Issues Between Managers and Employees
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Issues Between Managers and Employees
Test For The Best Hire Worksheet
Part 1: Learn about the Assessment Tools
Whether it’s a knowledge-based math quiz or a personal values survey, different tests assess candidates for different things. Below are three widely used, reputable professional assessments. Read about each to get a sense of what they’re used for, then use the information to complete the TABLE in Part 2 below.
- The DiSC Assessment is a behavior assessment tool that we learned about in JGR 100. It centers on four different behavioral traits: Dominance, Influence, Steadiness, and Conscientiousness. DiSC can be used to to assess an employee’s general personality, and which type of job (and accompanying work style) may suit them best. It can also help to identify someone’s management style and how they can most efficiently manage employees with differing personalities.
SAMPLE DiSC QUESTIONS:
- In my work environment, it is most important to me to:
- Help co-workers and to be in a peaceful environment.
- Feel that my co-workers admire me and to be free from rigid rules.
- Know exactly what is expected of me and to finish one task before moving to another.
- Get things done and to see results.
- In my work environment, it is least important to me to:
- Help co-workers and to be in a peaceful environment.
- Feel that my co-workers admire me and to be free from rigid rules.
- Know exactly what is expected of me and to finish one task before moving to another.
- Get things done and to see results.
- When someone offers an opinion or conclusion and I disagree, I am most likely to…
- Tell them that I disagree.
- Say something humorous.
- Ask for more information.
- Nod and say nothing.
If you want to learn more about the DiSC Assessment, check out their website!
DiSC Profile
- The Criteria Cognitive Aptitude Test (CCAT)measures an individual’s aptitude, or ability, to solve problems, digest and apply information, learn new skills, and think critically. The CCAT consists of 50 items that involve reasoning and problem-solving skills that need to be completed in just 15 minutes.
Tests like this are useful predictors for success in hiring people for jobs that require problem-solving and analytical skills. Not only that, research shows that cognitive aptitude is one of the most accurate predictors of job success: twice as predictive as job interviews, three times as predictive as experience, and four times as predictive as education level. SAMPLE CCAT QUESTIONS: 1) If a train travels at a speed of 400 miles per hour, how many hours will it take to travel 3000 miles?
- 5
- 6
- 6.5
- 7
- 7.5
Answer: E
2) Only professors work on the 5th floor. Some secretaries work on the 3rd floor. Jonathan is a professor. Jonathan works on the 5th floor. Is this statement:
- Correct.
- Incorrect.
- Unable to be determined from the information.
Answer: C Follow this link if you want to learn more about the CCAT.
Criteria Cognitive Aptitude Test (CCAT)
III. The Emotional Intelligence Appraisal: As we discussed in week 4, Emotional Intelligence is the capacity to assess and be aware of both your own emotions and those of others, and to use that knowledge to interact in an empathetic and productive manner.
The Emotional Intelligence Appraisal provides an overall EQ score and measures each individual’s capacity for self-awareness, self-management, social awareness and relationship management. SAMPLE EI TEST QUESTIONS:
|
ALWAYS |
OFTEN |
SOMETIMES |
RARELY |
People have told me I’m a good listener. |
|
|
|
|
I stay calm under pressure. |
|
|
|
|
I handle criticism well. |
|
|
|
|
Key: There are no right or wrong answers, but more positive = more EI points.
Here’s where you can find more information about the Emotional Intelligence Appraisal.
Emotional Intelligence Appraisal
Part 2: Compare Assessment Tools
Based on what you’ve learned about each of these assessments, fill out the table below:
Criteria |
DiSC |
Criteria Cognitive Assessment Test (CCAT) |
MindTools Emotional Intelligence (EI) Test |
What is the purpose of the tool? |
|
|
|
What is the tool measuring (skills, knowledge, etc.)? |
|
|
|
What is the tool predicting (job performance, career success, fit, tenure, etc.)? |
|
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|
PART 3: Pick the Right Test
Below are three hiring SCENARIOS. Read each one and decide which of the above assessment tools (DiSC, CCAT, or EI) would be the most effective in evaluating someone for that position, then explain why.
SCENARIO #1: Your human resources department needs to hire a new Employee Relations Manager (ERM). This person’s job is to manage conflict and workplace issues between managers and employees across three separate departments. The ERM must be able to handle disgruntled employees and managers with compassion, discretion and professionalism even in situations where tempers may run high.
SCENARIO #2: You need one more person on a team you’re putting together to launch a new tech startup business. You want to make sure this person’s personality balances out with the others you’ve already hired. Specifically, you’re looking for someone enthusiastic and outgoing, but also detail-oriented and focused.
SCENARIO #3: You’re hiring a new financial analyst for your organization. This position needs an individual with strong problem-solving and reasoning skills as well as in-depth mathematical abilities.
2
1
Test For The Best Hire Worksheet
Part 1
: Learn about the Assessment Tools
Whether it’s a knowledge
–
based math quiz or a personal values survey, different tests assess
candidates for different things. Below are three widely used, reputable professional
assessments. Read about each to get a sense of what they’re used for, then use
the information
to complete the
TABLE in Part 2
below.
- The DiSC Assessment
is a behavior assessment tool that we learned about in JGR 100. It
centers on four different behavioral traits:
D
ominance,
I
nfluence,
S
teadiness, and
C
onscientiousness. DiSC c
an be used to to assess an employee’s general personality, and
which type of job (and accompanying work style) may suit them best.
It can also help to identify
someone’s management style and how they can most efficiently manage employees with
differing pe
rsonalities.
SAMPLE DiSC QUESTIONS:
1.
In my work environment, it is most important to me to:
a.
Help co
–
workers and to be in a peaceful environment.
b.
Feel that my co
–
workers admire me and to be free from rigid rules.
c.
Know exactly what is expected of me
and to finish one task before moving to another.
d.
Get things done and to see results.
2.
In my work environment, it is least important to me to:
a.
Help co
–
workers and to be in a peaceful environment.
b.
Feel that my co
–
workers admire me and to be free from rigid rules.
c.
Know exactly what is expected of me and to finish one task before moving to another.
d.
Get things done and to see results.
3.
When someone offers an opinion or conclusion and I disagree, I
am most likely to…
a.
Tell them that I disagree.
b.
Say something humorous.
c.
Ask for more information.
d.
Nod and say nothing.
If you want to learn more about the DiSC Assessment, check out their website!
DiSC Profile
II.
The Criteria Cognitive Aptitude Test (CCAT)
measures an individual’s aptitude, or ability,
to solve problems, digest and apply information, learn new skills, and think critically. The CCAT
consists of 50 items that involve reasoning and problem
–
solving skills that need to be completed
in just 15 minutes.
Tests like this are useful predictors for success in hiring people for jobs that require problem
–
solving and analytical skills. Not only t
hat, research shows that cognitive aptitude is one of the
1
Test For The Best Hire Worksheet
Part 1: Learn about the Assessment Tools
Whether it’s a knowledge-based math quiz or a personal values survey, different tests assess
candidates for different things. Below are three widely used, reputable professional
assessments. Read about each to get a sense of what they’re used for, then use the information
to complete the TABLE in Part 2 below.
- The DiSC Assessment is a behavior assessment tool that we learned about in JGR 100. It
centers on four different behavioral traits: Dominance, Influence, Steadiness, and
Conscientiousness. DiSC can be used to to assess an employee’s general personality, and
which type of job (and accompanying work style) may suit them best. It can also help to identify
someone’s management style and how they can most efficiently manage employees with
differing personalities.
SAMPLE DiSC QUESTIONS:
- In my work environment, it is most important to me to:
- Help co-workers and to be in a peaceful environment.
- Feel that my co-workers admire me and to be free from rigid rules.
- Know exactly what is expected of me and to finish one task before moving to another.
- Get things done and to see results.
- In my work environment, it is least important to me to:
- Help co-workers and to be in a peaceful environment.
- Feel that my co-workers admire me and to be free from rigid rules.
- Know exactly what is expected of me and to finish one task before moving to another.
- Get things done and to see results.
- When someone offers an opinion or conclusion and I disagree, I am most likely to…
- Tell them that I disagree.
- Say something humorous.
- Ask for more information.
- Nod and say nothing.
If you want to learn more about the DiSC Assessment, check out their website!
DiSC Profile
- The Criteria Cognitive Aptitude Test (CCAT) measures an individual’s aptitude, or ability,
to solve problems, digest and apply information, learn new skills, and think critically. The CCAT
consists of 50 items that involve reasoning and problem-solving skills that need to be completed
in just 15 minutes.
Tests like this are useful predictors for success in hiring people for jobs that require problem-
solving and analytical skills. Not only that, research shows that cognitive aptitude is one of the
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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