Using Management by Objectives as a Part of Performance Appraisal
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
Using Management by Objectives as a Part of Performance Appraisal
Analysis
This case could have several different approaches, depending on whether motivation or change theory or another rationale was being implemented to support the decisions. In reality, a manager may employ several different theories to increase productivity. However, this case will be solved by using only performance appraisal techniques to demonstrate that they can also serve as an effective method to control productivity.
There are several aspects that seem to stand out in the information presented in this case. First, it appears that Ms. Irwin is a person who needs to be reminded. She functions well in Objective 3 because she received monthly reminders of the meetings, and because she worked with a group of people, she was able to make a real contribution to this committee. The similarities among the other four objectives are that (a) they all required Ms. Irwin to work alone to accomplish them and (b) there were no built-in reminders.
Rather than viewing this performance appraisal critically, the charge nurse should expend her energy in developing a plan to help Ms. Irwin succeed in the coming months. Nothing is as depressing or demotivating to an employee as failure. The following plan concentrates only on the management by objective (MBO) portion of Ms. Irwin’s performance appraisal and does not center on the rating scale of job performance.
Prior to the Interview Rationale 1. Ask Ms. Irwin to review her objectives from last year and to come prepared to discuss them. 1. Gives the employee opportunity for individual problem solving and personal introspection 2. Set a convenient time for you and Ms. Irwin and allow adequate time and privacy. 2. Shows interest in and respect for the employee At the Interview Rationale 1. Begin by complimenting Ms. Irwin on meeting Objective 3. Ask her about her work on the committee, what procedures she is working on, and so forth. 1. Shows interest in and support of the employee 2. Review each of the other four objectives and ask for Ms. Irwin’s input. Withhold any evidence or criticism at this point. 2. Allows the employee to make her own judgments about her performance 3. Ask Ms. Irwin if she sees a pattern. 3. Guide the employee into problem solving on her own. 4. Tell Ms. Irwin that MBO often works better if objectives are reviewed on a more timely basis and ask how she feels about this. 4. This is an offer to assist the employee in achieving improved performance and is not a punitive measure. It allows the employee to have input. 5. Suggest that she keeps her unmet four objectives and add one new one. 5. Employees should be encouraged to meet objectives unless they were stated poorly or were unrealistic. 6. Work with Ms. Irwin in developing a reminder or check point system that will assist her in meeting her objectives. 6. Again, this helps the employee to succeed. Do not simply tell employees that they should do better; help them to identify how to do better. 7. Do not sympathize or excuse her for not meeting objectives. 7. The focus should remain on growth and not on the status quo. 8. End on a note of encouragement and support: “I know that you are capable of meeting these objectives.” 8. Employees often live up to their manager’s expectations of them, and if those expectations are for growth, then the chances are greater that it will occur.
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. 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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. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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