Business Finance
MGT 520 SEU Organizational Agility The Key to Organizational Success Discussion

MGT 520

Saudi electronic university

MGT

Question Description

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The answer is :

As a senior HR manager of a large Saudi Arabian company, you have been assigned the task of monitoring and evaluating the organization’s current performance management system. You have also been receiving complaints from the customer service employees that their ratings seem inaccurate and inconsistent. These employees feel the criteria of assessing the performance are not fully aligned to their goals. You are worried that this may lead to the issue of higher turnover of the customer service employees and the organization may lose quality employees if these issues are not addressed. Therefore, you have been assigned with the task of designing and implementing a new rater training program for your supervisors in order to rectify these issues.

Using the previous scenario, provide a critical discussion for the reasons why rater errors may be occurring while evaluating customer service employees. Critically analyze the need for the alignment of organizational goals with employee goals and the performance management system. Recommend a suitable rater training program for your supervisors. Include the benefits of the recommended method in order to justify this choice and to highlight the importance of aligning organizational goals with an appropriate strategic measurement method.

Reqrirenets attaxhed

Your well-written paper should meet the following requirements:

  • Be 4-5 pages in length, which does not include the title page, abstract, or required reference page, which are never a part of the content minimum requirements.
  • Use Saudi Electronic University academic writing standards and APA style guidelines.
  • Support your submission with course material concepts, principles, and theories from the textbook and at least two scholarly, peer-reviewed journal articles.
  • Review the grading rubric to see how you will be graded for this assignment.

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Chapter 7 Rolling Out the Performance Management System Copyright © 2019 Chicago Business Press 7-1 Overview ◼ ◼ ◼ ◼ ◼ ◼ Preparation Communication Plan Appeals Process Rater Training Programs Pilot Testing Ongoing Monitoring and Evaluation Copyright © 2019 Chicago Business Press 7-2 Preparation ◼ Rolling out refers not only to launching a new system from scratch, but also, to revising and improving an existing one Copyright © 2019 Chicago Business Press 7-3 Communication Plan Components 7-4 Copyright © 2019 Chicago Business Press Communication Plan ◼ ◼ Communicating a Vision for Change Why is a communication plan necessary in the rollout out a performance management system? Copyright © 2019 Chicago Business Press 7-5 Communication Plan Answers the Questions: ◼ What is Performance Management (PM)? ◼ How does PM fit into our strategy? ◼ What’s in it for me? ◼ How does it work? ◼ What are my responsibilities? ◼ How does PM relate to other initiatives? Copyright © 2019 Chicago Business Press 7-6 Cognitive Biases That Affect Communications Effectiveness ◼ Selective Exposure ◼ Selective Perception ◼ Selective Retention Copyright © 2019 Chicago Business Press 7-7 Cognitive Biases That Affect Communications Effectiveness ◼ Selective Exposure • Tendency to expose our minds only to ideas with which we already agree • E.g., only communicating with employees who agree that PM is a good idea Copyright © 2019 Chicago Business Press 7-8 Cognitive Biases That Affect Communications Effectiveness ◼ Selective Perception • Tendency to perceive a piece of information as meaning what we would like it to mean even though the information, as intended by the communicator, may mean the exact opposite Copyright © 2019 Chicago Business Press 7-9 Cognitive Biases That Affect Communications Effectiveness ◼ Selective Retention • Tendency to remember only those pieces of information with which we already agree Copyright © 2019 Chicago Business Press 7-10 Minimizing Effects of Cognitive Biases Copyright © 2019 Chicago Business Press 7-11 Minimizing Effects of Cognitive Biases ◼ Involve Employees • People support what they help create • Higher the level of participation is in designing the system, the greater the support for the system will be Copyright © 2019 Chicago Business Press 7-12 Minimizing Effects of Cognitive Biases ◼ Understand Employee Needs • Identify how to meet needs through PM • E.g., Are they interested in development activities that would eventually lead to a promotion or a different job within the organization? Copyright © 2019 Chicago Business Press 7-13 Minimizing Effects of Cognitive Biases ◼ Strike First • Create positive attitude toward PM • Do not set up expectations you cannot deliver • Provide evidence to counter some of the arguments that might be used against the system Copyright © 2019 Chicago Business Press 7-14 Minimizing Effects of Cognitive Biases ◼ Provide Facts and Consequences • Clearly explain facts and what they mean or what the consequences are • Do not let employees draw their own conclusions Copyright © 2019 Chicago Business Press 7-15 Minimizing Effects of Cognitive Biases ◼ Put it in Writing • Create documentation describing the system and post it where it is accessible to everyone Copyright © 2019 Chicago Business Press 7-16 Minimizing Effects of Cognitive Biases ◼ Use Multiple Communication Channels • Face-to-face meetings; Virtual meetings; Email; TED talks; Short video clips • Expose employees repeatedly to the same message Copyright © 2019 Chicago Business Press 7-17 Minimizing Effects of Cognitive Biases ◼ Use Credible Communicators • Communication should be delivered by people who are trusted and admired within the organization • People regarded as key and powerful organizational players Copyright © 2019 Chicago Business Press 7-18 Minimizing Effects of Cognitive Biases ◼ Say It, and then, Say It Again • Repeat the information frequently • People can absorb only a small amount of information at a time, and may be resistant to change Copyright © 2019 Chicago Business Press 7-19 Appeals Process ◼ Promote employee buy-in to PM system • Amicable/Non-retaliatory • Resolution of disagreements ◼ Increases perception of the system’s fairness Copyright © 2019 Chicago Business Press 7-20 Appeals Process (continued) ◼ Employees can question two types of issues: • Judgmental ◼ Validity of evaluation • Administrative ◼ Whether policies and procedures were followed Copyright © 2019 Chicago Business Press 7-21 Recommended Appeals Process 7-22 Copyright © 2019 Chicago Business Press Recommended Appeals Process ◼ Level 1 • HR reviews facts, policies, and procedures • HR reports to supervisor/employee • HR attempts to negotiate a settlement ◼ Level 2 • Arbitrator (panel of peers and managers) ◼ Level 3 • High-level manager—final decision Copyright © 2019 Chicago Business Press 7-23 Company Spotlight ◼ ◼ University of Lethbridge implemented a three-level appeals process in their performance management system to increase buy-in from employees and perceived fairness Levels include: • 1: Human Resource investigation • 2: Performance Evaluation Committee investigation • 3: Formal Grievance under collective bargaining guidelines Copyright © 2019 Chicago Business Press 7-24 Quick Review ◼ Preparation ◼ Communication Plan ◼ Appeals Process ◼ Rater Training Programs ◼ Pilot Testing ◼ Ongoing Monitoring and Evaluation Copyright © 2019 Chicago Business Press 7-25 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Printed in the United States of America. Copyright © 2019 Chicago Business Press Copyright © 2019 Chicago Business Press 1-26 MGT520 Critical Thinking Writing Rubric - Module 10 Exceeds Expectation Content, Research, and Analysis 21-25 Points Requirements Exceeds Expectation Includes all of the required components as specified in the assignment. 21-25 Points Content Exceeds Expectation Demonstrates substantial and extensive knowledge of the materials, with no errors or major omissions. 25-30 Points Analysis Exceeds Expectation Provides strong thought, insight, and analysis of performance management system, concepts and applications. 13-15 Points Sources Exceeds Expectation Sources go above and beyond required criteria, and are well chosen to provide effective substance and perspectives on the issue under examination. Mechanics and Writing 5 Points Demonstrates Exceeds Meets Expectation Below Expectation Limited Evidence 16-20 Points Meets ExpectationIncludes most of the required components as specified in the assignment. 11-15 Points Below ExpectationIncludes some of the required components as specified in the assignment. 6-10 Points Limited Evidence Includes few of the required components as specified in the assignment. 16-20 Points Meets ExpectationDemonstrates adequate knowledge of the materials; may include some minor errors or omissions. 11-15 Points Below ExpectationDemonstrates fair knowledge of the materials and/or includes some major errors or omissions. 6-10 Points Limited Evidence Fails to demonstrate knowledge of the materials and/or includes many major errors or omissions. 19-24 Points Meets ExpectationProvides adequate thought, insight, and analysis of performance management system, concepts and applications. 13-18 Points Below ExpectationProvides poor thought, insight, and analysis of performance management system, concepts and applications. 7-12 Points Limited Evidence Provides little or no thought, insight, and analysis of performance management system, concepts and applications. 10-12 Points Meets ExpectationSources meet required criteria and are adequately chosen to provide substance and perspectives on the issue under examination. 7-9 Points Below ExpectationSources meet required criteria, but are poorly chosen to provide substance and perspectives on the issue under examination. 4-6 Points Limited Evidence Source selection and integration of knowledge from the course is clearly deficient. 4 Points Meets Expectation- 3 Points Below Expectation- 1-2 Points Limited Evidence - MGT520 Critical Thinking Writing Rubric - Module 10 college-level proficiency in organization, grammar and style. Expectation Project is clearly organized, well written, and in proper format as outlined in the assignment. Strong sentence and paragraph structure; contains no errors in grammar, spelling, APA style, or APA citations and references. Total points possible = 100 Project is fairly well organized and written, and is in proper format as outlined in the assignment. Reasonably good sentence and paragraph structure; may include a few minor errors in grammar, spelling, APA style, or APA citations and references. Project is poorly organized and written, and may not follow proper format as outlined in the assignment. Inconsistent to inadequate sentence and paragraph development, and/or includes numerous or major errors in grammar, spelling, APA style, or APA citations and references. Project is not organized or well written, and is not in proper format as outlined in the assignment. Poor quality work; unacceptable in terms of grammar, spelling, APA style, and APA citations and references. ...
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Final Answer

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Running Head: PERFORMANCE MANAGEMENT
1

Performance Management
Name
Institution
Course Code

PERFORMANCE MANAGEMENT

2

Introduction
Performance management is an essential goal-oriented procedure that aims at making
sure the organizational processes are in line to get the most out of an organization, employee,
and team's productivity. Performance management plays a vital role in achieving
organizational strategy since it involves improving and measuring the quality of the
workforce. There is a close connection between performance and incentives since
performance management comprises incentive goals and the resultant incentive values, which
makes the relationship to be visibly communicated and understood. Current business setups
are primary mainly on performance management systems. Even though human resource
functions play a role in performance management, training and performance appraisal
contributes in a more significant manner (Frauenheim, 2009). Performance appraisal comes
about at a specific time whereas performance management is a continuous, ongoing and
dynamic process. Each individual in the organization is an element of performance
management system. Each section of the system such as the appraisal and training is linked
and integrated to yield incessant organizational effectiveness. Every worker's effort should
aim at achieving overall strategic organizational goals. Training is needed whenever workers
are required to improve their skills. With a performance management system, training has a
direct impact on achieving organizational goals, and so is performance and pay.
Reasons why Rater errors occur
Performance appraisal involves a rater to attain a conclusion about performance accurately.
Performance appraisal focuses on the individual employee, while performance evaluation is
applied in organizations where there are teams. One of the errors...

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