traditional salary structures that focus rewards on additional course credits ... Many teachers may also view the current seniority-based schedule as .... ipcentives, ntust respond positively to perfolnrance based pay and, rvithin this, to individual.
Performance Based payment practices for university Facurty in rndia: The case ofAcademia Readiness for possible Implementation
t. tz-
ling, ;:An
Abstract:
p.3,
Organisations in the present day environment have to tal(e, many decisions to attract and develop their employees. The employees in turn need to work
:AN
to
acnteve the common aims and objectives of the organisation. Due to the individual -differences, the periodic ,appraisal of employees' performance has
CI02,
eting
become the neces^sity. In the education service sector, the organisations face an immediate crisis of athacting
B.K. Punia * new.recruits to the profession and the retention of performance pay for faculty has been Renu Siwatch ** exrstmg teachers. an issue of debate for many y"ars. Some questions also
hing
Ueen raised.
rtet
f1y.1 pertormance
by thi people like'how
faculty
in
can be measured? What should be the criteria ofjudging the performance of faculty? Another
bnal
untversity academia is ready for the performance based
pe
oaslc but most rmportant question could be whether the
pay?
brt-
or low..lhe gtudy is
i"trl
137, I
Fres I
bur
yes then what are the levels of possible
based upon tfre views-of five
nunored .Iacu.lty members from different universities (serving in different academic streams anA ai aifferent levels) from all over India, and re_sults b;iil;;rnuny interesting and thoughtprovoking facts on ifr3*U:.rt. '
Fon
Ltix
If
implementation of performance pay i.e. high, moderate
INTRODUCTION: As the changes take place the workload of academic staffchange drastically it is important to implement specific motivation system and also work out a united performance evaluation and fair compensation system' Perforrnance evaluation serves as the foundation of a pay for performance system' An effective performance evaluation system is a fundamental prerequisite of pay for performance. organisation must be able to communicate with employees regarding what the organisation values and how it will accurately measure erptoye" contributions to these goals' without this information, organisation would be unable to appropriately distiibute performance-based pay increases and bonuses. checks and barances are necessary. organisation can greatly facilitate the real and perceivedfairness oi,rr. fuy ,yrtem by building in appropriate checks and balances. Although knowledge about orguniruiioi'. puy for performance plan and hansparency regarding its outcomes can help ,up.*i-ror. and emproyees understand how the system should work, other mechanisms to ensure fairness are needed to further taise and maintain confidence in the system.
Performance pay is commonly termed as a compensation system that rewards employees either individually or as a group for work effort towards the achievement of certain goals or behaviours. 't Professor, Haryana School Business, +*
unC .of ilT:l::hJ:"y::I'foi'Management t?l*i1*.&l:.lr",igr.ry,er-r2500r(rNDrA). studies, N:t.
ffitfibilT*ment
ili;;;fid#.1il;,
rsrana,
panipat | 32
Pcrformrn.c Brtcd Prymcnl Prrctics for Utrivcr3ity Frculty in Indir: Thc Crre ofAcrdcmir Rcrdine!s for possible Implementstion
Typically, salary increases and/or bonuses are based on evaluations ofemployee performance. Objectives of performance pay largely include recognizing the efforts and contributions of employees, rewarding employees with compensation directly linked to performance; motivating
PcrformrDc Br
much on h, assess it. Tl part in devr
the employees to be more effective, and also attracting and retaining high performing employees.
and challe
Performance- based pay scheme is designed to reward employees' past work behaviours and accomplishments. There are considerable evidences from other occupations that PerformanceBased Pay Scheme do contribute to improved performance of individuals or organisations. A valid and reliable scheme for assessing individual faculty performance for high stakes decisions therefore requires multiple, independent sources of evidence and multiple, independent trained assessors of that evidence. It signifies that any single measure like measures of student
association unfairness
unwanted
achievement on standardized achievement tests cannot solely provide a reliable basis for making performance-related pay decisions about the efforts of individual teachers. Performance-Based
implement recognise I
Pay Schemes also need to include evidence about the context in which a teacher is teaching in making judgments about the quality of teaching. There are growing examples from around the world that demonstrate that performance-based pay scheme for academicians are on the horizon. The distinguishing feature of performance-based pay scheme is that it rewards faculties based
upon some form
of
performance evaluation. Many education policy makers, academics, reformers, and pundits are currently championing.the concept of basing at least some of the salaries of faculties on their performance. It is typically argued that moving from the cuffent faculty pay system based on seniority and educational attainment to a system based on performance would improve faculty motivation, attract and retain more highly skilled faculties, andbe amore effrcientuse ofthe education money. Though there is no simple typology
of performance pay
collegiality performanr
difficult,
in
suspicious
r
ofthehadit
LITERAT
Performanr however, it
academic n
or the othe, scheme tha teacher chi dependent
schemes applicable to individual teachers, yet common categories that appear in the literature include merit pay knowledge, skillsbased, and certification-based approaches. Merit pay generally involves individual financial awards based on student performance, and classroom observation (McCollum, 2001). The term
positive
'merit pay' is still used in some quarters, but connote mainly to the many schemes developed in 70s and 80s in the USA, which were not standards or criterion based. The methods of gathering evidence were usually of doubtful validity and unreliable, such as classroom observation checklists or one-offtests ofstudent achievement, usually leading to staffdissatisfaction. The 'knowledge and skills-based'pay, which generally involves individually financial rewards for acquired qualifications and demonstrated knowledge and skills, are believed to increase student performance (Odden, 2000). Knowledge and skill-based pay differs from merit-pay because it provides clear guidelines on what is being evaluated (Odden and Kelley, 2002). It is argued that the knowledge and skills evaluated are linked to teacher proficiency, meaning thereby that knowledge and skill-based pay increases teachers' ability. Ifuowledge and skills-based pay schemes come from a different tradition. They have emerged in response to the ineffectiveness of traditional salary structures that focus rewards on additional course credits and university degrees rather than direct measures of knowledge and performance. Proponents of knowledge and skillsbased pay schemes aim to provide a basis for reforming career structures (Odden and Kelley, 2002). The professional certification by a recognised body the professional body is responsible for developing standards and methods for assessing performance rather than a single employing authority. The teachers' role is to supply the evidence, within guidelines, that they promote quality learning in students. Many teachers may also view the current seniority-based schedule as
they arejud
deferred compensation.
an,
effects, sinc it, "It is po
award". It i education
r
emphasized
linking ther
public empJ teachers dir
teaching mr
'reforme/
s
increasing,
overall sam
teachers not
indicate
a p
