week 3

Talent Management Plan – Developing Talented Employees

Performance management is the process of assessing employee performance and delivering targeted feedback for improvement. Performance appraisals are conducted periodically to measure employee performance against specific criteria, often based on KSAs and individual, department, and organizational goals. In the context of talent management, performance appraisals can be used to identify top-performing employees and high-potential employees who could be developed to fill upper-level roles in the organization. For instance, some organizations use performance appraisals to identify the top 5% or 10% of performers in a given job position and “groom” those employees for advanced positions. However, high performance in one job does not necessarily translate to high performance in a different job; therefore, many organizations will use a combination of performance appraisals and recommendations from supervisors to identify employees who may be successful in a different job.

For this Assignment, you will continue to work towards completing your Talent Management Plan that is due by Day 7 of Week 4. Last week, you considered how you might apply what you have learned about job analysis, KSAs, and assessment to the selection and identification of talented candidates. This week you will apply what you have learned about needs analysis and training to the development of talented employees. You will also consider how a new topic, performance management, can also be used to develop talented employees.

To Prepare for this Assignment:

· Read Chapter 7 in the Aamodt textbook,  Industrial/Organizational Psychology: An Applied Approach. Review the process for evaluating employee performance.

· Review Chapter 23, focusing on pages 527-528, in  The SAGE Handbook and the article, “Talent Management: Conceptual Approaches and Practical Challenges.” Pay particular attention to considerations related to the development and performance management of talented employees.

· Read Chapter 3, focusing on pages 56-57, in  The SAGE Handbook. Consider how you might incorporate the performance dimensions, Creative and Innovative Performance (CIP) and Counterproductive Work Behaviors (CWB), into a performance appraisal for your Talent Management Plan. Also consider how cognitive ability and personality (e.g., conscientiousness) are related to these dimensions and may help you identify high-potential employees.

· Revisit the information presented about Webuttik in this week’s media. This time, examine the strengths and limitations of the organization’s current approaches to the development and performance management of employees.

· Think about how you might apply what you have learned about needs analysis, training design, and performance management to help the Webuttik organization identify and address gaps in performance and identify top performers who could fill managerial positions.

Resources

Required Readings

Needs Analysis and Training

· Campbell, J., Kuncel, N., & Kostal, J. (2018). Training and learning in work roles. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),  The SAGE handbook of industrial, work, and organizational psychology Links to an external site.  (2nd ed., Vol. 1, pp. 533-610). London, UK: SAGE Publications, Ltd.

· Note: Chapter 19, Focus on pages 539-549

· Time Estimate: 60 minutes

· Bell, B., & Moore, O. (2018). Learning, training and development in organizations: emerging trends, recent advances, and future directions. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),  The handbook of industrial, work, and organizational psychology Links to an external site.  (2nd ed., Vol. 2, pp. 215-233). London, UK: SAGE Publications, Ltd.

· Note: Chapter 10, Focus on pages 215-218

· Time Estimate: 30 minutes

· Noe, R. A., Clarke, A. D., & Klein, H. J. (2014). Learning in the twenty-first-century workplace.  Annual Review of Organizational Psychology and Organizational BehaviorLinks to an external site. , 1(1), 245–275

· Time Estimate: 60 minutes

Talent Management and Performance Appraisal

· Aamodt, M. (2016).  Industrial/organizational psychology: An applied approach (8th ed.). Boston, MA: Cengage Learning.

· Chapter 7, “Evaluating Employee Performance” (pp. 233–267 only)

· Time Estimate: 65 minutes

· Harari, M., & Viswesvaran, C. (2018). Individual job performance. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.), The SAGE  handbook of industrial, work, and organizational psychologyLinks to an external site.  (2nd ed., Vol. 1, pp. 55-72). London, UK: SAGE Publications, Ltd.

· Note: Chapter 3, Focus on pages 56-57

· Time Estimate: 20 minutes

· Meyers, M., & Paauwe, J. (2018). Talent management. In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.),  The SAGE handbook of industrial, work, and organizational psychology Links to an external site.  (2nd ed., Vol. 3, pp. 517-544). London, UK: SAGE Publications, Ltd.

· Note: You were first introduced to this  Chapter 23 reading in Week 2. Review again for this week. Focus on pages 527-528.

· Time Estimate: 15 minutes

Required Media

Walden University, LLC. (2019).  Talent management plan: WebbutikLinks to an external site.  [CDN media file]. Walden University Blackboard. https://waldenu.instructure.com

INSTRUCTIONS: Submit a 2–3-page paper that addresses the following questions. Your paper should follow APA style, be double-spaced with one-inch margins, and include a title page and reference list.

· Describe one approach for conducting a needs analysis and the degree to which the approach might be useful to consider when developing a Talent Management Plan for Webuttik.

· Describe one approach or model for conducting training and development of employees, and explain the degree to which the approach or model might be useful to consider when developing a Talent Management Plan for Webuttik.

· Describe one approach or model for performance management and the degree to which the approach or model might be useful to consider when developing a Talent Management Plan for Webuttik.

Note:  You will use this Assignment, as well as feedback you receive from your Instructor, to complete a Talent Management Plan due by  Day 7 of Week 4.

Foundations: Week three. Discussion One. Discovering Key Concepts in Scholarly Writing

Discovering Key Concepts in Scholarly Writing

Learning Resources

This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of this week's assigned Learning Resources.

Required Resources

Readings

· Walden University. (2015h).  Online Writing CenterLinks to an external site. . Retrieved from  http://academicguides.waldenu.edu/writingcenter/homeLinks to an external site. This web page provides information about the resources available to you through the Writing Center.

 

· Walden University Student Affairs. (n.d.-b).  Academic integrity: SafeAssign & TurnitinLinks to an external site. . Retrieved from https://academicguides.waldenu.edu/studentaffairs/academicintegrity/safe-assign-turn-it-in

 

· Walden University Writing Center. (n.d.-c).  Using evidence: Effective paraphrasing strategiesLinks to an external site. . Retrieved from https://academicguides.waldenu.edu/writingcenter/evidence/paraphrase/effective#s-lg-box-2832443

 

· Walden University Writing Center. (n.d.-d).  Using evidence: Paraphrase Links to an external site. . https://academicguides.waldenu.edu/writingcenter/evidence/paraphrase

 

· Document:  Study Notes: Introduction to Scholarly Writing: Finding a Scholarly Voice (PDF) Download Study Notes: Introduction to Scholarly Writing: Finding a Scholarly Voice (PDF) These Study Notes will help reinforce the information presented in the media and enrich your understanding of how to find your scholarly voice.

· Document:  Study Notes: Introduction to Scholarly Writing: Purpose, Audience, and Evidence (PDF) Download Study Notes: Introduction to Scholarly Writing: Purpose, Audience, and Evidence (PDF) Purpose, audience, and evidence are three important topics a scholar-practitioner needs to keep in mind when writing. These Study Notes will help to reinforce the information presented in the media and enrich your understanding of scholarly writing.

Articles for Discussion

· Gallant, F., Thibault, V., Hebert, J., Gunnell, K. E., & Bélanger, M. (2020).  One size does not fit all: Identifying clusters of physical activity, screen time, and sleep behaviour co-development from childhood to adolescenceLinks to an external site. .  The International Journal of Behavioral Nutrition and Physical Activity, 17(58). https://doi.org/10.1186/s12966-020-00964-1 

· Stein, R., & Albritton, K. (2022).  Early childhood-focused training in school psychologyLinks to an external site. .  Training and Education in Professional Psychology,  16(1), 36–43. https://doi.org/10.1037/tep0000350

· Valsiner, J. (2019).  Culture & psychology: 25 constructive yearsLinks to an external site. .  Culture & Psychology, 25(4), 429–469. https://doi.org/10.1177/1354067X198723

Required Media

· Walden University, LLC. (Producer). (2012a).  Introduction to scholarly writing: Purpose, audience, and evidence Links to an external site.  [Video file]. Retrieved from  https://waldenu.instructure.com/

Media Transcript: We all have experience writing emails to family or friends worth memos, perhaps even a fictional short story or sprint. As different as they may seem. All of these share something in common. They're written with a purpose and audience in mind. Scholarly writing is written with a purpose and audience in mind as well. But there is one great distinction. Scholarly writing must include evidence. Scholarly writing is material written for a specific purpose to specific audience. It's based on evidence, not assumptions or opinions. It's objective in tone, and the writing is clear, concise, and mechanically correct. Scholarly writing is a way to demonstrate to your academic audience what you've learned about a topic. At Walden University, your audience is comprised of informed readers with high expectations, eager to provide you with tools and feedback to help you learn. They are your faculty, staff and classmates, and all are members of the larger scholarly community. They are critical readers who expect writers to be objective with the words they use and the ideas they present. A challenge new students encounter is the ability to examine evidence objectively without making assumptions. Look at this example. What can we say about this image from an objective, evidence-based perspective? It's day time. The man is wearing a suit. The wedding ring suggests the woman is married. She looks approximately 30 years old. They're both looking at a computer screen. Now use your imagination. Can you make assumptions about the relationship between these two people are what they might be doing. Perhaps he's her boss and he's in charge, or he's teaching or something, or perhaps their colleagues. Now in this next image, does it seem that the woman could be his boss? Clearly, we need to know much more to accurately state what's happening in these photos. We need evidence. This is the important taskof scholarly writing. Not to take anything for granted or to make assumptions, but to use evidence. It's not always easy. It's natural that bring experience and frame of reference to everything we do. But successful scholarly writing requires researching and presenting information objective lead to an academic audience. And the purpose of scholarly writing is to uncover and present evidence that will reveal a truth. So opinion doesn't have a place in scholarly writing. But what about extensive personal experience? Does that count toward producing evidence-based writing? Look at these statements. Experience can inform your viewpoint and fuel your passion toward a subject. But you must remember that experience can also filter your perspective. So even with years of professional experience, it's important as a scholar practitioner to remain unbiased and even to question your own assumptions. Use only evidence-based research and dialogue with other scholars to uncover the objective truth of your topic. Finally, scholarly writing requires practice. Remember to keep your academic audience in mind. Stay focused on the purpose of your writing and always use evidence-based research. Remember to utilize your Walden faculty and Writing Center staff as well. They are here to help you. Good luck in your degree program.

Note: The approximate length of this media is 4 minutes. Learning to be a scholarly writer will enhance your writing skills and increase your ability to succeed as an online learner as well as in your professional life. This media will introduce you to the key concepts of scholarly writing. Walden University Writing Center. (2020a).  Paraphrasing sources: Paraphrasing strategies video Links to an external site.  [Video file]. Retrieved from https://academicguides.waldenu.edu/writingcenter/evidence/paraphrase/effective#s-lg-box-10514308 Note: The approximate length of this media is 3 minutes.

INSTRUCTIONS: Post a description of the four key concepts (purpose, audience, presence of bias, and quality of evidence) of scholarly writing as they relate to the article you chose. Further explain why you believe these concepts are important to writing and communication in the field of psychology. Include at least one example to illustrate one of the concepts.