Editing Hawthorne effect (section)

== History ==
[[File:Hawthorne, Illinois Works of the Western Electric Company, 1925.jpg|thumb|Aerial view of the [[Hawthorne Works]], {{Circa|1925}}]] 
The term "Hawthorne effect" was coined in 1953 by [[John R. P. French]]<ref name = "Utts">{{cite book |last1=Utts |first1=Jessica M. |last2=Heckard |first2=Robert F. |year=2021 |title=Mind on Statistics |publisher=Cengage Learning |page=222 |isbn=978-1-337-79488-6 }}</ref> after the Hawthorne studies were conducted between 1924 and 1932 at the [[Hawthorne Works]] (a [[Western Electric]] factory in Cicero, outside Chicago). The Hawthorne Works had commissioned a study to determine if its workers would become more productive in brighter or dimmer levels of light. The workers' productivity seemed to improve when changes were made but returned to their original level when the study ended. It has been alternatively suggested that the workers' productivity increased because they were [[Motivation|motivated]] by interest being shown in them.<ref>{{Cite book|title=Psychology for AS Level|last=Cox|first=Erika|date=2000|publisher=Oxford University Press|isbn=0198328249|location=Oxford|pages=158}}</ref>

This effect was observed for minute increases in [[Lighting|illumination]]. In these lighting studies, [[Luminous intensity|light intensity]] was altered to examine the resulting effect on worker productivity. When discussing the Hawthorne effect, most [[industrial and organizational psychology]] textbooks refer almost exclusively to the illumination studies as opposed to the other types of studies that have been conducted.<ref name="whatweteach">{{Cite journal |author1=Olson, R. |author2=Verley, J. |author3=Santos, L. |author4=Salas, C. |year=2004 |title=What We Teach Students About the Hawthorne Studies: A Review of Content Within a Sample of Introductory I-O and OB Textbooks |url=http://www.siop.org/tip/backissues/Jan%2004/pdf/413_023to039.pdf |url-status=dead |journal=The Industrial-Organizational Psychologist |volume=41 |pages=23–39 |archive-url=https://web.archive.org/web/20111103164852/http://www.siop.org/tip/backissues/Jan%2004/pdf/413_023to039.pdf |archive-date=2011-11-03}}</ref>

Although early studies focused on altering workplace illumination, other changes such as maintaining clean work stations, clearing floors of obstacles, and relocating workstations have also been found to result in increased productivity for short periods of time. Thus, the Hawthorne effect can apply to a cause or causes other than changing lighting.<ref name = "Landsberger"/><ref name="MayoHaw">
   Elton Mayo, ''Hawthorne and the Western Electric Company'',
   ''The Social Problems of an Industrial Civilisation'',
   Routledge, 1949.
</ref><ref name="MotWork">{{cite web
 |title       = Motivation at Work: a key issue in remuneration
 |first       = Dr. Angela M.
 |last        = Bowey
 |url         = http://www.glass-time.com/gainsharing/Motivation.html
 |access-date  = 22 November 2011
 |url-status     = bot: unknown
 |archive-url  = https://web.archive.org/web/20070701091940/http://www.glass-time.com/gainsharing/Motivation.html
 |archive-date = 1 July 2007
}}
</ref>
<!-- Interpretations and views vary. [[H. McIlvaine Parsons]] defines 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. performance is affected – possibly unconsciously – by possible positive or negative personal consequences not considered by the experimenter).<ref name="Parsons" /> [[Elton Mayo]] describes it in terms of a positive emotional effect due to the perception of a sympathetic or interested observer. Clark and Sugrue say that uncontrolled [[novelty effect]]s cause on average 30% of a [[standard deviation]] (SD) rise (i.e. 50–63% score rise), which decays to small level after eight weeks.<ref name=ClarkSugrue1991>{{cite book|last=Clark |first=Richard E. |last2=Sugrue |first2=Brenda M. |year=1991 |chapter=30. Research on instructional media, 1978–1988 |editor=G.J.Anglin |title=Instructional technology: past, present, and future |pages=327–343 |publisher=Libraries Unlimited |location=Englewood, Colorado}}</ref> Braverman argues that the studies really showed that the workplace was not "a system of bureaucratic formal organisation on the [[Max Weber|Weberian model]], nor a system of informal group relations, as in the interpretation of Mayo and his followers but rather a system of power, of class antagonisms".<ref name=b1>{{cite book |last=Braverman |first=Harry |title=Labor and Monopoly Capitalism |url=https://archive.org/details/labormonopolycap00harr |url-access=registration |year=1974 |publisher=Monthly Review Press |location=New York |pages=[https://archive.org/details/labormonopolycap00harr/page/144 144–145] |isbn=0853453403}}</ref> Studies of the [[demand effect]] also suggests that people might take on pleasing the experimenter as a goal.<ref name="SteeleJohnson2000">{{cite journal |last=Steele-Johnson |first=D. |year=2000 |title=Goal orientation and task demand effects on motivation, affect, and performance |journal=The Journal of Applied Psychology |volume=85 |issue=5 |pages=724–738 |doi=10.1037/0021-9010.85.5.724 |first2=Russell S. |last3=Hoover |first3=Paul B. |last4=Schmidt |first4=Aaron M. |pmid=11055145 |last2=Beauregard }}</ref> -->