XWT1 — XWT1 TASK 2 APPLICATIONS IN TRAINING AND DEVELOPMENT

XWT1 — XWT1 TASK 2 APPLICATIONS IN TRAINING AND DEVELOPMENT XWT1 — XWT1 TASK 2 APPLICATIONS IN TRAINING AND DEVELOPMENT — C235 PRFA — XWT1 TASK OVERVIEW SUBMISSIONS EVALUATION REPORT COMPETENCIES Permalink: https://nursingpaperessays.com/ xwt1-xwt1-task-2…-and-development / 3040.01.4 : Talent Management The graduate develops the organization’s talent management programs, including career management, performance management, and leadership development. 3040.01.5 : Performance Management The graduate develops performance management and evaluation at an operational level. XWT1 — XWT1 TASK 2 APPLICATIONS IN TRAINING AND DEVELOPMENT INTRODUCTION Task 2: Performance Management Plan In today’s fast-paced business environment, one of the most important assets an organization has is its workforce. An organization’s sustainable competitive advantage is often based on its ability to not only attract high-quality talent but also continuously develop and improve the skills and knowledge base of the current employees. Human resource professionals continually seek ways to effectively establish and implement performance improvement plans that are effective, appropriate, and aligned to organizational goals. Such individuals ensure their employees have the most up-to-date skills, knowledge, and abilities needed to complete the organizational mission effectively. This is accomplished through employee training, talent management, and performance management plans. As a human resource professional, your ability to effectively plan and implement a performance management plan will directly contribute to your organization’s success. SCENARIO You are the human resource manager of a midsize accounting ?rm. Mary Smith, a new accounting director within the ?rm, is concerned about how to coach an underperforming manager named John Miller, whom she oversees. A recent performance appraisal of John revealed that there were several areas that needed improvement. Mary is unsure of her next steps with John, and she has asked you to create a three-month performance management plan for him. REQUIREMENTS – XWT1 — XWT1 TASK 2 APPLICATIONS IN TRAINING AND DEVELOPMENT Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide. https://tasks.wgu.edu/student/001169594/course/12180005/task/1139/overview#task Overview Rubric 1/5 9/14/2020 WGU Performance Assessment You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course. Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless speci?ed in the task requirements. All other submissions must be ?le types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt). For this task, the ?le size of your submission must be no more than 200 MB. Your submission must be submitted as a Word, Pages, or PDF ?le. Your ?le name may only contain letters, numbers, spaces, and the following symbols: ! – _ . * ‘ ( ) A. Discuss the importance of setting performance expectations by doing the following: 1. Explain why it is bene?cial for managers to set performance expectations with employees, including bene?ts for both managers and employees. 2. Describe the process that managers should follow when setting performance expectations with employees. B. Develop a performance management plan for John by doing the following: 1. Describe two areas in which John can improve by comparing the criteria in the attached “Accounts Payable Manager Job Description” to the information in the attached “Performance Appraisal.” 2. Describe the steps John needs to take to improve in each area identi?ed in part B1. 3. Describe how John’s progress will be evaluated for each step identi?ed in part B2. 4. Describe speci?c outcomes that will demonstrate John’s success in each area of improvement identi?ed in part B1. 5. Describe a consequence John would face for noncompliance in each of the steps identi?ed for improvement in part B2. 6. Describe the ?nal meeting that would take place between you, John, and Mary at the conclusion of the three-month performance management plan. Include the following discussion topics: • how to acknowledge progress made during the performance management plan • how to conclude the performance management plan, including next steps C. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized. D. Demonstrate professional communication in the content and presentation of your submission. File Restrictions File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( ) File size limit: 200 MB File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, ?v, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z XWT1 — XWT1 TASK 2 APPLICATIONS IN TRAINING AND DEVELOPMENT RUBRIC A1:IMPORTANCE OF EMPLOYEE EXPECTATIONS NOT EVIDENT https://tasks.wgu.edu/student/001169594/course/12180005/task/1139/overview#taskOverviewRubric COMPETENT 2/5 9/14/2020 An explanation of why it is bene?cial for managers to set performance expectations with employees is not provided, or the explanation does not include the bene?ts for both managers and employees. WGU Performance Assessment APPROACHING COMPETENCE The explanation discusses reasons why setting performance expectations with employees is The explanation discusses speci?c, logical reasons why setting performance expectations with employees is bene?cial to both managers and employees. bene?cial to both managers and employees, but the explanation includes 1 or more reasons that are not speci?c or are not logical. A2:PROCESS OF SETTING EMPLOYEE EXPECTATIONS NOT EVIDENT COMPETENT A description of the process of APPROACHING COMPETENCE setting employee expectations is The described process includes logical and appropriate steps that not provided. steps that are illogical or inap- managers should take in setting propriate for managers to take performance expectations with in setting performance expecta- their employees. The described process includes tions with their employees. B1:AREAS OF IMPROVEMENT NOT EVIDENT COMPETENT A description of 2 areas in which APPROACHING COMPETENCE John can improve is not At least 1 of the 2 described ar- John can improve are aligned to provided. eas in which John can improve is the information found in the not aligned to the information attachments. The 2 described areas in which found in the attachments. B2:STEPS FOR AREAS OF IMPROVEMENT NOT EVIDENT COMPETENT A description of the steps John APPROACHING COMPETENCE needs to take to improve in each The description details speci?c steps John needs to take to im- area is not provided. steps John needs to take to im- prove in each area identi?ed in prove in each area identi?ed in part B1. The steps are logical and part B1, but 1 or more steps are appropriate for each area of illogical or inappropriate for an improvement. The description details speci?c area of improvement. B3:EVALUATION OF PROGRESS NOT EVIDENT APPROACHING COMPETENCE https://tasks.wgu.edu/student/001169594/course/12180005/task/1139/overview#taskOverviewRubric COMPETENT 3/5 9/14/2020 WGU Performance Assessment A description of how John’s The description of how John’s The description of how John’s progress will be evaluated for progress will be evaluated for progress will be evaluated for each step identi?ed in part B2 is each step identi?ed in part B2 each step identi?ed in part B2 in- not provided. includes at least 1 evaluation cludes logical evaluation meth- method that is not logical or is ods that are clearly stated. not clearly stated. B4:BEHAVIORS THAT DEMONSTRATE SUCCESS NOT EVIDENT COMPETENT A description of speci?c out- APPROACHING COMPETENCE comes that will demonstrate The description of speci?c out- comes includes appropriate ac- John’s success is not provided. comes includes inappropriate tions and behaviors that will actions or behaviors, or it in- demonstrate John’s success in cludes outcomes that would not each area of improvement identi- demonstrate John’s success in ?ed in part B1. The description of speci?c out- each area of improvement identi?ed in part B1. B5:CONSEQUENCES FOR NONCOMPLIANCE NOT EVIDENT COMPETENT A description of a consequence APPROACHING COMPETENCE John would face for noncompli- At least 1 of the described con- John would face for noncompli- ance in each of the steps identi- sequences John would face for ance in each of the steps identi- ?ed for improvement in part B2 noncompliance is inappropriate ?ed for improvement in part B2 is not provided. for the identi?ed step. are appropriate for the identi?ed The described consequences steps. B6:FINAL MEETING NOT EVIDENT COMPETENT A description of the ?nal meet- APPROACHING COMPETENCE ing is not provided. The description of the ?nal ing is comprehensive, is appropri- meeting is not comprehensive, is ate for the given scenario, and ex- not appropriate for the given plains how to acknowledge scenario, or does not address progress made during the perfor- how to acknowledge progress mance plan. The description ad- made during the performance dresses how to conclude the per- plan. The description does not formance management plan and address how to conclude the details appropriate next steps for performance management plan, John. The description of the ?nal meet- does not detail next steps for John, or details next steps for John that are inappropriate. https://tasks.wgu.edu/student/001169594/course/12180005/task/1139/overview#task OverviewRubric 4/5 9/14/2020 WGU Performance Assessment C:SOURCES NOT EVIDENT COMPETENT The submission does not include APPROACHING COMPETENCE both in-text citations and a ref- The submission includes in-text citations for sources that are erence list for sources that are citations for sources that are properly quoted, paraphrased, or quoted, paraphrased, or quoted, paraphrased, or summa- summarized and a reference list summarized. rized and a reference list; how- that accurately identi?es the au- ever, the citations or reference thor, date, title, and source loca- list is incomplete or inaccurate. tion as available. COMPETENT Content is unstructured, is dis- APPROACHING COMPETENCE jointed, or contains pervasive Content is poorly organized, is tail, is organized, and focuses on errors in mechanics, usage, or dif?cult to follow, or contains er- the main ideas as prescribed in grammar. Vocabulary or tone is rors in mechanics, usage, or the task or chosen by the candi- unprofessional or distracts from grammar that cause confusion. date. Terminology is pertinent, is the topic. Terminology is misused or used correctly, and effectively ineffective. conveys the intended meaning. The submission includes in-text D:PROFESSIONAL COMMUNICATION NOT EVIDENT Content re?ects attention to de- Mechanics, usage, and grammar promote accurate interpretation and understanding. XWT1 — XWT1 TASK 2 APPLICATIONS IN TRAINING AND DEVELOPMENT SUPPORTING DOCUMENTS C235_Accounts_Payable_Manager_Job_Description_Task2_0218.docx C235_Performance_Appraisal_Task2_0218.docx https://tasks.wgu.edu/student/001169594/course/12180005/task/1139/overview#task OverviewRubric 5/5 … You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes. Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages. Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor. The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument. ADDITIONAL INSTRUCTIONS FOR THE CLASS Discussion Questions (DQ) Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses. Weekly Participation Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. APA Format and Writing Quality Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition. Use of Direct Quotes I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. LopesWrite Policy For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score. Late Policy The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. Communication Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. XWT1 — XWT1 TASK 2 APPLICATIONS IN TRAINING AND DEVELOPMENT Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10