Responses to Classmate

Responses to Classmate

Responsesto Classmate


Ilike the way my classmate discuss the topics and clearly explainingthem. First, it all start with a general explanation of what afocused pay competency-based pay is. What then follows is aclassification of the two types of competency based pay as noted inthe discussion. The discussion identifies the two systems as the payfor knowledge and skill based incentive plans. The discussion is notleft their but each type of system is comprehensively discussed toexplain the meaning.

Afterthe discussion of the two main concept and topic under consideration,the classmate goes ahead and identifies some of the pros associatedwith each of the two pay methods. This is to enable anyone who readthe discussion to clearly understand the reason as to why to selectone incentive system over the other. According to Ciraand Benjamin (2011), itis not easy to determine what method to implement but it is better tounderstand all the issues surrounding each in order to makeappropriate decisions. The cons of the systems are also discussed inorder to help an employer to implement the most appropriate incentivesystem.

Toensure that meaning is actually stressed, there are cited examples ofthe incidences that directly relates to the topic under discussion.The use of simple and understandable language by my classmate makesthe meaning of the discussion to be easily understood. Further, thework cited by the classmate is appropriated and all the informationborrowed from the text is explicitly acknowledged. I have also learntto appreciate and understand that all things could contain someshortcoming and it is better to state them clearly in order to helpin a comprehensive understanding of a certain concept or situation(Greene,2013).


Cira,D. J., &amp Benjamin, E. R. (2011). Competency-based pay: A conceptin evolution.&nbspCompensation&amp Benefits Review,&nbsp30(5),21-28.

Greene,R. J. (2013). Person-focused pay: Should it replace job-based pay?Compensationand Benefits Management,&nbsp9,45-46.