Richard Ivey Building 3329
- Incentive Compensation
- Creative Problem Solving
- Employee Motivation
- Read the Impact article featuring research from Professor Huo
Kun Huo (CPA, CA) is an Assistant Professor of Managerial Accounting and Control at the Ivey Business School. He holds a BBA in Accounting from Wilfrid Laurier University and a Ph.D. in Accounting from the University of Waterloo. He earned his professional accounting designation at Grant Thornton LLP and specialized in the audit of manufacturing and distribution companies.
Kun’s research is on topics such as the effect of public recognition on employee creativity, the effect of pay dispersion and pay secrecy on teamwork, as well as designing better balanced scorecards. He uses a combination of economic and psychology-based theories to investigate these issues. The paper from his dissertation, Performance Incentives, Divergent Thinking Training, and Creative Problem-solving Performance is forthcoming in the Journal of Management Accounting Research.
Recent Refereed Articles
(Forthcoming), "Performance Incentives, Divergent Thinking Training, and Creative Problem-Solving", Journal of Management Accounting Research.
Abstract: Creativity theory suggests that effective solutions to creative problems depend on both divergent and convergent thinking (Cropley 2006). Using an experiment in which participants solve insight problems, I investigate the effect of incentive schemes on creative problem-solving performance. I find that both piece-rate pay and flat wage plus public recognition generate higher performance with divergent thinking training than without. Consistent with the idea that incentives may promote more convergent thinking than divergent thinking, piece-rate pay generates lower creative problem-solving performance than the flat wage in the absence of divergent thinking training (flat wage plus recognition has a neutral effect). The study suggests that when employee performance depends on creative problem solving, firms should implement incentives schemes and/or control systems that promote both divergent and convergent thinking.