How would you design a pay-performance system that uses powerful in­centives to motivate behavior, yet keep the behavior from veering into the unethical?

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Here’s even more proof that incentives can be powerful motivators-perhaps too powerful.
Atlanta Public Schools reward teachers, principals, and administrators for improved performance
on tests. Georgia is one of ten states, for example, that use test scores as the primary way to
evaluate teacher performance. Sometimes these rewards can be as high as $25,000 bonus for
high-performing teachers. For administrators the reward can be higher school budgets or, on
the negative end, lower budgets or school closings. The impact of this strong pay-performance
linkage has been increased reports of widespread cheating. In Georgia, 178 teachers and principals were named-82 of whom confessed-in a cheating conspiracy that involved erasing of
wrong answers given by students on standardized competency tests, and replacing them with
the correct answers. It seems the award-winning gains by Atlanta students during the past ten
years were achieved by widespread teacher cheating with administrator/principal support. Not
to single out Georgia, other states report examples of academic cheating by teachers. Several
states report incidents of teachers, when given freedom to grade their own students’ exams,
who succumbed to performance and monetary pressures by grading incorrectly.
How do we fix this problem? Several classic compensation issues are involved:
1. Student learning is hard to document. Sometimes the things that are learned appear to be
subjective or difficult to quantify. When a teacher writes a multiple choice test grading is
more objective, but the types of questions that can be asked often don’t get at the key concepts to be mastered.
2. The general public is clamoring for evidence that the ever-rising school taxes actually make a
difference that students are learning. Coupled with evidence that students on a global basis
are out-performing U.S. students, cries for accountability are growing.
3. Historically teachers have received pay increases because of both greater educational attainments and increased job seniority. Public cries for better ties between pay and performance
have led to an emphasis on objective test scores.
So linking pay to performance and making the possible pay increases substantial leads to unethical behavior. You read about non-academic examples in this chapter so the problem doesn’t rest in
any one industry.. Powerful incentives can cause undesired be­haviors. Suggest ways to solve this
problem, using something you know a great deal about­academic performance. How would you
design a pay-performance system that uses powerful in­centives to motivate behavior, yet keep
the behavior from veering into the unethical?
Hint: You want to keep the powerful incentive effect of pay. So don’t recommend eliminating
incentive pay or reducing the size of the incentive component. What’s left? And how do you insure
ethical behavior?
Read the attached document and answer the questions in 3-5 paragraphs.
Hint: 1 paragraph equals 3-5 sentences.
Reflection assignment 2.pdf Download Reflection assignment 2.pdf
Rubric
Reflection Assignment (3)
Reflection Assignment (3)
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeWritten Communication and Language Use
Writing is excellent. Word usage, spelling, grammar, and punctuation are excellent. 5 pts
This criterion is linked to a Learning OutcomeWritten Communication- Organization
Writing is clearly organized. Each paragraph is clear and relates to others in a well-organized framework. 5 pts
This criterion is linked to a Learning OutcomeUse of course material
Class material is well integrated into the analysis. 5 pts
This criterion is linked to a Learning OutcomeCritical Thinking/ Problem Solving
Concepts, assumptions, inferences, and conclusions are clearly and thoroughly expressed. Analysis is logical and thorough. 5 pts
Total Points: 20

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