Monitoring the Process and Deciding if Pay Has Positive Effects on Behavior Pay incentive programs need to be properly designed to promote change and have a positive effect (Springer & Taylor, 2016). Pay incentive programs are to reward faculty who perform well and put forth extra effort (Springer & Taylor, 2016). The programs help less effective faculty to improve their performance and teaching skills (Springer & Taylor, 2016). The programs should also limit the amount of faculty who leave their teaching positions and attract quality faculty (Springer & Taylor, 2016). The pay incentives should motivate faculty to advance their skills or to adopt new strategies, and the incentives should leave a positive influence (Springer & Taylor, 2016). …show more content…
The reward should be large enough to influence faculty to want to accept the change (Springer & Taylor, 2016). If the reward is not large enough, faculty may think that it is not worth to implement the change (Springer & Taylor, 2016). A range of incentives should be awarded (Springer & Taylor, 2016). If only a few incentives are awarded, some faculty may not put effort into the change because they may know the skills of their co-workers and think that they may receive the incentive instead of them (Springer & Taylor, 2016). When more incentives are awarded, faculty may have more enticement to change even when the amount is small (Springer & Taylor, 2016). When the number of awards decreases, the effort by the faculty will also decrease (Springer & Taylor, 2016). Faculty should be allowed to participate in the creation of the pay incentive program (Springer & Taylor, 2016), and this would help the faculty to accept the change process. When employees participate in the pay incentive program, employees feel that the program is fair, trust management, and are content with the evaluation process (McKinney et al., 2013). The structure of the pay incentive program is influenced by the amount of information faculty have about their abilities that are needed for the program (Springer & Taylor, 2016). When teamwork is an important component to the change process, group-based awards are more effective (Springer & Taylor, 2016). When faculty can observe other coworkers’ performances, it will increase the effort of the faculty (Springer & Taylor, 2016). This is helpful in a group incentive program (Springer & Taylor, 2016). Pressure from other faculty in the group, monitoring of each other, and shared learning will increase the effectiveness of group incentive programs (Springer & Taylor, 2016). When the outcomes are easier to measure, pay