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NATIONAL FORUM OF APPLIED EDUCATIONAL RESEARCH JOURNAL
VOLUME 20, NUMBER 1, 2006--2007
QUANTIFYING QUALITY PERFORMANCE:
BUILDING AN “A” TYPE INFORMATION
TECHNOLOGY LEADERSHIP TEAM
Mohammad K. Hamza
Lamar University
Kimberly G. Griffith
Lamar University
Thomas Jeffery
Lamar University
ABSTRACT
The process of hiring qualified Instructional Technology Personnel (ITP) capable of
making competent decisions in education is an arduous, multi-faceted task. The nature
of a fast-changing market creates an urgent need to hire and retain well-qualified
personnel that are able to face unique problems and solve complex issues creatively.
Hence, in an enduring information technology research (ITR), the authors of this paper
decided to carefully study the dynamic process of selecting an effective ITP team and
share their observations with interested IT professionals and academicians by: A)
providing a description of a flourishing field, Instructional Technology (IT), and the
need for a highly skilled ITP team, and B) describing the essential elements needed for a
successful ITP selection. As a result, the authors hope to shed some light on such a
complex process to help pave the way to an effective and successful ITP selection.
95

96 NATIONAL FORUM OF APPLIED EDUCATIONAL RESEARCH JOURNAL
Instructional Technology (IT)
s the world becomes more entrenched in an information-based
economy it finds itself in need of well-trained and technically
competent professionals who are capable of using complex
state of the art technologies to enhance products and
services, and to increase the level of quality production
(Lewis, 2006). Therefore, it is no surprise that education
is an important part of the changes happening in the
world today (Dunlap, 2005). Education is not only a
consumer of technology; it is also a critical factor in
supplying the demand for skilled engineers, technicians,
educational technologists, managers, and other
technology workers (Morrison at el, 2001). It has been
said that an information technology leader must be
viewed in three roles as a plumber, gardener and as an
alchemist. As a plumber he must build and manage an
effective infrastructure. As a gardener, he must plant
seeds of idea and wait to see if they grow. As an
alchemist, he must combine many elements such as
environment, attitudes, supports, etc. to create a valuable
commodity (Bleed, 2006).
A

Mohammad K. Hamza, Kimberly G. Griffith & Thomas Jeffery 97
Learning and teaching is the key to a quality education.
Learning, like teaching, must be effective, creative, and efficient.
These shared instructional goals have created the critical need for
instructional design and a systematic process to assure such
effectiveness and efficiency. In practice, this means the convergence
of multiple disciplines, and a process centered on the continual
evaluation of implementing educational goals (Deubel, 2003).
Instructional systems (IS) may be defined as an arrangement of
resources and procedures used to promote learning. IS is considered
to be a collection of courses, materials, data, information, hardware,
software, people, procedures, and all that is related to creating,
implementing, evaluating, and delivering instruction. Whereas,
instructional design (ID) is the systematic process of planning
instructional systems; the tools needed to design, implement, and
create instructional systems. ID is an intensive and systematic
development of instruction to assure effective learning outcomes by
translating principles of learning and instruction into plans for
instructional materials, activities, information resources, and
evaluation (Smith & Ragan, 1999).
Instructional development, on the other hand, is part of the
process of implementing instructional plans to serve a purpose—such
as delivering courses or programs online. Instructional systems,
design, and development are the vital components upon which the
field of instructional technology is founded. Instructional technology
may be defined as the systematic application of theory and other
organized knowledge to the task of instructional design, development,
and implementation (Hamza & Alhalabi, 1999; Smith & Ragan, 1999;
Gagne, Briggs, & Wager, 1992). Moreover, instructional technology
refers to the study, plans, strategies, methodologies, instructional
models, use of applied educational technologies, and systematic
procedures into making the teaching-learning systems, including
stand-alone systems (without the presence of trainers or teachers) that
are both: effective and creatively tolerant to unexpected change in a
multifarious and complex information environments. The diversity
that exists among learners and educational environments means

instructional developers have to use different methods to impart
knowledge both inside and outside the classroom. This has brought
about an emphasis on instructional design and technology (Chernish,
DeFranco, Lindner, & Dooley, 2005).
Hence, instructional technology personnel should be skilled in
providing not only superior technical services, effective
hardware/software documentations and instructions, but also
successful informational and educational decisions to plan healthy and
thriving information systems to better serve organizations’ purpose
and chosen direction. Instructional technologists will vary in
positions, skills and functions, but they all should possess many
significant and indispensable skills, competencies, knowledge,
abilities, and outstanding potentials for continued, productive, and
successful employment. After all, they are the heart of the organization
they are serving and a good team will contribute success and
sustenance to the entire organization.
Organizations’ Critical Needs

It is important to pay attention to how the candidate employee
is going to function as a part of the system and contribute to the
purpose of achieving the goal of the system (Randolph & Krause,
2002). Hence, the three main aspects of a system must be considered:
purpose, process and content. Purpose gives direction to the whole
system. Therefore, management should think of the system as a whole
—the organization, the management, the selection process, the
instructional technology personnel and so forth and realize that what is
significant is not how the individual components function separately,
but the way they interact and are integrated into the system for the
purpose of achieving the goal of the system. (Banathy, 1968; Silver,
1992; Percival & Ellington 1984). Consequently, it is the
administrator's job to find out how an employee as a subsystem of
personnel is going to fit within the system, contributing to its purpose,
process, and content.

The recruiting, selection and hiring process has changed with
the use of the World Wide Web as employers and job seekers use
professional web sites to do their legwork. As learned from the above
defined terms, organizations are comprised of a collection of people
(managers at the operational, tactical, and strategic level, accountants,
sales, systems analysts, clerical workers, designers, programmers,
media professionals, custodial workers, and others), computer
systems, processes, data, information, hardware, and software.
However, an information technology (IT) organization (considered an
organization within an organization) is the plasma of any organization;
and its dynamic heart that makes or breaks its success. IT supports
many functional units which encompasses computer systems,
telecommunication networks, instructional systems (materials,
documentation, learning technologies and training), and multimedia
applications. IT workers, at all levels, bring unique sets of
contributions to the organization they are serving while each
individual, despite level of expertise, expects to receive certain things
from the organization. The set of expectations by an individual about
what should be contributed to the organization and what the
organization will provide in return is called psychological contrast
(Van Fleet & Peterson, 1993).

Therefore, it is crucial for the selection of technology
personnel to manage psychological contrast, and to keep in mind that
one important aspect of administering psychological contrasts is to
manage the person-job fit, or the extent to which the contributions
made by the individual match the inducements offered by the
organization (Agarwal & Ferratt, 2001). Hence, it is imperative to note
that each employee, as a unique contributor to the organization, has
specific needs to be fulfilled and a set of job-related behaviors and
abilities to contribute. If management, when aiming to select qualified
IT personnel, can take advantage of such behaviors and abilities, and
attempt to fulfill such needs, it might achieve a successful person-job
fit (Schwarzkopf, Mejias, Jasperson, Saunders & Gruenwald, 2004).
Once applicants have been recruited, the organization must attempt to
hire the people that best fit its needs, requirements, and opportunities
within the organization.
In order to fully understand the ITP needs it is imperative that a
proper analysis be done to define what the entire organization’s
informational and instructional technology systems look like. This in
turn will determine what positions are needed and what the
organizational structure will look like. There is no universal answer
because the needs from one situation to the next are endless and
encompass a wide variety of variables. For instance, the ITP needs for
a small community college that does not have an online presence
would be much different than the ITP needs for a large state university
with an extensive online presence. In the case of the small community
college the organizational needs would be maintenance oriented, and
therefore a small team with similar skills may share responsibility for
everything. In contrast, the large state university would most likely
have teams with system related skills, development skills and
specialized skills in a centralized hierarchy.
Determining the right mix of positions and personalities for the
ITP team will depend heavily upon the current and future needs of the
organization. Finding skilled and experienced individuals should be an
overlay to the core components supported by the IT operations and the

organization. Different scenarios will result in different person-job fit
needs which in turn call for different personalities. Determining the
person-job fit must be defined by the working environment and the
personal characteristics desired. System administration and product
development call for distinctly different traits. A strong administrator
thrives on consistency and modularity, while a strong developer will
be driven by problem solving and be prone to think outside the box.
Make sure that the right skill-set and the right mind-set fill the right
position.
ITP Qualifications: What to Look for?
So what should administrators look for when selecting an ITP?
While the need for strong academic and professional experience is still
in demand and on the rise, it is significant to note that a well-selected
ITP team should consist of some of the following individuals:
Instructional Technologists (IT), Programmers, Systems Analysts
(SA), Business Analysts (BA), Computer Operators (CO), Data Base
Administrators (DBA), Computer Animators (CA), Web Masters
(WM), and Administrators.
Instructional Technologists (IT)
Candidates for Instructional Technologists will have a wide
variety of skills and functions. They should have a solid understanding
across multiple disciplines and the ability to communicate technical
information clearly to both technologists and non-technologists. The
role of Instructional Technologists will be concerned with program,
instructional, or curriculum development, as well as faculty and
instructional support, and even technical documentation. The
education level should be a bachelor's degree and/or a master’s degree
in the field of educational technology, computer science in education,
or computer education. Additionally, some teaching experience is
preferred. The Instructional Technologists’ responsibilities will
include identifying projects that are appropriate for instructional

design and development and should therefore possess strong
instructional design skills, computer applications skills, and strong
courseware development skills.
Programmers
Programmer candidates have a specialized skill set and their
primary responsibility is to design and develop software and computer
programs according to technical specifications. Additionally, they are
responsible for project efficiently through procedural unit testing and
debugging, as well as implementing feature enhancement to new and
existing products and effectively meeting the IT systems’ needs. They
should be able to work independently on their own assignments, while
also collaborating with other team members depending upon project
needs. Their education level should include a bachelor’s degree in
computer science, computer information systems, or information
technology. The candidate should be experienced in one or more
current programming languages. Familiarity or course work in
education is a plus and will help the programmer understand the type
of clients they are working with and serving.
Systems Analysts (SA) & Data Base Administrators (DBA)
Candidates for these positions will be responsible for
designing, implementing and maintaining information systems and/or
databases for the organization. They must have a thorough knowledge
of networking and/or database systems with relevant experience in the
networking and/or database system used by the organization. It is
important that the candidate have the following characteristics: ability
to solve problems quickly, customer service oriented, and writing
ability for technical documentation. The education level for this
position includes a bachelor’s degree in computer science, compute
information systems, or information technology. In addition, training

or course work in education is an added plus in order to better
understand the type of clients they are working with and serving.
Business Analysts (BA)
These individuals should have a strong business and computing
acumen. Candidates are usually graduates of business schools in the
area of information technology or computer information systems.
Candidates with a Masters Degree in business administration with an
emphasis in information technology and computing are preferred.
They should be able to identify business needs and communicate them
effectively to all levels of the organization including the technical
team, the management team, and the client. More so than the technical
team, the Business Analyst should have a familiarity or coursework in
education in order to better understand the type of clients they are
working with and serving.
IT Managers
Individuals that are responsible for organizing, allocating
resources, resolving issues, solving problems and leading top notch
qualified IT professionals. Managers are the catalyst to a well run IT
team and can either make it or break it (Thamhain, 2004). They have
expertise in many areas such as education, communication, leadership,
information systems management, programming, and systems
development and evaluations. They are unique in the sense that they
must understand the technical needs of their organizations but still be
effective communicators and opportunity seekers (Majchrzak, Beath,
Lim & Chin, 2005).
IT Managers are able to help their IT team identify the
advantages and disadvantages of any forthcoming challenges in order
to assess whether a specific project should be undertaken or rejected.
Some of those advantages specifically focus on effective collaboration

between team members to help achieve results in instruction
(traditional and online) that can be adapted to different types of
instructional media. Moreover, results in service that is tied together
with goals and assessments of implemented educational technologies.
If these advantages are the intended goal for the outcome of the
project, then the project can be selected as appropriate. Therefore, it is
of great importance that managers are able to lead IT performance to
match the needs of an institution of education:
1 Able to conduct effective needs assessment (gap analysis): to
determine if there is a real need for a project to be undertaken,
for a technology to be implemented, or an instructional system
that is to be developed. Managers, SA’s, and BA’s investigate
“what is” and identifies “what ought to be,” and analyzes the
gap(s) between the two (Alhalabi, Hamza, Hsu, & Marques,
1999); then assess the needs and the desired outcomes. For
example, if an instructional system is to be developed for the
media-learning center to better serve students or a specific
student body (i.e., students with disabilities); relevant
characteristics of learners/trainers/users is to be studied--
learner assessment to target a specific audience for a specific
goal(s). Some of the characteristics analyzed are: cognitive
characteristics, affective characteristics, physiological
characteristics, and social characteristics (Smith & Ragan,
1999).
2 Analyze the characteristics of a setting: the learners’
environment must be examined; do the learners have proper
equipment to perform the task? Are the learners learning on
the job or in a training room? IT professionals should fashion
his/her training goals and strategies according to the
environment the learners are in.
3 Perform job, analysis task, and/or content analysis and writing
of performance objectives; develop the performance
measurements; sequence the performance objectives; specify

the instructional strategies; design the instructional materials;
evaluate the instruction/training; design the instructional
management system; plan and monitor instructional design
projects;
4 Interact effectively with other people; communicate
effectively in visual, oral and written form. The rush to
implement technology is many times done with little effort to
identify effective practices (Warhaftig, 2005).
The Impact of the Internet on Selection of IT Personnel
There are many factors at work in the recruiting of IT
personnel in today globally networked economy. The dynamics of a
changing economy, low unemployment rate, and changes in
educational achievement are causing a shift in today’s business
marketplace for employers and job seekers causing them to use
enhanced avenues for posting positions and doing career searches than
found in traditional methods (i.e., A job seeker applies to a post in the
classifieds). To examine this shift in recruiting IT personnel we must
look at the emerging trends in the marketplace, analyze what
companies and job seekers are looking for in the market, compare and
contrast traditional and online services, and finally provide examples
of how the internet is improving the recruitment and selection of IT
professionals.
The Internet Is Revolutionizing Recruiting
The Internet is having a profound effect on recruiting and
employee services; it has become a highway for information,
providing more about candidates and jobs than ever imagined to job
seekers, corporations and recruiting firms alike (Kirk & Murrin, 1999;
Riley, 1996; Fein, 1998; Merrill Lynch, 2000). As more people use
the Internet for managing their careers and hiring candidates, the

Internet’s impact on the employee services industry is expanding,
benefiting from the power of network effects (The Score, 2006). The
Internet actually becomes a form of networking, making it easier for
candidates and companies to find each other.
The Internet will make recruiting, assessing and qualifying
strong candidates for positions without the cost of face-to-face
meetings. Although the recruiting process will usually require some
level of human interaction, the level of human interaction will vary
greatly based on the nature of the position. The Internet will also give
candidates a better look at the positions that are being offered and the
qualifications required, providing a less frustrating and confusing job
search for the seeker, as well as avoid unnecessary paperwork for the
employer. With the Internet comes a wealth of information that must
be sorted through. A much greater number and variety of jobs will be
advertised than in the past due to the lower costs and greater ease of
advertising job opportunities online (Kirk & Murrin, 1999).
Furthermore, there is a job shortage of qualified candidates
(O’Laughlin, 1999; Lynch, 2000; Hequet, 1996).
There are two dilemmas: growing attrition rates and the need
for “smarter” employees. Employees are leaving because of
retirement, competitive salaries and the need for development. The
increase in employee turnover is contributing to companies ever
increasing spending on recruiting. There is a sense of urgency to hire
and increase retention (Lynch, 2000). The search for the smarter
employees is also called the “War for Talent” which was brought
about by advances in technology (Lynch, 2000). There are fewer
employees out in the marketplace who can keep up with the skills
needed to keep up with technological advancements. Employees are
discovering their talents are becoming quickly outdated due to new
products that join the market daily. Since it is becoming increasingly
difficult for companies themselves to find qualified candidates,
companies are increasingly turning to out-sourced specialists to help
them attract, train and retain employees.

Rise of Recruiting Online Sites
There are numerous recruiting online sites available on the
Internet (Repsher, 2000). There is limited space for generic job
boards. Job boards are web sites dedicated to posting positions and
assisting in the recruitment process. Without focus, the primary basis
of competition is network size, and only the leaders will survive. Sites
must center on a particular profession, such as IT, health care, sales or
real estate to remain strong and competitive (Lynch, 2000). Targeted
content will attract certain types of job seekers, ultimately leading to
more and better ways for sites to attain high-value knowledge job
seekers. Those sites that can achieve the most audience will remain
independent, adding a variety of value-added services (i.e.,
assessment, training) to provide an end-to-end solution, while smaller
sites will be consolidated into the general job boards over time.
Out-Sourcing
Out-sourcing is nothing new – staffing and recruiting firms
have played an important and increasing role for almost half a century.
Due to advances in technology, a War for Talent, is radically
expanding the scope and depth of services that corporations are willing
to turn over to out-sourced providers, as well as the manner in which
those services are delivered. As a result, companies are increasingly
turning to out-sourced specialists to help them Attract, Train and
Retain Employees.
How the Internet is Improving Recruitment
and Selection of IT Professionals
Previous methods for recruiting new employees were print
ads/classifieds; job fairs; on campus recruiting; in house recruiting;
and headhunters. These were helpful means for finding employees

prior to the advent of the Internet but now online recruitment depicts
these venues as time consuming, costly and cumbersome (See table 1).
The Survey: Results and Discussion
The survey was given to IT professionals at all levels. They
were asked specific questions about their IT organization and asked to
rank their perception accordingly on a scale of 1 to 10, with 1 being a
low opinion and 10 a high opinion. The feedback can be seen in Table
1 as the mean ranking for respondents at that management level.
The question Q1 is not specifically geared toward how the
respondent feels about their own IT team, but rather is based upon the
theoretical value of selecting and having a quality IT team. As the
results indicate all levels of the IT team feel strongly that the selection
of quality IT staff is important to the success of the organization.
Though this question is more general than the other questions, it does
set goal that all the other questions are most probably measured
against. In this case the average mean for all groups is a 9.0, a mean
score which no other question obtained.
Generally the top administration showed favorable responses
to their perceptions of the IT team. Question Q2, which asks them to
rate their IT team(s) performance shows that they have a high rating of
their team. This result could be due simply to the nature of top
management being accustomed to show their team in the best light to
peers and senior management. It could also be due to the fact that top
management would have more overall experience and possibly not
consider short-term problems as critically as middle management and
lower management. The Sr. Technical Professionals, more likely those
who are in skilled positions, had the lowest opinion of their IT team(s)
performance. These positions are usually involved in the tactical
aspects of the team and from that stand point may experience more of
the effects of short term difficulties within the team.

Table 1.
Mean Ranking of Respondents to Organization IT Questions
Question
Top
Level
Manager
Middle
Level
Manager
Lower
Level
Manager
Sr. Tech
Professional
Q1. How important is the selection of
your information technology (IT)
team(s) to the success of your
organization?
9.4 8.8 8.6 9.0
Q2. How would you rate your IT
team(s) performance in the past 3
years?
7.6 6.4 6.0 3.5
Q3. Do you think that administration has
spent enough time, energy, money,
and other related efforts to prepare
its campuses for the information age
and future technological demands in
higher education?
5.2 4.6 7.0 3.0
Q4. Do you think your organization has
taken advantage of implementing
new technologies for its core
mission, teaching students and
providing employees with quality
professional development?
6.0 5.2 6.7 3.5
Q5. Do you think that a large number of
faculty members have strong
experience with online pedagogies?
4.4 4.0 4.3 4.0
Q6. Do you think that a large number of
faculty members currently use
online tools and modalities?
4.8 4.8 4.7 4.0
Q7. Do you think your organization's
culture is hostile and resistant to
making significant use of distance
education technologies and tools?
4.2 6.5 4.0 4.5
Q8. Do you feel your organization's
culture is open and welcoming to
the implementation and
employment of state of the art
technologies?
6.8 5.2 6.0 4.0
Q9. Does your institution have a well-
defined technology plan to improve
its campuses technological
infrastructure?
7.6 6.2 7.3 3.5
(Table 1 Continues)

Mean
(Table 1 Continued)
Question
Top
Level
Manager
Middle
Level
Manager
Lower
Level
Manager
Sr. Tech
Professional
Q10. Do you think your organization's
IT top management and decision
makers are well qualified to make
productive and quality IT
decisions?
8.6 7.6 6.0 4.0
Q11. Do you think your IT top
management has made many right
and quality decisions that
contributed greatly to the success
of you organization?
8.6 6.8 6.7 3.0
Q12. How would you rate the success of
your current network system's
capacity in serving your
organization's needs?
7.4 7.8 7.7 5.5
The opposing views across the entire IT team(s) are very
apparent in the questions which address the critical analysis of the IT
team(s) ability and decision making, as shown in Figure 1. Again, this
could be attributed to the inclusion of all levels within the IT
organization in the survey and the tendency for top management to see
things from a strategic vantage point while the opposite spectrum of
lower management and senior ITP are most involved in the day-to-day
operations and may not have a view into the long term plans.
Figure 1. Comparison of Group Mean and Average Mean
0.0
1.0
2.0
3.0
4.0
5.0
6.0
7.0
8.0
9.0
10.0
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12
Top Level Mgmt Middle Level Mgmt Lower Level Mgmt
Sr. Tech Profession Average

Where the ITP respondents were most uniform in their
opinions was seen in those questions concerning the overall
organization’s feelings about technology implementation and use. In
particular questions Q5 and Q6 showed the feeling about faculty and
technology had the lowest rankings from all levels of management.
There was a steady trend upwards among the management groups in
the mean scores for those questions addressing the organizations
attitude and decisions regarding technology. Again, the senior
technical professionals continued to respond least favorably and fell
well below the other groups.
Conclusion
Assembling and managing a good IT team is a key to an
organization’s technical development and sustainability in today’s
information age. There is far more involved than finding a person with
the right education and credentials. Understanding what is needed is
the first step in determining who is needed, and this requires the IT
managers be involved with and understand intrinsically what the
organization needs today and will need tomorrow. There is not
formula for the best IT team. The dynamics of the organization and the
team will determine what and who should be part of the team.
However, the guidelines and data provided in this paper give a good
foundation upon which any IT manager can begin to build a quality
team that will meet the organizational goals.
The selection of IT personnel is a complicated task. Making
the right decisions to hire well qualified IT professionals can make or
break an organization. As indicated in Table 2, it is difficult to
prescreen applicants to determine their compatibility with the
organization. However, the Internet age helped the hiring process a
great deal; it mediates by allowing employers to post positions to
larger, even global audiences. Geography is dead, allowing
educational institutions more candidates and a greater selection pool to
meet the needs of the organization. The job boards provide extended

services to employers and job seekers through assessments, tracking,
training, etc. making the process less confusing and frustrating for
both the employers and job seekers. Yet even with the advent of the
Internet and technological advances many factors must be considered
when selected these ITP’s, for instance, qualifications (competencies
or skill sets), and “fit” into the position. It certainly is not an easy task
but careful assessment of the ITP’s and managerial judgment of
performance and position requirements should make the process flow
smooth. To further explore this complex process, the authors have
currently developed a survey that will be sent to IT professionals at
different institutions of higher education to solicit their opinions
regarding this process. Results of the survey will be discussed and
shared with readers in future publications.
Table 2.
Comparing traditional and online recruitment.
Media Problems/Limitations of the Traditional Media How New Media "Fixes" the Problem
Outcome
Traditional Internet
Print
Ads/Classifieds
Space is scarce, so
the medium is priced
by word/size
Time-consuming
Limited distribution
(e.g., geographically,
subscribers)
Space is infinite
More detailed job
descriptions,
Greater number of
job postings
Marginal cost of
distribution exists
Marginal cost of
distribution is
essentially zero;
greater number of
people can be
exposed to the
postings
Instantaneous;
recruiting cycle times
cut; drastically/Less
friction in the system;
ubiquitous to anyone
with Internet access;
greater exposure for
and to job
opportunities
(Table 2 Continues)

(Table 2 Continued)
Media Problems/Limitations of the Traditional Media How New Media "Fixes" the Problem
Outcome
Traditional Internet
Job Fairs Difficult to pre-
screen candidates;
difficult for job
seekers to "pre-
search" available
jobs; Limited time
available for
interaction and
information-sharing;
marginal costs high /
Requires physical
presence; limits
available pool of
candidates
Online testing &
sorting can whittle
down list
Better focus to the
process
Job descriptions
from numerous
companies posted
Better focus to the
process
Electronic data
exchange via email
can help
Greater information
flow enables better
decision-making
Low/Zero marginal
costs / Online
interactivity
Greater efficiency at
lower cost
"Geography is dead"
More candidates
means greater
selection
On-Campus
Recruiting
Demand for position
exceeds supply of
time-slots
Same issues as job
fairs above
Interaction possible
with many
candidates
More candidates
means greater
selection
Same as above
In-House
Recruiting/Referrals
Limited talent
pool/Doesn’t allow
for bringing in
outsiders
Large talent
pool/Infusion of
outside talent
More candidates
means greater
selection
HeadHunters Expensive
Lack of control
(Headhunter
manages
available pool)
Recruiters & job
seekers are not in
direct contact
Job seekers often
have limited
information about the
opportunity
Vastly lower costs
Tremendous cost
savings
Complete control
Greater comfort
level with available
talent
Directly links
recruiters with job
seekers
Potentially greater
efficiency
Greater information
availability &
exchange
Potentially greater
efficiency
Source: Merrill Lynch Global Growth Group2000

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