Cousins Jeri Lynn DeBose, Tish Hoover, and Josephine (Joey) Parks looked forward to meeting up during the Christmas holidays to compare notes on the results of midyear teacher evaluations. All were public school teachers in districts scattered over the state. In the pressured search for new levels of teacher accountability demanded by legislators, the state department of education joined 16 other States in implementing a new teacher evaluation system. The goal is to hold teachers account-able for student learning progress in the classroom. Under the guidance of the National Council for Teacher Quality, criteria varies by State, but in most cases, 40 percent of each teacher's accountability score would be based on the principal's evaluation and ranking based on personal observation, 30 percent would be based on personal observation by a master teacher from outside the district, and the Other 30 percent would be based on student test score gains. The state department of education would set a performance goal each school district, and the principal would set a performance goal for each teacher. In preparation, the State conducted intensive training sessions for principals and designated master teachers who would conduct the evaluations based on four class observations per teacher. Officials used standardized achievement tests to derive value-added scores that measure student learning over the year. Teacher ratings were I —5, with I am being the lowest and 5 representing near perfection. The publication of the first year's evaluations stirred interest and controversy, particularly among teachers who worried about the possible long-term effects on job retention and tenure. Now, with the first-year evaluations in hand, the three cousins pored over their experiences. The three represented different types of school systems within the state. Jeri Lynn worked for a metropolitan system in the state capital. The system included many low-income students whose first language was nor English, and several schools within the system were teetering on the brink of State takeover if improvement in student scores didn't materialize this school year. Tish worked in a county System dominated by upper-income residents, and Joey taught in the rural community in which all three grew up. The rural community had high unemployment , and a low percentage of graduates went on to college. As a result, the cousins came to the table with differing teaching experiences. "The numbers are all over the place," Jeri Lynn remarked as she studied the pages. "The whole system is flawed, and they need to make changes," Joey said. " It's too subjective. The principal and master teacher observations are subjective because there are personal factors that affect a true outcome." "Yeah, look at the numbers from your upper-income district," Jeri Lynn said to Tish. "How can 60 percent of the teachers score 5s?" Tish chuckled. "Yeah, lucky us. Our schools are overflowing with children from wealthy families. These are the kids who will apply to Ivy League schools. I can tell you that the principals are going to avoid confrontation on all fronts. No principal is going to give any indication that their students are receiving an education that's less than perfect, and that means cramming the rankings with 5s. They claim a higher level of motivation for students, and thus the selection of an elite team of educators. So with those pressures, I don't think we get personal feedback that IS accurate." "At the other end of the spectrum, we have my rural district," Joey said. "The big problem is that the principals know everyone and have longstanding relationships with everyone in the county, so I think scores are based on personal history. We could almost predict who would get high or low scores before the observations. For principals, it can go back as far as his daddy and my daddy hated each other in high school, and now I get to evaluate his daughter "I think that in many cases, principals feel pressure to align scores with state expectations. The stare expected my district to have high scores and expected rural schools such as yours to be lower," Tish said. "But isn't that partially offset by lower goals for the rural school distracts responded Joey. "The key to the accountability system is the principal in each school," Jeri Lynn suggested. "With several of the schools in Metro teetering on the edge of state takeover by the end of the year, we had lots of strict principals who wanted to hold our feet to the fire with lower scores." "l thought the whole idea was to provide the teachers With feedback so that we would know the areas where we need improvement," Tish said. "The principals were supposed to conduct two observations in the fall and two more in the spring," Jeri Lynn said. think that's asking too much of them when they already have so much on their plates. I think a lot of them are skimping on their visits. know I only had one observation last semester, and I'm sure Mr. Talley just faked the second set of numbers. The master teachers make only two observations a year, which may be more objective but counts for less." "I'm wondering, too, how a principal measure performance in a course area outside his area of expertise, such as math," Joey said. "If the guy has a phobia about math, anything the teacher says or does is going to 100k brilliant—thus a 5." Tish and Jeri Lynn looked at each other and laughed. Maybe we picked the wrong subjects," Tish said. "My question is one of perception," Jeri Lynn said. "A large percentage of my students are ELL. That affects their scores. How do you measure a 3 in my situation against a 5 for Tish? At the end of the school year, little Carlos is thrilled that his reading in English has improved, but there's no Big Bang here. a slow steady improvement that may not actually show up in big strides for a couple of years: "So, the question is how do they create a system that is fair?" Tish asked. "And accurate," added Jeri Lynn. What do you see as the major strengths and flaws in the feedback control system used in the schools in this scenario? What changes do you recommend to overcome the flaws?

Cousins Jeri Lynn De Bose, Tish Hoover, and Josephine (Joey) Parks looked forward to meeting up during the Christmas holidays to compare notes on the results of midyear teacher evaluations. All were public school teachers in districts scattered over the state. In the pressured search for new levels of teacher accountability demanded by legislators, the state department of education joined 16 other States in implementing a new teacher evaluation system. The goal is to hold teachers account-able for student learning progress in the classroom. Under the guidance of the National Council for Teacher Quality, criteria varies by State, but in most cases, 40 percent of each teacher's accountability score would be based on the principal's evaluation and ranking based on personal observation, 30 percent would be based on personal observation by a master teacher from outside the district, and the Other 30 percent would be based on student test score gains. The state department of education would set a performance goal each school district, and the principal would set a performance goal for each teacher. In preparation, the State conducted intensive training sessions for principals and designated master teachers who would conduct the evaluations based on four class observations per teacher Officials used standardized achievement tests to derive value-added scores that measure student learning over the year. Teacher ratings were 1-5, with I am being the lowest and 5 representing near perfection. The publication of the first year's evaluations stirred interest and controversy, particularly among teachers who worried about the possible long-term effects on job retention and tenure. Now, with the first-year evaluations in hand, the three cousins pored over their experiences. The three represented different types of school systems within the state. Jeri Lynn worked for a metropolitan system in the state capital. The system included many low-income students whose first language was nor English, and several schools within the system were teetering on the brink of State takeover if improvement in student scores didn't materialize this school year. Tish worked in a county System dominated by upper-income residents, and Joey taught in the rural community in which all three grew up. The rural community had high unemployment, and a low percentage of graduates went on to college. As a result, the cousins came to the table with differing teaching experiences. "The numbers are all over the place," Jeri Lynn remarked as she studied the pages. "The whole system is flawed, and they need to make changes," Joey said. "It's too subjective. The principal and master teacher observations are subjective because there are personal factors that affect a true outcome." "Yeah, look at the numbers from your upper-income district," Jeri Lynn said to Tish. "How can 60 percent of the teachers score 5s?' Tish chuckled. "Yeah, lucky us. Our schools are overflowing with children from wealthy families. These are the kids who will apply to Ivy League schools. I can tell you that the principals are going to avoid confrontation on all fronts. No principal is going to give any indication that their students are receiving an education that's less than perfect, and that means cramming the rankings with 5s. They claim a higher level of motivation for students, and thus the selection of an elite team of educators. So with those pressures, I don't think we get personal feedback that is accurate." "At the other end of the spectrum, we have my rural district," Joey said. "The big problem is that the principals know everyone and have longstanding relationships with everyone in the county, so I think scores are based on personal history. We could almost predict who would get high or low scores before the observations. For principals, it can go back as far as 'his daddy and my daddy hated each other in high school, and now I get to evaluate his daughter "I think that in many cases, principals feel pressure to align scores with state expectations. The stare expected my district to have high scores and expected rural schools such as yours to be lower," Tish said. "But isn't that partially offset by lower goals for the rural school distracts responded Joey. "The key to the accountability system is the principal in each school," Jeri Lynn suggested. "With several of the schools in Metro teetering on the edge of state takeover by the end of the year, we had lots of strict principals who wanted to hold our feet to the fire with lower scores." "I thought the whole idea was to provide the teachers With feedback so that we would know the areas where we need improvement," Tish said. "The principals were supposed to conduct two observations in the fall and two more in the spring," Jeri Lynn said. think that's asking too much of them when they already have so much on their plates. I think a lot of them are skimping on their visits. know I only had one observation last semester, and I'm sure Mr. Talley just faked the second set of numbers. The master teachers make only two observations a year, which may be more objective but counts for less." "I'm wondering, too, how a principal measure performance in a course area outside his area of expertise, such as math," Joey said. "If the guy has a phobia about math, anything the teacher says or does is going to 100k brilliant-thus a 5." Tish and Jeri Lynn looked at each other and laughed. "Maybe we picked the wrong subjects," Tish said. "My question is one of perception," Jeri Lynn said. "A large percentage of my students are ELL. That affects their scores. How do you measure a 3 in my situation against a 5 for Tish? At the end of the school year, little Carlos is thrilled that his reading in English has improved, but there`s no Big Bang here. a slow steady improvement that may not actually show up in big strides for a couple of years: "So, the question is how do they create a system that is fair?" Tish asked. "And accurate," added Jeri Lynn. How might the state control the accuracy of principals who are conducting teacher evaluations? Explain.

The following question is related to compensation management please justify your answer using compensation management theories and examples. Monty Python, the CEO of LeSTA resigned in 2016 after an internal investigation revealed that he had backdated his own stock options. The company’s internal investigation indicated that the CEO conspired with the LeSTA’s Finance Officer to alter the dates of his stock option grants between 2007 and 2015. As a result of the backdating, the company needed to restate more than three years of financial results and as a consequence, incurred an additional compensation expense of more than $41 million. Despite the scandal and ongoing investigation at the time of his departure, the terms of the CEO’s employment agreement provided him with the ability to collect as much as $175 million in severance, pension and stock. Because of the backdated options scandal, the company (LeSTA) adopted a new policy, which required all stock option grants and the terms of…

Implement an Employee Performance Program You have been hired as the new General Manager (GM) of a casual dining property, such as Bone Fish Grill, Red Lobster or Olive Garden. Your Direct Report (boss/District Manager) has told you to implement the corporate Employee Performance Evaluation program. Apparently, your predecessor did not have the program in place. You have about 40 – 50 staff on the property, including a team of managers – Chef, FOH manager, and shift supervisors. The corporation uses a Graphic Rating Scale and expects managers to evaluate staff every year. Questions: 1.Introduction: As the new GM, do you think implementing an employee performance evaluation system is a good idea? Why or why not? What is the purpose of Performance Appraisals? 2.Steps: What steps do you need to take to implement this system? How long will it take? 3.Methods (types) of Review Forms: What is a Graphic Rating Scale? Will you use Self-Evaluations, Peer Evaluations, 180 Staff evaluations of…

Which of the following statements best describes the state of training evaluation in Canada according to the Conference Board of Canada?Select an answer and submit. For keyboard navigation, use the up/down arrow keys to select an answer. aMore than 90 percent of Canadian companies assessed training in some fashion in 2016–17. bThe level of sophistication of training evaluation methods has decreased over the last few years. cStarting in 2008 and thereafter the proportion of organizations conducting evaluations dropped to half or less. dThe most common methods of training evaluations are results and behaviour focused.

Which performance method would you say you like the most and the one that you like the least? Please share why you chose these two. For the most effective, how it is effective in doing the following: providing fair and reliable ways of differentiating employees; targeting and rewarding those who most deserve it; setting forth a fair and cost-effective plan for compensation; and motivating and ensuring the performance of employees. For the least effective, how it interferes with the above four items.

When Avondale Industries was started in 1958, it employed 40 people. As more people were hired and the company grew, leadership provided a formal one-day orientation for new employees to help them navigate paperwork and review key procedures and policies. In 2005, the training and development office recognized that the orientation process was not sufficient because 70 percent of new employees complained they did not know enough about their jobs at a month after their hire date. The office developed a more extensive onboarding process that included in-depth coaching and mentoring from an experienced employee, quick job rotations, and an initial performance review at the two-week mark. Why was this change an important step for the company? The improved onboarding process helps employees form a more favorable initial impression of the company. The onboarding process allows an employee to determine if the company is the right fit for them. The onboarding process gives…

develop a compensation package for 4 new job positions in the organization: Social media manager, Data analyst, Customer success manager and Cybersecurity specialist 1. In designing the Compensation Package 2. Justify the need for the chosen job positions 3. Justify the theories, policies, and procedures used and recommendations suggested

The manager of the Marketing Department in Hilton Group noted that in recent years, absenteeism has been steadily increasing, as has staff turnover. There have been instances of dysfunctional behavior such as the unauthorized sale of customer lists. Marketing Department employees who are directly involved with promotion campaigns are offered bonuses on the basis of the sales that are generated from their specific campaigns. This scheme has not been well-received by staff, since they feel that the sales generated from marketing campaigns are not a true measure of the value of the campaigns. They argue that the sales are dependent on many other factors outside the control of the Marketing Department and typically, bonuses payments are rarely paid to the Marketing employees. They feel that this is unfair, since many of the other departments receive regular bonuses. Marketing Department employees are also not satisfied with the opportunities for training and advancement, compared to other…

3. Bibi is the manager of Arts beauty salon. One day it was suggested to her by the supervisor that she should implement a performance appraisal in the business. In Order to do so she started to do some research, but she needs more information. You are therefore required to provide Bibi with the Following information. Create a sample form for her to use.

Consider yourself as a Human Resource manager for Company X-Factor. You are going to have an interview with four candidates for a position as Sales Representatives. Explain any FOUR (4) ways to avoid biasness during the interview session. Provide example to strengthen your answer.

what is the purpose of job evaluations? Discuss the similarities and differences between job evaluation conducted for managerial positions and lower-level positions at a firm?

The primary focus of this assessment is for you to conduct research on a contemporary OBM issue. Drawing from academic research and real-life professional application, you will need to present the findings in a one-page infographic. The focus of your research, “Use of Artificial Intelligence and its Implications of Ethics in the Workplace.” What you need to do: Compile and analyse your findings from at least 3 high quality academic reference i.e., peerreviewed journal article at five or less years. Respond to the research topic and present the topic in the form of an infographic, including the following aspects: Introduction to the topic Provide a concise summary of the topic. Main themes of your analysis and findings Identify relevant themes that address the assignment topic. What is your analysis on the topic? Demonstrate the link between the topic and underpinning OBM knowledge to develop this section. Application How do the analysis and findings matter to you as a…

Solution Summary: The author explains the main flaw and strength of the feedback control system in schools and the changes required to overcome it.

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