believes “what actually happened was that six individuals became a team and the team gave itself wholeheartedly and spontaneously to cooperation in the experiment. The consequence was that they felt themselves to be participating freely and without afterthought, and were happy in the knowledge that they were working without coercion from above or limitations from below.”

11. Conclusions Work is a group activity.Work is a group activity. Social world for an adult is primarily patterned about work.Social world for an adult is primarily patterned about work. Need for recognition, security and sense of belonging.Need for recognition, security and sense of belonging. Complaints, commonly a symptom manifesting disturbance of an individual’s status position.Complaints, commonly a symptom manifesting disturbance of an individual’s status position.

12. Conclusions Cont. Attitudes and effectiveness are conditioned by social demands.Attitudes and effectiveness are conditioned by social demands. Informal groups at work are strong social controls over the work habits and attitudes of a worker.Informal groups at work are strong social controls over the work habits and attitudes of a worker. Change from established society to adaptive society.Change from established society to adaptive society. Group collaboration.Group collaboration.

13. Brainstorming: How this can be used in organizations Cooperation and communication with coworkers.Cooperation and communication with coworkers. Rearrange/reorganize job functions.Rearrange/reorganize job functions. Create an atmosphere of working as a team.Create an atmosphere of working as a team.

14. Nuts and Bolts: Explanation of Topic InterviewingInterviewing –Provide insight to workers moral, their likes and dislikes and how they felt about their bosses.

15. Nuts and Bolts: Explanation of Topic Cont. Role of SupervisorRole of Supervisor –Retained the responsibility of making sure that their workers reached production levels, should lead their workers.

16. Nuts and Bolts: Explanation of Topic Cont. ManagementManagement –Need to gain active support and participation from workers, while maintaining managerial control. –Be patient with workers, listen to them, and avoid creating emotional upsets.

17. http://couses.bus.ualberta.ca/orga417- reshef/mayo.htm Nuts and Bolts: Explanation of Topic Cont. TeamworkTeamwork –Cooperation, communication, sense of belonging. –“Man’s desire to be continuously associated in work with his fellows is a strong, if not the strongest, human characteristic. Any disregard of it by management or any ill-advised attempt to defeat this human impulse leads instantly to some form of defeat for management itself.”

18. How it Works in the Field Aspects of Hawthorne StudiesAspects of Hawthorne Studies –Workers –Management –Motivation –Productivity

19. How it Works in the Field Cont. WorkersWorkers –Insights, suggestions, likes and dislikes, moral, training. ManagementManagement –Transfer of power to workers, knowing their workers.

20. How it Works in the Field Cont. MotivationMotivation –Incentives to increase productivity and quality. ProductivityProductivity –By increasing the output rate and keeping costs down, the company will be able to increase profits.

21. Summary Hawthorne Studies dealing with worker motivation and work productivity.Hawthorne Studies dealing with worker motivation and work productivity. Increase communication and cooperation among coworkers.Increase communication and cooperation among coworkers.

22. Assumptions: If performance in an organization results in equitable and fair rewards, people will be more satisfied. High performance can lead to rewards and high satisfaction. Types of rewards: Extrinsic rewards—outcomes set and awarded by external parties (e.g., pay and promotions). Intrinsic rewards—outcomes that are internal to the individual (e.g., self-esteem and feelings of accomplishment).