Organization and

Management
Quarter 2 – Module 3:
The importance of compensation, wages and
performance evaluation, appraisal, reward system,
employee relations and movement.
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 Organization and
Management
Quarter 2 – Module 3:
The importance of compensation,
wages and performance evaluation,
appraisal, reward system, employee
relations and movement.
Introductory Message
For the facilitator:

Welcome to the Organization and Management Grade 11 Alternative Delivery Mode

(ADM) Module on The importance of compensation, wages and performance
evaluation, appraisal, reward system, employee relations and movement!

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
For the learner:

Welcome to the General Physics - Grade11 Alternative Delivery Mode (ADM) Module
on The importance of compensation, wages and performance evaluation, appraisal,
reward system, employee relations and movement!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.
 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
 What I Need to Know

This module is designed and created to help you understand the importance
of compensation, wages and performance evaluation, appraisal, reward system,
employee relations and movement.

At the end of this module, you will be able to:

1. Identify the policy guidelines on compensation and wages and performance
evaluation or appraisal;

2. Discuss the importance of employee relations; and

3. Differentiate various employee movements.

 What I Know

Read the statement below. Analyze the situation and underline the words or
phrase that you think can identify themselves to the organization.

Julie likes to convince her classmates that they should be an Entrepreneur,

and should start a small business. And because of her dreams she and her older
brother choose ABM. The wanted to know the training and development needed by
an individual to understand the firm.

Julie and Jericho convince their parents that they should put up a small
carenderia since their mother loves to cook and her father can finance the business
since her father is a manager YZX Corporation.

Jericho’s task is for the salary of their employees, He wanted to know more
about compensation/wages and performance evaluation, so he always asks for his
teacher about the bases for compensation and after class he and her sister will study
in the library and they are brainstorming about the types of compensation.

Julie wanted their carenderia to become a mini resto, she always thinks of
ways on how to be a good employer at the same time a studious student and a
respectful daughter. She believes that whatever comes their way, they will find a
way to become successful.

Jericho a simple guy that reads a lot about business, He prioritize his study,
their carenderia and his family.
 Lesson Training and Development,
Compensation/Wages and
1 Performance Evaluation; and
Employee Relations
Both training and development are essential to achieve success in today’s
organizations. In order to have an edge over their rival organizations, managers must
see to it that their human resources have the necessary knowledge and expertise;
training and development work toward this end by providing continuous learning
activities and opportunities. The typical scope of training covers the following
procedures:

Conducting the training needs assessment

Training needs assessment must be done systematically in order to ascertain

if there really is a need for training. Managers must first try to observe the business
condition and the economic, strategic and technological changes that are happening
in the organization’s environment before proceeding to the analyses of the
organization, task and persons ‘individuals, as all these are determinants of training
types required for the maintenance of the firm’s stability.

Examples of organization analyses include the analyses of effects of

downsizing, branching out conflicts with rival companies, and others that may
require training or retraining of employees.

` Task analysis involves, for example, a checking of job requirements to find out
if all these are being done to meet company goals. If not this may be a go-signal to
train or retrain personnel.

Person analysis determines who among the employees need training or

retraining. This is to avoid spending for the training of employees who no longer
need it. For example, a department manager pirated from a rival company to occupy
a vacancy in one of the organization’s departments in the same capacity (department
manager) may not need managerial skills training anymore.

What are the different learning principles?

Modeling – the use of personal behavior to demonstrate the desired behavior or

method to be learned.

Feedback and reinforcement – learning by getting comments or feedback from

trainees themselves, from trainers, or fellow trainees, which can help the individual
realize what they are doing wrong; reinforcement is accomplished through verbal
encouragement or by giving rewards such as prizes, awards and others.

Massed v. distributed learning - learning by giving training through either few, long
hours of training (massed) or series of short hours of training (distributed).

Goal-setting – learning through the explanation of training goals and objectives by

the trainers to the trainees.

Individual differences – training programs that take into account and accommodate
the individual differences of the trainees in order to facilitate each person’s style and
rate of learning.

Active practice and repetition –learning through the giving of frequent

opportunities to trainees to do their job task properly.

Designing the Training Program

This phase involves stating the instructional objectives that describe the
knowledge, skills and attitudes that have to be acquired or enhanced to be able to
perform well. In short, these are performance-centered objectives that must be
aligned with the firm’s objectives. Another thing to be considered is trainee readiness
and motivation. This refers to the trainees’ background knowledge and experience,
so that the training to be given to them will not go to waste. Different learning
principles, like using modeling, feedback and reinforcement, massed vs. distributed
learning and others influence the training design’s effectiveness.

Implementing the Training Program

Various types of training program implementation include on-the-job training,

apprenticeship training classroom instruction, audio-visual method, simulation
method and e-learning.

Evaluating the Training

The positive effects of the training program may be seen by assessing the
participants’ reactions, their acquired learnings and their behavior after completing
the said training, the effects of training may also be reflected by measuring the return
on investment (ROI) or through the benefits reaped by the organization, which were
about by their training investment.
Employee Development

Developing employees is a part of an organizations’ career management

program and its goal is to match the individual employee must know himself or
herself well, identify his or her own knowledge, skills, abilities, values and interests,
so that he or she could also identify the career pathway that he or she would like to
take. Although he or she is encouraged to take responsibility for his or her own
career, the organization must, at regular intervals, provide him or her with the
results of his or her performance evaluations and the organization’s plans or
direction that may be related to his or her own career plans, this scheme establishes
a favorable career development climate for him or her, which may lead, ultimately,
to the blending of his or her career development goals with organizational goals.

COMPENSATION/WAGES AND PERFORMANCE

EVALUATION

Compensation/wages and performance evaluation are related to each other

because the employees’ excellent or poor performance also determines the
compensation given to them, after considering other internal and external factors
like the actual worth of the job, compensation strategy of the organization, conditions
of the labor market, cost of living and area wage rates among others.

Compensation may come in different forms, It may market indirect or

nonfinancial.

TYPES OF COMPENSATION

Direct Compensation – include workers’ salaries, incentive pays, bonuses and

commissions.

Indirect Compensation – includes benefits given by employers other than financial

remunerations; for example: travel, educational and health benefits and others.

Nonfinancial Compensation – includes recognition programs, being assigned to do

rewarding jobs or enjoying management support, ideal work environment and
convenient work hours.

CONNECTING COMPENSATION TO ORGANIZATIONAL OBJECTIVES

Worker compensation/wages had tremendously changed in the 21st century

date to increased market competitions (both local and global), required skills from
workers and changes in technology, among others. Along with these, organizations’
pay philosophies have also changed. Instead of paying employees based mainly on
their job positions or titles, they are now given pay according to their individual
competencies or according to how much they could contribute or have contributed
to their company’s success. Wage experts now prepare compensation packages that
create value for both the organization and its employees.

COMPENSATION: A MOTIVATIONAL FACTOR EMPLOYEES

Compensation pay presents a reward that an employee receives for good

performance that contributes to the company’s success. In relation to this, the
following must be considered:

Pay Equity – related to fairness; the Equity Theory is a motivation theory

focusing on employees’ response to the pay that they receive and the feeling that they
receive less or more that they deserve.

Employees generally feel that their pay must be commensurate to the effort
exerted in the performance of their job. In other words, pay equity is achieved when
the pay given to them by their employers is equal to the value of the job performed;
thus, this motivates them to perform well and to do their jobs to the best of their
abilities.

Expectancy Theory – another theory of motivation which predicts that

employees are motivated to work well because of the attractiveness of the rewards or
benefits that they may possibly receive from a job assignment.

The employee’s perception of the compensation or pay attached to a job

position is an important factor in ascertaining the motivational value of
compensation.

BASES FOR COMPENSATION

Employees may be compensated based on the following:

Piecework basis – when pay is computed according to the number of units

produced.

Hourly basis – when pay is computed according to the number of work hours
rendered.

Daily basis – when pay is computed according to the number of work days
rendered.

Weekly basis – when pay is computed according to the number of work weeks
rendered.
 Monthly basis - when pay is computed according to the number of work
months rendered.

Compensation rates are influenced by internal and external factors, Among

the internal factors are the organization’s compensation policies, the importance of
the job, the employees’ qualifications in meeting the job requirements, and the
employer’s financial stability.

External factors, on the other hand, include local and global market
conditions, labor supply, area/regional wage rates, cost of living, collective
bargaining agreements, and national and international laws among others.

Purposes of Performance Evaluation: Administrative and Developmental

Improving individual job performance through performance evaluation is just

one of the reasons why employees are subjected to assessments on a continuous
basis. There is other purpose behind employee assessment that are beneficial to the
company and employees:

Administrative Purposes – These are fulfilled through appraisal/evaluation

programs that provide information that may be used as basis for compensation
decisions, promotions, transfers and termination.

Human resource planning may also make use of it for recruitment and
selection of potential employees.

Developmental Purposes – These are fulfilled through appraisal/evaluation

programs that provide information about employees’ performance and their
strengths and weaknesses that may be used as basis for identifying their training
and development needs. Through this approach, the workers become more receptive
to the explanations given by the organization’s management regarding the
importance of having evaluations at regular intervals – that these are conducted to
improve their competencies in order to prepare them for future job assignments.

Different performance appraisal methods are used depending on the

information on evaluator aims to find out.

PERFORMANCE APPRAISAL METHODS

Methods of evaluating workers have undergone development in order to adapt

new legal employment requirements and technical changes. Some appraisal
methods used today are the following:
 Trait methods – performance evaluation method designed to find out if the
employee possess important work characteristics such as conscientiousness,
creativity, emotional stability and others.

Graphic rating scales – performance appraisal method where each

characteristic to be evaluated is represented by a scale on which the evaluator or
rater indicates the degree to which an employee posse that characteristic

Forced-choice method- performance evaluation that requires the rater to

choose from tow statements purposely designed to distinguish between positive or
negative performance; for example: works seriously –works fast; shows leadership –
has initiative.

Behaviorally anchored rating scare (BARS) – a behavioral approach to

performance appraisal that includes five to ten vertical scales, one for each important
strategy for doing the job and numbered according to its importance.

Behavior observation scale (BOS) – a behavioral approach to performance

appraisal that measure the frequency of observed behavior.

WHY SOME EVALUATION PROGRAMS FAIL

Performance appraisals (such as manager/supervisor appraisal, self-appraisal,

subordinate or 360- degree appraisal) may sometimes fail due to various reason
including the following:

♦inadequate orientation of the evaluates regarding the objectives of the program;

♦incomplete cooperation of the evaluates;

♦bias exhibited evaluators;

♦inadequate time for answering the evaluation forms.

EMPLOYEE RELATIONS
Employee relations applies to all phases of work activities in organizations,
and managers, to be effective, must be able to encourage good employee relations
among all human resources under his or her care. Employees/workers are social
beings who need connections or relations with other beings – other
employees/workers – who are capable of giving them social support as they carry out
their tasks in the organization where all of them belong. Talking to a coworker,
perceived to be a friend or working on a delicate task with others can be comforting
during times of stress, fear or loneliness, when these negative feelings are overcome,
employees will be able to work better toward the achievement of their organization’s
goals.
EFFECTIVE EMPLOYER RELATIONS AND SOCIAL SUPPORT

Social support is the sum of perceived assistance or benefits that may result
from effective social employee relationships. The quantity and quality of an
employee’s relationship with others determine social support (esteem support,
informational support or financial support). In short, social support and effective
employee relations must always go together like “a horse and carriage,” were one
would be useless without the other. Therefore, without social support, effective
employee relations are not possible; and without effective social employee
relationships, social support likewise is not possible.
THREE TYPES OF EMPLOYEES

1. ENGAGED – Employees who work with passion and feel a deep connection
with their company, they drive innovation and move the organization forward.
2. NOT ENGAGED – Employees who are essentially “checked out”, they put
time, but not energy or passion into their work.
3. ACTIVELY DISENGAGED – Employees who are not only unhappy at work,
but also act out their unhappiness, they undermine what their engaged coworkers
accomplish.

EMPLOYEE MOVEMENTS
A labor union is a formal union of employees/workers that deals with
employers, representing workers in their pursuit of justice and fairness and in their
fight for their collective or common interests.
Employers or workers unionize because of financial needs, unfair
management practices or social and leadership concerns.

a. Financial needs – complaints regarding wages or salaries and benefits given

to them by the management are the usual reasons why employees join labor unions.
b. Unfair management practices – perceptions of employees regarding unfair
or biased managerial actions are also reason why they join mass movements;
examples of lack of fairness in management are favoritism related to promotion and
giving of training opportunities and exemption from disciplinary action.

c. Social and leadership concerns – some join for the satisfaction of their need
for affiliation with a group and for the prestige associated with coworkers’ recognition
of one’s leadership qualities.

STEPS IN UNION ORGANIZING

Terry Moser, an expert union organizer, was credited by Snell and Bob lander
(2011) for the following union-organizing steps:

Step 1. Employee/union contact

Step 2. Initial organizational meeting

Step 3. Formation of in-house organizing committee
 Step 4. If a sufficient number of employees support the union movement, the
organizer requests for a representation election or certification election
Step 5. End of union organizing

When the sufficient number of votes is garnered, the NLRC certifies the union
as the legal bargaining representative of the employees. Contract negotiations or
collective bargaining agreement (CBA) negotiation follow the certification. The CBA
process involves the following procedures.

a. Prepare for negotiations.

b. Develop Strategies

c. Conduct negotiations

d. Formalize agreement
GRIEVANCE PROCEDURE

The grievance procedure is a formal procedure that authorizes the union to

represent its members in processing a grievance or complaint. Such grievance must
be expressed orally or in writing to the employee’s immediate supervisor and the
union steward. If the immediate supervisor shows willingness to discuss the
complaint with the employee and the union steward, the grievance may be resolved
immediately.

This is possible especially if the supervisor has formal training in handling

grievances. If not resolved within ten work days, the employee forwards the grievance
to the department manager and the chief steward of the union. Again, resolution of
the grievance is possible at this point if the department manager is willing to discuss
the matter with the employee and the chief steward. However, if it remains
unresolved, the next step is for the employee to forward the complaint to the vice
president for labor relations and the local union president after 15 work days.
Resolution of the matter is possible, but if nothing happens within 30 work days, the
employee may now forward the complaint, with the aid of the local union president,
to the NLRC for arbitration. The arbitrator is neutral third party who resolves the
grievance by issuing a final decision which both parties – the employee, represented
by the union president, and the employer – have to follow.

REWARDS SYSTEM
Organization offer competitive rewards systems to attract knowledgeable and
skilled people and to keep them motivated and satisfied once they are employed in
their firm. Further, rewards promote personal growth and development and present
fast employee turnover. Managements offer different types of rewards.
Monetary reward- rewards which pertain to money, finance or currency.

a. pay/salary – financial remuneration given in exchange for work

performance that will help the organization attain its goals; examples, weekly,
monthly, or hourly pay, piecework compensation, etc.
 b. benefits – indirect forms of compensation given to employees/workers for
the purpose of improving the quality of their work and personal lives; health care
benefits, retirement benefits, educational benefits, and others are examples of these.

c. incentives – rewards that are based upon a pay-for-performance

philosophy; it establishes a baseline performance level that employees or groups of
employees must reach in order to be given such reward r payment; examples:
bonuses, merit pay, sales incentives etc.

d. executive pay – a compensation package for executives of organizations

which consists of five components: basic salary, bonuses, stock plans, benefits and
perquisites.

e. stock option – are plans that grant employees the right to buy a specific
number of shares of the organization’s stock at a guaranteed price during a selected
period of time.

Nonmonetary reward – rewards which do not pertain to money, finance or

currency; refer to intrinsic, rewards that are self-granted and which have a positive
psychological effect the employee who receives them.
a. award – nonmonetary reward that may be given to individual employees or
groups/teams for meritorious service or outstanding performance; trophies, medals
or certificates of recognition may be given instead of cash or extrinsic rewards.

b. praise – a form of nonmonetary, intrinsic reward given by superiors to their

subordinates when they express oral or verbal appreciation for excellent job
performance.
 What’s In

Write TRUE if the statement is correct and FALSE if it is not correct.

_______1. Nonmonetary reward is a rewards which do not pertain to money, finance

or currency; refer to intrinsic, rewards that are self-granted and which have a positive
psychological effect the employee who receives them.

_______2. The grievance procedure is a formal procedure that authorizes the union
to represent its members in processing a grievance or complaint.

_______3. A labor union is a formal union of employees/workers that deals with

employers, representing workers in their pursuit of justice and fairness and in their
fight for their collective or common interests.
_______4. Executive pay is a rewards that are based upon a pay-for-performance
philosophy; it establishes a baseline performance level that employees or groups of
employees must reach in order to be given such reward r payment; examples:
bonuses, merit pay, sales incentives etc.

_________5. Unfair management practices – complaints regarding wages or salaries

and benefits given to them by the management are the usual reasons why employees
join labor unions.

Notes to the Teacher

This module will prepare the learners to analyze diagrams in

explaining how materials cycles in the environment.
 What’s New

What are the steps in union organizing?

Step 1
Step 2
Step 3
Step 4
Step 5
E

What is It
TRAINING – refers to learning given by organizations to its employees that
concentrates on short-term job performance and acquisition or improvement of job-
related skills.

DEVELOPMENT – refers to learning given by organizations to its employees that is

geared toward the individual’s acquisition and expansion of his or her skills in
preparation for future job appointments and other responsibilities

COMPENSATION/WAGES – all forms of pay given by employers to their employees

for the performance of their jobs.

PERFORMANCE EVALUATION – A process undertaken by the organization, usually

done once a year, designed to measure employees’ work performance.

EMPLOYEE RELATIONS – The connection created among employees/ workers as

they do their assigned task for the organization to which they belong.

EMPLOYEE MOVEMENTS – Series of actions initiated b employee groups toward an

end or specific goal.

UNIONISM – The principle of combination for unity of purpose and action.

REWARD – Gift, prize or recompense for merit, service or achievement, which may
have a motivating effect on the employee.

MONETARY REWARD – Refers to money, finance or currency reward, while

NON-MONETARY REWARD – Refers to intrinsic rewards which do not pertain to
money or finance.
 What’s More

MODIFIED TRUE OR FALSE. If the statement is correct, write True. If not, underline
the word which makes the statement incorrect, then write the correct answer on the
blanks provided before each number.

1. Benefits refers to the Gift, prize or recompense for merit, service or achievement,
which may have a motivating effect on the employee.

2. Not Engaged means - Employees who work with passion and feel a deep
connection with their company, they drive innovation and move the organization
forward.

3. Indirect Compensation – includes benefits given by employers other than financial

remunerations; for example: travel, educational and health benefits and others.

4. Assessment- performance evaluation that requires the rater to choose from tow
statements purposely designed to distinguish between positive or negative
performance; for example: works seriously –works fast; shows leadership – has
initiative.

5. Weekly basis - when pay is computed according to the number of work months
rendered.
 What I Have Learned

FILL IN the blank with WORD(S) that will complete the statements below.

GRIEVANCE PROCEDURE

The 1. is a formal procedure that authorizes the union to

represent its members in processing a grievance or complaint. Such grievance must
be expressed orally or in writing to the employee’s immediate supervisor and the
union steward. If the immediate supervisor shows willingness to discuss the
complaint with the employee and the union steward, the grievance may be resolved
immediately.
This is possible especially if the supervisor has formal training in handling
grievances. If not resolved within 2. , the employee forwards the grievance
to the department manager and the chief steward of the union. Again, resolution of
the grievance is possible at this point if the department manager is willing to discuss
the matter with the employee and the 3 . However, if it remains unresolved, the
next step is for the employee to forward the complaint to the vice president for labor
relations and the local union president after 4. . Resolution of the matter is
possible, but if nothing happens within 30 work days, the employee may now forward
the complaint, with the aid of the local union president, to the 5. for 6. . The
arbitrator is 7. third party who resolves the grievance by issuing a 8. which
both parties – the employee, represented by the union president, and the employer –
have to follow.
 What I Can Do

Rearrange the jumbled letters to form the correct word(s) that correspond to the
meaning of the statement for each number. Write your answer on the space provided
after each item.

DRAWER
1. Gift, prize or recompense for merit, service or achievement, which may have a
motivating effect on the employee.

TRIDEC PENCOMNATIONS
2. include workers’ salaries, incentive pays, bonuses and commissions.

CENTIIVSE
3. rewards that are based upon a pay-for-performance philosophy; it establishes a
baseline performance level that employees or groups of employees must reach in
order to be given such reward r payment; examples: bonuses, merit pay, sales
incentives etc.

D S M T H E O T R T I A
4. Performance evaluation method designed to find out if the employee possesses
important work characteristics such as conscientiousness, creativity, emotional
stability and others.

L L G N M O E D I
5. The use of personal behavior to demonstrate the desired behavior or method to
be learned.
 Assessment

IDENTIFICATION: Write the correct answer on the space provided before the number.

___________1. learning through the explanation of training goals and objectives by

the trainers to the trainees.
___________2. Nonmonetary reward that may be given to individual employees or
groups/teams for meritorious service or outstanding performance; trophies, medals
or certificates of recognition may be given instead of cash or extrinsic rewards.
___________3. A _________ is a formal union of employees/workers that deals with
employers, representing workers in their pursuit of justice and fairness and in their
fight for their collective or common interests.
___________4. Perceptions of employees regarding unfair or biased managerial
actions are also reason why they join mass movements; examples of lack of fairness
in management are favoritism related to promotion and giving of training
opportunities and exemption from disciplinary action.

___________5. Training programs that take into account and accommodate the
individual differences of the trainees in order to facilitate each person’s style and rate
of learning.
___________6. Employees who are not only unhappy at work, but also act out their
unhappiness, they undermine what their engaged coworkers accomplish.

___________7. Related to fairness; the Equity Theory is a motivation theory focusing

on employees’ response to the pay that they receive and the feeling that they receive
less or more that they deserve.

___________8. It is the sum of perceived assistance or benefits that may result from
effective social employee relationships.
___________9. Some join for the satisfaction of their need for affiliation with a group
and for the prestige associated with coworkers’ recognition of one’s leadership
qualities.
___________10. These are fulfilled through appraisal/evaluation programs that
provide information that may be used as basis for compensation decisions,
promotions, transfers and termination
 Additional Activities

WORD POOL Complete the statements using the correct words given in the box.
Write your answer on the blank provided for every number.

♦ Grievance procedure
♦ actively disengaged
♦ indirect compensation
♦ training
♦ award
♦ nonfinancial compensation
♦staffing
♦ stock option
♦ nonmonetary reward
♦ feedback and reinforcement
♦development

_______________1. The is a formal procedure that authorizes the union to represent

its members in processing a grievance or complaint.

_______________2. Includes benefits given by employers other than financial

remunerations; for example: travel, educational and health benefits and others.

_______________3. Learning by getting comments or feedback from trainees

themselves, from trainers, or fellow trainees, which can help the individual realize
what they are doing wrong; reinforcement is accomplished through verbal
encouragement or by giving rewards such as prizes, awards and others.

_______________4. Includes recognition programs, being assigned to do rewarding

jobs or enjoying management support, ideal work environment and convenient work
hours.

_______________5. Employees who are not only unhappy at work, but also act out
their unhappiness, they undermine what their engaged coworkers accomplish.
_______________6. Refers to learning given by organizations to its employees that
concentrates on short-term job performance and acquisition or improvement of job-
related skills.

_______________7. Are plans that grant employees the right to buy a specific number
of shares of the organization’s stock at a guaranteed price during a selected period
of time.
_______________8. Rewards which do not pertain to money, finance or currency; refer
to intrinsic, rewards that are self-granted and which have a positive psychological
effect the employee who receives them.

_______________9. Nonmonetary reward that may be given to individual employees

or groups/teams for meritorious service or outstanding performance; trophies,
medals or certificates of recognition may be given instead of cash or extrinsic
rewards.

_______________10. Refers to learning given by organizations to its employees that is

geared toward the individual’s acquisition and expansion of his or her skills in
preparation for future job appointments and other responsibilities
 What I Have Learned:
1. Grievance Procedure
What I Can Do: 2. Ten work days What’s More:
1. Reward 3. Chief Steward 1. Reward
2. Engaged
2. Direct Compensation 4. 15 work days
3. TRUE
3. Incentives 5. NLRC 4. Force Choice method
4. Trait methods 6. Arbitration 5. Monthly basis
5. Modelling 7. Neutral
8. Final Decision
What’s New:
What I Know:
1. Employee Union
Contact What In: 1. Training and
2. Initial Organizational 1. TRUE development
meeting 2. TRUE 2. Compensation/
3. Formation of in- 3. TRUE wages/
house organizing 4. FALSE performance
committee 5. FALSE 3. Bases for
compensation
4. Types of
Compensation
Answer Key

Additional Activities:
1. Grievance Procedure
2. Indirect Compensation
3. Feedback and reinforcement
4. Non-financial compensation
5. Actively disengaged
6. Training
7. Stock option
8. Non monetary award
9. award
10. development
Assessment:
1. Goal Setting
2. Award
3. Labor Union
4. Unfair management practices
5. Individual differences
6. Actively disengaged
7. Pay equity
8. Social support
9. Social and Leadership Concerns
10. Administrative Purposes
References
DepEd (2016). Kto12 MELC. Organization and Management

For inquiries or feedback, please write or call:

Department of Education – Region III,

Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)

Provincial Capitol Compound, Balanga City, Bataan

Telefax: (047) 237-2102

Email Address: bataan@deped.gov.ph