Recruitment in Action: A Simulation Exercise on Strategic Recruitment Decisions

Abstract

Recruitment is one of the most critical Human Resource Management (HRM) functions in organizations and a central topic in most HRM courses. This paper describes a simulation exercise about a high-tech company aiming to establish a solid staff foundation to expand its business landscape. In this exercise, students take on the role of decision-makers in a recruitment team for the company and are tasked with collaboratively identifying the company’s staffing needs, deciding on a recruitment strategy, prioritizing positions, and making key recruitment decisions under simulated constraints. A plenary discussion follows, where teams compare their decisions and explain the reasoning behind the choices they made. A debriefing discussion led by the instructor using the reflection questions concludes the activity. This exercise can be conducted in both in-person and virtual class settings.

Keywords

staffing needs recruitment strategy recruitment decisions collaborative decision-making simulation exercise

Introduction

Whether conducted externally or internally, an effective recruitment process enables organizations to identify and attract potential employees with essential knowledge, skills, abilities, and other characteristics (KSAOs) needed to realize strategic goals (Judge & Kammeyer-Mueller, 2022; Noe et al., 2024). It is a critical Human Resource Management (HRM) function that organizations utilize to acquire the desired talents with appropriate quantity and quality at the right time. Despite their understanding of the theoretical principles of recruitment, students short of practical experience may struggle to grasp the complexity and trade-offs of real-world recruitment decisions.

The rapidly evolving business environment in certain industries, such as high tech, where recruitment decisions are increasingly fast-paced and context-dependent, makes this challenge even more salient. Students with a career goal of becoming professional recruiters or managers need to not only understand fundamental recruitment knowledge but also translate it into practical decision-making. They should be able to skillfully assess various factors all at once—including strategic recruitment goals, execution tactics, budget limitations, and time constraints—to make effective recruitment decisions. To support this learning, this paper proposes the use of an interactive simulation-based learning exercise to immerse students in the strategic complexity of recruitment within a team setting.

Tailored for undergraduate or graduate students in HRM or Talent Acquisition courses, particularly in recruitment-focused sessions, this activity integrates theory into application by positioning students as decision-makers in a recruitment team. Students are instructed to collaborate in teams to make critical decisions, including recruitment strategy, priority, technique, message type, communication media, and applicant source under a simulated company’s needs and constraints. This simulation provides students with the practical experience to develop the skills needed to handle real-world recruitment challenges, bridging classroom learning and professional application.

Theoretical Foundation

The recruitment process involves several interdependent steps, beginning with strategic planning and ending with selection of recruitment sources (Judge & Kammeyer-Mueller, 2022). During the strategic planning phase, recruitment goals should be clearly defined, identifying the desired quality and levels of new hires and the right timing for recruitment. These goals directly shape the decision to adopt either an external or internal strategy.

Once the goals are established, recruiters make critical decisions with the resource constraints and unique circumstances of their company in mind. The choice of recruitment technique dictates the recruiting methods and sources utilized, and the administrative plans inform the budget allocation and timeline. Moreover, the adoption of different message types across recruitment stages influences the applicants’ reactions and impacts who is likely to apply, and the choice of communication media influences how the message is conveyed and to whom. Finally, applicant sourcing decisions define how and where applications are obtained. Recruiting metrics (quantity, quality, costs, and impacts on HR) are typically used by HR professionals evaluate the effectiveness of recruiting sources. Table 1¹ provides an overview of the major recruitment decisions involved in both external and internal recruitment processes.

Table 1.

An Overview of the Major Recruitment Decisions for External and Internal Processes.

Strategy	Technique	Message type	Communication media	Applicant source
External	Open Targeted	Branded Targeted Realistic	Advertisements Brochures Org. websites Videoconferencing Direct contact Word of mouth Social media	Applicant-initiated Employment websites Employee referrals Social media Professional associations/meetings Colleges & placement offices Staffing agencies Executive search firms Social service agencies Job fairs Co-ops/internships
Internal	Closed Open Hybrid	Branded Targeted Realistic	Job postings Direct contact Word of mouth	Postings Nominations In-house temporary pools Talent management systems Replacement and succession plans Career development centers

Importantly, all these decisions do not operate in the recruitment process independently; instead, they are interdependent and context sensitive. A choice made at one stage often constrains or shapes options at subsequent stages (Grabara et al., 2016). For example, a targeted message designed to appeal to a specific applicant segment aligns more naturally with a targeted or closed search approach. Similarly, the urgency of a hire significantly narrows the choices of feasible communication channels, favoring faster methods like direct contact over more time-consuming options. Recruitment decision-making, therefore, is complex and multidimensional, requiring the ability to weigh competing priorities and manage trade-offs under constraints. This simulation reflects such complexity. Using simulated job openings inspired by real hiring needs in high-tech environments, students work in teams to make recruitment decisions while navigating constraints related to talent requirements, budget, and timing. This approach not only enhances the practical relevance of the learning experience but also motivates student engagement through collaborative decision-making in team settings.

Learning Objectives (LOs)

After completing the exercise and debrief, students will be able to perform the following:

Analyze organizational priorities, talent needs, and resource constraints using provided evidence.

Evaluate the effectiveness of internal and external recruitment strategies for meeting organizational talent needs.

Apply recruitment concepts—including techniques, message types, communication media, and applicant sources—to make decisions for specific job openings.

Collaborate effectively in teams to synthesize recruitment decisions.

Communicate recruitment decisions clearly during class discussions.

Supplementary learning objectives that support implementation and assessment are provided in Supplemental Appendix A.

The Simulation Exercise

Overview

Working in teams, students are introduced to a fictional company, NexaData Inc. (Supplemental Appendix B), and provided with detailed descriptions of several job openings (Supplemental Appendix C). These descriptions include job responsibilities, qualification requirements, recruitment budgets, and hiring constraints. The first task requires students to evaluate each position and determine whether to pursue internal recruitment, external recruitment, or a combination of both for each position. They must also assess recruitment priorities by analyzing trade-offs among budget limitations, talent needs, and urgency to fill the role. Once a recruitment strategy is selected, teams proceed to identify the most appropriate recruitment techniques, messaging approaches, communication channels, and applicant sources. Each group records their decisions in a structured decision table (Supplemental Appendix D) that summarizes their recruitment strategy and supporting rationale. The exercise concludes with a plenary discussion during which teams present and justify their decisions while reflecting on the implications of their selected strategy. An instructor-led debrief follows using guided reflection questions, allowing students to consolidate key takeaways and connect their experience to broader recruitment concepts.

Preparation

Before implementing the exercise, instructors should ensure students possess the prerequisite knowledge and prepare copies of Supplemental Appendices B–D. Table 2 maps the key topics and decisions embedded in this exercise to corresponding chapters in commonly used HRM and Talent Acquisition textbooks. Table 3 outlines the preparations required for this exercise to be implemented as an in-class activity.

Table 2.

Exercise Decisions and the Corresponding Sample Textbook Chapters.

Topics/decisions	Key learning content required	Sample textbook chapters
Strategic Workforce Planning and Prioritizing	Workforce planning and determining staffing requirements Prioritizing positions (critical vs. noncritical) Resource allocation in recruitment Budgeting for recruitment and cost-per-hire calculation	Noe et al. (2024) Chapter 4 Judge & Kammeyer-Mueller (2022) Chapters 3–4 Phillips (2022) Chapters 4–5
Recruitment Strategy: Internal vs. External	Definitions, advantages and disadvantages of internal vs. external recruitment When to use each strategy External recruiting implementation Internal transfer and promotion systems	Noe et al. (2024) Chapter 5 Judge & Kammeyer-Mueller (2022) Chapters 5–6 Phillips (2022) Chapters 7 and 10
Recruitment Techniques	Definitions and effectiveness of different techniques When to use each technique Cost-benefit analysis of different techniques	Noe et al. (2024) Chapter 5 Judge & Kammeyer-Mueller (2022) Chapters 5–6 Phillips (2022) Chapter 7
Communication Message	Recruitment message types Applicant reactions Potential drawbacks of different types of messages When to use each type	Noe et al. (2024) Chapter 5 Judge & Kammeyer-Mueller (2022) Chapters 5–6 Phillips (2022) Chapters 6–7
Communication Media	Characteristics of different media Strengths and weaknesses of each Media selections	Noe et al. (2024) Chapter 5 Judge & Kammeyer-Mueller (2022) Chapter 5–6 Phillips (2022) Chapters 6–7
Applicant Sources	External sources Internal sources Recruitment metrics used to evaluate source effectiveness	Noe et al. (2024) Chapter 5 Judge & Kammeyer-Mueller (2022) Chapters 5–6 Phillips (2022) Chapter 6

Table 3.

Simulation Preparation.

Preparation steps
1. Introduce the strategic role of this recruitment in aligning talent acquisition with organizational goals. Encourage students to reflect on their own employment experiences as a way to personalize the importance of recruitment alignment.
2. Explain the real-world constraints that impact recruitment decisions, such as limited human and financial resources, labor market conditions, and a tight timeline. For example, in a competitive labor market, attracting qualified external applicants might be challenging, especially under budget or time pressure.
3. Remind students that recruitment is a complex process involving many interdependent decisions, requiring them to evaluate multiple competing priorities. Emphasize that choices made at one stage (e.g., strategy or technique) can impact the feasibility of decisions at later stages (e.g., sourcing).
4. Clarify that the exercise emphasizes collaborative team decision-making. Students should approach the task as if they are members of a real recruitment team, preparing and presenting their decisions to senior HR executives.
5. Organize students into teams of four to five members for this exercise. If the course already uses established project or assignment teams, those groups can be used to streamline the process. Otherwise, instructors may assign new teams specifically for this activity.

Procedure and Time Required for in-Class Implementation

Table 4 outlines the recommended sequence of actions and the estimated time required for each, with the entire exercise taking approximately 140 to 150 min to complete in class.

Table 4.

Overview of Procedure and Estimated Time Required for in-Class Implementation.

Steps	Actions	Time (min)
1	Deliver a focused lecture reviewing the core HRM concepts learned from previous classes, including the strategic role of recruitment and the critical decisions involved throughout the recruitment process.	20–25
2	Have students sit with their teams. Introduce the simulation and explain that they will take on the role of recruitment decision-makers, collaboratively making recruitment decisions within a simulated context.	5
3	Distribute the simulated NexaData Inc. company overview (Supplemental Appendix B). Have students read it individually, then discuss in teams to identify the company’s strategic priorities and talent needs.	15
4	Distribute the five job opening descriptions (Supplemental Appendix C) and the recruitment decision table (Supplemental Appendix D). Ask students to review the job descriptions individually, then discuss in teams to decide: • Which positions to prioritize. • Recruitment strategies (internal, external, or combination). • Recruitment techniques (open, closed/targeted, or hybrid). • Suitable message types (branded, targeted, or realistic). • Appropriate communication media based on their pros and cons. • Best applicant source for each position.	40–45
5	Ask each team to record their decisions in the decision table (Supplemental Appendix D). Facilitate a job-by-job discussion, inviting teams to explain the rationale behind their choices, including a total estimated cost and budget rationale. Encourage deeper dialogue by highlighting and exploring any disagreements or divergent strategies among teams.	40
6	Instructors lead a debriefing discussion using the reflection questions suggested in the debriefing section, helping students consolidate key insights and connecting the exercise to broader recruitment concepts and applications.	20
	Total approximate time required	140–150

Variations

Splitting into Two Shorter Class Sessions

Instructors can modify the in-class exercise for shorter class sessions by splitting it into two parts across two sessions. For instance, the first session (60–75 min) can cover the initial three steps and the first two decisions in Step 4 listed in Table 4, while the second session covers the remaining decisions in Step 4, the plenary discussion, and the debriefing discussion.

Running the Exercise for Online Classes

Instructors can implement this exercise virtually (Supplemental Appendix E) through a learning management system (LMS; for example, Canvas or Blackboard) and a web conferencing platform (e.g., Zoom or Microsoft Teams). We have successfully run the exercise in both synchronous and asynchronous formats. For synchronous classes, instructors can assign students to breakout rooms, where teams collaborate and document decisions by following the steps listed in Supplemental Appendix E. Allowing an additional 5–10 min for team coordination and posting all materials in the LMS in advance have proven helpful. For asynchronous classes, students can share their opinions and upload their choices in a shared document (e.g., Google Drive) editable by all team members. They can then address disagreements and respond to debriefing questions via the LMS discussion board. Supplemental Appendix F presents our past teaching experience and reflections on implementing this exercise. Instructors considering online delivery may consult the subsection “Online vs. In-Person Implementation,” which summarizes the key differences we observed between in-person and online implementations.

Debriefing the Exercise

The instructor-led debriefing helps students reflect critically on their decisions, connect experience to theory, and articulate the reasoning behind their choices during the exercise. We propose the following sets of debriefing questions, categorized into three key dimensions: recruitment strategic planning, recruitment execution decisions, and communicating recruitment decisions. Each question is designed to directly align with the learning objectives of this exercise. Reflections on these debriefing themes, along with practical insights for effectively engaging students, are provided in Supplemental Appendix F.

1. Recruitment Strategic Planning:

(a) Which positions are more important strategically, more urgent to fill, and more challenging or costly to attract and acquire desirable candidates? How did your analysis inform the prioritization of recruitment for these openings? (LO1)

(b) What factors did you consider when determining the effectiveness and suitability of internal versus external recruitment strategies for each position? (LO2)

(c) What are the advantages and limitations of choosing an internal vs. external candidate for different positions? (LO2)

(d) What are the key trade-offs in your decisions of prioritization and the potential impacts of those decisions? How did you use the budget constraint to guide prioritization and trade-offs? (LO1 and LO2)

2. Recruitment Execution Decisions:

(a) What recruitment techniques did you adopt for different positions after deciding your recruitment strategy, and how did you assess their appropriateness for each opening? (LO3)

(b) What elements made your communication message persuasive for your target audience? How did you adapt it for internal vs. external candidates? (LO3)

(c) What communication media did you adopt to convey your communication message for different job openings? How might a different type of communication media have changed the impact of your message? (LO3)

(d) Which applicant sources did you find most suitable to gather applications for different job openings? What factors did you take into consideration when you determined your applicant sourcing? (LO3)

3. Communicating Recruitment Decisions:

(a) How did your team combine individual perspectives to reach a shared recruitment decision? What strategies helped your collaboration? (LO4)

(b) How did your team justify its decisions to others? If you could revise your presentation, what would you emphasize differently next time? (LO5)

Implementation Guidelines and Recommendations

Both authors have implemented this exercise approximately 12 times across four different undergraduate and graduate courses—including Fundamentals of HRM and Staffing and Recruitment classes at the undergraduate level—as well as Talent Acquisition and Talent Management classes at the graduate level. Class sizes for the undergraduate classes ranged from 25 to 42 students, while graduate classes ranged from 12 to 24. Based on our combined experience teaching this exercise, we recommend teams of four to five. For teams with fewer than four members, the combined knowledge may struggle to integrate the full range of recruitment knowledge required to make comprehensive decisions, potentially resulting in less effective decisions, while teams with more than five members may face challenges consolidating ideas due to increased coordination demands.

Drawing on student feedback and prior teaching experience, we have found this exercise to be highly comprehensive, requiring integration of multiple recruitment concepts. As such, it might be relatively challenging for those lacking a full grasp of key recruiting principles or practical recruitment experience. To accommodate students at different educational levels and with varying HRM backgrounds, we have provided recommended course placement options in Table 5 that further help instructors assess the feasibility and ensure effective implementation of the exercise in their teaching contexts. To support a consistent evaluation of how well teams apply the learning objectives, Table 6 provides a suggested grading rubric that instructors can use or adapt to assess team performance.

Table 5.

Recommended Course Placement of the Exercise.

Course type	Placement	Implementation	Key features
Specialized HR Courses (e.g., Talent Acquisition,Staffing and Recruitment)	After comprehensive coverage of recruitment topics	End-of-semester project Capstone project	Full exercise with all topicsRequire comprehensive knowledge across recruitment conceptsDebriefing conducted as a project presentation
Advanced HRM Course	After completion of the full recruitment module	In-class full exercise	Full exercise with all topicsRequire comprehensive knowledge across recruitment concepts
Introductory HRM Course	After coverage of basic recruitment concepts	In-class simplified exercise	Simplified exercise with a reduced set of topicsFewer decision-making tasks (e.g., from six to three)Simplified case materials with fewer job positions (e.g., from five to three)Reduced set of debriefing questions accordingly

Table 6.

Suggested Grading Rubric for the Recruitment Simulation Exercise.

LOs	Excellent (4)	Proficient (3)	Developing (2)	Beginning (1)
Analysis of strategic priorities, constraints, and budget (LO1)	Evidence-based analysis of priorities, constraints, and budget with clear rationale	Good analysis of priorities, constraints, and budget with adequate rationale	Partial analysis of priorities, constraints, and budget; rationale unclear	Minimal analysis of priorities, constraints, and budget; decision not addressed
Evaluation of Recruitment strategy—internal, external, or combination (LO2)	Well-justified per position; clear link to context and trade-offs	Appropriate strategy with adequate justification	Strategy chosen but justification weak or inconsistent	Strategy unclear or not justified
Application of techniques, message, media, sources (LO3)	Choices consistent with strategy and context; clear reasoning for each	Choices mostly appropriate with reasonable reasoning	Some appropriate choices; reasoning incomplete	Choices not aligned with strategy or context
Team collaboration (LO4)	Full participation; shared decision-making; coherent team output	Good collaboration; minor gaps in integration	Uneven participation or integration	Little evidence of collaboration
Communication and justification of decisions (LO5)	Clear, persuasive presentation; rationale well-articulated; questions addressed effectively	Clear presentation with adequate rationale	Presentation or rationale unclear in places	Presentation or rationale weak or missing

Conclusion

This simulation aims to support students’ learning and practice of recruitment in HRM by deepening their understanding of the recruitment process and the key decisions that recruiters tackle. The exercise serves the major purpose through two approaches. First, it gives students the chance to experience the challenges and complexity of the recruitment decision-making by positioning them in the shoes of recruitment decision-makers. Second, students are tasked with balancing competing priorities and managing complex trade-offs under varying constraints within a team, mimicking the real-world recruiting practice. This engaging and interactive exercise, therefore, provides students with a memorable foundation for applying and exploring the broader functions of HRM.

Supplemental Material

sj-docx-1-mtr-10.1177_23792981261454362 – Supplemental material for Recruitment in Action: A Simulation Exercise on Strategic Recruitment Decisions

Supplemental material, sj-docx-1-mtr-10.1177_23792981261454362 for Recruitment in Action: A Simulation Exercise on Strategic Recruitment Decisions by Lili Bao and Hongguo Wei in Management Teaching Review

Footnotes

ORCID iDs

Lili Bao

Hongguo Wei

Funding

The authors received no financial support for the research, authorship, and/or publication of this article.

Declaration of Conflicting Interests

The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Supplemental Material

The online supplemental material is available at .

Notes

References

Grabara

J. K.

Kot

Pigoń

. (2016). Recruitment process optimization: Chosen findings from practice in Poland. Journal of International Studies, 9(3), 217–228. https://doi.org/10.14254/2071-8330.2016/9-3/17

Judge

T. A.

Kammeyer-Mueller

(2022). Staffing organizations (10th ed.). McGraw-Hill.

Noe

R. A.

Hollenbeck

J. R.

Gerhart

B. A.

Wright

P. M.

(2024). Fundamentals of human resource management (2024 release). McGraw-Hill.

Phillips

J. M.

(2022). Strategic staffing (5th ed.). Sage.

Supplementary Material

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