HRM 635 Topic 7 DQ 1 What is the effect of a total compensation package within a market-competitive pay plan on employee motivation and satisfaction?

Sample Answer for HRM 635 Topic 7 DQ 1 What is the effect of a total compensation package within a market-competitive pay plan on employee motivation and satisfaction? Included After Question

 

A Sample Answer For the Assignment: HRM 635 Topic 7 DQ 1 What is the effect of a total compensation package within a market-competitive pay plan on employee motivation and satisfaction?

Title: HRM 635 Topic 7 DQ 1 What is the effect of a total compensation package within a market-competitive pay plan on employee motivation and satisfaction?

HRM 635 Topic 7 DQ 1 What is the effect of a total compensation package within a market-competitive pay plan on employee motivation and satisfaction

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Topic 7 DQ 1

May 19-21, 2022

What is the effect of a total compensation package within a market-competitive pay plan on employee motivation and satisfaction?

REPLY TO DISCUSSION

TC

Trina Cruse

Posted Date

May 23, 2022, 7:59 PM

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Replies to Trina Cruse

Hello Class,

A compensation package is a summary of all the ways that a company directly or indirectly pays employees. Also known as a total compensation statement, the compensation plan describes details about how the employer pays employees and what non-financial benefits they offer(bing.com). HR professionals must be strategic to attract the right talent and retain employees. Offering an appealing and generous compensation package is an important part of your employee value

HRM 635 Topic 7 DQ 1 What is the effect of a total compensation package within a market-competitive pay plan on employee motivation and satisfaction
HRM 635 Topic 7 DQ 1 What is the effect of a total compensation package within a market-competitive pay plan on employee motivation and satisfaction

propositionaihr.com).

Compensation serves several purposes, which include:

  • Recruitment and retention
  • Raising or maintaining employee morale
  • Rewarding high-performance workers
  • Achieving internal and external pay equity
  • Increasing employee loyalty
  • Leverage during union negotiations

These are just a few of the incentives included in a compensation plan. The plan is geared to assist organizations with maintaining employees and to provided resources and motivate staff to commit to long term and stable employment. To appeal to candidates in today’s job market employers must provide a competitive benefit package that employees want. Employees who are pleased with their compensation packages demonstrate increased morale in the workplace and are more motivated to work hard because they are assured that their hard work will be appreciated and appropriately compensated. When employees feel their integrity is respected, they will have a better outlook on the company and want to be more productive and inclusive in the organization. Building a total compensation package starts with understanding what your organization can offer and then organizing this information in an easy-to-read document. Remember, the purpose is to demonstrate to the candidate or employee all the rewards that they can expect because of working for your organization. Candidates, who are comparing offers, can clearly see what they could be enjoying if they work for your company.  A compensation package consists of direct compensation (cash) and indirect compensation (non-cash) rewards.

https://www.bing.com/search?q=total%20compensation%20package      https://www.aihr.com/blog/compensation-package/

  • RR

Robert Rupe

replied toTrina Cruse

May 23, 2022, 8:07 PM

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Replies to Trina Cruse

Good comments, thanks. Research has shown that money alone does not inspire higher performance and satisfaction levels from employees. It is not only shown in research, but it is somewhat common sense that pay alone is not going to always improve performance or job satisfaction. My experience and consulting work has consistently shown the “work itself” and one’s “immediate supervisor” have more impact on job satisfaction than anything else. Even if the pay is great, if people have a poor relationship with their boss or dislike the work, they will leave the company eventually.

However it’s important to note that if it is perceived that pay is too low, then it can demotivate employees. Research shows that adequate pay brings employees to a relatively neutral state in terms of job satisfaction, but in terms of motivating employees beyond that, other psychological factors and rewards affect that more so.

 

In your opinion, why does one’s immediate boss have so much bearing on an employee’s job satisfaction and motivation, rather than pay alone? How can HR facilitate a positive relationship between managers and employees?

 

Blessings,

– Dr. Rupe

 

  • CY

Crystal Young

replied toRobert Rupe

May 24, 2022, 9:42 AM

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Replies to Robert Rupe

Dr. Rupe,

Thank you for the great follow up question. In my opinion, the immediate leader has the power to implicitly support or demean the employee. When employees feel supported both personally and professionally, they are satisfied in their work and are often more engaged in their work. Compensation is an important component to employee satisfaction but alone it can’t fulfill the employees desire for feeling personally invested in. HR can facilitate a positive relationship between managers and employees by ensuring

potential candidates have an understanding of job expectations and the work environment. HR should be a leader across the organization in developing a culture of  engagement, retention, and development (SHRM, 2022).

 

Reference

 

SHRM. (2022). Developing and sustaining employee engagement. https://www.shrm.org/resourcesandtools/tools-and-samples/toolkits/pages/sustainingemployeeengagement.aspx

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Grading Rubric Guidelines

Performance Category 10 9 8 4 0
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic decisions.

  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
  • Evaluates information from source(s) to develop a coherent analysis or synthesis.
  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
  • Demonstrates little or no understanding of the topic.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) without any interpretation/evaluation.
  • The posting uses information that is not valid, relevant, or reliable
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
  • Information is not valid, relevant, or reliable
Performance Category  10 9 8 4 0
Application of Course Knowledge –

Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations

  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
  • Applies concepts to personal experience in the professional setting and or relevant application to real life.
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
  • Applies concepts to personal experience in their professional setting and or relevant application to real life
  • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
  • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
  • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
  • Posts are superficial and do not reflect an understanding of the lesson content
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
  • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category  5 4 3 2 0
Interactive Dialogue

Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.

(5 points possible per graded thread)

  • Exceeds minimum post requirements
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
  • Replies to a post posed by faculty and to a peer
  • Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
  • Replies to a question posed by a peer

Summarizes what was learned from the lesson, readings, and other student posts for the week.

  • Meets expectations of 2 posts on 2 different days.
  • The main post is not made by the Wednesday deadline
  • Does not reply to a question posed by a peer or faculty
  • Has only one post for the week
  • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
  • Does not post to the thread
  • No connections are made to the topic
  Minus 1 Point Minus 2 Point Minus 3 Point Minus 4 Point Minus 5 Point
Grammar, Syntax, APA

Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition

  • 2-3 errors in APA format.
  • Written responses have 2-3 grammatical, spelling, and punctuation errors.
  • Writing style is generally clear, focused, and facilitates communication.
  • 4-5 errors in APA format.
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.
  • Writing style is somewhat focused.
  • 6-7 errors in APA format.
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.
  • Writing style is slightly focused making discussion difficult to understand.
  • 8-10 errors in APA format.
  • Writing responses have 8-10 grammatical, spelling and punctuation errors.
  • Writing style is not focused, making discussion difficult to understand.
  • Post contains greater than 10 errors in APA format.
  • Written responses have more than 10 grammatical, spelling and punctuation errors.
  • Writing style does not facilitate communication.
  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
0 points lost       -5 points lost
Total Participation Requirements

per discussion thread

The student answers the threaded discussion question or topic on one day and posts a second response on another day. The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement

per discussion thread

The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

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