course syllabus
O n l i n e
M o d e l
I n s t r u c t o r
V e r s i o n
Online Certificate
HRM MGT 264 | EMPLOYEE PERFORMANCE
AND APPRAISAL MANAGEMENT
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Cover
course syllabus
Addresses the educational
needs of adult students by
developing and providing
engaging, relevant and
accelerated programs.
blended model
MGT 264
Enhances scholarship,
leadership skills, social
responsibility, and promotes
life-long learning.
Provides high-quality, easily
accessible educational
opportunities for adult
learners.
EMPLOYEE PERFORMANCE AND APPRAISAL MANAGEMENT
instructor version
contents links
about this document
about Moser College
about blended learning
hallmarks of a Benedictine education
student expectations
attendance policy
submission of work
netiquette
_________________________
course overview
required textbooks
grading scale
learning outcomes
IDEA objectives & IDEA description
course schedule
external links
financial aid
library resources
Academic Honesty Policy
APA formatting and style
APA resources for students
Student Success Center (SSC)
services for students with disabilities
_________________________
Benedictine Current Students
Moser Center Student Information
Student Login to D2L
Student E-Mail Login
Academic Calendars
BenUConnect  MyBenU
Enables adults to earn
specific undergraduate and
graduate degrees while
maintaining their personal and
professional commitments.
Develops new degree and
non-degree programs that
address the expressed needs of
the professional community.
Moser College Mission
Statement: Moser College
embodies the values of respect,
excellence, collaboration, and
professionalism. We are
committed to delivering
innovative and dynamic
programs designed for adult
students who are dedicated to
enhancing their professional,
local, and global communities.
Moser College Vision
Statement: To be one of the
premier university colleges in
the nation.
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience
Discipline  Humility  Stewardship  Hospitality  Community
Benedictine University
Margaret and Harold Moser Center
1832 Centre Point Circle
Naperville, IL 60563
Phone: (630) 829-6289
Fax: (630) 829-1375
http://www1.ben.edu/programs/a
dult_cohorts/mission_vision.asp
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Content Links
HRM MGT 264 | EMPLOYEE PERFORMANCE AND APPRAISAL MANAGEMENT
About Your Program at Benedictine University – Moser College
About This Document
This is a hypermedia document – it has been built to mimic navigation on the
web. This document can also be viewed as a presentation or it can be printed
like a traditional document. We use this sort of document because it allows for
navigation links (hyperlinks) to text, graphics, audio/video, and the web. This
type of document also allows you to navigate in a nontraditional, nonlinear way
– by following the page links you are not bound to read or flip through the
document in any sort of order. This is yet another example of Moser College’s
commitment to advancements in technology and blended learning.
About Moser College
The Moser College of Adult & Professional Studies delivers its curricular
programs in a specifically designed structure deliberately oriented for working,
adult learners. The Moser College is committed to providing a learning
environment which extends beyond the classroom and is designed specifically
to meet the needs of its students and their employers by bringing a quality
educational experience without requiring the student to relocate or travel
extensively beyond their home area. Benedictine University's Moser College of
Adult & Professional Studies is fully accredited by the Higher Learning
Commission of the North Central Association of Colleges and Schools*.
* http://www.ben.edu/academic_programs/moser/about/index.cfm
About Blended Learning
Blended learning is the integration of different learning environments: mainly the
online format with the face-to-face format, but may also include mobile learning.
Blended learning, also referred to as hybrid learning, relies on both the advantages
of digital/technology innovation and the methods of face-to-face instruction. At
Moser College, we use blended learning by combining asynchronous online
classroom sessions with a face-to-face classroom environment. We alternate
between the online session and the face-to-face session in 5-week courses, with
the A session being face-to-face and the B session being online.
hallmarks of a Benedictine Education:
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
3
About
HRM MGT 264 | EMPLOYEE PERFORMANCE AND APPRAISAL MANAGEMENT
The Ten Hallmarks of a Benedictine Education
A Benedictine Education
Based on the Rules of Saint Benedict, a Benedictine
Education is based on the Benedictine Wisdom
Tradition that sets as its goals the transformation of the
Human mind AND Heart and has at its foundation “The
Ten Hallmarks of a Benedictine Education”.
The Ten Hallmarks
Each academic year Moser College will be celebrating
two of the Hallmarks. This academic year 2011-2012,
the Hallmarks Stability and Stewardship have been
chosen. The ten hallmarks are:
1. Love of Christ and Neighbor
2. Prayer: a Life marked by liturgy, lection and
Mindfulness
3. Stability: commitment to the daily life of this place,
its heritage and tradition
4. Conversatio: the way of formation and
transformation
5. Obedience: a commitment to listening and
consequent action
6. Discipline: a way toward learning and freedom
7. Humility: knowledge of self in relation to God,
others and creation
8. Stewardship: responsible use of creation, culture
and the arts
9. Hospitality: openness to others
10. Community: call to serve the common good
Portrait (1926) by Herman Nieg
(1849–1928); Heiligenkreuz Abbey, Austria
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
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Hallmarks
HRM MGT 264 | EMPLOYEE PERFORMANCE AND APPRAISAL MANAGEMENT
Student Expectations
Expectations of Students
In order to get the maximum use of the time available, it is expected that you
will:
•
Read the material to be covered in the class and complete required
assignments prior to attending the class/session;
•
Arrive/login to class/session prepared to participate actively;
•
Be prepared to actively participate in the collaborative activities of each
class/session; and
•
Always feel free to seek additional help from the instructor when the need
arises.
Attendance Policy
Students may not miss more than 25% of the live classroom sessions. Doing so
will result in an F for the course.
financial aid information
Submission of Work
All assignments are to be submitted into Desire 2 Learn (D2L) unless otherwise noted by instructor.
Assignments must be submitted by due date. Any assigned work submitted late for any unexcused
reason will receive a lowered grade. Please refer to your instructor’s late work policy located in D2L.
In the event that you miss an examination for due cause, arrangements must be made with the
instructor for a make-up examination. Make-up examinations may differ from the original class
examination. Per University policy, assignments cannot be accepted by an instructor after the last day
of the course. To receive a minimum passing grade on D2L discussions, you must make a posting by
midweek of B sessions and a response to at least one other posting by the end of the B session which
must be on two separate days. Only discussions threads posted by 11:59 pm CST on the due date will
count for grading purposes.
information concerning netiquette:
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
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Expectations
HRM MGT 264 | EMPLOYEE PERFORMANCE AND APPRAISAL MANAGEMENT
Financial Aid Information
Applying for Financial Aid
A college education is one of the largest financial investments a family will make. We believe that an education
from Benedictine University will provide valuable returns throughout a student's lifetime. The Office of Financial
Aid is dedicated to helping students and their families make a Benedictine University education affordable. We
view the process of financing an education as a partnership. Although the student and his/her family have primary
responsibility for meeting college costs, Benedictine University, as well as the federal and state governments have
a variety of financial aid programs available to students who need financial assistance.
Types of Financial Aid
Benedictine University's Office of Financial Aid administers a variety of federal, state
and institutional programs of student financial assistance. All financial aid recipients
must maintain satisfactory academic progress in accordance with the published,
"Satisfactory Academic Progress Policy for Financial Aid Recipients.“
•
After completing the financial aid application process, the student will receive a
financial aid award notification letter. The award letter will include the
program(s) that the student is eligible to receive and the award amount(s).
•
Grants/Scholarships - Grants and scholarships are considered to be gift
assistance. This means the awards do not have to be repaid.
•
Loans - Loans are considered to be a form of self-help assistance. Loan programs
provide funds for educational purposes and are paid back with interest.
•
Employment - Part-time jobs on campus are available to students through the
University and Federal Work-Study program. Students working on campus
receive a bi-weekly paycheck.
•
Applying for Financial Aid – All students applying for financial aid are asked to
complete the Free Application for Federal Student Aid (FAFSA).
FAFSA – Free Application for Federal Student Aid
The FAFSA is required for all federal, state (Illinois residents) and Benedictine University need-based assistance.
It should be completed as soon as possible after January 1st. Applying online with FAFSA on the Web at
www.fafsa.gov is faster and easier than using a paper FAFSA. Have your completed U.S. Federal Income Tax
returns readily available when completing the FAFSA. Include Benedictine University's school code:
001767 so the results of your FAFSA application will automatically be sent to our financial aid office. Sign you
FAFSA with a Federal Student Aid PIN. Apply for a PIN at www.pin.ed.gov. If you are providing parent
information, one parent must also sign you FAFSA.
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
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Financial Aid
HRM MGT 264 | EMPLOYEE PERFORMANCE AND APPRAISAL MANAGEMENT
About Netiquette
What is Netiquette?
"Netiquette" stands for "Internet Etiquette", and refers to the set of practices which help to make the online
experiences pleasant for all involved. As you might expect, netiquette, like other forms of etiquette, is about
courtesy, manners, codes of behavior, protocols and respect. Netiquette primarily focuses on how we interact with
one another online, by being aware of: our use of language, others’ cultural background, conventional norms, and
other behaviors. Below you will find guidelines concerning the basics of online interaction. If it isn’t something you
would say or do in the face-to-face classroom, it is probably inappropriate in the online class as well.
Netiquette Basics
1. Follow the Golden Rule (“One should treat others as one would like others to treat oneself”)
2. Be ethical, fair, tolerant and mindful of others – avoid stereotyping, judgment and prejudice
3. Know the boundaries of particular cyberspaces – what is acceptable in a text or chatroom with friends may
not be appropriate in a classroom or in an online conversation with an instructor
4. Respect the time of others by: 1) using descriptive subject lines, 2) resizing images for the web, 3) providing
links instead of copying and pasting content, 5) using white space by inserting blank lines between paragraphs
and headers and 6) limiting your use of attachments
5. Copy the minimum number of people – it is tempting to send “email” or “message blasts” because it is easier
for the poster, but it is not easier for the reader
Inappropriate Online Usage
1. Avoid “flaming” – flaming is sending offensive, insulting or criticizing messages. This happens more often
online then in face-to-face interaction, because there is an illusion of anonymity.
2. Flaming is neither productive nor appropriate for the learning environment
3. Always avoid flaming when it comes to content and opinions, but also avoid it when it comes to grammar,
punctuation and spelling corrections
4. Avoid using CAPS if possible and never type messages in ALL CAPS – this is considered yelling and is often
seen as a form of aggression
5. Use emoticons ( :) , :( , :-) ) sparingly and avoid the use of JK, BRB, LOL and other text language
Confidentiality and Privacy
1.
2.
3.
4.
Email, messaging and posting are forms of written record and are just as permanent as a letter or document
Do not publicize your own or others’ personal information (such as email, phone numbers, last names etc.)
Respect copyright and cite any and all sources
Do not expect that your communications are private, instead assume all communications are public
For more information please review Netiquette by Virginia Shea
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
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Netiquette
HRM MGT 264 | EMPLOYEE PERFORMANCE AND APPRAISAL MANAGEMENT
Resources for Success
Benedictine’s Library Resources
Benedictine University Libraries strive to provide the resources for all of your academic and research
needs. Providing access to over 120 databases, 200,000 books and eBooks, and helpful librarians 7
days a week, we are here to assist you in person and online.
The primary mission of the Benedictine University Library is to provide library resources and services
that support the Benedictine University community and meet its academic and research needs. To
support our mission, the Library has made provisions for all students to gain access to important
academic resources through the Benedictine Library Website. As you begin your academic journey
please take note of these key concepts that will affect that access:
•
Entry into academic databases and most Library resources must be made through the Benedictine
Library Website at www.ben.edu/library
•
Within one week of your official enrollment your patron information will be automatically entered
into the library system, where once entered, you will be able to check out books and access
databases
•
When off-campus you will be prompted by authentication software (a proxy server) to provide
your Library ID number and last name to access article databases and request books. This software
proxy server confirms that you are a current Benedictine University student and thus allowed
access
•
Your Library ID number is a combination of the Benedictine Library prefix 2281100 and your
seven-digit student ID number (also called your “b” number). Thus 2281100XXXXXXX is
the Library ID number with X’s being the seven digit student number. This number is prominently
located just below the barcode on your Benedictine ID card
•
For further information on any aspect of Library resources and access please call or write the
Benedictine Library Reference Desk at 630-829-6057 or libref@ben.edu. Please take note of
Library hours and staff directory located on the Library Website under About the Library and feel
free to contact us about any concern or need you might have
additional resources for student success:
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
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Library
HRM MGT 264 | EMPLOYEE PERFORMANCE AND APPRAISAL MANAGEMENT
Resources for Success
University Academic Honesty Policy
The search for truth and the dissemination of knowledge are the central missions of a university.
Benedictine University pursues these missions in an environment guided by our Roman Catholic
tradition and our Benedictine Heritage. Integrity and honesty are therefore expected of all University
students. Actions such as cheating, plagiarism, collusion, fabrication, forgery, falsification,
destruction, multiple submission, solicitation, and misrepresentation are violations of these
expectations and constitute unacceptable behavior in the University community.
To access the complete Academic Honesty Policy, which includes student responsibility, responsibility
and authority of faculty, violations, reporting and communicating, responsibilities of the provost,
appeals, composition of the academic appeals board, procedures of the academic appeals board, and
records, please select the following link: www.ben.edu/ahp
APA Formatting and Style
All course assignments must use APA citation and formatting. This is a
mandatory requirement for all assignments, including discussions, if a
publication or other work is being referenced. For more information on
APA, please see the APA Style section at the website of the American
Psychological Association, linked here: www.apa.org/
APA resources for students: www.apa.org/about/students.aspx
Services for Students with Disabilities
Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990
prohibit discrimination against individuals with disabilities by standing provision of reasonable
accommodations to make programs and activities accessible to qualified individuals with disabilities.
If you have a documented learning, psychological, or physical disability, you may be eligible for
reasonable academic accommodations or services. To request accommodations or services, please
contact the Student Success Center, Krasa Center - 012A, 630-829-6340. All students are expected to
fulfill essential course requirements. The University will not waive any essential skill or requirement
of a course or degree program.
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
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Other Resources
HRM MGT 264 | EMPLOYEE PERFORMANCE AND APPRAISAL MANAGEMENT
Individual Development and Educational Assessment
IDEA Objectives
•
Acquiring skills in working with others as a member of a team.
•
Developing creative capacities (writing, inventing, designing,
performing in art, music, drama, etc.)
•
Gaining a broader understanding and appreciation of intellectual/
cultural activity (music, science, literature, etc.)
•
Developing skill in expressing oneself orally or in writing.
•
Learning how to find and use resources for answering questions or
solving problems.
•
Developing a clearer understanding of, and commitment to, personal
values.
•
Learning to analyze and critically evaluate ideas, arguments, and
points of view.
•
Acquiring an interest in learning more by asking questions and
seeking answers.
IDEA Description
The IDEA student survey focuses on the instructor’s learning objectives for the course and on the
progress each student made toward achieving those objectives. By answering thoughtfully and
honestly, your ratings and comments will be much more helpful – to the instructor, the department
chair, and the dean of the college. As students, you should also know that student ratings and
comments have been used to help evaluate courses and to improve the educational experience at
Benedictine University. The appropriate standard of conduct with respect to student surveys is
thoughtful comments and constructive criticism – respectfully communicated.
A Focus on Learning
“The IDEA Student Ratings system looks at instruction in terms of its endgame. Rather than
emphasizing teaching style or personality, the IDEA system focuses on student learning and the
methods used to facilitate it.” – from the IDEA website: www.theideacenter.org/node/5
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
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IDEA
HRM MGT 264 | EMPLOYEE PERFORMANCE AND APPRAISAL MANAGEMENT
Faculty HRM Course Overview
Course Description
This course will focus on developing, implementing and evaluating activities and programs that
address employee training and development, performance appraisal, talent and performance
management. Identify the unique needs of employees to ensure that the skills, knowledge, behaviors
and attributes are aligned, and the performance of the workforce meet current and future needs of
individuals and the organization.
Course Materials
Required Textbook and Materials
Dessler, G. (2011). Human Resources Management, New Jersey, Prentice Hall, (12th ed.). ISBN
9780136089957
Required Textbook Materials
Latham, G. & Wexley, K. (1994). Increasing Productivity Through Performance Appraisal. (2nd ed.).
ISBN 9780201514001
Technological Computer Requirements
Students in the Blended program will need: High-speed Internet access; a sound card and speakers;
Windows XP (minimum)/Windows 7 (recommended) or Mac OS X 10.5 or higher; and Firefox 3.6 or
higher. It is also highly recommended that students have access to a microphone or webcam for
optional audio/videoconferencing.
The Course Grading Scale
A
=
4.00
90 - 100%
EXCELLENT
B
=
3.00
80 – 89%
GOOD
C
=
2.00
70 – 79%
SATISFACTORY
D
=
1.00
60 – 69%
PASS
F
=
0.00
BELOW 60%
FAIL
I
=
INC
INCOMPLETE
Discussion Forum Guidelines
To receive a minimum passing grade, students must
make a post to each discussion question for that
week by day 4 of each week and respond to at least
two other postings by the end of the week. Individual
Posts are worth up to 5 points and the total
Response Posts are worth up to 5 points total. Each
discussion will total up to 10 points.
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
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Course Overview
HRM MGT SERIES
Course Outcomes Based in Bloom’s Taxonomy
Wk
Bloom’s
Level
Learning Objective
Benedictine
Hallmark and/or
IDEA Obj COI
Assignment
Pts
1A
Level 5
Evaluating
Discover core processes that drive
effective professional development
•
Elaborate on the relationship
among learning styles and training
design effectiveness
•
Adapt and communicate best
practices that drives the key role
of a performance appraisal on
employee productivity
•
Assess the legal implications of
performance appraisals
Learning to apply course
material (to improve
thinking, problem solving,
and decisions)
Training and Learning Style
Paper
50 pts
Learning how to find and use
resources for answering
questions or solving
problems
Case Study
25 pts
1B
Level 4
Analyzing
Distinguish key concepts from course
topics and discuss these ideas in
thoughtful, comprehensive ways.
IDEA COI: Social
Hallmark: Community
Discussion Posts
50 pts
2A
Level 5
Evaluating
Analyze Performance Management
structures with specific focus on
Appraisal Tools
•
Evaluate, develop and administer
at least one appraisal tool.
•
Explain and illustrate the
problems to avoid in appraising
performance
•
Compare and evaluate the various
performance appraisal tools.
Learning to apply course
material (to improve
thinking, problem solving,
and decisions)
Individual Assignment (Memo)
50 pts
Learning how to find and use
resources for answering
questions or solving
problems
Case Study
25 pts
2B
Level 4
Analyzing
Distinguish key concepts from course
topics and discuss these ideas in
thoughtful, comprehensive ways.
IDEA COI: Social
Hallmark: Community
Discussion Posts
50 pts
3A
Level 5
Evaluating
Develop skills in the area of
Performance Appraisals
•
Analyze how to perform an
effective appraisal interview.
•
Categorize problems to avoid in
the appraisal performance process
•
Create a performance appraisal
form
Learning to apply course
material (to improve
thinking, problem solving,
and decisions)
Techniques Paper
200 pts
Learning how to find and use
resources for answering
questions or solving
problems
Case Study
50 pts
Distinguish key concepts from course
topics and discuss these ideas in
thoughtful, comprehensive ways.
IDEA COI: Social
Hallmark: Community
Discussion Posts
50 pts
3B
Level 4
Analyzing
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
12
Learning Outcomes
HRM MGT SERIES
Course Outcomes Based in Bloom’s Taxonomy
Wk
Bloom’s
Level
Learning Objective
Benedictine
Hallmark and/or
IDEA Obj COI
Assignment
Pts
4A
Level 5
Evaluating
Analyze the critical components that
are important to the success of a
Performance Management process
•
Distinguish between performance
management and performance
appraisal.
•
Examine common performance
measures in evaluating employees
•
Discuss factors affecting the
relevance and effectiveness of
performance measures.
Learning to apply course
material (to improve
thinking, problem solving,
and decisions)
Performance Management Term
Paper
200 pts
Learning how to find and use
resources for answering
questions or solving
problems
Case Study
50 pts
4B
Level 4
Analyzing
Distinguish key concepts from course
topics and discuss these ideas in
thoughtful, comprehensive ways.
IDEA COI: Social
Hallmark: Community
Discussion Posts
50 pts
5A
Level 5
Evaluating
Examine the critical success factors
associated with Talent Management
•
Explain the importance of talent
management in attracting
developing, and maintaining key
human resources
•
Evaluate the key areas of talent
management and describe
differences among traditional and
career planning-oriented HR
focuses.
•
Compare and contrast coaching
and mentoring
Learning to apply course
material (to improve
thinking, problem solving,
and decisions)
Team Evaluation
25 pts
Learning how to find and use
resources for answering
questions or solving
problems
Case Study
50 pts
Acquiring skills in working
with others as a member of
a team
Team Charter
25 pts
Acquiring skills in working
with others as a member of
a team
Team Final Project
100 pts
IDEA COI: Social
Hallmark: Community
Discussion Posts
50 pts
5B
Level 4
Analyzing
Distinguish key concepts from course
topics and discuss these ideas in
thoughtful, comprehensive ways.
Total Points for the Course
Discussion Posts
5 x 50 pts ea
250 pts
25% of the total points
Written Assignments
various point totals
450 pts
40% of the total points
Team Assignments
1 x 150 pts
300 pts
35% of the total points
Total Points for the Course
= 1000 pts
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
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Learning Outcomes
HRM MGT 264 | EMPLOYEE PERFORMANCE AND APPRAISAL MANAGEMENT
Faculty HRM Course Schedule
Session
Loc.
Class Title
Assignments
01
Online
Training and
Employee
Development
•
•
•
•
•
•
02
Online
Appraisal Tools
•
•
•
•
03
Online
Performance
Appraisals
•
•
•
•
04
Online
Performance
Management
•
•
•
•
05
Online
Talent
Management
Instructor will review chapter 8 in HRM, pp. 262 -303
Read chapters 1 and 2 in Increasing Productivity Through
Performance Appraisal, pp. 1-41
Review Problem Based Learning Orientation
Review Problem Solution Structure & case study
Week 01 Written Assignments –Training designs
Week 01 Team Assignments - Create a team charter
Read chapter 9 in HRM, pp. 304 -341
Read chapters 3,4, 5 and 6 in Increasing Productivity
Through Performance Appraisal, pp.45-165.
Week 02 Written Assignments –Pros and cons of using
different potential raters
Week 02 Team Assignments - continue working on team
project, talent management
Review chapter 9 in HRM, pp. 304-341
Read chapter 7 in Increasing Productivity Through
Performance Appraisal, pp.168-192.
Week 03 Written Assignments Appraisal performance
standards
Week 03 Team Assignments - Work on team project, talent
management
Review chapter 9 in HRM, pp. 304-341.
Read chapters 8 and 9 in Increasing Productivity
Through Performance Appraisal, pp.196-238.
Week 04 Written Assignments –effectiveness of
performance measures
Week 04 Team Assignments - continue working on
team project, talent management
• Read chapter 10 in HRM, pp. 342-383
• Week 05 Written Assignments –Key areas of talent
management
• Week 05 Team Assignments - Turn in team project
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
14
Course Schedule
Threaded Discussion Guidelines
Faculty HRM On-Line Series
Threaded Discussion Guidelines
Threaded Discussion Guidelines
Threaded Discussion (Clarification after the First Week)
You are required to post a minimum of three postings in
order to obtain full points. The following are
requirements for posting in the D2L system:
Team I would like to ensure that we are getting off to a
great start in terms of threaded discussions and its overall
intent. The only way that I can do this effective and
consistently is to foster insight, increase awareness and put
forth personal challenges through a feedback format.
1.) First posting is a direct response to the question and/or
content presented in the system. The overall context of the
post should be a representation of knowledge acquired from
reading your textbook or additional research you have done
based on prompting.
The following are observations and/or feedback for your
consumption and consideration for ongoing improvement:
Receive and/or accept what may apply to you.
2.) Second posting should be a response to one of your
class-mates posting commenting on the quality and depth of
their post, seeking clarification on content reviewed and
voice a difference of opinion.
•
When preparing to implement your first post, ensure
that you have read required assignments and glanced
through addition support information for clarity on
concepts, key terminology and factual details.
3.) Personal Reflection Post that summaries the
context/flow of the discussion, characterize new learning
as a result of your involvement in the discussion and new
opinions formed, as well as, personal
feelings experienced as a result of the discussion.
•
Make a conscious effort to approach this activity with
an open mind and demonstrate a level of readiness to
engage in personal and professional discovery.
•
Remember, whenever you are documenting in threaded
discussions that it is a formal communication tool
designed to share information, exchange ideas and
facilitate a deeper level of critical thinking.
•
As a result, your written correspondence should be
formal and utilize APA formatting when required. Avoid
the use of short cuts and/or texting technology in this
formal communication environment. After all, what you
document represent you and your personal brand.
•
Maintain a consistent presence in threaded discussions
so that you can follow the communication flow, as well
as ensure that your documentation is relevant.
•
As your third (3) posts, embrace the opportunity to
reflect. Quite honestly, when do you get an opportunity
to re-account what you have learned, form new
opinions and communicate how you think and feel about
a given topic?
•
Always meet and/or exceed requirements for the
number of postings. (Never leave low hanging fruit on
the table as related to points)
4.) All post should not be more than a reasonable
paragraph, form your own ideas and avoid copying from online sources to fulfill content requirements. Make a
conscious decision to not take short cuts and embrace the
opportunity to enhance self-awareness, as well as, improve
your learning depth.
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
15
Session 3A
HRM MGT 264 | EMPLOYEE PERFORMANCE AND APPRAISAL MANAGEMENT
Faculty HRM Session 1
Activities, Assignments and Agenda
Reading:
1. Read chapter 8 in Human Resources Management
2. Read chapter 1 and 2 in Increasing Productivity Through Performance Appraisal.
3. Review Problem Based Learning Student Orientation (See Week One Content)
4. Review Problem Solution Structure (See Week One Content)
Individual Assignments
5. Post and reply to the instructor’s discussion board questions. Respond to each discussion question by the end of Day 3 with a wellorganized, 150- to 250-word posting.
Throughout the remainder of the week, continue to engage in online discussion, and respond to at least two classmate or instructor
postings with your own substantive posting. The minimum standard for discussion and participation requires your initial response to
each question by Day 3 (two postings) and a minimum of two additional substantive responses for each discussion question by Day 7
(six postings in total each week).
Discussion question one – What learning principles would you consider in designing a training program? How might this program be
adapted to accommodate different types of learners (be sure to discuss types of learning styles; auditory, tactile and visual)?
Discussion question two – What are the legal issues regarding performance appraisals? What steps can organizations take to minimize
legal challenges, as it relates to their appraisal system?
6. Due by Day 7 of week 1, complete the Application Case, Reinventing the Wheel at Apex Door Company, on pps. 298-299. Answer
questions 1-3. Submit your answers in .doc or .docx Word document (an attachment) in the assignment dropbox. The response to each
question should include a topic sentence and at least three supporting sentences to demonstrate application of the concepts discussed
in the reading material for Week 1. Be sure to number your answers to the corresponding questions.
7. Training Activities/Learning Styles Paper. Students will write a paper, describing how to implement training activities that
incorporate the three major learning styles: auditory, tactile, and visual. Students should also address how the needs of adult learners
are considered when designing effective training programs. All papers must be 300–500 words; comply with APA format; and include a
title page, in-text citations, and a reference page. Be sure to list at least two credible sources to support the claims asserted in the paper
8. Performance Management Term Paper (due in week 4)
Students will write a paper, describing the basic concepts of performance management and performance appraisal, compare and
contrast performance management and performance appraisal, and their roles in affecting performance among employees and
managers in an organization. All papers must be 700–900 words; comply with APA format; and include a title page, in-text citations,
and a reference page. Be sure to list at least two credible sources to support the claims asserted in the paper. Be sure to review the
grading requirements found in the grading rubrics at the end of the syllabus.
Problem Statement (360 Degree Feedback Appraisal Model)
The problem with the 360 Degree evaluation model is that it consistently lacks valuable peer review feedback.
Problem Based Learning (Case Study)
1. After extensive review of an appraisal model call 360 Degree Feedback, orientation to the Problem Resolution structure and review
of the provided case study, as a group you will be required to engage in the following work stream activities:
a) Construct an additional problem statement that address the depth of the problem for which you seek resolution
b) Adapt the Problem Resolution structure as a tool to guide your research and documentation on potential resolution
outcomes
c) On a weekly basis (The Seventh Day) the team leader is required to provide an executive summary of the following critical
actions: Upload to D2L Drop Box under Problem Resolution Proposal (Weekly, One Page Document)
1. Describe research techniques and strategies used
2. Highlight new facts and details discovered
3. Information found to support potential problem resolution as stated in problem statement
4. Brief overview of team dynamics (Both Positive and Improvement Oriented)
2. Final Problem Resolution Proposal is due the 7th day of week five in the designated drop box area.
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
16
Session 1A
HRM MGT 264 | EMPLOYEE PERFORMANCE AND APPRAISAL MANAGEMENT
Faculty HRM Session 1
Activities, Assignments and Agenda (Continuation)
Team Assignments
1. Post a new thread in your designated learning team discussion forum, introducing yourself to your learning team members.
2. Create a Team Charter that includes the following items in a well-organized document, and submit it to your instructor. (Each
learning team member must retain a copy of this charter throughout this course.) Learning team members will work together to
create a Team Charter that addresses five specific areas of concern: contact information, individual competencies, goals and
expectations, team rules, and conflict resolution
a.
Contact Information
Learning team discussion forums will be created for each team, to be used as the primary means of collaboration and
communication throughout this course. In addition, each team member should share a phone number and/or an e-mail address
that may be used as a secondary means of contact throughout this course.
b.
Individual Competencies
Each learning team member has specific strengths to offer the team. Identify each member’s competencies, professional skills,
academic experience, and unique aptitudes that will contribute to the success of this team.
c.
Goals and Expectations
Discuss and provide a brief summary of each member’s goals and expectations for this course, including grades, assignment quality
and completion time frame, communication frequency, and time commitment.
d.
Team Rules
Identify basic rules that all team members agree to abide by during this course. Include member roles and responsibilities, as well
as any established times that team members are to check in or post progress updates in the learning team discussion forum.
Remember, this program does not require face-to-face meeting time, so plan to organize your time in the online environment.
e.
Conflict Resolution
It is unrealistic to expect a team of any type to work successfully without experiencing some degree of conflict. The key to
successful team collaboration is to anticipate and address any possible sources of conflict and to agree upon a plan of resolution for
any unexpected controversies. The team should identify steps to be taken in order to resolve any team member grievances. Feel
free to include a team conference with the instructor as a source of resolution.
Learning team members will work together to create a Team Charter that addresses five specific areas of concern: contact
information, individual competencies, goals and expectations, team rules, and conflict resolution.
3.
Team Talent Management Project (due in week 5)
Teams will create a PowerPoint presentation with detailed speaker’s notes that describes an organization’s talent management
strategy. Major areas of talent management to be addressed include training, career planning, coaching, and performance
management. Each PowerPoint presentation must be 8 slides (minimum), which include: Introduction that briefly previews major
discussion points to follow; Discussion of each talent management area: training, career planning, coaching, and performance
management; Conclusion that briefly summarizes discussion points. Be sure that each slide offers speaker’s notes. Be sure the last
slide lists all sources used and is formatted using APA formatting guidelines. Be sure to review the grading requirements found in
the grading rubrics at the end of the syllabus.
*Be sure to turn in the Group Assignment Cover Sheet with the final project.
SUBMISSION OF WORK
Any work submitted late for any unexcused reason will be penalized by one third of a grade for each day past the due date.
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
17
Session 1A
HRM MGT 264 | EMPLOYEE PERFORMANCE AND APPRAISAL MANAGEMENT
Faculty HRM Session 2
Activities, Assignments and Agenda
Reading: 1. Read chapter 9 in Human Resource Management
2.
Read chapters 3, 4, 5 and 6 in Increasing Productivity Through Performance Appraisal.
Individual Assignments
3.
Post and reply to the instructor’s discussion board questions. Respond to each discussion question by the
end of Day 3 with a well-organized, 150- to 250-word posting.
Throughout the remainder of the week, continue to engage in online discussion, and respond to at least two classmate or
instructor postings with your own substantive posting. The minimum standard for discussion and participation requires
your initial response to each question by Day 3 (two postings) and a minimum of two additional substantive responses for
each discussion question by Day 7 (six postings in total each week).
Discussion question one – What are the pros and cons of using different potential raters to appraise a person’s
performance? Be sure to incorporate performance appraisal tools in your discussion.
Discussion question two – What are some of the common rating errors? Discuss at least three errors. How can
organizations reduce rating errors?
4.
Appraisal Instrument Selection Memo (due in week 2)
This memo will address advantages and disadvantages of a selected appraisal instrument and reasons why some
organizations choose one appraisal instrument over another. It will also require the student to make recommendation
regarding implementation of their selected appraisal instrument. (refer to Chapter 4 of the Latham & Wexley book for
examples of appraisal instruments)
a.
Through a 300–500 word memo, analyze uses of the appraisal instrument selected and make a
recommendation supporting or opposing the implementation the appraisal instrument(s) not selected for a hypothetical
corporation, providing rationale for this recommendation based on team discussion and analysis. For proper format of a
business memo, students may refer to Purdue University‘s Online Writing Lab (OWL) for professional, technical, and job
search writing resources at http://owl.english.purdue.edu/owl/resource/590/04/.
5. Due by Day 7 of week 2, complete the Application Case, Appraising the Secretaries at Sweetwater U, on pps. 336-337.
Answer questions 2 & 3. Submit your answers in .doc or .docx Word document (an attachment) in the assignment
dropbox. The response to each question should include a topic sentence and at least three supporting sentences to
demonstrate application of the concepts discussed in the reading material for Week 2. Be sure to number your
answers to the corresponding questions.
Team Assignments
1.
Continue working on the Team Talent Management Project (due in week 5)
Teams will create a PowerPoint presentation with detailed speaker’s notes that describes an organization’s talent
management strategy. Major areas of talent management to be addressed include training, career planning, coaching, and
performance management. Each PowerPoint presentation must be 8 slides (minimum), which include: Introduction that
briefly previews major discussion points to follow; Discussion of each talent management area: training, career planning,
coaching, and performance management; Conclusion that briefly summarizes discussion points. Be sure that each slide
offers speaker’s notes. Include a title page that lists all team members names. Be sure the last slide lists all sources used
and is formatted using APA formatting guidelines
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
18
Session 1B
HRM MGT 264 | EMPLOYEE PERFORMANCE AND APPRAISAL MANAGEMENT
Faculty HRM Session 3
Activities, Assignments and Agenda
Reading: 1. Review chapter 9 in Human Resource Management
2.
Read chapter 7 in Increasing Productivity Through Performance Appraisal.
Individual Assignments
3.
Post and reply to the instructor’s discussion board questions. Respond to each discussion question by the end
of Day 3 with a well-organized, 150- to 250-word posting.
Throughout the remainder of the week, continue to engage in online discussion, and respond to at least two classmate or
instructor postings with your own substantive posting. The minimum standard for discussion and participation requires your
initial response to each question by Day 3 (two postings) and a minimum of two additional substantive responses for each
discussion question by Day 7 (six postings in total each week).
Discussion question one – Does providing feedback on performance being helpful or not helpful? Be sure to include in your
discussion what makes for a feedback system to be effective or not effective.
Discussion question two – How can goal setting affect performance? Be sure to include in your discussion how goal setting can
be applied.
1.
Day 7 of week 3, complete the Translating strategy into HR policies & practices case, The Hotel Paris Case on p.
337-388. Perform and present your answers to questions 1 & 2. Submit your completed assignment in .doc or .docx Word
document (an attachment) in the assignment forum. When responding to question 1, feel free to use the example of a frontdesk clerk to answer question 1.
2.
Techniques for Appraising Performance Paper. Students will write a paper, describing the techniques (at least
3) for appraising performances which are often used by managers. Students should include in their discussion, in practice, how
employers use computerized, web-based performance appraisal and electronic performance monitoring. All papers must be
300–500 words; comply with APA format; and include a title page, in-text citations, and a reference page. Be sure to list at
least two credible sources to support the claims asserted in the paper.
Group Assignments
1.
Continue working on the Team Talent Management Project (due in week 5)
Teams will create a PowerPoint presentation with detailed speaker’s notes that describes an organization’s talent management
strategy. Major areas of talent management to be addressed include training, career planning, coaching, and performance
management. Each PowerPoint presentation must be 8 slides (minimum), which include: Introduction that briefly previews
major discussion points to follow; Discussion of each talent management area: training, career planning, coaching, and
performance management; Conclusion that briefly summarizes discussion points. Be sure that each slide offers speaker’s notes.
Be sure the last slide lists all sources used and is formatted using APA formatting guidelines
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
19
Session 1A
HRM MGT 264 | EMPLOYEE PERFORMANCE AND APPRAISAL MANAGEMENT
Faculty HRM Session 4
Activities, Assignments and Agenda
Reading: 1. Review chapter 9 in Human Resource Management
2.
Read chapters 8 & 9 in Increasing Productivity Through Performance Appraisal.
Individual Assignments
3.
Post and reply to the instructor’s discussion board questions. Respond to each discussion question by the
end of Day 3 with a well-organized, 150- to 250-word posting.
Throughout the remainder of the week, continue to engage in online discussion, and respond to at least two classmate or
instructor postings with your own substantive posting. The minimum standard for discussion and participation requires
your initial response to each question by Day 3 (two postings) and a minimum of two additional substantive responses for
each discussion question by Day 7 (six postings in total each week).
Discussion question one – What are some of the approaches in conducting a formal appraisal?
Discussion question two – How would you avoid defensiveness during an appraisal interview? Be sure to include in your
discussion some of the basics in conducting an effective appraisal interview.
4.
Performance Management Term Paper (due in week 4)
Students will write a paper, describing the basic concepts of performance management and performance appraisal,
compare and contrast performance management and performance appraisal, and their roles in affecting performance
among employees and managers in an organization. All papers must be 700–900 words; comply with APA format; and
include a title page, in-text citations, and a reference page. Be sure to list at least two credible sources to support the
claims asserted in the paper
5.
Due by Day 7 of week 4, complete the Continuing Case, The Performance Appraisal, on p. 337. Answer
questions 1 & 2. Submit your answers in .doc or .docx Word document (an attachment) in the assignment dropbox. The
response to each question should include a topic sentence and at least three supporting sentences to demonstrate
application of the concepts discussed in the reading material for Week 2. Be sure to number your answers to the
corresponding questions.
Team Assignments
1.
Continue working on the Team Talent Management Project (due in week 5)
Teams will create a PowerPoint presentation with detailed speaker’s notes that describes an organization’s talent
management strategy. Major areas of talent management to be addressed include training, career planning, coaching, and
performance management. Each PowerPoint presentation must be 8 slides (minimum), which include: Introduction that
briefly previews major discussion points to follow; Discussion of each talent management area: training, career planning,
coaching, and performance management; Conclusion that briefly summarizes discussion points. Be sure that each slide
offers speaker’s notes. Be sure the last slide lists all sources used and is formatted using APA formatting guidelines
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
20
Session 1B
HRM MGT 264 | EMPLOYEE PERFORMANCE AND APPRAISAL MANAGEMENT
Faculty Weekend Session 5
Activities, Assignments and Agenda
Reading: 1. Read chapter 10 in Human Resource Management
Individual Assignments
2.
Post and reply to the instructor’s discussion board questions. Respond to each discussion question by the end of Day
3 with a well-organized, 150- to 250-word posting.
Throughout the remainder of the week, continue to engage in online discussion, and respond to at least two classmate or instructor
postings with your own substantive posting. The minimum standard for discussion and participation requires your initial response
to each question by Day 3 (two postings) and a minimum of two additional substantive responses for each discussion question by
Day 7 (six postings in total each week).
Discussion question one – What is the employee’s role in the career development process? The manager’s role? The employer’s role?
Discussion question two – What does coaching mean to you? What does mentoring mean to you? In your discussion compare and
contrast coaching and mentoring and describe the importance of each.
3.
Due by Day 7 of week 5, complete the Continuing Case, Carter Cleaning Company, on pps. 365-366. Answer
questions 1 & 2.. Submit your answers in .doc or .docx Word document (an attachment) in the assignment dropbox. The response to
each question should include a topic sentence and at least three supporting sentences to demonstrate application of the concepts
discussed in the reading material for Week 5. Be sure to number your answers to the corresponding questions.
4.
By Day 7, turn in your Team Evaluation Form (found in the syllabus Appendix) in your individual Assignment box.
Team Assignments
2.
Post and reply to the instructor’s discussion board questions. Respond to each discussion question by the end of Day
3 with a well-organized, 150- to 250-word posting.
Throughout the remainder of the week, continue to engage in online discussion, and respond to at least two classmate or instructor
postings with your own substantive posting. The minimum standard for discussion and participation requires your initial response
to each question by Day 3 (two postings) and a minimum of two additional substantive responses for each discussion question by
Day 7 (six postings in total each week).
Discussion question one – What is the employee’s role in the career development process? The manager’s role? The employer’s role?
Discussion question two – What does coaching mean to you? What does mentoring mean to you? In your discussion compare and
contrast coaching and mentoring and describe the importance of each.
3.
Due by Day 7 of week 5, complete the Continuing Case, Carter Cleaning Company, on pps. 365-366. Answer
questions 1 & 2.. Submit your answers in .doc or .docx Word document (an attachment) in the assignment dropbox. The response to
each question should include a topic sentence and at least three supporting sentences to demonstrate application of the concepts
discussed in the reading material for Week 5. Be sure to number your answers to the corresponding questions.
4.
By Day 7, turn in your Team Evaluation Form (found in the syllabus Appendix) in your individual Assignment box.
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community21
Session 1A