HC2101 Performance Management for HR
Assessment Details and Submission Guidelines | |
Trimester | T1 2019 |
Unit Code | HC2101 |
Unit Title | Performance Management for HR |
Assessment Type | Individual |
Assessment Title | Individual Essay |
Purpose of the assessment (with ULO Mapping) | It is expected that at the completion of the assessment, student able to: Understand different methods and levels of measuring performance in organisationsDemonstrate the capacity to express ideas, concepts and arguments in a logical and coherent written form conforming to relevant standards of academic writing. |
Weight | 15 % of the total assessments |
Total Marks | 15 |
Word limit | Not more than 1,500 words (+/- 10%) |
Due Date | Friday, Week 6, at 5PM |
Submission Guidelines | All work must be submitted on Blackboard by the due date along with a completed Assignment Cover Page.The assignment must be in MS Word format, no spacing, 12-pt Arial font and 2 cm margins on all four sides of your page with appropriate section headings and page numbers.Reference sources must be cited in the text of the report, and listed appropriately at the end in a reference list using Harvard referencing style. |
Assignment 1 Specifications
Discuss the following statements:
Performance Management involves a range of activities, one of which is performance appraisal and feedback. For many years, researcher in the field of HRM and industrial organisational psychology focused on performance appraisal as a measurement technique. The goal of these performance appraisal systems was to measure individual employee performance reliable and validly and in order to do this we need to understand the performance management process (Kramar, et al. 2014). Based on your research, Identify and discuss the components of an effective performance management system.
Instructions:
- This is an individual assignment with a maximum of 1,500 words (+/- 10%, excluding references list). All finalised individual essay MUST be uploaded to Blackboard by the due date.
- Student must present the assignment in an essay format. The following summary from UOW would be a good starting point to build your essay (https://www.uow.edu.au/student/learningcoop/assessments/essays/index.html)
- Introduction: The introduction of an essay
is where the
topic of the essay is introduced and an overview of your argument is
given. It includes a general statement about the topic followed by a thesis
statement. A thesis
statement is your
answer to the essay question in one or two sentences – in other words, it is your main
argument, point or idea. Your introduction
should also include
a brief summary
of the arguments, points or ideas
that back up your claim
- Body: The body of your essay is where you clearly state and elaborate on the arguments, points or ideas that back up your claim. The number of paragraphs in the body of your essay will depend on how many individual points you need to make to develop your argument and, of course, the required word count.
- Conclusion: The conclusion of an essay is where you restate your main argument and the arguments that back it up. You may also want to include a one final comment if appropriate.
- Reference List: At a higher
education level, you are expected to research widely
and build your knowledge
from the expertise of others. Thus
it is important for you to reference all your sources to:
- to allow you or someone else to find the source of your information
- to avoid plagiarism by acknowledging that you’ve used the ideas and work of others
- to strengthen your arguments and add credibility by referring to expert ideas
The reference list we used within the Institute is the Harvard Referencing style. Please click the following link for further information:
Marking criteria
TARGET 9-10 | ACCEPTABLE HIGH LOW 7-8 6 | UNACCEPTABLE 4-5 | ||||
Content | out of | Interesting content | Some interesting | Conventional ideas | Cursory; gives the | |
10 points | and presentation; | content; points not | or clichés; little | impression of writing | ||
ideas well | sustained or not fully | supporting detail | just to complete the | |||
conceived and | developed. | included. | assignment. | |||
developed with | ||||||
sufficient | ||||||
examples. | ||||||
9-10 | 7-8 | 6 | 4-5 | |||
Analysis | out of | Essay shows a | Shows evidence of | The essay is largely | Essay is generally | |
10 points | resourceful and | analysis using ideas | descriptive with some | descriptive and | ||
imaginative | and principles | discussion using | uncritical. Some | |||
analysis using | introduced in the | ideas and principles | inaccuracy in the | |||
ideas and | module | introduced in the | material | |||
principles beyond | module | |||||
those introduced | ||||||
in the module | ||||||
Structure, Logic | out of | Logical | Logical progression of | Gaps in logic or no | Disorganized; | |
and Transitions | 5 points | progression of | ideas but often lacks | transitions. | appears to have | |
ideas with well- | transitions. | been written as | ||||
executed | thoughts occurred to | |||||
transitions. | the writer. | |||||
5 | 4 | 3 | 2 | |||
Grammatical | out of | Appropriate level | Confined to simpler | Errors frequently | Message is largely | |
Accuracy | 5 points | of complexity in | sentences or | affect | incomprehensible | |
syntax with very | structures with very | comprehensibility, or | due to inaccurate | |||
few errors, if any. | few errors OR shows | very basic types of | grammar, which | |||
variety and complexity | errors (subject-verb | alters or obscures it, | ||||
in syntax with errors | agreement; noun- | OR reader must | ||||
that do not affect | adjective agreement, | know English to | ||||
comprehensibility. | etc.) | comprehend much of | ||||
the message. | ||||||
5 | 4 | 2-3 | 0 | |||
Vocabulary/ | out of | Uses sufficient, | Usually uses | Often uses | Uses only | |
Word Choice | 5 points | appropriate, and | appropriate vocabulary | inappropriate, or non- | elementary | |
varied vocabulary; | with some variety; | specific vocabulary; | vocabulary; creates | |||
English influence | some errors in usage | lack of variety in word | non-existent words | |||
not apparent; rich | that do not affect the | choice; avoids use of | from English OR | |||
variety of idioms; | message; occasional | idioms; English- | uses words in | |||
no literal | appropriate use of | influenced word | English; translates | |||
translation from | Spanish idioms. | choice. | English idioms | |||
English. | verbatim. | |||||
5 | 4 | 2-3 | 0 | |||
Punctuation, | out of | Correct spelling | Occasional | Frequent mechanical | English spelling and | |
Spelling, and | 5 points | (including accents) | mechanical errors. | errors. | punctuation: no | |
Presentation | and punctuation; | accents; mechanical | ||||
neatly typed with | errors in most | |||||
correct format as | sentences. | |||||
specified (MLA). | ||||||
9-10 | 7-8 | 6 | 4-5 | |||
Reading and | out of | Essay fully | Clear evidence of wide | Effective use of key | Some use of very | |
Referencing | 10 points | supported by | and relevant reading. | reading. Accurate | limited reading, | |
reference to | Accurate use of | use of Harvard | although fairly | |||
relevant up to date | Harvard referencing | referencing system | superficial. | |||
material. Accurate | technique | Inaccurate use of |
use of Harvard referencing technique. | Harvard referencing system | |||||
Total | out of | |||||
50 points | ||||||
Final Weight | out of | |||||
15 points |
Student Name | Student Id |
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