< COLM ~Yl CHNK z^ : ^ ` 4 "Teacher experience has long been recognized as an important factor in teacher salary schedules, and is typically considered an indicator of teacher quality. While research indicates a positive relationship between student achevment and teacher experience, it appears that the relationship is only discernible in the first few years of teach. Several studies find that after the fifth year of teacheing, the effect of experience drops off (Ferguson, 1991; Ferguson & Ladd, 1996; Murnane, 1975; Murnana & Phillips, 1981). Others have found the effect to disappear even earlier (Grissmer et al. , 2000; Hanushek, Kain, I Rivkin, 1998).(p. 163) ) ( "
an important question to ask is what are schools capable of doing? (p. 9)
A large body or research on the relationship between achievement and money is known as production-function research (p. 10) the Coleman Report was one such study but its pessimistic results spawned the effective school movement and research . Both ends of the spectrum are clouded with intent of researchers
Patton, Carl V., Sawicki, David S. (1993). Basic methods of policy analysis and planning. (2nd Ed.) Prentice Hall: Upper Saddle River, NJ.@
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criteria are often drawn from micro-economics and the notion of a free market getting people as close to perfection as possible if the market worked perfectly; it is because the market does not work perfectly that government needs to step in. (p. 192)
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The fundamental belief drving our 1997 bood United Mind Workers: Unions and Teaching in the Knowledge Society was that the loabor-relations system we have is not a good fit with the education system we want. P. 41 There is very little or no evidence that norm referenced/standardized tests have instructional sensitivity (ITBS, Tera Nova; SAT 9
Pay structures and systems of pay determination are socially determined and are influenced by the context and culture in which they are implemented. (p.3) "eWe have used a modified version of expectancy theory (Vroom, 1964) to identifiy what a knowledge and skill-based pay program needs to do in order to otivate skill acquisition (see Figure 2). (p. 2) this model suggests that in order for knowledge and skill-based pay to motivate effort toward skill acquisiiston teachers must first believe that it is likely that if they put forth the effort, they canactully acquire the specified knowledge and skills. They must also believe that there is a strong connection between acquiring the skills and positive consequences such as receiving the pay increase. (3)
e \Management Emerged as a profession as a direct consequence of the rise of slavery. (p. 21) 0 \ } @@@@@@ ?????? >>>>>> ====== <<<<<< ;;;;;; :::::: 999999 888888 777777 666666 555555 444444 333333 222222 111111 000000 ////// ...... ------ ,,,,,, ++++++ ****** )))))) (((((( '''''' &&&&&& %%%%%% $$$$$$ ###### """""" !!!!!!
ӡӡӡӡӡӡӡӡӡӡӡӡӡӡӡӡӡӡӡӡӡӡӡӡӡӡӡӡӡӡӡӡ COLM ~Yx CHNK & l!CTaken together, the studies reviewed in this paper provide evidence that more refined measures of what teachers know and can do (e.g., specific coursework) are better predictors of teacher and student performance than are more conventional measures (e.g., highest degree earned, undifferentiated course credits). (p. 163) ) C ( *!No one has seriously taken up the issue of education labor policy since teacher collective bargaining laws were enacted . . ignored or treated as the unruly stepchild of education reform. We believe it must become the essential companion of reform. P. 41 the growth in human resrource management and the idealogical imptetus towards individualisation of the employment contract. (p. 3) If teachers believe that favoritism or measuremet error determines how well one does on the assessment, rather than their true skill level, they will be less likely to expend effort to acquire the skills. (p. 4) !Lewins studies explicitly encouraged industrial democracy and weakened the command0and0control ordintation that had flourished under Taylor. In the 19830s, as part of the mase movement, union leader Joe Sanlong cerated the Sconlon Plan, which advocated that bonuses based on company or plant performance be distributed to all employees. Scanlon found Taylorist micormangement grossly inefficient, leaving organizations unable to take advantage of employee potential (p. 33)H JRoy|Hxss=RF1 JRss:|ixss9cRF1 5{
COLM ~Y CHNK 4 D !~Based on his analysis, Ferguson (1991) suggests that improving the supply of quality teachers to districts serving large groups of poor, minority, and low-achieving students will require state-enforced salary differentials that prvide teachers in thiese districts with higher pay. (p. 169)
Grissmer et al. (2000) sugget that improveming teachers working conditions is the best
~ Whilst the concept of a job is founded on a two-way commitment_the promise of pay in return for work eprfomred, there are diverse views about the significance and composition of pay. (p. 3)
" the process should meet with teachers conceptions of quality instruction and a highly-skilled teacher in order to be motivating. Also to be motivating the incentive amounts must be large enough and perceived to be congruent with the effort (p. 4) #g During the 1950s, the industril psychologists who adopted Lewins approach continued to focus on human relations issues in nabagemt, leading to a human relationsh revolutions. A significant shift took place in redefining managements role when Douglas McGregor, a professor at the Sloan School of Management at MIT, articulated a theory of management that honored everyones desire to be in charge of their own worklives. (p. 33) McGregor wrote that classical organizational theoryk, Theory X, assumes that employees naturally dislike their work, shun responsibility, and are not interested in anything beyond job security and wages, requiring managements role to be authoritarian, top-down, and supporessive. McGregor proposed a new paradigm for management, Theory Y, which assumes that employees want usefulr work and naturally take prid in what they do (p. 34) g Bwwwwww.~*:^kZswww Bwwww COLM ~Y CHNK | "^Grissmer et al. (2000) sugget that improveming teachers working conditions is the best method for realizing significant productivity gains from the current teaching forect and caution that the current emphasis on salary hikes for teachers may come at the expense of providing teachers with the working conditions that could make them more productive. The types of improvements identified by Grissmer et al. (200) include the provision of adequate resources for teaching, the expansion of public pre-kindergarten access to low-SES students, and targeted class size reductions in low-SES states. (p. 169)
^ x PNarrow pay differentials suggest a society with more egalitarian values (p. 3) P & Finally, teachers may also value avoiding certain nagative consequences, such as not being recognized as highly skilled or expert. Avoiding these may also be motivating, especially if the definition of expert is shared by school-level peers. (p. 4) ? @ A B C D E F G H I J K L M N O P COLM ~Y CHNK l Cites Ingersoll (2001a) Efforts to improve organizational conditions should be directed toward four areas the first of which is (1) revising the compensation structure (p. 170)v
|"TQuestions of motivation have been explored (e.g. Maslow 1954; Hersberg et al. 1957; McGregro 1960; Vroom 1964 Porter and Lawler 1968) but not resolved, and such issues are best understood within their particular social and historical context since questions of culture, class, and gender are relebant to our understanding. . . . Theories of motivationi pont to the higher satisfaction that can derive from a job well done, but this seems to be a consideration that is applied more frequesntly to womens work in the caring professions thanto the senior male executive in corporate life. (p. 4) 0 T !kCloke and Goldsmith (2002) have pointed to the success of self-managed companies where compensation was determined by employees who now had their eye on making good long-term decisions for the companys investments. Teachers make decisions for the long-term investment of each student and see their work related to each child as opposed to aggregate measures.
p k wwvvvuuutttsssrrrqqqpppooonnnmmmlllkkkjjjiiihhhgggfffeeedddcccbbbaaa```___^^^]]]\\\[[[ZZZYYYXXXW { ff 33 ff ff ff ffff ff33 ff 33 33 33 33ff 3333 33 ff 33 ww UU DD "" ww UU DD "" ww UU DD "" wwwwww UUUUUU DDDDDD """""" COLM ~Y CHNK 4 !Collective bargaining arrangements have been undermined and the scope of bargaining has diminished under the impact of these change. Increased product market pressures and the drive for improved performance have encouraged employers to break with employers associations and to seek to determine pay and conditions in relation to the needs and the performance of the individual business (Streeck 1987; Gospel 1992). { ӡӡӡӡӡӡӡӡӡӡӡӡӡӡӡӡӡӡӡӡӡӡӡӡӡӡӡӡӡӡӡ COLM ~Y CHNK @$ "Paradioxically, the diminished opportunities for progression within internal labour markets have been accompanied by increased imphasis on human resources as key assets and on growing concern to reward individual development and performance in ways that do not necessarily imply promotion (Lawler 1990: 139-150) Perofrmance-related pay and competency-based payment systems have supported such developments. It is a process that challenges the traditions of job evlaution and the rate the job_including equal pay for work of equal valueincluding equal pay for work of equal valuez-which have beenso important to notion of internal equity in the past. (p. 7)
c%)BBBg9BB c%)B1 !NsNs! 1 c ccNsZkZkZZNscZ)JB COLM ~Y CHNK hL !mEffective business performance relies on individual performance and seems to give further support to the notion of payment for the person, rather than payment for the job. I may be associated with form of skill-based payments, with reqard for the acquistion of skill or payment intended to mounld behaviour and encourage greater responsiveness to change. (p. 7) m ! )J)JZNsNsNsNsNsNsNsNsNsNsNsVNs9!!9NsR=5= cBNs9!!9NsR=5= c -k-kVNsNsNsNsNsNsNsNsNsNsNsRRV! cB cF1JR cBRV! cB cF1JR c -k-kNsNsNsNsNsNsNsNsNsNsNsNsNsNsZ1BBB!!NsR cBNsZ1BBB!!NsR c 11NsNsNsNsZVNsVVNsNs 5{
COLM ~Y CHNK bF "tAmericanNew Pay: theorists have developed arguaments along these lines, pointing to the pivotal link between business strategies and reward mangemetn. Edward Lawler III (1990) and Schuster and Zingheim (1992) have argured the case for this central relationship and the need for pay to be more explicitly linked to business performance. The New Pay is tintednded to encourage an externally focused approach to reard, challenging traditional mangement approaches such as job evaluation, cost-of-living pay rises and external referencing (e.g. upper quartile position ) for pay norms (Schuster and Zingheim 1992: 25). (p. 15) t !1991! 9sB! RJ! 1B c! 1 B B B J J J J B B B 1 c! 1 COLM ~Y CHNK hL !mIt follows, according to the logic of the New Pay, that as business performance canvary, so too should the levels of pay. In other works, the pay package should comprise pay which is at risk as well as pay that is guaranteed. The New Pay writers argue for the continuing need for adaptiation in business practice in a dynamic business environment (p. 14)
m e.|6; ? C?C_G_OOOK_C?6.|re " !2:? ? C?K_K_K_G?:% " 1Ƅ1 RR 99 !! 11 99 99 11 !ss! BB !JΌJ! !Bcc COLM ~Y CHNK !There are important qualifications that must be raied in relation to the work of the New Pay theories. First it might be argued, the good for business case should be questioned for the same reasons that a uniarist approach to HRM is challenged )namely that there are different interests at play within the business organization and they cannot all be subsumed so easily in pursuit of business goals. (p. 14, USE SOME OF THE ENGLER HERE: NOT A MARKET) +: E :I E IX E
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1 !ss! BB !JΌJ! !Bcc COLM ~Y CHNK bF "s INIDIVIDUAL VS GROUP A balance must be found between recognition and reward for the performance of the individual, for the group (and between different groups) and for the business as a whole. Payment for the personwhich is emphasized by the New Pay puts a premium on rewarding individual performance precisely becase inidivisual performance is seen as directly controllable (Lawler 1990:203). Yet individual performance0related pay may discourage employees from taking risks or from collaborating with others )even though these may be exactly what is required in terms of business development (Herriot 1995: 194).
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the New Pay, that as business performance canvary, so too should the levels of pay. In other works, the pay package should comprise pay which is at risk as well as pay that is guaranteed. The New Pay writers argue for the continuing need for adaptiation in business practice in a dynamic business environment (p. 14)
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Lawler acknowledges that organizational or group performance is herder to influence than individual performance and so proposes that a larger amount of at risk compensation should attach to group or corporate performance (Lawler 1990, 203) (p. 15)
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In terms of the operation of New Pay ideas, there is clearly a risk that they will become too sophisticated to be effective and too complex to be easily changed. (p. 15)
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` a b c d e f g h i j k l m n o p q r s t u v w x y z { | } ~ COLM ~Z$ CHNK X 0calcultative commitment Etzionni, 1975 (p. 14) 0 ` a b c d e f g h i j k l m n o p q r s t u v w x y z { | } ~ ~~~~~~ }}}}}} |||||| {{{{{{ zzzzzz yyyyyy xxxxxx wwwwww vvvvvv uuuuuu tttttt ssssss rrrrrr qqqqqq pppppp oooooo nnnnnn mmmmmm llllll kkkkkk jjjjjj iiiiii hhhhhh gggggg ffffff eeeeee dddddd cccccc bbbbbb aaaaaa `````` ______ ^^^^^^ ]]]]]] \\\\\\ [[[[[[ ZZZZZZ YYYYYY XXXXXX WWWWWW VVVVVV UUUUUU TTTTTT SSSSSS RRRRRR QQQQQQ PPPPPP OOOOOO NNNNNN MMMMMM LLLLLL KKKKKK JJJJJJ IIIIII HHHHHH GGGGGG FFFFFF EEEEEE DDDDDD CCCCCC BBBBBB AAAAAA @@@@@@ ?????? >>>>>> ====== <<<<<< ;;;;;; :::::: 999999 888888 777777 666666 555555 444444 333333 222222 111111 000000 // COLM ~Z0 CHNK There is evidence of more contingent, variable and individualized payment systems, at least for non-manual workers. For manual workers, pay systems has become less complex and payment by results (PBT) systems continue to decline. (p. 17) ) wind " ?4 wind 5 wind 9 wind x wind s wind 4 mous 5 mous ~T0 mous |h IEDmous [P mous ~K hiob ~4 hiob }6p hiob hiob x@ etrg u etrg w@ etrg 3Y acce ,v` acce * acce )s@ acce d` acce ~ acce ~ @ acce ~ acce | acce |` z $0$@$$`$p$$P#Ƞ$ 0=@ttspq r 0>ࡱӡӡӡӡӡӡӡӡӡӡӡӡӡӡӡӡӡ ~Z8 ~Z@ ~ZH ` L Layout 1 l @ ~Z< ( x
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