Q1: Every few years, the idea of implementing an incentive pay system for teachers in New York City public schools is revived and debated. The general idea is that teachers would receive a bonus based on the performance of the students in their classroom on various standardized tests (e.g., the more students who clear a certain hurdle, the higher the bonus given to the teacher). Advocates of the plan argue that the existence of an incentive like this will encourage teachers to work harder and to teach more effectively.

Consider the fact that not all schools, nor all classrooms, are the same in terms of the average ability level of students. Some have better students who learn easily, others have students who have difficulty learning. From the point of view of equity theory, consider why some teachers might perceive themselves as in a situation of underpayment.

Include three specific ways in which teachers may perceive inequity with this compensation model, and include three specific cognitive or behavioral reactions that teachers may have to inequity perceptions.

Q2: You are the manager of a product team that has high collective efficacy, but low cohesion. Looking back, you can think of some reasons that your team may have low cohesion. Explain three factors that could lead a team to have low cohesion. Then, briefly describe three specific actions you could take to strengthen the team's cohesion.