Concerns About Utility When Choosing An Assessment Method
Assignment ID Number AFFGEHU83939HD Type of Document Essay Writing Format APA/MLA/Harvard Academic Level Masters/University References/Sources 4 References
Concerns About Utility When Choosing An Assessment Method
The case study must be at least 3-4 pages long, not including the title page, reference page, figures, tables, and appendices. Each Case Study must include at least one scholarly reference, which must be cited throughout the narrative and included in the reference list in APA format.
Randy May, a 32-year-old aviation mechanic from Nantucket Island, Massachusetts, works for a tiny airline. Randy recently won $2 million in a lottery in New England. Randy opted to invest his profits in a firm to produce a future source of income because he is still young. Randy decided to start a franchise of ice cream stores in the Cape Cod area after examining several financial options. (It turns out that ice cream businesses are scarce on Cape Cod and the surrounding islands.) Randy calculated that he had enough money to open two shops in small villages on the Cape, one on each of the two islands (Nantucket and Martha’s Vineyard), and one on each of the two islands (Nantucket and Martha’s Vineyard) (Falmouth and Buzzards Bay). Randy hired a local contractor to build/renovate the four shops, and the work is well underway.
Randy’s current project is to figure out how to staff the shops. He put adverts in three local newspapers two weeks ago. He has got 100 applications thus far. Randy has done some preliminary HR planning and estimates that he will need to hire 50 people to staff the four locations. Randy is confused how to choose the 50 people he needs to hire because he is new to this. Randy sought advice from his buddy Mary, the owner of the airport’s lunch kiosk. Mary told Randy that she utilized the interview to find the “most knowledgeable people possible” and that she encouraged it because her employees had “usually worked out well.” Randy admired Mary’s suggestion, but after some thought, he had a few questions. Does Mary’s utilization of the interview imply that it satisfies Randy’s needs? Randy has no way of knowing whether his approach of personnel selection was successful or not.
Randy sought help from Professor Ray Higgins, with whom he had taken an HR management course while pursuing his business degree. Professor Higgins advised Randy adopt one of two selection procedures after learning about the circumstance and offered his advising services (he couldn’t afford to employ both methods after paying Professor Higgins’ consulting costs). Professor Higgins suggested two methods: an interview (as Mary suggested) and a work sample test that comprises scooping ice cream and serving it to customers. Randy predicts that interviewing a candidate will cost $100 and administering the work sample will cost $150 per applicant. Professor Higgins told Randy that the interview has a r =.30 validity in predicting overall job performance for customer service professionals, whereas the work sample has a r =.50 validity in predicting overall job success. Professor Higgins also advised Randy that the selection ratio is likely to be high because there aren’t many job seekers in this area, and the minimal salary he proposes to pay isn’t likely to attract individuals.
Randy would be grateful if you could assist him in answering the following questions based on the information supplied above:
1. What aspects of this data appear to be the most essential in determining which selection measures to use? What role does each piece of information have in the debate of “option of assessment method”?
2. Which method should Randy use if he only has one?
3. How would your answers to questions 1 and 2 alter if the number of candidates for these jobs increases considerably (more applications are pouring in than Randy anticipated)?
4. Are there any other details you’d like to know before committing to one of these options? What other factors might be important?
Please mention your sources and be as detailed and lengthy as possible.
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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