W4T2

Consider 1) a team in a typical college course and 2) a team in an organization that hopes to make significant improvements to their organization over the next two years.

For each option, provide a method of rating individual team members so that you can maximize equity, outcomes, ethics, professionalism, and respect cultural differences.  Pay particular attention to optimal outcomes while limiting the use of resources (time, money, and people) and achieving original objectives.

For each one provide:

The questions you would ask of team members, the answers you would offer (such as rating numbers), who would they rate (example: everyone but no themselves), how would you combine the scores for an overall score per person, and any other detail you believe important.  Be sure to explain the system and how should the score influence rewards or sanctions. 

 Include a title page and at least two sources

Answer

Performance-based reward system

Performance base reward system has a long history in the education sector. The system started in the US. In the past view years, the number of countries adopting this system have increased significantly. The system uses performance approach to pay the teachers. The unique feature of this type of system includes: the rewards or sanctions of the teachers depends on the teacher's performance evaluation. Distinction performance-based rewards are obtained depending on the skills assessed by the individual teacher and the number of rewards earned. In most cases this system uses the student to pay the teachers (DeMatteo, Eby, & Sundstrom, 1998). Some of the benefits that highly performed teachers enjoy include long holidays and provision of professional development courses.

When classifying different performance based models, some factors are but into consideration. Some of the features involved include:

· Who the compensation factor. Some think individual teacher while others consider the school performance. The individual based compensation narrows down to find, and grades own teacher while the school-based bonus only discusses the grading of the school. If a school performs, everybody including the non-performers is compensated.

· Whether compensation is pecuniary or non-pecuniary and if poor performance will result in sanctions

· The rewards can be given for a given regarding ascending teachers. Improving teachers should be paid in this case.

Types of performance based reward systems

There are three broad models of performance-based compensation programs as per the standards defined by the education systems of OECD countries. The first model is termed as the merit-pay. The merit-pay involves rewarding teachers depending on the student performance. The teacher can only be rewarded in this case if only the students perform (Lawler, Mohrman, & Ledford, 1992). Continuous failure of the students may result in the teacher getting sanctions.

The second model is a knowledge and skill-based compensation. The model believes that if a teacher is highly qualified, the student performance will be impacted positively. Here the qualification levels and skills of a teacher makes him/her gain more rewards and compensation. People with higher power tend to be compensated highly as compared to lower qualified individuals. The model does not consider whether the teacher is performing or not. It uses the certifications to compensate them.

The last model is the school-based compensation model. The above is a group based model where every teacher in a school is paid regardless their performance level. The model takes into consideration the student performance (Cameron, Pierce, Banko, & Gear, 2005). If the students perform, any teacher involved in such a school is compensated.

References

Lawler, E. E., Mohrman, S. A., & Ledford, G. E. (1992). Employee involvement and total quality management: Practices and results in Fortune 1000 companies. Jossey- Bass Inc Pub.

DeMatteo, J. S., Eby, L. T., & Sundstrom, E. (1998). Team-based rewards: current empirical evidence. Research in organizational behavior, 20, 141-183.

Cameron, J., Pierce, W. D., Banko, K. M., & Gear, A. (2005). Achievement-Based Rewards and Intrinsic Motivation: A Test of Cognitive Mediators. Journal of Educational Psychology, 97(4), 641.