Description
The?objective?of?this?assessment?is?to?demonstrate?your?understanding?of?how?the?human?resource?function
interacts?with?other?functions?in?the?organization.
The?first?part?of?the?assignment?is?to?create?an?agenda?for?New?Employee?Orientation?at?Southwood?School.?The
orientation?should?last?one?full?day.?The?new?employee?will?meet?with?representatives?from:?HR,?Finance,
Information?Technology?and?the?school?administrator.?Present?the?Agenda?as?a?nice?handout?that?you?want?to
distribute?to?the?new?employees?and?employees?who?will?be?taking?part?in?the?orientation.?Set?up?a?schedule,
time,?and?location?time?for?each?meeting.?You?might?want?to?build?in?breaks?or?lunch.?Give?each?meeting?a
subject?title?and?short?description.?It?is?recommended?that?a?Table?be?used.
The?second?part?of?the?assignment?is?for?you?to?provide?a?description?of?each?meeting?and,?in?detail,?explain?the
pertinent?information?the?new?employee?will?learn?from?each?representative?of?his/her?department.?In?this?section
of?the?paper?references?should?be?used?to?support?your?description/explanation?as?to?what?makes?each?meeting
important?for?a?new?employee?and?to?the?school.?
Use?a?minimum?of?3?to?4?scholarly?sources?to?support?your?rationale?using?APA?format.?This?paper?should?be?a
minimum?of?3?to?5?pages.
Cover?Page?with?Name,?Date,?and?Title?of?Assignment
Use?headings?to?separate?the?sections?of?the?report
Page?numbers
Double?spacing
Times?New?Roman,?size?12
In?text?citations?to?sources?in?APA?style
Reference?page?using?APA?style
References?not?older?than?3?years?old

HR Case Evaluation

HR Case Evaluation
Introduction
Southwood School often undertakes interviews to hire teachers and non-teaching staff who not only perform duties assigned but also capable of upholding the integrity and reputation of the school. This is evident on assessing and evaluating the entire recruitment process that seems centered at defending the rich history of the school. This is best understood by deriving the general understanding of the professional framework used to design the questions at all levels of the process. However, by using interview questions as the main tool for selection, the interviewers seem to expect definite responses from the interviewees and not a general reflection of the interviewees? opinion on the topics of interest. This assessment study exposes the intension and motivational factor behind Southwood School by critically analyzing its interview questions as the main recruitment tool.
Assessment of Interview Questions
All the questions asked by the interviewing panels are deterministic and extract certain information about interviewees and the institution. The panel of the Principal and Members of the School Management Team has tailored these set of questions to meet their expectations and that of the school. This is the first team that interviewed the applicants based concerning the entire school setup and the teaching profession. These questions are of great importance since they shape the future of the institution. They test the relevance of the applicant to the position applied for and their career background. However, every institution frames these questions differently to meet their individualized objectives. Taking, for instance, the first question, ?Why did you apply for this position?? is a foundational question that tends to confirm the applicant?s interest in the position applied for (Leviton et al., 2015). It responds to the uniqueness in output that the applicant thinks he/she can add to the institution and upon which positive changes can be realized. This question?s structure is common and only creates repetition of the very things the applicant made in their application letters. To some extent, it may sound irrelevant in time-bound interviews since the reasons for the interviewee applying for the job is automatically answered by the purpose of the institution advertising the job. Some interviewees would mention the reasons given by the institution for advertising the job as the reason for apply, which is sensible. Nonetheless, as an introductory question, the question cannot be omitted from the first questions to be asked but it should be framed differently to let the interviewees be creative and give explicit explanation of their reason for applying. In my opinion, it should be framed as, ?Why do you think this institution needs you?? This makes the question broader hence giving more from the interviewees in terms of response. Therefore, the first question asked by the panel should be changed.
Other questions asked by the management team include ?What do you know about this school??, ?Why did you decide to pursue a career in teaching??, ?How do you think you can contribute to the school development plan??, ?What are your strengths and weaknesses??, and ?How do you think your present colleagues and managers would describe you?? These entire questions remain relevant and direct to course. They intend to exploit interviewees? opinion on issues of interest that an institution cannot rest assuming. For instance, by asking what an interviewee know about the school is very important since it identifies those applicants with historical interest about the institution. This purports to remain relevant to that aspect of interest over time when employed. The same applies to applicants with interest in his/her own career (Zimmerman, 2014). An applicant who chooses to study a career for personal interest and love for the profession would be more productive than those who chose that career by circumstance. It is also important that the contribution of the interviewee should be identified in time so that the employer can identify if the interviewee?s development interest would fill the gap present in the institution. The same situation also applies to interviewee?s strengths, weaknesses, and what his colleagues think of him/her. These measure the potential of an interviewee thereby making it possible for the interviewers to rank them on their promising output. All these questions are very relevant and of great importance in the recruitment process. They must hence be retained as part of the recruitment tool.
The questions asked by the teachers? panel are more realistic and relevant to the course since they possess both the expertise and skills therefore can easily and effectively assess new staff that are yet to join them. They ask about teaching methods, subjects of interest to the interviewee, class management, and integration of technology into education. These questions meet their practical threshold upon which they gauge their performance as teachers. All these interviewees? questions are relevant and cannot be exempted at all cost.
The Human Resource Department also has opportunity to question the interviewees. They ask about the personal contribution and participation of the interviewees towards their career and curriculum development. Their questions are also relevant and cannot be deleted from the questionnaire. However, there seem to be a concern over the questions asked by the students? body. The questions should be able to respond to their expectations and be restricted within the context of curriculum development (Guitar, 2014). For instance, the students ask ?What do you think the most important characteristics of an effective teacher are?? This question does not reflect the interest of the students even though it is their concern. This question is above the scope of the students and ought to have been asked by the teachers or the HR team. Nonetheless, the second, third, fourth and fifth questions from the students? bodies are valid and reflective of the students? interest. They tend to answer questions about student-teacher relationship and harmonization of the learning environment.

Conclusion and Recommendation for Reforms
It is necessary to emphasize on the future of companies by having the recruitment process done diligently without negatively influencing the process. This can be achieved by reframing the questions to fit the objectives of the institution. The HR team must hence decide on creative questions that uphold interviewees? interests and expectations during the interviews (Turner, 2014). In bid to create this, this study recommends to improve the questions of the HR Department. These questions include:
1. Why must this panel take you and not other candidates?
This question gives the interviewees the opportunity to explain their competence over other interviewees. Moreover, it creates a platform of self-defense and competition. A formative response to this question helps identify those interviewees who are team players and ready to sacrify for their fellow, which is a good attribute for corporate interaction.
2. What is your greatest achievement in your previous job or career?
3. What is your expected salary?
4. What do you expect to gain from this job and working with us?
These questions are very important but missing in the interview questions. As the body in charge of recruitment, the HR must give the interviewees opportunity to share their expectations during the interview. Many institutions overlook these questions but they are crucial since interviewees? expectations should be met as motivating factors for them to value their appointment. In addition, apart from asking them about themselves throughout the interview, the interviewers must give their interviewees opportunity to share their expectation in terms of pay and ask the panel some questions. This is quite motivating to the interviewees and makes them be free and open up during the interview.

References
Turner, T. S. (2014). Behavioral interviewing guide: A practical, structured approach for conducting effective selection interviews : past behavior is the best predictor of future behavior. Victoria, B.C: Trafford.
Guitar, B. (2014). Stuttering: An integrated approach to its nature and treatment.
Leviton, L. C., Kettel, K. L., Dawkins, N., & American Evaluation Association. (2015). The systematic screening and assessment method: Finding innovations worth evaluating. San Francisco: Jossey-Bass.
Zimmerman, M. (2014). Interview guide for evaluating DSM-IV psychiatric disorders and the mental status examination. Philadelphia: Psych Press Products.

Instructions
The objective of this assessment is to demonstrate your understanding of how the human resource function interacts with other functions in the organization.
The first part of the assignment is to create an agenda for New Employee Orientation at Southwood School. The orientation should last one full day. The new employee will meet with representatives from: HR, Finance, Information Technology and the school administrator. Present the Agenda as a nice handout that you want to distribute to the new employees and employees who will be taking part in the orientation. Set up a schedule, time, and location time for each meeting. You might want to build in breaks or lunch. Give each meeting a subject title and short description. It is recommended that a Table be used.
The second part of the assignment is for you to provide a description of each meeting and, in detail, explain the pertinent information the new employee will learn from each representative of his/her department. In this section of the paper references should be used to support your description/explanation as to what makes each meeting important for a new employee and to the school.
Use a minimum of 3 to 4 scholarly sources to support your rationale using APA format. This paper should be a minimum of 3 to 5 pages.
? Cover Page with Name, Date, and Title of Assignment
? Use headings to separate the sections of the report
? Page numbers
? Double-spacing
? Times New Roman, size 12
? In-text citations to sources in APA style
? Reference page using APA style
? References not older than 3 years old
RUBRIC

Criteria 1 Advanced
3.5 points Satisfactory
3.25 points Partial
3 points Not Satisfactory
0 points
Description of Human Resources Comprehensive description of organizational area. All pertinent information is included: benefits, new employee checklist, policy manual, employee grievance process, performance evaluation/probationary periods, new hire paperwork. Complete description of organizational area. All pertinent information is included: benefits, new employee checklist, policy manual, employee grievance process, performance evaluation/probationary periods, new hire paperwork. Incomplete description of organizational area. Some of the following elements are not included: benefits, new employee checklist, policy manual, employee grievance process, performance evaluation/probationary periods, new hire paperwork. Inadequate description of organizational area. Most pertinent information is not included: benefits, new employee checklist, policy manual, employee grievance process, performance evaluation/probationary periods, new hire paperwork.
Description of Finance Comprehensive description of organizational area. All pertinent information is included: budget forms, budget process, cost containment initiatives, fund-raising initiatives. Complete description of organizational area. All pertinent information is included: budget forms, budget process, cost containment initiatives, fund-raising initiatives. Incomplete description of organizational area. Some of the following elements are not included: budget forms, budget process, cost containment initiatives, fund-raising initiatives. Inadequate description of organizational area. Most pertinent information is not included: budget forms, budget process, cost containment initiatives, fund-raising initiatives.
Description of Management Comprehensive description of organizational area. All pertinent information is included: supervisor expectations, performance goals, office rules, cultural values, leave requests, sick leave, contact information, organizational chart, access to office and building. Complete description of organizational area. All pertinent information is included: supervisor expectations, performance goals, office rules, cultural values, leave requests, sick leave, contact information, organizational chart, access to office and building. Incomplete description of organizational area. Some of the following elements are not included: supervisor expectations, performance goals, office rules, cultural values, leave requests, sick leave, contact information, organizational chart, access to office and building. Inadequate description of organizational area. Most pertinent information is not included: supervisor expectations, performance goals, office rules, cultural values, leave requests, sick leave, contact information, organizational chart, access to office and building.
Description of Information Technology Comprehensive description of organizational area. All pertinent information is included: computer assignment and responsibilities, information technology policies for the company, computer help desk, access to company files, email address, wireless printing and confidentiality statements when appropriate. Complete description of organizational area. All pertinent information is included: computer assignment and responsibilities, information technology policies for the company, computer help desk, access to company files, email address, wireless printing and confidentiality statements when appropriate. Incomplete description of organizational area. Some of the following elements are not included: computer assignment and responsibilities, information technology policies for the company, computer help desk, access to company files, email address, wireless printing and confidentiality statements when appropriate. Inadequate description of organizational area. Most pertinent information is not included: computer assignment and responsibilities, information technology policies for the company, computer help desk, access to company files, email address, wireless printing and confidentiality statements when appropriate.
Criteria 2 Advanced
2.75 points Satisfactory
2.3125 points Partial
1.9375 points Not Satisfactory
0 points
Agenda Presentation ? Style The text and the visual appearance were clear, interesting, and appropriate to the purpose and audience of the presentation. The text and visual appearance were clear and interesting but somewhat inconsistent in style. Although the design may not have distracted from the content, it also did not enhance the employees? ability to understand the agenda. The appearance distracted somewhat from the content of the agenda. The text was reasonably clear, but uninteresting. Text was inappropriate for the presenter?s purpose (too informal, for example).
Agenda ? Communicate Effectively to Target Audience The agenda communicates effectively and appropriately to the target audience. Employees can easily understand the information presented. The agenda communicates sufficiently and appropriately to the target audience. The agenda communicates to target audience; however, some statements are either too long or confusing. Minor errors found. The agenda does not effectively communicate to the target audience. Not all statements are appropriate and multiple errors found.
Mechanics Strictly adheres to standard usage rules of mechanics: Conventions of written English, including, but not limited to capitalization and punctuation and spelling. No errors found. No jargon used. Adheres to standard usage rules of mechanics: Conventions of written English, including capitalization and punctuation and spelling. One to three errors found. Minimally adheres to standard usage rules of mechanics: Conventions of written English, including capitalization and punctuation and spelling. Over three errors found. Does not adhere to standard usage rules of mechanics: Conventions of written English, including capitalization and punctuation and spelling. Over ten errors found.
References and APA The paper correctly cites in-text and lists three resources on the References page. If additional sources are used, they are included correctly. The majority of in-text citations and the reference are properly cited; formatting is inconsistent/inaccurate in a few cases. References are cited but incorrectly under APA style. The student has either used another format or incorrectly applied the APA style guidelines. Inconsistent or missing in-text citations; fails to attribute an author?s word through APA citations.
Overall Score A
22.5 or more B
20 or more C
17.5 or more Does not meet expectations
0 or more

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Your email address will not be published. Required fields are marked *

Description
The?objective?of?this?assessment?is?to?demonstrate?your?understanding?of?how?the?human?resource?function
interacts?with?other?functions?in?the?organization.
The?first?part?of?the?assignment?is?to?create?an?agenda?for?New?Employee?Orientation?at?Southwood?School.?The
orientation?should?last?one?full?day.?The?new?employee?will?meet?with?representatives?from:?HR,?Finance,
Information?Technology?and?the?school?administrator.?Present?the?Agenda?as?a?nice?handout?that?you?want?to
distribute?to?the?new?employees?and?employees?who?will?be?taking?part?in?the?orientation.?Set?up?a?schedule,
time,?and?location?time?for?each?meeting.?You?might?want?to?build?in?breaks?or?lunch.?Give?each?meeting?a
subject?title?and?short?description.?It?is?recommended?that?a?Table?be?used.
The?second?part?of?the?assignment?is?for?you?to?provide?a?description?of?each?meeting?and,?in?detail,?explain?the
pertinent?information?the?new?employee?will?learn?from?each?representative?of?his/her?department.?In?this?section
of?the?paper?references?should?be?used?to?support?your?description/explanation?as?to?what?makes?each?meeting
important?for?a?new?employee?and?to?the?school.?
Use?a?minimum?of?3?to?4?scholarly?sources?to?support?your?rationale?using?APA?format.?This?paper?should?be?a
minimum?of?3?to?5?pages.
Cover?Page?with?Name,?Date,?and?Title?of?Assignment
Use?headings?to?separate?the?sections?of?the?report
Page?numbers
Double?spacing
Times?New?Roman,?size?12
In?text?citations?to?sources?in?APA?style
Reference?page?using?APA?style
References?not?older?than?3?years?old

HR Case Evaluation

HR Case Evaluation
Introduction
Southwood School often undertakes interviews to hire teachers and non-teaching staff who not only perform duties assigned but also capable of upholding the integrity and reputation of the school. This is evident on assessing and evaluating the entire recruitment process that seems centered at defending the rich history of the school. This is best understood by deriving the general understanding of the professional framework used to design the questions at all levels of the process. However, by using interview questions as the main tool for selection, the interviewers seem to expect definite responses from the interviewees and not a general reflection of the interviewees? opinion on the topics of interest. This assessment study exposes the intension and motivational factor behind Southwood School by critically analyzing its interview questions as the main recruitment tool.
Assessment of Interview Questions
All the questions asked by the interviewing panels are deterministic and extract certain information about interviewees and the institution. The panel of the Principal and Members of the School Management Team has tailored these set of questions to meet their expectations and that of the school. This is the first team that interviewed the applicants based concerning the entire school setup and the teaching profession. These questions are of great importance since they shape the future of the institution. They test the relevance of the applicant to the position applied for and their career background. However, every institution frames these questions differently to meet their individualized objectives. Taking, for instance, the first question, ?Why did you apply for this position?? is a foundational question that tends to confirm the applicant?s interest in the position applied for (Leviton et al., 2015). It responds to the uniqueness in output that the applicant thinks he/she can add to the institution and upon which positive changes can be realized. This question?s structure is common and only creates repetition of the very things the applicant made in their application letters. To some extent, it may sound irrelevant in time-bound interviews since the reasons for the interviewee applying for the job is automatically answered by the purpose of the institution advertising the job. Some interviewees would mention the reasons given by the institution for advertising the job as the reason for apply, which is sensible. Nonetheless, as an introductory question, the question cannot be omitted from the first questions to be asked but it should be framed differently to let the interviewees be creative and give explicit explanation of their reason for applying. In my opinion, it should be framed as, ?Why do you think this institution needs you?? This makes the question broader hence giving more from the interviewees in terms of response. Therefore, the first question asked by the panel should be changed.
Other questions asked by the management team include ?What do you know about this school??, ?Why did you decide to pursue a career in teaching??, ?How do you think you can contribute to the school development plan??, ?What are your strengths and weaknesses??, and ?How do you think your present colleagues and managers would describe you?? These entire questions remain relevant and direct to course. They intend to exploit interviewees? opinion on issues of interest that an institution cannot rest assuming. For instance, by asking what an interviewee know about the school is very important since it identifies those applicants with historical interest about the institution. This purports to remain relevant to that aspect of interest over time when employed. The same applies to applicants with interest in his/her own career (Zimmerman, 2014). An applicant who chooses to study a career for personal interest and love for the profession would be more productive than those who chose that career by circumstance. It is also important that the contribution of the interviewee should be identified in time so that the employer can identify if the interviewee?s development interest would fill the gap present in the institution. The same situation also applies to interviewee?s strengths, weaknesses, and what his colleagues think of him/her. These measure the potential of an interviewee thereby making it possible for the interviewers to rank them on their promising output. All these questions are very relevant and of great importance in the recruitment process. They must hence be retained as part of the recruitment tool.
The questions asked by the teachers? panel are more realistic and relevant to the course since they possess both the expertise and skills therefore can easily and effectively assess new staff that are yet to join them. They ask about teaching methods, subjects of interest to the interviewee, class management, and integration of technology into education. These questions meet their practical threshold upon which they gauge their performance as teachers. All these interviewees? questions are relevant and cannot be exempted at all cost.
The Human Resource Department also has opportunity to question the interviewees. They ask about the personal contribution and participation of the interviewees towards their career and curriculum development. Their questions are also relevant and cannot be deleted from the questionnaire. However, there seem to be a concern over the questions asked by the students? body. The questions should be able to respond to their expectations and be restricted within the context of curriculum development (Guitar, 2014). For instance, the students ask ?What do you think the most important characteristics of an effective teacher are?? This question does not reflect the interest of the students even though it is their concern. This question is above the scope of the students and ought to have been asked by the teachers or the HR team. Nonetheless, the second, third, fourth and fifth questions from the students? bodies are valid and reflective of the students? interest. They tend to answer questions about student-teacher relationship and harmonization of the learning environment.

Conclusion and Recommendation for Reforms
It is necessary to emphasize on the future of companies by having the recruitment process done diligently without negatively influencing the process. This can be achieved by reframing the questions to fit the objectives of the institution. The HR team must hence decide on creative questions that uphold interviewees? interests and expectations during the interviews (Turner, 2014). In bid to create this, this study recommends to improve the questions of the HR Department. These questions include:
1. Why must this panel take you and not other candidates?
This question gives the interviewees the opportunity to explain their competence over other interviewees. Moreover, it creates a platform of self-defense and competition. A formative response to this question helps identify those interviewees who are team players and ready to sacrify for their fellow, which is a good attribute for corporate interaction.
2. What is your greatest achievement in your previous job or career?
3. What is your expected salary?
4. What do you expect to gain from this job and working with us?
These questions are very important but missing in the interview questions. As the body in charge of recruitment, the HR must give the interviewees opportunity to share their expectations during the interview. Many institutions overlook these questions but they are crucial since interviewees? expectations should be met as motivating factors for them to value their appointment. In addition, apart from asking them about themselves throughout the interview, the interviewers must give their interviewees opportunity to share their expectation in terms of pay and ask the panel some questions. This is quite motivating to the interviewees and makes them be free and open up during the interview.

References
Turner, T. S. (2014). Behavioral interviewing guide: A practical, structured approach for conducting effective selection interviews : past behavior is the best predictor of future behavior. Victoria, B.C: Trafford.
Guitar, B. (2014). Stuttering: An integrated approach to its nature and treatment.
Leviton, L. C., Kettel, K. L., Dawkins, N., & American Evaluation Association. (2015). The systematic screening and assessment method: Finding innovations worth evaluating. San Francisco: Jossey-Bass.
Zimmerman, M. (2014). Interview guide for evaluating DSM-IV psychiatric disorders and the mental status examination. Philadelphia: Psych Press Products.

Instructions
The objective of this assessment is to demonstrate your understanding of how the human resource function interacts with other functions in the organization.
The first part of the assignment is to create an agenda for New Employee Orientation at Southwood School. The orientation should last one full day. The new employee will meet with representatives from: HR, Finance, Information Technology and the school administrator. Present the Agenda as a nice handout that you want to distribute to the new employees and employees who will be taking part in the orientation. Set up a schedule, time, and location time for each meeting. You might want to build in breaks or lunch. Give each meeting a subject title and short description. It is recommended that a Table be used.
The second part of the assignment is for you to provide a description of each meeting and, in detail, explain the pertinent information the new employee will learn from each representative of his/her department. In this section of the paper references should be used to support your description/explanation as to what makes each meeting important for a new employee and to the school.
Use a minimum of 3 to 4 scholarly sources to support your rationale using APA format. This paper should be a minimum of 3 to 5 pages.
? Cover Page with Name, Date, and Title of Assignment
? Use headings to separate the sections of the report
? Page numbers
? Double-spacing
? Times New Roman, size 12
? In-text citations to sources in APA style
? Reference page using APA style
? References not older than 3 years old
RUBRIC

Criteria 1 Advanced
3.5 points Satisfactory
3.25 points Partial
3 points Not Satisfactory
0 points
Description of Human Resources Comprehensive description of organizational area. All pertinent information is included: benefits, new employee checklist, policy manual, employee grievance process, performance evaluation/probationary periods, new hire paperwork. Complete description of organizational area. All pertinent information is included: benefits, new employee checklist, policy manual, employee grievance process, performance evaluation/probationary periods, new hire paperwork. Incomplete description of organizational area. Some of the following elements are not included: benefits, new employee checklist, policy manual, employee grievance process, performance evaluation/probationary periods, new hire paperwork. Inadequate description of organizational area. Most pertinent information is not included: benefits, new employee checklist, policy manual, employee grievance process, performance evaluation/probationary periods, new hire paperwork.
Description of Finance Comprehensive description of organizational area. All pertinent information is included: budget forms, budget process, cost containment initiatives, fund-raising initiatives. Complete description of organizational area. All pertinent information is included: budget forms, budget process, cost containment initiatives, fund-raising initiatives. Incomplete description of organizational area. Some of the following elements are not included: budget forms, budget process, cost containment initiatives, fund-raising initiatives. Inadequate description of organizational area. Most pertinent information is not included: budget forms, budget process, cost containment initiatives, fund-raising initiatives.
Description of Management Comprehensive description of organizational area. All pertinent information is included: supervisor expectations, performance goals, office rules, cultural values, leave requests, sick leave, contact information, organizational chart, access to office and building. Complete description of organizational area. All pertinent information is included: supervisor expectations, performance goals, office rules, cultural values, leave requests, sick leave, contact information, organizational chart, access to office and building. Incomplete description of organizational area. Some of the following elements are not included: supervisor expectations, performance goals, office rules, cultural values, leave requests, sick leave, contact information, organizational chart, access to office and building. Inadequate description of organizational area. Most pertinent information is not included: supervisor expectations, performance goals, office rules, cultural values, leave requests, sick leave, contact information, organizational chart, access to office and building.
Description of Information Technology Comprehensive description of organizational area. All pertinent information is included: computer assignment and responsibilities, information technology policies for the company, computer help desk, access to company files, email address, wireless printing and confidentiality statements when appropriate. Complete description of organizational area. All pertinent information is included: computer assignment and responsibilities, information technology policies for the company, computer help desk, access to company files, email address, wireless printing and confidentiality statements when appropriate. Incomplete description of organizational area. Some of the following elements are not included: computer assignment and responsibilities, information technology policies for the company, computer help desk, access to company files, email address, wireless printing and confidentiality statements when appropriate. Inadequate description of organizational area. Most pertinent information is not included: computer assignment and responsibilities, information technology policies for the company, computer help desk, access to company files, email address, wireless printing and confidentiality statements when appropriate.
Criteria 2 Advanced
2.75 points Satisfactory
2.3125 points Partial
1.9375 points Not Satisfactory
0 points
Agenda Presentation ? Style The text and the visual appearance were clear, interesting, and appropriate to the purpose and audience of the presentation. The text and visual appearance were clear and interesting but somewhat inconsistent in style. Although the design may not have distracted from the content, it also did not enhance the employees? ability to understand the agenda. The appearance distracted somewhat from the content of the agenda. The text was reasonably clear, but uninteresting. Text was inappropriate for the presenter?s purpose (too informal, for example).
Agenda ? Communicate Effectively to Target Audience The agenda communicates effectively and appropriately to the target audience. Employees can easily understand the information presented. The agenda communicates sufficiently and appropriately to the target audience. The agenda communicates to target audience; however, some statements are either too long or confusing. Minor errors found. The agenda does not effectively communicate to the target audience. Not all statements are appropriate and multiple errors found.
Mechanics Strictly adheres to standard usage rules of mechanics: Conventions of written English, including, but not limited to capitalization and punctuation and spelling. No errors found. No jargon used. Adheres to standard usage rules of mechanics: Conventions of written English, including capitalization and punctuation and spelling. One to three errors found. Minimally adheres to standard usage rules of mechanics: Conventions of written English, including capitalization and punctuation and spelling. Over three errors found. Does not adhere to standard usage rules of mechanics: Conventions of written English, including capitalization and punctuation and spelling. Over ten errors found.
References and APA The paper correctly cites in-text and lists three resources on the References page. If additional sources are used, they are included correctly. The majority of in-text citations and the reference are properly cited; formatting is inconsistent/inaccurate in a few cases. References are cited but incorrectly under APA style. The student has either used another format or incorrectly applied the APA style guidelines. Inconsistent or missing in-text citations; fails to attribute an author?s word through APA citations.
Overall Score A
22.5 or more B
20 or more C
17.5 or more Does not meet expectations
0 or more

Leave a Reply

Your email address will not be published. Required fields are marked *