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
I Need A Discussion For Week 6 And A Response To 2 Classmates For My Recruit, Develop, Assess, Reward And Retain Class
Letting People GoYou have identified an individual in your department who falls into the bottom 10%. Using Jack’s advice on no surprises and no humiliation, how would you approach the conversation with the individual? Specifically outline how you would prepare for the meeting. Where and when would you have the conversation? What documentation or other resources will you want to have with you at the meeting?
Post your initial response by Wednesday, midnight of your time zone, and reply with suggestions for improvement to at least 2 of your classmates’ initial posts by Sunday, midnight of your time zone.
1st class to respond to
Tiara Collins RE: Week 6 Discussion
COLLAPSE
Hello Professor and Class,
You have identified an individual in your department who falls into the bottom 10%. Using Jack’s advice on no surprises and no humiliation, how would you approach the conversation with the individual?
My goal of the meeting and approach would be to find out why are they falling in the 10% (1). I want to understand and have empathy with the subordinate. I would want to make sure it is in private because the chance that others could over hear the conversation is not a good thing. I would make sure I could have it over maybe the morning coffee with them in the conference room to make them feel more comfortable (2). I would ensure I am actively listening.
Specifically outline how you would prepare for the meeting.
I would make sure I set the time aside to show the person that they are important. I also would make sure I am using facts to show them that this wasn’t the same level they were performing at. I would show them the level I wanted to encourage to get them to that level.
Where and when would you have the conversation?
In a conference room or in their office. I would make sure I sit next to them so it shows we are on the same side of this improvement. I would want them to feel comfortable to understand I am trying to work with them and we are on the same team. I would have the meeting mid-morning.
What documentation or other resources will you want to have with you at the meeting?
I would have any training items that I could suggest for them to get out of the 10 percent. I also would have the documents that show the difference in the levels. I also would have a calendar to try to put a timeline together if we were brainstorming to make the subordinate better. I also would have a not book and pen to take notes. I also will have the questions I want answered written down.
Tiara Collins
https://www.forbes.com/sites/forbescoachescouncil/2017/07/17/14-ways-to-approach-conflict-and-difficult-conversations-at-work/?sh=1d44d7ee3cfd
https://www.bustle.com/articles/181666-11-tips-for-making-people-feel-comfortable-around-you2nd response to classmate
Laryssa Wilson RE: Week 6 Discussion COLLAPSE
Good Afternoon Professor and Class,I have first hand experience with this. The way I approached, my non-performing staff was with continued communication. I set precedence when I took over for the last manager and did my due diligence. I reviewed the previous year’s performance appraisals, and observations. I had a good idea of who the weakest links were.
When I started, I gave everyone a clean slate with the new objectives that they were to meet. I advised that we would touch base at the end of each week. Out of the gate they knew to expect me to be very communicative. It was up to me to be consistent with the communication because my manager held me accountable for that.
The meetings were weekly in my office. It was the norm so no one felt they were being singled out or was in trouble. The conversations were not a surprise when and if I had to deliver A hard message. If they were not meeting the objectives, at the regular “base touch” I brought it up. I would let them know I am noticing a negative pattern and would show them the reasons why, eg.. drawer out of balance, sales goals/efforts not attempted or at meets standards. I’d always ask if they are struggling personally with any thing or needed my help with anything.
If necessary we, the employee and I would set up an action plan for improvement. Documenting areas of improvement and expectations and me documenting the interaction as well. The meetings continued weekly, as they normally would. I had two employees that actually resigned, because they knew they were not improving or lost the desire to. They knew I would be “managing them out”. With these two recognizing that, instead of me terminating them, it made the transition easier because there was a notice to resign, not a no call/no show but an understanding even had a goodbye potluck.
Experts of Practice Videos week 5
Winning, Jack Welch
Charlie Tharp-Managing People Out
Jack Welch -Performance Appraisals are Continuous
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. 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