Chapter 4Comprehending Content Area TextContent Ar

Chapter 4
Comprehending Content Area Text
Content Area Reading:
Teaching and Learning
for College and Career Readiness
Second Edition
Maureen McLaughlin
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McLaughlin, Content Area Reading: Teaching and Learning for
College and Career Readiness, 2/e. © 2015, 2010 by Pearson
Education, Inc. All Rights Reserved.
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What Do We Know about Reading Comprehension?
Comprehension as a social constructivist process

Constructivists believe that students construct knowledge by
linking what they already know to new information.
Multiple literacies as comprehension
These literacies are distinctive in nature, yet similar in that one
of the outcomes of each is comprehension.
Reading as a thinking process
Durkin defined reading as comprehension, indicating that the
focus of instruction should be the strategies readers use in order
to make sense of text.
*
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A quality context is an integral part of meaningful literacy
instruction.
Context has been viewed as a broad concept that encompasses
instructional settings, resources, approaches, and tasks.
The instructional settings include teacher beliefs, literacy
environment, classroom organization, classroom interaction, and
grouping patterns.

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Duke suggests that we expand our understandi ng of context and
view curriculum, activity, classroom environment, teaching,
discussion, text and society as context.
Researchers and practitioners agree that both teaching and
learning are greatly influenced by the contextual choices we
make.
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Influential teachers affect students’ learning.
Researchers and professional organizations report that teachers
are the single most influential factor in students’ learning.
International Reading Association, 2000; Ruddell,
2004
Good readers are engaged, strategic learners.
They describe good readers as active participants in the reading
process, who have clear goals and constantly monitor the
relation between the goals they have set and the text they are
reading.

*
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Figure 4.1
Characteristics of Influential Reading Teachers
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Figure 4.2
Characteristics of Good Readers
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How Can We Teach Students to Think through the
Comprehension of Text?
To help our students think through the
comprehension process, we can teach
them reading comprehension strategies.
We use multiple comprehension strategies when we read.
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How Can We Teach Students to Think through the
Comprehension of Text?
We can teach students a repertoire of reading comprehension
strategies to use, as needed, when thinking through text.
Reading comprehension thinking strategies include:
Previewing Visualizing
Making Connections Summarizing
Monitoring/Clarifying Evaluating
Self-Questioning
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What Can We Do to Foster Students’ Comprehension of Content
Area Text?
Motivate our students
Read aloud to the students, provide opportunities to view short
videos, or share an array of related photos
Offer opportunities for self-selection of related readings or
project topics
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What Can We Do to Foster Students’ Comprehension of Content
Area Text?
Encourage our students to:
continue to expand their prior knowledge. deepen their
understanding of how language works. enhance their
understanding of everyday and academic vocabularies. read,
write, and discuss. develop and use a repertoire of
comprehension strategies.
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How Can We Use Comprehension Strategies to Engage
Thinking?
Previewing

Teach reading comprehension strategy applications that involve
PREVIEWING and MAKING CONNECTIONS:
activating prior knowledge (What do I already know about this
topic?)
setting purposes for reading (Why am I reading this text?)
predicting/inferring (Based on what I know and what I have
read, what do I think will happen in this text?)
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Reading Comprehension Strategy Applications to Engage
Students’ Thinking
Previewing:
Anticipation/Reaction Guide Prereading Plan (PreP)
Semantic Map Bio-Impression
Making Connections:
Connection Stems Coding the Text
Save the Last Word for Me Sketching Connections

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Anticipation/Reaction Guide
Students use Anticipation/Reaction Guides to preview text and
to monitor thinking while reading.
The Anticipation/Reaction Guide consists of several statements
related to the text.
Before reading, students indicate whether they agree or disagree
with each statement and share their responses through class
discussion.
After reading, students revisit the statements and decide
whether their thinking has changed.
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Figure 4.3
Biology Anticipation/Reaction Guide

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Semantic Map
Students use the Semantic Map to activate prior knowledge,
introduce content specific vocabulary, and organize information
about a topic.
When teaching students how to use the Semantic Map, we
choose a focus word, engage students in brainstorming, and
create and complete a graphic organizer that features categories
and subcategories.
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Figure 4.4
Semantic Map:
Geometry—Types of Triangles
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Prereading Plan (PreP)

Students use PreP to activate prior knowledge about a topic,
learn new vocabulary, and make connections.
When teaching students how to use PreP, we provide a cue word
or idea and invite the students to brainstorm related words or
concepts.
We record all ideas and then ask the students why they
suggested particular words.
Next, we read a text and revise the original list as necessary.
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Figure 4.5
Excerpt from PreP
about Climate Change
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Bio-Impressions
Students use Bio-Impressions before reading to predict what

information the text will contain.
To create Bio-Impressions, we choose a person and structure a
list of clues about his life connected by downward arrows.
Then we encourage pairs of students to use the clues in
sequential order, as they write their Bio-Impressions—what they
predict the content of the biography will be.
When students finish writing their Bio-Impressions, they share
them with another pair of students.
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Figure 4.6
Bio-Impression about Lincoln (Part 1)
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Figure 4.6
Bio-Impression about Lincoln (Part 2)

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How Can We Use Comprehension Strategies to Engage
Thinking?
Making Connections
A reading comprehension strategy in which students activate
prior knowledge and make a variety of connections or
associations to the text they are reading.
When reading, they make three different kinds of connections:
text-self, text-text, and text-world (connections to others).
Connection Stems
Save the Last Word for Me
Coding the Text
Sketch and Label Connections
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Connection Stems
Students use Connection Stems to make connections or
associations between the texts they are reading and themselves ,
other texts, and the world (others).
Connection Stems provide a structure to encourage students to
make connections while reading and to encourage students to

reflect on their reading.
Connection Stem samples:
That reminds me of … I remember when …
I have a connection … I felt like that person
when…
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Figure 4.7
Connection Stems Completed in History, Trigonometry, and
Physical Education
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Save the Last Word for Me
Students use Save the Last Word for Me to make connections to
the text, evaluate information in the text, and provide a
structure for discussion of the text.
Students select a quote, fact, or idea from the text and record it
and the page number on which it is located on the front side of

an index card.
On the back of the card, they explain why they chose the
information and what connections they can made.
After reading, each member of the group comments on the quote
or idea. The student who wrote that card speaks last and shares
the thoughts she has recorded on the back of the card.
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Figure 4.8
Save the Last Word for Me: DNA
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Coding the Text
Students use Coding the Text to actively engage in reading by
making connections.
During reading, students use small Post-it notes to indicate the
points in the text where they are able to make text-self, text-
text, and text-world connections. They use a code for each type

of connection: T-S, T-T, and T-W and include a few words to
describe each connection.
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Figure 4.9
Coding the Text in Biology Class
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Sketch and Label Connections
Students use Sketch and Label Connections to activate their
knowledge and make a variety of connections or associations to
the text they are reading.
Students use simple lines and shapes to represent their
connections. Then they label them and share them with a
partner.

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Figure 4.10
Sketching Connections:
“The Road Not Taken”
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Final Thoughts
When we engage students’ thinking, we motivate them to make
connections between what they already know and what they are
learning.
Activating background knowledge and setting purposes for
reading are essential components of comprehension.
Making connections between background knowledge and what
we are learning supports our belief that reading is a
constructivist process.

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Chapter Summary
Teaching students to comprehend text in the disciplines was the
focus of this chapter. Particular emphasis was placed on:
Analyzing reading comprehension as a constructivist process
Engaging students to think through texts
Strategies for engaging students’ thinking, which includes
activating background knowledge and setting purposes for
reading
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MHR 6901-20L-SP21L-S1, Compensation
Management
Syllabus/Schedule
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MHR 6901-20L-SP21L-S1, Compensation Management
COURSE INFORMATIONStart
HereAnnouncementseTextbookSyllabus/ScheduleUnit IUnit
IIUnit IIIUnit IVUnit VUnit VIUnit VIIUnit
VIIICommunication ForumsGradesRESOURCESMy
LibraryMath and Writing CenterStudent ResourcesTools
Syllabus/Schedule
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Syllabus/Schedule

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Unit V Assignment Grading
RubricCriteria
Achievement Level
Level 1Level 2Level 3Level 4Level 5
Content
(40 points)
0 - 23
Content is often irrelevant; information may be noticeably
incorrect and/or off-topic.
24 - 27
Content is somewhat relevant and informative; may stray
off topic a few times.
28 - 31
Content is mostly relevant and informative; may stray off
topic one or two times.
32 - 35
Content is relevant and informative; may stray slightly off
topic one time.
36 - 40
Content is highly relevant and informative; remains on
topic.

Tasks
(35 points)
0 - 20
The assigned tasks may be mostly incomplete or poorly
done.
21 - 24
A few areas of the assigned tasks may be missing;
completed tasks may need work.
25 - 27
Some areas of the assigned tasks may be missing or
incomplete; completed tasks are fairly well done.
28 - 31
Most or all areas of the assigned tasks are addressed and
competently completed.
32 - 35
All areas of the assigned tasks are addressed and
proficiently completed.
Accuracy
(15 points)
0 - 8
Most of the assignment is clearly inaccurate and lacks
attention to detail.
9 - 10
Several areas of the assignment may be slightly lacking in
accuracy and/or attention to detail.

11 - 11
Most of the assignment is fairly accurate and shows fair
12 - 13
Most of the assignment is accurate and shows good
14 - 15
Accuracy is excellent and close attention to detail is
clearly evident in all parts of the assignment.
Writing Mechanics
(10 points)
0 - 5
Writing lacks clarity and conciseness. May have several
serious problems with sentence structure and grammar.
Numerous major or minor errors in punctuation and/or spelling.
6 - 6
Writing lacks clarity and/or conciseness. May have minor
problems with sentence structure and some grammatical errors,
as well as several minor errors in punctuation and/or spelling.
7 - 7
Writing is somewhat clear and concise. Sentence structure
and grammar are fairly strong and mostly correct. Few minor
errors in punctuation and/or spelling.
8 - 8
Writing is mostly clear and concise. Sentence structure and
grammar are strong and mostly correct. Few minor errors in
punctuation and/or spelling.

9 - 10
Writing is clear and concise. Sentence structure and
grammar are excellent. Correct use of punctuation. No spelling
errors.
Close
PrintEdit Syllabus
CourseDescription
Presents fundamental concepts, issues, and techniques
associated with designing, managing, and evaluating
compensation and benefits programs for increased
organizational performance and competitive staffing.
Credit: 3 hours
Prerequisites: No prerequisite courses are required for
enrollment in this course.
Textbook:
Martocchio, J. J. (2020). Strategic compensation: A human
resource management approach (10th ed.). Pearson.
https://online.vitalsource.com/#/books/9780135201930Course

Learning Outcomes
Upon completion of this course, students should be able
to:Discuss the role of employees, employers, unions, and the
government in the development of compensation
programs.Assess the impact of the Civil Rights Act of 1964, the
Bennett Amendment, and Executive Order 11246 on
compensation practices. Outline the similarities and differences
between merit pay plans and incentive pay plans.Propose a
compensation survey related to a compensation plan.Explain
workers' compensation.Summarize recommended considerations
prior to selecting from various types of pension
plans.Categorize workers by the type of pay and benefits
received.Summarize the potential impact of training and
development on employee compensation.GradingJournals (8 @
2%)= 16%Essays (3 @ 9%)= 27%PowerPoint Presentations (2
@ 10%)= 20%Unit V Assignment= 13%Unit VI Quiz= 2%Unit
VI Article Review= 9%Final Exam= 13%
AssignmentsUnit IReadingUnit I Study GuideChapter 1:
Strategic Compensation: A Component of Human Resource
SystemsChapter 2: Contextual Influences on Compensation
PracticeUnit I Journal OpenWeight: 2% of course gradeGrading
RubricInstructions
When looking at job options, what are the top three
compensation factors
that influence your decision? How are those factors different
from what they
may have been five years ago? As you change, your
compensation interests
change as well. What do you think some of the changes are
that have impacted
your top three compensation factors?
Your journal entry must be at least 200 words in length. No
references or
citations are necessary.
Submit Unit I Journal »Unit I Essay OpenWeight: 9% of course

gradeGrading RubricInstructions
Imagine you own or manage a company. Your company recently
completed a
strengths, weaknesses, opportunites, and threats (SWOT)
analysis, and the board
of directors is looking to revise the company’s compensation
program. Doing so
will help keep the company competitive in attracting new
talent. As part of
the human resources department, you were asked to draft an
essay describing
how compensation programs are developed and how laws
can affect
compensation practices.
Your essay should be a minimum of two pages in length, using
at least your
textbook as a source. Be sure that your essay includes the
following
elements:In your introduction, create a fictitious name for your
company, and
include some basic background information such as where
the company is
located, when it was founded, and how many employees
work at the
company. Do not use an actual company for this
essay.Describe issues that influence an individual’s deci sion to
apply for or
accept a specific job at your company.Explain how
compensation plans can influence the success of your
organization.Explore how influences outside your organization
can affect its
compensation plan.Describe the provisions of
the Civil Rights Act of 1964, the Bennett
Amendment, and Executive Order 11246, and
explain why
these were implemented and how they affect your company.

Adhere to APA Style when constructing this assignment,
including in-text
citations and references for all sources that are used. Please
note that no
abstract is needed.
This formal paper example provided by the CSU Writing
Center shows
this type of formatting. Resources
The following resource(s) may help you with this assignment.
Citation GuideSubmit Writing Center Request
Submit Unit I Essay »Unit IIReadingUnit II Study GuideChapter
3: Traditional Bases for Pay: Seniority and MeritChapter 4:
Incentive PayUnit II Journal OpenWeight: 2% of course
Under group and company-wide incentive programs, do you
believe it is
possible for poor performers to benefit without making
substantial
contributions to group or company goals? What can companies
do to ensure that
poor performers do not benefit?
references or
Submit Unit II Journal »Unit II PowerPoint Presentation
OpenWeight: 10% of course gradeGrading RubricInstructions
Imagine that you are the human resources (HR) manager at a
manufacturing
company. The company you work for is trying to determine
whether it can
make the switch from using a merit-based pay plan to an
incentive-based pay plan. As the HR manager, it is your
responsibility to
explain each pay plan to your company’s board of directors

and voice an
opinion about whether the company could successfully make the
switch. In
addition, you must explain your choice.
Create a PowerPoint presentation in which you define each type
of pay plan
and explain the similarities and differences between them.
Also, you will
express an opinion about which pay plan would work best and
why you feel this
way. In your introduction slide, include a fictional name,
company size, and
what the company manufactures.
Your presentation should consist of no less than 10 slides, not
counting the
title slide and reference slide(s). You are required to enchance
the
presentation by adding speaker notes to explain the information
on each slide.
Any references used, including your textbook, should be
cited and referenced
using APA formatting.
The Unit II PowerPoint APA document is a helpful resource on
creating a PowerPoint presentation using APA style. Resources
Submit Unit II PowerPoint Presentation »Prepare for Final
Exam - Proctor Approval Form
Now is a great time to start thinking of a proctor for your Final
Exam. CSU
approves two, flexible proctoring options: a Standard Proctor,
who is chosen by
the student and approved by the university, or Remote Proctor
Now (RP Now), an

on-demand, third-party testing service that proctors
examinations for a small
fee.
A Standard Proctor is an unbiased, qualified individual who is
selected by
the student and agrees to supervise an examination. You are
responsible for
selecting a qualified Proctor, and the Proctor must be pre-
approved by CSU. The
Proctor Information Request Form can be found on the
University Forms/Courses page in the myCSU Student
Portal.
Students choosing RP Now must have an operational
webcam/video with audio, a
high-speed internet connection that meets RP Now's bandwidth
requirements, and
appropriate system rights required to download and install
software. During
examination administration, RP Now will access the student's
webcam and
microphone to record the examination for academic integrity
review. Please be
advised that there is a $19.00 fee for each exam paid to RP Now
if you choose to
utilize them for proctoring services.
Students are encouraged to review the RP Now Tutorial Video,
along with the RP Now System Requirements. Please note that
CSU currently
utilizes RPNow v4.x.
You are permitted four (4) hours to complete the Final Exam in
the presence
of your approved Proctor. The four (4) hour time limit begins at
the time the
exam is initially opened. Use of exam materials includes only
the
course textbook, eTextbook, or permitted resources in an

integrated learning
resources course, a writing utensil, blank scratch paper, and a
calculator if
needed. Online
Calculators or other software may only be utilized with the
approval of the
course professor or Office of Disability Services. Other
materials are not
permitted unless specified in the examination instructions.
Please review the Final Examination Proctor Policy located in
the Student
Handbook for specific guidelines regarding proctor
requirements and Final Exam
expectations.Unit IIIReadingUnit III Study GuideChapter 6:
Building Internally Consistent Compensation SystemsUnit III
Journal OpenWeight: 2% of course gradeGrading
RubricInstructions
Thinking about your current job or a job you previously held,
discuss
whether you believe that you personally would benefit from a
person-focused
pay plan. Explain your response.
references or
Submit Unit III Journal »Unit III Essay OpenWeight: 9% of
course gradeGrading RubricInstructions
You are the human resources (HR) manager for a technology
company that
provides technical support for hospitals using computer
systems that share
information. Your company has just been awarded a new
contract that is
requiring a huge increase in the organization's workforce. The
contract will
involve providing technical support for several large hospital

systems in the
Midwest. As a result, you have been asked to outline the
process that you
will use to develop an internally consistent compensation
system and present
it to the owners of the company for approval.
Create a two-page essay in which you address the following
issues:Describe the reasons why an internally consistent
compensation system is
necessary.Outline the process involved in creating an
internally consistent
compensation system.In the introduction to your essay,
create a fictional name and location
for your company.
Make sure that your essay includes enough information to
convince the owners
that the time, effort, and manpower that this process will take
will be worth
it to the company in the long run. Adhere to APA Style when
constructing this
assignment, including in-text citations and references for all
sources that are
used. Please note that no abstract is needed.
Center shows
this type of formatting. Resources
Submit Unit III Essay »Unit IVReadingUnit IV Study
GuideChapter 7: Building Market-Competitive Compensation
SystemsChapter 8: Building Pay Structures That Recognize
Employee ContributionsUnit IV Journal OpenWeight: 2% of
Consider the company that you currently work for or one for

which you have
been employed previously. Describe the pay structure of the
company, and
discuss whether or not you feel it is/was fair to the employees.
What, if
anything, could be or could have been improved about the pay
structure?
references or
Submit Unit IV Journal »Unit IV PowerPoint Presentation
For the purpose of this assignment, imagine that you are
employed as a
compensation specialist by an organization that provides
warehousing and
distribution services across the United States. Your company
also recently
expanded operations into Canada. As a growing multinational
enterprise,
managers are concerned with keeping up with industry
standards to maintain a
competitive edge. You have been asked by your human
resources (HR) director
to develop a PowerPoint presentation for your corporation's
board of
directors in which you will propose a compensation survey
that will help
to determine the organization’s pay structure.
In your presentation, you should explain to the board why a
compensation
survey is needed, how it will be conducted, and how it will
help determine a
pay structure of your choice for the organization. Discuss how
international
growth will play a role in this.

Your presentation should consist of at least 10 slides, not
counting the
title slide and reference slide(s). You are required to enhance
the
presentation by adding speaker notes to explain the information
on each slide.
Be sure to cite and reference any sources used, including
your textbook,
using APA formatting.Resources
Submit Unit IV PowerPoint Presentation »Unit VReadingUnit V
Study GuideChapter 9: Discretionary BenefitsChapter 10:
Legally Required BenefitsUnit V Journal OpenWeight: 2% of
Thinking about the organization you currently work for or one
for which you
have worked in the past, what has been the most valuable
benefit for you
personally? Explain your choice.
references or
Submit Unit V Journal »Unit V Assignment OpenWeight: 13%
of course gradeGrading RubricInstructionsBenefits Booklet
You have been asked by your human resources (HR) director to
create a
benefits booklet for the employees within your organization.
Your company
provides security services in a metropolitan area and employs
120 full time
employees, 45 part time employees, as well as seasonal workers
in the holiday
season. In your booklet, you will explain the discretionary

(including
pension and retirement plans) and mandated benefits that your
organization
offers. Use Chapters 9 and 10 in the textbook to review these
types of
benefits, and choose the ones that you would like to use
within your
organization. Be sure to completely explain these benefits
and how to use
them within your booklet. When discussing pension and
retirement plans,
ensure that the participation requirements for these plans are
fully
described.
In the introduction of your booklet, create a fictional name and
location for
your company. Also, include fictional background information
such as when the
company was founded.
Your booklet should consist of at least five pages. APA is not
required for
this assignment; however, please use correct grammar and
punctuation.
Microsoft Word has various templates to choose from when
creating your
booklet, or you can search for templates online; however, the
content of your
booklet should be original.Resources
Submit Unit V Assignment »Unit VIReadingUnit VI Study
GuideChapter 11: Compensating ExecutivesChapter 12:
Compensating the Flexible Workforce: Contingent Employees
and Flexible Work SchedulesUnit VI Journal OpenWeight: 2%

of course gradeGrading RubricInstructions
Think about the CEO of the company you currently work for or
one for which
you have worked in the past. What are your thoughts about the
compensation
package that he or she receives or received? Do you believe that
the work he
or she does or did merits such a compensation package? Why,
or why not?
references or
Submit Unit VI Journal »Unit VI Quiz OpenWeight: 2% of
course grade
Go to Unit VI Quiz »Unit VI Article Review OpenWeight: 9%
of course gradeGrading RubricInstructions
Many people today believe that U.S. executives are paid too
much while others
believe that the size of their compensation packages are
justified. For this
assignment, choose a peer-reviewed article to review. Use the
databases in the
CSU Online Library, and find an article about executive
compensation that is of
interest to you. The article must be at least three pages long,
and no more
than 3 years old. Write a two-page review of the article that
includes the
following information: Briefly introduce and summarize the
article. Identify the author’s main points. Who is the author’s
intended audience? What types of executive compensation were
addressed in the article? How does the article apply to this
course? Does it support the information
in your textbook? How could the author expand on the
main points? After reviewing the article and the information in
your textbook, state

whether you think executive compensation is justified or is
out of hand.
Give at least three points to justify your argument.
Please utilize at least two sources, one of which must be the
article. The
Business Source Ultimate database in the CSU Online Library
is a great place to
begin searching for sources. Adhere to APA Style when
constructing this
sources that are
Center shows
this type of formatting.
Your persuasive essay should be a minimum of two pages in
length, not
counting the title and reference pages. Resources
Citation GuideCSU Online Library Research GuideSubmit
Writing Center Request
Submit Unit VI Article Review »Unit VIIReadingUnit VII Study
GuideChapter 5: Person-Focused PayUnit VII Journal
After reading about person-focused pay plans in your textbook,
would you
prefer to be employed by a company that utilized a person-
focused pay plan or
by a company that utilized an incentive pay plan? Explain your
reasoning.
references or
Submit Unit VII Journal »Unit VII Essay OpenWeight: 9% of

For this assignment, compose an essay of at least two pages in
which
you discuss the following issues involving person-focused pay
plans:Detail various types of person-focused pay plans.Describe
reasons why companies adopt person-focused pay plans, and
identify types of positions that lend themselves to these
plans.Describe advantages and disadvantages of person-focused
pay plans. Give
job-specific examples in your advantages and
disadvantages.
Please use the databases within the CSU Online Library to
locate scholarly
resources to support your essay. You should utilize at least two
sources, one
of which may be your textbook. Adhere to APA Style when
constructing this
sources that are
Center shows
this type of formatting.
Your essay should be a minimum of two pages in length, not
counting the title
and reference pages.Resources
Citation GuideCSU Online Library Research GuideSubmit
Writing Center Request
Submit Unit VII Essay »Request to take Final Exam
You are required to request to take your examination by
submitting the Final Examination Request in the myCSU
Student Portal. The
Final Exam for this course must be proctored, and must be

submitted by 11:59 PM
CT on the course end date.
If you have selected the standard proctor option, the Final Exam
instructions
will be sent to your Proctor via email within three business days
from the date
the request is received.
If you have selected the RP Now option, you will receive a
confirmation email
containing a direct link to RP Now within three business days
from the date the
request is received.
You are permitted four (4) hours to complete the Final Exam in
the presence
of your approved Proctor. The four (4) hour time limit begins at
the time the
exam is initially opened. Use of exam materials includes only
the course
textbook, eTextbook, or permitted resources in an integrated
learning resources
course, a writing utensil, blank scratch paper, and a calculator if
needed.
Online Calculators or other software may only be utilized with
the approval of
the course professor or Office of Disability Services. Other
materials are not
permitted unless specified in the examination instructions.
eTextbooks should be accessed on the computer in which the
examination is
being taken. Please note, if an examination is taken on a
computer that has not
been registered with the eTextbook, all features (highlighting,
notes, etc.)
will not be available.
Please refer to the Final Examination Proctor Policy located in
the Student

Handbook for specific guidelines regarding proctor
requirements and
expectations.Unit VIIIReadingUnit VIII Study GuideChapter
13: Compensating ExpatriatesChapter 14: Pay and Benefits
Outside the United StatesUnit Resource (1 article): See Study
GuideUnit VIII Journal OpenWeight: 2% of course
Thinking back on the material you learned in this course, how
can you apply
what you learned to your current or future work?
references or
Submit Unit VIII Journal »Final Exam OpenWeight: 13% of
course grade
Go to Final Exam »
ResourcesCSU Online Library
The CSU Online Library is available to support your courses
and programs. You may be prompted to login with your CSU
Account. The online library includes databases, journals, e-
books, and research guides. These resources are always
accessible and can be reached through the library webpage. The
CSU Online Library can be accessed from the "My Library"
button on the course menu in Blackboard.
The CSU Online Library offers several reference services. E-
mail ([email protected]) and telephone (1.877.268.8046)
assistance is available Monday-Thursday from 8 am to 5 pm and
Friday from 8 am to 3 pm. The library's chat reference service,
Ask a Librarian, is available 24/7; look for the chat box on the
online library page.
Librarians can help you develop your research plan or assist
you in finding relevant, appropriate, and timely information.
Reference requests can include customized keyword search
strategies, database help, and other services.Student Learning
Resources

Click here to access learning resources in the myCSU Portal.
You may be prompted to login with your CSU Account.
The CSU Learning resources tool is a collection of useful
articles on common academic concepts and requirements.Final
Examination Guidelines
Final Exams are to be administered to students by an approved
Proctor. CSU approves two flexible proctoring options: a
standard Proctor, who is chosen by the student and approved by
the university, or Remote Proctor Now (RP Now), an on-
demand, third-party testing service that proctors examinations
for a small fee.
Students choosing RP Now must have an operational
webcam/video with audio, a high-speed Internet connection, and
the appropriate system rights required to download and install
software.
To review the complete Examination Proctor Policy, including a
list of acceptable Proctors, Proctor responsibilities, Proctor
approval procedures, and the Proctor Agreement Form, go to the
myCSU Student Portal.
You are permitted four (4) hours to complete this exam in the
presence of your approved Proctor. This is an open book exam.
Only course textbooks, writing utensils, and a calculator, if
necessary, are allowed when taking proctored exams.
You may use only your textbook as source material for your
response. All source material must be referenced (paraphrased
and quoted material must have accompanying citations). You
may use the Publication Manual of the American Psychological
Association (APA Style Guide) or the CSU Citation Guide for
reference.Communication ForumsOverview
These are non-graded discussion forums that allow you to
communicate with your professor and other students.
Participation in these discussion forums is encouraged, but not
required.
You can access these forums with the buttons in the Course
Menu.

Instructions for subscribing/unsubscribing to these forums are
provided below.
Once you have completed Unit VIII, you MUST unsubscribe
from the
forum; otherwise, you will continue to receive e-mail updates
from the forum.
You will not be able to unsubscribe after your course end date.
Click here for instructions on how to subscribe/unsubscribe and
post to the Communication Forums.How to create a new
threadHow to subscribe to a forumAsk the Professor
This communication forum provides you with an opportunity to
ask your professor general or course content questions.
Questions may focus on Blackboard locations of online course
components, textbook or course content elaboration, additional
guidance on assessment requirements, or general advice from
other students.
Questions that are specific in nature, such as inquiries regarding
assessment/assignment grades or personal accommodation
requests, are NOT to be posted on this forum.
If you have questions, comments, or concerns of a non-public
nature, please feel free to email your professor.
Responses to your post will be addressed or emailed by the
professor within 48 hours.
Before posting, please ensure that you have read all relevant
course documentation, including the syllabus,
assessment/assignment instructions, faculty feedback, and other
important information.
Student Break Room

This communication forum allows for casual conversation with
your classmates.
Communication on this forum should always maintain a
standard of appropriateness and respect for your fellow
classmates.
This forum should NOT be used to share assessment answers.
MHR 6901, Compensation Management 1
Course Learning Outcomes for Unit V
Upon completion of this unit, students should be able to:
5. Explain workers’ compensation.
5.1 Discuss the discretionary and mandated benefits employers
can provide for their employees.
6. Summarize recommended considerations prior to selecting
from various types of pension plans.
6.1 Identify various types of pension or retirement plans that
employees may choose to
participate in.
6.2 Describe the participation requirements that are applied to
pension plans.

Course/Unit
Learning Outcomes
Learning Activity
5.1
Unit Lesson
Chapter 9
Chapter 10
Unit V Assignment
6.1
Unit Lesson
Chapter 9
Chapter 10
Unit V Assignment
6.2
Unit Lesson
Chapter 9
Chapter 10
Unit V Assignment
Required Unit Resources
Chapter 9: Discretionary Benefits
Chapter 10: Legally Required Benefits
Unit Lesson

In this unit, we will be reviewing the two types of benefits in
organizations today: discretionary benefits and
mandated benefits.
Discretionary Benefits
As the term implies, discretionary benefits are those benefits
that an organization can provide to its
employees at the organization’s discretion. Important
considerations when deciding on what benefits to
provide to the employees would include the organization’s
business strategy, the financial condition of the
organization, the economy, and the employees themselves.
Discretionary benefits usually consist of
protection programs, paid time off, and employee services
designed to attract and retain employees.
Protection programs include options such as retirement plans,
disability insurance, life insurance, and
supplemental unemployment benefits.
UNIT V STUDY GUIDE
Employee Benefits
UNIT x STUDY GUIDE

Title
Retirement Plans
Most organizations offer some type of retirement plan. Your
textbook goes into detail about the defined
contribution and defined benefit options, so we will address
other types of retirement savings accounts at this
time. One type of retirement savings account is the 401(k).
Often, organizations will match a portion of the
employee’s contribution—essentially creating free money. The
employee contributions are taken from the
paycheck before taxes, and taxes are not paid on the money
until the money is withdrawn from the account.
Many organizations also allow employees to determine where
the money is invested. The employee can
decide on a group of mutual funds at different risk levels, which
can range from aggressive to conservative. A
point to consider when investing in a 401(k) is that the money
the employer invests is not immediately
available. There is a vesting time or waiting period so that
employees do not leave the organization early.
Also, the Internal Revenue Service (IRS) sets limits on the
contributions for 401(k) accounts.
If an employee leaves an organization, the 401(k) can be rolled
over into another 401(k) account without a tax
penalty. Also, in some cases, you can withdraw money from the
401(k) after age 55—but before age 59—if
an employee leaves the organization. This might be a better
investment option than moving money into an
individual retirement account (IRA) where the employee would
have to wait until age 59 to withdraw money
without tax penalties.

For those employees with financial issues, a 401(k) is protected
from bankruptcy. Creditors cannot force
employees or former employees to withdraw money from a
401(k) to pay debt. Lastly, for those employees
who have a significant number of company stocks, the net
unrealized appreciation tax rule might apply. This
rule allows the owner of the stock to sell the stock and pay a
capital gain tax versus ordinary income tax. Of
course, an accountant would know if the rule would be in the
best interest of the employee/retiree or not.
A 403(b) is another retirement savings option. A 403(b) is
basically the same as a 401(k), but it is offered to
teachers and employees at nonprofit agencies.
Another type of retirement savings account is the solo 401(k).
This type of 401(k) is for a sole proprietor, and
it allows the proprietor to contribute as both an employee and as
the employer. This account also has
contribution limits based on age.
The simplified employee pension (SEP) is a retirement savi ngs
account that is available to businesses of any
size. With this type of plan, the employer can contribute to
traditional IRAs, and the employee is always 100%
vested (IRS, 2015a).
Another retirement savings account is the Savings Incentive
Match Plan for Employees (SIMPLE). For a
SIMPLE IRA, both the employee and the employer can
contribute money. For example, for the 2020 tax year,
employees can contribute up to $13,500 as long as the
employees make more than $13,500 in 2020. Under
the SIMPLE IRA, employers can either contribute 2% of every
employee’s compensation or choose to match
3% for the employees (IRS, 2019). (This information is subject

to change during subsequent tax years.)
The regular IRA allows an employee to save $6,000 or $7,000
for those employees over the age of 50 (IRS,
2020b). The money in an IRA grows tax-free for as long as the
money is invested. An IRA is a tax
deduction for most employees, but employees can no longer
make regular contributions after age 70-and-
a-half (IRS, 2020b).
A Roth IRA, on the other hand, allows an employee to
contribute after-tax dollars into the account so there is
no tax deduction. Like the IRA, the money grows tax-free, and
you do not have to pay taxes on the money if
you take withdrawals after age 59-and-a-half. You can, of
course, take the money that you contributed
yourself (not the earnings) out of a Roth IRA at any time
without paying a penalty or taxes. Saving for
retirement can be complicated, so it is best to consult with
experts before deciding which benefit is best for
each individual.
Other Discretionary Benefits
In this section, we will discuss other discretionary benefits
employers may offer to their employees.
UNIT x STUDY GUIDE

Title
employees for time not worked such as
vacation time or sick time. More recently, many organizations
bundle PTO into one program in which
all PTO is incorporated into one plan. An employee is given a
specific amount of PTO to be used at
his or her discretion.
workers’ compensation such as short-term or
long-term disability insurances.
nefits (SUB) include
additional income for employees receiving
unemployment insurance.
Some organizations offer life insurance to employees as a part
of a group life insurance program that benefits
the employee’s family in the event of his or her death. A portion
of this benefit may be paid by the employee.
Some higher-ranking employees have life insurance policies
that benefit the organization in the event of the
employee’s death.
When it comes to employee services, organizations can offer a
variety of options such as relocation
allowances, child and elder care assistance, educational
assistance, food services/subsidized cafeterias,
fitness services, or other organizationally unique benefits.
Premium pay, such as shift differentials and hazard pay, can

also be offered as discretionary benefits. As the
world of work changes, the options available to organizations
when it comes to discretionary or optional
benefits changes as well.
Mandated Benefits
Some benefits, however, are legally required, and they include
social security, unemployment compensation,
and workers’ compensation. Your textbook provides details on
the mandated benefits. Specific laws are in
place to ensure organizations provide mandated benefits, or the
organizations will face fines and/or sanctions.
State and local laws may also have an effect on an
organization’s benefits.
Employee benefits are the non-wage portions of the
compensation package provided to employees. Benefits
are expensive for an organization but are necessary to attract
and retain highly qualified employees in a
competitive market. Flexibility and variety are necessary when
choosing benefits as we find baby boomers,
millennials, generation Xers, and veterans in the workforce
today.
In the next unit, we will address some common compensation
challenges that human resources professionals
face in the workforce.
References
Internal Revenue Service. (2020a). Choosing a retirement plan:
SEP. Retrieved from

https://www.irs.gov/retirement-plans/choosing-a-retirement-
plan-sep
Internal Revenue Service. (2020b). Retirement topics—IRA
contributions limits. Retrieved from
https://www.irs.gov/retirement-plans/plan-participant-
employee/retirement-topics-ira-contribution-limits
Internal Revenue Service. (2019). Operating a SIMPLE IRA
plan. Retrieved from
https://www.irs.gov/retirement-plans/operating-a-simple-ira-
plan
Learning Activities (Nongraded)
Nongraded Learning Activities are provided to aid students in
their course of study. You do not have to submit
them. If you have questions, contact your instructor for further
guidance and information.
Each chapter of your textbook contains a case study related to
the main theory or concept within the chapter.
Review the case studies to gain a better understanding of the
course materials as they relate to
compensation considerations. Feel free to discuss the chapter
case studies with your classmates in the
Student Break Room forum.

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