Assignment

Mo4 – SL4

JOB ATTITUDES

Kirca and Yaprak (2010) develop a five-stage framework and research practices commonly associated with each of the five stages in their framework, which they summarize in Table 1 on p. 307. In this fourth SLP assignment, your job is to:

  • Apply the Kirca and Yaprak five-stage framework to identify the meta-analysis stages and practices described in the articles by Riketta (2008) and Harrison, Newman, and Roth (2006).

SLP Assignment Expectations

  1. Fill in the table in the Identification and Assessment of Meta-Analysis Stages and Practicesto focus and structure your work.
  2. Search carefully within each article for information as to whether and how the authors describe the five meta-analytic stages and associated practices proposed by Kirca and Yaprak. Note that the information regarding a practice may appear in more than one place in the article, or in a section that seems unrelated to the section heading. In other words, the evidence of each practice could potentially appear anywhere in the article.
  3. Once you have assembled this information in the table, briefly critique the extent to which “the coding process proceeded with rigor and that all relevant possible studies were included in the database” (Kirca & Yaprak, p. 311) in the Riketta (2008) and Harrison, et al. (2006) studies, and to make recommendations to the authors for how they could strengthen confidence in the comprehensiveness of the studies included in their sample.

General Expectations

  1. Length: 4 pages of double-spaced, 12-point text, plus cover and reference pages.
  2. Structure: Narrative style with brief introduction, relevant section headings, and summary conclusion section.
  3. References: Follow Campion’s (1997) rules for references (see Background page).
  4. Style: APA format.
  5. Proofread your paper before uploading it.
  6. Upload your paper by the module due date.
  • Kirca and Yaprak five-stage framework to identify the meta-analysis stages and practices described in the articles by Riketta (2008) and Harrison, Newman, and Roth (2006).

Kirca and Yaprak

Kirca, A. H., & Yaprak, A. (2010). The use of meta-analysis in international business research: Its current status and suggestions for better practice. International Business Review, 19(3), 306-314.

Link: file:///C:/Users/owner/Downloads/The_use_of_meta-analysis_in_international_business.pdf

  • Riketta (2008)

Riketta, M. (2008). The Causal Relation Between Job Attitudes and Performance: A Meta-Analysis of Panel Studies. Journal Of Applied Psychology93(2), 472-481.

Harrison, et al. (2006)

Harrison, Newman, and Roth (2006).

Harrison, D. A., Newman, D. A., & Roth, P. L. (2006). How important are job attitudes? Meta-analytic comparisons of integrative behavioral outcomes and time sequences. Academy Of Management Journal49(2), 305-325. doi:10.5465/AMJ.2006.20786077

Link:      http://www.business.unr.edu/faculty/simmonsb/mgt486/amjjobattitudes.pdf

Link:

Background

Required Materials

There are two sections of required readings in this module. The first section introduces Meta-analysis as a quantitative approach to reviewing and synthesizing the results of a large number of empirical research studies on a particular topic. The goal is to help you understand, critique, and effectively draw upon meta-analysis research review articles. The second section provides breadth and depth of foundation in theory and research related to job attitudes, and includes recent, high quality meta-analyis research articles that illustrate the concepts introduced in the articles in the first section.

Note: The required readings are described in the order in which you are encouraged to read them, as each provides concepts that will help you make sense of the subsequent readings.

  1. Meta-Analysis

In Module 3 of ORG601 you were introduced to three basic types of academic articles that contribute to the creation and testing of new knowledge:

  1. Theoretical articles that develop new theoretical constructs and propose conceptual relationships among those constructs
  2. Empirical research articles in which quantitative data is collected and analyzed, most often to test hypotheses that are derived deductively from a theory, and
  3. Review articles that provide an in-depth overview of the theory and empirical research related to a particular phenomenon.

meta-analysis article could be seen as a hybrid of the second and third types of academic articles. It employs an empirical, meta-analytic research method to quantitatively review and synthesize empirical research findings from a large number of studies on a particular topic.

The following article provide an overview of the nature, role, methods, and relative use of meta-analysis in two fields related to business administration: information systems and international business research.

  • Kirca, A. H., & Yaprak, A. (2010). The use of meta-analysis in international business research: Its current status and suggestions for better practice. International Business Review, 19(3), 306-314.
  1. Job Attitudes

In this module, we focus on the two most widely researched job attitudes – organizational commitment and job satisfaction. However, a wide variety of job attitudes have been conceptualized, operationalized, and researched. In their meta-analysis of the relationships between age and job attitudes, Ng and Feldman (2010) provide a succinct overview of job attitudes. Table 1 lists and defines 35 job attitudes that have been researched in relation to age in the workplace, with references to the original sources of those definitions. This provides a very handy guide that can help identify job attitudes that may be relevant to your own research. Please read the Job Attitudes section that begins on p. 679, up to the Theoretical Background heading on p. 683 (unless you are specifically interested in the impact of age on job attitudes, then of course read the whole article):

  • Ng, T. H., & Feldman, D. C. (2010). The relationships of age with job attitudes: A meta-analysis. Personnel Psychology63(3), 677-718. doi:10.1111/j.1744-6570.2010.01184.x

In RES601, Module 2, you were introduced to the operationalization of constructs through multi-item scales. Researchers in organizational behavior develop and apply such scales extensively in their work. You have already been introduced to a variety of such measures in this course. However, are multi-item scales always the best way to measure a construct? When does it make theoretical, empirical, and/or practical sense to use a single item to operationalize a construct? In the following meta-analysis, Wanous, et al. (1997) empirically compared single-item measures vs. multi-item scales measuring the job attitude of overall job satisfaction. In doing so, they provide clear guidance regarding these questions:

  • Wanous, J. P., Reichers, A. E., & Hudy, M. J. (1997). Overall Job Satisfaction: How Good Are Single-Item Measures?. Journal Of Applied Psychology82(2), 247-252.

In the following meta-analysis, Harrison, Newman, and Roth (2006) take a novel, integrative approach to empirically addressing an age old question about the relative importance and impact of job attitudes on work related behaviors. Pay careful attention to the compatibility principle (p. 309), and the ways in which the authors conceptualize and measure the job attitude constructs that they use in their study:

Harrison, D. A., Newman, D. A., & Roth, P. L. (2006). How important are job attitudes? Meta-analytic comparisons of integrative behavioral outcomes and time sequences. Academy Of Management Journal49(2), 305-325. doi:10.5465/AMJ.2006.20786077

In the “Limitations and Research Directions” section of their article, Harrison, et al. (2006) note that a criticism of the method that they used is that it “does not allow for clear-cut cause-effect conclusions (as time-lagged and especially cross-sectional correlations cannot definitely establish temporal precedence…” Keep that criticism in mind as you read the following brief meta-analysis that attempts to test the nature and direction of causality in relationships between job attitudes and performance. Also, please pay careful attention to the author’s conceptualization and measurement of the primary job attitudes included in his research:

  • Riketta, M. (2008). The Causal Relation Between Job Attitudes and Performance: A Meta-Analysis of Panel Studies. Journal Of Applied Psychology93(2), 472-481.

In 2002, Swailes critiqued the conceptualization and measurement of the job attitude of organizational commitment. Ideally, the later Harrison, et al. (2006) Riketta (2008) meta-analyses addressed and resolved the issues that Swailes identified. As you read this, you may find it helpful to take notes wherever you notice issues that are relevant to either or both of the subsequent Harrison, et al. and Riketta meta-analyses, as your observations will help you in completing your Case Assignment:

  • Swailes, S. (2002). Organizational commitment: A critique of the construct and measures. International Journal Of Management Reviews4(2), 155.

Supplemental Materials

You may have noticed in the required readings that many authors cite Azjen (2001) as a key source to support their conceptualization and/or definition of job attitudes. Whenever you notice a source like that being cited by multiple authors, it may mean that it is a foundational theoretical or empirical article. If that construct were central to your own research, then you would be expected to go back and read the original source, not just the more recent authors who cite that source.

Icek Azjen is a psychologist, and his review of the nature and operation of attitudes provides a solid conceptual foundation that is broader than the the specific, contextualized focus on job attitudes in our fieldMany constructs in organizational studies are based on foundational theory and research in other fields, including psychology. If you plan to include one or more job attitudes in your doctoral research model, it would be important for you to read this review:

Ajzen, I. (2001). Nature and operation of attitudes. Annual Review of Psychology, 52(1), 27-58.

Abstract: This survey of attitude theory and research published between 1996 and 1999 covers the conceptualization of attitude, attitude formation and activation, attitude structure and function, and the attitude-behavior relation. Research regarding the expectancy-value model of attitude is considered, as are the roles of accessible beliefs and affective versus cognitive processes in the formation of attitudes. The survey reviews research on attitude strength and its antecedents and consequences, and covers progress made on the assessment of attitudinal ambivalence and its effects. Also considered is research on automatic attitude activation, attitude functions, and the relation of attitudes to broader values. A large number of studies dealt with the relation between attitudes and behavior. Research revealing additional moderators of this relation is reviewed, as are theory and research on the link between intentions and actions. Most work in this context was devoted to issues raised by the theories of reasoned action and planned behavior. The present review highlights the nature of perceived behavioral control, the relative importance of attitudes and subjective norms, the utility of adding more predictors, and the roles of prior behavior and habit.

The following meta-analysis examines the impact of individual personality (which you studied in Module 1 in this course) as the IV, on the attitude of job satisfaction (the focus of this module), as the DV. It illustrates the fact that a construct can serve as an IV, DV, moderator, or mediator in a study, depending on the focus of the research.

However, some constructs cannot logically serve as either an IV or a DV. For example, could pay satisfaction cause personality? It is highly unlikely that a transitory attitude like pay satisfaction could substantively influence the far more stable enduring nature of individual personality.

Bruk-Lee, V., Khoury, H. A., Nixon, A. E., Goh, A., & Spector, P. E. (2009). Replicating and Extending Past Personality/Job Satisfaction Meta-Analyses. Human Performance22(2), 156-189. doi:10.1080/08959280902743709

Abstract: A meta-analysis summarizing results of 187 studies reporting cross-sectional and longitudinal relationships between job satisfaction and personality is described. The Big Five factor of Neuroticism related most strongly and negatively to job satisfaction (–.25), with the other factors ranging from .16 (Conscientiousness) to –.02 (Openness to Experience). Job satisfaction was positively related to internal locus of control (LOC), positive affectivity, and Type A (achievement striving). Results showed negative relationships with external LOC, trait anger, Machiavellianism, negative affectivity/trait anxiety, and Type A (global and impatience/irritability). Job satisfaction had a very weak, negative correlation with narcissism that was indistinguishable from zero. These relationships were similar, although the effect sizes were generally not as strong, when examined in a longitudinal context. The distinctiveness of Extraversion and positive affectivity, as well as that of global and composite measures of job satisfaction, are discussed.

An earlier meta-analysis on the impact of personality on job satisfaction distinguishes between studies that take a direct vs. indirect approach to empirically testing that relationship. Consider how the distinction between direct and indirect approaches might impact the more recent Bruk-Lee, et al. (2009) meta-analysis (above):

Dormann, C., & Zapf, D. (2001). Job satisfaction: A meta-analysis of stabilities. Journal Of Organizational Behavior22(5), 483-504. doi:10.1002/job.98

Abstract: Evidence suggesting that job satisfaction is caused by individual dispositions is reviewed, and stability coefficients for job satisfaction in previous studies are analysed with a meta-anjilytic procedure. Previous longitudinal studies analysing job changer samples imply an upper limit estimate of 0.51 for direct dispositional influences on job satisfaction. A study of job changers considering the stability of working conditions suggests that this estimate has to be considerably corrected downwards. At present, it is concluded that it is more likely that dispositions indirectly affect job satisfaction via selection and self-selection processes. Implications for job satisfaction as a tool for organizational assessment are discussed.

The following meta-analysis examined a broad spectrum of the antecedents and outcomes of the attitude of pay level satisfaction:

Williams, M. L., McDaniel, M. A., & Nguyen, N. T. (2006). A meta-analysis of the antecedents and consequences of pay level satisfaction. Journal Of Applied Psychology91(2), 392-413. doi:10.1037/0021-9010.91.2.392

Abstract: This study reports results from a meta-analysis of 28 correlates of pay level satisfaction involving 240 samples from 203 studies conducted over the past 35 years. Results are presented in 4 categories: primary determinants, antecedents, correlates, and outcomes of pay satisfaction. The authors controlled for pay in examining relations between correlates and pay level satisfaction, as suggested by theory and when primary studies were available to do so. The authors found support for many of the relations suggested by a theoretical model and also note some limitations in the research that has tested this model. The authors recommend changes and additions to the model and suggest additional primary research in specific areas.

Moderators

Wright and Bonett (2002) meta-analytically test the moderating impact of employee tenure on the relationship between organizational commitment (as the IV) and job performance (as the DV):

Wright, T. A., & Bonett, D. G. (2002). The Moderating Effects of Employee Tenure on the Relation Between Organizational Commitment and Job Performance: A Meta-Analysis. Journal Of Applied Psychology87(6), 1183-1190. doi:10.1037//0021-9010.87.6.1183

Abstract: This meta-analysis investigated the correlation between attitudinal commitment and job performance for 3,630 employees obtained from 27 independent studies across various levels of employee tenure. Controlling for employee age and other nuisance variables, the authors found that tenure had a very strong nonlinear moderating effect on the commitment–performance correlation, with correlations tending to decrease exponentially with increasing tenure. These findings do not appear to be the result of differences across studies in terms of the type of performance measure (supervisory vs. self), type of tenure (job vs. organizational), or commitment measure (Organizational Commitment Questionnaire [L. W. Porter, R. M. Steers, R. T. Mowday, & P. V. Boulian, 1974] vs. other). The implications and future research directions of these results are discussed.

In the following meta- analysis, the job attitudes of affective commitment and job satisfaction serve as the DV, with HR practices as the IV, and Age – which is the focus of the study, as moderating the relationship between HR practices and job attitudes:

Kooij, D. M., Jansen, P. W., Dikkers, J. E., & De Lange, A. H. (2010). The influence of age on the associations between HR practices and both affective commitment and job satisfaction: A meta-analysis. Journal Of Organizational Behavior31(8), 1111-1136. doi:10.1002/job.666

Abstract: Research on the association between high commitment Human Resource (HR) practices and work-related outcomes at the individual level rarely focuses on age differences. To fill this knowledge gap, a meta-analysis has been conducted to examine how the relationships between the availability of high commitment HR practices, as perceived by employees, and affective commitment and job satisfaction change with age. Drawing on Selection, Optimization, and Compensation (SOC) theory and on Regulatory Focus theory, we identify a bundle of maintenance HR practices and a bundle of development HR practices, and hypothesize that the association between maintenance HR practices and work-related attitudes strengthens with age, and that the association between development HR practices and work-related attitudes weakens with age. Our meta-analysis of 83 studies reveals that, in line with social exchange and signaling theories, employees’ perceptions of HR practices are positively related to their work-related attitudes, and that calendar age influences this relationship largely as expected. These results are discussed in light of the above mentioned theories.

 

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Discussion: Staffing Challenges in a Labor Shortage Market

For this discussion, you will focus on talent acquisition and walk through a scenario on sourcing, recruitment, and selection in a labor market with talent shortages. You will work with a small group of your classmates to identify talent acquisition strategies and to provide your set of recommendations based upon a collaborative group discussion. First, review this module’s required resources. In your initial post to the small group discussion, address the following: How does knowledge of labor market information assist HR professionals in developing a quality staffing plan? From an external sourcing perspective, which HR initiatives and strategies are effective approaches to filling key positions in a labor market with talent shortages? From an internal sourcing perspective, which HR initiatives and strategies are effective approaches to filling key positions in a labor market with talent shortages? Refer to the chapter readings, the SHRM resources, and to the Harvard Business Review article to support your responses. 

 

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Who can do this MGMT313 Paper: Organizational Change

Instructions:

For your paper, you will consider a large organization like General Motors which has several locations (plants).   You may use General Motors or any other company similar in size.   For this paper imagine that the higher management of your plant has just been informed that the plant will close and about half of the employees will be moved to a different location across the country.   There are about 1000 employees.   Some will be offered early retirements, some will be offered a move (if there is a job for them available at the new location) and others will be laid off.    Write a paper about the expected organizational changes that will most likely occur.   Choose a change model and outline the steps of that model against the necessary actions that management must take.  How will this company prepare their people for this planned move?  Consider the period of two years for this complete shutdown to occur.  Use a timeline for what and how you would proceed.  Discuss the leadership styles that will be necessary during the various phases and the approaches to change that are applicable.   Use terms and concepts from our studies.

Within your paper answer all the following questions:

1.   Briefly summarize THREE key events of organizational change you expect during the transition.

2. How should the leaders handle the situations (key events), based on your knowledge of leading change? You should use concepts and terminology found in the text or other reading from the course.

3. How did the environment affect how the leaders managed change? This question is designed to help you understand how high stress, high demand situations may require different techniques than a “slower” and less stressful environment.  Use terms and concepts from our studies.

4. Which group of employees resisted change the most? How were they best handled?

 Discuss leadership styles and when and how they will change during the timeline.   Which approaches to change are most appropriate?   The paper should be in APA format and approximately 4-5 (not including title and reference pages) pages in the main body of the paper.  Each page should have approximately 350 words.  Papers without at least 1400 words of text (not including title and reference page) will have deductions.  Make sure you clearly show the answers to the above questions.  If you use quotes in your paper you should have more than 1400 words to compensate for the quotes. 

 

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design a case-based learning solution

Your challenge for this course is to design a case-based learning solution for non-learning leaders wanting to understand learning theory.

  • Intended Audience: any leader who wants to understand the role of learning in their organization and who does not have a background in learning theory or instructional design
  • Technology Level: the solution needs to have simple low-tech elements to it such that a leader without a computer could complete the course as easily as one with a computer.
  • Demonstrates design theory and practice: the solution must not only cover content about learning theory and design but must demonstrate effective application of learning theory and practice.
  • Tools: MS Word and PowerPoint will be sufficient for most designs and deliverables but should not be considered to be the only tools that may be used.
  • Outcomes: the desired level of competency for your audience is that they “can justify learning solutions for 
  • development of their people and their business.” You will need to break this down into more precise sub-components. Differences between how each person in class breaks down the outcomes will be part of what gives each person’s solution uniqueness.
  • Length: the solution’s length is not defined for you other than to say that, for leaders, the more concise a learning solution is, the more likely they are to attend and participate long enough to actually learn something.
  • Deliverables: the required deliverables will be a design document (example design template is provided in Module 1, but is not required) and examples of materials proposed in the design. You do not need to have the materials developed out to a final version. However, you need a sampling that gives a clear picture of how you would deploy this class. If your design includes a participant manual and an instructor manual, then you need a chapter of each. If your design includes slides for an instructor to use in delivering lesson content, then you need enough examples of those slides to be able to “see” and “experience” the learning. If you expect to provide a handout or job aid, then mock one up for submission.
  • Delivery Methods: Submit all elements of your design to the final project drop box in Module 8.
 

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Current legal issues in human resource management

The Fair Labor Standards Act (FLSA) establishes guidelines related to minimum wage, overtime pay, record-keeping, and child labor. Some companies find themselves facing legal challenges when they inappropriately classify employees as exempt or nonexempt for the purpose of overtime payments.

You have discovered that Elora Jean & Co. has classified many of its nonproduction positions as exempt. As the human resources (HR) legal consultant contracted to review all HR policies, you are concerned with legal exposure, union challenges that may result, and poor tracking of hours worked for the purpose of paying overtime. You plan to prepare a presentation for Elora Jean & Co.’s owner, outlining your observations, concerns, and recommendations, keeping in mind the company’s desire to remain competitive while adhering to employment laws.

Components of this presentation will include the following:

  • Discuss the key components of the FLSA overtime requirements, focusing specifically on considering the legal distinction between exempt and nonexempt employees.
  • Generalize how FLSA will affect Elora Jean & Co.’s ability to classify employees as exempt or nonexempt in relation to the payment of overtime, and determine at what point overtime is paid with regard to hours worked. Research of federal and Indiana state laws is necessary.
  • Discuss the implications of improperly paying union staff and not having a defined overtime policy as it relates to labor relations.
  • Discuss the legal implications of improper classification.
  • Develop a procedure that Elora Jean & Co. can use to equitably manage overtime at its facilities.
  • Formulate strategies that you recommend to ensure that Elora Jean & Co. accurately classifies employees as exempt or nonexempt. Discuss the roles that job analysis and job descriptions play in the process.
  • Discuss the record-keeping requirements imposed by the FLSA.
  • Address legal issues of minimum wage, overtime pay, record keeping, and child labor for the Malaysian facility. Assess possible HR policy differences in the Malaysian operation and how they may affect Elora Jean & Co.’s domestic workforce.

Note: Prepare a 9-slide presentation with a minimum of 7 slides that contain speaker notes of 200 words. The title slide and reference slide do not have to have speaker notes.

 

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Assignment

As a human and social services professional, it is likely that you will often be called upon to work within a group. Whether in your organization or within your community, the ability to successfully work within a group setting and to navigate group dynamics is essential to providing services to your clients.

For this Assignment, you consider ethical and cultural issues that may present when working with groups, such as pre-existing relationships within the group, hierarchy or seniority of members, and traditional roles and expectations of inclusion in the process.

To Prepare:

  • Choose a specific group work scenario that you either encounter regularly or that is of particular professional interest to you (e.g., group social work within hospitals, youth groups in schools, substance abuse co-led groups in prisons).
  • Review Chapter 12, “Ethical Issues in Group Work,” in the Corey course text, and reflect on the guidelines related to your chosen scenario.

The Assignment (3–4 pages):

  • Briefly describe the group scenario that you are using for the Assignment.
  • Explain the skills necessary to be a successful group facilitator for this population and/or issue type and within your chosen setting.
  • Explain the ethical and cultural issues that must be addressed before you can begin a group in this scenario.
  • Identify the three most important guidelines for multicultural and social justice competence that would guide you professionally and ethically once the group was underway. Explain why you selected these guidelines in particular.
  • Of the three guidelines you described, explain which one(s) you believe you need to develop additional knowledge or experience with as part of your professional development and why
 

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Legal and Ethical Responsibilities

During Weeks 5 and 6 you have explored a nonprofit’s legal, ethical, policy formulation, fundraising, and financial oversight responsibilities. For Section 3 of the Final Project you will create a guide for these areas that nonprofit boards and executive directors can use to maximize their chances for success.

Section 3 should include:

  • Legal and Ethical Responsibilities
  • Policy Formulation
  • Fundraising
  • Financial Oversight

Explain the board’s legal and ethical responsibilities and why they are important for the organization’s success. Include your assessment of an organization’s responsibility to bring about positive social change regarding the underlying problems that the organization exists to address. Include a listing of essential policies that the board should adopt. Explain the responsibilities of individual board members regarding fundraising and the board’s responsibilities for financial oversight.

 

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Human Resource Question

1. Evaluate Human Resource Management. Why do organizations need HR Management?

2. Specify the four types of Organizational Assets and why these are important to Human Capital?

3. List and explain four out of the seven HR management functions.

4. Explain how to manage a talent surplus and list the four components associated to this.

5. Analyze the effects of motivation.  Why is it important for HR to understand motivation?

6. Specifically discuss the myths and realities associated to retention.

7. Explain the six key drivers of retention.

8. Evaluate retention assessment and metrics.  What are the three key components?  Provide an explanation of each.

9. Design a written description of total rewards.  What are the three typical types of compensation and the percentages?

10. Explain Intangible, Tangible indirect and Tangible direct as it relates to the elements of total rewards.

11. Explain the two factors associated to Compensation Fairness and Equity.

12. Strategic recruiting involves:

13. Differentiate between Labor Markets and Recruiting.

14. In order to make recruiting more effective, consider the following recruiting activities:

15. Analyze the importance of the selection process.  What are the key responsibilities?

16. Define and provide an example of selection criterion

17. Compare and contrast reliability versus validity.

18. List the primary roles for HR departments.

19. Explain the importance of exit interviews.

20. Compare and contrast Talent Acquisition versus Recruiting.

 

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Employers

HR Headline: Pay for Performance in Public Schools Remains Controversial

“Pay for Performance” has made inroads in business, but has remained a hard sell in public school systems. There are some successful examples where teacher pay has been linked to student test scores. In Minnesota some districts have stopped giving automatic raises for seniority and base 60% of all pay increases on performance. In Denver, unions and school districts designed an incentive program where teachers receive bonuses for student achievement and for earning national teaching certificates. However, some plans have not worked. For example, Cincinnati teachers voted against a merit pay proposal and Philadelphia teachers gave their bonus checks to charity rather than cashing them. It appears that having teachers involved in planning the incentive system is one key factor to success. The same can be said for all incentive plans – if employees don’t buy into them, they will not work.

Questions to Research:
1. How could an organization measure the effectiveness of their pay-for-performance plans?

2. From an employee’s perspective, what are the disadvantages of using a pay-for-performance plan?

3. From an employer’s perspective, what are the disadvantages of using a pay-for-performance plan?

Research Paper Instructions:

IMPORTANT!!
Submit your work as an MS WORD ATTACHMENT in either a .doc, .docx, or .rtf format.
 

Please support your ideas, arguments, and opinions with independent research, include at least three (3) supporting references or sources (NOT Wikipedia, unknown, or anonymous sources), format your work in proper APA format, include a cover page, an abstract, an introduction and a labeled conclusion in accordance with the course rubric, a minimum of 3 FULL pages of written content, and a reference section. Double space all work and cite all listed references properly in text in accordance with the 6th edition of the APA manual, chapters 6 & 7.

 

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Week 1 discussions 1 and 2

Below you will find discussion 1 and 2. Please make sure you keep them separate with references. 

Week 1 Discussion 1

 Quality Management

Define and discuss quality management, the evolution of the quality improvement movement, and implications of public health for health care organizations to implement national quality initiatives. Respond to at least two of your classmates’ postings.

Week 1 discussion 2 

 Risk Management

Define risk management, the components of a risk management program, and how the risk management process can reduce organizational risk. Examine the roles and responsibilities of a risk manager as well as those of the clinical delivery team, including physicians. Recognize the regulatory requirements and standards associated with federal mandates, including HIPAA, and accreditation. Examine risk management methodologies, strategies, and tools. Recognize the financial and risk correlation for organizational profit and loss. Respond to at least two of your classmates’ postings.

Required Resources

Required Text

  1. Read from the text, Managing Health Organizations for Quality and Performance
    1. Chapter 1: Introduction: Managing for Quality and Performance
    2. Chapter 2: The Policy Context for Management
    3. Chapter 3: Preparing for Emergencies

Article

  1. van der Velden, J. W. & Sirot, E. J.  (2007).  Effective risk management tools.  Drug Information Journal, 41(1), 63-68.  Retrieved from the ProQuest database.

Websites

  1. American Society for Healthcare Risk Management (Links to an external site.)Links to an external site. (ASHRM).  (http://www.ashrm.org)

Accessibility statement does not exist.
Privacy Policy (Links to an external site.)Links to an external site.

  1. Agency for Healthcare Research and Quality (Links to an external site.)Links to an external site. (AHRQ).  (http://www.ahrq.gov)

Accessibility Statement (Links to an external site.)Links to an external site.
Privacy Policy (Links to an external site.)Links to an external site.

  1. National Quality Forum (Links to an external site.)Links to an external site. (NQF).  (http://www.qualityforum.org)

Accessibility Statement does not exist.
Privacy Policy (Links to an external site.)Links to an external site.

  1. U.S. Department of Health & Human Services (Links to an external site.)Links to an external site. (HHS).  (http://www.hhs.gov/ocr/hipaa/)

Accessibility Statement (Links to an external site.)Links to an external site.
Privacy Policy (Links to an external site.)Links to an external site.

 

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