HRM 635 Topic 6 DQ 1 What is most helpful on a job analysis for designing an appraisal tool?

Sample Answer for HRM 635 Topic 6 DQ 1 What is most helpful on a job analysis for designing an appraisal tool? Included After Question

A Sample Answer For the Assignment: HRM 635 Topic 6 DQ 1 What is most helpful on a job analysis for designing an appraisal tool?

Title: HRM 635 Topic 6 DQ 1 What is most helpful on a job analysis for designing an appraisal tool?

HRM 635 Topic 6 DQ 1 What is most helpful on a job analysis for designing an appraisal tool

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: HRM 635 Topic 6 DQ 1 What is most helpful on a job analysis for designing an appraisal tool?

Topic 6 DQ 1

May 12-14, 2022

The appraisal process is one step in identifying potential improvements or growth opportunities on individual performances. What is most helpful on a job analysis for designing an appraisal tool? What is the most difficult part in determining the dimensions to be appraised?

REPLY TO DISCUSSION

Lis Torres Torres

Posted Date

May 15, 2022, 10:52 PM

Unread

Replies to Lis Torres Torres

Performance Appraisal is defined as evaluating an employee’s current or past performance relative to his or her performance standards. The most helpful job analysis for designing an appraisal tool is using the best-fitted appraisal method or tools that include graphic rating scales, alteration ranking, paired comparison, forced distribution, computerized performance appraisal, etc. An individual development plan/training for employees is helpful for the employer to complete the performance appraisal yearly but reviewed it 6 months before the yearly appraisal. Dressler(2017) states that the most difficult part in determining the dimension to be appraised I determining which appraisal tool to use and the appraisal can be improved by eliminating chronic problems that often undermine appraisals and graphic rating scales in particular. These problems include unclear standards, halo effect, central tendency, leniency or strictness, and bias.

reference ;

HRM 635 Topic 6 DQ 1 What is most helpful on a job analysis for designing an appraisal tool

Dessler, G. (2017). Human Resource Management. (5th ed.) Pearson.

https://bibliu.com/app/#/view/books/9780134237268/epub/OPS/xhtml/fileP7000499205000000000000000013D02.html#page_320

Profili, S., Sammarra, A., Innocenti, L., Gabrielli, G. (2014) Performance Appraisal at

Telespazio: Aligning Strategic Goals to People Development. International Journal of

Case Studies In Management. 12(1) .1-16. https://viewer.gcu.edu/NXPTPG

Trina Cruse

replied toLis Torres Torres

May 16, 2022, 4:31 PM

Unread

Replies to Lis Torres Torres

Hello Lis,

A performance appraisal is a regular review of an employee’s job performance and contribution to a company. Companies use performance appraisals to determine which employees have contributed the most to the company’s growth, review progress, and reward high-achieving workers. Performance appraisal is a periodic, systematic review of an employee’s overall performance and their contribution to an organization. It evaluates employee skills, development, and growth according to organization standards and expectations. It can also be used for promotions.

Robert Rupe

replied toLis Torres Torres

May 17, 2022, 7:03 AM

Unread

Replies to Lis Torres Torres

Great points! Results are critical when it comes to performance appraisals. If employees are evaluated on results then organizations would be able to maintain fairness and equity. However, organizations need to first establish what the outcomes/results should be. Sadly, this is not always done, and there is too much weight given to the subjective side of evaluations when there should be a balance.

I’ve worked with organizations that have problems in this area and the employees are often unhappy and confused as to how well they are doing. This can make terminations more difficult as well because an established history of performance is not there to back it up.

What’s been your experience with the appraisal process and what other issues do you see?

Blessings,

– Dr.Rupe

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: HRM 635 Topic 6 DQ 1 What is most helpful on a job analysis for designing an appraisal tool?

Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	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 – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life 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.