Closing the LoopSheree SalaamCapella UniversityStrateg.docx

Closing the Loop
Sheree Salaam
Capella University
Strategies to Disseminate the Results of the Assessment
Make assessent results easy to access (Banta & Blaich, 2011)
Post assessment results on the university website
Send emails to all stakeholders informing them of assessment
updates and links to view results on the website
Banta and Blaich (2011) noted that having information that is
easy to access for assessment is important. Along with easily
accessed information, interested parties should be able to
contact persons with specific questions and receive answers
(Banta & Blaich, 2011). All students will be emailed to inform
them of assessment results. They are important stakeholders in
this process and need to be updated with information. Faculty,
staff, administration, and external stakeholders will also be
informed of assessment news.
2
Strategies to Use the Results of Assessment to Create
Improvements
"Conduct only assessments that will impact important decision"
(Suskie, 2018, p. 150)
"Give faculty and staff clear expectations and guidance"
(Suskie, 2018, p. 132)
Instructors must document teaching modifications with
correlating assessment results

The goal is to utilize everyone’s time wisely. There is no need
to give assessments that will not affect major changes.
Participating in professional development will help faculty be
knowledgeable of assessment, but they still need directions on
how to proceed. I will give each faculty member involved in
the program specific responsibilities. They will be given a
checklist so they know all the steps that must be completed.
The documentation of modifications of teaching will be used to
review with later assessment results.
3
Strategies to Build a Culture of Assessment
"Provide opportunities to learn about assessment" (Suskie,
2018, p. 128)
Involve students in assessment surveys
Assess the assessment program (Banta & Blaich, 2011)
Professional development, workshops, and information meetings
will be provided for faculty and staff. The more they learn
about assessment, the better equipped they will be to assess
students and make improvements. Feedback from students is
crucial to having successful assessments. Listening to feedback
from students will help us modify aspects of the assessment
plan to achieve better results. According to Banta and Blaich
(2011), "assessment is a learning process- that is, it takes trial
and error for institutions to figure out how to assess" (p. 26).
We will frequently analyze our assessment plan, to achieve
better results positve participation in the program.
4
References
Banta. T., W., & Blaich, C. (2011). Closing the assessment
loop. Change, 43(1), 22-27. Retrieved from

http://web.b.ebscohost.com.library.capella.edu/ehost/pdfviewer/
pdfviewer?vid=1&sid=87f22247-830c-4c7a-a357-
fb216d44a957%40pdc-v-sessmgr04
Suskie, L. (2018). Assessing Student Learning: A Common
Sense Guide. Retrieved from https://ebookcentral-proquest-
com.library.capella.edu/lib/capella/reader.action?docID=521546
2#
Staffing Plan for a Growing Business
Felicia Griffin
Professor Steven Jones
February 15, 2020
Types of Staffing Models

Due to the rapid increase of the demographic population within
the area, I will initiate two types of staffing models for
business growth. These include staffing quantity and staffing
quality (personal job match). Based on the first model, staffing
quantity, I will utilize the model since the business will require
more staff members to handle the increased number of inquiries
for childcare. Staffing quantity model will tend to look at the
business's projected requirements of staffing and carry it to its
planned availabilities of staffing. Based on the scenario, there
are fewer requirements and availabilities to handle the future
expansion of the business. As such, the model will help to
increase the number of both requirements and availabilities to
match the number of increased clients. In the figure, I will
utilize the staffing quantity model to acquire a total of twelve
additional employees. These will include five Certified Day
Care Professionals, one Registered Nurse Professional, one
Office Support Paraprofessional, and five After-School
Assistants. The model will be helpful for the business,
especially at this time, when more staff members are of great
significance as a result of the expansion.
Another model that I will consider includes the staffing quality
model, particularly person/match. In essence, the person/ job
match is a model that will help the business to identify or align
individuals' characteristics, including their talents and
personalities, with specific needs of job requirements. In other
words, the model will aid the business by identifying the
individuals who match the requirements in the available
positions. In contrast to the staffing quantity model, staffing
quality (person/job match) aims at looking at what an individual
brings to the table rather than playing around with numbers
only. As such, it enables the business organization to only
select qualified individuals who will be capable of handling
various operations effectively. As a result, the business will
continue growing and expanding as well as standing at the
competitive advantage position.
Based on the two types of staffing models, the best that can

offer the business with high productivity and efficiency rate, as
well as the promising future growth of the business, is
person/job match. In essence, having employees with adequate
skills in the workplace is essential for the business to have
stable and constant growth. Besides, talented individuals will
enable the organization to experience high production and
efficiency in operations and activities. Furthermore, one of the
requirements to have such an organization operating in the state
is that it should have skilled personnel who are professionally
qualified. As such, having a staffing person/job match in place
is essential to have the business operating within the state and
for the state authority to allow its operation to take place.
Potential Legal Issues
The establishment of equal rights to employment diversity and
opportunity in the business may attract some legal issues.
United States laws typically enforce such legal issues. In
particular, Title VII of the Civil Rights Act prohibits any
discrimination regarding or based on factors such as religion,
national origin, color, and sex (Rabinowitz, 2016). For instance,
there may be a specific ethnicity group with such qualifications
that the organization will be requiring. However, during the
recruitment period, people may complain of recruiting only the
group forgetting it was based on qualifications. Therefore, it is
a matter that people may confuse discrimination.
Besides, pregnancy discrimination is another potential legal
issue that I may have to encounter. Under the Pregnancy
Discrimination Act, the United States law protects pregnant
women from being discriminated at the workplace. Many
organizations tend to disregard pregnant women since they
become slow in terms of performance. The business will have
just expanded, and recruiting pregnant women may cause some
significant slowdown of operations. Most importantly, when
growing companies, an active workforce tend to play an
essential role in ensuring they achieve meaningful goals and
objectives. However, this also may be mistaken by
discriminating against pregnant women. Other legal issues may

include age discrimination, sexual harassment, and
discrimination against an individual with disabilities.
One of the effective methods that I will consider deploying to
achieve transparency includes engaging employees with
transparency policies. Here, I will build the process talent
acquisition strategy to attract, engage, and retain only talented
employees. Besides, I will also ensure to display the attributes
of transparency to all employees with everything they
undertake. Typically, employees who are not qualified
according to the business's policy will quit, thereby remaining
with qualified personnel. The strategy is essential since it will
enable the business to avoid such issues that associate with
legal issues.
Further, I will ensure encouraging straight forward
communication within the business organization. In essence, it
is one of the critical elements to support openness and
transparency in the workplace. The use of clear and
straightforward language will ensure all the organization
stakeholders understand the organization's policies regarding
what is to be done and how. As such, there will be no
miscommunications that tend to cause legal issues.
Job Requirement Tasks to Perform
The formalizing Job description is a critical aspect that I will
consider to apply, especially when looking for talented
individuals to fill certain positions. One of the significant steps
to consider is identifying the education level and other formal
credentials that are in alignment with job requirements. It is
important to familiarize myself with the various job duties to
understand the necessary needs. The next step will be designing
training sessions. After the recruitment of talented individuals,
it is essential to ensure they are well found in the organization's
operations. One way to do that is through training, which will
not only make the employees to understand their duties and
responsibilities, but also giving them an opportunity of
improving and expanding their careers. Finally, the third step

that I will initiate is to build the organization culture with the
trained employees and ensuring they abide by the organization's
policy.
As the company progress, I will ensure to design the business
policies that reflect the organization's culture to retain the job
description. Here, I will ensure to have a joint center for the
policymaking process to ensure any review and adjustment I
take affects the whole organization at large (Heneman, 2015). I
will consider learning the contemporary world of globalization
to identify significant changes that may have a positive impact
on the organization's production. By having a single unit will
help to ensure any changes, I undertake to have a direct effect
on the overall operations. As a result, I will have an efficient
and smoothly management process when reviewing and
adjusting the job description as the progress of the business
continues.
Methods to Deal with High Employee Turnover
Dealing with employee turnover is a substantial issue that many
contemporary organizations tend to experience. Therefore, I
will consider deploying effective measures to deal with
unusually high employee turnover. One of the methods to
consider includes hiring the right individuals to respective
positions. Hiring the right people and retaining their presence
within the organization will help to prevent the shifting of
workers, which in turn is costly to the organization.
Moreover, I will consider the method of offering competitive
pay and employee benefits to a talented workforce. Through this
method, I will able to retain already existing workforce for the
long-term before deciding to recruit others and applying
training sessions. The third method that I will apply is the
encouragement of generosity and gratitude. In essence,
encouraging employees to pro-social behavior will help to build
the acts of generosity and gratitude expression when
connecting. The described succession-planning methods will
benefit the organization to consistently designing policies that
are in alignment with the organization's culture. As such, the

organizational culture will have a long-term impact on the
organization in the future as new employees are recruited.
References
Heneman III, H. G., Judge, T. A., & Kammeyer-Mueller, J. D.
(2015). Staffing organizations (8th ed.). Middleton, WI:
Mendota House / McGraw-Hill.
Rabinowitz, Phil. (2016). Community Tool Box, Preparing Job
Descriptions, and Selection Criteria. Retrieved from:
http://ctb.ku.edu/en/table-of-contents/structure/hiring-and-
training/job-descriptions/main
Running Head: UNIT 6 ASSIGNMENT 1
1
UNIT 6 ASSIGNMENT 1
9

Xavier Williams
Introduction
This course is designed for the department of engineering. In
this engineering course, I will teach the learners about water
resource engineering. They will learn Integrated Water
Resources Development (IWRD) and Integrated Water
Resources Management (IWRM) as a general framework for
Water Resources Engineering. The students will mention water
challenges experienced in their locality. This will be done in
groups of five students with the aim of stating challenges of
water and how to solve them. At the end of each lesson the
teacher will lead in demonstration of various water resources
and how water from the sources can be harnessed. The
following will be the student learning goals; Learners will be
able to understand elements integrated water resources
management. Learners will be able to know erosion and

deposition in rivers, Learners will be able to learn laws
governing water in their country and internationally, Learners
will be able to know erosion and deposition in rivers, Learners
will be able to sit in groups and discuss different water sources.
Since this is an engineering lesson, it will be necessary to
conduct a practical experience. Learners play an active role and
engage more during practical exercises than in theoretical
practices. During practical exercises, students get a chance to
utilize what they learnt in class and build confidence while at it
to deal with real world situations. Allowing students to have
discussions in groups’ plays a great role in learning experience
by enhancing democratic learning, complements reflective
learning and accommodates individual difference. Therefore, I
aim to mix the low-ability learners with the high ability learners
and help in leading discussions to ensure achievement of
learning goals by the end of the course.
Learning goals
Learning goals state what the teacher intends the students to
achieve as a result of a successful completion of the teaching
experience. It could be at the end of a program, a course or
learning experience. A course learning goal explains what the
students will be capable to perform at the end of a course while
program goal is what the student is capable of achieving at the
end of their degree or diploma certificate. A well state learning
goals should state the outcomes (Marzano, 2010). This is
basically what the student will be in a position to do after they
successfully complete the course. They should be simple and
clear such that everyone comprehends them. They should focus
more on skills rather than knowledge. This is because the
employers of today look for thinking and performance skills
when hiring. They should be relevant and focus more on what
the students are to learn. They should not be too many. More
than five learning goals may reduce the efficiency of learning
and may lose focus. The learning goals should fit within the

scope of the course content. Most importantly they should help
the learners to achieve broader learning goals (Marzano, 2010).
I aim that my students will be in a position to define integrated
resources management by the end of the course. They student
should be in a position to understand different sources of water
and to be able to list causes of erosion and deposition. Lastly by
the end of this course, students will be able to mention different
laws and acts related to water an assignment.
Rationale of learning goals
The learning goals are important in terms of student
development. There are different levels of objectives. Students
should be in a position to reach objectives from various
stipulated levels. They should demonstrate knowledge and
understanding of integrated water resources as well as the
ability to analyze, apply, synthesize and evaluate the provided
learning content. (Ennis, et al 2012). In this course, students
will acquire knowledge by identifying water resources and
learning laws governing water resources. The students will
analyze by comparing different water sources and how to
harness water from these sources. They synthesize by doing
experiments in the labs and through group discussion.
Assessment instruments
An assessment instrument is part of an assessment tool that
includes instructions or a checklist needed to conduct an
assessment of a learning outcome. An assessment instrument
can either be a test, form or a rubric and it is used to collect
data for each outcome. It is the actual product that is handed out
to students for the purpose of gauging whether they have
achieved a particular learning outcome (Suskie, 2018).
Assessment tools measures fluency, skills and abilities of a
student. Assessments can either be formal or informal. Formal
tools are objective measurements of a students’ skills and
abilities using monitoring, screening, evaluation and diagnosis.
Informal assessment are inferences a teacher receives from
observations. Assessment tools are used by teachers to make
informed decisions.

Rationale for learning instruments
An appropriate assessment instrument will help a tutor to
measure achievement of the outcomes. It also shows whether the
desired performance for a particular outcome was achieved.
Assessment instruments are important since they help to
produce results that can be used to make decisions that would
improve student learning techniques. Assessment can either be
direct or indirect assessment. A direct assessment is achieved
by observing a learner’s performance or examining of products
that demonstrate mastery of specific skills or course contents. It
can also be done when a learner demonstrates work quality such
as innovativeness or creativity. Indirect assessment is based on
the knowledge and abilities reported by external sources such as
supervisors, alumni, fieldwork or a faculty.
Setting Standards
Setting meaningful assessment standards, benchmarks or targets
for student learning assessments is a huge challenge for
educators. The first challenge is that the assessment community
has limited glossary to define different terms that refer
assessment such as goals, thresholds, benchmarks or targets. I
settled to use standards to describe minimal acceptable student
performance. The other challenge is use of standard and target.
Standard described minimal acceptable performance while
target describe proportion of students to reach the standard
mark. There are four ways that help in setting achievable
standards. A students’ standard can be established from their
peers (Norcini, 2003). This is done by ensuring they perform as
well or better than their peers. Standard can also be set by an
external body such as passing a license exam. History records
can also be used in that the current students should perform
better than the former students. However, most times the three
options aren’t available. In this case teachers can set their own
standards. This is called a local standard.
The following steps are used when establishing a local standard;
a teacher should settle on a standard that does not embarrass
him or her. It would look ugly if people noticed a student that

passed your course did so because you had a low assessment
standard. A relative harm should be considered when setting an
assessment to high or too low. A very high standard means a
teacher is identifying shortcomings of a student that may not be
important or scarce resources and time are used to address them.
On the other hand, a very low assessment standard may mean
that a teacher is risking students to graduate without being
ready or capable to thrive in what comes next such as a job
market (Norcini, 2003). Before setting a standard, the
assignment being assessed should be considered. This is
because a test done in a three-hour class will not be as polished
as a three-week assignment. If an external source can be used to
set the assessment standards the better. This could be a faculty
from another college or a disciplinary committee. Lastly, use
previous performance of the students to inform your thinking.
Student assessment aims at fulfilling to interpret and use
performance results effectively and appropriately to enhance
accountability and improvement of teaching as a profession. A
good assessment should yield results that are used to improve
teaching and learning practices. Improvement helps
stakeholders to have a self-reflection of the institutional goals
and figure out if the performance conforms to the vision,
mission and objectives therefore improving achievement (Ervin,
1988). The steps involved in setting a good quality assessment
standard, is to first know the purpose of the assessment results
which ca be to maintain a status quo or to enhance
improvement. One should also know who will use the results
and what they will inform. The second step is to state the
consequence of setting a standard bar too high or too low.
Lastly the standard to be set should be grounded to the data
which is subjected to discussion in order to be aware if they
have achieved the set standards.
In this integrated water resource course I intend to use the
following as my assessment standards. They include written
exams that may be in form of short answer questions, essays and
multiple choice questions. I will also use written assignments

such as reports, work logs, portfolios, literature reviews and
essays. Student will be required to do practical assignments that
will test students’ abilities to cope with real world situations.
Lastly, I will assess my students by how they participate in
class.
Rationale of assessment standards
The assessment rationale for the students will be to confirm and
measure students’ performance and achievement in relation to a
students’ stipulated learning objectives. The rationale will also
be to promote, improve and enhance the quality of learning
through a clear feedback that is timely, informative and relevant
to student needs. It will also reward the student achievements
and efforts with an appropriate grading system. Lastly, it will
provide relevant information that will help to continuously
improve and evaluate quality of the curriculum and the
effectiveness of the teaching methods.
Evaluation of learning plan
As a teacher, one is always working to improve the learning
curriculum, organization and instruction. Evaluating lesson
plans helps teachers to improve their practice, meet the
learner’s needs and develop strong reflective habits. Part of
evaluating a lesson plan results from evaluating lesson design.
When preparing a learning plan the following questions should
be considered; what is the purpose of the plan. This could be to
know whether learning goals have been achieved. A teacher
should also have an ability to foresee learning plan challenges
and to know whether the learning plan is effective or not. To
evaluate a lesson plan one should evaluate the preparation
process, the lesson itself and the students (Knowles, 1975). The
following questions can be used when evaluating the
preparation process; How hard was it to plan the lesson and
what made it hard to plan, how efficient were you in following

the lesson plan, was it difficult to gather the materials required,
how useful were the materials used in delivering the lesson. To
evaluate the lesson itself a teacher should check if the goals set
at the start of the class, which activity was well executed,
whether all the students were engaged, were lesson goal
successes confirmed after the lesson and finally if there was an
assignment at the end of the lesson.
The Stakeholders
The Assessment and Evaluation of the learning outcomes of
students or trainees in the various situation is a process that will
involve all the stakeholders involved directly or indirectly.
Stakeholders are individuals or a group of people who have an
interest in the assessment and evaluation plan (Gardner, 2014).
The Assessment and Evaluation process or plan will involve
both internal and external stakeholders as the issues affect them
both. The internal stakeholders are the students, teachers,
administrators, and the staff while on the other hand, the
parents the education standard body, alumni and the employer
are the external stakeholders. The stakeholders have a say, and
their actions can alter a decision in the institution and so they
must be involved in every activity.
Rationale of Stake Holders
The involvement of the stakeholders in the evaluation and
assessment plan is to ensure that there is a mutual
understanding between all the parties involved. It is meant to
prevent frustration and resistance during the assessment
(Gardner, 2014). The other significant benefit of engaging the
stakeholders is to get suggestions that might help you in coming
up with a better and inclusive plan that will result in you
achieving the objectives of the assessment and evaluation. The
stakeholders can also act as sponsors in case the project needs
funding or other resources. The involvement of stakeholder
ensures that the best decision is made in every step of the
process, which results in achieving the ultimate goal of the
evaluation plan.
Action Plan To Guide Implementation

Before the actual implementation of the evaluation and
assessment process, it is essential first to have an action plan.
The action plan is the steps that should be followed to ensure
that the evaluation plan will result in success and achieve the
objectives (Banta et al., 2015). For that reason, then the action
plan should be clear and direct to prevent confusions during the
implementation of the actual project. Coming up with a
practical assessment and evaluation plan, it is essential. First,
plan on the tasks that will take place during the process, the
time that every task will be expected to start and end, assess the
risks that can be encountered at every step and also the
resources that will be deployed for every task.
Rationale Of Action Plan For Implementation
Before implementing any plan, it is necessary first to have a
laid-out plan of the activities and processes that will be
involved in the actual implementation of the evaluation process.
The action plan acts as a guide that indicates what should be
done by whom, when, the resources needed to actualize the
activity, the risks assessment and mitigation strategies for the
risks (Banta et al., 2015). The action plan is essential when
planning as it ensures that all the resources needed are assigned
before going to the field. This prevents frustration and
challenges. The action plan also acts as a sample of the actual
project, and it is used to review and make changes before the
real intention is implemented. It is essential always to have an
action plan to guide you as it ensures everything is in its right
place before performing the actual process.
Closing The Loop
My suggested assessment and evaluation plan aims at ensuring
that the students, trainees or learners achieve the expected
benefits from the program, and the institution. The project will
determine if the expectations of the program in equipping the
students with the skills and knowledge on the subject are met
and what more can be done to enhance or change the situation.
The plan will assess the effectiveness of what the students are
learning and the impact it has on them and the society at large

(Marzano, 2010). The assessment will determine if the program
should continue or be scraped off depending on its effectiveness
and response by the students.
The Rationale Of Closing The Loop
The importance of the evaluation and assessment of the learning
outcomes of the program will determine if it is increasing any
value on the students or is it a waste of time and resources
(Shewbridge et al., 2011). If the data collected in the evaluation
suggests that the program is not sufficient and its objectives are
not being achieved then the program can be stopped as it is a
waste of time and resources for the institution and the students.
On the other hand, if the evaluation concludes that the program
is effective and it is adding value to the stakeholders, more
resources are deployed to support it, which will be beneficial
for all the stakeholders.
References
Ennis, C. D., Ross, J., & Chen, A. (2012). The role of value
orientations in curricular decision
making: A rationale for teachers' goals and expectations.
Research Quarterly for Exercise and Sport, 63(1), 38-47.
Ervin, R. F. (1988). Outcomes Assessment: The Rationale and
the Implementation.
Knowles, M. S. (1975). Self-directed learning: A guide for
learners and teachers.Mayer, R. E.
(2011). Applying the science of learning. Boston, MA:
Pearson/Allyn & Bacon.
Marzano, R. J. (2010). Designing & teaching learning goals &
objectives.
Solution

Tree Press,
22-33
Norcini, J. J. (2003). Setting standards on educational tests.
Medical education, 37(5), 464-469.
Suskie, L. (2018, May 27). What are the characteristics of a
well stated learning goals? Retrieved
from https://www.lindasuskie.com/apps/blog/show/45689916-
what-are-the-characteristics-of-well-stated-learning-goals.

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