The purpose of the activity is for you to explain and evaluate different recruiting, selection, onboarding, and performance management methods. Assignment alignment with Course Competencies: •Recommend recruiting, selection and performance management solutions or initiatives to address dynamic customer and stakeholder needs. •Interpret HR recruiting, selection and performance management issues and challenges to develop strategic solutions and interventions. •Critique recruiting, selection and performance management initiatives to ensure alignment with HR and organizational strategies. Deliverable: 1.Read the entire case study carefully and then respond to the seven Discussion Questions on page 5. Answer all questions and all parts of each question. 2.Developeach answer to the fullest extent possible, including citations from course resources, where applicable, to support your arguments. 3.Submit your assignment as a separate MS Word document in your assignments folder. Do not type your answers into the case study document. 4.Include a Cover Page with Name, Date, and Title of Assignment. 5.Do not include the original question. Use the following format: Question 1, Question 2, etc. 6.Each response should be written in complete sentences, double-spaced and spell-checked. Use 12-point Times New Roman font with 1-inch margins on all sides 7.Include page numbers according to APA formatting guidelines. 8.Include citations in APA format at the end of each answer.CASE STUDY IN ZIP FILEIn class materialsSelection MethodsPulakos (2005). Selection Assessment MethodsLumen Learning (nd). Selecting and Evaluating Employees Retrieved from https://courses.lumenlearning.com/wmopen-psychology/chapter/industrial-psychology-selecting-and-evaluating-employees/Lumen Learning (nd). Selection Retrieved from https://courses.lumenlearning.com/wm-businesscommunicationmgrs/chapter/selection/Selection and Regulatory ComplianceSelecting Employees without Getting into Legal Trouble (see document in Content below)U.S. Equal Employment Opportunity Commission Employment Tests and Selection ProceduresInterviewingDoyle (2020). Behavioral Interviewing Techniques and StrategiesHeathfield (2020). Illegal Interview Questions and What You Need to KnowNegligent HiringHeathfield (2020). What are Negligent Hiring Claims?HG.org. What is Negligent Hiring and Retention? Reference CheckingDoyle (2020). Questions Employers Ask When Conducting a Reference CheckU.S. Office of Personnel Management. Reference CheckingEmployment OffersHeathfield (2019). How to Make a Job OfferLumen Learning (nd). The Job Offer Retrieved from https://courses.lumenlearning.com/wm-businesscommunicationmgrs/chapter/the-job-offer/New Employee OrientationHeathfield (2019). New Employee Orientation: Employee OnboardingO’Toole (2019). Tips for a Better New Employee OrientationBrown (2020). Employee Orientation: Keeping New Employees on BoardEmployee OnboardingCaldwell & Peters (2018). New Employee Onboarding (See Content)Platz (2019). Steps for Creating a Positive Onboarding Experience for New EmployeesHeathfield (2019). How to Welcome and Onboard a New EmployeePike (2014). New Employee Onboarding Programs and Person-Organization Fit: An Examination of Socialization TacticsLagunas (2014). New Employee Onboarding as a Driver of Employee EngagementO’Boyle & Harter (nd). Why the Onboarding Experience is Key for RetentionCASE STUDYCase Overview—Part B In August, Jason Hubbs submitted a résumé to the human resource department of Big Time Computers Inc. in response to an advertisement in the local newspaper for a senior technical writer. After a short interview process in which three of the four individuals on the selection committee felt that he should be hired, Lisa Cavanaugh hired him. Hubbs spent a three-week training period learning departmental methods and procedures, becoming familiar with Big Time’s products, and preparing for his first writing assignments. As a senior writer, Hubbs was also expected to serve as a technical publications project leader for one of Big Time’s product groups. During the training period, Hubbs attended project meetings to meet the employees from other departments who were involved with that product group and to become current on what was happening within it. Following the training period, Hubbs started his first writing assignment, the revision of a software manual to reflect upgraded product software. Hubbs went two weeks beyond the scheduled date for completing the first draft of the revision. In editing the first draft, Hamrick felt that the writing quality and organization were poor and suggested extensive changes before the manual was distributed for review. Hubbs implemented these changes and prepared the manual for review. One week before the review, Hubbs sent an advance notice email message to the reviewers, notifying them of the upcoming review. Mark Samson, the project leader for the product described in the manual, pointed out to Lisa Cavanaugh that the message was sloppy, and had misspellings and poor grammar. He expressed concern that the credibility of the technical publications department was at risk if the quality of any of the written material that went out to the entire company was poor. Hamrick and Samson also expressed concern to Cavanaugh about Hubbs’s writing ability. Cavanaugh decided to implement some procedures to monitor Hubbs’s progress and temporarily give him more supervision. She scheduled weekly meetings with Hubbs during which he was to give her a detailed status report for the week, with particular emphasis on tracking manual schedules. She also required Hubbs to send his work to the technical editor on a chapter-by chapter basis, and each week Hamrick would meet with Hubbs to discuss his writing. Cavanaugh also decided to postpone giving project leader responsibilities to Hubbs, but she had him continue to attend project meetings with Murray and planned to give Hubbs a project in the future. Resentment was starting to develop in the technical publications department due to Hubbs’s failure to meet expectations. Several of the writers complained to Cavanaugh because Hubbs had been hired as a senior writer at a higher salary, yet his writing skills were apparently inferior to theirs. Murray also expressed dissatisfaction at having to serve as project leader for two projects when the expectation was that Hubbs would take one of the projects. © 2008 Society for Human Resource Management. Alan Cabelly, Ph.D. 3 Hamrick fell behind in his editing assignments because of the extra time he was spending with Hubbs, and the editorial assistants complained about the quantity of cleanup required because of Hubbs’s poor work. In private meetings with dissatisfied employees, Cavanaugh expressed faith in Hubbs’s abilities and urged patience while she worked on developing his skills. Hubbs showed signs of improvement in his writing skills and his ability to meet deadlines under the procedures implemented by Cavanaugh. As a result of this and because Hubbs now had four months’ experience at Big Time, Cavanaugh assigned Hubbs to write a marketing article on a topic related to his area of technical expertise. Hubbs was to work with a marketing engineer and a marketing product manager to develop the article by a specified date. When the initial review of the article was due, Hubbs gave the first draft to the marketing department without any review or edit from within the technical publications department. Marketing was dissatisfied with the organization and content of the article; Dennis Smith, marketing product manager, met with Lisa Cavanaugh to express this dissatisfaction. Although Cavanaugh assured Smith that technical publications could complete the article to his satisfaction and on schedule, Smith decided to have the article written by a marketing employee. Though his writing skills were slowly improving, lingering resentment continued about Hubbs’s status and salary as a senior writer. Morale in the department was low. Hamrick continued to have a difficult time fulfilling his editing responsibilities because of the extra time he was spending with Hubbs, and Murray couldn’t meet manual schedules because of the time spent fulfilling project leader responsibilities for two projects. Lisa Cavanaugh knew that it was time to act. © 2008 Society for Human Resource Management. Alan Cabelly, Ph.D. 4 Big Time Computers inc. Technical Publications Department © 2008 Society for Human Resource Management. Alan Cabelly, Ph.D. 5 Answer the following: 1. Evaluate the effectiveness of the process of onboarding Hubbs. What elements of the new hire orientation and onboarding processes would be particularly important to his successful performance? 2. Assume the role of the manager in this case. How do you handle a new employee who lacks the specific skills that were presented during the selection process? How do you determine if additional training is the solution and how much training is reasonable or expected? How would you know if training is not the solution? 3. Discuss the risks versus the benefits of the manager’s decision to have Hamrick mentor Hubbs. Overall, do you think this decision was effective? If you do not agree, who do you think would have been a more suitable mentor for Hubbs and why? 4. Evaluate the manager’s process of handling Hubb’s performance problems. Was it effective or could it have been handled differently? Was anything overlooked? What other factors besides lack of skills or ability could have contributed to Hubb’s poor performance? How could the manager have mitigated some of these factors? 5. Consider the performance issue with the marketing department. What happens when poor performance by a team member affects a department’s reputation and credibility? What options should the manager consider in rectifying the situation? 6. The manager needs to act. What are her options and what factors and/or additional information must she consider before making a decision? What are the implications of this decision for the team? 7. Review Case A and reflect on the recruiting and selection processes used to hire Hubbs. • How could the recruiting and/or selection processes been improved to mitigate the new hire’s performance issues? • What effect could the recruiting and/or selection processes have had on Hubbs’s subsequent performance and his team’s perceptions of his performance? © 2008 Society for Human Resource Management. Alan Cabelly, Ph.D.

This week, you explore the Walden Library and consider the differences between peer-reviewed research evidence and non-peer reviewed evidence. In addition, you continue your examination of effective scholarly writing as you analyze writing in terms of its purpose, audience, bias, and quality of evidence. Looking Ahead: In Week 5 you will develop a Professional Development Plan in which you consider your professional goals. You are advised to look ahead and begin working on that Assignment during this week. Learning Objectives Students will: Evaluate research databases in the Walden LibraryAnalyze a peer-reviewed article in terms of its purpose, audience, presence of bias, and quality of evidence Learning Resources Required Readings Academic Integrity Please review the Academic Integrity area located on the Course Information page, particularly the SafeAssign Student Tutorial. Cornell University Library. (2010). Distinguishing scholarly journals from other periodicals. Retrieved from http://guides.library.cornell.edu/scholarlyjournals This online article from the Cornell University Library distinguishes scholarly journals from other periodic literature and provides the general criteria that define an academic journal. Eaton, S. E. (2010). Reading strategies: Differences between summarizing and synthesizing. Retrieved from http://drsaraheaton.wordpress.com/2010/09/29/reading-strategies-differneces-between-summarizing-and-synthesizing/ The author proposes that critical reading must include using critical thinking to create "new" information and insights from this information. Walden University. (2012g). Walden University: Scholarly writing. Retrieved from http://writingcenter.waldenu.edu/312.htm Another excellent resource provided by the Walden Writing Center, this website defines scholarly writing and explains the characteristics of scholarly writing. Walden University. (2012h). Walden University webinar archives. Retrieved from http://writingcenter.waldenu.edu/26.htm Review the following archived webinar: Walden University Library Links and Resources The Walden Library webinars provide relevant information on accessing and evaluating scholarly sources. The information on retrieving evidence-based practice sources is especially pertinent to MSN students. Introduction to the Walden University Library Searching and Retrieving Materials in the Research Databases Identifying and Evaluating Online Resources The Walden Library and Your Total Information Network Document: Introduction to Scholarly Writing: Finding a Scholarly Voice (PDF) What does it mean to write with a scholarly voice? This document reinforces the information presented in the media program and provides information about how to find your scholarly voice. Document: Introduction to Scholarly Writing: Purpose, Audience, and Evidence (PDF) Purpose, audience, and evidence are three important topics a scholar-practitioner needs to keep in mind when writing. This document will help to reinforce the information presented in the video program and enrich your understanding of scholarly writing. Document: Introduction to Scholarly Writing: Tips for Success (PDF) This document, which accompanies the media program of the same title, provides resources for improving your scholarly writing and critical-thinking skills. Document: Stages in Critical Reading of Research Articles (Word document) This chart describes the purpose of, and questions for, six stages of critically reading research articles. Focus on the many activities and questions that make up the critical reading process. Begin to consider the journal articles and books you read in terms of these criteria. Document: APA Basics Checklist: Citations, Reference List, and Style (PDF) Using the Walden Library Where can you find evidence to inform your thoughts and scholarly writing? Throughout your degree program, you will use the research literature to explore ideas, guide your thinking, and gain new insights. As you search the research literature, it is important to use resources that are peer-reviewed and from scholarly journals. You may already have some favorite online resources and databases that you use or have found useful in the past. For this Discussion, you explore databases available through the Walden Library. To prepare: Review the information presented in the Learning Resources for using the Walden Library, searching the databases, and evaluating online resources.Begin searching for a peer-reviewed article that pertains to your practice area and is of particular interest to you.Identify the database that you used to search for a peer-reviewed article in your area of practice and interest.Reflect on your experience with searching the database. Did you note any difficulties when searching for an article? What steps/strategies did you find helpful for locating a peer-reviewed article? Would this database be useful to your colleagues? Would you recommend this database?Once you have select your peer-reviewed article, evaluate its strengths and weaknesses in terms of scholarly writing, bias, opinion, quality of evidence, and appropriateness to its target audience. Write a brief summary of your peer-reviewed article, the database you located your article in, your database searching experience, key words utilized in the search, and analysis of the strengths and weaknesses of the article. Support your Discussion assignment with specific resources used in its preparation using APA formatting. You are asked to provide a reference for all resources, including those in the Learning Resources for this course.