Assignment 2 Due By 11:59 PM EST Saturday, February 2 981379

Assignment 2due By 1159 Pm Est Saturday February 20 2021 02202

Please read ALL directions below before starting your assignment. You may find it helpful to print a copy and cross off or highlight as you complete each expectation. Good luck! HRMN300 Assignment 2 – Spring 2021 INSTRUCTIONS: · Please submit your assignment as an attachment in your assignments folder. · Your assignment cannot be accepted via messages or email. · You must submit to the assignment link by the due date stated in the syllabus for credit. A missing assignment will be assigned a 0 . · Respond to all three questions below on a new, blank word processing document (such as MS Word). · Develop each answer to the fullest extent possible, discussing the nuances of each topic and presenting your arguments logically. · In addition, include citations from the class content resources in weeks 1-6 to support your arguments. · Each answer should be robust and developed in-depth. · You are expected to demonstrate critical thinking skills as well as an understanding of the issues identified. Some questions may also require personal reflection and practical application Your responses will be evaluated for content as well as grammar and punctuation. · All writing must be your original work. PLEASE do not copy or quote anything . Sources are just that, a reference. Once you locate the information, read and interpret the data. What does it mean to you? Type your own thoughts and own words. Then, include in-text citations to support your ideas. This is not a research paper. FORMAT: · Include a Cover Page with Name, Date, and Title of Assignment. · Do not include the original question, only the question number. · Each response should be written in complete sentences , double-spaced and spell-checked. Use 12-point Times New Roman font with 1-inch margins on all sides. · Include page numbers according to APA formatting guidelines. · In addition, you will want to include citations in APA format at the end of each answer. Include a minimum of 3 references for each answer. References must be from class materials. Question 1: Training and development are not always mutually exclusive, though they do have a different focus. Though training programs tend to be focused on improving employee performance in a current job, they may also be preparing employees for future assignments/jobs. In your own words, describe and provide at least one example of each of the following: a) the difference between employee development and training programs; b) how training programs can be used to support employee development; c) how training and development support career planning. Question 2: A) Describe how a performance management system is different from an annual performance appraisal. What are some of the negative impacts of poorly conducted performance appraisals? Why is it important to balance positive and constructive feedback? Support your position with specific examples and evidence. B) Discuss your personal experience with performance evaluations. How were your performance goals established? Was it limited to an annual appraisal or was there ongoing feedback? How did these factors influence your performance and motivation? Question 3: A) First, define and then discuss the term “security” with respect to today’s workplace. Then, discuss in detail at least two actions an employer can take to minimize the risk of bullying and at least two actions to reduce workplace violence. B) What are some other security concerns organizations face and how can these risks be mitigated? Discuss at least three risk mitigation strategies. Name: ______________________________ The Historian’s Portfolio #1 Skills: Close Reading, Citation, and Content Two Sisters and Acoma Origins (Dubois, p.8) Read this source out loud (or have someone read it to you) and stop any time something seems interesting or confusing. Every time you stop, write something down. Underline, circle, make notes, add questions – anything that will help you to better understand the source when you want to come back and use it again. This is called annotation and you should plan to annotate every source you read for our class. According to the Acoma Pueblo Indians’ origin story, the first women in the world were two sisters, born underneath the ground and sent above by Tsichtinako (Thought Woman). She first taught them to plant corn, tend and harvest it, grind it for food, and use fire to cook it. What follows is an excerpt from one such story told in 1928 by residents of the Acoma and Santa Ana pueblos to anthropologist Matthew W. Stirling. Native peoples’ oral traditions recorded by ethnographers, have become the source of much knowledge of Native history. Tsichtinako spoke to them, “Now is the time you are to go out. You are able to take your baskets with you. In them you will find pollen and sacred corn meal. When you reach the top, you will wait for the sun to come up and that direction will be called ha’nami (east.) With the pollen and the sacred corn meal you will pray to the Sun. You will thank the Sun for bringing you to the light, ask for a long life and happiness, and for success in the purpose for which you were created.” Tsichtinako then taught them the prayers and the creation song, which they were to sing…. They now prayed to the Sun as they had been taught by Tsichtinako, and sang the creation song. Their eyes hurt for they were not accustomed to the strong light. For the first time they asked Tsichtinako why they were on earth and why they were created. Tsichtinako replied, “I did not make you. Your father, Uchtsiti made you, and it is he who has make the world, the sun which you have seen, the sky, and many other things which you will see. But Uchtsiti says the world is not yet completed, no yet satisfactory, as he wants it. This is the reason he has made you. You will rule and bring to life the rest of the things he has given you in the baskets.” … Tsichtinako next said to them, “Now that you have your names, you will pray with your names and your clan names so that the Sun will know you and recognize you.” Tsichtinako asked Nautsiti which clan she wished to belong to. Nautsiti answered, “I wish to see the sun, that is the clan I will be.” The spirit told Nautsiti to ask Iatiku what clan she wanted. Iatiku thought for a long time, but finally she noticed that she had the seed from which the sacred meal was made in her basket and no other kinds of seeds. She thought, “With this name I shall be very proud, for it has been chosen for nourishment and it is sacred.” So she said, “I will be Corn clan.” … When they had completed their prayers to the sun, Tsichtinako said to them, “You have done everything well and now you are both to take up your baskets and you must look to the north, west, south, and east, for you are now to pray to the Earth to accept the things in the basket and to give them life. First you must pray to the north, at the same time lift up your baskets in that direction. You will then do the same to the west, then to the south and east.” They did as they were told and did it well. And Tsichtinako said to them, “From now on you will rule in every direction, north, west, south, and east.” … Citation: Who created this source? When? Content: Content refers to the main ideas of the source. What was the overall point of this origin story? What are the advantages and disadvantages of oral traditions recorded by outsiders as a source of historical knowledge? What does this reveal about gender norms among the Acoma? RECOMMENDED READINGS TO USE AS REFERENCES: · Compa (2014) Collective Bargaining in the United States · Bureau of Labor Statistics (2020). Union M embers Summary Retrieved from: · Silverman (nd). “How Labor Unions Work” (HTML) Retrieved from: (7 page article on labor unions) · The U.S. Equal Employment Opportunity Commission’s “Overview of the U. S. Equal Employment Opportunity Commission” (HTML) Retrieved from: (U.S. EEOC government Web site) · The U.S. Equal Employment Opportunity Commission’s “Laws Enforced by the EEOC” (HTML) Retrieved from: (EEOC Web site) · The U.S. Equal Employment Opportunity Commission’s “Types of Discrimination” (HTML) Retrieved from (EEOC Web site) · View this YouTube on the History of Unions History of Unions · Lumen Learning (nd). Understanding Communication Retrieved from · Lumen Learning (nd). Work Behaviors Retrieved from · Wilkie (2020). Today's Young Worker is Stressed Out and Anxious · Folz (2018). What to say when Investigating Sexual Harassment Claims · Wilkie (2020). Just Because Your Workers Feel Loyal Doesn't Mean They'll Stay · Wilkie (2018). Top 10 Ways People Get Revenge at Work · Heathfield (2020) Progressive Discipline in the Workplace · Heathfield (2020) How to Deal with a Bully at Work · Heathfield (2019) Workplace Conflict Resolution · Liraz (nd) BizMove Business Guides: “Employee Training and Development” (HTML) Retrieved from: (General discussion about training and development) · Heathfield (2019) “4 Ways to Make Training and Development Pay Off” (HTML) (General article on how to make training work) · Springer (2011) Academic Earth: “Protecting Human Capital” (YouTube) Retrieved from (Short video regarding making best use of employees) · The Importance of KSAs (Knowledge, Skills, and Abilities) (2009). Retrieved from · Juneja (nd). Career Development Overview · Juneja (nd). Benefits of a Career Development System · Heathfield (2019). Steps to Create a Career Development Plan · Heathfield (2019). 5 Tips to Improve your Career Development · Heathfield (2019). Lateral Move Provides a Career Path for an Employee · Lucas (2019). 10 Things HR Departments Do to Help Their Employees Succeed · Lucas (2019). How to Provide Constructive Feedback to Develop Employee Skills · Gendron (2016). Employee Career Development is Good Business · Gomez (2014). How Career Development Programs Support Employee Retention · Kokemuller (nd). Distinction between Employee Development and Career Development · Ferrazzi (2015). 7 Ways to Improve Employee Development Programs · Conway (nd). Managers Guide to Creating an Employee Career Development Plan

Paper For Above instruction

In the realm of human resources, training and development are fundamental concepts that, while interconnected, serve distinct purposes in fostering employee growth. Training typically concentrates on enhancing an employee’s current job performance through specific skill acquisition. For example, a customer service representative might undergo training on new complaint resolution software to perform their daily tasks more effectively. Conversely, development pertains to broader skill enhancement aimed at preparing employees for future roles or responsibilities. An employee participating in leadership development programs, such as workshops on strategic planning, exemplifies developmental activities designed to foster long-term career growth (Liraz, n.d.).

Training programs can support employee development by providing targeted skill enhancement that aligns with long-term career goals. For instance, a technical employee might receive advanced certification training in a new programming language, which not only improves immediate job performance but also equips them for future complex projects or roles such as team lead or project manager. Moreover, integrating cross-training initiatives allows employees to broaden their skill set, fostering adaptability and future mobility within the organization (Heathfield, 2019). Such initiatives serve as a bridge between current competence and future potential, ensuring employees are prepared for evolving job demands.

Both training and development initiatives play crucial roles in career planning. They enable organizations to align individual aspirations with organizational needs by systematically enhancing employees' skills and competencies. Consistent training and development opportunities signal organizational investment in employees’ futures, encouraging engagement and retention. For example, when a company offers structured career development programs, such as mentorships or tuition reimbursement, employees are motivated to set and pursue specific career paths within the organization (Juneja, n.d.). This alignment helps employees visualize their growth trajectories and motivates continuous learning, which ultimately benefits both the individual and the organization.

In conclusion, understanding the nuanced distinction and interrelation between training and development enriches organizational HR strategies. Tailored training supports immediate performance while developmental activities foster long-term growth. When effectively integrated, these initiatives underpin strategic career planning, ensuring that organizations nurture a skilled, adaptable, and motivated workforce poised to meet future challenges and capitalize on emerging opportunities (Ferrazzi, 2015).

References

  • Gendron, M. (2016). Employee Career Development is Good Business. HR Magazine. https://www.shrm.org/
  • Heathfield, S. M. (2019). Steps to Create a Career Development Plan. The Balance Careers. https://www.thebalancemoney.com/
  • Heathfield, S. M. (2019). 4 Ways to Make Training and Development Pay Off. The Balance Careers. https://www.thebalancemoney.com/
  • Juneja, S. (n.d.). Career Development Overview. CIPD. https://www.cipd.co.uk/
  • Liraz, A. (n.d.). Employee Training and Development. BizMove Business Guides. https://bizmove.com/
  • Ferrazzi, K. (2015). The Art of Employee Development. Harvard Business Review. https://hbr.org/
  • Heathfield, S. M. (2020). Progressive Discipline in the Workplace. The Balance Careers. https://www.thebalancemoney.com/
  • Lucas, R. (2019). How to Provide Constructive Feedback to Develop Employee Skills. SHRM. https://www.shrm.org/
  • Juneja, S. (n.d.). Benefits of a Career Development System. CIPD. https://www.cipd.co.uk/
  • Gomez, M. (2014). How Career Development Programs Support Employee Retention. HR Dive. https://www.hrdive.com/

Related Assignments