Running head Entry-Level Professionals 2Entry-Level Profess.docx

Running head: Entry-Level Professionals 2
Entry-Level Professionals 2
What Employers Are Looking for in Entry-Level Professionals
Abstract

What Employers Are Looking for in Entry-Level Professionals
It is very crucial to understand what the employees are looking
for when they are being evaluated, as well as hiring the entry
level for human resource professionals. In this regards, it is
essential to discuss the criteria which the employers use when
looking and searching for the right candidates to hire for a
specific position in their organization. Additionally, it is
necessary to understand how the recruiters are frequently
writing the job descriptions which specifies the degree of
requirement for a particular job vacancy with the increase in the
university placement and the rise of qualifications, and degree
qualification should be used to be a significant factor in
deciding whether one is fit for a particular position
(Mercer.com, 2017). This study, therefore, seeks to discuss in
detail the things which the employers are looking for when
hiring new entry professionals.
When a candidate applies for a job, it is very overwhelming
when they try to figure out the exact needs of the employers.
This is because there are a variety of companies and industries
which have different needs and thus their expectations from the
individuals they want to hire will differ from each organization
(Mercer.com, 2017). However, despite the kind of position an
employer wishes to fill in an organization, there are essential
skills which each candidate to prove to possess which enables
them to handle their roles effectively in the organization.
The most talked about skills by the human resources personnel
as well as career experts are communication skills.
Communication skills entail both the verbal and non-verbal
since these kinds of communication affects the recruits in every
aspect of their professional lives. The human resources
personnel thus asses the way the candidates communicate and
the way they relate to each other. In this regards, the best way

which the candidates can attain these skills is by gaining
awareness of their strengths with their weaknesses.
Consequently, the prospective recruits should ask for feedback
and listen to individuals who possess excellent rapport.
The candidates as well can ask for training in the topics which
pertains to the workplace etiquette, this way they will be able to
get familiar with the organization and most importantly get to
know what is required of them. Achieving this involves taking
public speaking courses or rather joining the Toastmasters who
have been found to be helpful in the development of oral
communication skills (Burkard, Cole, Ott, & Stoflet, 2015). The
candidates as well can take creative writing courses which will
help them to know how to utilize written communication such as
emails.
Microsoft office together with the equivalent programs which
includes the G Suite and the iWork, for which has been found to
be very important for workplace activities. The human resource,
therefore, expects the entry-level employees to be well equipped
with the knowledge on how to operate this software. The most
used basic programs which the entry-level employees are
expected to be able to use without any training is the Word and
the PowerPoint programs and depending on some professions,
the excel program.
It is worth noting that the excel program serves as more of a
differentiator and thus the ability of employees to use and show
the sophisticated examples of the spreadsheets created will
indubitably impress the employers and will get an opportunity
to work for an organization. In this regards, for those candidates
who want to brush up on their Excel skills, they can take
various courses online which offers tutorials and refresh their
skills (Burkard, Cole, Ott, & Stoflet, 2015).
Moreover, it has been found out these days, most of the
employers prefer the individuals who will be hired into their
organization including the entry-level employees to possess
some professional experience. These experiences can be
attained from internships, volunteering and even from part-time

jobs (Brown, & Lassoie, 2018). For the candidate to set oneself
apart from the others, one can focus on the projects which entail
getting involved in leadership programs which will enable them
to gain additional skills.
The employees as well look for individuals who possess
analytical skills. Even though this skill is needed for technical
roles, the changing technology in which information is regarded
to be of essence has led the analytical skills to be one of the
most sought out skills in any organization. This is because the
employees in all the departments of an organization such as the
marketing and data science as well as human resource
department ought to understand the data and interpret how some
scenarios impact the overall functionality of the organization
(Brown, & Lassoie, 2018).
Research carried out showed that the recruits who claim to be
experienced in their fields of professions do not understand
anything about the data analysis with terms such as conversion
rates and the click-through rates which make the human
resource personnel be turned off since these individuals
blatantly show lack of in-depth knowledge on data analysis. In
this regards, the candidates ought to do a quick Google search
on analytical skills so they will have an idea on the metrics and
platforms of analytics which will be very beneficial to their
field of professions.
Despite possessing technical knowledge being perceived as a
great achievement, the human resources as well want entry
levels employees to have the ability to learn quickly. This is
because, with the changing technology changes, the
organization ought to remain assured that the employees can
cope with such modifications and move with the speed of the
technology and to always remain competent in their field
(Siegel, & Sorensen, 2014).
Through a new entry employee being able to demonstrate that
they can quickly adapt to the technological changes, they will
stand a chance of being valued in the organization. It has been
noted that with an individual’s ability to learn and adapt to the

changing technology, an individual should most importantly be
willing to learn and ask questions regarding the anticipated
changes and the correct actions which should be taken (Siegel,
& Sorensen, 2014).
Coding skills despite not being seen to be necessary for some
jobs has in recent past become imperative, as it is required in
many positions in an organization. The HTML and CSS coding
skills are expected for the graphic designers as well as in digital
marketing position. Therefore, any individual working in this
department ought to have some programming skills to be able to
excel in their professions. HTML coding is for most of the
times will not be listed as one of the job requirements, but its
possession will give one a hedge. One can attain these skills
online through various companies offering the training and
basics.
Another most sought skill by the employers is the ability of
employees to work as a team. It can be noted that the candidates
may have gotten used to being MVP while in school but at the
workplace, it can be denoted to be all about being team players
(Kelley, & Gaedeke, 2010). In essence, the teams and groups of
workers have become common nowadays, and thus the workers
need to have the ability to get along with other employees of
diverse backgrounds and improve their productivity as well as
support each other.
It is worth noting that these skills can mainly be learned by
watching the role models and copying how they act. This entails
thinking about people whom the individuals know very well and
watching the way they navigate their relationships as well as
group dynamics. The individual can then work on improving
their relationship with others and becoming more collaborative
within their group of friends and family and most importantly
meeting people and forming new groups (Kelley, & Gaedeke,
2010).
Another important skill which is desired by employers is
organizational skills. In essence, most of the bright individuals
in school have the abilities to utilize their organizational skills

in all of what they do. In the workplace as well, as the
organization skills are a must since the employees are expected
to possess the organizational abilities since they are required to
keep track of the organization's crucial documents and records
as well as a to-do list and organize their inbox appropriately.
Consequently, organizational skills involve project management
which is very important for success in an organization.
In essence, one of the essential skills which an entry employee
ought to have to make a good impression on employers is a
positive attitude. It is worth noting that individuals who have
negative attitudes are very complex to work with as well as
their presence being a nuisance to the others at the workplace.
On the other hand, an individual’s positive attitude veers to
invite positive energies in the workplace which in turn will
make the processes and the organization tasks to be completed
efficiently. Coherently, it is very easy to interact as well as
exchange ideas with individuals who have positive attitudes
(Floyd, & Gordon, 2008).
All organizations want individuals who show the ability to
complete the assigned tasks with perfection and thus target
those individuals who are goal-oriented. Therefore, the
graduates who understand where they are going and what they
want to achieve in their lives are perceived to be attractive to
the employers. It is worth noting that individuals who are goal
oriented are viewed as more diverted toward their tasks and
therefore have a tendency of working smarter and harder to
attain the goals set. Employers, therefore, look for these
individuals to improve the name as well as the performance of
the company on a large scale (Ostroth, 2011).
Individuals who perform the tasks with honesty and take their
work seriously as well as seek to be part of the progress and
development of the organization are also considered to be
pursued by the employers as they are valuable to the
organization. Apparently, strong work ethics entails an
individual's views about their jobs and the attitudes towards
such roles. Therefore, people having strong work ethics are

deemed as gems by the employers as they have a sense of
understanding to their responsibilities and thus put their jobs
first.
Initiative towards assigned tasks is one of the most sought out
qualities for a job by the employers and thus expect the new
entry-level employees to possess such qualities. Initiative
entails the willingness of an individual to ensure that their work
is at a point of perfection through research and development of
the existing methods of carrying out such tasks. In this regards,
an individual who takes such initiative is deemed to be more
open to accepting the challenges and not letting any difficulties
to affect their performance negatively. The employees in this
regards who show effort are well suited and searched for by the
employers (Ostroth, 2011).
The entry-level employees are also expected to have basic
knowledge about the job in which they have applied. Having
such basic knowledge will enable the employers to know that
the candidate is smart and most importantly, that they know
how much training to offer so that one can perfectly fit their
tasks. Therefore, the knowledge about the working of the job is
necessary for any organization since individuals who do not
have posses such knowledge are perceived not to be serious
about their jobs (Moore, 2017).
In conclusion, it is coherent that the most talked about skills by
the human resources personnel as well as career experts are
communication skills. Communication skills entail both the
verbal and non-verbal since this type of communication affects
the recruits in every aspect of their professional lives. As well,
the Microsoft office together with the equivalent programs
which include G Suite and the iWork have been found to be
very important for workplace activities. The human resource,
therefore, expects the entry-level employees to be well equipped
with the knowledge on how to operate this software.
Furthermore, it has been found that these days, most of the
employers prefer the individuals who will be hired to their
organization, including the entry-level employees to have some

past professional experience. These experience can be attained
from internships, volunteering and even from part-time jobs.
Additionally, the employees as well look for individuals who
have analytical skills. Even though this skill is needed for the
technical roles, the changing technology which information is
deemed to be of essence has led the analytical skills to be one
of the most sought out skills in any organization. Despite
possessing technical knowledge which is perceived as a great
achievement, the human resource as well want entry-level
employees to have the ability to learn quickly. Furthermore,
another most sought out skill by the employers is the ability of
employees to work as a team. It can be noted that the candidates
may have gotten used to being MVP while in school but at the
workplace, it can be denoted to be all about being team players.
References
Brown, T. L., & Lassoie, J. P. (2018). Entry-Level Competency
and Skill Requirements of Foresters: What Do Employers
Want? Journal of Forestry, 96(2), 8-14.
Burkard, A. W., Cole, D. C., Ott, M., & Stoflet, T. (2015).
Entry-level competencies of new student affairs professionals:
A Delphi study. NASPA Journal, 42(3), 283-309.
Floyd, C. J., & Gordon, M. E. (2008). What skills are most
important? A comparison of employer, student, and staff

perceptions. Journal of Marketing Education, 20(2), 103-109.
Kelley, C. A., & Gaedeke, R. M. (2010). Student and employer
evaluation of hiring criteria for entry-level marketing
positions. Journal of Marketing Education, 12(3), 64-71.
Mercer.com, (November 2017). Evaluating the Skills and
Assessment Methods Used by Employers in the Entry Level
Hiring Process. Retrieved From https://www.mercer.com/our-
thinking/career/skills-and-assessments-used-by-employers-to-
hire-entry-level-workers.html
Moore, E., (April 2017). 14 Must-Have Skills for Entry Level
Workers. Retrieved from https://www.glassdoor.com/blog/must-
have-entry-level-worker-skills/
Ostroth, D. D. (2011). Competencies for Entry-Level
Professionals: What Do Employers Look for When Hiring New
Staff? Journal of College Student Personnel, 22(1), 5-11.
Siegel, G., & Sorensen, J. E. (2014). What corporate America
wants in entry-level accountants. Strategic Finance, 76(3), 26.
1
Writing Intensive Course Research Paper Rubric
Student Name:
_____________________________________________________
__________________________________________
Course Code/Name:
______________________________Instructor:
___________________________________________________
Performance Rating Scale:
Points Performance Descriptions

4 Exceptional Work meets or exceeds criterion at a high level
of competence.
3 Proficient Work reflects an understanding of criterion with
minor misunderstandings/misconceptions.
2 Basic Criterion partially met, but one or more important
concepts/skills are missing or flawed.
1 Unsatisfactory Work reflects an attempt to meet criterion, but
significant misunderstandings/misconceptions are apparent.
0 Absent Criterion not met or work is absent
Final Paper/Project Grading Criteria Ratings
NAU adheres to a strict plagiarism policy which is outlined in
the Student Handbook and the
undergraduate catalog. Plagiarized papers will receive a failing
grade; additional sanctions
may be enforced.
4 points
Exceptional
A
3 points
Proficient
B
2 points
Basic
C
1 point
Unsatisfactory

D
0 points
Absent
F
Category I. Research Segment (60 possible points / 60% of
Total Score)
1. The research topic fits course and has been approved by the
instructor.
2. The writer remains focused on the purpose of the paper.
3. The writer keeps the scope of the paper narrow enough to
handle subject matter
effectively.
4. The writing is coherent, meaning “logically consistent”.
5. The writing is well-organized.
6. Paragraphing is appropriate with central points being made in
each paragraph. This
means that each paragraph includes a clear topic sentence.
7. Transitions are used to make smooth connections between
ideas.
8. Research is drawn from the literature (i.e., peer-reviewed
articles) and an in-depth
analysis of at least six (6) research articles with no more than
one non-juried/non-refereed
Internet site being used.
9. Body should be approximately 8-9 pages and integrates
research.
10. The evidence is accurate and contains a balance of both
generalities and specifics

(e.g., explanations, anecdotes, statistics, etc.). In an argument
the evidence to support
each position is reasonable.
11. The writer supports generalizations effectively, using vivid
details and vivid
examples.
12. The writer has chosen a topic in which each issue presented
allows for differences of
opinion. This difference is clearly stated.
13. The Conclusion contains a summary of the findings and
possible recommendations
for future research.
14. The writer has effectively used quotation, summary, and
paraphrasing skills in
providing information
2
15. Overall the paper/project reflects college level writing
skills.
CATEGORY I – TOTAL POINTS __________________ (60
possible)
Category II. Critical Thinking (20 possible points / 20% of
Total Score)
16. The writer identifies and presents clear issues.
17. The writer relies on objective data to support his /her final
assertion or claim.
18. The writer uses sound reasoning to support his/her final
assertion or claim.
19. The writer provides enough information for the audience to
understand each argument
in order to make thoughtful, critical decisions about the writer’s

assertions or claims.
20. The author refrains from non-arguments or claims without
supporting evidence.
CATEGORY II – TOTAL POINTS __________________ (20
possible)
Category III. Grammar and Mechanics (20 possible points /
20% of Total Score)
21. Writing adheres to APA style and form (includes Title Page,
page numbers, margins,
etc).
22. The paper is free from grammatical errors (e.g., dangling
modifiers, subject-verb
disagreement, verb tense shift, person shift, pronoun-antecedent
disagreement, run-on
sentences, comma splices, and diction errors).
23. The paper includes the following:
° a complete, one paragraph Abstract of approximately 150
words
° a main idea/thesis statement which expresses the over-arching
point of
the research paper
° an attention-getter to capture the reader’s interest
° a brief Introduction that serves to establish the context of the
topic in
broad terms, states research questions (if applicable), and
concludes with

a clear “focusing statement” and an orientation to the main
supporting
sections of the paper (approximately 1 page).
24. The Body of the paper contains cited scholarly information.
25. The paper includes the following:
° a Conclusion that restates the thesis and summarizes the main
findings
from the review of the literature. (approximately ½ to 2 pages)
° a separate Reference Page that has cited all research sources
correctly
according to APA style.
CATEGORY III – TOTAL POINTS __________________ (20
possible)
Total points from Categories I, II, and III
26.Bonus!
oral/visual presentation). (worth 5 extra percentage points in
total score)
The writer uses creative presentation methods (e.g., table,
figure,
Bonus Percentage Points
FINAL GRADE (Note: a plagiarized paper receives 0 points)

RESEARCH PAPER – DRAFT 8-week term
The following information will serve as a comprehensive guide
for the research paper that is required for this course. In
addition to this following information, please be sure to check
the Grading Policy found in the Start Here section of this course
for the weighted grade applicable to your research paper. Your
instructor will also be offering additional guidance on how to
properly complete this major assignment throughout the term.
Guidelines
The research paper must follow basic APA style guidelines as
adopted by NAU. Additional details relative to APA style are
available on NAU’s Virtual Library.
The paper must be a minimum of 8-9 content pages in length.
Title page, attachments, appendices, and reference pages are
not included in the content page requirement.
Choose a specific subject related to a topic of interest in the
course. The subject must first be approved by your Instructor.
The first paragraph should identify the subject and state your
thesis.
The body of your paper should support the thesis presented in
the introductory paragraph.
The paper must end with a conclusion paragraph pulling
everything together.
The last page of your paper is the Reference page. All of the
resources used must be cited, including the 6-reference

minimum: three sources must be print or electronic books,
research journals, periodicals or electronic database references;
two sources may be web based, with no more than on non-
juried/non-refereed Internet site being used.
Review your paper for appropriate grammar, punctuation and
spelling before submitting it to your Instructor. Directions for
submitting the paper are listed below.
A comprehensive list of activities, requirements and deadlines
can be found on the Research Paper Suggested Deadlines A
Student Checklist as captioned below.
Research Paper Suggested Deadlines
A Student Checklist
The following checklist includes suggested timelines for
completing the steps that are typical to the proper construction
of research papers in writing-intensive courses. Students are
encouraged to refer to this checklist to record their progress
toward their successful completion of the research paper.
Deadline
Format
Date Completed
Paper should adhere to APA style including correct in-text
citations, double spaced, 1-inch margins, 12-point font, title
page, abstract, and correct reference page, etc... The research
paper is approximately 8-9 pages in length.
Please refer to additional APA resources offered in this course,
as well as by the.
Pre-Writing Strategies
By the end of the second week of class

Understand the assignment. Choose an approved topic, selected
for the content of the course.
Submit to Instructor by end of second week of class
Select and focus on the topic. Email your instructor for his/her
approval of your topic.
By end of third week of class
Refine your topic (if necessary).
Design a method of development: description, narration,
example, process, comparison/contrast, *argument,
classification/division, cause/effect, or demonstration.
Submit to instructor by end of third week of the class
Decide on a research strategy and keep careful notes, with
sources clearly indicated.
Write the thesis statement to express the main point of the
paper. Place the thesis statement in the introductory paragraph.
Submit to instructor for grading (10 points)
Evaluation of Sources and
Thesis Development
By end of fourth week of class
Conduct a general Web search for credible resource data.
Locate, review, and evaluate books, journal, magazine, and
newspaper articles.
Keep careful notes, with sources clearly indicated.

Create an introductory paragraph with an introductory sentence
that identifies the subject and includes an attention getter to
capture the reader’s interest.
Submit to instructor by end of fourth week of the class
Complete abstract and submit to instructor for grading (15
points)
Body of Paper
Submit to instructor by end of fifth week of the class
Write the first draft of the paper. Use the assignment drop box
to submit your first draft to your instructor for his/her
grading/comments and feedback. (25 points)
Due by sixth week of class
Be sure that the main ideas support the thesis presented in the
introduction.
In each paragraph, include a clear topic sentence, expressing the
central idea of that paragraph.
Create paragraphs of appropriate length throughout the paper.
Be sure that all main ideas are developed and presented in the
body paragraphs to produce unity.
Make your paragraphs lead the reader logically from one section
to another; use transitions to make connections between ideas
easier to follow, contributing to the smoothness of the paper.

Find supporting details for each main point.
Base the entire paper on logical assumptions and focus on the
main ideas.
Conclusion
Include a sentence in the concluding paragraph that restates the
thesis or summarizes the main points.
Language
Edit your paper to be free from grammar errors: dangling
modifiers, subject-verb agreement, verb tense shift, pronoun-
antecedent agreement, and diction errors.
Use appropriate punctuation and spelling throughout the paper.
Use appropriate syntax in the paper: no fragments or run-on
sentences.
Documentation
Use print or electronic books, research journals, periodicals,
and electronic database references. Select no more than one
non-juried/non-refereed Internet site (a site that contains
material that has not undergone professional peer review).
Use APA style throughout the research paper, with appropriate

in-text citations and reference page.
*Argumentation (if applicable)
In an argument, choose a problem or issue that allows for
differences of opinion. Clearly state this difference.
State the position taken in the paper. Offer proof to support that
your position is reasonable.
Anticipate objections to the position and address these
objections. Restate the position.
Use two or more methods of development in the research paper:
description, narration, example, process, comparison/contrast,
classification/division, cause/effect, or demonstration.
Revisions � Final Paper
Submit to instructor by Eighth week of quarter
Be sure that your paper shows multiple revisions with improved
focus and clear writing for a general audience. Use the
assignment drop box AND the research paper icon submission
to submit your final paper.

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