Three Main Goals of Compensation Departments Case Assignment

Three Main Goals of Compensation Departments Case Assignment

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Three Main Goals of Compensation Departments Case Assignment

Influence Employee Motivation and Behavior

Q1 What are the different ways in which pay can influence employee motivation and behavior? Be specific and please provide examples.

Q2 Are the three main goals of compensation departments outlined in your textbook equally important? Or, do you believe that they differ in importance? Provide your rationale.

Q3 What are BOTH the advantages and disadvantages of using the gainsharing methods of group incentives?

Q4 Describe the various returns received from work. Please be specific in your response and provide examples.

Q5 Opponents of incentive pay programs argue that these programs manipulate empoyees more than seniority and merit pay programs. Discuss your views on this statement.

Q6 What is merit pay? Explain the role of performance appraisals in merit pay programs.

Q7 How would the compensation system change if the minimum wage provision of the Fair Labor Standards Act of 1938 in the USA were repealed?

Q8 List and discuss four possible limitations of merit pay programs. How can a company overcome these limitations?

Q9 Compare and contrast person focused pay and job-based pay. Discuss the advantages of person-focused pay to employers.

Q10 Define and discuss profit-sharing plans and also the advantages. Additionally, critics of profit sharing plans maintain that these plans do not motivate employees to perform at higher levels. Under what conditions are profit sharing plans not likely to motivate employees?

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Chapter 1 Exploring Life This chapter is designed to give you an overview of the themes of the course. For our purposes, concentrate on the section/pages indicated below and just skim the remaining pages. Exploring Life on its Many Levels READ: Overview, Section 1.1 ( “Emergent Properties”, “The Power and Limitations of Reductionism”, “Systems Biology”, “Systems Biology at the Levels of Cells and Molecules” and Figure 1.4 skim all other subsections)
1.	List and Briefly describe the 7 properties and process we associate with life. Order (ex: flower structure), evolutionary adaptation (ex: seahorse camaflouged in coral reef) , respond to environment (ex: venus fly trap closes on dragonfly), regulate internal environment (ex: temperature regulation), process energy (take in food( change it into a form body can use( excrete waste), reproduce and grow and develop.
2.	p. 4-8 List the 10 levels of biological organization. Write a brief definition of each level and list an example. Level Description Example Biosphere All environments on earth that support life Earth ecosystem all the interactions among organisms living in a certain area their interaction the nonliving environmental components EX: Florida coast- Pelicans, seagulls, fish, crabs, sand, water, air… community All the interactions among the living organisms in an ecosystem Pelicans, seagulls, fish, crabs, population localized group of individuals of a species Pelicans organism An individual living entity One pelican Organ system Group of organs that work together to accomplish body functions that sustain life Cardiovascular system organ Group of several types of tissues that perform a specific function or group of functions within an organism. heart tissue a group of cells of the same type that perform a similar function Muscle tissue Cell basic organizational unit of all living organisms Cardiac muscle cell organelle a specialized subunit within a cell that has a specific function mitochondrion molecule Group of at least two atoms in a definite arrangement held together by very strong (covalent) chemical bonds. Mitochondrial protein
3.	Explain how the properties of life emerge from complex organization. (Give an example of an emergent property observed in living organisms).
.	Many tissues make an organ. Separate each tissue that makes that organ and that organ no longer can perform its function. (ex: brain separated into tissues = brain can no longer process information) The functioning of the organ is an emergent property of that organ, based on the organization of its tissues. “The whole is greater than the sum of its parts”
	What is reductionism? Describe the dilemma of reductionism. Reductionism: Reduces complex systems to simpler components. Only one components of the system is studied. Dilemma: unable to explain all the interactions of the components of a system when only one component is studied. Lose/unable to study the emergent properties of the system.
5.	What is systems biology? What might one consider when looking at a flat tire on a car from a systems approach? Model the dynamic behavior of whole biological systems. Biologists will be able to predict how change in one component of the system will impact other components and the system as a whole. Biologists are able to study emergent properties of a system. When looking at a flat tire from a systems approach, you would consider the affect that flat tire has on the system as a whole (i.e. if the tire is flat you cannot drive the car).
	The Process of Science READ: p. 18-24, Skip the snake experiment!
6.	Distinguish between discovery science and hypothesis-based science. Explain why both types of exploration contribute to our understanding of nature. Discovery science: Describes natural structures and processes through careful observation and data collection. Hypothesis-based science: This type of science seeks to answer questions that are asked after observation of a natural structure or process.
7.	Distinguish between quantitative and qualitative data. Quantitative: Numerical measurements. Ex. How many times an infant chimpanzee is nursed each day. Qualitative: Descriptive recording rather than numerical measurements. Ex: A description of how a mother chimpanzee reacts when her infant is attacked.
	Distinguish between inductive and deductive reasoning.
9.	Inductive reasoning (used in Discovery Science): Make several specific observations over a long period of time and come to a generalization. Ex: SPECIFIC OBSERVATIONS= Every year for the past 15 years I have observed that the leaves fall off the trees in the fall. GENERALIZATION= Leaves fall off trees in the fall. Deductive reasoning (used in Hypothesis-Based Science): From a generalization you come to a specific conclusion. Ex: GENERALIZATION= Leaves fall off trees in the fall. SPECIFIC CONCLUSION (after testing)= leaves fall off the trees in the fall because the days get shorter. Explain why hypotheses must be testable and falsifiable but are not provable. Testable: There must be some way to check the validity of the hypothesis (idea/answer to the question being asked) Falsifiable: There must be some observation or experiment that could reveal if such an idea is actually not true. Not provable: No amount of experimental testing can absolutely prove a hypothesis is true…because it is impossible to test all alternative hypotheses (including the ones no one has thought of).
10.	Describe what is meant by a controlled experiment. An experimental group is compared with a control group. The experimental and control groups only differ in the one factor that the experiment is trying to test.
11. 12.	Describe the clinical experiment discussed in class involving a cholesterol drug trial. Step1: Observation- Drug active ingredients may lower cholesterol Step 2: Question- Can this drug lower cholesterol? Step 3: Hypothesis- This drug will lower blood cholesterol Step 4: Prediction- If the cholesterol of the patients that take this drug decreased then this drug is effective at decreasing cholesterol in humans Step 5: Experiment- Experimental vs. Control group: 2000 people with high cholesterol recruited for study Experimental- 1000 people receive drug Control- 1000 people do not receive drug, get placebo Study Results: Experimental- 93% show significant decrease in cholesterol Control- 20% show significant decrease in cholesterol Step 6: If a hypothesis is supported by test, then we can accept the hypothesis Distinguish between the everyday meaning of the term ‘theory’ and its meaning to scientists. Everyday meaning: explanation of a an observation/problem with little experimental data to back it up; extensive testing of a hypothesis is not done Scientific meaning: explanation of an observation/problem with a great deal of experimental data to back it up; results from extensive testing of a hypothesis.
13.	Explain how science is influenced by social and cultural factors. What we are able to understand in the world around us is influenced by current social and cultural factors. For example, changing attitudes about recruiting women for human research studies has increased the number of women who participate in these studies . Several decades ago, a majority of the people recruited for human research studies were men. As a result, certain diseases such as heart disease were thought to occur in men more often than in women. Over the last several years more and more women have been recruited for such studies and it has been uncovered the risk women face for developing heart disease is equal to that of men.
14.	Identify and describe the 6 steps of the Scientific Method. Provide an example similar to the flashlight example discussed in the chapter and the powerpoint Please refer to the powerpoint slides detailing the flashlight example

 

Three Main Goals of Compensation Departments Case Assignment

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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