NURS 6221 Evaluating Performance Management Systems -

NURS 6221 Evaluating Performance Management Systems

NURS6221 Managing Human Resources

Week 7 Assignment (Module 3)

Evaluating Performance Management Systems

Note: You will begin this Assignment in Week 5 and it will be due by Day 7 of Week 7. Plan your time accordingly.

Depending on your experience in healthcare, and other fields as well, you may be familiar with a performance management system or primarily with one aspect of assessing performance, the annual performance review. As a critical distinction from the annual review, performance management goes beyond a list of skills to rate or expected behaviors to check off, to a larger consideration of goals to reach and specific improvement strategies to implement.

Photo Credit: Getty Images/iStockphoto

Gaining understanding and perspective on a nurse executive’s role in performance management is the purpose of this Module 3 Assignment. To help inform your thinking and both the opportunities and challenges of performance management, you will gain firsthand information through an interview with a nursing professional whose responsibilities include those you will assume as a nurse executive.

Follow the guidelines for this Assignment as provided in the overview documents. You are encouraged to give yourself adequate time to reflect on your interviewee’s responses, the better to support you in assuming this aspect of the work of a nurse executive.

To Prepare:

Review the Learning Resources on performance management for support in preparing for your interview with the human resources nurse manager.

Access and review the Performance Management System Interview Guidelines and Questions document for guidance on selecting a nurse executive to interview, and on planning, conducting, and analyzing the interview responses.

Click here to ORDER NOW FOR AN ORIGINAL PAPER ON NURS 6221 Evaluating Performance Management Systems

Note: You are required to complete and submit Page 2 of this Guidelines document in a Word file identified as “Interviewee Profile

and Confirmation Signature.” Be sure to obtain the full signature of your nurse executive interviewee to confirm the individual’s participation. Initials and/or only first or last name are not sufficient.

Access and review the Performance Management System Interview Matrix Summary Template. Consider how you can use this matrix to help organize information and conclusions from your interview.

When you have completed the interview, reflect on the results, including background information on the professional, the healthcare organization, and performance management system. As needed, follow up with your interviewee by phone or e-mail to clarify answers and conclusions.

Assignment:

Part 1: Interview Matrix Summary

Complete the Performance Management System Interview Matrix Summary, provided with the Assessment materials, to create a visual summary of the information gathered through your interview with the nurse executive.

Part 2: Interview Reflection

In a separate Word document, write 2–3 pages that reflect on the interview and your overall impressions. Include the following points in your reflection:

Briefly describe the professional you interviewed, including title, years of experience, and his/her healthcare organization (e.g., size, location, special services). Note: Be mindful of your interviewee’s privacy in the details you provide.

Explain the concept of “performance management” that guided your interview and the interviewee’s responses.

Evaluate the healthcare organization’s performance management system for effectiveness, drawing on the interviewee’s assessment and your own observations and conclusions.

Describe characteristics and/or factors that stand out to you as contributing to the system’s strengths and weaknesses.

Describe actions, strategies, or approaches that you would recommend to address weaknesses in the system..

Your Module 3 Assignment continues this week. As you prepare for your interview or reflect on the conversation you have held, draw on the information and insights you gain on performance reviews, what can make them particularly challenging, and how to promote a system for performance improvement that is inherently positive in its view of assessment and critique, and which communicates that assurance to employees.

Photo Credit: Getty Images/iStockphoto

To Prepare:

If you have not yet conducted your interview with a nurse executive on the performance management system in the individual’s healthcare organization, do so as soon as possible.

Following the interview, reflect on the results, including background information on the professional, the healthcare organization, and performance management system. Consider how you would summarize information gained in the interview using the Matrix Template and your Reflection paper to provide a thorough description of the performance management system.

Consider strengths and weaknesses of the system, as described by the interviewee and from your own analysis.

Review the Learning Resources for supporting information to help in your understanding and evaluation of this performance management system and strategies and approaches for addressing its weaknesses..

NURS 6221 Evaluating Performance Management Systems Grading Rubric

Performance Category	100% or highest level of performance 100% 16 points	Very good or high level of performance 88% 14 points	Acceptable level of performance 81% 13 points	Inadequate demonstration of expectations 68% 11 points	Deficient level of performance 56% 9 points	Failing level of performance 55% or less 0 points
Total Points Possible= 50	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic topics.	Presentation of information was exceptional and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was good, but was superficial in places and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was minimally demonstrated in all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in one of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in two of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in three or more of the following elements Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Application of Course Knowledge Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations	Presentation of information was exceptional and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was good, but was superficial in places and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was minimally demonstrated in the all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in one of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from and scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in two of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in three of the following elements Applies principles, knowledge and information and scholarly resources to the required topic. Applies facts, principles or concepts learned scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.
	10 Points	9 Points			6 Points	0 Points
Interactive Dialogue Initial post should be a minimum of 300 words (references do not count toward word count) The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count) Responses are substantive and relate to the topic.	Demonstrated all of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 3 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.			Demonstrated 2 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 1 or less of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.
	8 Points	7 Points	6 Points	5 Points	4 Points	0 Points
Grammar, Syntax, APA Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition Error is defined to be a unique APA error. Same type of error is only counted as one error.	The following was present: 0-3 errors in APA format AND Responses have 0-3 grammatical, spelling or punctuation errors AND Writing style is generally clear, focused on topic,and facilitates communication.	The following was present: 4-6 errors in APA format. AND/OR Responses have 4-5 grammatical, spelling or punctuation errors AND/OR Writing style is somewhat focused on topic.	The following was present: 7-9 errors in APA format. AND/OR Responses have 6-7 grammatical, spelling or punctuation errors AND/OR Writing style is slightly focused on topic making discussion difficult to understand.	The following was present: 10- 12 errors in APA format AND/OR Responses have 8-9 grammatical, spelling and punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand.	The following was present: 13 – 15 errors in APA format AND/OR Responses have 8-10 grammatical, spelling or punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand. AND/OR The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.	The following was present: 16 to greater errors in APA format. AND/OR Responses have more than 10 grammatical, spelling or punctuation errors. AND/OR Writing style does not facilitate communication
	0 Points Deducted					5 Points Lost
Participation Requirements	Demonstrated the following: Initial, peer, and faculty postings were made on 3 separate days					Failed to demonstrate the following: Initial, peer, and faculty postings were made on 3 separate days
	0 Points Lost					5 Points Lost
Due Date Requirements	Demonstrated all of the following: The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.					Demonstrates one or less of the following. The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.