MGT2004: Supporting Employee Performance Problem Solving Assessment 2

Assessment 2 Problem Solving

This document provides you with information about the requirements for your assessment. Detailed instructions and resources are included for completing the task. The Criterion Reference Assessment (CRA) Rubric that markers use to grade the assessment task is included.

Task Overview

This assessment relates to the following course learning objectives (CLOs): Course Learning Objectives (CLO):

CLO 1. Review and/or reflect on the theory and implications related to motivation, performance management, training and developing employees.

CLO2: Explain talent management initiatives related to recognition and reward.

CLO4: Credibly communicate specialist knowledge to audiences concerning people’s performance and/or development matters.

The two concepts to be reviewed and discussed in this Assessment 2 Problem-Solving assignment are -: performance management and recognition and reward.

Task Description

You are required to act as an external Human Resources (HR) Consultant and provide advice and recommendations to the Human Resources (HR) Manager to address the issues using the case scenario Suzie’s new job at XYZ (refer to Appendix A below).

Students are to provide an introduction, answer the task questions and provide recommendations and a conclusion as outlined below. Word requirement is 2000-words. Please refer to the MGT2004 Problem Solving Assignment Template provided below (Appendix B) in Assessment section of the course study desk.

Details and requirements of this assignment are as follows -:

1. Introduction (200 words)
2. ‘What should a good performance management system seek to do’ (Shields et al. 2020, p. 8)?

Questions

1. Discuss and provide a definition of a good performance management system and outline and discuss the purpose and basic requirements for an effective performance management system as it relates to the case: Suzie’s new job at XYZ (refer to Appendix A below). Include in your answer the purpose and basic requirements as outlined in Shields et al. (2020, pp. 8-13). Ensure you use and reference Shields et al. (2020) Chapter 1 in your response (650 words).

2. Discuss the promise and perils of goal setting as these relate to the case: Suzie’s new job at XYZ (refer to Appendix A below). Ensure you reference Shields et al. (2020, pp. 78-83) Chapter 3 in your answer (650 words).

Case Scenario: Suzie’s new job at XYZ! Top of Form

Suzie started work in her new job twelve weeks ago at XYZ Company. XYZ is a non-profit medium sized business that employs 30 staff. Initially she was excited about the job, however, over the past four weeks, she has begun to notice several concerning issues within her organisation.

First, despite working long hours and continuing to deliver high quality work she has not received any feedback or recognition from her supervisor. Suzie realises that she is being paid significantly less than her male colleagues who have similar experiences and qualifications. This discovery leaves her feeling undervalued and frustrated, especially when she learns that some of her male counterparts also receive bonuses and perquisites (perks) that are not offered to her and they always seem to be talking, laughing and not doing much work.

Second, Suzie has noticed that the company does not have many workplace policies and procedures in place. There are no guidelines regarding performance evaluations, no guidelines for promotion, no grievance or conflict resolution procedures and so on. This lack of structure creates ambiguity and enables favouritism and unfair decisions to be made, which further contributes to her feelings of injustice within her team.

As a result of these issues, Suzie begins to feel demoralized and disengaged from her work. She really likes her new role and the experiences and opportunities it will provide; however, these recent issues are negatively affecting her work she is less engaged, and her work quality and output are decreasing. So, in an effort to manage her expectations and understand the company more, Suzie decided to address her concerns with her supervisor directly. However, she was met with dismissiveness and defensiveness. Feeling trapped in this toxic work environment with no avenues for recourse, Suzie starts considering her options and these include - speaking directly with the Human Resources Manager, seeking employment elsewhere, or even taking legal action against the company for its unfair treatment of employees.

Summary of the Assessment Requirements

This assessment is a 2000-word Problem-Solving report based on the case “Suzie’s New Job at XYZ.” Students act as an external HR Consultant and provide expert advice to the HR Manager on issues related to performance management and recognition and reward.

The assessment aligns with the following Course Learning Objectives (CLOs):

• CLO1: Review/reflect on motivation, performance management, training, and development theories.
• CLO2: Explain talent management strategies linked to recognition and reward.
• CLO4: Communicate specialist HR knowledge credibly in a professional context.

Key Requirements and Sections

1. Introduction (200 words)
   • Address the question: “What should a good performance management system seek to do?” (Shields et al., 2020).
   • Briefly outline the case issues and purpose of the assignment.
2. Question 1 (650 words)
   • Define a good performance management system.
   • Explain its purpose and basic requirements, referring to Shields et al. (2020, pp. 813).
   • Apply these principles to the problems Suzie faces at XYZ.
3. Question 2 (650 words)
   • Discuss the promise and perils of goal-setting, referencing Shields et al. (2020, pp. 7883).
   • Link goal-setting theory to Suzie’s experience and performance challenges.
4. Recommendations & Conclusion
   • Provide actionable HR solutions based on the analysis.
   • Summarise findings and reinforce the value of effective performance management and fair reward practices.

How the Academic Mentor Guided the Student (Step-by-Step Approach)

Step 1: Understanding the Task and Breaking Down Requirements

The mentor first ensured the student clearly understood the purpose of the assessment problem-solving through application of HR theory.
They guided the student to map the assignment into four major parts:

1. Introduction
2. Question 1 Performance Management
3. Question 2 Goal Setting
4. Recommendations and Conclusion

This structure ensured logical flow and direct alignment with the CRA rubric.

Step 2: Helping the Student Craft the Introduction

The mentor explained that the introduction should:

• Begin with Shields et al.’s definition of what a performance management system seeks to achieve.
• Briefly describe Suzie’s situation and the organisational concerns.
• Outline how the assignment will address performance management, goal setting, and solutions.
  This ensured clarity, academic tone, and relevance to the case.

Step 3: Guiding the Student Through Question 1

The mentor supported the student by breaking the task into three parts:

1. Definition of a good performance management system using Shields et al.
2. Purpose and basic requirements, such as fairness, alignment, feedback, goal clarity, capability development, and consistency.
3. Application to the case, showing how XYZ lacks structure, feedback, equity, and transparency, directly affecting Suzie’s motivation and performance.

The mentor emphasised integrating theory + case evidence to demonstrate deep understanding.

Step 4: Supporting the Student with Question 2

The mentor clarified the concept of goal-setting its benefits (motivation, clarity, improved performance) and risks (overly difficult goals, lack of feedback, unfair application).
The student was guided to:

• Use Shields et al. (2020) to structure the discussion.
• Relate theory to Suzie’s lack of clear goals, absence of communication, and inconsistent reward system.

The mentor ensured arguments were balanced, evidence-based, and grounded in the case facts.

Step 5: Formulating Recommendations

The mentor helped the student craft realistic and professional HR recommendations, such as:

• Implementing a formal performance management system.
• Introducing clear goal-setting frameworks.
• Establishing equitable recognition and reward policies.
• Creating workplace policies for grievances, feedback, and development.

Each recommendation was linked back to issues raised in the case to strengthen credibility.

Step 6: Writing the Conclusion

The mentor instructed the student to summarise how the analysis of performance management and goal-setting helped identify the root causes of Suzie’s disengagement and proposed solutions that align with HR best practice.

Step 7: Ensuring Academic Integrity and Quality

Finally, the mentor guided the student to:

• Use Shields et al. (2020) correctly and consistently.
• Maintain professional tone and clear communication (aligned with CLO4).
• Follow word-count distribution and the assignment template.
• Proofread for coherence, academic language, and logical argument flow.

Final Outcome & Learning Objectives Achieved

Through this guided process, the student produced a well-structured, theory-based, case-applied HR advisory report. The work demonstrated:

Learning Achievements

• CLO1: Applied motivation and performance management theory to diagnose real-world HR issues.
• CLO2: Evaluated recognition and reward challenges and linked them to talent management literature.
• CLO4: Communicated HR concepts clearly and professionally in a consultancy-style report.

Overall Outcome

The student delivered a polished, academically grounded assessment that addressed all task questions, analysed Suzie’s situation using relevant theory, and proposed practical HR solutions successfully meeting both assessment criteria and learning objectives.

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