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Prior Learning Petition for BUS4045--Recruiting, Retention, and Development

*** indicates text was removed to protect learner’s identity.

Name:

Address:

Email Address in Capella University records:

Date submitted:

*Please submit petition in a Word .doc file*

Please check to make sure you are submitting the most up to date template as they change periodically.

Note: If you have a current PHR, SPHR or GPHR certification, please read the section on Documented Credit found on iGuide when you search for “Documented Credit” or email pla@capella.edu for instructions on how to submit Documented Credit for this course.

List the supporting documents that have been attached to this Course Petition. (DCP and resume are required. You should provide additional documentation specific to your learning.)

• Degree completion plan.

• Résumé

• Job description – written by *** (Exhibit A)

• Structured Interview Questions (Exhibit B)

• Table of Contents – Performance Appraisal Training

• Sample Performance Appraisal – written by Michele ***(Exhibit C)

• Certificate of Completion & Table of Contents – AMA Making the Transition to Management

• Documented Coaching Session - Counseling Report written by *** (Exhibit D)

• Member of Society of Human Resources Management

•

Please tell us why you should be granted credit for BUS4045--Recruiting, Retention, and Development.

My 15 years of work experience in the area of human resources and management has provided many opportunities to recruit, select, retain and develop employees. In addition to formal education (coursework, books and articles), I have demonstrated ability through work experience. As a Recruitment Coordinator, I was responsible for all non-exempt and exempt level recruiting. In this position, I reviewed job descriptions; wrote internal and external job postings; decided which recruitment source -- fee or non-fee -- to use to find qualified candidates; interviewed potential candidates, administered job related testing where applicable and conducted new employee orientation for new hires and exit interviews with departing employees. Due to the downturn in the economy, the number of applicants for an open position outweighs the number of available job vacancies. Despite the overwhelming number of available applicants, the goal remains the same, finding the right candidate for the job. The selected candidate must possess a combination of learned or tangible skills such as accounting, typing, word processing, computer programming as well as behavioral or intangible skills which include, time management, organizational, interpersonal. Probing for these tangible and intangible competencies is an art that I mastered successfully in my role as Recruitment Coordinator. Even though I am several years removed from conducting interviews on a full-time basis, my current position as a manager has provided opportunities in the last two years to freshen up on my interviewing skills.

Federal and state laws prohibit employers from engaging in discriminatory practices in hiring, firing and promotions. To ensure hiring managers stayed within the confines of employment law, I would train supervisors and managers in how to conduct structured interviews with questions based on job-related criterion. A structured behavioral interview uses past behavior to predict future behavior. In conjunction with the job description, these tools keep the interview legal and help to make an informed hiring decision.

According to Maslow’s Hierarchy of Needs, after an individual’s basic needs are met, food, shelter, clothing, individuals look to fulfill extrinsic needs until they reach self-actualization. Meeting an employee’s basic needs comes in the form of financial security – salary, retirement benefits (401K, pension) and life insurance followed closely by health and wellness for themselves and their dependents – medical, dental, and vision. Individuals looking for a healthy work-life balance will seek out employers with liberal time off policies, tuition reimbursement and other perks. Philanthropy, cultural diversity and corporate social responsibility are all altruistic values that help facilitate employee retention. In my experience, our company’s benefits package was the deciding factor in accepting a job offer. Candidates would oftentimes overlook the low salary in lieu of the benefits offered which were generous by industry standards -- 401K matching, 11 paid holidays per year, a liberal time off policy and health benefits that included medical, dental and vision benefits. Employee compensation and benefits is a selling and marketing tool that fits snuggly in a recruiter’s arsenal of motivators that lead to job satisfaction.

A recruiter sets the tone for an employee’s career with the company. Reflecting back on the years I spent in this position, what resonates with me are those individuals who have remained with the company and after 10 plus years still remember our interview. They may not have had much in terms of experience but they had potential and when given the opportunity flourished beyond expectations – they were the right fit. I am confident in my ability to identify the “human” resources whose individual goals align with the company’s objectives to increase productivity and profitability.

How does your knowledge and your experiences in this area enhance your personal and organizational effectiveness in your chosen field of study.

In my current position as Manager, I draw on my past experiences in human resources to hire and develop subordinates. In the last two years, I have filled two open positions with individuals whose personal brand fit our corporate brand. Using a structured behavior interview, I was able to evaluate their talent based on their past behavior, place them in positions where their talents are producing exceptional results and delivering a satisfactory return on investment.

Rewarding and recognizing superior performance is one of my favorite management tools. Posting results publicly on the department’s electronic bulletin board and giving monetary incentives in the form of gift cards and other perks has motivated some of my underperformers to meet and in some cases exceed standards. In addition to the annual review, I hold monthly coaching sessions with each staff member, which allows them to speak frankly about issues that concern them either personally or professionally. Armed with such knowledge, I can steer them to focus or re-focus on their work either through on-the-job training or referrals to outside employee assistance programs. In addition, it provides me with an opportunity to provide feedback, praise for the positive behavior that I want duplicated and constructive criticism for the negative behavior that I wish to correct. These sessions are designed to foster commitment to their success on the job and serve as precursor to the annual performance appraisal.

Summary of Competency Learning

|Course Competencies for BUS4045--Recruiting,| |Documentation |

|Retention, and Development |Answer the 2 basic questions: | |

| |What do you know? | |

| |What have you done with this knowledge? | |

| | | |

| |(Refer to the Prior Learning Assessment Lab for guidance). | |

|Competency 1: Compare and contrast the |Learner Analysis: | |

|characteristics and motivations of people of| |What Generations Want from Their |

|different backgrounds and the match between | |Careers |

|their needs and aspirations and the relevant|Traditionalists (born before 1946) also know as the Silent Generation are those individual who are either |By Devon Scheef and Diane Thielfoldt |

|characteristics of the employing enterprise.|nearing retirement or retired but still working due to relaxed Social Security rules that have allowed them to |Retrieved |

| |remain in the workforce; they want acknowledgement of their hard work, hate autocratic/domineering bosses, |

| |believe in loyalty to the company. |nd/articlesPage.php?What-Generations-Wa|

| | |nt-from-Their-Careers-9 |

| |Baby Boomers (1946-1964) are those individuals who make up the largest population of the aging workforce and | |

| |will be retiring in large numbers in the next 5 years. The value the hieracrchal employee/employer |Who is Generation Y 4/1/2001 Retrieved |

| |relationships expecting both sides to follow the rules; they were the pioneers and initial benefactors of many |from |

| |of the employment laws in effect today ie Civil Rights Act of 1964, Equal Pay Act, Sexual Harassment |

| |legislation; they defined the middle class. |placeTrends/Pages/0301a.aspx |

| | | |

| |GenX (born between 1965-1980) on the cusp of the digital age and have become accustomed to the fast pace of | |

| |technology; no loyalty to employers but loyalty to their own careers and would change jobs when needed to | |

| |advance their personal careers; employment relationships were often contingent on flexible work arrangements | |

| |that allowed for a consistent work/life balance. | |

| | | |

| |Millenials (born after 1980) aka Gen Yare also referred to as the now generation, they are used to instant | |

| |downloads and instant messaging and their lives are full of mobile-mobile communication; they are | |

| |technologically savvy and embrace technology; want flexible work arrangements and are highly innovative, look to| |

| |their managers as coaches and value mentoring relationships from their bosses; openly respect diversity. | |

| | | |

| |In my current position, I lead and manage a team of 14 employees that span three generations with over 40 years | |

| |of work experience separating the youngest from the oldest. Communicating across this great divide is a skill | |

| |that managers will have to develop as the workplace becomes more diverse. Finding innovative ways to integrate | |

| |the best of what each group has to offer and match those to the needs of the organization is a challenge and an | |

| |opportunity. To capitalize on the varying degrees of competencies on my team, I assign and delegate work tasks | |

| |based on personal and professional interests as well as skills and abilities. I’ve learned that my top | |

| |performers are engaged employees who are willing to “go the extra mile” to produce results. | |

|Competency 2: |Learner Analysis: | |

|Evaluate the various sources from which job | |Recruiting, Interviewing, Selecting and|

|applicants can be drawn, their relative |Traditional recruitment sources are employment agencies, newspaper advertisements, job placement offices at |Orienting New Employees by Diane Arthur|

|advantages and disadvantages, and the |local colleges, universities and governmental agencies, employee referrals and internal job postings. The pros | |

|methods for evaluating them. |and cons of these hiring sources are: | |

| | | |

| |Employment Agencies and Executive Search Firms | |

| |Pros: Candidates are initially screened and interviewed by the recruiter before they are referred to the | |

| |company. Cons: Fees can be costly. Recruiter must be knowledgeable of company to ensure that candidates match | |

| |the qualifications and culture of the company; shortages of quality talent and increased competition for those | |

| |qualified candidates. | |

| | | |

| |Newspaper Ads | |

| |Pros: Casts a wide net of potential applicants Cons: Quantity vs. quality; the influx of resume responses can | |

| |be time consuming to review | |

| | | |

| |Job placement offices (technical/vocational schools, government agencies) | |

| |Pros: Entry level non-exempt positions; no costs Cons: Limited work experience; unemployed individuals out of | |

| |the workforce for some time could have deficiencies in skills. | |

| | | |

| | | |

| | | |

| |Employee referrals and internal job postings | |

| |Pros: Good for morale; healthy competitive atmosphere amongst qualified candidates; succession planning tool | |

| |Cons: Same culture good/bad can be perpetuated which can inhibit innovation. | |

| | | |

| |Since my recruiting experience took place in the early 1990’s, the popularity of the Internet for recruiting had| |

| |not been realized. Paper resumes were the norm and applicants literally pounded the pavement in search for | |

| |employment. Today, resumes are transmitted electronically and typing is the only physical activity associated | |

| |with a job search. | |

| | | |

| |Non-traditional recruitment sources: | |

| | | |

| |Social networking sites such as LinkedIn, MySpace, Facebook and Twitter are the new non-traditional hiring | |

| |sources for the 21st century. Although I haven’t used them personally in a concerted job search for qualified | |

| |candidates, as a user of social networking sites, I recognize the risks and rewards of these sources. The | |

| |possibilities of finding qualified passive candidates – those who are not actively looking for employment -- | |

| |could be beneficial for employers. However, recruiters and hiring managers should use them wisely since such | |

| |sites have the potential to violate Federal and State employment laws which prohibits discrimination based on | |

| |race, color, ethnicity, sex, national origin, and religion. | |

|Competency 3: |Learner Analysis: |Employee Testing Series Part II – |

|Analyze the common methods used in selecting| |Selection Tests Weatherly, L Retrieved |

|human resources, and interpret the basic |Selection Method: Employee Testing |April 5, 2010 from |

|scientific properties of personnel selection| |

|methods, including reliability, validity, |Aptitude Testing – testing of a particular skill |rticles/Pages/Employee_20Testing_20Seri|

|and generalizability. |Personality Testing – testing of character and traits |es_20Part_20II_20-_20Selection_20Tests.|

| |Substance Abuse Testing – ensure employees and workplace are drug-free |aspx |

| | | |

| |A selection method is valid if the method predicts job performance. A predictor of job performance would be |Employee Testing Series Part I – |

| |past experience, education level and pre-employment tests while omissions and gaps in employment can also serve |Reliability and Validity of Selection |

| |as a predictor. Two-types of validity are content and criterion. An example of content validity is a typing |Tests Retrieved April 5, 2010 from |

| |test for a secretarial position. An example of criterion validity is a law degree for a lawyer. |

| | |rticles/Pages/Employee_20Testing_20Seri|

| |A selection method is reliable if the results are consistent and the interview or test accurately predicts job |es_20Part_20I_20-_20Reliability_20and_2|

| |performance. A structured behavioral interview is valid and reliable if all questions are asked of all |0Validity_20of_20Selection_20Tests.aspx|

| |applicants for the same job while gut feelings fail the validity and reliability tests of selection. | |

| | |Exhibit A & Exhibit B |

| | | |

| |When I was promoted to manager in 2006, I inherited the staff managed by my predecessor. In 2008, I had my | |

| |first opportunity to hire two managers for my team. For the first time, I was the hiring manager. My first | |

| |responsibility was to update the job description (Exhibit A ) After a discussion with HR to describe the ideal | |

| |candidate for the job, I began interviewing candidates. All candidates were interviewed using a structured | |

| |interview guide (Exhibit B). This interview guide meets the generalizability test since using an interview | |

| |guide is a common hiring tool. My selection method was both valid and reliable since all the same questions were| |

| |asked of all candidates and the questions were based on the job description. | |

|Competency 4: |Learner Analysis: | |

|Examine current trends being used by | | |

|business and industry for internal |Businesses are leveraging technology to develop employees. |Employee Training and Development 4th |

|development of employees. | |ed. Raymond A. Noe |

| |Webconferencing | |

| |Employees are separated by time and place more today than ever. Today’s workplace communicates swiftly over | |

| |T-lines. Texting and talking wirelessly is commonplace in business fostering collaboration across streets, | |

| |states and countries. Technology has made training move beyond the classroom to wherever and whenever employees| |

| |want and need it. An archived training module accessible by a handheld mobile device is the future of employee | |

| |training – there will soon be an app for that. Our company recently changed to Google Apps and an outside | |

| |consulting agency from Canada used webconferencing to train all employees. | |

| | | |

| | | |

| | | |

| |Embedded Learning | |

| |Management will require training that relates to specific skill deficiencies as opposed to blanket coverage of | |

| |material that may or may relate to an individuals job role or responsibilities. Embedded learning refers to | |

| |learning that occurs on the job as needed and meets the need of specific skill deficiencies to complete job | |

| |tasks (Noe). | |

| | | |

| |Self-Directed Learning | |

| |Adults who prefer self-directed learning are turning to the virtual classroom to further their educational | |

| |pursuits both personally and professionally. Employers are recognizing this emerging trend and are moving away | |

| |from traditional brick and mortar training at a central location and moving towards Podcasts, Webcasts and | |

| |Webinars or e-learning that creates “training on demand” for employee development. The Internet provides | |

| |employers with a cost saving and flexible solution to fill skill gaps. Linking learning to employee performance | |

| |is the goal of training. Learning management systems manage and track employee development and performance, | |

| |costs and return on investment to ensure that training meets the business goals of the organization. | |

| | | |

| |Businesses are expanding beyond training to knowledge management. | |

| | | |

| |Corporate Universities | |

| |Hamburger University is the name of McDonald’s corporate university which provides training to thousands of | |

| |store managers. Corporate universities are more comprehensive than typical training programs which focus on | |

| |making up for employee deficiencies. Partnerships with colleges allow corporate universities to provide a wide | |

| |variety of training for strategic advantage instead of siloed workplace skills. | |

| | | |

| |I have used distance learning to improve my education by pursuing my degree at Capella. To develop my leadership| |

| |skills on the job, whenever possible I participate in Webinars and subscribe to e-newsletters offered through | |

| |the American Management Association and . | |

|Competency 5: |Learner Analysis: |Making the Transition to Management - |

|Identify and explain how development | |AMA |

|planning process initiatives, such as |Employees improve job performance through on-the-job training, coaching and formal training. Employers who are | |

|mentoring and coaching programs, personnel |committed to personal and professional development of its employees will invest in training them. The cost of | |

|assessment, and other training and |training an employee cannot match the cost of not training an employee. Peer-peer on-the-job training and/or | |

|development programs, can enhance employee |instructor-led training and annual performance reviews are critical to employee development but take | |

|retention. |orchestrated and methodical planning. Regular and constructive feedback provides more flexibility for both the | |

| |employee and employer. Promotion is a product of progressive employee development. However, for some, the | |

| |climb to the top may not always be in ascending order. Lateral moves offer employees the opportunity to gain | |

| |knowledge and experience, to perform additional tasks or take on additional responsibilities that benefit the | |

| |employee first and ultimately the organization. | |

| | | |

| |My rise to management was a result of a promotion. However, my transition from human resources to customer | |

| |service was a lateral move. The intent was to gain experience and knowledge in another area of the organization| |

| |that I knew nothing about. This division had just undergone a major reorganization and provided opportunities | |

| |for building from the ground up. This move paid off. Promotions are great for retention and morale provided they| |

| |are based upon a proven track record of superior performance and not favoritism or tenure – length of employment| |

| |is not a predictor of future results. The best candidates for promotions are those who possess the drive and | |

| |desire to move the organization forward. | |

|Competency 6: |Learner Analysis: |Table of Contents from Performance |

|Examine effective performance review | |Management Seminar |

|processes and their relationship to coaching|Feedback is a means of communication that managers use to identify strengths and areas of improvement. It is | |

|and mentoring programs in the development |designed to facilitate behavior modification and growth. It is the main ingredient to an effective performance |Completed Performance Appraisal |

|planning process. |review process. |(Exhibit C) |

| | | |

| |Coaching is a conduit for continuous improvement and constant learning. In the workplace, a coach can be a |Counseling Report (Exhibit D) |

| |supervisor, a manager or subject matter expert (SME) who provides advice and guidance (feedback) with the intent| |

| |to help develop skills and improve employee performance. Coaching involves positive reinforcement and/or | |

| |corrective action. The intent is to improve performance. Coaching could be a regular, planned event -- an | |

| |annual performance review or irregular and unplanned event – immediate constructive feedback on a completed | |

| |project. In either case, coaching must be specific. A model for coaching is: | |

| | | |

| |A mentor is an experienced senior employee who helps develop a less experienced employee (Noe, 2008). Mentoring| |

| |helps to keep qualified candidates in the pipeline for future leadership positions. Mentoring focuses on | |

| |professional growth and development for career advancement. The mentor/mentee relationship usually develops | |

| |naturally although some companies have formal programs. | |

| | | |

| |Performance appraisals are the primary performance development tool used by employers to evaluate employee | |

| |performance. The key to an effective performance appraisal is ensuring they are based on competencies – the | |

| |same competencies outlined in the job description. The job description is the document that tells the employee | |

| |what is expected of them. The appraisal measures how well the employee meets those expectations. Employees | |

| |usually dread the annual review almost as much as managers who have to prepare and administer them. However, | |

| |if managers apply the 80/20 rule – spend 20% of the time discussing past performance and 80% of the time | |

| |performance development for the future; both managers and employees would approach the annual review more | |

| |affectionately and realize the purpose is to appraise not annihilate performance. | |

| | | |

| |Employees whose personal goals are aligned with the organization’s goals are satisfied with their jobs and more | |

| |likely to remain with the company. Coaching, mentoring and performance appraisals are essential to development | |

| |planning. Development planning according to Noe, is the process of identifying development needs, choosing a | |

| |development goal, identifying actions the employee and company need to take to achieve the goal, determining how| |

| |progress toward goal attainment will be measured, and establishing a timetable for development. | |

|Competency 7: |Learner Analysis: | |

|Develop a recruitment, retention, and | | |

|development plan for an enterprise. |XYZ Corp recruitment, retention and development plan: | |

| | | |

| |A. Recruitment | |

| | | |

| |Staffing: Conduct job analysis to identify what specific skills, knowledge and abilities are necessary for | |

| |successful job performance; create or update job descriptions; screen, assess, select and hire employees using | |

| |internal and external recruitment sources. | |

| | | |

| |Onboarding: New Hire Orientation: Introduce employee to the organization and vice versa; present mission, vision| |

| |and goals, company history, organizational chart and social responsibility initiatives. Inform new hires of | |

| |company policies; department roles and responsibilities and company culture. | |

| | | |

| |B. Retention | |

| |Compensation and Benefits: aka total compensation includes salary and the cost/value of employer portion of | |

| |health and wellness benefits e.g. employer 401K matching, pension, basic life insurance. | |

| |Recognition & Rewards: pay for performance plans; monetary and non-monetary incentives; employee of the month, | |

| |quarter and year awards for exceptional performance and years of service awards. | |

| |Work/Life Balance: employee assistance program (EAP), paid time off, and telecommuting | |

| | | |

| |C. Development | |

| |Training: employees can improve skills through formal training by attending corporate university as well as | |

| |sexual harassment, diversity, and ethics seminars. On-the-job training, DVDs, podcasts are forms of informal | |

| |training. | |

| |Performance Management: process by which managers establish goals, monitor performance, train, evaluate and | |

| |eventually promote, demote or fire employees. | |

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