Dispute Resolution at the Workplace

Dispute Resolution at the Workplace â€Å"Dispute Resolution at the Workplace: The Practical, procedural and legal aspects†. Analyse this question in the context of the UK Employment law. The Employment Act 2002 (Dispute Resolution) Regulations came into force on 1st October 2004. The Act requires that all employees must have in place minimum statutory procedures, which would in effect deal with dismissal, disciplinary action and grievances in the workplace. This is in effect relevant to employers regardless of size. In essence, the regulation imposes on them the legal requirement for them to inform all their employees of the procedures in place. The aim of the Act is to build and enhance constructive employment relations in order to avoid litigation by developing better communication and improved conciliation. The Act was designed to encourage those involved in an employment relationship to discuss problems before resorting to Employment Tribunals. The obligation demands that both the employer and the employee follow a three-step minimum process when dealing with most dismissals, disciplinary and grievances procedures. The consequence of failing to abide by this is that it may result in the incurring of sanctions, which is normally financial penalty. The new three-step procedure was given full effect on 1st October 2004. In outline, the three-step process involves putting in writing any grievances, disciplinary and dismissal issues when they arise; meeting and discussing face to face in a meeting arranged by the employer; and appeal meetings if required. The Act itself introduced minimum procedures for settling grievances and internal disciplinary methods. The essence of this is to impart in employees the need to raise their grievances with their employers before applying to an Employment tribunal. The emphasis is for the need for all employers to have at least the minimum requirements in place. In reality, many employers will already have in place procedures, which go much further than the minimum requirement. In such a case, the only issue will be to confirm that the procedures in place comply with the new procedures. Employers are expected to inform their employees in a written statement provided within two months of them taking employment of the disciplinary rules which govern the company and whom to go to for grievances. The employee must then follow the grievance procedure and it is essential as a general rule that a grievance must be put in writing. All the requirements to be followed are expounded in the Act, all of which mus t be followed in order for a claim to be brought before the Employment Tribunal. The exception to this (requirement in writing) is in a case involving dismissal. Where the disciplinary or dismissal procedures have not been met before the case goes to the employment tribunal, this may in some circumstances affect a money award, in terms of decreasing an award if an employer was at fault for instance. There are practical obligations concerning procedures that have been imposed on both the employer and the employee. As regards the employee, the first thing to do where there are any concerns about his/her job relating to working conditions, or about co-workers, will be to raise the matter with the specified person referred to in the employer’s written statement. The employer must according to the provisions of the regulations inform the employee of the procedures to follow at the place of work if an employee wishes to raise a grievance. Where an informal meeting which will instigate a complaint about grievances fails to resolve the matter to the employee’s satisfaction, then he/she may begin a formal grievance procedure as provided for in the regulations. Where a formal grievance procedure is not followed, then the employee has failed in his statutory obligations and will not be able to bring a claim in the Employment Tribunal, except in cases to do with dismissals. The employee is then expected to set out his grievances in writing. The employer must then arrange a meeting to discuss the employee’s grievances. The employee has a right to be accompanied by someone at work or a trade union official. Where the employee feels that his/her grievances have not been dealt with to his satisfaction, he must then inform his employer of his intentions to appeal. The employer must then arrange a meeting to do this. This will be the final stage as a minimum requirement of the Act. Where the employee is still not satisfied, he can bring his claim to the Employment tribunal, where he feels his employment rights have been infringed. The new statutory minimum procedures come into play when the employer is considering dismissing the employee or taking other disciplinary actions. Where the employer does not follow the new statutory provisions regarding grievance procedures and the employer dismisses the employee, the employee may complain to an employment tribunal who will normally find the dismissal automatically unfair and compensation will be increased. Similarly, where the employer fails to follow the new statutory rules, and where the employer take s other disciplinary action, short of dismissal and a successful claim is made to the employment tribunal about that action, any money awarded to the employee is likely to be increased by between 10% and 50% (this is on the assumption that the failure to follow the procedures was not the employee’s fault). The Department of Trade and Industry has made publications geared at both employees and employers in order to facilitate the new regulation, and for a smooth transition into its requirements. The website contains details about the Act and the steps to be taken in order to ensure adherence. It also contains a section aimed at assisting employees and it contains links to law centres and agencies that can offer their advice accordingly. The Act has no bearing on dismissals that took place before 1st of October 2004, even if the procedures undertaken by the employer carries on until after this date. The Act also has no bearings in instances where an employee brings a claim about a grievance that took place after the Act came into force. Harvey, Industrial Relations and Employment Law, LexisNexis Butterworths 2005 www.dti.gov.uk/er 1,010 words

Sustaining Employee Performance

In this paper, team D will address the course design objectives of Riordan Manufacturing. First of all, the team will pick two job positions within the company, and discuss the general functions of performance management systems, job evaluation methods, compensation plans, and the importance of employee benefit plans. The two job positions discussed in this paper will be the Director of Administration, and Human Resources/recruiter. These positions were selected due to the extreme amount of importance their roles play in completing Riordan Manufacturing’s Mission. General functions of performance management systems The general function of performance management systems in organizations is for employers to manage employees’ performance and development by providing individual feedback on their performance evaluation to identify and plan measurable areas for personal development to ensure the organization’s strategic goals are being met (DeCenzo and Robbins, 2007). For years, many organizations provided appraisal type performance reviews to their employees that ranked them against other employees. This type of ranking system is problematic, as it is unfair to compare employees from different departments who’s primary goals may be different from one another and can viewed as putting down employees who may be unable to put in as many hours or as much effort as others who have only one set project at a time and can bog down to set higher numbers. If employee development is not properly measured and managed, the organization may find it difficult to meet their strategic goals. This in turn can create complications between mainstream workers and management, as well as the company, and their customers. Riordan Manufacturing uses a behavioral-anchored rating scale for their annual performance evaluations. The employees are rated by their performance in different areas of competencies to determine if they met, exceeded, or if they did not meet the standard expectations of the job. â€Å"Behaviorally anchored rating scales specify definite, observable, and measurable job behavior† (DeCenzo and Robbins, 2007, p. 264). This rating is issued and determined by managers and is a sufficient measure for performance management. Though this rating style eliminates competitive work habits that may assist in high productivity, it is a proven system that works much more consistent (Noe, Gerhart, & Wright, 2012) . Job evaluation methods Job evaluations are important for every organization to use because it ranks each position in the organization and is used to determine the pay structures for positions. Positions are usually broken down by responsibility, skill, effort, and work conditions. It is also helpful to separate the positions into groups such as managerial, professional, sales, and so on. This makes the rankings more valid within the job categories. To evaluate the director of administration a good evaluation method would be the ordering method. The ordering method uses a committee composed of managers and employee reps to arrange jobs in ranking order from highest importance to lower importance. The base of this is to compare two jobs and decide what job is more important or difficult. Then to add another job to the comparison until all of the positions have been compared and ranked. There are two major drawbacks to doing evaluations this way. One is there can be many positions within the organization which can make the processes confusing and long. Two, there are no consistent standards in the ranking evaluations. Another way to evaluate the director of administration position is through the classification method. This method was developed so that a standard was set in the evaluation processes. Classifications are set based off of skills, knowledge, and responsibilities and then by classes such as managerial, sales staff, and so on. Once these are established, then they are put in order by importance based on the criteria they are in. This process can be just as confusing as the ordering method if not done properly. A human resource department can be evaluated with the point method. The point method breaks positions down based on identifiable marks like skill, effort, and responsibility, and assigns points to the criteria’s. This method can be helpful because all positions with the same amount of points are in the same pay grade. Jobs can change over time but the rating scale under the point method stay intact (DeCenzo& Robbins, 2007). Even though the point method is the most reliable it is the most time consuming. Compensation plans Director Administrator and Human Resources/Recruiter are both important functions in a business. They have common commonalities. Between the two, they have distinctive, important functions. The Director of Administrations functions are to meet business goals and organize the personnel in the business. They also operate with financial management and marketing management. Human Resources are responsible to manage, hire, making plans to retain employees, and find the right candidates. Human Resources are an important tool for any organization, industry, and geographic location. The difference between Administration and Human resources is that the administrative function is predominantly to maintain the conditions of employment. On the other hand, Human Resources use the traditional process to manage Riordan Manufacturing’s goals and strategies, which follows with developmental organizational activities. Both positions seek for the compensation plans for the organization by administering to employee bonuses, overtime calculations, and payroll. Riordan Manufacturing focuses on Administration and Human Resources, because it can create investments in the future if the training programs are well elaborated and developed. Both fall into finding the best program functions (technical, finance). The development of employees is very important for Riordan Manufacturing since it helps create satisfaction among employees. The Board of Directors also maintains the executive and auditing committees under the corporate governance plan (Apollo Group, Inc. 2011). Riordan Manufacturing also has to implement a corporate compliance plan to have a safe future for the company. Riordan’s compliance plan will guide the company on how to handle current and future issues. The compliance plan is focused on working with issues, such as technological, logistical, and governance. By performing well in these areas, the company could be prosperous. The company has to maintain high quality in the performance of products and processes. This will help the company to be unsusceptible to product liability issues. Importance of employee benefit plans to employees working in team D’s chosen positions Director of Administration and Human Resources/Recruiter† Employees are offered benefits as a means to provide additional compensation above their regular salary to make their lives a little easier outside of the workplace. Health insurance, vacation and holiday time, social security and retirement plans, are all important benefits to employees and their families. At Riordan Manufacturing, the Human Resources Recruiters receive the same benefits that are of fered to every employee, which is an important factor for employee retention. The Directors at Riordan are offered special perks such as, travel benefits, a company vehicle, expense accounts, and other benefits that are not offered to every employee. Executive level employees receive these special perks to encourage them to work hard for the organization and to promote loyalty in the event of a hostile takeover. Conclusion Ending on a positive note, the team demonstrated in informative content to the reader, an understanding of the concepts of sustaining employee performance in this paper. These concepts are the four important activities of the HRM motivation function, and the connections to stimulating employees are observed. The team identified two job positions within Riordan Manufacturing, which are the Director of Administration, and Human Resources/recruiting. The team described the general functions of performance management systems. The team suggested two job evaluation methods for both of the job positions and answered questions about the advantages and disadvantages of these methods based on the recruiter and Director of Administration and Human Resources job positions. The team compared and contrasted the possible compensation plans for those two job titles. The team explained the importance of providing employee benefit plans to the recruiter/director of HR. An in-depth, comprehensive overview of activities planned in sustaining employee performance in the two positions at Riordan as referenced from week five materials, and the virtual organization site, followed by a logical conclusion. Sustaining Employee Performance In this paper, team D will address the course design objectives of Riordan Manufacturing. First of all, the team will pick two job positions within the company, and discuss the general functions of performance management systems, job evaluation methods, compensation plans, and the importance of employee benefit plans. The two job positions discussed in this paper will be the Director of Administration, and Human Resources/recruiter. These positions were selected due to the extreme amount of importance their roles play in completing Riordan Manufacturing’s Mission. General functions of performance management systems The general function of performance management systems in organizations is for employers to manage employees’ performance and development by providing individual feedback on their performance evaluation to identify and plan measurable areas for personal development to ensure the organization’s strategic goals are being met (DeCenzo and Robbins, 2007). For years, many organizations provided appraisal type performance reviews to their employees that ranked them against other employees. This type of ranking system is problematic, as it is unfair to compare employees from different departments who’s primary goals may be different from one another and can viewed as putting down employees who may be unable to put in as many hours or as much effort as others who have only one set project at a time and can bog down to set higher numbers. If employee development is not properly measured and managed, the organization may find it difficult to meet their strategic goals. This in turn can create complications between mainstream workers and management, as well as the company, and their customers. Riordan Manufacturing uses a behavioral-anchored rating scale for their annual performance evaluations. The employees are rated by their performance in different areas of competencies to determine if they met, exceeded, or if they did not meet the standard expectations of the job. â€Å"Behaviorally anchored rating scales specify definite, observable, and measurable job behavior† (DeCenzo and Robbins, 2007, p. 264). This rating is issued and determined by managers and is a sufficient measure for performance management. Though this rating style eliminates competitive work habits that may assist in high productivity, it is a proven system that works much more consistent (Noe, Gerhart, & Wright, 2012) . Job evaluation methods Job evaluations are important for every organization to use because it ranks each position in the organization and is used to determine the pay structures for positions. Positions are usually broken down by responsibility, skill, effort, and work conditions. It is also helpful to separate the positions into groups such as managerial, professional, sales, and so on. This makes the rankings more valid within the job categories. To evaluate the director of administration a good evaluation method would be the ordering method. The ordering method uses a committee composed of managers and employee reps to arrange jobs in ranking order from highest importance to lower importance. The base of this is to compare two jobs and decide what job is more important or difficult. Then to add another job to the comparison until all of the positions have been compared and ranked. There are two major drawbacks to doing evaluations this way. One is there can be many positions within the organization which can make the processes confusing and long. Two, there are no consistent standards in the ranking evaluations. Another way to evaluate the director of administration position is through the classification method. This method was developed so that a standard was set in the evaluation processes. Classifications are set based off of skills, knowledge, and responsibilities and then by classes such as managerial, sales staff, and so on. Once these are established, then they are put in order by importance based on the criteria they are in. This process can be just as confusing as the ordering method if not done properly. A human resource department can be evaluated with the point method. The point method breaks positions down based on identifiable marks like skill, effort, and responsibility, and assigns points to the criteria’s. This method can be helpful because all positions with the same amount of points are in the same pay grade. Jobs can change over time but the rating scale under the point method stay intact (DeCenzo& Robbins, 2007). Even though the point method is the most reliable it is the most time consuming. Compensation plans Director Administrator and Human Resources/Recruiter are both important functions in a business. They have common commonalities. Between the two, they have distinctive, important functions. The Director of Administrations functions are to meet business goals and organize the personnel in the business. They also operate with financial management and marketing management. Human Resources are responsible to manage, hire, making plans to retain employees, and find the right candidates. Human Resources are an important tool for any organization, industry, and geographic location. The difference between Administration and Human resources is that the administrative function is predominantly to maintain the conditions of employment. On the other hand, Human Resources use the traditional process to manage Riordan Manufacturing’s goals and strategies, which follows with developmental organizational activities. Both positions seek for the compensation plans for the organization by administering to employee bonuses, overtime calculations, and payroll. Riordan Manufacturing focuses on Administration and Human Resources, because it can create investments in the future if the training programs are well elaborated and developed. Both fall into finding the best program functions (technical, finance). The development of employees is very important for Riordan Manufacturing since it helps create satisfaction among employees. The Board of Directors also maintains the executive and auditing committees under the corporate governance plan (Apollo Group, Inc. 2011). Riordan Manufacturing also has to implement a corporate compliance plan to have a safe future for the company. Riordan’s compliance plan will guide the company on how to handle current and future issues. The compliance plan is focused on working with issues, such as technological, logistical, and governance. By performing well in these areas, the company could be prosperous. The company has to maintain high quality in the performance of products and processes. This will help the company to be unsusceptible to product liability issues. Importance of employee benefit plans to employees working in team D’s chosen positions Director of Administration and Human Resources/Recruiter† Employees are offered benefits as a means to provide additional compensation above their regular salary to make their lives a little easier outside of the workplace. Health insurance, vacation and holiday time, social security and retirement plans, are all important benefits to employees and their families. At Riordan Manufacturing, the Human Resources Recruiters receive the same benefits that are of fered to every employee, which is an important factor for employee retention. The Directors at Riordan are offered special perks such as, travel benefits, a company vehicle, expense accounts, and other benefits that are not offered to every employee. Executive level employees receive these special perks to encourage them to work hard for the organization and to promote loyalty in the event of a hostile takeover. Conclusion Ending on a positive note, the team demonstrated in informative content to the reader, an understanding of the concepts of sustaining employee performance in this paper. These concepts are the four important activities of the HRM motivation function, and the connections to stimulating employees are observed. The team identified two job positions within Riordan Manufacturing, which are the Director of Administration, and Human Resources/recruiting. The team described the general functions of performance management systems. The team suggested two job evaluation methods for both of the job positions and answered questions about the advantages and disadvantages of these methods based on the recruiter and Director of Administration and Human Resources job positions. The team compared and contrasted the possible compensation plans for those two job titles. The team explained the importance of providing employee benefit plans to the recruiter/director of HR. An in-depth, comprehensive overview of activities planned in sustaining employee performance in the two positions at Riordan as referenced from week five materials, and the virtual organization site, followed by a logical conclusion.

Four Circles Model Essay

The Stages of Systemic Change by Beverly L. Anderson By analyzing where they are an the continuum of educational change, stakeholders can see where they still may need to go. At first I didn’t see the magnitude of the change. I thought if we just did better what we had always done, we would be OK. Then I realized we had to do something totally different, but I didn’t know what. Gradually we began trying some new approaches. One change led to another and another and another like dominos. I started to see what people meant by systemic change. A new energy and excitement surged among its as hope grew and the cloudy vision of what we wanted became clearer and clearer. -Principal of a restructuring high school Administrators across the United States are recognizing that the education system needs fundamental changes to keep pace with an increasingly complex global society. Yet, the deeper we get into the process of change, the more confused we can become. We need some sense of what to expect and what direction to take. Seeing the patterns of change can be difficult; stakeholders in a system tend to see change primarily from their own perspective. Often teachers may not understand what is seen by administrators and parents, nor do administrators or parents see change from a teacher’s perspective, or from each other’s. To give stakeholders an aerial view of the shifts occurring in educational systems, the matrix â€Å"A Continuum of Systemic Change† defines six developmental stages and six key elements of change (see fig. 1). A composite of experiences in systemic change from across the United States and at all levels of education, the matrix provides stakeholders with a common vantage point for communicating and making decisions about change. Stages of Systemic Change Six stages of change characterize the shift from a traditional educational system to one that emphasizes interconnectedness, active learning, shared decision making and higher levels of achievement for all students. Although Figure 1 displays the six developmental stages as linear and distinct, change is unlikely to follow a linear path. An education system will seldom be clearly at one of these stages but will usually experience â€Å"Brownian motion,† going back and forth from one stage to another on the path toward an ideal situation. The six stages are: Maintenance of the Old System: Educators focus on maintaining the system as originally designed. They do not recognize that the system is fundamentally out of sync with the conditions of today’s world. New knowledge about teaching, learning, and organizational structures has not been incorporated into the present structure. Awareness: Multiple stakeholders become aware that the current system is not working, as well as it should, but they are unclear about what is needed instead. Exploration: Educators and policymakers study and visit places that are trying new approaches. They try new ways of teaching and managing, generally in low-risk situations. Transition: The scales tip toward the new system; a critical number of opinion leaders and groups commit themselves to the new system and take more risks to make changes in crucial places. Emergence of New Infrastructure: Some elements of the system are operated in keeping with the desired new system. These new ways are generally accepted. Predominance of the New System: The more powerful elements of the system operate as defined by the new system. Key leaders begin envision even better systems. Key Elements to Change As schools. districts. and states move through the six developmental stages. six elements of the education system seem to be particularly important. Monitoring these six elements can help us understand an education system’s progress. Vision: The vision that people have of an education system and what it should accomplish must change in order for the system to change. Through the stages of development, the number of people from different groups who agree on the shape and purpose of the new system increases. Public and Political Support: As the vision develops and is translated into practice, the support of the public and of the political leadership at all levels of the system must grow. Such support involves a deepening understanding of the what and why of the changes needed. The inclusion of diverse populations appears to be critical in building support. Networking: Building networks that study, pilot, and support the new vision of the education system is essential in establishing lasting systemic change. These networks typically do not rely on the existing bureaucratic structure. They frequently use computers, newsletters, conferences, and personal communications to link people of similar roles across existing organizational lines. Teaching and Learning Changes: Teaching and learning based on the best available research on how people learn is at the core of the new system. Closely related is the perspective that all students need and can learn the higher-level skills of understanding, communication, problem solving. decision making, and teamwork. If changes do not occur in teaching and learning, all the other changes have little value. Administrative Roles and Responsibilities: To achieve change in the classroom, administrative roles and responsibilities need to shift at the school, district, and state levels from a hierarchical structure of control to one of support and shared decision making. Policy Alignment: State and local policy need to be aligned around the beliefs and practices of the new system, particularly in areas related to curriculum frameworks, instructional methods and materials, student assessment practices, resource allocation, and the inclusion of all types of students. Making simultaneous changes in all six elements requires conscious planning. The process is akin to remodeling a building while people are still using it; redesign and reconfiguration need to be carefully staged to keep the building functional. Using the Matrix The matrix â€Å"A Continuum of Systemic Change† is proving particularly valuable in three ways. Educators are using it to: 1. Develop a common language and conceptual picture of the processes and goals of change among diverse stakeholders. Once stakeholders can see the issues and perspectives of the others. hey are better positioned to take actions that will support and enhance others’ specific situations. One of the nation’s earliest and largest restructuring efforts, Re:Learning, used frameworks similar to this matrix to develop common understandings and to engage multiple stakeholders in discussions about the goals and strategies of systemic change. 2. Develop a strategic plan for moving forward on systemic change. Once systemic change is under way, people often feel overwhelmed by the magnitude of the task. A matrix such as this one can be used to specify what steps to take next. For example, state mathematics and science curriculum directors used the matrix at a national conference to analyze their own state’s progress on systemic change. Many found that they were moving along reasonably well with the vision, the policy realignment, and the shifts in administrative roles, but changes in classroom teaching were small, and public support was lagging. They realized these areas needed special attention if the full system was to change. 3. Develop an ongoing assessment process to support and encourage deep, quality change. The matrix can provide the basis for deciding the focus of an evaluation, the type of data to collect, and the modes of analysis and reporting. An organization funding changes in science instruction based its evaluation tool on the matrix. In another state, districts and communities used the matrix to evaluate their progress in redesigning arts education. For systemic change to occur, all aspects of the system must move forward. A physician doesn’t say, â€Å"Well, I guess I won’t worry too much about that heart problem. The rest of the body seems fine. † By adapting this matrix to their own systems, educators can help stakeholders rise above their singular viewpoints to a more comprehensive perspective of the changes occurring. By nurturing all aspects of the education system, we can bring about the systemic change that will transform education. Beverly L. Anderson is Executive Director of InSites, 1877 Broadway, Suite 405, Boulder, CO 80302. She formerly directed the Re:Learning systemic change initiative at the Education Commission of the States.

Eastern Michigan University Acceptance Rate, SAT/ACT Scores, GPA

Eastern Michigan University is a public research university with an acceptance rate of 76%. Located in Ypsilanti, a small city between Ann Arbor and Detroit, Eastern Michigan University has well-regarded programs in business, forensics, nursing, and education. EMU has over 250 student clubs and organizations and an active Greek system. On the athletic front, the Eastern Michigan Eagles compete in the NCAA Division I  Mid-American Conference. Popular sports include football, golf, basketball, track and field, swimming, and softball. Considering applying to Eastern Michigan University? Here are the admissions statistics you should know, including average SAT/ACT scores and GPAs of admitted students. Acceptance Rate During the 2017-18 admissions cycle, Eastern Michigan University had an acceptance rate of 76%. This means that for every 100 students who applied, 76 students were admitted, making Eastern Michigans admissions process somewhat competitive. Admissions Statistics (2017-18) Number of Applicants 14,577 Percent Admitted 76% Percent Admitted Who Enrolled (Yield) 22% SAT Scores and Requirements Eastern Michigan University requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 85% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 450 590 Math 440 580 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of Eastern Michigans admitted students fall within the  bottom 29% nationally  on the SAT. For the evidence-based reading and writing section, 50% of students admitted to Eastern Michigan scored between 450 and 590, while 25% scored below 450 and 25% scored above 590. On the math section, 50% of admitted students scored between 440 and 580, while 25% scored below 440 and 25% scored above 580. Applicants with a composite SAT score of 1170 or higher will have particularly competitive chances at Eastern Michigan. Requirements Eastern Michigan University does not require the SAT writing section or SAT Subject tests. Note that Eastern Michigan does not superscore SAT results, your highest composite SAT score from a single test date will be considered. ACT Scores and Requirements Eastern Michigan University requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 25% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 13 24 Math 16 23 Composite 15 23 This admissions data tells us that most of Eastern Michigans admitted students fall within the  bottom 20% nationally  on the ACT. The middle 50% of students admitted to Eastern Michigan received a composite ACT score between 15 and 23, while 25% scored above 23 and 25% scored below 15. Requirements EMU does not require the ACT writing section. Note that Eastern Michigan does not superscore ACT results, your highest composite ACT score from a single test date will be considered. GPA In 2018, the average high school GPA of Eastern Michigan Universitys incoming freshmen class was 3.29. This data suggests that most successful applicants to EMU have primarily B grades. Admissions Chances Eastern Michigan University, which accepts more than three-quarters of applicants, has a somewhat selective admissions process. If your SAT/ACT scores and GPA fall within the schools average range, you have a strong chance of being accepted. Note that EMU admits students on a sliding scale that combines high school GPA and SAT or scores. Students with high GPAs, may be admitted with below average test scores, and students with high test scores, may be admitted with a lower-than-average GPAs. If You Like Eastern Michigan, You May Also Like These Schools Ohio State UniversityBall State UniversityWestern Michigan UniversityGrand Valley State UniversityBowling Green State UniversityCentral Michigan University All admissions data has been sourced from the National Center for Education Statistics and Eastern Michigan University Undergraduate Admissions Office.