Course Outline: Performance Management System

Course code: HR505

Credit:2.25 , Core Course
Area: Organizational Behaviour and Human Resource
Program: PGDM-HR
Term II Academic Year 2022-23
_____________________________________________________________________

Instructor(s) Name Kapil Pandla

Room no.
Email kapilpandla@imibh.edu.in
Phone (Extn no.)
Meeting Hours Click or tap here to enter
text.

1. COURSE OBJECTIVE

The growth of any organization depends on the degree of soundness in the execution i.e.
Performance and the accompanying Compensation to the employees. Performance has to
be integrated with organization–wide goals. It has to be appraised, no doubt but before that
it has to have specific goals and measures to test it against. The way an employee is
assessed is crucial to the success of the unit. Performance platforms have to be made jointly
and communicated.
The course hinges on the main objective of making students aware of the processes
involved in performance and compensation management; their importance in the scheme
of things in an organization and the specific techniques that are used for these important HR
functions.

2. COURSE OUTCOMES

Course Outcome (CO1): Assess the importance of integrating performance management for
organizational and individual success.
Course Outcome (CO2): Identify how to clarify expectations and set performance goals
Course Outcome (CO3): Apply learnings of how to approach and conduct performance
appraisals in the context of performance management
Course Outcome (CO4): Analyze the importance of creating development plans to
encourage employees to learn new skills and grow.

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 3. MAPPING OF THE PROGRAM OUTCOMES (POs) AND COURSE
OUTCOME (COs)

Program Outcomes (POs) CO CO CO CO

1 2 3 4
PO1: Student should be able to write well organized and
grammatically correct business reports and letters.
PO2: Student should be able to make effective oral
presentations.
PO3: Student should be able to demonstrate critical thinking 3 2
skills by understanding the issues with a strong focus on
Human Resources Management, evaluating alternatives on
the basis of multiple perspectives and presenting a solution
including conclusions and implications
PO4: Student should be to demonstrate problem solving 2 3
skills by understanding and defining the problem particularly
related to Human Resources Management, analyzing it and
solving it by applying appropriate theories, tools and
techniques.
PO5: Student should be able to illustrate the role of
responsible leadership in management.
PO6: Student should be able to identify social concerns and
ethical issues in management.
PO7: Student should be able to identify challenges in Human 2 2
Resources Management faced by the organization at the
global level.
PO8: Student should be able to take decisions in the global
business environment with a special focus on Human
Resources Management.

4. PEDAGOGY:

Various pedagogical tools will be used to help participants various concepts and best practices of
performance management. These will include the appropriate mix of Lecture, Case Discussions,
Exercises, Role Plays, etc.
5. COURSE EVALUATION COMPONENT

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Sr. No. Evaluation Component Weightage
1 Class Participation 10 %
2 Quizzes 20%
3 Case Writing 30%
4 End-Term Examination 40 %

Quizzes
The quizzes are unannounced. These may take place during the session and/or during a
particular slot. No make-up quizzes will be given to any student in case of absence from the
quizzes. Students are NOT supposed to request for any make-up quiz.

End-Term Examination
This marks the end of evaluation, where students will be tested on their overall learning and
their ability to generate strong data-driven arguments. The exact structure and pattern of the
examination will be discussed before the examination.

6. MAPPING BETWEEN COs, POs and CECs

Course Evaluation Components (CECs)

COs POs
CEC1 CEC2 CEC3 CEC4
CO1 PO3 ✓
CO2 PO4, PO7 ✓
CO3 PO4 ✓
CO4 PO3, PO7 ✓

7. RESOURCES
7.1 Text Book

Rao. T.V. (2016) Performance Management: Toward Organizational Excellence. Sage:

New Delhi.

7.2 Reference Books

Aguinis, H. (2014). Performance Management. Noida: Pearson.

Armstrong, M. (2017). Armstrong on Reinventing Performance Management:
Building a Culture of Continuous Improvement. Kogan Page Publishers: London.
Arvey, R. D., & Murphy, K. R. (1998). Performance evaluation in work settings.
Annual Review of Psychology, 49, 141-168.

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 Campbell, D. J., & Lee, C. (1988). Self-appraisal in performance evaluation:
Development versus evaluation. Academy of Management Review, 13, 302-314.

8. SESSION PLAN:
Sessio Topic Readings
n No.
Performance Management  Rao, Ch 1, Aguinis, Ch 1;

 Concept and definitions  Case: Performance Management at

 Elements Network Solutions Inc.
1-2  Process of Performance Management
 Dimensions of Performance Management
 Introduction to high performing
organisation
Performance Planning  Rao, Ch 2, Aguinis, Ch 2;

 Meaning
3  Need
 Process

Performance Appraisal  Rao, Ch 5, Aguinis, Ch 5 & 6;

 Meaning Focusing on Only One Component of a

 Methods
Performance Management System
 Performance Appraisal and HRD
4-6  Appraisal System in various Case: ATTOCK REFINERY LIMITED:
Organisations PERFORMANCE MANAGEMENT
 Appraisal System Vs Performance
System
 Performance Management and
Appraisal System: The Indian Scenario
360 Degree Feedback  Rao, Ch 5, Aguinis, Ch 5 & 6;

 Objectives
 Advantages
7  Prerequisites for Participation in 360
degree Feedbacks
 Effectiveness of 360 degree Feedback
 360 degree Feedback in Philips and
Johnson & Johnson
Assessment Centre & Potential Appraisal  Rao, Ch 18

 Definition
 Tools used in Assessment Centre
8-9  Procedure
 Indian Scenario
 Potential Appraisal

10-11 Performance Management System:  Does the Balanced Scorecard

Balanced Scorecard Improve Performance?

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 Competency Mapping
HR Competencies  THE HR SCORECARD
12-13 HR deliverables and performance drivers  Competency Mapping: A Tool
Roles of HR Professionals for HR Excellence

14-15 Performance Management and Reward System  Rao Ch 9, Aguinis, Ch 5

Case Writing Assignment

Purpose

The purpose of this assignment is

a) To broaden your knowledge of a specific topic
b) To help you gain experience in gathering, interpreting, and documenting information, developing and
organizing ideas and conclusions and communicating them effectively in the form of paper
c) To apply the concept learnt in the class

Style of Case study

Cover Page – Your name and title should go on the first page immediately before the beginning of
the text you have written

Margin – 1 inch

Font – Arial/ Times New Roman 10/12

Spacing- 1.5

References (For secondary source) :

For example

Eder, P., & Eisenberger, R. (2008). Perceived Organisational Support: Reducing the Negative
Influence of Co-worker Withdrawal Behaviour. Journal of Management, 34, 55-68
Deadlines

What you must do What you must produce When it is due

1. Select a company A proposal paragraph Friday of Second Week of the
term
2. Prepare final case Case study Soft Copy as well Friday of second last Week of
alongwith references as Hard Copy the term

Nature of the assignment

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This assignment will be done in a team of 3 students

Rubrics of Case Writing and presentation (30 Marks)

Scoring Rubric for assignment

Level of Case Presentation

Achievement

Exemplary •Addresses the issues. •  No error in PPTs

•Presents arguments in a logical order. •  Teamwork and excellent

display of communication skills
•Uses acceptable style and grammar (no errors).
•  Excellent handling of Q & A
•Backs conclusions with data and warrants

Very Good •Does not address the issue explicitly, although •Demonstrates accurate but only
does so tangentially. adequate understanding of the
question because does not back
•States a relevant and justifiable presentation.
conclusions with warrants and
•Presents arguments in a logical order. data.

•Uses acceptable style and grammar {one or

two error(s)}.

Good • Address the issue ambiguously • Okay kind of presentation

• Presents arguments in a less logical order. •Less thorough than above.

•• Fails to use acceptable style and grammar •Missing links in presentation.

(two or more errors).
•Poor flow

Needs •Does not address the question. •Does not demonstrate accurate
Improvement understanding of the Q & A.
•States no relevant answers.
•presentation not in order.
•Indicates misconceptions.
•  No flow
•Is not clearly or logically organized.

Exposed Many things mentioned above are missing and •Irrelevant material and poorly
contents are unrelated /irrelevant designed presentation

Class participation
The instructor will record the participation score of the student session-wise and marks will be
accordingly allocated for the entire term. If you miss the session for any reason, which means the
potential to lose participation marks too.

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Rubric for Class Participation

Exemplary (85%- Proficient (70%-84.99%) Developing (50%- Unacceptable (<50%)

100%) 69.99%)

Frequency of Student initiates Student initiates Student initiates The student does not
Class contributions more contribution once in contribution at least initiate contribution
Participation (4) than once in each each session. in half of the and needs an
session. discussions instructor nudge

(3.4 – 4) (3.36 – 3.39) (2.0 – 3.35) (< 2.0)

Quality of Comments are Comments are Comments are Comments are

Comments (3) always insightful & mostly insightful & sometimes uninformative, and
constructive; uses constructive; mostly constructive, with lacking in appropriate
appropriate use appropriate occasional signs of terminology. Heavy
terminology. terminology. insight. The student reliance on opinion &
Comments Occasionally does not use personal taste.
balanced between comments are too appropriate
general general or not terminology;
impressions, & relevant to the comments are not
thoughtful discussion always relevant to
criticisms or the discussion.
contributions.

(2.55 – 3.0) (2.1 – 2.54) (1.5 – 2.09) (< 1.5)

Listening Skills (3) The student listens The student is The student is often Does not listen to
attentively when mostly attentive inattentive and others; regularly talks
others present when others present needs reminders to while others speak or
materials, and ideas, and reflects & focus in class. do not pay attention
perspectives, as builds on others’ while others speak;
indicated by remarks. detracts from the
comments that Occasionally needs discussion
build on others’ encouragement
remarks.

(2.55 – 3.0) (2.1 – 2.54) (1.5 – 2.09) (< 1.5)

End Term Examination (40%): Students will be required to appear for End Term Examination which
will be conducted from entire course.

End Term Examination (40 marks)

Excellent Very Good On the right track Limited

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 (80-100%) (65-80%) (50-65%) (Less than 50%)

Focused and specific Focused topic. Appropriate topic. On topic, though very
Content topic. general.
Interesting details to Sufficient details to
(60%) Interesting details to support the topic. support the topic. Few details to support
support the topic. the topic.
Ideas are persuasive Some persuasive points.
Ideas are persuasive

Information is presented Information is presented Information is presented The order is predictable.

in an effective order. in a logical order. in a predictable,
Organization Missing either an
reasonable order.
Interesting effective lead Paragraphs are introduction or a
(20%)
and closure. appropriate. Shows awareness of the conclusion
need for an introduction
Effective lead and and closure
closure.

Interesting and precise Effective specific Appropriate general General, vague

vocabulary. Strong vocabulary. vocabulary. Some vocabulary.
Communication sentence variety, and use sentence variety and
of complex sentences. Good sentence variety, coherence. Predominantly simple
(20%) use of complex sentence structures and
sentences. little variety.

9. ACADEMIC INTEGRITY & CLASS RULES

a) Plagiarism is the use of or presentation of ideas, works that are not one’s own and
which are not common knowledge, without granting credit to the originator.
Plagiarism is unacceptable in IMI and will invite penalty. Type and extent of penalty
will be at the discretion of the concerned faculty.
b) Cheating means using written, verbal or electronic sources of aid during an
examination/ quiz/ assignment or providing such assistance to other students (except
in cases where it is expressly permitted by the faculty). It also includes providing false
data or references/list of sources which either do not exist or have not been used,
having another individual write your paper or assignment or purchasing a paper for
one’s own submission. Cheating is strictly prohibited at IMI and will invite penalty as
per policies of the Institute.