Question:
Select a topic. On-campus students will nominate for a topic in class in Week 2. Only 3-4 presentations can be held each week, and the Lecturer will re-allocate students as required for an even distribution. Distance students should advise the course coordinator by email HRM topics are as follows:
Week 4 HR planning Week 5 Recruitment and selection Week 6 Employee relations challenges Week 7 Managing diversity and work-life balance Week 8 Performance management Week 9 Learning, development and career management Week 10 Motivation, rewards and compensation Week 11 Employee turnover and retention Week 12 Evaluating and improving the HRM function
Select two articles for your presentation. Start gathering ideas for your topic with a review of a relevant textbook chapter and the references at the end of the chapter. Identify two (2) good quality journal articles from the CQU library databases and business press publications such as Harvard Business Review. The articles must have been published within the last five years. Critically analyse the chosen articles to identify a key theme for current research and thinking on your topic, rather than simply summarizing the articles.
Select two articles for your presentation. Start gathering ideas for your topic with a review of a relevant textbook chapter and the references at the end of the chapter. Identify two (2) good quality journal articles from the CQU library databases and business press publications such as Harvard Business Review. The articles must have been published within the last five years. Critically analyse the chosen articles to identify a key theme for current research and thinking on your topic, rather than simply summarizing the articles.
Design your presentation. Creatively design your presentation with the aim to engage your class on the latest thinking research on your HRM topic. Presentation is to be a maximum of eight (8) minutes with a maximum of six (6) PowerPoint slides. For each article, you should communicate : the title, topic, objective of the research, method for the research, argument/findings, and Conclusion. Your presentation should also include a discussion of the contribution of both articles to the field. (Distance students record a voiceover on powerpoint)
Upload your slides before the presentation. Your powerpoint slides should be uploaded before your presentation, to assist with prompt marking. You should also provide your lecturer/tutor with a printed copy of the PowerPoint slides including a separate page for the references.
Plagiarism
Copy detection software (TurnitIn) is used in this course and work found in contravention of the copying and plagiarism rules will be investigated. Penalties apply in the case of proven instances of copying, plagiarism and academic dishonesty. Please check the following links to know more about TurnitIn:originalitycheck TurnitIn is only a tool and judgement needs to be used when you view yourOriginality Report. TurnitIn does not make a judgement as to what is referenced properly, it highlights the nonoriginal material in a piece of work. You should use the similarity score as aguide only and must then check the originality report to determine whether or not changes need to be made to the assessment.
Required
Students must familiarise themselves with the following policies and procedures at Assessment of Coursework Policy; Assessment ofCoursework Principles; Assessment of Coursework Procedures.
Key Criteria 0 (Not Shown) 2 (Poor) 3 (Unsatisfactory) 4 (Satisfactory) 5 (Good) 6 (Very Good) 7 (Excellent) Introduction (10%) No introduction. No topic, key points and/or purpose is introduced or the introduction is irrelevant to assessment item. Topic introduced, but the introduction is underdeveloped in terms of key points and/or purpose of presentation.
Topic, key points and purpose of the presentation is introduced with satisfactory clarity. Topic, key points and purpose of the presentation is introduced in a clear and interesting way. Topic, key points and purpose of the presentation is introduced in a clear and interesting way which captures the audience's attention. Topic, key points and purpose of the presentation is introduced in an exceptional and interesting way which effectively captures the audience's attention. Knowledge of Content (30%) No knowledge nor understanding of the HRM topic.
Inaccurate knowledge of the HRM topic. Irrelevant information presented. Poor understanding of information and concepts presented. Insufficient knowledge of the HRM topic. Information appears to be randomly chosen and not related to material covered in the unit. Limited understanding of information and concepts presented. Demonstrates satisfactory knowledge of the HRM topic. Information from existing thinking in HRM presented and explained. Satisfactory understanding of information and concepts presented. Demonstrates above average knowledge of the HRM topic. Relevant information presented from latest thinking research in HRM.
Above average understanding of information and concepts presented. Demonstrates good knowledge of the HRM topic with insight and depth. Accurate, interesting, and relevant information presented from latest thinking research in HRM. Well-developed understanding of Information and concepts presented. Demonstrates a comprehensive and highly insightful knowledge of the HRM topic. Highly relevant and informative material and evidence presented from latest thinking research in HRM. Highly developed understanding of information and concepts presented. Presentation Delivery (30%) No ability to present. Ideas on the HRM topic is disorganized and not coherent. Pace is highly inappropriate.
The student's voice is: not clear; not expressive and/or the student pronounces a number of terms incorrectly. Ideas on the HRM topic is unclear and not in a logical way. Pace is inappropriate. The student's voice is: not clear at times; not expressive and/or the student pronounces occasionally some terms incorrectly. Ideas on the HRM topic are satisfactorily organised with clarity in parts, pacing adequate, though may be over-or under length. The student’s voice is clear and expressive at times during the presentation.
Ideas on the HRM topic are presented in an organised way, though lack clarity in parts, adequately paced. The student’s voice is clear and expressive for most of the presentation. Ideas on the HRM topic are presented effectively and expressed in an organised way, appropriately paced. The student has a clear voice, and expressive during the presentation. Ideas on the HRM topic are clearly and professionally articulated, presented effectively in an organised way, and are appropriately paced.
The student has a clear voice, exceptionally expressive during the whole presentation. Conclusion (10%) No conclusions provided. Brief conclusion but no links established to the introduction and body of the presentation. Brief conclusion with limited links established to the introduction and body of the presentation. The conclusion provided some links to the introduction and body of the presentation, but was not concise or unclear. The conclusion provided links to the introduction and body of the presentation, but was not concise or unclear at times.
Clear and concise summary of the presentation with links to the introduction and body of the presentation. Clear and concise summary with effective links to the introduction and body of the presentation. Visual Aids (20%) No visual aids are used. The visual aids are poorly designed or unrelated to the message presented. Limited visual aids are used and inappropriately designed. The visual aids are satisfactorily designed and at times support the presentation. The visual aids are well designed and adequately support the presentation. The visual aids are well designed, confidently used and effectively support the presentation. The visual aids are well designed and confidently used, which effectively support and add impact to the presentation.
Answer:
Article 1: Performance Management in Public Sector
Airtcle 1
Article 2: Association between Performance Management and Better Outcomes.
Empirical testing of the assumption that in the Public Sector, an essential strategy for improving outcomes is Performance Management.A quantitative analysis on secondary data was conducted. The secondary date was searched from a number of journals. Positivism Philosophy and Deductive reasoning approach were used.
Article 2 Employee performance management
Argument: The findings of the study was consistent with the assumptions. It was found that the schools engaging in more effective practices of performance management , had better performance. The performance was measured in terms of math test scores and standardized reading. This study provides substantive findings, methodological advantages and implications about performance management theories.Conclusion: Effective performance management led to improved performances of students in public sector schools.
Contribution of articles to the topic Both the articles give an insight about the state of performance management in the public sector from a qualitative as well as quantitative perspective
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References
Article 1:Fryer, K., Antony, J., & Ogden, S. (2009). Performance management in the public sector. International journal of public sector management, 22(6), 478-498.
Article 2 Sun, R., & Van Ryzin, G. G. (2014). Are performance management practices associated with better outcomes? Empirical evidence from New York public schools. The American Review of Public Administration, 44(3), 324-338.
