A‌‍‍‍‌‍‍‌‌‍‍‍‌‍‍‍‍‌‍‍fter completing the module readings, you will think about w

A‌‍‍‍‌‍‍‌‌‍‍‍‌‍‍‍‍‌‍‍fter completing the module readings, you will think about what you have read and pull upon any HR experience you may have. Then, in your own words, write one or two paragraphs answering the following question: Suppose you are a supervisor; what errors might you make when preparing a performance appraisal on a clerical employee? How might you avoid those errors? Critical Elements Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value Critical Thinking and Reflection Almost all assignments support claims with relevant examples of personal experience, previous learning, or logical thought process Most of the assignments support claims with a relevant examples of personal experience, previous learning, or logical thought process Some of the assignments support claims with a relevant personal experience, previous learning, or logical thought process None of the assignments support claims with reflection on relevant personal examples 25 Integration and Application Almost all assignments show excellent depth of knowledge of the module content and exhibit careful consideration of the topic Most of the assignments show good depth of knowledge of the module content and demonstrate that the student has read the module content Some of the assignments show limited depth of knowledge, indicating the student may have reviewed the module content but needs to explore further None of the assignments address the prompts and reflect that the student has not read the module content 25 Voice Almost all of the assignments are written in a style that is appealing and appropriate for the intended audience and a consistent voice is evident throughout Most of the assignments are written in a style that is generally appropriate for the intended audience and an attempt is made to use a consistent voice Some of the assignments are written in a style that considers the audience, but the author’s voice is not consistent and difficult to identify None of the assignments attempt to use a style that considers audience and there is no evidence of author voice 25 Writing Almost all of assignments are free of errors in organization and grammar Most of the assignments are free of errors of organization and grammar which are marginal and rarely interrupt the flow Some assignments contain errors of organization and grammar but are limited enough so that assignments can be understood None of the assignments are free of errors of organization and grammar making the difficult to understand 25 Total: 100% Training Human Resources Training is a process whereby people acquire capabilities to perform jobs. This module examines training and HR, training and organizational strategy, training for global strategies, planning for training, training needs assessment, training design, training delivery, and training evaluation. The module first examines training and HR including the various training categories, required/regular, job/technical, developmental/career training, and interpersonal/ problem-solving, and legal issues related to training. Next, the module explores the relationship between organizational strategy and training. This module includes strategic training and organizational competitiveness aspects of training such as knowledge management, training as a revenue source, performance consulting, and integrating performance with training. Then training and global strategies are explored, including global assignment training and intercultural competence training. Planning for training is explored next and includes orientation, planning for new employees, and evaluating orientation. The module is devoted to the four phases in the training process. The relevant phases or components of effective training programs consist of (1) an assessment phase to identify what needs to be included in the training and the establishment of training goals, (2) designing the training program, (3) training delivery, and (4) evaluating the training program to help measure the extent to which the training was applied to job conditions. Each of these is described in some detail. Training needs assessment includes three types of organization analyses— organizational, job/task, and individual—and establishing training objectives and priorities. Training design addresses learner characteristics, instructional strategies, and transfer of training. Training delivery covers internal training, external training, combination training such as cooperative training, and e-learning/on-line training. Evaluation of training describes four levels of evaluation (reaction, learning, behavior, and results), training evaluation metrics (cost-benefit analyses, returns on investment (ROI), and benchmarking), and three forms of evaluation design: (1) post-measure, (2) pre/post-measure, and (3) pre-/post-measure with a control group. Training Management This part of the module describes talent management and development. Talent management deals with the attraction, development, and retention of human resources. The module discusses talent management systems and the scope of talent management. The module also explores succession plan‌‍‍‍‌‍‍‌‌‍‍‍‌‍‍‍‍‌‍‍ning. Succession planning is the process of identifying a longer-term plan for the orderly replacement of key employees. The succession planning process, planning decisions, and the benefits of succession planning are included. Next, careers and career planning are discussed. Careers are seen as the series of workrelated positions a person occupies throughout life. More than one employer may be involved. Career planning can be organization-centered or individual-centered. In the first instance, a person’s career path follows a line of promotions and transfers within an organization. In the second instance, the individual’s career moves through one or more organizations, and the emphasis is on individual goals rather than the organization’s needs. General career progression considerations including early career issues and career plateaus issues are also covered along with career transitions dealing with job loss and retirement issues. The next area covers common individual career issues such as those involving technical/professional workers, women, dual-career couples, and global career concerns. Then the module looks at developing human resources. This includes developing specific capabilities/competencies through lifelong learning and re-development, and development needs analysis using assessment centers, psychological testing, and performance appraisals. The module then describes a number of HR development approaches including job-site (coaching, committee assignments, job rotation, and “assistant to” positions) and off-site (classroom courses and degrees, outdoor development experiences, and sabbaticals and leaves of absences) development methods and learning organization development efforts (corporate universities and E-Development). Next, various managerial development issues are covered including supervisor development, leadership development (modeling, coaching, mentoring, and executive education). The section ends with a discussion of the common problems with management development efforts. Performance Management and Appraisal Performance management systems are used to identify, encourage, measure, evaluate, improve, and reward performance. Performance appraisal is the specific process used to evaluate how well employees perform their jobs and then communicate that information to the employees. The components of effective performance management are discussed in this module and include (1) the nature of performance management, (2) identifying and measuring employee performance, (3) uses, decisions, and legal issues of performance appraisal, (4) who conducts appraisals, (5) tools for appraising performance, (6) manager and employee training in performance appraisal, and (5) appraisal feedback. Performance management should be linked to corporate business strategies. Globalization requires that global organizations be aware of global cultural differences regarding performance management issues. However, most successful organizations strive to develop a performance-focused organizational culture rather than an entitlement culture. Executive commitment to performance management is a crucial aspect to a performance-focused culture. Next, different types of performance information, relevance of performance criteria, performance standards, and the performance metrics used in service businesses are explored. The module looks at performance appraisals including the use of appraisals for administrative and development uses, important decisions about the performance appraisal process (responsibilities, informal vs. systematic, and timing of appraisals), and legal concerns. Then, the issue of who conducts appraisals is covered. Traditionally, appraisals have been conducted by an individual’s immediate supervisor, but increasingly organizations are turning to 360o (multisource) evaluation. Managers and supervisors may evaluate subordinates, team members may rate each other, outsiders such as consultants and customers may do ratings, and employees may do self-appraisals. Not to be overlooked is the possibility of employees being given the freedom to rate their managers which is normally a part of multisource evaluation. Next, tools for performance appraisal are described. These include category scaling methods such as graphic rating scales or behaviorally anchored rating scales (BARS), comparative methods such as ranking or forced distribution, narrative methods such as critical incident or essay, and Management by Objectives (MBO). Each of these methods is described with the relative advantages and limitations of each. The module then presents a discussion of rater errors. Several errors are described: varying standards; recency and primacy effects; central tendency, leniency, and strictness errors; rater bias; halo and horn effects; contrast error; similar to me/different from me error; and sampling errors. The module ends with a discussion on appraisal feedback. Hints for an effective appraisal interview are given, the reactions of managers and appraised employees are discussed, and requirements for an effective performance management system are described. Reference: Mathis, R. & Jackson, J. (2011). Human resource management 13th edition. Mason, OH: ‌‍‍‍‌‍‍‌‌‍‍‍‌‍‍‍‍‌‍‍Thomson Publishers.