Performance Based Compensation Systems
From APEC HRDWG Wiki
Introduction
"The primary goal of a compensation policy should be to inspire profitable performance. Falling short of that goal can be disastrous to a professional firm and can result in partner dissatisfaction, damage to partner relationships and an inability to retain and motivate valued partners and senior associates. No cookie-cutter approach is available; compensation policies are as unique as the firms that adopt them. An understanding of the various approaches to inspire productivity and profitable performance is needed."[1] The above paragraph may be rewritten from the perspective of PBCS in the field of education: "The primary goal of the structure of a teacher's salary should be to inspire the greatest dedication in the classroom toward the highest success of all students. Falling short of that goal can be disastrous to the school, and can result in dissatisfaction from parents, the district, and the state, and an inability to retain and motivate highly qualified teachers and principals. Inevitably, the student outcomes of the school will suffer. No cookie-cutter approach is available; compensation policies are as unique as the schools and school districts that adopt them. An understanding of the various approaches to inspire productivity and student success is needed." Please click here to return to the Teacher Quality Portal.
Resources
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Paying For and Sustaining a Performance-Based Compensation System |
When developing and implementing alternative employee compensation systems, districts and states must rigorously project program costs so as to protect themselves from financial overexposure. This module will help districts and states avoid costly mistakes by demonstrating how to make accurate cost projections so that a new pay plan is affordable. | |
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Performance-Based Rewards for Teachers: A Literature Overview |
In the last ten years, a number of countries have adopted pay-for-performance systems in order to modify their traditional salary scales. This paper examines the current academic policy and literature surrounding performance based reward programs for primary and secondary teachers. Although earlier programs tended to focus on individual achievement, newer systems consider group-based rewards as well as knowledge-and-skill-based rewards. | |
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As stated on their website, "TAP™ changes the current pay system by providing additional compensation to teachers based on new roles and responsibilities, their accomplishments in the classroom and the performance of their students. The system also encourages districts to offer additional compensation to those who teach in "hard-to-staff" subjects and schools." | ||
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This report examines a key feature of teaching policy, teacher's compensation, from the perspective of the way policies on the topic are evolving in a variety of countries. Some of the detailed aspects of teacher and principal compensation examined include teacher-compensation levels among countries, performance-related salary systems, relationship of teacher salary level and class size, and influence of teacher unions on compensation issues. | ||
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This paper analyzes the current and historical criticisms of performance-based compensation in K-12 education systems. The education establishment has not yet reached agreement on incentive-based compensation being the best and only way to attract the brightest talent, although some argue that teachers should be paid more depending on the achievement of their students. It is therefore important to understand both the design of PBCS and the pros and cons of this approach. | ||
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Performance-based Remuneration Systems are increasingly being implemented by Small and Medium Enterprises (SMEs) to remain competitive. One of the ways to ensure that an SME maintains its competitive edge is to make sure that any increase in remuneration is supported by improved performance. This study demonstrates the results of a performance-based remuneration system carried out by APEC economies, including Korea, Malaysia, Philippines, and Chinese Taipei. | ||
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This study describes practices of teacher induction across APEC member economies and provides members with information on selected models that are generally considered successful. Several major research questions are presented that form the basis of this framework and shape the protocols for case studies. The intended audience is educational leaders responsible for enhancing performance. | ||
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Evaluating and Rewarding the Quality of Teachers: International Practices |
Compensation, evaluation and incentive systems for teachers are being developed and implementsd throughout the world. The challenge that many face when trying to implement these systems is how to increase learning outcomes while operating in a resource effecient manner. This study reviews the experiences from several cases and provides guidance on how to establish effecitve and effecient compensation systems. | |
References
- ↑ Stillwell, Laurie."Performance-Based Compensation Increasingly Popular." Business Review. 16 Dec 2002. <http://www.bizjournals.com/albany/stories/2002/12/16/focus4.html>.
