Competency Evaluate the dynamics of a performance-driven organizational culture. Scenario You are a Human Resources Manager for a Fortune 500 company. Many articles have been written about your company because the company discontinued its use of traditional rating systems within its appraisal review system and immediately witnessed increased employee commitment, reduced turnover, and improved metrics related to organizational goals. Your company was asked to host a workshop to share the dynamics of your performance-driven organizational culture as well as the transition from your previous traditional rating system, options for non-traditional valuations, and organizational benefits that can result from the discontinuance of traditional rating systems. Since you were a key champion involved in the discontinued use of the traditional rating system at your company, the Vice President of Human Resources has asked you to lead the workshop at the conference to educate attendees on the dynamics of performance-driven organizational culture and the use or nonuse of a ratings-driven appraisal system. Instructions Develop a handout for workshop attendees that: Includes a timeline with the workshop agenda. Describes elements of performance-driven organizational culture. Compares the advantages and disadvantages of using traditional ratings and non-traditional valuations within performance appraisals systems. Discusses employee and organizational benefits that can result from the adoption of non-traditional valuations within a performance-driven organizational culture. Summarizes techniques to overcome resistance and encourage acceptance of non-traditional valuations to develop a performance-driven organizational culture. Provides attribution for credible sources used in the workshop handout.

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In this module, Race, Rights and Legacy, we will be going into the past as a way of thinking through the historical nature of human rights in terms of some of the major events that shaped international human rights law (in this case, the widespread practice and subsequent abolition of slavery) and how historical human rights issues and events may continue to shape how we think, feel about and act in relation to human rights today. We explore these issues beyond academic texts, drawing on the richness of a range of primary and secondary materials that activate various senses to immerse ourselves in the past. In weeks 8 and 9 we will be drawing on a range of visual, audio, written and sensory sources of information on slavery in the United States to go ‘back into slavery’ and consider it from multiple different angles. This will provide the scaffolding for discussion, in Week 10, of some key issues in respect to race, legacy and rights in the more recent Australian context. Students will write a critical 600-700-word reflection on the role of going back into the past and using non-academic texts to enhance our understanding of and engagement with human rights issues today. Students should use the following questions as a guide: 1. How did “going into slavery” through engagement with a wide range of audio, visual and other sensory texts shape your understanding of the issue of slavery? a. For example, what role does seeing through other eyes play in understanding, and therefore responding to, human rights issues? (Seeing through other eyes may for instance include engaging with the testimony of those who experienced slavery or have shared their experiences as descendants of slavery, or for students who are descendants of slavery hearing the stories of those who have experienced it in other contexts or through the testimonies of slave-owners). b. How do you think might the everyday lived experience of slavery shape the actions of those living in slavery and/or slave owners and others implicated in supporting slavery? c. When we look at the experience and trauma of the past, how does it help explain where we are in the present in terms of race relations? some sources: https://www.youtube.com/watch?v=PmQvofAiZGA https://www.youtube.com/watch?v=UYqllZ3kdrc

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