HRM 635 Topic 5 DQ 2 How can the organization’s leadership support individuals seeking to relocate laterally

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A Sample Answer For the Assignment: HRM 635 Topic 5 DQ 2 How can the organization’s leadership support individuals seeking to relocate laterally

Title: HRM 635 Topic 5 DQ 2 How can the organization’s leadership support individuals seeking to relocate laterally

HRM 635 Topic 5 DQ 2 How can the organization’s leadership support individuals seeking to relocate laterally

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Topic 5 DQ 2

May 5-9, 2022

Often times, employees come to a point when they are ready to advance their position or further develop their skills. How can the organization’s leadership support individuals seeking to relocate laterally or advance their careers by moving into a position of higher authority within their organization? Provide an example.

REPLY TO DISCUSSION

SN

Salome Njoroge

Posted Date

May 9, 2022, 9:44 PM

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Replies to Salome Njoroge

An organization should not be afraid to develop talent out of fear of being poached but instead engage and retain employees (Lauby, 2018). The organization’s leadership support for employees seeking to relocate laterally or advance their careers into a position of higher authority can be done by investing in professional development, facilitating mentorships, and promoting from within. Incorporating employee career growth opportunities such as structured training programs and enrichment, enlargement, and cross-training can bolster employee skill sets and promote learning from their peers (Lauby, 2018). Sometimes, it might require organizations to borrow expertise from consultants to host workshops or present new insights as a more effective way to provide training to entire teams. These career support programs make employees more productive and engaged in the workplace, stopping them from pursuing new roles elsewhere. Additionally, instituting succession planning programs by identifying skills and competencies next-generation employees will need to function well in key positions can help fill positions occupied by exiting baby boomers or executives (SHRM, 2022).

 

Emphasizing a culture of coaching and mentoring is an excellent way for managers to encourage employee growth. Mentoring programs can be used to develop managers, provide opportunities to share experiences, and gain exposure and skills needed to move into management positions (GreggU, 2020). Managers can also use job enlargement techniques to add responsibilities to existing employee roles, broaden their job experience and teach employees additional skills, which is helpful in terms of career

HRM 635 Topic 5 DQ 2 How can the organization’s leadership support individuals seeking to relocate laterally
HRM 635 Topic 5 DQ 2 How can the organization’s leadership support individuals seeking to relocate laterally

growth and often results in better compensation.

 

 

At UTSW, we have a 12-month “Aspiring Leaders Program” for employees who aspire to be leaders but are not currently in a supervisory role with direct reports. The training provides eligible employees with leadership training and resources to facilitate a successful move into a leadership role. The curriculum features in-person leadership group sessions, individual project assignments, development assessments, and one-on-one mentoring with a mentor. After successful completion, participants are credited with one year of supervisory experience.

 

References:

 

GreggU. (2020, June 8). Employee and Career Development. (Video). Retrieved from https://youtu.be/LLvacMQr_dM

 

Lauby, S. (2018, May 11). How to Create a Recruiting Strategy: Buy, Build, and Borrow. Retrieved from https://www.shrm.org/resourcesandtools/hr-topics/talent-acquisition/pages/how-to-create-a-recruiting-strategy.aspx.

 

SHRM (2022, January 27). Engaging in Succession Planning. Retrieved from https://www.shrm.org/resourcesandtools/tools-and samples/toolkits/pages/engaginginsuccessionplanning.aspx

  • RR

Robert Rupe

replied toSalome Njoroge

May 10, 2022, 5:23 PM

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Replies to Salome Njoroge

Thanks for your thoughts.  Employee coaching is another key method for employee development that can be used to prepare them for promotion or lateral moves within an organization.  Especially during organizational transitions coaching can be a great tool to develop employees during, what can be, uncertain times for employees.  Another common reason, often overlooked, is that coaching from senior mentors can be used as informal sounding boards for employees.  Both of these scenarios do more for employees than one thinks.  Because they tend to be informal, “off the record”,  and between the coach and employee these types of interactions are often not seen as crucial, however these types of interactions that are unplanned and sincere are often more powerful and do a lot to help

HRM 635 Topic 5 DQ 2 How can the organization’s leadership support individuals seeking to relocate laterally
HRM 635 Topic 5 DQ 2 How can the organization’s leadership support individuals seeking to relocate laterally

employees.

Have you had a coach or mentor in an organization before? What was it’s effect on you?  How could HR encourage this type of interaction and development?

 

Best!

-Doc

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Grading Rubric Guidelines

Performance Category 10 9 8 4 0
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic decisions.

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  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
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  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
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  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
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  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) without any interpretation/evaluation.
  • The posting uses information that is not valid, relevant, or reliable
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
  • Information is not valid, relevant, or reliable
Performance Category  10 9 8 4 0
Application of Course Knowledge –

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  • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
  • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
  • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
  • Posts are superficial and do not reflect an understanding of the lesson content
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
  • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category  5 4 3 2 0
Interactive Dialogue

Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.

(5 points possible per graded thread)

  • Exceeds minimum post requirements
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
  • Replies to a post posed by faculty and to a peer
  • Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
  • Replies to a question posed by a peer

Summarizes what was learned from the lesson, readings, and other student posts for the week.

  • Meets expectations of 2 posts on 2 different days.
  • The main post is not made by the Wednesday deadline
  • Does not reply to a question posed by a peer or faculty
  • Has only one post for the week
  • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
  • Does not post to the thread
  • No connections are made to the topic
  Minus 1 Point Minus 2 Point Minus 3 Point Minus 4 Point Minus 5 Point
Grammar, Syntax, APA

Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition

  • 2-3 errors in APA format.
  • Written responses have 2-3 grammatical, spelling, and punctuation errors.
  • Writing style is generally clear, focused, and facilitates communication.
  • 4-5 errors in APA format.
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.
  • Writing style is somewhat focused.
  • 6-7 errors in APA format.
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.
  • Writing style is slightly focused making discussion difficult to understand.
  • 8-10 errors in APA format.
  • Writing responses have 8-10 grammatical, spelling and punctuation errors.
  • Writing style is not focused, making discussion difficult to understand.
  • Post contains greater than 10 errors in APA format.
  • Written responses have more than 10 grammatical, spelling and punctuation errors.
  • Writing style does not facilitate communication.
  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
0 points lost       -5 points lost
Total Participation Requirements

per discussion thread

The student answers the threaded discussion question or topic on one day and posts a second response on another day. The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement

per discussion thread

The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

Read Also: HRM 635 Topic 5 DQ 1 Why is employee engagement an important strategy to foster within an organization?