Person Focused Pay

Person-focused pay systems implies that employees need to move away from viewing pay as a privilege. Simply, person focused pay programs treat compensation as a reward earned for acquiring and implementing job relevant knowledge and skills (Stasheen, 2015).

Likewise, it is contended that, the person-focused pay plan offers job enrichment and variety, and potentially flexibility in scheduling. It can also allow a person to remain with one organization and learn the organization thoroughly. Theoretically, employees are motivated to perform jobs that contain a higher degree of core characteristics. The person focused pay plan allows employees to grow and motivates them to learn. Because a person can learn a job from beginning to end, it allows

Holly should definitely implement an enriched person focused pay system that entails connecting and linking pay with a bonus with the degree of complexity or difficulty of tasks. Essentially, this would allow Holly to implement a person-focused pay program which rewards employees through compensation for acquiring and implementing job related competencies, knowledge and skills and not for exhibiting and displaying successful job performance (Martocchio, 2013). Further, a person-focused pay plan would provide more flexibility. All the more, Holly when designing the person-focused pay plan, Job descriptions could be divided into three parts, with the employee beginning at the entry-level of the position. Once the person learned the skills and acquired the knowledge required of a highly functional and full performance level, next the employee would move into the second third of the pay range and receive an increase to reflect the higher levels duties and responsibilities. Similarly, as the employee became increasingly proficient in the intermediate skills and knowledge and began to acquire senior, highly complex and even supervisory/management knowledge, she or he would move into the final third of the

Management determines how much information is made available and in what format it is provided. Management can communicate which skills are valued, how they are acquired and certified, and what rewards will be received. The individual, on the other hand, focuses on and remembers that information which he or she believes is most important to the job, the ability to get into and succeed in training, or achieving other work outcomes. The selective attention determines the accuracy and completeness of the information upon which he or she acts. To the extent that management provides information to facilitate skill seeking in a form that is easily understood by the individual and clearly ties skill-based pay to the job, training, and pay outcomes, the individual will more often turn intentions into actual skill seeking (Murray,