Some of what follows has been posted before include the definition of Competence Plus One here for sake of continuity which is: . . taking a person or group from where they are now and adding the next elevating principle to increase depth, understanding and discipline. . . . preparing for a higher level of competence through one new discipline at a time.
Continuing from Kathy K. Clayton and ‘external motivators’ in Teaching to Build Faith and Faithfulness (94), a favorite source of influence for many parents and teachers . . . . Reward is closely related to punishment to the other half of the “carrots and sticks” theory of motivation. It is superior in that it is decidedly more positive but it is still extrinsic in nature. It is decidedly more positive, but it is still intrinsic in nature. Reward is not necessarily a bad thing, it is simply immature, impermanent, externally-motivated reason for choosing well, and, like punishment, it may pose some significant risks. It requires the attention of an outsider to provide the reward rather than encouraging the do-gooder to be sensitive to quieter more enduring satisfactions. As a result, expectation and even demand for rewards for good behavior can be actually compromise a person’s desire and ability to speak and appreciate more personal and private compensations.The intrinsic motivation of satisfaction over a job well done or the deep personal confidence gained by feeling that one has pleased God (see Doctrine and Covenants 121:45) may take a backseat to the cheap secular reward that has been the object of the effort.
Sometimes parents and teachers inadvertently turn potential play into work by promising a reward. Frustrated parents who offer their reluctant eaters candy or desert if they will only eat their dinner may be unintentionally teaching their children that healthy food is essentially undesirable and eaten only as a means to a pleasurable end. These well-meaning parents subtly communicate to their kids that nutritious food is something to be endured or tolerated to get to the good stuff.
A study on the potentially stifling effects of rewards was conducted in an elementary school during art time. The children were divided into three groups. The first group was promised a fancy certificate for every picture they drew. The second group was not promised a reward in advance but they received the certificate as they had completed their work. The third group was simply provided art supplies and time to draw. After some time at their task, the first group had produced the most artwork but it was the lowest quality. Both the second and third groups produced less art work but it was of the highest quality.
Some weeks later, when the same students were given art time again, the students in the second and third groups engaged in the activity with youthful, uncomplicated delight, while the first group showed little interest in drawing unless the teachers promised a reward.
A child who perpetually practices the piano only to receive a monetary reward may be less likely to develop a spontaneous affection for the beautiful music he is learning to play. That dependence on payment from his parents may compromise the depth of his long-term commitment to playing the piano if he never transitions to a more personal, internal reason for those long practice sessions. All seven of our children were simply required to take piano lessons. We threatened, cajoled, bribed, and did everything else parents do to get their reluctant kids to practice the piano, and all with limited success. Only two of our children—the oldest and the youngest sons, now play the piano competently and for the pure love of playing. Those two boys at some point transition from resistant unengaged students motivated by parental tactics, to true pianists inspired by the beauty of music and the satisfaction of the accomplishment.
Likewise, missionaries who follow mission rules or engage in energetic missionary-like activities because of gimmicky rewards or public celebration for their numeric results may be stunted in their growth for doing the right things for the right reason. As missionaries find pure heavenly joy in bringing souls unto Christ (see Doctrine and Covenants 18:16) and pleasing God with their unceremonious obedience, they qualify themselves for a lasting, deep happiness in their service. ~Kathy K. Clayton: Teaching to Build Faith and Faithfulness (Salt Lake City, Deseret Book, 2012) 94-96
