Assignment

On
Enhancing your communication skills
Human Resource Management
Submitted to
Sir Imtiaz Ahmed Mohar
Submitted by
Muhammad Adeel
Enrollment # 01-222181-010
07-12-2018

Department of Management sciences (MS)

BAHRIA UNIVERSITY, ISLAMABAD.
(1) Pay for performance system for professors
To develop an effective pay for performance system for professors,
universities need to meet several requirements. A pay for performance
system can only be effective if employees value the pay or recognition that
the organization offers in return for high performance, understand what is
required of them, believe that they can achieve the desired level of
performance. Designing an Effective Pay for Performance require that the
organization will actually recognize and reward that performance. Those
conditions are not likely to be achieved unless a university meets certain
requirements. These requirements include:
1. A culture that supports pay for performance.
2. Effective and fair supervisors.
3. A rigorous performance evaluation system
4. Adequate funding.
5. A system of checks and balances to ensure fairness.
6. Appropriate training for supervisors and employees.
7. Ongoing system evaluation
To make pay for performance successful, universities need to make a
substantial investment of time, money, and effort.
Performance evaluation serves as the foundation of a pay for performance
system.
Universities should select supervisors based on their supervisory potential,
develop and manage them to function as supervisors rather than
technicians or staff experts, and evaluate and pay them based on their
performance as supervisors.
Communication, training, and transparency are essential elements of a
good pay for performance system
Checks and balances are necessary.

A pay for performance system needs sufficient funding to provide high

performing employees with meaningful pay increases and bonuses. Pay for
performance systems should be evaluated regularly and modified when
necessary.

(2) Advantages of competency-based pay structures

 Serves as a motivational tool:

In various business firms, the pay structure is determined by the years the
employee has dedicated to the company. With a competency-based pay
structure, the only thing standing between your employees and a greater
wage is how much they contribute and how well they perform. With this
method they're often more likely to take greater initiative and contribute to
your competitive advantage.
 It reinforces a culture of self-improvement:
One way to create a culture of self-improvement and company-wide
productivity is through a competency-based pay model. This pay structure
offers a tangible reward for your employees who are dedicated to growing
their skills and improving themselves. When your employees dedicate their
time even outside of the 40-hour week in growing your products, services
and organization, they will not only contribute to the success of the
company, but also be motivated by the compensation they receive for their
dedication.
 It may improve staff retention:
Employee retention is a critical issue faced by today's enterprises as they
compete for talent in market. While a pay structure alone is often not
enough to retain your top talent, it certainly shouldn't be ignored. Since the
competency-based pay model is still rare, your employees may be more
motivated to stay with a company that rewards them for self-improvement
and skill development, rather than seniority at the company or years of
experience under their belts.
 It encourages corporate transparency:
Transparency creates trust between employees and those at a higher-level.
It improves employee engagement at its core and contributes to employee
retention. The competency-based pay structure is clear-cut in the essence
of transparency, since your employees know exactly what is expected of
them to get a promotion.

Disadvantages of competency-based pay structures

 Subjectivity:
Because competency-based plans rate employees according to general
criteria instead of specific accomplishments, a potential drawback is that
they introduce subjectivity into the evaluation process. Concepts such as
leadership and the ability to multitask are open to interpretation, resulting in
the possibility of an inaccurate rating.
 Favoritism:
Another possible drawback to competency-based pay plans is that they can
result in the perception of favoritism, If one worker perceives herself as
more valuable than another but discovers that the other employee received
a larger pay increase, he may draw the conclusion that he is being treated
unfairly.
 This can be time-consuming and expensive to implement. Time, cost
and resources are the main problems with the use of competencies in
general.
 It may create an improper measurement system. A system
determining what skills are important to a company or what skills
translate to productivity can be tricky and can lead to errors in the
system.
 Sometimes competition within the organization can lead to a disjoint in
a team, which affects overall output.
(3) Glass ceiling

Historically, the pay gap has been fed by beliefs that women should stay at
home or doubts that they could perform jobs as well as men. Thus they
earned lower salaries, even as they entered the workforce in larger
numbers. When comparing how much all women earn versus all men,
much of the gap is caused by the way women “cluster” in lower-paying
fields such as education, nursing or administration.
According to data from the US Census Bureau, the average gender pay
gap in the United States is around 19.5%, meaning that, on average, a
woman earns 80.5% less than her male counterpart. That gap can be
larger or smaller depending on the state someone lives in.
Women with children often earn less after returning to the workplace, while
the opposite is true for working fathers. While this disparity can be
attributed to differences in careers and work hours between men and
women who have children and those who do not, there is also a difference
in how working mothers and fathers are perceived by management. Some
employers may view motherhood as a "signal of lower levels of
commitment and professional competence." Working fathers, on the other
hand, may be viewed as having "increased work commitment and
stability.”Men with children see an earnings boost. Many women that didn't
work when they were younger, they have fewer sources of retirement
income than men at their age. Very few women are CEOs of major
corporations. According to survey for every 100 women promoted to the
manager level, 130 men are promoted.
Occupational segregation is also a reason for pay gap, that some jobs
(such as truck driver) are dominated by men, and other jobs (such as child
care worker) are dominated by women. Considerable research suggests
that predominantly female occupations pay less. Research suggests that
gender stereotypes may be the driving force behind occupational
segregation because they influence men and women's educational and
career decisions.
Research shows that employed men worked 52 minutes more than
employed women on the days they worked, and that this difference partly
reflects women's greater likelihood of working part-time which may be a
cause of low pay.
 Ways to shatter the glass ceiling

1. Make sure your workforce is aware of gender bias

The first step is for employees to become self-aware of their unconscious
biases and how these may affect their decision-making. We need to
increase awareness of bias and stereotypes and train your employees in
how to overcome them. It is also important to be aware that gender bias
impact negatively on both men and women in the workplace. The
stereotype of a “forceful” or “assertive” leader can also disadvantage men
who don’t fit this stereotype and who may be passed up for a promotion as
a result. Gender expectations around parenthood can also have an impact,
with women being more likely to be allowed to work from home or have
flexible hours to balance childcare obligations, while men who wish to be
active parents often get penalized in the workplace for requesting similar
flexible working practices.
2. Audit for bias across the entire talent management lifecycle
Although self-awareness is a good first step, nothing will change unless HR
processes and practices are reformed to correct bias. Unfortunately,
leaders mean well and express a desire to increase diversity and gender
equality, but when they actually make hiring and promotion decisions—they
tend to fall back on their own unconscious biases of selecting people like
themselves. This means you’ll need to review and alter how you write your
job descriptions, screen resumes, select and interview candidates, and
determine compensation to eliminate bias. Internally, examine practices for
leadership succession planning, leadership development, and promotion
reviews to make sure women have equal opportunities
3. Set targets and accountability for gender parity
Aside from reforming your HR processes, if your organization is serious
about gender equality, the next step is to set targets, track metrics, and
build in accountability. Without metrics to strive toward, nothing will happen.
This may mean ensuring you have a diverse slate of candidates—both
women and men of different backgrounds and race—before you move
forward interviewing candidates for leadership positions. Goals could
include aiming for 50% men and 50% women in your management team
(manager, director) by a certain date. Once you set your metrics, review
progress towards them and keep improving your HR processes.
4. Train and hold hiring managers accountable
Too often senior leaders support a commitment to gender and diversity
inclusion, but lack follow-through and accountability to ensure this actually
occurs. If you want to shatter the glass ceiling train your managers to watch
for bias and encourage them to mentor women on their team. It’s also
important to hold them accountable for reaching gender targets when it
comes to hiring and promoting people. Attaining these gender and diversity
targets should be part of evaluating managers’ performance—or let’s be
honest, nothing will happen.
5. Introduce specific programs targeted at women
Programs like targeting high-performing females to participate in leadership
programs that enable women who have taken time off for child-rearing to
transition back to work can all contribute to boosting the number of women
at the top. Often women themselves opt out of promotions because they’re
juggling childcare. Enabling women to “do it all” by introducing more
workplace flexibility, telecommuting options, work/life balance, onsite
childcare, and extended maternity leave can encourage more women to
climb the upper positions. In fact, the same flexibility and extended
paternity leave are just as important for male employees because
childrearing is an equally shared task between men and women, rather
than the women’s job by default.
(4) Developing a grading system for class project

 Consider the different kinds of work you’ll ask students to do for your
course.  This work might include: quizzes, examinations, essays,
class participation, and oral presentations.

 For the work that’s most significant to you and will carry the most
weight, identify what’s most important to you.  Is it clarity? Creativity?
Thoroughness? Demonstration of knowledge? Critical inquiry?

 Transform the characteristics you’ve identified into grading criteria for

the work most significant to you, distinguishing excellent work (A-
level) from very good (B-level), fair to good (C-level), poor (D-level),
and unacceptable work.

To make reward system successful

 Use your comments to teach rather than to justify your grade,

focusing on what you’d most like students to address in future work.
 Link your comments and feedback to the goals for a project.
 Comment primarily on patterns — representative strengths and
weaknesses.
 Avoid over-commenting or “picking apart” students’ work.

Developing criteria may seem like a lot of work, but having clear criteria
can

 save time in the grading process

 make that process more consistent and fair
 communicate your expectations to students
 help you to decide what and how to teach
 help students understand how their work is graded