MIDTERM ASSIGNMENT

SUBMITTED TO:
Ms Sonia Mushtaq

SUBMITTED BY:
Qurat-ul-ain Waheed
Javeria Irshad
Saba Afzal Alvi
Syeda Zoya

SUBJECT:
Performance Management

DATE:
20th May 2020

DEPARTMENT:
Business Administration
 Midterm Assignments

Question 1 Solution:

HUMAN RESOURCE MANAGER

JOB ADVERTISEMENT

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COMPETENCY MODEL AND BEHAVIORAL INDICATORS OF HUMAN

RESOURCE MANAGER
The competency model for HR managers in both the private sector and the public sector are
virtually the same. HR managers in either sector are responsible for creating and sustaining a
productive workforce and positive work environment
HR managers must have following primary competencies and behavioral indicator.

1.PEOPLE MANAGEMENT
Leads and engages people to maximize organizational and individual performance through
alignment with the organizational mission and attainment of strategic and operational goals.

Critical behavioral indicators:

1. Inspires and motivates employees to perform at their best
2. Communicates ‘big picture’ vision and team’s integral role in realizing that vision
3. Hires and develops staff to maximize productivity, innovation, and teamwork.
4. Follows UC Merced Performance Management principles and practices
5. Recognizes and rewards accomplishments
6. Delegates and assigns work based on skills, performance and objectives.

MET FEW SUCCESSFULLY MET FAR EXCEEDED

EXPECTATIONS (MFE) EXPECTATIONS (SME) EXPECTATIONS (FEE)

Rarely engages with staff to Encourages and support Encourages and engages staff
observe and discuss employees to achieve to make optimal use of
performance and development performance and development skills and knowledge.
goals goals.
Does not understand or Understands and Creates a shared vision of
support continuous communicates University organizational and operational
improvement; resistant to goals and excellence; connects
change. initiatives; aligns employee department goals and
performance with campus individual
initiatives. contributions to vision.

Does not coach for improved Coaches for improved Hires, coaches and develops
performance; believes performance; encourages staff to ensure optimal
employees should know what ‘outside the box’ thinking. productivity; fosters a
to do. creative, innovative,
supportive
workplace.

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Manages performance Establishes clear performance Effectively and efficiently

haphazardly; employee goals and expectations; administers UC Merced
performance goals are unclear manages performance to performance management
or unrealistic; achieve goals. system; effectively explains
appraisals are uneven and underlying purpose and goals
subjective. of policies and practices.

Focuses more on failure to Fairly and consistently Consistently and effectively

achieve desired results; recognizes and rewards acknowledges the employee
does not assume specific individual and team initiative to improve skills and
accountability for poor accomplishments. enhance contributions;
outcomes. thanks staff and team for
‘above and beyond’

accomplishments.
Assigns work inappropriately; Thoughtfully delegates work Effectively links work
does not keep to develop staff and assignments to achieve
development and performance achieve goals. individual
goals in mind; has and department performance
unrealistic expectations and goals.
perception of staff skills and
knowledge.

2. COMMUNICATION SKILLS IN HUMAN RESOURCES

The primary function of the typical HR professional’s job involves facilitating discussion
between employees and employers. If a human resources manager can’t communicate clearly,
they will not be successful. Both oral and written skill are required to effectively relay
information.

Critical behavioral indicators:

1. Communicates strategy and initiatives to business unit leaders and HR staff.

2. Communicates plans for ensuring the alignment between organizational HR initiatives
and organizational strategy
3. Fosters the organizational vision for HR practice and policy
4. Solicits feedback and buy-in on HR initiatives from organizational stakeholders
5. Disseminates HR and other executives’ messages to stakeholders
6. Creates channels for open communication across and within levels of responsibility
7. Negotiates with vendors and staff to reach best possible outcomes

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8. Engages in conversations with stakeholders using appropriate communication modes and

methods to achieve desired outcomes
9. Oversees culture communication strategy

MET FEW SUCCESSFULLY MET FAR EXCEEDED

EXPECTATIONS (MFE) EXPECTATIONS (SME) EXPECTATIONS (FEE)
Reports and other documents Written and verbal Communication is of the
are poorly written—unclear, communications are highest caliber; clear,
overly simplistic, or consistently clear, persuasive, accurate, and
grammatically incorrect. persuasive, and audience- focused on the needs of
appropriate specific individuals and
groups
Often appears distracted or Effective communicator: Highly proficient
disinterested; frequently knowledgeable and concise; communicator; listens to
interrupts others; demonstrates active and synthesizes others’
contributions are often listening, explains issues ideas; explains even
unclear or inaccurate clearly and succinctly. complex issues clearly and
succinctly. Models actively
listening
Does not share information in Consistently shares Models openness and
a timely manner, creating accurate, timely information transparency in sharing
problems for colleagues and with the right people in the information with campus
customers right format. partners and stakeholders.
Effectively adapts written
Has difficulty tailoring Effectively tailors and verbal communication
communication to the needs communication to audience to audience; effectively
of others; communicates ‘too and individual needs. distinguishes between ‘need
much,’ ‘too little,’ or ‘too to know’ and ‘nice to know.
late.’
Maintains open, honest To ensure optimal results,
dialogue with coworkers consistently and effectively
Avoids contact with
and campus partners. seeks and incorporates
coworkers and campus
Integrates others’ thoughts others’ ideas.
partners.
and ideas.

3. TEAMWORK AND COLLABORATION

Collaborates with colleagues in order to achieve results in alignment with the operations and
mission of the organization.

Critical behavioral indicators:

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1. Builds productive working relationships.

2. Cooperates and collaborates with colleagues.

3. Treats others with respect.

4. Resolves conflicts among team members.

5. Balances individual and team goals.

MET FEW SUCCESSFULLY MET FAR EXCEEDED

EXPECTATIONS (MFE) EXPECTATIONS (SME) EXPECTATIONS (FEE)
Relationships are strained Builds and maintains Successfully builds
by lack of interests in and effective working productive, mutually
respect for peers. relationships with peers. beneficial and relationship to
solve problem and achieve
common goal.
Not a team player; often Works effectively and Models cooperation and
disrupts team process, cooperatively with others. teamwork; creates
jeopardizing progress Seeks new alliance to opportunities for self and
towards common goal. expand sphere of influence others to improve working
and enhance quality of work. relationships and work
outcomes,.
Exhibits behaviors that Treats others with respect; Is respectful and welcoming;
negatively i m p a c t the encourages and appreciates inspires collaboration by
morale and individual contributions. bridging gaps among diverse
accomplishments of the individuals and units.
team.
Often avoids conflict; not Works effectively with Skillfully and proactively
prepared or willing to others to resolve conflict. addresses conflict; seeks and
resolve conflict. When possible, looks for achieves ‘win-win’
and proposes middle ground resolutions.
solutions.
Unwilling to work outside Demonstrates flexibility and Consistently goes beyond
comfort zone to support willingness to step out of direct responsibilities to
team goals. comfort zone to support achieve team and
team and goals. department goals; welcomes
new challenges

4.EMPLOYEE ENGAGEMENT
Demonstrates commitment to the job, and its mission by acting in ways that further the
accomplishment of its goals.

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Critical behavioral indicators:

1. Holds self and others accountable for meeting commitments

2. Creates and supports a climate in which people can do their best

3. Adds value high quality work

4. Understands and supports organizational goals

MET FEW SUCCESSFULLY MET FAR EXCEEDED

EXPECTATIONS (MFE) EXPECTATIONS (SME) EXPECTATIONS (FEE)
Does not take ownership and Exhibits self-accountability Consistently exhibits self-
often blames others for not and acknowledges the support accountability and actively
being able to make and contributions of others. seeks to acknowledge
commitments. contributions. Inspires others
to do the same.
Hinders sharing of knowledge Consistently and actively Inspires and helps others
and/or expertise; focused assists developing skills and develop skills and
largely on own development. knowledge others in competencies to perform at
expanding and their best; is highly respected
among peers and partners.
Does not add value in terms of Effectively contributes to team Contributions consistently add
contributing to team and efforts; work is professional value: output is consistently
department goals; work is and high quality. professional, practical, and of
poor in quality and lacking in the highest caliber. .
Substance.
Resistant to change; maintains Demonstrates understanding Consistently encourages and
focus on immediate, routine of; and supports the need to leads changes that enhance
tasks; work efforts do not align work with organizational organizational and workforce
align with unit and department initiatives and goals. effectiveness.
goals.

5. LEADERSHIP
Leadership skills are an essential competency for HR managers. HR managers are responsible
for creating strategic plans for the HR department as well as the overall workforce. Therefore,
leadership skills are critical, particularly in the process of justifying the functional elements of
a strategic plan to the company's management team. In addition, HR managers have to direct
the activities of the HR department, and in doing so, they need the type of leadership skills that
influence HR generalists' and HR specialists' commitment to the HR department goals.

Critical behavioral indicators:

1. Establishes programs, policies, and procedures to support the organizational culture.

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2. Promotes HR capabilities to organization

3. Leads project plans for timely completion
4. Translates the vision, mission, and strategy into projects and initiatives with milestones
and delivery schedules
5. Makes departmental/functional decisions
6. Develops clear action plans with results-oriented goals for measuring success
7. Serves as a change agent for the organization
8. Acts as a resource, coach and mentor.
9. Serves as a role model, leading by example.
10. Sets appropriate personal and professional standards for self.
11. Demonstrates ability to manage unit workload, employee relations and personnel
functions.

MET FEW MET SUCCESSFUL MET FAR

EXPECTATIONS (MFE) EXPECTATIONS (MSE) EXPECTATIONS (MFE)

Has difficulty building Builds and maintains Does not share bond with
strong, mutually beneficial effective working co workers.
working relationships relationships with peers and
partners

Moves to next project Sustains change through Employs clear post-

before ensuring successful, clear documentation and implementation strategies to
sustainable implementation regular monitoring. Ensures ensure sustainability;
of previous projects. that operational changes are encourages continuous
successfully implemented improvement.
and sustained over time.

Does not look for more Analyzes processes to Always looking for better
efficient ways to get work identify redundancies and ways to do things; quickly
done; consistently workflow inhibitors; and accurately identifies
demonstrates resistance to restructures processes to inefficiencies; successfully
change. improve quality of service manages change processes.

Does not follow an orderly Creates effective plans: Creates innovative,

method of setting defines purpose and ambitious plans which align
objectives, scoping out outcomes; breaks complex with unit and University
difficulties, detailing work, tasks into process steps, goals and serve as reliable
or planning for task prioritizes activities, roadmaps to desired
completion. itemizes resources and outcomes.
estimates costs.

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Rarely collaborates with Collaborates effectively Highly collaborative;

peers and campus partners; with others to solve consistently and effectively
doesn’t look for more problems and make seeks input from unit and
efficient ways to do things. decisions; seeks input from campus partners; is nimble
unit and campus partners. and decisive.

6. CONTINUOUS LEARNING

Demonstrates responsibility for one’s own career path and continues learning by identifying and
applying new skills as needed to perform successfully on the job.

Critical behavioral indicators:

1. Applies background, technical knowledge, education, and prior job experiences to current
and new job situations.

2. Demonstrates technical competence, job knowledge and ability to add value beyond the
core job function.

3. Continually strives to upgrade the depth and breadth of technical and professional skills.

4. Makes time for appropriate training, keeps current on tools, technology, and information
needed to meet job performance and challenges.

5. Shares knowledge and supports peers, staff and others to increase skills, foster
improvement and enhance outcomes.

MET FEW SUCCESSFULLY MET FAR EXCEEDS

EXPECTATIONS (MFE) EXPECTATIONS (SME) EXPECTATIONS (FEE)
Lacks knowledge and skill in Frequently demonstrates the Effectively applies vast
a technical area. Is unable to ability to incorporate past job technical prior experiences to
incorporate past experiences experience and apply technical job situations. Is sought out
to current job situations. knowledge to current job knowledge and as an expert to
experiences. provide advice or solutions.
Lacking in basic job skills and Is informed and Highly knowledgeable in
knowledge; Performance does knowledgeable about trends in field; applies skills and
not demonstrate technical the field; appropriately aligns knowledge in ways that
competence. knowledge and skills with enhance department and
organizational initiatives. organizational effectiveness.

Does not demonstrate or has Works to continuously learn Actively seeks opportunities
no desire to take advantage of and improve technical and to upgrade technical and
opportunities to upgrade skills professional skills. professional skills and inspires
others toward it.

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Resistant to continuous Makes time to participate in Regularly engages self and

learning. Does not show training and others in training and
interest in attending training or development opportunities. development opportunities,
developing working Keeps current on skills enhancing job
knowledge or skill set to needed to enhance job performance and overall
enhance job performance. performance. productivity of the unit.
Is unwilling to share Shares knowledge with others Consistently shares knowledge
knowledge with others; is and demonstrates support for with others and
outwardly unsupportive of peers increasing/developing openly seeks opportunities for
team members increasing skills. Is aware of the potential self and peers to
skills. for enhancing outcomes increase skills where enhanced
outcomes are
demonstrated.

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GRAPHIC RATING SCALE USING BARS

1. People Management

Encourages and engages staff to make optimal use of

FAR
EXCEEDE
7 skills and knowledge.
D
EXPECTA Creates a shared vision of organizational and operational
TIONS 6
(FEE) excellence

Encourages and support employees to achieve

5 performance and development goals.
SUCCESSF
ULLY MET
Understands and communicates University goals and
EXPECTA 4
TIONS initiatives; aligns employee performance with campus initiatives.
(SME)
Coaches for improved performance; encourages
3
‘outside the box’ thinking.

Rarely engages with staff to observe and discuss performance and

MET FEW 2 development goals
EXPECTA
TIONS
(MFE) Does not understand or support continuous improvement and
1 resistance to change.

2. Communication Skills in Human Resources

Communication is of the highest caliber; clear, persuasive, accurate,

FAR
EXCEEDE
7 and focused
D
EXPECTA
Highly proficient communicator; listens to and synthesizes others’
TIONS 6 ideas.
(FEE)

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Written and verbal communications are consistently clear, persuasive,

SUCCESSF 5 and audience-appropriate
ULLY MET
EXPECTA Effective communicator: knowledgeable and concise; demonstrates
TIONS 4 active listening, explains issues clearly and succinctly
(SME)

Effective communicator: knowledgeable and concise; demonstrates

3 active listening, explains issues clearly and succinctly

MET FEW Reports and other documents are poorly written—unclear, overly
EXPECTA 2 simplistic, or grammatically incorrect
TIONS
(MFE)
1 Often appears distracted or disinterested; frequently interrupts others;
contributions are often unclear or inaccurate

3. Teamwork And Collaboration

FAR Successfully builds productive, mutually beneficial and relationship to

EXCEEDE 7 solve problem and achieve common goal.
EXPECTA
TIONS
Models cooperation and teamwork; creates opportunities for self and
(FEE) 6 others to improve working relationships and work outcomes,

Builds and maintains effective working relationships with peers.

5
SUCCESSF
ULLY MET
Works effectively and cooperatively with others. Seeks new alliance
EXPECTA
TIONS
4 to expand sphere of influence and enhance quality of work.
(SME)
Treats others with respect
3

Relationships are strained by lack of interests in and respect for

MET FEW 2
EXPECTA peers.
TIONS
(MFE) Not a team player; often disrupts team process, jeopardizing progress
1
towards common goal.
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4. Employee Engagement

Consistently exhibits self-accountability and actively seeks to

FAR
EXCEEDE
7 acknowledge contributions. Inspires others to do the same.

D
EXPECTA Inspires and helps others develop skills and competencies to perform
TIONS 6 at their best; is highly respected among peers and partners.
(FEE)

Exhibits self-accountability and acknowledges the support and

5 contributions of others.
SUCCESSF
ULLY MET
EXPECTAT Consistently and actively assists developing skills and knowledge.
IONS
4
(SME)

Effectively contributes to team efforts; work is professional and high

3 quality.

Does not take ownership and often blames others for not being able to
MET FEW 2 make commitments.
EXPECTA
TIONS
(MFE)
1 Hinders sharing of knowledge and/or expertise; focused largely on
own development

5. Leadership
Does not share bond with co workers.
FAR
EXCEEDE 7
D
EXPECTA Employs clear post- implementation strategies to ensure
TIONS 6 sustainability; encourages continuous improvement.
(FEE)

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Builds and maintains effective working relationships with peers and

SUCCESSF
5 partners
ULLY MET
EXPECTA Sustains change through clear documentation and regular monitoring.
TIONS 4 Ensures that operational changes are successfully implemented and
(SME)

3 Analyzes processes to identify redundancies and workflow

inhibitors; restructures processes to improve quality of service

Has difficulty building strong, mutually beneficial working

MET FEW 2 relationships
EXPECTA
TIONS
(MFE)
1 Moves to next project before ensuring successful, sustainable
implementation of previous projects.

6. Continuous Learning

Effectively applies vast technical prior experiences to job situations. Is

FAR 7 sought out knowledge and as an expert to provide advice or solutions.
EXCEEDE
D
EXPECTATIO Highly knowledgeable in field
NS (FEE)
6

Frequently demonstrates the ability to incorporate past job experience

SUCCESSF
5 and apply technical knowledge to current job experiences.
ULLY MET
EXPECTA
Is informed and knowledgeable about trends in the field;
TIONS 4 appropriately aligns knowledge and skills with organizational
(SME)

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Works to continuously learn and improve technical and professional

3 skills.
MET FEW
EXPECTA Lacks knowledge and skill in a technical area. Is unable to
TIONS 2 incorporate past experiences to current job situations
(MFE)

1 Lacking in basic job skills and knowledge; Performance does not

demonstrate technical competence.

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Question 2 Solution:

Foundation University Islamabad

The Foundation University Islamabad (FUI), is a private university located in Islamabad, Pakistan. It has
two campuses; Islamabad & Rawalpindi.
FUI is a private sector university, sponsored by the Fauji Foundation which is the largest welfare organization
in the country. FUI was granted its charter by the Federal Government vide Ordinance No. LXXXVIII of
2002.
Vision and Mission Statements of the Foundation University Islamabad

Vision Statement:
“The university aspires to be among the leading institutions of higher learning, which contributes towards
development of the nation through excellence in education, research and innovation”
Mission Statement:
“Inspire creative inquiry and research to foster personal and professional development of its students.
provide equitable access to holistic education in diverse disciplines to produce valuable human resource for
national and global communities”

Department of Arts and Media

Vision Statement:
“To transform department of Arts and Media into a leading center of excellence of scholarship in Mass
Communication and Computer Arts in Pakistan and in the wider Asian region”
Mission Statement:
In order to accomplish department’s vision, we strive to achieve department’s mission.
• To facilitate students’ learning in all the aspects of Arts & Media
• To inculcate market oriented professional skills.
• To produce mass communication scholarship in sync with national and international needs and
aspirations.
We are focused on the technical design skills of students and to enhance the personal creative abilities so that
they can build their scope in the industry and polish their aesthetic skills through the media house.

Department of Business Administration

Vision Statement:
“Aspiring the development of youth in the field of business administration”

Mission Statement:
• To impart quality education for understanding and comprehension of business administration.
• To remain committed to the attainment of an application-based learning environment.
• To prepare graduates with analytical, synthesis and evaluation skills.

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Job Advertisement

Job Description for Finance Manager

A Finance Manager distributes the financial resources of a company, is responsible for the budget planning,
and supports the executive management team by offering insights and financial advice that will allow them to
make the best business decisions for the company.
Tasks:

• Develop, maintain, and analyze budgets, preparing periodic reports that compare budgeted costs to
actual costs.
• Prepare, examine, or analyze accounting records, financial statements, or other financial reports to
assess accuracy, completeness, and conformance to reporting and procedural standards.
• Review accounts for discrepancies and reconcile differences.
• Prepare adjusting journal entries.
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• Establish tables of accounts and assign entries to proper accounts.

Knowledge:

• Economics and Accounting — Knowledge of economic and accounting principles and practices, the
financial markets, banking and the analysis and reporting of financial data.
• Administration and Management — Knowledge of business and management principles involved in
strategic planning, resource allocation, human resources modeling, leadership technique, production
methods, and coordination of people and resources.
• Mathematics — Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their
applications.
• Customer and Personal Service — Knowledge of principles and processes for providing customer
and personal services. This includes customer needs assessment, meeting quality standards for services,
and evaluation of customer satisfaction.
• English Language — Knowledge of the structure and content of the English language including the
meaning and spelling of words, rules of composition, and grammar.

Skills:

• Active Listening — Giving full attention to what other people are saying, taking time to understand the
points being made, asking questions as appropriate, and not interrupting at inappropriate times.
• Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative
solutions, conclusions or approaches to problems.
• Monitoring — Monitoring/Assessing performance of yourself, other individuals, or organizations to
make improvements or take corrective action.
• Reading Comprehension — Understanding written sentences and paragraphs in work related
documents.
• Speaking — Talking to others to convey information effectively.
Abilities:
• Oral Expression — The ability to communicate information and ideas in speaking so others will
understand.
• Deductive Reasoning — The ability to apply general rules to specific problems to produce answers
that make sense.
• Oral Comprehension — The ability to listen to and understand information and ideas presented
through spoken words and sentences.
• Problem Sensitivity — The ability to tell when something is wrong or is likely to go wrong. It does
not involve solving the problem, only recognizing there is a problem.
• Speech Clarity — The ability to speak clearly so others can understand you.

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Job Advertisement

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Job Description for HR Manager

Tasks:
• Serve as a link between management and employees by handling questions, interpreting and
administering contracts and helping resolve work-related problems.
• Advise managers on organizational policy matters, such as equal employment opportunity and sexual
harassment, and recommend needed changes.
• Analyze and modify compensation and benefits policies to establish competitive programs and ensure
compliance with legal requirements.
• Perform difficult staffing duties, including dealing with understaffing, refereeing disputes, firing
employees, and administering disciplinary procedures.
• Represent organization at personnel-related hearings and investigations.

Knowledge:

• Personnel and Human Resources — Knowledge of principles and procedures for personnel
recruitment, selection, training, compensation and benefits, labor relations and negotiation, and
personnel information systems.
• Administration and Management — Knowledge of business and management principles involved in
strategic planning, resource allocation, human resources modeling, leadership technique, production
methods, and coordination of people and resources.
• English Language — Knowledge of the structure and content of the English language including the
meaning and spelling of words, rules of composition, and grammar.
• Law and Government — Knowledge of laws, legal codes, court procedures, precedents, government
regulations, executive orders, agency rules, and the democratic political process.
• Education and Training — Knowledge of principles and methods for curriculum and training design,
teaching and instruction for individuals and groups, and the measurement of training effects.
Skills:

• Active Listening — Giving full attention to what other people are saying, taking time to understand the
points being made, asking questions as appropriate, and not interrupting at inappropriate times.
• Management of Personnel Resources — Motivating, developing, and directing people as they work,
identifying the best people for the job.
• Speaking — Talking to others to convey information effectively.
• Judgment and Decision Making — Considering the relative costs and benefits of potential actions to
choose the most appropriate one.
• Reading Comprehension — Understanding written sentences and paragraphs in work related
documents.
Abilities:
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• Oral Comprehension — The ability to listen to and understand information and ideas presented
through spoken words and sentences.
• Oral Expression — The ability to communicate information and ideas in speaking so others will
understand.
• Written Comprehension — The ability to read and understand information and ideas presented in
writing.
• Deductive Reasoning — The ability to apply general rules to specific problems to produce answers
that make sense.
• Speech Clarity — The ability to speak clearly so others can understand you.

Link Between Vision, Mission, Job Description and Performance Management System
A Performance management is an effective way to tie individual performance to the vision and values of the
organization, connecting each employee’s daily activities with the organizational objectives. The organization
then measures employee performance based on these objectives. This process results in company, team and
individual goals for each employee that directly align their efforts with the corporate objectives and values.
The executive team communicates overall strategic objectives and defines the organization’s shared value
objectives. The executive team also establishes companywide performance goals based on these strategic
objectives and value statements.
Job descriptions is an integral part of all performance reviews. Without them, the review may not reflect an
accurate appraisal of the employee’s performance. When job descriptions are incorporated, they can be used as
a checklist to determine whether the employee has fulfilled the requirements of the job. If they have not, the
performance review provides an opportunity
to address concerns and look for solutions.

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