Category: human resource management

FINAL – STRATEGIC HR PLAN – GUIDELINES:
A Strategic HR Plan helps organizations to align human resources to corporate strategy. It is an essential planning document built upon the corporate mission, vision, values and goals established in the strategic business plan.
A Strategic HR Plan provides information on how the HR function will support the goals and strategies of the organization, while also ensuring that HR planning and practices are consistent.
The ideal Strategic HR Plan outlines how the gaps between present and future capabilities will be addressed, enabling businesses to effectively pursue their company goals.
Considering what you have learned in the learning modules, and as we progress through the course, you will develop your comprehensive Strategic HR plan to present to the executives of your organization. The process for developing a Strategic HR Plan begins by identifying where your organization is now. Then formulate a clear picture of your company’s future along with ways to get there.
Student should write a well-researched paper, approximately 6-8 pages and double-spaced (not counting a title page, table of contents, references or appendices).
The paper must contain the following elements:
a. Title Page (or letter of transmittal if a memorandum format is used)
b. Table of Contents (unless a memorandum format is used).
c. Introduction
d. Problem Statement (5-8 sentence paragraph that clearly defines the problem and why it needs to be researched).
e. Review of current practices (background of literature) in the area
f. Strategic plan for change or creation of the anticipated change (use examples of where this approach has been successful in other organizations if pertinent).
g. Strategic approach for implementation of the change(s)
h. Final recommendations and possible outcomes (best and worst case scenarios)
i. Summary/Conclusions
j. References section
k. Appendix (if tables or charts or necessary)

360-Degree Appraisal
The 360-degree appraisal approach entails collecting performance information from several workers who interact with the employee being evaluated. For example, information can be collected from supervisors, subordinates, customers, and peers. In some situations, employees also evaluate their own work as a part of the 360-degree appraisal process. The 360-degree appraisal is designed to provide a comprehensive perspective on an employee’s performance. Some organizations use the 360-degree appraisal process mainly for developmental purposes because the results can be contradicting. The 360-degree appraisal process is a helpful foundational step to learning an employee’s strengths and weaknesses and then using that information for generating goals for MBO. Most employees prefer the 360-degree appraisal process because of its comprehensiveness and the amount of information that emerges from multiple sources. The following image is an example of different individuals who could potentially evaluate an employee during a 360-degree appraisal.
Potential Individuals Involved in a 360-Degree Feedback Appraisal Process
Assignment
Create a slide presentation that you will be presenting to your entire organization relating to the implementation of a 360-degree feedback appraisal process. Prepare 10-15 slides and notes to go along with each.
Make a persuasive presentation. As the VP of HR (known for being creative and intelligent), your task will be to define this unique performance management appraisal tool, how it will be implemented, the added value to each employee of using this type of system, and what the consequences might be of an employee receiving a low rating.
Required Material
Please note that the links below labeled ‘LinkedIn Learning’ will open in a new window and may require activation of a LinkedIn account on the first attempt. Trident students may use their student email address to access this free subscriiption to LinkedIn Learning as a part of this course
ASQ.org. (n.d.) What is a decision or Pugh matrix? Retrieved from https://asq.org/quality-resources/decision-matrix
Higgins, J. (2014). Bringing HR and finance together with analytics. HR Magazine, 59(11), 44-46. Retrieved from ProQuest in the Trident Online Library.
Human Resources: Using Metrics to Drive HR Strategy – LinkedIn Learning
Mahoney-Phillips, J., & Adams, A. (2010). Getting the measure of HR. Strategic HR Review, 9(1), 5-9. Retrieved from ABI/INFORM Global in the Trident Online Library.
Roberts. M. (Nov. 17, 2018). How hiring managers screen job applicants. Retrieved from https://www.thebalancecareers.com/how-do-hiring-managers-screen-job-applications-1669574
Shah, S.; Horne, A.; and Capella, J. (April 2012). Good data won’t guarantee good decisions. Harvard Business Review. Retrieved from https://hbr.org/2012/04/good-data-wont-guarantee-good-decisions
Zielinski, D. (2014). Get analytical. HR Magazine, 59(11), 61-62. Retrieved from ProQuest in the Trident Online Library.
Optional Material
Boyd, N., & Gessner, B. (2013) Human resource performance metrics: methods and processes that demonstrate you care. Cross Cultural Management 20.2 (2013): 251-273. Retrieved from the Trident Online Library.
Chhinzer, N., & Ghatehorde, G. (2009). Challenging Relationships: HR Metrics and Organizational Financial Performance. Journal Of Business Inquiry: Research, Education & Application, 8(1), 37-48. Retrieved from the Trident Online Library.
Five steps to effective metrics. (2005). Strategic HR Review, 4(3), 7. Retrieved from ABI/INFORM Global, in the Trident Online Library.
Mirza, B. (2011). Cost-per-hire metric standard open for comment. HR Magazine, 56(3), 80. Retrieved from the Trident Online Library.
Wroe, N. (2012). Innovations in Talent Analytics. T+D, 66(8), 30-31. Retrieved from the Trident Online Library.
360-Degree Feedback
Please note that the links below labeled ‘LinkedIn Learning’ will open in a new window and may require activation of a LinkedIn account on the first attempt. Trident students may use their student email address to access this free subscriiption to LinkedIn Learning as a part of this course.
Required Material
360-Degree Feedback – LinkedIn Learning
Obtaining and benefiting from 360-degree feedback – LinkedIn Learning
Custom Insight (2018). What is 360 Degree Feedback? Retrieved from https://www.custominsight.com/360-degree-feedback/what-is-360-degree-feedback.asp
Optional Material
Bracken, D. W., Rose, D. S., & Church, A. H. (2016). The evolution and devolution of 360° feedback. Industrial and Organizational Psychology, 9(4), 761-794. Retrieved from ProQuest in the Trident Online Library.
Brett J, Atwater L. 360° Feedback: Accuracy, Accuracy, Reactions, and Perceptions of Usefulness. Journal Of Applied Psychology [serial online]. October 2001;86(5):930-942. Available from: Business Source Complete in the Trident Online Library.
Nguyen, T., & Massingham, R. (2011). Using 360 degree peer review to validate self-reporting in human capital measurement. Journal of Intellectual Capital, 12(1), 143-74. Retrieved from ProQuest in the Trident Online Library.
Internships/Apprenticeships
Please note that the links below labeled ‘LinkedIn Learning’ will open in a new window and may require activation of a LinkedIn account on the first attempt. Trident students may use their student email address to access this free subscriiption to LinkedIn Learning as a part of this course.
Required Material
Nano Tips for Landing Your Dream Internship with Sho Dewan – LinkedIn learning
Creating a Top Talent Program – LinkedIn Learning
10 Benefits of Starting an Internship Program. Retrieved from http://www.internships.com/employer/resources/setup/benefits
The American Apprentice. (2013). HR Magazine, 58(11), 32-36. Retrieved from ProQuest in the Trident Online Library.
Houston, L. (2014, Apr 23). Top law company hails benefits of on-the-job training. Belfast Telegraph. Available in the Trident Online Library.
Jones, D. A. (2011). Apprenticeships back to the future. Issues in Science and Technology, 27(4), 51-56. Available in the Trident Online Library.
Optional Material
10 Internship Characteristics that Attract Exceptional Interns. Retrieved from http://www.internships.com/employer/resources/setup/10-internship-characteristics-that-attract-exceptional-interns
Apprenticeship. (1992). Occupational Outlook Quarterly, 35(4), 26. Retrieved from ProQuest in the Trident Online Library.
Blackhurst, J. (2013). Collaborative training. Training Journal, 9-12. Available in the Trident Online Library.
Bring Back U.S. Apprenticeships. (2013). HR Magazine, 58(10), 4. Available in the Trident Online Library.
Google (2013). Google Interns’ first week. Retrieved from https://www.youtube.com/watch?v=9No-FiEInLA
Lerman, R. I. (2011). In support of apprenticeships. Issues In Science & Technology, 28(1), 12. Available in the Trident Online Library

After reading the chapters, read the Closing Case entitled “Hard Facts and Half-Truths” on pages 156-157 (end of chapter 6) and answer the following case questions in 150-250 words:
1) Do you think evidence-based management seems like common sense? Explain your answer. Also, if you say yes, why wasn’t it advocated earlier?
2) Would you want to work under Jack Welch’s system at General Electric? Why or why not?
Hard Facts and Half-Truths
Stanford University professors Jeffrey Pfeffer and Bob Sutton, authors of Hard Facts, Dangerous Half-Truths, and Total Nonsense, have put out a call for a renewed reliance on rationality in managerial decision-making—an approach that they call evidence-based management (EBM). “Management decisions,” they argue, “[should] be based on the best evidence, managers [should] systematically learn from experience, and organizational practices [should] reflect sound principles of thought and analysis.” They define evidence-based management as “a commitment to finding and using the best theory and data available at the time to make decisions,” but their “Five Principles of Evidence-Based Management” make it clear that EBM means more than just sifting through data and crunching numbers. Here’s what they recommend:
Face the hard facts and build a culture in which people are encouraged to tell the truth, even if it’s unpleasant.
Be committed to “fact-based” decision-making—which means being committed to using the best evidence to guide actions.
Treat your organization as an unfinished prototype—encourage experimentation and learning by doing.
Look for the risks and drawbacks in what people recommend (even the best medicine has side effects).
Avoid basing decisions on untested but strongly held beliefs, what you have done in the past, or on uncritical “benchmarking” of winners.
Pfeffer and Sutton are particularly persuasive when they use EBM to question the outcomes of decisions based on “untested but strongly held beliefs” or on “uncritical ‘benchmarking’.” Take, for instance, the popular policy of paying high performers significantly more than low performers. Pfeffer and Sutton’s research shows that pay-for-performance policies get good results when employees work solo or independently. But it’s another matter altogether when it comes to the kind of collaborative teams that make so many organizational decisions today. Under these circumstances, the greater the gap between highest- and lowest-paid executives, the weaker the firm’s financial performance. Why? According to Pfeffer and Sutton, wide disparities in pay often weaken both trust among team members and the social connectivity that contributes to strong, team-based decision-making.
“Management decisions [should] be based on the best evidence, managers [should] systematically learn from experience, and organizational practices [should] reflect sound principles of thought and analysis.”
Or consider another increasingly prevalent policy for evaluating and rewarding talent. Pioneered at General Electric by the legendary Jack Welch, the practice of “forced ranking” divides employees into three groups based on performance—the top 20 percent, middle 70 percent, and bottom 10 percent—and terminates those at the bottom. Pfeffer and Sutton found that, according to many HR managers, forced ranking impaired morale and collaboration and ultimately reduced productivity. They also concluded that automatically firing the bottom 10 percent resulted too often in the unnecessary disruption of otherwise effective teamwork. That’s how they found out that 73 percent of the errors committed by commercial airline pilots occur on the first day that reconfigured crews work together.

This assignment will bring together the information from the previous three assignments to create a presentation to your senior management team. Integrating the HR data elements, using the communication plan, and following the process map will create a presentation that will validate your recommendations concerning the recruiting resources for the organization.
Using previously established data analysis, communication plans, and the project process map, create a presentation to the senior leadership team that will make a case for increasing, decreasing, or keeping stable the recruiting resources of the organization.
Your presentation will need to include the current situation, provide the supporting data in numbers as well as graphs, and make your recommendation again supported by data and graphs. Costs are important and must be supported by your data and graphs. Remember, you are selling these recommendations to the leadership team.
The presentation must include:
The problem to be solved, why the problem exists, and the impact on the organization
The data that supports the problem. Typically this shows current historical (year over year, quarter over quarter) data
Predictive data to show the future
Recommendations and solutions supported by data and graphs
PowerPoint is the medium typically used to present this type of information and is the required format for this assignment. The presentation should consist of 10 to 12 slides with a minimum of six data graphics.
I will attach more files for your reference. Let me know if you have any questions. You need to use the Assignment 2 file for data points for this presentation. Just follow the instructions.

Behaviorally anchored rating scales (BARS) directly assess performance behaviors. The BARS method depends on critical incidents or short descriptions of effective and ineffective behaviors that ultimately produce a number value. The assessor is responsible for rating the specific behaviors of an employee based upon the behavioral expectations that are provided as anchors. When rating the employee, most employers prefer to also provide written feedback for why the employee received a specific rating.
“Typically, supervisors rate several performance dimensions using BARS and score an employee’s overall job performance by taking the average value across all the dimensions” and “because the critical incidents convey the precise kinds of behaviors that are effective and ineffective, feedback from BARS can help an employee develop and improve over time.”
Source of the quote above: Colquitt, J.A., Lepine, J.A., & Wesson, M.J. (2011). Organizational behavior (2nd ed.). New York: McGraw-Hill. (Note: This textbook is not available from the Trident Online Library).Behavioral Anchored Rating Scales (BARS)
Two Assessment Area Examples:
Oral Communication: Organizes thoughts and expresses them in a clear and logical manner, quickly comprehends another’s meaning, uses appropriate vocabulary, correct grammar, and appropriate non-verbal communication (gestures, etc.).
Expresses ideas clearly and concisely.
Answers questions completely and precisely. Speaks with a voice that exhibits an appropriate command presence.
Relates thoughts in an organized manner. Gives concise answers to questions. Demonstrates effective active listening behaviors (e.g., leans forward, nods in agreement, repeats statements back, verbalizes understanding).
Clearly enunciates words. Attentively leans forward.
Voices ideas randomly or several at a time.
Interrupts others inappropriately. Excessive use of filler words, phrases (umm, like I said, etc.)
Fails to listen to questions asked by role player(s). Uses incorrect words or grammar in responding to questions.
Takes too long without making a point.
Uses profanity.
Problem Analysis & Resolution: Ability to critically evaluate a situation, gather and analyze relevant information, identify underlying issues, assess alternative solutions, and to consider the implications of problems and potential solutions.
Identifies possible resources to resolve problem. Deals with problems before they worsen.
Ensures a follow up plan is established. Develops alternative approaches to deal with the problem. Verbalizes the impact on the organization as a whole (morale, operations, budget, etc.). Thoroughly considers relevant information.
Provides feasible solutions; considered feasibility of alternatives. Makes suggestions for resolving the problem.
Assures adherence to standards.
Is unable to support conclusions with facts or logic.
Fails to consider alternatives.
Considers only a portion of the available information. Abdicates responsibility, blames others.
Waits until a problem has worsened before dealing with the problem.
Fails to act.
Source of the above examples: The City of Columbus, Civil Service Commission. Behaviorally anchored rating scales (BARS). Slide presentation retrieved from http://www.ipacweb.org/Resources/Documents/conf13/reed.pdf.
SLP 2 Assignment:
Following the examples above, create a similar BARS instrument (based on your current position) with at least FIVE different areas of assessment. Meet with a colleague or supervisor to have him or her evaluate your behaviors. Discuss the results with your colleague/supervisor to figure out where you scored highest and where you scored lowest.
Write a paper discussing the following issues:
Your results
The process you went through
How your instrument can be adjusted for optimal results
What the strengths and weaknesses of BARS are
How the feedback from the BARS can help an individual improve over time
How BARS compares to two other performance appraisal processes
Other recommendations you may have
This pragmatic approach will help you get into the routine of continuously being evaluated. You will submit both the BARS instrument that you created and the paper.
Bring in at least 2 library sources to help strengthen your discussion.
Your paper should be at least 2-3 pages, (not including the cover sheet and reference list). Deal with these issues in an integrated fashion, not as a series of individual questions.
Please upload your submission by the module due date. Please note that the links below labeled ‘LinkedIn Learning’ will open in a new window and may require activation of a LinkedIn account on the first attempt. Trident students may use their student email address to access this free subscription to LinkedIn Learning as a part of this course.
Required Material
Davenport, T. H. (2012). Case study: Social media engages employees. FT.Com, Retrieved from the Trident Online Library.
Wilkie, D., & Wright, A. (2014). Balance risks of screening social media activity. HR Magazine, 59(5), 14. Retrieved from ProQuest in the Trident Online Library.
Wright, A. (2014). How Facebook recruits. Retrieved from https://www.shrm.org/ResourcesAndTools/hr-topics/technology/Pages/How-Facebook-Recruits.aspx
Optional Material
Social Media for Working Professionals – LinkedIn Learning
Segal, J. A. (2014). The law and social media in hiring. HR Magazine, 59(9), 70-72. Retrieved from ProQuest in the Trident Online Library.
Segal, J. A., & LeMay, J., (2014). Should employers use social media to screen job applicants? HR Magazine, 59(11), 20-21. Retrieved from ProQuest in the Trident Online Library
Swain, K. (2017). The impact of social media in the workplace pros and cons. Retrieved from http://work.chron.com/impact-social-media-workplace-pros-cons-22611.html
Walden, J. A. (2016). Integrating Social Media Into the Workplace: A Study of Shifting Technology Use Repertoires. Journal Of Broadcasting & Electronic Media, 60(2), 347-363. Available in the Trident Online Library.
Wright, A. D. (2014). More states prohibit social media snooping. HR Magazine, 59(10), 14. Retrieved from ProQuest in the Trident Online Library.
Behaviorally Anchored Rating Scales
Required Material
Behaviorally Anchored Rating Systems—BARS. Retrieved from http://performance-appraisals.org/appraisal-library/Behaviorally_Anchored_Rating_Systems_-_BARS/
Optional Material
Behaviorally Anchored Rating Scale (BARS). Example. Retrieved from www.in.gov/spd/files/bars.doc Simulation Training
Required Material
Abernathy, D., Allerton, H., Barron, T., & Salopek, J. (1999). Everyday simulation. Training & Development, 53(11), 37. Retrieved from the Trident Online Library.
Virtual Tours: Video, Photo, and VR – LinkedIn Learning
Optional Material
Catling, C., Hogan, R., Fox, D., Cummins, A., Kelly, M., & Sheehan, A. (2016). Simulation workshops with first year midwifery students. Nurse Education in Practice, 17, 109-115. Available in the Trident Online Library.
Lambert, C., and Lloyd-Jones, H. (2014). Run simulation in your workplace. Education for Primary Care. 25(6), 357-359. Retrieved from EBSCOHost in the Trident Online Library.
McMaster, S., Ledrick, D., Stausmire, J., & Burgard, K. (2014). Evaluation of a simulation training program for uncomplicated fishhook removal. Wilderness & Environmental Medicine, 25, 416-424. Available in the Trident Online Library.
Uptick in simulation training. (2013). Air Force Time, 3. Retrieved from the Trident Online Library.

Week 2 Key Assignment
Instructions
In accordance with the requirements of our Key Assignment (Due in Week 7) in this course, please review the following list of potential problem/situations and choose one for your final assignment, Strategic HR Plan. You can write your paper as if you were employed at a Fortune 500 company, a current organization that is in the news, or a past or present employer.
Below is the list of potential problems or situations from which you can select, choose one to research for your final project:
Rollout of a change management initiative.
Creation and implementation of a new compensation and benefits package.
Creation and implementation of a new performance appraisal system or method of conducting performance appraisals.
Creation and implementation of an effective recruiting and retention program to enhance the quality of employees and management within the organization.
Creation and implementation of a succession plan.
Technological changeover from one computer system to a newer computer system (HRIS – include possible conversion problems).
Creation and implementation of a revised policy to replace a current policy, which is not working (and lawsuits have resulted from the current, for example – a poorly written disciplinary policy).

Choose your problem/situation from the list above for your strategic HR plan. Include a paragraph or two on the importance of the topic and your rationale for selection. Please submit via MS Word in the appropriate drop box for Week 2 Assignment.

This is an individual assignment
Write a short case analysis report (Minimum 500 words), In MS Word, double spaced, 12-point font, APA standards.
Not allowed to use any AI tool in this assignment

This assignment will bring together the information from the previous three assignments to create a presentation to your senior management team. Integrating the HR data elements, using the communication plan, and following the process map will create a presentation that will validate your recommendations concerning the recruiting resources for the organization.
hat will make a case for increasing, decreasing, or keeping stable the recruiting resources of the organization.
Your presentation will need to include the current situation, provide the supporting data in numbers as well as graphs, and make your recommendation again supported by data and graphs. Costs are important and must be supported by your data and graphs. Remember, you are selling these recommendations to the leadership team.
The presentation must include:
The problem to be solved, why the problem exists, and the impact on the organization
The data that supports the problem. Typically this shows current historical (year over year, quarter over quarter) data
Predictive data to show the future
Recommendations and solutions supported by data and graphs
PowerPoint is the medium typically used to present this type of information and is the required format for this assignment. The presentation should consist of 10 to 12 slides with a minimum of six data graphics.
I attached some of my past assignments in case you need to reference it

Part 1:
This assignment measures your mastery of ULOs 1.1, 2.1, 3.1, 4.1, 8.1, 8.2, and 8.3. Part 1:
You are voluntarily leaving your position. (This can be a position you currently have, one you have had in the past, or one that you would like to have.) Your supervisor has asked you to create recommendations the organization can use when filling your position. *Use HRM as the position*
In your response, explain how your position fits in with the overall objectives of your organization. Describe how effective filling of this position will support the organization’s success.
For your response, provide recommendations on the following:
– Job Analysis: List each of the five job analysis methods explained in Chapter 4 of the textbook in the Job Analysis section and for each method discuss why you would or would not recommend the technique be used to analyze your job. 
– Realistic Job Preview (RJP): After reviewing the information about RJPs in Chapter 5 in the Evaluation of Recruiting Programs section, create a realistic job preview for your job to present to candidates.
– Structured Job Interview: Develop a 10-question structured interview to be used to select someone to fill your job. Keep in mind the general guidelines that questions should be job related. Also, keep in mind the information in Exhibit 6.2 in Chapter 6 in the Applications and Preliminary Screening section of the textbook, regarding what types of questions are legal.
For Part 1, support your response with a minimum of one source, which can include your textbook.
Part 2:
We know discrimination is illegal. But diversity is not law, nor necessarily even policy within organizations.
Does your present employer’s workforce or a past employer’s workforce mirror the community around you? What benefits and challenges do organizations derive from a more diverse workforce?
What policies can organizations enact to increase diversity?
For Part 2, support your response with at least one external source.
For your submission, including both Parts 1 and 2, you must have a minimum of three pages, which does not include the title page or reference page. Adhere to APA Style when creating citations and references for all sources used in this assignment.

all instructions are in Assignment that I uploaded. pls use lessons pdf that i uploaded too as well. don’t hesitate to reach out to me if you need more information. Thank you.