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Creating a successful performance management communication plan is vital. There are six basic components associated with a performance management communication plan, which can be reviewed in Figure 7-1 (Attached) 
For this assignment, create a PowerPoint presentation for an organization of your choice, which is located in the Kingdom of Saudi Arabia. In this communication plan, which will be presented to new organizational employees (during orientation), address the following:

Provide      information about your organization (specifically detailing its mission,      vision, and values).
Explain      the importance of performance management and why your organization values      performance management.
Explain      how the performance management system utilized is aligned with your      organization’s strategy. Note: You can suggest a performance management      system or use the one that the company currently has.
Explain      what type of performance management system you believe is best for the      organization and justify why.
Explain      the benefits of the performance management system to newly hired      employees. Specifically, address the question, “What’s in it for me?”
Explain      how the performance management system, for your selected organization,      works.
Critique      the organization’s performance management system (which is currently used      by the company or the system that you selected). Note the benefits and      drawbacks of this system and offer recommendations for improvements.

Your presentation should meet the following structural requirements:

Be 11      slides in length, with a minimum of eight content slides in addition to      one title slide, an agenda slide, and at least one reference slide.
Provide      support for your statements with in-text citations from a minimum of four      scholarly articles in the speaker’s notes as well as the reference      slide.  Two of these sources may be from the class readings,      textbook, or lectures, but two must be external. 
Presentation      notes are required for each slide and should be put in      the speaker’s notes section to support the slide      content. These can be part of the presentation or delivered as a separate      document.

Chapter 7
Rolling Out the Performance Management System
7-1
Copyright © 2019 Chicago Business Press

Overview
Preparation
Communication Plan
Appeals Process
Rater Training Programs
Pilot Testing
Ongoing Monitoring and Evaluation
7-2
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Preparation
Rolling out refers not only to launching a new system from scratch, but also, to revising and improving an existing one
7-3
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Communication Plan Components
7-4
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Communicating a Vision for Change

Why is a communication plan necessary in the rollout out a performance management system?
7-5
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Communication Plan

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?
7-6
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Cognitive Biases That Affect
Communications Effectiveness
Selective Exposure
Selective Perception
Selective Retention
7-7
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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
7-8
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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
7-9
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Cognitive Biases That Affect
Communications Effectiveness
Selective Retention
Tendency to remember only those pieces of information with which we already agree
7-10
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Minimizing Effects of Cognitive Biases
7-11
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Minimizing Effects of Cognitive Biases
7-12
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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

Minimizing Effects of Cognitive Biases
7-13
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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?

Minimizing Effects of Cognitive Biases
7-14
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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

Minimizing Effects of Cognitive Biases
7-15
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Provide Facts and Consequences
Clearly explain facts and what they mean or what the consequences are
Do not let employees draw their own conclusions

Minimizing Effects of Cognitive Biases
7-16
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Put it in Writing
Create documentation describing the system and post it where it is accessible to everyone

Minimizing Effects of Cognitive Biases
7-17
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Use Multiple Communication Channels
Face-to-face meetings; Virtual meetings; Email; TED talks; Short video clips
Expose employees repeatedly to the same message

Minimizing Effects of Cognitive Biases
7-18
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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

Minimizing Effects of Cognitive Biases
7-19
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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

Appeals Process
Promote employee buy-in to PM system
Amicable/Non-retaliatory
Resolution of disagreements
Increases perception of the system’s fairness
7-20
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Appeals Process
(continued)
Employees can question two types of issues:
Judgmental
Validity of evaluation
Administrative
Whether policies and procedures were followed

7-21
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Recommended Appeals Process
7-22
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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
7-23
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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

7-24
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Quick Review
Preparation
Communication Plan
Appeals Process
Rater Training Programs
Pilot Testing
Ongoing Monitoring and Evaluation
7-25
Copyright © 2019 Chicago Business Press

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
1-26
Copyright © 2019 Chicago Business Press

26

MGT520
Critical Thinking Writing Rubric – Module X

Exceeds
Expectation

Meets Expectation Below Expectation Limited Evidence

Content, Research, and Analysis
21-25 Points 16-20 Points 11-15 Points 6-10 Points
Requirements Exceeds

Expectation
-Includes all of the
required
components as
specified in the
assignment.

Meets
Expectation-Includ
es most of the
required
components as
specified in the
assignment.

Below
Expectation-Includ
es some of the
required
components as
specified in the
assignment.

Limited Evidence –
Includes few of the
required
components as
specified in the
assignment.

25-30 Points 19-24 Points 13-18 Points 7-12 Points
Content Exceeds

Expectation –
Demonstrates
substantial and
extensive
knowledge of the
materials with no
errors or major
omissions.

Meets
Expectation-Demo
nstrates adequate
knowledge of the
materials; may
include some
minor errors or
omissions.

Below
Expectation-Demo
nstrates fair
knowledge of the
materials and/or
includes some
major errors or
omissions.

Limited Evidence –
Fails to
demonstrate
knowledge of the
materials and/or
includes many
major errors or
omissions.

25-30 Points 19-24 Points 13-18 Points 7-12 Points
Analysis Exceeds

Expectation –
Provides strong
thought, insight,
and analysis of
concepts and
applications.

Meets
Expectation-Provid
es adequate
thought, insight,
and analysis of
concepts and
applications.

Below Expectation-
Provides poor
thought, insight,
and analysis of
concepts and
applications.

Limited Evidence –
Provides little or
no thought,
insight, and
analysis of
concepts and
applications.

13-15 Points 10-12 Points 7-9 Points 4-6 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.

Meets Expectation-
Sources meet
required criteria
and are adequately
chosen to provide
substance and
perspectives on
the issue under
examination.

Below Expectation-
Sources meet
required criteria,
but are poorly
chosen to provide
substance and
perspectives on
the issue under
examination.

Limited Evidence –
Source selection
and integration of
knowledge from
the course is
clearly deficient.

Mechanics and Writing
5 Points 4 Points 3 Points 1-2 Points
Demonstrates
college-level

Exceeds
Expectation –

Meets
Expectation-Projec

Below
Expectation-Projec

Limited Evidence –
Project is not

MGT520
Critical Thinking Writing Rubric – Module X

Total points possible = 105

proficiency in
organization,
grammar and
style.

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.

t 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.

t 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.

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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