HRAwk1CAP
see attached
a year ago 10
HRAWEEK1CAP.docx
GradDiscussionRubric.pdf
HRAWEEK1CAP.docx
Week 1 HRA CAP
Cite two academic/scholarly sources and the Course Text.
Textbook: Mello, J.A. (2019). Strategic human resource management (5th ed.). Cengage Learning Inc. ISBN-13: 978-1-337-61999-
1.A. Select a company, possibly the one you want to research this term.
*How might different HR metrics and analytics be best employed for that company?
*What workplace trends and challenges will this company need to face from your reading?
1.B.
Identify the three major corporate strategies and how they align with the HR challenges associated with the company you have chosen to research this term. In the research topic you have chosen, what main barriers do you see that may prevent the company from taking a more strategic approach to HR? Share recommendations to eliminate barriers.
1.C. For the company, identify steps you might take in consulting with the federal government about strategic workforce planning. What factors would you suggest senior managers examine, and what obstacles to implementing change might exist for this company? Also, what are the critical factors to consider in the design of work systems for your chosen company? How does technology play in the design of work systems for this company?
1.D Devise a staffing strategy for the company and submit for peer collaboration. Share, also, how training will be likely change the future of the company?
Textbook: Mello, J.A. (2019). Strategic human resource management (5th ed.). Cengage Learning Inc. ISBN-13: 978-1-337-61999-
References
· Blumberg, M. and Pringle, CD. 1982. The Missing Opportunity in Organizational Research: Some Implications for a Theory of Work Performance. Academy of Management Review, 7(4): 560–569.
· Boudreau, J.W., Hopp, W., McClain, J.O. and Thomas, L.J. 2003. On the Interface Between Operations and Human Resources Management. Manufacturing & Service Operations Management, 5(3): 179–202.
· Boudreau, J.W. and Ramstad, RM. 2006. Talentship and Human Resource Measurement and Analysis: From ROI to Strategic Organizational Change. Human Resource Planning Journal, 29.
· Galbraith, J. 1977. Organization Design, Addison Wesley Publishing Company.
· Lawler, E., Levenson, A., and Boudreau, J. 2004. HR Metrics and Analytics: Use and Impact, Human Resource Planning Journal, 27(4): 27–35.
· Levenson, A. 2005. Harnessing the Power of HR Analytics, Strategic HR Review, 4(3): 28–31.
· Levenson, A. and Faber, T. 2009. Count on Productivity Gains. HR Magazine, June, 68–74.
· Levenson, A., Fenlon, M.J. and Benson, G. 2010. Rethinking Retention Strategies: Work-Life Versus Deferred Compensation in a Total Rewards Strategy. WorldAtWork Journal, Fourth Quarter, 41–52.
· Levenson, A., Lawler, E., and Boudreau, J. 2005. Survey on HR Analytics and HR Transformation: Feedback Report, Center for Effective Organizations, University of Southern California.
· Rothwell, W.J., and Sredl, H.J. 1992. TheASTD Reference Guide to Professional Human Resource Development Roles & Competencies, Second Edition, Volume II, Amherst, MA: HRD Press, Inc.
GradDiscussionRubric.pdf
TCOB Graduate Studies Discussion Rubric
Criteria No Submission
0 points
Novice (Criterion is missing or not
in evidence) 1-13 points
Basic (works towards meeting
expectations; performance needs
improvement) 14-16 points
Proficient (meets expectations;
performance is satisfactory) 17-18 points
Exemplary (exceeds expectations;
performance is outstanding) 19-20 points
Support of Week's Reading
No Student Submission (0 points)
Does not refer to the readings to support postings
(1-13 points)
Alludes to the readings to support postings
(14-16 points)
Refers to examples from the readings to support postings
(17-18 points)
Provides concrete examples from the readings to support postings;
integrates prior readings in postings
(19-20 points)
Observations No Student Submission (0 points)
Does not integrate personal observations or knowledge;
does not present new observations (1-13 points)
Integrates personal observations and
knowledge in a cursory manner; does not
present new observations
(14-16 points)
Integrates personal observations and knowledge in an accurate way; presents
new observations (17-18 points)
Integrates personal observations and knowledge in an accurate and
highly insightful way; presents new observations
(19-20 points)
Response to Classmates
No Student Submission
(0 points)
Responds in a cursory manner to classmates’
postings (1-13 points)
Constructively responds to classmates’ postings
(14-16 points)
Constructively responds to classmates’ postings; offers
insight that encourages other students to think critically
about their own work. (17-18 points)
Constructively responds to classmates’ postings; masterfully connects the material presented in classmates’ postings to their
responses; encourages classmates to think critically about their own
work. (19-20 points)
Organization, Word Choice, and Sentence
Structure
No Student Submission
(0 points)
Posts are disorganized and information is not presented in a logical sequence; word
choice and sentence structure are not suitable
(1-13 points)
Posts are somewhat disorganized, and information is not
presented in a logical sequence; word choice and sentence structure
are not suitable (14-16 points)
Posts are organized, and information is presented in a
logical sequence; word choice and sentence
structure are suitable; there are a few errors; however,
errors do not affect readability.
(17-18 points)
Posts are organized and information is presented in a
logical sequence; word choice and sentence structure are suitable;
no errors in the response. (19-20 points)
References No Student Submission
(0 points)
Includes no sources to support conclusions
(1-13 points)
Includes 1 outside source to support and enrich the discussion;
Includes 2 or more outside sources to support and enrich the discussion;
sources are properly cited in
Includes 2 or more outside sources to support and enrich the discussion; sources are cited using
APA format; style guidelines are
TCOB Graduate Studies Discussion Rubric
sources are not properly cited in APA format
(14-16 points)
APA format and are properly integrated into the discussion
response (17-18 points)
masterfully integrated into the discussion response.
(19-20 points)
HRAWEEK1CAP.docx
Week 1 HRA CAP
Cite two academic/scholarly sources and the Course Text.
Textbook: Mello, J.A. (2019). Strategic human resource management (5th ed.). Cengage Learning Inc. ISBN-13: 978-1-337-61999-
1.A. Select a company, possibly the one you want to research this term.
*How might different HR metrics and analytics be best employed for that company?
*What workplace trends and challenges will this company need to face from your reading?
1.B.
Identify the three major corporate strategies and how they align with the HR challenges associated with the company you have chosen to research this term. In the research topic you have chosen, what main barriers do you see that may prevent the company from taking a more strategic approach to HR? Share recommendations to eliminate barriers.
1.C. For the company, identify steps you might take in consulting with the federal government about strategic workforce planning. What factors would you suggest senior managers examine, and what obstacles to implementing change might exist for this company? Also, what are the critical factors to consider in the design of work systems for your chosen company? How does technology play in the design of work systems for this company?
1.D Devise a staffing strategy for the company and submit for peer collaboration. Share, also, how training will be likely change the future of the company?
Textbook: Mello, J.A. (2019). Strategic human resource management (5th ed.). Cengage Learning Inc. ISBN-13: 978-1-337-61999-
References
· Blumberg, M. and Pringle, CD. 1982. The Missing Opportunity in Organizational Research: Some Implications for a Theory of Work Performance. Academy of Management Review, 7(4): 560–569.
· Boudreau, J.W., Hopp, W., McClain, J.O. and Thomas, L.J. 2003. On the Interface Between Operations and Human Resources Management. Manufacturing & Service Operations Management, 5(3): 179–202.
· Boudreau, J.W. and Ramstad, RM. 2006. Talentship and Human Resource Measurement and Analysis: From ROI to Strategic Organizational Change. Human Resource Planning Journal, 29.
· Galbraith, J. 1977. Organization Design, Addison Wesley Publishing Company.
· Lawler, E., Levenson, A., and Boudreau, J. 2004. HR Metrics and Analytics: Use and Impact, Human Resource Planning Journal, 27(4): 27–35.
· Levenson, A. 2005. Harnessing the Power of HR Analytics, Strategic HR Review, 4(3): 28–31.
· Levenson, A. and Faber, T. 2009. Count on Productivity Gains. HR Magazine, June, 68–74.
· Levenson, A., Fenlon, M.J. and Benson, G. 2010. Rethinking Retention Strategies: Work-Life Versus Deferred Compensation in a Total Rewards Strategy. WorldAtWork Journal, Fourth Quarter, 41–52.
· Levenson, A., Lawler, E., and Boudreau, J. 2005. Survey on HR Analytics and HR Transformation: Feedback Report, Center for Effective Organizations, University of Southern California.
· Rothwell, W.J., and Sredl, H.J. 1992. TheASTD Reference Guide to Professional Human Resource Development Roles & Competencies, Second Edition, Volume II, Amherst, MA: HRD Press, Inc.
GradDiscussionRubric.pdf
TCOB Graduate Studies Discussion Rubric
Criteria No Submission
0 points
Novice (Criterion is missing or not
in evidence) 1-13 points
Basic (works towards meeting
expectations; performance needs
improvement) 14-16 points
Proficient (meets expectations;
performance is satisfactory) 17-18 points
Exemplary (exceeds expectations;
performance is outstanding) 19-20 points
Support of Week's Reading
No Student Submission (0 points)
Does not refer to the readings to support postings
(1-13 points)
Alludes to the readings to support postings
(14-16 points)
Refers to examples from the readings to support postings
(17-18 points)
Provides concrete examples from the readings to support postings;
integrates prior readings in postings
(19-20 points)
Observations No Student Submission (0 points)
Does not integrate personal observations or knowledge;
does not present new observations (1-13 points)
Integrates personal observations and
knowledge in a cursory manner; does not
present new observations
(14-16 points)
Integrates personal observations and knowledge in an accurate way; presents
new observations (17-18 points)
Integrates personal observations and knowledge in an accurate and
highly insightful way; presents new observations
(19-20 points)
Response to Classmates
No Student Submission
(0 points)
Responds in a cursory manner to classmates’
postings (1-13 points)
Constructively responds to classmates’ postings
(14-16 points)
Constructively responds to classmates’ postings; offers
insight that encourages other students to think critically
about their own work. (17-18 points)
Constructively responds to classmates’ postings; masterfully connects the material presented in classmates’ postings to their
responses; encourages classmates to think critically about their own
work. (19-20 points)
Organization, Word Choice, and Sentence
Structure
No Student Submission
(0 points)
Posts are disorganized and information is not presented in a logical sequence; word
choice and sentence structure are not suitable
(1-13 points)
Posts are somewhat disorganized, and information is not
presented in a logical sequence; word choice and sentence structure
are not suitable (14-16 points)
Posts are organized, and information is presented in a
logical sequence; word choice and sentence
structure are suitable; there are a few errors; however,
errors do not affect readability.
(17-18 points)
Posts are organized and information is presented in a
logical sequence; word choice and sentence structure are suitable;
no errors in the response. (19-20 points)
References No Student Submission
(0 points)
Includes no sources to support conclusions
(1-13 points)
Includes 1 outside source to support and enrich the discussion;
Includes 2 or more outside sources to support and enrich the discussion;
sources are properly cited in
Includes 2 or more outside sources to support and enrich the discussion; sources are cited using
APA format; style guidelines are
TCOB Graduate Studies Discussion Rubric
sources are not properly cited in APA format
(14-16 points)
APA format and are properly integrated into the discussion
response (17-18 points)
masterfully integrated into the discussion response.
(19-20 points)
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