Suzan has worked for Organization ABC for one year. During her 30-day review, Suzan received amazing scores from her supervisor.

SEU MGT520: Managing Performance for Results

Assignment Details

This course includes the following assignments/projects:

Module 3 Critical Thinking Assignment Case Study

Review Chapter 2 and then read the scenario below.


Suzan has worked for Organization ABC for one year. During her 30-day review, Suzan received amazing scores from her supervisor. During her 60-day review, Suzan’s performance was deemed as acceptable, but her ability to communicate with her colleagues was lacking. During Suzan’s 90-day review, Suzan’s supervisor, at the time, expressed that her performance needed serious improvements. Unfortunately, Suzan’s supervisor noted the following:

1. Suzan did not provide her colleagues with messages from customers and vendors.

2. Suzan’s phone skills were ineffective, especially when interacting with customers.

3. Suzan’s temper was a concern and she often raised her voice when she became frustrated.

You have been hired to replace Suzan’s previous supervisor. Between Suzan’s 90-day review and presently (her annual review), you have noticed that Suzan’s performance still is a problem. Before she departs from the organization, Suzan’s past supervisor stated, “Suzan is nice; however, she is a horrible communicator. I cannot work with her, as she is such a challenge to deal withGood luck, as Suzan is one of the worst employees of Organization ABC.”

During your first week in your new role as supervisor, you met with Suzan to understand more about her performance. She stated, “I am a hard worker; however, I only was told what I was doing wrong. I am willing to learn. Can you help me become the best employee for Organization ABC? I want to succeed in this role.”

As a supervisor, you know that you have various responsibilities. One of your responsibilities is to address performance deficiencies. Although Suzan was provided with a job description, which included detailed information about the critical nature of communication in her role, she needs additional support.

Examine pages 79 and 80 in your textbook. Then, create a plan, specific to Suzan’s needs, detailing how you will utilize the following to ensure improved performance:

1.     Observation and documentation

2.     Updates

3.     Feedback

4.     Resources

5.     Reinforcement

For example, when thinking about observation and documentation, what might you do to keep track of Suzan’s performance? Why? When thinking about updates, how will you keep Suzan updated? Explain and justify your rationale for each of the five components and why you made the recommendations that you provided.

Your well-written paper should meet the following requirements:

  • Be 4-6 pages in length, which does not include the title and reference pages, which are never a part of the content minimum requirements.
  • Use Saudi Electronic University academic writing standards and APA style guidelines.
  • Support your submission with course material concepts, principles, and theories from the textbook and at least two scholarly, peer-reviewed journal articles.
  • Review the grading rubric to see how you will be graded for this assignment.

Plagiarised (DO NOT COPY)


Suzan has demonstrated a willingness to learn and improve her performance at Organization ABC. As her new supervisor, I am committed to helping her enhance her communication skills and overall performance through a structured performance improvement plan. This plan will focus on five key components: observation and documentation, updates, feedback, resources, and reinforcement. Each component will be tailored to address Suzan’s specific needs and support her development in her role.

Observation and Documentation


  1. Regular Monitoring:

    • Conduct weekly observations of Suzan’s interactions with colleagues and customers.
    • Focus on both her verbal and non-verbal communication skills.
    • Note specific instances where communication was effective and where it fell short.
  2. Detailed Records:

    • Maintain a log documenting her performance, including positive behaviors and areas needing improvement.
    • Use this log to track her progress over time and identify patterns in her behavior.

Rationale: Regular monitoring and detailed documentation provide a factual basis for feedback and discussions. This systematic approach ensures that feedback is based on observed behaviors rather than subjective opinions, providing concrete examples to discuss during reviews. It also helps in identifying consistent issues or improvements in her performance, making it easier to tailor support to her needs.



  1. Weekly Check-Ins:

    • Schedule brief, weekly meetings with Suzan to review her progress.
    • Use these meetings to discuss challenges, provide guidance, and set short-term goals.
  2. Progress Reports:

    • Provide monthly progress reports summarizing her performance.
    • Highlight improvements and outline ongoing issues.
    • Discuss these reports in one-on-one meetings to ensure clarity and mutual understanding.

Rationale: Regular updates keep Suzan informed of her progress, helping her stay focused on specific goals and allowing for timely adjustments to strategies. Weekly check-ins create an ongoing dialogue between Suzan and her supervisor, fostering a supportive environment where she can express concerns and seek advice. Monthly progress reports offer a more comprehensive view of her performance, allowing for more strategic planning and long-term goal setting.



  1. Constructive Criticism:

    • Offer specific, actionable feedback focusing on behaviors rather than personal attributes.
    • Use the “sandwich” method: start with a positive, followed by constructive feedback, and end with another positive.
    • Ensure feedback is clear, concise, and respectful, avoiding any negative tone that could demotivate Suzan.
  2. Real-Time Feedback:

    • Provide immediate feedback after observed interactions, both positive and negative.
    • Reinforce positive behaviors on the spot to encourage their continuation.
    • Address negative behaviors promptly to prevent them from becoming habits.

Rationale: Constructive and timely feedback helps Suzan understand her strengths and areas for improvement, facilitating real-time learning and behavior modification. The “sandwich” method ensures that feedback is balanced and encourages a positive response. Real-time feedback reinforces learning and allows Suzan to make immediate adjustments, leading to quicker improvements in her performance.



  1. Communication Training:

    • Enroll Suzan in communication skills workshops or provide online training resources focused on customer service and effective communication.
    • Offer access to reading materials, videos, and interactive modules that can help her improve her skills.
  2. Mentorship:

    • Pair Suzan with a senior colleague who excels in communication.
    • Arrange regular meetings between Suzan and her mentor to discuss challenges and strategies for improvement.
    • Encourage the mentor to provide ongoing feedback and support.

Rationale: Providing targeted training and mentorship equips Suzan with the necessary skills and support to improve her communication abilities. Training resources offer structured learning opportunities, while mentorship provides personalized guidance and role modeling. This combination ensures that Suzan has both the theoretical knowledge and practical support needed to enhance her performance.



  1. Positive Reinforcement:

    • Acknowledge and reward improvements in Suzan’s communication skills.
    • Use verbal praise, recognition in team meetings, or small incentives to reinforce positive behavior.
  2. Performance-Based Incentives:

    • Implement a reward system tied to achieving specific communication-related goals.
    • Offer bonuses, additional responsibilities, or professional development opportunities as incentives.

Rationale: Positive reinforcement motivates Suzan to continue improving by recognizing and rewarding her efforts and successes. It reinforces desired behaviors and encourages a positive, proactive attitude towards her development. Performance-based incentives provide tangible rewards for achieving specific goals, making the connection between her efforts and their outcomes clear and motivating.


Implementing this comprehensive performance improvement plan addresses Suzan’s communication deficiencies through structured observation, regular updates, constructive feedback, targeted resources, and positive reinforcement. By focusing on these areas, Suzan can develop her communication skills, leading to improved performance and contributing to the overall success of Organization ABC. Through consistent support and guidance, Suzan has the opportunity to grow into a valuable and effective team member.


  1. Aguinis, H. (2019). Performance Management (4th ed.). Chicago Business Press.
  2. Armstrong, M. (2021). Armstrong`s Handbook of Performance Management (6th ed.). Kogan Page Publishers.
  3. Bernardin, H. J., & Wiatrowski, M. (2013). Human Resource Management: An Experiential Approach. McGraw-Hill Education.
  4. Latham, G. P. (2012). Work Motivation: History, Theory, Research, and Practice. SAGE Publications.
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