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Li, Ho Ming. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 16-18). / Abstracts in English and Chinese. / Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- Related literature --- p.1 / Chapter 1.2 --- Background --- p.3 / Chapter 2 --- The model --- p.4 / Chapter 2.1 --- Set up --- p.4 / Chapter 2.2 --- The rationale for performance pay --- p.6 / Chapter 2.3 --- Performance pay with private tutoring --- p.7 / Chapter 2.4 --- Good teacher is not less susceptible --- p.8 / Chapter 2.5 --- Effect of the decreasing tutoring fee --- p.9 / Chapter 3 --- Conclusion --- p.10 / Chapter 4 --- References --- p.12 / Chapter 5 --- Appendix --- p.18 / Chapter 5.1 --- Tables showing bonus schemes across states --- p.18 / Chapter 5.2 --- Derivation for Proposition 1 --- p.18 / Chapter 5.3 --- Numerical example for Proposition 1 --- p.18 / Chapter 5.4 --- Derivation for Proposition 3 --- p.19 / Chapter 5.5 --- Numerical example for Proposition 3 --- p.19

Indiana University-Purdue University Indianapolis (IUPUI) / Organizations continuously look to improve the implementation and ultimate success of organizational change. One way to facilitate organizational change is to effectively manage employee reactions to that change. Previous research has examined the use of a due process approach, specifically in relation to the performance appraisal systems. Past results have indicated that meeting the due process criteria for adequate notice, fair hearing and judgment based on evidence positively influences employee perceptions of the performance appraisal system, organizational justice, and other key variables. The current study expands on these findings by applying the due process approach to the implementation of a merit pay system. With the main goals of a merit pay system being to retain and motivate employees, successful implementation is key. The current study measured perceptions of due process over three measurement periods during the implementation of a new merit pay system. Results demonstrated that the due process components are meaningful in the implementation of a merit pay system. Perceptions of due process predicted system satisfaction and organizational justice perceptions both within and across measurement time periods.

by Chan Chung-Fat. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1997. / Includes bibliographical references (leaves 79-81). / TABLE OF CONTENTS --- p.iii / PREFACE --- p.v / EXECUTIVE SUMMARY --- p.1 / Chapter / Chapter I. --- INTRODUCTION --- p.3 / Pay Management as a tool to attain competitive advantage --- p.4 / Objective --- p.5 / Methodology --- p.5 / Chapter II. --- PAY MANAGEMENT AS A COMPETITIVE TOOL --- p.7 / Does Pay matter ？ --- p.8 / Staffing --- p.11 / Performance Management --- p.12 / Employee Development --- p.13 / Organizational Development --- p.14 / Summary --- p.15 / Chapter III. --- PAY MANAGEMENT - BEST PRACTICES --- p.17 / Simplicity and Openness --- p.19 / Consistency --- p.20 / Process Standardization --- p.22 / Ownership of Pay Management Process --- p.23 / Control --- p.24 / Pay for Performance and Competency --- p.26 / Pay for Contribution and Variable Pay --- p.27 / Incorporating Performance Management as part of Corporate Culture --- p.30 / Measurement --- p.33 / Link to Employee Development --- p.35 / Adaptability --- p.36 / Outsourcing and Strategic Center --- p.38 / Summary --- p.39 / Chapter IV. --- PAY MANAGEMENT SYSTEM IN HK COMPANIES --- p.40 / Modern Terminals Limited --- p.41 / Dah Sing Bank Financial Group --- p.46 / The Royal Hong Kong Jockey Club --- p.48 / Kowloon-Canton Railway Corporation --- p.51 / Dow --- p.53 / Intel --- p.56 / Marks & Spencer --- p.58 / Chapter V. --- CONCLUSION --- p.61 / Corporate Vision and Mission --- p.62 / Corporate Culture --- p.64 / Organizational Structure and Company Size --- p.66 / HR Leadership and Vision --- p.67 / Employee Profile --- p.68 / Information Technology --- p.69 / Business Environment --- p.69 / Summary --- p.71 / APPENDIX --- p.72 / BIBLIOGRAPHY --- p.79

Current research on Career Ladder Teacher Incentive Plans indicates a need to go beyond the usual description of legislation, career ladder plans, teacher evaluation procedures and "intent" of the policymakers. This study uses a multivariate analysis of variance (MANOVA) to examine the interaction among teacher participation on a career ladder project, student achievement and teacher characteristics. Student achievement test scores over a two year period were analyzed. One group of students had teachers who participated for two years on a career ladder and the other group had teachers who did not participate the two years. One hundred forty teachers and two thousand two hundred sixty-three students in grades 3, 4 and 5 were analyzed in order to identify differences in test scores due to teacher participation. Contrasts were drawn between teachers as participants and non-participants on the career ladder, years of experience and education and their influence on how students scored on a State Mandated Norm Referenced Test, the Iowa Test of Basic Skills. Comparisons of the two groups in the study lead to some fairly consistent results. Even though there were no variables that impacted the achievement scores from a statistically significant standpoint, when the factor of "time" was defined in terms of Ladder and non-Ladder participation, the two year group showed statistically different results from the one year group. The results of this study indicate that a Career Ladder Program in the course of one year or two years would not significantly impact student achievement. However, the element of time is an important factor when looking at the potential for career ladder impact on student achievement. This factor should be considered in any quest for immediate versus long term success patterns of such plans.

Abstract is available to download.

Thesis (M. P. A.)--University of Hong Kong, 2007. / Title proper from title frame. Also available in printed format.

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