Conducting Effective Performance Appraisals Essay -- Management Employ

Conducting Effective Performance Appraisals Performance appraisal is considered a key tool for managerial needs of today’s organizations. Performance appraisal is the process by which organizations evaluate job performance. Usually a performance appraisal system requires a manager to rate each employee’s performance according to performance criteria’s that have already been established over a period of time. Performance appraisal systems also provide a basis for planning improvement as well as means for determining merit increases, transfers and even dismissals. According to Berkeley’s Policy and Procedures, the purpose of performance appraisal is to be able to measure and enhance individual and institutional performance, and in turn to providing professional and career growth, determining merit increases, and meeting the internal and external demands for documentation of individual performance. Performance appraisals are intended to encourage open communication between the employees and the supervisors. As a result, it provides an understanding of the employees’ job responsibilities, the standards of performance of a supervisor, and the progress of an employee in his or her job responsibilities. Performance appraisal are very important to employees because some type of feedback is needed in order for employees to be aware of how well they are performing their job or on the contrarily, to be informed of the areas which they need improvement in. Feedback is one of the most important factors supporting high level of performance. Without performance appraisals or feedback, employees have no way of knowing whether they are doing a good job or whether there are some areas in which they need to improve (F... ...ine. Available: http://www.sasknetwork.gov.sk.ca/pages/tw/d121.htm. Bartley, Douglas L. Job Evaluation. Addison-Wesley Publishing Company, Inc. Reading, Massachusetts 1995. Cohen, Steven and William Eimicke. The New Effective Public Manager. Jossey-Bass Publishers. San Francisco 1995. Fournies, Ferdinand F. â€Å"Employees Don’t Do What They Are Supposed To Do Because They Think They Are Doing It When They Really Aren’t.† Library Hall Press 1988. Online. Available: http://www.gmp1st.com/mntp0798.htm. Heathfield, Susan M. â€Å"Performance Appraisals Don’t Work.† Human Resources (6/11/00). Online. Available: http://humanresources.about.com/careers/humanresources/library/weekly/aa061100a.htm. Henemen, Robert L. Linking Pay Increase to Performance Ratings. Addison-Wesley Publishing Company, Inc. Reading, Massachusetts 1992.

Early childhood deprivation Essay

Early childhood deprivation varies from the areas of health, nutrition and education (Biller and Solomon, 1996). However various intonations have been put forward to improve children’s welfare that aim at promoting early childhood care and foster holistic development and realization of child’s potential. Early childhood deprivations hamper child’s development and thus killing the future viable generation. In this regard, there’s need to invest in children welfare. During early childhood, child’s deprivation has the most profound negative influence on child’s development in terms of physical, mental and social domains. In most cases of children deprivation, the children usually lack essential interventions responsible to promote healthy development, thus there is hardly any pre-existing normalcy. Although deprivation occurs in children across all human race; black or white, girls or boys, rich or poor, the worst form of deprivation occurs in children who come from economically poor background. The tangible impact of childhood deprivation is in terms of mental health damage since most incidences of deprivation are interpreted as threats to the child, thereby causing trauma. However, in extreme cases of deprivation in childhood the children are deprived off stimulation or nurture. Types of Deprivation Child deprivation during the tender age can be classified in terms of Absolute deprivation, Relative deprivation and Perceived deprivation. Absolute deprivation entails lack of or preventing the child from gaining access to absolute development needs such as food, water, protection touch of who without the children usually dies the challenge with absolute deprivation is how much quantity is enough for the infants. For instance, studies show that infants or children who are not touched usually develop â€Å"nonorganic failure to thrive† syndrome (Brooks-Gunn, J. et al. , 2004, p. 106) that make then refuse to eat and became suicidal. Additionally, touch is necessary for emotional bond for the child that is responsible for creation of brain patten to support interaction behaviors and form basic for later empathy development, therefore, abosute deprivation is critical especially to child development and sustainability. Relative deprivation described as lack of child’s developmental needs that are determined by subculture and culture in which the child resides. Unfortunately, developmental expectations in relation to children development usually changes overtime. For instance in United States of America it has been a norm culture that children at age of 6 years are ready and expected to enter the first grade in order to learn how to write, read and do basic mathematics. Unfortunately, research by Biller and Solomon (1996) indicates that 20-30% of all children are not ready by this time. Moreover culture also oblige the parents give special attention to their children in terms of facilitating celebrating children status like birthday in order to promote children social conscious development, therefore in circumstances where the culture through parents denies children typical opportunity which is considered essential for a healthy child development it becomes deprivation. Moreover, children worldwide live in varied living conditions with resources never been equitably distributed to all children depending on familial social, ethnic identity, social economic and county of origin, this inequity hampers children development physically, socially and mentally precisely most children who are deprived off relatively usually develop maternal depression, abuse and family violence. Perceived deprivation results from children’s and parents feeling that the children are deprived due to frustrated desires as opposed to unmet needs. For instance, in a family set up there is child rivalry because it is normal parents usually favor some children than others. As a result, the child that is not favored feels unwanted no matter how hard parents can convince them. For instance, studies show that children who are taken good care of after incidences of neglect, despite sufficient supply of food and emotional support, they tend to exhibit signs of mistrust due to perceived deprivation (Biller and Solomon, 1996). The causes of deprivation The causes of deprivation vary across populations and societies. However, the most causes are familiar such as low skills and education, membership in minority groups, undevelopment and unemployment, social isolate from society’s mainstream and persistent and interrogational transmission of poverty to tolerate this factor (Brooks-Gunn, J. et al. , 2004), studies reveal that children in neigh hood without deprivation signs exhibited good growth and development outcomes as opposed to those with signs of deprivation. However, there are a number of additional aspects that greatly contribute to childhood deprivation, child neglect in the welfare system is a common form of child neglect in us where parents are givers fail to give the child essential resources as food, medical care, shelter and clothing which endanger child wellbeing. Development impacts of Deprivation Response of children to deprivation varies from one individual to another in the sense that human beings are shaped by the interaction of their genetic predisposition with stimulation, nurture, threats and other ennental forces. It should be noted that infancy experiences of children have a profound and long term effect on mental, physical, social and emotional characteristics, therefore, when deprivation is chronically and insidious pervasive the results are diastoles irreparable intellectual deficits, chromic health problem, mental illness, physical disabilities (Biller and Solomon, 1996), emotional disturbances and behavioral problem. Conclusion The paper has discussed early childhood deprivation and its major dimensions and its related effects. Fortunately, the effects of early childhood deprivation are treatable (Brooks-Gunn, J. et al. , 2004) by placing deprived child on a long-term and well structured relationship where the child learn or relearn that positive social interaction to offset the negative impact. It is encouraging also that across US there are various programs and interventions that are aimed at ensuring those children and/or individual degraded by deprivation are returned to normalcy. Link to Articles 1. http://jech. bmj. com/cgi/content/full/62/7/599 (CNN article) 2. http://news. bbc. co. uk/2/hi/health/2180874. stm (BCC ) References 3. Biller, B. & Solomon, S. (1996). Child deprivation and maltreatment: Lexington, Lexington Books press. 4. Brooks-Gunn, J. et al. (2004). â€Å"Effect of Economic deprivation to early childhood development†: Journal of Child Development, 13, p. 214-219

sat 2 Essay - 1660 Words

My Leadership Style Analysis WGU Leadership SAT2 Task 1 My Leadership Style Analysis A1. Leadership Style Evaluation There are many different leadership styles. After reading the assigned chapters for this task. I was able to identify my own leadership style as a result. In order to know my leadership style, I took a series of assessments in order to determine my personal leadership style. Assessments I took that helped me to determine my personal leadership style are: â€Å"the Emotional Expressive Scale, Personal Magnetism Deficit Inventory, Task Oriented Attitudinal and Behavior assessment, Clarifying your Work Values, What Style of Leader are you or would you be, What is your propensity of taking Risk, How†¦show more content†¦The Entrepreneurial leadership style tends to have higher achievement and is where the Participative leadership style tends to strive for consensus. The Entrepreneurial leadership style tends to be more creative and enthusiastic than the Participative leadership style. The Participative leadership style tends to negotiate demands of employees, and the Entrepreneurial leadership style responds immediately if a crisis presents. A3. Leadership Style Discussions Understanding different Leadership Styles can help me to become an effective leader by helping me to identify deficient areas in my personal leadership style. Being able to identify personal leadership deficiency will give me the opportunity of being aware. Being aware of deficiency in my leadership style will help me to gain new skills that will help me to improve and perfect deficient areas in my leadership style. This newfound awareness will allow me the opportunity to obtain knowledge, skills and abilities needed in order for me to become an effective leader. Another reason understanding different leadership styles can help me to become an effective leader is that it will give me the opportunity to think outside the box. This skill will help me to be more creative in my leadership style, and as a result, I will gain and implement new leadership skills to my personal leadership style. This new skillShow MoreRelatedSat 2 Wgu2988 Words   |  12 PagesRunning Head: LEADERSHIP - TASK 1 1 SAT2- Leadership Task 1 Lauren Hutcheson ID#: 282778 April 14, 2014 MBA – Healthcare Western Governors University Running Head: LEADERSHIP - TASK 1 2 A1. Leadership Style Upon conducting research, it is clear that the definition of â€Å"leadership† is not agreed upon. It is fluid, based upon many perceptions, situations, and surroundings. According to Robinson (2010), adopting a specific style of leadership is rather futile as it is, â€Å"contingent onRead MoreEssay on Sat Task 23072 Words   |  13 PagesA. 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