Draft
| Unsatisfactory | Emerging | Proficient | Exemplary | Max Points | |
| Assignment Components | |||||
| Explain the role of a job analysis for successfully accomplishing their stated goals. CO: 1 PO: 1, 4 | Explanation does not describe why a job analysis is necessary to engage in employee classification, selection, and placement projects. The explanation begins to describe the existing job description, and may include a brief opinion regarding whether the existing job description is sufficient. | Explanation begins to describe why a job analysis is necessary to engage in employee classification, selection, and placement projects. The explanation also describes the existing job description, and includes an opinion regarding whether the existing job description is sufficient or whether it needs revisions. | Explanation fully describes why a job analysis is necessary to engage in employee classification, selection, and placement projects. The explanation also evaluates the existing job description, and includes an opinion regarding whether the existing job description is sufficient or whether it needs revisions. The explanation is supported using scholarly sources. | Explanation uses examples to describe why a job analysis is necessary to engage in employee classification, selection, and placement projects. The explanation also evaluates the existing job description, and includes justification as to whether the existing job description is sufficient or whether it needs revisions. The explanation is supported using a variety of scholarly sources. | 52 /52 pts. |
| Critique the selection rating scale for the position of Receptionist. CO: 2 PO: 1, 2 | Critique includes a description of less than 10 factors such as education, experience, abilities, and attitude, for assessment based on the job description provided. Critique does not accurately describe the measures used to assess candidate skills. Critique includes minimal or no instructions for the use of the rating scale, nor does it describe how to test for reliability. | Critique includes a description of at least 10 factors such as education, experience, abilities, and attitude, for assessment based on the job description provided. Critique begins to describe the measures used to assess candidate skills: resume, interview, other assessment instruments, or behavioral observation or a combination of assessment measures. Critique includes general instructions for the use of the rating scale, along with how to test for reliability and validity of your system. | Critique includes a description of 15 to 20 factors such as education, experience, abilities, and attitude, for assessment based on the job description provided. Critique fully describes the measures used to assess candidate skills: resume, interview, other assessment instruments, or behavioral observation or a combination of assessment measures. Critique includes specific instructions for the use of the rating scale, along with how to appropriately test for reliability and validity of your system. Recommendations are supported by scholarly sources. | Critique includes a description of at least 20 factors such as education, experience, abilities, and attitude, for assessment based on the job description provided. Critique justifies the measures used to assess candidate skills: resume, interview, other assessment instruments, or behavioral observation or a combination of assessment measures, and suggests other measures as necessary. Critique includes specific instructions, along with justification, for the use of the rating scale, along with how to effectively test for reliability and validity of your system. Recommendations are supported by a variety of scholarly sources. | 56/56 pts. |
| Analyze the classification policy. CO: 4 PO: 1, 2 | Analysis does not include identification of employment classifications that may exist at the company. Analysis incorrectly explains how the policy addresses federal and state laws. | Analysis accurately identifies some employment classifications that may exist at the company. Analysis also begins to explain how the policy addresses federal and state laws. | Analysis accurately identifies the variety of employment classifications that may exist at the company, including exempt versus nonexempt, seasonal, temporary, and regular. Analysis also explains how the policy addresses federal and state laws; clearly defining each classification. | Analysis accurately identifies the variety of employment classifications that may exist at the company, and thoroughly justifies the purpose of having each classification; including organizational cost, responsibilities, and increased compliance with applicable federal, state, and local laws. Analysis also comprehensively explains how the policy addresses all relevant federal and state laws; thoroughly defining each classification. | 56/56 pts. |
| Analyze the diversity policy. CO: 5 PO: 1, 2, 3, 4, 5 | Analysis does not focus on considerations that must be made in order to address the needs of a multicultural candidate pool. Suggestions for how to improve the diversity policy are not appropriate. | Analysis begins to explain some considerations Erica and Andrew must make in order to address the needs of a multicultural candidate pool. Analysis includes an appropriate suggestion for how to improve the diversity policy. | Analysis includes an explanation of what considerations Erica and Andrew must make in order to address the needs of a multicultural candidate pool. Analysis also includes suggestions for how to improve the current diversity policy, and is supported using scholarly sources. | Analysis includes an explanation of all relevant considerations Erica and Andrew must make in order to address the needs of a multicultural candidate pool. Analysis includes effective suggestions for how to improve the current diversity policy, and is supported using a variety of scholarly sources. | 56 /56 pts. |
| Recommend a candidate for the position of Office Manager. CO: 1, 3 PO: 1, 2, 3, 4 | Recommendation for one candidate is missing, or extremely unclear. Justification for choosing one candidate and not choosing the others is inappropriate or missing. | Recommendation is given for one candidate. Appropriate justification for choosing one candidate and not choosing the others is provided. | Recommendation is clearly given for one candidate. Justification for choosing one candidate and not choosing the others is based on the information provided in the interview materials. | Recommendation is clearly given for one candidate. Thorough justification for choosing one candidate and not choosing the others is based on the learning in this course and the interview materials. | 52 /52 pts. |
| Presentation Standards | |||||
| Organization: Introduction, Thesis, Transitions, Conclusion PO: 4 ILO 2 | Introduction is limited or missing entirely. The paper lacks a thesis statement. Transitions are infrequent, illogical, or missing entirely. Conclusion is limited or missing entirely. | Introduction is present but incomplete or underdeveloped. The paper is loosely organized around a thesis that may have to be inferred. Transitions are sporadic. Conclusion is present, but incomplete or underdeveloped. | Introduction has a clear opening, provides background information, and states the topic. The paper is organized around an arguable, clearly stated thesis statement. Transitions are appropriate and help the flow of ideas. Conclusion summarizes main argument and has a clear ending. | Introduction catches the reader’s attention, provides compelling and appropriate background info, and clearly states the topic. The paper is well organized around an arguable, focused thesis. Thoughtful transitions clearly show how ideas relate. Conclusion leaves the reader with a sense of closure and provides concluding insights. | Unsatisfactory: <2 Emerging: 3 – 4 Proficient: 5 – 6 Exemplary: 7 – 8 _____8____/8 pts. |
| Usage and Mechanics: Grammar, Spelling, Sentence structure PO: 4 ILO 2 | Writing contains numerous errors in spelling, grammar, and/or sentence structure that severely interferes with readability and comprehension. | Errors in spelling and grammar exist that somewhat interfere with readability and/or comprehension. | Writing follows conventions of spelling and grammar throughout. Errors are infrequent and do not interfere with readability or comprehension. | The paper is basically error free in terms of mechanics. Grammar and mechanics help establish a clear idea and aid the reader in following the writer’s logic. | Unsatisfactory: <2 Emerging: 3 – 4 Proficient: 5 – 6 Exemplary: 7 – 8 ____8_____/8 pts. |
| APA Elements: Attribution: Paraphrasing: Quotations PO: 4 ILO 2 | APA format is attempted to paraphrase, quote, and cite, but errors are significant. Insufficient sources cited. | Using APA format, accurately paraphrased, quoted, and cited in many spots throughout when appropriate or called for. Errors present are somewhat minor. Minimum sources cited. | Using APA format, accurately paraphrased, quoted, and cited throughout the presentation when appropriate or called for. Only a few minor errors present. Sufficient sources cited. | Using APA format, accurately paraphrased, quoted, and cited throughout the presentation when appropriate or called for. No errors present. Sources cited are more than sufficient. | Unsatisfactory: <2 Emerging: 3 – 4 Proficient: 5 – 6 Exemplary: 7 – 8 ____8_____/8 pts. |
| Style: Audience, Word Choice PO: 4 ILO 2 | Writing often slips into first and/or second person. Word choice is consistently inaccurate, unclear, or inappropriate for the audience. | Writing sometimes slips into first and/or second person. Word choice is sometimes inaccurate, unclear, or inappropriate for the audience. | Writing remains in third person throughout writing. Word choice is accurate, clear and appropriate for the audience. | Writing remains professional in third person throughout writing. Word choice is precise, appropriate for the audience, and memorable. | Unsatisfactory: <1 Emerging: 2 Proficient: 3 Exemplary: 4 _____4____/4 pts. |
| Total | 300 /300 pts |
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Employee Selection, Placement, and Classification
©2014 Argosy University
