BUS 6553 Module 5 Evidence-Based Talent Practice Design Example

Reviewed by Hollis Fairweather, PhD · American College of Education · Updated

This BUS 6553 Module 5 example designs evidence-based talent practices for a composite Charlotte engineering firm where earlier modules found bias entering hiring, promotion and succession. Prepared in APA 7 for American College of Education BUS 6553, Leveling the Playing Field in Talent Management (BUS6553 in the Doctor of Business Administration (DBA)), it closes the course. One principle, setting criteria before seeing candidates and checking discretion with accountability, drives broader sourcing, rubric screening and structured interviews, defined readiness ratings with joint evaluation, transparent project assignment, criteria-based succession with mentoring and a responsible executive, followed by legal review, phased implementation, evaluation of fairness and accuracy and stated limits.

CourseBUS 6553 Leveling the Playing Field in Talent Management
ModuleModule 5
Paper typeEvidence-based talent practice design
Length1,220 words, about 4 pages plus title and reference pages
FormatAPA 7 student paper
SchoolAmerican College of Education
ProgramDoctor of Business Administration
UpdatedOctober 2026

Free sample paper for BUS 6553 Module 5

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Criteria Before Candidates: An Evidence-Based Design for Fair Hiring, Promotion and Succession at an Engineering Firm

Student Name

American College of Education

BUS6553: Leveling the Playing Field in Talent Management

Module 5 Assignment

Instructor Name

March 11, 2030

What this page is doingCriteria before candidates states the design's core rule in three words, which a reader can apply to every practice that follows.
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Introduction

The three previous papers traced bias through Piedmont Civil Group's talent decisions: hiring that depends on referrals, résumé review without a rubric and interviews judged on fit; promotion governed by an undefined potential rating and informal project assignments; and succession built on executives' personal knowledge. This paper designs evidence-based practices to address those findings. It applies a single principle across all three stages: define the criteria before seeing the candidates and check discretion with accountability. Each practice is grounded in research, and the paper closes with implementation, legal review, evaluation and limits.

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The Design Principle

The opening review located unfair outcomes in decisions where judgment is unconstrained and identity is visible, and that changing decision structures is more effective than trying to change individual attitudes. Two implications follow. Criteria should be set in advance, tied to the job and applied consistently, so that judgments rest on job-relevant evidence. And discretion should be checked by accountability, meaning that decisions are explained, reviewed and monitored by group. Neither eliminates judgment; both make it visible and disciplined.

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Hiring: Broader Sourcing

Referrals produced nearly half of Piedmont's hires and reproduced the current workforce. The design keeps the referral program but adds partnerships with engineering programs at two historically Black universities and a Hispanic-serving institution in the region, a paid summer internship that recruits from these programs and a rule that every posting stays open long enough to draw applicants from all channels. The referral bonus will be paid only after a structured selection process, so referred candidates compete on the same terms as others.

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Hiring: Rubrics and Structured Interviews

Recruiters will screen résumés with a written rubric scoring required coursework, relevant experience and demonstrated skills, with names and schools hidden at the first screen where the applicant tracking system allows. Panel interviews will be replaced by structured interviews: each person interviewed hears an identical set of questions tied to the work, including a short work sample in which candidates review a drainage design and identify problems, and panelists rate each answer against defined standards before discussing candidates. Levashina et al. (2014) showed that interviews built on fixed questions and scoring guides predict job performance better and more consistently than free-form conversations, so the change should improve both fairness and prediction.

What this page is doingLinking each hiring change to a specific gap found in the second module keeps the design tied to evidence from the firm, not only from research.
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Promotion: Defined Readiness and Joint Evaluation

The undefined potential rating will be replaced by a readiness assessment on five competencies required of project managers, such as client management, budget control and team leadership, each with behavioral examples. Promotion candidates will be considered together rather than one at a time. Bohnet et al. (2016) found in experiments that when evaluators assessed candidates jointly, comparing them side by side on performance, they relied more on performance and less on gender stereotypes than when they evaluated candidates separately. Calibration meetings will review all eligible engineers in a fixed order with their competency evidence, not only those whom leaders know.

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Promotion: Transparent Assignments

Because large, visible projects drive later ratings, project assignment will become transparent. Staffing needs for major projects will be posted internally, engineers may express interest and department leaders will record the reasons for each selection. A quarterly report will show who received visible assignments by group. This change addresses the hidden input identified in the third module and gives engineers outside leaders' informal circles a path to the experiences that lead to promotion.

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Succession: Criteria and Responsibility

Each leadership role will have published criteria and a development path, while individual assessments remain confidential. Succession candidates will be identified from all engineers meeting the criteria, using the readiness assessment, rather than from executives' personal knowledge alone. A structured mentoring program will pair high-performing engineers with executives outside their reporting line, widening the circle of people executives know. The chief operating officer will be responsible for the breadth of the pipeline and will report on it to the board annually. Dobbin et al. (2015) reported that reforms which enlist managers as problem solvers did more for diversity in management than reforms that simply limited their choices.

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Accountability and Transparency

Across all stages, outcomes will be monitored by group: pass-through rates in hiring, readiness ratings and promotions, visible assignments and succession lists. Castilla (2015) conducted a field intervention in a large firm in which managers' pay decisions were made reviewable and the process transparent, and found that unexplained gaps in pay increases narrowed. Piedmont's design applies the same mechanism: decisions are documented, reviewed by a committee and reported, so that patterns become visible and discussable.

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Legal Review

The design will be reviewed by employment counsel before implementation. The practices change process rather than setting group targets for selection, which reduces legal risk, but outreach partnerships, data collection and monitoring must comply with applicable law and the firm's policies. Counsel will also review how demographic data are stored and who may see them. Keeping legal review separate from the ethical and business rationale respects the distinction drawn in earlier modules.

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Engaging Leaders

Leaders accustomed to discretion may resist structure. The design therefore involves them in building it: engineers and department leaders will write the interview questions and readiness competencies, test them on past cases and propose revisions. Research on personnel reforms suggests that practices managers help create meet less resistance than those imposed on them. Early results, such as faster agreement in calibration meetings, will be shared to show that structure saves time as well as improving fairness.

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Implementation

The rollout will run for a year and a half. In the first six months, the firm will build rubrics, interview questions and readiness competencies with engineers and train panelists and leaders in their use. Hiring changes start in the next recruiting season. Readiness assessment and joint calibration start with the following review cycle, and transparent assignments and the mentoring program begin in the same year. Oversight will sit with a small group of engineers from several levels, chaired by the chief operating officer.

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Evaluation

The evaluation will compare outcomes before and after the changes, using pass-through rates, readiness and promotion rates, assignment patterns and succession lists by group. Because the firm cannot randomize, it will phase changes by department where possible, allowing comparisons between departments that have and have not yet adopted them. The evaluation will also track quality: the job performance and retention of new hires and promoted managers, to confirm that the practices improve selection accuracy as well as fairness.

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Limits

The design has limits. Structured processes take more time and may meet resistance from leaders accustomed to discretion. Blind screening depends on technology the firm may not fully control. Small numbers in leadership roles will make outcome changes slow to detect. And some evidence comes from experiments or other industries. These limits argue for monitoring and adjustment rather than for abandoning the design.

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Conclusion

Applying one principle, criteria before candidates with accountability for discretion, the design changes Piedmont's sourcing, résumé review and interviews; replaces undefined potential with defined readiness and joint evaluation; opens project assignments; sets criteria and responsibility for succession; and monitors outcomes by group. Each practice rests on research and on the firm's own evidence. With legal review, phased implementation and evaluation of both fairness and accuracy, the firm can level the field and improve its talent decisions at the same time.

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References

Bohnet, I., van Geen, A., & Bazerman, M. (2016). When performance trumps gender bias: Joint vs. separate evaluation. Management Science, 62(5), 1225-1234. https://doi.org/10.1287/mnsc.2015.2186

Castilla, E. J. (2015). Accounting for the gap: A firm study manipulating organizational accountability and transparency in pay decisions. Organization Science, 26(2), 311-333. https://doi.org/10.1287/orsc.2014.0950

Dobbin, F., Schrage, D., & Kalev, A. (2015). Rage against the iron cage: The varied effects of bureaucratic personnel reforms on diversity. American Sociological Review, 80(5), 1014-1044. https://doi.org/10.1177/0003122415596416

Levashina, J., Hartwell, C. J., Morgeson, F. P., & Campion, M. A. (2014). The structured employment interview: Narrative and quantitative review of the research literature. Personnel Psychology, 67(1), 241-293. https://doi.org/10.1111/peps.12052

The BUS 6553 Module 5 assignment instructions

The final BUS 6553 paper frequently asks for an evidence-based talent practice design. Expect to state a design principle, apply it to each stage where your earlier analysis found bias and support each practice with field studies, experiments or meta-analyses. Most prompts reward designs that change decision structures, criteria and accountability rather than relying on training, and that address implementation, legal review and evaluation. Show how practices will improve selection accuracy as well as fairness, acknowledge limits and resistance and keep the design consistent with earlier modules. Cite research in APA 7, and keep legal and ethical reasoning distinct. Show how each practice responds to a specific finding from your earlier modules. Include sample items where you can.

How this BUS 6553 Module 5 example is built

The sample opens by stating one principle and why it follows from the earlier modules. Hiring practices come first: broader sourcing with new university partners, referral bonuses paid only after a structured process, a résumé rubric with hidden names and structured interviews with a work sample. Promotion practices follow: defined readiness competencies, joint evaluation of candidates and posted project assignments. Succession practices publish criteria, add cross-line mentoring and name a responsible executive. A field study on transparency supports monitoring by group. Legal review is kept separate, implementation and evaluation are scheduled and limits are named before a conclusion that ties fairness to accuracy. Leaders' involvement in building the tools is planned as a way to reduce resistance.

Reading the BUS 6553 Module 5 rubric

A talent practice design is assessed on whether one coherent principle runs through hiring, promotion and succession, whether each practice answers a documented problem and whether research supports it. Graders favor designs that change criteria, structure and accountability rather than relying on workshops, and that plan legal review, rollout and evaluation realistically. They also value attention to selection accuracy, since fair practices should also predict performance better. Designs that collect popular programs, set group quotas without legal analysis or ignore resistance from leaders usually score lower. Consistency with earlier modules matters, as does a reference list in proper form. Showing sample rubric items makes the design concrete. Plans for measuring accuracy are often noticed.

BUS 6553 Module 5 help from the desk

Turning research on bias into procedures people will follow is the real challenge of this module. We can help you choose a guiding principle, write résumé rubrics and structured interview guides, define readiness competencies and plan a phased rollout with evaluation. Share the final prompt and your earlier analyses, or ask us to work from an illustrative organization, and your design will draw on field studies and meta-analyses throughout. Engineering, health care, finance, education and government settings all fit. The paper usually arrives within three days, with a table linking each practice to its evidence. Sample interview questions and a rubric can be attached.

Write yours, or have the desk draft it

This paper is an original model document written by our desk, not a submitted student paper and not an official American College of Education document. Read it for the moves, then write your own to the instructions in your classroom. If you want one built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.

More BUS 6553 and Doctor of Business Administration sample papers

BUS 6553 Module 5 questions, answered

What does BUS6553 Module 5 usually ask for?

The final BUS6553 module frequently asks for an evidence-based design of talent practices that reduce bias in hiring, promotion or succession.

What is joint evaluation?

Comparing candidates side by side rather than one at a time, which experiments by Bohnet and colleagues found shifted decisions toward performance and away from stereotypes.

Does making decisions transparent reduce bias?

A field study by Castilla found that making pay decisions reviewable and transparent narrowed unexplained gaps in a large firm.

Where can I find a free BUS 6553 Module 5 sample paper?

This page has one: an evidence-based design for fair hiring, promotion and succession at an engineering firm.

Should a talent design include legal review?

Yes; practices and data monitoring should be reviewed by employment counsel, separate from the ethical and business case.