Creating a positive work environment that supports employees will lead to high performers in the work
Creating a positive work environment that supports employees will lead to high performers in the work
Description
Main Post
Creating a positive work environment that supports employees will lead to high performers in the work area who provide excellent care to patients and their families (Laureate Education, Inc., 2012). The human resource business partner (HRBP) is a resource that nurse managers (NM) consult to ensure the work area and unit team are conducive to reach this goal. The purpose of this discussion will delineate the differences in the roles of the HRBP and the NM.
Survey Results
Laureate Education, Inc. (2006) offers a survey that distinguishes between the HR business partner and Nurse Manager responsibilities. Completing the survey prior will assist the learner in understanding their baseline knowledge of the two roles. The survey results yielded a positive score of 9/10. An opportunity lies in understanding the role of the HR business partner and Nurse Manager in creating the policy and procedures on appraisals.
Role Perceptions
An element to a positive work environment is having adequate staffing to care for patients. Responsibility of the HR department is the recruitment of talent for the organization. Nurse recruitment is a division of HR, and this team utilizes a multitude of platforms such as social media to find optimal candidates for open positions (Lussier & Hendon, 2018). Together the NM and HR will screen all potential applicants as part of the selection process. Ultimately the NM is responsible for conducting the interview and extending an offer on the position.
Coaching employees towards a common goal as well as investing in their personal development is an HR responsibility of the NM (Lussier et al., 2018). A part of the annual evaluation is encouraging the employee to work towards a personal goal that helps facilitate their development. Some facility’s request that the HR department establishes the universal procedures, timeline, and policies regarding the annual appraisal process, while others may request executive leaders and managers to develop this strategy (Laureate Education, Inc., 2006). Another element of the process is the use of technology. The HR department provides expertise on operating systems and can teach frontline leaders on the specifics. The annual appraisal is written and delivered by the NM, as they can determine who is deserving of a raise or provide further coaching towards improved performance. The HRBP assists new leaders on how to provide meaningful feedback to drive positive performance.
Conclusion
The role of the HRBP and NM is one of collaboration and consultation to support the work area, employees, and ultimately, the performance of the organization. Each individual plays a specific role in the onboarding, and annual evaluation process and these specific responsibilities may vary at each organization. Ultimately the partnership between these two roles underpins the functions of the facility and its success.
References
Laureate Education, Inc. (Executive Producer). (2006). Survey on HR [Interactive Media]. Baltimore, MD: Author.
Laureate Education, Inc. (Executive Producer). (2012). Introduction to healthcare human resource management. Baltimore, MD: Author.
Lussier, R. N., & Hendon, J. R. (2018). Human resource management: Functions, applications, & skill development (3rd ed.). Thousand Oaks, CA: Sage Publication
A
| Excellent | Good | Fair | Poor | ||
| Main Posting | 45 (45%) – 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
40 (40%) – 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
35 (35%) – 39 (39%)
Responds to some of the discussion question(s).
One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two spelling or grammatical errors.
Contains some APA formatting errors. |
0 (0%) – 34 (34%)
Does not respond to the discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style. |
|
| Main Post: Timeliness | 10 (10%) – 10 (10%)
Posts main post by day 3. |
0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%)
Does not post by day 3. |
|
| First Response | 17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English. |
15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. |
13 (13%) – 14 (14%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 12 (12%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. |
|
| Second Response | 16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English. |
14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. |
12 (12%) – 13 (13%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 11 (11%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. |
|
| Participation | 5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days. |
0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days. |
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| Total Points: 100 | |||||